PROGRAM DIPLOMA PASCASISZAWAH PENDIDIKAN (PDPP)

INTAKE OCTOBER 2021

COURSEWORK ASSIGNMENT
MTES 2063
CURRICULUM STUDIES FOR SECONDARY SCHOOL MATHEMATICS

STUDENT NAME NORHEDAYU BINTI ABDULLAH

STUDENT ID NUMBER 960327 – 06 – 5294
EXAM REGISTRATION 2020162422004
NUMBER
GROUP 1 PDPP MT SM
SEMESTER / YEAR SEMESTER 1
CODE/ COURSE NAME MTES 2063 CURRICULUM STUDIES FOR
SECONDARY SCHOOL MATHEMATIC
ASSIGNMENT TASK 1: INDIVIDUAL ASSIGNMENT (ACADEMIC
WRITING)
SCHOOL NAME / ADDRESS MA’AHAD AS-SULTAN AHMAD SHAH AD-DINI
26400 JENGKA PAHANG
LECTURER NAME PUAN SITI KHADZIMAH BINTI SALLIP
SUBMIT NAME 29 JANUARY 2021
 TABLE OF CONTENT

Content Page
1.0 Introduction 3
2.0 Problem Statement 6
3.0 Differences of Teaching and Learning strategies of Mathematic 6
curriculum in Malaysia and others countries.

a. Singapore
b. Ireland
c. Malaysia

4.0 Conclusion 9
5.0 References 10
6.0 Yearly Teaching Plan 11

2
 1. Introduction

Mathematics is important in preparing individuals who are able to meet the demands of a
progressive nation. Where, mathematics curriculum trains the minds of students to think logically
and systematically in problem solving and decision making. Moreover, the open nature of the
mathematics curriculum can encourage meaningful learning and challenges the mind and
contribute to the holistic development of the individual. (Zanzali, 2010)

In Singapore, Mathematics is a core subject in the school curriculum for both the primary and
secondary schools. The conceptualization of the mathematics syllabuses is based on a framework
that emphasizes the interplay of five components which are concepts, skills, processes, attitudes
and metacognition to achieve this aim. (Kaur, 2004). Next, Table 1 below shows a comparison of
the education system in the two countries.

Characteristic Singapore Malaysia

Structure of • 4 to 5 years in secondary • 3 years of Lower

Education system school secondary (Form 1, 2,3 -
Age start 13)
• Based on Primary School
Leaving Examination • 2 years Upper secondary
(PSLE) (Form 4 and 5)

• Special

• Normal (Academic) Normal

(Technical)

• Express

National • Singapore-Cambridge GCE • Lower Secondary

Examination Ordinary Level (GCE 0- Assessment (PT3)
Level)
• Malaysian Certificate of
*Special and Express Secondary Education (SPM - Sijil
school Pelajaran Malaysia)

3
 • Singapore-Cambridge GCE
Normal Level (GCE N-
Level)

*Normal Secondary School

• Singapore-Cambridge GCE
Normal (Academic) Level
(GCE N(A)-Level)

• Singapore- Cambridge GCE

Normal (Technical) Level
(GCE N(T) – Level)

Mathematic ➢ O-Level Mathematics ➢ Implemented of the

Curriculum (Secondary 1,2,3/4) Integrated Secondary
Structure School (ISSC – known
• Topic:
as KBSM)
- Numbers and Algebra,
➢ The KBSM mathematics
- Geometry and framework provides a set
Measurement of broad learning
outcomes
- Statistics and Probability

➢ O-Level Additional
Mathematics

• Algebra

• Geometry

• Trigonometry and
calculus

Table 1

When comparing Malaysian mathematic curriculum structure with the Singapore mathematic
curriculum at the secondary level, Malaysian curriculum does not differ much in terms of the topic
cover. Table 2 shows some comparative on topic cover by Malaysian mathematic curriculum and
Singapore. From Table 2 we can conclude that lesson plan for Mathematic curriculum in Malaysia
is quite slower compare to Singapore. (Zarina Bibi Ibrahim, 2010)

