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14 6 Jan
Orientation Form 4 (4 10Jan)
Topic 2 : Quadratic Equations
29 13 Jan
1. Understand the conceptof quadratic equationsand their roots.
1.1 Recognise a quadraticequation and express it ingeneral form.1. 2 Determine whether a givenvalue is the root of a quadraticequation by
a) substitution;b) inspection.
1.3 Determine roots of quadraticequations by trial andimprovement method.
Use graphing calculators or computersoftware such as the GeometersSketchpad and spreadsheet to explorethe concept of quadratic equations
Values : Logical thinkingSkills : seeing connection, usingtrial and improvement method.
Questions for 1..2(b) aregiven in the form of
( ) ( ) 0=++ bxax ; a and bare numerical values.
316 20
Jan
2. Understand theconcept of quadraticequation
2.1 Determine the roots of aquadratic equation bya) factorisation;
b) completing the square
c) using the formula.
2.2 Form a quadratic equation fromgiven roots.
Ifx=p andx= q are the roots, then the
quadratic equation is ( ) ( ) 0= qxpx ,that is ( ) 02 =++ pqxqpx .Involve the use of:
b
a + = and
a
c=
where and are roots of the
quadratic equation 02 =++ cbxax
Skills : Mental process, trial and
improvement method
Discuss when
( ) ( ) 0= qxpx , hence0=px or 0=qx .
Include cases whenp = q.
Derivation of formula for 2.1cis not required.
316 20
Jan
3. Understand and usethe conditions forquadratic equations tohave
a) two different roots;b) two equal roots;
c) no roots.
a)dua punca berbeza;
3.1 Determine types of roots of
quadratic equations from the value
of acb 42 .3.2 Solve problems involving
acb 42 in quadratic equationsto:a) find an unknown value;
b) derive a relation.
Additional Exercises
Giving quadratic equations with the
following conditions : 042 > acb
042 = acb , 042
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and comparison
423 27
Jan
23 24 Jan Cuti Umum Chinese New Year
25 Jan Cuti Peristiwa
26 27 Cuti Berganti
Topic 4 : Simultaneous Equations
530 Jan
3 Feb
1. Solve simultaneousequations in twounknowns: one linearequation and one non-linear equation.
1.1 Solve simultaneous equationsusing the substitution method.
1.2 Solve simultaneous equationsinvolving real-life situations.
Additional Exercises
Use graphing calculators or Geometers
Sketchpad to explore the concept of
simultaneous equations.
Value: Systematic
Skills: interpretation of mathematical
problem
Use examples in real-life situations suchas area, perimeter and others.
Pedagogy: Contextual LearningValues : Connection betweenmathematics and other subjects
Revise through solving
simultaneous linear equations
before entering into second
degree equations.
Limit non-linear equations up to
second degree only.
Topic 11: Index Number
6
6 10 Feb* 6 Feb
HariKeputera-an NabiMuhdS.A.W
1. Understand and use the
concept of index numberto solve problems
2. Understand and use theconcept of compositeindex to solve problems
1.1 Calculate index number.
1.2 Calculate price index.
1.3 Find Q0 orQ1 given relevant
information.
2.1 Calculate composite index.
2.2 Find index number orweightage given relevantinformation.
2.3 Solve problems involving index
number and composite index.
Additional Exercises orpast year questions
Use examples of real-life situations to
explore index numbers.Skill : Analise, problem solvingValue : Systematic, thrifty
Use examples of real-life situations toexplore composite index. Eg Compositeindex of share.
Skill : Analise, problem solvingValue : SystematicUse daily life examples:
e.g monthly expenditure;national budget; etc
Q0 = Quantity at base time.
Q1 = Quantity at specific time.
Explain weightage and
composite index using real life
examples like monthly
expenditure in bar chart or pie
chart etc
2
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Topic 1 : FUNCTION
713 17
Feb
1. Understand theconcept of relations.
1.1 Represent relations usingarrow diagrams, ordered pairs &graphs
1.2 Identify domain, codomain, object,image and range of a relation.
1.3 Classify a relation shown on amapped diagram as: one to one,many to one, one to many or manyto many relation.
Use pictures, role-play and computersoftware to introduce the concept ofrelations.Skill : Interpretation, observe connectionbetween domain, codomain, object,image and range of a relation.
