Minggu 6

WEEK 6 (7 Feb 12 Feb 2011)

 

ISNIN

7 Februari 2011

 

Kelas	4K7
Masa	7.05 – 8.15 pagi
Subjek	Pemulihan Bahasa Melayu
Tajuk	Membina Ayat
Objektif	Pada akhir pembelajaran, murid-murid dapat: menulis dua ayat daripada satu perkataan untuk membezakan maksud dan penggunaanya
Aktiviti	Guru memberikan 3 tiga perkataan kepada murid. Murid membina dua ayat daripada setiap 1 perkataan Guru merumuskan pelajaran hari ini
Teknik	Perbincangan, soal jawab
BBM	Buku Rujukan
Refleksi	30% murid dapat membina ayat yang mudah. Murid lain diberikan bimbingan.

 

Class	4K8
Time	8.15am
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.1. Quadratic Expressions
Learning Outcomes	By the end of the lesson, student will be able to Understand the concepts of quadratic expressions Factorise quadratic expressions
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 30% of the students were able to understand the topic. The rest were given extra explanation.

 

Class	4K6
Time	10.55 am – 11.30 a.m
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.1. Quadratic Expressions
Learning Outcomes	By the end of the lesson, student will be able to Understand the concepts of quadratic expressions Factorise quadratic expressions
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 40% of the students were able to understand the topic. The rest were given extra explanation.

 

Class	4K5
Time	12.05 – 12.40 a.m
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.1. Quadratic Expressions
Learning Outcomes	By the end of the lesson, student will be able to Understand the concepts of quadratic expressions Factorise quadratic expressions
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 40% of the students were able to understand the topic. The rest were given extra explanation.

 

HARI : SELASA

TARIKH    : 7 Februari 2011

Kelas	4K2
Masa	8.15 – 9.25pm
Subjek	Pendidikan Moral
Bidang	Nilai Berkaitan dengan Perkembangan Diri
Nilai	6. Toleransi
Unit	Unit 6 : Rakyat beertoleransi, Negara Harmoni
Objektif	Pada akhir pembelajaran, murid-murid dapat: Menghormati amalan hidup pelbagai kaum Bertolak ansur terhadap amalan hidup pelbagai kaum dalam kehidupan mereka Mengambil kira faktor adat resam dan kepercayaan pelbagai kaun dalam membuat sebarang keputusan yang melibatkan semua kaum
Aktiviti	Guru meminta pelajar membaca petikan “Rakyat bertoleransi, Negara Harmoni” dari Buku Teks m/s 36-37 Guru dan pelajar membincangkan soalan dalam bahagian “Fikir dan Jawab” Guru memberikan nota berkaitan dengan nilai Toleransi dan menerangkan maksud nilai tersebut. Guru merumuskan pelajaran hari ini.
Teknik	Pebincangan, Sesi Soal Jawab
BBM	Buku Teks dan Buku Rujukan
Refleksi	Pelajar memberikan kerjasama yang aktif dalam sesi soal jawab.

 

Class	4K5
Time	10.55-12.05
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.1. Quadratic Expressions
Learning Outcomes	By the end of the lesson, student will be able to Understand the concepts of quadratic expressions Factorise quadratic expressions
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 60% of the students were able to understand the topic. The rest were given extra explanation.

 

Class	4K6
Time	12.05 – 12.40pm
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.1. Quadratic Expressions
Learning Outcomes	By the end of the lesson, student will be able to Understand the concepts of quadratic expressions Factorise quadratic expressions
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 50% of the students were able to understand the topic. The rest were given extra explanation.

 

HARI : RABU

TARIKH : 7 Februari 2011

Class	4K8
Time	7.05-7.40am
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.2. Factorisation of Quadratic Expression
Learning Outcomes	By the end of the lesson, student will be able to Factorise quadratic expression of the form ax2 + bx + c, b=0 or c=0
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 60% of the students were able to understand the topic. The rest were given extra explanation.

 

Class	4K6
Time	10.55-12.05pm
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.2. Factorisation of Quadratic Expression
Learning Outcomes	By the end of the lesson, student will be able to Factorise quadratic expression of the form ax2 + bx + c, b=0 or c=0
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 60% of the students were able to understand the topic. The rest were given extra explanation.

 

 

 

HARI : KHAMIS

TARIKH : 10 JANUARI 2011

Class	4K5
Time	7.05 – 7.8.15am
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.2. Factorisation of Quadratic Expression
Learning Outcomes	By the end of the lesson, student will be able to Factorise quadratic expression of the form ax2 + bx + c, a, b and c not equal to zero
Learning Activities	1.Teacher explains and gives several examples. 2. Student tries different exercises. 3. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 30% of the students were able to understand the topic. The rest were given extra explanation.

 

Class	4K6
Time	8.15 – 9.25am
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.2. Factorisation of Quadratic Expression
Learning Outcomes	By the end of the lesson, student will be able to Factorise quadratic expression of the form ax2 + bx + c, a, b and c not equal to zero
Learning Activities	1.Teacher explains and gives several examples. 2. Student tries different exercises. 3. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 20% of the students were able to understand the topic. The rest were given extra explanation.

 

Kelas	4K2
Masa	10.20 – 11.30am
Subjek	Pendidikan Moral
Bidang	Nilai Berkaitan dengan Perkembangan Diri
Tajuk	Tugasan Harian 1
Unit	–
Objektif	Pada akhir pembelajaran, murid-murid dapat: Menulis laporan berkaitan keratan akhbar
Aktiviti	Murid membaca petikan akhbar yang telah mereka sediakan Murid menulis laporan tentang laporan akhbar tesebut. Guru menyemak laporan murid dan memastikan terdapat nilai-nilai murni dalam laporan mereka
Teknik	Pebincangan, Soal Jawab
BBM	Buku Rujukan
Refleksi	Pelajar memberikan kerjasama yang baik dan aktif dalam sesi soal jawab

 

HARI : JUMAAT

TARIKH    : 11 Februari 2011

Class	4K8
Time	7.40 – 7.8.15am
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.3. Quadratic Equation
Learning Outcomes	By the end of the lesson, student will be able to identify quadratic equation with one unknown form quadratic equation based on specif situation
Learning Activities	1.Teacher explains and gives several examples. 2. Student tries different exercises. 3. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 15% of the students were able to understand the topic. The rest were given extra explanation.

