CHAPTER 1: STANDARD FORM

LEARNING

AREA/

WEEK

LEARNING

OBJECTIVES LEARNING OUTCOMES

SUGGESTED

TEACHING AND

LEARNING

GENERICS CCTS MORAL

VALUES

POINTS TO

NOTE/

VOCABULARY

STANDARD

FORM

1

(12-16 Jan)

Student will be

taught to:

Student will be able to:

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;

Discuss the significance

of zero in a number.

Cooperative learning

ICT

Mastery Learning

Identifying

patterns

Systematic

Rationale

Consistent

Rounded numbers

are only

approximates.

Limit to positive

numbers only.

Generally rounding

is done on the final

answer.

Significance

Significant figure

Relevant

Round off

Accuracy

(ii) perform operations of

addition, subtraction,

multiplication and

division, involving a

few numbers and

state the answer in

specific significant

figures;

Discuss the use of

significant figures in

everyday life and other

areas.

Using

algorithm and

relationship

(iii) solve problems

involving significant

figures;

Finding all

possible

solutions

LEARNING

AREA/

WEEK

LEARNING

OBJECTIVES LEARNING OUTCOMES

SUGGESTED

TEACHING AND

LEARNING

GENERICS CCTS MORAL

VALUES

POINTS TO

NOTE/

VOCABULARY

STANDARD

FORM/

2

(19-23 Jan)

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;

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.

Cooperative learning

ICT

Mastery Learning

Comparing

and

differentiating

Systematic

Rationale

Consistent

Another term for

standard form is

scientific notation.

(ii) convert numbers in

standard form to

single numbers;

Identifying

relations

(iii) perform operations of

addition, subtraction,

multiplication and

division, involving

any two numbers and

state the answers in

standard form;

Using

algorithm and

relationship

Include two

numbers in

standard form.

Standard form

Single number

Scientific Notation

(iv) solve problems

involving numbers in

standard form.

Finding all

possible

solutions

CHAPTER 2: QUADRATIC EXPRESSION AND EQUATIONS

LEARNING

AREA /

WEEKS

LEARNING

OBJECTIVES

LEARNING

OUTCOME

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS CCTS MORAL

VALUES

POINTS TO

NOTE/VOCABULARY

QUADRATIC

EXPRESSIONS

AND

EQUATIONS

3

(26-30 Jan)

Students will be taught

to:

2.1 understand the

concept of quadratic

expression,

Students will be able to:

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 ax² + bx + c,

where a, b and c are

constants, a ≠ 0 and x is an

unknown.

- cooperative

learning

-constructivisme

i) identifying

patterns

ii) identifying

relations

iii) recognizing

and

representing

- rationale

- diligence

Include the case

when b=0 and / or

c=0

Emphasise that for

the terms x² and x,

the coefficients are

understood to be

one.

Include daily life

situation.

Quadratic

Expression

Constant

Constant factor

Unknown

Highest power

Expand

Coefficient

Term

QUADRATIC

EXPRESSIONS

AND

EQUATIONS

3

(26-30 Jan)

2.2 factorise quadratic

expression,

i) factorise quadratic

expressions of the form

ax² + bx + c, where b = 0

or c = 0

ii) factorise quadratic

expressions of the form

px²-q, p and q are perfect

squares

iii) factorise quadratic

expressions of the form

ax²+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

- ict

- cooperative

learning

-constructivisme

i) identifying

patterns

ii) identifying

relations

iii) using

algorithm and

relationship

- systematic

- rationale

- consistence

1 ia also a perfect

square

Factorisation

methods that can

be used are

- Cross method;

- Inspection

Factories

Common factor

Perfect square

Cross method

Inspection

Common factor

Complete

factorisation

LERANING

AREA /

WEEKS

LEARNING

OBJECTIVES

LEARNING

OUTCOME

SUGGESTED

TEACHING

AND

LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/

VOCABULARY

QUADRATIC

EXPRESSIONS

AND

EQUATIONS

4

(02-06 Feb)

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

QUADRATIC

EXPRESSIONS

AND

EQUATIONS

4

(02-06 Feb)

2.4 Understand

and use the

concept of

roots of

quadratic

equations 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

involving

quadratic

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) problem

solving

(iv) drawing

diagram

Determination

Rationale

There are

quadratic

equations that

cannot be solved

by factorisations.

