Yearly Plan 2012 Additional Mathematics Form 4

Week No 1 4 6 Jan Learning Objectives Pupils will be taught to..... Learning Outcomes Pupils will be able to Suggested Teaching & Learning activities/Learning Skills/Values Points to Note

Orientation Form 4 (4 10Jan) Topic 2 : Quadratic Equations 1. Understand the concept 1.1 Recognise a quadratic of quadratic equations equation and express it in and their roots. general form. 1. 2 Determine whether a given value is the root of a quadratic equation by a) substitution; b) inspection. 1.3 Determine roots of quadratic equations by trial and improvement method. 2. Understand the concept of quadratic equation 2.1 Determine the roots of a quadratic equation by a) factorisation; b) completing the square c) using the formula. 2.2 Form a quadratic equation from given roots. Use graphing calculators or computer software such as the Geometers Sketchpad and spreadsheet to explore the concept of quadratic equations Values : Logical thinking Skills : seeing connection, using trial and improvement method. Questions for 1..2(b) are given in the form of ( x + a ) ( x + b ) = 0 ; a and b are numerical values.

2 9 13 Jan

3 16 20 Jan

If x = p and x = q are the roots, then the quadratic equation is ( x p ) ( x q ) = 0 , that is x 2 ( p + q ) x + pq = 0 . Involve the use of:

Discuss when ( x p ) ( x q ) = 0 , hence x p = 0 or x q = 0 . Include cases when p = q. Derivation of formula for 2.1c is not required.

+ =

b c and = a a

where and are roots of the quadratic equation ax 2 + bx + c = 0 Skills : Mental process, trial and improvement method Giving quadratic equations with the following conditions : b 2 4ac > 0 b 2 4ac = 0 , b 2 4ac < 0 and ask pupils to find out the type of roots the equation has in each case. Using Geometers Sketchpad to show the relationship between the values of b 2 4ac and the types of roots Values: Making conclusion, connection

3 16 20 Jan

3. Understand and use the conditions for quadratic equations to have a) two different roots; b) two equal roots; c) no roots. a)dua punca berbeza;

3.1 Determine types of roots of quadratic equations from the value of b 2 4ac . 3.2 Solve problems involving b 2 4ac in quadratic equations to: a) find an unknown value; b) derive a relation. Additional Exercises

Explain that no roots means no real roots.

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values and comparison

Points to Note

4 23 27 Jan

23 24 Jan Cuti Umum Chinese New Year 25 Jan Cuti Peristiwa 26 27 Cuti Berganti Topic 4 : Simultaneous Equations

5 30 Jan 3 Feb

1. Solve simultaneous equations in two unknowns: one linear equation and one nonlinear equation.

1.1 Solve simultaneous equations using the substitution method.

Use graphing calculators or Geometers Sketchpad to explore the concept of simultaneous equations. Value: Systematic Skills: interpretation of mathematical problem Use examples in real-life situations such as area, perimeter and others. Pedagogy: Contextual Learning Values : Connection between mathematics and other subjects

Revise through solving simultaneous linear equations before entering into second degree equations.

1.2 Solve simultaneous equations involving real-life situations. Additional Exercises

Limit non-linear equations up to second degree only.

Topic 11: Index Number 6 6 10 Feb * 6 Feb Hari Keputeraan Nabi Muhd S.A.W 1. Understand and use the concept of index number to solve problems 1.1 Calculate index number. 1.2 Calculate price index. 1.3 Find Q0 or Q 1 given relevant information. 2.1 Calculate composite index. 2.2 Find index number or weightage given relevant information. 2.3 Solve problems involving index number and composite index. Additional Exercises or past year questions Use examples of real-life situations to explore index numbers. Skill : Analise, problem solving Value : Systematic, thrifty Use examples of real-life situations to explore composite index. Eg Composite index of share. Skill : Analise, problem solving Value : Systematic Use daily life examples: e.g monthly expenditure; national budget; etc Q0 = Quantity at base time. Q1 = Quantity at specific time.

