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QUADRATICEQUATIONS
Week1 & 2
1. Understand theconcept of
quadratic equation
and its roots.
1.1 Recognise a quadraticequation and express it
in general form.
1.2 Determine whether a
given value is the root
of a quadratic equation
by
a) substitution;
b) inspection.
1.3 Determine roots of quadratic
equations by trial and
improvement method.
Use graphing
calculators or
computer software
such as the Geometers
Sketchpad and
spreadsheet to explore
the concept of
quadratic equations.
.
Questions for 1.2(b) are given
in the form of (x+ a)(x+ b) =
0; a and b are numerical
values.
Noble value :Cooperation
TGA:FlashcardPedagogy :
Activity/Cooperative Learning
CCTS:Classification.
2. Understand the
concept of
quadraticequations.
2.1 Determine the roots of
a quadratic equation by
a) factorisation;b) completing
the square
c) using the
formula.
Discuss when
(x p)(x q) = 0, hencex
p = 0 or
x q = 0. Include case
whenp = q.
Derivation of formula
for 2.1c is not required.
Ifx=p andx=q are theroots, then the
quadratic equation is
Value :Cooperation
TGA :Manila CardPedagogy :
Inquiry Finding,Constructisme
CCTS:Refresh idea
and trial & error
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2.2 Form a quadratic
equation from givenroots.
(xp)(xq)=0, that isx2(pq)xpq=0.
Involve the use of:+ =
a
b
and =
a
c
, Where and
are roots of the
quadratic equation
ax2 +bx +c =0
Pedagogy:Mastery
Learning
QUADRATICFUNCTIONS
Week3 & 4
1. Understandthe concept of
quadraticfunctions andtheir graphs
1.1 Recognise quadraticfunctions
1.2 Plot quadratic functionsgraphsa) based on given
tabulated valuesb) by tabulating
values based ongiven functions
1.3 Recognise shapes ofgraphs of quadraticfunctions
1.4 Relate the position ofquadratic functiongraphs with types ofroots forf(x) = 0.
Use computer softwareor graphing calculator.
(ex; GSP, Graphmaticaor Microsoft Excel toexplore the graphs ofquadratic functions)
Use example ofeveryday situations tointroduce graphs ofquadratic functions.
Discuss the generalshape of quadratic
function.Introduce the term ofparabola, minimum,maximum point andaxis of symmetry forquadratic curves.
Discuss cases where0>a and 0
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and minimumvalues ofquadratic
functions
maximum or minimumvalue of quadraticfunction by completing
the square
or graphing calculator.(ex; GSP, Graphmaticaor Microsoft Excel to
explore the graphs ofquadratic functions)
form of completing thesquare
qpxaxf ++= 2)()(
Self-AccessLearning
3. Sketch graphs ofquadraticfunctions.
3.1 Sketch quadraticfunctions by determiningthe maximum orminimum point and twoother points.
Use graphing calculatoror dynamic geometrysoftware such as theGSP or Graphmatica toreinforce theunderstanding ofgraphs of quadratic
functions.
Emphasis the markingof maximum orminimum point and twoother points on thegraphs drawn or byfinding the axis ofsymmetry and the
intersection with the y axisDetermine other pointsby finding theintersection with x-axis(if it exists )
Contextual
4. Understand anduse the concept ofquadratic
inequalities.
4.1 Determine the ranges ofvalues of x that satisfiesquadratic inequalities
Use graphing calculatoror dynamic geometrysoftware such as the
GSP or Graphmatica toreinforce theunderstanding ofgraphs of quadraticinequalities
Emphasis on sketchinggraphs and use numberlines when necessary.
Contextual
SIMULTANEOUS
Students will betaught to:
Students will be able to : Use graphing calculatoror dynamic geometry
Problem solving,discoverymethod, trial and
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EQUATIONS
Week 51. Solvesimultaneous
equations in twounknowns: one linearequation and onenon - linear equation.
1.1Solve simultaneousequations using the thesubstitution method
1.2Solve simultaneousequations involving reallife situations
software such as theGeometers Sketchpadto explore the concept
of simultaneousequations
Use examples in reallife situations such asarea, perimeter andothers.
Limit non linearequations up to seconddegree only
improvementmethod.
ICT, relating,reasoning,MathematicalCommunication,MathematicalConnections
FUNCTIONS
Week
6 , 7 &8
1. Understandingthe concept of
relations.
