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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

MATHEMATICS
Form 3

Curriculum Development Centre


Ministry of Education Malaysia
2003
Integrated Curriculum for Secondary Schools

Curriculum Specifications

MATHEMATICS
FORM 3

Curriculum Development Centre


Ministry of Education Malaysia
2003
Copyright 2003 Curriculum Development Centre
Ministry of Education Malaysia
Persiaran Duta
50604 Kuala Lumpur

First published 2003

Copyright reserved. Except for use in a review, the reproduction


or utilization of this work in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying, and recording is forbidden without prior
written permission from the Director of the Curriculum
Development Centre, Ministry of Education Malaysia.
CONTENTS
Page
RUKUNEGARA v
NATIONAL PHILOSOPHY OF EDUCATION vii
PREFACE ix
INTRODUCTION 1
LINES AND ANGLES II 10
POLYGONS II 12
CIRCLES II 15
STATISTICS II 19
INDICES 21
ALGEBRAIC EXPRESSIONS III 27
ALGEBRAIC FORMULAE 32
SOLID GEOMETRY III 34
SCALE DRAWINGS 40
TRANSFORMATIONS II 42
LINEAR EQUATIONS II 45
LINEAR INEQUALITIES 47
GRAPHS OF FUNCTIONS 53
RATIO, RATE AND PROPORTION II 55
TRIGONOMETRY 58
CONTRIBUTORS 62

iii
RUKUNEGARA
DECLARATION

OUR NATION, MALAYSIA, being dedicated


to achieving a greater unity of all her peoples;
to maintaining a democratic way of life;
to creating a just society in which the wealth of the nation shall be equitably shared;
to ensuring a liberal approach to her rich and diverse cultural traditions;
to building a progressive society which shall be oriented to modern science and technology;

WE, her peoples, pledge our united efforts to attain these ends guided by these principles:

BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
UPHOLDING THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY

v
NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals


in a holistic and integrated manner, so as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonious based on a firm belief in
and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible
and capable of achieving a high level of personal well being as well as being able to
contribute to the harmony and betterment of the family, society and the nation at large.

vii
PREFACE

Science and technology plays a critical role in meeting of English assisted by ICT will provide greater
Malaysias aspiration to achieve developed nation opportunities for pupils to enhance their knowledge and
status. Since mathematics is instrumental in skills because they are able to source the various
developing scientific and technological knowledge, the repositories of mathematical knowledge written in
provision of quality mathematics education from an English whether in electronic or print forms. Pupils will
early age in the education process is important. be able to communicate mathematically in English not
only in the immediate environment but also with pupils
The secondary school Mathematics curriculum as from other countries thus increasing their overall
outlined in the syllabus has been designed to provide English proficiency and mathematical competence in
opportunities for pupils to acquire mathematical the process.
knowledge and skills and develop the higher order
problem solving and decision making skills that they The development of this Curriculum Specifications
can apply in their everyday lives. But, more accompanying the syllabus is the work of many
importantly, together with the other subjects in the individuals expert in the field. To those who have
secondary school curriculum, the mathematics contributed in one way or another to this effort, on behalf
curriculum seeks to inculcate noble values and love of the Ministry of Education, I would like to express my
for the nation towards the final aim of developing the deepest gratitude and appreciation.
wholistic person who is capable of contributing to the
harmony and prosperity of the nation and its people.

Beginning in 2003, science and mathematics will be


taught in English following a phased implementation (Dr. SHARIFAH MAIMUNAH SYED ZIN)
schedule which will be completed by 2008. Director
Mathematics education in English makes use of ICT Curriculum Development Centre
in its delivery. Studying mathematics in the medium Ministry of Education Malaysia

ix
CONTENTS
Page
RUKUNEGARA v
NATIONAL PHILOSOPHY OF EDUCATION vii
PREFACE ix
INTRODUCTION 1
LINES AND ANGLES II 10
POLYGONS II 12
CIRCLES II 15
STATISTICS II 19
INDICES 21
ALGEBRAIC EXPRESSIONS III 27
ALGEBRAIC FORMULAE 32
SOLID GEOMETRY III 34
SCALE DRAWINGS 40
TRANSFORMATIONS II 42
LINEAR EQUATIONS II 45
LINEAR INEQUALITIES 47
GRAPHS OF FUNCTIONS 53
RATIO, RATE AND PROPORTION II 55
TRIGONOMETRY 58
CONTRIBUTORS 62

iii
RUKUNEGARA
DECLARATION

OUR NATION, MALAYSIA, being dedicated


to achieving a greater unity of all her peoples;
to maintaining a democratic way of life;
to creating a just society in which the wealth of the nation shall be equitably shared;
to ensuring a liberal approach to her rich and diverse cultural traditions;
to building a progressive society which shall be oriented to modern science and technology;

WE, her peoples, pledge our united efforts to attain these ends guided by these principles:

BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
UPHOLDING THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY

v
NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals


in a holistic and integrated manner, so as to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonious based on a firm belief in
and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible
and capable of achieving a high level of personal well being as well as being able to
contribute to the harmony and betterment of the family, society and the nation at large.

