Yearly Plan Maths F3

SEKOLAH MENENGAH KEBANGSAAN RAJA PEREMPUAN, IPOH.
SCHEME OF WORK MATHEMATICS FORM 3 YEAR 2010

1.
LEARNING AREA: LINES AND ANGLES II

WEEK
LEARNING OBJECTIVES
Students will be taught to:

1-2
1.1 Understand and use

properties of angles
associated with
transversal and parallel
lines.
SUGGESTED TEACHING AND

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY
Students will be able to:
Explore the properties of angles

associated with transversal using
dynamic geometry software,
geometry sets, acetate oerlays
or tracing paper.
i.
Discuss when alternate and

corresponding angles are not
equal.
Identify:
parallel lines
a)
b)
c)
d)
transversal
transversals
corresponding angles
alternate angles
interior angles
alternate angle
Iiterior angle
ii.
Discuss when all angles

associated with transversals are
equal and the implication on its
converse.
Determine that for parallel lines:

a) corresponding angles are
equal
b) alternate angles are equal
c) sum of interior angles is 180 .
associated correspond
angle
The interior angles on the
same side of the
transversal are
supplementary.
intersecting lines
supplementary - 180
acetate overlay
iii. Find the values of:

a) corresponding angles
b) alternate angles
c) interior angles associated
with parallel lines.
iv. Determine if two given lines are
parallel based on the properties of
angles associated with
transversals.
v.
Solve problems involving

properties of angles associated
with transversals.
Limit to transversal
intersecting parallel lines.
2.
LEARNING AREA: POLYGONS II
WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

3-5
2.1 Understand the concept of

regular polygons.
POINTS TO NOTE
VOCABULARY
i.
Use models of polygons and

surroundings to identify regular
polygons.
Determine if a given polygon is a

regular polygon.
Limit to polygons with a

maximum of 10 sides.
polygon
regular polygon
convex polygon
Explore properties of polygons

using rulers, compasses,
protractors, grid papers,
templates, geo-boards, flash
cards and dynamic geometry
software.
axes of symmetry
ii.
Include examples of nonregular polygons developed

through activities such as
folding papers in the shape of
polygons.
straightedges angle
equilateral triangle
iii. Sketch regular polygons.
square
iv. Draw regular polygons by dividing

equally the angle at the centre.
regular hexagon
v.
Relate to applications in
architecture.
Find:
a) the axes of symmetry
b) the number of axes of
symmetry of a polygon.
Construct equilateral triangles,

squares and regular hexagons.
Construct using
straightedges and
compasses.
Emphasise on the accuracy
of drawings.
2.
LEARNING AREA: POLYGONS II
WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

2.2 Understand and use the
knowledge of exterior and
interior angles of polygons.
VOCABULARY
Explore angles of different

polygons through activities such
as drawing, cutting and pasting,
measuring angles and using
dynamic geometry software.
i.
Identify the interior angles and

exterior angles of a polygon.
ii.
Find the size of an exterior angle

when the interior angle of a
polygon is given and vice versa.
Interior angle
Exterior angle
Investigate the number of

triangles formed by dividing a
polygon into several triangles by
joining one chosen vertex of the
polygon to the other vertices.
iii. Determine the sum of the interior

angles of polygons.
iv. Determine the sum of the
exterior angles of polygons.
Include examples from everyday

situations.
v.
Find:
a) the size of an interior angle
of a regular polygon given
the number of sides.
b)
vi.
POINTS TO NOTE
CUTI TAHUN BARU CINA

CUTI PERISTIWA
the size of an exterior angle

of a regular polygon given
the number of sides.
Solve problems involving angles

and sides of polygons.
Complementary
Angle
sum
3.
LEARNING AREA: CIRCLES II
WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

5-6

properties of circles involving
symmetry, chords and arcs.
POINTS TO NOTE
VOCABULARY
Explore through activities such as

tracing, folding, drawing and
measuring using compasses,
rulers, threads, protractors, filter
papers and dynamic geometry
software.
i.
Identify a diameter of a circle as

an axis of symmetry.
ii.
Determine that:
Diameter
axis of symmetry
chord
a) a radius that is perpendicular

to a chord divides the chord
into two equal parts and vice
versa.
perpendicular
bisector
intersect
b)
perpendicular bisectors of
two chords intersect at the
centre.
equidistant
arc
c)
two chords that are equal in

length are equidistant from
the centre and vice versa.
symmetry
centre
d)
chords of the same length

cut arcs of the same length.
iii. Solve problems involving

symmetry, chords and arcs of
circles.
radius
perpendicular
3.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

properties of angles in
circles.
POINTS TO NOTE
VOCABULARY

Explore roperties of angles in a
circle by drawing, cutting and
pasting, and using dynamic
geometry software.
i.
ii.
Identify angles subtended by

an arc at the centre and at the
circumference of a circle.
Determine that angles subtended
at the circumference by the same
arc are equal.
iii. Determine that angles subtended:
Include reflex angles

