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Strategi: Fungsi
Strategi: Fungsi
BAB
1 Fungsi
Functions
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
1.2 Fungsi Gubahan 1.2.1 Memerihalkan hasil gubahan dua fungsi. S7 TP3 5
Buku Teks
m.s 12 – 19 1.2.2 Menentukan fungsi gubahan. S7 TP3 5
1.2.3 Menentukan imej suatu fungsi gubahan
apabila objek diberi dan sebaliknya.
S8 TP3 5
1.2.4 Menentukan suatu fungsi berkaitan apabila
fungsi gubahan dan salah satu fungsinya S9 TP4 6
diberi.
– – –
1.3 Fungsi Songsang 1.3.1 Memerihalkan songsangan suatu fungsi. S11 TP2 8
Buku Teks
m.s 20 – 30 1.3.2 Membuat dan mengesahkan konjektur S12 TP2
berkaitan sifat-sifat fungsi songsang. 8–9
S13 TP3
Bahasa – Kerjasama
Cadangan PdPc
1. Bahagikan murid kepada beberapa kumpulan.
Lembaran
2. Setiap kumpulan diberikan sehelai lembaran kerja. kerja 1.3
3. Lakukan perbincangan dalam kumpulan.
4. Bentang jawapan setiap kumpulan, kenal pasti perbezaan jawapan setiap kumpulan.
5. Guru memberikan jawapan yang betul.
2 Fungsi Kuadratik
Quadratic Functions
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
Buku teks – –
– – Kesahihan, Keberanian
Cadangan PdPc
1. Murid diminta menyelesaikan soalan 1 dan 2 pada muka surat 14 dan 15 dalam buku ini.
2. Bahagikan murid kepada dua kumpulan.
3. Kumpulan pertama perlu menyelesaikan soalan 1 menggunakan rumus. Manakala, kumpulan 2 perlu menyelesaikan soalan
2 menggunakan kaedah penyempurnaan kuasa dua.
4. Guru menanyakan kepada murid jika jawapan yang diperoleh menggunakan kedua-dua kaedah adalah sama atau tidak.
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
2.2 Jenis-jenis Punca 2.2.1 Membuat perkaitan antara jenis-jenis punca TP1,
Persamaan Kuadratik persamaan kuadratik dan nilai pembezalayan.
S7
TP2 19
Buku Teks
m.s 45 – 48 2.2.2 Menyelesaikan masalah yang melibatkan jenis-
jenis punca dalam persamaan kuadratik.
S8 TP3 19 – 20
BBM PAK-21 KBAT
S18 TP6
Tangan bersilang Tangan selari Tangan bertindih
Satu penyelesaian Tiada penyelesaian Penyelesaian tak terhingga
4. Guru mengumumkan kumpulan yang mendapat jawapan yang betul. Guru boleh menambah beberapa sistem persamaan
dalam aktiviti ini.
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
3.2 Persamaan Serentak 3.2.1 Menyelesaikan persamaan serentak yang S6 TP3
yang melibatkan Satu melibatkan satu persamaan linear dan satu 38 – 39
Persamaan Linear dan persamaan tak linear. S7 TP4
Satu Persamaan Tak
3.2.2 Menyelesaikan masalah yang melibatkan S8 (a) TP5
Linear Buku Teks
m.s 79 – 84
persamaan serentak; satu persamaan linear dan 39 – 40
satu persamaan tak linear. S8 (b) TP6
– – Kerjasama
Cadangan PdPc
1. Bahagikan murid kepada empat kumpulan. Setiap kumpulan diberikan sehelai kertas yang mengandungi satu soalan
melibatkan hukum logaritma dalam sebuah fail.
2. Mula dengan ahli pertama, lengkapkan langkah pertama bagi menyelesaikan soalan dalam fail tersebut.
3. Selepas 1 minit, serahkan fail tersebut kepada ahli seterusnya untuk melengkapkan langkah seterusnya. Ulang sehingga
soalan tersebut selesai.
