Matematik Tingkatan 4

KEY PERFORMANCE INDICATOR (KPI) (STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TAHUN

2009

SEKOLAH

SMK DATO' PENGGAWA BARAT , PONTIAN, JOHOR

KOD SEKOLAH

JEA 6006

PENGETUA / GURU BESAR TN HJ HASHIM BIN MOHD DOM GURU PENOLONG KANAN 1 EN ABDUL KARIM BIN SUDIR BIDANG MATAPELAJARAN

SAINS DAN MATEMATIK

PANITIA

SAINS DAN MATEMATIK

MATAPELAJARAN

MATEMATIK

TINGKATAN / TAHUN

TINGKATAN 4

GURU Guru Kanan MP Ketua Panitia Guru Mengajar

PN NORANI BINTI BASRI PN HO NIAK OOI CIK NORHASNITA BINTI ABDUL MALEK

1

KEY PERFORMANCE INDICATOR (KPI) (STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

UJIAN BULANAN 1 / UJIAN PENILAIAN & PENCAPAIAN MURID 1 (UPPM1)

23hb Feb 2009

UJIAN BULANAN 2

4hb April 2009

PEPERIKSAAN PERTENGAHAN TAHUN / UJIAN PENILAIAN & PENCAPAIAN MURID 2 (UPPM2)20hb Mei 2009 UJIAN BULANAN 3

16hb Mei 2009

PEPERIKSAAN AKHIR TAHUN / UJIAN PENILAIAN & PENCAPAIAN MURID 3 (UPPM3)

14hb Okt 2009

PEPERIKSAAN PERCUBAAN SPM/PMR/UPSR

1hb Sept 2009

UJIAN DIAGNOSTIK 1

15hb Jan 2009

UJIAN DIAGNOSTIK 2

Tiada

GERAK GEMPUR 1

8hb Ogos 2009

GERAK GEMPUR 2

12hb Okt 2009

PRA-PEPERIKSSAN PERTENGAHAN TAHUN

Tiada

PRA-PEPERIKSSAN AKHIR TAHUN

Tiada

KIA 2M 1. Ujian Penapisan 2. Ujian Pelepasan 1 3. Ujian Pelepasan 2

Tiada Tiada Tiada

PROTIM Thaun 4 dan 6 1. Pra-Ujian 2. Psaca Ujian

Tiada Tiada

PELAKSANAAN PENTAKSIRAN BERASASKAN SEKOLAH (PBS) 1. Taklimat Calon 2. Jangka Masa Pelaksanaan 3. Tarikh Penghantaran Markah PBS ke LPM

Tiada Tiada Tiada 2

KEY PERFORMANCE INDICATOR (KPI) (STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG) TARGET MATA PELAJARAN MENGIKUT PANITIA (Head Count Pencapaian Keseluruhan Mata Pelajaran)

MATA PELAJARAN

MATEMATIK

TINGKATAN

TINGKATAN 4

4

3

A Perkara

a b c d

Peperiksaan SPM/PMR/UPSR (Tahun terbaik) 2008 Peperiksaan Akhir Tahun Tingkatan / Tahun lepas TOV (Peperiksaan Akhir Tahun Tingkatan / Tahun lepas OTI1 = TOV + (ETR - TOV)/3

Jum. Pelajar

Bil

2

B %

Bil

1

C %

Bil

D %

Bil

% -

0 G/E

LULUS Bil -

%

Bil

GP %

18

1

5.56

8

44.44

8

44.44

17

94.44

30

1

3.33

10

33.33

13

43.33

6

20.00

30

100.00

-

1

5.56 -

5.60 3.40

30

1

3.33

10

33.33

13

43.33

6

20.00

30

100.00

-

-

6.60

30

3

8.89

11

42.22

11

33.33

5

18.33

29

128.89

1

0.36

3.00

43.33

29

291.11

1

0.71

2.60

e

OTI2 = TOV + (ETR -TOV)2/3

30

4

18.89

11

95.56

10

81.11

3

f

ETR (kiraan)

30

6

20.00

12

60.00

8

13.33

2

15.00

28

186.67

2

1.07

2.20

g

ETR (pindaan)

30

9

30.00

14

46.67

3

6.43

3

46.67

29

62.14

1

1.61

1.30

h

Perbezaan

-

3

-13.33

(5)

-6.90

1

31.67

1

-124.52

10.00

2

(1)

0.54

-0.90

Disediakan oleh

Disahkan oleh

Disahkan oleh

……………………………….. Ketua Panitia MATEMATIK

……………………………….. Guru Penolong Kanan 1/ Guru Kanan Mata Pelajaran SMK DATO' PENGGAWA BARAT , PONTIAN, JOHOR

……………………………….. Pengetua / Guru Besar SMK DATO' PENGGAWA BARAT , PONTIAN, JOHOR

3

KEY PERFORMANCE INDICATOR (KPI) (STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

CHAPTER 1 : STANDARD FORM M1

1.1 Understand and use the concept if significant figure

Penyemakkan dan penandaan Penyemakkan dan penandaan

1.1.1

i. Round off positive numbers to a given number of significant figures when the numbers are: a) Greater than 1 b) Less than 1

Aras (Level)

Standard Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

8

0

3

24

0

1.1.2

ii. Perform operations of addition, substraction , multiplication and division, involving a few numbers and state the answer in specific significant figures.

