SMK ..

Yearly Lesson Plan Mathematics

Form Four

LEARNING AREA/
WEEK

LEARNING OBJECTIVES
Students will be taught
to:
Orientation week

1
12.1.15 - 16.1.15
1 STANDARD a) understand and use the
FORM
concept of significant
2
figure;
19.1.15 - 23.1.15

3
26.1.15 30.1.15

b) understand and use the

concept of standard
form to solve
problems.

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME

Students will be able to:

Discuss the significance of

zero in a number.

Discuss the use of

significant figures in
everyday life and other
areas.

(ii)

Use everyday life

situations such as in
health, technology,
industry, construction and
business involving
numbers in standard form.
Use the scientific
calculator to explore
numbers in standard form.

NOTES/ I-THINK/
KBAT

round off positive numbers to a given number

of significant figures when the numbers are:
a greater than 1;
b less than 1;
perform operations of addition, subtraction,
multiplication and division, involving a few
numbers and state the answer in specific
significant figures;

(iii) solve problems involving significant figures;

i
state positive numbers in standard form when
the numbers are:
c) greater than or equal to 10;
d) less than 1;

(iv) convert numbers in standard form to single

numbers;
(v) perform operations of addition, subtraction,
multiplication and division, involving any two
numbers and state the answers in standard
form;
(vi) solve problems involving numbers in standard

Analysing

Analysing

form.
WEEK

LEARNING OBJECTIVES
Students will be taught
to:

4
2.2.15 6.2.15
2 QUADRATIC a) understand the concept of
EXPRESIONS
quadratic expression;
AND
EQUATIONS
3 5
9.2.15 13.2.15

c) factorise quadratic
expression;

SUGGESTED TEACHING AND

LEARNING ACTIVITIES
2

Students will be able to:

UJIAN KEFAHAMAN TINGKATAN 4

Discuss the characteristics

of quadratic expressions of
ax 2 bx c 0

i
ii

the form
,
where a, b and c are
constants, a 0 and x is an
unknown.

iii

Discuss the various

methods to obtain the
desired product.

Begin with the case a = 1.

Explore the use of
graphing calculator to
factorise quadratic
expressions.
6
16.2.15
20.2.15
7
23.2.15-

LEARNING OUTCOME

identify quadratic expressions;

form quadratic expressions by multiplying
any two linear expressions;
form quadratic expressions based on specific
situations;

factorise quadratic expressions of the form

ax 2 bx c

, where b = 0 or c = 0;
(vii) factorise quadratic expressions of the form px2
q, p and q are perfect squares;
(viii) factorise quadratic expressions of the form
ax 2 bx c

, where a, b and c not equal to

zero;
(ix) factorise quadratic expressions containing
coefficients with common factors;

CUTI TAHUN BARU CINA

e understand the concept

of quadratic equation;

Discuss the characteristics

of quadratic equations.

identify quadratic equations with one

unknown;

NOTES/ I-THINK/
KBAT

27.2.15
(i)

write quadratic equations in general form i.e.

ax 2 bx c 0

(ii)
WEEK

LEARNING OBJECTIVES
Students will be taught
to:
i understand and use the
concept of roots of
quadratic equations to
solve problems.

8
2.3.15
6.3.15

SUGGESTED TEACHING AND

LEARNING ACTIVITIES
4

3 SETS
9
9.3.15 13.3.15

understand the concept of

set;

LEARNING OUTCOME

Use everyday life

situations.
Use everyday life
examples to introduce the
concept of set.

NOTES/ I-THINK/
KBAT

determine whether a given value is a root of a

specific quadratic equation;

(iii) determine the solutions for quadratic

equations by:
j trial and error method;
k factorisation;
(iv) solve problems involving quadratic equations.
i

(v)

Discuss the difference

between the
representation of elements
and the number of
elements in Venn

Applying

Students will be able to:

i

Discuss the number of

roots of a quadratic
equation.

;
form quadratic equations based on specific
situations;

Analysing

sort given objects into groups;

define sets by:

m descriptions;
n using set notation;
(vi) identify whether a given object is an element
of a set and use the symbol or ;
(vii) represent sets by using Venn diagrams;

Circle Map

diagrams.
Discuss why { 0 } and {
} are not empty sets.
WEEK

LEARNING OBJECTIVES
Students will be taught
to:
p understand and use the
concept of subset,
universal set and the
complement of a set;

SUGGESTED TEACHING AND

LEARNING ACTIVITIES
5

Students will be able to:

Begin with everyday life

situations.

