1. ANNUAL PLANNING FOR MATHEMATICS FORM 4 / 2011
WEEK TOPICS/LEARNING AREA LEARNING OUTCOMES POINTS TO NOTE
3 Jan – • Registration Day
7 Jan • Orientation Week
1 WEEK CHAPTER 1 : STANDARD FORM
(10 Jan
– 13 Students will be taught to Students will be able to: Discuss the significance of zero in a
Jan) understand and use the concept of i. Round off positive numbers number.
significant figure to a given number of
significant figures when the
numbers are
a. greater than 1
b. less than 1  Discuss the use of significant
ii. Perform operations of figures in everyday life and other
addition, subtraction, areas
multiplication and division
involving a few numbers and
state the answer in specific
significant figures.
iii. solve problems involving
significant figures.
Students will be taught to Students will be able to:
understand and use the concept of i. State positive numbers in Use everyday life situations such as
standard form to solve problems standard form when the in health, technology, industry,
numbers are construction and business involving
a) greater than or equal to numbers in standard form
10
b) less than 1
ii. convert numbers in  Use the scientific calculator to
standard form to single explore numbers in standard form
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

2. 2 CHAPTER 2 : QUADRATIC
WEEKS EXPRESSIONS AND EQUATIONS
(17 Jan
– 28 Students will be taught to Students will be able to : Discuss the characteristics of
Jan) understand the concept of quadratic i. Identify quadratic quadratic expressions of the form
expressions expressions ax2 + bx + c = 0 where a, b and are
ii. Form quadratic constants, a ≠ 0 and x is an unknown
expressions by multiplying
any two linear expressions
iii. Form quadratic
expressions based on
specific situations
Students will be taught how to Students will be able to :
factorise quadratic expressions i. Factorise quadratic Discuss the various methods to
expressions of the form obtain the desired product.
ax2+bx+c =0 or c=0;
ii. Factorise quadratic
expressions of the form Begin with the case a=1.
px2-q, p and q are perfect Explore the use of graphing
squares; calculator to factorise quadratic
iii. Factorise quadratic expressions
expressions of the form
ax2+bx+c, where a, b and c
not equal to zero;
iv. Factorise quadratic
expressions containing
coefficients with common
factors;
Students will be taught to Students will be able to :
understand the concept of quadratic i. Identify quadratic Discuss the characteristics of
equation equations with one quadratic equations.
unknown;
ii. write quadratic equations
in general form i.e.
ax2 + bx + c = 0 ;
iii. form quadratic equations
based on specific
situations ;

3. Students will be taught to Students will be able to :
understand and use the concept of i. Determine whether a given
roots of quadratic equations to solve value is a root of a specific
problems. quadratic equation
ii. Determine the solutions for
quadratic equations by: Discuss the number of roots of a
a) trial and error method ; quadratic equation.
b) factorization ;
iii. solve the problems Use everyday life situations.
involving quadratic
equations
3 CHAPTER 3 : SETS
WEEKS Use everyday life examples to
(31 Jan Students will be taught to Students will be able to : introduce the concept of set.
– 18 understand the concept of set i. sort given objects into
Feb) group
ii. define set by :
a. descriptions;
b. using set notation;
iii. identify whether a given
object is anelement of a
set and use the symbol ∈
or ∉ ;
iv. represent sets by using Discuss the difference between the
Venn diagrams; representation of element and the
v. list the element and state number of element in Venn diagrams.
the number of element of a Discuss why { 0 } and { Ø } are not
set; empty sets.
vi. determine whether a set is
an empty set;
vii. determine whether two
sets are equal;
Students will be taught to Students will be able to : Begin with everyday life situations.
understand and use the concept of i. determine whether a given
subset, universal set and the set is a subset of a specific
complement of a set set and use the symbol ⊂
or ⊄ ;
ii. represent subset using
Venn diagram;
iii. list the subsets for a
specific set;

4. iv. illustrate the relationship
between set and universal Discuss the relationship between
set using Venn diagram; sets and universal sets.
v. determine the complement
of a given set ;
vi. determine the relationship
between set, subset,
universal set and the
complement of a set;
Students will be taught to perform Students will be able to:
operations on sets: i. determine the intersection
• the intersection of sets; of:
• the union of sets a) two sets;
b) three sets;
and use the symbol ∩ ;
ii. represent the intersection
of sets using Venn Discuss cases when:
diagram; • A∩ B= Ø
iii. state the relationship • A⊂ B
between
i. A ∩ B and A ,
ii. A ∩ B and B ;
iv. determine the complement
of the
intersection of sets;
v. solve problems involving
the intersection of sets;
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

