Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
.
QUADRATIC 1. Understand the 1.1 Recognise a quadratic Use graphing Noble value :
EQUATIONS
concept of equation and express it Cooperation
calculators or
quadratic equation in general form. TGA:
computer software
and its roots. Flashcard
such as the Geometers
Sketchpad and Pedagogy :
spreadsheet to explore Activity/Cooper
Week 1.2 Determine whether a ative Learning
the concept of
1&2 given value is the root CCTS:
quadratic equations.
of a quadratic equation Classification.
by
a) substitution;
b) inspection.
Questions for 1.2(b) are given
in the form of (x + a)(x + b) =
1.3 Determine roots of quadratic 0; a and b are numerical
equations by trial and values.
improvement method.
Discuss when
(x p)(x q) = 0, hence x Value :
2. Understand the 2.1 Determine the roots of
p = 0 or Cooperation
concept of a quadratic equation by
x q = 0. Include case TGA :
quadratic a) factorisation;
when p = q. Manila Card
equations. b) completing the
square Derivation of formula Pedagogy :
c) using the formula. for 2.1c is not required. Inquiry Finding,
If x=p and x=q are the Constructisme
roots, then the CCTS:
quadratic equation is Refresh idea
and trial & error
1
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
(xp)(xq)=0, that is
2.2 Form a quadratic x2(pq)xpq=0. Pedagogy:
equation from given Mastery
Involve the use of:
roots. Learning
b
+ = and =
a
c
, Where and
a
are roots of the
quadratic equation
ax2 +bx +c =0
QUADRATIC 1. Understand 1.1 Recognise quadratic Use computer software Discuss the general Mastery Learning
FUNCTIONS the concept of functions or graphing calculator. shape of quadratic
Week quadratic 1.2 Plot quadratic functions (ex; GSP, Graphmatica function. Contextual
3&4 functions and graphs or Microsoft Excel to Introduce the term of
their graphs a) based on given explore the graphs of parabola, minimum,
tabulated values quadratic functions) maximum point and
b) by tabulating axis of symmetry for
values based on Use example of quadratic curves.
given functions everyday situations to
introduce graphs of Discuss cases where
1.3 Recognise shapes of quadratic functions. a 0 and a 0 for
graphs of quadratic f ( x) ax 2 bx c
functions
2. Find maximum 2.1 Determine the Use computer software Discuss the general Mastery Learning
2
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
and minimum maximum or minimum or graphing calculator. form of completing the
values of value of quadratic (ex; GSP, Graphmatica square Self-Access
quadratic function by completing or Microsoft Excel to 2
f ( x) a( x p) q Learning
functions the square explore the graphs of
quadratic functions)
3. Sketch graphs of 3.1 Sketch quadratic Use graphing calculator Emphasis the marking Contextual
quadratic functions by determining or dynamic geometry of maximum or
functions. the maximum or software such as the minimum point and two
minimum point and two GSP or Graphmatica to other points on the
other points. reinforce the graphs drawn or by
understanding of finding the axis of
graphs of quadratic symmetry and the
functions. intersection with the y
axis
Determine other points
by finding the
intersection with x-axis
(if it exists )
4. Understand and 4.1 Determine the ranges of Use graphing calculator Emphasis on sketching Contextual
use the concept of values of x that satisfies or dynamic geometry graphs and use number
quadratic quadratic inequalities software such as the lines when necessary.
inequalities. GSP or Graphmatica to
reinforce the
understanding of
graphs of quadratic
inequalities
Problem solving,
SIMULTANEOUS Students will be Students will be able to : Use graphing calculator discovery
EQUATIONS taught to: or dynamic geometry method, trial and
3
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
1.1Solve simultaneous software such as the Limit non linear improvement
Week 5 1. Solve equations using the the Geometers Sketchpad equations up to second method.
simultaneous substitution method to explore the concept degree only
equations in two of simultaneous ICT, relating,
unknowns: one linear equations reasoning,
equation and one 1.2Solve simultaneous Mathematical
non - linear equation. equations involving real Use examples in real Communication,
life situations life situations such as Mathematical
area, perimeter and Connections
others.
FUNCTIONS Contextual
1.1 Represent Use pictures, role- Discuss the idea of
1. Understanding
play and computer set and introduce set
Week the concept of relations using
software to introduce notation.
