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Scheme Of Work Form 3

Learning area
Weeks
1.
Lines and Angles
II
(
week)

Learning
objectives
1.1
Understand and
use properties of
angles associated
with transversal
and parallel lines

Learning outcomes
I

II

III

IV

2.
Polygons II
(
weeks)

2.1
Understand the
concept of regular
polygons

I
II

III
IV
V

LeeOoiChan@smkzr1.2005

Students will be able to:


Identify:
a) transversals
b) corresponding
angles
c) alternate angles
d) interior angles
Determine that for parallel lines:
a)
corresponding angles are
equal
b)
alternate angles are equal
c)
sum of interior angles is
1800
Find the values of:
a) corresponding angles
b) alternate angles
c) interior angles
associated with parallel lines
Determine if two given lines are
parallel based on the properties
of angles associated with
transversals
Solve problems involving
properties of angles associated
with transversals
Determine if a given polygon is
a regular polygon.
Find
a) the axes of symmetry
b) the number of axes of
symmetry
of a polygon
Sketch regular polygons
Draw regular polygons by
dividing equally the angle at the
centre
Construct equilateral triangles,

Suggested teaching and


learning activities

GENERICS

Explore the properties of


angles associated with
transversal using dynamic
geometry software,
geometry sets, acetate
overlays or tracing paper
Discuss when alternate and
corresponding angles are
not equal
Discuss when all angles
associated with
transversals are equal and
the implication on its
converse

Communication

Use models of polygons


and surroundings to
identify regular polygons
Explore properties of
polygons using rulers,
compasses, protractors,
grid papers, templates,
geoboards, flash cards
and dynamic geometry
software
Include examples of
nonregular polygons

Constructivism

Enquiry
discovery

CCTS
Identifying
patterns

Moral values
Rational
Sincerity

Identifying
relations

Cooperation

Mastery learning
Multiple
intelligence

Comparing and
differentiating
Classifying
Finding all
possible
solutions

Contextual
learning
Multiple
intelligence
ICT

Drawing
diagrams

Rational
Punctuality

Making
generalizations
Arranging
sequentially

Neatness
Systematic

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

Suggested teaching and


learning activities

Students will be able to:


squares and regular hexagons

2.2
Understand and
use the knowledge
of exterior and
interior angles of
polygons

I
II
III
IV
V

VI
3.
Circles II
(
weeks)

3.1
Understand and
use properties of
circles involving
symmetry, chords
and arcs

LeeOoiChan@smkzr1.2005

I
II

Identify the interior angles and


exterior angles of a polygon
Find the size of an exterior
angle when the interior angle of
a polygon is given and vice versa
Determine the sum of the interior
angles of polygons
Determine the sum of the
exterior angles of polygons
Find
a) the size of an interior
angles of a regular
polygon given the number
of sides
b) the size of an exterior
angle of a regular polygon
given the number of sides
c) the number of sides of a
regular polygon given the
size of the interior or
exterior angle
Solve problems involving angles
and sides of polygons
Identify a diameter of a circle as
an axis of symmetry
Determine that:
a) a radius that is
perpendicular to a chord
divides the chord into
two equal parts and vice
versa

developed through
activities such as folding
papers in the shape of
polygons
Relate to applications in
architecture
Explore angles of different
polygons through activities
such as drawing, cutting
and pasting, measuring
angles and using dynamic
geometry software
Investigate the number of
triangles formed by
dividing a polygon into
several triangles by joining
one chosen vertex of the
polygon to the other
vertices
Include examples from
everyday situations

Explore through activities


such as tracing, folding,
drawing and measuring
using compasses, rulers,
threads, protractor, filter
papers and dynamic
geometry software

