Activities

for the Development of Learners’ Competencies

Based on the Basic Education Core Curriculum B.E. 2551 (A.D. 2008)
(Revised 2560 (A.D. 2017))

Designed to show the process of

organizing active learning activities
from the start.

Guidelines for
organizing active learning activities.

Full of various teaching methods

3A
Sec ond ary
that suit the content
and learning outcomes.

Activities and situations are focused

on students’ practice.

Activities to develop elements

of competencies.

Competency-based assessment
activities to ensure key competencies
achievement.

Assessment and evaluation tools

for every activity.

ACT Academic Team

 Activities
for the Development of Learners’ Competencies

Mastering
Mathematics
Secondary 3
Mathematics
G.
Based on the Basic Education Core Curriculum B.E. 2551 (A.D. 2008)
9
(Revised 2560 (A.D. 2017))

• ACT Academic Team

Preface
Office of the Basic Education Commission (OBEC) has the policy to drive the use of the Basic
Education Core Curriculum B.E. 2551 (A.D. 2008) to develop learners’ competencies of the Basic Core
Curriculum and the 21st-century competencies. As a result, all instructional institutions have to adjust
their learning management process and learning styles to be more diverse to develop students to
become learners, innovative co-creators, and active citizens according to the national education
standard and educational reform plan that enhances competency-based education instead of indicator-
based instruction. In learning management that aims to develop competencies, learning activities should
be organized in line with the context of the educational institute and the needs of the students by using
an active learning process to allow students to get hands-on practice, self-learning, and have fun in
learning to develop their learning to their full potential according to their aptitudes and interests.
Aksorn CharoenTAT ACT Co., Ltd has written the set of Active Learning Activities for the Development
of Learners’ Competencies for teachers’ facilitation to be used as tools for the development of each
learner’s competencies through the active learning process that consists of the nature of learning in each
subject or learning area with powerful pedagogies to empower learning in the classroom with fun.
Teachers can apply the activities and learning materials presented in this document as guidelines
to improve the learning units and lesson plans that they have created, to be in line with the principles of
learning design and the active learning process with assessment for learning that aims to the
development of learning and learners’ competencies based on the Basic Core Curriculum by connecting
and applying key must-know indicators those are necessary to study and are meaningful to learners, and
are consistent with learners’ lifestyles and the local context creatively. To construct influential
knowledge, be aware of learning to develop lifelong learning, and obtain the characteristics of an active
learner according to the goals of Thailand and international educational reformation that aims to enhance
the competitiveness and learning potential of their citizens.
ACT Academic Team

• The activities in this document are designed to illustrate examples of some parts of the subject only. Teachers
can use them as guidelines for further design or apply them in integrated activities based on the context of the
school and the class.
• The period/hour of study for the active learning activity specified in each activity is simply a guideline. If there is
not enough time, teachers can assign students to do it outside school hours.
• The answer keys in the activities are simply examples for guiding. Please consider the students’ answers.
Designing learning processes with active learning
to develop competencies
To design learning activities that promote the development of learners’ competencies, the
activities must be focused on active learning rather than the subject content to help learners to
relate or construct their own knowledge through hands-on practice with media or learning activities
guided by teachers.
Learning activity design should start with O Objective
outcome setting, then designing the active
learning activity as shown below. Evaluation E L Learning Process

Input Process
• Set the indicators • Design active learning activities based on
• Set the outcomes and competencies the indicators and competencies learners
• Select the content that can be used to need to achieve
design activities to develop learners’ • Design tools for activity assessment
competencies and are related to learners’
real life Tourism Promotion Campaign
Instruction: Work in a group of 3. Study the given situation, then answer the questions.

Tourism Promotion Campaign

Mathematics
Subject.................................................................................................................................................................... Secondary 3
Grade..............................................................................................
Linear Inequalities in One Variable
Learning unit................................................................................................................................................................................................................ Time................ 7 hours
Tourism Promotion Campaign
Learning activity...................................................................................................................................................................................................... Time................ 2 hours 1. Work with your group and plan how to use the Tourism Promotion Campaign and
keep the expenses within the budget that the campaign allows step by step if
1. Core content Fah’s family came to travel to your province. Every restaurant and travelling place
The steps to solve a word problem involving linear inequalities in one variable are: in the province is Discount
registered in the campaign.
on food/travel (Sample answers)
Discount on hotel
Step 1 Analyze the word problem to consider what is given and what is asked to find.
• Get a 400 baht coupon/room/night for
Step 2 Set a variable to represent what the word problem wants or to represent what is • Cover 40% of hotel accommodation
related to what the word problem wants. per night, which is not more than 1)Find the rental
food or fee/room/night
travel when checkedofintothea hotel
hotel room that they can book

Step 3 Consider the conditions showing the given inequality and write an inequations. 1,500 baht/night. when usingsuccessfully.
the campaign and the price is not over the budget of the campaign.
• Limited for 15 rooms/night/person.2) • Get the coupon once a day on the check-in
Step 4 Solve the inequation to find an answer to the word problem. Gather information
date after 5 pm. The coupon will expireand choose the hotel that the rental
on hotels in Chiangmai
ื
Step 5 Check if the answer is reasonable and in line with the given conditions. fee/night onis not more expensive
the check-out date at 11.59than
pm. 1).
3) Identify how • The many
couponsrooms
can they
be usedwantattothe book and how much they have to top
2. Learning standards and indicators Remark restaurants and places that are registered
up in the inA-Wallet
the
in theTravellers
campaign.
Aksornpay Plus60%application
and
for the hotel’s rental fee
MA 1.3 Use expressions, equations, and inequalities to describe relationships or The campaign can be used via A-Wallet in the
solve a given problem.
4) Find the cost of food/travel for
the campaign pay 40% of the price. 1 coupon when using the discount for
5. Learning objectives Aksorn Plus Application only. 2. Show how to find the answer as planned in 1. with the knowledge of linear
MA 1.3 G.9/1 Understand and apply properties of inequality to analyze andinequalities
solve in one variable correctly. (K, S, A) food/travel. The expenses must not be over budget that the campaign allows.
Solve problems with linear inequations in one valuable. (Sample answers)
problems using linear inequalities in one variable. Then, find how much they must top up in the A-Wallet in the Aksorn Plus
6. Learning materials and sources application altogether.
3. Learners’ key competencies There are 4 people in Fah’s family. 1) theFind the rental
for fee/room/night of the hotel room that they can book when using
1) Mastering Mathematics Secondary 3A, Unit 1: Linear Inequalities in One Variable 5) They
Gatherwant to go to travel
information aboutduring
restaurants holidays
and souvenir shops in Chiangmai and
Competency 3 Problem-solving capacity 2) Worksheet for the development of elements of competencies: Tourism Promotion The campaign and the price are not over the budget of the campaign.
2 days and 1 night by joining the Tourismplan Promotion
how to Campaign to get that
use the coupon a discount
will beonin hotel
line with the conditions.
Indicator 1 Apply the problem-solving process Campaign
by analyzing the problem, planning Given that x represents the rental fee/room/night of the hotel that they can book.
accommodation and food/travel. How can you help Fah’s family plan to use the campaign?
to solve the problem, solving the3)problem, testing,
Flashcards and concluding.
showing word problems The campaign gives a 40% discount on the rental fee/room/night (but not more
Indicating behaviour 2. Plan to solve the problem than 1,500 baht/night)
3. Solve a problem
7. Teaching method 40 x £ 1,500
16 The inequation is 100
(Teaching method: problem-solving method)
3.1 Follow the plan x £ 1,50040´ 100
4. Elements of competencies 1st hour x £ 1,500
Solve problems in a given situation correctly with Linear Inequalities in One Variable.
Introduction So, the rental fee for the hotel room they can book is 3,750 baht/room/night
2) The hotel in Chiangmai we chose from the gathered information is the Enimman
Review solving simultaneous linear inequations by sticking a flashcard showing a word
problem on the board. hotel Chiangmai which cost 3,079 baht/room/night. 2 people can stay in 1 room.
7 Example 3) Identify how many rooms they want to book and how much they have to top
New had an amount of money and his dad gave him the same amount of money. up in the A-Wallet in the Aksorn Plus application for the hotel’s rental fee.
One day, he went to buy clothes for 1,000 baht and he has not more than 3,000 baht left. Since there are 4 people in Fah’s family,
How much did New have in the beginning at most? They need 2 hotel rooms per night.
After that, ask students to answer the following questions: Since
17 the rental fee is 3,079 baht/room/night
1) What do we know from the word problem? And the campaign gives a 40% discount on the rental fee/room/night,
(Suggested answer: New’s dad gave him money in the same amount as he’d already The discount that the campaign give for a room/night is 100 40 ´ 3,079
had in the beginning.
= 1,231.60 baht.
New spent 1,000 baht on his clothes.
After that, New had not more than 3,000 baht left.) This means the rental fee they have to pay is 3,079 - 1,231.60
2) What does the word problem want? = 1,847.40 baht/room/night.
(Suggested answer: how much did New have in the beginning at most?) Since they need 2 rooms/night
3) If you set x as a variable in this inequation, what is it will stand for? So, they have to top up the A-Wallet for 2 ´ 1,847.40 = 3,694.80 baht.
(Suggested answer: the money New had in the beginning.)
4) How can we write a number sentence?
(Suggested answer: 2x - 1,000 ≤ 3,000)

8 18
Ref: (Draft) Guidelines for Basic Curriculum Framework A.D. … at The Primary Level (Grades 1-3): OBEC,
and Future of Education and Skills: OECD Education 2030 Framework.

Output Outcomes
• Workpieces Competencies
• Innovations

Thinking
capacity

Problem-solving
capacity

Communication
capacity

Capacity for
technological
application

Capacity for
applying life skills
Contents
3A
Chapter

1 Linear Inequalities in One Variable

• Learning activity for the development of elements of competencies
1
Tourism Promotion Campaign 7

Chapter

2 Quadratic Equations in One Variable

Chapter

3 Quadratic Functions

Chapter

4 Pyramids, Cones, and Spheres

• Learning activity for the assessment of unit competencies
23
Organic Aromatic Candles 29

Chapter

5 Statistic
• Learning activity for the development of elements of competencies
55
Environmental Explorer 60

Chapter

6 Probability
3B
Chapter

1 System of Simultaneous Linear Equations

Chapter

2 Factorizing Polynomials of Degrees Greater than Two

Chapter

3 Similarity

Chapter

4 Trigonometric Ratios
• Learning activity for the development of elements of competencies
80
Design a Parking Lot 85
• Learning activity for the assessment of unit competencies
The Little Architect 106

Chapter

5 Circles

Appendix 122
 Active Learning Activities
Mathematics

Chapter 1 Linear Inequalities in

One Variable
Secondary 3

Duration 7 hours

1. Learning standards and indicators

MA 1.3 Use expressions, equations, and inequalities to describe relationships or
solve a given problem.
MA 1.3 G.9/1 Understand and apply properties of inequality to analyze and solve
problems using linear inequalities in one variable.

2. Learners’ key competencies

1) Competency 2 Thinking capacity
Indicator 2 High order thinking (synthetic, creative, and critical thinking)
Indicating behaviour 3. Think critically to make various choices using proper criteria.
2) Competency 3 Problem-solving capacity
Indicator 1 Apply the problem-solving process by analyzing the problem, planning
to solve the problem, solving the problem, testing, and concluding.
Indicating behaviour 2. Plan to solve the problem
3. Solve a problem
3.1 Follow the plan

1
3. Unit competencies
Make decisions to choose guidelines to solve problems in a given situation reasonably with
Linear Inequalities in One Variable.

4. Content
• Linear inequalities in one variable
• Real-life applications of linear inequalities in one variable
• Solving simultaneous linear inequalities

5. Elements of competencies/tasks
1) Make choices on various things in a given situation by applying the knowledge involving
solving simultaneous linear inequations reasonably.
2) Solve problems in a given situation correctly with Linear Inequalities in One Variable.

2
 6. Outline of the learning activities for the unit

Topic Competencies Learning activities Duration

7 hours
Real-life Elements of competencies Learning activity for
applications of Make choices on various things in a given situation the development
linear by applying the knowledge involving solving of elements of
2 hours
Inequalities in simultaneous linear inequalities reasonably. competencies:
one variable Get People on the
Bus
Solving Elements of competencies Learning activity for
simultaneous Solve problems in a given situation correctly with the development
linear linear inequalities in one variable. of elements of
2 hours
inequations competencies:
Tourism Promotion
Campaign
Linear Unit competencies Learning activity for
inequalities in Make decisions to choose guidelines to solve the assessment of
3 hours
one variable problems in a given situation reasonably with unit competencies:
linear inequalities in one variable. Deliver Products
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

3
7. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of 1) Write linear
competencies inequalities in
Make choices one variable
on various to represent
things in a given sentences
situation by involving
applying the numbers
knowledge correctly.
involving solving (K, S, A)
simultaneous 2) Solve
linear equations simultaneous
reasonably. linear
inequalities
with the
properties of
inequality and
draw graphs
representing
answers on
number lines
correctly.
(K, S, A)

4
 List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of Solve problems - Assess the - Worksheet - The quality - Teacher - After the
competencies with linear worksheet for the level at learning
Solve problems inequalities in for the development ‘Good (2)’ activity
in a given one variable development of elements of or higher
situation correctly. (K, S, A of elements of competencies:
correctly with competencies: Tourism
linear Tourism Promotion
inequalities in Promotion Campaign
one variable. Campaign
by using the
scoring rubric
for the
assessment of
elements of
competencies
- Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for
elements of
competencies
from learners’
key
competencies

5
 List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Unit Connect the
competencies knowledge
Make decisions involving linear
to choose inequalities in
guidelines to one variable to
solve problems make decisions
in a given on to choose
situation guidelines to
reasonably with solve problems
Linear in a given
Inequalities in situation
One Variable. reasonably.
(K, S, A)
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

6
 Mathematics
Subject.................................................................................................................................................................... Secondary 3
Grade..............................................................................................
Linear Inequalities in One Variable
Learning unit................................................................................................................................................................................................................ Time................ 7 hours
Tourism Promotion Campaign
Learning activity...................................................................................................................................................................................................... Time................ 2 hours

1. Core content
The steps to solve a word problem involving linear inequalities in one variable are:
Step 1 Analyze the word problem to consider what is given and what is asked to find.
Step 2 Set a variable to represent what the word problem wants or to represent what is
related to what the word problem wants.
Step 3 Consider the conditions showing the given inequality and write an inequations.
Step 4 Solve the inequation to find an answer to the word problem.
Step 5 Check if the answer is reasonable and in line with the given conditions.

