Scheme of Work Mathematics Form 2 2013

SMK PUTERI, SEREMBANSCHEME OF WORK MATHEMATICS 2013

FORM 2

CHAPTER 1.: DIRECTED NUMBERS

WEEK LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING

ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENS

1 1.1 Perform computations involving multiplication and division of integers to solve problems.

Use concrete materials such as coloured chips and multiplication tables to demonstrate multiplication and division of integers.

Complete multiplication table by recognising patterns.

Solve problems related to real-life situations.

i. Multiply integers.

ii. Solve problems involving multiplication of integers.

iii. Divide integers.

iv. Solve problems involving division of integers.

Begin multiplicationinvolving two integersonly

Relate division of integers to multiplication.

Division by zero is undefined

B3D1E1 a. Mendarab integer. b. Membahagi integer.

B4D1E1 Menyelesaikan masalah yang melibatkan : a. pendaraban integer. b. pembahagian integer.

1.2 Perform computations involving combined operations of addition, subtraction, multiplication and division of integers to solve problems.

e.g. (-2) - 3+(-4) 4x(-3)+(-6) Students use calculators to

compare and verify answers. Solve problems related to real-life situations such as money and temperature.

i. Perform computations involving combined operations of:

a) addition and subtraction

b) multiplication and division of integers.

ii. Solve problems involving combined operations of addition, subtraction, multiplication and division of integers including the use of brackets.

Emphasis the order of operations.

Combined operations also known as mixed operations.

B3D1E3 a. Melaksanakan penambahan, penolakan, pendaraban atau pembahagian terhadap i. pecahan. ii. perpuluhan. b. Melaksanakan penambahan, penolakan, pendaraban atau pembahagian yang melibatkan dua nombor berarah.

1.3 Extend the concept Compare fractions using: i. Compare and order Begin with two fractions. B3D1E2

2

of integers to fractions to solve problems.

a) number linesb) scientific calculators.

fractions. ii. Perform addition,

subtraction, multiplication or division of fractions.

Membanding dan menyusun pecahan.

1.4 Extend the concept of integers to decimals to solve problems.

Compare decimals using:a) number linesb) scientific calculators

i. Compare and order decimals.

ii. Perform addition, subtraction, multiplication or division, on decimals.

Begin with two decimals B2D1E1 Membanding dan menyusun perpuluhan.

1.5 Perform computations involving directed numbers (integers, fractions and decimals).

Explore addition, subtraction,

multiplication and division using standard algorithm and estimation.

Perform operations on integers.

e.g. -2+(-3) x4 Perform operations on fractions. e.g.

x

Perform operations on decimals. e.g. 2.5 - 1.2 x (- 0.3) Perform operations on integers, fractions and decimals. e.g.

x

Solve problems related to Real-life situations.

i. Perform addition, subtraction, multiplication or division involving two directed numbers.

ii. Perform computations involving combination of two or more operations on directed numbers including the use of brackets.

iii. Pose and solve problems involving directed numbers.

Emphasis the order of operations.

B4D1E2 Melaksanakan masalah yang melibatkan operasi bergabung bagi penambahan, penolakan, pendaraban dan pembahagian integer.

B4D1E3 Melaksanakan pengiraan yang melibatkan gabungan dua atau lebih operasi terhadap nombor berarah termasuk penggunaan tanda kurung.

B5D1E1 a. Menyelesaikan masalah yang melibatkan operasi bergabung bagi penambahan, penolakan, pendaraban dan pembahagian integer termasuk penggunaan tanda kurung. b. Mengemuka dan menyelesaikan masalah yang melibatkan nombor berarah.

Chapter 2 : SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTSWEEK LEARNING

OBJECTIVESSUGGESTED TEACHING

AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

3 2.1 Understand and use the concept of squares of numbers.

Recognise squares of numbers

as the areas of the associated squares.

Use pencil-and-paper method, mental and speed calculations to evaluate squares of numbers where appropriate.

Use estimation to check whether answers are reasonable.

e.g.

27 is between 20 and 30. 272 is between 400 and 900.

Explore square numbers using Calculators.

i. State a number multiplied by itself as a number to the power of two and vice-versa.

ii. Determine the squares of numbers without using calculators.

iii. Estimate the squares of numbers.

iv. Determine the squares of numbers using calculators.

152 read as: "fifteen to the power of two" "fifteen squared", or "the square of fifteen".

Emphasise that a2 is a notation for a x a.

Include integers, fractions and decimals.

e.g. (-8)2 = (-8) x (-8)

2 = x

0.62 = 0.6 x 0.6

Emphasise that the square of any number is greater than or equal to zero.

Emphasise the reasonableness of answers.

Discuss that readings from calculators may be approximations.

Perfect squares are whole numbers.

B1D1E1 Menyatakan suatu nombor yang didarab dengan nombor yang sama sebagai kuasa dua nombor tersebut dan sebaliknya.

B2D2E1 Menentukan kuasa dua suatu nombor dengan menggunakan kalkulator.

B3D2E1 a. Menentukan kuasa dua suatu nombor tanpa menggunakan kalkulator. b. Menganggar kuasa dua suatu nombor.

B3D2E2 a. Menyenaraikan kuasa dua sempurna. b. Menentukan sama ada suatu nombor adalah kuasa dua sempurna.

12 22 32

Explore perfect squares v. List perfect squares.vi. Determine if a number

is a perfect square.vii. Pose and solve

problems involving squares of numbers.

The perfect squares are 1, 4, 9, 16, 25, ..

Emphasise that decimals and fractions are not perfect squares.Square

2.2 Understand and use the concept of square roots of positive numbers.

Explore the concept of square roots using areas of squares.

i. Determine the relationship between squares and square roots.

ii. Determine the square roots of perfect squares without using calculator.

iii. Determine the square roots of numbers without using calculators.

“ ” is a symbol for square root.

read as: "square root of five".

= a

Finding the square root is the inverse of squaring.

Numbers include fractions and decimals.

Limit to:a) fractions that can be

reduced such that the numerators and denominators are perfect squares

b) decimals that can be written in the form of the square of another decimals.

Emphasize that: x = 2

= a x =

B2D2E2 Menyatakan punca kuasa dua suatu nombor positif sebagai suatu nombor yang didarab dengan nombor yang sama menghasilkan nombor positif tersebut.

B2D2E3 Menentukan punca kuasa dua nombor menggunakan kalkulator.