vii
PREFACE

Science and technology plays a critical role in meeting of English assisted by ICT will provide greater
Malaysias aspiration to achieve developed nation opportunities for pupils to enhance their knowledge and
status. Since mathematics is instrumental in skills because they are able to source the various
developing scientific and technological knowledge, the repositories of mathematical knowledge written in
provision of quality mathematics education from an English whether in electronic or print forms. Pupils will
early age in the education process is important. be able to communicate mathematically in English not
only in the immediate environment but also with pupils
The secondary school Mathematics curriculum as from other countries thus increasing their overall
outlined in the syllabus has been designed to provide English proficiency and mathematical competence in
opportunities for pupils to acquire mathematical the process.
knowledge and skills and develop the higher order
problem solving and decision making skills that they The development of this Curriculum Specifications
can apply in their everyday lives. But, more accompanying the syllabus is the work of many
importantly, together with the other subjects in the individuals expert in the field. To those who have
secondary school curriculum, the mathematics contributed in one way or another to this effort, on behalf
curriculum seeks to inculcate noble values and love of the Ministry of Education, I would like to express my
for the nation towards the final aim of developing the deepest gratitude and appreciation.
wholistic person who is capable of contributing to the
harmony and prosperity of the nation and its people.

Beginning in 2003, science and mathematics will be


taught in English following a phased implementation (Dr. SHARIFAH MAIMUNAH SYED ZIN)
schedule which will be completed by 2008. Director
Mathematics education in English makes use of ICT Curriculum Development Centre
in its delivery. Studying mathematics in the medium Ministry of Education Malaysia

ix
LEARNING AREA:
1 LINES AND ANGLES II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

1.1 Understand and Explore the properties of angles i. Identify: parallel lines
use properties of associated with transversal using a) transversals
dynamic geometry software, transversal
angles associated
geometry sets, acetate overlays b) corresponding angles alternate angle
with transversal
and parallel lines. or tracing paper. c) alternate angles
interior angle
Discuss when alternate and d) interior angles.
associated
corresponding angles are not
equal. corresponding
ii. Determine that for parallel
angle
Discuss when all angles lines:
associated with transversals are a) corresponding angles intersecting
equal and the implication on its are equal lines
converse. supplementary
b) alternate angles are
equal angle
c) sum of interior angles is The interior angles on acetate overlay
180. the same side of the
transversal are
supplementary.
iii. Find the values of:
a) corresponding angles
b) alternate angles
c) interior angles
associated with parallel lines.

10
LEARNING AREA:
1 LINES AND ANGLES II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

iv. Determine if two given lines


are parallel based on the
properties of angles
associated with transversals.

v. Solve problems involving Limit to transversal


properties of angles intersecting parallel
associated with transversals. lines.

11
LEARNING AREA:
2 POLYGONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

2.1 Understand the i. Determine if a given polygon Limit to polygons with polygon
concepts of regular Use models of polygons and is a regular polygon. a maximum of 10
surroundings to identify regular regular
polygons. sides.
polygon
polygons.
convex
Explore properties of polygons
using rulers, compasses, polygon
protractors, grid papers, templates,
ii. Find: axes of
geo-boards, flash cards and
symmetry
dynamic geometry software. a) the axes of symmetry
straightedges
Include examples of non-regular b) the number of axes of
polygons developed through symmetry angle
activities such as folding papers in of a polygon. equilateral
the shape of polygons. triangle
Relate to applications in square
architecture. iii. Sketch regular polygons.
regular
iv. Draw regular polygons by
hexagon
dividing equally the angle at
the centre.
Construct using
v. Construct equilateral
straightedges and
triangles, squares and
compasses.
regular hexagons.
Emphasise on the
accuracy of drawings.

12
LEARNING AREA:
2 POLYGONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

2.2 Understand and Explore angles of different i. Identify the interior angles and
interior angle
use the polygons through activities such as exterior angles of a polygon. exterior angle
knowledge of drawing, cutting and pasting,
exterior and measuring angles and using complementary
ii. Find the size of an exterior
interior angles of dynamic geometry software. angle
angle when the interior angle
polygons. of a polygon is given and vice sum
versa.
Investigate the number of triangles
formed by dividing a polygon into iii. Determine the sum of the
several triangles by joining one interior angles of polygons.
chosen vertex of the polygon to the
other vertices. iv. Determine the sum of the
exterior angles of polygons.

13
LEARNING AREA:
2 POLYGONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

v. Find:
a) the size of an interior
angle of a regular
polygon given the
number of sides.
b) the size of an exterior
angle of a regular
polygon given the
number of sides.
c) the number of sides of a
regular polygon given the
size of the interior or
exterior angle.
Include examples from everyday
situations. vi. Solve problems involving
angles and sides of
polygons.