Use of daily life examples.
Values : systematic
Discuss the idea of set andintroduce set notation.
Emphasis :(a) f(x) as image(b) x as object
713 17Feb
2. Understand the concept
of functions.
2.1 Recognise functions as a special
relation..2.2 Express functions using function
notation.
2.3 Determine domain, object, image
and range of a function.
2.4 Determine the image of a function
given the object and vice versa.
Give examples of finding images given
the object and vice versa.(a) Given f : x4x x2. Find image of
5.
(b) Given function h : x 3x 12. Find
object with image = 0.
Use graphing calculators and computer
software to explore the image of
functions.
Represent functions using
arrow diagrams, ordered pairsor graphs, e.g.
( ) xxfxxf 2,2: = xxf 2: is read as
function fmapsxto 2x.
( ) xxf 2= is read as 2xis the image ofx under the
function f.
Include examples of functions
that are not mathematically
based.
Examples of functions includealgebraic (linear and quadratic),
3
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trigonometric and absolutevalue.
Define and sketch absolute
value functions.
820 24Feb
20 24Feb
KejohananSukan
TahunanSekolah
3. Understand theconcept of compositefunctions.
3.1 Determine composition of two
functions.
3.2 Determine the image of composite
functions given the object and vice
versa
3.3 Determine one of the functions in a
given composite function given the
other related function.
Use arrow diagrams or algebraic
method to determine compositefunctions.
Give examples of finding images given
the object and vice versa for composite
functions. For example :
Given f : x 3x 4. Find
(a) ff(2),
(b) range of value of x if ff(x) > 8.
Give examples for finding a function
when the composite function is given
and one other function is also given.
Involve algebraic functions only.
Images of composite functions
include a range of values. (Limit
to linear composite functions).
Define composite functions
Students do not need to find ff(x)
first then substitute x=2.
927 Feb
2 Mac
4. Understand the conceptof inversefunctions.
4.1 Find the object by inverse mapping
given its image and function.
4.2 Determine inverse functions using
algebra.
4.3 Determine and state the condition
for existence of an inverse function
Additional Exercises
Use sketches of graphs to show the
relationship between a function and its
inverse.
Examples :
Given f: x 23 + x , find1f
Limit to algebraic functions.
Exclude inverse of composite
functions.
Emphasise that the inverse of
a function is not necessarily a
function.
105 9 Mac
Mid Term Semester 1Examination
111018 Mac
Mid Term Semester 1
School Holiday
1219 23 Mac
Correction for Examination (Mid-Term Semester 1)
Topic 3 : Quadratics Functions
4
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1219 23 Mac
1. Understand theconcept of quadraticfunctions and theirgraphs.
1.1 Recognise quadratic functions.
1.2 Plot quadratic function graphs:a) based on given tabulated
values;
b) by tabulating values basedon given functions.
1.3 Recognise shapes of graphs ofquadratic functions.
1.4 Relate the position of quadraticfunction graphs with types of
roots for ( ) 0=xf .
Use graphing calculators or Geometers
Sketchpad to explore the graphs of
quadratic functions.
a) f(x) = ax2 + bx + c
b) f(x) = ax2 + bxc) f(x) = ax2 + c
Pedagogy : Constructivism
Skills : Making comparison & making
conclusion
Use examples of everyday situations tointroduce graphs of quadratic functions.
Contextual learning
Recall the type of roots if :
a) b2 - 4ac > 0
b) b2 - 4ac < 0
c) b2 - 4ac = 0
Discuss the form of graph if
a > 0 and a < 0 for( ) cbxaxxf ++= 2
Explain the term parabola.
Relate the type of roots with theposition of the graphs.
1326 30 Mac
2. Find the maximum andminimum values ofquadratic functions.
2.1 Determine the maximum orminimum value of a quadraticfunction by completing the
square.
