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Week No Learning Objectives Pupils will be taught to..... Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note

**Learning Area : NUMBER BASES -- 2 weeks First Term
**

1 1. Understand and use the concept of number in base two, eight and five. (i) State zero, one, two, three, …, as a number in base: a) two b) eight c) five (ii) State the value of a digit of a number in base: a) two b) eight c) five (iii) Write a number in base: a) two b) eight c) five in expanded notation 2 (iv) Convert a number in base: a) two b) eight c) five to a number in base ten and vice versa. 1 1 Use models such as a clock face or a counter which uses a particular number base. Discuss - Dicuss digits used - Place values in the number system with a particular number base. Skill : Interpretation, observe connection between base two, eight and five. Use of daily life examples Values : systematic, careful, patient Emphasis the ways to read numbers in variours bases. Give examples: Numbers in base two are also know as binary numbers.

1

2

Expanded notation Give examples

2

Use number base blocks of twos, eights and fives.

Perform repeated division to convert a 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… (v) Convert a number in a certain base to a number in another base. (vi) Perform computations involving : a) addition b) subtration of two numbers in base two

No of Periods 3

Suggested Teaching & Learning 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. Use of daily life examples Values : systematic, careful, patient

Points to Note Limit conversion of numbers to base two, eight and five only.

1

The usage of scientific calculator in performing the computitations.

**Topic 2 : Graphs of Functions II --- 3 weeks
**

3 2.1 Understand and use the concept of graphs of functions (i) Draw the graph of a: 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 :

y = ax 3 + bx 2 + cx + d ,

2

Explore graphs of functions using graphing calculator or the GSP Compare the characteristic of graphs of functions with different values of constants. Values : Logical thinking Skills : seeing connection, using the GSP

Questions for 1..2(b) are given in the form of ( x + a ) ( x + b ) = 0 ; a and b are numerical values.

where a, b, c and d are constants, a ≠ 0 d) reciprocal function a y = , where a is a x constants, a ≠ 0 2

Limit cubic functions. Refer to CS.

2. (i) Find the point(s) of intersection of two graphs (ii) Obtain the solution of an equation by finding the point(s) of intersection of two graphs (iii) Solve problems involving solution of an equation by graphical method. given a value of y (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 No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note For certain functions and some values of y.2 Understand and use the concept of the solution of an equation by graphical method.. quadratic.. 2 Involve everyday problems.. 3 2 Limit cubic functions. given a value of x b) the value(s) of x. Make generalisation about the point(s) of intersection of the two graphs.Week No Learning Objectives Pupils will be taught to. Refer to CS. there could be no corresponding values of x. Refer to CS.. . 4 1 1 Explore using graphing calculator of GST to relate the x-coordinate of a point of intersection of two appropriate graphs to the solution of a given equation. Use everyday problems. cubic or reciprocal function. 4 (iv) Sketch the graph of a given linear. 1 2 Play a game or quiz Limit the cubic and quadratic functions. Learning Outcomes Pupils will be able to… (ii) Find from the graph a) the value of y. Skills : Mental process Use the traditional graph plotting exercise if the graphing calculator or the GSP is unavailable.

4 . x > a . Learning Outcomes Pupils will be able to… (i) Determine whether a given point satisfies a) y = ax + b or y > ax +b or y < ax + b (ii) Determine the position of a given point relative to the equation y = ax + b (iii) Identify the region satisfying y > ax +b or y < ax + b No of Periods 2 Suggested Teaching & Learning activities/Learning Skills/Values Include situations involving x = a . careful Points to Note Emphasise on the use of dashed and solid line as well as the concept of region.. connection and comparison.. x ≤ a or x < a . 2.Week No 5 Learning Objectives Pupils will be taught to. Values: Making conclusion. 2 2 (iv) Shade the regions 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.3 Understand and use the concept of the region representing inequalities in two variables.. x ≥ a ..

