Form 4

LEARNING AREA:

1
LEARNING OBJECTIVES
Pupils will be taught to…
1 Understand and use the
concept of significant figure.
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Discuss the significance of zero in a (i) Round off positive numbers to Rounded numbers are
number. a given number of significant only approximates.
figures when the numbers are: Limit to positive
a) greater than 1, numbers only.
b) less than 1.

2 Understand and use the
concept of standard form to
solve problems.
Discuss the use of significant figures
in everyday life and other areas.
Use everyday life situations such as in
health, technology, industry,
construction and business involving
numbers in standard form.
Use scientific calculator to explore
numbers in standard form.
(ii) Perform operations of addition, Generally, rounding
subtraction, multiplication and is done on the final
division, involving a few answer.
numbers and state the answer
in specific significant figures.
(iii) Solve problems involving
significant figures.
(i) State positive numbers in Another term for
standard form when the standard form is
numbers are: scientific notation.
a) greater than or equal to 10,
b) less than 1.
(ii) Convert numbers in standard
form to single numbers.
(iii) Perform operations of addition, Include two numbers
subtraction, multiplication and in standard form.
division, involving any two
numbers and state the answers
in standard form.
(iv) Solve problems involving
numbers in standard form.

1
 2 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
1 Understand the concept Discuss the characteristics of quadratic (i) Identify quadratic expressions. Include the case
of quadratic expression. expressions of the when b = 0 and/or
2
form ax + bx + c = 0 , where a, b c = 0.
and c are constants, a ≠ 0 and x is an
unknown.
(ii) Form quadratic expressions by Emphasise that for
2
multiplying any two linear the terms x and x, the
expressions. coefficients are
understood to be 1.
(iii) Form quadratic expressions Include everyday life
based on specific situations. situations.
2 Factorise quadratic Discuss the various methods to obtain (i) Factorise quadratic expressions
expression. the desired product. 2
of the form ax + bx + c , b =
0 or c = 0.
(ii) Factorise quadratic expressions 1 is also a perfect
2
of the form px − q, p and q are square.
perfect squares.
Begin with the case a = 1. (iii) Factorise quadratic expressions Factorisation
2
Explore the use of graphing calculator of the form ax + bx + c, a, b methods that can be
to factorise quadratic expressions. and c not equal to zero. used are:
• cross method;
• inspection.
(iv) Factorise quadratic expressions
containing coefficients with
common factors.

2
 2 Form 4
LEARNING OBJECTIVES
Pupils will be taught to…
3 Understand the concept
of quadratic equation.
4 Understand and use the
concept of roots of quadratic
equations to solve problems.
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Discuss the characteristics of quadratic (i) Identify quadratic equations
equations. with one unknown.
(ii) Write quadratic equations in
general form i.e.
2
ax + bx + c = 0 .
(iii) Form quadratic equations Include everyday life
based on specific situations. situations.
(i) Determine whether a given
value is a root of a specific
quadratic equation.
Discuss the number of roots of a (ii) Determine the solutions for There are quadratic
quadratic equation. quadratic equations by: equations that cannot
a) trial and error method, be solved by
factorisation.
b) factorisation.
Use everyday life situations. (iii) Solve problems involving Check the rationality
quadratic equations. of the solution.
3
 Form 4
LEARNING AREA:
3
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
1 Understand the concept Use everyday life examples to (i) Sort given objects into groups. The word set refers to
of set. introduce the concept of set. any collection or
group of objects.
(ii) Define sets by: The notation used for
a) descriptions, sets is braces, { }.
b) using set notation. 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.
(iii) Identify whether a given object The symbol ∈
is an element of a set and use (epsilon) is read “is
the symbol ∈ or ∉. an element of” or “is
a member of”.
The symbol ∉ is
read “is not an
element of” or “is not
a member of”.

Discuss the difference between the (iv) Represent sets by using Venn
representation of elements and the diagrams.
number of elements in Venn diagrams.

