SEKOLAH MENENGAH KEBANGSAAN CYBERJAYA

Persiaran Fauna 2,
63000 Cyberjaya, Selangor Darul Ehsan

RANCANGAN PELAJARAN TAHUNAN

MATEMATIK TINGKATAN 1 (DLP)
TAHUN 2020

1
 MATHEMATICS YEARLY LESSON PLAN KSSM FORM 1

SMK CYBERJAYA, SEPANG

CHAPTER Week MODULE Remarks
CONTENT STANDARDS LEARNING STANDARDS POINT TO NOTE
INTEGRATION
NUMBERS AND OPERATIONS

Week 1

2 – 3 Jan Students engage in problem solving, communication, reasoning,

making connections and make representations when they:

Week 2 1.1 Integers 1.1.1 Recognise positive and negative numbers based on real-life Relate to real-life situations such as EMK
situations. left and right, up and down
6 - 10 movement. Language
Jan 1.1.2 Recognise and describe integers.
1 hour
1.1.3 Represent integers on number lines and make connections
between the values and positions of the integers with respect to
other integers on the number line.

1.1.4 Compare and arrange integers in order

1. RATIONAL NUMBERS

Week 3 1.2 Basic arithmetic 1.2.1 Add and subtract integers using number lines or other 1.2.1 Other methods such as concrete EMK
operations involving integers appropriate methods. Hence, make generalization about addition materials (coloured chips), virtual
13 - 17 and subtraction of integers. manipulative materials and GSP 11.1 Set
Science and
Jan software.
1.2.2 Multiply and divide integers using various methods. Hence Technology
make generalization about multiplication and division of
integers.

1.2.3 Perform computations involving combined basic arithmetic 11.2 Venn diagrams,
operations of integers by following the order of operations. universal sets,
complement of a set
1.2.4 Describe the laws of arithmetic operations which are 1.2.4 Carry out exploratory activities and subsets
Identity Law, Communicative Law, Associative Law and
Distributive Law. 1.2.5 Example of an efficient
computation involving Distributive
1.2.5 Perform efficient computations using the laws of basic Law: 2 hour
arithmetic operations.
2030 × 25
1.2.6 Solve problems involving integers.
= (2000 + 30) × 25

= 50 000 + 750

2
 = 50 750

Efficient computations may differ

among pupils

Week 4 1.3 Positive and negative 1.3.1 Represent positive and negative fractions on number lines.
fractions
20 - 24 1.3.2 Compare and arrange positive and negative fractions in
Jan order.
2 hour
1.3.3 Perform computations involving combined basic arithmetic
operations of positive and negative fractions by following the
order of operations.

1.3.4 Solve problems involving positive and negative fractions.

Week 5 1.4 Positive and negative 1.4.1 Represent positive and negative decimals on number lines.
decimals
27 - 31 1.4.2 Compare and arrange positive and negative decimals in
Jan order.

1.4.3 Perform computations involving combined basic arithmetic

2hour
operations of positive and negative decimals by following the
order of operations.

1.4.4 Solve problems involving positive and negative decimals.

Week 6 1.5 Rational numbers 1.5.1 Recognise and describe rational numbers. 1.5.1 Rational numbers are numbers
that can be written in fractional form,
3 - 7 Feb 1.5.2 Perform computations involving combined basic arithmetic that is. p and q are integers, q  0
operations of rational numbers by following the order of 2hour
operations.

1.5.3 Solve problems involving rational numbers.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of integers, fractions and decimals.