6 , 7 &8 relations. a)arrow diagrams
the concept of
b) ordered pairs
relations.
c) graphs
Represent functions
4
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
2. Understand 2.1 Recognise Use graphing using arrow
the concept functions as a Cooperative
calculators and diagrams, ordered
of functions special relation learning
computer software to pairs or graphs.
explore the image of
e.g. f : x 2x
2.2 Express functions functions.
f (x) = 2x
using function
notation. "f : x 2x" is read as
"function f maps x to
2.3 Determine domain, 2x".
object, image and f (x) = 2x is read as
range of a function. 2x is the image of x
under the function f
2.4 Determine the image .
of a function given
Include examples of
the object and vice
functions that are not
versa.
mathematically
based.
Examples of functions
include algebraic
(linear and
quadratic),
trigonometric and
absolute value.
Define and sketch
absolute value
functions.
3. Understand the 3.1 Determine
composition of two
concept Use arrow diagrams Involve algebraic Mastery
functions. or algebraic method functions only.
5
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
3.2 Determine the image learning
of composite to determine
of composite functions
functions. composite functions.
given the object and vice Images of composite
versa. functions include a
range of values.
3.3 Determine one (Limit to linear
of the functions in a composite functions)
given composite
b) .
function given the
other related
function.
c) 4.1 Find the object by Use sketches of Limit to algebraic
Mastery
inverse mapping graphs to show the functions.
d) 4. learning
given its image and relationship between
Understand the Exclude inverse of
function. a function and its
concept of inverse composite functions.
inverse
functions. 4.2 Determine inverse Emphasise that
functions using inverse of a function
algebra. is not necessarily a
function.
4.3 Determine and state
the condition for
existence of an
inverse function.
9 e) Test 1
Teaching
1. Understand and use 1.1 Find the value of numbers Use examples of Discuss zero index and
INDICES AND Aids/materials
LOGARITHMS the concept of indices given in the form of: real-life situations to negative indices. Scientific
and laws of indices to a) integer indices. introduce the concept calculator,
Week 10 solve problems. b) fractional indices. of indices.
6
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
Geometers
1.2 Use laws of indices to find Use Sketchpad,
the value of numbers in geometric set
computer software
index form that are such as the
CCTS
multiplied, divided or spreadsheet to Identifying
raised to a power. enhance the relationship
understanding of
1.3 Use laws of indices to indices. Teaching
simplify algebraic Strategies
expressions. Mastery Learning
2. Understand and use
2.1 Express equation in index Use xplain definition of Multiple
form to logarithm form and scientific calculators logarithm. intelligent
the concept of
vice versa. to enhance the N = ax ; loga N = x with a > Contextual
logarithms and laws learning
of logarithms to solve understanding of the 0, a 1.
2.2 Find logarithm of a concept of logarithm. Emphasise that:
problems
number. loga 1 = 0; loga a = 1.
8
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
CCTS
2. Understand the 2.1 Find the midpoint of Limit to cases where m
Analogy
concept of division two given points. and n are positive. Relations
of a line segment.
Derivation of the Imagine
2.2 Find the coordinates formula
Teaching
of a point that divides a line nx1 mx2 ny1 my2 Strategies
according to a given ratio , is
mn mn Contextual
m : n.
not required.
Moral Values
3. Find areas of 3.1 Find the area of a Use dynamic Limit to numerical
Week Cooperative
polygons triangle based on the geometry software values.
15
area of specific such as the Emphasise the Teaching Aids/
geometrical shapes. Geometers Sketchpad relationship between Material
to explore the concept the sign of the value for Grid Board
of area of polygons. area obtained with the
3.2Find the area of a order of the vertices
Use
1 x1 x2 x3 x1 Teaching
triangle by using used. Strategies
formula. 2 y1 y 2 y 3 y1
Emphasise that when Contextual
1 x1 x2 x3 x1 the area of polygon is Generate ideas
for substitution of
2 y1 y 2 y 3 y1 0, the given points are Thinking Skills
coordinates into the
formula. collinear.
