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Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
Topic/Learning Area: STANDARD FORM --- 2 weeks


1


1.1 understand and use the concept of
significant figure;
i) round off positive numbers to a
given numbers to a given number
of significant figures when the
numbers are:
a) greater than 1;
b) less than 1;

ii) perform operations of addition,
subtraction, multiplication and
division, involving a few
numbers and state the answer in
specific significant figures;

iii) solve problems involving
significant figures;

Discuss the significance of zero in
a number.








Discuss the use of significant figures in
everyday life and other areas.



Identifying
patterns





Using
algorithm and
relationship


Finding all
possible
solutions

Rounded numbers are only
approximates.

Limit to positive numbers
only.

Generally rounding is done
on the final answer.ion.
1.2 understand and use the concept of
standard form to solve problems.
i) state positive numbers in
standard form when the
numbers are:
a) greater than or equal
to10;
b) less than 1;
ii) convert numbers in standard
form to single numbers;
iii) perform operations of
addition, subtraction,
multiplication and division,
involving any two numbers and
state the
Use everyday life situations such as
in health, technology,
industry, construction and business
involving numbers in
standard form.

Use the scientific calculator to explore
numbers in standard form..
Comparing
and
differentiat
ing






Identifying
relations

Using algorithm
and relationship
Another term for
standard form is
scientific notation








Include two
numbers in standard
form.

Topic/Learning Area: QUADRATIC EXPRESSIONS AND EQUATIONS --- 2 weeks
Yearly Plan Mathematics Form 4
2
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note

3
4

2.1 understand the concept of quadratic
expression,
i) identify quadratic
expressions,
ii) form quadratic expression by
multiplying any two linear expressions

iii) form quadratic expression
based on specific situation
a. Discuss the characteristics of
quadratic expressions of the form
ax + bx + c, where a, b and c are
constants, a 0 and x is an
unknown.




Identifying
patterns

Identifying
relations

Recognizing and
representing
Include the case when
b=0 and / or c=0
Emphasise that for the
terms x and x, the
coefficients are
understood to be one.

Include daily life
situation

3

2.2 factorise quadratic expression,
i) factorise quadratic expressions of
the form
ax + bx + c, where b = 0 or
c = 0

ii) factorise quadratic expressions of
the form px-q, p and q are perfect
squares

iii) factorise quadratic expressions of
the form ax+bx +c, where a, b and c
are not equal to zero.

iv) factorise quadratic expressions
containing coefficient with common
factors
Discuss the various methods to obtain
the desired product


Begin with the case a = 1

Explore the use of graphing calculator to
factorise quadratic expressions

Identifying
patterns

Identifying
relations

Using algorithm
and relationship

1 ia also a perfect square

Factorisation methods that
can be used are
- Cross method;
- Inspection


2.3 understand the
concept of quadratic equations;
(i) identify the
quadratic equations with one
unknown;

(ii) write quadratic equations in
general form i.e. ax
2
+ bx + c =0
(iii) form quadratic equations
based on specific situations;
Discuss the characteristics of
quadratic equations
Identifying
Patterns

Identifying
relations

Recognizing
and
representing
Include everyday life
situations

2.4 understand and use the concept of (i) determine whether a Discuss the number of roots of Finding all
There are quadratic
3
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
roots of quadratic equations to solve
problems.
given value is a root
of a specific quadratic equations;

(ii) determine the
solutions for quadratic equations
by :
a) trial and improvement
method
b) factorisations;

iii) solve problems
involving quadratic equations
a quadratic equation.





Use everyday life situations.
Possible
solutions

Using
algorithm
and
relationship

Problem
solving

Drawing
diagram
equations that cannot be
solved by factorisations.

Check the rationality of the
solutions
Topic/Learning Area: SETS --- 2 weeks


4

3.1 understand the concept of sets;
(i) sort given objects into groups;

(ii) define sets by :
a) descriptions;
b) using sets notation

(iii) identify whether a given object
is an element of a set and use
the symbol or ;

(iv) represent sets by using
Venn diagrams;

(v) list the elements and state the
number of elements of a set;

(vi) determine whether a set is an
empty set;

(vii) determine whether two sets
are equal;



Use everyday life examples
to introduce the concept of
sets.

