DSKP KSSM MATHEMATICS FORM 1 (DLP)

FORM 1 MATHEMATICS KSSM

3. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

CONTENT STANDARDS LEARNING STANDARDS NOTES

3.1.6 Determine the square roots of a positive number Discuss the ways to improve the
using technological tools. estimation until the best estimation
is obtained; whether in the form of a
3.1.7 Estimate range, a whole number or to a
(i) the square of a number, stated accuracy.
(ii) the square roots of a number.

3.1.8 Make generalisation about multiplication involving: Generalisations are made based on

(i) square roots of the same numbers, the outcome of explorations.

(ii) square roots of different numbers.

3.1.9 Pose and solve problems involving squares and
square roots.

3.2 Cubes and cube roots 3.2.1 Explain the meaning of cubes and perfect cubes. Explore the formation of cubes
using various methods including the
use of concrete materials.

3.2.2 Determine whether a number is a perfect cube. Perfect cubes are 1, 8, 27, ...

3.2.3 State the relationship between cubes and cube Relationship is stated based on the
roots. outcome of exploration.

39

FORM 1 MATHEMATICS KSSM

3. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

CONTENT STANDARDS LEARNING STANDARDS NOTES

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 Limit to:
technological tools. 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.

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

3.2.7 Estimate Discuss the ways to improve the
(i) the cube of a number, estimation until the best estimation
(ii) the cube root of a number. is obtained; whether in the form of a
range, a whole number or to a
stated accuracy.

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.

40

FORM 1 MATHEMATICS KSSM

3. SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

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.

41

42

FORM 1 MATHEMATICS KSSM

LEARNING AREA

RELATIONSHIP AND ALGEBRA

TITLE

4. RATIOS, RATES AND PROPORTIONS

43

FORM 1 MATHEMATICS KSSM

4. RATIOS, RATES AND PROPORTIONS

CONTENT STANDARDS LEARNING STANDARDS NOTES

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 Examples of equivalent ratios in

numerical, geometrical or daily situation contexts. geometrical context:

1:2 2:4

4.1.3 Express ratios of two and three quantities in Including those involving fractions
simplest form. and decimals.

4.2 Rates 4.2.1 Determine the relationship between ratios and Carry out exploratory activities.
4.3 Proportions rates.
Involve various situations such as
4.3.1 Determine the relationship between ratios and speed, acceleration, pressure and
proportions. density.

Involve conversion of units.

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

Carry out exploratory activities.
Involve real-life situations.

44

FORM 1 MATHEMATICS KSSM

4. RATIOS, RATES AND PROPORTIONS

CONTENT STANDARDS LEARNING STANDARDS NOTES

4.3.2 Determine an unknown value in a proportion. Use various methods including
cross multiplication and unitary
method.

4.4 Ratios, rates and 4.4.1 Determine the ratio of three quantities, given two Involve real-life situations.
proportions. 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.

4.5 Relationship between 4.5.1 Determine the relationship between percentages Carry out exploratory activities.
ratios, rates and and ratios. Involve various situations.
proportions with
percentages, fractions 4.5.2 Determine the percentage of a quantity by
and decimals applying the concept of proportions.

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

45

FORM 1 MATHEMATICS KSSM

4. RATIO, RATES AND PROPORTION

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

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.

6 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of non-
routine problem solving.

46

FORM 1 MATHEMATICS KSSM

LEARNING AREA

RELATIONSHIP AND ALGEBRA

TITLE

5. ALGEBRAIC EXPRESSIONS

47

FORM 1 MATHEMATICS KSSM

5. ALGEBRAIC EXPRESSIONS

CONTENT STANDARDS LEARNING STANDARDS NOTES

5.1 Variables and algebraic 5.1.1 Use letters to represent quantities with unknown Letters as variables.
expressions values. Hence, state whether the value of the Involve real-life situations.
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.

5.2 Algebraic expressions 5.2.1 Add and subtract two or more algebraic Correlate repeated multiplication
involving basic arithmetic 5.2.2 expressions. with the power of two or more.
operations
Make generalisation about repeated multiplication
of algebraic expressions.