2 Demonstrate the understanding of rational numbers.

3 Apply the understanding of rational numbers to perform basic operations and combined basic arithmetic operations.

4 Apply appropriate knowledge and skills of rational numbers in the context of simple routine problem solving.

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 5 Apply appropriate knowledge and skills of rational numbers in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of rational numbers in the context of non-routine problem solving.
NUMBERS AND OPERATIONS
Week 7 2.1 Factors, prime factors and
Highest Common Factor
10 - 14 (HCF)
Feb
2.2 Multiples, common
multiples and Lowest
2. FACTORS AND MULTIPLES
Common Multiple (LCM)
2.1.1 Determine and list the factors of whole numbers, and hence
make generalisation about factors.
2.1.2 Determine and list the prime factors of a whole number, EMK
Creativity and
and hence express the number in the form of prime factorisation.
innovation
2.1.3 Explain and determine the common factors of whole
11.1 Set
numbers.
2.1.3 Also consider cases involving
2.1.4 Determine the HCF of two and three whole numbers. more than three whole numbers.
2.1.5 Solve problems involving HCF. 2.1.4 Use various methods including
repeated division and the use of prime
11.2 Venn diagrams,
factorization.
universal sets,
complement of a set
2.2.1 Explain and determine the common multiples of whole
and subsets
numbers.
2.2.1 Also consider cases involving
2.2.2 Determine the LCM of two and three whole numbers. more than three whole numbers.
3hour
2.2.3 Solve problems involving LCM 2.2.2 Use various methods including
repeated division and the use of prime
factorisation
PERFORMANCE STANDARDS
1 Demonstrate the basic knowledge of prime numbers, factors and multiples.
2 Demonstrate the understanding of prime numbers, factors and multiples.
3 Apply the understanding of prime numbers, factors and multiples to perform simple tasks involving HCF
and LCM.
4 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of simple
routine problem solving.
5 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of
complex routine problem solving.
4
 6 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of non-
routine problem solving.

3.1 3.1.1 Explain the meaning of squares and perfect squares. 3.1.1 Explore the formation of
squares using various methods
Week 8 Square and Square root 3.1.2 Determine whether a number is a perfect square. Perfect including the use of concrete
squares are 1, 4, 9, ... materials.
17 - 21
3.1.3 State the relationship between squares and square roots. 3.1.2 Relationship is stated based on
Feb
the outcome of exploration.
3.1.4 Determine the square of a number with and without using
technological tools. 3.1.3 Square roots of a number are in
positive and negative values.
3.1.5 Determine the square roots of a number without using
technological tools. 3.1.5 Limit to:
11.1 Set
3.1.6 Determine the square roots of a positive number using a) perfect squares
technological tools.
b) fractions when the numerators and
3.1.7 Estimate (i) the square of a number, (ii) the square roots of denominators are perfect squares
a number.
c) fractions that can be simplified
11.2 Venn diagrams,
3.1.8 Make generalisation about multiplication involving: such that the numerators and
universal sets,
denominators are perfect squares
complement of a set
(i) square roots of the same numbers,
and subsets
d) decimals that can be written in the
(ii) square roots of different numbers form of the squares of other decimals.

3.1.7 Discuss the ways to improve the

4 hour
estimation until the best estimation is
3.1.9 Pose and solve problems involving squares and square obtained; whether in the form of a
roots. range, a whole number or to a stated
accuracy.

3.1.8 Generalisations are made based

on the outcome of explorations

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 Week 9 3.2 Cubes and cube roots 3.2.1 Explain the meaning of cubes and perfect cubes. 3.2.1 Explore the formation of cubes
using various methods including the
24 - 28 3.2.2 Determine whether a number is a perfect cube. use of concrete materials.
NUMBERS AND OPERATIONS

Feb
3.2.3 State the relationship between cubes and cube roots. 3.2.2 Perfect cubes are 1, 8, 27, ...

3.2.4 Determine the cube of a number with and without using 3.2.3 Relationship is stated based on 11.1 Set
technological tools. the outcome of exploration.

3.2.5 Determine the cube root of a number without using 3.2.5 Limit to:
technological tools.
a) fractions when the numerators and
3.2.6 Determine the cube root of a number using technological denominators are perfect cubes. 11.2 Venn diagrams,
3. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

tools. universal sets,

b) fractions that can be simplified complement of a set
3.2.7 Estimate such that the numerators and and subsets
denominators are perfect cubes.
(i) the cube of a number,
c) decimals that can be written in the
(ii) the cube root of a number. form of the cubes of other decimals. 4 hour

3.2.8 Solve problems involving cubes and cube roots.
3.2.9 Perform computations involving addition, subtraction,
multiplication, division and the combination of these operations
on squares, square roots, cubes and cube roots.
3.2.7 Discuss the ways to improve the
estimation until the best estimation is
obtained; whether in the form of a
range, a whole number or to a stated
accuracy.

