SET 2 Koleksi Soalan dan Skema Jawapan SPM KBSM

SULIT 17
1119/2

33 The following are the novels studied in the literature component in English Language.

Dear Mr. Kilmer - Anne Schraff
Sing to the Dawn - Ming Fong Ho
Captain Nobody - Dean Pitchford

Choose any oneSoifntghetonTohveelDs aawbonve a-nd answMeirntfhoengquHeostion below.

With close reference to the text, describe an important decision made by a character and
how it changed his/her life.

Give your opinion about the decision made by the character.

[15 marks]

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1119/2 [Lihat halaman sebelah]
SULIT

SULIT 18
1119/2

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1119/2 [Lihat halaman sebelah]
SULIT

SULIT 19
1119/2

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1119/2 [Lihat halaman sebelah]
SULIT

SULIT 20 1119/2
FOR SECTION A

Blacken only one space for each question. If you wish to change your answer, erase the
blackened mark that you have made. Then blacken the space for the new answer.

EXAMPLE: A B C D

1A BCD 9A B C D

2A BCD 10 A B C D

3A BCD 11 A B C D

4A BCD 12 A B C D

5A BCD 13 A B C D

6A BCD 14 A B C D

7A BCD 15 A B C D

8A BCD

For examiner’s Use

Section Marks

A 15

B 10

C 25

D 20

Total 70

1119/2 [Lihat halaman sebelah]
SULIT

SULIT 2 1119/1

SECTION A: Directed Writing
[35 marks]

[Time suggested: 45 minutes]

In an effort to prevent the spread of Covid-19, schools have been asked to observe the
standards of procedure (SOP) set by the Ministry of Health of Malaysia. However, you
noticed that there are some areas that can be improved at school. Write a letter to the
principal of your school, stating the problems you noticed and the solutions.

In your letter, include the following:

Problems:
• face mask
• hand sanitiser
• No physical distancing
• Sharing food
• Symptomatic students show up to school
• [give one more problem]

Solutions:
• Fine
• Demonstration of hand sanitising
• Supervision by teachers
• Daily reminder about the danger of food sharing
• Isolate symptomatic students
• [give one solution]

When writing the letter, you should remember to:
• Lay out the letter correctly (addresses, date, salutation, title, closing).
• Use all the notes given.
• Give your own ideas when needed.

Note:
For your letter, you will receive up to 15 marks for the format and content points, and up to
20 marks for the quality of your writing.

1119/1 SULIT

SULIT 3 1119/1

Section B: Continuous writing
[50 marks]

[Time suggested: 1 hour]

Write a composition of about 350 words on one of the following topics.

1. Local products should be our choice. Write about why you should buy more local
products.

2. Describe your experience going on a trip with your family and how it made you
become closer.

3. Describe a school holiday that was meaningful to you and explain why.

4. Online learning is an advantage for students during a pandemic outbreak. What is
your opinion on this?

5. Write a story about an unexpected tragedy that made you become a responsible
person. Begin your story with “I was ready to face the day. Little did I know it would
be …”

KERTAS SOALAN TAMAT

1119/1 SULIT

MARK SCHEME
ENGLISH LANGUAGE

PAPER 1 & 2
(1119/1 & 1119/2)

2

SULIT MARK SCHEME

PAPER 1

MARKING SCHEME FOR SECTION A: Directed Writing

ASSESSMENT OBJECTIVES
To test candidates’ ability to:

• read and comprehend the rubrics
• use the information given to display an understanding of the task
• generate ideas within the specific framework provided
• use clear and accurate Standard English in the response
• use a style and tone appropriate to the task

The objectives above are rewarded as follows:

CONTENT - 15 marks
LANGUAGE - 20 marks
TOTAL - 35 marks

MARKING METHOD

Each script should be read slowly and annotated as detailed in the marking scheme. A brief
comment at the end of the script is sometimes helpful when checking accuracy of the
marking, particularly when the script has produced an answer which is not entirely catered
for by the marking scheme, but which is a valid response to the task, and therefore should
be given credit.

1 AWARDING MARKS FOR CONTENT

Content marks should be identified by the letter C followed by the content number
and circled, for example (C1). Place a (1) in the right-hand margin of the script for
each mark awarded. Put the total for CONTENT at the bottom right-hand margin of
the script.

1119/1 SULIT

3

SULIT MARK SCHEME

CONTENT - 15 marks 1 mark
** Do not award one mark for the mere mention of the main idea. 1 mark
1 mark
Format points:

F1 Sender’s name and address and recipient’s name and address
F2 Salutation and title
F3 Signing off

Content Points: mere listing of points not eligible to obtain content marks.

