Yearly Lesson Plan Kssm Form 1

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Yearly Lesson Plan Kssm Form 1

© All Rights Reserved

- KSSM English Form 1 Teaching Organiser Guide (Handout Version)
- LESSON PLAN MATHEMATICS FORM 1
- RPT Form 1 Maths DLP
- Teaching Organiser-chapter 10
- Student Academic Support Plan - 5th
- FORM 1 MATHEMATICS NOTES.docx
- Teaching Organiser-chapter 13
- Teaching Organiser-chapter 8
- KSSM English Form 1 Teaching Organiser Overview & Guidelines
- Numerical Ability test for Indian Bank Clerical Exam 2010
- Teaching Organiser-chapter 11a
- Teaching Organiser-chapter 16a
- How to solve Fractional equations
- Teaching Organiser-chapter 6
- Teaching Organiser-chapter 7
- Teaching Organiser-chapter 9
- Teaching Organiser-chapter 14
- Teaching Organiser-chapter 12
- Chapter 1 Whole Numbers
- Chapter 2 Number Patterns and Sequences

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CHAPTER /

WEEK

LEARNING AREA

NUMBERS AND

OPERATIONS

CONTENT

STANDARDS

1.1 Integers

1. RATIONAL

NUMBERS

M1

1.2 Basic arithmetic

operations involving

integers

M2

negative fractions

M3

negative decimals

M3

M4

LEARNING STANDARDS

Students engage in problem solving, communication, reasoning,

making connections and make representations when they:

1.1.1 Recognise positive and negative numbers based on real-life

situations.

1.1.2 Recognise and describe integers.

1.1.3 Represent integers on number lines and make connections

between the values and positions of the integers with respect to

other integers on the number line.

1.1.4 Compare and arrange integers in order

1.2.1 Add and subtract integers using number lines or other

appropriate methods. Hence, make generalisation about addition

and subtraction of integers.

1.2.2 Multiply and divide integers using various methods. Hence

make generalisation about multiplication and division of

integers.

1.2.3 Perform computations involving combined basic arithmetic

operations of integers by following the order of operations.

1.2.4 Describe the laws of arithmetic operations which are

Identity Law, Communicative Law, Associative Law and

Distributive Law.

1.2.5 Perform efficient computations using the laws of basic

arithmetic operations.

1.2.6 Solve problems involving integers.

1.3.1 Represent positive and negative fractions on number lines.

1.3.2 Compare and arrange positive and negative fractions in

order.

1.3.3 Perform computations involving combined basic arithmetic

operations of positive and negative fractions by following the

order of operations.

1.3.4 Solve problems involving positive and negative fractions.

1.4.1 Represent positive and negative decimals on number lines.

1.4.2 Compare and arrange positive and negative decimals in

order.

1.4.3 Perform computations involving combined basic arithmetic

operations of positive and negative decimals by following the

order of operations.

1.4.4 Solve problems involving positive and negative decimals.

1.5.1 Recognise and describe rational numbers.

1.5.2 Perform computations involving combined basic arithmetic

operations of rational numbers by following the order of

operations.

1.5.3 Solve problems involving rational numbers.

Point to note

Time

Note

down movement.

1 hour

chips), virtual manipulative materials and GSP software.

1.2.5 Example of an efficient computation involving

Distributive Law:

2030 25

= (2000 + 30) 25

= 50 000 + 750

= 50 750

Efficient computations may differ among pupils

2 hour

2 hour

2hour

fractional form, that is

integers, q 0

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of integers, fractions and decimals.

2 Demonstrate the understanding of rational numbers.

3 Apply the understanding of rational numbers to perform basic operations and combined basic arithmetic operations.

p

q

p

q

. p and q are

2hour

NUMBERS AND

OPERATIONS

2. FACTORS AND

MULTIPLES

M5

M6

NUMBERS AND

OPERATIONS

3. SQUARES,

SQUARE ROOTS,

CUBES AND

CUBE ROOTS

M7-M8

M9-M10

4 Apply appropriate knowledge and skills of rational numbers in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of rational numbers in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of rational numbers in the context of non-routine problem solving.

