YEARLY LESSON PLAN ADDITIONAL MATHEMATICS FORM 4 2008

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Topic/Learning Area Al : FUNCTION --- 3 weeks First Term

1 3/1 4/1 2 7/1 11/1 1 Understand the concept of relations. ORIENTATIONS WEEK FORM 4

1.1 Represent relations using (a) arrow diagrams (b) ordered pairs (c) graphs 1.2 Identify domain, co domain, object, image and range of a relation. 1.3 Classify a relation shown on a mapped diagram as: one to one, many to one, one to many or many to many relation.

Use pictures, role-play and computer software to introduce the concept of relations. Skill : Interpretation, observe connection between domain, co domain, object, image and range of a relation.

Discuss the idea of set and introduce set notation.

10/1 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

Awal Muharam/Maal Hijrah 1429H Give examples of finding images given the object and vice versa. f : x 2x , f ( x) = 2x (a) Given f : x 4x x2. Find f : x 2 x is read as image of 5. function f maps x to 2x. (b) Given function h : x 3x f ( x ) = 2 x is read as 2x is 12. Find object with image = the image of x under the 0. function f. Represent functions using arrow diagrams, ordered pairs or graphs, e.g.

Prepared by : Puan Senah Jan /2008

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to function. 2.4 Determine the image of a function given the object and vice versa.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Include examples of functions that Use graphing calculators and are not mathematically based. computer software to explore the Examples of functions include algebraic (linear and quadratic), image of functions. trigonometric and absolute value. Define and sketch absolute value functions. 1 Use arrow diagrams or algebraic Involve algebraic functions only. method to determine composite functions. Give examples of finding images given the object and vice versa for Images of composite functions composite functions include a range of values. (Limit to linear composite functions). For example : Define composite functions 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. Example : Given f : x 2x 1. find function g if a. The composite function fg is given as fg : x 7 6x b. composite function gf is given as gf : x 5/2x. Limit to algebraic functions.

3 14/1 18/1

3. Understand the concept of composite functions.

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.

4 21/1

4. Understand the

4.1 Find the object by inverse

Prepared by : Puan Senah Jan /2008

Week No 25/1

Learning Objectives Pupils will be taught to..... concept of inverse functions.

Learning Outcomes Pupils will be able to 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

No of Periods 1 1

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note Exclude inverse of composite functions.

Use sketches of graphs to show the relationship between a function and its inverse. Examples : Given f: x 3 x + 2 , find f 1

1 1

Emphasise that the inverse of a function is not necessarily a function.

26/1

Permuafakatan Ibu bapa Murid 1 (Tingkatan Peralihan Ting 5) - Sabtu

Topic A2 : Learning Area :Quadratic Equations ---3 wks

5 28/1 1/2 1. Understand the concept of quadratic equations and their roots. 1.1 Recognise a quadratic equation and express it in general form. 1. 2 Determine whether a given value is the root of a quadratic equation by a) substitution; b) inspection. 1.3 Determine roots of quadratic equations by trial and improvement method. 2.1 Determine the roots of a 1 Use graphing calculators or computer software such as the Geometers Sketchpad and spreadsheet to explore the concept of quadratic equations Questions for 1..2(b) are given in the form of ( x + a ) ( x + b ) = 0 ; a and b are numerical values.

Values : Logical thinking Skills : Seeing connection, using trial and error methods

6 4/2 -

2. Understand the concept of

If x = p and x = q are the roots, then the quadratic equation is

Discuss when

Prepared by : Puan Senah Jan /2008

Week No 5/2

Learning Objectives Pupils will be taught to..... quadratic equations.

Learning Outcomes Pupils will be able to quadratic equation by a) factorisation; b) completing the square c) using the formula. 2.2 Form a quadratic equation from given roots.

No of Periods 1 1

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

( x p ) ( x q ) = 0 , that is x 2 ( p + q ) x + pq = 0 .
Involve the use of: b c + = and = a a where and are roots of the quadratic equation ax 2 + bx + c = 0

x p = 0 or x q = 0 . Include cases when p = q. Derivation of formula for 2.1c is not required.

