RPT Mathematics FORM4

RPT : MATHEMATICS FORM 4
YEARLY PLAN 2014
SCHOOL
SUBJECT
FORM
WEEK
1
1/1/2014
2/1/2014
2-3
5/1/2014
16/1/2014
:
:
:
SMK GEMEREH
MATHEMATICS
4
TOPIC
CONTENT
LEARNING OUTCOMES
ORIENTATION WEEK
STANDARD FORM
1.1 Understand and use the

concept of significant
figure.
i. Round off positive numbers to a given

number of significant figures when the
numbers are:
a. greater than 1
b. less than 1
ii. Perform operations of addition,
substraction , multiplication and division,
involving a few numbers and state the
answer in specific significant figures.
iii. Solve problems involving significant
figures
4
19/1/2014
23/1/2014

concept of standard form to
solve problems
i. State positive numbers in standard

form when the numbers are:
a. greater than or equal to 10
b. less than 1
ii. convert numbers in standard form to
single numbers.
iii .perform operations of addition,
subtraction, multiplication and division,
involving any two numbers and state the
answers in standard form.
iv Solve problems involving numbers in
standard form.
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
5
26/1/2014
29/1/2014
6
2/2/2014
4/2/2014
6-7
5/2/2014
13/2/2014
8-9
16/2/2014
27/2/2010
TOPIC
QUADRATIC
EXPRESSIONS
AND
EQUATIONS
CONTENT
LEARNING OUTCOMES
2.1 understand the concept of

quadratic expression;
i identify quadratic expressions;

ii form quadratic expressions by
multiplying any two linear
expressions;
iii form quadratic expressions based on
specific situations;
CHINESE NEW YEAR

2.2 factorise quadratic
expression;
i factorise quadratic Expressions of the

form ax 2 + bx + c , where b = 0 or c = 0;
ii factorise quadratic expressions of the
form px2 q, p and q are perfect
squares;
iii factorise quadratic expressions of
the form ax 2 + bx + c , where a, b and c
not equal to zero;
iv factorise quadratic expressions
containing coefficients with common
factors;
i identify quadratic equations with one
unknown;
ii write quadratic equations in general
form i.e. ax 2 + bx + c = 0 ;

quadratic equation;
iii form quadratic equations based on

specific situations;
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
LEARNING OUTCOMES
2.4 understand and use the

concept of roots of
quadratic equations to solve
problems.
9
24/2/2014
25/2/2014
10
2/3/2014
6/3/2014
11
9/3/2014
13/3/2014
i determine whether a given value is a

root of a specific quadratic equation;
ii determine the solutions for
quadratic
equations by:
- trial and error method;
- factorisation;
iii solve problems involving quadratic
equations.
PK1
SETS
3.1. Understand the concept of

set
i Sort given objects into groups.

ii Define sets by :
a. Descriptions
b. Using set notation
iii Identify whether a given object is an
element of a set and use the symbol
or
iv Represent sets by using Venn
Diagrams
v List the elements and state the number
of elements of a set
vi Determine whether a set is an empty set
vii Determine whether two sets are equal.
(i) Determine whether a given set
is a subset of a specific set and
use the symbol or .
3.2. Understand and use

the concept of subset,
universal set and the
complement of a set.
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
LEARNING OUTCOMES
(ii) Represent subset using Venn
Diagram
(iii) List the subsets for a specific set
(iv) Illustrate the relationship between set
and universal set using Venn
diagrams
(v) Determine the complement of a
given set.
(vi) Determine the relationship
between set, subset, universal
set and the complement of a set.
12
16/3/2014
20/3/2014
3.3. Perform operations

on sets :
the intersection of
sets.
(i)
Determine the intersection of

i) two sets
ii) three sets
and use the symbol .
(ii) Represent the intersection of
sets using Venn diagrams.
(iii) State the relationship between
i) A B and A
ii) A B and B
(iv) Determine the complement of the
intersection of sets.
(v) Solve problems involving the
intersection of sets.
(vi) Determine the union of
i) two sets
ii) three sets,
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
13
23/3/2014
29/3/2014
SCHOOL HOLIDAYS
14
30/3/2014
3/4/2014
15
6/4/2014
10/4/2014
LEARNING OUTCOMES
MATHEMATICAL
REASONING
the union of sets.
i Determine the union of

