MATHEMATICS YEARLY LESSON PLAN KSSM FORM 1

SMK AGAMA BALING, KEDAH

CHAPTER / LEARNING STANDARDS

CONTENT Exercises
WEEK Students engage in problem solving, communication, reasoning, Point to note Time
STANDARDS contract
making connections and make representations when they:
LEARNING AREA 1.1 Integers 1.1.1 Recognise positive and negative numbers based on real-life Relate to real-life situations such as left and right, up and
NUMBERS AND situations. down movement. 5
OPERATIONS 1.1.2 Recognise and describe integers.
1.1.3 Represent integers on number lines and make connections
1. RATIONAL between the values and positions of the integers with respect to
1 hour
NUMBERS other integers on the number line.
M1 1.1.4 Compare and arrange integers in order

(1/1/2019 -
3/1/2019)
1.2 Basic arithmetic 1.2.1 Add and subtract integers using number lines or other 1.2.1 Other methods such as concrete materials (coloured 6
operations involving appropriate methods. Hence, make generalisation about addition chips), virtual manipulative materials and GSP software.
integers and subtraction of integers.
1.2.2 Multiply and divide integers using various methods. Hence
make generalisation about multiplication and division of
M2 integers. 1.2.4 Carry out exploratory activities
1.2.3 Perform computations involving combined basic arithmetic 1.2.5 Example of an efficient computation involving
2 hour
(6/1/2019 - operations of integers by following the order of operations. Distributive Law:
10/1/2019) 1.2.4 Describe the laws of arithmetic operations which are 2030 × 25
Identity Law, Communicative Law, Associative Law and = (2000 + 30) × 25
Distributive Law. = 50 000 + 750
1.2.5 Perform efficient computations using the laws of basic = 50 750
arithmetic operations. Efficient computations may differ among pupils
1.2.6 Solve problems involving integers.
1.3 Positive and 1.3.1 Represent positive and negative fractions on number lines. 5
M3 negative fractions 1.3.2 Compare and arrange positive and negative fractions in
order.
(13/1/2019 - 1.3.3 Perform computations involving combined basic arithmetic 2 hour
17/1/2019) operations of positive and negative fractions by following the
order of operations.
1.3.4 Solve problems involving positive and negative fractions.
1.4 Positive and 1.4.1 Represent positive and negative decimals on number lines. 5
M3 negative decimals 1.4.2 Compare and arrange positive and negative decimals in
order.
(13/1/2019 - 1.4.3 Perform computations involving combined basic arithmetic 2hour
17/1/2019) operations of positive and negative decimals by following the
order of operations.
1.4.4 Solve problems involving positive and negative decimals.
1.5 Rational numbers 1.5.1 Recognise and describe rational numbers. 1.5.1 Rational numbers are numbers that can be written in 4
M4 𝑝
1.5.2 Perform computations involving combined basic arithmetic
(20/1/2019 -
operations of rational numbers by following the order of fractional form, that is . p and q are integers, q  0 2hour
24/1/2019) 𝑞
operations.
1.5.3 Solve problems involving rational numbers.
PERFORMANCE STANDARDS 5
1 Demonstrate the basic knowledge of integers, fractions and decimals.

