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Syllabus 20maths 20for 20sec PDF
Syllabus 20maths 20for 20sec PDF
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MATHEMATICS
Science and technology plays a critical role in realising Malaysia’s The development of this Mathematics syllabus is the work of many
aspiration to become a developed nation. Since mathematics is individuals and experts in the field. On behalf of the Curriculum
instrumental in the development of scientific and technological Development Centre, I would like to express much gratitude and
knowledge, the provision of quality mathematics education from an appreciation to those who have contributed in one way or another
early age in the education process is thus important. The Malaysian towards this initiative.
school curriculum offers three mathematics education programs,
namely Mathematics for primary schools, Mathematics and Additional
Mathematics for secondary schools.
3 acquire basic mathematical skills such as: • knowledge and skills related to numbers such as counting and
computing (NUMBER);
• making estimation and rounding;
• knowledge and skills related to shapes and space such as
• measuring and constructing; recognising the properties of shapes and working with
• collecting and handling data; measurements (SHAPE and SPACE);
• knowledge and skills related to patterns, rules, general 1. NUMBER
principles, laws, relations and others for the purpose of
recognising and understanding relationships involving The understanding of numbers enables pupils to make calculations and
numbers and shape (RELATIONSHIP) estimates, and analyse and solve related problems. This area is a
continuation of the primary school mathematics curriculum. The scope
The teaching and learning of mathematics put emphasis on the of this area is as follows:
understanding of concepts and the mastery of skills in the three areas
stated above, as well as the use of mathematics to solve problems in
various situations. As such, the following areas require attention during 1.1 Whole Numbers
the teaching and learning process: (a) Place value of digits in whole numbers.
(b) Rounding whole numbers.
• development of problem solving skills that involves four main (c) Addition, subtraction, multiplication and
steps namely interpreting the problem, planning the strategy, division involving whole numbers.
carrying out the strategy, and reflecting on the solution
obtained so that pupils can effectively solve problems in daily 1.2 Fractions
life; (a) Equivalent fractions.
(b) Proper and improper fractions.
• development of logical, systematic and creative thinking skills (c) Mixed numbers.
together with reasoning skills so as to produce an individual (d) Addition, subtraction, multiplication and
who is able to think logically and rationally; and division involving fractions.
• inculcation of the intrinsic value of mathematics and the values 1.3 Decimals
of Malaysian society which include being systematic, accurate, (a) Conversion of decimals to fractions and vice
diligent, confident, not wasteful, moderate and cooperative, all versa.
of which contribute towards becoming a responsible citizen. (b) Place value of digits in decimals.
(c) Rounding decimals.
(d) Addition, subtraction, multiplication and
CONTENT division involving decimals.
This section outlines the important elements in each area, namely
NUMBER, SHAPE and SPACE, and RELATIONSHIP followed by a 1.4 Percentages
list of topics that defines the scope for each area. (a) Percentage and symbol.
(b) Increase and decrease of a certain quantity in
terms of percentage.
(c) The use of percentages in comparison.
1.5 Negative Numbers 2. SHAPE and SPACE
(a) The + and − signs in numbers.
(b) Integers. Shape and space is an important component in the secondary school
(c) Negative fractions and negative decimals. mathematics curriculum. Knowledge and skills in this area and their
(d) Addition, subtraction, multiplication and application in related topics is useful in everyday life. Improving
division involving negative and positive understanding in this area helps pupils to effectively solve problems in
numbers. geometry. At the same time, pupils can also improve their visual skills
and appreciate the aesthetic value of shapes and space. The scope is as
1.6 Multiples and Factors follows:
(a) Prime numbers.
(b) Multiples.
(c) Common multiples and the lowest common 2.1 Basic Measurements
multiple. (a) Length.
(d) Factors and prime factors. (b) Mass.
(e) Common factors and the highest common factor. (c) Time.
1.7 Squares, Square Roots, Cubes and Cube Roots 2.2 Lines and Angles
(a) Squares. (a) Angles.
(b) Square roots. (b) Unit of measurement of angles.
(c) Cubes. (c) Types of angles.
(d) Cube roots. (d) Intersecting lines.
(e) Properties of angles related to intersecting lines.
1.8 Standard Form (f) Parallel lines.
(a) Significant figures. (g) Properties of angles related to parallel lines.
