Hsp add maths_f4

Ministry of Education
Malaysia

Integrated Curriculum for Secondary Schools
CURRICULUM SPECIFICATIONS

ADDITIONAL MATHEMATICS
FORM 4

Curriculum Development Centre
Ministry of Education Malaysia
2006

Copyright 2006 Curriculum Development Centre
Ministry of Education Malaysia
Aras 4 - 8, Blok E9
Kompleks Kerajaan Parcel E
Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya

First published 2006

Copyright reserved. Except for use in a review, the reproduction or
utilisation of this work in any form or by any electronic, mechanical, or
other means, now known or hereafter invented, including photocopying,
and recording is forbidden without the prior written permission from the
Director of the Curriculum Development Centre, Ministry of Education
Malaysia.

CONTENTS
Page
RUKUNEGARA iv
National Philosophy of Education v
Preface vii
Introduction ix
A1. Functions 1
A2. Quadratic Equations 4
A3. Quadratic Functions 6
A4. Simultaneous Equations 8
A5. Indices and Logarithms 9
G1. Coordinate Geometry 11
S1. Statistics 15
T1. Circular Measures 18
C1. Differentiation 20
AST1. Solution of Triangles 24
ASS1. Index Number 26
PW1. Project Work 27

RUKUNEGARA
DECLARATION
OUR NATION, MALAYSIA, being dedicated
• to achieving a greater unity of all her peoples;
• to maintaining a democratic way of life;
• to creating a just society in which the wealth of the
nation shall be equitably shared;
• to ensuring a liberal approach to her rich and diverse
cultural traditions;
• to building a progressive society which shall be oriented
to modern science and technology;
WE, her peoples, pledge our united efforts to attain these
ends guided by these principles:
• BELIEF IN GOD
• LOYALTY TO KING AND COUNTRY
• UPHOLDING THE CONSTITUTION
• RULE OF LAW
• GOOD BEHAVIOUR AND MORALITY

Education in Malaysia is an ongoing effort
towards further developing the potential of
individuals in a holistic and integrated
manner so as to produce individuals who are
intellectually, spiritually, emotionally and
physically balanced and harmonious, based
on a firm belief in God. Such an effort is
designed to produce Malaysian citizens who
are knowledgeable and competent, who
possess high moral standards, and who are
responsible and capable of achieving a high
level of personal well-being as well as being
able to contribute to the betterment of the
family, the society and the nation at large.

PREFACE The use of technology in the teaching and learning of Additional
Mathematics is greatly emphasised. Additional Mathematics taught in
Science and technology plays a critical role in realising Malaysia’s English, coupled with the use of ICT, provide greater opportunities for
aspiration to become a developed nation. Since mathematics is instrumental pupils to improve their knowledge and skills in mathematics because of the
in the development of scientific and technological knowledge, the provision richness of resources and repositories of knowledge in English. Our pupils
of quality mathematics education from an early age in the education process will be able to interact with pupils from other countries, improve their
is thus important. The Malaysian school curriculum offers three proficiency in English; and thus make the learning of mathematics more
mathematics education programs, namely Mathematics for primary schools, interesting and exciting.
Mathematics and Additional Mathematics for secondary schools.

The development of this Additional Mathematics Curriculum Specifications
The Malaysian school mathematics curriculum aims to develop is the work of many individuals and experts in the field. On behalf of the
mathematical knowledge, competency and inculcate positive attitudes Curriculum Development Centre, I would like to express much gratitude and
towards mathematics among pupils. While the Mathematics curriculum appreciation to those who have contributed in one way or another towards
prepares pupils to cope with daily life challenges, the Additional this initiative.
Mathematics curriculum provides an exposure to the level of mathematics
appropriate for science and technology related careers. As with other
subjects in the secondary school curriculum, Additional Mathematics aims
to inculcate noble values and love for the nation in the development of a
holistic person, who in turn will be able to contribute to the harmony and
prosperity of the nation and its people.

Additional Mathematics is an elective subject offered to the upper (MAHZAN BIN BAKAR SMP, AMP)
secondary school pupils. Beginning 2003, English is used as the medium of Director
instruction for Science and Mathematics subjects. The policy to change the Curriculum Development Centre
medium of instruction for the two subjects follows a phased implementation Ministry of Education
schedule and is expected to be completed by 2008. The teaching and Malaysia
learning of Additional Mathematics in English started in 2006.

(vii)

