Matematik Tambahan Tingkatan 4

KEY PERFORMANCE INDICATOR (KPI)
(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)
TAHUN 2009
SEKOLAH SMK SRI PERHENTIAN PONTIAN JOHOR.
KOD SEKOLAH JEB6012
PENGETUA / GURU BESAR PN HJH FAREDAH BT MASHHOR.
GURU PENOLONG KANAN 1 TN HJ AB. HAMID BIN HJ BUKHAIRAH.
BIDANG MATAPELAJARAN SAINS DAN MATEMATIK.
PANITIA MATEMATIK
MATAPELAJARAN MATEMATIK TAMBAHAN
TINGKATAN / TAHUN TINGKATAN 4
GURU
Guru Kanan MP PN NURHIDAYAH LIM BT ABDULLAH
Ketua Panitia EN NG TENG HO
Guru Mengajar EN NG TENG HO
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)29hb April 2009
UJIAN BULANAN 3 16hb Mei 2009
PEPERIKSAAN AKHIR TAHUN / UJIAN PENILAIAN & PENCAPAIAN MURID 3 (UPPM3) 14hb Okt 2009
PEPERIKSAAN PERCUBAAN SPM/PMR/UPSR 9hb 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 15hb Jan 2009
2. Jangka Masa Pelaksanaan Jan 2009 ~ Jul 2010
3. Tarikh Penghantaran Markah PBS ke LPM Ogos 2010
2
TARGET MATA PELAJARAN MENGIKUT PANITIA
(Head Count Pencapaian Keseluruhan Mata Pelajaran)
MATA PELAJARAN MATEMATIK TAMBAHAN
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 TAMBAHAN SMK SRI PERHENTIAN PONTIAN JOHOR. SMK SRI PERHENTIAN PONTIAN JOHOR.
3
KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR
(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG) TINGKATAN
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)
1.1 Understand the concept of relations Represent relations using arrow diagrams, ordered pairs,
W1 1.1.1 graphs 1 5 3 15 0 Discuss the idea of set and introduce set notation.
Identify domain, codomain, object, image and range of a Use pictures, role-play and computer software to introduce the

1.1.2 relation. 2 4 2 8 0
concept of relations
Classify a relation shown on a mapped diagram as: one to one,
1.1.3 3 3 1 3 0
many to one, one to many or many to many relation.
Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Penyemakkan dan penandaan Penyemakkan dan penandaan 2 0 0
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1.2 Understand the concept of Recognise functions as a special relation. Represent functions using arrow diagrams, ordered pairs or

W2 1.2.1 1 5 3 15 0
functions. graphs.
Express functions using function notation. e.g. f : x → 2x
f (x) = 2x
"f : x → 2x" is read as "function f maps x to 2x".
f (x) = 2x is read as “2x is the image of x under the function f
1.2.2 2 4 2 8 0
”.
Include examples of functions that are not mathematically
based.
Examples of functions include algebraic (linear and quadratic),

Determine domain, object, image and range of a trigonometric and absolute value.
1.2.3 2 4 2 8 0
function. Define and sketch absolute value functions.
Determine the image of a function given the object Use graphing calculators and computer software to explore
1.2.4 3 3 1 3 0
and vice versa. the image of functions.

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Involve algebraic functions only.

1.3 Understand the concept of Use arrow diagrams or algebraic method to determine
W3 1.3.1 Determine composition of two functions. 2 3 2 6 0
composite functions. composite functions.
Determine the image of composite functions given the Images of composite functions include a range of values.
1.3.2 2 3 2 6 0
object and vice versa. (Limit to linear composite functions).
Determine one of the functions in a given composite
1.3.3 3 2 1 2 0
function given the other related function.
Limit to algebraic functions.
1.4 Understand the concept of inverse Find the object by inverse mapping given its image
1.4.1 2 3 2 8 0 Exclude inverse of composite functions.
functions. and function.
Use sketches of graphs to show the relationship between a
1.4.2 Determine inverse functions using algebra. 3 2 1 2 0
function and its inverse.
Determine and state the condition for existence of an Emphasise that inverse of a function is not necessarily a
1.4.3 3 2 1 2 0
inverse function. function.