2

8

0

2

16

0

1.1.3

iii. Solve problems involving significant figures.

3

8

0

1

8

0

0

3

4

0 48

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

25.00

4

Discuss the significance if zero in a number. Rounded numbers are only approximates. Limit to positive numbers only.

Discuss the use of significant figures in everyday life and other areas. Generally, rounding is done on the final answer

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

M2

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Understand and use the concept of 1.2.1 standard form to solve problemsi

Penyemakkan dan penandaan Penyemakkan dan penandaan

i. State positive numbers in standard form when the numbers are: a) Greater than or equal to 10 b) Less than 1

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

8

0

3

24

0

1.2.2

ii. Convert numbers in standard form to single numbers

1

5

0

2

10

0

1.2.3

iii. Perform operations of addition, subtraction, multiplication and division, involving any two numbers and state the answers in standard form.

2

8

0

2

16

0

1.2.4

iv. solve problems involving numbers form.

3

5

0

1

5

0

0

3

4

0 55

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

in standard

21.82

5

Use everyday life situations such as in health, technology, industry, Construction and business involving numbers in standard form. Use the scientific calculator to explore numbers in standard form. Another term for standard form is scientific notation.

Include two numbers in standard form

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

M3

Bidang Pembelajaran (Learning Specifications) CHAPTER 2 : QUADRATIC EXPRESSIONS AND EQUATIONS 2.1 understand the concept of quadratic expression

2.2 factorise quadratic expression;

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

2.1.1

i. identify quadratic expressions;

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

4

0

3

12

0

Discuss the characteristics of quadratic expressions of the form ax²+bx+c, where a, b and c are constants, a ≠ 0 and x is an unknown. Include the case when b = 0 and/or c = 0. Emphasise that for the terms x²and x, the coefficients are understood to be 1.

2.1.2

ii. form quadratic expressions by multiplying any two linear expressions

1

5

0

3

15

0

2.1.3

iii. form quadratic expressions based on specific situations;

2

5

0

2

10

0

Include everyday life situations.

2.2.1

i. factorise quadratic expressions of the form ax²+bx+c, where b = 0 or c = 0;

1

6

0

3

18

0

Discuss the various methods to obtain the desired product.

2.2.2

ii. factorise quadratic expressions of the form px²-q, p and q are perfect squares;

1

6

0

3

18

0

1 is also a perfect square.

0

3

4

0 73

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

6

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M4

2.2 factorise quadratic expression;

2.2.3

iii. factorise quadratic expressions of the form ax²+bx+c, where a, b and c not equal to zero;

2

6

0

2

12

0

2.2.4

iv. factorise quadratic expressions containing coefficients with common factors

2

6

0

2

12

0

i. identify quadratic equation with one unknown

1

5

0

3

15

0

ii. write quadratic equations in general form 5x²+2x+4

2

6

0

2

12

0

3

8

0

1

8

0

0

3

4

0 59

12 12

2.3 understand the concept of quadratic 2.3.1 equation; 2.3.2

2.3.3

Penyemakkan dan penandaan Penyemakkan dan penandaan

Standard Aras (Level) Minimum (s)

i.e.

iii. form quadratic equations based on specific situations;

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

7

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities) factorise quadratic expressions of the form ax²+bx+c , where a, b and c not equal to zero; Factorisation methods that can be used are: • cross method; • inspection.

Discuss the characteristics of quadratic equations.

Include everyday life situations.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M5

2.4 understand and use the concept of 2.4.1 roots of quadratic equations to solve problems

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

i. determine whether a given value is a root of a specific quadratic equation

1

6

0

3

18

0

2.4.2

ii. determine the solutions for quadratic equations by: a) trial and error method; b) factorisation

2

10

0

2

20

0

2.4.3

iii. solve problems involving quadratic equations

3

15

0

1

15

0

0

0

0 53

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

0

3

8

4

Discuss the number of roots of a quadratic equation. There are quadratic equations that cannot be solved by factorisation. Use everyday life situations. Check the rationality of the solution

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M6

CHAPTER 3: SETS understand the concept of set;

Kod HSP Hasil Pembelajaran (Learning Outcomes) 3.1

3.1.1

3.1.2

ii. define sets by: a) descriptions; b) using set notation;

1

3

Pencapaian (a)

0

Pemberat (w)

3

Prestasi Standard (sw) 9

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities) 0

1

4

0

3

12

0

Use everyday life examples to introduce the concept of set. The word set refers to any collection or group of objects. The notation used for sets is braces, { }. The same elements in a set need not be repeated. Sets are usually denoted by capital letters. The definition of sets has to be clear and precise so that the elements can be identified. The symbol Є (epsilon) is read “is an element of” or “is a member of”. The symbol is read “is not an element of” or “is not a member of”.