Subtended at the centre.
angle
subtended
Angle subtended by an arc

is the same as angle
subtended by the
corresponding chord.
semicircle
circumference
arc
a) at the circumference
chord
b) at the centre by arcs of the

same length are equal.
reflex angle
centre
iv.
Determine the relationship

between angle at the centre and
angle at the circumference
subtended by an arc.
v.
Determine the size of an angle

subtended at the circumference
in a semicircle.
vi.

subtended at the centre and
angles at the circumference of
circles.
3.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

concept of cyclic
quadrilaterals.
Explore properties of cyclic

quadrilaterals by drawing, cutting
and pasting and using dynamic
geometry software.

i.
Identify cyclic quadrilaterals.
ii.
Identify the interior opposite

angles of cyclic quadrilaterals.
iii. Determine the relationship

between interior opposite angles
of cyclic quadrilaterals.
iv. Identify exterior angles and the
corresponding interior opposite
angle of cyclic quadrilaterals.
v.
Determine the relationship

between exterior angles and
the corresponding interior
opposite angle of cyclic
quadrilaterals.
vi.

of cyclic quadrilaterals.
vii. Solve problems involving circles.
POINTS TO NOTE
VOCABULARY
4.
LEARNING AREA: STATISTICS II
WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

7-8
4.1 Represent and interpret data

in pie charts to solve
problems.
POINTS TO NOTE
VOCABULARY

Use everyday examples from
sources such as newspapers,
magazines, reports and the
internet.
i.
Obtain and interpret information

from pie charts.
ii.
Constuct pie charts to represent

data.
Use calculators and computer

software in constructing pie charts.
Relate the quantities of the

data to the size of angles of
the sectors.
sector
A complete pie chart should

include:
angle
pie chart
suitable
iii. Solve problems involving pie
charts.
i. The title
ii. Appropriate labels for
the groups of data.
representation
construct
Pie charts are mainly

suitable for categorical
data.
size of sector
quantity
iv. Determine suitable representation

of data.
Include pictograms, bar

charts, line graphs and pie
chart.
data
size of angle
Discuss that representation

of data depends on the type
of data.
label
title
pictograms
bar chart
pie chart
4.
WEEK
LEARNING AREA: STATISTICS II

LEARNING OBJECTIVES

concept of mode, median
and mean to solve problems.

LEARNING ACTIVITIES
LEARNING OUTCOMES
Use sets of data from everyday

situations to evaluate and to
forecast.
Discuss appropriate measurement

in different situations.
a) sets of data
i.
Involve data with more than

one mode.
Determine the mode of:
b) data given in frequency

tables.
ii.
POINTS TO NOTE
Determine the mode and the

respective frequency from
pictographs, bar charts, line
graphs and pie charts.
iii. Determine the median for sets

of data.
VOCABULARY
data
mode
Limit to cases with discrete

data only.
Emphasise that mode
refers to the category or
score and not to the
frequency.
discrete
frequency
median
arrange
Include change in the

number and value of data.
odd
even
middle
Use calculators to calculate the

mean for large sets of data.
Discuss appropriate use of mode,
median and mean in certain
situations.
iv. Determine the median of data

in frequency tables.
frequency table
v.
mean
Calculate the mean of:

a) sets of data
b) data in frequency tables
vi. Solve problems involving mode,

median and mean.
LEARNING AREA: INDICES

WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

9 - 12
5.1 Understand the concept

of indices.
POINTS TO NOTE
VOCABULARY

Explore indices using calculators
and spreadsheets.
i.
Express repeated multiplication

as a and vice versa.
Begin with squares and

cubes.
indices
base
a is a real number.
index
Include algebraic terms.
power of
Emphasise base and
Index.
index notation
a x a x . a = a
index form
n factors
a is the base, n is the
index.
ii.
Find the value of a .
iii. Express numbers in index

