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Integrated Curriculum for Secondary Schools

Curriculum Specifications

MATHEMATICS Form 1

Curriculum Development Centre Ministry of Education Malaysia 2002

CONTENTS

Page

WHOLE NUMBERS NUMBER PATTERNS AND SEQUENCES FRACTIONS DECIMALS PERCENTAGES INTEGERS ALGEBRAIC EXPRESSIONS BASIC MEASUREMENTS LINES AND ANGLES POLYGONS PERIMETER AND AREA SOLID GEOMETRY 1 4 10 15 18 19 21 23 26 28 30 32

**1. Learning Area: Whole Numbers
**

Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary

Students will be taught to: 1. Understand the concept of whole numbers. Count; read and write whole numbers in words or numerals. Students read and write whole numbers while counting from a given initial value to a final value in a certain specified interval. e.g. i. Count on in tens from 20 to 100. ii. Count back in hundreds from 1200 to 200. Estimate values, including that of real-life situations by rounding.

Students will be able to: i. Count, read and write whole numbers. Emphasise the relationship between rounding and estimation. Whole number Place value Digit Interval Round Estimate Nearest Larger Largest Smaller Smallest Nearest ten, hundred, thousand… hundred thousand.

ii. Identify place value and value of each digit in whole numbers. iii. Round whole numbers.

1

Students explore the relationship between multiplication and division. mental and speed computation or penciland-paper. Solve problems involving subtraction of whole numbers. iii. iii. The quotient of a number divided by zero is undefined. Add whole numbers. Use calculators to compare and verify answers. Perform computations involving multiplication and division of whole numbers to solve problems. mental and speed computation or penciland-paper. Emphasise that subtraction is the inverse of addition. estimation. Solve problems involving multiplication of whole numbers. 2 . Explore multiplication and division using standard algorithm (rules of calculations). The quotient of zero divided by any number (except zero) is zero. ii. Multiply two or more whole numbers. Subtract whole numbers. Students pose and solve problems related to multiplication and division of whole numbers. Addition and subtraction should begin with two numbers. Solve problems involving division of whole numbers. Perform computations involving addition and subtraction of whole numbers to solve problems. Solve problems involving addition of whole numbers.Learning Objectives Suggested Teaching and Learning Activities Explore addition and subtraction using standard algorithm (rules of calculations). i. ii. Use calculators to compare and verify answers. Students pose and solve problems related to addition and subtraction of whole numbers. iv. estimation. i. iv. Learning Outcomes Points to Note Vocabulary 2. Emphasise that: Add Addition Subtract Subtraction Multiply Multiplication Divide Division Regroup Algorithm Estimate Estimation Mental and speed computation Compute Quotient Undefined Inverse Sum Difference 3. Divide a whole number by a smaller whole number.

Perform computations involving combined operations of addition. i. subtraction. Students use calculators to compare and verify answers. penciland-paper or calculator. including the use of brackets. including the use of brackets. subtraction. Emphasise on the order of operations and the use of brackets. 3 . Multiply Multiplication Divide Division Estimate Compute Solve Bracket Order of operations Combined operation Combination ii. multiplication and division of whole numbers to solve problems Perform computations involving any combination of addition. Solve problems related to real-life situations. subtraction. Solve problems involving combined operations of addition. multiplication and division of whole numbers.Learning Objectives Suggested Teaching and Learning Activities Students explore combined operations of whole numbers by using standard algorithm (rules of calculations). estimation. Learning Outcomes Points to Note Vocabulary 4. multiplication and division of whole numbers.

