ADDITIONAL MATHEMATICS

SCHEME OF WORK
FORM 4
2023/2024
Prepared by: Hj WAN ALI

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 YEARLY LESSON PLAN 2022
ADDITIONAL MATHEMATICS FORM 4 KSSM
SEKOLAH SRI BESTARI
LEARNING AREA : ALGEBRA
TOPIC : 1.0 FUNCTIONS
CONTENT
LEARNING STANDARD WEEK DATE NOTES
STANDARD
1.1 Functions Pupils are able to: Week 1 20 – 24 MAR 2023 Real-life situations need to be involved
1.1.1 Explain function throughout the topic.
using graphical Function notations:
representations and Example:
notations.

x as an object and 2x as an image.

The following functions need to be

emphasised and associated with graphical
representation:
(a)function which is undefined at certain
values.
Example:

(b) absolute value function. Example:

f ( x )=| x|

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

1.1.2 Determine domain The terms domain, codomain and range need
and range of a to be introduced.
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 function. 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
Absolute value function is involved.
the object is given and
vice versa.

1.2.1 Describe the outcome 27 – 31 MAR 2023 Exploratory activities using dynamic
of composition of two geometry software to understand composite
functions. functions need to be carried out.

1.2.2 Determine the Representation of composite functions using

composite functions arrow diagram needs to be discussed.
Composition is limited to two algebraic
functions.

1.2.3 Determine the image

of composite functions
1.2 Composite given the object and vice Week 2
Functions versa.

1.2.4 Determine a related

function given composite
function and another
function.

1.2.5 Solve problems f 2( x ) , f 3 ( x ), f 4 ( x ), … , f n( x ) ,

involving inverse functions.
for certain functions need to be involved.

1.3 Inverse 1.3.1 Describe inverse of a Week 3 03 – 07 APR 2023 Functions are limited to single functions.
Functions function. The symbol of inverse function, f -1 is
introduced.
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 Exploratory activities using digital technology
to identify the connection between graph of
function and its inverse need to be carried
out.

1.3.2 Make and verify Exploratory activities need to be carried out

conjectures related to to make and verify that the properties of
properties of inverse inverse functions are:
functions (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) gf(x) = x, x in domain 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 .
(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.
1.3.3 Determine the inverse Inverse functions are limited to algebraic
functions functions.
need to be involved.

LEARNING AREA : CALCULUS

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 TOPIC : 2.0 QUADRATIC FUNCTIONS

CONTENT DATE
LEARNING STANDARD WEEK NOTES
STANDARD
2.1 Quadratic 2.1.1 Solve quadratic 10 – 14 APR 2023 The use of dynamic geometry software to
Equations and equations using the method explore the solution of quadratic equations
Inequalities of completing the square needs to be involved.
and formula. Derivation of formula from completing the
square method needs to be discussed.
The use of calculator is only allowed in
checking the answers.

2.1.2 Form quadratic If α and β are the roots of the quadratic

equations from given roots. equation, then
or
Week 4 .
The relationship between quadratic
equation in general form and
needs to be
discussed.

2.1.3 Solve quadratic The following methods of solutions can be

inequalities. explored:
(a) graphs sketching method
(b) number lines
(c) tables

2.2 Types of 2.2.1 Relate types of roots 17 – 21 APR 2023 Real roots and no real roots cases need to
Roots of of quadratic equations to be discussed.
Quadratic the discriminant value.. Imaginary roots such as i=√ −1 can be
Equations discussed.
Week 5
2.2.2 Solve problems
involving types of roots of
quadratic equations.
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2.3 Quadratic 2.3.1 Analyse and make 1 – 5 MAY 2023
Functions generalisation about the Exploratory activities using dynamic
effects of changes of a , b software or graphing calculators need to be
and c in carried out.
towards the shape and
position of the graph.

2.3.2 Relate the position of

Dynamic software or graphing calculators
the graph of quadratic
can be used.
functions with type of roots.

2.3.3 Relate the vertex form

of quadratic functions, Graph sketching needs to be involved.
f(x) = a( x – h )2 + k with Completing the square method needs to be
other forms of quadratic involved.
functions.
Week 6
2.3.4 Analyse and make Exploratory activities by using dynamic
generalisation about the software or graphing calculators need to be
effects of changes of a , h carried out. The relationship between the
dan k in quadratic functions value of h and of k with the axis of the
symmetry, the minimum value and
towar maximum value need to be explored.
ds the shape and position of A symmetrical axis can also be determined
the graphs.

by using

2.3.5 Sketch graphs of

quadratic functions.

