SEKOLAH MENENGAH KEBANGSAAN CONVENT BUKIT NANAS KUALA LUMPUR

RANCANGAN PELAJARAN TAHUNAN MATEMATIK TINGKATAN EMPAT TAHUN 2009

Disediakan oleh, (PN GOH GEOK HOON) Penyelaras Matematik Tingkatan 4

Disemak oleh, ... (PN PARIDAH BT YAACOB) Ketua Panitia Matematik

Disahkan oleh, (PN CHUA POI LANG) Guru Kanan Sains dan Matematik .. (PN LEE CHII YUANN) Pengetua

MATHEMATICS LESSON PLAN

FORM FOUR TERM I : 05.01.2009 29.05.2009 (20 WEEKS) PART I : 05.01.2009 13.03.2009 (10 WEEKS)

LEARNING AREA/ WEEK 1. STANDARD FORM ( Week 1 2 )

LEARNING OBJECTIVES Student will be taught to: 1.1 understand and use the concept of significant figure;

LEARNING OUTCOMES Student will be able to: i) round off positive numbers to a given 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, subtraction, multiplication and division, involving a few numbers and state the answer in specific significant figures; iii) solve problems involving significant figures;

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

Discuss the significance of zero in a number.

Cooperative learning ICT Mastery Learning

Identifying patterns

Systematic Rationale Consistent

Rounded numbers are only approximates. Limit to positive numbers only. Generally rounding is done on the final answer. Significance Significant figure Relevant Round off Accuracy

Discuss the use of significant figures in everyday life and other areas.

Using algorithm and relationship

Finding all possible solutions

1.2 understand and use the 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;

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.

Cooperative learning ICT Mastery Learning

Comparing and differentiating

Systematic Rationale Consistent

Another term for standard form is scientific notation

Identifying relations Using algorithm and relationship Include two numbers in standard form. Standard form Single number

1. STANDARD FORM ( Week 1 2 )

LEARNING AREA/ WEEK 2.QUADRATIC EXPRESSIONS AND EQUATIONS ( Week 3 6 )

LEARNING OBJECTIVES Student will be taught to: 2.1 understand the concept of quadratic expression,

LEARNING OUTCOMES Student will be able to: i) identify quadratic expressions, ii) form quadratic expression by multiplying any two linear expressions iii) form quadratic expression based on specific situation

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

Include the case when b=0 and / or c=0 Emphasise that for the terms x and x, the coefficients are understood to be one. Include daily life situation. Quadratic , Expression Constant factor Highest power Coefficient

Discuss the characteristics of quadratic expressions of the form ax + bx + c, where a, b and c are constants, a 0 and x is an unknown.

cooperative learning constructivism

identifying patterns identifying relations recognizing and representing

rationale diligence

2.2 factorise quadratic expression,

i) factorise quadratic expressions of the form ax + bx + c, where b = 0 or c = 0 ii) factorise quadratic expressions of the form px-q, p and q are perfect squares iii) factorise quadratic expressions of the form ax+bx +c, where a, b and c are not equal to zero. iv) factorise quadratic expressions containing coefficient with common factors

Discuss the various methods to obtain the desired product Begin with the case a = 1

ICT cooperative learning constructivism

i) identifying patterns ii) identifying relations iii) using algorithm and relationship

- systematic - rationale consistence

1 ia also a perfect square Factorisation methods that can be used are - Cross method; - Inspection Factors Common factor Perfect square Cross method Inspection Common factor Complete factorisation

Explore the use of graphing calculator to factorise quadratic expressions

2.QUADRATIC EXPRESSIONS AND EQUATIONS ( Week 3 6 )

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 2.3 understand the concept of quadratic equations;

LEARNING OUTCOMES (i) identify the quadratic equations with one unknown; write quadratic equations in general form i.e.

SUGGESTED TEACHING AND LEARNING Discuss the characteristics of quadratic equations

GENERICS Contextual Learning Constructivism

CCTS i) identifying patterns ii) identifying relations iii) recognizing and representing

MORAL VALUES Rationale

POINTS TO NOTE/ VOCABULARY Include everyday life situations Quadratic equation general form

(ii)

Enquiry Discovery

ax2 + bx + c =0 (iii) form quadratic equations based on specific situations; determine whether a given value is a root of a specific quadratic equations; Discuss the number of roots of a quadratic equation. Mastery Learning Thinking Skill Use everyday life situations.

