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Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
Yearlylessonplanaddmathf42010
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Yearlylessonplanaddmathf42010

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  • 1. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area .QUADRATIC 1. Understand the concept 1.1 Recognise a quadratic Use graphing Noble value :EQUATIONS of quadratic equation equation and express it in Cooperation calculators or computer and its roots. general form. software such as the TGA: Geometer’s Sketchpad and Flashcard spreadsheet to explore the Pedagogy : concept of quadratic Activity/Cooperativ Week 1.2 Determine whether a given e Learning equations. 1&2 value is the root of a CCTS: quadratic equation by Classification. a) substitution; b) inspection. Questions for 1.2(b) are given 1.3 Determine roots of quadratic in the form of (x + a)(x + b) = equations by trial and 0; a and b are numerical improvement method. values. Discuss when (x p)(x q) = 0, hence x – p = Value : 2. Understand the 2.1 Determine the roots of a 0 or Cooperation concept of quadratic quadratic equation by x – q = 0. Include case when TGA : equations. a) factorisation; p = q. Manila Card b) completing the square c) using the formula. Derivation of formula for Pedagogy : 2.1c is not required. Inquiry Finding, Constructisme If x=p and x=q are the roots, CCTS: then the quadratic equation is Refresh idea and (xp)(xq)=0, that is trial & error x2(pq)xpq=0. 2
  • 2. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 2.2 Form a quadratic equation Involve the use of: Pedagogy: from given roots. −b c Mastery Learning I ++=   and =  , a a Where Wand are roots of the quadratic equation ax2 +bx +c =0QUADRATIC 1. Understand the 1.1 Recognise quadratic functions Use computer software or Discuss the general shape of Mastery LearningFUNCTIONS concept of 1.2 Plot quadratic functions graphs graphing calculator. quadratic function. Week quadratic functions a) based on given tabulated (ex; GSP, Graphmatica or Introduce the term of Contextual 3&4 and their graphs values Microsoft Excel to explore parabola, minimum, b) by tabulating the graphs of quadratic maximum point and axis of values based on functions) symmetry for quadratic given functions curves. Use example of everyday 1.3 Recognise shapes of graphs situations to introduce graphs Discuss cases where a > 0 of quadratic functions of quadratic functions. and a < 0 for f ( x ) = ax 2 + bx + c 1.4 Relate the position of quadratic function graphs with types of roots for f (x) = 0. 2. Find maximum and 2.1 Determine the maximum or Use computer software or Discuss the general form of Mastery Learning minimum values of minimum value of quadratic graphing calculator. completing the square quadratic functions function by completing the (ex; GSP, Graphmatica or f ( x) = a ( x + p) 2 + q Self-Access Learning square Microsoft Excel to explore the graphs of quadratic functions) 3
  • 3. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 3. Sketch graphs of 3.1 Sketch quadratic functions by Use graphing calculator or Emphasis the marking of Contextual quadratic functions. determining the maximum or dynamic geometry software maximum or minimum point minimum point and two other such as the GSP or and two other points on the points. Graphmatica to reinforce the graphs drawn or by finding understanding of graphs of the axis of symmetry and the quadratic functions. intersection with the y – axis Determine other points by finding the intersection with x-axis (if it exists ) 4. Understand and use the 4.1 Determine the ranges of values Use graphing calculator or Emphasis on sketching Contextual concept of quadratic of x that satisfies quadratic dynamic geometry software graphs and use number lines inequalities. inequalities such as the GSP or when necessary. Graphmatica to reinforce the understanding of graphs of quadratic inequalities Problem solving,SIMULTANEOUS Students will be taught to: Students will be able to : Use graphing calculator or discovery method,EQUATIONS dynamic geometry software trial and 1. Solve simultaneous 1.1 Solve simultaneous equations such as the Geometers Limit non linear equations up improvement method. Week 5 equations in two using the the substitution Sketchpad to explore the to second degree only unknowns: one linear method concept of simultaneous ICT, relating, equation and one non - equations reasoning, linear equation. Mathematical 1.2 Solve simultaneous equations Use examples in real life Communication, involving real life situations situations such as area, Mathematical perimeter and others. ConnectionsFUNCTIONS Contextual 1.1 Represent Use pictures, role-play and Discuss the idea of set and 1. Understanding the computer software to introduce set notation. Week concept of relations. relations using introduce the concept of 4
