rpt math form 2 2011.doc

7/28/2019 RPT MATH FORM 2 2011.doc

1/17

A YEARLY TEACHING PLAN ( 2011 )

Mathematics Form Two

Wk Learning areas / Learning objectives Learning Outcomes Suggested Teaching and Learning

Activities

CCTS NOTES

1

(3/1 7/1)

Revision: Integers, percentages, algebraic

expressions

Integers:

Addition and subtraction of two or more

positive and negative integers

Percentages:

Find the percentage of a quantity given the100% and vice versa

Algebraic Expressions:

Addition and subtraction of two or more

algebraic expressions with one unknown anddifferent unknowns

i. recall all the concepts learnt during form 1

2

(10/1 - 14/1)

Chapter 1 : Direct ed Numbers

1.1 Multiplication and Division of Integers

Perform computations involving

multiplication and division of integers tosolve problems.

i. Multiply integers.ii. Solve problems involving multiplication of

integers.

iii.Divide integers.iv.Solve problems involving division of

integers.

Use concrete materials such as colored

chips and multiplication tables to

demonstrate multiplication and division of

integers. Complete multiplication table by

recognizing patterns.

Solve problems related to real-life

situations.

- identifying relation- Comparing andcontrasting

- classifing

- Mind Mapping- Discuss on

examples- Use calculator

to compareanswer

1.2 Combined Operations on Integers

Perform computations involving combinedoperations of addition, subtraction,

multiplication and division of integers tosolve problems.

i. Perform computations involvingcombined operations of addition,

subtraction, multiplication and divisionof integers.

ii. Solve problems involving combinedoperations of addition, subtraction,multiplication and division of integers

including the use of brackets.

e.g.

( - 2 ) 3 4

4 x ( -3 ) ( - 6 )

Student use calculators

to compare and verify answers.Solve problems related to real-life

situations such as money and temperature

- identifying relation- Comparing and

contrasting- classifing

1.3 Positive and Negative Fractions

Extend the concept of integers to frac tions tosolve problems.

i. Compare and order fractionsPerform addition, subtraction,

ii. multiplication or division on fractions.

Compare fractions using :

a) number linesb) scientific calculators.



3

(17/1 -21/1)

1.4 Positive and Negative Decimals

Extend the concept of integers to decimals tosolve problems.

i. Compare and order decimals.ii. Perform addition, subtraction,

multiplication or division on decimals.

Compare decimals using :

a) number linesb) scientific calculators.



1


2/17



1.5 Computations Involving DirectedNumbers

Perform computations involving directed

number( integers, fractions and decimals )

i. Perform addition, subtraction,multiplication or division involving two

directed numbers.ii. Perform computations involving

combination of two or more operationon directed numbers including the useof brackets.

iii. Pose and solve problems involvingdirected numbers.

Explore addition, subtraction,

multiplication and division using standardalgorithm and estimation.

Perform operations on integers.

e.g.- 2 + ( - 3 ) x 4

Perform operations on fractions.e.g.

( ) ( )21

53

41

Perform operations on decimals.

e.g.

2.5 1.2 x ( - 0.3 )

Perform operations on integers, fractions

and decimals.e.g.

( ) ( )425.15

2+

Solve problems related to real-life

situations.



4

(24/1 28/1) Chapter 2 :

Squares, Square Roots, Cubes and Cube

Roots.

2.1 Squares of Numbers

Understand and use the concept of squares ofnumbers.

i. State a number multiplied by itself as a

number to the power of two and vice-versa.

ii. Determine the squares of numberswithout using calculators.

iii. Estimate the squares of numbers.

iv. Determine the squares of numbers usingcalculators.

v. List perfect squares.

vi. Determine if a number is a perfectsquare.

vii. Pose and solve problems involvingsquares of numbers.

Recognise squares of numbers as the areas

of the associated squares.

12 22 32

Use pencil-and-paper method, mental and

speed calculations to evaluate squares ofnumbers where appropriate.

Use estimation to check whether answers

are reasonable.

Explore square numbers using calculators.Explore perfect squares

- identifying relation

- Comparing andcontrasting

- classifing- making generalization



to compare

answer

2.2 Square Roots of Positive Numbers

Understand and use the concept of square

roots of positive numbers.

i. Determine the relationship betweensquares and square roots.

ii. Determine the square roots of perfect

squares without using calculator.iii. Determine the square roots of numbers

without using calculators.iv. Multiply two square roots.v. Estimate square roots of numbers.

vi. Find the square roots of numbers using

Explore the concept of square roots using

areas of squares.

