Yearly Plan Maths Form 4

8/13/2019 Yearly Plan Maths Form 4

1/24

1

Week

Learning Objectives

Pupils will be taught to.....Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

Topic/Learning Area: STANDARD FORM --- 2 weeks

1

1.1 understand and use the concept of

significant figure;

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 of addition,

subtraction, multiplication and

division, involving a few

numbers and state the answer in

specific significant figures;

iii) solve problems involving

significant figures;

Discuss the significance of zero in

a number.

Discuss the use of significant figures in

everyday life and other areas.

Identifying

patterns

Using

algorithm and

relationship

Finding all

possible

solutions

Rounded numbers are only

approximates.

Limit to positive numbers

only.

Generally rounding is done

on the final answer.ion.

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 equalto10;

b) less than 1;

ii) convert numbers in standardform to single numbers;

iii) perform operations ofaddition, subtraction,

multiplication and division,

involving any two numbers and

state the

Use everyday life situations such as

in health, technology,

industry, construction and business

involving numbers in

standard form.

Use the scientific calculator to explore

numbers in standard form..

Comparing

and

differentiat

ing

Identifyingrelations

Using algorithm

and relationship

Another term for

standard form is

scientific notation

Include two

numbers in standardform.

Topic/Learning Area: QUADRATIC EXPRESSIONS AND EQUATIONS --- 2 weeks

Yearly Plan Mathematics Form 4


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2

Week

Learning Objectives




activities

CCTS Points to Note

3

4

2.1 understand the concept of quadratic

expression,

i) identify quadratic

expressions,

ii) form quadratic expression bymultiplying any two linear expressions

iii) form quadratic expression

based on specific situation

a. Discuss the characteristics ofquadratic expressions of the form

ax + bx + c, where a, b and c are

constants, a 0 and x is an

unknown.

Identifying

patterns

Identifying

relations

Recognizing and

representing

Include the case whenb=0 and / or c=0Emphasise that for theterms x and x, thecoefficients areunderstood to be one.

Include daily lifesituation

3 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 expressions of

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 calculator to

factorise quadratic expressions

Identifying

patterns

Identifyingrelations

Using algorithm

and relationship

1 ia also a perfect square

Factorisation methods that

can be used are

- Cross method;

- Inspection

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

Identifying

Patterns

Identifying

relations

Recognizing

and

representing

Include everyday life

situations

2.4 understand and use the concept of (i) determine whether a Discuss the number of roots of Finding all There are quadratic


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3

Week

Learning Objectives




activities

CCTS Points to Note

roots of quadratic equations to solve

problems.

given value is a root

of a specific quadratic equations;

(ii) determine the

solutions for quadratic equations

by :

a) trial and improvementmethod

b) factorisations;

iii) solve problems

involving quadratic equations

a quadratic equation.

Use everyday life situations.

Possible

solutions

Using

algorithm

and

relationship

Problem

solving

Drawing

diagram

equations that cannot be

solved by factorisations.

Check the rationality of the

solutions

Topic/Learning Area: SETS --- 2 weeks

43.1 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

Venn diagrams;

(v) list the elements and state the

number of elements of a set;

(vi) determine whether a set is an

empty set;

(vii) determine whether two sets

are equal;

Use everyday life examplesto introduce the concept ofsets.

Discuss the difference

between the representationof elements and the number

of the elements in Venn

diagrams.

Discuss why {0} and { } are notempty sets.

Identifyrelations

Comparing

and

differentiating

Drawingdiagram

Recognizing

and

representing

Set refers to anycollection or group ofobjects.

The notation used is

braces, { }.

The same elements in a

set need not berepeated.

Sets are usually

denoted

by capital letters.

The definition of sets

has to be clear

and precise so that

the elements can be

identified.

The symbol

(epsilon)

is read as is an

element

of or is a member


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4

Week

Learning Objectives




activities

CCTS Points to Note

of.

The symbol isread

as is not an element

of

or is not a member

of.

n(A) denotes the

number of elements in

set A.

The symbol (phi)or

{ } denotes an empty

set.

An empty set is also

a null set.

3.2 understand and use the concept

of subset, universal set and thecomplement of a set;

i) determine whether a given setis a subset ofa specific set and use

the symbol or ;

ii) represent subset usingVenn diagram;

iii) list the subsets for a specificset;

iv) illustrate therelationship between set anduniversal set using Venn

diagram;

v) determine the complement ofa given set;

vi) determine the relationshipbetween set, subset, universal

Begin with everyday life situations.