2. Learning standards and indicators

MA 1.3 Use expressions, equations, and inequalities to describe relationships or
solve a given problem.
MA 1.3 G.9/1 Understand and apply properties of inequality to analyze and solve
problems using linear inequalities in one variable.

3. Learners’ key competencies

Competency 3 Problem-solving capacity
Indicator 1 Apply the problem-solving process by analyzing the problem, planning
to solve the problem, solving the problem, testing, and concluding.
Indicating behaviour 2. Plan to solve the problem
3. Solve a problem
3.1 Follow the plan

4. Elements of competencies
Solve problems in a given situation correctly with Linear Inequalities in One Variable.

7
5. Learning objectives
Solve problems with linear inequalities in one variable correctly. (K, S, A)

6. Learning materials and sources

1) Mastering Mathematics Secondary 3A, Unit 1: Linear Inequalities in One Variable
2) Worksheet for the development of elements of competencies: Tourism Promotion
Campaign
3) Flashcards showing word problems

7. Teaching method
(Teaching method: problem-solving method)

1st hour

Introduction
Review solving simultaneous linear inequations by sticking a flashcard showing a word
problem on the board.
Example
New had an amount of money and his dad gave him the same amount of money.
One day, he went to buy clothes for 1,000 baht and he has not more than 3,000 baht left.
How much did New have in the beginning at most?
After that, ask students to answer the following questions:
1) What do we know from the word problem?
(Suggested answer: New’s dad gave him money in the same amount as he’d already
had in the beginning.
New spent 1,000 baht on his clothes.
After that, New had not more than 3,000 baht left.)
2) What does the word problem want?
(Suggested answer: how much did New have in the beginning at most?)
3) If you set x as a variable in this inequation, what is it will stand for?
(Suggested answer: the money New had in the beginning.)
4) How can we write a number sentence?
(Suggested answer: 2x - 1,000 ≤ 3,000)

8
 5) What is the answer to the inequation?
(Suggested answer: New had 2,000 baht at most in the beginning.)

Teaching
Identify the problem
1. Ask students, “How can we use linear inequalities in one valuable to solve problems in our
everyday life?”
(Suggested answer: there can be various answers, e.g. determining the speed of vehicles on
the road, or determining the height of vehicles to enter the indoor
parking lot.)
2. Ask students to work in groups of 3 and give them the worksheet for the development of
elements of competencies: Tourism Promotion Campaign. Then, ask them to study the
situation in the worksheet.
3. Ask students, “What is the problem in the situation from the worksheet?”
(Suggested answer: How can Fah’s family plan to use the tourism promotion campaign and
keep their expenses within the budget that the campaign allows?)
Gather data
4. Ask students the following questions to check their understanding:
1) What does the Tourism Promotion Campaign support?
(Suggested answer: it supports hotel accommodation and food/travel coupons.)
2) What are the conditions of use for hotel accommodation?
(Suggested answer: 1. Cover 40% of hotel accommodation per night, which is not
more than 1,500 baht/night.
2. Limited for 15 rooms/night/person.)
3) What are the conditions for food/travel coupons?
(Suggested answer: 1. Food/travel coupon 400 baht/room/night.
2. Travellers pay 60% of the price and the campaign pays another
40% of the price.)
5. Ask students to explore and gather data to plan how to use the tourism promotion campaign
and keep the expenses within the budget that the campaign allows.

9
 2nd hour

Develop and select the best possible solution

6. Ask each student to present their plan to use the tourism promotion campaign and choose
the plan that keeps the expenses within the budget that the campaign allows with their
group, then record it in part 1. of the worksheet for the development of elements of
competencies: Tourism Promotion Campaign.
Develop and execute an action plan
7. Ask each to show how to find the answer to the problem as planned in part 1. by using
the knowledge of linear inequalities in one valuable and record it in part 2. of the
worksheet.
8. Let every group check their answer with the following questions:
1) Is the plan to solve the problem clear?
2) Can the plan solve the problem from the situation in the worksheet?
3) Did we follow every step of the plan?
4) Was there any step that wasn’t according to plan?

Conclusion
Work with students to conclude the knowledge from planning how to use the tourism
promotion campaign in the worksheet and let them ask questions if they have any confusion.

Assessment
Evaluate the result
1. Mark the worksheet for the development of elements of competencies: Tourism Promotion
Campaign.
2. Assess the elements of competencies by using the assessment form for elements of
competencies from learners’ key competencies and the scoring rubrics of the worksheet for
the development of elements of competencies: Tourism Promotion Campaign.
3. Observe students’ behaviour when working in groups.

10
8. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of Solve problems - Assess the - Worksheet - The quality - Teacher - After the
competencies with linear worksheet for the level at learning
Solve problems inequalities in for the development ‘Good (2)’ activity
in a given one variable development of elements of or higher
situation correctly. (K, of elements of competencies:
correctly with S, A competencies: Tourism
linear Tourism Promotion
inequalities in Promotion Campaign
one variable. Campaign
by using the
scoring rubric
for the
assessment of
elements of
competencies
- Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for
elements of
competencies
from learners’
key
competencies

11
 Tourism Promotion Campaign
Instruction: Work in a group of 3. Study the given situation, then answer the questions.

Tourism Promotion Campaign

Discount on food/travel
Discount on hotel
• Cover 40% of hotel accommodation • Get a 400 baht coupon/room/night for
per night, which is not more than food or travel when checked into a hotel
1,500 baht/night. successfully.
• Limited for 15 rooms/night/person. • Get the coupon once a day on the check-in
คืน date after 5 pm. The coupon will expire
on the check-out date at 11.59 pm.
• The coupons can be used at the
Remark restaurants and places that are registered
The campaign can be used via A-Wallet in the in the campaign. Travellers pay 60% and
Aksorn Plus Application only. the campaign pay 40% of the price.

There are 4 people in Fah’s family. They want to go to travel during the holidays for
2 days and 1 night by joining the Tourism Promotion Campaign to get a discount on hotel
accommodation and food/travel. How can you help Fah’s family plan to use the campaign?

12
1. Work with your group and plan how to use the Tourism Promotion Campaign and
keep the expenses within the budget that the campaign allows step by step if
Fah’s family came to travel to your province. Every restaurant and travelling place
in the province is registered in the campaign.

13
2. Show how to find the answer as planned in 1. with the knowledge of linear
inequations in one valuable.

14
15
 Tourism Promotion Campaign
Instruction: Work in a group of 3. Study the given situation, then answer the questions.

Tourism Promotion Campaign

Discount on food/travel
Discount on hotel
• Cover 40% of hotel accommodation • Get a 400 baht coupon/room/night for
per night, which is not more than food or travel when checked into a hotel
1,500 baht/night. successfully.
• Limited for 15 rooms/night/person. • Get the coupon once a day on the check-in
คืน date after 5 pm. The coupon will expire
on the check-out date at 11.59 pm.
• The coupons can be used at the
Remark restaurants and places that are registered
The campaign can be used via A-Wallet in the in the campaign. Travellers pay 60% and
Aksorn Plus Application only. the campaign pay 40% of the price.

There are 4 people in Fah’s family. They want to go to travel during the holidays for
2 days and 1 night by joining the Tourism Promotion Campaign to get a discount on hotel
accommodation and food/travel. How can you help Fah’s family plan to use the campaign?

16
1. Work with your group and plan how to use the Tourism Promotion Campaign and
keep the expenses within the budget that the campaign allows step by step if
Fah’s family came to travel to your province. Every restaurant and travelling place
in the province is registered in the campaign. (Sample answers)

1) Find the rental fee/room/night of the hotel room that they can book
when using the campaign and the price is not over the budget of the campaign.
2) Gather information on hotels in Chiangmai and choose the hotel that the rental
fee/night is not more expensive than 1).
3) Identify how many rooms they want to book and how much they have to top
up in the A-Wallet in the Aksorn Plus application for the hotel’s rental fee
4) Find the cost of food/travel for 1 coupon when using the discount for
food/travel. The expenses must not be over budget that the campaign allows.
Then, find how much they must top up in the A-Wallet in the Aksorn Plus
application altogether.
5) Gather information about restaurants and souvenir shops in Chiangmai and
plan how to use the coupon that will be in line with the conditions.

17
2. Show how to find the answer as planned in 1. with the knowledge of linear
inequations in one valuable. (Sample answers)

1) Find the rental fee/room/night of the hotel room that they can book when using
The campaign and the price are not over the budget of the campaign.
Given that x represents the rental fee/room/night of the hotel that they can book.
The campaign gives a 40% discount on the rental fee/room/night (but not more
than 1,500 baht/night)
The inequation is 100 40 x £ 1,500
x £ 1,50040´ 100
x £ 1,500
So, the rental fee for the hotel room they can book is 3,750 baht/room/night
2) The hotel in Chiangmai we chose from the gathered information is the Enimman
hotel Chiangmai which cost 3,079 baht/room/night. 2 people can stay in 1 room.
3) Identify how many rooms they want to book and how much they have to top
up in the A-Wallet in the Aksorn Plus application for the hotel’s rental fee.
Since there are 4 people in Fah’s family,
They need 2 hotel rooms per night.
Since the rental fee is 3,079 baht/room/night
And the campaign gives a 40% discount on the rental fee/room/night,
The discount that the campaign give for a room/night is 100 40 ´ 3,079
= 1,231.60 baht.
This means the rental fee they have to pay is 3,079 - 1,231.60
= 1,847.40 baht/room/night.
Since they need 2 rooms/night
So, they have to top up the A-Wallet for 2 ´ 1,847.40 = 3,694.80 baht.

18
4) Find the cost of food/travel for 1 coupon when using the discount for
food/travel. The expenses must not be over budget that the campaign allows.
Given that y represents the cost of food/travel for 1 coupon and the discount is
not more than the campaign allows. The campaign gives a 400 baht
coupon/room/night which the travellers will pay 60% and the campaign will pay
for another 40%
The inequation is 100 40 y £ 400
400 ´ 100
y £ 40
y £ 1,000
So, the cost of food/travel for 1 coupon that the campaign allows is 1,000 baht.
Since the travelers will pay 60% and the campaign will pay for another 40%
60 ´ 1.000
From the cost of food/travel of 1,000 baht, travellers will pay 100
= 600 baht.
Since Fah’s family will get 2 coupons
So, they have to top up A-Wallet for 2 ´ 600 = 1,200 baht altogether.
5) Gather information about restaurants and souvenir shops in Chiangmai
Since Fah’s family get 2 food/travel coupons,
The cost of food and travel that the campaign allows is 2,000 baht
Which are
(1) First day’s dinner. Kua Kai restaurant 600 baht
(2) Bakery and drinks from Moo cafe 500 baht
(3) Second day’s Lunch. Jea Juu restaurant 500 baht
(4) Wannatat Souveneir shop 400 baht

19
 Assessment form for elements of competencies from learners’ key competencies
Quality level record for the activity for
the development of elements of competencies
Instruction: Grade the competencies using the rubrics.
Excellence 3 Good 2 Fair 1 Needs improvement 0

Learners’ key competencies Quality level

Competency 3 Problem-solving capacity
Indicator 1 Indicating behaviour 2.
Competency 3 Problem-solving capacity
Indicator 1 Indicating behaviour 3. (3.1)
Remark: To prepare the learner for the next activity, develop the learner to pass the criteria
if the learner doesn’t reach level 2 (good) for each key competency.

20
 Scoring rubrics for the activity for the development of elements of competencies
Quality level
Indicators Learners’ key Needs
competencies Excellence Good Fair improvement
(3 scores) (2 scores) (1 score) (0 scores)
M 3.1 G.9/1 Competency 3 Plan to use the Plan to use the Plan to use the Cannot plan to
Understand and Problem-solving discount on the discount on the discount on the use the discount
apply properties capacity hotel rooms and hotel rooms and hotel rooms and on the hotel
of inequality to Indicator 1 the cost of the cost of the cost of rooms and the
analyze and Apply the food/travel from food/travel from food/travel from cost of
solve problems problem-solving the Tourism the Tourism the Tourism food/travel from
using linear process by Promotion Promotion Promotion the Tourism
inequalities in analyzing the Campaign Campaign Campaign Promotion
one variable. problem, clearly step by step by step and step by step and Campaign
planning to step and be be aware that be aware that step by step that
solve the aware that the the expenses will the expenses will is aware that the
problem, solving expenses will not not be more not be more expenses will not
the problem, be more than than the than the be more than
testing, and the campaign campaign allows, campaign allows, the campaign
concluding. allows. but there is but there is allows.
Indicating some confusion some confusion
in some steps. in most steps.
behaviour
2. Plan to solve
the problem

21
 Quality level
Learners’ key Needs
Indicators competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
Competency 3 Follow every Follow 2-3 steps Follow 1-2 steps Does not follow
Problem-solving step of the plan of the plan to of the plan to any step of the
capacity to solve the solve the solve the plan to solve
Indicator 1 problem and problem and problem and the problem
Apply the have complete have supported have supported
problem-solving supported information. information.
process by information.
analyzing the
problem,
planning to
solve the
problem, solving
the problem,
testing, and
concluding.
Indicating
behaviour
3. Solve a
problem
3.1 Follow
the plan

22
 Active Learning Activities
Mathematics

Chapter 4 Pyramids, Cones, and

Spheres
Secondary 3

Duration 9 hours

1. Learning standards and indicators

MA 2.1 Understand the basics measurement. Measure and predict the size of what
you want to measure and apply.
MA 2.1 G.9/1 Understand and apply the surface area of pyramids, cones and spheres to
solve real-life and mathematical problems.
MA 2.1 G.9/2 Understand and apply the volume of pyramids, cones and spheres to solve
real-life and mathematical problems.