2.3.6 Solve problems

Problems involving maximum and
involving quadratic
minimum values need to be involved.
functions.
Real-life situations need to be involved.
CONTENT LEARNING STANDARD WEEK DATE NOTES
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 STANDARD
08 – 12 MAY 2023 Real-life situations need to be involved
throughout this topic.
The use of geometric software is
encouraged throughout this topic.
Systems of three linear equations
3.1.1 Describe systems of
involving three variables need to be
linear equations in three
emphasised.
variables.
Three-dimensional plane can be
introduced.
3.1 Systems of Comparison with systems of linear
Linear Equations Week 8 equations in two variables can be
in Three Variables discussed.

3.1.2 Solve systems of

Elimination and substitution methods
linear equations in three
need to be involved.
variables.
No solution cases need to be discussed.
3.1.3 Solve problems
involving systems of
linear equations in three
variables.
3.2 Simultaneous 3.2.1 Solve simultaneous 15 – 19 MAY 2023 Involve only two variables.
Equations equations involving one Elimination, substitution and graphical
involving One linear equation and one representation methods need to be
Linear Equation non-linear equation. involved.
and One Non-
Week 9
Linear Equation 3.2.2 Solve problems
involving simultaneous Solutions do not involve equations that
equations; one linear exceed second degree.
equation and one non-
linear equation.
CURRICULUM ASSESSMENT Week 10 22 – 26 MAY 2023

LEARNING STANDARD WEEK NOTES

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4.1.1 Simplify algebraic 29 – 2 JUNE 2023
expressions involving
indices using the laws of
indices. Week 11 & 13

4.1.2 Solve problems Real-life situations need to be involved.

involving indices.
FIRST TERM SCHOOL 05 – 09 JUNE 2023
Week 12
HOLIDAYS
4.2.1 Compare rational Week 14 12 – 16 JUNE 2023 Exploratory activities need to be involved.
numbers and irrational Examples of rational numbers in the form of
numbers, and hence relate recurring decimals: a)0.3333333... b)0.14141414...
surds to irrational c)3.4566666...
numbers.
Examples of rational numbers in the form of
terminating decimals:
(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:
Example:
√3 4 is read as “surd 4 order 3”.
The difference between √ a and n√ a needs to be emphasised.
n

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4.2.2 Make and verify
conjectures on (i) √ a × √ b Limit to square root only.
(ii) √ a ÷ √ b Law 1 : √ a × √ b =√ ab
and hence
generalisation.
make
Law 2 : √ a ÷ √ b=
√ a
b

Examples of expressions:
(a) √ 90

(b) 3 √ 2+ 5√ 2

(c) √ 18 - √ 8
4.2.3 Simplify
expressions involving (d) √ 2× √ 3+ √ 6
surds.
(e)
√18
3

Expressions involving surds as denominators are excluded.

The differences between similar surds and not similar surds need
to be emphasised.
4.2.4 Simplify Two types of denominators are involved:;
expressions involving (a) m √ a , m integer
surds by rationalising
the denominators. (b) m √ a ±n √ b , m n n integer

- Rationalising using conjugate surds.

Examples of expressions:

(a)

(b)
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 (c)
4.2.5 Simplify
expressions involving
Indices need to be involved.
surds by rationalising
the denominators.

Week 15 & 16 19 – 23 JUNE 2023 x

N=a , log a N=x where a> 0,a≠ 1.

∴ log a a x =x
4.3.1 Relate equations in
the form of indices and The statement of log a 1=0 ; log a a=1 ; needs to be verified.
logarithms, and hence Exploratory activities involving drawing graphs of exponential
determine the logarithm and logarithm functions on the same axis need to be carried out.
of a number. Digital technology can be used.
Example: graph y=10 x and x=log 10 y

Logarithms of negative numbers and of zero need to be explored.

4.3.2 Prove laws of
logarithms.

4.3.3 Simplify algebraic

expressions using the laws
of logarithms.

log c a
4.3.4 Prove log b a=
log c b
and use the relationship to
determine the logarithm
of a number.

4.3.5 Solve problems

involving the laws of

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logarithms.
4.4.1 Solve problems 26 – 30 JUNE 2023 The number of variables are limited to two. Real-life situations
involving indices, surds Week 17 & 18 need to be involved.
and logarithms Natural logarithms need to be involved.

