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cWEEK 1 3/1-4/1

LEARNING AREA:

STANDARD FORM

LEARNING OBJECTIVES Students will be taught to: a) understand and use the concept of significant figure; SUGGESTED TEACHING AND LEARNING ACTIVITIES 1 Discuss the significance of zero in a number. LEARNING OUTCOME Students will be able to: (ii) round off positive numbers to a given number of significant figures when the numbers are: a) greater than 1; b) less than 1; (iii) perform operations of addition, subtraction, multiplication and division, involving a few numbers and state the answer in specific significant figures; (iv) solve problems involving significant figures; (v) state positive numbers in standard form when the numbers are: a) greater than or equal to 10; b) less than 1;

Form 4

POINTS TO NOTE Rounded numbers are only approximates. Limit to positive numbers only. Generally, rounding is done on the final answer.

Discuss the use of significant figures in everyday life and other areas.

2 7/1-11/1

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

Use everyday life situations such as in health, technology, industry, construction and business involving numbers in standard form. Use the scientific calculator to explore numbers in standard form.

Another term for standard form is scientific notation.

(vi) convert numbers in standard form to single numbers; (vii) perform operations of addition, subtraction, multiplication and division, involving any two numbers and state the answers in standard form; (viii) solve problems involving numbers in standard form. 1

Include two numbers in standard form.

1

cWEEK

LEARNING AREA:

STANDARD FORM

LEARNING OBJECTIVES Students will be taught to: WEEK 3 14/1-18/1 LEARNING OBJECTIVES Students will be taught to: a) understand the concept of quadratic expression; 1 SUGGESTED TEACHING AND LEARNING ACTIVITIES 2 Discuss the characteristics of quadratic expressions of the form ax 2 + bx + c , where a, b and c are constants, a ≠ 0 and x is an unknown. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: LEARNING OUTCOME Students will be able to: (i) identify quadratic expressions;

Form 4

POINTS TO NOTE POINTS TO NOTE Include the case when b = 0 and/or c = 0.

(ii)

form quadratic expressions by multiplying any two linear expressions;

b) factorise quadratic expression;

Discuss the various methods to obtain the desired product.

(iii) form quadratic expressions based on specific situations; (i) factorise quadratic expressions of the form ax 2 + bx + c , where b = 0 or c = 0; (ii) factorise quadratic expressions of the form px2 − q, p and q are perfect squares; (iii) factorise quadratic expressions of the form ax 2 + bx + c , where a, b and c not equal to zero; (iv) factorise quadratic expressions containing coefficients with common 2

Emphasise that for the terms x2 and x, the coefficients are understood to be 1. Include everyday life situations.

1 is also a perfect square. Factorisation methods that can be used are: • cross method; • inspection.

Begin with the case a = 1. Explore the use of graphing calculator to factorise quadratic expressions.

1

WEEK

LEARNING AREA:

STANDARD FORM

LEARNING OBJECTIVES Students will be taught to: 2 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: factors;

Form 4

POINTS TO NOTE

c) understand the concept of quadratic equation;

Discuss the characteristics of quadratic equations.

(v)

identify quadratic equations with one unknown;

**(vi) write quadratic equations in general form i.e.
**

ax 2 + bx + c = 0 ;

(vii) form quadratic equations based on specific situations; 4 21/-25/1 a) understand and use the concept of roots of quadratic equations to solve problems. Discuss the number of roots of a quadratic equation. (i) determine whether a given value is a root of a specific quadratic equation;

Include everyday life situations.

(ii)

determine the solutions for quadratic equations by: a) trial and error method; b) factorisation;

There are quadratic equations that cannot be solved by factorisation.

Use everyday life situations.

(iii) solve problems involving quadratic equations.

Check the rationality of the solution.

3

1 WEEK LEARNING AREA: STANDARD FORM LEARNING OBJECTIVES Students will be taught to: 2 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE 4 .

