Tingkatan 4
(EDISI BAHASA INGGERIS)
Matematik
Tingkatan 4
(EDISI BAHASA INGGERIS)
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga
bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran
bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
CONTENT
Rukun Negara...................................................................................................................................................................................... v
Kata Pengantar.................................................................................................................................................................................... ix
Introduction.......................................................................................................................................................................................... 1
Aims..................................................................................................................................................................................................... 2
Objectives............................................................................................................................................................................................ 2
Focus................................................................................................................................................................................................... 5
Cross-Curricular Elements................................................................................................................................................................... 20
Classroom Assessment....................................................................................................................................................................... 23
Content Organisation......................................................................................................................................................................... 27
Number Bases................................................................................................................................................................................ 33
Logical Reasoning.......................................................................................................................................................................... 37
Operations on Sets........................................................................................................................................................................ 43
Graphs of Motion........................................................................................................................................................................... 55
Panel of Writers.................................................................................................................................................................................... 73
Panel of Translators............................................................................................................................................................................. 75
Acknowledgement................................................................................................................................................................................ 77
RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara hidup yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip yang berikut:
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FALSAFAH PENDIDIKAN KEBANGSAAN
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DEFINISI KURIKULUM KEBANGSAAN
3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang
termasuk kurikulum dan kegiatan kokurikulum yang merangkumi
semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan
dan kepercayaan untuk membantu perkembangan seseorang murid
dengan sepenuhnya dari segi jasmani, rohani, mental dan
emosi serta untuk menanam dan mempertingkatkan nilai moral yang
diingini dan untuk menyampaikan pengetahuan.
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KATA PENGANTAR
Kurikulum Standard Sekolah Menengah (KSSM) yang DSKP yang dihasilkan juga telah menyepadukan enam tunjang
dilaksanakan secara berperingkat mulai tahun 2017 akan Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan
menggantikan Kurikulum Bersepadu Sekolah Menengah (KBSM) nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21
yang mula dilaksanakan pada tahun 1989. KSSM digubal bagi dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut
memenuhi keperluan dasar baharu di bawah Pelan Pembangunan dilakukan untuk melahirkan insan seimbang dan harmonis dari segi
Pendidikan Malaysia (PPPM) 2013-2025 agar kualiti kurikulum intelek, rohani, emosi dan jasmani sebagaimana tuntutan Falsafah
yang dilaksanakan di sekolah menengah setanding dengan Pendidikan Kebangsaan.
standard antarabangsa. Kurikulum berasaskan standard yang
menjadi amalan antarabangsa telah dijelmakan dalam KSSM Bagi menjayakan pelaksanaan KSSM, pengajaran dan
menerusi penggubalan Dokumen Standard Kurikulum dan pembelajaran guru perlu memberi penekanan kepada KBAT
Pentaksiran (DSKP) untuk semua mata pelajaran yang dengan memberi fokus kepada pendekatan Pembelajaran
mengandungi Standard Kandungan, Standard Pembelajaran dan Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
Standard Prestasi. murid dapat menguasai kemahiran yang diperlukan dalam abad
ke-21.
Usaha memasukkan standard pentaksiran di dalam dokumen
kurikulum telah mengubah lanskap sejarah sejak Kurikulum Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
Kebangsaan dilaksanakan di bawah Sistem Pendidikan penghargaan dan ucapan terima kasih kepada semua pihak yang
Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan terlibat dalam penggubalan KSSM. Semoga pelaksanaan KSSM
untuk mengenal pasti tahap penguasaannya dalam sesuatu mata akan mencapai hasrat dan matlamat Sistem Pendidikan
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KSSM MATHEMATICS FORM 4
INTRODUCTION
KSSM Mathematics is a core subject that must be learned by all pupils Mathematics is the best medium to develop individual’s potential,
under the National Education System. In Malaysia, each pupil gets intellectual proficiency and human capital due to its nature that
the opportunity to go through at least six years of basic education in encourages logical and systematic thinking. Thus, the development
primary school and five years in secondary school. Mathematics of the Mathematics curriculum considers the needs of developing the
programme at secondary school level is divided into three country, and factors that contribute to the development of individuals
programmes: Mathematics at lower secondary, Mathematics at upper who can think logically, critically, analytically, creatively and
secondary and Additional Mathematics at upper secondary. innovatively. This is consistent with the needs to provide adequate
mathematical knowledge and skills to ensure that this country is able
The Mathematics content at secondary school is essentially a to compete internationally and meet the challenges of the 21st
continuation of the knowledge and skills learned at the primary school century. Special attention is given to pupils with different
level. Its aims, among others, are to develop the knowledge and skills backgrounds and abilities in determining their knowledge and skills
of the pupils to enable them to solve problems in their daily lives, learned in the programme.
further their studies to a higher level and later to function as an
effective workforce.