Investigate multiplications involving

square roots of:a) the same number.

b) different numbers.

Use estimation to check whether answers

are reasonable.



2


3/17



calculators.vii. Pose and solve problems involving

squares and square roots.

e.g.7 is between 4 and .

7 is between 2 and 3.

Use calculators to explore the relationship

between squares and square roots.

5

(31/1 4/2)

SCHOOLS SPORT EVENT

AND

CHINEESE NEW YEAR HOLIDAY

6

(7/2 11/2)

2.3 Cubes of NumbersUnderstand and use the concept of cube of

numbers.

i. State a number multiplied by itself twiceas a number to the power of three and

vice-versa.ii. Determine cubes of numbers without

using calculators.

iii. Estimate cubes of numbers.

iv. Determine cubes of numbers using

calculators.

v. Pose and solve problems involvingcubes of numbers

Recognize cube of a number as the

volume of the associated cube.

13 23 33

Use pencil-and-paper method, speed and

mental calculations to evaluate cubes of

numbers.

Explore estimation of cubes of numbers.

e.g.

0.48 is between 0.4 and 0.50.482 is between 0.064 and 0.125

Explore cubes of numbers using

calculators.


contrasting- classifing- making generalization

2.4 Cube Roots of Numbers

Understand and use the concept of cube roots

of numbers.

i. Determine the relationship between

cubes and cube roots.

ii. Determine the cube roots of integerswithout using calculators.

iii. Determine the cube roots of numberswithout using calculators.

iv. Estimate cube roots of numbers.v. Determine cube roots of numbers using

calculators.

vi. Pose and solve problems involvingcubes and cube roots.

vii. Perform computations involvingaddition, subtraction, multiplication,division and mixed operations on

squares, square roots, cubes and cuberoots.

Use calculators to explore the relationship

between cubes and cube roots.

Explore estimation of cube roots of

numbers.

e.g.20 is between 8 and 27

3 20 is between 2 and 3

Explore the relationship between cubes andcube roots using calculators


- Comparing and


- making generalization

3


4/17



7

(16/2 18/2)

Chapter 3 : Algebraic Expressions ll

3.1 Algebraic Terms in Two or MoreUnknowns

Understand the concept of algebraic terms intwo or more unknowns.

i. Identify unknowns in algebraic terms intwo or more unknowns.

ii. Identify algebraic terms in two or moreunknowns as the product of the

unknowns with a number.iii. Identify coefficients in given algebraic

terms in two or more unknowns.

iv. Identify like and unlike algebraic termsin two or more unknowns.

v. State like terms for a given algebraic

term.

Students identify unknowns in given

algebraic terms.e.g.

3ab : a & b are unknowns.-3d2 : dis an unknowns.

Use example of everyday situations to explainalgebraic terms in two or more unknowns






to compareanswer

- Short quiz

8

(21/2 26/2)

3.2 Multiplication and Division of Two or More Algebraic Terms

Perform computations involving multiplication and division of two or more terms

3.3 Computations Involving Algebraic

ExpressionsPerform computations involving algebraic

expressions.

i. Find the product of two algebraic terms.

ii. Find the quotient of two algebraic terms.iii. Perform multiplication and division

involving algebraic terms.

Explore multiplication and division of

algebraic terms using concrete materials

or pictorial representations.e.g.Find the area of a wall covered by 10 pieces

of tiles each measuringx cm byy cm.

E.g.a) 4rs x 3r= 12r2s

b)

q

p

qq

pppqp

36

262

2=

=

Perform multiplication and division such

as :

6pq2 x 3p 2qr




9

28/2 4/3)

FIRST MONTHLY TEST

(INCLUDING FORM 1 TOPICS AND CHAPTER 1 & 2 FORM 2)

10

(7/3 11/3)

MID-SEMESTER BREAK

(12/3 20/3)

i. Multiply and divide algebra icexpressions by a number.

ii. Perform:a) addition

b) subtraction

involving two algebraic expressions.iii. Simplify algebraic expressions.

Use situations to explain computations

involving algebraic expressions.

Investigate why 8 ( 3x- 2 ) = 24x 16.

Add and subtract algebraic expressions by

removing bracket and collecting liketerms.