3.1.3

iii. identify whether a given object is an element of a set and use the symbol Є or ;

1

4

0

3

12

0

3.1.4

iv. represent sets by using Venn diagrams;

1

4

0

2

8

0

3.1.5

v. list the elements and state the number of elements of a set;

1

5

0

3

15

0

Discuss why { 0 } and { } are not empty sets. The notation n(A) denotes the number of elements in set A.

3.1.6

vi. determine whether a set is an empty set;

1

5

0

3

15

0

The symbol Ø (phi) or { } denotes an empty set.

3.1.7

i. determine whether two sets are equal;

2

4

0

2

8

0

An empty set is also called a null set.

i. determine whether a given set is a subset of a specific set and use the symbol c or ¢ ;

1

4

0

3

12

0

ii. represent subset using Venn diagram;

1

4

0

3

12

0

0

3

4

0 103

12 12

3.2 understand and use the concept of subset, universal set and the 3.2.1 complement of a set; 3.2.2

Penyemakkan dan penandaan Penyemakkan dan penandaan

i. sort given objects into groups;

Standard Aras (Level) Minimum (s)

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

9

Discuss the difference between the representation of elements and the number of elements in Venn diagrams.

Begin with everyday life situations. An empty set is a subset of any set. Every set is a subset of itself.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M7

3.2 understand and use the concept of subset, universal set and the 3.2.3 complement of a set;

3.3 perform operations on sets: • the intersection of sets;

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

iii. list the subsets for a specific set;

1

4

0

3

12

0

3.2.4

iv. illustrate the relationship between set and universal set using Venn diagram;

1

4

0

3

12

0

Discuss the relationship between sets and universal sets. The symbol ξ denotes a universal set.

3.2.5

v. determine the complement of a given set;

1

5

0

3

15

0

The symbol A' denotes the complement of set A

3.2.6

vi. determine the relationship between set, subset, universal set and the complement of a set;

2

5

0

2

10

0

Include everyday life situations.

3.3.1

i. determine the intersection of: a) two sets; b) three sets; and use the symbol ∩ ;

1

6

0

3

18

0

Include everyday life situations.

3.3.2

i. represent the intersection of sets using Venn diagram;

1

5

0

3

15

0

3.3.3

iii. state the relationship between a) A ∩ B and A ; b) A ∩ B and B ;

2

3

0

2

6

0

3.3.4

iv. determine the complement of the intersection of sets;

2

5

0

2

10

0

3.3.5

v. solve problems involving the intersection of sets;

3

10

0

1

10

0

0

3

4

0 108

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

10

Discuss cases when: •A∩B=Ø •A∩B

Include everyday life situations.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

M8

Bidang Pembelajaran (Learning Specifications) 3.3 perform operations on sets: • the intersection of sets; • the union of sets.

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

3.3.6

vi. determine the union of: a) two sets; b) three sets; and use the symbol U ;

1

6

0

3

18

0

3.3.7

vii. represent the union of sets using Venn diagram;

1

5

0

3

15

0

2

3

0

2

6

0

2

5

0

2

10

0

3

8

0

1

8

0

3

8

0

1

8

0

3

8

0

1

8

0

0

3

4

0 73

12 12

3.3.9

viii. state the relationship between a) A U B and A ; b) A U B and B ; ix. determine the complement of the union of sets;

3.3.10

x. solve problems involving the union of sets

3.3.8

3.3.11 3.3.12

Penyemakkan dan penandaan Penyemakkan dan penandaan

Standard Aras (Level) Minimum (s)

xi. determine the outcome of combined operations on sets; xii. solve problems involving combined operations on sets.

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

11

Include everyday life situations.

Include everyday life situations.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M10

CHAPTER 4 : MATHEMATICAL REASONING 4.1 understand the concept of statement

4.1.1

i. determine whether a given sentence is a statement;

1

3

0

3

9

0

4.1.2

ii. determine whether a given statement is true or false;

1

3

0

3

9

0

4.2 understand the concept of quantifiers “all” and “some”;

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

4.1.3

iii. construct true or false statement using given numbers and mathematical symbols;

2

3

0

2

6

0

4.2.1

i. construct statements using the quantifier: a) all; b) some;

1

5

0

3

15

0

4.2.2

ii. determine whether a statement that contains the quantifier “all” is true or false

1

4

0

3

12

0

4.2.3

iii. determine whether a statement can be generalised to cover all cases by using the quantifier “all”;

1

4

0

3

12

0

2

5

0

2

10

0

0

3

4

0 73

12 12

iv. construct a true statement using the quantifier “all” or “some”, given an object and a property. 4.2.4

Penyemakkan dan penandaan Penyemakkan dan penandaan

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

12

Introduce this topic using everyday life situations. Statements consisting of: Focus on mathematical sentences. • words only, e.g. “Five is greater than two.”; • numbers and words, e.g. “5 is greater than 2.”; • numbers and symbols, e.g. 5 > 2. Discuss sentences consisting of: • words only; • numbers and words; • numbers and mathematical symbols; The following are not statements: • “Is the place value of digit 9 in 1928 hundreds?”; • 4n  5m + 2s; • “Add the two numbers.”; • x + 2 = 8. Start with everyday life situations. Quantifiers such as “every” and “any” can be introduced based on context. Examples: • All squares are four sided figures. • Every square is a four sided figure. • Any square is a four sided figure. Other quantifiers such as “several”, “one of” and “part of” can be used based on context. Example: Object: Trapezium. Property: Two sides are parallel to each other. Statement: All trapeziums have two parallel sides. Object: Even numbers. Property: Divisible by 4. Statement: Some even numbers are divisible by 4.