Check the

rationality of the

solutions

substitute

roots

trial and

improvement

method

solution

CHAPTER 3: SETS

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOME

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUES

POINTS TO NOTE/VOCABULARY

SETS

5

(09-13 Feb)

Students will be

taught to:

3.1 understand the

concept of sets;

Student will be able to:

(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

examples to

introduce the

concept of sets.

Discuss the

difference

between the

representation of

elements and the

number of the

elements in Venn

diagrams.

Discuss why {0}

and {} are not

empty sets.

Contextual

learning

Mastery learning

Communication

method of

learning

ICT

Cooperative

learning

Identify relations

Comparing and

differentiating

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

and precise so that the elements can

be identified.

The symbol (epsilon) is read “is

an element of” or “is a member of”.

The symbol is read “is 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

empty set.

An empty set is also called a null set.

Vocabulary:

set

element

description

label

set notation

denote

Venn diagram

empty set

equal sets

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOME

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUES

POINTS TO NOTE/VOCABULARY

SETS

6

(16-20 Feb)

Chinese New

Year

3.2 understand and

use the concept of

subset, universal

set and the

complement of a

set;

(i) determine whether

a given set 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 set using

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 the

relationship

between sets and

universal sets.

Constructive

Contextual

learning

Communication

method of

learning

Cooperative

learning

Comparing and

differentiating

Classifying

Drawing diagram

Making

inferences

Estimating

Rational

Determinati

on

Precise

An empty set is a subset of any set.

Every set is a subset of itself.

The symbol denotes a universal set.

The symbol A denotes the

complement of set A.

Include everyday life situations.

Vocabulary:

subset

universal set

complement of a set

LEARNING

AREA/

WEEKS

LEARNING

OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING

AND

LEARNING

ACTIVITIES

GENERIC CCTS MORAL

VALUES

POINTS TO

NOTE/VOCABULARY

SETS

7

(23-27 Feb)

Students will be taught

to

3.3 perform operations

on sets:

. the intersection of sets

. the union of sets

Students will be able to

i) determine the

intersection of :

a) two sets

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

(x) solve problems

involving the union of sets ;

Discuss cases

when :

A ∩ B =

A B

Contextual

learning

Mastery

learning

Communication

method

ICT

Cooperative

learning

Identify

relations

Comparing &

differentiating

Drawing

diagram

Recognizing &

representing

Estimating

Identify

relations

Accurate

Cooperation

Include everyday life

situations.

Vocabulary

Intersection

Common elements

Complement

(xi) determine the outcome

of combined operation on

sets ;

(xii) solve problems

involving combined

operations on sets.

Mastery

learning

Communication

method of

learning

ICT

Multiple

intelligence

Enquiry –

discovery

Comparing &

differentiating

Drawing

diagram

Recognizing &

representing

Making

inferences

CHAPTER 4: MATHEMATICAL REASONING

LEARNING AREA /

WEEK

LEARNING

OBJECTIVES

LEARNING

OUTCOME

SUGESTED TEACHING

AND LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/

VOCABULARY

MATHEMATICAL

REASONING

8

(02-06 Mac)

4.1Understand

the concept of

statement

(i) determine

whether a given

sentence is a

statement

(ii) determine

whether a given

statement is true

or false;

(iii) construct

true or false

statement using

given numbers

and

mathematical

symbols.

Introduce this topic using

everyday life situations.

Focus on mathematical

sentences.

Discuss sentences

consisting of:

words only;

numbers and words;

numbers and

mathematical symbols;

ICT, contextual

and

contructivisme

ICT,

Constructivisme

Constructivisme

Identifying

relation,

classifying

Identifying

relation

Cooperation

Rationale, honesty

Rationale, honesty

Statements consisting of:

words only, e.g. “Five is greater

than two.”;

numbers and words, e.g. “5 is

greater than 2.”;

number and symbols, e.g. 5

> 2

The following are not statements:

“Is the place value of digit 9 in

1928 hundreds?”;

4n – 5m + 5s;

“Add the two numbers.”;

x + 2 = 8

LEARNING

AREA/WEEK

LEARNING

OBJECTIVE

LEARNING

OUTCOME

SUGGEST

TEACHING

& LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUE

POINTS TO NOTE/

VOCABULARY

MATHEMATICAL

REASONING

8

(02-06 Mac)

9

Ujian Selaras

10

Cuti Pertengahan

Penggal 1

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 a

statement can be

generalised to cover all

cases by using the

quantifier “all”

(iv) construct a true

statement

using the quantifier “all”

or “some”, given an

object and a property.

