# SMK RAJA PEREMPUAN, IPOH, PERAK

**SCHEME OF WORK 2012
**

ADDITIONAL MATHEMATICS FORM 4

01/01/2012

WEEK 1 (4/1/126/1/12) 2-3 (9/1/1220/1/12)

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES

POINTS TO NOTE

VOCABULARY

ORIENTATION WEEK

A2. LEARNING AREA: QUADRATIC EQUATIONS Students will be taught to 1. Understand the concept of quadratic equation and its roots.

Use graphic calculator or computer software such as the Geometer’s Sketchpad and spreadsheet to explore the concept of quadratic equations.

1.1 Recognise quadratic equation and express it in general form. 1.2 Determine whether a given value is the root of a quadratic equation by a) substitution b) inspection. Students will be able to: 1.3 Determine roots of a quadratic equation by trial and improvement method.

quadratic equation Question for 1.2 (b) is general form given in the form ( x + a )( x + b ) = 0 a, b are root numerical values. Substitution inspection trial and improvement method Discuss when hence x − p = o or x − q = 0 . Include case when p = q Derivation of formula for 2.1c is not required. If x=p and x=q are the

( x − p )( x − q ) = 0 ,

Students will be taught to:

2. Understand the concept of quadratic equations

2.1 Determine the roots of a quadratic equation by a) factorisation; b) completing the square c) using the formula

factorisation

2.2 Form a quadratic equation from given 2

completing the

Understand the concept of quadratic functions and their graphs. LEARNING AREA: QUADRATIC FUNCTIONS quadratic function 1.
roots. based on given functions 1. Understand and use the conditions for quadratic equations to have a) two different roots b) two equal roots c) no roots 4-5 (25/1/123/2/11)
Students will be able to: 3. that is x 2 − ( p + q )x + pq = 0 Involve the use of:
α +β =
−b a
square
and
αβ =
c a
where α and β are rooof the quadratic equation
ax 2 + bx + c = 0
Students will be taught to: 3.1 Recognise quadratic functions. Use examples of 1. then the quadratic equation is ( x − p )( x − q ) = 0 . in quadratic equations to a) find an unknown value b) derive a relation
Explain that “no roots” means “no real roots”
A3.2 Plot quadratic functons graphs a) based on given tabulated values b) by tabulating values. tabulated values 1.1 Determine the types of roots of quadratic equations from the value of
b 2 − 4 ac
b 2 − 4 ac > 0 b − 4 ac = 0
2
discriminant real roots
b 2 − 4 ac < 0
3.2 Solve problems involving b 2 − 4 ac .3 Recognise shapes of graphs of 3 Discuss cases where axis of symmetry parabola
. Use graphing calculator or computer software such as Geometer’s Sketchpad to explore the graphs of quadratic functions.roots.

Use graphing calculator or dynamic geometry software such as the Geometer’s Sketchpad to reinforce the understanding of graphs of quadratic functions SUGGESTED TEACHING AND
quadratic functions.1 Sketch quadratic function graphs by determining the maximum or minimum point and two other points.1.1 Determine the maximum or minimum value of a quadratic function by completing the square. Use graphing calculator or dynamc gemetry software such as the Geometer’s Sketchpad to reinforce the understanding of graphs of quadratic functions.
maximum point minimum point completing the square axis of symmetry
3.
3. Use graphic calculator or dynamic geometry software such as the Geometer’s Sketchpad to explore the graphs of quadratic functions. Determine the ranges of values of x that Emphasise on sketching satisfies quadratic inequalities.4 Relate the position of quadratic functions graphs with types of roots for f ( x ) = 0 Students will be able to: 2.everyday situations to introduce graphs of quadratic functions. Understand and use the concept of quadratic inequalities. Sketch graphs of quadratic functions.
4. Students will be taught to: 2. Find maximum and minimum values of quadratic functions. graphs and use number lines when necessary
range number line
WEEK
LEARNING OBJECTIVES
LEARNING OUTCOMES 4
POINTS TO NOTE
VOCABULARY
. 1.
a > 0 and a < 0 for
f ( x ) = ax 2 + bx + c = 0
Emphasise the marking of maxmum or minimum point and tw other points on the graphs drawn or by finding the axis of symmetry and the intersection with the yaxis.
Determine other points by finding the intersection sketch with the x-axis (if it exists) intersetion vertical line quadratic inequality
4.

