SEKOLAH MENENGAH KEBANGASAAN USJ 12

SEKOLAH KLUSTER KECEMERLANGAN

SCHEME OF WORK

KSSM MATHEMATICS FORM3

YEAR 2021
PANITIA MATEMATIK/ZYS

1
 LEARNING AREA: NUMBERS AND OPERATIONS

WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS
Pupils are able to:
W1 1.0 INDICES 1.1.1 Represent repeated multiplication in index form and The terms “base” and “index” need to be *GCR
describe its meaning. introduced
1.1 Index Notation MODULE 31: Indices,
1.1.2 Rewrite a number in index form and vice versa. Suares and Square Roots
( 20.01.
CCE:
- 22.01.) Envirionmental
Sustainability

I-Think: Bubble map

W2 1.2 Law of Indices 1.2.1 Relate the multiplication of numbers in index form Exploratory activities which only involve *GCR
with the same base, to repeated multiplications, and integer, indices need to be carried out
( 25.01. hence make generalisation. for SP 1.2.1, 1.2.2 and 1.2.3. *PLC- Coaching and
- Mentoring/ Learning
29.01. ) 1.2.2 Relate the division of numbers in index form with the Index is also known as exponent or Walk/ Video Critics
same base, to repeated multiplications, and hence power.
make generalisation. I-Think: Circle map

1.2.3 Relate the numbers in index form raised to a power,

Thaipusam to repeated multiplication, and hence make
generalisation.
28.01.
1
1.2.4 Verify that 𝑎0 = 1 and 𝑎 −1 = ; 𝑎≠0
𝑎𝑛

W3 1.2.5 Determine and state the relationship between *GCR

fractional indices and roots and powers.
( 01.02.
- 1.2.6 Perform operations involving laws of indices. HOTS: Application
05.02. )
1.2.7 Solve problems involving laws of indices.

2
 PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of index form.

2 Demonstrate the understanding of index form.

3 Apply the understanding of laws of indices to perform simple tasks.

4 Apply appropriate knowledge and skills of laws of indices in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of laws of indices in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of laws of indices in the context of non-routine problem solving in a creative manner.

3
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

W4 2.0 STANDARD 2.1.1 Explain the meaning of significant figure, and hence Exploratory activities including those *GCR
FORM determine the number of significant figures of a involving estimation, approximation and
(04.02. number. accuracy in real life situations need to
- 2.1 Significant be carried out. CCE:
11.02.) Figures 2.1.2 Round off a number to certain numbers of significant Science and Technology
figures. Cases of whole numbers involving zero
after non-zero digit need to be *PLC- Coaching and
Tahun discussed. Mentoring/ Learning
Baharu Walk/ Video Critics
Cina 2.2 Standard Form 2.2.1 Recognise and write numbers in standard form. The use of standard form in real life
including common prefix such as tera I-Think: Circle map
12 - 13.02 and nano need to be explored, with and
without the use of technological tools. HOTS: Analysis

W5 2.2.2 Perform basic arithmetic operations involving The relationship between standard form
numbers in standard form. and laws of indices and significant
(15. 02. figures need to be HOTS: Application
- discussed.
19. 02.)
2.2.3 Solve problems involving numbers in standard form. Solutions involving factorisation need to
be carried out.

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of significant figures and standard form.

2 Demonstrate the understanding of significant figures and standard form.

3 Apply the understanding of significant figures and standard form to perform simple tasks.

4 Apply appropriate knowledge and skills of standard form in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of standard form in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of standard form in the context of non-routine problem solving in a creative manner.

4
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

W6 3.0 CONSUMER 3.1.1 Recognise various types of savings and investments. Exploratory activities of the types of *GCR
MATHEMATICS: savings and investments, and the types
SAVINGS AND of interests (simple and compound) I-Think: Circle Map
INVESTMENTS, involved, need to be carried out.
( 22. 02. CREDIT AND DEBT I-Think: Bridge map
- Types of savings:
25. 02.) 3.1 Savings and Saving account *PLC:
Investments Fixed deposit account Coaching and
Current account Mentoring/Learning
Walk/Video Critics
Types of investments:
Shares CCE:
Unit trust Entrepreneurship
Real estate
HOTS: Analysis

3.1.2 Perform calculations involving simple interest

For savings which give simple interest,
and compound interest for savings, and hence
use the
explain the impact of changes in period, rate of
formula:
interest or return and compounding frequency
I = Prt
on the future value of savings.
I = interest
P= principal
r = rate
t= time

Suggested activity:
Derivation of simple interest and total
saving formulae are encouraged.

