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Week No Learning Objectives Pupils will be taught to..... Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note

**Topic/Learning Area Al : FUNCTION --- 2 weeks First Term
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1 1. Understand the concept of relations.

1 2 3 4 5

Represent relations using arrow diagrams ordered pairs graphs 1

Use pictures, role-play and computer software to introduce the concept of relations. Skill : Interpretation, observe connection between domain, co domain, object, image and range of a relation.

Discuss the idea of set and introduce set notation.

Identify domain, co domain, object, image and range of a relation. 1.3 Classify a relation shown on a mapped diagram as: one to one, many to one, one to many or many to many relation. 2.1 Recognise functions as a special relation.. 2.2 Express functions using function notation. 2.3 Determine domain, object, image and range of a function. 2.4 Determine the image of a function given the object and 1

2. Understand the concept of functions.

• Represent functions using arrow diagrams, ordered pairs or • Give examples of finding images graphs, e.g. f : x → 2 x , f ( x ) =2 x given the object and vice versa. (a) Given f : x → 4x – x2. Find “ f : x →2 x ” is read as image of 5. “function f maps x to 2x”. (b) Given function h : x → 3x – • “ f ( x ) = 2 x ” is read as “2x is 12. Find object with image = the image of x under the 0. function f”. Include examples of functions that Use graphing calculators and are not mathematically based. computer software to explore the Examples of functions include

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Week No

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

Learning Outcomes Pupils will be able to… vice versa.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values image of functions.

Points to Note algebraic (linear and quadratic), trigonometric and absolute value. Define and sketch absolute value functions.

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3. Understand the concept of composite functions.

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

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• Use arrow diagrams or algebraic Involve algebraic functions only. method to determine composite functions. • Give examples of finding images given the object and vice versa for Images of composite functions composite functions include a range of values. (Limit to linear composite functions). For example : Define composite functions Given f : x → 3x – 4. Find (a) ff(2), (b) range of value of x if ff(x) > 8. • Give examples for finding a function when the composite function is given and one other function is also given. Example : Given f : x→ 2x – 1. find function g if a. The composite function fg is given as fg : x → 7 – 6x b. composite function gf is given as gf : x → 5/2x.

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1 Find the object by inverse mapping given its image and function.. find f − 1 • Limit to algebraic functions.. • Exclude inverse of composite functions. 1. • Emphasise that the inverse of a function is not necessarily a function. using trial and error methods 3 .1 Recognise a quadratic equation and express it in general form. Understand the concept of inverse functions. 1. a and b are numerical values..weeks 1. 4. Topic A2 : Quadratic Equations --.3 Determine and state the condition for existence of an inverse function Additional Exercises No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 2 Use sketches of graphs to show the relationship between a function and its inverse. Learning Outcomes Pupils will be able to… 4.2(b) are given in the form of ( x + a ) ( x + b ) = 0 . 1. 4. Use graphing calculators or computer software such as the Geometer’s Sketchpad and spreadsheet to explore the concept of quadratic equations Questions for 1. a) inspection.3 Determine roots of quadratic equations by trial and improvement method. Understand the concept of quadratic equations and their roots. Examples : 3 Given f: x → x + 2 . 2 Determine whether a given value is the root of a quadratic equation by 6 substitution.Week No Learning Objectives Pupils will be taught to.2 Determine inverse functions using algebra.. Values : Logical thinking Skills : seeing connection.. 4.

a)dua punca berbeza. c) no roots. 3. Skills : Mental process.. connection and comparison Explain that “no roots” means “no real roots”. that is x 2 − ( p + q ) x + pq = 0 . Understand the concept of quadratic equations. Additional Exercises Giving quadratic equations with the following conditions : b 2 − 4ac > 0 b 2 − 4ac = 0 . Understand and use the conditions for quadratic equations to have a) two different roots. 2. 4 .. Values: Making conclusion.1 Determine the roots of a quadratic equation by a) factorisation. 3. b) derive a relation. b 2 − 4ac < 0 and ask pupils to find out the type of roots the equation has in each case. 2. trial and error 3. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 2. then the quadratic equation is ( x − p ) ( x − q ) = 0 .1c is not required.2 Solve problems involving b 2 − 4ac in quadratic equations to: a) find an unknown value. Derivation of formula for 2..1 Determine types of roots of quadratic equations from the value of b 2 − 4ac . If x = p and x = q are the roots.Week No Learning Objectives Pupils will be taught to. hence x − p = 0 or x −q = 0 . Involve the use of: −b c α +β = and αβ = a a where α and β are roots of the quadratic equation ax 2 + bx + c = 0 Discuss when ( x − p ) ( x − q ) = 0 . b) two equal roots.. Include cases when p = q. b) completing the square c) using the formula.2 Form a quadratic equation from given roots.