4

LEARNING AREA:
3
LEARNING OBJECTIVES
Pupils will be taught to…
2 Understand and use the
concept of subset, universal
set and the complement of a
set.
Form 4
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Discuss why { 0 } and { ∅ } are (v) List the elements and state the The notation n(A)
not empty sets. number of elements of a set. denotes the number
of elements in set A.
(vi) Determine whether a set is an The symbol ∅
empty set. (phi) or { } denotes
an
(vii) Determine whether two sets are empty set.
equal. An empty set is also
Begin with everyday life situations. (i) Determine whether a given set called a null set.
is a subset of a specific set and An empty set is a
use the symbol ⊂ or ⊄ . subset of any set.
Every set is a subset
(ii) Represent subset using Venn of itself.
diagram.
(iii) List the subsets for a specific
set.
Discuss the relationship between sets (iv) Illustrate the relationship
and universal sets. between set and universal set The symbol ξ
using Venn diagram. denotes a universal
(v) Determine the complement of a set.
given set. The symbol A′ denotes
the complement of set
A.
(vi) Determine the relationship
between set, subset, universal Include everyday life
set and the complement of a situations.
set.
5
 Form 4
LEARNING AREA:
3
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
3 Uerform operations on (i) Determine the intersection of: Include everyday life
sets: a) two sets, situations.
• the intersection of b) three sets,
sets,
• the union of sets. and use the symbol ∩.
Discuss cases when: (ii) Represent the intersection of
• A ∩ B = ∅, sets using Venn diagram.
• A ⊂ B.
(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 Include everyday life
intersection of sets. situations.
(vi) Determine the union of:
a) two sets,
b) three sets,
and use the symbol ∪.
(vii) Represent the union of sets
using Venn diagram.
(viii) State the relationship between
a) A ∪ B and A,
b) A ∪ B and B.
(ix) Determine the complement of
the union of sets.

6
 Form 4
LEARNING AREA:
3
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to… WEEK

(x) Solve problems involving the Include everyday life

union of sets. situations.
(xi) Determine the outcome of
combined operations on sets.
(xii) Solve problems involving Include everyday life
combined operations on sets. situations.

7
 4 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
1 Understand the concept Introduce this topic using everyday (i) Determine whether a given Statements consisting
of statement. life situations. sentence is a statement. of:
Focus on mathematical sentences. (ii) Determine whether a given • words only,
statement is true or false. e.g. “Five is
greater than
two”;
• numbers and
words, e.g. “5 is
greater than 2”;
• numbers and
symbols, e.g. 5 > 2
Discuss sentences consisting of: (iii) Construct true or false The following are not
• words only, statements using given statements:
• numbers and words, numbers and mathematical
• “Is the place
symbols.
• numbers and mathematical value of digit 9 in
symbols. 1928 hundreds?”
• 4n − 5m + 2s
• “Add the
two
numbers.”
• x+2=8
2 Understand the concept (i) Construct statements using the
Start with everyday life situations. Quantifiers such as
of quantifiers “all” and quantifier:
“some”. “every” and “any”
a) all,
can be introduced
b) some. based on context.

8
 4 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
(ii) Determine whether a statement Examples:
that contains the quantifier • All squares are
“all” is true or false. four sided figures.
• Every square
is a four sided
figure.
• Any square is
a four sided
(iii) Determine whether a statement figure.
can be generalised to cover all
Other quantifiers
cases by using the quantifier
such as “several”,
“all”.
“one of” and “part
of” can be used based
(iv) Construct a true statement on context.
using the quantifier “all” or
Example:
“some”, given an object and a
property. 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.

9
 4 Form 4
LEARNING OBJECTIVES
Pupils will be taught to…
3 Perform operations
involving the words “not” or
“no”, “and” and “or” on
statements.
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Begin with everyday life situations. (i) Change the truth value of a The negation “no” can
given statement by placing the be used where
word “not” into the original appropriate.
statement. The symbol “~” (tilde)
denotes negation.
“~p” denotes negation of
p which means “not p”
or “no p”.
The truth table for p and
~p are as follows:
p ~p
True False
False True

(ii) Identify two statements from a The truth values for “p

compound statement that and q” are as follows:
contains the word “and”. p q p and q
True True True
True False False
False True False
False False False

10
 4 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
(iii) Form a compound statement by
combining two given
statements using the word
“and”.
(iv) Identify two statement from a The truth values for “p
compound statement that or q” are as follows:
contains the word “or”.
(v) Form a compound statement by p q p or q
combining two given True True True
statements using the word “or”.
True False True
False True True
False False False
(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”.