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KSSM MATHEMATICS FORM 4
AIMS
KSSM Mathematics aims to produce individuals who are interpreting, applying and evaluating mathematical
mathematically fikrah, which means individuals who can think outcomes.
mathematically, creative and innovative as well as competent in 3. Apply the knowledge and skills of mathematics in making
applying mathematical knowledge and skills effectively and reasonable judgments and decisions to solve problems in a
responsibly to solve problems and make decisions, based on the variety of contexts.
attitudes and values so that they are able to deal with challenges in 4. Enhance mathematical skills related to Number and
their daily lives, in line with the development of science and Operations, Measurement and Geometry, Relationship and
technology as well as the challenges of the 21st century. Algebra, Statistics and Probability, and Discrete Mathematics
such as:
OBJECTIVES collecting and handling data.
representing and interpreting data.
KSSM Mathematics Form 4 and 5 enable pupils to achieve the
recognising relationship and representing them
following objectives:
mathematically.
using algorithms and relationship.
1. Develop an understanding of the concepts, laws, principles and
making estimation and approximation.
theorems related to Number and Operations, Measurement
measuring and constructing.
and Geometry, Relationship and Algebra, Statistics and
5. Practise the mathematical process skills consistently that are
Probability, and Discrete Mathematics.
problem solving, reasoning, mathematical communication,
2. Further develop capacity in:
making connection and representation.
formulating situations into mathematical forms.
using concepts, facts, procedures and reasoning.
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KSSM is built on the basis of six fundamental pillars: capital who appreciates values based on spiritual practices,
Communication; Spiritual, Attitude and Values; Humanities; knowledge, personal competence, critical and creative thinking as
Personal Competence; Physical Development and Aesthetics; and well as innovative thinking as shown in Figure 1. The Mathematics
Science and Technology. These six pillars are the main domain curriculum is developed based on the six pillars of the KSSM
that support one another and are integrated with critical, creative Framework.
and innovative thinking. The integration aims to produce human
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FOCUS
KSSM Mathematics focuses on developing individuals who Four key elements that contribute to the development of indivuals
internalise and practise mathematical fikrah. The Mathematics who posses mathematical fikrah are:
Curriculum Framework as illustrated in Figure 2, is fundamental to
Learning areas
the implementation of the Mathematics curriculum in the Values
classroom. Skills
Mathematical processes
Mathematical Skills
21st Century Skills
Higher-Order Thinking Skills
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focus on problem solving in the discussion. Activities carried out The following are some of the processes that need to be
should engage the pupils actively by posing a diversity of questions emphasised through problem solving, that is the development of
and tasks that contain both routine and non-routine questions. pupils’ capacity in:
Solving problems involving non-routine questions needs thinking Formulating mathematically situations involving various
and reasoning at a higher level. These skills should be consistently contexts such as personal, community, scientific and
cultivated by the teachers to produce pupils who are able to occupation.
compete at a global level. Using and applying concepts, facts, procedures and reasonings
in solving problems.
The following problem-solving steps should be emphasised so that Interpreting, evaluating and reflecting on the solutions or
pupils can solve problems systematically and effectively: decisions made and determine whether they are reasonable.
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do mathematics and be actively involved in discussing graphs, diagrams, etc), help pupils to understand and apply
mathematical ideas. mathematics more effectively.
The elements of reasoning in the T&L prevent pupils from looking Teachers should be aware of the opportunities during T&L
at mathematics as just a set of procedures or algorithms that sessions to encourage pupils to express and present their
should be followed to obtain a solution without understanding the mathematical ideas by using appropriate questioning techniques.
mathematical concepts in depth. Reasoning does not only change Communication that involves a variety of perspectives and points
pupils’ paradigm from emphasising on the importance of procedural of view helps pupils to better improve their mathematical
knowledge but also gives thinking and intellectual empowerment understanding whilst enhancing their self-confidence.
when pupils are guided and trained to make and validate conjectures,
provide logical explanations, analyse, evaluate and justify the The significant aspect of mathematical communication is the
mathematical activities. Such training would develop pupils’ ability to provide effective explanation as well as to understand
confidence and courage, in line with the aim of developing powerful and apply the correct mathematical notations. Pupils should use
mathematical thinkers. the mathematical language and symbols correctly to ensure that
mathematical ideas can be explained precisely.