Discuss the relationship between sets

and universal sets.

Comparing and

differentiating

Classifying

Drawing

diagram

Makinginferences

An empty set is a subset ofany set.

Every set is a subset ofitself.

The symbol

denotesa universal set.

The symbol A denotes

the complement of set

A


situations.


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5

Week

Learning Objectives




activities

CCTS Points to Note

set and the complement of a

set;

6

3.3 Perform operations on sets: the intersection of sets the union of sets

i) determine the intersection of : a) twosets

b) three sets

and use the symbol ;

ii) represent the intersection of sets

using Venn diagram;

iii) state the relationship between a) A

B and A ;

b) A B and B;

(iv) determine the complement of the

intersection of sets ;

(v) solve problems involving the

intersection of sets;

(vi) determine the union of :

a) two sets;

b) three sets ;

and use the symbol U ;

(vii) represent the union of sets using

Venn diagram;

(viii) state the relationship between a)

A U B and A ; b) A U B and B ;

ix) determine the complement of the

union of sets

Identifyrelations

Comparing &

differentiating

Drawing

diagram

Recognizing &

representing

Estimating

Identify

relations

Comparing &

differentiating

Drawing

diagram

Recognizing &

representing


situations.


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7

Week

Learning Objectives




activities

CCTS Points to Note

all is true or false.

(iii) determine whether a

statement can be generalised tocover all cases by using the

quantifier all

4.3 Perform operations involving the

words not or no, and and

or on statements

i) Change the truth value ofa given statement by placing the

word not into the original

statement

ii) identify two statements from acompound statement that

contains the word and,

iii) form a compound statementby combining two given

statements using the wordand,

iv) identify two statements from acompound statement that

contains the word or,

v) form a compound statementby combining two givenstatements using the word

or,

vi) determine the truth value of acompound statement which isthe combination of two

statements with the word

and

vii) determine the truth value of acompound statement which isthe combination of two

statements with the word

or,

Begin with everyday life

situations.

Logical

reasoning

Simulation

Classifying

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.

4.3 Understand and use 4.1 Determine the ranges of values ofx Use graphing calculators or dynamic Emphasise on sketching


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Week

Learning Objectives




activities

CCTS Points to Note

the concept of quadratic inequalities. that satisfies quadratic

inequalities.

geometry software such as the

Geometers Sketchpad to explore the

concept of quadratic inequalities.

graphs and use of number

lines when necessary.

4.4 Understand the concept of

implication(i) identify the antecedent

and consequent of an implication if p,

then q

(ii) write two implications from a

compound statement containing if and

only if

(iii) construct mathematical statements

in the form of implication:

a) If p, then q

b) p if and only if q;

(iv) determine the converse of a given

implication;

(v) determine whether the converse of

an implication is true or false

Start with everyday life

situations

Logical

Reasoning

Finding all

possible

solutions

Identifying

relations

Implication ifp, then q

can be written aspq,

and pif and only if q can

be written aspq, which

meanspqand qp.

The converse of an

implication is not

necessarily true.

Example 1:

Ifx< 3, then

x< 5 (true).Conversely:

Ifx< 5, then

x< 3 (false).

Example 2:

If PQR is a triangle, thenthe 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)

4.5 understanding the concept of

argument;(i) identify the premise and

conclusion of a given simple argument;

(ii) make a conclusion based on two

given premises for:

a) Argument Form I;

Start with everyday life situations.

Encourage students to produce

arguments based on previous

knowledge.

Comparing

and

differentiating

Limit to arguments with

true premises.

Names for argument forms,i.e. syllogism(Form I),

modusponens(Form II)

and modustollens(Form

III), need not be introduced.


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Learning Objectives




activities

CCTS Points to Note

b) Argument Form II;

c) Argument Form III;

iii) complete an argument given a

premise and the conclusion

Classifying

Logical

Reasoning

Specify that these three

forms of arguments aredeductions based on two

premises only.

Argument Form I

Premise 1: AllAareB.

Premise 2: CisA.

Conclusion: CisB.

Argument Form II:

Premise 1: Ifp, then q.

Premise 2:pis true.

Conclusion: qis true.

Argument Form III:

Premise 1: Ifp, then q.

Premise 2: Not qis true.

Conclusion: Notpis true.

104.6 Understand and use the conceptof deduction and induction to solve

problems.

