A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two Wk 1 (3/1 7/1) Learning areas / Learning objectives Revision: Integers,

, percentages, algebraic expressions Integers: Addition and subtraction of two or more positive and negative integers Percentages: Find the percentage of a quantity given the 100% and vice versa Algebraic Expressions: Addition and subtraction of two or more algebraic expressions with one unknown and different unknowns Chapter 1 : Directed Numbers 2 (10/1 - 14/1) 1.1 Multiplication and Division of Integers i. Multiply integers. ii. Solve problems involving multiplication of integers. iii.Divide integers. iv. Solve problems involving division of integers. Use concrete materials such as colored chips and multiplication tables to demonstrate multiplication and division of integers. Complete multiplication table by recognizing patterns. Solve problems related to real-life situations. e.g. - identifying relation - Comparing and contrasting - classifing - Mind Mapping - Discuss on examples - Use calculator to compare answer i. recall all the concepts learnt during form 1 Learning Outcomes Suggested Teaching and Learning Activities CCTS NOTES

Perform computations involving multiplication and division of integers to solve problems.

1.2

Combined Operations on Integers

i.

Perform computations involving combined operations of addition, subtraction, multiplication and division of integers to solve problems.

ii.

Perform computations involving combined operations of addition, subtraction, multiplication and division of integers. Solve problems involving combined operations of addition, subtraction, multiplication and division of integers including the use of brackets.

(-2)3 4 x ( -3 )

Student use calculators to compare and verify answers. Solve problems related to real-life situations such as money and temperature Compare fractions using : a) number lines b) scientific calculators. - identifying relation - Comparing and contrasting - classifing

4 (-6)

- identifying relation - Comparing and contrasting - classifing

1.3

Positive and Negative Fractions

i. ii.

Extend the concept of integers to fractions to solve problems.

Compare and order fractions Perform addition, subtraction, multiplication or division on fractions.

1.4 3 (17/1 -21/1)

Positive and Negative Decimals

i. ii.

Extend the concept of integers to decimals to solve problems.

Compare and order decimals. Perform addition, subtraction, multiplication or division on decimals.

Compare decimals using : a) number lines b) scientific calculators.

- identifying relation - Comparing and contrasting - classifing

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two 1.5 Computations Involving Directed Numbers i. ii. Perform addition, subtraction, multiplication or division involving two directed numbers. Perform computations involving combination of two or more operation on directed numbers including the use of brackets. Pose and solve problems involving directed numbers. Explore addition, subtraction, multiplication and division using standard algorithm and estimation. Perform operations on integers. - identifying relation - Comparing and contrasting - classifing

Perform computations involving directed number( integers, fractions and decimals )

iii.

e.g. -2+(-3)x4 Perform operations on fractions. e.g.

( 14 ) ( 53 12 )

Perform operations on decimals. e.g. 2.5 1.2 x ( - 0.3 ) Perform operations on integers, fractions and decimals. e.g.

( 1.25 + 25 ) ( 4)

Solve problems related to real-life situations. Recognise squares of numbers as the areas of the associated squares. - identifying relation - Comparing and contrasting - classifing - making generalization

i. 4 (24/1 28/1) Chapter 2 : Squares, Square Roots, Cubes and Cube Roots. 2.1 Squares of Numbers Understand and use the concept of squares of numbers.

State a number multiplied by itself as a number to the power of two and viceversa. ii. Determine the squares of numbers without using calculators. iii. Estimate the squares of numbers. iv. Determine the squares of numbers using calculators. v. List perfect squares. vi. Determine if a number is a perfect square. vii. Pose and solve problems involving squares of numbers.

- Mind Mapping - Discuss on examples - Use calculator to compare answer

12 22 32 Use pencil-and-paper method, mental and speed calculations to evaluate squares of numbers where appropriate. Use estimation to check whether answers are reasonable. Explore square numbers using calculators. Explore perfect squares

2.2

Square Roots of Positive Numbers

i. ii. iii. iv. v. vi.

Understand and use the concept of square roots of positive numbers.

Determine the relationship between squares and square roots. Determine the square roots of perfect squares without using calculator. Determine the square roots of numbers without using calculators. Multiply two square roots. Estimate square roots of numbers. Find the square roots of numbers using

Explore the concept of square roots using areas of squares. Investigate multiplications involving square roots of: a) the same number. b) different numbers. Use estimation to check whether answers are reasonable.