Communication in mathematics is the process of expressing
ideas and understanding in verbal, visual or written form using Effective communication requires an environment that is always
numbers, notations, symbols, diagrams, graphs, pictures or words. sensitive to the needs of pupils so that they feel comfortable while
Communication is an important process in learning mathematics speaking, asking and answering questions, explaining and justifying
because mathematical communication helps pupils to clarify and their views and statements to their classmates and teachers. Pupils
reinforce their understanding of mathematics. Through should be given the opportunity to communicate actively in a variety
communication, mathematical ideas can be better expressed and of settings, for example while doing activities in pairs, groups or
understood. Communication in mathematics, whether verbally, in while giving explanation to the whole class.
written form or using symbols and visual representations (charts,
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Representation is an important component of mathematics and Making connections among the fields in mathematics such as
often used to represent real-world phenomena. Therefore, there counting, geometry, algebra, measurement and statistics is
must be a similarity between the aspects of the world that is being important so that pupils are able to learn concepts and skills in an
represented and the world that it is representing. Representation integrated manner. By recognising how the concept or skills in
can be defined as any notations, letters, images or concrete objects different fields are related to each other, mathematics will be viewed
that symbolise or represent something else. and studied as an integrated discipline, having links between one
another and allowing the abstract concepts to be more easily
At secondary school level, representing ideas and mathematical understood.
models generally make use of symbols, geometry, graphs, algebra,
diagrams, concrete representations and dynamic software. Pupils When mathematical ideas are connected to daily life
must be able to change from one form of representation to another experiences within and outside the classroom, pupils will be
and recognise the relationship between them, and use various more aware of the use, the importance, the strength and the
representations, which are relevant and required to solve problems. beauty of mathematics. Besides, they are also able to use
mathematics contextually in other disciplines and in their daily
The use of various representations helps pupils to understand lives. Mathematical modellings are used to describe real-life
mathematical concepts and relationships, communicate their situations mathematically. Pupils will find that this method can
thinking, reasoning and understanding; recognise the relationship be used to find solutions to problems or to predict the possibility
between mathematical concepts and use mathematics to model of a situation based on the mathematical modelling.
situations, physical and social phenomena. When pupils are able
to represent concepts in different ways, they will be flexible in their In implementing the Mathematics curriculum, the opportunities to
thinking and understand that there are varieties of ways to make connections should be established so that pupils can relate
represent mathematical ideas that enable problems to be easily conceptual knowledge to procedural knowledge and be able to
solved. relate topics in Mathematics in particular and relate mathematics
to other fields in general. This will enhance pupils’ mathematical
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KSSM MATHEMATICS FORM 4
understanding, making mathematics clearer, meaningful and Choose and use various types of reasoning and methods of
interesting. proving.
Make, investigate and verify mathematical conjectures.
Develop and evaluate mathematical arguments and proofs.
Mathematical Process Standards
Make decisions and justify the decisions made.
achieved by pupils through the implementation of this curriculum. Organise and incorporate mathematical thinking through
communication to clarify and strengthen the understanding
of mathematics.
Table 1: Mathematical Process Standards Communicate mathematical thoughts and ideas clearly and
confidently.
PROBLEM SOLVING
Use the language of mathematics to express mathematical
Understand the problems. ideas precisely.
Extract relevant information in a given situation and Analyse and evaluate the mathematical thinking and
organise information systematically. strategies of others.
Plan various strategies to solve problems.
Implement the strategies according to the plan. REPRESENTATION
Generate solutions to meet the requirements of the Illustrate mathematical ideas using various types of
problem. representations.
Interpret the solutions. Make interpretations from given representations.
Review and reflect upon the solutions and strategies used. Choose the appropriate types of representations.
Use various types of mathematical representations to:
REASONING i) simplify complex mathematical ideas
Recognise reasoning and proving as fundamentals to ii) assist in problem solving
mathematics. iii) develop models and interpret mathematical phenomena
Recognise patterns, structures, and similarities within real- iv) make connections between various types of
life situations and symbolic representations. representations.
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Skills
The rapid progress of various technologies in todays’ life has
The skills that need to be developed and nurtured among pupils resulted in the use of technologies as an essential element in the
through this subject include Mathematical Skills, 21 st Century T&L of mathematics. Effective teachers will maximise the potential
Skills and Higher Order Thinking Skills (HOTS). and technological capabilities so that pupils can build
understanding and increase their proficiency and interest in
The mathematical skills refer to among others the skills of mathematics. Due to the capacity and effectiveness of technology
measuring and constructing, estimating and rounding, collecting in the T&L of mathematics content, teachers need to embrace the
and handling data, representing and interpreting data, recognising use of technology, particularly scientific and graphing calculators,
relationships and representing mathematically, translating real-life computer software like Geometer's Sketchpad, Geogebra,
situations into mathematical models, using precise language of electronic spreadsheets, learning software (courseware), the
mathematics, applying logical reasoning, using algorithms and Internet and others.
