SMK ..Yearly Lesson Plan MathematicsForm Four
LEARNING AREA/ WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND
LEARNING ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
112.1.15 - 16.1.15Orientation week
1 STANDARD FORM219.1.15 - 23.1.15a) understand and use the
concept of significant figure;
Discuss the significance of zero in a number.
1. round off positive numbers to a given number of significant
figures when the numbers are:2. greater than 1;2. less than 1;
Discuss the use of significant figures in everyday life and
other areas.
perform operations of addition, subtraction, multiplication and
division, involving a few numbers and state the answer in specific
significant figures;
solve problems involving significant figures;Analysing
326.1.15 30.1.15
b) c) understand and use the concept of standard form to solve
problems.Use everyday life situations such as in health,
technology, industry, construction and business involving numbers
in standard form.1. state positive numbers in standard form when
the numbers are:a) greater than or equal to 10;b) less than 1;
Use the scientific calculator to explore numbers in standard
form.convert numbers in standard form to single numbers;perform
operations of addition, subtraction, multiplication and division,
involving any two numbers and state the answers in standard
form;solve problems involving numbers in standard form.
Analysing
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
42.2.15 - 6.2.15UJIAN KEFAHAMAN TINGKATAN 4
2 QUADRATIC EXPRESIONS AND EQUATIONS59.2.15 13.2.15c) understand
the concept of quadratic expression;Discuss the characteristics of
quadratic expressions of the form, where a, b and c are constants,
a 0 and x is an unknown.
1. identify quadratic expressions; 1. form quadratic expressions
by multiplying any two linear expressions; 1. form quadratic
expressions based on specific situations;
a) b) factorise quadratic expression;Discuss the various methods
to obtain the desired product.1. factorise quadratic expressions of
the form , where b = 0 or c = 0;
factorise quadratic expressions of the form px2 q, p and q are
perfect squares;
Begin with the case a = 1.Explore the use of graphing calculator
to factorise quadratic expressions.factorise quadratic expressions
of the form , where a, b and c not equal to zero; factorise
quadratic expressions containing coefficients with common
factors;
616.2.15 20.2.15CUTI TAHUN BARU CINA
723.2.15- 27.2.157. 7. 7. understand the concept of quadratic
equation;Discuss the characteristics of quadratic equations.1.
identify quadratic equations with one unknown;
(ix) write quadratic equations in general form i.e.
;
(x) form quadratic equations based on specific situations;
Applying
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
82.3.15 6.3.1510. 10. 10. 10. understand and use the concept of
roots of quadratic equations to solve problems.1. determine whether
a given value is a root of a specific quadratic equation;
Discuss the number of roots of a quadratic equation.(xii)
determine the solutions for quadratic equations by:12. trial and
error method;12. factorisation;
Use everyday life situations.(xiii) solve problems involving
quadratic equations.
Analysing
3 SETS99.3.15 13.3.1513. understand the concept of set;Use
everyday life examples to introduce the concept of set.1. sort
given objects into groups;
(xv) define sets by:15. descriptions;15. using set
notation;Circle Map
(xvi) identify whether a given object is an element of a set and
use the symbol or ;
Discuss the difference between the representation of elements
and the number of elements in Venn diagrams.
(xvii) represent sets by using Venn diagrams;
Discuss why { 0 } and { } are not empty sets.(xviii) list the
elements and state the number of elements of a set;Circle Map
(xix) determine whether a set is an empty set;
(xx) determine whether two sets are equal;
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
20. 20. understand and use the concept of subset, universal set
and the complement of a set;Begin with everyday life situations.1.
determine whether a given set is a subset of a specific set and use
the symbol or ;
(xxii) represent subset using Venn diagram;
(xxiii) list the subsets for a specific set;Circle Map
Discuss the relationship between sets and universal sets.(xxiv)
illustrate the relationship between set and universal set using
Venn diagram;
(xxv) determine the complement of a given set;
(xxvi) determine the relationship between set, subset, universal
set and the complement of a set;Bridge Map
CUTI PENGGAL 1 (16.3.15 20.3.15)
1023.3.15 27.3.15
26. 26. 26. perform operations on sets: the intersection of
sets; the union of sets.1. determine the intersection of:27. two
sets;27. three sets;and use the symbol ;
Discuss cases when: A B = A B(xxviii) represent the intersection
of sets using Venn diagram;
(xxix) state the relationship between29. A B and A ;29. A B and
B ;
(xxx) determine the complement of the intersection of sets;
(xxxi) solve problems involving the intersection of sets;
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
(xxxii) determine the union of:32. two sets;32. three sets;and
use the symbol ;
(xxxiii) represent the union of sets using Venn diagram;
(xxxiv) state the relationship betweena) A B and A ;b) A B and B
;
(xxxv) determine the complement of the union of sets;
(xxxvi) solve problems involving the union of sets;Analysing
(xxxvii) determine the outcome of combined operations on
sets;
(xxxviii) solve problems involving combined operations on
sets.