Simplify algebraic expressions such as:

a) 3x ( 7x 5x )b) 5 ( 5x + 2y ) 3 ( 2x- 2y )

c)

)24()7(41

21 cbcba ++



4


5/17



d)264)23(8 + xx

11

(12/3 22/3)

MID-SEMESTER BREAK

12

(21/3 26/3)

Chapter 4 : Linear Equations.

4.1 Equality

Understand and use the concept of equality.

4.2 Linear Equations in One Unknown

Understand and use the concept of linearequations in one unknown.

i. State the relationship between

two quantities by using the symbols

= or

Use concrete examples to illustrate =

and

Discuss cases such as:

a) If a = b then b = a.

e.g.2 + 3 = 4 + 1 then 4 + 1 = 2 + 3

b) Ifa = b and b = c, then a = c.e.g.4 + 5 = 2 + 7, then 2 + 7 = 3 + 6,

then4 + 5 = 3 + 6


- Comparing andcontrasting- making generalization

- Mind Mapping

- Discuss onexamples

- Use calculator

to compareanswer

- Short quiz

4.3 Solutions of Linear Equations in OneUnknown

Understand the concept of solutions of linearequations in one unknown

i. Recognise linear algebraic terms.ii. Recognise linear a lgebraic

expressions.i ii . Determine if a given equat ion i s :

a) a linear equation

b) a linear equation in one unknown.v. Write linear equations in one unknown

for given statements and vice versa.

Discuss why given algebraic terms and

expressions are linear.

Given a list of terms, students identify

linear terms.

e.g.3x, xy, x2

3x is a linear term

Select linear expressions given a list of

algebraic expressions.

e.g.

1,2,2,322++ xxyyxx

yxx 2,32 + is a linear term. Select linear equations given a list of

equations.

e.g.

10,72,53 ===+ xyyxx

72,53 ==+ yxx are linearequations.

x + 3 = 5 is linear equation in one

unknown.Include examples from everyday situations



Chapter 5 : Ratios, Rates and Proportions.

5


6/17



13

(28/3 1/4)

5.1 The concept of Ratio of Two QuantitiesUnderstand the concept of ratio of two quantities.

5.2 Concept of Proportion to Solve ProblemsUnderstand the concept of proportion to solve

problems.

i. Determine if a numerical value is asolution of a given linear equation inone unknown.

ii. Determine the solution of linearequation in one unknown by trial and

improvement method.iii. Solve equations in the form of:

a) x + a =b

b) x a =bc) ax = b

d) ba

x=

iv. Solve equations in the form ofax + b

= c, where a, b, c are integers andx isan unknown.

v. Solve linear equations in oneunknown.

vi. Pose and solve problems involvinglinear equations in one unknown.

Use concrete examples to explain

solutions of linear equation in one

unknown.e.g.

Relatex + 2 = 5 to + 2 = 5.

Solve and verify linear equations in one

unknown by inspection and systematic

trial, using whole numbers, with andwithout the use of calculators.

Involve examples from everyday situations.



5.3 Concept of Ratio of Three Quantities toSolve Problems

Understand and use the concept of ratio of

three quantities to solve problems.

i. Compare two quantities in the

form a : b orba

.

ii. Determine whe the r given ra tios

are equivalent ratios.i ii . S impli fy rat ios to the lowest

terms.

iv. State ra tios re la ted to a given

ratio.

Use everyday examples to introduce the

concept of ratio.

Use concrete examples to explore:

a) equivalent ratiosb) related ratios.

- identifying relation- making generalization


examples

- Use calculatorto compare

answer- Short quiz

14

(4/4 8/4)

Chapter 6 : Pythagoras Theorem

6.1 The Relationship Between the Sides of aRight-Angled Triangle

Understand the relationship between the sides

of a right-angled triangle.

i. State whether two pairs of quantities is a proportion.

ii. Determine if a quantity is

proportional to another quantity giventwo values of each quantity.

i ii . F ind the value of a quant ity giventhe ratio of the two quantities and thevalue of another quantity.

iv. F ind the value of a quant ity giventhe ratio and the sum of the two

quantities.v. Find the sum of two quantitie s


concept of proportion.

Verify the method of cross multiplication

and use it to find the missing terms of aproportion.

6


7/17



given the ratio of the quantities and thedifference between the quantities.

vi. Pose and solve problemsinvolving ratios and proportions.

