PANDUAN PENGGUNAAN TEMPLAT

PENTAKSIRAN BILIK DARJAH (PBD) MATHEMATICS FORM 1

PENGENALAN
Pentaksiran Bilik Darjah (PBD) adalah sebahagian daripada komponen di dalam Pentaksiran Berasaskan Sekolah (PBS).
Pelaksanaannya telah bermula sejak tahun 2011 berdasarkan Surat Siaran Lembaga Peperiksaan Bil. 3 Tahun 2011. PBD
sebelum ini dikenali sebagai PS (Pentaksiran Sekolah) di mana ia dilaksanakan secara formatif dan sumatif dengan pelbagai
pendekatan dan kaedah bagi mengenal pasti perkembangan pembelajaran murid secara keseluruhan.

A MAKLUMAT AM
Templat Pelaporan PBD ini mengandungi 5 halaman (sheet) :
1. PANDUAN
2. REKOD PRESTASI MURID
3. LAPORAN MURID (INDIVIDU)
4. PENYATAAN TAHAP PENGUASAAN
5. GRAF PELAPORAN

B PENGGUNAAN TEMPLAT
Guru hendaklah melengkapkan maklumat asas pada templat ini pada halaman REKOD PRESTASI MURID.
Maklumat yang perlu dilengkapkan adalah:
1. Nama dan Alamat Sekolah
2. Nama Guru dan Nama Kelas
3. Senarai Nama Murid, Nombor Kad Pengenalan dan Jantina
4. Nama Pentadbir
5. Jawatan Pentadbir (Guru Besar/ Pengetua)

C TAHAP PENGUASAAN
Tahap Penguasan murid bagi setiap komponen di dalam templat ini direkodkan untuk tujuan pelaporan perkembangan
pembelajaran murid bagi sesuatu tempoh tertentu. Guru hanya perlu merekodkan Tahap Penguasaan ini di halaman
REKOD PRESTASI MURID dan seterusnya pelaporan individu murid akan dijana secara automatik di halaman LAPORAN
MURID (INDIVIDU) untuk cetakan. Tahap Penguasaan (TP) bagi tujuan analisis kelas dijana secara automatik di halaman
GRAF PELAPORAN.

D PENENTUAN TAHAP PENGUASAAN/ TAHAP PENGHAYATAN NILAI

1 Pentaksiran perlu dilakukan sepanjang masa dan tahap penguasaan murid dipantau secara berterusan. Tahap penguasaan
ini boleh dicatat di dalam buku rekod, atau lain-lain tempat catatan; tetapi untuk tujuan pelaporan, ia perlu direkod di
dalam templat yang dibekalkan ini.
2 Halaman REKOD PRESTASI MURID terdiri daripada lima lajur utama iaitu lajur Tahap Penguasaan Kandungan, Kemahiran
dan Proses Matematik mengikut tiga bidang pembelajaran, Tahap Penguasaan Keseluruhan dan Tahap Penghayatan Nilai
yang perlu direkod oleh guru. Guru hendaklah menyenaraikan tajuk yang ditaksir mengikut bidang pembelajaran semasa
menentukan tahap penguasaan. Sebagai contoh, jika tajuk Indeks dan Nombor Piawai yang ditaksir, maka ditulis T1, T2
selepas "Tajuk:" di bawah lajur Nombor dan Operasi.
3 Pelaporan bagi Tahap Penguasaan Kandungan, Kemahiran dan Proses Matematik dilakukan bagi tempoh tertentu,

manakala pelaporan bagi Tahap Penguasaan Keseluruhan dan Tahap Penghayatan Nilai dilakukan pada akhir tahun.
4 Tahap Penguasaan ditentukan berdasarkan rubrik di halaman PENYATAAN TAHAP PENGUASAAN.
 SCHOOL : SMK SUNGAI SIPUT

ADDRESS : KLANG

: SELANGOR

REPORT DATE : 31/1/2021

Please specify the levelof asses
SUBJECT TEACHER: PN. SUZILA MOHAMED SUBJECT: MATHEMATICS Mid-Year Assessment
CLASS: TINGKATAN 1 USAHA Year End Assessment

