Yearly Lesson Plan for Mathematics Form 4 Year 2011 Week Learning Area Learning Objectives Suggested Activities

1.1 understand and use the Week 1. i. concept of significant Discuss the significance of zero in a 2, 3 STANDARD number. figures; FOR Discuss the use of significant figures in everyday life and other subjects such as M
Science. ii.

Learning Outcome
round off positive numbers to a given number of significant figures when the numbers are: a) greater than 1; b) less than 1; perform operations of addition, subtraction, multiplication and division, which involve a few numbers and state the answer in specific significant figures; solve problems involving significant figures.

iii.

1.2

understand and use the concept of standard form to solve problems.

Use everyday life situation such as in health, technology, industry, construction and business that involves numbers in standard form. Use scientific calculator to explore numbers in standard form.

i. a) b) ii.

state positive numbers in standard form when the numbers are: greater than or equal to 10; less than 1; convert numbers in standard form to single numbers; perform operations of addition, subtraction, multiplication and division, involving any two numbers and state the answers in standard form; solve problems involving numbers in standard form.

iii.

iv.

2.1 Week 2. 4, 5, QUADRATIC 6 EXP RES SIO NS AND EQU ATI ONS 2.2

understand the concept of quadratic expressions;

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.

i. ii.

identify quadratic expressions; form quadratic expressions by multiplying any two linear expressions; form quadratic expressions based on specific situations;

iii.

factorise expressions; quadratic

Discuss the various methods to obtain the desired product. Begin with the case a = 1. Explore the use of graphing calculator to factorise quadratic expressions.

i. ii.

factorise quadratic expressions of the form ax2 + bx + c, b = 0 or c = 0; factorise quadratic expressions of the form px2 q, p and q are perfect squares; factorise quadratic expressions in the form of ax2 + bx + c, a, b and c not equal to zero; factorise quadratic expressions containing coefficients with common factors;

iii. iv.

2.3

understand the concept of quadratic equations;

Discuss the equations.

characteristics

of

quadratic

i. ii.

identify quadratic equations with one unknown; write quadratic equations in general form i.e. ax2 + bx + c = 0;

iii. Discuss the number of roots of a quadratic

forming quadratic equations based on specific everyday life situations;

2.4

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

equation. Use everyday life situations.

i.

determine whether a given value is a root of a specific quadratic equation; determine the solutions for quadratic equations by: a) trial and error method; b) factorisation;

ii.

iii.

solve problems involving quadratic equations. sort given objects into groups; define sets by: a) b) descriptions; using set notation.

Week 3. SETS 7, 8

3.1 Understand the concept of sets.

Use everyday life examples to introduce the concept of sets.

i. ii.

Discuss the difference between the representation of elements and the number of elements in Venn diagrams. Discuss why { 0 } and { } are not empty sets.

iii.

identify whether a given object is an element of a set and use the symbol or . represent sets by using Venn diagrams; list the elements and state the number of elements of a set; determine whether a set is an empty set; determine whether two sets are equal sets;

iv. v. vi. vii.

3.2 understand and use the concept of subsets, universal sets and complement sets;

Include everyday life situation.

i. ii. iii. iv.

Discuss the relationship between sets and universal sets. Include everyday life situations.

determine whether a given set is a subset of a specific sets and use the symbol or ; represent subsets by using Venn diagrams; list the subsets for a specific set; illustrate the relationship between sets and universal sets by using Venn diagrams; recognise the complement of a given set; compare and differentiate between sets, subsets, universal sets and complement sets;

v. vi.

3.3

Perform operations on sets: i. ii. the intersection of sets; the union of sets.

Include everyday life situations. Discuss cases when: a) AB= b) A B Include everyday life situations. Include everyday life situations. Include everyday life situations.

i.

determine the intersection of: a) two sets; b) three sets; and use the symbol ; represent the intersections of sets by using a Venn diagram. state the relationship between a) A B and A ; b) A B and B ; determine the complement of the intersection of sets; solve problems involving the intersection of sets;

ii. iii.

iv. v.

vi.

determine the union of: a) two sets; b) three sets; and use the symbol . represent the union of sets by using a Venn diagram;

vii.

viii. state the relationship between a) A B and A ; b) A B and B ; ix. determine the complement of the union of sets; solve problems involving the union of sets; determine the outcome of combined operations on sets; solve problems involving combined operations on sets.

x. xi.

xii.

4.1 Week 4. MATHEMATIC 10, AL REASONING 12, 13

understand the concept of statements.

Introduce this topic using everyday life situations. Focus on mathematical sentences. Discuss sentences consisting of: i. words only;

i. ii.

determine whether a given sentence is a statement; determine whether a given statement is true or false; construct true or false statement involving given

iii.

ii.

numbers and words;

numbers and mathematical symbols.

iii. numbers and mathematical symbols. situations. 4.2 understand the concept of quantifiers all and some. Start with everyday life

i.

construct statements using quantifier: a) all; b) some;

ii.

determine whether a statement that contains the quantifier all is true or false. determine whether a statement can be generalised to cover every case by using the quantifier all;

iii.

iv.

construct a true statements using the quantifier all or some, based on given objects and properties.

4.3

perform operations involving the words not or no, and and or, on statements.

i. ii.

change the truth value of a given statement by replacing the word not into the original statement; identify two statements from a compound statement that contains the word and in a

given statement; iii. iv. v. vi. form a compound statement by combining two given statements using the word and; identify two statement from a compound statement that contains the word or ; form a compound statement by combining two given statements using the word or; determine the truth or the falsity of a statement which is the combination of two statements with the word and. determine the truth value of a compound containing the word or.

vii.

4.4

understand the concept of implications.

Start with everyday life situations.

i. ii. iii.

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

iv.

v.

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

4.5 understand the concept of arguments.

Start with everyday life situations. Encourage students to produce arguments based on learned topics.

i. ii.

identify the premise and conclusion of a given simple argument. 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 the concept of deduction and induction to solve problems.

i.

Determine whether the conclusions made are based on: a) Reasoning through deduction. b) Reasoning through induction. Make conclusions about special cases by deductions based on given general statements. Make general conclusions by induction for the patterned series of numbers.

ii. iii.

iv. Use deduction and induction in problem solving.

Week 5. THE STRAIGHT 14, LINE 15, 16, 17

5.1

Understand the concept of gradient of the straight line.

Technological hardware and software as well as teaching and learning materials such as graph boards, magnetic boards, topo maps, etc., should be used. Relate with daily situations. Discuss: i. ii. the relationship between gradient and tan . the condition of the straight line with different values of gradient. Vertical distance

i. ii.

Determine the vertical and horizontal distances between two given points on a straight line. Determine the gradient of a straight line by finding several ratios of vertical distances to horizontal distances.

Horizontal distance
Discuss the condition of the straight line for the value of the gradient obtained.

5.2 Understand the concept of gradient of the straight line in Cartesian Coordinates System.

i. ii. iii.

Construct the gradient formula of the straight line. Calculate the gradient of the straight line passing through two points. Differentiate the difference between the values

of gradients: a) Big and small. b) Positive and negative.

5.3

Understand the concept of intercepts.

Differentiate the ways of writing the xintercept and y-intercept with the intercept coordinates. y-intercept Gradient = x-intercept

i. ii.

Determine the x-intercept and the y-intercept of a straight line. Construct the gradient formula of the straight line in terms of the x-intercept and the yintercept. Perform calculations that involve gradient, xintercept and y-intercept.

iii.

5.4

Understand and use equation of the straight line.

It is suggested that two points be used to draw a straight line. Discuss the form of graph obtained. Discuss how a point on graph y = mx + c is determined. Discuss the change in the form of the straight line if the values of m and c are changed. Discuss only the point of intersection that satisfies the related equations of straight lines. Relate with daily situations.

i. ii. iii. iv. v.

Draw the graph for the equation in the form of y = mx + c. Determine whether a given point lies on a specific straight line. Determine m is the gradient and c is the y-intercept in the equation y = mx + c. Write the equation of the straight line when given the gradient and y-intercept. Determine the gradient and y-intercept of the straight line which equation is of the form: a) y = mx + c. b) ax + by = c.

vi.

Find the equation of the straight line which: 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.

vii.

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

5.5

Understand and use the concept of parallel lines.

To be done through activities.

i. ii. iii.

Determine that two parallel straight lines have the same gradient and vice versa. Determine whether two straight lines are parallel when given their equations. Find the equation of the line which passes through a given point and is parallel to another straight line. Solve problems which involve the equation of straight line. Complete the class interval for the data when a class interval is given. Determine:

iv.

Week 6. STATISTICS 18, 19, 20

6.1

Understand the concept of class interval.

Use data obtained from activities such as research studies or actual data.

i. ii.

a) the upper limit and lower limit; and b) the upper boundary and lower boundary of a class in the grouped data. iii. iv. v. vi. Calculate the size of class interval. Determine the class interval of a given data. Construct the frequency table based on a specific class interval. Decide appropriately a suitable class interval for a data set.

6.2

Understand and use the concept of mode and mean of grouped data.

Compare the modal classes of several data sets and discuss their summaries. Compare the means of several data sets and discuss their summaries.

i. ii. iii. iv. v.

Determine the modal class from the grouped frequency table. Calculate the value of the midpoint of a class. Verify the mean formula of grouped data. Calculate the mean from the grouped frequency table. Explain the effect of class interval size on the accuracy of the mean.

6.3

Represent and interpret data in histograms with class interval of the same size to solve

Involve data obtained through activities or real data. Discuss the steps for drawing histograms.

i. ii.

Draw the histogram from the frequency table of grouped data. Interpret information from the histogram.

problems. Involve real data or data obtained from activities. 6.4 Represent and interpret data in frequency polygons to solve problems. i. Draw the frequency polygon from: a) Histogram. b) Frequency table. Interpret information from the frequency polygon. Solve problems involving frequency polygon.

ii. iii.

i. 6.5 Understand the concept of cumulative frequency.

Construct the cumulative frequency table from: a) Ungrouped data. b) Grouped data.

Discuss the meaning of dispersion for a data set. 6.6 Understand and use the concept of measures of dispersion to solve problems. Carry out a project/research and analyse as well as interpret the data. Present the findings of the research. Emphasise on the values of honesty and accuracy in the use of statistical data.

i. ii.

Determine the range of a set of data. Determine: a) the median b) the first quartile c) the third quartile; and d) the interquartile range

from the ogive. iii. iv. Interpret information from the ogive. Solve problems which involves data representations and measures of dispersion.

Week 7. PROBABILITY 24, 25, 26

7.1

Understand the concept of sample space.

Technological hardware and software and teaching and learning materials such as coloured chips, coins and probability kit can be used. Involve daily situations.

i. ii.

Determine whether an outcome is a possible outcome of an experiment. List all the possible outcomes of an experiment: a) From activities. b) By reasoning. Determine the sample space of an experiment. Write the sample space by using set notations.

iii. iv.

i. 7.2 Understand the concept of events. Discuss also events which are not possible. Discuss that the whole sample space is also an event. ii.

State the elements of the sample space which satisfy certain conditions. Identify events of a sample space which satisfy given conditions.

iii. Determine whether an event is possible for a sample space.

7.3

Understand and use the concept of probability of an event to solve problems.

Discuss situation which results in: i. Probability of event = 1. ii. Probability of event = 0. Emphasise that the value of probability is between 0 and 1.

i. ii.

Determine the ratio of times an event occurs to the number of trials. State the probability of an event from a big enough number of trials.

Predict possible events which might occur in daily situations. Discuss also events which are not possible.

iii.

Calculate the expected number of times an event will occur, given the probability of the event and number of trials. Solve problems which involve the probability of an event. Predict the occurrence of an outcome based on known information.

iv. v.

Week 8. CIRCLES III 27, 28

8.1

Understand and use the concept of tangents to a circle.

Relate with Pythagoras Theorem.

i. ii.

Identify the tangent to a circle. Make inferences that the tangent to a circle is perpendicular to the radius that passes through the contact point. Construct the tangent: a) at a point on the circumference of the circle. b) from a point outside the circle.

iii.

iv. Determine the properties related with two tangents from a given point outside the circle. v. vi. Do calculations which involve angles and distances based on the properties of the tangent to circle. Solve problems which involve the tangent to a circle.

8.2

Understand and use the concept of angles in

i.

Identify the angle in the alternate segment which is

between tangents and chords to solve problems. ii.

subtended by the chord which passes through the contact point of the tangent. State 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. Do calculations which involve the angle in alternate segment. Solve problems which involve tangent to a circle.

iii. iv. Discuss the maximum number of common tangents for the three cases. Emphasise on the similar lengths of related common tangents. Relate with daily situations. Include problems which involve Pythagoras Theorem.

8.3

Understand and use the concept of common tangents to solve problems.

i.

Determine the number of common tangents which can be drawn to two circles which are: a) Intersecting. b) Touching. c) Separated. Determine the properties related with the common tangent to two circles which are: a) Intersecting. b) Touching. c) Separated. Solve problems which involve the common tangent to two circles. Solve problems which involve tangents and common tangents. Identify the quadrant and its angles in the unit circle.

ii.

iii. iii.

Week 9. TRIGONOMET 29,

9.1 Understand and use the concept of values

Technological hardware and software and teaching and learning materials such as log

i.

30, 31

RY II

of Sin , Cos and Tan (0 360) to solve problems.

books, trigonometry sets, geometrical sets, graph papers and calculators are to be used. Explain the meaning of unit circle. y P (x,y) 1 y 0 x

ii.

Determine: a) the value of y-coordinate; b) the value of x-coordinate; and c) the ratio of y-coordinate to x-coordinate, of several points on the circumference of the unit circle with its centre at the origin. Determine the value of: a) sine; b) cosine; and c) tangent, of an angle in quadrant I by using the unit circle. Determine whether the values of: a) sine; b) cosine; and c) tangent, of an angle in a specific quadrant is positive or negative. Determine the values of sines, cosines and tangents for special angles. Determine the values of the angles in the quadrant I which correspond with the values of the angles in other quadrants. State the relationships between the values of: a) sine; b) cosine; and c) tangent, of angles in quadrant II, III and IV with their

iii.

Relate with definition of sine, cosine and tangents of acute angle.

iv.

sin =

PQ y = =y OP 1 OQ x cos = = =x OP 1 PQ y tan = = OQ x
Consider special angles such as 0, 30, 45, 60, 90, 180, 270, 360. Teaching can be expanded through activities such as reflection. Relate with daily situations.

v.

vi.

vii.

respective values of the corresponding angle in quadrant I. viii. Find the values of sine, cosine and tangent of the angles in between 90 and 360. ix. x. Find the values in between 0 and 360 when given the values of sin , cos or tan . Solve problems which involve sine, cosine and tangent.

i. ii. iii.

Draw graphs of sine, cosine and tangent for angles between 0 and 360. Compare and differentiate the graphs of sine, cosine and tangent for angles between 0 and 360. Solve problems involving trigonometrical graphs.

9.2 Draw and use graphs of sine, cosine and tangent.

Discuss the graphs of y = sin , y = sin 2, y = sin 3. Similar cases for cosine and tangent are discussed. Scientific calculator can be used. Relate the shape of these graphs found in other areas.

Week 32, 33

10. ANGLES OF ELEVATION AND DEPRESSION

10.1

Understand and use the concept of angle of elevation and angle of depression to solve problems.

Relate with daily situations. Include two observations on the same horizontal plane. Involve activities outside the classroom.

i.

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

ii.

Represent a particular situation which involves: a) the angle of elevation; and b) the angle of depression, by using diagrams. Solve problems which involve the angle of elevation and the angle of depression. Identify the plane. Determine the horizontal plane, vertical plane and inclined plane. Sketch the three dimensional shape and identify the specific planes. Identify: a) The line that lies on a plane. b) The line that intersects with a plane. Identify the normal to a given plane. Determine the orthogonal projection on a plane. Draw and name the orthogonal projection on a plane.

iii.

Week 34, 35, 36

11. LINES AND PLANES IN 3DIMENSIONS

11.1

Understand and use the concept of angle in between line and plane to solve problems.

Relate to daily situations and use 3dimensional models. Differentiate between the 2-dimensional and 3-dimensional shapes. Involve the planes found in the natural surroundings. Begin with 3-dimensional model. Include lines in 3-dimensional shapes. 3-dimensional models are to be used to give clearer pictures.

i. ii. iii. iv.

v. vi. vii.

viii. Identify the angle in between the line with the plane. ix. Solve problems which involve the angle between the line with the plane.

11.2

Understand and use the concept of angle in between two planes to solve problems.

i. 3-dimensional models are used to give clearer pictures. ii.

Identify the line of intersection between two planes. Draw the line on each plane which is perpendicular with the line of intersection of the two planes at a point on the line of intersection. Determine the angle in between two planes on a model and given diagram. Solve problems which involve lines and planes in 3-dimensional shapes.

iii. iv.