2. Learners’ key competencies

1) Competency 2 Thinking capacity
Indicator 1 Basic thinking (analytical thinking)
Indicating behaviour 2. Find the relationship between the constituent parts of information
found in the real-life context.
2) Competency 3 Problem-solving capacity
Indicator 1 Apply the problem-solving process by analyzing the problem, planning
to solve the problem, solving the problem, testing, and concluding.

23
 Indicating behaviour 3. Solve a problem
3.1 Follow the plan
3) Competency 4 Capacity for applying life skills
Indicator 1 Apply a variety of learning methods in everyday life
Indicating behaviour 1. Apply knowledge, skills and various processes to create a
workpiece or a project that has clear steps and is effective to be
used in everyday life properly.

3. Unit competencies
Create a workpiece involving surface areas and volumes with the relationship between
parts of pyramids, cones, and sphere to correctly and reasonably solve real-life problems.

4. Content
• Pyramid
• Cones
• Spheres

5. Elements of competencies/tasks
1) Design a workpiece involving surface areas and volumes with the relationship between
parts of pyramids to correctly and reasonably solve real-life problems.
2) Create a workpiece involving surface areas and volumes with the relationship between
parts of cones to correctly and reasonably solve real-life problems.
3) Create a workpiece involving surface areas and volumes with the relationship between
parts of spheres to correctly and reasonably solve real-life problems.

24
 6. Outline of the learning activities for the unit

Topic Competencies Learning activities Duration

9 hours
Pyramids Elements of competencies Learning activity for
Design a workpiece involving surface areas and the development
volumes with the relationship between parts of of elements of 2 hours
pyramids to correctly and reasonably solve real- competencies:
life problems. Design an Accessory
Cones Elements of competencies Learning activity for
Create a workpiece involving surface areas and the development
volumes with the relationship between parts of of elements of
2 hours
cones to correctly and reasonably solve real-life competencies:
problems. Mosquito Repellent
Incense Sticks
Spheres Elements of competencies Learning activity for
Create a workpiece involving surface areas and the development
volumes with the relationship between parts of of elements of 2 hours
spheres to correctly and reasonably solve real-life competencies:
problems. Bath Bomb
Pyramids, Unit competencies Learning activity for
cones, and Create a workpiece involving surface areas and the assessment of
spheres volumes with the relationship between parts of unit competencies: 3 hours
pyramids, cones, and spheres to correctly and Organic Aromatic
reasonably solve real-life problems. Candles
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

25
7. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of 1) Explain parts
competencies of a pyramid
Design a correctly.
workpiece (K, A)
involving 2) Find the
surface areas correct
and volumes surface area
with the of pyramids.
relationship (K, S, A)
between parts 3) Find the
of pyramids to correct
correctly and volume of
reasonably pyramids.
solve real-life (K, S, A)
problems.
Elements of 1) Explain parts
competencies of a cone
Create a correctly.
workpiece (K, A)
involving 2) Find the
surface areas correct
and volumes surface area
with the of cones.
relationship (K, S, A)
between parts 3) Find the
of cones to correct
correctly and volume of
reasonably cones.
solve real-life (K, S, A)
problems.

26
 List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of 1) Explain parts
competencies of a sphere
Create a correctly.
workpiece (K, A)
involving 2) Find the
surface areas correct
and volumes surface area
with the of spheres.
relationship (K, S, A)
between parts 3) Find the
of spheres to correct
correctly and volume of
reasonably spheres.
solve real-life (K, S, A)
problems

27
 List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Unit Connect the - Assess the - Worksheet for - The quality - Teacher - After the
competencies knowledge worksheet for the assessment level at learning
Create a involving surface the assessment of unit ‘Good (2)’ activity
workpiece areas and of unit competencies: or higher
involving volumes with competencies: Organic
surface areas the relationships Organic Aromatic
and volumes between parts of Aromatic Candles
with the pyramids, cones, Candles
relationship and spheres to by using the
between parts correctly and scoring rubrics
of pyramids, reasonably solve for the activity
cones, and real-life for the
spheres to problems. assessment
correctly and (K, S, A) of unit
reasonably competencies
solve real-life - Observe - Group work - Pass at ‘Fair’ - Teacher - During the
problems. students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for unit
competencies
from learners’
key
competencies
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

28
 Mathematics
Subject.................................................................................................................................................................... Secondary 3
Grade..............................................................................................
Pyramids, Cones, and Spheres
Learning unit................................................................................................................................................................................................................ Time................ 9 hours
Organic Aromatic Candle
Learning activity...................................................................................................................................................................................................... Time................ 3 hours

1. Core content
A pyramid is a solid in which one of the faces is a polygonal base and the other slanted
faces are triangles joined to the edges (or sides) of the base. The vertex where all the slanted
faces meet is called the apex, which is opposite to the base, and the apex is not the same as
the base. The volume of a pyramid is 13 × base × height, and the total surface area of the
pyramid = total area of all faces.
A cone is solid with a circular base and the curved surface tapers into the apex, but the
apex is not in the same plane as the base. The volume of a cone is 13 pr2h where r is the base
radius and h is the height of the cone. The surface area of a cone is pr2 + prl where is the base
radius and l is the slant height of the cone.
A sphere is a curved shape where each point on its surface has an equal distance from the
center. The volume of a sphere is 4pr2 where r is the radius of the sphere. The surface area of
a sphere is 43 pr3 where r is the radius of the sphere.

2. Learning standards and indicators

MA 2.1 Understand the basics measurement. Measure and predict the size of what
you want to measure and apply.
MA 2.1 G.9/1 Understand and apply the surface area of pyramids, cones and spheres to
solve real-life and mathematical problems.
MA 2.1 G.9/2 Understand and apply the volume of pyramids, cones and spheres to solve
real-life and mathematical problems.

3. Learners’ key competencies

1) Competency 2 Thinking capacity
Indicator 1 Basic thinking (analytical thinking)

29
 Indicating behaviour 2. Find the relationship between the constituent parts of information
found in the real-life context.
2) Competency 3 Problem-solving capacity
Indicator 1 Apply the problem-solving process by analyzing the problem, planning
to solve the problem, solving the problem, testing, and concluding.
Indicating behaviour 3. Solve a problem
3.1 Follow the plan
3) Competency 4 Capacity for applying life skills
Indicator 1 Apply a variety of learning methods in everyday life
Indicating behaviour 1. Apply knowledge, skills and various processes to create a
workpiece or a project that has clear steps and is effective to be
used in everyday life properly.

4. Unit competencies
Create a workpiece involving surface areas and volumes with the relationships between
parts of pyramids, cones, and spheres to correctly and reasonably solve real-life problems.

5. Learning objectives
Connect the knowledge involving surface areas and volumes with the relationships
between parts of pyramids, cones, and spheres to correctly and reasonably solve real-life
problems. (K, S, A)

6. Learning materials and sources

1) Mastering Mathematics Secondary 3A, Unit 4: Pyramids, Cones, and Spheres
2) Interactive 3D: Nets of Pyramid
3) Interactive 3D: Cone
4) Worksheet for the assessment of unit competencies: Organic Aromatic Candles
5) Flashcards for playing a domino game involving pyramids, cones, and spheres
6) Materials for making organic aromatic candles (soy wax, candle wicks, essential oils, foldable
hard plastic to be used as a mold, chopsticks or something with a hole to hold the wick,
items for decoration)

30
7 Teaching method
(Teaching method: problem-solving method)

1st hour

Introduction
1. Review pyramids, cones, and spheres by asking students to work in groups of 3 and giving them
a set of flashcards to play a domino game. There are 36 cards in one set.
Examples of flashcards for the domino game involve pyramids, cones, and spheres.

Rectangle
(
1 1 × base × h × h
3 2 ) Cone
4 pr3
3

1 (width × length) × h pr2

3
Triangle Hexagon Pyramid

3 3 × side2 3
4 × side
2
32
Cone Circle

3 2(
1 × 3 3 × side2 × h
) 1 × base × h
2
Circle Rectangle Pyramid

pr2 + prl width × length

Sphere Triangle Pyramid

2pr2
Hexagon Sphere Square

31
 Rules of Domino Game
1) Place the domino cards with their face down on the table and let each player pick
4 cards.
2) First player chooses 1 card and put it on the table with its face up to start the line.
If the first player has a card that is related to the first card, place it to connect
them. They can connect the new card with any side of the first card. If they don’t
have a related card, pick 1 card from the stack. If the picked card is not related to
it. Let the player on the left play.
3) The player who runs out of cards first is the winner. If the game cannot be
continued, count the cards each player is holding. The player with the fewest cards
is the winner.
2. Show students the Interactive 3D: Nets of Pyramid or ask students to scan the QR code in
their book or the QR code below to see the Interactive 3D with their smartphones.

www.aksorn.com/interactive3D/RS942
After that, ask students to answer the following questions to check their understanding:
1) What is the solid in the Interactive 3D?
(Suggested answer: a rectangular pyramid.)
2) What are the nets of this pyramid made of?
(Suggested answer: 1 rectangle as its base and 4 triangles as its sides.)
3) What is different between an octagon pyramid and a rectangular pyramid?
(Suggested answer: their bases and the numbers of their sides are different.)
3. Show students the Interactive 3D: Nets of Cones or ask students to scan the QR code in
their book or the QR code below to see the Interactive 3D with their smartphones.

www.aksorn.com/interactive3D/RS941

32
 After that, ask students to answer the following questions to check their understanding:
1) What is the solid in the Interactive 3D?
(Suggested answer: a cone.)
2) What are the nets of this cone made of?
(Suggested answer: a curved triangle and a circle as its base.)
3) Which knowledge can you use to find the length of the base of the curved triangle?
(Suggested answer: how to find the circumference of a circle.)

Teaching
Identify the problem
1. Ask students, “How can we use the knowledge involving pyramids, cones, and spheres to
solve problems in our life?”
(Suggested answer: there can be various answers, e.g. find the surface area of the house
for painting, find the size of paper to make packaging, find the volume
of a candle, find the volume of the water in the pool.)
2. Give examples of the surface areas and volumes of geometric objects in the classroom to
lead into the learning activity for the assessment of unit competency.
3. Give students the worksheet for the assessment of unit competencies: Organic Aromatic
Candles and ask every group to study the problem in the worksheet. After that, ask
students, “What are the problems in the worksheet?”
(Suggested answer: how can we make organic aromatic candles from 500 g of soy wax?
Which shapes will we make? How will we design the packaging for the
organic aromatic candles?)
Gather data
4. Ask each group to explore and gather information on the shapes of organic aromatic
candles and how to make organic aromatic candles. After that, ask students to answer the
following questions to check their understanding:

33
 1) What are the shapes of organic aromatic candles?
(Suggested answer: there can be various answers depending on the gathered information,
e.g. cylindrical candles, cone candles, rectangular pyramid candles,
hexagon pyramid candles, rectangular prism candles, and octagon
prism candles.)
2) What can we use to make organic aromatic candles?
(Suggested answer: there can be various answers depending on the gathered information,
e.g. bee wax, soy wax, coconut wax, jasmine rice wax.)
3) What are the steps to make organic aromatic candles?
(Suggested answer: 1. Stick a candle wick in the container or a mold.
2. Pour soy wax into a heat-resistant cup and put it in a pot with
water and boil it until the wax melts. Stir to mix it well and put
it off the heat to rest until it’s warm.
3. Add 4-5 drops of essential oil or as recommended on the bottle
into the resting wax and mix well.
4. Pour the liquid into the container or the mold with the wick.
Use chopsticks or an object with a hole to hold the wick from
falling and leave it to cool down and harden.)

2nd hour
Develop and select the best possible solution
5. Work with students to recall what was done in the last hour and ask students to present
the shapes of organic aromatic candles they want to make to their group and discuss it to
conclude the shape of the candles they want to make for the conclusion set.
6. Asks students, “What are the shapes of candles in your group’s Organic Aromatic Candle
set?
(Suggested answer: there can be various answers, e.g. cone-shaped candles, hexagon
pyramid-shaped candles, and octagon pyramid-shaped candles.)
7. Ask every group to discuss the plan to make an Organic Aromatic Candle set with 3 pyramid
or cone shape candles from 500 g of soy wax and make the packaging for the candle set.
After that, work with students to conclude the plan to make the aromatic candle set.

34
 Develop and execute an action plan
8. Let every group review the plan to make the organic aromatic candle set and its packaging.
9. Ask every group to design the 3 different aromatic candles as planned in part 1. of the
worksheet for the assessment of unit competencies: Organic Aromatic Candles.
10. Let every group write the solution to find the volume of each aromatic candle from 500 g
of soy wax and identify the length of each part that is used to find the volume as planned
in part 2. of the worksheet.

