KAM 2020

INTRODUCTION

The mission of MRSM is to produce Bumiputera students that are highly potential in science and technology. It is the country’s hope
that students will be able to explore, discover, adapt, modify and be innovative in facing ongoing changes and future challenges. As
the means in the development of science and technology, mathematical knowledge must be intensified and incorporated with soft
skills, to create Bumiputera students that can intellectualized any subject or issue.

OBJECTIVE

This module enables students to
1. Understand principles related to Numbers and Relationships,
2. Widen application of basic fundamental skills such as addition, subtraction, multiplication and division related to Numbers
and Relationships,
3. Apply knowledge and the skills of mathematics in enhancing soft skills,
4. Relate mathematics to real life situation,
5. Make mathematics more effective, dynamic and meaningful,
6. Inculcate good and positive values.

EMPHASES IN TEACHING AND LEARNING

This module also includes questions for students and suggested classroom activities and exercises. Through the activities, students
can apply their conceptual understanding of mathematics and be confident when facing similar, new or more complex situation.
The activities also emphasize on group work. Learning in groups helps students develop social skills, encourage cooperation and
build self confidence.
Hence, enhance interpersonal and intrapersonal intelligence and problem solving skills.
Printable worksheets are provided to help students understanding of each lesson. Teachers are encouraged to look for other
examples and also make cross reference to other resources.
The various teaching strategies and approaches that will stimulate teaching and learning environment inside and outside the
classroom have been considered in this module. This includes

 Interesting student centered learning,
 Different learning styles,
 Cooperative learning,
 Contextual learning,
 Mastery learning,
 Constructivism,
 Enquiry / Discovery,
 Future studies.

EVALUATION

Evaluation or assessment has been planned as part of classroom or after class activities for enrichment and to ascertain the strengths
and weaknesses of students. This may be in the form of assignments, presentations, project work and information research. Based
on the responses, teachers can rectify students’ misconception and weaknesses. Thus, teachers can take effective measures such
as action research, interventions and remedial activities to upgrade students’ performance.

SCHEME OF WORK (PREMIER/MYP/TECHNICAL/ULUL ALBAB)
MATHEMATICS FORM 1 2020

SEMESTER 1 (KSSM & KAM)

NO CHAPTER SUGGESTED SUB-TOPICS NOTES
DURATION
TEACHING AND
PRE - TEST 1 hour LEARNING
USING KAM
1.1 Integers MODULE
REVISED
1.2 Basic Arithmetic Operations Involving Integers VERSION

1 RATIONAL NUMBERS 4 hours 1.3 Positive and Negative Fractions

1.4 Positive and Negative Decimals

1.5 Rational Numbers

2 FACTORS & 4 hours 2.1 Factors, Prime Factors and Highest Common Factor
MULTIPLES (HCF)

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

SQUARES, SQUARE 4 hours 3.1 Squares and Square Roots
3 ROOTS, CUBES &
4 hours 3.1 Cubes and Cube Roots
CUBE
5 hours 4.1 Ratios
4 RATIOS, RATES AND 5 hours 4.2 Rates
PROPORTIONS 2 hours 4.3 Proportions
4.4 Ratios, Rates and Proportions
5 ALGEBRAIC 4.5 Relationship between Ratios, Rates and Proportions
EXPRESSIONS with Percentages, Fractions and Decimals
5.1 Variables and Algebraic Expression
6. LINEAR EQUATIONS 5.2 Algebraic Expressions Involving Basic Arithmetic
Operations
7. LINEAR 6.1 Linear Equations in One Variable
INEQUALITIES 6.2 Linear Equations in Two Variables
6.3 Simultaneous Linear Equations in Two Variables
POST - TEST 7.1 Inequalities
TOTAL 7.2 Linear Inequalities in One Variable

1 hour
30 hours

NOTES:

1. Total and suggested duration are calculated based on minimum credit hour allocated for MRSM programmes (MRSM Ulul Albab
Programme : 10 weeks X 3 hours per week = 30 hours / 6 CH per week.).