development of pupils’ mathematical skills related to creativity, the calculator should not be used as to neglect the importance of mental
needs for originality in their thinking and the ability to see things calculations and basic computations. Efficiency in carrying out the
around them with new and different perspectives in order to calculations is important especially in the lower level and pupils
should not totally rely on calculators. For example, although the
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graphing calculator helps pupils to visualise the nature of a function T&L of mathematics to help pupils form deep understanding of
and its graph, fundamentally the use of papers and pencils is still concepts especially abstract concepts.
the learning outcome to be achieved by all pupils. Similarly, in
seeking the roots of the quadratic equations, the basic concept must Values in Mathematics Education
first be mastered by pupils. Technology should be used wisely to
help pupils form concepts, enhance understanding, visualise Values are affective qualities intended to be developed through the
concepts and others, while enriching pupils learning experiences. T&L of mathematics using appropriate contexts. Values are usually
taught and learned implicitly through the learning sessions. Moral
Specifically, the skills of using the technology that need to be values being instilled will manifest good attitudes. The application
nurtured in the pupils through Mathematics are the ability of pupils of values and attitudes in the T&L of mathematics are intended to
in: produce individuals who are competent in terms of knowledge and
Using technology to explore, carry out research, construct skills as well as having good characters. Embracing moral values
mathematical modelling and hence form deep understanding would produce a virtuous young generation with noble personal
of the mathematical concepts. qualities and good attitudes.
to find, manage, evaluate and communicate information. Mathematical values – values within the knowledge of
mathematics which include emphasis on the properties of the
Using technology responsibly and ethically.
mathematical knowledge; and
The use of technology such as dynamic software, graphing Universal values - universal noble values that are applied
calculator, the Internet and so on needs to be integrated into the across all subjects.
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The development of values through T&L of mathematics should 21st CENTURY SKILLS
also involve the elements of divinity, faith, interest, appreciation,
confidence, competence and tenacity. Belief in the power and One of the aims of KSSM is to produce pupils who possess the 21st
greatness of God can basically be nurtured through the content of century skills by focussing on thinking skills, living skills and career,
the curriculum. The relationship between the content learned and guided by the practice of moral values. The 21st Century skills aim
the real world enables pupils to see and validate the greatness and to produce pupils who have the characteristics specified in the
the power of the Creator of the universe. pupils’ profile as in Table 2, so that they are able to compete at a
global level. The mastery of the Content Standards and the
The elements of history and patriotism should also be inculcated Learning Standards in the Mathematics curriculum contributes to
through relevant topics to enable pupils to appreciate mathematics the acquisition of the 21st Century Skills among the pupils.
as well as to boost interest and confidence in mathematics.
Historical elements such as certain events involving Table 2: Pupils’ Profile
mathematicians or a brief history of a concept or symbol are also
PUPILS’ DESCRIPTION
emphasised in this curriculum. PROFILE
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Higher Order Thinking Skills (HOTS) are explicitly stated in the innovate and able to create something. HOTS includes critical and
curriculum so that teachers are able to translate it into their T&L to creative thinking, reasoning and thinking strategies.
promote a structured and focused thinking among pupils.
Explanation of HOTS focuses on four levels of thinking as shown Critical thinking skills is the ability to evaluate a certain idea
in Table 3. logically and rationally in order to make sound judgments using
logical reasoning and evidences.
Table 3: Level of Thinking in HOTS
Creative thinking skills is the ability to produce or create
LEVEL OF EXPLANATION
THINKING something new and worthy using authentic imagination and
thinking out of the ordinary.
Applying Using knowledge, skills and values in different
situations to perform certain tasks.
Reasoning skills is an individual’s ability to make logical and
Analysing Breaking down information into smaller parts in
order to understand and make connections rational considerations and evaluations.
between these parts.
Evaluating Making considerations and decisions using Thinking strategies is a structured and focused way of thinking to
knowledge, experience, skills, and values as solve problems.
well as providing justification.
Creating Producing creative and innovative ideas, HOTS can be applied in classrooms through reasoning, inquiry-
products or methods.
based learning, problem solving and projects. Teachers and pupils
need to use thinking tools such as thinking maps and mind maps
HOTS is the ability to apply knowledge, skills and values to reason as well as high-level questioning techniques to encourage pupils to
out and make reflection to solve problems, make decisions, think.