1.1 Represent
relations usinga)arrow diagramsb) ordered pairsc) graphs
1.2 Identify domain,codomain, object,image and rangeof a relation.
1.3 Classify a relationshown on a
mapped diagramas: one to one,many to one, oneto many or manyto many relation.
Use pictures, role-play and computersoftware to introduce
the concept ofrelations.
Discuss the idea ofset and introduce setnotation.
Contextual
Represent functions
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2. Understandthe conceptof functions
2.1 Recognisefunctions as a
special relation
2.2 Express functionsusing functionnotation.
2.3 Determine domain,object, image andrange of a function.
2.4 Determine the image
of a function giventhe object and viceversa.
Use graphingcalculators andcomputer software toexplore the image offunctions.
using arrowdiagrams, orderedpairs or graphs.
e.g. f:x2xf(x) = 2x
"f:x 2x" is read as"function fmaps xto2x".
f(x) = 2xis read as2xis the image ofxunder the function f.
Include examples offunctions that are notmathematicallybased.
Cooperativelearning
Examples of functionsinclude algebraic(linear andquadratic),trigonometric andabsolute value.
Define and sketchabsolute valuefunctions.
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3. Understand the
concept
of compositefunctions.
3.1 Determinecomposition of twofunctions.3.2 Determine the imageof composite functionsgiven the object and viceversa.
3.3 Determine oneof the functions in a
given compositefunction given theother relatedfunction.
Use arrow diagrams
or algebraic methodto determinecomposite functions.
Involve algebraic
functions only.
Images of compositefunctions include arange of values.(Limit to linearcomposite functions)
.
Mastery
learning
b)
c) 4.Understand theconcept of inversefunctions.
4.1 Find the object byinverse mappinggiven its image andfunction.
4.2 Determine inversefunctions usingalgebra.
4.3 Determine and statethe condition forexistence of aninverse function.
Use sketches ofgraphs to show therelationship betweena function and itsinverse
Limit to algebraicfunctions.
Exclude inverse ofcomposite functions.
Emphasise thatinverse of a functionis not necessarily a
function.
Masterylearning
9d) Test 1
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INDICES AND
LOGARITHMS
Week 10
1. Understand and usethe concept of indicesand laws of indices tosolve problems.
1.1 Find the value of numbersgiven in the form of:a) integer indices.b) fractional indices.
1.2 Use laws of indices to findthe value of numbers inindex form that aremultiplied, divided orraised to a power.
1.3 Use laws of indices to
simplify algebraic
expressions.
Use examples ofreal-life situations tointroduce the conceptof indices.
Usecomputer softwaresuch as thespreadsheet toenhance theunderstanding ofindices.
Discuss zero index andnegative indices.
TeachingAids/materialsScientific
calculator,GeometersSketchpad,geometric set
CCTSIdentifyingrelationship
TeachingStrategiesMastery Learning
MultipleintelligentContextuallearning
2. Understand and usethe concept oflogarithms and lawsof logarithms to solveproblems
2.1 Express equation in indexform to logarithm form andvice versa.
2.2 Find logarithm of anumber.
2.3 Find logarithm of numbersby using laws of logarithms.
2.4 Simplify logarithmicexpressions to the simplestform.
Usescientific calculatorsto enhance theunderstanding of theconcept of logarithm.
xplain definition oflogarithm.N= ax ; logaN= xwith a >
0, a 1.Emphasise that:loga 1 = 0; logaa = 1.
Emphasise that:a) logarithm of negative
numbers is undefined;b) logarithm of zero isundefined.
Discuss cases where thegiven number is ina) index formb) numerical form.
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Discuss laws of logarithms
Week 11
3 Understand and usethe change of base oflogarithms to solveproblems.
3.1 Find the logarithm of a
number by changing thebase of the logarithm to asuitable base.
3.2 Solve problems involvingthe change of base and laws oflogarithms.
Discuss:
logab = ab
log1
Vocabulary
base
integer indices
fractional indices
index form
raised to a power
law of indices
index form
logarithm form
logarithmundefined
134. Solve equations
involving indices andlogarithms.