PERFORMANCE STANDARDS EMK

1 Demonstrate the basic knowledge of squares, square roots, cubes and cube roots.
Financial
2 Demonstrate the understanding of squares, square roots, cubes and cube roots. education

3 Apply the understanding of squares, square roots, cubes and cube roots to perform basic operations and the combinations of basic
arithmetic operations.

4 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of non-routine problem solving

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RELATIONSHIP AND ALGEBRA
4.1 Ratios 4.1.1 Represent the relation between three quantities in the form 4.1.2 Examples of equivalent ratios in
of a : b : c. geometrical context:
Week 10
4.1.2 Identify and determine the equivalent ratios in numerical,
2 - 6 Mac geometrical or daily situation contexts.
2hour
4.1.3 Express ratios of two and three quantities in simplest form.

4.1.3 Including those involving

fractions and decimals

Week 11
UJIAN MAC 2020
4. RATIOS, RATES AND PROPORTIONS

9 – 13 Mac

14 – 22 Mac CUTI PERTENGAHAN PENGGAL 1

Week 12 4.2 Rates 4.2.1 Determine the relationship between ratios and rates. Carry out exploratory activities.

23 – 27 Mac Involve various situations such as 7.2 Linear

speed, acceleration, pressure and inequalities in one
density. variable

Involve conversion of units.

Rate is a special case of ratio that 2hour

involves two measurements of
different units.

Week 13 4.3 Proportions 4.3.1 Determine the relationship between ratios and proportions. 4.3.1 Carry out exploratory activities.
Involve real-life situations.
30 Mar - 3 Apr 4.3.2 Determine an unknown value in a proportion.
5. ALGEBRAIC EXPRESSIONS

2hour
4.3.2 Use various methods including
cross multiplication and unitary
method.

Week 14 4.4 Ratios, rates 4.4.1 Determine the ratio of three quantities, given two or more 4.4.1 Involve real-life situations. 7.2 Linear
and proportions. ratios of two quantities. inequalities in one
6 - 10 Apr variable
4.4.2 Determine the ratio or the related value given (i) the ratio
of two quantities and the value of one quantity. (ii) the ratio of
three quantities and the value of one quantity.
2hour
4.4.3 Determine the value related to a rate.

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 4.4.4 Solve problems involving ratios, rates and proportions,
including making estimations.

Week 15 4.5 Relationship 4.5.1 Determine the relationship between percentages and ratios. 4.5.1 Carry out exploratory activities.
between ratios,
13 - 17 Apr rates and 4.5.2 Determine the percentage of a quantity by applying the 4.5.2 Involve various situations.
proportions with concept of proportions. 2hour
percentages,
fractions and 4.5.3 Solve problems involving relationship between ratios, rates
decimals and proportions with percentages, fractions and decimals.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of ratios, rates and proportions.

2 Demonstrate the understanding of ratios, rates and proportions.

3 Apply the understanding of ratios, rates and proportions to perform simple tasks.

4 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of nonroutine problem solving.

5.1 Variables and 5.1.1 Use letters to represent quantities with unknown values. 5.1.1 Letters as variables. Involve
algebraic Hence, state whether the value of the variable varies or fixed, real-life situations.
Week 16 expressions with justification.

20 – 24 Apr 5.1.2 Derive algebraic expressions based on arithmetic

expressions that represent a situation.

5.1.3 Determine the values of algebraic expressions given the

values of variables and make connection with appropriate 4 hour
situations.

5.1.4 Identify the terms in an algebraic expression. Hence, state

the possible coefficients for the algebraic terms.

5.1.5 Identify like and unlike terms.

5.2 Algebraic 5.2.1 Add and subtract two or more algebraic expressions. 3 hour
expressions
Week 17 involving basic 5.2.2 Make generalisation about repeated multiplication of 5.2.2 Correlate repeated
arithmetic algebraic expressions. multiplication with the power of two
operations or more.