Discuss the difference between the representation of elements and the number of elements in Venn diagrams. (v) list the elements and state the number of elements of a set. The same elements in a set need not be repeated.1/2 (iii) identify whether a given object is an element of a set and use the symbol ∈ or ∉. 28/1 . Sets are usually denoted by capital letters. (iv) represent sets by using Venn diagrams. The notation used for sets is braces. Form 4 POINTS TO NOTE The word set refers to any collection or group of objects. The symbol ∈ (epsilon) is read “is an element of” or “is a member of”. The notation n(A) denotes the number of elements in . (ii) define sets by: a) descriptions. LEARNING OUTCOME Students will be able to: (i) sort given objects into groups. The definition of sets has to be clear and precise so that the elements can be identified. Discuss why { 0 } and { ∅ } are not empty sets. SUGGESTED TEACHING AND LEARNING ACTIVITIES 3 Use everyday life examples to introduce the concept of set. b) using set notation. { }. The symbol ∉ is read “is not an element of” or “is not a member of”.3 WEEK 5 LEARNING AREA: SETS LEARNING OBJECTIVES Students will be taught to: a) understand the concept of set.

(vi) determine the relationship between set. An empty set is a subset of any set.3 WEEK LEARNING AREA: SETS LEARNING OBJECTIVES Students will be taught to: 3 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: (vi) determine whether a set is an empty set. • the union of sets. universal set and the complement of a set a) perform operations on sets: • the intersection of sets. and use the symbol ∩ . The symbol A′ denotes the complement of set A. (iv) illustrate the relationship between set and universal set using Venn diagram. 4/2-8/2 Discuss the relationship between sets and universal sets. Every set is a subset of itself. Form 4 POINTS TO NOTE set A. (ii) represent subset using Venn diagram. (v) determine the complement of a given set. subset. The symbol ξ denotes a universal set. An empty set is also called a null set. Begin with everyday life situations. . Discuss cases when: • A∩B=∅ (i) determine the intersection of: a) two sets. (iii) list the subsets for a specific set. universal set and the complement of a set. Include everyday life situations. (vii) determine whether two sets are equal. (i) determine whether a given set is a subset of a specific set and use the symbol ⊂ or ⊄. b) three sets. The symbol ∅ (phi) or { } denotes an empty set. a) 6 understand and use the concept of subset. (ii) represent the intersection of sets using Include everyday life situations.

and use the symbol ∪ . (viii) state the relationship between a) A ∪ B and A . Include everyday life . (ix) determine the complement of the union of sets. (iii) state the relationship between c) A ∩ B and A . b) A ∪ B and B . (vii) represent the union of sets using Venn diagram. f) three sets. (vi) determine the union of: e) two sets. (x) solve problems involving the union Form 4 POINTS TO NOTE Include everyday life situations. d) A ∩ B and B .3 WEEK LEARNING AREA: SETS LEARNING OBJECTIVES Students will be taught to: 3 • SUGGESTED TEACHING AND LEARNING ACTIVITIES A⊂B LEARNING OUTCOME Students will be able to: Venn diagram. (iv) determine the complement of the intersection of sets. (v) solve problems involving the intersection of sets.

(xi) determine the outcome of combined operations on sets.3 WEEK LEARNING AREA: SETS LEARNING OBJECTIVES Students will be taught to: 3 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: of sets. Form 4 POINTS TO NOTE situations. (xii) solve problems involving combined operations on sets. Include everyday life situations. .

e. Start with everyday life situations. • numbers and symbols. e. b)understand the concept of quantifiers “all” and “some”.5 WEEK 7 11/2-15/2 LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: a) understand the concept of statement. Examples: • All squares are four sided figures. (iii) construct true or false statement using given numbers and mathematical symbols. “5 is greater than 2. SUGGESTED TEACHING AND LEARNING ACTIVITIES 4 Introduce this topic using everyday life situations. “Five is greater than two. Quantifiers such as “every” and “any” can be introduced based on context. determine whether a statement that contains the quantifier “all” is true or false. • 4n − 5m + 2s.”. Focus on mathematical sentences. Form 4 POINTS TO NOTE Statements consisting of: • words only. • numbers and words. e.”. • “Add the two numbers. • • numbers and words. LEARNING OUTCOME Students will be able to: (i) determine whether a given sentence is a statement.”.g. 5 > 2. The following are not statements: • “Is the place value of digit 9 in 1928 hundreds?”. numbers and mathematical symbols.g.g. (i) construct statements using the quantifier: a) all. b) some. • x + 2 = 8. (ii) determine whether a given statement is true or false. • Every square is a four Discuss sentences consisting of: • words only. (ii) .