2. Understand and use the concept of composite index to solve problems

Explain weightage and composite index using real life examples like monthly expenditure in bar chart or pie chart etc

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Topic 1 : FUNCTION 1. Understand the concept of relations. 7 13 17 Feb 1.1 Represent relations using arrow diagrams, ordered pairs & graphs Use pictures, role-play and computer software to introduce the concept of relations. Skill : Interpretation, observe connection between domain, codomain, object, image and range of a relation. Use of daily life examples. Values : systematic Give examples of finding images given the object and vice versa. (a) Given f : x 4x x2. Find image of 5. (b) Given function h : x 3x 12. Find object with image = 0. Use graphing calculators and computer software to explore the image of functions. Discuss the idea of set and introduce set notation. Emphasis : (a) f(x) as image (b) x as object

1.2 Identify domain, codomain, object,

image and range of a relation. 1.3 Classify a relation shown on a mapped diagram as: one to one, many to one, one to many or many to many relation. 2. Understand the concept of functions. 2.1 Recognise functions as a special relation.. 2.2 Express functions using function notation.

7 13 17 Feb

2.3 Determine domain, object, image and range of a function. 2.4 Determine the image of a function given the object and vice versa.

Represent functions using arrow diagrams, ordered pairs or graphs, e.g. f : x 2 x , f ( x ) =2 x f : x 2 x is read as function f maps x to 2x. f ( x ) = 2 x is read as 2x is the image of x under the function f. Include examples of functions that are not mathematically based. Examples of functions include algebraic (linear and quadratic),

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note trigonometric and absolute value. Define and sketch absolute value functions. Involve algebraic functions only.

8 20 24 Feb 20 24 Feb Kejohanan Sukan Tahunan Sekolah

3. Understand the concept of composite functions.

3.1 Determine composition of two functions. 3.2 Determine the image of composite functions given the object and vice versa 3.3 Determine one of the functions in a given composite function given the other related function.

Use arrow diagrams or algebraic method to determine composite functions. Give examples of finding images given the object and vice versa for composite functions. For example : Given f : x 3x 4. Find (a) ff(2), (b) range of value of x if ff(x) > 8. Give examples for finding a function when the composite function is given and one other function is also given.

Images of composite functions include a range of values. (Limit to linear composite functions). Define composite functions Students do not need to find ff(x) first then substitute x=2.

9 27 Feb 2 Mac

4. Understand the concept of inverse functions.

4.1 Find the object by inverse mapping given its image and function. 4.2 Determine inverse functions using algebra. 4.3 Determine and state the condition for existence of an inverse function Additional Exercises

Use sketches of graphs to show the relationship between a function and its inverse. Examples : 3 Given f: x x + 2 , find f

Limit to algebraic functions. Exclude inverse of composite functions. Emphasise that the inverse of a function is not necessarily a function.

10 5 9 Mac 11 1018 Mac 12 19 23 Mac

Mid Term Semester 1 Examination Mid Term Semester 1 School Holiday Correction for Examination (Mid-Term Semester 1) Topic 3 : Quadratics Functions

Week No 12 19 23 Mac

Learning Objectives Pupils will be taught to..... 1. Understand the concept of quadratic functions and their graphs.

Learning Outcomes Pupils will be able to 1.1 Recognise quadratic functions.

Suggested Teaching & Learning activities/Learning Skills/Values Use graphing calculators or Geometers Sketchpad to explore the graphs of quadratic functions. a) f(x) = ax2 + bx + c

Points to Note

b) f(x) = ax2 + bx c) f(x) = ax2 + c

Pedagogy : Constructivism Skills : Making comparison & making conclusion Use examples of everyday situations to introduce graphs of quadratic functions. Contextual learning

1.2 Plot quadratic function graphs: a) based on given tabulated values; b) by tabulating values based on given functions. 1.3 Recognise shapes of graphs of quadratic functions. 1.4 Relate the position of quadratic function graphs with types of roots for f ( x ) = 0 .

