YEARLY LESSON PLAN KSSM FORM 1

SMK TINGGI, KLUANG

CHAPTER /
WEEK
LEARNING AREA
NUMBERS AND
OPERATIONS

CONTENT
STANDARDS
1.1 Integers

1. RATIONAL
NUMBERS
M1
1.2 Basic arithmetic
operations involving
integers

M2

1.3 Positive and

negative fractions
M3

1.4 Positive and

negative decimals
M3

1.5 Rational numbers

M4

LEARNING STANDARDS
Students engage in problem solving, communication, reasoning,
making connections and make representations when they:
1.1.1 Recognise positive and negative numbers based on real-life
situations.
1.1.2 Recognise and describe integers.
1.1.3 Represent integers on number lines and make connections
between the values and positions of the integers with respect to
other integers on the number line.
1.1.4 Compare and arrange integers in order
1.2.1 Add and subtract integers using number lines or other
appropriate methods. Hence, make generalisation about addition
and subtraction of integers.
1.2.2 Multiply and divide integers using various methods. Hence
make generalisation about multiplication and division of
integers.
1.2.3 Perform computations involving combined basic arithmetic
operations of integers by following the order of operations.
1.2.4 Describe the laws of arithmetic operations which are
Identity Law, Communicative Law, Associative Law and
Distributive Law.
1.2.5 Perform efficient computations using the laws of basic
arithmetic operations.
1.2.6 Solve problems involving integers.
1.3.1 Represent positive and negative fractions on number lines.
1.3.2 Compare and arrange positive and negative fractions in
order.
1.3.3 Perform computations involving combined basic arithmetic
operations of positive and negative fractions by following the
order of operations.
1.3.4 Solve problems involving positive and negative fractions.
1.4.1 Represent positive and negative decimals on number lines.
1.4.2 Compare and arrange positive and negative decimals in
order.
1.4.3 Perform computations involving combined basic arithmetic
operations of positive and negative decimals by following the
order of operations.
1.4.4 Solve problems involving positive and negative decimals.
1.5.1 Recognise and describe rational numbers.
1.5.2 Perform computations involving combined basic arithmetic
operations of rational numbers by following the order of
operations.
1.5.3 Solve problems involving rational numbers.

Point to note

Time

Note

Relate to real-life situations such as left and right, up and

down movement.
1 hour

1.2.1 Other methods such as concrete materials (coloured

chips), virtual manipulative materials and GSP software.

1.2.4 Carry out exploratory activities

1.2.5 Example of an efficient computation involving
Distributive Law:
2030 25
= (2000 + 30) 25
= 50 000 + 750
= 50 750
Efficient computations may differ among pupils

2 hour

2 hour

2hour

1.5.1 Rational numbers are numbers that can be written in

fractional form, that is

integers, q 0
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of integers, fractions and decimals.
2 Demonstrate the understanding of rational numbers.
3 Apply the understanding of rational numbers to perform basic operations and combined basic arithmetic operations.

