SPECIFICATION TABLE OF FINAL SCHOOL EXAMINATION Type of School Subject Curriculum No RSBI Secondary school Mathematics RSBI Time

Allocation : 120 Minutes Number of Items : 50

Standard of Competence

Basic Competence
Doing addition, subtraction, multiplication, and division of integers and solving problems about them Doing addition, subtraction, multiplication, and division of fractions. Solving problems about proportions

Topic

Indicators
Given 4 integers, students find the results of operations involving addition, subtraction, multiplication, and division. Given a scoring rule of a test, students solve it using the operations of integers. Given 3 mixed number, students find the results of operations involving addition and subtraction. Given a problem from daily life, students solve the problem using the direct proportion concept.

Item
1 2 3

Integers

Using mathematical operations, concepts and properties of numbers, proportions, social arithmetic, sequence of numbers, and their uses in problem solving

Fractions

4 5 6 7

Proportions Given a problem from daily life, students solve the problem using the inverse proportion concept.

Solving problems about the selling price and buying price Solving problems in the banking and cooperative systems

Social Arithmetic Social Arithmetic Patterns and sequences of numbers

Students find one of the buying price, selling price, profit or percentage. Given an annual interest in a bank, students determine the amount of the money after several years Given a number pattern, students determine the nth-term.

Solving problems about sequences

No

Standard of Competence

Basic Competence
Multiplying algebraic forms Doing addition, subtraction, multiplication, and division of algebraic forms

Topic
Algebraic Forms Algebraic Forms Algebraic Forms Linear Equations in One Variable Sets

Indicators
Given two binomials (ax+b) and (cx+d), students determine the result of the multiplication. Given two trinomials (ax2+bc+c), students determine the result of addition or subtraction Students simplify the fraction of an algebraic form

Item

9 10 11

Understanding algebraic operations, concepts of linear equations and equalities, straight line equations, sets, relations, functions, linear equation systems, and using them in problem solving

Simplifying algebraic forms by factorization Determining solutions of linear equations in one variable Determining the intersection or union of sets and solving a problem about it.

Given a linear equation, students determine the solution. Given a Venn diagram, students determine the result of the operation set involving intersection or union Given the data from daily life, students find intersections or unions. Given some relations of two sets from daily life, students determine which relation is a function Given a function related to a situation and its domain, students determine the range. Given a line through two points, students determine the gradient of the line. Given a straight line passing through two points, students determine an equation of the straight line perpendicular to the line.

12

13

14 15 16 17 18

Solving problems about relations and functions Determining the gradient, equation, and graph of a line

Relations and functions Gradient and equation of a line

No

Standard of Competence

Basic Competence
Determining a solution of linear equation systems in two variables

Topic
Linear equation systems in two variables Pythagorean Theorem

Indicators
Given x and y as solutions of linear equation systems in two variables, students determine the value of (ax + by). Students solve the problem using linear equation systems in two variables. Given triangles of different sizes, students determine whether a triangle is a right-angled triangle. Students determine the length of the space diagonal using Pythagorean Theorem. Given the area of a rhombus and one of its diagonals, students determine its perimeter.

Item
19

20 21

Understanding two-dimensional shapes, three-dimensional shapes, parallel lines and angles, and using them in problem solving

Solving a problem using Pythagorean Theorem

22 23

Calculating the area and perimeter of a plane figure

Area and perimeter of a twodimensional shape

Determining the angles of a plane figure Determining angles formed by two parallel lines intersected by a transversal Understanding two-dimensional shapes, three-dimensional shapes, parallel lines and angles, and using them in problem solving Calculating the measure of a central angle and an inscribed angle in a circle

Angles Properties and sizes of angles on parallel lines Relation of a central angle and an inscribed

Given a figure of a combination of two quadrilaterals, students determine its area. Students solve the problem using the area or perimeter concept. Given a a quadrilateral and the proportion of two angles, students determine the measures of angles of the figure. Given two parallel lines intersected by a transversal, students determine one of the measures of the angles Students solve the problem using the central angle and inscribed angle.

24 25 26 27

28

No

Standard of Competence

Basic Competence

Topic
angle in a circle Similar figures Congruent triangles Polyhedra Cubes Pyramids Cylinders

Indicators

Item

Solving a problem using the similarity concept Solving a problem using the congruency concept Determining parts of a polyhedron Determining the net of a cube Calculating the volumes of a polyhedron, cylinder, cone Calculating the surface area of a polyhedron, cone, cylinder and sphere

Given two similar figures and their measures, Students determine the unknown side. Students solve the problem using the similarity concept Students solve the problem using the congruency concept Given a diagram of a cube, students determine the type or area of the shaded part. Given a net of a cube and the base, students determine the top Given the surface area of a pyramid and its dimensions, students determine the volume Given the lateral area and altitude of a cylinder, students calculate the radius. Given a prism and its dimension, students calculate the surface area of the prism. Given the circumference of the base and slant height of a cone, students calculate the surface area of a cone Given a frequency distribution table, students determine the median. Given two groups, the number of group members, and the average score of each group, students determine the combined average of the two groups. Given a diagram, students determine the frequency of a part of the data

29 30 31 32 33 34 35 36 37 38

Prisms Cones

Understanding concepts of statistics and applying them problem solving

Determining the central tendency measures and using them in problem solving

Statistics

39 40

Presenting and analyzing data

No

Standard of Competence
Understanding algebraic operations, concepts of linear equations and equalities, straight equations, sets, relation, functions, linear equation systems, and using them in problem solving Understanding concepts of probabilityand applying them in problem solving Understanding the properties of exponents and applied them in problem solving

Basic Competence

Topic

Indicators

Item

Determining solutions to a linear inequality in one variable. using the linear inequality in problem solving

Linear inequality Linear inequality Probability

Given a linear inequality, students determine the solution set

41

Given a problem from daily life, students solve the problem using the linear inequality concept Given an experiment, students determine the sample space of the experiment. Given an experiment, students determine the probability the experiment.

42 43 44 45 46 47 48 50 49

Determining the sample space Determining the probability of a certain simple event

Identifying exponents and roots Doing algebraic operations containing integers and roots Solving a simple problem related to exponents and roots Using tessellation principles in acquiring a good design Identifying the basic pattern of a tessellation (if any) from a design

Exponents

Given exponents, students simplify the exponents Given algebraic forms containing exponents and roots, students determine the result of the multiplication. Given the first term and nth term of a geometric sequence, students determine the 5th term. Given some regular polygons, students determine a polygon that can form a regular tesselation. Given non-regular polygons constructed from a modified polygon, students determine non-regular polygons that can form a non regular tesselation . Given a stem-and-leaf diagram, students determine the mode of data.

Understanding similarity and applying in problem solving

Tessellation

10

Understanding concepts of statistics and applying them in problem solving

Determining and explaining central tendency

Statistics (steam-andleaf diagram)