2. i. 4 . Do not include negative numbers. other. Use calculators to skip count (generate number sequences). Odd numbers are used as ii. Learning Area: Number Patterns and Sequences Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. Relate number sequence to patterns in real-life situations. Make general statements about odd and even numbers. Extend number sequences. Recognise odd and even numbers and make general statements about them. addresses of houses on one side of the road and even numbers on the iii. b. Number sequence Pattern Term Sum Product Difference Count on Count back Odd Even Subtract Multiply Construct iv. The difference between odd and even numbers. The product of odd and even numbers. Explore general statements about odd and even numbers such as: a. Construct number sequences based on given patterns.g. e. c. Identify and describe odd and even numbers. and solve problems. explore number patterns. Students will be able to: i. 2. The sum of odd and even numbers. Describe the pattern of a given number sequence. ii. Complete missing terms in given number sequences. Recognise and extend number patterns and sequences formed by counting on and counting back in intervals of any size.

Understand the characteristics and use the knowledge of factors of whole numbers. Determine factors of whole numbers by exploring and investigating. Determine whether a given number is a prime number. List factors of whole numbers. Students explore and investigate to determine prime factors of whole numbers. Use sieve of Eratosthenes to generate prime numbers less than 100. 5 . i. State any given whole number as a product of its prime factors. ii. Suggested Teaching and Learning Activities Use calculators or computer programmes to explore prime numbers. ii. Vocabulary Prime number Factor Prime Factor ii. Understand the characteristics of prime numbers. 4. Points to Note Emphasise that Number 1 is not a prime number. iii. Identify prime factors from a list of factors. 5. Determine whether a number is a prime factor of another whole number. Understand the characteristics and use the knowledge of prime factors of whole numbers. i.Learning Objectives 3. i. Find prime factor(s) of whole numbers. Emphasise that 1 and the number itself are factors of any number. Determine all the prime numbers less than 100. Determine whether a number is a factor of another whole number. Learning Outcomes Identify the characteristics of prime numbers. iii.

e.Therefore it can be divided by 2 and 3 and vice-versa. Determine whether a number is the multiple of another number.Learning Objectives Suggested Teaching and Learning Activities i. 11 and their combinations. 30 can be divided by 6. ii. 7. 3. 6 . 6. 9. Understand and use the knowledge of multiples of whole numbers. 4. List the multiples of whole numbers. 10. 5. Use small numbers to develop the concept. Emphasise that the list of multiples of a number is also a number sequence. Learning Outcomes Points to Note Vocabulary Multiple Divisible Divisibility test Common multiple Lowest Common Multiple (LCM) Sequence 6.g. Students use the divisibility test of 2. 8.

Find the common multiples of two or three whole numbers. Emphasise that a list of common multiples is also a number sequence. Multiples of 4 : Multiples of 6 : 4. Learning Outcomes Points to Note Vocabulary 7.g. Understand the characteristics and use the knowledge of common multiples and Lowest Common Multiple (LCM) of whole numbers. 36. Determine whether a number is the common multiple of two or three given numbers. e. 4=2x2 6=2x3 Therefore the LCM of 4 and 6 is 2 x 2 x 3 = 12. …… which are the multiples of 12. Use the method of “prime factorisation” to find common multiples and LCM. ii. 8. e. 48. …… i.Learning Objectives Suggested Teaching and Learning Activities Students find common multiples and LCM by listing down the multiples of each given number. 12.g. Use small numbers to develop the concept Common Multiples of 4 and 6: 12. 7 . 12. …… 6. iii. 24. Determine the LCM of two or three given numbers.

Understand and use the knowledge of common factors and Highest Common Factors (HCF) of whole numbers. 6 2. 8 . Determine the HCF of two or three given numbers. 2 LCM = 2 x 2 x 3 = 12 2 3 4. Students explore.Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Use algorithm to find the LCM. Determine whether a number is a common factor of two or three given whole numbers. 1 8. iii. 3 1. 3 1. identify and determine common factors of whole number. Students list down all the factors of each given number and identify the same factors for each number. Find common factors of two or three whole numbers. Common Factor Highest Common Factor (HCF) ii. i.

identify and determine the HCF of whole numbers.g. Explore.Learning Objectives Suggested Teaching and Learning Activities Students find the HCF by listing down all the factors of each given number. 12 = 18 = 2 2 x 2 x 3 x 3 x 3 Learning Outcomes Points to Note Vocabulary Common Prime Factors: 2 and 3 The HCF: 2 x 3 = 6 Use algorithm to find HCF. 9 . e. Use the method of prime factorisations to find the common prime factors and hence HCF.