INTRODUCTION
are also stressed in the process of learning Additional Mathematics. When
A well-informed and knowledgeable society, well versed in the use of pupils explain concepts and their work, they are guided in the use of correct
Mathematics to cope with daily life challenges is integral to realising the and precise mathematical terms and sentences. Emphasis on Mathematical
nation’s aspiration to become an industrialised nation. Thus, efforts are taken communications develops pupils’ ability in interpreting matters into
to ensure a society that assimilates mathematics into their daily lives. Pupils mathematical modellings or vice versa.
are nurtured from an early age with the skills to solve problems and
communicate mathematically, to enable them to make effective decisions. The use of technology especially, Information and Communication
Technology (ICT) is much encouraged in the teaching and learning process.
Mathematics is essential in preparing a workforce capable of meeting the Pupils’ understanding of concepts can be enhanced as visual stimuli are
demands of a progressive nation. As such, this field assumes its role as the provided and complex calculations are made easier with the use of
driving force behind various developments in science and technology. In line calculators.
with the nation’s objective to create a knowledge-based economy, the skills
of Research & Development in mathematics is nurtured and developed at Project work, compalsory in Additional Mathematics provides opportunities
school level. for pupils to apply the knowledge and skills learned in the classroom into
real-life situations. Project work carried out by pupils includes exploration of
Additional Mathematics is an elective subject in secondary schools, which mathematical problems, which activates their minds, makes the learning of
caters to the needs of pupils who are inclined towards Science and mathematics more meaningful, and enables pupils to apply mathematical
Technology. Thus, the content of the curriculum has been organised to concepts and skills, and further develops their communication skills.
achieve this objective.
The intrinsic values of mathematics namely thinking systematically,
The design of the Additional Mathematics syllabus takes into account the accurately, thoroughly, diligently and with confidence, infused throughout
contents of the Mathematics curriculum. New areas of mathematics the teaching and learning process; contribute to the moulding of character
introduced in the Additional Mathematics curriculum are in keeping with and the inculcation of positive attitudes towards mathematics. Together with
new developments in Mathematics. Emphasis is placed on the heuristics of these, moral values are also introduced in context throughout the teaching
problem solving in the process of teaching and learning to enable pupils to and learning of mathematics.
gain the ability and confidence to use mathematics in new and different
situations. Assessment, in the form of tests and examinations helps to gauge pupils’
achievement. Assessments in Additional Mathematics include aspects such
The Additional Mathematics syllabus emphasises understanding of concepts as understanding of concepts, mastery of skills and non-routine questions
and mastery of related skills with problem solving as the main focus in the that demand the application of problem-solving strategies. The use of good
teaching and learning process. Skills of communication through mathematics assessment data from a variety of sources provides valuable information on

(ix)

the development and progress of pupils. On-going assessment built into the 7 debate solutions using precise mathematical language,
daily lessons allows the identification of pupils’ strengths and weaknesses,
and effectiveness of the instructional activities. Information gained from 8 relate mathematical ideas to the needs and activities of human beings,
responses to questions, group work results, and homework helps in
improving the teaching process, and hence enables the provision of 9 use hardware and software to explore mathematics, and
effectively aimed lessons. 10 practise intrinsic mathematical values.

AIM ORGANISATION OF CONTENT
The Additional Mathematics curriculum for secondary schools aims to The contents of the Form Four Additional Mathematics are arranged into
develop pupils with in-depth mathematical knowledge and ability, so that two learning packages. They are the Core Package and the Elective Package.
they are able to use mathematics responsibly and effectively in
communications and problem solving, and are prepared to pursue further The Core Package, compulsory for all pupils, consists of nine topics
studies and embark on science and technology related careers. arranged under five components, that is:

OBJECTIVES • Geometry
• Algebra
The he Additional Mathematics curriculum enables pupils to:
• Calculus
1 widen their ability in the fields of number, shape and relationship as
well as to gain knowledge in calculus, vector and linear • Trigonometry
programming, • Statistics
2 enhance problem-solving skills, Each teaching component includes topics related to one branch of
3 develop the ability to think critically, creatively and to reason out mathematics. Topics in a particular teaching component are arranged
logically, according to hierarchy whereby easier topics are learned earlier before
proceeding to the more complex topics.
4 make inference and reasonable generalisation from given information,
The Elective Package consists of two packages, namely the Science and
5 relate the learning of Mathematics to daily activities and careers, Technology Application Package and the Social Science Application
Package. Pupils need to choose one Elective Package according to their
6 use the knowledge and skills of Mathematics to interpret and solve inclination in their future field.
real-life problems,

(x)

The Additional Mathematics Curriculum Specifications is prepared in a In the Points To Notes column, attention is drawn to the more significant
format which helps teachers to teach a particular topic effectively. The aspects of mathematical concepts and skills to be taught. This column
contents of each topic are divided into five columns: consists of:
• limitations to the scope of a particular topic;
• Learning Objectives;
• certain emphases;
• Suggested Teaching and Learning Activities;
• notations; and
• Learning Outcomes;
• formulae.
• Points to Note; and
The Vocabulary column consists of standard mathematical terminologies,
• Vocabulary.
instructional words or phrases that are relevant in structuring activities,
All concepts and skills taught for a particular topic are arranged into a few asking questions or setting task. It is important to pay careful attention to the
learning units that are stated in the Learning Objectives column. These use of correct terminologies and these needs to be systematically introduced
Learning Objectives are arranged according to hierarchy from easy to the to pupils in various contexts so as to enable pupils to understand the
more abstract concepts. meanings of the terms and learn to use them appropriately.
The Suggested Teaching and Learning Activities column lists some EMPHASES IN TEACHING AND LEARNING
examples of teaching and learning activities including methods, techniques,
strategies and resources pertaining to the specific concepts or skills. These, The teaching and learning process in this curriculum emphasise concept
however, are mere sample learning experiences and are not the only building and skills acquisition as well as the inculcation of good and positive
activities to be used in the classrooms. Teachers are encouraged to look for values. Beside these, there are other elements that have to be taken into
further examples, determine the teaching and learning strategies most account and carefully planned and infused into the teaching and learning of
suitable for their pupils and provide appropriate teaching and learning the subject. The main elements focused in the teaching and learning of
materials. Teachers should also make cross-references to other resources Additional Mathematics are as follows:
such as the textbooks, and the Internet.
Problem Solving
The Learning Outcomes column defines clearly what pupils should be able
to do after a learning experience. The intended outcomes state the In the Mathematics Curriculum, problem-solving skills and problem-solving
mathematical abilities that should transpire from the activities conducted. strategies such as trial and improvement, drawing diagrams, tabulating data,
Teachers are expected to look for indicators that pupils have acquired all of identifying polar, experiment/simulation, solving easier problems, finding
the abilities stated. analogy and working backwards have already been learnt. Further
strengthening of the above strategies must be carried out in the process of
teaching and learning of Additional Mathematics. Besides routine questions,

