SMK Tun Mutahir

Scheme of Work Mathematics 2010

Form Four
Standard Form

WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 1 Students will be able to:
to:
1 a) understand and Discuss the significance of (ii) round off positive Rounded numbers significance
use the concept zero in a number. numbers to a given are only significant figure
of significant number of significant approximates.
relevant
figure; figures when the Limit to positive
numbers are: round off
numbers only.
a) greater than 1; accuracy
b) less than 1;
Discuss the use of significant (iii) perform operations of Generally,
figures in everyday life and addition, subtraction, rounding is done
other areas. multiplication and on the final
division, involving a few answer.
numbers and state the
answer in specific
significant figures;
(iv) solve problems
involving significant
figures;
2 a) understand and Use everyday life situations (v) state positive numbers in Another term for standard form
use the concept such as in health, technology, standard form when the standard form is single number
of standard industry, construction and numbers are: scientific notation.
scientific notation
form to solve business involving numbers in a) greater than or equal
problems. standard form. to 10;
Use the scientific calculator to b) less than 1;
explore numbers in standard
form.
(vi) convert numbers in
standard form to single

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 SMK Tun Mutahir
Scheme of Work Mathematics 2010
Form Four
Standard Form

numbers;
(vii) perform operations of Include two
addition, subtraction, numbers in
multiplication and standard form.
division, involving any
two numbers and state
the answers in standard
form;
(viii) solve problems
involving numbers in
standard form.

LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 2 Students will be able to:
to:
3-4 a) understand the Discuss the characteristics of (i) identify quadratic Include the case quadratic
concept of quadratic expressions of the expressions; when b = 0 and/or expression
quadratic form ax 2 + bx + c = 0 , where a, c = 0. constant
expression; b and c are constants, a ≠ 0 and constant factor
x is an unknown.
(ii) form quadratic Emphasise that for unknown
expressions by the terms x2 and x, highest power
multiplying any two the coefficients
expand
linear expressions; are understood to
be 1.
(iii) form quadratic Include everyday coefficient
expressions based on life situations. term
specific situations;

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 SMK Tun Mutahir
Scheme of Work Mathematics 2010
Form Four
Standard Form

5 a) factorise Discuss the various methods to (i) factorise quadratic factorise

quadratic obtain the desired product. expressions of the form common factor
expression; ax 2 + bx + c , where b =
0 or c = 0;
(ii) factorise quadratic 1 is also a perfect perfect square
expressions of the form square.
px2 − q, p and q are
perfect squares;
Begin with the case a = 1. (iii) factorise quadratic Factorisation cross method
Explore the use of graphing expressions of the form methods that can inspection
calculator to factorise quadratic ax 2 + bx + c , where a, b be used are:
common factor
expressions. and c not equal to zero; • cross method; complete
• inspection. factorisation
(iv) factorise quadratic
expressions containing
coefficients with common
factors;

6 a) understand the Discuss the characteristics of (v) identify quadratic quadratic

concept of quadratic equations. equations with one equation
quadratic unknown; general form
equation;
(vi) write quadratic equations
in general form i.e.
ax 2 + bx + c = 0 ;
(vii) form quadratic equations Include everyday
based on specific life situations.
situations;

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 SMK Tun Mutahir
Scheme of Work Mathematics 2010
Form Four
Standard Form

7 a) understand and (i) determine whether a substitute

use the concept given value is a root of a root
of roots of specific quadratic
quadratic equation;
equations to
solve problems.
Discuss the number of roots of a (ii) determine the solutions There are trial and error
quadratic equation. for quadratic equations quadratic method
by: equations that
a) trial and error method; cannot be solved
by factorisation.
b) factorisation;
Use everyday life situations. (iii) solve problems involving Check the Solution
quadratic equations. rationality of the
solution.

4
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SETS Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 3 Students will be able to:
to:
8 a) understand the Use everyday life examples to (i) sort given objects into The word set set
concept of set; introduce the concept of set. groups; refers to any element
collection or
group of objects.
(ii) define sets by: The notation used description
a) descriptions; for sets is braces, label
{ }.
b) using set notation; set notation
The same
elements in a set
need not be denote
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 The symbol ∈
object is an element of a (epsilon) is read
set and use the symbol ∈ “is an element of”
or ∉; or “is a member
of”.
The symbol ∉ is
read “is not an
element of” or “is
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SETS Form 4
not a member of”.
Discuss the difference between (iv) represent sets by using Venn diagram
the representation of elements Venn diagrams; empty set
and the number of elements in
Venn diagrams.