Students will be able to: i. Understand and use the knowledge of equivalent fractions. Compare the values of two given fractions. Represent fractions with diagrams. iii. Simplify fractions to the lowest terms. Use concrete materials and drawings to demonstrate the concept of fractions such as: a. Use number lines. 2 6 Compare the values of two fractions by converting them to fractions with the same denominator or the same numerator. Folding a ribbon to find onethird of its length.3. b. iii. iv. Numerator Equivalent fractions Lowest terms Arrange Order Fraction Denominator 2. Describe fractions as parts of a whole. iv. 4 read as: 5 Four over five 15 read as: Fifteen 22 over twenty two Use the terms numerator and denominator. Learning Area: Fractions Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. Use concrete materials and drawings to demonstrate the concept of equivalent fractions. c. Why 3 i. v. Determine whether two given fractions are equivalent. ii. Arrange fractions in order. Write fractions for given diagrams. Folding papers. ii. 1 10 . Read fractions. Use paper folding to explain and explore: is the same as . Understand and use the knowledge of fractions as part of a whole. The number of girls as compared to the whole class. Find equivalent fractions for a given fraction. concrete materials or the concept of equivalent fractions to compare fractions.

Identify the use of mixed numbers in everyday situations. ii. Understand the concept of mixed numbers and their representations. Learning Outcomes Points to Note Vocabulary Mixed number Proper fraction Improper fraction Number line Denominator 3. Change mixed numbers into improper fractions. iv. Use concrete materials and drawings to demonstrate the relationship between mixed numbers and improper fractions. 11 . i.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. Change improper fractions into mixed numbers. iii. Compare and order mixed numbers on number lines. Recognise proper and improper fractions from given fractions. Understand the concept of proper fractions and improper fractions. Write mixed numbers based on given diagrams. iii. Recognise mixed numbers. drawings and number lines to represent mixed numbers. Represent mixed numbers with diagrams. 4. Use calculators to explore the relationship between mixed numbers and improper fractions. ii. i.

Fractions and mixed numbers. iii. Mixed numbers. d. drawings and symbols to demonstrate the process of addition and subtraction of fractions. Learning Outcomes Points to Note Vocabulary Mixed Number Add Subtract Fraction Simple fraction Lowest term Equivalent fractions 5. Fractions with common denominators. Fractions with different denominators. Fractions and mixed numbers. Perform addition and subtraction of mixed numbers by: i) Adding and subtracting whole numbers and fractions separately. e. d. Whole numbers and fractions. Pose and solve problems related to everyday situations. Solve problems involving combined operations of addition and subtraction of fractions. b.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. b. Add and subtract fractions by writing the fractions in their equivalent forms with common denominators including the use of LCM. Whole numbers and fractions. Fractions with different denominators. c. e. ii) Writing mixed numbers in the form of improper fractions. Addition and subtraction involving not more than three numbers. Fractions with common denominators. Perform addition involving: a. c. 12 . Understand the concept of addition and subtraction of fractions to solve problems. i. Perform subtraction involving: a. Mixed numbers. ii.

A whole number times a mixed number. c. A fraction by a fraction (include mixed numbers). Emphasise multiplication of fractions as repeated addition of the fractions ii. A fraction by a fraction. iv. b. Divide: Division involving not more than three numbers including whole numbers. A fraction by a whole number. Learning Outcomes Points to Note Vocabulary Multiply Divide Mixed Number Repeated addition Numerator 6. A whole number by a fraction or mixed number. Solve problems involving multiplication of fractions. 3x 3 i. 4 3x 3 4 = 9 4 =2 1 a. b.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. 4x1 1 2 4x1 1 3 12 = 4 x = =6 2 2 2 13 . A whole number by a fraction. c. A mixed number by a mixed number. Examples of multiplication: a. Solve problems involving division of fractions. A fraction by a whole number. Multiply: a. 4 b. drawings and symbols to explore and investigate the process of multiplication and division of fractions. iii. A whole number times a fraction. Understand the concept of multiplication and division of fractions to solve problems. d. fractions and mixed numbers.