4
 Topic / Sub-topic Singapore Malaysia
Quadratic Expression and Equation Secondary Two Form 4
➢ Factorise quadratic expressions
Functions and graphs Secondary One Form 4
➢ The gradient of a linear graph as the ratio
of the vertical change to the horizontal
change.
Solutions of equations and Linear Inequalities Secondary One Form 3
• Use of symbols <,>, ≥, ≤
• Solving simple inequality
➢ Statistics and Probability x Data handling Secondary One Form 2
• Tables
• Bar graphs
• Pictograms
• Line graphs
• Pie charts
• Histograms
➢ Circles Secondary Form 2,3 and
Three/Four Form 4
➢ Matrices Secondary Three / Form 5
Four
Table 2

While in Ireland, secondary school takes last for five to six years. For secondary school it divided
into three to four stage. Mathematics is one of three compulsory subjects in the Leaving Certificate
examinations that held on the final examinations for students at secondary level. Typically, at age
17 or 18, students will sit the Leaving Certificate mathematics examination at one of three levels
which are Higher, Ordinary, or Foundation (Science, 2004).Table 3 shows the secondary school
education system in Ireland.

School system Length of program Age Level Certificate

Junior Secondary 3 12-15 years old Junior Certificate
School
Senior Secondary 2 15-17 years old Leaving Certificate
School Vocational
Programmed
Table 3
5
2.0 Problem Statement

Education has been one of sector that received high level of investment in Malaysia compare to
neighbor countries. However, the educational outcomes are not matched with the amount of federal
spending. Malaysian students’ achievement in mathematics is not as excellent as educators or
society in general would like to see. Trends in International Mathematics and Science Study
(TIMSS) 2019 reported Malaysia students scored poorly compared to Singapore and Ireland
student. (Division, 2019) Therefore, comparative study of Malaysia mathematic curriculum with
others countries should be handle to improve Malaysia’s mathematic curriculum to become better.

3.0 Differences of Teaching and Learning strategies of Mathematic curriculum in Malaysia

and others countries.

The teaching areas are not necessarily specific to a single teaching and learning strategies. In the
teaching of mathematics, teachers have gone beyond simply teaching facts, skills and conceptual
structures. Teachers can use a group of teaching approaches as there many suitable methods to
teach mathematics. By comparing Malaysia teaching and learning strategies with the others
countries it can help teacher to improve their lesson plan in classroom.

a. Singapore

I. IT Based Learning

Present, every classroom is equipped with projection systems that allow the teacher to use a
computer for their teaching process. Every school has computer laboratories for students to do IT
based lessons. IT is now seamlessly integrated in the teaching of Mathematics. It is used wherever
and whenever its use enhances the learning of mathematics. Others IT tools for mathematics such
as follow. (Kaur, 2004)

• Graphmatica

Graphmatica is a friendly equation plotter which support a few types of planar graph and created
by Keith Hertzer. Graphmatica is an easy to-use, powerful equation plotter with numerical and
calculus features. Teacher can use it as teach graph cartesian functions, relations, and inequalities,
parametric, and ordinary differential equations. In conclusion, Graphmatica is a great tool for
students and teachers of anything from secondary school algebra through college calculus.

6
 • The Geometer’s Sketchpad (GSP)

The Geometer’s Sketchpad or known as GSP is a tool for drawing and constructing geometrical
figures. It comprises of menus and toolbox. For constructions, geometrical instruments such as
straight edge and compasses are used. It also has a graph menu and a calculator. GSP can help
teacher and student to discover relationship among geometric figures and clarify the beginning
stages of geometric proof.