4.1 Solve equations involvingindices.
4.2 Solve equations involvinglogarithms.
Equations that involveindices and logarithms arelimited to equations with
single solution only.Solve equations involvingindices by:a) comparison of indices
and bases;
b) using logarithms
COORDINAT
GEOMETRY
Week 14
1. Find distancebetween twopoints
1.1
Find the distance between
two points using formula2
21
2
21 )()( yyxx +
Use examples of real-
life situations to find
the distance between
two points.
Use the Pythagoras
Theorem to find the
formula for distance
between two points.
Moral ValuesCooperativePatriotismRespect
Teaching Aids/MaterialChartArrow diagram
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CCTSAnalogyRelations
Imagine
TeachingStrategiesContextual
2. Understand theconcept of divisionof a line segment.
2.1 Find the midpoint oftwo given points.
2.2 Find the coordinatesof a point that divides a lineaccording to a given ratiom : n.
Limit to cases where m
and n are positive.
Derivation of theformula
++
++
nm
myny
nm
mxnx 2121, is
not required.
Week15
3. Find areas ofpolygons
3.1 Find the area of atriangle based on thearea of specificgeometrical shapes.
3.2Find the area of a
triangle by using
formula.
1321
1321
2
1
yyyy
xxxx 3.3 Find the area of a
quadrilateral usingformula
Use dynamic
geometry software
such as the
Geometers Sketchpadto explore the concept
of area of polygons.
Use
for substitution of
coordinates into the
formula.
Limit to numericalvalues.
Emphasise the
relationship betweenthe sign of the value forarea obtained with theorder of the verticesused.
Emphasise that whenthe area of polygon is0, the given points arecollinear.
Moral ValuesCooperative
Teaching Aids/
MaterialGrid Board
TeachingStrategiesContextualGenerate ideasThinking Skills
10
1321
1321
2
1
yyyy
xxxx
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4. Understands usethe concept ofequation of a
straight line.
4.1
Determine thex intercept
andy-intercept of a line4.2
Find the gradient of astraight line that passesthrough two points.
Use dynamic
Geometry software
such as the
Geometers Sketchpad
to explore the concept
of equation of a
straight lines.
Moral ValuesHonestyAccuracy
Teaching Aids/MaterialCharts, GraphicalCalculatorCharts
4.3 Find the gradient of a
staright line using thex-intercept andy-
intercept4.4Find the equation of astraight line given:
a) gradient and onepoint
b) two point
c) x-intercept andy-intercept
4.5 Detemine gradient and
intercepts of a straight linegiven the equation.
4.6 Change the equation ofa straight line to thegeneral form
4.7 Find the point ofintesection of two lines.
Answer for learningoutcomes 4.4 (a) and4.4(b) must be stated
in the simplest form
1=+b
y
a
xinvolve
changing the equationinto gradient
cmxy += and interceptform
0=++ cbyax
Solve simultaneouslinear equations usingthe graph method.
TeachingStrategiesMastery LearningContextualApproachMasteryApproach
Moral ValuesAccuracy
Teaching Aids/MaterialGraph paper
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TeachingStrategiesSelf Access
Learning
16 5.Understand anduse the concept ofparallel andperpendicularlines.
5.1 Determine whether two
straight lines are parallel
when gradients of both
lines are known and vice
versa
5.2 Find equation of a
straight line that passes
through a fixed point and
parallel to a given line.
5.3 Determine whether two
straight lines are
perpendicular when
gradients of both lines are
known and vice versa.
5.4 Determine the equationof a straight line that
passes through a fixed
point and perpendicular to
a given line.
5.5 Solve problems
involving equations of
Use example of real-lifesituations to exploreparallel endperpendicular lines.
Use graphic calculatorand dynamic geometrysoftware such asGeometers Sketchpadto explore the conceptof parallel andperpendicular lines.
Emphasize that for
parallel lines:
21 mm =
Emphasize that for
perpendicular lines :
121 =mm
Derivation of
121 =mm is not
required.
Moral ValuesCooperationGratitudeCarefulSystematic
Teaching Aids/MaterialExact SystematicICTGrid Board
TeachingStrategiesSelf AccessLearningLearn How to
StudyMultipleIntelligentConstructivismapproach
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straight lines.
6. Understand anduse the concept ofequation of locusinvolving distancebetween two
points.
6.1 Find the equations of
locus that satisfies the
condition if:
a) The distance of a moving
point from a fixed point isconstant;
b) The ratio of the distances
of a moving point from two
fixed points is constant.
6.2 Solve problems
involving loci.
Use examples of real-
life situations to
explore equation of
locus involving
distance between two
points.
Use graphic calculator
and dynamic geometry
software such as
Geometers Sketchpad
to explore the concept
of loci.
Moral ValuesCooperationGratitudeCarefulSystematic
Teaching Aids/MaterialExact SystematicICTGrid Board
171. Understand and use
the concept ofmeasures of centraltendency to solveproblems.
1.1 Calculate the mean of
ungrouped data.
1.2 Determine the mode ofungrouped data.
1.3 Determine the median ofungrouped data.
Use
scientific calculators,graphing calculatorsand spreadsheets toexplore measures ofcentral tendency.
Student
Discuss grouped data and
ungrouped data. Moral ValuesCooperationGratitudeCarefulSystematic
Teaching Aids/Material
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1.4 Determine the modal classof grouped data from
frequency distributiontables.
1.5 Find the mode fromhistograms.
s collect data fromreal-life situations toinvestigate measuresof central tendency.
Involve uniform class
intervals only.
Exact SystematicICTGrid Board
TeachingStrategiesSelf AccessLearningLearn How toStudyMultipleIntelligentConstructivismapproach
1.6 Calculate the mean ofgrouped data.
1.7 Calculate the median ofgrouped data fromcumulative frequencydistribution tables.
1.8 Estimate the median ofgrouped data from an
ogive.1.9 Determine the effects onmode, median and meanfor a set of data when:a) each data is changed
uniformly;b) extreme values exist;
Derivation of the medianformula is not required.
Ogive is also known ascumulative frequencycurve.
Involvegrouped and
TeachingStrategies
Self AccessLearningLearn How toStudyMultipleIntelligentConstructivismapproach
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c) certain data is addedor removed.
1.10 Determine the mostsuitable measure of centraltendency for given data.
ungrouped data
182. Understand and use
the concept ofmeasures ofdispersion to solveproblems.
2.1 Find the range ofungrouped data.
2.2 Find the interquartile rangeof ungrouped data.
2.3 Find the range of groupeddata.
2.4 Find the interquartile rangeof grouped data from thecumulative frequencytable.
2.5 Determine the interquartilerange of grouped datafrom an ogive.
2.6 Determine the variance of
a) ungrouped data;b) grouped data.
2.7 Determine the standarddeviation of:a) ungrouped data
b) grouped data.
Determine upper and lowerquartiles by using the firstprinciple.
Vocabulary
measure of centraltendency
mean
mode
median
ungrouped data
frequencydistribution table
modal class
uniform classintervalhistogram
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2.8 Determine the effects onrange, interquartile range,
variance and standarddeviation for a set of datawhen:a) each data is changed
uniformly;b) extreme values exist;c) certain data is added
or removed.
2.9 Compare measures ofcentral tendency anddispersion between twosets of data.
Emphasise that
comparison between twosets of data using onlymeasures of centraltendency is not sufficient.
Mid Term Examination Week 19 - 20
CIRCULARMEASURES
Week21&22
Students will betaught to:
1. Understandthe concept ofradian
Students will be able to:
Convert measurements inradians to degrees and viceversa.
Use dynamic geometrysoftware such asGeometers Sketchpadto explore the conceptof circular measure.
Or
Use worksheets ofPolya's method toexplore the concept ofcircular measures
Discuss the definition ofone radian.rad is theabbreviation of radian.Include measurementsin radians expressed in
terms of
Moral ValuesRational,patience
TeachingAids/materials
Scientificcalculator,Geometerssketchpad,geometric set
CCTS
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Compare andcontrast
TeachingStrategiesContextual
VocabularyRadian,Degree
2. Understandand use theconcept oflength of arc of
a circle tosolveproblems.
2.1Determinea) length of arcb) radiusc) angle subtended
at the center of acircle.
Based on giveninformation.
2.2Find the perimeter ofsegments of circles
2.3Solve problemsinvolving lengths ofarc.
Use examples of real life situations toexplore circularmeasure.
Or
Use an experimentmethod to enhance theconcept of length of anarc of a circle.
Moral ValuesDiligence,cooperate
TeachingAids/materialsScientificcalculator,GeometersSketchpad,geometric set
CCTSIdentifyingrelationship
CIRCULARMEASURES
23
Students will betaught to:
3. Understand anduse the conceptof area of sector
Students will be able to:3.1Determine :
a) area of sectorb) radius andc) angle subtended at
Use GeometersSketchpad todifferentiate betweenarea of a sector andarea of segments ofcircles.
Moral ValuesDiligencecooperationfreedom
Teaching
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of a circle tosolve problems .
the centre of abased on giveninformation
3.2Find area of segmentsof circles.
3.3Solve problemsinvolving area ofsectors.
Or
Use worksheets ofPolya's method toexplore the concept ofarea of sector of acircle.
Aids/materialsScientificcalculator,
GeometersSketchpad,geometric set
CCTSIdentifyinginformationProblem solving
TeachingStrategiesMastery Learning
MultipleIntelligent
VocabularyAreaSector
DIFFERENTIATION
Week24 - 27
1. Understand anduse the conceptof gradients ofcurve and
differentiation.
Level 11.1 Determine value of
a function when itsvariable approaches a
certain value.
1.2 Find gradient of achord joining twopoints on a curve
Level 2
Use graphingcalculator or dynamicgeometry software
such as GeometersSketchpad to explorethe concept ofdifferentiation.
Idea of limit to afunction can beillustrated using
graphs.
Concepts of firstderivative of afunction areexplained as a
Moral value :accurately
Pedagogy :ContextualVocabulary :limit, tangent,First derivative,gradient,induction, curve
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1.3 Find the firstderivative of afunction y=f(x) as
gradient of tangent toits graph
1.4 Find the firstderivative forpolynomial using firstprinciples.
1.5 Deduce the formulafor first derivative offunction
y= axn
by induction.
tangent to a curvecan be illustratedusing graphs.
Limit y = axn,a , n are constantsn = 1,2,3.Notation f(x)
equivalent todx
dy
when y= f(x).F(x) read as f primex.
, fixed point
Moral value :rationalPedagogy :MasteryLearning
2. Understand anduse the conceptof first derivativeof polynomialfunctions tosolve problems.
Level 22.1 Determine firstderivative of the functiony = axn using formula.
2.2 Determine value ofthe first derivative ofthe function y== axn
for a given value of x2.3 Determine first
derivative of afunction involvinga. addition orb. subtraction
algebraic terms.2.4 Determine first
derivative of a product
Formula y = axn ,then
dx
dy= naxn-1
a, n are constant andn integer.y is a function of x.
Find dx
dy
when y=f(x)+ g(x) or y=f(x) g(x), f(x) and g(x) isgiven
When y=uv, then
Moral value :rationalPedagogy :MasteryLearning
Pedagogy :
Creativethinking
ABM : OHP
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of two polynomials.2.5 Determine first
derivative of a
quotient of twopolynomials
2.6 Determine firstderivative ofcomposite functionusing chain rule.
2.7 Determine gradientof tangent at a pointon a curve.
2.8 Determineequation of tangent ata point on a curve.
2.9 Determineequation of normal ata point on a curve
dx
duv
dx
dvu
dx
dy+=
When y=v
u, then
2v
dx
dvu
dx
duv
dx
dy
=
y=f(u) and u=g(x),then
dx
duX
du
dy
dx
dy=
Limit cases inlearning outcomes2.7 2.9 to rulesIntroduced in 2.4 2.6.
Vocabulary:
product,quotient,Compositefunction, chainrule,Normal.
Moral value :independents,cooperationPedagogy:Masteringlearning.
3. Understand anduse the concept ofmaximum and
minimum values tosolve problems.
Level 23.1 Determinecoordinates of
turning points of a curve.
3.2 Determine whether aturning points is amaximum or minimumpoint
Use graphingcalculator or dynamicgeometry software
such as Graphmaticasoftware to explorethe concept ofmaximum andminimum values.
Emphasis the use offirst derivative to
determine turningpoints.
Exclude points ofinflexion
Limit problems to two
Moral Values :Independendant
Cooperation
CCTS:Identifying
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Level 33.3 Solve problems
involving maximum orminimum values
variables only. relationshipTeachingStrategies :
MasteryLearning
4. Understand anduse the concept ofrates of change tosolve problems
Level 24.1 Determine rates ofchange for relatedquantities
Use graphingcalculator withcomputer baseranger to explore theconcept of rates ofchange.