1

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

M11

Bidang Pembelajaran (Learning Specifications)

4.3 perform operations involving the words “not” or “no”, “and” and “or” on statements;

Kod HSP Hasil Pembelajaran (Learning Outcomes)

4.3.1

i. change the truth value of a given statement by placing the word “not” into the original statement

4.3.2

ii. identify two statements from a compound statement that contains the word “and”;

4.3.3 4.3.4

Penyemakkan dan penandaan Penyemakkan dan penandaan

iii. form a compound statement by combining two given statements using the word “and”; iv. identify two statement from a compound statement that contains the word “or” ;

Standard Aras (Level) Minimum (s)

1

4

Pencapaian (a)

0

Pemberat (w)

3

Prestasi Standard (sw)

12

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

0

1

3

0

3

9

0

1

3

0

3

9

0

1

3

0

3

9

0

4.3.5

v. form a compound statement by combining two given statements using the word “or”;

1

3

0

3

9

0

4.3.6

vi. determine the truth value of a compound statement which is the combination of two statements with the word “and”;

2

3

0

2

6

0

4.3.7

vii. determine the truth value of a compound statement which is the combination of two statements with the word “or

2

3

0

2

6

0

0

3

4

0 60

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

13

Begin with everyday life situations. The negation “no” can be used where appropriate. The symbol “~” (tilde) denotes negation. “~p” denotes negation of p which means “not p” or “no p”. The truth table for p and ~p are as follows: p ~p True False False True The truth values for “p and q” are as follows p q p and q True True True True False False False True False False False False

The truth values for “p or q” are as follows: p q p or q True True True True False True False True True False False False

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M12

4.4 understand the concept of implication;

4.4.1

4.4.2

4.4.3

4.4.4

4.4.5

Penyemakkan dan penandaan Penyemakkan dan penandaan

i. identify the antecedent and consequent of an implication “if p, then q”; ii. write two implications from a compound statement containing “if and only if”; iii. construct mathematical statements in the form of implication: a) If p, then q; b) p if and only if q; iii. determine the converse of a given implication;

v. determine whether the converse of an implication is true or false.

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

3

0

3

9

0

1

5

0

3

15

0

1

5

0

3

15

0

2

5

0

2

10

0

2

5

0

2

10

0

0

3

4

0 59

12 12

14

Start with everyday life situations. Implication “if p, then q” can be written as p → q, and “p if and only if q” can be written as p ↔ q, which means p → q and q → p.

The converse of an implication is not necessarily true. Example 1: If x < 3, then x < 5 (true). Conversely: If x < 5, then x < 3 (false). Example 2: If PQR is a triangle, then the sum of the interior angles of PQR is 180°. (true) Conversely: If the sum of the interior angles of PQR is 180 , then PQR is a triangle. (true)

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Standard Aras (Level) Minimum (s)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M13

4.5 understand the concept of argument;

4.5.1

i. identify the premise and conclusion of a given simple argument;

1

3

0

3

9

0

4.5.2

ii. make a conclusion based on two given premises for: a) Argument Form I; b) Argument Form II; c) Argument Form III;

2

5

0

2

10

0

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

iii. complete an argument given a premise and the conclusion.

2

5

0

2

10

0

4.6 understand and use the concept of deduction and induction to solve 4.6.1 problems.

i. determine whether a conclusion is made through: a) reasoning by deduction; b) reasoning by induction;

1

4

0

3

12

0

4.6.2

ii. make a conclusion for a specific case based on a given general statement, by deduction

2

3

0

2

6

0

4.6.3

iii. make a generalization based on the pattern of a numerical sequence, by induction;

2

5

0

2

10

0

3

6

0

1

6

0

0

3

4

0 63

12 12

4.5.3

4.6.4

Penyemakkan dan penandaan Penyemakkan dan penandaan

iv. use deduction and induction in problem solving.

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

15

Start with everyday life situations. Limit to arguments with true premises.

Names for argument forms, i.e. syllogism (Form I), modus ponens (Form II) and modus tollens (Form III), need not be introduced.

Specify that these three forms of arguments are deductions based on two premises only. Argument Form I Premise 1: All A are B. Premise 2: C is A. Conclusion: C is B. Argument Form II: Premise 1: If p, then q. Premise 2: p is true. Conclusion: q is true. Argument Form III: Premise 1: If p, then q. Premise 2: Not q is true. Conclusion: Not p is true.

Limit to cases where formulae can be induced. Specify that: • making conclusion by deduction is definite; • making conclusion by induction is not necessarily definite.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M14

CHAPTER 5 : THE STRAIGHT LINES 5.1 understand 5.1.1 the concept of gradient of a straight line;

Kod HSP Hasil Pembelajaran (Learning Outcomes)

i. determine the vertical and horizontal distances between two given points on a straight line.

