Scheme Of Work Form 3

LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
1.
Lines and
Angles II
( week)
1.1
Understand and
use properties of
angles associated
with transversal
and parallel lines


I





II





III




IV



V


Identify:
a) transversals
b) corresponding
angles
c) alternate angles
d) interior angles
Determine that for parallel lines:
a) corresponding angles are
equal
b) alternate angles are equal
c) sum of interior angles is
180
0

Find the values of:
a) corresponding angles
b) alternate angles
c) interior angles
associated with parallel lines
Determine if two given lines are
parallel based on the properties
of angles associated with
transversals
Solve problems involving
properties of angles associated
with transversals

- Explore the properties of
angles associated with
transversal using dynamic
geometry software,
geometry sets, acetate
overlays or tracing paper
- Discuss when alternate and
corresponding angles are
not equal
- Discuss when all angles
associated with
transversals are equal and
the implication on its
converse
Communication

Enquiry
discovery

Mastery learning

Multiple
intelligence



Identifying
patterns

Identifying
relations

Comparing and
differentiating

Classifying

Finding all
possible
solutions
Rational

Sincerity

Cooperation

2.
Polygons II
( weeks)
2.1
Understand the
concept of regular
polygons

I

II




III
IV


V
Determine if a given polygon is
a regular polygon.
Find
a) the axes of symmetry
b) the number of axes of
symmetry
of a polygon
Sketch regular polygons
Draw regular polygons by
dividing equally the angle at the
centre
Construct equilateral triangles,
- Use models of polygons
and surroundings to
identify regular polygons
- Explore properties of
polygons using rulers,
compasses, protractors,
grid papers, templates,
geoboards, flash cards
and dynamic geometry
software
- Include examples of
nonregular polygons
Constructivism

Contextual
learning

Multiple
intelligence

ICT
Drawing
diagrams

Making
generalizations

Arranging
sequentially




Rational

Punctuality

Neatness

Systematic
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
squares and regular hexagons

developed through
activities such as folding
papers in the shape of
polygons
- Relate to applications in
architecture
2.2
Understand and
use the knowledge
of exterior and
interior angles of
polygons
I

II


III

IV

V











VI
Identify the interior angles and
exterior angles of a polygon
Find the size of an exterior
angle when the interior angle of
a polygon is given and vice versa
Determine the sum of the interior
angles of polygons
Determine the sum of the
exterior angles of polygons
Find
a) the size of an interior
angles of a regular
polygon given the number
of sides
b) the size of an exterior
angle of a regular polygon
given the number of sides
c) the number of sides of a
regular polygon given the
size of the interior or
exterior angle
Solve problems involving angles
and sides of polygons
- Explore angles of different
polygons through activities
such as drawing, cutting
and pasting, measuring
angles and using dynamic
geometry software
- Investigate the number of
triangles formed by
dividing a polygon into
several triangles by joining
one chosen vertex of the
polygon to the other
vertices
- Include examples from
everyday situations

Communication

Mastering
learning

Constructivism

Cooperative
learning

Contextual
learning

ICT
Identifying
patterns

Identifying
relations

Using algorithm
and relationship

Finding all
possible
solutions


Honesty

Sharing

Cooperation

Hardworking

3.
Circles II
( weeks)
3.1
Understand and
use properties of
circles involving
symmetry, chords
and arcs
I

II





Identify a diameter of a circle as
an axis of symmetry
Determine that:
a) a radius that is
perpendicular to a chord
divides the chord into
two equal parts and vice
versa
- Explore through activities
such as tracing, folding,
drawing and measuring
using compasses, rulers,
threads, protractor, filter
papers and dynamic
geometry software
Communication

