yearly planner math t4 2013

7/23/2019 Yearly Planner Math T4 2013

1/43

SMK Raja Perempuan, Ipoh

Scheme of Work Mathematics 2013

Form Four

Standard Form

WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME POINTS TO NOTE VOCABULARY

Students will be taught

to:

1 Students will be able to:

1

2.1.13 4.1.13

Orientation week

2

07.1.13 11.1.13

a) understand and use

the concept of significant

figure;

Discuss the significance of

zero in a nu!er.

"ii) round off positi#e

nu!ers to a gi#en

nu!er of significant

figures when thenu!ers are$

a) greater than 1;

!) %ess than 1;

&ounded nu!ers

are on%'

appro(iates.

iit to positi#enu!ers on%'.

significance

significant figure

re%e#ant

round off

accurac'

Discuss the use of significantfigures in e#er'da' %ife and

other areas.

"iii) perfor operations ofaddition* su!traction*

u%tip%ication and

di#ision* in#o%#ing a few

nu!ers and state theanswer in specific

significant figures;

+enera%%'*rounding is done

on the fina% answer.

"i#) so%#e pro!%es

in#o%#ing significantfigures;

3

14.1. 13 1,.1. 13

a) understand and usethe concept of standard

for to so%#e pro!%es.

-se e#er'da' %ife situationssuch as in hea%th* techno%og'*

industr'* construction and

!usiness in#o%#ing nu!ers in

standard for.

-se the scientific ca%cu%ator to

e(p%ore nu!ers in standard

"#) state positi#e nu!ers instandard for when the

nu!ers are$

a) greater than or eua%

to 10;

!) %ess than 1;

/nother ter forstandard for is

scientific notation.

standard forsing%e nu!er

scientific notation

1


2/43



Form Four

Standard Form

for.

"#i) con#ert nu!ers in

standard for to sing%e

nu!ers;"#ii) perfor operations of

addition* su!traction*

u%tip%ication anddi#ision* in#o%#ing an'

two nu!ers and state

the answers in standard

for;

nc%ude two

nu!ers in

standard for.

"#iii) so%#e pro!%es

in#o%#ing nu!ers in

standard for.

LE ARNING OBJE CTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES



to:


4

21.1. 13 2.1. 13

a) understand the

concept of uadratic

e(pression;

Discuss the characteristics of

uadratic e(pressions of the

for 02 =++ cbxax * where a*

band care constants* a0 andxis an unknown.

"i) identif' uadratic

e(pressions;

nc%ude the case

when b 0 andor

c 0.

uadratic

e(pression

constant

constant factor

"ii) for uadratic

e(pressions !'

u%tip%'ing an' two

%inear e(pressions;

phasise that for

the tersx2andx*

the coefficients are

understood to !e1.

unknown

highest power

e(pand

2


3/43



Form Four

Standard Form

"iii) for uadratic

e(pressions !ased on

specific situations;

nc%ude e#er'da'

%ife situations.

coefficient

ter

a) factorise uadratice(pression; Discuss the #arious ethods too!tain the desired product. "i) factorise uadratice(pressions of the for

cbxax ++2 * where b 0

or c 0;

factorisecoon factor

"ii) factorise uadratice(pressions of the for

px2q*pand qareperfect suares;

1 is a%so a perfectsuare.

perfect suare

5egin with the case a 1.

(p%ore the use of graphing

ca%cu%ator to factorise uadratic

e(pressions.

"iii) factorise uadratice(pressions of the for

cbxax ++2 * where a* b

and cnot eua% to zero;

6actorisationethods that can

!e used are$

cross ethod; inspection.

cross ethod

inspection

coon factor

cop%ete

factorisation

"i#) factorise uadratic

e(pressions containingcoefficients with coon

factors;

2,.1. 13 2.1.13

a) understand the

concept of uadratic

euation;

Discuss the characteristics of

uadratic euations.

"#) identif' uadratic

euations with one

unknown;

uadratic

euation

genera% for

"#i) write uadratic euations

in genera% for i.e.

02

=++ cbxax ;

"#ii) for uadratic euations nc%ude e#er'da'

3


4/43



Form Four

Standard Form

!ased on specific

situations;

%ife situations.

30.1.13 1.2.13

8

4.2.13 ,.2.13

PR !S"F 1


the concept of roots of

uadratic euations to

so%#e pro!%es.

"i) deterine whether a

gi#en #a%ue is a root of a

specific uadratic

euation;

su!stitute

root

Discuss the nu!er of roots of auadratic euation.

"ii) deterine the so%utionsfor uadratic euations

!'$

a) tria% and error ethod;

!) factorisation;

9here areuadratic

euations that

cannot !e so%#ed!' factorisation.

tria% and errorethod

-se e#er'da' %ife situations. "iii) so%#e pro!%es in#o%#ing

uadratic euations.