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Use graphing calculators or computer software such as the

2.1 Understand the concept of Recognise a quadratic equation and express it in
W4 2.1.1 1 5 3 15 0 Geometer’s Sketchpad and spreadsheet to explore the
quadratic equation and its roots. general form.
concept of quadratic equations.
Determine whether a given value is the root of a
quadratic equation by Questions for 1.2(b) are given in the form of (x + a)(x + b) = 0;
2.1.2 1 5 3 15 0
a) substitution; a and b are numerical values.
b) inspection.
Determine roots of quadratic equations by trial and
2.1.3 1 4 3 12 0
improvement method.

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Item
Discuss when
Determine the roots of a quadratic equation by
(x-p)(x-q)= 0, hence x – p = 0 or
2.2 Understand the concept of a) factorisation;
W5 2.2.1 2 6 2 12 0 x – q = 0. Include case when p = q.
quadratic equations b) completing the square
Derivation of formula for 2.1c is not required.
c) using the formula.
If x=p and x=q are the roots, then the quadratic equation is (x-
p)(x-q)=0 , that is x²-(p+q)x+pq =0. Involve the use of α+β:=
2.2.2 Form a quadratic equation from given roots. 2 5 2 10 0
and αβ= where α and β are roots of the quadratic equation
ax2+bx+c = 0

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2.3 nderstand and use the conditions b²-4ac > 0

for quadratic equations to have b²-4ac = 0
Determine types of roots of quadratic equations from
w6 i. two different roots; 2.3.1 2 5 2 10 0 b²-4ac < 0
the value of b²-4ac
ii. two equal roots; Explain that "no roots" means "no real roots".
iii. no roots.
Solve problems involving b²-4ac in quadratic
equations to:
2.3.2 3 6 1 6 0
a) find an unknown value;
b) derive a relation.

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Item
Use graphing calculators or computer software such as

3.1 Understand the concept of
w7 3.1.1 Recognise quadratic functions. 1 4 3 12 0 Geometer’s Sketchpad to explore the graphs of quadratic
quadratic functions and their graphs.
functions.
Plot quadratic function graphs
a) based on given tabulated values; Use examples of everyday situations to introduce graphs of
3.1.2 1 4 3 12 0
b) by tabulating values based on given functions. quadratic functions.
Discuss cases where

a > 0 and a < 0 for
3.1.3 Recognise shapes of graphs of quadratic functions. 2 3 2 6 0
f(x) = a x2 + bx + c = 0
Relate the position of quadratic function graphs with

3.1.4 2 4 2 8 0
types of roots for f (x) = 0.

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Use graphing calculators or dynamic geometry software such

3.2 Find the maximum and minimum Determine the maximum or minimum value of a
W8 3.2.1 3 10 1 10 0 as the Geometer’s Sketchpad to explore the graphs of
values of quadratic functions. quadratic function by completing the square.
quadratic functions.

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mphasise the marking of maximum or minimum point and two

other points on the graphs drawn or by finding the axis of
symmetry and the intersection with the y-axis.
3.3 Sketch graphs of quadratic Sketch quadratic function graphs by determining the
W9 3.3.1 3 5 3 15 0 Use graphing calculators or dynamic geometry software such
functions. maximum or minimum point and two other points
as the Geometer’s Sketchpad to reinforce the understanding
of graphs of quadratic functions.
Determine other points by finding the intersection with the x-

axis (if it exists).
3.4 Understand and use the Determine the ranges of values of x that satisfies as the Geometer’s Sketchpad to explore the concept of
3.4.1 3 6 2 12 0
concept of quadratic inequalities. quadratic inequalities. quadratic inequalities.
Emphasise on sketching graphs and use of number lines
when necessary.

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1 KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR
JANGKA MASA
Item
Limit non-linear equations up to second degree only.

4.1 Solve simultaneous equations in Use graphing calculators or dynamic geometry software such
Solve simultaneous equations using the substitution
W10 two unknowns: one linear equation and 4.1.1 2 10 2 20 0 as the Geometer’s Sketchpad to explore the concept of
method.
one non-linear equation. simultaneous equations.

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Item
Solve simultaneous equations involving real-life Use examples in real-life situations such as area, perimeter
W11 4.1.2 3 10 3 30 0
situations. and others.