Enquiry
discovery

Mastery learning

ICT
Drawing
diagrams

Using algorithm
and relationship


Recognizing and
Neatness

Systematic

Rational

Diligence
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values










III
b) perpendicular bisectors
of two chords intersect
at the centre
c) two chords that are
equal in length are
equidistant from the
centre and vice versa
d) chords of the same
length cut arcs of the
same length
Solve problems involving
symmetry, chords and arcs of
circles



representing

Finding all
possible
solutions


3.2
Understand and
use properties of
angles in circles
I


II


III




IV



V


VI
Identify angles subtended by an
arc at the centre and at the
circumference of a circle
Determine that angles subtended
at the circumference by the same
arc are equal
Determine that angles subtended:
a) at the circumference
b) at the centre
by arcs of the same length are
equal
Determine the relationship
between angle at the centre and
angle at the circumference
subtended by an arc
Determine the size of an angle
subtended at the circumference
in a semicircle
Solve problems involving angles
subtended at the centre and
angles at the circumference of
circles

- Explore properties of
angles in a circle by
drawing, cutting and
pasting, and using dynamic
geometry software.

Communication

Enquiry
discovery

Mastery learning

ICT
Drawing
diagrams

Using algorithm
and relationship


Recognizing and
representing

Finding all
possible
solutions


Neatness

Systematic

Rational

Diligence
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
3.3
Understand and
use the concept of
cyclic
quadrilaterals
I
II

III


IV


V



VI

VII
Identify cyclic quadrilaterals
Identify the interior opposite
angles of cyclic quadrilaterals
Determine the relationship
between interior opposite angles
of cyclic quadrilaterals
Identify exterior angles and the
corresponding interior opposite
angle of cyclic quadrilaterals
Determine the relationship
between exterior angles and the
corresponding interior opposite
angle of cyclic quadrilaterals
Solve problems involving angles
of cyclic quadrilaterals
Solve problems involving circles

- Explore properties of
cyclic quadrilaterals by
drawing, cutting and
pasting and using dynamic
geometry software
Communication

Enquiry
discovery

Mastery learning

ICT
Drawing
diagrams

Using algorithm
and relationship


Recognizing and
representing

Finding all
possible
solutions

Neatness

Systematic

Rational

Diligence
4.
Statistics II
( weeks)
4.1
Represent and
interpret data in
pie charts to solve
problems
I

II

III

IV
Obtain and interpret information
from pie charts
Construct pie charts to represent
data
Solve problems involving pie
charts
Determine suitable
representation of data
- Use everyday examples
from sources such as
newspapers, magazines,
reports and the internet
- Use calculators and
computer software in
constructing pie charts
Contextual
learning

Communication

Mastery learning

ICT
Collecting and
handling data

Representing
and interpreting
data


Tolerance

Sharing

Kindness

Cooperation
4.2
Understand and
use the concept of
mode, median and
mean to solve
problems
I
II
III
IV
V
VI
Determine the mode of
a) sets of data
b) data given in frequency
tables
Determine the mode and the
respective frequency from
pictographs, bar charts, line
graphs and pie charts
Determine the median for sets of
data
Determine the median of data in
frequency tables
- Use sets of data from
everyday situations to
evaluate and to forecast
- Discuss appropriate
measurement in different
situations
- Use calculators to calculate
the mean for large sets of
data
- Discuss appropriate use of
mode, median and mean in
certain situations
Contextual
learning

Communication

Mastery learning

ICT
Simulation Punctuality

Determination

Diligence

Rational
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
Calculate the mean of
a) sets of data
b) data in frequency tables
Solve problems involving mode,
median and mean
5.
Indices
( weeks)
5.1
Understand the
concept of indices
I


II
III
Express repeated multiplication
as
n
a and vice versa
Find the value of
n
a
Express numbers in index
notation

- Explore indices using
calculators and spread
sheets
Enquiry
discovery

ICT
Logical
reasoning
Rational
5.2
Perform
computations
involving
multiplication of
numbers in index
notation
I
II




III
Verify
n m n m
a a a
+
=
Simplify multiplication of :
a) numbers
b) algebraic terms
expressed in index notation with
the same base
Simplify multiplication of:
c) numbers
d) algebraic terms
expressed in index notation with
the different bases

- Explore laws of indices
using repeated
multiplication and
calculators
Constructivism