For savings which give compound

interest, use the
formula:

MV = matured value
Matured value is the total of principal
and interest.
P = principal

5
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

r = yearly interest rate

n = number of periods the interest
is compounded per year
t = term in years

For Islamic banking, the rate of return is

only as reference. The real rate of return
will only be known at maturity or on the
date the money is withdrawn.

W7 3.1.3 Perform calculations involving the value of return of Return of investment (ROI) and dividend *GCR
investments, and hence explain the factors that of unit trust need to be involved.
affect the return of investments and its impacts. Real estate investments need to involve I-Think:
the rate of return and the real rate of Double Bubble map
(01. 03. return.
-
05.03.) Exploratory activities need to be carried HOTS: Analysis
out.

3.1.4 Compare and contrast potential risks, return and Involve situations which require pupils to
liquidity of various types of savings and make wise decisions in the contexts of
investments. savings and investments, and give
justifications.

3.1.5 Calculate the average cost per share for the Shares including unit trust.
investment of shares using the ringgit cost
averaging strategy and explain the benefits of the
strategy.

3.1.6 Solve problems involving savings and investments.

W8 3.2 Credit and Debt 3.2.1 Explain the meaning of credit and debt, and hence Exploratory activities need to be carried I-Think: Circle Map
Management describe the wise management of credit and debt. out. Bridge map
(08. 03. Instant loan need to be discussed.
- Credit including credit cards and loans.
12.03.)

6
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

W9 3.2.2 Investigate and describe the advantages and Involving: *PLC:

disadvantages of credit card and ways to use it (a) Incentive system Coaching and
wisely. (b) Qualifications to obtain credit Mentoring/Learning
cards Walk/Video Critics
(15. 03. (c) User responsibilities
- (d) Security aspects CCE:
19. 03.) (e) Common charges Entrepreneurship/
Good Moral Values

3.2.3 Investigate and describe the impact of minimum and Finance charges calculations need to be
late payments for credit card usage. involved.

Emphasise on the interest on debts.

3.2.4 Solve problems involving the use of credit cards. Situations which require pupils to make
wise decisions in the contexts of credit
card expenditures and payments, and
give justifications need to be involved.

Problems include currency exchange

and online purchases.

3.2.5 Calculate the total amount of loan repayment and Formula for loan with flat interest: HOTS: Analysis
W 10 installment, with various interest rates and different A = P + Prt
loan periods. A = total repayment
(22. 03. P = principal CCE:
– r = rate Entrepreneurship/
26. 03.) 3.2.6 Solve problems involving loans. t = time Good Moral Values

Loans with flat interest, such as car

loan, personal loan and consumer
goods loan.

Interest on debts need to be discussed.

Situations which require pupils to make

wise decisions and give justifications
need to be involved.

7
 PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of savings, investments, credit and debt.

2 Demonstrate the understanding of savings, investments, credit and debt.

3 Apply the understanding of savings, investments, credit and debt to perform simple tasks.

4 Apply appropriate knowledge and skills of savings, investments, credit and debt in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of savings, investments, credit and debt in the context of complex routine problem solving.

Apply appropriate knowledge and skills of savings, investments, credit and debt in the context of non-routine problem solving in a
6
creative manner.

8
 LEARNING AREA: MEASUREMENT AND GEOMETRY

WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS
( 27. 03. CUTI PERTENGAHAN PENGGAL
-
04. 04. ) LATIHAN MASA CUTI 1

W 11 4.0 SCALE DRAWINGS 4.1.1 Investigate and explain the relationship between The concept of proportion needs to be CCE: ICT
the actual measurements and the emphasised.
(05.04. 4.1 Scale Drawings measurements of various sizes of drawings of
- an object, and hence explain the meaning of Real life situations need to be involved. I-Think: Bridge map
09.04.) scale drawing.
1
4.1.2 Interpret the scale of a scale drawing. Scales are in the form of 1: n or 1: when *PLC:
n
Coaching and
n = 1, 2, 3, ...
4.1.3 Determine the scales, measurements of objects Mentoring/Learning
or measurements of scale drawings. Walk/Video Critics

W 12 4.1.4 Draw the scale drawings of objects and vice Grids of various sizes need to be
versa. involved.
(12.04.
- 4.1.5 Solve problems involving scale drawings. Suggested activity:
16. 04. ) Project work is encouraged.
PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of scale drawings.