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 2 Demonstrate the understanding of rational numbers.
3 Apply the understanding of rational numbers to perform basic operations and combined basic arithmetic operations.
4 Apply appropriate knowledge and skills of rational numbers in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of rational numbers in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of rational numbers in the context of non-routine problem solving.
NUMBERS AND 2.1 Factors, prime 2.1.1 Determine and list the factors of whole numbers, and hence
OPERATIONS factors and Highest make generalisation about factors. 4
Common Factor (HCF) 2.1.2 Determine and list the prime factors of a whole number,
2. FACTORS AND and hence express the number in the form of prime factorisation.
MULTIPLES 2.1.3 Explain and determine the common factors of whole 2.1.3 Also consider cases involving more than three whole 3hour
M5 numbers. numbers.
2.1.4 Determine the HCF of two and three whole numbers. 2.1.4 Use various methods including repeated division and
(27/1/2019 - 2.1.5 Solve problems involving HCF. the use of prime factorisation.
31/1/2019)
2.2 Multiples, common 2.2.1 Explain and determine the common multiples of whole 2.2.1 Also consider cases involving more than three whole 4
multiples and Lowest numbers. numbers.
M6 3hour
Common Multiple 2.2.2 Determine the LCM of two and three whole numbers. 2.2.2 Use various methods including repeated division and
(LCM) 2.2.3 Solve problems involving LCM the use of prime factorisation..
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of prime numbers, factors and multiples.
2 Demonstrate the understanding of prime numbers, factors and multiples.
3 Apply the understanding of prime numbers, factors and multiples to perform simple tasks involving HCF and LCM.
4 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of non-routine problem solving.
3.1 Kuasa dua dan 3.1.1 Explain the meaning of squares and perfect squares. 3.1.1 Explore the formation of squares using various 8
punca kuasa dua 3.1.2 Determine whether a number is a perfect square. Perfect methods including the use of concrete materials.
squares are 1, 4, 9, ... 3.1.2 Relationship is stated based on the outcome of
3.1.3 State the relationship between squares and square roots. exploration.
3.1.4 Determine the square of a number with and without using 3.1.3 Square roots of a number are in positive and negative
technological tools. values.
NUMBERS AND
3.1.5 Determine the square roots of a number without using 3.1.5 Limit to:
OPERATIONS
technological tools. a) perfect squares
3.1.6 Determine the square roots of a positive number using b) fractions when the numerators and denominators are
3. SQUARES,
technological tools. perfect squares 4 hour
SQUARE ROOTS,
3.1.7 Estimate (i) the square of a number, (ii) the square roots of c) fractions that can be simplified such that the numerators
CUBES AND
a number. and denominators are perfect squares
CUBE ROOTS
3.1.8 Make generalisation about multiplication involving: d) decimals that can be written in the form of the squares of
M7-M8
(i) square roots of the same numbers, other decimals.
(ii) square roots of different numbers. 3.1.7 Discuss the ways to improve the estimation until the
3.1.9 Pose and solve problems involving squares and square best estimation is obtained; whether in the form of a range, a
roots. whole number or to a stated accuracy.
3.1.8 Generalisations are made based on the outcome of
explorations.
3.2 Cubes and cube 3.2.1 Explain the meaning of cubes and perfect cubes. 3.2.1 Explore the formation of cubes using various methods 7
roots 3.2.2 Determine whether a number is a perfect cube. including the use of concrete materials.
3.2.3 State the relationship between cubes and cube roots. 3.2.2 Perfect cubes are 1, 8, 27, ...
3.2.4 Determine the cube of a number with and without using 3.2.3 Relationship is stated based on the outcome of
M9-M10 technological tools. exploration. 4 hour
3.2.5 Determine the cube root of a number without using 3.2.5 Limit to:
technological tools. a) fractions when the numerators and denominators are
3.2.6 Determine the cube root of a number using technological perfect cubes.
tools.

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 3.2.7 Estimate b) fractions that can be simplified such that the numerators
(i) the cube of a number, and denominators are perfect cubes.
(ii) the cube root of a number. c) decimals that can be written in the form of the cubes of
3.2.8 Solve problems involving cubes and cube roots. other decimals.
3.2.9 Perform computations involving addition, subtraction, 3.2.7 Discuss the ways to improve the estimation until the
multiplication, division and the combination of these operations best estimation is obtained; whether in the form of a range, a
on squares, square roots, cubes and cube roots. whole number or to a stated accuracy.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of squares, square roots, cubes and cube roots.
2 Demonstrate the understanding of squares, square roots, cubes and cube roots.
3 Apply the understanding of squares, square roots, cubes and cube roots to perform basic operations and the combinations of basic arithmetic operations.
4 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of non-routine problem solving.
M11 Peperiksaan Pertengahan Penggal
Cuti Pertengahan Penggal
17.03.2017 – 25.03.2017
LEARNING AREA 4.1 Ratios 4.1.1 Represent the relation between three quantities in the form 4.1.2 Examples of equivalent ratios in geometrical context: 6
RELATIONSHIP of a : b : c.
AND ALGEBRA 4.1.2 Identify and determine the equivalent ratios in numerical,
geometrical or daily situation contexts.
2hour
4. RATIOS, 4.1.3 Express ratios of two and three quantities in simplest form.
RATES AND
PROPORTIONS 4.1.3 Including those involving fractions and decimals
M12
4.2 Rates 4.2.1 Determine the relationship between ratios and rates. Carry out exploratory activities. 3
Involve various situations such as speed, acceleration,
pressure and density.
M12 2hour
Involve conversion of units.
Rate is a special case of ratio that involves two
measurements of different units.
4.3 Proportions 4.3.1 Determine the relationship between ratios and proportions. 4.3.1 Carry out exploratory activities. Involve real-life 3
4.3.2 Determine an unknown value in a proportion. situations.
M13 2hour
4.3.2 Use various methods including cross multiplication
and unitary method.
4.4 Ratios, rates and 4.4.1 Determine the ratio of three quantities, given two or more 4.4.1 Involve real-life situations. 5
proportions. ratios of two quantities.
4.4.2 Determine the ratio or the related value given (i) the ratio
of two quantities and the value of one quantity. (ii) the ratio of
M13 2hour
three quantities and the value of one quantity.
4.4.3 Determine the value related to a rate.
4.4.4 Solve problems involving ratios, rates and proportions,
including making estimations.
4.5 Relationship 4.5.1 Determine the relationship between percentages and ratios. 4.5.1 Carry out exploratory activities. 3
between ratios, rates 4.5.2 Determine the percentage of a quantity by applying the 4.5.2 Involve various situations.
M14 and proportions with concept of proportions. 2hour
percentages, fractions 4.5.3 Solve problems involving relationship between ratios, rates
and decimals and proportions with percentages, fractions and decimals.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of ratios, rates and proportions.
2 Demonstrate the understanding of ratios, rates and proportions.

