TOPIC

/WEEK
STANDARD
FORM
1&2

LEARNING
OBJECTIVES
1.1 Understand and
use the concept of
significant figure

( 3/1-14/1)

SUGGESTED TEACHING AND

LEARNING ACTIVITIES
~ Discuss the
significance of zero in a
number.
~ Compare the figure with
the information given to
identify the use of
significant figure.
~ Discuss the use of
significant figures in
everyday life and other
areas.
~ Give a problem in
everyday life to solve .

LEARNING OUTCOME
i) Round off positive numbers to
a given number of significant
figures when the numbers
are:
a) greater than 1 ;
b) less than 1;

> Rounded numbers are

only
approximates.

ii) Perform operation of

addition, subtraction,
multiplication and division,
involving a few numbers and
state the answer in specific
significant figures;

> State the significant

figures
into numbers.

iii) Solve problems involving

significant figures;
2
( 10/1-14/1)
1.2 Understand and
use a concept of
standard form to
solve problems.

~ Perform standard form

as Ax 10n, with
1 A < 10 and n is an
integer.
~ Use everyday life
situations such as in
health, technology,
industry, construction
and business involving
numbers in standard
form.
~ Use the scientific
calculator to explore
numbers in standard
form.

POINTS TO NOTE

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.

> Limit to positive numbers

only.

VOCABULA
RY
#
Significance
# Significant
figure
# Relevant
# Round off
# Accuracy
# Zero
# Decimal
number
# Index form

> Generally rounding is

done
on the final answer.
> Rewrite the significant
figures using index form.
> Another term for standard
form is scientific notation.
> Determine the decimal for
numbers :
a) if n is positive, move n
to
right.
b) if n is negative, move n
to left.
> Include two numbers in
standard form.

# Standard
form
# Single
number
# Scientific
notation

LEARNING
OBKECTIVES
TOPIC/WEEK
QUADRATIC
EXPESSIONS
AND
EQUATIONS

2.1 Understand the

concept of
quadratic
expression;

3
(17/1-22/1)
* 20/1/11
Thaipusam

3
(17/1-22/1)

2.2 Factorise
quadratic
expression

LEARNING OUTCOME

POINTS TO NOTE

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

VOCABULAR
Y

~ Discuss the
characteristics of
quadratic expression of
the form ax2+bx+c = 0,
where a, b and c are
constants, a 0 and x is
unknown.
~ Build the quadratic
expression from areas
of picture.
~ Identify the expression
of quadratic pattern;
i) (a + b)2 = a2 + 2ab + b2
ii) (a b)2 = a2 2ab + b2
iii)(a b) (a + b) = a2 b2

i) Identify quadratic
expressions;

> Include the case when

b = 0 and / or c = 0

ii) Form quadratic expressions

by multiplying any two linear
expressions;

> Only one variable and the

highest power is two.

~ Discuss tha various

methods to obtain the
desired product.

i) Factorise quadratic
expressions the form
ax2 + bx + c, where b=0 or c=0

~ Explain step by step for

for factorise quadratic
expressions.

ii) Factorise quadratic

expressions of the form
px2 q, p and q are perfect
squares;

~ Begins with the case

a=1.
~ Explore the use of
graphing calculator to
factorise quadratic
expressions.

iii) Form quadratic expressions

based on specific of
situations;

> Emphasise that foe the

terms x2 and x , the
coefficients are
understood
to be 1.

# Quadratic
expression
# Constant
# Constant
factor
# Variable
# Highest
power
# Expand
# Coefficient
# Term

> Include everyday life

situations.

iii) Factorise quadratic

expressions of the form
ax2 + bx + c, where a, b, and
c not equal to zero;
iv) Factorise quadratic
expessions containing

> Comparison the right step

and vice-versa.
> 1 is also a perfect
square .
> Factorisation methods
that
can be used are:
- cross method;
- inspection

# Factorise
# Common
factor
# Perfect
square
# Cross
method
# Inspection
# Complete
#
Factorisation

coefficients with common

factors;
4
(24/1-28/1)

2.3 Understand the

concept of
quadratic equation

5
(31/1-4/2)
* Cuti Tahun
Baru Cina

6
(7/2-11/2)

~ Discuss the
characteristics of
quadratic equation.
~ State whether the
quadratic equation in
one unknown or viceversa.