2 Demonstrate the understanding of scale drawings.

3 Apply the understanding of scale drawings to perform simple tasks.

4 Apply appropriate knowledge and skills of scale drawings in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of scale drawings in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of scale drawings in the context of non-routine problem solving in a creative manner.

9
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

W 13 5.0 TRIGONOMETRIC 5.1.1 Identify the opposite side and adjacent side based MODULE 30:
RATIOS on an acute angle in a right-angled triangle. Trigonometry
( 19.04.
- 5.1 Sine, Cosine and 5.1.2 Make and verify the conjecture about the CCE:
23.04.) Tangent of Acute relationship between acute angles and the ratios Connection with the concept of Science and Technology
Angles in Right-angled of the sides of right-angled triangles, and hence proportion needs to be done.
Triangles define sine, cosine and tangent.
*PLC- Coaching and
5.1.3 Make and verify the conjecture about the impact of The impacts of changes need to be Mentoring/ Video Critics
changing the size of the angles on the values of explained using the ratios of the sides of
sine, cosine and tangent. right-angled triangles. I-Think: Tree Map

HOTS: Analysis

W 14 5.1.4 Determine the values of sine, cosine and tangent Angles of 0and 90need to be CCE:
of acute angles. involved. Science and Technology
( 26.04.
- sin 𝜃 HOTS: Analysis
The relationship of tan 𝜃 =
cos 𝜃
30.04. )
need to be explored.
Nuzul Al- 5.1.5 Determine the values of sine, cosine and tangent
Surd form needs to be involved.
Quran of 30, 45and 60angles without using a
calculator.
29.04.

W 15

(03. 05.
PENTAKSIRAN PERTENGAHAN TAHUN
-
07. 05.)

10
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS
-1 -1 -1
W 16 5.1.6 Perform calculations involving sine, cosine and The notations of sin , cos and tan *PLC:
tangent. need to be used. Coaching and
(10. 05. Mentoring/Learning
- Walk/Video Critics
12. 05.) 5.1.7 Solve problems involving sine, cosine and Problems include 3D geometrical
tangent. objects, angles of elevation and angles HOTS: Application
of depression.
Hari Raya
Aidilfitri

(13-14.05)

W 17

(17. 05.
-
21. 05.)

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of the sides of right-angled triangles based on an acute angle.

2 Demonstrate the understanding of sine, cosine and tangent.

3 Apply the understanding of sine, cosine and tangent to perform simple tasks.

4 Apply appropriate knowledge and skills of sine, cosine and tangent in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of sine, cosine and tangent in the context of complex routine problem solving.

Apply appropriate knowledge and skills of sine, cosine and tangent in the context of non-routine problem solving in a creative
6
manner.

11
 WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

6.0 ANGLES AND 6.1.1 Make and verify conjectures about the Various methods including the use of MODULE 30:
W 18 TANGENTS OF relationships between dynamic softwares need to be used. Trigonometry
CIRCLES (i) angles at the circumference,
(ii) angles at the circumference and central angle 6.1.1 (ii) include “angles in a CCE:
(24. 05. 6.1 Angle at the subtended by particular arcs, and hence use semicircle”. Language
- Circumference and the relationships to determine the values of
28. 05.) Central Angle angles in circles. *PLC:
Subtended by an Arc Coaching and
Hari Wesak 6.1.2 Solve problems involving angles in circles. Mentoring/Learning
Walk/Video Critics
26.05.
HOTS: Analysis

(29. 05.
-
13. 06.) CUTI PERTENGAHAN TAHUN

W 19 6.2 Cyclic Quadrilaterals 6.2.1 Recognise and describe cyclic quadrilaterals. Various methods including the use of CCE:
dynamic softwares need to be involved. Language

