SEKOLAH MENENGAH KEBANGSAAN TUN MUTAHIR

SCHEME OF WORK MATHEMATICS 2011

FORM 1
Chapter 1 : Whole Numbers

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

1 and 2 Student will be taught to • Count, read and write whole Students will be able to:
( 03/1/11- 1.1 Understand the numbers in words or i. Count, read and Emphasize the Handouts
14/1/11) concept of whole numerals. write whole relationship between
numbers. • Students read and write numbers. rounding and
whole numbers while estimation.
counting from a given initial ii. Identify place
value to a final value in a value and value Rules for rounding
certain specified interval. of each digit in numbers similarly
e.g. i. Count on in tens to whole numbers. apply to small and
100 large numbers.
ii. Count back in iii. Round whole
hundred from 1200 numbers.
to 200.
• Estimate values, including i. Add whole Addition and Text book
1.2. Perform that of real-life situations by numbers. subtraction should and
Computations rounding. begin with two course ware.
involving addition • Explore addition and ii. Solve problems numbers.
and subtraction of subtraction using standard involving
whole numbers to algorithm (rules of addition of whole Emphasis that
solve problems. calculations), estimation, numbers. subtraction is the
mental and speed inverse of addition.
computation or pencil-and- iii. Subtract whole
paper. numbers.
• Use calculators to compare

1
 and verify answers. iv. Solve problems
• Students pose and solve involving
problems related to addition subtraction of
and subtraction of whole whole numbers.
numbers.

• Explore multiplication and i. Multiply two or

1.3. Perform division using standard more whole Emphasis that:
computations algorithm (rules of numbers.
involving calculations), estimation, ii. Solve problems • The quotient of a
multiplication and mental and speed involving number divided
division of whole computation or pencil-and- multiplication of by zero is
numbers to solve paper. whole numbers. undefined
problems. • Use calculators compare iii. Divide a whole
and verify answers. number by a • The quotient of
• Students explore the smaller whole zero divided by
relationship between number. any number
multiplication and division. iv. Solve problems (except zero) is
• Students pose and solve involving division zero.
problems related to of whole
multiplication and division of numbers.
whole numbers. i. Perform computations
involving any
combination of
• Students explore combined addition, subtraction, Emphasis on the
1.4. Perform operations of whole numbers multiplication and order of operations
computations by using standard algorithm division of whole and the use of
involving combined (rules of calculations), numbers, including the brackets.
operations of estimation, pencil-and-paper use of brackets.
addition; or calculator. ii.Solve problems
subtraction; involving combined
multiplication and • Solve problems related to operations of
division of whole real-life situations. addition, subtraction,
numbers to solve multiplication and
problems. division of whole
• Students use calculators to

2
 compare and verify answers. numbers, including
the use of brackets.

Chapter 2 : Number Patterns and Sequences

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

3 Students will be taught to: Students will be able to:

( 17/1/11-
21/1/11) 2.1. Recognize and • Relate number sequence to i. Describe the Do not include Course ware
extend number patterns in real-life pattern of a negative numbers.
pattern and situations. given number
sequences formed e.g. Odd numbers are used sequence.
by counting on and as addresses of houses on
counting back in one side of the road and ii. Extend number
intervals of any size. even numbers, on the other. sequences.

• Use calculators to skip count iii. Complete

(generate number missing terms in
sequence), explore number given number
patterns, and solve sequences.
problems. iv. Construct
number
sequences
based on given
2.2. Recognize odd and • Explore general statements patterns.
even numbers and about odd and even
make general numbers such as: i. Identify and

3
statements about describe odd
them. a. The sum of odd and and even
even numbers. numbers.
b. The product of odd and
even numbers. ii. Make general
c. The difference between statements
odd and even numbers. about odd and
even numbers.

4
 4 2.1. Understand and use • Students use the divisibility i. List the multiples Emphasis that the list
(24/1/11- the knowledge of test of 2, 3, 4, 5, 6, 7, 8, 9, of whole of multiple of a
28/1/11) multiple of whole 10, 11 and their numbers. number is also a
numbers. combinations. ii. Determine number sequence. Course ware
e.g. whether a
30 can be divided by 6. number is the Use small numbers
Therefore it can be divided multiple of to develop the
by 2 and 3 and vice-versa. another number. concept.

• Students find common i. Find the Emphasis that a list

multiples and LCM by listing common of common multiples
2.2. Understand the down the multiples of each multiples of two is also a number
characteristics and given numbers. or three whole sequence.
use the knowledge numbers.
of common e.g. Use small numbers
multiple and Multiple of 4 : 4, 8, 12, …… ii. Determine to develop the
Lowest Common whether a concept.
Multiple (LCM) of Multiples of 6 : 6, 12, …….. number is the
whole numbers. common multiple
Common Multiples of 4 and of two or three
6: 12, 24, 36, 48, ………. given numbers.
• Use the method of prime iii. Determine the
factorization to find common LCM of two or
multiples and LCM three given
e.g. numbers.
4=2x2
6=2x3

Therefore the LCM of 4 and

6 is 2 x 2 x 3 = 12.

5
 • Use algorithm to find the
LCM.

2 4, 6

LCM = 2 x 2 x 3 2 2, 3

= 12 3 1, 3

1, 1

5 2.3. Understand the • Use calculators or computer i. Identify the Emphasis that
(31/01/11- characteristic of programmed to explore characteristic of Number 1 is not a
4/2/11) prime numbers. prime numbers. prime numbers. prime number.

• Use sieve of Eratosthenes to ii. Determine whether

generate prime numbers a given number is a
less than 100. prime number.

iii. Determine all the

prime numbers less
than 100.
2.4. Understand the • Determine factors of whole i. List factors of Emphasis that 1
characteristic and numbers by exploring and whole numbers. and the number
use the knowledge investigating. itself are factors of
of factors of whole ii. Determine whether any number.
numbers. a number is a
factor of another
whole number.

6
2.5. Understand the • Students explore and
characteristic and investigate to determine
use the knowledge prime factors of whole
of prime factors of numbers.
whole numbers.
• State any given whole
number as a product of its
prime factors.
2.6. Understand and use • Students list down all the
the knowledge of factors of each given
common factors number and identify the
and Highest same factors for each
Common Factors number.
(HCF) of whole
numbers. • Students explore, identify
and determine common
factors of whole number.
• Students find the HCF by
listing down all the factors
of each given number.
• Explore, identify and
determine the HCF of whole
numbers.
i. Identify prime factors
from a list of factors.
ii. Find prime factor(s) of
whole numbers.
iii. Determine whether a
number is a prime
factor of another whole
number.
i. Find common factors of
two or three whole
numbers.
ii. Determine whether a
number is a common
factor of two or three
given whole numbers.
iii. Determine the HCF of
two or three given
numbers.
7
 Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

• Use the method of prime

factorizations to find the
common prime factors and
hence HCF.

e.g.

12 = 2 x 2 x 3

18 = 2 x 3 x 3

Common Prime Factors: 2

and 3

The HCF: 2 x 3 = 6

• Use algorithm to find HCF

8
 Chapter 3 : Fractions

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

6 Students will be taught to: Students will be able to:

(7/2/11-
11/2/11) 3.1. Understand and use • Use concrete materials and i. Read fractions. 4
the knowledge of read as:
drawings to demonstrate the 5
fractions as part of concept of fractions such as: ii. Describe Four over five
a whole. fractions as
a. Folding a ribbon to find parts of a whole. 15
one-third of its length. read as:
22
iii. Represent
Fifteen over twenty
b. The number of girls as fractions with
two.
compared to the whole diagrams.
class.
iv. Write fractions Use the terms
c. Folding papers. for given numerator and
diagrams. denominator.
3.2. Understand and use • Use concrete materials and i. Find equivalent Use number lines,
the knowledge of drawings to demonstrate the fractions for a given concrete materials or
equivalent concept of equivalent fraction. the concept of
fractions. fractions. equivalent fractions
ii. Determine whether to compare fractions.
• Use paper folding to explain two given fractions
and explore: are equivalent.
Iii. Compare the values
3 1 of two given
Why is the same as .
6 2 fractions.

9
 Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

• Compare the values of two iv. Arrange fractions

fractions by converting them in order.
to fractions with the same
denominator or the same v. Simplify fractions
numerator. to the lowest term.

3.3. Understand the • Use concrete materials, i. Recognize mixed

concept of mixed drawings and number lines numbers.
numbers and their to represent mixed numbers.
representations. ii. Represent mixed
• Identify the use of mixed numbers with
numbers in everyday diagrams.
situations.
iii. Write mixed
numbers based on
given diagrams.

iv. Compare and

order mixed
numbers on
number lines.

10
11
 Week Suggested Teaching and
Learning Activities
Learning Objectives Learning Outcomes Point to Note Teaching Aids

7 3.4. Understand the • Use concrete materials and i. Recognize proper

concept of proper drawings to demonstrate the and improper
(14/2/11- fractions and relationship between mixed fractions from
18/2/11) improper fractions. numbers and improper given fractions.
fractions.
ii. Change mixed
• Use calculators to explore numbers into
the relationship between improper fractions.
mixed numbers and
improper fractions. iii. Change improper
fractions into
mixed numbers.

3.5. Understand the • Use concrete materials, i. Perform addition Addition and
concept of addition drawings and symbols to Involving. subtraction
and subtraction of demonstrate the process of a. Fractions with involving not more
fractions to solve addition and subtraction of common than three
problems. fractions. denominators. numbers.
b. Fractions with
• Add and subtract fractions different
by writing the fractions in denominators.
their equivalent forms with c. Whole numbers
common denominators and fractions.
including the use of LCM. d. Fractions and
mixed numbers.
• Perform addition and e. Mixed numbers
subtraction of mixed
numbers by:

12
 Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

i) Adding and ii) Perform subtraction

subtracting whole involving..
numbers and
fractions separately. a. Fractions with
common
ii) Writing mixed denominators.
numbers in the form
of improper fractions. b. Fractions with
different
• Pose and solve problems denominators.
related to everyday c. Whole numbers
situations. and fractions.
d. Fractions and
mixed numbers.
e. Mixed numbers.

iii. Solve problems

involving combined
operations of
addition and
subtraction of
fractions.

13
 Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

8 3.6. Understand the • Use concrete materials, i. Multiply Emphasize

(21/2/11- concept of drawings and symbols to multiplication of
25/2/11) multiplication and explore and investigate the a. A whole number by a fractions as
division of process of multiplication and fraction or mixed repeated addition
fractions to solve division of fractions. number. of the fractions.
problems.
• Example of multiplication b. A fraction by a whole
number.
a. A whole number times a
fraction. c. A fraction by a
fraction (include
3 mixed numbers)
3x
4
ii. Solve problems
involving multiplication
of fractions.

3 9 1
3 x = = 2
4 4 4

14
 Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

b. A whole number times a iii. Divide: Division involving not

mixed number. more than three
a. A fraction by a numbers including
1 whole number. whole numbers,
4 x 1 fractions and mixed
2
b. A fraction by a numbers.
fraction.

c. A whole number
by a fraction.

d. A mixed number
by a mixed
number

iv. Solve problems

1 3 12 involving division of
4 x 1 = 4x = = 6 fractions.
2 2 2

15
 Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

c. A fraction times a fraction.

5
6

3
4

5 3 15 5
x = =
6 4 24 8

9
1/3/11

16
 -
5/3/11

10 • Pose problems related to i. Perform computations Limit the operations

8/3/11- 3.7. Perform computations real-life situations. involving combined to three numbers
11/2/11) involving combined operations of including whole
operations of • Use concrete materials and addition, subtraction, numbers and mixed
addition, subtraction, diagrams to demonstrate multiplication and numbers.
multiplication and computations. division of fractions,
division of fractions including the use of
to solve problems. brackets.

ii. Solve problems Emphasis the order

involving combined of operations,
operations of including the use of
addition, subtraction, brackets.
multiplication and
division of fractions,
including the use of
brackets.

17
 Chapter 4 : Decimals

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

Students will be taught to: Students will be able to:

11
(21/3/11- 4.1. Understand the • Use concrete materials i. Represent fractions 0.3 reads as:
25/3/11) relationship zero point three
drawings calculators and
between decimals symbols to explain the 1 1
and as
and fractions. relationship between 10 100 0.05 read as:
decimals and fractions. decimals and vice- zero point zero five
versa.
3.29 read as:
ii. Represent fractions with three point two nine
denominators 10, 100,
1000 as decimals.

iii. Read and write decimals

to thousandths.

iv. Chan fractions to

decimals and vice-
versa.

4.2. Understand the • Use number lines to i. State the place value Emphasise the
concept of place compare and order and relationship between
value and value of decimals. value of each digit in rounding and
each digit in decimals. estimation.
decimals.

18

4.3. Understand the • Use concrete materials,
concept of addition drawings and symbols.
and subtraction of
decimals to solve • Solve problems related
problems. to everyday situations.
• Use calculators or
computers to verify
answers.
• Use estimation strategies
to determine whether the
solution is reasonable.
ii. Compare the values of
two
given decimals.
iii. Arrange decimals in
order.
iv. Round decimals to the
nearest whole number Include whole
or numbers.
up to three decimal
places. Addition and
subtraction should
begin with two
i. Add decimals. decimals.
ii. Solve problems Limit decimals to
involving three decimal places.
addition of decimals.
iii. Subtract decimals.
iv. Solve problems
involving
subtraction of decimals.
19
 Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

12 4.4. Understand the • Relate to everyday i. Multiply two or more Include whole
(28/3/11- concept of situations. decimals. numbers.
01/4/11) multiplication and
division of decimals • Use appropriate calculation Ii. Solve problems Begin with one digit
to solve problems. methods such as pencil-and- involving whole number.
paper, calculators and multiplications of
computers. decimals.

• Mentally multiply decimals iii. Divide

by 10, 100 and 1000 a. A decimal by a
whole number.
• Mentally multiply decimals b. A decimal by a
by 0.1, 0,01 and 0.001 decimal.

• Mentally divide decimals by c. A decimal by a

10, 100 and 1000 fraction

• Mentally divide decimals by iv. Solve problems

0.1, 0.01 and 0.001 involving division of
decimals.

4.5. Perform computations i. Perform computations Emphasis the order

• Pose problems related to
involving combined involving combined of operations
everyday situations.
operation of addition, operations of including the use of
subtraction, addition, subtraction, brackets.
multiplication and multiplication and
division of decimals to division of decimals Include whole
solve problems. including the use of numbers and
brackets. fractions.

20
 ii. Solve problems
involving combined
operations of
addition, subtraction
multiplication and
division of decimals
including the use of
brackets.

Chapter 5 : Percentages

13 Students will be taught to Students will be able to:

4/4/11-
8/4/11) 5.1. Understand the • Use concrete materials and i. Express percentages
concept of drawings demonstrate as the number of Use the symbol % to
percentages and percentages. parts in every 100. represent percent.
investigate the
relationship e.g. Use ten by ten grids to ii. Change fractions and Include percentages
between discuss the equivalent decimals to larger than 100.
percentages and percentages of fractions percentages and
fractions of and decimals. For vice-versa.
decimals.
1
example the fraction
2
has
a decimal equivalent of 0.5,
and 0.5 has an equivalent
percentage of

21
 1
50% ( = 0.5 or 50%)
2

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

5.2. Perform i. Find the percentage of a 30% of 240 = 72

computations and quantity.
solve problems 3 of 12 = 25%
involving ii. Find the percentages
percentages. one number is of 8 is 20% of what
another. number? (40)

iii. Find a number given Original amount 15

the percentage. Increased to: 18 Find
iv. Find the percentage of percentage of
increase or decrease. increase.

• Pose and solve problems v. Solve problems Original amount: 40

involving profit and loss, involving percentages. Decreased to: 10
simple interest, dividend, Find percentage of
commission and discount. decrease.

22
 Chapter 6 : Integers
Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

14 and 15 Students will be taught to: Students will be able to: - 32 read as
negative thirty-
(11/4/11- 6.1. Understand and use • Introduce integers in i. Read and write integers. two.
22/4/11) the knowledge of context (e.g.
integers. temperatures, sea levels ii. Represent integers on - 5 is less than −2
and floors of building). number lines.

• Students complete iii. Compare the values - 15 is greater than

sequences of integers,
find the missing terms,
and identify the largest
and the smallest value of
integers from given sets of
integers.
• Given sets of integers,
students order them on
number lines.
of two integers. −25
iv. Arrange integers in Words description
order. e.g.
v. Write positive or i. 39 meters below
negative numbers to sea level −30
represent word
descriptions. ii. Weight gain of
2 kg 2

6.2. Perform i. Add integers. The number 0 is

23
computations • Use number lines to add neither positive nor
involving addition and subtract integers. ii. Solve problems negative.
and subtraction of involving addition
integers to solve of integers. Begin addition and
problems. subtraction using two
integers.
• Use concrete materials, iii.Subtract integers.
drawings, and symbols - 8 − (− 7) read as
(e.g. colored chips) to negative eight
demonstrate addition and minus negative
subtraction of integers. seven.

• Use brackets to - 4 − 2 read as

differentiate between negative four
operations and the signs minus 2
of numbers.

• Solve problems related to iii. Solve problems Addition should

real-life. involving include like and
subtraction of unlike signs.
• Revision Exercises. integers.
e.g.
Like signs
9 + 5, − 7 + (− 8)

Unlike signs:
3 + (− 4 ),
(− 9) + 5, 3

Differentiate between

24
 operations and signs.

Relate subtraction of
integers to addition.

Chapter 7 : Algebraic Expressions

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

16 Students will be taught to: Students will be able to:

( 25/4/11-
29/4/11 7.1. Understand the • Use examples of everyday I. Use alphabets to An algebraic term is
concept of situations to explain represent unknown written as 3x not x3
unknowns. unknowns. numbers.
A number, e.g.
e.g. Glass x contains y ii. Identify unknowns in 8 is also a term.
numbers of marbles given situations.
x
is a term.
x 2

5
is not a term.
x
Which alphabet 7p:
represents the
unknown number? The coefficient of p is
7.
7.2. Understand the i. Identify algebraic
concept of • Give a list of terms and terms with one
algebraic terms. students select algebraic unknown.
terms with one unknown.
ii. Identify coefficients

25
 in given algebraic
terms with one
unknown.

17 7.3. Understand the • Use concrete materials to 4p = p + p + p + p

02/05/2011 concept of demonstrate the concept of i. Recognize algebraic
- algebraic combining like and unlike expressions.
06/05/2011 expressions. terms.
ii. Determine the
e.g. number of terms in
given algebraic
i. 4s + 8s = 12s expressions.

ii. 5r − 2r = 3r iii. Simplify algebraic

expressions by
iii. 7g + 6h cannot be combining the like
simplified because terms.
they are not like
terms.

3k + 4 + 6k − 3
iv.
= 3k + 6k + 4 − 3
= 9k + 1
19-20 MID YEAR EXAMINATION

26
16/05/11
27/05/11

Chapter 8 : Basic Measurements

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

20 Students will be taught to: Students will be able to:

(23/5/11-
27/5/11) 8.1. Understand the • Measure the length of i. Measure the length of Emphasis the
concept of length to objects around the school objects. importance of using
solve problems. compound. standard
ii. Change one metric measurement.
• Students draw a line given unit to another
its length. (mm, cm, m and km) Introduce inches,
feet, yards, miles and
• Measure given lines using iii. Estimate the length nautical miles.
different standard units. of objects in
appropriate units.

iv. Use the four

operations to solve
problems involving
length.

21 8.2. Understand the • Relate to everyday i. Measure the mass of

(13/6/11- concept of mass to situations. objects.

27
 17/6/11) solve problems.
ii. Change one metric
unit to another
(mg, g, kg, tone)

iii. Estimate the mass

of objects in
appropriate units.

v. Use the four

operations to solve
problems involving
mass.

1 millennium
8.3 Use calendars, clocks or stop- i. Determine the = 1000 years
Understand the concept watches to discuss the appropriate
22 of time in seconds, measurement of time for events. measurement of time 1 century
(20/06/11- minutes, hours, days, for certain events. = 100 years
24/6/11) weeks, month and years. suggest a unit to estimate or ii. Change one unit
measure: time to another 1 year = 12 months
(Seconds, minutes, = 52 weeks
i. The time it will take to hours, days, weeks,
eat lunch. months and years). 1 month = 4 weeks

28
 ii. Your age. iii. Estimate the time 1 week = 7 days
intervals of events.
iii. How long it takes for 1 day = 24 hours
water to boil? iv. Use the four
operations to solve 1 hour = 60 minutes
iv. How long it takes to problems involving
run 100 meters? time. 1 minute = 60
seconds
• Involve great events in
history.

23 8.4 • Use digital and analogue i.Read and write times 7.30 read as seventy
(27/6/11- Understand and use times clocks. in twelve-hour system. thirty, half past
01/7/11) in the twelve-hour and seven,
twenty-four hours system • Read times from train or bus thirty minutes past
to solve problems. schedules. ii.Read and write times seven and thirty
in twenty-four-hour minutes to eight.
• Relate events to everyday system.
situations. Introduce a.m. and
iii.Change time in p.m.
twelve-hour system to
twenty-four hour system 0350 read as three
and vice-versa. fifty hour.

iv.Determine the interval 3.50 a.m. read as

between two given three fifty a.m. or
times. three fifty in the
morning.
v.Solve problems
involving time. 1900 read as
nineteen hours.

Students will be taught to:

Students should be able

29
 9.1. Understand the to: An angle is formed Model of a clock.
24 concept of angles. • Students identify angels in by two lines that
04/7/11 the classroom. (e.g. corners i. Recognize meet at a point called
- of tables, blackboards, angles. the vertex.
8/7/11 windows, clock hands, and
opened doors). ii. Denote and label
angles.

iii. Measure angels

using
protractors.

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

25 9.2. Understand the • Students identify i. Determine parallel Two lines are parallel
11/7/11- concept of parallel perpendicular and parallel lines. if they never
15/7/11 and perpendicular line in the classroom (e.g. ii. Determine intersect.
lines. edges of books, windows perpendicular lines. A perpendicular line
and doors). iii. State that the is a line that makes a
angles formed by 90° with another line.
perpendicular lines
is 90°. Denote a 90° angle
i. Identify intersecting as:
lines.
ii. Determine the

30
 9.3. Understand and use • Students investigate to properties of 90°
properties of discover the properties of vertical,
angles associated angles formed by complementary and
with intersecting intersecting lines. supplementary
lines to solve angles.
problems. iii. Determine the b
value of an angle a d
on a line, given the c
adjacent angle.
iv. Solve problems
involving angles Vertical-angle pairs.
formed by ∠a= ∠d
intersecting lines. ∠b= ∠c
Sum of adjacent
angles on a straight
line is 180°
(a + b = 180° )

Chapter 10 : Polygons

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

26 Students will be taught to: Students will be able to:

18/7/11-
22/7/11 10.1. Understand the • Use concrete materials such i. Recognise Use capital letters to Models of
concept of as protractors, rulers, grid polygons. name vertices. polygons,
polygons. papers, geo-boards and non-polygons.
computer software to explore ii. Name polygons
the concept of polygons. (triangle
quadrilateral,
• Students explore the pentagon,
relationship between the hexagon,
sides diagonals and vertices heptagon and

31
 of polygons. octagon).

iii. Determine the

number of sides,
vertices and
diagonals of
given polygons.

iv. Sketch
polygons.

10.2. Understand the • Students explore symmetry i. Determine and Shapes include Models of
concept of by using mirrors, pattern draw the lines(s) polygons. symmetrical
symmetry. blocks, folding papers or of symmetry of shapes, and
making inkblot designs. shapes. assymetrical
shape.

• Students explore the ii. Complete

importance of symmetry in shapes given
everyday situations (e.g. part of the
pattern on buildings and shapes and the
tiles). line of symmetry.

iii. Draw designs

using the
concept of
symmetry.

27 Students will be taught to: Students will be able to:

25/7/11-
29/7/11 10.3. Identify and use the i. Determine and Types of triangles: Paper cuttings of
geometric properties draw symmetry different triangles,
or triangles to solve line(s) of given • Isosceles maths

32
 problems. triangles. triangles courseware.
• Investigate the relationship
between angles and sides of ii. Draw triangles • Equilateral
all types of triangles. using protractors triangle
and rulers.
• Use a variety of methods to • Scalene triangle
find the sum of angles of iii. State the
triangles: e.g. aligning geometric • Acute triangle
corners on a straight line, properties of the
using protractors and different types of • Right triangle
geometry computer triangles and
software. name the • Obtuse triangle
triangles.

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities
28 usbf 2
iv. Determine the
sum of the
angles of a
triangle is 180°

v. Solve problems
involving
triangles.

29 10.4. Identify and use the • Investigate the relationship i. Determine and draw Types of
08/8/11- geometric properties between angles, sides and symmetry line(s) of quadrilateral:
12/8/11 of quadrilaterals to diagonals of all types of given quadrilaterals.
solve problems. quadrilateral. • Square
ii. Draw a quadrilateral
• Use a variety of methods to using protractors and • Rectangle
find the sum of angles of rulers.

33
 quadrilaterals: e.g. aligning
corners on a points, using
protractors and geometry
computer software.
• Rhombus
iii. State the geometric
properties of the • Parallelogram
different types of
quadrilaterals and • Trapezium
name quadrilaterals.

iv. Determine the sum

of the angles of a
quadrilateral is 360°

v. Solve problems
involving
quadrilaterals..

Chapter 11 : Perimeter and Area

Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

30 Students will be taught: Students will be able to:

15/8/11-
19/8/11 11.1. Understand the • Use square chips, i. Identify the perimeter Shape include
concept of tessellation grids, geo- of a region. straight lines and
perimeter to solve boards, grid-papers or curves.
problems. computer software to explore ii. Find the perimeter of
the concept of perimeter. a region enclosed by Limit to straight lines.

34
 straight lines.
• Investigate and develop
formula to find the perimeter iii. Solve problems
of a rectangle. involving perimeters.

11.2. Understand the • Use unit squares, i. Estimate the cm2 read as
concept of area of tessellation grids, geo- area of a shape. square cm.
rectangles to solve boards, grid-paper or
problems. computer software to explore ii. Find the area of The area of a
the concept of area. a rectangle. unit square is 1
square unit.
• Investigate and develop iii. Solve problems
formula to find the area of a involving areas. Area of a right
rectangles. triangle.
• Use unit square chips or files 1
to investigate, explore and = of the area
2
make generalisations about
of a rectangle.
the:
a. Perimeters of rectangles
having the same area.
b. Areas of rectangles
having the same
perimeter.

35
 Suggested Teaching and Learning
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Activities

31 11.3. Understand the • Investigate and develop formulae i. Identify the

22/8/11- concept of area of to find the areas of triangles, heights of
26/8/11 triangles, parallelograms and trapeziums triangles,
parallelograms and based on the area of a rectangle. parallelograms
trapezium to solve and
problems. trapeziums.

ii. Find the areas

of triangles,
parallelograms
and
trapeziums.

iii. Find the areas

of figures
made up of
triangles,
rectangles,
parallelograms
or trapeziums.

iv. Solve
problems
involving the
areas of
triangles,
rectangles,

36
 parallelograms
and
trapeziums.

• Solve problems such as finding

the height or base of a
parallelogram, given the area.

Chapter 12 : Solid Geometry

Suggested Teaching and
Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

32 Students will be taught to: • Use concrete materials to Students will be able to: Models of
05/9/11 demonstrate the concepts of Geometric solids solids.
09/9/11 12.1. Understand geometric solids. i. Identify geometric solids. include:
geometric • Game: Searching out Solids.
properties of Make up sets of activity cards ii. State the geometric • Cubes
cubes and containing descriptions of solids properties of cubes and
cuboids. such as. cuboids. • Cuboids
a. Exactly 2 faces that are the
same shape and size. iii. Draw cubes and cuboids • Cylinders
b. All edges have the same on:
length. • Pyramids
Students compete to search a. Square grids.
out solids in the classroom
• Cones
based on the descriptions. b. Blank papers.
• Investigate and explore the
• Spheres
relationship between faces, iv. Make models of cubes
edges and vertices of cubes and cuboids by:
and cuboids.
• Compare and contrast between a. Combining given
cubes and cuboids. faces.

37
 Ask students how they are alike
or different. b. Folding given
• Use concrete materials layouts of solids.
(opened boxes) to draw the
layout of cubes and cuboids.

Suggested Teaching and

Week Learning Objectives Learning Outcomes Point to Note Teaching Aids
Learning Activities

33 12.2. Understand the • Use unit cubes or other i. Estimate the volume cm3 read as Models of solids
12/9/11- concept of volume concrete materials to let of cuboids. cubic cm.
16/9/11 of cuboids to solve students explore the concept of
problems. volumes. ii. Find the volume of The volume of a
cuboids. unit cube is 1
• Investigate and develop formula cubic unit.
to find the volume of cuboids. iii. Solve problems
involving volume of
cuboids.
34-38 REVISION

39-40 END OF YEAR EXAMINATION 2011

-

41-,42 ACTIVITIES AFTER EXAMINATION

38