2.1 Factors, prime

2.1.1 Determine and list the factors of whole numbers, and hence

factors and Highest

make generalisation about factors.

Common Factor (HCF)

2.1.2 Determine and list the prime factors of a whole number,

and hence express the number in the form of prime factorisation.

2.1.3 Explain and determine the common factors of whole

2.1.3 Also consider cases involving more than three whole

numbers.

numbers.

2.1.4 Determine the HCF of two and three whole numbers.

2.1.4 Use various methods including repeated division and

2.1.5 Solve problems involving HCF.

the use of prime factorisation.

2.2 Multiples, common

2.2.1 Explain and determine the common multiples of whole

2.2.1 Also consider cases involving more than three whole

multiples and Lowest

numbers.

numbers.

Common Multiple

2.2.2 Determine the LCM of two and three whole numbers.

2.2.2 Use various methods including repeated division and

(LCM)

2.2.3 Solve problems involving LCM

the use of prime factorisation..

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of prime numbers, factors and multiples.

2 Demonstrate the understanding of prime numbers, factors and multiples.

3 Apply the understanding of prime numbers, factors and multiples to perform simple tasks involving HCF and LCM.

4 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of non-routine problem solving.

3.1 Kuasa dua dan

3.1.1 Explain the meaning of squares and perfect squares.

3.1.1 Explore the formation of squares using various

punca kuasa dua

3.1.2 Determine whether a number is a perfect square. Perfect

methods including the use of concrete materials.

squares are 1, 4, 9, ...

3.1.2 Relationship is stated based on the outcome of

3.1.3 State the relationship between squares and square roots.

exploration.

3.1.4 Determine the square of a number with and without using

3.1.3 Square roots of a number are in positive and negative

technological tools.

values.

3.1.5 Determine the square roots of a number without using

3.1.5 Limit to:

technological tools.

a) perfect squares

3.1.6 Determine the square roots of a positive number using

b) fractions when the numerators and denominators are

technological tools.

perfect squares

3.1.7 Estimate (i) the square of a number, (ii) the square roots of

c) fractions that can be simplified such that the numerators

a number.

and denominators are perfect squares

3.1.8 Make generalisation about multiplication involving:

d) decimals that can be written in the form of the squares of

(i) square roots of the same numbers,

other decimals.

(ii) square roots of different numbers.

3.1.7 Discuss the ways to improve the estimation until the

3.1.9 Pose and solve problems involving squares and square

best estimation is obtained; whether in the form of a range, a

roots.

whole number or to a stated accuracy.

3.1.8 Generalisations are made based on the outcome of

explorations.

3.2 Cubes and cube

3.2.1 Explain the meaning of cubes and perfect cubes.

3.2.1 Explore the formation of cubes using various methods

roots

3.2.2 Determine whether a number is a perfect cube.

including the use of concrete materials.

3.2.3 State the relationship between cubes and cube roots.

3.2.2 Perfect cubes are 1, 8, 27, ...

3.2.4 Determine the cube of a number with and without using

3.2.3 Relationship is stated based on the outcome of

technological tools.

exploration.

3.2.5 Determine the cube root of a number without using

3.2.5 Limit to:

technological tools.

a) fractions when the numerators and denominators are

3.2.6 Determine the cube root of a number using technological

perfect cubes.

tools.

b) fractions that can be simplified such that the numerators

3.2.7 Estimate

and denominators are perfect cubes.

(i) the cube of a number,

c) decimals that can be written in the form of the cubes of

(ii) the cube root of a number.

other decimals.

