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Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

.

QUADRATIC 1. Understand the 1.1 Recognise a quadratic Use graphing Noble value :

EQUATIONS

concept of equation and express it Cooperation

calculators or

quadratic equation in general form. TGA:

computer software

and its roots. Flashcard

such as the Geometers

Sketchpad and Pedagogy :

spreadsheet to explore Activity/Cooper

Week 1.2 Determine whether a ative Learning

the concept of

1&2 given value is the root CCTS:

quadratic equations.

of a quadratic equation Classification.

by

a) substitution;

b) inspection.

Questions for 1.2(b) are given

in the form of (x + a)(x + b) =

1.3 Determine roots of quadratic 0; a and b are numerical

equations by trial and values.

improvement method.

Discuss when

(x p)(x q) = 0, hence x Value :

2. Understand the 2.1 Determine the roots of

p = 0 or Cooperation

concept of a quadratic equation by

x q = 0. Include case TGA :

quadratic a) factorisation;

when p = q. Manila Card

equations. b) completing the

square Derivation of formula Pedagogy :

c) using the formula. for 2.1c is not required. Inquiry Finding,

If x=p and x=q are the Constructisme

0

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

roots, then the CCTS:

quadratic equation is Refresh idea

(xp)(xq)=0, that is and trial & error

x2(pq)xpq=0.

2.2 Form a quadratic Pedagogy:

Involve the use of:

equation from given Mastery

b

roots. + = and = Learning

a

c

, Where and

a

are roots of the

quadratic equation

ax2 +bx +c =0

QUADRATIC 1. Understand 1.1 Recognise quadratic Use computer software Discuss the general Mastery Learning

FUNCTIONS the concept of functions or graphing calculator. shape of quadratic

Week quadratic 1.2 Plot quadratic functions (ex; GSP, Graphmatica function. Contextual

3&4 functions and graphs or Microsoft Excel to Introduce the term of

their graphs a) based on given explore the graphs of parabola, minimum,

tabulated values quadratic functions) maximum point and

b) by tabulating axis of symmetry for

values based on Use example of quadratic curves.

given functions everyday situations to

introduce graphs of Discuss cases where

1.3 Recognise shapes of quadratic functions. a 0 and a 0 for

graphs of quadratic f ( x) ax 2 bx c

functions

quadratic function

graphs with types of

roots for

f (x) = 0.

1

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

2. Find maximum 2.1 Determine the Use computer software Discuss the general Mastery Learning

and minimum maximum or minimum or graphing calculator. form of completing the

values of value of quadratic (ex; GSP, Graphmatica square Self-Access

quadratic function by completing or Microsoft Excel to 2

f ( x) a( x p) q Learning

functions the square explore the graphs of

quadratic functions)

3. Sketch graphs of 3.1 Sketch quadratic Use graphing calculator Emphasis the marking Contextual

quadratic functions by determining or dynamic geometry of maximum or

functions. the maximum or software such as the minimum point and two

minimum point and two GSP or Graphmatica to other points on the

other points. reinforce the graphs drawn or by

understanding of finding the axis of

graphs of quadratic symmetry and the

functions. intersection with the y

axis

Determine other points

by finding the

intersection with x-axis

(if it exists )

4. Understand and 4.1 Determine the ranges of Use graphing calculator Emphasis on sketching Contextual

use the concept of values of x that satisfies or dynamic geometry graphs and use number

quadratic quadratic inequalities software such as the lines when necessary.

inequalities. GSP or Graphmatica to

reinforce the

understanding of

graphs of quadratic

inequalities

2

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Problem solving,

SIMULTANEOUS Students will be Students will be able to : Use graphing calculator discovery

EQUATIONS taught to: or dynamic geometry method, trial and

1.1Solve simultaneous software such as the Limit non linear improvement

Week 5 1. Solve equations using the the Geometers Sketchpad equations up to second method.

simultaneous substitution method to explore the concept degree only

equations in two of simultaneous ICT, relating,

unknowns: one linear equations reasoning,

equation and one 1.2Solve simultaneous Mathematical

non - linear equation. equations involving real Use examples in real Communication,

life situations life situations such as Mathematical

area, perimeter and Connections

others.

