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Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

, as a number in base:

a) two

b) eight

c) five

counter which uses a particular

number base.

variours bases.

Give examples:

Numbers in base two are also know as

binary numbers.

number in base:

a) two

b) eight

c) five

(iii) Write a number in base:

a) two

b) eight

c) five

in expanded notation

Discuss

- Dicuss digits used

- Place values

in the number system with a

particular number base.

a) two

b) eight

c) five

to a number in base ten and

vice versa.

Points to Note

First Term

1

the concept of number in

base two, eight and five.

2/1/2012-8/1/2012

9/1/2012-15/1/2012

connection between base two, eight

and five.

Use of daily life examples

Values : systematic, careful, patient

eights and fives.

Expanded notation

Give examples

number in base ten to a number in other

bases.

Give examples.

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

certain base to a number in

another base.

involving :

a) addition

b) subtration

of two numbers in base two

activities/Learning Skills/Values

Discuss the special case of

converting a number in base two

directly to a number in base eight

and vice versa.

Skill : Interpretation, converting

numbers to base of two, eight, five

and then.

Points to Note

Limit conversion of numbers to base two,

eight and five only.

performing the computitations.

Values : systematic, careful, patient

3

use the concept

of graphs of

functions

16/1/2012-22/1/2012

a) linear function :

y = ax + b, where a

and b are constant;

b) quadratic function

y ax 2 bx c ,

where a, b and c are

constans, a 0

c) cubic function :

graphing calculator or the GSP

Compare the characteristic of

graphs of functions with different

values of constants.

form of x a x b 0 ; a and b are

numerical values.

y ax 3 bx 2 cx d ,

the GSP

constants, a 0

d) reciprocal function

a

y , where a is a

x

constants, a 0

2

Refer to CS.

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

a) the value of y, given a

value of x

b) the value(s) of x,

given a value of y

23/1/2012-29/1/2012

4

use the concept

of the solution of

an equation by

graphical

method.

30/1/2012-5/2/2012

activities/Learning Skills/Values

y, there could be no corresponding

values of x.

(iii) Identify:

a) the shape of graph

given a type of

function

b) the type of function

given a graph

c) the graph given a

function and vice

versa

given linear, quadratic,

cubic or reciprocal

function.

Points to Note

Refer to CS.

Refer to CS.

(i) Find the point(s) of

intersection of two graphs

exercise if the graphing calculator or the

GSP is unavailable.

of GST to relate the x-coordinate of

a point of intersection of two

appropriate graphs to the solution

of a given equation. Make

generalisation about the point(s) of

intersection of the two graphs.

equation by finding the

point(s) of intersection of

two graphs

(iii) Solve problems

involving solution of an

equation by graphical

3

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

Points to Note

method.

5

the concept of the region

representing inequalities

in two variables.

point satisfies

a) y ax b or y ax b

or y ax b

6/2/2012-12/2/2012

given point relative to the

equation y ax b

satisfying y ax b or

y ax b

representing the inequalities

a) y ax b or y ax b

b) y ax b or y ax b

(v) Determine the region which

satisfy two or more

simultaneous linear

inequalities.

x a , x a , x a or x a .

Values: Making conclusion,

connection and comparison, careful

line as well as the concept of region.

Week

No

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

activities/Learning Skills/Values

Topic/Learning Area :

TRANSFORMATIONS III

3.1 Understanding

and use of the

concept of

combination of

two

transformations.

( 3 weeks )

(i)

object under combination of

two isometric

transformations.

13/2/2012-19/2/2012

(ii)

object under combination of:

a. two enlargements

b. an enlargement and and an

isometric transformation.

activities.

Everyday life example:

around the school.

Recall the types of

transformations:

- translation

- rotation

- reflection

- enlargement

- isometric

transformation

using Geometers Sketchpad.

CD-Rom

Give variety of examples to

show an enlargement and

isometric transformation.

Points to Note

Points to Note

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

(iii)

(iv)

(v)

20/2/2012-26/2/2012

(vi)

3

27/2/2012-29/2/2012

No of

Periods

under combination of two

transformations.

State the coordinates of the

image of a point under

combined transformations.

Determine whether

combined transformation AB

is equivalent to combined

transformation BA.

activities/Learning Skills/Values

transformations in a

combined transformation

given the object and the

image.

which is equivalent to the

combination of two

isometric transformations.

(viii) Solve problems involving

transformations.

(grids)

Do exercises from the

textbooks

are brought to specific site of

the school compound and ask

to identify the two successive

transformations : pictures

should consist of an object

and an image.

GSP and CD-ROM

(Multimedia Gallery)

To specify isometric

transformation

Different examples to be

given

Various problem solving

questions to be given

blackboard and students are

asked to draw the image

under 2 transformations

Tr. will state the coordinates

of the image of a point under

combined transformations.

Points to Note

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

1/3/2012-9/3/2012

No of

Periods

activities/Learning Skills/Values

Points to Note

FIRST SCHOOL

EXAMINATION

10/3/2012-18/3/2012

SCHOOL HOLIDAYS

Topic/Learning Area :

MATRICES ( 4 weeks )

4

use the concept

of matrix.

19/3/2012-25/3/2012

(i)

information.

(ii) Determine:

a. the number of rows

b. the number of columns

c. the order of a matrix

(iii) Identify a specific element in

a matrix

use the concept

of equal matrices.

(i)

(ii)

matrices are equal.

Solve problems involving

equal matrices.

matrices through daily

examples:

- price of food on a menu

- a contingent of altelitic

- seating of students in

class

- mark sheet of students

Introduce the order (mxn) of

a matrix

Class activity students are

requested to identify the

students seating position in

class

Other examples give

Teacher gives examples of

two equal matrices and

discusses equal matrices in

terms of the corresponding

elements.

Different problems given to

solve equal matrices.

* m represents row

* n represents column

Week

No

Learning Objectives

Pupils will be taught

to.....

and subtraction

on matrices.

4.4 Perform

Multiplication of

a matrix by a

number.

26/3/2012-1/4/2012

Learning Outcomes

Pupils will be able to

No of

Periods

(i)

such as keeping score of

medal tally or points in

sports.

(ii) Find the sum or the

difference of two matrices.

(iii) Perform addition and

subtraction on a few

matrices.

(iv) Solve matrix equations

involving addition and

subtraction.

(i)

activities/Learning Skills/Values

Multiply a matrix by a

number.

(ii) Express a given matrix as a

multiplication of another

matrix by a number.

(iii) Perform calculation on

matrices involving addition,

subtraction and scalar

multiplication.

(iv) Solve matrix equations

involving addition,

subtraction and scalar

multiplication.

from the textbook to

determine how addition or

subtraction can be performed

on 2 given matrices.

Examples given to find the

addition and subtraction of

two matrices.

Examples given to solve

matrix equations involving

additions and subtractions

To include finding values of

unknown elements

Teacher shows examples on

scalar multiplication of

matrix:

- give examples of real life

situations such as in

industrial productions.

examples given on the

calculation of matrices

involving addition,

subtraction, and scalar

multiplication.

Examples given on problem

solving questions.

Points to Note

3 columns.

Week

No

Learning Objectives

Pupils will be taught

to.....

4.5 Perform

multiplication of

two matrices.

Learning Outcomes

Pupils will be able to

No of

Periods

(i)

matrices can be multiplied

and state the order of the

product when the two

matrices can be multiplied.

(ii) Find the product of two

matrices.

(iii) Solve matrix equations

involving multiplication of

two matrices.

activities/Learning Skills/Values

unknown elements.

situations. Examples:- to find the cost of

meals in the

restaurant

- teacher shows how 2

matrices can be

multiplied.

Examples given for the

product of two matrices.

Examples given on problem

solving involving

multiplication of 2 matrices.

Points to Note

and 3 columns

Limit to 2 unknown elements

Week

No

5

Learning Objectives

Pupils will be taught

to.....

4.6 Understand and

use the concept

of identify

matrix.

2/4/2012-8/4/2012

use the concept

of inverse matrix.

Learning Outcomes

Pupils will be able to

No of

Periods

(i)

matrix is an identity matrix

by multiplying it to another

matrix.

(ii) Write identity matrix of any

order.

(iii) Perform calculation

involving identity matrices.

(i)

activities/Learning Skills/Values

Determine whether a

2 X 2 matrix is the

inverse matrix of

another 2 X 2

matrix.

(iii) Find the inverse matrix of a

2 X 2 matrix using:

a.

the method of solving

simultaneous linear

equations

b.

a formula

10

property of the number as an

identity for multiplication of

a number.

Teacher introduces identity

matrix or unit matrix.

Teacher gives examples of

identity matrix of any order.

Teacher discusses the

properties:

- AI = A

- IA = A

concept of inverse matrix and

its denotion.

Examples given on problem

solving questions involving

matrix:

- using simultaneous

linear equations

- using a formula

Points to Note

Limit to 3 rows and 3 columns.

-1

AA

= I

Week

No

6

Learning Objectives

Pupils will be taught

to.....

4.8 Solve

simultaneous

linear equations

by using

matrices.

9/4/2012-15/4/2012

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

(i)

equations in matrix form.

(ii)

a b

c d

p

q

h

using

k

(iii) solve simultaneous linear

equations by the matrix

method.

(iv) Solve problems involving

matrices.

11

to write simultaneous linear

equations in matrix form

To solve simultaneous linear

equations by using inverse

matrix

Project involving matrices

using electronic spreadsheet

to be given to students.

Points to Note

* limit to 2 unknowns.

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

Points to Note

(1 Weeks)

5.1 Understand and

use the concept of

direct variation

16/4/2012-22/4/2012

of y agains x when y x.

(i)

quantity with respect to

the changes in another

quantity, in everyday life

situations involving direct

variation.

(ii) Determine from given

information whether a

quantity.

(iii) Express a direct variation

in the form of equation

involving two variables.

(iv) Find the value of a

variable in a direct

variation when sufficient

information is given.

(v) Solve problems involving

direct variation for the

following cases:

y

y

Charless Law or the mation of the

simple pendulum.

Discuss the characteristics of the graphs

of y against xn.

Communicative skills

Coorperation an d systematic

1

x ; y x2 ; y x3 ;

x1/2 .

12

Y varies directly as x , y x.

y x n , limit n to 2, 3 and

Y = kx where k is the constant of

variation.

Week

No

Learning Objectives

Pupils will be taught

to.....

5.2 Understand and

use the concept of

inverse variation

Learning Outcomes

Pupils will be able to

i)

ii)

iii)

iv)

v)

No of

Periods

quantity with respect to

changes in another

quantity, in everyday

life situations involving

inverse variation.

Determine form given

information whether a

quantity vaqries

inversely as another

quantity.

Express an inverse

variation in the form of

equation involving two

variables.

Find the value of a

variable in an inverse

variation when

sufficient information is

given.

Solve problems

involving inverse

variation for the

following cases:

activities/Learning Skills/Values

Points to Note

is a constant.

relates it to science, eg. Boyles Law.

1/x

constan t of variation.

y 1/x; y 1/x2

y 1/x3 ; y 1/x1/2

discuss the characteristics of the graph of

y against 1/xn

Graph drawing skill

Be straight and honest.

13

Use:

Y = k/x or

x1y1=x2 y2

to get the solution.

Week

No

Learning Objectives

Pupils will be taught

to.....

5.3 Understand and

use the concept of

joint variation

Learning Outcomes

Pupils will be able to

(i)

No of

Periods

Represent a joint

variation by using the

symbol for the

following cases:

in everyday life situations.

Relate to science, eg. Ohms Law.

23/4/2012-24/4/2012

a) two direct variations

b) two inverse

variations

c) a direct variation

and an inverse

variation.

(ii)

(iii)

(iv)

activities/Learning Skills/Values

Express a joint

variation in the form of

equation.

Find the value of a

variable in a joint

variation when

sufficient information is

given.

Solve problems

involving joint

variation.

1

1

14

Points to Note

For the cases y xn zn,

Y 1/ xn zn and y xn / zn,

Limit n to 2,3 and .

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

15

activities/Learning Skills/Values

Points to Note

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

Points to Note

UNDER A GRAPH --- 3 weeks

6.1 Understand and

use the concept of

quantity represented

by the gradient of a

graph

represented by the gradient of

a graph

as technology and social science

1

graph, given:

25/4/2012-29/4/2012

a) a table of distancetime values

b) a relationship between

distance and time

30/4/2012-6/5/2012

speed of a car, Formula One Grand

Prix, a sprinter

Compare and differentiate between

distance-time graph and speed-time

graph

gradient of a distance-time

graph

(iv) Find the speed for a

period of time from a

distance-time graph

relationship between two

variables representing certain

measurements and state the

meaning of its gradient

The gradient of a graph represents the

rate of change of a quantity on the

vertical axis with respect to the change

of another quantity on the horizontal

axis. The rate of change may have a

specific name for example speed for a

distance-time graph.

Emphasise that:

Gradient = change of distance

Time

= speed

combination of a few straight lines.

For example,

traveling from one place to another

by train or by bus.

economy, for example, the

increase in population in certain

years

Distance, s

16

Time, t

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

concept of quantity

represented by the

area under a graph

represented by the area under

a graph

graph

7/5/2012-10/5/2012

No of

Periods

finding the area under the

following of speed-time

graphs:

a. v=k (uniform speed)

b. v=kt

c. v=kt + h

d. a combination of the above

SECOND SCHOOL

EXAMINATION

26/5/2012-10/6/2012

SCHOOL HOLIDAYS

under a graph may not represent any

meaningful quantity.

For example:

The area under the distance-time

graph.

Discuss the formula for finding the

area under a graph involving:

A straight line which is parallel to

the x-axis

A straight lien in the form of

y=kx+ h

Points to Note

Include speed-time and accelerationtime graphs.

Limit to graph of a straight line or a

combination of a few straight lines.

V represents speed, t represents time, h

and k are constants.

For example:

Speed, v

gradient and area under a

graph.

11/5/2012-25/5/2012

activities/Learning Skills/Values

time, t

17

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

Points to Note

Second Term

1

use the concept of

probability of an

event.

11/6/2012-17/6/2012

--- 2 weeks

(i) Determine the sample space

of an experiment with

equally likely outcomes.

an event with equiprobable

sample space.

through concrete activities and begin

with simple cases such as tossing a

fair coin.

likely outcomes.

space for tossing a fair coin or

tossing or tossing a fair dice

activities. The Graphing calculator

may also be used to simulate these

activities.

is equally likely is called equiprobable

sample space.

The probability of an outcome A, with

equiprobable sample space

S, is P(A) =

P(A) = 1 and P(A) = 0

(iii)Solve problems involving

probability of an event.

7.2 Understand and

used the concept of

probability of the

complement of an

event.

event in :

(a) words

(b) set notations

(ii) Find the probability of the

complement of an event.

18

n( S )

Include everyday problems and making

predictions.

The complement of an event A is the set

of all outcomes in the sample space that

are not included in the outcomes of

event A.

n(A)

n(S)

situations such as winning or

losing a game and passing or

failing an exam.

Week

No

2

Learning Objectives

Pupils will be taught

to.....

7.3 Understand use

the concept of

probability of

combined event.

18/6/2012-24/6/2012

Learning Outcomes

Pupils will be able to

No of

Periods

(a) A or B as elements of set

A B

(b) A and B as elements of

set A B

listing the outcomes of the

combined events :

(a) A or B

(b) A and B

probability of combined

events.

19

activities/Learning Skills/Values

Points to Note

relationship between

A or B and A B

A and B and A B.

An example of a situation is being

chosen to be a member of an

exclusive club with restricted

conditions.

Use tree diagram and coordinate

planes to find all the outcomes of

combined events.

Use two-way classification tables of

events from newspaper articles or

statistical data to find probability of

combined events. Ask students to

create tree diagrams from these

tables. Example of a two-way

classification table :

Means of going to work

Officers Car

Bus

Others

Men

56

25

83

Women 50

42

37

Discuss :

situations where decisions

have to be made on

probability, for example in

business, such as determining

the value for aspecific

insurance policy and time the

slot for TV advertisements

the statement probability is

the underlying language of

statistics

Emphasise that :

knowledge about probability is

useful in making decisions.

prediction based on probability

is not definite or absolute.

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

Points to Note

1

use the concept of

bearing.

25/6/2012-1/7/2012

compass directions:

a) north, south, east, west

b) north east, north west,

south east, south west

ii) State the compass angle of

any compass direction.

involving finding directions using a

compass such as treasure hunt or

scravenger hubt. It can also be about

locating several points on a map,

finding the position of students in

class.

1

which shows the direction of

B relative to another point A

given the bearing of B from

A.

1

(iv) State the bearing point A

from point B based on given

information.

(v)

Solve problems

involving bearing.

20

situations. For example, a map

reading and navigation.

in three digit form, from 0000 to 3600.

They are measured in a clockwise

direction from north. Due north is

considered as bearing 0000. For cases

involving degrees up to one decimal

point.

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

No of

Periods

activities/Learning Skills/Values

Points to Note

Topic 10

Learning Area: PLANS AND ELEVATIONS

2 weeks

1

use the concept of

orthogonal projection.

Identify orthogonal

projections.

ii.

Draw orthogonal

projections, given an

object and a plane.

iii.

between an object and

its orthogonal

projections with respect

to edges and angles.

i.

object.

ii.

Draw

- the front elevation

- side elevation

of a solid object

iii.

solid object.

9/7/2012-15/7/2012

use the concept of plan

and elevation.

i.

16/7/2012-22/7/2012

elevation kit.

cube, cuboid, cylinder, cone, prism and

right pyramid.

21

lines and solid lines.

students combine two or more

different shapes of simple solid

objects into interesting models and

draw plans and elevation for thes

models.

important to have a plan and at least

two side elevation to construct a solid

object.

diagram showing projection lines.

Week

No

Learning Objectives

Pupils will be taught

to.....

Learning Outcomes

Pupils will be able to

iv.

STARY FROM

23/7/2012

Draw

- the front elevation

- side elevation

of a solid object

REVISION

22

No of

Periods

activities/Learning Skills/Values

Draw plan and elevations of buildings

or structures, for example students or

teachers dream home and construct a

scale model based on the drawings.

Involve real life situations such as in

building prototypes and using actual

home plans.

Points to Note

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