Yearly Plan Additional Mathematics Form 4

Week No Learning Objectives Pupils will be taught to..... Learning Outcomes Pupils will be able to No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note

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

2 7/1 13 /1 1. Understand the concept of relations.
1 2 3 4 5

Represent relations using arrow diagrams ordered pairs graphs 1

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

Discuss the idea of set and introduce set notation.

Identify domain, co domain, object, image and range of a relation. 1.3 Classify a relation shown on a mapped diagram as: one to one, many to one, one to many or many to many relation. 2.1 Recognise functions as a special relation.. 2.2 Express functions using function notation. 2.3 Determine domain, object, image and range of a function. 2.4 Determine the image of a function given the object and

3 14/1 20/1

2. Understand the concept of functions.

Represent functions using arrow diagrams, ordered pairs or Give examples of finding images graphs, e.g. f : x 2 x , f ( x ) =2 x given the object and vice versa. (a) Given f : x 4x x2. Find f : x 2 x is read as image of 5. function f maps x to 2x. (b) Given function h : x 3x f ( x ) = 2 x is read as 2x is 12. Find object with image = the image of x under the 0. function f. Include examples of functions that Use graphing calculators and are not mathematically based. computer software to explore the Examples of functions include

Week No

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

Learning Outcomes Pupils will be able to vice versa.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values image of functions.

Points to Note algebraic (linear and quadratic), trigonometric and absolute value. Define and sketch absolute value functions.

4&5

3. Understand the concept of composite functions.

3.1 Determine composition of two functions. 3.2 Determine the image of composite functions given the object and vice versa 3.3 Determine one of the functions in a given composite function given the other related function.

Use arrow diagrams or algebraic Involve algebraic functions only. method to determine composite functions. Give examples of finding images given the object and vice versa for Images of composite functions composite functions include a range of values. (Limit to linear composite functions). For example : Define composite functions Given f : x 3x 4. Find (a) ff(2), (b) range of value of x if ff(x) > 8. Give examples for finding a function when the composite function is given and one other function is also given. Example : Given f : x 2x 1. find function g if a. The composite function fg is given as fg : x 7 6x b. composite function gf is given as gf : x 5/2x.

Week No 7&8

Learning Objectives Pupils will be taught to..... 4. Understand the concept of inverse functions.

Learning Outcomes Pupils will be able to 4.1 Find the object by inverse mapping given its image and function. 4.2 Determine inverse functions using algebra. 4.3 Determine and state the condition for existence of an inverse function Additional Exercises

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

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

Limit to algebraic functions. Exclude inverse of composite functions.

1 1

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

Topic A2 : Quadratic Equations ---3 weeks

9 1. Understand the concept of quadratic equations and their roots. 1.1 Recognise a quadratic equation and express it in general form. 1 Use graphing calculators or computer software such as the Geometers Sketchpad and spreadsheet to explore the concept of quadratic equations Questions for 1..2(b) are given in the form of ( x + a ) ( x + b ) = 0 ; a and b are numerical values.

1. 2 Determine whether a given value is the root of a quadratic equation by 6 substitution; a) inspection. 1.3 Determine roots of quadratic equations by trial and improvement method.

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

Week No

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

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

2. Understand the concept of quadratic equations.

2.1 Determine the roots of a quadratic equation by a) factorisation; b) completing the square c) using the formula. 2.2 Form a quadratic equation from given roots.

1 1

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

Discuss when

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

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

Skills : Mental process, trial and error 12,13 3. Understand and use the conditions for quadratic equations to have a) two different roots; b) two equal roots; c) no roots. a)dua punca berbeza; 3.1 Determine types of roots of quadratic equations from the value of b 2 4ac . 3.2 Solve problems involving b 2 4ac in quadratic equations to: a) find an unknown value; b) derive a relation. Additional Exercises 2 Giving quadratic equations with the following conditions : b 2 4ac > 0 b 2 4ac = 0 , b 2 4ac < 0 and ask pupils to find out the type of roots the equation has in each case. Values: Making conclusion, connection and comparison Explain that no roots means no real roots.