14
LEARNING AREA:
3 CIRCLES II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

3.1 Understand and Explore through activities such as i. Identify a diameter of a circle diameter
use properties of tracing, folding, drawing and as an axis of symmetry.
axis of
circles involving measuring using compasses, ii. Determine that: symmetry
symmetry, chords rulers, threads, protractor, filter
and arcs. papers and dynamic geometry a) a radius that is chord
software. perpendicular to a chord
perpendicular
divides the chord into two
bisector
equal parts and vice
versa. intersect
b) perpendicular bisectors equidistant
of two chords intersect at
arc
the centre.
symmetry
c) two chords that are equal
in length are equidistant centre
from the centre and vice radius
versa.
perpendicular
d) chords of the same
length cut arcs of the
same length.
iii. Solve problems involving
symmetry, chords and arcs of
circles.

15
LEARNING AREA:
3 CIRCLES II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

3.2 Understand and Explore properties of angles in a i. Identify angles subtended by Include reflex angles angle
use properties of circle by drawing, cutting and an arc at the centre and at subtended at the
subtended
angles in circles. pasting, and using dynamic the circumference of a circle. centre.
geometry software. semicircle
ii. Determine that angles Angle subtended by
subtended at the an arc is the same as circumference
circumference by the same angle subtended by arc
arc are equal. the corresponding
chord. chord
iii. Determine that angles
subtended: reflex angle
a) at the circumference centre
b) at the centre
by arcs of the same length
are equal.
iv. Determine the relationship
between angle at the centre
and angle at the
circumference subtended by
an arc.
v. Determine the size of an
angle subtended at the
circumference in a
semicircle.

16
LEARNING AREA:
3 CIRCLES II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

vi. Solve problems involving


angles subtended at the
centre and angles at the
circumference of circles.

3.3 Understand and Explore properties of cyclic i. Identify cyclic quadrilaterals.


cyclic
use the concepts quadrilaterals by drawing, cutting quadrilateral
of cyclic and pasting and using dynamic ii. Identify interior opposite interior
quadrilaterals. geometry software. angles of cyclic opposite
quadrilaterals. angle
exterior angle
iii. Determine the relationship
between interior opposite
angles of cyclic
quadrilaterals.

iv. Identify exterior angles and


the corresponding interior
opposite angles of cyclic
quadrilaterals.

17
LEARNING AREA:
3 CIRCLES II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

v. Determine the relationship


between exterior angles and
the corresponding interior
opposite angles of cyclic
quadrilaterals.

vi. Solve problems involving


angles of cyclic quadrilaterals.

vii. Solve problems involving


circles.

18
LEARNING AREA:
4 STATIS TICS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

4.1 Represent and Use everyday examples from i. Obtain and interpret Relate the quantities sector
interpret data in pie sources such as newspapers, information from pie charts. of the data to the size
pie chart
charts to solve magazines, reports and the of angles of the
ii. Construct pie charts to
problems. Internet. sectors. angle
represent data.
Use calculators and computer A complete pie chart suitable
software in constructing pie charts. should include:
i) The title representation
ii) Appropriate labels construct
iii. Solve problems involving pie for the groups of
charts. size of sector
data.
quantity
Pie charts are mainly
suitable for data
categorical data.
size of angle
Include pictograms,
iv. Determine suitable label
bar charts, line graphs
representation of data. title
and pie charts.
Discuss that pictograms
representation of data bar chart
depends on the type
of data. pie chart

19
LEARNING AREA:
4 STATIS TICS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

4.2 Understand and Use sets of data from everyday i. Determine the mode of: Involve data with data
use the concepts situations to evaluate and to a) sets of data. more than one mode.
mode
of mode, median forecast.
b) data given in frequency Limit to cases with
and mean to solve discrete
problems. Discuss appropriate tables. discrete data only.
measurement in different frequency
ii. Determine the mode and the Emphasise that mode
situations. refers to the category median
respective frequency from
pictographs, bar charts, line or score and not to arrange
graphs and pie charts. the frequency.
odd
iii. Determine the median for Include change in the
sets of data. number and value of even
data. middle
iv. Determine the median of
data in frequency tables. frequency
Use calculators to calculate the v. Calculate the mean of: table
mean for large sets of data. mean
a) sets of data
Discuss appropriate use of mode,
median and mean in certain b) data in frequency tables
situations.
vi. Solve problems involving
mode, median and mean.

20
LEARNING AREA:
5 INDICES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

5.1 Understand the Explore indices using calculators i. Express repeated Begin with squares indices
concepts of and spreadsheets. multiplication as an and vice and cubes.
base
indices. versa. a is a real number.
index
Include algebraic
power of
terms.
index notation
Emphasise base and
index. index form
n
a x a x a = a express
n factors value
a is the base, n is the real numbers
index.
repeated
Involve fractions and multiplication
decimals.
ii. Find the value of an . factor
Limit n to positive
integers.

iii. Express numbers in index


notation.

21
LEARNING AREA:
5 INDICES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

5.2 Perform Explore laws of indices using i. Verify am x an = am+ n multiplication


computations repeated multiplication and simplify
involving ii. Simplify multiplication of:
calculators. Limit algebraic terms base
multiplication of a) numbers to one unknown. algebraic term
numbers in index
b) algebraic terms
notation. verify
expressed in index notation
index notation
with the same base.
indices
law of indices
iii. Simplify multiplication of:
unknown
a) numbers
b) algebraic terms
expressed in index notation
with different bases.