3hour

3hour

4 hour

4 hour

3.2.7 Discuss the ways to improve the estimation until the

3.2.9 Perform computations involving addition, subtraction,

best estimation is obtained; whether in the form of a range, a

multiplication, division and the combination of these operations

whole number or to a stated accuracy.

on squares, square roots, cubes and cube roots.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of squares, square roots, cubes and cube roots.

2 Demonstrate the understanding of squares, square roots, cubes and cube roots.

3 Apply the understanding of squares, square roots, cubes and cube roots to perform basic operations and the combinations of basic arithmetic operations.

4 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of non-routine problem solving.

Cuti Pertengahan Penggal

17.03.2017 25.03.2017

M11

LEARNING AREA

RELATIONSHIP

AND ALGEBRA

4.1 Ratios

4. RATIOS,

RATES AND

PROPORTIONS

M12

of a : b : c.

4.1.2 Identify and determine the equivalent ratios in numerical,

geometrical or daily situation contexts.

4.1.3 Express ratios of two and three quantities in simplest form.

M12

4.3 Proportions

M13

4.4 Ratios, rates and

proportions.

M14

2hour

4.1.3 Including those involving fractions and decimals

4.2 Rates

M13

4.3.2 Determine an unknown value in a proportion.

Involve various situations such as speed, acceleration,

pressure and density.

Involve conversion of units.

Rate is a special case of ratio that involves two

measurements of different units.

4.3.1 Carry out exploratory activities. Involve real-life

situations.

4.3.2 Use various methods including cross multiplication

and unitary method.

4.4.1 Involve real-life situations.

ratios of two quantities.

4.4.2 Determine the ratio or the related value given (i) the ratio

of two quantities and the value of one quantity. (ii) the ratio of

three quantities and the value of one quantity.

4.4.3 Determine the value related to a rate.

4.4.4 Solve problems involving ratios, rates and proportions,

including making estimations.

4.5 Relationship

4.5.1 Determine the relationship between percentages and ratios.

4.5.1 Carry out exploratory activities.

between ratios, rates

4.5.2 Determine the percentage of a quantity by applying the

4.5.2 Involve various situations.

and proportions with

concept of proportions.

percentages, fractions

4.5.3 Solve problems involving relationship between ratios, rates

and decimals

and proportions with percentages, fractions and decimals.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of ratios, rates and proportions.

2 Demonstrate the understanding of ratios, rates and proportions.

3 Apply the understanding of ratios, rates and proportions to perform simple tasks.

4 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of complex routine problem solving.

2hour

2hour

2hour

2hour

LEARNING AREA

RELATIONSHIP

AND ALGEBRA

5. ALGEBRAIC

EXPRESSIONS

M15

M16

LEARNING AREA

RELATIONSHIP

AND ALGEBRA

6. LINEAR

EQUATIONS

M17

M18

M19

M20

6 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of nonroutine problem solving.

5.1 Variables and

5.1.1 Use letters to represent quantities with unknown values.

5.1.1 Letters as variables. Involve real-life situations.

algebraic expressions

Hence, state whether the value of the variable varies or fixed,

with justification.

5.1.2 Derive algebraic expressions based on arithmetic

expressions that represent a situation.

5.1.3 Determine the values of algebraic expressions given the

values of variables and make connection with appropriate

situations.

5.1.4 Identify the terms in an algebraic expression. Hence, state

the possible coefficients for the algebraic terms.

5.1.5 Identify like and unlike terms.

5.2 Algebraic

5.2.1 Add and subtract two or more algebraic expressions.

expressions involving

5.2.2 Make generalisation about repeated multiplication of

5.2.2 Correlate repeated multiplication with the power of

basic arithmetic

algebraic expressions.

two or more.

operations

5.2.3 Multiply and divide algebraic expressions with one term.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of variables and algebraic expressions.

2 Demonstrate the understanding of variables and algebraic expressions. .

3 Apply the understanding of algebraic expressions to perform simple tasks.

6.1 Linear equations in

6.1.1 Identify linear equations in one variable and describe the

6.1.1 Carry out exploratory activities involving algebraic

one variable

characteristics of the equations.

expressions and algebraic equations.