II. Dynamic Mathematics Series CD Roms

Dynamic Mathematic Series CD Roms was produced by Curriculum Development Institute of

Singapore (CDIS) and Educational Technology Division (ETD) of the Ministry of Education. These
series comprises of 6 CD-Roms which are Building a City with Linear Graphs, Space Trek Through
Symmetry, The Undersea World of Algebra, Through the Ages with Congruency and Similarity,
Jungle Survival with Quadratic Equations and The Business of Graphs. (KIRWAN, 2015)

III. Internet

The internet is a rich resource for mathematics lessons. Teachers often use appropriate webpages
and applets to demonstrate proofs such as that of Pythagoras Theorem, visualization of
displacement and velocity graphs. Some Mathematics teachers also use more advanced tools
such as Computer Algebra Systems. Many schools also have start on Learning Management
Systems for Mathematics and engage student in on-line Mathematics learning. (Zarina Bibi
Ibrahim, 2010)

IV. Others approach

There are some of the common combinations of approaches that have been use in Singapore
which are teacher exposition followed by student practice or seatwork and homework. Next,
investigational activity followed by conjecturing or whole class discussion where students may work
independently, in pairs or in groups. To complete the activity students may use technology or
manipulatives to carry out their investigations. More, practical activity followed by whole class
discussion in which students could work independently, in pairs or in groups and students may play
mathematical games or do outdoor activities. Others, Singapore school do independent learning
during e-learning week. Students do on-line tutorials at home and submit work to teacher
electronically.

7
b. Ireland

I. Project Math

Presently, project Math is the subject of much debate in Ireland. The aim was to improve the
mathematical experience of student in the classroom by retaining and reinforcing the central
elements and mathematical rigor of previous syllabuses, while at the same time changing the
approach in teaching, learning and assessment. Project math calls for more student sense-making,
problem solving, engagement in rich learning activities, and conceptual understanding to
accompany procedural skill.

There are always tensions between those who believe the new mathematics syllabus should
prepare students for their further study in mathematics and mathematical related disciplines, and
those who believe it should prepare students to participate fully in modern society. Hence, Project
Math was as much about changing teaching and learning practice as it was about changing
syllabus content. Concern has been expressed by commentators in respect of the following specific
topics that were removed from the syllabus. (Assessment, 2012)

• Vectors and Matrices:

In the past, the study of vectors was an option at ordinary level and matrices were not part of the
syllabus at this level. At higher level, the syllabus content relating to vectors and matrices was
treated in a procedural manner with little application or connection to other areas of mathematics.
To deal fully with these topics, it was decided to remove these topics entirely and to focus on
pedagogical practices that promote the development of skills and conceptual understanding in
topics that underpin these areas of mathematics.

• Calculus

The treatment of this topic in the revised syllabus has come in for particular criticism, with some
commentators suggesting that it has been omitted entirely. Dealing with functions and calculus,
will show that the basic principles of both differential and integral calculus have been retained,
including differentiation from first principles, the derivatives and integrals of specified functions, and
applications of both differentiation and integration. Some predominantly procedural aspects of
calculus, including techniques such as integration by substitution, have been omitted from the
revised syllabus at higher level. However, it should be born in mind that the manner in which these
were taught and learned in the past was far from ideal in promoting understanding and application.

8
 c. Malaysia

GeoGebra is an open-source Dynamic Mathematics Software (DMS) which is one of the recent
instructional tools drawing that get much attention to teachers for its potential to revolutionize
mathematics teaching and learning. This program provides a virtual environment for students to
view a numeric algebraic component for example equation or coordinate. Other, benefits of using
GeoGebra are enhancing students’ learning of mathematics and providing great opportunity for
visualization, manipulation, and exploration of geometrical figures and mathematical concepts.
However, the teachers indicated lack of time, lack of technological skills, and lack of confidence as
reasons for not using dynamic geometry software in their mathematics teaching. (Soheila Belgheis,
2018)

In Malaysia, Teaching and learning strategies conducted by teachers is more tended to engage
student in individual seatwork as to assess student’s understanding. Others, teachers were focus
more on explaining mathematical concepts to help student build up their conceptual understanding.
Because of this method many students see little connection between what they study in the
classroom to real life. Thus, different mathematics lessons might show similar or different
characteristics.