notation.
express
value
real numbers
Involve fractions and

Decimals.
repeated multiplication
Limit n to positive integers.
factor
5.
WEEK

LEARNING OBJECTIVES

5.2 Perform computations
involving multiplication of
numbers in index notation.

LEARNING ACTIVITIES
LEARNING OUTCOMES
Explore laws of indices using

repeated multiplication and
calcul tors.
POINTS TO NOTE
VOCABULARY

i.
Verify am x a = am+n
ii.
Simplify multiplication of:

a) numbers
multiplication
simplify
Limit algebraic terms to one
unknown.
b) algebraic terms
algebraic term
expressed in index notation

with the same base.
verify
index notation
iii. Simplify multiplication of:

a)
numbers
b)
algebraic terms
indices
law of indices
unknown
expressed in index notation with

different bases.
5.3 Perform computation

Involving division of numbers
In index notation.
i.
Verify am an = am-n
ii.
Simplify division of:

a)
numbers
b)
algebraic terms

the same base.
10
base
Emphasise a = 1
5.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY

involving raising numbers
and algebraic terms in index
notation to a power.
i.
Derive ( am ) = amn
(am ) = amn
raised to a power
ii.
Simplify:
m and n are positive

integers.
base
a) numbers
b) algebraic terms
expressed in index notation
raised to a power.
Limit algebraic terms to one

unknown.
Emphasise:
(am x b )p = amp x b
iii. Simplify multiplication and division

of:
a) numbers
b) algebraic terms
different bases raised to a power.
iv. Perform combined operations
involving multiplication, division,
and raised to a power on:
a) numbers
b) algebraic terms
11
am
bn
p
= amp
bnp
5.

involving negative indices.
Explore using repeated

multiplications and the law of
indices.
i.
Verify a - = 1
a
ii.
State a - as 1 and vice versa

a
n is a positive integer..
Begin with n = 1.
iii. Perform combined operations of

multiplication, division and
raising to a power involving
negative indices on:
a) numbers
b) algebraic terms
i.
1
Verify a = a .
a and n are positive

integers.
Begin with n = 2
ii.
1
State a as a and vice
versa.
1
iii. Find the value of a .
m
iv. State a as:

1
1
a) ( am ) or ( a )m .
b) a
12
or ( a ) m
verify

v.
Perform combined operations

of multiplications, division and
raising to a power involving
fractional indices on
a) numbers
b) algebraic terms
m
vi. Find the value of a
i.
Perform multiplication, division,

raised to a power or combination
of these operations on several
numbers expressed in index
notation.
ii.
Perform combined operations of

multiplication, division and raised
to a power involving positive,
negative and fractional indices.
5.7 Perform computation

involving laws of indices.
10
UJIAN SELARAS 1
11
CUTI PERSEKOLAHAN
13
Limit to positive integral

roots.
6.
LEARNING AREA: ALGEBRAIC EXPRESSIONS III
WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

13-14

concept of expanding
brackets.
POINTS TO NOTE
VOCABULARY

Relate to concrete examples.
i.
Expand single brackets.
Begin with linear algebraic

terms.
ii.
Expand two brackets.
Limit to linear expressions.
linear algebraic terms

like terms
Explore using computer software.
unlike terms
Emphasise:
expansion
(a b) (a b)
expand
= (a b)
single brackets
two brackets
Include:
multiply
(a + b) (a + b)
(a b) (a b)
(a + b) (a b)
(a b) (a + b)
14
6.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

concept of factorisation of
algebraic expression to
solve problems.
POINTS TO NOTE
VOCABULARY

Explore using concrete materials
and computer software.
i.
State factors of an algebraic term.
ii.
State common factors and the a

HCF
for several algebraic terms.
Emphasise the relationship

between expansion and
factorisation.
factorisation
Note that 1 is a factor for

all algebraic terms.
common factor
iii. Factorise algebraic expression:
term
a) using common factor
The difference of two

squares means:
b) the difference of two squares
a - b
= (a b) (a b) .
Limit to four algebraic
terms.
ab ac = a(b c)
e - f = (e + f) (e f)
x + 2xy + y = (x + y)
Limit answers to
(ax + by)
ab + ac + bd + cd
= (b + c) (a + d)
15
square
highest common factor

