MATHEMATICS FORM TWO SCHEME OF WORK...

MATHEMATICS FORM TWO

SCHEME OF WORK 2015

NO. DATE TOPICS / SUBTOPICS LEARNING OBJECTIVES LEARNING OUTCOMES VALUES CCTS GENERICS

1.1

1.2

1.3

1.4

1.5

12.1-23.1.2015

DIRECTED NUMBERS

Perform computations involving multiplication and division of

integers to solve problems.

Perform computations involving combined operations of addition,

subtraction, multiplication and

division of integers to solve problems.

Extend the concept of integers to fractions to solve problems.

Extend the concept of integers to

decimals to solve problems.

Perform computations involving

directed numbers (integers,

fractions and decimals).

Students will be able to: i. Multiply integers.

ii. Solve problems involving

multiplication of integers. iii. Divide integers.

iv. Solve problems involving division of

integers.

Students will be able to: i. Perform computations involving

combined operations of:

a) Addition and subtraction b) Multiplication and division of

integers.

ii. Solve problems involving combined

operations of addition, subtraction, multiplication and division of integers,

including the use of brackets.

Students will be able to compare: i. Compare and order fractions.

ii. Perform addition, subtraction,

multiplication or division on fractions.

Students will be able to:

i. Compare and order decimals.

ii. Perform addition, subtraction, multiplication or division on decimals.


i. Perform addition, subtraction,

multiplication or division involving two directed numbers.

ii. Perform computations involving

combinations of two or more

Hard-working

Rational

Systematic

Confidence

Endeavor

Hard-working

Systematic

Hard-working

Systematic

Hard-working

Systematic

Solve problems

Solve problems

Solve problems

To compare

To compare

Identify the steps

Solve problems

Contextual

Multiple

Intelligence

Communication

Thinking Skill

Cooperative

Learning

operations on directed numbers

including the use of brackets. iii. Pose and solve problems involving

directed numbers.

No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUES CCTS GENERICS

2.0 26.1-

13.2.2015

SQUARES, SQUARE

ROOTS, CUBES AND

CUBE ROOTS.

2.1 Understand and use the

concept of square of numbers

2.2. Understand and use concept of square root of numbers.


i. State a number multiplied by itself as a

number to the power of two and vice- versa .

iii. Determine the squares of numbers without calculators.

iii. Estimate the squares of numbers.

iv. Determine the squares of numbers

using calculators.

v. List perfect squares.

vi. Determine if a number is a perfect

square.

vii. Pose and solve problems involving

squares of numbers.

i. State the square root of positive number

as the number multiplied by itself equals

to the given number.

ii. Determine the square root of perfect

squares without using calculator.

iii. Determine the square roots of positive

numbers without using calculators.

iv. Multiply two square roots.

v. Estimate square roots of numbers.

Curious

Hard-working

Estimate

Logic

Accurate

Rational

Logic

Confidence

Mentally processing

To identify

Solve problem

Mentally processing

To identify

Multiple Intelligence

Constructivism

Thinking Skill

Learning how to

learn

Self-access

learning

2.3. Understand and use the

concept of cube of numbers.

2.4. Understand and use the

concept of cube roots of numbers.

vi. Find the square roots of numbers using calculators.

vii. Pose and solve problems involving squares and square roots .

i. State a number multiplied by itself twice

as a number to the power of three and

vice-versa.

iii. Determine cubes of numbers without

using calculators

iii. Estimate cubes of numbers.

iv. Determine cubes of numbers using

calculators.

v. Pose and solve problems involving

cube

of numbers.

i. State the cube root of a number as the number multiplied by itself twice

equals

to the given number.

ii. Estimate cube roots of numbers.

iv. Determine the cube roots of integers

without using calculators.

v. Determine the cube roots of numbers

without using calculators.

v. Determine cube roots of numbers using

calculators.

vi. Pose and solve problems involving

cubes and cube roots.

vii. Perform computations involving

addition, subtraction, multiplication,

division and mixed operations on squares cubes and cube roots.