Multiple
intelligent

Self access
learning

ICT
Logical
reasoning

Making
inferences

Working out
mentally

Identifying
patterns
Rational

Systematic

Sharing
5.3
Perform
computation
involving division
of numbers in
index notation
I
II



Verify
n m n m
a a a

=
Simplify division of :
e) numbers
f) algebraic terms
expressed in index notation with
the same base
Constructivism

Multiple
intelligent

Self access
learning
Logical
reasoning

Making
inferences

Working out
mentally

Identifying
patterns

Rational

Systematic

Sharing
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
5.4
Perform
computations
involving raising
numbers and
algebraic terms in
index notation to a
power
I
II
III
IV

Derive ( )
mn
n
m
a a =
Simplify
a) numbers
b) algebraic terms
expressed in index notation
raised to a power
Simplify multiplication and
division of
a) numbers
b) algebraic terms
expressed in index notation with
different bases raised to a power
Perform combined operations
involving multiplication,
division and raised to a power on
a) numbers
b) algebraic terms

Constructivism

Multiple
intelligent

Self access
learning
Logical
reasoning


Making
inferences

Working out
mentally

Identifying
patterns
Rational

Systematic

Sharing
5.5
Perform
computations
involving negative
indices
I



II


III
Verify
n
n
a
a
1
=

State
n
n
a
as a
1

and vice
versa.
Perform combined operations of
multiplication, division and
raising to a power involving
negative indices on
a) numbers
b) algebraic terms

- Explore using repeated
multiplications and the law
of indices
Constructivism

Multiple
intelligent

Self access
learning
Logical
reasoning

Making
inferences

Working out
mentally

Identifying
patterns
Rational

Systematic

Sharing
5.6
Perform
computations
involving
I



Verify
n n
a a =
1


- Explore using repeated
multiplications and the law
of indices
Constructivism

Multiple
intelligent
Logical
reasoning

Making
Rational

Systematic

Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
fractional indices II


III

IV






V






VI
State
n n
a as a
1
and vice
versa.
Find the value of
n
a
1

State
n
m
a as
a) ( )
m
n
n
m
a or a
|
|
.
|

\
|
1
1

b) ( )
m
n n
m
a or a
Perform combined operations of
multiplication, division and
raising to a power involving
fractional indices on
a) numbers
b) algebraic terms
Find the value of
n
m
a



Self access
learning
inferences

Working out
mentally


Identifying
patterns
Sharing
5.7
Perform
computation
involving laws of
indices
I





II
Perform combined operations of
multiplication, division and
raised to a power or combination
of these operations on several
numbers expressed in index
notation
Perform combined operations of
multiplication, division and
raised to a power involving
positive, negative and fractional
indices


- Explore using repeated
multiplications and the law
of indices
Communication

Mastery learning

Future studies
Logical
reasoning

Comparing and
differentiation

Using algorithm
and relationship

Identifying
patterns
Politeness

Neatness

Hardworking
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
6.
Algebraic
Expressions III
( weeks)
6.1
Understand and
use the concept of
expanding
brackets
I
II
Expand single bracket
Expand two brackets
- Relate to concrete
examples
- Explore using computer
software
Multiple
intelligence

ICT
Working out
mentally
Sharing
6.2
Understand and
use the concept of
factorisation of
algebraic
expression to solve
problems
I
II

III



IV
State factors of an algebraic term
State common factors and the
HCF for several algebraic terms
Factorise algebraic expression:

a) using common factor
b) the difference of two
squares
Factorise and simplify algebraic
fractions

- Explore using concrete
materials and computer
software
Communication

Enquiry
discovery

ICT
Recognizing and
representing

Logical
reasoning
Sharing

Determination
6.3
Perform addition
and subtraction on
algebraic fractions
I


II



III
Add or subtract two algebraic
fractions with the same
denominator
Add or subtract two algebraic
fractions with one denominator
as a multiple of the other
denominator
Add or subtract two algebraic
fractions with denominators:
a) without any common
factor
b) with a common factor