4. Pilih seorang wakil dalam kumpulan untuk menerangkan kepada kumpulan lain hasil yang diperoleh.
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
4.4 Aplikasi Indeks, Surd dan 4.4.1 Menyelesaikan masalah yang melibatkan S23 (a) TP4
Logaritma indeks, surd dan logaritma.
Buku Teks
S23 (b) TP5 56
m.s 122 – 123
Buku teks – –
– – –
Cadangan PdPc
1. Guru menerangkan kepada murid perwakilan dan tatatanda vektor.
2. Tunjukkan kepada murid beberapa contoh pendaraban vektor dengan skalar dan vektor selari.
3. Minta murid memberikan pendapat bagi perkaitan antara pendaraban vektor dengan skalar, dengan vektor selari.
4. Kemudian, guru menerangkan kenjektur tentang vektor selari.
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
Kreativiti – Berusaha
Cadangan PdPc
1. Lakukan aktiviti ini secara berkumpulan. Lembaran
kerja 8.2
2. Setiap kumpulan diberikan sehelai lembaran kerja.
3. Selepas selesai, saling tukar lembaran kerja tersebut dengan kumpulan lain. Semak jawapan kumpulan itu.
4. Guru memberikan jawapan yang betul dan menerangkan jika terdapat jawapan yang salah.
8.3 Vektor dalam Satah 8.3.1 Mewakilkan vektor dan menentukan magnitud
Cartes vektor dalam satah Cartes.
S10 TP2 111
Buku Teks
8.3.2 Memerihal dan menentukan vektor unit dalam
111 – 112
m.s 227 – 235
S11 TP3
arah suatu vektor.
Cadangan PdPc
1. Bahagikan murid kepada beberapa kumpulan.
2. Setiap kumpulan perlu dapatkan maklumat dalam internet tentang aplikasi vektor dalam sukan dan permainan. Satu
kumpulan pilih satu sukan atau permainan seperti besbol, ragbi, bola keranjang, gof dan lain-lain.
3. Cari maklumat tentang penggunaan vektor dalam sukan dan permainan itu.
4. Bentang hasil dapatan kumpulan sebagai perkongsian.
9.3 Luas Segi Tiga 9.3.1 Menerbitkan rumus luas segi tiga, dan S8 TP3
Buku Teks
seterusnya menentukan luas segi tiga. 124
m.s 256 – 262 S9 TP3
Buku teks – –
– – Berusaha
Cadangan PdPc
1. Bahagikan murid kepada tiga kumpulan.
2. Setiap kumpulan memilih salah satu daripada soalan 8 pada muka surat 124 dalam buku ini.
3. Bincang bersama ahli kumpulan.
4. Setiap kumpulan melawat kumpulan lain untuk mendapatkan jawapan bagi soalan kumpulan itu. Berikan komen kepada
kumpulan itu.
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
9.4 Aplikasi Petua Sinus, 9.4.1 Menyelesaikan masalah yang melibatkan segi S12 (a),
TP4
Petua Kosinus dan Luas tiga. (b), (c), (d)
Segi Tiga 126 – 127
Buku Teks
m.s 263 – 266
S12 (e) TP5
Cadangan PdPc
1. Secara berkumpulan, murid mengenal pasti tiga bangunan dalam sekolah.
2. Dapatkan jarak terdekat antara setiap bangunan.
3. Menggunakan kreativiti murid, aplikasikan pengetahuan menggunakan hukum sinus dan hukum kosinus untuk mendapatkan
luas tercangkum dalam kedudukan ketiga-tiga bangunan itu.
4. Bentangkan hasil dapatan kumpulan anda.
Cadangan PdPc
1. Lakukan aktiviti PAK-21 pada muka surat 136 dalam buku ini.
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
10.2 Indeks Gubahan 10.2.1 Menentukan dan mentafsir indeks gubahan S5 TP4
Buku Teks
tanpa pemberat dan dengan pemberat. 137 – 138
m.s 279 – 283 S6 TP4
Cadangan PdPc
1. Lakukan aktiviti ini secara berkumpulan.
2. Setiap kumpulan mendapatkan kes/situasi yang melibatkan penggunaan indeks gubahan dalam pelbagai bidang.
3. Ringkaskan hasil dapatan kumpulan anda untuk dibentangkan dalam kelas sebagai perkongsian.
1 Fungsi
Functions
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
1.1 Fungsi 1.1.1 Explain function using graphical Q1 PL1
representations and notations.