Standard Aras (Level) Minimum (s)

1

3

Pencapaian (a)

0

Pemberat (w)

3

Prestasi Standard (sw)

9

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

0

Use technology such as the Geometer’s Sketchpad, graphing calculators, graph boards, magnetic boards, topo maps as teaching aids where appropriate. Begin with concrete examples/daily situations to introduce the concept of gradient. Vertical distance Horizontal distance

5.1.2

5.2 understand the concept of gradient of a straight line in Cartesian 5.2.1 coordinates;

5.2.2

Penyemakkan dan penandaan Penyemakkan dan penandaan

ii. determine the ratio of vertical distance to horizontal distance.

i. derive the formula for the gradient of a straight line;

ii. calculate the gradient of a straight line passing through two points;

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

1

1

1

3

0

3

0

3

3

9

9

0

0

5

0

3

15

0

0

3

4

0 42

12 12

16

Discuss: • the relationship between gradient and tan . • the steepness of the straight line with different values of gradient. Carry out activities to find the ratio of vertical distance to horizontal distance for several pairs of points on a straight line to conclude that the ratio is constant.

Discuss the value of gradient if • P is chosen as (x1, y1) and Q is (x2, y2); • P is chosen as (x2, y2) and Q is (x1, y1). The gradient of a straight line passing through P(x1, y1) and Q(x2, y2) is:

determine the relationship between the value of the gradient and the: a) steepness, b) direction of inclination, of a straight line;

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M15

5.3 understand the concept of intercept; 5.3.1

5.4 understand and use equation of a straight line;

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

i. determine the x-intercept and the y-intercept of a straight line;

1

3

0

3

9

0

5.3.2

ii. derive the formula for the gradient of a straight line in terms of the x-intercept and the y-intercept;

1

3

0

3

9

0

5.3.3

iii. perform calculations involving gradient, x-intercept and y-intercept;

2

5

0

2

10

0

5.4.1

i. draw the graph given an equation of the form y = mx + c;

1

4

0

3

12

0

5.4.2

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

1

4

0

3

12

0

5.4.3

iii. write the equation of the straight line given the gradient and y-intercept;

2

4

0

2

8

0

5.4.4

iv. determine the gradient and y-intercept of the straight line which equation is of the form: a. y = mx + c; b. ax + by = c;

2

4

0

2

8

0

0

3

4

0 68

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

17

Emphasise that the x-intercept and the y-intercept are not written in the form of coordinates.

Discuss the change in the form of the straight line if the values of m and c are changed. Emphasise that the graph obtained is a straight line. Carry out activities using the graphing calculator, Geometer’s Sketchpad or other teaching aids. If a point lies on a straight line, then the coordinates of the point satisfy the equation of the straight line. Verify that m is the gradient and c is the y-intercept of a straight line with equation y=mx + c . The equation ax + by = c can be written in the form y = mx + c.

1

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M16

5.4 understand and use equation of a straight line;

5.4.5

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

3

5

0

1

5

0

3

4

0

1

4

0

i. verify that two parallel lines have the same gradient and vice versa

1

3

0

3

9

0

5.5.2

ii. determine from the given equations whether two straight lines are parallel;

1

3

0

3

9

0

5.5.3

iii. find the equation of the straight line which passes through a given point and is parallel to another straight line;

2

4

0

2

8

0

5.5.4

iv. solve problems involving equations of straight lines.

3

5

0

1

5

0

0

3

4

0 40

12 12

5.4.6

5.5 understand and use the concept of 5.5.1 parallel lines

Penyemakkan dan penandaan Penyemakkan dan penandaan

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;

Standard Aras (Level) Minimum (s)

vi. find the point of intersection of two straight lines by: a) drawing the two straight lines; b) solving simultaneous equations.

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

18

Discuss and conclude that the point of intersection is the only point that satisfies both equations. Use the graphing calculator and Geometer’s Sketchpad or other teaching aids to find the point of intersection. Explore properties of parallel lines using the graphing calculator and Geometer’s Sketchpad or other teaching aids.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M21

CHAPTER 6 : STATISTICS 6.1 understand the concept of class interval;

6.1.1

6.1.2

i. complete the class interval for a set of data given one of the class intervals; ii. determine: a) the upper limit and lower limit; b) the upper boundary and lower boundary of a class in a grouped data;

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

3

0

3

9

0

1

3

0

3

9

0

6.1.3

iii. calculate the size of a class interval;

1

3

0

3

9

0

6.1.4

iv. determine the class interval, given a set of data and the number of classes;

2

4

0

2

8

0

2

4

0

2

8

0

2

4

0

2

8

0

6.1.6

v. determine a suitable class interval for a given set of data; vi. construct a frequency table for a given set of data.

6.2 understand and use the concept of 6.2.1 mode and mean of grouped data;

i. determine the modal class from the frequency table of grouped data

1

3

0

3

9

0

6.2.2

ii. calculate the midpoint of a class;

1

4

0

3

12

0

6.2.3

iii. verify the formula for the mean of grouped data;

2

4

0

2

8

0

6.2.4

iv. calculate the mean from the frequency table of grouped data;

2

5

0

2

10

0

6.2.5

v. discuss the effect of the size of class interval on the accuracy of the mean for a specific set of grouped data..