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 a four sided

figures.

Any square is a four sided

figure.

Other quantifiers such as

“several”, “one of” and “part

of” can be used based on

context.

Example:

Object: Trapezium.

Property: Two sides are

parallel to each other.

Statement: All trapeziums

have two parallel sides.

Object: Even numbers.

Property: Divisible by 4.

Statement: Some even

numbers are divisible by 4.

Vocabulary:

Quantifier, All, Every, Any,

Some, Several, One of, Part

of, Negate, Contrary, Object

LEARNING

AREA / WEEK

LEARNING

OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING &

LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUE

POINTS TO NOTE/

VOCABULARY

MATHEMATICAL

REASONING

11

(23-27 Mac)

4.3 Perform

operations

involving the

words “not” or

“no”, “and” and

“or” 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 by

combining 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 statements

using the word

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”. The truth table for p and

p are as follows:

p p

True False

False True

The truth values for “p and q” are as follows:

p q P and

q

True True True

True False False

False True False

False False False

The truth values for “p or q” are as follows:

p q P or q

True True True

True False True

False True True

False False False

“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 a

compound

statement which is

the combination of

two statements with

the word “or”,

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING &

LEARNING

ACTIVITIES

GENERICS CCTS MORAL

VALUES

POINTS TO

NOTE/VOCABULARY

MATHEMATICAL

REASONING

11

(23-27 Mac)

4.4

Understand the

concept of

implication

(i) identify the

antecedent and

consequent of an

implication “if p, then

q”

Start with everyday

life situations

Constructivisme

Logical

reasoning

systematics Implication “if p, then q” can

be written as p q, and “p

if and only if q” can be written

as p q, which means p

q and

q p.

Implication

Antecedent

Concequent

(ii) write two

implications from a

compound statement

containing “if and only

if”

Mastery

learning

Logical

reasoning

Finding all

possible solutions

Determination

sharing

(iii) construct

mathematical

statements in the form

of implication:

a) If p, then q

b) p if and only if

q;

Mastery

learning

Logical

reasoning

Finding all

possible solutions

Systematic

(iv) determine the

converse of a given

implication;

Cooperative

learning

Finding all

possible solution

Determination

The 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

(v) determine whether

the converse of an

implication is true or

false

Enquiry-

discovery

Identifying

relations

Rational

Example 2:

If PQR is triangle, then the

sun 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)

MATHEMATICAL

REASONING

12

(30 Mac – 03 Apr)

4.5

understanding

the concept of

argument;

(i) identify the premise

and conclusion of a

given simple argument;

Start with everyday

life situations.

www.math.ohiou.edu/

vardges/math306

/slides

Constructivisme Comparing and

Differentiating

Cooperation

Rational

Limit to arguments with true

premises.

Argument

Premise

conclusion

(ii) make a conclusion

based on two given

premises for:

a) Argument

Form I;

b) Argument

Form II;

c) Argument

Form III;

Mastery

Learning

Classifying

Honesty

Names for argument form, i.e.

syllogism(Form I),

modus ponens(Form II) and

modus tollens (Form III),

need not be introduced.

iii) complete an

argument given a

premise and the

conclusion

Encourage

students to

produce

arguments

based on

previous

knowledge.

Self –Access

Learning

Logical

Reasoning

MATHEMATICAL

REASONING

13

(06-10 Apr)

4.6

understand and

use the concept

of 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 on

the 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 by

induction:

Always used by the

scientist to create

formulae

Mastery

learning

Constructivisme

Enquiry

discovery

Multiple

intelligence

Identifying

Pattern

Classifying

Logical

reasoning

Making

generalisation

Determination

Honesty

Rationale

Determination

systematic

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 statement

General conclusion

Specific case

Numerical sequence

CHAPTER 5 : THE STRAIGHT LINE

LEARNING

AREA/ WEEK

LEARNING

OBJECTIVES

LEARNING

OUTCOME

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUES

POINTS TO NOTE/

VOCABULARY

STRAIGHT

LINE

14

(13-17 Apr)

Students will be

taught to;

5.1 Understand

the concept of

gradient of a

straight line.