(xi)

pupils must be able to solve non-routine problems using problem-solving activities opens up pupils minds to accept mathematics as a powerful tool in
strategies. Teachers are also encouraged to demonstrate problems with the world today.
multiple problem-solving strategies.
Pupils are encouraged to estimate, predict and make intelligent guesses in
Communication in Mathematics the process of seeking solutions. Pupils at all levels have to be trained to
investigate their predictions or guesses by using concrete materials,
The skills of communication in mathematics are also stressed in the teaching calculators, computers, mathematical representations and others. Logical
and learning of Additional Mathematics. Communication is an essential reasoning has to be absorbed in the teaching of mathematics so that pupils
means of sharing ideas and clarifying the understanding of mathematics. can recognise, construct and evaluate predictions and mathematical
Through communication, mathematical ideas become the object of arguments.
reflection, discussion and modification. Communicational skills in
mathematics include reading, writing, listening and speaking. Through Making Connections
effective mathematical communication, pupils will become efficient in
In the teaching and learning of Additional Mathematics, opportunities for
problem-solving and be able to explain their conceptual understanding and
making connections must be created so that pupils can link conceptual
mathematical skills to their peers and teachers. Therefore, through the
knowledge to procedural knowledge and relate topics within mathematics
teaching and learning process, teachers should frequently create
and other learning areas in general.
opportunities for pupils to read, write and discuss ideas in which the
language of mathematics becomes natural and this can only be done through The Additional Mathematics curriculum covers several areas of mathematics
suitable mathematical tasks that are worthwhile topics for discussion. such as Geometry, Algebra, Trigonometry, Statistics and Calculus. Without
connections between these areas, pupils will have to learn and memorise too
Pupils who have developed the skills to communicate mathematically will
many concepts and skills separately. By making connections, pupils are able
become more inquisitive and, in the process, gain confidence. Emphasis on
to see mathematics as an integrated whole rather than a string of
mathematical communications will develop pupils ability in interpreting
unconnected ideas. When mathematical ideas and the curriculum are
certain matters into mathematical models or vice versa. The process of
connected to real-life within or outside the classroom, pupils will become
analytical and systematic reasoning helps pupils to reinforce and strengthen
more conscious of the importance and significance of mathematics. They
their knowledge and understanding of mathematics to a deeper level.
will also be able to use mathematics contextually in different learning areas
Reasoning and in real-life situations.

Logical Reasoning or thinking is the basis for understanding and solving The Use of Technology
mathematical problems. The development of mathematical reasoning is
The use of ICT and other technologies is encouraged in the teaching and
closely related to the intellectual and communicative development of
learning of Additional Mathematics. Technologies help pupils by increasing
students. Emphasis on logical thinking, during teaching and learning
their understanding of abstract concepts, providing visual input and making

(xii)

complex calculation easier. Calculators, computers, software related to where it provides pupils with a better understanding and appreciation of
education, web sites and learning packages can further improve the mathematics.
pedagogy of teaching and learning of Additional Mathematics. Schools are
Suitable choice of teaching and learning approaches will provide stimulating
therefore encouraged to equip teachers with appropriate and effective
learning environment that enhance effectiveness of learning mathematics.
software. The use of software such as Geometer’s Sketchpad not only helps
Approaches that are considered suitable include the following:
pupils to model problems and enables them to understand certain topics
• Cooperative learning;
better but also enables pupils to explore mathematical concepts more
effectively. However, technology can’t replace a teacher. Instead it should • Contextual learning;
be use as an effective tool to enhance the effectiveness of teaching and • Mastery learning;
learning mathematics.
• Constructivism;
APPROACHES IN TEACHING AND LEARNING • Enquiry; and
• Exploratory.
Advancement in mathematics and pedagogy of teaching mathematics
demand changes to the way mathematics is taught in the classroom. TEACHING SCHEMES
Effective use of teaching resources is vital in forming the understanding of
mathematical concepts. Teachers should use real or concrete materials to To facilitate the teaching and learning process, two types of annual schemes
help pupils gain experience, construct abstract ideas, make inventions, build are suggested. They are the Component Scheme and the Title Scheme.
self-confidence, encourage independence and inculcate the spirit of
In the Component Scheme, all topics related to Algebra are taught first
cooperation. The teaching and learning materials used should contain self-
before proceeding to other components. This scheme presents the Additional
diagnostic elements so that pupils know how far they have understood
Mathematics content that has been learnt before moving to new ones.
certain concepts and have acquired the skills.
The Title Scheme on the other hands allows more flexibility for the teachers
In order to assist pupils develop positive attitudes and personalities, the
to introduce the Algebraic and Geometrical topics before introducing the
mathematical values of accuracy, confidence and thinking systematically
new branches of Mathematics such as the Calculus.
have to be infused into the teaching and learning process. Good moral
values can be cultivated through suitable contexts. Learning in groups for Between these two teaching schemes, teachers are free to choose a more
example can help pupils develop social skills, encourage cooperation and suitable scheme based on their pupils’ previous knowledge, learning style
build self-confidence. The element of patriotism should also be inculcated and their own teaching style.
through the teaching and learning process in the classroom using certain
topics. Brief historical anecdotes related to aspects of mathematics and
famous mathematicians associated with particular learning areas are also
incorporated into the curriculum. It should be presented at appropriate points