2.4 Understand and

use the concept of
roots of quadratic
equations to solve
problems

~ Discuss the number of

roots of a quadratic
equation.
~ Determine the factor of
using the replacement
methods.
~ Perform the strategies
to find roots of the
quadratic equation.
~ Use everyday life
situations.

i) Identify quadratic equations

with one unknown;
ii) Write quadratic equations in
general form i.e
ax2 + bx + c = 0;

> Quadratic equation in

general form has power
of x
in decreasing order.
> Include everday life
situations.

iii) Form quadratic equations

based on specific situation;
i) Determine whether a given
value is a root of a specific
quadratic equation;

> There are quadratic

equations that cannot be
solved by factorisation.

ii) Determine the solutions for

quadratic equation by :
a) trial and error method;
b) factorization;

> Check the rationality of

the
solution.

iii) Solve problems involving

quadratic equations.

> Solving proplems is for

finding the equation root.
> One equation have two
roots.

# Quadratic
equation
# General
form
# Unknown
# Decreasing
order
# Power

# Substitute
# Root
#Trial and
error
method
# Solution
# Quadratic
equation
root
#
Replacement

TOPIC
/WEEK
SETS

LEARNING
OBJECTIVES
3.1 Understand
the concept of
set;

SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
Use everyday life
examples the concept of
set.

7
(14/2-19/2)

LEARNING OUTCOME
(i) sort given object into group,
(ii) define sets by;
a) descriptions
b) using set notation

* 15/2/11
Maulidur
Rasul

POINTS TO NOTE
The word set refers to any
collection or group of
objects.
The notation used for sets is
braces, { }.

VOCABULARY
Set
Element
description
label
Set notation

The same elements in a set

need not be repeated.
Denote
Sets are usually denoted by
capital letters.
The definitions of sets has to
be clear and precise so that
the elements can be
identified.
(iii) identify whether a given
object is an element of a set
and use the symbol or

Discuss the difference

between the
representation of
elements and the
number o elements in
Venn diagrams.

(iv) represent sets by using

Venn diagrams;

(v) list the elements and state

The symbol (epsilon) is

read is an element of or is
a member of
The symbol is read is not
an element of or is not a
member of

Venn diagram
empty set

Discuss why { 0 } and

{} are not empty sets.

the number of elements of a

set;
(vi) determine whether a set is
an empty set;
(vii) determine whether two
sets are equal

7&8
(14/2-25/2)

3.2 Uunderstand
and use the
concept of
subset, universal
set and the
complement of a
set,

Begin with everyday life

situations,

(i) determine whether a given

set is a subset of a specific set
and use the symbol.

The notation n (A) denotes

the number of elements in a
set A.

Equal set

The symbol (phi) or { }

denotes an empty set.
An empty set is also called a
null set.
An empty set is a subset of
any set.
Every set is a subset of itself

Subset

(iv) illustrate the relationship

between set and universal set
using Venn diagram;

The symbol denotes a

universal set.

Universal set

(v) determine the complement

of a given set

The symbol A denotes the

complement of a set A.

Complement of
a set

(vi) determine the relationship

between set, universal set and
the complement of a set

Include everyday life

situations.

(i) determine the intersection

of
a) two sets,

Include everyday life

situations

(ii) represent subset using

Venn diagram.
(iii) list the subsets for a
specific set.
Discuss the relationship
between sets and
universal sets

8&9
(25/2-4/3)

3.3 Perform
operations on
sets:

Intersection
common
elements

the
intersection
of sets;
the union of
sets

Discuss cases when:

A B=
A B

b) three sets,
and use the symbol
(ii) represent the intersection
of sets using Venn diagram,
(iii) state the relationship
between
a) A B and A
b) A B and B
(iv) determine the complement
of the intersection of sets,
(v) solve problems involving
the intersection of sets,

Include everyday life

situations

(vi) determine the union of

a) two sets
b) three sets
and use the symbol ;
(vii) represent the union of
sets using Venn diagram;
(viii) state the relationship
between
a) A B and A ;
b) A B and B ;
(ix) determine the complement
of the union of sets;
(x) solve problems involving
the union of sets;

Includes everyday life

situations
Include everyday life
situations.

(xi) determine the outcome of

combined operations on sets;
(xii) solve problems involving
combined operations on sets.

