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Week No 1 4 – 6 Jan Learning Objectives Pupils will be taught to..... Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values Points to Note

Orientation Form 4 (4 – 10Jan) Topic 2 : Quadratic Equations 1. Understand the concept 1.1 Recognise a quadratic of quadratic equations equation and express it in and their roots. general form. 1. 2 Determine whether a given value is the root of a quadratic equation by a) substitution; b) inspection. 1.3 Determine roots of quadratic equations by trial and improvement method. 2. Understand the concept of quadratic equation 2.1 Determine the roots of a quadratic equation by a) factorisation; b) completing the square c) using the formula. 2.2 Form a quadratic equation from given roots. Use graphing calculators or computer software such as the Geometer’s Sketchpad and spreadsheet to explore the concept of quadratic equations Values : Logical thinking Skills : seeing connection, using trial and improvement method. Questions for 1..2(b) are given in the form of ( x + a ) ( x + b ) = 0 ; a and b are numerical values.

2 9 – 13 Jan

3 16 – 20 Jan

If x = p and x = q are the roots, then the quadratic equation is ( x − p ) ( x − q ) = 0 , that is x 2 − ( p + q ) x + pq = 0 . Involve the use of:

Discuss when ( x − p ) ( x − q ) = 0 , hence x − p = 0 or x −q = 0 . Include cases when p = q. Derivation of formula for 2.1c is not required.

α+β = −

b c and αβ = a a

where α and β are roots of the quadratic equation ax 2 + bx + c = 0 Skills : Mental process, trial and improvement method Giving quadratic equations with the following conditions : b 2 − 4ac > 0 b 2 − 4ac = 0 , b 2 − 4ac < 0 and ask pupils to find out the type of roots the equation has in each case. Using Geometer’s Sketchpad to show the relationship between the values of b 2 − 4ac and the types of roots Values: Making conclusion, connection

3 16 – 20 Jan

3. Understand and use the conditions for quadratic equations to have a) two different roots; b) two equal roots; c) no roots. a)dua punca berbeza;

3.1 Determine types of roots of quadratic equations from the value of b 2 − 4ac . 3.2 Solve problems involving b 2 − 4ac in quadratic equations to: a) find an unknown value; b) derive a relation. Additional Exercises

Explain that “no roots” means “no real roots”.

1

2 Solve simultaneous equations involving real-life situations.1 Calculate composite index. Understand and use the concept of composite index to solve problems Explain weightage and composite index using real life examples like monthly expenditure in bar chart or pie chart etc 2 . Eg Composite index of share. problem solving Value : Systematic.A. etc Q0 = Quantity at base time. 2. Value: Systematic Skills: interpretation of mathematical problem Use examples in real-life situations such as area. perimeter and others.2 Find index number or weightage given relevant information.. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values and comparison Points to Note 4 23 – 27 Jan 23 – 24 Jan Cuti Umum Chinese New Year 25 Jan Cuti Peristiwa 26 – 27 Cuti Berganti Topic 4 : Simultaneous Equations 5 30 Jan – 3 Feb 1. 1. Skill : Analise. 1. problem solving Value : Systematic Use daily life examples: e.. Topic 11: Index Number 6 6 – 10 Feb * 6 Feb Hari Keputeraan Nabi Muhd S. Skill : Analise. thrifty Use examples of real-life situations to explore composite index. Understand and use the concept of index number to solve problems 1..1 Calculate index number. Solve simultaneous equations in two unknowns: one linear equation and one nonlinear equation. 1.Week No Learning Objectives Pupils will be taught to.W 1. Q1 = Quantity at specific time.. 1. 2. Use graphing calculators or Geometer’s Sketchpad to explore the concept of simultaneous equations.3 Solve problems involving index number and composite index.3 Find Q0 or Q 1 given relevant information.2 Calculate price index.1 Solve simultaneous equations using the substitution method. Additional Exercises or past year questions Use examples of real-life situations to explore index numbers. 2. Additional Exercises Limit non-linear equations up to second degree only. national budget. Pedagogy: Contextual Learning Values : Connection between mathematics and other subjects Revise through solving simultaneous linear equations before entering into second degree equations.g monthly expenditure. 2.

one to many or many to many relation.4 Determine the image of a function given the object and vice versa. 3 . object.1 Recognise functions as a special relation.g. 7 13 – 17 Feb 1. codomain..2 Identify domain. 7 13 – 17 Feb 2. Examples of functions include algebraic (linear and quadratic). object. ordered pairs & graphs Use pictures. role-play and computer software to introduce the concept of relations. Discuss the idea of set and introduce set notation. Use of daily life examples. 2. e. many to one.Week No Learning Objectives Pupils will be taught to. 1.. f ( x ) =2 x “ f : x →2 x ” is read as “function f maps x to 2x”. Find image of 5. • “ f ( x ) = 2 x ” is read as “2x is the image of x under the function f”. 2. Understand the concept of functions. image and range of a relation. codomain. (b) Given function h : x → 3x – 12.2 Express functions using function notation.. Understand the concept of relations.3 Determine domain. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic 1 : FUNCTION 1. Use graphing calculators and computer software to explore the image of functions. 2. Include examples of functions that are not mathematically based. 2. image and range of a function. ordered pairs or graphs.1 Represent relations using arrow diagrams.3 Classify a relation shown on a mapped diagram as: one to one. image and range of a relation. (a) Given f : x → 4x – x2.. Skill : Interpretation.. Values : systematic Give examples of finding images given the object and vice versa. object. f : x → 2 x . observe connection between domain. • Represent functions using arrow diagrams. Emphasis : (a) f(x) as image (b) x as object 1. Find object with image = 0.

Week No Learning Objectives Pupils will be taught to. 4. For example : Given f : x → 3x – 4. Understand the concept of composite functions. Define and sketch absolute value functions.3 Determine and state the condition for existence of an inverse function Additional Exercises Use sketches of graphs to show the relationship between a function and its inverse. 9 27 Feb – 2 Mac 4.. 8 20 – 24 Feb 20 – 24 Feb Kejohanan Sukan Tahunan Sekolah 3.. Define composite functions Students do not need to find ff(x) first then substitute x=2. 4. find f − 1 • Limit to algebraic functions. 4. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values Points to Note trigonometric and absolute value. 3. • Exclude inverse of composite functions. Examples : 3 Given f: x → x + 2 . (Limit to linear composite functions).3 Determine one of the functions in a given composite function given the other related function. • Use arrow diagrams or algebraic method to determine composite functions. Find (a) ff(2).. Understand the concept of inverse functions.. (b) range of value of x if ff(x) > 8.1 Determine composition of two functions.2 Determine the image of composite functions given the object and vice versa 3. • Give examples for finding a function when the composite function is given and one other function is also given. Images of composite functions include a range of values.2 Determine inverse functions using algebra. 3. • Give examples of finding images given the object and vice versa for composite functions.1 Find the object by inverse mapping given its image and function. 10 5 – 9 Mac 11 10–18 Mac 12 19 – 23 Mac Mid – Term Semester 1 Examination Mid – Term Semester 1 School Holiday Correction for Examination (Mid-Term Semester 1) Topic 3 : Quadratics Functions 4 . • Emphasise that the inverse of a function is not necessarily a function. Involve algebraic functions only.

. Learning Outcomes Pupils will be able to… 1.Week No 12 19 – 23 Mac Learning Objectives Pupils will be taught to. Suggested Teaching & Learning activities/Learning Skills/Values Use graphing calculators or Geometer’s Sketchpad to explore the graphs of quadratic functions..4ac > 0 b) b2 . 1. Find the maximum and 26 – 30 Mac minimum values of quadratic functions. 1. interpretation Explain the term parabola. Discuss the form of graph if a > 0 and a < 0 for f ( x ) = ax 2 + bx + c Recall the type of roots if : a) b2 . 1.4ac < 0 c) b2 . 13 2.4 Relate the position of quadratic function graphs with types of roots for f ( x ) = 0 . b) by tabulating values based on given functions. • Contextual learning 1.2 Plot quadratic function graphs: a) based on given tabulated values.3 Recognise shapes of graphs of quadratic functions. Sketch graphs of quadratic functions.4ac = 0 Use graphing calculators or dynamic geometry software such as the Geometer’s Sketchpad to explore the graphs of quadratic functions Skills : Mental process . Use graphing calculators or dynamic geometry software such as the Geometer’s Sketchpad to reinforce the understanding of graphs of quadratic functions.. Understand the concept of quadratic functions and their graphs. Relate the type of roots with the position of the graphs.1 Recognise quadratic functions. 3. a) f(x) = ax2 + bx + c Points to Note b) f(x) = ax2 + bx c) f(x) = ax2 + c Pedagogy : Constructivism Skills : Making comparison & making conclusion Use examples of everyday situations to introduce graphs of quadratic functions. Emphasise the marking of maximum or minimum point and two other points on the graphs drawn or by finding the axis of symmetry and the intersection with the y-axis.1 Determine the maximum or minimum value of a quadratic function by completing the square. Determine other points by finding the intersection with the x-axis (if it exists).. Steps to sketch quadratic graphs: a) Determining the form“∪” or “∩” b) Finding maximum or minimum point 5 .1 Sketch quadratic function graphs by determining the maximum or minimum point and two other points. Students be reminded of the steps involved in completing square and how to deduce maximum or minimum value from the function and also the corresponding values of x. 3. 2.

Understand and use the concept of quadratic inequalities.. abide by the laws Pedagogy:Mastery learning Emphasise that: loga 1 = 0. Use scientific calculators to enhance the understanding of the concept of logarithm. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values and axis of symmetry.Week No Learning Objectives Pupils will be taught to. 1. Topic 5 : Indices and Logarithms 1. Discuss cases where the given number is in: a) index form b) numerical form. loga N = x with a > 0. Value : Systematic. Points to Note d) Plot all points e) Write the equation of the axis of symmetry 14 2–6 April 4. 6 .3 Use laws of indices to simplify algebraic expressions Use examples of real-life situations to introduce the concept of indices. Explain definition of logarithm.1 Determine the ranges of values of x that satisfies quadratic inequalities.2 Use laws of indices to find the value of numbers in index form that are multiplied. Understand and use the concept of logarithms and laws of logarithms to solve problems. Can show the following 14 2–6 April 6 April Good Friday 0 m− m a =a m a = m =1 a 15 9 – 13 April 2. Pedagogy : Constructivism Skill : making inference. 2. b) logarithm of zero is undefined. use of laws Value : systematic.1 Express equation in index form to logarithm form and vice versa. 1. logical thinking Discuss zero index and negative indices.. divided or raised to a power. fractional indices. Use computer software such as the spreadsheet to enhance the understanding of indices. N = ax. Understand and use the concept of indices and laws of indices to solve problems... loga a = 1. 2. Emphasise on sketching graphs and use of number lines when necessary. Use graphing calculators or dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of quadratic inequalities. Emphasise that: a) logarithm of negative numbers is undefined. 4.2 Find logarithm of a number. c) Finding the intercept with x-axis and yaxis. a ≠ 1. 1.1 Find the value of numbers given in the form of: integer indices.

Contextual learning 2. 1) Length of leaves in school compound 2) Marks for Add maths in the class. graphing calculators and spreadsheets to explore measures of central tendency.. median. Suggested Teaching & Learning activities/Learning Skills/Values Activities : Demonstration Value : systematic and organised Skill : recognising pattern and relationship. ii) extreme values Use scientific calculators. 3. mean for a set of data when each data is changed uniformly Derivation of the median formula is not required. Eg. honest . making conclusion Pedagogy : 1. application of laws Activities : Demonstration. Values : Cooperative. 1. 1.6 Calculate the mean of grouped data 1.9 Determine the effects on mode.4Determine the modal class of grouped data from frequency distribution tables. 1. problem solving Points to Note Discuss laws of logarithms 16 16 – 20 April 3.. Understand and use the change of base of logarithms to solve problems. median and mean for a set of data when: i) each data is changed uniformly. Involve grouped and ungrouped data Discuss grouped data and ungrouped data. Constructivism 3. 1. 3. Discuss: log a b = 1 .2 Solve problems involving the change of base and laws of logarithms.7 Calculate the median of grouped data from cumulative frequency distribution tables. 1. 17 23 – 27 April 7 .3 Determine the median of ungrouped data 1. Multiple intelligence Use Geometer’s Sketchpad to show the effects on mode. Involve uniform class intervals only.Week No Learning Objectives Pupils will be taught to.5 Find the mode from histograms.. Questions and answers Pedagogy: Mastery learning.8 Estimate the median of grouped data from an ogive 1.. Ogive is also known as cumulative frequency curve.2 Determine the mode of ungrouped data. Learning Outcomes Pupils will be able to… 2. Understand and use the concept of measures of central tendency to solve problems.4 Simplify logarithmic expressions to the simplest form. Students collect data from real-life situations to investigate measures of central tendency.1 Find the logarithm of a number by changing the base of the logarithm to a suitable base. 1.1 Calculate the mean of ungrouped data. log b a log a b = log c b log c a Topic 7: Statistics 17 23 – 27 April 1.3 Find logarithm of numbers by using laws of logarithms 2. logical thinking Skill : classification.

2. Learning Outcomes Pupils will be able to… exist.7 Determine the standard deviation of: (i) ungrouped data (ii) grouped data. 2. variance and standard deviation for a set of data when: a) each data is changed uniformly.. Activities : Teacher gives real life examples where values of mean. course and effect.. Compare and contrast 2.5 Determine the interquartile range of grouped data from an ogive. Skills : 1.Week No Learning Objectives Pupils will be taught to.6 Determine the variance of a) ungrouped data. Values : 1. 2.2 Find the range of grouped data 2. Honest 2. Problem Solving 4.3 Find the interquartile range of grouped data from the cumulative frequency table 2..1 Find the range of ungrouped data. Understand and use the concept of measures of dispersion to solve problems. Classification 3. cooperative Determine the upper and lower quartiles by using the first principle.10 Determine the most suitable measure of central tendency for given data. mode and median are more or less the same and not sufficient to determine the consistency of the data and that lead to the need of finding measures of dispersion. b) grouped data.2 Find the interquartile range of ungrouped data. Sorting data from small to big 8 . Suggested Teaching & Learning activities/Learning Skills/Values Skills : Classification. interquartile range. iii) certain data is added or removed 1.. 2. observing relationship. able to analise and make conclusion Points to Note 18 30 April – 4 May 1 May Hari Pekerja 2. Pedagogy : Contextual learning 19 7 – 11 May 2. 2.8 Determine the effects on range.

9 . using formula. Find areas of polygons.1 Find the midpoint of two given points... Limit to cases where m and n are positive. 20 – 21 14 – 25 May 22 – 23 26 May10 Jun 24 11 – 15 Jun Mid Year Examination Semester 1 School Holiday Correction for Mid Year Examination Paper Topic 6: Coordinate Geometry 24 11 – 15 Jun 1. y 2 ) Skill : Use of formula Use the Pythagoras’ Theorem to find the formula for distance between two points.2 Find the coordinates of a point that divides a line according to a given ratio m : n.. 2. 3. c) certain data is added or removed. 3. 2. y1 . Values : Systematic & neat Skills : use of formula .9 Compare measures of central tendency and dispersion between two sets of data. Skill : Use of formula Value : Accurate & neat work 25 18 – 22 Jun 3. . Emphasise the relationship between the sign of the value for area obtained with the order of the vertices used. recognise relationship and patterns Limit to numerical values.Week No Learning Objectives Pupils will be taught to.. ( ) ( x2 . 2. Suggested Teaching & Learning activities/Learning Skills/Values Pedagogy : Contextual learning Values : Logical thinking Points to Note Emphasise that comparison between two sets of data using only measures of central tendency is not sufficient.2 Find the area of a triangle by using formula. Learning Outcomes Pupils will be able to… b) extreme values exist. Find distance between two points.1 Find the distance between two points x1 . 2.1 Find the area of a triangle based on the area of specific geometrical shapes. Understand the concept of division of line segments 1.

4.4(a) and 4. Values : Neat & systematic Pedagogy: Contextual learning is not required.Week No Learning Objectives Pupils will be taught to.1 Determine the x-intercept and the y-intercept of a line.3 Find the gradient of a straight line using the x-intercept and y-intercept. 4. the given points are collinear.. Answers for learning outcomes 4.3 Find the area of a quadrilateral using formula.. Finding point of intersection of two lines by solving simultaneous equations.4(b) must be stated in the simplest form. using formula. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Derivation of the formula: 1 x1 ∣ 2 y1 x2 x 3 y2 y3 x1 ∣ y1 3. c) x-intercept and y-intercept. Emphasise that when the area of polygon is zero. 4. 4.6 Change the equation of a straight line to the general form. recognising relationship. 4. 25 18 – 22 Jun 4.. 1 x1y1 + x2 y3 + x3 y1 − x2 y1 2 − x3 y2 − x1y3 Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of equation of a straight line.5 Find the gradient and the intercepts of a straight line given the equation.4 Find the equation of a straight line given: a) gradient and one point. Skills : Drawing relevant diagrams. b) two points. 4. Understand and use the concept of equation of a straight line. Involve changing the equation into gradient and intercept form 10 . compare and contrast..2 Find the gradient of a straight line that passes through two points.

5. 11 .1 Determine whether two straight lines are parallel when the gradients of both lines are known and vice versa. 6. Understand and use the concept of parallel and perpendicular lines. Value : Patience. Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of circular measure. 5.2 Find the equation of a straight line that passes through a fixed point and parallel to a given line. Skill: Use of formula. Additional Exercises Topic 8 : Circular Measures 28 9 – 13 July 1.1 Convert measurements in radians to degrees and vice versa..4 Determine the equation of a straight line that passes through a fixed point and perpendicular to a given line. Emphasise that for perpendicular lines m1 m 2 = −1 .. Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 26 25 – 29 Jun 5. b) the ratio of the distances of a moving point from two fixed points is constant 6. 5.7 Learning Outcomes Pupils will be able to… Find the point of intersection of two lines. Students measure angle subtended at the Discuss the definition of one radian. “rad” is the abbreviation of radian. 1. 5. hard working Pedagogy: contextual learning Skill : drawing relevant diagrams 27 2 – 6 July 6.. 5.5 Solve problems involving equations of straight lines. making comparison Emphasise that for parallel lines: m1 = m 2 . cooperative Pedagogy : Mastery learning Use examples of real-life situations to explore equation of locus involving distance between two points.3 Determine whether two straight lines are perpendicular when the gradients of both lines are known and vice versa. Use graphic calculators and dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of parallel and perpendicular lines.2 Solve problems involving loci. Students to be exposed to SPM exam type of questions. Values : hard work..Week No Learning Objectives Pupils will be taught to. Use examples of real-life situations to explore parallel and perpendicular lines. Derivation of m1 m 2 = −1 is not required. Understand and use the concept of equation of locus involving distance between two points. Understand the concept of radian. 4.1 Find the equation of locus that satisfies the condition if: a) the distance of a moving point from a fixed point is constant.

Skill : contextual learning Value : Accurate. x° × π j 2 if the angle given 360° Topic 10: Solution of Triangles 12 . application of formula bulatan given is in degree Solving problems with help of diagrams Value : Accurate Perimeter of segment = 2j sin x° × 2π j 360° when the angle θ +j θ 2 29 16 – 20 July 3. π rad = 1800 Major and minor arc lengths discussed Emphasize that the angle must be in radian. Skill : Making conclusion or deduction. radius.2 Find perimeter of segments of circles.2 Find the area of segments of circles.. and c) angle subtended at the centre of a circle based on given information. Derivation of S = j θ by use of ratio or by deduction using definition of radian. Points to Note Include measurements in radians expressed in terms of π. 2. Understand and use the concept of length of arc of a circle to solve problems. making conclusion.. Understand and use the concept of area of sector of a circle to solve problems 3. b) radius. Students can also use formula S= 28 9 – 13 July 2.3 Solve problems involving areas of sectors. 3.1 Determine: i) length of arc.1 Determine the: a) area of sector. recognising relationship & making conclusion Value : Systematic & logical Emphasize that the angle must be in radian. 3. Additional Exercises Deriving the formula L= ½ j2 θ Using ratio Skill : Drawing relevant diagrams. Repeat with different radius. Use examples of real-life situations to explore circular measure. Area of major sector need to be discussed Students can also use formula L= is in degree. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values centre by an arc length equal the length of radius. 2...Week No Learning Objectives Pupils will be taught to.3 Solve problems involving lengths of arcs. 2. and iii) angle subtended at the centre of a circle based on given information.

1.. Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of areas of triangles..3 Solve problems involving cosine rule. Points to Note Include obtuse-angled triangles 31 30 July – 3 Aug 2. 2.2. 1 ab sin C or its the formula 2 equivalent.Solve problems involving threedimensional objects. Learning Outcomes Pupils will be able to… 1.4 Solve problems involving the sine rule. Understand and use the concept of sine rule to solve problems. Analising data Use examples of real-life situations to explore area of triangles. Understand and use the formula for areas of triangles to solve problems. 2.1 Verify cosine rule. Understand and use the concept of cosine rule to solve problems.1 Find the areas of triangles using Suggested Teaching & Learning activities/Learning Skills/Values Use dynamic geometry software such as the Geometer’s Sketchpad to explore the sine rule. Include obtuse-angled triangles 32 6 – 10 August 3. Skill : Interpretation of problem Value : Accuracy Use dynamic geometry software such as the Geometer’s Sketchpad to explore the cosine rule. 2.. Acticities : Demonstration Skill : Interpretation of datas given Value : Accuracy..2 Use cosine rule to find unknown sides or angles of a triangle. Use examples of real-life situations to explore the sine rule. Additional Exercises 33 13 – 17 August 34 18 – 26 September 35 27 – 31 Aug EXAMINATION (MID-TERM SEMESTER 2) SCHOOL HOLIDAY MID-TERM SEMESTER 2 19 – 20 Sept Cuti Umum Hari Raya Puasa Aidil Fitri Correction for Examination (Mid-Term Semester 2) 13 . Skills: Recognising Relationship.Week No 30 23 – 27 July Learning Objectives Pupils will be taught to. 3. 1. Use dynamic geometry software such as the Geometer’s Sketchpad to explore the concept of areas of triangles.2 Use sine rule to find unknown sides or angles of a triangle. Use examples of real-life situations to explore the cosine rule.3 Find the unknown sides and angles of a triangle involving ambiguous case 1. 1.4 Solve problems involving sine and cosine rules 3.1 Verify sine rule. 2.

Notation of f ' ( x ) is equivalent to 36 2 .5 Determine the first derivative of a quotient of two polynomials. 2. Skills : Logical Thinking. 2. 2.2 Find the gradient of a chord joining two points on a curve. 1. Perserverance f ' ( x ) read as “f prime x”. relationship. 2. dx 1. tolerance . 3.1 Determine the value of a function when its variable approaches a certain value. systematic. 2. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values Points to Note Topic 9 : Differentiation 35 27 – 31 Aug 31 August Hari Kebangsaan 1. 2.7 Determine the gradient of tangent at a point on a curve. making deduction Value : Logical thinking. Use graphing calculators or dynamic geometry software such as Geometer’s Sketchpad to explore the concept of differentiation. 1. 1. 2. The concept of first derivative of a function is explained as a tangent to a curve can be illustrated using graphs.3 Determine first derivative of a function involving: a) addition. patient Idea of limit to a function can be illustrated using graphs.5 Deduce the formula for first derivative of the function y = f ( x ) by induction. making deduction Pedagogy : Constructivism Activities : Explanation & demonstration Values : accuracy.4 Determine the first derivative of a product of two polynomials. n = 1. 2. making inference.2 Determine value of the first derivative of the function y =ax n for a given value of x.. 2.4 Find the first derivative of polynomials using the first principles. Limit to y =ax n .14 Sept Activities : Explanation and demonstration by teacher 14 .. application of rules... making inference. a. relationship. 37 10 .6 Determine the first derivative of composite function using chain rule. 2. 1. as the gradient of tangent to its graph. Understand and use the concept of first derivative of polynomial functions to solve problems.1 Determine the first derivative of the function y =ax n using formula.Week No Learning Objectives Pupils will be taught to.3 Find the first derivative of a function y = f ( x ) .7 Sept dy when y = f ( x ) . or b) subtraction of algebraic terms. Understand and use the concept of gradients of curve and differentiation.8 Determine the equation of Pedagogy : Constructivism Skills : Logical Thinking. application of rules. n are constants.

1 Determine small changes in quantities 5. 3.7 Sept 5. Understand and use the concept of maximum and minimum values to solve problems 3. Limit problems to two variables only. Exclude cases involving percentage change. 3. 39 2 . 6. Use graphing calculators or dynamic geometry software to explore the concept of maximum and minimum values Pedagogy : Constructivism Value : Rational Skills : Interpretation of problem.4 through 2.1 Determine the second derivative of y = f ( x ) . Topic Learning Outcomes : Suggested Teaching and Learning activities 15 .9 to rules introduced in 2.9 Determine the equation of normal at a point on a curve. Application of approprate method/formula Value : Logical thinking Use graphing calculators with computer base ranger to explore the concept of rates of change.21 Sept 17 Sept Cuti Umum Hari Malaysia 3. 10 & 11) Week No. 6.2 Determine whether a turning point is a maximum or a minimum point. 6. 4..1 Determine rates of change for related quantities. Skills : Interpretation of problem. Understand and use the concept of small changes and approximation to solve problems.. 5.3 Solve problems involving maximum or minimum values.2 Determine approximate values using differentiation. 4.7 through 2. Learning Outcomes Pupils will be able to… tangent at a point on a curve.Week No Learning Objectives Pupils will be taught to. Limit problems to two variables only.2 Determine whether a turning point is maximum or minimum point of a curve using the second derivative Additional Exercises Mathematical logic Value : systematic problem solving Introduce or d dy d2y as 2 dx dx dx d ( f ' ( x)) dx f ' ' ( x) = INTENSIVE REVISION (Chapter 4 .6 Points to Note 38 17 .. Exclude points of inflexion. Limit problems to 3 variables only. Application of approprate method/formula Skills : Interpretation of problem. Suggested Teaching & Learning activities/Learning Skills/Values Limit cases in Learning Outcomes 2.. Application of approprate method/formula Value : Accuracy Emphasise the use of first derivative to determine the turning points. Understand and use the concept of second derivative to solve problems. Understand and use the concept of rates of change to solve problems. 2.1 Determine coordinates of turning points of a curve.

. Miri Checked by : ………………………. (NORZITA BINTI WAHAB) Head of Science & Maths Department. (WONG MEE LING) Subject teacher Checked by : ………………………... SMK Merbau SMK Merbau.. Learning Outcomes Pupils will be able to… Suggested Teaching & Learning activities/Learning Skills/Values Points to Note 40 1 – 5 Oct CHAPTER 4 (Simultaneous Equation) Solve the Simultaneous Equation using Substitution Method Drilling the basic algebraic skill such as : Algebraic Expansion Algebraic Expression Linear Equation Drilling through Pass Year questions Year 2003 – 2011 41 8 – 12 Oct CHAPTER 10 (Solution of Triangles) Solve the problems involve the triangles in 2 Dimension Drilling through Pass Year question Year 2003 – 2011 42 15 – 19 Oct 43-44 22 Oct – 2 Nov 45 5 – 9 Nov 46 12 Nov – 31 Dec CHAPTER 11 (Index Number) Solve the problems involve Index Number Drilling through Pass Year questions Year 2003 – 2011 End Year Examination Correction for Examination (End Year Examination) END YEAR SCHOOL HOLIDAY (19 Nov Peperiksaan SPM bermula) Prepared by : ………………………. Miri Approved by : ……………………….. (ANG SIEW JIN) Senior Principal SMK Merbau. Miri 16 ... (TANG CHENG MUN) Senior Assistant 1 SMK Merbau..Week No Learning Objectives Pupils will be taught to.

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