FUNCTIONS Contextual

1.1 Represent Use pictures, role- Discuss the idea of

1. Understanding

play and computer set and introduce set

Week the concept of relations using

software to introduce notation.

6 , 7 &8 relations. a)arrow diagrams

the concept of

b) ordered pairs

relations.

c) graphs

codomain, object,

image and range

of a relation.

shown on a

mapped diagram

as: one to one,

many to one, one

to many or many

to many relation.

3

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Represent functions

2. Understand 2.1 Recognise using arrow

the concept functions as a Use graphing Cooperative

diagrams, ordered

of functions special relation calculators and learning

pairs or graphs.

computer software to

explore the image of e.g. f : x 2x

2.2 Express functions functions. f (x) = 2x

using function

notation. "f : x 2x" is read as

"function f maps x to

2.3 Determine domain, 2x".

object, image and f (x) = 2x is read as

range of a function. 2x is the image of x

under the function f

2.4 Determine the image .

of a function given

Include examples of

the object and vice

functions that are not

versa.

mathematically

based.

Examples of functions

include algebraic

(linear and

quadratic),

trigonometric and

absolute value.

Define and sketch

absolute value

functions.

4

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

3. Understand the 3.1 Determine

composition of two

concept Use arrow diagrams Involve algebraic Mastery

functions. or algebraic method functions only. learning

of composite 3.2 Determine the image to determine

functions. of composite functions composite functions.

given the object and vice

versa. Images of composite

functions include a

3.3 Determine one range of values.

of the functions in a (Limit to linear

composite functions)

given composite .

function given the

other related

function.

b) 4.1 Find the object by Use sketches of Limit to algebraic

Mastery

inverse mapping graphs to show the functions.

c) 4. learning

given its image and relationship between

Understand the Exclude inverse of

function. a function and its

concept of inverse composite functions.

inverse

functions. 4.2 Determine inverse Emphasise that

functions using inverse of a function

algebra. is not necessarily a

function.

4.3 Determine and state

the condition for

existence of an

inverse function.

9 d) Test 1

5

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Teaching

1. Understand and use 1.1 Find the value of numbers Use examples of Discuss zero index and

INDICES AND Aids/materials

LOGARITHMS the concept of indices given in the form of: real-life situations to negative indices. Scientific

and laws of indices to a) integer indices. introduce the concept calculator,

Week 10 solve problems. b) fractional indices. of indices. Geometers

Sketchpad,

1.2 Use laws of indices to find Use geometric set

the value of numbers in computer software

index form that are such as the CCTS

multiplied, divided or Identifying

spreadsheet to

relationship

raised to a power. enhance the

understanding of Teaching

1.3 Use laws of indices to indices. Strategies

simplify algebraic Mastery Learning

expressions. Multiple

2. Understand and use

2.1 Express equation in index Use xplain definition of intelligent

form to logarithm form and scientific calculators logarithm. Contextual

the concept of

vice versa. to enhance the N = ax ; loga N = x with a > learning

logarithms and laws

of logarithms to solve understanding of the 0, a 1.

2.2 Find logarithm of a concept of logarithm. Emphasise that:

problems

number. loga 1 = 0; loga a = 1.

by using laws of a) logarithm of negative

logarithms. numbers is undefined;

b) logarithm of zero is

undefined.

2.4 Simplify logarithmic

expressions to the simplest Discuss cases where the

form. given number is in

a) index form

b) numerical form.

6

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Discuss laws of logarithms

3 Understand and use

number by changing the 1

the change of base of loga b =

base of the logarithm to a logb a

logarithms to solve base

suitable base.

problems.

integer indices

3.2 Solve problems involving fractional indices

the change of base and laws of

index form

logarithms.

13 4.1 Solve equations involving Equations that involve raised to a power

4. Solve equations

indices. indices and logarithms are law of indices

involving indices and

limited to equations with

logarithms.