5. combined operations on
sets
xii solve problems involving
combined operations on sets
2 CHAPTER 4 :
WEEKS MATHEMATICAL REASONING
(21 Feb
–4
Students will be taught to Students will be able to:
March)
understand the concept of i. determine whether a given
Introduce this topic using everyday
statement; sentence is a statement;
life situations
ii. determine whether a given Focus on mathematical sentences
statement is true or false;
iii. construct true or false Discuss sentences consisting of:
statement using given • words only;
numbers and mathematical • numbers and words;
symbols;
• numbers and mathematical
symbols;.
Students will be taught Students will be able to:
understand the concept of i. construct statements using the Start with everyday life situations.
quantifiers “all” and “some”; quantifier:
a) all;
b) some;
ii. determine whether a statement
that contains the quantifier “all”
is true or false;
iii. determine whether a statement
can be generalised 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.
TEST 1 Will be prepared by:
(7 Mac – 11 Mac) PN. SURIANI

6. 2 Students will be taught to Students will be able to :
WEEKS perform operations involving Begin with everyday life situations.
i. change the truth value of a
(21 Mar the words “not” or “no”, “and” given statement by placing the
– 1 Apr) and “or” on statements; word “not” into the original
statement;
ii. identify two statements from a
compound statement that
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”.
Students will be taught to Students will be able to;
understand the concept of i. identify the antecedent and
implication; Start with everyday life situations.
consequent of an implication “if
p, then q”;
ii. write two implications from a
compound statement containing
“if and only if’
iii. construct mathematical
statements in the form of
implication
a) If p, then q;
b) p if and only if q

7. Students will be taught to Students will be able to:
understand the concept of Start with everyday life situations.
i. identify the premise and
argument; conclusion of a given simple
argument;
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 Encourage students to produce
premise and the conclusion. arguments based on previous
knowledge.
Students will be taught to Students will be able to:
understand and use the concept i. determine whether a conclusion Use specific examples/activities to
of deduction and induction to is made through: introduce the concept.
solve problems. a) reasoning by deduction;
b) reasoning by induction;
ii. make a conclusion for a specific
case based on a given general
statement, by deduction;
iii. make a generalization based on
the pattern of a numerical
sequence, by induction;
iv. use deduction and induction in
problem solving.
3 CHAPTER 5 : THE STRAIGHT LINE
WEEKS
(4 Apr Students will be taught to Students will be able to: Use technology such as the
-22 understand the concept of gradient i. determine the vertical and Geometer's Sketchpad , graphing
Apr) of a straight line horizontal distances between calculators, graph boards, magnetic
two given points on a straight boards, topo maps as teaching aid
line where appropriate.
Begin with concrete examples /daily
ii. determine the ratio of vertical situations to introduce the concept of
distance to horizontal distance gradient.
Vertical
distance

8. θ
Horizontal distance
Discuss:
• the relationship between
gradient and tan θ
• the steepness of th straight
line with different values of
gradient
Carry out activities to find the ratios
of vertical distance to horizontal
distance for several pairs of points
on a straight line to conclude that the
ratio is constant.
Students will be taught to Students will be able to: Discuss the value of gradient if
understand the concept of gradient i. derive the formula for the • P is chosen as (x1 ,y1 ) and Q
of a straight line in Cartesian gradient of a straight line is (x2 ,y2 ) ;
coordinates ii. calculate the gradient of a • P is chosen as (x2 ,y2 ) and
straight line passing through Q is (x1 ,y1 )
two points;
iii. determine the relationship
between the value of the
gradient and the :
a) steepness;
b) direction of inclination,
of a straight line
Students will be taught to Students will be able to: Students will be taught to
understand the concept of intercept; i. determine the x-intercept and understand the concept of intercept;
the y-intercept of a straight line
ii. derive the formula for the
gradient of a straight line in
terms of the x-intercept and the
y-intercept
iii. perform calculations involving
gradient, x-intercept and y-
intercept