PERFORMANCE LEVEL OF CONTENTS, SKILLS AND MATHEMATICAL PROCESSES

OVERALL
BIL. NAME MY KID NO. GENDER PERFORMANCE
NUMBER AND RELATIONSHIP AND MEASUREMENT STATISTICS AND DISCRETE LEVEL
OPERATIONS ALGEBRA AND GEOMETRY PROBABILITY MATHEMATICS
Topic: T1 Topic: T4 Topic: T8 Topic: T12 Topic: T11

1 AHMAD ADLI BIN ALI 040307-16-2521 Male 3 4 5 6 3 6

2 AHMAD ISWAZIR BIN KAMARUDDIN ALI 040206-16-2355 Male 5 5 3 4 4 4
3 ARINA ARISSA BINTI MUSA 041209-02-2384 Female 6 4 5 4 4 3
4 AZALI BIN MOHD GHAZI 040709-07-2361 Male 6 4 5 4 4 5
5 AZWAN BIN MUSAHAR 041207-16-2357 Male 6 3 5 4 4 5
6 CHAN KOK MENG 041209-16-6359 Male 6 6 6 4 4 6
7 CHONG WEY LOON 041208-01-8957 Male 6 4 4 4 4 5
8 DANIAL IRISH BIN DANIAL RUDIN 041203-01-8933 Male 5 5 3 4 4 4
9 FARIDAH BINTI RAMLAN 041208-16-2564 Male 6 4 5 3 4 5
10 HAFIZ BIN BAHAROM 041209-16-9897 Male 6 4 5 4 4 5
11 HALIM BIN HARUN 041216-16-7867 Male 6 3 5 3 4 5
12 HARLENI BINTI ARIF 041219-16-9638 Female 6 6 6 4 4 6
13 HARLINA BINTI SARIP 041229-16-2398 Female 6 4 4 4 4 5
14 HAYATI BINTI MUSA 041203-16-8754 Male 5 5 3 4 4 4
15 IRWAN HASHIM BIN MOHD SUHAILY 041206-16-2335 Male 6 4 5 2 4 5
16 ISMAIL ALIFF BIN AZIZ 041209-16-6267 Male 6 4 5 4 4 5
17 JAMIL BIN JAMALUDIN 041211-16-6993 Male 6 3 5 4 4 5
18 KAMARIAH BINTI YASSIN 041236-16-1248 Male 6 6 6 4 4 6
19 KARIM DANISH BIN ABU BAKAR 041223-16-1353 Male 6 4 4 4 4 5
20 KHARIL YUSRI BIN TAHUR 041225-16-9897 Male 5 5 3 4 4 4
21 LAILATUL QARI BINTI KARIM 041216-16-3696 Male 6 4 5 4 4 5
22 LIZA BINTI OTHMAN 041227-16-3424 Male 6 4 5 2 4 5
23 MOHD ESWARAN BIN EZWAN 041228-16-6363 Male 6 3 5 2 4 5
24 MOHD SHAZA BIN ABD. JALIL 041213-16-9763 Male 6 6 6 2 4 6
25 MUHD. NIZAM BIN KARIM JUNIOR 041223-08-4543 Male 6 4 4 4 4 5
26 NADIA BINTI HASHIM 041213-16-2346 Male 5 5 3 4 4 4
27 NAGENDRAN A/L MAGENDREN 041224-16-2457 Male 6 4 5 4 4 5
28 NAWI BIN RAZMAN 041213-03-2349 Male 6 4 5 1 4 5
29 NINA QISTINA BINTI BAHAR 041223-03-2398 Male 6 3 5 1 4 5
30 NUR QURSIAH BINTI HARIS 041213-12-5024 Male 1 2 3 1 4 4
31 Male
32 Male
33 Male
34 Male
35 Male
36 Male
37 Male
38 Male
39 Male
40 Male
41 Male
42 Male
43 Male
44 Male
45 Male
46 Male
47 Male
48 Male
49 Male
50 Male
51 Male
52 Male
53 Male
54 Male

…………………………………………………
PN. SALMIAH BT KAMARUDIN
PRINCIPAL
SMK SUNGAI SIPUT
E11: NUMBER AND OPERATIONS
Topic 1 (T1): Rational Numbers
Topic 2 (T2): Factors and Multiples
Topic 3 (T3): Squares, Square Roots, Cubes and Cube Roots

PERFORMANCE LEVEL:
TP1: Pupils are able to:
• Answer questions where all related information are given and questions are clearly defined.
• Identify information and carry out routine procedures according to clear instructions.

