LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES

1. Number Bases 1.1 Understand and use the (i) State zero, one, two, three, …, Use models such as a clock face or a Thinking Skills
(3 weeks) concept of number in as a number in base: counter which uses a particular -working out
base two, eight and five a) two number base. mentally
3/1 – 18/1 b) eight Number base blocks of twos, eights -identifying
c) five and fives can be used to demonstrate relationship
the value of a number in the respective
(ii) State the value of a digit of a number bases. Teaching Strategies
number in base: For example: -Contextual
a) two 2435 is learning
b) eight - Constructivism
c) five - Mastery
learning
(iii) Write a number in base: - Exploratory
a) two
b) eight Vocabulary
c) five -expand notation
in expanded number.
Teaching Aids
(iv) Convert a number in base: - model (clock face)
a) two
b) eight Moral Values
c) five Cooperation, rational
2 4 3
to a number in base ten and vice
Discuss
versa. Thinking Skills
 digits used -working out
(v) Convert a number in a certain  place values mentally
base to a number in another in the number system with a particular -identifying
base. number bases. relationship
Number base blocks of twos, eights - problem solving
(vi) Perform computations and fives can also be used here. For
involving: example, to convert 1010 to a number Teaching Strategies
a) addition in base two, use the concept of least -Contextual
b) subtraction number of blocks (23), tiles (22), learning
of two numbers in base two. rectangles (21) and squares (20). In this - Constructivism
10 / 1 – AWAL MUHARAM case, the least number of objects - Mastery
needed here are one block, zero tiles, learning
17 / 1 – MERENTAS DESA one rectangle and zero squares. So, - Exploratory
1010 = 10102.
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Discuss the special case of converting Vocabulary
a number in base two directly to a -convert
number in base eight and vice versa.
For example, convert a number in Teaching Aids
base two directly to a number in base - models
eight through grouping of three - reference book
consecutive digits.
Moral Values
Perform addition and subtraction in Cooperation, honesty,
the conventional manner. courage.
For example:
1010
+ 110
____________
____________
2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills
functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally
(3 weeks) functions. y = ax + b, Sketchpad. identify relationship
a,b are constants.
21/1 – 6/2 (b) quadratic function : Compare the characteristics of graph Teaching Strategies
y = ax2 + bx + c, of functions with different values of -Contextual
a, b, c are constants, a ≠ 0. constants. learning
(c) cubic function : For example : - Constructivism
y = ax3 + bx2 + cx + d, A B -Mastery learning
a, b, c, d are constant, a ≠ 0. - Exploratory
(d) reciprocal function :
y = a/x, Vocabulary
a constant, a ≠ 0. - Linear function
(ii) Find from a graph : - Quadratic function
(a) value of y given value of x - Cubic function
(b) the value (s) of x, given a - Reciprocal function
\
value of y. Graph B is broader than graph A and Teaching Aids
(iii) Identify : intersects the vertical axis above the Graph box
(a) the shape of graph given a horizontal axis. Scientific Calculator
7/2 – 8/2 type of function. CDROM
CUTI TAHUN BARU CINA (b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
2. Graph of 2.1 Understand and use the (i) Draw the graph of a :
functions II concept of graph of (a) linear function:
(3 weeks) functions. y = ax + b,
a,b are constants.
21/1 – 6/2 (b) quadratic function :
y = ax2 + bx + c,
a, b, c are constants, a ≠ 0.
(c) cubic function :
y = ax3 + bx2 + cx + d,
a, b, c, d are constant,
(d) reciprocal function :
y = a/x,
a constant, a ≠ 0.
(ii) Find from a graph :
(a) value of y given value of x
(b) the value (s) of x, given a
value of y.
(iii) Identify :
(a) the shape of graph given a
7/2 – 8/2 type of function.
CUTI TAHUN BARU CINA (b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
(iv) Sketch the graph of a given
linear, quadratic, cubic or
reciprocal function.
2.2 Understand and use the (i) Find the point(s) of
concept of the solution intersection of two graphs.
of an equation by (ii) Obtain the solution of an
graphical method equation by finding the
(iii) Point(s) of intersection of
two graphs.
(iv) Solve problems involving
(v) solution of an equation by
graphical method.
1 2.3 Understand and use
(i) Determine whether a given points
the concept of the
satisfies:
region representing
y = ax + b or y > ax + b or
inequalities in two
y < ax + b.
variables
Explore graph of functions using Thinking Skills
graphing calculator or the Geometer’s working out mentally
Sketchpad. identify relationship
Compare the characteristics of graph Teaching Strategies
of functions with different values of -Contextual
constants. learning
For example : - Constructivism
A B -Mastery learning
a ≠ 0. - Exploratory
Vocabulary
- Linear function
- Quadratic function
- Cubic function
- Reciprocal function
\
Graph B is broader than graph A and Teaching Aids
intersects the vertical axis above the Graph box
horizontal axis. Scientific Calculator
CDROM
As reinforcement, let students play a Moral Values
game; for example matching cards of Cooperation, rational
graphs with their respective functions.
When the students have their CCTS:
matching partners, ask them to group Thinking skills
themselves into four groups of types -Evaluating
of functions. Finally, ask each group -Constructing
to name the type of function that is -Problem solving
depicted on the cards.
Teaching Strategies:
-Constructivism
-graphing
Explore using graphing calculator or
-cooperative learning
the Geometer’s Sketchpad to relate the
- Mastery
x-coordinate of a point of intersection
learning
of two appropriate graphs to the
- Exploratory
solution of a given equation. Make
- Problem solving
generalization about the point(s) of
intersection of the two graphs. Vocabulary:
 LEARNING TEACHING AND LEARNING
LEARNING OBJECTIVS LEARNING OUTCOMES STRATEGIES
AREA/WEEKS ACTIVITIES
3.1 Understand and use the I. Determine the image of an object under Relate to transformations in real life Thinking Skill
3. concept of combination of two combination of two isometric situation such as tessellation Working out mentally
Transformation III transformations. transformations. patterns on walls, ceiling or floors. Identify relationship
(3 weeks) II. Determine the image of an object under Translating
combination of: Explore combined transformation Problem solving
10/2 – 29/2 a) two enlargements using the graphing calculator, the Drawing diagram
b) an enlargement and an Geometer’s Sketchpad, or the
isometric transformation. overhead projector and Teaching Strategies
III. Draw the image of an object under transparencies. Contextual learning
combination of two transformations. Mastery learning
IV. State the coordinates of the image of a Investigate the characteristics of an Conceptual Learning
point under combined transformation object and its image under Constructivism
V. Determine whether combined combined transformation. Cooperative Learning
3.2 Understand and use the transformation AB is equivalent to Enquiry
concept of combination of two combined transformation BA. Carry out projects to design patterns
transformations. VI. Specify two successive using combined transformations that Vocabulary
transformations in a combined can be used as decorative purposes. -Combined transformation
transformation given the object and These projects can then be presented -equivalent
the image. in classroom with the students -reflection
VII. Specify a transformation which is describing or specifying the -translation
equivalent to the combination of two transformations involved. -enlargement
23 / 2 – HARI KEJOHANAN isometric transformations. -rotation
OLAHRAGA, SUKAN 2007 VIII. Solve problems involving Use the Sketchpad to prove the
transformation single transformation which is Teaching aids
equivalent to the combination of - Geometer’s
27 / 2 – 28 / 2 FORMATIVE TEST(1) two isometric transformations. Sketchpad
- graphing calculator
-graph paper
-a pair of compass
-ruler