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Good T&L of mathematics demands teachers to carefully plan conceptual understanding, efficiency in manipulation, the ability to
activities and to integrate diversified strategies that enable pupils reason and communicate mathematically. Thus, the T&L that
to not only understand the content in depth, but to challenge them involves inquiry, exploration and investigation of mathematics
to think at a higher level. should be conducted wherever appropriate. Teachers need to
design T&L activities that provide space and opportunities for
The T&L of mathematics emphasises active pupil participation, pupils to make conjectures, reason out, ask questions, make
which among others, can be achieved through: reflections and thus form concepts and acquire knowledge on their
Inquiry-based learning, which includes investigation and own.
exploration of mathematics;
Problem-based learning; and A variety of opportunities and learning experiences, integrating the
The use of technology in concept buidling. use of technology, and problem solving that involves a balance of
both routine and non-routine questions, are also emphasised in the
Inquiry-based is an approach that emphasises learning through T&L of mathematics. Non-routine questions requiring higher-order
experience. Inquiry generally means to seek information, to thinking are emphasised in order to achieve the vision of producing
question and to investigate real-life phenomena. The discovery is human capital who can think mathematically, creatively and
a major characteristic of inquiry-based learning. Learning through innovatively, are able to compete in the era of globalisation and to
discovery occurs when the main concepts and principles are meet the challenges of the 21st century.
investigated and discovered by pupils themselves. Through the
activities, pupils will investigate phenomena, analyse patterns and Mathematics is a discipline of knowledge consisting of concepts,
thus form their own conclusions. Teachers then guide pupils to facts, characteristics, rules, patterns and processes. Thus, the
discuss and understand the concept of mathematics through the strategies used in the T&L of mathematics require diversity and
results of the inquiry. KSSM Mathematics emphasises deep balance. The traditional strategy is sometimes still necessary when
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teaching a procedural-based content. On the other hand, certain challenging which in turn will form the basis for deep understanding
contents require teachers to provide learning activities that enable of concepts.
pupils to discover the concept on their own. Thus, structured Teachers need to diversify the methods and strategies of T&L to
questioning techniques are needed to enable pupils to discover the meet the needs of pupils with various abilities, interests and
rules, patterns or the properties of mathematical concepts. preferences. The active involvement of pupils in meaningful and
challenging T&L activities should be designed specifically to cater
The use of teaching aids and carrying out tasks in the form of to their needs. Every pupil should have an equal opportunity to form
presentations or project work need to be incorporated into the conceptual understanding and procedural competence. Therefore,
learning experience in order to develop pupils who are competent teachers should be mindful in providing the ecosystem of learning
in applying knowledge and skills of mathematics in solving and intellectual discussions that require pupils to collaborate in
problems involving everyday situations as well as to develop soft solving meaningful and challenging tasks.
skills among them. In addition, teachers need to use diversified
approaches and strategies in T&L such as cooperative learning, Creativity and innovation are key elements in the development
mastery learning, contextual learning, constructivism, project- of a knowledgeable society in the 21st century. Both of these
based learning and so on. elements will significantly contribute to the social and individual
prosperity of a country. Malaysia needs creative and innovative
The learning of mathematics that embraces fikrah needs to be human capital in order to compete in todays’ world which is
manifested in the T&L. Thus, T&L strategies should be pupil- increasingly competitive and dynamic. Education is seen as a
centred to enable them to interact and acquire the learning skills means in the formation of creativity and innovation skills among the
through their own experiences. Approaches and strategies of people.
learning, such as inquiry-discovery, mathematical exploration and
investigation and pupil-centred activities with the aid of Creativity and innovation are interrelated. In general, creativity
mathematical tools that are appropriate, comprehensive and refers to the ability to produce new ideas, approaches or actions.
effective can make the learning of mathematics useful and Innovation is the process of generating creative ideas in a certain
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context. Creativity and innovation capabilities are the skills that can Other diversified T&L approaches and strategies such as mastery
be developed and nurtured among pupils through the T&L in the learning, contextual learning, constructivism, project-based
classroom. Mathematics is the science of patterns and relations learning, problem-based learning and others should be
which has aesthetic values that are closely related to the natural implemented in accordance to the needs and appropriateness.
phenomena. Hence, mathematics is the cornerstone and the
catalyst for the development of creativity and innovative skills
among pupils through suitable tasks and activities.
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STEM approach is the T&L method which applies integrated STEM T&L which is contextual and authentic is able to encourage
knowledge, skills and values of STEM through inquiry, problem in-depth learning among pupils. Pupils can work in groups or
solving or project in the context of daily life, environment and local individually according to their ability to cultivate the STEM
as well as global community, as shown in Diagram 3. practices, as follows:
1. Questioning and identifying problems.
2. Developing and using models.
3. Planning and carrying out investigations.
4. Analysing and interpreting data.
5. Using mathematical and computational thinking.
6. Developing explanation and designing solutions.
7. Engaging in argument and discussion based on evidence.
8. Acquiring information, evaluating and communicating about the
information.
