1

YEARLY LESSON PLAN MATHEMATICS KSSM FORM 1 2023/2024

SMK METHODIST (ACS) KLANG

CONTENT
LEARNING STANDARDS POINT TO NOTE TIME NOTE
STANDARDS
WEEK
W1
20.3.23 – 24.3.23 PROGRAM JAMPI ( JANA MINDA PERKASA ILMU )

CHAPTER 1. RATIONAL NUMBERS

LEARNING AREA NUMBERS AND OPERATION
1.1 Integers 1.1.1 Recognise positive and negative numbers based on real-life Relate to real-life situations such
situations. as left and right, up and down
movement.
1.1.2 Recognise and describe integers.
W2
1 hour
1.1.3 Represent integers on number lines and make connections
27.3.23– 31.3.23 between the values and positions of the integers with respect to
other integers on the number line.
PERFORMANCE STANDARDS
1.1.4 Compare and arrange integers in order
1 Demonstrate the basic knowledge
1.2 Basic 1.2.1 Add and subtract integers using number lines or other 1.2.1 Other methods such as of integers, fractions and decimals.
arithmetic appropriate methods. Hence, make generalisation about concrete materials
operations addition and subtraction of integers. (coloured chips), virtual 2 Demonstrate the understanding of
involving manipulative materials and rational numbers.
W3 integers 1.2.2 Multiply and divide integers using various methods. Hence GSP software.
make generalisation about multiplication and division of 2 hours 3 Apply the understanding of
3.4.23– 7.4.23 integers. rational numbers to perform basic
operations and combined basic
1.2.3 Perform computations involving combined basic arithmetic arithmetic operations.
operations of integers by following the order of operations.
4 Apply appropriate knowledge and
skills of rational numbers in the

2
 1.2.4 Describe the laws of arithmetic operations which are Identity 1.2.4 Carry out exploratory context of simple routine problem
Law, Communicative Law, Associative Law and Distributive activities solving.
Law.
1.2.5 Example of an efficient 5 Apply appropriate knowledge and
1.2.5 Perform efficient computations using the laws of basic computation involving skills of rational numbers in the
arithmetic operations. Distributive Law: context of complex routine problem
solving.
1.2.6 Solve problems involving integers. 2030 × 25
6 Apply appropriate knowledge and
= (2000 + 30) × 25 skills of rational numbers in the
context of non-routine problem
= 50 000 + 750 solving.

= 50 750

Efficient computations may

differ among pupils

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

1.3.3 Perform computations involving combined basic arithmetic 2 hours

operations of positive and negative fractions by following the
W4 order of operations.

10.4.23– 14.4.23 1.3.4 Solve problems involving positive and negative fractions

W5 1.4 Positive and 1.4.1 Represent positive and negative decimals on number lines.
negative
17.4.23– 21.4.23 decimals 1.4.2 Compare and arrange positive and negative decimals in order.

1.4.3 Perform computations involving combined basic arithmetic 2 hours

operations of positive and negative decimals by following the
order of operations.

1.4.4 Solve problems involving positive and negative decimals.

FIRST MID TERM HOLIDAY

24.4.2023 –
28.4.2023 22.4.23 – 30.4.23
1.5 Rational 1.5.1 Recognise and describe rational numbers. 1.5.1 Rational numbers are
2 hours
numbers numbers that can be written
in fractional form, that is

3
 W6 1.5.2 Perform computations involving combined basic arithmetic �
. p and q are integers, q 
operations of rational numbers by following the order of �
1.5.23 – 5.5.23 operations. 0