Discuss the form of graph if a > 0 and a < 0 for

f ( x ) = ax 2 + bx + c

Recall the type of roots if : a) b2 - 4ac > 0 b) b2 - 4ac < 0 c) b2 - 4ac = 0 Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to explore the graphs of quadratic functions Skills : Mental process , interpretation

Explain the term parabola. Relate the type of roots with the position of the graphs.

13 2. Find the maximum and 26 30 Mac minimum values of quadratic functions.

2.1 Determine the maximum or minimum value of a quadratic function by completing the square.

Students be reminded of the steps involved in completing square and how to deduce maximum or minimum value from the function and also the corresponding values of x. Emphasise the marking of maximum or minimum point and two other points on the graphs drawn or by finding the axis of symmetry and the intersection with the y-axis. Determine other points by finding the intersection with the x-axis (if it exists).

3. Sketch graphs of quadratic functions.

3.1 Sketch quadratic function graphs by determining the maximum or minimum point and two other points.

Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to reinforce the understanding of graphs of quadratic functions. Steps to sketch quadratic graphs: a) Determining the form or b) Finding maximum or minimum point

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values and axis of symmetry. c) Finding the intercept with x-axis and yaxis.

Points to Note

d) Plot all points e) Write the equation of the axis of

symmetry

14 26 April

4. Understand and use the concept of quadratic inequalities.

4.1 Determine the ranges of values of x that satisfies quadratic inequalities.

Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to explore the concept of quadratic inequalities.

Emphasise on sketching graphs and use of number lines when necessary.

Topic 5 : Indices and Logarithms 1. Understand and use the concept of indices and laws of indices to solve problems. 1.1 Find the value of numbers given in the form of: integer indices. fractional indices. 1.2 Use laws of indices to find the value of numbers in index form that are multiplied, divided or raised to a power. 1.3 Use laws of indices to simplify algebraic expressions Use examples of real-life situations to introduce the concept of indices. Use computer software such as the spreadsheet to enhance the understanding of indices. Pedagogy : Constructivism Skill : making inference, use of laws Value : systematic, logical thinking Discuss zero index and negative indices. Can show the following

14 26 April 6 April Good Friday

0 m m a =a m a = m =1 a

15 9 13 April

2. Understand and use the concept of logarithms and laws of logarithms to solve problems.

2.1 Express equation in index form to logarithm form and vice versa. 2.2 Find logarithm of a number.

Use scientific calculators to enhance the understanding of the concept of logarithm. Explain definition of logarithm. N = ax; loga N = x with a > 0, a 1. Value : Systematic, abide by the laws Pedagogy:Mastery learning

Emphasise that: loga 1 = 0; loga a = 1. Emphasise that: a) logarithm of negative numbers is undefined; b) logarithm of zero is undefined. Discuss cases where the given number is in: a) index form b) numerical form.

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to 2.3 Find logarithm of numbers by using laws of logarithms 2.4 Simplify logarithmic expressions to the simplest form.

Suggested Teaching & Learning activities/Learning Skills/Values Activities : Demonstration Value : systematic and organised Skill : recognising pattern and relationship, application of laws Activities : Demonstration, Questions and answers Pedagogy: Mastery learning, problem solving

Points to Note Discuss laws of logarithms

16 16 20 April

3. Understand and use the change of base of logarithms to solve problems.

3.1 Find the logarithm of a number by changing the base of the logarithm to a suitable base. 3.2 Solve problems involving the change of base and laws of logarithms.

