RPT_F4_2012
Transcript of RPT_F4_2012
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SMK YAACOB LATIF KUALA LUMPUR
YEARLY LESSON PLAN FORM 4 2012
LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTED
TEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
1.0
STANDARD
FORM
WEEK 1
4/1 6/1/12
Student will be
taught to:1.1 understand
and use the
concept of
significant figure;
Student will be able to:
(i) round off positive numbers to a
given numbers to a given number
of significant figures when the
numbers are:
a) greater than 1;b) less than 1;
(ii) perform operations ofaddition, subtraction,
multiplication and division,
involving a few numbers and state
the answer in specific significant
figures;
(iii) solve problems involvingsignificant figure
Discuss the
significance of zero
in a number.
Discuss the use of
significant figuresin everyday life
and other areas.
Cooperative
learning
ICT
Mastery
Learning
Identifying
patterns
Using algorithm
and relationship
Finding allpossible
solutions
Systematic
Rationale
Consistent
Rounded numbers are
only approximates.
Limit to positive
numbers only.
Generally rounding isdone on the final
answer.
Significance
Significant figure
RelevantRound off
Accuracy
WEEK 2
9/1 13/1/12
1.2 understand
and use the
concept of
standard form to
solve problems.
(i) state positive numbers in
standard form when the numbers
are:
a) greater than or equal to
10;
b) less than 1;
(ii) convert numbers in standard
form to single numbers;(iii) perform operations of
addition, subtraction,
multiplication and division,
involving any two numbers and
state the answers in standard form;
(iv) solve problems involvingnumbers in standard form.
Use everyday life
situations such as
in health,
technology,
industry,
construction and
business involving
numbers instandard form.
Use the scientific
calculator to
explore numbers in
standard form.
Cooperative
learning
ICT
Mastery
Learning
Comparing and
differentiating
Identifying
relations
Using algorithm
and relationship
Finding all
possiblesolutions
Systematic
Rationale
Consistent
Another term for
standard form is
scientific notation.
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
2.0
QUADRATIC
EXPRES-
SIONS ANDEQUATIONS
WEEK 3
16/1 20/1/12
2.1 understand
the concept of
quadratic
expression,
i) identify quadratic expressions,
ii) form quadratic expression by
multiplying any two linear
expressions
iii) form quadratic expression
based on specific situation
Discuss the
characteristics of
quadratic
expressions of the
form ax + bx + c,where a, b and c
are constants, a 0
and x is an
unknown.
cooperative
learning
constructivism
i) identifying
patterns
ii) identifying
relations
iii) recognizing
and representing
- rationale
- diligence
Include the case when
b=0 and / or c=0
Emphasize that for the
terms x and x, thecoefficients are
understood to be one.
Include daily life
situation.
Quadratic
Expression
Constant
Constant factor
Unknown
Highest powerExpand
CoefficientTerm
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
2.2 factorise
quadratic
expression
i) factorise quadratic expressions
of the form ax + bx + c, where b
= 0 or c = 0
ii) factorise quadratic expressions
of the form px-q, p and q are
perfect squares
iii) factorise quadratic expressionsof the form ax+bx +c, where a, b
and c are not equal to zero.
iv) factorise quadratic expressions
containing coefficient with
common factors
Discuss the various
methods to obtain
the desired product
Begin with the case
a = 1
Explore the use of
graphing calculatorto factorise
quadraticexpressions
ict
cooperative
learning
constructivism
i) identifying
patterns
ii) identifyingrelations
iii) using
algorithm and
relationship
- systematic
- rationale
- consistence
1 ia also a perfect
square
Factorization methodsthat can be used are
- Cross method;
- Inspection
Factories
Common factorPerfect square
Cross methodInspection
Common factor
Complete
factorization
WEEK 4
23/1 27/1/12CHINESE NEW YEAR
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 5
30/1 3/2/12
2.3 Understand
the concept of
quadratic
equations;
(i) identify the quadratic equations
with one unknown;
(ii) write quadratic equations in
general form i.e.
ax2 + bx + c =0
(iii) form quadratic equations
based on specific situations;
Discuss the
characteristics of
quadratic equations
Contextual
Learning
Constructivism
Enquiry
Discovery
(i) identifying
patterns
(ii) identifying
relations
(iii) recognizing
and
representing
Rationale Include everyday life
situations
Differentiate quadratic
equations and quadratic
expressions
quadratic equations
general form
2.4 Understand
and use the
concept of rootsof quadraticequations to solve
problems.
(i) determine whether a given
value is a root of a specific
quadratic equations;(ii) determine the solutions for
quadratic equations by :
a) trial and
improvement method
b) factorisations;
(iii) solve problems involvingquadratic equations
Discuss the number
of roots of a
quadratic
equations.