8
 27 Apr – 1 May 5.2.3 Multiply and divide algebraic expressions with one term.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of variables and algebraic expressions.

2 Demonstrate the understanding of variables and algebraic expressions. .

3 Apply the understanding of algebraic expressions to perform simple tasks

RELATIONSHIP AND ALGEBRA

Week 18 6.1 Linear 6.1.1 Identify linear equations in one variable and describe the 6.1.1 Carry out exploratory activities 4hour
equations in one characteristics of the equations. involving algebraic expressions and
4 – 8 May variable algebraic equations.
6.1.2 Form linear equations in one variable based on a statement
or a situation, and vice-versa.

6.1.3 Solve linear equations in one variable.

6.1.4 Solve problems involving linear equations in one variable. 6.1.3 Use various methods such as
trial and improvement, backtracking,
and applying the understanding of
equality concept.

Week 19 REVISION WEEK

11 – 15 May 1.RATIONAL NUMBERS

6. LINEAR EQUATION

2. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

3. FACTORS AND MULTIPLES

4. RATIOS, RATES AND PROPORTIONS

5. ALGEBRAIC EXPRESSION

Week 20

18 - 22 May MID YEAR EXAMINATION 2020

CUTI PERTENGAHAN TAHUN 2020

23 May – 7 June 2020

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 Week 21 6.3 Simultaneous 6.3.1 Form simultaneous linear equations based on daily 6.3.1 Use software to explore cases
linear equations situations. Hence, represent graphically the simultaneous linear involving lines that are: (i)
8 – 12 June in two variables equations in two variables and explain the meaning of Intersecting (unique solution) (ii)
simultaneous linear equations. Parallel (no solution) (iii)
Overlapping (infinite solutions)
6.3.2 Solve simultaneous linear equations in two variables using
various methods. 6.3.2 Involve graphical and algebraic
methods (substitution, elimination)
6.3.3 Solve problems involving simultaneous linear equations in
two variables. 6.3.3 Use technological tools to
explore and check the answers.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of linear equations.

2 Demonstrate the understanding of linear equations and simultaneous linear equations.

3 Apply the understanding of the solution for linear equations and simultaneous linear equations.

4 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of simple routine
problem solving.

5 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of complex
routine problem solving.

6 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of non-routine
problem solvingbukanrutin
RELATIONSHIP AND ALGEBRA

Week 22 7.1 Inequalities 7.1.1 Compare the values of numbers, describe inequality and 7.1.1 Use number lines to represent 3hour
hence, form algebraic inequality. inequality relations,
15 - 19 June
7.1.2 Make generalisation about inequality related to Involve negative numbers.

(i) the converse and transitive properties, additive and 7.1.2 Carry out exploratory activities.
multiplicative inverse,
Converse property if , then
(ii) basic arithmetic operations.
Transitive property if , then
7. LINEAR INEQUALITIES

Additive inverse if , then

Multiplicative inverse if , then

Basic arithmetic operations: when

additions, subtractions,
multiplications or divisions

10
 performed on both sides.

Week 23 7.2 Linear 7.2.1 Form linear inequalities based on daily life situations, and
inequalities in vice-versa.
22 – 26 June one variable 7.2.2 Number lines can be used to
4hour
7.2.2 Solve problems involving linear inequalities in one solve problems.
variable. 7.2.3 Solve simultaneous linear inequalities in one
variable.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of linear inequalities in one variable.

2 Demonstrate the understanding of linear inequalities in one variable.

3 Apply the understanding of linear inequalities in one variable to perform simple tasks.

4 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of nonroutine problem solving.
8.LINES AND ANGLES

Week 24 8.1 Lines and 8.1.1 Determine and explain the congruency of line segments 8.1.4 Jalankanaktivitipenerokaan. Properties of triangles
angles and angles. and the interior and
29 June - 3 July exterior angles of
8.1.2 Estimate and measure the size of line segments and angles, triangles
and explain how the estimation is obtained.

8.1.3 Recognise, compare and explain the properties of angles on

a straight line, reflex angles, and one whole turn angles. 3hour

8.1.4 Describe the properties of complementary angles,

supplementary angles and conjugate angles. Carry out
exploratory activities.