Discuss why { 0 } and { ∅ } (v) list the elements and state The notation n(A) equal sets
are not empty sets. the number of elements of denotes the
a set; number of
elements in set A.
(vi) determine whether a set is The symbol ∅
an empty set; (phi) or { }
denotes an empty
set.
(vii) determine whether two An empty set is
sets are equal; also called a null
set.
9 a) understand and Begin with everyday life (i) determine whether a given An empty set is a Subset
use the concept situations. set is a subset of a specific subset of any set.
of subset, set and use the symbol ⊂ Every set is a
universal set or ⊄ ; subset of itself.
and the
complement of
a set;
(ii) represent subset using
Venn diagram;
(iii) list the subsets for a
specific set;
Discuss the relationship (iv) illustrate the relationship The symbol ξ universal set
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SETS Form 4
between sets and universal between set and universal denotes a
sets. set using Venn diagram; universal set.
(v) determine the complement The symbol A′ complement of a
of a given set; denotes the set
complement of set
A.
(vi) determine the relationship Include everyday
between set, subset, life situations.
universal set and the
complement of a set;

11 a) perform (i) determine the intersection Include everyday intersection

operations on of: life situations. common
sets: a) two sets; elements
• the intersection of b) three sets;
sets;
and use the symbol ∩ ;
• the union of sets.
Discuss cases when: (ii) represent the intersection
• A∩B=∅ of 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 Include everyday
the intersection of sets; life situations.
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SETS Form 4
(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;
(x) solve problems involving Include everyday
the union of sets; life situations.
(xi) determine the outcome of
combined operations on
sets;
(xii) solve problems involving Include everyday
combined operations on life situations.
sets.
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SETS Form 4

10 ASSESMENT TEST 1
(7/3 – 11/3)
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MATHEMATICAL REASONING Form 4
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 4 Students will be able to:
to:
12 a) understand the Introduce this topic using (i) determine whether a Statements consisting statement
concept of everyday life situations. given sentence is a of:
statement; statement;
Focus on mathematical (ii) determine whether a • words only, e.g. true
sentences. given statement is true “Five is greater false
or false; than two.”; mathematical
• numbers and sentence
words, e.g. “5 is mathematical
greater than 2.”; statement
• numbers and mathematical
symbols, e.g. 5 > symbol
2.
Discuss sentences consisting (iii) construct true or false The following are not
of: statement using given statements:
• words only; numbers and • “Is the place
mathematical symbols; value of digit 9 in
• numbers and words;
1928 hundreds?”;
• numbers and mathematical
symbols; • 4n − 5m + 2s;
• “Add the two
numbers.”;
• x + 2 = 8.
a) understand the Start with everyday life (i) construct statements Quantifiers such as quantifier
concept of situations. using the quantifier: “every” and “any” all
quantifiers a) all; can be introduced
every
“all” and based on context.
b) some; any
“some”;
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MATHEMATICAL REASONING Form 4
13 (ii) determine whether a Examples: some
statement that contains • All squares are several
the quantifier “all” is four sided figures. one of
true or false;
• Every square is a part of
four sided figure.
• Any square is a
four sided figure.
(iii) determine whether a Other quantifiers
statement can be such as “several”,
generalised to cover all “one of” and “part
cases by using the of” can be used based
quantifier “all”; on context.
(iv) construct a true Example: negate
statement using the Object: Trapezium. contrary
quantifier “all” or
Property: Two sides object
“some”, given an object
are parallel to each
and a property.
other.
Statement: All
trapeziums have two
parallel sides.
Object: Even
numbers.
Property: Divisible
by 4.
Statement: Some
even numbers are
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MATHEMATICAL REASONING Form 4
divisible by 4.