4.0 Conclusion

Based on Singapore and Ireland teaching and learning strategies, it shows that there are a few
aspects that should be improve mathematic curriculum in Malaysia especially in aspect Technology
based learning. The teaching and learning process is a social-cultural activity. The teacher might
select certain teaching strategies, but the strategies might be influenced by the pupils’ response,
classroom situation, available facilities and resources. Hence, teacher must assess individual
learning style preferences and then adapt teacher’s delivery technique to improve the pace of
learning according to learning styles of the students.

9
5. References

1. Assessment, N. C. (2012). Project Math : Responding to current debate. Irish: National

Councial for Curriculum and Assessment.

2. Division, E. P. (2019). Laporan Kebangsaan TIMSS 2019 - Trends in International

Mathematics and Science Study. Malaysia: Ministry of Education.

3. Kaur, B. (2004). Teaching of Mathematics in Singapore Schools. National Institute of

Education, 4-7.

4. KIRWAN, L. (2015). Mathematics Curriculum in Ireland: The Influence of PISA on the

Development of Project Maths. international Electronic Journal of Elementary Education,,
318-319.

5. Science, D. o. (2004). A Brief Description of the Irish Education System. Irish:

Communications Unit,Department of Education and Science.

6. Soheila Belgheis, R. K. (2018). The Intention to Use GeoGebra in the Teaching of

Mathematics Among Malaysian Teachers. Malaysian Online Journal of Educational
Technology, 109-110.

7. Zanzali, N. A. (2010). Designing the mathematics curriculum in Malaysia: Making

mathematics more meaningful. mathematics curriculum in Malaysia, 3-5.

8. Zarina Bibi Ibrahim, K. I. (2010). Comparative Study of Secondary Mathematics Curriculum

between Malaysia and Singapore . International Conference on Mathematics Education
Research 2010 , 4-5.

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 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021
WEEK CONTENT LEARNING STANDARD
STANDARD
1.0 INDICES
1.1.1 Represent repeated
1.1 Index Notation multiplication in index form and
describe its meaning.
1.1.2 Rewrite a number in index
form and vice versa.
1 -3
1.2 Law of Indices 1.2.1 Relate the multiplication of
numbers in index form with the
same base, to repeated
multiplications, and hence make
generalisation.
1.2.2 Relate the division of
numbers in index form with the
same base, to repeated
multiplications, and hence make
generalisation.
11
ACTIVITY ASSESSMENT
a) Lecture a) Formative assessment
-Teachers give a lecture about the -Used to evaluate students
concepts of index. learning progress and
achievement at the
b) Working in group activities conclusion of a specific
instructional period
Students use a piece of paper to - Quiz in the form of
revise the laws of indices by asking multiple-choice question.
for possible values for the question
marks in: b) Student Feedback
Example: -Specific, detailed, and
23 × 24 = 2? constructive feedback that
37 ÷ 32 = 3? teachers provide on
5? × 5? = 510 student work, such as
worksheets, quizzes, lab
results, or works of art.
YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021
1.2.3 Relate the numbers in
index form raised to a power, to
repeated multiplication, and
hence make generalisation.
1.2.4 Verify that
1 students are given a series of
𝑎0 = 1 𝑎𝑛𝑑 𝑎−𝑛 = 𝑎𝑛 ; 𝑎 ≠ 0
1.2.5 Determine and state the
relationship between fractional
indices and roots and powers.
1.2.6 Perform operations
involving laws of indices.
1.2.7 Solve problems involving
laws of indices.
12
-The feedback may be
c) Playing a sorting card activity used to revise or improve
a work product.
Card sorting is a technique that
involves asking student to organize
information into logical groups.
labelled cards and asked to sort a
good fractional index with the correct
roots and powers them into groups
that they think are appropriate.
Online based learning:
- Online sorting card
- Google meet
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