( x p ) ( x q ) = 0 , hence

7 11/2 15/2

3. Understand and use the conditions for quadratic equations to have a) two different roots; b) two equal roots; c) no roots. a)dua punca berbeza;

Skills : Mental process, trial and error CHINESE NEW YEAR HOLIDAY (6/2 8/2) Giving quadratic equations with the 3.1 Determine types of roots of 2 quadratic equations from the following conditions : b 2 4ac > 0 2 value of b 4ac . b 2 4ac = 0 , b 2 4ac < 0 and ask pupils to find out the type of 3.2 Solve problems 2 roots the equation has in each case. involving b 2 4ac in quadratic equations to: Values: Making conclusion, connection and comparison a) find an unknown value; b) derive a relation. Additional Exercises

Explain that no roots means no real roots.

Topic A3 : Quadratics Functions---3 weeks

Prepared by : Puan Senah Jan /2008

Week No 8
18/2 23/2

Learning Objectives Pupils will be taught to..... 1. Understand the concept of quadratic functions and their graphs.

Learning Outcomes Pupils will be able to 1.1 Recognise quadratic functions

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

1) Use graphing calculators or computer software such as Geometers Sketchpad to explore the graphs of quadratic functions. a) f(x) = ax2 + bx + c b) f(x) = ax2 + bx c) f(x) = ax2 + c * pedagogy : Constructivism Skills : making comparison & making conclusion 1) Use examples of everyday situations to introduce graphs of quadratic functions. Contextual learning

1.2 Plot quadratic function graphs: a)based on given tabulated values; 1 b) by tabulating values 2 based on given functions. 23/2 9
25/2

Gantian Persekolahan (29.9.2008 Isnin)

1.3 Recognise shapes of graphs of quadratic functions. 1.4 Relate the position of quadratic function graphs with types of roots for f ( x) = 0 . 2. Find the 2.1 Determine the maximum

29/3

1 Recall the type of roots if : a) b2 4ac > 0 2 b) b 4ac < 0 c) b2 4ac = 0 Use graphing calculators or dynamic

Discuss the form of graph if a > 0 and a < 0 for f ( x ) = ax 2 + bx + c Explain the term parabola.
Relate the type of roots with the position of the graphs.

Students be reminded of the steps

Prepared by : Puan Senah Jan /2008

Week No

Learning Objectives Pupils will be taught to..... maximum and minimum values of quadratic functions.

Learning Outcomes Pupils will be able to or minimum value of a quadratic function by completing the square.

No of Periods 2

Suggested Teaching & Learning activities/Learning Skills/Values geometry software such as the Geometers Sketchpad to explore the graphs of quadratic functions Skills : mental process , interpretation

Points to Note

involved in completing square and how to deduce maximum or minimum value from the function and also the corresponding values of x.

1/3
10

Gantian Persekolahan (3.10.2008 Jumaat) PROGRESSIVE TEST 1(3/3- 7/3) FIRST MID TERM SCHOOL HOLIDAY (9 DAYS) 8/3 16/3 1 Use graphing calculators or dynamic geometry software such 3.1 Sketch quadratic function 1 as the Geometers Sketchpad to graphs by determining the reinforce the understanding of maximum or minimum point graphs of quadratic functions. and two other points. Steps to sketch quadratic graphs: a) Determining the form or b) finding maximum or minimum point 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 4.1 Determine the ranges of 2 Use graphing calculators or values of x that satisfies dynamic geometry software such as quadratic inequalities. the Geometers Sketchpad to explore the concept of quadratic

11 12 17/3 19/3 Test Corrections 3. Sketch graphs of quadratic functions.

Emphasise the marking of maximum or minimum point and two other points on the graphs drawn or by finding the axis of symmetry and the intersection with the y-axis. Determine other points by finding the intersection with the x-axis (if it exists).