(HCF)
difference of two
squares
6.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY

iv. Factorise and simplify algebraic

fractions.
Begin with one-term

expressions for the
numerator and
denominator.
numerator
denominator
algebraic fraction
Limit to factorisation
involving common factors
and difference of two
squares.
16
factorisation
6.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

6.3 Perform addition and
subtraction on algebraic
fractions.
POINTS TO NOTE
VOCABULARY
Relate to real-life situations.
i.
ii.
Add or subtract two algebraic

fractions with the same
denominator.
Add or subtract two algebraic
fractions with one denominator
as a multiple of the other
denominator.
iii. Add or subtract two algebraic

fractions with denominators:
17
a)
without any common factor
b)
with a common factor
common factor
lowest common
multiple (LCM)
The concept of LCM may
be used.
Limit denominators to one
algebraic term.
multiple
denominator
6.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

6.4 Perform multiplication and
division on algebraic
fractions.
POINTS TO NOTE
VOCABULARY
i.
ii.
Multiply two algebraic fractions

involving denominator with:
a)
one term
b)
two terms
Divide two algebraic fractions

involving denominator with:
a)
one term
b)
two terms
iii. Perform multiplication and division

of two algebraic fractions using
factorisation involving common
factors and the different of two
squares.
18
Begin multiplication and

division without
simplification followed by
multiplication and division
with simplification.
simplification
7.
LEARNING AREA: ALGEBRAIC FORMULAE

WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

14-15

variables and constants.
POINTS TO NOTE
VOCABULARY
i.
Use example of everyday

situations to explain variables
and constants.
ii.
iii.
Determine if a quantity in a given

situation is a variable or a
constant.
quantity
Determine the variable in a

given situation and represent it
with a letter symbol.
constant
Determine the possible values of

a variable in a given situation.
variable
possible value
Variables include integers,
fractions and decimals.
formula
value
letter symbol

formulae to solve problems.

i.
Write a formula based on a

given:
a) statement
b) situation.
ii. Identify the subject of a given

formula.
19
formulae
7.
WEEK
LEARNING AREA: ALGEBRAIC FORMULAE

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
iii. Express a specified variable as

the subject of a formula
involving:
a) one of the basic operations:
+, -, x,
POINTS TO NOTE
Symbols representing a
quantity in a formula must
be clearly stated.
VOCABULARY
subject of a formula
statement
power
b) powers or roots
roots
c) combination of the basic
operations and powers or
roots.
formulae
iv. Find the value of a variable when

it is:
a) the subject of the formula
b) not the subject of the formula
Involve scientific formulae.
v. Solve problems involving
formulae.
20
8.
WEEK
LEARNING AREA: SOLID GEOMETRY III

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

16-17
Understand and use the concept

of volume of right prisms and
right circular cylinders to
solve problems.
POINTS TO NOTE
VOCABULARY
i.
Use concrete models to derive the

formula.
Derive the formula for volume of:

a) prisms
Relate the volume of right prisms

to right circular cylinders.
Prisms and cylinders refer

to right prisms and right
circular cylinders
respectively.
b) cylinders.
prism
cylinder
ii. Calculate the volume of a right

prism in cubic units given the
height and:
right circular cylinder

circular
a) the area of the base

b) dimensions of the base.
derive
base
Limit the bases to shapes
of triangles and
quadrilaterals.
radius
volume
iii. Calculate the height of a prism

given the volume and the area of
the base.
area
iv. Calculate the area of the base of

a prism given the volume and
the height.
rectangle
cubic units
triangle
dimension
height
21
WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY

v. Calculate the volume of a
cylinder in cubic units given:
cubic metre
cubic centimetre
a) area of the base and the

height.
cubic milimetre
b) radius of the base and the

height
mililitre
litre
of the cylinder.
convert
vi. Calculate the height of a
cylinder, given the volume and
the radius of the base.
metric unit
vii. Calculate the radius of the base

of a cylinder given the volume
and the height.
viii. Convert volume in one metric
unit to another:
a) mm3 , cm3 and m3
b) cm3 , ml and l
ix. Calculate volume of liquid in a
container.
x. Solve problems involving volume
of prisms and cylinders.
22
Limit the shape of

containers to right circular
cylinder and right prisms.
liquid
container
8.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

concept of volume of right
pyramids and right circular
cones to solve problems.
POINTS TO NOTE
VOCABULARY
i.
Use concrete models to derive

