Yearly Lesson Plan Kssm Form 1

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YEARLY LESSON PLAN KSSM FORM 1

SMK TINGGI, KLUANG

CHAPTER /

WEEK _STANDARDSCONTENT

LEARNING STANDARDS

Students engage in problem solving, communication, reasoning, making connections and make representations when they:

Point to note Time Note

LEARNING AREA NUMBERS AND OPERATIONS 1. RATIONAL NUMBERS M1

1.1 Integers 1.1.1 Recognise positive and negative numbers based on real-life situations.

1.1.2 Recognise and describe integers.

1.1.3 Represent integers on number lines and make connections between the values and positions of the integers with respect to other integers on the number line.

1.1.4 Compare and arrange integers in order

Relate to real-life situations such as left and right, up and down movement. 1 hour M2 1.2 Basic arithmetic operations involving integers

1.2.1 Add and subtract integers using number lines or other appropriate methods. Hence, make generalisation about addition and subtraction of integers.

1.2.2 Multiply and divide integers using various methods. Hence make generalisation about multiplication and division of integers.

1.2.3 Perform computations involving combined basic arithmetic operations of integers by following the order of operations. 1.2.4 Describe the laws of arithmetic operations which are Identity Law, Communicative Law, Associative Law and Distributive Law.

1.2.5 Perform efficient computations using the laws of basic arithmetic operations.

1.2.6 Solve problems involving integers.

1.2.1 Other methods such as concrete materials (coloured chips), virtual manipulative materials and GSP software.

1.2.4 Carry out exploratory activities

1.2.5 Example of an efficient computation involving Distributive Law:

2030 × 25 = (2000 + 30) × 25 = 50 000 + 750 = 50 750

Efficient computations may differ among pupils

2 hour

M3

1.3 Positive and negative fractions

1.3.1 Represent positive and negative fractions on number lines. 1.3.2 Compare and arrange positive and negative fractions in order.

1.3.3 Perform computations involving combined basic arithmetic operations of positive and negative fractions by following the order of operations.

1.3.4 Solve problems involving positive and negative fractions.

2 hour

M3

1.4 Positive and negative decimals

1.4.1 Represent positive and negative decimals on number lines. 1.4.2 Compare and arrange positive and negative decimals in order.

1.4.3 Perform computations involving combined basic arithmetic operations of positive and negative decimals by following the order of operations.

1.4.4 Solve problems involving positive and negative decimals.

2hour

M4

1.5 Rational numbers 1.5.1 Recognise and describe rational numbers.

1.5.2 Perform computations involving combined basic arithmetic operations of rational numbers by following the order of operations.

1.5.3 Solve problems involving rational numbers.

1.5.1 Rational numbers are numbers that can be written in

fractional form, that is

p

q

p

−¿

q

¿

. p and q are integers, q  0 2hour PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of integers, fractions and decimals. 2 Demonstrate the understanding of rational numbers.

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4 Apply appropriate knowledge and skills of rational numbers in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of rational numbers in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of rational numbers in the context of non-routine problem solving.

NUMBERS AND OPERATIONS 2. FACTORS AND MULTIPLES M5 2.1 Factors, prime factors and Highest Common Factor (HCF)

2.1.1 Determine and list the factors of whole numbers, and hence make generalisation about factors.

2.1.2 Determine and list the prime factors of a whole number, and hence express the number in the form of prime factorisation. 2.1.3 Explain and determine the common factors of whole numbers.

2.1.4 Determine the HCF of two and three whole numbers. 2.1.5 Solve problems involving HCF.

2.1.3 Also consider cases involving more than three whole numbers.

2.1.4 Use various methods including repeated division and the use of prime factorisation.

3hour

M6

2.2 Multiples, common multiples and Lowest Common Multiple (LCM)

2.2.1 Explain and determine the common multiples of whole numbers.

2.2.2 Determine the LCM of two and three whole numbers. 2.2.3 Solve problems involving LCM

2.2.1 Also consider cases involving more than three whole numbers.

2.2.2 Use various methods including repeated division and the use of prime factorisation..

3hour

PERFORMANCE STANDARDS

1 Demonstrate the basic knowledge of prime numbers, factors and multiples. 2 Demonstrate the understanding of prime numbers, factors and multiples.