Confidence

Estimate

Rational

Hard-working

Confidence

Estimate

Rational

Hard-working

Logic

Solve problem

Mentally processing

To identify

Solve problem

Mentally processing

To identify

Solve problem


3.0

3.1

3.2

3.3

3.4

16.2-

6.3.2015

ALGEBRAIC

EXPRESSIONS II

Students will be taught to :

Understand the concept of

algebraic terms in two more

unknowns.


multiplication and division of two

or more terms.


algebraic expressions.


algebraic expressions.


i. Identify unknowns in algebraic terms

in two or more unknowns. ii. Identify algebraic terms in two or

more unknowns as the product of the

unknowns with a number. iii. Identify coefficients in given

algebraic terms in two or more

unknowns. iv. Identify like and unlike algebraic

terms in two or more unknowns.

v. State like terms for a given algebraic term.

i. Find the product of two algebraic

terms. ii. Find the quotient of two algebraic

terms. iii. Perform multiplication and division

involving algebraic terms.

i. Write algebraic expression for given situations using letter symbols.

ii. Recognize algebraic expressions in

two or more unknowns. iii. Determine the number of terms in

given algebraic expressions in two

or more unknown.

iv. Simplify algebraic expression by

collecting like terms. v. Evaluate expressions by substituting

numbers for letters.

Student will be able to :

i. Multiply and divide algebraic

expressions by a number.

Logic

Hard-working

Fair

Accurate

Confidence

Logic

Rational

Accurate

Accurate

To compare and distinguish

Recognize

relationship

Solve problems

Recognize

relationship

To try

Problem solving

Mastery Learning

Multiple

Intelligence

Thinking Skill

Cooperative

Problem solving

ii. Perform:

a) addition b) subtraction

involving two expressions.

iii. Simplify algebraic expressions.

Logic

Fair

CUTI PERTENGAHAN PENGGAL 14.3.2015 - 22.3.2015 No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUES CCTS GENERICS

4.0

4.1

4.2

4.3

9.3-27.3.2015

LINEAR EQUATIONS

Understand and use the concept of

equality.


linear equations in one unknown.


solutions of linear equations in

one unknown.


i. State the relationship between two

quantities by using the symbols ‘=’ or

‘’.

i. i. Recognize linear algebraic

terms. ii. Recognize linear algebraic

expressions.

iii. Determine if a given equation is : a) a linear equation ;

b) a linear equation in

one unknown

iv. Write linear equations in one

unknown

for given statements and vice versa.

i. Determine if a numerical value is a

solution of a given linear equation in

one unknown. ii. Determine the solution of a linear

equation in one unknown by trial and

improvement method. iii. Solve equations in the form of :

a. x + a = b

b. x – a = b c. ax = b

d. a

x= b

Where a, b, c are integers and x is an

unknown.

iv. Solve equations in the form of ax + b = c, where a, b, c are integers and x is

an unknown.

v. Solve linear equations in one unknown.

Rational

Logic

Confidence

Fair

Logic

Confidence

Endeavor

Hard-working

To identify

Recognize relationship

Analyses

Making decision

Interpret

Conclusion

Solve problem

Mastery Learning

Multiple

Intelligence

Communication

ICT

Problem solving

Self-access

learning

vi. Pose and solve problems involving

linear equations in one unknown.


5.0

5.1

5.2

5..3

30.3-

10.4.2015

RATIOS, RATES AND

PROPORTIONS

Ratio of two quantities.

Proportion.