Use graphing calculators or dynamicgeometry software such as theGeometers Sketchpad to explore the
graphs of quadratic functions
Skills : Mental process , interpretation
Students be reminded of the
steps involved in completing
square and how to deduce
maximum or minimum valuefrom the function and also the
corresponding values of x.
3. Sketch graphs of
quadratic functions.
3.1 Sketch quadratic function graphs
by determining the maximum or
minimum point and two other
points.
Use graphing calculators or dynamic
geometry software such as theGeometers Sketchpad to reinforce theunderstanding of graphs of quadraticfunctions.
Steps to sketch quadratic graphs:
a) Determining the form or
b) Finding maximum or minimum point
Emphasise the marking ofmaximum or minimum point andtwo other points on the graphsdrawn or by finding the axis ofsymmetry and the intersectionwith the y-axis.
Determine other points by
finding the intersection with thex-axis (if it exists).
5
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and axis of symmetry.
c) Finding the intercept with x-axis and y-
axis.
d) Plot all points
e) Write the equation of the axis of
symmetry
142 6April
4. Understand and usethe concept of quadraticinequalities.
4.1 Determine the ranges of values of
xthat satisfies quadratic
inequalities.
Use graphing calculators or dynamicgeometry software such as theGeometers Sketchpad to explore theconcept of quadratic inequalities.
Emphasise on sketching graphs
and use of number lines when
necessary.
Topic 5 : Indices and Logarithms
142 6April
6 AprilGoodFriday
1. Understand and use
the concept of indicesand laws of indices tosolve problems.
1.1 Find the value of numbers
given in the form of:integer indices.
fractional indices.1.2 Use laws of indices to find the
value of numbers in index form thatare multiplied, divided or raised toa power.
1.3 Use laws of indices to simplifyalgebraic expressions
Use examples of real-life situations to
introduce the concept of indices.
Use computer software such as thespreadsheet to enhance theunderstanding of indices.Pedagogy : ConstructivismSkill : making inference, use of lawsValue : systematic, logical thinking
Discuss zero index and negative
indices.
Can show the following
0
1
m ma a
ma
ma
=
= =
159 13April
2. Understand and use
the concept oflogarithms and lawsof logarithms to solveproblems.
2.1 Express equation in index form
to logarithm form and viceversa.
2.2 Find logarithm of a number.
Use scientific calculators to enhance the
understanding of the concept of logarithm.Explain definition of logarithm.N= ax; logaN=xwith a > 0, a 1.
Value : Systematic, abide by the laws
Pedagogy:Mastery learning
Emphasise that:
loga 1 = 0; logaa = 1.
Emphasise that:a) logarithm of negative numbers
is undefined;b) logarithm of zero is undefined.Discuss cases where the givennumber is in:a) index formb) numerical form.
6
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2.3 Find logarithm of numbers byusing laws of logarithms
2.4 Simplify logarithmic expressionsto the simplest form.
Activities : Demonstration
Value : systematic and organised
Skill : recognising pattern and
relationship, application of laws
Discuss laws of logarithms
16
16 20April
3. Understandand use the change ofbase of logarithms tosolve problems.
3.1 Find the logarithm of a numberby changing the base of thelogarithm to a suitable base.
3.2 Solve problems involving thechange of base and laws oflogarithms.
Activities : Demonstration, Questions andanswers
Pedagogy: Mastery learning, problem
solving
Discuss:
ab
b
alog
1log = ,
loglog
log
ca
c
bb
a=
Topic 7: Statistics
17
23 27April
1723 27April
1. Understand and use theconcept of measures ofcentral tendency tosolve problems.
1.1 Calculate the mean of ungrouped
data.1.2 Determine the mode of ungrouped
data.
1.3 Determine the median of
ungrouped data
1.4Determine the modal class of
grouped data from frequency
distribution tables.
1.5 Find the mode fromhistograms.
1.6 Calculate the mean of grouped
data1.7 Calculate the median of grouped
data from cumulative frequency
distribution tables.
