1) The document outlines a teaching plan for quadratic equations and functions over several weeks. It includes learning objectives, outcomes, suggested activities and points to note for teachers. 2) Key concepts covered are quadratic equations, functions, graphs, maximum/minimum values, and solving simultaneous equations. Suggested activities include using graphing calculators, computer software and real-world examples. 3) The document provides detailed guidance for teachers on topics, skills, strategies and values to focus on for each area of learning.

2. 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

3. 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 =0
QUADRATIC 1. Understand the 1.1 Recognise quadratic functions Use computer software or Discuss the general shape of Mastery Learning
FUNCTIONS 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

4. 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. Connections
FUNCTIONS 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

5. Week/
Teaching
Learning Learning objectives Learning outcomes Suggested activities Points to note
Strategies/ Skills
Area
6 , 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

6. Week/
Teaching
Learning 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

7. Week/
Teaching
Learning 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

8. 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/materials
INDICES AND
LOGARITHMS 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

9. Week/
Teaching
Learning Learning objectives Learning outcomes Suggested activities Points to note
Strategies/ Skills
Area
Week 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

10. 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’ Theorem
COORDINAT Cooperative
two points situations to find the to find the formula for
GEOMETRY 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

11. Week/
Teaching
Learning 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

12. Week/
Teaching
Learning 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

13. Week/
Teaching
Learning 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

14. Week/
Teaching
Learning 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

15. Week/
Teaching
Learning 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

16. Week/
Teaching
Learning Learning objectives Learning outcomes Suggested activities Points to note
Strategies/ Skills
Area
CIRCULAR Students will be taught to: Students will be able to: Use dynamic geometry Discuss the definition of one Moral Values
MEASURES 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 Polya's 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

17. Week/
Teaching
Learning Learning objectives Learning outcomes Suggested activities Points to note
Strategies/ Skills
Area
CIRCULAR Students will be taught to: Students will be able to: Use Geometer’s Sketchpad to Moral Values
MEASURES 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 Polya's 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

18. Week/
Teaching
Learning 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

19. Week/
Teaching
Learning 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

20. Week/
Teaching
Learning 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

21. Week/
Teaching
Learning 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

22. Week/
Teaching
Learning 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

23. 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

24. Week/
Teaching
Learning 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
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