Problems

C1 face mask (e.g. students put on mask temporarily) 1 mark

C2 hand sanitising (e.g. students sanitise their hands incorrectly) 1 mark

C3 no physical distancing (e.g. students walk/stand close to their friends) 1 mark

C4 sharing food (e.g. students share food when they eat in their class) 1 mark

C5 symptomatic students show up to school

(e.g. students who has fever still come to school) 1 mark

C6 one more problem (e.g. students do not sneeze in an appropriate manner such as

not into their elbow) 1 mark

Solutions

C7 fine (e.g. fine the students for taking off their masks) 1 mark

C8 hand sanitising demonstration 1 mark

C9 Supervision by teachers 1 mark

C10 daily reminder about the danger of food sharing (e.g. by teacher-on-duty) 1 mark

C11 isolate symptomatic students (e.g. take them to the isolation room) 1 mark

C12 own idea (which relates to C6 ; e.g. provide students with tissue) 1 mark

2 AWARDING MARKS FOR LANGUAGE

Marks are awarded for:

i. accurate English
ii. style and tone appropriate for the task

**candidates need not use exact words given in the stimulus. However, own language
must convey the same meaning.

1119/1 SULIT

4

SULIT MARK SCHEME
MARKING METHOD

Indicate errors of language by underlining the word of phrase where the mistake occurs.
Indicate by a tick (√) for good appropriate vocabulary, structure, and tone. Award marks on a
best-fit basis by referring to the Criteria for Marking Language.

CRITERIA FOR MARKING LANGUAGE

Section A: Directed Writing

Mark Range Description of Criteria
A
● Language – accurate with occasional first draft slips
19 – 20 ● Sentence structures – varied and sophisticated
● Sentence length and type – employed to achieve intended effect
B ● Vocabulary – wide, sophisticated and used with precision
16 – 18 ● Punctuation – accurate and helpful
● Spelling – accurate
C ● Paragraphs – unified and well-linked
13 – 15 ● Style – formal, informative and concise, and, tone – always

D appropriate. The reader is convinced that this could be a real letter
10 – 12 to the principal.

● Language – almost always accurate with minor or first draft errors
● Sentences – varied in length and type
● Complex structures – confidently used
● Vocabulary – wide, conveying intended shades of meaning with

some precision
● Punctuation and spelling – almost always accurate
● Style and tone – appropriate to the task. The reader is satisfied

that a genuine attempt has been made to write a letter to the
principal.

● Language – largely accurate
● Simple structures – no errors, mistakes in only more

sophisticated structures
● Vocabulary – adequate to convey meaning but not developed to

achieve precision
● Sentences – some variety of length and structure
● Tendency to use one type of structure
● Punctuation and spelling – generally accurate; errors in more

complex use
● Paragraphs – some unity
● Style and tone – generally appropriate to the task

● Language – sufficiently accurate
● Patches of clarity – simple vocabulary and structures

1119/1 SULIT

SULIT 5
MARK SCHEME
E
7–9 ● Mistakes with more complex sentences
● Limited sentence length and type
U (i) ● Vocabulary –adequate but lacks precision
4–6 ● Punctuation, generally correct
● Simple words – spelt correctly with errors from unfamiliar
U (ii)
2–3 words
● Written in paragraphs but lacks unity
U (iii) ● Style and tone – may not be entirely appropriate
0–1
● Meaning – never in doubt
● Single-Word Errors (SWEs) – frequent and hampers reading
● Simple sentence structures – accurate but not sustained
● Vocabulary- limited
● Spelling – simple words accurate but mistakes with more

difficult words
● Paragraphs – lacks unity
● May have punctuation errors
● Style and tone – unlikely appropriate

● Meaning – fairly clear, errors impede reading.
● Accurate sentences – a few
● Vocabulary – inadequate to express meaning
● Spelling and Punctuation – frequent errors
● Paragraphs – sometimes used correctly, show lack of planning.
● Style and tone –inappropriate.

● Sense – decipherable
● requires re-reading and reorganising before meaning becomes

clear
● Little or no sense – whole sections
● Accurate sentence – likely to be one or two, most simple
● sentences
● Content – comprehensible
● Style and tone – hidden by density of errors

● Scripts – almost entirely impossible to recognise as English
● Whole sections - may not make sense or copied from text
● Award “1” mark if some sense can be obtained.
● “0” mark awarded if writing makes no sense at all from

beginning to end

NB No script will fit into any one of the categories described above. The appropriate
mark for a script is therefore determined by deciding which category most nearly reflects its
characteristics. Examiners should not construct any hierarchy of characteristics when
allocating a mark but should assess the letter as a whole before deciding on any
category.

1119/1 SULIT

6

SULIT MARK SCHEME
SECTION B: CONTINUOUS WRITING
[50 MARKS]

MARKING METHOD:

1. Each composition should be read slowly and carefully.
2. Underline all errors and place ticks (√) to indicate good use of language or

subject matter.
3. Assign the script to one of the levels of performance described. If the script meets

all or nearly all the criteria given in the description. It should be placed at the top
of the mark range for that level. On the other hand, a script that fits the
description but is less complete in its coverage of the criteria should be placed at
the bottom end of the mark range for that particular level.

CRITERIA FOR MARKING SCHEME FOR DIRECTED WRITING LANGUAGE

MARK DESCRIPTION OF CRITERIA
RANGE
• The language is entirely accurate apart from very occasional draft
A slips.
44 – 50
• Sentence structure is varied and shows that the candidate is able to
use various types of sentences to achieve a particular effect.

• Vocabulary is wide and is used with precision.
• Punctuation is accurate and helpful to the reader.
• Spelling is accurate across the full range of vocabulary used.
• Paragraphs are well-planned, have unity and are linked.
• The topic is addressed with consistent relevance.
• The interest of the reader is aroused and sustained throughout the

writing.

