KAM 2020

Match the Children 35 minutes

1. Student are divided into two equal amount
group. V group and C group. Teacher gives
simple explanation about coefficient.

2. For V group, each student will be given card
contains variable while for C group will be given
a card contains coefficient.

3. In 5 minutes, each student will find the partner
that correspond between variable and coefficient
each other.

4. Teacher determine either they choose the
correct partner. Then, both group will change
card randomly according to teacher decision.

5.1.5 Identify like and unlike 10 minutes
terms
5.2 Algebraic 5.2.1 Add and subtract two or Gather, Transform, Combine Self Practice 5.2a
expressions more algebraic expressions. Text Book Page 113
basic arithmetic 1. Student will be given a card contains an
operations algebraic terms. Try this :

2. Student will move around and gather with other a)
student that in the same group algebraic terms
(like terms). (3x  2y)  (x  2y)

3. In the group, student will transform all the terms b)
given into one single algebraic term (addition
applied).  3x  2 y   (4x  2 y) 50 minutes
2 
4. Each group will choose one leader to bring the
result of transformation to be checked. Which c)
leader bring the incorrect transformation will go
back to the group to find the correct solution. (2mp  2n)  (4 p  2m)
 (2mp  7)
5. Leader gather and combine all the result to form
a simple algebraic expressions.

5.2.2 Make generalization 30 minutes
about repeated multiplication of 30 minutes
algebraic expressions. 300 minutes

5.2.3 Multiply and divide
algebraic expressions with one
term.

Total duration

5.1.1 FILL THE TABLE UNKNOWN LETTER TYPE OF VALUE
ACTIVITY REPRESENTATIVE

SENTENCES

Aris buys some apples at Pasar Malam

There is a lot of books in my bag.

She has a lot of money in her bank.

Temperature in the classroom
Every year, some book will be disposed because of the
damage
My money for his month depends on my saving last month.
Yan gives some of his pens to Jabir according to number of
his daily number of coins.
Abu buys 8 chocolate bars and give several of them to his
nephew.
Akmal scores several touchdown during rugby tournament
each game he participate.

Answer :

SENTENCES UNKNOWN LETTER TYPE OF VALUE
REPRESENTATIVE
Fixed
Aris buys some apples at Pasar Malam Number of apples Fixed
Number of books Varies
There is a lot of books in my bag. Varies
Money value Varies
She has a lot of money in her bank. Temperature Varies
Number of books Varies
Temperature in the classroom Money value Fixed
Number of pens Varies
Every year, some book will be disposed because of the Number of chocolate bars
damage
Score
My money for his month depends on my saving last month.

Yan gives some of his pens to Jabir according to number of
his daily number of coins.
Abu buys 8 chocolate bars and give several of them to his
nephew.
Akmal scores several touchdown during rugby tournament
each game he participate.

5.1.2 FINDING TRUE PARTNER
ACTIVITY

1. Student are divided into two equal group. One 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 member of E group which the expression based on their situation by discussing with 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.

S GROUP CARD

Last year, Arash’s height is 175 cm. Anthony like to play RPG. His character Aniq score in FIFA tournament is Danish works as a market manager.
This year, his height increased x cm. has certain amount of HP. After a battle, seven less than Ieman’s score. How He decided to give Duit Raya to all his
his HP is decreased by 14. What is his HP 32 workers. How much Duit Raya each
State his height this year. much score that Aniq manage to get?
now? worker get?

Jo’s bowling score is two times Era’s Roy has chocolate bar nine times than his Amer weight is 3 times than Ris PUM has RM 1000 to distribute to its
score and Iqbal score is five more than sister. He decided to distribute to his weight. Faizi weight is 11 less than employees as a bonus. How much
seven children equally. How many Amer weight. What is the weight for
Jo. What score did Iqbal earned? money will each employee get?
chocolate bar that one of his children get? Faizi.