- Explore using computer
software
- Relate to real life
situations
Communication

Enquiry
discovery

ICT
Recognizing and
representing

Logical
reasoning

Identifying
patterns
Sharing

Determination
6.4
Perform
multiplication and
division on
algebraic fractions
I



II



Multiply two algebraic fractions
involving denominator with:
a) one term
b) two terms
Divide two algebraic fractions
involving denominator with:
a) one term
b) two terms
- Explore using computer
software

Communication

Enquiry
discovery

ICT
Recognizing and
representing

Logical
reasoning

Identifying
patterns
Sharing

Determination
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
III Perform multiplication and
division of two algebraic
fractions using factorisation
involving common factors and
the different of two squares
7.
Algebraic
Formulae
( weeks)
7.1
Understand the
concept of
variables and
constants
I


II


III
Determine if a quantity in a
given situation is a variable or a
constant
Determine the variable in a given
situation and represent it with a
letter symbol
Determine the possible values of
a variable in a given situation
- Use examples of everyday
situations to explain
variables and constants
Communication

Contextual
learning

Identifying
relations

Recognizing and
representing

Finding all
possible
solutions
Rational

Determination

Punctuality
7.2
Understand the
concept of
formulae to solve
problems
I


II

III









IV





V
Write a formula based on a given
a) statement
b) situation
Identify the subject of a given
formula
Express a specified variable as
the subject of a formula
involving:
a) one of the basic
operations +

b) powers or roots
c) combination of the
basic operations and
powers or roots
Find the value of a variable
when it is:
a) the subject of the
formula
b) not the subject of the
formula
Solve problems involving
formulae
Contextual
learning

Mastering
learning

Cooperative
learning
Identifying
relations

Recognizing and
representing

Arranging
sequentially

Finding all
possible
solutions
Rational

Determination

Punctuality
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
8.
Solid Geometry
III
( weeks)

8.1
Understand and
use the concept of
volume of right
prisms and right
circular cylinders
to solve problems
I


II




III


IV


V






VI


VII


VIII



IX

X
Derive the formula for volume of
a) prisms
b) cylinders
Calculate the volume of a right
prism in cubic units given the
height and
a) the area of the base
b) dimensions of the base
Calculate the height of a prism
given the volume and the area of
the base
Calculate the area of the base of
a prism given the volume and the
height
Calculate the volume of a
cylinder in cubic units given:
a) area of the base and the
height
b) radius of the base and
the height
of the cylinder
Calculate the height of a cylinder
given the volume and the radius
of the base
Calculate the radius of the base
of a cylinder given the volume
and the height
Convert volume in one metric
unit to another
a) mm
3
, cm
3
and m
3

b) cm
3
, ml and l
Calculate volume of liquid in a
container
Solve problems involving
volume of prisms and cylinders


- Use concrete models to
derive the formula
- Relate the volume of right
prisms to right circular
cylinders
Communication

Constructivism

Mastery learning

Multiple
intelligence
Working out
mentally


Comparing and
differentiating

Using analogies

Finding all
possible
solutions


Diligence

Determination

Honesty

Neatness


Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
8.2
Understand and
use the concept of
volume of right
pyramids and right
circular cones to
solve problems
I



II




III


IV


V


VI


VII


VIII
Derive the formula for the
volume of :
a) pyramids
b) cones
Calculate the volume of
pyramids in mm
3
, cm
3
and m
3

given the height and:
a) the area of the base
b) dimensions of the base
Calculate the height of a pyramid
given the volume and the
dimension of the base
Calculate the area of the base of
a pyramid given the volume and
the height
Calculate the volume of a cone
in mm
3
, cm
3
and m
3
given the
height and radius of the base
Calculate the height of a cone
given the volume and the radius
of the base
Calculate the radius of the base
of a cone given the volume and
the height
Solve problems involving
volume of pyramids and cones

- Use concrete models to
derive the formula
- Relate volume of pyramids
to prisms and cones to
cylinders
Communication