TOPIC
/WEEK

LEARNING
OBJECTIVES

MATHEMATICAL
REASONING

4.1 Understand the

concept of
statement

10
(7/3-11/3)

SUGGESTED TEACHING
AND LEARNING ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

Introduce this topic using

everyday life situations.

i) determine whether a
given a statement

Statements
of :

Focus on mathematical
sentences

ii) determine whether a

given statement is true or
false

*7/3-9/3
Ujian Bulanan 1

* 14/3-20/3/11
Cuti pertengahan
Penggal Pertama

Discuss sentences consisting

of :

iii) construct true the or

consisting

Word only e.g

Five is greater
than two
Numbers and word
e.g 5 is greater
than 2
Number
and
symbols e.g 5 > 2

The following are not

VOCABULARY
Statement
True
False
Mathematical
Sentence
Mathematical
Statement
Mathematical
symbol

11
(21/3-25/3)

4.2 Understand the

concept of
quantifiers all
and some

A word only
Number and words
Numbers andof an
mathematical symbols

false statement using

given numbers and
mathematical symbol

statements :
Is the place value
of digit 9 in 1928
hundreds?
4n 5m + 2s
Add the two
number
x+2=8

Start everyday life situations

i) construct statements
using the quantifier :
a) all
b) some

Quantifiers such as
every and any can
be introduced based on
context
Example :
All square are four sided
figures
Every square is a four
sided figures
Any square is a four
sisded figures

Discuss sentences consisting

of :
a) all
b) some

ii) determine whether a

statement that contains
the quantifier all is true
or false

iii) determine whether a

statement can be
generalized to cover all
cases by using the
quantifier all
iv) construct the true
statement using the
quantifier all or some
given an object and a
property
11
(21/3-25/3)

4.3 Perform
operations
involving the words

Begin with everyday life

situations

i) change the truth value

of a given statement by
placing the word not into

Quantifier
All
Every
any
Some
Several
One of
Part of

Other quantifier such as

several, one of and
part of can be used
based on context.
Example :
Object : Trapezium
Property : Two sides are
parallel to each other

The negation no can

be used where
appropriate.

negation
not p
no p

not or

the original statement;

no, and and and

or on statements;

ii) identify two statements

from a compound
statement that contains
the word and,

The symbol ~ (tilde)

truth table

denotes negation.
~ denotes negation of
p which means not p
or no p.
The truth table for p and
~p are as follows
p
p
True
False
False
True

truth value

The truth value for p

and q are as follows:
p

True
True
False
False

True
False
True
False

P and
q
True
False
False
False

and
compound
statement

iii) form compound

statement by combining
two given statements
using the word and
iv) identify two statement
from a compound
statement the word or,
v) form a compound
statement by combining
two given statements
using the word or
vi) determine the truth
value of a compound

The truth values for p

or q are as follows:
p

True
True
False
False

True
False
True
False

P or
q
True
True
True
False

Or

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.
12
(28/3-1/4)

4.4 understand the

concept of
implication;

Start with everyday life

situations

i)identify the antecedent

and consequent of an
implication if p, then q.

Implication if p, then q
can be written as pq,
and p if and only if q
can be
written as pq, which
means pq and qp

Implication
Antecedent
Conseguent

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 p;
b) p if and only if q;
iv) determine the
converse of a geven
implication;
v) determine whether the

The converse of an
implication is not
necessarily true.
Example 1:
If x < 3, then x < 5
(true).

Converse

converse of implication is
true or false

Conversely:
If x < 5, then x < 3
(false)
Example 2:
If PQR is a triangle,
then he sum of the
interior angles of PQR is
180. (true)
Conversely:
If the sum of the interior
angles of PQR is 180,
then PQR ia a triangle.
(true)
Example 3:
If x > 4, then x is a
positive number. (true)
Conversely
If x > 6, then x < 4
(false)

12
(28/3-1/4)

4.5 understand the

concept of
argument

Start with everyday life

situations

i)identify the premise and

conclution of given simple
argument;

Limit to arguments with

true premises.

ii) make a conclusion

based on two given
premises for:
a) argument Form I;
b) argument Form II;

Names for argument

forms, i.e syllogism
(Form I), modus
ponens (Form II) and
modus tollens

c) argument Form III;

iii) complete an argument
given a premise and the

(Form III), need not be

introduced
Specify that these three
forms of arguments are

argument
premise
conclusion

conclusion

deductions based on
two premises only.
Argument Form I
Premise 1: All A are B
Premise 2: C is A
Conclusion: C is B