2.4 understand and use the concept of roots of quadratic equations to solve problems.

(i)

(i)finding all possible solutions (ii) using algorithm and relationship (iii)problem solving (iv)drawing diagram

Determination

Rationale

There are quadratic equations that cannot be solved by factorisations. Check the rationality of the solutions Substitute , roots trial and improvement method

(ii)

determine the solutions for quadratic equations by : a) trial and improvement method b) factorisations; solve problems involving quadratic equations

(iii)

3. SETS ( Week 7 8 )

Students will be taught to: 3.1 understand the concept of sets;

Student will be able to: (i) sort given objects into groups; (ii) define sets by : Use everyday life examples to introduce the concept of sets. Discuss the difference between the representation of Contextual learning Mastery learning Identify relations Comparing and Cooperation Rational

Set refers to any collection or group of objects. The notation used is braces, { }. The same elements in a set need not be

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES a) descriptions;

SUGGESTED TEACHING AND LEARNING elements and the number of the elements in Venn diagrams. Discuss why {0} and {} are not empty sets.

GENERICS Communicatio n method of learning ICT Cooperative learning

CCTS differentiating Drawing diagram Recognizing and representing

MORAL VALUES Neatness Systematic

b) using sets 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;

3.2 understand and use the concept of subset, universal set and the complement of a set; 3. SETS ( Week 7 8 )

(i) determine whether a

given set is a subset of a specific set and use the symbol or ; (ii) represent subset using Venn diagram; (iii) list the subsets for a specific set;

Begin with everyday life situations.

Constructive Contextual learning

Comparing and differentiating

Rational
Determination

POINTS TO NOTE/ VOCABULARY repeated. Sets are usually denoted by capital letters. The definition of sets has to be clear and precise so that the elements can be identified. The symbol (epsilon) is read as is an element of or is a member of. The symbol is read as is not an element of or is not a member of. n(A) denotes the number of elements in set A. The symbol (phi) or { } denotes an empty set. An empty set is also a null set. An empty set is a subset of any set. Every set is a subset of itself. The symbol denotes a universal set. The symbol A denotes the complement of set

Discuss the relationship between sets and universal sets.

Communicatio n method of learning Cooperative learning

Classifying Drawing diagram Making inferences

Precise

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES (iv) illustrate the relationship between set and universal set using Venn diagram; (v) determine the complement of a given set;

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS Estimating

MORAL VALUES

POINTS TO NOTE/ VOCABULARY A. Include everyday life situations. subset universal set complement of a set

(vi) determine the relationship between set, subset, universal set and the complement of a set;

Week 9
3. SETS ( Week 10 )

TEST 1
3.3 perform operations on sets: . the intersection of sets . the union of sets i) determine the intersection of : a) two sets 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; Discuss cases when : AB= AB Contextual learning Mastery learning
Communication

Identify relations Comparing & differentiating Drawing diagram

Accurate
Cooperation

Include everyday life situations. Intersection Common elements Complement

method

3. SETS ( Week 10 )

(iv) determine the complement of the intersection of sets ; (v) solve problems

ICT Cooperative learning Mastery

Recognizing & representing Estimating

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES involving the intersection of sets : (vi) determine the union of : a) two sets; b) three sets ; and use the symbol U ; (vii) represent the union of sets using Venn diagram; (viii) state the relationship between a) A U B and A ; b) A U B and B ; ix) determine the complement of the union of sets (x) solve problems involving the union of sets ; (xi) determine the outcome of combined operation on sets ; (xii) solve problems involving combined operations on sets.

SUGGESTED TEACHING AND LEARNING

GENERICS learning Communicatio n method of learning ICT Multiple intelligence Enquiry discovery

CCTS Identify relations Comparing & differentiating Drawing diagram Recognizing & representing Making inferences

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

HOLIDAYS : 14.03.2009 22.03.2009 (9 DAYS) PART II : 23.03.2009 29.05.2009 (10 WEEKS)

LEARNING AREA/ WEEK 4. MATHEMATICAL REASONING ( Week 11 - 13 )

LEARNING OBJECTIVES Students will be taught to: 4.1Understand the concept of statement

LEARNING OUTCOMES Student will be able to: (i) determine whether a given sentence is a statement (ii) determine whether a given statement is true or false; (iii) construct true or false statement using given numbers and mathematical symbols.