8.1.5 Solve problems involving complementary angles,

supplementary angles and conjugate angles.

8.1.6 Construct 8.1.6 Use a) compasses and straight

edge tool only, b) any geometrical
(i) line segments, tools, c) geometry software for

11
 (ii) perpendicular bisectors of line segments, constructions.

(iii) perpendicular line to a straight line,

(iv) parallel lines and explain the rationale of construction steps.

8.1.7 Construct angles and angle bisectors, and explain the 8.1.7 Use the angle of 60 as the first
rationale of construction steps. example for construction using
compasses and straightedge tool only.

Week 25 8.2 Angles 8.2.1 Identify, explain and draw vertically opposite angles and
related to adjacent angles at intersecting lines, including perpendicular
6 - 10 July intersecting lines lines.

8.2.2 Determine the values of angles related to intersecting lines, 2hour

given the values of other angles.

8.2.3 Solve problems involving angles related to intersecting

lines.

Week 26 8.3 Angles 8.3.1 Recognise, explain and draw parallel lines and transversals. EMK
related to parallel
13 - 17 July lines and 8.3.2 Recognise, explain and draw corresponding angles,
Creativity
transversals alternate angles and interior angles.
Properties of and
quadrilaterals and the
8.3.3 Determine whether two straight lines are parallel based on innovation
interior and exterior
the properties of angles related to transversals.
angles of
quadrilaterals
8.3.4 Determine the values of angles related to parallel lines and
transversals, given the values of other angles.

8.3.5 Recognise and represent angles of elevation and angles of

3hour
depression in real-life situations.

8.3.6 Solve problems involving angles related to parallel lines 8.3.6 Include angles of elevation and
and transversals. angles of depression.

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of lines and angles.

2 Demonstrate the understanding of lines and angles.

3 Apply the understanding of lines and angles to perform simple tasks.

4 Apply appropriate knowledge and skills of lines and angles in the context of simple routine problem solving.

12
 5 Apply appropriate knowledge and skills of lines and angles in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of lines and angles in the context of non-routine problem solving

Week 27 9.1 Polygons 9.1.1 State the relationship between the number of sides, vertices 9.1.1 Carry out exploratory activities.
and diagonals of polygons. STEM
20 – 24 July
9.1.2 Draw polygons, label vertices of polygons and name the 2hour
polygons based on the labeled vertices.

CUTI PERTENGAHAN PENGGAL 2 2020

25 July – 2 August 2020
MEASUREMENT AND GEOMETRY

Week 28 9.2 Properties of 9.2.1 Recognise and list geometric properties of various types of 9.2.1 Geometric properties include
triangles and the triangles. Hence classify triangles based on geometric properties. the number of axes of symmetry.
3 – 7 Aug interior and 9.2.2 Make and verify conjectures about Involve various methods of
exterior angles of exploration such as the use of
triangles (i) the sum of interior angles, dynamic software.
2hour
(ii) the sum of interior angle and adjacent exterior angle, 9.2.2 Use various methods including
the use of dynamic software.
(iii) the relation between exterior angle and the sum of the
opposite interior angles of a triangle.

9.2.3 Solve problems involving triangles

Week 29 9.3 Properties of 9.3.1 1 Describe the geometric properties of various types of 9.3.1 Geometric properties include
9. BASIC POLYGONS

quadrilaterals quadrilaterals. Hence classify quadrilaterals based on the the number of axes of symmetry.
10 – 14 Aug and the interior geometric properties The Pythagoras
and exterior Involve various exploratory methods Theorem
angles of 9.3.2 Make and verify the conjectures about such as the use of dynamic software.
quadrilaterals
(i) the sum of interior angles of a quadrilateral, 9.3.2 Use various methods including
the use of dynamic software.
(ii) the sum of interior angle and adjacent exterior angle of a
quadrilateral, and 13.2 The converse of
Pythagoras Theorem
(iii) the relationship between the opposite angles in a
parallelogram.

9.3.3 Solve problems involving quadrilaterals. 9.3.4 Solve 2hour

problems involving the combinations of triangles and
quadrilaterals..

