Escolar Documentos
Profissional Documentos
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Use models such as a clock face or a counter which uses a particular number base. Discuss i. digits used; ii. Place values in the number system ith a particular number base. Emphasise the ways to read numbers in various bases. Examples : i. 1012 is read as "one zero one base two". ii. 72058 is read as "seven two zero five base eight". iii. 43255 is read as "four three two five base five". Numbers in base two are also known as binary numbers. Examples of numbers in expanded notation : i. 101102 = 1 24 + 0 23 + 1 22 + 1 21 + 0 20 ii. 3258 = 3 82 + 2 81 + 5 80 iii. 30415 = 3 53 + 0 52 + 4 51 + 1 50 Limit conversion of numbers to base two, eight and five only.
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Explore graphs of functions using graphing calcultor or the Geometer's Sketchpad. F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K Explore using graphing calcultor or Geometer's Sketchpad to relate the x-coordinate of a point of intersection of two appropriate graphs to the solution of a given equation. Use the traditional graph plotting exercise if the graphing calulator or the Sketchpad is unavailable. Emphasise that : *For the region representing y < ax + b or S C H O O L For graphs of cubic function, limit to y = ax and y = ax 3 + b M I D Y E A R M I D Y E A R Compare the characteristics of graphs of functions with different values of constants. Limit cubic functions to the following forms :
+ bx + cx + d
where a , b , c and d are constants, a 0 d. Reciprocal function : y = a/x where a is a constants, a 0 ii. Find from a graph : a. the value of y , given the 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 tpe 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. 2.2 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. 2.3 Region representing inequalities in two variables i. Determine whether a given point satisfies : y = ax + b or y > ax + b or y < ax + b. ii. Determine the position of a given point relative to the equation y = ax + b. iii. Identify the region satisfying y > ax + b or
y = ax 3 y = ax 3 + b y = x 3 + bx + c y = -x 3 + bx + c
y > ax + b , the line y = ax + b is drawn as a dashed line to indicate that all points on the line y = ax + b are not in the region.
*For the region representing
y < ax + b .
iv. Shade the regions representing the inequalities : a. y > ax + b or y < ax + b b. y > ax + b or y < ax + b
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F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R Explore combined transformation using the graphing calculator, the Geometer's Sketchpad, or the overhead projector and transparencies. Investigate the characteristics of an object and its image under combined transfomation. Limits isometric transformations to translations, reflections and rotations.
TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) - translation - reflection - rotation - enlargement 3.1 Combination of two transformations i. Determine the image of an object under combination of two isometric transformations. ii. Determine the image of an object under combination of : a. two enlargements b. an enlargement and an isometric transformation iii. Draw the image of an object under combination of two transformations. iv. State the coordinates of the image of a point under combined transformation. v. Determine whether combined transformation AB is equivalent to combined transformation BA. vi. Specify two successive transformations in a combined transformation given the object and the image. vii. Specify a transformation which is equivalent to the combination of two isometric transformations. viii. Solve problems involving transformation. # Enrichment / Remedial Excercise #
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Emphasise that matrices are written in brackets. Emphasise that a matrix of order m x n is read as "an m F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R Limit to matrices with not more than three row and three columns. Discuss equal matrices in terms of : *the order *the coresponding elements by n matrix".
Limit to matrices with not more than three row and three columns. Limit to two unknown elements.
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F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R
Discuss : *AI = A *IA = A The inverse of matrix A is denoted A-1. Emphasise that : *if matrix B is the inverse of matrix A, then matrix A is also the inverse of matix B, AB = BA = I *inverse matrices can only exist for square matrices, but not all square matrices have inverse matrices
Discuss why : *the use of inverse matrix is necessary. Relate to solving linear equations of type ax = b *it is important to place the inverse matrix at the right place on both sides of the equation Limits to to unknowns. Simultaneous linear equations ap + bq = h and cp + dq = k in matrix form is
a c
b d
p q
= h k
A 1
a c
b d
p q
A 1
h k
The matrix method uses inverse matrix to solve simultaneous linear equations.
