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Week No Learning Objectives Pupils will be taught to..... Learning Outcomes Pupils will be able to No of Periods Suggested Teaching & Learning activities/Learning Skills/Values Points to Note

1 1. Understand the concept of relations.

1 2 3 4 5

Use pictures, role-play and computer software to introduce the concept of relations. Skill : Interpretation, observe connection between domain, co domain, object, image and range of a relation. Use of daily life examples Values : systematic

Discuss the idea of set and introduce set notation. Emphasis : (a) f(x) as image (b) x as object

Identify domain, co domain, 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. 2.1 Recognise functions as a special relation.. 2.2 Express functions using function notation. 2.3 Determine domain, object, image and range of a function. 2.4 Determine the image of a function given the object and

Represent functions using arrow Give examples of finding images diagrams, ordered pairs or graphs, given the object and vice versa. e.g. (a) Given f : x 4x x2. Find f : x 2 x , f ( x ) =2 x image of 5. f : x 2 x is read as function (b) Given function h : x 3x f maps x to 2x. 12. Find object with image = f ( x ) = 2 x is read as 2x is 0. the image of x under the function f. Use graphing calculators and Include examples of functions that computer software to explore the are not mathematically based. image of functions. Examples of functions include

Week No

No of Periods

Points to Note algebraic (linear and quadratic), trigonometric and absolute value. Define and sketch absolute value functions.

3.1 Determine composition of two functions. 3.2 Determine the image of composite functions given the object and vice versa 3.3 Determine one of the functions in a given composite function given the other related function.

Use arrow diagrams or algebraic method to determine composite functions. Give examples of finding images given the object and vice versa for composite functions For example : Given f : x 3x 4. Find (a) ff(2), (b) range of value of x if ff(x) > 8. Give examples for finding a function when the composite function is given and one other function is also given. Example : Given f : x 2x 1. find function g if a. The composite function fg is given as fg : x 7 6x b. composite function gf is given as gf : x 5/2x.

Images of composite functions include a range of values. (Limit to linear composite functions). Define composite functions Students do not need to find ff(x) first then substitute x=2.

4.1 Find the object by inverse mapping given its image and 2

Week No

Learning Outcomes Pupils will be able to function. 4.2 Determine inverse functions using algebra. 4.3 Determine and state the condition for existence of an inverse function Additional Exercises

No of Periods 1

Use sketches of graphs to show the relationship between a function and its inverse. Examples : Given f: x 3 x + 2 , find f

1

1 1

4 1. Understand the concept of quadratic equations and their roots. 1.1 Recognise a quadratic equation and express it in general form. 1 Use graphing calculators or computer software such as the Geometers Sketchpad and spreadsheet to explore the concept of quadratic equations Values : Logical thinking Skills : seeing connection, using trial and improvement method. Questions for 1..2(b) are given in the form of ( x + a ) ( x + b ) = 0 ; a and b are numerical values.

1. 2 Determine whether a given value is the root of a quadratic equation by 6 substitution; a) inspection. 1.3 Determine roots of quadratic equations by trial and improvement method.

Week No

Learning Objectives Pupils will be taught to..... 2. Understand the concept of quadratic equations.

Learning Outcomes Pupils will be able to 2.1 Determine the roots of a quadratic equation by a) factorisation; b) completing the square c) using the formula. 2.2 Form a quadratic equation from given roots.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values If x = p and x = q are the roots, then the quadratic equation is ( x p ) ( x q ) = 0 , that is x 2 ( p + q ) x + pq = 0 . Involve the use of: b c + = and = a a where and are roots of the quadratic equation

ax 2 + bx + c = 0

Points to Note

Discuss when

1 1

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

x p = 0 or x q = 0 .

3. Understand and use the conditions for quadratic equations to have a) two different roots; b) two equal roots; c) no roots. a)dua punca berbeza;

3.1 Determine types of roots of quadratic equations from the value of b 2 4ac . 3.2 Solve problems involving b 2 4ac in quadratic equations to: a) find an unknown value; b) derive a relation. Additional Exercises

Giving quadratic equations with the following conditions : b 2 4ac > 0 b 2 4ac = 0 , b 2 4ac < 0 and ask pupils to find out the type of roots the equation has in each case. Using Geometers Sketchpad to show the relationship between the values of b 2 4ac and the types of roots

Week No

No of Periods

Points to Note

7 1. Understand the concept of quadratic functions and their graphs. 1.1 Recognise quadratic functions 1 1) Use graphing calculators or Geometers Sketchpad to explore the graphs of quadratic functions. a) f(x) = ax2 + bx + c b) f(x) = ax2 + bx c) f(x) = ax2 + c pedagogy : Constructivism Skills : making comparison & making conclusion 1) Use examples of everyday situations to introduce graphs of quadratic functions. Contextual learning