1.5.3 Solve problems involving rational numbers.

CHAPTER 2. FACTORS AND MULTIPLES

LEARNING AREA NUMBERS AND OPERATION
2.1 Factors, prime 2.1.1 Determine and list the factors of whole numbers, and hence PERFORMANCE STANDARDS
factors and make generalisation about factors.
Highest 1 Demonstrate the basic knowledge
Common 2.1.2 Determine and list the prime factors of a whole number, and of prime numbers, factors and
Factor (HCF) hence express the number in the form of prime factorisation. multiples.
W7
2.1.3 Explain and determine the common factors of whole numbers. 2 Demonstrate the understanding of
prime numbers, factors and
8.5.23 – 12.5.23 2.1.3 Also consider cases
3 hours
2.1.4 Determine the HCF of two and three whole numbers. multiples.
involving more than three
2.1.5 Solve problems involving HCF. whole numbers. 3 Apply the understanding of prime
numbers, factors and multiples to
2.1.4 Use various methods perform simple tasks involving
including repeated division HCF and LCM.
and the use of prime
factorisation. 4 Apply appropriate knowledge and
skills of prime numbers, factors and
2.2 Multiples, 2.2.1 Explain and determine the common multiples of whole 2.2.1 Also consider cases multiples in the context of simple
common numbers. involving more than three routine problem solving.
multiples and whole numbers.
Lowest 2.2.2 Determine the LCM of two and three whole numbers. 5 Apply appropriate knowledge and
Common 2.2.2 Use various methods skills of prime numbers, factors and
W8 2.2.3 Solve problems involving LCM
Multiple including repeated division and multiples in the context of complex
3 hours
(LCM) the use of prime factorisation.. routine problem solving.
15.5.23 – 19.5.23
6 Apply appropriate knowledge and
skills of prime numbers, factors and
multiples in the context of non-
routine problem solving.

CHAPTER 3. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

LEARNING AREA NUMBERS AND OPERATION
3.1 Squares and 3.1.1 Explain the meaning of squares and perfect squares. 3.1.1 Explore the formation of
W9 square roots squares using various
3.1.2 Determine whether a number is a perfect square. Perfect methods including the use 4 hours PERFORMANCE STANDARDS
of concrete materials.
22.5.23 – 26.5.23 squares are 1, 4, 9, ...

4
 3.1.3 State the relationship between squares and square roots. 3.1.2 Relationship is stated based 1 Demonstrate the basic knowledge
on the outcome of of squares, square roots, cubes and
3.1.4 Determine the square of a number with and without using exploration. cube roots.
technological tools.
3.1.3 Square roots of a number
2 Demonstrate the understanding of
are in positive and negative
3.1.5 Determine the square roots of a number without using squares, square roots, cubes and
values.
technological tools. cube roots.
3.1.5 Limit to:
3.1.6 Determine the square roots of a positive number using 3 Apply the understanding of
technological tools. a) perfect squares squares, square roots, cubes and
cube roots to perform basic
3.1.7 Estimate b) fractions when the operations and the combinations of
numerators and denominators basic arithmetic operations.
(i) the square of a number,
are perfect squares
4 Apply appropriate knowledge and
(ii) the square roots of a number. skills of squares, square roots,
c) fractions that can be
simplified such that the cubes and cube roots in the context
3.1.8 Make generalisation about multiplication involving: of simple routine problem solving.
numerators and
(i) square roots of the same numbers, denominators are perfect squares 5 Apply appropriate knowledge and
skills of squares, square roots,
(ii) square roots of different numbers. d) decimals that can be cubes and cube roots in the context
written in the form of the of complex routine problem
3.1.9 Pose and solve problems involving squares and square roots. solving.
squares of other
decimals.
6 Apply appropriate knowledge and
3.1.7 Discuss the ways to skills of squares, square roots,
improve the estimation cubes and cube roots in the context
until the best estimation is of non-routine problem solving.
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.
TERM 1 HOLIDAY
29.5.23 – 2.6.23
27.5.23 – 4.6.23
3.2 Cubes and cube 3.2.1 Explain the meaning of cubes and perfect cubes. 3.2.1 Explore the formation of
roots cubes using various
3.2.2 Determine whether a number is a perfect cube. methods including the use
4 hours
W 10 of concrete materials.
3.2.3 State the relationship between cubes and cube roots.
5.6.23 – 9.6.23
3.2.2 Perfect cubes are 1, 8, 27, ...

5
 3.2.4 Determine the cube of a number with and without using 3.2.3 Relationship is stated based
technological tools. on the outcome of
exploration.
3.2.5 Determine the cube root of a number without using
W 11
technological tools. 3.2.5 Limit to:
12.6.23 – 16.6.23
3.2.6 Determine the cube root of a number using technological a) fractions when the
numerators and denominators
tools.
are perfect cubes.
3.2.7 Estimate
b) fractions that can be
(i) the cube of a number, simplified such that the

(ii) the cube root of a number. numerators and

denominators are perfect
3.2.8 Solve problems involving cubes and cube roots. cubes.