5.3 Perform i. Verify am am = am n Emphasise a0 = 1.


computation
involving division ii. Simplify division of:
of numbers in a) numbers
index notation.
b) algebraic terms
expressed in index notation
with the same base.

22
LEARNING AREA:
5 INDICES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

5.4 Perform i. Derive (am )n = amn . ( am )n = amn raised to a


computations power
involving raising ii. Simplify: m and n are positive
integers. base
numbers and a) numbers
algebraic terms in Limit algebraic terms
b) algebraic terms
index notation to to one unknown.
a power. expressed in index notation
raised to a power. Emphasise:
(am x bn )p = amp x bnp
p
iii. Simplify multiplication and am a mp
n = np
division of: b b

a) numbers
b) algebraic terms
expressed in index notation
with different bases raised to
a power.
iv. Perform combined
operations involving
multiplication, division, and
raised to a power on:
a) numbers
b) algebraic terms.

23
LEARNING AREA:
5 INDICES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

5.5 Perform Explore using repeated 1 n is a positive integer. verify


computations multiplications and the law of
i. Verify a- n = n
.
a Begin with n = 1.
involving negative indices.
indices. 1
ii. State a- n as and vice
an
versa.

iii. Perform combined operations


of multiplication, division and
raising to a power involving
negative indices on:
a) numbers
b) algebraic terms.

5.6 Perform 1
n
computations i. Verify a n = a. a and n are positive
involving integers.
fractional indices.
1 Begin with n = 2.
n n
ii. State a as a and vice
versa.

24
LEARNING AREA:
5 INDICES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

iii. Find the value of a n .


m
iv. State a n as:
1 1

a) (a m ) n or (a n ) m
n
b) am or ( n a )m

v. Perform combined
operations of multiplication,
division and raising to a
power involving fractional
indices on:
a) numbers
b) algebraic terms.
m
vi. Find the value of a n . Limit to positive
integral roots.

25
LEARNING AREA:
5 INDICES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

5.7 Perform i. Perform multiplication,


computation division, raised to a power or
involving laws of combination of these
indices. operations on several
numbers expressed in index
notation.

ii. Perform combined operations


of multiplication, division and
raised to a power involving
positive, negative and
fractional indices.

26
LEARNING AREA:
6 ALGEBRAIC E XP RESSIONS III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

6.1 Understand and Relate to concrete examples. i. Expand single brackets. Begin with linear linear algebraic
use the concept of algebraic terms. terms
expanding Explore using computer software.
Limit to linear like terms
brackets. ii. Expand two brackets.
expressions.
unlike terms
Emphasise:
expansion
(a b)(a b) expand
= (a b) 2
single brackets
two brackets
Include: multiply
(a + b)(a + b)
(a b)(a b)
(a + b)(a b)
(a b)(a + b)

27
LEARNING AREA:
6 ALGEBRAIC E XP RESSIONS III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

6.2 Understand and Explore using concrete materials i. State factors of an algebraic Emphasise the factorisation
use the concept and computer software. term. relationship between
square
of factorisation of expansion and
ii. State common factors and the
algebraic factorisation. common factor
HCF for several algebraic
expressions to term
terms. Note that 1
solve problems.
is a factor for all highest
algebraic terms. common factor
iii. Factorise algebraic
The difference of two (HCF)
expressions:
squares means: difference of
a) using common factor
a2 b2 two squares
b) the difference of two
squares. = (a b)(a m b).
Limit to four algebraic
terms.
.
ab ac = a(b c)
e2 f 2 = (e + f ) (e f )
x 2 + 2xy + y2 = (x + y) 2
limit answers to
(ax + by) 2
ab + ac + bd + cd
=(b + c)(a + d)

28
LEARNING AREA:
6 ALGEBRAIC E XP RESSIONS III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

Explore using computer software. iv. Factorise and simplify Begin with one-term numerator
algebraic fractions. expressions for the
denominator
numerator and
denominator. algebraic
fraction
Limit to factorisation
involving common factorisation
factors and difference
of two squares.

29
LEARNING AREA:
6 ALGEBRAIC E XP RESSIONS III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

6.3 Perform addition Explore using computer software. i. Add or subtract two algebraic common factor
and subtraction on fractions with the same
algebraic fractions. Relate to real-life situations. denominator.
lowest
common
multiple (LCM)
The concept of LCM
ii. Add or subtract two algebraic multiple
may be used.
fractions with one
denominator
denominator as a multiple of Limit denominators to
the other denominator. one algebraic term.

iii. Add or subtract two algebraic


fractions with denominators:
a) without any common
factor
b) with a common factor.

30
LEARNING AREA:
6 ALGEBRAIC E XP RESSIONS III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

6.4 Perform Explore using computer software. i. Multiply two algebraic Begin multiplication simplification
multiplication and fractions involving and division without
division on denominator with: simplification followed
algebraic fractions. by multiplication and
a) one term
division with
b) two terms. simplification.

ii. Divide two algebraic fractions


involving denominator with:
a) one term
b) two terms

iii. Perform multiplication and


division of two algebraic
fractions using factorisation
involving common factors and
the different of two squares.