Discuss:

log a b =

1 , log b a

log a b =

log c b log c a

Topic 7: Statistics 17 23 27 April 1. Understand and use the concept of measures of central tendency to solve problems. 1.1 Calculate the mean of ungrouped data. 1.2 Determine the mode of ungrouped data. 1.3 Determine the median of ungrouped data 1.4Determine the modal class of grouped data from frequency distribution tables. 1.5 Find the mode from histograms. 1.6 Calculate the mean of grouped data 1.7 Calculate the median of grouped data from cumulative frequency distribution tables. 1.8 Estimate the median of grouped data from an ogive 1.9 Determine the effects on mode, median and mean for a set of data when: i) each data is changed uniformly; ii) extreme values Use scientific calculators, graphing calculators and spreadsheets to explore measures of central tendency. Students collect data from real-life situations to investigate measures of central tendency. Eg. 1) Length of leaves in school compound 2) Marks for Add maths in the class. Values : Cooperative; honest , logical thinking Skill : classification, making conclusion Pedagogy : 1. Contextual learning 2. Constructivism 3. Multiple intelligence Use Geometers Sketchpad to show the effects on mode, median, mean for a set of data when each data is changed uniformly Derivation of the median formula is not required. Ogive is also known as cumulative frequency curve. Involve grouped and ungrouped data Discuss grouped data and ungrouped data.

Involve uniform class intervals only.

17 23 27 April

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to exist; iii) certain data is added or removed 1.10 Determine the most suitable measure of central tendency for given data.

Suggested Teaching & Learning activities/Learning Skills/Values Skills : Classification; observing relationship, course and effect, able to analise and make conclusion

Points to Note

18 30 April 4 May 1 May Hari Pekerja

2. Understand and use the concept of measures of dispersion to solve problems.

2.1 Find the range of ungrouped data. 2.2 Find the interquartile range of ungrouped data. 2.2 Find the range of grouped data 2.3 Find the interquartile range of grouped data from the cumulative frequency table 2.5 Determine the interquartile range of grouped data from an ogive. 2.6 Determine the variance of a) ungrouped data; b) grouped data. 2.7 Determine the standard deviation of: (i) ungrouped data (ii) grouped data.

Activities : Teacher gives real life examples where values of mean, mode and median are more or less the same and not sufficient to determine the consistency of the data and that lead to the need of finding measures of dispersion. Values : 1. Honest 2. cooperative

Determine the upper and lower quartiles by using the first principle.

Pedagogy : Contextual learning

19 7 11 May

2.8 Determine the effects on range, interquartile range, variance and standard deviation for a set of data when: a) each data is changed uniformly;

Skills : 1. Compare and contrast 2. Classification 3. Problem Solving 4. Sorting data from small to big

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to b) extreme values exist; c) certain data is added or removed. 2.9 Compare measures of central tendency and dispersion between two sets of data.

Suggested Teaching & Learning activities/Learning Skills/Values Pedagogy : Contextual learning Values : Logical thinking

Points to Note

Emphasise that comparison between two sets of data using only measures of central tendency is not sufficient.

20 21 14 25 May 22 23 26 May10 Jun 24 11 15 Jun

Mid Year Examination

Semester 1 School Holiday

Correction for Mid Year Examination Paper Topic 6: Coordinate Geometry

24 11 15 Jun

1. Find distance between two points. 2. Understand the concept of division of line segments

1.1 Find the distance between two

points x1 , y1 , using formula.

) ( x2 , y 2 )

Skill : Use of formula

Use the Pythagoras Theorem to find the formula for distance between two points. Limit to cases where m and n are positive. .

2.1 Find the midpoint of two given points. 2.2 Find the coordinates of a point that divides a line according to a given ratio m : n.

Skill : Use of formula Value : Accurate & neat work

25 18 22 Jun

3. Find areas of polygons.

3.1 Find the area of a triangle based on the area of specific geometrical shapes. 3.2 Find the area of a triangle by using formula.

Values : Systematic & neat Skills : use of formula , recognise relationship and patterns

Limit to numerical values. Emphasise the relationship between the sign of the value for area obtained with the order of the vertices used.