  • 4. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area6 , 7 &8 a)arrow diagrams relations. b) ordered pairs c) graphs 1.2 Identify domain, codomain, object, image and range of a relation. 1.3 Classify a relation shown on a mapped diagram as: one to one, many to one, one to many or many to many relation. Represent functions using 2. Understand 2.1 Recognise arrow diagrams, ordered the concept functions as a special Use graphing calculators Cooperative pairs or graphs. of functions relation and computer software to learning explore the image of e.g. f : x → 2x functions. f (x) = 2x 2.2 Express functions using "f : x → 2x" is read as function notation. "function f maps x to 2x". 2.3 Determine domain, object, f (x) = 2x is read as “2x image and range of a is the image of x under the function. function f ”. Include examples of 2.4 Determine the image of a functions that are not function given the object mathematically based. 5
  • 5. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area and vice versa. Examples of functions include algebraic (linear and quadratic), trigonometric and absolute value. Define and sketch absolute value functions. 3. Understand 3.1 Determine composition of the two functions. Use arrow diagrams or Involve algebraic functions Mastery learning concept 3.2 Determine the image of algebraic method to only. composite functions given the of composite determine composite object and vice versa. functions. functions. 3.3 Determine one Images of composite of the functions in a functions include a range of values. (Limit to linear composite functions) b) given composite . function given the other related function. c) 4.1 Find the object by inverse Use sketches of graphs to Limit to algebraic Mastery learning d) 4. Understand the mapping given its image show the relationship functions. concept of inverse and function. between a function and its Exclude inverse of functions. inverse 4.2 Determine inverse composite functions. functions using algebra. Emphasise that inverse of a 6
  • 6. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 4.3 Determine and state the function is not necessarily condition for existence of a function. an inverse function. 9 e) Test 1 7
  • 7. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area Teaching 1. Understand and use 1.1 Find the value of numbers • Use examples of real- Discuss zero index and Aids/materialsINDICES ANDLOGARITHMS the concept of indices given in the form of: life situations to negative indices. Scientific calculator, and laws of indices to a) integer indices. introduce the concept Geometer’s Week 10 solve problems. b) fractional indices. of indices. Sketchpad, geometric set 1.2 Use laws of indices to find • Use computer the value of numbers in software such as the CCTS index form that are spreadsheet to Identifying relationship multiplied, divided or enhance the raised to a power. understanding of Teaching Strategies indices. Mastery Learning 1.3 Use laws of indices to Multiple intelligent simplify algebraic Contextual learning expressions. 2. Understand and use 2.1 Express equation in index • Use scientific xplain definition of form to logarithm form and calculators to logarithm. the concept of vice versa. enhance the N = ax ; loga N = x with a > logarithms and laws of logarithms to solve understanding of the 0, a ≠ 1. 2.2 Find logarithm of a concept of logarithm. Emphasise that: problems number. loga 1 = 0; loga a = 1. 2.3 Find logarithm of numbers Emphasise that: by using laws of a) logarithm of negative logarithms. numbers is undefined; b) logarithm of zero is undefined. 2.4 Simplify logarithmic expressions to the simplest Discuss cases where the form. given number is in a) index form b) numerical form. Discuss laws of logarithms 8
