Measurement · JHS3 Mathematics

Lesson notes

Learning Objectives

Indicator: B9.3.2.2.1 - Show an understanding of parallel vectors and perpendicular vectors

By the end of the lesson, learners can:

State the conditions for two vectors to be parallel, namely that one vector is a scalar multiple of the other.
State the condition for two vectors to be perpendicular, namely that their dot product is zero.
Determine whether pairs of given vectors are parallel, perpendicular, or neither.
Find unknown values in vector components given that the vectors are parallel or perpendicular.
Represent parallel and perpendicular vectors on the Cartesian plane as position vectors.

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Curriculum details

Strand: Geometry and Measurement (Strand 3)
Sub-strand: Measurement (3.2)
Content standard: B9.3.2.2 - Solve problems involving bearings and addition/subtraction of vectors
Indicator: B9.3.2.2.1 - Show an understanding of parallel vectors and perpendicular vectors
Suggested placement: Term 3, Week 4 (Week 28 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics, Common Core Programme (JHS1-JHS3), 2023, p. 208
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g.1 Investigate conditions for parallel vectors and perpendicular vectors.
E.g.2 Use the result from the investigation to solve the following questions:
(i) Find the value(s) of x, if the vectors ( 3x ) and ( 6 ) are parallel. 2 x
(ii) Which of the vectors is perpendicular to ( 34 )
(a) ( -3 ) (b) ( -3 ) (c) ( -4 ) (d) ( -4 )
4 -4 3 -3