Argument Form II
Premise 1: If p, then q
Premise 2: p is true
Conclusion: q is true

Argument Form III

Premise 1: If p, then q
Premise 2: not q is true
Conclusion: not p is true

13
(4/4-8/4)

4.6 uderstand and

use the concept of
deduction and
induction to solve
problems

Use specific
examples/activities to introduce
the concept

i) determine whether a
conclusion is made
through
a) reasoning by
deduction,
reasoning by
induction,

Reasoning
Deduction
Induction
Pattern

ii) make a conclusion for

a specific case based on
a given general
statement, by deduction;

Specific case
numerical
sequence

iii) make a generalization

based on the pattern of a

Limit to cases where

formulae ca be induced

numerical sequence, by
induction;
iv) use deduction and
induction in problem
solving

TOPIC
/WEEK

LEARNING
OBJECTIVES

THE
STRAIGHT
LINE

5.1
Understand the
concept of
gradient of a
straight line

14
(11/3-15/4)

SUGGESTED TEACHING
AND LEARNING ACTIVITIES
Use technology such as
the Geometers Sketchpad,
graphing calculators, graph
boards, magnetic boards.
Topo maps as teaching
aids where appropriate.
Begin with concrete
examples/daily situations to
introduce the concept of
gradient.

Specify that:
making
conclusion by
deduction is
definite;
making
conclusion by
induction is not
necessarily
definite

LEARNING OUTCOME

POINTS TO NOTE

Students will be able to :

i. Determine the vertical
and horizontal
distances between
two given point on a
straight line
ii. Determine the ratio of
vertical distance to
horizontal

Emphasise that the x

intercept and the y-intercept
are not written in the form of
coordinates.

VOCABULARY
Straight line
Steepness
Horizontal
distance

CD-ROM, Video
INTRODUCTION
Play the introduction video
from the CD-ROM
Prompt pupils for more

Vertical distance
Gradient

Vertical
distance

examples from real life

CONTENT
Use content segment of the
CD-ROM to illustrate the
basic concept
ILLUSTRATION
Illustrate students how to
perform computations ,
represent or solving
problems.
Try with different examples
REINFORCEMENT
Evaluate segment to further
reinforce the concept learnt
APPLICATIONS
Teacher show the diagram
right angle triangle in
Cartesian Plane. Ask
student to determine vertical
and horizontal distance.

Horizontal distance
Discuss:
The relationship between
gradient and tan
The steepness of the
straight line with different
values of gradient
Carry out activities to find the
ratio of vertical distance to
horizontal distance for several
pairs of points on a straight line
To conclude that the ratio is
constant.

15&16
(18/4-29/4)
* 1/5/11
Cuti
Pekerja

5.2 Understand
the concept of
gradient of a
straight line in
Cartesian
Coordinates

Ratio

Acute angle
Discuss the value of
gradient if
P is chosen as (x1, y1 ) and Q
is (x2, y2 )
P is chosen as (x2, y2 ) and Q
is (x1, y1 )

Students will be able to :

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

INTRODUCTION
Use the Cartesian board to
show coordinates
CONTENT
Use teacher skills to show
how derive the formula
ILLUSTRATION
Illustrate students how to
perform computations ,
represent or solving
problems.
Try with different examples.
REINFORCEMENT
Evaluate segment to further
reinforce the concept of

Obtuse angle
Inclined upwards
to the right
Inclined
downwards to the
right
Undefined

a) steepness
b) direction
of
inclination
of a
straight
line

learning
APPLICATIONS
Ask students to solve
problems in text book

x-intercept
5.3
Understand the
concept of
intercept

17
(2/5-7/5)

5.4
Understand and
use equation of a
straight line

Discuss the change in the form

of the straight line if the values
of m and c are changed.
Carry out activities using
the graphing calculator,
Geometers Sketchpad or

Students will be able to :

i. determine the xintercept and the yintercept of a straight
line
ii. derive the formula for
the gradient of a
straight line in terms
of the x-intercept and
the y-intercept
iii. perform calculations
involving gradient,
x-intercept and yintercept

INTRODUCTION
Show example of intercept.
Tell student about learning
objectives today.
CONTENT
Use content segment in the
text book.
ILLUSTRATION
Illustrate students how to
perform computations ,
represent or solving
problems.
Try with different examples.
REINFORCEMENT
Evaluate segment to further
reinforce the concept learnt
APPLICATIONS
Teacher show the formula
and ask students try in
group.