 

Class	4K6
Time	8.15 – 9.25 am
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.3. Quadratic Equation
Learning Outcomes	By the end of the lesson, student will be able to identify quadratic equation with one unknown form quadratic equation based on specif situation
Learning Activities	1.Teacher explains and gives several examples. 2. Student tries different exercises. 3. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 40% of the students were able to understand the topic. The rest were given extra explanation.

 

Kelas	4K7
Masa	10.10 – 10.40 pagi
Subjek	Pemulihan Bahasa Melayu
Tajuk	Membina Ayat
Objektif	Pada akhir pembelajaran, murid-murid dapat: mecari perkataan yang sesuai untul membetulkan ayat yang diberikan.
Aktiviti	1. Guru latihan kepada murid. 2. Murid mencari perkataan yang lebih sesuai untuk mngantikan perkataan yang digariskan. 3. Guru merumuskan pelajaran hari ini.
Teknik	Perbincangan
BBM	Buku Rujukan
Refleksi	60% murid dapat membina ayat yang mudah. Murid lain diberikan bimbingan.

 

HARI : SABTU (SELASA)

TARIKH    : 12 Februari 2011

Kelas	4K2
Masa	8.05 – 9.05pm
Subjek	Pendidikan Moral
Bidang	Nilai Berkaitan dengan Perkembangan Diri
Tajuk	Tugasan Harian
Unit	–
Objektif	Pada akhir pembelajaran, murid-murid dapat: Menulis laporan berkaitan keratan akhbar
Aktiviti	Murid membaca petikan akhbar yang telah mereka sediakan Murid menulis laporan tentang laporan akhbar tesebut. Guru menyemak laporan murid dan memastikan terdapat nilai-nilai murni dalam laporan mereka
Teknik	Pebincangan, Sesi Soal Jawab
BBM	Buku Rujukan, Keratan Akhbar
Refleksi	85% pelajar berupaya menulisan laporan berdasarkan tajuk keratan akhbar yang mereka pilih

 

Class	4K5
Time	10.20 -11.20
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.3. Quadratic Expressions
Learning Outcomes	By the end of the lesson, student will be able to Form quadratic equations based on specific question
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 60% of the students were able to understand the topic. The rest were given extra explanation.

 

Class	4K6
Time	11.20 – 11.50 am
Subject	Mathematics
Topic	2. Quadratic Expressions and Equation
Learning Area	2.3. Quadratic Expressions
Learning Outcomes	By the end of the lesson, student will be able to Form quadratic equations based on specific question
Learning Activities	Teacher explains and gives several examples. Student tries different exercises. Homework
Teaching Aids	Text Book, revision Book
Nobles Value	Being confident and independent
Reflection	Approximately 50% of the students were able to understand the topic. The rest were given extra explanation.

Program Perkembangan

Program Perkembangan Panitia Matematik 2011

 

Bil	Program	Sasaran	Tindakan	Pelaksanaan
1	Bengkel pengggubalan soalan peperiksaan	Semua guru Matematik	Penyelaras tingkatan	Sebulan sebelum peperiksaan
2	Mentor mentee	Semua guru Matematik	GK, KP, Penyelaras Tingkatan	Jan – Nov
3	Bengkel penggunaan MS Excel	Semua guru Matematik	Fasilitator: Cikgu Sivanesvaran a/l Selvaretnam   Penyelaras Pagi : Cik Rafiza Bt Rosli   Penyelaras Petang :Cikgu Zamilah Bt Shaari	Julai
4	Pencerapan	Semua guru Matematik	Pengetua /PK/ Guru Kanan Sains/ Ketua Panitia	Feb – Sept
5.	Pengenalan Penggunaan Geometer Sketch Pad	Semua guru Matematik	Fasilitator : Cikgu Norman Ismadi Bin Omar   Penyelaras Pagi :Cik Siti Ana Bt Hamdan   Penyelaras Petang : Cik Fatimatul Zakiah Bt Unin	28 Feb – Pagi 01 Mac- Petang

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Program Perkembangan Pelajar Anjuran Panitia Matematik 2011

 

Bil	Program	Sasaran	Tindakan	Pelaksanaan
1	Pakej ulangkaji	Pelajar Tingkatan 3 dan Tingkatan 5	Guru Matematik Tingkatan 3 dan Tingkatan 5.	Selepas tamat sukatan pelajaran
2	Program Mentor-mantee	Semua pelajar	Semua guru Matematik	Mac – Oktober
3	Science Explorace	Semua pelajar	Penyelaras : Cik Fakiah Abd Khalid   Penolong penyelaras pagi: Cik Chong Lee Khim En Ivan James Sta Maria En. Wan Sulaiman   Ketua Penyelaras Petang: En. Johnny Ak Dondong   Penolong penyelaras petang En. James Mandor Cik Rosaini Bt Rosli Cik Cecilia Ak Nalong	20/6 – 1/7/2011
4	Ceramah Teknik Menjawab Soalan	Pelajar Tingkatan 3 dan Tingkatan 5	Guru Bimbingan & Kauseling	Semester 2 sebelum peperiksaan percubaan
5	Ujian/Peperiksaan       -Ujian 1 -Peperiksaan semester 1 -Ujian 2 -Peperiksaan Percubaan 1 -Peperiksaan akhir tahun	Semua pelajar	Semua guru Matematik	7- 11 Mac Mei 22-26 Ogos Sept/Okt Okt/Nov

 

Jadual Penyediaan Kertas Soalan

Jadual Penyediaan Kertas Soalan Peperiksaan Panitia Matematik Tahun 2011

 