WEEK CONTENT LEARNING STANDARD ACTIVITY ASSESSMENT

STANDARD
2.0 STANDARD FORM

2.1 Significant 2.1.1 Explain the meaning of a) Demonstrate the basic a) Self-assessments
Figures significant figure, and hence knowledge of significant
determine the number of figures and standard form by -ask students to think about
significant figures of a number. using number card and their own learning process,
4-5 calculator. to reflect on what they do
2.1.2 Round off a number to b) Form of Bubble map well or struggle with, and to
certain numbers of significant articulate what they have
figures. • Bubble Map is to describe learned or still need to learn
content using adjectives. to meet course
2.2 Standard Form 2.2.1 Recognise and write • In this topic we use bubble expectations or learning
numbers in standard form. map to differentiate standards.
2.2.2 Perform basic arithmetic significant figure and not
operations involving numbers in significant figures b) Quiz at the end of
standard form. the topic
2.2.3 Solve problems involving
numbers in standard form.

13
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

Example of Bubble Map :

Home Based-Learning :
-Mathpad activities
3.0 CONSUMER MATHEMATICS : SAVINGS AND INVESTMENTS, CREDIT AND DEBT

6-7 3.1 Savings and 3.1.1 Recognise various types of a) Worksheet a) Entrepreeurship
(Exam 1) Investments savings and investments. project
3.1.2 Perform calculations b) Student presentation about
involving simple interest and types of saving and

14
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021
compound interest for savings,
and hence explain the impact of
8-11 changes in period, rate of interest
or return and compounding
frequency on the future value of
savings.
3.1.3 Perform calculations
involving the value of return of
investments, and hence explain
the factors that affect the return
of investments and its impacts.
3.1.4 Compare and contrast
potential risks, return and
liquidity of various types of
savings and investments.
3.1.5 Calculate the average cost
per share for the investment of
shares using the ringgit cost
averaging strategy and explain
the benefits of the strategy.
15
investment. Then, comparing -Teacher assign tasks that
and contrast potential risks, are more
return and liquidity of various product/performance-based
types of savings and than those on traditional
investments tests.
-Project allow students to
c) Play role game engage in independent work
and to demonstrate broad
- Student are divided into a few understanding of ideas in
group of 4 to 5 person the topic.
- Each group will be ask to - Teacher will evaluate
create a situation about the student based on the rubric.
investment and act the
situation.
- The other group will be
guessing the type of
investment that have been
play by the opposite team.
d) Group Discussion
-Assign one mentor for each
group.
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

- mentor must be from clever

3.1.6 Solve problems involving student.
savings and investments. -each group must have clever
student, moderate student
and lowest student.

3.2 Credit and Debt 3.2.1 Explain the meaning of

Management credit and debt, and hence
describe the wise management
of credit and debt.
3.2.2 Investigate and describe
the advantages and
disadvantages of credit card and
ways to use it wisely.
3.2.3 Investigate and describe
the impact of minimum and late
payments for credit card usage.

3.2.4 Solve problems involving

the use of credit cards.

3.2.5 Calculate the total amount

of loan repayment and

16
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

installment, with various interest

rates and different loan periods.

3.2.5 Calculate the total amount

of loan repayment and
installment, with various interest
rates and different loan periods.
WEEK CONTENT LEARNING STANDARD ACTIVITY ASSESSMENT
STANDARD
4.0 SCALE DRAWINGS
4.1 Scale Drawings 4.1.1 Investigate and explain the
relationship a) Teachers explaining about a) Observation
between the actual the scale drawing using - Teacher observe with
12-14 measurements and the power point presentation. their role in group
measurements of various sizes of discussion whether
drawings b) Group Activities they are active or
of an object, and hence explain passive student in
the meaning - Each group must be consist group.
of scale drawing of 3 to 4 person.
4.1.2 Interpret the scale of a - Each group must a piece of b) Formative
scale drawing. mahjong paper. assessment
-Quiz

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 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

4.1.3 Determine the scales, - Student will be given a real

measurements of
objects or measurements of
scale drawings.
4.1.4 Draw the scale drawings of
objects and vice versa.
pictures
- Student need to draw that
picture with the scale that
have been given.