1.2 Plot quadratic function graphs: a)based on given tabulated values; 1 b) by tabulating values 2 based on given functions. 1.3 Recognise shapes of graphs of quadratic functions. 8 1.4 Relate the position of quadratic function graphs

1

f ( x ) = ax 2 + bx + c

2 Recall the type of roots if : a)b2 4ac > 0

Week No

No of Periods

Points to Note

2.1 Determine the maximum or minimum value of a quadratic function by completing the square.

Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to explore the graphs of quadratic functions Skills : mental process , interpretation

Students be reminded of the steps involved in completing square and how to deduce maximum or minimum value from the function and also the corresponding values of x.

3.1 Sketch quadratic function graphs by determining the maximum or minimum point and two other points.

Use graphing calculators or dynamic geometry software such as the Geometers Sketchpad to reinforce the understanding of graphs of quadratic functions. Steps to sketch quadratic graphs: a) Determining the form or b) finding maximum or minimum point and axis of symmetry. c) finding the intercept with x-axis and y-axis. d) plot all points e) write the equation of the axis of symmetry Use graphing calculators or dynamic geometry software such as

Emphasise the marking of maximum or minimum point and two other points on the graphs drawn or by finding the axis of symmetry and the intersection with the y-axis. Determine other points by finding the intersection with the x-axis (if it exists).

Week No

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values the Geometers Sketchpad to explore the concept of quadratic inequalities.

Points to Note

1. Solve simultaneous equations in two unknowns: one linear equation and one nonlinear equation. 1.1 Solve simultaneous equations using the substitution method. 4 Use graphing calculators or Geometers Sketchpad to explore the concept of simultaneous equations. Value: systematic Skills: interpretation of mathematical problem Use examples in real-life situations such as area, perimeter and others. Pedagogy: Contextual Learning Values : Connection between mathematics and other subjects Revise through solving simultaneous linear equations before entering into second degree equations. Limit non-linear equations up to second degree only.

10

11

Additional Exercises

Topic G1.

1.1 Find the distance between two points ( x1 , y1 ) , Use the Pythagoras Theorem to find the formula for distance between two points.

12

( x2 , y 2 )

using formula

Week No

No of Periods

Points to Note

2.1Find the midpoint of two given points. 2.2Find the coordinates of a point that divides a line according to a given ratio m : n. 3.1 Find the area of a triangle based on the area of specific geometrical shapes. 3.2 Find the area of a triangle by using formula.

x2 x3 1 x1 y2 y3 2 y1 3.3 Find the area of a quadrilateral using formula. x1 y1

Limit to cases where m and n are positive. Derivation of the formula nx1 + mx2 ny1 + my2 , m+n m+n is not required. Limit to numerical values. Emphasise the relationship between the sign of the value for area obtained with the order of the vertices used. Derivation of the formula:

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Values : Systematic & neat Skills : use of formula , recognise relationship and patterns

1 x1 y1 + x2 y3 + x3 y1 x2 y1 2 x3 y2 x1 y3

is not

required. Emphasise that when the area of polygon is zero, the given points are collinear.

Week No

Learning Objectives Pupils will be taught to..... 4 Understand and use the concept of equation of a straight line.

Learning Outcomes Pupils will be able to 4.1 Determine the x-intercept and the y-intercept of a line. 4.2 Find the gradient of a straight line that passes through two points. 4.3 Find the gradient of a straight line using the xintercept and y-intercept 4.4 Find the equation of a straight line given: a) gradient and one point; b) two points; c) x-intercept and yintercept. 4.5Find the gradient and the intercepts of a straight line given the equation. 4.6Change the equation of a straight line to the general form 4.7Find the point of intersection of two lines.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of equation of a straight line. Skills : drawing relevant diagrams, using formula, recognising relationship, compare and contrast. Values : Neat & systematic Pedagogy: contextual learning

Points to Note

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Answers for learning outcomes 4.4(a) and 4.4(b) must be stated in the simplest form. Involve changing the equation into gradient and intercept form 1

Week No

Learning Objectives Pupils will be taught to..... 5. Understand and use the concept of parallel and perpendicular lines.