“one of” and “part of” can be used based on context. Property: Divisible by 4. Begin with everyday life situations. (iii) determine whether a statement can be generalised to cover all cases by using the quantifier “all”. • Any square is a four sided figure. Other quantifiers such as “several”. The symbol “~” (tilde) denotes negation. “and” and “or” on statements. (i) change the truth value of a given statement by placing the word “not” into the original statement. Object: Even numbers. 8 18/2-22/2 9 25/2-29/2 FIRST MONTHLY TEST c)perform operations involving the words “not” or “no”. Property: Two sides are parallel to each other. Statement: Some even numbers are divisible by 4. The negation “no” can be used where appropriate.5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 4 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE sided figure. “~p” denotes negation of p which means “not p” or “no p”. Statement: All trapeziums have two parallel sides. p True False -p False True . given an object and a property. (iv) construct a true statement using the quantifier “all” or “some”. Example: Object: Trapezium.

form a compound statement by combining two given statements using the word “or”. The truth values for “p or q” are as follows: P q True True p or q True .5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 4 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE The truth table for p and ~p are as follows: (ii) identify two statements from a compound statement that contains the word “and”. identify two statement from a compound statement that contains the word “or” . The truth values for “p and q” are as follows: P q True True True False False True False False p and q True False False False (i) (ii) (iii) form a compound statement by combining two given statements using the word “and”.

5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 4 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE True False False True False False True True False 10 3/3 –7/3 a) understand the concept of implication. b) p if and only if q. which means p ⇒ q and q ⇒ p. (iii) determine the truth value of a compound statement which is the combination of two statements with the word “and”. (v) determine whether the converse of an The converse of an implication is not necessarily true. (ii) write two implications from a compound statement containing “if and only if”. Start with everyday life situations. Example 1: . (i) identify the antecedent and consequent of an implication “if p. and “p if and only if q” can be written as p ⇔ q. Implication “if p. (iv) determine the converse of a given implication. (iii) construct mathematical statements in the form of implication: a) If p. then q” can be written as p ⇒ q. then q. (iv) determine the truth value of a compound statement which is the combination of two statements with the word “or”. then q”.

then PQR is a triangle. need not be introduced. Names for argument forms. Example 2: If PQR is a triangle. Specify that these three forms of arguments are 8/3-16/3 11 17/3-21/3 a) understand the concept of argument.5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 4 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: implication is true or false. b) Argument Form II. Form 4 POINTS TO NOTE If x < 3.e. syllogism (Form I). c) Argument Form III. given simple argument. modus ponens (Form II) and modus tollens (Form III). Conversely: If x < 5. then the sum of the interior angles of PQR is 180°. then x < 3 (false). FIRST TERM SCHOOL BREAK Start with everyday life (i) identify the premise and conclusion of a situations. (ii) make a conclusion based on two given premises for: a) Argument Form I. (true) Conversely: If the sum of the interior angles of PQR is 180°. i. (true) Limit to arguments with true premises. then x < 5 (true). . Encourage students to (iii) complete an argument given a premise produce arguments based on and the conclusion.

LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE deductions based on two premises only. by deduction. Conclusion: Not p is true. Limit to cases where formulae can be induced.5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES 4 previous knowledge. Premise 2: C is A. Use specific examples/activities to introduce the concept. Specify that: . then q. (iii) make a generalization based on the pattern of a numerical sequence. Premise 2: p is true. (ii) make a conclusion for a specific case based on a given general statement. Argument Form II: Premise 1: If p. b) reasoning by induction. Premise 2: Not q is true. by induction. Argument Form I Premise 1: All A are B. (i) determine whether a conclusion is made through: a) reasoning by deduction. (iv) use deduction and induction in problem 12 24/3-28/3 b) understand and use the concept of deduction and induction to solve problems. Argument Form III: Premise 1: If p. Conclusion: q is true. then q. Conclusion: C is B.