GENERICS

Communication
Mastering
learning

CCTS

Identifying
patterns

Moral values

Honesty
Sharing

Identifying
relations

Cooperation

Constructivism
Cooperative
learning
Contextual
learning

Using algorithm
and relationship

Hardworking

Finding all
possible
solutions

ICT

Communication
Enquiry
discovery

Drawing
diagrams

Neatness
Systematic

Using algorithm
and relationship

Rational

Mastery learning
Diligence
ICT

Recognizing and

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

III

3.2
Understand and
use properties of
angles in circles

I
II
III

IV

V
VI

LeeOoiChan@smkzr1.2005

Suggested teaching and


learning activities

GENERICS

Students will be able to:


b) perpendicular bisectors
of two chords intersect
at the centre
c) two chords that are
equal in length are
equidistant from the
centre and vice versa
d) chords of the same
length cut arcs of the
same length
Solve problems involving
symmetry, chords and arcs of
circles
Identify angles subtended by an
arc at the centre and at the
circumference of a circle
Determine that angles subtended
at the circumference by the same
arc are equal
Determine that angles subtended:
a) at the circumference
b) at the centre
by arcs of the same length are
equal
Determine the relationship
between angle at the centre and
angle at the circumference
subtended by an arc
Determine the size of an angle
subtended at the circumference
in a semicircle
Solve problems involving angles
subtended at the centre and
angles at the circumference of
circles

CCTS

Moral values

representing
Finding all
possible
solutions

Explore properties of
angles in a circle by
drawing, cutting and
pasting, and using dynamic
geometry software.

Communication
Enquiry
discovery

Drawing
diagrams

Neatness
Systematic

Using algorithm
and relationship

Rational

Mastery learning
Diligence
ICT

Recognizing and
representing
Finding all
possible
solutions

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
3.3
Understand and
use the concept of
cyclic
quadrilaterals

I
II
III
IV
V

VI
VII
4.
Statistics II
(
weeks)

4.1
Represent and
interpret data in
pie charts to solve
problems

I
II
III
IV

4.2
Understand and
use the concept of
mode, median and
mean to solve
problems

LeeOoiChan@smkzr1.2005

I
II
III
IV
V
VI

Students will be able to:


Identify cyclic quadrilaterals
Identify the interior opposite
angles of cyclic quadrilaterals
Determine the relationship
between interior opposite angles
of cyclic quadrilaterals
Identify exterior angles and the
corresponding interior opposite
angle of cyclic quadrilaterals
Determine the relationship
between exterior angles and the
corresponding interior opposite
angle of cyclic quadrilaterals
Solve problems involving angles
of cyclic quadrilaterals
Solve problems involving circles
Obtain and interpret information
from pie charts
Construct pie charts to represent
data
Solve problems involving pie
charts
Determine suitable
representation of data
Determine the mode of
a) sets of data
b) data given in frequency
tables
Determine the mode and the
respective frequency from
pictographs, bar charts, line
graphs and pie charts
Determine the median for sets of
data
Determine the median of data in
frequency tables

Suggested teaching and


learning activities

Explore properties of
cyclic quadrilaterals by
drawing, cutting and
pasting and using dynamic
geometry software

GENERICS
Communication
Enquiry
discovery

CCTS
Drawing
diagrams

Moral values
Neatness
Systematic

Using algorithm
and relationship

Rational

Mastery learning
Diligence
ICT

Recognizing and
representing
Finding all
possible
solutions

Use everyday examples


from sources such as
newspapers, magazines,
reports and the internet
Use calculators and
computer software in
constructing pie charts
Use sets of data from
everyday situations to
evaluate and to forecast
Discuss appropriate
measurement in different
situations
Use calculators to calculate
the mean for large sets of
data
Discuss appropriate use of
mode, median and mean in

Contextual
learning

Collecting and
handling data

Communication

Representing
and interpreting
data

Tolerance
Sharing

Mastery learning

Kindness
Cooperation

ICT
Contextual
learning

Simulation

Punctuality
Determination

Communication
Diligence
Mastery learning
Rational
ICT

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

5.
Indices
(
weeks)

5.1
Understand the
concept of indices

I
II
III

5.2
Perform
computations
involving
multiplication of
numbers in index
notation

5.3
Perform
computation
involving division
of numbers in
index notation

I
II

III

I
II

Students will be able to:


Calculate the mean of
a) sets of data
b) data in frequency tables
Solve problems involving mode,
median and mean
Express repeated multiplication
as a n and vice versa

Suggested teaching and


learning activities

Verify a m a n a m n
Simplify division of :
e) numbers
f) algebraic terms
expressed in index notation with
the same base

CCTS

Explore indices using


calculators and spread
sheets

Enquiry
discovery

Explore laws of indices


using repeated
multiplication and
calculators

Constructivism

Logical
reasoning

Rational

Logical
reasoning

Rational

ICT

Multiple
intelligent
Self access
learning

Systematic
Making
inferences

Sharing

Working out
mentally

ICT
Identifying
patterns
Constructivism
Multiple
intelligent
Self access
learning