Learning Outcomes Pupils will be able to 5.1 Determine whether two straight lines are parallel when the gradients of both lines are known and vice versa. 5.2 Find the equation of a straight line that passes through a fixed point and parallel to a given line. 5.3 Determine whether two straight lines are perpendicular when the gradients of both lines are known and vice versa. 5.4 Determine the equation of a straight line that passes through a fixed point and perpendicular to a given line. 5.5 Solve problems involving equations of straight lines.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to explore parallel and perpendicular lines. Skill: Use of formula; making comparison

Points to Note

15

Students to be exposed to SPM exam type of questions. Values : hard work, cooperative

Understand and use the concept of equation of locus involving distance between two

6.1 Find the equation of locus that satisfies the condition if: a)the distance of a moving point from a fixed point is constant;

Use examples of real-life situations to explore equation of locus involving distance between two points. Use graphic calculators and dynamic geometry software such as the Geometers Sketchpad to explore the

10

Week No

Learning Outcomes Pupils will be able to b) the ratio of the distances of a moving point from two fixed points is constant 6.2 Solve problems involving loci. Additional Exercises

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values concept of parallel and perpendicular lines. Value : Patience, hard working Pedagogy: contextual learning Skill : drawing relevant diagrams

Points to Note

16

17

Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of circular measure. Students measure angle subtended at the centre by an arc length equal the length of radius. Repeat with different radius. Skill : contextual learning Value : Accurate, making conclusion. Use examples of real-life situations to explore circular measure. Derivation of S = j by use of ratio or by deduction using definition of

Discuss the definition of one radian. rad is the abbreviation of radian. Include measurements in radians expressed in terms of . rad = 1800

2. Understand and use the concept of length of arc of a circle to solve problems.

Major and minor arc lengths discussed Emphasize that the angle must be in radian.

11

Week No

Learning Outcomes Pupils will be able to angle subtended at the centre of a circle based on given information. iii)

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values radian. Skill : Making conclusion or deduction, application of formula

given is in degree 2.2 Find perimeter of segments of circles. 2.3 Solve problems involving lengths of arcs. 1 Solving problems with help of diagrams Value : Accurate

+j 2

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3. Understand and use the concept of area of sector of a circle to solve problems

3.1 Determine the: a) area of sector; b)radius; and c)angle subtended at the centre of a circle based on given information. 3.2 Find the area of segments of circles.

Deriving the formula L= j2 Using ratio 2 Skill : drawing relevant diagrams , recognising relationship & making conclusion Value : Systematic & logical

Emphasize that the angle must be in radian. Area of major sektor need to be discussed Students can also use formula L=

in degree. 2 2 2

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12

Week No 1

Learning Objectives Pupils will be taught to..... 1. Understand and use the concept of indices and laws of indices to solve problems.

No of Periods

Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to introduce the concept of indices. Use computer software such as the spreadsheet to enhance the understanding of indices.

Points to Note

1.1 Find the value of numbers given in the form of: i. integer indices. ii. fracti onal indice s. 1.2 Use laws of indices to find the value of numbers in index form that are multiplied, divided or raised to a power. 1.3 Use laws of indices to simplify algebraic expressions

Discuss zero index and negative indices. Can show the following

1 Pedagogy : Constructivism Skill : making inference, use of laws Value : systematic, logical thinking

a0 = a mm

am = m =1 a

1 1 Use scientific calculators to enhance the understanding of the concept of logarithm. Explain definition of logarithm. N = ax; loga N = x with a > 0, a 1. Value : systematic, abide by the laws Pedagogy:Mastery learning Emphasise that: loga 1 = 0; loga a = 1. Emphasise that: a) logarithm of negative numbers is undefined; b) logarithm of zero is undefined. Discuss cases where the given number is in: a) index form b) numerical form.

2. Understand and use the concept of logarithms and laws of logarithms to solve problems.

2.1 Express equation in index form to logarithm form and vice versa. 2.2 Find logarithm of a number

13

Week No

Learning Outcomes Pupils will be able to 2.3 Find logarithm of numbers by using laws of logarithms 2.4 Simplify logarithmic expressions to the simplest form.

No of Periods 2

Suggested Teaching & Learning activities/Learning Skills/Values Activities : Demonstration Value : systematic and organised Skill : recognising pattern and relationship, application of laws

Points to Note

3.1 Find the logarithm of a number by changing the base of the logarithm to a suitable base. 3.2 Solve problems involving the change of base and laws of logarithms.

Aktivities : Demonstration Questions and answers Pedagogy: Mastery learning , problem solving Aktivities : Demonstration

Discuss:

log a b =

2 2

Pedagogy: Mastery learning , problem solving. Aktivities : Demonstration Pedagogy: Mastery learning , problem solving. Equations that involve indices and logarithms are limited to equations with single solution only. Solve equations involving indices by: a) comparison of indices and bases; b) using logarithms.

2 2

14

Week No

Learning Objectives Pupils will be taught to..... 1 Understand and use the concept of measures of central tendency to solve problems.