Use concrete materials and diagrams to demonstrate computations. including the use of brackets. Multiplication Addition Subtraction Division Combined operation Mixed number Whole number Bracket Pose problems related to real-life situations. multiplication and division of fractions. Emphasise the order of operations. including the use of brackets. Perform computations involving combined operations of addition. multiplication and division of fractions to solve problems.Learning Objectives Suggested Teaching and Learning Activities c. 14 . subtraction. A fraction times a fraction. ii. Solve problems involving combined operations of addition. Perform computations involving combined operations of addition. Limit the operations to three numbers including whole numbers and mixed numbers. i. 5 6 Learning Outcomes Points to Note Vocabulary 3 4 5 3 15 5 x = = 6 4 24 8 7. multiplication and division of fractions. subtraction. subtraction. including the use of brackets.

State the place value and value of each digit in decimals. Use concrete materials. Read and write decimals to thousandths. iv. Emphasise the relationship between rounding and estimation. Learning Area: Decimals Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. Change fractions to decimals and vice-versa. ii. ii. Use number lines to compare and order decimals.3 read as: zero point three 0.100 and 1000 as decimals. Understand the concept of place value and value of each digit in decimals. iii. Students will be able to: i. Compare the values of two given decimals.29 read as: three point two nine. 15 . iii. Understand the relationship between decimals and fractions. Represent fractions with denominators 10. calculators and symbols to explain the relationship between decimals and fractions. Fraction Decimal Denominator Tenths Hundredths Thousandths Number line Place value Value of a digit Rounding Decimal point 10 decimals and vice-versa. drawings.4. Represent fractions 1 and 1 100 as 0. Round decimals to the nearest whole number or up to three decimal places.05 read as: zero point zero five 3. 2. Arrange decimals in order. i. iv.

ii. 100 and 1000. Include whole numbers. A decimal by a whole number.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. Add decimals. Use calculators or computers to verify answers.1. i.001. Use estimation strategies to determine whether the solution is reasonable. Mentally multiply decimals by 10. ii. A decimal by a fraction. Multiply two or more decimals. Subtract decimals. iv. 0. Use appropriate calculation methods such as pencil-and paper. Addition and subtraction should begin with two decimals. Solve problems related to everyday situations. Understand the concept of addition and subtraction of decimals to solve problems. Limit to three decimal places. For multiplication and division. Begin with one digit whole number 16 . Understand the concept of multiplication and division of decimals to solve problems. Solve problems involving subtraction of decimals.01 and 0. Mentally multiply decimals by 0. Solve problems involving division of decimals. Mentally divide decimals by 0. drawings and symbols. iii. Divide: a. Solve problems involving multiplications of decimals iii. i. Learning Outcomes Points to Note Vocabulary 3. 100 and 1000.001. b. 0.1. Solve problems involving addition of decimals. iv.01 and 0. Relate to everyday situations. c. Mentally divide decimals by 10. Add Subtract Decimal Multiply Divide Mentally divide Mentally multiply Reasonable Estimation 4. A decimal by a decimal. calculators and computers. include whole numbers.