Moral Values
Cooperation, Courage,
Rational Mental &
Physical Cleanliness
 LEARNING LEARNING
AREA/WEEKS OBJECTIVES
4. Matrices 4.1 Understand and use the
(3 weeks) concept of matrix.
3/3 – 28/3
4.2 Understand and use the
concept of equal
matrices.
4.3 Related to real life
situations such as in
industrial productions.
4.4 Perform multiplication
of a matrix by a
number.
4.5 Perform multiplication
of two matrices
(8/ 3 – 16 / 3 ) HOLIDAY
20 / 3 – PROPHET’S MUHAMMAD’S
BIRTHDAY
LEARNING OUTCOME TEACHING AND STRATEGIES
Student will be able to… LEARNING ACTIVITIES
(i) Form a matrix from given information. Represent data in real life Thinking Skills
(ii) Determine : situations, for example, the -working out
i. The number of rows price of food on a menu, in mentally
ii. the number of columns table form and then in matrix -identifying
iii. The order of a matrix form. relationship
(iii) Identify a specify element in a matrix. Use student seating positions
in the classroom by rows and Teaching Strategies
(i). Determine whether two matrices are equal. columns to identify a student -Contextual
(ii). Solve problem involving equal matrices. who is sitting in a particular learning
row and in particular column - Constructivism
(i) Determine whether addition or as a concrete example. - Mastery
subtraction can be performed on two Discuss equal matrices in term learning
given matrices. of : - Exploratory
(ii) Find the sum or the difference of two  The order
matrices.  The corresponding Vocabulary
(iii) Perform addition and subtraction on a elements. -standard form
few matrices. -single number
Related to real life situations
(iv) Solve matrix equations involving -scientific
such s keeping score of medal
addition and subtraction. notation
tally or point in sports.
Related to real life situations
(i) Multiply a matrix by a number. Teaching Aids
such as in industrial
(ii) Express a given matrix as a -flash card
productions.
multiplication of another matrix by a -scientific Calculator
Related to real life situations
number.
such as finding the cost of a Moral Values
(iii) Perform calculation on matrices
meal in the restaurant Cooperation, rational
involving addition, subtraction and
For matrices A and B, discuss
scalar multiplication.
the relationship between AB Thinking Skills
(iv) Sole matrix equations involving
and BA -working out
addition, subtraction and scalar
Begin with discussing the mentally
multiplication.
property of the number 1 as an -identifying
identity for multiplication of relationship
(i) Determine whether two matrices
numbers.
can be multiplied and state the Vocabulary
Discuss:
order of the product when two -standard form
 an identity matrix is a
matrices can be multiplied -single number
square
(ii) Find the product of two matrices -product
 there is only one identity
(iii) Solve matrix equations involving -identity matrix
matrix for each order
multiplication of two matrices
Discuss the properties:
-unit matrix
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES
4.6 Understand and use the (i) Determine whether a given matrix  AI=A  IA=A Vocabulary
concept of identity is an identity matrix by multiplying Relate to the property of -standard form
matrix. it to another matrix. multiplicative inverse of -single number
(ii) Write identity matrix of any order numbers. -inverse matrix
(iii) Perform calculation involving Example:
identity matrices 2 x 2-1=2-1x 2= 1 Vocabulary
Use the method of solving -standard form
4.7 Understand and use the (i) Determine whether a 2 x 2 matrix simultaneous linear equations -single number
concept of inverse matrix is the inverse matrix of another 2 x to show that not all square -scientific
2 matrix. matrices have inverse notation
(ii) Find the inverse matrix of a 2 x 2 matrices. - matrix method
matrix using: Using matrices and their
Teaching Aids
(a) the method of solving simultaneous respective inverse matrices in
-flash card
linear equations the previous method to relate
-scientific Calculator
(b) a formula to the formula. Express each
Moral Values
inverse matrix as a
Cooperation, rational
multiplication of a matrix by a
number. Compare the scalar
multiplication to the original
matrix and discuss how the
determinant is obtained.
Discuss the condition for the
existence of inverse matrix.
4.8 solve simultaneous (i) Write simultaneous linear
Related to equal matrices by
linear equations by using equations in matrix form
writing down the simultaneous
matrices
equations as equal matrices
 p first.
(ii) Find the matrix   in
q  Discuss why:
a b   p  h  The use of inverse matrix is
c d   q   k  using the necessary. Relate to solving
     linear equations of type ax = b
inverse matrix  It is important to place the
inverse matrix at the right
(iii) Solve simultaneous linear place on both sides of the
equations by the matrix method equation.
Relate the use of matrices to
(iv) Solve problems involving matrices other areas such as in business
or economy, science etc.
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES
Carry out projects(electronic
spreadsheet)