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CROSS-CURRICULAR ELEMENTS
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CLASSROOM ASSESSMENT
Classroom assessment is a process to obtain information on pupils’ Assessing the level of pupils’ performance based on Learning
progress which is planned, carried out and reported by the teachers Standards and Performance Standards.
concerned. This process is ongoing to enable teachers to Taking follow-up actions for improvement and consolidation
determine the level of pupils’ performance. purposes.
Holistic, that is taking into account various levels of cognitive,
Teachers can implement formative and summative assessments affective and psychomotor.
as classroom assessments. Formative assessments are carried Fair to all pupils.
out with the teaching and learning processes, while summative
assessments are carried out at the end of a learning unit, term, General Performance Level
semester or year. Teachers need to plan, construct items,
administer, mark, record and report pupils’ performance level in the Performance level is a form of achievement statement that shows
subjects taught based on the DSKP. the progress of pupils’ learning. There are six levels of performance
that indicate level of performance that are arranged in hierarchy.
In order to ensure that assessment helps to improve the ability and This level of performance takes into account the knowledge, skills
performance of the pupils, the teacher should carry out the and mathematical processes specified in the curriculum. The
assessment that has the following features: Performance Standards (SPi) for each topic is constructed based
Using various assessment methods such as observation, oral on the General Performance Level as in Table 4.
and writing.
Taking into account the knowledge, skills and values that are
intended in the curriculum.
Allowing pupils to exhibit various learning capabilities.
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Table 4: General Performance Level Teachers can record pupils’ progress in teaching record books,
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CONTENT ORGANISATION
PERFORMANCE CONTENTS, SKILLS AND
LEVEL MATHEMATICAL PROCESSES
relate information sources and The implementation of KSSM Mathematics is in accordance with
flexibly change one form of the Surat Pekeliling Ikhtisas which is being enforced now. The
representations to another
possess high level of mathematical minimum hours per year for T&L KSSM Mathematics Form 4 and
thinking and reasoning skills 5 is 112 hours.
demonstrate in-depth understanding;
form new approaches and strategies
to handle new situations KSSM Mathematics consists of three components: Content
conclude and communicate with
explanations and arguments based Standards (SK), Learning Standards (SP) and Performance
on interpretations, discussions, Standards (SPi). The interpretation of each part is as in Table 7.
reflections and actions accurately.
Based on the Overall Performance Level, it is clear that teachers Table 7: Interpretation of Content Standard, Learning Standard
and Performance Standard
should use tasks with various levels of difficulty and complexity
Learning Performance
which are able to access various elements and pupils’ mastery Content Standard
Standard Standard
level. Holistic assessment is needed in developing pupils with
Specific statement Criterion set or Set of general criteria
global skills. Content mastery has to be supported by pupils’ ability on what pupils indicators of the that shows the levels
to achieve and apply processes, hence display the ability in solving should know and quality of learning of performance that
be able to do in a and achievement pupils should display
complex problems especially those involving real-life situations. It certain schooling that can be as an indicator that
is important that teachers carry out comprehensive assessments period which measured for they have mastered
encompasses the each Content a certain matter.
and provide fair and just report of each pupil’s Performance Level. aspects of Standard.
knowledge, skills
and values.
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In the content organisation, there is a Note column. This column Table 8: KSSM Mathematics Form 4 Contents
contains the limitations and scope of SK and SP, suggested
LEARNING AREA TITLE
activities, information or notes that support teachers' understanding
Number Bases
and mathematical processes that need to be implemented to
Number and Operations Consumer Mathematics:
achieve the SP. Teachers can carry out additional activities other Financial Management
than those suggested according to creativity and the needs to Quadratic Functions and
achieve the SP. Equations in One Variable
Relationship and Algebra Linear Inequalities in Two
Variables
The contents of KSSM Mathematics are organised and arranged Graphs of Motion
according to independent and complete subunits based on modular Measures of Dispersion for
approach. Modular approach in T&L enables teachers to arrange Ungroup Data
Statistic and Probability
the topics and standards accordingly based on pupils’ ability. This Probability of Combined
Events
approach can be implemented in two ways as follow:
Logical Reasoning
Linear modular approach - SK or SP delivered sequentially Discrete Mathematics Operations on Sets
according to the arrangement of the DSKP Network in Graph Theory
Non-linear modular approach – SK or SP delivered
unsequentialy.
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LEARNING AREA
RELATIONSHIP AND ALGEBRA
TOPIC
1.0 QUADRATIC FUNCTIONS AND EQUATIONS IN ONE VARIABLE
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1.1 Quadratic Functions and Pupils are able to: Suggested Activities:
Equations
1.1.1 Identify and describe the characteristics of The usage of dynamic geometry software is
quadratic expressions in one variable. encouraged throughout this topic.
