RANCANGAN PELAJARAN TAHUNAN

MATEMATIK TAMBAHAN TINGKATAN 4

(BM)
TAHUN 2021

1.0 FUNCTIONS
1
WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK
1.1 Functions Notes:
W1 Real-life situations need to be involved throughout the topic.
20 – 22 Pupils are able to: Function notations:
JAN 1.1.1 Explain function using graphical f : x → 2x or f (x) = 2x , x as an object and 2x as an image.
representations and notations
The following functions need to be emphasised and associated with graphical
representation:
3
a) function which is undefined at certain values. Example: f (x) = , x≠1
x−1

b) absolute value function. Example:

f (x) = |x|
.

{−x , x <0
|x|= x , x ≥ 0
Vertical line test can be used to determine whether the relation is a function.

Notes:
The terms domain, codomain and range need to be introduced.
1.1.2 Determine domain and range of a function.
Exploratory activities involving various functions to identify the domain and range of a
function need to be carried out.
Discrete, continuous and absolute value functions need to be involved.
Graphs of absolute value function in a particular domain need to be sketched.
1.1.3 Determine the image of a function when
the object is given and vice versa. Notes:
Absolute value function is involved.
W2 1.2 Composite Functions Notes: Cuti
25 – 29 Exploratory activities using dynamic geometry software to understand composite Thaipusam
JAN Pupils are able to: functions need to be carried out. (28/1)
1.2.1 Describe the outcome of composition of two
functions. Notes:
Representation of composite functions using arrow diagram needs to be discussed.
Composition is limited to two algebraic functions.
1.2.2 Determine the composite functions.
2

1.2.3 Determine the image of composite
functions given the object and vice versa.
1.2.4 Determine a related function given
composite function and another function.
1.2.5 Solve problems involving inverse functions.
1.3 Inverse Functions
W3
1–5 Pupils are able to:
FEB 1.3.1 Describe inverse of a function.
1.3.2 Make and verify conjectures related to
properties of inverse functions.
1.3.3 Determine the inverse functions.
Notes:
f 2 (x), f 3 (x), f 4 (x), ..., f n (x) for certain functions need to be involved.
Notes:
Functions are limited to single functions.
The symbol of inverse function, f -1 is introduced.
Exploratory activities using digital technology to identify the connection between graph
of function and its inverse need to be carried out.
Notes:
Exploratory activities need to be carried out to make and verify that the properties of
inverse functions are:
a) Only one to one function has an inverse function.
b) f and g are inverse functions of each other if and only if
(i) fg(x) = x, x in domain of g , and
(ii) g f (x) = x, x in domain of f .
c) If f and g are inverse functions of each other, then
(i) Domain of f = range of g , and
(ii) Domain of g = range of f
(iii) graph g is the reflection of graph f on the line y = x .
d) If point (a,b) is on the graph f , then point (b, a) is on the graph g .
Horizontal line test can be used to test the existence of inverse functions.
Notes:
Inverse functions are limited to algebraic functions.
f f −1 ( x ) =f −1 f ( x )=x need to be involved.
3
 PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of functions.

2 Demonstrate the understanding of functions.

3 Apply the understanding of functions to perform simple tasks.

4 Apply appropriate knowledge and skills of functions in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of functions in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of functions in the context of non-routine problem solving in a creative manner.

2.0 QUADRATIC FUNCTIONS

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

2.1 Quadratic Equations and Inequalities Notes Cuti Tahun
W4 The use of dynamic geometry software to explore the solution of quadratic Baru Cina
8 – 12 Pupils are able to: equations needs to be involved. (12 &
FEB 2.1.1 Solve quadratic equations using the method of Derivation of formula from completing the square method needs to be 13/2)
completing the square and formula. discussed. The use of calculator is only allowed in checking the answers.
Cuti Tahun
Notes: Baru Cina
2.1.2 Form quadratic equations from given roots. If α and β are roots of the quadratic equation, then Tambahan
(10 &
( x−α ) ( x −β )=0or x 2−( α + β ) x +αβ =0
11/2)
The relationship between quadratic equation in general form and x2- (α + β)x +
αβ =0 needs to be discussed.