B3D2E3 a. Menentukan punca kuasa dua bagi kuasa dua sempurna tanpa menggunakan kalkulator. b. Menentukan punca kuasa dua nombor tanpa menggunakan kalkulator. c. Menganggar punca kuasa suatu dua nombor.

B3D2E4 Mendarab dua punca kuasa dua.

B4D2E1 Mengemuka dan menyelesaikan masalah yang melibatkan : a. kuasa dua nombor. b. kuasa dua dan punca kuasa dua.

Investigate multiplications involving square roots of:

a) the same number b) Different numbers.

Use estimation to check whether answers are reasonable.

e.g. 7 is between 4 and 9

is between 2 and 3.

Use calculators to explore the relationship between squares and square roots.

iv. Multiply two square roots.

v. Estimate square roots of numbers.

vi. Find the square roots of numbers using calculators.

vii. Pose and solve problems involving squares and square roots.

Emphasize the reasonableness of answers

4 2.3 Understand and use the concept of cube of numbers.

Recognize cube of a number as the volume of the associated cube.

Use pencil-and-paper method, speed and mental calculations to evaluate cubes of numbers.

i. State a number multiplied by itself twice as a number to the power of three and vice-versa.

ii. Determine cubes of numbers without using calculators.

43 read as: "four to the power of three" or "four cubed" or "the cube of four".

Include integers, fractions and decimals.

Emphasize that a3 is a notation for a x a x a.

i. 3 = x x

ii. 0.23 = 0.2 x 0.2 x 0.2

Discuss that cubes of negative numbers are negative.

Emphasize the reasonableness of answers.

B1D1E2 Menyatakan suatu nombor yang didarab dua kali dengan nombor yang sama sebagai kuasa tiga nombor tersebut dan sebaliknya.

B2D3E1 Menentukan kuasa tiga suatu nombor menggunakan kalkulator.

B3D3E1 a. Menentukan kuasa tiga suatu nombor tanpa menggunakan kalkulator. b. Menganggar kuasa tiga suatu nombor.

Explore estimation of cubes of numbers.

e.g.0.48 is between 0.4 and 0.5 0.483 is between 0.064 and 0.125

Explore cubes of numbers using calculators.

iii. Estimate cubes of numbers.

iv. Determine cubes of numbers using calculators.

v. Pose and solve problems involving cubes of numbers

2.4 Understand and use the concept of cube roots of numbers

Use calculators to explore the relationship between cubes and cube roots.

Explore estimation of cube roots of numbers.

e.g.

20 is between 8 and 27.

is between 2 and 3.

Explore the relationship between cubes and cube roots using calculators.

i. Determine the relationship is the symbol for between cubes and cube roots.

ii. Determine the cube roots of integers without using calculators.

iii. Determine the cube roots of numbers without using calculators.

iv. Estimate cube roots of numbers.

v. Determine cube roots of numbers using calculators.

vi. Pose and solve problems involving cubes and cube

roots.

3 is the symbol for cube root of a number.

3 read as:"cube root of eight". Limit to numbers whose cube roots are integers, for example: ±1, ±8, ±27,...

Limit to:a) Fractions that can be reduced such that the numerators and denominators are cubes of integers.

b) Decimals that can be written in the form of cube of another decimal.

B2D3E2 Menyatakan punca kuasa tiga suatu nombor sebagai suatu nombor yang didarab dengan nombor yang sama dua kali menghasilkan nombor tersebut.

B2D3E3 Menentukan punca kuasa tiga suatu nombor menggunakan kalkulator.

B3D3E2 a. Menentukan punca kuasa tiga suatu integer tanpa menggunakan kalkulator. b. Menentukan punca kuasa tiga suatu nombor tanpa menggunakan kalkulator. c. Menganggar punca kuasa tiga suatu nombor.

B4D2E2 Mengemuka dan menyelesai masalah melibatkan : a. kuasa tiga nombor. b. kuasa tiga dan punca kuasa tiga.

B5D2E1 Melaksanakan pengiraan yang melibatkan penambahan, penolakan, pendaraban, pembahagian dan operasi bercampur

vii. Perform computations involving addition, subtraction, multiplication, division and mixed operations on

squares, square roots, cubes and cube roots.

terhadap kuasa dua, punca kuasa dua, kuasa tiga dan punca kuasa tiga.

CHAPTER 3: ALGEBRAIC EXPRESSIONS II

WEEK LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING

ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

5 3.1 Understand the concept of algebraic terms in two or more unknowns.

Students identify unknowns in given algebraic terms.

e.g. 3ab : a & b are unknowns. - 3d 2 : d is an unknown.

Use examples of everyday situations to explain

algebraic terms in two or more unknowns.

i. Identify unknowns in algebraic terms in two

or more unknowns.

ii. Identify algebraic terms in two or more unknowns as the

product of the unknowns with a number.

iii. Identify coefficients in given algebraic terms in two or more unknowns.

iv. Identify like and unlike algebraic terms in two

or more unknowns.

v. State like terms for a given algebraic term.

a2 = a x ay3 =y x y x y

In general yn is ntimes y multiplied by itself.

2pqr means 2xpxgxra 2b means 1 xa2xb= 1 x a x a x b- rs3 means-1 xrxs3

=-1xrxsxsxs

Coefficients in the term 4pq:Coefficient of pq is 4. Coefficient of q is 4p. Coefficient of p is 4q.

B1D2E1 Mengenal pasti pembolehubah dalam sebutan algebra.

B1D2E2 a. Mengenal ungkapan algebra dalam dua atau lebih pembolehubah. b. Menentukan bilangan sebutan bagi ungkapan algebra dalam dua atau lebih pembolehubah yang diberi.

B2D4E1 a. Mengenal pasti : i. sebutan algebra dalam dua atau lebih pembolehubah sebagai hasil darab pembolehubah tersebut dengan suatu nombor. ii. pekali dalam sebutan algebra yang diberi. iii. sebutan algebra serupa dan sebutan algebra tak serupa. b. Menyatakan sebutan serupa bagi suatu sebutan algebra yang diberi.