POINTS TO NOTE (ii) determine the ratio of vertical distance to horizontal distance. LEARNING OUTCOME Students will be able to: (i) determine the vertical and horizontal distances between two given points on a straight line. 13 31/3-4/4 SECOND MONTHLY TEST WEEK 14 7/4-11/4 LEARNING OBJECTIVES Students will be taught to: a) understand the concept of gradient of a straight line. Begin with concrete examples/daily situations to introduce the concept of gradient. θ Vertical distance Horizontal distance . • making conclusion by induction is not necessarily definite. • Form 4 POINTS TO NOTE making conclusion by deduction is definite. magnetic boards. SUGGESTED TEACHING AND LEARNING ACTIVITIES 5 Use technology such as the Geometer’s Sketchpad. topo maps as teaching aids where appropriate.5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 4 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: solving. graphing calculators. graph boards.

y1). (iii) determine the relationship between the y 2 − y1 x 2 − x1 .5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 5 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE Discuss: • the relationship between gradient and tan θ. • P is chosen as (x2. y2). Discuss the value of gradient if • P is chosen as (x1. (i) derive the formula for the gradient of a straight line. y1) and Q is (x2. y2) and Q is (x1. Carry out activities to find the ratio of vertical distance to horizontal distance for several pairs of points on a straight line to conclude that the ratio is constant. The gradient of a straight line passing through P(x1. y2) is: m= (ii) calculate the gradient of a straight line passing through two points. 15 14/4-18/4 b) understand the concept of gradient of a straight line in Cartesian coordinates. • the steepness of the straight line with different values of gradient. y1) and Q(x2.

(iii) perform calculations involving gradient. of a straight line. (ii) determine whether a given point lies on a specific straight line.5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 5 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: value of the gradient and the: a) steepness. (iv) determine the gradient and y-intercept of The equation . (ii) d) understand and use equation of a straight line. Verify that m is the gradient and c is the y-intercept of a straight line with equation y = mx + c . derive the formula for the gradient of a straight line in terms of the x-intercept and the y-intercept. 17 28/4-2/5 (iii) write the equation of the straight line given the gradient and y-intercept. Form 4 POINTS TO NOTE 16 21/4-25/4 c) understand the concept of intercept. Emphasise that the graph obtained is a straight line. Geometer’s Sketchpad or other teaching aids. then the coordinates of the point satisfy the equation of the straight line. Carry out activities using the graphing calculator. (i) draw the graph given an equation of the form y = mx + c . Emphasise that the xintercept and the y-intercept are not written in the form of coordinates. If a point lies on a straight line. (i) determine the x-intercept and the yintercept of a straight line. x-intercept and y-intercept. Discuss the change in the form of the straight line if the values of m and c are changed. b) direction of inclination.

b) solving simultaneous equations. 18 5/5-9/5 c) understand and use the concept of parallel lines. c) passes through a given point and has a specific gradient. Form 4 POINTS TO NOTE ax + by = c can be written in the form y = mx + c. (i) verify that two parallel lines have the same gradient and vice versa. (v) find the equation of the straight line which: a) is parallel to the x-axis. (vi) find the point of intersection of two straight lines by: a) drawing the two straight lines. . b) is parallel to the y-axis. Discuss and conclude that the point of intersection is the only point that satisfies both equations. Explore properties of parallel lines using the graphing calculator and Geometer’s Sketchpad or other teaching aids.5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 5 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: the straight line which equation is of the form: a) y = mx + c. d) passes through two given points. Use the graphing calculator and Geometer’s Sketchpad or other teaching aids to find the point of intersection. b) ax + by = c.

(iv) solve problems involving equations of straight lines. Form 4 POINTS TO NOTE .5 WEEK LEARNING AREA: THE STRAIGHT LINE LEARNING OBJECTIVES Students will be taught to: 5 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: (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 straight line.

20 19/5-23/5 b) understand and use the concept of mode and mean of grouped data. given a set of data and the number of classes. Size of class interval = [upper boundary – lower boundary] Discuss criteria for suitable class intervals. (i) determine the modal class from the frequency table of grouped data. SUGGESTED TEACHING AND LEARNING ACTIVITIES 6 Use data obtained from activities and other sources such as research studies to introduce the concept of class interval. (v) determine a suitable class interval for a given set of data. (iv) determine the class interval. (ii) calculate the midpoint of a class. Form 4 POINTS TO NOTE (ii) determine: a) the upper limit and lower limit.6 WEEK 19 12/5-16/5 LEARNING AREA: STATISTICS LEARNING OBJECTIVES Students will be taught to: a) understand the concept of class interval. b) the upper boundary and lower boundary of a class in a grouped data. (vi) construct a frequency table for a given set of data. Midpoint of class = 1 2 (lower limit + upper limit) . (iii) calculate the size of a class interval. LEARNING OUTCOME Students will be able to: (i) complete the class interval for a set of data given one of the class intervals.