1.8 Estimate the median of
grouped data from an ogive
1.9 Determine the effects on
mode, median and mean fora set of data when:
i) eachdata is changed uniformly;
ii) extreme values
Use scientific calculators, graphing
calculators and spreadsheets to exploremeasures of central tendency.
Students collect data from real-life
situations to investigate measures of
central tendency.
Eg. 1) Length of leaves in school
compound
2) Marks for Add maths in the class.
Values : Cooperative; honest , logical
thinkingSkill : classification, making conclusion
Pedagogy :
1. Contextual learning
2. Constructivism
3. Multiple intelligence
Use Geometers Sketchpad to show the
effects on mode, median, mean for a set
of data when each data is changed
uniformly
Discuss grouped data and
ungrouped data.
Involve uniform class intervals
only.
Derivation of the median formula
is not required.
Ogive is also known as
cumulative frequency curve.
Involve grouped and ungrouped
data
7
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exist;
iii) certain data is added or
removed
1.10 Determine the most suitable
measure of central tendency for
given data.
Skills : Classification; observing
relationship, course and effect, able to
analise and make conclusion
1830 April
4 May
1 MayHari
Pekerja
2. Understand and usethe concept ofmeasures ofdispersion to solveproblems.
2.1 Find the range of ungroupeddata.
2.2 Find the interquartilerange of ungrouped data.
2.2 Find the range of groupeddata
2.3 Find the interquartile rangeof grouped data from thecumulative frequency table
2.5 Determine the interquartile rangeof grouped data from an ogive.
2.6 Determine the variance of
a) ungrouped data;
b) grouped data.
2.7 Determine the standarddeviation of:
(i) ungrouped data
(ii) grouped data.
Activities :
Teacher gives real life examples where
values of mean, mode and median are
more or less the same and not sufficient
to determine the consistency of the data
and that lead to the need of finding
measures of dispersion.
Values :1. Honest
2. cooperative
Pedagogy : Contextual learning
Determine the upper and lower
quartiles by using the first
principle.
197 11
May
2.8 Determine the effects onrange, interquartile range, varianceand standard deviation for a set ofdata when:
a) each data is changed uniformly;
Skills :
1. Compare and contrast
2. Classification
3. Problem Solving
4. Sorting data from small to big
8
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b) extreme values exist;
c) certain data is added or
removed.
2.9 Compare measures of central
tendency and dispersion between
two sets of data.
Pedagogy : Contextual learning
Values : Logical thinking Emphasise that comparisonbetween two sets of data using
only measures of centraltendency is not sufficient.
20 2114 25
MayMid Year Examination
22 2326 May-10 Jun
Semester 1 School Holiday
2411 15
JunCorrection for Mid Year Examination Paper
Topic 6: Coordinate Geometry
24
11 15Jun
1. Find distance betweentwo points.
2. Understand the conceptof division of linesegments
1.1 Find the distance between two
points ( )11, yx , ( )22 , yx using formula.
2.1 Find the midpoint of two givenpoints.
2.2 Find the coordinates of a pointthat divides a line according toa given ratio m : n.
Skill : Use of formula
Skill : Use of formulaValue : Accurate & neat work
Use the Pythagoras Theorem to
find the formula for distance
between two points.
Limit to cases where m and n
are positive.
.
25
18 22Jun
3. Find areas of polygons. 3.1 Find the area of a trianglebased on the area of specificgeometrical shapes.
3.2 Find the area of a triangle byusing formula.
Values : Systematic & neat
Skills : use of formula , recognise
relationship and patterns
Limit to numerical values.
Emphasise the relationship
between the sign of the value for
area obtained with the order of
the vertices used.
9
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1
2x1
x2
y1
y2
x3 x1y3
y1
3.3 Find the area of a quadrilateralusing formula.
Derivation of the formula:
++
3123
12133211
2
1
yxyx
yxyxyxyx is
not required.
Emphasise that when the area of
polygon is zero, the given points
are collinear.
