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SMK BUKIT MERTAJAM

YEARLY TEACHING PLAN – 2019


MATHEMATICS FORM 4

Week/ Learning Learning Objectives Learning Outcomes CCTS Remarks


Date Area
Chapter 1: 1.1 Understand and use Students will be able to: - contextual
Standard Form the concept of - working out
significant figure i. round off positive numbers to a given number of significant mentally
figures when the numbers are: - finding all possible
a) greater than 1 solutions
1 b) less than 1 - identifying
02/01/19- ii. perform operations of addition, subtraction, multiplication relations
11/01/19 and division, involving a few numbers and state the answer
in specific significant figures
iii. solve problems involving significant figure

2 1.2 Understand i. state positive numbers in standard form when the numbers - working out
and use the concept of are: mentally
standard form to solve a) greater than or equal to 10 - identifying
problem b) less than 1 relations
ii. convert numbers in standard form to single numbers
iii. perform operations of addition, subtraction, multiplication
and division, involving any two numbers and state the
answers in standard form
iv. solve problems involving numbers in standard form

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


Quadratic concept of Quadratic ii. Form quadratic expressions by multiplying any two linear - arranging
Expressions and Expression expressions sequentially
3 Equations iii. Form quadratic expressions based on specific situations - translating
14/01/19-
18/01/19
i Factorise quadratic expressions of the form
2.2 Factorization ax2+bx+c=0, where b= 0 or c= 0
quadratic expression ii Factorise quadratic expressions of the form px2 – q, p
CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 1
and q are the perfect squares

- arranging -
iii Factorise quadratic expressions of the form ax2+ bx + sequentially
c, where a, b and c not equal to zero
iv Factorise quadratic expressions containing coefficients
with common factors

2.3 Understand the i. Identify quadratic equations with one unknown


concept of Quadratic ii. Write quadratic equations in general form i.e. - arranging
Equation ax2 + bx + c = 0 sequentially
iii. Form quadratic equations based on specific situations - classifying
- translating

2.4 Understand the i. determine whether a given value is a root of a specific


concept of Roots of quadratic equation - comparing &
quadratic equations ii. determine the solutions for quadratic equations by: differentiating
4 a) trial and error method finding all possible
22/01/19- b) factorization solutions
25/01/19 iii. solve problems involving quadratic equation

Chapter 3: Sets 3.1 Understand the - making -


concept of Set i. sort given objects into groups generalizations
5 ii. define sets by - working out
28/01/19 a) descriptions mentally
01/02/19 b) using set notation classifying
iii identify whether a given object is an element of a set
and use the symbol  or  -comparing and
iv. represent sets by using Venn diagrams differentiating
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

CUTI- PERISTIWA -1 MERENTAS DESA -

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 2


3.2 Understand and use i. determine whether a given set is a subset of a specific set and - classifying
the concept of Subset, use the symbol  or  . - finding all possible
universal set and the ii. represent subset by using Venn diagram solutions
complement of a set iii. list the subsets for a specific set - drawing diagrams
28/01/19 iv. illustrate the relationship between set and universal set using - identifying
01/02/19 Venn diagram relations
v. determine the complement of a given set
- interpreting
vi. determine the relationship between set, subset,
universal set and the complement of a set

3.3 Perform Operations i. determine the intersection of - comparing and


on set a) two sets differentiating
b) three sets - drawing diagrams
and use the symbol  - identifying
ii. represent the intersection of sets using Venn diagram relations
iii. state the relationship between - interpreting
a) A  B and A
- translating
b) A  B and B
iv. determine the complement of the intersection of sets - making
v. solve problems involving the intersection of sets. generalization
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

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 3


6 CUTI PERAYAAN TAHUN BARU CINA -
04/02/19-
08/02/19
Chapter 4: 4.1 Understand the i. determine whether a given sentence is a statement - Classifying -
7 Mathematical concept of Statement ii. determine whether a given statement is true or false - Working out
12/02/19- Reasoning iii. construct true or false statement using given numbers and mentally
15/02/19 mathematical symbols - Translating
- Interpreting
4.2 Understand the i. construct statements using quantifier - Working out -
concept of Quantifiers a) all mentally
“all” and “some” b) some - Identifying
ii. determine whether a statement that contains the quantifier relations
“all” is true or false
iii. determine whether a statement can be generalized to cover
all cases by using the quantifier “all”
iv. construct a true statement using the quantifier “all” or
“some” given an object and a property”
4.3 Perform Operations i. change the truth value of a given statement by placing the - working out
Involving the words word “not” into the original statement mentally
“not” or “ no” ii. identify two statements from a compound statement that - classifying
statements contains the word “and”
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”
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 consequent of an implication “if - working out -
concept of Implication p, then q” mentally
ii. write two implications from a compound statement - classifying
containing “if and only if”
iii. construct mathematical statements in the form of
implication:

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 4


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
4.5 Understand the i. identify the premise and conclusion of a given simple - Classifying -
concept of Argument argument - Making inferences
ii. make a conclusion based on 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 use i. determine whether a conclusion is made through: - classifying -
the concept of a) reasoning by deduction - making inferences
Deduction and b) reasoning by induction - making
Induction ii. make a conclusion for a specific case based on a given generalization
general statement, by deduction - looking for
iii. make a generalization based on the pattern of a numerical patterns
sequence, by induction
- making analogy
iv. use deduction and induction in problem solving

Chapter 6: 6.1 Understand the i. complete the class interval for a set of data given one of the - working out -
Statistics concept of class Interval class intervals mentally
8 ii. determine: - classifying
18/02/19- a) the upper limit an lower limit - making inferences
22/02/19 b) the upper boundary and lower boundary
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
CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 5
v. determine a suitable class interval for a given set of data
i. construct a frequency table for given set of data

6.2Understand and use i. determine the modal class from the frequency table of - Interpreting -
the concept of Mode grouped data - Working out
and mean of grouped ii. calculate the midpoint of a class mentally
data iii. verify the formula for the mean of grouped data - Making inferences
iv. calculate the mean from the frequency table of grouped data - Identifying
v. discuss the effect of the size of class interval on the accuracy relations
of the mean for a specific set of grouped data
6.3 represent and i. draw a histogram based on the frequency table of a grouped - drawing diagrams -
interpret data in data - interpreting
histograms with class ii. interpret information from given histogram
intervals iii. solve problems involving histograms
6.4Represent and i. draw the frequency polygon based on: - drawing diagrams -
interpret data in a) a histogram - interpreting
Frequency polygons to b) a frequency table
solve problem ii. interpret information from a given frequency polygon
9 iii. solve problems involving frequency polygon
25/02/19-
01/03/19

6.5 Understand the i. construct the cumulative frequency table for: - working out -
concept of Cumulative a) ungrouped data mentally
frequency b) grouped data - drawing diagrams
ii. draw the ogive for:
a) ungrouped data
b) grouped data
6.6Understand and use i. determine the range of a set data - interpreting -
the concept of ii. determine: - identifying
Measures of dispersion a) the median relations
b) the first quartile
c) the third quartile
d) the interquartile range
from the ogive
iii. interpret information from an ogive
CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 6
iv. solve problems involving data representations and measures
of dispersion
10 -
04/03/19-
ULANGKAJI UP1
08/03/19
-
11 PEPERIKSAAN PENGGAL TENGAH [ UP1]
11/03/19-
15/03/19

12 -
18/03/19- PERBINCANGAN SOALAN UP1
21/03/19
CUTI PERTENGAHAN PENGGAL 1 -

[23] MAC-[31] MAC 2018]

Chapter 5: The 5.l Understant the i. determine the vertical and horizontal distances between two
Straight Line concept of gradient of a given points on a straight line
13 straight line ii. determine the ratio of vertical distance to horizontal distance
01/04/19-
05/04/19

5.2 Understant the i. derive the formula for the gradient of a straight line - interpreting -
concept of gradient of a ii. calculate the gradient of a straight line passing through two - classifying
straight line in Cartesian points
coordinates iii. determine the relationship between the value of the
gradient and the:
a) steepness
b) direction of inclination
of a straight line

5.3 Understand the i. determine the x-intercept and the y-intercept of a straight - interpreting -
concept of intercept line
14 ii. derive the formula for the gradient of a straight line in terms
08/04/19- of the x-intercept and the y-intercept
12/04/19 iii. perform calculations involving gradient x-intercept and y-
intercept
CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 7
5.4Understand and use i. draw the graph given an equation of the form y = mx + c - drawing diagrams -
the concept of Equation ii. determine whether a given point lies on a specific straight - comparing and
of a straight line line differentiating
iii. write the equation of the straight line given the gradient and - working out
y-intercept mentally
iv. determine the gradient and y-intercept of the straight line
which equation is of the form:
15 a) y = mx + c
15/04/19- b) ax + by = c
19/04/19 v. find the equation of the straight line which:
b) is parallel to the x-axis
c) is parallel to the y-axis
d) passes through a given point and has a specific gradient
e) passes through two given points
vi. find the point of the intersection of two straight lines by:
a) drawing the two straight lines
f) solving simultaneous equations
5.5 Understand and use i. verify that two parallel lines have the same gradient and vice - comparing and
the concept of Parallel versa differentiating
line ii. determine from the given equations whether two straight
lines are parallel
16 iii. find the equation of the straight line which passes through a
22/04/19- given point and is parallel to another straight line
26/04/19 iv. solve problems involving equations of straight lines

Chapter 7: 7.1Understand the i. determine whether an outcome is a possible outcome of an - Finding all possible
17 Probability I concept of Sample experiment solutions
29/04/19- space ii. list all the possible outcomes of an experiment:
03/05/19 a) from activities
b) by reasoning
iii determine the sample space of an experiment
iv write the sample space by using set notations

7.2 Understand the i. identify the elements of a sample space which satisfy given
concept of Events conditions

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 8


ii. list all the elements of a sample which satisfy certain
conditions using set notations

7.3Understand and use iii determine whether an event is possible for a sample space
the concept of i. find the ratio of the number of times an event occurs to the
Probability of an event number of trials
ii. find the probability of an event from a big enough of trials
iii calculate the expected number of times an event will occur,
given the probability of the use event and number of trials
iii. solve problems involving probability
iv. predict the occurrence of an outcome and make a
decision based on known information

18 ULANGKAJI PPT -
06/05/19-
10/05/19

19 & 20 - -
PEPERIKSAAN PERTENGAHAN TAHUN
[PPT]
13/5/19-24/5/19

CUTI PERTENGAHAN TAHUN DAN - -


HARI RAYA ADILFITRI
[25/05/19-6/06/19]

21 PERBINCANGAN SOALAN PPT - -


10/06/19-
14/06/19
Chapter 8: 8.1 Understand and use i. identify tangents to a circle - Finding all possible -
22 Circles III the concept of Tangents ii. make inference that the tangent to a circle is a straight line solutions
17/06/19- of a circle perpendicular to the radius that passes through the contact
21/06/19 point
iii construct the tangent to a circle passing through a point:

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 9


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

8.2 Understand and use - identifying


the properties of Angle relations
between tangent and i. identify the angle in the alternate segment which is
chord subtended by the chord through the contact point of the
tangent
23 ii. verify the relationship between the angle formed by the
24/06/19- tangent and the chord with the angle in the alternate
28/06/19 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 use i. determine the number of common tangents which can be - Working out -
the properties of drawn to two circles which: mentally
common tangents to a) intersect at two points - Drawing diagrams
solve problem b) intersect only at one point - Identifying relations
c) do not intersect
24 ii. determine the properties related to the common tangent to
1/07/19- two circles which:
05/07/19 a) intersect at two points
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

25 Chapter 9: 9.1 Values of sin θ, cos - identifying -


09/07/19- Trigonometry II θ and tan θ 0    360 i. identify the quadrants and angles in the unit circle relations
12/07/19 ii. determine: comparing and
a) the value of y-coordinate differentiating
CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 10
b) the value of x-coordinate - Finding all possible
c) the ratio of y-coordinate to x-coordinate solutions
of several points on the circumference of the unit circle - Identifying
iii. verify that, for an angle in quadrant I of the unit circle: relations
a) sin  y  coordinate -
b) cos  x  coordinate
y  coordinate
tan  
x  coordinate

iv. determine the value of:


a) sine
26
b) cosine
15/07/19-
c) tangent
19/08/19
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    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

ix. State the relationships between the values of:


a) sine
b) cosine, and
c) tangent

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 11


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 - working out -
27 between 90º and 360º mentally
22/07/19- xi. Find the angles between 0º and 360º, given the values of - interpreting
26/07/19 sine, cosine and tangent - identifying
Solve problems involving sine, cosine and tangent relations

.9.2Draw and use i. draw the graphs of sine, cosine and tangent for angles
Graphs of sine, cosine between 0º and 360º
and tangent ii. compare the graphs of sine, cosine and tangent for angles
between 0º and 360º
xii. solve problems involving graphs of sine, cosine and tangent

Chapter 10: Angles 10.1Understand and use i. identify: - working out


of Elevation and the concept of Angle of a) the horizontal line mentally
Depression elevation and angle of b) the angle of elevation - drawing diagrams
depression c) the angle of depression - identifying
28 ii. represent a particular situation involving relations
29/07/19- a) the angle of elevation
02/08/19 b) the angle of depression, using diagrams
iii. solve problems involving the angle of elevation and the
angle of depression

29
05/08/19-
09/08/19

10/8/19- CUTI PERTENGAHAN PENGGAL 2 -


18/08/19
30 Chapter 11: Lines 11.1Understand and use i. identify planes - Comparing and
19/08/19- and Planes in 3- the concept of Angle ii. identify horizontal planes, vertical planes and inclined differentiating
23/08/19 dimensions between lines and planes - Working out
31 planes mentally
CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 12
26/08/19- iii. sketch a three dimensional shape and identify the specific - Identifying
30/08/19 planes relations
iv. identify
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 line on plane
viii. determine the angle between a line and a plane
solve problems involving the angle between a line and a plane
- -
11.2Understand and the i. identify the line of intersection between two planes - working out
32 concept of Angle ii. draw a line on each plane which is perpendicular to the line mentally
03/09/19- between two planes of intersection of the two planes at a point on the line of - drawing diagrams
06/09/19 intersection - identifying
iii. determine the angle between two planes on a model and a relations
given diagram

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


shapes
33 PLAN AND Understand and use the i. Identify orthogonal projection Use models, blocks -
ELEVATIONS concept of orthogonal ii. Draw orthogonal projection, given an object and plane. or plan and elevation
projection. iii. Determine the difference between an object and its kit.
orthogonal projection with respect to edges and angles.
10/09/19- CCTS:
13/09/19 i. Draw the plan of a solid object Analyzing
ii. Draw Making conclusion
Understand and use the a. The front elevation
concept of plan and b. Side elevation of a solid object
elevation iii. Draw Carry out activities in
a. The plan groups where
b. The front elevation students combine two
c. The side elevations or more different
shapes of simple
solid objects into
interesting models
and draw plans and
elevations for these
models.

Use models to show


that it is important to
have a plan and at
CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 13
least two side
elevations to
construct a solid
object.

Carry out group


project:
Draw plan and
elevations of
34 buildings or
17/09/19- structures, for
20/09/19 example students’ or
teacher’s dream
home and construct a
scale model based on
the drawings. Involve
real life situations
such as in building
prototypes and using
actual home plans.
-

35
23/09/19-
27/09/19

36-37 - - Revision
30/09/19- ULANGKAJI PPA
11//10/19
38 PEPERIKSAAN PENGGAL -
14/10/19- AKHIR TAHUN
18/10/19
[ 14-25 OKTOBER 2018 ]
39

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 14


21/10/19-
25/10/19

40 PERBINCANGAN SOALAN PAT -


29/10/19-
02/11/19

-
41
04/11/19-
08/11/19
Earth as a Sphere Understand and use the (I ) Sketch a great circle through the north and south poles. Efficient Teaching Aids :
concept of longitude. (ii ) State the longitude of a given point. Independent i) globe
(iii) Sketch and label a meridian with the longitude given. Careful ii) GSP program
(iv) Find the difference between two longitudes. Rasional
CCTS :
i) working out
mentally
ii) identifying
( I ) sketch a circle parallel to the equator. relations
(ii) State the latitude of a given point. iii) interpreting
(iii) Sketch and label a parallel of latitude. iv) drawing
(iv) Find the difference between two latitudes. diagrams
Careful
Patient
42 Cooperative
11/11/19- Understand and use the ratoinal Teaching Aids :
15/11/19 concept of latitude i) globe
ii) GSP program
iii) hands out

CCTS :
i) Identifying
relations
ii ) Comparing and
contrasting
iii ) Drawing
diagrams

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 15


9.3 Understand the Students will be able to Rational Teaching aids:
concept of (i) State the latitude and longitude of a given place. Efficiency Computer/noteboo
locations of a (ii) Mark the location of a place. Cooperation k
place. (iii) Sketch and label the latitude and longitude of a GSP
given place. Teaching
courseware
43
Globe
18/11/19- Model
22/11/19
CCTS:
Drawing diagrams
Working out
mentally

9.4 Understand and use Students will be able to -


the concept of (i) Find the length of an arc of a great circle in
distance on the nautical mile, given the subtended angle at the
surface of the earth centre of the earth and vice versa.
to solve problems. (ii) Find the distance between two points measured
along a meridian, given the latitude of both
points.
(iii) Find the latitude of a point given the latitude of
another point and the distance between the two
points along the same meridian.
(iv) Find the distance between two points measured
along the equator, given the longitudes of both
points.

(i) Find the longitude of a point given the longitude -


of another point and the distance between the
two points along the equator.
(ii) State the relation between the radius of the earth
and the radius of a parallel of latitude.
(iii) State the relation between the length of an arc on
the equator between two meridians and the
length of the corresponding arc on a parallel of
latitude.
(iv) Find the distance between two points measured
along a parallel of latitude.

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 16


(v) Find the longitude of a point given the longitude
of another point and the distance between the
two points along a parallel of latitude.
(vi) Find the shortest distance between two points on
the surface of the earth.
(vii) Solve problems involving:
(a) distance between two points.
(b) Traveling on the surface of the earth.

CUTI AKHIR TAHUN 2019 -

CPH/YEARLY TEACHING PLAN_MATHS/F4/2019_SMKBM 17