4 MATHEMATICAL REASONING1130.3.15 3.4.1538. understand the
concept of statement;Introduce this topic using everyday life
situations.
Focus on mathematical sentences.
1. determine whether a given sentence is a statement;
1. determine whether a given statement is true or false;
Discuss sentences consisting of: words only; numbers and words;
numbers and mathematical symbols;
1. construct true or false statement using given numbers and
mathematical symbols;
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
41. 41. understand the concept of quantifiers all and some;Start
with everyday life situations.1. construct statements using the
quantifier:42. all;42. some;
126.4.15 10.4.151. determine whether a statement that contains
the quantifier all is true or false;
1. determine whether a statement can be generalised to cover all
cases by using the quantifier all;
1. construct a true statement using the quantifier all or some,
given an object and a property.
1313.4.15 17.4.1545. 45. 45. perform operations involving the
words not or no, and and or on statements;Begin with everyday life
situations.1. change the truth value of a given statement by
placing the word not into the original statement; 1. identify two
statements from a compound statement that contains the word
and;
1. form a compound statement by combining two given statements
using the word and;
1. identify two statement from a compound statement that
contains the word or ;
1. form a compound statement by combining two given statements
using the word or;
1. determine the truth value of a compound statement which is
the combination of two statements with the word and;
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
1. determine the truth value of a compound statement which is
the combination of two statements with the word or.
52. 52. 52. 52. understand the concept of implication;Start with
everyday life situations.1. identify the antecedent and consequent
of an implication if p, then q;
1. write two implications from a compound statement containing
if and only if;
1. construct mathematical statements in the form of
implication:55. If p, then q;55. p if and only if q;
1. determine the converse of a given implication;
1. determine whether the converse of an implication is true or
false.
1420.4.15 24.4.1557. 57. 57. 57. 57. understand the concept of
argument;Start with everyday life situations.1. identify the
premise and conclusion of a given simple argument;
1. make a conclusion based on two given premises for:59.
Argument Form I;59. Argument Form II;59. Argument Form III;
Encourage students to produce arguments based on previous
knowledge.
1. complete an argument given a premise and the
conclusion.Analysing
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
60. 60. 60. 60. 60. 60. understand and use the concept of
deduction and induction to solve problems.Use specific
examples/activities to introduce the concept.1. determine whether a
conclusion is made through:61. reasoning by deduction;61. reasoning
by induction;
1. make a conclusion for a specific case based on a given
general statement, by deduction;
1. make a generalization based on the pattern of a numerical
sequence, by induction;
1. use deduction and induction in problem solving.
5 THE STRAIGHT LINE1527.4.15 1.5.1564. understand the concept of
gradient of a straight line;Use technology such as the Geometers
Sketchpad, graphing calculators, graph boards, magnetic boards,
topo maps as teaching aids where appropriate.1. determine the
vertical and horizontal distances between two given points on a
straight line.
VerticaldistanceBegin with concrete examples/daily situations to
introduce the concept of gradient.
Horizontal distance
1. determine the ratio of vertical distance to horizontal
distance.
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
Discuss: the relationship between gradient and tan . the
steepness of the straight line with different values of
gradient.Carry out activities to find the ratio of vertical
distance to horizontal distance for several pairs of points on a
straight line to conclude that the ratio is constant.