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 3 Apply the understanding of ratios, rates and proportions to perform simple tasks.
4 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of nonroutine problem solving.
5.1 Variables and 5.1.1 Use letters to represent quantities with unknown values. 5.1.1 Letters as variables. Involve real-life situations. 7
algebraic expressions Hence, state whether the value of the variable varies or fixed,
LEARNING AREA with justification.
RELATIONSHIP 5.1.2 Derive algebraic expressions based on arithmetic
AND ALGEBRA expressions that represent a situation.
5.1.3 Determine the values of algebraic expressions given the 7 hour
5. ALGEBRAIC values of variables and make connection with appropriate
EXPRESSIONS situations.
M15 5.1.4 Identify the terms in an algebraic expression. Hence, state
the possible coefficients for the algebraic terms.
5.1.5 Identify like and unlike terms.
5.2 Algebraic 5.2.1 Add and subtract two or more algebraic expressions. 8
expressions involving 5.2.2 Make generalisation about repeated multiplication of 5.2.2 Correlate repeated multiplication with the power of
M16 5 hour
basic arithmetic algebraic expressions. two or more.
operations 5.2.3 Multiply and divide algebraic expressions with one term.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of variables and algebraic expressions.
2 Demonstrate the understanding of variables and algebraic expressions. .
3 Apply the understanding of algebraic expressions to perform simple tasks.
LEARNING AREA 6.1 Linear equations in 6.1.1 Identify linear equations in one variable and describe the 6.1.1 Carry out exploratory activities involving algebraic 7
RELATIONSHIP one variable characteristics of the equations. expressions and algebraic equations.
AND ALGEBRA 6.1.2 Form linear equations in one variable based on a statement
or a situation, and vice-versa. 4hour
6. LINEAR 6.1.3 Solve linear equations in one variable. 6.1.3 Use various methods such as trial and improvement,
EQUATIONS 6.1.4 Solve problems involving linear equations in one variable. backtracking, and applying the understanding of equality
M17 concept.
6.2 Linear equations in 6.2.1 Identify linear equations in two variables and describe the 6.2.1 State the general form of linear equations in two 5
two variables characteristics of the equations. variables, which is ax + by = c.
6.2.2 Form linear equations in two variables based on a
M18 statement or a situation, and vice-versa. 4hour
6.2.3 Determine and explain possible solutions of linear 6.2.4 Including cases of (x, y) when (i) x is fixed and y
equations in two variables. varies, (ii) x varies and y is fixed. Involve all quadrants of
6.2.4 Represent graphically the linear equations in two variables. the Cartesian system.
6.3 Simultaneous linear 6.3.1 Form simultaneous linear equations based on daily 6.3.1 Use software to explore cases involving lines that are: 6
equations in two situations. Hence, represent graphically the simultaneous linear (i) Intersecting (unique solution) (ii) Parallel (no solution)
variables equations in two variables and explain the meaning of (iii) Overlapping (infinite solutions)
simultaneous linear equations. 6.3.2 Involve graphical and algebraic methods (substitution,
M19 4hour
6.3.2 Solve simultaneous linear equations in two variables using elimination)
various methods. 6.3.3 Use technological tools to explore and check the
6.3.3 Solve problems involving simultaneous linear equations in answers.
two variables.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of linear equations.
2 Demonstrate the understanding of linear equations and simultaneous linear equations.
3 Apply the understanding of the solution for linear equations and simultaneous linear equations.
4 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of non-routine problem solvingbukan rutin.