4. Understand and use the concept of quadratic inequalities.

Emphasise on sketching graphs and use of number lines when necessary.

Prepared by : Puan Senah Jan /2008

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values inequalities.

Points to Note

Maulidur Rasul (20 March 2008) Good Friday (21 March 2008) 13 24/3 28/3

Topic A4: SIMULTANEOUS EQUATIONS1 weeks

1. Solve simultaneous equations in two unknowns: one linear equation and one non-linear equation. 1.1 Solve simultaneous equations using the substitution method. 2 Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to explore the concept of simultaneous equations. Value: systematic Skills: interpretation of mathematical problem Use examples in real-life situations such as area, perimeter and others. Pedagogy: Contextual Learning Values : Connection between mathematics and other subjects Limit non-linear equations up to second degree only.

1.2 Solve simultaneous equations involving reallife situations. Additional Exercises

Topic G1.
14
31/3

Coordinate Geometry---5 weeks

1.1 Find the distance between two points ( x1 , y1 ) , ( x 2 , y 2 ) using formula. 1 Skill : Use of formula Use the Pythagoras Theorem to find the formula for distance between two points.

4/4

1. Find distance between two points.

Prepared by : Puan Senah Jan /2008

Week No

Learning Objectives Pupils will be taught to..... 2.Understand the concept of division of line segments

Learning Outcomes Pupils will be able to 2.1Find the midpoint of two given points. 2.2Find the coordinates of a point that divides a line according to a given ratio m : n. 3.1 Find the area of a triangle based on the area of specific geometrical shapes. 3.2 Find the area of a triangle by using formula.

No of Periods 1

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note Limit to cases where m and n are positive. Derivation of the formula nx1 + mx2 ny1 + my2 , m+n m+n is not required. Limit to numerical values. Emphasise the relationship between the sign of the value for area obtained with the order of the vertices used. Derivation of the formula: x y + x 2 y 3 + x3 y1 x 2 y1 1 1 1 is 2 x3 y 2 x1 y 3 not required. Emphasise that when the area of polygon is zero, the given points are collinear.

Skill : Use of formula 2 Value : Accurate & neat work

15
7/4 11/4

3 Find areas of polygons.

Values : Systematic & neat Skills : use of formula , recognise relationship and patterns

1 x1 2 y1

x2 x3 y2 y3

x1 y1

3.3 Find the area of a quadrilateral using formula. 4 Understand and use the concept of equation of a straight line. 4.1 Determine the x-intercept and the y-intercept of a line. 4.2 Find the gradient of a straight line that passes through two points. 1 1 Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of equation of a straight line.

16
14/4 -

4.3 Find the gradient of a straight line using the x-

Skills : drawing relevant diagrams,

Prepared by : Puan Senah Jan /2008

Week No
18/4

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to intercept and y-intercept 4.4 Find the equation of a straight line given: a) gradient and one point; b) two points; c)x-intercept and yintercept. 4.5 Find the gradient and the intercepts of a straight line given the equation. 4.6Change the equation of a straight line to the general form 4.7 Find the point of intersection of two lines.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values using formula, recognising relationship, compare and contrast.

Points to Note

Values : Neat & systematic Pedagogy: contextual learning

1 Answers for learning outcomes 4.4(a) and 4.4(b) must be stated in the simplest form. Involve changing the equation into gradient and intercept form

Finding point of intersection of two lines by solving simultaneous equations

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Week No 17
21/4 25/4

Learning Objectives Pupils will be taught to..... 5. Understand and use the concept of parallel and perpendicular lines.

Learning Outcomes Pupils will be able to 5.1 Determine whether two straight lines are parallel when the gradients of both lines are known and vice versa. 5.2 Find the equation of a straight line that passes through a fixed point and parallel to a given line.

No of Periods 1

Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to explore parallel and perpendicular lines. Skill: Use of formula; making comparison

Points to Note

Emphasise that for parallel lines: m1 = m 2 .