Constructivism

Mastery learning

Multiple
intelligence
Working out
mentally

Comparing and
differentiating

Using analogies

Finding all
possible
solutions


Diligence

Determination

Honesty

Neatness


8.3
Understand and
use the concept of
volume of sphere
to solve problems
I

II

III
Calculate the volume of a sphere
given the radius of the sphere
Calculate the radius of a sphere
given the volume of the sphere
Solve problems involving
volume of spheres

Communication

Constructivism

Mastery learning

Comparing and
differentiating

Finding all
possible
solutions
Diligence

Determination

8.4
Apply the concept
of volume to solve
I


Calculate the volume of
composite solids

- Use concrete models to
form composite solids
- Use examples from real
Communication

Constructivism
Comparing and
differentiating

Diligence

Determination
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
problems
involving
composite solids
II Solve problems involving
volumes of composite solids
life situations
Mastery learning
Finding all
possible
solutions

9.
Scale Drawings
( weeks)
9.1
Understand the
concept of scale
drawings
I





II



III



IV

V
Sketch shapes:
a) of the same size as the
object
b) smaller than the object
c) larger than the object
using grid papers
Draw geometric shapes
according to scale 1 : n, where n
= 1,2,3,4,5,
10
1
,
2
1

Draw composite shapes,
according to a given scale using:
a) grid papers
b) blank papers
Redraw shapes on grids of
different sizes
Solve problems involving scale
drawings
- Explore scale drawings
using dynamic geometry
software, grid papers, geo
boards or graph papers
- Relate to maps, graphics
and architectural drawings
Multiple
intelligence

Contextual
learning
Mastering
learning
Drawing
diagrams

Interpreting

Working out
mentally

Finding all
possible
solutions
Freedom

Punctuality

Consistent
Neatness
10.
Transformations
II
( weeks)
10.1
Understand and
use the concept of
similarity

I
II
Identify if given shapes are
similar
Calculate the lengths of
unknown sides of two similar
shapes
- Involving examples from
everyday situations
Contextual
learning


Identifying
relations

Rational
10.2
Understand and
use the concept of
enlargement

I
II




III


IV

Identify an enlargement
Find the scale factor, given the
object and its image of an
enlargement when:
a) scale factor > 0
b) scale factor < 0
Determine the centre of
enlargement, given the object
and its image
Determine the image of an object
given the centre of enlargement
- Explore the concept of
enlargement using grid
papers, concrete materials,
drawings, geo boards and
dynamic geometry
software
- Relate enlargement to
similarity of shapes
Communication

Mastery learning

Multiple
intelligence


Using analogies

Making
generalizations

Using algorithm
and relationship

Finding all
possible
solutions
Sharing

Politeness

Kindness

Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values

V

VI






VII


VIII




IX
and the scale factor
Determine the properties of
enlargement
Calculate:
a) the scale factor
b) lengths of the side of
the image
c) length of the side of the
object
of an enlargement
Determine the relationship
between the area of the image
and its object
Calculate the:
a) area of image
b) area of object
c) scale factor
of an enlargement
Solve problems involving
enlargement

11.
Linear Equations
II
( weeks)
11.1
Understand and
use the concept of
linear equations in
two variables
I

II

III

IV
Determine if an equation is a
linear equation in two variables
Write linear equations in two
variables from given information
Determine the value of a variable
given the other variables
Determine the possible solutions
for a linear equation in two
variables

- Derive linear equations in
two variables relating to
real life situations
- Explore using graphic
calculators, dynamic
geometry software and
spreadsheets to solve linear
equations and
simultaneous linear
equations
Contextual
learning

ICT

Communication

Arranging
sequentially

Logical
reasoning

Recognizing and
representing
Rational

Systematic


11.2
Understand and
use the concept of
two simultaneous
linear equations in
two variables to
I


II


Determine if two given
equations are simultaneous linear
equations
Solve two simultaneous linear
equations in two variables by
a) substitution
- Use trial and improvement
method
- Use examples from real
life situations
Mastery learning