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
5. Variations 5.1 Understand and use the (i) State the changes in a quantity with Discuss the characteristics of the Thinking Skills
(2 weeks) concept of direct respect to the changes in another graph of y against x when y �x. -working out
variations quantity, in everyday life situations mentally
31/3 – 11/4 involving direct variation. Relate mathematical variation to other -identifying
area such as science and technology. Relationship
(ii) Determine from given information For example, the Charles Law or - making inference
whether a quantity varies directly as motion of the simple pendulum.
another quantity. Teaching Strategies
-Contextual
(iii) Express a direct variations in the learning
form of equation involving two variables - Constructivism
- Mastery
(iv) Find the value of a variable in a learning
direct variations when sufficient - Exploratory
informations is given.
1 Vocabulary
(v) Solve problems involving direct For the cases y �x n , n = 2,3, , - Direct variations
variations for the followinf cases : 2 - quantity
discuss the characteristics of the graph - constant of variations
2 3 of y against x n . - variable
y �x; y �x ; y �x
1
Teaching Aids
y �x 2
-flash card
-scientific
calculator
5.2 Understand and use the (i) State the changes in a quantity with Discuss the form of the graph of y
concept of inverse respect to changes in another quantity, in Moral Values
variation. 1 1
everyday life situations involving against when y � . Rationality, courage
inverse variation. x x
Thinking Skills
(ii) Determine from given information Relate to other areas like science and -working out
whether a quantity varies inversely as technology. For example, Boyle’ Law. mentally
another quantity -identifying
Relationship
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
(iii) Express as inverse variation in form 1 1 - problem solving
of equation involving two variables. For the cases y � , n  2,3 and ,
xn 2
Vocabulary
discuss characteristics of graph y
(iv) Find the value of a variable in an 1 - inverse variation
inverse variation when sufficient against .
xn
information in given Teaching Aids
-scientific
Discuss joint variation for the three
(v) Solve problems involving inverse calculator
cases in everyday life situations.
variations for the following cases :
Moral Values
Relate to other areas like science and
1 1 Diligence, moderation
technology.
y� ;y� 2;
x x For example:
Thinking Skills
1 1 -working out
y� 3;y� 1 V mentally
x I � means the current I varies
x2 R -identifying
directly as the voltage V and varies Relationship
inversely as the resistance R. - problem solving
- decision making