Tarikh	Tingkatan 1	Tingkatan 2		Tingkatan 3		Tingkatan 4		Tingkatan 5	Tarikh menghantar kertas soalan untuk disemak oleh KP	Tarikh memberi skema Jawapan
Ujian Bulanan 1	En. James Mandor	En. KU Siaw Sin		Cik Chia Phek Eng		En. Gan Teck Jeen		Pn. Satifah Bt Hamdan	* 3 minggu sebelum tarikh ujian/Pep bermula             * Catatan   Kertas Ting. 1,2,3- KP Petang   Kertas Ting. 4 & 5- KP Pagi	2 hari sebelum ujian/Pep kertas berkenaan bermula
Peperiksaan Penggal Pertama	K.1 En. Junau Ujang   K.2 Cik Chai Wan Ling	k.1 Cik Fatimatul Zakiah Unin   k.2 Cik Chia Phek Eng		k.1 Pn. Eu hee Choo   k.2 Pn. Lim Chiea Ju		K.1 Cik Lim Lii Kian   K.2 En. Gan Teck Jeen		K.1 Cik Rafiza Bt Rosli     K.2 Cik Chong Lee Khim
Ujian Bulanan 2	Cik Felicia Liew	En. James Mandor		Cik Fatimatul Zakiah Unin		Pn. Emily Bonnie Ak Rijung		Cik Lim Lii Kian
Peperiksaan Penggal Kedua	K.1 En. Mood ak Bajut   K.2 Pn. Eu Hee Choo	k.1 Pn Lim Chiea Ju     k.2 Cik Rosaini Bt Rosli		/		K.1 Cik Siti Bt Ana   K.2 Pn. Satifah Bt Hamdan		/
Percubaan PMR ( Soalan gunasama)				k.1 En.Mood ak Bajut k.2 En. Ku Siaw Sin		/
Percubaan SPM ( Soalan gunasama)								K.1 Pn. Liew Teck Hui   K.2 Cik Rafiza Bt Rosli

 

 

 

 

 

 

 

 

RPT Matematik Tingkatan 4 2011

SMK SERIAN

YEARLY TEACHING PLAN – 2011

MATHEMATICS FORM 4

 