3rd hour
Develop and execute an action plan (continue)
11. Ask every group to recall the shapes of the aromatic candles that they are designed in part
1. of the worksheet for the assessment of unit competencies: Organic Aromatic Candles
and recall the length of each part of the aromatic candle from part 2. and draw the nets
of the candles to be used to make the mold of each aromatic candle and identify the
length of each part of the nets in part 3. of the worksheet.
12. Ask every group to write the solution to find the total surface area of the plastic sheet to
make the molds in part 4. of the worksheet.
13. Give students the materials to make the molds and the aromatic candles.
14. Ask every group to design and make packaging for the aromatic candle set and explain how
to find the size of the packaging in part 6. of the worksheet.
15. Let every group check their answer with the following questions:
1) Are all 3 of the organic aromatic candles in the different pyramid or cone shapes?
2) Did we find the correct volume of soy wax to make each aromatic candle?
3) Is the length of each part of the aromatic candle correct?
4) Did we draw the nets of the molds for the organic aromatic candles correctly?
5) Is the length of each part of the nets for the aromatic candle molds correct?
6) Did we find the total surface area of the plastic sheet we need to make the molds
correctly?
7) Can the packaging we designed contain the organic aromatic candle set?
8) Did we get the organic Aromatic Candles in the sizes and shapes that we planned?

35
Conclusion
Work with students to conclude the knowledge from making organic aromatic candles in
the worksheet and let them ask questions if they have any confusion.

Assessment
Evaluate the result
1. Mark the worksheet for the assessment of unit competencies: Organic Aromatic Candles.
2. Assess the unit competencies of learners’ key competencies by using the quality level record
of the activity for the assessment of unit competencies and the scoring rubrics for the
assessment of unit competencies for the worksheet for the development of unit
competencies: Organic Aromatic Candles.
3. Observe students’ behaviour when working in groups.

36
8. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Unit Connect the - Assess the - Worksheet for - The quality - Teacher - After the
competencies knowledge worksheet for the assessment level at learning
Create a involving surface the assessment of unit ‘Good (2)’ activity
workpiece areas and of unit competencies: or higher
involving volumes with competencies: Organic
surface areas the relationships Organic Aromatic
and volumes between parts of Aromatic Candles
with the pyramids, cones, Candles
relationship and spheres to by using the
between parts correctly and scoring rubrics
of pyramids, reasonably solve for the activity
cones, and real-life for the
spheres to problems. assessment
correctly and (K, S, A) of unit
reasonably competencies
solve real-life - Observe - Group work - Pass at ‘Fair’ - Teacher - During the
problems. students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for unit
competencies
from learners’
key
competencies

37
 Organic Aromatic Candles
Instruction: Work in a group of 3, and do the activity.
An organic aromatic candle is one of the popular bedroom
decorations because it helps relax the users with the aromatic
essential oil in the ingredients that are different from normal candles.
It helps stressed people or those with difficult sleep get to sleep
easier.
One of the materials that are suitable to
make an aromatic candle is soy wax because
it’s made from natural soy oil which does not
contain any chemicals. So, the organic aromatic candle has less smoke
and doesn’t cause black soot which makes it safe to use and eco-friendly.
If you are assigned to make an organic aromatic candle set with 3 cone or pyramid
candles from 500 g of soy wax along with its packaging as a souvenir for the teachers’
retirement ceremony, what shapes will you make your aromatic candles into and how will
you design the packaging?
1. Design 3 organic aromatic candles in different shapes.

38
2. Find the volume of the soy was to make each organic aromatic candle when the
density of the soy wax is 0.9 g/cm3 and identify the length of each part that is
used to find the volumes. (Given that p » 22
7)

39
3. Draw the nets to make the mold of each organic aromatic candle and identify
the length of each part of the net.
Candle 1 in the shape of a

40
Candle 2 in the shape of a

41
Candle 3 in the shape of a

42
4. Find the total surface area of the plastic sheet to make the molds. Estimate
the answer in a whole number. (Given that p » 22
7)

5. Get the materials to make the aromatic candles from your teacher and make
the molds and the aromatic candles with your group.

43
6. Design and make packaging for the Organic Aromatic Candle set and explain
how to find the size of the packaging.

44
 Organic Aromatic Candles
Instruction: Work in a group of 3, and do the activity.
An organic aromatic candle is one of the popular bedroom
decorations because it helps relax the users with the aromatic
essential oil in the ingredients that are different from normal candles.
It helps stressed people or those with difficult sleep get to sleep
easier.
One of the materials that are suitable to
make an aromatic candle is soy wax because
it’s made from natural soy oil which does not
contain any chemicals. So, the organic aromatic candle has less smoke
and doesn’t cause black soot which makes it safe to use and eco-friendly.
If you are assigned to make an organic aromatic candle set with 3 cone or pyramid
candles from 500 g of soy wax along with its packaging as a souvenir for the teachers’
retirement ceremony, what shapes will you make your aromatic candles into and how will
you design the packaging?
1. Design 3 organic aromatic candles in different shapes. (Sample answers)

Cone Hexagon pyramid Octagon pyramid

45
2. Find the volume of the soy was to make each organic aromatic candle when the
density of the soy wax is 0.9 g/cm3 and identify the length of each part that is
used to find the volumes. (Given that p » 22
7)
Since we have 500 g of soy wax and we will divide it equally to make each candle
We found that we will use 166 g of soy wax to make 1 candle approximately.
So, the volume of 1 aromatic candle is 166 ÷ 0.9 » 184 cm3.
Cone Organic Aromatic Candle
Given that the diameter of the base is 8 cm.
11
Volume of cone = 13 pr2h
We get that 184 » 13 ´ 22 ( 2
7 ´4 ´h ) 8
h » 11 cm.
So, the diameter of the cone organic aromatic candle’s base is 8 cm. and it is 11 cm tall.
Hexagon Pyramid Organic Aromatic Candle
Given that the length of each side of the base is 5 cm.
The volume of the hexagon pyramid 8.5
= 13 ´ base aea ´ height
We get that ( )
184 = 13 ´ 3 2 3 ´ 52 ´ height
5
Height » 8.5 cm.
So, the length of each side of the base of the hexagon pyramid
the organic aromatic candle is 5 cm and it is 8.5 cm. tall.
Octagon Pyramid Organic Aromatic Candle
Given that the length of each side of the base is 4 cm.
The volume of the octagon pyramid 7.1
= 13 ´ base aea ´ height
We get that 184 = 13 ´ [2 ´ (1 + 2 ) ´ 42 ´ height
Height » 7.1 cm. 4
the length of each side of the base of the octagon pyramid
the organic aromatic candle is 4 cm and it is 7.1 cm. tall.

46
3. Draw the nets to make the mold of each organic aromatic candle and identify
the length of each part of the net.
Candle 1 in the shape of a cone

124°

25.1 cm

11.7 cm

47
 Candle 2 in the shape of a hexagon pyramid

5 cm
9.9 c
m

48
 Candle 3 in the shape of a Octagon pyramid

4 cm
8.6 c
m

49
4. Find the total surface area of the plastic sheet to make the molds. Estimate
the answer in a whole number. (Given that p » 22
7)
Candle 1 To make the cone organic aromatic candle we need to cut the plastic
sheet to make the surface area of the side of the cone.
The surface area of the side of the cone = prl
»
22 ´ 4 ´ 11.7
7
» 147.09 cm2

So, we need 147.09 cm2 of plastic sheet to make the mold for the cone
pyramid candle.
Candle 2 To make the hexagon pyramid organic aromatic candle we need to cut
the plastic sheet to make the surface area of the side of the pyramid.
The surface area of the side of the pyramid = total surface area of the side
(
= 6 ´ 12 ´ 5 ´ 9.9 )
= 148.5 cm2
So, we need 148.5 cm2 of plastic sheet to make the mold for the hexagon
pyramid candle.
Candle 3 To make the octagon pyramid organic aromatic candle we need to cut the
plastic sheet to make the surface area of the side of the octagon pyramid.
The surface area of the side of the pyramid = total surface area of the side
(
= 8 ´ 12 ´ 4 ´ 8.6 )
= 137.6 cm2
So, we need 137.6 cm2 of plastic sheet to make the mold for the octagon
pyramid candle.
Therefore, the plastic sheet to make all molds is 147.09 + 148.5 + 137.6
= 433.19 » 434 cm2

5. Get the materials to make the aromatic candles from your teacher and make
the molds and the aromatic candles with your group.

50
6. Design and make packaging for the Organic Aromatic Candle set and explain
how to find the size of the packaging.

Since the diameter of the cone aromatic candle’s base is 8 cm and the candle
is 11 cm tall, the length of each side of the base of the hexagon pyramid organic
aromatic candle is 5 cm and it is 8.5 cm tall, and the length of each side of the base of
the octagon pyramid organic aromatic candle is 4 cm and it is 7.1 cm tall. When we
put 3 candles together, we found that the box should be 12 cm wide, 30 cm long, and
12 cm high.
The nets of the packaging for the Organic Aromatic Candle set

12 cm
30 cm 12 cm

The packaging for the Organic Aromatic Candle set

51
 Assessment form for unit competencies from learners’ key competencies
Quality level record for the activity for
the assessment of unit competencies
Instruction: Grade the competencies using the rubrics.
Excellence 3 Good 2 Fair 1 Needs improvement 0

Learners’ key competencies Quality level

Competency 2 Thinking capacity
Indicator 1 Indicating behaviour 2.
Competency 3 Problem-solving capacity
Indicator 1 Indicating behaviour 3. (3.1)
Competency 4 Capacity for applying life skills
Indicator 1 Indicating behaviour 1.
Remark: To prepare the learner for the next activity, develop the learner to pass the criteria
if the learner doesn’t reach level 2 (good) for each key competency.

Scoring rubrics for the activity for the assessment of unit competencies
Quality level
Indicators Learners’ key Needs
competencies Excellence Good Fair improvement
(3 scores) (2 scores) (1 score) (0 scores)
M 2.1 G.9/1 Competency 2 Identify the Identify the Identify the Cannot identify
Understand and Thinking relationships relationships relationships the relationships
apply the capacity between the between the between the between the
surface area of Indicator 1 length of each length of each length of each length of each
pyramids, cones Basic thinking part to find the part to find the part to find the part to find the
and spheres to (analytical volume of each volume of each volume of each volume of each
solve real-life thinking) organic aromatic organic aromatic organic aromatic organic aromatic
and candle correctly candle correctly candle correctly candle correctly.
mathematical for 3 of them. for 2 of them. for 1 of them.
problems.

52
 Quality level
Learners’ key Needs
Indicators competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
M 2.1 G.9/2 Indicating
Understand and behaviour
apply the 2 Find the
volume of relationship
pyramids, cones between the
and spheres to constituent
solve real-life parts of
and information
mathematical found in the
problems. real-life
context.
Competency 3 Find the surface Find the surface Find the surface Cannot find the
Problem-solving area of the area of the area of the surface area of
capacity plastic sheet to plastic sheet to plastic sheet to the plastic sheet
Indicator 1 make the mold make the mold make the mold to make the
Apply the of each candle of each candle of each candle mold of each
problem-solving for 3 of them for 3 of them, for 1-2 of them, candle.
process by and make good but cannot so they cannot
analyzing the packaging that make packaging make packaging
problem, can fit the or the packaging or the packaging
planning to candles can contain the that can contain
solve the perfectly. candles but the candles.
problem, solving doesn’t fit them
the problem, perfectly.
testing, and
concluding.

53
 Quality level
Learners’ key Needs
Indicators competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
Indicating
behaviour
3. Solve a
problem
3.1 Follow
the plan
Competency 4 Use the Use the Use the Cannot use the
Capacity for knowledge/ knowledge/ knowledge/ knowledge/
applying life skills/ skills/ skills/ skills/
skills techniques and techniques and techniques and techniques and
Indicator 1 methods to methods to methods to methods to
Apply a variety make Organic make Organic make Organic make Organic
of learning Aromatic Aromatic Aromatic Aromatic Candle
methods in Candles that Candles that Candles that that follow the
everyday life follow the follow the follow the conditions.
Indicating conditions and conditions, but conditions, but
behaviour can finish the cannot finish the cannot finish the
1. Apply task within the task within the task within the
knowledge, given time and given time even given time and
skills and the candles can though the the candles
various be used in real candles can be cannot be used
processes to life. used in real life. in real life.
create a
workpiece or
a project that
has clear
steps and is
effective to
be used in
everyday life
properly.

54
 Active Learning Activities
Mathematics

Chapter 5 Statistic
Secondary 3

Duration 7 hours

1. Learning standards and indicators

MA 3.1 Understand and apply statistics to solve problems.
MA 3.1 G.9/1 Understand and apply statistics to display and analyse data from box-and-
whisker plots, including interpreting results and solving real-life problems
with suitable technology.

2. Learners’ key competencies

1) Competency 1 Communication capacity
Indicator 1 Convey knowledge, understanding, thoughts, feelings, and opinions
via speaking and writing.
Indicating behaviour 3. Write to convey the knowledge and understanding from messages
read, listened to, or watched in their own language.
2) Competency 2 Thinking capacity
Indicator 1 Basic thinking (analytical thinking)
Indicating behaviour 2. Find the relationships between the elements of information that
can be found in daily life context.

55
 3) Competency 4 Capacity for applying life skills
Indicator 2 Self-learn and continuously learn
Indicating behaviour 1. Have skills in seeking knowledge, information, and news.
4) Competency 5 Capacity for technological application
Indicator 1 Choose and use technology for society and self-improvement
Indicating behaviour 2. Choose and use technology to communicate creatively and
ethically.
3. Unit competencies
Analyze information in real-life situations correctly with the knowledge of statistics, then
present and translate the information with the proper technology.