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Discuss the characteristics of the graph using the graph of y against x when y x . F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L For the cases y x .n = 2, 3 and , discuss the characteristics of the graphs of y against x. Discuss the form of the graph of y against 1 when y 1. x If y varies inversely as x , the relation is written as x M I D Y E A R M I D Y E A R If y varies directly as x, the relation is written as y x. For the cases y x . limit n to 2, 3 and . If y x , then y = kx where k is the constant of variation. Using : i. y = kx , or ii.
y1 x1
y2 x2
1 y . x
For the cases
1 , xn
limit n to 2, 3 and .
x2
5.3 Joint variation
y 1 , x3
1 x 1/2
n yx n z ,
i. Represen 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 ii. Express a joint variation in the form of equation. sufficient information is given. iv. Solve problems involving joint variation. # Enrichment / Remedial Excercise # limit n to 2, 3 and .
1 , x zn
n
xn zn
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Use examples in various areas such as technology and social science. Compare and differentiate between distance-time graph and speed-time graph. E S S M I D T Y E A R S C H O O L B B R E A K H I R D T E S T M I D T E R M E X A M I N A T I O N S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L Discuss that in certain cases, that area under a graph may not represent any meaningful quantity. For examples : The area under the distance-time graph. Discuss the formula for finding area under a graph involving : i. a straight line which is parallel to the x-axis. ii. a straight line in the form of y = kx + h iii. a combination of the above. NOTES: v represents speed, t represent time, h and k represent constants. P M S P M Y E A R Use real life situations such as travelling from one place to another by train or by bus. Use examples in social science and economy. N D Emphasise that : gradient = change of distance = speed change of time
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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 E S S P M S T R I A M I D S C H O O L B B R E A K T E S T T E R M E X A M I N A T I O N S L E X A M I N A T I O N S H O L I D A Y S S C H O O L An example of a situation is being chosen to be a member of an exclusive club with restricted conditions. Use tree diagrams 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 i. pengetahuan tentang kebarangkalian berguna untuk diagrams from these tables. Use real life situations to show the relationship between i. A or B and A U B ii. A and B and A B. P M Y E A R M I D T Y E A R H I R D E C O N D N D a fair coin or tossing a fair die activities. The graphing calculator may also be used to simulate these activities. Discuss events that produce P(A ) = 1 and p(A ) = 0. Include events in real life situations such as winning or losing a game and passing or failing an exam.
7.2 Probability of the Complement of an Event i. State the complement of an event in : a. words b. Set notation ii. Find the probability of the complement of an event. 7.3 Probability of combined event i. List the outcomes for event : a. A or B as elements of set A B b. A and B as elements of set A B. ii. Find the probability by listing the outcomes of the combined event : a. A or B b. A and B iii. Solve problems involving probability of combined event. # ENRICHMENT/REMEDIAL EXERCISE #
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Carry out activities or games involving finding directions using a compass, such as treasure hunt or scavenger hunt. It can also be about locating several points on a map. NOTES: Compass angle and bearing are written in three-digit form, from 000 to 360. They are measured in a clockwise direction from north. Due north is considered as bearing 000 . For cases involving degrees and minutes, state in degrees up to one decimal point. Discuss the use of bearing in real life situations. For example, in map reading and navigation. NOTES: Begin with the case where bearing of point B from point A is given.
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E S S M E C O T Y E A R S C H O O L B H I R D T E S T M I D T E R M B R E A K E X A M I N A T I O N S N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L I D P M S P M Y E A R N D
i. all points on a meridian have the same longitude ii. there are two meridians on a great circle through both poles iii. Meridians with longitudes xE (or W) and (180- x) W (or E) form a great circle through both poles. Discuss that all points on a parallel of latitude have the same latitude.
9.2 Latitude i. Sketch a circle parallel to the equator. ii. State the latitude of a given points. iii. Sketch and label a parallel of latitude. iv. Find the difference between two latitudes. 9.3 Location of a place i. State the latitude and longitude of a given place. ii. Mark the location of a place. iii. Sketch and label the latitude and longitude of a given place. 9.4 Distance on the surface of the earth 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 the 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 longitudes 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 between the radius of the earth and the radius of a parallel of latitude.