4.2 Solve equations single solution only.

involving logarithms. Solve equations involving index form

indices by:

logarithm form

a) comparison of indices

and bases; logarithm

undefined

b) using logarithms

Moral Values

1. Find distance 1.1 Use examples of real- Use the Pythagoras

COORDINA Cooperative

between two life situations to find Theorem to find the

T Find the distance between Patriotism

points the distance between formula for distance

GEOMETRY two points using formula Respect

two points. between two points.

( x1 x2 ) 2 ( y1 y2 ) 2

Week 14 Teaching Aids/

Material

Chart

Arrow diagram

7

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

CCTS

2. Understand the 2.1 Find the midpoint of Limit to cases where m

Analogy

concept of division two given points. and n are positive. Relations

of a line segment.

Derivation of the Imagine

2.2 Find the coordinates formula

Teaching

of a point that divides a line nx1 mx2 ny1 my2 Strategies

according to a given ratio , is

mn mn Contextual

m : n.

not required.

Moral Values

3. Find areas of 3.1 Find the area of a Use dynamic Limit to numerical

Week Cooperative

polygons triangle based on the geometry software values.

15

area of specific such as the Emphasise the Teaching Aids/

geometrical shapes. Geometers Sketchpad relationship between Material

to explore the concept the sign of the value for Grid Board

of area of polygons. area obtained with the

3.2Find the area of a order of the vertices

Use

1 x1 x2 x3 x1 Teaching

triangle by using used. Strategies

formula. 2 y1 y 2 y 3 y1

Emphasise that when Contextual

1 x1 x2 x3 x1 the area of polygon is Generate ideas

for substitution of

2 y1 y 2 y 3 y1 0, the given points are Thinking Skills

coordinates into the

formula. collinear.

3.3 Find the area of a

quadrilateral using

formula

8

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Moral Values

4. Understands use 4.1 Use dynamic

Honesty

the concept of Geometry software

Determine the x intercept Accuracy

equation of a such as the

and y-intercept of a line

straight line. Geometers Sketchpad

4.2 Teaching Aids/

to explore the concept Material

Find the gradient of a of equation of a Charts, Graphical

straight line that passes straight lines. Calculator

through two points. Charts

Teaching

4.3 Find the gradient of a Answer for learning

Strategies

staright line using the outcomes 4.4 (a) and

Mastery Learning

x-intercept and y- 4.4(b) must be stated

Contextual

intercept in the simplest form

Approach

4.4Find the equation of a x y Mastery

1 involve

straight line given: a b Approach

a) gradient and one changing the equation

point into gradient y mx c

and intercept form

b) two point

ax by c 0

c) x-intercept and y-

intercept

4.5 Detemine gradient and

intercepts of a straight line

given the equation. Moral Values

Solve simultaneous

4.6 Change the equation of Accuracy

linear equations using

a straight line to the the graph method.

general form Teaching Aids/

Material

4.7 Find the point of Graph paper

intesection of two lines.

9

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Teaching

Strategies

Self Access

Learning

16 Moral Values

5.Understand and 5.1 Determine whether two Use example of real-life Emphasize that for

Cooperation

use the concept of straight lines are parallel situations to explore parallel lines: Gratitude

parallel and when gradients of both parallel end

m1 m 2 Careful

perpendicular lines are known and vice perpendicular lines.

Systematic

lines.

versa Emphasize that for

perpendicular lines : Teaching Aids/

5.2 Find equation of a

m1 m2 1 Material

straight line that passes Use graphic calculator Exact Systematic

through a fixed point and and dynamic geometry ICT

parallel to a given line. software such as Grid Board

Geometers Sketchpad

5.3 Determine whether two

to explore the concept Derivation of Teaching

straight lines are

of parallel and m1 m2 1 is not Strategies

perpendicular when perpendicular lines. required. Self Access

gradients of both lines are Learning

known and vice versa. Learn How to

5.4 Determine the equation Study

of a straight line that Multiple

Intelligent

passes through a fixed point

Constructivism

and perpendicular to a

approach

given line.