the formula.
Relate volume of pyramids to
prisms and cones to cylinders.
Derive the formula for the

volume of:
a) pyramids
b) cones.
Inclue bases of different

types of polygons.
pyramid
cone
volume
ii. Calculate the volume of

pyramids in mm3 , cm3 and m3 ,
given the height and:
a) area of the base
b) dimensions of base.
base
height
dimension
iii. Calculate the height of a pyramid

given the volume and the
dimension of the base.
iv. Calculate the area of the base of
a pyramid given the volume and
the height.
v. Calculate the volume of a cone
in mm3 , cm3 and m3 , given the
height and radius of the base.
vi. Calculate the height of a cone,
given the volume and the radius
of the base.
vii. Calculate the radius of the base
of a cone given the volume and
the height.
viii. Solve problems involving volume
of pyramids and cones.
23
8.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY

concept of volume of sphere
to solve problems.
i.
Calculate the volume of a sphere

given the radius of the sphere.
Include hemisphere
sphere
hemisphere
ii. Calculate the radius of a sphere

given the volume of the sphere.
solid
iii. Solve problems involving volume

of spheres.
composite solid
combination
volume
radius
8.4 Apple the concept of volume

to solve problems involving
composite solids.
Use concrete models to form

composite solids.
i.
Use examples from real-life

situations.
ii. Solve problems involving

volumes of composite solids.
24
Calculate the volume of

composite solids.
Composite solids are

combinations of geometric
solids.
9.
WEEK
LEARNING AREA: SCALE DRAWINGS

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

17-18

scale drawings.
POINTS TO NOTE
VOCABULARY
i.
Explore scale drawings using

dynamic geometry software, grid
papers, geo-boards or graph
papers.
Sketch shapes:
a) of the same size as the
object
Limit objects to twodimensional geometric

shapes.
sketch
draw
objects
b) smaller than the object

grid papers
c)
larger than the object

software
using grid papers.

scale
ii. Draw geometric shapes
according to scale 1 : n , where
n = 1, 2, 3, 4, 5, 1 , 1 .
2 10
iii. Draw composite shapes,
according to a given scale using:
a) grid papers
b) blank papers.
geometrical shapes
composite shapes
Emphasise on the accuracy
of the drawings.
Include grids of different
sizes.
smaller
larger
accurate
iv. Redraw shapes on grids of

different sizes.
v. Solve problems involving scale

drawings.
Relate to maps, graphics and

architectural drawings.
25
size
Emphasise that grids
should be drawn on the
original shapes.
redraw
10.
WEEK
19-24
LEARNING AREA: TRANSFORMATIONS II

LEARNING OBJECTIVES

concept of similarity.

LEARNING ACTIVITIES
LEARNING OUTCOMES
Involve examples from everyday

situations.
i.
Identify if given shapes are

similar.
ii. Calculate the lengths of
26
POINTS TO NOTE
Emphasise that for a

triangle, if the
corresponding angles are
equal, then the
corresponding sides are
proportional.
VOCABULARY
shape
similar
side
unknown sides of two similar

shapes.
concept of enlargement.
Explore the concept of

enlargement using grid papers,
concrete materials, drawings, geoboards and dynamic geometry
software.
i.
proportion
Identify an enlargement.
ii. Find the scale factor, given the

object and its image of an
enlargement when:
Relate enlargement to similarity of

shapes.
angle
Emphasise the case of
reduction.
a) scale factor > 0

b) scale factor <0
iii. Determine the centre of
enlargement, given the object
and its image.
Emphasise the case when

scale factor = 1
centre of enlargement
transformation
Emphasise that the centre

of enlargement is an
invariant point.
enlargement
scale factor
object
Emphasise the method of

construction
iv. Determine the image of an

object given the centre of
enlargement and the scale
factor.
image
invariant
reduction
size
v. Determine the properties of

enlargement.
orientation
similarity
properties
10.
WEEK
LEARNING AREA: TRANSFORMATIONS II

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
VOCABULARY
Use grid papers and dynamic

geometry software to explore the
relationship between the area of
the image and its object.
vi. Calculate:
a) the scale factor
b) lengths of the side of the
image
27
area
Include negative scale
factors.
c)
length of the side of the

object
of an enlargement
vii. Determine the relationship
between the area of the image
and its object.
viii. Calculate the:
a) area of image
b) area of object
c)
scale factor
of an enlargement
ix. Solve problems involving
enlargement.
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PEPERIKSAAN
PERTENGAHAN TAHUN
2223
CUTI PERSEKOLAHAN
11. LEARNING AREA: LINEAR EQUATIONS II