Notes:
Exploratory activities involving the following cases
need to be carried out:
(i) The power of the variables is not a whole
number;
(ii) 𝑏 = 0 or 𝑐 = 0, or 𝑏 = 𝑐 = 0 in 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
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PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of quadratic expressions, functions and equations in one variable.
2 Demonstrate the understanding of quadratic expressions, functions and equations in one variable.
3 Apply the understanding of quadratic functions and equations in one variable to perform simple tasks.
Apply appropriate knowledge and skills of quadratic functions and equations in one variable in the context
4
of simple routine problems solving.
Apply appropriate knowledge and skills of quadratic functions and equations in one variable in the context
5
of complex routine problems solving.
Apply appropriate knowledge and skills of quadratic functions and equations in one variable in the context
6
of non-routine problems solving in a creative manner.
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LEARNING AREA
NUMBER AND OPERATIONS
TOPIC
2.0 NUMBER BASES
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PERFOMANCE STANDARDS
4 Apply appropriate knowledge and skills of number bases in the context of simple routine problem solving.
Apply appropriate knowledge and skills of number bases in the context of complex routine problem
5
solving.
Apply appropriate knowledge and skills of number bases in the context of non-routine problem solving in
6
a creative manner.
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LEARNING AREA
DISCRETE MATHEMATICS
TOPIC
3.0 LOGICAL REASONING
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Statement If p, then q
Converse If q , then p
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Form I
Premise 1: All A are B
Premise 2: C is A
Conclusion: C is B
Form II
Premise 1: If p, then q
Premise 2: p is true
Conclusion : q is true
Form III
Premise 1: If p, then q
Premise 2: Not q is true
Conclusion: Not p is true
The soundness of an argument needs to be
discussed based on premises and conclusion.
Example:
Premise 1: All prime numbers are odd numbers.
Premise 2: 5 is a prime number.
Conclusion: 5 is an odd number.
The argument is valid but not sound because
premise 1 is not true.
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PERFORMANCE STANDARDS
3 Apply the understanding of deductive arguments and inductive arguments to perform simple tasks.
Apply appropriate knowledge and skills of logical reasoning in the context of simple routine problem
4
solving.
Apply appropriate knowledge and skills of logical reasoning in the context of complex routine problem
5
solving.
Apply appropriate knowledge and skills of logical reasoning in the context of non-routine problem solving
6
in a creative manner.
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LEARNING AREA
DISCRETE MATHEMATICS
TOPIC
4.0 OPERATIONS ON SETS
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PERFORMANCE STANDARDS
Demonstrate the basic knowledge of the intersection of sets, union of sets and combined operations on
1
sets.
Demonstrate the understanding of the intersection of sets, union of sets and combined operations on
2
sets.
Apply the understanding of intersection of sets, union of sets and combined operations on sets to perform
3
simple tasks.
Apply appropriate knowledge and skills of intersection of sets, union of sets and combined operations on
4
sets in the context of simple routine problem solving.
Apply appropriate knowledge and skills of intersection of sets, union of sets and combined operations on
5
sets in the context of complex routine problem solving.
Apply appropriate knowledge and skills of intersection of sets, union of sets and combined operations on
6
sets in the context of non-routine problem solving in a creative manner.
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LEARNING AREA
DISCRETE MATHEMATICS
TOPIC
5.0 NETWORK IN GRAPH THEORY
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Edge
Tepi
Vertex
Bucu
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PERFORMANCE STANDARDS
4 Apply appropriate knowledge and skills of network in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of network in the context of complex routine problem solving.
Apply appropriate knowledge and skills of network in the context of non-routine problem solving in a
6
creative manner.
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LEARNING AREA
RELATIONSHIP AND ALGEBRA
TOPIC
6.0 LINEAR INEQUALITIES IN TWO VARIABLES
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PERFORMANCE STANDARDS
3 Apply the understanding of linear inequalities in two variables to perform simple tasks.
Apply appropriate knowledge and skills of linear inequalities in two variables in the context of simple
4
routine problem solving.
Apply appropriate knowledge and skills of linear inequalities in two variables in the context of complex
5
routine problem solving.
Apply appropriate knowledge and skills of linear inequalities in two variables in the context of non-routine
6
problem solving in a creative manner.
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LEARNING AREA
RELATIONSHIP AND ALGEBRA
TOPIC
7.0 GRAPHS OF MOTION
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PERFORMANCE STANDARDS
Apply appropriate knowledge and skills of graphs of motion in the context of simple routine problem
4
solving.
Apply appropriate knowledge and skills of graphs of motion in the context of complex routine problem
5
solving.
Apply appropriate knowledge and skills of graphs of motion in the context of non-routine problem solving
6
in a creative manner.