Textbook pages
m.s 2 – 11
Q2 PL1 1–2
Q3 PL1
1.1.2 Determine domain and range of a function. Q4 PL2 2
1.1.3 Determine the image of a function when the Q5 PL3
object is given and vice versa. 3–4
Q6 PL3
Teaching Aid PAK-21 HOTS
Textbook, worksheet (scan QR code) Simultaneous Round Table –
EMK i-THINK Noble Values
– – Cooperation
PdPc Ideas
1. Students are divided into four groups. Worksheet
2. Each group is given a piece of the worksheet. 1.1
3. In group, students write the domain and range of each graph in the worksheet.
4. Distribute the worksheet in clockwise direction so that each member can write the answer and do correction.
5. Teacher checks the output of each group and explains the correct answers.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
– – –
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
Language – Cooperation
PdPc Ideas
1. Divide students into few groups.
2. Each group is given a piece of worksheet. Worksheet
3. Discuss in group. 1.3
4. Present the answers of each group, identify the difference of answers between groups.
5. Teacher provides the correct answers.
2 Fungsi Kuadratik
Quadratic Functions
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
2.1 Quadratic Equations and 2.1.1 Solve quadratic equations using the method of Q1 PL3
Inequalities completing the square and formula.
Q2 PL3 14 – 16
Textbook pages
m.s 36 – 44
Q3 PL4
Textbook – –
– – Validity, Courage
PdPc Ideas
1. Students are required to solve questions 1 and 2 on pages 14 and 15 in this book.
2. Divide the students into two groups.
3. The first group needs to solve question 1 using formula. Whereas, the second group needs to solve question 2 using
completing the square method.
4. Teacher asks students whether the answers obtained using both methods are the same.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
2.2 Types of Roots of 2.2.1 Relate types of roots of quadratic equations to the PL1,
Quadratic Equations discriminant value.
Q7
PL2 19
Textbook pages
2.2.2 Solve problems involving types of roots of
m.s 45 – 48
quadratic equations.
Q8 PL3 19 – 20
Teaching Aid PAK-21 HOTS
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
2.3 Quadratic Functions 2.3.1 Analyse and make generalisation about the effects
Textbook pages
of changes of a, b and c in f(x) = ax2 + bx + c Q9 PL5 21
m.s 49 – 64 towards the shape and position of the graph.
Q18 PL6
Cross hands Parallel hands Overlap hands
One solution No solutions Infinity solutions
4. Teacher tells which group obtains the correct answer. Teacher can add few systems of equations in this activity.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Pages
Level (PL)
3.2 Simultaneous Equations 3.2.1 Solve simultaneous equations involving one linear Q6 PL3
involving One Linear equation and one non-linear equation. 38 – 39
Equation and One Non- Q7 PL4
Linear Equation 3.2.2 Solve problems involving simultaneous equations; Q8 (a) PL5
Textbook pages one linear equation and one non-linear equation. 39 – 40
m.s 79 – 84
Q8 (b) PL6
Teaching Aid PAK-21 HOTS
Textbook – –
EMK i-THINK Noble Values
– – –
PdPc Ideas
1. Divide students into two groups.
2. Given the simultaneous equations
x+y=4
2x2 − 3xy + y2 = 4
3. The first group solves the simultaneous equations algebraically, whereas the second group graphically.
4. Do the first group and the second group obtain the same answers?
Q3 PL2 45 – 46
Q3 (f) PL4
– – Freedom
PdPc Ideas
1. Do this activity by pairs.
2. Each student creates a question involving the laws of indices. Hence, their respective pairs answer the question.
3. After finish, student check the answer of the question by stating the laws used.
4. Discuss with partner to explain the answers of both questions.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Pages
Level (PL)
4.2 Laws of Surds 4.2.1 Compare rational numbers and irrational Q4 PL1
Textbook pages
numbers, and hence relate surds to irrational 47
m.s 96 – 108 numbers. Q5 PL1
4.2.2 Make and verify conjectures on (i)
a ×
b
(ii)
a ÷
b and hence make generalisation.