2.1.3 Solve quadratic inequalities. Suggested Activities:

The following methods of solutions can be explored:
a) graphs sketching method
b) number lines
c) tables

4
 2.2 Types of Roots of Quadratic Equations Notes:
Real roots and no real roots cases need to be discussed.
Pupils are able to: Suggested activities: Imaginary roots such as i = √−1 can be discussed.
2.2.1 Relate types of roots of quadratic equations to the
discriminant value

2.2.2 Solve problems involving types of roots of quadratic

equations

2.3 Quadratic Functions Notes:

W5 Exploratory activities using dynamic software or graphing calculators need to be
12 – Pupils are able to: carried out.
19 2.3.1 Analyse and make generalisation about the effects of
FEB changes of a , b and c in f (x) = ax2 + bx + c towards the shape Notes:
and position of the graph. Dynamic software or graphing calculators can be used.

2.3.2 Relate the position of the graph of quadratic functions Notes:

with type of roots. Graph sketching needs to be involved.
Completing the square method needs to be involved
2.3.3 Relate the vertex form of quadratic functions,
f (x)= a(x – h) 2 + k with other forms of quadratic functions. Notes:
Exploratory activities by using dynamic software or graphing calculators need to
2.3.4 Analyse and make generalisation about the effects of be carried out. The relationship between the value of h and of k with the axis of
changes of a , h dan k in quadratic functions f (x)= a(x – h) 2 + the symmetry, the minimum value and maximum value need to be explored.
k towards the shape and position of the graphs. b
A symmetrical axis can also be determined by using x =-
2a
2.3.5 Sketch graphs of quadratic functions.
Notes:
2.3.6 Solve problems involving quadratic functions. Problems involving maximum and minimum values need to be involved.
Real-life situations
PERFORMANCE need to be involved.
STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of quadratic functions.

2 Demonstrate the understanding of quadratic functions.

3 Apply the understanding of quadratic functions to perform simple tasks.

5
4 Apply appropriate knowledge and skills of quadratic functions in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of quadratic functions in the context of complex routine problem solving.
3.0 SYSTEMS OF EQUATIONS

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

3.1 Systems of Linear Equations in Three Variables Notes:
W6 Real-life situations need to be involved throughout this topic.
22 – Pupils are able to: The use of geometric software is encouraged throughout this topic.
26 3.1.1 Describe systems of linear equations in three variables. Systems of three linear equations involving three variables need to be
FEB emphasised.

3.1.2 Solve systems of linear equations in three variables. Suggested Activities:

Three-dimensional plane can be introduced.
Comparison with systems of linear equations in two variables can be
3.1.3 Solve problems involving systems of linear equations in discussed.
three variables.
Notes:
Elimination and substitution methods need to be involved.
No solution cases need to be discussed.
3.2 Simultaneous Equations involving One Linear Equation and Notes:
One Non- Linear Equation Involve only two variables.
Elimination, substitution and graphical representation methods need
Pupils are able to: to be involved.
3.2.1 Solve simultaneous equations involving one linear
equation and one non-linear equation. Notes:
Solutions do not involve equations that exceed second degree.
6
 3.2.2 Solve problems involving simultaneous equations; one
linear equation and one non- linear equation.

PERFORMANCE STANDARDS

4.0 PERFORMANCE LEVEL DESCRIPTOR

1
Demonstrate the basic knowledge of systems of equations.
2
Demonstrate the understanding of systems of equations.
3
Apply the understanding of systems of equations to perform simple tasks.
4
Apply appropriate knowledge and skills of systems of equations in the context of simple routine problem solving.
5
Apply appropriate knowledge and skills of systems of equations in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of systems of equations in the context of non-routine problem solving in a creative
manner.
INDICES, SURDS AND LOGARITHMS

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

4.1 Laws of Indices Notes:
W7 Real-life situations need to be involved.
1–5 Pupils are able to:
MAC 4.1.1 Simplify algebraic expressions involving indices
using the laws of indices.