. 1 • • • using CD-Rom – interactive activities.Week No Learning Objectives Pupils will be taught to. Recall the types of transformations: .isometric transformation using Geometer’s Sketchpad.reflection . Everyday life example: around the school.. two enlargements b. (i) ( 4 weeks ) CUTI SEMPENA TAHUN BARU CINA determine the image of an object under combination of two isometric transformations.1 Understanding and use of the concept of combination of two transformations..rotation .translation .enlargement .. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Week No Learning Objectives Pupils will be taught to. CD-Rom Give variety of examples to show an enlargement and isometric transformation.. (ii) determine the image of an object under combination of: a.... 2 • • • 5 . Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic/Learning Area : TRANSFORMATIONS III 5 6 3. an enlargement and and an isometric transformation.

reflation & rotation. 6 . No of Periods 2 Suggested Teaching & Learning activities/Learning Skills/Values • Give examples on the blackboard and students are asked to draw the image under 2 transformations Tr.Week No Learning Objectives Pupils will be taught to. Learning Outcomes Pupils will be able to… (iii) Draw the image of an object under combination of two transformations. Determine whether combined transformation AB is equivalent to combined transformation BA. 5 • • • • . will state the coordinates of the image of a point under combined transformations..limit to translation. • Outdoor activity – students 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.. State the coordinates of the image of a point under combined transformations. Using Maths exercise books (grids) Do exercises from the textbooks Points to Note (iv) • 7 (v) 3 • • 8 (vi) specify two successive transformations in a combined transformation given the object and the image. Classroom activities – use GSP and CD-ROM (Multimedia Gallery) To specify isometric transformation Different examples to be given Various problem solving questions to be given 9 (vii) Specify a transformation which is equivalent to the combination of two isometric transformations.. (viii) Solve problems involving transformations..

Solve problems involving equal matrices. the number of columns c.seating of students in class . the order of a matrix (iii) Identify a specific element in a matrix 1 • Understanding the concept of matrices through daily examples: ...Week No Learning Objectives Pupils will be taught to. Different problems given to solve equal matrices. the number of rows b. (ii) Determine: a..2 Understand and use the concept of equal matrices.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..price of food on a menu .a contingent of altelitic .1 Understand and use the concept of matrix. 2 • • 7 . * m represents row * n represents column • • • 4. (i) (ii) Determine whether two matrices are equal. (i) Form a matrix from given information. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic/Learning Area : MATRICES ( 4 weeks ) 10 4.

11 4. subtraction and scalar multiplication. (ii) Express a given matrix as a multiplication of another matrix by a number. (iv) Solve matrix equations involving addition. 8 2 • • • • 2 • Teacher shows the examples from the textbook to determine how addition or subtraction can be performed on 2 given matrices. (iv) Solve matrix equations involving addition and subtraction.. (i) Multiply a matrix by a number. Examples given to find the addition and subtraction of two matrices.. and scalar multiplication.4 Perform Multiplication of a matrix by a number. (ii) Find the sum or the difference of two matrices. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 4. • • . 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: .. Examples given on problem solving questions. • limit to not more than 3 rows and 3 columns. subtraction. subtraction and scalar multiplication. (iii) Perform calculation on matrices involving addition.3 Perform addition and subtraction on matrices. (i) Relate to real life situations such as keeping score of medal tally or points in sports. examples given on the calculation of matrices involving addition..give examples of real life situations such as in industrial productions. (iii) Perform addition and subtraction on a few matrices.Week No Learning Objectives Pupils will be taught to.

. • Examples given on problem solving involving multiplication of 2 matrices. CUTI PERTENGAHAN SEMESTER 3 • • • Limit to not more than 3 rows and 3 columns Limit to 2 unknown elements 9 . Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values • To include finding values of unknown elements. Teacher gives real life situations. • Examples given for the product of two matrices.5 Perform multiplication of two matrices. (i) determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied.to find the cost of meals in the restaurant ..teacher shows how 2 matrices can be multiplied. Examples:. (ii) Find the product of two matrices.. (iii) Solve matrix equations involving multiplication of two matrices..Week No Learning Objectives Pupils will be taught to. Points to Note 4.

