Ranadd Math Form 4yearplan2009
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Transcript of Ranadd Math Form 4yearplan2009
8/13/2019 Ranadd Math Form 4yearplan2009
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SCHEME OF WORK ADDITIONAL MATHEMATICS FORM 4 YEAR 2009
1ST Term : 05.01.09 29.05.09 ( 20 wee!"
A1. LEARNIN# AREA: F$NCTIONSNO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
) #ENERICS
CCTS 'OCA%$LARY
Students will be
taught to:
Students will be able to:
1 - 3 1.
Understand
the conceptof relations.
Use pictures, role-
play and computer
software tointroduce the
concept of
relations.
1.1 Represent relations using
a) arrow diagrams
b) ordered pairs
c) graphs
1.2 Identify domain, codomain,obect, image and range of a
relation.
1.3 !lassify a relation shown on a
mapped diagram as" one to one,
many to one, one to many or
many to many relation.
#iscuss the idea of set and
introduce set notation.
!ooperation
$rderly
Contextual
Rationality
!omparison
and
distinguish
#ifferentiating
function
relation
obect
image
range
domain
codomain
map
ordered pair
arrow diagram
2.
Understand
the conceptof functions.
2.1 Recogni%e functions as a special
relation.
Represent functions using
arrow diagrams, ordered pairs or
graphs.
Respect
Reasoning
!ollating &
!ategori%ing
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A1. LEARNIN# AREA: F$NCTIONS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
Use graphing
calculators and
computer
software to
e'plore the image
of functions.
2.2 ('press functions using
function notation.
2.3 #etermine domain, obect,
image and range of a
function.
2. #etermine the image of a
function gi*en the obect and
*ice *ersa.
.
e.g. f " x 2 x
f + x) 2 x
f " x 2 x is read as
function f maps x to 2 x.
f + x) 2 x is read as 2 x is
the image of x under the
function f ”.
Include e'amples of functionsthat are not mathematically
based.
('amples of functions
include algebraic +linear and
/uadratic), trigonometric and
absolute *alue.
#efine and s0etch absolute
*alue functions.
$rderly
Constructivism
elf-Reliance
Mastery
Learning
!ourage
Rationality
!onceptualise
Identifying!haracteristics
!onceptualise
notation
2
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A1. LEARNIN# AREA: F$NCTIONS
3
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NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will be
taught to:
Students will be able to:
3.
Understand
the concept
of
composite
functions.
Use arrow
diagrams or
algebraic method
to determine
composite
functions.
3.1 #etermine composition of
two functions.
3.2 #etermine the image of
composite functions gi*en the
obect and *ice *ersa.
3.3 #etermine one of the
functions in a
gi*en composite function
gi*en the other
related function.
In*ol*e algebraic functions
only.
Images of composite
functions include a range of
*alues. +imit to linear
composite functions).
#iligence
Constructivism
Mastery
Learning
#iligence
elf-Reliance
conceptuali%e
relational
a0ing
4nalogies
composite
function
in*erse
mapping
.
Understand
the concept
of in*erse
functions.
.1 5ind the obect by in*erse
mapping gi*en its image and
function.
imit to algebraic functions.
('clude in*erse of composite
functions.
#iligence
4ccuracy
Constructivism
Mastery
Learning
conceptuali%e
relational
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
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A2. LEARNIN# AREA: *$ADRATIC E*$ATIONS
6
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NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will be taught to: Students will be able to:
6 7 1. Understand
the concept of
/uadratic
e/uation and
its roots.
Use graphing
calculators or
computer
software such
as the
8eometer9s
0etchpad and
spreadsheet to
e'plore theconcept of
/uadratic
e/uations.
1.1 Recogni%e a /uadratic
e/uation and e'press it in
general form.
1.2 #etermine whether a gi*en
*alue is the root of a
/uadratic e/uation by
a) substitution:
b) inspection.
1.3 #etermine roots of
/uadratic e/uations by trial
and impro*ement method.
;uestions for 1.2+b) are
gi*en in the form of + x <
a)+ x < b) =: a and b
are numerical *alues.