Ratio of three quantities

Understand the concept of ratio of

two quantities.


proportion to solve problems.


the ratio of three quantities to solve problems.


i. Compare two quantities in the form

a:b or

b

a.

ii. Determine whether given ratios are

equivalent ratios.

iii. Simplify ratios to the lowest terms. iv. State ratios related to a given ratio.

i. State whether two pairs of quantities

is a proportion. ii. Determine if a quantity is

proportional to another quantity given

two values of each quantity. iii. Find the value of a quantity given the

ratio of the two quantities and the

value of another quantity. iv. Find the value of a quantity given the

ratio and the sum of the two

quantities. v. Find the sum of two quantities given

the ratio of the quantities and the

difference between the quantities. vi. Pose and solve problems involving

ratios and proportions.


i. Compare three quantities in the form

a : b : c ii. Determine whether given ratios are

equivalent ratios.

iii. Simplify ratio of three quantities to

the lowest terms.

iv. State the ratio of any two quantities

given ratio of three quantities. v. Find the ratio of a : b : c given the

ratio of a : b and b : c.

vi. Find the value of the other quantity, given the ratio of three quantities and

the value of one of the quantities.

Rational

Confidence

Tolerance

Responsibility

Fair

Confidence

Tolerance

Responsibility

To compare


Analyses

Interpret

Solve problem

To compare

Explain

information

Identify a connection

Contextual

Mastery Learning


Constructivism

Communication

Cooperative

Learning

Problem solving

Future studies

vii. Find the value of each of the three

quantities given : a. the ratio and the sum of three

quantities; and

b. the ratio and the difference between two of the three

quantities

viii. Find the sum of three quantities given the ratio

ix. and the difference between two of the

three quantities. x. Pose and solve problems involving

ratio of three quantities.

Systematic

Solve problem

No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVES LEARNING OUTCOMES VALUE CCTS GENERICS

6.0

6.1

6.2

13.4-

24.4.2015

PYTHAGORAS’

THEOREM

Hypotenuse

Converse of the Pythagoras’

theorem.

Understand the relationship

between the sides of a right-angled triangle.

Understand and use the converse

of the Pythagoras’ theorem.


i. Identify the hypotenuse of right-angled triangles.

ii. Determine the relationship between

the lengths of the sides of a right-angled triangle.

iii. Find the length of the missing side of

a right-angled triangle using the Pythagoras’ theorem.

iv. Find the length of sides associated with combined geometric shapes

using Pythagoras’ theorem.

v. Solve problems using the Pythagoras’ theorem.


a) Determine whether triangle is a right-

angled triangle. b) Solve problems involving the

converse Pythagoras’ theorem.

Hard-working

Rational

Confidence

Curious

Confidence


Interpret

Recognize a connection

Making

association

Solve problem

Contextual

Mastery Learning

Constructivism

ICT

Cooperative

Learning

Learning how to learn

No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS

7.0

7.1

28.4-8.5.2015

LINES AND ANGLES II

Understand and use properties of

angles associated with transversal


i. Identify transversals, corresponding angles, alternate angles and interior

angles

ii. Determine that corresponding angles

Confidence

Responsibility


Mastery Learning

Constructivism

are equal, alternate angles are equal,

the sum of interior angles is 180o and the sum of exterior angles is 180o for

parallel lines

iii. Find the values of corresponding angles, alternate angles, interior

angles and exterior angles associated

with parallel lines iv. Determine if two given lines are

parallel based on the properties of

angles associated with transversals. v. Solve problems involving properties

of angles associated with transversals

Logic

Rational

Endeavor

Recognize

relationship

Solve problem

To predict

Communication

Thinking Skill

Learning how to

learn

Problem solving

Future studies


8

8.1

11.5-

29.5.2015

GEOMETRICAL

CONTRUCTTION

Perform construction using straight edge (ruler and set

square) and compass.

.


i. Construct a line segment of given length.

ii. Construct a triangle given the length

of the sides. iii. Construct:

a) Perpendicular bisector of a

given line segment; b) Perpendicular to a line passing

through a point on the line; and

c) Perpendicular to a line passing

through a point not on the line.

iv. Construct:

a) Angle of 60o and 120o, b) Bisector of an angle.

v. construct triangle given: a) One side and two angle ; and

b) Two sides and one included

angle.

vi. Construct:

a) Parallel lines; and b) Parallelogram given its sides

and an angle.