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS

MORAL VALUES

Introduce this topic using everyday life situations. Focus on mathematical sentences. Discuss sentences consisting of: words only; numbers and words; numbers and mathematical symbols;

ICT, contextual and contructivisme ICT,

Constructivisme

Identifying relation, classifying Identifying relation

Cooperation

Rationale, honesty

Constructivisme

Rationale, honesty

POINTS TO NOTE/ VOCABULARY Statements consisting of: words only, e.g. Five is greater than two.; numbers and words, e.g. 5 is greater than 2.; number and symbols, e.g. 5>2 The following are not statements: Is the place value of digit 9 in 1928 hundreds?; 4n 5m + 5s; Add the two numbers.; x+2=8 Quantifier such as "Every" and "any" can be introduced based on context. Examples: All squares are four sided figures. Every square is a four sided figures. Other quantifiers such as several, one of and part of can be used

4.2 Understand the concept of 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. (iii) determine whether a statement can be generalised to cover all cases by using the quantifier all

Start with everyday life situations.

Constructivism .

Identifying patterns. Identifying relation.

Motivated.

4. MATHE-

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 4.3 Perform operations involving the words not or no, and and or on statements.

LEARNING OUTCOMES 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 statements from a compound statement that contains 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 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

SUGGESTED TEACHING AND LEARNING Begin with everyday life situations.

GENERICS Cooperative learning Mastery learning

CCTS Logical reasoning Simulation

MORAL VALUES freedom kindness sincerity

Inquiry discovery

Classifying

4. MATHEMATICAL REASONING ( Week 11 13 )

POINTS TO NOTE/ VOCABULARY The negation no can be used where appropriate. The symbol (tilde) denotes negation. p denotes negation of p with means not p or no p. The truth table for p and p are as follows: p p T F F T The truth values for p and q are as follows: p q P&q T T T T F F F T F F F F The truth values for p or q are as follows: P or q T T T T F T F T T F F F Implication if p, then q can be written as p q, p q

4.4 Understand the concept of implication

Start with everyday life situations

Constructivism

Logical reasoning

Systematic

10

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES (ii) write two implications from a compound statement containing if and only if (iii) construct mathematical statements in the form of implication: a) If p, then q b) p if and only if q; (iv) determine the converse of a given implication;

SUGGESTED TEACHING AND LEARNING

GENERICS Mastery learning

CCTS

MORAL VALUES Determination

Finding all possible solutions

Sharing

POINTS TO NOTE/ VOCABULARY and p if and only if q can be written as p q, which means p q and q p. Implication, Antecedent Concequent , Converse

Cooperative learning

(v) determine whether the converse of an implication is true or false

Enquirydiscovery

Identifying relations

Rational

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

11

LEARNING AREA/ WEEK 4. MATHEMATICAL REASONING ( Week 11 13 )

LEARNING OBJECTIVES 4.5 understanding the concept of argument;

LEARNING OUTCOMES (i) identify the premise and conclusion of a given simple argument;

SUGGESTED TEACHING AND LEARNING Start with everyday life situations. www.math.ohiou.edu/ vardges/math306 /slides

GENERICS
Constructivisme

CCTS Comparing and Differentiating

MORAL VALUES
Cooperation

Rational

POINTS TO NOTE/ VOCABULARY Limit to arguments with true premises. Argument Premise Conclusion Names for argument form, i.e. syllogism(Form I), modus ponens(Form II) and modus tollens (Form III), need not be introduced.

(ii) make a conclusion based on two given premises for: a) Argument Form I; b) Argument Form II; c) Argument Form III; iii) complete an argument given a premise and the conclusion 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 deduction, iii)make a generalisation based on the pattern of numerical sequence by induction iv)use deduction and induction in problem solving. Encourage students to produce arguments based on previous knowledge. Use specific examples/activities to introduce the concept. i.e : a)reasoning by deduction: e.g. circle area : r2 r = 3, A = (32) = 9 b)reasoning by induction: Always used by the scientist to create formulae

Mastery Learning

Honesty Classifying

Self Access Learning

Logical Reasoning Identifying Pattern Determinati on

4.6 understand and use the concept of deduction and induction to solve problems.

