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2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills
functions II concept of graph of (a) linear function: graphing calculator or the Geometers working out mentally
(2 weeks) functions. y = ax + b, Sketchpad. identify relationship
a,b are constants.
16/1 3/2 (b) quadratic function : Compare the characteristics of graph Teaching Strategies
y = ax2 + bx + c, of functions with different values of -Contextual
a, b, c are constants, a 0. constants. learning
(c) cubic function : For example : - Constructivism
y = ax3 + bx2 + cx + d, A B -Mastery learning
a, b, c, d are constant, a 0. - Exploratory
(d) reciprocal function :
y = a/x, Vocabulary
a constant, a 0. - Linear function
(ii) Find from a graph : - Quadratic function
(a) value of y given value of x - Cubic function
(b) the value (s) of x, given a - Reciprocal function
\
value of y. Graph B is broader than graph A and Teaching Aids
(iii) Identify : intersects the vertical axis above the Graph box
(a) the shape of graph given a horizontal axis. Scientific Calculator
26/1 31/1 type of function. CDROM
CUTI TAHUN BARU CINA (b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
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2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills
functions II concept of graph of (a) linear function: graphing calculator or the Geometers working out mentally
(2 weeks) functions. y = ax + b, Sketchpad. identify relationship
a,b are constants.
16/1 3/2 (b) quadratic function : Compare the characteristics of graph Teaching Strategies
y = ax2 + bx + c, of functions with different values of -Contextual
a, b, c are constants, a 0. constants. learning
(c) cubic function : For example : - Constructivism
y = ax3 + bx2 + cx + d, A B -Mastery learning
a, b, c, d are constant, a 0. - Exploratory
(d) reciprocal function :
y = a/x, Vocabulary
a constant, a 0. - Linear function
(ii) Find from a graph : - Quadratic function
(a) value of y given value of x - Cubic function
(b) the value (s) of x, given a - Reciprocal function
\
value of y. Graph B is broader than graph A and Teaching Aids
(iii) Identify : intersects the vertical axis above the Graph box
(a) the shape of graph given a horizontal axis. Scientific Calculator
26/1 31/1 type of function. CDROM
CUTI TAHUN BARU CINA (b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
As reinforcement, let students play a Moral Values
(iv) Sketch the graph of a given game; for example matching cards of Cooperation, rational
linear, quadratic, cubic or graphs with their respective functions.
reciprocal function. When the students have their CCTS:
2.2 Understand and use the (i) Find the point(s) of matching partners, ask them to group Thinking skills
concept of the solution intersection of two graphs. themselves into four groups of types -Evaluating
of an equation by (ii) Obtain the solution of an of functions. Finally, ask each group -Constructing
graphical method equation by finding the to name the type of function that is -Problem solving
(iii) Point(s) of intersection of depicted on the cards.
Teaching Strategies:
two graphs.
-Constructivism
(iv) Solve problems involving
-graphing
(v) solution of an equation by Explore using graphing calculator or
-cooperative learning
graphical method. the Geometers Sketchpad to relate the
1 2.3 Understand and use - Mastery
(i) Determine whether a given points x-coordinate of a point of intersection
the concept of the learning
satisfies: of two appropriate graphs to the
region representing - Exploratory
y = ax + b or y > ax + b or solution of a given equation. Make
inequalities in two - Problem solving
y < ax + b. generalization about the point(s) of
variables intersection of the two graphs. Vocabulary:
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LEARNING TEACHING AND LEARNING
LEARNING OBJECTIVS LEARNING OUTCOMES STRATEGIES
AREA/WEEKS ACTIVITIES
3.1 Understand and use the I. Determine the image of an object under Relate to transformations in real life Thinking Skill
3. concept of combination of two combination of two isometric situation such as tessellation Working out mentally
Transformation III transformations. transformations. patterns on walls, ceiling or floors. Identify relationship
(3 weeks) II. Determine the image of an object under Translating
combination of: Explore combined transformation Problem solving
6/2 3/3 a) two enlargements using the graphing calculator, the Drawing diagram
b) an enlargement and an Geometers Sketchpad, or the
isometric transformation. overhead projector and Teaching Strategies
III. Draw the image of an object under transparencies. Contextual learning
combination of two transformations. Mastery learning
IV. State the coordinates of the image of a Investigate the characteristics of an Conceptual Learning
point under combined transformation object and its image under Constructivism
V. Determine whether combined combined transformation. Cooperative Learning
3.2 Understand and use the transformation AB is equivalent to Enquiry
concept of combination of two combined transformation BA. Carry out projects to design patterns
transformations. VI. Specify two successive using combined transformations that Vocabulary
transformations in a combined can be used as decorative purposes. -Combined transformation
transformation given the object and These projects can then be presented -equivalent
the image. in classroom with the students -reflection
VII. Specify a transformation which is describing or specifying the -translation
equivalent to the combination of two transformations involved. -enlargement
20/2 24/2 isometric transformations. -rotation
UJIAN 1 VIII. Solve problems involving Use the Sketchpad to prove the
transformation single transformation which is Teaching aids
equivalent to the combination of - Geometers
two isometric transformations. Sketchpad
- graphing calculator
-graph paper
-a pair of compass
-ruler
Moral Values
Cooperation, Courage,
Rational Mental &
Physical Cleanliness
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LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to LEARNING ACTIVITIES
4. Matrices 4.1 Understand and use the (i) Form a matrix from given information. Represent data in real life Thinking Skills
(3 weeks) concept of matrix. (ii) Determine : situations, for example, the -working out
i. The number of rows price of food on a menu, in mentally
6/3 31/3 ii. the number of columns table form and then in matrix -identifying
iii. The order of a matrix form. relationship
(iii) Identify a specify element in a matrix. Use student seating positions
in the classroom by rows and Teaching Strategies
4.2 Understand and use the (i). Determine whether two matrices are equal. columns to identify a student -Contextual
concept of equal (ii). Solve problem involving equal matrices. who is sitting in a particular learning
matrices. row and in particular column - Constructivism
(i) Determine whether addition or as a concrete example. - Mastery
4.3 Related to real life subtraction can be performed on two Discuss equal matrices in term learning
situations such as in given matrices. of : - Exploratory
industrial productions. (ii) Find the sum or the difference of two The order
matrices. The corresponding Vocabulary
(iii) Perform addition and subtraction on a elements. -standard form
few matrices. -single number
(iv) Solve matrix equations involving Related to real life situations -scientific
addition and subtraction. such s keeping score of medal notation
tally or point in sports.