1. . Recall the type of roots if : a) b2 – 4ac > 0 b) b2 – 4ac < 0 5 Relate the type of roots with the position of the graphs.2 Plot quadratic function graphs: a)based on given tabulated values. 1.. a) f(x) = ax2 + bx + c b) f(x) = ax2 + bx c) f(x) = ax2 + c * pedagogy : Constructivism Skills : making comparison & making conclusion 1) Use examples of everyday situations to introduce graphs of quadratic functions... 1. 1 b) by tabulating values 2 based on given functions..3 Recognise shapes of graphs of quadratic functions.1 Recognise quadratic functions 1) Use graphing calculators or computer software such as Geometer’s Sketchpad to explore the graphs of quadratic functions. • Contextual learning 1.4 Relate the position of quadratic function graphs with types of roots for Discuss the form of graph if a > 0 and a < 0 for f ( x ) = ax 2 + bx + c Explain the term parabola.weeks 1.Week No Learning Objectives Pupils will be taught to. Understand the concept of quadratic functions and their graphs. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic A3 : Quadratics Functions--.

. 2. c) finding the intercept with x-axis and y-axis.. 2. 4.1 Determine the maximum or minimum value of a quadratic function by completing the square.Week No Learning Objectives Pupils will be taught to.. Learning Outcomes Pupils will be able to… f ( x) =0 . Understand and use the concept of quadratic inequalities. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note c) b2 – 4ac = 0 Use graphing calculators or dynamic geometry software such as the Geometer’s Sketchpad to explore the graphs of quadratic functions Skills : mental process . 4. Sketch graphs of quadratic functions. Use graphing calculators or dynamic geometry software such as the Geometer’s Sketchpad to reinforce the understanding of graphs of quadratic functions. Determine other points by finding the intersection with the x-axis (if it exists). d) plot all points e) write the equation of the axis of symmetry Use graphing calculators or dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of quadratic Emphasise the marking of maximum or minimum point and two other points on the graphs drawn or by finding the axis of symmetry and the intersection with the y-axis.1 Determine the ranges of values of x that satisfies quadratic inequalities. 3.1 Sketch quadratic function graphs by determining the maximum or minimum point and two other points.. 3. 6 . interpretation Students be reminded of the steps involved in completing square and how to deduce maximum or minimum value from the function and also the corresponding values of x. Find the maximum and minimum values of quadratic functions. Emphasise on sketching graphs and use of number lines when necessary. Steps to sketch quadratic graphs: a) Determining the form“∪” or “∩” b) finding maximum or minimum point and axis of symmetry.

Coordinate Geometry--. perimeter and others..weeks 1. Additional Exercises Topic G1. y1 ) . y 2 ) Skill : Use of formula using formula 7 . Find distance between two points. Points to Note Topic A4: SIMULTANEOUS EQUATIONS--. Use graphing calculators or dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of simultaneous equations. 1. Pedagogy: Contextual Learning Values : Connection between mathematics and other subjects Limit non-linear equations up to second degree only.. Value: systematic Skills: interpretation of mathematical problem Use examples in real-life situations such as area.2Solve simultaneous equations involving reallife situations.Week No Learning Objectives Pupils will be taught to. 1. Use the Pythagoras’ Theorem to find the formula for distance between two points. 1.1 Solve simultaneous equations using the substitution method.1 Find the distance between two points ( x1 . Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values inequalities... ( x2 . Solve simultaneous equations in two unknowns: one linear equation and one nonlinear equation.weeks 1.