6 Understand and use the concept of identify matrix. (iii) Find the inverse matrix of a 2 X 2 matrix using: a.7 Understand and use the concept of inverse matrix. Teacher introduces identity matrix or unit matrix.AI = A . Teacher discusses the properties: .using a formula -1 AA = I 10 . Examples given on problem solving questions involving matrix: . Teacher gives examples of identity matrix of any order. Determine whether a 2 X 2 matrix is the inverse matrix of another 2 X 2 matrix. (iii) Perform calculation involving identity matrices.. 4..IA = A Points to Note • • • Unit matrix is denoted by I.Week No 12 Learning Objectives Pupils will be taught to. No of Periods 2 Suggested Teaching & Learning activities/Learning Skills/Values • Teacher discusses the property of the number as an identity for multiplication of a number. the method of solving simultaneous linear equations b. Learning Outcomes Pupils will be able to… (i) determine whether a given matrix is an identity matrix by multiplying it to another matrix.. (ii) Write identity matrix of any order. 4. Limit to 3 rows and 3 columns.using simultaneous linear equations .. a formula (i) 3 • • teacher introduces the concept of inverse matrix and its denotion.

Y varies directly as x . Learning Outcomes Pupils will be able to… (i) Write simultaneous linear equations in matrix form. Determine from given information whether a quantity. Find the matrix in No of Periods 5 Suggested Teaching & Learning activities/Learning Skills/Values • • • Teacher shows examples how 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. 3 and ½ Y = kx where k is the constant of variation.8 Solve simultaneous linear equations by using matrices.. Relate mathematical variation to Charles’s Law or the mation of the simple pendulum. (ii) the inverse matrix. p q a b p h = using c d q k Week No Learning Objectives Pupils will be taught to. Discuss the characteristics of the graphs of y against xn. (iii) solve simultaneous linear equations by the matrix method.. y α x n . .1 Understand and use the concept of direct variation (i) (ii) State the changes in a quantity with respect to the changes in another quantity... VARIATIONS (1 ½ Weeks) 14 5.. y α x.. 11 Discuss the characteristics of the graph of y agains x when y α x. (iv) Solve problems involving matrices. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic/Learning Area : 5. limit α n to 2.. Points to Note * limit to 2 unknowns..Week No 13 Learning Objectives Pupils will be taught to. in everyday life situations involving direct variation. 4.

where k is the constan t of variation. Determine form given information whether a quantity vaqries inversely as another quantity. State the changes in a quantity with respect to changes in another quantity. y ∝ 1/x ∝ 1/xn.3 and For the cases y ½ 1 iii) If y ∝ 1/x. iv) Use: Y = k/x or x1y1=x2 y2 . α x1/2 . (v) Solve problems involving direct variation for the following cases: y y 5.. 12 1 Y varies inversely as x if and only if xy is a constant. ii) Discuss the the form of the graph and relates it to science. Boyle’s Law. then y = k/x. eg.. limit n to 2. in everyday life situations involving inverse variation. (iv) Find the value of a variable in a direct variation when sufficient information is given.. y α x2 . y α x3 .2 Understand and use the concept of inverse variation i) 1 α x . Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Communicative skills Coorperation an d systematic Points to Note (iii) Express a direct variation in the form of equation involving two variables. Find the value of a variable in an inverse variation when sufficient information is given. Express an inverse variation in the form of equation involving two variables.Week No Learning Objectives Pupils will be taught to..

n = 2. Ohm’s Law. (iv) 1 13 .3 Understand and use the concept of joint variation (i) Represent a joint variation by using the symbol ∝ for the following cases: a) two direct variations b) two inverse variations c) a direct variation and an inverse variation. y ∝ 1/x1/2 5..3 and ½. y ∝ 1/x2 y ∝ 1/x3 . 1 y ∝ 1/x. Learning Outcomes Pupils will be able to… v) Solve problems involving inverse variation for the following cases: No of Periods Suggested Teaching & Learning activities/Learning Skills/Values For cases y ∝ 1/xn . (ii) (iii) Express a joint variation in the form of equation. discuss the characteristics of the graph of y against 1/xn Graph drawing skill Be straight and honest. Relate to science. Limit n to 2.. Y ∝ 1/ xn zn and y ∝ xn / zn. eg. Discuss joint variation for the three cases in everyday life situations. Solve problems involving joint variation..3 and ½. Points to Note to get the solution..Week No Learning Objectives Pupils will be taught to. Find the value of a variable in a joint variation when sufficient information is given. 1 1 15 For the cases y ∝ xn zn.