13
 CUTI PERTENGAHAN PENGGAL 2 (10 OGOS HINGGA 18 OGOS)

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of polygons.

2 Demonstrate the understanding of triangles and quadrilaterals.

3 Apply the understanding of lines and angles to perform simple tasks related to the interior and exterior angles of triangles and quadrilaterals.

4 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of nonroutine problem solving

Week 30 10.1 Perimeter 10.1.1 Determine the perimeter of various shapes when the side 10.1.1 Various shapes including those 13.1 The Pythagoras
lengths are given or need to be measured. involving straight lines and curves. Theorem
17 – 21 Aug
10.1.2 Estimate the perimeter of various shapes, and then
evaluate the accuracy of estimation by comparing with the
measured value.

10.1.3 Solve problems involving perimeter 13.2 The converse of

Pythagoras Theorem
10. PERIMETER AND AREA

2hour

Week 31 10.2 Area of 10.2.1 Estimate the area of various shapes using various 10.2.1 Including the use of 1 unit × 1
triangles, methods. unit grid paper..
24 – 28 Aug parallelograms,
kites and 10.2.2 Derive the formulae of the area of triangles, 10.2.2 Carry out exploratory activities
trapeziums parallelograms, kites and trapeziums based on the area of involving concrete materials or the
2hour
rectangles. use of dynamic software

10.2.3 Solve problems involving areas of triangles,

parallelograms, kites, trapeziums and the combinations of these
shapes.

10.3 Relationship 10.3.1 Make and verify the conjecture about the relationship
between between perimeter and area.
perimeter and
2hour
area 10.3.2 Solve problems involving perimeter and area of triangles,
rectangles, squares, parallelograms, kites, trapeziums and the
combinations of these shapes.

14
 PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of perimeter.

2 Demonstrate the understanding of perimeter and areas.

3 Apply the understanding of perimeter and areas to perform simple tasks.

4 Apply appropriate knowledge and skills of perimeter and areas in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of perimeter and areas in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of perimeter and areas in the context of non-routine problem solving

Week 32 11.1 Set 11.1.1 Explain the meaning of set. 11.1.1 Carry out sorting and 2 hours
classifying activities including those
31 Aug – 4 Sep 11.1.2 Describe sets using: (i) description, (ii) listing, and (iii) set involving real-life situations.
builder notation.
DISCRETE MATHEMATICS

11.1.2 Including empty set and

11.1.3 Identify whether an object is an element of a set and its .symbols, { } and Involve the
represent the relation using symbol. . use of set notation. Example of set
builder notation: A = {x: x ≤ 10, x is
11.1.4 Determine the number of elements of a set and represent even number}
the number of elements using symbol.
11.1.3 Introduce the symbols  and
11.1.5 Compare and explain whether two or more sets are equal 
and hence, make generalisation about the equality of sets.
11.1.4 Introduce the symbol n(A).

Week 33 11.2 Venn 11.2.1 Identify and describe universal sets and complement of a Introduce the symbols for universal
11. INTRODUCTION TO SET

diagrams, set. (), complement of a set (A’) set and

7 – 11 Sep universal sets, subset ()
complement of a 11.2.2 Represent
set andsubsets
(i) the relation of a set and universal set, and

(ii) complement of a set through Venn diagrams. 2hour

11.2.3 Identify and describe the possible subsets of a set.

11.2.4 Represent subsets using Venn diagrams.

11.2.5 Represent the relations between sets, subsets, universal

sets and complement of a set using Venn diagrams

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 PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of sets.

2 Demonstrate the understanding of sets.

3 Apply the understanding of sets.

Week 34 12.1 Data 12.1.1 Generate statistical questions and collect relevant data. 12.1.1Use statistical inquiry approach
collection, for this topic. MODULE 4: Mean,
14 – 18 Sep organization and 12.1.2 Classify data as categorical or numerical and construct Mode and Median
representation frequency tables. Statistical Inquiry MODULE 5: Data
process, and Representations
interpretation of 12.1.3 Construct data representation for ungrouped data and 1. Posing / formulating real life MODULE 12: Data
data justify the appropriateness of a data representation. to construct problems Interpretations
STATISTICS AND PROBABILITY

representation data representations.

2. Planning and collecting data 1hour

3. Organising data
12.1.4 Convert a data representation to other suitable data
representations with justification. 4. Displaying / representing data

12.1.5 Interpret various data representations including making 5. Analysing data 6. Interpretation
Week 35 inferences or predictions. and conclusion

12.1.6 Discuss the importance of representing data ethically in 7. Communicating results

21 – 25 Sep
order to avoid confusion.
---------------------------------------------------------------------------- Statistical questions : questions that
can be answered by collecting data
12. DATA HANDLING

Note and where there will be variability in

that data.
2hour
12.1.3 Data representation including various types of bar charts,
pie chart, line graph, dot plot and stemand-leaf plot. Involve real life situations.

Use various methods including the use of software Collect data using various methods
such as interview, survey, experiment
and observation.

12.1.2 Numerical data : discrete or

continuous

12.1.5 Involve histograms and

frequency polygons.

PERFORMANCE STANDARDS

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 1 Demonstrate the basic knowledge of collecting, organizing and representing data.

2 Demonstrate the understanding of collecting, organizing and representing data.

3 Apply the understanding of data representations to construct data representations.

4 Apply appropriate knowledge and skills of data representation and data interpretation in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of data representation and data interpretation in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of data representation and data interpretation in the context of non-routine problem solving.
MEASUREMENT AND GEOMETRY

13.1 The 13.1.1 Identify and define the hypotenuse of a rightangled

Pythagoras triangle.
MODULE 26:
Theorem
Phytagoras Theorem
13.1.2 Determine the relationship between the sides of right-
MODULE 30:
Week 36 angled triangle. Hence, explain the Pythagoras Theorem by 13.1.2 Carry out exploratory activities
Trigonometry
referring to the relationship. by involving various methods
including the use of dynamic
28 Sep – 2 Oct
13.1.3 Determine the length of the unknown side of software..
13.2 The
2hours
converse of (i) a right-angled triangle.
Pythagoras
Theorem (ii) combined geometric shapes. 13.1.3 Determine the length of sides
by applying the Pythagoras Theorem.
13.1.4 Solve problems involving the Pythagoras Theorem.

13.2.1 Determine whether a triangle is a right-angled triangle and

13. THE PYTHAGORAS THEOREM

give justification based on the converse of the Pythagoras

Theorem.
2hours
13.2.2 Solve problems involving the converse of the Pythagoras
Theorem.

Week 37 Revision

5 – 9 Oct

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of right-angled triangles.

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2 Demonstrate the understanding of the relation between the sides of right-angled triangles.

3 Apply the understanding of the Pythagoras Theorem.

4 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of non-routine problem solving.

Week 38 REVISION – MODAL QUESTION PAPERS

12 – 16 Oct

Week 39 FINAL EXAMINATION 2020

19 – 23 Oct

Week 40 Question1-Question 5

26 – 30 Oct 1.RATIONAL NUMBERS

2. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

3. FACTORS AND MULTIPLES

4. RATIOS, RATES AND PROPORTIONS

5. ALGEBRAIC EXPRESSIONS

6. LINEAR EQUATION

Week 41 Question 6-Question 10

2 - 6 Nov 7. LINEAR INEQUALITIES

8.LINES ANG ANGLES

9. BASIC POLYGONS

10. PERIMETER AND AREA

11. INTRODUCTION TO SET

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 12. DATA HANDLING

13. THE PYTHAGORAS THEOREM

Week 42 Analisis Item

9 - 13 Nov

Week 43 Analisis Item

16 – 20 Nov

CUTI AKHIR TAHUN 2020 (21 NOVEMBER 2020 – 4 JANUARI 2021)

Disediakan oleh, Disemak oleh, Disahkan oleh,

_______________________ ________________________ ________________________

(ISMA SAPINAZ ROSNI) (SALMY MOHD YATIM) (ROZIANA AMINORLAH)
Guru Subjek Matematik Ketua Panitia Matematik Guru Kanan Mata Pelajaran
Sains dan Matematik

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