B • The language is accurate; occasional errors are either minor of first
38 – 43 draft slips.

• Vocabulary is wide enough to convey intended shades of meaning
with some precision.

• Sentences show some variations of length and type, including some
complex sentences.

• Punctuation is almost always accurate and generally helpful.
• Spelling is nearly always accurate.
• Paragraphs show some evidence of planning, have unity and are

usually appropriately linked.
• The piece of writing is relevant to the topic and the interest of the

reader is aroused and sustained through most of the composition.

1119/1 SULIT

SULIT 7
C MARK SCHEME

32 – 37 • The language is largely accurate.
• Simple structures are used without errors; mistakes may occur when
D
26 – 31 more sophisticated structures are attempted.
• Vocabulary is wide enough to convey intended meaning but may lack
E
20 – 25 precision.
• Sentences may show some variety of length and structures but there

is a tendency to use one type of structure, giving it a monotonous
effect.
• Punctuation of simple structures is accurate on the whole, but errors
may occur in more complex uses.
• Simple words may be spelt correctly but errors may occur when more
sophisticated words are used.
• The composition is written in paragraphs which may show some unity,
although links may be absent or inappropriate. The writing is relevant
but may lack originality and planning. Some interest is aroused but not
sustained.

• The language is sufficiently accurate to communicate meaning
clearly to the reader.

• There will be patches of clear, accurate language, particularly when
simple vocabulary and structures are used.

• There is some variety of sentence type and length, but the purpose is
not clearly seen.

• Punctuation is generally correct but does not clarify meaning.
• Vocabulary is usually adequate to show intended meaning, but this is

not developed to show precision.
• Simple words will be spelt correctly, but more spelling errors will

occur.
• Paragraphs are used but show lack of planning or unity.
• The topic is addressed with some relevance, but the reader may find

composition at this level lacking in liveliness and interest value.

• Meaning is never in doubt, but errors are sufficiently frequent and
serious to hamper precision and speed of reading.

• Some simple structures may be accurate, but a script at this level is
unlikely to sustain accuracy for long.

• Vocabulary is limited - either too simple to convey precise meaning or
more ambitious but imperfectly understood.

• Simple words may be spelt correctly but frequent mistakes in spelling
and punctuation make reading the script difficult.

• Paragraphs lack unity or are haphazardly arranged.
• The subject matter will show some relevance to the topic but only a

partial treatment is given.
• The high incidence of linguistic errors is likely to distract the reader

from any merits of content that the composition may have.

1119/1 SULIT

SULIT 8
MARK SCHEME
U (i)
14 – 19 • Meaning is fairly clear, but the high incidence of errors throughout
the writing will definitely impede the reading.
U (ii)
8 – 13 • There will be many serious errors of various kinds throughout the
script without rewriting the whole sentence.
U (iii)
0–7 • A script at this level will have very few accurate sentences.
• Although communication is established, the frequent errors may

cause blurring.
• Sentences will be simple and very often repetitive.
• Punctuation will sometimes be used correctly but sentence

separation errors may occur.
• Paragraphs lack unity or there may not be any paragraphs at all.

• The reader is able to get some sense out of the script, but errors are
multiple in natures, requiring the reader to read and re-read before
being able to understand.

• At this level, there may be only a few accurate but simple sentences.
• The content may be comprehensible, but the incidence of linguistic

error is so high as to make meaning blur.
• This type of script may also be far short of the required number of

words.

• Scripts in this category are entirely impossible to read.
• Whole sections may make no sense at all.
• Where occasional patches of clarity occur, marks should be awarded.
• The mark ‘0’ should only be given if the script makes no sense at all,

from the beginning to the end.

NB No script will fit into any one of the categories described above. The appropriate mark
for a script is therefore determined by deciding which category most nearly reflects its
characteristics. Examiners should not construct any hierarchy of characteristics when
allocating a mark but should assess the letter as a whole before deciding on any
category.

1119/1 SULIT

SULIT 9
MARK SCHEME

PAPER 2
1. MARKING SCHEME FOR SECTION A: MULTIPLE CHOICE QUESTIONS

Assessment objectives
To test candidates’ ability to:

• Show an understanding of reading and comprehension skills.

Question Answer Question Answer
1 D 9 A
2 D 10 B
3 C 11 D
4 C 12 C
5 D 13 A
6 B 14 B
7 A 15 A
8 B

2. MARKING SCHEME FOR SECTION B: INFORMATION TRANSFER

Assessment objectives
To test candidates’ ability to:

• Transfer relevant information from one text type to another accurately.

Question Answer
16
17 Scientific American
18
19 The Oprah Magazine Upper or lower case
20 Men’s Health accepted.
21 Cosmopolitan
22
23 The New Yorker
24
25 children Not accepted if
age group words used are not
balanced diet found in stimulus or
essential
brain functions number of words
exceeds.