(i) Multiply a matrix by a number. Related to real life situations Teaching Aids
4.4 Perform multiplication
(ii) Express a given matrix as a such as in industrial -flash card
of a matrix by a
multiplication of another matrix by a productions. -scientific Calculator
number.
number. Related to real life situations
such as finding the cost of a Moral Values
(iii) Perform calculation on matrices
meal in the restaurant Cooperation, rational
involving addition, subtraction and
scalar multiplication. For matrices A and B, discuss
the relationship between AB Thinking Skills
(iv) Sole matrix equations involving
and BA -working out
addition, subtraction and scalar
Begin with discussing the mentally
multiplication.
property of the number 1 as an -identifying
identity for multiplication of relationship
4.5 Perform multiplication (i) Determine whether two matrices
of two matrices can be multiplied and state the numbers. Vocabulary
order of the product when two Discuss: -standard form
18/3 26/3 matrices can be multiplied an identity matrix is a -single number
CUTI PERTENGAHAN PENGGAL 1 (ii) Find the product of two matrices square -product
(iii) Solve matrix equations involving there is only one identity -identity matrix
multiplication of two matrices matrix for each order -unit matrix
Discuss the properties:
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LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to LEARNING ACTIVITIES
4.6 Understand and use the (i) Determine whether a given matrix AI=A IA=A Vocabulary
concept of identity is an identity matrix by multiplying Relate to the property of -standard form
matrix. it to another matrix. multiplicative inverse of -single number
(ii) Write identity matrix of any order numbers. -inverse matrix
(iii) Perform calculation involving Example:
identity matrices 2 x 2-1=2-1x 2= 1 Vocabulary
Use the method of solving -standard form
4.7 Understand and use the (i) Determine whether a 2 x 2 matrix simultaneous linear equations -single number
concept of inverse matrix is the inverse matrix of another 2 x to show that not all square -scientific
2 matrix. matrices have inverse notation
(ii) Find the inverse matrix of a 2 x 2 matrices. - matrix method
matrix using: Using matrices and their Teaching Aids
(a) the method of solving simultaneous respective inverse matrices in -flash card
linear equations the previous method to relate -scientific Calculator
(b) a formula to the formula. Express each Moral Values
inverse matrix as a Cooperation, rational
multiplication of a matrix by a
number. Compare the scalar
multiplication to the original
matrix and discuss how the
determinant is obtained.
Discuss the condition for the
existence of inverse matrix.
4.8 solve simultaneous (i) Write simultaneous linear
linear equations by using equations in matrix form Related to equal matrices by
matrices writing down the simultaneous
equations as equal matrices
p first.
(ii) Find the matrix in
q Discuss why:
a b p h The use of inverse matrix is
c d q k using the necessary. Relate to solving
linear equations of type ax = b
inverse matrix It is important to place the
inverse matrix at the right
(iii) Solve simultaneous linear place on both sides of the
equations by the matrix method equation.
Relate the use of matrices to
(iv) Solve problems involving matrices other areas such as in business
or economy, science etc.
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LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to LEARNING ACTIVITIES
Carry out projects(electronic
spreadsheet)
1
Teaching Aids
y x2 -flash card
-scientific
calculator
5.2 Understand and use the (i) State the changes in a quantity with Discuss the form of the graph of y
concept of inverse respect to changes in another quantity, in Moral Values
1 1
variation. everyday life situations involving against when y . Rationality, courage
inverse variation. x x
Thinking Skills
(ii) Determine from given information Relate to other areas like science and -working out
whether a quantity varies inversely as technology. For example, Boyle Law. mentally
another quantity -identifying
Relationship
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LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
(iii) Express as inverse variation in form 1 1 - problem solving
of equation involving two variables. For the cases y , n 2,3 and ,
xn 2
Vocabulary
discuss characteristics of graph y
(iv) Find the value of a variable in an 1
- inverse variation
inverse variation when sufficient against .
xn
information in given Teaching Aids
-scientific
Discuss joint variation for the three
(v) Solve problems involving inverse calculator
cases in everyday life situations.
variations for the following cases :
Moral Values
Relate to other areas like science and
1 1 Diligence, moderation
y ; y 2 ; technology.
x x For example:
Thinking Skills
1 1 -working out
y 3 ; y 1 V mentally
x I means the current I varies
x2 R -identifying
directly as the voltage V and varies Relationship
inversely as the resistance R. - problem solving
- decision making
5.3 Understand and use the (i) Represent a joint variation by using Teaching Strategies
concept of joint the symbol for the following cases : -Contextual
variation. a) two direct variations learning
b) two inverse variations - Constructivism
c) a direct variations and an inverse - Mastery
variation. learning
- Exploratory
(ii) Express a joint variation in the form
of equation. Vocabulary
- joint variation
(iii) Find the value of a variable in joint
variations when sufficient information is Teaching Aids
given. -scientific
calculator
(iv) Solve problems involving joint
variation Moral Values
Patience, diligence
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LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
26/6 30/6
CUTI HARI RAYA AIDILFITRI
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
c) v = kt + h y = kx + h.
d) a combination of the above. a combination of the above.
(iv) Solve problems involving
gradient and area under a
graph.
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LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
listing the outcomes of the Discuss: Vocabulary
combined event: Situation where decisions to be made - combined event
a) A or B based on probability, example in
b) A and B business, as determining the value for
Teaching Aids
a specific insurance policy and time
- CD-ROM
(iii) Solve problems involving the slot for TV advertisements.
- worksheets
probability of combined event. The statement probability is the
underlying language of statistics.
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9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
(3 weeks) concept of longitude. and south poles. -working out
Introduce the meridian through Mentally
31/7 18/8 ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
0.
Teaching Strategies
- Constructivism
iii) Sketch and label the a meridian with
- Exploratory
the longitude given.
Teaching Aids
-globe or map
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9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
(3 weeks) concept of longitude. and south poles. -working out
Introduce the meridian through Mentally
31/7 18/8 ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
0.
Teaching Strategies
- Constructivism
iii) Sketch and label the a meridian with
- Exploratory
the longitude given.
Teaching Aids
-globe or map
2 Discus that:
Moral Values
3 iv) Find the difference between two All points on a meridian have Cooperation, rational
longitudes. the same longitude
4 There are two meridians on a Thinking Skills
5 great circle through both -compare and contrast
i) Sketch a circle parallel to the equator. poles
9.2 Understand and use the -constructing
concept of latitude. Meridians with longitudes
xE (0r W) and 180 - x)W
ii) State the latitude of a given point. (or E) form a great circle Teaching Strategies
through both poles. - Constructivism
- Exploratory
iii) Sketch and label a parallel of Emphasize that
latitude.
The latitude of the equator is
0 Teaching Aids
iv) Find the difference between two Latitude ranges from 0 to -globe or map
latitudes 90 ( or S )
Moral Values
Involve actual places on the earth. Cooperation, rational
4/9 15/9
PEPERIKSAAN PERCUBAAN SPM
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
9.4 Understand and use the i) Find the length of an arc of a great Use a globe to find the distance Thinking Skills
concept of distance on circle in nautical mile, given the between two cities or towns on the -working out
the surface of the earth subtended angle at the centre of the earth same meridians. Mentally
to solve problems and vice versa -giving opinion
ii) Find the distance between two points
measured along a meridian, given the
latitudes of both points. Teaching Strategies
- Constructivism
iii) Find latitude of point given latitude - Exploratory
of another point and distance between Sketch the angle at the centre of the
two points along same meridian. earth that is subtended by the arc Vocabulary
iv) Find the distance between two points between two given points along the Nautical mile
measured along the equator, given the equator. Discuss how to find the value
longitudes of both points of this angle.
v) Find the longitude of a point given the Teaching Aids
longitude of another point and the -globe or map
distance between the two points along
the equator. Moral Values
Use models such as the globe to find Cooperation, rational
vi) State relation between radius of earth
relationships between the radius of the
and the radius of a parallel of latitude.
earth and radii parallel of latitudes Thinking Skills
vii) State the relation between the length -working out
of an arc on the equator between two Mentally
meridians and length of corresponding -constructing
arc on a parallel of latitude. Find the distance between two cities -problem solving
viii) Find distance between two points or towns on the same parallel of
measured along a parallel of latitude latitude as a group project.
Teaching Strategies
ix) Find the longitude of a point given
- Constructivism
the longitude of another point and the
- Exploratory
distance between the two points along a
parallel of latitude.
x) Find the shortest distance between Use the globe and a few pieces of Teaching Aids
two points on the surface of the earth. string to show how to determine the -globe or map
xi) Solve problems involving: shortest distance between two points
a) distance between two points on the surface of the earth. Moral Values
b) traveling on surface of earth Cooperation, rational
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LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
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