Use a globe or map to find locations of cities around the world. Use a globe or a map to name a place given its location.
Use the globe to find the distance between two cities or towns on the same meridian.
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Sketch the angle at the centre of the earth that is subtended by the arc between two given points along the equator.
Use models such as the globe to find relationships between the radius of the earth and radii parallel of latitudes.
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Find the distance between two cities or towns on the same parallel of latitude as a group project. E S S M I D T Y E A R S C H O O L B B R E A K H I R D T E S T M I D T E R M E X A M I N A T I O N S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L P M S P M Y E A R N D Use the globe and afew pieces of string to show how to determine the shortest distance between two points on he surface of the earth.
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10 PLANS AND ELEVATIONS 10.1 Ortogonal projection i. Identify ortogonal projection. ii. Draw ortogonal projection, given an object and a plane. iii. Determine the difference between an object and its ortogonal projection with respect to edges and angles. M 10.2 Plans and elevation i. Draw the plan of a solid object. ii. Draw : a. the front elevation b. side elevation of a solid object . iii. Draw : a. the plan b. the front elevation c. the side elevation of a solid object to scale. iv. Solve problems involving plan and elevation. # ENRICHMENT/REMEDIAL EXERCISE # S C H O O L B B R E A K T E S T Y E A R I D T H I R D M I D T E R M E X A M I N A T I O N S S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L S P M S P M Y E A R E N D
Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models into interesting models and draw plans and elevations for these models. Use models to show that it is important to have a plan at least two side elevations to construct a solid object. Carry out group project : Draw plan and elevations of buildings or structures, for examples 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.
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PANITIA MATEMATIK SMK JUNJONG, 09000 KULIM, KEDAH RANCANGAN PENGAJARAN TAHUNAN MATEMATIK TINGKATAN 5 (2003)
PENGGAL SATU Bil ARAS BIDANG & HASIL PEMBELAJARAN *Pengajaran & Pembelajaran Matematik Menengah Atas - Amalan / Cara Belajar Matematik yang Baik - Kurikulum Semakan 2000 - Format Matematik SPM (Kod :1449) mulai 2003 1 1 ASAS NOMBOR 1.1 Nombor dalam Asas Dua, Asas Lapan & Asas Lima a. Menyatakan sifar, satu, dua, tiga .. sebagai nombor dalam asas : i. dua ii. lapan iii. lima b. Menyatakan nilai sesuatu digit bagi suatu nombor dalam asas : C U T I P E R T E N G A H A N S P E N G G A L I S A T U A T U D U A U J I A N U J I A N P E N G G A L S A T U P E P E R I K S A A N P E N G G A L C U T I JAN FEB MAC APRIL MEI JUN 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
PENGGAL SATU Bil ARAS BIDANG & HASIL PEMBELAJARAN JAN FEB MAC APRIL MEI JUN 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
C U T I P E R T E N G A H A N S P E N G G A L I S A T U A T U D U A U J I A N U J I A N P E N G G A L S A T U P E P E R I K S A A N P E N G G A L C U T I
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1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C x x x x x x x T A H U N x x B x A x R x U x x C x I x N x A x x x x x x x x U X J X I X A X N X X S E K O L A H S S E E K K OO L L A A H H U T I C U T I C C U U T T I I
2 GRAPH OF FUNCTIONS (II) 2.1 Graphs of functions i. Draw the graph of a : a. Llinear function : y = ax + b , b. Quadratic function : y = ax2+ bx + c, c. Cubic function :y = ax 3 + bx + cx + d and d. Reciprocal function : y = a/x. ii. Find from a graph : a. the value of y , given the value of x, b. the value(s) of x, given a value of y iii. Identify : a. the shape of graph using function b. the type of function, using a graph and vice versa iv. Sketch the graph of a given linear, quadratic , cubic or reciprocal functions. 2.2 Solution of an equation by graphical method i. Find the point(s) of intersection of two graphs , ii. Solve problems by solution of 2 equations