An electrician charges RM 45 per hour Nish earns RM 30 a day working part time Wan’s age is 9 times his son age for Daniel makes 100 dollars each week.
and spends RM 20 a day on gasoline. at a supermarket. How much money he year 2019. What is Wan’s age 6 years He worked for x weeks this summer.
will earn in m days. How much money did Daniel make this
Write an algebraic expression to ago?
represent his earnings for one day. summer?

Tho’ha has 12 more trophies than Dayat has Ping Pong bats. His friend Afiq Yus buys 5 apples which cost x sen Asma earns some amount of money
has three less than twice as many as each and 8 oranges which cost y sen when she works at a restaurant for 6
Sabil. Sabil has t trophies. days. She used RM 1.00 to buy buns
How many trophies does Tho’ha Dayat. How many Ping Pong bats does each. How much he had to pay? every day. How much money does she
Afiq have?
have? has on the sixth day?

E GROUP CARD p 14 f 7 d
3w 11 32
175  x 9c 9a  6 1000
2b  5 7 e
45h  20 30m
100 x

t 12 2p 3 5a  8o 6w  6

5.1.3 FILL AND SUM (F.A.M)

ACTIVITY

1. Draw a table.

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
a. R1C2 with value given
b. R1C3 with the next value given

4. Start with Blue arrow (multiply) then follow with red arrow (result of multiplication).

5. Green arrow means no multiplication happen.

6. Sum all the values in the table.

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

3

5.1.4 BREAK IT DOWN
ACTIVITY

1. Student will draw a picture of either building, transportation or gadget.

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

2x  3y  2 2
2x 3y

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 the own expressions and list all the algebraic terms for their expressions.

5.1.4 MATCH THE CHILDREN
ACTIVITY

1. Student are divided into two equal amount group. V group for girl student and C group for boy student. Teacher gives simple explanation about
coefficient.

2. For V group, each student will be given card contains variable while for C group will be given a card contains coefficient.
3. In 5 minutes, each student will find the partner that correspond between variable and coefficient each other.
4. Teacher determine either they choose the correct partner. Then, both group will change card randomly according to teacher decision.

5xy

x y 5x 5y xy
5y 5x y x 5

 5ris
4

r i  5ri  5rs ris

 5is  5rs s i 5
4 44 44

5.2.1 GATHER, TRANSFORM, COMBINE
ACTIVITY

1. Student will be given a card contains an algebraic terms.
2. Student will move around and gather with other student that in the same group algebraic terms (like terms).
3. In the group, student will transform all the terms given into one single algebraic term (addition applied).
4. Each group will choose one leader to bring the result of transformation and combine with another group to form one simplest algebraic expression

(addition applied).

Answer 1 :

23 xy  28 y  5 z  1 yx  3 xy
12 15 6 6 4

Answer 2 : x 4x
33
 19 mp  5 m  48 p  151 mn  133 1 y 4y
6 4 5 30 12 5

2xy  xy 2xy
3

 x 5x  3x
y 3y  y

3

2 3 4  0.5 0.3 3
3z  z 3 z
 3z 2
3 z
12mp 14mp  2 mp  pm
mp 3
3m  m 2  6m  4m
m 3m p    p 
p 11p 4 2
p 3
3 3 p
5

12  32 1 4(2) 0.666
4

3mn  0.3nm  nm  4mn  mn mn    1 mn
2 3 2 



CHAPTER 6: LINEAR EQUATIONS LEARNING AREA: RELATIONSHIP AND
ALGEBRA

CONTENT LEARNING KAM ACTIVITIES RESOURCES / NOTES SUGGE
STANDARDS STANDARD STED
Activity 1: Notice me! TIME
6.1 6.1.1
Linear equations in Identify linear 1. Students are divided into group of five. 1 hour
one variable equations in one 2. Teacher distributes cards to each group (Activity 1)
variable and describe 3. What do students notice about the relationship between the cards? Teacher needs to:
the characteristics of  Guide students along
the equations. Expected response:
 The right hand side is equal to the left hand side. the process until they
 Both sides are equal. can see the
 Both sides are balanced. characteristics of basic
 They all have an equal sign. linear equations.
 Keep on asking
intriguing questions for
discussion.