66. 66. understand the concept of gradient of a straight line in
Cartesian coordinates;Discuss the value of gradient if P is chosen
as (x1, y1) and Q is (x2,y2); P is chosen as (x2, y2) and Q is
(x1,y1).1. derive the formula for the gradient of a straight line;
1. calculate the gradient of a straight line passing through two
points; 1. determine the relationship between the value of the
gradient and the:69. steepness,69. direction of inclination,of a
straight line;
Evaluating
164.5.15 8.5.1569. understand the concept of intercept;1.
determine the x-intercept and the y-intercept of a straight
line;
1. derive the formula for the gradient of a straight line in
terms of the x-intercept and the y-intercept; 1. perform
calculations involving gradient, x-intercept and
y-intercept;Creating
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
72. 72. 72. 72. understand and use equation of a straight
line;
Discuss the change in the form of the straight line if the
values of m and c are changed.1. draw the graph given an equation
of the formy = mx + c ;
Carry out activities using the graphing calculator, Geometers
Sketchpad or other teaching aids.1. determine whether a given point
lies on a specific straight line;
Verify that m is the gradient and c is the y-intercept of a
straight line with equation y = mx + c .1. write the equation of
the straight line given the gradient and y-intercept;
1. determine the gradient and y-intercept of the straight line
which equation is of the form:76. y = mx + c;76. ax + by = c;
1. find the equation of the straight line which:77. is parallel
to the x-axis;77. is parallel to the y-axis;77. passes through a
given point and has a specific gradient;77. passes through two
given points;
Discuss and conclude that the point of intersection is the only
point that satisfies both equations.Use the graphing calculator and
Geometers Sketchpad or other teaching aids to find the point of
intersection.1. find the point of intersection of two straight
lines by:78. drawing the two straight lines;78. solving
simultaneous equations.
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
1711.5.15 15.5.15PEPERIKSAAN PERTENGAHAN TAHUN TINGKATAN 4 2015
(11.5.15 21.5.15)
1818.5.15 22.5.15PEPERIKSAAN PERTENGAHAN TAHUN TINGKATAN 4 2015
(11.5.15 21.5.15)
1925.5.1578. 78. 78. understand and use the concept of parallel
lines.Explore properties of parallel lines using the graphing
calculator and Geometers Sketchpad or other teaching aids.1. verify
that two parallel lines have the same gradient and vice
versa;Analysing
1. determine from the given equations whether two straight lines
are parallel;
1. find the equation of the straight line which passes through a
given point and is parallel to another straight line;
1. solve problems involving equations of straight lines.
Applying
CUTI PERTENGAHAN TAHUN 2015 (1.6.15 12.6.15)
6 STATISTICS2015.6.15 19.6.1582. understand the concept of class
interval;Use data obtained from activities and other sources such
as research studies to introduce the concept of class interval.1.
complete the class interval for a set of data given one of the
class intervals;
1. determine:84. the upper limit and lower limit;84. the upper
boundary and lower boundaryof a class in a grouped data;
1. calculate the size of a class interval;
1. determine the class interval, given a set of data and the
number of classes;
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
1. determine a suitable class interval for a given set of
data;
Discuss criteria for suitable class intervals.1. construct a
frequency table for a given set of data.
88. 88. understand and use the concept of mode and mean of
grouped data;1. determine the modal class from the frequency table
of grouped data;
1. calculate the midpoint of a class;
1. verify the formula for the mean of grouped
data;Evaluating
1. calculate the mean from the frequency table of grouped
data;
1. discuss the effect of the size of class interval on the
accuracy of the mean for a specific set of grouped
data..Evaluating
2122.6.15 26.6.1593. 93. 93. represent and interpret data in
histograms with class intervals of the same size to solve
problems;Discuss the difference between histogram and bar
chart.
Use graphing calculator to explore the effect of different class
interval on histogram.1. draw a histogram based on the frequency
table of a grouped data; 1. interpret information from a given
histogram; 1. solve problems involving histograms.
Applying
96. 96. 96. 96. represent and interpret data in frequency
polygons to solve problems.1. draw the frequency polygon based
on:97. a histogram;97. a frequency table;
1. interpret information from a given frequency polygon;
1. solve problems involving frequency polygon.
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
2229.6.15 3.7.1599. 99. 99. 99. 99. understand the concept of
cumulative frequency;1. construct the cumulative frequency table
for:100. ungrouped data;100. grouped data;
1. draw the ogive for:101. ungrouped data;101. grouped data;
236.7.15 10.7.15101. 101. 101. 101. understand and use the
concept of measures of dispersion to solve problems.Discuss the
meaning of dispersion by comparing a few sets of data. Graphing
calculator can be used for this purpose. 1. determine the range of
a set of data.