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.

Identifying

Pattern

Classifying

Logical

reasoning

Making

generalization

.

Limit to cases whereformulae can be induced.

Specify that:

making conclusion bydeduction is definite;

making conclusion byinduction is not

necessarily definite.

Topic/Learning Area: THE STRAIGHT LINE --- 2 weeks


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10

Week

Learning Objectives




activities

CCTS Points to Note

5.1 understand the concept of

gradient of a straight line;

(i) determine the vertical andhorizontal distances between

two given points on a straight

line.

(ii) determine the ratio of verticaldistance to horizontal distance.

(iii)

Use technology such as the Geometers

Sketchpad, graphing calculators, graph

boards, magnetic boards, topo maps as

teaching aids where appropriate.

Begin with concrete examples/dailysituations to introduce the concept of

gradient.

Discuss: the relationship between gradient and

tan .

the steepness of the straight line withdifferent values of gradient.

Carry out activities to find the ratio of

vertical distance to horizontal distance

for several pairs of points on a straightline to conclude that the ratio is constant.

Identify patterns

Identify concept

Identify relation

Use the Pythagoras

Theorem to find the

formula for distance

between two points.

5.2 Understand the concept ofgradient of straight line in Cartesian

coordinates.

(iv) derive the formula for thegradient of a straight line;

(v) calculate the gradient of astraight line passing throughtwo points;

(vi) determine the relationshipbetween the value of the

gradient and the:

a) steepness,b) direction of inclination,

of a straight line;

Discuss the value of gradient if

Pis chosen as (x1,y1) and Qis (x2,y2);Pis chosen as (x

2,y

2) and Qis (x

1,y

1).

Finding allpossible

solution.

Arranging

sequentially

Collecting and

handling data

Representing

and interpreting

data

Comparing &

The gradient of a straightline passing throughP(x1,

y1) and

Q(x2,y2) is:

12

12

xx

yym

Vertical

distance

Horizontal distance


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Week

Learning Objectives




activities

CCTS Points to Note

differentiating

5.3 Understand the concept ofintercept

(i) determine thex-intercept andthey-intercept of a straight line;

(ii) derive the formula for thegradient of a straight line interms of thex-intercept and the

y-intercept;

(iii) perform calculations involvinggradient,x-intercept and

y-intercept;

Comparing &differentiating

Using algorithm& relationship.

Drawing graph.

Emphasise that the

x-intercept and they-intercept are not written

in the form of coordinates.

14

5.4 Understand and use equation of

a straight line

(i) draw the graph given anequation of the form

y= mx+ c;

(ii) determine whether a given pointlies on a specific straight line;

(iii) write the equation of the straightline given the gradient and

y-intercept;

(iv) determine the gradient andy-intercept of the straight line

which equation is of the form:

a) y= mx+ c;b) ax+ by= c;

(v) find the equation of the straightline which:

a) is parallel to thex-axis;b)

is parallel to they-axis;

c) passes through a given pointand has a specific gradient;

d) passes through two givenpoints;

(vi) find the point of intersection oftwo straight lines by:

a) drawing the two straight lines;b) solving simultaneous

equations.

Discuss the change in the form of the

straight line if the values of m and c are

changed.

Carry out activities using the graphing

calculator, Geometers Sketchpad or

other teaching aids.

Verify that m is the gradient and c is the

y-intercept of a straight line with

equation

Identify pattern

Classifying

Drawing graph

Representing &

interpreting data.

Making

generalization

Identify relation

Emphasise that the graph

obtained is a straight line.

If a point lies on a straight

line, then the coordinates of

the point satisfy theequation of the straight

line.

The equation ax+ by= c

can be written in the form

y= mx+ c.


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Week

Learning Objectives




activities

CCTS Points to Note


parallel lines.

(vii) Verify that two parallel lineshave the same gradient and vice

versa

(viii) Determine from the givenequations whether two straight

lines are parallel.

(ix) Find the equation of the straightline which passes through a

given point and is parallel to

another straight line.

(x) Solve problems involvingequations of straight lines.

Explore properties of parallel

lines using the graphing calculator and

Geometers Sketchpad or other teaching

aids

Comparing &

Differentiating

Identify pattern

Identify Concept

Finding all

possible

solutions

Making

generalization

parallel lines

Topic/Learning Area: STATISTICS --- 2 weeks

17

6.1 Understand the concept of classinterval (i) complete the class interval for aset of data given one of the 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 classinterval;

(iv) determine the class interval,given a set of data and the

number of classes;(v) determine a suitable class

interval for a given set of data;

(vi) construct a frequency table for agiven 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.