Estimate

Rational

Fair

Hard-working

Curious

Cooperate

Thrifty

Interpret

Making decision

To try

To identify

Solve problem

Contextual


Discovery

Communication

ICT

Cooperative Learning


Problem solving

CUTI PERTENGAHAN PENGGAL 1 (30.5.2015-7.6.2015)


9

9.1

8.6-

26.6.2015

COORDINATES


coordinates.

Student should be able to :

i. Identify the x-axis, y-axis and

the origin on a Cartesian plane.

ii. Plot points and state the

coordinates of the points given

distances from the y-axis and x-axis.

iii. Plot points and state the distances of the point from the

y-axis and x-axis given

coordinate of the points.

iv. State the coordinates of on

Cartesian plane.

Logic

Accurate

Rational

Confidence

To compare and

distinguish

Recognize

relationship

To predict

Making decision

Contextual


Discovery

ICT

Cooperative

Learning


Problem solving

9.2


scales of the coordinate axes.

Students should be able to :

i. Mark the values on both axes by

extending the sequence of given values on the axes.

ii. State the scales used in given coordinates axes where :

a) Scales for axes are the

same b) Scales for axes are

different

iii. Mark the values on both axes,

with reference to the scales

given.

iv. State the coordinates of a given

point with reference to the

scales given

v. Plot points, given the coordinates, with reference to

the scales given.

vi. Pose and solve problems

involving coordinates.

Logic

Fair

Confidence

Endeavor

Thrifty

Systematic

To identify

Interpret

To identify a

connection

Recognize

relationship

Solve problem

9.3

9.4


distance between two points on a

Cartesian plane.


midpoints


i. Find the distance between two points with:

a) common y-coordinates;

b) common x-coordinates.

ii. Find the distance between two points

using Pythagoras’ theorem.

iii. Pose and solve problems involving distance between two points.


i. Identify the midpoint of a straight line joining two points.

ii. Find the coordinates of the midpoint of a straight line joining two points

with:

a) common y-coordinates; b) common x-coordinates.

iii. Find the coordinates of the midpoint of the line joining two points.

v. Pose and solve problems involving midpoints.

Logic

Fair

Confidence

Hard-working

Responsibility

Tolerance

To identify

Solve problem

To identify

Making decision

Solve problem


10

10.1

29.6-10.7.2015

LOCI IN TWO DIMENSION

Understand the concept of two

dimensional loci

Student should be able to :

i. Describe and sketch the locus of a

moving object

ii. Determine the locus of a set of all

points that satisfy certain condition a) the point is at a constant

distance from a fixed point

b) the point is at equidistant from two fixed points

c) the point is at a constant

Tolerance

Rational

Systematic

To predict

Mentally processing

Interpret

Mastery Learning

Multiple

Intelligence

Discovery

ICT

distance from a straight line; and

d) the point is at equidistant from two intersecting lines

iii. Construct the locus of a set of all points that satisfies the condition

a) the point is at a constant

distance from a fixed point b) the point is at equidistant from

two fixed points

c) the point is at a constant distance from a straight line; and

d) the point is at equidistant from

two intersecting lines

Fair

Confidence

Curious

Fair

Endeavor


Making decision

Thinking Skill

Cooperative

Learning

Learning how to

learn

Problem solving

10.2 Understanding the concept of the

intersecting of two loci


i. Determine the intersections of two loci by drawing the loci and locating

the points of that satisfy the

conditions of the two loci

Responsibility

Logic

Making association


11

11.1

13.7-

31.7.2015

CIRCLES

Recognize and draw parts of a

circle.


i. Identify circle as a set of points

equidistant from a fixed point.