5.3 Understand and use the (i) Represent a joint variation by using Teaching Strategies
concept of joint the symbol �for the following cases : -Contextual
variation. a) two direct variations learning
b) two inverse variations - Constructivism
c) a direct variations and an inverse - Mastery
variation. learning
- Exploratory
(ii) Express a joint variation in the form
of equation. Vocabulary
- joint variation
(iii) Find the value of a variable in joint
variations when sufficient information is Teaching Aids
given. -scientific
calculator
(iv) Solve problems involving joint
variation Moral Values
Patience, diligence
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
6. Gradient and 6.1 Understand and use the (i) State the quantity represented Use examples in various areas such CCTS
area under a concept of quantity by the gradient of graph. as technology and social science. i)Thinking skills :
graph. represented by the - interpreting
( 2 week ) gradient of a graph. (ii) Draw the distance-time Compare and differentiate between - generalization
graph, given: distance-time graph and speed-time -drawing diagram.
14/4 – 25/4 a. a table of distance-time graph.
values. ii) Teaching strategies:
b. a relationship between distance - discussion
and time.
(iii) Find and interpret the Vocabulary:
gradient of a distance-time - gradient
graph. - distance-time
Use real life situations such as -speed-time
(iv) Find the speed for a period of travelling from one place to another -acceleration
time from a distance-time by train or by bus. -deceleration
graph. -constant speed
Use examples in social science and -distance
(v) Draw a graph to show the economy. -average speed
relationship between two -uniform speed
variable representing certain
measurement and state the Moral value:
meaning of its gradient. - Cooperation
- rationality
6.2 Understand the concept (i) State the quantity represented Discuss that in certain cases, the area
of quantity represent by the area under a graph. under a graph may not represent any Teaching aids:
any meaningful meaningful quantity. - CD courseware
quantity. (ii) Find the area under a graph. For example :
The area under the distance-time
(iii) Determine the distance by graph.
finding the area under the Discuss the formula for finding the
following types of speed-time area under a graph involving:
graphs:  a straight line which is
a) v = k (uniform speed) parallel to the x-axis.
b) v = kt  a straight line in the form of
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
c) v = kt + h y = kx + h.
d) a combination of the above.  a combination of the above.

(iv) Solve problems involving

gradient and area under a
graph.