Discuss the difference
between the representation
of elements and the number
of the elements in Venn
diagrams.

Discuss why {0} and { } are not
empty sets.
Identify
relations

Comparing
and
differentiati
ng

Drawing
diagram

Recognizing
and
representing
Set refers to any
collection or group of
objects.

The notation used is
braces, { }.

The same elements in a
set need not be
repeated.

Sets are usually
denoted
by capital letters.

The definition of sets
has to be clear
and precise so that
the elements can be
identified.

The symbol
(epsilon)
is read as is an
element
of or is a member
4
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
of.
The symbol is
read
as is not an element
of
or is not a member
of.

n(A) denotes the
number of elements in
set A.

The symbol (phi)
or
{ } denotes an empty
set.

An empty set is also
a null set.











3.2 understand and use the concept
of subset, universal set and the
complement of a set;
i) determine whether a given set
is a subset of
a specific set and use
the symbol or ;

ii) represent subset using
Venn diagram;

iii) list the subsets for a specific
set;

iv) illustrate the
relationship between set and
universal set using Venn
diagram;

v) determine the complement of
a given set;

vi) determine the relationship
between set, subset, universal
Begin with everyday life situations.





Discuss the relationship between sets
and universal sets.
Comparing and
differentiating



Classifying
Drawing
diagram

Making
inferences

An empty set is a subset of
any set.

Every set is a subset of
itself.


The symbol
denotes a universal set.

The symbol A denotes
the complement of set
A

Include everyday life
situations.
5
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
set and the complement of a
set;






6
3.3 Perform operations on sets:
- the intersection of sets
- the union of sets






i) determine the intersection of : a) two
sets
b) three sets
and use the symbol ;

ii) represent the intersection of sets
using Venn diagram;

iii) state the relationship between a) A
B and A ;
b) A B and B;

(iv) determine the complement of the
intersection of sets ;

(v) solve problems involving the
intersection of sets;

(vi) determine the union of :
a) two sets;
b) three sets ;
and use the symbol U ;

(vii) represent the union of sets using
Venn diagram;

(viii) state the relationship between a)
A U B and A ; b) A U B and B ;

ix) determine the complement of the
union of sets


Identify
relations

Comparing &
differentiating

Drawing
diagram






Recognizing &
representing

Estimating

Identify
relations

Comparing &
differentiating

Drawing
diagram

Recognizing &
representing


Include everyday life
situations.
6
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note

(x) solve problems
involving the union of sets ;

(xi) determine the outcome of
combined operation on sets ;

(xii) solve problems involving
combined operations on sets.


Making
inferences
Topic/Learning Area: MATHEMATICAL REASONING --- 2 weeks



4.1 Understand the concept of
statement
(i) determine whether a given
sentence is a statement

(ii) determine whether a given
statement is true or false;

(iii) construct true or false
statement using given
numbers and mathematical
symbols.
Introduce this topic using
everyday life situations.

Focus on mathematical
sentences.

Discuss sentences consisting of:
a) words only;
b) numbers and words
c) numbers and mathematical
symbols

Identifying
relation

Classifying

Identifying
relation
Statements consisting of:
a) words only, e.g.
Five is greater than
two.;
b) numbers and words,
e.g. 5 is greater than
2.;
c) number and symbols,
e.g.5 > 2

The following are not
statements:
a) Is the place
value of digit 9 in
1928 hundreds?;
b) 4n 5m + 5s;
c) Add the two
numbers.
d) ;x + 2 = 8
4.2 Understand the concept of
quantifiers all and some
(i)construct statements
using the quantifier:
a) all b)some

(ii)determine whether a statement
that contains the quantifier
Start with everyday life
situations.
Identifying
patterns.