Logical
reasoning

Rational
Systematic

Making
inferences
Working out
mentally
Identifying
patterns

LeeOoiChan@smkzr1.2005

Moral values

certain situations

Find the value of a n


Express numbers in index
notation
Verify a m a n a m n
Simplify multiplication of :
a) numbers
b) algebraic terms
expressed in index notation with
the same base
Simplify multiplication of:
c) numbers
d) algebraic terms
expressed in index notation with
the different bases

GENERICS

Sharing

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values

Students will be able to:


5.4
Perform
computations
involving raising
numbers and
algebraic terms in
index notation to a
power

5.5
Perform
computations
involving negative
indices

I
II
III
IV

II
III

5.6
Perform
computations
involving

LeeOoiChan@smkzr1.2005

Constructivism

Derive a m a mn
Simplify
a) numbers
b) algebraic terms
expressed in index notation
raised to a power
Simplify multiplication and
division of
a) numbers
b) algebraic terms
expressed in index notation with
different bases raised to a power
Perform combined operations
involving multiplication,
division and raised to a power on
a) numbers
b) algebraic terms

1
an

Verify a

State a

Multiple
intelligent
Self access
learning

Explore using repeated


multiplications and the law
of indices

Constructivism
Multiple
intelligent
Self access
learning

Making
inferences

Sharing

Logical
reasoning

Rational
Systematic

Making
inferences

Sharing

Working out
mentally
Identifying
patterns

Systematic

Identifying
patterns

versa.
Perform combined operations of
multiplication, division and
raising to a power involving
negative indices on
a) numbers
b) algebraic terms
Verify a n

Rational

Working out
mentally

1
and vice
an

as

Logical
reasoning

Explore using repeated


multiplications and the law
of indices

Constructivism
Multiple
intelligent

Logical
reasoning

Rational
Systematic

Making

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values

Students will be able to:


fractional indices

II

State a n as
versa.

III

Find the value of a

IV

State a n

a)
b)
V

a
m

1
n

inferences

and vice

Self access
learning

1
n

as
1

or a n

Working out
mentally
Identifying
patterns

Sharing

a
or n a
Perform combined operations of
multiplication, division and
raising to a power involving
fractional indices on
a) numbers
b) algebraic terms
n

VI
5.7
Perform
computation
involving laws of
indices

II

6.
Algebraic

6.1
Understand and

LeeOoiChan@smkzr1.2005

I
II

Find the value of a n

Perform combined operations of


multiplication, division and
raised to a power or combination
of these operations on several
numbers expressed in index
notation
Perform combined operations of
multiplication, division and
raised to a power involving
positive, negative and fractional
indices

Expand single bracket


Expand two brackets

Explore using repeated


multiplications and the law
of indices

Communication

Logical
reasoning

Mastery learning
Future studies

Politeness
Neatness

Comparing and
differentiation

Hardworking

Using algorithm
and relationship
Identifying
patterns
Relate to concrete
examples

Multiple
intelligence

Working out
mentally

Sharing

Scheme Of Work Form 3


Learning area
Weeks
Expressions III
(
weeks)

Learning
objectives

Learning outcomes

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values

Students will be able to:


use the concept of
expanding
brackets
6.2
Understand and
use the concept of
factorisation of
algebraic
expression to solve
problems

I
II
III

IV

6.3
Perform addition
and subtraction on
algebraic fractions

I
II

III

6.4
Perform
multiplication and
division on
algebraic fractions

II

III

LeeOoiChan@smkzr1.2005

State factors of an algebraic term


State common factors and the
HCF for several algebraic terms
Factorise algebraic expression:

Explore using computer


software
Explore using concrete
materials and computer
software

a) using common factor


b) the difference of two
squares
Factorise and simplify algebraic
fractions

ICT
Communication
Enquiry
discovery

Recognizing and
representing

Sharing
Determination

Logical
reasoning

ICT

Add or subtract two algebraic


fractions with the same
denominator
Add or subtract two algebraic
fractions with one denominator
as a multiple of the other
denominator
Add or subtract two algebraic
fractions with denominators:
a) without any common
factor
b) with a common factor