3.2 Perform computations involving multiplication and division of two or more

Explore multiplication and division of algebraic terms using concrete materials or pictorial representations.

i Find the product of two algebraic terms.

ii . Find the quotient of

B3D4E1 Menentukan : a. hasil darab dua sebutan algebra. b. hasil bahagi dua sebutan algebra.

terms. e.g.Find the area of a wall covered by 10 pieces of tiles each measuring x cm by y cm.

e.g. a) 4rs x 3r= 12r2 s b) 2p2 ÷6pq= 2 x p x p = p. 6 x p x q 2q

Perform multiplication and division such as: 6pg2x3p÷2qr

two algebraic terms.

iii. Perform multiplication and division involving algebraic terms

B4D3E1 Melaksanakan pendaraban dan pembahagian yang melibatkan sebutan algebra.

6 3.3 Understand the concept of algebraic expressions.

Use situations to demonstrate the concept of algebraic expression.e.g.a) Add 7 to a number: n + 7.b) A number multiplied by 2 and

then 5 added: (n x 2) + 5 or 2n + 5.

Investigate the difference between expressions such as2n and n + 2; 3(c + 5) and 3c + 5;n2 and 2n; 2n2 and (2n)2 .

i. Write algebraic expressions for given situations using letter symbols.

ii. Recognise algebraic expressions in two or more unknowns.

iii. Determine the number of terms in given algebraic

expressions in two or more unknowns.

iv. Simplify algebraic expressions by collecting like terms.

v. Evaluate expressions by substituting numbers for letters.

2xy is an expressionwith 1 term.

5 + 3ab is an expression with 2 terms.

B2D4E2 Menulis ungkapan algebra bagi situasi yang diberi menggunakan simbol huruf.

B3D4E2 Mempermudahkan ungkapan algebra dengan mengumpulkan sebutan serupa.

B3D4E3 Menentukan nilai ungkapan dengan menggantikan huruf dengan nombor.

3.4 Perform computations involving algebraic expressions.

Use situations to explain computations involving algebraic expressions.

a) 8 (3x - 2)

i. Multiply and divide algebraic expressions by a number.

B3D4E4 a. Mendarab dan membahagi ungkapan algebra dengan suatu nombor. b. Melaksanakan :

b) (4x - 6) ÷2 or

Investigate why 8(3x - 2) = 24x - 16.

Add and subtract algebraic expressions by removing

bracket and collecting like terms. Simplify algebraic expressions

such as: a) 3x - (7x - 5x)b) 5(x + 2y) - 3(2x - 2y)

c) (a + 7b - c) + (4 - b - 2c)

d) 8(3x - 2) +

ii. Perform: a) addition b) subtraction involving

two algebraic expressions.

iii. Simplify algebraic expressions.

i. penambahan ii. penolakan yang melibatkan dua ungkapan algebra.

B4D3E2 Mempermudahkan ungkapan algebra.

CHAPTER 4 : LINEAR EQUATIONSWEEK LEARNING

OBJECTIVESSUGGESTED TEACHING

AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

7 4.1 Understand and use the concept of equality.

Use concrete examples to illustrate '=' and "#'. Discuss cases such as:

a) If a = b then b = a.e.g.

2+3 = 4+1 then 4+1 = 2+3

b) If a = b and b = c, then a =c.

e.g. 4+5 = 2+7, then 2+7=3+6, then 4+5 = 3+6

i. State the relationship between two quantities by using the symbols '=' or ' ’

=' read as: "is equal to".

' ’ read as: "is not equal to".

Relate to the balancemethod for equations.

B2D5E1 Menyatakan hubungan antara dua kuantiti menggunakan simbol ‘ = ’ atau ‘ ≠ ’.

8

4.2 Understand and use the concept of linear

equations in one unknown.

Discuss why given algebraic terms and expressions are linear.

Given a list of terms, students identify linear terms. e.g. 3x, xy, x2

3x is a linear term.

Select linear expressions given a list of algebraic expressions.e.g. 2x + 3, x - 2y, xy + 2,x2 - 1 2x + 3, x - 2y are linear expressions.

Select linear equations given a list of equations.

e.g.x + 3 = 5, x - 2 y = 7, xy = 10x + 3 = 5, x - 2y = 7 are linear equations.

x + 3 = 5 is linear equation in one unknown.

Include examples from everyday situations.

i. Recognise linear algebraic terms.

ii. Recognise linear algebraic

expressions.

iii. Determine if a given equation is:

a) a linear equationb) a linear equation in one

unknown.

iv. Write linear equations in one unknown for given statements and vice versa.

B1D3E1 Mengenal pasti : a. sebutan algebra linear. b. ungkapan algebra linear.

B2D5E2 Menentukan sama ada persamaan yang diberi adalah: a. persamaan linear. b. persamaan linear dalam satu pembolehubah.

B3D5E1 Menulis persamaan linear dalam satu pembolehubah bagi pernyataan yang diberi dan sebaliknya.

4.3 Understand the concept of solutions of linear equations in one unknown.

Use concrete examples to explain solutions of linear equation in one unknown.

e.g.Relate x+2=5 to +2=5.

i. Determine if a numerical value is a solution of a given linear equation in one unknown.ii. Determine the solution of a linear equation in one unknown by trial and improvement method.

The solutions of equations are also known as the roots of the equations.

Trial and improvement method should be done systematically.

Emphasize the appropriate

B3D5E2 Menentukan : a. sama ada suatu nilai berangka adalah penyelesaian bagi persamaan linear dalam satu pembolehubah yang diberi. b. penyelesaian persamaan linear dalam satu pembolehubah menggunakan kaedah cuba-jaya.

B3D5E3

Solve and verify linear equations in one unknown by inspection and systematic trial, using whole numbers, with and without the use of calculators.

Involve examples from everyday situations.

iii. Solve equations in the form of: a) x + a = b b) x – a = b c) a x = b

d) = b

where a, b, c are integers and x is an unknown.

iv. Solve equations in the form of ax + b c, where a, b, c are integers and x is an unknown.

v. Solve linear equations in one unknown.

vi. Pose and solve problems involving linear equations in one unknown.

use of equals sign. Menyelesaikan persamaan dalam bentuk : a. x + a = b b. x – a = b c. ax = b d. b=ax

apabila a, b, c ialah integer dan x ialah pembolehubah.

B4D4E1 Menyelesaikan persamaan dalam bentuk ax + b = c, apabila a, b, c ialah integer dan x ialah pembolehubah.

B4D4E2 Menyelesaikan persamaan linear dalam satu pembolehubah.

B5D3E1 Mengemuka dan menyelesaikan masalah yang melibatkan persamaan linear dalam satu pembolehubah.