WEEK
LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
28
POINTS TO NOTE
VOCABULARY

24-25

concept of linear equations
in two variables.
i.
Derive linear equations in two

variables relating to real-life
situations.
Determine if an equation is a
linear equation in two variables.
equation
variable
ii. Wrtie linear equations in two

variables from given information
Explore using graphic calculators,

dynamic geometry software and
spreadsheets to solve linear
equations and simultaneous linear
equations.
linear equation
iii. Determine the value of a variable

given the object variables.
value
possible sollution
iv. Determine the possible solutions

for a linear equation in two
variables.
linear equation
variable
simultaneous linear
equation

concept of two
simultaneous linear
equations in two variables
to solve problems.
i.
Use trial and improvement

method.
Use examples from real-life
situations.
Determine if two given equations

are simultaneous linear
equations.
Include letter symbols other

than x and y to represent
variables.
ii. Solve two simultaneous linear

equations in two variables by
solution
substitution
elimination
a) substitution
b) elimination
iii. Solve problems involving two
simultaneous linear equations in
two variables.
12.
WEEK
LEARNING AREA: LINEAR INEQUALITIES

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
29
POINTS TO NOTE
VOCABULARY
25-26
concept of inequalities.
i.
Use everyday situations to

illustrate the symbols and the use
of > , < , and .
Identify the relationship:
Inequality
a) greater than
greater
b) less than
Emphasise that a > b is

equivalent to b < a.
based on given situations.
less
greater than
> read as greater than.

ii. Write the relationship between
two given numbers using the
symbol > or <.
iii. Identify the relationship:
a) greater than or equal to
less than
< read as less than.
equal to
read as greater than or
equal to.
read as less than or
equal to.
b) less than or equal to
include
equivalent
solution
based on given situations.
12.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
30
POINTS TO NOTE
VOCABULARY

concept of linear
inequalities in one
unknown.
i.
Determine if a given relationship

is a linear inequality.
relationship
linear
ii. Determine the possible solutions

for a given linear inequality in
one unknown:
unknown
number line
a) x > h;
h is a constant, x is an
interger.
b) x < h;
c)
x h;
d) x h.
iii. Represent a linear inequality:
a) x > h;
b) x < h;
c)
x h;
d) x h.
on a number line and vice versa.
12.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
31
POINTS TO NOTE
VOCABULARY
iv. Construct linear inequalities

using symbols:
Involve examples from everyday

situations.
a) > or <
b) or
from given information

involving adding,
subtraction, multiplication
and division on inequalities.
i.
State a new inequality for a

given inequality when a number
is:
Emphasise that the

condition of inequality is
unchanged.
add
addition
a) added to
subtract
b) subtracted from
subtraction
both sides of the inequalties.

ii. State a new inequality for a
given inequality when both sides
of the inequalities are:
multiply
Emphasise that when we
multiply or divide both sides
of an inequality by the
same negative number, the
inequality is reversed.
a) multiplied by a number
multiplication
divide
division
b) divided by a number.
12.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
32
POINTS TO NOTE
VOCABULARY
iii. Construct inequalities
Information given from reallife situations.
a) x + k > m + k
relation
equivalent
Include also <, and .

b) x k > m - k
adding
c)
subtracting
kx > km
d) x > m
k
k
simplest
collect
from given information.

isolate
solve
12.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
33
POINTS TO NOTE
VOCABULARY
12.4 Perform computations to

solve inequalities in one
variable.
i.
Explore using dynamic geometry

software and graphic calculators.
Solve a linear inequality by:

a) adding a number
Emphasise that for a

solution, the variable is
written on the left side of
the inequalities.
add
subtract
b) subtracting a number
multiply
on both sides of the inequality.
divide
ii. Solve a linear inequality by

a) multiplying a number
b) dividing a number
on both sides of the inequality
iii. Solve linear inequalities in one
variable using a combination of
operations.
12.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
34
POINTS TO NOTE
VOCABULARY
12.5
Understand the concept of

simultaneous linear
inequalities in one variable
i.
Represent the common values of

two simultaneous linear
inequalities on a number line.
Emphasise the meaning of

inequalities such as:
common value
i.
ii. Determine the equivalent

inequalities for two given linear
inequalties.
determine
a<x<b
simultaneous
ii. a x b
combining
iii. a x < b
iii. Solve two simultaneous linear

inequalities.
linear inequality
iv. a < x b
number line
Emphasise that forms such
as:
i.
equivalent
a>x<b
ii. a < x b
iii. a < x > b
are not accepted.
13.
WEEK
LEARNING AREA: GRAPH OF FUNCTIONS