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4.1 Matrix
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i. Form a matrix from given information, Identify a specific element in a matrix and ii. Determine the number of rows, columns and order of a matrix 4.2 Equal matrices - i. Determine whether two matrices are equal. ii. Solve problems involving equal matrices. 4.3 Addition and subtraction on matrices i. Determine whether addition or subtraction can be performed on two given matrices. ii. Find and perform the sum or the difference of two matrices and problem solving. 4.4 Multiplication of a matrix i. Multiply a matrix by a number and problem solving. 4.5 Multiplication of two matrices i. Determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied. iii. Solve matrix equations involving multiplication of two matrices. 4.6 Identity matrix i. Determine whether a given matrix is an identity matrix by multiplying it to another matrix. 4.7 Inverse matrix i. Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix. 4.8 Simultaneous linear equations by using matrices i. Write simultaneous linear equations in matrix form. ii. Find the matrix p in a b p = h using the inverse matrix. q c d q k iii. Solve simultaneous linear equations by the matrix method. iv. Solve problems involving matrices. # Enrichment / Remedial Excercise #
5 VARIATIONS
5.1 Direct variation - y x, 5.2 Inverse variation - y 1/ x and 5.3 Joint variation i. State the changes in a quantity with respect to changes in another quantity. ii. Determine from given information whether a quantity varies directly/ inversely or combined as another quantity. iii. Express the direct/ inverse or joint variation in the form of equation involving two variables. iv. Find the value of a variable in the direct/inverse/joint variation when sufficient information is given. v. Solve problems involving inverse variation for the following cases : # Enrichment / Remedial Excercise #
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1 y x
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C U T I S E K O L A H
X X X X X X X X X X X X X X X X X
C C U U T T I I S S E E K K OO L L A A H H
7 PROBABILITY II
7.1 Probability of an event i. Determine the sample space, the probability of an event and problem solving. 7.2 Probability of the Complement of an Event i. State the complement of an event in words or standard notation ii. Find the probability of the complement of an event. 7.3 Probability of combined event i. List the outcomes for event : a. A or B as elements of set A B b. A and B as elements of set A B. ii. Find the probability by listing the outcomes of the combined event : a. A or B and b. A and B iii. Solve problems involving probability of combined event. # ENRICHMENT/REMEDIAL EXERCISE #
C I N A
U X X J X X I X X A X X N X X X X 3 X X X X X X X X X X X X X X X X X X
y1 y2 x1 x2
BIL 8 BEARING
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1 y x
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8.1 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 of point A from point B based on given information. v. Solve problems involving bearing. # ENRICHMENT/REMEDIAL EXERCISE # EARTH AS A SPHERE 9.1 Longitude i. Sketch/ labell a meridian with the longitude given ii. Find the difference between two longitude. 9.2 Latitude i. Sketch / state a circle parallel to the equator. ii. Find the difference between two latitudes. 9.3 Location of a place i. State the latitude and longitude of a given place, mark the location and sketch the longitude. 9.4 Distance on the surface of the earth 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 the latitude/ longitude of a point given the latitude / longitude of another point and the distance between the two points along the same meridian/ latitude. iv. State the relation between the radius of the earth and the radius of a parallel of latitude. v. Find the shortest distance between two points vi. Problems solving. # ENRICHMENT/REMEDIAL EXERCISE #
1 yn x
y1 y2 x1 x2
SECOND TERM-
R E V I S I O N ( J U L Y - A U G)
TRIAL(AUGUST)
GEMPUR SPM(SEPT-OKT)
S P M ( N O V)
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I. II.