5.3 Determine whether two straight lines are perpendicular when the gradients of both lines are known and vice versa. 5.4 Determine the equation of a straight line that passes through a fixed point and perpendicular to a given line.

Students to be exposed to SPM exam type of questions. Values : hard work, cooperative

Emphasise that for perpendicular lines m1 m 2 = 1 . Derivation of m1 m 2 = 1 is not required.

Pedagogy : Mastery learning

18
28/4

2/5

5.5 Solve problems involving equations of straight lines.

1 LABOUR DAY (1 May 2008)

Prepared by : Puan Senah Jan /2008

10

Week No

Learning Objectives Pupils will be taught to..... 6. Understand and use the concept of equation of locus involving distance between two points.

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to explore equation of locus involving distance between two points. Use graphic calculators and dynamic geometry software such as the Geometers Sketchpad to explore the concept of parallel and perpendicular lines. Value : Patience, hard working Pedagogy: contextual learning Skill : drawing relevant diagrams

Points to Note

6.1 Find the equation of locus that satisfies 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 fixed points is constant 6.2 Solve problems involving loci.

Topic T1: Circular Measures---3 weeks

19 5/5 9/5

1. Understand the concept of radian.

1.1 Convert measurements in radians 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 centre by an arc length equal the length of radius. Repeat with different radius. Skill : contextual learning Value : Accurate, making conclusion.

Discuss the definition of one radian. rad is the abbreviation of radian. Include measurements in radians expressed in terms of . rad = 1800

Prepared by : Puan Senah Jan /2008

11

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

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; and iii) angle subtended at the centre of a circle based on given information.

Use examples of real-life situations to explore circular measure. Derivation of S = r by use of ratio or by deduction using definition of radian. Skill : Making conclusion or deduction, application of formula

Major and minor arc lengths discussed Emphasize that the angle must be in radian. Students can also use formula S=

given is in degree 20-21 22-23 24

9/6 13/6

x 2 j when the angle 360

First Term Examinations (14 23 May 2008 ) Mid Year Holiday (24 May 8 June 2008) 16 Days Test Corrections 2.2 Find perimeter of segments of circles. 2.3 Solve problems involving lengths of arcs. SECOND TERM 2 1 1

25
16/6 20/6

3. Understand and use the concept of area of sector of a circle to solve problems

3.1 Determine the: a) area of sector; b)radius; and c)angle subtended at the centre of a circle

Deriving the formula L= j2 Using ratio Skill : drawing relevant diagrams , recognising relationship & making conclusion Value : Systematic & logical

Emphasize that the angle must be in radian. Area of major sektor need to be discussed Students can also use formula

Prepared by : Puan Senah Jan /2008

12

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to based on given information. 3.2 Find the area of segments of circles. 3.3 Solve problems involving areas of sectors.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values L=

Points to Note

1 2

is in degree.

x j 2 if the angle given 360

21/6

Hari Pengiktirafan Pelajar Bestari Ting 3 dan Ting 5

Topic A5 : INDICES AND LOGARITHMS---4 weeks

26
23/6 27/6

1. Understand and use the concept of indices and laws of indices to solve 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 that are multiplied, divided or raised to a power. 1.3 Use laws of indices to simplify algebraic expressions

Use examples of real-life situations to introduce the concept of indices. Use computer software such as the spreadsheet to enhance the understanding of indices.

Discuss zero index and negative indices.

Pedagogy : Constructivism Skill : making inference, use of laws Value : systematic, logical thinking

Prepared by : Puan Senah Jan /2008

13

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

2. Understand and use the concept of logarithms and laws of logarithms to solve problems.

2.1 Express equation in index form to logarithm form and vice versa. 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; loga N = x with a > 0, a 1. Value : systematic, abide by the laws Pedagogy:Mastery learning

Emphasise that: loga 1 = 0; loga a = 1. Emphasise that: a) logarithm of negative numbers is undefined; b) logarithm of zero is undefined. Discuss cases where the given number is in: a) index form b) numerical form. Discuss laws of logarithms

27
30/6

4/7

2.3 Find logarithm of numbers by using laws of logarithms 2.4 Simplify logarithmic expressions to the simplest form. 3 Understand and use the change of base of logarithms to solve problems. 3.1 Find the logarithm of a number by changing the base of the logarithm to a suitable base. 3.2 Solve problems involving the change of base and laws of logarithms.