Identifying
relation.
Quantifier such as
"Every" and "any" can be
introduced based on
context.
7
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
all is true or false.
(iii) determine whether a
statement can be generalised to
cover all cases by using the
quantifier all
4.3 Perform operations involving the
words not or no, and and
or on statements
i) Change the truth value of
a given statement by placing the
word not into the original
statement

ii) identify two statements from a
compound statement that
contains the word and,

iii) form a compound statement
by combining two given
statements using the word
and,

iv) identify two statements from a
compound statement that
contains the word or,

v) form a compound statement
by combining two given
statements using the word
or,

vi) determine the truth value of a
compound statement which is
the combination of two
statements with the word
and

vii) determine the truth value of a
compound statement which is
the combination of two
statements with the word
or,
Begin with everyday life
situations.
Logical
reasoning

Simulation






Classifying

The negation no
can be used where
appropriate.

The symbol (tilde)
denotes negation.
p denotes negation
of p with means not p or
no p.


4.3 Understand and use

4.1 Determine the ranges of values of x

Use graphing calculators or dynamic

Emphasise on sketching
8
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
the concept of quadratic inequalities.

that satisfies quadratic
inequalities.



geometry software such as the
Geometers Sketchpad to explore the
concept of quadratic inequalities.

graphs and use of number
lines when necessary.
4.4 Understand the concept of
implication
(i) identify the antecedent
and consequent of an implication if p,
then q

(ii) write two implications from a
compound statement containing if and
only if

(iii) construct mathematical statements
in the form of implication:
a) If p, then q
b) p if and only if q;

(iv) determine the converse of a given
implication;

(v) determine whether the converse of
an implication is true or false
Start with everyday life
situations
Logical
Reasoning

Finding all
possible
solutions



Identifying
relations
Implication if p, then q
can be written as p q,
and p if and only if q can
be written as p q, which
means p q and q p.


The converse of an
implication is not
necessarily true.
Example 1:
If x < 3, then
x < 5 (true).
Conversely:
If x < 5, then
x < 3 (false).

Example 2:
If PQR is a triangle, then
the sum of the interior
angles of PQR is 180.
(true)
Conversely:
If the sum of the interior
angles of PQR is 180, then
PQR is a triangle.
(true)
4.5 understanding the concept of
argument;
(i) identify the premise and
conclusion of a given simple argument;

(ii) make a conclusion based on two
given premises for:
a) Argument Form I;
Start with everyday life situations.
Encourage students to produce
arguments based on previous
knowledge.
Comparing
and
differentiating



Limit to arguments with
true premises.
Names for argument forms,
i.e. syllogism (Form I),
modus ponens (Form II)
and modus tollens (Form
III), need not be introduced.
9
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
b) Argument Form II;
c) Argument Form III;

iii) complete an argument given a
premise and the conclusion


Classifying






Logical
Reasoning

Specify that these three
forms of arguments are
deductions based on two
premises only.
Argument Form I
Premise 1: All A are B.
Premise 2: C is A.
Conclusion: C is B.
Argument Form II:
Premise 1: If p, then q.
Premise 2: p is true.
Conclusion: q is true.
Argument Form III:
Premise 1: If p, then q.
Premise 2: Not q is true.
Conclusion: Not p is true.


10

4.6 Understand and use the concept
of deduction and induction to solve
problems.
i)determine whether a conclusion
is made through:
a) reasoning by deduction,
b) reasoning by induction

ii)make a conclusion for a specific
case based on a given general
statement by deduction,

iii)make a generalisation based on
the pattern of numerical
sequence by induction
iv)use deduction and induction in
problem solving.
Use specific examples/activities to
introduce the concept.
Identifying
Pattern



Classifying


Logical
reasoning


Making
generalization
.
Limit to cases where
formulae can be induced.
Specify that:
- making conclusion by
deduction is definite;
- making conclusion by
induction is not
necessarily definite.










Topic/Learning Area: THE STRAIGHT LINE --- 2 weeks
10
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note




5.1 understand the concept of
gradient of a straight line;
(i) determine the vertical and
horizontal distances between
two given points on a straight
line.
(ii) determine the ratio of vertical
distance to horizontal distance.
(iii)
Use technology such as the Geometers
Sketchpad, graphing calculators, graph
boards, magnetic boards, topo maps as
teaching aids where appropriate.