1. determine:103. the median;103. the first quartile;103. the
third quartile;103. the interquartile range;from the ogive.Tree
Map
1. interpret information from an ogive;Circle Map
Carry out a project/research and analyse as well as interpret
the data. Present the findings of the project/research.Emphasise
the importance of honesty and accuracy in managing statistical
research.
1. solve problems involving data representations and measures of
dispersionApplying
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
7 PROBABILITY 124 13..7.15 17.7.15105. understand the concept of
sample space;Use concrete examples such as throwing a die and
tossing a coin.1. determine whether an outcome is a possible
outcome of an experiment; 1. list all the possible outcomes of an
experiment:107. from activities;107. by reasoning;
1. determine the sample space of an experiment;Circle Map
1. write the sample space by using set notations.
109. 109. understand the concept of events.Discuss that an event
is a subset of the sample space.Discuss also impossible events for
a sample space.1. identify the elements of a sample space which
satisfy given conditions;
1. list all the elements of a sample space which satisfy certain
conditions using set notations;
Discuss that the sample space itself is an event.1. determine
whether an event is possible for a sample space.
2520.7.15 24.7.15112. 112. 112. understand and use the concept
of probability of an event to solve problems.Carry out activities
to introduce the concept of probability. The graphing calculator
can be used to simulate such activities.
1. find the ratio of the number of times an event occurs to the
number of trials; 1. find the probability of an event from a big
enough number of trials;
Discuss situation which results in: probability of event = 1.
probability of event = 0.1. calculate the expected number of times
an event will occur, given the probability of the event and number
of trials;
Emphasise that the value of probability is between 0 and 1.1.
solve problems involving probability;Applying
Predict possible events which might occur in daily situations.1.
predict the occurrence of an outcome and make a decision based on
known information.Creating
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
8 CIRCLES III2627.7.15 31.7.15117. understand and use the
concept of tangents to a circle.Develop concepts and abilities
through activities using technology such as the Geometers Sketchpad
and graphing calculator.1. identify tangents to a circle;
1. make inference that the tangent to a circle is a straight
line perpendicular to the radius that passes through the contact
point;
1. construct the tangent to a circle passing through a
point:120. on the circumference of the circle;120. outside the
circle;
1. determine the properties related to two tangents to a circle
from a given point outside the circle;
1. solve problems involving tangents to a circle.
Applying
122. 122. understand and use the properties of angle between
tangent and chord to solve problems.Explore the property of angle
in alternate segment using Geometers Sketchpad or other teaching
aids.1. identify the angle in the alternate segment which is
subtended by the chord through the contact point of the tangent;1.
verify the relationship between the angle formed by the tangent and
the chord with the angle in the alternate segment which is
subtended by the chord;
1. perform calculations involving the angle in alternate
segment;
1. solve problems involving tangent to a circle and angle in
alternate segment.Applying
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
273.8.15 7.8.15126. 126. 126. understand and use the properties
of common tangents to solve problems.Discuss the maximum number of
common tangents for the three cases.
1. determine the number of common tangents which can be drawn to
two circles which:127. intersect at two points;127. intersect only
at one point;127. do not intersect;Bridge Map
Include daily situations.1. determine the properties related to
the common tangent to two circles which:128. intersect at two
points;128. intersect only at one point;128. do not intersect;
1. solve problems involving common tangents to two
circles;Applying
1. solve problems involving tangents and common tangents.
Applying
9 TRIGONOMETRY II2810.8.15 14.8.15130. understand and use the
concept of the values of sin, cos and tan (0 360) to solve
problems.Explain the meaning of unit circle.
0yxP (x,y)y1x Q1. identify the quadrants and angles in the unit
circle;
1. determine:132. the value of y-coordinate;132. the value of
x-coordinate; 132. the ratio of y-coordinate to x-coordinate;of
several points on the circumference of the unit circle;
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
Begin with definitions of sine, cosine and tangent of an acute
angle.