Mastery learning

Limit to cases where formulae can be induced. Specify that: Making conclusion by deduction is definite, Making conclusion by induction is not necessarily definite. Deduction Induction Special conclusion General statement General conclusion Specific case Sequence

Classifying Constructivism Honesty

Enquiry discovery Multiple intelligence

Logical reasoning Making generalization

Rationale Determination systematic

12

LEARNING AREA/ WEEK 5. STRAIGHT LINES ( Week 14 17 )

LEARNING OBJECTIVES Students will be taught to; 5.1 Understand the concept of gradient of a straight line.

LEARNING OUTCOMES Students will be able to;

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY Straight line Steepness Horizontal distance Vertical distance Gradient Ratio

(i)

determine the vertical and horizontal distances between two given points on a straight line. determine the ratio of vertical distances to horizontal distance

Use technology such as the Geometers Sketchpad, graphing calculators, graph boards, magnetic board, topo maps as teaching aids where appropriate. Discuss; The relationship between gradient and tan . The steepness of the straight line with different values of gradient.

Contextual learning ICT Graphic Calculator

Identify patterns Identify concept Identify relation

Rationale Systematic Cooperation Accurate

(ii)

5.2 Understand the concept of gradient of straight line in Cartesian coordinates.

(i)

derive the formula for the gradient of a straight line. calculate the gradient of a straight line passing through two points.

(ii)

Discuss the value of gradient if; (i) P is chosen as (x1, y1) and Q is (x2, y2). (ii) Q is chosen as (x1, y1) and P is (x2, y2).

Enquiry discovery ICT

(iii)

determine the relationship between the value of the gradient and the; a) steepness b) direction of inclination of a straight line.

Finding all possible solution. Arranging sequentially Collecting and handling data Representing and interpreting data Comparing & differentiating

Neatness Systematic Rationale

Acute angle , Obtuse angle Inclined upwards to the right Inclined downwards to the right Undefined. The gradient of a straight line passing through P(x1,y1) and Q(x2, y2) is :

m=

y 2 y1 x 2 x1

13

LEARNING AREA/ WEEK 5. STRAIGHT LINES ( Week 14 17 )

LEARNING OBJECTIVES 5.3 Understand the concept of intercept

LEARNING OUTCOMES (i) Determine the xintercept and the yintercept of a straight line. Derive the formula for the gradient of a straight line in terms of the x-intercept and y-intercept. Perform calculations involving gradient, x-intercept and yintercept. Draw the graph given an equation of the form y=mx+c Determine whether a given point lies on a specific straight line. Write the equation of the straight line given the gradient and y-intercept.

SUGGESTED TEACHING AND LEARNING

GENERICS Constructivism Self-access Learning

CCTS Comparing & differentiating Using algorithm & relationship. Drawing graph.

MORAL VALUES Rational Systematic Accuracy

POINTS TO NOTE/ VOCABULARY x-intercept y-intercept Emphasize that xintercept and yintercept are written in the form of coordinates.

(ii)

(iii)

5.4 Understand and use equation of a straight line

(i)

Discuss the changes in the form of the straight lines with various values of m and c. Carry out activities using the graphing calculator, the Geometers Sketchpad or other teaching aids. Verify that m is the gradient and c is the y-intercept of a straight line with equation y = mx + c .

(ii)

Cooperative Learning Multiple Intelligence Enquiry discovery ICT

(iii)

Identify pattern Classifying Drawing graph Representing & interpreting data. Making generalization Identify relation

Cooperatio n Sharing Neatness Rational

Linear equation Graph Table of values Coefficient Constant Satisfy Parallel Point of intersection Simultaneous equations

(iv)

5. STRAIGHT

Determine the gradient and yintercept of the straight line which the equation is in the form of; a) y = mx + c b) ax + by = c

14

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 5.5 Understand and use the concept of parallel lines.

LEARNING OUTCOMES (i) verify that two parallel lines have the same gradient and vice versa determine from the given equations whether two straight lines are parallel. find the equation of the straight line which passes through a given point and is parallel to another straight line. solve problems involving equations of straight lines.

