Rancangan Pengajaran Tahunan MM YEARLY PLAN F4

8/13/2019 Rancangan Pengajaran Tahunan MM YEARLY PLAN F4

1/35

1LEARNING AREA:

STANDARD FORM Form 4WEEK LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING ACTIVITIESLEARNING OUTCOME POINTS TO NOTE

Students will be taught to: 1 Students will be able to:

1 a) understand and use the

concept of significant

figure;

Discuss the significance of zero in

a number.

(ii) round off positive numbers to a given

number of significant figures when the

numbers are:

a) greater than 1;

b) less than 1;

Rounded numbers are

only approimates.

!imit to positive numbers

only.

Discuss the use of significant

figures in everyday life and other

areas.

(iii) perform operations of addition" subtraction"

multiplication and division" involving a few

numbers and state the answer in specificsignificant figures;

#enerally" rounding is

done on the final answer.

(iv) solve problems involving significantfigures;

$ a) understand and use theconcept of standard form to

solve problems.

%se everyday life situations suchas in health" technology" industry"

construction and business

involving numbers in standard

form.

%se the scientific calculator to

eplore numbers in standard form.

(v) state positive numbers in standard formwhen the numbers are:

a) greater than or e&ual to 1';

b) less than 1;

nother term for standardform is scientific

notation.

(vi) convert numbers in standard form to single

numbers;

(vii) perform operations of addition" subtraction"multiplication and division" involving anytwo numbers and state the answers in

standard form;

nclude two numbers instandard form.

(viii) solve problems involving numbers in

standard form.


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1LEARNING AREA:




Students will be taught to: $ Students will be able to:* a) understand the concept

of &uadratic epression;

Discuss the characteristics of

&uadratic epressions of the form

cbxax ++$ " where a" band care

constants" a' andxis anun+nown.

(i) identify &uadratic epressions; nclude the case when b, '

and-or c, '.

(ii) form &uadratic epressions by

multiplying any two linear epressions;

mphasise that for the

termsx$andx" the

coefficients are understood

to be 1.

(iii) form &uadratic epressions based on

specific situations;

nclude everyday life

situations.

* a) factorise &uadratic

epression;

Discuss the various methods to

obtain the desired product.

(i) factorise &uadratic epressions of the

form cbxax ++$ " where b, ' or c, ';

(ii) factorise &uadratic epressions of the

formpx$q"pand qare perfect s&uares;1 is also a perfect s&uare.

/egin with the case a, 1.

plore the use of graphing

calculator to factorise &uadraticepressions.

(iii) factorise &uadratic epressions of the

form cbxax ++$ " where a" band cnot

e&ual to zero;

0actorisation methods that

can be used are:

cross method;

inspection.

(iv) factorise &uadratic epressionscontaining coefficients with common

factors;

a) understand the concept Discuss the characteristics of (v) identify &uadratic e&uations with one


3/35

1LEARNING AREA:




Students will be taught to: $ Students will be able to:of &uadratic e&uation; &uadratic e&uations. un+nown;

(vi) write &uadratic e&uations in general form

i.e.

'$

=++ cbxax ;

(vii) form &uadratic e&uations based onspecific situations;

nclude everyday lifesituations.


concept of roots of

&uadratic e&uations to solveproblems.

(i) determine whether a given value is a root

of a specific &uadratic e&uation;

Discuss the number of roots of a

&uadratic e&uation.

(ii) determine the solutions for &uadratic

e&uations by:

a) trial and error method;

b) factorization;

3here are &uadratic

e&uations that cannot besolved by factorization.

%se everyday life situations. (iii) solve problems involving &uadratice&uations.

(iv)

4hec+ the rationality of thesolution.


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1LEARNING AREA:




Students will be taught to: $ Students will be able to:


5/35

3LEARNING AREA:

SETS Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: * Students will be able to:5 a) understand the concept of

set;

%se everyday life eamples to

introduce the concept of set.

(i) sort given ob6ects into groups; 3he word set refers to any

collection or group of

ob6ects.

(ii) define sets by:

a) descriptions;

b) using set notation;

3he notation used for sets isbraces" 7 8.

3he same elements in a set

need not be repeated.

9ets are usually denoted bycapital letters.

3he definition of sets has to

be clear and precise so that

the elements can beidentified.