Rationality
Mastery
Learning
elf confident
Exploratory
Rational
>atience
Constructivism
>attern
Identificatio
n
!ritici%e
#ecision
a0ing
ogical
Reasoning
/uadratic
e/uation
general form
root
substitution
inspection
trial andimpro*ement
method
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will be taught to: Students will be able to:
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A+. LEARNIN# AREA: *$ADRATIC F$NCTIONS
9
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NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
? - @ 1.
Understand
the concept
of /uadratic
functions
and their
graphs.
Use graphing
calculators or
computer
software such as
8eometer9s
0etchpad to
e'plore the
graphs of
/uadratic
functions.
Use e'amples of
e*eryday
situations to
introduce graphs
of /uadratic
functions.
1.1 Recogni%e /uadratic
functions.
1.2 >lot /uadratic function graphs
a) based on gi*en tabulated
*alues:
b) by tabulating *alues
based on gi*en functions.
1.3 Recogni%e shapes of graphs
of /uadratic functions.
1.4 Relate the position of quadratic
function graphs with types of
roots for f (x)
0.
#iscuss cases where
a A = and a B = for
f+') a x2 < b x < c =
!ooperation
Constructivism
Contextual
#rawingCabulating
8enerating
Ideas
Identifying
characteristics
/uadratic function
tabulated *alues
a'is of symmetry
parabola
ma'imum point
minimum point
completing the
s/uare
a'is of symmetry
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
2. 5ind the Use graphing 2.1 #etermine the ma'imum or 10
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A+. LEARNIN# AREA: *$ADRATIC F$NCTIONS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
1= 3. 0etch
graphs of
/uadratic
functions.
Use graphing
calculators or
dynamic geometry
software such as
the 8eometer9s
0etchpad to
reinforce the
understanding of
graphs of /uadratic
functions.
3.1 0etch /uadratic function
graphs by determining the
ma'imum or minimum point
and two other points.
(mphasi%e the mar0ing of
ma'imum or minimum point
and two other points on the
graphs drawn or by finding
the a'is of symmetry and the
intersection with the y-a'is.
#etermine other points by
finding the intersection with
the '-a'is +if it e'ists).
#iligence
Constructivism
Maing
connections
Relating to
something
0etch
Intersection
Dertical line
;uadratic
ine/uality
Range
Eumber line
.
Understand
and use the
concept of
/uadratic
ine/ualities.
Use graphing
calculators or
dynamic geometry
software such as
the 8eometer9s
0etchpad to
e'plore the concept
of /uadratic
ine/ualities.
.1 #etermine the ranges of
*alues of x that satisfies
/uadratic ine/ualities.
(mphasi%e on s0etching
graphs and use of number
lines when necessary.
Rationality
!he use of
technology
a0ing
inferences
MID,TERM HOLIDAYS : 14.0+.09 , 22.0+.09
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A4. LEARNIN# AREA: SIM$LTANEO$S E*$ATIONS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
11 -
121. ol*e
simultaneous
e/uations in
two
un0nowns"
one linear
e/uation and
one non-
lineare/uation.
Use graphing
calculators or
dynamic geometry
software such as
the 8eometer9s
0etchpad to
e'plore the
concept of
simultaneouse/uations.
Use e'amples in
real-life situations
such as area,
perimeter and
others.
1.1 ol*e simultaneous e/uations
using the substitution method.
1.2 ol*e simultaneous e/uations
in*ol*ing real-life situations.
imit non-linear e/uations up
to second degree only.!ooperation
!ourage
!areful
"roblem
solving
Maing
inference
Mainganalogy
!reating
!reating
ental
>ictures
Relating to
omething
a0ing
4nalogies
#rawing
!onclusions
simultaneous
e/uations
intersection
substitution
method
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A5. LEARNIN# AREA: INDICES AND LO#ARITHMS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
13 -
1F1.
Understand
and use the
concept of
indices and
laws of
indices to
sol*e
problems.
Use e'amples of
real-life
situations to
introduce the
concept of
indices.
Use computer
software such asthe spreadsheet to
enhance the
understanding of
indices.
1.1 5ind the *alue of numbers
gi*en in the form of"
a) integer indices.
b) fractional indices.