6.1.2 Form linear equations in one variable based on a statement

or a situation, and vice-versa.

6.1.3 Solve linear equations in one variable.

6.1.3 Use various methods such as trial and improvement,

6.1.4 Solve problems involving linear equations in one variable.

backtracking, and applying the understanding of equality

concept.

6.2 Linear equations in

6.2.1 Identify linear equations in two variables and describe the

6.2.1 State the general form of linear equations in two

two variables

characteristics of the equations.

variables, which is ax + by = c.

6.2.2 Form linear equations in two variables based on a

statement or a situation, and vice-versa.

6.2.3 Determine and explain possible solutions of linear

6.2.4 Including cases of (x, y) when (i) x is fixed and y

equations in two variables.

varies, (ii) x varies and y is fixed. Involve all quadrants of

6.2.4 Represent graphically the linear equations in two variables.

the Cartesian system.

6.3 Simultaneous linear

6.3.1 Form simultaneous linear equations based on daily

6.3.1 Use software to explore cases involving lines that are:

equations in two

situations. Hence, represent graphically the simultaneous linear

(i) Intersecting (unique solution) (ii) Parallel (no solution)

variables

equations in two variables and explain the meaning of

(iii) Overlapping (infinite solutions)

simultaneous linear equations.

6.3.2 Involve graphical and algebraic methods (substitution,

6.3.2 Solve simultaneous linear equations in two variables using

elimination)

various methods.

6.3.3 Use technological tools to explore and check the

6.3.3 Solve problems involving simultaneous linear equations in

answers.

two variables.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of linear equations.

2 Demonstrate the understanding of linear equations and simultaneous linear equations.

3 Apply the understanding of the solution for linear equations and simultaneous linear equations.

4 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of non-routine problem solvingbukan rutin.

7 hour

5 hour

4hour

4hour

4hour

Cuti Pertengahan Penggal

4

26.05.2017 10.06.2017

7.1 Inequalities

LEARNING AREA

RELATIONSHIP

AND ALGEBRA

hence, form algebraic inequality.

7.1.2 Make generalisation about inequality related to

(i) the converse and transitive properties, additive and

multiplicative inverse,

(ii) basic arithmetic operations.

,<,

7.1.2 Carry out exploratory activities.

Converse property if a<b

Transitive property

, then

a<b <c

if

b> a

, then

a< c

Additive inverse

7. LINEAR

INEQUALITIES

M21

if

a<b

, then

3hour

a<b

Multiplicative inverse

if

a<b

, then

1 1

<

a b

Basic arithmetic operations: when additions, subtractions,

multiplications or divisions performed on both sides.

7.2 Linear inequalities

in one variable

M22

LEARNING AREA

MEASUREMENT

AND GEOMETRY

8. LINES AND

ANGLES

M23-M24

M25

vice-versa.

7.2.2 Number lines can be used to solve problems.

7.2.2 Solve problems involving linear inequalities in one

variable. 7.2.3 Solve simultaneous linear inequalities in one

variable.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of linear inequalities in one variable.

2 Demonstrate the understanding of linear inequalities in one variable.

3 Apply the understanding of linear inequalities in one variable to perform simple tasks.

4 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of nonroutine problem solving.

8.1 Lines and angles

8.1.1 Determine and explain the congruency of line segments

8.1.4 Jalankan aktiviti penerokaan.

and angles.

8.1.2 Estimate and measure the size of line segments and angles,

and explain how the estimation is obtained.

8.1.3 Recognise, compare and explain the properties of angles

on a straight line, reflex angles, and one whole turn angles.

8.1.4 Describe the properties of complementary angles,

supplementary angles and conjugate angles. Carry out

exploratory activities.