Multiply two algebraic fractions


involving denominator with:
a) one term
b) two terms
Divide two algebraic fractions
involving denominator with:
a) one term
b) two terms
Perform multiplication and
division of two algebraic

Explore using computer


software
Relate to real life
situations

Communication
Enquiry
discovery

Recognizing and
representing

Sharing
Determination

Logical
reasoning

ICT
Identifying
patterns

Explore using computer


software

Communication
Enquiry
discovery

Recognizing and
representing

Sharing
Determination

Logical
reasoning

ICT
Identifying
patterns

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

7.
Algebraic
Formulae
(
weeks)

7.1
Understand the
concept of
variables and
constants

I
II
III

7.2
Understand the
concept of
formulae to solve
problems

I
II
III

Students will be able to:


fractions using factorisation
involving common factors and
the different of two squares
Determine if a quantity in a
given situation is a variable or a
constant
Determine the variable in a given
situation and represent it with a
letter symbol
Determine the possible values of
a variable in a given situation

Suggested teaching and


learning activities

Use examples of everyday


situations to explain
variables and constants

Write a formula based on a given


a) statement
b) situation
Identify the subject of a given
formula
Express a specified variable as
the subject of a formula
involving:
a) one of the basic
operations +

GENERICS

Communication
Contextual
learning

IV

V
8.

8.1

LeeOoiChan@smkzr1.2005

Identifying
relations

Moral values

Rational
Determination

Recognizing and
representing

Contextual
learning

Finding all
possible
solutions
Identifying
relations

Mastering
learning

Recognizing and
representing

Cooperative
learning

Arranging
sequentially

Punctuality

Rational
Determination
Punctuality

Finding all
possible
solutions

b) powers or roots
c) combination of the
basic operations and
powers or roots
Find the value of a variable
when it is:
a) the subject of the
formula
b) not the subject of the
formula
Solve problems involving
formulae
Derive the formula for volume of

CCTS

Use concrete models to

Communication

Working out

Diligence

Scheme Of Work Form 3


Learning area
Weeks
Solid Geometry
III
(
weeks)

Learning
objectives
Understand and
use the concept of
volume of right
prisms and right
circular cylinders
to solve problems

Learning outcomes

II

III
IV
V

VI
VII
VIII

IX
X

8.2

LeeOoiChan@smkzr1.2005

Students will be able to:


a) prisms
b) cylinders
Calculate the volume of a right
prism in cubic units given the
height and
a) the area of the base
b) dimensions of the base
Calculate the height of a prism
given the volume and the area of
the base
Calculate the area of the base of
a prism given the volume and the
height
Calculate the volume of a
cylinder in cubic units given:
a) area of the base and the
height
b) radius of the base and
the height
of the cylinder
Calculate the height of a cylinder
given the volume and the radius
of the base
Calculate the radius of the base
of a cylinder given the volume
and the height
Convert volume in one metric
unit to another
a)
mm3 , cm3 and m3
b)
cm3 , ml and l
Calculate volume of liquid in a
container
Solve problems involving
volume of prisms and cylinders
Derive the formula for the

Suggested teaching and


learning activities

derive the formula


Relate the volume of right
prisms to right circular
cylinders

GENERICS

CCTS

Moral values

mentally
Constructivism
Mastery learning
Multiple
intelligence

Determination
Comparing and
differentiating

Honesty
Neatness

Using analogies
Finding all
possible
solutions

Use concrete models to

Communication

Working out

Diligence

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
Understand and
use the concept of
volume of right
pyramids and right
circular cones to
solve problems

II

III
IV
V
VI
VII
VIII

Students will be able to:


volume of :
a) pyramids
b) cones
Calculate the volume of
pyramids in mm3 , cm3 and m3
given the height and:
a) the area of the base
b) dimensions of the base
Calculate the height of a pyramid
given the volume and the
dimension of the base
Calculate the area of the base of
a pyramid given the volume and
the height
Calculate the volume of a cone
in mm3 , cm3 and m3 given the
height and radius of the base
Calculate the height of a cone
given the volume and the radius
of the base
Calculate the radius of the base
of a cone given the volume and
the height
Solve problems involving
volume of pyramids and cones