5.2.3 Multiply and divide algebraic expressions with one
term.

48

FORM 1 MATHEMATICS KSSM

5. ALGEBRAIC EXPRESSIONS

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

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.

49

50

FORM 1 MATHEMATICS KSSM

LEARNING AREA

RELATIONSHIP AND ALGEBRA

TITLE

6. LINEAR EQUATIONS

51

FORM 1 MATHEMATICS KSSM

6. LINEAR EQUATIONS LEARNING STANDARDS NOTES

CONTENT STANDARDS 6.1.1 Identify linear equations in one variable and Carry out exploratory activities
describe the characteristics of the equations. involving algebraic expressions and
6.1 Linear equations in one algebraic equations.
variable

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

6.1.4 Solve problems involving linear equations in one
variable.

6.2 Linear equations in two 6.2.1 Identify linear equations in two variables and State the general form of linear
variables describe the characteristics of the equations. equations in two variables, which is
ax + by = c.

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.

52

FORM 1 MATHEMATICS KSSM

6. LINEAR EQUATIONS LEARNING STANDARDS NOTES
CONTENT STANDARDS
6.2.4 Represent graphically the linear equations in two Including cases of (x, y) when
6.3 Simultaneous linear variables. (i) x is fixed and y varies,
equations in two (ii) x varies and y is fixed.
variables
Involve all quadrants of the
Cartesian system.

6.3.1 Form simultaneous linear equations based on daily Use software to explore cases
situations. Hence, represent graphically the involving lines that are:
simultaneous linear equations in two variables and (i) Intersecting (unique solution)
explain the meaning of simultaneous linear (ii) Parallel (no solution)
equations. (iii) Overlapping (infinite solutions)

6.3.2 Solve simultaneous linear equations in two Involve graphical and algebraic
variables using various methods. methods (substitution, elimination)

6.3.3 Solve problems involving simultaneous linear Use technological tools to explore
equations in two variables. and check the answers.

53

FORM 1 MATHEMATICS KSSM

6. LINEAR EQUATIONS PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR
1
2 Demonstrate the basic knowledge of linear equations.
3
4 Demonstrate the understanding of linear equations and simultaneous linear equations.
5
6 Apply the understanding of the solution for linear equations and simultaneous linear equations.

Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in
the context of simple routine problem solving.

Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in
the context of complex routine problem solving.

Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in
the context of non-routine problem solving.

54

FORM 1 MATHEMATICS KSSM

LEARNING AREA

RELATIONSHIP AND ALGEBRA

TITLE

7. LINEAR INEQUALITIES

55

FORM 1 MATHEMATICS KSSM

7. LINEAR INEQUALITIES

CONTENT STANDARDS LEARNING STANDARDS NOTES

7.1 Inequalities 7.1.1 Compare the values of numbers, describe Use number lines to represent
inequality and hence, form algebraic inequality. inequality relations, „>‟, „<‟, „≥‟ and „≤‟.
Involve negative numbers.
7.1.2 Make generalisation about inequality related to
(i) the converse and transitive properties, Carry out exploratory activities.
Converse property  if a < b, then
additive and multiplicative inverse, b > a.
(ii) basic arithmetic operations. Transitive property  if a < b < c, then
a < c.
7.2 Linear inequalities in one 7.2.1 Form linear inequalities based on daily life Additive inverse  if a < b, then
-a > -b.
variable situations, and vice-versa. Multiplicative inverse  if a < b, then

7.2.2 Solve problems involving linear inequalities in .
one variable.
Basic arithmetic operations:
when additions, subtractions,
multiplications or divisions performed
on both sides.

Number lines can be used to solve
problems.

7.2.3 Solve simultaneous linear inequalities in one
variable.

56

FORM 1 MATHEMATICS KSSM

7. LINEAR INEQUALITIES

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

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 non-
routine problem solving.

57

58

FORM 1 MATHEMATICS KSSM

LEARNING AREA

MEASUREMENT AND GEOMETRY

TITLE

8. LINES AND ANGLES

59

FORM 1 MATHEMATICS KSSM

8. LINES AND ANGLES LEARNING STANDARDS NOTES
CONTENT STANDARDS
8.1.1 Determine and explain the congruency of line
8.1 Lines and angles 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, Carry out exploratory activities.
supplementary angles and conjugate angles.

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

8.1.6 Construct Use
(i) line segments, a) compasses and straight edge
(ii) perpendicular bisectors of line segments,
(iii) perpendicular line to a straight line, tool only,
(iv) parallel lines b) any geometrical tools,
and explain the rationale of construction steps. c) geometry software
for constructions.

8.1.7 Construct angles and angle bisectors, and explain Use the angle of 60 as the first
the rationale of construction steps. example for construction using
compasses and straightedge tool
only.

60

FORM 1 MATHEMATICS KSSM

8. LINES AND ANGLES

CONTENT STANDARDS LEARNING STANDARDS NOTES

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

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.

8.3 Angles related to parallel 8.3.1 Recognise, explain and draw parallel lines and

lines and transversals 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 Include angles of elevation and

lines and transversals. angles of depression.

61

FORM 1 MATHEMATICS KSSM

8. LINES AND ANGLES PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR
1
2 Demonstrate the basic knowledge of lines and angles.
3
4 Demonstrate the understanding of lines and angles.
5
6 Apply the understanding of lines and angles to perform simple tasks.

Apply appropriate knowledge and skills of lines and angles in the context of simple routine
problem solving.

Apply appropriate knowledge and skills of lines and angles in the context of complex routine
problem solving.

Apply appropriate knowledge and skills of lines and angles in the context of non-routine problem
solving.

62

FORM 1 MATHEMATICS KSSM

LEARNING AREA

MEASUREMENT AND GEOMETRY

TITLE

9. BASIC POLYGONS

63

FORM 1 MATHEMATICS KSSM

9. BASIC POLYGONS LEARNING STANDARDS NOTES
CONTENT STANDARDS Carry out exploratory activities.
9.1.1 State the relationship between the number of
9.1 Polygons sides, vertices and diagonals of polygons.

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

9.2 Properties of triangles 9.2.1 Recognise and list geometric properties of various Geometric properties include the
and the interior and types of triangles. Hence classify triangles based number of axes of symmetry.
exterior angles of on geometric properties.
triangles Involve various methods of
exploration such as the use of
dynamic software.

9.2.2 Make and verify conjectures about Use various methods including the
(i) the sum of interior angles, use of dynamic software.
(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.

9.3 Properties of 9.3.1 Describe the geometric properties of various types Geometric properties include the
quadrilaterals and the of quadrilaterals. Hence classify quadrilaterals number of axes of symmetry.
interior and exterior based on the geometric properties.
angles of quadrilaterals Involve various exploratory methods
such as the use of dynamic
software.

64

FORM 1 MATHEMATICS KSSM

9. BASIC POLYGONS LEARNING STANDARDS NOTES
CONTENT STANDARDS

9.3.2 Make and verify the conjectures about Use various methods including the
(i) the sum of interior angles of a quadrilateral, use of dynamic software.
(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.

65

FORM 1 MATHEMATICS KSSM

9. BASIC POLYGONS PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR
1
2 Demonstrate the basic knowledge of polygons.
3
4 Demonstrate the understanding of triangles and quadrilaterals.
5
6 Apply the understanding of lines and angles to perform simple tasks related to the interior and
exterior angles of triangles and quadrilaterals.

Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of simple
routine problem solving.

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

Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of non-
routine problem solving.

66

FORM 1 MATHEMATICS KSSM

LEARNING AREA

MEASUREMENT AND GEOMETRY

TITLE

10. PERIMETER AND AREA

67

FORM 1 MATHEMATICS KSSM

10. PERIMETER AND AREA

CONTENT STANDARDS LEARNING STANDARDS NOTES

10.1 Perimeter 10.1.1 Determine the perimeter of various shapes when Various shapes including those
the side lengths are given or need to be measured. involving straight lines and curves.

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.

10.2 Area of triangles, 10.2.1 Estimate the area of various shapes using various Including the use of 1 unit × 1 unit
parallelograms, kites and methods. grid paper.
trapeziums
10.2.2 Derive the formulae of the area of triangles, Carry out exploratory activities
parallelograms, kites and trapeziums based on the involving concrete materials or the
area of rectangles. use of dynamic software

10.2.3 Solve problems involving areas of triangles,
parallelograms, kites, trapeziums and the
combinations of these shapes.

