RPT DLP MATHEMATIC

YEARLY LESSON PLAN MATHEMATICS FORM 4
Sekolah Menengah Kebangsaan Taman Seraya | 2020

WEEK CONTENT LEARNING STANDARDS NOTES
STANDARDS
CHAPTER 1: QUADRATIC FUNCTIONS AND EQUATIONS IN ONE VARIABLE
1.1 Quadratic
Functions and 1.1.1 Identify and describe the characteristics of The usage of dynamic geometry software is encouraged throughout this topic.
Equations quadratic expressions in one variable.
Exploratory activities involving the following cases need to be carried out:
1
2/1 – 3/1 1.1.2 Recognise quadratic function as many-to- one (i) The power of the variables is not a whole number
relation, hence, describe the characteristics of (ii) = 0 or = 0, or = = 0 in 2 + +
2 quadratic functions
6/1 – 10/1 Exploratory activities involving graphs of quadratic functions need to be carried

3 1.1.3 Investigate and make generalisation about the out.
13/1 – 17/1 effect of changing the values of , and on Characteristics of quadratic functions include:
graphs of quadratic functions, ( ) = 2 + (i) Curved shape of the graph
4 + . (ii) Maximum or minimum point
20/1 – 22/1 (iii) The axis of symmetry of the graph is parallel to the y-axis.

1.1.4 Form quadratic functions based on situations,
and hence relate to the quadratic equations. The vertical line test can be used to determine many-to-one relation.

1.1.5 Explain the meaning of roots of a quadratic Real-life situations need to be involved. Quadratic equation in the form of
equation. 2 + + = 0 needs to be involved.

1.1.6 Determine the roots of a quadratic equation by Exploratory activities need to be carried out. Limit to real roots.
The position of the roots on the graphs of quadratic equations needs to be
factorisation method.
discussed.

1.1.7 Sketch graphs of quadratic functions. Graphical method using dynamic geometry software is encouraged.

1.1.8 Solve problems involving quadratic equations. For the quadratic functions with no real roots, limit to the cases where the

maximum or minimum point lies on the y -axis.

Creating situations based on quadratic equations need to be involved.

Identifying the graph, given its quadratic function and vice versa, need to be
involved.

CUTI SEMPENA TAHUN BARU CINA (23/1 HINGGA 27/1)

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WEEK CONTENT LEARNING STANDARDS NOTES
STANDARDS
2.1 Number Bases CHAPTER 2: NUMBER BASES

2.1.1 Represent and explain numbers in various Conversions and calculations involving number bases using calculators are not
bases in terms of numerals, place values, digit allowed except for conceptual exploration and checking of answers throughout
values and number values based on the this topic.
collection process.
Bases are limited to less than 10.
2.1.2 Convert numbers from one base to another

using various methods. Concrete materials and diagrams need to be used in forming the concepts of
number bases.
2.1.3 Perform computations involving addition and Example: The number 128
subtraction of numbers in various bases.

2.1.4 Solve problems involving number bases. In terms of place value:

5 81 80
28/1 – 31/1
12
6
3/2 – 7/2 In terms of digit value:
1 × 81 dan 2 × 80
= 8 dan 2

In terms of number values:
(1 × 81) + (2 × 80)
=8+2
= 1010

Various methods include the use of place values and divisions.

Bases of more than 10 can be explored as enrichment.

CHAPTER 3: CONSUMER MATHEMATICS: LOGICAL REASONING

3.1 Statements 3.1.1 Explain the meaning of a statement and hence The meaning of statements is explained in the context of logical reasoning.
7
10/2 – 14/2 determine the truth value of a statement. Statements include using numerals and mathematical symbols.

3.1.2 Negate a statement. Statements involving quantifiers which means “all” and “some” need to be
involved.
3.1.3 Determine the truth value of a compound

statement. Change the truth value of the statement by using “not” or “no”.

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WEEK CONTENT LEARNING STANDARDS NOTES
STANDARDS 3.1.4 Construct statement in the form of implication A compound statement is a combination of two statements using “and” or “or”.
(i) If p then q
(ii) p if and only if q “If p then q” is an implication which is formed from antecedent, p and consequent,
q.
Construct and compare the truth value of converse,
inverse and contrapositive of an implication. Mathematical statements need to be emphasized

Statement If p, then q

Converse If q , then p

Inverse If not p, then not q

Contrapositive If not q, then not p

Statements involving quantities, compound statements, negation and appropriate
implications need to be involved.