5.5 Solve problems

involving equations of

10

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

straight lines.

Moral Values

6. Understand and 6.1 Find the equations of Use examples of real-

Cooperation

use the concept of locus that satisfies the life situations to Gratitude

equation of locus condition if: explore equation of Careful

involving distance locus involving

a) The distance of a moving Systematic

between two

distance between two

points. point from a fixed point is

points. Teaching Aids/

constant;

Material

b) The ratio of the distances Exact Systematic

of a moving point from two Use graphic calculator ICT

fixed points is constant. and dynamic geometry Grid Board

software such as

6.2 Solve problems

Geometers Sketchpad

involving loci.

to explore the concept

of loci.

17

1. Understand and use 1.1 Calculate the mean of Use Discuss grouped data and Moral Values

the concept of ungrouped data. scientific calculators, ungrouped data. Cooperation

measures of central

graphing calculators Gratitude

tendency to solve 1.2 Determine the mode of and spreadsheets to Careful

problems.

ungrouped data. explore measures of Systematic

central tendency.

1.3 Determine the median of Teaching Aids/

ungrouped data.

Student Material

11

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Exact Systematic

s collect data from ICT

1.4 Determine the modal class

real-life situations to Grid Board

of grouped data from Involve uniform class

investigate measures intervals only.

frequency distribution

of central tendency. Teaching

tables.

Strategies

Self Access

1.5 Find the mode from Learning

histograms. Learn How to

Study

Multiple

Intelligent

Constructivism

approach

grouped data. formula is not required. Strategies

Learning

grouped data from

Learn How to

cumulative frequency Study

distribution tables. Multiple

Intelligent

1.8 Estimate the median of Constructivism

grouped data from an approach

ogive. Ogive is also known as

1.9 Determine the effects on cumulative frequency

mode, median and mean curve.

for a set of data when:

a) each data is changed

uniformly;

b) extreme values exist;

Involve grouped and

12

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

c) certain data is added

ungrouped data

or removed.

1.10 Determine the most

suitable measure of central

tendency for given data.

18 Vocabulary

2. Understand and use 2.1 Find the range of

the concept of ungrouped data.

measures of measure of central

dispersion to solve 2.2 Find the interquartile range tendency

problems.

of ungrouped data. mean

mode

2.3 Find the range of grouped

data. median

ungrouped data

2.4 Find the interquartile range Determine upper and lower

of grouped data from the quartiles by using the first frequency

cumulative frequency principle. distribution table

table. modal class

uniform class

2.5 Determine the interquartile interval

range of grouped data histogram

from an ogive.

a) ungrouped data;

b) grouped data.

deviation of:

a) ungrouped data

b) grouped data.

13

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

range, interquartile range, Emphasise that

variance and standard comparison between two

sets of data using only

deviation for a set of data

measures of central

when: tendency is not sufficient.

a) each data is changed

uniformly;

b) extreme values exist;

c) certain data is added

or removed.

central tendency and

dispersion between two

sets of data.

CIRCULAR Students will be Students will be able to: Use dynamic geometry Discuss the definition of Moral Values

MEASURES taught to: software such as one radian. Rational,

Convert measurements in Geometers Sketchpad rad is the patience

Week 1. Understand radians to degrees and vice to explore the concept abbreviation of radian.

21&22 the concept of versa. of circular measure. Include measurements Teaching

radian in radians expressed in Aids/materials

Or terms of Scientific

calculator,

Use worksheets of Geometers

Polya's method to sketchpad,

explore the concept of geometric set

circular measures

CCTS

14

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Compare and

contrast

Teaching

Strategies

Contextual

Vocabulary

Radian,

Degree

and use the a) length of arc life situations to Diligence,

concept of b) radius explore circular cooperate

length of arc of c) angle subtended measure.