degree only.LEARNING ACTIVITIES 6-7 (8/2/1117/2/11) LEARNING AREA: SIMULTANEOUS EQUATION Students will be taught to: 1.1 Solve simultaneous equations using the equations up to second substitution method. role-play Students will be able to: and computer software to introduce the concept of relations 1. perimeter and others. 1.linear equation. Use examples in reallife situations such as area.2 Solve simultaneous equations involving the real life situations.1 Represent a relation using a) Arrow diagrams b) Ordered pairs c) Graphs 1. codomain. function relation object image range domain codomain
. one to many or many to many relation. 1. Simultaneous equations intersecton substitution method
7-10 (20/2/119/3/11)
A1. LEARNING AREA: FUNCTIONS Students will be taught to: 1 Understand the concept of relations Use pictures. 5 Discuss the idea of set and introduce set notation.3 Classify a relation shown on a mapped diagrams as: one to one. Solve simultaneous equations in two unknowns one linear equation and one non. Use graphic calculator or dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of simultaneous equations.2 Identify domain. Students will be able to: Limit non-linear 1. many to one.object image and range of a relation.

determine composite functions. Understand the concept of functions
2. Images of composite
composite function
inverse mapping
. Understand the concept of composite functions.
Represent functions using arrow diagrams.2.
3. f: x→ 2x f (x)= 2x “function f maps x to 2x”. 2. to explore the image of function. object. Define and sketch absolute value functions. image and range of a function.
map ordered pair arrow diagrams
Students will be taught to:
Students will be able to: Include the examples of functions that are not mathematically based. Use graphic calculator 2. Examples of functions include algeraic (linear and quadratic). trigonometric and absolute value. F(x)= 2x is read as “2x is the image of x under the function f”.2 Express functions using function notation.
Use arrow diagrams or 3.1 Recognise functions as a special relation. 3.4 Determine image of a function given and computer software the object and vice versa.g.3 Determine domain. ordered pairs of graphs. 2.1 Determine composition of two algebraic method to functions.2 Determine image of composite 6
Involve algebraic functions only. e.

3. inverse function Limit to algebraic functions. Understand the concept of inverse fuctions.
WEEK
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY
Students will be able to: 4.
4. LEARNING OBJECTIVES Students will be taught to: 4.3 Determine and state the condition for Emphasis that inverse of existence of an inverse function a function is not necessarily a function
9 (28/2/2012 USBF 1 . Use sketch of graphs to show the relationship between a function and its inverse SUGGESTED TEACHING AND LEARNING ACTIVITIES
functions include a range of values.2 Determine algebra. (Limit to linear composite functions).1/3/2012 Cuti Pertengahan penggal I (10/3/127
.
using Exclude inverse of composite functions.3 Determine one of the functions in a given composite function given the other related function. 4.functions given the object and vice versa.1 Find object by inverse mapping given its image and function.

LEARNING AREA: INDICES AND LOGARITHMS Students will be taught to: 1. 2. Understand and use the concept of logarithms to solve problems • Use scientific calculator to enchance the understanding the concept of logarithm. Understand and use • Use examples of the concept of real –life situations indices and laws of to introduce the indices to solve concept of indices. Explain definition of lagorithm:
N = a x . divided or raised to a power.1 Find the value of numbers given in the form of: a) integer indices b) fractional indices 1. log a N = x
base integer indices fractional indices index form raised to a power law of indices
with a . Students will be able to: 1. problems • Use computer sofeware such as the spreadsheet to enchance the understanding of indices.1 Express equation in index form and vice versa.2 Use law of indices to findthe values of numbers in index form that are multiplied. Discuss zero index and negative indices.3 Use laws of indices to simplify algebraic expressions 2.0 . ≠ 1 Emphasise that:
log a 1 = 0 .18/3/12) WEEK 12-14 (19/3/126/4/12) LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
A5. 1. log a a = 1
WEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING OUTCOMES 8
POINTS TO NOTE
VOCABULARY
.