Begin with concrete examples/daily
situations to introduce the concept of
gradient.








Discuss:
- the relationship between gradient and
tan u.
- the steepness of the straight line with
different values of gradient.
Carry out activities to find the ratio of
vertical distance to horizontal distance
for several pairs of points on a straight
line to conclude that the ratio is constant.
Identify patterns

Identify concept

Identify relation
Use the Pythagoras
Theorem to find the
formula for distance
between two points.
5.2 Understand the concept of
gradient of straight line in Cartesian
coordinates.
(iv) derive the formula for the
gradient of a straight line;
(v) calculate the gradient of a
straight line passing through
two points;
(vi) determine the relationship
between the value of the
gradient and the:
a) steepness,
b) direction of inclination,
of a straight line;
Discuss the value of gradient if
- P is chosen as (x
1
, y
1
) and Q is (x
2
, y
2
);
P is chosen as (x
2
, y
2
) and Q is (x
1
, y
1
).




Finding all
possible
solution.

Arranging
sequentially

Collecting and
handling data

Representing
and interpreting
data

Comparing &
The gradient of a straight
line passing through P(x
1
,
y
1
) and
Q(x
2
, y
2
) is:
1 2
1 2
x x
y y
m

=
Vertical
distance
Horizontal distance
u
11
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
differentiating



5.3 Understand the concept of
intercept
(i) determine the x-intercept and
the y-intercept of a straight line;
(ii) derive the formula for the
gradient of a straight line in
terms of the x-intercept and the
y-intercept;
(iii) perform calculations involving
gradient, x-intercept and
y-intercept;

Comparing &
differentiating

Using algorithm
& relationship.

Drawing graph.
Emphasise that the
x-intercept and the
y-intercept are not written
in the form of coordinates.











14
5.4 Understand and use equation of
a straight line
(i) draw the graph given an
equation of the form
y = mx + c ;
(ii) determine whether a given point
lies on a specific straight line;
(iii) write the equation of the straight
line given the gradient and
y-intercept;
(iv) determine the gradient and
y-intercept of the straight line
which equation is of the form:
a) y = mx + c;
b) ax + by = c;
(v) find the equation of the straight
line which:
a) is parallel to the x-axis;
b) is parallel to the y-axis;
c) passes through a given point
and has a specific gradient;
d) passes through two given
points;
(vi) find the point of intersection of
two straight lines by:
a) drawing the two straight lines;
b) solving simultaneous
equations.
Discuss the change in the form of the
straight line if the values of m and c are
changed.

Carry out activities using the graphing
calculator, Geometers Sketchpad or
other teaching aids.

Verify that m is the gradient and c is the
y-intercept of a straight line with
equation

Identify pattern

Classifying
Drawing graph

Representing &
interpreting data.

Making
generalization

Identify relation
Emphasise that the graph
obtained is a straight line.

If a point lies on a straight
line, then the coordinates of
the point satisfy the
equation of the straight
line.

The equation ax + by = c
can be written in the form
y = mx + c.






12
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note




5.5 Understand the concept of
parallel lines.
(vii) Verify that two parallel lines
have the same gradient and vice
versa
(viii) Determine from the given
equations whether two straight
lines are parallel.
(ix) Find the equation of the straight
line which passes through a
given point and is parallel to
another straight line.
(x) Solve problems involving
equations of straight lines.
Explore properties of parallel
lines using the graphing calculator and
Geometers Sketchpad or other teaching
aids
Comparing &
Differentiating

Identify pattern

Identify Concept

Finding all
possible
solutions

Making
generalization
parallel lines

Topic/Learning Area: STATISTICS --- 2 weeks


17
6.1 Understand the concept of class
interval
(i) complete the class interval for a
set of data given one of the class
intervals;
(ii) determine:
a) the upper limit and lower limit;
b) the upper boundary and lower
boundary
of a class in a grouped data;
(iii) calculate the size of a class
interval;
(iv) determine the class interval,
given a set of data and the
number of classes;
(v) determine a suitable class
interval for a given set of data;
(vi) construct a frequency table for a
given set of data.
Use data obtained from activities and
other sources such as research studies to
introduce the concept of class interval.