TP2: Pupils are able to:

• Recognise and interpret situations directly.
• Use single representation.
• Use algorithms, formulae, procedures or basic methods.
• Make direct reasoning and interpret the results obtained.

TP3: Pupils are able to:

• Perform procedures that are stated clearly,including multi-steps procedures.
• Apply simple problem-solving strategies.
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.

TP4: Pupils are able to:

• Use explicit models effectively in concrete complex situations.
• Choose and integrate different representations and relate to real world situations.
• Use skills and reasonings flexibility based on deep understanding and communicate with explanations and arguments based on interpretations, discussions and actions.

TP5: Pupils are able to:

• Develop and use models for complex situations.
• Identify constraints and make specific assumptions.
• Apply suitable problem-solving strategies.
• Work strategically using in-depth thinking skills and reasoning.
• Use various suitable representations and display in-depth understanding.
• Reflect on results and actions.
• Conclude and communicate with explanations and arguments based on interpretations, discussions and actions.

TP6: Pupils are able to:

• Conceptualise, make generalisations and use information based on investigations and modelling of complex situations.
• Relate information sources and flexibly change one form of representations to another.
• Possess high level of mathematical thinking and reasoning skills.
• Demonstrate in-depth understanding; form new approaches and strategies to handle new situations.
• Conclude and communicate with explanations and arguments based on interpretations, discussions, reflections and actions accurately.

F11: RELATIONSHIP AND ALGEBRA

Topic 4 (T4): Ratios, Rates and Proportions
Topic 5 (T5): Algebraic Expressions
Topic 6 (T6): Linear Equations
Topic 7 (T7): Linear Inequalities
PERFORMANCE LEVEL:
TP1: Pupils are able to:
• Answer questions where all related information are given and questions are clearly defined.
• Identify information and carry out routine procedures according to clear instructions.

TP2: Pupils are able to:

• Recognise and interpret situations directly.
• Use single representation.
• Use algorithms, formulae, procedures or basic methods.
• Make direct reasoning and interpret the results obtained.

TP3: Pupils are able to:

• Perform procedures that are stated clearly,including multi-steps procedures.
• Apply simple problem-solving strategies.
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.

TP4: Pupils are able to:

• Use explicit models effectively in concrete complex situations.
• Choose and integrate different representations and relate to real world situations.
• Use skills and reasonings flexibility based on deep understanding and communicate with explanations and arguments based on interpretations, discussions and actions.

TP5: Pupils are able to:

• Develop and use models for complex situations.
• Identify constraints and make specific assumptions.
• Apply suitable problem-solving strategies.
• Work strategically using in-depth thinking skills and reasoning.
• Use various suitable representations and display in-depth understanding.
• Reflect on results and actions.
• Conclude and communicate with explanations and arguments based on interpretations, discussions and actions.

TP6: Pupils are able to:

• Conceptualise, make generalisations and use information based on investigations and modelling of complex situations.
• Relate information sources and flexibly change one form of representations to another.
• Possess high level of mathematical thinking and reasoning skills.
• Demonstrate in-depth understanding; form new approaches and strategies to handle new situations.
• Conclude and communicate with explanations and arguments based on interpretations, discussions, reflections and actions accurately.
G11: MEASUREMENT AND GEOMETRY
Topic 8 (T8): Lines and Angles
Topic 9 (T9): Basic Polygons
Topic 10 (T10): Perimeter and Area
Topic 13 (T13): The Pythagoras Theorem
PERFORMANCE LEVEL:
TP1: Pupils are able to:
• Answer questions where all related information are given and questions are clearly defined.
• Identify information and carry out routine procedures according to clear instructions.

TP2: Pupils are able to:

• Recognise and interpret situations directly.
• Use single representation.
• Use algorithms, formulae, procedures or basic methods.
• Make direct reasoning and interpret the results obtained.

TP3: Pupils are able to:

• Perform procedures that are stated clearly,including multi-steps procedures.
• Apply simple problem-solving strategies.
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.

TP4: Pupils are able to:

• Use explicit models effectively in concrete complex situations.
• Choose and integrate different representations and relate to real world situations.
• Use skills and reasonings flexibility based on deep understanding and communicate with explanations and arguments based on interpretations, discussions and actions.