11
 4 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
4 Understand the concept Start with everyday life situations. (i) Identify the antecedent and Implication “if p, then
of implication. consequent of an implication q” can be written as
“if p, then q”. p ⇒ q, and “p if and
only if q” can be written
as p ⇔ q, which means
p ⇒ q and q ⇒ p.
(ii) Write two implications from a
compound statement
containing “if and only if”.
(iii) Construct mathematical
statements in the form of
implication:
a) If p, then q,
b) p if and only if q.
(iv) Determine the converse of a The converse of an
given implication. implication is not
(v) Determine whether the necessarily true.
converse of an implication is Example 1:
true or false. If x < 3, then
x < 5 (true)
Conversely:
If x < 5, then
x < 3 (false)

12
 4 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
5 Understand the concept Start with everyday life situations. (i) Identify the premise and
of argument. conclusion of a given simple
argument.
(ii) Make a conclusion based on
two given premises for:
a) Argument Form I,
b) Argument Form II,
c) Argument Form III.
13
POINTS TO NOTE WEEK
Example 2:
If PQR is a triangle, then
the sum of the interior
angles of PQR is 180°.
(true)
Conversely:
If the sum of the interior
angles of PQR is 180°,
then PQR is a triangle.
(true)
Limit to arguments with
true premises.
Names for argument
forms, i.e. syllogism
(Form I), modus ponens
(Form II) and modus
tollens (Form III), need
not be introduced.
 4 Form 4
LEARNING OBJECTIVES
Pupils will be taught to…
6 Understand and use the
concept of deduction and
induction to solve problems.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Encourage students to produce
arguments based on previous
knowledge.
Use specific examples/activities to
introduce the concept.
LEARNING OUTCOMES
Pupils will be able to…
(iii) Complete an argument given a
premise and the conclusion.
(i) Determine whether a
conclusion is made through:
a) reasoning by deduction,
b) reasoning by induction.
14
POINTS TO NOTE WEEK
Specify that these three
forms of arguments are
deductions based on two
premises only.
Argument Form I
Premise 1: All A are B.
Premise 2: C is A.
Conclusion: C is B.
Argument Form II:
Premise 1: If p, then q.
Premise 2: p is true.
Conclusion: q is true.
Argument Form III:
Premise 1: If p, then q.
Premise 2: Not q is true.
Conclusion: Not p is
true.
 4 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to… WEEK

(ii) Make a conclusion for a

specific case based on a given
general statement, by
deduction.

(iii) Make a generalization based on Limit to cases where

the pattern of a numerical formulae can be
sequence, by induction. induced.

(iv) Use deduction and induction in Specify that:

problem solving. making conclusion by
deduction is definite;
making conclusion by
induction is not
necessarily definite.

15

LEARNING AREA:
5
LEARNING OBJECTIVES
Pupils will be taught to…
1 Understand the concept
of gradient of a straight line.
Form 4
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Use technology such as the (i) Determine the vertical and
Geometer’s Sketchpad, graphing horizontal distances between
calculators, graph boards, magnetic two given points on a straight
boards or topo maps as teaching aids line.
where appropriate.
Begin with concrete examples/daily (ii) Determine the ratio of vertical
situations to introduce the concept of distance to horizontal distance.
gradient.
Vertical
distance
θ
Horizontal distance
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 points on a straight
line to conclude that the ratio is
constant.
16

LEARNING AREA:
5
LEARNING OBJECTIVES
Pupils will be taught to…
2 Understand the concept
of gradient of a straight line
in Cartesian coordinates.
3 Understand the concept
of intercept.
Form 4
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Discuss the value of gradient if: (i) Derive the formula for the The gradient of a
• P is chosen as (x1, y1) and Q is gradient of a straight line. straight line passing
(x2, y2), through P(x1, y1) and
• P is chosen as (x2, y2) and Q is Q(x2, y2) is:
(x1, y1). y 2 − y1
m=
x 2 − x1
(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.
(i) Determine the x-intercept and Emphasise that
the y-intercept of a straight x-intercept and
line. y-intercept are not
written in the form
of coordinates.
(ii) Derive the formula for the
gradient of a straight line in
terms of the x-intercept and the
y-intercept.
(iii) Perform calculations involving
gradient, x-intercept and
y-intercept.
17