17 . Learning Outcomes Points to Note Vocabulary 5. subtraction. subtraction. multiplication and division of decimals to solve problems. i. Emphasise the order of operations including the use of brackets. including the use of brackets. Solve problems involving combined operations of addition. Include whole numbers and fractions Addition Subtraction Multiplication Division Decimal Bracket Combined operation ii. Perform computations involving combined operations of addition. including the use of brackets. multiplication and division of decimals.Learning Objectives Suggested Teaching and Learning Activities Pose problems related to everyday situations. multiplication and division of decimals. subtraction. Perform computations involving combined operation of addition.

i. For Students will be able to: i. 18 . Original amount: 15 Increased to: 18 Find percentage of increase.5. iv. Original amount: 40 Decreased to: 10 Find percentage of decrease. Perform computations and solve problems involving percentages. Find the percentage of a quantity.5 or 50%) 2 ii. Learning area: Percentages Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. Find the percentage of increase or decrease. Understand the concept of percentages and the relationship between percentages and fractions or decimals.5. Use ten by ten grids to discuss the equivalent percentages of fractions and decimals. commission and discount. dividend.5 has a percentage equivalent of 50%. Percent Use the symbol % to represent percent. iii. Solve problems involving percentages. Change fractions and decimals to percentages and vice-versa. 1 has a example the fraction 2 decimal equivalent of 0. simple interest.g. Express percentages as the number of parts in every 100. ( 2. Include percentages larger than 100. Find the percentage one number is of another. Fraction Decimal Increase Decrease Discount Profit Loss Simple interest Dividend Commission ii. e. Find a number given the percentage. 30% of 240 = 72 3 of 12 = 25% 8 is 20% of what number? (40) Pose and solve problems involving profit and loss. Use concrete materials and drawings to demonstrate percentages. v. 1 = 0. and 0.

find the missing terms. temperatures. Compare the values of two integers.g.6. – 5 is less than – 2 –15 is greater than –25 Words description: e. Represent integers on number lines. Weight gain of The number 0 is neither positive nor negative. students order them on number lines. 30 metres below sea level: – 30 2 kg: 2 ii. Learning Area: Integers Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. Arrange integers in order. iv. Understand and use the knowledge of integers. Negative number Positive number Number line Temperature Sea level Floors of a building Less than Greater than Words description Missing terms Largest Smallest i. Read and write integers. – 32 read as: negative thirty-two. 19 . iii. Introduce integers in context (e. and identify the largest and the smallest value of integers from given sets of integers. Write positive or negative numbers to represent word descriptions. Given sets of integers. Students complete sequences of integers. Students will be able to: Integer i.g. sea levels and floors of building). v. ii.

iii. Subtract integers.Learning Objectives Suggested Teaching and Learning Activities Use number lines to add and subtract integers. and symbols (e.g Like signs: 9+5. Add Addition Subtract Subtraction Minus Plus Integer Negative Positive Like signs Unlike signs Differentiate between operations and signs. – 7+ (– 8) Unlike signs: 3 + (– 4). Use brackets to differentiate between operations and the signs of numbers. Learning Outcomes Points to Note Vocabulary 2. i. – 8 – (– 7) read as negative eight minus negative seven. drawings. 20 . Add integers. Solve problems related to real-life situations. Begin addition and subtraction using two integers. e. – 4 – 2 read as negative four minus two. Perform computations involving addition and subtraction of integers to solve problems. Solve problems involving addition of integers. (– 9) + 5 ii. Addition should include like and unlike signs. Use concrete materials. Solve problems involving subtraction of integers. coloured chips) to demonstrate addition and subtraction of integers.g. iv. Relate subtraction of integers to addition.

e. i.g: Glass X contains y numbers of marbles. X Students will be able to: i. iii. Identify coefficients in given algebraic terms with one unknown. iv. Learning Area: Algebraic Expressions Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. ii. State like terms for a given term.g 8 is also a term. Use examples of everyday situations to explain unknowns. 21 . Identify algebraic terms with one unknown. 2 Which letter represents the unknown number? 7p : 2. e. Give a list of terms and students select algebraic terms with one unknown. Use letters to represent unknown numbers. An algebraic term is written as 3x not x3 A number. Understand the concept of unknowns. The coefficient of p is 7. ii. Unknown Term Alphabet Algebraic term Multiplication Coefficient Like terms Unlike terms x is a term. Identify unknowns in given situations. Understand the concept of algebraic terms. Identify like and unlike algebraic terms with one unknown.7.

