SMK SERIAN

YEARLY TEACHING PLAN – 2011

MATHEMATICS FORM 4
Week/ Learning Learning Objectives Learning Outcomes CCTS Remarks
Date Area
Chapter 1: 1.1 Understand and Students will be able to: - contextual
Standard use the concept - working
Form of significant i. round off positive numbers to a given out mentally
figure number of significant figures when the numbers - finding all
are: possible solutions
a) greater than 1 - identifying
b) less than 1 relations
1 ii. perform operations of addition,
3/1- subtraction, multiplication and division,
7/1/2011 involving a few numbers and state the answer in
specific significant figures
iii. solve problems involving significant
figure

1.2 Understand i. state positive numbers in - working

and use the concept standard form when the numbers are: out mentally
of standard form to a) greater than or equal to 10 - identifying
solve problem b) less than 1 relations
2 ii. convert numbers in
standard form to single numbers
10/1- iii. perform operations of
14/1/2011 addition, subtraction, multiplication and
division, involving any two numbers and state
the answers in standard form
iv. solve problems involving
numbers in standard form

3 Chapter 2: 2.1 Understand the i. Identify quadratic expressions - classifying -

Quadratic concept of Quadratic ii. Form quadratic expressions by - arranging
17/1- Expressions Expression multiplying any two linear expressions sequentially
1
 and iii. Form quadratic expressions - translating
21/1/2011 Equations based on specific situations

2.2 Factorization i Factorise quadratic expressions of the form

quadratic expression ax2+bx+c=0, where b= 0 or c= 0
ii Factorise quadratic expressions of the form px2 –
q, p
and q are the perfect squares

- arranging -
iii Factorise quadratic expressions of the form ax 2+ sequentially
bx +
c, where a, b and c not equal to zero
iv Factorise quadratic expressions containing
4 coefficients
2.3 Understand the with common factors
24/1/- concept of Quadratic - arranging
28/1/2011 Equation i. Identify quadratic equations with one sequentially
unknown - classifying
ii. Write quadratic equations in general form - translating
i.e.
ax2 + bx + c = 0
iii. Form quadratic equations based on specific
situations

CUTI TAHUN BARU CINA(31/1-6/2/2011)

concept of Roots of i. determine the solutions for quadratic - comparing

6
quadratic equations equations by: & differentiating
7/2- a) trial and error method finding all possible
11/2/2011 b) factorization solutions
iii. solve problems involving quadratic equation

7 Chapter 3: 3.1 Understand the - making -

Sets concept of Set i. sort given objects into groups generalizations
14/2- ii. define sets by - working
2
118/2/2011 a)descriptions out mentally
b) using set notation classifying
iii identify whether a given object is an element of a
set -comparing and
and use the symbol ∈ or ∉ differentiating
iv. represent sets by using Venn diagrams
v. list the elements and state the number of
elements of a set
vi. determine whether a set is an empty set
vii. determine whether two sets are equal

3.2 Understand and i. determine whether a given set is a - classifying

8 use the concept of subset of a specific set and use the symbol ⊂ - finding all
Subset, universal set or ⊄ . possible solutions
21/2- and the complement ii. represent subset by using Venn diagram - drawing
22/2/10 of a set iii. list the subsets for a specific set diagrams
iv. illustrate the relationship between set - identifying
and universal set using Venn diagram relations
v. determine the complement of a given - interpreting
set
vi. determine the relationship between set,
subset,
universal set and the complement of a set

9 3.3 Perform i. determine the intersection of - comparing -

10 Operations on set a) two sets and differentiating
b) three sets - drawing
28/2- and use the symbol  diagrams
11/3/2011 ii. represent the intersection of sets using - identifying
Venn diagram relations
iii. state the relationship between - interpreting
a) A∩B and A - translating
b) A∩B and B - making
iv. determine the complement of the generalization
intersection of sets
v. solve problems involving the
3
 intersection of sets.
vi. determine the union of
a) two sets
b) three sets
and use the symbol ¿
vii. represent the union of sets using Venn
diagram
viii. state the relationship between
a) A∪B and A
b) A∪B and B
ix. determine the complement of the union
of sets
x. solve problems involving the union of
sets
xi. determine the outcome of combined
operations on sets
xii. solve problems involving combined operations
on sets