  • 8. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills AreaWeek 11 3.1 Find the logarithm of a Discuss: Vocabulary 3 Understand and use number by changing the 1 the change of base of loga b = base of the logarithm to a logb a logarithms to solve base suitable base. problems. integer indices 3.2 Solve problems involving fractional indices the change of base and laws of index form logarithms. 13 4.1 Solve equations involving Equations that involve raised to a power 4. Solve equations indices. indices and logarithms are law of indices involving indices and limited to equations with logarithms. 4.2 Solve equations involving single solution only. logarithms. Solve equations involving index form indices by: logarithm form a) comparison of indices and bases; logarithm undefined b) using logarithms 9
  • 9. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area Moral Values 1. Find distance between 1.1 Use examples of real-life Use the Pythagoras’ TheoremCOORDINAT Cooperative two points situations to find the to find the formula forGEOMETRY Find the distance between two Patriotism distance between two points. distance between two points. Respect points using formula Week 14 ( x1 − x2 ) 2 + ( y1 − y2 ) 2 Teaching Aids/ Material Chart Arrow diagram CCTS 2. Understand the concept 2.1 Find the midpoint of two Limit to cases where m and n Analogy of division of a line given points. are positive. Relations segment. Imagine Derivation of the formula 2.2 Find the coordinates of a  nx1 + mx2 ny1 + my2  Teaching Strategies  ,  is not point that divides a line according  m+n m+n  Contextual to a given ratio required. m : n. Moral Values 3. Find areas of polygons 3.1 Find the area of a triangle Use dynamic geometry Limit to numerical values. Week Cooperative based on the area of specific software such as the Emphasise the relationship 15 geometrical shapes. Geometer’s Sketchpad to between the sign of the value Teaching Aids/ explore the concept of area for area obtained with the Material of polygons. order of the vertices used. Grid Board 3.2 Find the area of a triangle by Use x2 x3 x1 1 x1 Emphasise that when the area using formula. Teaching Strategies 2 y1 y 2 y 3 y 1 of polygon is 0, the given 1 x1 x2 x3 x1 Contextual points are collinear. 2 y1 y 2 y 3 y1 Generate ideas for substitution of Thinking Skills 3.3 Find the area of a coordinates into the formula. quadrilateral using formula 10
  • 10. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area Moral Values 4. Understands use the 4.1 Use dynamic Geometry Honesty concept of equation of a software such as the Determine the x – intercept and y- Accuracy straight line. Geometer’s Sketchpad to intercept of a line explore the concept of Teaching Aids/ 4.2 equation of a straight lines. Material Find the gradient of a straight line Charts, Graphical that passes through two points. Calculator Charts Teaching Strategies 4.3 Find the gradient of a staright Answer for learning Mastery Learning line using the x-intercept and outcomes 4.4 (a) and 4.4(b) Contextual Approach y-intercept must be stated in the simplest Mastery Approach form 4.4Find the equation of a straight line given: x y + = 1 involve changing a) gradient and one point a b the equation into gradient b) two point y = mx + c and intercept c) x-intercept and y-intercept form 4.5 Detemine gradient and ax + by + c = 0 intercepts of a straight line given the equation. Moral Values 4.6 Change the equation of a Accuracy straight line to the general form Teaching Aids/ 4.7 Find the point of intesection of Solve simultaneous linear Material two lines. equations using the graph Graph paper method. Teaching Strategies Self Access Learning 11
  • 11. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 16 5.Understand and use the Use example of real-life Moral Values 5.1 Determine whether two straight Emphasize that for parallel Cooperation concept of parallel and lines are parallel when gradients of situations to explore parallel lines: Gratitude perpendicular lines. both lines are known and vice end perpendicular lines. m1 = m2 Careful versa Systematic 5.2 Find equation of a straight line Emphasize that for perpendicular lines : Teaching Aids/ that passes through a fixed point Use graphic calculator and Material and parallel to a given line. m1 m2 = −1 dynamic geometry software Exact Systematic 5.3 Determine whether two straight such as Geometer’s ICT Sketchpad to explore the Grid Board lines are perpendicular when concept of parallel and gradients of both lines are known perpendicular lines. Derivation of m1 m 2 = −1 is Teaching Strategies and vice versa. Self Access Learning not required. Learn How to Study 5.4 Determine the equation of a straight line that passes through a Multiple