ii. i. 4s + 8s = 12s 5r – 2r = 3r Learning Outcomes Points to Note Vocabulary 3. Algebraic expression Number of terms Like terms Unlike terms Simplify iii. iv. i. iii.g. Determine the number of terms in given algebraic expressions. Simplify algebraic expressions by combining the like terms. e. Recognise algebraic expressions. 3k + 4 + 6k – 3 = 3k + 6k + 4 – 3 = 9k + 1 22 . 7g + 6h cannot be simplified because they are not like terms.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials to demonstrate the concept of combining like and unlike terms. 4p = p + p + p + p ii. Understand the concept of algebraic expressions.

iii. kg. cm. Understand the concept of length to solve problems. Understand the concept of mass to solve problems. Length Millimetre Centimetre Metre Kilometre Estimate Measure Convert Metric units Mass Milligrams Grams Kilograms Nautical mile Inch Feet Yard 2. (mg. Measure given lines using different standard units. Measure the length of objects. Learning Area: Basic Measurements Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. (mm. Estimate masses of objects in appropriate units. Convert one metric unit to another. i. m and km) iii.8. iv. g. Students draw a line given its length. Measure the mass of objects. Estimate lengths of objects in appropriate units. feet. tonne). Measure the length of objects around the school compound. miles and nautical miles. Convert one metric unit to another. Use the four operations to solve problems involving length. Emphasise the importance of using standard measurement. Use the four operations to solve problems involving mass. Introduce inches. Students will be able to: i. yards. ii. Relate to everyday situations. iv. 23 . ii.

weeks. weeks. ii. i. Estimate the time intervals of events. Determine the appropriate measurement of time for certain events. months and years. minutes. How long it takes for water to boil? iv. iii. clocks or stopwatches to discuss the measurement of time for events. months and years). Suggest a unit to estimate or measure: i. hours. Use the four operations to solve problems involving time. The time it will take to eat lunch. 1 millennium = 1000 years 1 century = 100 years 1 year = 12 months = 52 weeks = 365 days 1 week = 7 days 1 day = 24 hours 1 hour = 60 minutes 1 minute = 60 seconds Time Second Minute Hour Day Week Month Year Century Millennium Measurement Leap year 24 . hours. Your age. days. ii. iii. iv.Learning Objectives Suggested Teaching and Learning Activities Use calendars. Understand the concept of time in seconds. minutes. Learning Outcomes Points to Note Vocabulary 3. Convert measurement of time in different units (seconds. days. How long it takes to run 100 metres? Involve great events in history.

7. Convert time in twelve-hour system to twenty-four hour system and vice-versa.50 a.30 read as seven thirty. Twelve hour system Twenty-four hour system Time Interval Time Digital clock Analogue clock 25 . or three fifty in the morning. i. iv. Introduce a. v. Read times from train or bus schedules. iii. read as three fifty a.m. Read and write times in twelve-hour system. Understand and use times in the twelvehour and twenty-four hour system to solve problems. half past seven. ii. and p.Learning Objectives Suggested Teaching and Learning Activities Use digital and analogue clocks.m. Determine the interval between two given times. Solve problems involving time.m. 1900 read as nineteen hundred hours. 0350 read as three fifty hour 3. thirty minutes past seven and thirty minutes to eight. Read and write times in twenty-fourhour system. Relate events to everyday situations. Learning Outcomes Points to Note Vocabulary 4.m.