Understand the concept of division of line segments Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 2. Derivation of the formula nx1 + mx2 ny1 + my2 . Skill : Use of formula Value : Accurate & neat work Limit to cases where m and n are positive.1Find the midpoint of two given points. recognise relationship and patterns 1 x1 ∣ 2 y1 x2 x 3 y2 y3 x1 ∣ y1 3. the given points . 2. 3. m+n m+n is not required. 1 x1y1 + x2 y3 + x3 y1 − x2 y1 2 − x3 y2 − x1y3 8 is not required. Values : Systematic & neat Skills : use of formula ...3 Find the area of a quadrilateral using formula.Week No Learning Objectives Pupils will be taught to. Limit to numerical values.2 Find the area of a triangle by using formula.. Derivation of the formula: 3 Find areas of polygons. Emphasise the relationship between the sign of the value for area obtained with the order of the vertices used.2Find the coordinates of a point that divides a line according to a given ratio m : n. 3.1 Find the area of a triangle based on the area of specific geometrical shapes. Emphasise that when the area of polygon is zero. 2..

4 Understand and use the concept of equation of a straight line. 4. 4. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note are collinear..6Change the equation of a straight line to the general form 4. c)x-intercept and yintercept.4 Find the equation of a straight line given: a) gradient and one point.3 Find the gradient of a straight line using the xintercept and y-intercept 4.1 Determine the x-intercept and the y-intercept of a line. using formula. compare and contrast..7Find the point of intersection of two lines. 4. Skills : drawing relevant diagrams.. 4. b) two points.4(a) and 4.Week No Learning Objectives Pupils will be taught to. 4. Values : Neat & systematic Pedagogy: contextual learning Answers for learning outcomes 4..5Find the gradient and the intercepts of a straight line given the equation. recognising relationship.4(b) must be stated in the simplest form. Involve changing the equation into gradient and intercept form Finding point of intersection of two lines by solving simultaneous equations 9 . Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of equation of a straight line.2 Find the gradient of a straight line that passes through two points.

.4 Determine the equation of a straight line that passes through a fixed point and perpendicular to a given line.Week No Learning Objectives Pupils will be taught to.. 5. Use graphic calculators and dynamic geometry software such as the 10 .3 Determine whether two straight lines are perpendicular when the gradients of both lines are known and vice versa.2 Find the equation of a straight line that passes through a fixed point and parallel to a given line.5 Solve problems involving equations of straight lines.1 Determine whether two straight lines are parallel when the gradients of both lines are known and vice versa. 5. Understand and use the concept of parallel and perpendicular lines. 5. Derivation of m1 m 2 = −1 is not required. making comparison Points to Note Emphasise that for parallel lines: m1 = m 2 . Skill: Use of formula. 5. Values : hard work... Learning Outcomes Pupils will be able to… 5. cooperative Pedagogy : Mastery learning Emphasise that for perpendicular lines m1 m 2 = −1 . Use examples of real-life situations to explore equation of locus involving distance between two points. 6 Understand and use the concept of equation of locus involving distance 6. 5.1 Find the equation of locus that satisfies the condition if: a)the distance of a moving point from a fixed point is Students to be exposed to SPM exam type of questions. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to explore parallel and perpendicular lines.

Discuss the definition of one radian. Understand the concept of radian.weeks 1. Skill : contextual learning Value : Accurate.. Include measurements in radians expressed in terms of π. Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of circular measure. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Geometer’s Sketchpad to explore the concept of parallel and perpendicular lines. 1.. making conclusion.2 Solve problems involving loci. between two points.. b) the ratio of the distances of a moving point from two fixed points is constant 6. Learning Outcomes Pupils will be able to… constant. Students measure angle subtended at the centre by an arc length equal the length of radius. “rad” is the abbreviation of radian. Major and minor arc lengths discussed 11 . Use examples of real-life situations to explore circular measure.1 Convert measurements in radians to degrees and vice versa. Understand and use the concept of length 2.. Value : Patience. π rad = 1800 2.1 Determine: i) length of arc.Week No Learning Objectives Pupils will be taught to. Repeat with different radius. hard working Pedagogy: contextual learning Skill : drawing relevant diagrams Points to Note Topic T1: Circular Measures--.