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
35
POINTS TO NOTE
VOCABULARY
26-27

concept of functions.
i.
Explore using function machines.
State the relationship between

two variables based on the given
information.
ii. Identify the dependent and

independent variables in a given
relationship involving two
variables.
iii. Calculate the value of the
dependent variables, given the
value of the independent
variable.
13.2 Draw and use graphs of
functions.
i.
Construct tables of values for

given functions.
Involve functions such as:
function
i.
y = 2x + 3
relationship
ii.
p = 3q2 + 4q 5
variable
iii.
A = B3
dependent variable
iv.
W=1
Z
independent variable
ordered pairs
Limit to linear, quadratic

and cubic functions.
coordinate plane
table of values
ii. Draw graphs of functions using

given scale.
Include cases when scales

are not given
origin
iii. Determine from graph the value

of y, given value of x and vice
versa.
graph
iv. Solve problems involving graphs

of functions.
y-coordinate
x-coordinate
x-axis
y-axis
scale
14.
WEEK
LEARNING AREA: RATIOS, RATES AND PROPORTIONS II

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
36
POINTS TO NOTE
VOCABULARY
27

rate and perform
computations involving
rates.
i.
Use real-life situations that involve

rates.
Determine the rates involved in

given situations and identify
the two quantities involved.
Emphasise the units in the

calculations.
rate
quantity
ii. Calculate the rate given two

different quantities.
unit of measurement
iii. Calculate a certain quantity

given the rate and the other
quantity.
iv. Convert rates from one unit of
measurement to another.
v. Solve problems involving rates.
14.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
37
POINTS TO NOTE
VOCABULARY

concept of speed.
i.
Use examples from everyday

situations.
Identify the two quantities

involved in speed.
Moral values related to

traffic rules should be
incorporated.
speed
distance
ii. Calculate and interpret speed.

time
iii. Calculate:
uniform
a) the distance, given the
speed and the time
non-uniform
b) the time, given the speed

and the distance.
iv. Convert speed from one unit of
measurement to another.
differentiate
Include the use of graphs.
v. Differentiate between uniform

speed and non-uniform speed.
14.
WEEK

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
38
POINTS TO NOTE
VOCABULARY

concept of average speed.
Use examples from daily

situations.
i.
Discuss the difference between

average speed and mean speed.
ii. Calculate:
Calculate the average speed in

various situations.
average speed
distance
time
a) the distance, given the

average speed and the
time.
acceleration
retardation
b) the time, given the

average speed and the
distance.
iii. Solve problems involving
speed and average speed.

concept of acceleration.
i. Identify the two quantities

involved in acceleration.
Include cases of
retardation.
ii. Calculate and interpret

acceleration.
15.
WEEK
LEARNING AREA: TRIGONOMETRY

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
39
POINTS TO NOTE
VOCABULARY

28-29
Understand and use

tangent of an acute angel in
a right-angled triangle.
WEEK
Identify the:
Use only right-angled

triangle.
a) hypotenuse
b) the opposite side and the
adjacent side with respect
to one of the acute angles.
Discuss the ration of the opposite

side to the adjacent side when the
angle approaches 90.
Explore tangent of a given angle
when:
ii. Determine the tangent of an

angle.
a) The size of the triangle varies

proportionally.
iii. Calculate the tangent of an

angle given the lengths of
sides of the triangle.
b)
15.
i.
Use right-angled triangles with real

measurements and develop
through activities.
The size of angle varies.
right-angled triangle
angle
Tangent can be written as

tan .
Emphasise that tangent is a
ratio.
hypotenenuse
opposite side
adjacent side
Limit to opposite and

adjacent sides.
Include cases that require
the use of Pythagoras
Theorem.
iv. Calculate the lengths of sides

of a triangle given the value of
tangent and the length of
another side.
ratio
tangent
value
length
size