Learning Outcomes Pupils will be able to 1.1 Calculate the mean of ungrouped data. 1.2 Determine the mode of ungrouped data. 1.3 Determine the median of ungrouped data 1.4Determine the modal class of grouped data from frequency distribution tables. 1.5 Find the mode from histograms. 1.6 Calculate the mean of grouped data 1.7 Calculate the median of grouped data from cumulative frequency distribution tables. 1.8 Estimate the median of grouped data from an ogive 1.9 Determine the effects on mode, median and mean for a set of data when: i) eac h data is changed uniformly; ii) extreme values exist; iii) certain data is added or removed

No of Periods 1

Suggested Teaching & Learning activities/Learning Skills/Values Use scientific calculators, graphing calculators and spreadsheets to explore measures of central tendency. Students collect data from real-life situations to investigate measures of central tendency. Eg. 1) Length of leaves in school compound 2). Marks for Add maths in the class.

Points to Note

2 Values : Cooperative; honest , logical thinking Skill : classification, making conclusion 1 Pedagogy : 1. Contextual learning 2. Constructivism 3. Multiple intelligence Derivation of the median formula is not required.

1 2 Use Geometers Sketchpad to show the effects on mode, median, mean for a set of data when each data is changed uniformly Skills : Classification; observing relationship, course and effect, able to analise and make conclusion

15

Week No

Learning Outcomes Pupils will be able to 1.10 Determine the most suitable measure of central tendency for given data.

No of Periods 1

Points to Note

2.1 Find the range of ungrouped data. 2.2 Find the interquartile range of ungrouped data. 2.2 Find the range of grouped data 2.3 Find the interquartile range of grouped data from the cumulative frequency table 2.5 Determine the interquartile range of grouped data from an ogive. 2.6Determine the variance of a)ungrouped data; b)grouped data. 2.7 Determine the standard deviation of: (i) ungrouped data

Activities : 1. Teacher gives real life examples where values of mean, mode adn medium are more or less the same and not sufficient to determine the consistency of the data and that lead to the need of finding measures of dispersion Values : 1. Honest 2. cooperative Determine the upper and lower quartiles by using the first principle.

16

Week No

No of Periods

Points to Note

2.8 Determine the effects on range, interquartile range, variance and standard deviation for a set of data when: 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.

Skills : 1. Compare and contrast 2. Classification 3. Problem Solving 4. Sorting data from small to big Pedagogy : Contextual learning Values : Logical thinking Emphasise that comparison between two sets of data using only measures of central tendency is not sufficient.

1. Understand and use the concept of sine rule to solve problems. 1.1Verify sine rule. 1.2Use sine rule to find unknown sides or angles of a triangle. 1.3Find the unknown sides and angles of a triangle involving ambiguous case 1.4Solve problems involving the 1 1 Use dynamic geometry software such as the Geometers Sketchpad to explore the sine rule. Use examples of real-life situations to explore the sine rule. 1 Skill : Interpretation of problem Value : Accuracy

17

Week No

No of Periods 1 1 1

Points to Note

10

2.1 Verify cosine rule. 2.2 Use cosine rule to find unknown sides or angles of a triangle. 2.3 Solve problems involving cosine rule. 2.4Solve problems involving sine and cosine rules 3.1 Find the areas of triangles using the formula 1 ab sin C or its equivalent 2 3.2.Solve problems involving threedimensional objects. Additional Exercises

Use dynamic geometry software such as the Geometers Sketchpad to explore the cosine rule. Use examples of real-life situations to explore the cosine rule.

Acticities : Demonstration Skill : Interpretation of datas given Value : Accuracy. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Use dynamic geometry software such as the Geometers Sketchpad to explore the concept of areas of triangles. Skills : Recognising Relationship Analising data Use examples of real-life situations to explore area of triangles. Value : Systematic

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3. Understand and use the formula for areas of triangles to solve problems.