4.1.5 Solve problems involving

scale drawings.

WEEK CONTENT LEARNING STANDARD ACTIVITY ASSESSMENT

STANDARD
5.0 TRIGONOMETRIC RATIOS
5.1 Sine, Cosine 5.1.1 Identify the opposite side
and Tangent of and adjacent side based on an a) Activities outside classroom a) Performance
Acute Angles in acute angle in a right-angled - students are going to find angle assessment
15-17 Right-angled triangle. of the elevation of the sun. - Students can
Triangles 5.1.2 Make and verify the demonstrate what
conjecture about the b) Discussing worksheet in they have learned
relationship between acute group and how to solve
angles and the problems.
ratios of the sides of right-angled c) Teacher will conduct a brief - Learn to brainstorm
triangles, power point presentation on their knowledge .

18
YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021
and hence define sine, cosine
and tangent.
5.1.3 Make and verify the
conjecture about the impact of
changing the size of the angles
on the values of sine, cosine and
tangent.
5.1.4 Determine the values of
sine, cosine and
tangent of acute angles.
5.1.5 Determine the values of
sine, cosine and tangent of 30°,
45° and 60° angles without using
a calculator.
5.1.6 Perform calculations
involving sine, cosine and
tangent.
5.1.7 Solve problems involving
sine, cosine and tangent.
19
some very interesting real-life
applications of Pythagoras b) Formative
theorem. assessement.
d) Illustrating Pythagoras in 3D -Quiz
e) Using Pythagoras to explorw
the solution to real life
problems.
-Student will be form a group
of 2.
-each group will be given a
problem based on the
situation and they must solve
the question by using
Pythagoras theorem.
Example situation :
- A ladder 10 long leans
against a vertical wall. The
foot of the ladder A is 6m
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

from the base of the wall B

and it reaches up the wall to
point C.
WEEK CONTENT LEARNING STANDARD ACTIVITY ASSESSMENT
STANDARD
6.0 ANGLES AND TANGENTS OF CIRCLES
6.1 Angle at the 6.1.1 Make and verify
Circumference and conjectures about the a) Teacher’s explanation. a) Short investigations
Central Angle relationships between (i) angles b) Group Discussion
Subtended at the circumference, (ii) angles c) Investigate the angles in a circle Short investigation starts
by an Arc at the circumference and central using ICT. with a basic math problem in
angle subtended by particular d) Paper folding activities which the student can
arcs, and hence use the - Student will exploring circle demonstrate how he or
18-20 relationships to determine the theorems through paper folding she has mastered the basic
values of angles in circles. e) Math worksheet concepts and skills.
6.1.2 Solve problems involving -Ask the students to
angles in circles. interpret, calculate, explain,
describe or predict whatever
it is they are analysing.
6.2 Cyclic 6.2.1 Recognize and describe
Quadrilaterals cyclic quadrilaterals.

20
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

6.2.2 Make and verify

conjectures about the
relationships between angles of
cyclic quadrilaterals, and hence
use the relationships to
determine the values of angles of
cyclic quadrilaterals.
6.2.3 Solve problems involving
cyclic quadrilaterals.

6.3 Tangents to 6.3.1 Recognise and describe

Circles the tangents to circles.

6.3.2 Make and verify

conjectures about

21
 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

(i) The angle between tangent

and radius of a circle at the point
of tangency.

(ii) The properties related to two

tangents to a circle.

(iii) The relationship of angle

between tangent and chord with
the angle in the alternate
segment which is subtended by
the chord, and hence perform
the related calculations.
6.3.3 Solve problems involving
tangents to circles.

6.4 Angles and 6.4.1 Solve problems involving

Tangents of Circles angles and tangents of circles.

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 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

WEEK CONTENT LEARNING STANDARD ACTIVITY ASSESSMENT

STANDARD
8.0 LOCI IN TWO DIMENSIONS
8.1 Loci 8.1.1 Recognise loci in real life a) Lecture session: Teacher using
situations and hence explain the animation method in power point a) Structured assessment
meaning of locus. slide. activities
b) Discovery activities - Presentation
8.2 Loci in Two 8.2.1 Describe the locus of
c) Group Discussion - Worksheet
Dimensions points that are of (i) constant
d) Problem based learning. b) Peer- assessment
distance from a fixed point, (ii)
e) Picture card activities.
equidistant from two fixed points,
- Teacher will print out a few picture - Student will assess
(iii) constant distance from a
(moving pictures) their friends based
straight line, (iv) equidistant from
-Student will identify the path of a on the rubric that
two parallel lines, and (v)
21-23 moving point that satisfies with the have been provided
equidistant from two intersecting
picture. by the teacher.
lines, and hence construct the
locus
c)
8.2.2 Determine the locus that
Having students
satisfies two or more conditions.
assess themselves
and each other.

8.2.3 Solve problems involving

loci.

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 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

WEEK CONTENT LEARNING STANDARD ACTIVITY ASSESSMENT

STANDARD
7.0 PLANS AND ELEVATIONS
7.1 Orthogonal 7.1.1 Draw orthogonal
Projections projections.
7.1.2 Compare and contrast
between objects and the
corresponding orthogonol
projections
7.2 Plans and 7.2.1 Draw the plan and
Elevations elevations of an object to scale
24-26 7.2.2 Synthesise plan and
elevations of an object and
sketch the object.
7.2.3 Solve problems involving
plans and elevations.
a) Lecture:
-Teacher using powerpoint slide in a) Self-assessments
explaining the projection.
-ask students to think
c) Use a virtual world to explore about their own
the 2D representation of 3d learning process, to
shapes. reflect on what they
d) Student will get concrete do well or struggle
experiences that develop with, and to articulate
the ability to visualize 3D what they have
shape in the mind’s eye, learned or still need
to look at them from to learn to meet
different perspectives. course expectations
or learning
standards.
b) Formative assessment
-Quiz by the end of topic

WEEK CONTENT LEARNING STANDARD ACTIVITY ASSESSMENT

STANDARD

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 YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

9.0 STRAIGHT LINES

9.1.1 Make connection between
9.1 Straight Lines the equation, y = mx + c, and the
gradient and y-intercept, and
hence make generalisation about
the equation of a straight line.
9.1.2 Investigate and interpret
the equations of straight lines in
other forms such as ax + by = c
27-29 and a x + b y = 1, and change to
the form of y = mx + c, and vice
versa.
9.1.3 Investigate and make
inference about the relationship
between the points on a straight
line and the equation of the line.
9.1.4 Investigate and make
inference about the gradients of
parallel lines.
9.1.5 Determine the equation of
a straight line.
a) Lecture : a) Quiz
using powerpoint, textbook and b) Direct Observation
others. -Assessing student
b) Worksheet when they are doing
c) Group Discussion-using their group discussion.
graph paper
d) Sorting- card activities
e) Ask students to sort cards
into sets of parallel lines.
There are a mixture of
graphs, equations and
statements such as ‘the
line joining the points (2,
2) and (−1, −4)

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YEARLY TEACHING PLAN MATHEMATIC FORM 3 2021

9.1.6 Determine the point of

intersection of two straight lines.

9.1.7 Solve problems involving

straight lines.

26