:heck the

rationa%it' of the

so%ution.

o%ution

4


5/43



Form Four

Standard Form


6/43

3LEARNING AREA:

S TS Form 4LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES


Students will be taughtto:


7

11.2. 13 1.2. 13

a) understand theconcept of set;

-se e#er'da' %ife e(ap%es tointroduce the concept of set.

"i) sort gi#en o!.

9he sae

e%eents in a set

need not !erepeated.

ets are usua%%'

denoted !' capita%%etters.

9he definition ofsets has to !e c%ear

and precise so that

the e%eents can

!e identified.

description

#a$e#

set notation

denote

"iii) identif' whether a gi#en

o!


7/43

3LEARNING AREA:

S TS Form 4e%eent of@ or ?isnot a e!er of@.

Discuss the difference !etweenthe representation of e%eents

and the nu!er of e%eents in

Aenn diagras.

"i#) represent sets !' usingAenn diagras;%enn dia&ramempt' set

Discuss wh' = 0 > and = >are not ept' sets.

"#) %ist the e%eents and state

the nu!er of e%eents of

a set;

9he notation n")

denotes the

nu!er ofe%eents in set .

e(ua# sets

"#i) deterine whether a set is

an ept' set;

9he s'!o%

"phi) or = >denotes an ept'set.

"#ii) deterine whether twosets are eua%;

/n ept' set isa%so ca%%ed a nu%%

set.


the concept of su!set*uni#ersa% set and the

cop%eent of a set;

5egin with e#er'da' %ife

situations.

"i) deterine whether a gi#en

set is a su!set of a specific

set and use the s'!o% or ;

/n ept' set is a

su!set of an' set.

#er' set is a

su!set of itse%f.

Su$set

"ii) represent su!set using

Aenn diagra;

"iii) %ist the su!sets for a

specific set;

Discuss the re%ationship

!etween sets and uni#ersa%

sets.

"i#) i%%ustrate the re%ationship

!etween set and uni#ersa%

set using Aenn diagra;

9he s'!o% denotes a

uni)ersa# set


8/43

3LEARNING AREA:

S TS Form 4uni#ersa% set.

"#) deterine the cop%eent

of a gi#en set;

9he s'!o%

denotes thecop%eent of set

.

comp#ement of a

set

"#i) deterine the re%ationship

!etween set* su!set*uni#ersa% set and the

cop%eent of a set;

nc%ude e#er'da'

%ife situations.

,

1,.2.13 22.2.13

a) perfor operations

on sets$ the intersection of

sets;

the union of sets.

"i) deterine the intersection

of$a) two sets;

!) three sets;

and use the s'!o% ;

nc%ude e#er'da'

%ife situations.

intersection

commone#ements

Discuss cases when$

"

"

"ii) represent the intersectionof sets using Aenn

diagra;

"iii) state the re%ationship

!etween

a) "and ;

!) "and ";

"i#) deterine the cop%eent

of the intersection of sets;

"#) so%#e pro!%es in#o%#ing

the intersection of sets;

nc%ude e#er'da'

%ife situations.


9/43

3LEARNING AREA:

S TS Form 4"#i) deterine the union of$

a) two sets;

!) three sets;and use the s'!o% ;

"#ii) represent the union of sets

using Aenn diagra;

"#iii) state the re%ationship!etween

a) "and ;

!) "and ";

"i() deterine the cop%eent

of the union of sets;

"() so%#e pro!%es in#o%#ing

the union of sets;

nc%ude e#er'da'

%ife situations.

"(i) deterine the outcoe ofco!ined operations on

sets;

"(ii) so%#e pro!%es in#o%#ing

co!ined operations onsets.

nc%ude e#er'da'

%ife situations.


10/43

3LEARNING AREA:

S TS Form 4


11/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES




a) understand theconcept of stateent;

ntroduce this topic usinge#er'da' %ife situations.

"i) deterine whether agi#en sentence is a

stateent;

tateents consistingof$

stateent

2.2.13 1.3.13 6ocus on atheatica%

sentences.

"ii) deterine whether a

gi#en stateent is trueor fa%se;

words on%'* e.g.?6i#e is greaterthan two.@;

nu!ers andwords* e.g. ? is

greater than 2.@;

nu!ers ands'!o%s* e.g. B2.

true

fa%se

atheatica%

sentence

atheatica%

stateent

atheatica%

s'!o%

Discuss sentences consisting

of$

words on%';

nu!ers and words;

nu!ers and atheatica%s'!o%s;

"iii) construct true or fa%se

stateent using gi#en

nu!ers andatheatica% s'!o%s;

9he fo%%owing are not

stateents$

?s the p%ace#a%ue of digit in

12, hundredsC@;

4nm 2s;

?/dd the twonu!ers.@;

x 2 ,.

a) understand the

concept of uantifiers?a%%@ and ?soe@;

tart with e#er'da' %ife

situations.