Understand and use the concept of area of sector of a circle to solve problems 3.2 Find the area of segments of circles.Week No Learning Objectives Pupils will be taught to.. 3. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Derivation of S = j θ by use of ratio or by deduction using definition of radian. Deriving the formula L= ½ j2 θ Using ratio Skill : drawing relevant diagrams . b)radius. Students can also use formula S= given is in degree 2. bulatan Learning Outcomes Pupils will be able to… radius. Solve problems involving lengths of arcs.1 Determine the: a) area of sector. 3.2 Find perimeter of segments of circles.. Area of major sektor need to be discussed Students can also use formula L= is in degree. and c)angle subtended at the centre of a circle based on given information. application of formula Points to Note Emphasize that the angle must be in radian.weeks Second Term 12 . 3. and iii) angle subtended at the centre of a circle based on given information.. Skill : Making conclusion or deduction.3 Solve problems involving areas of sectors. of arc of a circle to solve problems.. recognising relationship & making conclusion Value : Systematic & logical x° × 2π j when the angle 360° Emphasize that the angle must be in radian. x° × π j 2 if the angle given 360° Topic A5 : INDICES AND LOGARITHMS--.

1. Use computer software such as the spreadsheet to enhance the understanding of indices. a ≠ 1. Discuss cases where the given number is in: a) index form b) numerical form. divided or raised to a power. 1. fractional indices. Understand and use the concept of indices and laws of indices to solve problems.2 Use laws of indices to find the value of numbers in index form that are multiplied.. Emphasise that: a) logarithm of negative numbers is undefined. Understand and use the concept of logarithms and laws of logarithms to solve problems.. Pedagogy : Constructivism Skill : making inference. loga N = x with a > 0.1 Express equation in index form to logarithm form and vice versa.1 Find the value of numbers given in the form of: integer indices. b) logarithm of zero is undefined. 2. logical thinking Points to Note 1. Discuss zero index and negative indices. 1. N = ax.3 Use laws of indices to simplify algebraic expressions 2. 13 . loga a = 1. use of laws Value : systematic.Week No Learning Objectives Pupils will be taught to. 2.2 Find logarithm of a number Use scientific calculators to enhance the understanding of the concept of logarithm. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to introduce the concept of indices. Value : systematic. abide by the laws Pedagogy:Mastery learning Emphasise that: loga 1 = 0... Explain definition of logarithm.

4.2 Solve problems involving the change of base and laws of logarithms. application of laws Aktivities : Demonstration Pedagogy: Mastery learning .. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Activities : Demonstration Value : systematic and organised Skill : recognising pattern and relationship.1 Solve equations involving indices.4 Simplify logarithmic expressions to the simplest form. 1 log b a 4. graphing calculators and spreadsheets to Discuss grouped data and . Additional/reinforcement Exercises on this topic Values : Systematic & logical thinking Equations that involve indices and logarithms are limited to equations with single solution only. 4. Topic S1: Statistics ---4 Weeks 1 Understand and 1. 3. Learning Outcomes Pupils will be able to… 2. 3. Solve equations involving indices and logarithms . Solve equations involving indices by: a) comparison of indices and bases.2 Solve equations involving logarithms. problem solving. problem solving Aktivities : Demonstration Pedagogy: Mastery learning ..1 Find the logarithm of a number by changing the base of the logarithm to a suitable base. problem solving.Week No Learning Objectives Pupils will be taught to. b) using logarithms.3 Find logarithm of numbers by using laws of logarithms 2.1 Calculate the mean of 14 Use scientific calculators. Aktivities : Demonstration Pedagogy: Mastery learning ... Discuss: log a b = Points to Note Discuss laws of logarithms 3 Understand and use the change of base of logarithms to solve problems.

10 Determine the most suitable No of Periods Suggested Teaching & Learning activities/Learning Skills/Values explore measures of central tendency. course and effect. median and mean for a set of data when: i) eac h data is changed uniformly. 1.4Determine the modal class of grouped data from frequency distribution tables. 1. Involve uniform class intervals only. 1. able to analise and make conclusion Points to Note ungrouped data. Marks for Add maths in the class. Values : Cooperative.8 Estimate the median of grouped data from an ogive 1. Learning Outcomes Pupils will be able to… ungrouped data. Constructivism 3. observing relationship. ii) extreme values exist. logical thinking Skill : classification.2 Determine the mode of ungrouped data.6 Calculate the mean of grouped data 1. Eg.. 1..3 Determine the median of ungrouped data 1. honest . 1) Length of leaves in school compound 2). iii) certain data is added or removed 1. Ogive is also known as cumulative frequency curve.Week No Learning Objectives Pupils will be taught to.. Derivation of the median formula is not required. Contextual learning 2. 1. making conclusion Pedagogy : 1.7 Calculate the median of grouped data from cumulative frequency distribution tables. Students collect data from real-life situations to investigate measures of central tendency.. Involve grouped and ungrouped data 15 . use the concept of measures of central tendency to solve problems.9 Determine the effects on mode.5 Find the mode from histograms. Multiple intelligence Skills : Classification.