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 M20 Peperiksaan Pertengahan Penggal
Cuti Pertengahan Penggal
26.05.2017 – 10.06.2017
7.1 Inequalities 7.1.1 Compare the values of numbers, describe inequality and 7.1.1 Use number lines to represent inequality relations, > 5
hence, form algebraic inequality. , <, ≥ 𝑎𝑛𝑑 ≤
LEARNING AREA 7.1.2 Make generalisation about inequality related to Involve negative numbers.
RELATIONSHIP (i) the converse and transitive properties, additive and 7.1.2 Carry out exploratory activities.
AND ALGEBRA multiplicative inverse, Converse property→ if 𝑎 < 𝑏, then 𝑏 > 𝑎
(ii) basic arithmetic operations. Transitive property → if 𝑎 < 𝑏 < 𝑐, then 𝑎 < 𝑐 3hour
7. LINEAR Additive inverse → if 𝑎 < 𝑏, then −𝑎 < −𝑏
INEQUALITIES 1 1
Multiplicative inverse → if 𝑎 < 𝑏, then <
M21 𝑎 𝑏
Basic arithmetic operations: when additions, subtractions,
multiplications or divisions performed on both sides.
7.2 Linear inequalities 7.2.1 Form linear inequalities based on daily life situations, and 8
in one variable vice-versa. 7.2.2 Number lines can be used to solve problems.
M22 7.2.2 Solve problems involving linear inequalities in one 4hour
variable. 7.2.3 Solve simultaneous linear inequalities in one
variable.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of linear inequalities in one variable.
2 Demonstrate the understanding of linear inequalities in one variable.
3 Apply the understanding of linear inequalities in one variable to perform simple tasks.
4 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of nonroutine problem solving.
8.1 Lines and angles 8.1.1 Determine and explain the congruency of line segments 8.1.4 Jalankan aktiviti penerokaan. 7
and angles.
8.1.2 Estimate and measure the size of line segments and angles,
and explain how the estimation is obtained.
8.1.3 Recognise, compare and explain the properties of angles on
a straight line, reflex angles, and one whole turn angles.
LEARNING AREA
8.1.4 Describe the properties of complementary angles,
MEASUREMENT
supplementary angles and conjugate angles. Carry out
AND GEOMETRY
exploratory activities.
3hour
8.1.5 Solve problems involving complementary angles,
8. LINES AND
supplementary angles and conjugate angles.
ANGLES
8.1.6 Construct 8.1.6 Use a) compasses and straight edge tool only, b) any
M23-M24
(i) line segments, geometrical tools, c) geometry software for constructions.
(ii) perpendicular bisectors of line segments,
(iii) perpendicular line to a straight line,
(iv) parallel lines and explain the rationale of construction steps.
8.1.7 Construct angles and angle bisectors, and explain the 8.1.7 Use the angle of 60 as the first example for
rationale of construction steps. construction using compasses and straightedge tool only.
8.2 Angles related to 8.2.1 Identify, explain and draw vertically opposite angles and 3
intersecting lines adjacent angles at intersecting lines, including perpendicular
lines.
M25 8.2.2 Determine the values of angles related to intersecting lines, 2hour
given the values of other angles.
8.2.3 Solve problems involving angles related to intersecting
lines.