8.1.5 Solve problems involving complementary angles,

supplementary angles and conjugate angles.

8.1.6 Construct

8.1.6 Use a) compasses and straight edge tool only, b) any

(i) line segments,

geometrical tools, c) geometry software for constructions.

(ii) perpendicular bisectors of line segments,

(iii) perpendicular line to a straight line,

(iv) parallel lines and explain the rationale of construction steps.

8.1.7 Construct angles and angle bisectors, and explain the

8.1.7 Use the angle of 60 as the first example for

rationale of construction steps.

construction using compasses and straightedge tool only.

8.2 Angles related to

8.2.1 Identify, explain and draw vertically opposite angles and

intersecting lines

adjacent angles at intersecting lines, including perpendicular

lines.

4hour

3hour

2hour

M26

LEARNING AREA

MEASUREMENT

AND GEOMETRY

given the values of other angles.

8.2.3 Solve problems involving angles related to intersecting

lines.

8.3 Angles related to

8.3.1 Recognise, explain and draw parallel lines and

parallel lines and

transversals.

transversals

8.3.2 Recognise, explain and draw corresponding angles,

alternate angles and interior angles.

8.3.3 Determine whether two straight lines are parallel based on

the properties of angles related to transversals.

8.3.4 Determine the values of angles related to parallel lines and

transversals, given the values of other angles.

8.3.5 Recognise and represent angles of elevation and angles of

depression in real-life situations.

8.3.6 Include angles of elevation and angles of depression.

8.3.6 Solve problems involving angles related to parallel lines

and transversals.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of lines and angles.

2 Demonstrate the understanding of lines and angles.

3 Apply the understanding of lines and angles to perform simple tasks.

4 Apply appropriate knowledge and skills of lines and angles in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of lines and angles in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of lines and angles in the context of non-routine problem solving

9.1 Polygons

9.1.1 State the relationship between the number of sides, vertices 9.1.1 Carry out exploratory activities.

and diagonals of polygons.

9.1.2 Draw polygons, label vertices of polygons and name the

polygons based on the labeled vertices.

9. BASIC

POLYGONS

M27

M28-M29

M30

9.2 Properties of

triangles and the

interior and exterior

angles of triangles

triangles. Hence classify triangles based on geometric properties.

9.2.2 Make and verify conjectures about

(i) the sum of interior angles,

(ii) the sum of interior angle and adjacent exterior angle,

(iii) the relation between exterior angle and the sum of the

opposite interior angles of a triangle.

9.2.3 Solve problems involving triangles

9.3 Properties of

9.3.1 1 Describe the geometric properties of various types of

quadrilaterals and the

quadrilaterals. Hence classify quadrilaterals based on the

interior and exterior

geometric properties

angles of quadrilaterals

9.3.2 Make and verify the conjectures about

(i) the sum of interior angles of a quadrilateral,

(ii) the sum of interior angle and adjacent exterior angle of a

quadrilateral, and

(iii) the relationship between the opposite angles in a

parallelogram.

9.3.3 Solve problems involving quadrilaterals. 9.3.4 Solve

problems involving the combinations of triangles and

quadrilaterals..

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of polygons.

symmetry. Involve various methods of exploration such as

the use of dynamic software.

9.2.2 Use various methods including the use of dynamic

software.

symmetry.

Involve various exploratory methods such as the use of

dynamic software.

9.3.2 Use various methods including the use of dynamic

software.

3hour

2hour

2hour

2hour

3 Apply the understanding of lines and angles to perform simple tasks related to the interior and exterior angles of triangles and quadrilaterals.

4 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of nonroutine problem solving.

Cuti Pertengahan Penggal

25.08.2017 02.09.2017

M31

LEARNING AREA

MEASUREMENT

AND GEOMETRY

10.1 Perimeter

10. PERIMETER

AND AREA

M32

lengths are given or need to be measured.

10.1.2 Estimate the perimeter of various shapes, and then

evaluate the accuracy of estimation by comparing with the

measured value.