Q6 PL2 48
4.2.3 Simplify expressions involving surds. Q7 PL2
48 – 49
Q8 PL2
– – –
PdPc Ideas
1. Perform this activity in group of four members.
2. Teacher gives a piece of activity sheet to each group. Activity
3. Each member has the following role: sheet 4.2
Student 1: Arrange the cards like a fan.
Student 2: Choose a card and read the question.
Student 3: Answer the question.
Student 4: Verify the answer and give comment.
4. Change the role of each member and repeat the activity, remove the question that has been answered.
4.3 Laws of Logarithms 4.3.1 Relate equations in the form of indices Q11 PL1
Textbook pages
and logarithms, and hence determine the
m.s 109 – 121 logarithm of a number. Q12 PL2 51 – 52
Q13 PL1
– – Cooperation
PdPc Ideas
1. Divide students into four groups. Each group is given a piece of paper contains a question involving laws of logarithms in a
file.
2. Start with the first member, complete the first step to solve the question inside the file.
3. After 1 minute, pass the file to the next member to complete the next step. Repeat until the question is completed.
4. Choose a representative in the group to explain to other group of the answer obtained.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Pages
Level (PL)
4.4 Applications of Indices, 4.4.1 Solve problems involving indices, surds and Q23 (a) PL4
Surds and Logarithms logarithms.
Textbook pages
Q23 (b) PL5 56
m.s 122 – 123
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
5.2 Geometric 5.2.1 Identify a sequence as a geometric progression
Progressions and provide justification.
Q7 PL1, PL2 64
Textbook pages 5.2.2 Derive the formula of the nth term, Tn, of geometric Q8 PL3
65
m.s 139 – 149
progressions, and hence use the formula in
various situations. Q9 PL3
5.2.3 Derive the formula of sum of the first n terms, Sn,
Q10 PL3
of geometric progressions, and hence use the 65 – 66
formula in various situations. Q11 PL3
5.2.4 Determine the sum to infinity of geometric Q12 PL3
progressions, S∞ d and hence use the formula in
various situations.
Q13 PL3 66 – 67
Q14 PL3
5.2.5 Solve problems involving geometric progressions. Q15 (a), (b) PL4
Q15 (c) PL5
Q15 (d) PL6
67 – 69
Q16 PL6
Teaching Aid PAK-21 HOTS
Textbook – –
EMK i-THINK Noble Values
Financial education – Saving
PdPc Ideas
1. Teacher reads the following question and each student answer it.
Munirah asked an amount of money from her father everyday. On the first day she asked for RM0.20, the second day for
RM0.40, the third day for RM0.80, the fourth day for RM1.60 and so forth. Munirah plans to save half of the money she
received everyday. Calculate the amount of money saved by Munirah after 10 days.
2. There are two methods to answer the question. Teacher chooses two students who can answer the question using different
methods to explain to the class.
7.1 Divisor of a Line 7.1.1 Relate the position of a point that divides a line
Segment segment with the related ratio.
Q1 PL1 89
Textbook pages
m.s 176 – 183 7.1.2 Derive the formula for divisor of a line segment Q2 PL2
on a Cartesian plane, and hence use the 89 – 90
formula in various situations. Q3 PL3
7.1.3 Solve problems involving divisor of a line Q4 (a) PL4
segment. 91
Q4 (b) PL5
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
7.2 Parallel Lines and 7.2.1 Make and verify conjectures about gradient of: Q5 PL2
Perpendicular Lines (i) parallel lines,
Textbook pages (ii) perpendicular lines Q6 PL3 92 – 93
m.s 184 – 191
and hence, make generalisations. Q7 PL3
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
7.4 Equations of Loci 7.4.1 Represent graphically, the locus that satisfies
these conditions: Q14 PL3
Textbook pages
m.s 200 – 205 (i) the distance of a moving point from a fixed
point is constant,
(ii) the ratio of a moving point from two fixed 99 – 100
points is constant,
and hence determine the equation of the Q15 PL3
locus.