3 Find the range of grouped data 2.. 2. cooperative Determine the upper and lower quartiles by using the first principle..5 Determine the interquartile range of grouped data from an ogive. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 2. Teacher gives real life examples where values of mean. mode adn medium are more or less the same and not sufficient to determine the consistency of the data and that lead to the need of finding measures of dispersion Values : 1.4 Find the interquartile range of grouped data from the cumulative frequency table Activities : 1. 2. 2.1 Find the range of ungrouped data. 2. 2.. b)grouped data. Honest 2..2 Find the interquartile range of ungrouped data. Understand and use the concept of measures of dispersion to solve problems.Week No Learning Objectives Pupils will be taught to.6Determine the variance of a)ungrouped data.7 Determine the standard deviation of: ii) ung rouped data 16 . Pedagogy : Contextual learning 2. Learning Outcomes Pupils will be able to… measure of central tendency for given data.

No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 2. Skill : Interpretation of problem Include obtuse-angled triangles 17 .8 Determine the effects on range.. Learning Outcomes Pupils will be able to… grouped data. Skills : 1. Classification 3. 2.Week No Learning Objectives Pupils will be taught to. Compare and contrast 2. 1.2Use sine rule to find unknown sides or angles of a triangle. interquartile range. Sorting data from small to big Pedagogy : Contextual learning Values : Logical thinking Emphasise that comparison between two sets of data using only measures of central tendency is not sufficient.3Find the unknown sides and angles of a triangle involving ambiguous case Use dynamic geometry software such as the Geometer’s Sketchpad to explore the sine rule. 1. variance and standard deviation for a set of data when: a) each data is changed uniformly..1Verify sine rule.. c) certain data is added or removed.9 Compare measures of central tendency and dispersion between two sets of data. Problem Solving 4. Use examples of real-life situations to explore the sine rule. Topic AST1: SOLUTION OF TRIANGLES---2 weeks 1. Understand and use the concept of sine rule to solve problems. b) extreme values exist. 1..

Value : Systematic Include obtuse-angled triangles 3. 18 . Learning Outcomes Pupils will be able to… 1.3 Solve problems involving cosine rule.4Solve problems involving sine and cosine rules 3..2 Use cosine rule to find unknown sides or angles of a triangle. 2.2. Acticities : Demonstration Skill : Interpretation of datas given Value : Accuracy. Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of areas of triangles.1 Verify cosine rule.4Solve problems involving the sine rule. Understand and use the concept of cosine rule to solve problems.. Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of areas of triangles. 2. Additional Exercises Use dynamic geometry software such as the Geometer’s Sketchpad to explore the cosine rule. 2.Solve problems involving threedimensional objects. Use examples of real-life situations to explore the cosine rule. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Value : Accuracy Points to Note 2. Skills : Recognising Relationship Analising data Use examples of real-life situations to explore area of triangles. Understand and use the formula for areas of triangles to solve problems.1 Find the areas of triangles using the formula 1 ab sin C or its equivalent 2 3..Week No Learning Objectives Pupils will be taught to. 2..

Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic ASS1: INDEX NUMBER---1 week 1. 1. 1. 2.2 Calculate price index.1Determine the value of a function when its variable approaches a certain value.Week No Learning Objectives Pupils will be taught to.. making deduction Idea of limit to a function can be illustrated using graphs. Skill : Analise. Understand and use the concept of index number to solve problems 1.1 Calculate index number. application of rules.. 2.3Find the first derivative of Use graphing calculators or dynamic geometry software such as Geometer’s Sketchpad to explore the concept of differentiation. 2. Understand and use the concept of gradients of curve and differentiation. Find Q0 or Q 1 given relevant information. 2.2 Find index number or weightage given relevant information. problem solving Value : Systematic Topic K1 : Differentiation---5 Weeks 1. Understand and use the concept of composite index to solve problems Use examples of real-life situations to explore composite index. Explain weightage and composite index.. Additional Exercises or past year questions Use examples of real-life situations to explore index numbers. relationship. Limit to y =ax n . problem solving Value : Systematic Q0 = Quantity at base time. Q1 = Quantity at specific time. 19 .1 Calculate composite index. Skills : Logical Thinking.. Skill : Analise. Eg Composite index of share. 1.2Find the gradient of a chord joining two points on a curve. The concept of first derivative of a function is explained as a tangent to a curve can be illustrated using graphs.3 Solve problems involving index number and composite index. 1. making inference.