4.1.2 Solve problems involving indices.

4.2 Laws of Surds Notes:
Exploratory activities need to be involved.
Pupils are able to: Examples of rational numbers in the form of recurring decimals:
4.2.1 Compare rational numbers and irrational a) 0.3333333...
numbers, and hence relate surds to irrational b) 0.14141414...
numbers. c) 3.4566666...
Examples of rational numbers in the form of terminating decimals:
7
 a) 0.5
b) 0.175
c) 5.8686

Examples of irrational numbers in the form of non recurring and infinite decimals:
(a) √ 2 = 1.414213623...
(b) π = 3.1415926535...
(c) e = 2.71828182845...

Conversion of recurring decimal to fractional form needs to be discussed.

Surd as an irrational number in the form of root, √
n
a needs to be emphasised.
The statement of “Not all the roots are surds” needs to be discussed.
Pronunciation of surd needs to be emphasised.
Example: √ 3 3
4 as “surd 4 order 3”.
The difference between √ n
a and n √ a needs to be emphasised.

W8
8 – 12 UJIAN PENILAIAN 1
MAC
4.2.2 Make and verify conjectures on Limit to square root only.
W9 ( i ) √a x √ b Law 1: √ a x √ b=√ ab

√
15 – ( ii ) √ a ÷ √b a
19 Law 2: √ a ÷ √ b=
and hence make generalisation. b
MAC Notes:
4.2.3 Simplify expressions involving surds. Examples of expressions:
a) √ 90
4.2.4 Simplify expressions involving surds by b) 3 √ 2+ 5 √ 2
rationalising the denominators. c) √ 18− √8
d) √ 2× √ 3+ √ 6
e)
√18
3
Expressions involving surds as denominators are excluded.
The differences between similar surds and not similar surds need to be emphasised.
4.2.5 Solve problems involving surds.
Notes:
8
 Two types of denominators are involved:
a) m√ a , m is an integer
b) m √ a± n √ b, m and n are integers
- Rationalising using conjugate surds.

Examples of expressions:
2
a)
√3
3
b)
√2+ √5
3 √ 20
c)
6− √5

Notes:
Indices need to be involved.

W10 4.3 Laws of Logarithms Notes:

x
22 – N=a . log a N=x where a>0 , a ≠ 1.
26 Pupils are able to: ∴ log a a x =x
MAC 4.3.1 Relate equations in the form of indices and
logarithms, and hence determine the logarithm of a
The statement of log a1 = 0; loga a = 1 needs to be verified.
number.
Exploratory activities involving drawing graphs of exponential and logarithm functions on
the same axis need to be carried out.
4.3.2 Prove laws of logarithms.
Digital technology can be used.
4.3.3 Simplify algebraic expressions using the laws of Example: Graph of y = 10x and x = log 10 y
logarithms. Logarithms of negative numbers and of zero need to be explored.

log c a Notes:
4.3.4 Prove log b a= and use the 1
log c b The relationship of log a b= needs to be discussed.
log b a
relationship to determine the logarithm of a number.
Notes:
4.3.5 Solve problems involving the laws of
Real-life situations need to be involved.
logarithms.

9
 4.4 Applications of Indices, Surds and Logarithms
Pupils are able to:
4.4.1 Solve problems involving indices, surds and
logarithms
Notes:
The number of variables are limited to two. Real-life situations need to be involved.
Natural logarithms need to be involved.