3.2.9 Perform computations involving addition, subtraction, c) decimals that can be

multiplication, division and the combination of these written in the form of the
operations on squares, square roots, cubes and cube roots.
cubes of other decimals.

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.

M 12 SUMMATIVE ASSESSMENT
19.6.23 – 23.6.23 23.6.23 – 26.6.23
CHAPTER 4. RATIO, RATES AND PROPORTION
LEARNING AREA RELATIONSHIP AND ALGEBRA
4.1 Ratios 4.1.1 Represent the relation between three quantities in the form of a 4.1.2 Examples of equivalent
: b : c. ratios in geometrical context:
W 13
4.1.2 Identify and determine the equivalent ratios in numerical, 2 hours
26.6.23 – 30.6.23 geometrical or daily situation contexts. PERFORMANCE STANDARDS

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

6
 4.1.3 Including those involving 1 Demonstrate the basic knowledge
fractions and decimals of ratios, rates and proportions.

4.2 Rates 4.2.1 Determine the relationship between ratios and rates. Carry out exploratory activities. 2 Demonstrate the understanding of
Involve various situations such as ratios, rates and proportions.
speed, acceleration, pressure and
density. 3 Apply the understanding of
Involve conversion of units. 2 hours ratios, rates and proportions to
Rate is a special case of ratio that perform simple tasks.
involves two measurements of
different units. 4 Apply appropriate knowledge and
skills of ratios, rates and
proportions in the context of simple
4.3 Proportions 4.3.1 Determine the relationship between ratios and proportions. 4.3.1 Carry out exploratory routine problem solving.
activities. Involve real-life
4.3.2 Determine an unknown value in a proportion. situations. 5 Apply appropriate knowledge and
skills of ratios, rates and
2hour proportions in the context of
4.3.2 Use various methods
including cross complex routine problem solving.
multiplication and unitary
method. 6 Apply appropriate knowledge and
skills of ratios, rates and
4.4 Ratios, rates 4.4.1 Determine the ratio of three quantities, given two or more ratios 4.4.1 Involve real-life situations. proportions in the context of non
W 14 routine problem solving.
and of two quantities.
proportions.
3.7.23 – 7.7.23
4.4.2 Determine the ratio or the related value given

(i) the ratio of two quantities and the value of one quantity.
2hour
(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.

4.5 Relationship 4.5.1 Determine the relationship between percentages and ratios. 4.5.1 Carry out exploratory
between ratios, activities.
rates and 4.5.2 Determine the percentage of a quantity by applying the concept
W 15 proportions of proportions. 4.5.2 Involve various situations.
with 2 hours
10.7.23 – 14.7.23 percentages, 4.5.3 Solve problems involving relationship between ratios, rates and
fractions and proportions with percentages, fractions and decimals.
decimals

7
 CHAPTER 5. ALGEBRAIC EXPRESSION
LEARNING AREA RELATIONSHIP AND ALGEBRA
5.1 Variables and 5.1.1 Use letters to represent quantities with unknown values. Hence, 5.1.1 Letters as variables.
algebraic state whether the value of the variable varies or fixed, with Involve real-life situations.
expressions justification.

5.1.2 Derive algebraic expressions based on arithmetic expressions PERFORMANCE STANDARDS

that represent a situation.
W 16
1 Demonstrate the basic knowledge
7 hours
5.1.3 Determine the values of algebraic expressions given the values of variables and algebraic
17.7.23 – 21.7.23 of variables and make connection with appropriate situations. expressions.

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

possible coefficients for the algebraic terms.
2 Demonstrate the understanding of
5.1.5 Identify like and unlike terms. variables and algebraic expressions.
.
W 17 5.2 Algebraic 5.2.1 Add and subtract two or more algebraic expressions.
expressions 3 Apply the understanding of
24.7.23 – 28.7.23 involving basic 5.2.2 Make generalisation about repeated multiplication of algebraic 5.2.2 Correlate repeated algebraic expressions to perform
arithmetic expressions. multiplication with the simple tasks.
operations power of two or more. 5 hours
5.2.3 Multiply and divide algebraic expressions with one term.