Discuss the relationship

between sets and universal
sets.

10
23.3.15
27.3.15

s perform operations on
sets:
the intersection
of sets;
the union of sets.

(viii) list the elements and state the number of

elements of a set;
(ix) determine whether a set is an empty set;
(x) determine whether two sets are equal;
LEARNING OUTCOME

NOTES/ I-THINK/
KBAT

determine whether a given set is a subset of a

specific set and use the symbol or ;

(xi) represent subset using Venn diagram;

(xii) list the subsets for a specific set;
(xiii) illustrate the relationship between set and
universal set using Venn diagram;

(xiv) determine the complement of a given set;

(xv) determine the relationship between set,
subset, universal set and the complement of a
set;
CUTI PENGGAL 1 (16.3.15 20.3.15)
i
determine the intersection of:
t two sets;
u three sets;
and use the symbol ;
Discuss cases when:
AB=
AB

Circle Map

(xvi) represent the intersection of sets using Venn

diagram;
(xvii)state the relationship between

Circle Map

Bridge Map

WEEK

LEARNING OBJECTIVES
Students will be taught
to:

4
z understand the concept of
MATHEMATICA statement;
L REASONING
11
30.3.15
3.4.15

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

v A B and A ;
w A B and B ;
(xviii) determine the complement of the
intersection of sets;
(xix) solve problems involving the intersection of
sets;
LEARNING OUTCOME

Students will be able to:

Introduce this topic using

everyday life situations.

(xx) determine the union of:

x two sets;
y three sets;
and use the symbol ;
(xxi) represent the union of sets using Venn
diagram;
(xxii)state the relationship between
a) A B and A ;
b) A B and B ;
(xxiii) determine the complement of the union of
sets;
(xxiv) solve problems involving the union of sets;
(xxv) determine the outcome of combined
operations on sets;
(xxvi) solve problems involving combined
operations on sets.
i
determine whether a given sentence is a
statement;

Focus on mathematical
sentences.

ii

determine whether a given statement is true or

false;

Discuss sentences

ii

construct true or false statement using given

numbers and mathematical symbols;

NOTES/ I-THINK/
KBAT

Analysing

consisting of:
words only;
numbers and words;
numbers and mathematical
symbols;
WEEK

LEARNING OBJECTIVES
Students will be taught
to:
b understand the concept
of quantifiers all and
some;

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME

Students will be able to:

Start with everyday life

situations.

12
6.4.15
10.4.15

iii

iv
v

13
13.4.15
17.4.15

c perform operations
involving the words
not or no, and
and or on
statements;

Begin with everyday life

situations.

construct statements using the quantifier:

c all;
d some;
determine whether a statement that contains
the quantifier all is true or false;
determine whether a statement can be
generalised to cover all cases by using the
quantifier all;
construct a true statement using the quantifier
all or some, given an object and a
property.

change the truth value of a given statement by

placing the word not into the original
statement;
ii
identify two statements from a compound
statement that contains the word and;
vi
form a compound statement by combining
two given statements using the word and;
vii identify two statement from a compound
statement that contains the word or ;
viii form a compound statement by combining
two given statements using the word or;

NOTES/ I-THINK/
KBAT

ix

WEEK

LEARNING OBJECTIVES
Students will be taught
to:

SUGGESTED TEACHING AND

LEARNING ACTIVITIES
8

LEARNING OUTCOME

determine the truth value of a compound

statement which is the combination of two
statements with the word or.

d understand the concept

of implication;

Start with everyday life

situations.

e understand the concept

of argument;

Start with everyday life

situations.

identify the premise and conclusion of a given

simple argument;

xv

make a conclusion based on two given

premises for:
a Argument Form I;
b Argument Form II;
c Argument Form III;
complete an argument given a premise and
the conclusion.

Encourage students to
produce arguments based

NOTES/ I-THINK/
KBAT

Students will be able to:

x

14
20.4.15
24.4.15

determine the truth value of a compound

statement which is the combination of two
statements with the word and;

identify the antecedent and consequent of an

implication if p, then q;
xi
write two implications from a compound
statement containing if and only if;
xii construct mathematical statements in the form
of implication:
a If p, then q;
b p if and only if q;
xiii determine the converse of a given implication;
xiv determine whether the converse of an
implication is true or false.

xvi

Analysing

on previous knowledge.
WEEK

LEARNING OBJECTIVES
Students will be taught
to:
f understand and use the
concept of deduction
and induction to solve
problems.