(14.06. 6.2.2 Make and verify conjectures about the I-Think: Bubble Map
- relationships between angles of cyclic
18.06.) quadrilaterals, and hence use the relationships *PLC- Coaching and
to determine the values of angles of cyclic Mentoring/ Lesson
quadrilaterals. Study/Book
Reading/Data Analysis
6.2.3 Solve problems involving cyclic quadrilaterals.
HOTS: Analysis

12
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

W 20 6.3 Tangents to Circles 6.3.1 Recognise and describe the tangents to circles. Various methods including the use of
dynamic software need to be involved. *PLC:
6.3.2 Make and verify conjectures about Coaching and
(21.06. (i) the angle between tangent and Geometrical constructions need to be Mentoring/Learning
- radius of a circle at the point of involved to verify conjectures. Walk/Video Critics
25.06.) tangency,
(ii) the properties related to two tangents to a CCE:
circle, Language
(iii) the relationship of angle between tangent and
W 21 chord with the angle in the alternate segment
which is subtended by the chord, and hence HOTS: Analysis
(28.06. perform the related calculations.
-
02.07.) 6.3.3 Solve problems involving tangents to circles Problems of common tangents need to
be involved.
6.4 Angles and Tangents of 6.4.1 Solve problems involving angles and tangents of
Circles circles.

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of angles in circles, cyclic quadrilaterals and tangents to circles.

2 Demonstrate the understanding of angles in circles, cyclic quadrilaterals and tangents to circles.

3 Apply the understanding of angles in circles, cyclic quadrilaterals and tangents to circles to perform simple tasks.

4 Apply appropriate knowledge and skills of angles and tangents to circles in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of angles and tangents to circles in the context of complex routine problem solving.

Apply appropriate knowledge and skills of angles and tangents to circles in the context of non-routine problem solving in a
6
creative manner.

13
WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS
W 22 8.0 LOCI IN TWO 8.1.1 Recognise loci in real life situations and hence Exploratory activities involving loci in two I-Think: Brace Map
DIMENSIONS explain the meaning of locus. and three dimensions (such as sphere
(05.07. and cylinder) need to be carried out. CCE:
- 8.1 Loci Creativity and innovation
09.07.) Locus is a set of points whose location
satisfies certain conditions. *PLC:
Coaching and Mentoring/
8.2 Loci in Two 8.2.1 Describe the locus of points that are of Hands-on activities need to be carried /Video Critics/Data
W 23 Dimensions (i) constant distance from a fixed point, out. Analysis
(ii) equidistant from two fixed points,
(12. 07. (iii) constant distance from a straight line, Various methods including the use of I-Think:
- (iv) equidistant from two parallel lines, and dynamic softwares need to be used. Bridge Map
16. 07.) (v) equidistant from two intersecting lines, and
hence construct the locus. CCE:
Creativity and innovation
8.2.2 Determine the locus that satisfies two or more
conditions. HOTS: Analysis

8.2.3 Solve problems involving loci. Problems include those involving

condition of distance which is more or
less than a certain value.
PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of loci.

2 Demonstrate the understanding of loci.

3 Apply the understanding of loci in two dimensions to perform simple tasks.

4 Apply appropriate knowledge and skills of loci in two dimensions in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of loci in two dimensions in the context of complex routine problem solving.

Apply appropriate knowledge and skills of loci in two dimensions in the context of non-routine problem solving in a creative
6
manner.

14
 LEARNING AREA: RELATIONSHIP AND ALGEBRA

WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS
(17.07.
-
25. 07.) CUTI PERTENGAHAN PENGGAL

W 24 9.0 STRAIGHT LINES 9.1.1 Make connection between the equation, Explore various graphs of linear functions Refer to KBSM F4
y = mx + c, and the gradient and y-intercept, with and without the use of dynamic Textbook
(26.07. 9.1 Straight Lines and hence make generalisation about the softwares.
- equation of a straight line. MODULE 10:
30.07.) Equations of straight lines which are Linear Function Graph
parallel to y-axis and x-axis need to be
involved. I-Think: Brace Map
𝑥 𝑦
9.1.2 Investigate and interpret the equations of For + = 1, a ≠ 0 and b ≠ 0. CCE: ICT
𝑎 𝑏
straight lines in other forms such as ax+ by =
𝑥 𝑦
c and + = 1, and change to the form of y =
𝑎 𝑏
mx + c, and vice versa.