3 Apply the understanding of prime numbers, factors and multiples to perform simple tasks involving HCF and LCM.

4 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of non-routine problem solving.

NUMBERS AND OPERATIONS 3. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS M7-M8

3.1 Kuasa dua dan punca kuasa dua

3.1.1 Explain the meaning of squares and perfect squares. 3.1.2 Determine whether a number is a perfect square. Perfect squares are 1, 4, 9, ...

3.1.3 State the relationship between squares and square roots. 3.1.4 Determine the square of a number with and without using technological tools.

3.1.5 Determine the square roots of a number without using technological tools.

3.1.6 Determine the square roots of a positive number using technological tools.

3.1.7 Estimate (i) the square of a number, (ii) the square roots of a number.

3.1.8 Make generalisation about multiplication involving: (i) square roots of the same numbers,

(ii) square roots of different numbers.

3.1.9 Pose and solve problems involving squares and square roots.

3.1.1 Explore the formation of squares using various methods including the use of concrete materials. 3.1.2 Relationship is stated based on the outcome of exploration.

3.1.3 Square roots of a number are in positive and negative values.

3.1.5 Limit to: a) perfect squares

b) fractions when the numerators and denominators are perfect squares

c) fractions that can be simplified such that the numerators and denominators are perfect squares

d) decimals that can be written in the form of the squares of other decimals.

3.1.7 Discuss the ways to improve the estimation until the best estimation is obtained; whether in the form of a range, a whole number or to a stated accuracy.

3.1.8 Generalisations are made based on the outcome of explorations.

4 hour

M9-M10 3.2 Cubes and cube roots

3.2.1 Explain the meaning of cubes and perfect cubes. 3.2.2 Determine whether a number is a perfect cube. 3.2.3 State the relationship between cubes and cube roots. 3.2.4 Determine the cube of a number with and without using technological tools.

3.2.5 Determine the cube root of a number without using technological tools.

3.2.6 Determine the cube root of a number using technological tools.

3.2.7 Estimate

(i) the cube of a number, (ii) the cube root of a number.

3.2.1 Explore the formation of cubes using various methods including the use of concrete materials.

3.2.2 Perfect cubes are 1, 8, 27, ...

3.2.3 Relationship is stated based on the outcome of exploration.

3.2.5 Limit to:

a) fractions when the numerators and denominators are perfect cubes.

b) fractions that can be simplified such that the numerators and denominators are perfect cubes.

c) decimals that can be written in the form of the cubes of other decimals.

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3.2.8 Solve problems involving cubes and cube roots. 3.2.9 Perform computations involving addition, subtraction, multiplication, division and the combination of these operations on squares, square roots, cubes and cube roots.

3.2.7 Discuss the ways to improve the estimation until the best estimation is obtained; whether in the form of a range, a whole number or to a stated accuracy.

1 Demonstrate the basic knowledge of squares, square roots, cubes and cube roots. 2 Demonstrate the understanding of squares, square roots, cubes and cube roots.

3 Apply the understanding of squares, square roots, cubes and cube roots to perform basic operations and the combinations of basic arithmetic operations. 4 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of non-routine problem solving.

M11

Peperiksaan Pertengahan Penggal

Cuti Pertengahan Penggal

17.03.2017 – 25.03.2017

LEARNING AREA RELATIONSHIP AND ALGEBRA 4. RATIOS, RATES AND PROPORTIONS M12

4.1 Ratios 4.1.1 Represent the relation between three quantities in the form of a : b : c.

4.1.2 Identify and determine the equivalent ratios in numerical, geometrical or daily situation contexts.

4.1.3 Express ratios of two and three quantities in simplest form.

4.1.2 Examples of equivalent ratios in geometrical context:

4.1.3 Including those involving fractions and decimals

2hour

M12

4.2 Rates 4.2.1 Determine the relationship between ratios and rates. Carry out exploratory activities.

Involve various situations such as speed, acceleration, pressure and density.

Involve conversion of units.

Rate is a special case of ratio that involves two measurements of different units.

2hour

M13

4.3 Proportions 4.3.1 Determine the relationship between ratios and proportions. 4.3.2 Determine an unknown value in a proportion.