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
40
POINTS TO NOTE
VOCABULARY

Understand and use sine of
an acute angle in a rightangled triangle.
i.
Explore sine of a given angle

when:
Determine the sine of an angle.
Sine can be written as

sin .
ii. Calculate the sine of an angle

given the lengths of sides of the
triangle.
a) The size of the triangle

varies proportionally.
iii. Calculate the lengths of sides of

a triangle given the value of sine
and the length of another side.
b) The size of the angle varies.
ratio
right-angled triangle
length

Theorem.
value
hypotenuse
opposite side
size
Understand and use

consine of an acute angle in
a right-angled triangle.
Explore cosine of a given angle

when:
i.
a) The size of the triangle

varies proportionally.
ii. Calculate the cosine of an angle

given the lengths of sides of the
triangle.
b) The size of the angle varies.
15.
WEEK
Determine the cosine of an

angle.
iii. Calculate the lengths of sides of

a triangle given the value of
cosine and the length of another
side.
Cosine can be written as

cos .
constant
increase
proportion

Theorem.

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
41
POINTS TO NOTE
VOCABULARY
15.4 Use the values of tangent,

sine and cosine to solve
problems.
i.
Calculate the value of other

trigonometric ratios given the
value of a trigonometric ratio.
degree
ii. Convert the measurement of

angles from:
tangent
minute
sine
a) degrees to degrees and
minutes.
cosine
b) degrees and minutes to

degrees.
iii. Find the value of:
a) tangent
b) sine
c)
cosine
of 30, 45 and 60 without using

scientific calculator.
Include angles expressed

in:
iv. Find the value of:

i.
Degrees
a) tangent
ii. Degrees and minutes.
b) sine
c)
cosine
using scientific calculator.
15. LEARNING AREA : TRIGONOMETRY

WEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING
AND
LEARNING ACTIVITIES
LEARNING OUTCOMES
42
POINTS TO NOTE
VOCABULARY
v. Find the angles given

the values of:
angle
degree
a) tangent
minute
b) sine
tangent
c)
cosine
sine
using scientific
calculators.
cosine
vi.Solve problems involving

trigonometric ratios.
29 30
31 32
33
34
35 40
41
UJIAN SELARAS 2
PROGRAM PERSEDIAAN PEPERIKSAAN PERCUBAAN PMR 2012
PEPERIKSAAN PERCUBAAN SELARAS PMR 2012
CUTI PERSEKOLAHAN
PROGRAM PERSEDIAAN PEPERIKSAAN PMR 2012
PEPERIKSAAN PMR 2012
43

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SEKOLAH MENENGAH KEBANGSAAN RAJA PEREMPUAN, IPOH.

SCHEME OF WORK MATHEMATICS FORM 3 YEAR 2010

LEARNING AREA: LINES AND ANGLES II

Students will be taught to:

1.1 Understand and use

SUGGESTED TEACHING AND

Students will be able to:

Explore the properties of angles

Discuss when alternate and

Discuss when all angles

Determine that for parallel lines:

iii. Find the values of:

Solve problems involving

LEARNING AREA: POLYGONS II

SUGGESTED TEACHING AND

Students will be taught to:

2.1 Understand the concept of

Students will be able to:

Use models of polygons and

Determine if a given polygon is a

Limit to polygons with a

Explore properties of polygons

Include examples of nonregular polygons developed

iii. Sketch regular polygons.

iv. Draw regular polygons by dividing

Construct equilateral triangles,

LEARNING AREA: POLYGONS II

SUGGESTED TEACHING AND

Students will be taught to:

Students will be able to:

Explore angles of different

Identify the interior angles and

Find the size of an exterior angle

Investigate the number of

iii. Determine the sum of the interior

Include examples from everyday

CUTI TAHUN BARU CINA

the size of an exterior angle

Solve problems involving angles

LEARNING AREA: CIRCLES II

SUGGESTED TEACHING AND

Students will be taught to:

3.1 Understand and use

Students will be able to:

Explore through activities such as

Identify a diameter of a circle as

a) a radius that is perpendicular

two chords that are equal in

chords of the same length

iii. Solve problems involving

LEARNING AREA: CIRCLES II

SUGGESTED TEACHING AND

Students will be taught to:

Students will be able to:

Identify angles subtended by

iii. Determine that angles subtended:

Include reflex angles

Angle subtended by an arc

b) at the centre by arcs of the