(xiii)

COMPONENT SCHEME TITLE SCHEME

Algebraic Component A1. Functions
A1.Functions
Statistics Component
A2.Quadratic Equations
A2. Quadratic Equations
A3.Quadratic Functions S1.Statistics C1. Differentiation
A4.Simultaneous Equations
A5.Indices and Logarithms
A3. Quadratic Functions
Trigonometric Component Project Work
Geometric Component T1.Circular Measures A4. Simultaneous Equations
G1.Coordinate Geometry

Calculus Component G1. Coordinate Geometry

C1.Differentiation
T1. Circular Measures

A5. Indices and Logarithms
Science and Technology Social Science Package
Package
ASS1. Index Number S1. Statistics
AST1. Solution of Triangles

AST1. Solution of Triangles
Project Work Project Work or
ASS1. Index Number

(xiv)

PROJECT WORK EVALUATION

Project Work is a new element in the Additional Mathematics curriculum. It Continual and varied forms of evaluation is an important part of the teaching
is a mean of giving pupils the opportunity to transfer the understanding of and learning process. It not only provides feedback to pupils on their
mathematical concepts and skills learnt into situations outside the classroom. progress but also enable teachers to correct their pupils’ misconceptions and
Through Project Work, pupils are to pursue solutions to given tasks through weaknesses. Based on evaluation outcomes, teachers can take corrective
activities such as questioning, discussing, debating ideas, collecting and measures such as conducting remedial or enrichment activities in order to
analyzing data, investigating and also producing written report. With improve pupils’ performances and also strive to improve their own teaching
regards to this, suitable tasks containing non-routine problems must skills. Schools should also design effective internal programs to assist pupils
therefore be administered to pupils. However, in the process of seeking in improving their performances. The Additional Mathematics curriculum
solutions to the tasks given, a demonstration of good reasoning and effective emphasis evaluation, which among other things must include the following
mathematical communication should be rewarded even more than the pupils aspects:
abilities to find correct answers. • concept understandings and mastery of skills; and
Every form four pupils taking Additional Mathematics is required to carry • non-routine questions (which demand the application of problem-
out a project work whereby the theme given is either based on the Science solving strategies).
and Technology or Social Science package. Pupils however are allowed to
choose any topic from the list of tasks provided. Project work can only be
carried out in the second semester after pupils have mastered the first few
chapters. The tasks given must therefore be based on chapters that have
already been learnt and pupils are expected to complete it within the duration
of three weeks. Project work can be done in groups or individually but each
pupil is expected to submit an individually written report which include the
following:
• title/topic;
• background or introduction;
• method/strategy/procedure;
• finding;
• discussion/solution; and
• conclusion/generalisation.

(xv)

Form 4
LEARNING AREA:
A1
LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES
POINTS TO NOTE VOCABULARY
Pupils will be taught to… AND LEARNING ACTIVITIES Pupils will be able to…
1 Understand the concept Use pictures, role-play and (i) Represent relations using: Discuss the idea of set and function
of relations. computer software to introduce a) arrow diagrams, introduce set notation. relation
the concept of relations.
b) ordered pairs, object
c) graphs. image
(ii) Identify domain, object, range
image and range of a domain
relation.
codomain
(iii) Classify a relation shown on map
a mapped diagram as: ordered pair
one-to-one, many-to-one,
arrow diagram
one-to-many or
many-to-many relation.
2 Understand the concept (i) Recognise functions as a Represent functions using arrow
of functions. special relation. diagrams, ordered pairs or
graphs, e.g.
(ii) Express functions using f : x → 2x notation
function notation. f (x ) = 2 x
“ f : x → 2 x ” is read as
“function f maps x to 2x”.
“ f (x ) = 2 x ” is read as “2x is the
image of x under the function f ”.
(iii) Determine domain, object, Include examples of functions
image and range of a that are not mathematically
function. based.

1

Form 4
LEARNING AREA:
A1
Use graphing calculators or (iv) Determine the image of a Examples of functions include
computer software to explore function given the object algebraic (linear and quadratic),
the image of functions. and vice versa. trigonometric and absolute value.
Define and sketch absolute value
functions.
3 Understand the concept Use arrow diagrams or (i) Determine composition of Involve algebraic functions only. inverse
of composite functions. algebraic method to determine two functions. mapping
composite functions.
(ii) Determine the image of Images of composite functions composite function
composite functions given include a range of values. (Limit
the object and vice versa. to linear composite functions).
(iii) Determine one of the
functions in a given
composite function given
the other related function.