CUTI PERTENGAHAN PENGGAL 1 [

12-20 MAC 2011]
Chapter 4: 4.1 Understand the i. determine whether a given - Classifying -
Mathematica concept of Statement sentence is a statement - Working
12 l Reasoning ii. determine whether a given out mentally
21/3- statement is true or false - Translating
25/3/2011 iii. construct true or false statement - Interpreting
using given numbers and mathematical symbols

12 4.2 Understand the i. construct statements using - Working -

concept of quantifier out mentally
Quantifiers “all” and a) all - Identifying
“some” b) some relations
ii. determine whether a statement
that contains the quantifier “all” is true or false
iii. determine whether a statement
can be generalized to cover all cases by using

4
 the quantifier “all”
iv. construct a true statement using
the quantifier “all” or “some” given an object
and a property”
4.3 Perform i. change the truth value of a - working out -
Operations Involving given statement by placing the word “not” into mentally
the words “not” or “ the original statement - classifying
no” statements ii. identify two statements from a
compound statement that contains the word
“and”
iii. form a compound statement by
combining two given statements using the word
13 “and”
iv. identify two statement from a
28/3- compound statement that contains the word “or”
1/4/2011 v. form a compound statement by
combining two given statements using the word
“or”
vi. determine the truth value of a
compound statement which is the combination
of two statements with the word “and”
vii. determine the truth value of a
compound statement which is the combination
of two statements with the word “or”
4.4 Understand the i. identify the antecedent and - working -
concept of consequent of an implication “if p, then q” out mentally
Implication ii. write two implications from a - classifying
compound statement containing “if and only if”
iii. construct mathematical
statements in the form of implication:
13
a) If p, then q
b) p if and only if q
iv. determine the converse of a
given implication
v. determine whether the converse
of an implication is true or false
14 4.5 Understand the i. identify the premise and - Classifying -
4/4- concept of Argument conclusion of a given simple argument - Making
8/4/2011 ii. make a conclusion based on inferences
5
 two given premises for:
a) Argument Form I
b) Argument Form II
c) Argument Form III
iii. complete an argument given a
premise and the conclusion
4.6 Understand and i. determine whether a conclusion - classifying -
use the concept of is made through: - making
Deduction and a) reasoning by deduction inferences
Induction b) reasoning by induction - making
ii. make a conclusion for a specific generalization
case based on a given general statement, by - looking for
deduction patterns
iii. make a generalization based on - making
the pattern of a numerical sequence, by analogy
induction
14
iv. use deduction and induction in
problem solving

Chapter 5: 5.l Understant the i. determine the vertical and - Interpreting -

15
The Straight concept of gradient of horizontal distances between two given points on
Line a straight line a straight line
11/4-
ii. determine the ratio of vertical distance to
15/4/2011
horizontal distance
5.2 Understant the i. derive the formula for the - interpreting -
concept of gradient of gradient of a straight line - classifying
15 a straight line in ii. calculate the gradient of a
Cartesian coordinates straight line passing through two points
iii. determine the relationship
between the value of the gradient and the:
a) steepness
b) direction of inclination
6
 of a straight line

5.3 Understand the i. determine the x-intercept and the y- - interpreting -

concept of intercept intercept of a straight line
16 ii. derive the formula for the gradient of a
18/4- straight line in terms of the x-intercept and the y-
21/4/2011 intercept
iii. perform calculations involving gradient
x-intercept and y-intercept
5.4Understand and i. draw the graph given an - drawing -
use the concept of equation of the form y = mx + c diagrams
Equation of a straight ii. determine whether a given - comparing
line point lies on a specific straight line and differentiating
iii. write the equation of the - working
straight line given the gradient and y-intercept out mentally
iv. determine the gradient and y-
17
intercept of the straight line which equation is of
the form:
25/4-
a) y = mx + c
29/4/2011
b) ax + by = c
v. find the equation of the straight
line which:
a) is parallel to the x-axis
b) is parallel to the y-axis
c) passes through a given point and has a
specific gradient
d) passes through two given points
vi. find the point of the intersection
of two straight lines by:
a) drawing the two straight lines
e) solving simultaneous equations
18 5.5 Understand and i. verify that two parallel lines - comparing
use the concept of have the same gradient and vice versa and differentiating
2/5- Parallel line ii. determine from the given
6/5/2011 equations whether two straight lines are parallel
iii. find the equation of the straight
line which passes through a given point and is
parallel to another straight line
iv. solve problems involving
7
 equations of straight lines