1.2 Use laws of indices to find the
*alue of numbers in inde'
form that are multiplied,
di*ided or raised to a power.
1.3 Use laws of indices to simplify
algebraic expressions.
#iscuss %ero inde' and
negati*e indices.4wareness
Gardwor0ing
elf reliance
Respect
Contextuallearning
8enerating
ideas
Relating to
something
Identifying
characteristics
base
integer indices
fractional
indices
inde' form
raised to a
power
law of indices
2.
Understand
and use the
concept of
logarithms
and laws oflogarithms
to sol*e
problem
Use scientific
calculators to
enhance the
understanding of
the concept of
logarithm.
2.1 ('press e/uation in inde'
form to logarithm form and
*ice *ersa.
('plain definition of
logarithm.
# a x : loga # x with a A
=, a H 1.
(mphasi%e that"
loga 1 =: loga a 1.
elf reliance
Contextual
learning
>redicting
a0ing
hypotheses
inde' form
logarithm
form
logarithm
undefined
14
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A5. LEARNIN# AREA: INDICES AND LO#ARITHMS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
2.2 5ind logarithm of a number. (mphasi%e that"
a) logarithm of negati*e
numbers is undefined:
b) logarithm of %ero is
undefined.
#iscuss cases where the gi*en
number is in
a) inde' form
b) numerical form.
Respect
Identify the
relation
Multiple
intelligence
>attern
identification
inde' form
logarithm form
logarithm
undefined
2.3 5ind logarithm of numbers by
using laws of logarithms.
2. implify logarithmic
e'pressions to the simplest
form.
#iscuss laws of logarithms
3.
Understand
and use the
change of
base oflogarithms
to sol*e
problems.
3.1 5ind the logarithm of a
number by changing the base
of the logarithm to a suitable
base.
3.2 ol*e problems in*ol*ing thechange of base and laws of
logarithms.
#iscuss"
loga b ablog
1Respect
Identify the
relation
Cooperative
learning
Relating to
something
>roblemsol*ing
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A5. LEARNIN# AREA: INDICES AND LO#ARITHMS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
. ol*e
e/uations
in*ol*ing
indices and
logarithms.
.1 ol*e e/uations in*ol*ing
indices.
.2 ol*e e/uations in*ol*ing
logarithms.
(/uations that in*ol*e
indices and logarithms are
limited to e/uations with
single solution only.
ol*e e/uations in*ol*ing
indices by"
a) comparison of indices
and bases: b) using logarithms.
#iligence
"roblem solving
Masterylearning
>roblem
sol*ing
16
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#1. LEARNIN# AREA: COORDINATE #EOMETRY
NO. OF WEEKS LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
17 - 1? 1. 5ind
distance
between
two
points.
Use
e'amples of
real-life
situations to
find the
distance
between two
points.
1.1 5ind the distance between
two points using formula.
Use the >ythagoras9 Cheorem
to find the formula for
distance between two points.
ystematic
4ccuracy
Cranslation
Mastery
learning
!reate ental
>ictures
distance
midpoint
coordinate
ratio
2.
Understa
nd the
concept
of
di*ision
of a line
segment.
2.1 5ind the midpoint of two
gi*en points.
2.2 5ind the coordinates of a
point that di*ides a line
according to a gi*en ratio
m " n.
imit to cases where m and n
are positi*e.
#eri*ation of the formula
++
++
nm
myny
nm
mxnx 2121 , is not
re/uired.
#etermine
relation
Rational
!omparing
#ifferentiating
Masterylearning
Identifying
!haracteristics
Relating to
omething
1@ -1 I#-J(4R (K4IE4CI$E
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#1. LEARNIN# AREA: COORDINATE #EOMETRY
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to: Students will be able to:
2= 3. 5ind areas
of polygons.
Use dynamic
geometry software
such as the
8eometer9s
0etchpad to
e'plore the concept
of area of
polygons.
Use
for substitution of
coordinates into the
formula.
3.1 5ind the area of a triangle
based on the area of specific
geometrical shapes.
3.2 5ind the area of a triangle by
using formula.
3.3 5ind the area of a/uadrilateral using formula.
imit to numerical *alues.