Students will be able

to;

(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

Geometer’s Sketchpad,

graphing calculators, graph

boards, magnetic board,

topo maps as teaching aids

where appropriate.

Begin with concrete

examples/ daily situations

to introduce the concept of

gradient.

Discuss;

The relationship between

gradient and tan θ.

The steepness of the

straight line with

different values of

gradient.

Carry out activities to find

the ratio of vertical

distance to horizontal

distance for several pairs of

point on a straight line 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

Gradient

Ratio

STRAIGHT

LINE

14

(13-17 Apr)

5.2 Understand

the concept of

gradient of

straight line in

Cartesian

coordinates.

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 the value

of the gradient

and the;

a) steepness

b) 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 and

handling data

Representing

and

interpreting

data

Comparing &

differentiating

Neatness

Systematic

Rationale

Acute angle

Obtuse angle

Inclined upwards to

the right

Inclined downwards

to the right

Undefined.

The gradient of a

straight line passing

through P(x1,y1) and

Q(x2, y2) is :

12

12

xx

yym

STRAIGHT

LINE

15

(20-24 Apr)

5.3 Understand

the concept of

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-

intercept and y-

intercept.

(iii) Perform

calculations

involving

Constructivism

Self-access Learning

Comparing &

differentiating

Using

algorithm &

relationship.

Drawing

graph.

Rational

Systematic

Accuracy

x-intercept

y-intercept

Emphasize that x-

intercept and y-

intercept are written in

the form of coordinates.

gradient, x-

intercept and y-

intercept.

STRAIGHT

LINE

16

(27 Apr-1 Mei)

5.4 Understand

and use

equation of a

straight line

Students will be able

to;

(i) Draw the graph

given an equation

of the form

y=mx+c

(ii) Determine

whether a given

point lies on a

specific straight

line.

(iii) Write the

equation of the

straight line given

the gradient and

y-intercept.

(iv) Determine the

gradient and y-

intercept of the

straight line

which the

equation is in the

form of;

a) y = mx + c

b) ax + by = c

(v) Find the equation

of the straight

line which ;

a) is parallel to

the x-axis

b) is parallel to

the y-axis\

Discuss the changes in the

form of the straight lines

with various values of m

and c.

Carry out activities using

the graphing calculator, the

Geometer’s Sketchpad or

other teaching aids.

Verify that m is the

gradient and c is the y-

intercept of a straight line

with equation

y = mx + c .

Cooperative

Learning

Multiple Intelligence

Enquiry discovery

ICT

Identify pattern

Classifying

Drawing graph

Representing

& interpreting

data.

Making

generalization

Identify

relation

Cooperation

Sharing

Neatness

Rational

Linear equation

Graph

Table of values

Coefficient

Constant

Satisfy

Parallel

Point of intersection

Simultaneous

equations

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

two straight

lines.

b) Solving

simultaneous

equations.

Discuss and conclude that

the point of intersection is

the only point that satisfies

both equations.

Use the graphing

calculator, the Geometer’s

Sketchpad or other

teaching aids to find the

point of intersection.

STRAIGHT

LINE

17

(04-08 Mei)

18-20

Peperiksaan

Pertengahan

Tahun

21-22

Cuti Pertengahan

Tahun

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 passes

through a given

point and is

parallel to another

Explore properties of

parallel lines using the

graphing calculator and

Geometer’s Sketchpad or

other teaching aids

Mastery Learning

ICT

Self-access Learning

Comparing &

differentiating

Identify pattern

Identify

Concept

Finding all

possible

Solutions

Making

generalization

Rational

Systematic

Sharing

Parallel lines

straight line.

(iv) solve problems

involving

equations of

straight lines.