4. Then, teacher asks students to work in pairs and try out Worksheet 1. W1: Refer attachment.
5. Discuss the answer.
6. Continue with Exploration Activity 1 from textbook pg 124 and 125 for Refer textbook page 125.

6.1.2 characteristics of linear equations. *Suggested slide
Form linear equations 7. Students identify linear equations from the results of Exploration Activity 1. presentation for this
in one variable based subtopic (refer attachment)
on a statement or a 1. Teacher introduces three methods of solving linear equations in one
situation, and vice- variable:
versa.
6.1.3
Solve linear equations
in one variable.

i. Trial and improvement method.
ii. Application of equality/balance beam/scale/jar method.
iii. Backtracking method.

1 hour

2. Students explore in details for two of the methods
(ii and iii).
 Application of equality/balance beam/scale/jar method.
Activity 2: My balance.
i. Teacher prepares two translucent box/container/jar with coloured
balls and blocks (i.e: dice, rubik’s cube, etc.).
ii. Teacher demonstrates the application of equality concept by putting
different number of coloured balls and blocks on both sides.
iii. Example as below:

Step 1:
Let’s say this is a balanced situation.
We want to find out 1 block = how many coloured balls.

Step 2:
Take away two blocks (two x's) from both sides. The balance will stay
balanced.

Step 3:
Take away 2 balls from both sides. The balance will stay balanced.

Here is the solution! *Balance interactive model
(go to suggested website).
1 block = 4 coloured balls
iv. Now, pick a few students randomly to create problems given by W2: Refer attachment.

teacher and repeat the steps above.
v. Transform the process into mathematical operations.
vi. Teacher shows balance interactive model for further explorations.
http://www.hoodamath.com/mobile/games/algebrabalanceequations.html
vii. Students try Worksheet 2 for enrichment.

 Backtracking method.
Activity 3: Find my number.

i. Students are divided into pairs with partner A and B.
ii. A is to think of a secret number between 1 to 10.
iii. B is now to tell A to multiply their secret number by a certain number

and add another number to their answer.
iv. A is now to share their answer with B.
v. B is now to calculate the number that A initially thought of and

explain to A how they were able to do this.
vi. A and B are now swap roles.
vii. Discuss how can they come out with the secret number.
viii. After discussion, teacher demonstrates the idea of backtracking

method by using flowchart.
ix. Emphasizes on opposite operations:

W3: Refer attachment.

6.1.4 x. Teacher asks students to complete Worksheet 3 for enrichment. W4: Refer attachment. 30
Solve problems Activity 4: Worded code breaker minutes
involving linear 1. Students form groups of 4.
6.2 equations in one 2. In their group, students are required to discuss and solve Worksheet 4 to 30
Linear equations in variable. minutes
two variables reveal the final word.
6.2.1 3. One group will be chosen to share their findings with the entire class. http://www.geogebra.org/
6.3 Identify linear 4. Teacher discusses the concept used in the activity for wrap up. 1 hour
equations in two
variables and describe Refer Exploration Activity 2 textbook page 135 and 136.
the characteristics of Geogebra activity
the equations. Refer Exploration Activity 3a and 3b textbook page 138 and 139.
6.2.2 Geogebra activity
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.
6.2.4
Represent graphically
the linear equations in
two variables.
6.3.1
Form simultaneous
linear equations based

Simultaneous on daily situations.
linear equations in Hence, represent
two variables graphically the
simultaneous linear
equations in two
variables and explain
the meaning of
simultaneous linear
equations.

6.3.2 Activity 5: Running maze *Suggested slide
Solve simultaneous presentation for this
linear equations in two 1. Students form groups of 4. subtopic (refer attachment)
variables using 2. In their groups, students need to workout the path of maze in Worksheet 5 W5: Refer attachment.
various methods.
from start until they reach the finishing line.
3. One group will be chosen to share their findings with the entire class.
4. In the end, teacher relates the activity with the concept of solving

simultaneous linear equation.