Activities : Demonstration Value : systematic and organised Skill : recognising pattern and relationship, application of laws Activities : Demonstration Pedagogy: Mastery learning problem solving Activities : Demonstration Pedagogy: Mastery learning , problem solving.

1 1

Discuss: log a b = 1 log b a

28
7/7 11/7

12/7

Permuafakatan Ibu bapa Murid 2 (Ting 3 dan Ting 5)

Prepared by : Puan Senah Jan /2008

14

Week No

Learning Objectives Pupils will be taught to..... 4. Solve equations involving indices and logarithms

Learning Outcomes Pupils will be able to 4.1 Solve equations involving indices.

No of Periods 2

Suggested Teaching & Learning activities/Learning Skills/Values Activities : Demonstration Pedagogy: Mastery learning, problem solving.

Points to Note

29
14/7 18/7

4.2 Solve equations involving logarithms. Additional/reinforcement exercises on this topic

2 2

Values : Systematic & logical thinking

Equations that involve indices and logarithms are limited to equations with single solution only. Solve equations involving indices by: a) comparison of indices and bases; b) using logarithms.

Topic S1: Statistics ---4 Weeks

30
21/7 25/7

1 Understand and use the concept of measures of central tendency to solve 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 from histograms. 1.6 Calculate the mean of grouped data 1.7 Calculate the median of grouped data from cumulative frequency distribution tables.

Use scientific calculators, graphing calculators and spreadsheets to explore measures 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.

Discuss grouped data and ungrouped data.

Involve uniform class intervals only.

2 Values : Cooperative; honest , logical thinking Skill : classification, making conclusion Pedagogy : Derivation of the median formula is not required.

Prepared by : Puan Senah Jan /2008

15

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values 1. Contextual learning 2. Constructivism 3. Multiple intelligence

Points to Note

31
28/7

1/8

1.8 Estimate the median of grouped data from an ogive 1.9 Determine the effects on mode, median and mean for a set of data when: i) eac h data is changed uniformly; ii) extreme values exist; iii) certain data is added or removed 1.10 Determine the most suitable measure of central tendency for given data.

1 2

Skills : Classification; observing relationship, course and effect, able to analise and make conclusion

Ogive is also known as cumulative frequency curve

Involve grouped and ungrouped data

3233

PROGRESSIVE TEST 2 (6 August 15 August ) SECOND MID TERM SCHOOL HOLIDAY(9 DAYS) 16 24 AUGUST 2008 2 2.1 Find the range of ungrouped data. 2 Activities : 1. Teacher gives real life examples

34 35 Test Corrections 2. Understand and use the concept

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16

Week No
25/8

29/8

Learning Objectives Pupils will be taught to..... of measures of dispersion to solve problems.

Learning Outcomes Pupils will be able to 2.2 Find the interquartile range of ungrouped data. 2.3 Find the range of grouped data

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values where values of mean, mode adn medium 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

Points to Note

31/8

36
1/9

5/9

2.4 Find the interquartile range of grouped data from the cumulative frequency table 2.5 Determine the interquartile range of grouped data from an ogive. 2.6Determine the variance of a)ungrouped data; b)grouped data. 2.7 Determine the standard deviation of: a) ungrouped data b) grouped data.

51st National Day Celebrations Values : 1. Honest 1 2. cooperative 1

Determine the upper and lower quartiles by using the first principle.