Working outmentally

Making

inferences

Classifying

Collecting &

handling data

Size of class interval= [upper boundary

lower boundary]

6.2 Understand and use the concept of

mode and mean of grouped data

i) determine the modal class fromthe frequency table of grouped

data;

ii) calculate the midpoint of a class;iii) verify the formula for the mean of

Representing

and

interpreting

data

Midpoint of class

=2

1 (lower limit + upper

limit)


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Week

Learning Objectives




activities

CCTS Points to Note

grouped data;

iv) calculate the mean from thefrequency table of grouped data;

v) discuss the effect of the size ofclass interval on the accuracy of

the mean for a specific set of

grouped data..

Drawing

diagrams

Collecting and

handling data

Estimating

6.3 Represent and interpret data in

histograms with class intervals of the

same size to solve problems;

i) draw a histogram based on thefrequency table of a grouped data;

ii) interpret information from a givenhistogram;

iii) solve problems involvinghistograms.

Discuss the difference between mode

and mean.

Dicuss the difference between histogram

and bar chart.

Representing

and

interpreting

data

Drawing

diagrams

Collecting and

handling data


situations.

18

6.4 Represent and

interpret data in frequency

polygons to solve problems

(i) draw the frequency polygonbased on:

a) a histogram;b) a frequency table;

(ii) interpret information from agiven frequency polygon;

(iii) solve problems involvingfrequency polygon.

When drawing a frequency polygon add

a class with 0 frequency before the first

class and after the last class.

Include everyday life situations.

Drawing

diagrams

Interpretingdiagrams

When drawing a frequency

polygon add a class with 0

frequency before the first

class and after the last class


situations


cumulative frequency

(i) construct the cumulativefrequency table for:

a) ungrouped data;b) grouped data;

(ii) draw the ogive for:a) ungrouped data;

Identifying

patterns

Identifying

relations

Logical

When drawing ogive:

use the upperboundaries;

add a class with zerofrequency before the

first class


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14

Week

Learning Objectives




activities

CCTS Points to Note

19 b) grouped data; reasoning

1


measures of dispersion to solve

problems.

(i) determine the range of a set ofdata.

(ii) determine:a) the median;

b) the first quartile;c) the third quartile;d) the interquartile range;

from the ogive.

(iii) interpret information from anogive;

Discuss the meaning of dispersion by

comparing a few sets of data. Graphing

calculator can be used for this purpose.

Representing

& interpreting

data

Classifying,

comparing &

differentiating

For grouped data:

Range = [midpoint of the

last classmidpoint of the

first class]

Topic/Learning Area: PROBABILITY I --- 2 weeks

7.1 Understand the concept of sample

space

(i)determine whether an

outcome is a possible outcome

of an experiment

(ii) list all the possible

outcomes of an experiment(a) from activities

(b) by reasoning

Use concrete examples such as throwing

a die and tossing a coin

Definition of sample space

Logical -

reasoning

Collecting and

handling data

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

(iv) determine whether anevent 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 itself is an

event.

Definition of event

Identifying

Comparing

An impossible event

is an empty set.

7.3 Understand and use the concept of i) find the ratio of the Carry out activities to Representing


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Week

Learning Objectives




activities

CCTS Points to Note

probability of an event to solve

problems.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 numberof times an event will occur, given

the probability of the event and

number of trials;

(iv) solve problems

involving probability;

(v) predict the occurrence of an

outcomes and make a decision

based on known information.

introduce the concept of

probability.

The suggested activities

maybe done in pairs or

individually:

(i) flipping of coins 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 daily situations.

and interpreting

data

Logicalreasoning

Topic/Learning Area: CIRLCES III --- 3 weeks

3

8.1 Understand and use the concept

of tangents to a circle

(i) identify tangents to a circle;(ii) make inference that the tangent

to a circle is a straight line

perpendicular to the radius that

passes through the contactpoint;

(iii) construct the tangent to a circlepassing through a point:

a) on the circumference of thecircle;

b) outside the circle;(iv) determine the properties related

to two tangents to a circle from

a given point outside the circle;

Develop concepts and abilities through

activities using technology such as theGeometers Sketchpad and graphing

calculator.

Properties of angle in

semicircles can be used.