SUGGESTED TEACHING AND LEARNING Explore properties of parallel lines using the graphing calculator and Geometers Sketchpad or other teaching aids

GENERICS Mastery Learning ICT Self-access Learning

CCTS Comparing & differentiating Identify pattern Identify Concept Finding all possible Solutions Making generalization

MORAL VALUES Rational Systematic Sharing

POINTS TO NOTE/ VOCABULARY Parallel lines

(ii)

(iii)

(iv)

Week 18 19

Mid Year Exam

15

LEARNING AREA/ WEEK 6. STATISTICS ( Week 20 )

LEARNING OBJECTIVES Students will be taught to: 6.1.Understand the concept of class interval;

LEARNING OUTCOMES Students will be able to: (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 of a class in a grouped data; (iii) calculate the size of a class interval; (iv) determine the class interval, given a set of data and the number of classes; determine a suitable class intervals for a given set of data;

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY Size of class interval = [upper boundary lower boundary] Statistics Class interval data Grouped data Upper limit Lower limit Upper boundary Lower boundary Size of class interval Frequency table

Use data obtained from activities and other sources such as research studies to introduce the concept of class interval.

contextual cooperatives learning enquirydiscovery

working out mentally making inferences classifying collecting and handling data

cooperation systematic tolerance

Discuss criteria for suitable class intervals.

(v)

(vi) construct a frequency table for a given set of data.

6. STATISTICS ( Week 1 4 )

MID YEAR HOLIDAYS : 30.05.2009 14.06.2009 (16 DAYS) TERM II : 15.06.2009 20.11.2009 (22 WEEKS) PART I : 15.06.2009 21.08.2009 (10 WEEKS)
6.2 understand and use the concept of mode and mean of grouped data; (i) determine the modal class from the frequency table of grouped data; Discuss the difference between mode and mean. constructivism self-access learning representing and interpreting data Hard working consistent mode modal class

16

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 6.3 represent and interpret data in histograms with class intervals of the same size to solve problem;

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

SUGGESTED TEACHING AND LEARNING Discuss the difference between histogram and bar chart.

GENERICS enquirydiscovering

CCTS drawing diagrams collecting and handling data

MORAL VALUES neatness diligence systematic

POINTS TO NOTE/ VOCABULARY uniform class interval histogram vertical axis

Use graphing calculator to explore the effect of different class interval on histogram.

representing & interpreting data estimating

hardworking systematic

horizontal axis

6.4 Represent and interpret data in frequency polygons to solve problems 6. STATISTICS ( Week 1 4 )

i) a. b.
ii)

draw the frequency polygon based on: a histogram a frequency table interpret information from a given frequency polygon

Constructivism

Drawing diagrams

Cooperatio n

Cooperative Learning

Interpreting diagrams

When drawing a frequency polygon add a class with 0 frequency before the first class and after the last class Include everyday life situations frequency polygon

solve problems involving frequency polygon

17

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 6.5 Understand the concept of cumulative frequency

LEARNING OUTCOMES i) construct the cumulative frequency table for: a) ungrouped data b) grouped data draw the ogive for: a) ungrouped data b) grouped data

SUGGESTED TEACHING AND LEARNING

GENERICS constructivism contextual learning

CCTS Identifying patterns Identifying relations Logical reasoning

MORAL VALUES
Hardworking

Neatness Systematic Diligence

ii)

POINTS TO NOTE/ VOCABULARY When drawing ogive: - use the upper boundaries; - add a class with zero frequency before the first class cumulative frequency ungrouped data , ogive

6.6 Understand and use the concept of measures of dispersion to solve problems

(i) determine the range of a set of data. (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

Discuss the meaning of dispersion by comparing a few sets of data. Graphing calculator can be used for this purpose.

ICT Enquirydiscovering

Representing & interpreting data Classifying, comparing &

differentiating

Punctuality Consistent

For grouped data: Range = [midpoint of the last class midpoint of the first class] Range , median Measures of dispersion First quartile Third quartile Interquartile range

Week 5
7. PROBABILITY 1 ( Week 6 7 )

TEST 2
Students will be taught to: 7.1 understand the concept of sample space Students will be able to: (i)determine whether an outcome is a possible outcome of an experiment (ii) list all the possible Use concrete examples such as throwing a die and tossing a coin Definition of sample space Enquiry discovery
constructivisme

Logical reasoning Collecting and handling data

systematic

Sample space Outcome

18

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES 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.