Discuss criteria for suitable class
intervals.
Working out
mentally

Making
inferences
Classifying

Collecting &
handling data

Size of class interval
= [upper boundary
lower boundary]


6.2 Understand and use the concept of
mode and mean of grouped data
i) determine the modal class from
the frequency table of grouped
data;
ii) calculate the midpoint of a class;
iii) verify the formula for the mean of

Representing
and
interpreting
data
Midpoint of class
=
2
1
(lower limit + upper
limit)
13
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
grouped data;
iv) calculate the mean from the
frequency table of grouped data;
v) discuss the effect of the size of
class interval on the accuracy of
the mean for a specific set of
grouped data..
Drawing
diagrams

Collecting and
handling data
Estimating
6.3 Represent and interpret data in
histograms with class intervals of the
same size to solve problems;
i) draw a histogram based on the
frequency table of a grouped data;
ii) interpret information from a given
histogram;
iii) solve problems involving
histograms.
Discuss the difference between mode
and mean.

Dicuss the difference between histogram
and bar chart.

Representing
and
interpreting
data
Drawing
diagrams

Collecting and
handling data

Include everyday life
situations.


18



6.4 Represent and
interpret data in frequency
polygons to solve problems
(i) draw the frequency polygon
based on:
a) a histogram;
b) a frequency table;
(ii) interpret information from a
given frequency polygon;
(iii) solve problems involving
frequency polygon.
When drawing a frequency polygon add
a class with 0 frequency before the first
class and after the last class.

Include everyday life situations.
Drawing
diagrams



Interpreting
diagrams
When drawing a frequency
polygon add a class with 0
frequency before the first
class and after the last class

Include everyday life
situations








6.5 Understand the concept of
cumulative frequency
(i) construct the cumulative
frequency table for:
a) ungrouped data;
b) grouped data;
(ii) draw the ogive for:
a) ungrouped data;


Identifying
patterns

Identifying
relations

Logical
When drawing ogive:
- use the upper
boundaries;
- add a class with zero
frequency before the
first class

14
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
19 b) grouped data;
reasoning




1


6.6 Understand and use the concept of
measures of dispersion to solve
problems.
(i) determine the range of a set of
data.
(ii) determine:
a) the median;
b) the first quartile;
c) the third quartile;
d) the interquartile range;
from the ogive.
(iii) interpret information from an
ogive;
Discuss the meaning of dispersion by
comparing a few sets of data. Graphing
calculator can be used for this purpose.
Representing
& interpreting
data

Classifying,
comparing &
differentiating
For grouped data:
Range = [midpoint of the
last class midpoint of the
first class]
Topic/Learning Area: PROBABILITY I --- 2 weeks


7.1 Understand the concept of sample
space
(i)determine whether an
outcome is a possible outcome
of an experiment

(ii) list all the possible
outcomes of an experiment
(a) from activities
(b) by reasoning

Use concrete examples such as throwing
a die and tossing a coin

Definition of sample space

Logical -
reasoning

Collecting and
handling data

7.2 Understand the concept of events (i) identify the elements of a
sample space which satisfy
given conditions

(ii) list all the elements of a
sample space which satisfy
certain conditions using set
notations

(iv) determine whether an
event is possible for a sample space
Discuss that an event is a
subset of the sample space.

Discuss also impossible events for a
sample space.

Discuss that the sample space itself is an
event.

Definition of event
Identifying

Comparing
An impossible event
is an empty set.
7.3 Understand and use the concept of i) find the ratio of the Carry out activities to Representing

15
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
probability of an event to solve
problems.
number of times an event occurs
to the number of trial;

(ii) find the probability of an event
from a big enough number of trials;

(iii) calculate the expected number
of times an event will occur, given
the probability of the event and
number of trials;

(iv) solve problems
involving probability;

(v) predict the occurrence of an
outcomes and make a decision
based on known information.
introduce the concept of
probability.