Draw acute. One whole turn is 360°. Understand the concept of angles. Angles can be BAC named as or A or B A C. Determine one whole turn is 360°. windows. Denote and label angles.9. iv. Learning Area: Lines and Angles Learning Objectives Students will be taught to: 1. blackboards. corners of tables. Draw angles using protractors. An angle is formed by two straight lines that meet at a point called the vertex. Students demonstrate the different types of angles with their arms. Students identify angles in the classroom.g. iii. Measure angles using protractors. viii. 26 . right. right. Determine angles on straight lines equal 180°. line Vertex Points to Note Vocabulary Angle Line Protractor Label Denote Right angle Acute angle Reflex angle Obtuse Angle One whole turn Vertex Classify Compare Degree ) Angle line Use degree ( ° ) as the unit of measurement of angles. obtuse and reflex. clock hands. vi. obtuse and reflex angles using protractors. and opened doors). Guide students on how to use protractors to measure angles. Recognise. ii. v. Recognise angles. Suggested Teaching and Learning Activities Learning Outcomes Students should be able to: i. compare and classify angles as acute. vii. (e.

complementary and supplementary angles. Determine perpendicular lines. windows and doors). Solve problems involving angles formed by intersecting lines. Students investigate the properties of angles formed by intersecting lines. i. Two lines are parallel if they never intersect. given the adjacent angle. Determine the properties of vertical.Learning Objectives Suggested Teaching and Learning Activities Students identify perpendicular and parallel lines in the classroom (e. a b c Vertical-angle pairs: a= d b= c Sum of adjacent angles on a straight line is 180° (a + b =180°) ii. ii. Determine the value of an angle on a line.g edges of books. A perpendicular line is a line that makes a 90° with another line. iv. i. iii. Understand and use properties of angles associated with intersecting lines to solve problems. State that the angles formed by perpendicular lines is 90°. 27 . iii. Understand the concept of parallel and perpendicular lines. Determine parallel lines. Denote a 90° angle as: 90° Parallel lines Perpendicular lines Intersecting lines Complementary angle Supplementary angle Adjacent angle Vertically opposite angle d 3. Learning Outcomes Points to Note Vocabulary 2. Identify intersecting lines.

10. rulers. Understand the concept of symmetry. hexagon. iii. Students explore the relationship between the sides. i.g. Draw designs using the concept of symmetry. Complete shapes given part of the shapes and the line of symmetry. Name polygons (triangle. Use concrete materials such as protractors. Determine and draw the line(s) of symmetry of shapes. grid papers. iii. pattern blocks. 28 . iv. ii. Understand the concept of polygons. geo-boards and computer software to explore the concept of polygons. Quadrilateral Pentagon Hexagon Heptagon Octagon Vertices Sides Diagonal Shape Symmetry 2. ii. Learning Area: Polygons Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Polygon Triangle Use capital letters to name vertices. Students will be able to: i. vertices and diagonals of given polygons. Recognise polygons. pattern on buildings and tiles). Sketch polygons. Determine the number of sides. Students explore the importance of symmetry in everyday situations (e. Line of symmetry Shapes include polygons Sketch Students will be taught to: 1. pentagon. diagonals and vertices of polygons. folding papers or making inkblot designs. Students explore symmetry by using mirrors. heptagon and octagon). quadrilateral.

.g aligning corners on a straight line. Types of triangles: Isosceles triangle Equilateral triangle Scalene triangle Acute triangle Right-angled triangle Obtuse triangle Types of quadrilaterals: Square Rectangle Rhombus Parallelogram Trapezium 29 Isosceles Equilateral Scalene Acute triangle Obtuse triangle Right-angled triangle Quadrilateral Square Rectangle Parallelogram ii. v. iii. State the geometric properties of the different types of triangles and name the triangles. 4. State the geometric properties of the different types of quadrilaterals and name quadrilaterals.g aligning corners on a point.Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 3. Students will be able to: i. Identify and use the geometric properties of triangles to solve problems. i. Solve problems involving triangles. Determine that the sum of the angles of a triangle is 180°. Determine that the sum of the angles of a quadrilateral is 360°. using protractors and geometry computer software. Trapezium Rhombus Diagonal Geometric properties Align Corner ii. iii. Determine and draw symmetry line(s) of given quadrilaterals. Determine and draw symmetry line(s) of given triangles. using protractors and geometry computer software. Investigate the relationship between angles and sides of all types of triangles. Identify and use the geometric properties of quadrilaterals to solve problems. v. iv. iv. sides and diagonals of all types of quadrilateral. Use a variety of methods to find the sum of angles of quadrilaterals: e. Use a variety of methods to find the sum of angles of triangles: e. Solve problems involving quadrilaterals. Draw triangles using protractors and rulers. Draw a quadrilateral using protractor and ruler. Investigate the relationship between angles.