Students will be able to :

i. draw the graph given
an equation of the
form
y = mx + c
ii. determine whether a
given point lies on a

INTRODUCTION
Ask students about last day
learning outcome.
CONTENT
Use content from example
in text book
ILLUSTRATION

y-intercept

other teaching aids.

Verify that m is the gradient
and c is the y-intercept of a
straight line with equation y
= mx + c

Discuss and conclude that

the point of intersection is
the only point that satisfies
both equations.
Use the graphing calculator
and Geometers Sketchpad
or other teaching aids to
find the point of
intersection.

5.5

Explore properties of parallel

specific straight line

iii. write the equation of
the straight line given
the gradient and yintercept
iv. determine the
gradient and yintercept 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 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
interception of two
straight lines by
a) drawing the
two straight
lines
b) solving
simultaneous
equation
Students will be able to :

Illustrate students how to

perform computations ,
represent or solving
problems.
Try with different examples.
REINFORCEMENT
Evaluate segment to further
reinforce the concept of
learning.
APPLICATIONS
Give exercises and ask
students to discuss and find
the relationship.

INTRODUCTION

Understand and
use the concept
of parallel lines

TOPIC /
WEEK

lines using the graphing

calculator and Geometers
Sketchpad or other teaching
aids.

LEARNING
OBJECTIVES

SUGGESTED TEACHING
AND LEARNING
ACTIVITIES

i. verify that two parallel

lines have the same
gradient and vise
versa
ii. determine from the
given equations
whether two straight
lines are parallel
iii. find the equation of
the straight line which
passes through a
given point and is
parallel to another
straight line
iv. solve problems
involving equations of
straight lines

Ask students about last day

learning outcome.
CONTENT
Use content from example
in text book
ILLUSTRATION
Illustrate students how to
perform computations ,
represent or solving
problems.
Try with different examples
REINFORCEMENT
Evaluate segment to further
reinforce the concept learnt
APPLICATIONS
Give exercise and ask
student to discus and make
relation.

LEARNING OUTCOME

POINTS TO NOTE

Student will be able to :

i.
complete the class interval
for a set of data given one
of the class interval
ii.
determine:
a. the upper limit and
lower limit
b. the upper boundry
and lower boundry
of a class in a grouped
data

CD-ROM, Video
INTRODUCTION
Play the
introduction video
from the CD-ROM
Prompt pupils for
more examples
from real life
CONTENT
Use content
segment of the CDROM to illustrate

STATISTICS
18-20
(9/5-275)
Peperiksaan
Akhir Tahun
21-23
(20/6-1/7)

VOCABULARY
Mode

6.1 Understand
the concept of
class interval

Use data obtained

from activities and
other sources such as
research studies to
introduces the
concept of class
interval

Modal class
Mean
Midpoint of a class

* 28/5-12/6
Cuti
Pertengahan
Penggal
Pertama

iii.
iv.
v.
vi.

Students will be able to :

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 of class interval on the
accuracy of the mean of a
specific set of grouped data

6.2 Understand
and use the
concept of mode
and mean of
grouped data

6.3 Represent
and interpret
data in
histogram with
class intervals of
the same size to
solve problems

calculate the size of a class

interval
determine the class interval
given a set of data and the
number of classea
determine a suitable class
interval for a given set of
data
construct a frequency table
for a given set of data

Discuss the difference

between histogram
and bar chart.
Use graphing
calculator to explore
the effect of different
class interval on
histogram.

Students will be able to :

i. draw a histogram based on
the frequency table of a
grouped data
ii. interpret information from a
given histogram
iii. solve problems involving
histograms

the basic concept

ILLUSTRATION
Illustrate students
how to perform
computations ,
represent or solving
problems.
Try with different
examples
REINFORCEMENT
Evaluate segment
to further reinforce
the concept learnt
APPLICATIONS
Teacher make use
of the data to
classified mode
and mean

INTRODUCTION
Play the
introduction video
from the CD-ROM
Prompt pupils for
more examples
from real life
CONTENT
Use content

segment of the CDROM to illustrate

the basic concept
ILLUSTRATION
Illustrate students
how to perform
computations ,
represent or solving
problems.
Try with different
examples
REINFORCEMENT
Evaluate segment
to further reinforce
the concept learnt
APPLICATIONS
Ask students to fill
exercise in the
hand out.