5 THE
STRAIGHT
LINE
15
27.4.15
1.5.15

a understand the concept of

gradient of a straight line;

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME

Students will be able to:

Use specific examples/activities

to introduce the concept.

Use technology such as

the Geometers Sketchpad,
graphing calculators,
graph boards, magnetic
boards, topo maps as
teaching aids where
appropriate.

determine whether a conclusion is made

through:
g reasoning by deduction;
h reasoning by induction;
xvii make a conclusion for a specific case based
on a given general statement, by deduction;
xviii make a generalization based on the pattern of
a numerical sequence, by induction;
xix use deduction and induction in problem
solving.

xx
Begin with concrete
examples/daily situations
to introduce the concept of
gradient.
Vertical

distanc
e

Horizontal distance

determine the vertical and horizontal

distances between two given points on a
straight line.

determine the ratio of vertical distance to

horizontal distance.

NOTES/ I-THINK/
KBAT

WEEK

LEARNING OBJECTIVES
Students will be taught
to:

b understand the concept

of gradient of a
straight line in
Cartesian coordinates;

16

c understand the concept of

SUGGESTED TEACHING AND

LEARNING ACTIVITIES
10
Discuss:
the relationship
between gradient and
tan .
the steepness of the
straight line with
different values of
gradient.
Carry out activities to find
the ratio of vertical
distance to horizontal
distance for several pairs
of points on a straight line
to conclude that the ratio
is constant.
Discuss the value of
gradient if
P is chosen as (x1, y1) and Q is
(x2, y2);
P is chosen as (x2, y2) and Q is
(x1, y1).

LEARNING OUTCOME

NOTES/ I-THINK/
KBAT

Students will be able to:

derive the formula for the gradient of a

straight line;
xxi calculate the gradient of a straight line passing
through two points;
xxii determine the relationship between the value
of the gradient and the:
a steepness,
b direction of inclination,
of a straight line;
i
determine the x-intercept and the y-intercept

Evaluating

4.5.15
8.5.15

WEEK

intercept;

of a straight line;

LEARNING OBJECTIVES
Students will be taught
to:
d understand and use
equation of a straight
line;

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

xxiii derive the formula for the gradient of a

straight line in terms of the x-intercept and the
y-intercept;
xxiv perform calculations involving gradient, xintercept and y-intercept;
LEARNING OUTCOME

11

Students will be able to:

Discuss the change in the

form of the straight line if
the values of m and c are
changed.
Carry out activities using
the graphing calculator,
Geometers Sketchpad or
other teaching aids.
Verify that m is the
gradient and c is the yintercept of a straight line
with equation y = mx + c .

Discuss and conclude that

draw the graph given an equation of the form

y = mx + c ;

xxv determine whether a given point lies on a

specific straight line;

xxvi write the equation of the straight line given

the gradient and y-intercept;

xxvii determine the gradient and y-intercept of the

straight line which equation is of the form:
a y = mx + c;
b ax + by = c;
xxviii find the equation of the straight line which:
a is parallel to the x-axis;
b is parallel to the y-axis;
c passes through a given point and has a
specific gradient;
d passes through two given points;
xxix find the point of intersection of two straight

Creating

NOTES/ I-THINK/
KBAT

WEEK

17
11.5.15
15.5.15
18
18.5.15
22.5.15
19
25.5.15

LEARNING OBJECTIVES

the point of intersection is

the only point that satisfies
both equations.
Use the graphing
calculator and Geometers
Sketchpad or other
teaching aids to find the
point of intersection.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
12

lines by:
a drawing the two straight lines;
b solving simultaneous equations.

LEARNING OUTCOME

NOTES/ I-THINK/
KBAT

Students will be taught

Students will be able to:
to:
PEPERIKSAAN PERTENGAHAN TAHUN TINGKATAN 4 2015 (11.5.15 21.5.15)

PEPERIKSAAN PERTENGAHAN TAHUN TINGKATAN 4 2015 (11.5.15 21.5.15)

e understand and use the

concept of parallel
lines.