ULANGKAJI

19 PEPERIKSAAN PENGGAL 1
9/5- (WEEK 20-21)
13/5/2011

CUTI PERTENGAHAN TAHUN [30.5-

12/6/2011]
(WEEK 22-23)

Chapter 6: 6.1 Understand the i. complete the class interval for a set - working -
Statistics concept of class of data given one of the class intervals out mentally
24 Interval ii. determine: - classifying
13/6- a) the upper limit an lower limit - making
17/6/2011 b) the upper boundary and lower boundary inferences
of a class in a group data
iii. calculate the size of a class interval
iv. determine the class interval, given a
set of data and the numbers of classes
v. determine a suitable class interval
for a given set of data
i. construct a frequency table for given set of
data

24 6.2Understand and i. determine the modal class from the frequency - Interpreting -
use the concept of table of grouped data - Working
Mode and mean of ii. calculate the midpoint of a class out mentally
grouped data iii. verify the formula for the mean of grouped - Making
data inferences
iv. calculate the mean from the frequency table - Identifying
of grouped data relations
v. discuss the effect of the size of class interval
on the accuracy of the mean for a specific set of
8
 grouped data
6.3 represent and i. draw a histogram based on the - drawing -
interpret data in frequency table of a grouped data diagrams
histograms with class ii. interpret information from given - interpreting
24 intervals histogram
iii. solve problems involving
histograms
iv.
6.4Represent and i. draw the frequency polygon based on: - drawing -
interpret data in a) a histogram diagrams
Frequency polygons b) a frequency table - interpreting
25 to solve problem ii. interpret information from a given
20/6-24/6/
frequency polygon
iii. solve problems involving frequency
polygon
6.5 Understand the i. construct the cumulative frequency table - working -
concept of for: out mentally
Cumulative a) ungrouped data - drawing
25 frequency b) grouped data diagrams
ii. draw the ogive for:
a) ungrouped data
b) grouped data
6.6Understand and i. determine the range of a - interpreting -
use the concept of set data - identifying
Measures of ii. determine: relations
dispersion a) the median
26 b) the first quartile
c) the third quartile
26/6- d) the interquartile range
31/6/2011 from the ogive
iii. interpret information from an ogive
iv. solve problems involving data
representations and measures of dispersion
26 Chapter 7: 7.1Understand the i. determine whether an - Finding all -
Probability I concept of Sample outcome is a possible outcome of an experiment possible solutions
space ii. list all the possible
outcomes of an experiment:
a)from activities
b) by reasoning
9
 iii determine the sample space of an experiment
iv write the sample space by using set notations
27 7.2 Understand the i. identify the elements of a sample - Finding all -
04/7- concept of Events space which satisfy given conditions possible solutions
8/7/2011 ii. list all the elements of a sample
which satisfy certain conditions using set
notations
iii determine whether an event is possible for a
sample space

7.3Understand and i. find the ratio of the number of times - identifying -

use the concept of an event occurs to the number of trials relations
Probability of an ii. find the probability of an event from
event a big enough of trials
iii calculate the expected number of times an event
will occur, given the probability of the use event and
27 number of trials
iii. solve problems involving
probability
iv. predict the occurrence of an
outcome and make a decision based on known
information
v.
Chapter 8: 8.1 Understand and i. identify tangents to a circle - Working -
Circles III use the concept of ii. make inference that the tangent out mentally
28
Tangents of a circle to a circle is a straight line perpendicular to the - Drawing
radius that passes through the contact point diagrams
11/7- iii construct the tangent to a circle passing through a - Identifying
15/7/2011 point: relations
a) on the circumference of the circle
b) outside the circle
iv. determine the properties related to two tangents
to a circle from a given point outside the circle
v. solve problems involving tangents to a circle
28 8.2 Understand and i. identify the angle in the alternate - identifying -
use the properties of segment which is subtended by the chord relations
Angle between through the contact point of the tangent
tangent and chord ii. verify the relationship between the
angle formed by the tangent and the chord with
10
 the angle in the alternate segment which is
subtended by the chord
iii. perform calculations involving the
angle in alternate segment
iv. solve problems involving tangent to
a circle and angle in alternate segment