2. Teachers are advised to adjust the duration according to the programme/activities in their respected MRSM. (MRSM
Premier/Technical/MYP : 3.5 hours per week / 7 CH per week.)
(MRSM IGCSE: 4.5 hours per week / 9 CH per week.)

3. Teachers are advised to also refer to DSKP Mathematics Form 1 provided by MoE for teaching and learning purposes.



CHAPTER 1: RATIONAL NUMBERS LEARNING AREA: NUMBERS AND OPERATIONS

CONTENT LEARNING STANDARDS KAM ACTIVITIES RESOURCES / SUGGESTED
STANDARDS NOTES TIME

Integers Vocabulary Handout A

1.1.1 Recognise positive and 1. Students are divided into pairs. 10 minutes
negative numbers based on real- 2. Each pair must identify which word belongs to Positive or Negative
life situations.
Words column.
3. Students present to the class and discuss the answers.

1.1.2 Recognise and describe What Am I? Textbook :
integers. Exploration
1. Students sit in groups of four. Activity 1
2. Teacher instructs students to turn to page 3 of their textbook and (page 3)

1.1.3 Represent integers on new refer to the diagram in Exploration Activity 1. 20 minutes
number lines and make 3. Students study the diagram in their respective groups.
1.1 Integers connections between the values 4. Students discuss and explain how they would describe the
and positions of the integers with
respect to other integers on the meaning of integers.
number line.
Teacher’s note :

Integers are groups of numbers which include positive and negative whole
numbers as well as zeros

GeoGebra Textbook :
Exploration
1. Students are instructed to explore by themselves before the lesson Activity 2
begins and discuss in groups of four during the lesson. (page 4 & 5)

1.1.4 Compare and arrange 2. Teacher guides students to open the file 30 minutes
integers in order. integer number line.ggb using GeoGebra and follow the
instructions in the textbook.

3. Students need to answer questions based on the information
obtained from the screen displayed.

Teacher’s note:

1.2.1 Add and subtract integers Positive integers are more than zero whereas negative integers are less Textbook:
using number lines or other than zeros. Self Practice 1.2a
appropriate methods. Hence, Put in the jar
make generalisation about
addition and subtraction of 1. Students are divided into six groups.
integers. 2. Teacher prepares jars / containers and two different coloured chips

to represent positive and negative quantities for each group.

1.2 Basic 3. Teacher demonstrates how to use the chips to solve addition and 30 minutes
operations subtraction of integers.
involving
integers For example:

4 + (- 5) = - 1

1. Teacher puts in 4 positive chips and 5 negative chips in the jar
/ container.

2. Teacher recalls the concept that the positive charge and
negative charge will neutralize each other. The chips pairs that
neutralized each other will be taken out of the jar.

3. Students observe the number of negative chip left in the jar and
shout out the answer which is – 1.

4. Teacher distribute a handout that contains questions
to be solved. Students are asked to use the jar method
to get the answer. (Questions from the textbook)

1.2.2 Multiply and divide integers 30 minutes
using various methods. Hence 30 minutes
make generalisation about
multiplication and division of
integers.

1.2.3 Perform computations In Laws Exploration
involving combined basic Activity 5
arithmetic operations of integers 1. Students are instructed to explore the lesson before the class begin (page 11)
by following the order of and discuss in groups of four.
operations.
2. Teacher distributes the printed handout from
Laws of arithmetic.pdf to each group.

3. Students complete the table in their groups.
4. Students compare their results and discuss with members from

other groups.
5. Teacher guides students to make conclusion about the rules of

arithmetic operations.

1.2.4 Describe the laws of
arithmetic operations which are
Identity Law, Communicative Law,
Associative Law and Distributive
Law.

1.2.5 Perform efficient 30 minutes
computations using the laws of
basic arithmetic operations.

1.2.6 Solve problems involving
integers.

Fold away

1.3.1 Represent positive and 1. Students prepare 2 strips of papers of the same size.
negative fractions on number
lines.

2. Students fold each strip to 8 equal parts and 10 equal parts and

label each part of strip as 1 , 2 , … 8 and 1 , 2 , … 10.
88 8 10 10 10

12345678
88888888

1.3 Positive 1.3.2 Compare and arrange 1 2 3 4 5 6 7 8 9 10 10 minutes
and negative positive and negative fractions in 10 10 10 10 10 10 10 10 10 10 30 minutes
fractions order.