(iii) identify whether a given ob6ect is an

element of a set and use the symbol or;

3he symbol (epsilon) isread is an element of or

is a member of.

3he symbol is read isnot an element of or is nota member of.

Discuss the difference

between the representation ofelements and the number ofelements in


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3LEARNING AREA:




Students will be taught to: * Students will be able to:are not empty sets. set A.

(vi) determine whether a set is an empty set; 3he symbol (phi) or 7 8denotes an empty set.

(vii) determine whether two sets are e&ual; n empty set is also calleda null set.

= a) understand and use the

concept of subset" universal set

and the complement of a set;

/egin with everyday life

situations.

(i) determine whether a given set is a subset

of a specific set and use the symbol or;

n empty set is a subset of

any set.

very set is a subset ofitself.

(ii) represent subset using ? @ a) 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 ;


situations.

Discuss cases when: (ii) represent the intersection of sets


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3LEARNING AREA:




Students will be taught to: * Students will be able to: AB,

AB

using


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3LEARNING AREA:




Students will be taught to: * Students will be able to: of sets;

() solve problems involving the union

of

sets;


situations.

(i) determine the outcome of combined

operations on sets;

(ii) solve problems involving combined

operations on sets.


situations.

1' 393 1


9/35

4LEARNING AREA:

MATHEMATICA REASONING Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: Students will be able to:11 g) understand the concept of

statement;

ntroduce this topic using

everyday life situations.

(i) determine whether a given sentence is a

statement;

9tatements consisting of:

0ocus on mathematical

sentences.

(ii) determine whether a given statement is

true or false; words only" e.g. 0ive

is greater than two.;

numbers and words"e.g. 2 is greater than $.;

numbers and symbols"e.g. 2 A $.

Discuss sentences consisting

of: words only;

numbers and words;

numbers andmathematical symbols;

(iii) construct true or false statement using

given numbers and mathematicalsymbols;

3he following are not

statements: s the place value of

digit @ in 1@$>

hundredsB;

n2mC $s;

dd the twonumbers.;

xC $ , >.

1$ a) understand the concept of

&uantifiers all and some;

9tart with everyday life

situations.

(i) construct statements using the &uantifier:

a) all ;

b) some;

uantifiers such as every

and any can be introduced

based on contet.

(ii) determine whether a statement that

contains the &uantifier all is true orfalse;

Examples:

ll s&uares are foursided figures.

very s&uare is a four


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4LEARNING AREA:




Students will be taught to: Students will be able to:sided figure.

ny s&uare is a foursided figure.

(iii) determine whether a statement can begeneralised to cover all cases by using

the &uantifier all;

Ether &uantifiers such asseveral" one of and

part of can be used based

on contet.

(iv) construct a true statement using the&uantifier all or some" given an

ob6ect and a property.

Example:

Object: 3rapezium.

Property: 3wo sides areparallel to each other.

Statement: ll trapeziums

have two parallel sides.

Object: ven numbers.

Property: Divisible by .

Statement: 9ome even

numbers are divisible by .

1$ a) perform operations

involving the words not orno" and and or on

statements;

/egin with everyday life

situations.

(i) change the truth value of a given

statement by placing the word not intothe original statement;

3he negation no can be

used where appropriate.

3he symbol F (tilde)

denotes negation.

Fp denotes negation ofp

which means notp or nop.

3he truth table forpand Fp


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4LEARNING AREA:




Students will be taught to: Students will be able to:are as follows:

p Fp

3rue

0alse

0alse

3rue

(ii) identify two statements from a compoundstatement that contains the word and;

3he truth values for pandq are as follows:

p q

pand q

3rue 3rue 3rue

3rue 0alse 0alse

0alse 3rue 0alse

0alse 0alse 0alse

(iii) form a compound statement by

combining two given statements usingthe word and;

(iv) identify two statement from a compound

statement that contains the word or ;

3he truth values for por q

are as follows:

(v) form a compound statement bycombining two given statements using

the word or;

p q por

q

3rue 3rue 3rue

3rue 0alse 3rue

0alse 3rue 3rue

0alse 0alse 0alse

(vi) determine the truth value of a compound


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4LEARNING AREA:




Students will be taught to: Students will be able to: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 oftwo statements with the word or.

1* a) understand the concept of

implication;


situations.