(mphasi%e the relationship
between the sign of the *alue
for area obtained with the
order of the *ertices used.
#eri*ation of the formula"
2
1+ x1 y2 < x2 y3 < x3 y1 6 x2 y1 6
x3 y2 6 x1 y3) is notre/uired.
(mphasi%e that when the area
of polygon is %ero, the gi*en
points are collinear.
Rational
Luilding
diagram
!lassification
#etermine the
patterns
Mastery
learning
!ollating
and
!ategori%ing
e/uencing
a0ing
4nalogies
area
polygon
geometrical
shape
/uadrilateral
*erte'
*ertices
cloc0wise
anticloc0wise
modulus
collinear
MID,YEAR HOLIDAYS : +0.05.09 - 14.0.09
18
1321
1321
2
1
y y y y
x x x x
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#1. LEARNIN# AREA: COORDINATE #EOMETRY
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to: Students will be able to:
4. 5ind the gradient and the
intercepts of a straight line
gi*en the e/uation.
4.# !hange the e/uation of a
straight line to the general
form.
.? 5ind the point of
intersection of two
lines.
!ooperation
Colerance
4ccuracy
!ategori%e
Constructivism
#ifferentiating
Relating to
omething
4naly%ing
F.
Understand
and use the
concept of
parallel and
perpendicu-
lar lines.
Use e'amples of
real-life situations
to e'plore parallel
and perpendicular
lines.
F.1 #etermine whether two
straight lines are parallel
when the gradients of both
lines are 0nown and *ice
*ersa.
F.2 5ind the e/uation of a
straight line that passes
through a fi'ed point and parallel to a gi*en line.
(mphasi%e that for parallel
lines"
m1 m 2.
(mphasi%es that for
perpendicular lines
m 1 m 2 61.#eri*ation of m 1 m 2 61
is not re/uired.
!onnection
Rational
!omparison
(*aluating
Relating toomething
parallel
perpendicular
20
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#1. LEARNIN# AREA: COORDINATE #EOMETRY
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to: Students will be able to:
Use graphic calculator
and dynamic
geometry software
such as
8eometer9s
0etchpad to
e'plore the
concept of parallel
and perpendicular
lines.
F.3 #etermine whether two
straight lines are
perpendicular when the
gradients
of both lines are 0nown and
*ice *ersa
F. #etermine the e/uation of a
straight line that passes
through a fi'ed point and
perpendicular to a gi*enline.
. ol*e problems in*ol*ing
e/uations of straight lines.
!ooperation
Colerance
4ccuracy
!ategori%e
Constructivism
Relating to
omething
(*aluating
ol*e
>roblemsa0e
#ecisions
e/uation of
locus
mo*ing point
loci
7.
Understand
and use the
concept of
e/uation of
locus
in*ol*ingdistance
between two
points
Use e'amples of
real-life situations
to e'plore e/uation
of locus in*ol*ing
distance between
two points.
7.1 5ind the e/uation of locus
that satisfies the condition
if"
a) the distance of a mo*ing
point from a fi'ed point is
constant$ b) the ratio of the distances of
a mo*ing point from two
fi'ed points is constant.
7.2 ol*e problems in*ol*ing
loci.
Gardwor0ing
!omparison
Cooperative
4nalysing(*aluating
ol*e
problems
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S1. LEARNIN# AREA: STATISTICS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
Understand
and use the
concept of
measures of
central
tendency to
sol*e
problems.
Use
scientific
calculators,
graphing
calculators
and
spreadsheets
to e'plore
measures ofcentral
tendency.
tudents
collect data
from real-
life
situations to
in*estigate
measures ofcentral
tendency.
1.1 !alculate the mean of ungrouped data.
1.2 #etermine the mode of ungrouped
data.
1.3 #etermine the median of ungrouped
data.
1. #etermine the modal class of grouped
data from fre/uency distribution tables.
1.F 5ind the mode from histograms.
1.7 !alculate the mean of grouped data.1.? !alculate the median of grouped data
from cumulati*e fre/uency distribution
tables.
1.@ (stimate the median of grouped data
from an ogi*e.
1. #etermine the effects on mode, median
and mean for a set of data when"
a) each data is changed uniformly:
b) e'treme *alues e'ist:
c) certain data is added or remo*ed.
