SEKOLAH MENENGAH TEKNIK SEPANG, 43800 DENGKIL, SELANGOR FORM 4 MATHEMATICS SCHEME OF WORK 2009 LEARNING AREAS AND

LEARNING OBJECTIVES 1 STANDARD FORM 1.1 Understand and use the concept of significant figure;

LEARNING OUTCOME

i. Round off positive numbers to a given number of significant figures when the numbers are: (a) greater than 1; (b) less than 1; ii. Perform operations of addition, subtraction, multiplication and division, involving a few numbers and state the answer in specific significant figures; iii. olve problems involving significant figures; i. tate positive numbers in standard form when the numbers are:

1.! Understand and use the concept of standard form to solve problems.

a) greater than or e"ual to 1#; b) less than 1;

ii. $onvert numbers in standard form to single numbers; iii. Perform operations of addition, subtraction, multiplication and division, involving an% two numbers and state the answers in standard form; iv. olve problems involving numbers in standard form.

2 !UADRATIC E"PRESSIONS AND E!UATIONS !.1 Understand the concept of "uadratic e&pression; !.! (actorise "uadratic e&pressions

i. 'dentif% "uadratic e&pressions; ii. (orm "uadratic e&pressions b% multipl%ing an% two linear e&pressions; iii. (orm "uadratic e&pressions based on specific situations;

i. (actorise "uadratic e&pressions of the form ax 2 + bx + c ,

where b ) # or c ) #; are perfect s"uares;

ii. (actorise "uadratic e&pressions of the form px! q, p and q iii. (actorise "uadratic e&pressions of the form ax 2 + bx + c ,

where a, b and c not e"ual to *ero; iv. (actorise "uadratic e&pressions containing coefficients with common factors; i. 'dentif% "uadratic e"uations with one un,nown;

!.+ Understand the concept of "uadratic e"uation;

ii. -rite "uadratic e"uations in general form i.e.

ax 2 + bx + c = 0 iii. (orm "uadratic e"uations based on specific situations; i. /etermine whether a given value is a root of a specific "uadratic e"uation; ii. /etermine the solutions for "uadratic e"uations b%: a) trial and error method; b) factorisation; iii. olve problems involving "uadratic e"uations. FIRST MID#TERM BREAK

!.. Understand and the concept of roots "uadratic e"uations solve problems.

use of to

LEARNING AREAS AND LEARNING OBJECTIVES 3 SET +.1 Understand the concept of set;

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i. ort given ob0ects into groups; ii. /efine sets b%: (a) descriptions; (b) using set notation;

iii. 'dentif% whether a given ob0ect is an element of a set 1 use

iv. v. vi. vii. the s%mbol or ; Represent sets b% using 2enn diagrams; 3ist the elements 1 state the number of elements of a set; /etermine whether a set is an empt% set; /etermine whether two sets are e"ual;

+.! Understand and use the concept of subset, universal set and the complement of a set;

i. /etermine whether a given set is a subset of a specific set

ii. iii. iv. v. vi. and use the s%mbol or ; Represent subset using 2enn diagram; 3ist the subsets for a specific set; 'llustrate the relationship between set and universal set using 2enn diagram; /etermine the complement of a given set; /etermine the relationship between set, subset, universal set and the complement of a set;

+.+ Perform operations on sets: the intersection of sets; the union of sets.

i. /etermine the intersection of: (a) two sets; (b) three sets;
and use the s%mbol ; ii. Represent the intersection of sets using 2enn diagram;

iii. tate the relationship between (a) 4 5 and 4 ; (b) 4 5

and 5 ; iv. /etermine the complement of the intersection of sets; v. olve problems involving the intersection of sets;

vi. /etermine the union of: (a )two sets; (b) three sets; and
use the s%mbol ; vii. Represent the union of sets using 2enn diagram;