Use everyday life
situations.
Mastery
Learning
Thinking Skill
(i) finding all
possible
solutions
(ii) using
algorithm
and
relationship
(iii) problemsolving
(iv) drawing
diagram
Determination
Rationale
There are quadratic
equations that cannot be
solved by
factorizations.
Check the rationality ofthe solutions
substitute
roots
trial and improvement
method
solution
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
3.0
SETS
WEEK 68/2 10/2/12
3.1 understand
the concept of
sets;
(i) sort given objects into
groups;
(ii) define sets by :
a) descriptions;
b) using sets notation
(iii) identify whether a given
object is an element of a set and
use the symbol or;
(iv) represent sets by using Venndiagrams;
(v) list the elements and state the
number of elements of a set;
(vi) determine whether a set is anempty set;
(vii) determine whether two sets
are equal;
Use everyday life
examples to
introduce theconcept of sets.
Discuss thedifference between
the representationof elements and the
number of the
elements in Venn
diagrams.
Discuss why {0}
and {} are notempty sets.
Contextual
learning
Mastery learning
Communication
method of
learning
ICT
Cooperative
learning
Identify relations
Comparing anddifferentiating
Drawing
diagram
Recognizing and
representing
Cooperation
Rational
Neatness
Systematic
The word set refers to
any collection or group
of objects.
The notation used for
sets is braces, { }.The same elements in a
set need not be
repeated.
Sets are usually denoted
by capital letters.The definition of sets
has to be clear andprecise so that the
elements can be
identified.
The symbol (epsilon) is read is an
element of or is amember of.
The symbol is readis not an element of
or is not a member of.
The notation n(A)
denotes the number of
elements in set A.
The symbol (phi) or{ } denotes an emptyset.
An empty set is alsocalled a null set.
Vocabulary:
set
element
description
labelset notation
denote
Venn diagram
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 7
13/2 17/2/12
3.2 understand
and use the
concept of subset,
universal set and
the complementof a set;
(i) determine whether a givenset is a subset of a specific
set and use the symbol or
;
(ii) represent subset using Venn
diagram;
(iii) list the subsets for a specific
set;
(iv) illustrate the relationship
between set and universal setusing Venn diagram;
(v) determine the complement of
a given set;
(vi) determine the relationship
between set, subset,universal set and the
complement of a set;
Begin with
everyday life
situations.
Discuss therelationship
between sets and
universal sets.
Constructive
Contextual
learning
Communication
method of
learning
Cooperativelearning
Comparing and
differentiating
Classifying
Drawing
diagram
Making
inferences
Estimating
Rational
Determination
Precise
An empty set is a subset
of any set.
Every set is a subset of
itself.
The symbol denotes auniversal set.
The symbol A denotesthe complement of set
A.
Include everyday life
situations.
Vocabulary:
subset
universal setcomplement of a set
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 8
20/2 24/2/12
3.3 perform
operations on
sets:
- the intersection
of sets- the union of sets
i) determine the intersection of :
a) two sets
b) three sets
and use the symbol ;
ii) represent the intersection ofsets using Venn diagram;
iii) state the relationship between
a) A B and A ;
b) A B and B;
(iv) determine the complement ofthe intersection of sets ;
(v) solve problems involving theintersection of sets :
(vi) determine the union of :
a) two sets;
b) three sets ;
and use the symbol U ;
(vii) represent the union of setsusing Venn diagram;
(viii) state the relationshipbetween
a) A U B and A ;
b) A U B and B ;
ix) determine the complement of
the union of sets(x) solve problems involving the
union of sets ;
(xi) determine the outcome of
combined operation on sets ;
(xii) solve problems involvingcombined operations on sets.
Discuss cases when
:
A B =
A B
Contextual
learning
Mastery learning
Communication
method
ICT
Cooperativelearning
Mastery learning
Communication
method oflearning
ICT
Multiple
intelligence
Enquiry discovery
Identify relations
Comparing &
differentiating
Drawing
diagram
Recognizing &representing
Estimating
Identify relations
Comparing &
differentiating
Drawingdiagram
Recognizing &
representing
Makinginferences
Accurate
Cooperation
Include everyday life
situations.
Vocabulary
Intersection
Common elements
Complement
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 9
27/2 3/3/12
WEEK 105/3 9/3/12
TEST 1
10/3 18/3/12 MID TERM 1 BREAK
4.0
MATHEMA-
TICAL
REASONING
WEEK 11
19/3 23/3/12
4.1 Understand
the concept of
statement
(i) determine whether a given
sentence is a statement
(ii) determine whether a givenstatement is true or false;
(iii) construct true or false
statement using given numbersand mathematical symbols.