1. verify that, for an angle in quadrant I of the unit circle
:133. sin = y-coordinate ;133. cos = x-coordinate; 133. ;1.
determine the values of 134. sine;134. cosine;134. tangent;of an
angle in quadrant I of the unit circle;
Explain that the concept sin = y-coordinate ;cos =
x-coordinate;
can be extended to angles inquadrant II, III and IV.1. determine
the values of 135. sin;135. cos ;135. tan ;for 90 360;
2917.8.15 21.8.1512
30o2
3
60o45o
111. determine whether the values of:136. sine;136. cosine;136.
tangent,of an angle in a specific quadrant is positive or
negative;
Use the above triangles to find the values of sine, cosine and
tangent for 30, 45, 60.1. determine the values of sine, cosine and
tangent for special angles;
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
Teaching can be expanded through activities such as
reflection.1. determine the values of the angles in quadrant I
which correspond to the values of the angles in other
quadrants;
3024.8.15 28.8.15Use the Geometers Sketchpad to explore the
change in the values of sine, cosine and tangent relative to the
change in angles.
1. state the relationships between the values of:139. sine;139.
cosine; and139. tangent;of angles in quadrant II, III and IV with
their respective values of the corresponding angle in quadrant
I;
1. find the values of sine, cosine and tangent of the angles
between 90 and 360;
1. find the angles between 0 and 360, given the values of sine,
cosine or tangent;
Relate to daily situations.1. solve problems involving sine,
cosine and tangent.
Applying
3131.8.15 4.9.15142. 142. draw and use the graphs of sine,
cosine and tangent.Use the graphing calculator and Geometers
Sketchpad to explore the feature of the graphs of y = sin , y = cos
, y = tan .1. draw the graphs of sine, cosine and tangent for
angles between 0 and 360;
Discuss the feature of the graphs of y = sin , y = cos , y = tan
.
1. compare the graphs of sine, cosine and tangent for angles
between 0 and 360;
Discuss the examples of these graphs in other area.1. solve
problems involving graphs of sine, cosine and tangent.Applying
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
10 ANGLES OF ELAVATION AND DEPRESSION327.9.15 11.9.15145.
understand and use the concept of angle of elevation and angle of
depression to solve problems.Use daily situations to introduce the
concept.1. identify:146. the horizontal line;146. the angle of
elevation; 146. the angle of depression,for a particular
situation;
1. Represent a particular situation involving:147. the angle of
elevation; 147. the angle of depression, using diagrams;
1. Solve problems involving the angle of elevation and the angle
of depression.Applying
11 LINES AND PLANES IN 3-DIMENSIONS3314.9.15 18.9.15148.
understand and use the concept of angle between lines and planes to
solve problems.Carry out activities using daily situations and
3-dimensional models.
1. identify planes;
Differentiate between 2-dimensional and 3-dimensional shapes.
Involve planes found in natural surroundings.1. identify horizontal
planes, vertical planes and inclined planes;
1. sketch a three dimensional shape and identify the specific
planes;
1. identify:152. lines that lies on a plane;152. lines that
intersect with a plane;
1. identify normals to a given plane;
CUTI PENGGAL 2 (21.9.15 25.9.15)
WEEKLEARNING OBJECTIVESSUGGESTED TEACHING AND LEARNING
ACTIVITIESLEARNING OUTCOMENOTES/ I-THINK/ KBAT
Students will be taught to:Students will be able to:
3428.9.15 2.10.15Begin with 3-dimensional models.
1. determine the orthogonal projection of a line on a plane;
1. draw and name the orthogonal projection of a line on a
plane;
1. determine the angle between a line and a plane;
Use 3-dimensional models to give clearer pictures.1. solve
problems involving the angle between a line and a
plane.Applying
355.10.15 9.10.15
157. 157. understand and use the concept of angle between two
planes to solve problems.1. identify the line of intersection
between two planes;
1. draw a line on each plane which is perpendicular to the line
of intersection of the two planes at a point on the line of
intersection;
Use 3-dimensional models to give clearer pictures.1. determine
the angle between two planes on a model and a given diagram;
1. solve problems involving lines and planes in 3-dimensional
shapes.AnalysingApplying
36,37,38(12.10.15 30.10.15)PEPERIKSAAN AKHIR TAHUN TINGKATAN 4
(12.10.15 30.10.15)
39(2.11.15 6.11.15)PERBINCANGAN SOALAN PEPERIKSAAN
40,41PROGRAM SELEPAS PEPERIKSAAN