8.3
Understand and
use the concept of
volume of sphere
to solve problems

8.4
Apply the concept
of volume to solve
problems

Calculate the volume of


composite solids

II

Solve problems involving

LeeOoiChan@smkzr1.2005

II
III

Suggested teaching and


learning activities

derive the formula


Relate volume of pyramids
to prisms and cones to
cylinders

GENERICS

CCTS

Moral values

mentally
Constructivism
Mastery learning
Multiple
intelligence

Determination
Comparing and
differentiating

Honesty

Using analogies

Neatness

Finding all
possible
solutions

Calculate the volume of a sphere


given the radius of the sphere
Calculate the radius of a sphere
given the volume of the sphere
Solve problems involving
volume of spheres

Communication

Comparing and
differentiating

Constructivism
Mastery learning

Use concrete models to


form composite solids
Use examples from real
life situations

Communication

Diligence
Determination

Finding all
possible
solutions
Comparing and
differentiating

Constructivism

Diligence
Determination

Finding all

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
9.
Scale Drawings
(
weeks)

involving
composite solids
9.1
Understand the
concept of scale
drawings

Students will be able to:


volumes of composite solids
I

II

Sketch shapes:
a) of the same size as the
object
b) smaller than the object
c) larger than the object
using grid papers
Draw geometric shapes
according to scale 1 : n, where n
= 1,2,3,4,5,

III

IV
V
10.
Transformations
II
(
weeks)

10.1
Understand and
use the concept of
similarity

I
II

10.2
Understand and
use the concept of
enlargement

I
II

III
IV

LeeOoiChan@smkzr1.2005

Suggested teaching and


learning activities

GENERICS
Mastery learning

Explore scale drawings


using dynamic geometry
software, grid papers, geo
boards or graph papers
Relate to maps, graphics
and architectural drawings

Multiple
intelligence

possible
solutions
Drawing
diagrams

Moral values

Freedom
Punctuality

Contextual
learning
Mastering
learning

Interpreting
Working out
mentally

Consistent
Neatness

Finding all
possible
solutions

1 1
,
2 10

Draw composite shapes,


according to a given scale using:
a) grid papers
b) blank papers
Redraw shapes on grids of
different sizes
Solve problems involving scale
drawings
Identify if given shapes are
similar
Calculate the lengths of
unknown sides of two similar
shapes
Identify an enlargement
Find the scale factor, given the
object and its image of an
enlargement when:
a) scale factor > 0
b) scale factor < 0
Determine the centre of
enlargement, given the object
and its image
Determine the image of an object
given the centre of enlargement

CCTS

Involving examples from


everyday situations

Contextual
learning

Identifying
relations

Rational

Explore the concept of


enlargement using grid
papers, concrete materials,
drawings, geo boards and
dynamic geometry
software
Relate enlargement to
similarity of shapes

Communication

Using analogies

Sharing

Mastery learning

Making
generalizations

Politeness

Multiple
intelligence

Kindness
Using algorithm
and relationship
Finding all
possible
solutions

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
V
VI

VII
VIII

IX
11.
Linear Equations
II
(
weeks)

11.1
Understand and
use the concept of
linear equations in
two variables

I
II
III
IV

11.2
Understand and
use the concept of
two simultaneous
linear equations in
two variables to

LeeOoiChan@smkzr1.2005

I
II

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values

Students will be able to:


and the scale factor
Determine the properties of
enlargement
Calculate:
a) the scale factor
b) lengths of the side of
the image
c) length of the side of the
object
of an enlargement
Determine the relationship
between the area of the image
and its object
Calculate the:
a) area of image
b) area of object
c) scale factor
of an enlargement
Solve problems involving
enlargement
Determine if an equation is a
linear equation in two variables
Write linear equations in two
variables from given information
Determine the value of a variable
given the other variables
Determine the possible solutions
for a linear equation in two
variables

Determine if two given


equations are simultaneous linear
equations
Solve two simultaneous linear
equations in two variables by
a) substitution

Derive linear equations in


two variables relating to
real life situations
Explore using graphic
calculators, dynamic
geometry software and
spreadsheets to solve linear
equations and
simultaneous linear
equations
Use trial and improvement
method
Use examples from real
life situations