Introduce this topic
using everyday life
situations.
Focus on
mathematical
sentences.
Discuss sentences
consisting of:
wordsonly;
numbers
and words; numbers
and
mathematical
symbols;
ICT, contextual
and
constructivism
ICT,Constructivism
Constructivism
Identifyingrelation,
classifying
Identifying
relation
Cooperation
Rationale,honesty
Rationale,
honesty
Statements consisting
of:
words only,e.g. Five is greaterthan two.;
numbers andwords, e.g. 5 is
greater than 2.;
number andsymbols, e.g. 5
> 2
The following are notstatements:
Is the place
value of digit 9 in1928 hundreds?;
4n 5m + 5s;
Add the twonumbers.;
x + 2 = 8
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 12
26/3 -30/3/12
4.2 Understand
the concept of
quantifiers all
and some
(i)construct statements using
the quantifier:
a) all
b)some
(ii)determine whether a
statement that contains the
quantifier all is true or
false.
(iii) determine whether astatement can be generalized
to cover all cases by using the
quantifier all
(iv) construct a true statementusing the quantifier all or
some, given an object and aproperty.
Start with everyday
life situations.
Constructivism. Identifying
patterns.
Identifying
relation.
Motivated. Quantifier such as
"Every" and " any"
can be introduced based
on context.
Examples: All squares are four
sided figures.
Every square is afour sided figures.
Any square is a foursided figure.
Other quantifiers such
as several, one ofand part of can be
used based on context.
Example:
Object: Trapezium.
Property: Two sidesare parallel to each
other.
Statement: Alltrapeziums have two
parallel sides.
Object: Even numbers.
Property: Divisible by
4.
Statement: Some evennumbers are divisible
by 4.Vocabulary:
Quantifier
All , Every
Any ,Some
Several
One ofPart of
Negate, Contraryobject
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 13
2/4 6/4/12
4.3 Perform
operations
involving the
words not or
no, and andor on
statements.
i. Change the truth value of a
given statement by placing the
word not into the original
statement
ii. identify two statements from a
compound statement that contains
the word and,
iii. form a compound statement bycombining two given statements
using the word and,
iv. identify two statements from a
compound statement that contains
the word or,
v. form a compound statement by
combining two given statementsusing the word or,
vi. determine the truth value of a
compound statement which is the
combination of two statements
with the word and,
vii. determine the truth value of acompound statement which is the
combination of two statements
with the word or,
Begin with
everyday life
situations.
Cooperative
learning
Mastery learning
Inquiry
discovery
Logical
reasoning
Simulation
Classifying
freedom
kindness
sincerity
The negation no can
be used where
appropriate.
The symbol
(tilde) denotes negation. p denotes
negation of p with
means not p or no
p.
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 14
9/4 13/4/12
4.4 Understand
the concept of
implication
(i) identify the antecedent and
consequent of an implication ifp,
then q
(ii) write two implications from a
compound statement containingif and only if
(iii) construct mathematical
statements in the form of
implication:a) If p, then q
b) p if and only ifq;
(iv) determine the converse of a
given implication;
(v) determine whether the
converse of an implication is trueor false
Start with everyday
life situations
Constructivism
Mastery learning
Mastery learning
Cooperativelearning
Enquiry-discovery
Logical
reasoning
Logical
reasoning
Finding all
possible
solutions
Logicalreasoning
Finding all
possible
solutions
Finding all
possible solutionIdentifying
relations
systematic
Determination
sharing
Systematic
Determination
Rational
Implication if p, then
q can be written as p q, and p if andonly if q can be written
as p q, whichmeans p q andq p.ImplicationAntecedent
ConsequentThe converse of an
implication is not
necessarily true.
Example 1:
If x < 3, then x < 5
(true) .Conversely:
If x < 5, then x < 3(false).
converse
Example 2:
If PQR is triangle, then
the sum of the interior
angles of PQR is 180.(true)
Conversely:
If the sum of the
interior angles of PQR
is 180, then PQR is a
triangle.(true)
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 15
16/4 20/4/12
4.5 understanding
the concept of
argument;
(i) identify the premise and
conclusion of a given simple
argument;
(ii) make a conclusion based ontwo given premises for:
a) Argument Form I;
b) Argument Form II;
c) ArgumentForm III;
iii) complete an argument given a
premise and the conclusion
Start with everyday
life situations.
www.math.ohiou.e
du/ vardges/math306/slides
Constructivism
Mastery
Learning
Encourage
students toproduce
arguments based
on previous
knowledge.