Limit problems to 3variables only
Moral Values :Cooperation
CCTS:Identifyingrelationship
Teaching
Strategies :Problem solvingContextual
5. Understand anduse the concept ofsmall changes andapproximations tosolve problems
Level 25.1 Determine smallchanges in quantities5.2 Determineapproximate values usingdifferentiation
y dy
x dx
Exclude casesinvolving percentagechange
Moral Values :SincereHardworking
CCTS:
TeachingStrategies :MasteryLearning
6. Understand anduse the concept of
Level 26.1 Determine second Moral Values :
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second derivativeto solve problems
derivative of function y =f(x)6.2 determine whether a
turning point is maximumor minimum point of acurve using the secondderivative.
Introduce d2y asdx2
d dy ordx dx
f(x) = )]('[ xfdx
d
IndependendantCooperation
CCTS:Identifyingrelationship
TeachingStrategies :MasteryLearning
Week
28 - 30
SOLUTION OF
TRIANGLES
1. Understand anduse the conceptof sine rule tosolve problems
1.1 Verify sine rule
1.2 Use sine rule tofind unknown sides or
angles of a triangle.
1.3 Find unknown sidesand angles of atriangle in an
Using GSP to verifythe sine rule.
Discuss the acuteangle triangle and
obtuse angle triangle.
Discuss on ambiguitycases where
i) non-included
Include obtuse-angled triangles
Sine ruleAcute-angledtriangleObtuse-angledtriangleAmbiguous
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2. Understand anduse the conceptof cosine rule to
solve problems
ambiguous case.
1.4 Solve problemsinvolving the sine rule.
2.1 Verify cosine rule
2.2 Use cosine rule tofind unknown sides or
angles of a triangle.
2.3 Solve problemsinvolving cosine rule
Level 32.4 Solve problemsinvolving sine and cosine
angle isgiven
ii) a < b
Questions involvingreal-life situations
Use GSP to explorethe concept of cosinerule
Cosine rule
abkosCbac 2222 +=
-Teams Work-Brainstorming
Discuss the acuteangle triangle andobtuse angle triangle.
- Teams WorkDiscussion
Non-rutin question
Area of triangle =
Include obtuse-angled triangles
Cosine rule
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Strategies/Skills
3. Understand anduse the
formula for area
oftriangles to solveproblems
rules
Level 23.1 Find area of triangleusing formula
Cab sin2
1or its
equivalent
Level 3
3.2 Solve problemsinvolving three-dimensional
objects
Cab sin2
1
Related to suitablecontent
-Teams work
Three-dimensionalobject
INDEXNUMBER
Week 31 &33
Students will be taughtto:
1. Understand and usethe concept of indexnumber to solveproblems.
Students will be able to:
1.1 Calculate index number.1.2 Calculate price index.1.3 Find Q0 or Q1 givenrelevant information.
Explain index number.
1000
1 =Q
QI
=0Q Quantity at base
time.=1Q Quantity at specific
time.
Use example of real-lifesituations to exploreindex numbers.
Index number has nounits and no % symbol.
Q1 and Q0 must be of thesame unit.
Moral valuesAccurate
Teaching aids/Materials:
Newspaper
Vocabulary:Index number,Price index,quantity at basetime, quantity at
specific time.
Pedagogy:
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Week/Learning
Area
Learningobjectives
Learning outcomesSuggestedactivities
Points to noteTeaching
Strategies/Skills
Contextual
2. Understand and use the
concept of composite index
to solve problems
2.1 Calculate composite index.
2.2 Find index number or weightage
given relevant information.
2.3 Solve problems involving index
number and composite index
Explain weightage and
composite index.
=
i
ii
W
IWI
Use examples of real-life
situations to explore composite
index.
Wcan be simplified
to the smallest number
according to ratio.
Moral Values:
Accurate
Vocabulary:
Composite index
Weightage
34 Revision ( Final SBP form 4 2006)
35 Revision ( Final Melaka Form 42006)
36 Revision ( Final SBP 2005)
37 Pep PMR / Akhir Tahun
38 Final Exam SBP
39 Final Exam SBP
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Week/Learning
Area
Learningobjectives
Learning outcomesSuggestedactivities
Points to noteTeaching
Strategies/Skills
40 Progression
41 Progression
42 Progression
26