TP5: Pupils are able to:

• Develop and use models for complex situations.
• Identify constraints and make specific assumptions.
• Apply suitable problem-solving strategies.
• Work strategically using in-depth thinking skills and reasoning.
• Use various suitable representations and display in-depth understanding.
• Reflect on results and actions.
• Conclude and communicate with explanations and arguments based on interpretations, discussions and actions.

TP6: Pupils are able to:

• Conceptualise, make generalisations and use information based on investigations and modelling of complex situations.
• Relate information sources and flexibly change one form of representations to another.
• Possess high level of mathematical thinking and reasoning skills.
• Demonstrate in-depth understanding; form new approaches and strategies to handle new situations.
• Conclude and communicate with explanations and arguments based on interpretations, discussions, reflections and actions accurately.

H11: STATISTICS AND PROBABILITY

Topic 12 (T12): Data Handling

PERFORMANCE LEVEL:
TP1: Pupils are able to:
• Answer questions where all related information are given and questions are clearly defined.
• Identify information and carry out routine procedures according to clear instructions.

TP2: Pupils are able to:

• Recognise and interpret situations directly.
• Use single representation.
• Use algorithms, formulae, procedures or basic methods.
• Make direct reasoning and interpret the results obtained.

TP3: Pupils are able to:

• Perform procedures that are stated clearly,including multi-steps procedures.
• Apply simple problem-solving strategies.
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.

TP4: Pupils are able to:

• Use explicit models effectively in concrete complex situations.
• Choose and integrate different representations and relate to real world situations.
• Use skills and reasonings flexibility based on deep understanding and communicate with explanations and arguments based on interpretations, discussions and actions.

TP5: Pupils are able to:

• Develop and use models for complex situations.
• Identify constraints and make specific assumptions.
• Apply suitable problem-solving strategies.
• Work strategically using in-depth thinking skills and reasoning.
• Use various suitable representations and display in-depth understanding.
• Reflect on results and actions.
• Conclude and communicate with explanations and arguments based on interpretations, discussions and actions.

TP6: Pupils are able to:

• Conceptualise, make generalisations and use information based on investigations and modelling of complex situations.
• Relate information sources and flexibly change one form of representations to another.
• Possess high level of mathematical thinking and reasoning skills.
• Demonstrate in-depth understanding; form new approaches and strategies to handle new situations.
• Conclude and communicate with explanations and arguments based on interpretations, discussions, reflections and actions accurately.
I11: DISCRETE MATHEMATICS
Topic 11 (T11): Introduction to Set

PERFORMANCE LEVEL:
TP1: Pupils are able to:
• Answer questions where all related information are given and questions are clearly defined.
• Identify information and carry out routine procedures according to clear instructions.

TP2: Pupils are able to:

• Recognise and interpret situations directly.
• Use single representation.
• Use algorithms, formulae, procedures or basic methods.
• Make direct reasoning and interpret the results obtained.

TP3: Pupils are able to:

• Perform procedures that are stated clearly,including multi-steps procedures.
• Apply simple problem-solving strategies.
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.

TP4: Pupils are able to:

• Use explicit models effectively in concrete complex situations.
• Choose and integrate different representations and relate to real world situations.
• Use skills and reasonings flexibility based on deep understanding and communicate with explanations and arguments based on interpretations, discussions and actions.

TP5: Pupils are able to:

• Develop and use models for complex situations.
• Identify constraints and make specific assumptions.
• Apply suitable problem-solving strategies.
• Work strategically using in-depth thinking skills and reasoning.
• Use various suitable representations and display in-depth understanding.
• Reflect on results and actions.
• Conclude and communicate with explanations and arguments based on interpretations, discussions and actions.

TP6: Pupils are able to:

• Conceptualise, make generalisations and use information based on investigations and modelling of complex situations.
• Relate information sources and flexibly change one form of representations to another.
• Possess high level of mathematical thinking and reasoning skills.
• Demonstrate in-depth understanding; form new approaches and strategies to handle new situations.
• Conclude and communicate with explanations and arguments based on interpretations, discussions, reflections and actions accurately.