4 Understand the concept (i) Find the object by inverse Limit to algebraic functions.
of inverse functions. mapping given its image Exclude inverse of composite
and function. functions.
Use sketches of graphs to show (ii) Determine inverse functions
the relationship between a using algebra.
function and its inverse.
(iii) Determine and state the Emphasise that inverse of a
condition for existence of an function is not necessarily a
inverse function. function.

2

Form 4
LEARNING AREA:
A2
1 Understand the concept Use graphing calculators or (i) Recognise a quadratic . quadratic equation
of quadratic equations and computer software such as the equation and express it in general form
their roots. Geometer’s Sketchpad and general form.
root
spreadsheet to explore the
concept of quadratic equations. substitution
(ii) Determine whether a given Questions for 1.2(b) are given in inspection
value is the root of a the form of; a and b are trial and improvement
quadratic equation by: numerical values. method
a) substitution,
b) inspection.

(iii) Determine roots of
quadratic equations by trial
and improvement method.

2 Understand the concept (i) Determine the roots of a Discuss when factorisation
of quadratic equations. quadratic equation by: (x – p)(x – q) = 0, completing the square
a) factorisation, hence x – p = 0 or x – q = 0.
b) completing the square, Include cases when p = q.
c) using the formula. Derivation of formula for 2.1c is
not required.

3

Form 4
LEARNING AREA:
A2
(ii) Form a quadratic equation If x = p and x = q are the roots,
from given roots. then the quadratic equation is
(x – p)(x – q) = 0, that is
x2 – (p + q)x + pq = 0.
Involve the use of:
–b c
α + β = and αβ = a
a
where α and β are roots of the
quadratic equation
ax 2 + bx + c = 0
3 Understand and use the (i) Determine types of roots of b 2 − 4ac > 0 discriminant
conditions for quadratic quadratic equations from real roots
equations to have b 2 − 4ac = 0
the value of b 2 − 4ac .
a) two different roots; b 2 − 4ac < 0
b) two equal roots; Explain that “no roots” means
c) no roots. “no real roots”.
(ii) Solve problems involving
b 2 − 4ac in quadratic
equations to:
a) find an unknown value,
b) derive a relation.

4

Form 4
LEARNING AREA:
A3
1 Understand the concept Use graphing calculators or (i) Recognise quadratic quadratic function
of quadratic functions and computer software such as functions. tabulated values
their graphs. Geometer’s Sketchpad to
axis of symmetry
explore the graphs of quadratic
functions. parabola
Use examples of everyday (ii) Plot quadratic function maximum point
situations to introduce graphs graphs: minimum point
of quadratic functions. a) based on given completing the square
tabulated values,
axis of symmetry
b) by tabulating values
based on given
functions.
(iii) Recognise shapes of graphs Discuss cases where
of quadratic functions. a > 0 and a < 0 for
f(x) = ax2 + bx + c

(iv) Relate the position of
quadratic function graphs
with types of roots for
f (x ) = 0 .

2 Find the maximum and Use graphing calculators or (i) Determine the maximum or
minimum values of dynamic geometry software minimum value of a
quadratic functions. such as Geometer’s Sketchpad quadratic function by
to explore the graphs of completing the square.
quadratic functions.

5

Form 4
LEARNING AREA:
A3
3 Sketch graphs of Use graphing calculators or (i) Sketch quadratic function Emphasise the marking of sketch
quadratic functions. dynamic geometry software graphs by determining the maximum or minimum point and intersection
such as the Geometer’s maximum or minimum two other points on the graphs
vertical line
Sketchpad to reinforce the point and two other points. drawn or by finding the axis of
understanding of graphs of symmetry and the intersection quadratic inequality
quadratic functions. with the y-axis. range
Determine other points by number line
finding the intersection with the
x-axis (if it exists).
4 Understand and use the Use graphing calculators or (i) Determine the ranges of Emphasise on sketching graphs
concept of quadratic dynamic geometry software values of x that satisfies and use of number lines when
inequalities. such as the Geometer’s quadratic inequalities. necessary.
Sketchpad to explore the
concept of quadratic
inequalities.

6

Form 4
LEARNING AREA:
A4
1 Solve simultaneous Use graphing calculators or (i) Solve simultaneous Limit non-linear equations up to simultaneous
equations in two unknowns: dynamic geometry software equations using the second degree only. equations
one linear equation and one such as the Geometer’s substitution method. intersection
non-linear equation. Sketchpad to explore the
substitution method
concept of simultaneous
equations.

Use examples in real-life (ii) Solve simultaneous
situations such as area, equations involving real-life
perimeter and others. situations.

7

Form 4
LEARNING AREA:
A5
1 Understand and use the Use examples of real-life (i) Find the values of numbers Discuss zero index and negative base
concept of indices and laws situations to introduce the given in the form of: indices. integer indices
of indices to solve concept of indices. a) integer indices, fractional indices
problems. b) fractional indices. index form
Use computer software such as (ii) Use laws of indices to find raised to a power
the spreadsheet to enhance the the values of numbers in law of indices
understanding of indices. index form that are
multiplied, divided or raised
to a power.
(iii) Use laws of indices to
simplify algebraic
expressions.