24
(4/7-8/7)

6.4 Represent
and interpret
data in
frequency
polygons to
solve problems

Students will be able to :

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

INTRODUCTION
Ask students to
remind topic
statistic in year
three
CONTENT
Use content
segment from text
book
ILLUSTRATION
Illustrate students
how to perform
computations ,
represent or solving
problems.

Try with different

examples
REINFORCEMENT
Evaluate segment
to further reinforce
the concept of
learning
APPLICATIONS
Students in groups
to make exercise
25
(11/7-15/7)

26
(18/7-22/7)

6.5 Understand
the concept of
cumulative
frequency

6.6 Understand
and use the
concept of

Discuss the meaning

of dispersion by
comparing a few sets

Students will be able to :

i. construct the cumulative
frequency table for
a) ungrouped data
b) grouped data
ii. draw the ogive for
a) a) ungrouped data
b) grouped data

INTRODUCTION
Collette the data
from students like
age, height ect
CONTENT
Fill data in the table
ungrouped or
grouped data
ILLUSTRATION
Illustrate students
how to perform
computations ,
represent or solving
problems.
Try with different
examples
REINFORCEMENT
Evaluate segment
to further reinforce
the concept learnt
APPLICATIONS
Students centered

Cumulative
Frequency
Ungroup data

Students will be able to :

i. determine the range of a
set of data

INTRODUCTION
Show the diagram
of ogive. Tell

Range

Ogive

Measures of

measures of
dispersion to solve
problems

of data.
Graphing calculator
can be used for this
purpose.
Carryout a
project/research and
analyses as well as
interpret the data.
Present the findings of
the project/research.

ii. determine
a) the median
b) the first quartile
c) the third quartile
d) the interquartile range
from the ogive
iii.
interpret information from
an ogive
iv.
solve problems involving
data representations and
measures of dispersion.

Emphasise the
importance of honesty
and accuracy in
managing statistical
research.

TOPIC
/WEEK
PROBABILITY

LEARNING
OBJECTIVES
7.1 understand the
concept of sample
space

SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Use concrete examples such as
throwing a die and tossing a coin.
Given some interesting game or
problem to solve.

27
(25/7-29/7)

7.2 understand the

Discuss that an event is a subset

LEARNING OUTCOME
(i) determine whether an outcome is
a possible outcome of an
experiment;
(ii) list all the possible outcomes of
an experiment:
(a) from activities;
(b) by reasoning;
(iii) determine the sample space of
an experiment;
(iv) write the sample space by using
set notations.
(i) identify the element of a sample

students part of
median, quartile
and range
CONTENT
Use the last
exercise to
determine the
important parts
ILLUSTRATION
Illustrate students
how to perform
computations ,
represent or solving
problems.
Try with different
examples
REINFORCEMENT
Evaluate segment
to further reinforce
the concept learnt
APPLICATIONS
POINTS TO NOTE
Rasional
Systematic
Brave to try

dispersion
Median
First quartile
Third quartile
Interquartile range

VOCABULARY
Sample space
Outcome
Experiment
Possible outcome

An impossible event is an

Event

27
(25/7-29/7)

28
(1/8-5/8)
* 1/8/11
Awal Ramadhan

TOPIC
/WEEK
CIRCLE III
29
(8/8-12/8)

concept of events

7.3 understand and

use the concept of
probability of an
event to solve
problems.

of the sample subset.

Discuss also impossible events
for a sample space.
Lucky number game.
Discuss that the sample space
itself is an event.
Carry out activities to introduce
the concept of probability. The
graphing calculator can be used
to simulate such activities.
Discuss situation which result in:
Probability of event = 1.
Probability of event = 0.

LEARNING
OBJECTIVES
8.1 understand and
use the concept of
tangents to a circle.