3.3 Find the area of a
quadrilateral using
formula
9
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
Moral Values
4. Understands use 4.1 Use dynamic
Honesty
the concept of Geometry software
Determine the x intercept Accuracy
equation of a such as the
and y-intercept of a line
straight line. Geometers Sketchpad
4.2 Teaching Aids/
to explore the concept Material
Find the gradient of a of equation of a Charts, Graphical
straight line that passes straight lines. Calculator
through two points. Charts
Teaching
4.3 Find the gradient of a Answer for learning
Strategies
staright line using the outcomes 4.4 (a) and
Mastery Learning
x-intercept and y- 4.4(b) must be stated
Contextual
intercept in the simplest form
Approach
4.4Find the equation of a x y Mastery
1 involve
straight line given: a b Approach
a) gradient and one changing the equation
point into gradient y mx c
and intercept form
b) two point
ax by c 0
c) x-intercept and y-
intercept
4.5 Detemine gradient and
intercepts of a straight line
given the equation. Moral Values
Solve simultaneous
4.6 Change the equation of Accuracy
linear equations using
a straight line to the the graph method.
general form Teaching Aids/
Material
4.7 Find the point of Graph paper
intesection of two lines.
10
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
Teaching
Strategies
Self Access
Learning
16 Moral Values
5.Understand and 5.1 Determine whether two Use example of real-life Emphasize that for
Cooperation
use the concept of straight lines are parallel situations to explore parallel lines: Gratitude
parallel and when gradients of both parallel end
m1 m 2 Careful
perpendicular lines are known and vice perpendicular lines.
Systematic
lines.
versa Emphasize that for
perpendicular lines : Teaching Aids/
5.2 Find equation of a
m1 m2 1 Material
straight line that passes Use graphic calculator Exact Systematic
through a fixed point and and dynamic geometry ICT
parallel to a given line. software such as Grid Board
Geometers Sketchpad
5.3 Determine whether two
to explore the concept Derivation of Teaching
straight lines are
of parallel and m1 m2 1 is not Strategies
perpendicular when perpendicular lines. required. Self Access
gradients of both lines are Learning
known and vice versa. Learn How to
5.4 Determine the equation Study
of a straight line that Multiple
Intelligent
passes through a fixed point
Constructivism
and perpendicular to a
approach
given line.
5.5 Solve problems
involving equations of
11
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
straight lines.
Moral Values
6. Understand and 6.1 Find the equations of Use examples of real-
Cooperation
use the concept of locus that satisfies the life situations to Gratitude
equation of locus condition if: explore equation of Careful
involving distance locus involving
a) The distance of a moving Systematic
between two
distance between two
points. point from a fixed point is
points. Teaching Aids/
constant;
Material
b) The ratio of the distances Exact Systematic
of a moving point from two Use graphic calculator ICT
fixed points is constant. and dynamic geometry Grid Board
software such as
6.2 Solve problems
Geometers Sketchpad
involving loci.
to explore the concept
of loci.
17
1. Understand and use 1.1 Calculate the mean of Use Discuss grouped data and Moral Values
the concept of ungrouped data. scientific calculators, ungrouped data. Cooperation
measures of central
graphing calculators Gratitude
tendency to solve 1.2 Determine the mode of and spreadsheets to Careful
problems.
ungrouped data. explore measures of Systematic
central tendency.
1.3 Determine the median of Teaching Aids/
ungrouped data.
Student Material
12
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
Exact Systematic
s collect data from ICT
1.4 Determine the modal class
real-life situations to Grid Board
of grouped data from Involve uniform class
investigate measures intervals only.
frequency distribution
of central tendency. Teaching
tables.
Strategies
Self Access
1.5 Find the mode from Learning
histograms. Learn How to
Study
Multiple
Intelligent
Constructivism
approach
CIRCULAR Students will be Students will be able to: Use dynamic geometry Discuss the definition of Moral Values
MEASURES taught to: software such as one radian. Rational,
Convert measurements in Geometers Sketchpad rad is the patience
Week 1. Understand radians to degrees and vice to explore the concept abbreviation of radian.
