1RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.1.1 Understand and use the concept of number in base two, eight and five1.1.1State zero, one, two, three, , as a number in base:a) twob) eightc) five153Use models such as a clock face or a counter which uses a particular number base.1.1.2State the value of a digit of a number in base:a) two b) eightc) five153Number base blocks of twos, eights and fives can be used to demonstrate the value of a number in the respective number base.1.1.3Write a number in base:a) two b) eightc) fivein expanded number.232Discuss: digits used, place values in the number system with a particular number base.Penyemakan dan penandaan 1

2RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.1.1 Understand and use the concept of number in base two, eight and five1.1.4Convert a number in base:a) twob) eightc) fiveto a number in base ten and vice versa.321Number base blocks of twos, eights and fives can also be used here. For example, to convert 1010to a number in base two, use the least number of blocks (23), tiles (22), rectangles (21) and squares (20). Here, the least number of objects here are one block, no tiles, one rectangle and no squares. So, 1010= 101021.1.5Convert a number in a certain base to a number in another base.3211.1.6Perform computations involving:a) additionb) subtractionof two numbers in base two321Perform direct addition and subtraction in the conventional manner.Penyemakan dan penandaan 1

3RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.2.1 Understand and use the concept of graph of functions.2.1.1Draw the graph of a :(a) linear function: y = ax + b, a,b are constants.(b) quadratic function : y = ax2 + bx + c, a, b, c are constants, a 0.(c) cubic function : y = ax3 + bx2 + cx + d, a, b, c, d are constant, a 0.(d) reciprocal function : y = a/x, a constant, a 0.232Explore graph of functions using graphing calculator or the Geometers Sketchpad.

Compare the characteristics of graph of functions with different values of constants.2.1.2Find from a graph :(a) the value of y given a value of x.(b) the value (s) of x, given a value of y.2322.1.3Find from a graph :(a) the value of y given a value of x.(b) the value (s) of x, given a value of y2322.1.4Identify :(a) the shape of graph given a type of function.(b) the type of function given of graph.(c) the graph given a function and vice versa153As reinforcement, let pupils play a game; for example, matching cards of graphs with their respective functions. When the pupils have their matching partners, ask them to group themselves into four groups of types of functions. Finally, ask each group to name the type of function that is depicted on the cards.2.1.5Sketch the graph of a given linear, quadratic, cubic or reciprocal function232Penyemakan dan penandaan 1

4RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.2.1 Understand and use the concept of graph of functions.2.1.4Identify :(a) the shape of graph given a type of function.(b) the type of function given of graph.(c) the graph given a function and vice versa153As reinforcement, let pupils play a game; for example, matching cards of graphs with their respective functions. When the pupils have their matching partners, ask them to group themselves into four groups of types of functions. Finally, ask each group to name the type of function that is depicted on the cards.2.1.5Sketch the graph of a given linear, quadratic, cubic or reciprocal function2322.2 Understand and use the concept of the solution of an equation by graphical method2.2.1Find the point(s) of intersection of two graphs232Explore on the graphing calculator or the Geometers Sketchpad to relate the x-coordinate of a point of intersection of two appropriate graphs to the solution of a given equation. Make generalisation about the point(s) of intersection of two graphs.2.2.2Obtain the solution of an equation by finding the point(s) of intersection of two graphs2322.2.3Solve problems involving solution of an equation by graphical method321Penyemakan dan penandaan 1

5RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.2.3 Understand and use the concept of the solution of an equation by graphical method.2.3.1Determine whether a given points satisfies:y = ax + b ory > ax + b ory < ax + b1532.3.2Determine the position of a given point relative to the equation y = ax + b.1532.3.3Identify the region satisfying y > ax + b or y < ax + b.153Discuss that if one point in a region satisfies y > ax + b or y < ax + b, then all points in the region satisfy the same inequality.2.3.4Shade the regions representing the inequalities: a) y > ax + b or y < ax + bb) y ax + b or y ax + b232Use the Sketchpad or the graphing calculator to explore points relative to a graph to make generalisation about regions satisfying the given inequalities.2.3.5Determine the region which satisfies two or more simultaneous linear inequalities153Carry out activities using overhead projector and transparencies, graphing calculator or Geometers Sketchpad.Penyemakan dan penandaan 1

6RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.3.1 Understand and use the concept of combination of two transformation3.1.1Determine the image of an object under combination of two isometric transformation.153Relate to transformations in real life situations such as tessellation patterns on walls, ceilings or floors.3.1.2Determine the image of an object under combinaion of:a) two enlargementsb) an enlargement and and isometric transformation.153Explore combined transformation using Geometers Sketchpad, graphing calculator or overhead projector and transparencies.3.1.3Draw the image of an object under combination of two transformation.232Investigate the characteristics of an object and its image under combined transformation.3.1.4State the coordinates of the image of a point under combined transformation.232Penyemakan dan penandaan 1

7RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.3.1 Understand and use the concept of combination of two transformation3.1.1Determine the image of an object under combination of two isometric transformation.153Relate to transformations in real life situations such as tessellation patterns on walls, ceilings or floors.3.1.2Determine the image of an object under combinaion of:a) two enlargementsb) an enlargement and and isometric transformation.153Explore combined transformation using Geometers Sketchpad, graphing calculator or overhead projector and transparencies.3.1.3Draw the image of an object under combination of two transformation.232Investigate the characteristics of an object and its image under combined transformation.3.1.4State the coordinates of the image of a point under combined transformation.232Penyemakan dan penandaan 1

8RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.4.1 Understand and use the concept of matrix.4.1.1Form a matrix from given information.153Represent data in real life situations, for (i) example, the price of food on a menu, in table form and then in matrix form.4.1.2Determine :a) The number of rowsb) the number of columnsc) The order of a matrix1534.1.3Identify a specify element in a matrix.153Use pupils seating positions in class4.2 Understand and use the concept of equal matrices.4.2.1Determine whether two matrices are equal.153Relate to real life situations such as keeping score of medal tally or points in sports.4.2.2Solve problem involving equal matrices.3214.3.2234.3.3Perform addition and subtraction on a few matrices.232Penyemakan dan penandaan 1

9RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.4.4 Perform multiplication of a matrix by a number.4.4.1Multiply a matrix by a number.153Relate to real life situations such as in industrial productions.4.4.2Express a given matrix as a multiplication of another matrix by a number.1534.4.3Perform calculation on matrices involving addition, subtraction and scalar multiplication.2324.4.4Solve matrix equations involving addition, subtraction and scalar multiplication.3214.5 Perform multiplication of two matrices4.5.1Determine wether two matrices can be multiplied and state the order of the product when two matrices can be multiplied.153Relate to real life situations such as finding the cost of a meal in a restaurant.23For matrices A and B, discuss the relationship between AB and BA..4.5.332Penyemakan dan penandaan 1

10RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.4.6 Understand and use the concept of identity matrix.4.6.1Determine whether a given matrix is an identity matrix by multiplying it to another matrix.153Begin with discussing the property of the number 1 as an identity for multiplication of numbers.4.6.2Write identity matrix of any order2324.6.3Perform calculation involving identity matrices.232Understand and use the concept of inverse matrix4.7.1Determine wether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix.153Relate to property of multiplicative inverse of numbers.4.7.2Find the inverse matrix of a 2 x 2 matrix using: (a) the method of solving simultaneous linear equations(b) a formula232Use the method of solving simultaneous linear equations to show that not all square matrices have inverse matrices.Penyemakan dan penandaan 1

11RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.4.7 Solve simultaneous linear equations by using matrices4.8.1Write simultaneous linear equations in matrix .form .153Relate to equal matrices by witing down the simultaneous equations as equal matrices first.4.8.2Find the matrix using the inverse matrix.2324.8.3Solve simultaneous linear equations by the matrix method321Relate the use of matrices in other areas such as in business or economy, science and so on. Carry out projects involving matrices using spreadsheet softwares.4.8.4Solve problems involving matrices.321Penyemakan dan penandaan 1

12RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.5.1 Understand and use the concept of direct variations5.1.1State the changes in a quantity with respect to the changes in another quantity, in everyday life situations involving direct variation.1535.1.2Determine from given information whether a quantity varies directly as another quantity.153Discuss the characteristics of the graph of y against x when y X5.1.3Express a direct variations in the form of equation involving two variables.153Relate to other areas like science and technology. For example, the Law of Charles and Gay-Lussac (or Charles Law), Hookes Law and the simple pendulum.5.1.4Find the value of a variable in a direct variations when sufficient informations is given.2325.1.5Solve problems involving direct variations for the some cases.3215.1.6155.2.215Relate to other areas like science and technology. For example, Boyles Law.5.2.3Express as inverse variation in form of equation involving two variables.1535.2.4235.2.532Penyemakan dan penandaan 1

13RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.5.3 Understand and use the concept of joint variation.5.3.1Represent a joint variation by using the symbol for the following cases :a) two direct variationsb) two inverse variationsc) a direct variations and an inverse variation.153Discuss joint variation for the three cases in everyday life situations. Relate to other areas like science and technology.5.3.2Express a joint variation in the form of equation.1535.3.3Find the value of a variable in a joint variations when sufficient information is given.2325.3.4Solve problems involving joint variation321Penyemakan dan penandaan 1

14RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.6.1 Understand and use the concept of quantity represented by the gradient of a graph.6.1.1State the quantity represented by the gradient of graph.153Use examples in various areas such as technology and social science.6.1.2Draw the distance-time graph, given:(a) a table of distance-time values.(b) a relationship between distance and time.232Compare and differentiate between distance-time graph and speed-time graph.6.1.3Find and interpret the gradient of a distance-time graph.2326.1.4Find the speed for a period of time from a distance-timegraph.232Use real life situations such as travelling from one place to another by train or by bus.6.1.5Draw a graph to show the relationship between two variable representing certain measurement and state the meaning of its gradient.232Use examples in social science and economy.Penyemakan dan penandaan 1

15RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.6.2 Understand the concept of quantity represent any meaningful quantity.6.2.1State the quantity represented by the area under a graph.153Discuss that in certain cases, the area under a graph may not represent any meaningful quantity. The area under the distance-time graph.6.2.2Find the area under a graph232Discuss the formula for finding the area under a graph.6.2.3Determine the distance by finding the area under the following types of speed-time graphs:a) v = k (uniform speed)b) v = ktc) v = kt + hd) a combination of the above.2326.2.4Solve problems involving gradient and area under a graph.321Penyemakan dan penandaan 1

16RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.7.1 Understand and use the concept of probability of an event.7.1.1State the quantity represented by the gradient of graph.153Discuss equiprobable sample space through concrete activities and begin with simple cases such as tossing a fair coin.7.1.2Draw the distance-time graph, given:(a) a table of distance-time values.(b) a relationship between distance and time.232In cases that can be seen as built up of simple cases, for example tossing a fair coin and a fair die, tree diagrams can be used to obtain the sample space.7.1.3Find and interpret the gradient of a distance-time graph.232Graphing calculator can be used for these activities. Discuss events that produce P(A) = 1 and P(A) = 07.2 Understand and use the concept of probability of combined event.7.2.1Find the speed for a period of time from a distance-timegraph.2327.2.2Draw a graph to show the relationship between two variable representing certain measurement and state the meaning of its gradient.232Include events in real life situations such as winning or losing a game and passing or failing an exam.Penyemakan dan penandaan 1

17RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.7.3 Understand and use the concept of probability of combined event7.3.1State the quantity represented by the area under a graph.153Use real life situations to show the relationship between7.3.2Find the area under a graph232Tree diagrams and coordinate planes are useful tools that can be used to find all the outcomes of combined events.7.3.3Determine the distance by finding the area under the following types of speed-time graphs:a) v = k (uniform speed)b) v = ktc) v = kt + hd) a combination of the above.232Use two-way classification tables of events from newspaper articles or statistical data to find the probability of combined events. Ask students to create tree diagrams from these tables.Penyemakan dan penandaan 1

18RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.8.1 Understand and use the concept of bearing8.1.1Draw and label the eight main compass direction:a) North,south,east,westb) North-east,north-west, South-east,south-west.2328.1.2State the compass angle of any compass direction.153Carry out activities or games involving finding directions using a compass, such as treasure hunt or scavenger hunt. It can also be about locating several points on a map.8.1.3Draw a diagram of a point which shows the direction of B relative to another point A given the bearing of B from A.232Penyemakan dan penandaan 1

19RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.8.1 Understand and use the concept of bearing8.1.4State the bearing of point A from point B based on given information.2328.1.5Solve problems involving bearing.321Discuss the use of bearing in real life situations. For example, in map reading and navigation.Penyemakan dan penandaan 1

20RANCANGAN PELAJARAN TAHUNAN (SMTAG & MAS)GURU MENGAJAR:(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)TINGKATAN:(MINIMUM ADEQUATE SYLLIBUS - MAS)JANGKA MASA:MingguBidang Pembelajaran (Learning Specifications)Kod HSPHasil Pembelajaran (Learning Outcomes)Aras (Level)ItemCadangan Aktiviti Pembelajaran (Learning Suggested Activities)Standard Minimum (s)Pencapaian (a)Pemberat (w)Prestasi Standard (sw)Prestasi Guru (aw)Dae.Sek.9.1 Understand and use the concept of longitude.9.1.1Sketch a great circle through the north and south poles.232Models such as globes should be used.9.1.2State the longitude of a given point.232Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 0.Emphasise that longitude 180E and longitude 180W refer to the same meridian.9.1.3Sketch and label the a meridian with the longitude given.2329.1.4Find the difference between two longitudes.232Discuss that: All points on a meridian have the same longitude There are two meidians on a great circle through both poles Meridians with longitudes xE (0r W) and 180 - x)W (or E) form a great circle through both poles.Express the difference between two longitudes with an angle in the range of 0