Comparing and
Differentiating
Classifying
Self AccessLearning
Cooperation
Rational
Honesty
Logical
Reasoning
Limit to arguments with
true premises.
Argument
Premiseconclusion
Names for argument
form, i.e.
syllogism(Form I),
modus ponens(FormII) and modus tollens
(Form III), need not beintroduced.
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
4.6 understand
and use the
concept of
deduction and
induction to solveproblems.
i)determine whether a conclusion
is made through:
a) reasoning by deduction,
b) reasoning by induction
ii)make a conclusion for a specific
case based on a given general
statement by deduction,
iii)make a generalisation based onthe pattern of numerical sequence
by induction
iv)use deduction and induction in
problem solving.
Use specific
examples/activities
to introduce the
concept.
i.e :
a)reasoning by
deduction:
e.g. circle area : r2
r = 3,
A = (32) = 9
b)reasoning byinduction:
Always used by the
scientist to create
formulae
Mastery learning
Constructivism
Enquiry
discovery
Multipleintelligence
Identifying
Pattern
Classifying
Logical
reasoning
Makinggeneralization
Determination
Honesty
Rationale
Determinationsystematic
Limit to cases where
formulae can be
induced.
Specify that:Making conclusion by
deduction is definite,
Making conclusion by
induction is not
necessarily definite.
Reasoning
Deduction
Induction
Pattern
Special conclusion
General statementGeneral conclusion
Specific caseNumerical sequence
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
5.0
STRAIGHT
LINE
WEEK 16
24/4 27/4/12
5.1 Understand
the concept
of gradient of
a straight
line.
(i) determine the
vertical and horizontal
distances between two given
points on a straight line.
(ii) determine the ratio
of vertical distances to
horizontal distance
Use technology
such as the
Geometers
Sketchpad,
graphingcalculators, graph
boards, magnetic
board, topo maps
as teaching aids
where appropriate.
Begin withconcrete examples/
daily situations to
introduce the
concept of
gradient.
Discuss;
Therelationship
between gradient
and tan .
Thesteepness of the
straight line with
different valuesof gradient.
Carry out activities
to find the ratio of
vertical distance to
horizontal distance
for several pairs of
point on a straightline to conclude
that the ratio is
constant.
Contextual
learning
ICT
Graphic
Calculator
Identify patterns
Identify concept
Identify relation
Rationale
Systematic
Cooperation
Accurate
Straight line
Steepness
Horizontal distance
Vertical distance
GradientRatio
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AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 17
30/4 4/5/12
5.2 Understand
the concept
of gradient of
straight line
in Cartesiancoordinates.
Students will be able to;
(i) derive the formula
for the gradient of a straight
line.(ii) calculate the
gradient of a straight line
passing through two points.
(iii) determine the
relationship between thevalue of the gradient and the;
a) steepnessb) direction of inclination
of a straight line.
Discuss the value
of gradient if;
(i)P is chosen as (x1,
y1) and Q is (x2,y2).
(ii)Q is chosen as (x1,
y1) and P is (x2,
y2).
Enquiry
discovery
ICT
Finding all
possible solution.
Arranging
sequentially
Collecting andhandling data
Representing and
interpreting data
Comparing &
differentiating
Neatness
Systematic
Rationale
Acute angle
Obtuse angle
Inclined upwards to the
right
Inclined downwards tothe right
Undefined.
The gradient of a
straight line passingthrough P(x1,y1) and
Q(x2, y2) is :
12
12
xx
yym
=
WEEK 18
7/5 11/5/12
5.3 Understand
the conceptof intercept
Students will be able to;
(i) Determine the x-
intercept and the y-intercept
of a straight line.
(ii) Derive the formula for
the gradient of a straight line
in terms of the x-interceptand y-intercept.
( ii i) Perform calculat ions
involving gradient, x-
intercept and y-intercept.
Constructivism
Self-accessLearning
Comparing &
differentiatingUsing algorithm
& relationship.
Drawing graph.
Rational
SystematicAccuracy
x-intercept
y-intercept
Emphasize that x-
intercept and y-
intercept are written in
the form of coordinates.
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AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 19
14/5 18/5/12
WEEK 20
21/5 25/5/12
MID YEAR EXAMINATION
28/5 -10/6/12MID YEAR BREAK
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AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 21
11/6 15/6/12
5.4 Understand
and use
equation of a
straight line
Students will be able to;
(i) Draw the graph given anequation of the form
y=mx+c(ii) Determine whether a
given point lies on a specific
straight line.