PERFORMANCE STANDARDS

PERFORMANCE LEVEL 27 MAC – 4 APR DESCRIPTOR

CUTI PERTENGAHAN PENGGAL
1
Demonstrate the basic knowledge of indices, surds and logarithms.
2
Demonstrate the understanding of indices, surds and logarithms.
3
Apply the understanding of indices, surds and logarithms to perform simple tasks.
4
Apply appropriate knowledge and skills of indices, surds and logarithms in the context of simple routine problem solving.
5
Apply appropriate knowledge and skills of indices and logarithms in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of indices and logarithms in the context of non-routine problem solving in a creative
manner.
5.0 PROGRESSIONS

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

5.1 Arithmetic Progressions Notes:
W11 Real-life situations need to be involved throughout this topic.
5–9 Pupils are able to: Problem-based learning approach and the use of digital technology are encouraged.
APR 5.1.1 Identify a sequence as an arithmetic Exploratory activities need to be involved.
progression and provide justification.
Notes:
5.1.2 Derive the formula of the nth term, Tn, of n
arithmetic progressions, and hence use the formula
The formula of sum of the first n terms, Sn=
2
[ 2 a+ ( n−1 ) d ]
in various situations. The use of these formulae needs to be involved:

10
 5.1.3 Derive the formula of sum of the first n n
Sn= [ a+l ]
terms, Sn, of arithmetic progressions, and hence use 2
the formula in various situations T n=Sn −S n−1

5.1.4 Solve problems involving arithmetic Notes:

progressions. Generating problems or situations based on arithmetic progressions need to be involved.

5.2 Geometric Progressions Notes:

W12 Exploratory activities need to be involved.
12 – Pupils are able to:
16 5.2.1 Identify a sequence as a geometric Notes:
APR progression and provide justification. Sum of the first n terms of geometric progressions through algebraic representation ( Sn
- rSn ) or graphical representation to verify the formula Sn needs to be discussed.
5.2.2 Derive the formula of the nth term, Tn, of
geometric progressions, and hence use the formula The following formula needs to be involved: Tn = Sn – Sn-1
in various situations.
Notes:
5.2.3 Derive the formula of sum of the first n Derivation of the formula of sum to infinity of geometric progressions, S∞ needs to be
terms, Sn, of geometric progressions, and hence use discussed.
the formula in various situations.
Notes:
5.2.4 Determine the sum to infinity of geometric Exclude:
progressions, S∞ and hence use the formula in a) the combination of arithmetic progressions and geometric progressions.
various situations. b) the cumulative sequences such as (1), (2,3), (4,5,6), (7,8,9,10), …
PERFORMANCE STANDARDS
5.2.5 Solve problems involving geometric
PERFORMANCE LEVEL
progressions DESCRIPTOR

1
Demonstrate the basic knowledge of progressions.
2
Demonstrate the understanding of arithmetic progressions and geometric progressions.
3
Apply the understanding of arithmetic progressions and geometric progressions to perform simple tasks.

4 Apply appropriate knowledge and skills of arithmetic progressions and geometric progressions in the context of simple routine
problem solving.

5 Apply appropriate knowledge and skills of arithmetic progressions and geometric progressions in the context of complex routine
11
problem solving.

6 Apply appropriate knowledge and skills of arithmetic progressions and geometric progressions in the context of non-routine
problem solving in a creative manner.
6.0 LINEAR LAW

CONTENT STANDARDS & LEARNING

WEEK NOTES EMK
STANDARDS
6.1 Linear and Non-Linear Relations Notes:
W13 The inspection method needs to be involved and the result is compared to the line obtained by using
19 – Pupils are able to: digital technology.
23 6.1.1 Differentiate between linear and Lines of best fit need not necessarily pass through any of the points.
APR non-linear relations based on tables of data
and graphs. Notes:
The following interpretations of information need to be involved:
6.1.2 Draw lines of best fit for graph of a) Given x , find the value of y , and vice versa.
linear relations with and without the use of b) Interpret the gradient and the y-intercept
digital technology. - Gradient as the rate of change of one variable with respect to another variable.
c) Make a projection on the value of variables.
6.1.3 Form equations of lines of best fit

6.1.4 Interpret information based on lines

of best fit.