UNGKAPAN KUADRATIK PEMFAKTORAN UNGKAPAN KUADRATIK PERSAMAAN KUADRATIK PUNCA-PUNCA BAGI PERSAMAAN KUADRATIK
X X U
3 SET / HIMPUNAN
I. II. III.
SET Subset, SET SEMESTA DAN PELENGKAP BAGI SET OPERASI KE ATAS SET
4 PENAAKULAN MATEMATIK
PERNYATAAN PENGKUANTITI 'SEMUA' DAN 'SEBILANGAN' OPERASI MELIBATKAN 'BUKAN' , 'DAN' DAN 'ATAU'. IMPLIKASI. HUJAH ARUHAN DAN DEDUKSI
5 GARIS LURUS
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KECERUNAN BAGI GARIS LURUS PINTASAN PERSAMAAN GARIS LURUS GARIS-GARIS SELARI
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SELANG KELAS, MOD & MIN BAGI DATA TERKUMPUL HISTOGRAM POLIGON KEKERAPAN KEKERAPAN LONGGOKAN SUKATAN SERAKAN
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BULATAN 111 I. II. III. TANGEN KEPADA BULATAN SUDUT ANTARA TANGEN DAN PERENTAS TANGEN SEPUNYA.
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
9 TRIGONOMETRI II I. II. NILAI BAGI sin , Kos & tan (0 < 360) GRAF BAGI sin, Kos Dan tan.
C C C C C C C U U U U U U U T T T T T T T I I I I I I I
10 SUDUT DONGAKAN DAN SUDUT TUNDUK I. SUDUT DONGAKAN DAN SUDUT TUNDUK
11 GARIS DAN SATAH DALAM TIGA MATRA i. ii. SUDUT ANTARA GARIS DAN SATAH SUDUT ANTARA DUA SATAH
L X X X I I A A A A A X X X H X X X X X X
IHAN CATATAN
IHAN CATATAN
IHAN CATATAN
IHAN CATATAN
V)
IHAN CATATAN
IHAN CATATAN
TARIKH : 10 JAN 2011 (ISNIN) KELAS : 5 AL FARABY (1200-110), 5 AR RAZI (145-220), 5 AKY (1050 - 1125) TOPIK : NUMBER BASES learning area / outcomes : To identify the concept of : 1.1 Number in base two, eight and five a. Convert a number in certain bases to a certain bases : - base 2 to base 5 and vice versa - base 2 to base 8 and vice versa - base 5 to base 8 and vice versa b. perform calculation using base 2 only - addition - substraction Reflections : 5 AFB : 5 ARZ : 5 AKY :
TARIKH : 10 JAN 2011 (ISNIN) KELAS : 4 AL FARABY (8.20 -9.00) TOPIK : standard forms Subtopic : Standard Fprm learning area / outcomes : To identify the concept of : A X 10 index n, where n is integers . Discuss the uses of standard form in everyday life and other area. . Use the scientific calculator to explore standard form. Reflections :
1 730-830 P 740-820
2 3 4 5 6 7 8 830-910 910-950 950-10301030-11001100-11351135-12101210-1245 5AK 5KHW R 820-900 900-940 940-10201020-10501050-11251125-12001200-1235 5AF 4AF E 5AK 5KHW 5 AK 5AF H 5AR 5 KHW A 5AF T 5 AR 4 AF
v. Convert a number to a certain base vi. Perform computations involving: i. Addition ii. Subtraction of two numbers in base two # Enrichment / Remedial Excercise # GRAPH OF FUNCTIONS (II) 2.1 Graphs of functions Explore graphs of functions using graphing calcultor or i. Draw the graph of the a :Geometer's Sketchpad. a. Llinear function : y = ax +characteristics b Compare the of graphs of functions with b. Quadratic function :y= ax 2 + +c different values ofbx constants. c. Cubic function :y = ax 3 functions + bx + cx +the d following forms : Limit cubic to
ii. Find from a graph : y = ax + b a. the value of y , given y= the x 3value + bxof +xc
3 b. the value(s) of x, given y = -x a value + bx of+ yc
iii. Identify :
Emphasise that :
a. the shape of graph *For the using region function representing y < using ax + b or y > ax + b, b. the type of function, a graph and vice versa is drawn as a dashed line . iv. Sketch the graph *For of athe given region linear, representing quadratic, cubic or the reciprocal line y = ax function. + b is 2.2 Solution of an equation method drawnby asgraphical a solid line to indicate that i. Find the point(s)all ofpoints intersection on theof two graphs. line y = ax + b are region. ii. Solve problems by using solution ofin 2 the equations
SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND iii. Find solutions using graphical method
2.3 Region representing inequalities i. Determine whether a given point satisfies : ii. Determine the position of a given point relative to the equation y = ax + b.