CHAPTER 5 : RATIOS, RATES AND PROPORTIONSWEEK LEARNING

OBJECTIVESSUGGESTED TEACHING

AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

9 5.1 Understand the concept of ratio of two quantities

Use everyday examples to introduce the concept of ratio

Use concrete examples to explore:a) equivalent ratiosb) related ratios.

i. Compare two quantities in the a b

form a:b or

ii. Determine whether given ratios are equivalent ratios.iii. Simplify ratios to the lowest terms.iv. State ratios related to a given ratio.

Include quantities of different units.The ratio 3 : 5 means 3 parts to 5 parts and read as: "three to five".Include:Given x : y, find:a) y : xb) x : x - y c) x : :x + y

B2D6E1 Membandingkan : a. dua kuantiti dalam bentuk a : b atau .

b. tiga kuantiti dalam bentuk a : b : c.

B3D6E1 Menentukan sama ada nisbah yang diberi adalah nisbah setara.

B3D6E2

Mempermudahkan suatu nisbah kepada sebutan terendah.

B3D6E3 Menyatakan nisbah yang berkaitan dengan suatu nisbah yang diberi.

5.2 Understand the concept of proportion to solve problems.

Use everyday examples to introduce

the concept of proportion. Verify the method of cross multiplication and use it to find the missing terms of a proportion

i. State whether two pairs of quantities is a proportion.

ii. Determine if a quantity is proportional to another quantity given two values of, each quantity.

iii. Find the value of a quantity given the ratio of the two quantities and the value of another quantity.

iv. Find the value of a quantity given the ratio and the sum of the two quantities.

v. Find the sum of two quantities given the ratio of the quantities and the difference between the quantities.

vi.Pose and solve problem involving ratios and proportions.

=

read as: "a to b as c to d ".

Begin with unitary method.

Emphasize that

If =

then ad = bc (b # 0, d # 0)

B3D6E4 Menyatakan sama ada dua pasangan kuantiti ialah suatu kadaran.

B3D6E5 Menentukan sama ada suatu kuantiti berkadar dengan kuantiti yang lain apabila diberi dua nilai bagi setiap kuantiti tersebut.

B4D5E1 Menentukan nilai satu daripada dua kuantiti apabila nisbah : a. dua kuantiti tersebut dan nilai kuantiti yang satu lagi diberi. b. hasil tambah dua kuantiti tersebut diberi.

B4D5E2 Menentukan hasil tambah dua kuantiti apabila nisbah dan beza antara dua kuantiti tersebut diberi.

B5D4E1 Mengemuka dan menyelesaikan masalah yang melibatkan nisbah dan kadaran.

10 5.3 Understand and use the concept of ratio of three quantities to solve problems.

Use everyday examples to introduce the concept of ratio of three quantities.

i. Compare three quantities in the form a : b : c.'ii. Determine whether given

Include quantities of different units a : b = p : q

B3D6E6 Menentukan sama ada nisbah yang diberi adalah nisbah setara.

Use concrete examples to explore equivalent ratios.

ratios are equivalent ratios.iii.' Simplify ratio of three quantities to the lowest terms.iv. State the ratio of any two quantities given ratio of three; quantities. v. Find the ratio of a : b : c given the ratio of a : b and b : c.vi. Find the value of the other quantities, given the ratio of three quantities and the value of one of the quantities.vii) Find the value of each of the three quantities given:

a) the ratio and the sum of three quantitiesb)' the ratio and the difference between two of the three quantities.

viii. Find the sum of three quantities given the ratio and the difference between two of the three quantities.

ix. Pose and solve problems involving ratio of three quantities.

b : c = m : n when a) q = m b) q # m

Begin with unitary method.

B3D6E7 Mempermudahkan nisbah tiga kuantiti kepada sebutan terendah.

B3D6E8 Menyatakan nisbah bagi mana-mana dua kuantiti apabila nisbah tiga kuantiti diberi.

B4D5E3 Menentukan nisbah bagi a : b : c apabila nisbah a : b dan b : c diberi.

B4D5E4 Menentukan nilai dua daripada tiga kuantiti apabila diberi nisbah tiga kuantiti tersebut dan nilai kuantiti yang satu lagi.

B5D4E2 a. Menentukan nilai bagi setiap daripada tiga kuantiti apabila diberi : i. nisbah dan hasil tambah tiga kuantiti tersebut. ii. nisbah dan beza antara dua daripada tiga kuantiti tersebut. b. Menentukan hasil tambah tiga kuantiti apabila nisbah dan beza antara dua daripada tiga kuantiti tersebut diberi. c. Mengemuka dan menyelesaikan masalah yang melibatkan nisbah tiga kuantiti.

CHAPTER 6 : PYTHAGORAS' THEOREM.WEEK LEARNING

OBJECTIVESSUGGESTED TEACHING

AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

11 6.1- Understand the relationship between the sides of a right - angled triangle.

Students identify the hypotenuse of right-angled triangles drawn in different orientations.Use dynamic geometry software, grid papers or geo-boards to explore and investigate the Pythagoras' theorem.

i. Identify the hypotenuse of right-angled triangles.

ii. Determine the relationship between the lengths of the sides of a right-angled triangle.

iii. Find the length of the missing side of a right-angled triangle using the Pythagoras' theorem.

iv. Find the length of sides of geometric shapes using Pythagoras' theorem.

v. Solve problems using the Pythagoras' theorem.

Emphasize that a2 = b2 + c2 is thePythagoras' theorem.

Begin with the Pythagorean Triples. e.g. (3, 4, 5) (5, 12, 13)

Include combined geometric shapes.

B1D4E1 Mengenal pasti hipotenus segitiga bersudut tegak.

B2D7E1 Menentukan hubungan antara panjang sisi segitiga bersudut tegak.

B4D6E1 Menghitung panjang sisi segitiga bersudut tegak menggunakan Teorem Pythagoras.

B5D5E1 Menentukan panjang sisi bentuk geometri menggunakan Teorem Pythagoras

6.2 Understand and use the converse of the Pythagoras' theorem

Explore and investigate the converse of the Pythagoras' theorem through activities.

i. Determine whether a triangle is a right-angled triangle.

ii.Solve problems involving the converse Pythagoras' theorem.

Note that:

If a2 > b2 + c2, then A is an obtuse angle.

If a2 < b2 + c2 , then A is an acute angle.

B3D7E1 Menentukan sama ada suatu segitiga ialah segitiga bersudut tegak.