25
18 22Jun
4. Understand and usethe concept ofequation of a straightline.
4.1 Determine thex-intercept andthe y-intercept of a line.
4.2 Find the gradient of a straightline that passes through twopoints.
4.3 Find the gradient of a straightline using thex-intercept andy-intercept.
4.4 Find the equation of astraight line given:
a) gradient and one point;
b) two points;
c) x-intercept and y-intercept.
4.5 Find the gradient and theintercepts of a straight line giventhe equation.
4.6 Change the equation of astraight line to the generalform.
Use dynamic geometry software such as
the Geometers Sketchpad to explore the
concept of equation of a straight line.
Skills : Drawing relevant diagrams, using
formula, recognising relationship,
compare and contrast.
Values : Neat & systematic
Pedagogy: Contextual learning
Finding point of intersection of two lines
by solving simultaneous equations.
Answers for learning outcomes4.4(a) and 4.4(b) must be statedin the simplest form.
Involve changing the equation
into gradient and intercept form
10
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4.7 Find the point of intersectionof two lines.
2625 29Jun
5. Understand and use
the concept ofparallel and perpen-dicular lines.
5.1 Determine whether two straight
lines are parallel when thegradients of both lines areknown and vice versa.
5.2 Find the equation of a straightline that passes through a fixedpoint and parallel to a givenline.
5.3 Determine whether two straightlines are perpendicular whenthe gradients of both lines areknown and vice versa.
5.4 Determine the equation of a
straight line that passes througha fixed point and perpendicularto a given line.
5.5 Solve problems involvingequations of straight lines.
Use examples of real-life situations to
explore parallel and perpendicular lines.
Skill: Use of formula; making comparison
Use graphic calculators and dynamic
geometry software such as the
Geometers Sketchpad to explore the
concept of parallel and perpendicular -
lines.
Students to be exposed to SPM examtype of questions.
Values : hard work, cooperative
Pedagogy : Mastery learning
Emphasise that for parallel lines:
21 mm = .
Emphasise that for perpendicularlines
121 =mm .Derivation of 121 =mm is notrequired.
27
2 6 July
6. Understand and usethe concept ofequation of locus
involving distancebetween two points.
6.1 Find the equation of locus thatsatisfies the condition if:a) the distance of a moving point
from a fixed point is constant;b) the ratio of the distances of a
moving point from two fixedpoints is constant
6.2 Solve problems involving loci.
Additional Exercises
Use examples of real-life situations toexplore equation of locus involvingdistance between two points.
Value : Patience, hard working
Pedagogy: contextual learning
Skill : drawing relevant diagrams
Topic 8 : Circular Measures
28
9 13July
1. Understand theconcept of radian.
1.1 Convert measurements inradians to degrees and
vice versa.
Use dynamic geometry software such as
the Geometers Sketchpad to explore the
concept of circular measure.Students measure angle subtended at the
Discuss the definition of oneradian.
rad is the abbreviation ofradian.
11
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centre by an arc length equal the length of
radius. Repeat with different radius.
Skill : contextual learning
Value : Accurate, making conclusion.
Include measurements in
radians expressed in terms of .
rad = 1800
289 13
July
2. Understand and use
the concept of length of
arc of a circle to solve
problems.
bulatan
2.1 Determine:i) length of arc;
radius; andiii) angle subtended at thecentre of a circle
based on given information.
2.2 Find perimeter of segments ofcircles.
2.3 Solve problems involving
lengths of arcs.
Use examples of real-life situations toexplore circular measure.Derivation of S = j by use of ratio or bydeduction using definition of radian.Skill : Making conclusion or deduction,application of formula
Solving problems with help of diagrams
Value : Accurate
Major and minor arc lengths
discussed
Emphasize that the angle must
be in radian.
Students can also use formula
S= 2360
xj
when the angle
given is in degree
Perimeter of segment
= 2j sin2 +j
2916 20
July
3. Understand and usethe concept of area ofsector of a circle tosolve problems
3.1 Determine the:a) area of sector;
b) radius; andc) angle subtended at the
centre of a circlebased on given information.
3.2 Find the area of segments of
circles.