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5.1 Understand and use the concept of Find the value of numbers given in the form of:
W12 indices and laws of indices to solve 5.1.1 a) integer indices. 1 5 3 15 0 Discuss zero index and negative indices.
problems. b) fractional indices.
Use laws of indices to find the value of numbers in
Use computer software such as the spreadsheet to enhance
5.1.2 index form that are multiplied, divided or raised to a 1 6 3 18 0
the understanding of indices.
power.
5.1.3 Use laws of indices to simplify algebraic expressions. 2 4 2 8 0

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Use scientific calculators to enhance the understanding of the

concept of logarithm.
5.2 Understand and use the concept of
Express equation in index form to logarithm form and Explain definition of logarithm.
W13 logarithms and laws of logarithms to 5.2.1 1 5 3 15 0
vice versa. N = ax ; loga N = x with a > 0, a ≠ 1.
solve problems.
Emphasise that:
loga 1 = 0; loga a = 1.
Emphasise that:
a) logarithm of negative numbers is undefined;
b) logarithm of zero is undefined.
5.2.2 Find logarithm of a number. 1 5 3 15 0
Discuss cases where the given number is in
a) index form
b) numerical form.
5.2.3 Find logarithm of numbers by using laws of logarithms. 2 5 2 10 0 Discuss laws of logarithms
5.2.4 Simplify logarithmic expressions to the simplest form. 2 5 2 10 0

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5.3 Find the logarithm of a number by Discuss:

Find the logarithm of a number by changing the base
W14 changing the base of the logarithm to a 5.3.1 1 5 3 15 0 loga b = 1/ log b a
of the logarithm to a suitable base.
suitable base.
Solve problems involving the change of base and laws
5.3.2 2 4 2 8 0
of logarithms.
5.4 Solve equations involving indices Equations that involve indices and logarithms are limited to
5.4.1 Solve equations involving indices. 2 4 2 8 0
and logarithms. equations with single solution only.
Solve equations involving indices by:
a) comparison of indices and bases;
5.4.2 Solve equations involving indices. 3 4 1 4 0
b) using logarithms.

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1 KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR
JANGKA MASA
Item
Use examples of real-life situations to find the distance

between two points.
W15 6.1 Find distance between two points. 6.1.1 Find the distance between two points using formula. 1 5 3 15 0 Use the Pythagoras’ Theorem to find the formula for distance
between two points.
6.2 Understand the concept of division

6.2.1 Find the midpoint of two given points. 1 4 3 12 0 Limit to cases where m and n are positive.
of a line segment.
Find the coordinates of a point that divides a line
6.2.2 2 3 2 6 0 Derivation of the formula is not required.
according to a given ratio m : n.
Limit to numerical values.
Emphasise the relationship between the sign of the value for
Find the area of a triangle based on the area of area obtained with the order of the vertices used.
6.3 Find areas of polygons. 6.3.1 2 3 2 6 0
specific geometrical shapes. Use dynamic geometry software such as the Geometer’s
Sketchpad to explore the concept of area of polygons.
1 x x x x
Use 2 y11 y 22 y 33 fory11substitution
of coordinates into the
6.3.2 Find the area of a triangle by using formula. 2 3 2 6 0
formula.
Derivation of the formula:
(x1y2 + x2y3 + x3y1 – x2y1 – x3y2 – x1y3) is not
required.
6.3.3 Find the area of a quadrilateral using formula. 2 2 2 4 0
Emphasise that when the area of polygon is zero, the given
points are collinear.

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6.4 Understand and use the concept of Use dynamic geometry software such as the Geometer’s
W16 6.4.1 Determine the x-intercept and the y-intercept of a line. 1 4 3 12 0
equation of a straight line. Sketchpad to explore the concept of equation of a straight line.
Find the gradient of a straight line that passes through
6.4.2 1 4 3 12 0
two points.
Find the gradient of a straight line using the x-
6.4.3 1 4 3 12 0
intercept and y-intercept.
Answers for learning outcomes 4.4(a) and 4.4(b) must be
Find the equation of a straight line given:
stated in the simplest form.
a) gradient and one point;
6.4.4 2 3 2 6 0 Involve changing the equation into gradient and intercept
b) two points;
form.
c) x-intercept and y-intercept.
Find the gradient and the intercepts of a straight line
6.4.5 2 3 2 6 0
given the equation.
Change the equation of a straight line to the general
6.4.6 2 3 2 6 0
form.
6.4.7 Find the point of intersection of two lines. 2 3 2 6 0

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Item
Emphasise that for parallel lines:

6.5 Understand and use the concept of m1 = m 2.
Determine whether two straight lines are parallel when
W17 parallel and perpen¬¬di¬cu¬¬lar 6.5.1 2 4 3 12 0 Use examples of real-life situations to explore parallel and
the gradients of both lines are known and vice versa.
¬lines. perpendicular lines.
Emphasise that for perpendicular lines m 1 m 2 = –1.

Find the equation of a straight line that passes
6.5.2 2 3 2 6 0 Derivation of m 1 m 2 = –1 is not required.
through a fixed point and parallel to a given line.
Determine whether two straight lines are Use graphic calculator and dynamic geometry software such
6.5.3 perpendicular when the gradients of both lines are 2 4 3 12 0 as Geometer’s Sketchpad to explore the concept of parallel
known and vice versa. and perpen¬¬di¬cu¬¬lar ¬lines.
Determine the equation of a straight line that passes
6.5.4 2 4 2 8 0
through a fixed point and perpendicular to a given line.
6.5.5 Solve problems involving equations of straight lines. 2 3 2 6 0
Find the equation of locus that satisfies the condition
if:
6.6 Understand and use the concept of a) the distance of a moving point from a fixed point is
Use examples of real-life situations to explore equation of
equation of locus involving distance 6.6.1 constant; 2 5 3 15 0
locus involving distance between two points.
between two points. b) the ratio of the distances of a moving point from two
fixed points is constant.
Solve problems involving loci. Use graphic calculators and dynamic geometry software such
6.6.2 3 3 3 9 0 as the Geometer’s Sketchpad to explore the concept of
parallel and perpen¬¬di¬cu¬¬lar ¬lines.

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Item

W18 measures of central tendency to solve 7.1.1 Calculate the mean of ungrouped data. 1 3 3 9 0 Discuss grouped data and ungrouped data.
problems.
Use scientific calculators, graphing calculators and
7.1.2 Determine the mode of ungrouped data. 1 4 2 8 0
spreadsheets to explore measures of central tendency.
Students collect data from real-life situations to investigate
7.1.3 Determine the median of ungrouped data. 1 5 3 15 0
measures of central tendency.
Determine the modal class of grouped data from
7.1.4 1 3 2 6 0 nvolve uniform class intervals only
frequency distribution tables.
7.1.5 Find the mode from histograms. 1 4 2 8 0
7.1.6 Calculate the mean of ungrouped data. 2 4 3 12 0 Derivation of the median formula is not required.

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Calculate the median of grouped data from cumulative
W19 measures of central tendency to solve 7.1.7 2 3 2 6 0
frequency distribution tables.
problems.
7.1.8 Estimate the median of grouped data from an ogive. 2 3 2 6 0 Ogive is also known as cumulative frequency curve.
Determine the effects on mode, median and mean for
a set of data when:
7.1.9 a) each data is changed uniformly; 3 2 1 2 0
b) extreme values exist;
c) certain data is added or removed.
Determine the most suitable measure of central
7.1.10 3 3 1 3 0 Involve grouped and ungrouped data.
tendency for given data.
measures of dispersion to solve 7.2.1 Find the range of ungrouped data. 1 4 3 12 0
problems.
7.2.2 Find the interquartile range of ungrouped data. 2 3 2 6 0
7.2.3 Find the range of grouped data. 1 3 3 9 0
Find the interquartile range of grouped data from the Determine upper and lower quartiles by using the first
7.2.4 2 3 2 6 0
cumulative frequency table. principle.

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Determine the interquartile range of grouped data
W20 measures of dispersion to solve 7.2.5 2 4 2 8 0
from an ogive.
problems.
Determine the variance of
7.2.6 a) ungrouped data; 2 3 2 6 0
b) grouped data.
Determine the standard deviation of:
7.2.7 a) ungrouped data 2 4 2 8 0
b) grouped data.
Determine the effects on range, interquartile range,
variance and standard deviation for a set of data
when:
7.2.8 3 2 1 2 0
a) each data is changed uniformly;
b) extreme values exist;
c) certain data is added or removed.
Compare measures of central tendency and Emphasise that comparison between two sets of data using
7.2.9 3 2 1 2 0
dispersion between two sets of data. only measures of central tendency is not sufficient.

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Discuss the definition of one radian.

Convert measurements in radians to degrees and vice “rad” is the abbreviation of radian.
W21 8.1 Understand the concept of radian. 8.1.1 1 6 3 18 0
versa. Include measurements in radians expressed in terms of π.
Determine:
a) length of arc;
b) radius; and Use examples of real-life situations to explore circular
length of arc of a circle to solve 8.2.1 1 5 3 15 0
c) angle subtended at the centre of a circle based on measure.
problems.
given information.
8.2.2 Find perimeter of segments of circles. 2 4 2 8 0

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Determine the:
a) area of sector;
b) radius; and
W22 area of sector of a circle to solve 8.3.1 2 5 2 10 0
c) angle subtended at the centre of a circle
problems.
based on given information.
8.3.2 Find the area of segments of circles. 2 4 2 8 0

8.3.3 Solve problems involving areas of sectors. 3 4 1 4 0

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9.1 Understand and use the concept of Determine the value of a function when its variable
W23 9.1.1 1 3 3 9 0 dea of limit to a function can be illustrated using graphs.
gradients of curve and differentiation. approaches a certain value.
Find the gradient of a chord joining two points on a
9.1.2 1 3 3 9 0 as Geometer’s Sketchpad to explore the concept of
curve.
differentiation
Find the first derivative of a function y = f(x), as the The concept of first derivative of a function is explained as a
9.1.3 2 2 2 4 0
gradient of tangent to its graph. tangent to a curve can be illustrated using graphs.
Limit to
Find the first derivative of polynomials using the first y = axn;
9.1.4 2 2 2 4 0
principles. a, n are constants, n = 1, 2, 3.
Deduce the formula for first derivative of the function Notation of f '(x) is equivalent to when y = f(x), f’ ‘ (x) read as
9.1.5 2 2 2 4 0
y = f(x) by induction. “f prime x”.
Determine the first derivative of the function y = axn
first derivative of polynomial functions 9.2.1 2 2 2 4 0
using formula.
to solve problems.
Determine value of the first derivative of the function
9.2.2 2 2 2 4 0
y = axn for a given value of x.
Determine first derivative of a function involving:
a) addition, or
9.2.3 b) subtraction 2 2 2 4 0
of algebraic terms.
Determine the first derivative of a product of two

9.2.4 2 2 2 4 0
polynomials.
Determine the first derivative of a quotient of two
9.2.5 2 2 2 4 0
polynomials.
Determine the first derivative of composite function Limit cases in learning outcomes 2.7 - 2.9 to rules introduced
9.2.6 2 2 2 4 0
using chain rule. in 2.4 - 2.6

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Determine the gradient of tangent at a point on a
W24 first derivative of polynomial functions 9.2.7 3 2 1 2 0
curve.
to solve problems.
Determine the equation of tangent at a point on a
9.2.8 3 2 1 2 0
curve.
Determine the equation of normal at a point on a
9.2.9 3 3 1 3 0
curve.
Emphasise the use of first derivative to determine the turning
maximum and minimum values to solve 9.3.1 Determine coordinates of turning points of a curve. 2 3 2 6 0
points.
problems.
Determine whether a turning point is a maximum or a Use graphing calculators or dynamic geometry software to
9.3.2 2 3 2 6 0
minimum point. explore the concept of maximum and minimum values
Exclude points of inflexion.
Solve problems involving maximum or minimum
9.3.3 3 2 1 2 0 Limit problems to two variables only.
values.

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Limit problems to 3 variables only.

9.4 Understand and use the concept of Use graphing calculators with computer base ranger to
W25 9.4.1 Determine rates of change for related quantities. 2 3 2 6 0
rates of change to solve problems. explore the concept of rates of change.

small changes and approximations to 9.5.1 Determine rates of change for related quantities. 2 3 2 6 0 Exclude cases involving percentage change.
solve problems.
9.5.2 Determine approximate values using differentiation. 2 3 2 6 0
d2y
d  dy 
Introduce as2 or  
9.6 Understand and use the concept of dx dx  dx 
9.6.1 Determine the second derivative of function y = f (x). 2 3 2 6 0 f ”(x) = . d
( f ′( x ))
second derivative to solve problems.
dx
Determine whether a turning point is maximum or

9.6.2 2 3 2 6 0
minimum point of a curve using the second derivative.