21&22 the concept of versa. of circular measure. Include measurements Teaching
radian in radians expressed in Aids/materials
Or terms of Scientific
calculator,
Use worksheets of Geometers
Polya's method to sketchpad,
explore the concept of geometric set
circular measures
CCTS
15
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
Compare and
contrast
Teaching
Strategies
Contextual
Vocabulary
Radian,
Degree
CIRCULAR Students will be Students will be able to: Use Geometers Moral Values
MEASURES taught to: Sketchpad to Diligence
23 3.1 Determine : differentiate between cooperation
3. Understand and a) area of sector area of a sector and freedom
use the concept b) radius and area of segments of
of area of sector c) angle subtended at circles. Teaching
16
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
of a circle to the centre of a Aids/materials
solve problems . based on given Or Scientific
information calculator,
Use worksheets of Geometers
3.2 Find area of segments of Polya's method to Sketchpad,
circles. explore the concept of geometric set
area of sector of a
3.3 Solve problems circle. CCTS
involving area of Identifying
sectors. information
Problem solving
Teaching
Strategies
Mastery Learning
Multiple
Intelligent
Vocabulary
Area
Sector
19
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
variables only. relationship
Level 3 Teaching
3.3 Solve problems Strategies :
involving maximum or Mastery
minimum values Learning
4. Understand and Level 2 Use graphing Limit problems to 3 Moral Values :
use the concept of 4.1 Determine rates of calculator with variables only Cooperation
rates of change to change for related computer base
solve problems quantities ranger to explore the
concept of rates of
change. CCTS:
Identifying
relationship
Teaching
Strategies :
Problem solving
Contextual
5. Understand and Level 2 y dy Moral Values :
use the concept of 5.1 Determine small x dx Sincere
small changes and changes in quantities Hardworking
approximations to 5.2 Determine Exclude cases
solve problems approximate values using involving percentage
differentiation change
CCTS:
Teaching
Strategies :
Mastery
Learning
6. Understand and Level 2
use the concept of 6.1 Determine second Moral Values :
20
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
second derivative derivative of function y = Introduce d2y as Independendan
to solve problems f(x) dx2 t
6.2 determine whether a Cooperation
turning point is maximum d dy or
or minimum point of a dx dx
curve using the second CCTS:
derivative. d Identifying
f(x) = [ f ' ( x )]
dx relationship
Teaching
Strategies :
Mastery
Learning
SOLUTION OF
TRIANGLES
Week
1. Understand and 1.1 Verify sine rule Using GSP to verify Sine rule
28 - 30 Acute-angled
use the concept the sine rule.
of sine rule to triangle
solve problems Obtuse-angled
triangle
Ambiguous
1.2 Use sine rule to Discuss the acute Include obtuse-
find unknown sides or angle triangle and angled triangles
angles of a triangle. obtuse angle triangle.
21
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
ambiguous case. angle is
given
ii) a<b
Questions involving
real-life situations
1.4 Solve problems
involving the sine rule.
Use GSP to explore
the concept of cosine
rule
Cosine rule
c 2 a 2 b 2 2abkosC
-Teams Work
2.1 Verify cosine rule -Brainstorming
Level 3
2.4 Solve problems Area of triangle =
involving sine and cosine
22
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
rules 1
ab sin C
2
Related to suitable
content
Level 2
3.1 Find area of triangle -Teams work
using formula
1
ab sin C or its
2
3. Understand and equivalent
use the
formula for area Level 3
of 3.2 Solve problems Three-
triangles to solve involving three- dimensional
problems dimensional object
objects
Students will be taught Students will be able to: Explain index number. Index number has no Moral values
INDEX to: Q1 units and no % symbol. Accurate
1.1 Calculate index number. I 100
NUMBER Q0
1. Understand and use 1.2 Calculate price index. Q1 and Q0 must be of the Teaching aids/
Week 31 & the concept of index 1.3 Find Q0 or Q1 given same unit. Materials:
number to solve relevant information. Q0 Quantity at base Newspaper
33
problems.
time.
Vocabulary:
Q1 Quantity at specific Index number,
time. Price index,
quantity at base
Use example of real-life time, quantity at
situations to explore index specific time.
numbers.
Pedagogy:
23
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
Contextual
2. Understand and use the 2.1 Calculate composite index. Explain weightage and W can be simplified Moral Values:
concept of composite index 2.2 Find index number or weightage composite index. to the smallest number Accurate
to solve problems given relevant information. according to ratio.
2.3 Solve problems involving index
number and composite index I
W I i i
Vocabulary:
Composite index
W i Weightage
24
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
40 Progression
41 Progression
42 Progression
25