6.2 Linear Law and Non- Linear Relations Notes: Cuti

W14 The following applications need to be involved: Hari
26 – Pupils are able to: a) Conversion of non-linear equation to linear form. Nuzul
30 6.2.1 Apply linear law to non-linear b) Determination of the value of constants. Al-
APR relations. c) Interpretation of information includes making projections about the value of the variables. Quran
(29/4)

PERFORMANCE STANDARDS
6.3 Application of Linear Law Notes:
PERFORMANCE LEVEL DESCRIPTOR
Problem-based learning may be involved.
Pupils are able to:
1
Demonstrate
6.3.1 Solve problems involving linearthe
law.basic knowledge of lines of best fit.
2
Demonstrate the understanding of lines of best fit.
3
Apply the understanding of linear law to perform simple tasks.
4
Apply appropriate knowledge and skills of linear law in the context of simple routine problem solving.
5 12
Apply appropriate knowledge and skills of linear law in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of linear law in the context of non-routine problem solving in a creative
manner.
 W15 Cuti Hari
3–7 ULANGKAJI SOALAN KBAT BAB 1 – 3 Pekerja
MAY (1/5)
Cuti Hari Raya
Aidilfitri
(13 & 14/5)
W16
10 – 14 ULANGKAJI SOALAN KBAT BAB 4 – 6
Cuti Hari Raya
MAY Aidilfiri
Tambahan
(11 & 12/5)
W17
17 – 21 PEPERIKSAAN PERTENGAHAN TAHUN
MAY
W18 Cuti Hari
24 – 28 PEPERIKSAAN PERTENGAHAN TAHUN Wesak
MAY (26/5)
29 MEI – 13 JUN
CUTI PERTENGAHAN TAHUN
(7/7 HARI KEPUTERAAN YDP AGONG)

13
7.0 COORDINATE GEOMETRY

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

7.1 Divisor of a Line Segment Notes:
Explorations involving several specific cases need to be carried out.
W19 Pupils are able to: The effects of changes in ratio towards the position of a point at the
14 – 7.1.1 Relate the position of a point that divides a line segment with the same line segment and vice versa need to be involved.
18 related ratio.
JUN Notes:
7.1.2 Derive the formula for divisor of a line segment on a Cartesian The formula for divisor of a line segment is:

( n xm+n )
plane, and hence use the formula in various situations. +m x
1 2 n y 1+ m y 2
,
m+n
The formula for midpoint is a case of m = n.
7.1.3 Solve problems involving divisor of a line segment.
The relationship between the formula for midpoint and the formula for
divisor of a line segment needs to be discussed.
Limit to the positive values of m and of n only

Notes:
Real-life situations need to be involved.

7.2 Parallel Lines and Perpendicular Lines Suggested Activities:

W20 The use of dynamic software is encouraged.
21 – Pupils are able to:
25 7.2.1 Make and verify conjectures about gradient of: Notes:
JUN (i) parallel lines, Investigate the relationship between the gradient of a straight line and
(ii) perpendicular lines the tangent of the angle between the line and positive direction of the
and hence, make generalisations. x-axis needs to be conducted.

7.2.2 Solve problems involving equations of parallel and perpendicular Notes:

lines. Real-life situations need to be involved

7.3 Areas of Polygons Notes:

W21 Exploratory activities need to be carried out to determine the area of
28 Pupils are able to: triangles.
JUN – 7.3.1 Derive the formula of area of triangles when the coordinates of The use of digital technology is encouraged.
14
2 JUL each vertex are known.
Notes:
7.3.2 Determine the area of triangles by using the formula. Derivation of the formula for area of triangles needs to be discussed
and linked to the shoelace algorithm.
7.3.3 Determine the area of quadrilaterals by using the formula.
Example:
7.3.4 Make generalisation about the formula of area of polygons when Given the triangle vertices are ( x1 , y1), (x2 , y2) and (x3 , y3), then the
the coordinates of each vertex are known, and hence use the formula formula of area of the triangle is