CHAPTER 6 : STATISTICS

LEARNING

AREA /

WEEKS

LEARNING

OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUES

POINTS TO NOTE /

VOCABULARY

STATISTICS

23

(15-19 Jun)

Students will be

taught to:

6.1.Understand the

concept of class

interval;

Students will be able to:

(i) complete the class

interval for a set of

data given one of

the class intervals;

(ii) determine:

a)the upper limit and

lower limit;

b)the upper

boundary and lower

boundary of a class

in a grouped data;

(iii) calculate the size

of a class interval;

(iv) 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 and

other 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

cooperations

systematic

tolerance

Size of class interval = [upper

boundary – lower boundary]

Statistics

Class interval data

Grouped data

Upper limit

Lower limit

Upper boundary

Lower boundary

Size of class interval

Frequency table

STATISTICS

23

(15-19 Jun)

6.2 understand and

use the concept of

mode and mean of

grouped 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 grouped data;

(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.

contructivisme

self-access

learning

representing and

interpreting data

arranging

seqeuntially

using algorithm

and relationship

working out

mentally

making

inferences

hardworking

consistant

systematic

mode

modal class

mean

midpoint of a class

STATISTICS

23

(15-19 Jun)

6.3 represent and

interpret data in

histograms with class

intervals of the same

size to solve

problem;

(i) draw a histogram

based on the frequency

table of grouped data;

(ii) interpret information

from a given

histogram;

(iii) solve problems

involving histograms.

Discuss the

difference between

histogram and bar

chart.

Use graphing

calculator to explore

the effect of different

class interval on

histogram.

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

LEARNING

AREA/

WEEK

LEARNING

OBJECTIVES

LEARNING OUTCOMES

SUGGESTED

TEACHING

&

LEARNING

GENERIC

CCTS

MORAL

VALUES

POINTS TO NOTE /

VOCABULARY

STATISTICS

24

(22-26 Jun)

6.4 Represent and

interpret data in

frequency polygons

to solve problems

i) draw the frequency

polygon based on:

a. a histogram

b. a frequency

table

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 class

and after the last class

Include everyday life

situations

Vocabulary:

frequency polygon

STATISTICS

25

(29 Jun-3 Jul)

6.5 Understand the

concept of

cumulative frequency

Student will be able to:

i) construct the cumulative

frequency table for:

a) ungrouped data

b) grouped data

ii) draw the ogive for:

a) ungrouped data

b) grouped data

constructivism

contextual

learning

Identifying

patterns

Identifying

relations

Logical

reasoning

Hardworking

Neatness

Systematic

Diligence

When drawing ogive:

- use the upper boundaries;

- add a class with zero

frequency before the first

class

Vocabulary:

cumulative frequency

ungrouped data

ogive

STATISTICS

25

(29 Jun-3 Jul)

6.6 Understand and

use the concept of

measures of

dispersion to solve

problems

(i) determine the range of a set

of data.

(ii) determine :

a) the median

b) 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

few sets 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

CHAPTER 7 : PROBABILITY 1

LEARNING

AREA/WEEKS

LEARNING OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUES

POINTS TO NOTE/

VOCABULARY

PROBABILITY 1

26

(06-10 Jul)

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

(iii) determine the

sample space of an

experiment

(iv) write the sample

space by using set

notations.

Use concrete

examples such as

throwing a die and

tossing a coin

Definition of sample

space

Enquiry

discovery

constructivisme

cooperative

learning

Logical -

reasoning

Collecting

and

handling

data

systematic Sample space

Outcome

Experiment

Possible outcome

PROBABILITY 1

26

(06-10 Jul)

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 itself is

an event.

Definition of event

Cooperative

learning

Identifying

Comparing

cooperations An impossible event is an

empty set.

Event

Element

Subset

Empty set

Impossible event

PROBABILITY 1

27

(13-17 Jul)

7.3 understand and use the

concept of probability of an

event 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

and number 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 of coins

and tabulating results.

(ii) flipping of book

pages to record the

last digit.

(iii) wheel of

fortune(colour,numbe

r,

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.