i) two sets
ii) three sets,
ii Represent the union of the sets
using Venn diagrams.
iii State the relationship between
i) A B and A
ii) A B and B
iv Determine the complement of the union
of sets.
v Solve problems involving the union
sets.
vi Determine the outcome of combined
operations on sets.
vii Solve the problems involving
combined operation on sets
(i) determine whether a given
sentence is a statement;
(ii) determine whether a given statement
is true or false;
(i) construct true or false statement
using given numbers
and
mathematical symbols;

statement
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
16
13/4/2014
17/4/2014
TOPIC
CONTENT
LEARNING OUTCOMES

quantifiers all and some.
(i) construct statements using the

quantifier:
a. all;
b. some;
(ii) determine whether a statement that
contains the quantifier all is true or
false;
(ii) determine whether a statement can be
generalised to cover all cases by
using the quantifier all;
(iii) construct a true statement using

the quantifier all or some, given
an object a property.
17
20/4/2014
24/4/2014
(i) change the truth value of a given

statement by placing the word not into
the original statement;
(ii) identify two statements from a
compound statement that contains the
word and;
(iii) form a compound statement by
combining two given statements using
the word and;
(iv)identify two statement from a
compound statement that contains the
4.3 perform operations involving

the words not or no, and
and or on statements;
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
18
27/4/2014
30/4/2014
1/5/2014
TOPIC
CONTENT
LEARNING OUTCOMES
word or ;
(v) form a compound statement by
combining two given statements using
the word or;
(vi)determine the truth value of a
compound statement which is the
combination of two statements with
the word and;
(vii) determine the truth value of a compound
statement which is the combination of two
statements with the word or.
i. identify the antecedent and consequent
of an implication if p, then q.
ii. write two implications from a
compound statement containing if
and only if.
iii. construct mathematical statement in
the form of implication;
a) if p, then q;
b) p if and only if q
iv. determmine the converse of a given
implication.
v. determine whether the converse is true
or false.
4.4 Understand the concept of

implication,
LABOUR DAY
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
19
4/5/2014
8/5/2014
CONTENT
LEARNING OUTCOMES

argument.
i. identify the premise and conclusion of a

given simple argument.
ii. make a conclusion based on two given
premise for;
a) Argument Form I
b) Argument Form II
c) Argument Form III
iii. complete an argument given a
premise and the conclusion.
20
11/5/2014
15/5/2014
21
18/5/2014
22/5/2014

concept of deducation an d
induction to solve
problems.
5. THE STRAIGHT
LINES
A student is able to;

i. determine whether a conclusion is made
through;
a) reasoning by deduction,
b) reasoning by induction.
ii. make a conclusion for a specific case
based on a given general statement
by deducation.
iii. make a generalization based on the
pattern of a numerical sequence by
induction.
iv. use deducation and inducation in
problem solving.
5.1 : Understand the concept of

gradient of a straight line.
i. determine the vertical and horizontal

distances between two given points on
a straight line.
ii. determine the ratio of vertical distance
to horizontal distance.
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
22
25/5/2014
29/5/2014
TOPIC
CONTENT
LEARNING OUTCOMES

gradient of a straight line in
Cartesian coordinates.
i. derive the formula for the gradient of a

straight line.
ii. calculate the gradient of a straight line
passing through two points.
iii. determine the relationship between the
value of the gradient and the;
a) steepness.
b) direction of inclination of a straight
line.

intercept.
i. determine the x-intercept and the yintercept of a straight line.

ii. derive the formula for gradient of a
staright line in terms of the x-intercept
and the y-intercept.
iii. Perform calculations involving gradient,
x-intercept and y-intercept.
5.4 : Understand and use

equation of a staright line
i. draw the graph given an equation of the

form.
ii. determine whether a given point lies on
a specific staright line.
iii. write equation of the staright line given
the gradient and y-intercept.
iv. determine the gradient and y-intercept
of the straight line which equation is of
the form;
a) y = mx + c.
b) ax + by = c
v. find the equation of the straight line
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
LEARNING OUTCOMES
which ;
a) is parallel to the x-axis.
b) is parallel to the y-axis.
c) Passes through a given point and
has a specific gradient.
d) Passes through two given points.
vi. find the point of intersection of two
straight line by;
a) drawing the two straight lines.
b) Solving simultaneous equations