"i) construct stateents

using the uantifier$

a) a%% ;

Euantifiers such as

?e#er'@ and ?an'@can !e introduced

!ased on conte(t.

uantifier

a%%

e#er'


12/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4!) soe; an'

10

4.3.13

"ii) deterine whether a

stateent that containsthe uantifier ?a%%@ is

true or fa%se;

Examples$

/%% suares arefour sided figures.

#er' suare is afour sided figure.

/n' suare is afour sided figure.

soe

se#era%

one of

part of

"iii) deterine whether astateent can !e

genera%ised to co#er a%%

cases !' using the

uantifier ?a%%@;

Other uantifierssuch as ?se#era%@*

?one of@ and ?part

of@ can !e used !ased

on conte(t.

"i#) construct a true

stateent using the

uantifier ?a%%@ or

?soe@* gi#en an o!


13/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4

10

.3.13 7.3.13

!S"F 1

!' 4.

Statement$ oe

e#en nu!ers aredi#isi!%e !' 4.

11

11.3.13 1.3.13

a) perfor operations

in#o%#ing the words

?not@ or ?no@* ?and@and ?or@ on stateents;

5egin with e#er'da' %ife

situations.

"i) change the truth #a%ue of

a gi#en stateent !'

p%acing the word ?not@into the origina%

stateent;

9he negation ?no@

can !e used where

appropriate.9he s'!o% ?F@

"ti%de) denotes

negation.

?Fp@ denotesnegation ofpwhich

eans ?notp@ or ?no

p@.

9he truth ta!%e forpand Fpare as

fo%%ows$

p Fp9rue

6a%se

6a%se

9rue

negation

not p

no ptruth ta!%e

truth #a%ue

"ii) identif' two stateents

fro a copoundstateent that contains

9he truth #a%ues for

?pand q@ are asfo%%ows$

and

copoundstateent


14/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4the word ?and@;

p q

pandq

9rue 9rue 9rue9rue 6a%se 6a%se

6a%se 9rue 6a%se

6a%se 6a%se 6a%se

"iii) for a copoundstateent !' co!ining

two gi#en stateents

using the word ?and@;

"i#) identif' two stateentfro a copound

stateent that contains

the word ?or@ ;

9he truth #a%ues for?por q@ are as

fo%%ows$

Or

"#) for a copoundstateent !' co!ining

two gi#en stateents

using the word ?or@;

p q por

q

9rue 9rue 9rue

9rue 6a%se 9rue

6a%se 9rue 9rue

6a%se 6a%se 6a%se

"#i) deterine the truth #a%ueof a copoundstateent which is the

co!ination of two

stateents with the word

?and@;

"#ii) deterine the truth #a%ue


15/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4of a copoundstateent which is the

co!ination of two

stateents with the word

?or@.

a) understand theconcept of ip%ication;

tart with e#er'da' %ifesituations.

"i) identif' the antecedentand conseuent of an

ip%ication ?ifp* then

q@;

p%ication ?ifp*then q@ can !e

written aspq* and?pif and on%' if q@

can !e written aspq* which eanspqand qp.

ip%ication

antecedent

conseuent

"ii) write two ip%ications

fro a copound

stateent containing ?if

and on%' if@;

"iii) construct atheatica%

stateents in the for of

ip%ication$

a) fp* then q;

!) pif and on%' if q;

"i#) deterine the con#erse

of a gi#en ip%ication;

9he con#erse of an

ip%ication is not

necessari%' true.

:on#erse

"#) deterine whether the

con#erse of an

Example 1$

fxG 3* then


16/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4ip%ication is true orfa%se.

xG "true).

:on#erse%'$

fxG * thenxG 3 "fa%se).

Example 2$

fPQRis a triang%e*then the su of the

interior ang%es of

PQRis 1,0.

"true):on#erse%'$

f the su of the

interior ang%es of

PQRis 1,0* thenPQRis a triang%e.

"true)

12

1,.3.13 22.3.13

a) understand the

concept of arguent;

tart with e#er'da' %ife

situations.

"i) identif' the preise and

conc%usion of a gi#en

sip%e arguent;

iit to arguents

with true preises.

arguent

preise

conc%usion

"ii) ake a conc%usion !asedon two gi#en preises

for$

a) /rguent 6or ;

!) /rguent 6or ;

c) /rguent 6or ;

Haes for arguentfors* i.e. s'##o&ism

"6or )* modus

ponens"6or ) and

modusto##ens"6or)* need not !e

introduced.


17/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4

ncourage students to producearguents !ased on pre#ious

know%edge.

"iii) cop%ete an arguentgi#en a preise and the

conc%usion.

pecif' that thesethree fors of

arguents are

deductions !ased on

two preises on%'.