a) perform Begin with everyday life (i) change the truth value of The negation “no” negation
operations situations. a given statement by can be used where not p
involving the placing the word “not” appropriate.
no p
words “not” or into the original The symbol “~”
“no”, “and” statement; truth table
(tilde) denotes
and “or” on negation. truth value
statements;
“~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 The truth values for and
from a compound “p and q” are as compound
statement that contains follows: statement
the word “and”; p and
p q q
True True True
True False False
False True False
False False False
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MATHEMATICAL REASONING Form 4
(iii) form a compound
statement by combining
two given statements
using the word “and”;
(iv) identify two statement The truth values for Or
from a compound “p or q” are as
statement that contains follows:
the word “or” ;
(v) form a compound p q p or
statement by combining q
two given statements True True True
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”.
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MATHEMATICAL REASONING Form 4
a) understand the Start with everyday life (i) identify the antecedent Implication “if p, implication
concept of situations. and consequent of an then q” can be antecedent
implication; implication “if p, then written as p ⇒ q, and consequent
q”; “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 The converse of an Converse
of a given implication; implication is not
necessarily true.
(v) determine whether the Example 1:
converse of an If x < 3, then
implication is true or
x < 5 (true).
false.
Conversely:
If x < 5, then
x < 3 (false).
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MATHEMATICAL REASONING Form 4
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)
13 a) understand the Start with everyday life (i) identify the premise and Limit to arguments argument
concept of situations. conclusion of a given with true premises. premise
argument; simple argument;
conclusion
(ii) make a conclusion based Names for argument
on two given premises forms, i.e. syllogism
for: (Form I), modus
a) Argument Form I; ponens (Form II) and
modus tollens (Form
b) Argument Form II;
III), need not be
c) Argument Form III; introduced.

Encourage students to produce (iii) complete an argument Specify that these

arguments based on previous given a premise and the three forms of
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MATHEMATICAL REASONING Form 4
knowledge. conclusion. 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.
a) understand and Use specific (i) determine whether a reasoning
use the concept examples/activities to introduce conclusion is made deduction
of deduction the concept. through:
induction
and induction a) reasoning by
to solve pattern
deduction;
problems.
b) reasoning by
induction;
(ii) make a conclusion for a special
specific case based on a conclusion
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MATHEMATICAL REASONING Form 4
given general statement, general statement
by deduction; general
conclusion
(iii) make a generalization Limit to cases where specific case
based on the pattern of a formulae can be numerical
numerical sequence, by induced. sequence
induction;

(iv) use deduction and Specify that:

induction in problem • making
solving. conclusion by
deduction is
definite;
• making
conclusion by
induction is not
necessarily
definite.
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THE STRAIGHT LINE Form 4
WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 5 Students will be able to:
to:
14 a) understand the Use technology such as the (i) determine the vertical straight line
concept of Geometer’s Sketchpad, and horizontal distances steepness
gradient of a graphing calculators, graph between two given points
horizontal
straight line; boards, magnetic boards, topo on a straight line.
distance
maps as teaching aids where
appropriate. vertical distance
gradient
Begin with concrete (ii) determine the ratio of ratio
examples/daily situations to vertical distance to
introduce the concept of 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
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THE STRAIGHT LINE Form 4
line to conclude that the ratio is
constant.

a) understand the Discuss the value of gradient if (i) derive the formula for the The gradient of a acute angle
concept of • P is chosen as (x1, y1) and gradient of a straight line; straight line obtuse angle
gradient of a Q is (x2, y2); passing through
inclined upwards
straight line in P(x1, y1) and
• P is chosen as (x2, y2) and to the right
Cartesian Q(x2, y2) is:
coordinates; Q is (x1, y1). inclined
y 2 − y1 downwards to the
m=
x 2 − x1 right
undefined
(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;
15 c) understand the (i) determine the x-intercept Emphasise that the x-intercept
concept of and the y-intercept of a x-intercept and the y-intercept
intercept; straight line; y-intercept are not
written in the form
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THE STRAIGHT LINE Form 4
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;
a) understand and Discuss the change in the form (i) draw the graph given an Emphasise that the linear equation
use equation of of the straight line if the values equation of the form graph obtained is a graph
a straight line; of m and c are changed. y = mx + c ; straight line.
table of values

