CHAPTER CHAPTER 1 DIRECTED NUMBER

DATE JANUARY WEEK 1 JANUARY WEEK 2

YEARLY LEARNING OBJECTIVES 1.1 Perform computations involving multiplication and division of integers to solve problems 1.2 Perform computation involving combined operations of addition, subtraction, multiplication and division of integers to solve problem

TEACHING PLAN FOR MATHEMATICS FORM 2 2012 LEARNING OUTCOMES i. Multiply integers ii. Solve problems involving multiplication of integers iii. Divide integers iv. Solve problems involving division of integers i. ii. Perform computations involving combined operation of addition, subtraction, multiplication and division of integers. Solve problems involving combined operation of addition, subtraction, multiplication and division of integers including the use of brackets. Compare and order fractions. Perform addition, subtraction, multiplication and division on fractions. Compare and order decimals. Perform addition, subtraction, multiplication and division on decimals. Perform addition, subtraction, multiplication and division involving two directed numbers. Perform computations involving combinations of two or more operations on directed numbers including the use of brackets.

POINT TO NOTE Begin multiplication involving two integers only Relate division of integers to multiplication Division by 0 is undefined Emphasis of the order of operations Combined operations also known as mixed operation Begins with two fractions

1.3 Extend the concept of integers to fractions to solve problems 1.4 Extend the concept of integers to decimals to solve problems 1.5 Perform computation involving directed numbers (integers, fractions and decimals)

i. ii. i. ii. i. ii.

VOCABULARY Directed number Integers Positive Negative Product Quotient Like sign Unlike sign Undefined Bracket Mixed operation Order of operation Fraction Decimals Difference Greater than Less than

Begins with two decimals

Emphasis the order of operations

iii. Pose and solve problems involving directed numbers.

CHAPTER 2 SQUARES, SQUARE ROOTS, CUBE AND CUBE ROOTS JANUARY WEEK 3 FEBRUARY WEEK 1 JANUARY WEEK 4 CNY HOLIDAY 2.2 Understand and use the concept of square roots of positive numbers 2.1 Understand and use the concept of squares of numbers i. State a number multiplied by itself as a number to the power of two and vice-versa. ii. Determine the squares of numbers without using calculators. iii. Estimate the squares of numbers. iv. Determine the squares of numbers using calculators. v. List perfect squares. vi. Determine if a number is a perfect squares. vii. Pose and solve problems involving squares of numbers. i. ii. iii. 2.3 Understand and use the concept of cube of numbers iv. v. vi. vii. i. 2.4 Understand and use the concept of cube roots of numbers ii. iii. iv. i. ii. Determine the relationship between squares and square roots. Determine the square roots of perfect squares without using calculator. Determine the square roots of numbers without using calculators Multiply two square roots. Estimate square roots of numbers. Find the square roots of numbers using calculators. Pose and solve problems involving squares and square roots. State a number multiplied by itself twice as a number to the power of three and vice-versa. Determine cubes of numbers without using calculators. Estimate cubes of numbers using calculators. Pose and solve problems involving cubes of numbers. Determine the relationship between cubes and cube roots. Determine the cube roots of integers without using

read as fifteen to the power of two, fifteen squared or the square of fifteen Emphasis that is a notation for Include integers, fractions and decimals

Square Product Power Expand Expanded from Estimate Approximations Perfect square Square roots Denominator Numerator Cube Cube roots Equal factors

Emphasis that the square of any number is greater than or equal to 0. Discuss that readings from calculators may be approximations. Perfect squares are whole numbers Emphasis that decimals and fractions are not perfect squares.

read as square roots of five. Finding the square roots is the inverse of

iii. iv. v. vi. vii.

calculators. Determine the cube roots of numbers without using calculators. Estimate cube roots of numbers. Determine cube roots of numbers using calculators. Pose and solve problems involving cubes and cube roots. Perform computations involving addition, subtraction, multiplication, division and mixed operation o squares, square roots, cube and cube roots.

squaring.

read as four to the power of three, four cubed or the cube of four. Discuss that cubes of negative numbers are negative.

CHAPTER 6 PYTHAGORA S THEOREM FEBRUARY WEEK 2 FEBRUARY WEEK 3 6.1 Understand the relationship between the sides of a right-angled triangles i. ii. Identify the hypotenuse of right-angled triangles. Determine the relationship between the lengths of the sides of right-angled triangle iii. Find the length of the missing side of a right-angled triangle using Pythagoras theorem. iv. Solve problems using the Pythagoras theorem. i. ii. Determine whether a triangle is a right-angled triangle. Solve problems involving the converse Pythagoras theorem.

read as cube root of eight.

