Matematik Tingkatan 4

KEY PERFORMANCE INDICATOR (KPI)
(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)
TAHUN 2009
SEKOLAH SMK DATO' PENGGAWA BARAT , PONTIAN, JOHOR
KOD SEKOLAH JEA 6006
PENGETUA / GURU BESAR TN HJ HASHIM BIN MOHD DOM
GURU PENOLONG KANAN 1 EN ABDUL KARIM BIN SUDIR
BIDANG MATAPELAJARAN SAINS DAN MATEMATIK
PANITIA SAINS DAN MATEMATIK
MATAPELAJARAN MATEMATIK
TINGKATAN / TAHUN TINGKATAN 4
GURU
Guru Kanan MP PN NORANI BINTI BASRI
Ketua Panitia PN HO NIAK OOI
Guru Mengajar CIK NORHASNITA BINTI ABDUL MALEK
1
UJIAN BULANAN 1 / UJIAN PENILAIAN & PENCAPAIAN MURID 1 (UPPM1) 23hb Feb 2009
UJIAN BULANAN 2 4hb April 2009
PEPERIKSAAN PERTENGAHAN TAHUN / UJIAN PENILAIAN & PENCAPAIAN MURID 2 (UPPM2)20hb Mei 2009
UJIAN BULANAN 3 16hb Mei 2009
PEPERIKSAAN AKHIR TAHUN / UJIAN PENILAIAN & PENCAPAIAN MURID 3 (UPPM3) 14hb Okt 2009
PEPERIKSAAN PERCUBAAN SPM/PMR/UPSR 1hb Sept 2009
UJIAN DIAGNOSTIK 1 15hb Jan 2009
UJIAN DIAGNOSTIK 2 Tiada
GERAK GEMPUR 1 8hb Ogos 2009
GERAK GEMPUR 2 12hb Okt 2009
PRA-PEPERIKSSAN PERTENGAHAN TAHUN Tiada
PRA-PEPERIKSSAN AKHIR TAHUN Tiada
KIA 2M
1. Ujian Penapisan Tiada
2. Ujian Pelepasan 1 Tiada
3. Ujian Pelepasan 2 Tiada
PROTIM Thaun 4 dan 6

1. Pra-Ujian Tiada
2. Psaca Ujian Tiada
PELAKSANAAN PENTAKSIRAN BERASASKAN SEKOLAH (PBS)

1. Taklimat Calon Tiada
2. Jangka Masa Pelaksanaan Tiada
3. Tarikh Penghantaran Markah PBS ke LPM Tiada
2
TARGET MATA PELAJARAN MENGIKUT PANITIA
(Head Count Pencapaian Keseluruhan Mata Pelajaran)
MATA PELAJARAN MATEMATIK
TINGKATAN TINGKATAN 4
4 3 2 1 0
A B C D LULUS G/E GP
Perkara Jum.
Bil % Bil % Bil % Bil % Bil % Bil %
Pelajar
Peperiksaan SPM/PMR/UPSR (Tahun
a terbaik) 2008 18 1 5.56 8 44.44 8 44.44 - - 17 94.44 1 5.56 5.60
Peperiksaan Akhir Tahun Tingkatan / Tahun
b lepas 30 1 3.33 10 33.33 13 43.33 6 20.00 30 100.00 - - 3.40
TOV (Peperiksaan Akhir Tahun Tingkatan /
c Tahun lepas 30 1 3.33 10 33.33 13 43.33 6 20.00 30 100.00 - - 6.60
OTI1 = TOV + (ETR - TOV)/3

d 30 3 8.89 11 42.22 11 33.33 5 18.33 29 128.89 1 0.36 3.00
e OTI2 = TOV + (ETR -TOV)2/3 30 4 18.89 11 95.56 10 81.11 3 43.33 29 291.11 1 0.71 2.60
f ETR (kiraan) 30 6 20.00 12 60.00 8 13.33 2 15.00 28 186.67 2 1.07 2.20
g ETR (pindaan) 30 9 30.00 14 46.67 3 6.43 3 46.67 29 62.14 1 1.61 1.30
h Perbezaan - 3 10.00 2 -13.33 (5) -6.90 1 31.67 1 -124.52 (1) 0.54 -0.90
Disediakan oleh Disahkan oleh Disahkan oleh
……………………………….. ……………………………….. ………………………………..

Ketua Panitia Guru Penolong Kanan 1/ Guru Kanan Mata Pelajaran Pengetua / Guru Besar
MATEMATIK SMK DATO' PENGGAWA BARAT , PONTIAN, JOHOR SMK DATO' PENGGAWA BARAT , PONTIAN, JOHOR
3
KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR CIK NORHASNITA BINTI ABDUL MALEK
(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG) TINGKATAN TINGKATAN 4
JANGKA MASA
Item
Bidang Pembelajaran (Learning Standard Prestasi Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested
Minggu Kod HSP Hasil Pembelajaran (Learning Outcomes) Aras (Level) Pencapaian (a) Pemberat (w)
Specifications) Minimum (s) Standard (sw) (aw) Activities)
Discuss the significance if zero in a number.