grid-papers or computer software to explore the concept of perimeter. Solve problems involving areas. Estimate the area of a shape. Use unit squares. Use square chips. Understand the concept of perimeter to solve problems. geo-boards. Identify the perimeter of a region. The area of a unit square is 1 square unit Area of a right triangle = 2 Perimeter Formulae Measure Figure Area Square unit Region Enclosed ii. Learning Area : Perimeter and Area Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. tessellation grids. Limit to straight lines. ii. 2. Investigate and develop formula to find the perimeter of a rectangle. Shapes enclosed by straight lines and curves.11. Students will be able to: i. Investigate and develop formula to find the area of a rectangle. Find the perimeter of a region enclosed by straight lines. Solve problems involving perimeters. Use unit square chips or tiles to investigate. tessellation grids. iii. Areas of rectangles having the same perimeter. i. 1 2 of the area of a rectangle. concept of area. explore and make generalisations about the: a. Find the area of a rectangle. geo-boards. grid-papers or computer software to explore the iii. cm read as square cm. 30 . Understand the concept of area of rectangles to solve problems. Perimeters of rectangles having the same area. b.

Understand the concept of area of triangles. Solve problems involving the areas of triangles.Learning Objectives Suggested Teaching and Learning Activities Investigate and develop formulae to find the areas of triangles. Height Base Rectangle Figure Solve problems such as finding the height or base of a parallelogram. parallelograms or trapeziums. parallelograms and trapezium to solve problems. Identify the heights and bases of triangles. i. rectangles. rectangles. Learning Outcomes Points to Note Vocabulary 3. parallelograms and trapeziums. Find the areas of triangles. iii. iv. parallelograms and trapeziums. parallelograms and trapeziums. parallelograms and trapeziums based on the area of rectangle. Area Triangle Trapezium Parallelogram ii. 31 . Find the areas of figures made up of triangles.

Learning Area: Solid Geometry Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Students will be able to Use concrete materials to demonstrate the concepts of geometric solids. Students compete to search out solids in the classroom based on the descriptions. iv. b.12. Square grids. Game: Searching out Solids. b. Make up sets of activity cards containing descriptions of solids such as: a. Combining given faces. State the geometric properties of cubes and cuboids. ii. 32 i. Investigate and explore the relationship between faces. Exactly two faces that are the same shape and size. iii. Blank papers. Use concrete materials (opened boxes) to draw the layout of cubes and cuboids. edges and vertices of cubes and cuboids. b. Understand geometric properties of cubes and cuboids. . Compare and contrast between cubes and cuboids. Identify geometric solids. All edges have the same length. Make models of cubes and cuboids by: a. Ask students how they are alike or different. Folding given layouts of solids. Geometric solids include Cubes Cuboids Cylinders Pyramids Cones Spheres Face Edge Vertex Vertices Cube Cuboid Cylinder Pyramid Cone Sphere Surface Points to Note Vocabulary Students will be taught to: 1. Draw cubes and cuboids on: a.

iii. The volume of a unit cube is 1 cubic unit 3 Vocabulary Volume Cubic cm Unit cube Cuboid 2.Learning Objectives Suggested Teaching and Learning Activities Use unit cubes or other concrete materials to let students explore the concept of volumes. Learning Outcomes Points to Note cm read as cubic cm. Find the volume of cuboids. ii. Solve problems involving volume of cuboids. Investigate and develop formula to find the volume of cuboids. Understand the concept of volume of cuboids to solve problems Estimate the volume of cuboids. 33 . i.

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