2 Understand and use the Use scientific calculators to (i) Express equation in index Explain definition of logarithm. index form
concept of logarithms and enhance the understanding of form to logarithm form and N = ax; loga N = x with a > 0, logarithm form
laws of logarithms to solve the concept of logarithms. vice versa. a ≠ 1. logarithm
problems. Emphasise that: undefined
loga 1 = 0; loga a = 1.
(ii) Find logarithm of a number. Emphasise that:
a) logarithm of negative numbers
is undefined;
b) logarithm of zero is
undefined.
Discuss cases where the given
number is in:
a) index form,
b) numerical form.

8

Form 4
LEARNING AREA:
A5
(iii) Find logarithm of numbers Discuss laws of logarithms.
by using laws of logarithms.

(iv) Simplify logarithmic
expressions to the simplest
form.

3 Understand and use the (i) Find the logarithm of a Discuss:
change of base of number by changing the 1
logarithms to solve base of the logarithm to a log a b =
log b a
problems. suitable base.

the change of base and laws
of logarithms.

4 Solve equations (i) Solve equations involving Equations that involve indices
involving indices and indices. and logarithms are limited to
logarithms. equations with single solution
only.
Solve equations involving
indices by:
a) comparison of indices and
bases,
b) using logarithms.
(ii) Solve equations involving
logarithms.

9

Form 4
LEARNING AREA:
G1
1 Find distance between Use examples of real-life (i) Find the distance between Use the Pythagoras’ Theorem to distance
two points. situations to find the distance two points using formula. find the formula for distance midpoint
between two points. between two points.
2 Understand the concept (i) Find the midpoint of two Limit to cases where m and n are coordinate
of division of line segments. given points. positive. ratio
Derivation of the formula
⎛ nx1 + mx2 ny1 + my2 ⎞
⎜ , ⎟
⎝ m+n m+n ⎠
is not required.
(ii) Find the coordinates of a
point that divides a line
according to a given ratio
m : n.
3 Find areas of polygons. Use dynamic geometry (i) Find the area of a triangle Limit to numerical values. area
software such as the based on the area of specific Emphasise the relationship polygon
Geometer’s Sketchpad to geometrical shapes. between the sign of the value for geometrical shape
explore the concept of areas of area obtained with the order of
polygons. quadrilateral
the vertices used.
(ii) Find the area of a triangle Derivation of the formula: vertex
x3 x4 by using formula. ⎛ x1 y1 + x 2 y 3 + x 3 y1 − x 2 y1 ⎞ vertices
1 x1 x2
Use 1 ⎜
⎜− x y − x y ⎟
⎟
2 y1 y2 y3 y4 2 clockwise
⎝ 3 2 1 3 ⎠
anticlockwise
for substitution of coordinates is not required.
into the formula. modulus
Emphasise that when the area of
polygon is zero, the given points collinear
are collinear.
(iii) Find the area of a
quadrilateral by using
formula.

10

Form 4
LEARNING AREA:
G1
4 Understand and use the Use dynamic geometry (i) Determine the x-intercept x-intercept
concept of equation of a software such as the and the y-intercept of a line. y-intercept
straight line. Geometer’s Sketchpad to
gradient
explore the concept of equation
of a straight line.
(ii) Find the gradient of a
straight line that passes
through two points.
(iii) Find the gradient of a
straight line using the
x-intercept and y-intercept.
(iv) Find the equation of a Answers for learning outcomes straight line
straight line given: 4.4(a) and 4.4(b) must be stated general form
a) gradient and one point, in the simplest form.
intersection
b) points, Involve changing the equation
gradient form
into gradient and intercept form.
c) x-intercept and intercept form
y-intercept.
(v) Find the gradient and the
intercepts of a straight line
given the equation.
(vi) Change the equation of a
straight line to the general
form.
(vii) Find the point of
intersection of two lines.

11

Form 4
LEARNING AREA:
G1
5 Understand and use the Use examples of real-life (i) Determine whether two Emphasise that for parallel lines: parallel
concept of parallel and situations to explore parallel straight lines are parallel m1 = m 2 . perpendicular
perpendicular lines. and perpendicular lines. when the gradients of both
lines are known and vice
versa.
Use graphic calculator and (ii) Find the equation of a Emphasise that for perpendicular
dynamic geometry software straight line that passes lines
such as Geometer’s Sketchpad through a fixed point and m1 m 2 = −1 .
to explore the concept of parallel to a given line.
parallel and perpendicular Derivation of m1 m 2 = −1 is not
lines. required.

(iii) Determine whether two
straight lines are
perpendicular when the
gradients of both lines are
known and vice versa.

(iv) Determine the equation of a
straight line that passes
through a fixed point and
perpendicular to a given
line.

(v) Solve problems involving
equations of straight lines.

12

Form 4
LEARNING AREA:
G1
6 Understand and use the Use examples of real-life (i) Find the equation of locus equation of locus
concept of equation of locus situations to explore equation that satisfies the condition moving point
involving distance between of locus involving distance if:
loci
two points. between two points. a) the distance of a
Use graphing calculators and moving point from a
dynamic geometry software fixed point is constant,
such as the Geometer’s b) the ratio of the distances
Sketchpad to explore the of a moving point from
concept of parallel and two fixed points is
perpendicular lines. constant.
loci.

13

Form 4
LEARNING AREA:
S1
1 Understand and use the Use scientific calculators, (i) Calculate the mean of Discuss grouped data and measure of central
concept of measures of graphing calculators and ungrouped data. ungrouped data. tendency
central tendency to solve spreadsheets to explore mean
problems. measures of central tendency.
mode
Pupils collect data from real- (ii) Determine the mode of median
life situations to investigate ungrouped data. ungrouped data
measures of central tendency.
frequency
(iii) Determine the median of distribution table
ungrouped data. modal class
(iv) Determine the modal class Involve uniform class intervals uniform class interval
of grouped data from only. histogram
frequency distribution
tables.

(v) Find the mode from
histograms.

(vi) Calculate the mean of Derivation of the median midpoint
grouped data. formula is not required. cumulative frequency

(vii) Calculate the median of distribution table
grouped data from ogive
cumulative frequency
distribution tables.

(viii) Estimate the median of Ogive is also known as
grouped data from an ogive. cumulative frequency curve.

14

Form 4
LEARNING AREA:
S1
(ix) Determine the effects on range
mode, median and mean for interquartile
a set of data when:
measures of
a) each data is changed dispersion
uniformly,
extreme value
b) extreme values exist,
lower boundary
c) certain data is added or
removed.
(x) Determine the most suitable Involve grouped and ungrouped
measure of central tendency data
for given data.

2 Understand and use the (i) Find the range of ungrouped
concept of measures of data.
dispersion to solve
problems. (ii) Find the interquartile range
of ungrouped data.

(iii) Find the range of grouped
data.

(iv) Find the interquartile range Determine the upper and lower standard deviation
of grouped data from the quartiles by using the first class interval
cumulative frequency table. principle.
upper quartile
lower quartile

15

Form 4
LEARNING AREA:
S1
(v) Determine the interquartile
range of grouped data from
an ogive.
(vi) Determine the variance of: variance
a) ungrouped data,
b) grouped data.
(vii) Determine the standard
deviation of:
a) ungrouped data,
b) grouped data.
(viii) Determine the effects on
range, interquartile range,
variance and standard
deviation for a set of data
when:
a) each data is changed
uniformly,
b) extreme values exist,
c) certain data is added or
removed.
(ix) Compare measures of Emphasise that comparison
central tendency and between two sets of data using
dispersion between two sets only measures of central
of data. tendency is not sufficient.

16

Form 4
LEARNING AREA:
T1
1 Understand the concept Use dynamic geometry (i) Convert measurements in Discuss the definition of one radian
of radian. software such as the radians to degrees and vice radian. degree
Geometer’s Sketchpad to versa. “rad” is the abbreviation of
explore the concept of circular radian.
measure.
Include measurements in radians
expressed in terms of π.

2 Understand and use the Use examples of real-life (i) Determine: length of arc
concept of length of arc of a situations to explore circular a) length of arc, angle subtended
circle to solve problems. measure.
b) radius,
c) angle subtended at the
centre of a circle
based on given information.
(ii) Find perimeter of segments circle
of circles. perimeter
segment
(iii) Solve problems involving
lengths of arcs.

17

Form 4
LEARNING AREA:
T1
3 Understand and use the (i) Determine the: area
concept of area of sector of a) area of sector, sector
a circle to solve problems. b) radius,
c) angle subtended at the
centre of a circle
based on given information.

(ii) Find the area of segments of
circles.

areas of sectors.

18

Form 4
LEARNING AREA:
C1
1 Understand and use the Use graphing calculators or (i) Determine the value of a Idea of limit to a function can be limit
concept of gradients of dynamic geometry software function when its variable illustrated using graphs. tangent
curve and differentiation. such as Geometer’s Sketchpad approaches a certain value. The concept of first derivative of first derivative
to explore the concept of a function is explained as a
differentiation. gradient
tangent to a curve and can be
illustrated using graphs. induction
(ii) Find the gradient of a chord curve
joining two points on a fixed point
curve.

(iii)Find the first derivative of a Limit to y = ax n ;
function y = f (x ) , as the
a, n are constants, n = 1, 2, 3…
gradient of tangent to its
graph.
(iv) Find the first derivative of Notation of f ' ( x ) is equivalent
polynomials using the first dy
principle. to when y = f (x ) ,
dx
f ' (x ) read as “f prime of x”.
(v) Deduce the formula for first
derivative of the function
y = f (x ) by induction.

2 Understand and use the (i) Determine the first
concept of first derivative of derivative of the function
polynomial functions to y = ax n using formula.
solve problems.

19

Form 4
LEARNING AREA:
C1
(ii) Determine value of the first
derivative of the function
y = ax n for a given value of
x.
(iii) Determine first derivative of
a function involving:
a) addition, or
b) subtraction
of algebraic terms.
(iv) Determine the first product
derivative of a product of quotient
two polynomials.
composite
(v) Determine the first function
derivative of a quotient of chain rule
two polynomials.
normal
(vi) Determine the first
derivative of composite
function using chain rule.
(vii) Determine the gradient of Limit cases in Learning
tangent at a point on a Outcomes 2.7 through 2.9 to
curve. rules introduced in 2.4 through
2.6.
(viii) Determine the equation of
tangent at a point on a
curve.

20

Form 4
LEARNING AREA:
C1
(ix) Determine the equation of
normal at a point on a
curve.
3 Understand and use the Use graphing calculators or (i) Determine coordinates of Emphasise the use of first turning point
concept of maximum and dynamic geometry software to turning points of a curve. derivative to determine the minimum point
minimum values to solve explore the concept of turning points.
maximum point
problems. maximum and minimum values.
(ii) Determine whether a Exclude points of inflexion.
turning point is a maximum
or a minimum point.