3.3 Solve problems involving areasof sectors.
Additional Exercises
Deriving the formula L= j2
Using ratio
Skill : Drawing relevant diagrams,
recognising relationship & making
conclusion
Value : Systematic & logical
Emphasize that the angle mustbe in radian.
Area of major sector need to be
discussed
Students can also use formula
L=2
360
xj
if the angle given
is in degree.
Topic 10: Solution of Triangles
12
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3023 27
July
3130 July 3
Aug
1. Understand and usethe concept of sinerule to solveproblems.
1.1 Verify sine rule.
1.2 Use sine rule to find unknown
sides or angles of a triangle.
1.3 Find the unknown sides and
angles of a triangle involvingambiguous case
1.4 Solve problems involving the sine
rule.
Use dynamic geometry software such asthe Geometers Sketchpad to explore thesine rule.
Use examples of real-life situations toexplore the sine rule.
Skill : Interpretation of problemValue : Accuracy
Include obtuse-angled triangles
2. Understand and usethe concept of cosinerule to solve problems.
2.1 Verify cosine rule.2.2 Use cosine rule to find unknown
sides or angles of a triangle.2.3 Solve problems involving cosine
rule.2.4 Solve problems involving sine
andcosine rules
Use dynamic geometry software such asthe Geometers Sketchpad to explore thecosine rule.Use examples of real-life situations toexplore the cosine rule.Acticities : Demonstration
Skill : Interpretation of datas givenValue : Accuracy.
Include obtuse-angled triangles
326 10
August
3. Understand and use theformula for areas oftriangles to solveproblems.
3.1 Find the areas of triangles using
the formula Cab sin2
1or its
equivalent.
3.2.Solve problems involving three-
dimensional objects.
Additional Exercises
Use dynamic geometry software such asthe Geometers Sketchpad to explore theconcept of areas of triangles.Use dynamic geometry software such asthe Geometers Sketchpad to explore theconcept of areas of triangles.Skills: Recognising Relationship,
Analising dataUse examples of real-life situations to
explore area of triangles.
3313 17August
EXAMINATION (MID-TERM SEMESTER 2)
3418 26
September
SCHOOL HOLIDAY MID-TERM SEMESTER 2
19 20 Sept Cuti Umum Hari Raya Puasa Aidil Fitri
3527 31
Aug
Correction for Examination (Mid-Term Semester 2)
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Topic 9 : Differentiation
3527 31
Aug
31 AugustHari
Kebangsaan
362 - 7 Sept
1. Understand and usethe concept ofgradients of curve and
differentiation.
1.1 Determine the value of a functionwhen its variable approaches acertain value.
1.2 Find the gradient of a chordjoining two points on a curve.
1.3 Find the first derivative of a
function ( )xfy = , as thegradient of tangent to its graph.
1.4 Find the first derivative ofpolynomials using the firstprinciples.
1.5 Deduce the formula for firstderivative of the function( )xfy = by induction.
Use graphing calculators or dynamicgeometry software such as GeometersSketchpad to explore the concept of
differentiation.
Skills : Logical Thinking, relationship,application of rules, making inference,making deduction
Pedagogy : Constructivism
Activities : Explanation & demonstration
Values : accuracy, systematic, tolerance ,patient
Idea of limit to a function can beillustrated using graphs.
The concept of first derivative ofa function is explained as atangent to a curve can beillustrated using graphs.
Limit to naxy = ; a, n are
constants, n = 1, 2, 3.
Notation of ( )xf' is equivalent
todx
dywhen ( )xfy = ,
( )xf' read as fprimex.
3710 - 14
Sept
2. Understand and use the
concept of first
derivative of polynomial
functions to solve
problems.
2.1 Determine the first derivative of
the function naxy = using
formula.2.2 Determine value of the first
derivative of the functionnaxy = for a given value ofx.
2.3 Determine first derivative of a
function involving:a) addit ion, orb) subtractionof algebraic terms.