8.3 Understand and i. determine the number of - comparing -

use the properties of common tangents which can be drawn to two and differentiating
common tangents to circles which: - Finding all
solve problem a) intersect at two points possible solutions
b) intersect only at one point - Identifying
c) do not intersect relations
29 ii. determine the properties related
to the common tangent to two circles which:
18/7- a) intersect at two points
22/7/2011 b) intersect only at one point
c) do not intersect
iii. solve problems involving
common tangents to two circles
iv. solve problems involving
tangents and common tangent

30 Chapter 9: 9.1 Values of sin θ, i. identify the quadrants and - working -

Trigonometr cos θ and tan θ angles in the unit circle out mentally
y II 0 °≤θ ≤360 ° . ii. determine: - interpreting
25/7-
29/7/2011 a) the value of y-coordinate - identifying
b) the value of x-coordinate relations
c) the ratio of y-coordinate to x-coordinate
of several points on the circumference of the
unit circle
iii. verify that, for an angle in
quadrant I of the unit circle:
a) sin θ= y−coordinate
b) cosθ=x−coordinate
y −coordinate
tan θ=
c) x−coordinate

11
 iv. determine the value of:
a) sine
b) cosine
c) tangent
of an angle in quadrant I of the unit circle
v. determine the values of:
a) sin θ
b) cos θ
c) tan θ
for 0 °≤θ ≤360 °
vi. determine whether the values
of:
a) sine
b) cosine
c) tangent
of an angle in a specific quadrant is positive or
negative
vii. determine the values of sine,
cosine and tangent for special angles
viii. determine the values of the
angles in quadrant I which correspond to the
values of the angles in other quadrants
31

1/8- ix. State the relationships between

5/8/2011 the values of:
a) sine
b) cosine, and
c) tangent
of angles in quadrant II, III and IV with their
respective values of the corresponding angle in
quadrant I
x. Find the values of sine, cosine
and tangent of the angles between 90º and 360º
xi. Find the angles between 0º and
360º, given the values of sine, cosine and
tangent
xii. Solve problems involving sine,
cosine and tangent
12
 9.2Draw and use i. draw the graphs of sine, cosine - drawin -
Graphs of sine, and tangent for angles between 0º and 360º g diagrams
cosine and tangent ii. compare the graphs of sine, - compar
32 cosine and tangent for angles between 0º and ing and
8/8-
360º differentiating
12/8/2011
iii. solve problems involving - interpr
graphs of sine, cosine and tangent eting

Chapter 10: 10.1Understand and i. identify: - workin

Angles of use the concept of a) the horizontal line g out mentally
33
Elevation Angle of elevation b) the angle of elevation - drawin
15/8-
and and angle of c) the angle of depression g diagrams
19/8/2011
Depression depression ii. represent a particular situation - identif
involving ying relations
a) the angle of elevation
b) the angle of depression, using diagrams
iii. solve problems involving the
angle of elevation and the angle of depression
34
35
CUTI PERTENGAHAN PENGGAL 2 [29.8-04.9]
Chapter 11: 11.1Understand and i. identify planes - Compa -
Lines and use the concept of ii. identify horizontal planes, vertical ring and
Planes in 3- Angle between lines planes and inclined planes differentiating
dimensions and planes iii. sketch a three dimensional shape - Workin
and identify the specific planes g out mentally
iv. identify - Identif
36 v. identify normals to a given plane ying relations
05/9- vi. determine the orthogonal projection
9/9/2011 of a line on a plane
vii. draw and name the orthogonal
projection of line on plane
viii. determine the angle between a line
and a plane
solve problems involving the angle between a line
and a plane
37,38 11.2Understand and i. identify the line of intersection - workin -
13
 the concept of Angle between two planes g out mentally
between two planes ii. draw a line on each plane which is - drawin
perpendicular to the line of intersection of the g diagrams
two planes at a point on the line of intersection - identif
12/9-
iii. determine the angle between two ying relations
23/9/2011
planes on a model and a given diagram

iv. solve problems involving lines and

planes in 3-dimensional shapes
39,40,41` ULANGKAJI - - R
26/09- evision
10/10/2011
42,43,44 PEPERIKSAAN PENGGAL II -
17/10-
4/11/2011

14