Carry out activities using the (ii) determine whether a If a point lies on a coefficient
graphing calculator, given point lies on a straight line, then constant
Geometer’s Sketchpad or other specific straight line; the coordinates of
satisfy
teaching aids. the point satisfy
the equation of the
straight line.
Verify that m is the gradient (iii) write the equation of the
and c is the y-intercept of a straight line given the
straight line with equation y = gradient and y-intercept;
mx + c .
(iv) determine the gradient The equation parallel
and y-intercept of the ax + by = c can be point of
straight line which written in the form intersection
equation is of the form:
y = mx + c. simultaneous
a) y = mx + c; equations
b) ax + by = c;
(v) find the equation of the
straight line which:
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THE STRAIGHT LINE
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 intersection.
16 c) understand and Explore properties of parallel
use the concept lines using the graphing
of parallel lines. calculator and Geometer’s
Sketchpad or other teaching
aids.
Form 4
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;
(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 parallel lines
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
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THE STRAIGHT LINE Form 4
straight line;
(iv) solve problems involving
equations of straight
lines.
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STATISTICS Form 4
WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 6 Students will be able to:
to:
17 a) understand the Use data obtained from (i) complete the class statistics
concept of class activities and other sources interval for a set of data class interval
interval; such as research studies to given one of the class
data
introduce the concept of class intervals;
interval. grouped data
(ii) determine: upper limit
a) the upper limit and lower limit
lower limit; upper boundary
b) the upper boundary lower boundary
and lower boundary
size of class
of a class in a grouped interval
data;
(iii) calculate the size of a Size of class frequency table
class interval; interval
= [upper boundary
–
lower boundary]
(iv) determine the class
interval, given a set of
data and the number of
classes;
(v) determine a suitable class
interval for a given set of
data;
Discuss criteria for suitable (vi) construct a frequency
class intervals. table for a given set of
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STATISTICS Form 4
data.
18 a) understand and (i) determine the modal class mode
use the concept from the frequency table modal class
of mode and of grouped data;
mean of
grouped data;
(ii) calculate the midpoint of Midpoint of class mean
a class; midpoint of a
= 1 (lower limit class
2
+ upper limit)
(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..
19 – 20 MID YEAR
16.5.11 – 27.5.11 EXAMINATION
21 a) represent and Discuss the difference between (i) draw a histogram based uniform class
interpret data in histogram and bar chart. on the frequency table of interval
histograms with a grouped data; histogram
class intervals
of the same size
to solve
problems;
Use graphing calculator to (ii) interpret information vertical axis
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STATISTICS Form 4
explore the effect of different from a given histogram; horizontal axis
class interval on histogram.
(iii) solve problems involving Include everyday
histograms. life situations.
a) represent and (i) draw the frequency When drawing a frequency
interpret data in polygon based on: frequency polygon
frequency a) a histogram; polygon add a
polygons to class with 0
b) a frequency table;
solve problems. frequency before
the first class and
after the last class.
(ii) interpret information
from a given frequency
polygon;
(iii) solve problems involving Include everyday
frequency polygon. life situations.

21 a) understand the (i) construct the cumulative cumulative

concept of frequency table for: frequency
cumulative a) ungrouped data; ungrouped data
frequency;
b) grouped data; ogive
(ii) draw the ogive for: When drawing
a) ungrouped data; ogive:
b) grouped data; • use the upper
boundaries;
• add a class
with zero
frequency
before the first
class.
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STATISTICS Form 4
22-23 c) understand and Discuss the meaning of (i) determine the range of a For grouped data: range
use the concept dispersion by comparing a few set of data. Range = measures of
of measures of sets of data. Graphing [midpoint of the dispersion
dispersion to calculator can be used for this last class – median
solve problems. purpose. midpoint of the
first quartile
first class]
(ii) determine: third quartile
a) the median; interquartile
b) the first quartile; range
c) the third quartile;
d) the interquartile range;
from the ogive.
(iii) interpret information
from an ogive;

