yearly plan add maths form 4-edit kuching[1]

8/8/2019 Yearly Plan Add Maths Form 4-Edit Kuching[1]

1/22

Week

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Learning Objectives

Pupils will be taught

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Learning Outcomes

Pupils will be able to

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Suggested Teaching & Learning

activities/Learning Skills/Values

Points to Note

Topic/Learning Area Al : FUNCTION --- 3 weeks

First Term

1 1. Understand theconcept of relations.

1.1 Represent relations using

1 arrow diagrams

2 ordered pairs

3 graphs

1.2 Identify domain, co domain,

object, image and range of arelation.

1.3 Classify a relation shown

on a mapped diagram as: oneto one, many to one, one to

many or many to manyrelation.

1

1

Use pictures, role-play and

computer software to introduce the

concept of relations.

Skill : Interpretation, observe

connection between domain, codomain, object, image and range ofa relation.

Discuss the idea of set and

introduce set notation.

2. Understand the

concept of functions.

2.1 Recognise functions as a

special relation..

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

vice versa.

1

1

Give examples of finding images

given the object and vice versa.(a) Given f : x 4x x2. Find

image of 5.

(b) Given function h : x 3x

12. Find object with image =

0.

Use graphing calculators and

computer software to explore the

image of functions.

Represent functions using arrow

diagrams, ordered pairs or

graphs, e.g.

( ) xxfxxf 2,2: = xxf 2: is read as

functionfmapsx to 2x.

( ) xxf 2= is read as 2x isthe image of x under the

functionf.

Include examples of functions that

are not mathematically based.

Examples of functions includealgebraic (linear and quadratic),

1

Yearly Plan Additional Mathematics Form 4


2/22

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Points to Note

trigonometric and absolute value.

Define and sketch absolute value

functions.

2 3. Understand theconcept ofcomposite

functions.

3.1 Determine composition of

two functions.

3.2 Determine the image of

composite functions given

the object and vice versa

3.3 Determine one of thefunctions in a given

composite function given the

other related function.

1

1

2

Use arrow diagrams or algebraic

method to determine composite

functions.

Give examples of finding images

given the object and vice versa for

composite functions

For example :

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 : x2x 1. find function

g ifa. The composite function fg is

given as fg : x7 6x

b. composite function gf is given as

gf : x 5/2x.

Involve algebraic functions only.

Images of composite functions

include a range of values. (Limit to

linear composite functions).

Define composite functions

2


3/22

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3 4. Understand the

concept of inversefunctions.

4.1 Find the object by inverse

mapping given its image and

function.

4.2 Determine inverse functions

using algebra.

4.3 Determine and state the

condition for existence of an

inverse function

Additional Exercises

1

1

1

1

Use sketches of graphs to show the

relationship between a function and

its inverse.

Examples :

Given f: x 23 + x , find 1f

Limit to algebraic functions.

Exclude inverse of composite

functions.

Emphasise that the inverse of a

function is not necessarily a

function.

Topic A2 : Quadratic Equations ---3 weeks

41. Understand the

concept ofquadraticequations andtheir roots.

1.1 Recognise a quadraticequation and express it ingeneral form.

1. 2 Determine whether agiven value is the root of a

quadratic equation by4 substitution;

a) inspection.

1.3 Determine roots ofquadratic equations bytrial and improvementmethod.

1

1

Use graphing calculators orcomputer software such as theGeometers Sketchpad andspreadsheet to explore the conceptof quadratic equations

Values : Logical thinkingSkills : seeing connection, usingtrial and error methods

Questions for 1..2(b) are givenin the form of( ) ( ) 0=++ bxax ; a and b arenumerical values.

3


4/22

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Points to Note

5

2. Understand theconcept ofquadratic

equations.

2.1 Determine the roots of aquadratic equation by

a) factorisation;

b) completing thesquare

c) using the formula.

2.2 Form a quadratic equationfrom given roots.

1

1

2

Ifx =p andx = q are the roots, thenthe quadratic equation is( ) ( ) 0= qxpx , that is

( ) 02 =++ pqxqpx .

Involve the use of:

a

b=+ and

a

c=

where andare roots of the

quadratic equation02 =++ cbxax

Skills : Mental process, trial anderror

Discuss when( ) ( ) 0= qxpx , hence

0= px or 0=qx .