Emphasise that the value of

probability is between 0 and 1.
Predict possible events which
might occur in daily situations.
Project solving problem.
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Develop concepts and abilities
through activities using
technology such as the
Geometers Sketchpad and
graphing calculator.
Include daily situations to
feedback the tangents, circle and
its characteristic.
Explore to do demonstrate.

space which satisfy given conditions;

(ii) list all the elements of a sample
space which satisfy certain condition
using set notations;
(iii) determine whether an event is
possible for a sample space.
(i) find the ratio of the number of
times an event occurs to the number
of trials;
(ii) find the probability of an event
from a big enough number of trials;
(iii) calculate the expected number of
times an event will occur, given the
probability of the event and number
of trials;
(iv) solve problem involving
probability;
(v) predict the occurrence of an
outcome and make a decision based
on known information.
LEARNING OUTCOME

empty set.
Accuracy

Element
Subset
Empty set
Impossible event

Probability is obtained from

activities and appropriate
data.

probability

Systematic

POINTS TO NOTE

VOCABULARY

(i) identify tangents to a circle;

Tangent to a circle
Circle

(ii) make inference that the tangent

to a circle is a straight line
perpendicular to the radius that
passes through the contact point;

Perpendicular
Radius
Circumference
Semicircle

(iii) construct the tangent to a circle

passing through a point:
(a) on the circumference of
the circle;
(b) outside the circle;

congruent

Properties of angle in

(iv) determine the properties related

to two tangents to a circle from a
given point outside the circle;

semicircles can be used.

Example of proper
Properties of angle in
semicircles can be used.
Example of properties of two
tangents to a circle:
A
C
B
AC = BC
ACO = BCO
AOC = BOC
AOC and BOC are
congruent.

30-31
(15/8-26/8)
*15/8-17/8
Ujian Bulanan 2
* 27/8-4/9
Cuti Pertengahan
Penggal Kedua

8.2 understand and

use the properties of
angle between
tangent and chord to
solve problems.

Explore the property of angle in

alternate segment using
Geometers Sketchpad or other
teaching aids.
Discussion and demonstration
project.

(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

Relate to Pythagoras
theorem.

E
D

ABE = BDE
CBD = BED

Chords
Alternate segment
Major sector
subtended

the angle in alternate segment;

32
(5/9-9/9)

8.3 understand and

use the properties of
common tangents to
solve problems.

Discuss the maximum number of

common tangents for the three
cases.
Include daily situations.

TOPIC
/WEEK

LEARNING
OBJECTIVES

SUGGESTED TEACHING
AND LEARNING
ACTIVITIES

9.1 Understand
and use the
concept of values
of sin , cos
and tan (00
3600) to solve
problems.

Explain the meaning of unit

circle.
y

(iv) solve problems involving tangent

to a circle and angle in alternate
segment.
(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 tangent to two circles
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.
LEARNING OUTCOME

Emphasise that the lengths of

common tangents are equal.

Include problems involving

Pythagoras theorem.
POINTS TO NOTE

Common tangents

VOCABULARY

TRIGONOMETRY
II
33
(12/9-16/9)

1
0

P(x,y)
y

x Q

(i)
Identify the quadrants
and angles in
the unit circle
(ii)
Determine
a) The value of ycoordinate:
b) The value of xcoordinate:
c) The ratio of ycoordinate to xcoordinate:

The unit circle is the

circle of radius 1 with its
centre at the origin.

Moral values :

quadrant

Begin with definitions of

sine, cosine and tangent of
an acute angle
(iii)

PQ
y
sin =
=
=y
OP 1
cos =

OQ
x
=
=x
OP
1

tan =

PQ
y
=
OQ
x
(iv)

constructivism
mastery learning
cooperative learning
Explain that the concept
a) sin = y-coordinate;
b) cos = x-coordinate;
c) tan = y-coordinate
x-coordinate

can be can be extended to angles

in quadrant II, III and IV.

(v)

(vi)

(vii)

Of several point on
the circumference of
the unit circle:
Verify that, for an
angle in quadrant I of
the unit circle.
a) sin =ycoordinate;
b) cos =xcoordinate;
c) tan =ycoordinate
x-coordinate
Determine the values
of
a) Sine;
b) Cosine;
c) Tangent;
Of an angle in
quadrant I of an unit
circle;
Determine the values
of
a) sin ,
b) cos ,
c) tan ,
for 90 360
Determine whether
the values of
a) Sine;
b) Cosine;
c) Tangent
Of an angle in a
specific quadrant is
positive or negative;
Determine the values

systematic
responsible

sine
cosine
tangent

2
45

230

60
1

Use the above triangles to

find the values of sine,
cosine and tangent for 30,
45, 60.
Teaching can be expanded
through activities such as
reflection.
Use the Geometers
Sketchpad to explore the
change in the values of
sine, cosine,and tangent
relatives to change in
angles.
Relate to daily situations.
-contextual learning