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iii. Identify the region satisfying y > ax + b or y < ax + b . iv. Shade the regions representing the inequalities : a. y > ax + b or y < ax + b ii. y > ax + b atau y < ax + b b. y > ax + b or y < ax + b v. Determine the region which satisfies two or more simultaneous lnear inequalities.
# Enrichment / Remedial Excercise # TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) - translation - reflection - rotation - enlargement Explore combined transformation using the graphing 3.1 Combination of two transformations calculator, the Geometer's Sketchpad, or the overhead i. Determine the image projector of an and object transparencies.
ii. Draw the image Investigate of an object the characteristics of an object and its iii. State the coordinates image under of the combined image transfomation. of a point under Limits combined isometric transformation transformations to translations, iv. Determine whether reflections combined and rotations. transformation AB is equivalent to combined transformation BA. v. Specify a transformation which is equivalent to the combination of two isometric vi. Solve problems involving transformation.
i. Form a matrix from - the given order information. of matrix - m x n order of a matrix Discuss equal matrices in terms of :
PLAN AND LEARNING CONTRACT ii. : Determine FORM 5the MATHEMATICS number is readof as rows, "an (2011) columns m by n matrix. and
iii. Identify a specific *the element order in a matrix. 4.2 Equal matrices *the coresponding elements i. Determine whether two matrices are equal. ii. Solve problems Limit involving to matrices equal with matrices. not more than 4.3 Addition and subtraction on matrices three row and three columns. i. Determine whether addition or subtraction can be performed on two given matrices. ii. Find and perform Discuss the sum : or the difference . of two matrices. *an identity matrix = square matrix ii. Problems solving.*there is only one identity matrix for each order 4.4 Multiplication of matrix : a Discuss AI a = A i. Multiply a matrix*by number. *IA = A ii. Problems solving. 4.5 Multiplication of two The matrices inverse of matrix A is denoted A-1. i. Determine whether Emphasise two matrices that : can be multiplied *if matrix is the inverse of matrix and state the order of theB product when the two A, then matrix A is also the inverse of matix B, AB = BA = I matrices can be multiplied. ii. Find the product *inverse of two matrices. matrices can only exist for square matrices, iii. Solve matrix equations but not involving all square multiplication matrices have inverse matrices of two matrices. Discuss why : 4.6 Identity matrix *the use of inverse matrix is necessary. Relate to solving linear equations of type ax = b i. Determine whether a given matrix is an identity matrix by multiplying *it is important it to another to place matrix. the inverse matrix at the right 4.7 Inverse matrix place on both sides of the equation i. Determine whether Limitsato 2 to x2 unknowns. matrix is the inverse matrix of another 2 x 2 matrix. ii. Find the inverse matrix of a 2 x 2 matrix using : a. the method of solving simultaneous linear equations. b. a formula.
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4.8 Simultaneous linear equations by using matrices Simultaneous linear equations ap + bq = h and in cp + dq form. =k i. Write simultaneous linear equations matrix ii. Find the matrixin matrix p in form a is a ph b p = h
where a, b,equations c, d, h and are constants, p and q are iii. Solve simultaneous linear bykthe matrix
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iv. Solve problems involving a p matrices. h A 1 A1 q k # Enrichment / Remedial Excercise The matrix # method uses inverse matrix to solve simultaneous linear equations. VARIATIONS 5.1 Direct variation - y x 5.2 Inverse variation - y 1/ x characteristics of the graph using the Discuss the 5.3 Joint variation graph of y against x when y x . i. State the changes If y varies in a quantity directlywith as x, respect the relation to is written as
y quantity x. changes in another involving inverse variation. For the cases y x . limit n to 2, 3 and . ii. Determine from given information whether
If ydirectly/ x , then y = kxor where k is the constant of a quantity varies inversely combined as another quantity. iii. Expressthe direct/ variation. inverse or joint variation in the form of equation Using involving : two variables. = kx , or iv. Find the value ofi.ayvariable in the direct/inverse or
x joint variation when ii. x sufficient information is given.