1.10 %etermine the most suitable measure of
central tendency for gi&en data.
#iscuss grouped data and
ungrouped data.
In*ol*e uniform class
inter*als only.
#eri*ation of the medianformula is not re/uired.
$gi*e is also 0nown ascumulati*e fre/uency
cur*e.
In*ol*e grouped and
ungrouped data
!ooperation
Eeat
In order
Rule &Regulation
oderate
Rule &Regulation
>recise
Rational
Contextual
!ourteous
conduct and
speed
$pen and
logical mind
Contextual
8ather &
!lassify
Interpret
Interpret
Interpret
Co infer
a0egenerali%ation
measure of
central
tendency
mean
mode
median
ungrouped
data
fre/uency
distribution
table
modal class
uniform class
inter*al
histogram
F MONTHLY TEST 2
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S1. LEARNIN# AREA: STATISTICSNO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will be
taught to:
Students will be able to:
7 - ? 2.
Understand
and use
theconcept of
measures
of
dispersion
to sol*e
problems.
2.1 5ind the range of ungrouped
data.
2.2 5ind the inter/uartile range of
ungrouped data.
2.3 5ind the range of grouped data.
2. 5ind the inter/uartile range of
grouped data from thecumulati*e fre/uency table.
2.F #etermine the inter/uartile
range of grouped data from an
ogi*e.
2.7 #etermine the *ariance of
a) ungrouped data:
b) grouped data.
2.? #etermine the standard
de*iation of"
a) ungrouped data
b! grouped data.
#etermine upper and
lower /uartiles by using
the first principle.
Independent
!onfident
Eeat
Constructivism
!ourage
Contextual
Co compare
&
differentiate
(*aluate , to
compare &differentiate
standard
de*iation
class inter*al
upper /uartile
lower /uartile
*ariance
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S1. LEARNIN# AREA: STATISTICS
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to: Students will be able to:
2.@ #etermine the effects on range,
inter/uartile range, *ariance and
standard de*iation for a set of
data when"
a) each data is changed
uniformly:
b) e'treme *alues e'ist:
c) certain data is added or
remo*ed.
2. !ompare measures of central
tendency and dispersion
between two sets of data.
(mphasi%e that
comparison between two
sets of data using only
measures of central
tendency is not sufficient.
Rules &
regulation
Rational
Mastery
learning
a0e analogy
Co identify
a0e
generali%ation
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T1. LEARNIN# AREA: CIRC$LAR MEAS$RES
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to: Students will be able to:
@ -
1=1.
Understand
the concept
of radian.
Use dynamic
geometry software
such as the
8eometer9s
0etchpad to
e'plore the
concept of circular
measure.
1.1 !on*ert measurements in
radians to degrees and *ice
*ersa.
#iscuss the definition of
one radian.
radM is the abbre*iation
of radian.
Include measurements in
radians e'pressed in terms
of i .
!ooperati
on
4ccuracy
!onte'tual
#rawin
g
#iagra
m
Interpre
tation
radian
degree
2.
Understand
and use the
concept of
length of
arc of a
circle to
sol*e
problems.
Use e'amples of
real-life situations
to e'plore circular
measure.
2.1 #etermine"
a) length of arc:
b) radius: and
c) angle subtended at the
centre of a circle
based on gi*en information.
2.2 5ind perimeter of segments of
circles.
2.3 ol*e problems in*ol*ing
lengths of arcs.
!ourage
#iligence
astery
earning
Rational
Gonesty
Independence
elf confident
Reasoning
!onstructi*ism
elf 4ccess
Disuali%e
8enerate
ideas
length of arc
angle
subtended
circle
perimeter
segment
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T1. LEARNIN# AREA: CIRC$LAR MEAS$RES
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
3.
Understand
and use the
concept of
area of
sector of a
circle to
sol*e
problems.
3.1 #etermine the"
a) area of sector:
b) radius: and
c) angle subtended at the
centre of a circle
based on gi*en information.
3.2 5ind the area of segments of
circles.
3.3 ol*e problems in*ol*ing areas
of sectors.