7.4.2 Solve problems involving equations of loci. S16 (a) TP4
S16 (b) TP5 100 – 101
S16 (c) TP6
Teaching Aid PAK-21 HOTS
Textbook, paper, geometric dynamic Changing Questions Creating
software
EMK i-THINK Noble Values
Information & Communication Technology – –
PdPc Ideas
1. Each student constructs a circle by stating the radius and the coordinates of the centre of the circle.
2. Find a partner and changing the information.
3. By assuming there is a point moves on the circumference of the circle, find the equation of the moving point.
4. Check the answer obtained by using online geometric dynamic software.
Textbook – –
– – –
PdPc Ideas
1. Teacher explains to students the representation and notation of vectors.
2. Show to students few examples of scalar multiplication on vectors and parallel vectors.
3. Ask students to give their opinion for the relation between the multiplication of vector with scalar and parallel vector.
4. Hence, teacher explain the conjecture about parallel vectors.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
8.2 Addition and Subtraction 8.2.1 Perform addition and subtraction involving two Q7 PL3
of Vectors or more vectors to obtain a resultant vector. 108 – 109
Q8 PL4
Textbook pages
m.s 221 – 226
8.2.2 Solve problems involving vectors. Q9 (a) PL5
109 – 110
Q9 (b) PL6
Creativity – Strive
PdPc Ideas
1. Do this activity in groups. Worksheet
2. Each group is given a piece of worksheet. 8.2
3. After finish, change the worksheet with other groups. Check the answers of the group.
4. Teacher gives the correct answers and explain for any wrong answers.
– – –
PdPc Ideas
1. Give each student a piece of worksheet. Worksheet
9.1
2. Identify the non-included angle and the relationship between the angles and sides using sine rule.
3. Student find a partner and discuss with the partner.
4. Teacher shows and explains the correct answers.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
9.2 Cosine Rule 9.2.1 Verify the cosine rule. Q6 PL3 121
121
Textbook pages
m.s 251 – 255 9.2.2 Solve triangles involving the cosine rule. Q6 PL3
Textbook, computer – –
Creativity – Cooperation
PdPc Ideas
1. Divide students into few groups.
2. Students are required to find information in the internet about cosine rule and the way to use it.
3. Each group presents their respective findings.
4. Teacher gives more explanation to strengthen students understanding.
9.3 Area of a Triangle 9.3.1 Derive the formula for area of triangles, and Q8 PL3
Textbook pages
hence determine the area of a triangle. 124
m.s 256 – 262 Q9 PL3
Textbook – –
– – Strive
PdPc Ideas
1. Divide students into three groups.
2. Each group chooses on of the questions from question 8 on page 124 in this book.
3. Discuss with group members.
4. Each group visit other group to obtain the answer of the group. Give comments to the group.
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
9.4 Application of Sine Rule, 9.4.1 Solve problems involving triangles. Q12 (a),
PL4
Cosine Rule and Area of a (b), (c), (d)
Triangle 126 – 127
Textbook pages
m.s 263 – 266
Q12 (e) PL5
PdPc Ideas
1. By grouping, identify three buildings in school.
2. Obtain the shortest distance between each building.
3. By using students’ creativity, apply the knowledge of sine rule and cosine rule to obtain the area inscribed in the position of
the three buildings.
4. Present the findings of each group.
10.1 Index Numbers 10.1.1 Define index numbers and describe the use
of it.
Q1 PL1, PL2 133
Textbook pages
m.s 272 – 278
RPH Guidelines
Questions &
Content Standards (CS) Learning Standard (LS) Performance Level Pages
(PL)
10.2 Composite Index 10.2.1 Determine and interpret composite index Q5 PL4
with and without the weightage. 137 – 138
Q6 PL4
PdPc Ideas
1. Do this activity in groups.
2. Each group find a case/situation involving the usage of composite index in various fields.
3. Present the finding of each group briefly as sharing session.