1 Determine the first derivative of the function y =ax n using formula. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Pedagogy : Constructivism Points to Note a. 2. making deduction Value : Logical thinking Activities : Explanation and demonstration by teacher 20 . 2. n are constants. application of rules. 2.Week No Learning Objectives Pupils will be taught to. relationship. 1.4Determine the first derivative of a product of two polynomials. 2. 2.5 Determine the first derivative of a quotient of two polynomials. n = 1. 2. or b) subtraction of algebraic terms. as the gradient of tangent to its graph. Learning Outcomes Pupils will be able to… a function y = f ( x ) . 1 Pedagogy : Constructivism Skills : Logical Thinking. dx f ' ( x ) read as “f prime x”.. Activities : Explanation & demonstration Notation of f ' ( x ) is equivalent dy to when y = f ( x ) .2 Determine value of the first derivative of the function y =ax n for a given value of x.4 Deduce the formula for first derivative of the function y = f ( x ) by induction. 3..3 Find the first derivative of polynomials using the first principles.3Determine first derivative of a function involving: a) addition. making inference.. 1. Understand and use the concept of first derivative of polynomial functions to solve problems.. 2.

. Exclude points of inflexion.8Determine the equation of tangent at a point on a curve. Learning Outcomes Pupils will be able to… 2. Understand and use the concept of maximum and minimum values to solve problems.1 Determine coordinates of turning points of a curve. 3. Application of approprate method/formula Emphasise the use of first derivative to determine the turning points.7Determine the gradient of tangent at a point on a curve..2 Determine whether a turning point is a maximum or a minimum point.4 through 2. Limit problems to two variables only 21 .9 Determine the equation of normal at a point on a curve No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Limit cases in Learning Outcomes 2. Use graphing calculators or dynamic geometry software to explore the concept of maximum and minimum values Pedagogy : Constructivism Skills : Interpretation of problem .9 to rules introduced in 2. 2.6Determine the first derivative of composite function using chain rule. 3. Limit problems to two variables only.3 Solve problems involving maximum or minimum values. 2.. 3. 3.7 through 2. 2..6.Week No Learning Objectives Pupils will be taught to.

Application of approprate method/formula Points to Note Limit problems to 3 variables only.. 6. 5. Mathematical logic Value : systematic problem solving Introduce d dy d2y or as 2 dx dx dx d ( f ' ( x)) f ' ' ( x) = dx PROJECT WORK 3 WEEKS OUTSIDE SCHOOL HOURS 22 .. Understand and use the concept of rates of change to solve problems. Application of approprate method/formula Skills : Interpretation of problem . 6. 6. Understand and use the concept of small changes and approximations to solve problems.1 Determine rates of change for related quantities. Learning Outcomes Pupils will be able to… 4.1 Determine small changes in quantities 5.2 Determine approximate values using differentiation.Week No Learning Objectives Pupils will be taught to. 5..1 Determine the second derivative of y = f ( x ) .. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Use graphing calculators with computer base ranger to explore the concept of rates of change. Skills : Interpretation of problem . 4. Understand and use the concept of second derivative to solve problems.2 Determine whether a turning point is maximum or minimum point of a curve using the second derivative Exclude cases involving percentage change.

. Emphasise the use of Polya’s fourstep problem solving process. Use at least two problem solving strategies.. mathematical communication. Carry out project work Learning Outcomes Pupils will be able to… In carrying out the project work 1. Emphasise reasoning and effective 1.5 Draw conclusions and/or make generalisations based on critical evaluation of results.6 Present systematic and comprehensive written reports. 1. 1.3 Use problem solving strategiesgroups but written reports must be done Students should be given opportunity to give oral presentation of their project work.2 State relevant conjectures to solve problems 1. Students are allowed to carry out project work in individually.1Define the problem/situation to be studied. 1. No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Use scientific calculators..4 Interpret and discuss results. 23 .Week No Learning Objectives Pupils will be taught to.. graphing calculators or computer software to carry out project work.

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