p
q

p
q

. p and q are

2hour

NUMBERS AND
OPERATIONS
2. FACTORS AND
MULTIPLES
M5

M6

NUMBERS AND
OPERATIONS
3. SQUARES,
SQUARE ROOTS,
CUBES AND
CUBE ROOTS
M7-M8

M9-M10

4 Apply appropriate knowledge and skills of rational numbers in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of rational numbers in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of rational numbers in the context of non-routine problem solving.
2.1 Factors, prime
2.1.1 Determine and list the factors of whole numbers, and hence
factors and Highest
make generalisation about factors.
Common Factor (HCF)
2.1.2 Determine and list the prime factors of a whole number,
and hence express the number in the form of prime factorisation.
2.1.3 Explain and determine the common factors of whole
2.1.3 Also consider cases involving more than three whole
numbers.
numbers.
2.1.4 Determine the HCF of two and three whole numbers.
2.1.4 Use various methods including repeated division and
2.1.5 Solve problems involving HCF.
the use of prime factorisation.
2.2 Multiples, common
2.2.1 Explain and determine the common multiples of whole
2.2.1 Also consider cases involving more than three whole
multiples and Lowest
numbers.
numbers.
Common Multiple
2.2.2 Determine the LCM of two and three whole numbers.
2.2.2 Use various methods including repeated division and
(LCM)
2.2.3 Solve problems involving LCM
the use of prime factorisation..
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of prime numbers, factors and multiples.
2 Demonstrate the understanding of prime numbers, factors and multiples.
3 Apply the understanding of prime numbers, factors and multiples to perform simple tasks involving HCF and LCM.
4 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of non-routine problem solving.
3.1 Kuasa dua dan
3.1.1 Explain the meaning of squares and perfect squares.
3.1.1 Explore the formation of squares using various
punca kuasa dua
3.1.2 Determine whether a number is a perfect square. Perfect
methods including the use of concrete materials.
squares are 1, 4, 9, ...
3.1.2 Relationship is stated based on the outcome of
3.1.3 State the relationship between squares and square roots.
exploration.
3.1.4 Determine the square of a number with and without using
3.1.3 Square roots of a number are in positive and negative
technological tools.
values.
3.1.5 Determine the square roots of a number without using
3.1.5 Limit to:
technological tools.
a) perfect squares
3.1.6 Determine the square roots of a positive number using
b) fractions when the numerators and denominators are
technological tools.
perfect squares
3.1.7 Estimate (i) the square of a number, (ii) the square roots of
c) fractions that can be simplified such that the numerators
a number.
and denominators are perfect squares
3.1.8 Make generalisation about multiplication involving:
d) decimals that can be written in the form of the squares of
(i) square roots of the same numbers,
other decimals.
(ii) square roots of different numbers.
3.1.7 Discuss the ways to improve the estimation until the
3.1.9 Pose and solve problems involving squares and square
best estimation is obtained; whether in the form of a range, a
roots.
whole number or to a stated accuracy.
3.1.8 Generalisations are made based on the outcome of
explorations.
3.2 Cubes and cube
3.2.1 Explain the meaning of cubes and perfect cubes.
3.2.1 Explore the formation of cubes using various methods
roots
3.2.2 Determine whether a number is a perfect cube.
including the use of concrete materials.
3.2.3 State the relationship between cubes and cube roots.
3.2.2 Perfect cubes are 1, 8, 27, ...
3.2.4 Determine the cube of a number with and without using
3.2.3 Relationship is stated based on the outcome of
technological tools.
exploration.
3.2.5 Determine the cube root of a number without using
3.2.5 Limit to:
technological tools.
a) fractions when the numerators and denominators are
3.2.6 Determine the cube root of a number using technological
perfect cubes.
tools.
b) fractions that can be simplified such that the numerators
3.2.7 Estimate
and denominators are perfect cubes.
(i) the cube of a number,
c) decimals that can be written in the form of the cubes of
(ii) the cube root of a number.
other decimals.

3hour

3hour

4 hour

4 hour

3.2.8 Solve problems involving cubes and cube roots.

3.2.7 Discuss the ways to improve the estimation until the
3.2.9 Perform computations involving addition, subtraction,
best estimation is obtained; whether in the form of a range, a
multiplication, division and the combination of these operations
whole number or to a stated accuracy.
on squares, square roots, cubes and cube roots.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of squares, square roots, cubes and cube roots.
2 Demonstrate the understanding of squares, square roots, cubes and cube roots.
3 Apply the understanding of squares, square roots, cubes and cube roots to perform basic operations and the combinations of basic arithmetic operations.
4 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of non-routine problem solving.

Peperiksaan Pertengahan Penggal

Cuti Pertengahan Penggal
17.03.2017 25.03.2017

M11

LEARNING AREA
RELATIONSHIP
AND ALGEBRA

4.1 Ratios

4. RATIOS,
RATES AND
PROPORTIONS
M12

4.1.1 Represent the relation between three quantities in the form

of a : b : c.
4.1.2 Identify and determine the equivalent ratios in numerical,
geometrical or daily situation contexts.
4.1.3 Express ratios of two and three quantities in simplest form.

4.2.1 Determine the relationship between ratios and rates.

M12

4.3 Proportions
M13
4.4 Ratios, rates and
proportions.

M14

2hour
4.1.3 Including those involving fractions and decimals

4.2 Rates

M13

4.1.2 Examples of equivalent ratios in geometrical context:

4.3.1 Determine the relationship between ratios and proportions.

4.3.2 Determine an unknown value in a proportion.

Carry out exploratory activities.