Discuss laws of logarithm index form logarithm form logarithm undefined
3.4 Simplify logarithmic expressions to the simplest form. 2. b) logarithm of zero is undefined. 3.3 Find logarithm of numbers by using laws of logarithms.1 Find the logarithm of a number by changing the base of the logarithm to a suitable base.2 Find logarithm of a number. Discuss cases where the given number is in: a) index form b) numerical form. 2. Emphasise that: a) logarithm of negative numbers is undefined.
3.LEARNING ACTIVITIES Students will be taught to: Students will be able to: 2. Understand and use the change of base of logarithm to solve the problems.2 Solve problems involving the change of base and laws of logarithm
Discuss:
log a b = 1 log b a
WEEK
LEARNING
SUGGESTED
LEARNING OUTCOMES 9
POINTS TO NOTE
VOCABULARY
.

1 Find distance between two points using formula.2 Find coordinates of a point that divides a line according to a given ratio m: n Limit to cases where m and n are positive.OBJECTIVES Students will be taught to: 4. Solve equations indices by: a) Comparison of indices and bases.1 Find midpoint of two given points. real life situations to find the distance between two points. POINTS TO NOTE VOCABULARY
WEEK
LEARNING
SUGGESTED
LEARNING OUTCOMES 10
. Equations that involve indices and logarithms are limited to equations with single solution only. 2.1 Solve equations involving indices. LEARNING AREA: COORDINATE GEOMETRY Students will be taught to: 1. Solve equations involving indices and logarithms
TEACHING AND LEARNING ACTIVITIES Students will be able to: 4. Understand the concept of division of a line segment. Find distance • Use examples of between two points. distance midpoint coordinates ratio 2. b) Using logarithms 4.
15-17 (9/4/1227/4/12)
G1. Use Pythgoras’ theorem to find the formula for distance between two points. Derivation of the formula nx = mx 2 ny 1 + my 2 . Students will be able to: 1. m+n m+n is not required. 2.2 Solve equations involving logarithms.

substitution of coordinates into the formula. Derivation of the formula:
Limit to numerical values.
WEEK
LEARNING
SUGGESTED
LEARNING OUTCOMES 11
POINTS TO NOTE
VOCABULARY
.1 Find area of a triangle based on the area of spesific geometrical shapes.2 Find area of triangle y using formula.Find areas of polygons.OBJECTIVES
TEACHING AND LEARNING ACTIVITIES Students will be able to: • Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of area of polygons •
1 x1 x 2 x 3 x1 for 2 y1 y 2 y 3 y1
3.
area polygon geometrical shape quadrilateral vertex vertices clockwise anticlockwise
3. Emphasise that when the area of polygon is the zero.
3. Emphasise the relationship between the sign of the value for area obtained with the order of the vertices used. the given points are collinear.
3.
1 x1 y 2 + x 2 y 3 + x 3 y 1 2 − x 2 y 1 − x 3 y 2 − x1 y 3
is not required.3 Find area of a quadrilateral using formula.

3 Find the gradient of a straight line using and intercept form. the x-intercept.OBJECTIVES Students will be taught to: 21 21/5/1225/5/12 4. b) two points c) x-intercept and y-intercept 4. 4.5 Find the gradient and the intercepts of a straight line given the equation.7 Find the point of intersection of two lines Emphasise that for parallel lines :
m1 = m 2
Emphasise that for perpendicular lines
m1 m2 = −1
Derivation of m1 m2 = −1 is not required
WEEK
LEARNING
SUGGESTED
LEARNING OUTCOMES 12
POINTS TO NOTE
VOCABULARY
. Answers for learning outcomes 4.2 Find the gradient of line that passes through two points.1 Determine the x intercept of a line.4 (b) must be stated in the simplest form. 4.4 (a) and 4. 4.4 Find the equation of a straight line given: a) gradient and one point. 4. Involve changing the equation into gradient modulus collinear x-intercept y-intercept gradient straight line general form intersection gradient form intercept form
4. Understand and use the concept of equation of a straight line
TEACHING AND LEARNING ACTIVITIES Students will be able to: Use dynamic geometry software such as the Geoetre’s Sketchpad to explore the concept of equation of a straight line. 4.6 Change the equation of a straight line to the general form.