(i) identify the antecedent and conse&uent of

an implication ifp" then q;

mplication ifp" then q

can be written aspq"and pif and only if q can

be written aspq" whichmeanspqand qp.

(ii) write two implications from a compound

statement containing if and only if;

(iii) construct mathematical statements in the

form of implication:

a) fp" then q;

b) pif and only if q;

(iv) determine the converse of a given

implication;

3he converse of an

implication is not

necessarily true.

(v) determine whether the converse of an

implication is true or false.

Example 1:

fxG *" then

xG 2 (true).

4onversely:

fxG 2" then

xG * (false).


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4LEARNING AREA:




Students will be taught to: Students will be able to:Example 2:

fPQRis a triangle" then

the sum of the interior

angles ofPQRis 1>'.

(true)

4onversely:

f the sum of the interior

angles ofPQRis 1>'" thenPQRis a triangle.

(true)1 a) understand the concept of

argument;


situations.

(i) identify the premise and conclusion of a

given simple argument;

!imit to arguments with

true premises.

(ii) ma+e a conclusion based on two given

premises for:

a) rgument 0orm ;

b) rgument 0orm ;

c) rgument 0orm ;

Hames for argument forms"

i.e. syllogism(0orm )"modusponens(0orm )

and modustollens(0orm

)" need not be introduced.

ncourage students toproduce arguments based on

previous +nowledge.

(iii) complete an argument given a premiseand the conclusion.

9pecify that these threeforms of arguments are

deductions based on two

premises only.

Argument Form

Premise 1: llAare!.

Premise 2: "isA.

Conclusion: "is!.


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4LEARNING AREA:




Students will be taught to: Students will be able to:Argument Form :

Premise 1: fp" then q.

Premise 2:pis true.

Conclusion: qis true.

Argument Form :

Premise 1: fp" then q.

Premise 2: Hot qis true.

Conclusion: Hotpis true.


concept of deduction andinduction to solve problems.

%se specific

eamples-activities tointroduce the concept.

(i) determine whether a conclusion is made

through:

a) reasoning by deduction;

b) reasoning by induction;

(ii) ma+e a conclusion for a specific case

based on a given general statement" bydeduction;

(iii) ma+e a generalization based on the

pattern of a numerical se&uence" by

induction;

!imit to cases where

formulae can be induced.

(iv) use deduction and induction in problem

solving.

9pecify that:

ma+ing conclusionby deduction is definite;

ma+ing conclusionby induction is not

necessarily definite.


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4LEARNING AREA:




Students will be taught to: Students will be able to:


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5LEARNING AREA:

THE STRAIGHT INE Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: 2 Students will be able to:15 a) understand the concept of

gradient of a straight line;

%se technology such as the

#eometerIs 9+etchpad"

graphing calculators" graph

boards" magnetic boards" topomaps as teaching aids where

appropriate.

(i) determine the vertical and horizontal

distances between two given points on a

straight line.

/egin with concrete

eamples-daily situations tointroduce the concept of

gradient.

Discuss:

the relationship betweengradient and tan .

the steepness of thestraight line with different

values of gradient.

4arry out activities to find the

ratio of vertical distance to

horizontal distance for severalpairs of points on a straight

line to conclude that the ratio

(ii) determine the ratio of vertical distance to

horizontal distance.


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5LEARNING AREA:




Students will be taught to: 2 Students will be able to:is constant.

15 a) understand the concept of

gradient of a straight line in4artesian coordinates;

Discuss the value of gradient if

Pis chosen as (x1"#1) andQis (x$"#$);

Pis chosen as (x$"#$) andQis (x1"#1).

(i) derive the formula for the gradient of a

straight line;

3he gradient of a straight

line passing through

P(x1"#1) and

Q(x$"#$) is:

1$

1$

xx

##m

=

(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;

1= c) understand the concept ofintercept;

(i) determine thexKintercept and the#Kintercept of a straight line;

mphasise that thexKintercept and the#Kintercept

are not written in the form

of coordinates.

(ii) derive the formula for the gradient of astraight line in terms of thexKintercept

and the#Kintercept;

(iii) perform calculations involving gradient"

xKintercept and#Kintercept;

1= a) understand and use Discuss the change in the form (i) draw the graph given an e&uation of the mphasise that the graph


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5LEARNING AREA:




Students will be taught to: 2 Students will be able to:e&uation of a straight line; of the straight line if the values

of mand care changed.

form

#, mxC c;

obtained is a straight line.