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10.1 Understand and use the concept Use dynamic geometry software such as the Geometer’s
W26 10.1.1 Verify sine rule. 1 4 3 12 0
of sine rule to solve problems. Sketchpad to explore the sine rule.
Use sine rule to find unknown sides or angles of a
10.1.2 2 4 2 8 0 Include obtuse-angled triangles.
triangle.
Find the unknown sides and angles of a triangle
10.1.3 3 3 1 3 0 Use examples of real-life situations to explore the sine rule.
involving ambiguous case.
10.1.4 Solve problems involving the sine rule 3 3 1 3 0

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KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR EN NG TENG HO
(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG) TINGKATAN TINGKATAN 4
JANGKA MASA
Item
10.2 Understand and use the concept

W27 10.2.1 Verify cosine rule. 1 5 3 15 0 Include obtuse-angled triangles
of cosine rule to solve problems.
Use cosine rule to find unknown sides or angles of a Use dynamic geometry software such as the Geometer’s
10.2.2 2 4 2 8 0
triangle. Sketchpad to explore the cosine rule.
10.2.3 Solve problems involving cosine rule 2 3 2 6 0 Use examples of real-life situations to explore the cosine rule.
10.2.4 Solve problems involving sine and cosine rules. 3 3 1 3 0

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10.3 Understand and use the formula Find the area of triangles using the formula ab sin C Use dynamic geometry software such as the Geometer’s
W28 10.3.1 1 2 6 2 12 0
for areas of triangles to solve problems. or its equivalent
2 Sketchpad to explore the concept of areas of triangles.
10.3.2 Solve problems involving three-dimensional objects. 3 5 1 5 0 Use examples of real-life situations to explore area of triangles.

17 0
0.00
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Item

W29 11.1.1 Calculate index number. 1 5 3 15 0 Explain index number
of index number to solve problems.
11.1.2 Calculate price index 1 4 3 12 0 Use examples of real-life situations to explore index numbers.
Q 0 = Quantity at base time.
11.1.3 Find Q0 or Q 1 given relevant information. 1 4 3 12 0 Q 1 = Quantity at

specific time.

39 0
0.00
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W30 11.2.1 Calculate composite index. 2 5 2 10 0 Explain weightage and composite index.
of composite index to solve problems
Find index number or weightage given relevant Use examples of real-life situations to explore composite
11.2.2 2 4 2 8 0
information. index.
Solve problems involving index number and
11.2.3 3 4 1 4 0
composite index.

22 0
0.00
33

Matematik Tambahan Tingkatan 4

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Matematik Tambahan Tingkatan 4

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KEY PERFORMANCE INDICATOR (KPI)

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)

SEKOLAH SMK SRI PERHENTIAN PONTIAN JOHOR.

KOD SEKOLAH JEB6012

PENGETUA / GURU BESAR PN HJH FAREDAH BT MASHHOR.

GURU PENOLONG KANAN 1 TN HJ AB. HAMID BIN HJ BUKHAIRAH.

BIDANG MATAPELAJARAN SAINS DAN MATEMATIK.

MATAPELAJARAN MATEMATIK TAMBAHAN

TINGKATAN / TAHUN TINGKATAN 4

UJIAN BULANAN 2 4hb April 2009

UJIAN BULANAN 3 16hb Mei 2009

PEPERIKSAAN PERCUBAAN SPM/PMR/UPSR 9hb 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 TAMBAHAN

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

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

Identify domain, codomain, object, image and range of a Use pictures, role-play and computer software to introduce the

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

1.2 Understand the concept of Recognise functions as a special relation. Represent functions using arrow diagrams, ordered pairs or

Examples of functions include algebraic (linear and quadratic),

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Involve algebraic functions only.

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Use graphing calculators or computer software such as the

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

2.3 nderstand and use the conditions b²-4ac > 0

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Use graphing calculators or computer software such as

Discuss cases where

Relate the position of quadratic function graphs with

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Use graphing calculators or dynamic geometry software such

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

mphasise the marking of maximum or minimum point and two

Determine other points by finding the intersection with the x-

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Limit non-linear equations up to second degree only.

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Use scientific calculators to enhance the understanding of the

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

5.3 Find the logarithm of a number by Discuss:

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Use examples of real-life situations to find the distance

6.2 Understand the concept of division

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Emphasise that for parallel lines:

Emphasise that for perpendicular lines m 1 m 2 = –1.

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

7.1 Understand and use the concept of

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

7.1 Understand and use the concept of