MID-YEAR SCHOOL HOLIDAY MID-YEAR EXAMINATION a) Represent and interpret data in histograms with class intervals of the same size to solve problems. (i) draw a histogram based on the frequency table of a grouped data. Discuss the difference between histogram and bar chart. (iii) solve problems involving histograms. (i) draw the frequency polygon based on: a) a histogram. Form 4 POINTS TO NOTE 24/5-8/6 21. (ii) interpret information from a given histogram. When drawing a frequency polygon add a class with 0 frequency before the first class and after the last class.. 24 30/64/7C d) represent and interpret data in frequency polygons to solve problems.22 9/6-20/6 23 23/6-27/6 Use graphing calculator to explore the effect of different class interval on histogram. (ii) interpret information from a given . b) a frequency table. Include everyday life situations. (v) discuss the effect of the size of class interval on the accuracy of the mean for a specific set of grouped data. (iv) calculate the mean from the frequency table of grouped data.6 WEEK LEARNING AREA: STATISTICS LEARNING OBJECTIVES Students will be taught to: 6 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: (iii) verify the formula for the mean of grouped data.

c) the third quartile. When drawing ogive: • use the upper boundaries. . (iii) solve problems involving frequency polygon. • add a class with zero frequency before the first class. Graphing calculator can be used for this purpose. (i) construct the cumulative frequency table for: a) ungrouped data. Discuss the meaning of dispersion by comparing a few sets of data. (ii) 26 14/7-18/7 c) understand and use the concept of measures of dispersion to solve problems. For grouped data: Range = [midpoint of the last class – midpoint of the first class] (ii) determine: a) the median. b) grouped data. b) grouped data. 25 7/7-11/7 a) understand the concept of cumulative frequency.6 WEEK LEARNING AREA: STATISTICS LEARNING OBJECTIVES Students will be taught to: 6 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: frequency polygon. d) the interquartile range. b) the first quartile. (i) determine the range of a set of data. draw the ogive for: a) ungrouped data. from the ogive. Form 4 POINTS TO NOTE Include everyday life situations.

(iv) solve problems involving data representations and measures of dispersion. Form 4 POINTS TO NOTE . Present the findings of the project/research. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: (iii) interpret information from an ogive.6 WEEK LEARNING AREA: STATISTICS LEARNING OBJECTIVES Students will be taught to: 6 Carry out a project/research and analyse as well as interpret the data.

LEARNING OUTCOME Students will be able to: (i) determine whether an outcome is a possible outcome of an experiment. SUGGESTED TEACHING AND LEARNING ACTIVITIES 7 Use concrete examples such as throwing a die and tossing a coin. (i) identify the elements of a sample space which satisfy given conditions. list all the elements of a sample space which satisfy certain conditions using set notations. b) by reasoning. Discuss also impossible events for a sample space. (ii) 28 28/7-1/8 c)understand and use the concept of probability of an event to solve problems. The graphing calculator can be used to simulate such activities.7 WEEK 27 LEARNING AREA: PROBABILITY I LEARNING OBJECTIVES Students will be taught to: a) understand the concept of sample space. (i) find the ratio of the number of times an event occurs to the number of trials. Probability is obtained from activities and appropriate data. An impossible event is an empty set. Discuss that an event is a subset of the sample space. (iii) determine the sample space of an experiment. Carry out activities to introduce the concept of probability. Form 4 POINTS TO NOTE 21/7-25/7 b)understand the concept of events. . (iv) write the sample space by using set notations. (iii) determine whether an event is possible for a sample space. Discuss that the sample space itself is an event. (ii) find the probability of an event from a big enough number of trials. (ii) list all the possible outcomes of an experiment: a) from activities.

(iv) solve problems involving probability. (iii) calculate the expected number of times an event will occur. (v) predict the occurrence of an outcome and make a decision based on known information.7 WEEK LEARNING AREA: PROBABILITY I LEARNING OBJECTIVES Students will be taught to: 7 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE Discuss situation which results in: • probability of event = 1. 29 THIRD MONTHLY TEST 4/8-8/8 . Predict possible events which might occur in daily situations. given the probability of the event and number of trials. • probability of event = 0. Emphasise that the value of probability is between 0 and 1.