Week/ Date	Learning Area	Learning Objectives	Learning Outcomes	CCTS	Remarks
1 3/1-7/1/2011	Chapter 1: Standard Form	Understand and use the concept of significant figure	Students will be able to:   round off positive numbers to a given number of significant figures when the numbers are: greater than 1 less than 1 perform operations of addition, subtraction, multiplication and division, involving a few numbers and state the answer in specific significant figures solve problems involving significant figure	contextual working out mentally finding all possible solutions identifying relations
2   10/1-14/1/2011		Understand and use the concept of standard form to solve problem	state positive numbers in standard form when the numbers are: greater than or equal to 10 less than 1 convert numbers in standard form to single numbers perform operations of addition, subtraction, multiplication and division, involving any two numbers and state the answers in standard form solve problems involving numbers in standard form	working out mentally identifying relations
3   17/1-21/1/2011	Chapter 2: Quadratic Expressions and Equations	2.1 Understand the concept of Quadratic Expression         2.2 Factorization quadratic expression	Identify quadratic expressions Form quadratic expressions by multiplying any two linear expressions Form quadratic expressions based on specific situations     i Factorise quadratic expressions of the form ax2+bx+c=0, where b= 0 or c= 0 ii Factorise quadratic expressions of the form px2 – q, p and q are the perfect squares	classifying arranging sequentially translating
4   24/1/-28/1/2011		2.3 Understand the concept of Quadratic Equation	iii Factorise quadratic expressions of the form ax2+ bx + c, where a, b and c not equal to zero iv Factorise quadratic expressions containing coefficients with common factors   Identify quadratic equations with one unknown Write quadratic equations in general form i.e. ax2 + bx + c = 0 Form quadratic equations based on specific situations	arranging sequentially           arranging sequentially classifying translating
6 7/2-11/2/2011		concept of Roots of quadratic equations	CUTI TAHUN BARU CINA(31/1-6/2/2011)     determine the solutions for quadratic equations by: trial and error method factorization iii. solve problems involving quadratic equation	comparing & differentiating finding all possible solutions
7   14/2-118/2/2011	Chapter 3: Sets	3.1 Understand the concept of Set	sort given objects into groups define sets by descriptions using set notation iii identify whether a given object is an element of a set and use the symbol or iv. represent sets by using Venn diagrams v. list the elements and state the number of elements of a set vi. determine whether a set is an empty set vii. determine whether two sets are equal	making generalizations working out mentally classifying   -comparing and differentiating
8   21/2-22/2/10		3.2 Understand and use the concept of Subset, universal set and the complement of a set	determine whether a given set is a subset of a specific set and use the symbol or . represent subset by using Venn diagram list the subsets for a specific set illustrate the relationship between set and universal set using Venn diagram determine the complement of a given set determine the relationship between set, subset, universal set and the complement of a set	classifying finding all possible solutions drawing diagrams identifying relations interpreting
9 10   28/2-11/3/2011		3.3 Perform Operations on set	determine the intersection of two sets three sets and use the symbol represent the intersection of sets using Venn diagram state the relationship between and A and B determine the complement of the intersection of sets solve problems involving the intersection of sets. determine the union of two sets three sets and use the symbol represent the union of sets using Venn diagram state the relationship between and A and B determine the complement of the union of sets solve problems involving the union of sets determine the outcome of combined operations on sets xii. solve problems involving combined operations on sets     CUTI PERTENGAHAN PENGGAL 1 [ 12-20 MAC 2011]	comparing and differentiating drawing diagrams identifying relations interpreting translating making generalization
12 21/3-25/3/2011	Chapter 4: Mathematical Reasoning	4.1 Understand the concept of Statement	determine whether a given sentence is a statement determine whether a given statement is true or false construct true or false statement using given numbers and mathematical symbols	Classifying Working out mentally Translating Interpreting
12		4.2 Understand the concept of Quantifiers “all” and “some”	construct statements using quantifier all some determine whether a statement that contains the quantifier “all” is true or false determine whether a statement can be generalized to cover all cases by using the quantifier “all” construct a true statement using the quantifier “all” or “some” given an object and a property”	Working out mentally Identifying relations
13   28/3-1/4/2011		4.3 Perform Operations Involving the words “not” or ” no” statements	change the truth value of a given statement by placing the word “not” into the original statement identify two statements from a compound statement that contains the word “and” form a compound statement by combining two given statements using the word “and” identify two statement from a compound statement that contains the word “or” form a compound statement by combining two given statements using the word “or” determine the truth value of a compound statement which is the combination of two statements with the word “and” determine the truth value of a compound statement which is the combination of two statements with the word “or”	working out mentally classifying
13		4.4 Understand the concept of Implication	identify the antecedent and consequent of an implication “if p, then q” write two implications from a compound statement containing “if and only if” construct mathematical statements in the form of implication: If p, then q p if and only if q determine the converse of a given implication determine whether the converse of an implication is true or false	working out mentally classifying
14 4/4-8/4/2011		4.5 Understand the concept of Argument	identify the premise and conclusion of a given simple argument make a conclusion based on two given premises for: Argument Form I Argument Form II Argument Form III complete an argument given a premise and the conclusion	Classifying Making inferences
14		4.6 Understand and use the concept of Deduction and Induction	determine whether a conclusion is made through: reasoning by deduction reasoning by induction make a conclusion for a specific case based on a given general statement, by deduction make a generalization based on the pattern of a numerical sequence, by induction use deduction and induction in problem solving	classifying making inferences making generalization looking for patterns making analogy
15   11/4-15/4/2011	Chapter 5: The Straight Line	5.l Understant the concept of gradient of a straight line	determine the vertical and horizontal distances between two given points on a straight line ii. determine the ratio of vertical distance to horizontal distance	Interpreting
15		5.2 Understant the concept of gradient of a straight line in Cartesian coordinates	derive the formula for the gradient of a straight line calculate the gradient of a straight line passing through two points determine the relationship between the value of the gradient and the: steepness direction of inclination of a straight line	interpreting classifying
16 18/4-21/4/2011		5.3 Understand the concept of intercept	determine the x-intercept and the y-intercept of a straight line derive the formula for the gradient of a straight line in terms of the x-intercept and the y-intercept perform calculations involving gradient x-intercept and y-intercept	interpreting
17   25/4-29/4/2011		5.4Understand and use the concept of Equation of a straight line	draw the graph given an equation of the form y = mx + c determine whether a given point lies on a specific straight line write the equation of the straight line given the gradient and y-intercept determine the gradient and y-intercept of the straight line which equation is of the form: a) y = mx + c b) ax + by = c find the equation of the straight line which: is parallel to the x-axis is parallel to the y-axis passes through a given point and has a specific gradient passes through two given points find the point of the intersection of two straight lines by: drawing the two straight lines solving simultaneous equations	drawing diagrams comparing and differentiating working out mentally
18   2/5-6/5/2011               19 9/5-13/5/2011		5.5 Understand and use the concept of Parallel line	verify that two parallel lines have the same gradient and vice versa determine from the given equations whether two straight lines are parallel find the equation of the straight line which passes through a given point and is parallel to another straight line solve problems involving equations of straight lines         ULANGKAJI   PEPERIKSAAN PENGGAL 1 (WEEK 20-21)     CUTI PERTENGAHAN TAHUN [30.5-12/6/2011] (WEEK 22-23)	comparing and differentiating
24 13/6-17/6/2011	Chapter 6: Statistics	6.1 Understand the concept of class Interval	complete the class interval for a set of data given one of the class intervals determine: the upper limit an lower limit the upper boundary and lower boundary of a class in a group data calculate the size of a class interval	working out mentally classifying making inferences
			determine the class interval, given a set of data and the numbers of classes determine a suitable class interval for a given set of data construct a frequency table for given set of data
24		6.2Understand and use the concept of Mode and mean of grouped data	i. determine the modal class from the frequency table of grouped data calculate the midpoint of a class verify the formula for the mean of grouped data calculate the mean from the frequency table of grouped data discuss the effect of the size of class interval on the accuracy of the mean for a specific set of grouped data	Interpreting Working out mentally Making inferences Identifying relations
24		6.3 represent and interpret data in histograms with class intervals	draw a histogram based on the frequency table of a grouped data interpret information from given histogram solve problems involving histograms	drawing diagrams interpreting
25 20/6-24/6/		6.4Represent and interpret data in Frequency polygons to solve problem	draw the frequency polygon based on: a histogram a frequency table interpret information from a given frequency polygon solve problems involving frequency polygon	drawing diagrams interpreting
25		6.5 Understand the concept of Cumulative frequency	construct the cumulative frequency table for: ungrouped data grouped data draw the ogive for: ungrouped data grouped data	working out mentally drawing diagrams
26   26/6-31/6/2011		6.6Understand and use the concept of Measures of dispersion	determine the range of a set data determine: the median the first quartile the third quartile the interquartile range from the ogive interpret information from an ogive solve problems involving data representations and measures of dispersion	interpreting identifying relations
26	Chapter 7: Probability I	7.1Understand the concept of Sample space	determine whether an outcome is a possible outcome of an experiment list all the possible outcomes of an experiment: from activities by reasoning iii determine the sample space of an experiment iv write the sample space by using set notations	Finding all possible solutions
27 04/7- 8/7/2011		7.2 Understand the concept of Events	identify the elements of a sample space which satisfy given conditions list all the elements of a sample which satisfy certain conditions using set notations iii determine whether an event is possible for a sample space	Finding all possible solutions
27		7.3Understand and use the concept of Probability of an event	find the ratio of the number of times an event occurs to the number of trials find the probability of an event from a big enough of trials iii calculate the expected number of times an event will occur, given the probability of the use event and number of trials solve problems involving probability predict the occurrence of an outcome and make a decision based on known information	identifying relations
28   11/7-15/7/2011	Chapter 8: Circles III	8.1 Understand and use the concept of Tangents of a circle	identify tangents to a circle make inference that the tangent to a circle is a straight line perpendicular to the radius that passes through the contact point iii construct the tangent to a circle passing through a point: on the circumference of the circle outside the circle iv. determine the properties related to two tangents to a circle from a given point outside the circle v. solve problems involving tangents to a circle	Working out mentally Drawing diagrams Identifying relations
28		8.2 Understand and use the properties of Angle between tangent and chord	identify the angle in the alternate segment which is subtended by the chord through the contact point of the tangent verify the relationship between the angle formed by the tangent and the chord with the angle in the alternate segment which is subtended by the chord perform calculations involving the angle in alternate segment solve problems involving tangent to a circle and angle in alternate segment	identifying relations
29   18/7-22/7/2011		8.3 Understand and use the properties of common tangents to solve problem	determine the number of common tangents which can be drawn to two circles which: intersect at two points intersect only at one point do not intersect determine the properties related to the common tangent to two circles which: intersect at two points intersect only at one point do not intersect solve problems involving common tangents to two circles solve problems involving tangents and common tangent	comparing and differentiating Finding all possible solutions Identifying relations
30   25/7-29/7/2011	Chapter 9: Trigonometry II	9.1 Values of sin θ, cos θ and tan θ .	identify the quadrants and angles in the unit circle determine: the value of y-coordinate the value of x-coordinate the ratio of y-coordinate to x-coordinate of several points on the circumference of the unit circle verify that, for an angle in quadrant I of the unit circle:	working out mentally interpreting identifying relations
31   1/8-5/8/2011			determine the value of: sine cosine tangent of an angle in quadrant I of the unit circle determine the values of: sin θ cos θ tan θ for determine whether the values of: sine cosine tangent of an angle in a specific quadrant is positive or negative determine the values of sine, cosine and tangent for special angles determine the values of the angles in quadrant I which correspond to the values of the angles in other quadrants     State the relationships between the values of: sine cosine, and tangent of angles in quadrant II, III and IV with their respective values of the corresponding angle in quadrant I Find the values of sine, cosine and tangent of the angles between 90º and 360º Find the angles between 0º and 360º, given the values of sine, cosine and tangent Solve problems involving sine, cosine and tangent
32 8/8-12/8/2011		9.2Draw and use Graphs of sine, cosine and tangent	draw the graphs of sine, cosine and tangent for angles between 0º and 360º compare the graphs of sine, cosine and tangent for angles between 0º and 360º solve problems involving graphs of sine, cosine and tangent	drawing diagrams comparing and differentiating interpreting
33 15/8-19/8/2011             34 35	Chapter 10: Angles of Elevation and Depression	10.1Understand and use the concept of Angle of elevation and angle of depression	identify: the horizontal line the angle of elevation the angle of depression represent a particular situation involving the angle of elevation the angle of depression, using diagrams solve problems involving the angle of elevation and the angle of depression       CUTI PERTENGAHAN PENGGAL 2 [29.8-04.9]	working out mentally drawing diagrams identifying relations
36 05/9-9/9/2011	Chapter 11: Lines and Planes in 3-dimensions	11.1Understand and use the concept of Angle between lines and planes	identify planes identify horizontal planes, vertical planes and inclined planes sketch a three dimensional shape and identify the specific planes identify identify normals to a given plane determine the orthogonal projection of a line on a plane draw and name the orthogonal projection of line on plane determine the angle between a line and a plane solve problems involving the angle between a line and a plane	Comparing and differentiating Working out mentally Identifying relations
37,38   12/9-23/9/2011		11.2Understand and the concept of Angle between two planes	identify the line of intersection between two planes draw a line on each plane which is perpendicular to the line of intersection of the two planes at a point on the line of intersection determine the angle between two planes on a model and a given diagram   solve problems involving lines and planes in 3-dimensional shapes	working out mentally drawing diagrams identifying relations
39,40,41` 26/09- 10/10/2011			ULANGKAJI		Revision
42,43,44 17/10-4/11/2011			PEPERIKSAAN PENGGAL II