1119/1 SULIT

SULIT 10
MARK SCHEME

3. MARKING SCHEME FOR SECTION C: READING COMPREHENSION

Assessment objectives

To test candidates’ ability to:

• To show an understanding of reading comprehension skills
• To select relevant information to answer questions
• Use language competently to convey meaning.
Notes
1. Minor grammar errors are acceptable as long as it does not disrupt the

meaning.
2. Intelligent lifting should be accepted.
3. Use own judgement if answers appear different from scheme for questions

requiring personal response.
4. If meaning is not clear, then the answer is not accepted.

No Answer Allowed Lifting Mark
26 a pastry chef 1
Partial lifting
Line 3
a pastry chef, but Maricel is no
ordinary chef – she has no hands

27 (a) four men, (armed with long Partial lifting 1
knives) attacked them / Lines 15-16
they hacked her uncle (on the
neck) /killed him / Line 17
a man slashed her (on the neck
too.) Lines 19-20
With a long knife, a man slashed
her on the neck too.

27 (b) Not to slash her neck / not to be Lifting not allowed 1
hurt / not to be killed /not to harm
her / mercy Accept any other answer that
conveys the idea of seeking
mercy

27 (c) Lost consciousness Lifting not allowed 1
Lines 20-21

28 (a) she pretended to be dead Partial lifting 1
Line 23

Accept any other extra information
that does not disrupt the intended
answer

E.g. she pretended to be dead
until the attackers were gone and
ran back home

1119/1 SULIT

11

SULIT MARK SCHEME
1
28 (b) Fell off/ cut Partial lifting
both her hands were falling off / Lines 24-25
her hands were cut off /

29 (a) a distant relative Partial lifting 1
Line 32
Archbishop Antonio Ledesma, a 1
distant relative 1
1
29 (b) paid for the hospital bills /and Partial lifting

helped them bring the criminals to Lines 32-34

court.

30 Opinion: Tough / strong / brave No lifting
girl
Reason: she does not allow her Reason does not stand on its
disability to stop her from own.
achieving her future life.
(accept any plausible answer) 1,0 /0,0

4. MARKING SCHEME FOR SECTION C: SUMMARY

Assessment objectives

To test candidates’ ability to:
• To select relevant information from the text.
• To organise the information coherently
• Use language competently to convey meaning.
• Paraphrase effectively
• Present in standard English

MARK ALLOCATION

(i) Content - 10 marks
5 marks*
(ii) Language -
15 marks
Total -

• Language - 5 marks
- 5 marks
o Paraphrase - 10 marks /2 = 5 marks*
o Use of English

Total

1119/1 SULIT

12

SULIT MARK SCHEME
SUMMARY CONTENT

Each point scores 1 mark
Maximum: 10 marks

1. attacked (by four men)
2. slashed on her neck
3. lost her hands
4. traumatised
5. had financial constraints
6. classmates’ teasing
7. totally dependent on her mother
8. learned to write
9. learned to do chores
10. accepted her disability/ got in terms with her disability
11. took up 2-year hotel and restaurant course
12. She didn’t shy away from the attention / joined cake decorating competition
13. In 2008 she graduated from a course in Hotel and Restaurant Management
14. in 2011 she finished her education to be a chef

Word count

1, didn’t = 2 words
2. 2-year = 1 word ( without hyphen, 2 words)
3. wasn’t = 2 words
4. weren’t = 2 words
5. Proper noun counted individually.
e.g. Archbishop Antonio Ledesma = 3 words

1119/1 SULIT

13

SULIT MARK SCHEME

Language Descriptors: Question 31 : Summary USE OF ENGLISH
The language is accurate.
MARK PARAPHRASE MARK Any occasional errors are
5 • either first draft slip or minor
• There is a sustained attempt errors.
to rephrase the text language. 5• Very well-organised and
coherent throughout.
• Allow phrases from the text • Marked ability to use original
which are difficult to substitute. complex sentence.

• Expression is secure.

•

• There is a noticeable attempt • The language is largely
4 to rephrase the text. 4 accurate.

• The summary is free from • Serious errors are not frequent
stretches of concentrated although they are noticeable.
lifting.
• Well-organised and coherent in
• Expression is generally most parts.
sound.
• Some ability to use original
compound / complex
sentences.

• Limited attempt to rephrase • The language is sufficiently

3 the text. 3 accurate.

• Intelligent and selective • Serious errors are becoming

lifting. more frequent.

• Expression may not always be • Fairly well-organised and

secure but the attempt to coherent in some parts.

substitute will gain credit.

• Copying of text material in • Meaning is not in doubt.
2 chunks with little evidence of 2 • Frequent serious errors.

selection and care. • Poorly organised and lacks
• Attempts to substitute own coherence.

language will be limited to
single word expression.
• Irrelevant sections of the text
may be present at this level.

• Mindless lifting. • Heavy frequency of serious
1 • More or less a complete 1 errors, impeding the reading in

transcript of the text. many places.

• Originality barely noticeable. • Fractured syntax is much more
pronounced at this level.

• Incoherent.

Note:
1 The mark of 0 is awarded if the material used is totally outside the prescribed text or if

the candidate copies the entire passage (no attempt to summarise).
2 For a ‘more or less complete transcript within the prescribed area of the text’,

maximum mark for USE OF ENGLISH is 2.
3. For copying of text materials in chunks, maximum mark for USE OF ENGLISH is 3.

1119/1 SULIT

14

SULIT MARK SCHEME

MARKING SCHEME FOR SECTION D : POEM

Assessment objectives
To test candidates’ ability to:

• To select relevant information from the text.
• To organise the information coherently
• Use language competently to convey meaning.
• Paraphrase effectively
• Present in standard English

Question 32 : Poem

(a) An old rag-doll/ old rag-doll [1 mark]

(i) the window is open/ indicates freedom [1 mark]
(b) [1 mark]

(ii) her money-box/ money box

eloping/ following trend / scammed by someone / family problems / wants [1mark]
(c) some freedom / peer pressure/ (accept any suitable answers) [1 mark]

1119/1 SULIT

15

SULIT MARK SCHEME

5. MARKING SCHEME FOR SECTION D : NOVEL

Content : 10 marks
Language : 5 marks
Total : 15 marks

BAND FOR MARKING QUESTION 33 (NOVEL)

MARK CONTENT MARK LANGUAGE
RANGE RANGE

• an always relevant response to the task

• almost always provides detailed and well • accurate

developed textual evidence 5 • very well-organised
9 - 10 • maintains a consistent and convincing • easily understood

point of view

• students can relate the characters with

evidence mentioned for them

7-8 • a relevant response to the task • largely accurate
• usually provides textual evidence
• maintains a consistent point of view 4 • well-organised
• convincing point of view and with • easily understood

some development
• students can relate the characters

with some evidence

5 -6 • an intermittently relevant response to 3 • frequent errors but
3 -4 the task 2 meaning is not in doubt
1-2 1
• provides little textual evidence • fairly organised
• point of view is consistent in parts • can be understood
• students can relate the characters with
• some blurring in
little evidence meaning
• poorly organised
• a response of very little relevance to the • generally difficult to
task
understand
• hardly any textual evidence • makes little or no
• point of view is difficult to establish sense at
• mere mention of characters
• more towards narration all
• shows barely any understanding of the • lacks organisation
• difficult to understand
requirement(s) of the task
• point of view is not established

Note: The mark of ‘0’should be awarded if
• the response is in a language other than English
• the response is not related to any of the novel
• the response did not adress any part of the task

SKEMA PEMARKAHAN TAMAT

1119/1 SULIT

MATEMATIK

MODUL PERKEMBANGAN PEMBELAJARAN 3

MATEMATIK SPM 1449/1

Kertas 1 Satu jam lima belas minit
Oktober 2020
1 1 jam

4

JANGAN BUKA KERTAS SOALAN INI SEHINGGA DIBERITAHU

1. Kertas soalan ini adalah dalam dwibahasa.

2. Soalan dalam Bahasa Inggeris mendahului soalan yang sepadan dalam Bahasa
Melayu.

3. Calon dikehendaki membaca maklumat di halaman belakang kertas soalan ini.

__________________________________________________________________________
Kertas soalan ini mengandungi 32 halaman bercetak







SULIT 5 MPP 3 - 1449/1

Bahagian A
Jawab semua soalan dalam bahagian ini..

1 Find the value of 0.4593 + 0.8  5.12 and round off the answer correct to three significant
figures.
Cari nilai 0.4593 + 0.8  5.12 dan bundarkan jawapan itu betul kepada tiga angka bererti.

A 4.46
B 4.56
C 4.555
D 4.5553

7.92  102
2 Find the value of

 4 10 3 2

7.92  102

 Cari nilai
4 10 3 2

A 1.98103
B 1.98104
C 4.95103
D 4.95104

3 A car moved at a speed of 120 kmh-1. Find the distance, in m, travelled by the car in 90
minutes.
Sebuah kereta bergerak pada kelajuan 120 kmj-1. Cari jarak, dalam m, yang dilalui oleh
kereta dalam 90 minit.

A 3  10 3
B 1.08  10 4
C 1.8  10 5
D 1.08  10 7

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SULIT 6 MPP 3 - 1449/1

4 Express 12345 as a number in base eight.
Ungkapkan 12345 sebagai nombor dalam asas lapan.

A 302
B 376
C 1136
D 2322

5 Given 1011102 – N = 10012 , find the value of N.
Diberi 1011102 – N = 10012 , cari nilai N.

A 100101 2
B 101110 2
C 110010 2
D 111010 2

6 In Diagram 1, PQRSTV is a regular hexagon. QVU and STU are straight lines.
Dalam Rajah 1, PQRSTV ialah sebuah heksagon sekata. QVU dan STU adalah garis lurus.

P

Q xo
R V

yo U

T [Lihat halaman sebelah
S SULIT

Diagram 1 / Rajah 1

Find the value of x + y
Cari nilai x + y

A 170o
B 180o
C 190o
D 200o

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SULIT 7 MPP 3 - 1449/1

7 In Diagram 2, AB = AE, BE = ED and BD = BC. Straight line ED is parallel to straight line
BC.
Dalam Rajah 2, AB = AE, BE = ED dan BD = BC. Garis lurus ED adalah selari dengan
garis lurus BC.

D

E
104o

no
C

40o mo
A
B
Diagram 2 / Rajah 2

Calculate the value of m − n.
Hitung nilai m – n.