Include cases whenp = q.

Derivation of formula for 2.1cis not required.

6

3. Understand anduse the conditionsfor quadraticequations to have

a) two different roots;b) two equal roots;

c) no roots.

a)dua punca berbeza;

3.1 Determine types of roots of

quadratic equations from the

value of acb 42 .

3.2 Solve problems

involving acb 42 in

quadratic equations to:

a) find an unknown value;

b) derive a relation.


2

2

2

Giving quadratic equations with the

following conditions : 042 > acb04

2 = acb , 042


5/22

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Topic A3 : Quadratics Functions---3 weeks

71. Understand the

concept of

quadraticfunctions andtheir graphs.

1.1 Recognise quadraticfunctions

1 1) Use graphing calculators or

computer software such as

Geometers 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

1.2 Plot quadratic functiongraphs:

a)based on giventabulated

values;

1b) by tabulating values

2based on given functions.

2

1) Use examples of everyday

situations to introduce graphs of

quadratic functions.

Contextual learning

1.3 Recognise shapes ofgraphs of quadraticfunctions.

1

Discuss the form of graph ifa > 0 and a < 0 for

( ) cbxaxxf ++= 2

Explain the term parabola.

81.4 Relate the position of

quadratic function graphs

with types of roots for2

Recall the type of roots if :

a) b2 4ac > 0

b) b2 4ac < 0

Relate the type of roots with

the position of the graphs.

5


6/22

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( ) 0=xf . c) b2 4ac = 0

2. Find themaximum andminimum valuesof quadraticfunctions.

2.1 Determine the maximumor minimum value of aquadratic function bycompleting the square.

2

Use graphing calculators or dynamicgeometry software such as theGeometers Sketchpad to explore thegraphs of quadratic functions

Skills : mental process ,interpretation

Students be reminded of the steps

involved in completing square and

how to deduce maximum or

minimum value from the function

and also the corresponding values

of x.

9 3. Sketch graphs of quadratic functions. 3.1 Sketch quadratic functiongraphs by determining the

maximum or minimum point

and two other points.

2 Use graphing calculators ordynamic geometry software suchas the Geometers Sketchpad toreinforce the understanding ofgraphs 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 ofmaximum or minimum point andtwo other points on the graphsdrawn or by finding the axis ofsymmetry and the intersectionwith they-axis.

Determine other points by finding

the intersection with thex-axis (if

it exists).

4. Understand and usethe concept of

quadratic inequalities.

4.1 Determine the ranges of

values ofx that satisfies

quadratic inequalities.

2

Use graphing calculators or

dynamic geometry software such as

the Geometers Sketchpad to

explore the concept of quadratic

Emphasise on sketching graphs

and use of number lines when

necessary.

6


7/22

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Points to Note

inequalities.

Topic A4: SIMULTANEOUS EQUATIONS---2 weeks

101. Solve

simultaneousequations in twounknowns: one

linear equationand one non-

linear equation.

1.1 Solve simultaneousequations using thesubstitution method.

4 Use graphing calculators or dynamic

geometry software such as the

Geometers Sketchpad to explore the

concept of simultaneous equations.

Value: systematic

Skills: interpretation of mathematical

problem

Limit non-linear equations up to

second degree only.

111.2Solve simultaneous

equations involving real-

life situations.


2

2

Use examples in real-lifesituations such as area, perimeter

and others.

Pedagogy: Contextual LearningValues : Connection between

mathematics and other subjects

Topic G1. Coordinate Geometry---5 weeks

121. Find distance

between twopoints.

1.1 Find the distance between

two points ( )11 , yx ,( )22 , yx using formula

1 Skill : Use of formula

Use the Pythagoras Theorem to

find the formula for distance

between two points.

7


8/22

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2.Understand theconcept ofdivision of linesegments

2.1Find the midpoint of twogiven points.

2.2Find the coordinates of apoint that divides a line

according to a given ratiom : n.

1

2

Skill : Use of formula

Value : Accurate & neat work

Limit to cases where m and n are

positive.Derivation of the formula

++

++

nm

myny

nm

mxnx 2121 ,

is not required.

13 3 Find areas of polygons.