6.2 The Converse of Pythagoras Theorem

Understand and use the converse of thePythagoras theorem.

i. Compare three quantities in the forma : b : c .

ii. Determine whether given ratios areequivalent ratios.

iii. Simplify ratio of three quantities to the

lowest terms.iv. State the ratio of three quantities given

ratio of three quantities.

v. Find the ratio ofa : b : c given theratio ofa : b and b : c .

vi. Find the value of the other quantities,given the ratio of three quantities andthe value of one of the quantities.

vii. Find the value of each of threequantities given:

a) the ratio and the sum of threequantities

b) the ratio and the difference betweentwo of the three quantities

viii. Find the sum of three quantities given

the ratio and the difference betweentwo of the three quantities.

ix. Pose and solve problems involving

ratio of three quantities.\


concept of ratio of three quantities.

Use concrete examples to explore

equivalent ratios.



15

(11/4 14/4)

Chapter 7 : Geometrical Construction

7.1 Constructions Using a Straight Edge anda Pair of Compasses

Perform constructions using straight edge( ruler and set square ) and compass.

i. Identify the hypotenuse of right-

angled triangles.ii. Determine the rela tionship

between the lengths of the sides of a

right-angled triangle.i ii . F ind the length of the miss ing

side of a right-angled triangle using the

Pythagoras theorem.iv. Find the length of sides of geometric

shapes using Pythagoras theorem.v. Solve problems using the Pythagoras

theorem.

Students identify the hypotenuse of right-

angled triangles drawn in differentorientations.

Use dynamic geometry software, grid

papers or geo-boards to explore andinvestigate the Pythagoras theorem.


- Comparing andcontrasting- classifing


- Mind Mapping


- Use calculator

to compareanswer

- Short quiz

15/4

EVENT HOLIDAY

16

(18/4 21/4)

Chapter 8 : Coordinates

8.1 Coordinates

i. Determine whether a triangle is aright-angled triangle.

ii. Solve problems involving the converse

- Explore and investigate the converse of thePythagoras theorem through activities.

7


8/17



Understand and use the concept ofcoordinates.

Pythagoras theorem.

8.2 Scales for the Coordinate Axes

Understand and use the concept of scales for

the coordinate axes.

i. Construct a line segment of given

length.

ii. Construct a triangle given the length ofthe sides.

i ii . Construct:a) perpendicular bisector of a given

line segment.b) Perpendicular to a line passing

through a point on the line.

c) Perpendicular to a line passingthrough a point on the line.

iv. Construct :a) angle of 600 and 1200.

b) bisector of an angle.

v. Construct triangles given :a) one side and two angles

b) two sides and one angle.vi. Construct :

a) parallel lines.

b) parallelogram given its sides and anangle.

Relate constructions to properties of

rhombus and isosceles triangle.

Relate the construction to the properties ofequilateral triangle.

Explore situation when two different

triangles can be constructed.


- constructing

- making generalization- Comparing and

contrasting

- Mind Mapping

- Discuss on


to compareanswer

- Short quiz

22/4

GOOD FRIDAY HOLIDAY

17

(25/4 29/4)

8.3 Distance Between Two Points in aCartesian Plane

Understand and use the concept of distancebetween two points on a Cartesian plane.

i. Identify thex-axis,y-axis and theorigin on a Cartesian plane.

ii. Plot points and state the coordinates ofthe points given distances from thex-axis andy-axis.

iii. Plot points and state the distances ofthe points fromx-axis andy-axis given

coordinates of the points.iv. State the coordinates of points on

Cartesian plane.

Introduce the concept of coordinates using

everyday examples.e.g.

State the location of :

a) a seat in the classroom

b) a point on square grids.- Introduce Cartesian coordinates as a

systematic way of marking the location

of a point.

- identifying relation- ploting

- making generalization- Comparing andcontrasting



to compare

answer- Short quiz

i. Mark the values on both axes by

extending the sequence of given valueson the axes.

ii. State the scales used in given

Use dynamic geometry software to

explore and investigate the concept scales.

Explore the effects of shapes of objects by

using different scales.

2/5 LABOUR DAY

8


9/17



coordinate axes where :a) scales for axes are the same

b) scales for axes are different.iii. Mark the values on both axes, with

reference to the scales given.iv. State the coordinates of given point

with reference to the scales given.

v. Plot points, given the coordinates, withreference to the scales given.

vi. Pose and solve problems involving

coordinates.

Explore positions of places on topography

maps.