The suggested activities
maybe done in pairs or
individually:

(i) flipping of coins and
tabulating results.
(ii) flipping of book pages to record
the last digit.
(iii) wheel of fortune
(colour,number,
alphabet)

Discuss situation which results in:
~Probability of event = 1
~Probability of event = 0
Emphasize that the value of probability is
between 0 and 1. Predict possible events
which might occur in daily situations.
and interpreting
data

Logical
reasoning
Topic/Learning Area: CIRLCES III --- 3 weeks

3
8.1 Understand and use the concept
of tangents to a circle

(i) identify tangents to a circle;
(ii) make inference that the tangent
to a circle is a straight line
perpendicular to the radius that
passes through the contact
point;
(iii) construct the tangent to a circle
passing through a point:
a) on the circumference of the
circle;
b) outside the circle;
(iv) determine the properties related
to two tangents to a circle from
a given point outside the circle;

Develop concepts and abilities through
activities using technology such as the
Geometers Sketchpad and graphing
calculator.

Properties of angle in
semicircles can be used.
Examples of properties of
two tangents to a circle:










AC = BC
ZACO = ZBCO
A
O
C
B
16
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
ZAOC = ZBOC
AAOC and ABOC are
congruent.

8.2 Understand and use the
properties of angle between tangent
and chord to solve problems.
i) identify the angle in the alternate
segment which is subtended by
the chord through the contact
point of the tangent;
ii) verify the relationship between
the angle formed by the tangent
and the chord with the angle in the
alternate segment which is
subtended by the chord;
iii) perform calculations involving
the angle in alternate segment;
iv) solve problems involving tangent
to a circle and angle in alternate
segment.
Explore the property of angle in alternate
segment using Geometers Sketchpad or
other teaching aids.
Identifying
patterns

Identifying
relations

Comparing
and
differentiatin
g

Making
inference

Drawing
diagrams


Z ABE = Z BDE

Z CBD = Z BED

8.3 Understand and use the properties
of common tangents to solve
problems.
(i) determine the number of
common tangents which can be
drawn to two circles which:
a) intersect at two points;
b) intersect only at one point;
c) do not intersect;
(ii) determine the properties related
to the common tangent to two
circles which:
a) intersect at two points;
b) intersect only at one point;
c) do not intersect;
(iii) solve problems involving
common tangents to two circles;
(iv) solve problems involving
tangents and common tangents.
Discuss the maximum number of
common tangents for the three cases
Finding possible
solutions

Working out
mentally
Emphasise that the lengths
of common tangents are
equal.
Include problems involving
Pythagoras theorem.
D
C
B
E
A
17
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
Topic/Learning Area: TRIGONOMETRY II --- 2 weeks



5
























6
9.1 Understand and use the concept
of the values of sin u, cos u and
tan u (0 s u s 360) to solve
problems.
(i) identify the quadrants and
angles in the unit circle;
(ii) determine:
a) the value of y-coordinate;
b) the value of x-coordinate;
c) the ratio of y-coordinate to
x-coordinate;
d) of several points on the
circumference of the unit
circle;
(iii) verify that, for an angle in
quadrant I of the unit circle :
a) sin u = y-coordinate ;
b) cosu = x-coordinate
c)
coordinate
coordinate
tan

=
x
y
u
(iv) determine the values of
a) sine;
b) cosine;
c) tangent;
of an angle in quadrant I of the
unit circle;
(v) determine the values of
a) sin u;
b) cos u;
c) tan u;
for 90 s u s 360;
(vi) determine whether the values
of:
a) sine;
b) cosine;
Explain the meaning of unit circle.


















Begin with definitions of sine, cosine
and tangent of an acute angle.
y
y
OP
PQ
= = =
1
sin u
x
x
OP
OQ
= = =
1
cosu

x
y
OQ
PQ
= = u tan


Explain that the concept
sin u = y-coordinate ;
cosu = x-coordinate;
coordinate
coordinate
tan

=
x
y
u

Comparing
Differentiating
The unit circle is the circle
of radius 1 with its centre at
the origin.