2.4 Determine the first derivative ofa product of two polynomials.
2.5 Determine the first derivative ofa quotient of two polynomials.
2.6 Determine the first derivative ofcomposite function using chainrule.
2.7 Determine the gradient of
tangent at a point on a curve.2.8 Determine the equation of
Pedagogy : ConstructivismSkills : Logical Thinking, relationship,application of rules, making inference,making deductionValue : Logical thinking, Perserverance
Activities : Explanation and demonstrationby teacher
14
8/3/2019 Yearly Plan ADD MATHS Form 4 (2012)
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WeekNo
Learning ObjectivesPupils will be taught
to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities/Learning Skills/ValuesPoints to Note
tangent at a point on a curve.2.9 Determine the equation of
normal at a point on a curve.
Limit cases in Learning Outcomes 2.7through 2.9 to rules introduced in 2.4through 2.6
3817 - 21
Sept
17 SeptCuti Umum
HariMalaysia
3. Understand and usethe concept of maximumand minimum values tosolve problems
3.1 Determine coordinates of turningpoints of a curve.
3.2 Determine whether a turningpoint is a maximum or a minimumpoint.
3.3 Solve problems involving
maximum or minimum values.
Use graphing calculators or dynamicgeometry software to explore the conceptof maximum and minimum valuesPedagogy : ConstructivismValue : Rational
Skills : Interpretation of problem;Application of approprate method/formulaValue : Logical thinking
Emphasise the use of firstderivative to determine the
turning points.
Limit problems to two variables
only.
Exclude points of inflexion.
Limit problems to two variables
only.
4. Understand and usethe concept of rates ofchange to solveproblems.
4.1 Determine rates of change forrelated quantities.
Use graphing calculators with computerbase ranger to explore the concept ofrates of change.Skills : Interpretation of problem;Application of approprate method/formula
Limit problems to 3 variables
only.
392 - 7 Sept
5. Understand and use the
concept of small
changes and
approximation to solve
problems.
6. Understand and use theconcept of second
derivative to solve
problems.
5.1 Determine small changes in
quantities
5.2 Determine approximate valuesusing differentiation.
6.1 Determine the second derivative
of ( )xfy = .6.2 Determine whether a turning point
is maximum or minimum point of a
curve using the second derivative
Additional Exercises
Skills : Interpretation of problem;Application of approprate method/formulaValue : Accuracy
Mathematical logic
Value : systematic problem solving
Exclude cases involving
percentage change.
Introduce2
2
dxyd as
dxdy
dxd
or
( ) ( )( )xfdx
dxf ''' =
INTENSIVE REVISION (Chapter 4 , 10 & 11)
Week No. Topic Learning Outcomes : Suggested Teaching and Learning activities
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8/3/2019 Yearly Plan ADD MATHS Form 4 (2012)
16/17
WeekNo
Learning ObjectivesPupils will be taught
to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities/Learning Skills/ValuesPoints to Note
401 5 Oct
CHAPTER 4(Simultaneous Equation)
Solve the Simultaneous Equation using Substitution
Method
Drilling the basic algebraic skill such as :
Algebraic Expansion
Algebraic Expression
Linear Equation
Drilling through Pass Year questions Year 2003 2011
418 12 Oct
CHAPTER 10(Solution of Triangles)
Solve the problems involve the triangles in 2 Dimension Drilling through Pass Year question Year 2003 2011
4215 19 Oct
CHAPTER 11(Index Number)
Solve the problems involve Index Number Drilling through Pass Year questions Year 2003 2011
43-4422 Oct
2 Nov
End Year Examination
45
5 9 NovCorrection for Examination (End Year Examination)
4612 Nov 31 Dec
END YEAR SCHOOL HOLIDAY
(19 Nov Peperiksaan SPM bermula)
16
Checked by :
..(NORZITA BINTI WAHAB)Head of Science & MathsDepartment, SMK Merbau
Checked by :
..(TANG CHENG MUN)
Senior Assistant 1SMK Merbau, Miri
Prepared by :
..(WONG MEE LING)Subject teacher
Approved by :
..(ANG SIEW JIN)Senior Principal
SMK Merbau, Miri
8/3/2019 Yearly Plan ADD MATHS Form 4 (2012)
17/17
17