31
LEARNING AREA:
7 ALGEBRAIC FORMULAE Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

7.1 Understand the Use examples of everyday i. Determine if a quantity in a quantity


concepts of situations to explain variables and given situation is a variable
variable
variables and constants. or a constant.
constants. constant
possible value
ii. Determine the variable in a
given situation and represent formula
it with a letter symbol. value
letter symbol
iii. Determine the possible Variables include
formulae
values of a variable in a integers, fractions and
given situation. decimals.

32
LEARNING AREA:
7 ALGEBRAIC FORMULAE Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

7.2 Understand the i. Write a formula based on a Symbols representing subject of a


concepts of given: a quantity in a formula formula
formulae to solve must be clearly
a) statement statement
problems. stated.
b) situation. power
ii. Identify the subject of a given roots
formula.
formulae
iii. Express a specified variable
as the subject of a formula
involving:
a) one of the basic
operations: +, , x,
b) powers or roots
c) combination of the basic
operations and powers or
roots.
iv. Find the value of a variable
when it is:
a) the subject of the formula
b) not the subject of the
formula.
v. Solve problems involving Involve scientific
formulae.
formulae.

33
8 LEARNING AREA:
SOLID GEOME TRY III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

8.1 Understand and Use concrete models to derive i. Derive the formula for Prisms and cylinders derive
use the concepts the formulae. volume of: refer to right prisms
prism
of volumes of and right circular
right prisms and Relate the volume of right prisms a) prisms
cylinders respectively. cylinder
right circular to right circular cylinders. b) cylinders.
right circular
cylinders to solve
cylinder
problems. ii. Calculate the volume of a
right prism in cubic units circular
given the height and:
base
a) the area of the base
radius
Limit the bases to
b) dimensions of the base.
shapes of triangles volume
and quadrilaterals.
area
cubic units
iii. Calculate the height of a
square
prism given the volume and
the area of the base. rectangle
iv. Calculate the area of the triangle
base of a prism given the dimension
volume and the height.
height

34
LEARNING AREA:
8 SOLID GEOME TRY III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

v. Calculate the volume of a


cubic metre
cylinder in cubic units given:
cubic
a) area of the base and the
centimetre
height.
cubic
b) radius of the base and
millimetre
the height
millilitre
of the cylinder.
litre
convert
vi. Calculate the height of a
cylinder, given the volume metric unit
and the radius of the base.
vii. Calculate the radius of the
base of a cylinder given the
volume and the height.

viii. Convert volume in one metric


unit to another:
a) mm3, cm 3 and m3
b) cm 3, ml and l .

35
LEARNING AREA:
8 SOLID GEOME TRY III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

liquid
ix. Calculate volume of liquid in a Limit the shape of container
container. containers to right
circular cylinders and
right prisms.
x. Solve problems involving
volumes of prisms and
cylinders.

36
LEARNING AREA:
8 SOLID GEOME TRY III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

8.2 Understand and Use concrete models to derive i. Derive the formula for the Include bases of pyramid
use the concept the formula. volume of: different types of
cone
of volumes of polygons.
right pyramids Relate volumes of pyramids to a) pyramids
volume
and right circular prisms and volumes of cones to b) cones.
cylinders. base
cones to solve
problems. height
ii. Calculate the volume of
dimension
pyramids in mm3, cm 3 and
m3, given the height and:
a) area of the base
b) dimensions of base.

iii. Calculate the height of a


pyramid given the volume and
the dimension of the base.

iv. Calculate the area of the base


of a pyramid given the volume
and the height.

37
LEARNING AREA:
8 SOLID GEOME TRY III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

v. Calculate the volume of a height


cone in mm3, cm 3 and m3, dimension
given the height and radius
of the base.

vi. Calculate the height of a


cone, given the volume and
the radius of the base.

vii. Calculate the radius of the


base of a cone given the
volume and the height.

viii. Solve problems involving


volumes of pyramids and
cones.

38
LEARNING AREA:
8 SOLID GEOME TRY III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

8.3 Understand and i. Calculate the volume of a Include hemisphere sphere


use the concept sphere given the radius of the
hemisphere
of volumes of sphere.
sphere to solve solid
ii. Calculate the radius of a
problems. composite
sphere given the volume of
the sphere. solid
iii. Solve problems involving combination
volumes of spheres. volume
radius

8.4 Apply the concept Use concrete models to form i. Calculate the volume of a Composite solids are
of volumes to composite solids. composite solid. combinations of
solve problems geometric solids.
involving Use examples from real-life
composite solids. situations. ii. Solve problems involving
volumes of composite solids.

39
LEARNING AREA:
9 SCALE DRAWINGS III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

9.1 Understand the Explore scale drawings using i. Sketch shapes: Limit objects to two- sketch
concepts of scale dynamic geometry software, grid dimensional
a) of the same size as the draw
drawings. papers, geo-boards or graph geometric shapes.
object
papers. objects
b) smaller than the object
grid paper
c) larger than the object
geo-boards
using grid papers.
software
scale
ii. Draw geometric shapes
geometrical
according to scale 1 : n, shapes
where n = 1, 2, 3, 4, 5 ,
1, 1 . composite
2 10 shapes
Emphasise on the smaller
accuracy of the
iii. Draw composite shapes, larger
drawings.
according to a given scale accurate
using: Include grids of
different sizes. size
a) grid papers
b) blank papers.