Consider special angles
such as 0, 30, 45, 60,
90, 180, 270, 360.







0
y
x
P (x,y)
y
1
x Q
18
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
c) tangent,
of an angle in a specific quadrant
is positive or negative;
(vii) determine the values of sine,
cosine and tangent for special
angles;
(viii) determine the values of the
angles in quadrant I which
correspond to the values of the
angles in other quadrants;
(ix) state the relationships between
the values of:
a) sine;
b) cosine; and
c) tangent;
of angles in quadrant II, III and
IV with their respective values
of the corresponding angle in
quadrant I;
(x) find the values of sine, cosine
and tangent of the angles
between 90 and 360;
(xi) find the angles between 0 and
360, given the values of sine,
cosine or tangent;
(xii) solve problems involving sine,
cosine and tangent.
can be extended to angles in
quadrant II, III and IV.

Teaching can be expanded through
activities such as reflection.

Use the Geometers Sketchpad to
explore the change in the values of sine,
cosine and tangent relative to the change
in angles.


Relate to daily situations.



9.2 draw and use the graphs of
sine, cosine and tangent.
(i) draw the graphs of sine, cosine
and tangent for angles between 0
o
and 360
o
;

(ii) compare the graphs of sine, cosine
and tangent for angles
between 0
o
and 360
o
;

(iii) solve problems involving graphs of
sine, cosine and tangent.
Use the graphing calculator and
Geometers Sketchpad to explore the
feature of the graphs of
y = sin u, y = cos u, y = tan u.

Discuss the feature of the graphs of
y = sin u, y = cos u, y = tan u.

Discuss the examples of these graphs in
other area.
Drawing graphs



Comparing




19
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note


Problems
solving
Topic/Learning Area: ANGLE OF ELEVATION AND DEPRESSION --- 1 week


8
10.1 Understand and use the concept of
angle of elevation and angle of
depression to solve problems.

(i) identify:
a) the horizontal line;
b) the angle of elevation;
c) the angle of depression,
for a particular situation;
(ii) Represent a particular situation
involving:
a) the angle of elevation;
b) the angle of depression,
using diagrams;
(iii) Solve problems involving the
angle of elevation and the angle
of depression.
Use daily situations to introduce the
concept.




Drawing
diagrams

Identifying
relations.

Recognizing and
representing

Collecting and
handling data
Include two observations
on the same horizontal
plane.

Involve activities outside
the classroom.







.
Topic/Learning Area: LINES AND PLANES IN 3-DOMENSIONS --- 2 weeks





10
11.1 Understand and use the
concept of angle between
lines and planes to solve
problems.
(i) identify planes;
(ii) identify horizontal planes,
vertical planes and inclined
planes;.
(iii) sketch a three dimensional
shape and identify the specific
planes;
(iv) identify:
a) lines that lies on a plane;
b) lines that intersect with a
Carry out activities using daily situations
and 3-dimensional models

Differentiate between 2-dimensional and
3-dimensional shapes. Involve planes
found in natural surroundings.




Working out
mentally

Drawing
diagrams

Identifying
relations
Include lines in
3-dimensional shapes.

20
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
plane;
(v) identify normals to a given
plane;
(vi) determine the orthogonal
projection of a line on a plane;
(vii) draw and name the orthogonal
projection of a line on a plane;
(viii) determine the angle between a
line and a plane;
solve problems involving the angle
between a line and a plane.
Begin with 3-dimensional models.




Use 3-dimensional models to give
clearer pictures..
Topic/Learning Area: PLANS AND ELEVATIONS --- 2 weeks
10.1 Understand and use the concept of
orthogonal projection.
i. Identify orthogonal
projections.

ii. Draw orthogonal
projections, given an object
and a plane.

iii. Determine the difference
between an object and its
orthogonal projections with
respect to edges and angles.
Use models, blocks or plan and elevation
kit.