(b) Numbers in standard form.
(c) Addition, subtraction, multiplication and 2.3 Polygons
division involving numbers in standard form. (a) Types of polygons.
(b) Line symmetry.
1.9 Number Bases (c) Types of triangles.
(a) Numbers in base 2, 5 and 8. (d) Properties of angles related to triangles.
(b) Place value of digits in numbers in base 2, 5 and (e) Types of quadrilaterals.
8. (f) Properties of angles related to quadrilaterals.
(c) Conversion of numbers in base 2, 5, 8 and 10 (g) Regular polygons.
from one base to another. (h) Properties of angles related to regular polygons.
2.4 Perimeter and Area 2.9 Pythagoras’ Theorem
(a) Perimeter. (a) Pythagoras’ theorem.
(b) Area of triangles and quadrilaterals. (b) Converse of the Pythagoras’ theorem.
The relationships between several quantities can often be found in 3.5 Linear Inequalities
daily life. Therefore, the handling of relationships such as recognizing (a) The symbols <, <, > and >.
a formula or a law and making generalisations of a situation becomes a (b) Linear inequalities in one unknown.
basic necessity. A relationship can be expressed in the form of a table, (c) Simultaneous linear equations in one unknown.
a graph, a formula, an equation or an inequality. The expression of the
relationship in these forms becomes useful and an effective tool in 3.6 Quadratic Expressions and Equations
problem solving and communication. The scope of learning is as (a) The expression ax2 + bx + c.
follows: (b) Factorisation of a quadratic expression.
3.1 Indices (c) Quadratic equations.
(a) Introduction to indices.
(b) The laws of indices. 3.7 Coordinates
(a) The Cartesian coordinate system.
3.2 Algebraic Expressions (b) Distance between two points.
(a) Representation of unknown by a letter of the (c) Mid-point between two points.
alphabet.
(b) Addition, subtraction, multiplication and 3.8 The Straight Line
division involving algebraic terms. (a) The gradient of a straight line.
(c) Algebraic expressions. (b) The intercepts on the x-axis and the y-axis.
(d) Addition and subtraction involving algebraic (c) The equation of a straight line y = mx + c.
expressions. (d) Parallel straight lines.
(e) Expansion and factorisation.
3.9 Graphs of Functions
(f) Algebraic fractions.
(a) Functions.
(g) Addition, subtraction, multiplication and
(b) Graphs of functions.
division involving algebraic fractions.
(c) The solution of an equation by graphical 3.15 Mathematical Reasoning
method. (a) Introduction to logic.
(d) The region representing an inequality in two (b) Statements.
variables. (c) Quantifiers - “all”, “some”.
(d) Operations on statements - “and”, “or”, “not”.
3.10 Gradient and the Area under a Graph (e) Implications - “if”, “if and only if”.
(a) Quantity represented by the gradient of a graph. (f) Arguments - syllogism, modus ponens and
(b) Quantity represented by the area under a graph. modus tollens.
(g) Deduction and induction.
3.11 Ratios and Proportions
(a) The ratio of two quantities. 3.16 Statistics
(b) The ratio of three quantities. (a) Collection of data.
(c) Direct proportion. (b) Frequency, frequency tables and class intervals.
(d) Rate. (c) Pictograph, bar chart, pie chart and line graph.
(d) Histogram and frequency polygon.
3.12 Variations (e) Cumulative frequency and the ogive.
(a) Direct variation. (f) Measures of central tendency: mode, mean and
(b) Inverse variation. median.
(c) Joint variation. (g) Measures of dispersion: range and inter-quartile
range.
3.13 Matrices
(a) Introduction to matrices. 3.17 Probability
(b) Equal matrices. (a) Sample spaces.
(c) Addition, subtraction and multiplication (b) Events.
involving matrices. (c) The probability of an event.
(d) The 2 × 2 identity matrix. (d) The probability of complementary events.
(e) The 2 × 2 inverse matrix. (e) Combined events.
(f) Solution of simultaneous linear equations in two (f) The probability of combined events.
unknowns by the matrix method.
3.14 Sets
(a) Introduction to sets.
(b) Equal sets, the empty set, subsets, the universal
set and the complement of a set.
(c) Operations on sets.