Exploratory activities that involve real-life situations need to be carried out.

The terms premises and conclusions need to be introduced.

Various forms of deductive arguments need to be involved including
3.1.2 3.1.6 Determine a counter-example to negate Form I
the truth of a particular statement. Premise 1: All A are B

3.2 Hujah 3.2.1 Explain the meaning of argument and Premise 2: C is A
8 differentiate between deductive and inductive Conclusion: C is B
17/2 – 21/2 argument.

3.2.2 Determine and justify the validity of a Form II
deductive argument and hence determine Premise 1: If p, then q
whether the valid argument is sound. Premise 2: p is true
Conclusion : q is true
Form III
3.2.3 Form valid deductive argument for a situation. Premise 1: If p, then q

3.2.4 Determine and justify the strength of an Premise 2: Not q is true
inductive argument and hence determine Conclusion: Not p is true

whether the strong argument is cogent. The soundness of an argument needs to be discussed based on premises and

conclusion.
3.2.5 Form a strong inductive argument of a certain
situation.
Example:

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WEEK CONTENT LEARNING STANDARDS NOTES
STANDARDS 3.2.6 Solve problems involving logical reasoning.
Premise 1: All prime numbers are odd numbers.
Premise 2: 5 is a prime number.
Conclusion: 5 is an odd number.

The argument is valid but not sound because premise 1 is not true.
The strength of an inductive argument is determined from the probability level of
the conclusion is true, assuming that all premises are true.

An argument is cogent or not, needs to be discussed based on the truth of the
premises.
Inductive arguments need to involve inductive generalisations.
Example:
Premise 1: The chairs in the living room are red.
Premise 2: The chairs in the dining room are red.
Conclusion: All the chairs in this house are red.

This argument is weak because although the premises are true, the conclusion is
probably false.

CHAPTER 4: OPERATIONS ON SETS

9 4.1 Intersection 4.1.1 Determine and describe the intersection of sets The following representations need to be involved:
24/2 – 28/2 of Sets using various representations. (i) Descriptions
4.1.2 Determine the complement of the intersection (ii) symbolic, including listing and set builder notation

of sets (iii) graphical, including Venn diagrams Real-life situations need to be involved.
Converting from one representation to another needs to be involved throughout
4.1.3 Solve problems involving the intersection of this topic.
sets.

10 4.2 Union of Sets UJIAN PERTENGAHAN PENGGAL 1 TAHUN 2020
2/3 – 6/3 4.2.1 Determine and describe the union of sets using
various representations.
11 4.2.1 Determine the complement of the union of sets.
9/3 – 13/3 4.2.3 Solve problems involving the union of sets.

12 4.3 Combined CUTI PERSEKOLAHAN PERTENGAHAN PENGGAL 1 TAHUN 2020 [14/3 – 22/3]
23/3 – 27/3 Operations on Sets 4.2.2 Determine and describe the combined

operations on sets using various

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WEEK CONTENT LEARNING STANDARDS NOTES
STANDARDS representations.

4.2.3 Determine the complement of combined
operations on sets.

4.2.4 Solve problems involving combined operations
on sets.

CHAPTER 5: NETWORK IN GRAPH THEORY

5.1 Network 5.1.1 Identify and explain a network as a graph. Real-life situations need to be involved throughout this topic.

13 5.1.2 Compare and contrast The following terms need to be involved:
30/3 – 3/4 (i) directed graphs and undirected graph. (i) Graph is a series of dots either linked or not to each other through lines.
(ii) weighted graphs and unweighted graphs. (ii) Network is a graph which has at least a pair of related dots.
14 (iii) Point is known as vertex and line as edge.
6/4 – 10/4 5.1.3 Identify and draw subgraphs and trees. (iv) The degree of a vertex is the number of edges that are connected to other

5.1.4 Represent information in the form of networks. vertices.
(v) A simple graph is an undirected graph, without loops or multiple edges.

5.1.5 Solve problems involving networks. Graphs with loops and multiple edges need to be involved.

Information from various real-life situations including social and transportation
networks need to be involved.

The following comparisons, including the advantages and disadvantages need to
be involved:
(i) between various transportation networks
(ii) between transportation networks and maps.

Optimal cost problems need to be involved.
Cost including time, distance and expenses.