Argument Form

Premise 1$ /%%Aare!.

Premise 2$ "isA.

+onc#usion$ "is!.

Argument Form $

Premise 1$ fp* then

q.

Premise 2$pis true.

+onc#usion$ qis true.

Argument Form $

Premise 1$ fp* thenq.

Premise 2$ Hot qis

true.

+onc#usion$ Hotpistrue.


18/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4a) understand and usethe concept of deduction

and induction to so%#e

pro!%es.

-se specifice(ap%esacti#ities to introduce

the concept.

"i) deterine whether aconc%usion is ade

through$

a) reasoning !'

deduction;

!) reasoning !'

induction;

reasoning

deduction

inductionpattern

"ii) ake a conc%usion for a

specific case !ased on a

gi#en genera% stateent*

!' deduction;

specia%

conc%usion

genera% stateent

genera%conc%usion

"iii) ake a genera%ization

!ased on the pattern of anuerica% seuence* !'induction;

iit to cases where

foru%ae can !einduced.

specific case

nuerica%seuence

13

23.3.13 31.3.13

+!I

P-R-./.

"i#) use deduction and

induction in pro!%eso%#ing.

pecif' that$

akingconc%usion !'

deduction is

definite;

akingconc%usion !'

induction is notnecessari%'

definite.


19/43

4LEARNING AREA:

MATH MATICAL R ASONING Form 4P-.// 1


20/43

5LEARNING AREA:

TH STRAIGHT LIN Form 4WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES



Students will be able to:

14

1.4.13 .4.13

a) understand theconcept of gradient of a

straight %ine;

-se techno%og' such as the+eoeterIs ketchpad*

graphing ca%cu%ators* graph

!oards* agnetic !oards* topo

aps as teaching aids whereappropriate.

"i) deterine the #ertica%and horizonta% distances

!etween two gi#en points

on a straight %ine.

straight %ine

steepness

horizonta%

distance

#ertica% distance

gradient

5egin with concretee(ap%esdai%' situations to

introduce the concept of

gradient.

Discuss$

the re%ationship !etweengradient and tan .

the steepness of thestraight %ine with different

#a%ues of gradient.

:arr' out acti#ities to find the

ratio of #ertica% distance tohorizonta% distance for se#era%

"ii) deterine the ratio of#ertica% distance to

horizonta% distance.

ratio

Aertica%

distance

Jorizonta% distance


21/43

5LEARNING AREA:

TH STRAIGHT LIN Form 4pairs of points on a straight%ine to conc%ude that the ratio is

constant.

a) understand the

concept of gradient of a

straight %ine in :artesian

coordinates;

Discuss the #a%ue of gradient if

Pis chosen as "x1*#1) andQis "x2*#2);

Pis chosen as "x2*#2) andQis "x1*#1).

"i) deri#e the foru%a for the

gradient of a straight %ine;

9he gradient of a

straight %ine

passing through

P"x1*#1) and

Q"x2*#2) is$

12

12

xx

##

m

=

acute ang%e

o!tuse ang%e

inc%ined upwards

to the right

inc%ined

downwards to theright

undefined

"ii) ca%cu%ate the gradient of a

straight %ine passingthrough two points;

"iii) deterine the

re%ationship !etween the

#a%ue of the gradient andthe$

a) steepness*

!) direction ofinc%ination*

of a straight %ine;

1

,.4.13 12.4.13

c) understand theconcept of intercept;

"i) deterine thexKinterceptand the#Kintercept of a

straight %ine;

phasise that thexKintercept and the

#Kintercept are not

xKintercept

#Kintercept


22/43

5LEARNING AREA:

TH STRAIGHT LIN Form 4written in the forof coordinates.

"ii) deri#e the foru%a for thegradient of a straight %ine

in ters of thexKintercept

and the#Kintercept;

"iii) perfor ca%cu%ationsin#o%#ing gradient*xK

intercept and#Kintercept;


euation of a straight%ine;

Discuss the change in the for

of the straight %ine if the #a%uesof mand care changed.

"i) draw the graph gi#en an

euation of the for

# mx c;

phasise that the

graph o!tained is astraight %ine.

%inear euation

graph

ta!%e of #a%ues

:arr' out acti#ities using thegraphing ca%cu%ator*+eoeterIs ketchpad or other

teaching aids.

"ii) deterine whether agi#en point %ies on aspecific straight %ine;

f a point %ies on astraight %ine* thenthe coordinates of

the point satisf'

the euation of the

straight %ine.

coefficientconstant

satisf'

Aerif' that mis the gradient

and cis the#Kintercept of a

straight %ine with euation#

mx c.