Carry out a project/research (iv) solve problems involving

and analyse as well as interpret data representations and
the data. Present the findings of measures of dispersion
the project/research.
Emphasise the importance of
honesty and accuracy in
managing statistical research.
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STATISTICS Form 4
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PROBABILITY I Form 4
WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 7 Students will be able to:
to:
24 a) understand the Use concrete examples such as (i) determine whether an sample space
concept of throwing a die and tossing a outcome is a possible outcome
sample space; coin. outcome of an
experiment;
(ii) list all the possible experiment
outcomes of an possible outcome
experiment:
a) from activities;
b) by reasoning;
(iii) determine the sample
space of an experiment;
(iv) write the sample space
by using set notations.
a) understand the Discuss that an event is a (i) identify the elements of An impossible event
concept of subset of the sample space. a sample space which event is an empty element
events. Discuss also impossible events satisfy given conditions; set.
subset
for a sample space.
empty set
(ii) list all the elements of a impossible event
sample space which
satisfy certain conditions
using set notations;
Discuss that the sample space (iii) determine whether an
itself is an event. event is possible for a
sample space.
25 a) understand and Carry out activities to (i) find the ratio of the Probability is probability
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PROBABILITY I
use the concept introduce the concept of
of probability of probability. The graphing
an event to calculator can be used to
solve problems. simulate such 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.
Form 4
number of times an obtained from
event occurs to the activities and
number of trials; appropriate data.
(ii) find the probability of an
event from a big enough
number of trials;
(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.
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CIRCLES III Form 4
WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 8 Students will be able to:
to:
26 a) understand and Develop concepts and (i) identify tangents to a tangent to a circle
use the concept abilities through activities circle; circle
of tangents to a using technology such as the
circle. Geometer’s Sketchpad and
graphing calculator. (ii) make inference that the perpendicular
tangent to a circle is a radius
straight line
circumference
perpendicular to the
radius that passes semicircle
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 congruent
related to two tangents semicircles can be
to a circle from a given used. Examples of
point outside the circle; properties of two
tangents to a circle:
A

O C

B
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CIRCLES III Form 4
AC = BC
∠ACO = ∠BCO
∠AOC = ∠BOC
∆AOC and ∆BOC are
congruent.
(v) solve problems Relate to Pythagoras
involving tangents to a theorem.
circle.
28-29 a) understand and Explore the property of angle (i) identify the angle in the chords
use the in alternate segment using alternate segment which alternate segment
properties of Geometer’s Sketchpad or is subtended by the E
major sector
angle between other teaching aids. chord through the
tangent and contact point of the subtended
chord to solve tangent; D
problems.
A B C

(ii) verify the relationship ∠ ABE = ∠ BDE

between the angle ∠ CBD = ∠ BED
formed by the tangent
and the chord with the
angle in the alternate
segment which is
subtended by the chord;
(iii) perform calculations
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CIRCLES III Form 4
involving the angle in
alternate segment;
(iv) solve problems
involving tangent to a
circle and angle in
alternate segment.
30-31 a) understand and Discuss the maximum (i) determine the number of Emphasise that the common tangents
use the number of common tangents common tangents which lengths of common
properties of for the three cases. can be drawn to two tangents are equal.
common circles which:
tangents to a) intersect at two
solve problems. points;
b) intersect only at one
point;
c) do not intersect;
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 Include problems
involving tangents and involving Pythagoras
common tangents. theorem.
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CIRCLES III Form 4
27 ASSESMENT TEST 2
(25/7-29/7)
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TRIGONOMETRY II Form 4
WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 9 Students will be able to:
to:
32-33 a) understand Explain the meaning of unit circle. (i) identify the quadrants and The unit circle quadrant
and use the angles in the unit circle; is the circle of
concept of the y radius 1 with
values of its centre at the
P (x,y)
sin θ, cos θ origin.
and tan θ (0° 1
y
≤ θ ≤ 360°) to x
solve 0 x Q
problems.
(ii) determine:
a) the value of y-coordinate;
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, (iii) verify that, for an angle in sine θ
cosine and tangent of an acute quadrant I of the unit circle : cosine θ
angle. a) sin θ = y-coordinate ; tangent θ
PQ y b) cosθ = x-coordinate;
sin θ = = = y
OP 1
y − coordinate
OQ x c) tan θ = ;
cos θ = = =x x − coordinate
OP 1
PQ y
tan θ = =
OQ x
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TRIGONOMETRY II Form 4
(iv) determine the values of
a) sine;
b) cosine;
c) tangent;
of an angle in quadrant I of the
unit circle;
Explain that the concept (v) determine the values of
sin θ = y-coordinate ; a) sin θ;
cosθ = 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
a) sine; special angles
√2 2 30o b) cosine; such as 0°, 30°,
1
√3 45°, 60°, 90°,
45o 60o
c) tangent,
180°, 270°,
1 1 of an angle in a specific 360°.
quadrant is positive or negative;