10.1.3 Solve problems involving perimeter

lines and curves.

parallelograms, kites

and trapeziums

M33

M34

LEARNING AREA

DISCRETE

MATHEMATICS

11.

INTRODUCTION

TO SET

M35

M35

10.2.1 Including the use of 1 unit 1 unit grid paper..

methods.

10.2.2 Carry out exploratory activities involving concrete

10.2.2 Derive the formulae of the area of triangles,

materials or the use of dynamic software

parallelograms, kites and trapeziums based on the area of

rectangles.

10.2.3 Solve problems involving areas of triangles,

parallelograms, kites, trapeziums and the combinations of these

shapes.

10.3 Relationship

10.3.1 Make and verify the conjecture about the relationship

between perimeter and

between perimeter and area.

area

10.3.2 Solve problems involving perimeter and area of triangles,

rectangles, squares, parallelograms, kites, trapeziums and the

combinations of these shapes.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of perimeter.

2 Demonstrate the understanding of perimeter and areas.

3 Apply the understanding of perimeter and areas to perform simple tasks.

4 Apply appropriate knowledge and skills of perimeter and areas in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of perimeter and areas in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of perimeter and areas in the context of non-routine problem solving.

11.1 Set

11.1.1 Explain the meaning of set.

11.1.1 Carry out sorting and classifying activities including

11.1.2 Describe sets using: (i) description, (ii) listing, and (iii)

those involving real-life situations.

set builder notation.

11.1.2 Including empty set and its .symbols, { } and

11.1.3 Identify whether an object is an element of a set and

Involve the use of set notation. Example of set builder

represent the relation using symbol. .

notation: A = {x: x 10, x is even number}

11.1.4 Determine the number of elements of a set and represent

11.1.3 Introduce the symbols and

the number of elements using symbol.

11.1.4 Introduce the symbol n(A).

11.1.5 Compare and explain whether two or more sets are equal

and hence, make generalisation about the equality of sets.

11.2 Venn diagrams,

11.2.1 Identify and describe universal sets and complement of a

Introduce the symbols for universal (), complement of a set

universal sets,

set.

(A) set and subset ()

complement of a set

11.2.2 Represent

and subsets

(i) the relation of a set and universal set, and

(ii) complement of a set through Venn diagrams.

11.2.3 Identify and describe the possible subsets of a set.

11.2.4 Represent subsets using Venn diagrams.

2hour

2hour

2hour

2hour

2hour

sets and complement of a set using Venn diagrams.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of sets.

2 Demonstrate the understanding of sets.

3 Apply the understanding of sets.

12.1 Data collection,

organization and

representation process,

and interpretation of

data representation

LEARNING AREA

STATISTICS AND

PROBABILITY

12. DATA

HANDLING

M36

LEARNING AREA

MEASUREMENT

AND GEOMETRY

13. THE

PYTHAGORAS

THEOREM

M37

M38

12.1.1 Use statistical inquiry approach for this topic.

12.1.2 Classify data as categorical or numerical and construct

Statistical Inquiry

frequency tables.

1. Posing / formulating real life problems

12.1.3 Construct data representation for ungrouped data and

2. Planning and collecting data

justify the appropriateness of a data representation. to construct

3. Organising data

data representations.

4. Displaying / representing data

12.1.4 Convert a data representation to other suitable data

5. Analysing data 6. Interpretation and conclusion

representations with justification.

7. Communicating results

12.1.5 Interpret various data representations including making

Statistical questions : questions that can be answered by

inferences or predictions.

collecting data and where there will be variability in that

12.1.6 Discuss the importance of representing data ethically in

data.

order to avoid confusion.

Involve real life situations.

---------------------------------------------------------------------------Collect data using various methods such as interview,

Note

survey, experiment and observation.