 

RPT Matematik Tingkatan 5

Yearly Plan – Mathematics Form 5 (2011)

 

Week No	Learning Objectives Pupils will be taught to…..		Learning Outcomes Pupils will be able to…	No of Periods	Suggested Teaching & Learning activities/Learning Skills/Values	Points to Note
Learning Area : NUMBER BASES — 2 weeks First Term
1   3/1-7/1/11	1. Understand and use the concept of number in base two, eight and five.		(i) State zero, one, two, three, …, as a number in base: a) two b) eight c) five   (ii) State the value of a digit of a number in base: a) two b) eight c) five (iii) Write a number in base: a) two b) eight c) five in expanded notation	1             1             2	Use models such as a clock face or a counter which uses a particular number base.   Discuss Dicuss digits used Place values in the number system with a particular number base.   Skill : Interpretation, observe connection between base two, eight and five. Use of daily life examples Values : systematic, careful, patient	Emphasis the ways to read numbers in variours bases. Give examples:   Numbers in base two are also know as binary numbers.               Expanded notation Give examples
2   10/1-14/1/11			(iv) Convert a number in base: a) two b) eight c) five to a number in base ten and vice versa.   (v) Convert a number in a certain base to a number in another base.     (vi) Perform computations involving : a) addition b) subtration of two numbers in base two	2             3         1	Use number base blocks of twos, eights and fives.           Discuss the special case of converting a number in base two directly to a number in base eight and vice versa.   Skill : Interpretation, converting numbers to base of two, eight, five and then.   Use of daily life examples Values : systematic, careful, patient	Perform repeated division to convert a number in base ten to a number in other bases. Give examples.       Limit conversion of numbers to base two, eight and five only.       The usage of scientific calculator in performing the computitations.
Topic 2 : Graphs of Functions II — 3 weeks
3 17/1-21/1/11		2.1 Understand and use the concept of graphs of functions	(i) Draw the graph of a: a) linear function : y = ax + b, where a and b are constant; b) quadratic function , where a, b and c are constans, c) cubic function : , where a, b, c and d are constants,     d) reciprocal function , where a is a constants,   (ii) Find from the graph a) the value of y, given a value of x b) the value(s) of x, given a value of y   (iii) Identify: a) the shape of graph given a type of function b) the type of function given a graph c) the graph given a function and vice versa   (iv) Sketch the graph of a given linear, quadratic, cubic or reciprocal function.	2                                         1         2                   2	Explore graphs of functions using graphing calculator or the GSP   Compare the characteristic of graphs of functions with different values of constants.   Values : Logical thinking     Skills : seeing connection, using the GSP                             Play a game or quiz	Questions for 1..2(b) are given in the form of ; a and b are numerical values.               Limit cubic functions. Refer to CS.                 For certain functions and some values of y, there could be no corresponding values of x.       Limit the cubic and quadratic functions. Refer to CS.               Limit cubic functions. Refer to CS.
4   24/1-28/1/11               5 31.1-06.2.2011 (CNY)		2.2 Understand and use the concept of the solution of an equation by graphical method.	(i) Find the point(s) of intersection of two graphs   (ii) Obtain the solution of an equation by finding the point(s) of intersection of two graphs   (iii) Solve problems involving solution of an equation by graphical method.	1     1         2	Explore using graphing calculator of GST to relate the x-coordinate of a point of intersection of two appropriate graphs to the solution of a given equation. Make generalisation about the point(s) of intersection of the two graphs.   Use everyday problems.   Skills : Mental process	Use the traditional graph plotting exercise if the graphing calculator or the GSP is unavailable.           Involve everyday problems.
6   7/2-11/2/11		2.3 Understand and use the concept of the region representing inequalities in two variables.	(i) Determine whether a given point satisfies a) or or   (ii) Determine the position of a given point relative to the equation   (iii) Identify the region satisfying or   (iv) Shade the regions representing the inequalities a) or b) or   (v) Determine the region which satisfy two or more simultaneous linear inequalities.	2       2           2	Include situations involving , , , or .   Values: Making conclusion, connection and comparison, careful	Emphasise on the use of dashed and solid line as well as the concept of region.