34
(9/9-23/9)

9.2 Draw and use

the graphs of

(viii)

Use the graphing calculator

and Geometers Sketchpad

of sine, cosine and

tangent for special
angles,
Determine the values
of the angles in
quadrant I which
correspond to the
values of the angles
in other quadrants;

State the
relationships between
the values of
a) Sine;
b) Cosine;
c) Tangent
Of an angles in
quadrant II, III and IV
with their respective
values of the
corresponding angle
in quadrant I;
(x)
Find the values of
sine, cosine and
tangent of the angles
between 90 and
360
(xi)
Find the angles
between 0 and 360,
given the values of
sine, cosine and
tangent.
(xii)
Solve problems
involving sine, cosine
and tangent
(i)
Draw the graphs
of sine, cosine

Moral value :
patient
systematic

(ix)

Moral value:
diligent

Amplitude

sine, cosine and

tangent.

TOPIC
/WEEK
ANGLES OF
ELEVATION AND
DEPRESSION
35
(26/9-30/10)

LEARNING
OBJECTIVES
10.1 Understand
and use
the
concept of angle
of elevation and
angle of
depression to
solve problems.

to explore the feature of the

graphs of
y=sin , y=cos , y=tan ,
Discuss the examples of
these graphs in other area.

(ii)

-contextual learning
-cooperative learning
-exploratory and enquiry

(iii)

SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Use daily situations to
introduce the concept.
-contextual learning
-cooperative learning
-exploratory

and tangent for

angles between
0 and 360,
Compare the
graphs of sine,
cosine and
tangent for angles
between 0 and
360,
Solve problems
involving graphs
of sine, cosine
and tangent.

LEARNING OUTCOME

courage
hard working

POINTS TO NOTE

(i) Identify
a) the horizontal line
b) the angle of elevation
c) the angle of depression
for a particulat situations.
(ii) Represent a particular
situation involving:
a) the angle of elevation
b) the angle of depression
using diagrams

Include two observations

on the same horizontal
plane.

VOCABULARY

angle of
elevation
angle of
depression
horizontal line

(iii) Solve problems involving

the angle of elevation and
the angle of depression.

Involve activities otside

the classroom.
Moral value :
Responsible
Diligent
Sincerity
Systematic

TOPIC
/WEEK
LINES AND
PLANES IN 3DIMENSION
36
(4/10-7/10)

LEARNING
OBJECTIVES
11.1 understand
and use the
concept of angle
between lines
and planes to
solve problems

SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Carry out activities using
daily situation and 3dimensional models.
Differentiate between 2dimensional shapes.
Involve planes found in
natural surroundings.

LEARNING OUTCOME

i)
ii)

iii)

identify planes
identify
horizontal planes,
vertical planes
and inclined
planes;
sketch a three
dimensional
shapes and
identify the
specific planes;

POINTS TO NOTE

VOCABULARY

Horizontal plane
Vertical plane
3-dimensional
normal to a plane
orthogonal
projection

iv)

v)
Begin with 3-dimensional
models.
vi)

vii)
Use 3-dimensional models
to give clearer pictures

viii)
ix)

36
(4/10-7/10)

11.2 understand
and use the
concept of angle
between two
planes to solve
problems

(i)

(ii)

Use 3-dimensional models

identify:
a) lines the lies
on a plane
b) lines that
intersect with
a plane;
identify normals
to a
given plane
determine the
orthogonal
projection of a
line on a plane;
draw and name
the orthogonal
projection of a
line on a plane;
determine the
angle between a
line and a plane;
solve problems
involving the
angle between a
line and a plane.
identify the lines
of intersection
between two
planes;
draw a line on
each plane which
is perpendicular
to the line of
intersection of the
two planes at a

space diagonal.

Include lines in 3dimensional shapes.

Decide the plane of the
shapes
a) pyramid
b) cylinder
c) cone
d) cube

angle between
two planes

to give clearer pictures

Use materials such as
cardboard to make a shape
round us and name the
plane. E.g
a) house
b) car

37
(10/10-14/10)

REVISION

38-42
(17/10-18/11)

FINAL YEAR
EXAMINATION

(iii)

(iv)

point on the line

of intersection;
determine the
angle between
two planes on a
models and a
given diagram;
solve problems
involving lines
and planes in 3dimensional
shapes