Intelligent fixed point and perpendicular to a Constructivism approach given line. 5.5 Solve problems involving equations of straight lines. Moral Values 6. Understand and use the 6.1 Find the equations of locus that Use examples of real-life Cooperation concept of equation of satisfies the condition if: situations to explore equation Gratitude locus involving distance of locus involving distance a) The distance of a moving point Careful between two points. between two points. from a fixed point is constant; Systematic b) The ratio of the distances of a Teaching Aids/ moving point from two fixed Use graphic calculator and Material points is constant. dynamic geometry software Exact Systematic such as Geometer’s ICT 6.2 Solve problems involving loci. Grid Board Sketchpad to explore the concept of loci. 12
  • 12. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 17 1. Understand and use 1.1 Calculate the mean of • Use scientific Discuss grouped data and Moral Values the concept of ungrouped data. calculators, graphing ungrouped data. Cooperation measures of central calculators and Gratitude tendency to solve 1.2 Determine the mode of spreadsheets to Careful problems. ungrouped data. explore measures of Systematic central tendency. 1.3 Determine the median of Teaching Aids/ • Students collect data Material ungrouped data. from real-life situations Exact Systematic to investigate ICT 1.4 Determine the modal class measures of central Grid Board of grouped data from Involve uniform class tendency. intervals only. frequency distribution Teaching Strategies tables. Self Access Learning Learn How to Study 1.5 Find the mode from Multiple Intelligent histograms. Constructivism approach 1.6 Calculate the mean of Derivation of the median Teaching Strategies grouped data. formula is not required. Self Access Learning Learn How to Study 1.7 Calculate the median of Multiple Intelligent grouped data from Constructivism cumulative frequency approach distribution tables. 1.8 Estimate the median of grouped data from an ogive. Ogive is also known as 1.9 Determine the effects on cumulative frequency mode, median and mean curve. 13
  • 13. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area for a set of data when: a) each data is changed uniformly; b) extreme values exist; Involve grouped and c) certain data is added ungrouped data or removed. 1.10 Determine the most suitable measure of central tendency for given data. 18 Vocabulary 2. Understand and use 2.1 Find the range of the concept of ungrouped data. measures of measure of dispersion to solve 2.2 Find the interquartile range central problems. tendency of ungrouped data. mean 2.3 Find the range of grouped mode data. median 2.4 Find the interquartile range Determine upper and lower ungrouped data of grouped data from the quartiles by using the first cumulative frequency frequency principle. table. distribution table modal class 2.5 Determine the interquartile uniform class range of grouped data interval from an ogive. histogram 2.6 Determine the variance of a) ungrouped data; b) grouped data. 14
  • 14. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 2.7 Determine the standard deviation of: a) ungrouped data b) grouped data. 2.8 Determine the effects on Emphasise that comparison between range, interquartile range, two sets of data using variance and standard only measures of deviation for a set of data central tendency is when: not sufficient. a) each data is changed uniformly; b) extreme values exist; c) certain data is added or removed. 2.9 Compare measures of central tendency and dispersion between two sets of data. Mid Term Examination Week 19 - 20 15
  • 15. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills AreaCIRCULAR Students will be taught to: Students will be able to: Use dynamic geometry Discuss the definition of one Moral ValuesMEASURES software such as Geometer’s radian. Rational, patience 1. Understand the Convert measurements in radians Sketchpad to explore the “rad” is the abbreviation of Week concept of radian to degrees and vice versa. concept of circular measure. radian. Teaching 21&22 Include measurements in Aids/materials Or radians expressed in terms of Scientific calculator, π Geometer’s Use worksheets of Polyas sketchpad, geometric method to explore the set concept of circular measures CCTS Compare and contrast Teaching Strategies Contextual Vocabulary Radian, Degree 2. Understand and Determine Use examples of real – life Moral Values use the concept of a) length of arc situations to explore circular Diligence, cooperate length of arc of a b) radius measure. circle to solve c) angle subtended at the Teaching problems. center of a circle. Or Aids/materials Based on given Scientific calculator, information. Use an experiment method to Geometer’s enhance the concept of Sketchpad, geometric Find the perimeter of segments of length of an arc of a circle. set circles CCTS Solve problems involving lengths Identifying of arc. relationship 16