 

Week No	Learning Objectives Pupils will be taught to…..	Learning Outcomes Pupils will be able to…	No of Periods	Suggested Teaching & Learning activities/Learning Skills/Values	Points to Note
Topic/Learning Area : transformations iii ( 3 weeks )
6	Understanding and use of the concept of combination of two transformations.	determine the image of an object under combination of two isometric transformations.	1	using CD-Rom – interactive activities. Everyday life example: around the school. Recall the types of transformations: translation rotation reflection enlargement isometric transformation
		determine the image of an object under combination of: two enlargements an enlargement and and an isometric transformation.	2	using Geometer’s Sketchpad. CD-Rom Give variety of examples to show an enlargement and isometric transformation.
		Draw the image of an object under combination of two transformations. State the coordinates of the image of a point under combined transformations.	2	Give examples on the blackboard and students are asked to draw the image under 2 transformations Tr. will state the coordinates of the image of a point under combined transformations.
7   14/2-18/2/11		Determine whether combined transformation AB is equivalent to combined transformation BA.	3	Using Maths exercise books (grids) Do exercises from the textbooks
		specify two successive transformations in a combined transformation given the object and the image.	2	Outdoor activity – students are brought to specific site of the school compound and ask to identify the two successive transformations : pictures should consist of an object and an image.
8   21/2-25/2/11		Specify a transformation which is equivalent to the combination of two isometric transformations. Solve problems involving transformations.	5	Classroom activities – use GSP and CD-ROM (Multimedia Gallery) To specify isometric transformation Different examples to be given Various problem solving questions to be given	– limit to translation, reflation & rotation.
Topic/Learning Area : Matrices ( 4 weeks )
9   28/3-6/3/11	Understand and use the concept of matrix.	Form a matrix from given information. Determine: the number of rows the number of columns the order of a matrix Identify a specific element in a matrix	1	Understanding the concept of matrices through daily examples: price of food on a menu a contingent of altelitic seating of students in class mark sheet of students Introduce the order (mxn) of a matrix Class activity – students are requested to identify the students’ seating position in class Other examples give	* m represents row * n represents column
10	Understand and use the concept of equal matrices.	Determine whether two matrices are equal. Solve problems involving equal matrices.	2	Teacher gives examples of two equal matrices and discusses equal matrices in terms of the corresponding elements. Different problems given to solve equal matrices.
	Perform addition and subtraction on matrices.	Relate to real life situations such as keeping score of medal tally or points in sports. Find the sum or the difference of two matrices. Perform addition and subtraction on a few matrices. Solve matrix equations involving addition and subtraction.     CUTI PERTENGAHAN PENGGAL 1 [36/3-20/3/10] (WEEK 11)	2	Teacher shows the examples from the textbook to determine how addition or subtraction can be performed on 2 given matrices. Examples given to find the addition and subtraction of two matrices. Examples given to solve matrix equations involving additions and subtractions To include finding values of unknown elements	limit to not more than 3 rows and 3 columns.
12   21/3-25/3/11	Perform Multiplication of a matrix by a number.	Multiply a matrix by a number. Express a given matrix as a multiplication of another matrix by a number. Perform calculation on matrices involving addition, subtraction and scalar multiplication. Solve matrix equations involving addition, subtraction and scalar multiplication.	2	Teacher shows examples on scalar multiplication of matrix: give examples of real life situations such as in industrial productions. examples given on the calculation of matrices involving addition, subtraction, and scalar multiplication. Examples given on problem solving questions. To include finding values of unknown elements.
	Perform multiplication of two matrices.	determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied. Find the product of two matrices. Solve matrix equations involving multiplication of two matrices.	3	Teacher gives real life situations. Examples:- to find the cost of meals in the restaurant teacher shows how 2 matrices can be multiplied. Examples given for the product of two matrices. Examples given on problem solving involving multiplication of 2 matrices.	Limit to not more than 3 rows and 3 columns Limit to 2 unknown elements
13   28/3-3/4/11	Understand and use the concept of identify matrix.	determine whether a given matrix is an identity matrix by multiplying it to another matrix. Write identity matrix of any order. Perform calculation involving identity matrices.	2	Teacher discusses the property of the number as an identity for multiplication of a number. Teacher introduces identity matrix or unit matrix. Teacher gives examples of identity matrix of any order. Teacher discusses the properties: AI = A IA = A	Unit matrix is denoted by I.   Limit to 3 rows and 3 columns.
	Understand and use the concept of inverse matrix.	(i) Determine whether a 2 X 2 matrix is the inverse matrix of another 2 X 2 matrix. Find the inverse matrix of a 2 X 2 matrix using: the method of solving simultaneous linear equations a formula	3	teacher introduces the concept of inverse matrix and its denotion. Examples given on problem solving questions involving matrix: using simultaneous linear equations using a formula	-1 AA = I
14     4/4-10/4/11	Solve simultaneous linear equations by using matrices.	Write simultaneous linear equations in matrix form. Find the matrix in using the inverse matrix. solve simultaneous linear equations by the matrix method. Solve problems involving matrices.	5	Teacher shows examples how to write simultaneous linear equations in matrix form To solve simultaneous linear equations by using inverse matrix Project involving matrices using electronic spreadsheet to be given to students.	* limit to 2 unknowns.