3. Compare both strip and answer the following questions;
Which fraction is bigger?

1 or 1 , 4 or 5 , 6 or 8
10 8 8 10 8 10

4. Teacher guides student to represent the fractions on a number line

Parts of … Handout B

1.3.3 Perform computations Activity 1 - Worksheet 1
involving combined basic - Worksheet 2
arithmetic operations of positive 1. Students are to work individually.
and negative fractions by following 2. Each student is given Worksheet 1.
the order of operations. 3. Teacher discusses the answers with students.

1.3.4 Solve problems involving Activity 2
positive and negative fractions.
1. Students are to work in pairs.
2. Each group is given Worksheet 2
3. Teacher randomly calls pairs to present their answers to the class.

1.4.1 Represent positive and
negative decimals on number
lines.

1.4.2 Compare and arrange
positive and negative decimals in
order.

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

1.4.4 Solve problems involving
positive and negative
decimals.

Handout C

Enrichment Activity
What can you get for RM 49.99?

1. Teacher prepares a discount catalogue from a supermarket before
class.

2. Students sits in groups of four and each group is given the
catalogue.

3. Teacher asks students to discuss in their group and decide which
item to choose so that the total cost of the items will not exceed
RM49.99.

4. Students present their result and show their calculation.

Be Rational

Activity 1
Students need to use calculator for this activity

1. Students are asked to copy the table below and complete it,
ensuring they understand the concepts of ‘terminating decimal’ and
‘recurring decimal’.

Number Decimal Description of
0.5 decimal
Eg.
1 terminates

1.5 Rational 1.5.1 Recognise and describe 2 20 minutes
Numbers rational numbers. √2
2

9
4

7


4
−5

The answers are shown below.

Number Decimal Description of
0.5 decimal
1
2 1.414213562 terminates
√2 0.2222222…
2 0.57142857142857… doesn’t terminate
9 3.141592653589793… or recur
4
7 - 0.8 recurring digit

4 recurring group
−5 of digits

doesn’t terminate
or recur

terminates

2. Teacher explains that rational numbers are numbers that can be
written in fractional form, such that p & q are integers and ≠ 0.



In other words, rational numbers are:

- Numbers with decimal parts that terminate.
- Numbers with decimal parts that go on forever but have a

recurring pattern.

While irrational numbers are:

- Numbers with decimal parts that go on forever but have no
repeating patterns.

- Numbers that cannot be written as fractions.

3. Students should now be able to identify the numbers in their tables
as rational or irrational.

Rational , – , , ,



Irrational √ ,

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

1.5.3 Solve problems involving
rational numbers.

Enrichment Activity Project /
Homework
1. Teacher instructs students to create a creative poster to represent
the types of numbers on a drawing block.

2. Students place their posters on the wall.
3. Students walk around the class and assess their friend’s work.

Types of numbers

Handout A - Integer Vocabularies

Identify each word below and decide which column the words belong to.

Add Above Take Less Before
Cost Below Forward More Smaller
Sell Profit Increase
Spend Larger Decrease Up Debt
Under Give Down After
Save Score Deposit

Integer vocabularies Positive Words

Negative Words



Handout B – Worksheet 1
Fill in the empty squares.

−2 1 + 3 ÷ 2 2 −1 2 × 2 1 ÷ −2 3 3×−4÷ 8
4 10 5 7 10 5
7 9 21
=⬚+⬚×⬚ =⬚×⬚×⬚
=⬚×⬚×⬚
⬚⬚⬚ ⬚⬚⬚
⬚⬚⬚
=⬚+⬚ =⬚
=⬚
⬚⬚ ⬚
⬚
⬚
=

⬚

4 ÷ 5 1 − −3 1
92 6

-3 5 − 2 3 + 1 7 =⬚÷ ⬚+⬚
6 4 12
⬚ ⬚⬚

=⬚−⬚+⬚ =⬚÷⬚

⬚⬚⬚ ⬚⬚

=⬚+⬚ =⬚

⬚⬚ ⬚

⬚
=

⬚

Handout B – Worksheet 2

1. Mei Mei wants to make 3 costumes for her school play.
She has 4 3 meters of fabric. She has to use 1 1 meters of fabric to make each costume.

84

a) How much fabric will she use in all?
b) How much fabric will she have left?

2. For a class party, 5 liter of orange juice is used to make fruit punch. Each of the 15 students at the party will be given an equal amount of fruit punch.

9

a) How much orange juice will each student get?
b) If 5 students did not turn up for the party, how much orange juice will each of the remaining students get?

3. Aisha sold 1 of her chicken pies in the morning and 1 of them in the afternoon. She then gave 1 of the remaining pies to her neighbor and ate the
25 2

balance of 6 chicken pies.

a) What fraction of the chicken pies did she eat?

b) How many chicken pies did she have at first?

Handout C





CHAPTER 2: FACTORS AND MULTIPLES LEARNING AREA: NUMBERS AND OPERATIONS

CONTENT LEARNING STANDARDS KAM ACTIVITIES RESOURCES/ SUGGESTED TIME
STANDARDS NOTES

2.1 Factors, 2.1.1 Determine and list the Exploratory Activity – Factors
prime factors factors of whole numbers, and
and Highest hence make generalisation Activity 1
Common Factor about factors.
(HCF)
1. Students are asked to form six groups.
2. Students are given a few papers contains small squares. Refer handout 1 hour
3. Students are asked to cut the paper to form a different
Example :
rectangles. Area = 6 units2
Area = 1 x 6
Teacher’s note
Q : Form a different rectangles. Look at the different possibilities
and list the lengths of the sides.
Group A - 10 units2
Group B -12 units2
Group C - 15 units2
Group D - 18 units2
Group E - 20 units2
Group F - 24 units2

4. Students paste the rectangles on mahjong paper and list
the length.

Area = ______ x _______ Area = 3 x 2

5. Students make the generalisation about factors with
guided from teacher.

6. Teacher explains the meaning of factors.

Teacher’s note
Q : What is the common value can u see from this activity?
A : Number 1
Q : Excellent. Please take note that number 1 is a factor of all
numbers.

List the Factors of Whole Number Refer handout
Activity 2 Refer handout
1. Teacher introduces another method to list the factor using

T -Chart ( After using the method in text book)

2. Teacher explains to students.

3. Students are asked to do activity in pair.

Example
List all the factors of 30

1 30
2 15
3 10
56

Therefore factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30

2.1.2 Determine and list the Exploratory Activity – Prime Factorisation 30 minutes
prime factors of a whole
number, and hence express the Activity 3
number in the form of prime
factorisation. 1. Students are asked to form 6 groups.
2. Each of 3 groups will get the same questions.

Teacher’s note
Group A, B and C – Find factors of 120
Group D, E and F – Find factors of 270

3. Students can search the factor horizontally, vertically and
diagonally.

4. Students need to fill in the table on handout given.

5. Students are asked to write on whiteboard their finding.
6. Teacher explains about prime factorisation.
7. Teacher continues the method as in the text books.

2.1.3 Explain and determine the 30 minutes
common factors of whole 30 minutes
numbers.
2.1.4 Determine the HCF of two 30 minutes
and three whole numbers.
2.1.5 Solve problems involving
HCF.

2.2 Multiples, 2.2.1 Explain and determine the Exploratory Activity – Multiples
common common multiples of whole Activity 4
multiples and numbers. 1. Teacher divides the students into groups of three.
Lowest
Common 2. Each group are given task to colour different multiples. Refer handout
Multiple (LCM) (i.e group 1- multiples of 2, group 2 – multiples of 3 etc. )

3. Students discuss in groups the patterns of the multiples

with guided from teacher.

4. Students present their finding in class.

MULTIPLES TRICKS!

Multiples of Tricks

2 Last digit is an even number including 0!
(2,4,6…)

3 Sum of digits is DIVISIBLE by 3??
4 Last two digits is DIVISIBLE by 4…

5 Last digit is 0 or 5!
6 Satisfy “multiples of 2” AND “multiples of 3”

8 Last three digits is DIVISIBLE by 8 Refer handout 30 minutes
9 Sum of digits is DIVISIBLE by 9??? 30 minutes
10 Last digit is 0.

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

Enrichment Activity – LCM and HCF
Activity 5
1. Teacher explains how to find LCM and HCF with different

method- Hasse Diagram
2. In group of four, students are asked to do the activity.

Example 1:
1. Find the LCM and HCF of 12 and 30

Teacher’s note

1. It is preferable, but not compulsory to have smaller number
as numerator. Simplify to the lowest term.

2. When simplifying to the lowest term , we actually dividing
the numerator and denominator by its highest common
factor.

3. 12  6  2 , therefore 6 is HCF for 12 and 30
30  6 5

4. 12  2
30 5

Cross multiply the numbers to get Lowest Common
Multiple (LCM)
12 x 5 =60 or 30 x 2 =60
Therefore, LCM = 60
5. If we list the multiples, we can see that
12 = 12 , 24, 36, 48, 60, ( 60 is the 5th list in the sequence)
30 = 30, 60,( 60 is the 2nd list in the sequence)

Example 2 :
1. Find LCM and HCF of 56, 84, 140 and 210.





CHAPTER 3: SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS LEARNING AREA: NUMBERS AND OPERATIONS

CONTENT LEARNING KAM ACTIVITIES RESOURCES/NOTES SUGGESTED
STANDARDS STANDARDS TIME
3.1 Squares and Activity 1: SpongeBob SquarePants Refer SpongeBob
square roots 3.1.1 Explain the SquarePants.pdf
meaning of squares 1. Teacher distributes the exploration form.
and perfect squares. 2. Students complete the exploration form and discuss their findings. Explore the formation
3. Students state the relationship between the area of the square of squares using
and the length of sides of the square various methods
4. Teacher gives conclusion between Squares and Square Roots. including the use of
concrete materials.

3.1.2 Determine Activity 2: Perfect Square Game! Perfect squares are 1, 1 Hour
whether a number is a 4, 9, ...
perfect square. (Materials needed: Pieces of card that have been cut from the 14 x
14 square.pdf ) Refer 14 x 14
Suggestion: Teacher prepares the pieces of card prior to lesson. square.pdf

3.1.3 State the 1. Teacher distributes pieces of card to all students. Relationship is stated
relationship between 2. Students explore and identify the characteristics of their card. based on the outcome
squares and square 3. Students listen to the instruction of the teacher. of exploration. Square
roots. 4. Teacher shouts out to the students to get into specified group as roots of a number are
the following: in positive and
3.1.4 Determine the negative values.
square of a number “I want you to form groups that consist of…”
with and without using a) Similar Shape
technological tools. b) Similar Area
c) Any Common Dimension (length or width)
d) A perfect square with an area of 196 unit2

5. Teacher gives feedback on the activity.

3.1.5 Determine the Limit to:
square roots of a a) perfect squares
number without using b) fractions when the
technological tools. numerators and
denominators are
3.1.6 Determine the perfect squares
square roots of a c) fractions that can
positive number using be simplified such that
technological tools. the numerators and
3.1.7 Estimate denominators are
(i) the square of a perfect squares
number, d) decimals that can
(ii) the square roots of be written in the form
a number. of the squares of
other decimals.
3.1.8 Make
generalisation about 1 Hour
multiplication involving:
(i) square roots of the Discuss the ways to
same numbers, improve the
(ii) square roots of estimation until the
different numbers. best estimation is
3.1.9 Pose and solve obtained; whether in
problems involving the form of a range, a
squares and square whole number or to a
roots. stated accuracy.
Generalisations are
made based on the
outcome of
explorations.

3.2 Cubes and 3.2.1 Explain the Activity 3: Donald Duck Cubes Exploration Explore the formation
cube roots meaning of cubes and of cubes using
perfect cubes. (Materials needed for each group: 2 Cardboards, Scissors, Tape, various methods
Ruler) including the use of
Suggestion: Teacher may ask the students to prepare the concrete materials.
models prior to lesson to save time.
Perfect cubes are 1,
3.2.2 Determine 1. Asks students to form groups of 4-5 students each. 8, 27, ...
whether a number is a 2. Each group are asked to build 4 models of cube with dimensions
perfect cube. as the following: Relationship is stated
based on the outcome
3.2.3 State the a) 2 inch x 2 inch x 2 inch of exploration.
relationship between b) 3 inch x 3 inch x 3 inch
cubes and cube roots. c) 5 inch x 5 inch x 5 inch Refer Donald Duck
d) 8.5 cm x 8.5 cm x 8.5 cm Cubes Exploration.pdf
3. For each model, students are asked to investigate: 1 Hour
a) Total length of sides Limit to:
b) Area of each surface a) fractions when the
c) Total surface area numerators and
d) Volume denominators are
4. Students complete the exploration form. perfect cubes.
b) fractions that can
3.2.4 Determine the be simplified such that
cube of a number with the numerators and
and without using denominators are
technological tools. perfect cubes.
c) decimals that can
3.2.5 Determine the be written in the form
cube root of a number
without using
technological tools.

of the cubes of other
decimals.

3.2.6 Determine the Discuss the ways to
cube root of a number improve the
using technological estimation until the
tools. best estimation is
obtained; whether in
3.2.7 Estimate the form of a range, a
(i) the cube of a whole number or to a
number, stated accuracy.
(ii) the cube root of a
number. 1 Hour

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.



CHAPTER 4: RATIO, RATES AND PROPORTIONS LEARNING AREA : RELATIONSHIP AND ALGEBRA

CONTENT LEARNING KAM ACTIVITIES RESOURCES / NOTES SUGGESTED
STANDARDS STANDARDS TIME

4.1 Ratio 4.1.1 Represent
the relation
between three Activity 1 Worksheet A 30 minutes
quantities in the  Ask students to draw five squares of different sizes. To achieve a (DRAWING)
form
satisfactory final outcome, they must measure these squares
accurately, so make sure they use squared or graph paper and a
sharp pencil. ((Optional: To enable all students to use the same
set of squares, distribute copies of Appendix A (Drawing))

 Ask students to measure, as accurately as they can, the side
length and the diagonal length of each of their squares.
For each square, they should now find the ratio side length:
diagonal length and simplify each ratio into its lowest terms.

 Ask students to discuss what they notice about these ratios.
[They should all be approximately the same, but
there will inevitably be differences, depending on measuring skills.
The exact ratio is 1: 2. Students should get 5:7 although some
may stop at 10: 14, as their ratio.]

 Ask what ratio they think best represents the class average ratio,
and whether that ratio is the same for very large and for very
small squares.

4.1.2 Identify and Activity 2 (MAKE ME SIMPLE)
determine the 1)Draw on the board a copy of the diagram on the right.
equivalent ratios 2) Ask students to work out the following ratios, and simplify each of them.
in numerical, a) length of rectangle A: length of rectangle B: length of rectangle C
geometry or daily
situation context

4.1.3 Express b) width of rectangle A: width of rectangle B: width of rectangle C Try this:
ratios of two and
three quantities in c) perimeter of rectangle A: perimeter of rectangle B: perimeter of rectangle C 1) 24 : 12 =
simplest form 2) 10 : 20 =
d) area of rectangle A: area of rectangle B: area of rectangle C 3) 1 day : 6 hours =
4) 4km : 12km =
3) Depending upon the time available, and the ability of the class, it may be 5) 9: 9: 27 =
appropriate to discuss why the linear ratios are all 1: 2: 3 while the area ratio
is 1: 4: 9. Worksheet B
(MAKE ME SIMPLE)
4) Teacher asks students to try Worksheet B MAKE ME SIMPLE

5) Discuss the answer

4.2 Determine the Pairs Activity (SWEET RATIO) Worksheet C (SWEET 30 minutes
relationship RATIO)
between ratios 1)Give each student a ratio card from Worksheet C (SWEET RATIO)
and rates . Their challenge is to find their partner by matching equivalent ratios. • What is rate?
(Answer: Rate is a
2) Observe students and ask questions of struggling students to help them comparison of two
find their partner (e.g. what would your ratio look like if you use a quantities that have
manipulative? different
units of measure)
Are Are you thinking of your ratio as part-to-part or part-to-whole?) Once everyone • Is rate a ratio?
has found their partner, ask volunteers to share their strategies for finding (Answer: Yes – still
their partners. comparing two things)
• Is a ratio a rate?
4.2 The Rate (Answer: Sometimes –if
Race the things being
compared in the ratio
have
different units)

Whole Group (Discussion) –THE POPCORN TECHNIQUE Worksheet D (THE
POPCORN
1)Use concept attainment to introduce the idea of rate. Use a chart, such as TECHNIQUE)
the one below, to show examples and non-examples of rates. After
introducing each example and non-example, ask the class what they think
rate is.

2) Check their understanding by having the students brainstorm other Teacher Tip:
examples and no examples of rates using the popcorn technique. When they The popcorn
give an example of a rate, have them explain why they think it is a rate or not technique is a
a rate. brainstorming
method where students
3) Using resources, find and record examples of rates used around your make
hostel and community. suggestions out loud
without
raising their hand or
being called upon.

4.3.1 Determine IN MY SHADOW Worksheet E (IN MY 30 minutes
the relationship SHADOW)
between ratio and 1. Teacher distribute worksheet to students. Student works out together
4.3 Proportion proportions in pairs.

2. Teacher explain to students that they have used proportion to find the
object’s height from the worksheet.
Teacher further discuss with students the use of proportion in daily
situations.



1. Teacher show the three different methods of finding unknown value Proportion is a
in a proportion. relationship that states
that the two ratios or two
e.g. Electricity costs 43.6 sen for 2 kilowatt-hour (kWh). How much does 30 rates are equal.
4.3.2 Determine an kWh cost? Proportion can be
unknown value in a expressed in the form of
proportion fractions

Use various methods
including cross
multiplication and
unitary method.

2. Students continue working on the worksheet to find the object’s Involve various
height. situations.

3. Teacher can set exercises from textbook as an enrichment activity. Self-Practice 4.3b (page
86) textbook KSSM

Activity 1 Try this! 1 hour 30
minutes
a) Teacher explains how to determine the ratio of three quantities, 1) If p : q  5 : 4 and
4.4 Ratio , 4.4.1 Determine given two or more ratios of two quantities q : r  2 : 5 find
rates and the ratio of three p:q:r
proportion quantities, given Example 1
two or more ratios 2) If a : b  11: 8 and
of two quantities If a : b  1: 2 and b : c  2 : 7 find the ratio a : b : c b : c  12 : 5 find
a:b:c
Must be SAME

Example 2 Textbook KSSM form 1
page 87 (self-practice
If x : y  7 : 2 and y : z  3 :1 , find x : y : z 4.4a)

Change the value of y in
both ratios to same number
by determining the LCM 2

and 3

4.4.2 Determine Activity (BREAK THE CODE) Worksheet F (BREAK
the ratio or the THE CODE)
For more Exercises
related value given 1) Students are given Worksheet F (BREAK THE CODE) https://www.mathsisfun.
com/numbers/ratio.html
a) the ratio of two 2) In pairs, students are asked to answer the questions https://www.mathgames.
com/ratios
quantities and the 3) Discuss the answer
Textbook KSSM form 1
value of one page 88-89

quantity

b) the ratio of three Example 1

quantities and the Given x : y = 4 : 5 and x + y = 180. Find the value of x.

value of one

quantity

4.4.3 determine the 1)Whole Class (Discussion)
value related to a
a) Explain that the hourly rate is called a unit rate and have the class Worksheet G (BE
rate develop a definition for unit rate. Have student volunteer ideas for a WISE)

list of examples and non – examples (or non-unit rates, e.g. $200 for

3 hours) to check for understanding.

2) Pairs (Coaching) – BE WISE
a) Students will complete Worksheet G (BE WISE) in pairs. This is a
co-operative activity where the students will alternate answering
questions and giving feedback to their partners.

3) Enrichment activities Worksheet H (BE
WISER)
a) Students are given Worksheet H (BE WISER)
b) In an elbow partner, students are asked to answer the questions
c) Discuss the answer

4.4.4 solve 1) Group of 3 members (Read-Draw-Write (ReDW) Worksheet I (ReDW)
problems
involving ratios, a) Students are given Worksheet I (ReDW)
rates and b) In group, students are asked to answer the questions using method
proportions
including making Read-Draw-Write (ReDW)
estimations c) Discuss the answer

1 hour

4.5 4.5.1 Determine Worksheet J (MY IDEAL CEREAL) Worksheet J (MY
Relationship the relationship IDEAL CEREAL)
between between 1. Teacher distribute worksheet to students.
ratios, rates percentages and 2. Teacher explain about the project to students including: - Textbook KSSM
and ratios.  Learning standards Self Practice 4.5a
proportions  Guiding questions Self Practise 4.5 b
with 4.5.2 Determine  Materials Self Practice 4.5c
percentages, the percentage of  Procedures Mastery Q 4.5
fractions and a quantity by  Assessment
decimals applying the 3. As an enrichment activity, teacher can print out the Sudoku ratio
concept of
proportions. activity to students.
4. Further exercise from the textbook can be given to students.
4.5.3 Solve
problems
involving
relationship
between ratios,
rates and
proportions with
percentages,
fractions and
decimals.



CHAPTER 5 : ALGEBRAIC EXPRESSIONS LEARNING AREA : RELATIONSHIP AND ALGEBRA

CONTENT LEARNING STANDARDS KAM ACTIVITIES RESOURCES SUGGESTED
STANDARDS / NOTE TIME
5.1.1 Use letter to represent Fill the Table
5.1 Variables quantities with unknown Self Practice 5.1a
Expressions values. Hence, state whether 1. Student are divided into group of two and will be Text Book Page 107
the value of the variables given a table to fill in with certain information.
varies or fixed with justification

2. Teacher starts by giving only an example how to
fill the table.

3. In the group, the student will discuss each other
how to fill the table.

15 minutes

4. After done fill the table, teacher starts to explain
the real purpose of the activity and relate with
5.1.1 learning standards.

5.1.2 Derive algebraic Finding True Partner Self Practice 5.1b
expressions based on Text Book Page 108
arithmetic expressions that 1. Student are divided into two equal group. One and 109
represent a situation. group is named as S group and the other one is
E group.

2. Each member in S group will be given a card
that contains sentence.

3. Each member in E group will be given a card
that contains expressions.

4. The S group will walk around to find any 45 minutes
member of E group which the expression based
on their situation by discussing each other.

5. After done gather with each partner, teacher will
determine either they pick the correct partner or
not. This activity will continue until everyone get
the correct partner.

5.1.3 Determine the values of FAM (Fill and Sum) Self Practice 5.1c
algebraic expressions given Text Book Page 109
the values of variables and 1. Draw a table.
make connection with
appropriate situations. 2. Fill column 1
a. R1C1 with expression
b. R2C1 with the first algebraic term
c. R3C1 with the second algebraic term
d. R4C1 with the third algebraic term
e. And So on according expression

3. Fill row 1 Try this : 60 minutes
a. R1C2 with value given
b. R1C3 with the next value given a)

4. Start with Blue arrow (multiply) then follow with  2x  3y  7
red arrow (result of multiplication). x  2
y5
5. Green arrow means remain unchanged.
b)
6. Sum all the values in the table.
 2mn  3n  7m
m  4
n2

c)

 ri  3rs  ris
r  4
i2
s  1

Value for 3x  2 y  2
 9  (4)  (2)
3

5.1.4 Identify the term in an Break It Down Self Practice 5.1d
algebraic expression. Hence, Text Book Page 111
state the possible coefficients 1. Student will draw a picture of either building,
for the algebraic terms. transportation or gadget. Try this :

2. Then, student will break down the picture they a)
draw by drawing main (basic) component that is
important to have so that the picture they drawn 3x  y  3
can be make.
b)

 2xy  3d  5rt

25 minutes

3. Teacher relates the big picture is an expression
and the smaller picture are the algebraic terms
for the expressions.

4. Student try to write down their own expressions
and list all the algebraic terms for their
expressions.