Examples of properties oftwo tangents to a circle:

AC=BC

ACO= BCO

A

O

C

B


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Learning Objectives




activities

CCTS Points to Note

AOC= BOC

AOCand BOCare

congruent.

8.2 Understand and use the

properties of angle between tangent

and chord to solve problems.

i) identify the angle in the alternatesegment which is subtended by

the chord through the contact

point of the tangent;

ii) verify the relationship betweenthe angle formed by the tangent

and the chord with the angle in thealternate segment which is

subtended by the chord;

iii) perform calculations involvingthe angle in alternate segment;

iv) solve problems involving tangentto a circle and angle in alternate

segment.

Explore the property of angle in alternate

segment using Geometers Sketchpad or

other teaching aids.

Identifying

patterns

Identifying

relations

Comparing

and

differentiatin

g

Makinginference

Drawing

diagrams

ABE=

BDE

CBD= BED

8.3 Understand and use the properties

of common tangents to solve

problems.

(i) determine the number ofcommon 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 relatedto the common tangent to twocircles 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 involvingtangents and common tangents.

Discuss the maximum number of

common tangents for the three casesFinding possible

solutions

Working outmentally

Emphasise that the lengths

of common tangents are

equal.

Include problems involving

Pythagoras theorem.

D

CB

E

A


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Learning Objectives




activities

CCTS Points to Note

Topic/Learning Area: TRIGONOMETRY II --- 2 weeks

5

6

9.1 Understand and use the conceptof the values of sin , cos and

tan (0360) to solve

problems.

(i)

identify the quadrants andangles in the unit circle;

(ii) determine:a) the value ofy-coordinate;

b) the value ofx-coordinate;c) the ratio ofy-coordinate to

x-coordinate;

d) of several points on thecircumference of the unit

circle;

(iii) verify that, for an angle inquadrant I of the unit circle :

a) sin =y-coordinate ;b) cos=x-coordinatec)

coordinate

coordinatetan

x

y

(iv) determine the values ofa) sine;

b) cosine;c) tangent;

of an angle in quadrant I of the

unit circle;

(v) determine the values ofa) sin ;

b) cos ;c) tan ;

for 90360;

(vi) determine whether the valuesof:

a) sine;b) cosine;

Explain the meaning of unit circle.

Begin with definitions of sine, cosine

and tangent of an acute angle.

yy

OP

PQ

1sin

xx

OP

OQ

1cos

xy

OQPQ tan

Explain that the concept

sin =y-coordinate ;

cos=x-coordinate;

coordinate

coordinatetan

x

y

ComparingDifferentiating

The unit circle is the circleof radius 1 with its centre at

the origin.

Consider special angles

such as 0, 30, 45, 60,

90, 180, 270, 360.

0

y

x

P (x,y)

y1

x Q


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Week

Learning Objectives




activities

CCTS Points to Note

Problemssolving

Topic/Learning Area: ANGLE OF ELEVATION AND DEPRESSION --- 1 week

8

10.1 Understand and use the concept ofangle of elevation and angle of

depression to solve problems.

(i) identify:a) the horizontal line;

b) the angle of elevation;c) the angle of depression,

for a particular situation;

(ii) Represent a particular situationinvolving:a) the angle of elevation;

b) the angle of depression,using diagrams;

(iii) Solve problems involving theangle of elevation and the angle

of depression.

Use daily situations to introduce the

concept.

Drawing

diagrams

Identifying

relations.

Recognizing and

representing

Collecting and

handling data

Include two observations

on the same horizontal

plane.

Involve activities outside

the classroom.

.

Topic/Learning Area: LINES AND PLANES IN 3-DOMENSIONS --- 2 weeks

10

11.1 Understand and use theconcept of angle betweenlines and planes to solve

problems.

(i) identify planes;(ii) identify horizontal planes,

vertical planes and inclined

planes;.

(iii) sketch a three dimensionalshape and identify the specific

planes;

(iv) identify:a) lines that lies on a plane;

b) lines that intersect with a

Carry out activities using daily situations

and 3-dimensional models

Differentiate between 2-dimensional and

3-dimensional shapes. Involve planes

found in natural surroundings.

Working outmentally

Drawing

diagrams

Identifying

relations

Include lines in

3-dimensional shapes.