LEARNING AREA : CALCULUS

TOPIC : 5.0 PROGRESSIONS
CONTENT DATE
LEARNING STANDARD WEEK NOTES
STANDARD
5.1 Arithmetic 5.1.1 Identify a sequence 03 – 07 JULY 2023 Real-life situations need to be involved
Progression as an arithmetic throughout this topic.
progression and provide Problem-based learning approach and the
justification. use of digital technology are encouraged.
Exploratory activities need to be involved.

5.1.2 Derive the formula

of the nth term, Tn, of
arithmetic progressions,
and hence use the
formula in various
situations.
Week 19
The formula of sum of the first n terms Sn, :

5.1.3 Derive the formula

of sum of the first n
terms, Sn, of arithmetic
progressions, and hence The use of these formulae needs to be
use the formula in
various situations. involved:

5.1.4 Solve problems Week 20 & 21 01.08.22 – 12.08.22 Generating problems or situations based on
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 arithmetic progressions need to be
involving arithmetic
involved.
progressions.
5.2 Geometric 5.2.1 Identify a sequence Exploratory activities need to be involved.
Progressions as a geometric
progression and provide
justification.

5.2.2 Derive the formula

of the nth term, Tn, of
geometric progressions,
and hence use the
formula in various
situations.

Sum of the first n terms of geometric

progressions through algebraic
5.2.3 Derive the formula
of sum of the first n representation or graphical
terms, Sn, of geometric representation to verify the formula Sn
progressions, and hence needs to be discussed.
use the formula in
various situations. The following formula needs to be involved:

5.2.4 Determine the sum Derivation of the formula of sum to infinity

to infinity of geometric of geometric progressions, S needs to be
progressions, S and discussed.
hence use the formula in
various situations.

5.2.5 Solve problems Exclude:

involving geometric
progressions. (a) the combination of arithmetic
progressions and geometric
progressions.
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 (b) the cumulative sequences such as (1),
(2,3), (4,5,6), (7,8,9,10), … 10), ….

MID YEAR EXAMINATION Week 22, 23 & 24 15.08.22 – 02.09.22

SECOND TERM SCHOOL HOLIDAYS Week 25 03.09.22 – 11.09.22

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 LEARNING AREA : CALCULUS
TOPIC : 6.0 LINEAR LAW
CONTENT DATE
LEARNING STANDARD WEEK NOTES
STANDARD
6.1.1 Differentiate 12.10.22– 23.09.22
between linear and non-
linear relations based on
tables of data and graphs.

6.1.2 Draw lines of best The inspection method needs to be involved

fit for graph of linear and the result is compared to the line
relations with and without obtained by using digital technology.
the use of digital Lines of best fit need not necessarily pass
technology. through any of the points..

6.1.3 Form equations of

6.1 Linear and
lines of best fit.
Non-Linear
Week 26 & 27
Relations
The following interpretations of
information need to be involved:
(a) Given x , find the value of y , and vice
versa.
(b) Interpret the gradient and the y-
6.1.4 Interpret
intercept
information based on
- Gradient as the rate of change of one
lines of best fit.
variable with respect to another
variable.
(c) Make a projection on the value of
variables.

26. 09. 22 – 20.09.22 The following applications need to be

involved:
(a) Conversion of non-linear equation
6.2 Linear Law 6.2.1 Mengaplikasikan to linear form.
and Non- Linear hukum linear kepada (b) Determination of the value of
Week 28
Relations hubungan tak linear. constants.
(c) Interpretation of information
includes making projections about
the value of the variables.
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6.3.1 Menyelesaikan 03 .10. 22 – 07 .10. 22

6.3 Application of Week 29 Problem-based learning may be involved
masalah yang melibatkan
Linear Law
hukum linear.
 LEARNING AREA : CALCULUS
TOPIC : 7.0 COORDINATE GEOMETRY

CONTENT
LEARNING STANDARD
STANDARD
7.1.1 Relate the position of
a point that divides a line
segment with the related
ratio.
DATE
WEEK NOTES
11.10.22 – 14.10.22 Explorations involving several specific cases
need to be carried out.
The effects of changes in ratio towards the
position of a point at the same line segment
and vice versa need to be involved.
The formula for divisor of a line segment is:

7.1.2 Derive the formula

( n x 1+ mx2 n y 1 +my 2
m+ n
,
m+n )
for divisor of a line
7.1 Divisor of a The formula for midpoint is a case of m=n.
segment on a Cartesian Week 30
Line Segment
plane, and hence use the
formula in various The relationship between the formula for
situations. 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.