4. Content
• Mean, quartiles, range, and interquartile range
• Box-and-whisker plots

5. Elements of competencies/tasks
Present information in the given situation with box-and-whisker plots and proper
technology. Analyze and translate the meaning of the information correctly.

56
 6. Outline of the learning activities for the unit

Topic Competencies Learning activities Duration

7 hours
Box-and-whisker Elements of competencies Learning activity for
plots Present information in the given situation with the development
box-and-whisker plots and proper technology. of elements of
3 hours
Analyze and translate the meaning of the competencies:
information correctly. Environmental
Surveyor
Statistic Unit competencies Learning activity for
Analyze information in real-life situations correctly the assessment of
with the knowledge of statistics, then present and unit competencies: 4 hours
translate the information with the proper Geologist
technology.
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

57
7. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of 1) Find quartiles - Assess the - Worksheet - The quality - Teacher - After the
competencies from the worksheet for the level at learning
Present given for the development ‘Good (2)’ activity
information in information development of elements of or higher
the given correctly. of elements of competencies:
situation with (K, S, A) competencies: Environmental
box-and-whisker 2) Present the Environmental Surveyor
plots and given Surveyor
proper information by using the
technology. with box-and- scoring rubric
Analyze and whisker plots for the
translate the and translate assessment of
meaning of the the results elements of
information correctly. competencies
correctly. (K, S, A) - Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for
elements of
competencies
from learners’
key
competencies

58
 List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Unit Connect the
competencies statistical
Analyze knowledge to
information in analyze, present,
real-life and translate
situations information in a
correctly with real-life given
the knowledge situation
of statistics, correctly with
then present the proper
and translate technology.
the information (K, S, A)
with the proper
technology.
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

59
 Mathematics
Subject.................................................................................................................................................................... Secondary 3
Grade..............................................................................................
Statistic
Learning unit................................................................................................................................................................................................................ Time................ 7 hours
Environmental Surveyor
Learning activity...................................................................................................................................................................................................... Time................ 2 hours

1. Core content
Quartiles can be obtained by dividing data, which is arranged in order into 4 roughly equal
parts. The points that divide data are called the first quartile (Q1), the second quartile (Q2), and
the third quartile (Q3). The first quartile is defined as the value that is less than or equal to that
value, which takes up one-fourth or 25% of the data. The second quartile is defined as the
value that is less than or equal to that value, which is half or 50% of the data, or defined as
the middle value when arranged is ascending order, i.e. the median is equal to the second
quartile. The third quartile is defined as the value that is less than or equal to that value,
which takes up three-fourth or 75% of the data.
A box-and-whisker plot illustrates the range, lower quartile (Q1), median, and upper
quartile (Q3) of a frequency distribution. A rectangular box is drawn above the number line,
with the left side at the lower quartile (Q1) and the right side at the upper quartile (Q3). A
vertical line is drawn inside the box to indicate the median. This rectangular box represents the
box of a box-and-whisker plot. We mark the min and the max above the number line and
draw two-line segments to connect them to the side of the box. These lines represent the
whisker of a box-and-whisker plot.

2. Learning standards and indicators

MA 3.1 Understand and apply statistics to solve problems.
MA 3.1 G.9/1 Understand and apply statistics to display and analyse data from box-and-
whisker plots, including interpreting results and solving real-life problems
with suitable technology.

60
3. Learners’ key competencies
1) Competency 1 Communication capacity
Indicator 1 Convey knowledge, understanding, thoughts, feelings, and opinions
via speaking and writing.
Indicating behaviour 3. Write to convey the knowledge and understanding from messages
read, listened to, or watched in their own language.
2) Competency 2 Thinking capacity
Indicator 1 Basic thinking (analytical thinking)
Indicating behaviour 2. Find the relationships between the elements of information that
can be found in daily life context.
3) Competency 5 Capacity for technological application
Indicator 1 Choose and use technology for society and self-improvement
Indicating behaviour 2. Choose and use technology to communicate creatively and
ethically.

4. Elements of competencies
Present information in the given situation with box-and-whisker plots and proper
technology. Analyze and translate the meaning of the information correctly.

5. Learning objectives
1) Find quartiles from the given information correctly. (K, S, A)
2) Present the given information with box-and-whisker plots and translate the results
correctly. (K, S, A)

6. Learning materials and sources

1) Mastering Mathematics Secondary 3A, Unit 5: Statistic
2) Worksheet for the development of elements of competencies: Environmental Surveyor
3) Water Quality Database System website of Environmental Office of region 1-16
(https://rwater.mnre.go.th/front/main/WaterQuality)

61
7. Teaching method
(Teaching method: case study method)

1st hour

Introduction
Review the knowledge of box-and-whisker plots with the following questions:
1) How many parts of data do we divide data to get quartiles? How many quartiles are
there? What are they called?
(Suggested answer: Quartiles can be obtained by dividing data, which is arranged order
into 4 roughly equal parts. There are 3 quartiles: the first quartile,
the second quartile, and the third quartile.)
2) How can we find the quartiles?
(Suggested answer: The first quartile is defined as the value that takes up one-fourth or
25% of the data.
The second quartile is defined as the value that is half or 50% of
the data, or defined as the middle value when arranged is
ascending order.
The third quartile is defined as the value that takes up three-fourth
or 75% of the data.)
3) How can we draw a box-and-whisker plot?
(Suggested answer: 1. Draw a number line with the scale in the range between the
highest value and the lowest value of data.
2. Find the Q1, Q2, and Q3 and mark them above of the number line.
3. Draw a rectangular box above the number line, with the left
side at the lower quartile (Q1) and the right side at the upper
quartile (Q3)
4. Draw a vertical line inside the box to indicate the median.
5. Mark the min and the max above the number line and draw
two-line segments to connect them to the side of the box.)

62
 Teaching
Present the case study
1. Give an example of the data on the quality of water from the parameter at the nearest
station to the school 30 days before the measured day from the water quality database
system website of the environmental office of region 1-16
(https://rwater.mnre.go.th/front/main/WaterQuality). After that, present the gathered data
with a box-and-whisker plot as the example below:
Dissolved Oxygen: DO from Pakkret station

normal

Watch out

(Suggested answer: DO data from Pakkret on 26 September 2022 to 25 October 2022 is

Q1 Q2 Q3
Lowest Highest

0.9 2.7 2.8 3.1 3.9

)
0.9 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

2. Ask students to answer questions from the box-and-whisker plot in part 1, e.g.
1) What is the highest and lowest value of the information?
(Suggested answer: the lowest value is 0.9 mg/l and the highest value is 3.9 mg/l.)
2) What are the Q1, Q2, and Q3?
(Suggested answer: Q1 is 2.7 mg/l, Q2 is 2.8 mg/l, and Q3 is 3.1 mg/l.)
3) What is the water quality of the second quartile?
(Suggested answer: watch out.)

63
 2nd hour

Study the case study

4. Ask students to work in groups of 3 and give them the worksheet for the development of
elements of competencies: Environmental Surveyor. After that, let them study the situation
in the worksheet.
Discuss the question to find the answer
5. Ask every group to discuss the question in the activity and ask students, “what is the
question in this activity?”
(Suggested answer: how can we use box-and-whisker plots to present the distribution of
the water quality from the parameter that we are interested in at each
station in the latest month (daily) in our region? How can we translate
it?)
6. Ask every group to select a parameter that measured the water quality and select 3 water
quality measuring stations in their region from
https://rwater.mnre.go.th/front/main/WaterQuality and write the standard criteria of the
selected parameter in part 1. of the worksheet.
7. Ask every group to use technology to record the data of the parameter in the latest month
(daily) from each station and stick the picture in part 2. of the worksheet.

3rd hour

Discuss the answer

8. Work with students to review what was done in the last hour. After that, ask every group to
use technology to present the box-and-whisker plots showing the distribution of the water
quality from the selected parameter at each station, translate it and record it in part 3. of
the worksheet for the development of elements of competencies: Environmental Surveyor.
9. Ask every group to analyze and compare the selected parameter at each station from the
box-and-whisker plots and record it in part 4. of the worksheet.

64
Conclusion
Conclude the learning
Work together with students to conclude the knowledge obtained from presenting the
distribution of the water quality from the parameter that students are interested in at each
station in the latest month (daily) in the region. Let students ask their questions if they have
any confusion.

Assessment
1. Mark the worksheet for the development of elements of competencies: Environmental
Surveyor.
2. Assess the elements of competencies by using the assessment form for elements of
competencies from learners’ key competencies and the scoring rubrics of the worksheet for
the development of elements of competencies: Science Day Poster.
3. Observe students’ behaviour when working in groups.

65
8. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of 1) Find quartiles - Assess the - Worksheet - The quality - Teacher - After the
competencies from the worksheet for the level at learning
Present given for the development ‘Good (2)’ activity
information in information development of elements of or higher
the given correctly. of elements of competencies:
situation with (K, S, A) competencies: Environmental
box-and-whisker 2) Present the Environmental Surveyor
plots and given Surveyor
proper information by using the
technology. with box-and- scoring rubric
Analyze and whisker plots for the
translate the and translate assessment of
meaning of the the results elements of
information correctly. competencies
correctly. (K, S, A) - Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for
elements of
competencies
from learners’
key
competencies

66
 Environmental Surveyor
Instruction: Work in groups of 3 and complete the activity.
Nowadays, we use water in many ways, e.g. used for consumption, agricultural use,
and used in various industries, which results in worsening the quality of the water source.
Most factors are human-made. For
example, wastewater from houses, wastewater
from industrial factories, and wastewater from
agriculture are released into water sources
and pollute surface water and underground
water. It is dangerous to health if used and it
can be fatal in large quantities.
There are many parameters to measure the quality of water, e.g. acidity (pH), the
amount of dissolved oxygen (DO), biochemical oxygen demand (BOD), and turbidity. Each
parameter tells the quality of water if it is normal, to be watched out for, or critical.

How can you use box-and-whisker plots to present the distribution of the water
quality from the parameter that we are interested in at each station in the latest month
(daily) in our region? How can you translate it?

67
1. Select a parameter to measure the quality of water and select 3 the quality of
water measuring stations from https://rwater.mnre.go.th/front/main/WaterQuality.
Then, explain the standard criteria of the selected parameter.
The selected parameter is
The standard criteria are normal:
Watch out:
Critical:
The measuring stations are

2. Record the daily recorded information of the selected parameter of the latest
month of each station with technology and glue the picture in the box.

68
3. Draw box-and-whisker plots with technology to present the distribution of the
information of the selected parameter of each station from 1. and translate
the information.
1) A box-and-whisker plot showing the information of the selected parameter of
station.

2) A box-and-whisker plot showing the information of the selected parameter of

station.

69
 3) A box-and-whisker plot showing the information of the selected parameter of
station.

4. Make a box-and-whisker plot with technology to compare the selected parameter from
each station. Analyze and translate the data from the box-and-whisker plot for
at least 3 points.

70
71
 Environmental Surveyor
Instruction: Work in groups of 3 and complete the activity.
Nowadays, we use water in many ways, e.g. used for consumption, agricultural use,
and used in various industries, which results in worsening the quality of the water source.
Most factors are human-made. For
example, wastewater from houses, wastewater
from industrial factories, and wastewater from
agriculture are released into water sources
and pollute surface water and underground
water. It is dangerous to health if used and it
can be fatal in large quantities.
There are many parameters to measure the quality of water, e.g. acidity (pH), the
amount of dissolved oxygen (DO), biochemical oxygen demand (BOD), and turbidity. Each
parameter tells the quality of water if it is normal, to be watched out for, or critical.

How can you use box-and-whisker plots to present the distribution of the water
quality from the parameter that we are interested in at each station in the latest month
(daily) in our region? How can you translate it?

72
1. Select a parameter to measure the quality of water and select 3 the quality of
water measuring stations from https://rwater.mnre.go.th/front/main/WaterQuality.
Then, explain the standard criteria of the selected parameter. (Sample answers)
The selected parameter is Dissolved oxygen (DO)
The standard criteria are normal: 3 £ DO (mg/l) £ 12
Watch out: 1 £ DO (mg/l) < 3 or 12 < DO (mg/l) £ 20
Critical: DO (mg/l) < 1 or 20 < DO (mg/l)
The measuring stations are Bangkruay station, Saamgyam station, and Kratumban
station.
2. Record the daily recorded information of the selected parameter of the latest
month of each station with technology and glue the picture in the box.

73
3. Draw box-and-whisker plots with technology to present the distribution of the
information of the selected parameter of each station from 1. and translate
the information.
1) A box-and-whisker plot showing the information of the selected parameter of
the Bangkruay station.
The Bangkruay Station’s Daily DO in September 2022

From the box-and-whisker plot, we found that this set of data has 4 values that are out
of range, which are 2.6, 3.1, 3.3, and 3.7 mg/l. So, the smallest value in this box-and-whisker
plot is 0 mg/l and the largest value is 2.4 mg/l. The Q1 = 0.3 mg/l, Q2 = 0.6 mg/l, and
Q3 = 1.2 mg/l The value between the lowest value and Q1, and between Q1 and Q2 have has
the least spread and the data between Q3 and the largest value have the largest spread.
The days with DO in critical level are more than or equal to 50% of the entire data.

2) A box-and-whisker plot showing the information of the selected parameter of

the Saamgnam station.
The Saamgnam Station’s Daily DO in September 2022

From the box-and-whisker plot, we found that this set of data doesn’t haave data out of
range. So, the smallest values is 1.2 mg/l and the largest value is 3 mg/l. Q1 = 1.6 mg/l, Q2 =
1.9 mg/l and Q3 = 2.2 mg/l. The data between Q1 and Q2 has the same spread as Q2 and Q3.
The spread of the data is symmetrical and the data between Q3 and the largest value has
the largest spread. The days with DO in watch out level are more than or equal to 75% of
the entire data.