8 WEEK 30 11/8-15/8 LEARNING AREA: CIRCLES III LEARNING OBJECTIVES Students will be taught to: a) understand and use the concept of tangents to a circle. (iii) construct the tangent to a circle passing through a point: a) on the circumference of the circle. Form 4 POINTS TO NOTE (ii) make inference that the tangent to a circle is a straight line perpendicular to the radius that passes through the contact point. Examples of properties of two tangents to a circle: A O B AC = BC ∠ACO = ∠BCO ∠AOC = ∠BOC ∆AOC and ∆BOC are C . Properties of angle in semicircles can be used. LEARNING OUTCOME Students will be able to: (i) identify tangents to a circle. SUGGESTED TEACHING AND LEARNING ACTIVITIES 8 Develop concepts and abilities through activities using technology such as the Geometer’s Sketchpad and graphing calculator. (iv) determine the properties related to two tangents to a circle from a given point outside the circle. b) outside the circle.

∠E ABE = ∠ BDE ∠ CBD = ∠ BED D A B C Emphasise that the lengths of common tangents are equal. Discuss the maximum number of common tangents for the three cases. SECOND TERM SCHOOL BREAK identify the angle in the alternate segment which is subtended by the chord through the contact point of the tangent. Explore the property of angle in alternate segment using Geometer’s Sketchpad or other teaching aids.8 WEEK LEARNING AREA: CIRCLES III LEARNING OBJECTIVES Students will be taught to: 8 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE congruent. (iii) perform calculations involving the angle in alternate segment. (i) determine the number of common tangents which can be drawn to two circles which: a) intersect at two points. verify 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. (i) (ii) 32 1/9-5/9 b) understand and use the properties of common tangents to solve problems. Relate to Pythagoras theorem. . 16/8-24/8 31 25/829/8 a) understand and use the properties of angle between tangent and chord to solve problems. b) intersect only at one point. (iv) solve problems involving tangent to a circle and angle in alternate segment. (v) solve problems involving tangents to a circle.

Form 4 POINTS TO NOTE Include daily situations. b) intersect only at one point. Include problems involving Pythagoras theorem. . (iii) solve problems involving common tangents to two circles.8 WEEK LEARNING AREA: CIRCLES III LEARNING OBJECTIVES Students will be taught to: 8 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: c) do not intersect. c) do not intersect. (iv) solve problems involving tangents and common tangents. (ii) determine the properties related to the common tangent to two circles which: a) intersect at two points.

sin θ = PQ y = = y OP 1 determine: a) the value of y-coordinate.y) 1 0 x Q y x Form 4 LEARNING OUTCOME Students will be able to: (i) identify the quadrants and angles in the unit circle. b) the value of x-coordinate. cos θ and tan θ (0° ≤ θ ≤ 360°) to solve problems. b) cosθ = x-coordinate. x − coordinate OQ x cos θ = = =x OP 1 tan θ = PQ y = OQ x (iv) determine the values of a) sine. c) tan θ = y − coordinate . (iii) verify that. cosine and tangent of an acute angle.9 WEEK 33 8/9-12/9 LEARNING AREA: TRIGONOMETRY II LEARNING OBJECTIVES Students will be taught to: a) understand and use the concept of the values of sin θ. (ii) Begin with definitions of sine. of an angle in quadrant I of the unit . of several points on the circumference of the unit circle. for an angle in quadrant I of the unit circle : a) sin θ = y-coordinate . b) cosine. POINTS TO NOTE The unit circle is the circle of radius 1 with its centre at the origin. SUGGESTED TEACHING AND LEARNING ACTIVITIES 9 Explain the meaning of unit circle. c) tangent. c) the ratio of y-coordinate to xcoordinate. y P (x.