a circle to at the center of a Teaching

solve circle. Or Aids/materials

problems. Based on given Scientific

information. Use an experiment calculator,

method to enhance the Geometers

2.2Find the perimeter of concept of length of an Sketchpad,

segments of circles arc of a circle. geometric set

involving lengths of Identifying

arc. relationship

CIRCULAR Students will be Students will be able to: Use Geometers Moral Values

MEASURES taught to: Sketchpad to Diligence

23 3.1 Determine : differentiate between cooperation

3. Understand and a) area of sector area of a sector and freedom

use the concept b) radius and area of segments of

of area of sector c) angle subtended at circles. Teaching

15

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

of a circle to the centre of a Aids/materials

solve problems . based on given Or Scientific

information calculator,

Use worksheets of Geometers

3.2 Find area of segments of Polya's method to Sketchpad,

circles. explore the concept of geometric set

area of sector of a

3.3 Solve problems circle. CCTS

involving area of Identifying

sectors. information

Problem solving

Teaching

Strategies

Mastery Learning

Multiple

Intelligent

Vocabulary

Area

Sector

use the concept 1.1 Determine value of Use graphing Idea of limit to a Moral value :

DIFFERENTI of gradients of a function when its calculator or dynamic function can be accurately

ATION curve and variable approaches a geometry software illustrated using

differentiation. certain value. such as Geometers graphs. Pedagogy :

Sketchpad to explore Contextual

Week

1.2 Find gradient of a the concept of Vocabulary :

24 - 27 chord joining two differentiation. Concepts of first limit, tangent,

points on a curve derivative of a First derivative,

function are gradient,

Level 2 explained as a induction, curve

16

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

1.3 Find the first tangent to a curve , fixed point

derivative of a can be illustrated

function y=f(x) as using graphs.

gradient of tangent to

its graph Limit y = axn,

a , n are constants Moral value :

1.4 Find the first

n = 1,2,3. rational

derivative for

Notation f(x) Pedagogy :

polynomial using first

dy Mastery

principles. equivalent to

dx Learning

1.5 Deduce the formula when y= f(x).

for first derivative of F(x) read as f prime

function x.

y = axn by induction.

2. Understand and Level 2

use the concept 2.1 Determine first Formula y = axn , Moral value :

of first derivative derivative of the function then rational

of polynomial y = axn using formula. dy Pedagogy :

= naxn-1

functions to dx Mastery

solve problems. 2.2 Determine value of a, n are constant and Learning

the first derivative of n integer.

the function y== axn y is a function of x.

for a given value of x

2.3 Determine first dy Pedagogy :

Find when y=f(x)

derivative of a dx Creative

function involving + g(x) or y=f(x) thinking

a. addition or g(x), f(x) and g(x) is

b. subtraction given ABM : OHP

algebraic terms.

2.4 Determine first When y=uv, then

derivative of a product

17

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

of two polynomials. dy dv du

u v

2.5 Determine first dx dx dx

derivative of a u Vocabulary:

When y= , then

quotient of two v product,

polynomials du dv quotient,

v u

2.6 Determine first dy dx dx Composite

derivative of function, chain

dx v2

composite function rule,

using chain rule. Normal.

2.7 Determine gradient

of tangent at a point y=f(u) and u=g(x),

on a curve. then

2.8 Determine dy dy du

equation of tangent at X

dx du dx

a point on a curve.

2.9 Determine Limit cases in Moral value :

equation of normal at learning outcomes independents,

a point on a curve 2.7 2.9 to rules cooperation

Introduced in 2.4 Pedagogy:

2.6. Mastering

learning.

3. Understand and Level 2 Use graphing Moral Values :

use the concept of 3.1 Determine calculator or dynamic Emphasis the use of Independendan

maximum and coordinates of geometry software first derivative to t

minimum values to turning points of a curve. such as Graphmatica determine turning Cooperation

solve problems. software to explore points.