• Use examples of real life situations to explore parallel and perpendicular lines. 5.2 Find the equation of a straight line that passes through a fixed point and parallel to a given line 5.4 Determine the equation of a straight line that passes through a fixed point and perendicular to a given line.
parallel perpendicular
Derivation of m1 m2 = −1 is not required
WEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING OUTCOMES 13
POINTS TO NOTE
VOCABULARY
. • Use graphic calculator and dynamic geometry software such as Geometer’s Sketchpad to explore the concept of parallel and perpendicular line
5.OBJECTIVES Students will be taught to:
TEACHING AND LEARNING ACTIVITIES Students will be able to: Emphasise that for perpendicular lines
m1 m2 = −1
5. Understand and use the concept of parallel and perpendicular lines.5 Solve problems involving equations of a straight lines. 5.3 Detremine whether two straight lines are perpendicular lins are known and vice versa. 5.1 Determine whether two staright lines are paralel when gradients of both lines are known and vice versa.

Students will be able to: 6. Sketchpad to explore the concept of paralel and perpendicular lines. the given points are collinear. Understand and use the concept of equation of locus involving the distance between two points
LEARNING ACTIVITIES Students will be able to: • Use examples of real life situations to explore equation 6.2 Solve problems involving loci.
Derivation of the formula:
equation of locus moving points
1 x1 y 2 + x 2 y 3 + x 3 y 1 2 − x 2 y 1 − x 3 y 2 − x1 y 3
is not required. two points. b)The ratio of the distances of a moving • Use graphic point from two fixed points is constant calculator and dynamic geometry software such as the Geometer’s 6. Emphasise that when the area of polygon is the zero. Emphasise that for perpendicular lines
m1 m2 = −1
loci
Derivation of m1 m2 = −1 is not required MID YEAR EXAMINATION 19-20 (7/5/1218/5/12) 14
.1 Find the equation of locus that satisfies the condition if: of locs involving a) The distance of a moving point from distance between a fixed point constant.

1. 1. measures of central tendency mean mode Involve uniform class intervals only.6.WEEK 24 (11/6/1222/6/12)
LEARNING OBJECTIVES
SUGGESTED TEACHING AND LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY
S1.LEARNING AREA: STATISTICS Students will be taught to: 1. Students collect data from real life situations to investigate measures of central tendency Students will be able to: 1.5 Find mode from histogram. Calculate mean of grouped data.3. Ogive is also known as Discuss grouped data and ungrouped data. 1. • Use scientific calculators. Determine median of ungrouped data. graphing calulators and spreadsheets to explore measures of central tendency. 1. Understand and use the concept of measures of central tendency to solve problems. 1.2 Determine mode of ungrouped data. 15 Derivation of the median formula is not required.7 Calculate median of grouped data from the cumulative frequency distribution table.4 Determine modal calss of grouped data from the frequency distribution table. 1. median
•
ungrouped data frequency distribution table modal class unifor class interval histogram
.1 Calculate mean of ungrouped data.

c) Certain data is addedor removed.1 Find the range of ungrouped data. Involve grouped and and mean for a set of data when: ungrouped data a) Each set of data is changed uniformly.2 Find the interqurtile range of ungrouped data.3 Find the range of grouped data.
midpoint
WEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY
Students will be able to: 1.9 Determine the effects on mode.
cumulative frequency curve. 2.
cumulative frequency distribution table ogive range interquartile measures of dispersion extreme value lower boundary
Students will be taught to: 2. 1.8 Estimate median of grouped data from an ogive.
Students will be able to: 2.1. 2. 2. Understand and use the concept of measures of dispersion to solve problems.
standard deviation class interval
.4 Find the interquartile range of grouped data from the cumulative frequency table. b) Extreme values exist.5 Determine the interquartile range of 16
Determine upper and lower quartiles by using the first principle. 2.10 Determine the most suitable measure of central tendency for given data. median.