B5D5E2 a. Menyelesaikan masalah yang melibatkan

akas Teorem Pythagoras. b. Menyelesaikan masalah menggunakan Teorem Pythagoras.

12 UJIAN 1

CHAPTER 7: GEOMETRICAL CONSTRUCTIONWEEK LEARNING

OBJECTIVESSUGGESTED

TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

13 - 14

7.1- Perform constructions using straight edge (ruler and set square) and compass.

Relate the construction to the properties of equilateral triangle.

Explore situation when two different triangles can be constructed

i. Construct a line segment of given length.

ii. Construct a triangle given the length of the sides.

iii. Construct:a) perpendicular bisector of a given line segmentb) perpendicular to a line passing through a point on the linec) perpendicular to a line passing through; a point not on the line.

iv. Construct: a) angle of 60° and 120°b) bisector of an angle.

v. Construct triangles given: a) one side and two angles b) two sides and one angle.vi. Construct: a) parallel lines b) parallelogram given its sides and an

angle.

Emphasize on accuracy of drawing.

Include equilateral, isosceles and scalene triangles.

Emphasize the constructions in Learning Outcome (iii) are used to construct an angle of 90°.

Emphasize the use of the bisector of an angle to construct angles of 30°, 45° and15° and etc

Measure angles using protractors.

B3D8E1 Membina suatu tembereng garis apabila panjang diberi.

B4D7E1 Membina suatu segitiga apabila panjang setiap sisi diberi.

B4D7E2 Membina: (a) pembahagi dua sama serenjang bagi suatu tembereng garis yang diberi. (b) garis yang berserenjang dengan suatu garis dan melalui suatu titik pada garis tersebut. (c) garis yang berserenjang dengan suatu garis dan melalui suatu titik yang bukan pada garis tersebut.

B4D7E3 Membina : a. sudut 60o b. sudut 120o. c. pembahagi dua sama sudut.

B5D6E1 Membina segitiga apabila diberi : a. panjang satu sisi dan saiz dua sudut.

b. panjang dua sisi dan saiz satu sudut.

B5D6E2 Membina: a. garis selari. b. segiempat selari apabila panjang setiap sisi dan saiz satu sudut diberi.

CHAPTER 8: COORDINATESWEEK LEARNING

OBJECTIVESSUGGESTED

TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

15 8.1 Understand and use the concept of coordinates.

Introduce the concept of coordinates using everyday examples e.g. State the location of:

a) a seat in the classroom

b) a point on square grids.

Introduce Cartesian coordinates as a systematic way of marking the location of a point.

i. Identify the x-axis, y-axis and the origin on a Cartesian plane.ii. Plot points and state the coordinates of the points given distances from the y-axis and x-axis.\iii. Plot points and state the distances of the points from the y-axis and-x-axis given coordinates of the points.iv. State the coordinates of points on Cartesian plane.

Coordinates of origin is (0, 0).For Learning Outcomes ii - iii, involve the first quadrant only.

Involve all the four quadrants.

B1D5E1 Mengenal pasti paksi-x, paksi-y dan asalan pada satah Cartes.

B3D9E1 Memplot dan menyatakan : a. koordinat titik apabila jarak dari paksi-x dan paksi-y diberi. b. jarak titik dari paksi-x dan paksi-y, apabila koordinat diberi.

B3D9E2 Menyatakan koordinat titik pada satah Cartes.

B4D8E1 Memplot titik dengan merujuk kepada koordinat dan skala yang diberi.

16 8.2 Understand and use the concept of scales for the coordinate axes.

Use dynamic geometry software to explore and investigate the concept scales.

i. Mark the values on both axes by extending the sequence of given values on the axes.ii. State the scales used in given coordinate axes where:

Emphasize that the scales used on the axes must be uniform.

B3D9E3 Menyatakan skala yang digunakan pada kedua-dua paksi koordinat yang diberi

Explore the effects of shapes of objects by using different scales.

Explore positions of places on topography maps.

Pose and solve problems involving coordinates of vertices of shapes such as:

Name the shape formed by A(1,5), B(2, 5), C(4, 3) and D(3, 3).

Three of the four vertices of a square are (-1, 1), (2, 5) and (6, 2). State the coordinates of the fourth vertex.

a) scales for axes are the sameb) scales for axes are different.

iii. Mark the values on both axes, with reference to the scales given.iv. State the coordinates of a given point with reference to the scales given.v. Plot points, given the coordinates, with reference to the scales given.vi. Pose and solve problems involving coordinates.

Scales should be written in the form:

a) 2 unit represents 3 units.

b) 1 : 5.

apabila : a. skala adalah sama. b. skala adalah berbeza.

B3D9E4 Menanda nilai pada kedua-dua paksi dengan merujuk kepada skala yang diberi.

B3D9E5 Menyatakan koordinat suatu titik dengan merujuk kepada skala yang diberi.

8.3 Understand and use the concept of distance between two points on a Cartesian plane.

Discuss different methods of finding distance between two points such as:a) inspectionb) moving one point to the otherc) computing the difference between the x-coordinates or y-coordinates.

Students draw the appropriate right-angled triangle using the distance between the two points as the hypotenuse.

i. Find the distance between two points with: a) common y-coordinates b) common x-coordinates..ii. Find the distance between two points using Pythagoras' theorem.

iii. Pose and solve problems involving distance between two points.

Emphasise that the line joining the points are parallel to the x-axis or parallel to the y-axis

Include positive and negative coordinates

The formula for distance between two points (x1 , y1,) and (x2 , y2) is

need not be introduced.

B3D9E6 Menentukan jarak di antara dua titik yang mempunyai : a. koordinat-y yang sama. b. koordinat-x yang sama.

B4D8E2 Menentukan jarak di antara dua titik menggunakan Teorem Pythagoras.

8.4 Understand and use the concept of midpoints.

Introduce the concept of midpoints through activities such as folding,

i. Identify the midpoint of a straight line joining two points.ii. Find the coordinates of the midpoint of

The formula of midpoint for (x1 , y1) and (X2, Y2) is

B2D8E1 Menanda nilai pada kedua-dua paksi dengan melanjutkan

constructing, drawing and counting. Use dynamic geometry software to explore and investigate the concept of midpoints.

a straight line joining two points with:a) common y-coordinates b) b) common x-coordinates.iii. Find the coordinates of the midpoint of the line joining two points.iv. Pose and solve problems involving midpoints.

need not be introduced.