"iii) write the euation of the

straight %ine gi#en the

gradient and#Kintercept;

"i#) deterine the gradient

and#Kintercept of thestraight %ine which

euation is of the for$

a) # mx c;

!) ax b# c;

9he euation

ax b# ccan !ewritten in the for

# mx c.

para%%e%

point ofintersection

siu%taneous

euations

"#) find the euation of the


23/43

5LEARNING AREA:

TH STRAIGHT LIN Form 4straight %ine which$

a) is para%%e% to thexK

a(is;

!) is para%%e% to the#K

a(is;

c) passes through a

gi#en point and has aspecific gradient;

d) passes through two

gi#en points;

18

18.4.13 1,.4.13

1.4.13

PR P

RI K-P!-R.

MM S!.P-RK

Discuss and conc%ude that the

point of intersection is the on%'point that satisfies !otheuations.

-se the graphing ca%cu%atorand +eoeterIs ketchpad or

other teaching aids to find the

point of intersection.

"#i) find the point of

intersection of twostraight %ines !'$

a) drawing the two

straight %ines;

!) so%#ing siu%taneous

euations.

17

22.4.13 28.4.13

c) understand and usethe concept of para%%e%

(p%ore properties of para%%e%%ines using the graphing

"i) #erif' that two para%%e%%ines ha#e the sae

para%%e% %ines


24/43

5LEARNING AREA:

TH STRAIGHT LIN Form 4%ines. ca%cu%ator and +eoeterIs

ketchpad or other teaching

aids.

gradient and #ice #ersa;

"ii) deterine fro the gi#en

euations whether two

straight %ines are para%%e%;

"iii) find the euation of thestraight %ine which passes

through a gi#en point and

is para%%e% to another

straight %ine;

"i#) so%#e pro!%es in#o%#ing

euations of straight

%ines.


25/43

LEARNING AREA:

STATISTICS Form 4WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES


Students will be taughtto: 8 Students will be able to:

1,

2.4.13 3..13

a) understand theconcept of c%ass inter#a%;

-se data o!tained froacti#ities and other sources

such as research studies to

introduce the concept of c%ass

inter#a%.

"i) cop%ete the c%assinter#a% for a set of data

gi#en one of the c%ass

inter#a%s;

statistics

c%ass inter#a%

data

grouped data

"ii) deterine$

a) the upper %iit and

%ower %iit;

!) the upper !oundar'

and %ower !oundar'of a c%ass in a groupeddata;

upper %iit

%ower %iit

upper !oundar'

%ower !oundar'

size of c%ass

inter#a%

"iii) ca%cu%ate the size of a

c%ass inter#a%;

ize of c%ass

inter#a%

Lupper !oundar'

%ower !oundar'M

freuenc' ta!%e

"i#) deterine the c%ass

inter#a%* gi#en a set ofdata and the nu!er of

c%asses;

"#) deterine a suita!%e c%ass

inter#a% for a gi#en set ofdata;

Discuss criteria for suita!%ec%ass inter#a%s.

"#i) construct a freuenc'ta!%e for a gi#en set of


26/43

LEARNING AREA:

STATISTICS Form 4data.


the concept of ode andean of grouped data;

"i) deterine the oda% c%ass

fro the freuenc' ta!%eof grouped data;

ode

oda% c%ass

"ii) ca%cu%ate the idpoint of

a c%ass;

Nidpoint of c%ass

2

1 "%ower %iit

upper %iit)

ean

idpoint of a

c%ass

"iii) #erif' the foru%a for the

ean of grouped data;

"i#) ca%cu%ate the ean fro

the freuenc' ta!%e of

grouped data;

"#) discuss the effect of thesize of c%ass inter#a% on

the accurac' of the ean

for a specific set of

grouped data..

1 20

8..13 17..13

P-P-RIKS.

P-R-./.

!.

21

20..13 24..13

a) represent and

interpret data in

histogras with c%assinter#a%s of the sae size

to so%#e pro!%es;

Discuss the difference !etween

histogra and !ar chart.

"i) draw a histogra !ased

on the freuenc' ta!%e of

a grouped data;

unifor c%ass

inter#a%

histogra

-se graphing ca%cu%ator to

e(p%ore the effect of differentc%ass inter#a% on histogra.

"ii) interpret inforation

fro a gi#en histogra;

#ertica% a(is

horizonta% a(is

"iii) so%#e pro!%es in#o%#ing

histogras.

nc%ude e#er'da'

%ife situations.


27/43

LEARNING AREA:

STATISTICS Form 4a) represent andinterpret data in

freuenc' po%'gons to

so%#e pro!%es.

"i) draw the freuenc'po%'gon !ased on$

a) a histogra;

!) a freuenc' ta!%e;

hen drawing afreuenc'

po%'gon add a

c%ass with 0freuenc' !eforethe first c%ass and

after the %ast c%ass.

freuenc'po%'gon

"ii) interpret inforation

fro a gi#en freuenc'

po%'gon;

"iii) so%#e pro!%es in#o%#ingfreuenc' po%'gon.

nc%ude e#er'da'%ife situations.