W 25 9.1 Straight Lines 9.1.3 Investigate and make inference about the Points which are not on the straight line *PLC:
relationship between the points on a straight need to be involved. Coaching and
(02.08. line and the equation of the line. Mentoring/Data Analysis
-
06.08.) 9.1.4 Investigate and make inference about the HOTS: Analysis
gradients of parallel lines.
W 26
9.1.5 Determine the equation of a straight line.
(09. 08.
- 9.1.6 Determine the point of intersection of two Determination of point of intersection needs
13.08.) straight lines. to be explored with and without the use of
dynamic softwares.
Awal 9.1.7 Solve problems involving straight lines.
Muharram Calculator is only allowed to check the
answer.
10.08.
Various methods including substitution,
elimination and graph need to be involved.

15
 PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of gradient and y-intercept in the equation of a straight line.

2 Demonstrate the understanding of straight lines.

3 Apply the understanding of straight lines to perform simple tasks.

4 Apply appropriate knowledge and skills of straight lines in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of straight lines in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of straight lines in the context of non-routine problem solving in a creative manner.

16
 LEARNING AREA: MEASUREMENT AND GEOMETRY

WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS

W 27 7.0 PLANS AND 7.1.1 Draw orthogonal projections. Views from various directions for vertical MODULE 28:
ELEVATIONS and horizontal planes need to be Plans and Elevations
(16.08. involved.
- 7.1 Orthogonal Projections Concrete materials and technological I-Think: Tree Map
20.08.) tools such as dynamic softwares need to
be used to develop understanding. CCE:
Creativity and Innovation
7.1.2 Compare and contrast between objects and the Length, angle and shape need to be
corresponding orthogonal projections. involved. *PLC- Coaching and
Mentoring/ Lesson
Study/Book
Reading/Data Analysis

W 28 7.2 Plans and Elevations 7.2.1 Draw the plan and elevations of an object to Concrete materials and technological I-Think: Tree Map
scale. tools such as dynamic softwares need to
( 23.08. be used to develop understanding.
- *PLC:
27.08.) Drawing the plan and elevations in a Coaching and
diagram by showing the construction Mentoring/Learning
lines need to be used. Walk/Video Critics
Example:

Combined objects and original objects

partially removed, need to be involved.

Types of lines should be emphasised:

(a) thick solid line (for visible side).
(b) dash line (for hidden side).
(c) thin solid line (for construction line).

17
 WEEK / CONTENT
LEARNING STANDARDS NOTES REMARKS
DATE STANDARDS
W 29 7.2.2 Synthesise plan and elevations of an object and Technology such as dynamic softwares I-Think: Brace Map
sketch the object. need to be used to develop
(30.08. understanding. CCE:
- Creativity and innovation
03.09.) 7.2.3 Solve problems involving plans and elevations. Project works which involve the
followings need to be carried out:
Hari (a) construction of models such as *PLC:
Kebangsaan building and furniture. Coaching and
ke-64 (b) calculations such as cost, area and Mentoring/Learning
volume. Walk/Video Critics
31.08. (c) presentation.
HOTS: Application
W 30 Integration of STEM elements can be
implemented as follows:
(06.09. S – stability in the construction of
- building structures
10.09.) T – use of software to draw plans
and elevations
E – design models of building
M – calculations of cost, area and
Volume.
PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

1 Demonstrate the basic knowledge of gradient and y-intercept in the equation of a straight line.

2 Demonstrate the understanding of straight lines.

3 Apply the understanding of straight lines to perform simple tasks.

4 Apply appropriate knowledge and skills of straight lines in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of straight lines in the context of complex routine problem solving.

6 Apply appropriate knowledge and skills of straight lines in the context of non-routine problem solving in a creative manner.

18
 (11.09. CUTI PERTENGAHAN PENGGAL
-
19.09.) LATIHAN MASA CUTI 2

W 31-35

(20.09.
-
18. 10.)

Hari INKUBATOR PT3

Keputeraan
Nabi
Muhammad
S.A.W

19.10.2021

W 35 - 36

(20.10.
- PENTAKSIRAN BERTULIS PT3
26. 10.)

W 36 - 42

(27.10.
-
10. 12.)
PROGRAM SELEPAS PT3
Hari Deepavali

04 - 05.11

( 11.12. 21
-
CUTI AKHIR TAHUN
31. 12. 21 )

19