Contextual
learning

Arranging
sequentially

ICT

Logical
reasoning

Rational
Systematic

Communication
Recognizing and
representing

Mastery learning

Arranging
sequentially

Tolerance
Cooperation

Logical
reasoning

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
solve problems
III
12.
Linear
Inequalities
(
weeks)

12.1
Understand and
use the concept of
inequalities

II
III

12.2
Understand and
use the concept of
linear inequalities
in one unknown

I
II

III

IV

12.3

LeeOoiChan@smkzr1.2005

Students will be able to:


b) elimination
Solve problems involving two
simultaneous linear equations in
two variables
Identify the relationship:
a) greater than
b) less than
based on given situations
Write the relationship between
two given numbers using the
symbol > or <
Identify the relationship:
a) greater than or equal to
b) less than or equal to
based on given situations
Determine if an given
relationship is a linear inequality
Determine the possible solutions
for a given linear inequality in
one unknown:
a) x > h
b) x < h
c) x h
d) x h
Represent a linear inequality:
a) x > h
b) x < h
c) x h
d) x h
on a number line and vice versa
Construct linear inequalities
using symbols:
a)
> or <
or
b)
From given information
State a new inequality for a

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values

Finding all
possible
solutions

Use everyday situations to


illustrate the symbols and
the use of

Contextual
learning

, , ,

Communication
Method of
learning

Involve examples from


everyday situations

Mastery learning

Estimating

Consistent

Classifying

Honesty
Systematic

Arranging
sequentially

Constructivism
Contextual
learning

Sincerity
Punctuality

Making
generalizations

Rational

Using algorithm
and relationship

Mastery learning

Making

Diligence

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
Perform
computations
involving addition,
subtraction,
multiplication and
division on
inequalities

II

III

Suggested teaching and


learning activities

Students will be able to:


given inequality when a number
is:
a) added to
b) subtracted from
both sides of the inequalities
State a new inequality for a
given inequality when both sides
of the inequalities are:
a) multiplied by a number
b) divided by a number
Construct inequalities
a) x k m k
b) x k m k
c) kx km
d)

GENERICS

CCTS

Moral values

generalization
Constructivism

Systematic
Identifying
relations

x
m

k
k

from given information


12.4
Perform
computations to
solve inequalities
in one variables

II

III

12.5
Understand the
concept of
simultaneous
linear inequalities
in one variable

LeeOoiChan@smkzr1.2005

I
II

Solve a linear inequality by:


a) adding a number
b) subtracting a number
on both sides of the inequality
Solve a linear inequality by:
a) multiplying a number
b) dividing a number
on both sides of the inequality
Solve linear inequalities in one
variable using a combination of
operations
Represent the common values of
two simultaneous linear
inequalities on a number line
Determine the equivalent
inequalities for two given linear
inequalities

Explore using dynamic


geometry software and
graphic calculators

Mastery learning

Arranging
sequentially

Systematic

Mastery learning

Using analogies

Determination

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
III
13.
Graphs Of
Functions
(
weeks)

13.1
Understand and
use the concept of
functions

I
II

III
13.2

I
II
III
IV

14.
Ratios, Rates
And Proportions
II
(
weeks)

14.1
Understand the
concept of rate and
perform
computations
involving rates

I
II
III
IV

14.2
Understand and
use the concept of
speed

LeeOoiChan@smkzr1.2005

V
I
II
III

Students will be able to:


Solve two simultaneous linear
inequalities
State the relationship between
two variables based on the given
information
Identify the dependent and
independent variables in a given
relationship involving two
variables
Calculate the value of the
dependent variable, given the
value of the independent variable
Construct tables of values for
given functions
Draw graphs of functions using
given scale
Determine from graph the value
of y, given value of x, and vice
versa
Solve problems involving graphs
of functions
Determine the rates involved in
given situations and identify the
two quantities involved
Calculate the rate given two
different quantities
Calculate a certain quantity
given the rate and the other
quantity
Convert rates from one unit of
measurement to another
Solve problems involving rates
Identify the two quantities
involved in speed
Calculate and interpret speed
Calculate:
a) the distance, given the