6.3.3 Activity 6: BINGO 1 hour
Solve problems
involving simultaneous 1. Students sit in small group (4 to 5 students). W6: Refer attachment.
linear equations in two 2. Teacher distributes Worksheet 6 and asks each group to solve BINGO
variables.
problem.
3. Students share their solutions and teacher emphasizes on the connection of

the problems given with overall topic.



CHAPTER 7: LINEAR INEQUALITIES LEARNING AREA: RELATIONSHIP & ALGEBRA

CONTENT LEARNING KAM ACTIVITIES RESOURCES/ SUGGESTED
STANDARDS STANDARDS NOTES TIME
7.1 Inequalities 1. Give out cards with a number on each. Include things such as decimals,
7.1.1 Compare the fractions, squares and square roots. For less able students, you may want to Refer page 20 minutes
values of numbers, reduce your range of numbers. Also give out cards with the symbols =, <, >, 150-153 KSSM
describe inequality and ≥ and ≤.
hence, form algebraic Mathematics
textbook
inequality.

Ask students to make correct statements using their cards

2.5 = +√ < +√ –4 < 1 < 0.5 <



Identify relationship
(a) is greater than or equal to

(b) is less than or equal to

2. Relate with variable and introduce number lines to the students.

3. TIC TAC TOE Refer Handout
Divides students into three students per group. There will be two players and 1&2

one host.
Make sure each one of them has paper to be used to show their workings.

4. Every time a student answers the math fact correctly, that student places his
or her X or O on the square containing the solved problem. The host will

have the answer key and decide if the answer given by their friends correct
or not.

5. If a student fails to answer the math problem right, they do not put anything
on the square, and instead the turn goes on to the student's competitor.

6. The winner is announced by the host if a student gets 3 in a row horizontally,
diagonally, or vertically.

7. Exchange host and do another round of Tic Tac Toe. The new host will get
the new handout from the teacher.

7.1.2 Make 1. Teacher explains to students from page 154-157 KSSM Mathematics Refer page 20 minutes
generalisation about textbook. 154-157 KSSM
inequality related to
(i) the converse and 2. Emphasis the general form of the properties: Mathematics
transitive properties,  Converse property textbook.
 Transitive property
additive and  Remains unchanged
multiplicative inverse,  Additive inverse
 Multiplicative inverse
(ii) basic arithmetic
operations

7.2 Linear 7.2.1 Form linear Give the general form and example in numbers form for better Refer Handout 20 minutes
inequalities In one inequalities based on students’ understanding. Refer “Smart Tips” on the page 156. 3
daily life situations, and
variable 3. TIC TAC TOE Refer page
vice-versa Same group as before. Exchange host and the host will get handout from 158-159 KSSM

the teacher. Mathematics
textbook.
1.

2.
Teacher will give situations for students to construct a linear inequality

i) Sarah knows that she will sell more than 50 bracelets.
ii) Azfar eats at least one apple every morning.
iii) This jug can at most be filled with 670ml.

iv) Pak Samad is a gasing uri maker in Kelantan. The time, t days,
Pak Samad spends in making a gasing uri is less than 42 days.

v) In a fishing competition, the participants can win a prize if the
length, l cm, of the fish caught is at least 32 cm.

3. WORD PROBLEMS PUZZLE Refer Handout
Teacher divides students into group. Each group should have 3-4 students. 4

4. Students in group will solve a puzzle that has word problems. Students need
to find piece of puzzle that form a linear inequality and solve the linear

inequality (with no multiplying or dividing by negative numbers required).

7.2.2 Solve problems 5. Students should discuss on how they solve the linear inequalities despite Refer page 60 minutes
involving linear forming the linear inequalities. Teacher will continue next lesson with solving 160-163 KSSM
linear inequalities.
inequalities in one Mathematics
variable Solving Linear Inequalities textbook.