CHAPTER 6. LINEAR EQUATION

LEARNING AREA RELATIONSHIP AND ALGEBRA
6.1 Linear 6.1.1 Identify linear equations in one variable and describe the 6.1.1 Carry out exploratory PERFORMANCE STANDARDS
equations in characteristics of the equations. activities involving
one variable algebraic expressions and 1 Demonstrate the basic knowledge
6.1.2 Form linear equations in one variable based on a statement or a algebraic equations. of linear equations.
situation, and vice-versa.
2 Demonstrate the understanding of
W 18
6.1.3 Solve linear equations in one variable. linear equations and simultaneous
4 hours
linear equations.
31.7.23 – 4.8.23 6.1.4 Solve problems involving linear equations in one variable.
6.1.3 Use various methods such 3 Apply the understanding of the
as trial and improvement, solution for linear equations and
backtracking, and applying simultaneous linear equations.
the understanding of
equality concept. 4 Apply appropriate knowledge and
skills of linear equations and

8
 6.2 Linear 6.2.1 Identify linear equations in two variables and describe the 6.2.1 State the general form of simultaneous linear equations in the
equations in characteristics of the equations. linear equations in two context of simple routine problem
two variables variables, which is ax + by solving.
6.2.2 Form linear equations in two variables based on a statement or = c.
a situation, and vice-versa. 5 Apply appropriate knowledge and
skills of linear equations and
6.2.3 Determine and explain possible solutions of linear equations in simultaneous linear equations in the
two variables. context of complex routine problem
W 19 solving.
6.2.4 Represent graphically the linear equations in two variables. 6.2.4 Including cases of (x, y) 4 hours
7.8.23 – 11.8.23 when 6 Apply appropriate knowledge and
skills of linear equations and
(i) x is fixed and y varies, simultaneous linear equations in the
context of non-routine problem
(ii) x varies and y is solvingbukan rutin.
fixed. Involve all quadrants of the
Cartesian system.

6.3 Simultaneous 6.3.1 Form simultaneous linear equations based on daily situations. 6.3.1 Use software to explore
linear equations Hence, represent graphically the simultaneous linear equations cases involving lines that
in two in two variables and explain the meaning of simultaneous are: (i) Intersecting
variables linear equations. (unique solution)

6.3.2 Solve simultaneous linear equations in two variables using (ii) Parallel (no solution)
various methods.
(iii) Overlapping (infinite
W 20 6.3.3 Solve problems involving simultaneous linear equations in two solutions)
variables. 4 hours
14.8.23– 18.8.23 6.3.2 Involve graphical and
algebraic methods
(substitution, elimination)

6.3.3 Use technological tools to

explore and check the
answers.

9
 M 21 SUMMATIVE ASSESSMENT II
21.8.23 – 25.8.23 21.8.23 – 25.8.23
TERM 2 HOLIDAY
28.8.23 – 1.9.23 26.8.23 – 3.9.23
NATIONAL DAY HOLIDAY
31.8.23
CHAPTER 7:LINEAR INEQUALITIES
LEARNING AREA RELATIONSHIP AND ALGEBRA
7.1 Inequalities 7.1.1 Compare the values of numbers, describe inequality and hence, 7.1.1 Use number lines to PERFORMANCE STANDARDS
form algebraic inequality. represent inequality
relations, >, <, ≥ ��� ≤ 1 Demonstrate the basic knowledge
7.1.2 Make generalisation about inequality related to of linear inequalities in one
Involve negative numbers. variable.
(i) the converse and transitive properties, additive and
7.1.2 Carry out exploratory 2 Demonstrate the understanding of
multiplicative inverse, activities. linear inequalities in one variable.

(ii) basic arithmetic operations. Converse property→ if � < 3 Apply the understanding of linear
�, then � > � inequalities in one variable to
perform simple tasks.
Transitive property → if
W 22 � < � < �, then � < � 4 Apply appropriate knowledge and
3 hours skills of linear inequalities in one
4.9.23 – 8.9.23
Additive inverse → if � < variable in the context of simple
�, then −� < −� routine problem solving.

Multiplicative inverse → if 5 Apply appropriate knowledge and

1
� < �, then 1 < skills of linear inequalities in one
� � variable in the context of complex
routine problem solving.
Basic arithmetic
operations: when additions,
6 Apply appropriate knowledge and
skills of linear inequalities in one
subtractions,
variable in the context of
multiplications or divisions
nonroutine problem solving.
performed on both sides.