Pedagogy : Contextual learning 1 1

37 8/9 12/9

2.8 Determine the effects on range, interquartile range, variance and standard deviation for a set of data when: a) each data is changed

Skills : 1. Compare and contrast 2. Classification 3. Problem Solving 4. Sorting data from small to big

Prepared by : Puan Senah Jan /2008

17

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to uniformly; 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.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Pedagogy : Contextual learning Values : Logical thinking

Points to Note

Emphasise that comparison between two sets of data using only measures of central tendency is not sufficient.

Topic AST1: SOLUTION OF TRIANGLES---2 weeks

38
15/9 19/9

1. Understand and use the concept of sine rule to solve problems.

1.1Verify sine rule. 1.2Use sine rule to find unknown sides or angles of a triangle. 1.3Find the unknown sides and angles of a triangle involving ambiguous case 1.4Solve problems involving the sine rule.

1 1

Use dynamic geometry software such as the Geometers Sketchpad to explore the sine rule. Use examples of real-life situations to explore the sine rule.

Include obtuse-angled triangles

1 Skill : Interpretation of problem Value : Accuracy 1 1 1 Use examples of real-life situations to explore the cosine rule. 2 Use dynamic geometry software such as the Geometers Sketchpad to explore the cosine rule. Include obtuse-angled triangles

39 22/9 26/9

2. Understand and use the concept of cosine rule 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. 2.4Solve problems

Prepared by : Puan Senah Jan /2008

18

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to involving sine and cosine rules

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

40 41 6/10 10/10

Acticities : Demonstration Skill : Interpretation of datas given Value : Accuracy. Cuti Hari Raya Aidil Fitri (29/9 -3/10 ) 1 Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Skills : Recognising Relationship Analising data Use examples of real-life situations to explore area of triangles. Value : Systematic

3. Understand and use the formula for areas of triangles to solve problems.

3.1 Find the areas of triangles 1 using the formula ab sin C 2 or its equivalent 3.2.Solve problems involving threedimensional objects. Additional Exercises

2 1

Topic ASS1: INDEX NUMBER---1 week

42
13/10

17/10

1. Understand and use the concept of index number to solve problems

1.1 Calculate index number. 1.2 Calculate price index. Find Q0 or Q 1 given relevant information. 2.1 Calculate composite index. 2.2 Find index number or weightage given relevant

Use examples of real-life situations to explore index numbers. Skill : Analise, problem solving Value : Systematic

Q0 = Quantity at base time. Q1 = Quantity at specific time.

2. Understand and use the concept of

Use examples of real-life situations to explore composite index. Eg

Explain weightage and composite index.

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19

Week No

Learning Objectives Pupils will be taught to..... composite index to solve problems

Learning Outcomes Pupils will be able to information. 2.3 Solve problems involving index number and composite index. Additional Exercises or past year questions

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Composite index of share.

Points to Note

Skill : Analise, problem solving Value : Systematic

43 & 44

Final Year Examination (21 - 31Oct 2008 )

Topic K1 : Differentiation---5 Weeks

45
3/11
-

7/11

1. Understand and use the concept of gradients of curve and differentiation.

1.1Determine the value of a function when its variable approaches a certain value. 1.2Find the gradient of a chord joining two points on a curve. 1.3Find the first derivative of a function y = f ( x ) , as the gradient of tangent to its graph. 1.3 Find the first derivative of polynomials using the first principles. 1.4 Deduce the formula for first derivative of the function

Use graphing calculators or dynamic geometry software such as Geometers Sketchpad to explore the concept of differentiation. Skills : Logical Thinking, relationship, application of rules, making inference, making deduction Pedagogy : Constructivism

Idea of limit to a function can be illustrated using graphs. The concept of first derivative of a function is explained as a tangent to a curve can be illustrated using graphs. Limit to y = ax n ; a, n are constants, n = 1, 2, 3. Notation of f ' ( x ) is equivalent to dy when y = f ( x ) , dx f ' ( x ) read as f prime x.

