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LEARNING AREA: NUMBERS AND OPERATIONS
CHAPTER 2: STANDARD FORM
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 2.1 Significant Pupils are able to: Notes: 1 Demonstrate the basic
Figures 2.1.1 Explain the meaning of significant figure, and Exploratory activities knowledge of significant figures
hence determine the number of significant including those involving and standard form.
figures of a number. estimation, approximation
and accuracy in real life 2 Demonstrate the understanding
2.1.2 Round off a number to certain numbers of situations need to be carried of significant figures and
significant figures. out. standard form.
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LEARNING AREA: NUMBERS AND OPERATIONS
CHAPTER 3: CONSUMER MATHEMATICS: SAVINGS AND INVESTMENTS, CREDIT AND DEBT
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 3.1 Savings Pupils are able to: Notes: 1 Demonstrate the basic
and 3.1.1 Recognise various types of savings and Exploratory activities of the knowledge of savings,
Investments investments. types of savings and investments, credit and debt.
investments, and the types of
interests (simple and 2 Demonstrate the understanding
compound) involved, need to of savings, investments, credit
be carried out. and debt.
Types of savings:
Saving account 3 Apply the understanding of
Fixed deposit account savings, investments, credit
Current account and debt to perform simple
Types of investments: tasks.
Shares
Unit trust 4 Apply appropriate knowledge
Real estate and skills of savings,
investments, credit and debt in
Notes: the context of simple routine
3.1.2 Perform calculations involving simple interest For savings which give simple problem solving.
and compound interest for savings, and interest, use the
hence explain the impact of changes in formula: 5 Apply appropriate knowledge
period, rate of interest or return and I = Prt and skills of savings,
compounding frequency on the future value I = interest investments, credit and debt in
of savings P= principal the context of complex routine
r = rate problem solving.
t= time
Suggested activity: 6 Apply appropriate knowledge
Derivation of simple interest and skills of savings,
and total saving investments, credit and debt in
formulae are encouraged. the context of nonroutine
problem solving in a creative
manner.
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WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK Notes:
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LEARNING AREA: MEASUREMENT AND GEOMETRY
CHAPTER 4: SCALE DRAWINGS
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 4.1 Scale Pupils are able to: 1 Demonstrate the basic knowledge
Drawings Notes: of scale drawings.
4.1.1 Investigate and explain the relationship The concept of proportion
between the actual measurements and the needs to be 2 Demonstrate the understanding of
measurements of various sizes of drawings of emphasised. scale drawings.
an object, and hence explain the meaning of
scale drawing. Real life situations need to be 3 Apply the understanding of scale
involved. drawings to perform simple tasks.
4.1.2 Interpret the scale of a scale drawing. Notes: Scales are in the form 4 Apply appropriate knowledge and
1 skills of scale drawings in the
of 1: n or 1: 𝑛 when
4.1.3 Determine the scales, measurements of context of simple routine problem
n = 1, 2, 3, ...
objects or measurements of scale drawings. solving.
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LEARNING AREA: MEASUREMENT AND GEOMETRY
CHAPTER 5: TRIGONOMETRIC RATIOS
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 5.1 Sine, Pupils are able to: 1 Demonstrate the basic knowledge
Cosine and 5.1.1 Identify the opposite side and adjacent side of the sides of right-angled
Tangent of based on an acute angle in a right-angled triangles based on an acute angle.
Acute Angles triangle.
in Right- 2 Demonstrate the understanding of
angled 5.1.2 Make and verify the conjecture about the Notes: sine, cosine and tangent.
Triangles relationship between acute angles and the Connection with the concept
ratios of the sides of right-angled triangles, of proportion needs to 3 Apply the understanding of sine,
and hence define sine, cosine and tangent. be done. cosine and tangent to perform
simple tasks.
5.1.3 Make and verify the conjecture about the Notes:
impact of changing the size of the angles on The impacts of changes need 4 Apply appropriate knowledge and
the values of sine, cosine and tangent. to be explained skills of sine, cosine and tangent
using the ratios of the sides of in the context of simple routine
right-angled problem solving.
triangles.
5 Apply appropriate knowledge and
Angles of 0and 90need to skills of sine, cosine and tangent
be involved. in the context of complex routine
problem solving.
5.1.4 Determine the values of sine, cosine and Notes: 6 Apply appropriate knowledge and
tangent of acute angles. 𝑠𝑖𝑛𝜃 skills of sine, cosine and tangent
The relationship of tan =cos 𝜃
in the context of non-routine
needs to be explored. problem solving in a creative
manner.
Notes:
5.1.5 Determine the values of sine, cosine and Surd form needs to be
tangent of 30, 45and 60angles without involved.
using a calculator.