Arranging
sequentially

Logical
reasoning

Tolerance

Cooperation

Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
solve problems
III
b) elimination
Solve problems involving two
simultaneous linear equations in
two variables
Finding all
possible
solutions
12.
Linear
Inequalities
( weeks)
12.1
Understand and
use the concept of
inequalities
I



II


III
Identify the relationship:
a) greater than
b) less than
based on given situations
Write the relationship between
two given numbers using the
symbol > or <
Identify the relationship:
a) greater than or equal to
b) less than or equal to
based on given situations
- Use everyday situations to
illustrate the symbols and
the use of
s > < > , , ,

Contextual
learning

Communication
Method of
learning
Estimating

Classifying
Consistent

Honesty

Systematic


12.2
Understand and
use the concept of
linear inequalities
in one unknown
I

II








III





IV
Determine if an given
relationship is a linear inequality
Determine the possible solutions
for a given linear inequality in
one unknown:
a) x > h
b) x < h
c) x > h
d) x s h
Represent a linear inequality:
a) x > h
b) x < h
c) x > h
d) x s h
on a number line and vice versa
Construct linear inequalities
using symbols:
a) > or <
b) > or s
From given information
- Involve examples from
everyday situations
Mastery learning

Constructivism

Contextual
learning


Arranging
sequentially

Making
generalizations

Using algorithm
and relationship


Sincerity

Punctuality

Rational


Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
12.3
Perform
computations
involving addition,
subtraction,
multiplication and
division on
inequalities
I





II




III
State a new inequality for a
given inequality when a number
is:
a) added to
b) subtracted from
both sides of the inequalities
State a new inequality for a
given inequality when both sides
of the inequalities are:
a) multiplied by a number
b) divided by a number
Construct inequalities
a) k m k x + > +
b) k m k x >
c) km kx >
d)
k
m
k
x
>

from given information

Mastery learning

Constructivism
Making
generalization

Identifying
relations


Diligence

Systematic


12.4
Perform
computations to
solve inequalities
in one variables
I



II



III
Solve a linear inequality by:
a) adding a number
b) subtracting a number
on both sides of the inequality
Solve a linear inequality by:
a) multiplying a number
b) dividing a number
on both sides of the inequality
Solve linear inequalities in one
variable using a combination of
operations

- Explore using dynamic
geometry software and
graphic calculators
Mastery learning


Arranging
sequentially


Systematic
12.5
Understand the
concept of
simultaneous
linear inequalities
I


II

Represent the common values of
two simultaneous linear
inequalities on a number line
Determine the equivalent
inequalities for two given linear
Mastery learning Using analogies

Determination
Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values
in one variable
III
inequalities
Solve two simultaneous linear
inequalities
13.
Graphs Of
Functions
( weeks)
13.1
Understand and
use the concept of
functions
I


II



III

State the relationship between
two variables based on the given
information
Identify the dependent and
independent variables in a given
relationship involving two
variables
Calculate the value of the
dependent variable, given the
value of the independent variable
- Explore using function
machines
Communication


Cooperative
learning


Interpreting /
Translating

Working out
mentally


Cooperation

Politeness
13.2

I

II

III


IV
Construct tables of values for
given functions
Draw graphs of functions using
given scale
Determine from graph the value
of y, given value of x, and vice
versa
Solve problems involving graphs
of functions
Enquiry
discovery

Mastery learning
Drawing
diagrams

Interpreting

Making
inferences
Punctuality

Rational

Sharing
14.
Ratios, Rates
And Proportions
II
( weeks)
14.1
Understand the
concept of rate and
perform
computations
involving rates
I


II

III


IV

V
Determine the rates involved in
given situations and identify the
two quantities involved
Calculate the rate given two
different quantities
Calculate a certain quantity
given the rate and the other
quantity
Convert rates from one unit of
measurement to another
Solve problems involving rates
- Use real life situations
that involve rates
Contextual
learning

Mastery learning

Multiple
intelligence
Recognizing and
representing

Identifying
relations



Rational

Diligence


14.2
Understand and
use the concept of
speed
I

II
III
Identify the two quantities
involved in speed
Calculate and interpret speed
Calculate:
- Use examples from
everyday situations
Contextual
learning