  • 16. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills AreaCIRCULAR Students will be taught to: Students will be able to: Use Geometer’s Sketchpad to Moral ValuesMEASURES differentiate between area of Diligence 23 3. Understand and use the 3.1 Determine : a sector and area of cooperation concept of area of a) area of sector segments of circles. freedom sector of a circle to b) radius and solve problems . c) angle subtended at the Or Teaching centre of a Aids/materials based on given Use worksheets of Polyas Scientific calculator, information method to explore the Geometer’s concept of area of sector of a Sketchpad, geometric 3.2 Find area of segments of circle. set circles. CCTS 3.3 Solve problems involving area Identifying of sectors. information Problem solving Teaching Strategies Mastery Learning Multiple Intelligent Vocabulary Area Sector 1. Understand and use Level 1 the concept of 1.1 Determine value of a Use graphing calculator or Idea of limit to a function Moral value :DIFFERENTI gradients of curve function when its variable dynamic geometry can be illustrated using accurately ATION and differentiation. approaches a certain value. software such as graphs. Geometer’s Sketchpad to Pedagogy : 1.2 Find gradient of a chord explore the concept of Contextual joining two points on a differentiation. Concepts of first derivative Vocabulary : limit, Week 24 - 27 curve of a function are explained tangent, 17
  • 17. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area as a tangent to a curve can First derivative, Level 2 be illustrated using graphs. gradient, induction, 1.3 Find the first derivative of a curve , fixed point function y=f(x) as gradient Limit y = axn, of tangent to its graph a , n are constants n = 1,2,3. 1.4 Find the first derivative for Notation f’(x) equivalent to polynomial using first dy Moral value : principles. when y= f(x). dx rational F’(x) read as “f prime x”. Pedagogy : Mastery 1.5 Deduce the formula for first Learning derivative of function y = axn by induction. 2. Understand and use Level 2 the concept of first 2.1 Determine first derivative of Formula y = axn , then Moral value : derivative of the function y = axn using dy rational = naxn-1 polynomial functions formula. dx Pedagogy : Mastery to solve problems. a, n are constant and n Learning 2.2 Determine value of the first integer. derivative of the function y is a function of x. y== axn for a given value of x dy Pedagogy : Creative Find when y=f(x) + 2.3 Determine first derivative of dx thinking a function involving g(x) or y=f(x) – g(x), f(x) a. addition or and g(x) is given ABM : OHP b. subtraction algebraic terms. When y=uv, then 2.4 Determine first derivative of dy =u dv +v du dx dx dx a product of two u polynomials. When y= v , then 2.5 Determine first derivative of Vocabulary: a quotient of two product, quotient, 18
  • 18. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area polynomials du dv Composite 2.6 Determine first derivative of v −u function, chain rule, dy composite function using = dx 2 dx Normal. chain rule. dx v 2.7 Determine gradient of tangent at a point on a curve. 2.8 Determine equation of y=f(u) and u=g(x), then tangent at a point on a dy dy du = X curve. dx du dx Moral value : 2.9 Determine equation of independents, normal at a point on a curve Limit cases in learning cooperation outcomes 2.7 – 2.9 to rules Pedagogy: Introduced in 2.4 – 2.6. Mastering learning. 3. Understand and use Level 2 Use graphing calculator or Moral Values : the concept of maximum 3.1 Determine coordinates of dynamic geometry Emphasis the use of first Independendant and minimum values to turning points of a curve. software such as derivative to determine Cooperation solve problems. Graphmatica software to turning points. 3.2 Determine whether a explore the concept of turning points is a maximum or maximum and minimum Exclude points of inflexion minimum point values. Limit problems to two CCTS: variables only. Identifying Level 3 relationship 3.3 Solve problems involving Teaching Strategies maximum or minimum values : Mastery Learning 4. Understand and use Level 2 Use graphing calculator Limit problems to 3 Moral Values : the concept of rates of 4.1 Determine rates of change with computer base ranger variables only Cooperation change to solve for related quantities to explore the concept of problems rates of change. 19