Pose and solve problems involving

coordinates of vertices of shape such as :

Name the shape formed byA( 1, 5 ),B( 2,5 ), C( 4, 3 ) andD ( 3, 3 ).

Three of the four vertices of a square are ( -1,

1 ), ( 2, 5 ) and ( 6, 2 ). State the coordinatesof the fourth vertex.

i. Find the distance between two points

with :a) commony-coordinates

b) commonx-coordinatesii. Find the distance between two points

using Pythagoras theorem.

iii. Pose and solve problems involvingdistance between two points.

Discuss different methods of finding

distance between two points such as :

a) inspec tionb) moving one point to the otherc) computing the difference between

thex-coordinates ory-coordinates.

Students draw the appropriate right-

angled triangle using the distance between

the two points as the hypotenuse.


- constructing- making generalization


LABOUR DAY

1/5 2/5

18

(3/5 6/5)

STUDY WEEK

REVISION FOR EXAMINATION

19

(9/5 13/5)

FIRST SEMESTER EXAMINATION

(INCLUDING FORM 1 TOPICS AND CHAPTER 1 8)

(9/5 13/5)

WESAK DAY

(16/5 17/5)

20

(18/5 20/5)

8.4 Midpoint

Understand and use the concept of midpoints.

Chapter 9 : Loci in Two Dimensions

9.1 Two-Dimensional Loci

Understand the concept of two-dimensional loci.

21

9.2 Intersection of Two Loci

Understand the concept of the intersection of

i. Identify the midpoint of a straight line

joining two points.ii. Find the coordinates of the midpoint of

Introduce the concept of midpoints

through activities such as folding,

constructing, drawing and counting.



9


10/17



(23/5 27/5) two loci. a straight line joining two point with :iii. Find the coordinates of the midpoint of

the line joining two points.iv. Pose and solve problems involving

midpoints.


explore and investigate the concept ofmidpoints.


i. Describe and sketch the locus of amoving object.

ii. Determine the locus of points that areof :a) constant distance from a fixed point

b) equidistant from two fixed pointsc) constant distance from a straight

lined) equidistant from two intersecting

lines.

iii. Construct the locus of a set of allpoints that satisfies the condition :

a) the point is at a constant distancefrom a fixed point.

b) the point is at equidistant from twofixed points.

c) The point is at a constant distance

from a straight line.d) the point is at equidistant from

intersecting lines.

Use everyday examples such as familiar

routes and simple paths to introduce theconcept of loci.

Discuss the locus of a point in given

diagram.e.g.

Describe a locus of a point equidistant fromA and C

.

A D

B C

- identifying relation- constructing



examples- Short quiz

22 & 23

(28/5 12/6)

FIRST SEMESTER BREAK

28/5 12/6

24

(13/6 17/6)

Chapter 10 : Circles

10.1 Parts of a Circle

Recognise and draw parts of a circle.

i. Determine the intersections of two lociby drawing the loci and locating thepoints that satisfy the conditions of the

two loci.

Use everyday examples or games to

discuss the intersection of two loci.

Mark the points that satisfy the

conditions :

a) Equidistant fromA and C.b) 3 cm fromA.

D C

- identifying relation- constructing- making generalization


10


11/17



A B

25

(20/6 25/6)

10.2 Understand and Use the Concept of Circumference to Solve Problems

Understand and use the concept of circumference to solve problems.

10.3 Arc of a Circle

Understand and use the concept of arc of a

circle to solve problems

i. Identify circle as a set of points

equidistant from a fixed point.ii. Identify parts of a circle :

a) center b) circumferencec) radius

d) diameter e) chord

f) arcg) sector h) segment

iii. Draw :a) a circle given the radius and

centre

b) a circle given the diameterc) a diameter passing through a

specific point in a circle giventhe centre.

d) a chord of a given length passing

through a point on thecircumference.

e) sector given the size of the angleat the centre and radius of thecircle.

iv. Determine the :a) center

b) radiusof a given circle by construction.

Introduce the concept of circle as a locus.


explore parts of a circle.


- constructing- making generalization


- Mind Mapping


- Use calculatorto compareanswer

- Short quiz

26

(27/6 1/7)

10.4 Area of a CircleUnderstand and use the concept of area of acircle to solve problems.

i . Estimate the value of .

ii. Derive the formula of the

circumference of a circle.iii. Find the circumference of a circle,

given its :a) diameter

b) radius.

iv. Find the :a) diameter

b) radius

given the circumference of a circle.