3

3

0

1

3

0

0

3

4

0 93

12 12

6.1.5

Penyemakkan dan penandaan Penyemakkan dan penandaan

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

19

Use data obtained from activities and other sources such as research studies to introduce the concept of class interval.

Size of class interval =[upper boundary–lower boundary]

Discuss criteria for suitable class intervals.

Midpoint of class = (lower limit + upper limit)

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M24

6.3 represent and interpret data in histograms with class intervals of the same size to solve problems;

6.3.1

i. draw a histogram based on the frequency table of a grouped data;

1

2

0

3

6

0

Discuss the difference between histogram and bar chart.

6.3.2

ii. interpret information from a given histogram;

2

3

0

2

6

0

Use graphing calculator to explore the effect of different class interval on histogram.

6.3.3

iii. solve problems involving histograms.

3

4

0

1

4

0

Include everyday life situations.

6.4 represent and interpret data in 6.4.1 frequency polygons to solve problems.

i. draw the frequency polygon based on: a) a histogram; b) a frequency table;

1

2

0

3

6

0

When drawing a frequency polygon add a class with 0 frequency before the first class and after the last class.

Penyemakkan dan penandaan Penyemakkan dan penandaan

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

6.4.2

ii. interpret information from a given frequency polygon;

2

3

0

2

6

0

6.4.3

iii. solve problems involving frequency polygon.

3

4

0

1

4

0

0

3

4

0 32

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

20

Include everyday life situations.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M25

6.5 understand the concept of cumulative frequency;

6.5.1

6.5.2

6.6 understand and use the concept of measures of dispersion to solve 6.6.1 problems.

6.6.2

Penyemakkan dan penandaan Penyemakkan dan penandaan

i. construct the cumulative frequency table for: a) ungrouped data; b) grouped data;

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

3

0

3

9

0

ii. draw the ogive for: a) ungrouped data; b) grouped data;

2

2

0

2

4

0

i. determine the range of a set of data.

1

3

0

3

9

0

1

4

0

3

12

0

2

3

0

2

6

0

ii. determine: a) the median; b) the first quartile; c) the third quartile; d) the interquartile range; from the ogive.

6.6.3

iii. interpret information from an ogive;

6.6.4

iv. solve problems involving data representations and measures of dispersion.

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

3

4

0

1

4

0

0

3

4

0 44

12 12

21

When drawing ogive: • use the upper boundaries; • add a class with zero frequency before the first class. For grouped data: Range = [midpoint of the last class – midpoint of the first class] Discuss the meaning of dispersion by comparing a few sets of data. Graphing calculator can be used for this purpose.

Carry out a project/research and analyse as well as interpret the data. Present the findings of the project/research. Emphasise the importance of honesty and accuracy in managing statistical research

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M26

CHAPTER 7 : PROBABILITY II 7.1 understand the concept of sample space;

7.1.1

7.1.2 7.1.3 7.1.4 7.2 understand the concept of events.

7.2.1 7.2.2 7.2.3

Penyemakkan dan penandaan Penyemakkan dan penandaan

i. determine whether an outcome is a possible outcome of an experiment; ii. list all the possible outcomes of an experiment: a) from activities; b) by reasoning; iii. determine the sample space of an experiment; iv. write the sample space by using set notations i. identify the elements of a sample space which satisfy given conditions; ii. list all the elements of a sample space which satisfy certain conditions using set notations; iii. determine whether an event is possible for a sample space.

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

3

0

3

9

0

1

3

0

3

9

0

1 1

3 3

0 0

3 3

9 9

0 0

1

3

0

3

9

0

1

3

0

3

9

0

1

3

0

3

9

0

0

3

4

0 63

12 12

22

Use concrete examples such as throwing a die and tossing a coin.

An impossible event is an empty set. Discuss that an event is a subset of the sample space. Discuss also impossible events for a sample space

Discuss that the sample space itself is an event.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M27

7.3 understand and use the concept of 7.3.1 probability of an event to solve problems.

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities) Probability is obtained from activities and appropriate data. Carry out activities to introduce the concept of probability. The graphing calculator can be used to simulate such activities.

i. find the ratio of the number of times an event occurs to the number of trials;

1

3

0

3

9

0

7.3.2

ii. find the probability of an event from a big enough number of trials;

1

3

0

3

9

0

7.3.3

iii. calculate the expected number of times an event will occur, given the probability of the event and number of trials;

2

4

0

2

8

0

Discuss situation which results in: • probability of event = 1. • probability of event = 0.

7.3.4

iv. solve problems involving probability

3

5

0

1

5

0

Emphasise that the value of probability is between 0 and 1.

7.3.5

v. predict the occurrence of an outcome and make a decision based on known information

3

5

0

1

5

0

Predict possible events which might occur in daily situations.

0

3

4

0 36

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

23

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M28

CHAPTER 8: CIRCLES 8.1 understand and use the concept of 8.1.1 tangents to a circle.