9. Students will be taught to i. Find the equation of the
understand and use equation of a straight line which:
straight line; a. 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;
ii. find the point of intersection Discuss and conclude that the point
of two straight lines by; of intersection is the only point that
a) drawing the two straight satisfies both equations
lines;
b) solving simultaneous Use the graphing calculator and
equations Geometer's Sketchpad or other
teaching aids to find the point of
intersection
Students will be taught to Students will be able to:
understand and use the concept of i. verify that two parallel Explore properties of parallel lines
parallel lines lines have the same using the graphing calculator and
gradient and vice versa; Geometer's Sketchpad or other
ii. determine from the given teaching aids.
equation whether two
straight lines are parallel;
iii. find the equation of the
straight line which passes
through a given point and
is parallel to another
straight line;
iv. solve problems involving
equations of straight lines
2 CHAPTER 6 : STATISTICS III
WEEKS Students will be taught to Students will be able to:
(25 Apr understand the concept of class i. Complete the class interval for Use data obtained from activities and
–6 interval. a set of data given one of the other sources such as research
May class intervals; studies to introduce the concept of
ii. Determine class interval .
a) the upper limit and lower
limit;
b) the upper boundary and
lower boundary of a

10. Students will be taught to represent Students will be able to:
and interpret i. Draw a histogram based on the Discuss the difference between
data in histograms with frequency table of a grouped histogram and bar chart.
class intervals of the same data
size to solve problems ; ii. Interpret information from a
given histogram; Use graphing calculator to explore
iii. Solve problems involving the effect of different class interval
histograms. on histogram.
Students will be taught to represent Students will be able to:
and interpret data in frequency i. Draw the frequency polygon
polygons to solve based on
problems. a) a histogram ;
b) a frequency table ;
ii. Interpret information from a
given frequency polygon ;
iii. Solve problems involving
frequency polygon.
Students will be taught to Students will be able to:
understand the concept of i. Construct the cumulative
cumulative frequency frequency table for
a) ungrouped data
b) grouped data
ii. Draw the ogive for :
a) ungrouped data
b) grouped data

11. Students will be taught to Students will be able to:
understand and use the concept of i. Determine the range of a set of Discuss the meaning of dispersion by
measures of dispersion to solve data comparing a few sets of data.
problems ii. Determine Graphing calculator can be used for
a) the median ; this purpose .
b) the first quartile;
c) the third quartile ;
d) the interquartile range ;
from the ogive .
iii. interpret information from an Carry out a project /research and
ogive analyse as well as interpret the
iv. solve problems involving data data .Present the findings of the
representations and project/research.
measures of dispersion Emphasise the importance of honesty
and accuracy in managing statistical
research .
MID YEAR EXAM Will be prepared by:
(9 MAY – 27 MAY) PN. SURIANI & PN. SAIDANORLAILI

12. 2 CHAPTER 7 : PROBABILITY
WEEKS
(13 Students will be taught to Students will be able to: Use concrete examples such as
June – understand the concept o i. Determine whether an drawing a die and tossing a coin.
24 sample space. outcome is a possible
June) outcome of an
experiment;
ii. List all the possible
outcomes of an
experiment ;
a) from activities;
b) by reasoning;
iii. Determine the sample
space of an experiment;
iv. Write the sample space
by using set notations.
Students will be taught to Students will be able to: Discuss that an event is a subset
understand the concept of i. identify the elements of a of the sample space
events. sample space which Discuss also impossible events for
satisfy given conditions; a sample space.
ii. list all the element of a
sample space which
satisfy certain condition
using set notations.
iii. determine whether an Discuss that the sample space
event is itself is an event.
possible for a sample
space.
Students will be taught to Students will be able to:
understand and use the concept i. find the ratio of the Carry out activities to introduce
of probability of an event to number of the concept of probability . The
solve problems times an event occurs to graphing calculator can be used
the number of trials. to simulate such activities.
ii. find the probability of an
event from a big enough
number of trials;
iii. calculate the expected
number of times an
event will occur given
the probability of the Discuss situation which results in:
event an number of • probability of event = 1
trials; • probability of event = 0

13. iv. solve problems involving
probability; Emphasise that the value of
v. predict the occurrence probability is between 0 and 1.
of an outcome and make Predict possible events which
a decision based on might occur in daily situations
known information.

14. 2 CHAPTER 8 : CIRCLES III
WEEKS
(27 Students will be taught to Students will be able to: Develop concepts and abilities
June – understand and use the concept of i. identify tangent to a through activities using technology
8 July) tangent to a circle. circle; such as the Geometer`s Sketchpad
ii. make inference that the and graphing calculator.
tangent to a circle is a
straight line
perpendicular to the
radius that passes
through the contact point;
iii. construct the tangent to a
circle passing through a
point:
a) on the circumference of
the circle;
b) outside the circle;
iv. determine the properties
related to two tangent to
a circle from a given point
outside the circle;
v. solve problems involving
tangent to a circle.
Students will be taught understand Students will be able to:
and use the properties of angle i. identify the angle in the Explore the properties of angle in
between tangent and chord to solve alternate segment which alternate segment using Geometer`s
problems. is subtended by the chord Sketchpad or other teaching aids.
through the contact point
of the tangent;
ii. verify 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;
iii. perform calculations
involving the angle in
alternate segment;
iv. solve problems involving
tangent to a circle and
angle in alternate
segment.

15. Students will be taught to i. find the values of sine,
understand and use the concept of cosine and tangent of the
the values of sin Ө, kos Ө , and angles between 90° and
tan Ө (0° ≤ Ө ≤ 360°) to solve 360°
problems. ii. find the angles between 0°
and 360°, given the values
of sine, cosine or tangent
iii. solve problems involving Relate the daily situation
sine, cosine and tangent
Students will be taught to draw and Students will be able to:
use the graphs of sine, cosine and i. Draw the graphs of sine, Use the graphing calculator and
tangent. cosine and tangent for Geometer’s Sketchpad to explore the
angles between 0o and feature of the graphs of
360o;
ii. Compare the graphs of y = sin θ , y = cos θ , y = tan θ
sine, cosine and tangent Discuss the feature of the graphs of
for angles between 0o and
360o; y = sin θ , y = cos θ , y = tan θ
iii. Solve problems involving Discuss the examples of these
graphs of sine, cosine and graphs in other area.
tangent.
3 CHAPTER 10 :
WEEKS ANGLES OF ELEVATION AND
(11 July DEPRESSIONS
-29
July) Students will be taught to Students will be able to: Use daily situations to introduce the
understand and use the concept of i. identify concept
angle of elevation and angle of a) the horizontal line
depression to solve problems b) the angle of elevation
c) the angle of depression
for a particular situation
ii. Represent a particular
situation involving
a) the angle of elevation
b) the angle of
depression,
using diagrams
iii. Solve problems involving
the angle of elevation and
the angle of depression

16. (1 Aug REVISION
–5
Aug)
TEST 2 Will be prepared by:
(8 AUG – 12 AUG) PN. SAIDANORLAILI
2 CHAPTER 11 :
WEEKS LINES AND PLANES IN 3
(15 Aug DIMENSIONS
– 26
Aug) Students will be taught to Students will be able to Carry out activities using daily
understand and use the concept of i. identify planes situation and 3-dimensional models.
angle between lines and planes to ii. identify horizontal planes Differentiate between 2-dimensional
solve problems and inclined planes an d 3-dimensional shapes. Involve
iii. sketch a three dimensional planes found in natural surroundings.
shape and identify the
specific planes. Begin with 3-dimensional models.
iv. Identify :
a) lines that lies on a
plane.
b) Lines that intersect
with a plane,
v. Identify normals to a given
plane,
vi. Determine the orthogonal Use 3-dimensional models to give
projection of a line on a clearer pictures.
plane
vii. Draw and the name the
orthogonal projection of a
line on a plane
viii. Determine the angle
between a line and a plane
ix. Solve problems involving
the angle between a line
and a plane.
Students will be taught to Students will be able to :
understand and use the i. identify the line
concept of angle between two intersection between two
planes to solve problems planes,
ii. draw a line on each plane
which is perpendicular to
the line of intersection of
the two planes at a point

17. on the line of intersection Use 3-dimensional models to give
iii. determine the angle clearer pictures.
between two planes on a
model and a given diagram.
iv. Solve problems involving
lines and planes in 3-
dimensional shapes.
(5 Sept • REVISION
– 14
Oct)
• FINAL EXAM Will be prepared by:
(17 OKT – 4 NOV) PN. SURIANI & PN. SUNITA