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
7. Probability 7.1 Understand and use the (i) Determine the sample Discuss equiprobable sample space Thinking Skills
concept of probability space of an experiment through concrete activities, begin -working out
( 3 weeks ) of an event with equally likely with simple cases ( tossing fair coin) mentally
outcomes. Use tree diagrams to obtain sample -identifying
28/4 – 15/5 space for tossing a fair coin or tossing relationship
(ii) Determine the probability a fair die activity.
Teaching Strategies
of an event with Produce P(A) = 1 and P(A) = 0.
- Constructivism
equiprobable sample Include events in real life situations
- Exploratory
space. such as winning or losing a game and
passing or failing an exam. Vocabulary
(iii) Solve problems involving Use real life situations to show the -equally likely
probability of an event relationship between -equiprobably sample
 A or B and A  B space
7.2 Understand and use the (i) State the complement of an  A and B and A ∩ B. -tree diagram
concept of probability of event in : - complement of an
a) words An example of situation being chosen event
combined event to be a member of an exclusive club
b) set notation
with restricted conditions. Teaching Aids
Use tree diagrams& coordinate planes -coins
(ii) Find the probability of the
to find outcomes of combined events. -dice
complement of an event
Use two-way classification tables of Moral Values
(i) List the outcomes for events from newspaper articles or Cooperation, rational
7.3 Understand and use the events: statistical data to find probability of
concept of probability of combined events. Ask students to Thinking Skills
a) A or B as element of
combined event create tree diagram from these tables. -working out
set A  B mentally
Example(two-wayclassification table)
b) A and B as elements -making inference
Means of going to work
of set
1 / 5 – LABOUR DAY A ∩ B. Officers car bus Others Teaching Strategies
Men 56 25 83 - Constructivism
MID TERM EXAMINATION
(ii) Find the probability by Women 50 42 37 - Contextual Learning
( 13 /5 – 23/5 )

(24 / 5 – 8/ 6 ) HOLIDAY
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
listing the outcomes of the Discuss: Vocabulary
combined event: Situation where decisions to be made - combined event
a) A or B based on probability, example in
b) A and B business, as determining the value for
Teaching Aids
a specific insurance policy and time
- CD-ROM
(iii) Solve problems involving the slot for TV advertisements.
- worksheets
probability of combined event. The statement “ probability is the
underlying language of statistics”.

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
8.Bearing 8.1 Understand and use the (i) Draw and label the eight main Carry out activities or games Thinking Skills
(2 weeks) concept of bearing compass direction: involving finding direction using a -describing
b. North,south,east,west compass, such as treasure hunt or -interpreting
9/6 – 20/6 c. North-east, north-west scavenger hunt. It can also be about -drawing diagram
d. south –east, south-west. locating several points on a map. -problem solving
e.
Teaching Strategies
(ii) State the compass angle of any Discuss the use of bearing in real life
-Contextual
compass direction. situation. For example, in map reading
learning
and navigation.
- Constructivism
(iii) Draw a diagram of a point which
- Mastery learning
shows the direction of B relative to
another point A given the bearing of Vocabulary
B from A. -north-east
-south-east
(iv) State the bearing of point A from -north-west
point B based on given information. -south-west
-compass angle
(v) Solve problems involving bearing. -bearing
Teaching Aids
-compass. Map, scientific
calculator, geometry set,
worksheets.
Moral Values
Cooperation, rational
9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
(3 weeks) concept of longitude. and south poles. -working out
Introduce the meridian through Mentally
20/6 – 11/7 ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
0˚.
Teaching Strategies
- Constructivism
iii) Sketch and label the a meridian with
- Exploratory
the longitude given.
Teaching Aids
-globe or map

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
(3 weeks) concept of longitude. and south poles. -working out
Introduce the meridian through Mentally
20/6 – 11/7 ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
0˚.
Teaching Strategies
- Constructivism
iii) Sketch and label the a meridian with
- Exploratory
the longitude given.
Teaching Aids
-globe or map

2 Discus that:
Moral Values
3 iv) Find the difference between two  All points on a meridian have
Cooperation, rational
longitudes. the same longitude
4  There are two meridians on a Thinking Skills
5 great circle through both -compare and contrast
9.2 Understand and use the i) Sketch a circle parallel to the equator. poles -constructing
concept of latitude.  Meridians with longitudes
x˚E (0r W) and 180˚ - x˚)W
ii) State the latitude of a given point. (or E) form a great circle Teaching Strategies
through both poles. - Constructivism
- Exploratory
iii) Sketch and label a parallel of Emphasize that
latitude.  The latitude of the equator is
0˚ Teaching Aids
 Latitude ranges from 0˚ to -globe or map
iv) Find the difference between two 90˚ ( or S )
latitudes
Moral Values
Involve actual places on the earth. Cooperation, rational