4arry out activities using the

graphing calculator"#eometerIs 9+etchpad or other

teaching aids.

(ii) determine whether a given point lies on a

specific straight line;

f a point lies on a straight

line" then the coordinates ofthe point satisfy the

e&uation of the straight line.


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5LEARNING AREA:




Students will be taught to: 2 Students will be able to:point that satisfies both

e&uations.

%se the graphing calculator

and #eometerIs 9+etchpad orother teaching aids to find the

point of intersection.

a) drawing the two straight lines;

b) solving simultaneous e&uations.

1> c) understand and use the

concept of parallel lines.

plore properties of parallel

lines using the graphing

calculator and #eometerIs

9+etchpad or other teaching

aids.

(i) verify that two parallel lines have the

same gradient and vice versa;

(ii) determine from the given e&uationswhether two straight lines are parallel;

(iii) find the e&uation of the straight line

which passes through a given point and is

parallel to another straight line;

(iv) solve problems involving e&uations of

straight lines.


20/35


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LEARNING AREA:

STATISTICS Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: 5 Students will be able to:$1 a) understand the concept

of class interval;

%se data obtained from

activities and other sources

such as research studies to

introduce the concept of classinterval.

(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 lowerboundary

of a class in a grouped data;

(iii) calculate the size of a class interval; 9ize of class interval

, Oupper boundary ?

lower boundaryP

(iv) determine the class interval" given a setof data and the number of classes;

(v) determine a suitable class interval for a

given set of data;

Discuss criteria for suitableclass intervals.

(vi) construct a fre&uency table for a givenset of data.

$$ a) understand and use the

concept of mode and mean ofgrouped data;

(i) determine the modal class from the

fre&uency table of grouped data;

(ii) calculate the midpoint of a class; Lidpoint of class

,$

1 (lower limit C upper

limit)


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LEARNING AREA:




Students will be taught to: 5 Students will be able to:(iii) verify the formula for the mean of

grouped data;

(iv) calculate the mean from the fre&uency

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..

$* a) represent and interpretdata in histograms with class

intervals of the same size to

solve problems;

Discuss the difference betweenhistogram and bar chart.

(i) draw a histogram based on the fre&uencytable of a grouped data;

%se graphing calculator toeplore the effect of different

class interval on histogram.

(ii) interpret information from a givenhistogram;

(iii) solve problems involving histograms. nclude everyday life

situations.

a) represent and interpret

data in fre&uency polygons tosolve problems.

(i) draw the fre&uency polygon based on:

a) a histogram;

b) a fre&uency table;

Qhen drawing a fre&uency

polygon add a class with 'fre&uency before the first

class and after the last class.

(ii) interpret information from a given

fre&uency polygon;

(iii) solve problems involving fre&uency

polygon.


situations.

$ a) understand the concept

of cumulative fre&uency;

(i) construct the cumulative fre&uency table

for:


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LEARNING AREA:




Students will be taught to: 5 Students will be able to:a) ungrouped data;

b) grouped data;

(ii) draw the ogive for:

a) ungrouped data;

b) grouped data;

Qhen drawing ogive:

use the upperboundaries;

add a class with zerofre&uency before the first

class.

$2 c) understand and use the

concept of measures ofdispersion to solve problems.

Discuss the meaning of

dispersion by comparing a fewsets of data. #raphing

calculator can be used for thispurpose.

(i) determine the range of a set of data. 0or grouped data:

Range , Omidpoint of thelast class ? midpoint of the

first classP

(ii) determine:

a) the median;

b) the first &uartile;

c) the third &uartile;

d) the inter&uartile range;

from the ogive.

(iii) interpret information from an ogive;4arry out a pro6ect-research and

analyse as well as interpret the

data. resent the findings of the

pro6ect-research.

mphasise the importance of

honesty and accuracy in

(iv) solve problems involving data

representations and measures of

dispersion.


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LEARNING AREA:




Students will be taught to: 5 Students will be able to:managing statistical research.


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!LEARNING AREA:

PROBABI IT" I Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: = Students will be able to:$5 a) understand the concept

of sample space;

%se concrete eamples such as

throwing a die and tossing a

coin.