 

 

 

 

 

 

 

Week No	Learning Objectives Pupils will be taught to…..	Learning Outcomes Pupils will be able to…	No of Periods	Suggested Teaching & Learning activities/Learning Skills/Values	Points to Note
Topic/Learning Area : 5. VARIATIONS (1 ½ Weeks)
15       11/4-15/4/11	5.1 Understand and use the concept of direct variation	State the changes in a quantity with respect to the changes in another quantity, in everyday life situations involving direct variation. Determine from given information whether a quantity. Express a direct variation in the form of equation involving two variables. Find the value of a variable in a direct variation when sufficient information is given. Solve problems involving direct variation for the following cases:   y x ; y x2 ; y x3 ; y x1/2 .	1                         1               1	Discuss the characteristics of the graph of y agains x when y x.   Relate mathematical variation to Charles’s Law or the mation of the simple pendulum.   Discuss the characteristics of the graphs of y against xn.   Communicative skills   Coorperation an d systematic	Y varies directly as x , yx. yx n , limit n to 2, 3 and ½   Y = kx where k is the constant of variation.
	5.2 Understand and use the concept of inverse variation	State the changes in a quantity with respect to changes in another quantity, in everyday life situations involving inverse variation. Determine form given information whether a quantity vaqries inversely as another quantity. Express an inverse variation in the form of equation involving two variables. Find the value of a variable in an inverse variation when sufficient information is given. Solve problems involving inverse variation for the following cases:   y 1/x; y 1/x2 y 1/x3 ; y 1/x1/2	1                   1	Discuss the the form of the graph and relates it to science, eg. Boyle’s Law.                         For cases y 1/xn , n = 2,3 and ½, discuss the characteristics of the graph of y against 1/xn   Graph drawing skill   Be straight and honest.	Y varies inversely as x if and only if xy is a constant.           y 1/x   For the cases y 1/xn, limit n to 2,3 and ½   If y 1/x, then y = k/x, where k is the constan t of variation.       Use: Y = k/x or x1y1=x2 y2 to get the solution.
16 18/4-22/4/11	5.3 Understand and use the concept of joint variation	(i) Represent a joint variation by using the symbol for the following cases:   a) two direct variations b) two inverse variations c) a direct variation and an inverse variation.   Express a joint variation in the form of equation. Find the value of a variable in a joint variation when sufficient information is given. Solve problems involving joint variation.	1           1         1     1         1	Discuss joint variation for the three cases in everyday life situations.   Relate to science, eg. Ohm’s Law.	For the cases y xn zn, Y 1/ xn zn and y xn / zn, Limit n to 2,3 and ½.

 

Week No	Learning Objectives Pupils will be taught to…..	Learning Outcomes Pupils will be able to…	No of Periods	Suggested Teaching & Learning activities/Learning Skills/Values	Points to Note
Topic/Learning Area 6: Gradient & area under a graph — 3½ weeks
17               25/4-39/4/11         18 2/5-6/5/11                 19 20 21       22 23	6.1 Understand and use the concept of quantity represented by the gradient of a graph	(i) State the quantity represented by the gradient of a graph   (ii) Draw the distance-time graph, given: a table of distance-time values a relationship between distance and time   (iii) Find and interpret the gradient of a distance-time graph   (iv) Find the speed for a period of time from a distance-time graph     (v) Draw a graph to show the relationship between two variables representing certain measurements and state the meaning of its gradient       PEPERIKSAAN PENGGAL 1   CUTI GAWAI/CUTI PENGGAL 1	1     2       2       2               2	Use examples in various areas such as technology and social science   Use of daily life examples like speed of a car, Formula One Grand Prix, a sprinter   Compare and differentiate between distance-time graph and speed-time graph   Use real life situations such as traveling from one place to another by train or by bus.       Use examples in social science and economy, for example, the increase in population in certain years	Limit to graph of a straight line.   The gradient of a graph represents the rate of change of a quantity on the vertical axis with respect to the change of another quantity on the horizontal axis. The rate of change may have a specific name for example ‘speed’ for a distance-time graph.   Emphasise that: Gradient = change of distance Time = speed   Include graphs which consists of a combination of a few straight lines. For example,
24-25       13/6-24/6/11	6.2 Understand the concept of quantity represented by the area under a graph	(i) State the quantity represented by the area under a graph   (ii) Find the area under a graph   (iii) Determine the distance by finding the area under the following of speed-time graphs: a. v=k (uniform speed) b. v=kt c. v=kt + h d. a combination of the above   (iv) Solve problems involving gradient and area under a graph.	1       2     4                   2	Discuss that in certain cases, the area under a graph may not represent any meaningful quantity. For example: The area under the distance-time graph. Discuss the formula for finding the area under a graph involving: A straight line which is parallel to the x-axis A straight lien in the form of y=kx+ h A combination of the above.	Include speed-time and acceleration-time graphs.     Limit to graph of a straight line or a combination of a few straight lines.   V represents speed, t represents time, h and k are constants. For example:
Topic/Learning Area : PROBABALITY II Second Term — 2 weeks
26       27/6-31/6/11	7.1 Understand and use the concept of probability of an event.	(i) Determine the sample space of an experiment with equally likely outcomes.     (ii) Determine the probability of an event with equiprobable sample space.             (iii)Solve problems involving probability of an event.	1       1                   1	Discuss equiprobable sample space through concrete activities and begin with simple cases such as tossing a fair coin.   Use tree diagrams to obtain sample space for tossing a fair coin or tossing or tossing a fair dice activities. The Graphing calculator may also be used to simulate these activities.   Discuss events that produce P(A) = 1 and P(A) = 0	Limit to sample space with equally likely outcomes.       A sample space in which each outcomes is equally likely is called equiprobable sample space.   The probability of an outcome A, with equiprobable sample space   S, is P(A) = Use tree diagram where appropriate.   Include everyday problems and making predictions.
27   4/7-8/7/11	7.2 Understand and used the concept of probability of the complement of an event.	(i) State the complement of an event in : (a) words (b) set notations (ii) Find the probability of the complement of an event.	1         1	Include events in real life situations such as winning or losing a game and passing or failing an exam.	The complement of an event A is the set of all outcomes in the sample space that are not included in the outcomes of event A.
28	7.3 Understand use the concept of probability of combined event.	(i) List the outcomes for events: (a) A or B as elements of set A È B (b) A and B as elements of set A Ç B   (ii) Find the probability by listing the outcomes of the combined events : (a) A or B (b) A and B     (iii) Solve problems involving probability of combined events.	2           2               1	Use real life situations to show the relationship between A or B and A È B A and B and A Ç B.   An example of a situation is being chosen to be a member of an exclusive club with restricted conditions. Use tree diagram and coordinate planes to find all the outcomes of combined events.   Use two-way classification tables of events from newspaper articles or statistical data to find probability of combined events. Ask students to create tree diagrams from these tables. Example of a two-way classification table :   Means of going to work Officers Car Bus Others Men 56 25 83 Women 50 42 37 Discuss : situations where decisions have to be made on probability, for example in business, such as determining the value for aspecific insurance policy and time the slot for TV advertisements the statement “probability is the underlying language of statistics”	Emphasise that : knowledge about probability is useful in making decisions. prediction based on probability is not definite or absolute.
Topic/Learning Area : BEARING — 1 week
29     18/7-22/7/11	8.1. Understand and use the concept of bearing.	(i) Draw and label the eight main compass directions: a) north, south, east, west b) north – east, north – west, south – east, south – west ii) State the compass angle of any compass direction.           (iii) Draw a diagram of a point which shows the direction of B relative to another point A given the bearing of B from A.   (iv) State the bearing point A from point B based on given information.   Solve problems involving bearing.	1                       1           1         2	Carry out the activities or games involving finding directions using a compass such as treasure hunt or scravenger hubt. It can also be about locating several points on a map, finding the position of students in class.                   Discuss the use of bearing in real life situations. For example, a map reading and navigation.	Compass angle and bearing are written in three digit form, from 0000 to 3600. They are measured in a clockwise direction from north. Due north is considered as bearing 0000. For cases involving degrees up to one decimal point.

