Sie sind auf Seite 1von 25

# Week/ Teaching

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:
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 :
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
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

## 1.4 Relate the position of

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

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
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

## 1.2 Identify domain,

codomain, object,
image and range
of a relation.

## 1.3 Classify 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
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
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
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.

## 2.3 Find logarithm of numbers Emphasise that:

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

## Week 11 3.1 Find the logarithm of a Discuss: Vocabulary

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
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
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
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

## 1.6 Calculate the mean of Derivation of the median Teaching

grouped data. formula is not required. Strategies

## 1.7 Calculate the median of Self Access

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.

## 2.6 Determine the variance of

a) ungrouped data;
b) grouped data.

## 2.7 Determine the standard

deviation of:
a) ungrouped data
b) grouped data.
13
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills

## 2.8 Determine the effects on

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.

## 2.9 Compare measures of

central tendency and
dispersion between two
sets of data.

## Mid Term Examination Week 19 - 20

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
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
Degree

## 2. Understand 2.1Determine Use examples of real Moral Values

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

## 2.3Solve problems CCTS

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

## 1. Understand and Level 1

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,
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.
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.

## 1.3 Find unknown sides Discuss on ambiguity

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

## Discuss the acute

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

## Use examples of real-life

situations to explore composite
index.

## 36 Revision ( Final SBP 2005)

37 Pep PMR / Akhir Tahun

## 39 Final Exam SBP

23
Week/ Teaching
Learning Suggested
Learning Learning outcomes Points to note Strategies/
objectives activities
Area Skills
40 Progression
41 Progression
42 Progression

24