4.3.1 Carry out exploratory activities. Involve real-life situations.

4.3.2 Use various methods including cross multiplication and unitary method.

2hour

M13

4.4 Ratios, rates and proportions.

4.4.1 Determine the ratio of three quantities, given two or more ratios of two quantities.

4.4.2 Determine the ratio or the related value given (i) the ratio of two quantities and the value of one quantity. (ii) the ratio of three quantities and the value of one quantity.

4.4.3 Determine the value related to a rate.

4.4.4 Solve problems involving ratios, rates and proportions, including making estimations.

4.4.1 Involve real-life situations.

2hour

M14

4.5 Relationship between ratios, rates and proportions with percentages, fractions and decimals

4.5.1 Determine the relationship between percentages and ratios. 4.5.2 Determine the percentage of a quantity by applying the concept of proportions.

4.5.3 Solve problems involving relationship between ratios, rates and proportions with percentages, fractions and decimals.

4.5.1 Carry out exploratory activities. 4.5.2 Involve various situations.

2hour

1 Demonstrate the basic knowledge of ratios, rates and proportions. 2 Demonstrate the understanding of ratios, rates and proportions.

3 Apply the understanding of ratios, rates and proportions to perform simple tasks.

4 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of complex routine problem solving.

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6 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of nonroutine problem solving. LEARNING AREA RELATIONSHIP AND ALGEBRA 5. ALGEBRAIC EXPRESSIONS M15 5.1 Variables and algebraic expressions

5.1.1 Use letters to represent quantities with unknown values. Hence, state whether the value of the variable varies or fixed, with justification.

5.1.2 Derive algebraic expressions based on arithmetic expressions that represent a situation.

5.1.3 Determine the values of algebraic expressions given the values of variables and make connection with appropriate situations.

5.1.4 Identify the terms in an algebraic expression. Hence, state the possible coefficients for the algebraic terms.

5.1.5 Identify like and unlike terms.

5.1.1 Letters as variables. Involve real-life situations.

7 hour M16 5.2 Algebraic expressions involving basic arithmetic operations

5.2.1 Add and subtract two or more algebraic expressions. 5.2.2 Make generalisation about repeated multiplication of algebraic expressions.

5.2.3 Multiply and divide algebraic expressions with one term.

5.2.2 Correlate repeated multiplication with the power of

two or more. 5 hour

1 Demonstrate the basic knowledge of variables and algebraic expressions. 2 Demonstrate the understanding of variables and algebraic expressions. . 3 Apply the understanding of algebraic expressions to perform simple tasks.

LEARNING AREA RELATIONSHIP AND ALGEBRA 6. LINEAR EQUATIONS M17 6.1 Linear equations in one variable

6.1.1 Identify linear equations in one variable and describe the characteristics of the equations.

6.1.2 Form linear equations in one variable based on a statement or a situation, and vice-versa.

6.1.3 Solve linear equations in one variable.

6.1.4 Solve problems involving linear equations in one variable.

6.1.1 Carry out exploratory activities involving algebraic expressions and algebraic equations.

6.1.3 Use various methods such as trial and improvement, backtracking, and applying the understanding of equality concept.

4hour

M18

6.2 Linear equations in

two variables 6.2.1 Identify linear equations in two variables and describe the characteristics of the equations. 6.2.2 Form linear equations in two variables based on a statement or a situation, and vice-versa.

6.2.3 Determine and explain possible solutions of linear equations in two variables.

6.2.4 Represent graphically the linear equations in two variables.

6.2.1 State the general form of linear equations in two variables, which is ax + by = c.

6.2.4 Including cases of (x, y) when (i) x is fixed and y varies, (ii) x varies and y is fixed. Involve all quadrants of the Cartesian system.

4hour

M19

6.3 Simultaneous linear equations in two variables

6.3.1 Form simultaneous linear equations based on daily situations. Hence, represent graphically the simultaneous linear equations in two variables and explain the meaning of simultaneous linear equations.

