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A expression
L eqution
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Poligon 1
Transformatio
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SMK LUTONG SEKOLAH KLUSTER KECEMERLANGAN


YEARLY TEACHING PLAN 2014
MATHEMATICS FORM 4
Circle
Solid geometry
Simultaneous l eqn

6
1.
2.
3.
4.
5.
6.
7.
8.
9
10
.
11
.

Standard form
Quadratic eqn
Set
M reasoning
S line
Statistic
Probability 1
Circle
Trigo
Angle o ele dan depre
Line and planes in 3d

Week/
Date
1
2
2/1

Learning
Area
Chapter 1:
Standard
Form

Learning
Objectives
1.1Understand
and use the
concept of
significant
figure

Learning Outcomes
Students will be able to:
i.
round off positive numbers to a
given number of significant figures
when the numbers are:
a) greater than 1

CCTS

Remarks

contextu

al

working
out mentally
finding
-

b) less than 1
perform operations of addition,
subtraction, multiplication and division,
involving a few numbers and state the
answer in specific significant figures
iii.
solve
problems
involving
significant figure
1.2Understand
i.
state
positive
and use the
numbers in standard form when the
concept of
numbers are:
standard form to
a) greater than or equal to 10
solve problem
b) less than 1
ii.
convert numbers in
standard form to single numbers
iii.
perform operations
of addition, subtraction, multiplication
and division, involving any two
numbers and state the answers in
standard form
iv.
solve
problems
involving numbers in standard form
Chapter 2: 2.1 Understand
i.
Identify
quadratic
Quadratic
the concept of
expressions
Expression Quadratic
ii.
Form
quadratic
s and
Expression
expressions by multiplying any two
Equations
linear expressions
iii.
Form
quadratic
2.2 Factorization
expressions
based
on
specific
quadratic
situations
expression
i Factorise quadratic expressions of the
form
ax2+bx+c=0, where b= 0 or c= 0
ii Factorise quadratic expressions of the
form px2 q, p
and q are the perfect squares
iii Factorise quadratic expressions of the
form ax2+ bx +
c, where a, b and c not equal to zero
ii.

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14/1

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21/1

all
possible
solutions
identifyin
g relations

working
out mentally
identifyin
g relations
-

classifyin

g
arrangin
g sequentially
translati
ng
-

arrangin
g sequentially

iv
Factorise
quadratic
containing coefficients
with common factors
2.3 Understand
the concept of
Quadratic
Equation

2.4 Understand
the concept of
Roots of
quadratic
equations

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4/2

Chapter 3:
Sets

3.1 Understand
the concept of
Set

expressions

i.

Identify quadratic equations with


one unknown
ii.
Write quadratic equations in
general form i.e.
ax2 + bx + c = 0
iii.
Form quadratic equations based
on specific situations
i.
determine whether a given value
is a root of a specific quadratic
equation
ii.
determine
the
solutions
for
quadratic equations by:
a) trial and error method
b) factorization
iii. solve problems involving quadratic
equation

arrangin
g sequentially
classifyin
g
translati
ng
-

comparin
g
&
differentiating
finding
all
possible
solutions

making
generalizations
working
out mentally
classifying
-

i.

sort given objects into


groups

ii.

define sets by
a) descriptions
b) using set notation
iii identify whether a given object is an
element of a set
and use the symbol or
iv. represent sets by using Venn diagrams
v. list the elements and state the number
of elements of a
set
vi. determine whether a set is an empty
set
vii. determine whether two sets are equal

-comparing
and
differentiating

9/217/2/13

CUTI TAHUN BARU CINA


3.2 Understand
and use the
concept of
Subset, universal
set and the
complement of a
set

i.

determine whether a given set


is a subset of a specific set and use the
symbol or .
ii.
represent subset by using Venn
diagram
iii.
list the subsets for a specific set
iv.
illustrate
the
relationship
between set and universal set using
Venn diagram
v.
determine the complement of a
given set
vi.
determine
the
relationship
between set, subset,
universal set and the complement of
a set

3.3 Perform
Operations on
set

i.

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determine the intersection of


a) two sets
b) three sets
and use the symbol
ii.
represent the intersection of
sets using Venn diagram
iii.
state the relationship between
a) A B and A
b) A B and B
iv.
determine the complement of
the intersection of sets
v.
solve problems involving the
intersection of sets.
vi.
determine the union of
a) two sets
b) three sets
and use the symbol
vii.
represent the union of sets
using Venn diagram

classifyin
g

finding
all
possible
solutions
drawing
diagrams
identifyin
g relations
interpreti
ng
-

comparin g
and
differentiating
drawing
diagrams
identifyin
g relations
interpreti
ng
translati
ng
making
generalization