5
 8.3 Angles related to 8.3.1 Recognise, explain and draw parallel lines and transversals. 6
parallel lines and 8.3.2 Recognise, explain and draw corresponding angles,
transversals alternate angles and interior angles.
8.3.3 Determine whether two straight lines are parallel based on
the properties of angles related to transversals.
M26 8.3.4 Determine the values of angles related to parallel lines and 3hour
transversals, given the values of other angles.
8.3.5 Recognise and represent angles of elevation and angles of
depression in real-life situations.
8.3.6 Solve problems involving angles related to parallel lines 8.3.6 Include angles of elevation and angles of depression.
and transversals.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of lines and angles.
2 Demonstrate the understanding of lines and angles.
3 Apply the understanding of lines and angles to perform simple tasks.
4 Apply appropriate knowledge and skills of lines and angles in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of lines and angles in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of lines and angles in the context of non-routine problem solving
LEARNING AREA 9.1 Polygons 9.1.1 State the relationship between the number of sides, vertices 9.1.1 Carry out exploratory activities. 2
MEASUREMENT and diagonals of polygons.
AND GEOMETRY 9.1.2 Draw polygons, label vertices of polygons and name the
polygons based on the labeled vertices.
2hour
9. BASIC
POLYGONS
M27

9.2 Properties of 9.2.1 Recognise and list geometric properties of various types of 9.2.1 Geometric properties include the number of axes of 5
triangles and the triangles. Hence classify triangles based on geometric properties. symmetry. Involve various methods of exploration such as
interior and exterior 9.2.2 Make and verify conjectures about the use of dynamic software.
angles of triangles (i) the sum of interior angles, 9.2.2 Use various methods including the use of dynamic
M28-M29 2hour
(ii) the sum of interior angle and adjacent exterior angle, software.
(iii) the relation between exterior angle and the sum of the
opposite interior angles of a triangle.
9.2.3 Solve problems involving triangles
9.3 Properties of 9.3.1 1 Describe the geometric properties of various types of 9.3.1 Geometric properties include the number of axes of 4
quadrilaterals and the quadrilaterals. Hence classify quadrilaterals based on the symmetry.
interior and exterior geometric properties Involve various exploratory methods such as the use of
angles of quadrilaterals 9.3.2 Make and verify the conjectures about dynamic software.
(i) the sum of interior angles of a quadrilateral, 9.3.2 Use various methods including the use of dynamic
(ii) the sum of interior angle and adjacent exterior angle of a software.
M30 2hour
quadrilateral, and
(iii) the relationship between the opposite angles in a
parallelogram.
9.3.3 Solve problems involving quadrilaterals. 9.3.4 Solve
problems involving the combinations of triangles and
quadrilaterals..
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of polygons.
2 Demonstrate the understanding of triangles and quadrilaterals.
3 Apply the understanding of lines and angles to perform simple tasks related to the interior and exterior angles of triangles and quadrilaterals.
4 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of nonroutine problem solving.

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 M31 Peperiksaan Pertengahan Penggal
Cuti Pertengahan Penggal
25.08.2017 – 02.09.2017
LEARNING AREA 10.1 Perimeter 10.1.1 Determine the perimeter of various shapes when the side 10.1.1 Various shapes including those involving straight 5
MEASUREMENT lengths are given or need to be measured. lines and curves.
AND GEOMETRY 10.1.2 Estimate the perimeter of various shapes, and then
evaluate the accuracy of estimation by comparing with the 2hour
10. PERIMETER measured value.
AND AREA 10.1.3 Solve problems involving perimeter
M32
10.2 Area of triangles, 10.2.1 Estimate the area of various shapes using various 10.2.1 Including the use of 1 unit × 1 unit grid paper.. 4
parallelograms, kites methods. 10.2.2 Carry out exploratory activities involving concrete
and trapeziums 10.2.2 Derive the formulae of the area of triangles, materials or the use of dynamic software
parallelograms, kites and trapeziums based on the area of
M33 2hour
rectangles.
10.2.3 Solve problems involving areas of triangles,
parallelograms, kites, trapeziums and the combinations of these
shapes.
10.3 Relationship 10.3.1 Make and verify the conjecture about the relationship 4
between perimeter and between perimeter and area.
M34 area 10.3.2 Solve problems involving perimeter and area of triangles, 2hour
rectangles, squares, parallelograms, kites, trapeziums and the
combinations of these shapes.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of perimeter.
2 Demonstrate the understanding of perimeter and areas.
3 Apply the understanding of perimeter and areas to perform simple tasks.
4 Apply appropriate knowledge and skills of perimeter and areas in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of perimeter and areas in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of perimeter and areas in the context of non-routine problem solving.
11.1 Set 11.1.1 Explain the meaning of set. 11.1.1 Carry out sorting and classifying activities including 6
LEARNING AREA
11.1.2 Describe sets using: (i) description, (ii) listing, and (iii) those involving real-life situations.
DISCRETE
set builder notation. 11.1.2 Including empty set and its .symbols, { } and
MATHEMATICS
11.1.3 Identify whether an object is an element of a set and Involve the use of set notation. Example of set builder
represent the relation using symbol. . notation: A = {x: x ≤ 10, x is even number} 2hour
11.
INTRODUCTION
11.1.4 Determine the number of elements of a set and represent 11.1.3 Introduce the symbols  and 
the number of elements using symbol. 11.1.4 Introduce the symbol n(A).
TO SET
11.1.5 Compare and explain whether two or more sets are equal
M35
and hence, make generalisation about the equality of sets.
11.2 Venn diagrams, 11.2.1 Identify and describe universal sets and complement of a Introduce the symbols for universal (), complement of a set 5
universal sets, set. (A’) set and subset ()
complement of a set 11.2.2 Represent
and subsets (i) the relation of a set and universal set, and
M35 (ii) complement of a set through Venn diagrams. 2hour
11.2.3 Identify and describe the possible subsets of a set.
11.2.4 Represent subsets using Venn diagrams.
11.2.5 Represent the relations between sets, subsets, universal
sets and complement of a set using Venn diagrams.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of sets.
2 Demonstrate the understanding of sets.