Involve various situations such as speed, acceleration,
pressure and density.
Involve conversion of units.
Rate is a special case of ratio that involves two
measurements of different units.
4.3.1 Carry out exploratory activities. Involve real-life
situations.
4.3.2 Use various methods including cross multiplication
and unitary method.
4.4.1 Involve real-life situations.

4.4.1 Determine the ratio of three quantities, given two or more

ratios of two quantities.
4.4.2 Determine the ratio or the related value given (i) the ratio
of two quantities and the value of one quantity. (ii) the ratio of
three quantities and the value of one quantity.
4.4.3 Determine the value related to a rate.
4.4.4 Solve problems involving ratios, rates and proportions,
including making estimations.
4.5 Relationship
4.5.1 Determine the relationship between percentages and ratios.
4.5.1 Carry out exploratory activities.
between ratios, rates
4.5.2 Determine the percentage of a quantity by applying the
4.5.2 Involve various situations.
and proportions with
concept of proportions.
percentages, fractions
4.5.3 Solve problems involving relationship between ratios, rates
and decimals
and proportions with percentages, fractions and decimals.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of ratios, rates and proportions.
2 Demonstrate the understanding of ratios, rates and proportions.
3 Apply the understanding of ratios, rates and proportions to perform simple tasks.
4 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of complex routine problem solving.

2hour

2hour

2hour

2hour

LEARNING AREA
RELATIONSHIP
AND ALGEBRA
5. ALGEBRAIC
EXPRESSIONS
M15

M16

LEARNING AREA
RELATIONSHIP
AND ALGEBRA
6. LINEAR
EQUATIONS
M17

M18

M19

M20

6 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of nonroutine problem solving.
5.1 Variables and
5.1.1 Use letters to represent quantities with unknown values.
5.1.1 Letters as variables. Involve real-life situations.
algebraic expressions
Hence, state whether the value of the variable varies or fixed,
with justification.
5.1.2 Derive algebraic expressions based on arithmetic
expressions that represent a situation.
5.1.3 Determine the values of algebraic expressions given the
values of variables and make connection with appropriate
situations.
5.1.4 Identify the terms in an algebraic expression. Hence, state
the possible coefficients for the algebraic terms.
5.1.5 Identify like and unlike terms.
5.2 Algebraic
5.2.1 Add and subtract two or more algebraic expressions.
expressions involving
5.2.2 Make generalisation about repeated multiplication of
5.2.2 Correlate repeated multiplication with the power of
basic arithmetic
algebraic expressions.
two or more.
operations
5.2.3 Multiply and divide algebraic expressions with one term.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of variables and algebraic expressions.
2 Demonstrate the understanding of variables and algebraic expressions. .
3 Apply the understanding of algebraic expressions to perform simple tasks.
6.1 Linear equations in
6.1.1 Identify linear equations in one variable and describe the
6.1.1 Carry out exploratory activities involving algebraic
one variable
characteristics of the equations.
expressions and algebraic equations.
6.1.2 Form linear equations in one variable based on a statement
or a situation, and vice-versa.
6.1.3 Solve linear equations in one variable.
6.1.3 Use various methods such as trial and improvement,
6.1.4 Solve problems involving linear equations in one variable.
backtracking, and applying the understanding of equality
concept.
6.2 Linear equations in
6.2.1 Identify linear equations in two variables and describe the
6.2.1 State the general form of linear equations in two
two variables
characteristics of the equations.
variables, which is ax + by = c.
6.2.2 Form linear equations in two variables based on a
statement or a situation, and vice-versa.
6.2.3 Determine and explain possible solutions of linear
6.2.4 Including cases of (x, y) when (i) x is fixed and y
equations in two variables.
varies, (ii) x varies and y is fixed. Involve all quadrants of
6.2.4 Represent graphically the linear equations in two variables.
the Cartesian system.
6.3 Simultaneous linear
6.3.1 Form simultaneous linear equations based on daily
6.3.1 Use software to explore cases involving lines that are:
equations in two
situations. Hence, represent graphically the simultaneous linear
(i) Intersecting (unique solution) (ii) Parallel (no solution)
variables
equations in two variables and explain the meaning of
(iii) Overlapping (infinite solutions)
simultaneous linear equations.
6.3.2 Involve graphical and algebraic methods (substitution,
6.3.2 Solve simultaneous linear equations in two variables using
elimination)
various methods.
6.3.3 Use technological tools to explore and check the
6.3.3 Solve problems involving simultaneous linear equations in
answers.
two variables.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of linear equations.
2 Demonstrate the understanding of linear equations and simultaneous linear equations.
3 Apply the understanding of the solution for linear equations and simultaneous linear equations.
4 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of non-routine problem solvingbukan rutin.