(i) determine whether an outcome is a

possible outcome of an eperiment;

(ii) list all the possible outcomes of aneperiment:

a) from activities;

b) by reasoning;

(iii) determine the sample space of aneperiment;

(iv) write the sample space by using set

notations.

a) understand the conceptof events.

Discuss that an event is a subsetof the sample space.

Discuss also impossible events

for a sample space.

(i) identify the elements of a sample spacewhich satisfy given conditions;

n impossible event is anempty set.

(ii) list all the elements of a sample spacewhich satisfy certain conditions using set

notations;

Discuss that the sample space

itself is an event.

(iii) determine whether an event is possible

for a sample space.

$= a) understand and use theconcept of probability of an

event to solve problems.

4arry out activities to introducethe concept of probability. 3he

graphing calculator can be used

to simulate such activities.

(i) find the ratio of the number of times anevent occurs to the number of trials;

robability is obtained fromactivities and appropriate

data.

(ii) find the probability of an event from a

big enough number of trials;


26/35

!LEARNING AREA:

PROBABI IT" I Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: = Students will be able to:

Discuss situation which results

in:

probability of event , 1.

probability of event , '.

(iii) calculate the epected number of times

an event will occur" given the probabilityof the event and number of trials;

mphasise that the value of

probability is between ' and 1.

(iv) solve problems involving probability;

redict possible events which

might occur in daily situations.

(v) predict the occurrence of an outcome and

ma+e a decision based on +nown

information.


27/35

#LEARNING AREA:

CIRC ES III Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: > Students will be able to:$> a) understand and use the

concept of tangents to a

circle.

Develop concepts and abilities

through activities using

technology such as the

#eometerIs 9+etchpad andgraphing calculator.

(i) identify tangents to a circle;

(ii) ma+e 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 circle passing

through a point:a) on the circumference of the circle;

b) outside the circle;

(iv) determine the properties related to twotangents to a circle from a given point

outside the circle;

roperties of angle insemicircles can be used.

amples of properties of

two tangents to a circle:

A",!"

A"$, !"$

A$", !$"

A$"and !$"are

A

!

$ "


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#LEARNING AREA:




Students will be taught to: > Students will be able to:

congruent.

(v) solve problems involving tangents to a

circle.

Relate to ythagoras

theorem.

$@ a) understand and use the

properties of angle between

tangent and chord to solve

problems.

plore the property of angle in

alternate segment using

#eometerIs 9+etchpad or other

teaching aids.

(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;

A!E, !%E

"!%, !E%

(iii) perform calculations involving the angle

in alternate segment;

(iv) solve problems involving tangent to a

circle and angle in alternate segment.

*' a) understand and use the Discuss the maimum number (i) determine the number of common mphasise that the lengths

E

%

A ! "


29/35

#LEARNING AREA:




Students will be taught to: > Students will be able to:

properties of common

tangents to solve problems.

of common tangents for the

three cases.

tangents which can be drawn to two

circles which:

a) intersect at two points;

b) intersect only at one point;

c) do not intersect;

of common tangents are

e&ual.

nclude daily situations. (ii) determine the properties related to thecommon tangent to two circles which:

a) intersect at two points;b) intersect only at one point;

c) do not intersect;

(iii) solve problems involving commontangents to two circles;

(iv) solve problems involving tangents and

common tangents.

nclude problems involving

ythagoras theorem.

*1 393 $


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$LEARNING AREA:

TRIGONOMETR" II Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: @ Students will be able to:

*$ ? * a) understand and use the

concept of the values of

sin " cos and tan ('*5') to solve problems.

plain the meaning of unit

circle.

(i) identify the &uadrants and angles in the

unit circle;

3he unit circle is the circle

of radius 1 with its centre at

the origin.

(ii) determine:

a) the value of#Kcoordinate;

b) the value ofxKcoordinate;

c) the ratio of#Kcoordinate toxK

coordinate;

of several points on the circumference ofthe unit circle;

/egin with definitions of sine"

cosine and tangent of an acute

angle.

