Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
1-2 3/1/2011 until 16/1/2011 | 1 DIRECTED NUMBERS 1. Perform computations involving multiplication and division of integers to solve problems.. | i. Multiply integers. ii. Solve problems involving multiplication of integers. iii. Divide integersiv. Solve problems involving division of integers |
| Begin multiplication involving two integers only. Relate division of integers to multiplication Division by zero is undefined | |
2. Perform computations involving combined operations of addition ,subtraction ,multiplication and division of integers to solve problems. | i. Perform computations involving combined operations of addition subtraction, ,multiplication and division of integers. ii. Solve problems involving combined operations of addition, subtraction, multiplication and division of integer including the use of brackets. |
4 x (-3) ÷ (-6)
| Emphasise the order of operations Cobined operationsalso known as mixed operations. | ||
3-4 17/1/2011 until 30/1/2011 | 3. Extend the concept of integers to fractions to solve problems | i. Compare and order fractions ii. Perform addition, subtraction, multiplication and division of fractions |
b) scientific calculators | Begin with two fractions | 22/1 (Sabtu) – Sekolah Ganti |
4. Extend the concept of integers to decimals to solve problems. | i. Compare and order decimals. ii. Perform addition, subtraction, multiplication and division on decimals. |
b) scientific calculators | Begin with two decimals | ||
5. Perform computations involving directed numbers ( integers, fractions and decimals) | i. Perform addition, subtraction, multiplication and division involving two directed numbers ii. Perform computations involving combination of two or more operations on directed numbers including the use of brackets. iii. Pose and solve problems involving directed numbers |
Eg 2.5 – 1.2 x (-0.3)
decimals Eg
| Emphasise on the order of operations | ||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
5 31/1/2011 until 6/2/2011 | Chinese New Year | ||||
6 7/2/2011 until 13/2/2011 | 2 SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS 1. Understand and use the concept of squares of numbers. | Students will be able to: i. State a number multiplied by itself as a number to the power of two and vice-versa. ii. Determine the squares of nubers 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 |
12 22 32
reasonable eg 27 is between 20 and 30 272 is between 400 and 900
| 152 read as fifteen to the power of two , fifteen squared or the squae of fifteen Emphasise that a2 is a notation for a x a Include integers, fractions and decimals Eg (-8)2 = (-8) x(-8) 2= x 0.62 = 0.6 x 0.6 Emphasis that the square of any number is greater than or equal to zero Emphasise the reasonableness of answers Discuss that readings from calculators maybe approximations Perfect squares are whole numbers The perfect squares are 1, 4, 9, 16, 25, ….. Emphasise that decimals and fractions are not perfect squares | |
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
7 14/2/2011 until 20/2/2011 | 2. Understand and use the concept of square roots of positive numbers | i. Determine the relationship between squares and square roots. ii. Determine the square roots of perfect squares without using calculator. iii.Determine the square roots of numbers without using calculators v. Estimate square roots of numbers vi. Find the square roots of numbers using calculators vii Pose and solve problems involving squares and square roots |
b) different numbers
is between 2 and 3 Use calculators to explore the relationship between squares and square roots | Ö. is a symbol for square root. read as`square root of five' Finding the square root is the inverse of squaring Numbers include fractions and decimals Limit to a) fractions that can be reduced such that the numerators and denominators are perfect squares b) decimals that can be written in the form of the square of another decimals. Emphasise that Emphasise the reasonaleness of answers | 19/2 (Sabtu) – Sekolah Ganti |
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
8 21/2/2011 until 27/2/2011 | 3. Understand and use the concept of cube of numbers | i. .State a number multiplied by itself twice as a number to the power of three and vice-versa ii. Determine cubes of numbers without using calculators iii..Estimate cubes of numbers iv. Determine cubes of numbers using calculators v. Pose and solve problems involving cubes of numbers |
0.483 is between 0.064 and 0.125