Solve problems involving circumference of

Measure diameter and circumference ofcircular objects.

Explore the history of .

Explore the value ofusing dynamic

geometry software.



11


12/17



circles.

i. Derive the formula of the length of an

arc.ii. Find the length of arc given the angle

at the centre and radius.

iii. Find the angle at the centre given thelength of the arc and the radius of a

circle.iv. Find the length of radius of a circle

given the length of the arc and the

angle at the centre.v. Solve problems involving arcs of a

circle.

- Explore the relationship between

the length of arc and angle at thecentre of a circle using dynamicgeometry software.


- Comparing andcontrasting- classifing


27

(4/7 8/7)

10.5 Area of a Sector of a Circle

Understand and use the concept of ar ea

of sector of a circle to solve problems.

i. Derive the formula of the area of acircle.

ii. Find the area of a circle given the :

c) radiusd) diameter

iii. Find :

a) radiusb) diameter

given the area of a circle.

iv. Find the area of a circle given thecircumference and vice versa.

v. Solve problems involving area ofcircles.

Explore the relationship between the

radius and the area of a circle :

a) using dynamic geometry software.b) Through activities such as cutting

the circle into equal sectors and

rearranging them into rectangularform.



Chapter 11 : Transformations

12


13/17



28

(11/7 15/7)

11.1 TransformationUnderstand the concept of transformations.

11.2 Translation

Understand and use the concept oftranslations.

i. Derive the formula of the area of asector.

ii. Find the area of a sector given theradius and angle at the centre.

iii. Find the angle at the centre given theradius and area of a sector.

iv. Find the radius given the area of asector and the angle at the centre.

v. Solve problems involving area ofsectors and area of circles.

- Explore the relationship betweenthe area of a sector and the angle at

the centre of the using dynamicgeometry software.



29

(18/7 22/7)

11.3 Reflection\

Understand and use the concept of reflections.

i. Identify a transformation as a one-to-one correspondence between points in

a plane.ii. Identify the object and its image in a

given transformation.

- Explore concepts intransformational geometry using

concrete materials, drawings, geo-boards and dynamic geometry

software.






to compare

answer- Short quiz

30

(25/7 29/7)

11.4 Rotation

Understand and use the concept of rotations.

i. Identify a translation.ii. Determine the image of an object

under a given translation.iii. Describe a translation :

a) by stating the direction and distanceof the movement

b) in the form

b

a.

iv. Determine the properties of translation.v. Determine the coordinates of :

c) the image, given the coordinates ofthe object

d) the object, given the coordinates ofthe image

under a translation.

vi. Solve problems involving translations.

Explore translations given in the form

b

a.

Investigate the shapes and sizes, lengths

and angles of the images and the objects.


- making generalization- Comparing and

contrasting

13


14/17



31

(1/8 5/8)

11.5 IsometryUnderstand and use the concept of isometry.

i . Identify a reflection.ii. Determine the image of an object

under a reflection on a given line.iii. Determine the properties of reflections.iv. Determine :

a) the mage of an object, given theaxis of reflection

b) the axis of reflection, given the

object and its image.v. Determine the coordinates of :

a) the image, given the coordinates ofthe object.

b) the object, given the coordinates of

the imageunder a reflection.

vi. Describe a reflection given the objectand image.

vii. Solve problems involving reflections.

Explore the image of an object under a

reflection by drawing, using tracing paper,or paper folding.

Investigate the shapes and sizes, lengths

and angles of the images and objects.



11.6 Congruence

Understand and use the concept ofcongruence.

i . Identify a rotation.

ii. Determine the image of an objectunder rotation given the centre, theangle and direction of rotation.

iii. Determine the properties of rotations.iv. Determine :

a) image of an object, given the centre,

angle and direction of rotationb) the centre, angle and direction of

rotation, given the object and the

image.v. Determine the coordinates of

a) the image, given the coordinates ofthe object;

b) the object, given the coordinates ofthe image.

under a rotation.

vi. Describe a rotation given the objectand image.

vii. Solve problems involving rotations.

Explore the image of an object under a

rotation by drawing and using tracingpaper.


- constructing- making generalization- Comparing and

contrasting

11.7 Properties of Quadrilaterals i. Identify an siometry. Use tracing papers to explore isometry.

14


15/17



Understand and use the properties ofquadrilaterals using concept of

transformations.

ii. Determine whether a giventransformation is an isometry.

iii. Construct patterns using isometry.