7 hour

5 hour

4hour

4hour

4hour

Peperiksaan Pertengahan Penggal

Cuti Pertengahan Penggal
4

26.05.2017 10.06.2017
7.1 Inequalities

LEARNING AREA
RELATIONSHIP
AND ALGEBRA

7.1.1 Compare the values of numbers, describe inequality and

hence, form algebraic inequality.
7.1.2 Make generalisation about inequality related to
(i) the converse and transitive properties, additive and
multiplicative inverse,
(ii) basic arithmetic operations.

7.1.1 Use number lines to represent inequality relations,

,<,

Involve negative numbers.

7.1.2 Carry out exploratory activities.
Converse property if a<b

Transitive property

, then

a<b <c

if

b> a
, then

a< c
Additive inverse

7. LINEAR
INEQUALITIES
M21

if

a<b

, then

3hour

a<b
Multiplicative inverse

if

a<b

, then

1 1
<
a b
Basic arithmetic operations: when additions, subtractions,
multiplications or divisions performed on both sides.
7.2 Linear inequalities
in one variable
M22

LEARNING AREA
MEASUREMENT
AND GEOMETRY
8. LINES AND
ANGLES
M23-M24

M25

7.2.1 Form linear inequalities based on daily life situations, and

vice-versa.
7.2.2 Number lines can be used to solve problems.
7.2.2 Solve problems involving linear inequalities in one
variable. 7.2.3 Solve simultaneous linear inequalities in one
variable.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of linear inequalities in one variable.
2 Demonstrate the understanding of linear inequalities in one variable.
3 Apply the understanding of linear inequalities in one variable to perform simple tasks.
4 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of nonroutine problem solving.
8.1 Lines and angles
8.1.1 Determine and explain the congruency of line segments
8.1.4 Jalankan aktiviti penerokaan.
and angles.
8.1.2 Estimate and measure the size of line segments and angles,
and explain how the estimation is obtained.
8.1.3 Recognise, compare and explain the properties of angles
on a straight line, reflex angles, and one whole turn angles.
8.1.4 Describe the properties of complementary angles,
supplementary angles and conjugate angles. Carry out
exploratory activities.
8.1.5 Solve problems involving complementary angles,
supplementary angles and conjugate angles.
8.1.6 Construct
8.1.6 Use a) compasses and straight edge tool only, b) any
(i) line segments,
geometrical tools, c) geometry software for constructions.
(ii) perpendicular bisectors of line segments,
(iii) perpendicular line to a straight line,
(iv) parallel lines and explain the rationale of construction steps.
8.1.7 Construct angles and angle bisectors, and explain the
8.1.7 Use the angle of 60 as the first example for
rationale of construction steps.
construction using compasses and straightedge tool only.
8.2 Angles related to
8.2.1 Identify, explain and draw vertically opposite angles and
intersecting lines
adjacent angles at intersecting lines, including perpendicular
lines.

4hour

3hour

2hour

M26

LEARNING AREA
MEASUREMENT
AND GEOMETRY

8.2.2 Determine the values of angles related to intersecting lines,

given the values of other angles.
8.2.3 Solve problems involving angles related to intersecting
lines.
8.3 Angles related to
8.3.1 Recognise, explain and draw parallel lines and
parallel lines and
transversals.
transversals
8.3.2 Recognise, explain and draw corresponding angles,
alternate angles and interior angles.
8.3.3 Determine whether two straight lines are parallel based on
the properties of angles related to transversals.
8.3.4 Determine the values of angles related to parallel lines and
transversals, given the values of other angles.
8.3.5 Recognise and represent angles of elevation and angles of
depression in real-life situations.
8.3.6 Include angles of elevation and angles of depression.
8.3.6 Solve problems involving angles related to parallel lines
and transversals.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of lines and angles.
2 Demonstrate the understanding of lines and angles.
3 Apply the understanding of lines and angles to perform simple tasks.
4 Apply appropriate knowledge and skills of lines and angles in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of lines and angles in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of lines and angles in the context of non-routine problem solving
9.1 Polygons
9.1.1 State the relationship between the number of sides, vertices 9.1.1 Carry out exploratory activities.
and diagonals of polygons.
9.1.2 Draw polygons, label vertices of polygons and name the
polygons based on the labeled vertices.