J11: TAHAP PENGUASAAN:

TP1: Mempamerkan pengetahuan asas tentang
sudut dalam bulatan, sisi empat kitaran dan
tangen kepada bulatan.
TP2: Mempamerkan kefahaman tentang sudut
dalam bulatan, sisi empat kitaran dan tangen
kepada bulatan.
TP3: Mengaplikasikan kefahaman tentang sudut
dalam bulatan, sisi empat kitaran dan tangen
kepada bulatan untuk melaksanakan tugasan
mudah.
TP4: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang sudut dan tangen bagi
bulatan dalam konteks penyelesaian masalah
rutin yang mudah.
TP5: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang sudut dan tangen bagi
bulatan dalam konteks penyelesaian masalah
rutin yang kompleks.
TP6: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang sudut dan tangen bagi
bulatan dalam konteks penyelesaian masalah
bukan rutin secara kreatif.

K11: TAHAP PENGUASAAN:

TP1: Mempamerkan pengetahuan asas tentang
unjuran ortogon.
TP2: Mempamerkan kefahaman tentang unjuran
ortogon.
TP3: Mengaplikasikan kefahaman tentang pelan dan
dongakan untuk melaksanakan tugasan mudah.
TP4: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang pelan dan dongakan dalam
konteks penyelesaian masalah rutin yang
mudah.
TP5: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang pelan dan dongakan dalam
konteks penyelesaian masalah rutin yang
kompleks.
TP6: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang pelan dan dongakan dalam
konteks penyelesaian masalah bukan rutin
secara kreatif.

L11: TAHAP PENGUASAAN:

TP1: Mempamerkan pengetahuan asas tentang
lokus.
TP2: Mempamerkan kefahaman tentang lokus.
TP3: Mengaplikasikan kefahaman tentang lokus dalam
dua dimensi untuk melaksanakan tugasan
mudah.
TP4: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang lokus dalam dua dimensi
dalam konteks penyelesaian masalah rutin yang
mudah.
TP5: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang lokus dalam dua dimensi
dalam konteks penyelesaian masalah rutin yang
kompleks.
TP6: Mengaplikasikan pengetahuan dan kemahiran
yang sesuai tentang lokus dalam dua dimensi
dalam konteks penyelesaian masalah bukan
rutin secara kreatif.
M11: TAHAP PENGUASAAN:
TP1: Mempamerkan pengetahuan asas tentang
kecerunan dan pintasan-y dalam persamaan
garis lurus.
TP2: Mempamerkan kefahaman tentang garis lurus.
TP3: Mengaplikasikan kefahaman tentang garis lurus
untuk melaksanakan tugasan mudah.
TP4: Mengaplikasikan pengetahuan dan kemahiran
tentang garis lurus dalam konteks penyelesaian
masalah rutin yang mudah.
TP5: Mengaplikasikan pengetahuan dan kemahiran
tentang garis lurus dalam konteks penyelesaian
masalah rutin yang kompleks.
TP6: Mengaplikasikan pengetahuan dan kemahiran
tentang garis lurus dalam konteks penyelesaian
masalah bukan rutin secara kreatif.

AD9: OVERALL PERFORMANCE LEVEL

The Overall Performance Level is only reported at year-end assessment

TP1:
Pupils are able to answer questions where all related information are given and questions are clearly defined; identify information and carry out routine procedures according to clear instructions.

TP2:
Pupils are able to recognise and interpret situations directly; use certain single representation; use algorithms, formulae, procedures or basic methods; make direct reasoning and interpret the results obtained.

TP3:
Pupils are able to perform procedures that are stated clearly, including multi-steps procedures; apply simple problem-solving strategies; interpret and use representations based on different sources of information; make direct reasoning and
communicate briefly when giving interpretations, results and reasoning.

TP4:
Pupils are able to use explicit models effectively in concrete complex situations; choose and integrate different representations and relate to real world situations; use skills and reasonings flexibly based on deep understanding and
communicate with explanations and arguments based on interpretations, discussions and actions.

TP5:
Pupils are able to develop and use models for complex situations; identify constraints and make specific assumptions; apply suitable problem-solving strategies; work strategically using in-depth thinking skills and reasoning; use various
suitable representations and demonstrate in-depth understanding; reflect on results and actions; formulate and communicate with explanations and arguments based on interpretations, discussions and actions.