| 43 read as ` four the power of three' or `four cubed' or `the cube of four' Include integers, fractions and decimals. Emphasise that a3 is a notation for a x a x a i. ii. 0.23 = 0.2 x 0.2 x 0.2 Discuss that cubes of negative numbers are negative Emphasise the reasonableness of answers | ( Rabu- Khamis ) – Sukan Sekolah |
9 - 10 28/2/2011 until 13/3/2011 | 4. 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 |
is between 2 and 3
roots using calculators | is the symbol for cube root of a number read as : `cube root of eight' Limit to numbers whose cube roots are integers, for example : Limit to : a) Fractions that can be reduced such that the numerators and denominators are cubes of integers b) Decimals that can be written in the form of cube of another decimal | |
11 14/3/2011 until 20/3/2011 | Holidays | Cuti Sekolah Pertengahan Penggal 1 | |||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
12 21/3/2011 until 27/3/2011 | 3 ALGEBRAIC EXPRESSIONS II 1. Understand the concept of algebraic terms in two or more unknowns | i . Identify unknowns in algebraic terms in two or more unknowns ii. Identify algebraic terms in two or more unknowns as the product of the unknowns with a number. in two or more unknowns iv. Identify like and unlike algebraic terms in two or more unknowns v. State like terms for a given algebraic term. |
| a2 = a x a y3 = y x y x y In general is yn n times y multiplied by itself 2pqr means 2 x p x q x r a2b means 1 x a2 x b = 1 x a x a x b -rs3 means -1 x r x s3 = -1 x r x s x s x s Coefficients in the term 4pq Coefficients of pq is 4. Coefficient of q is 4p Coefficient of p is 4q | |
2. Perform computations involving multiplication and division of two or more terms. | i. Find the product of two algebraic terms. ii. Find the quotient of two algebraic terms. iii. Perform multiplication and division involving algebraic terms |
Find the area of a wall covered by 10 pieces of tiles each measuring x cm by y cm
b) 2p2 ÷ 6pq =
6pq2 x 3p ÷ 2qr | |||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
13 28/3/2011 until 3/4/2011 | 3. Understand the concept of algebraic expressions. | i. Write alg.ebraic expressions for given situations using letter symbols ii. Regconise algebraic expressions in two or more unknowns. iii. Determine the number of terms in given algebraic expressions in two or more unknowns iv. Simplify algebraic expressions by collecting like terms v. Evaluate expressions by substituting numbers for letters |
expression.
b) A number multiplied by 2 and then 5 added : (n x 2) + 5 or 2n + 5
(2n)2 | 2xy is an expression with 1 term 5 + 3ab is an expression with 2 terms. | |
4. Perform computations involving algebraic expressions.. | i. Multiply and divide algebraic expressions by a number. ii. Perform : a) addition b) subtraction involving two algebraic expressions iii. Simplify algebraic expressions |
b) (4x – 6) ÷2 or
b) 5(x + 2y) – 3(2x – 2y) c) ½ (a + 7b –c) + (4 – b – 2c) | |||
14 4/4/2011 until 10/4/2011 | 4 LINEAR EQUATIONS. 1. Understand and use the concept of equality | i. State the relationship between two quantities by using the symbols `=' or `≠' |
eg. 2 + 3 = 4 + 1 then 4 + 1 = 2 + 3 b) If a=b and b=c, then a=c eg 4+5 = 2+7 and 2+7=3+6 then 4+5 =3+6 | `=' read as ` is equal to' `≠' read as `is not equal to ' Relate to the balance method for equations | |
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
15 11/4/2011 until 17/4/2011 | 2. Understand and use the concept of linear equations in one unknown | i. Regconise linear algebraic terms ii. Regconise linear algebraic expressions. iii. Determine if a given equation is a) a linear equation b) a linear equation in one unknown iv. Write linear equation in one unknown for given statements and vice versa |
linear
X+3=5: x-2y=7, xy=10, x=3=5, x-2y=7 are linear equations x + 3 = 5 is a linear equation in one unknown
| ||
16 18/4/2011 until 24/4/2011 | 3. Understand the concept of solutions of linear equations in one unknown. | i. Determine if a numerical value is a solution of a given linear equation in one unknown. ii. Determine the solution of a linear equation in one unknown by trial and improvement method. iii. Solve equations in the foem of a) x = a = b b) x – a = b c) ax = b d) where a, b, c are integers and x is an unknown iv. Solve equations in the form of ax + b = c where a, b, c are integers and x is an unknown v. Solve linear equations in one unknown vi. Pose and solve problems involving linear equations in one unknown |
Relate x + 2 =5 to + 2=5
| The solutions of equations are also known as the roots of the equations Trial and improvement method should be done systematically. Emphasise the appropriate use of equal sign | |
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
17 25/4/2011 until 1/5/2011 | PROPORTIONS 1. Understand the concept of ratio of two quantities | i. Compare two quantities in the form a:b or . ii. Determine whether given ratios are equivalent ratios iii. Simplify ratios to the lowest terms iv State ratios related to a given ratio |
b) related ratios | Include quantities of different units The ratio 3:5 means 3 parts to 5 parts and read as `three to five' Include Given x: y find a) y : x b) x : x – y c) x : x + y | 25/4 (Selasa) – Cuti Peristiwa (Easter Monday) 1/5 (Ahad) – Hari Buruh |
2. Understand the concept of proportion to solve problems. | i. State whether two pairs of quantities is a proportion. ii. Deermine if a quantity is proportional to another quantity given two values of each quantity. iii. Find the value of a quantity given the ratio of the two quantities and the value of another quantity. iv. Find the value of a quantity given the ratio and the sum of the two quantities. v. Find the sum of two quantities given the ratio of the quantities and the difference between the quantities. vi. Pose and solve problems involving ratios and proportions. |
| read as `a to b as c to d' Begin with unitary method Emphasise that if then ad = bc (b ≠ 0, d ≠ 0) | ||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER ONE 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
18 - 19 2/5/2011 until 15/5/2011 | 3. Understand and use the concept of ratio of three quantities to solve problems. | i. 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 any two 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 quanities and the value of one of the quantiies. vii. Find the value of each of the three quantities given : a) the ratio and the sum of three quantites b) the ratio and the difference between two of the three quantitiesviii. Find the sum of three quantites given the ratio and difference between two or three quantities ix. Pose and solve problems involving ratio of three quantities. |
| Include quantities of different units a:b = p:q b: c = m : n when a) q = m b) q ≠ m Begin with unitary method | 2/5 (Isnin) – Cuti Ganti Hari Buruh |
20 16/5/2011 until 22/5/2011 | Revision | 17/5 (Selasa) – Hari Wesak 21/5 (Isnin) – Hari Guru | |||
21 23/5/2011 until 29/5/2011 | Final Semester One Examination | ||||
22 & 23 30/5/2011 until 12/6/2011 | Holidays | Cuti Sekolah Pertengahan Tahun | |||
| Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
| Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
| 24 13/6/2011 until 19/6/2011 | 6 PYTHAGORAS' THEOREMM. 1. Understand thr relationship between the sides of a right-angled triangle | i. Identify he hypotenuse of right-angled 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 |
| Emphasise that a2 = b2 + c2 is the Pythagoras' theorem. Begin with the Pythagorean Triples eg. (3, 4, 5) ( 5, 12, 13) Include combined geometric shapes | |
| 25 20/6/2011 until 26/6/2011 | 2. Understand and use the converse of the Pythagoras' theorem | i. Determine whether a triangle is a right-angled triangle. ii. Solve problems involving the converse Pythagoras' theorem |
| Note that : If a2 > b2 + c2 , then A is an obtuse angle. If a2 < b2 + c2, then A is an acute angle | |
| 26-28 27/6/2011 until 17/7/2011 | 7 GEOMETRICAL CONSTRUCTION 1. Perform constructions using straight edge ( ruler and set square) and compass | i. Construct a line segment of given length. ii. Construct a triangle given the length of the sides. iii. 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 not on the line iv Construct : a) angle of 60° and 120° b) bisector of an angle v. Construct triangles givena) one side and two angles b) two sides and one angle vi. Construct : a) parallel lines b) parallelogram given its sides and an angle |
Explore situation when two different triangles can be constructed. | Emphasis on accuracy of drawing . Include equilateral , isosceles and scalene triangles. Emphasise the constructions in a Learning Outcome (iii) are used to construct an angle of 90° Emphasise the use of the bisector of an angle to construct angles of 30°, 45° and 15° and etc Measure angles using protractors | |
| Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
| Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
| 29 18/7/2011 until 24/7/2011 | 8 COORDINATES 1. Understand and use the concept of coordinates. | i. Identify the x-axis, y-axis and the origin on a Cartesian plane. ii. Plot points and state the coordinates of the points given distances from the y-axis and x-axis iii. Plot points and state the distances of the points from the y-axis and x-axis given coordinates of the points iv. State the coordinates of points on Cartesian plane |
State the location of : a) a seat in the classroom b) a point on square grids
| Coordinates of origin is (0,0) For Learning Outcomes ii – iii involve the first quadrant only Involve all the four quadrants. | |
2. Understand and use the concept of scales for the coordinates axes. | i. Mark the values on both axes by extending the sequence of given values on the axes ii. State the scales used in given coordinates axes where a) scales for axes are the same b) scales for axes are different. iii. Mark the values on both axes with reference to the scales given. iv. State the coordinates of a given point with reference to the scales given. v. Plot points, given the coordinates, with reference to the scales given. iv. Pose and solve problems involving coordinates |
A(1,5), B (2,5), C(4,3) and D(3,3) Three of the four vertices of a square are (-1,1), (2,5) and (6,2).State the coordinates of the fourth vertex | Emphasise that the scales used on the axes must be uniform. Scales should be written in the form: a) 2 units represents 3 units b) 1 : 5 | ||
| Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
| Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
| 30 25/7/2011 until 31/7/2011 | 3. Understand and use the concept of distance between two points on a Cartesian plane | i. Find the distance between two points with a) common y-coordinates b) common x coordinates. ii. Find the distance between two points using Pythagoras theorem iii. Pose and solve problems involving distance between two points. |
a) inspection b) moving one point to the other. c) computing the difference between the x-coordinates or y-coordinates
| Emphasise that the line joining the points are parallel to the x-axis or parallel to the y-axis Include positive and negative coordinates The formula for distance between two points (x1,y1) and (x2,y2) is need not be introduced | |
4. Understand and use he concept of midpoins. | i. Identify the midpoint of a straight line joining two points. ii. Find the coordinates of the midpoint of a straight line joining two points with a) common y- coordinates b) common x- coordinates iii. Find the coordinates of the midpoint of the line joining two points. iv. Pose and solve problems involving midpoints |
| The formula of midpoint for points (x1,y1) and (x2,y2) is need not be introduced Involve shapes | ||
| Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
| Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
| 31 1/8/2011 until 7/8/2011 | 9 LOCI IN TWO DIMENSIONS 1. Understand the concept of two-dimensional loci | i. Describe and sketch the locus of a moving object. ii. Determine the locus of points that are of : a) constant distance from a fixed point b) equidistant from two fixed points c) constant distant from a straight line. d) equidistant from two intersecting lines iii.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 two intersecting line |
point equidistant from A and C | Emphasise the accuracy of drawings. Relate to properties of isosceles triangle Emphasise locus as a) path of a moving point b) a point or set of points that satisfies given conditions | 1/8 (Ahad) – Awal Ramadhan |
31 1/8/2011 until | 2. Understand the concept of the intersection of two loci | i. Determine the intersections of two loci by drawing the loci and locating the points that satisfy the conditions of the two loci. |
| Limited to loci discussed in Learning Objective 9.1 | |
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
32 08/8/2011 until 14/8/2011 | 10 CIRCLES. 1. Regconise and draw parts of a circle | i. 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 a) center b) radius of a given circle by construction |
| ||
2. Understand and use the concept of circumference to solve problems | i. Estimate the value of ii. 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 v. Solve problems involving circumference of circles |
| Developed through activities The ratio of the circumference to the diameter is known as and read as `pi ' Emphasise = 3.142 or | ||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | ||||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note | |
33-34 15/8/2011 Until 28/8/2011 | 3. Understand and use the concept of arc of a circle to solve problems | i. Derive the formula of the length of the arc. ii. Find the length of arc given the angle at the centre and the radius iii. Find the angle at the centre given the length of the arc and the radius of a circle iv. Find the length of radius of a circle given the length of the arc and the angle at the centre v. 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 · Include combined shapes | The length of arc is proportional to the angle at the centre of a circle | ||
4. Understand and use the concept of area of a circle to solve problems | i. Derive the formula of the area of a circle. ii. Find the area of a circle given the a) radius b) diameter iii. Find a) radius b) diameter given the area of a circle iv. Find the area of a circle given the circumference and vice-versa v. 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 the rearranging them into rectangular form
| Include finding the area of the annulus | |||
5. Understand and use the concept of area of sector of a circle to solve problems | i. Derive the formula of the area of a sector . ii. Find the area of a sector given the radius and angle at the centre iii. Find the angle at the centre given the radius and area of a sector iv. Find the radius given the area of a sector and the angle at the centre v. Solve problems involving area of sectors and area of circles | · Explore the relationship between the area of a sector and the angle at the centre of the circle using dynamic geometry software. | Include combined shapes | |||
35 29/8/2011 until 4/9/2011 | Mid Semester Two Holidays | 30/8 (Selasa) –Hari Raya Puasa 31/8 (Rabu) –Hari Kebang -saan | ||||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
36 5/9/2011 until 11/9/2011 | 11 TRANSFORMATIONS 1. Understand the concept of transformations | i. Identify a transformation as a one–to-one correspondence between points in a plane ii. Identify the object and its image in a given transformation |
| A one-to-one correspondence between points of a plane is also called a mapping Include transformations in arts and nature The object is mapped onto the image | 10/9 (Sabtu) – Hari Jadi Yang Dipertua Negeri Sarawak |
2. Understand and use the concept of translations | i. Identify a translation ii. Determine the image of an object under a given translation iii. Describe a translation a) by stating the direction and distance of the movement b) in the form iv. Determine the properties of translation. 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 translation. vi. Solve problems involving translations |
| Grid papers may be used a is the movement parallel to the x – axis and b is the movement parallel to y–axis Emphasise that under a translation, the shapes, sizes and orientations of the object and its image are the same. | ||
3. Understand and use the concept of reflections | i. Identify a reflection ii. Determine the image of an object under a reflection on a given line. iii. Determine the properties of reflections. iv. Determine a) the image 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. |
| The line is known as line of reflection or axis of reflection Emphasise that under a reflection a) the shapes and sizes of the object and its image are the same and b) the orientation of the image is laterally inverted as compared to that of the object Emphasise that all points on the axis of reflection do not change their positions. Include x-axis and y-axis as axes of reflection. | ||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
37 12/9/2011 until 18/9/2011 | 4. Understand and use the concept of rotations | i. Identify a rotation. ii. Determine the image of an object under a 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 theimage vi. Describe a rotation given the object and image vii. Solve problems involving rotations |
| Emphasise that under rotation, the shapes, sizes and orientations of an object and the image are the same. Emphasise that the centre of rotation is the only point that does not change its position Include 90° and 180° as angles of rotation | 16/9 (Jumaat) – Hari Malaysia |
5. Understand and use the concept of isometry | i. Identify an isometry ii. Determine whether a given transformation is an isometry iii. Construct patterns using isometry |
| Isometry is a transformation that preserves the shape and the size of the object | ||
6. Understand and use the concept of congruence | i. Identify if two figures are congruent. ii. Identify congruency between two figures as a property of an isometry. iii. Solve problems involving congruence. |
| Emphasise that congruent figures have the same size and shape regardless of their orientation | ||
7. Understand and use the properties of quadrilaterals using concept of transformations | i. Determine the properties of quadrilaterals using reflections and rotations |
| Quadrilaterals include squares, rectangles,rhombus, parallelograms and kites | ||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
38 19/9/2011 until 25/9/2011 | 12 SOLID GEOMETRY II 1. Understand geometric properties of prisms , pyramids, cyclinders, cones and spheres | i. State the geometric properties of prisms , pyramids, cyclinders, cones and spheres |
| Include 90° and 180° as angles of rotation | |
2. Understand the concept of nets | i. Draw nets for prisms , pyramids, cyclinders and cones ii. State the types of solids given their nets. iii. Constuct models of solids given their nets |
| Net is also known as layout. Prisms include cubes and cuboids | ||
3. Understand the concept of surface area | i. State the surface areas of prisms, pyramids, cyclinders and cones ii. Find the surface area of prisms, pyramids, cyclinders and cones iii. Find the surface area of spheres using the standard formula iv. Find dimensions: a) length of sides b) height c) slant height d) radius e) diameter of asolid given its surface area and other relevant information v. Solve problems involving surface areas. |
| Standard formula for surface area of sphere is 2 where r is the radius | ||
Yearly Lesson Plan (Mathematics) Form Two – SEMESTER TWO 2011 | |||||
Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
39 28/9/2011 until 2/10/2011 | 13 STATISTICS 1. Understand the concept of data | i. Classify data according to those that can be collected by : a) counting b) measuring ii. Collect and record data systematically | · Carry out activities to introduce the concept of data as a collection of information or facts · Discuss methods of collecting data such as counting , observations, measuring using questionnaires and interviews | ||
2. Understand the concept of frequency | i. Determine the frequency of data ii. Determine the data with a) the highrst frequency b) the lowest frequency c) frequency of a specific value iii. Organise data bu constructing a) tally charts b) frequency tables iv. Obtain information from frequency tables | · Use activities to introduce the concept of frequency | Use tally charts to record data Use two columns or two rows to present data | ||
3. Represent and interpret data in : i. pictograms ii. barcharts iii. line graphs to solve problems | i. Construct pictograms to represent data. ii. Obtain information from pictograms iii. Solve problems involving pictograms iv. Construct bar charts to represent data v. Obtain information from bar charts vi. Solve problems involving bar charts iv. Construct bar charts to represent data v. Obtain information from bar charts vi. Solve problems involving bar charts vii. Represent data using line graphs viii. Obtain information from line graphs ix Solve problems involving line graphs | · Use everyday situations to introduce pictograms, bar charts and line graphs. | Include horizontal and vertical pictograms using symbols to represent frequencies. Include the use of title and keys (Legend) on pictograms , bar graphs and line graphs Includebar charts representing two sets of data. Use vertical and horizontal bars. Include vertical and horizontal bar charts using scales such as a) 1: 1 b) n, where n is a whole number Emphasise on the use of suitable scales for line graphs Discuss on the choice of using various method to represent data effectively | ||
| Yearly Lesson Plan (Mathematics) Form Two – SEMESTER Two 2011 | |||||
| Weeks | Learning Areas | Learning Objectives | Learning Outcomes | Points To Note | Note |
| 40 3/10/2011 until 9/10/2011 | PMR 2011 | 5 – 7/10/11 & 10 – 12/10/11 – PMR 2011 | |||
| 41 10/10/2011 until 16/10/2011 | PMR 2011 | ||||
| 42 17/10/2011 until 23/10/2011 | Revision | ||||
43 24/10/2011 until 30/10/2011 | Final Semester Two Examination | 26/10 (Rabu) – Cuti Peristiwa (Deepavali) | |||
44 31/10/2011 until 6/11/2011 | Final Semester Two Examination | 2/11 ( Rabu )-All Soul's Day 6/11 (Ahad) – Hari Raya Haji | |||
45 7/11/2011 until 13/11/2011 | 7/11 (Isnin) – Cuti Ganti Hari Raya Haji | ||||
46 14/11/2011 until 20/11/2011 | 19/11 – Cuti Sekolah Akhir Tahun 2011 Bermula | ||||
No comments:
Post a Comment