Activities : Explanation & demonstration

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20

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to y = f ( x ) by induction.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

46 47*

&
48*

2. Understand and use the concept of first derivative of polynomial functions to solve problems.

End of the year school holiday (15 Nov 2008 4 January 2009 ) 50 Days 2.1 Determine the first derivative of the function Pedagogy : Constructivism 1 Skills : Logical Thinking, y = ax n using formula. relationship, application of rules, 2.2 Determine value of the making inference, making deduction first derivative of the Value : Logical thinking function y = ax n for a 1 given value of x. 2.3Determine first derivative of a function involving: a) addition, or b) subtraction of algebraic terms. 2.4Determine the first derivative of a product of two polynomials. 2.5 Determine the first derivative of a quotient of two polynomials. 2.6Determine the first derivative of composite function using chain rule. 2.7Determine the gradient of tangent at a point on a

Activities : Explanation and demonstration by teacher

1 1

1 Limit cases in Learning Outcomes 2.7 through 2.9 to rules introduced in 2.4 through 2.6.

Prepared by : Puan Senah Jan /2008

21

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to curve. 2.8Determine the equation of tangent at a point on a curve. 2.9 Determine the equation of normal at a point on a curve

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

49*

3. Understand and use the concept of maximum and minimum values to solve problems.

3.1 Determine coordinates of turning points of a curve. 3.2 Determine whether a turning point is a maximum or a minimum point. 3.3 Solve problems involving maximum or minimum values.

Use graphing calculators or dynamic geometry software to explore the concept of maximum and minimum values Pedagogy : Constructivism Skills : Interpretation of problem ; Application of approprate method/formula

Emphasise the use of first derivative to determine the turning points. Limit problems to two variables only. Exclude points of inflexion. Limit problems to two variables only

4. Understand and use the concept of rates of change to solve problems.

50*

4.1 Determine rates of change for related quantities.

Use graphing calculators with computer base ranger to explore the concept of rates of change. Skills : Interpretation of problem ; Application of approprate method/formula

Limit problems to 3 variables only.

Prepared by : Puan Senah Jan /2008

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Week No

Learning Objectives Pupils will be taught to..... 5. Understand and use the concept of small changes and approximations to solve problems. 6. Understand and use the concept of second derivative to solve problems.

Learning Outcomes Pupils will be able to 5.1 Determine small changes in quantities 5.2 Determine approximate values using differentiation. 6.1 Determine the second derivative of y = f ( x ) . 6.2 Determine whether a turning point is maximum or minimum point of a curve using the second derivative

No of Periods 1

Suggested Teaching & Learning activities/Learning Skills/Values Skills : Interpretation of problem ; Application of approprate method/formula

Points to Note Exclude cases involving percentage change.

Mathematical logic Value : systematic problem solving

Introduce f ' ' ( x) =

d dy d2y or as 2 dx dx dx

d ( f ' ( x) ) dx

PROJECT WORK

3 WEEKS OUTSIDE SCHOOL HOURS

Prepared by : Puan Senah Jan /2008

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Week No

Learning Objectives Pupils will be taught to..... Carry out project work

Learning Outcomes Pupils will be able to In carrying out the project work 1.1Define the problem/situation to be studied. 1.2 State relevant conjectures 1.3 Use problem solving strategies to solve problems 1.4 Interpret and discuss results. 1.5 Draw conclusions and/or make generalisations based on critical evaluation of results. 1.6 Present systematic and comprehensive written reports.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Use scientific calculators, graphing calculators or computer software to carry out project work. Students are allowed to carry out project work in groups but written reports must be done individually.

Emphasise the use of Polyas fourstep problem solving process. Use at least two problem solving strategies. Emphasise reasoning and effective

Students should be given opportunity to give oral presentation of their project work.

mathematical communication.

* Remarks : Lessons will be carried out during extra class

Prepared by : Puan Senah Jan Subject teacher Date : 18 December 2007

Prepared by : Puan Senah Jan /2008

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