- identifying relation - Comparing and contrasting - classifing - making generalization

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two calculators. vii. Pose and solve problems involving squares and square roots. e.g. 7 is between 4 and . is between 2 and 3. 7 Use calculators to explore the relationship between squares and square roots.

5 (31/1 4/2) 2.3 Cubes of Numbers Understand and use the concept of cube of numbers. i. ii. iii. iv. v.

SCHOOLS SPORT EVENT AND CHINEESE NEW YEAR HOLIDAY State a number multiplied by itself twice as a number to the power of three and vice-versa. Determine cubes of numbers without using calculators. Estimate cubes of numbers. Determine cubes of numbers using calculators. Pose and solve problems involving cubes of numbers e.g. Recognize cube of a number as the volume of the associated cube. - identifying relation - Comparing and contrasting - classifing - making generalization

6 (7/2 11/2)

13

23

33

Use pencil-and-paper method, speed and mental calculations to evaluate cubes of numbers. Explore estimation of cubes of numbers. 0.48 is between 0.4 and 0.5 0.482 is between 0.064 and 0.125 Explore cubes of numbers using calculators. Use calculators to explore the relationship between cubes and cube roots. Explore estimation of cube roots of numbers. 20 is between 8 and 27
3

2.4 Cube Roots of Numbers Understand and use the concept of cube roots of numbers.

i.

Determine the relationship between cubes and cube roots. ii. Determine the cube roots of integers without using calculators. iii. Determine the cube roots of numbers without using calculators. iv. Estimate cube roots of numbers. v. Determine cube roots of numbers using calculators. vi. Pose and solve problems involving cubes and cube roots. vii. Perform computations involving addition, subtraction, multiplication, division and mixed operations on squares, square roots, cubes and cube roots.

e.g.

- identifying relation - Comparing and contrasting - classifing - making generalization

20

is between 2 and 3

Explore the relationship between cubes and cube roots using calculators

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two Chapter 3 : Algebraic Expressions ll 7 (16/2 18/2) 3.1 Algebraic Terms in Two or More Unknowns i. ii. iii. iv. v. Identify unknowns in algebraic terms in two or more unknowns. Identify algebraic terms in two or more unknowns as the product of the unknowns with a number. Identify coefficients in given algebraic terms in two or more unknowns. Identify like and unlike algebraic terms in two or more unknowns. State like terms for a given algebraic term. Students identify unknowns in given algebraic terms. e.g. 3ab : a & b are unknowns. -3d2 : d is an unknowns. Use example of everyday situations to explain algebraic terms in two or more unknowns - identifying relation - Comparing and contrasting - classifing - making generalization - Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

Understand the concept of algebraic terms in two or more unknowns.

8 (21/2 26/2)

3.2 Multiplication and Division of Two or More Algebraic Terms Perform computations involving multiplication and division of two or more terms 3.3 Computations Involving Algebraic Expressions Perform computations involving algebraic expressions. i. ii. iii. Find the product of two algebraic terms. Find the quotient of two algebraic terms. Perform multiplication and division involving algebraic terms. Explore multiplication and division of algebraic terms using concrete materials or pictorial representations. e.g. Find the area of a wall covered by 10 pieces of tiles each measuring x cm by y cm. E.g. a) 4rs x 3r = 12r2s b) - identifying relation - Comparing and contrasting - classifing - making generalization

2 p 2 6 pq =

2 p p p = 6 q q 3q

Perform multiplication and division such as : 6pq2 x 3p 2qr

9 28/2 4/3) i. 10 (7/3 11/3) MID-SEMESTER BREAK (12/3 20/3) ii.

FIRST MONTHLY TEST (INCLUDING FORM 1 TOPICS AND CHAPTER 1 & 2 FORM 2) Multiply and divide algebraic expressions by a number. Perform: a) addition b) subtraction involving two algebraic expressions. Simplify algebraic expressions. Use situations to explain computations involving algebraic expressions. Investigate why 8 ( 3x- 2 ) = 24x 16. Add and subtract algebraic expressions by removing bracket and collecting like terms. Simplify algebraic expressions such as: a) 3x ( 7x 5x ) b) 5 ( 5x + 2y ) 3 ( 2x- 2y ) c)
1 2

- identifying relation - Comparing and contrasting - classifing - making generalization

iii.

( a + 7b c ) + 1 4 ( 4 b 2c )
4

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two d)

8(3x 2) +

4 x 6 2

11 (12/3 22/3) Chapter 4 : Linear Equations. 12 (21/3 26/3) 4.1 Equality Understand and use the concept of equality. 4.2 Linear Equations in One Unknown Understand and use the concept of linear equations in one unknown. i.

MID-SEMESTER BREAK

State the relationship between two quantities by using the symbols = or

Use concrete examples to illustrate = and Discuss cases such as: a) If a = b then b = a. e.g. 2 + 3 = 4 + 1 then 4 + 1 = 2 + 3 b) If a = b and b = c, then a = c. e.g. 4 + 5 = 2 + 7, then 2 + 7 = 3 + 6, then 4+5=3+6

- identifying relation - Comparing and contrasting - making generalization

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

4.3

Solutions of Linear Equations in One Unknown Understand the concept of solutions of linear equations in one unknown

Recognise linear algebraic terms. Recognise linear algebraic expressions. iii. Determine if a given equation is : a) a linear equation b) a linear equation in one unknown. v. Write linear equations in one unknown for given statements and vice versa.

i. ii.

Discuss why given algebraic terms and expressions are linear. Given a list of terms, students identify linear terms. e.g. 3x, xy, x2 3x is a linear term Select linear expressions given a list of algebraic expressions. e.g.

- identifying relation - Comparing and contrasting - classifing - making generalization

2 x + 3, x 2 y , xy + 2, x 2 1 2 x + 3, x 2 y is a linear term.
Select linear equations given a list of equations. e.g.

x + 3 = 5, x 2 y = 7, xy = 10 x + 3 = 5, x 2 y = 7 are linear

equations. x + 3 = 5 is linear equation in one unknown. Include examples from everyday situations Chapter 5 : Ratios, Rates and Proportions.

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two 13 (28/3 1/4) 5.1 The concept of Ratio of Two Quantities Understand the concept of ratio of two quantities.

5.2 Concept of Proportion to Solve Problems Understand the concept of proportion to solve problems.

i. ii. iii.

Determine if a numerical value is a solution of a given linear equation in one unknown. Determine the solution of linear equation in one unknown by trial and improvement method. Solve equations in the form of: a) x + a =b b) x a =b c) ax = b d)

Use concrete examples to explain solutions of linear equation in one unknown.

x =b a

e.g. Relate x + 2 = 5 to + 2 = 5. Solve and verify linear equations in one unknown by inspection and systematic trial, using whole numbers, with and without the use of calculators. Involve examples from everyday situations.

- identifying relation - Comparing and contrasting - classifing - making generalization

iv. v. vi. 5.3 Concept of Ratio of Three Quantities to Solve Problems Understand and use the concept of ratio of three quantities to solve problems. i. ii. iii. iv. Chapter 6 : Pythagoras Theorem 14 (4/4 8/4) 6.1 The Relationship Between the Sides of a Right-Angled Triangle Understand the relationship between the sides of a right-angled triangle. i. ii. iii. iv. v.

Solve equations in the form of ax + b = c, where a, b, c are integers and x is an unknown. Solve linear equations in one unknown. Pose and solve problems involving linear equations in one unknown. Compare two quantities in the
a form a : b or . b

Determine whether given ratios are equivalent ratios. Simplify ratios to the lowest terms. State ratios related to a given ratio. State whether two pairs of quantities is a proportion. Determine if a quantity is proportional to another quantity given two values of each quantity. Find the value of a quantity given the ratio of the two quantities and the value of another quantity. Find the value of a quantity given the ratio and the sum of the two quantities. Find the sum of two quantities

Use everyday examples to introduce the concept of ratio. Use concrete examples to explore: a) equivalent ratios b) related ratios.

- identifying relation - making generalization

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

Use everyday examples to introduce the concept of proportion. Verify the method of cross multiplication and use it to find the missing terms of a proportion.

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two given the ratio of the quantities and the difference between the quantities. Pose and solve problems involving ratios and proportions. Use everyday examples to introduce the concept of ratio of three quantities. Use concrete examples to explore equivalent ratios. - identifying relation - Comparing and contrasting - classifing - making generalization

vi. 6.2 The Converse of Pythagoras Theorem i.

Understand and use the converse of the Pythagoras theorem.

Chapter 7 : Geometrical Construction 15 (11/4 14/4) 7.1 Constructions Using a Straight Edge and a Pair of Compasses

Perform constructions using straight edge ( ruler and set square ) and compass.

Compare three quantities in the form a:b:c. ii. Determine whether given ratios are equivalent ratios. iii. Simplify ratio of three quantities to the lowest terms. iv. State the ratio of three quantities given ratio of three quantities. v. Find the ratio of a : b : c given the ratio of a : b and b : c . vi. Find the value of the other quantities, given the ratio of three quantities and the value of one of the quantities. vii. Find the value of each of three quantities given: a) the ratio and the sum of three quantities b) the ratio and the difference between two of the three quantities viii. Find the sum of three quantities given the ratio and the difference between two of the three quantities. ix. Pose and solve problems involving ratio of three quantities. \ i. Identify the hypotenuse of rightangled triangles. ii. Determine the relationship between the lengths of the sides of a right-angled triangle. iii. Find the length of the missing side of a right-angled triangle using the Pythagoras theorem. iv. Find the length of sides of geometric shapes using Pythagoras theorem. v. Solve problems using the Pythagoras theorem.

Students identify the hypotenuse of rightangled triangles drawn in different orientations. Use dynamic geometry software, grid papers or geo-boards to explore and investigate the Pythagoras theorem.

- identifying relation - Comparing and contrasting - classifing - making generalization

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

15/4 EVENT HOLIDAY Chapter 8 : Coordinates 16 (18/4 21/4) 8.1 Coordinates i. ii. Determine whether a triangle is a right-angled triangle. Solve problems involving the converse - Explore and investigate the converse of the Pythagoras theorem through activities.

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two Understand and use the concept of coordinates. Pythagoras theorem.

8.2 Scales for the Coordinate Axes Understand and use the concept of scales for the coordinate axes.

i. ii. iii.

iv. v. vi.

Construct a line segment of given length. Construct a triangle given the length of the sides. Construct: a) perpendicular bisector of a given line segment. b) Perpendicular to a line passing through a point on the line. c) Perpendicular to a line passing through a point on the line. Construct : a) angle of 600 and 1200. b) bisector of an angle. Construct triangles given : a) one side and two angles b) two sides and one angle. Construct : a) parallel lines. b) parallelogram given its sides and an angle.

Relate constructions to properties of rhombus and isosceles triangle. Relate the construction to the properties of equilateral triangle. Explore situation when two different triangles can be constructed.

- identifying relation - constructing - making generalization - Comparing and contrasting

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

22/4 GOOD FRIDAY HOLIDAY 8.3 17 (25/4 29/4) Distance Between Two Points in a Cartesian Plane Understand and use the concept of distance between two points on a Cartesian plane. i. ii. iii. iv. Identify the x-axis, y-axis and the origin on a Cartesian plane. Plot points and state the coordinates of the points given distances from the xaxis and y-axis. Plot points and state the distances of the points from x-axis and y-axis given coordinates of the points. State the coordinates of points on Cartesian plane. Introduce the concept of coordinates using everyday examples. e.g. State the location of : a) a seat in the classroom b) a point on square grids. - Introduce Cartesian coordinates as a systematic way of marking the location of a point. - identifying relation - ploting - making generalization - Comparing and contrasting - Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

i. ii.

Mark the values on both axes by extending the sequence of given values on the axes. State the scales used in given

Use dynamic geometry software to explore and investigate the concept scales. Explore the effects of shapes of objects by using different scales.

2/5 LABOUR DAY

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two coordinate axes where : a) scales for axes are the same b) scales for axes are different. Mark the values on both axes, with reference to the scales given. State the coordinates of given point with reference to the scales given. Plot points, given the coordinates, with reference to the scales given. Pose and solve problems involving coordinates. Find the distance between two points with : a) common y-coordinates b) common x-coordinates Find the distance between two points using Pythagoras theorem. Pose and solve problems involving distance between two points. Explore positions of places on topography maps. Pose and solve problems involving coordinates of vertices of shape such as : Name the shape formed by A( 1, 5 ), B( 2, 5 ), C( 4, 3 ) and D ( 3, 3 ).

iii. iv. v. vi. i.

Three of the four vertices of a square are ( -1, 1 ), ( 2, 5 ) and ( 6, 2 ). State the coordinates of the fourth vertex. Discuss different methods of finding distance between two points such as : a) inspection b) moving one point to the other c) computing the difference between the x-coordinates or y-coordinates. Students draw the appropriate rightangled triangle using the distance between the two points as the hypotenuse. - identifying relation - constructing - making generalization - Comparing and contrasting

ii. iii.

LABOUR DAY 1/5 2/5 18 (3/5 6/5) 19 (9/5 13/5) STUDY WEEK REVISION FOR EXAMINATION FIRST SEMESTER EXAMINATION (INCLUDING FORM 1 TOPICS AND CHAPTER 1 8) (9/5 13/5) WESAK DAY (16/5 17/5) 8.4 20 (18/5 20/5) Midpoint

Understand and use the concept of midpoints. Chapter 9 : Loci in Two Dimensions 9.1 Two-Dimensional Loci Understand the concept of two-dimensional loci. 9.2 Intersection of Two Loci i. ii. Identify the midpoint of a straight line joining two points. Find the coordinates of the midpoint of Introduce the concept of midpoints through activities such as folding, constructing, drawing and counting. - identifying relation - Comparing and contrasting

21

Understand the concept of the intersection of

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two (23/5 27/5) two loci. iii. iv. a straight line joining two point with : Find the coordinates of the midpoint of the line joining two points. Pose and solve problems involving midpoints. Use dynamic geometry software to explore and investigate the concept of midpoints. - classifing - making generalization

i. ii.

iii.

Describe and sketch the locus of a moving object. Determine the locus of points that are of : a) constant distance from a fixed point b) equidistant from two fixed points c) constant distance from a straight line d) equidistant from two intersecting lines. Construct the locus of a set of all points that satisfies the condition : a) the point is at a constant distance from a fixed point. b) the point is at equidistant from two fixed points. c) The point is at a constant distance from a straight line. d) the point is at equidistant from intersecting lines.

Use everyday examples such as familiar routes and simple paths to introduce the concept of loci. Discuss the locus of a point in given diagram. e.g. Describe a locus of a point equidistant from A and C

- identifying relation - constructing - making generalization - Comparing and contrasting

- Mind Mapping - Discuss on examples - Short quiz

. A D

22 & 23 (28/5 12/6) Chapter 10 : Circles 24 (13/6 17/6) 10.1 Parts of a Circle Recognise and draw parts of a circle. i.

FIRST SEMESTER BREAK 28/5 12/6 Determine the intersections of two loci by drawing the loci and locating the points that satisfy the conditions of the two loci. Use everyday examples or games to discuss the intersection of two loci. Mark the points that satisfy the conditions : a) Equidistant from A and C. b) 3 cm from A. D C - identifying relation - constructing - making generalization - Comparing and contrasting

10

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two A 10.2 Understand and Use the Concept of Circumference to Solve Problems 25 (20/6 25/6) Understand and use the concept of circumference to solve problems. B

10.3 Arc of a Circle Understand and use the concept of arc of a circle to solve problems

Identify circle as a set of points equidistant from a fixed point. ii. Identify parts of a circle : a) center b) circumference c) radius d) diameter e) chord f) arc g) sector h) segment iii. Draw : a) a circle given the radius and centre b) a circle given the diameter c) a diameter passing through a specific point in a circle given the centre. d) a chord of a given length passing through a point on the circumference. e) sector given the size of the angle at the centre and radius of the circle. iv. Determine the : a) center b) radius of a given circle by construction. i. ii. Estimate the value of . Derive the formula of the circumference of a circle. iii. Find the circumference of a circle, given its : a) diameter b) radius. iv. Find the : a) diameter b) radius given the circumference of a circle. Solve problems involving circumference of

i.

Introduce the concept of circle as a locus. Use dynamic geometry software to explore parts of a circle.

- identifying relation - constructing - making generalization - Comparing and contrasting

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

26 (27/6 1/7)

10.4 Area of a Circle Understand and use the concept of area of a circle to solve problems.

Measure diameter and circumference of circular objects. Explore the history of . Explore the value of geometry software.

using dynamic

- identifying relation - Comparing and contrasting - classifing - making generalization

11

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two circles.

i. ii. iii. iv. v.

Derive the formula of the length of an arc. Find the length of arc given the angle at the centre and radius. Find the angle at the centre given the length of the arc and the radius of a circle. Find the length of radius of a circle given the length of the arc and the angle at the centre. Solve problems involving arcs of a circle.

Explore the relationship between the length of arc and angle at the centre of a circle using dynamic geometry software.

- identifying relation - Comparing and contrasting - classifing - making generalization

10.5 Area of a Sector of a Circle 27 (4/7 8/7) Understand and use the concept of area of sector of a circle to solve problems.

i. ii. iii.

iv. v.

Derive the formula of the area of a circle. Find the area of a circle given the : c) radius d) diameter Find : a) radius b) diameter given the area of a circle. Find the area of a circle given the circumference and vice versa. Solve problems involving area of circles.

Explore the relationship between the radius and the area of a circle : a) using dynamic geometry software. b) Through activities such as cutting the circle into equal sectors and rearranging them into rectangular form.

- identifying relation - Comparing and contrasting - classifing - making generalization

Chapter 11 : Transformations

12

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two 28 (11/7 15/7) 11.1 Transformation Understand the concept of transformations.

11.2 Translation Understand and use the concept of translations.

i. ii. iii. iv. v.

Derive the formula of the area of a sector. Find the area of a sector given the radius and angle at the centre. Find the angle at the centre given the radius and area of a sector. Find the radius given the area of a sector and the angle at the centre. Solve problems involving area of sectors and area of circles. Identify a transformation as a one-toone correspondence between points in a plane. Identify the object and its image in a given transformation.

Explore the relationship between the area of a sector and the angle at the centre of the using dynamic geometry software.

- identifying relation - Comparing and contrasting - classifing - making generalization

29 (18/7 22/7)

11.3 Reflection \ Understand and use the concept of reflections.

i. ii.

Explore concepts in transformational geometry using concrete materials, drawings, geoboards and dynamic geometry software.

- identifying relation - Comparing and contrasting - classifing - making generalization

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

11.4 Rotation 30 (25/7 29/7) Understand and use the concept of rotations.

i. ii. iii.

Identify a translation. Determine the image of an object under a given translation. Describe a translation : a) by stating the direction and distance of the movement

Explore translations given in the form

b) in the form

iv. v.

vi.

Determine the properties of translation. Determine the coordinates of : c) the image, given the coordinates of the object d) the object, given the coordinates of the image under a translation. Solve problems involving translations.

a b

a b

- identifying relation - constructing - making generalization - Comparing and contrasting

Investigate the shapes and sizes, lengths and angles of the images and the objects.

13

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two

31 (1/8 5/8)

11.5 Isometry Understand and use the concept of isometry.

i. ii.

Identify a reflection. Determine the image of an object under a reflection on a given line. iii. Determine the properties of reflections. iv. Determine : a) the mage of an object, given the axis of reflection b) the axis of reflection, given the object and its image. v. Determine the coordinates of : a) the image, given the coordinates of the object. b) the object, given the coordinates of the image under a reflection. vi. Describe a reflection given the object and image. vii. Solve problems involving reflections.

Explore the image of an object under a reflection by drawing, using tracing paper, or paper folding. Investigate the shapes and sizes, lengths and angles of the images and objects.

- identifying relation - constructing - making generalization - Comparing and contrasting

11.6 Congruence Understand and use the concept of congruence.

i. ii.

Identify a rotation. Determine the image of an object under rotation given the centre, the angle and direction of rotation. iii. Determine the properties of rotations. iv. Determine : a) image of an object, given the centre, angle and direction of rotation b) the centre, angle and direction of rotation, given the object and the image. v. Determine the coordinates of a) the image, given the coordinates of the object; b) the object, given the coordinates of the image. under a rotation. vi. Describe a rotation given the object and image. vii. Solve problems involving rotations.

Explore the image of an object under a rotation by drawing and using tracing paper.

- identifying relation - constructing - making generalization - Comparing and contrasting

11.7 Properties of Quadrilaterals

i.

Identify an siometry.

Use tracing papers to explore isometry.

14

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two Understand and use the properties of quadrilaterals using concept of transformations. ii. iii. Determine whether a given transformation is an isometry. Construct patterns using isometry.

Chapter 12 : Solid Geometry ll 32 (8/8 12/8) 12.1 Properties of Prisms, Pyramids, Cylinders, Cones and Spheres Understand geometric properties of prisms, pyramids, cylinders, cones and spheres. 12.2 Nets of Geometric Solids Understand the concept of nets.

i. ii. iii.

Identify if two figures are congruent. Identify congruency between two figures as a property of an isometry. Solve problems involving congruence.

Explore congruency under translations, reflections and rotations.

- identifying relation - constructing - making generalization - Comparing and contrasting

i.

Determine the properties of quadrilaterals using reflections and rotations.

Explore the properties of various quadrilaterals by comparing the sides, angles and diagonals.

i.

State the geometric properties of prisms, pyramids, cylinders, cones and spheres.

Explore and investigate properties of geometric solids using concrete models.

- identifying relation - constructing - making generalization - Comparing and contrasting

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

12.3 Surface Area 33 (15/8 19/8) Understand the concept of surface area.

i. ii. iii.

Draw nets for prisms, pyramids, cylinders and cones. State the types of solids given their nets. Construct models of solids given their nets.

Explore the similarities and differences between nets of prisms, pyramids, cylinders and cones using concrete models.

- identifying relation - constructing - making generalization - Comparing and contrasting

Chapter 13 : Statistics 34 (22/8 26/8) 13.1 Concept of Data Understand the concept of data.

35 (27/8 4/9)

MID-SEMESTER BREAK HARI RAYA AIDIL-FITRI

15

A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two NATIONAL DAY 13.2 Concept of Frequency 36 (5/9 9/9) Understand the concept of frequency. i. ii. iii. iv. State the surface areas of prisms, pyramids, cylinders and cones. Find the surface area of prisms, pyramids, cylinders and cones. Find the surface area of spheres using the standard formula. Find dimensions : a) length of sides b) height c) slant height d) radius e) diameter of a solid given its surface area and other relevant information. Solve problems involving surface areas. Classify data according to those that can be collected by : a) counting b) measuring Collect and record data systematically. Explore and derive the formulae of the surface areas of prisms, pyramids, cylinders and cones. - identifying relation - Comparing and contrasting - classifing - making generalization

v. i. 37 (12/9 15/9) 13.3 Representation and Interpretation of Data Represent and interpret data in: i. pictograms ii. bar charts iii. line graphs to solve problems. ii.

Carry out activities to introduce the concept of data as a collection of information of facts. Discuss methods of collecting data such as counting, observations, measuring, using questionnaires and interviews.

- identifying relation - Comparing and contrasting - classifing - making generalization

- Mind Mapping - Discuss on examples - Use calculator to compare answer - Short quiz

i. ii.

iii. iv.

Determine the frequency of data. Determine the data with : a) the highest frequency b) the lowest frequency c) frequency of a specific value. Organize data by constructing : a) tally charts b) frequency tables. Obtain information from frequency tables.

Use activities to introduce the concept of frequency.

- identifying relation - Comparing and contrasting - classifing - making generalization

TYT BIRTHDAY (16/9) 38 & 39 (19/9 30/9) i. ii. iii. iv. v. vi. vii. viii. Construct pictograms to represent data. Obtain information from pictograms. Solve problems involving pictograms. Construct bar charts to represent data. Obtain information from bar charts. Solve problems involving bar charts. Represent data using line graphs. Obtain information from line graphs. - identifying relation - Comparing and contrasting - classifing - making generalization - drawing graph

Use everyday situations to introduce pictograms, bar charts and line graph.

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A YEARLY TEACHING PLAN ( 2011 ) Mathematics Form Two ix. 40 (3/10 7/10 41 - 42 (10/10 21/10) 43 (24/10 28/10) 44 (31/10 3/11) Solve problems involving line graphs. PENILAIAN MENENGAH RENDAH

STUDY WEEK REVISION FOR FINAL EXAMINATION

END OF YEAR EXAMINATION

EXAMINATION ANSWERS DISCUSSION FORM FIVE CONVOCATION DAY 4/11

45 (7/11 11/11) 46 (14/11 18/11) (19/11 2/1) Prepared by: ________________________ ( MR ROSLAN BIN MOKSIN ) Mathematics Teacher / Form Coordinator

2011 TEXT BOOKS RETURN 2012 TEXT BOOK SUPPLY GIVING AWAY REPORT CARD

END OF YEAR SCHOOL BREAKS Verify by: ________________________ ( MR. BAKAR JI ) Head of Mathematics Panels

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