Week No

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

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Topic A3 : Quadratics Functions---3 weeks

14 1. Understand the concept of quadratic functions and their graphs. 1.1 Recognise quadratic functions 1 1) Use graphing calculators or computer software such as Geometers Sketchpad to explore the graphs of quadratic functions. a) f(x) = ax2 + bx + c b) f(x) = ax2 + bx c) f(x) = ax2 + c * pedagogy : Constructivism Skills : making comparison & making conclusion 1) Use examples of everyday situations to introduce graphs of quadratic functions. Contextual learning

1.2 Plot quadratic function graphs: a)based on given tabulated values; 1 b) by tabulating values 2 based on given functions. 1.3 Recognise shapes of graphs of quadratic functions. 14 1.4 Relate the position of quadratic function graphs with types of roots for

Discuss the form of graph if a > 0 and a < 0 for

1 Recall the type of roots if : a) b2 4ac > 0 b) b2 4ac < 0
f ( x ) = ax 2 + bx + c

Explain the term parabola.

2

Relate the type of roots with the position of the graphs.

Week No

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

Learning Outcomes Pupils will be able to

f ( x) =0 .

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

c) b2 4ac = 0
Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to explore the graphs of quadratic functions Skills : mental process , interpretation Students be reminded of the steps involved in completing square and how to deduce maximum or minimum value from the function and also the corresponding values of x.

15 2. Find the maximum and minimum values of quadratic functions. 2.1 Determine the maximum or minimum value of a quadratic function by completing the square. 2

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3. Sketch graphs of quadratic functions.

3.1 Sketch quadratic function graphs by determining the maximum or minimum point and two other points.

Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to reinforce the understanding of graphs of quadratic functions. Steps to sketch quadratic graphs: a) Determining the form or b) finding maximum or minimum point and axis of symmetry. c) finding the intercept with x-axis and y-axis. d) plot all points e) write the equation of the axis of symmetry Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to explore the concept of quadratic

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

16 4. Understand and use the concept of quadratic inequalities. 4.1 Determine the ranges of values of x that satisfies quadratic inequalities. 2 Emphasise on sketching graphs and use of number lines when necessary.

Week No

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

Learning Outcomes Pupils will be able to

No of Periods

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

Points to Note

Topic A4: SIMULTANEOUS EQUATIONS---2 weeks

1. Solve simultaneous equations in two unknowns: one linear equation and one nonlinear equation. 1.1 Solve simultaneous equations using the substitution method. 4 Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to explore the concept of simultaneous equations. Value: systematic Skills: interpretation of mathematical problem Use examples in real-life situations such as area, perimeter and others. Pedagogy: Contextual Learning Values : Connection between mathematics and other subjects Limit non-linear equations up to second degree only.

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1.2Solve simultaneous equations involving reallife situations.

Additional Exercises

Topic G1.

Coordinate Geometry---5 weeks

1.1 Find the distance between two points ( x1 , y1 ) , Use the Pythagoras Theorem to find the formula for distance between two points.

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1. Find distance between two points.

( x2 , y 2 )

Skill : Use of formula

using formula

Week No

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

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

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

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

Limit to cases where m and n are positive. Derivation of the formula nx1 + mx2 ny1 + my2 , m+n m+n is not required. Limit to numerical values. Emphasise the relationship between the sign of the value for area obtained with the order of the vertices used. Derivation of the formula:

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3 Find areas of polygons.

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

1 x1 2 y1

x2 x 3 y2 y3

x1 y1

3.3 Find the area of a quadrilateral using formula.

1 x1y1 + x2 y3 + x3 y1 x2 y1 2 x3 y2 x1y3

is

not required. Emphasise that when the area of polygon is zero, the given points

Week No

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

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note are collinear.

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4 Understand and use the concept of equation of a straight line.

4.1 Determine the x-intercept and the y-intercept of a line. 4.2 Find the gradient of a straight line that passes through two points. 4.3 Find the gradient of a straight line using the xintercept and y-intercept 4.4 Find the equation of a straight line given: a) gradient and one point; b) two points; c)x-intercept and yintercept. 4.5Find the gradient and the intercepts of a straight line given the equation. 4.6Change the equation of a straight line to the general form 4.7Find the point of intersection of two lines.

Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of equation of a straight line. Skills : drawing relevant diagrams, using formula, recognising relationship, compare and contrast. Values : Neat & systematic Pedagogy: contextual learning Answers for learning outcomes 4.4(a) and 4.4(b) must be stated in the simplest form. Involve changing the equation into gradient and intercept form

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1 Finding point of intersection of two lines by solving simultaneous equations

Week No

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

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

No of Periods 1

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

Points to Note

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Emphasise that for parallel lines: m1 = m 2 .

5.3 Determine whether two straight lines are perpendicular when the gradients of both lines are known and vice versa. 5.4 Determine the equation of a straight line that passes through a fixed point and perpendicular to a given line. 5.5 Solve problems involving equations of straight lines. 6 27 Understand and use the concept of equation of locus involving distance 6.1 Find the equation of locus that satisfies the condition if: a)the distance of a moving point from a fixed point is

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

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

Pedagogy : Mastery learning

Use examples of real-life situations to explore equation of locus involving distance between two points. Use graphic calculators and dynamic geometry software such as the

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Week No

Learning Objectives Pupils will be taught to..... between two points.

Learning Outcomes Pupils will be able to constant; b) the ratio of the distances of a moving point from two fixed points is constant 6.2 Solve problems involving loci.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Geometers Sketchpad to explore the concept of parallel and perpendicular lines. Value : Patience, hard working Pedagogy: contextual learning Skill : drawing relevant diagrams

Points to Note

Topic T1: Circular Measures---3 weeks

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1. Understand the concept of radian.

1.1 Convert measurements in radians to degrees and vice versa.

Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of circular measure. Students measure angle subtended at the centre by an arc length equal the length of radius. Repeat with different radius. Skill : contextual learning Value : Accurate, making conclusion. Use examples of real-life situations to explore circular measure.

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

28 2. Understand and use the concept of length 2.1 Determine: i) length of arc; 2 Major and minor arc lengths discussed

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Week No

Learning Objectives Pupils will be taught to..... of arc of a circle to solve problems. bulatan

Learning Outcomes Pupils will be able to radius; and iii) angle subtended at the centre of a circle based on given information.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Derivation of S = j by use of ratio or by deduction using definition of radian. Skill : Making conclusion or deduction, application of formula

Points to Note

Emphasize that the angle must be in radian. Students can also use formula S=

given is in degree 2.2 Find perimeter of segments of circles. Solve problems involving lengths of arcs. 3. Understand and use the concept of area of sector of a circle to solve problems 30 3.1 Determine the: a) area of sector; b)radius; and c)angle subtended at the centre of a circle based on given information. 3.2 Find the area of segments of circles. 3.3 Solve problems involving areas of sectors. 1 1 Deriving the formula L= j2 Using ratio Skill : drawing relevant diagrams , recognising relationship & making conclusion Value : Systematic & logical

x 2 j when the angle 360

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

2 2

is in degree.

x j 2 if the angle given 360

Topic A5 : INDICES AND LOGARITHMS---4 weeks Second Term

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Week No 31

Learning Objectives Pupils will be taught to..... 1. Understand and use the concept of indices and laws of indices to solve problems.

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to introduce the concept of indices. Use computer software such as the spreadsheet to enhance the understanding of indices.

Points to Note

1.1 Find the value of numbers given in the form of: integer indices. fractional indices. 1.2 Use laws of indices to find the value of numbers in index form that are multiplied, divided or raised to a power.

Discuss zero index and negative indices.

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

1.3 Use laws of indices to simplify algebraic expressions 31 2. Understand and use the concept of logarithms and laws of logarithms to solve problems. 2.1 Express equation in index form to logarithm form and vice versa. 2.2 Find logarithm of a number

Use scientific calculators to enhance the understanding of the concept of logarithm. Explain definition of logarithm. N = ax; loga N = x with a > 0, a 1. Value : systematic, abide by the laws Pedagogy:Mastery learning

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

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Week No

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

Learning Outcomes Pupils will be able to 2.3 Find logarithm of numbers by using laws of logarithms 2.4 Simplify logarithmic expressions to the simplest form.

No of Periods 2

Suggested Teaching & Learning activities/Learning Skills/Values Activities : Demonstration Value : systematic and organised Skill : recognising pattern and relationship, application of laws Aktivities : Demonstration Pedagogy: Mastery learning , problem solving Aktivities : Demonstration Pedagogy: Mastery learning , problem solving. Aktivities : Demonstration Pedagogy: Mastery learning , problem solving. Discuss:
log a b =

Points to Note

Discuss laws of logarithms

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1 1

3 Understand and use the change of base of logarithms to solve problems. 35, 36 4. Solve equations involving indices and logarithms 37, 38 .