Chapter 4:
Mathemati
cal
Reasoning

4.1 Understand
the concept of
Statement

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1/4

4.2 Understand
the concept of
Quantifiers all
and some

4.3 Perform

viii.
state the relationship between
a) A B and A
b) A B and B
ix.
determine the complement of
the union of sets
x.
solve problems involving the
union of sets
xi.
determine the outcome of
combined operations on sets
xii. solve problems involving combined
operations on sets
i.
determine
whether
a
given sentence is a statement
ii.
determine
whether
a
given statement is true or false
iii.
construct true or false
statement using given numbers and
mathematical symbols
[PEPERIKSAAN
PERTENGAHAN
PENGGAL 1]

Classifyin -

Working
out mentally
Translati
ng
Interpreti
ng
-

[CUTI
PERTENGAHAN
PENGGAL
PERTAMA]
i.
construct
statements Working
using quantifier
out mentally
a) all
Identifyin
b) some
g relations
ii.
determine
whether
a
statement that contains the quantifier
all is true or false
iii.
determine
whether
a
statement can be generalized to cover
all cases by using the quantifier all
iv.
construct
a
true
statement using the quantifier all or
some given an object and a
property
i.
change the truth value of working
out -

Operations
Involving the
words not or
no statements

ii.
iii.
iv.
v.
vi.

vii.

4.4 Understand
the concept of
Implication

i.
ii.
iii.

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8/4

iv.
v.
4.5 Understand

i.

a given statement by placing the word


not into the original statement
identify two statements
from a compound statement that
contains the word and
form
a
compound
statement by combining two given
statements using the word and
identify two statement
from a compound statement that
contains the word or
form
a
compound
statement by combining two given
statements using the word or
determine
the
truth
value of a compound statement which
is the combination of two statements
with the word and
determine
the
truth
value of a compound statement which
is the combination of two statements
with the word or
identify the antecedent
and consequent of an implication if p,
then q
write two implications
from
a
compound
statement
containing if and only if
construct mathematical
statements in the form of implication:
a) If p, then q
b) p if and only if q
determine the converse
of a given implication
determine whether the
converse of an implication is true or
false
identify the premise and

mentally
classifying

working
out mentally
classifyin
g
-

Classifyin -

the concept of
Argument

4.6 Understand
and use the
concept of
Deduction and
Induction
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Chapter 5:
The
Straight
Line

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22/4

5.l Understant
the concept of
gradient of a
straight line
5.2 Understant
the concept of
gradient of a
straight line in
Cartesian
coordinates

5.3 Understand
the concept of

conclusion of a given simple argument


make a conclusion based
on two given premises for:
a) Argument Form I
b) Argument Form II
c) Argument Form III
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
ii.
make a conclusion for a
specific case based on a given general
statement, by deduction
iii.
make a generalization
based on the pattern of a numerical
sequence, by induction
iv.
use
deduction
and
induction in problem solving
i.
determine the vertical
and horizontal distances between two
given points on a straight line
ii. determine the ratio of vertical distance
to horizontal distance
i.
derive the formula for
the gradient of a straight line
ii.
calculate the gradient of
a straight line passing through two
points
iii.
determine
the
relationship between the value of the
gradient and the:
a) steepness
b) direction of inclination
of a straight line
i.
determine the x-intercept and
the y-intercept of a straight line
ii.

g
-

Making
inferences

classifyin

g
making
inferences
making
generalization
looking
for patterns
making
analogy
-

Interpreti

interpreti

ng

ng

classifyin

interpreti

ng

intercept

ii.
iii.

5.4Understand
and use the
concept of
Equation of a
straight line

i.
ii.
iii.

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iv.

29/4
v.

vi.

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6/5

5.5 Understand
and use the
concept of
Parallel line

i.
ii.
iii.

derive the formula for the


gradient of a straight line in terms of
the x-intercept and the y-intercept
perform calculations involving
gradient x-intercept and y-intercept
draw the graph given an
equation of the form y = mx + c
determine
whether
a
given point lies on a specific straight
line
write the equation of the
straight line given the gradient and yintercept
determine the gradient
and y-intercept of the straight line
which equation is of the form:
a) y = mx + c
b) ax + by = c
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
find the point of the
intersection of two straight lines by:
a) drawing the two straight lines
e) solving simultaneous equations
verify that two parallel
lines have the same gradient and vice
versa
determine from the given
equations whether two straight lines
are parallel
find the equation of the
straight line which passes through a
given point and is parallel to another

drawing
diagrams
comparin
g
and
differentiating
working
out mentally
-

comparin
g
and
differentiating

straight line
iv.