( ii i) Write the equation of
the straight line given the
gradient and y-intercept.( iv) Determine the gradient
and y-intercept of thestraight line which the
equation is in the form of;
a) y = mx + c
b) ax + by = c
(v) Find the equation of thestraight line which ;
a) is parallel to the x-axis
b) is parallel to the y-axis
c) passes through a given
point and has a specific
gradient
d) passes through two
given points.(vi) Find the point of
intersection of two straight
lines by;
a) Drawing the twostraight lines.
b) Solving simultaneousequations.
Discuss the
changes in the form
of the straight lines
with various values
ofm and c.
Carry out activities
using the graphing
calculator, the
GeometersSketchpad or other
teaching aids.
Verify that m is
the gradient and c
is the y-intercept of
a straight line withequation
y = mx + c .
Discuss and
conclude that the
point of
intersection is the
only point thatsatisfies both
equations.
Use the graphing
calculator, theGeometers
Sketchpad or other
teaching aids tofind the point of
intersection.
Cooperative
Learning
Multiple
Intelligence
Enquirydiscovery
ICT
Identify pattern
Classifying
Drawing graph
Representing &
interpreting data.Making
generalization
Identify relation
Cooperation
Sharing
Neatness
Rational
Linear equation
Graph
Table of values
Coefficient
ConstantSatisfy
Parallel
Point of intersection
Simultaneous equations
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 22
18/6 22/6/12
5.5 Understand
and use the
concept of
parallel lines.
Students will be able to;
(i) verify that two parallel
lines have the same gradient
and vice versa(ii) determine from the
given equations whether two
straight lines are parallel.
(iii) find the equation of the
straight line which passesthrough a given point and is
parallel to another straightline.
(iv) solve problems
involving equations of
straight lines.
Explore properties
of parallel lines
using the graphing
calculator and
GeometersSketchpad or other
teaching aids
Mastery
Learning
ICT
Self-access
Learning
Comparing &
differentiating
Identify pattern
Identify Concept
Finding allpossible
Solutions
Making
generalization
Rational
Systematic
Sharing
Parallel lines
6.0
STATISTICSIII
WEEK 23
25/6 29/6/12
6.1.Understand
the concept ofclass interval;
(i) complete the class interval
for a set of data given one ofthe class intervals;
(ii) determine:
a)the upper limit and
lower limit;
b)the upper
boundary and lowerboundary of a class
in a grouped data;
(iii) calculate the size
of a class interval;
determine the class
interval, given a set of data
and the number of classes;(v) determine a suitable class
intervals for a given set of
data;
(vi) construct a frequency table
for a given set of data.
Use data obtained
from activities andother sources such
as research studies
to introduce the
concept of class
interval.
Discuss criteria for
suitable class
intervals.
contextual
cooperatives
learning
enquiry-
discovery
working out
mentally
making
inferences
classifying
collecting and
handling data
co operations
systematic
tolerance
Size of class interval =
[upper boundary lower boundary]
Statistics
Class interval data
Grouped data
Upper limitLower limit
Upper boundary
Lower boundary
Size of class interval
Frequency table
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AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 24
2/7 6/7/12
6.2 understand
and use the
concept of mode
and mean ofgrouped data;
(i) determine the modal class from
the frequency table of grouped
data;
(ii) calculate the midpoint of a
class;
(iii) verify the formula for the
mean of grouped data;
(iv) calculate the mean from the
frequency table of groupeddata;
(v) discuss the effect of the size of
class interval on the accuracy
of the mean for a specific set of
grouped data.
Discuss the
difference between
mode and mean.
constructivism
self-access
learning
representing and
interpreting data
arrangingsequentially
using algorithm
and relationship
working outmentally
making
inferences
hardworking
consistent
systematic
mode
modal class
mean
midpoint of a class
6.3 represent and
interpret data in
histograms with
class intervals of
the same size tosolve problem;
(i) draw a histogram based on the
frequency table of grouped
data;
(ii) interpret information from agiven histogram;
(iii) solve problems involving
histograms.
Discuss the
difference between
histogram and bar
chart.