W 23 7.2 Linear 7.2.1 Form linear inequalities based on daily life situations, and vice-
inequalities in versa.
11.9.23 – 15.9.23 one variable 7.2.2 Number lines can be used to
7.2.2 Solve problems involving linear inequalities in one variable. solve problems. 4 hours

7.2.3 Solve simultaneous linear inequalities in one variable.

10
 CHAPTER 8. LINES & ANGLES
LEARNING AREA MEASUREMENT AND GEOMETRY
8.1 Lines and 8.1.1 Determine and explain the congruency of line segments and 8.1.4 Explore activities.
angles angles.

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

8.1.3 Recognise, compare and explain the properties of angles on a 1 Demonstrate the basic knowledge
straight line, reflex angles, and one whole turn angles. of lines and angles.

8.1.4 Describe the properties of complementary angles, 2 Demonstrate the understanding of

supplementary angles and conjugate angles. Carry out lines and angles.
exploratory activities.
3 Apply the understanding of lines
8.1.5 Solve problems involving complementary angles, and angles to perform simple tasks.
supplementary angles and conjugate angles.
4 Apply appropriate knowledge and
W 24 8.1.6 Construct skills of lines and angles in the
context of simple routine problem
18.9.23 – 22.9.23 (i) line segments, solving.
3 hours
(ii) perpendicular bisectors of line segments, 5 Apply appropriate knowledge and
skills of lines and angles in the
(iii) perpendicular line to a straight line, 8.1.6 Use context of complex routine problem
solving.
(iv) parallel lines and explain the rationale of construction a) compasses and straight
edge tool only, 6 Apply appropriate knowledge and
steps. skills of lines and angles in the
b) any geometrical tools, context of non-routine problem
8.1.7 Construct angles and angle bisectors, and explain the rationale solving
of construction steps. 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.

11
 8.2 Angles related 8.2.1 Identify, explain and draw vertically opposite angles and
to intersecting adjacent angles at intersecting lines, including perpendicular
lines lines.
W 25
2 hours
8.2.2 Determine the values of angles related to intersecting lines,
25.9.23 – 29.9.23 given the values of other angles.

8.2.3 Solve problems involving angles related to intersecting lines.

8.3 Angles related 8.3.1 Recognise, explain and draw parallel lines and transversals.
to parallel lines
and 8.3.2 Recognise, explain and draw corresponding angles, alternate
transversals 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.
W 26
8.3.5 Recognise and represent angles of elevation and angles of 3 hours
2.10.23 – 6.10.23 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.

CHAPTER 9 : BASIC POLYGONS

LEARNING AREA MEASUREMENT AND GEOMETRY
9.1 Polygons 9.1.1 State the relationship between the number of sides, vertices and 9.1.1 Carry out exploratory
W 27 diagonals of polygons. activities.
2 hours PERFORMANCE STANDARDS
9.10.23 – 13.10.23 9.1.2 Draw polygons, label vertices of polygons and name the
polygons based on the labeled vertices. 1 Demonstrate the basic knowledge
of polygons.
9.2 Properties of 9.2.1 Recognise and list geometric properties of various types of 9.2.1 Geometric properties
triangles and triangles. Hence classify triangles based on geometric include the number of axes 2 hours 2 Demonstrate the understanding of
the interior and properties. of symmetry. Involve triangles and quadrilaterals.
various methods of

12
 W 28 exterior angles 9.2.2 Make and verify conjectures about exploration such as the use 3 Apply the understanding of lines
of triangles of dynamic software. and angles to perform simple tasks
16.10.23 (i) the sum of interior angles, related to the interior and exterior
– 9.2.2 Use various methods angles of triangles and
(ii) the sum of interior angle and adjacent exterior angle, including the use of quadrilaterals.
20.10.23
dynamic software.
(iii) the relation between exterior angle and the sum of the 4 Apply appropriate knowledge and
skills of triangles and quadrilaterals
opposite interior angles of a triangle. in the context of simple routine
problem solving.
9.2.3 Solve problems involving triangles
5 Apply appropriate knowledge and
9.3 Properties of 9.3.1 Describe the geometric properties of various types of 9.3.1 Geometric properties skills of triangles and quadrilaterals
quadrilaterals include the number of axes in the context of complex routine
and the interior quadrilaterals. Hence classify quadrilaterals based on the of symmetry. problem solving.
and exterior
angles of geometric properties Involve various exploratory 6 Apply appropriate knowledge and
quadrilaterals methods such as the use of skills of triangles and quadrilaterals
9.3.2 Make and verify the conjectures about dynamic software. in the context of nonroutine
(i) the sum of interior angles of a quadrilateral, problem solving.
9.3.2 Use various methods
W 29
(ii) the sum of interior angle and adjacent exterior angle including the use of
dynamic software. 2 hours
23.10.23
– of a quadrilateral, and
27.10.23
(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.\