6.3.2 Solve simultaneous linear equations in two variables using various methods.

6.3.3 Solve problems involving simultaneous linear equations in two variables.

6.3.1 Use software to explore cases involving lines that are: (i) Intersecting (unique solution) (ii) Parallel (no solution) (iii) Overlapping (infinite solutions)

6.3.2 Involve graphical and algebraic methods (substitution, elimination)

6.3.3 Use technological tools to explore and check the answers.

4hour

1 Demonstrate the basic knowledge of linear equations.

2 Demonstrate the understanding of linear equations and simultaneous linear equations. 3 Apply the understanding of the solution for linear equations and simultaneous linear equations.

4 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of non-routine problem solvingbukan rutin.

M20

Peperiksaan Pertengahan Penggal

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26.05.2017 – 10.06.2017

LEARNING AREA RELATIONSHIP AND ALGEBRA 7. LINEAR INEQUALITIES M21

7.1 Inequalities 7.1.1 Compare the values of numbers, describe inequality and hence, form algebraic inequality.

7.1.2 Make generalisation about inequality related to (i) the converse and transitive properties, additive and multiplicative inverse,

(ii) basic arithmetic operations.

7.1.1 Use number lines to represent inequality relations,

¿

,<, ≥∧≤

Involve negative numbers. 7.1.2 Carry out exploratory activities.

Converse property

→

if

a<b

, then

b>a

Transitive property

→

if

a<b <c

, then

a<c

Additive inverse

→

if

a<b

, then

−

a<−b

Multiplicative inverse

→

if

a<b

, then

1 a

<

1 b

Basic arithmetic operations: when additions, subtractions, multiplications or divisions performed on both sides.

3hour

M22

7.2 Linear inequalities in one variable

7.2.1 Form linear inequalities based on daily life situations, and vice-versa.

7.2.2 Solve problems involving linear inequalities in one variable. 7.2.3 Solve simultaneous linear inequalities in one variable.

7.2.2 Number lines can be used to solve problems.

4hour

1 Demonstrate the basic knowledge of linear inequalities in one variable. 2 Demonstrate the understanding of linear inequalities in one variable.

3 Apply the understanding of linear inequalities in one variable to perform simple tasks.

4 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of nonroutine problem solving.

LEARNING AREA MEASUREMENT AND GEOMETRY 8. LINES AND ANGLES M23-M24

8.1 Lines and angles 8.1.1 Determine and explain the congruency of line segments and angles.

8.1.2 Estimate and measure the size of line segments and angles, and explain how the estimation is obtained.

8.1.3 Recognise, compare and explain the properties of angles on a straight line, reflex angles, and one whole turn angles. 8.1.4 Describe the properties of complementary angles, supplementary angles and conjugate angles. Carry out exploratory activities.

8.1.5 Solve problems involving complementary angles, supplementary angles and conjugate angles.

8.1.6 Construct (i) line segments,

(ii) perpendicular bisectors of line segments, (iii) perpendicular line to a straight line,

(iv) parallel lines and explain the rationale of construction steps. 8.1.7 Construct angles and angle bisectors, and explain the rationale of construction steps.

8.1.4 Jalankan aktiviti penerokaan.

8.1.6 Use a) compasses and straight edge tool only, b) any geometrical tools, c) geometry software for constructions.

8.1.7 Use the angle of 60 as the first example for construction using compasses and straightedge tool only.

3hour

M25 8.2 Angles related to intersecting lines

8.2.1 Identify, explain and draw vertically opposite angles and adjacent angles at intersecting lines, including perpendicular lines.

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8.2.2 Determine the values of angles related to intersecting lines, given the values of other angles.

8.2.3 Solve problems involving angles related to intersecting lines.

M26

8.3 Angles related to parallel lines and transversals

8.3.1 Recognise, explain and draw parallel lines and transversals.

8.3.2 Recognise, explain and draw corresponding angles, alternate angles and interior angles.

8.3.3 Determine whether two straight lines are parallel based on the properties of angles related to transversals.

8.3.4 Determine the values of angles related to parallel lines and transversals, given the values of other angles.

8.3.5 Recognise and represent angles of elevation and angles of depression in real-life situations.

8.3.6 Solve problems involving angles related to parallel lines and transversals.

8.3.6 Include angles of elevation and angles of depression.

3hour

1 Demonstrate the basic knowledge of lines and angles. 2 Demonstrate the understanding of lines and angles.

3 Apply the understanding of lines and angles to perform simple tasks.

4 Apply appropriate knowledge and skills of lines and angles in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of lines and angles in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of lines and angles in the context of non-routine problem solving