74
 3) A box-and-whisker plot showing the information of the selected parameter of
the Kratumban station.
The Kratumban Station’s Daily DO in September 2022

From the box-and-whisker plot, we found that this set of data doesn’t haave data out of
range. So, the smallest values is 0.1 mg/l and the largest value is 2.7 mg/l. Q1 = 1.1 mg/l, Q2
= 1.65 mg/l, and Q3 = 2.2 mg/l. The data between Q1 and Q2 has the same spread as Q2 and
Q3 which makes the spread of the data symmetrical. The data between the smallest and Q1
hasthe largest spread. The days with DO in watch out level are more than or equal to 75%
of the entire data.

4. Make a box-and-whisker plot with technology to compare the selected parameter

from each station. Analyze and translate the data from the box-and-whisker
plot for at least 3 points.

Daily DO in September 2022 from

Bangkruay station, Saamgnam station, and kratumban station.

Bangkruay station

Saamgnam station

Kratumban station

75
From the box-and-whisker plot, we found that
1) The medians of the DO of the Kratumban station and the Saamngam station
are to be watched out, but the median of the Bangkruay station is critical.
2) The DO of the Kratumban station and the Saamngam station are symmestical
spreaded.
3) In the range between Q1 to Q3 has DO measuring dates for 50% of the entire data.
The DO of the Saamngam station has the least spread and the DO of the
Kratumban station has the largest spread.
4) In September 2022, The dates that the DO is in critical level at Bangkruay
station is more than or equal to 50% of the entire data. The dates that the DO
is in critical level at Bangkruay station is less than or equal to 25% of the
entire data. There was not a day that the DO of Saamngam station in critical
level. So, Bang Kruai Station had more critical DO days than Sam Ngam and
Kratum Baen stations.
5) Most of the days in September 2022, the DO of the Saamgnam station and
Kratumban station is mostly to be watched out., but it’s mostly critical at the
Bangkruay station.

76
 Assessment form for elements of competencies from learners’ key competencies
Quality level record for the activity for
the development of elements of competencies
Instruction: Grade the competencies using the rubrics.
Excellence 3 Good 2 Fair 1 Needs improvement 0

Learners’ key competencies Quality level

Competency 1 Communication capacity
Indicator 1 Indicating behaviour 3.
Competency 2 Thinking capacity
Indicator 1 Indicating behaviour 2
Competency 5 Capacity for technological application
Indicator 1 Indicating behaviour 2.
Remark: To prepare the learner for the next activity, develop the learner to pass the criteria
if the learner doesn’t reach level 2 (good) for each key competency.

Scoring rubrics for the activity for the development of elements of competencies
Quality level
Indicators Learners’ key Needs
competencies Excellence Good Fair
improvement
(3 scores) (2 scores) (1 score)
(0 scores)
M 3.1 G.9/1 Competency 1 Translate the Translate the Translate the Cannot translate
Understand and Communication meaning of the meaning of the meaning of the the meaning of
apply statistics capacity outcomes from outcomes from outcomes from the outcomes
to display and Indicator 1 the box-and- the box-and- the box-and- from the box-
analyse data Convey whisker plots whisker plots whisker plots and-whisker
from box-and- knowledge, with their own with their own with their own plots with their
whisker plots, understanding, understanding understanding understanding own
including thoughts, for 3 stations. for 2 stations. for 1 station. understanding.
interpreting feelings, and
results and opinions via
solving real-life speaking and
problems with writing.
suitable
technology

77
 Quality level
Learners’ key Needs
Indicators competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
Indicating
behaviour
3. Write to
convey the
knowledge
and
understanding
from
messages
read, listened
to, or
watched in
their own
language.
Competency 2 Explain the Explain the Explain the Cannot explain
Thinking relationship of relationship of relationship of the relationship
capacity data by data by data by of data by
Indicator 1 comparing the comparing the comparing the comparing the
Basic thinking quality of water quality of water quality of water quality of water
(analytical of each station of each station of each station of each station
thinking) that is in line that is in line that is in line that is in line
Indicating with the box- with the box- with the box- with the box-
behaviour and-whisker and-whisker and-whisker and-whisker
2. Find the plots for more plots for 3 plots for 1-2 plots.
relationships than 3 points. points. points.
between the
elements of
information
that can be
found in
daily life
context.

78
 Quality level
Learners’ key Needs
Indicators competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
Competency 5 Select and use Select and use Select and use Select and use
Capacity for proper proper proper proper
technological technology to technology to technology to technology to
application present the box- present the box- present the box- present the box-
Indicator 1 and-whisker and-whisker and-whisker and-whisker
Choose and use plots of the data plots of the data plots of the data plots of the data
technology for correctly by correctly by correctly with correctly with
society and self- themselves and themselves. advice from the help from
improvement be able to classmates or classmates or
Indicating advise other the teacher. the teacher.
behaviour groups.
2. Choose and
use
technology
to
communicate
creatively
and
ethically.

79
 Active Learning Activities
Mathematics

Chapter 4 Trigonometric Ratios

Secondary 3

Duration 7 hours

1. Learning standards and indicators

MA 2.2 Understand and analyze geometric figures, geometric properties, and the
relationship between geometric figures and geometric theorem and apply
them.
MA 2.2 G.9/2 Understand and apply trigonometry to solving mathematical and real-world
problems.

2. Learners’ key competencies

1) Competency 2 Thinking capacity
Indicator 1 Basic thinking (analytical thinking)
Indicating behaviour 2. Find the relationships between the elements of information that
can be found in daily life context.
2) Competency 3 Problem-solving capacity
Indicator 1 Apply the problem-solving process by analyzing the problem, planning
to solve the problem, solving the problem, testing, and concluding.
Indicating behaviour 3. Solve a problem
3.1 Follow the plan

80
3. Unit competencies
Create a workpiece to solve problems in a given situation by using the knowledge of
trigonometric ratios to find the relationship of parts of data correctly.

4. Content
• Trigonometric ratios
• Application of trigonometric ratios to find the unknown sides of right triangles
• eal-life applications of trigonometric ratios

5. Elements of competencies/tasks
1) Design in a given situation by using the knowledge of trigonometric ratios to connect the
relationships between data to solve problems correctly.
2) Solve problems in a given situation correctly with the knowledge of trigonometric ratios.

81
 6. Outline of the learning activities for the unit

Topic Competencies Learning activities Duration

7 hours
Application of Elements of competencies Learning activity for
trigonometric Design in a given situation by using the knowledge the development
ratios to find of trigonometric ratios to connect the of elements of
2 hours
the unknown relationships between data to solve problems competencies:
sides of right correctly. Design a Parking Lot
triangles
Real-life Elements of competencies Learning activity for
applications of Solve problems in a given situation correctly with the development
trigonometric the knowledge of trigonometric ratios. of elements of
2 hours
ratios competencies:
The Distance
Explorer
Trigonometric Unit competencies Learning activity for
ratios Create a workpiece to solve problems in a given the assessment of
situation by using the knowledge of trigonometric unit competencies: 3 hours
ratios to find the relationship of parts of data The Little Architect
correctly.
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

82
7. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of 1) Explain the - Assess the - Worksheet - The quality - Teacher - After the
competencies meaning of worksheet for the level at learning
Design in a trigonometric for the development ‘Good (2)’ activity
given situation ratios development of elements of or higher
by using the correctly. of elements of competencies:
knowledge of (K, A) competencies: Design a
trigonometric 2) Find the Design a Parking Lot
ratios to trigonometric Parking Lot
connect the ratios of 0 to by using the
relationships 90-degree scoring rubric
between data angles for the
to solve correctly. assessment of
problems (K, S, A) elements of
correctly. competencies
- Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for
elements of
competencies
from learners’
key
competencies
Elements of Dis Solve word
competencies problems
Solve problems involving
in a given trigonometric
situation ratios in a given
correctly with situation
the knowledge correctly.
of trigonometric (K, S, A)
ratios.

83
 List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Unit Connect the - Assess the - Worksheet for - The quality - Teacher - After the
competencies knowledge worksheet for the assessment level at learning
Create a involving the assessment of unit ‘Good (2)’ activity
workpiece to trigonometric of unit competencies: or higher
solve problems ratios to create competencies: The Little
in a given a workpiece to The Little Architect
situation by solve problems Architect
using the in a given by using the
knowledge of situation scoring rubrics
trigonometric correctly. for the activity
ratios to find (K, S, A) for the
the relationship assessment
of parts of data of unit
correctly. competencies
- Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for unit
competencies
from learners’
key
competencies
Remark: The activities in this document are designed to illustrate the examples of some activities only (those highlighted).
The orange rows are activities for the development of elements of competencies. That will prepare learners for
competency-based assessment activities in the green rows.
The activities in the grey rows are to show that the whole unit is designed to be linked together, but are not
provided here. Teachers can design them in a way that suits the context of their class.

84
 Mathematics
Subject.................................................................................................................................................................... Secondary 3
Grade..............................................................................................
Trigonometric Ratios
Learning unit................................................................................................................................................................................................................ Time................ 7 hours
Design a Parking Lot
Learning activity...................................................................................................................................................................................................... Time................ 2 hours

1. Core content
ABC triangle is a triangle, where B angle is the right angle. The relationship between the
trigonometric ratios of A angle are

sin A = Opposite side BC

= AC C
Hypotenuse

cos A = Adjacent side = AC

AB
Hypotenuse
Opposite side
tan A = = BC
AB A B
Adjacent side

The trigonometric ratio of a 30-degree, 45-degree, and 60-degree angle can be found by
studying the triangle with the Pythagoras theorem, and some of the properties of the triangle.
We can find the trigonometric ratio of angles from 0 degrees to 90 degrees from the
trigonometric ratio table.

2. Learning standards and indicators

MA 2.2 Understand and analyze geometric figures, geometric properties, and the
relationship between geometric figures and geometric theorem and apply
them.
MA 2.2 G.9/2 Understand and apply trigonometry to solving mathematical and real-world
problems.

85
3. Learners’ key competencies
1) Competency 2 Thinking capacity
Indicator 1 Basic thinking (analytical thinking)
Indicating behaviour 2. Find the relationships between the elements of information that
can be found in daily life context.
2) Competency 3 Problem-solving capacity
Indicator 1 Apply the problem-solving process by analyzing the problem, planning
to solve the problem, solving the problem, testing, and concluding.
Indicating behaviour 3. Solve a problem
3.1 Follow the plan

4. Elements of competencies
Design in a given situation by using the knowledge of trigonometric ratios to connect the
relationships between data to solve problems correctly.

5. Learning objectives
1) Explain the meaning of trigonometric ratios correctly. (K, A)
2) Find the trigonometric ratios of 0 to 90-degree angles correctly. (K, S, A)

6. Learning materials and sources

1) Mastering Mathematics Secondary 3B, Unit 4: Trigonometric Ratios
2) Worksheet for the development of elements of competencies: Design a Parking Lot
3) Puzzle game: Trigonometric Ratios
4) Let’s Learn: Parking Lots’ Standards

86
7. Teaching method
(Teaching method: problem-solving method)

1st hour

Introduction
1. Review knowledge of trigonometric ratios by giving the Puzzle Game: Trigonometric Ratios
to students as follows:
An example of the Puzzle Game: Trigonometric Ratios

Larger to smaller
Larger to smaller

tan 45°

Examples of trigonometric ratios

cos 30° sin 30° cos 45° tan 30°

cot 30° sin 45° sec 30° csc 30°

87
2. Ask students to put the trigonometric ratios by arranging them from the largest to the smallest
from left to right and vertically. After that, help students check the answers.
(Suggested answer:

Larger to smaller

csc 30° cot 30° cos 30°

Larger to smaller

sec 30° tan 45° cos 45°

sin 45° tan 30° sin 30°

)

Teaching
Identify the problem
1. Stick a picture of a parking lot on the board to link into the activity for the development of
elements of competencies as shown below:

5.50 2.40 60 m
m m

6m
Route

After that, ask students to answer the following questions:

1) From the picture, how wide and long is a car slot?
(Suggested answer: 2.40 m wide and 5.50 m long.)
2) Which knowledge can we use to find the angle of elevation of each car slot?
(Suggested answer: trigonometric ratios.)

88
2. Ask students to work in groups of 3 and give the worksheet for the development of
elements of competencies: Design a Parking Lot to students. Ask them to study the
situation in the worksheet.
3. Ask students, “What is the problem in this situation?”
(Suggested answer: How can we design a parking lot that each of its slots follows the given
conditions?)
Gather data
4. Ask students to study the Let’s Learn: Parking Lots’ Standards and ask students the
following questions to check their understanding:
1) If the angle of the car slots and the route is 0 degrees (parallel to the route), how wide
and long should the slots be?
(Suggested answer: they must be at least 2.40 m wide and at least 6 m long.)
2) If the car slots are parallel to the route, how wide should the route be?
(Suggested answer: the route must be at least 3.50 m wide.)
3) If the angle (q) of the car slots and the route is smaller than 30 degrees, how wide and
long should the car slots be?
(Suggested answer: they must be at least 2.40 m wide and at least 6 m long.)
4) If the angle (q) of the car slots and the route is smaller than 30 degrees, how wide
should the route be?
(Suggested answer: the route must be at least 3.50 m wide.
5) If the angle (q) of the car slots and the route is between 30-60 degrees, how wide and
long should the car slots be?
(Suggested answer: they must be at least 2.40 m wide and at least 5.50 m long.)
6) If the angle (q) of the car slots and the route is between 30-60 degrees, how wide
should the route be?
(Suggested answer: the route must be at least 5.50 m wide.)
7) If the angle (q) of the car slots and the route is more than 60 degrees but not more
than 90 degrees, how wide and long should the car slots be?
(Suggested answer: they must be at least 2.4 m wide and at least 5 m long.)
8) If the angle (q) of the car slots and the route is more than 60 degrees but not more
than 90 degrees, how wide should the route be?
(Suggested answer: the route must be at least 6 m wide.)