viii. tate the relationship between (a) 4 5 and 4 ; (b) 4 5

i&. &. &i. &ii. 4 MATHEMATICAL REASONING ..1 Understand the concept of statement ..! Understand the concept of "uantifiers 6all7 and 6some7; and 5 ; /etermine the complement of the union of sets; olve problems involving the union of sets; /etermine the outcome of combined operations on sets; olve problems involving combined operations on sets. TEST 1 i. /etermine whether a given sentence is a statement; ii. /etermine whether a given statement is true or false; iii. $onstruct true or false statement using given numbers and mathematical s%mbols; i. $onstruct statements using the "uantifier:(a) all; (b) some; ii. /etermine whether a statement that contains the "uantifier 6all7 is true or false; iii. /etermine whether a statement can be generali*ed to cover all cases b% using the "uantifier 6all7; iv. $onstruct a true statement using the "uantifier 6all7 or 6some7, given an ob0ect and a propert%. i. $hange the truth value of a given statement b% placing the word 6not7 into the original statement; ii. 'dentif% two statements from a compound statement that contains the word 6and7; iii. (orm a compound statement b% combining two given statements using the word 6and7; iv. 'dentif% two statement from a compound statement that contains the word 6or7 ; v. (orm a compound statement b% combining two given statements using the word 6or7; vi. /etermine the truth value of a compound statement which

..+ Perform operations involving the words 6not7 or 6no7, 6and7 and 6or7 on statements;

is the combination of two statements with the word 6and7; vii. /etermine the truth value of a compound statement which is the combination of two statements with the word 6or7. ... Understand the concept of implication;

i. 'dentif% the antecedent and conse"uent of an implication

6if p, then q7; ii. -rite two implications from a compound statement containing 6if and onl% if7;

iii. $onstruct mathematical statements in the form of

implication: (a) 'f p, then q; (b) p if and onl% if q; iv. /etermine the converse of a given implication; v. /etermine whether the converse of an implication is true or false. ..8 Understand the concept of argument; i. 'dentif% the premise and conclusion of a given simple argument; ii. 9a,e a conclusion based on two given premises for: (a) 4rgument (orm '; (b) 4rgument (orm ''; (c) 4rgument (orm '''; iii. $omplete an argument given a premise and the conclusion. i. /etermine whether a conclusion is made through: (a) reasoning b% deduction; (b) reasoning b% induction; ii. 9a,e a conclusion for a specific case based on a given general statement, b% deduction; iii. 9a,e a generali*ation based on the pattern of a numerical se"uence, b% induction; iv. Use deduction and induction in problem solving. i. /etermine the vertical and hori*ontal distances between two given points on a straight line. ii. /etermine the ratio of vertical distance to hori*ontal distance. i. /erive the formula for the gradient of a straight line; ii. $alculate the gradient of a straight line passing through two points; iii. /etermine the relationship between the value of the gradient and the: (a) steepness, (b) direction of inclination, of a straight line;

..: Understand and use the concept of deduction and induction to solve problems.

$ THE STRAIGHT LINE 8.1 Understand the concept of gradient of a straight line; ..: Understand the concept of gradient of a straight line in $artesian coordinates;

8.+ Understand the concept of intercept;

i. /etermine the x;intercept and the y;intercept of a straight

line;

ii. /erive the formula for the gradient of a straight line in

terms of the x;intercept and the y;intercept;

iii. Perform calculations involving gradient, x;intercept and y;

intercept; 8.. Understand and use e"uation of a straight line;

i. /raw the graph given an e"uation of the form y ) mx < c ;

ii. /etermine whether a given point lies on a specific straight line;

iii. -rite the e"uation of the straight line given the gradient
and y;intercept;

iv. /etermine the gradient and y;intercept of the straight line

which e"uation is of the form: (a) y ) mx < c; (b) ax < by ) c;

v. (ind the e"uation of the straight line which: (a) is parallel to

the y;a&is; (b) passes through a given point and has a

specific gradient; (c) passes through two given points;

vi. (ind the point of intersection of two straight lines b%: (a)
drawing the two straight lines; (b) solving simultaneous e"uations.