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note Derivation of the formula:

1 x1 2 y1

x2 x 3 y2 y3

x1 y1

3.3 Find the area of a quadrilateral using formula.

1 x1y1 + x2 y3 + x3 y1 x2 y1 2 x3 y2 x1y3
Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of equation of a straight line. Skills : Drawing relevant diagrams, using formula, recognising relationship, compare and contrast. Values : Neat & systematic Pedagogy: Contextual learning

is

not required. Emphasise that when the area of polygon is zero, the given points are collinear. 25 18 22 Jun 4. Understand and use the concept of equation of a straight line.

4.1 Determine the x-intercept and

the y-intercept of a line. 4.2 Find the gradient of a straight line that passes through two points.

4.3 Find the gradient of a straight

line using the x-intercept and y-intercept. 4.4 Find the equation of a straight line given:

a) gradient and one point; b) two points; c) x-intercept and y-intercept.

4.5 Find the gradient and the intercepts of a straight line given the equation. 4.6 Change the equation of a straight line to the general form. Finding point of intersection of two lines by solving simultaneous equations.

Answers for learning outcomes 4.4(a) and 4.4(b) must be stated in the simplest form. Involve changing the equation into gradient and intercept form

10

Week No

Learning Objectives Pupils will be taught to..... 4.7

Learning Outcomes Pupils will be able to Find the point of intersection of two lines.

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

26 25 29 Jun

5. Understand and use the concept of parallel and perpendicular lines.

5.1 Determine whether two straight lines are parallel when the gradients of both lines are known and vice versa. 5.2 Find the equation of a straight line that passes through a fixed point and parallel to a given line. 5.3 Determine whether two straight lines are perpendicular when the gradients of both lines are known and vice versa. 5.4 Determine the equation of a straight line that passes through a fixed point and perpendicular to a given line. 5.5 Solve problems involving equations of straight lines.

Use examples of real-life situations to explore parallel and perpendicular lines. Skill: Use of formula; making comparison

Emphasise that for parallel lines: m1 = m 2 .

Use graphic calculators and dynamic geometry software such as the Geometers Sketchpad to explore the concept of parallel and perpendicular lines.

Emphasise that for perpendicular lines m1 m 2 = 1 . Derivation of m1 m 2 = 1 is not required.

Students to be exposed to SPM exam type of questions. Values : hard work, cooperative Pedagogy : Mastery learning Use examples of real-life situations to explore equation of locus involving distance between two points. Value : Patience, hard working Pedagogy: contextual learning Skill : drawing relevant diagrams

27 2 6 July

6. Understand and use the concept of equation of locus involving distance between two points.

6.1 Find the equation of locus that satisfies the condition if: a) the distance of a moving point from a fixed point is constant; b) the ratio of the distances of a moving point from two fixed points is constant 6.2 Solve problems involving loci. Additional Exercises

Topic 8 : Circular Measures 28 9 13 July 1. Understand the concept of radian. 1.1 Convert measurements in radians to degrees and vice versa. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of circular measure. Students measure angle subtended at the Discuss the definition of one radian. rad is the abbreviation of radian.

11

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values centre by an arc length equal the length of radius. Repeat with different radius. Skill : contextual learning Value : Accurate, making conclusion.

Points to Note Include measurements in radians expressed in terms of . rad = 1800 Major and minor arc lengths discussed Emphasize that the angle must be in radian. Students can also use formula S=

28 9 13 July

2. Understand and use the concept of length of arc of a circle to solve problems.

2.1 Determine: i) length of arc; radius; and iii) angle subtended at the centre of a circle based on given information. 2.2 Find perimeter of segments of circles. 2.3 Solve problems involving lengths of arcs.