3.1 Find the area of a triangle

based on the area ofspecific geometrical

shapes.

3.2 Find the area of a triangleby using formula.

1

2x1

x2

y1

y2

x3 x1y3

y1

3.3 Find the area of aquadrilateral usingformula.

1

1

Values : Systematic & neat

Skills : use of formula , recognise

relationship and patterns

Limit to numerical values.

Emphasise the relationship

between the sign of the value for

area obtained with the order of the

vertices used.

Derivation of the formula:

++

3123

12133211

2

1

yxyx

yxyxyxyxis

not required.

Emphasise that when the area of

polygon is zero, the given points

8


9/22

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Points to Note

are collinear.

14

4 Understand anduse the conceptof equation of astraight line.

4.1 Determine thex-interceptand they-intercept of aline.

4.2 Find the gradient of a

straight line that passesthrough two points.

4.3 Find the gradient of a

straight line using thex-intercept andy-intercept

4.4 Find the equation of astraight line given:

a) gradient and one point;

b) two points;

c)x-intercept andy-

intercept.4.5Find the gradient and the

intercepts of a straight linegiven the equation.

4.6Change the equation of astraight line to the generalform

4.7Find the point ofintersection of two lines.

1

1

2

1

1

Use dynamic geometry software suchas the Geometers Sketchpad toexplore the concept of equation of astraight line.

Skills : drawing relevant diagrams,

using formula, recognisingrelationship, compare and contrast.

Values : Neat & systematic

Pedagogy: contextual learning

Finding point of intersection of twolines by solving simultaneousequations

Answers for learning outcomes4.4(a) and 4.4(b) must be stated inthe simplest form.Involve changing the equation into

gradient and intercept form

9


10/22

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15

16

5. Understand and

use the conceptof parallel and

perpendicular

lines.

5.1 Determine whether two

straight lines are parallelwhen the gradients of

both lines are known and

vice versa.

5.2 Find the equation of astraight line that passes

through a fixed point andparallel to a given line.

5.3 Determine whether twostraight lines are

perpendicular when thegradients of both lines areknown and vice versa.

5.4 Determine the equation ofa straight line that passesthrough a fixed point and

perpendicular to a givenline.

5.5 Solve problems involvingequations of straightlines.

1

1

1

1

2

Use examples of real-life situations to

explore parallel and perpendicularlines.

Skill: Use of formula; makingcomparison

Students to be exposed to SPMexam type of questions.

Values : hard work, cooperative

Pedagogy : Mastery learning

Emphasise that for parallel lines:

21 mm = .

Emphasise that for perpendicularlines

121 =mm .Derivation of 121 =mm is notrequired.

6 Understand anduse the conceptof equation oflocus involvingdistance

6.1 Find the equation oflocus that satisfies thecondition if:

a)the distance of a movingpoint from a fixed point is

1 Use examples of real-life situations toexplore equation of locus involvingdistance between two points.Use graphic calculators and dynamicgeometry software such as the

10


11/22

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Points to Note

between twopoints.

constant;

b) the ratio of the distancesof a moving point from

two fixed points isconstant

6.2 Solve problems involvingloci.

1

2

Geometers Sketchpad to explore theconcept of parallel and perpendicular

lines.

Value : Patience, hard working

Pedagogy: contextual learningSkill : drawing relevant diagrams

Topic T1: Circular Measures---3 weeks

171. Understand the

concept ofradian.

1.1 Convert measurements in

radians to degrees andvice versa.

1 Use dynamic geometry software such

as the Geometers Sketchpad to

explore the concept of circular

measure.

Students measure angle subtended at

the centre by an arc length equal thelength of radius. Repeat with different

radius.

Skill : contextual learning

Value : Accurate, making conclusion.

Discuss the definition of oneradian.rad is the abbreviation of radian.

Include measurements in radians

expressed in terms of .

rad = 1800

2. Understand and use

the concept of length

2.1 Determine:

i) length of arc;

2 Use examples of real-life situations toexplore circular measure.

Major and minor arc lengthsdiscussed

11


12/22

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Points to Note

of arc of a circle to

solve problems.

bulatan

radius; and

iii) angle subtended atthe centre of a circle

based on given information.

Derivation of S = j by use of ratio orby deduction using definition of

radian.Skill : Making conclusion ordeduction, application of formula

Emphasize that the angle must be

in radian.Students can also use formula

S= 2360

xj

when the angle

given is in degree

18

2.2 Find perimeter of segments

of circles.

Solve problems involving

lengths of arcs.

1

1

19

3. Understand anduse the conceptof area of sectorof a circle tosolve problems

3.1 Determine the:

a) area of sector;

b)radius; and

c)angle subtended at thecentre of a circle

based on given information.

3.2 Find the area of segmentsof circles.

3.3 Solve problemsinvolving areas of sectors.

2

2

2

Deriving the formula L= j2 Using ratioSkill : drawing relevant diagrams ,recognising relationship & makingconclusionValue : Systematic & logical

Emphasize that the angle must bein radian.Area of major sektor need to bediscussedStudents can also use formula

L=2

360

xj

if the angle given

is in degree.

Topic A5 : INDICES AND LOGARITHMS---4 weeks

Second Term

12


13/22

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Points to Note

1

1. Understand and

use the conceptof indices andlaws of indices

to solveproblems.

1.1 Find the value of numbersgiven in the form of:

integer indices.

fractional indices.

1.2 Use laws of indices to findthe value of numbers inindex form that aremultiplied, divided orraised to a power.

1

1


introduce the concept of indices.

Use computer software such as the

spreadsheet to enhance the

understanding of indices.

Pedagogy : Constructivism

Skill : making inference, use of laws

Value : systematic, logical thinking

Discuss zero index and negative

indices.

1.3 Use laws of indices tosimplify algebraicexpressions

1

2. Understand anduse the conceptof logarithmsand laws oflogarithms to

solve problems.

2.1 Express equation in indexform to logarithm formand vice versa.

2.2 Find logarithm of a

number

1 Use scientific calculators to enhance

the understanding of the concept of

logarithm.

Explain definition of logarithm.N= ax; logaN=x with a > 0, a 1.

Value : systematic, abide by the laws

Pedagogy:Mastery learning

Emphasise that:loga 1 = 0; logaa = 1.

Emphasise that:a) logarithm of negative numbers

is undefined;b) logarithm of zero is undefined.Discuss cases where the givennumber is in:a) index form

b) numerical form.

13


14/22

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2

2.3 Find logarithm of

numbers by using laws oflogarithms

2.4 Simplify logarithmic

expressions to thesimplest form.

2

1

Activities : Demonstration

Value : systematic and organised

Skill : recognising pattern and

relationship, application of laws

Discuss laws of logarithms

3 Understand and

use the changeof base of

logarithms tosolve problems.

3.1 Find the logarithm of a

number by changing thebase of the logarithm to a

suitable base.

1 Aktivities : Demonstration

Pedagogy: Mastery learning, problem solving

Discuss:

ab

b

alog

1log =

33.2 Solve problems involving

the change of base and

laws of logarithms.

2Aktivities : DemonstrationPedagogy: Mastery learning

, problem solving.

4. Solve equationsinvolvingindices andlogarithms

4.1 Solve equationsinvolving indices.

2 Aktivities : Demonstration

Pedagogy: Mastery learning

, problem solving.

Equations that involve indices andlogarithms are limited to equations

with single solution only.Solve equations involving indices

by:

a) comparison of indices andbases;

b) using logarithms.

4

. 4.2 Solve equations involving

logarithms.

Additional/reinforcementExercises on this topic

2

2

Values : Systematic & logical

thinking

Topic S1: Statistics ---4 Weeks

1 Understand and 1.1 Calculate the mean of 1

Use scientific calculators, graphing

calculators and spreadsheets to Discuss grouped data and

14


15/22

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Points to Note

5

6

use the conceptof measures of

central tendencyto solve

problems.

ungrouped data.

1.2 Determine the mode of

ungrouped data.1.3 Determine the median of

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 ofgrouped data from

cumulative frequency

distribution tables.

1.8 Estimate the median of

grouped data from an ogive

1.9 Determine the effects onmode, median and mean fora set of data when:

i) each data is changed uniformly;

ii) extreme valuesexist;

iii) certain data is added or

removed

1.10 Determine the most suitable

2

1

1

2

1

explore measures of central tendency.

Students collect data from real-lifesituations to investigate measures of

central tendency.

Eg. 1) Length of leaves in school

compound

2). Marks for Add maths in the class.

Values : Cooperative; honest , logical

thinking

Skill : classification, making

conclusion

Pedagogy :

1. Contextual learning

2. Constructivism

3. Multiple intelligence

Skills : Classification; observing

relationship, course and effect, able to

analise and make conclusion

ungrouped data.

Involve uniform class intervals

only.

Derivation of the median formula

is not required.

Ogive is also known as cumulative

frequency curve.

Involve grouped and ungrouped

data

15


16/22

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Points to Note

measure of central tendency

for given data.

72. Understand and

use the conceptof measures ofdispersion to

solve problems.

2.1 Find the range ofungrouped data.

2.2 Find the interquartile

range of ungrouped data.

2.3 Find the range ofgrouped data

1 Activities :1. Teacher gives real life exampleswhere values of mean, mode adnmedium are more or less the same and

not sufficient to determine theconsistency of the data and that lead

to the need of finding measures ofdispersion

2.4 Find the interquartilerange of grouped datafrom the cumulative

frequency table

2.5 Determine theinterquartile range ofgrouped data from anogive.

2.6Determine the variance of

a)ungrouped data;

b)grouped data.2.7 Determine the standard

deviation of:

ii) ungrouped data

1

1

2

Values :1. Honest2. cooperative

Pedagogy : Contextual learning

Determine the upper and lowerquartiles by using the first

principle.

16


17/22

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grouped data.

82.8 Determine the effects onrange, interquartile range,

variance and standarddeviation for a set of data

when:

a) each data is changed

uniformly;

b) extreme values exist;

c) certain data is added or

removed.2.9 Compare measures of

central tendency and

dispersion between two sets

of data.

2

2

Skills :1. Compare and contrast

2. Classification3. Problem Solving

4. Sorting data from small to big

Pedagogy : Contextual learning

Values : Logical thinking Emphasise that comparison

between two sets of data usingonly measures of central tendency

is not sufficient.

Topic AST1: SOLUTION OF TRIANGLES---2 weeks

91. Understand and

use the conceptof sine rule tosolve problems.

1.1Verify sine rule.

1.2Use sine rule to find

unknown sides or angles of a

triangle.

1.3Find the unknown sides and

angles of a triangle involving

ambiguous case

1

1

1

Use dynamic geometry software suchas the Geometers Sketchpad toexplore the sine rule.


explore the sine rule.

Skill : Interpretation of problem

Include obtuse-angled triangles

17


18/22

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1.4Solve problems involving the

sine rule. 1Value : Accuracy

10

2. Understand and usethe concept ofcosine rule tosolve problems.

2.1 Verify cosine rule.2.2 Use cosine rule to find

unknown sides or anglesof a triangle.

2.3 Solve problemsinvolving cosine rule.

2.4Solve problemsinvolving sine and

cosine rules

1

1

2

Use dynamic geometry software suchas the Geometers Sketchpad toexplore the cosine rule.

Use examples of real-life situations toexplore the cosine rule.

Acticities : Demonstration

Skill : Interpretation of datas given

Value : Accuracy.

Include obtuse-angled triangles

11 3. Understand and usethe formula forareas of triangles to

solve problems.

3.1 Find the areas of triangles

using the formula

Cab sin2

1or its equivalent

3.2.Solve problemsinvolving three-

dimensional objects.


1

2

1

Use dynamic geometry software such

as the Geometers Sketchpad toexplore the concept of areas of

triangles.

Use dynamic geometry software suchas the Geometers Sketchpad toexplore the concept of areas oftriangles.

Skills : Recognising RelationshipAnalising dataUse examples of real-life situations toexplore area of triangles.

Value : Systematic

18


19/22

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Points to Note

Topic ASS1: INDEX NUMBER---1 week

121. Understand and use

the concept of

index number tosolve problems

1.1 Calculate index number.

1.2 Calculate price index.

Find Q0 orQ1 given relevant

information.

1

1

Use examples of real-life situations toexplore index numbers.

Skill : Analise, problem solvingValue : Systematic Q0 = Quantity at base time.

Q1 = Quantity at specific time.

13

2. Understand and usethe concept of

composite index tosolve problems

2.1 Calculate composite index.2.2 Find index number or

weightage given relevantinformation.


index number and composite

index.

Additional Exercises or

past year questions

2

2

2

Use examples of real-life situations toexplore composite index. Eg

Composite index of share.

Skill : Analise, problem solvingValue : Systematic

Explain weightage and compositeindex.

Topic K1 : Differentiation---5 Weeks

14 1. Understand anduse the conceptof gradients ofcurve anddifferentiation.

1.1Determine the value of afunction when its variableapproaches a certainvalue.

1.2Find the gradient of achord joining two pointson a curve.

1.3Find the first derivative of

1

1

Use graphing calculators or dynamicgeometry software such asGeometers Sketchpad to explore theconcept of differentiation.

Skills : Logical Thinking,relationship, application of rules,making inference, making deduction

Idea of limit to a function can beillustrated using graphs.

The concept of first derivative of a

function is explained as a tangent

to a curve can be illustrated using

graphs.

Limit to naxy = ;

19


20/22

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Points to Note

a function ( )xfy = , asthe gradient of tangent to

its graph.

1.3 Find the first derivative ofpolynomials using the first

principles.

1.4 Deduce the formula for firstderivative of the function

( )xfy = by induction.

2

Pedagogy : Constructivism

Activities : Explanation &demonstration

a, n are constants, n = 1, 2, 3.

Notation of ( )xf' is equivalent

todx

dywhen ( )xfy = ,

( )xf' read as fprimex.

15

&

16

2. Understand and usethe concept of first

derivative of

polynomial

functions to solve

problems.

2.1 Determine the first

derivative of the functionnaxy = using formula.

2.2 Determine value of thefirst derivative of the

function naxy = for a

given value ofx.

2.3Determine first derivativeof

a function involving:

a) addition, or

b) subtractionof algebraic terms.

2.4Determine the firstderivative of a product oftwo polynomials.

2.5 Determine the firstderivative of a quotient oftwo polynomials.

1

1

1

1

1

Pedagogy : ConstructivismSkills : Logical Thinking,relationship, application of rules,making inference, making deductionValue : Logical thinking

Activities : Explanation anddemonstration by teacher

20


21/22

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Points to Note

2.6Determine the first

derivative of compositefunction using chain rule.

2.7Determine the gradient oftangent at a point on a

curve.2.8Determine the equation

of tangent at a point on acurve.

2.9 Determine the equation

of normal at a point on acurve

1

1

1

Limit cases in Learning Outcomes 2.7through 2.9 to rules introduced in 2.4

through 2.6.

173. Understand and

use the concept

of maximumand minimumvalues to solve

problems.

3.1 Determine coordinates of

turning points of a curve.

3.2 Determine whether aturning point is a maximumor a minimum point.


maximum or minimum

values.

2

1

Use graphing calculators or dynamicgeometry software to explore the

concept of maximum and minimumvaluesPedagogy : Constructivism

Skills : Interpretation of problem; Application of appropratemethod/formula

Emphasise the use of first

derivative to determine the turning

points.Limit problems to two variables

only.

Exclude points of inflexion.

Limit problems to two variables

only

21


22/22

Week

No

Learning Objectives


to.....

Learning Outcomes


No of

Periods



Points to Note

4. Understand and

use the conceptof rates ofchange to solve

problems.

4.1 Determine rates of

change for relatedquantities.

1 Use graphing calculators with

computer base ranger to explore theconcept of rates of change.Skills : Interpretation of problem

; Application of appropratemethod/formula

Limit problems to 3 variables only.

18

5. Understand and

use the concept of

small changes and

approximations tosolve problems.

5.1 Determine small changes in

quantities

5.2 Determine approximate

values using

differentiation.

1 Skills : Interpretation of problem; Application of approprate

method/formula

Exclude cases involvingpercentage change.

6. Understand and

use the concept

of second

derivative to

solve problems.

6.1 Determine the second

derivative of ( )xfy = .6.2 Determine whether a

turning point is maximum or

minimum point of a curve

using the second derivative

1

1

Mathematical logic

Value : systematic problem solving

Introduce2

2

dx

ydas

dx

dy

dx

dor

( ) ( )( )xfdx

dxf ''' =

22

yearly plan add maths form 4-edit kuching[1]

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