22 23

2..13 .8.13

:-9 P&9H+/J/H

9/J-H

24

10.8.13 14.8.13

understand the concept

of cuu%ati#e freuenc';

"i) construct the cuu%ati#e

freuenc' ta!%e for$

a) ungrouped data;

!) grouped data;

cuu%ati#e

freuenc'

ungrouped data

ogi#e

"ii) draw the ogi#e for$

a) ungrouped data;

!) grouped data;

hen drawing

ogi#e$

use the upper!oundaries;

add a c%asswith zerofreuenc'

!efore the firstc%ass.

2 c) understand and use

the concept of easures

Discuss the eaning of

dispersion !' coparing a few

"i) deterine the range of a

set of data.

6or grouped data$

&ange

range

easures of


28/43

LEARNING AREA:

STATISTICS Form 417.8.13 21.8.13 of dispersion to so%#e

pro!%es.sets of data. +raphingca%cu%ator can !e used for this

purpose.

Lidpoint of the%ast c%ass

idpoint of the

first c%assM

dispersion

edian

first uarti%e

"ii) deterine$

a) the edian;

!) the first uarti%e;

c) the third uarti%e;

d) the interuarti%e range;

fro the ogi#e.

third uarti%e

interuarti%e

range

"iii) interpret inforationfro an ogi#e;

:arr' out a pro


29/43

LEARNING AREA:

STATISTICS Form 4


30/43

!LEARNING AREA:

PROBABILITY I Form 4WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES


Students will be taughtto: 7 Students will be able to:

28K 27

24.8.13 .7.13

a) understand theconcept of sap%e space;

-se concrete e(ap%es such asthrowing a die and tossing a

coin.

"i) deterine whether anoutcoe is a possi!%e

outcoe of an

e(perient;

sap%e space

outcoe

"ii) %ist a%% the possi!%eoutcoes of an

e(perient$

a) fro acti#ities;

!) !' reasoning;

e(perient

possi!%e outcoe

"iii) deterine the sap%espace of an e(perient;

"i#) write the sap%e space

!' using set notations.

a) understand the

concept of e#ents.

Discuss that an e#ent is a

su!set of the sap%e space.

Discuss a%so ipossi!%e e#ents

for a sap%e space.

"i) identif' the e%eents of

a sap%e space whichsatisf' gi#en conditions;

/n ipossi!%e

e#ent is an ept'set.

e#ent

e%eent

su!set

ept' set

"ii) %ist a%% the e%eents of a

sap%e space which

satisf' certain conditionsusing set notations;

ipossi!%e e#ent

Discuss that the sap%e space

itse%f is an e#ent.

"iii) deterine whether an

e#ent is possi!%e for a

sap%e space.

a) understand and use :arr' out acti#ities to "i) find the ratio of the Pro!a!i%it' is pro!a!i%it'


31/43

!LEARNING AREA:

PROBABILITY I Form 4the concept of

pro!a!i%it' of an e#ent to

so%#e pro!%es.

introduce the concept ofpro!a!i%it'. 9he graphing

ca%cu%ator can !e used to

siu%ate such acti#ities.

nu!er of ties ane#ent occurs to the

nu!er of tria%s;

o!tained froacti#ities and

appropriate data.

"ii) find the pro!a!i%it' of an

e#ent fro a !ig enough

nu!er of tria%s;

Discuss situation which resu%ts

in$

pro!a!i%it' of e#ent 1.

pro!a!i%it' of e#ent 0.

"iii) ca%cu%ate the e(pected

nu!er of ties an

e#ent wi%% occur* gi#en

the pro!a!i%it' of thee#ent and nu!er of

tria%s;

phasise that the #a%ue ofpro!a!i%it' is !etween 0 and 1. "i#) so%#e pro!%esin#o%#ing pro!a!i%it';

Predict possi!%e e#ents which

ight occur in dai%' situations.

"#) predict the occurrence of

an outcoe and ake a

decision !ased on known

inforation.


32/43

"LEARNING AREA:

CIRCL S III Form 4WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES


Students will be taughtto: , Students will be able to:

2, K 30

,.7.13 28.7.13

a) understand and usethe concept of tangents

to a circ%e.

De#e%op concepts anda!i%ities through acti#ities

using techno%og' such as the

+eoeterIs ketchpad and

graphing ca%cu%ator.

"i) identif' tangents to acirc%e;

tangent to a circ%e

circ%e

"ii) ake inference that the

tangent to a circ%e is astraight %ine

perpendicu%ar to the

radius that passes

through the contactpoint;

perpendicu%ar

radius

circuference

seicirc%e

"iii) construct the tangent to

a circ%e passing through

a point$

a) on the circuference

of the circ%e;

!) outside the circ%e;

"i#) deterine the properties

re%ated to two tangents

to a circ%e fro a gi#enpoint outside the circ%e;

Properties of ang%e in

seicirc%es can !e

used. (ap%es ofproperties of two

tangents to a circ%e$

congruent

A

!