FIRST SEMESTER BREAK
T1. interquartile range variance and standard deviation for a set of data when a) each data is chaged uniformly b) extreme values exist c) certain data is added ir removed Compare the measures of central tendency and dispersion between two sets of data. Determine the variance of a) ungrouped data b) grouped data. Undestand and use the concept of
•
. Understand the concept of radian. “rad” s the abbreviation of radian.7 2. Discuss the defination of one radian. 2. Determine standard deviation of a) ungrouped data b) grouped data Determine the effects on range.8
2.1 Determine: a) length of arc 17 circle radian degree
2.2.9 21-22 (26/5/1210/6/12) 26 (25/6/1229/6/12)
grouped data from an ogive.1 Convert measurements in radians to degrees and vice versa.6 2. LEARNING AREA: CIRCULAR MEASURES Students will be taught • to: 1. Use dynamic geometry software such as Geometer’s Sketchpad to explore the concept of circular measure Use examples of real life situations Students will be able to: 1.
upper quartile lower quartile variance
Emphasise that comparison between two sets of data using only measures of cenral tendency is not sufficient.

3 Solve problems involving area of sectors. Understand and use the concept of sine rule to solve problems.2 Find perimeter of segments of circles.2 Find area of segments of circle.LEARNING AREA: SOLUTION OF TRIANGLES Students will be taught to: 1. 1. 18 Include obtuse-angled triangles. sine rule acute-angled triangle obtuse-angled
.length of arc of a circle to solve problems
to explore circular measure.3 Solve problems involving length of arcs. 2. 2.1 Verify sine rule.
Students will be able to: 3.
perimeter segment area
Students will be taught to: 3.
27-28 (2/7/1213/7/12)
AST1. • Use dynamic geometry software such as the Geometer’s Sketchpad to Students will be able to: 1.1 Determine a) area of sector b) radius and c) anle subtended at the centre of a circles based on given information 3.2 Use sine rule to find unknown sides or angles of triangle. 3.
Include measurements in radians expressed in terms of π.
b) radius and c) angle subtended at the centre of a circle based on given information. Understand the concept of area of sector of a circle to solve problems.

triangle in an ambiguous case. 2. • 2. 2.Understand and use triangles.4 Solve problems involving sine and cosine rules.1 Verify cosine rule. 2.4 Solve problems involving the sine rule.
triangle ambiguous
cosine rule
Use dynamic geometry software such as Geometer’s Students will be taught Sketchpad to to: explore the concept of area of 3. Include obtuse-anged triangles.explore the sine 1.
3.2 Solve problems involving threedimensional objects
three–dimensional object
19
. explore the sine rule.1 Find area of triangles using formula
ab sin C or its equvalent. • Use examples of rel life situations to 1. • Use examplesof real life situations to explore the cosine rule.2 Use cosine rule to find unknown sides or angles of a triangle.
Students will be able to:
1 2
3. • Use dynamic geometry software such as the Geometer’s Sketchpad to explore the cosine rule. the formula for area of • Use examples of triangles to solve real life situations problems to explore area of triangles.3 Solve problems involving cosine rule. Understand and use the concept of cosine rule to solve problems.3 Find unknown sides and angles of a rule. 2.

2 Find index number or weightage given relevant information.2 Calculate price index 1.1 Calculate index number 1. LEARNING AREA: DIFFERENTIATION Students will be Students will be able to: 20 Idea of limit to a function
. 2. 7/8/20129/8/2012 33-38 (13/8/1221/9/12) USBF 2 C1.3 Solve problems involving index number and composite index. Use examples of the real life situations to explore index numbers.1 Calculate composite index 2. Use examples of the real life situations to explore index numbers. Students will be able to 1. Understand and use the concept of index number to solve problems.3 Find Q0 or Q1 given relevant information. 2.29-30 INDEX NUMBER (16//7/1227/7/12) Student will be taught to: 1. 2. Understand and use the concept of composite index to solve problems.