40
LEARNING AREA:
9 SCALE DRAWINGS III Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

iv. Redraw shapes on grids of Emphasise that grids redraw


different sizes. should be drawn on
the original shapes.

Relate to maps, graphics and v. Solve problems involving


architectural drawings. scale drawings.

41
LEARNING AREA:
10 TRANSFORMATIONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

10.1 Understand and Involve examples from everyday i. Identify if given shapes are Emphasise that for a shape
use the concepts situations. similar. triangle, if the
similar
of similarity. corresponding angles
ii. Calculate the lengths of
are equal, then the side
unknown sides of two similar
corresponding sides angle
shapes.
are proportional.
) proportion
centre of
enlargement
10.2 Understand and Explore the concepts of i. Identify an enlargement. transformation
use the concepts enlargement using grid papers, ii. Find the scale factor, given Emphasise the case enlargement
of enlargement. concrete materials, drawings, the object and its image of an of reduction.
geo-boards and dynamic enlargement when: scale factor
geometry software. Emphasise the case
a) scale factor > 0 when object
Relate enlargement to similarity scale factor = 1
of shapes. b) scale factor < 0. image
invariant
Emphasise that the reduction
iii. Determine the centre of
centre of enlargement
enlargement, given the size
is an invariant point.
object and its image.
orientation
similarity

42
LEARNING AREA:
10 TRANSFORMATIONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

iv. Determine the image of an Emphasise the properties


object given the centre of method of
enlargement and the scale construction.
factor.

v. Determine the properties of


enlargement.

vi. Calculate the:


a) scale factor
b) the lengths of sides of the
image
c) the lengths of sides of the
object
of an enlargement.

43
LEARNING AREA:
10 TRANSFORMATIONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

Use grid papers and dynamic vii. Determine the relationship area
geometry software to explore the between the area of the
relationship between the area of image and its object.
the image and its object.
Include negative scale
viii. Calculate the:
factors.
a) area of image
b) area of object
c) scale factor
of an enlargement.

ix. Solve problems involving


enlargement.

44
LEARNING AREA:
11 LINE AR EQUATIONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

11.1 Understand and Derive linear equations in two i. Determine if an equation is a equation
use the concepts variables relating to real-life linear equation in two
variable
of linear situations. variables.
equations in two linear equation
variables. Explore using graphic calculators, ii. Write linear equations in two
dynamic geometry software and variables from given value
spreadsheets to solve linear information. possible
equations and simultaneous iii. Determine the value of a solution
linear equations. variable given the other
variables.
iv. Determine the possible
solutions for a linear equation
in two variables.

45
LEARNING AREA:
11 LINE AR EQUATIONS II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

11.2 Understand and Use trial and improvement i. Determine if two given Include letter symbols linear equation
use the concepts method. equations are simultaneous other than x and y to variable
of two linear equations. represent variables.
simultaneous Use examples from real-life simultaneous
situations. ii. Solve two simultaneous linear
linear equations
linear equations in two equation
in two variables
variables by
to solve solution
problems. a) substitution
substitution
b) elimination
elimination

iii. Solve problems involving two


simultaneous linear
equations in two variables.

46
LEARNING AREA:
12 LINE AR INEQUALITIES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

12.1 Understand and Use everyday situations to illustrate i. Identify the relationship: inequality
use the concepts the symbols and the use of > , a) greater than greater
of inequalities. < , and .
b) less than less
Emphasise that a > b
based on given situations. is equivalent to b < a. greater than
less than
> read as greater
ii. Write the relationship than. equal to
between two given numbers
< read as less include
using the symbol > or <.
than. equivalent
read as greater solution
iii. Identify the relationship: than or equal to.
a) greater than or equal to read as less
b) less than or equal to than or equal to.
based on given situations.

47
LEARNING AREA:
12 LINE AR INEQUALITIES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

12.2 Understand and i. Determine if a given relationship


use the relationship is a linear
linear
concepts of inequality.
linear unknown
ii. Determine the possible
inequalities in number line
solutions for a given linear
one unknown.
inequality in one unknown:
a) x > h; h is a constant, x is an
integer.
b) x < h;
c) x h;
d) x h.
iii. Represent a linear inequality:
a) x > h;
b) x < h;
c) x h;
d) x h.
on a number line and vice
versa.

48
LEARNING AREA:
12 LINE AR INEQUALITIES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

Involve examples from everyday iv. Construct linear inequalities


situations. using symbols:
a) > or <
b) or
from given information.

12.3 Perform i. State a new inequality for a Emphasise that the add
computations given inequality when a condition of inequality
addition
involving number is: is unchanged.
addition, subtract
a) added to
subtraction, subtraction
multiplication b) subtracted from
and division on multiply
both sides of the inequalities.
linear multiplication
inequalities.
divide
Emphasise that when
we multiply or divide division
ii. State a new inequality for a
both sides of an
given inequality when both
inequality by the same
sides of the inequality are:
negative number, the
a) multiplied by a number inequality is reversed.
b) divided by a number.