the concept of parallel lines.
23-24
1/6/2014
12/6/2014
25
15/6/2014
19/6/2014
i. verify that two parallel lines have the

same gradient and vice versa.
ii. determine from the given equation
whether two straight line are parallel.
iii. find the equation of the straight line
which passes through a given point and
is parallel to another staright line.
iv. solve problems involving equations of
straight lines.
SCHOOL HOLIDAYS
STATISTICS
6.1 : Understand the concept

of class interval
i. complete the class interval for a set of

data given one of the class intervals.
ii. determine
a) the upper limit and lower limit.
b) the upper boundary and lower
boundary.
iii. calculate the size of a class interval.
10
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
LEARNING OUTCOMES
iv. determine the class interval, given a set
of data and the number of classes.
v. determine a suitable class interval for a
given set of data.
vi. construct a frequency table for a given
of data.

the concept of mode and
mean of grouped data.
26-27
22/6/2014
3/7/2014
6.3 : Represent and interpret

data in histograms with
class intervals of the same
size to solve problems.
6.4 : Represent and interpret
data in frequency polygons
to solve problems.
6.5 : Understand the concept

of cumulative frequency.
i. determine the modal class from the

frequency table of grouped data.
ii. calculate the midpoint of a class.
iii. verify the formula for the mean of
grouped data.
iv. calculate the mean from the frequency
table of grouped data.
v. discuss the effect of the size class
interval on the accuracy of the mean for
a specific set of grouped data.
i. draw a histogram bassed on the
frequency table of a grouped data.
ii. interpret information from a given
historgam.
iii. solve problems involving histograms.
i. draw the frequency polygon based on
a) a histogram
b) a frequency table
ii. interpret information from a given
frequency polygon.
iii. solve problems involving frequency
polygon.
i. construct the cumulative frequency
table for ;
a) ungrouped data.
b) grouped data.
11
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
LEARNING OUTCOMES
ii. draw the ogive for
c) ungrouped data.
d) grouped data.
iii. determine the range of a set data
iv. determine
a) the median.
b) the first quartile.
c) the third quartole
d) the interquartile
for the ogive.
v. interpret information from an ogive
28
6/7/2014
10/7/2014
PROBABILITY 1

the concept of measure of
dispersion to solve
problems.
sample space.

events.
7.3: Understand and use the
i. solve problems involving data

representations and measures of
dispersion.
ii. determine whether an outcome is a
possible outcome of an experiment.
iii. list all the possible outcomes of an
experiment;
a) from activities.
by reasoning.
i. determine the sample space of an
experiment.
ii. Write the sample space by using set
notations.
iii. identify the elements of a sample space
which satisfy given conditions.
iv. list all the elements of a sample space
which satisfy certain conditions using
set notations.
v. determine whether an event is possible
for a sample space.
i. find the probability of an event from a big
12
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
concept of probability of an
event solve problems.
29-30
13/7/2014
24/7/2014
CIRCLES III
8.1 : Understand and use the

concept of tangents to a
circle.

properties of angle
between tangent and
chord to solve problems.
LEARNING OUTCOMES
enough number of trials.
ii. calculate the expected number of times
an event will occur, given the probability
of the event and number of trials.
iii. solve problems involving probability.
predict the occurrence of an outcome
and make a decision based on known
information
A student is able to;
i. identify tangents to a circle.
ii. make inference that the tangent to a
circle is a straight line perpendicular to
the radius that passes through the
contact points.
iii. construct the tangent to a circle passing
through a point;
iv. determine the properties related to two
tangents to a circle from a given points
outside the circle.
v. solve problems involving tangents to a
circle.
i. identify the angle in the alternate
segment which is subtended by the
chord through the contact point of the
tangent.
ii. verify the relationship between the
angle formed by the tangent and the
chord with the angle in the alternate
segment which is subtended by the
chord.
iii. perform calculations involving the angle
in alternate segment.
iv. solve problems involving tangent to a
13
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
LEARNING OUTCOMES
circle and angle in alternate segment.