A 32o
B 37o
C 40o
D 54o

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SULIT 8 MPP 3 - 1449/1

8 In Diagram 3, XYZ is a tangent to the circle UVWY. The length of minor arc YV is equel to
the length of minor YW.
Dalam Rajah 3, XYZ ialah tangen kepada bulatan UVWY. Panjang lengkok minor YV adalah
sama dengan panjang lengkok minor YW.

V
U

ho

X
W

Y 58o

Z

Diagram 3 / Rajah 3

Find the value of h.
Cari nilai h.

A 64o
B 90o
C 116o
D 122o

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SULIT 9 MPP 3 - 1449/1

9 In Diagram 4, J is the image of K under a reflection.
Dalam Rajah 4, J ialah imej bagi K di bawah satu pantulan.

y

6

4 K
J

2

x
O 2 4 6 8 10 12

Diagram 4 / Rajah 4

The image of L(1 , 1) under the same reflection is
Imej bagi L(1 , 1) di bawah satu pantulan yang sama ialah

A (10 , 1)
B (9 , 1)
C (8 , 1)
D (1 , 10)

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SULIT 10 MPP 3 - 1449/1

10 PQR is the image of STU under an enlargement with a scale factor of x about the
centre (−5 , 6) . Given that the area of PQR and STU are 200 cm2 and 50 cm2
respectively, the value of x is

PQR ialah imej STU di bawah satu pembesaran dengan faktor skala x yang berpusat di
(−5 , 6). Diberi bahawa luas PQR dan STU masing-masing ialah 200 cm2 dan 50 cm2,
nilai x ialah

A5
B4
C3
D2

11 In Diagram 5, MPQ is a right-angled triangle.
Dalam Rajah 5, MPQ ialah sebuah segitiga bersudut tegak.

P

N
Q yo

M

Diagram 5 / Rajah 5

It is given that QN = 13 cm, MP = 24 cm and N is the midpoint of MNP.
Find the value of tan y o.
Diberi bahawa QN = 13 cm, MP = 24 cm dan N ialah titik tengah MNP.
Cari nilai tan y o.

A 5
13

B 12
13

C 5
12

D  13 [Lihat halaman sebelah
12 SULIT

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SULIT 11 MPP 3 - 1449/1

12 Which graph represents the graph of y = sin x for 90  x  270 ?
Graf manakah yang mewakili graf y = sin x for 90  x  270 ?

y

1
A

0 90o x
270o

-1
y

1

B x

0 90o 270o

-1
y

1

C x

0 90o 270o

-1

y
1

D 0 90o 270o x

-1 [Lihat halaman sebelah
SULIT
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SULIT 12 MPP 3 - 1449/1

13 Diagram 6 shows a right prism with a horizontal base PQR. Right angled triangle PQR is the
uniform cross-section of the prism such that  PQR = 90o.

Rajah 6 menunjukkan sebuah prisma tegak dengan tapak mengufuk PQR. Segitiga bersudut
tegak PQR adalah keratan rentas seragam bagi prisma tersebut dengan keadaan
 PQR= 90o.

U
T

QS
P

R

Diagram 6 / Rajah 6

Name the angle between the plane PSU and the plane TSU.
Namakan sudut antara satah PSU dengan satah TSU.

A  PUT
B  PUS
C  PSU
D  PST

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SULIT 13 MPP 3 - 1449/1

14 Diagram 7 shows a regular hexagon RSTUVW , made by metal frame.
Rajah 7 menunjukkan sebuah heksagon sekata RSTUVW, yang diperbuat daripada kerangka
besi.

RS

M
WT

VU

Diagram 7 / Rajah 7

VU lies on horizontal plane and point M is a centre of the hexagon. Which of the following is
the angle of depression from point M?

VU terletak di atas satah mengufuk dan titik M ialah pusat heksagon. Antara berikut, yang
manakah sudut tunduk dari titik M?

A SMT
B WMV
C RSM
D MTU

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SULIT 14 MPP 3 - 1449/1

15 Diagram 8 shows two poles on a horizontal plane. The points P, Q and R lie on the plane.

Rajah 8 menunjukkan dua batang tiang di atas satah mengufuk. Titik-titik P, Q dan R terletak
pada satah itu.

S

18 m

T

o

PQ R
13 m

Diagram 8 / Rajah 8

The angles of elevation of vertex S from vertex T and point P are 46o and 42o respectively.
Find the height in m, of pole RS.

Sudut dongak puncak S dari puncak T dan titik P masing – masing ialah 46o dan 42o.
Cari tinggi , dalam m, tiang RS.

A 27.35
B 28.49
C 29.71
D 30.35

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SULIT 15 MPP 3 - 1449/1

16 Diagram 9 shows the position of the house of Amir, Asyraf, Aiman and Naim on a horizontal
plane.

Rajah 9 menunjukkan kedudukan rumah Amir, Asyraf, Aiman dan Naim pada suatu satah
mengufuk.