Kod HSP Hasil Pembelajaran (Learning Outcomes)

8.1.2

8.1.3

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

i. identify tangents to a circle;

1

3

0

3

9

0

ii. make inference that the tangent to a circle is a straight line perpendicular to the radius that passes through the contact point;

1

3

0

3

9

0

2

4

0

2

8

0

iii. construct the tangent to a circle passing through a point: a) on the circumference of the circle; b) outside the circle;

A O

C

8.1.4

iv. determine the properties related to two tangents to a circle from a given point outside the circle;

2

4

0

2

8

0

0

3

4

0 34

12 12

B

Penyemakkan dan penandaan Penyemakkan dan penandaan

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

24

Develop concepts and abilities through activities using technology such as the Geometer’s Sketchpad and graphing calculator.

Properties of angle in semicircles can be used. Examples of properties of two tangents to a circle: AC = BC
KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M29

8.1 understand and use the concept of 8.1.5 tangents to a circle.

Kod HSP Hasil Pembelajaran (Learning Outcomes)

8.2 understand and use the properties of angle between tangent 8.2.1 and chord to solve problems.

Penyemakkan dan penandaan Penyemakkan dan penandaan

v. solve problems involving tangents to a circle.

Standard Aras (Level) Minimum (s) 3

5

Pencapaian (a)

0

Pemberat (w)

1

Prestasi Standard (sw) 5

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities) E 0

Relate to Pythagoras theorem. D A

i. identify the angle in the alternate segment which is subtended by the chord through the contact point of the tangent;

1

3

0

3

9

0

8.2.2

ii. verify the relationship between the angle formed by the tangent and the chord with the angle in the alternate segment which is subtended by the chord;

2

4

0

2

8

0

8.2.3

iii. perform calculations involving the angle in alternate segment

2

4

0

2

8

0

0

3

4

0 30

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

25

C B Explore the property of angle in alternate segment using Geometer’s Sketchpad or other teaching aids. < ABE = < BDE < CBD = < BED

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

M30

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

8.2 understand and use the properties of angle between tangent 8.2.4 and chord to solve problems.

iv. solve problems involving tangent to a circle and angle in alternate segment.

3

5

0

1

5

0

8.3 understand and use the properties of common tangents to solve problems.

i. determine the number of common tangents which can be drawn to two circles which: a) intersect at two points; b) intersect only at one point; c) do not intersect;

1

3

0

3

9

0

2

4

0

2

8

0

0

0

0 22

12 12

8.3.1

8.3.2

Penyemakkan dan penandaan Penyemakkan dan penandaan

ii. determine the properties related to the common tangent to two circles which: a) intersect at two points; b) intersect only at one point; c) do not intersect;

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

0

3

26

4

Emphasise that the lengths of common tangents are equal. Discuss the maximum number of common tangents for the three cases.

Include daily situations.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

M31

Bidang Pembelajaran (Learning Specifications) 8.3 understand and use the properties of common tangents to solve problems.

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

8.3.3

i. solve problems involving common tangents to two circles; .

3

7

0

1

7

0

8.3.4

ii. solve problems involving tangents and common tangents

3

7

0

1

7

0

0 0

0 0

0 14

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

0

3

27

4

Include problems involving Pythagoras theorem.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M32

CHAPTER 9 : TRIGONOMETRY 9.1 understand and use the concept of 9.1.1 the values of sin θ, cos θ and tan θ (0° < θ < 360°) to solve problems.

Kod HSP Hasil Pembelajaran (Learning Outcomes)

9.1.2

9.1.3

9.1.4

9.1.5

9.1.6

9.1.7

Penyemakkan dan penandaan Penyemakkan dan penandaan

i. identify the quadrants and angles in the unit circle; ii. determine: 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. verify that, for an angle in quadrant I of the unit circle : a) sin θ = y-coordinate ; b) cosθ = x-coordinate. c) ; iv. determine the values of a) sine; b) cosine; c) tangent; d) 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 90° < 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;

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

Standard Aras (Level) Minimum (s)

1

3

Pencapaian (a)

0

Pemberat (w)

3

Prestasi Standard (sw)

9

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

0

The unit circle is the circle of radius 1 with its centre at the origin. Explain the meaning of unit circle. y P (x,y) 1

1

3

0

3

9

0

0

y x Q

x

Begin with definitions of sine, cosine and tangent of an acute angle. 1

3

0

3

9

0

1

3

0

3

9

0

Explain that the concept sin θ = y-coordinate ; cosθ = x-coordinate; 1

3

0

3

9

0 can be extended to angles in quadrant II, III and IV.

1

3

0

3

9

0

Consider special angles such as 0°, 30°, 45°, 60°, 90°, 180°, 270°, 360°.

1

3

0

3

9

0

Use the above triangles to find the values of sine, cosine and tangent for 30°, 45°, 60°

0

3

4

0 63

12 12

28

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M33

9.1 understand and use the concept of the values of sin θ, cos θ and tan θ (0° 9.1.8 < θ < 360°) to solve problems.