TP6:
Pupils are able to conceptualise, make generalisations and use information based on investigations and modelling of complex situations; relate information sources and different representations and flexibly change one form of
representations to another; possess high level of mathematical thinking and reasoning skills; demonstrate in-depth understanding, form new approaches and strategies to handle new situations; formulate and communicate with
explanations and arguments based on interpretations, discussions, reflections and actions accurately.
 SMK SUNGAI SIPUT
KLANG LOGO
SELANGOR SEKOLAH

MATHEMATICS ###
###
Name AHMAD ADLI BIN ALI ###
MY KID No 040307-16-2521 ###
Gender Male ###
Class TINGKATAN 1 USAHA ###
Subject Teacher PN. SUZILA MOHAMED ###
Report Date 31 January, 2021 ###
###

###
MID-YEAR ASSESSMENT
###

SUBJECT LEARNING AREA & TOPIC PERFORMANCE LEVEL INTERPRETATION

###

Pupils are able to:

• Perform procedures that are stated clearly, including multi-steps procedures.
NUMBER AND OPERATIONS
3 • Apply simple problem-solving strategies.
Topic: T1
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.

###

Pupils are able to:

RELATIONSHIP AND • Use explicit models effectively in concrete complex situations.
ALGEBRA 4 • Choose and integrate different representations and relate to real world situations.
Topic: T4 • Use skills and reasonings flexibly based on deep understanding and communicate with explanations and arguments
based on interpretations, discussions and actions.

###

Pupils are able to:

• Develop and use models for complex situations.
• Identify constraints and make specific assumptions.
MEASUREMENT AND
MATHEMATICS • Apply suitable problem-solving strategies.
GEOMETRY 5
• Work strategically using in-depth thinking skills and reasoning.
Topic: T8
• Use various suitable representations and demonstrate in-depth understanding.
• Reflect on results and actions.
• Formulate and communicate with explanations and arguments based on interpretations, discussions and actions.

###

Pupils are able to:

• Conceptualise, make generalisations and use information based on investigations and modelling of complex
situations.
STATISTICS AND
• Relate information sources and different representations and flexibly change one form of representations to another.
PROBABILITY 6
• Possess high level of mathematical thinking and reasoning skills.
Topic: T12
• Demonstrate in-depth understanding, form new approaches and strategies to handle new situations.
• Formulate and communicate with explanations and arguments based on interpretations, discussions, reflections and
actions accurately.

###

Pupils are able to:

• Perform procedures that are stated clearly, including multi-steps procedures.
DISCRETE MATHEMATICS
3 • Apply simple problem-solving strategies.
Topic: T11
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.
###

LEVEL OF VALUES INTERNALISATION The Level of Values Internalisation is only reported at year-end assessment.
###

OVERALL PERFORMANCE LEVEL

Statement for
The Overall Performance Level is only reported at year-end assessment.
Overall Performance Level
 ###
ADDITIONAL COMMENT:
###

###
###
###
###
………………………………… ………………………………………………………………………… ###
PN. SUZILA MOHAMED PN. SALMIAH BT KAMARUDIN ###
SUBJECT TEACHER PRINCIPAL ###
SMK SUNGAI SIPUT SMK SUNGAI SIPUT ###
###
 RUBRIC OF PERFORMANCE LEVEL

PERFORMANCE LEVEL OF CONTENTS, SKILLS AND MATHEMATICAL PROCESSES

PERFORMANCE LEVEL INTERPRETATION

Pupils are able to:

1 • Answer questions where all related information are given and questions are clearly defined.
• Identify information and carry out routine procedures according to clear instructions.

Pupils are able to:

• Recognise and interpret situations directly.
2 • Use certain single representation.
• Use algorithms, formulae, procedures or basic methods.
• Make direct reasoning and interpret the results obtained.

Pupils are able to:

• Perform procedures that are stated clearly, including multi-steps procedures.
3 • Apply simple problem-solving strategies.
• Interpret and use representations based on different sources of information.
• Make direct reasoning and communicate briefly when giving interpretations, results and reasoning.

Pupils are able to:

• Use explicit models effectively in concrete complex situations.
4 • Choose and integrate different representations and relate to real world situations.
• Use skills and reasonings flexibly based on deep understanding and communicate with explanations and arguments
based on interpretations, discussions and actions.

Pupils are able to:

• Develop and use models for complex situations.
• Identify constraints and make specific assumptions.
• Apply suitable problem-solving strategies.
5
• Work strategically using in-depth thinking skills and reasoning.
• Use various suitable representations and demonstrate in-depth understanding.
• Reflect on results and actions.
• Conclude and communicate with explanations and arguments based on interpretations, discussions and actions.