Cooperative

learning

Representing

and

interpreting

data

Logical

reasoning

Systematic

Rational

Diligence

Accuracy

probability

CHAPTER 8 : CIRCLES 111

LEARNING

AREA/

WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOMES

SUGESTED

TEACHING &

LEARNING

ACTIVITIES

GENERIC

S

CCTS

MORAL

VALUES

POINTS TO NOTE

VOCABULARY/

CIRCLES III

28

(20-24 Jul)

8.1 Understand

and use the

concept of

tangents to a

circle

Students will be able to :

(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 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 involving

tangents to a circle.

Develop

concepts and

abilities through

activities using

technology such

as the

Geometer’s

Sketchpad and

graphing

calculator.

Constructivi

sme

Contextual

learning

Thinking

skill

Learning

how to learn

Identifying

patterns

Identifying

relations

Comparing

and differentiating

Making

inference

Drawing

diagrams

Systematic

Neatness

Tangent to a circle

Perpendicular

Radius

Circumference

Semicircle

Congruent

A

Two tangents to a circle.

Relate to Pythagoras

Theorem.

B

C

LEARNING

AREA/

WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOMES

SUGESTED

TEACHING &

LEARNING

ACTIVITIES

GENERIC

S

CCTS

MORAL

VALUES

POINTS TO NOTE

VOCABULARY/

CIRCLES III

29

(27-31 Jul)

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 is subtended 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

Geometer’s

Sketchpad or

other teaching

aids.

Enquiry

Discovery

Cooperative

learning

Integrating

ICT into

teaching and

learning

Classifying

Identifying

patterns

Identifying

relations

Comparing

and

differentiate

Determination

Diligence

Chord

Alternate segment

Major sector

Subtended

CIRCLES III

30

(03-07 Ogs)

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 involving

common 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.

CHAPTER 9: TRIGONOMETRY 11

LEARNING

AREA/

WEEK

LEARNING

OBJECTIVES

LEARNING OUTCOMES

SUGGESTED TEACHING

AND LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUES

POINTS

TO NOTE /

VOCABUL

ARY

TRIGONOME

TRY II

31

(10-14 Ogs)

Students will be

taught to:

9.1 understand

and use the

concept of the

values of sine θ

cos θ and

tangent θ

( 0° ≤ θ ≤ 360°)

to solve

problems

Students will be able to :

(i) identify the quadrants and

angles in the unit circle.

(ii) Determine :

a) the value of y- coordinate

b) the value of x- coordinate

c) the ratio of y- coordinate

to x- coordinate; of

several points on the

circumference of the unit

circle.

(iii) verify that, for an angle in

quadrant 1 of the unit circle:

a) sine θ= y- coordinate

b) cos θ = x- coordinate;

c) tangent θ = y- coordinate

x- coordinate

(iv) determine the values of:

a) sine

b) cosine

c) tangent

Of an angle in quadrant 1 in the

unit circle;

Mastery learning

ICT

Self access

learning

Communication

method of

learning

Self access

learning

Communication

method of

learning

Constructivism

Self access

learning

Communication

method of

learning

Identify

relations

Neatness

Rationale

Sincerity

Rationale

Systematic

Diligence

Rationale

Systematic

Diligence

Determinatio

n

Polite

Rationale

The unit

circle is the

circle of

radius 1

with its

centre at the

origin

quadrant

Sine θ

Cosine θ

Tangent θ

LEARNING

AREA/

WEEK

LEARNING

OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS CCTS MORALVALUES

POINTS TO

NOTE/VOCABULARY

Students will be able

to:

(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

special angles:

(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 to

angles in quadrant II,

III and IV.

Use the above

triangles to find the

values of sine, cosine

and tangent for

.60,45,30

Teaching can be

expanded through

activities such as

reflection.

Cooperative

learning

Self Access

learning

Cooperative

learning

Self Access

learning

Mastery learning

Enquiry discovery

Enquiry discovery

Self Access

learning

Comparing

Differentia

ting

Determination

Polite

Rationale

Systematic

Consistent

Rationale

Cooperation

Hard working

Diligence

Freedom

Rationale

Diligence

Consistent

45° 1

1

2

2

60°

30°

3

(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 quadrant I;

(x) find the values of

sine, cosine and

tangent of the angles

between 90o and

360o;

(xi) find the angles

between 0o and 360

o,

given the values of

sine, cosine or

tangent;

(xii) solve problems

involving sine, cosine

and tangent.