CHAPTER 10. PERIMETER AND AREA

LEARNING AREA MEASUREMENT AND GEOMETRY
W 30 10.1 Perimeter 10.1.1 Determine the perimeter of various shapes when the side 10.1.1 Various shapes including PERFORMANCE STANDARDS
lengths are given or need to be measured. those involving straight
30.10.23 – lines and curves. 1 Demonstrate the basic knowledge
3.11.23 10.1.2 Estimate the perimeter of various shapes, and then evaluate of perimeter.
the accuracy of estimation by comparing with the measured 2 hours
value. 2 Demonstrate the understanding of
perimeter and areas.
10.1.3 Solve problems involving perimeter

13
 10.2 Area of 10.2.1 Estimate the area of various shapes using various methods. 10.2.1 Including the use of 1 unit 3 Apply the understanding of
triangles, × 1 unit grid paper.. perimeter and areas to perform
W 31 parallelogram 10.2.2 Derive the formulae of the area of triangles, parallelograms, simple tasks.
s, kites and kites and trapeziums based on the area of rectangles. 10.2.2 Carry out exploratory 2 hours
6.11.23 – 10.11.23 trapeziums activities involving 4 Apply appropriate knowledge and
10.2.3 Solve problems involving areas of triangles, parallelograms, concrete materials or the skills of perimeter and areas in the
kites, trapeziums and the combinations of these shapes. use of dynamic software context of simple routine problem
solving.
10.3 Relationship 10.3.1 Make and verify the conjecture about the relationship between
between perimeter and area. 5 Apply appropriate knowledge and
perimeter and skills of perimeter and areas in the
area 10.3.2 Solve problems involving perimeter and area of triangles, context of complex routine problem
rectangles, squares, parallelograms, kites, trapeziums and the solving.
2 hours
combinations of these shapes.
6 Apply appropriate knowledge and
skills of perimeter and areas in the
context of non-routine problem
solving.

CHAPTER 11: INTRODUCTION TO SET

LEARNING AREA :DISCRETE MATHEMATICS
11.1 Set 11.1.1 Explain the meaning of set. 11.1.1 Carry out sorting and
classifying activities
11.1.2 Describe sets using: including those involving
real-life situations.
(i) description, PERFORMANCE STANDARDS
11.1.2 Including empty set and its
(ii) listing, and .symbols, { } and 1 Demonstrate the basic knowledge
Involve the use of set of sets.
W 32
(iii) set builder notation. notation. Example of set 2 hours
builder notation: A = {x: x 2 Demonstrate the understanding of
13.11.23
11.1.3 Identify whether an object is an element of a set and represent ≤ 10, x is even number} sets.
the relation using symbol. .
– 3 Apply the understanding of sets.
11.1.3 Introduce the symbols 
11.1.4 Determine the number of elements of a set and represent the
17.11.23 and 
number of elements using symbol.
11.1.4 Introduce the symbol n(A).
11.1.5 Compare and explain whether two or more sets are equal and
hence, make generalisation about the equality of sets.

11.2 Venn 11.2.1 Identify and describe universal sets and complement of a set. Introduce the symbols for
diagrams, universal (), complement of a set
universal sets, 11.2.2 Represent (A’) set and subset () 2 hours
complement
(i) the relation of a set and universal set, and

14
 of a set and (ii) complement of a set through Venn diagrams.
subsets
11.2.3 Identify and describe the possible subsets of a set.

11.2.4 Represent subsets using Venn diagrams.

11.2.5 Represent the relations between sets, subsets, universal sets

and complement of a set using Venn diagrams.