LEARNING AREA MEASUREMENT AND GEOMETRY 9. BASIC POLYGONS M27

9.1 Polygons 9.1.1 State the relationship between the number of sides, vertices and diagonals of polygons.

9.1.2 Draw polygons, label vertices of polygons and name the polygons based on the labeled vertices.

9.1.1 Carry out exploratory activities.

2hour

M28-M29

9.2 Properties of triangles and the interior and exterior angles of triangles

9.2.1 Recognise and list geometric properties of various types of triangles. Hence classify triangles based on geometric properties. 9.2.2 Make and verify conjectures about

(i) the sum of interior angles,

(ii) the sum of interior angle and adjacent exterior angle, (iii) the relation between exterior angle and the sum of the opposite interior angles of a triangle.

9.2.3 Solve problems involving triangles

9.2.1 Geometric properties include the number of axes of symmetry. Involve various methods of exploration such as the use of dynamic software.

9.2.2 Use various methods including the use of dynamic

software. 2hour

M30

9.3 Properties of quadrilaterals and the interior and exterior angles of quadrilaterals

9.3.1 1 Describe the geometric properties of various types of quadrilaterals. Hence classify quadrilaterals based on the geometric properties

9.3.2 Make and verify the conjectures about (i) the sum of interior angles of a quadrilateral,

(ii) the sum of interior angle and adjacent exterior angle of a quadrilateral, and

(iii) the relationship between the opposite angles in a parallelogram.

9.3.3 Solve problems involving quadrilaterals. 9.3.4 Solve problems involving the combinations of triangles and quadrilaterals..

9.3.1 Geometric properties include the number of axes of symmetry.

Involve various exploratory methods such as the use of dynamic software.

9.3.2 Use various methods including the use of dynamic

software. _2hour

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2 Demonstrate the understanding of triangles and quadrilaterals.

3 Apply the understanding of lines and angles to perform simple tasks related to the interior and exterior angles of triangles and quadrilaterals. 4 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of simple routine problem solving.

5 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of nonroutine problem solving.

M31

Peperiksaan Pertengahan Penggal

Cuti Pertengahan Penggal

25.08.2017 – 02.09.2017

LEARNING AREA MEASUREMENT AND GEOMETRY 10. PERIMETER AND AREA M32

10.1 Perimeter 10.1.1 Determine the perimeter of various shapes when the side lengths are given or need to be measured.

10.1.2 Estimate the perimeter of various shapes, and then evaluate the accuracy of estimation by comparing with the measured value.

10.1.3 Solve problems involving perimeter

10.1.1 Various shapes including those involving straight lines and curves.

2hour

M33

10.2 Area of triangles, parallelograms, kites and trapeziums

10.2.1 Estimate the area of various shapes using various methods.

10.2.2 Derive the formulae of the area of triangles, parallelograms, kites and trapeziums based on the area of rectangles.

10.2.3 Solve problems involving areas of triangles,

parallelograms, kites, trapeziums and the combinations of these shapes.

10.2.1 Including the use of 1 unit × 1 unit grid paper.. 10.2.2 Carry out exploratory activities involving concrete materials or the use of dynamic software

2hour

M34

10.3 Relationship between perimeter and area

10.3.1 Make and verify the conjecture about the relationship between perimeter and area.

10.3.2 Solve problems involving perimeter and area of triangles, rectangles, squares, parallelograms, kites, trapeziums and the combinations of these shapes.

2hour

1 Demonstrate the basic knowledge of perimeter. 2 Demonstrate the understanding of perimeter and areas.

3 Apply the understanding of perimeter and areas to perform simple tasks.

4 Apply appropriate knowledge and skills of perimeter and areas in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of perimeter and areas in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of perimeter and areas in the context of non-routine problem solving.