9. BASIC
POLYGONS
M27

M28-M29

M30

9.2 Properties of
triangles and the
interior and exterior
angles of triangles

9.2.1 Recognise and list geometric properties of various types of

triangles. Hence classify triangles based on geometric properties.
9.2.2 Make and verify conjectures about
(i) the sum of interior angles,
(ii) the sum of interior angle and adjacent exterior angle,
(iii) the relation between exterior angle and the sum of the
opposite interior angles of a triangle.
9.2.3 Solve problems involving triangles
9.3 Properties of
9.3.1 1 Describe the geometric properties of various types of
quadrilaterals and the
quadrilaterals. Hence classify quadrilaterals based on the
interior and exterior
geometric properties
angles of quadrilaterals
9.3.2 Make and verify the conjectures about
(i) the sum of interior angles of a quadrilateral,
(ii) the sum of interior angle and adjacent exterior angle of a
quadrilateral, and
(iii) the relationship between the opposite angles in a
parallelogram.
9.3.3 Solve problems involving quadrilaterals. 9.3.4 Solve
problems involving the combinations of triangles and
quadrilaterals..
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of polygons.

9.2.1 Geometric properties include the number of axes of

symmetry. Involve various methods of exploration such as
the use of dynamic software.
9.2.2 Use various methods including the use of dynamic
software.

9.3.1 Geometric properties include the number of axes of

symmetry.
Involve various exploratory methods such as the use of
dynamic software.
9.3.2 Use various methods including the use of dynamic
software.

3hour

2hour

2hour

2hour

2 Demonstrate the understanding of triangles and quadrilaterals.

3 Apply the understanding of lines and angles to perform simple tasks related to the interior and exterior angles of triangles and quadrilaterals.
4 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of nonroutine problem solving.

Peperiksaan Pertengahan Penggal

Cuti Pertengahan Penggal
25.08.2017 02.09.2017

M31

LEARNING AREA
MEASUREMENT
AND GEOMETRY

10.1 Perimeter

10. PERIMETER
AND AREA
M32

10.1.1 Determine the perimeter of various shapes when the side

lengths are given or need to be measured.
10.1.2 Estimate the perimeter of various shapes, and then
evaluate the accuracy of estimation by comparing with the
measured value.
10.1.3 Solve problems involving perimeter

10.1.1 Various shapes including those involving straight

lines and curves.

10.2 Area of triangles,

parallelograms, kites
and trapeziums
M33

M34

LEARNING AREA
DISCRETE
MATHEMATICS
11.
INTRODUCTION
TO SET
M35
M35

10.2.1 Estimate the area of various shapes using various

10.2.1 Including the use of 1 unit 1 unit grid paper..
methods.
10.2.2 Carry out exploratory activities involving concrete
10.2.2 Derive the formulae of the area of triangles,
materials or the use of dynamic software
parallelograms, kites and trapeziums based on the area of
rectangles.
10.2.3 Solve problems involving areas of triangles,
parallelograms, kites, trapeziums and the combinations of these
shapes.
10.3 Relationship
10.3.1 Make and verify the conjecture about the relationship
between perimeter and
between perimeter and area.
area
10.3.2 Solve problems involving perimeter and area of triangles,
rectangles, squares, parallelograms, kites, trapeziums and the
combinations of these shapes.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of perimeter.
2 Demonstrate the understanding of perimeter and areas.
3 Apply the understanding of perimeter and areas to perform simple tasks.
4 Apply appropriate knowledge and skills of perimeter and areas in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of perimeter and areas in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of perimeter and areas in the context of non-routine problem solving.
11.1 Set
11.1.1 Explain the meaning of set.
11.1.1 Carry out sorting and classifying activities including
11.1.2 Describe sets using: (i) description, (ii) listing, and (iii)
those involving real-life situations.
set builder notation.
11.1.2 Including empty set and its .symbols, { } and
11.1.3 Identify whether an object is an element of a set and
Involve the use of set notation. Example of set builder
represent the relation using symbol. .
notation: A = {x: x 10, x is even number}
11.1.4 Determine the number of elements of a set and represent
11.1.3 Introduce the symbols and
the number of elements using symbol.
11.1.4 Introduce the symbol n(A).
11.1.5 Compare and explain whether two or more sets are equal
and hence, make generalisation about the equality of sets.
11.2 Venn diagrams,
11.2.1 Identify and describe universal sets and complement of a
Introduce the symbols for universal (), complement of a set
universal sets,
set.
(A) set and subset ()
complement of a set
11.2.2 Represent
and subsets
(i) the relation of a set and universal set, and
(ii) complement of a set through Venn diagrams.
11.2.3 Identify and describe the possible subsets of a set.
11.2.4 Represent subsets using Venn diagrams.