12.1.3 Data representation including various types of bar charts,

12.1.2 Numerical data : discrete or continuous

pie chart, line graph, dot plot and stemand-leaf plot.

12.1.5 Involve histograms and frequency polygons.

Use various methods including the use of software

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of collecting, organizing and representing data.

2 Demonstrate the understanding of collecting, organizing and representing data.

3 Apply the understanding of data representations to construct data representations.

4 Apply appropriate knowledge and skills of data representation and data interpretation in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of data representation and data interpretation in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of data representation and data interpretation in the context of non-routine problem solving.

13.1 The Pythagoras

13.1.1 Identify and define the hypotenuse of a rightangled

Theorem

triangle.

13.1.2 Determine the relationship between the sides of right13.1.2 Carry out exploratory activities by involving various

angled triangle. Hence, explain the Pythagoras Theorem by

methods including the use of dynamic software..

referring to the relationship.

13.1.3 Determine the length of the unknown side of

13.1.3 Determine the length of sides by applying the

(i) a right-angled triangle.

Pythagoras Theorem.

(ii) combined geometric shapes.

13.1.4 Solve problems involving the Pythagoras Theorem.

13.2 The converse of

13.2.1 Determine whether a triangle is a right-angled triangle

Pythagoras Theorem

and give justification based on the converse of the Pythagoras

Theorem.

13.2.2 Solve problems involving the converse of the Pythagoras

Theorem.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of right-angled triangles.

2 Demonstrate the understanding of the relation between the sides of right-angled triangles.

3 Apply the understanding of the Pythagoras Theorem.

4 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of non-routine problem solving.

10hour

2hour

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M39-43

Cuti Akhir Tahun

24.11.2017 31.12.2017

- KSSM English Form 1 Teaching Organiser Guide (Handout Version)Diunggah olehAdlina
- LESSON PLAN MATHEMATICS FORM 1Diunggah olehloladyna
- RPT Form 1 Maths DLPDiunggah olehdaharizuraida
- Teaching Organiser-chapter 10Diunggah olehsmk abdul samad
- Student Academic Support Plan - 5thDiunggah olehjackiereid_rti
- FORM 1 MATHEMATICS NOTES.docxDiunggah olehAswane Poornesveran
- Teaching Organiser-chapter 13Diunggah olehsmk abdul samad
- Teaching Organiser-chapter 8Diunggah olehsmk abdul samad
- KSSM English Form 1 Teaching Organiser Overview & GuidelinesDiunggah olehAdlina
- Numerical Ability test for Indian Bank Clerical Exam 2010Diunggah olehtheguru2929
- Teaching Organiser-chapter 11aDiunggah olehsmk abdul samad
- Teaching Organiser-chapter 16aDiunggah olehsmk abdul samad
- How to solve Fractional equationsDiunggah olehRohank_123
- Teaching Organiser-chapter 6Diunggah olehsmk abdul samad
- Teaching Organiser-chapter 7Diunggah olehsmk abdul samad
- Teaching Organiser-chapter 9Diunggah olehsmk abdul samad
- Teaching Organiser-chapter 14Diunggah olehsmk abdul samad
- Teaching Organiser-chapter 12Diunggah olehsmk abdul samad
- Chapter 1 Whole NumbersDiunggah olehcikguanuar
- Chapter 2 Number Patterns and SequencesDiunggah olehcikguanuar
- Teaching Organiser-chapter 15Diunggah olehsmk abdul samad
- TG_MATH_G8_02Diunggah olehPatricia Ara Grace Cortez
- 5th Grade March NewsletterDiunggah olehsstoube
- 6th Grade Math UnitsDiunggah olehfoolishlat
- g4maalcc106Diunggah olehapi-234983083
- raft websiteDiunggah olehapi-282417659
- wfed 495c-2 assignment 9 lesson plan 1 mathDiunggah olehapi-313600771
- MATH SIM.docDiunggah olehMelissa Ignacio Dizon