15 6.1 Linear CHAPTER 6: LINEAR INEQUALITIES IN TWO VARIABLES
13/4 – 17/4 Inequalities in 6.1.1 Represent situations in the form of linear Real-life situations need to be involved throughout this topic.
Two Variables
inequalities.
Limit to situations which involve one linear inequality.

6.1.2 Make and verify the conjecture about the points
in the region and the solution of certain linear

5

WEEK CONTENT LEARNING STANDARDS NOTES
STANDARDS inequalities.

6.2 Systems of 6.1.3 Determine and shade the region that satisfies a
Linear linear inequality
Inequalities in
Two Variables 6.2.1 Represent situations in the form of system of
linear inequalities.

16-17 6.2.2 Make and verify the conjecture about the points
20/4 – 1/5 in the region and solution of linear inequalities
system.

6.2.3 Determine and shade the region that satisfies a
linear inequality system.

18-20 6.2.4 Solve problems involving systems of linear
4/5 -20/5 inequalities in two variables
PEPERIKSAAN PERTENGAHAN TAHUN 2020
21
8/6 – 12/6 CHAPTER 7: GRAPHS OF MOTION

7.1 Distance-Time 7.1.1 Draw distance-time graphs. Real-life situations need to be involved throughout this topic.
Graphs
7.1.2 Interpret distance-time graphs and describe the Description of motion needs to involve distance, time and speed.
motion based on the graphs.

7.1.3 Solve problems involving distance-time graphs.

CUTI PERSEKOLAHAN PERTENGAHAN TAHUN 2020 [21/5 – 7/6]

7.2 Speed-Time 7.2.1 Draw speed-time graphs. Exploratory activities need to be involved.
Graphs
7.2.2 Make a relationship between the area under Description of motion needs to involve distance, time, speed and acceleration.
22-23
15/6- 26/6 speed-time graph and the distance travelled, Acceleration as the change of speed with respect to time, of a motion in the fixed
and hence determine the distance.
direction, needs to be emphasised.
7.2.3 Interpret speed-time graphs and describe the
movement based on the graphs.
7.2.4 Solve problems involving speed-time graphs.

CHAPTER 8: MEASURES OF DISPERSION FOR UNGROUPED DATA

24 8.1 Dispersion 8.1.1 Explain the meaning of dispersion Statistical inquiry approach that involve the following needs to be carried out:

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WEEK CONTENT LEARNING STANDARDS NOTES
29/6 – 3/7 STANDARDS
8.2 Measures of (i) The use of digital technology.
25 -27 Dispersion 8.1.2 Compare and interpret dispersion of two or (ii) Real-life situations.
6/7 -24/7 Collection of data using various methods such as interviews, surveys,
more sets of data based on the stem-and-leaf (iii) experiments and observation.
28-29 plots and dot plots, and hence make Interpretation of data representations.
3/8 – 14/8 conclusion. (iv) The importance of representing data ethically to avoid confusion.
8.2.1 Determine the range, interquartile range, (v) Exploratory activities involving comparison of a few sets of data having the
variance and standard deviation as a measure (vi) same attributes.

to describe dispersion of an ungrouped data.

8.2.2 Explain the advantages and disadvantages of Statistical questions are questions that can be answered by collecting data and
various measures of dispersion to describe where there is diversity or variability in the data.
ungrouped data.
Variance and standard deviation formula:
2
8.2.3 Construct and interpret the box plot for a set of
ungrouped data. Variance, ∑ ( ̅) or ∑( )̅

8.2.4 Determine the effect of data changes on Standard deviation,
dispersion based on:

(i) the value of measure of dispersion √∑ ( ̅) or √∑( )̅
(ii) graphical representation

8.2.5 Compare and interpret two or more sets of The effect on dispersion of a distribution when
ungrouped data, based on the appropriate (i) each of data is changed uniformly
measures of dispersion, and hence make (ii) the existance of outlier or extreme values
conclusion. (iii) certain values are added or removed

8.2.6 Solve problems involving measures of Measures of central tendency need to be involved.
dispersion.

CUTI PERSEKOLAHAN PERTENGAHAN PENGGAL 2 TAHUN 2020 [25/7 – 2/8]

CHAPTER 9: PROBABILITY OF COMBINED EVENTS

9.1 Combined 9.1.1 Describe combined events and list out the Real-life situations need to be involved throughout this topic.
Events possible combined events. Combined events are resulted from one or more experiments.