49
LEARNING AREA:
12 LINE AR INEQUALITIES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

iii. Construct inequalities Information given from relation


real-life situations.
a) x +k > m + k equivalent
Include also <, and
b) x k > mk adding
.
c) kx > km subtracting

x m simplest
d) >
k k collect
from given information. isolate
solve

50
LEARNING AREA:
12 LINE AR INEQUALITIES Form 3
\LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

12.4 Perform Explore using dynamic geometry i. Solve a linear inequality by: Emphasise that for a add
computations to software and graphic calculators. solution, the variable
a) adding a number subtract
solve inequalities is written on the left
in one variable. b) subtracting a number side of the multiply
on both sides of the inequalities. divide
inequality.

ii. Solve a linear inequality by


a) multiplying a number
b) dividing a number
on both sides of the
inequality.

iii. Solve linear inequalities in


one variable using a
combination of operations.

51
LEARNING AREA:
12 LINE AR INEQUALITIES Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

12.5 Understand the i. Represent the common Emphasise the determine


concepts of values of two simultaneous meaning of
common value
simultaneous linear inequalities on a inequalities such as:
linear number line. simultaneous
i. a < x < b
inequalities in combining
one variable. ii. a x b
ii. Determine the equivalent linear
inequalities for two given iii. a x < b inequality
linear inequalities. iv. a < x b number line
equivalent
iii. Solve two simultaneous linear Emphasise that forms
inequalities. such as:
i. a > x < b
ii. a < x b
iii. a < x > b
are not accepted.

52
LEARNING AREA:
13 GRAPHS OF FUNCTIONS Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

13.1 Understand and Explore using function i. State the relationship between Involve functions such function
use the concepts machines. two variables based on given as:
relationship
of functions. information.
i. y = 2x + 3 variable
ii. p = 3q2 + 4q 5 dependent
ii. Identify the dependent and
iii. A = B3 variable
independent variables in a
given relationship involving 1 independent
two variables. iv. W = variable
Z
ordered pairs

iii. Calculate the value of the


dependent variable, given the
value of the independent
variable.

53
LEARNING AREA:
13 GRAPHS OF FUNCTIONS Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

13.2 Draw and use i. Construct tables of values for Limit to linear, coordinate
graphs of given functions. quadratic and cubic plane
functions. functions.
table of values
Include cases when
ii. Draw graphs of functions origin
scales are not given.
using given scale.
graph
x -coordinate
iii. Determine from a graph the
value of y, given the value of
y-coordinate
x and vice versa. x -axis
y-axis
iv. Solve problems involving scale
graphs of functions.

54
LEARNING AREA:
14 RATIO, RATE AND PROPORTION II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

14.1 Understand the Use real-life situations that i. Determine the rate involved Emphasise the units rate
concepts of rates involve rate. in given situations and in the calculation.
identify the two quantities quantity
and perform
computations involved. unit of
involving rate. measurement
ii. Calculate the rate given two
different quantities.

iii. Calculate a certain quantity


given the rate and the other
quantity.

iv. Convert rates from one unit of


measurement to another.

v. Solve problems involving rate.

55
LEARNING AREA:
14 RATIO, RATE AND PROPORTION II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

14.2 Understand and Use examples from everyday i. Identify the two quantities Moral values related speed
use the concept situations. involved in speed. to traffic rules should
distance
of speed. be incorporated.
ii. Calculate and interpret speed.
time
iii. Calculate: uniform
a) the distance, given the non-uniform
speed and the time
differentiate
b) the time, given the speed
and the distance.

iv. Convert speed from one unit Include the use of


of measurement to another. graphs.

v. Differentiate between uniform


speed and non-uniform
speed.

56
LEARNING AREA:
14 RATIO, RATE AND PROPORTION II Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

14.3 Understand and Use examples from daily i. Calculate the average speed average speed
use the concepts situations. in various situations.
distance
of average speed.
Discuss the difference between ii. Calculate: time
average speed and mean speed.
a) the distance, given the acceleration
average speed and the
retardation
time.
b) the time, given the
average speed and the
distance.

iii. Solve problems involving


speed and average speed.

14.4 Understand and i. Identify the two quantities Include cases of


use the concepts involved in acceleration. retardation.
of acceleration.
Retardation is also
known deceleration.
ii. Calculate and interpret
acceleration.

57
LEARNING AREA:
15 TRIGONOME TRY Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

15.1 Understand and Use right-angled triangles with i. Identify the: Use only right-angled right-angled
use tangent of an real measurements and develop a) hypotenuse triangle. triangle
acute angle in a through activities. b) the opposite side and the
Tangent can be angle
right-angled Discuss the ratio of the opposite adjacent side with respect
triangle. side to the adjacent side when to one of the acute written as tan . hypotenuse
the angle approaches 90o. angles. Emphasise that opposite side
Explore tangent of a given angle tangent is a ratio.
ii. Determine the tangent of an adjacent side
when: angle. Limit to opposite and
adjacent sides. ratio
a) The size of the triangle varies
proportionally. Include cases that tangent
iii. Calculate the tangent of an require the use of value
b) The size of angle varies. angle given the lengths of Pythagoras Theorem.
sides of the triangle. length
size
iv. Calculate the lengths of sides
of a triangle given the value of
tangent and the length of
another side.