Use graphing
calculator to
explore the effect
of different classinterval onhistogram.
enquiry-
discovering
drawing
diagrams
collecting and
handling data
representing and
interpreting data
estimating
neatness
diligence
systematic
hardworking
systematic
uniform class interval
histogram
vertical axis
horizontal axis
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 25
9/7 13/7/12
6.4 Represent and
interpret data in
frequency
polygons to solveproblems
i) draw the frequency
polygon based on:
a. a histogram
b. a frequencytable
ii) interpret information
from a given frequency
polygon
iii) solve problems involving
frequency polygon
Constructivism
Cooperative
Learning
Drawing
diagrams
Interpreting
diagrams
Cooperation When drawing a
frequency polygon add
a class with 0 frequency
before the first classand after the last class
Include everyday life
situations
Vocabulary:
frequency polygon
6.5 Understand
the concept ofcumulative
frequency
Student will be able to:
i) construct thecumulative frequency table for:
a) ungrouped datab) grouped data
ii) draw the ogive for:
a) ungrouped data
b) grouped data
constructivism
contextual
learning
Identifying
patterns
Identifyingrelations
Logical
reasoning
Hardworking
Neatness
Systematic
Diligence
When drawing ogive:
- usethe upper
boundaries;- add a
class with zero
frequency before
the first class
Vocabulary:
cumulative frequency
ungro
uped data
ogive
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
6.6 Understand
and use the
concept of
measures ofdispersion to
solve problems
(i) determine the range of a set
of data.
(ii) determine :
a) the medianb) the first quartile
c) the third quartile
d) the interquartile range
from the ogive.
(iii) interpret information from
an ogive
Discuss the
meaning of
dispersion by
comparing a fewsets of data.
Graphing
calculator can be
used for this
purpose.
ICT
Enquiry-
discovering
Representing &
interpreting data
Classifying,comparing &
differentiating
Punctuality
Consistent
For grouped data:
Range = [midpoint of
the last class midpoint
of the first class]
Vocabulary:
Range
Measures of
dispersion
Median
First quartile
Third quartile
Interquartile range
7.0
PROBABI-
LITY
WEEK 26
16/7 20/7/12
7.1 understand
the concept ofsample space
(i)determine whether an outcome
is a possible outcome of anexperiment
(ii) list all the possible outcomes
of an experiment
(a) from activities
(b) by reasoning
(iii) determine the sample space ofan experiment
(iv) write the sample space by
using set notations.
Use concrete
examples such asthrowing a die and
tossing a coin
Definition of
sample space
Enquiry
discovery
constructivism
cooperative
learning
Logical -
reasoning
Collecting andhandling data
systematic Sample space
Outcome
Experiment
Possible outcome
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
7.2 understand
the concept of
events
(i) identify the elements of a
sample space which satisfy given
conditions
(ii) list all the elements of a
sample space which satisfy certain
conditions using set notations
(iii) determine whether an event is
possible for a sample space
Discuss that an
event is a subset of
the sample space.
Discuss also
impossible events
for a sample space.
Discuss that the
sample space itselfis an event.
Definition of event
Cooperative
learning
Identifying
Comparing
co operations An impossible event is
an empty set.
EventElement
Subset
Empty set
Impossible event
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 27
23/7 27/7/10
7.3 understand
and use the
concept of
probability of anevent to solve
problems
(i) find the ratio of the number of
times an event occurs to the
number of trial;
(ii) find the probability of an event
from a big enough number of
trials;
(iii) calculate the expected number
of times an event will occur, given
the probability of the event andnumber of trials;
(iv) solve problems involving
probability;
(v) predict the occurrence of an
outcomes and make a decision
based on known information.
Carry out activities
to introduce the
concept of
probability.
The suggested
activities maybe
done in pairs or
individually:
(i) flipping ofcoins and
tabulating results.(ii) flipping of
book pages to
record the last
digit.
(iii) wheel of
fortune(colour,number,
alphabet)
Discuss situation
which results in:
~Probability of
event = 1~Probability of
event = 0
Emphasize that the
value of probability
is between 0 and 1.Predict possible
events which might
occur in dailysituations.
Cooperative
learning
Representing and
interpreting data
Logicalreasoning
Systematic
Rational
Diligence
Accuracy
Probability
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
8.0
CIRCLE III
WEEK 28
30/7 3/8/12
8.1 Understand
and use the
concept of
tangents to acircle
Students will be able to :
(i) identify tangents to a circle;
(ii) make inference that the
tangent to a circle is astraight line perpendicular to
the radius that passes
through the contact point;
(iii) construct the tangent to a
circle passing through a
point:a)on the circumference of
the n circle;b)outside the circle;
(iv) determine the properties
related to two tangents to a
circle from a given point
outside the circle;
(v) solve problems involvingtangents to a circle.
Develop concepts
and abilities
through activities
using technologysuch as the
Geometers
Sketchpad and
graphing
calculator.
Constructivism
Contextual
learning
Thinking skill
Learning how to
learn
Identifying
patterns
Identifyingrelations
Comparing and
differentiating
Makinginference
Drawing
diagrams
Systematic
Neatness
Tangent to a circle
Perpendicular
Radius
CircumferenceSemicircle
Congruent
A
Two tangents to a
circle.