7.1.3 Solve problems

involving divisor of a line Real-life situations need to be involved.
segment.
7.2 Parallel Lines 7.2.1 Make and verify Week 31 17.10.22 – 21.10.22 The use of dynamic software is encouraged.
and Perpendicular conjectures about gradient Investigate the relationship between the
Lines of: gradient of a straight line and the tangent of
(i) parallel lines, the angle between the line and positive
(ii) perpendicular direction of the x-axis needs to be
lines conducted.
and hence, make
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 generalisations.
7.2.2 Solve problems
involving equations of
parallel and perpendicular
lines.
7.3 Areas of
Polygons
7.3.1 Derive the formula of
area of triangles when the
coordinates of each vertex
are known.
7.3.2 Determine the area
of triangles by using the
formula.
7.3.3 Determine the area
of quadrilaterals by using
the formula.
7.3.4 Make generalisation
about the formula of area
Real-life situations need to be involved.
Week 32 & 33 27.10.22 – 04.11.22 Exploratory activities need to be carried out
to determine the area of triangles.
The use of digital technology is encouraged.
Derivation of the formula for area of
triangles needs to be discussed and linked
to the shoelace algorithm.
Example:
Given the triangle vertices are ( x 1 , y 1 ),
( x 2 , y 2 ) and ( x 3 , y 3 )
then the formula of area of the triangle is
Area =
|
1 x1 x2 x3 x1
2 y1 y2 y3 y1 |
=
1
|( x y + x y + x y )−( x 2 y 1+ x 3 y 2 + x 1 y 3 )|
2 1 2 2 3 3 1
The box method as an alternative method to
determine the area of triangles needs to be
discussed.
The relationship between the formula of
area of triangles and area of quadrilaterals
needs to be discussed.
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 of polygons when the
coordinates of each vertex
are known, and hence use
the formula to determine
the area of polygons.

7.3.5 Solve problems

involving areas of
polygons.
7.4.1 Represent 07.11.22 - 11.11.22
graphically, the locus that
satisfies these conditions: Exploratory activities by using dynamic
(i) the distance of a geometry software need to be involved.
moving point from a fixed The effects of changes in ratio on the shape
point is constant, Week 34 of the locus need to be explored.
7.4 Equations of
(ii) the ratio of a moving
Loci
point from two fixed The case when the ratio of 1:1 needs to be
points is constant, discussed.
and hence determine the
equation of the locus.
7.4.2 Solve problems 14.11.2022 – 18.11.22
Week 35
involving equations of loci. Real-life situations need to be involved.

LEARNING AREA : CALCULUS

TOPIC : 8.0 VECTORS
CONTENT LEARNING DATE
WEEK NOTES
STANDARD STANDARD
8.1 Vectors 8.1.1 Compare and Week 36 21.11.22 – 25.11.22 Real-life situations need to be involved.
contrast between Non-vector and non-scalar situations need to be
vectors and scalars, involved, for example:
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 (a)The wind blows to the South.
(b)The car is driven fast.
and hence identify
whether a quantity is a
The following differences need to be discussed:
vector or a scalar by
(a)displacement and distance.
providing justifications.
(b)speed and velocity.
(c)weight and mass.

The use of the following notations needs to be

emphasised:
Vector: a , ⃗
AB , a AB
8.1.2 Represent Magnitud : |a|⃗ , ¿ AB∨¿ ,|a|¿ , | AB|
vectors by using Initial point and terminal point need to be introduced.
directed line segments
and vector notations, Terminal point
and hence determine
the magnitude and Initial point
direction of vectors.
Zero vectors, equal vectors and negative vectors need
to be involved.

8.1.3 Make and verify If a is vector and k is a scalar, then magnitude of

conjectures about the is k times magnitude a .
properties of scalar
multiplication on If k is positive, then ka is in the same direction as a .
vectors. if k is negative, maka ka is in the opposite direction as
a.

If two vectors are parallel, then one vector is the

8.1.4 Make and verify
product of a scalar with the other vector. a and b are
conjectures about
parallel if and only if a = kb , k is a constant.
parallel vectors.
8.2 Addition and 8.2.1 Perform Week 37 28.11.22 – 2.12.22 The following cases need to be involved:
Subtraction of addition and (a) Parallel vectors

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 (b) Non-parallel vectors using
(i) triangle law,
substraction involving
(ii) parallelogram law,
two or more vectors to
(iii) polygon law.
obtain a resultant
Substraction of vectors is an addition of negative
Vectors vector.
vectors.
a – b = a + (-b)

8.2.2 Solve problems Real-life situations need to be involved.

involving vectors.
8.3 Vectors in a 8.3.1 Represent vectors Week 38 05.12.22 – 09.12.22 The following representations need to be involved:
Cartesian Plane and determine the (a) x i + y j
magnitude of the
vectors in the Cartesian
(b) ( xy )
plane. Position vectors need to be involved.

Exploratory activities need to be carried out.

if
8.3.2 Describe and r =x i+ y j
determine the unit Then unit vector :
vector in the direction r
r^ =
of a vector. |r|
Emphasise that the magnitude of the unit vector in
the direction of a vector is 1 unit.

Arithmetic operations are limited to the addition,

subtraction, and multiplication of vectors by scalars.
8.3.3 Perform
arithmetic operations
Combined arithmetic operations need to be
onto two or more
involved.
vectors.
Parallel and non-parallel vectors need to be
involved..

8.3.4 Solve problems Real-life situations need to be involved.

involving vectors.

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 Week 39, 10.12.22 – 01.01.23
SCHOOL HOLIDAYS
40 & 41

LEARNING AREA : CALCULUS

TOPIC : 9.0 SOLUTION OF TRIANGLES
CONTENT LEARNING DATE
WEEK NOTES
STANDARD STANDARD
9.1 Sine Rule Week 42 02.01.23 – 05.01.23 The use of digital technology is encouraged
throughout this topic
Real-life situations need to be involved throughout
9.1.1 Make and verify this topic.
conjectures on the Exploratory activities need to be carried out.
relationship between Sine Rule:
the ratio of length of a b c
sides of a triangle with sin A = sin B = sin C
the sine of the opposite
angles, and hence
define the sine rule. or

9.1.2 Solve triangles

involving sine rule.

9.1.3 Determine the Exploratory activities involving the conditions for

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

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 9.1.4 Solve triangles
involving ambiguous
cases.

9.1.5 Solve problems

related to triangles
using the sine rule.

06.01.23 – 19.01.23
YEAR END Week 42,
EXAMINATION 43, 44
9.2 Cosine Rule 9.2.1 Verify the Week 45 23.01.23 – 27.01.23 Cosine Rule:
cosine rule. a2 = b2 + c2  2bc cosA
b2 = a2 + c2  2ac kosB
c2 = a2 + b2  2ab kosC
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 9.2.2 Solve triangles
involving the cosine
rule.
9.2.3 Solve problems
involving the cosine
rule.
23.01.23 – 27.01.23 Exploratory activities need to be carried out.

Area of Triangle
1
9.3.1 Derive the = 2 ab sin C
formula for area of
triangles, and hence 1
determine the area of a = 2 ac sin B
triangle.
1
= 2 bc sin A

9.3 Area of a Heron’s formula :

Triangle Week 45
Area of Triangle
9.3.2 Determine the =
area of a triangle using
the Heron’s formula. When a, b and c is the length
of triangle

9.3.3 Solve problems

involving areas of
triangles.

9.4 Application 9.4.1 Solve problems Week 46 30.01.23 – 03.02.23 Three-dimensional shapes need to be involved.
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of Sine Rule,
Cosine Rule and involving triangles
Area of a
Triangle

LEARNING AREA : CALCULUS

TOPIC : 10.0 INDEX NUMBER
CONTENT DATE
LEARNING STANDARD WEEK NOTES
STANDARD
06.02.23 – 10.02.23 Real-life situations and authentic data need
to be involved throughout this topic.
Exploratory activities involving relative
changes in quantity at a specific time in
comparison to the base time need to be
carried out.

The formula for index number

10.1.1 Define index
numbers and describe the
use of it.
Q0 = Quantity at the base time
Week 47 Q1 = Quantity at a specific time

Various types of indexes need to be

involved. Examples:
price index commodity index
pollution index body mass index
(BMI)
accident index gold index
10.1.2 Determine and
interpret index numbers.
10.1.3 Solve problems Contextual learning and future studies may
involving index numbers. be involved.
10.2 Composite 10.2.1 Determine and Week 48 13.02.23– 17.02.23 The meaning of weightage needs to be
Index interpret composite index discussed. Various situations need to be
with and without the involved.

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 Weightage can be represented by numbers,
ratios, percentages, reading on bar charts or
pie charts and others.
weightage. The formula for composite index, I=
∑ Wi Ii
∑ Wi
Ii= Index number , Wi = Weightage
Interpreting the index to identify the trend
of a certain set of data need to be involved.
10.2.2 Solve problems
Data represented in various forms need to
involving index numbers
be involved.
and composite index.
Suggested Activities:
Problem-based learning may be carried out.
YEAR END SCHOOL HOLIDAYS 18.02.23 – 12.03.23

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