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LEARNING AREA
STATISTICS AND PROBABILITY
TOPIC
8.0 MEASURES OF DISPERSION FOR UNGROUPED DATA
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𝛴(𝑥−𝑥̅ )2
𝜎=√
𝑁
(i) the value of measure of dispersion (i) each of data is changed uniformly
(ii) graphical representation (ii) the existance of outlier or extreme values
(iii) certain values are added or removed
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PERFORMANCE STANDARDS
3 Apply the understanding of measures of dispersion for ungrouped data to perform simple tasks.
Apply appropriate knowledge and skills of measures of dispersion for ungrouped data in the context of
4
simple routine problem solving.
Apply appropriate knowledge and skills of measures of dispersion for ungrouped data in the context of
5
complex routine problem solving.
Apply appropriate knowledge and skills of measures of dispersion for ungrouped data in the context of
6
non-routine problem solving in a creative manner.
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LEARNING AREA
STATISTICS AND PROBABILITY
TOPIC
9.0 PROBABILITY OF COMBINED EVENTS
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a) A B = ∅
b) A B ≠ ∅
c) A B = B
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PERFORMANCE STANDARDS
Apply appropriate knowledge and skills of probability of combined events in the context of simple routine
4
problem solving.
Apply appropriate knowledge and skills of probability of combined events in the context of complex
5
routine problem solving.
Apply appropriate knowledge and skills of probability of combined events in the context of non routine
6
problem solving in a creative manner.
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LEARNING AREA
NUMBER AND OPERATIONS
TOPIC
10.0 CONSUMER MATHEMATICS: FINANCIAL MANAGEMENT
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PERFORMANCE STANDARDS
3 Apply the understanding of financial planning and management to perform simple tasks.
Apply appropriate knowledge and skills of financial planning and management in the context of simple
4
routine problem solving.
Apply appropriate knowledge and skills of financial planning and management in the context of complex
5
routine problem solving.
Apply appropriate knowledge and skills of financial planning and management in the context of non-
6
routine problem solving in a creative manner.
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PANEL OF WRITERS
7. 7. Dr. Suzieleez Syrene binti Abdul Rahim Universiti Malaya, Kuala Lumpur
11. Dr. Lam Kah Kei IPGK Tengku Ampuan Afzan, Pahang
15.13. Huzni binti Abdul Ghani SMK Bandar Puncak Jalil, Selangor
17.15. Siti Adibah Asmawani binti Ismail SMK Bukit Jalil, Kuala Lumpur
18. Nur Shazreen binti Shahrul Azhar SMK Putrajaya Presint 14(1), Putrajaya
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19. Zaidi Norli bin Mohd Noar SMK Lokman Hakim, Johor
CONTRIBUTORS
4. 17. Khir Johari bin Mohd Ali IPGK Pendidikan Teknik, Negeri Sembilan
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PANEL OF TRANSLATORS
7. Ahmad Syakirin bin Ibrahim SMK Dato’ Abdul Rahman Ya’kub, Melaka
9. Hairol Nizam bin Abd Latif SMK Dato’ Undang Musa Al-Haj, Negeri Sembilan
10. Hamidah binti Parmin SMK Bandar Tun Hussein Onn 2, Selangor
11. Jacqueline Audrey a/p T Victor John SMK Bandar Baru Sg. Long, Selangor
17. Muhammad Fazrul Aizat bin Amree Sekolah Dato’ Abdul Razak, Negeri Sembilan
18. Muhammad Hanif bin Zol Hamidy SMS Rembau, Negeri Sembilan
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21. Punitha a/p Anamalai SMK Bandar Baru Batang Kali, Selangor
23. Raza Afida binti Rajab SMK Bandar Seri Putra, Selangor
29. Veronica Selvi a/p Maratha Muthu SMK Puteri Ampang, Kuala Lumpur
30. Wan Nadia binti Wan Abu Bakar @ Wan Ahmad SMK Sungai Ruan, Pahang
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ACKNOWLEDGEMENT
Advisors
Shazali bin Ahmad - Director
Datin Dr. Ng Soo Boon - Deputy Director (STEM)
Dr. Mohamed bin Abu Bakar - Deputy Director (Humanities)
Editorial Advisors
Mohamed Zaki bin Abd. Ghani - Head of Sector
Haji Naza Idris bin Saadon - Head of Sector
Mahyudin bin Ahmad - Head of Sector
Dr. Rusilawati binti Othman - Head of Sector
Mohd Faudzan bin Hamzah - Head of Sector
Fazlinah binti Said - Head of Sector
Mohamed Salim bin Taufix Rashidi - Head of Sector
Haji Sofian Azmi bin Tajul Arus - Head of Sector
Paizah binti Zakaria - Head of Sector
Hajah Norashikin binti Hashim - Head of Sector
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Graphic Designer
Siti Zulikha binti Zelkepli
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This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.