 

Week No	Learning Objectives Pupils will be taught to…..	Learning Outcomes Pupils will be able to…	No of Periods	Suggested Teaching & Learning activities/Learning Skills/Values	Points to Note
Topic 9 Learning Area: EARTH AS SPHERE ( 3 weeks )
30     25/7-29/7/11	9.1 Understand and use the concept of longitude	(i) Sketch a great circle through the north and south poles. (ii) State the longitude of a given point. (iii) Sketch and label a meridian with the longitude given. (iv) Find the difference between two longitudes	1               1	Model such as globes should be used.   Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 0° Discuss that: All points on a meridian have the same longitude There are two meridians on a great circle through both poles. Meridians with longitude x°E(or W) and (180°- x°)W(or E) form a great circle through both poles.	Emphasise that longitude 180°E and longitue 180°W refer to the same meridian.   Express the difference between two longitudes with an angle in the range of 0° ≤ x ≤ 180°
30	9.2 Understand and use the concept of latitude	(i) Sketch a circle parallel to the equator.   (ii) State the latitude of a given point.   (iii) Sketch and label a parallel of latitude. (iv) Find the difference between two latitudes.	1         1	Discuss that all the points on a paralell of latitude have the same latitude.	Emphasise that the latitude of the equator is 0° latitude ranges from 0° to 90°N ( or S )   Involve actual places on the earth.   Express the diffrence between two latitudes with an angle in the range of 0° ≤ x ≤ 180°.
30	9.3 Understand the concept of locations of a place.	Use a globe or a map to find locations of cities around the world.   Use a globe or map to name a place given its location.	1         1	State the latitude and longitude of a given place   Mark the location of a place     Sketch and label the latitude and longitude of a given place.	A place on the surface of the earth is represented by a point.   The, location of a place A at latitude x°N and longitude y°E is written ,as A(x°N, y°E).
31   1/8-5/8/11	9.4 Understand and use the concept of distance on the surface on the earth to solve problems.	(i) Find the length of an arc of a great circle in nautical mile, given the subtended angle at the centre of the earth and vice versa.   (ii) Find the distance between two points measured along a meridian, given the latitudes of both points.   (iii)Find a latitude of a point given the latitude of another point and the distance between the two points along the same meridian. (iv) Find the distance between two points measured along the equator, given the longitude of both points. (v) Find the longitude of a point given the longitude of another point and the distance between the two points along the equator.   (vi) State the relation betwen the radius of the earth and the radius of a parallel of latitude.   (vii) State the relation between the length of an arc on the equatoq between two meridian and the lengthe of the corresponding arc on a parallel of latitude.   (viii) Find the distance between two points measured along a parallel of latitude.   (ix) Find the longitude of a point given the longitude of another point and the distance between the two points along a parallel of latitude.   (x) Find the shortest distance between two points on the surface of the earth.   (xi) Solve problems involving : (a) distance between two points. (b) travelling on the surface of the earth.		Use the globe to find the distance between two cities or town on the same meridian.         Sketch the angle at the centre of the earth that is subtentded by the arc between two given points along the equator. Discuss how to find the value of this angle.         Use models such as the globe to find relationship between the radius of the earth and radii parallel of latitudes.             Find the distance between two cities or town on the same parallel of latitude as a group project.             Use the globe and a few pieces of string to show how to determine the shortest distance between two points on the surface of the earth.	Limit to nautical mile as the unit for distance.   Explain one nautical mile as the length of the arc of a great circle subtending a one minute angle at the centre of the earth.                                                                         Limit to two points on the equator or the great a cirle through the polas.   Use knot as the unit for speed navigation and aviation.
Week No	Learning Objectives Pupils will be taught to…..	Learning Outcomes Pupils will be able to…	No of Periods	Suggested Teaching & Learning activities/Learning Skills/Values	Points to Note
Topic 10 Learning Area: PLANS AND ELEVATIONS 2 weeks
32   8/8-12/8/11	10.1 Understand and use the concept of orthogonal projection.	Identify orthogonal projections.   Draw orthogonal projections, given an object and a plane.   Determine the difference between an object and its orthogonal projections with respect to edges and angles.	1       2       2	Use models, blocks or plan and elevation kit.	Emphasise the different uses of dashed lines and solid lines.   Begin wth the simple solid object such as cube, cuboid, cylinder, cone, prism and right pyramid.
33   15/8-19/8/11                                                 35             36-38     39-41         42-45	10.2 Understand and use the concept of plan and elevation.	Draw the plan of a solid object.   Draw the front elevation side elevation of a solid object     Draw the plan of a solid object.           iv. Draw the front elevation side elevation of a solid object             CUTI PERTENGAHAN PENGGAL 2   [29.8-04/9/2011]     ULANGKAJI       PEPERIKSAAN PERCUBAAN SPM     ULANGKAJI       SPM	1     2           1           1	Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models and draw plans and elevation for thes models.       Use models to show that it is important to have a plan and at least two side elevation to construct a solid object.     Carry out group project: Draw plan and elevations of buildings or structures, for example students’ or teacher’s dream home and construct a scale model based on the drawings. Involve real life situations such as in building prototypes and using actual home plans.	Limit to full-scale drawings only.                 Include drawing plan and elevation in one diagram showing projection lines.

 

Carta Organisasi Panitia Matematik Tahun 2011