58
LEARNING AREA:
15 TRIGONOME TRY Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

Explore sine of a given angle


15.2 Understand and i. Determine the sine of an Sine can be written ratio
when:
use sine of an angle. as sin. right-angled
acute angle in a a) The size of the triangle varies ii. Calculate the sine of an triangle
right-angled proportionally. angle given the lengths of
triangle. length
b) The size of the angle varies. sides of the triangle.
value
iii. Calculate the lengths of sides Include cases that
of a triangle given the value require the use of hypotenuse
of sine and the length of Pythagoras Theorem.
opposite side
another side.
size
Explore cosine of a given angle constant
15.3 Understand and i. Determine the cosine of an Cosine can be
use cosine of an when: angle. increase
written as cos .
acute angle in a a) The size of the triangle varies proportion
ii. Calculate the cosine of an
right-angled proportionally. angle given the lengths of
triangle.
b) The size of the angle varies. sides of the triangle.
iii. Calculate the lengths of sides Include cases that
of a triangle given the value of require the use of
cosine and the length of Pythagoras Theorem.
another side.

59
LEARNING AREA:
15 TRIGONOME TRY Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

15.4 Use the values of i. Calculate the values of other degree


tangent, sine and trigonometric ratios given the
minute
cosine to solve value of a trigonometric ratio.
problems. tangent
ii. Convert the measurement of
angles from: sine
a) degrees to degrees and cosine
minutes.
b) degrees and minutes to
degrees.

iii. Find the value of:


a) tangent
b) sine
Include angles
c) cosine
expressed in:
of 30o, 45o and 60 o without
i) degrees
using scientific calculator.
ii) degrees and
minutes
iv. Find the value of:
a) tangent
b) sine
c) cosine
using scientific calculator.

60
LEARNING AREA:
15 TRIGONOME TRY Form 3
LEARNING SUGGESTED TEACHING AND LEARNING OUTCOMES POINTS TO NOTE VOCABULARY
OBJECTIVES LEARNING ACTIVITIES

Students will be taught to: Students will be able to:

. v. Find the angles given the angle


values of:
degree
a) tangent
minute
b) sine
tangent
c) cosine
using scientific calculators. sine
cosine
vi. Solve problems involving
trigonometric ratios.

61
Form 3
CONTRIBUTORS

Advisor Dr. Sharifah Maimunah Syed Zin Director


Curriculum Development Centre

Dr. Rohani Abdul Hamid Deputy Director


Curriculum Development Centre

Editorial Ahmad Hozi H.A. Rahman Principal Assistant Director


Advisors (Science and Mathematics Department)
Curriculum Development Centre

Rusnani Mohd Sirin Assistant Director


(Head of Mathematics Unit)
Curriculum Development Centre

S. Sivagnanachelvi Assistant Director


(Head of English Language Unit)
Curriculum Development Centre

Editor Rosita Mat Zain Assistant Director


Curriculum Development Centre

62
Form 3
WRITERS
Rusnani Mohd Sirin Abdul Wahab Ibrahim Rosita Mat Zain
Curriculum Development Centre Curriculum Development Centre Curriculum Development Centre

Rohana Ismail Susilawati Ehsan Dr. Pumadevi a/p Sivasubramaniam


Curriculum Development Centre Curriculum Development Centre Maktab Perguruan Raja Melewar,
Seremban, Negeri Sembilan

Lau Choi Fong Prof. Dr. Nor Azlan Zanzali Krishen a/l Gobal
SMK Hulu Kelang University Teknologi Malaysia SMK Kg. Pasir Puteh
Hulu Kelang, Selangor Ipoh, Perak

Kumaravalu a/l Ramasamy Raja Sulaiman Raja Hassan Noor Aziah Abdul Rahman Safawi
Maktab Perguruan Tengku Ampuan SMK Puteri, Kota Bharu SMK Perempuan Pudu
Afzan, Kuala Lipis Kelantan Kuala Lumpur

Cik Bibi Kismete Kabul Khan Krishnan a/l Munusamy Mak Sai Mooi
SMK Dr. Megat Khas Jemaah Nazir Sekolah SMK Jenjarom
Ipoh, Perak Ipoh, Perak Selangor

Azizan Yeop Zaharie Ahmad Shubki Othman Zaini Mahmood


Maktab Perguruan Persekutuan Pulau SMK Dato Abdul Rahman Yaakob SMK Jabi
Pinang Bota, Perak Pokok Sena, Kedah

Lee Soon Kuan Ahmad Zamri Aziz


SMK Tanah Merah SMK Wakaf Bharu
Pendang, Kedah Kelantan

63
Form 3
LAYOUT AND ILLUSTRATION

Rosita Mat Zain Mohd Razif Hashim


Curriculum Development Centre Curriculum Development Centre

64

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