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WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 5.1.6 Perform calculations involving sine, cosine and Notes:
tangent. The notations of sin-1, cos-1
and tan-1 need to be
used.
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WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
6.2 Cyclic Pupils are able to: Notes: 4 Apply appropriate knowledge
Quadrilaterals 6.2.1 Recognise and describe cyclic quadrilaterals. and skills of angles and
6.2.2 Make and verify conjectures about the Various methods including the tangents to circles in the
relationships between angles of cyclic use of dynamic context of simple routine
quadrilaterals, and hence use the relationships softwares need to be involved. problem solving.
to determine the values of angles of cyclic
quadrilaterals. 5 Apply appropriate knowledge
and skills of angles and
6.2.3 Solve problems involving cyclic quadrilaterals. tangents to circles in the
6.3 Tangents Pupils are able to: Notes: context of complex routine
to Circles Various methods including the problem solving.
6.3.1 Recognise and describe the tangents to use of dynamic
circles. software need to be involved. 6 Apply appropriate knowledge
Geometrical constructions need and skills of angles and
6.3.2 Make and verify conjectures about to be involved to tangents to circles in the
(i) the angle between tangent and radius of a verify conjectures. context of non-routine problem
circle at the point of tangency, solving in a creative manner.
(ii) the properties related to two tangents to a
circle,
(iii) the relationship of angle between tangent
and chord with the angle in the alternate
segment which is subtended by the chord, and
hence perform the related calculations.
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LEARNING AREA: MEASUREMENT AND GEOMETRY
CHAPTER 7: PLANS AND ELEVATIONS
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
7.1 Orthogonal Pupils are able to: Notes: 1 Demonstrate the basic
Projections Views from various directions for knowledge of orthogonal
7.1.1 Draw orthogonal projections. vertical and projections.
horizontal planes need to be
involved. 2 Demonstrate the understanding
Concrete materials and of orthogonal projections.
technological tools such as
dynamic softwares need to be 3 Apply the understanding of
used to develop plans and elevations to perform
understanding. simple tasks.
7.2 Plans and Pupils are able to: Notes: 4 Apply appropriate knowledge
Elevations Concrete materials and and skills of plans and
7.2.1 Draw the plan and elevations of an object to technological tools such as elevations in the context of
scale. dynamic softwares need to be simple routine problem solving.
used to develop understanding.
5 Apply appropriate knowledge
Drawing the plan and elevations and skills of plans and
in a diagram by elevations in the context of
showing the construction lines complex routine problem
need to be used. solving.
Example:
6 Apply appropriate knowledge
and skills of plans and
elevations in the context of non-
routine problem
solving in a creative manner.
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WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
Combined objects and original
objects partially
removed, need to be involved.
Types of lines should be
emphasised:
(a) thick solid line (for visible
side).
(b) dash line (for hidden side).
(c) thin solid line (for
construction line).
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LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 9: STRAIGHT LINES
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
9.1 Straight Pupils are able to: Notes: 1 Demonstrate the basic
Lines 9.1.1 Make connection between the equation, Explore various graphs of linear knowledge of gradient and y-
y = mx+ c, and the gradient and y-intercept, functions with and intercept in the equation of a
and hence make generalisation about the without the use of dynamic straight line.
equation of a straight line. softwares.
Equations of straight lines which 2 Demonstrate the understanding
are parallel to yaxis of straight lines.
and x-axis need to be involved.
3 Apply the understanding of
9.1.2 Investigate and interpret the equations of Notes: straight lines to perform simple
𝑎 𝑏 tasks.
straight lines in other forms such as ax + by = c For 𝑥 + 𝑦 = 1, a ≠ 0 and b ≠ 0.
𝑎 𝑏
and 𝑥 + 𝑦 = 1, and change to the form of
4 Apply appropriate knowledge
y = mx + c, and vice versa. and skills of straight lines in the
Notes: context of simple routine
9.1.3 Investigate and make inference about the Points which are not on the problem solving.
relationship between the points on a straight straight line need to be
line and the equation of the line. involved. 5 Apply appropriate knowledge
and skills of straight lines in the
9.1.4 Investigate and make inference about the context of complex routine
gradients of parallel lines. Notes: problem solving.
Determination of point of
9.1.5 Determine the equation of a straight line. intersection needs to be 6 Apply appropriate knowledge
explored with and without the and skills of straight lines in the
9.1.6 Determine the point of intersection of two use of dynamic context of non-routine problem
straight lines. softwares. solving in a creative manner.
Calculator is only allowed to
9.1.7 Solve problems involving straight lines check the answer.
Various methods including
substitution, elimination
and graph need to be involved.
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REVISION
PEPERIKSAAN AKHIR TAHUN
REVISION/ ACTIVITY AFTER EXAMINATION
CUTI AKHIR TAHUN
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