LEARNING AREA:
5
LEARNING OBJECTIVES
Pupils will be taught to…
4 Understand and use
equation of a straight line.
Form 4
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Discuss the change in the form of the (i) Draw the graph given an Emphasise that the
straight line if the values of m and c equation of the form graph obtained is a
are changed. y = mx + c. straight line.
Carry out activities using the graphing (ii) Determine whether a given If a point lies on a
calculator, Geometer’s Sketchpad or point lies on a specific straight straight line, then the
other teaching aids. line. coordinates of the
point satisfy the
equation of the
straight line.
Verify that m is the gradient and c is (iii) Write the equation of the
the y-intercept of a straight line with straight line given the gradient
equation y = mx + c . and y-intercept.
(iv) Determine the gradient and The equation
y-intercept of the straight line ax + by = c can be
which equation is of the form: written in the form
a) y = mx + c, 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,
c) passes through a given
point and has a specific
gradient,
d) passes through two given
points.
18

LEARNING AREA:
5
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Pupils will be taught to… LEARNING ACTIVITIES
Discuss and conclude that the point of
intersection is the only point that
satisfies both equations.
Use the graphing calculator and
Geometer’s Sketchpad or other
teaching aids to find the point of
intersect ion.
5 Understand and use the Explore properties of parallel lines
concept of parallel lines. using the graphing calculator and
Geometer’s Sketchpad or other
teaching aids.
Form 4
LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be able to…
(vi) Find the point of intersection
of two straight lines by:
a) drawing the two straight
lines,
b) solving simultaneous
equations.
(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 straight line.
(iv) Solve problems involving
equations of straight lines.
19
 6 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
1 Understand the concept Use data obtained from activities and (i) Complete the class interval for
of class interval. other sources such as research studies a set of data given one of the
to introduce the concept of class class intervals.
interval.

(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 Size of class interval
interval. = [upper boundary –
lower boundary]
(iv) Determine the class interval,
given a set of data and the
number of classes.
Discuss criteria for suitable class (v) Determine a suitable class
intervals. interval for a given set of data.
(vi) Construct a frequency table for
a given set of data.
2 Understand and use the (i) Determine the modal class
concept of mode and mean of from the frequency table of
grouped data. grouped data.
(ii) Calculate the midpoint of a Midpoint of class
class. 1
= 2 (lower limit +
upper limit)

20
 6 Form 4
WEEK

LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE

Pupils will be taught to…
3 Represent and interpret
data in histograms with class
intervals of the same size to
solve problems.
4 Represent and interpret
data in frequency polygons to
solve problems.
LEARNING ACTIVITIES
Discuss the difference between
histogram and bar chart.
Use graphing calculator to explore the
effect of different class interval on
histogram.
Pupils will be able to…
(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.
(i) Draw a histogram based on the
frequency table of a grouped
data.
(ii) Interpret information from a
given histogram.
(iii) Solve problems involving Include everyday life
histograms. situations.
(i) Draw the frequency polygon When drawing a
based on: frequency polygon
add a class with 0
a) a histogram,
frequency before the
b) a frequency table.
first class and after
the last class.
(ii) Interpret information from a
given frequency polygon.
(iii) Solve problems involving Include everyday life
frequency polygon. situations.

21
 6 Form 4
LEARNING OBJECTIVES
Pupils will be taught to…
5 Understand the concept
of cumulative frequency.
6 Understand and use the
concept of measures of
dispersion to solve problems.
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
(i) Construct the cumulative
frequency table for:
a) ungrouped data,
b) grouped data.
(ii) Draw the ogive for: When drawing ogive:
a) ungrouped data, • use the
b) grouped data. upper
boundaries;
• add a class
with zero
frequency
before the first
Discuss the meaning of dispersion by (i) Determine the range of a set of class.
comparing a few sets of data. data.
For grouped data:
Graphing calculator can be used for
this purpose. Range = [midpoint of
the last class –
midpoint of the first
(ii) Determine: class]
a) the median,
b) the first quartile,
c) the third quartile,
d) the interquartile range,
from the ogive.
(iii) Interpret information from an
ogive.
22
 6 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
(iv) Solve problems involving data
Carry out a project/research and
representations and measures
analyse as well as interpret the data.
of dispersion.
Present the findings of the
project/research.
Emphasise the importance of honesty
and accuracy in managing statistical
research.