| |
to determine the area of polygons. 1 x1 x 2 x3 x 1 1
y1 y2 y3 y1 2| 1 2 2 3 3 1
Area = 2 ¿ ( x y + x y + x y ) −( x 2 y 1+ x 3 y 2+ x1 y 3)|
7.3.5 Solve problems involving areas of polygons.

The box method as an alternative method to determine the area of

triangles needs to be discussed.

Notes:
The relationship between the formula of area of triangles and area of
quadrilaterals needs to be discussed.

7.4 Equations of Loci Notes:

W22 Exploratory activities by using dynamic geometry software need to be
5 – 9 Pupils are able to: involved.
JUL 7.4.1 Represent graphically, the locus that satisfies these conditions: The effects of changes in ratio on the shape of the locus need to be
(i) the distance of a moving point from a fixed point is constant, explored.
(ii) the ratio of a moving point from two fixed points is constant, The case when the ratio of 1:1 needs to be discussed.
and hence determine the equation of the locus. PERFORMANCE STANDARDS
Notes:
PERFORMANCE LEVEL involving equations of loci.
7.4.2 Solve problems DESCRIPTOR
Real-life situations need to be involved.
1
Demonstrate the basic knowledge of divisor of line segments.
2
Demonstrate the understanding of divisor of line segments.
3
Apply the understanding of coordinate geometry to perform simple tasks.
4
Apply appropriate knowledge and skills of coordinate geometry in the context of simple routine problem solving.
5 15
Apply appropriate knowledge and skills of coordinate geometry in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of coordinate geometry in the context of non-routine problem solving in a creative
manner.
8.0 VECTORS

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

8.1 Vectors Notes:
W23 Real-life situations need to be involved.
12 – Pupils are able to: Non-vector and non-scalar situations need to be involved, for example:
16 JUL 8.1.1 Compare and contrast between vectors and a) The wind blows to the South.
scalars, and hence identify whether a quantity is a b) The car is driven fast.
vector or a scalar by providing justifications. The following differences need to be discussed:
a) displacement and distance.
b) speed and velocity.
c) weight and mass.

Notes:
The use of the following notations needs to be emphasised:
Vector: a , ⃗
AB ,a , AB

8.1.2 Represent vectors by using directed line Magnitude: |a|,|⃗

AB|,|a|,| AB|
segments and vector notations, and hence determine
16
 the magnitude and direction of vectors. Initial point and terminal point need to be introduced.
Terminal point

8.1.3 Make and verify conjectures about the

properties of scalar multiplication on vectors.
Initial point

Zero vectors, equal vectors and negative vectors need to be involved.

8.1.4 Make and verify conjectures about parallel
vectors
Notes:
If a is a vector and k is a scalar, then magnitude of k a is k times the magnitude of a .
If k is positive, then k a is in the same direction as a .
If k is negative, then k a is in the opposite direction as a .

Notes:
If two vectors are parallel, then one vector is the product of a scalar with the other
vector.
a and b are parallel if and only if a = k b , k is a constant.

The following statement needs to be discussed:

If a and b are not parallel and non-zero, and h a = k b , then h = k = 0.

17 – 25 JULAI
CUTI PERTENGAHAN PENGGAL
(20/7 HARI RAYA HAJI)
W24
26 –
30 UJIAN PENILAIAN 2
JUL

8.2 Addition and Subtraction of Vectors Notes:

W25 The following cases need to be involved:
2–6 Pupils are able to: a) Parallel vectors
AUG 8.2.1 Perform addition and substraction involving b) Non-parallel vectors using
two or more vectors to obtain a resultant vector. (i) triangle law,

17
 (ii) parallelogram law,
(iii) polygon law.
Substraction of vectors is an addition of negative vectors.
8.2.2 Solve problems involving vectors. a−b=a + (-b ¿
Real-life situations need to be involved.

