MODUL PEMBELAJARAN

ABAD KE-21
(English Version)
Chapter Quadratic Expressions and
2 Equations
Learning
Understand the concept of quadratic expression
objective

Learning
Form a quadratic expression
outcome

Activity Think-Pair-Share

Procedure 1. Teacher divide students into pair.

2. Teacher assign a question for each pair.

Example of the questions:
– Alif drive a car with a speed of (2x + 3) km/h for (x – 2) hours. Express the total distance,
in km, travelled by Alif, in term of x.
– The length and width of a rectangle is (x + 5) cm and (2x – 1) cm respectively. Express
the area, in cm2, of the rectangle, in term of x.
– A cuboidal water tank has length of (4x + 3) m and width of 8 m. If the depth of water in
the tank is x m, form a quadratic expression for the volume of water, in m3, in the tank.
– Darren is 3 years older than Maliki. Mustapa’s age is 3 times the product of age of Darren
and Maliki. Form a quadratic expression for Mustapa’age.
– The length of parallel sides of a trapezium are (2x – 1) cm and 3x cm respectively. Given
that the height of the trapezium is 2x cm. Express the area, in cm2, of the trapezium, in
term of x.
– The base and height of a right-angled triangle is x cm and (3x + 2) cm respectively. Form
a quadratic expression for the area, in cm2, of the right-angled triangle.

3. Students are given some time to form a quadratic expression based on the question/
situation given.

4. Then, the student share the answer obtained with his/ her partner.

5. The student share the answer with the whole class.

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Chapter Set
3
Learning
Understand the concept of set
objective

1. Sort given objects into groups

2. Define sets by descriptions and using set notation

3. Identify whether a given object is an element of a set and use the symbol ∈ or ∉
Learning
outcome
4. Represent sets by using Venn diagrams

5. Determine whether a set is an empty set

6. Determine whether two sets are equal

Activity 3 stray 1 stay

Procedure 1. Teacher divide students into a few groups consist of 4 students per group.

2. Teacher pass mahjong paper and marker pen to each group.

3. A leader from each group draw a card with the topic of discussion.

Card 1 Card 2

Sorting Objects into Groups Define Sets

Card 3 Card 4

Elements of a Set Venn Diagrams

Card 5 Card 6

Empty Sets Equal Sets

4. The students discuss about the topic given.

5. Each group present their result. A group member will stay to explain to others. The other
members will go to other group to see the result of the other groups.

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C h a p t e r
Set
3
Learning
Understand the concept of set
objective

Learning
Sort given object into group
outcome

Activity Gallery Walk

Procedure 1. Teacher divide the students into a few groups consist of 4 students per group.
2. Teacher fixed a few locations in the school as station 1, 2, 3 and so on.
Example:
– Station 1 – Science laboratory
– Station 2 – Sport store
– Station 3 – Living skills workshop
– Station 4 – Classroom
– Station 5 – Library
3. Each group is require to visit each station and record the objects at the station.
4. Sort out the object into a few groups based on their characteristics as shown in the table
below.

Station Element Set

Metre rule, stopwatch, triple beam balance Measuring tools
1
Crucible, measuring cylinder, tripod stand Laboratory
(science
apparatus
laboratory)
Ethanoic acid, sulphuric acid, methanol, bromine Chemicals

2
(sport store)

3
(living skill
workshop)

4
(classroom)

5
(library)

5. Each group is required to prepare a brief report and puts the report up on walls for others
to read about.
6. Get students to write their comments on sticky notes. Students then paste their notes on
the reports.

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C h a p t e r
Statistics III
6
Learning
Understand the concept of cumulative frequency
objective

Learning
Draw an ogive for grouped data
outcome

Activity Others (solving problems learning)

Procedure 1. Teacher prepare a weighing scale and measuring height device.

2. Teacher ask each student to measure their weight and height respectively.

3. Each student has to record the weight and height of their classmates as shown in the
following table. Hence, calculate the body mass index (BMI) of each students.
w
Name of student Weight, w (kg) Height, h (m) BMI =
h2

4. By choosing a suitable class interval, construct a frequency table for BMI.

5. Based on the frequency table constructed, construct a cumulative frequency table. Hence,
draw an ogive.

6. The ideal BMI is 18 N BMI N 25.

7. Based on the ogive constructed, determine the students which is

– underweight
– normal weight
– overweight

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C h a p t e r
Circle III
8
Learning
Understand and use the properties of common tangents to solve problems
objective

Learning Determine the number of common tangents which can be drawn to two circles which
outcome intersect at two points, intersect only at one point and do not intersect

Activity Pembentangan hasil sendiri

Procedure 1. Teacher shows the students a few cards drawn with circles.

2. Teacher ask each student to redraw the diagram shown by using a ruler and a pair of
compasses.

3. Hence, the students have to draw all common tangents of each pair of circles.

4. Teacher ask the students to discuss and make a conclusion about the maximum number
of common tangents of each cases.

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