89
 2nd hour

Develop and select the best possible solution

5. Work with students to recall what they learned from the last hour and ask students to
discuss and design a parking lot with their group and identify the width of each car slot to
write the trigonometric ratio, find the length of the bar of each car slot and the number of
the car slots in this parking lots and record them in 1) in part 1. in the worksheet for the
development of elements of competencies: Design a Parking Lot.
6. Let every group write the trigonometric ratio and identify the length of a car slot following
the parking lot standards and find the distance between each bar and the route in 2) in
part 1. of the worksheet.
7. Ask every group to find the width of the route at each part from the bars of the car slot 1.
and consider whether the width of the route is in line with the standards and record it in
part 2. of the worksheet.
Develop and execute an action plan
8. Ask every group to select the angle that is next to the route of each part that makes the
width of the car slot in line with the standards. After that, design a parking lot from the
angle on the given space and identify the proper entrance exit of the route then conclude
the number of car slots in part 3. of the worksheet.
9. Ask every group to answer the following questions to check their answers to the situation in
the activity:
1) Is the width of each car slot in line with the standard car slots?
2) Is the angle next to the route and each part in line with the standard?
3) Did you design the parking lot that is in line with the selected angle on the given space?
4) Did we set the entrance, exit, and route in the parking lot properly?

Conclusion
Work with students to conclude the knowledge obtained from designing a parking lot in the
worksheet and let students ask their questions if they have any confusion.

90
 Assessment
Evaluate the result
1. Mark the worksheet for the development of elements of competencies: Design a Parking Lot.
2. Assess the elements of competencies by using the assessment form for elements of
competencies from learners’ key competencies and the scoring rubrics of the worksheet for
the development of elements of competencies: Design a Parking Lot.
3. Observe students’ behaviour when working in groups.
8. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Elements of 1) Explain the - Assess the - Worksheet - The quality - Teacher - After the
competencies meaning of worksheet for the level at learning
Design in a trigonometric for the development ‘Good (2)’ activity
given situation ratios development of elements of or higher
by using the correctly. of elements of competencies:
knowledge of (K, A) competencies: Design a
trigonometric 2) Find the Design a Parking Lot
ratios to trigonometric Parking Lot
connect the ratios of 0 to by using the
relationships 90-degree scoring rubric
between data angles for the
to solve correctly. assessment of
problems (K, S, A) elements of
correctly. competencies
- Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for
elements of
competencies
from learners’
key
competencies

91
 Let’s Learn
Parking Lot Standards
A car slot for a car is a rectangle and the width of the route is as follows:
1. If the car slots are parallel to the route, the route must be at least 3.50 m wide.
length ³

6m
Parkingslot width ³ 2.40
m

The width of the route ³

3.50 m

2. If the angles (q) between the car slots and the route are smaller than 30 degrees,
the route must be at least 3.50 m wide.
widt
h³ l en g
q 2.4 th ³
m
6m
C ar s
lot

The width of the route ³ 3.50 m

92
3. If the angles between the car slots and the route are from 30 degrees – 60
degrees, the route must be at least 5.50 m wide.

Wid
th ³
2.40
q

L en
gth
C ar

³
slot

5.50
m
q

The width of the route ³ 5.50 m

4. If the angles between the car slots and the route are larger than 60 degrees but
not larger than 90 degrees, the route must be at least 6 m wide.
width ³ 2.40 m
q q
length ³ 5 m

Car slot

The width of the route ³ 6 m

93
 Design a Parking Lot
Instruction: Work in groups of 3 and complete the activity.
If our school have to upgrade the parking lot and assign you to design the parking
lot with the width and length as shown below:
40 m

6m

17 m 17 m

The bar

90 m

6m

How will you design the parking lot where each car slot follows the given standards?

94
1. Study the angles next to the route in each part. Find the number of car slots
that can be built and find the distance between the bars and the route at
each angle with trigonometric ratios.

1) The number of car slots that can be built at each angle when the bar is 78 m long.
• Write the trigonometric ratios to find the length of the bar for 1 car slot.

Given that the width of 1 car slot is m.

and c stands for the length of the bar for 1 car slot.
c
q

m
q

Route

• Find the length of the bar for 1 car slot and find the number of the entire
car slots (the number of car slots must be a whole number that is the
highest number that is less than or equal to the number of car slots.)
q (degree) C (m) Number of car slot (slot)
0
15
30
45
60
75
90

95
2) The distance between the car and the route.
• Write the trigonometric ratios to find the distance between the car and the

route.
Given that x stands for the length of the line to divide the parking slots.
y stands for the length of 1 parking slot according to the standard.
d stands for the distance between the bar and the route.

m
q

d
x y
q

Route

• Write the length of 1 car slot according to the parking lot standards and
find the distance between the bar and the route.

q (degree) y (m) d (m)

0
15
30
45
60
75
90

96
2. Find the width of the route for each part from the distance between the bar
and the route in part 1. and consider whether the width of the route is in
line with standards.

97
3. Select the angles that are next to the route in each part that will make the
width of the route in line with the standards. After that, design the parking lot
from the selected angles on the given area. Set the entrance, exit, and route.
Then, conclude the number of car slots.

98
 Design a Parking Lot
Instruction: Work in groups of 3 and complete the activity.
If our school have to upgrade the parking lot and assign you to design the parking
lot with the width and length as shown below:
40 m

6m

17 m 17 m

The bar

90 m

6m

How will you design the parking lot where each car slot follows the given standards?

99
1. Study the angles next to the route in each part. Find the number of car slots
that can be built and find the distance between the bars and the route at
each angle with trigonometric ratios. (Sample answers)

1) The number of car slots that can be built at each angle when the bar is 78 m long.
• Write the trigonometric ratios to find the length of the bar for 1 car slot.

Given that the width of 1 car slot is 2.40 m.

and c stands for the length of the bar for 1 car slot.
c
q
0
2.4
m
q

Route

From the picture, sin q = 2.40 2.40

c So, c = sin q

• Find the length of the bar for 1 car slot and find the number of the entire
car slots (the number of car slots must be a whole number that is the
highest number that is less than or equal to the number of car slots.)
q (degree) C (m) Number of car slot (slot)
0 Depends on the length of car slots, e.g. 6 13
15 » 9.27 8
30 4.80 16
45 » 3.39 23
60 » 2.77 28
75 » 2.48 31
90 2.40 32

100
2) The distance between the car and the route.
• Write the trigonometric ratios to find the distance between the car and the

route.
Given that x stands for the length of the line to divide the parking slots.
y stands for the length of 1 parking slot according to the standard.
d stands for the distance between the bar and the route.

m
0
q 2.4
d
x y
q

Route

From the picture, sin q = dx and tan q = x2.40

-y
So, x sin q = tan q (
2.40 + y and d = 2.40 + y sin q
tan q )
• Write the length of 1 car slot according to the parking lot standards and
find the distance between the bar and the route.

q (degree) y (m) d (m)

0 6 2.40
15 6 » 3.87

30 5.50 » 4.83

45 5.50 » 5.59

60 5.50 » 5.96

75 5 » 5.45

90 5 5

101
2. Find the width of the route for each part from the distance between the bar
and the route in part 1. and consider whether the width of the route is in
line with standards. (Sample answers)

Since the parking area is only 17 m wide equally and is enough to build
2 side-parking slots. So, the widths of the route are shown below:

q d (m) The width of the route Is the width of the route

(degree) for 2 side (m) according to the standards?
0 4.80 12.20 Yes
15 7.74 9.26 Yes
30 9.66 7.34 Yes
45 11.18 5.82 Yes
60 11.92 5.08 No
75 10.90 6.10 Yes
90 10 7 Yes

102
3. Select the angles that are next to the route in each part that will make the
width of the route in line with the standards. After that, design the parking lot
from the selected angles on the given area. Set the entrance, exit, and route.
Then, conclude the number of car slots.

The selected angle is 90°

Entrance
Exit

Since we can build 64 car slots for each area with 90-degree angle.
So, we can build 128 car slots for this parking lot.

103
 Assessment form for elements of competencies from learners’ key competencies
Quality level record for the activity for
the development of elements of competencies
Instruction: Grade the competencies using the rubrics.
Excellence 3 Good 2 Fair 1 Needs improvement 0

Learners’ key competencies Quality level

Competency 2 Thinking capacity
Indicator 1 Indicating behaviour 2.
Competency 3 Problem-solving capacity
Indicator 1 Indicating behaviour 3. (3.1)
Remark: To prepare the learner for the next activity, develop the learner to pass the criteria
if the learner doesn’t reach level 2 (good) for each key competency.

Scoring rubrics for the activity for the development of elements of competencies
Quality level
Indicators Learners’ key Needs
competencies Excellence Good Fair
(3 scores) (2 scores) improvement
(1 score)
(0 scores)
M 2.2 G.9/2 Competency 2 Find the length Find the length Find the length Cannot find the
Understand and Thinking of the bar for 1 of the bar for 1 of the bar for 1 length of the
apply capacity car lot correctly car lot correctly car lot correctly bar for 1 car lot
trigonometry to Indicator 1 and find the and find the and find the correctly and
solving Basic thinking number of car number of car number of car cannot find the
mathematical (analytical slots correctly slots correctly slots correctly number of car
and real-world thinking) for 7 angles. for 4-6 angles. for 1-3 angles. slots correctly.
problems.

104
 Quality level
Learners’ key Needs
Indicators competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
Indicating
behaviour
2. Find the
relationships
between the
elements of
information
that can be
found in daily
life context.
Competency 3 Select the angle Select the angle Select the angle Cannot select
Problem-solving next to the next to the next to the the angle next
capacity route of each route of each route of each to the route of
Indicator 1 part that makes part that makes part that makes each part which
Apply the them find the them find the them find the makes them
problem-solving width of the width of the width of the cannot find the
process by route that is in route that is in route that is in width of the
analyzing the line with the line with the line with the route that is in
problem, standards to standards to standards, but line with the
planning to design the design the cannot design standards.
solve the parking lot and parking lot and the parking lot
problem, solving car slots that are car slots that are and car slots
the problem, in line with in line with that are in line
testing, and standards and standards, but with standards.
concluding. set the set the
Indicating entrance, exit, entrance, exit,
behaviour and route and route or set
3. Solve a properly. them but they
problem are not proper.
3.1 Follow
the plan

105
 Mathematics
Subject.................................................................................................................................................................... Secondary 3
Grade..............................................................................................
Trigonometric Ratios
Learning unit................................................................................................................................................................................................................ Time................ 7 hours
The Little Architect
Learning activity...................................................................................................................................................................................................... Time................ 3 hours

1. Core content
ABC triangle is a triangle, where B angle is the right angle. The relationship between the
trigonometric ratios of A angle are
Opposite side BC C
sin A = = AC
Hypotenuse

cos A = Adjacent side = AC

AB
Hypotenuse
Opposite side
tan A = = BC
AB
A B
Adjacent side

The trigonometric ratio of a 30-degree, 45-degree, and 60-degree angle can be found by
studying the triangle with the Pythagoras theorem, and some of the properties of the triangle.
We can find the trigonometric ratio of angles from 0 degrees to 90 degrees from the
trigonometric ratio table.
Sometimes we cannot measure the distance and the height of things with measuring tools
directly, but we can use trigonometric ratios with other knowledge, e.g. the properties of
triangles and Pythagoras' theorem to find the distance and heights. In some word problems, we
need to use the knowledge of the angle of elevation as well.

2. Learning standards and indicators

MA 2.2 Understand and analyze geometric figures, geometric properties, and the
relationship between geometric figures and geometric theorem and apply
them.
MA 2.2 G.9/2 Understand and apply trigonometry to solving mathematical and real-world
problems.

106
3. Learners’ key competencies
1) Competency 2 Thinking capacity
Indicator 1 Basic thinking (analytical thinking)
Indicating behaviour 2. Find the relationships between the elements of information that
can be found in daily life context.
2) Competency 3 Problem-solving capacity
Indicator 1 Apply the problem-solving process by analyzing the problem, planning
to solve the problem, solving the problem, testing, and concluding.
Indicating behaviour 3. Solve a problem
3.1 Follow the plan

4. Unit competencies
Create a workpiece to solve problems in a given situation by using the knowledge of
trigonometric ratios to find the relationship of parts of data correctly.

5. Learning objectives
Connect the knowledge involving trigonometric ratios to create a workpiece to solve
problems in a given situation correctly. (K, S, A)

6. Learning materials and sources

1) Mastering Mathematics Secondary 3B, Unit 4: Trigonometric Ratios
2) Worksheet for the assessment of unit competencies: The Little Architect
3) Materials to make a clinometer
4) Materials to make a 3D model

107
7 Teaching method
(Teaching method: problem-solving method)

1st hour

Introduction
Review the knowledge of trigonometric ratios by sticking pictures of many things on the
board and students to answer the following questions to check their understanding, e.g.

1) A traveler is 50 m far from the wind turbine and from where he stands, the angle of
elevation of the top of the wind turbine is 45 degrees. If his height from his feet to the
level of his eyes is 1.60 m, how tall is the wind turbine?
(Suggested answer: it is 51.60 m tall.)
2) If the traveler walks 10 m away from the wind turbine, what is the angle of elevation?
(Suggested answer: the angle of elevation is 40 degrees.)

Teaching
Identify the problem
1. Give students examples of 3D models of buildings to lead into the activity for the
assessment of unit Competencies.
2. Stick a satellite photo of a bird-eye-view of areas around the school, e.g.