Suggested teaching and


learning activities

Explore using function


machines

GENERICS

CCTS

Communication

Interpreting /
Translating

Cooperative
learning

Working out
mentally

Enquiry
discovery

Drawing
diagrams

Mastery learning

Interpreting

Moral values

Cooperation
Politeness

Punctuality
Rational
Sharing

Making
inferences

Use real life situations


that involve rates

Contextual
learning

Recognizing and
representing

Mastery learning

Identifying
relations

Rational
Diligence

Multiple
intelligence

Use examples from


everyday situations

Contextual
learning

Recognizing and
representing

Mastery learning

Identifying
relations

Rational
Diligence

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

IV
V
14.3
Understand and
use the concept of
average speed

I
II

III
14.4
Understand and
use the concept of
acceleration

I
II

Students will be able to:


speed and the time
b) the time, given the
speed and the distance
Convert speed from one unit of
measurement to another
Differentiate between uniform
speed and non uniform speed
Calculate the average speed in
various situations
Calculate:
a) the distance, given the
average speed and the
time
b) the time, given the
average speed and the
distance
Solve problems involving speed
and average speed

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values

Multiple
intelligence

Use examples from daily


situations
Discuss the difference
between average speed and
mean speed

Identify the two quantities


involved in acceleration
Calculate and interpret
acceleration

Contextual
learning

Recognizing and
representing

Mastery learning

Identifying
relations

Rational
Diligence

Multiple
intelligence

Contextual
learning

Recognizing and
representing

Mastery learning

Identifying
relations

Rational
Diligence

Multiple
intelligence
15.
Trigonometry
(
weeks)

15.1
Understand and
use tangent of an
acute angle in a
right angled
triangle

II
III

LeeOoiChan@smkzr1.2005

Identify the:
a) hypotenuse
b) the opposite side and
the adjacent side with
respect to one of the
acute angles
Determine the tangent of an
angle
Calculate the tangent of an angle
given the lengths of sides of the

Use right angled


triangles with real
measurements and develop
through activities
Discuss the ratio of the
opposite side to the
adjacent side when the
angle approaches 900
Explore tangent of a given
angle when:

Communication

Logical
reasoning

Mastery learning

Punctuality
Determination

Representing
and interpreting
Simulation

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks
IV

15.2
Understand and
use sine of an
acute angle in a
right angled
triangle

I
II

15.3
Understand and
use cosine of an
acute angle in a
right angled
triangle

I
II

15.4
Use the values of
tangent, sine and
cosine to solve
problems

III

III

I
II

III

IV

LeeOoiChan@smkzr1.2005

Students will be able to:


triangle
Calculate the lengths of sides of
a triangle given the value of
tangent and the length of another
side
Determine the sine of an angle
Calculate the sine of an angle
given the lengths of sides of the
triangle
Calculate the lengths of sides of
a triangle given the value of sine
and the length of another side
Determine the cosine of an angle
Calculate the cosine of an angle
given the lengths of sides of the
triangle
Calculate the lengths of sides of
a triangle given the value of
cosine and the length of another
side
Calculate the value of other
trigonometric ratios given the
value of a trigonometric ratio
Convert the measurement of
angles from:
a) degrees to degrees and
minutes
b) degrees and minutes to
degrees
Find the value of:
a) tangent
b) sine
c) cosine
of 300, 450 and 600 without using
scientific calculator
Find the value of:
a) tangent

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values

a)

the size of the triangle


varies proportionally
b) the size of angle varies

Explore sine of a given


angle when:
a) the size of the triangle
varies proportionally
b) the size of angle varies

Communication

Explore cosine of a given


angle when:
a) the size of the triangle
varies proportionally
b) the size of angle varies

Communication

Logical
reasoning

Mastery learning

Punctuality
Determination

Representing
and interpreting
Simulation
Logical
reasoning

Mastery learning

Punctuality
Determination

Representing
and interpreting
Simulation
Mastery learning
Multiple
intelligence
Cooperative
learning

Comparing and
differentiating

Sharing
Finding all
possible
solutions
Estimating

Self access
learning
ICT

Cooperative

Diligence

Scheme Of Work Form 3


Learning area

Learning
objectives

Learning outcomes

Weeks

VI

LeeOoiChan@smkzr1.2005

Students will be able to:


b) sine
c) cosine
using scientific calculators
Find the angles given the values
of:
d) tangent
e) sine
f) cosine
using scientific calculators
Solve problems involving
trigonometric ratios

Suggested teaching and


learning activities

GENERICS

CCTS

Moral values