$ "


33/43

"LEARNING AREA:

CIRCL S III Form 4A"!"

A"$ !"$

A$" !$"A$"and !$"arecongruent.

"#) so%#e pro!%es

in#o%#ing tangents to a

circ%e.

&e%ate to P'thagoras

theore.

a) understand and usethe properties of ang%e

!etween tangent and

chord to so%#e pro!%es.

(p%ore the propert' of ang%ein a%ternate segent using

+eoeterIs ketchpad or

other teaching aids.

"i) identif' the ang%e in thea%ternate segent which

is su!tended !' the

chord through the

contact point of the

tangent;

chords

a%ternate segent

a


34/43

"LEARNING AREA:

CIRCL S III Form 4"iii) perfor ca%cu%ations

in#o%#ing the ang%e in

a%ternate segent;

"i#) so%#e pro!%esin#o%#ing tangent to a

circ%e and ang%e in

a%ternate segent.


the properties of

coon tangents to

so%#e pro!%es.

Discuss the a(iu

nu!er of coon tangents

for the three cases.

"i) deterine the nu!er of

coon tangents which

can !e drawn to two

circ%es which$

a) intersect at two

points;

!) intersect on%' at one

point;

c) do not intersect;

phasise that the

%engths of coon

tangents are eua%.

coon tangents

nc%ude dai%' situations. "ii) deterine the properties

re%ated to the coon

tangent to two circ%eswhich$

a) intersect at twopoints;

!) intersect on%' at one

point;

c) do not intersect;"iii) so%#e pro!%es

in#o%#ing coon

tangents to two circ%es;

"i#) so%#e pro!%esin#o%#ing tangents and

nc%ude pro!%esin#o%#ing P'thagoras


35/43

"LEARNING AREA:

CIRCL S III Form 4coon tangents. theore.

31

30.7.13 K1.,.13

!4I. S-RS

"-RF*K!S 2


36/43

#LEARNING AREA:

TRIGONOM TRY II Form 4WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES



to:

Students will be able to:

32

.,.13 8.,.13

a) understand anduse the concept of the

#a%ues of sin * cos

and tan "0380) to so%#e

pro!%es.

(p%ain the eaning of unit circ%e. "i) identif' the uadrants andang%es in the unit circ%e;

9he unit circ%eis the circ%e of

radius 1 with

its centre at the

origin.

uadrant

"ii) deterine$

a) the #a%ue of#Kcoordinate;

!) the #a%ue ofxKcoordinate;

c) the ratio of#Kcoordinate toxK

coordinate;

of se#era% points on the

circuference of the unit circ%e;

32K33 +!IP-R-./.

5egin with definitions of sine*

cosine and tangent of an acute

ang%e.

##

$P

PQ===

1sin

xx

$P

$Q===

1cos

x

#

$Q

PQ==tan

"iii) #erif' that* for an ang%e in

uadrant of the unit circ%e $

a) sin #Kcoordinate ;

!) cosxKcoordinate;

c)

coordinate

coordinatetan

=

x

# ;

sine

cosine

tangent

0

#

x

P &x'#(

#1

x Q


37/43

#LEARNING AREA:

TRIGONOM TRY II Form 47.,.13K1,.,.13 P-.// 2

34K38

1.,.13 8..13

"i#) deterine the #a%ues of

a) sine;

!) cosine;

c) tangent;

of an ang%e in uadrant of theunit circ%e;

(p%ain that the concept

sin #Kcoordinate ;

cosxKcoordinate;

coordinate

coordinatetan

=

x

#

can !e e(tended to ang%es in

uadrant * and A.

"#) deterine the #a%ues of

a) sin ;

!) cos ;

c) tan ;

for 0380;

"#i) deterine whether the #a%ues of$

a) sine;

!) cosine;

c) tangent*

of an ang%e in a specific

uadrant is positi#e or negati#e;

:onsider

specia% ang%es

such as 0* 30*4* 80* 0*1,0* 270*380.

-se the a!o#e triang%es to find the#a%ues of sine* cosine and tangent

for 30* 4* 80.

"#ii) deterine the #a%ues of sine*cosine and tangent for specia%

ang%es;

9eaching can !e e(panded through

acti#ities such as ref%ection.

"#iii) deterine the #a%ues of the

ang%es in uadrant whichcorrespond to the #a%ues of the

1 2

4o

1

80o

30o

1

2

3


38/43

#LEARNING AREA:

TRIGONOM TRY II Form 4ang%es in other uadrants;

-se the +eoeterIs ketchpad toe(p%ore the change in the #a%ues of

sine* cosine and tangent re%ati#e to

the change in ang%es.