##

$P

PQ===

1sin

xx

$P

$Q===

1cos

x

#

$Q

PQ==tan

(iii) verify that" for an angle in &uadrant of

the unit circle :

a) sin ,#Kcoordinate ;

b) cos,xKcoordinate;

c)coordinate

coordinatetan

=

x

# ;

(iv) determine the values of

a) sine;

b) cosine;

c) tangent;

of an angle in &uadrant of the unit

'

#

x

P &x'#(

#1

x Q


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$LEARNING AREA:





circle;

plain that the concept

sin ,#Kcoordinate ;

cos,xKcoordinate;

coordinate

coordinatetan

=

x

#

can be etended to angles in

&uadrant " and '" $='" *5'.

%se the above triangles to find

the values of sine" cosine and

tangent for *'" 2" 5'.

(vii) determine the values of sine" cosine and

tangent for special angles;

3eaching can be epandedthrough activities such as

reflection.

(viii) determine the values of the angles in&uadrant which correspond to the

values of the angles in other &uadrants;%se the #eometerIs 9+etchpad

to eplore the change in thevalues of sine" cosine and

tangent relative to the change in

angles.

(i) state the relationships between the values

of:

a) sine;

b) cosine; and

1 $

2o

1

5'o

*'o

1

$

*


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$LEARNING AREA:





c) tangent;

of angles in &uadrant " and < with

their respective values of the

corresponding angle in &uadrant ;

() find the values of sine" cosine and

tangent of the angles between @'and*5';

(i) find the angles between 'and *5'"given the values of sine" cosine or

tangent;

Relate to daily situations. (ii) solve problems involving sine" cosine

and tangent.

*2 a) draw and use the graphs

of sine" cosine and tangent.

%se the graphing calculator and

#eometerIs 9+etchpad toeplore the feature of the graphs

of

#, sin "#, cos "#, tan .

(i) draw the graphs of sine" cosine and

tangent for angles between 'and *5';

Discuss the feature of the graphs

of

#, sin "#, cos "#, tan .

(ii) compare the graphs of sine" cosine and

tangent for angles between 'and *5';

Discuss the eamples of these

graphs in other area.

(iii) solve problems involving graphs of sine"

cosine and tangent.


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1%LEARNING AREA:

ANG ES OF E EVATION AND DEPRESSION Form 4WEEK LEARNING OBJECTIVES



Students will be taught to: 1' Students will be able to:

*5 a) understand and use the

concept of angle of elevation

and angle of depression to

solve problems.

%se daily situations to

introduce the concept.

(i) identify:

a) the horizontal line;

b) the angle of elevation;

c) the angle of depression"

for a particular situation;

(ii) Represent a particular situation

involving:

a) the angle of elevation;

b) the angle of depression" usingdiagrams;

nclude two observations on

the same horizontal plane.

(iii) 9olve problems involving the angle of

elevation and the angle of depression.

nvolve activities outside

the classroom.


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11LEARNING AREA:

INES AND P ANES IN 3&DIMENSIONS Form 4WEEK LEARNING OBJECTIVES




*= ? *> a) understand and use the

concept of angle between

lines and planes to solve

problems.

4arry out activities using daily

situations and *Kdimensional

models.

(i) identify planes;

Differentiate between $K

dimensional and *Kdimensional

shapes. nvolve planes found in

natural surroundings.

(ii) identify horizontal planes" vertical planes

and inclined planes;

(iii) s+etch 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 normals to a given plane;

/egin with *Kdimensional

models.

(vi) determine the orthogonal pro6ection of a

line on a plane;

(vii) draw and name the orthogonal pro6ectionof a line on a plane;

nclude lines in *Kdimensional shapes.

(viii) determine the angle between a line and a

plane;%se *Kdimensional models to

give clearer pictures.

(i) solve problems involving the angle

between a line and a plane.

a) understand and use theconcept of angle between

two planes to solve

(i) identify the line of intersection betweentwo planes;


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11LEARNING AREA:

INES AND P ANES IN 3&DIMENSIONS Form 4WEEK LEARNING OBJECTIVES




problems.

(ii) draw a line on each plane which is

perpendicular to the line of intersectionof the two planes at a point on the line of

intersection;

%se *Kdimensional models togive clearer pictures.

(iii) determine the angle between two planeson a model and a given diagram;

(iv) solve problems involving lines and

planes in *Kdimensional shapes.

*@ K $ 0H! MR NLH3EH-R

Rancangan Pengajaran Tahunan MM YEARLY PLAN F4

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