- constructing- making generalization- Comparing and

contrasting

32(8/8 12/8)

Chapter 12 : Solid Geometry ll

12.1 Properties of Prisms, Pyramids,Cylinders, Cones and Spheres

Understand geometric properties of prisms,pyramids, cylinders, cones and spheres.

i. Identify if two figures are congruent.

ii. Identify congruency between twofigures as a property of an isometry.

iii. Solve problems involving congruence.

Explore congruency under translations,

reflections and rotations.

12.2 Nets of Geometric Solids

Understand the concept of nets.

i. Determine the properties ofquadrilaterals using reflections and

rotations.

Explore the properties of various

quadrilaterals by comparing the sides,angles and diagonals.

i. State the geometric properties ofprisms, pyramids, cylinders, cones andspheres.

Explore and investigate properties ofgeometric solids using concrete models.




examples


answer- Short quiz

33

(15/8 19/8)

12.3 Surface Area

Understand the concept of surface area.

i. Draw nets for prisms, pyramids,cylinders and cones.

ii. State the types of solids given their

nets.iii. Construct models of solids given their

nets.

Explore the similarities and differences

between nets of prisms, pyramids,

cylinders and cones using concretemodels.



34

(22/8 26/8)

Chapter 13 : Statistics

13.1 Concept of DataUnderstand the concept of data.

35

(27/8 4/9)MID-SEMESTER BREAK

HARI RAYA AIDIL-FITRI

15


16/17



NATIONAL DAY

36

(5/9 9/9)

13.2 Concept of Frequency

Understand the concept of frequency.

i. State the surface areas of prisms,

pyramids, cylinders and cones.ii. Find the surface area of prisms,

pyramids, cylinders and cones.iii. Find the surface area of spheres using

the standard formula.iv. Find dimensions :

a) length of sidesb) height

c) slant heightd) radius

e) diameterof a solid given its surface area andother relevant information.

v. Solve problems involving surfaceareas.

Explore and derive the formulae of the

surface areas of prisms, pyramids,

cylinders and cones.




37

(12/9 15/9) 13.3 Representation and Interpretation of Data

Represent and interpret data in:

i . pictograms

ii. bar chartsiii. line graphs

to solve problems.

i. Classify data according to those thatcan be collected by :

a) counting

b) measuringii. Collect and record data systematically.

Carry out activities to introduce the

concept of data as a collection ofinformation of facts.

Discuss methods of collecting data suchas counting, observations, measuring,using questionnaires and interviews.


contrasting



examples


answer- Short quiz

i. Determine the frequency of data.ii. Determine the data with :

a) the highest frequencyb) the lowest frequencyc) frequency of a specific value.

iii. Organize data by constructing :a) tally charts

b) frequency tables.iv. Obtain information from frequency

tables.

Use activities to introduce the concept of

frequency.



TYT BIRTHDAY

(16/9)

38 & 39

(19/9 30/9)

i. Construct pictograms to represent data.

ii. Obtain information from pictograms.iii. Solve problems involving pictograms.

iv. Construct bar charts to represent data.v. Obtain information from bar charts.vi. Solve problems involving bar charts.

vii. Represent data using line graphs.viii. Obtain information from line graphs.

Use everyday situations to introduce

pictograms, bar charts and line graph.



- making generalization- drawing graph

16


17/17



ix. Solve problems involving line graphs.

40

(3/10 7/10

PENILAIAN MENENGAH RENDAH

41 - 42

(10/10 21/10)

STUDY WEEK

REVISION FOR FINAL EXAMINATION

43

(24/10

28/10)

END OF YEAR EXAMINATION

44

(31/10

3/11)

EXAMINATION ANSWERS DISCUSSION

FORM FIVE CONVOCATION DAY

4/11

45

(7/11

11/11)

2011 TEXT BOOKS RETURN

2012 TEXT BOOK SUPPLY

46

(14/11

18/11)

GIVING AWAY REPORT CARD

(19/11 2/1) END OF YEAR SCHOOL BREAKS

Prepared by: Verify by:

________________________ ________________________( MR ROSLAN BIN MOKSIN ) ( MR. BAKAR JI )Mathematics Teacher / Form Coordinator Head of Mathematics Panels

17

rpt math form 2 2011.doc

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