Relate to PythagorasTheorem.
8.2 Understand
and use the
properties of
angle between
tangent and chord
to solve
problems.
i) identify the angle in the
alternate segment which is
subtended by the chord through
the contact point of the tangent;
ii) verify the relationship between
the angle formed by the tangent
and the chord with the angle in the
alternate segment which issubtended by the chord;
iii) perform calculations involving
the angle in alternate segment;iv) solve problems involving
tangent to a circle and angle in
alternate segment.
Explore the
property of angle in
alternate segment
using Geometers
Sketchpad or other
teaching aids.
Enquiry
Discovery
Cooperative
learning
Integrating ICT
into teaching andlearning
Classifying
Identifying
patterns
Identifying
relations
Comparing and
differentiate
Determination
Diligence
Chord
Alternate segment
Major sector
Subtended
B
C
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 29
6/8 10/8/12TEST 2
WEEK 30
13/8 17/8/12
8.3 Understand
and use the
properties of
common tangents
to solve problems
i) determine the number of
common tangents which can be
drawn to two circles which:
a) intersect at two points;
b) intersect only at one point;c) do not intersect;
ii) determine the properties related
to the common tangent to two
circles which:
a) intersect at two points;
b) intersect only at one point;
c) do not intersect.iii) solve problems involvingcommon tangents to two circles;
iv) solve problems involving
tangents and common tangents.
Discuss the
maximum number
of common
tangents for the
three cases.
Include daily
situations.
Self access
learning
Problem solving
Cooperative
learning
Integrating ICT
into teaching and
learning
Finding possible
solutions
Working out
mentally
Tolerance
Consistent
Systematic
Emphasis that the
length of common
tangent are equal.
Common tangents
Include problems
involving Pythagoras
Theorem.
18/8 26/8/12 MID TERM 2 BREAK
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
9.0
TRIGONO-
METRY II
WEEK 31
27/8- 30/8/12
9.1 understand
and use the
concept of the
values of sine cos and
tangent
( 0 360)
to solve problems
(i) identify the quadrants and
angles in the unit circle.
(ii) Determine :
a) the value of y- coordinate
b) the value of x- coordinatec) the ratio of y- coordinateto x- coordinate; of
several points on the
circumference of the unit
circle.
(iii) verify that, for an angle inquadrant 1 of the unit circle:
a) sine = y- coordinateb) cos = x- coordinate;
c) tangent = y- coordinate
x- coordinate
(iv) determine the values of:a) sineb) cosine
c) tangent
of an angle in quadrant 1 in the
unit circle;
Mastery learning
ICT
Self access
learning
Communication
method of
learningSelf access
learningCommunication
method of
learning
Constructivism
Self accesslearning
Communicationmethod of
learning
Identify relations Neatness
RationaleSincerity
Rationale
Systematic
Diligence
Rationale
Systematic
Diligence
Determination
PoliteRationale
The unit circle is the
circle of radius 1 with
its centre at the origin
quadrant
Sine
Cosine
Tangent
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 32
3/9 7/9/12
(v) determine the values of
a) sine ,
b) cos ,
c) tan ,
for 36090 ;
(vi) determine whether the values
of;a) sine;
b) cosine;
c) tangent,
of an angle in a specific quadrant
is positive or negative;
(vii) determine the values of sine,
cosine and tangent for specialangles:
(viii) determine the values of the
angles in quadrant I which
correspond to the values of the
angles in other quadrants;
Explain the
concept
sine = y-
coordinate;cos = x-
coordinate
coordinatex
coordinatey
=tan
can be extended toangles in quadrant
II, III and IV.
Use the abovetriangles to find the
values of sine,
cosine and tangent
for .60,45,30
Teaching can be
expanded throughactivities such as
reflection.
Cooperativelearning
Self Access
learning
Cooperative
learning
Self Access
learning
Mastery learning
Enquiry
discovery
Enquiry
discovery
Self Accesslearning
Comparing
Differentiating
DeterminationPolite
Rationale
Systematic
Consistent
Rationale
Cooperation
Hard working
Diligence
Freedom
Rationale
Diligence
Consistent
27
451
1
2
2
60
30
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 33
10/9 14/9/12
9.2 draw and use
the graphs of
sine, cosine and
tangent.
(i) draw the graphs of sine, cosine
and tangent for angles between 0o
and 360o;
(ii) compare the graphs of sine,
cosine and tangent for angles
between 0o and 360o;
(iii) solve problems involving
graphs of sine, cosine and tangent.(ix) state the relationships
between the values of :a) sine;
b) cosine; and
c) tangent;
of angles in quadrant II, III and IV
with their respective values of the
corresponding angle in quadrantI;
(x) find the values of sine, cosine
and tangent of the angles between
90o and 360o;
(xi) find the angles between 0o
and 360o, given the values of sine,cosine or tangent;
(xii) solve problems involving
sine, cosine and tangent.