y1
1
y2
2
v. Solve problems involving to get the inverse solution. variation for the For following cases : the cases y x .n = 2, 3 and , discuss the of y against x. - y 1 , characteristics y 1 , of ythe graphs 1
1/2 x2 Discuss the x3 form of the x graph of y against 1 when y 1. 2 3 y varies , the relation is written as - y x ; y If x ; y inversely x ; as y x x 1/2
y 1 x.
1
n
GRADIENT AND AREA Use examples UNDER GRAPH in various areas 6.1 Quantity represented gradientand of asocial graphscience. suchby as the technology i. State the quantity Compare represented and differentiate by gradient between ii. Draw the distance-time Emphasise graph, that : given : a. a table of distance-timegradient values = change of distance = speed
PLAN AND LEARNING CONTRACT :of FORM a graph. 5 MATHEMATICS distance-time graph (2011) and speed-time graph.
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b. a relationship between distance and time. change of time iii. Find and interpret the gradient of a distance-time Use real graph. life situations such as travelling from iv. Find the speed one forplace a period to another of time by train or by bus. from a distance-time Use examples graph.in social science and economy. v. Draw a graph to Discuss show that relationship in certain between cases, that area under a graph two variables representing may not represent certain any measurements meaningful quantity. and state the meaning For examples of its:gradient. 6.2 Quantity represented by the area under a graph. graph. The area under the distance-time
i. State the quantity Discuss represented the formula by for thefinding area under a graph area under a involving graph. : i. aagraph. straight line which is parallel to the x-axis. ii. Find the area under iii. Determine the distance ii. a by straight finding line the in area the form of y = kx + h under the following iii. types a combination of speed-time of the graph above. : a. v = k (uniform speed) b. v = kt NOTES: c. v = kt + hv represents speed, d. a combination t represent of the time, above. iv. Solve problems h and involving k represent gradient constants. and area under a graph. # ENRICHMENT/REMEDIAL EXERCISE #
PROBABILITY II
7.1 Probability of an event i. Determine the sample space of an ii. Determine the probability of an event iii. Solve problems involving probablity of an event.
7.2 Probability of the Discuss Complement equiprobable of an Event sample space through concrete i. State the complement activities ofand an event begin in with : simple cases such as tossing a fair coin.
PLAN AND LEARNING CONTRACT :b. FORM Set notation 5 MATHEMATICS Use tree diagrams(2011) to obtain sample space for tossing
ii. Find the probability a fair of coin the or complement tossing a fair ofdie an activities. event. Discuss events that produce P(A ) = 1 and
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p(A ) =event 0. 7.3 Probability of combined i. List the outcomes Include for events event : in real life situations such as a. A or B as elements oflosing set A a game B winning or and passing or failing an exam. b. A and Bas elements set A to B. show the relationship between Use real life of situations ii. Find the probability i. A or by B listing and Athe UB outcomes ii. Aevent and B: and A B. of the combined a. A or B b. A and B An example of a situation is being chosen to be a member of an exclusive club with restricted conditions.
iii. Solve problems Useinvolving tree diagrams probability and coordinate planes to find all the of combined outcomes event. of combined events. Use two-way classification tables of events from # ENRICHMENT/REMEDIAL EXERCISE newspaper # articles or statistical data to find probability of combined events. Ask students to create tree BEARING 8.1 Bearing diagrams from these tables. NOTES:
i. Draw and label Compass the eight angle main and compass bearing directions are written : in a. north, south, three-digit east, west form, from 000 to 360. They are b. North-east, measured north-west, in asouth-east, clockwise direction south-west. from north. ii. State the compass Due north angleis of considered any as bearing 000 . compass direction. For cases involving degrees and minutes, state iii. Draw a diagram in degrees of a point up which to one shows decimal the point.