7.2.3 Solve 1. In pairs, learners discuss solving simple one-step inequalities (with no
simultaneous linear multiplying or dividing by negative numbers required), such as:
inequalities in one
4x < 16
variable. x–5≥2

x  0.5
6

They show students the solutions by drawing number lines.
How can you check your values for x? How was solving these inequalities

similar to solving equations?

2. Students should instantly recognize this as being the same basic method as
solving an equation. Say that the methods are the same, but that the equals
sign is replaced with an inequality sign.

3. Learners try to solve inequalities such as those below, drawing their result
as a number line. Learners share their answer with a partner.
3x > 6
2x + 3 < 11
5x – 2 ≤ 14 – 3x

4. Then teacher give questions with multiplying or dividing by negative

numbers.
−3 > 5 -2x - 10 < 2

-3x + 15 < 3

Is the inequality sign always the same as previous questions?

Emphasize that whenever multiply or divide an inequality by a negative
number, you must flip the inequality sign.

5. Show students the solutions by drawing number lines.

Solving Simultaneous Linear Inequalities
6. Teacher gives situations/questions and let students decide the

outcomes/answers.

i) MRSM intake
Minimum requirement 85% for Mathematics and 80% for English.

Ashraf got 83% for Mathematics and 89% for English.

Syahir got 90% for Mathematics and 81% for English.

Which student is the most suitable to be MRSM student?

ANSWER: Syahir

ii) Daily consumption of sugars
Based on the World Health Report, the daily consumption of sugar is

between 25 g and 37.5 g.
If m gram represents the quantity of daily sugar consumption, then we can

write

m > 25 and m < 37.5
What can be the amount of sugar, in grams,

an individual consumes?
ANSWER: 27, 32, 34.8 etc
iii) 2x + 5 < 11 and 3x − 10 < 5

ANSWER:
x<3

iv) 8x + 5 ≥ 5x − 13 and 3x − 4 > 9x + 20
ANSWER:
−6 ≤ x < −4

Refer Handout
5

7. Emphasise the questions can easily be solved by drawing number lines.
8. Students should be able to find the common region and correctly write the

answer.
9. MATHS HUNT: Solving Linear Inequalities & Simultaneous Linear

Inequalities

INSTRUCTION:
Assign student partners or groups of three students. Each group will begin at

station. Students will get answer sheet flow chart. Students should show
their workings in their exercise book or plain paper. The students will answer

the questions and move to the stations that correspond with their answer.

For example, group A should begin at station A. If their answer says x > 6,
they should find a station that stated x > 6 as the previous answer. That is
their next station they will visit. They should follow this procedure until they

have visited all the stations.

If a group is sent back to a station they have previously visited, they know
they have made a mistake and should go back and check their work.

PREPARATION:
 Print each station on a separate piece of paper and laminate it.

 Hang the stations around the classroom.
 Make copies of the student answer sheet.





PROJECT WORK

My Entrepreneur Business Project

Congratulation!! You have gone through all the topics in KAM
modules, Now Let’s Complete This TASK!

 Your Team are appointed as a
business consultant.

 Follow the guideline provided in
order to get a thorough result.

 Complete The Business Report Card so
that it can be used to rate your Clients

NO ACTIVITIES CHECKLIST
Client:
Café
1 Koop Mart

2 Task 1 : Table of Item

3 Task 2 : Production Cost

4 Task 3 : Total Sale in 5 Days

5 Task 4 : Sale and Profit

6 Task 5 : Finding Discussion

GUIDE LINE

Slot: Activitiy Weeks / OKAT 1 / within Sem 1
Time Duration: 4 hours
Venue: Café / Koop Mart
By the end of the activity, students will able to:

 Collect, organize, representation and data interpretation.

 Enhance their communication and mathematical skills.
 Discuss about their Findings

Instructions:

 Get into group of five.
 Choose either Café / Koop Mart to start your task.
 After you have chosen, complete the form below. Use the Example Report as

your references.
 Each Group need to present their findings.