CHAPTER 12 : DATA HANDLING

LEARNING AREA STATISTICS AND PROBABILITY
12.1 Data 12.1.1 Generate statistical questions and collect relevant data. 12.1.1 Use statistical inquiry PERFORMANCE STANDARDS
collection, 12.1.2 Classify data as categorical or numerical and construct approach for this topic.
organization frequency tables. Statistical Inquiry 1 Demonstrate the basic knowledge
1. Posing / formulating of collecting, organizing and
and 12.1.3 Construct data representation for ungrouped data and justify
real life problems
representation the appropriateness of a data representation. to construct data representing data.
2. Planning and collecting
process, and representations. data
interpretation 12.1.4 Convert a data representation to other suitable data 3. Organising data 2 Demonstrate the understanding of
of data representations with justification. 4. Displaying / collecting, organizing and
representation 12.1.5 Interpret various data representations including making representing data representing data.
inferences or predictions. 5. Analysing data 6.
Interpretation and conclusion 3 Apply the understanding of data
12.1.6 Discuss the importance of representing data ethically in order
7. Communicating results
to avoid confusion. representations to construct data
Statistical questions :
W 33 ---------------------------------------------------------------------------- questions that can be answered representations.
20.11.23 Note by collecting data and 10 hours
12.1.3 Data representation including various types of bar charts, pie where there will be variability 4 Apply appropriate knowledge and
–
chart, line graph, dot plot and stemand-leaf plot. in that data. skills of data representation and
24.11.23 Involve real life data interpretation in the context of
Use various methods including the use of software
situations. simple routine problem solving.
Collect data using various
methods such as
5 Apply appropriate knowledge and
interview, survey,
skills of data representation and
experiment and observation.
data interpretation in the context of
12.1.2 Numerical data : discrete
complex routine problem solving.
or continuous
12.1.5 Involve histograms and
6 Apply appropriate knowledge and
frequency polygons.
skills of data representation and
data interpretation in the context of
non-routine problem solving.
CHAPTER 13. PYTHAGORAS THEOREM
LEARNING AREA MEASUREMENT AND GEOMETRY

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 13.1 The 13.1.1 Identify and define the hypotenuse of a right angled triangle. PERFORMANCE STANDARDS
Pythagoras
Theorem 13.1.2 Determine the relationship between the sides of right-angled 13.1.2 Carry out exploratory 1 Demonstrate the basic knowledge
triangle. Hence, explain the Pythagoras Theorem by referring activities by involving of right-angled triangles.
to the relationship. various methods including
W 34 2 hours
the use of dynamic 2 Demonstrate the understanding of
software.. the relation between the sides of
27.11.23 – 1.12.23 right-angled triangles.

13.1 The 13.1.3 Determine the length of the unknown side of 13.1.3 Determine the length of 3 Apply the understanding of the
Pythagoras sides by applying the Pythagoras Pythagoras Theorem.
Theorem (i) a right-angled triangle. Theorem.
2 hours 4 Apply appropriate knowledge and
(ii) combined geometric shapes. skills of the Pythagoras Theorem in
the context of simple routine
13.1.4 Solve problems involving the Pythagoras Theorem. problem solving.

13.2 The converse 13.2.1 Determine whether a triangle is a right-angled triangle and 5 Apply appropriate knowledge and
of Pythagoras give justification based on the converse of the Pythagoras skills of the Pythagoras Theorem in
Theorem Theorem. the context of complex routine
problem solving.
13.2.2 Solve problems involving the converse of the Pythagoras
Theorem. 6 Apply appropriate knowledge and
skills of the Pythagoras Theorem in
the context of non-routine problem
2 hours solving.

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 W 35
4.12.23 – 8.12.23
REVIEW WEEK

W 36
11.12.23 – 15.12.23
FINAL YEAR EXAMINATION

18.12.23 – 29.12.23
TERM 3 HOLIDAY
16.12.23 – 1.1.23
W 37
REVIEW UASA
1.1.24– 5.1.24

W 38
UASA
8.1.24 – 12.1.24
12.1.24 – 19.1.24
W 39
UASA
15.1.24 – 19.1.24
12.1.24 – 19.1.24
W 40 – W 41
ACTIVITIES AFTER UASA & SPM ROTATION 2023
22.1.24 – 2.2.24

W 42
ACTIVITIES AFTER UASA & SPM ROTATION 2023
5.2.24– 9.2.24
MODERATION & REVIEW OF UASA ANSWERS
END YEAR HOLIDAY
10.2.2024– 10.3.2024

Disediakan oleh,

NAZRI BIN ZAINURI

MATHEMATICS TEACHER
SMK METHODIST (ACS) KLANG

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