yadd maths t4

8/6/2019 yadd maths t4

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Week/Learning

Area

Learningobjectives

Learning outcomesSuggestedactivities

Points to noteTeaching

Strategies/Skills

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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Strategies/Skills

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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Learningobjectives



Strategies/Skills

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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Strategies/Skills

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

7


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Learningobjectives



Strategies/Skills

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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Strategies/Skills

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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Strategies/Skills

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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Strategies/Skills

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


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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Strategies/Skills

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


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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Strategies/Skills

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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Strategies/Skills

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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Strategies/Skills

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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Strategies/Skills

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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Area

Learningobjectives



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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Learningobjectives



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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Strategies/Skills

40 Progression

41 Progression

42 Progression

26

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yadd maths t4