3.1 Find the logarithm of a number by changing the base of the logarithm to a suitable base. 3.2 Solve problems involving the change of base and laws of logarithms. 4.1 Solve equations involving indices.

1 log b a

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

2 2

Values : Systematic & logical thinking

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

Topic S1: Statistics ---4 Weeks

1 Understand and 1.1 Calculate the mean of 14 1 Use scientific calculators, graphing calculators and spreadsheets to Discuss grouped data and

Week No 39

Learning Objectives Pupils will be taught to..... use the concept of measures of central tendency to solve problems.

Learning Outcomes Pupils will be able to ungrouped data. 1.2 Determine the mode of ungrouped data. 1.3 Determine the median of ungrouped data 1.4Determine the modal class of grouped data from frequency distribution tables. 1.5 Find the mode from histograms. 1.6 Calculate the mean of grouped data 1.7 Calculate the median of grouped data from cumulative frequency distribution tables. 1.8 Estimate the median of grouped data from an ogive 1.9 Determine the effects on mode, median and mean for a set of data when: i) eac h data is changed uniformly; ii) extreme values exist; iii) certain data is added or removed 1.10 Determine the most suitable

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values explore measures of central tendency. Students collect data from real-life situations to investigate measures of central tendency. Eg. 1) Length of leaves in school compound 2). Marks for Add maths in the class.

Points to Note ungrouped data.

Involve uniform class intervals only.

2 Values : Cooperative; honest , logical thinking Skill : classification, making conclusion 1 Pedagogy : 1. Contextual learning 2. Constructivism 3. Multiple intelligence Skills : Classification; observing relationship, course and effect, able to analise and make conclusion Derivation of the median formula is not required.

1 Ogive is also known as cumulative frequency curve. 2

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Involve grouped and ungrouped data

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Week No

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

Learning Outcomes Pupils will be able to measure of central tendency for given data.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

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2. Understand and use the concept of measures of dispersion to solve problems.

2.1 Find the range of ungrouped data. 2.2 Find the interquartile range of ungrouped data. 2.3 Find the range of grouped data 2.4 Find the interquartile range of grouped data from the cumulative frequency table

Activities : 1. Teacher gives real life examples where values of mean, mode adn medium are more or less the same and not sufficient to determine the consistency of the data and that lead to the need of finding measures of dispersion Values : 1. Honest 2. cooperative Determine the upper and lower quartiles by using the first principle.

1 2.5 Determine the interquartile range of grouped data from an ogive. 2.6Determine the variance of a)ungrouped data; b)grouped data. 2.7 Determine the standard deviation of: ii) ung rouped data 2

Pedagogy : Contextual learning

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Week No

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

Learning Outcomes Pupils will be able to grouped data.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

42

2.8 Determine the effects on range, interquartile range, variance and standard deviation for a set of data when: a) each data is changed uniformly; b) extreme values exist; c) certain data is added or removed. 2.9 Compare measures of central tendency and dispersion between two sets of data.

Skills : 1. Compare and contrast 2. Classification 3. Problem Solving 4. Sorting data from small to big Pedagogy : Contextual learning Values : Logical thinking Emphasise that comparison between two sets of data using only measures of central tendency is not sufficient.

Topic AST1: SOLUTION OF TRIANGLES---2 weeks

1. Understand and use the concept of sine rule to solve problems. 1.1Verify sine rule. 1.2Use sine rule to find unknown sides or angles of a triangle. 1.3Find the unknown sides and angles of a triangle involving ambiguous case 1 1 Use dynamic geometry software such as the Geometers Sketchpad to explore the sine rule. Use examples of real-life situations to explore the sine rule. 1 Skill : Interpretation of problem

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Include obtuse-angled triangles

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Week No

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

Learning Outcomes Pupils will be able to 1.4Solve problems involving the sine rule.