Use the Graphing
calculator and
Geometers
Sketchpad toexplore the feature
of the graphs of
y = sine , y = cos
y = tan .
Discuss the feature
of the graphs of
y = sine , y = cos
y = tan .
Discuss theexamples of these
graphs in other
area.Use the
Geometers
Sketchpad to
explore the change
in the values of
sine, cosine andtangent relative to
the change inangles.
Relate to daily
situations.
Contextual
learning
Cooperative
learning
Inquiry
discovery
Self access
learning
Constructivisme
Mastery learningCooperative
learning
Cooperative
learning
Self access
learning
Cooperative
learning
Self accesslearning
Constructivisme
Drawing graphs
Comparing
Problems
solvingIdentifying
relations
Neatness
Systematic
Rationale
Hard working
Rationale
Sincerity
Hard working
Cooperation
RationaleDiligence
Cooperation
Honesty
Polite
Sincerity
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
10.0
ANGLE OF
ELEVATION
AND
DEPRESSION
WEEK 34
18/9 - 21/9/12
10.1 Understand
and use the
concept of angle
of elevation andangle of
depression to
solve problems.
i) identify:
a) the horizontal l ine;
b) the angle of elevation;
c) the angle of depression,or a particular situation;
ii)represent a particular situation
involving:
a) the angle of elevation;
b) the angle of depression,using diagrams;
iii) solve problem involving the
angle of elevation and
depression.
Use daily situations
to introduce the
concept.
Constructivism
Enquiry
discovery
ICT
Drawing
diagrams
Identifying
relations.Recognizing
and
representing
Collecting and
handling data.
Rationale
Systematic
Neatness
Include two
observations on the
same horizontal plane.
Involve activities
outside the classroom.
Angle of elevationAngle of depression
Horizontal line
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
11.0
LINES AND
PLANES
WEEK 35
24/9 - 28/9/12
11.1 understand
and use the
concept of angle
between lines andplanes to solve
problems.
(i) identify planes.
(ii) identify horizontal planes,
vertical planes and inclinedplanes,
(iii) sketch a three
dimensional shape and
identify the specific planes,
(iv) identify :
a) lines that lies on a
plane,
b) lines that intersect
with a plane
(v) identify normal to a given
plane,
(vi) determine the orthogonal
projection of a line on a
plane;
(vii)draw and name theorthogonal projection of a
line on plane;
(viii) determine the angle
between a line and a plane;
(ix) solve problems involving
the angle between a line and aplane.
Carry out activities
using daily
situations and 3-
dimensionalmodels.
Differentiate
between 2-
dimensional and 3-
dimensionalshapes. Involve
planes found innatural
surroundings.
Begin with 3-
dimensional
models.
Use 3- dimensionalmodels to give
clearer pictures.
Contextual
Learning
Inquiry-Discovery
Cooperative
Learning
Working out
mentally
Drawingdiagrams
Identifying
relations
Rationale
Systematic
Accuracy
Diligence
Horizontal plane
Vertical plane
3-dimensional
Normal to a planeOrthogonal
Projection
Space diagonal
Include line in 3-dimensional shapes.
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LEARNING
AREA/ WEEK
LEARNING
OBJECTIVESLEARNING OUTCOMES
SUGGESTEDTEACHING AND
LEARNING
GENERICS CCTSMORAL
VALUES
POINTS TO NOTE/
VOCABULARY
WEEK 36
1/10 - 5/10/12
11.2 understand
and use the
concept of angle
between twoplanes to solve
problems.
(i) identify the line of
intersection between two
planes;
(ii) draw a line on each planewhich is perpendicular to the
line of intersection of the two
planes at a point on the line of
intersection.
(iii) Determine the angle
between two planes on amodel and a given diagram;
(iv) Solve problems involvinglines and planes in 3-
dimensional shapes.
Use 3-dimensional
models to give
clearer pictures.
Contextual
Learning
Enquiry-Discovery
Cooperative
Learning
Working out
mentally
Drawingdiagrams
Identifying
relations
Rational
Systematic
Accuracy
Diligence
Angle between two
planes.
WEEK 37
8/10- 12/10/12
WEEK 38
15/10
19/10/12
REVISION FOR FINAL EXAMINATION
WEEK 39,
40 - 41
22/10 9/11/12FINAL EXAMINATION
31