Mastery learning
Recognizing and
representing

Identifying
Rational

Diligence

Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values




IV

V
a) the distance, given the
speed and the time
b) the time, given the
speed and the distance
Convert speed from one unit of
measurement to another
Differentiate between uniform
speed and non uniform speed

Multiple
intelligence
relations




14.3
Understand and
use the concept of
average speed
I

II






III
Calculate the average speed in
various situations
Calculate:
a) the distance, given the
average speed and the
time
b) the time, given the
average speed and the
distance
Solve problems involving speed
and average speed

- Use examples from daily
situations
- Discuss the difference
between average speed and
mean speed
Contextual
learning

Mastery learning

Multiple
intelligence
Recognizing and
representing

Identifying
relations



Rational

Diligence


14.4
Understand and
use the concept of
acceleration
I

II
Identify the two quantities
involved in acceleration
Calculate and interpret
acceleration
Contextual
learning

Mastery learning

Multiple
intelligence
Recognizing and
representing

Identifying
relations



Rational

Diligence


15.
Trigonometry
( weeks)
15.1
Understand and
use tangent of an
acute angle in a
right angled
triangle
I





II

III
Identify the:
a) hypotenuse
b) the opposite side and
the adjacent side with
respect to one of the
acute angles
Determine the tangent of an
angle
Calculate the tangent of an angle
- Use right angled
triangles with real
measurements and develop
through activities
- Discuss the ratio of the
opposite side to the
adjacent side when the
angle approaches 90
0

- Explore tangent of a given
Communication

Mastery learning


Logical
reasoning

Representing
and interpreting

Simulation
Punctuality

Determination


Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values


IV
given the lengths of sides of the
triangle
Calculate the lengths of sides of
a triangle given the value of
tangent and the length of another
side
angle when:
a) the size of the triangle
varies proportionally
b) the size of angle varies

15.2
Understand and
use sine of an
acute angle in a
right angled
triangle
I
II


III
Determine the sine of an angle
Calculate the sine of an angle
given the lengths of sides of the
triangle
Calculate the lengths of sides of
a triangle given the value of sine
and the length of another side
- Explore sine of a given
angle when:
a) the size of the triangle
varies proportionally
b) the size of angle varies

Communication

Mastery learning


Logical
reasoning

Representing
and interpreting

Simulation
Punctuality

Determination


15.3
Understand and
use cosine of an
acute angle in a
right angled
triangle
I
II


III
Determine the cosine of an angle
Calculate the cosine of an angle
given the lengths of sides of the
triangle
Calculate the lengths of sides of
a triangle given the value of
cosine and the length of another
side
- Explore cosine of a given
angle when:
a) the size of the triangle
varies proportionally
b) the size of angle varies

Communication

Mastery learning


Logical
reasoning

Representing
and interpreting

Simulation
Punctuality

Determination


15.4
Use the values of
tangent, sine and
cosine to solve
problems

I


II





III





IV
Calculate the value of other
trigonometric ratios given the
value of a trigonometric ratio
Convert the measurement of
angles from:
a) degrees to degrees and
minutes
b) degrees and minutes to
degrees
Find the value of:
a) tangent
b) sine
c) cosine
of 30
0
, 45
0
and 60
0
without using
scientific calculator
Find the value of:
Mastery learning

Multiple
intelligence

Cooperative
learning

Self access
learning

ICT
Comparing and
differentiating

Finding all
possible
solutions

Estimating
Cooperative

Sharing

Diligence


Scheme Of Work Form 3
LeeOoiChan@smkzr1.2005
Learning area

Weeks
Learning
objectives
Learning outcomes

Students will be able to:
Suggested teaching and
learning activities
GENERICS CCTS Moral values




V





VI

a) tangent
b) sine
c) cosine
using scientific calculators
Find the angles given the values
of:
d) tangent
e) sine
f) cosine
using scientific calculators
Solve problems involving
trigonometric ratios