ii. Identify parts of a circle:

a) Center b) Circumference

c) Radius

d) Diameter e) Chord

f) Sector

g) Arc h) Segment

iii. Draw : c) A circle given the radius and

center;

d) A circle given the diameter and e) A diameter passing through a

specific point in a circle given

the centre. f) A chord of a given length

Confidence

Hard-working

Curious

Accurate

To identify

To try

Interpret

Analyses

Contextual

Mastery learning

ICT


Thinking Skill

Cooperative

11.2


circumference to solve problems.

passing through a point on the

circumference; and g) Sector given the size of the

angle at the centre and radius of

the circle.

iv. Determine the :

a. Centre b. Radius of a given circle by

construction.


i. Estimate the value of .

ii. Derive the formula of the

circumference of a circle.

iii. Find the circumference of a circle, given its :

a. Diameter; and

b. Radius

iv. Find the :

a. Diameter ; and b. Radius

Given the circumference of a

circle. v. Solve problems involving

circumference of circles.

Appreciate

Hard-working

Estimate

Logic

Fair

Confidence

Recognize

relationship

Making decision

Making

association

Explain

information

Classify

Learning

11.3

11.4


arc of a circle to solve problems.

Understand and use the concept of area of a circle to solve problems.


i. Derive the formula of the length of an

arc. ii. Find the length of an arc given the

angle and the centre and the radius.

iii. Find the angle at the centre given the length of the arc and the radius of the

circle.

iv. Find the length of the radius of a circle given the length of the arc and

the angle at the centre.

v. Solve problems involving arcs of a circle.

i. Derive the formula of the area of a circle.

ii. Find the area of a circle given the:

a) radius and b) diameter

Logic

Confidence

Responsibility

Systematic

Hard-working

Recognize

relationship

Interpret

To identify a connection

Contextual

Mastery learning

ICT


Future studies

11.5

Understand and use the concept of area of sector of a circle to solve

problems.

iii. Find :

a) radius and b) diameter

given the area of a circle

iv. Find the area of a circle given the circumference and vice versa.

v. Solve problems involving area of

circles.

i Derive the formula of the area of a sector.

ii. Find the area of a sector given the

radius and angle at the centre. iii. Find the angle at the centre given the

radius and area of a sector.

iv. Find the radius given the area of a sector and the angle at the center.

v. Solve problems involving area of

sectors and area of circles.

Tolerance

Systematic

Hard-working

Endeavor

Solve problems

To identify

Analyses

Mastery Learning

Critical and

creative thinking

Self access Learning


12.

0

12.

1

12.

2

3.8-

14.8.2015

TRANSFORMATIONS

Concept of

Transformations

Concept of Translations.


transformations.

Understand and use the concept of translations.


i. Identify a transformation as a one-

to-one correspondence between points in a plane.

ii. Identify the object and its image in a

given transformation.

i. Identify a translation. ii. Determine the image of an object

under a given translation.

iii. Describe a translation : a) by stating the direction and

distance of the movement; and

b) in the form

b

a .

iv. Determine the properties of

translation. v. Determine the coordinates of :

a) the image, given the

Rational

Analyses

Logic

Hard-working

Responsibility

Curious

To identify

Interpret

To identify

Making decision


To identify a

Contextual

Mastery Learning

Multiple

Intelligence

Constructivism

Discovery

ICT

Thinking Skill


12.

3

12.4

Concept of Reflections.

Concept of Rotations.


reflections.


rotations.

coordinates of the object; and

b) the object, given the coordinates of the image under a

translation.

vi. Solve problems involving translations.

i. Identify a reflection. ii. Determine the image of an object

under a reflection on a given line.

iii. Determine the properties of reflections.

iv. Determine:

a) the image of an object, given the axis of reflection; and

b) the axis of reflection, given the

object and its image. v. Determine the coordinates of:


coordinates of the object; and b) the object, given the

coordinates of the image under

a reflection. vi. Describe a reflection given the object

an image.

vii. Solve problems involving reflections.

i. Identify a rotation. ii. Determine the image of an object

under a rotation given the centre, the

angle and direction of rotation. iii. Determine the properties of

rotations.

iv. Determine: a) image of an object, given the

centre, angle and direction of

rotation; and b) thecentre, angle and direction

of rotation, given the object and

the image. v. Determine the coordinates of


coordinates of the object; b) the object, given the

coordinates of the image under

a rotation. vi. Describe a rotation given the object

an image.

vii. Solve problems involving rotations.