Emphasise the different
uses of dashed lines and
solid lines.

Begin wth the simple
solid object such as
cube, cuboid, cylinder,
cone, prism and right
pyramid.
10.2 Understand and use the concept of
plan and elevation.
i. Draw the plan of a solid
object.
ii. Draw
- the front elevation
- side elevation
of a solid object

iii. Draw the plan of a
solid object.
iv. Draw
Carry out activities in groups where
students combine two or more different
shapes of simple solid objects into
interesting models and draw plans and
elevation for thes models.



Use models to show that it is important
to have a plan and at least two side

Limit to full-scale drawings
only.








21
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note
- the front elevation
- side elevation
of a solid object
elevation to construct a solid object.

Carry out group project:
Draw plan and elevations of buildings or
structures, for example students or
teachers dream home and construct a
scale model based on the drawings.
Involve real life situations such as in
building prototypes and using actual
home plans.


Include drawing plan and
elevation in one diagram
showing projection lines.
Topic/Learning Area: GRAPHS OF FUNCTIONS II --- 2 weeks

2.1 Understand and use the
concept of graphs of
functions
(i) Draw the graph of a:
a) linear function :
y = ax + b, where a
and b are constant;
b) quadratic function
c bx ax y + + =
2
,
where a, b and c are
constans, 0 = a
c) cubic function :

d cx bx ax y + + + =
2 3
,
where a, b, c and d are
constants, 0 = a


d) reciprocal function
Explore graphs of functions
using graphing calculator or
the GSP

Compare the characteristic of
graphs of functions with
different values of constants.

Values : Logical thinking


Skills : seeing connection,
using the GSP


Questions for
1..2(b) are given in
the form of
( ) ( ) 0 = + + b x a x ;
a and b are
numerical values.







Limit cubic
functions.
Refer to CS.

For certain
22
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note

x
a
y = , where a is a
constants, 0 = a
(ii) Find from the graph
a) the value of y, given
a
value of x
b) the value(s) of x,
given a value of y

(iii) Identify:
a) the shape of graph
given a type of
function
b) the type of function
given a graph
c) the graph given a
function and vice
versa

(iv) Sketch the graph of a
given linear, quadratic,
cubic or reciprocal
function.

functions and some
values of y, there
could be no
corresponding
values of x.



Limit the cubic and
quadratic
functions.
Refer to CS.







Limit cubic
functions.
Refer to CS.


2.2 Understand and use the
concept of the solution of
an equation by graphical
method.
(i) Find the point(s) of
intersection of two
graphs

(ii) Obtain the solution of an
equation by finding the
point(s) of intersection
of two graphs

Explore using graphing
calculator of GST to relate the
x-coordinate of a point of
intersection of two
appropriate graphs to the
solution of a given equation.
Make generalisation about the

Use the traditional
graph plotting
exercise if the
graphing calculator
or the GSP is
unavailable.


23
Week
Learning Objectives
Pupils will be taught to.....
Learning Outcomes
Pupils will be able to
Suggested Teaching & Learning
activities
CCTS Points to Note

(iii) Solve problems
involving solution of an
equation by graphical
method.

point(s) of intersection of the
two graphs.

Use everyday problems.

Skills : Mental process




Involve everyday
problems.


2.3 Understand and use the
concept of the region
representing inequalities in two
variables.

(i) Determine whether a given
point satisfies
a) b ax y + = or
b ax y + >
or b ax y + <

(ii) Determine the position of a
given point relative to the
equation b ax y + =

(iii) Identify the region
satisfying b ax y + > or
b ax y + <

(iv) Shade the regions
representing the inequalities
a) b ax y + > or
b ax y + <
b) b ax y + > or
b ax y + s

(v) Determine the region which
satisfy two or more
simultaneous linear
inequalities.

Include situations involving
a x = , a x > , a x > , a x s or
a x < .

Values: Making conclusion,
connection and comparison,
careful



Emphasise on the
use of dashed and
solid line as well as
the concept of
region.
24