Notes:
Real-life situations need to be involved.

8.3 Vectors in a Cartesian Plane Notes:

The following representations need to be involved:
Pupils are able to: (a) x i+ y j
8.3.1 Represent vectors and determine the
magnitude of the vectors in the Cartesian plane. (b) ( xy )
8.3.2 Describe and determine the unit vector in the Position vectors need to be involved.
direction of a vector.
Notes:
8.3.3 Perform arithmetic operations onto two or Exploratory activities need to be carried out.
more vectors. If r = x i + y j , then unit vector
r
8.3.4 Solve problems involving vectors. r^ =
|r|
Emphasise that the magnitude of the unit vector in the direction of a vector is 1 unit.

Notes:
PERFORMANCE
Arithmetic operationsSTANDARDS
are limited to the addition, subtraction, and multiplication of
vectors by scalars.
PERFORMANCE LEVEL DESCRIPTOR
Combined arithmetic operations need to be involved.
Parallel and non-parallel vectors need to be involved.
1 Demonstrate the basic knowledge of vectors.
Notes:
2 Demonstrate the understanding of vectors.
Real-life situations need to be involved
3 Apply the understanding of vectors to perform simple tasks.

4 Apply appropriate knowledge and skills of vectors in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of vectors18in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of vectors in the context of non-routine problem solving in a creative
manner.
9.0 SOLUTION OF TRIANGLES

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

9.1 Sine Rule Notes: Cuti Awal
W26 The use of digital technology is encouraged throughout this topic. Muharram
9 – 13 AUG Pupils are able to: Real-life situations need to be involved throughout this topic. (10/8)
9.1.1 Make and verify conjectures on the relationship Exploratory activities need to be carried out.
between the ratio of length of sides of a triangle with the Sine Rule:
sine of the opposite angles, and hence define the sine rule. a b c sin A sin B sin C
= = Or = =
sin A sin B sin C a b c
9.1.2 Solve triangles involving sine rule.

9.1.3 Determine the existence of ambiguous case of a Notes:

triangle, and hence identify the conditions for such cases. Exploratory activities involving the conditions for the existence of a
triangle need to be carried out including the following cases:

19
 9.1.4 Solve triangles involving ambiguous cases.

9.1.5 Solve problems related to triangles using the sine

rule.

9.2 Cosine Rule Notes:

Cosine Rule:
Pupils are able to: a 2 = b 2 + c 2 - 2bc cos A
9.2.1 Verify the cosine rule. b 2 = a 2 + c 2 - 2ac cos B
c 2 = a 2 + b 2 - 2ab cos C
9.2.2 Solve triangles involving the cosine rule.

9.2.3 Solve problems involving the cosine rule

W27 9.3 Area of a Triangle Notes:
16 – 2 AUG Exploratory activities need to be carried out.
Pupils are able to: 1 1 1
9.3.1 Derive the formula for area of triangles, and hence Area of a triangle = ab sin C = ac sin B = bc sin A
2 2 2
determine the area of a triangle.
Notes:
9.3.2 Determine the area of a triangle using the Heron’s Heron’s formula:
formula. Area of a triangle = √ s (s−a)(s−b)( s−c ) where a, b and c are
a+b+c
9.3.3 Solve problems involving areas of triangles. sides of a triangle and s = .
2
9.4 Application of Sine Rule, Cosine Rule and Area of a Notes: PERCUBAAN

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 Triangle Three-dimensional shapes need to be involved. SPM
W28
23 – 27 AUG Pupils are able to:
9.4.1 Solve problems involving triangles.