properties of common
tangents to solve problems.
31
27/7/2014
31/7/2014
32
4/8/2014
6/8/2014
i. determine the number of common

tangents which can be drawn to two
circle which;
a) intersect at two points.
b) intersect only at one point.
c) do not intersect.
ii. determine the properties related to the
common tangents to two circle which;
a) intersect at two points.
b) intersect only at one point.
c) do not intersect.
iii. solve problems involving common
tangents to two circles.
iv. Solve problems involving tangents and
common tangents.
HARI RAYA PUASA
PK2
14
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
33-34
10/8/2014
21/8/2014
TOPIC
TRIGONOMETRY II
CONTENT
LEARNING OUTCOMES

concept of the values of
sin , cos , and tan
( 0 o 360 o ) to solve
problems.
i. identify the quadrants and angles in the

unit circle.
ii. determine
a) the value of y-coordinate.
b) the value of x-coordinate.
c) the ratio of y-coordinate to xcoordinate.
iii. verify that, for an angle in quadrant I of
the unit circle;
a) sin = y-coordinate
b) cos =x-coordinate
c) tan = y-coordinate
x-coordinate
iv. determine the values of;
a) sine
b) cosine
c) tangent
of an angle in quadrant I of the unit
circle.
v. determine the values of
a) sine
b) cosine
c) tangent
of an angle in a specific quadrant is
positive or negative.
vi. determine whether the values of
vii.determine the values of sine, cosine
and tangent for special angles.
viii. determine the values of the angles in
quadrant i which correspond to the
values of the angles in other quadrants.
15
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
CONTENT
concept of the values of
sin , cos , and tan
( 0 o 360 o ) to solve
problems.
LEARNING OUTCOMES
i. state the relationship between the
values of
a) sine
b) cosine
c) tangent
of and angles in quadrant II, III and IV
with their respective values of the
corresponding angle in quadrant I.
ii. find the values of sine, cosine and
tangent of the angles between 90 o and
360 o.
iii. find the angles between 0 o and 360 o,
given the values of sine, cosine or
tangent.
iv. Solve problems involving sine, cosine
and tangent.
9.3 : Draw and use the graphs of

sine, cosine and tangent.
35
24/8/2014
28/8/2014
ANGLES OF
ELEVATION AND
DEPRESSION
10.1: Understand and use the

concept of angle of
elevation and angle of
depression to solve
problems.
i. draw the graphs of sine, cosine and

tangent for angles between 0o and 360o
ii. compare the graphs of sine, cosine and
tangent for angles between 0o and 360o
iii. solve problems involving graphs of sine,
cosine and tangent.
i. identify :
a) the horizontal line
b) the angle of elevation
c) the angle of depression
ii. represent a particular situation involving
iii. solve problems involving the angle of
elevation and the angle of depression.
16
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
TOPIC
36
1/9/2014
4/9/2014
LINES AND PLANES

IN 3-DIMENSIONS
37
7/9/2014
11/9/2014
38
14/9/2014
-
CONTENT
LEARNING OUTCOMES

concept of angle between
lines and olanes to solve
problems.

concept between two
planes to solve problems
i. identify planes
ii. identify horizontal planes, vertical
planes and inclined planes
iii. sketch a three dimensional shape and
identify the spesific planes,
iv. identify
a) lines that lies on a
plane
b) lines that intersec
with a plane.
v. identify normals to a given.
vi. determine the orthogonal projection of a
line on a plane
vii.draw and name the orthognol projection
of a line and a plane.
viii. determine the angle between line on a
plane
ix. solve problems involving the angle
between a line and a plane
i. identify the line of intersection between
two planes
ii. draw a line on each plane, which is
perpendicular to the line of intersection
of the two planes at a point on the line
of intersection
iii. determine the angle between two
planes on a model and a given diagram.
iv. solve problems involving lines and
planes in 3-dimensional shapes.
SCHOOL HOLIDAYS
17
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

YEARLY PLAN 2014
WEEK
18/9//2014
39-41
21/9/2014
9/10/2014
42-44
13/10/2014
30/10/2014
20/11/2014
30/12/2014
TOPIC
CONTENT
LEARNING OUTCOMES
Intensive Revision
Final Year Examination
SCHOOL HOLIDAYS
18
COMPLETED DATE
(REASON IF CANT
ACHIEVED)

RPT Mathematics FORM4

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RPT : MATHEMATICS FORM 4

YEARLY PLAN 2014

1.1 Understand and use the

i. Round off positive numbers to a given

1.2 Understand and use the

i. State positive numbers in standard