2 1

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Week No

Learning Objectives Pupils will be taught to..... 1. Understand and use the concept of index number to solve problems

Learning Outcomes Pupils will be able to 1.1 Calculate index number. 1.2 Calculate price index. Find Q0 or Q 1 given relevant information. 2.1 Calculate composite index. 2.2 Find index number or weightage given relevant information. 2.3 Solve problems involving index number and composite index. Additional Exercises or past year questions

No of Periods 1 1

Suggested Teaching & Learning activities/Learning Skills/Values Use examples of real-life situations to explore index numbers. Skill : Analise, problem solving Value : Systematic, thrifty

Points to Note

12

Use examples of real-life situations to explore composite index. Eg Composite index of share. Skill : Analise, problem solving Value : Systematic Use daily life examples: e.g monthly expenditure; national budget; etc

Explain weightage and composite index using real life examples like monthly expenditure in bar chart or pie chart etc

2 2

14

1.1Determine the value of a function when its variable approaches a certain value. 1.2Find the gradient of a chord joining two points on a curve. 1.3Find the first derivative of

Use graphing calculators or dynamic geometry software such as Geometers Sketchpad to explore the concept of differentiation. Skills : Logical Thinking, relationship, application of rules, making inference, making deduction

Idea of limit to a function can be illustrated using graphs. The concept of first derivative of a function is explained as a tangent to a curve can be illustrated using graphs. Limit to y = ax n ;

19

Week No

Learning Outcomes Pupils will be able to a function y = f ( x ) , as the gradient of tangent to its graph. 1.3 Find the first derivative of polynomials using the first principles. 1.4 Deduce the formula for first derivative of the function y = f ( x ) by induction.

No of Periods

Points to Note

a, n are constants, n = 1, 2, 3. 2 Activities : Explanation & demonstration Values : accuracy, systematic, tolerance , patient Notation of f ' ( x ) is equivalent to dy when y = f ( x ) , dx

f ' ( x ) read as f prime x.

15

2. Understand and use the concept of first derivative of polynomial functions to solve problems.

2.1 Determine the first derivative of the function y = ax n using formula. 2.2 Determine value of the first derivative of the function y = ax n for a given value of x. 2.3Determine first derivative of a function involving: a) addition, or b) subtraction of algebraic terms. 2.4Determine the first derivative of a product of two polynomials. 2.5 Determine the first derivative of a quotient of two polynomials.

Pedagogy : Constructivism Skills : Logical Thinking, relationship, application of rules, making inference, making deduction Value : Logical thinking, Perserverance

1 1

16

1 20

Week No

Learning Outcomes Pupils will be able to 2.6Determine the first derivative of composite function using chain rule.

No of Periods

Points to Note

1 2.7Determine the gradient of tangent at a point on a curve. 2.8Determine the equation of tangent at a point on a curve. 1 2.9 Determine the equation of normal at a point on a curve Limit cases in Learning Outcomes 2.7 through 2.9 to rules introduced in 2.4 through 2.6.

17

3. Understand and use the concept of maximum and minimum values to solve problems.

3.1 Determine coordinates of turning points of a curve. 3.2 Determine whether a turning point is a maximum or a minimum point. 3.3 Solve problems involving maximum or minimum values.

Use graphing calculators or dynamic geometry software to explore the concept of maximum and minimum values Pedagogy : Constructivism Value : rational Skills : Interpretation of problem ; Application of approprate method/formula Value : logical thinking

Emphasise the use of first derivative to determine the turning points. Limit problems to two variables only. Exclude points of inflexion. Limit problems to two variables only

21

Week No

Learning Objectives Pupils will be taught to..... 4. Understand and use the concept of rates of change to solve problems.

Learning Outcomes Pupils will be able to 4.1 Determine rates of change for related quantities.

No of Periods 1

Suggested Teaching & Learning activities/Learning Skills/Values Use graphing calculators with computer base ranger to explore the concept of rates of change. Skills : Interpretation of problem ; Application of approprate method/formula Skills : Interpretation of problem ; Application of approprate method/formula Value : Accuracy Mathematical logic Value : systematic problem solving

18

5. Understand and use the concept of small changes and approximations to solve problems.

6. Understand and use the concept of second derivative to solve problems.

5.1 Determine small changes in quantities 5.2 Determine approximate values using differentiation. 6.1 Determine the second derivative of y = f ( x ) . 6.2 Determine whether a turning point is maximum or minimum point of a curve using the second derivative Additional Exercises

Introduce

1 1

PROJECT WORK

22

Week No

Learning Objectives Pupils will be taught to..... Carry out project work

Learning Outcomes Pupils will be able to In carrying out the project work 1.1Define the problem/situation to be studied. 1.2 State relevant conjectures to solve problems 1.4 Interpret and discuss results. 1.5 Draw conclusions and/or make generalisations based on critical evaluation of results. 1.6 Present systematic and comprehensive written reports.

No of Periods

Points to Note

Use scientific calculators, graphing calculators or computer software to carry out project work. Students are allowed to carry out project work in individually.

Emphasise the use of Polyas fourstep problem solving process. Use at least two problem solving strategies. Emphasise reasoning and effective

1.3 Use problem solving strategiesgroups but written reports must be done

Students should be given opportunity to give oral presentation of their project work.

mathematical communication.

23

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