Chapter 6:
Statistics

6.1 Understand
the concept of
class Interval

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21

6.2Understand
and use the
concept of Mode
and mean of
grouped data

20/5

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10/6

6.3 represent
and interpret
data in

solve problems involving


equations of straight lines

[PEPERIKSAAN PENGGAL 1]
i.
complete the class interval
for a set of data given one of the class
intervals
ii.
determine:
a) the upper limit an lower limit
b) the upper boundary and lower
boundary
of a class in a group data
iii.
calculate the size of a class
interval
iv.
determine the class interval,
given a set of data and the numbers
of classes
v.
determine a suitable class
interval for a given set of data
i.
construct a frequency table for
given set of data
i. determine the modal class from the
frequency table of grouped data
ii.
calculate the midpoint of a class
iii.
verify the formula for the mean of
grouped data
iv.
calculate the mean from the
frequency table of grouped data
v.
discuss the effect of the size of
class interval on the accuracy of the
mean for a specific set of grouped
data

working
out mentally
classifyin
g
making
inferences

Interpreti

ng

Working
out mentally
Making
inferences
Identifyin
g relations
-

[CUTI PERTENGAHAN TAHUN]


i.
draw a histogram based on drawing
the frequency table of a grouped data
diagrams
ii.
interpret information from interpreti

histograms with
class intervals

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17/6

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24/6

Chapter 7:
Probability
I

given histogram
solve problems involving
histograms
6.4Represent
i.
draw the frequency polygon based
and interpret
on:
data in
a) a histogram
Frequency
b) a frequency table
polygons to solve ii.
interpret information from a given
problem
frequency polygon
iii.
solve problems involving frequency
polygon
6.5 Understand
i.
construct the cumulative frequency
the concept of
table for:
Cumulative
a) ungrouped data
frequency
b) grouped data
ii.
draw the ogive for:
a) ungrouped data
b) grouped data
6.6Understand
i.
determine the range
and use the
of a set data
concept of
ii.
determine:
Measures of
a)
the median
dispersion
b)
the first quartile
c) the third quartile
d) the interquartile range
from the ogive
iii.
interpret information from an ogive
iv.
solve problems involving data
representations and measures of
dispersion
7.1Understand
i.
determine whether
the concept of
an outcome is a possible outcome of an
Sample space
experiment
ii.
list all the possible
outcomes of an experiment:
a) from activities
b) by reasoning
iii determine the sample space of an

ng

iii.

drawing
diagrams
interpreti
ng

working
out mentally
drawing
diagrams

interpreti

ng
-

identifyin
g relations

Finding
all
possible
solutions

10

7.2 Understand
the concept of
Events

7.3Understand
and use the
concept of
Probability of an
event

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1/7

28
8/7

Chapter 8:
Circles III

8.1 Understand
and use the
concept of
Tangents of a
circle

experiment
iv write the sample space by using set
notations
i.
identify the elements of a Finding
sample space which satisfy given
all
possible
conditions
solutions
ii.
list all the elements of a
sample which satisfy certain conditions
using set notations
iii determine whether an event is possible
for a sample space
i.

find the ratio of the number


of times an event occurs to the number
of trials
ii.
find the probability of an
event from a big enough of trials
iii calculate the expected number of times
an event will occur, given the probability
of the use event and number of trials
iii.
solve problems involving
probability
iv.
predict the occurrence of an
outcome and make a decision based on
known information
v.
i.
identify tangents to a
circle
ii.
make inference that the
tangent to a circle is a straight line
perpendicular to the radius that passes
through the contact point
iii construct the tangent to a circle
passing through a point:
a) on the circumference of the circle
b) outside the circle
iv. determine the properties related to
two tangents to a circle from a given

identifyin
g relations

Working
out mentally
Drawing
diagrams
Identifyin
g relations

11

point outside the circle


v. solve problems involving tangents to a
circle

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15/7

8.2 Understand
and use the
properties of
Angle between
tangent and
chord

i.

identify the angle in the identifyin


alternate segment which is subtended
g relations
by the chord through the contact point
of the tangent
ii.
verify
the
relationship
between the angle formed by the
tangent and the chord with the angle
in the alternate segment which is
subtended by the chord
iii.
perform
calculations
involving the angle in alternate
segment
iv.
solve problems involving
tangent to a circle and angle in
alternate segment

8.3 Understand
and use the
properties of
common
tangents to solve
problem

i.

determine the number of comparin common tangents which can be drawn


g
and
to two circles which:
differentiating
a)
intersect at two points
Finding
b)
intersect only at one point
all
possible
c)
do not intersect
solutions
ii.
determine the properties Identifyin
related to the common tangent to two
g relations
circles which:
a) intersect at two points
b) intersect only at one point
c) do not intersect
iii.
solve problems involving
common tangents to two circles
iv.
solve problems involving
tangents and common tangent

12

31
32
34
35
1/8

Chapter 9:
Trigonome
try II

9.1 Values of sin


, cos and tan

0 360 .