No of Periods 1 1 1

Suggested Teaching & Learning activities/Learning Skills/Values Value : Accuracy

Points to Note

2. Understand and use the concept of cosine rule to solve problems.

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2.1 Verify cosine rule. 2.2 Use cosine rule to find unknown sides or angles of a triangle. 2.3 Solve problems involving cosine rule. 2.4Solve problems involving sine and cosine rules 3.1 Find the areas of triangles using the formula 1 ab sin C or its equivalent 2 3.2.Solve problems involving threedimensional objects. Additional Exercises

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

Include obtuse-angled triangles

Acticities : Demonstration Skill : Interpretation of datas given Value : Accuracy. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Skills : Recognising Relationship Analising data Use examples of real-life situations to explore area of triangles. Value : Systematic

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

2 1

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Week No

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

Learning Outcomes Pupils will be able to

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Topic ASS1: INDEX NUMBER---1 week

1. Understand and use the concept of index number to solve problems 1.1 Calculate index number. 1.2 Calculate price index. Find Q0 or Q 1 given relevant information. 2.1 Calculate composite index. 2.2 Find index number or weightage given relevant information. 2.3 Solve problems involving index number and composite index. Additional Exercises or past year questions 1 1 Use examples of real-life situations to explore index numbers. Skill : Analise, problem solving Value : Systematic

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Q0 = Quantity at base time. Q1 = Quantity at specific time. Explain weightage and composite index.

2. Understand and use the concept of composite index to solve problems 47

Use examples of real-life situations to explore composite index. Eg Composite index of share. Skill : Analise, problem solving Value : Systematic

2 2

Topic K1 : Differentiation---5 Weeks

48

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

1.1Determine the value of a function when its variable approaches a certain value. 1.2Find the gradient of a chord joining two points on a curve. 1.3Find the first derivative of

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

Idea of limit to a function can be illustrated using graphs. The concept of first derivative of a function is explained as a tangent to a curve can be illustrated using graphs. Limit to y =ax n ;

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Week No

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

Learning Outcomes Pupils will be able to a function y = f ( x ) , as the gradient of tangent to its graph. 1.3 Find the first derivative of polynomials using the first principles. 1.4 Deduce the formula for first derivative of the function y = f ( x ) by induction. 2.1 Determine the first derivative of the function y =ax n using formula. 2.2 Determine value of the first derivative of the function y =ax n for a given value of x. 2.3Determine first derivative of a function involving: a) addition, or b) subtraction of algebraic terms. 2.4Determine the first derivative of a product of two polynomials. 2.5 Determine the first derivative of a quotient of two polynomials.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Pedagogy : Constructivism

Points to Note

a, n are constants, n = 1, 2, 3. 2 Activities : Explanation & demonstration Notation of f ' ( x ) is equivalent dy to when y = f ( x ) , dx
f ' ( x ) read as f prime x.

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

Pedagogy : Constructivism Skills : Logical Thinking, relationship, application of rules, making inference, making deduction Value : Logical thinking

Activities : Explanation and demonstration by teacher

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1 1

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Week No

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

Learning Outcomes Pupils will be able to 2.6Determine the first derivative of composite function using chain rule.

No of Periods 1

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

1 2.7Determine the gradient of tangent at a point on a curve. 2.8Determine the equation of tangent at a point on a curve. 1 2.9 Determine the equation of normal at a point on a curve Limit cases in Learning Outcomes 2.7 through 2.9 to rules introduced in 2.4 through 2.6.

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

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

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

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

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Week No

Learning Objectives Pupils will be taught to..... 4. Understand and use the concept of rates of change to solve problems.

Learning Outcomes Pupils will be able to 4.1 Determine rates of change for related quantities.

No of Periods 1

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

Points to Note

Limit problems to 3 variables only.

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5. Understand and use the concept of small changes and approximations to solve problems.
6. Understand and use the concept of second derivative to solve problems.

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

Exclude cases involving percentage change.

Mathematical logic Value : systematic problem solving

Introduce

d dy d2y or as 2 dx dx dx d ( f ' ( x)) f ' ' ( x) = dx

PROJECT WORK

3 WEEKS OUTSIDE SCHOOL HOURS

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Week No

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

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

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Use scientific calculators, graphing calculators or computer software to carry out project work. Students are allowed to carry out project work in individually.

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

1.3 Use problem solving strategiesgroups but written reports must be done

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

mathematical communication.

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