19 Reporting Template PS KSSM Form 2-Mathematics

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1
16
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NO.
SUBJECT
PUPIL 1
MATHEMATICS
PUPIL'S NAME
040307-16-2521
IDENTITY CARD NO.
MATHEMATICS TEACHER'S NAME:
CLASS
ADDRESS
ASSESSMENT:
SCHOOL :
M
(M/F)
GENDER
3
Sequences
Patterns and
2
Fractions
Algebraic
Factorisation and
3
Algebraic
Formulae
4
Polygons
5
Circles
4
Three
Shapes
Geometrical
Dimensional
6
Coordinates
5
Functions
Graphs of
4
TITLE (CONTENTS, SKILLS AND MATHEMATICAL PROCESSES)
Speed and
Acceleration
1
Straight Line
Gradient of a
6
Isometric
Transformations
3
Central
Tendencies
Measures of
5
Simple Probability
Interested in learning mathematics.
Appreciate the aesthetic values and the

importance of mathematics.
Confident and persevere in learning
mathematics.
Willing to learn from mistakes.
Work towards accurarcy.
Practise self-access learning.

FIRST TERM VALUES
Dare to try something new.
Work systematically.
ü
Use mathematical tools accurately and

ü
effectively.
ü

ü
mathematics.

ü

OVERALL VALUES

ü
ü

ü
effectively.
LOW
FIRST TERM
MEDIUM
OVERALL
INTERNALISATION LEVEL OF VALUES
1
LEVEL
FIRST TERM PERFORMANCE
5
LEVEL
OVERALL PERFORMANCE
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
NO.
PUPIL'S NAME
IDENTITY CARD NO.
(M/F)
GENDER
Sequences
Patterns and
Fractions
Algebraic
Factorisation and
Algebraic
Formulae
Polygons
Circles
Three
Shapes
Geometrical
Dimensional
Coordinates
Functions
Graphs of
Speed and
Acceleration
Straight Line
Gradient of a
Isometric
Transformations
Central
Tendencies
Measures of
Simple Probability

mathematics.

effectively.

mathematics.

effectively.
FIRST TERM
OVERALL
LEVEL
LEVEL
OVERALL PERFORMANCE
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
NO.
PRINCIPAL
PN. ROZITA BT AHMAD
PUPIL'S NAME
…………………………………………………
0
IDENTITY CARD NO.
(M/F)
GENDER
Sequences
Patterns and
Fractions
Algebraic
Factorisation and
Algebraic
Formulae
Polygons
Circles
Three
Shapes
Geometrical
Dimensional
Coordinates
Functions
Graphs of
Speed and
Acceleration
Straight Line
Gradient of a
Isometric
Transformations
Central
Tendencies
Measures of
Simple Probability

mathematics.

effectively.

mathematics.

effectively.
FIRST TERM
OVERALL
LEVEL
LEVEL
OVERALL PERFORMANCE
NO.
PUPIL'S NAME
IDENTITY CARD NO.
(M/F)
GENDER
Sequences
Patterns and
Fractions
Algebraic
Factorisation and
Algebraic
Formulae
Polygons
Circles
Three
Shapes
Geometrical
Dimensional
Coordinates
Functions
Graphs of
Speed and
Acceleration
Straight Line
Gradient of a
Isometric
Transformations
Central
Tendencies
Measures of
Simple Probability

mathematics.

effectively.

mathematics.

effectively.
FIRST TERM
OVERALL
LEVEL
LEVEL
OVERALL PERFORMANCE
0 NOTA : JANGAN PADAM
0
0 ###
12/30/1899 ###
###
MATHEMATICS ###
###
Pupil's Name PUPIL 1 ###
Identity Card No. 40307162521 ###
Gender M ###
Class 0 ###
Teacher's Name 0 ###

Reporting Date 3/15/2018 ###
###
TITLE
PERFORMANCE
(CONTENTS, SKILLS AND MATHEMATICAL INTERPRETATION
LEVEL
PROCESSES)
###
Patterns and Sequences 3 Apply the understanding of patterns and sequences to perform simple tasks.
###
Factorisation and Algebraic Fractions 2 Demonstrate the understanding of the concept of expansion and factorisation.
###
Algebraic Formulae 3 Apply the understanding of formulae to perform simple tasks.