Involve shapes

urutan nilai yang diberi.

B2D8E2 Mengenal pasti titik tengah suatu garis lurus yang menyambung dua titik.

B3D9E7 Menentukan koordinat titik tengah suatu garis lurus yang menyambung dua titik pada : a. koordinat-y yang sama. b. koordinat-x yang sama.

B4D8E3 Menentukan koordinat titik tengah suatu garisan yang menyambung dua titik.

B5D7E1 Mengemuka dan menyelesaikan masalah yang melibatkan : a. koordinat. b. jarak di antara dua titik. c. titik tengah.

CHAPTER 9: LOCI IN TWO DIMENSIONSWEEK LEARNING

OBJECTIVESSUGGESTED

TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

17 9.1 Understand the as concept of two dimensional loci

Use everyday examples such familiar routes and simple paths to introduce the concept of loci.

Discuss the locus of a point in a given diagram. e.g. Describe a locus of a

i. Describe and sketch the locus of a moving object.ii. Determine the locus of points that are of:

a) constant distance from a fixed pointb) equidistant from two fixed pointsc) constant distance from a straight line

d) equidistant from two intersecting lines.

Emphasis the accuracy of drawings.

Relate to properties of isosceles triangle.

Emphasis locus as: a) path of a moving point

B3D10E1 Menerangkan dan melakar lokus bagi suatu objek yang bergerak.

B3D10E2 Menentukan lokus bagi suatu titik yang :

point equidistant from A and C.

iii. Construct the locus of a set of all points that satisfies the condition:a) the point is at a constant distance from a

fixed pointb) the point is at equidistant from two fixed

pointsc) the point is at a constant distance from a

straight line d) the point is at equidistant from two intersecting lines

b) a point or set of pointsthat satisfies given conditions.

a. berjarak tetap dari satu titik tetap. b. berjarak sama dari dua titik tetap. c. berjarak tetap dari satu garis lurus. d. berjarak sama dari dua garis lurus yang bersilang.

B4D9E1 Membina lokus bagi suatu titik yang memenuhi syarat berikut : a. berjarak tetap dari suatu titik tetap. b. berjarak sama dari dua titik tetap. c. berjarak tetap dari satu garis lurus. d. berjarak sama dari dua garis bersilang.

9.2 Understand the concept of the intersection of two loci.

Use everyday examples or games to discuss the intersection of two loci.Mark the points that satisfy the conditions: a) Equidistant from A and C. b) 3 cm from A.

i.Determine the intersections of two loci by drawing the loci and locating the points that satisfy the conditions of the two loci.

Limited to loci discussed in Learning Objective 9.1.

B5D8E1 Menentukan persilangan dua lokus dengan melukis lokus yang memenuhi syarat kedua-dua lokus.

18 - 20 MID YEAR EXAMINATIONS

CHAPTER 10: CIRCLESWEEK LEARNING

OBJECTIVESSUGGESTED

TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

21 10.1 Recognise and draw parts of a circle.

Introduce the concept of circle as a locus.

Use dynamic geometry s9ftware to explore parts of a circle.

i. Identify circle as a set of points equidistant from a fixed point.ii. Identify parts of a circle:

a) center b) circumference c) radius d) diameter e) chord f) arcg) sectorh) segment

iii. Draw:a) a circle given the radius and centreb) a circle given the diameterc) a diameter passing through a specific point in a circle given the centre.d) a chord of a' given length passing through a point on the circumferencee) sector given the size of the angle at the centre and radius of the circle.iv.Determine the:

a) center b) radius

of a given circle by construction.

B1D6E1 Mengenal pasti bulatan sebagai satu set titik yang sama jarak dari satu titik tetap.

B2D9E1 Mengenal pasti bahagian bulatan : a. pusat. b. lilitan. c. jejari. d. diameter. e. perentas. f. lengkok. g. sektor. h. tembereng.

B3D11E1 Melukis : a. bulatan apabila jejari dan pusat bulatan diberi. b. diameter yang melalui suatu titik tertentu dalam suatu bulatan dengan pusat bulatan diberi. c. perentas yang melalui satu titik pada lilitan apabila ukuran panjang diberi. d. sektor apabila saiz sudut pada pusat dan jejari bulatan diberi.

B4D10E1 Menentukan :

a. pusat b. jejari bagi bulatan yang diberi menggunakan pembinaan.

22 10.2 Understand and use the concept of circumference to' solve problems.

Measure diameter and circumference of circular objects.

Explore the history of n.

Explore the value of it using dynamic geometry software.

i. Estimate the value of n.ii. Derive the formula of the circumference of a circle.iii. Find the circumference of a circle, given its:

a) diameter b) radius

iv. Find the:a) diameterb) radius

given the circumference of a circle.

v. Solve problems involving circumference of circles.

Developed through activities.

The ratio of the circumference to the diameter is known as

and read as "pi".

Emphasise

3.142 or

B3D11E2 Menganggarkan nilai π.

B3D11E3 a. Menerbitkan rumus lilitan bulatan. b. Menentukan lilitan bulatan apabila diberi : i. diameter. ii. jejari.

B4D10E2 Menentukan : a. diameter dan jejari apabila lilitan bulatan diberi. b. sudut pada pusat apabila panjang lengkok dan jejari diberi. c. jejari apabila panjang lengkok dan sudut pada pusat diberi. d. jejari dan diameter apabila luas bulatan diberi. e. sudut pada pusat bulatan apabila jejari dan luas sektor diberi. f. jejari apabila luas sektor dan sudut pada pusat bulatan diberi.

23 10.3 Understand and use the concept of arc of a circle to solve problems.

Explore the relationship between the length of arc and angle at the centre of a circle using dynamic geometry software.

i. Derive the formula of the length of an arc,ii. Find the length of arc given the angle at the centre and the radius.iii. Find the angle at the centre given the length of the arc; and the radius of a circle.iv. Find thelength of radius of a circle given the length of the arc and the angle at the centre.

The length of arc is proportional to the angle at the centre of a circle.

Include combined shapes

B3D11E4 a. Menerbitkan rumus panjang lengkok. b. Menentukan panjang lengkok apabila sudut pada pusat dan jejari diberi.

v. Solve problems involving arcs of a circle. B3D11E5 a. Menerbitkan rumus luas bulatan. b. Menentukan luas bulatan apabila diberi : i. jejari. ii. diameter.