9.2 Dependent Events 9.2.1 Differentiate between dependent Listing of the outcomes of an event can be involved.
and Determination of the probability of combined events need to involve:
and Independent independent events.
(i) Listing of the outcomes of events based on representation

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WEEK CONTENT LEARNING STANDARDS NOTES
30-32 STANDARDS
17/8 – 4/9 Events (ii) Using the formula
33-35 9.2.2 Make and verify conjecture about the formula P(A and B) = P(A ∩ B) = P(A) × P(B)
7/9 – 25/9 9.3 Mutually Exclusive of probability of combined events.
Events and Non- Representations include tree diagrams, ordered- pairs or tables.
36 Mutually Exclusive 9.2.3 Determine the probability of combined events Combination of more than two events needs to be involved.
Events. for dependent and independent events. P(A or B) = P(A ∪ B) = P(A) + P(B) - P(A ∩ B);

9.4 Application of 9.3.1 Differentiate between mutually exclusive and For mutually exclusive events,
Probability of
Combined Events non-mutually exclusive events. P(A ∩ B) = 0

10.1Financial Planning Representations such as Venn Diagrams can be used.
and Management 9.3.2 Verify the formula of probability of combined Determination of the probability of combined events need to involve:
events for mutually exclusive and non-mutually (i) Listing of the outcomes of events based on representation, or
exclusive events. (ii) Using the formula P(A or B) = P(A ∪ B) = P(A) + P(B) - P(A ∩ B) for the

9.3.3 Determine the probability of combined events following cases:

for mutually exclusive and non-mutually (a) A∩B = ∅
exclusive events.
9.4.1 Solve problems involving probability of (b) A ∩ B ≠ ∅

combined events. (c) A∩B = B

Representations that need to be involved include Venn diagrams, ordered-pairs or
tables.

CHAPTER 10: CONSUMER MATHEMATICS: FINANCIAL MANAGEMENT

10.1.1 Describe effective financial management Project-based Learning or Problem-based Learning approach needs to be applied.
process. Financial Management Process:
(i) Setting goals.
10.1.2 Construct and present personal financial (ii) Evaluating financial status.

plans to achieve short-term and long-term (iii) Creating financial plan.
financial goals, and hence evaluate the (iv) Carrying out financial plan.
feasibility of the financial plans. (v) Review and revising the progress
Financial goals set are based on the SMART concept:
S - Specific

M - Measurable
A - Attainable
R - Realistic
T – Time-bound

8.2 Dispersion 8.2.7 Explain the meaning of dispersion The needs and wants in determining financial goals need to be emphasised.
Statistical inquiry approach that involve the following needs to be carried out:

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WEEK CONTENT LEARNING STANDARDS NOTES
28/9 – 2/10 STANDARDS

(vii) The use of digital technology.
8.2.8 Compare and interpret dispersion of two or (viii) Real-life situations.

more sets of data based on the stem-and-leaf (ix) Collection of data using various methods such as interviews, surveys,
plots and dot plots, and hence make experiments and observation.
conclusion. (x) Interpretation of data representations.
8.3.1 Determine the range, interquartile range, (xi) The importance of representing data ethically to avoid confusion.
8.3 Measures of variance and standard deviation as a measure (xii) Exploratory activities involving comparison of a few sets of data having the
Dispersion same attributes.

to describe dispersion of an ungrouped data.

37 8.3.2 Explain the advantages and disadvantages of Statistical questions are questions that can be answered by collecting data and
5/10 -9/10 various measures of dispersion to describe where there is diversity or variability in the data.
ungrouped data.

8.3.3 Construct and interpret the box plot for a set of
ungrouped data.

8.3.4 Determine the effect of data changes on
dispersion based on:
(iii) the value of measure of dispersion
(iv) graphical representation

38-40 PEPERIKSAAN AKHIR TAHUN
41 - 42 PEMULANGAN BUKU TEKS DAN PENGAGIHAN BUKU TEKS TING.5
6/11 – 12/11 CUTI SEMPENA HARI DEEPAVALI 2020 [13/11 – 16/11]

43 PENGENALAN SILIBUS TINGKATAN 5
17/11 – 20/11 CUTI PERSEKOLAHAN AKHIR TAHUN

Disediakan oleh:
(ROHANI BT HUSIN)
KP MATEMATIK
SMK TAMAN SERAYA

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