Yearly Lesson Plan for Mathematics Form 4 Year 2011 Week Learning Area Learning Objectives Suggested Activities

1.1 understand and use the Week 1. i. concept of significant • Discuss the significance of zero in a 2, 3 STANDARD number. figures; FOR • Discuss the use of significant figures in everyday life and other subjects such as M
Science. ii.

Learning Outcome
round off positive numbers to a given number of significant figures when the numbers are: a) greater than 1; b) less than 1; perform operations of addition, subtraction, multiplication and division, which involve a few numbers and state the answer in specific significant figures; solve problems involving significant figures.

iii.

1.2

understand and use the concept of standard form to solve problems.

• Use everyday life situation such as in health, technology, industry, construction and business that involves numbers in standard form. • Use scientific calculator to explore numbers in standard form.

i. a) b) ii.

state positive numbers in standard form when the numbers are: greater than or equal to 10; less than 1; convert numbers in standard form to single numbers; perform operations of addition, subtraction, multiplication and division, involving any two numbers and state the answers in standard form; solve problems involving numbers in standard form.

iii.

iv.

2.1 Week 2. 4, 5, QUADRATIC 6 EXP RES SIO NS AND EQU ATI ONS 2.2

understand the concept of quadratic expressions;

Discuss the characteristics of quadratic expressions of the form ax2 + bx + c, where a, b and c are constants, a ≠ 0 and x is an unknown.

i. ii.

identify quadratic expressions; form quadratic expressions by multiplying any two linear expressions; form quadratic expressions based on specific situations;

iii.

• factorise expressions; quadratic • •

Discuss the various methods to obtain the desired product. Begin with the case a = 1. Explore the use of graphing calculator to factorise quadratic expressions.

i. ii.

factorise quadratic expressions of the form ax2 + bx + c, b = 0 or c = 0; factorise quadratic expressions of the form px2 − q, p and q are perfect squares; factorise quadratic expressions in the form of ax2 + bx + c, a, b and c not equal to zero; factorise quadratic expressions containing coefficients with common factors;

iii. iv.

2.3

understand the concept of quadratic equations;

Discuss the equations.

characteristics

of

quadratic

i. ii.

identify quadratic equations with one unknown; write quadratic equations in general form i.e. ax2 + bx + c = 0;

iii. Discuss the number of roots of a quadratic

forming quadratic equations based on specific everyday life situations;

• Use everyday life examples to introduce the concept of sets.1 Understand the concept of sets. determine whether two sets are equal sets. define sets by: a) b) descriptions. iii. • Discuss the difference between the representation of elements and the number of elements in Venn diagrams. . ii. iii. v. iv. SETS 7. Week 3. sort given objects into groups. determine whether a set is an empty set. vi. ii. identify whether a given object is an element of a set and use the symbol ∈ or ∉. i. list the elements and state the number of elements of a set. equation. Use everyday life situations.2.4 understand and use the concept of roots of quadratic equations to solve problems. using set notation. i. b) factorisation. • Discuss why { 0 } and { ∅ } are not empty sets. determine whether a given value is a root of a specific quadratic equation. solve problems involving quadratic equations. determine the solutions for quadratic equations by: a) trial and error method. represent sets by using Venn diagrams. 8 3. vii.

i. v. . • Include everyday life situations. represent the intersections of sets by using a Venn diagram. the intersection of sets. i. iii. iii. 3. v. universal sets and complement sets. illustrate the relationship between sets and universal sets by using Venn diagrams. represent subsets by using Venn diagrams. • • Include everyday life situations. and use the symbol ∩ . determine whether a given set is a subset of a specific sets and use the symbol ⊂ or ⊄ . solve problems involving the intersection of sets. ii. iv. Discuss cases when: a) A∩B=∅ b) A⊂ B Include everyday life situations. b) A ∩ B and B . • • • ii. determine the complement of the intersection of sets. vi. compare and differentiate between sets. state the relationship between a) A ∩ B and A . subsets. b) three sets. recognise the complement of a given set. ii.2 understand and use the concept of subsets. the union of sets. universal sets and complement sets. iv. Include everyday life situations. list the subsets for a specific set.3 Perform operations on sets: i. • Include everyday life situation.3. Include everyday life situations. determine the intersection of: a) two sets. • Discuss the relationship between sets and universal sets.

. determine the outcome of combined operations on sets. words only. vii. • • Focus on mathematical sentences. xi. determine whether a given statement is true or false. solve problems involving the union of sets. state the relationship between a) A ∪ B and A . construct true or false statement involving given iii. i. Discuss sentences consisting of: i. 4.1 Week 4. determine whether a given sentence is a statement. xii. determine the complement of the union of sets.vi. determine the union of: a) two sets. x. b) A ∪ B and B . • Introduce this topic using everyday life situations. MATHEMATIC 10. represent the union of sets by using a Venn diagram. AL REASONING 12. 13 understand the concept of statements. ii. and use the symbol ∪ . ix. viii. solve problems involving combined operations on sets. b) three sets.

construct a true statements using the quantifier “all” or “some”. Start with everyday life i. i. based on given objects and properties.ii. numbers and mathematical symbols. • situations. on statements. iv. numbers and words. b) some. change the truth value of a given statement by replacing the word “not” into the original statement. numbers and mathematical symbols. 4. iii. identify two statements from a compound statement that contains the word “and” in a . “and” and “or”. iii. ii.2 understand the concept of quantifiers “all” and “some”. construct statements using quantifier: a) all. 4. determine whether a statement that contains the quantifier “all” is true or false. ii.3 perform operations involving the words “not” or “no”. determine whether a statement can be generalised to cover every case by using the quantifier “all”.

4. then q”. form a compound statement by combining two given statements using the word “and”. determine the truth or the falsity of a statement which is the combination of two statements with the word “and”. iii. v. iii. determine the truth value of a compound containing the word “or”. • Start with everyday life situations. b) p if and only if q. ii. vii. construct mathematical statements in the form of implication: a) If p. . i. write two implications from a compound statement containing “if and only if”. vi. then q.4 understand the concept of implications.given statement. form a compound statement by combining two given statements using the word “or”. identify two statement from a compound statement that contains the word “or” . iv. determine the converse of a given implication. iv. identify the antecedent and consequent of an implication “if p.

Use deduction and induction in problem solving. • Start with everyday life situations. determine whether the converse of an implication is true or false. identify the premise and conclusion of a given simple argument. b) Reasoning through induction. b) Argument Form II. i. 4. c) Argument Form III. Make general conclusions by induction for the patterned series of numbers. complete an argument given a premise and the conclusion. ii.6 Understand and use the concept of deduction and induction to solve problems. iii.5 understand the concept of arguments. i. Determine whether the conclusions made are based on: a) Reasoning through deduction. make a conclusion based on two given premises for: a) Argument Form I. . Encourage students to produce arguments based on learned topics. iii. Make conclusions about special cases by deductions based on given general statements. ii. • 4. iv.v.

THE STRAIGHT 14. 5. i. etc. Construct the gradient formula of the straight line. ii. ii. Relate with daily situations. should be used. Discuss: i. iii. Calculate the gradient of the straight line passing through two points. Differentiate the difference between the values . LINE 15. magnetic boards.. Vertical distance i. Determine the gradient of a straight line by finding several ratios of vertical distances to horizontal distances. the relationship between gradient and tan θ. 17 5. topo maps.2 Understand the concept of gradient of the straight line in Cartesian Coordinates System. • • θ Horizontal distance • Discuss the condition of the straight line for the value of the gradient obtained. ii.1 Understand the concept of gradient of the straight line. • Technological hardware and software as well as teaching and learning materials such as graph boards. Determine the vertical and horizontal distances between two given points on a straight line. the condition of the straight line with different values of gradient. 16.Week 5.

5. Determine the gradient and y-intercept of the straight line which equation is of the form: a) y = mx + c. • It is suggested that two points be used to draw a straight line. Write the equation of the straight line when given the gradient and y-intercept. xintercept and y-intercept. Discuss the form of graph obtained. i. b) Positive and negative. Perform calculations that involve gradient. y-intercept Gradient = −x-intercept i. ii. Construct the gradient formula of the straight line in terms of the x-intercept and the yintercept. Determine whether a given point lies on a specific straight line. Discuss only the point of intersection that satisfies the related equations of straight lines. Relate with daily situations.of gradients: a) Big and small. v. Draw the graph for the equation in the form of y = mx + c. iv.4 Understand and use equation of the straight line. b) ax + by = c. iii. Discuss the change in the form of the straight line if the values of m and c are changed. Determine the x-intercept and the y-intercept of a straight line. • • • • . Discuss how a point on graph y = mx + c is determined. iii. • Differentiate the ways of writing the xintercept and y-intercept with the intercept coordinates. 5. ii.3 Understand the concept of intercepts. Determine m is the gradient and c is the y-intercept in the equation y = mx + c.

iii. STATISTICS 18. Solve problems which involve the equation of straight line. • To be done through activities. Determine: iv. ii. b) is parallel to the y-axis. . Find the point of intersection of two straight lines by: a) drawing the two straight lines. 20 6. i. Use data obtained from activities such as research studies or actual data. d) passes through two given points. 19. Determine that two parallel straight lines have the same gradient and vice versa. i. Determine whether two straight lines are parallel when given their equations. vii. Week 6.vi. c) passes through a given point and has a specific gradient.1 Understand the concept of class interval. ii. Complete the class interval for the data when a class interval is given.5 Understand and use the concept of parallel lines. 5. b) solving simultaneous equations. Find the equation of the line which passes through a given point and is parallel to another straight line. Find the equation of the straight line which: is parallel to the x-axis.

ii. Verify the mean formula of grouped data.a) the upper limit and lower limit. iii. vi. Compare the modal classes of several data sets and discuss their summaries. ii. Decide appropriately a suitable class interval for a data set. i. Explain the effect of class interval size on the accuracy of the mean.3 Represent and interpret data in histograms with class interval of the same size to solve Involve data obtained through activities or real data. . i. iv. iv. iii. Calculate the value of the midpoint of a class. Determine the class interval of a given data. Determine the modal class from the grouped frequency table. Calculate the mean from the grouped frequency table. and b) the upper boundary and lower boundary of a class in the grouped data. Compare the means of several data sets and discuss their summaries. Draw the histogram from the frequency table of grouped data. Interpret information from the histogram. v. Calculate the size of class interval. Construct the frequency table based on a specific class interval.2 Understand and use the concept of mode and mean of grouped data. 6. v. 6. Discuss the steps for drawing histograms.

iii. 6. Solve problems which involves data representations and measures of dispersion. 6. Carry out a project/research and analyse as well as interpret the data. Draw the frequency polygon from: a) Histogram.problems. b) Frequency table. Interpret information from the ogive.5 Understand the concept of cumulative frequency. b) Grouped data. 6. Involve real data or data obtained from activities. Present the findings of the research. Determine the range of a set of data. i.4 Represent and interpret data in frequency polygons to solve problems. Determine: a) the median b) the first quartile c) the third quartile. Interpret information from the frequency polygon.6 Understand and use the concept of measures of dispersion to solve problems. . i. and d) the interquartile range from the ogive. iv. iii. Discuss the meaning of dispersion for a data set. Solve problems involving frequency polygon. Emphasise on the values of honesty and accuracy in the use of statistical data. i. Construct the cumulative frequency table from: a) Ungrouped data. ii. ii.

i.1 Understand the concept of sample space. 7. 25. List all the possible outcomes of an experiment: a) From activities. Probability of event = 0. ii. ii. b) By reasoning. coins and probability kit can be used. Probability of event = 1. Determine whether an event is possible for a sample space.3 Understand and use the concept of probability of an event to solve problems. • iii. Determine whether an outcome is a possible outcome of an experiment. iv. • Discuss situation which results in: i. ii. i.2 Understand the concept of events. PROBABILITY 24. Determine the ratio of times an event occurs to the number of trials. State the probability of an event from a big enough number of trials. Write the sample space by using set notations. 26 7. • • Discuss also events which are not possible.Week 7. i. State the elements of the sample space which satisfy certain conditions. iii. Discuss that the whole sample space is also an event. Emphasise that the value of probability is between 0 and 1. 7. Involve daily situations. Determine the sample space of an experiment. • . Identify events of a sample space which satisfy given conditions. ii. • Technological hardware and software and teaching and learning materials such as coloured chips.

2 Understand and use the concept of angles in i. Do calculations which involve angles and distances based on the properties of the tangent to circle.• • Predict possible events which might occur in daily situations. iii. Determine the properties related with two tangents from a given point outside the circle. Discuss also events which are not possible. Make inferences that the tangent to a circle is perpendicular to the radius that passes through the contact point. Construct the tangent: a) at a point on the circumference of the circle. v. ii. iii. Identify the angle in the alternate segment which is . 28 8. v. Week 8. iv. CIRCLES III 27. • Relate with Pythagoras Theorem. Identify the tangent to a circle. Predict the occurrence of an outcome based on known information. vi.1 Understand and use the concept of tangents to a circle. given the probability of the event and number of trials. Solve problems which involve the tangent to a circle. i. 8. Solve problems which involve the probability of an event. b) from a point outside the circle. iv. Calculate the expected number of times an event will occur.

. Determine the number of common tangents which can be drawn to two circles which are: a) Intersecting. 8. iii. Determine the properties related with the common tangent to two circles which are: a) Intersecting. Include problems which involve Pythagoras Theorem. ii. ii. Do calculations which involve the angle in alternate segment. iii.1 Understand and use the concept of values • Technological hardware and software and teaching and learning materials such as log i. b) Touching. Solve problems which involve tangents and common tangents. Solve problems which involve tangent to a circle. Identify the quadrant and its angles in the unit circle. b) Touching. TRIGONOMET 29. Solve problems which involve the common tangent to two circles. Emphasise on the similar lengths of related common tangents. Relate with daily situations.3 Understand and use the concept of common tangents to solve problems. iii. subtended by the chord which passes through the contact point of the tangent. iv. Week 9. State the relationship between the angle formed by the tangent and the chord with the angle in the alternate segment which is subtended by the chord. 9. c) Separated. c) Separated. • • • • Discuss the maximum number of common tangents for the three cases. i.between tangents and chords to solve problems.

sin θ = PQ y = =y OP 1 OQ x cos θ = = =x OP 1 PQ y tan θ = = OQ x • • • Consider special angles such as 0°. of an angle in quadrant I by using the unit circle. Determine the values of sines. of an angle in a specific quadrant is positive or negative. 360°. graph papers and calculators are to be used. 31 RY II of Sin θ. of angles in quadrant II. • Explain the meaning of unit circle. b) cosine. geometrical sets. • Relate with definition of sine. books.y) 1 y 0 x ii. iv. and c) tangent. and c) tangent. of several points on the circumference of the unit circle with its centre at the origin. 270°. Determine whether the values of: a) sine. . 90°. b) cosine. and c) tangent. y P (x. v. trigonometry sets. State the relationships between the values of: a) sine. b) the value of x-coordinate. Cos θ and Tan θ (0° ≤ θ ≤ 360°) to solve problems. vi. 30°. 60°. Determine: a) the value of y-coordinate. 45°. 180°. vii. cosines and tangents for special angles. and c) the ratio of y-coordinate to x-coordinate. b) cosine.30. III and IV with their iii. Teaching can be expanded through activities such as reflection. cosine and tangents of acute angle. Determine the values of the angles in the quadrant I which correspond with the values of the angles in other quadrants. Relate with daily situations. Determine the value of: a) sine.

Include two observations on the same horizontal plane. cosine and tangent of the angles in between 90° and 360°. • • • Relate with daily situations. and c) the angle of depression. Scientific calculator can be used. for a particular situation. • Relate the shape of these graphs found in other areas. Involve activities outside the classroom. Find the values of sine. . Solve problems involving trigonometrical graphs. ix. b) the angle of elevation. iii. y = sin 3θ. cosine and tangent. Find the values in between 0° and 360° when given the values of sin θ. 33 10. Week 32. 9. i.1 Understand and use the concept of angle of elevation and angle of depression to solve problems. cosine and tangent. Draw graphs of sine. • Discuss the graphs of y = sin θ. y = sin 2θ. i. Solve problems which involve sine.respective values of the corresponding angle in quadrant I. cosine and tangent for angles between 0° and 360°. ANGLES OF ELEVATION AND DEPRESSION 10. x. Identify: a) the horizontal line.2 Draw and use graphs of sine. viii. Compare and differentiate the graphs of sine. • Similar cases for cosine and tangent are discussed. ii. cos θ or tan θ. cosine and tangent for angles between 0° and 360°.

i.1 Understand and use the concept of angle in between line and plane to solve problems. b) The line that intersects with a plane. Identify the plane. vertical plane and inclined plane. Begin with 3-dimensional model. vii. Represent a particular situation which involves: a) the angle of elevation. LINES AND PLANES IN 3DIMENSIONS 11. iv.ii. Identify the angle in between the line with the plane. Include lines in 3-dimensional shapes. ix. iii. . viii. 36 11. 3-dimensional models are to be used to give clearer pictures. • • • • • Relate to daily situations and use 3dimensional models. Identify: a) The line that lies on a plane. Determine the orthogonal projection on a plane. Differentiate between the 2-dimensional and 3-dimensional shapes. iii. vi. Identify the normal to a given plane. Draw and name the orthogonal projection on a plane. ii. Involve the planes found in the natural surroundings. Sketch the three dimensional shape and identify the specific planes. by using diagrams. v. Solve problems which involve the angle between the line with the plane. Week 34. 35. Solve problems which involve the angle of elevation and the angle of depression. Determine the horizontal plane. and b) the angle of depression.

Draw the line on each plane which is perpendicular with the line of intersection of the two planes at a point on the line of intersection. Determine the angle in between two planes on a model and given diagram. ii. Solve problems which involve lines and planes in 3-dimensional shapes.11. i. Identify the line of intersection between two planes. iii. iv. . • 3-dimensional models are used to give clearer pictures.2 Understand and use the concept of angle in between two planes to solve problems.

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