B3D11E6 a. Menerbitkan rumus luas sektor. b. Menentukan luas sektor apabila jejari dan sudut pada pusat bulatan diberi.

24 10.4 Understand and use the concept of area of a circle to solve problems.

Explore the relationship between the radius and the area of a circle:a) using dynamic geometry softwareb) through activities such as cutting the circle into equal sectors and rearranging them into rectangular form.

i. Derive the formula of the area of a circle.ii. Find the area of a circle given the:

a) radiusb) diameter.

iii. Find:a) radiusb) diametergiven the area of a circle.

iv. Find the area of a circle given the circumference and vice versa.v. Solve problems involving area of circles.

Include finding the area of the annulus.

B5D9E1 Menyelesaikan masalah yang melibatkan : a. lilitan bulatan. b. lengkok bulatan. c. luas bulatan. d. luas sektor.

10.5 Understand and use Explore the relationship i. Derive the formula of the area of a sector. Include combined shapes B5D9E2

the concept of area of sector of a circle to solve problems.

between the area of a sector and the angle at the centre of the circle using dynamic geometry software

ii. Find the area of a sector given the radius and angle at the centre.iii. Find the angle at the centre given the radius and area of a sector.iv. Find the radius given the area of a sector and the angle at the centre.v. Solve problems involving area of sectors and area of circles.

Menentukan luas bulatan apabila diberi lilitan dan sebaliknya.

CHAPTER 11: TRANSFORMATIONSWEEK LEARNING

OBJECTIVESSUGGESTED

TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE ENIDENCE

25 11.1 Understand the concept of transformations.

i. Identify a transformation as a one-to-one correspondence between points in a plane.

ii . Identify the object and its image in a given transformation.

A one-to-one correspondence between points of a plane is also called a mapping.Include transformations in arts and nature.

B1D7E1 Mengenal pasti penjelmaan sebagai padanan satu-dengan-satu antara titik pada satah.

11.2 Understand and use the concept of translations.

Explore concepts intransformational geometry using concrete materials, drawings, geo-boards and dynamic geometry software.

Explore translations given in the form

Investigate the shapes and sizes, lengths and angles of the images and the objects.

i. Identify a translation.ii. Determine the image of an object under a given translation.iii. Describe a translation:a) by stating the direction and distance of the movement

b) in the form

iv. Determine the properties of translation.v. Determine the coordinates of: a) the image, given the coordinates of the object b) the object, given the

coordinates of the image under a translation.

vi. Solve problems involving translations.

The object is mapped onto the image.Grid papers may be used.

a is the movement parallel to the x-axis and b is the movement parallel to the y-axis.

Emphasise that under a translation, the shapes, sizes, and orientations of the object and its image are the same.

B2D10E1 Mengenal pasti objek dan imej bagi suatu penjelmaan.

B2D10E2 Mengenal pasti : a. translasi. b. pantulan. c. putaran.

B3D12E1 Menentukan : a. imej suatu objek di bawah translasi yang diberi. b. ciri suatu translasi.

B4D11E1

a. Menghuraikan translasi : i. dengan menyatakan arah dan jarak pergerakan.

ii. dalam bentuk ( )

b. Menentukan koordinat bagi : i. imej apabila koordinat objek diberi. ii. objek apabila koordinat imej diberi di bawah suatu translasi.

B5D10E1 Menyelesaikan masalah yang melibatkan : a. translasi. b. pantulan. c. putaran.

26 11.3 Understand and use the concept of reflections.

Explore the image of an object under a reflection by drawing, using tracing paper, or paper folding.

Investigate the shapes and sizes, lengths and angles of the images and objects.

i. Identify a reflection.

ii. Determine the image of an object under a reflection on a given line.

iii. Determine the properties of reflections.

iv. Determine:a) the image of an object, given the axis

of reflectionb) the axis of reflection, given the

object and its image.

v. Determine the coordinates of:a) the image, given the coordinates of the

objectb)the object, given the coordinates of the

image under a reflection.

The line is known as line of reflection or axis of reflection.

Emphasise that, under a reflectiona) the shapes and sizes of the object and its image are the same; andb) the orientation of he image is laterally inverted as compared to that of the object.

Emphasise that all points on the axis of reflection do not change their positions.Include x-axis and y-axis as axes of reflection.

B3D12E2 a. Menentukan : i. imej suatu objek di bawah suatu pantulan pada garis yang diberi. ii. ciri suatu pantulan. b. Menentukan : i. imej suatu objek apabila paksi pantulan diberi. ii. paksi pantulan apabila objek dan imej diberi.

B4D11E2 a. Menentukan koordinat bagi : i. imej apabila koordinat objek diberi. ii. objek apabila koordinat imej diberi di bawah suatu pantulan.

vi. Describe a reflection given the object and image.

vii. Solve problems involving reflections.

b. Menghuraikan pantulan apabila objek dan imej diberi.

11.4 Understand and use the concept of rotations.

Explore the image of an object under a rotation by drawing and using tracing paper.

i. Identify rotation.

ii. Determine the image of an object under a rotation given the centre, the angle and direction of rotation.

iii. Determine the properties of rotations.

iv. Determine:a) image of an object, given the centre,

angle and direction of rotationb) the centre, angle and direction of

rotation, given the object and the image.

v. Determine the coordinates ofa) the image, given the coordinates of

the object;b) the object, given the coordinates of

the image under a rotation.

vi. Describe a rotation given the object and image.

vii. Solve problems involving rotations.

Emphasise that under rotation; the shapes, sizes and orientations of an object and the image are the same.

Emphasise that the centre of rotation is the only point that does not change its position.

Include 90° and 180° as angles of rotation.rotation

B3D12E3 Menentukan : a. imej suatu objek di bawah suatu putaran apabila pusat, sudut dan arah putaran diberi. b. ciri suatu putaran. c. i. imej suatu objek apabila pusat, sudut dan arah putaran diberi. ii. pusat, sudut dan arah putaran, apabila objek dan imej diberi.

B4D11E3 a. Menentukan koordinat bagi : i. imej apabila koordinat objek diberi ii. objek apabila koordinat imej diberi di bawah suatu putaran. b. Menerangkan suatu putaran apabila objek dan imej diberi.

26 11.5 Understand and use the concept of isometry.

Use tracing papers to explore isometry.

i. Identify an isometry.

ii. Determine whether a given transformation is an isometry.

iii. Construct patterns using isometry.