Use examples of real-life situations to explore circular measure. Derivation of S = j by use of ratio or by deduction using definition of radian. Skill : Making conclusion or deduction, application of formula

bulatan

given is in degree Solving problems with help of diagrams Value : Accurate Perimeter of segment = 2j sin

x 2 j 360

when the angle

+j 2

29 16 20 July

3. Understand and use the concept of area of sector of a circle to solve problems

3.1 Determine the: a) area of sector; b) radius; and c) angle subtended at the centre of a circle based on given information. 3.2 Find the area of segments of circles. 3.3 Solve problems involving areas of sectors. Additional Exercises

Deriving the formula L= j2 Using ratio Skill : Drawing relevant diagrams, recognising relationship & making conclusion Value : Systematic & logical

Emphasize that the angle must be in radian. Area of major sector need to be discussed Students can also use formula L=

is in degree.

x j 2 if the angle given 360

Topic 10: Solution of Triangles

12

Week No 30 23 27 July

Learning Objectives Pupils will be taught to..... 1. Understand and use the concept of sine rule to solve problems.

Learning Outcomes Pupils will be able to 1.1 Verify sine rule. 1.2 Use sine rule to find unknown sides or angles of a triangle. 1.3 Find the unknown sides and angles of a triangle involving ambiguous case 1.4 Solve problems involving the sine rule. 2.1 Verify cosine rule. 2.2 Use cosine rule to find unknown sides or angles of a triangle. 2.3 Solve problems involving cosine rule. 2.4 Solve problems involving sine and cosine rules 3.1 Find the areas of triangles using

Suggested Teaching & Learning activities/Learning Skills/Values Use dynamic geometry software such as the Geometers Sketchpad to explore the sine rule. Use examples of real-life situations to explore the sine rule. Skill : Interpretation of problem Value : Accuracy Use dynamic geometry software such as the Geometers Sketchpad to explore the cosine rule. Use examples of real-life situations to explore the cosine rule. Acticities : Demonstration Skill : Interpretation of datas given Value : Accuracy. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Skills: Recognising Relationship, Analising data Use examples of real-life situations to explore area of triangles.

Points to Note Include obtuse-angled triangles

31 30 July 3 Aug

2. Understand and use the concept of cosine rule to solve problems.

Include obtuse-angled triangles

32 6 10 August

3. Understand and use the formula for areas of triangles to solve problems.

1 ab sin C or its the formula 2

equivalent.

3.2.Solve problems involving threedimensional objects. Additional Exercises 33 13 17 August 34 18 26 September 35 27 31 Aug

EXAMINATION (MID-TERM SEMESTER 2) SCHOOL HOLIDAY MID-TERM SEMESTER 2 19 20 Sept Cuti Umum Hari Raya Puasa Aidil Fitri Correction for Examination (Mid-Term Semester 2)

13

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

Topic 9 : Differentiation 35 27 31 Aug 31 August

Hari Kebangsaan

1. Understand and use the concept of gradients of curve and differentiation.

1.1 Determine the value of a function when its variable approaches a certain value. 1.2 Find the gradient of a chord joining two points on a curve. 1.3 Find the first derivative of a function y = f ( x ) , as the gradient of tangent to its graph. 1.4 Find the first derivative of polynomials using the first principles.

Use graphing calculators or dynamic geometry software such as Geometers Sketchpad to explore the concept of differentiation. Skills : Logical Thinking, relationship, application of rules, making inference, making deduction Pedagogy : Constructivism Activities : Explanation & demonstration Values : accuracy, systematic, tolerance , patient

Idea of limit to a function can be illustrated using graphs. The concept of first derivative of a function is explained as a tangent to a curve can be illustrated using graphs. Limit to y =ax n ; a, n are constants, n = 1, 2, 3. Notation of f ' ( x ) is equivalent to

36 2 - 7 Sept

dy when y = f ( x ) , dx

1.5 Deduce the formula for first

derivative of the function y = f ( x ) by induction. 2. Understand and use the concept of first derivative of polynomial functions to solve problems. 2.1 Determine the first derivative of the function y =ax n using formula. 2.2 Determine value of the first derivative of the function y =ax n for a given value of x. 2.3 Determine first derivative of a function involving: a) addition, or b) subtraction of algebraic terms. 2.4 Determine the first derivative of a product of two polynomials. 2.5 Determine the first derivative of a quotient of two polynomials. 2.6 Determine the first derivative of composite function using chain rule. 2.7 Determine the gradient of tangent at a point on a curve. 2.8 Determine the equation of Pedagogy : Constructivism Skills : Logical Thinking, relationship, application of rules, making inference, making deduction Value : Logical thinking, Perserverance

f ' ( x ) read as f prime x.