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1
Demonstrate the basic knowledge of sine rule and cosine rule.
2
Demonstrate the understanding of sine rule and cosine rule.
3
Apply the understanding of sine rule, cosine rule and area of a triangle to perform simple tasks.
4
Apply appropriate knowledge and skills of of solution of triangles in the context of simple routine problem solving.
5
Apply appropriate knowledge and skills of solution of triangles in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of solution of triangles in the context of non-routine problem solving in a
creative manner.

10.0 INDEX NUMBERS

WEEK CONTENT STANDARDS & LEARNING STANDARDS NOTES EMK

Notes: PERCUBAAN
10.1 Index Numbers SPM
W29
Pupils are able to: Real-life situations and authentic data need to be involved throughout this topic.
30
AUG – 10.1.1 Define index numbers and describe the use of Exploratory activities involving relative changes in quantity at a specific time in comparison
3 it. to the base time need to be carried out.
SEPT Q1
The formula for index number, I = ×100
Q0
Q0 = Quantity at the base time

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 10.1.2 Determine and interpret index numbers. Q1 = Quantity at a specific time

10.1.3 Solve problems involving index numbers. Various types of indexes need to be involved. Examples:
(a) price index
(b) pollution index
(c) accident index
(d) commodity index
(e) body mass index (BMI)
(f) gold index

Suggested Activities:
Contextual learning and future studies may be involved.

Notes: PERCUBAAN
10.2 Composite Index SPM
The meaning of weightage needs to be discussed. Various situations need to be involved.
W30 Pupils are able to: Weightage can be represented by numbers, ratios, percentages, reading on bar charts or
6 – 10 10.2.1 Determine and interpret composite index pie charts and others.
SEPT with and without the weightage. The formula for composite index,

I=
∑ Ii W i
10.2.2 Solve problems involving index numbers Wi
and composite index. I i=Index Number

Wi = Weightage

Notes:
M33
Interpreting the index to identify the trend of a certain set of data need to be
7-11
involved.
SEPT
Data represented in various forms need to be involved.
Suggested Activities:
Problem-based learning may be carried out.

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 PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1
Demonstrate the basic knowledge of index numbers.
2
Demonstrate the understanding of index numbers.
3
Apply the understanding of index numbers to perform simple tasks.
4
Apply appropriate knowledge and skills of index numbers in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of index numbers in the context of complex routine problem
solving.

6 Apply appropriate knowledge and skills of index numbers in the context of non-routine problem solving in a
creative manner.

11 – 19 SEPTEMBER
CUTI PERTENGAHAN PENGGAL
(16/9 HARI MALAYSIA)
W31
ULANGKAJI: FUNGSI (KBAT)
20 – 24 SEPT
W32
ULANGKAJI: PERSAMAAN SERENTAK (KBAT)
27 SEPT – 1 OCT
W33
ULANGKAJI: FUNGSI KUADRATIK DAN PERSAMAAN KUADRATIK (KBAT)
4 – 8 OCT
W34
ULANGKAJI: SUKATAN MEMBULAT
11 – 15 OCT
Cuti
W35 Maulidur
ULANGKAJI: STATISTIK (KBAT)
18 – 22 OCT Rasul
(19/10)
W36
ULANGKAJI: PENYELESAIAN SEGITIGA DAN NOMBOR INDEKS (C)
25 – 29 OCT
W37 PEPERIKSAAN AKHIR TAHUN Cuti Hari
1 – 5 NOV Deepavali
(4/11)

Cuti Hari
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 Deepavali
Tambahan
(3 & 5/11)
W38
PEPERIKSAAN AKHIR TAHUN
8 – 12 NOV
W39 PEPERIKSAAN AKHIR TAHUN
15 – 19 NOV
W40
PROJECT BASED LEARNING
22 – 26 NOV
W41
PROJECT BASED LEARNING
29 NOV – 3 DEC
W42
PROJECT BASED LEARNING
6 – 10 DEC
11 – 31 DEC 2021
CUTI AKHIR TAHUN 2021

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