"i() state the re%ationships !etweenthe #a%ues of$

a) sine;

!) cosine; and

c) tangent;

of ang%es in uadrant * and

A with their respecti#e #a%uesof the corresponding ang%e in

uadrant ;

"() find the #a%ues of sine* cosine

and tangent of the ang%es

!etween 0and 380;

"(i) find the ang%es !etween 0and380* gi#en the #a%ues of sine*cosine or tangent;

&e%ate to dai%' situations. "(ii) so%#e pro!%es in#o%#ing sine*

cosine and tangent.


39/43

#LEARNING AREA:

TRIGONOM TRY II Form 4

a) draw and use the

graphs of sine* cosine

and tangent.

-se the graphing ca%cu%ator and

+eoeterIs ketchpad to e(p%ore

the feature of the graphs of

# sin *# cos *# tan .

"i) draw the graphs of sine* cosine

and tangent for ang%es !etween

0and 380;

Discuss the feature of the graphs of

# sin *# cos *# tan .

"ii) copare the graphs of sine*

cosine and tangent for ang%es

!etween 0and 380;

Discuss the e(ap%es of these

graphs in other area.

"iii) so%#e pro!%es in#o%#ing graphs

of sine* cosine and tangent.


40/43

$%LEARNING AREA:

ANGL S OF L VATION AND D PR SSION Form 4WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES



to:


37

..13 13..13

a) understand and usethe concept of ang%e of

e%e#ation and ang%e of

depression to so%#e

pro!%es.

-se dai%' situations tointroduce the concept.

"i) identif'$

a) the horizonta% %ine;

!) the ang%e of

e%e#ation;

c) the ang%e ofdepression*

for a particu%ar situation;

ang%e of e%e#ation

ang%e of

depression

horizonta% %ine

"ii) &epresent a particu%ar

situation in#o%#ing$

a) the ang%e of

e%e#ation;

!) the ang%e of

depression* using

diagras;

nc%ude two

o!ser#ations on

the saehorizonta% p%ane.

3,

18..13

17..13K1..13

+!I RI

MSI

PR P

"iii) o%#e pro!%esin#o%#ing the ang%e of

e%e#ation and the ang%e

of depression.

n#o%#e acti#itiesoutside the

c%assroo.


41/43

$$LEARNING AREA:

LIN S AND PLAN S IN 3&DIM NSIONS Form 4WEEK'DATE LEARNING OBJECTIVES SUGGESTED TEACHING AND

LEARNING ACTIVITIES



to:


3 K 41

23..13 11.10.13

a) understand and usethe concept of ang%e

!etween %ines and p%anes

to so%#e pro!%es.

:arr' out acti#ities using dai%'situations and 3Kdiensiona%

ode%s.

"i) identif' p%anes; horizonta% p%ane

#ertica% p%ane

3Kdiensiona%

nora% to a p%ane

Differentiate !etween 2Kdiensiona% and 3Kdiensiona%

shapes. n#o%#e p%anes foundin natura% surroundings.

"ii) identif' horizonta%p%anes* #ertica% p%anes

and inc%ined p%anes;

orthogona%pro


42/43

$$LEARNING AREA:

LIN S AND PLAN S IN 3&DIM NSIONS Form 4"#iii) deterine the ang%e

!etween a %ine and a

p%ane;

-se 3Kdiensiona% ode%s togi#e c%earer pictures.

"i() so%#e pro!%esin#o%#ing the ang%e

!etween a %ine and a

p%ane.

42

7.10.13K11.11.13


the concept of ang%e

!etween two p%anes toso%#e pro!%es.

"i) identif' the %ine of

intersection !etween two

p%anes;

ang%e !etween

two p%anes

"ii) draw a %ine on each

p%ane which isperpendicu%ar to the %ineof intersection of the two

p%anes at a point on the%ine of intersection;

-se 3Kdiensiona% ode%s to

gi#e c%earer pictures.

"iii) deterine the ang%e

!etween two p%anes on a

ode% and a gi#endiagra;

"i#) so%#e pro!%es

in#o%#ing %ines and

p%anes in 3Kdiensiona%shapes.

43 44

21.10.13 1.11.13

PP&Q//H /QJ&

9/J-H


43/43

$$LEARNING AREA:

LIN S AND PLAN S IN 3&DIM NSIONS Form 4

Prepared by : Checked by, Certified by, Certified by,

. .. .

PH. J// H-&R/ NOJD S-O66 PH. OH+ HSOOQ H+O& PH HO&// +J/H :Q &-H/H 59. J/&-DH Q9-/ P/H9/ +-&- Q/H/H /H PH+9-/

NQ &/T/ P&NP-/H

yearly planner math t4 2013

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