[PEPERIKSAAN
PERTENGAHAN
PENGGAL 2]
i.
identify the quadrants
and angles in the unit circle
ii.
determine:
a) the value of y-coordinate
b) the value of x-coordinate
c) the ratio of y-coordinate to xcoordinate
of several points on the circumference
of the unit circle
iii.
verify that, for an angle
in quadrant I of the unit circle:
a) sin y coordinate
b) cos x coordinate
c) tan

working
out mentally
interpreti
ng
identifyin
g relations
-

y coordinate
x coordinate

iv.

determine the value of:


a) sine
b) cosine
c) tangent
of an angle in quadrant I of the unit
circle
v.
determine the values of:
a) sin
b) cos
c) tan
for

0 360

vi.

determine whether the


values of:
a) sine
b) cosine
c) tangent
of an angle in a specific quadrant is
positive or negative
vii.
determine the values of
sine, cosine and tangent for special

13

angles
viii.
determine the values of
the angles in quadrant I which
correspond to the values of the
angles in other quadrants
ix.

State the relationships


between the values of:
a) sine
b) cosine, and
c) tangent
of angles in quadrant II, III and IV with
their
respective
values
of
the
corresponding angle in quadrant I
x.
Find the values of sine,
cosine and tangent of the angles
between 90 and 360
xi.
Find the angles between
0 and 360, given the values of sine,
cosine and tangent
xii.
Solve problems involving
sine, cosine and tangent
9.2Draw and use
Graphs of sine,
cosine and
tangent

36

2/9

37
9/9

Chapter
10: Angles
of
Elevation
and

10.1Understand
and use the
concept of Angle
of elevation and
angle of

[CUTI PERTENGAHAN PENGGAL 2]


i.
draw the graphs of sine,
cosine and tangent for angles
between 0 and 360
ii.
compare the graphs of
sine, cosine and tangent for angles
between 0 and 360
iii.
solve problems involving
graphs of sine, cosine and tangent
i.
identify:
a) the horizontal line
b) the angle of elevation
c) the angle of depression
ii.
represent a particular

drawi ng diagrams
comp
aring
and
differentiating
interp
reting
-

worki
ng out mentally
drawi
ng diagrams
identi
-

14

38

Depressio
n

depression

Chapter
11: Lines
and
Planes in
3dimension
s

11.1Understand
and use the
concept of Angle
between lines
and planes

16/9

11.2Understand
and the concept
of Angle
between two
planes

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23/9

situation involving
a) the angle of elevation
b) the angle of depression, using
diagrams
iii.
solve problems involving
the angle of elevation and the angle
of depression
i.
identify planes
ii.
identify horizontal planes,
vertical planes and inclined planes
iii.
sketch a three dimensional
shape and identify the specific planes
iv.
identify
v.
identify normals to a given
plane
vi.
determine the orthogonal
projection of a line on a plane
vii.
draw
and
name
the
orthogonal projection of line on plane
viii.
determine
the
angle
between a line and a plane
solve problems involving the angle
between a line and a plane
i.
identify
the
line
of
intersection between two planes
ii.
draw a line on each plane
which is perpendicular to the line of
intersection of the two planes at a
point on the line of intersection
iii.
determine
the
angle
between two planes on a model and a
given diagram
iv.

40
1/10

NUMBER
BASES

1. Understand and use


the concept of number

fying relations

Comp
aring
and
differentiating
Worki
ng out mentally
Identi
fying relations

worki
ng out mentally
drawi
ng diagrams
identi
fying relations

solve problems involving


lines and planes in 3-dimensional
shapes

Student will be able to


i. State zero, one, two, three,, as a number in base :

15

in base two, eight and


five.

8.0 BEARING

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7/10

8.1 Understand and


use the concept of
bearing.

a) two
b)eight
c)five
ii. State the value of a digit of a number in base :
a) two
b)eight
c)five
iii. Write a number in base :
a) two
b)eight
c)five
in expanded notation.
iv. Convert a number in base:
a) two
b)eight
c)five
(v) Convert a number in a certain base to a number in
another base.
(vi) Perform computations involving:
a) additional
b) subtraction
of two numbers in base two.
i)
ii)
iii)
iv)
v)

Draw and label the eight main compass directions:


a) North, South, East, West
b) North-East, North-West, South-East, South-West
State the compass angle of any compass direction.
Draw a diagram of a point which shows the direction
of B relative to another point A given the bearing of
B from A.
State the bearing of point A from point B based on
given information.
Solve problems involving bearing.

Analyzing
Problem solving
Making conclusion
working out mentally,
find all possible solution,
iii)comparing and
contrasting

Teaching aids :
GSP

Teaching aids :
CD courseware

Teaching aids :CD


courseware

Identifying Relations
Drawing Diagrams
Generating Ideas
Translating

Teaching Aids
Computer/Noteb
ook
GSP
Protractor

[ULANGKAJI: 14-24/10]
[PEPERIKSAAN AKHIR TAHUN: 25-31/10]

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