Use the Geometer’s

Sketchpad to explore

the change in the

values of sine, cosine

and tangent relative

to the change in

angles.

Relate to daily

situations.

Mastery learning

Cooperative

learning

Cooperative

learning

Self access

learning

Cooperative

learning

Self access

learning

Constructivisme

Identifying

relations

Honesty

Polite

Sincerity

LEARNING

AREA/

WEEK

LEARNING

OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING AND

LEARNING

ACTIVITIES

GENERICS CCTS MORALVALUES POINTS TO

NOTE/VOCABULARY

TRIGONOME

TRY II

32

(17-21 Ogs)

Students will be

taught to:

9.2 draw and use the

graphs of sine, cosine

and tangent.

Students will be able

to:

(i) draw the graphs of

sine, cosine and

tangent for angles

between 0o and 360

o;

(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.

Use the Graphing

calculator and

Geometer’s

Sketchpad to explore

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 the examples

of these graphs in

other area.

Contextual learning

Cooperative

learning

Inquiry discovery

Self access

learning

Constructivisme

Drawing

graphs

Comparing

Problems

solving

Neatness

Systematic

Rationale

Hard working

Rationale

Sincerity

Hard working

Cooperation

Rationale

Diligence

Cooperation

CHAPTER 10: ANGLE OF ELEVATION AND DEPRESSION

LEARNING

AREA /

WEEKS

LEARNING

OBJECTIVES

LEARNING

OUTCOMES

SUGGESTED

TEACHING &

LEARNING

ACTIVITIES

GENERICS CCTS MORAL

VALUE

POINTS TO NOTE

/ VOCABULARY

ANGLE OF

ELEVATION

AND

DEPRESSION

33

(24-28 Ogs)

Students will be

taught to:

Students will be able

to:

10.1 Understand

and use the concept

of angle 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, 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 elevation

Angle of depression

Horizontal line

CHAPTER 11: LINES AND PLANES IN 3 DIMENSIONS

LEARNING

AREA /

WEEK

LEARNING

OBJECTIVES

LEARNING OUTCOMES

SUGGESTED

TEACHING

& LEARNING

ACTIVITIES

GENERICS

CCTS

MORAL

VALUES

POINTS TO

NOTE /

VOCABULARY

LINES AND

PLANES IN

3-

DIMENSION

34

(31 Ogs-1

Sept)

11.1 understand

and use the

concept of angle

between lines

and planes to

solve problems.

Students will be able to :

(i) identify planes.

(ii) identify horizontal

planes, vertical planes and

inclined planes,

(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 the

orthogonal projection of a

line on plane;

Carry out activities using

daily situations and 3-

dimensional models.

Differentiate between 2-

dimensional and 3-

dimensional shapes.

Involve planes found in

natural surroundings.

Begin with 3-

dimensional models.

Use 3- dimensional

models to give clearer

pictures.

Contextual

Learning

Inquiry-

Discovery

Cooperative

Learning

Working out

mentally

Drawing

diagrams

Identifying

relations

Rationale

Systematic

Accuracy

Diligence

Horizontal plane

Vertical plane

3-dimensional

Normal to a plane

Orthogonal

Projection

Space diagonal

Include line in 3-

dimensional

shapes.

(viii) determine the angle

between a line and a

plane;

(ix) solve problems

involving the angle

between a line and a

plane.

LINES AND

PLANES IN

3-

DIMENSION

35

(07-11 Sept)

36

Ulangkaji

37

Cuti Penggal II

38

Ulangkaji

39-40

Peperiksaan

Akhir Tahun

11.2 understand

and use the

concept of angle

between two

planes to solve

problems.

Students will be able to :

(i) identify the line of

intersection between two

planes;

(ii) draw a line on each

plane which 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 a

model and a given

diagram;

(iv) Solve problems

involving lines and planes

in 3- dimensional shapes.

Use 3-dimensional

models to give clearer

pictures.

Contextual

Learning

Enquiry-

Discovery

Cooperative

Learning

Working out

mentally

Drawing

diagrams

Identifying

relations

Rational

Systematic

Accuracy

Diligence

Angle between two

planes.