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FORM 4 Addmath Curriculum Specifications PDF
FORM 4 Addmath Curriculum Specifications PDF
006
Ministry of Education
Malaysia
ADDITIONAL MATHEMATICS
FORM 4
2006
CONTENTS
Page
RUKUNEGARA
iv
Preface
vii
Introduction
ix
A1. Functions
11
S1. Statistics
15
18
C1. Differentiation
20
24
26
27
RUKUNEGARA
DECLARATION
OUR NATION, MALAYSIA, being dedicated
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
UPHOLDING THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
PREFACE
Science and technology plays a critical role in realising Malaysias
aspiration to become a developed nation. Since mathematics is instrumental
in the development of scientific and technological knowledge, the provision
of quality mathematics education from an early age in the education process
is thus important. The Malaysian school curriculum offers three
mathematics education programs, namely Mathematics for primary schools,
Mathematics and Additional Mathematics for secondary schools.
The Malaysian school mathematics curriculum aims to develop
mathematical knowledge, competency and inculcate positive attitudes
towards mathematics among pupils. While the Mathematics curriculum
prepares pupils to cope with daily life challenges, the Additional
Mathematics curriculum provides an exposure to the level of mathematics
appropriate for science and technology related careers. As with other
subjects in the secondary school curriculum, Additional Mathematics aims
to inculcate noble values and love for the nation in the development of a
holistic person, who in turn will be able to contribute to the harmony and
prosperity of the nation and its people.
Additional Mathematics is an elective subject offered to the upper
secondary school pupils. Beginning 2003, English is used as the medium of
instruction for Science and Mathematics subjects. The policy to change the
medium of instruction for the two subjects follows a phased implementation
schedule and is expected to be completed by 2008. The teaching and
learning of Additional Mathematics in English started in 2006.
SMP, AMP)
Director
Curriculum Development Centre
Ministry of Education
Malaysia
(vii)
INTRODUCTION
The design of the Additional Mathematics syllabus takes into account the
contents of the Mathematics curriculum. New areas of mathematics
introduced in the Additional Mathematics curriculum are in keeping with
new developments in Mathematics. Emphasis is placed on the heuristics of
problem solving in the process of teaching and learning to enable pupils to
gain the ability and confidence to use mathematics in new and different
situations.
(ix)
the development and progress of pupils. On-going assessment built into the
daily lessons allows the identification of pupils strengths and weaknesses,
and effectiveness of the instructional activities. Information gained from
responses to questions, group work results, and homework helps in
improving the teaching process, and hence enables the provision of
effectively aimed lessons.
AIM
ORGANISATION OF CONTENT
The contents of the Form Four Additional Mathematics are arranged into
two learning packages. They are the Core Package and the Elective Package.
10
The Core Package, compulsory for all pupils, consists of nine topics
arranged under five components, that is:
Geometry
OBJECTIVES
Algebra
Calculus
Trigonometry
Statistics
Each teaching component includes topics related to one branch of
mathematics. Topics in a particular teaching component are arranged
according to hierarchy whereby easier topics are learned earlier before
proceeding to the more complex topics.
The Elective Package consists of two packages, namely the Science and
Technology Application Package and the Social Science Application
Package. Pupils need to choose one Elective Package according to their
inclination in their future field.
(x)
certain emphases;
notations; and
Learning Outcomes;
formulae.
Vocabulary.
All concepts and skills taught for a particular topic are arranged into a few
learning units that are stated in the Learning Objectives column. These
Learning Objectives are arranged according to hierarchy from easy to the
more abstract concepts.
Problem Solving
The Learning Outcomes column defines clearly what pupils should be able
to do after a learning experience. The intended outcomes state the
mathematical abilities that should transpire from the activities conducted.
Teachers are expected to look for indicators that pupils have acquired all of
the abilities stated.
(xi)
Communication in Mathematics
The skills of communication in mathematics are also stressed in the teaching
and learning of Additional Mathematics. Communication is an essential
means of sharing ideas and clarifying the understanding of mathematics.
Through communication, mathematical ideas become the object of
reflection, discussion and modification.
Communicational skills in
mathematics include reading, writing, listening and speaking. Through
effective mathematical communication, pupils will become efficient in
problem-solving and be able to explain their conceptual understanding and
mathematical skills to their peers and teachers. Therefore, through the
teaching and learning process, teachers should frequently create
opportunities for pupils to read, write and discuss ideas in which the
language of mathematics becomes natural and this can only be done through
suitable mathematical tasks that are worthwhile topics for discussion.
Pupils who have developed the skills to communicate mathematically will
become more inquisitive and, in the process, gain confidence. Emphasis on
mathematical communications will develop pupils ability in interpreting
certain matters into mathematical models or vice versa. The process of
analytical and systematic reasoning helps pupils to reinforce and strengthen
their knowledge and understanding of mathematics to a deeper level.