Example Report

Task 1: Table of Item

 Choose one of the following categories.
 List Down at least 3 items from your chosen categories.

Category Stationeries Food Beverages

Types of item Pen  Roti Canai  Teh Tarik
Pencil  Nasi Lemak  Kopi
Ruler  Kuih  Milo
Eraser

(suggestion: Compare
Brand/price in bulk or per
unit)

Example Report

Task 2: Production Cost

 Complete the table below
 Find the cost

Ingredient

Price RM3.00 RM 5.70 RM40.00 RM 32.50
Serve/item 10 cups 200 cups 50 cups
Price per 50 cups

cup 3.00 = RM0.30 5.70 = RM0.11 40.00 = RM0.20
10 50 200
Beverages
Ingredient Cost Item/cup Cost/cup
Teh Tarik
Teh RM0.30
Milk
RM0.11 RM0.61

Sugar RM0.20

Example Report

Task 3 : Total Sale in 5 days

 Fill in all the item from Task 1 and complete the survey.
 Students collect the data to find the number of sales in the time durations.

Number of Sales (cup)

Item 1) Teh 2) Milo 3)……. 4) 5)
Tarik
Day 1
Day 2 20
Day 3 50
Day 4 45
Day 5 33
52

TOTAL 200

Notes: Students may conduct this survey in 2 - 5 days, or any time at your convenient.

Example Report

Task 4: Sales and Profit
 Based on Task 2 & 3, Complete the form to find Profit

Café ( Beverages )

No. Item Cost of Total Price/cup Total sale Profit Profit
each
1. Teh RM0.61 cost/cup RM300 – Percentage
Tarik RM122 178
200 x RM 0.61 RM1.50 200 x RM1.50 RM178 122 × 100%
2.
3. RM 122 RM 300 145.9%
4.
5.

TOTAL PROFIT

Group Name : _____________________

Task 1: Table of Item

 Choose one of the following categories.
 List Down at least 3 items from your chosen categories.

Category Stationeries Café Beverages

Types of item

Group Name : _____________________

Task 2: Production Cost

 Complete the table below
 Find the cost
 You may refer online store to get the actual price of the related item.

Item/ Ingredient Cost Item/cup Total cost

Price
Serve/item
Price per cup

Beverages

Group Name : _____________________

Task 3 : Total Sale in 5 days

 Fill in all the item from Task 1 and complete the survey.
 Students collect the data to find the number of sales in the time durations.

Day 1
Day 2
Day 3
Day 4
Day 5
TOTAL

Group Name : _____________________

Task 4: Sales and Profit

 Based on Task 2 & 3, Complete the form to find Profit

Café ( Beverages )

No. Item Cost of Total Price/cup Total sale Profit Profit
each cost/cup Percentage

1

2

3
TOTAL PROFIT



Task 5 : Findings Discussion

 Based on the tasks, make any relevant graphical data representations to
describe your findings. (i.e Bar chart, Pie chart, line graph)

 Thus, compile those outcomes and make a brief reports/
recommendation to Koop Mart/ Café to improvise their marketing
strategies and etc.

Bussiness
REPORT CARD

2020

1 Graphical Data Representation

Bar Chart Pie Chart Line Graph

2 Conclusions

3 Recommendations
4 Rating

Peer Assessment: Evaluation for Group

Circle number of the group that presenting

123 45 6

Please complete Evaluation Form below by ticking the appropriate box.

EX 90% Outstanding VG 75% Very Good
G 65% Good OK 55% Adequate
P 45% Poor F Fail Very Poor

Please add some general comments and
feedback in the space at bottom of the page.

EX VG G OK P F

Content (65%)
Objective achieved
Topic covered in depth
Accurate presentation
Good Demonstration
Presentation (35%)
Attention grabbing introduction
Convincing argued
Clear and Effective use of PowerPoint
(figures table)
Reasonable length

TOTAL MARKS

General Comments from Peers: