# Excel Paper Form4 - DOC

Document Sample

```					  Week/
Teaching
Learning        Learning objectives             Learning outcomes                 Suggested activities                Points to note
Strategies/ Skills
Area
.

QUADRATIC   1. Understand the concept     1.1 Recognise a quadratic            Use graphing                                                          Noble value :
EQUATIONS
of quadratic equation          equation and express it in                                                                             Cooperation
calculators     or computer
and its roots.                 general form.                                                                                              TGA:
software      such   as   the
Geometer’s     Sketchpad and                                            Flashcard
spreadsheet    to explore the
Pedagogy :
Activity/Cooperativ
Week                                   1.2 Determine whether a given                                                                               e Learning
equations.
1&2                                        value is the root of a                                                                                    CCTS:
quadratic equation by                                                                                 Classification.
a) substitution;
b) inspection.

Questions for 1.2(b) are given
1.3   Determine roots of quadratic                                    in the form of (x + a)(x + b) =
equations by trial and                                          0; a and b are numerical
improvement method.                                             values.
Discuss when
( p)( q) = 0, hence x – p =             Value :
2.     Understand the         2.1 Determine the roots of a
0 or                                 Cooperation
x – q = 0. Include case when             TGA :
equations.                 a) factorisation;
p = q.                               Manila Card
b) completing the square
c) using the formula.                                             Derivation of formula for             Pedagogy :
2.1c is not required.              Inquiry Finding,
Constructisme
If x=p and x=q are the roots,
CCTS:
then the quadratic equation is
Refresh idea and
(xp)(xq)=0, that is
trial & error
x2(pq)xpq=0.

1
Week/
Teaching
Learning     Learning objectives             Learning outcomes                  Suggested activities                 Points to note
Strategies/ Skills
Area
2.2 Form a quadratic equation                                         Involve the use of:                     Pedagogy:
from given roots.                                                            b                  c      Mastery Learning
+     =      and          =     ,
a                   a
Where and         are roots of
ax2 +bx +c =0

QUADRATIC       1. Understand the      1.1 Recognise quadratic functions     Use computer software or         Discuss the general shape of         Mastery Learning
FUNCTIONS          concept of          1.2 Plot quadratic functions graphs   graphing calculator.             quadratic function.
Week             quadratic functions     a) based on given tabulated       (ex; GSP, Graphmatica or         Introduce the term of                Contextual
3&4             and their graphs            values                        Microsoft Excel to explore       parabola, minimum,
b) by tabulating                   the graphs of quadratic          maximum point and axis of
values based on                functions)                       symmetry for quadratic
given functions                                                 curves.
Use example of everyday
1.3 Recognise shapes of graphs       situations to introduce graphs   Discuss cases where a  0
of quadratic functions           of quadratic functions.          and a  0 for
f ( x)  ax2  bx  c
1.4 Relate the position of
with types of roots for
f (x) = 0.

2. Find maximum and     2.1 Determine the maximum or         Use computer software or         Discuss the general form of          Mastery Learning
minimum values of            minimum value of quadratic      graphing calculator.             completing the square
quadratic functions          function by completing the      (ex; GSP, Graphmatica or         f ( x)  a( x  p) 2  q             Self-Access Learning
square                          Microsoft Excel to explore
the graphs of quadratic
functions)

3. Sketch graphs of         3.1 Sketch quadratic functions by    Use graphing calculator or       Emphasis the marking of              Contextual

2
Week/
Teaching
Learning        Learning objectives               Learning outcomes                  Suggested activities              Points to note
Strategies/ Skills
Area
quadratic functions.           determining the maximum or        dynamic geometry software      maximum or minimum point
minimum point and two other       such as the GSP or             and two other points on the
points.                           Graphmatica to reinforce the   graphs drawn or by finding
understanding of graphs of     the axis of symmetry and the
quadratic functions.           intersection with the y – axis
Determine other points by
finding the intersection with
x-axis (if it exists )

4. Understand and use the     4.1 Determine the ranges of values   Use graphing calculator or     Emphasis on sketching            Contextual
concept of quadratic          of x that satisfies quadratic     dynamic geometry software      graphs and use number lines
inequalities.                 inequalities                      such as the GSP or             when necessary.
Graphmatica to reinforce the
understanding of graphs of
Problem solving,
SIMULTANEOUS   Students will be taught to:   Students will be able to :           Use graphing calculator or                                      discovery method,
EQUATIONS                                                                         dynamic geometry software                                       trial and
1. Solve simultaneous         1.1 Solve simultaneous equations     such as the Geometers          Limit non linear equations up    improvement method.
Week 5      equations in two                  using the the substitution       Sketchpad to explore the       to second degree only
unknowns: one linear              method                           concept of simultaneous                                         ICT, relating,
equation and one non -                                             equations                                                       reasoning,
linear equation.                                                                                                                   Mathematical
1.2 Solve simultaneous equations     Use examples in real life                                       Communication,
involving real life situations   situations such as area,                                        Mathematical
perimeter and others.                                           Connections

FUNCTIONS                                                                                                                                         Contextual
1.1 Represent                        Use pictures, role-play and    Discuss the idea of set and
1. Understanding the
computer software to           introduce set notation.
Week        concept of relations.              relations using
introduce the concept of
6 , 7 &8                                         a)arrow diagrams
relations.
b) ordered pairs

3
Week/
Teaching
Learning     Learning objectives          Learning outcomes            Suggested activities         Points to note
Strategies/ Skills
Area
c) graphs

1.2 Identify domain,
codomain, object,
image and range
of a relation.

1.3 Classify a relation
shown on a
mapped diagram
as: one to one,
many to one, one
to many or many
to many relation.

Represent functions using
2. Understand           2.1   Recognise                                            arrow diagrams, ordered
the concept                functions as a special    Use graphing calculators                                 Cooperative
pairs or graphs.
of functions               relation                  and computer software to                                 learning
explore the image of       e.g. f : x  2x
functions.                      f (x) = 2x
2.2 Express functions using
"f : x  2x" is read as
function notation.
"function f maps x to 2x".
2.3 Determine domain, object,                              f (x) = 2x is read as “2x
image and range of a                                   is the image of x under the
function.                                              function f ”.
Include examples of
2.4 Determine the image of a                               functions that are not
function given the object                              mathematically based.
and vice versa.

4
Week/
Teaching
Learning          Learning objectives          Learning outcomes                Suggested activities             Points to note
Strategies/ Skills
Area
Examples of functions
include algebraic (linear
trigonometric and absolute
value.
Define and sketch absolute
value functions.
3. Understand the        3.1 Determine composition of
concept              two functions.                       Use arrow diagrams or        Involve algebraic functions   Mastery learning
3.2 Determine the image of
of composite                                              algebraic method to          only.
composite functions given the
functions.                                                determine composite
object and vice versa.               functions.
3.3 Determine one                                                 Images of composite
of the functions in a                                         functions include a range
of values. (Limit to linear
composite functions)

b)                                 given composite                                              .
function given the
other related
function.
c)                            4.1 Find the object by inverse       Use sketches of graphs to    Limit to algebraic
Mastery learning
d)           4. Understand        mapping given its image          show the relationship        functions.
the concept of inverse       and function.                    between a function and its   Exclude inverse of
functions.                                                    inverse
4.2 Determine inverse                                             composite functions.
functions using algebra.
Emphasise that inverse of a
function is not necessarily
4.3 Determine and state the                                       a function.

5
Week/
Teaching
Learning          Learning objectives              Learning outcomes                        Suggested activities           Points to note
Strategies/ Skills
Area
condition for existence of
an inverse function.
9      e)                                                                                   Test 1
Teaching
1. Understand and use       1.1 Find the value of numbers                   Use examples of real-   Discuss zero index and
INDICES AND                                                                                                                                          Aids/materials
LOGARITHMS          the concept of indices       given in the form of:                        life situations to      negative indices.              Scientific calculator,
and laws of indices to       a) integer indices.                          introduce the concept                                  Geometer’s
Week 10           solve problems.              b) fractional indices.                       of indices.                                            Sketchpad, geometric
set
1.2 Use laws of indices to find                 Use computer
the value of numbers in                      software such as the                                   CCTS
index form that are                          spreadsheet to                                         Identifying
relationship
multiplied, divided or                       enhance the
raised to a power.                           understanding of                                       Teaching Strategies
indices.                                               Mastery Learning
1.3   Use laws of indices to                                                                            Multiple intelligent
simplify algebraic                                                                                Contextual learning
expressions.

2. Understand and use
2.1 Express equation in index                   Use scientific          xplain definition of
form to logarithm form and                   calculators to          logarithm.
the concept of
vice versa.                                  enhance the             N = ax ; loga N = x with a >
logarithms and laws
of logarithms to solve                                                    understanding of the    0, a ≠ 1.
2.2 Find  logarithm            of   a            concept of logarithm.   Emphasise that:
problems
number.                                                              loga 1 = 0; loga a = 1.

2.3 Find logarithm of numbers                                            Emphasise that:
by     using    laws   of                                            a) logarithm of negative
logarithms.                                                             numbers is undefined;
b) logarithm of zero is
undefined.
2.4 Simplify logarithmic
6
Week/
Teaching
Learning     Learning objectives           Learning outcomes                Suggested activities          Points to note
Strategies/ Skills
Area
expressions to the simplest
Discuss cases where the
form.
given number is in
a) index form
b) numerical form.
Discuss laws of logarithms

Week 11                               3.1 Find the logarithm of a                                  Discuss:                     Vocabulary
3 Understand and use
number by changing the                                              1
the change of base of                                                                 loga b =
base of the logarithm to a                                        logb a
logarithms to solve                                                                                                base
suitable base.
problems.
integer indices
3.2 Solve problems involving                                                              fractional indices
the change of base and laws of
index form
logarithms.
13                                  4.1 Solve equations involving                                Equations that involve       raised to a power
4. Solve equations
indices.                                                indices and logarithms are   law of indices
involving indices and
limited to equations with
logarithms.
4.2 Solve equations involving                                single solution only.
logarithms.                                              Solve equations involving    index form
indices by:
logarithm form
a) comparison of indices
and bases;              logarithm
undefined
b)      using logarithms

7
Week/
Teaching
Learning     Learning objectives              Learning outcomes                     Suggested activities                 Points to note
Strategies/ Skills
Area
Moral Values
1. Find distance between    1.1                                        Use examples of real-life      Use the Pythagoras’ Theorem         Cooperative
COORDINAT
two points                                                          situations to find the         to find the formula for
GEOMETRY                                Find the distance between two                                                                                 Patriotism
distance between two points.   distance between two points.        Respect
points using formula
Week 14
( x1  x2 )2  ( y1  y2 )2                                                                                 Teaching Aids/
Material
Chart
Arrow diagram
CCTS
2. Understand the concept   2.1 Find the midpoint of two                                              Limit to cases where m and n        Analogy
of division of a line        given points.                                                         are positive.                       Relations
segment.                                                                                                                               Imagine
Derivation of the
2.2      Find the coordinates of a                                        formula  nx1  mx2 , ny1  my2 
                          Teaching Strategies
point that divides a line according                                                 mn          mn        Contextual
to a given ratio                                                          is not required.
m : n.

Moral Values
3. Find areas of polygons   3.1 Find the area of a triangle            Use dynamic geometry           Limit to numerical values.
Week                                                                                                                                                Cooperative
based on the area of specific          software such as the           Emphasise the relationship
15
geometrical shapes.                    Geometer’s Sketchpad to        between the sign of the value       Teaching Aids/
explore the concept of area    for area obtained with the          Material
of polygons.                   order of the vertices used.         Grid Board
3.2   Find the area of a triangle by
Use                            Emphasise that when the area
using formula.                        1 x1 x2 x3 x1                                                     Teaching Strategies
of polygon is 0, the given
1 x1 x2 x3 x1                         2 y1 y 2 y 3 y1                                                   Contextual
points are collinear.
2 y1 y 2 y 3 y1                                                                                         Generate ideas
for substitution of
Thinking Skills
3.3 Find the area of a                 coordinates into the formula.

8
Week/
Teaching
Learning     Learning objectives                 Learning outcomes                    Suggested activities                 Points to note
Strategies/ Skills
Area
Moral Values
4. Understands use the        4.1                                        Use dynamic Geometry                                             Honesty
concept of equation of a                                              software such as the
Determine the x – intercept and y-                                                                          Accuracy
straight line.                                                        Geometer’s Sketchpad to
intercept of a line
explore the concept of                                           Teaching Aids/
4.2
equation of a straight lines.                                    Material
Find the gradient of a straight line                                                                        Charts, Graphical
that passes through two points.                                                                             Calculator
Charts
Teaching Strategies
4.3 Find the gradient of a staright                                        Answer for learning
Mastery Learning
line using the x-intercept and                                        outcomes 4.4 (a) and 4.4(b)
Contextual Approach
y-intercept                                                           must be stated in the simplest
Mastery Approach
form
4.4Find the equation of a straight
line given:                                                                x y
  1 involve changing
a) gradient and one point                                            a b
the equation into gradient
b) two point
y  mx  c and intercept
c) x-intercept and y-intercept                                       form
4.5 Detemine gradient and                                                  ax  by  c  0
intercepts of a straight line given
the equation.                                                                                               Moral Values
4.6 Change the equation of a                                                                                Accuracy
straight line to the general form
Teaching Aids/
4.7 Find the point of intesection of                                                                        Material
Solve simultaneous linear
two lines.                                                                                                  Graph paper
equations using the graph
method.
Teaching Strategies
Self Access Learning

9
Week/
Teaching
Learning     Learning objectives               Learning outcomes                     Suggested activities               Points to note
Strategies/ Skills
Area
16      5.Understand and use the                                              Use example of real-life
Moral Values
5.1 Determine whether two straight                                       Emphasize that for parallel   Cooperation
concept of parallel and    lines are parallel when gradients of    situations to explore parallel   lines:                        Gratitude
perpendicular lines.       both lines are known and vice           end perpendicular lines.
m1  m2                       Careful
versa                                                                                                  Systematic
5.2 Find equation of a straight line                                     Emphasize that for
perpendicular lines :         Teaching Aids/
that passes through a fixed point       Use graphic calculator and
and parallel to a given line.                                            m1 m2  1                    Material
dynamic geometry software                                      Exact Systematic
5.3 Determine whether two straight      such as Geometer’s                                             ICT
Sketchpad to explore the                                       Grid Board
lines are perpendicular when
concept of parallel and
gradients of both lines are known       perpendicular lines.
and vice versa.                                                          Derivation of m1 m2  1 is   Teaching Strategies
Self Access Learning
not required.                 Learn How to Study
5.4 Determine the equation of a
straight line that passes through a                                                                    Multiple Intelligent
fixed point and perpendicular to a                                                                     Constructivism
approach
given line.
5.5 Solve problems involving
equations of straight lines.
Moral Values
6. Understand and use the     6.1 Find the equations of locus that    Use examples of real-life                                      Cooperation
concept of equation of     satisfies the condition if:             situations to explore equation                                 Gratitude
locus involving distance                                           of locus involving distance
a) The distance of a moving point                                                                      Careful
between two points.                                                between two points.
from a fixed point is constant;                                                                        Systematic

b) The ratio of the distances of a                                                                     Teaching Aids/
moving point from two fixed             Use graphic calculator and                                     Material
points is constant.                     dynamic geometry software                                      Exact Systematic
such as Geometer’s                                             ICT
6.2 Solve problems involving loci.                                                                     Grid Board
Sketchpad to explore the
concept of loci.

10
Week/
Teaching
Learning        Learning objectives        Learning outcomes               Suggested activities           Points to note
Strategies/ Skills
Area
17
1.     Understand and use 1.1 Calculate the mean of             Use scientific          Discuss grouped data and   Moral Values
the concept of           ungrouped data.                    calculators, graphing   ungrouped data.            Cooperation
measures of central                                         calculators and                                    Gratitude
tendency to solve    1.2 Determine the mode of              spreadsheets to                                    Careful
problems.
ungrouped data.                    explore measures of                                Systematic
central tendency.
1.3 Determine the median of                                                              Teaching Aids/
    Students collect data                              Material
ungrouped data.
from real-life                                     Exact Systematic
situations to                                      ICT
1.4 Determine the modal class
investigate measures                               Grid Board
of grouped data from                                      Involve uniform class
of central tendency.    intervals only.
frequency distribution                                                               Teaching Strategies
tables.                                                                              Self Access Learning
Learn How to Study
1.5 Find the mode from                                                                   Multiple Intelligent
histograms.                                                                          Constructivism
approach

1.6 Calculate the mean of                                     Derivation of the median   Teaching Strategies
grouped data.                                             formula is not required.
Self Access Learning
Learn How to Study
1.7 Calculate the median of
Multiple Intelligent
grouped data from
Constructivism
cumulative frequency                                                                 approach
distribution tables.

1.8 Estimate the median of
grouped data from an
ogive.                                                    Ogive is also known as
1.9 Determine the effects on                                  cumulative frequency
mode, median and mean                                     curve.
11
Week/
Teaching
Learning    Learning objectives           Learning outcomes                 Suggested activities         Points to note
Strategies/ Skills
Area
for a set of data when:
a) each data is changed
uniformly;
b) extreme values exist;                                  Involve grouped and
c) certain data is added                                  ungrouped data
or removed.
1.10 Determine the most
suitable measure of central
tendency for given data.
18                                                                                                                             Vocabulary
2. Understand and use    2.1 Find the range of
the concept of            ungrouped data.
measures of                                                                                                         measure of central
dispersion to solve   2.2 Find the interquartile range                                                              tendency
problems.
of ungrouped data.                                                                        mean
mode
2.3 Find the range of grouped
data.                                                                                     median
ungrouped data
2.4 Find the interquartile range                               Determine upper and lower
of grouped data from the                                   quartiles by using the first   frequency
cumulative frequency                                                                      distribution table
principle.
table.                                                                                    modal class
uniform class
2.5 Determine the interquartile                                                               interval
range of grouped data                                                                     histogram
from an ogive.

2.6 Determine the variance of
a)    ungrouped data;
b)    grouped data.

12
Week/
Teaching
Learning     Learning objectives               Learning outcomes                 Suggested activities             Points to note
Strategies/ Skills
Area
2.7 Determine the standard
deviation of:
a) ungrouped data
b) grouped data.

2.8 Determine the effects on                                      Emphasise that
comparison between two
range, interquartile range,
sets of data using only
variance and standard                                         measures of central
deviation for a set of data                                   tendency is not sufficient.
when:
a) each data is changed
uniformly;
b) extreme values exist;
c) certain data is added
or removed.

2.9 Compare measures of
central tendency and
dispersion between two
sets of data.

Mid Term Examination Week 19 - 20

CIRCULAR    Students will be taught to:   Students will be able to:          Use dynamic geometry           Discuss the definition of one   Moral Values
MEASURES                                                                     software such as Geometer’s    radian.                         Rational, patience
1. Understand the         Convert measurements in radians    Sketchpad to explore the       “rad” is the abbreviation of
Week             concept of radian      to degrees and vice versa.         concept of circular measure.   radian.                         Teaching
21&22                                                                                                     Include measurements in         Aids/materials
Or                             radians expressed in terms of   Scientific calculator,
                               Geometer’s
Use worksheets of Polya's                                      sketchpad, geometric
method to explore the                                          set

13
Week/
Teaching
Learning     Learning objectives               Learning outcomes                   Suggested activities        Points to note
Strategies/ Skills
Area
concept of circular measures
CCTS
Compare and contrast

Teaching Strategies
Contextual

Vocabulary
Degree

2. Understand and             2.1 Determine                    Use examples of real – life                       Moral Values
use the concept of             a) length of arc             situations to explore circular                    Diligence, cooperate
length of arc of a             b) radius                    measure.
circle to solve                c) angle subtended at the                                                      Teaching
problems.                          center of a circle.      Or                                                Aids/materials
Based on given                                                                 Scientific calculator,
information.                 Use an experiment method to                       Geometer’s
enhance the concept of                            Sketchpad, geometric
2.2 Find the perimeter of        length of an arc of a circle.                     set
segments of circles
CCTS
2.3 Solve problems involving                                                       Identifying
lengths of arc.                                                                relationship

CIRCULAR   Students will be taught to:   Students will be able to:            Use Geometer’s Sketchpad to                       Moral Values
MEASURES                                                                      differentiate between area of                     Diligence
23     3. Understand and use the     3.1 Determine :                      a sector and area of                              cooperation
concept of area of            a) area of sector                segments of circles.                              freedom
sector of a circle to         b) radius and
solve problems .              c) angle subtended at the        Or                                                Teaching
centre of a                                                                    Aids/materials
based on given                   Use worksheets of Polya's                         Scientific calculator,
information                      method to explore the                             Geometer’s
14
Week/
Teaching
Learning      Learning objectives           Learning outcomes                   Suggested activities               Points to note
Strategies/ Skills
Area
concept of area of sector of a                                  Sketchpad, geometric
3.2 Find area of segments of          circle.                                                         set
circles.
CCTS
3.3 Solve problems involving area                                                                     Identifying
of sectors.                                                                                       information
Problem solving

Teaching Strategies
Mastery Learning
Multiple Intelligent

Vocabulary
Area
Sector

1. Understand and use     Level 1
the concept of         1.1 Determine value of a             Use graphing calculator or        Idea of limit to a function    Moral value :
DIFFERENTI      gradients of curve         function when its variable       dynamic geometry                  can be illustrated using       accurately
ATION         and differentiation.       approaches a certain value.      software such as                  graphs.
Geometer’s Sketchpad to                                          Pedagogy :
1.2 Find gradient of a chord         explore the concept of                                           Contextual
joining two points on a          differentiation.                  Concepts of first derivative   Vocabulary : limit,
Week
curve                                                              of a function are explained    tangent,
24 - 27
as a tangent to a curve can    First derivative,
Level 2                                                                be illustrated using graphs.   gradient, induction,
1.3 Find the first derivative of a                                                                    curve , fixed point
function y=f(x) as gradient                                        Limit y = axn,
of tangent to its graph                                            a , n are constants
1.4 Find the first derivative for                                      n = 1,2,3.
polynomial using first                                             Notation f’(x) equivalent to
dy                          Moral value :
principles.                                                             when y= f(x).
dx                          rational
15
Week/
Teaching
Learning    Learning objectives            Learning outcomes                  Suggested activities         Points to note
Strategies/ Skills
Area
1.5 Deduce the formula for first                                F’(x) read as “f prime x”.    Pedagogy : Mastery
derivative of function                                                                    Learning
y = axn by induction.

2. Understand and use     Level 2
the concept of first   2.1 Determine first derivative of                               Formula y = axn , then        Moral value :
derivative of          the function y = axn using                                      dy = naxn-1                   rational
polynomial functions   formula.                                                        dx                            Pedagogy : Mastery
to solve problems.                                                                     a, n are constant and n       Learning
2.2 Determine value of the first                                integer.
derivative of the function                                  y is a function of x.
y== axn for a given value
of x                                                        Find dy when y=f(x) +         Pedagogy :
2.3 Determine first derivative of                                    dx                       Creative thinking
a function involving                                        g(x) or y=f(x) – g(x), f(x)
a. addition or                                              and g(x) is given             ABM : OHP
b. subtraction algebraic
terms.                                                  When y=uv, then
2.4 Determine first derivative of                                dy
u
dv
v
du
dx    dx      dx
a product of two
polynomials.                                                When y= u , then
v
2.5 Determine first derivative of                                    du    dv                 Vocabulary:
a quotient of two                                                v  u                    product, quotient,
dy
polynomials                                                     dx 2 dx                  Composite
2.6 Determine first derivative of                               dx      v                     function, chain rule,
composite function using                                                                  Normal.
chain rule.
2.7 Determine gradient of
tangent at a point on a                                     y=f(u) and u=g(x), then
curve.                                                      dy dy du
2.8 Determine equation of                                           X
dx du dx
tangent at a point on a
16
Week/
Teaching
Learning     Learning objectives           Learning outcomes                 Suggested activities          Points to note
Strategies/ Skills
Area
curve.                                                      Limit cases in learning       Moral value :
2.9 Determine equation of                                       outcomes 2.7 – 2.9 to rules   independents,
normal at a point on a curve                                Introduced in 2.4 – 2.6.      cooperation
Pedagogy:
Mastering learning.
3. Understand and use  Level 2                               Use graphing calculator or                                 Moral Values :
the concept of maximum 3.1 Determine coordinates of          dynamic geometry             Emphasis the use of first     Independendant
and minimum values to turning points of a curve.             software such as             derivative to determine       Cooperation
solve problems.                                              Graphmatica software to      turning points.
3.2 Determine whether a               explore the concept of
turning points is a maximum or        maximum and minimum          Exclude points of inflexion
minimum point                         values.
Limit problems to two         CCTS:
variables only.               Identifying
Level 3                                                                                       relationship
3.3 Solve problems involving                                                                  Teaching Strategies
maximum or minimum values                                                                     :
Mastery Learning
4. Understand and use     Level 2                            Use graphing calculator      Limit problems to 3           Moral Values :
the concept of rates of   4.1 Determine rates of change      with computer base ranger    variables only                Cooperation
change to solve           for related quantities             to explore the concept of
problems                                                     rates of change.

CCTS:
Identifying
relationship
Teaching Strategies
:
Problem solving
Contextual
5. Understand and use     Level 2                                                         y  dy                       Moral Values :
the concept of small      5.1 Determine small changes in                                  x   dx                       Sincere
17
Week/
Teaching
Learning        Learning objectives           Learning outcomes               Suggested activities           Points to note
Strategies/ Skills
Area
changes and                  quantities                                                                             Hardworking
approximations to solve      5.2 Determine approximate                                    Exclude cases involving
problems                     values using differentiation                                 percentage change

CCTS:

Teaching Strategies
:
Mastery Learning
6. Understand and use        Level 2
the concept of second        6.1 Determine second                                                                   Moral Values :
derivative to solve          derivative of function y = f(x)                              Introduce d2y as          Independendant
problems                     6.2 determine whether a turning                                        dx2             Cooperation
point is maximum or minimum
point of a curve using the                                   d dy       or
second derivative.                                           dx dx                     CCTS:
Identifying
f’’(x) = d [ f ' ( x)]    relationship
dx              Teaching Strategies
:
Mastery Learning

SOLUTION OF
TRIANGLES
Week
1.     Understand and use    1.1 Verify sine rule              Using GSP to verify the                              Sine rule
28 - 30          the concept of sine                                     sine rule.                                           Acute-angled
rule to solve                                                                                                triangle
problems                                                                                                     Obtuse-angled
triangle
Ambiguous
1.2 Use sine rule to find          Discuss the acute angle   Include obtuse-angled
18
Week/
Teaching
Learning        Learning objectives          Learning outcomes               Suggested activities           Points to note
Strategies/ Skills
Area
unknown sides or angles of    triangle and obtuse angle     triangles
a triangle.                   triangle.

1.3 Find unknown sides and       Discuss on ambiguity
angles of a triangle in an   cases where
ambiguous case.                   i)      non-included
angle is given
ii)     a<b
Questions involving real-
life situations
1.4 Solve problems involving
the sine rule.
Use GSP to explore the
concept of cosine rule

Cosine rule
c 2  a 2  b 2  2abkosC

-Teams Work
-Brainstorming
2.1 Verify cosine rule

Discuss the acute angle
triangle and obtuse angle
triangle.
2.2 Use cosine rule to find          - Teams Work              Include obtuse-angled
2.     Understand and use   unknown sides or                 Discussion                    triangles
the concept of         angles of a triangle.                                                                Cosine rule

19
Week/
Teaching
Learning     Learning objectives            Learning outcomes                Suggested activities     Points to note
Strategies/ Skills
Area
cosine rule to solve   2.3 Solve problems involving      Non-rutin question
problems               cosine rule

Level 3                           Area of triangle
2.4 Solve problems involving       1
sine and cosine                   = ab sin C
2
rules

Related to suitable content

-Teams work

Level 2
3.1 Find area of triangle using
formula
1
absin C or its equivalent
2

Level 3
3. Understand and use      3.2 Solve problems involving
the                        three-dimensional
formula for area of         objects
triangles to solve                                                                                        Three-dimensional
problems                                                                                                  object

20
Week/
Teaching
Learning        Learning objectives                Learning outcomes                  Suggested activities                 Points to note
Strategies/ Skills
Area
Students will be taught to:   Students will be able to:            Explain index number.              Index number has no units and   Moral values
INDEX                                                                               Q                              no % symbol.                      Accurate
NUMBER        1. Understand and use the     1.1 Calculate index number.           I  1  100
concept of index number to    1.2 Calculate price index.               Q0                             Q1 and Q0 must be of the same   Teaching aids/
Week 31 & 33   solve problems.               1.3 Find Q0 or Q1 given relevant                                        unit.                           Materials:
information.                                                                                               Newspaper
Q0  Quantity at base time.
Q1  Quantity at specific time.                                   Vocabulary:
Index number,
Price index,
Use example of real-life
quantity at base time,
situations to explore index                                          quantity at specific
numbers.                                                                     time.

Pedagogy:
Contextual

2. Understand and use the     2.1 Calculate composite index.       Explain weightage and              W can be simplified             Moral Values:
concept of composite index    2.2 Find index number or weightage   composite index.                   to the smallest number           Accurate
to solve problems             given relevant information.                                             according to ratio.
2.3 Solve problems involving index
number and composite index            I
W I   i i
Vocabulary:
Composite index
W      i                                                      Weightage

Use examples of real-life
situations to explore composite
index.

34                                      Revision ( Final SBP form 4 2006)

35                                      Revision ( Final Melaka Form 42006)

36                                      Revision ( Final SBP 2005)

21
Week/
Teaching
Learning   Learning objectives        Learning outcomes        Suggested activities   Points to note
Strategies/ Skills
Area
37                            Pep PMR / Akhir Tahun

38                            Final Exam SBP

39                            Final Exam SBP
40                            Progression
41                            Progression
42                            Progression

22

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