23
 7 Form 4
LEARNING OBJECTIVES
Pupils will be taught to…
1 Understand the concept
of sample space.
2 Understand the concept
of events.
3 Understand and use the
concept of probability of an
event to solve problems.
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Use concrete examples such as (i) Determine whether an outcome
throwing a die and tossing a coin. 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.
Discuss that an event is a subset of the (i) Identify the elements of a An impossible event
sample space. sample space which satisfy is an empty set.
Discuss also impossible events for a given conditions.
sample space.
(ii) List all the elements of a
sample space which satisfy
certain conditions using set
notations.
Discuss that the sample space itself is (iii) Determine whether an event is
an event. possible for a sample space.
Carry out activities to introduce the (i) Find the ratio of the number of Probability is
concept of probability. The graphing times an event occurs to the obtained from
calculator can be used to simulate such number of trials. activities and
activities. appropriate data.
(ii) Find the probability of an event
from a big enough number of
trials.
24
 7 Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Pupils will be taught to… LEARNING ACTIVITIES
Discuss situation which results in:
• probability of event = 1.
• probability of event = 0.
Emphasise that the value of
probability is between 0 and 1.
Predict possible events which might
occur in daily situations.
LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be able to…
(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
outcome and make a decision
based on known information.
25
 Form 4
LEARNING AREA:
8
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
1 Understand and use the Develop concepts and abilities through (i) Identify tangents to a circle.
concept of tangents to a activities using technology such as the
circle. Geometer’s Sketchpad and graphing
calculator. (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
circle,
b) outside the circle.
(iv) Determine the properties Properties of angle in
related to two tangents to a semicircles can be
circle from a given point used. Examples of
outside the circle. properties of two
tangents to a circle:
A

O C

B
AC = BC
∠ACO = ∠BCO
∠AOC = ∠BOC
ΔAOC and ΔBOC are
congruent.

26

LEARNING AREA:
8
LEARNING OBJECTIVES
Pupils will be taught to…
2 Understand and use the
properties of angle between
tangent and chord to solve
problems.
3 Understand and use the
properties of common
tangents to solve problems.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Explore the property of angle in
alternate segment using Geometer’s
Sketchpad or other teaching aids.
Discuss the maximum number of
common tangents for the three cases.
Form 4
LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be able to…
(v) Solve problems involving Relate to Pythagoras’
tangents to a circle. Theorem
(i) Identify the angle in the
alternate segment which is
subtended by the chord through E
the contact point of the tangent.
A B C
(ii) Verify the relationship between ∠ABE = ∠BDE
the angle formed by the ∠CBD = ∠BED
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.
(i) Determine the number of Emphasise that the
common tangents which can be lengths of common
drawn to two circles which: tangents are equal.
a) intersect at two points,
b) intersect only at one point,
c) do not intersect.
27
 Form 4
LEARNING AREA:
8
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
Include daily situations. (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 Include problems
tangents and common tangents. involving
Pythagoras’
Theorem.

28
 Form 4
LEARNING AREA:
9
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
1 Understand and use the Explain the meaning of unit circle. (i) Identify the quadrants and The unit circle is the
concept of the values of angles in the unit circle. circle of radius 1 with
sin θ, cos θ and tan θ (0° ≤ θ y its centre at the
≤ 360°) to solve problems. origin.
P(x,y)
(ii) Determine:
1
y a) the value of y-coordinate,
x
0 x Q 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.
Begin with definitions of sine, cosine (iii) Verify that, for an angle in
and tangent of an acute angle. quadrant I of the unit circle:
PQ y a) sin θ = y-coordinate,
sin θ = = = y b) cosθ = x-coordinate,
OP 1
OQ x y-coordinate
cos θ = = = c) tan θ = .
x-coordinate
x
OP 1
PQ
tan θ = = (iv) Determine the values of:
y
a) sine,
OQ x
b) cosine,
c) tangent
of an angle in quadrant I of the
unit circle.