tan θ = √2 1 45 1 o Form 4 LEARNING OUTCOME Students will be able to: circle. 60°. y − coordinate x − coordinate can be extended to angles in quadrant II.9 WEEK LEARNING AREA: TRIGONOMETRY II LEARNING OBJECTIVES Students will be taught to: 34 15/9-19/9 9 Explain that the concept sin θ = y-coordinate . cosine and tangent for special angles. Use the Geometer’s Sketchpad to explore the change in the values of sine. of an angle in a specific quadrant is positive or negative. 45°. 45°. c) tangent. cosine and tangent relative to the change in angles. cosθ = x-coordinate. and Consider special angles such as 0°. 90°. . 180°. (vi) determine whether the values of: a) sine. Teaching can be expanded through activities such as reflection. (viii) determine the values of the angles in quadrant I which correspond to the values of the angles in other quadrants. b) cos θ. (vii) determine the values of sine. (ix) state the relationships between the values of: a) sine. for 90° ≤ θ ≤ 360°. 270°. III and IV. cosine and tangent for 30°. c) tan θ. (v) determine the values of a) sin θ. POINTS TO NOTE SUGGESTED TEACHING AND LEARNING ACTIVITIES 2 60 1 30o o √3 Use the above triangles to find the values of sine. 60°. b) cosine. 360°. 30°. b) cosine.

9 WEEK LEARNING AREA: TRIGONOMETRY II LEARNING OBJECTIVES Students will be taught to: 9 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: c) tangent. given the values of sine. III and IV with their respective values of the corresponding angle in quadrant I. Discuss the examples of these graphs in other area. y = tan θ. y = cos θ. (x) find the values of sine. (xii) solve problems involving sine. cosine and tangent of the angles between 90° and 360°. cosine and tangent. y = tan θ. cosine and tangent. 35 22/9-26/9 b)draw and use the graphs of sine. (iii) solve problems involving graphs of sine. cosine or tangent. y = cos θ. (xi) find the angles between 0° and 360°. cosine and tangent for angles between 0° and 360°. (ii) compare the graphs of sine. (i) draw the graphs of sine. Discuss the feature of the graphs of y = sin θ. of angles in quadrant II. cosine and tangent. Form 4 POINTS TO NOTE Relate to daily situations. Use the graphing calculator and Geometer’s Sketchpad to explore the feature of the graphs of y = sin θ. cosine and tangent for angles between 0° and 360°. .

. (iii) Solve problems involving the angle of elevation and the angle of depression. b) the angle of elevation.10 WEEK 36 29/9-3/10 LEARNING AREA: ANGLES OF ELEVATION AND DEPRESSION LEARNING OBJECTIVES Students will be taught to: a) understand and use the concept of angle of elevation and angle of depression to solve problems. b) the angle of depression. LEARNING OUTCOME Students will be able to: (i) identify: a) the horizontal line. c) the angle of depression. Form 4 POINTS TO NOTE Include two observations on the same horizontal plane. Involve activities outside the classroom. (ii) Represent a particular situation involving: a) the angle of elevation. using diagrams. for a particular situation. SUGGESTED TEACHING AND LEARNING ACTIVITIES 10 Use daily situations to introduce the concept.

SUGGESTED TEACHING AND LEARNING ACTIVITIES 11 Carry out activities using daily situations and 3-dimensional models. LEARNING OUTCOME Students will be able to: (i) identify planes.understand and use the concept of angle between two planes to solve . Begin with 3-dimensional models. (i) identify the line of intersection between two planes. Involve planes found in natural surroundings. (viii) determine the angle between a line and a plane. vertical planes and inclined planes. (v) identify normals to a given plane. (iii) sketch a three dimensional shape and identify the specific planes. Form 4 POINTS TO NOTE (ii) identify horizontal planes. Use 3-dimensional models to give clearer pictures. (vi) determine the orthogonal projection of a line on a plane. (vii) draw and name the orthogonal projection of a line on a plane. Include lines in 3dimensional shapes. (iv) identify: a) lines that lies on a plane. Differentiate between 2dimensional and 3-dimensional shapes. 38 b . (ix) solve problems involving the angle between a line and a plane. b) lines that intersect with a plane.11 WEEK 37 6/1010/10 LEARNING AREA: LINES AND PLANES IN 3-DIMENSIONS LEARNING OBJECTIVES Students will be taught to: a) understand and use the concept of angle between lines and planes to solve problems.

41 20/103/11 FINAL YEAR EXAMINATION . 39.40. (iv) solve problems involving lines and planes in 3-dimensional shapes. (iii) determine the angle between two planes on a model and a given diagram. Use 3-dimensional models to give clearer pictures.11 WEEK 13/1017/10 LEARNING AREA: LINES AND PLANES IN 3-DIMENSIONS LEARNING OBJECTIVES Students will be taught to: problems. 11 SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Form 4 POINTS TO NOTE (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.

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