- Peperiksaan Akhir Tahun KSSR Tahun 1 Bahasa InggerisDiunggah olehSistem Guru Online
- M3 Percubaan Tutor PT3 Set 1Diunggah olehcikguakmal78
- Math 12 Dan Skema f4 Final MlkDiunggah olehFarouk Ahmad
- Yearly Lesson Plan Kssm Form 1Diunggah olehcikguakmal78
- Yearly_Lesson_Plan_Mathematics_form3_2009.docDiunggah olehcikguakmal78
- Mathematics Lines Angles I II ObjectiveDiunggah olehAmu Kevin
- SKEMA PEMARKAHAN PPC2015Diunggah olehcikguakmal78
- MRSM Trial SPM Mathematics K2 2015.pdfDiunggah olehcikguakmal78
- Kelantan Math K2 (2).pdfDiunggah olehNor Irwaida Ab Karim
- Kelantan Math K1 (with Answer)Diunggah olehMuhd Safuan
- SENARAI RUMUS MATEMATIK.docxDiunggah olehcikguakmal78
- Johor Modul Berfokus SPM K1 2015.pdfDiunggah olehcikguakmal78
- Mygfl BantuanDiunggah olehsuhaimi70

- Euclid's Elements. Introduction to Proofs - Roy SmithDiunggah olehRon Medina
- 6. the Use of Teaching Aids in Learning Mathematics in Primary SchoolDiunggah olehMuhammad Fathan Az Zayyan
- answer for math 2Diunggah olehEdward Jeremy Lo
- Kangoeroe WizBRAIN 2015 EngelsDiunggah oleherikatsma
- Triangle Congruence Proofs Review GameDiunggah olehezmoreldo
- class 11 worksheet 2 trigono..pdfDiunggah olehMohit Gupta
- Set 6 QuestionDiunggah olehsapientaqqq
- Surveying Solutions to Simple ProblemsDiunggah olehB Norbert
- Dumb as SingDiunggah olehAleksandar Milosavljević
- 2012 Problems Final for PrintingDiunggah olehTaskin Khan
- 2004 June GCSE Paper 5Diunggah olehVarun Panicker
- Math Syllabus Igcse 0580-2014Diunggah olehRameeja Mohideen
- “Deriving Formula and Solving for Surface Area of Square Pyramids”.docDiunggah olehRupelma Salazar Patnugot
- SYL Mechanic Motor Vehicle 08-06-14(2)Diunggah olehswami061009
- GMAT-1000 DS QuestionsDiunggah olehHitesh Singla
- Museum_Harmony_for_AT.pdfDiunggah olehzenpsk
- Allan block retaining wallsDiunggah olehFrans van der Merwe
- Soil Supported Mat FoundationDiunggah olehnpwal
- Trigonometry RDiunggah olehKAISELIN
- Geometry of SR by Tevian DrayDiunggah olehRattakorn Kaewuam
- 124633 Elements of Plane and Spherical Trigonometry With Numerous Practical Problems - Horatio n. RobinsonDiunggah olehjorge
- elements of trigonometry (<200 pages)Diunggah olehadityacsk
- PL SQL Exercise7Diunggah olehSumit Tembhare
- Elementos de Euclides.pdfDiunggah olehquiubomen
- Sample Geometry QuizDiunggah olehJoshua Mork
- 04 Grade 4_Grading Period 4_2014-2015Diunggah olehПредраг Стељић
- 1112_2012_sp_2Diunggah olehomarhmoud
- 13 Maths 2017 Paper 1Diunggah olehFierbinti Os
- S. Jan Abas - Islamic Geometrical Patterns for Teaching Symmetry - 2001 - 14pDiunggah olehElliot
- [International Journal of Naval Architecture and Ocean Engineering] Simplified Formulas of Heave Added Mass Coefficients at High Frequency for Various Two-dimensional Bodies in a Finite WateDiunggah olehpssrijit