29
 Form 4
LEARNING AREA:
9
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
Explain that the concept (v) Determine the values of:
sin θ = y-coordinate , a) sin θ,
cos θ = x-coordinate, b) cos θ ,
y-coordinate c) tan θ ,
tan θ =
x-coordinate for 90° ≤ θ ≤ 360°.
can be extended to angles in
quadrant II, III and IV.
(vi) Determine whether the values
of: Consider special
angles such as 0°,
a) sine,
√2 2 30 o 30°, 45°, 60°, 90°,
1 b) cosine,
√3 180°, 270°, 360°.
45o 60o
c) tangent,
1 1 of an angle in a specific
quadrant is positive or
negative.
(vii) Determine the values of sine,
Use the above triangles to find the
cosine and tangent for special
values of sine, cosine and tangent for
angles.
30°, 45°, 60°.
(viii) Determine the values of the
Teaching can be expanded through
angles in quadrant I which
activities such as reflection.
correspond to the values of the
angles in other quadrants.

30
 Form 4
LEARNING AREA:
9
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
Use the Geometer’s Sketchpad to (ix) State the relationships between
explore the change in the values of the values of:
sine, cosine and tangent relative to the a) sine,
change in angles.
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 90° and 360°.
(xi) Find the angles between 0° and
360°, given the values of sine,
cosine or tangent.
Relate to daily situations. (xii) Solve problems involving sine,
cosine and tangent.

31

LEARNING AREA:
9
LEARNING OBJECTIVES
Pupils will be taught to…
2 Draw and use the graphs
of sine, cosine and tangent.
Form 4
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Use the graphing calculator and (i) Draw the graphs of sine, cosine
Geometer’s Sketchpad to explore the and tangent for angles between
feature of the graphs of 0° and 360°.
y = sin θ, y = cos θ, y = tan θ.
Discuss the feature of the graphs of (ii) Compare the graphs of sine,
y = sin θ, y = cos θ, y = tan θ. cosine and tangent for angles
between 0° and 360°.
Discuss the examples of these graphs (iii) Solve problems involving
in other areas. graphs of sine, cosine and
tangent.
32
 10
LEARNING OBJECTIVES
Pupils will be taught to…
1 Understand and use the
concept of angle of elevation
and angle of depression to
solve problems.
Form 4
SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
LEARNING ACTIVITIES Pupils will be able to…
Use daily situations to introduce the (i) Identify:
concept. a) the horizontal line,
b) the angle of elevation,
c) the angle of depression
for a particular situation.
(ii) Represent a particular situation Include two
involving: observations on the
a) the angle of elevation, same horizontal
plane.
b) the angle of depression
using diagrams.
(iii) Solve problems involving the Involve activities
angle of elevation and the outside the
angle of depression. classroom.
33
 Form 4
LEARNING AREA:
11
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
1 Understand and use the Carry out activities using daily (i) Identify planes.
concept of angle between situations and 3-dimensional models.
lines and planes to solve
problems.

Differentiate between 2-dimensional (ii) Identify horizontal planes,

and 3-dimensional shapes. Involve
planes found in natural surroundings.
Begin with 3-dimensional models.
Use 3-dimensional models to give
clearer pictures.
vertical planes and inclined
planes.
(iii) Sketch a three dimensional
shape and identify the specific
planes.
(iv) Identify:
a) lines that lie on a plane,
b) lines that intersect with a
plane.
(v) Identify normals to a given
plane.
(vi) Determine the orthogonal
projection of a line on a plane.
(vii) Draw and name the orthogonal Include lines in
projection of a line on a plane. 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.

34
 Form 4
LEARNING AREA:
11
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…
2 Understand and use the (i) Identify the line of intersection
concept of angle between between two planes.
two planes to solve (ii) Draw a line on each plane
problems. which is perpendicular to the
line of intersection of the two
planes at a point on the line of
intersection.
Use 3-dimensional models to give (iii) Determine the angle between
clearer pictures. two planes on a model and a
given diagram.
(iv) Solve problems involving lines
and planes in 3-dimensional
shapes.

35