Explore properties of
parallel lines using the
graphing calculator and
Geometers Sketchpad or
other teaching aids.

verify that two parallel lines have the same

gradient and vice versa;

xxx determine from the given equations whether

two straight lines are parallel;
xxxi find the equation of the straight line which
passes through a given point and is parallel to
another straight line;
xxxii solve problems involving equations of straight
lines.
CUTI PERTENGAHAN TAHUN 2015 (1.6.15 12.6.15)
6 STATISTICS a understand the concept of Use data obtained from
i
complete the class interval for a set of data

Analysing

Applying

20
15.6.15
19.6.15

WEEK

class interval;

activities and other

sources such as research
studies to introduce the
concept of class interval.

LEARNING OBJECTIVES
Students will be taught
to:

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

c represent and interpret

data in histograms
with class intervals of
the same size to solve

xxxiii determine:
a the upper limit and lower limit;
b the upper boundary and lower boundary
of a class in a grouped data;
xxxivcalculate the size of a class interval;
xxxv determine the class interval, given a set of
data and the number of classes;
LEARNING OUTCOME

13

Students will be able to:

Discuss criteria for suitable

class intervals.

xxxvidetermine a suitable class interval for a given

set of data;
xxxvii construct a frequency table for a given set
of data.
i
determine the modal class from the frequency
table of grouped data;

b understand and use the

concept of mode and
mean of grouped data;

21
22.6.15
26.6.15

given one of the class intervals;

Discuss the difference

between histogram and
bar chart.

xxxviii calculate the midpoint of a class;

xxxixverify the formula for the mean of grouped
data;
xl
calculate the mean from the frequency table
of grouped data;
xli discuss the effect of the size of class interval
on the accuracy of the mean for a specific set
of grouped data..
i
draw a histogram based on the frequency
table of a grouped data;
ii
interpret information from a given histogram;
iii solve problems involving histograms.

NOTES/ I-THINK/
KBAT

Evaluating

Evaluating

Applying

problems;

Use graphing calculator to

explore the effect of
different class interval on
histogram.

g represent and interpret

data in frequency
polygons to solve
problems.

draw the frequency polygon based on:

h a histogram;
i a frequency table;

xlii interpret information from a given frequency

polygon;
xliii solve problems involving frequency polygon.
WEEK

LEARNING OBJECTIVES
14

22
29.6.15
3.7.15

Students will be taught

to:
e understand the
concept of cumulative
frequency;

f understand and use the

concept of measures of
dispersion to solve
problems.

Discuss the meaning of

dispersion by comparing a
few sets of data. Graphing
calculator can be used for
this purpose.

23
6.7.15
10.7.15

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME

NOTES/ I-THINK/
KBAT

Students will be able to:

i

construct the cumulative frequency table for:

f ungrouped data;
g grouped data;
xliv draw the ogive for:
a ungrouped data;
b grouped data;
i
determine the range of a set of data.

xlv

determine:
a the median;
b the first quartile;
c the third quartile;
d the interquartile range;
from the ogive.
xlvi interpret information from an ogive;

Tree Map

Circle Map

WEEK

Carry out a
project/research and
analyse as well as interpret
the data. Present the
findings of the
project/research.
Emphasise the importance
of honesty and accuracy in
managing statistical
research.

xlvii solve problems involving data representations

and measures of dispersion

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME

LEARNING OBJECTIVES

Students will be taught

to:
7
a understand the concept of
sample space;
PROBABILITY
1
24
13..7.15
17.7.15
b understand the concept
of events.

15

Students will be able to:

Use concrete examples such as

throwing a die and tossing a coin.

Discuss that an event is a

subset of the sample
space.
Discuss also impossible
events for a sample space.

NOTES/ I-THINK/
KBAT

determine whether an outcome is a possible

outcome of an experiment;
xlviii list all the possible outcomes of an
experiment:
a from activities;
b by reasoning;
xlix determine the sample space of an experiment;
l
write the sample space by using set notations.
i
identify the elements of a sample space which
satisfy given conditions;

li
Discuss that the sample

Applying

lii

list all the elements of a sample space which

satisfy certain conditions using set notations;
determine whether an event is possible for a

Circle Map

25
20.7.15
24.7.15

WEEK

c understand and use the

concept of probability
of an event to solve
problems.