108
 After that, consider what are the buildings in the school together.
3. Give the worksheet for the assessment of unit competencies: The Little Architect to
students and ask them to study the situation in the worksheet. Ask students, “What is the
problem in this situation?”
(Suggested answer: how will we make a 3d model of our schools showing the building to
present the plan of our school in the Open House event?)
Gather data
4. Ask students to work in groups of 5 and let them study how to make a clinometer and how
to use it and come to get the materials to make their clinometer.

2nd hour
Gather data (continue)
5. Ask every group to explore the buildings in the school and measure their width and length.
After that, let them find their actual height with trigonometric ratios and clinometry to
measure their angles. Let them record the data in part 1. of the worksheet for the
assessment of unit competencies: The Little Architect.

109
 3rd hour
Develop and select the best possible solution
6. Ask students to discuss the scale to create a 3D model showing the buildings with their
group and record the ratio they will use to make the 3d model in part 2. of the
worksheet for the assessment of unit competencies: The Little Architect.
Develop and execute an action plan
7. Let every group find and record the width, length, and height of the buildings for the 3D
model with the selected trigonometric ratios in part 2. of the worksheet.
8. Let every group make a 3D model showing the buildings from the answers in 2. of the
worksheet.
9. Let every group check their answer with the following questions:
1) Did we measure the actual width and length of the building correctly?
2) Did we find the actual height of the buildings correctly?
3) Did we find the width, length, and height of the buildings for the 3D model with the
selected trigonometric ratios correctly?
4) Is the 3D model match the size of each building we measured?

Conclusion
Work with students to conclude the knowledge obtained from building a 3D model in the
worksheet and let students ask their questions if they have any confusion.

Assessment
Evaluate the result
1. Mark the worksheet for the assessment of unit competencies: The Little Architect.
2. Assess the unit competencies of learners’ key competencies by using the quality level record
of the activity for the assessment of unit competencies and the scoring rubrics for the
assessment of unit competencies for the worksheet for the development of unit
competencies: The Little Architect.
3. Observe students’ behaviour when working in groups.

110
8. Assessment

List Assessment
Assessment
Outcomes (learning Passing Evaluator
Methods Tools time
objectives) criteria
Unit Connect the - Assess the - Worksheet for - The quality - Teacher - After the
competencies knowledge worksheet for the assessment level at learning
Create a involving the assessment of unit ‘Good (2)’ activity
workpiece to trigonometric of unit competencies: or higher
solve problems ratios to create competencies: The Little
in a given a workpiece to The Little Architect
situation by solve problems Architect
using the in a given by using the
knowledge of situation scoring rubrics
trigonometric correctly. for the activity
ratios to find (K, S, A) for the
the relationship assessment
of parts of data of unit
correctly. competencies
- Observe - Group work - Pass at ‘Fair’ - Teacher - During the
students’ behaviour learning
behaviour observation activity
when working form
in groups. - Assessment
form for unit
competencies
from learners’
key
competencies

111
 The Little Architect
Instruction: Work in groups of 3 and complete the activity.
We will have an Open House event at our school. In this event, we will use a 3D
model to show the plan of our school If your group is assigned to create this 3D model
to show the measurement of buildings in your school, how will you make it?
The example of the 3D model

112
1. Measure the width and length of buildings in the school and find their height with
trigonometric ratios and use a clinometer to measure the angles.

113
114
2. What is the scale to create the model of each building? Find the width, length,
and height of the models. ( Estimate the size in the smallest whole number
that is higher or equal to the calculated size.)
The scale to make the model is

3. Create a 3D model of your school using any materials you can find, e.g. hard
paper, plasticine, plastic sheet, or ice cream sticks.

115
 The Little Architect
Instruction: Work in groups of 3 and complete the activity.
We will have an Open House event at our school. In this event, we will use a 3D
model to show the plan of our school If your group is assigned to create this 3D model
to show the measurement of buildings in your school, how will you make it?
The example of the 3D model

116
1. Measure the width and length of buildings in the school and find their height with
trigonometric ratios and use a clinometer to measure the angles. (Sample answers)
Flagpole
The base of the flagpole is a square with a length of 3 m on each side.
Find the height of the flagpole.
h stands for the height of the flagpole from my eye
level to the top of the pole.level
From the picture, tan 60° = h6
h = tan 60° ´ 6
h
60° » 1.732 ´ 6
= 10.392
1.4 m
6m Since the height from my feet to my eye level is 1.4 m
So, the height of this flagpole is 10.392 + 1.4 = 11.792 m approximately.
Art Building
The building is 7 m wide and 18 m long.
Find the height of the art building.

30°
1.4 m
9m
h stands for the height of the flagpole from my eye level to the top of the building.
From the picture, tan 30° = h9
h = tan 30° ´ 9
» 0.577 ´ 9
= 5.193
Since the height from my feet to my eye level is 1.4 m
So, the height of the art building is 5.193 + 1.4 = 6.593 m approximately.

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Gazebo
The gazebo is 3 m wide and 3 m long. h
Find the height of the gazebo.. 30°

h stands for the height of the gazebo 1.4 m

from my eye level to the top of the gazebo. 3m
From the picture, tan 30° = 3 h
h = tan 30° ´ 3
» 0.577 ´ 3 = 1.731
Since the height from my feet to my eye level is 1.4 m
So, the height of this gazebo is 1.731 + 1.4 = 3.131 m approximately.
Meeting hall
The meeting hall is 12 m wide and 24 m long
Find the height of the meeting hall.

45°
1.4 m
10 m
h stands for the height of the meeting hall from my eye level to the top of the
meeting hall.
From the picture, tan 45° = h3
h = tan 45° ´ 10
= 1 ´ 10 = 10
Since the height from my feet to my eye level is 1.4 m.
So, the height of this meeting hall is 10 + 1.4 = 11.4 m approximately

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2. What is the scale to create the model of each building? Find the width, length,
and height of the models. ( Estimate the size in the smallest whole number
that is higher or equal to the calculated size.)
The scale to make the model is 1 m : 2 cm

Actual size (m) Model size (cm)

Buildings
Width Length Height Width Length Height
Flagpole 3 3 12 6 6 24
Art Building 7 18 7 14 36 14
Gazebo 3 3 4 6 6 8
Meeting hall 12 24 12 24 48 24

3. Create a 3D model of your school using any materials you can find, e.g. hard
paper, plasticine, plastic sheet, or ice cream sticks.

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 Assessment form for unit competencies from learners’ key competencies
Quality level record for the activity for
the assessment of unit competencies
Instruction: Grade the competencies using the rubrics.
Excellence 3 Good 2 Fair 1 Needs improvement 0

Learners’ key competencies Quality level

Competency 2 Thinking capacity
Indicator 1 Indicating behaviour 2.
Competency 3 Problem-solving capacity
Indicator 1 Indicating behaviour 3. (3.1)
Remark: To prepare the learner for the next activity, develop the learner to pass the criteria
if the learner doesn’t reach level 2 (good) for each key competency.

Scoring rubrics for the activity for the assessment of unit competencies
Quality level
Indicators Learners’ key Needs
competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
M 2.2 G.9/2 Competency 2 Find the correct Find the correct Find the correct Cannot find the
Understand and Thinking height of the height of the height of the correct height of
apply capacity buildings with buildings with buildings with the buildings
trigonometry to Indicator 1 the relationships the relationships the relationships with the
solving Basic thinking of trigonometric of trigonometric of trigonometric relationships of
mathematical (analytical ratios of the ratios of the ratios of the trigonometric
and real-world thinking) angle and the angle and the angle and the ratios of the
problems. distance for all distance for distance for angle and the
buildings. most buildings. some buildings. distance.

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 Quality level
Learners’ key Needs
Indicators competencies Excellence Good Fair
(3 scores) (2 scores) (1 score) improvement
(0 scores)
Indicating
behaviour
2. Find the
relationships
between the
elements of
information
that can be
found in daily
life context.
Competency 3 Create a 3D Create a 3D Create a 3D Cannot create a
Problem-solving model with a model with a model with a 3D model with a
capacity scale that scale that scale that scale that
Indicator 1 matches the matches the matches the matches the size
Apply the size of every size of most size of some of any building.
problem-solving building. buildings. buildings.
process by
analyzing the
problem,
planning to
solve the
problem, solving
the problem,
testing, and
concluding.
Indicating
behaviour
3. Solve a
problem
3.1 Follow
the plan

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 Appendix
Individual behaviour observation form
Instruction: (For teachers) Observe the working behaviour of students individually and check P
in the blank corresponding to the score.

Kindness, Accepting
Self- Expressing Co-
generosity, others’ Total
No. Student's full name discipline opinions operation
sacrifice opinions (15 points)
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

Sign……………………………………………………………Evaluator
……….……/………………….……/………………….
Scoring criteria
Perform or show the behaviour consistently 3 points
Perform or show the behaviour often 2 points
Perform or show the behaviour sometimes or rarely 1 points

Quality index
Score range Level
12-15 Good
8-11 Fair
Lower than 8 Needs improvement

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 Group work behaviour observation form
Instruction: (For teachers) Observe the working behaviour of students in groups and P in the blank
corresponding to the score.

Planning Following
Expressing Accepting Advising
before the
members others’ other Total
No. Student's full name working planned
opinions opinions groups (15 points)
together steps
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

Sign……………………………………………………………Evaluator
……….……/………………….……/………………….
Scoring criteria
Perform or show the behaviour consistently 3 points
Perform or show the behaviour often 2 points
Perform or show the behaviour sometimes or rarely 1 points

Quality index
Score range Level
12-15 Good
8-11 Fair
Lower than 8 Needs improvement

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 Assessment form for individual desired characteristics

Name………………………..……….. Surname……………………………………………………… Grade…………….

Semester……………………………..………. Academic year……………………………..……….

Excellence Good Passable Not pass

Desired characteristics
(3) (2) (1) (0)
1. Love of nation, religion and the monarchy

2. Honesty and integrity

3. Self-discipline

4. Avidity for learning

5. Applying principles of Sufficiency Economy
Philosophy in one’s way of life
6. Dedication and commitment to work

7. Cherishing Thai nationalism

8. Public-mindedness

Total points

Result =
Quality index
Score range Level
19-24 Excellence
13-18 Good
7-12 Passable
0-6 Not pass

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Rubric
Desired Quality level
Indicators
characteristics 3 (Excellence) 2 (Good) 1 (Passable) 0 (Not pass)
1. Love of 1.1 Be a good citizen; The student The student The student The student
nation, 1.2 Preserve the Thai behaves in behaves in behaves in never or rarely
religion and identity; a way that a way that a way that behaves in
the 1.3 Believe, adhere, and followed the followed the followed the a way that
monarchy behave to religious indicators indicators most indicators followed the
principles; regularly. of the time. sometimes. indicators.
1.4 Respect for the
monarchy.
2. Honesty and 2.1 Behave truthfully The student The student The student The student
integrity towards themselves, behaves in behaves in behaves in never or rarely
physically, verbally a way that a way that a way that behaves in
and mentally; followed the followed the followed the a way that
2.2 Behave truthfully indicators indicators most indicators followed the
towards others, regularly. of the time. sometimes. indicators.
physically, verbally
and mentally.
3. Self- 3.1 Follow the The student The student The student The student
discipline agreements, rules, behaves in behaves in behaves in never or rarely
and regulations of the a way that a way that a way that behaves in
family, school, and followed the followed the followed the a way that
society. indicators indicators most indicators followed the
regularly. of the time. sometimes. indicators.
4. Avidity for 4.1 Focus on learning, The student The student The student The student
learning endeavour to learn behaves in behaves in behaves in never or rarely
and participate in a way that a way that a way that behaves in
learning activities; followed the followed the followed the a way that
4.2 Seek knowledge from indicators indicators most indicators followed the
various learning regularly. of the time. sometimes. indicators.
sources inside and
outside of school by
choosing the suitable
media; take note,
analyze, summarize
the knowledge and
apply it in real life.

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Rubric (continue)
Desired Quality level
Indicators
characteristics 3 (Excellence) 2 (Good) 1 (Passable) 0 (Not pass)
5. Applying 5.1 Live a moderate, The student The student The student The student
principles of rational, thoughtful, behaves in behaves in behaves in never or rarely
Sufficiency and virtuous life; a way that a way that a way that behaves in
Economy 5.2 Have a good self- followed the followed the followed the a way that
Philosophy immunity to adapt to indicators indicators most indicators followed the
in one’s way live happily in regularly. of the time. sometimes. indicators.
of life society.
6. Dedication 6.1 Be willing and The student The student The student The student
and responsible to work; behaves in behaves in behaves in never or rarely
commitment 6.2 Work with a way that a way that a way that behaves in
to work perseverance and followed the followed the followed the a way that
patience to achieve indicators indicators most indicators followed the
the goal. regularly. of the time. sometimes. indicators.
7. Cherishing 7.1 Be proud of Thai The student The student The student The student
Thai traditions, arts and behaves in behaves in behaves in never or rarely
nationalism culture, and have a way that a way that a way that behaves in
gratitude; followed the followed the followed the a way that
7.2 Appreciate and use the indicators indicators most indicators followed the
Thai language to regularly. of the time. sometimes. indicators.
communicate
correctly;
7.3 Preserve and inherit
Thai wisdom.
8. Public- 8.1 Help others willingly The student The student The student The student
mindedness and satisfied without behaves in behaves in behaves in never or rarely
expecting anything in a way that a way that a way that behaves in
return; followed the followed the followed the a way that
8.2 Participate in indicators indicators most indicators followed the
activities which are regularly. of the time. sometimes. indicators.
beneficial to the
school, community,
and society.

126