37 10 - 14 Sept

Activities : Explanation and demonstration by teacher

14

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to tangent at a point on a curve. 2.9 Determine the equation of normal at a point on a curve.

Suggested Teaching & Learning activities/Learning Skills/Values Limit cases in Learning Outcomes 2.7 through 2.9 to rules introduced in 2.4 through 2.6

Points to Note

38 17 - 21 Sept 17 Sept Cuti Umum Hari Malaysia

3. Understand and use the concept of maximum and minimum values to solve problems

3.1 Determine coordinates of turning points of a curve. 3.2 Determine whether a turning point is a maximum or a minimum point. 3.3 Solve problems involving maximum or minimum values.

Use graphing calculators or dynamic geometry software to explore the concept of maximum and minimum values Pedagogy : Constructivism Value : Rational Skills : Interpretation of problem; Application of approprate method/formula Value : Logical thinking Use graphing calculators with computer base ranger to explore the concept of rates of change. Skills : Interpretation of problem; Application of approprate method/formula Skills : Interpretation of problem; Application of approprate method/formula Value : Accuracy

Emphasise the use of first derivative to determine the turning points. Limit problems to two variables only. Exclude points of inflexion. Limit problems to two variables only. Limit problems to 3 variables only.

4. Understand and use the concept of rates of change to solve problems.

4.1 Determine rates of change for related quantities.

39 2 - 7 Sept

5. Understand and use the concept of small changes and approximation to solve problems. 6. Understand and use the concept of second derivative to solve problems.

5.1 Determine small changes in quantities 5.2 Determine approximate values using differentiation.

Exclude cases involving percentage change.

6.1 Determine the second derivative of y = f ( x ) . 6.2 Determine whether a turning point is maximum or minimum point of a curve using the second derivative Additional Exercises

Mathematical logic Value : systematic problem solving

Introduce or

d dy d2y as 2 dx dx dx d ( f ' ( x)) dx

f ' ' ( x) =

INTENSIVE REVISION (Chapter 4 , 10 & 11) Week No. Topic Learning Outcomes : Suggested Teaching and Learning activities

15

Week No

Learning Objectives Pupils will be taught to.....

Learning Outcomes Pupils will be able to

Suggested Teaching & Learning activities/Learning Skills/Values

Points to Note

40 1 5 Oct

CHAPTER 4 (Simultaneous Equation)

Solve the Simultaneous Equation using Substitution Method

Drilling the basic algebraic skill such as : Algebraic Expansion Algebraic Expression Linear Equation Drilling through Pass Year questions Year 2003 2011

41 8 12 Oct

CHAPTER 10 (Solution of Triangles)

Solve the problems involve the triangles in 2 Dimension

Drilling through Pass Year question Year 2003 2011

42 15 19 Oct 43-44 22 Oct 2 Nov 45 5 9 Nov 46 12 Nov 31 Dec

CHAPTER 11 (Index Number)

Solve the problems involve Index Number

Drilling through Pass Year questions Year 2003 2011

End Year Examination

Correction for Examination (End Year Examination)

END YEAR SCHOOL HOLIDAY (19 Nov Peperiksaan SPM bermula)

Prepared by : .. (WONG MEE LING) Subject teacher

Checked by : .. (NORZITA BINTI WAHAB) Head of Science & Maths Department, SMK Merbau SMK Merbau, Miri

Checked by : .. (TANG CHENG MUN) Senior Assistant 1 SMK Merbau, Miri

Approved by : .. (ANG SIEW JIN) Senior Principal SMK Merbau, Miri

16

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