Use the above triangles to find the
values of sine, cosine and tangent
for 30°, 45°, 60°.
Teaching can be expanded through
activities such as reflection.
(vii) determine the values of sine,
cosine and tangent for special
angles;
(viii) determine the values of the
angles in quadrant I which
correspond to the values of the
angles in other quadrants;
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TRIGONOMETRY II
Use the Geometer’s Sketchpad to
explore the change in the values of
sine, cosine and tangent relative to
the change in angles.
Relate to daily situations.
Form 4
(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 or tangent;
(xii) solve problems involving sine,
cosine and tangent.
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TRIGONOMETRY II Form 4
34-35 a) draw and use Use the graphing calculator and (i) draw the graphs of sine, cosine
the graphs of Geometer’s Sketchpad to explore and tangent for angles between
sine, cosine the feature of the graphs of 0° and 360°;
and tangent. 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 (iii) solve problems involving graphs
graphs in other area. of sine, cosine and tangent.
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ANGLES OF ELEVATION AND DEPRESSION Form 4
WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 10 Students will be able to:
to:
36 a) understand and Use daily situations to (i) identify: angle of elevation
use the concept introduce the concept. a) the horizontal line; angle of
of angle of depression
b) the angle of
elevation and
elevation; horizontal line
angle of
depression to c) the angle of
solve problems. depression,
for a particular situation;
(ii) Represent a particular Include two
situation involving: observations on
a) the angle of the same
elevation; horizontal plane.
b) the angle of
depression, using
diagrams;
(iii) Solve problems Involve activities
involving the angle of outside the
elevation and the angle classroom.
of depression.
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LINES AND PLANES IN 3-DIMENSIONS Form 4
WEEK/DATE LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE VOCABULARY
LEARNING ACTIVITIES
Students will be taught 11 Students will be able to:
to:
37 a) understand and Carry out activities using daily (i) identify planes; horizontal plane
use the concept situations and 3-dimensional vertical plane
of angle models.
3-dimensional
between lines
and planes to normal to a plane
solve problems.
Differentiate between 2- (ii) identify horizontal orthogonal
dimensional and 3-dimensional planes, vertical planes projection
shapes. Involve planes found and inclined planes; space diagonal
in natural surroundings.
(iii) sketch a three
dimensional shape and
identify the specific
planes;
(iv) identify:
a) lines that lies on a
plane;
b) lines that intersect
with a plane;
(v) identify normals to a
given plane;
Begin with 3-dimensional (vi) determine the orthogonal
models. projection of a line on a
plane;
(vii) draw and name the Include lines in 3-
orthogonal projection of dimensional
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LINES AND PLANES IN 3-DIMENSIONS Form 4
a line on a plane; shapes.
(viii) determine the angle
between a line and a
plane;
Use 3-dimensional models to (ix) solve problems
give clearer pictures. involving the angle
between a line and a
plane.

a) understand and (i) identify the line of angle between

use the concept intersection between two two planes
of angle planes;
between two
planes to solve
problems.
(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;
Use 3-dimensional models to (iii) determine the angle
give clearer pictures. between two planes on a
model and a given
diagram;
(iv) solve problems
involving lines and
planes in 3-dimensional
shapes.
38 REVISION
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LINES AND PLANES IN 3-DIMENSIONS Form 4
39-40 FINAL YEAR
EXAMINATION
41-42 ACTIVITIES AFTER
EXAMINATION

Standard Form
WEEK LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOME POINTS TO NOTE
LEARNING ACTIVITIES
Students will be taught 12 Students will be able to:
to:
1 a) understand and Discuss the significance of (v) round off positive Rounded numbers
use the concept zero in a number. numbers to a given are only
of significant number of significant approximates.
figure; figures when the Limit to positive
numbers are: numbers only.
a) greater than 1;
b) less than 1;
Discuss the use of significant (vi) perform operations of Generally,
figures in everyday life and addition, subtraction, rounding is done on
other areas. multiplication and the final answer.
division, involving a few
numbers and state the
answer in specific
significant figures;
(vii) solve problems
involving significant
figures;
2 a) understand and Use everyday life situations (viii) state positive numbers in Another term for
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LINES AND PLANES IN 3-DIMENSIONS Form 4
use the concept such as in health, technology, standard form when the standard form is
of standard industry, construction and numbers are: scientific notation.
form to solve business involving numbers in a) greater than or equal
problems. standard form. to 10;
Use the scientific calculator to b) less than 1;
explore numbers in standard
form.