#iligence
astery
earning
!ourage
Rational
$pen
logical
mind
!omparison
5ormul
ate
Reason
ing
4nalyst
8enerate
idea#rawing
diagram
area
sector
MID,TERM HOLIDAYS : 21.0/.09 , +0.0/.09
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C1. LEARNIN# AREA: DIFFERENTIATIONNO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will be
taught to:
Students will be able to:
11 6
1F1.
Understand
and use the
concept of
gradients of
cur*e and
differentiati
on.
Use graphing
calculators or
dynamic geometry
software such as
8eometer9s
0etchpad to
e'plore the concept
of differentiation.
1.1 #etermine the *alue of a
function when its *ariable
approaches a certain *alue.
1.2 5ind the gradient of a chord
oining two points on a cur*e.
1.3 5ind the first deri*ati*e of a
function y f + x), as the gradient
of tangent to its graph.
1. 5ind the first deri*ati*e of
polynomials using the first
principles.
1.F #educe the formula for first
deri*ati*e of the function y
f + x) by induction.
Idea of limit to a function
can be illustrated using
graphs.
Che concept of first
deri*ati*e of a function is
e'plained as a tangent to a
cur*e can be illustrated
using graphs.
imit to y axn:
a, n are constants, n
1, 2, 3.
Eotation of f $ + x) is
e/ui*alent todx
dy when y
f + x),
f 9N+ x) read as f prime xM.
!onfidence
4ccuracy
>atience
Rational
Constructivis
m
!onscientious
!onfidence
Cooperative
(*aluating
8enerate
ideas
5inding
relation
Interpreting
a0ing
conclusion
limit
tangent
first deri*ati*e
gradient
induction
cur*e
fi'ed point
28
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C1. LEARNIN# AREA: DIFFERENTIATIONNO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will be
taught to:
Students will be able to:
2.
Understand
and use the
concept of
first
deri*ati*e of
polynomial
functions to
sol*e
problems.
2.1 #etermine the first deri*ati*e of
the function y axn using
formula.
2.2 #etermine *alue of the first
deri*ati*e of the function y
axn for a gi*en *alue of x.
2.3 #etermine first deri*ati*e of a
function in*ol*ing"
a) addition, or
b) subtractionof algebraic terms.
2. #etermine the first deri*ati*e of
a product of two polynomials.
2.F #etermine the first deri*ati*e of
a /uotient of two polynomials.
2.7 #etermine the first deri*ati*e of
composite function using chain
rule.
(ffort
Rational
!areful
!onfidence
!onscientious
Mastery
learning
8enerate
ideas
(*aluating
4pplications
Identify
relation
Identify
relation
>roblem
sol*ing
C1. LEARNIN# AREA: DIFFERENTIATIO
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C1. LEARNIN# AREA: DIFFERENTIATIONNO. OF
WEEKS
LEARNIN# O%&ECTI'ES S$##ESTED
TEACHIN# AND
LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LAR
Y
Students will be taught to: Students will be able to:
. Understand and
use the concept of
rates of change to
sol*e problems.
Use graphing
calculators with
computer base
ranger to
e'plore the
concept of rates
of change.
.1 #etermine rates of change
for related /uantities.
imit problems to 3
*ariables only.
!ooperation
#iligence
Mastery
Learning
8enerate ideas
5inding
relations
rates of
change
F. Understand and
use the concept of
small changes andappro'imations to
sol*e problems.
F.1 #etermine small changes in
/uantities.
F.2 #etermine appro'imate*alues using differentiation.
('clude cases in*ol*ing
percentage change.
!onfidence
Self access
Learning
4nalysing data
a0inginference
appro'imat
ion
7. Understand and
use the concept of
second deri*ati*e to
sol*e problems.
7.1 #etermine the second
deri*ati*e of function y f
+ x).
7.2 #etermine whether a
turning point is ma'imum
or minimum point of a
cur*e using the secondderi*ati*e.
Introduce2
2
dx
yd as
dx
dy
dx
d or
f M+ x) ( )( ) x f
dx
d ′ .