2hour

2hour

2hour

2hour

2hour

11.2.5 Represent the relations between sets, subsets, universal

sets and complement of a set using Venn diagrams.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of sets.
2 Demonstrate the understanding of sets.
3 Apply the understanding of sets.
12.1 Data collection,
organization and
representation process,
and interpretation of
data representation
LEARNING AREA
STATISTICS AND
PROBABILITY
12. DATA
HANDLING
M36

LEARNING AREA
MEASUREMENT
AND GEOMETRY
13. THE
PYTHAGORAS
THEOREM
M37

M38

12.1.1 Generate statistical questions and collect relevant data.

12.1.1 Use statistical inquiry approach for this topic.
12.1.2 Classify data as categorical or numerical and construct
Statistical Inquiry
frequency tables.
1. Posing / formulating real life problems
12.1.3 Construct data representation for ungrouped data and
2. Planning and collecting data
justify the appropriateness of a data representation. to construct
3. Organising data
data representations.
4. Displaying / representing data
12.1.4 Convert a data representation to other suitable data
5. Analysing data 6. Interpretation and conclusion
representations with justification.
7. Communicating results
12.1.5 Interpret various data representations including making
Statistical questions : questions that can be answered by
inferences or predictions.
collecting data and where there will be variability in that
12.1.6 Discuss the importance of representing data ethically in
data.
order to avoid confusion.
Involve real life situations.
---------------------------------------------------------------------------Collect data using various methods such as interview,
Note
survey, experiment and observation.
12.1.3 Data representation including various types of bar charts,
12.1.2 Numerical data : discrete or continuous
pie chart, line graph, dot plot and stemand-leaf plot.
12.1.5 Involve histograms and frequency polygons.
Use various methods including the use of software
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of collecting, organizing and representing data.
2 Demonstrate the understanding of collecting, organizing and representing data.
3 Apply the understanding of data representations to construct data representations.
4 Apply appropriate knowledge and skills of data representation and data interpretation in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of data representation and data interpretation in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of data representation and data interpretation in the context of non-routine problem solving.
13.1 The Pythagoras
13.1.1 Identify and define the hypotenuse of a rightangled
Theorem
triangle.
13.1.2 Determine the relationship between the sides of right13.1.2 Carry out exploratory activities by involving various
angled triangle. Hence, explain the Pythagoras Theorem by
methods including the use of dynamic software..
referring to the relationship.
13.1.3 Determine the length of the unknown side of
13.1.3 Determine the length of sides by applying the
(i) a right-angled triangle.
Pythagoras Theorem.
(ii) combined geometric shapes.
13.1.4 Solve problems involving the Pythagoras Theorem.
13.2 The converse of
13.2.1 Determine whether a triangle is a right-angled triangle
Pythagoras Theorem
and give justification based on the converse of the Pythagoras
Theorem.
13.2.2 Solve problems involving the converse of the Pythagoras
Theorem.
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of right-angled triangles.
2 Demonstrate the understanding of the relation between the sides of right-angled triangles.
3 Apply the understanding of the Pythagoras Theorem.
4 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of non-routine problem solving.

10hour

2hour

2hour

M39-43

Peperiksaan Akhir Tahun

Cuti Akhir Tahun
24.11.2017 31.12.2017