  • 19. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area CCTS: Identifying relationship Teaching Strategies : Problem solving Contextual 5. Understand and use Level 2 δy ≈ dy Moral Values : the concept of small 5.1 Determine small changes in δx dx Sincere changes and quantities Hardworking approximations to solve 5.2 Determine approximate Exclude cases involving problems values using differentiation percentage change CCTS: Teaching Strategies : Mastery Learning 6. Understand and use Level 2 the concept of second 6.1 Determine second Moral Values : derivative to solve derivative of function y = f(x) Introduce d2y as Independendant problems 6.2 determine whether a turning dx2 Cooperation point is maximum or minimum point of a curve using the d dy or second derivative. dx dx CCTS: Identifying d f’’(x) = dx [ f ( x)] relationship Teaching Strategies : Mastery Learning SOLUTION OF 20
  • 20. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area TRIANGLES Week 1. Understand and use 1.1 Verify sine rule Using GSP to verify the Sine rule 28 - 30 the concept of sine sine rule. Acute-angled rule to solve triangle problems Obtuse-angled triangle Ambiguous 1.2 Use sine rule to find Discuss the acute angle Include obtuse-angled unknown sides or angles of triangle and obtuse angle triangles a triangle. triangle. 1.3 Find unknown sides and Discuss on ambiguity angles of a triangle in an cases where ambiguous case. i) non-included angle is given ii) a<b Questions involving real- life situations 1.4 Solve problems involving the sine rule. Use GSP to explore the concept of cosine rule Cosine rule c 2 = a 2 + b 2 − 2abkosC -Teams Work -Brainstorming 21
  • 21. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 2.1 Verify cosine rule Discuss the acute angle triangle and obtuse angle triangle. - Teams Work 2.2 Use cosine rule to find Discussion Include obtuse-angled 2. Understand and use unknown sides or triangles Cosine rule the concept of cosine angles of a triangle. rule to solve Non-rutin question problems 2.3 Solve problems involving cosine rule Area of triangle = Level 3 1 2.4 Solve problems involving ab sin C 2 sine and cosine rules Related to suitable content -Teams work Level 2 3.1 Find area of triangle using formula 1 absin C or its equivalent 2 3. Understand and use the Level 3 formula for area of 3.2 Solve problems involving triangles to solve three-dimensional objects Three-dimensional 22
  • 22. Week/ Teaching Learning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area problems object Students will be taught to: Students will be able to: Explain index number. Index number has no units and Moral values INDEX Q no % symbol. Accurate NUMBER 1. Understand and use the 1.1 Calculate index number. I = 1 × 100 concept of index number to 1.2 Calculate price index. Q0 Q1 and Q0 must be of the same Teaching aids/Week 31 & 33 solve problems. 1.3 Find Q0 or Q1 given relevant unit. Materials: information. Newspaper Q0 = Quantity at base time. Q1 = Quantity at specific time. Vocabulary: Index number, Price index, Use example of real-life quantity at base time, situations to explore index quantity at specific numbers. time. Pedagogy: Contextual 2. Understand and use the 2.1 Calculate composite index. Explain weightage and W can be simplified Moral Values: concept of composite index 2.2 Find index number or weightage composite index. to the smallest number Accurate to solve problems given relevant information. according to ratio. 2.3 Solve problems involving index number and composite index I= ∑W I i i Vocabulary: Composite index ∑W i Weightage Use examples of real-life situations to explore composite index. 34 Revision ( Final SBP form 4 2006) 35 Revision ( Final Melaka Form 42006) 23
  • 23. Week/ TeachingLearning Learning objectives Learning outcomes Suggested activities Points to note Strategies/ Skills Area 36 Revision ( Final SBP 2005) 37 Pep PMR / Akhir Tahun 38 Final Exam SBP 39 Final Exam SBP 40 Progression 41 Progression 42 Progression 24

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