direction of B Discuss relative the to another use of bearing point A in real life situations.
given the bearing For example, of B from in A.map reading and navigation. iv. State the bearing NOTES: of point A from point B based on given Begin information. with the case where bearing of point B v. Solve problems from involving point bearing. A is given. # ENRICHMENT/REMEDIAL EXERCISE #
EARTH AS A SPHERE Model such as globes should be used. Introduce the meridian through Greenwich in England i. Sketch a greatas circle the from Greenwich north Meridian to south pole with longitude 0. iii. Sketch/ labell ai. meridian all points with on a the meridian longitude have given the same longitude iv. Find the difference ii. there between are two two meridians longitude. on a great circle through
PLAN AND LEARNING CONTRACT ii. State : FORM the longitude 5 MATHEMATICS Discuss of a that given : point. (2011)
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i. Sketch a circle parallel (180to x) the W equator. (or E) form a great circle ii. State the latitude through of a given both points. poles. iii. Sketch and label Discuss a parallel that of alllatitude. points on a parallel of latitude iv. Find the difference have between the same two latitude. latitudes. 9.3 Location of a place Use a globe or map to find locations of cities i. State the latitude around and longitude the world. of a given place. Use a globe or a map to name a place ii. Mark the location given of a its place. location. iii. Sketch / label the Uselatitude the globe and tolongitude find the distance of a place between two 9.4 Distance on the surface of the earth cities or towns on the same meridian. i. Find the length Sketch of an arc the of angle a great at the circle centre in of the earth that nautical mile, given the subtended at the two given points is subtended by the angle arc between centre of the earth along and thevice equator. versa. ii. Find the distance Use between models such two points as themeasured globe to find relationships along a meridian, between given the radius latitudes of of the both earth points. and radius iii. Find the latitude/ parallel longitude of latitudes. of a point given the latitude / longitude of another point and the distance between the two points along the same meridian/ latitude. iv. State the relation between the radius of the earth and the radius of a parallel of latitude. v. Find the shortest distance between two points vi. Solve problems involving : a. distance between two points. b. travelling on the surface of the earth. # ENRICHMENT/REMEDIAL EXERCISE #
SUGGESTE D LEARNING AREA /OUTCOMES TEACHING REVISION FOR SPM / GEMPUR SPM AND
STANDARD FORM
. Discuss the significant of zero in a number. . Discuss the uses of significant figures in everyday life
I. Significan t Figure
and other areas.
II. Standard PLAN AND LEARNING CONTRACT : FORM 4 MATHEMATICS . Use the scientific calculator (2011) to explore standard form. Form QUADRATIC EXPRESSIONS AND EQUATIONS . Discuss the characteristics of quadratic expression or
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equations of the form ax +bx +c=0 where a, b and c
i. Quadrati c Expressio are constants, a 0 and x is an unknown. ns ii. Factorisa tion of Quadrati c Expressio ns . Discuss the various methods to obtained the iii. Quadrati c Equation desired products. Begin with a = 1. s iv. Roots of Quadrati c Equation s . Discuss the number of roots of quadratic equations. SETS
. Discuss the relationship between sets and universal sets. . Discuss why {0} and {} are not empty sets.
I. Set
II. Subset, Universal set & Comple ment of . A B = , a set III. Operatio ns on Sets
.A B.
i. Stateme . nts ii. Quantifie rs All and Some iii. Operatio n involving Not or No, And and Or in Stateme nts. iv. Implicati on v. Argumen t vi. Deductio n and Induction
i. Gradient of a Straight . Find the ratio of vertical distance to horizontal distance Line ii. Intercept
. Identify the concept of m, c and x-intercept.
iii. Equation of a straight . Verify that m is gradient, c is y-intercept of a straight line iv. Parallel line with equation y = mx + c lines
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