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 3 Apply the understanding of sets.

12.1 Data collection, 12.1.1 Generate statistical questions and collect relevant data. 12.1.1 Use statistical inquiry approach for this topic. 6
organization and 12.1.2 Classify data as categorical or numerical and construct Statistical Inquiry
representation process, frequency tables. 1. Posing / formulating real life problems
and interpretation of 12.1.3 Construct data representation for ungrouped data and 2. Planning and collecting data
data representation justify the appropriateness of a data representation. to construct 3. Organising data
LEARNING AREA data representations. 4. Displaying / representing data
STATISTICS AND 12.1.4 Convert a data representation to other suitable data 5. Analysing data 6. Interpretation and conclusion
PROBABILITY representations with justification. 7. Communicating results
12.1.5 Interpret various data representations including making Statistical questions : questions that can be answered by 10hour
12. DATA inferences or predictions. collecting data and where there will be variability in that
HANDLING 12.1.6 Discuss the importance of representing data ethically in data.
M36 order to avoid confusion. ----------------------------------------------- Involve real life situations.
----------------------------- Collect data using various methods such as interview,
Note survey, experiment and observation.
12.1.3 Data representation including various types of bar charts, 12.1.2 Numerical data : discrete or continuous
pie chart, line graph, dot plot and stemand-leaf plot. 12.1.5 Involve histograms and frequency polygons.
Use various methods including the use of software
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of collecting, organizing and representing data.
2 Demonstrate the understanding of collecting, organizing and representing data.
3 Apply the understanding of data representations to construct data representations.
4 Apply appropriate knowledge and skills of data representation and data interpretation in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of data representation and data interpretation in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of data representation and data interpretation in the context of non-routine problem solving.
13.1 The Pythagoras 13.1.1 Identify and define the hypotenuse of a rightangled 4
LEARNING AREA
Theorem triangle.
MEASUREMENT
13.1.2 Determine the relationship between the sides of right- 13.1.2 Carry out exploratory activities by involving various
AND GEOMETRY
angled triangle. Hence, explain the Pythagoras Theorem by methods including the use of dynamic software..
referring to the relationship. 2hour
13. THE
13.1.3 Determine the length of the unknown side of 13.1.3 Determine the length of sides by applying the
PYTHAGORAS
(i) a right-angled triangle. Pythagoras Theorem.
THEOREM
(ii) combined geometric shapes.
M37
13.1.4 Solve problems involving the Pythagoras Theorem.
13.2 The converse of 13.2.1 Determine whether a triangle is a right-angled triangle 3
Pythagoras Theorem and give justification based on the converse of the Pythagoras
M38 Theorem. 2hour
13.2.2 Solve problems involving the converse of the Pythagoras
Theorem.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of right-angled triangles.
2 Demonstrate the understanding of the relation between the sides of right-angled triangles.
3 Apply the understanding of the Pythagoras Theorem.
4 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of non-routine problem solving.
M39-43 Final Year Examination
End Year Holiday
24.11.2019 – 31.12.2019