3.
Use graphic calculator or dynamic geometry software such as Geometer’s Sketchpad to explore the concept of differentiation. 2. Determine value of a function when its variable approaches a certain value. 2. 1. Concept of first derivative of a function is explained as a tangent to a curve can be illustrated by using a graph. 2.6 Determine first derivative of composite function using chain rule. 2.is
dy equivalent to when dx
y=f(x) read as “f prime x”.1.2 Find gradient of a chord joining two points on a curve. 2. Understand and use the concept of first derivative of polynomial functions to solve problems.
Limit to 2.7 Determine gradient of tangent at a 21
y = ax n .
1. 1.5 Deduce the formula for first derivation of function y=f(x) by induction Students will be able to:
can be ilustrated using graps.3 Determine first derivative of a function involving a) addition or b) subtraction of algebraic terms.1 Determine first derivative of the function y = ax n using formula.taught to: 1. 1.2 Determine value of the first derivative of the function y = ax n for a given value x.4 Determine first derivative of a product of two polynomials. 2.5 Determine first derivative of a quotient of two polynomials. product quotient
composite function chain rule normal
. Understand and use the concept of gradients of curve and differentation. n are constants.
limit tangent first derivative gradient
Students will be taught to: 2.3 Find the first derivative of a function y=f(x) as gradient of tangent to its graph. Notation of f (x). 2.
induction curve fixed point
n= 1.4 Find the first derivative for polynomial using first principles. 1.

9 Determine equation of normal at a point on a curve 3. minimum values.9 to rules introduced in 2. 2.point on a curve.2 Determine whether a turning point is a maximum or minimum point. 5.2 Determine whether a turning point is maximum or minimum point if a curve using the second derivative.
Emphasise the use of first derivative yo determine turning points. Limit problems to two variables only. Exclude points of inflexion. 6.6.
Limit cases in learning outcomes 2. Students will be able to: • Use graphing calculator with computer base ranger to explore the concept of rates of change. 3. 6.3 Solve problems involving maximum maximum and and minimum values. 6. 2. Understand and use the concept of maximum and minimum values to solve problems. 5.1 Determine rates of change for related quantities.
Limit problems to 3 variables only.7 -2.
turning point minimum point maximum point
Students will be taught to: 4. • Use graphing calculator or dynamic geometry 3.1 Detemine small changes in quantities.
rates of change
5.1 Determine second derivative of function y=f(x). software to explore the concept of 3.2 Determine approximate values using differentation.8 Determine equation of tangent at a point on a curve.1 Determine coordinates of turning points of a curve.4 -2. 4. Understand use the concept of small changes and approximation to solve problems.
approximation
Introduce
d2y as dx 2
second derivative
d dy or dx dx
d ( f " ( x ) = f ' dx
(
. Understand and use the concept of second derivative to solve problems. 22
Exclude cases involving percentage change. Understand and use the concept of rates of change to solve problems.

Chan May Fye) Guru Kanan Vokasional & Teknologi SMK Raja Perempuan
______________ (Pn.34 18/8/12 – 26/8/12 39-40 (24/9/125/10/12) 41-42 (8/10/1219/10/12) 43-44 (22/10/12 31/10/12) 45 (1/11/129/11/12)
Cuti Pertengahan Penggal ke dua. Azizah bt Mat Cha) Penolong Kanan SMK Raja Perempuan
______________ (Cik Rusnani Sharuddin) Pengetua SMK Raja Perempuan
23
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BLOCK TIME TABLE / REVISION FOR FINAL EXAM FINAL YEAR EXAMINATION POST-TEST DISCUSSION
BLOCK TIME TABLE
Prepared by:
Checked by:
Checked by:
Verified by:
_____________________ ( Puan Noraini bt Nordin )
_______________ (Pn.

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