C
a

6.2 Understand and use the converse of the Pythagoras theorem

A b B Emphasis that

is the Pythagoras theorem. Begin with Pythagorean Triples (3,4,5) and (5,12,13). Include combined geometric shapes.

Pythagoras theorem Hypotenuse Right-angled triangle Side Missing side Pythagorean Triples Combined geometric shape Obtuse angle Acute angle Converse

CHAPTER 13 STATISTICS FEBRUARY WEEK 4 FIRST MID TERM EXAM MARCH WEEK 2 SCHOOL BREAK I 13.1 Understand the concept of data i. Classify data according to those that can be collected by: a. Counting b. Measuring Collect and record data systematically.

Note that if

, then A is an obtuse angle. If , then A is an acute angle.

Use tally charts to record data. Use two columns or two rows to represent data. Include horizontal and vertical pictograms using symbols to represent frequencies. Include the use of title and keys (legend) on pictograms, bar graphs and line graphs. Include bar charts representing two sets or data. Use vertical and horizontal bar.

ii. 13.2 Understand the concept of frequency i. ii.

a. b. 13.3 Represent and interpret data in: i. Pictograms ii. Bar charts iii. Line graphs to solve problems

Determine the frequency of data. Determine the data with: a. The highest frequency b. The lowest frequency c. Frequency of a specific value iii. Organize data by constructing: Tally chart Frequently tables iv. Obtain information from frequency tables. Construct pictograms to represent data. Obtain information form pictograms. Solve problems involving pictograms. Construct bar charts to represent data. Obtain information from bar charts. Solve problems involving bar charts. Represent data using line graphs. Obtain information from line graphs.

i. ii. iii. iv. v. vi. vii. viii.

Include vertical and horizontal bar chart using scales such as 1:1, or n

Data Count Measure Collection of data Questionnaire Interviews Systematic Record Tally chart Frequency Horizontal Vertical Highest Lowest Frequency data Information Organize Pictogram Column Row Obtain Key Legend Bar graph Line graph

ix. Solve problems involving line graphs.

where n is a whole number.

Emphasis on the use of suitable scales for lines graphs. Discuss on the choice of using various methods to represent data effectively. CHAPTER 3 ALGEBRAIC EXPRESSION II MARCH WEEK 3 MARCH WEEK 4 3.1 Understand the concept of algebraic terms in two or more unknowns i. Identify unknown in algebraic terms in two or more unknowns. ii. Identify algebraic terms in two or more unknowns as the product of the unknowns with a number. iii. Identify coefficients in given algebraic terms in two or more unknowns. iv. Identify like and unlike algebraic term in two or more unknowns. v. State like terms for a given algebraic term. i. ii. iii. i. ii. iii. 3.4 Perform computations involving algebraic expressions iv. v. i. ii. iii. CHAPTER 4 LINEAR EQUATIONS APRIL WEEK 1 APRIL WEEK 2 4.1 Understand and use the concept of equality 4.2 Understand and use the concept of linear equation in one unknown Find the product of two algebraic terms. Find the quotient of two algebraic terms. Perform multiplication and division involving algebraic terms. Write algebraic expressions for given situations using letter symbols. Recognize algebraic expressions in two or more unknowns. Determine the number of terms in given algebraic expressions in two or more unknowns. Simplify algebraic expressions by collecting like terms. Evaluate expressions by substituting numbers for letters. Multiply and divide algebraic expressions by a number. Perform addition and subtraction involving two algebraic expressions. Simplify algebraic expressions. State the relationship between two quantities by using the symbols i. ii. iii. iv. i. ii. or Algebraic term Algebraic expression Coefficient Unknown Like term Unlike term Simplify Substitute Evaluate

in general is n times y multiplied by itself.

3.2 Perform computations involving multiplication and division of two or more terms 3.3 Understand the concept of expressions

coef for pq is 4, coef for q is 4p and coef for p is 4q. is expression with term. is 2 terms.

i.

read as equal to

Recognize linear algebraic terms. Recognize linear algebraic expression. Determine if a given equation is a linear equation or a linear equation in one unknown. Write linear equations in one unknown for given statements and vice versa. Determine if a numerical value is a solution of a given linear equation in one unknown. Determine the solution of a linear equation in one unknown by trial and improvement method. Solve equation in the form of where a, b, c are integers and x is an unknown.

read as not equal to The solution of equations are also known as the roots of equations

Equality Equal to Linear algebraic Solution Roots of equation Numerical value

4.3 Understand the concept of solutions of linear equations in one unknown

iii. iv.