8.8 Understand and use the concept of parallel lines.

i. 2erif% that two parallel lines have the same gradient and vice versa; ii. /etermine from the given e"uations whether two straight lines are parallel; iii. (ind the e"uation of the straight line which passes through a given point and is parallel to another straight line; iv. olve problems involving e"uations of straight lines. MID%EAR E"AMINATION FIRST TERM BREAK

& STATISTICS III :.1 Understand the concept of class interval;

i. $omplete the class interval for a set of data given one of the class intervals; ii. /etermine: (a) the upper limit and lower limit; (b) the upper boundar% and lower boundar% of a class in a grouped data; iii. $alculate the si*e of a class interval; iv. /etermine the class interval, given a set of data and the number of classes; v. /etermine a suitable class interval for a given set of data; vi. construct a fre"uenc% table for a given set of data. i. /etermine the modal class from the fre"uenc% table of grouped data; ii. $alculate the midpoint of a class; iii. 2erif% the formula for the mean of grouped data; iv. $alculate the mean from the fre"uenc% table of grouped data; v. /iscuss the effect of the si*e of class interval on the accurac% of the mean for a specific set of grouped data.. i. /raw a histogram based on the fre"uenc% table of a grouped data; ii. 'nterpret information from a given histogram; iii. olve problems involving histograms. i. /raw the fre"uenc% pol%gon based on: (a) a histogram; (b) a fre"uenc% table; ii. 'nterpret information from a given fre"uenc% pol%gon; iii. olve problems involving fre"uenc% pol%gon. i. $onstruct the cumulative fre"uenc% table for(a) ungrouped data; (b) grouped data; ii. /raw the ogive for: (a) ungrouped data; (b) grouped data;

:.! Understand and use the concept of mode and mean of grouped data;

:.+ Represent and interpret data in histograms with class intervals of the same si*e to solve problems; :.. Represent and interpret data in fre"uenc% pol%gons to solve problems. :.8 Understand the concept of cumulative fre"uenc%

:.: Understand and use the concept of measures of dispersion to solve problems.

i. /etermine the range of a set of data. ii. /etermine:the median; (a) the first "uartile;(b) the third "uartile;(c) the inter"uartile range; from the ogive. iii. 'nterpret information from an ogive; iv. olve problems involving data representations and measures of dispersion. i. /etermine whether an outcome is a possible outcome of an e&periment; ii. 3ist all the possible outcomes of an e&periment: (a) from activities; (b) b% reasoning; iii. /etermine the sample space of an e&periment; iv. -rite the sample space b% using set notations. i. 'dentif% the elements of a sample space which satisf% given conditions; ii. 3ist all the elements of a sample space which satisf% certain conditions using set notations; iii. /etermine whether an event is possible for a sample space. i. (ind the ratio of the number of times an event occurs to the number of trials; ii. (ind the probabilit% of an event from a big enough number of trials; iii. $alculate the e&pected number of times an event will occur, given the probabilit% of the event and number of trials; iv. olve problems involving probabilit%; v. Predict the occurrence of an outcome and ma,e a decision based on ,nown information. TEST 2

' PROBABILIT% =.1 understand the concept of sample space

=.! Understand the concept of events.

=.+ Understand and use the concept of probabilit% of an event to solve problems.

>. CIRCLES III >.1 understand and use the concept of tangents to a circle.

i. 'dentif% tangents to a circle; ii. 9a,e inference that the tangent to a circle is a straight line perpendicular to the radius that passes through the contact point; iii. $onstruct the tangent to a circle passing through a point: (a) on the circumference of the circle; (b) outside the circle; iv. /etermine the properties related to two tangents to a circle from a given point outside the circle; v. olve problems involving tangents to a circle. i. 'dentif% the angle in the alternate segment which is subtended b% the chord through the contact point of the tangent; ii. 2erif% the relationship between the angle formed b% the tangent and the chord with the angle in the alternate segment which is subtended b% the chord; iii. Perform calculations involving the angle in alternate segment; iv. olve problems involving tangent to a circle and angle in alternate segment.

>.! Understand and use the properties of angle between tangent and chord to solve problems.