Naim Amir
Aiman

Asyraf

Diagram 9 / Rajah 9

Amir’s house is due north of Aiman’s house. The bearing of Asyraf’s house from Naim’s
house is 140o and the bearing of Aiman’s house from Asyraf’s house is 030o. Given the
distance of Asyraf’s and Naim’s house are equal to the distance of Aiman’s and Naim’s
house. Find the bearing of Naim’s house from Aiman’s house.

Rumah Amir terletak ke utara rumah Aiman. Bearing rumah Asyraf dari rumah Naim ialah
140o dan bearing rumah Aiman dari rumah Asyraf ialah 030o. Diberi jarak rumah Asyraf
dan Naim adalah sama dengan jarak rumah Aiman dan Naim. Cari bearing rumah Naim dari
rumah Aiman.

A 080o
B 100o
C 280o
D 320o

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SULIT 16 MPP 3 - 1449/1

17 In Diagram 10, N is the North Pole, S is the South Pole and NOS is the axis of earth.
Dalam Rajah 10, N ialah Kutub Utara, S ialah Kutub Selatan dan UOS adalah paksi bumi.

N/U

O Q
P 40o
Equator
Greenwich Meridian Khatulistiwa
Meridian Greenwich
S
S

Diagram 10 / Rajah 10

Find the longitude of point Q.
Cari longitud titik Q.

A 40oE
40oT

B 40oW
40oB

C 140oE
140oT

D 140oW
140oB

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SULIT 17 MPP 3 - 1449/1

18 Express 2x  6  2(x  3)2 as a single fraction in its simplest form.
y  3 y2  9

Ungkapkan 2x  6  2(x  3)2 sebagai satu pecahan tunggal dalam bentuk termudah.
y3 y2  9

A y3
x3

B x3
y3

C y3
x3

Dy
x

19 (p + q)(p – q) – (p – q)2 =

A 2q  2q2
B 2 p  2q2
C 2 pq  2q2
D 2 pq  2q2

20 Given 3m  4  1 (m  7) , find the value of m.
2

Diberi 3m  4  1 (m  7) , cari nilai m.
2

A –3
B –2
C2
D3

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SULIT 18 MPP 3 - 1449/1

21 Diagram 11 shows the price of two types of fruits.
Rajah 11 menunjukkan harga bagi dua jenis buah-buahan.

Durian Banana
Durian Pisang
1 kg = RM6.00 1 kg = RM1.20

Diagram 11 / Rajah 11

Sabariah bought x kg of durian and y kg banana for RM48.00.
Write the equation for the mass of banana in terms of the mass of durian.

Sabariah membeli x kg durian dan y kg pisang dengan harga RM48.00.
Tulis persamaan bagi jisim pisang dalam sebutan jisim durian.

A y = 40 – 5x
B y = 40 – 6x
C y = 48 – 6x
D y = 48 + 6x

22 Simplify / Permudahkan

 1 2  2
3 
 p2q 6  q3
p2

A 6 p6q

6p
B q6

C 9 p6q

9q
D p6

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SULIT 19 MPP 3 - 1449/1

23 The solution for 1  x  2  4 and 6  x  2 is

3

Penyelesaian bagi 1  x  2  4 dan 6  x  2 ialah

3

A 2x4
B 4x6
C 4  x  10
D 4  x  10

24. List all the integers x that satisfy the linear inequalities 2 – 3x > 11.
Senaraikan semua integer x yang memuaskan ketaksamaan linear 2 – 3x > 11.

A 3,2,1,...
B 2, 1, 0,...
C 2,3,4,...
D 4, 5,  6,...

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SULIT 20 MPP 3 - 1449/1

25 Diagram 12 is a pictogram showing the number of bicycles produced by a factory Ashim in
April and May. The number of bicycles produced in June and July are not shown.

Rajah 12 menunjukkan piktogram bilangan basikal yang dihasilkan oleh sebuah kilang Asim
dalam bulan April dan Mei. Bilangan basikal yang dihasilkan dalam bulan Jun dan Julai
tidak ditunjukkan.

April / April

May / Mei

June / Jun

July / Julai

represent 120 bicycle
mewakili 120 basikal

Diagram 12 / Rajah 12

The number of bicycles produced in April and Jun are in the ratio 3 : 2. The number of
bicycles produced in July was two times the number of bicycles produced in May.
Calculate the total number of bicycles produced in June and July.

Bilangan basikal yang dihasilkan pada bulan April dan Jun adalah dalam nisbah 3 : 2.
Bilangan basikal yang dihasilkan dalam bulan Julai adalah dua kali bilangan basikal yang
dihasilkan dalam bulan Mei.
Hitung jumlah bilangan basikal yang dihasilkan dalam bulan Jun dan Julai.

A 1140
B 1200
C 1220
D 1280

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SULIT 21 MPP 3 - 1449/1

26 Diagram 13 is a pie chart showing the monthly expenses of a family. The total expenditure for
the household is RM 3600.

Rajah 13 ialah carta pai yang menunjukkan perbelanjaan bulanan bagi sebuah keluarga.
Jumlah perbelanjaan bagi isi rumah itu ialah RM 3600.

Saving
Simpanan

Transport Miscellaneous
Pengangkutan Pelbagai

House Rental 40°
Sewa Rumah
Food
RM 800 Makanan

Diagram 13 / Rajah 13

It is given that the amount spent on transport, saving and food in the ratio 2 : 1 : 5.
Find the amount spent on the food.

Diberi bahawa jumlah perbelanjaan pengangkutan, simpanan dan makanan adalah nisbah
2 : 1 : 5.
Cari jumlah perbelanjaan bagi makanan.

A RM 300
B RM 600
C RM 1500
D RM 2400

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SULIT 22 MPP 3 - 1449/1

27 Table 1 shows the score of participants in a robotic competition.
Jadual 1 menunjukkan skor yang diperolehi oleh peserta dalam satu pertandingan robotik.

Score 10 15 20 25 30
Skor 10 8 x+1 16 9

Frequency
Kekerapan

Table 1 / Jadual 1

If the median score is 20, state the minimum value of x.
Jika skor median ialah 20, nyatakan nilai minima bagi x.

A6
B7
C8
D9

28 Diagram 14 shows a graph of y = ax3 + c .
Rajah 14 menunjukkan graf bagi y = ax3 + c .

y

O3 x

Diagram 14 / Rajah 14

Which of the following is the equation of the graph fuction?
Antara berikut yang manakah persamaan bagi graf fungsi tersebut?

A y = x3 + 3 [Lihat halaman sebelah
B y = – x3 + 3 SULIT
C y = x3 + 27
D y = – x3 + 27

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SULIT 23 MPP 3 - 1449/1

29 Diagram 15 is a Venn diagram which shows   J  K  L .
Rajah 15 ialah gambar rajah Venn yang menunjukkan   J  K  L .

J K
L

Diagram 15 / Rajah 15

Which of the following represents the shaded region?
Antara berikut yang manakah yang mewakili kawasan berlorek?

A J  (L  K ')
B J  (L ' K )
C J  (L  K)'
D J  (L  K)'

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SULIT 24 MPP 3 - 1449/1

30 Diagram 16 is a Venn Diagram which shows the number of elements in universal set,  ,

set P, set Q and set R.

Rajah 16 ialah gambar rajah Venn yang menunjukkan bilangan unsur dalam set semesta, ,

set P, set Q dan set R.

P

4x

Q x 555 R
33

7 44 222xxx

Diagram 16 / Rajah 16

Given n(P Q) '  n(R) , find n( ) .
Diberi n(P Q) '  n(R) , cari n( ) .

A 28
B 37
C 40
D 45

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SULIT 25 MPP 3 - 1449/1

31 Diagram 17 is a Venn diagram which shows the number of students in a class and their
favourite breakfast in set G and set L. It is given that the universal set,   G  L ,
set G = {Nasi Goreng} and set L = {Nasi Lemak}.

Rajah 17 menunjukkan gambarajah Venn yang menunjukkan bilangan pelajar di sebuah
kelas dan sarapan kegemaran mereka dalam set G dan set L. Diberi bahawa set semesta,
  G  L , set G = {Nasi Goreng} dan set L = {Nasi Lemak}.

GL

16 – x x+7 10 – x

Diagram 17 / Rajah 17

If the number of students who like only one type of food is 10, find the total number of
students in the class.

Jika bilangan pelajar yang gemar makan satu jenis makanan sahaja ialah 10 orang, cari
jumlah pelajar di dalam kelas itu.

A 19
B 20
C 25
D 30

32 A straight line passes through point (3,4) and point (–3,0). Find the y-intercept of the
straight line.
Satu garis lurus melalui titik (3,4) dan (–3,0). Cari pintasan-y bagi garis lurus itu.

A1
B2
C3
D4

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SULIT 26 MPP 3 - 1449/1

33 Diagram 18 shows a stairs with the height of 3 m.
Rajah 18 menunjukkan sebuah tangga dengan ketinggian 3 m.

Z

3m

Y X
Diagram 18 / Rajah 18

Given the gradient of the stairs is 1 , find the distance of XY.
2

Diberi kecerunan tangga ialah 1 , cari jarak XY.
2

A 3m
B 4m
C 6m
D 9m

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SULIT 27 MPP 3 - 1449/1

34 An equation for a straight line is 3x – 5y = 10. Define the gradient and y-intercept of the
straight line.
Persamaan bagi suatu garis lurus ialah 3x – 5y = 10. Tentukan kecerunan dan pintasan-y
bagi garis lurus itu.

Gradient y-intercept
Kecerunan Pintasan-y

A –3 2

5

B3 –10

5

C –3 10

5

3 –2

D
5

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SULIT 28 MPP 3 - 1449/1

35 Table 2 shows the number of students who attend a Motivation Programme.
Jadual 2 menunjukkan bilangan murid yang mewakili suatu Program Motivasi.

Class 5 Anggur 5 Betik 5 Ciku
Kelas
15 8 22
Gender 20 17 18
Jantina

Boy
Lelaki

Girl
Perempuan

Table 2 / Jadual 2

A student is selected at random from the programme. Find the probability that a boy from 5
Anggur is selected.
Seorang murid dipilih secara rawak daripada program tersebut. Cari kebarangkalian
bahawa seorang murid lelaki dari 5 Anggur dipilih.

3

A

20
7

B

20
1

C

3
3

D

7

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