Isometry is a transformation that preserves the shape and the size of the object.

B2D10E3 a. Mengenal pasti suatu isometri. b. Menentukan sama ada penjelmaan yang diberi adalah isometri.

B3D12E4

Membina pola menggunakan isometri.

B3D12E5 Mengenal pasti kekongruenan antara dua rajah sebagai satu ciri isometri.

11.6 Understand and use the concept of congruence.

Explore congruency under translations, reflections and rotations.

i. Identify if two figures are congruent.

ii. Identify congruency between two figures as a property of an isometry.

iii. Solve problems involving congruence.

Emphasise that congruent figures have the same size and shape regardless of their orientation

B2D10E4 Mengenal pasti sama ada dua rajah adalah kongruen.

B4D11E4 Menyelesaikan masalah yang melibatkan kekongruenan.

11.7 Understand and use the properties of quadrilaterals using concept of transformations.

Explore the properties of various quadrilaterals by comparing the sides, angles and diagonals.

i. Determine the properties of quadrilaterals using reflections and rotations.

Quadrilaterals include squares, rectangles, rhombus, parallelograms, and kites.

B3D12E6 Menentukan ciri sisi empat menggunakan pantulan dan putaran.

27 SKOR A28 - 29 UJIAN OGOSCHAPTER 12: SOLID GEOMETRY IIWEEK LEARNING

OBJECTIVESSUGGESTED

TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES POINT TO NOTE EVIDENCE

30 - 3312.1 Understand geometric properties of prisms, pyramids, cylinders, cones and spheres.

Explore and investigate properties of geometric solids using concrete models

State the geometric properties of prisms, pyramids, cylinders, cones and spheres.

B2D11E1 Menyatakan ciri geometri bagi prisma, piramid, silinder, kon dan sfera.

12.2 Understand the concept of nets.

Explore the similarities and differences between nets of prisms, pyramids, cylinders and cones using concrete models.

i. Draw nets for prisms, pyramids, cylinders and cones.

ii. State the types of solids given their nets.iii. Construct models of solids given their nets.

Net is also known as layout.Prisms include cubes and cuboids.

B3D13E1 Menyatakan jenis pepejal apabila suatu bentangan diberi.

B4D12E1 Melukis bentangan bagi prisma, piramid, silinder dan kon.

B4D12E2 Membina model pepejal apabila suatu bentangan diberi.

12.3 Understand the concept of surface area.

Explore and derive the formulae of the surface areas of prisms, pyramids, cylinders and cones.

i. State the surface areas of prisms, pyramids, cylinders and cones.

ii. Find the surface area of prisms, pyramids, cylinders and cones.

iii. Find the surface area of spheres using the standard formula.

iv. Find dimensions: a) length of sides b) height c) slant height d) radius e) diameter

of a solid given its surface area and other relevant information.v. Solve problems involving surface areas.

Standard formula for surface area of sphere is 4 r2 where r is the radius.

B2D11E2 Menyatakan luas permukaan bagi prisma, piramid, silinder dan kon.

B3D13E2 Menentukan luas permukaan bagi prisma, piramid, silinder dan kon.

B3D13E3 Menentukan luas permukaan bagi sfera menggunakan rumus piawai.

B5D11E1 a. Menentukan : i. panjang sisi ii. tinggi iii. tinggi sendeng iv. jejari v. diameter

bagi suatu pepejal apabila luas permukaan dan maklumat lain yang berkaitan diberi. b. Menyelesaikan masalah yang melibatkan luas permukaan.

CHAPTER 13: STATISTICSWEEK LEARNING

OBJECTIVESSUGGESTED

TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES

POINT TO NOTE EVIDENCE

34 13.1 Understand the concept of data.

Carry out activities to introduce the concept of data as a collection of information or facts.

Discuss methods of collecting data such as counting, observations, measuring, using questionnaires and interviews.

i. Classify data according to those that can be collected by:

a) counting b) measuring.

ii. Collect and record data systematically.

B2D12E1 Mengkelaskan data berpandukan data yang boleh dikumpul secara: a. mengira. b. mengukur.

B3D14E1 Mengumpul dan merekod data secara sistematik.

B4D13E1 Mengurus data dengan membina : a. jadual gundalan b. jadual kekerapan

13.2 Understand the concept of frequency.

Use activities to introduce the concept of frequency.

Determine' the frequency of data.i. Determine the data

with: a) the highest

frequency b) the lowest

frequencyc) frequency of a

specific value.iii. Organise data by constructing: a) tally charts b) frequency tables.

iv. Obtain information from frequency tables.

Use tally charts to record data. B3D14E2 Menentukan kekerapan dalam suatu data. B3D14E3 Menentukan : a. data yang mempunyai kekerapan tertinggi. b. data yang mempunyai kekerapan terendah. c. kekerapan bagi suatu nilai tertentu.

35 13.3 Represent and interpret data in:

a) i. pictograms.ii. bar charts

b) line graphsto solve problems.

Use everyday situations to introduce pictograms, bar charts and line graphs.

i. Construct pictograms to represent data.

ii. Obtain information from pictograms

iii. Solve problems involving pictograms.

iv. Construct bar charts to represent data:

v. Obtain information from bar charts.

vi. Solve problems involving bar charts.

vii. Represent data using line graphs.

viii. Obtain information from line graphs.

ix. Solve problems involving line graphs.

Include horizontal and vertical pictograms using symbols to represent frequencies.

Include the use of title and keys (legend) on pictograms, bar graphs and line graphs.

Include bar charts representing two sets of data.

Use vertical and horizontal bars. Include vertical and horizontal bar charts using scales such as:

a) 1 : 1b) n, where n is a whole number.Emphasise on the use of suitable scales for line graphs.

Discuss on the choice of using various methods to represent data effectively.

B3D14E4 Memperoleh maklumat daripada : a. jadual kekerapan. b. piktograf. c. carta palang. d. graf garis.

B4D13E2 a. Membina : i. piktograf ii. carta palang untuk mewakilkan data. b. Mewakilkan data menggunakan graf garis

B5D12E1 Menyelesaikan masalah yang melibatkan: a. piktograf. b. carta palang. c. graf garis.

36 REVISION

37 - 39 END OF YEAR EXAMINATION

SMK PUTERI, SEREMBAN

SCHEME OF WORK

2013

MATHEMATICS

FORM 2