>.+ Understand and use the properties of common tangents to solve problems.

i. /etermine the number of common tangents which can be drawn to two circles which: (a) intersect at two points; (b) intersect onl% at one point; (c) do not intersect; ii. /etermine the properties related to the common tangent to two circles which: (a) intersect at two points; (b) intersect onl% at one point; (c) do not intersect; iii. olve problems involving common tangents to two circles; iv. olve problems involving tangents and common tangents. i. 'dentif% the "uadrants and angles in the unit circle;

?. TRIGONOMETR% II ?.1 understand and use the concept of the values of sin , cos and tan (# +:#) to solve problems.

ii. /etermine: (a) the value of y;coordinate; (b) the value of x;

coordinate; (c) the ratio of y;coordinate to x;coordinate; of several points on the circumference of the unit circle;

iii. 2erif% that, for an angle in "uadrant ' of the unit circle : (a)
sin ) y;coordinate ; (b) cos ) x;coordinate; (c)

tan =

y coordinate ; x coordinate

iv. /etermine the values of (a) sine; (b) cosine; (c) tangent; of an angle in "uadrant ' of the unit circle; ?# +:#; vi. /etermine whether the values of (a) sine; (b). cosine; (c). tangent, of an angle in a specific "uadrant is positive or negative; vii. /etermine the values of sine, cosine and tangent for special angles; viii. /etermine the values of the angles in "uadrant ' which correspond to the values of the angles in other "uadrants; i&. tate the relationships between the values of: (a) sine; (b). cosine; (c) tangent, of angles in "uadrant '', ''' and '2 with their respective values of the corresponding angle in "uadrant ';

v. /etermine the values of (a) sin ; (b) cos ;( c) tan ; for

x. (ind the values of sine, cosine and tangent of the angles

between ?# and +:#; sine, cosine or tangent; &ii. olve problems involving sine, cosine and tangent. ?.! /raw and use the graphs of sine, cosine and tangent.

xi. (ind the angles between # and +:#, given the values of

i. /raw the graphs of sine, cosine and tangent for angles

between # and +:#;

ii. $ompare the graphs of sine, cosine and tangent for angles
between # and +:#; iii. olve problems involving graphs of sine, cosine and tangent. SECOND MID#TERM BREAK 10 ANGLES OF ELEVATION AND DEPRESSION 1#.1 Understand and use the concept of angle of elevation and angle of depression to solve i. 'dentif%: (a) the hori*ontal line; (b) the angle of elevation; (c) the angle of depression, for a particular situation; ii. Represent a particular situation involving: (a) the angle of elevation; (b) the angle of depression, using diagrams; iii. olve problems involving the angle of elevation and the angle of depression.

problems. 11. LINES AND PLANES IN 3 DIMENSION ?.! Understand and use the concept of angle between lines and planes to solve problems.

i. 'dentif% planes; ii. 'dentif% hori*ontal planes, vertical planes and inclined
planes;

iii. ,etch a three dimensional shape and identif% the specific

planes;

iv. v. vi. vii. viii. ix.

'dentif%: 3ines that lies on a plane; 3ines that intersect with a plane; 'dentif% normals to a given plane; /etermine the orthogonal pro0ection of a line on a plane; /raw and name the orthogonal pro0ection of a line on a plane;

x. /etermine the angle between a line and a plane; xi. olve problems involving the angle between a line and a
plane. 11.! Understand and use the concept of angle between two planes to solve problems. i. 'dentif% the line of intersection between two planes; ii. /raw a line on each plane which is perpendicular to the line of intersection of the two planes at a point on the line of intersection; iii. /etermine the angle between two planes on a model and a given diagram iv. olve problems involving lines and planes in +;dimensional shapes. 38 39 # 42 43 ( 44 4$ # 4& 4' # $2 HARI RA%A AIDILFITRI ( EVENT HOLIDA% REVISION )PREPARATION FOR FINAL E"AMINATION* FINAL E"AMINATION DISCUSSION OF FINAL E"AMINATION PAPER ( INTODUCTION TO FORM FIVE TOPICS SCHOOL HOLIDA%S

Prepared b%

$hec,ed b%

$ertified b%

Pn. @uriah 5inti 'brahim Aead of 9athematics Panel 9Be,ni, epang

Pn. Cainab bt. 9ohd hah Aead of cience and 9athematics /epartment 9Be,ni, epang

Pn. Aa0ah iti (atimah bt. 4bd. 9anan enior 4ssistant of 4dministration 9Be,ni, epang