SUGGESTED TEACHING AND LEARNING

GENERICS cooperative learning

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY Experiment Possible outcome

19

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 7.2 understand the concept of events

LEARNING OUTCOMES (i) identify the elements of a sample space which satisfy given conditions (ii) list all the elements of a sample space which satisfy certain conditions 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 trial; (ii) find the probability of an event from a big enough number of trials;

SUGGESTED TEACHING AND LEARNING Discuss that an event is a subset of the sample space. Discuss also impossible events for a sample space. Discuss that the sample space itself is an event. Definition of event

GENERICS Cooperative learning

CCTS Identifying Comparing

MORAL VALUES cooperation

POINTS TO NOTE/ VOCABULARY An impossible event is an empty set. Event Element Subset Empty set Impossible event

7.3 understand and use the concept of probability of an event to solve problems

Carry out activities to introduce the concept of probability. The suggested activities maybe done in pairs or individually: (i) flipping of coins and tabulating results. (ii) flipping of book pages to record the last digit. (iii) wheel of fortune(colour,number, alphabet) Discuss situation which results in: ~Probability of event = 1 ~Probability of event = 0 Emphasize that the value of probability is between 0 and 1. Predict possible events which might occur in daily situations.

Cooperative learning

Representing

and interpreting data Logical reasoning

Systematic Rational Diligence Accuracy

probability

7. PROBABILITY 1 ( Week 6 7 )

(iii) calculate the expected number of times an event will occur, given the probability of the event and number of trials; (iv) solve problems involving probability; (v) predict the occurrence of an outcomes and make a decision based on known information.

20

LEARNING AREA/ WEEK 8. CIRCLES III ( Week 8 10 )

LEARNING OBJECTIVES Students will be taught to: 8.1 Understand and use the concept of tangents to a circle

LEARNING OUTCOMES Students will be able to : (i) (ii) identify tangents to a circle; make inference that the tangent to a circle is a straight line perpendicular to the radius that passes through the contact point;

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY Tangent to a circle Perpendicular Radius Circumference Semicircle Congruent Relate to Pythagoras Theorem

Develop concepts and abilities through activities using technology such as the Geometers Sketchpad and graphing calculator.

Constructivism Contextual learning Thinking skill Learning how to learn

Identifying patterns Identifying relations Comparing and

differentiating

Systematic Neatness

(iii)

construct the tangent to a circle passing through a point: a) on the circumference of the n circle; b) outside the circle;

Making inference Drawing diagrams

8. CIRCLES III ( Week 8 10 ) (iv) determine the properties related to two tangents to a circle from a given point outside the circle; solve problems involving tangents to a circle. Explore the property of angle in alternate segment using Geometers Sketchpad or other teaching aids. Enquiry Discovery Cooperative learning Classifying Identifying patterns Determinati on Diligence Chord Alternate segment Major sector Subtended

(v)

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

i) identify the angle in the alternate segment which is subtended by the chord through the contact point of the tangent;

21

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 8.3 Understand and use the properties of common tangents to solve problems

LEARNING OUTCOMES i) determine the number of common tangents which can be drawn to two circles 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 1 point; c) do not intersect. iii) solve problems involving common tangents to two circles; iv) solve problems involving tangents and common tangents.

SUGGESTED TEACHING AND LEARNING Discuss the maximum number of common tangents for the three cases.

GENERICS Self access learning Problem solving

CCTS Finding possible solutions Working out mentally

MORAL VALUES Tolerance Consistent Systematic

POINTS TO NOTE/ VOCABULARY Emphasis that the length of common tangent are equal. Common tangents

8. CIRCLES III ( Week 8 10 )

Include daily situations.

Cooperative learning Integrating ICT into teaching and learning Include problems involving Pythagoras Theorem.

HOLIDAYS : 22.08.2009 31.08.2009 (10 DAYS) PART II : 01.09.2009 20.11.2009 (12 WEEKS)
9. TRIGONOMETRY 11 (Week 11 13) Students will be taught to: 9.1 understand and use the concept of the values of sine cos and tangent ( 0 360) to Students will be able to : (i) identify the quadrants and angles in the unit circle. (ii) Determine : a) the value of yDevelop concepts and abilities through activities using technology such as the Geometers Sketchpad and graphing calculator. Mastery learning ICT Self access Identify relations Neatness Rationale Sincerity Rationale Systematic The unit circle is the circle of radius 1 with its centre at the origin

22

LEARNING AREA/ WEEK

LEARNING OBJECTIVES solve problems

LEARNING OUTCOMES coordinate b) the value of xcoordinate c) the ratio of ycoordinate to xcoordinate; of several points on the circumference of the unit circle. (iii) verify that, for an angle in quadrant 1 of the unit circle: a) sine = 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 1 in the unit circle; (v) determine the values of a) sine , b) cos , c) tan , for 90 360 ; (vi) determine whether the values of; a) sine; b) cosine; c) tangent, of an angle in a specific quadrant is positive or

SUGGESTED TEACHING AND LEARNING

GENERICS learning Communicatio n method of learning

CCTS

MORAL VALUES Diligence

POINTS TO NOTE/ VOCABULARY quadrant

9. TRIGONOMETRY 11 (Week 11 13)

Self access learning Communicatio n method of learning Constructivism

Rationale Systematic Diligence Determinati on Polite Rationale Comparing Differentiating Determinati on Polite Rationale Systematic Consistent

Sine Cosine Tangent

Self access learning Communicatio n method of learning Explain the concept sine = y-coordinate; cos = x-coordinate
tan =

extended to angles in quadrant II, III and IV. Cooperative learning Self Access learning

y coordinate can be x coordinate

Cooperative learning Self Access learning

2 30 60 3

Rationale Cooperatio n Hard working

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LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES negative; (vii) determine the values of sine, cosine and tangent for special angles:

SUGGESTED TEACHING AND LEARNING

GENERICS Mastery learning Enquiry discovery

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

2 45 1

Diligence Freedom Enquiry discovery Self Access learning

9. TRIGONOMETRY 11 (Week 11 13)

(viii) determine the values of the angles in quadrant I which correspond to the values of the angles in other quadrants;

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.

Rationale Diligence Consistent

9.2 draw and use the graphs of sine, cosine and tangent.

(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.

Use the Graphing calculator and Geometers Sketchpad to explore the feature of the graphs of y = sine , y = cos y = tan . Discuss the feature of the graphs y = sine , y = cos y = tan . Discuss the examples of these graphs in other area.

Contextual learning Cooperative learning Inquiry discovery Self access learning Constructivism

Drawing graphs

Neatness Systematic Rationale Hard working Rationale Sincerity Hard working

Comparing

Problems solving

Diligence

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LEARNING AREA/ WEEK 10. ANGLE OF ELEVATION AND DEPRESSION ( Week 14 15 )

LEARNING OBJECTIVES Students will be taught to: 10.1 understand and use the concept of angle of elevation and angle of depression to solve problems.

LEARNING OUTCOMES Students will be able to : i) identify: a) the horizontal line; b) the angle of elevation; c) the angle of depression, or a particular situation; ii)represent a particular situation involving: a) the angle of elevation; b) the angle of depression, using diagrams; iii) solve problem involving the angle of elevation and depression.

SUGGESTED TEACHING AND LEARNING

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

Use daily situations to introduce the concept.

Constructivism Enquiry discovery ICT

Drawing diagrams Identifying relations. Recognizing and representing Collecting and handling data.

Rationale Systematic Neatness

Include two observations on the same horizontal plane.

Involve activities outside the classroom. Angle of elevation Angle of depression Horizontal line

Week 16 17
11. LINES AND PLANES IN 3DIMENSION ( Week 18 22 )

Final Year Exam

Students will be taught to: 11.1 understand and use the concept of angle between lines and planes to solve problems. Students will be able to : (i) identify planes. (ii) identify horizontal planes, vertical planes and inclined planes, (iii) sketch a three dimensional shape and identify the specific planes, Carry out activities using daily situations and 3- dimensional models. Differentiate between 2dimensional and 3dimensional shapes. Involve planes found in natural surroundings. Contextual Learning InquiryDiscovery Working out mentally Drawing diagrams Rationale Systematic Horizontal plane Vertical plane 3-dimensional Normal to a plane Orthogonal Projection Space diagonal

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LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES (iv) identify : a) lines that lies on a plane,

SUGGESTED TEACHING AND LEARNING Begin with 3- dimensional models. Use 3- dimensional models to give clearer pictures.

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

11. LINES AND PLANES IN 3DIMENSION ( Week 18 22 )

b) lines that intersect with a plane (v) identify normal to a given plane, (vi) determine the orthogonal projection of a line on a plane; (vii)draw and name the orthogonal projection of a line on plane; (viii) determine the angle between a line and a plane; (ix) solve problems involving the angle between a line and a plane.

Cooperative Learning

Identifying relations

Accuracy Diligence

Include line in 3dimensional shapes.

YEAR END SCHOOL HOLIDAYS : 21.11.2009 4.1.2010

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