Solve equation in the form of b, c are integers and x is an unknown.

where a,

CHAPTER 5 RATIO, RATES AND PROPORTION S

APRIL WEEK 3 MAY WEEK 2 MAY WEEK 3 FIRST TERM EXAM

5.1 Understand the concept of ratio of two quantities

i.
ii. iii. iv.

Compare two quantities in the form

or

Determine whether given ratios are equivalent ratios. Simplify ratios to the lowest terms. State ratios related to a given ratio. State whether two pairs of quantities is a proportion. Determine if a quantity is proportional to another quantity given two values of each quantity. Find the value of a quantity given the ratio of the two quantities and the value of another quantity. Find the value of a quantity given the ratio and the sum of two quantities. Find the sum of two quantities given the ratio of the quantities and the difference between the quantities. Pose and solve problems involving ratios and proportions. Compare three quantities in the form Determine whether given ratios are equivalent ratios. Simplify ratio of three quantities to the lowest terms. State the ratio of any two quantities given ratio of three quantities Find the ratio of given the ratio of

Include quantities of different units.

The ratio means 3 parts to 5 parts and read as three to five. Include given find

5.2 Understand the concept of proportion to solve problems

i. ii. iii.

Ratio Quantity Equivalent Sum Difference Lowest terms Compare Part Proportion Proportional Cross-multiplication Simplify

JUNE WEEK 1 JUNE WEEK 2 SCHOOL BREAK II

iv. v. 5.3 Understand and use the concept of ratio of three quantities to solve problems vi.

read as a to b as c to d Begin with unitary method. Emphasis that if then ) (

i.
ii. iii. iv.

Include quantities of different units when

v.

CHAPTER 7 GEOMETRICA L CONSTRUCTI ON

JUNE WEEK 3 JUNE WEEK 4

7.1 Perform constructions using straight edge (ruler and set square) and compass

and vi. Find the value of the other quantities given the ratio of three quantities and the value of one of the quantities. vii. Find the value of each of the three quantities given: a. The ratio and the sum of three quantities. b. The ratio and the difference between two of the three quantities. viii. Find the sum of three quantities given the ratio and difference between two of the three quantities. ix. Pose and solve problems involving ratio of three quantities. i. Construct a line segment of given length. ii. Construct a triangle given the length of the sides. iii. Construct : a. Perpendicular bisector of a given line segment. b. Perpendicular to a line passing through a point on the line. c. Perpendicular to a line passing through a point not on the line. iv. Construct: Angle of 600 and 1200 b. Bisector of an angle v. Construct triangles given: a. One side and two angles b. Two sides and one angle vi. Construct : a. Parallel lines b. Parallelogram given its sides and an angle i. Identify the x- axis, y-axis and the origin on a

Emphasis on accuracy of drawing. Include equilateral, isosceles and scalene triangles.

Emphasis the constructions in construct an angle of 900. Emphasis the use of the bisector of an angle to construct angles of 300, 450 and 150 and etc. Measuring angles using protractors.

a.

Construct Ruler Straight edge Protractor Set square Point Line segments Compass Side Perpendicular Aright- angled triangle Equilateral triangle Isosceles triangle Scalene triangle Bisector Parallelogram Cartesian plane

CHAPTER 8

JULY WEEK 1

8.1 Understand and use the concept of

Coordinates of origin is

COORDINATE S

JULY WEEK 2

coordinates ii. iii. 8.2 Understand and use the concept of scales for the coordinate axes iv. i. ii.

Cartesian plane. Plot points and state the coordinates of the points given distance from the x-axis and y-axis. Plot points and state the distances of the points from y-axis and x- axis given coordinates of the points. State the coordinates of points on Cartesian plane. Mark the values on both axes by extending the sequence of given values on the axes. State the scales used in given coordinates axes where: a. Scales from axes are the same b. Scales from axes are different. Mark the values on both axes, with reference to the scale given. State the coordinates of a given point with reference to the scale given. Plot points given the coordinates with reference to the scales given. Pose and solve problems involving coordinates.

( 0,0 ) Involve all the four quadrants. Emphasis that the scales used on the axes must be uniform. Scales should be written in the form 2 units represent 3 units 1:5 Emphasis that the joining the points are parallel to the x-axis or parallel to the y-axis. Include positive and negative coordinates. The formula for distance between two points (X1, Y1) and (X2, Y2) is

iii. iv. 8.3 Understand and use the concept of distance between two points on a Cartesian plane v. vi. i. 8.4 Understand and use the concept of midpoints

CHAPTER 9 LOCI IN TWO DIMENSION

JULY WEEK 3

9.1

Understand the concept of two dimensional loci

9.2

Understand the concept of the intersection of two loci

Find the distance between two points with: a. Common y-axis coordinates b. Common x- axis coordinates ii. Find the distance between two points using Pythagoras Theorem. iii. Pose and solve problems involving distance between two points. i. Identify the midpoint of a straight line joining two points. ii. Find the coordinates of the midpoint of a straight line joining two points with a. Common y-axis b. Common x-axis iii. Find the coordinates of the midpoint of the line joining two points. iv. Pose and solve problems involving midpoints. i. Describe and sketch the locus of a moving object. ii. Determine the locus of points that are of: a. Consist of distance form a fixed point. b. Equidistant from two fixed points. c. Constant distance from a straight line. d. Equidistant from two intersecting lines. iii. Construct the locus of a set all points that satisfied the condition a. The point is at a constant distance from a fixed point. b. The point is at equidistant from two fixed points. c. The point is at constant distance from a straight line. d. The point is at equidistant from two intersecting line. i. Determine the intersections of two loci by drawing the loci and locating the points that satisfy the conditions of the two loci.

Origin x-axis y-axis Coordinate Distance Position Square grid Plot Quadrant Horizontal Vertical x-coordinate y-coordinate Scale Mark Extend Sequence Axes Uniform Vertex Midpoint Straight line

(X 2 - X1 ) 2 + (Y2 Y1 ) 2
need not be introduced. The formula of midpoint for (X1, Y1) and (X2, Y2) is

x1 + x 2 y1 + y 2 , 2 2

not be introduced. Involved shape.

need

Emphasis the accuracy of drawings. Relate to properties of isosceles triangle. Emphasis locus as: Path of a moving point A point or set of points that satisfy given conditions. Limited to loci discussed in Learning Objective 9.1.

Accuracy Route Locus Loci Moving object Equidistant Points Fixed point Points Straight line Perpendicular Distance Constant

CHAPTER 10 CIRCLES

JULY WEEK 4 AUGUST WEEK 1 SECOND MID

10.1

Recognize and draw parts of a circle

i. ii.

Identify circle as a set of points equidistant from a fixed point. Identify parts of a circle: a. Centre b. Circumference c. Radius

The ratio of the circumference to the diameter is known as and read as pi Emphasis

= 3.142,

Circle Centre Circumference Radius Diameter Chord

TERM EXAM AUGUST WEEK 3 SCHOOL BREAK III

iii.

iv. a. b.

d. Diameter e. Chord f. Arc g. Sector h. Segment Draw: a.A circle given the radius and centre. b.A circle given the diameter. c. A diameter passing through a specific point in a circle given the centre. d.A chord of a given length passing through a point on the circumference e.Sector given the size of the angle at the centre and radius of the circle. Determine: Centre Radius of a given circle by construction.

22 7

Sector Arc Segment Equidistant Point Fixed point Ratio Constant Pi Derive Circular object Approximate Angle at the centre Area

10.2

Understand and use the concept of circumference to solve problems

Estimate the value of ii. Derive the formula of the circumference of a circle. iii. Find the circumference of a circle given its: a. Radius b. Diameter iv. Find the a. Diameter b. Radius given the circumference of a circle. v. Solve problems involving circumference of circles. i. Derive the formula of the length of an arc. ii. Find the length of an arc given an angle at the centre and the radius. iii. Find the angle at the centre given the length of an arc and the radius of the circle. iv. Find the length of the radius of a circle given the length of the arc and the angle at the centre. v. Solve problems involving arcs of a circle. i. Derive the formula of the area of a circle. ii. Find the area of a circle given the a. Radius b. Diameter iii. Find a. Radius b. Diameter given the area of a circle. iv. Find the area of a circle given the circumference and vice-versa. v. Solve problems involving area of circles. i. Derive the formula of the area of the sector. ii. Find the area of a sector given the radius and angle at the centre. iii. Find the angle given at the centre given the radius and area of the sector. iv. Find the radius given the area of a sector and the angle at the centre. v. Solve problems involving area of sectors and area of the circles. i. ii. Identify a transformation as a one-to-one correspondence between points in a plane. Identify the object and its images in a given

i.

10.3

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

10.4

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

The length of arc is proportional to the angle at the centre of a circle.

10.5

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

CHAPTER 11 TRANSFORM ATION

SEPTEMBER WEEK 1

11.1

Understand the concept of transformations

A one-to-one correspondence between

Transformation Plane

SEPTEMBER WEEK 3

transformation. 11.2 Understand and use the concept of translations i. Identify a translation. ii. Determine the image of an object under a given translation. iii. Describe a translation a. By stating the direction and distance of the movement.

point of a plane is also called a mapping.

11.3

Understand the concept of reflections

b. In the form iv. Determine the properties that under translation. v. Determine the coordinates of a. The image, given the coordinate of the subject. b. The object, given the coordinates of the image under a translation. vi. Solve problems involving translation.
i. Identify a reflection.

Include transformations in arts and nature. The object is mapped onto the image. Grid papers may be used.

a is the movement parallel to the xaxis and b is the movement parallel to the y-axis.

ii.

Determine the image of an object under a reflection on a given line. iii. Determine the properties of reflection. iv. Determine: a. The image of an object given the axis of the reflection.

Emphasis that under a translation, the shapes, sizes and orientations of the image are the same.

b. The axis of reflection given the object and its a.

The image, given the coordinates of the object. coordinates of the image under a reflection.

image. v. Determine:

The line known as line of reflection or axis of reflection. Emphasis that under the reflection:

11.4

Understand the concept of rotations

b. The object, given the vi.

Describe a reflection given the object and image. vii. Solve problems involving reflection. i. Identify a rotation.

The shapes and sizes of the object and its image are same. The orientation of the image is laterally inverted as compared to that of the object.

ii.

Determine the image of an object under a rotation given the centre, the angle and direction of rotation. iii. Determine the properties of rotations. iv. Determine:

Emphasis that all points on the axis of reflection do not change their positions.

Object Image Map One-to-one Correspondence T ranslation Orientation Parallel Direction Distance Movement Properties Shape length size Angle Coordinate Reflection Axis of reflection Laterally inverted Line Rotation Centre of rotation Direction if rotation Angle of rotation Clockwise Anticlockwise Isometry Congruence Congruency Pattern Quadrilateral Rectangle Rhombus Parallelogram Kite Diagonal preserve

a. Image of an object, given the centre, angle and

direction of rotation. the object and image.

Include x-axis and y-axis as axes of reflection. Emphasis that under rotation, the shapes, sizes and orientations of an object and image are the same.

b. The centre, angle and direction of rotation, given

11.5 Understand the concept of isometry

v.

Determine the coordinate of

11.6

Understand and use the concept of congruence

a. The image, given the coordinates of the object. b. The object, given the coordinates of the vi.
image under a rotation. Describe a rotation given the object and image. vii. Solve problems involving rotations. i. Identify an isometry. ii. Determine whether a given transformation is an isometry. iii. Construct patterns using isometry. i. Identify if two figures are congruent.

11.7

Understand and use the properties of quadrilaterals using concept of transformation

Emphasis that the centre of rotation is the only point that does not change its position.

Include 90 and I80as angled of rotation. Isometry is a

ii.

Identify congruency between two figures as a property of an isometry. iii. Solve problems involving congruence.

transformation that preserves the shape and the size of an object.

i. Determine the properties of quadrilaterals using

reflections and rotations.

Emphasis that congruent figures have the same size and shape regardless of their orientation.

Quadrilaterals include squares, rectangles, rhombus, parallelograms and kites. CHAPTER 12 SOLID GEOMETRY II SEPTEMBER WEEK 4 OCTOBER WEEK 1 OCTOBER FINAL YEAR EXAM 12.1 Understand geometric properties of prisms, pyramids, cylinders, cones and spheres Understand the concept of nets

i.

State the geometric properties of prisms, pyramids, cylinders, cones and spheres.

Net is also known as layout. Prisms include cubes and cuboids. Standard formula for surface area of sphere is where r is the radius.

12.2

i. Draw nets for prisms, pyramids, cylinders, cones and spheres. ii. State the types of solids given their nets. iii. Construct models of solids given their nets.

12.3

Understand the concept of surface area

i. ii. iii.

State the surface areas of prisms, pyramids, cylinders and cones. Find the surface areas of spheres using the standard formula.

Find the surface area of spheres using the standard formula. iv. Find dimensions: a. Length of sides b. Height c. Slant height d. Radius e. Diameter of a solid given its surface area and other relevant information. v. Solve problems involving surface areas.

Prisms Pyramid Cylinder Cone Sphere Net Solid Cube Cuboid Surface area Dimension Standard formula Differences base Lateral side Vertex Edge Height Radius Diameter Slant height Curve surface Derive