3½ weeks 16 6. Emphasise that: Gradient = change of distance Time = speed Include graphs which consists of a combination of a few straight lines.. the increase in population in certain years Distance.. 2 17 (iv) Find the speed for a period of time from a distance-time graph 2 Use real life situations such as traveling from one place to another by train or by bus.1 Understand and use the concept of quantity represented by the gradient of a graph (i) State the quantity represented by the gradient of a graph (ii) Draw the distance-time graph. For example. 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. a sprinter Compare and differentiate between distance-time graph and speed-time graph Limit to graph of a straight line. s . The rate of change may have a specific name for example ‘speed’ for a distance-time graph..Week No Learning Objectives Pupils will be taught to. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic/Learning Area 6: GRADIENT & AREA UNDER A GRAPH --.. for example. (v) Draw a graph to show the relationship between two variables representing certain measurements and state the meaning of its gradient 14 2 Use examples in social science and economy. Formula One Grand Prix. given: a) a table of distancetime values b) a relationship between distance and time (iii) Find and interpret the gradient of a distance-time graph Use examples in various areas such as technology and social science 1 2 Use of daily life examples like speed of a car.

For example: 6. Limit to graph of a straight line or a combination of a few straight lines. t MINGGU 20 dan 21 PEPERIKSAAN PERTENGAHAN TAHUN CUTI PERTENGAHAN TAHUN 15 ..Time..2 Understand the concept of quantity represented by the area under a graph (i) State the quantity represented by the area under a graph (ii) Find the area under a graph (iii) Determine the distance by finding the area under the following of speed-time graphs: a.. V represents speed. For example: The area under the distance-time graph. v 2 time. v=k (uniform speed) b. t Week No 18 Learning Objectives Pupils will be taught to. a combination of the above (iv) Solve problems involving gradient and area under a 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. Speed. Learning Outcomes Pupils will be able to… No of Periods 1 Suggested Teaching & Learning activities/Learning Skills/Values Discuss that in certain cases. t represents time.. 2 4 19 A combination of the above. v=kt + h d. h and k are constants. the area under a graph may not represent any meaningful quantity. v=kt c.

Use tree diagrams to obtain sample space for tossing a fair coin or tossing or tossing a fair dice activities.2 Understand and used the concept of probability of the complement of an event. Discuss events that produce P(A) = 1 and P(A) = 0 (iii)Solve problems involving probability of an event. 1 16 . The probability of an outcome A.. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic/Learning Area : PROBABALITY II Second Term 22 7. with equiprobable sample space S.. 7.2 weeks (i) Determine the sample space of an experiment with equally likely outcomes. 1 Limit to sample space with equally likely outcomes. 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. is P(A) = n(S ) n(A ) n(S) Use tree diagram where appropriate.Week No Learning Objectives Pupils will be taught to. The Graphing calculator may also be used to simulate these activities.. (ii) Determine the probability of an event with equiprobable sample space. 1 Include events in real life situations such as winning or losing a game and passing or failing an exam.1 Understand and use the concept of probability of an event. (i) State the complement of an event in : (a) words (b) set notations (ii) Find the probability of the complement of an event.. 1 A sample space in which each outcomes is equally likely is called equiprobable sample space. --. 1 Discuss equiprobable sample space through concrete activities and begin with simple cases such as tossing a fair coin. Include everyday problems and making predictions.

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.. 17 .. 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” Points to Note 2 1 Emphasise that : • knowledge about probability is useful in making decisions. Learning Outcomes Pupils will be able to… (i) List the outcomes for events: (a) A or B as elements of set A∪B (b) A and B as elements of set A ∩ B (ii) Find the probability by listing the outcomes of the combined events : (a) A or B (b) A and B (iii) Solve problems involving probability of combined events. Ask students to create tree diagrams from these tables. 7. • prediction based on probability is not definite or absolute.3 Understand use the concept of probability of combined event.Week No 23 Learning Objectives Pupils will be taught to.. for example in business. 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. No of Periods 2 Suggested Teaching & Learning activities/Learning Skills/Values Use real life situations to show the relationship between • A or B and A ∪ B • A and B and A ∩ B..