Kod HSP Hasil Pembelajaran (Learning Outcomes)

9.1.9

Penyemakkan dan penandaan Penyemakkan dan penandaan

viii. determine the values of the angles in quadrant I which correspond to the values of the angles in other quadrants; ix. state the relationships between 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;

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

2

4

0

2

8

0

2

4

0

2

8

0

9.1.10

x. find the values of sine, cosine and tangent of the angles between 90° and 360°;

2

4

0

2

8

0

9.1.11

xi. find the angles between 0° and 360°, given the values of sine, cosine or tangent;

3

7

0

1

7

0

9.1.12

xii. solve problems involving sine, cosine and tangent.

3

10

0

1

10

0

0

3

4

0 41

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

29

Teaching can be expanded through activities such as reflection.

Use the Geometer’s Sketchpad to explore the change in the values of sine, cosine and tangent relative to the change in angles.

Relate to daily situations.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

Kod HSP Hasil Pembelajaran (Learning Outcomes)

M35

9.2 draw and use the graphs of sine, cosine and tangent.

9.2.1

i. draw the graphs of sine, cosine and tangent for angles between 0° and 360°;

1

3

0

3

9

0

9.2.2

ii. compare the graphs of sine, cosine and tangent for angles between 0° and 360°;

2

4

0

2

8

0

Discuss the feature of the graphs of y = sin θ, y = cos θ, y = tan θ.

9.2.3

iii. solve problems involving graphs of sine, cosine and tangent.

3

8

0

1

8

0

solve problems involving graphs of sine, cosine and tangent.

0

0

0 25

12 12

Penyemakkan dan penandaan Penyemakkan dan penandaan

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

Standard Aras (Level) Minimum (s)

0

Pencapaian (a)

3

30

Pemberat (w)

4

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities) Use the graphing calculator and Geometer’s Sketchpad to explore the feature of the graphs of y = sin θ, y = cos θ y = tan θ.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M36

CHAPTER 10 : ANGLES OF ELEVATIONS AND DEPRESSIONS 10.1 understand and use the concept of 10.1.1 angle of elevation and angle of depression to solve problems.

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

i. identify: a) the horizontal line; b) the angle of elevation; c) the angle of depression, for a particular situation;

1

5

0

3

15

0

Use daily situations to introduce the concept.

10.1.2

ii. Represent a particular situation involving: a) the angle of elevation; b) the angle of depression, using diagrams;

2

5

0

2

10

0

Include two observations on the same horizontal plane.

10.1.3

iii. Solve problems involving the angle of elevation and the angle of depression.

3

15

0

1

15

0

Involve activities outside the classroom.

0

0

0 40

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

0

3

31

4

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M37

CHAPTER 11 :LINES AND PLANES IN 3 DIMENSIONS 11.1 understand and use the concept of 11.1.1 angle between lines and planes to solve problems

Kod HSP Hasil Pembelajaran (Learning Outcomes)

11.1.2 11.1.3 11.1.4 11.1.5 11.1.6 11.1.7 11.1.8 11.1.9

Penyemakkan dan penandaan Penyemakkan dan penandaan

i. identify planes; ii. identify horizontal planes, vertical planes and inclined planes; iii. sketch a three dimensional shape and identify the specific planes; iv. identify: a) lines that lies on a plane; b) lines that intersect with a plane; v. identify normals to a given plane; vi. determine the orthogonal projection of a line on a plane; vii. draw and name the orthogonal projection of a line on a plane; viii. determine the angle between a line and a plane; ix. solve problems involving the angle between a line and a plane.

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

1

3

0

3

9

0

Carry out activities using daily situations and 3-dimensional models.

1

3

0

3

9

0

Differentiate between 2-dimensional and 3-dimensional shapes. Involve planes found in natural surroundings.

1

3

0

3

9

0

1

3

0

3

9

0

2

5

0

2

10

0

2

5

0

2

10

0

Begin with 3-dimensional models.

2

5

0

2

10

0

Include lines in 3-dimensional shapes.

2

5

0

2

10

0

3

8

0

1

8

0

0

3

4

0 84

12 12

32

Use 3-dimensional models to give clearer pictures.

KEY PERFORMANCE INDICATOR (KPI)

GURU MENGAJAR

CIK NORHASNITA BINTI ABDUL MALEK

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

TINGKATAN

TINGKATAN 4

JANGKA MASA

Item Minggu

Bidang Pembelajaran (Learning Specifications)

M38

11.2 understand and use the concept of angle between two planes to solve 11.2.1 problems.

Penyemakkan dan penandaan Penyemakkan dan penandaan

Kod HSP Hasil Pembelajaran (Learning Outcomes)

Standard Aras (Level) Minimum (s)

Pencapaian (a)

Pemberat (w)

Prestasi Standard (sw)

Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested (aw) Activities)

i. identify the line of intersection between two planes;

1

5

0

3

15

0

11.2.2

ii. draw 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;

1

4

0

3

12

0

11.2.3

iii. determine the angle between two planes on a model and a given diagram;

2

8

0

2

16

0

11.2.4

iv. solve problems involving lines and planes in 3dimensional shapes.

3

12

0

1

12

0

0

3

4

0 55

12 12

Penyemakkan dan penandaan 1 Penyemakkan dan penandaan 2

33

Use 3-dimensional models to give clearer pictures.