Reasoning
Logical Reasoning or thinking is the basis for understanding and solving
mathematical problems. The development of mathematical reasoning is
closely related to the intellectual and communicative development of
students. Emphasis on logical thinking, during teaching and learning
Making Connections
In the teaching and learning of Additional Mathematics, opportunities for
making connections must be created so that pupils can link conceptual
knowledge to procedural knowledge and relate topics within mathematics
and other learning areas in general.
The Additional Mathematics curriculum covers several areas of mathematics
such as Geometry, Algebra, Trigonometry, Statistics and Calculus. Without
connections between these areas, pupils will have to learn and memorise too
many concepts and skills separately. By making connections, pupils are able
to see mathematics as an integrated whole rather than a string of
unconnected ideas. When mathematical ideas and the curriculum are
connected to real-life within or outside the classroom, pupils will become
more conscious of the importance and significance of mathematics. They
will also be able to use mathematics contextually in different learning areas
and in real-life situations.
(xii)
TEACHING SCHEMES
To facilitate the teaching and learning process, two types of annual schemes
are suggested. They are the Component Scheme and the Title Scheme.
In the Component Scheme, all topics related to Algebra are taught first
before proceeding to other components. This scheme presents the Additional
Mathematics content that has been learnt before moving to new ones.
The Title Scheme on the other hands allows more flexibility for the teachers
to introduce the Algebraic and Geometrical topics before introducing the
new branches of Mathematics such as the Calculus.
Between these two teaching schemes, teachers are free to choose a more
suitable scheme based on their pupils previous knowledge, learning style
and their own teaching style.
(xiii)
COMPONENT SCHEME
TITLE SCHEME
Algebraic Component
A1.Functions
A2.Quadratic Equations
A3.Quadratic Functions
A4.Simultaneous Equations
A5.Indices and Logarithms
A1. Functions
Statistics Component
A2. Quadratic Equations
S1.Statistics
Project Work
Trigonometric Component
Geometric Component
T1.Circular Measures
Calculus Component
G1.Coordinate Geometry
C1.Differentiation
T1. Circular Measures
S1. Statistics
Project Work
Project Work
C1. Differentiation
(xiv)
PROJECT WORK
EVALUATION
title/topic;
background or introduction;
method/strategy/procedure;
finding;
discussion/solution; and
conclusion/generalisation.
(xv)
A1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(i)
(ii)
(iii)
POINTS TO NOTE
VOCABULARY
function
relation
object
image
range
domain
codomain
map
ordered pair
arrow diagram
f : x 2 x is read as
function f maps x to 2x.
f (x ) = 2 x is read as 2x is the
image of x under the function f .
Include examples of functions
that are not mathematically
based.
notation
A1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(iv)
(i)
Determine composition of
two functions.
POINTS TO NOTE
(i)
(ii)
(iii)
VOCABULARY
inverse
mapping
composite function
A2
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
POINTS TO NOTE
VOCABULARY
Recognise a quadratic
equation and express it in
general form.
quadratic equation
general form
root
substitution
(ii)
inspection
trial and improvement
method
(iii)
Determine roots of
quadratic equations by trial
and improvement method.
(i)
Discuss when
(x p)(x q) = 0,
hence x p = 0 or x q = 0.
Include cases when p = q.
Derivation of formula for 2.1c is
not required.
factorisation
completing the square
A2
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
(ii)
(i)
b 2 4ac > 0
(ii)
b 2 4ac = 0
b 2 4ac < 0
Explain that no roots means
no real roots.
VOCABULARY
discriminant
real roots
A3
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
POINTS TO NOTE
Recognise quadratic
functions.
quadratic function
tabulated values
axis of symmetry
parabola
maximum point
minimum point
completing the square
axis of symmetry
(ii)
(iv)
(i)
VOCABULARY
A3
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Sketch graphs of
quadratic functions.
(i)
(i)
LEARNING OBJECTIVES
POINTS TO NOTE
VOCABULARY
sketch
intersection
vertical line
quadratic inequality
range
number line
A4
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
Solve simultaneous
equations in two unknowns:
one linear equation and one
non-linear equation.
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
Solve simultaneous
equations using the
substitution method.
(ii)
Solve simultaneous
equations involving real-life
situations.
POINTS TO NOTE
VOCABULARY
simultaneous
equations
intersection
substitution method
A5
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
(i)
(ii)
POINTS TO NOTE
VOCABULARY
base
integer indices
fractional indices
index form
raised to a power
law of indices
index form
logarithm form
logarithm
undefined
A5
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
Solve equations
involving indices and
logarithms.
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(iv)
Simplify logarithmic
expressions to the simplest
form.
(i)
(ii)
(i)
(ii)
POINTS TO NOTE
Discuss:
log a b =
1
log b a
VOCABULARY
G1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(i)
(ii)
POINTS TO NOTE
VOCABULARY
m+n
m+n
distance
midpoint
coordinate
ratio
is not required.
(i)
(ii)
Use
1 x1
2 y1
x2
x3
x4
y2
y3
y4
x1 y1 + x 2 y 3 + x 3 y1 x 2 y1
x3 y 2 x1 y 3
is not required.
Emphasise that when the area of
polygon is zero, the given points
are collinear.
(iii)
10
area
polygon
geometrical shape
quadrilateral
vertex
vertices
clockwise
anticlockwise
modulus
collinear
G1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
11
POINTS TO NOTE
VOCABULARY
x-intercept
y-intercept
gradient
straight line
general form
intersection
gradient form
intercept form
G1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(iii)
(iv)
(v)
12
POINTS TO NOTE
VOCABULARY
parallel
perpendicular
G1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
13
POINTS TO NOTE
VOCABULARY
equation of locus
moving point
loci
S1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
14
POINTS TO NOTE
VOCABULARY
measure of central
tendency
mean
mode
median
ungrouped data
frequency
distribution table
modal class
uniform class interval
histogram
midpoint
cumulative frequency
distribution table
ogive
S1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(x)
(i)
(ii)
(iii)
(iv)
15
POINTS TO NOTE
VOCABULARY
range
interquartile
measures of
dispersion
extreme value
lower boundary
Involve grouped and ungrouped
data
standard deviation
class interval
upper quartile
lower quartile
S1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(vi)
(vii)
(viii)
(ix)
16
POINTS TO NOTE
VOCABULARY
variance
T1
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(i)
LEARNING OBJECTIVES
Convert measurements in
radians to degrees and vice
versa.
Determine:
a) length of arc,
b) radius,
c) angle subtended at the
centre of a circle
based on given information.
(ii) Find perimeter of segments
of circles.
(iii)
17
POINTS TO NOTE
VOCABULARY
radian
degree
length of arc
angle subtended
circle
perimeter
segment
T1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
Determine the:
a) area of sector,
b) radius,
c) angle subtended at the
centre of a circle
based on given information.
(ii)
(iii)
18
POINTS TO NOTE
VOCABULARY
area
sector
C1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
(v)
(i)
19
POINTS TO NOTE
VOCABULARY
limit
tangent
first derivative
gradient
induction
curve
fixed point
Limit to y = ax n ;
a, n are constants, n = 1, 2, 3
Notation of f ' ( x ) is equivalent
dy
when y = f (x ) ,
to
dx
f ' (x ) read as f prime of x.
C1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY
(iv)
(v)
(vi)
(vii)
(viii)
20
product
quotient
composite
function
chain rule
normal
C1
Form 4
LEARNING AREA:
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
Use graphing calculators or
dynamic geometry software to
explore the concept of
maximum and minimum values.
POINTS TO NOTE
VOCABULARY
turning point
minimum point
maximum point
(ii)
Determine whether a
turning point is a maximum
or a minimum point.
(iii)
(i)
rates of change
(i)
approximation
(ii)
Determine approximate
values using differentiation.
21
C1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
Introduce
f(x) =
(ii)
Determine whether a
turning point is maximum
or minimum point of a
curve using the second
derivative.
22
d2y as d dy or
dx2
dx dx
d
(f(x))
dx
VOCABULARY
second derivative
AST1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
(iii)
(iv)
(i)
(ii)
(iii)
(iv)
23
POINTS TO NOTE
VOCABULARY
sine rule
acute-angled triangle
Include obtuse-angled triangles.
obtuse-angled triangle
ambiguous
cosine rule
AST1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
POINTS TO NOTE
VOCABULARY
24
three-dimensional
object
ASS1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
(ii)
(iii)
Find Q0 or Q 1 given
relevant information.
(i)
(ii)
(iii)
25
POINTS TO NOTE
VOCABULARY
index number
price index
quantity at base time
quantity at specific
time
PW1
LEARNING OBJECTIVES
Form 4
LEARNING AREA:
SUGGESTED TEACHING
AND LEARNING ACTIVITIES
LEARNING OUTCOMES
(i)
POINTS TO NOTE
VOCABULARY
Define the
problem/situation to be
studied.
conjecture
systematic
critical evaluation
(ii)
mathematical
reasoning
justification
conclusion
(iii)
Use problem-solving
strategies to solve problems.
(iv)
(v)
(vi)
26
generalisation
mathematical
communication
rubric
PW1
Form 4
LEARNING AREA:
CONTRIBUTORS
Advisor
Director
Deputy Director
Curriculum Development Centre
Editorial
Advisors
Assistant Director
(Head of Mathematics Unit)
Curriculum Development Centre
Editor
Assistant Director
Curriculum Development Centre
27
PW1
Form 4
LEARNING AREA:
WRITERS
Abdul Wahab Ibrahim
Curriculum Development Centre
Susilawati Ehsan
Curriculum Development Centre
Roslie Ahmad
SMK Sains Seremban
Seremban, Negeri Sembilan
28