Fair

Confidence

Tolerance

Estimate

Appreciate

Logic

Cooperate

Curious

Rational

connection

To identify

Making decision

Recognize

relationship

To identify a

connection

To identify

Making decision


To identify a

connection

Problem solving

Self-access learning

Inquiry

12.

5

12.6

12.7

Concept of Isometry.

Concept of Congruence.

Properties of Quadrilaterals

Understand and use the concept of isometry.

Understand and use the concept of congruence.

Understand and use the properties of

quadrilaterals using concept of transformations.

i. Identify aisometry.

ii. Determine whether a given

transformation is an isometry. iii. Construct patterns using isometry.

i. Identify if two figures are congruent.

ii. Identify congruency between two

figures as a property of an isometry. iii. Solve problems involving

congruence.

i. Determine the properties of quadrilaterals using reflections and

rotations.

Endeavor

Systematic

Fair

Hard-working

To identify

Making decision


To identify a

connection


13.0

13.1

13.2

13.

3

17.8-

4.9.2015

GEOMETRIC SOLID

II

Understand geometric properties of

prisms, pyramids, cylinders, cones and spheres.

Understand the concept of nets

Understand the concept of surface

area.


i. State the geometric properties of prisms, pyramids, cylinders, cones

and spheres.

i. Draw nets for prisms, pyramids,

cylinders and cones. ii. State the types of solids given their

nets.

iii. Construct models of solids given their nets.

i. State the surface area of prisms,

pyramids, cylinders and cones

ii. Find the surface area of prisms, pyramids, cylinders and cones

iii. Find the surface area of spheres

using the standard formula. iv. Find dimensions:

a) length of sides

Confidence

Rational

Curious

Systematically

Fair

To identify

Interpret

Mentally

processing

Explain information

Contextual

Mastery learning ICT

Contextual


Contextual

Mastery learning

ICT

Multiple

b) height

c) slant height d) radius

e) diameter

of a solid given its surface area and other relevant information.

v. Solving problems involving surface areas.

Accurate

Solve problem

Intelligence

Problem solving

CUTI PERTENGAHAN PENGGAL 2 (19.9.2015-27.9.2015)

No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES GENERICS

14.0

14.1

14.2

14.3

7.92015-

18.9.2015

STATISTICS

14.1 Understand the concept of data

14.2 Understand the concept of frequency

14.3 Represent and interpret data in: i. pictograms

ii. bar charts

iii. line graphs

to solve problems


i. Classify data according to those that

can be collected by: a) counting

b) measuring

ii. Collect and record data systematically.

i. Determine the frequency of data ii. Determine the data with :

a) the highest frequency

b) the lowest frequency c) frequency of a specific value

iii. Organize data by constructing :

a) tally charts b) frequency tables

iv. Obtain information from frequency

tables

i. Construct pictograms to represent data ii. Obtain information from pictograms

iii. Solve problems involving pictograms

iv. Construct bar chart to represent data

v. Obtain information from bar charts

vi. Solve problems involving bar charts

vii. Represent data using line graphs viii. Obtain information from line graphs

ix. Solve problems involving line graphs

Analyses

Appreciate

Tolerance

Hard-working

Fair

Logic

Endeavor

Classify

Systematically

Analyses

To try


To identify

Interpret

To predict

Constructivism

Mastery Learning

Enquiry-discovery

Constructivism

Contextual

Learning

CUTI AKHIR TAHUN 2015 (21.11.2015-31.12.2015)

MATHEMATICS FORM TWO SCHEME OF WORK...

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