CHAPTER 1 : STANDARD FORM Rounded numbers are only approximates.
i. Round off positive numbers to a given number of Limit to positive numbers only.
M1 1.1.1 1 8 0 3 24 0
1.1 Understand and use the concept if significant figures when the numbers are:
significant figure a) Greater than 1
b) Less than 1
Discuss the use of significant figures in everyday life and other
ii. Perform operations of addition, substraction ,
areas.
1.1.2 multiplication and division, involving a few numbers 2 8 0 2 16 0
Generally, rounding is done on the final answer
and state the answer in specific significant figures.
1.1.3 iii. Solve problems involving significant figures. 3 8 0 1 8 0
Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Penyemakkan dan penandaan Penyemakkan dan penandaan 2 0 3 4 0 12
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Use everyday life situations such as in health, technology,
industry,
Construction and business involving numbers in standard
i. State positive numbers in standard form when the
Understand and use the concept of form.
M2 1.2.1 numbers are: 1 8 0 3 24 0
standard form to solve problemsi Use the scientific calculator to explore numbers in standard
a) Greater than or equal to 10
form.
b) Less than 1
Another term for standard form is scientific notation.
ii. Convert numbers in standard form to single
1.2.2 1 5 0 2 10 0
numbers
iii. Perform operations of addition, subtraction,

1.2.3 multiplication and division, involving any two 2 8 0 2 16 0 Include two numbers in standard form
numbers and state the answers in standard form.
iv. solve problems involving numbers in standard

1.2.4 3 5 0 1 5 0
form.

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CHAPTER 2 : QUADRATIC
Discuss the characteristics of quadratic expressions of the
EXPRESSIONS AND EQUATIONS
form ax²+bx+c, where a, b and c are constants, a ≠ 0 and x is
2.1 understand the concept of
M3 2.1.1 1 4 0 3 12 0 an unknown.
quadratic expression i. identify quadratic expressions;
Include the case when b = 0 and/or c = 0.
Emphasise that for the terms x²and x, the coefficients are

ii. form quadratic expressions by multiplying any two understood to be 1.
2.1.2 1 5 0 3 15 0
linear expressions
iii. form quadratic expressions based on specific

2.1.3 2 5 0 2 10 0 Include everyday life situations.
situations;
i. factorise quadratic expressions of the form

2.2 factorise quadratic expression; 2.2.1 1 6 0 3 18 0 Discuss the various methods to obtain the desired product.
ax²+bx+c, where b = 0 or c = 0;
ii. factorise quadratic expressions of the form px²-q, p

2.2.2 1 6 0 3 18 0 1 is also a perfect square.
and q are perfect squares;

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factorise quadratic expressions of the form ax²+bx+c , where

a, b and c not equal to zero;
iii. factorise quadratic expressions of the form
M4 2.2 factorise quadratic expression; 2.2.3 2 6 0 2 12 0 Factorisation methods that can be used are:
ax²+bx+c, where a, b and c not equal to zero;
• cross method;
• inspection.
iv. factorise quadratic expressions containing
2.2.4 2 6 0 2 12 0
coefficients with common factors
2.3 understand the concept of quadratic
2.3.1 i. identify quadratic equation with one unknown 1 5 0 3 15 0 Discuss the characteristics of quadratic equations.
equation;
2.3.2 ii. write quadratic equations in general form i.e. 2 6 0 2 12 0

5x²+2x+4
iii. form quadratic equations based on specific

situations;

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2.4 understand and use the concept of

i. determine whether a given value is a root of a
M5 roots of quadratic equations to solve 2.4.1 1 6 0 3 18 0
specific quadratic equation
problems
Discuss the number of roots of a quadratic equation.

ii. determine the solutions for quadratic equations by:
There are quadratic equations that cannot be solved by
2.4.2 a) trial and error method; 2 10 0 2 20 0
factorisation.
b) factorisation
Use everyday life situations.

2.4.3 iii. solve problems involving quadratic equations 3 15 0 1 15 0 Check the rationality of the solution
0 0

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Use everyday life examples to introduce the concept of set.

CHAPTER 3: SETS 3.1
M6 3.1.1 i. sort given objects into groups; 1 3 0 3 9 0 The word set refers to any collection or group of objects.
understand the concept of set;
The notation used for sets is braces, { }.
ii. define sets by: The same elements in a set need not be repeated.
a) descriptions; Sets are usually denoted by capital letters.
3.1.2 1 4 0 3 12 0
b) using set notation; The definition of sets has to be clear and precise so that the
elements can be identified.
The symbol Є (epsilon) is read “is an element of” or “is a

member of”.
iii. identify whether a given object is an element of a
3.1.3 1 4 0 3 12 0 The symbol is read “is not an element of” or “is not a
set and use the symbol Є or ;
member of”.
Discuss the difference between the representation of elements

and the number of elements in Venn diagrams.
3.1.4 iv. represent sets by using Venn diagrams; 1 4 0 2 8 0
Discuss why { 0 } and { } are not empty sets.

v. list the elements and state the number of elements
3.1.5 1 5 0 3 15 0 The notation n(A) denotes the number of elements in set A.
of a set;
3.1.6 vi. determine whether a set is an empty set; 1 5 0 3 15 0 The symbol Ø (phi) or { } denotes an empty set.
3.1.7 i. determine whether two sets are equal; 2 4 0 2 8 0 An empty set is also called a null set.
Begin with everyday life situations.

i. determine whether a given set is a subset of a An empty set is a subset of any set.
subset, universal set and the 3.2.1 1 4 0 3 12 0
specific set and use the symbol c or ¢ ; Every set is a subset of itself.
complement of a set;
3.2.2 ii. represent subset using Venn diagram; 1 4 0 3 12 0

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M7 subset, universal set and the 3.2.3 iii. list the subsets for a specific set; 1 4 0 3 12 0
complement of a set;
Discuss the relationship between sets and universal sets.
iv. illustrate the relationship between set and universal
3.2.4 1 4 0 3 12 0 The symbol ξ denotes a universal set.
set using Venn diagram;
3.2.5 v. determine the complement of a given set; 1 5 0 3 15 0 The symbol A' denotes the complement of set A
vi. determine the relationship between set, subset,

universal set and the complement of a set;
i. determine the intersection of:

3.3 perform operations on sets:
a) two sets;
• the intersection of sets; 3.3.1 1 6 0 3 18 0 Include everyday life situations.
b) three sets;
and use the symbol ∩ ;
Discuss cases when:

i. represent the intersection of sets using Venn •A∩B=Ø
3.3.2 1 5 0 3 15 0
diagram; •A∩B
iii. state the relationship between

3.3.3 a) A ∩ B and A ; 2 3 0 2 6 0
b) A ∩ B and B ;
iv. determine the complement of the intersection of

3.3.4 2 5 0 2 10 0
sets;
3.3.5 v. solve problems involving the intersection of sets; 3 10 0 1 10 0 Include everyday life situations.

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3.3 perform operations on sets: vi. determine the union of:

• the intersection of sets; a) two sets;
M8 3.3.6 1 6 0 3 18 0
• the union of sets. b) three sets;
and use the symbol U ;
3.3.7 vii. represent the union of sets using Venn diagram; 1 5 0 3 15 0
viii. state the relationship between

3.3.8 2 3 0 2 6 0
a) A U B and A ;
b) A U B and B ;
3.3.9 ix. determine the complement of the union of sets; 2 5 0 2 10 0
3.3.10 x. solve problems involving the union of sets 3 8 0 1 8 0 Include everyday life situations.
xi. determine the outcome of combined operations on

3.3.11 3 8 0 1 8 0
sets;
xii. solve problems involving combined operations on
sets.

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CHAPTER 4 : MATHEMATICAL Introduce this topic using everyday life situations.

M10 REASONING 4.1 4.1.1 i. determine whether a given sentence is a statement; 1 3 0 3 9 0 Statements consisting of:
understand the concept of statement
Focus on mathematical sentences.
• words only, e.g. “Five is greater than two.”;
ii. determine whether a given statement is true or
4.1.2 1 3 0 3 9 0 • numbers and words, e.g. “5 is greater than 2.”;
false;
• numbers and symbols, e.g. 5 > 2.
Discuss sentences consisting of:

• words only;
• numbers and words;
• numbers and mathematical symbols;
iii. construct true or false statement using given
4.1.3 2 3 0 2 6 0 The following are not statements:
numbers and mathematical symbols;
• “Is the place value of digit 9 in 1928 hundreds?”;
• 4n  5m + 2s;
• “Add the two numbers.”;
• x + 2 = 8.
Start with everyday life situations.
i. construct statements using the quantifier:
4.2 understand the concept of Quantifiers such as “every” and “any” can be introduced based
4.2.1 a) all; 1 5 0 3 15 0
quantifiers “all” and “some”; on context.
b) some;
Examples:
• All squares are four sided figures.
ii. determine whether a statement that contains the
4.2.2 1 4 0 3 12 0 • Every square is a four sided figure.
quantifier “all” is true or false
• Any square is a four sided figure.
iii. determine whether a statement can be generalised Other quantifiers such as “several”, “one of” and “part of” can
4.2.3 1 4 0 3 12 0
to cover all cases by using the quantifier “all”; be used based on context.
Example:
iv. construct a true statement using the quantifier “all” Object: Trapezium.
or “some”, given an object and a property. Property: Two sides are parallel to each other.
Statement: All trapeziums have two parallel sides.
4.2.4 2 5 0 2 10 0
Object: Even numbers.
Property: Divisible by 4.
Statement: Some even numbers are divisible by 4.

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1 KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR CIK NORHASNITA BINTI ABDUL MALEK
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Item
Begin with everyday life situations.

The negation “no” can be used where appropriate.
The symbol “~” (tilde) denotes negation.
“~p” denotes negation of p which means “not p” or “no p”.
4.3 perform operations involving the
i. change the truth value of a given statement by The truth table for p and ~p are as follows:
M11 words “not” or “no”, “and” and “or” on 4.3.1 1 4 0 3 12 0
placing the word “not” into the original statement p ~p
statements;
True
False False
True
The truth values for “p and q” are as follows p q p and q

True True True
ii. identify two statements from a compound statement True False False
4.3.2 1 3 0 3 9 0
that contains the word “and”; False True False
False False False
iii. form a compound statement by combining two

4.3.3 1 3 0 3 9 0
given statements using the word “and”;
iv. identify two statement from a compound statement
4.3.4 1 3 0 3 9 0 The truth values for “p or q” are as follows:
that contains the word “or” ;
p q p or q
True True True
v. form a compound statement by combining two True False True
4.3.5 1 3 0 3 9 0
given statements using the word “or”; False True True
False False False
vi. determine the truth value of a compound statement

4.3.6 which is the combination of two statements with the 2 3 0 2 6 0
word “and”;
vii. determine the truth value of a compound

4.3.7 statement which is the combination of two statements 2 3 0 2 6 0
with the word “or

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Implication “if p, then q” can be written as p → q, and “p if and
4.4 understand the concept of i. identify the antecedent and consequent of an
M12 4.4.1 1 3 0 3 9 0 only if q” can be written as p ↔ q, which means p → q and q
implication; implication “if p, then q”;
→ p.
ii. write two implications from a compound statement

4.4.2 1 5 0 3 15 0
containing “if and only if”;
iii. construct mathematical statements in the form of
implication:
4.4.3 a) If p, then q; 1 5 0 3 15 0
b) p if and only if q;
4.4.4 iii. determine the converse of a given implication; 2 5 0 2 10 0 The converse of an implication is not necessarily true.
Example 1:
If x < 3, then
x < 5 (true).
Conversely:
If x < 5, then
x < 3 (false).
Example 2:
v. determine whether the converse of an implication is
4.4.5 2 5 0 2 10 0 If PQR is a triangle, then the sum of the interior angles of PQR
true or false.
is 180°.
(true)
Conversely:
If the sum of the interior angles of PQR is 180 , then PQR is a
triangle.
(true)

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4.5 understand the concept of i. identify the premise and conclusion of a given Limit to arguments with true premises.
M13 4.5.1 1 3 0 3 9 0
argument; simple argument;
ii. make a conclusion based on two given premises

for: Names for argument forms, i.e. syllogism (Form I), modus
4.5.2 a) Argument Form I; 2 5 0 2 10 0 ponens (Form II) and modus tollens (Form III), need not be
b) Argument Form II; introduced.
c) Argument Form III;
Specify that these three forms of arguments are deductions

based on two premises only.
Argument Form I
Premise 1: All A are B.
Premise 2: C is A.
Conclusion: C is B.
Argument Form II:
iii. complete an argument given a premise and the
4.5.3 2 5 0 2 10 0 Premise 1: If p, then q.
conclusion.
Premise 2: p is true.
Conclusion: q is true.
Argument Form III:
Premise 1: If p, then q.
Premise 2: Not q is true.
Conclusion: Not p is true.
4.6 understand and use the concept of i. determine whether a conclusion is made through:
deduction and induction to solve 4.6.1 a) reasoning by deduction; 1 4 0 3 12 0
problems. b) reasoning by induction;
ii. make a conclusion for a specific case based on a

4.6.2 2 3 0 2 6 0
given general statement, by deduction
iii. make a generalization based on the pattern of a

4.6.3 2 5 0 2 10 0 Limit to cases where formulae can be induced.
numerical sequence, by induction;
Specify that:
iv. use deduction and induction in problem solving. • making conclusion by deduction is definite;
4.6.4 3 6 0 1 6 0
• making conclusion by induction is not necessarily definite.

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CHAPTER 5 : THE STRAIGHT LINES

Use technology such as the Geometer’s Sketchpad, graphing
5.1 understand i. determine the vertical and horizontal distances
M14 5.1.1 1 3 0 3 9 0 calculators, graph boards, magnetic boards, topo maps as
the concept of gradient of a straight between two given points on a straight line.
teaching aids where appropriate.
line;
Begin with concrete examples/daily situations to introduce the
concept of gradient.
Vertical
distance
Horizontal distance
ii. determine the ratio of vertical distance to horizontal

5.1.2 1 3 0 3 9 0 Discuss:
distance.
• 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);
5.2 understand the concept of gradient • P is chosen as (x2, y2) and Q is (x1, y1).
of a straight line in Cartesian 5.2.1 i. derive the formula for the gradient of a straight line; 1 3 0 3 9 0 The gradient of a straight line passing through P(x1, y1) and
coordinates; Q(x2, y2) is:
determine the relationship between the value of the gradient

and the:
ii. calculate the gradient of a straight line passing a) steepness,
5.2.2 1 5 0 3 15 0
through two points; b) direction of inclination,
of a straight line;

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i. determine the x-intercept and the y-intercept of a Emphasise that the x-intercept and the y-intercept are not
M15 5.3 understand the concept of intercept; 5.3.1 1 3 0 3 9 0
straight line; written in the form of coordinates.
ii. derive the formula for the gradient of a straight line

5.3.2 1 3 0 3 9 0
in terms of the x-intercept and the y-intercept;
iii. perform calculations involving gradient, x-intercept

5.3.3 2 5 0 2 10 0
and y-intercept;
Discuss the change in the form of the straight line if the values
5.4 understand and use equation of a i. draw the graph given an equation of the form y = mx of m and c are changed.
5.4.1 1 4 0 3 12 0
straight line; + c; Emphasise that the graph obtained is a straight line.
Carry out activities using the graphing calculator, Geometer’s

Sketchpad or other teaching aids.
ii. determine whether a given point lies on a specific
5.4.2 1 4 0 3 12 0 If a point lies on a straight line, then the coordinates of the
straight line;
point satisfy the equation of the straight line.
iii. write the equation of the straight line given the Verify that m is the gradient and c is the y-intercept of a
5.4.3 2 4 0 2 8 0
gradient and y-intercept; straight line with equation y=mx + c .
iv. determine the gradient and y-intercept of the The equation

straight line which equation is of the form: ax + by = c can be written in the form
5.4.4 2 4 0 2 8 0
a. y = mx + c; y = mx + c.
b. ax + by = c;

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1 KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR CIK NORHASNITA BINTI ABDUL MALEK
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v. find the equation of the straight line which:

a) is parallel to the x-axis;
5.4 understand and use equation of a b) is parallel to the y-axis;
M16 5.4.5 3 5 0 1 5 0
straight line; c) passes through a given point and has a specific
gradient;
d) passes through two given points;
Discuss and conclude that the point of intersection is the only

vi. find the point of intersection of two straight lines by:
point that satisfies both equations.
a) drawing the two straight lines;
5.4.6 3 4 0 1 4 0 Use the graphing calculator and Geometer’s Sketchpad or
b) solving simultaneous equations.
other teaching aids to find the point of intersection.
5.5 understand and use the concept of i. verify that two parallel lines have the same gradient Explore properties of parallel lines using the graphing
5.5.1 1 3 0 3 9 0
parallel lines and vice versa calculator and Geometer’s Sketchpad or other teaching aids.
ii. determine from the given equations whether two

5.5.2 1 3 0 3 9 0
straight lines are parallel;
iii. find the equation of the straight line which passes

5.5.3 through a given point and is parallel to another 2 4 0 2 8 0
straight line;
5.5.4 iv. solve problems involving equations of straight lines. 3 5 0 1 5 0

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CHAPTER 6 : STATISTICS
i. complete the class interval for a set of data given Use data obtained from activities and other sources such as
M21 6.1 understand the concept of class 6.1.1 1 3 0 3 9 0
one of the class intervals; research studies to introduce the concept of class interval.
interval;
ii. determine:
a) the upper limit and lower limit;
6.1.2 b) the upper boundary and lower boundary of a class 1 3 0 3 9 0
in a grouped data;
Size of class interval

6.1.3 iii. calculate the size of a class interval; 1 3 0 3 9 0 =[upper boundary–lower boundary]
iv. determine the class interval, given a set of data

6.1.4 2 4 0 2 8 0
and the number of classes;
v. determine a suitable class interval for a given set of

6.1.5 2 4 0 2 8 0
data;
6.1.6 vi. construct a frequency table for a given set of data. 2 4 0 2 8 0 Discuss criteria for suitable class intervals.
6.2 understand and use the concept of i. determine the modal class from the frequency table
6.2.1 1 3 0 3 9 0
mode and mean of grouped data; of grouped data
Midpoint of class
6.2.2 ii. calculate the midpoint of a class; 1 4 0 3 12 0 = (lower limit + upper limit)
6.2.3 iii. verify the formula for the mean of grouped data; 2 4 0 2 8 0
iv. calculate the mean from the frequency table of

6.2.4 2 5 0 2 10 0
grouped data;
v. discuss the effect of the size of class interval on the

6.2.5 accuracy of the mean for a specific set of grouped 3 3 0 1 3 0
data..

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6.3 represent and interpret data in

i. draw a histogram based on the frequency table of a
M24 histograms with class intervals of the 6.3.1 1 2 0 3 6 0 Discuss the difference between histogram and bar chart.
grouped data;
same size to solve problems;
Use graphing calculator to explore the effect of different class

6.3.2 ii. interpret information from a given histogram; 2 3 0 2 6 0
interval on histogram.
6.3.3 iii. solve problems involving histograms. 3 4 0 1 4 0 Include everyday life situations.
6.4 represent and interpret data in i. draw the frequency polygon based on: When drawing a frequency polygon add a class with 0
6.4.1 1 2 0 3 6 0
frequency polygons to solve problems. a) a histogram; frequency before the first class and after the last class.
b) a frequency table;
ii. interpret information from a given frequency

6.4.2 2 3 0 2 6 0
polygon;
6.4.3 iii. solve problems involving frequency polygon. 3 4 0 1 4 0 Include everyday life situations.

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6.5 understand the concept of i. construct the cumulative frequency table for:
M25 6.5.1 1 3 0 3 9 0
cumulative frequency; a) ungrouped data;
b) grouped data;
When drawing ogive:
ii. draw the ogive for:
• use the upper boundaries;
6.5.2 a) ungrouped data; 2 2 0 2 4 0
• add a class with zero frequency before the first class.
b) grouped data;
For grouped data:

6.6 understand and use the concept of Range = [midpoint of the last class – midpoint of the first class]
measures of dispersion to solve 6.6.1 i. determine the range of a set of data. 1 3 0 3 9 0 Discuss the meaning of dispersion by comparing a few sets of
problems. data. Graphing calculator can be used for this purpose.
ii. determine:
a) the median;
b) the first quartile;
6.6.2 c) the third quartile; 1 4 0 3 12 0
d) the interquartile range;
from the ogive.
6.6.3 iii. interpret information from an ogive; 2 3 0 2 6 0
Carry out a project/research and analyse as well as interpret

the data. Present the findings of the project/research.
iv. solve problems involving data representations and
6.6.4 3 4 0 1 4 0 Emphasise the importance of honesty and accuracy in
measures of dispersion.
managing statistical research

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Item
Use concrete examples such as throwing a die and tossing a

CHAPTER 7 : PROBABILITY II
i. determine whether an outcome is a possible coin.
M26 7.1 understand the concept of sample 7.1.1 1 3 0 3 9 0
outcome of an experiment;
space;
ii. list all the possible outcomes of an experiment:
7.1.2 a) from activities; 1 3 0 3 9 0
b) by reasoning;
7.1.3 iii. determine the sample space of an experiment; 1 3 0 3 9 0
7.1.4 iv. write the sample space by using set notations 1 3 0 3 9 0
An impossible event is an empty set.
Discuss that an event is a subset of the sample space.
7.2 understand the concept of events. 7.2.1 i. identify the elements of a sample space which 1 3 0 3 9 0
Discuss also impossible events for a sample space
satisfy given conditions;
ii. list all the elements of a sample space which satisfy
7.2.2 1 3 0 3 9 0
certain conditions using set notations;
iii. determine whether an event is possible for a
7.2.3 1 3 0 3 9 0 Discuss that the sample space itself is an event.
sample space.

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Item
Probability is obtained from activities and appropriate data.

i. find the ratio of the number of times an event occurs Carry out activities to introduce the concept of probability. The
M27 probability of an event to solve 7.3.1 1 3 0 3 9 0
to the number of trials; graphing calculator can be used to simulate such activities.
problems.
ii. find the probability of an event from a big enough
7.3.2 1 3 0 3 9 0
number of trials;
iii. calculate the expected number of times an event Discuss situation which results in:
7.3.3 will occur, given the probability of the event and 2 4 0 2 8 0 • probability of event = 1.
number of trials; • probability of event = 0.
7.3.4 iv. solve problems involving probability 3 5 0 1 5 0 Emphasise that the value of probability is between 0 and 1.
v. predict the occurrence of an outcome and make a

7.3.5 3 5 0 1 5 0 Predict possible events which might occur in daily situations.
decision based on known information

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Item
CHAPTER 8: CIRCLES Develop concepts and abilities through activities using

M28 8.1 understand and use the concept of 8.1.1 i. identify tangents to a circle; 1 3 0 3 9 0 technology such as the Geometer’s Sketchpad and graphing
tangents to a circle. calculator.
ii. make inference that the tangent to a circle is a
8.1.2 straight line perpendicular to the radius that passes 1 3 0 3 9 0
through the contact point;
iii. construct the tangent to a circle passing through a

8.1.3 point: 2 4 0 2 8 0
a) on the circumference of the circle;
b) outside the circle;
Properties of angle in semicircles can be used. Examples of
A properties of two tangents to a circle:
AC = BC
O iv. determine the properties related to two tangents to
C 8.1.4 2 4 0 2 8 0 <ACO = <BCO
a circle from a given point outside the circle;
<AOC = <BOC
B <AOC and <BOC are congruent.

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JANGKA MASA
Item
E
M29 8.1.5 v. solve problems involving tangents to a circle. 3 5 0 1 5 0 Relate to Pythagoras theorem.
tangents to a circle.
D
8.2 understand and use the i. identify the angle in the alternate segment which is A B C
properties of angle between tangent 8.2.1 subtended by the chord through the contact point of 1 3 0 3 9 0 Explore the property of angle in
and chord to solve problems. the tangent; alternate segment using Geometer’s Sketchpad or other
teaching aids.
ii. verify the relationship between the angle formed by < ABE = < BDE
8.2.2 the tangent and the chord with the angle in the 2 4 0 2 8 0 < CBD = < BED
alternate segment which is subtended by the chord;
iii. perform calculations involving the angle in alternate

8.2.3 2 4 0 2 8 0
segment

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JANGKA MASA
Item
8.2 understand and use the

iv. solve problems involving tangent to a circle and
M30 properties of angle between tangent 8.2.4 3 5 0 1 5 0
angle in alternate segment.
and chord to solve problems.
i. determine the number of common tangents which

Emphasise that the lengths of common tangents are equal.
8.3 understand and use the can be drawn to two circles which:
Discuss the maximum number of common tangents for the
properties of common tangents to 8.3.1 a) intersect at two points; 1 3 0 3 9 0
three cases.
solve problems. b) intersect only at one point;
c) do not intersect;
ii. determine the properties related to the common

tangent to two circles which:
8.3.2 2 4 0 2 8 0 Include daily situations.
a) intersect at two points;
b) intersect only at one point;
c) do not intersect;
0 0

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JANGKA MASA
Item
8.3 understand and use the i. solve problems involving common tangents to two
M31 properties of common tangents to 8.3.3 circles; 3 7 0 1 7 0
solve problems. .
ii. solve problems involving tangents and common

8.3.4 3 7 0 1 7 0 Include problems involving Pythagoras theorem.
tangents
0 0
0 0

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JANGKA MASA
Item
CHAPTER 9 : TRIGONOMETRY The unit circle is the circle of radius 1 with its centre at the
9.1 understand and use the concept of origin.
M32 9.1.1 i. identify the quadrants and angles in the unit circle; 1 3 0 3 9 0
the values of sin θ, cos θ and tan θ (0° Explain the meaning of unit circle.
y
< θ < 360°) to solve problems.
P (x,y)
ii. determine:
a) the value of y-coordinate; 1
y
b) the value of x-coordinate; x
9.1.2 c) the ratio of y-coordinate to x-coordinate; 1 3 0 3 9 0 0 x Q
of several points on the circumference of the unit
circle;
iii. verify that, for an angle in quadrant I of the unit Begin with definitions of sine, cosine and tangent of an acute
circle : angle.
a) sin θ = y-coordinate ;
9.1.3 1 3 0 3 9 0
b) cosθ = x-coordinate.
c) ;
iv. determine the values of

a) sine;
b) cosine;
9.1.4 1 3 0 3 9 0
c) tangent;
d) of an angle in quadrant I of the unit circle;
Explain that the concept

v. determine the values of
sin θ = y-coordinate ;
a) sin θ;
cosθ = x-coordinate;
b) cos θ;
9.1.5 1 3 0 3 9 0
c) tan θ;
can be extended to angles in
for 90° < θ < 360°;
quadrant II, III and IV.
vi. determine whether the values of:

a) sine;
b) cosine;
Consider special angles such as 0°, 30°, 45°, 60°, 90°, 180°,
9.1.6 c) tangent, 1 3 0 3 9 0
270°, 360°.
of an angle in a specific quadrant is positive or
negative;
vii. determine the values of sine, cosine and tangent Use the above triangles to find the values of sine, cosine and
9.1.7 1 3 0 3 9 0
for special angles; tangent for 30°, 45°, 60°

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JANGKA MASA
Item
9.1 understand and use the concept of viii. determine the values of the angles in quadrant I
Teaching can be expanded through activities such as
M33 the values of sin θ, cos θ and tan θ (0° 9.1.8 which correspond to the values of the angles in other 2 4 0 2 8 0
reflection.
< θ < 360°) to solve problems. quadrants;
ix. state the relationships between the values of:

a) sine; Use the Geometer’s Sketchpad to explore the change in the
b) cosine; and values of sine, cosine and tangent relative to the change in
9.1.9 c) tangent; 2 4 0 2 8 0 angles.
of angles in quadrant II, III and IV with their respective
values of the corresponding angle in quadrant I;
x. find the values of sine, cosine and tangent of the

9.1.10 2 4 0 2 8 0
angles between 90° and 360°;
xi. find the angles between 0° and 360°, given the

9.1.11 3 7 0 1 7 0
values of sine, cosine or tangent;
9.1.12 xii. solve problems involving sine, cosine and tangent. 3 10 0 1 10 0 Relate to daily situations.

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JANGKA MASA
Item
Use the graphing calculator and Geometer’s Sketchpad to

9.2 draw and use the graphs of sine, i. draw the graphs of sine, cosine and tangent for explore the feature of the graphs of
M35 9.2.1 1 3 0 3 9 0
cosine and tangent. angles between 0° and 360°; y = sin θ, y = cos θ y = tan θ.
Discuss the feature of the graphs of

ii. compare the graphs of sine, cosine and tangent for
9.2.2 2 4 0 2 8 0 y = sin θ, y = cos θ, y = tan θ.
angles between 0° and 360°;
iii. solve problems involving graphs of sine, cosine and

9.2.3 3 8 0 1 8 0 solve problems involving graphs of sine, cosine and tangent.
tangent.
0 0

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JANGKA MASA
Item
CHAPTER 10 : ANGLES OF i. identify:

ELEVATIONS AND DEPRESSIONS a) the horizontal line;
M36 10.1 understand and use the concept of 10.1.1 b) the angle of elevation; 1 5 0 3 15 0 Use daily situations to introduce the concept.
angle of elevation and angle of c) the angle of depression,
depression to solve problems. for a particular situation;
ii. Represent a particular situation involving:

10.1.2 a) the angle of elevation; 2 5 0 2 10 0 Include two observations on the same horizontal plane.
b) the angle of depression, using diagrams;
iii. Solve problems involving the angle of elevation and

10.1.3 3 15 0 1 15 0 Involve activities outside the classroom.
the angle of depression.
0 0

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JANGKA MASA
Item
CHAPTER 11 :LINES AND PLANES IN

3 DIMENSIONS 11.1
Carry out activities using daily situations and 3-dimensional
M37 understand and use the concept of 11.1.1 i. identify planes; 1 3 0 3 9 0
models.
angle between lines and planes to
solve problems
ii. identify horizontal planes, vertical planes and Differentiate between 2-dimensional and 3-dimensional
11.1.2 1 3 0 3 9 0
inclined planes; shapes. Involve planes found in natural surroundings.
iii. sketch a three dimensional shape and identify the
11.1.3 1 3 0 3 9 0
specific planes;
iv. identify:
a) lines that lies on a plane;
11.1.4 1 3 0 3 9 0
b) lines that intersect with a plane;
11.1.5 2 5 0 2 10 0
v. identify normals to a given plane;
vi. determine the orthogonal projection of a line on a
11.1.6 2 5 0 2 10 0 Begin with 3-dimensional models.
plane;
vii. draw and name the orthogonal projection of a line
11.1.7 2 5 0 2 10 0 Include lines in 3-dimensional shapes.
on a plane;
11.1.8 viii. determine the angle between a line and a plane; 2 5 0 2 10 0
ix. solve problems involving the angle between a line

11.1.9 3 8 0 1 8 0 Use 3-dimensional models to give clearer pictures.
and a plane.

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JANGKA MASA
Item

M38 angle between two planes to solve 11.2.1 i. identify the line of intersection between two planes; 1 5 0 3 15 0
problems.
ii. draw a line on each plane which is perpendicular to
11.2.2 the line of intersection of the two planes at a point on 1 4 0 3 12 0
the line of intersection;
iii. determine the angle between two planes on a

11.2.3 2 8 0 2 16 0 Use 3-dimensional models to give clearer pictures.
model and a given diagram;
iv. solve problems involving lines and planes in 3-

11.2.4 3 12 0 1 12 0
dimensional shapes.

55 12
33

Matematik Tingkatan 4

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Matematik Tingkatan 4

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KEY PERFORMANCE INDICATOR (KPI)

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

SEKOLAH SMK DATO' PENGGAWA BARAT , PONTIAN, JOHOR

KOD SEKOLAH JEA 6006

PENGETUA / GURU BESAR TN HJ HASHIM BIN MOHD DOM

GURU PENOLONG KANAN 1 EN ABDUL KARIM BIN SUDIR

BIDANG MATAPELAJARAN SAINS DAN MATEMATIK

PANITIA SAINS DAN MATEMATIK

TINGKATAN / TAHUN TINGKATAN 4

UJIAN BULANAN 2 4hb April 2009

UJIAN BULANAN 3 16hb Mei 2009

PEPERIKSAAN PERCUBAAN SPM/PMR/UPSR 1hb Sept 2009

UJIAN DIAGNOSTIK 1 15hb Jan 2009

UJIAN DIAGNOSTIK 2 Tiada

GERAK GEMPUR 1 8hb Ogos 2009

GERAK GEMPUR 2 12hb Okt 2009

PRA-PEPERIKSSAN PERTENGAHAN TAHUN Tiada

PRA-PEPERIKSSAN AKHIR TAHUN Tiada

PROTIM Thaun 4 dan 6

PELAKSANAAN PENTAKSIRAN BERASASKAN SEKOLAH (PBS)

MATA PELAJARAN MATEMATIK

OTI1 = TOV + (ETR - TOV)/3

f ETR (kiraan) 30 6 20.00 12 60.00 8 13.33 2 15.00 28 186.67 2 1.07 2.20

g ETR (pindaan) 30 9 30.00 14 46.67 3 6.43 3 46.67 29 62.14 1 1.61 1.30

Disediakan oleh Disahkan oleh Disahkan oleh

……………………………….. ……………………………….. ………………………………..

Discuss the significance if zero in a number.

1.1.3 iii. Solve problems involving significant figures. 3 8 0 1 8 0

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

iii. Perform operations of addition, subtraction,

iv. solve problems involving numbers in standard

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Emphasise that for the terms x²and x, the coefficients are

iii. form quadratic expressions based on specific

i. factorise quadratic expressions of the form

ii. factorise quadratic expressions of the form px²-q, p

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

factorise quadratic expressions of the form ax²+bx+c , where

2.3.2 ii. write quadratic equations in general form i.e. 2 6 0 2 12 0

iii. form quadratic equations based on specific

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

2.4 understand and use the concept of

Discuss the number of roots of a quadratic equation.

Use everyday life situations.

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Use everyday life examples to introduce the concept of set.

The symbol Є (epsilon) is read “is an element of” or “is a

Discuss the difference between the representation of elements

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

Begin with everyday life situations.

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

3.2 understand and use the concept of

vi. determine the relationship between set, subset,

i. determine the intersection of:

Discuss cases when:

iii. state the relationship between

iv. determine the complement of the intersection of

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

3.3 perform operations on sets: vi. determine the union of:

3.3.7 vii. represent the union of sets using Venn diagram; 1 5 0 3 15 0

viii. state the relationship between

xi. determine the outcome of combined operations on

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

CHAPTER 4 : MATHEMATICAL Introduce this topic using everyday life situations.