Pupils are able to:

• Conceptualise, make generalisations and use information based on investigations and modelling of complex
situations.
• Relate information sources and different representations and flexibly change one form of representations to another.
6
• Possess high level of mathematical thinking and reasoning skills.
• Demonstrate in-depth understanding, form new approaches and strategies to handle new situations.
• Conclude and communicate with explanations and arguments based on interpretations, discussions, reflections and
actions accurately.

OVERALL PERFORMANCE LEVEL OF CONTENTS, SKILLS AND MATHEMATICAL PROCESSES

PERFORMANCE LEVEL INTERPRETATION

Pupils are able to answer questions where all related information are given and questions are clearly defined; identify information and
1
carry out routine procedures according to clear instructions.

Pupils are able to recognise and interpret situations directly; use certain single representation; use algorithms, formulae, procedures or
2
basic methods; make direct reasoning and interpret the results obtained.

Pupils are able to perform procedures that are stated clearly, including multi-steps procedures; apply simple problem-solving strategies;
3 interpret and use representations based on different sources of information; make direct reasoning and communicate briefly when giving
interpretations, results and reasoning.
 RUBRIC OF PERFORMANCE LEVEL

PERFORMANCE LEVEL OF CONTENTS, SKILLS AND MATHEMATICAL PROCESSES

Pupils are able to use explicit models effectively in concrete complex situations; choose and integrate different representations and relate
4 to real world situations; use skills and reasonings flexibly based on deep understanding and communicate with explanations and
arguments based on interpretations, discussions and actions.

Pupils are able to develop and use models for complex situations; identify constraints and make specific assumptions; apply suitable
problem-solving strategies; work strategically using in-depth thinking skills and reasoning; use various suitable representations and
5
demonstrate in-depth understanding; reflect on results and actions; conclude and communicate with explanations and arguments based
on interpretations, discussions and actions.

Pupils are able to conceptualise, make generalisations and use information based on investigations and modelling of complex situations;
relate information sources and different representations and flexibly change one form of representations to another; possess high level of
6 mathematical thinking and reasoning skills; demonstrate in-depth understanding, form new approaches and strategies to handle new
situations; conclude and communicate with explanations and arguments based on interpretations, discussions, reflections and actions
accurately.
 MATHEMATICS
School: SMK SUNGAI SIPUT Subject Teacher: PN. SUZILA MOHAMED
Class: TINGKATAN 1 USAHA

NUMBER AND OPERATIONS RELATIONSHIP AND ALGEBRA

Topic: T1 Topic: T4

PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

NO. OF PUPILS 1 0 1 0 5 23 NO. OF PUPILS 0 1 5 15 5 4

25 23 20

20 15
15
15
10
10
5 5
5 5 4
5
1 1 1
0 0 0
0 0
TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TOTAL 30 PUPILS TOTAL 30 PUPILS

MEASUREMENT AND GEOMETRY STATISTICS AND PROBABILITY

Topic: T8 Topic: T12

PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

NO. OF PUPILS 0 0 6 4 16 4 NO. OF PUPILS 3 4 2 20 0 1

20 20
16
15
15 15

10 10
6
5 5
5 4 4 5 4
1
0 0 0
0 0
TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TOTAL 30 PUPILS TOTAL 30 PUPILS

3 3
0 0
0 0 0 0 0 0 0 0 0 0
0 0
1 2 3 4 5 6 1 2 3 4 5 6

DISCRETE MATHEMATICS
Topic: T11
PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
NO. OF PUPILS 0 0 1 29 0 0

20
35
30
30 16
15
25
20
10
15
6
10 4 4
5
5
00 00 0 0 0
00 TP 11 TP 22 TP 33 TP
TP TP TP TP 44 TP
TP 55 TP
TP 66

TOTAL 30 PUPILS

LEVEL OF VALUES INTERNALISATION OVERALL PERFORMANCE LEVEL

INTERNALISATION LEVEL LOW MEDIUM HIGH PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
NO. OF PUPILS 41 8 5 NO. OF PUPILS 0 0 1 6 18 5

45
41 20
40 18
35
30
25
10
20
6
15 5
10 8
5 1
0 0
5 0
0 TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
LOW MEDIUM HIGH
TOTAL 54 PUPILS TOTAL 30 PUPILS
 MATHEMATICS
School: SMK SUNGAI SIPUT Subject Teacher: PN. SUZILA MOHAMED
Class: TINGKATAN 1 USAHA