###
Polygons 4 Apply appropriate knowledge and skills of polygons in the context of simple routine problem solving.
###
Circles 5 Apply appropriate knowledge and skills of circles in the context of complex routine problem solving.
###
Three Dimensional Geometrical Shapes 4 Apply appropriate knowledge and skills of three dimensional shapes in the context of simple routine problem solving.
###
Apply appropriate knowledge and skills of the Cartesian coordinate system in the context of non- routine problem solving in a
Coordinates 6
creative manner. ###
Graphs of Functions 5 Apply appropriate knowledge and skills of graphs of functions in the context of complex routine problem solving.
###
Speed and Acceleration 4 Apply appropriate knowledge and skills of speed and acceleration in the context of simple routine problem solving.
###
Gradient of a Straight Line 1 Demonstrate the basic knowledge ofthe gradient of a straight line.
###
Isometric Transformations 6 Apply the understanding oftranslation, reflection and rotation to perform simple tasks.
###
Measures of Central Tendencies 3 Apply the understanding of mode, mean and median to perform simple tasks.
###
Simple Probability 5 Apply appropriate knowledge and skills of simple probability in the context of complex routine problem solving.
###
###
Pupils are able to:answer questions where all related information are given and questions are clearly defined; identify
FIRST TERM PERFORMANCE LEVEL 1 information and carry out routine procedures according to clear instructions.
###
Pupils are able to: develop and use models for complex situations; identify constraints and make specific assumptions; apply
suitable problem-solving strategies; work strategically using in-depth thinking skills and reasoning; use various suitable
OVERALL PERFORMANCE LEVEL 5 representations and display in-depth understanding; reflect on results and actions; conclude and communicate with
explanations and arguments based on interpretations, discussions and actions.
###
###
VALUES IN MATHEMATICS EDUCATION FIRST TERM VALUES OVERALL VALUES ###
Interested in learning mathematics. ü ü ###
Appreciate the aesthetic values and the importance of mathemati ü ###
Confident and patient in learning mathematics. ###
Willing to learn from mistakes. ü ###
Work towards accuracy. ###
Practise self-access learning. ###
Dare to try something new. ü ###
Work systematically. ü ü ###
Use mathematical tools accurately and effectively. ü ü ###
INTERNALISATION LEVEL LOW MEDIUM

###
TEACHER'S REVIEW ###
(Space for teachers to write the appropriate review)
Sample review:
Ameer demonstrates fluctuations of academic mastery by topics. Ameer's overall mastery is above satisfactory and he has
FIRST TERM
showed improvement at the end of the first term, although the teacher's observation found his interest in mathematics was low.
He shows a high potential in showcasing ideas, in the ability to innovate and in the use of technology to carry out tasks.
Congratulations and keep it up.
###
(Space for teachers to write the appropriate review)

Sample review:
OVERALL
Ameer showed satisfactory performance improvement. He demonstrated high performance level in Geometry and his interest
towards mathematics is increasing.
###
###
………………………………………………………………………… ………………………………………………………………………… ###

0 PN. ROZITA BT AHMAD ###
SUBJECT TEACHER PRINCIPAL ###
THE DATA OF KSSM FORM 2 MATHEMATICS PERFORMANCE STANDARD STATEMENTS
PERFORMANCE
TITLE 1: PATTERNS AND SEQUENCES
LEVEL
1 Demonstrate the basic knowledge of sequences.
2 Demonstrate the understanding of patterns and sequences.
3 Apply the understanding of patterns and sequences to perform simple tasks.
4 Apply appropriate knowledge and skills of patterns and sequences in the context of simple routine problem solving.
5 Apply appropriate knowledge and skills of patterns and sequences in the context of complex routine problem solving.
6 Apply appropriate knowledge and skills of patterns and sequences in the context of non-routine problem solving in a creative manner.
MATHEMATICS
Patterns and Sequences Factorisation and Algebraic Fractions

PERFORMANCE LEVEL PL 1 PL 2 PL 3 PL 4 PL 5 PL 6 PERFORMANCE LEVEL PL 1 PL 2 PL 3 PL 4 PL 5 PL 6
NO. OF PUPILS 0 0 1 0 0 0 NO. OF PUPILS 0 1 0 0 0 0
5 5
1 1
0 0 0 0 0 0 0 0 0 0
0 0
PL 1 PL 2 PL 3 PL 4 PL 5 PL 6 PL 1 PL 2 PL 3 PL 4 PL 5 PL 6
TOTAL 1 PUPIL TOTAL 1 PUPIL
Algebraic Formulae Polygons

5 5
1 1
0 0 0 0 0 0 0 0 0 0
0 0
Circles Three Dimensional Geometrical Shapes

5 5
1 1
0 0 0 0 0 0 0 0 0 0
0 0
Coordinates Graphs of Functions

5 5
1 1
0 0 0 0 0 0 0 0 0 0
0 0
MATHEMATICS
Speed and Acceleration Gradient of a Straight Line
5 5
1 1
0 0 0 0 0 0 0 0 0 0
0 0
Isometric Transformations Measures of Central Tendencies

5 2
0 0 0 0 0 0 0 0 0 0
0 0
Simple Probability OVERALL PERFORMANCE LEVEL

5 5
1 1
0 0 0 0 0 0 0 0 0 0
0 0

19 Reporting Template PS KSSM Form 2-Mathematics

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9

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Interested in learning mathematics.

Appreciate the aesthetic values and the

Willing to learn from mistakes.

Work towards accurarcy.

Practise self-access learning.

Dare to try something new.

Use mathematical tools accurately and

Teacher's Name 0 ###

Algebraic Formulae 3 Apply the understanding of formulae to perform simple tasks.

INTERNALISATION LEVEL LOW MEDIUM

(Space for teachers to write the appropriate review)

………………………………………………………………………… ………………………………………………………………………… ###