Yearly Plan – Additional Mathematics Form 4
Week Learning Objectives Learning Outcomes
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Topic/Learning Area Al : FUNCTION --- 2 weeks
First Term
1 Represent relations using
1 1. Understand the 2 arrow diagrams
concept of relations.
3 ordered pairs
4 graphs
5 Identify domain, co domain,
object, image and range of a
relation.
1.3 Classify a relation shown
on a mapped diagram as: one
to one, many to one, one to
many or many to many
relation.
2.1 Recognise functions as a
2. Understand the special relation..
concept of functions.
2.2 Express functions using
function notation.
2.3 Determine domain, object,
image and range of a
function.
2.4 Determine the image of a
function given the object and
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
Use pictures, role-play and Discuss the idea of set and
1 computer software to introduce the introduce set notation.
concept of relations.
Skill : Interpretation, observe
connection between domain, co
domain, object, image and range of
a relation.
• Represent functions using arrow
diagrams, ordered pairs or
• Give examples of finding images graphs, e.g.
given the object and vice versa. f : x → 2 x , f ( x ) =2 x
(a) Given f : x → 4x – x2. Find “ f : x →2 x ” is read as
image of 5. “function f maps x to 2x”.
(b) Given function h : x → 3x – • “ f ( x ) = 2 x ” is read as “2x is
1 12. Find object with image = the image of x under the
0. function f”.
Include examples of functions that
Use graphing calculators and are not mathematically based.
computer software to explore the Examples of functions include
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Week Learning Objectives Learning Outcomes
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vice versa.
2 3. Understand the 3.1 Determine composition of
concept of two functions.
composite
functions.
3.2 Determine the image of
composite functions given
the object and vice versa
3.3 Determine one of the
functions in a given
composite function given the
other related function.
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
image of functions. algebraic (linear and quadratic),
trigonometric and absolute value.
Define and sketch absolute value
functions.
• Use arrow diagrams or algebraic Involve algebraic functions only.
method to determine composite
functions.
• Give examples of finding images
given the object and vice versa for Images of composite functions
2 composite functions include a range of values. (Limit to
linear composite functions).
For example : Define composite functions
Given f : x → 3x – 4. Find
(a) ff(2),
(b) range of value of x if ff(x) > 8.
• Give examples for finding a
function when the composite
function is given and one other
function is also given.
Example :
Given f : x→ 2x – 1. find function
g if
a. The composite function fg is
given as fg : x → 7 – 6x
b. composite function gf is given as
gf : x → 5/2x.
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4. Understand the 4.1 Find the object by inverse • Limit to algebraic functions.
concept of inverse mapping given its image and 2 • Exclude inverse of composite
functions. function. functions.

4.2 Determine inverse functions Use sketches of graphs to show the

using algebra. relationship between a function and
its inverse.
4.3 Determine and state the • Emphasise that the inverse of a
condition for existence of an Examples : function is not necessarily a
inverse function Given f: x →3 x + 2 , find f −1
function.
Additional Exercises

Topic A2 : Quadratic Equations --- weeks

1. Understand the 1.1 Recognise a quadratic Use graphing calculators or Questions for 1..2(b) are given
concept of equation and express it in computer software such as the in the form of
quadratic general form. Geometer’s Sketchpad and ( x + a ) ( x + b ) = 0 ; a and b are
equations and spreadsheet to explore the concept numerical values.
their roots. of quadratic equations
1. 2 Determine whether a
given value is the root of a
quadratic equation by
6 substitution;
a) inspection. Values : Logical thinking
Skills : seeing connection, using
1.3 Determine roots of trial and error methods
quadratic equations by
trial and improvement
method.

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2. Understand the 2.1 Determine the roots of a If x = p and x = q are the roots, then Discuss when
concept of quadratic equation by the quadratic equation is ( x − p ) ( x − q ) = 0 , hence
quadratic a) factorisation; ( x − p ) ( x − q ) = 0 , that is x − p = 0 or x −q = 0 .
equations.
b) completing the x 2 − ( p + q ) x + pq = 0 . Include cases when p = q.
square Involve the use of:
−b c Derivation of formula for 2.1c
c) using the formula. α +β = and αβ = is not required.
a a
where α and β are roots of the
2.2 Form a quadratic equation quadratic equation
from given roots. ax 2 + bx + c = 0

Skills : Mental process, trial and

error

3. Understand and 3.1 Determine types of roots of Giving quadratic equations with the Explain that “no roots” means “no
use the conditions quadratic equations from the following conditions : b 2 − 4ac > 0 real roots”.
for quadratic value of b 2 − 4ac . b 2 − 4ac = 0 , b 2 − 4ac < 0
equations to have and ask pupils to find out the type of
a) two different roots; 3.2 Solve problems roots the equation has in each case.
b) two equal roots; involving b 2 − 4ac in
c) no roots. quadratic equations to: Values: Making conclusion,
a) find an unknown value; connection and comparison
a)dua punca berbeza; b) derive a relation.

Additional Exercises

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Week Learning Objectives Learning Outcomes
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Topic A3 : Quadratics Functions--- weeks
1. Understand the 1.1 Recognise quadratic
concept of functions
quadratic
functions and
their graphs.
1.2 Plot quadratic function
graphs:
a)based on given
tabulated
values;
1 b) by tabulating values
2 based on given functions.
1.3 Recognise shapes of
graphs of quadratic
functions.
1.4 Relate the position of
quadratic function graphs
with types of roots for
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Periods activities/Learning Skills/Values
1) Use graphing calculators or
computer software such as
Geometer’s Sketchpad to explore the
graphs of quadratic functions.
a) f(x) = ax2 + bx + c
b) f(x) = ax2 + bx
c) f(x) = ax2 + c
* pedagogy : Constructivism
Skills : making comparison
& making conclusion
1) Use examples of everyday
situations to introduce graphs of
quadratic functions.
• Contextual learning
Discuss the form of graph if
a > 0 and a < 0 for
f ( x ) = ax 2 + bx + c
Explain the term parabola.
Recall the type of roots if :
a) b2 – 4ac > 0 Relate the type of roots with
b) b2 – 4ac < 0 the position of the graphs.
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f ( x) =0 . c) b2 – 4ac = 0

Students be reminded of the steps

2. Find the 2.1 Determine the maximum Use graphing calculators or dynamic
involved in completing square and
maximum and or minimum value of a geometry software such as the
how to deduce maximum or
minimum values quadratic function by Geometer’s Sketchpad to explore the
of quadratic completing the square. graphs of quadratic functions minimum value from the function
functions. and also the corresponding values
Skills : mental process , of x.
interpretation

3. Sketch graphs of 3.1 Sketch quadratic function
quadratic functions.
Use graphing calculators or
graphs by determining the dynamic geometry software such
maximum or minimum point as the Geometer’s Sketchpad to
and two other points. reinforce the understanding of
graphs of quadratic functions.
Steps to sketch quadratic graphs:
a) Determining the form“∪” or
“∩”
b) finding maximum or minimum
point and axis of symmetry.
c) finding the intercept with x-axis
and y-axis.
d) plot all points
e) write the equation of the axis of
symmetry
Emphasise the marking of
maximum or minimum point and
two other points on the graphs
drawn or by finding the axis of
symmetry and the intersection
with the y-axis.
Determine other points by finding
the intersection with the x-axis (if
it exists).

4. Understand and use 4.1 Determine the ranges of Use graphing calculators or Emphasise on sketching graphs
the concept of values of x that satisfies dynamic geometry software such as and use of number lines when
quadratic inequalities. quadratic inequalities. the Geometer’s Sketchpad to necessary.
explore the concept of quadratic

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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inequalities.

Topic A4: SIMULTANEOUS EQUATIONS--- weeks

1. Solve 1.1 Solve simultaneous Use graphing calculators or dynamic Limit non-linear equations up to
simultaneous equations using the geometry software such as the second degree only.
equations in two substitution method. Geometer’s Sketchpad to explore the
unknowns: one concept of simultaneous equations.
linear equation Value: systematic
and one non- Skills: interpretation of mathematical
linear equation. problem

1.2Solve simultaneous Use examples in real-life

equations involving real- situations such as area, perimeter
life situations. and others.

Pedagogy: Contextual Learning

Values : Connection between
Additional Exercises mathematics and other subjects

Topic G1. Coordinate Geometry--- weeks

Use the Pythagoras’ Theorem to

1. Find distance 1.1 Find the distance between
find the formula for distance
between two two points ( x1 , y1 ) , Skill : Use of formula between two points.
points.
( x2 , y 2 ) using formula

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Limit to cases where m and n are

2.Understand the 2.1Find the midpoint of two positive.
concept of given points. Derivation of the formula
division of line Skill : Use of formula  nx1 + mx2 ny1 + my2 
segments 2.2Find the coordinates of a  , 
 m+n m+n 
point that divides a line Value : Accurate & neat work
according to a given ratio is not required.
m : n.

3.1 Find the area of a triangle Limit to numerical values.

3 Find areas of based on the area of Values : Systematic & neat Emphasise the relationship
polygons. specific geometrical between the sign of the value for
shapes. Skills : use of formula , recognise area obtained with the order of the
relationship and patterns vertices used.
3.2 Find the area of a triangle
by using formula. Derivation of the formula:

1 x1y1 + x2 y3 + x3 y1 − x2 y1 
1 x1 x2 x x1
∣     3 ∣
2 y1 y2 y3 y1

2  
3.3 Find the area of a
quadrilateral using
formula. is

− x3 y2 − x1y3 
not required.
Emphasise that when the area of
polygon is zero, the given points

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Week Learning Objectives Learning Outcomes
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4 Understand and 4.1 Determine the x-intercept
use the concept and the y-intercept of a
of equation of a line.
straight line.
4.2 Find the gradient of a
straight line that passes
through two points.
4.3 Find the gradient of a
straight line using the x-
intercept and y-intercept
4.4 Find the equation of a
straight line given:
a) gradient and one point;
b) two points;
c)x-intercept and y-
intercept.
4.5Find the gradient and the
intercepts of a straight line
given the equation.
4.6Change the equation of a
straight line to the general
form
4.7Find the point of
intersection of two lines.
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
are collinear.
Use dynamic geometry software such
as the Geometer’s Sketchpad to
explore the concept of equation of a
straight line.
Skills : drawing relevant diagrams,
using formula, recognising
relationship, compare and contrast.
Values : Neat & systematic
Pedagogy: contextual learning
Answers for learning outcomes
4.4(a) and 4.4(b) must be stated in
the simplest form.
Involve changing the equation into
gradient and intercept form
Finding point of intersection of two
lines by solving simultaneous
equations
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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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5. Understand and 5.1 Determine whether two Use examples of real-life situations to Emphasise that for parallel lines:
use the concept straight lines are parallel explore parallel and perpendicular m1 = m 2 .
of parallel and when the gradients of lines.
perpendicular both lines are known and
lines. vice versa. Skill: Use of formula; making
comparison
5.2 Find the equation of a
straight line that passes
through a fixed point and
parallel to a given line.

5.3 Determine whether two Students to be exposed to SPM Emphasise that for perpendicular
straight lines are exam type of questions. lines
perpendicular when the m1 m 2 = −1 .
gradients of both lines are
known and vice versa. Values : hard work, cooperative Derivation of m1 m 2 = −1 is not
5.4 Determine the equation of required.
a straight line that passes Pedagogy : Mastery learning
through a fixed point and
perpendicular to a given
line.
5.5 Solve problems involving
equations of straight
lines.

6 Understand and 6.1 Find the equation of Use examples of real-life situations to
use the concept locus that satisfies the explore equation of locus involving
of equation of condition if: distance between two points.
locus involving Use graphic calculators and dynamic
a)the distance of a moving
distance geometry software such as the
point from a fixed point is

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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between two constant; Geometer’s Sketchpad to explore the
points. b) the ratio of the distances concept of parallel and perpendicular
of a moving point from lines.
two fixed points is
constant Value : Patience, hard working
Pedagogy: contextual learning
Skill : drawing relevant diagrams
6.2 Solve problems involving
loci.

Topic T1: Circular Measures--- weeks

1. Understand the 1.1 Convert measurements in Use dynamic geometry software such
concept of as the Geometer’s Sketchpad to
radian. radians to degrees and explore the concept of circular
vice versa. measure.
Students measure angle subtended at
the centre by an arc length equal the
length of radius. Repeat with different
radius.
Skill : contextual learning
Value : Accurate, making conclusion.
Discuss the definition of one
radian.
“rad” is the abbreviation of radian.
Include measurements in radians
expressed in terms of π.
π rad = 1800

2. Understand and use 2.1 Determine: Use examples of real-life situations to Major and minor arc lengths
the concept of length i) length of arc; explore circular measure. discussed

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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of arc of a circle to radius; and Derivation of S = j θ by use of ratio or
solve problems. iii) angle subtended at by deduction using definition of Emphasize that the angle must be
the centre of a circle radian. in radian.
Skill : Making conclusion or Students can also use formula
based on given information.
bulatan deduction, application of formula x°
S= × 2π j when the angle
360°
given is in degree

2.2 Find perimeter of segments

of circles.

Solve problems involving

lengths of arcs.

3. Understand and 3.1 Determine the: Deriving the formula L= ½ j2 θ Emphasize that the angle must be
use the concept a) area of sector; Using ratio in radian.
of area of sector Skill : drawing relevant diagrams , Area of major sektor need to be
b)radius; and
of a circle to recognising relationship & making discussed
solve problems c)angle subtended at the conclusion Students can also use formula
centre of a circle Value : Systematic & logical x°
based on given information. L= × π j 2 if the angle given
360°
is in degree.
3.2 Find the area of segments
of circles.

3.3 Solve problems

involving areas of sectors.

Topic A5 : INDICES AND LOGARITHMS--- weeks

Second Term

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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1. Understand and 1.1 Find the value of numbers Use examples of real-life situations to Discuss zero index and negative
use the concept given in the form of: introduce the concept of indices. indices.
of indices and
integer indices.
laws of indices Use computer software such as the
to solve fractional indices.
spreadsheet to enhance the
problems. understanding of indices.
1.2 Use laws of indices to find
the value of numbers in
Pedagogy : Constructivism
index form that are
Skill : making inference, use of laws
multiplied, divided or
raised to a power. Value : systematic, logical thinking

1.3 Use laws of indices to

simplify algebraic
expressions

2. Understand and 2.1 Express equation in index Use scientific calculators to enhance Emphasise that:
use the concept form to logarithm form the understanding of the concept of loga 1 = 0; loga a = 1.
of logarithms and vice versa. logarithm.
and laws of Explain definition of logarithm. Emphasise that:
logarithms to 2.2 Find logarithm of a N = ax; loga N = x with a > 0, a ≠ 1. a) logarithm of negative numbers
solve problems. number is undefined;
Value : systematic, abide by the laws b) logarithm of zero is undefined.
Discuss cases where the given
Pedagogy:Mastery learning number is in:
a) index form
b) numerical form.

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2.3 Find logarithm of Activities : Demonstration Discuss laws of logarithms

numbers by using laws of Value : systematic and organised
logarithms
2.4 Simplify logarithmic Skill : recognising pattern and
expressions to the relationship, application of laws
simplest form.

3 Understand and 3.1 Find the logarithm of a Aktivities : Demonstration Discuss:

use the change number by changing the Pedagogy: Mastery learning 1
log a b =
of base of base of the logarithm to a , problem solving log b a
logarithms to suitable base.
solve problems.
3.2 Solve problems involving Aktivities : Demonstration
the change of base and Pedagogy: Mastery learning
laws of logarithms. , problem solving.

4. Solve equations 4.1 Solve equations Aktivities : Demonstration

involving involving indices.
Pedagogy: Mastery learning Equations that involve indices and
indices and
, problem solving. logarithms are limited to equations
logarithms
with single solution only.
Solve equations involving indices
. 4.2 Solve equations involving Values : Systematic & logical
by:
logarithms. thinking
a) comparison of indices and
bases;
Additional/reinforcement
b) using logarithms.
Exercises on this topic

Topic S1: Statistics ---4 Weeks

Use scientific calculators, graphing

1 Understand and 1.1 Calculate the mean of calculators and spreadsheets to Discuss grouped data and

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Week Learning Objectives Learning Outcomes
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use the concept ungrouped data.
of measures of 1.2 Determine the mode of
central tendency ungrouped data.
to solve 1.3 Determine the median of
problems. ungrouped data
1.4Determine the modal class of
grouped data from frequency
distribution tables.
1.5 Find the mode from
histograms.
1.6 Calculate the mean of
grouped data
1.7 Calculate the median of
grouped data from
cumulative frequency
distribution tables.
1.8 Estimate the median of
grouped data from an ogive
1.9 Determine the effects on
mode, median and mean for
a set of data when:
i)
h data is changed uniformly;
ii) extreme values
exist;
iii) certain data is added or
removed
1.10 Determine the most suitable
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
explore measures of central tendency. ungrouped data.
Students collect data from real-life
situations to investigate measures of
central tendency.
Eg. 1) Length of leaves in school Involve uniform class intervals
compound only.
2). Marks for Add maths in the class.
Values : Cooperative; honest , logical
thinking
Skill : classification, making
conclusion
Pedagogy : Derivation of the median formula
1. Contextual learning is not required.
2. Constructivism
3. Multiple intelligence
Skills : Classification; observing Ogive is also known as cumulative
relationship, course and effect, able to frequency curve.
analise and make conclusion
eac
Involve grouped and ungrouped
data
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measure of central tendency
for given data.

2. Understand and 2.1 Find the range of Activities :

use the concept ungrouped data. 1. Teacher gives real life examples
of measures of where values of mean, mode adn
dispersion to 2.2 Find the interquartile medium are more or less the same and
solve problems. range of ungrouped data. not sufficient to determine the
consistency of the data and that lead
2.3 Find the range of to the need of finding measures of
grouped data dispersion

2.4 Find the interquartile Values : Determine the upper and lower
range of grouped data 1. Honest quartiles by using the first
from the cumulative 2. cooperative principle.
frequency table

Pedagogy : Contextual learning

2.5 Determine the
interquartile range of
grouped data from an
ogive.

2.6Determine the variance of

a)ungrouped data;
b)grouped data.
2.7 Determine the standard
deviation of:
ii) ung
rouped data

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grouped data.

2.8 Determine the effects on Skills :

range, interquartile range, 1. Compare and contrast
variance and standard 2. Classification
deviation for a set of data 3. Problem Solving
when: 4. Sorting data from small to big
a) each data is changed
uniformly; Pedagogy : Contextual learning
b) extreme values exist;
Values : Logical thinking Emphasise that comparison
c) certain data is added or
between two sets of data using
removed.
only measures of central tendency
2.9 Compare measures of
is not sufficient.
central tendency and
dispersion between two sets
of data.

Topic AST1: SOLUTION OF TRIANGLES---2 weeks

1. Understand and 1.1Verify sine rule. Use dynamic geometry software such
use the concept as the Geometer’s Sketchpad to
of sine rule to 1.2Use sine rule to find explore the sine rule. Include obtuse-angled triangles
solve problems. unknown sides or angles of a
triangle. Use examples of real-life situations to
explore the sine rule.
1.3Find the unknown sides and
angles of a triangle involving
ambiguous case Skill : Interpretation of problem

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1.4Solve problems involving the Value : Accuracy
sine rule.

2. Understand and use 2.1 Verify cosine rule. Use dynamic geometry software such Include obtuse-angled triangles
the concept of 2.2 Use cosine rule to find as the Geometer’s Sketchpad to
cosine rule to unknown sides or angles explore the cosine rule.
solve problems. of a triangle.
2.3 Solve problems Use examples of real-life situations to
involving cosine rule. explore the cosine rule.
2.4Solve problems
involving sine and Acticities : Demonstration
cosine rules Skill : Interpretation of datas given
Value : Accuracy.

3. Understand and use 3.1 Find the areas of triangles Use dynamic geometry software such
the formula for using the formula as the Geometer’s Sketchpad to
areas of triangles to 1 explore the concept of areas of
ab sin C or its equivalent
solve problems. 2 triangles.

Use dynamic geometry software such

3.2.Solve problems as the Geometer’s Sketchpad to
involving three- explore the concept of areas of
dimensional objects. triangles.
Skills : Recognising Relationship
Analising data
Additional Exercises
Use examples of real-life situations to
explore area of triangles.

Value : Systematic

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Topic ASS1: INDEX NUMBER---1 week

1. Understand and use 1.1 Calculate index number. Use examples of real-life situations to
the concept of 1.2 Calculate price index. explore index numbers.
index number to Skill : Analise, problem solving
solve problems Find Q0 or Q 1 given relevant Value : Systematic Q0 = Quantity at base time.
information. Q1 = Quantity at specific time.
2.1 Calculate composite index.
2. Understand and use 2.2 Find index number or Use examples of real-life situations to Explain weightage and composite
the concept of weightage given relevant explore composite index. Eg index.
composite index to information. Composite index of share.
solve problems 2.3 Solve problems involving
index number and composite Skill : Analise, problem solving
index. Value : Systematic
Additional Exercises or
past year questions

Topic K1 : Differentiation---5 Weeks

1. Understand and 1.1Determine the value of a Use graphing calculators or dynamic Idea of limit to a function can be
use the concept function when its variable geometry software such as illustrated using graphs.
of gradients of approaches a certain Geometer’s Sketchpad to explore the
curve and value. concept of differentiation. The concept of first derivative of a
differentiation. 1.2Find the gradient of a function is explained as a tangent
chord joining two points Skills : Logical Thinking, to a curve can be illustrated using
on a curve. relationship, application of rules, graphs.
making inference, making deduction
1.3Find the first derivative of Limit to y =ax n ;

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Week Learning Objectives Learning Outcomes
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a function y = f ( x ) , as
the gradient of tangent to
its graph.
1.3 Find the first derivative of
polynomials using the first
principles.
1.4 Deduce the formula for first
derivative of the function
y = f ( x ) by induction.
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
Pedagogy : Constructivism
a, n are constants, n = 1, 2, 3.
Activities : Explanation &
demonstration
Notation of f ' ( x ) is equivalent
dy
to when y = f ( x ) ,
dx
f ' ( x ) read as “f prime x”.

2.1 Determine the first

2. Understand and use derivative of the function Pedagogy : Constructivism
the concept of first y =ax n using formula. 1 Skills : Logical Thinking,
derivative of 2.2 Determine value of the relationship, application of rules,
polynomial first derivative of the making inference, making deduction
functions to solve function y =ax n for a Value : Logical thinking
problems. given value of x.

2.3Determine first derivative

of
a function involving: Activities : Explanation and
demonstration by teacher
a) addition, or
b) subtraction
of algebraic terms.
2.4Determine the first
derivative of a product of
two polynomials.
2.5 Determine the first
derivative of a quotient of
two polynomials.

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2.6Determine the first

derivative of composite
function using chain rule.

2.7Determine the gradient of Limit cases in Learning Outcomes 2.7

tangent at a point on a through 2.9 to rules introduced in 2.4
curve. through 2.6.
2.8Determine the equation
of tangent at a point on a
curve.

2.9 Determine the equation

of normal at a point on a
curve

3. Understand and 3.1 Determine coordinates of Use graphing calculators or dynamic Emphasise the use of first
use the concept turning points of a curve. geometry software to explore the derivative to determine the turning
of maximum 3.2 Determine whether a concept of maximum and minimum points.
and minimum turning point is a maximum values Limit problems to two variables
values to solve or a minimum point. Pedagogy : Constructivism only.
problems. Exclude points of inflexion.
3.3 Solve problems involving
maximum or minimum Skills : Interpretation of problem Limit problems to two variables
values. ; Application of approprate only
method/formula

21
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

4. Understand and 4.1 Determine rates of Use graphing calculators with Limit problems to 3 variables only.
use the concept change for related computer base ranger to explore the
of rates of quantities. concept of rates of change.
change to solve Skills : Interpretation of problem
problems. ; Application of approprate
method/formula

5. Understand and 5.1 Determine small changes in Skills : Interpretation of problem Exclude cases involving
use the concept of quantities ; Application of approprate percentage change.
small changes and 5.2 Determine approximate method/formula
approximations to values using
differentiation.
solve problems.
6. Understand and 6.1 Determine the second
use the concept derivative of y = f ( x ) . Mathematical logic d2y d  dy 
6.2 Determine whether a Introduce as   or
of second dx 2 dx  dx 
derivative to turning point is maximum or Value : systematic problem solving
d
solve problems. minimum point of a curve f ' ' ( x) = ( f ' ( x))
using the second derivative dx

3 WEEKS
PROJECT WORK OUTSIDE SCHOOL HOURS

22
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
Carry out project work In carrying out the project work
1.1Define the problem/situation
to be studied.
1.2 State relevant conjectures
1.3 Use problem solving strategiesgroups but written reports must be done
to solve problems
1.4 Interpret and discuss results.
1.5 Draw conclusions and/or
make generalisations based
on critical evaluation of
results.
1.6 Present systematic and
comprehensive written reports.
No of Suggested Teaching & Learning
Periods activities/Learning Skills/Values
Use scientific calculators, graphing calculators or
computer software to carry out project work.
Students are allowed to carry out project work in
individually.
Students should be given opportunity to give oral
presentation of their project work.
23
Points to Note
Emphasise the use of Polya’s four-
step problem solving process.
Use at least two problem solving
strategies.
Emphasise reasoning and effective
mathematical communication.