Rational
Self access
learning
!ooperation
Self access
learning
5inding
relations
a0ing
inference
>roblem sol*ing
second
deri*ati*e
17 6 1@ END,OF,YEAR EAMINATION
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AST1. LEARNIN# AREA: SOL$TION OF TRIAN#LESNO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will be
taught to:
Students will be able to:
1 6
2=1.
Understand
and use the
concept of
sine rule to
sol*e
problems.
Use dynamic
geometry software
such as the
8eometer9s
0etchpad to
e'plore the sine
rule.
Use examples of real"
life situations toexplore the sine rule.
1.1 Derify sine rule.
1.2 Use sine rule to find un0nown
sides or angles of a triangle.
1.3 5ind the un0nown sides and
angles of a triangle in*ol*ing
ambiguous case.
1. ol*e problems in*ol*ing the
sine rule.
Include obtuse-angled
triangles.
Rational
Constructivism
!he use of
!echnology
%naly&e
Contextual
Exploratory
4ccuracy
Mastery Learning
Using
arithmetic,algebra,
formula
#rawing
diagrams
>roblem
sol*ing
sine rule
acute-angled
triangle
obtuse-angled
triangle
ambiguous
2.
Understand
and use the
concept of
cosine rule
to sol*e
problems.
Use dynamic
geometry software
such as the
8eometer9s
0etchpad to
e'plore the cosine
rule.
2.1 Derify cosine rule.
2.2 Use cosine rule to find
un0nown sides or angles of a
triangle.
Include obtuse-angled
triangles
Rational
%naly&e
!ooperation
Contextual
Identif
ying
pattern
s
#rawi
ng
diagra
ms
cosine rule
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AST1. LEARNIN# AREA: SOL$TION OF TRIAN#LES
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
Use e'amples of
real-life
situations to e'plore
the cosine rule.
2.3 ol*e problems in*ol*ing
cosine rule.
2. ol*e problems in*ol*ing sine
and cosine rules.
elf-Reliance
#iligence
Identifying
patterns
>roblems
sol*ing
elf-4ccess
earning
3.
Understand
and use the
formula for
areas of
triangles to
sol*e
problems.
Use dynamic
geometry software
such as the
8eometer9s
0etchpad to
e'plore the concept
of areas of
triangles.
Use e'amples of
real-life situations
to e'plore area of
triangles.
3.1 5ind the area of triangles using
the formula2
1ab sin C or its
e/ui*alent.
3.2 ol*e problems in*ol*ing three-
dimensional obects.
!ooperation
Identify shapes
Mastery
learning
'uture
Learning
Using
arithme
tic,
algebra,
formul
a
>roble
m
sol*in
g
three-
dimensional
obect
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ASS1. LEARNIN# AREA: INDE N$M%ER
NO. OF
WEEKS
LEARNIN#
O%&ECTI'ES
S$##ESTED TEACHIN#
AND LEARNIN#
ACTI'ITIES
LEARNIN# O$TCOMES OINTS TO NOTE MORAL 'AL$ES
/ GENERICS
CCTS 'OCA%$LARY
Students will betaught to:
Students will be able to:
21 -
221.
Understand
and use the
concept of
inde'
number to
sol*e
problems.
Use e'amples of
real-life situations
to e'plore inde'
numbers.
1.1 !alculate inde' number.
1.2 !alculate price inde'.
1.3 5ind (= or ( 1 gi*en rele*ant
information.
('plain inde' number.
( = ;uantity at base
time.
( 1 ;uantity at
specific time.
4ccuracy
!ooperation
Cooperative
>redicting
a0ing
inferences
Related to
something
a0ing
hypotheses
inde' number
price inde'
/uantity at
base time
/uantity at
specific time
2.
Understand
and use the
concept ofcomposite
inde' to
sol*e
problems
Use e'amples of
real-life situations
to e'plore
composite inde'.
2.1 !alculate composite inde'.
2.2 5ind inde' number or
weightage gi*en rele*ant
information.
2.3 ol*e problems in*ol*ing inde'
number and composite inde'.
('plain weightage and
composite inde'.
Independence
Oindness
ynthesi%ing
4nalysin
g
ol*e problems
composite
inde'
weightage
END,OF,YEAR HOLIDAYS : 21.11.09 , 0+.01.09
34