10.3 Relationship between 10.3.1 Make and verify the conjecture about the
perimeter and area 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.

68

FORM 1 MATHEMATICS KSSM

10. PERIMETER AND AREA

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

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.

69

FORM 1 MATHEMATICS KSSM

LEARNING AREA

DISCRETE MATHEMATICS

TITLE

11. INTRODUCTION TO SET

70

FORM 1 MATHEMATICS KSSM

11. INTRODUCTION TO SET

CONTENT STANDARDS LEARNING STANDARDS NOTES

11.1 Set 11.1.1 Explain the meaning of set. Carry out sorting and classifying
activities including those involving
real-life situations.

11.1.2 Describe sets using: Including empty set and its
(i) description, symbols, { } and .
(ii) listing, and
(iii) set builder notation. Involve the use of set notation.

Example of set builder notation:
A = {x: x ≤ 10, x is even number}

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

11.1.4 Determine the number of elements of a set and Introduce the symbol n(A).
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.

11.2 Venn diagrams, 11.2.1 Identify and describe universal sets and Introduce the symbols for universal
set (), complement of a set (A‟)
universal sets, complement of a set.
and subset ().
complement of a set and

71

11. INTRODUCTION TO SET FORM 1 MATHEMATICS KSSM

CONTENT STANDARDS LEARNING STANDARDS NOTES
subsets
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.

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

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

72

FORM 1 MATHEMATICS KSSM

LEARNING AREA

STATISTICS AND PROBABILITY

TITLE

12. DATA HANDLING

73

FORM 1 MATHEMATICS KSSM

12. DATA HANDLING

CONTENT STANDARDS LEARNING STANDARDS NOTES

12.1 Data collection, 12.1.1 Generate statistical questions and collect relevant Use statistical inquiry approach for
organization and data. this topic.
representation process,
and interpretation of data Statistical Inquiry
representation
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 Classify data as categorical or numerical and Numerical data : discrete or
construct frequency tables. continuous

74

FORM 1 MATHEMATICS KSSM

12. DATA HANDLING LEARNING STANDARDS NOTES
CONTENT STANDARDS

12.1.3 Construct data representation for ungrouped data Data representation including
and justify the appropriateness of a data various types of bar charts, pie
representation. chart, line graph, dot plot and stem-
and-leaf plot.

Use various methods to construct
data representations including the
use of software.

12.1.4 Convert a data representation to other suitable Involve histograms and frequency
data representations with justification. polygons.

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.

75

FORM 1 MATHEMATICS KSSM

12. DATA HANDLING PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR
1
2 Demonstrate the basic knowledge of collecting, organizing and representing data.
3
4 Demonstrate the understanding of collecting, organizing and representing data.
5
6 Apply the understanding of data representations to construct data representations.

Apply appropriate knowledge and skills of data representation and data interpretation in the
context of simple routine problem solving.

Apply appropriate knowledge and skills of data representation and data interpretation in the
context of complex routine problem solving.

Apply appropriate knowledge and skills of data representation and data interpretation in the
context of non-routine problem solving.

76

FORM 1 MATHEMATICS KSSM

LEARNING AREA

MEASUREMENT AND GEOMETRY

TITLE

13. THE PYTHAGORAS THEOREM

77

FORM 1 MATHEMATICS KSSM

13. THE PYTHAGORAS THEOREM

CONTENT STANDARDS LEARNING STANDARDS NOTES

13.1 The Pythagoras 13.1.1 Identify and define the hypotenuse of a right- Carry out exploratory activities by
Theorem angled triangle. involving various methods including
the use of dynamic software.
13.1.2 Determine the relationship between the sides of
right-angled triangle. Hence, explain the Determine the length of sides by
Pythagoras Theorem by referring to the applying the Pythagoras Theorem.
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.

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

13.2.2 Solve problems involving the converse of the
Pythagoras Theorem.

78

FORM 1 MATHEMATICS KSSM

13. THE PYTHAGORAS THEOREM

PERFORMANCE STANDARDS

PERFORMANCE LEVEL DESCRIPTOR

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.

79



This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.