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Learning Objectives




activities

CCTS Points to Note

plane;

(v) identify normals to a givenplane;

(vi) determine the orthogonalprojection of a line on a plane;

(vii) draw and name the orthogonalprojection of a line on a plane;

(viii) determine the angle between aline and a plane;

solve problems involving the angle

between a line and a plane.

Begin with 3-dimensional models.

Use 3-dimensional models to giveclearer pictures..

Topic/Learning Area: PLANS AND ELEVATIONS --- 2 weeks

10.1 Understand and use the concept oforthogonal projection.

i. Identify orthogonalprojections.ii. Draw orthogonal

projections, given an objectand a plane.

iii. Determine the differencebetween an object and itsorthogonal projections with

respect to edges and angles.

Use models, blocks or plan and elevationkit.

Emphasise the differentuses of dashed lines and

solid lines.

Begin wth the simple

solid object such as

cube, cuboid, cylinder,

cone, prism and right

pyramid.


plan and elevation.

i. Draw the plan of a solidobject.

ii. Draw- the front elevation- side elevation

of a solid object

iii. Draw the plan of asolid object.

iv. Draw

Carry out activities in groups where

students combine two or more different

shapes of simple solid objects into

interesting models and draw plans and

elevation for thes models.

Use models to show that it is important

to have a plan and at least two side

Limit to full-scale drawings

only.


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Week

Learning Objectives




activities

CCTS Points to Note

- the front elevation- side elevation

of a solid object

elevation to construct a solid object.

Carry out group project:Draw plan and elevations of buildings or

structures, for example students or

teachers dream home and construct a

scale model based on the drawings.

Involve real life situations such as in

building prototypes and using actual

home plans.

Include drawing plan and

elevation in one diagram

showing projection lines.

Topic/Learning Area: GRAPHS OF FUNCTIONS II --- 2 weeks


concept of graphs offunctions

(i) Draw the graph of a:a) linear function :

y = ax+ b, where a

and b are constant;b) quadratic function

cbxaxy 2

,

where a, b and c are

constans, 0a c) cubic function :

dcxbxaxy 23

,where a, b, c and d are

constants, 0a

d) reciprocal function

Explore graphs of functionsusing graphing calculator orthe GSP

Compare the characteristic ofgraphs of functions withdifferent values of constants.

Values : Logical thinking

Skills : seeing connection,using the GSP

Questions for1..2(b) are given inthe form of

0 bxax ;aand barenumerical values.

Limit cubicfunctions.Refer to CS.

For certain


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Week

Learning Objectives




activities

CCTS Points to Note

x

ay , where a is a

constants, 0a (ii) Find from the graph

a) the value ofy, givena

value ofxb) the value(s) ofx,

given a value ofy

(iii) Identify:a) the shape of graph

given a type of

functionb) the type of function

given a graphc) the graph given a

function and viceversa

(iv) Sketch the graph of agiven linear, quadratic,cubic or reciprocalfunction.

functions and somevalues ofy, there

could be nocorrespondingvalues ofx.

Limit the cubic andquadratic

functions.Refer to CS.

Limit cubicfunctions.Refer to CS.


concept of the solution of

an equation by graphicalmethod.

(i) Find the point(s) ofintersection of two

graphs

(ii) Obtain the solution of anequation by finding the

point(s) of intersection

of two graphs

Explore using graphing

calculator of GST to relate thex-coordinate of a point ofintersection of twoappropriate graphs to thesolution of a given equation.

Make generalisation about the

Use the traditionalgraph plotting

exercise if thegraphing calculatoror the GSP isunavailable.


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Week

Learning Objectives




activities

CCTS Points to Note

(iii) Solve problems

involving solution of anequation by graphicalmethod.

point(s) of intersection of thetwo graphs.

Use everyday problems.

Skills : Mental process

Involve everydayproblems.


concept of the region

representing inequalities in two

variables.

(i) Determine whether a given

point satisfies

a) baxy orbaxy

or baxy

(ii) Determine the position of agiven point relative to the

equation baxy

(iii) Identify the region

satisfying baxy orbaxy

(iv) Shade the regions

representing the inequalities

a) baxy or

baxy b) baxy or

baxy

(v) Determine the region which

satisfy two or more

simultaneous linear

inequalities.

Include situations involvingax , ax , ax , ax orax .

Values: Making conclusion,

connection and comparison,

careful

Emphasise on theuse of dashed andsolid line as well asthe concept ofregion.


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Yearly Plan Maths Form 4

Documents

Transcript of Yearly Plan Maths Form 4