LEARNING AREA DISCRETE MATHEMATICS 11. INTRODUCTION TO SET M35

11.1 Set 11.1.1 Explain the meaning of set.

11.1.2 Describe sets using: (i) description, (ii) listing, and (iii) set builder notation.

11.1.3 Identify whether an object is an element of a set and represent the relation using symbol. .

11.1.4 Determine the number of elements of a set and represent the number of elements using symbol.

11.1.5 Compare and explain whether two or more sets are equal and hence, make generalisation about the equality of sets.

11.1.1 Carry out sorting and classifying activities including those involving real-life situations.

11.1.2 Including empty set and its .symbols, { } and Involve the use of set notation. Example of set builder notation: A = {x: x ≤ 10, x is even number}

11.1.3 Introduce the symbols  and 

11.1.4 Introduce the symbol n(A).

2hour

M35 11.2 Venn diagrams, universal sets, complement of a set and subsets

11.2.1 Identify and describe universal sets and complement of a set.

11.2.2 Represent

(i) the relation of a set and universal set, and (ii) complement of a set through Venn diagrams. 11.2.3 Identify and describe the possible subsets of a set. 11.2.4 Represent subsets using Venn diagrams.

Introduce the symbols for universal (), complement of a set (A’) set and subset ()

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11.2.5 Represent the relations between sets, subsets, universal sets and complement of a set using Venn diagrams.

PERFORMANCE STANDARDS 1 Demonstrate the basic knowledge of sets. 2 Demonstrate the understanding of sets. 3 Apply the understanding of sets.

LEARNING AREA STATISTICS AND PROBABILITY 12. DATA HANDLING M36 12.1 Data collection, organization and representation process, and interpretation of data representation

12.1.1 Generate statistical questions and collect relevant data. 12.1.2 Classify data as categorical or numerical and construct frequency tables.

12.1.3 Construct data representation for ungrouped data and justify the appropriateness of a data representation. to construct data representations.

12.1.4 Convert a data representation to other suitable data representations with justification.

12.1.5 Interpret various data representations including making inferences or predictions.

12.1.6 Discuss the importance of representing data ethically in order to avoid confusion.

--- Note

12.1.3 Data representation including various types of bar charts, pie chart, line graph, dot plot and stemand-leaf plot.

Use various methods including the use of software

12.1.1Use statistical inquiry approach for this topic. Statistical Inquiry

1. Posing / formulating real life problems 2. Planning and collecting data 3. Organising data

4. Displaying / representing data

5. Analysing data 6. Interpretation and conclusion 7. Communicating results

Statistical questions : questions that can be answered by collecting data and where there will be variability in that data.

Involve real life situations.

Collect data using various methods such as interview, survey, experiment and observation.

12.1.2 Numerical data : discrete or continuous 12.1.5 Involve histograms and frequency polygons.

10hour

1 Demonstrate the basic knowledge of collecting, organizing and representing data. 2 Demonstrate the understanding of collecting, organizing and representing data. 3 Apply the understanding of data representations to construct data representations.

4 Apply appropriate knowledge and skills of data representation and data interpretation in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of data representation and data interpretation in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of data representation and data interpretation in the context of non-routine problem solving.

LEARNING AREA MEASUREMENT AND GEOMETRY 13. THE PYTHAGORAS THEOREM M37 13.1 The Pythagoras Theorem

13.1.1 Identify and define the hypotenuse of a rightangled triangle.

13.1.2 Determine the relationship between the sides of right-angled triangle. Hence, explain the Pythagoras Theorem by referring to the relationship.

13.1.3 Determine the length of the unknown side of (i) a right-angled triangle.

(ii) combined geometric shapes.

13.1.4 Solve problems involving the Pythagoras Theorem.

13.1.2 Carry out exploratory activities by involving various methods including the use of dynamic software..

13.1.3 Determine the length of sides by applying the Pythagoras Theorem.

2hour

M38

13.2 The converse of Pythagoras Theorem

13.2.1 Determine whether a triangle is a right-angled triangle and give justification based on the converse of the Pythagoras Theorem.

13.2.2 Solve problems involving the converse of the Pythagoras Theorem.

2hour

1 Demonstrate the basic knowledge of right-angled triangles.

2 Demonstrate the understanding of the relation between the sides of right-angled triangles. 3 Apply the understanding of the Pythagoras Theorem.

4 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of simple routine problem solving. 5 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of complex routine problem solving. 6 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of non-routine problem solving.

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M39-43

Yearly Lesson Plan Kssm Form 1