LEARNING OBJECTIVES

Students will be taught

to:
8 CIRCLES III a understand and use the
concept of tangents to a
26
circle.
27.7.15
31.7.15

space itself is an event.

Carry out activities to
introduce the concept of
probability. The graphing
calculator can be used to
simulate such activities.

i
ii

sample space.
find the ratio of the number of times an event
occurs to the number of trials;
find the probability of an event from a big
enough number of trials;

Discuss situation which

results in:
probability of event = 1.
probability of event = 0.
Emphasise that the value
of probability is between 0
and 1.
Predict possible events
which might occur in daily
situations.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
16

liii

calculate the expected number of times an

event will occur, given the probability of the
event and number of trials;

liv

solve problems involving probability;

Applying

lv

predict the occurrence of an outcome and

make a decision based on known information.

Creating

Develop concepts and

abilities through activities
using technology such as
the Geometers Sketchpad
and graphing calculator.

LEARNING OUTCOME
Students will be able to:

lvi

identify tangents to a circle;

make inference that the tangent to a circle is a

straight line perpendicular to the radius that
passes through the contact point;
lvii construct the tangent to a circle passing
through a point:
a on the circumference of the circle;
b outside the circle;

NOTES/ I-THINK/
KBAT

lviii determine the properties related to two

tangents to a circle from a given point outside
the circle;
lix solve problems involving tangents to a circle.
b understand and use the
properties of angle
between tangent and
chord to solve
problems.

Explore the property of

angle in alternate segment
using Geometers
Sketchpad or other
teaching aids.

i
ii

lx
lxi
WEEK

27
3.8.15
7.8.15

LEARNING OBJECTIVES
Students will be taught
to:
c understand and use the
properties of common
tangents to solve
problems.

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

identify the angle in the alternate segment

which is subtended by the chord through the
contact point of the tangent;
verify the relationship between the angle
formed by the tangent and the chord with the
angle in the alternate segment which is
subtended by the chord;
perform calculations involving the angle in
alternate segment;
solve problems involving tangent to a circle
and angle in alternate segment.
LEARNING OUTCOME

17

Students will be able to:

Discuss the maximum

number of common
tangents for the three
cases.

Include daily situations.

lxii determine the properties related to the

common tangent to two circles which:
a intersect at two points;
b intersect only at one point;
c do not intersect;
lxiii solve problems involving common tangents to
two circles;

determine the number of common tangents

which can be drawn to two circles which:
d intersect at two points;
e intersect only at one point;
f do not intersect;

Applying

Applying
NOTES/ I-THINK/
KBAT
Bridge Map

Applying

1
x Qy
P (x,y)
y

9
a
TRIGONOMET
RY II
28
10.8.15
14.8.15

WEEK

lxiv solve problems involving tangents and

common tangents.

understand and use the

Explain the meaning of
concept of the values of
unit circle.
sin , cos and tan (0 0
360) to solve
problems.

LEARNING OBJECTIVES
Students will be taught
to:

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

identify the quadrants and angles in the unit

circle;

lxv

determine:
a the value of y-coordinate;
b the value of x-coordinate;
c the ratio of y-coordinate to x-coordinate;
of several points on the
circumference of the unit circle;
LEARNING OUTCOME

18

Students will be able to:

Begin with definitions of

sine, cosine and tangent of
an acute angle.
PQ
y
sin
y
OP 1

lxvi verify that, for an angle in quadrant I of the

unit circle :
a sin = y-coordinate ;
b cos = x-coordinate;
y coordinate
tan
x coordinate
c
;
lxvii determine the values of
a sine;
b cosine;
c tangent;
of an angle in quadrant I of the unit circle;
lxviii determine the values of

cos

OQ x
x
OP 1

tan

PQ y

OQ x

Explain that the concept

Applying

NOTES/ I-THINK/
KBAT

sin = ycoordinate ;
cos = x-coordinate;
y coordinate
tan
x coordinate

a sin ;
b cos ;
c tan ;
for 90 360;

can be extended to angles

in
quadrant II, III and IV.
29
17.8.15
21.8.15
1

2
45o
1

WEEK

LEARNING OBJECTIVES
Students will be taught
to:

30
24.8.15
28.8.15

30o
3

60o
1

Use the above triangles to

find the values of sine,
cosine and tangent for 30,
45, 60.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
19

lxix determine whether the values of:

a sine;
b cosine;
c tangent,
of an angle in a specific quadrant is positive
or negative;
lxx determine the values of sine, cosine and
tangent for special angles;

LEARNING OUTCOME
Students will be able to:

Teaching can be expanded

through activities such as
reflection.

lxxi determine the values of the angles in quadrant

I which correspond to the values of the angles
in other quadrants;

Use the Geometers

Sketchpad to explore the
change in the values of
sine, cosine and tangent
relative to the change in
angles.

lxxii state the relationships between the values of:

a sine;
b cosine; and
c tangent;
of angles in quadrant II, III and IV
with their respective values of the

NOTES/ I-THINK/
KBAT

Relate to daily situations.

31
31.8.15
4.9.15

WEEK

b draw and use the

graphs of sine, cosine
and tangent.

LEARNING OBJECTIVES

Students will be taught

to:
10 ANGLES OFa understand and use the
concept of angle of
ELAVATION
elevation and angle of
AND
depression to solve
DEPRESSION
problems.
32
7.9.15
11.9.15

corresponding angle in quadrant I;

lxxiii find the values of sine, cosine and tangent of
the angles between 90 and 360;
lxxiv find the angles between 0 and 360, given
the values of sine, cosine or tangent;
lxxv solve problems involving sine, cosine and
tangent.

Use the graphing

calculator and Geometers
Sketchpad to explore the
feature of the graphs of
y = sin , y = cos , y =
tan .
Discuss the feature of the
graphs of
y = sin , y = cos , y =
tan .

Discuss the examples of

these graphs in other area.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
20

lxxvii solve problems involving graphs of sine,

cosine and tangent.
LEARNING OUTCOME

Use daily situations to

introduce the concept.

Applying

draw the graphs of sine, cosine and tangent

for angles between 0 and 360;

lxxvi compare the graphs of sine, cosine and

tangent for angles between 0 and 360;

Students will be able to:

identify:
b the horizontal line;
c the angle of elevation;
d the angle of depression,
for a particular situation;

lxxviii Represent a particular situation involving:

Applying
NOTES/ I-THINK/
KBAT

11 LINES AND a
PLANES IN 3DIMENSIONS
33
14.9.15
18.9.15

understand and use the

concept of angle between
lines and planes to solve
problems.

Carry out activities using

daily situations and 3dimensional models.

Differentiate between 2dimensional and 3dimensional shapes.

Involve planes found in
natural surroundings.

a the angle of elevation;

b the angle of depression, using diagrams;
lxxix Solve problems involving the angle of
elevation and the angle of depression.
i
identify planes;

Applying

lxxx identify horizontal planes, vertical planes and

inclined planes;

lxxxi sketch a three dimensional shape and identify

the specific planes;
lxxxii identify:
a lines that lies on a plane;
b lines that intersect with a plane;
lxxxiii identify normals to a given plane;
CUTI PENGGAL 2 (21.9.15 25.9.15)
WEEK

LEARNING OBJECTIVES
Students will be taught
to:

34
28.9.15
2.10.15

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME

21

Students will be able to:

Begin with 3-dimensional

models.

lxxxiv determine the orthogonal projection of a

line on a plane;
lxxxvdraw and name the orthogonal projection of a
line on a plane;
lxxxvi determine the angle between a line and a

NOTES/ I-THINK/
KBAT

Use 3-dimensional models

to give clearer pictures.
35
5.10.15
9.10.15

b understand and use the

concept of angle
between two planes to
solve problems.

Use 3-dimensional models

to give clearer pictures.
36,37,38
(12.10.15
30.10.15)
39
(2.11.15
6.11.15)
40,41

plane;
lxxxvii solve problems involving the angle
between a line and a plane.
i
identify the line of intersection between two
planes;

lxxxviii draw a line on each plane which is

perpendicular to the line of intersection of the
two planes at a point on the line of
intersection;
lxxxix determine the angle between two planes on
a model and a given diagram;
xc solve problems involving lines and planes in
3-dimensional shapes.

PEPERIKSAAN AKHIR TAHUN TINGKATAN 4 (12.10.15 30.10.15)

PERBINCANGAN SOALAN PEPERIKSAAN

PROGRAM SELEPAS PEPERIKSAAN

Applying

Analysing
Applying