3.2 Determine whether a the concept of

turning points is a maximum and Exclude points of

maximum or minimum minimum values. inflexion

point CCTS:

Limit problems to two Identifying

18

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

variables only. relationship

Level 3 Teaching

3.3 Solve problems Strategies :

involving maximum or Mastery

minimum values Learning

4. Understand and Level 2 Use graphing Limit problems to 3 Moral Values :

use the concept of 4.1 Determine rates of calculator with variables only Cooperation

rates of change to change for related computer base

solve problems quantities ranger to explore the

concept of rates of

change. CCTS:

Identifying

relationship

Teaching

Strategies :

Problem solving

Contextual

5. Understand and Level 2 y dy Moral Values :

use the concept of 5.1 Determine small x dx Sincere

small changes and changes in quantities Hardworking

approximations to 5.2 Determine Exclude cases

solve problems approximate values using involving percentage

differentiation change

CCTS:

Teaching

Strategies :

Mastery

Learning

6. Understand and Level 2

use the concept of 6.1 Determine second Moral Values :

19

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

second derivative derivative of function y = Introduce d2y as Independendan

to solve problems f(x) dx2 t

6.2 determine whether a Cooperation

turning point is maximum d dy or

or minimum point of a dx dx

curve using the second CCTS:

derivative. d Identifying

f(x) = [ f ' ( x )]

dx relationship

Teaching

Strategies :

Mastery

Learning

SOLUTION OF

TRIANGLES

Week

1. Understand and 1.1 Verify sine rule Using GSP to verify Sine rule

28 - 30 Acute-angled

use the concept the sine rule.

of sine rule to triangle

solve problems Obtuse-angled

triangle

Ambiguous

1.2 Use sine rule to Discuss the acute Include obtuse-

find unknown sides or angle triangle and angled triangles

angles of a triangle. obtuse angle triangle.

and angles of a cases where

triangle in an i) non-included

20

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

ambiguous case. angle is

given

ii) a<b

Questions involving

real-life situations

1.4 Solve problems

involving the sine rule.

Use GSP to explore

the concept of cosine

rule

Cosine rule

c 2 a 2 b 2 2abkosC

-Teams Work

2.1 Verify cosine rule -Brainstorming

angle triangle and Include obtuse-

2. Understand and 2.2 Use cosine rule to obtuse angle triangle. angled triangles Cosine rule

use the concept find unknown sides or - Teams Work

of cosine rule to angles of a triangle. Discussion

solve problems

2.3 Solve problems

involving cosine rule Non-rutin question

Level 3

2.4 Solve problems Area of triangle =

involving sine and cosine

21

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

rules 1

ab sin C

2

Related to suitable

content

Level 2

3.1 Find area of triangle -Teams work

using formula

1

ab sin C or its

2

3. Understand and equivalent

use the

formula for area Level 3

of 3.2 Solve problems Three-

triangles to solve involving three- dimensional

problems dimensional object

objects

Students will be taught Students will be able to: Explain index number. Index number has no Moral values

INDEX to: Q1 units and no % symbol. Accurate

1.1 Calculate index number. I 100

NUMBER Q0

1. Understand and use 1.2 Calculate price index. Q1 and Q0 must be of the Teaching aids/

Week 31 & the concept of index 1.3 Find Q0 or Q1 given same unit. Materials:

number to solve relevant information. Q0 Quantity at base Newspaper

33

problems.

time.

Vocabulary:

Q1 Quantity at specific Index number,

time. Price index,

quantity at base

Use example of real-life time, quantity at

situations to explore index specific time.

numbers.

Pedagogy:

22

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

Contextual

2. Understand and use the 2.1 Calculate composite index. Explain weightage and W can be simplified Moral Values:

concept of composite index 2.2 Find index number or weightage composite index. to the smallest number Accurate

to solve problems given relevant information. according to ratio.

2.3 Solve problems involving index

number and composite index I

W I i i

Vocabulary:

Composite index

W i Weightage

situations to explore composite

index.

37 Pep PMR / Akhir Tahun

23

Week/ Teaching

Learning Suggested

Learning Learning outcomes Points to note Strategies/

objectives activities

Area Skills

40 Progression

41 Progression

42 Progression

24

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