Express the difference between two

latitudes with an angle in the range of Thinking Skills
0˚ < x < 180˚. -working out
9.3 Understand the concept Mentally
i) State the latitude and longitude of a Use a globe or a map to find locations
of location of a place -describing
given place of cities around the world -giving opinion
ii) Mark the location of a place Use a globe or a map to name a place Teaching Strategies
given its location. - Constructivism
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
9.4 Understand and use the i) Find the length of an arc of a great Use a globe to find the distance Thinking Skills
concept of distance on circle in nautical mile, given the between two cities or towns on the -working out
the surface of the earth subtended angle at the centre of the earth same meridians. Mentally
to solve problems and vice versa -giving opinion
ii) Find the distance between two points
measured along a meridian, given the
latitudes of both points. Teaching Strategies
- Constructivism
iii) Find latitude of point given latitude - Exploratory
of another point and distance between Sketch the angle at the centre of the
two points along same meridian. earth that is subtended by the arc Vocabulary
iv) Find the distance between two points between two given points along the Nautical mile
measured along the equator, given the equator. Discuss how to find the value
longitudes of both points of this angle.
v) Find the longitude of a point given the Teaching Aids
longitude of another point and the -globe or map
distance between the two points along
the equator. Moral Values
Use models such as the globe to find Cooperation, rational
vi) State relation between radius of earth
relationships between the radius of the
and the radius of a parallel of latitude.
earth and radii parallel of latitudes Thinking Skills
vii) State the relation between the length -working out
of an arc on the equator between two Mentally
meridians and length of corresponding -constructing
arc on a parallel of latitude. Find the distance between two cities -problem solving
viii) Find distance between two points or towns on the same parallel of
measured along a parallel of latitude latitude as a group project.
ix) Find the longitude of a point given Teaching Strategies
the longitude of another point and the - Constructivism
distance between the two points along a - Exploratory
parallel of latitude.
x) Find the shortest distance between Use the globe and a few pieces of Teaching Aids
two points on the surface of the earth. string to show how to determine the -globe or map
xi) Solve problems involving: shortest distance between two points
a) distance between two points on the surface of the earth. Moral Values
( 15/7 – 16/7) FORMATIVE TEST 2 b) traveling on surface of earth Cooperation, rational
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
10. Plans and 10.1 Understand and use the (i) Identify orthogonal Use models, blocks or plan and Thinking Skills
elevations concept of orthogonal projection. elevation kit. - identifying
(2 weeks) projection relationship
(ii) Draw orthogonal Carry out activities in groups where - describing
17/7 – 1/8 projection, given an object students combine two or more - problem solving
and a plan. different shapes of simple solid - drawing diagrams
objects into interesting models and
Teaching Strategies
(iii) Determine the difference draw plans and elevations for these
- Contextual
between an object and its models.
learning
orthogonal projection with
- Constructivism
respect to edges and angles. Use models to show that it is
- Mastery
important to have a plan and at least
learning
10.2 Understand and use the (i) Draw the plan of a solid two side elevations to construct a solid
concept of plan and object. object. Vocabulary
elevation Orthogonal
(ii) Draw Projection
a) the front elevation Carry out group project: Plan
b) side elevation of a Draw plan and elevations of buildings Front elevation
solid object. or structures, for example students’ or Side elevation
teacher’s dream home and construct a
Teaching Aids
(iii) Draw scale model based on the drawings.
- models
a) the plan Involve real life situations such as in
- blocks
b) the front elevation building prototypes and using actual
- plan and
c) the side elevation home plans.
elevation kit
of a solid object to scale.
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
(iv) Solve problems involving Moral Values
plan and elevation. Cooperation, rational,
justice, freedom, courage

(16 / 8 – 24 / 8) HOLIDAY

31 / 8 – NATIONAL DAY REVISION REVISION

10/9 – 11/9 FORATIVE TEST 2

SPM TRIAL EXAMINATION