For cases involving degrees up to one decimal point. They are measured in a clockwise direction from north.. (iii) Draw a diagram of a point which shows the direction of B relative to another point A given the bearing of B from A. a map reading and navigation. from 0000 to 3600. It can also be about locating several points on a map. (iv) State the bearing point A from point B based on given information. 2 18 . 1 Discuss the use of bearing in real life situations. For example. south – east. 1 Compass angle and bearing are written in three digit form. Understand and use the concept of bearing. south – west ii) State the compass angle of any compass direction.Week No Learning Objectives Pupils will be taught to.1 week 8. finding the position of students in class.. 1 24 Carry out the activities or games involving finding directions using a compass such as treasure hunt or scravenger hubt. north – west. (i) Draw and label the eight main compass directions: a) north. west b) north – east... Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic/Learning Area : BEARING --. (v) Solve problems involving bearing. east. Due north is considered as bearing 0000.1. south.

x°)W(or E) form a great circle through both poles. (iv) Find the difference between two latitudes. 19 Use a globe or map to name a place given its location. (iii) Sketch and label a meridian with the longitude given. • Meridians with longitude x°E(or W) and (180°. location of a place A at latitude x°N and longitude y°E is written . A place on the surface of the earth is represented by a point... i. (ii) State the latitude of a given point.Week No Learning Objectives Pupils will be taught to. (iv) Find the difference between two longitudes Model such as globes should be used.as A(x°N. Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic 9 Learning Area: EARTH AS SPHERE ( 3 weeks ) 9. 26 9. Express the diffrence between two latitudes with an angle in the range of 0° ≤ x ≤ 180°. 1 (iii) Sketch and label a parallel of latitude.. 1 ii. The. 1 Discuss that all the points on a paralell of latitude have the same latitude.2 Understand and use the concept of latitude (i) Sketch a circle parallel to the equator.1 Understand and use the concept of longitude (i) Sketch a great circle through the north and south poles. y°E). Emphasise that longitude 180°E and longitue 180°W refer to the same meridian. 1 Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 0° Discuss that: 1 • All points on a meridian have the same longitude • There are two meridians on a great circle through both poles. Use a globe or a map to find locations of cities around the world. State the latitude and longitude of a given place Mark the location of a place . (ii) State the longitude of a given point.. Express the difference between two longitudes with an angle in the range of 0° ≤ x ≤ 180° 25 27 9.3 Understand the concept of locations of a place. Emphasise that o the latitude of the equator is 0° o latitude ranges from 0° to 90°N ( or S ) Involve actual places on the earth.

ii. cylinder. Draw the plan of a solid object. Determine the difference between an object and its orthogonal projections with respect to edges and angles. ii... Learning Outcomes Pupils will be able to… No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic 10 Learning Area: PLANS AND ELEVATIONS 2 weeks 28 10..2 Understand and use the concept of plan and elevation. Identify orthogonal projections.Week No Learning Objectives Pupils will be taught to. Use models to show that it is important to have a plan and at least two side elevation to construct a solid object.1 Understand and use the concept of orthogonal projection. Include drawing plan and elevation in one diagram showing projection lines. 1 2 Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models and draw plans and elevation for thes models. i. cone. .. Begin wth the simple solid object such as cube. Draw orthogonal projections. 2 29 10. cuboid. blocks or plan and elevation kit. Draw the plan of a solid object. Draw the front elevation side elevation of a solid object 1 iii. 20 1 Use models. given an object and a plane. 2 iii. i. prism and right pyramid. Emphasise the different uses of dashed lines and solid lines. Limit to full-scale drawings only.

Week No Learning Objectives Pupils will be taught to.. Draw the front elevation side elevation of a solid object 30 31 32 33-41 42 PEPERIKSAAN PERCUBAAN SPM CUTI PERTENGAHAN SEMESTER 2 GERAK GEMPUR / LATIHAN PENGUKUHAN DAN PEMULIHAN SOALAN PEPERIKSAAN PERCUBAAN NEGRI-NEGERI LAIN PEPERIKSAAN SPM 21 ... Points to Note iv. Learning Outcomes Pupils will be able to… No of Periods 1 Suggested Teaching & Learning activities/Learning Skills/Values Carry out group project: Draw plan and elevations of buildings or structures.. Involve real life situations such as in building prototypes and using actual home plans. for example students’ or teacher’s dream home and construct a scale model based on the drawings.

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