(iii) Solve problems involving Limit problems to two variables
maximum or minimum only.
values.

4 Understand and use the Use graphing calculators with (i) Determine rates of change Limit problems to 3 variables rates of change
concept of rates of change computer base ranger to for related quantities. only.
to solve problems. explore the concept of rates of
change.

5 Understand and use the (i) Determine small changes in Exclude cases involving approximation
concept of small changes quantities. percentage change.
and approximations to solve
problems.
(ii) Determine approximate
values using differentiation.

21

Form 4
LEARNING AREA:
C1
6 Understand and use the (i) Determine the second second derivative
concept of second derivative of y = f (x ) . Introduce d2y as d dy or
derivative to solve dx2 dx dx
problems. d
f”(x) = (f’(x))
dx
(ii) Determine whether a
turning point is maximum
or minimum point of a
curve using the second
derivative.

22

Form 4
LEARNING AREA:
AST1
1 Understand and use the Use dynamic geometry (i) Verify sine rule. sine rule
concept of sine rule to solve software such as the acute-angled triangle
problems. Geometer’s Sketchpad to
explore the sine rule.
Use examples of real-life (ii) Use sine rule to find Include obtuse-angled triangles. obtuse-angled triangle
situations to explore the sine unknown sides or angles of ambiguous
rule. a triangle.

(iii) Find the unknown sides and
angles of a triangle
involving ambiguous case.

(iv) Solve problems involving
the sine rule.

2 Understand and use the Use dynamic geometry (i) Verify cosine rule. Include obtuse-angled triangles cosine rule
concept of cosine rule to software such as the
solve problems. Geometer’s Sketchpad to
explore the cosine rule.
Use examples of real-life (ii) Use cosine rule to find
situations to explore the cosine unknown sides or angles of
rule. a triangle.

cosine rule.

(iv) Solve problems involving
sine and cosine rules.

23

Form 4
LEARNING AREA:
AST1
3 Understand and use the Use dynamic geometry (i) Find the areas of triangles
formula for areas of software such as the using the formula
triangles to solve problems. Geometer’s Sketchpad to 1
ab sin C or its equivalent.
explore the concept of areas of 2
triangles.

Use examples of real-life (ii) Solve problems involving three-dimensional
situations to explore areas of three-dimensional objects. object
triangles.

24

Form 4
LEARNING AREA:
ASS1
1 Understand and use the Use examples of real-life (i) Calculate index number. Explain index number. index number
concept of index number to situations to explore index price index
solve problems. numbers.
quantity at base time

(ii) Calculate price index. quantity at specific
time

(iii) Find Q0 or Q 1 given Q0 = Quantity at base time.
relevant information. Q1 = Quantity at specific time.

2 Understand and use the Use examples of real-life (i) Calculate composite index. Explain weightage and
concept of composite index situations to explore composite composite index.
to solve problems. index.

(ii) Find index number or
weightage given relevant
information.

index number and
composite index.

25

Form 4
LEARNING AREA:
PW1
1 Carry out project work. Use scientific calculators, (i) Define the Emphasise the use of Polya’s conjecture
graphing calculators or problem/situation to be four-step problem-solving systematic
computer software to carry out studied. process.
critical evaluation
project work.
Pupils are allowed to carry out (ii) State relevant conjectures. Use at least two problem-solving mathematical
project work in groups but strategies. reasoning
written reports must be done justification
individually.
conclusion

(iii) Use problem-solving generalisation
strategies to solve problems. mathematical
communication
Pupils should be given (iv) Interpret and discuss results. rubric
opportunity to give oral
presentation of their project
work.
(v) Draw conclusions and/or
make generalisations based
on critical evaluation of
results.

(vi) Present systematic and Emphasise reasoning and
comprehensive written effective mathematical
reports. communication.

26

Form 4
LEARNING AREA:
PW1
CONTRIBUTORS

Advisor Mahzan bin Bakar AMP Director

Zulkifly bin Mohd Wazir Deputy Director

Editorial Cheah Eng Joo Principal Assistant Director
Advisors (Head of Science and Mathematics Department)

Abdul Wahab bin Ibrahim Assistant Director
(Head of Mathematics Unit)

Hj. Ali Ab. Ghani Principal Assistant Director
(Head of Language Department)

Editor Rosita Mat Zain Assistant Director

27

Form 4
LEARNING AREA:
PW1
WRITERS

Abdul Wahab Ibrahim Rosita Mat Zain Susilawati Ehsan
Curriculum Development Centre Curriculum Development Centre Curriculum Development Centre

Zurina Zainal Abidin Wong Sui Yong Mazlan bin Awi

Lau Choi Fong Dr. Pumadevi a/p Sivasubramaniam Bibi Kismete Kabul Khan
SMK Hulu Kelang Maktab Perguruan Raja Melewar SMK Dr. Megat Khas
Hulu Kelang, Selangor Seremban, Negeri Sembilan Ipoh, Perak
Mak Sai Mooi
SMK Jenjarom Krishian a/l Gobal Yam Weng Hoong
Jenjarom, Selangor SMK Kampong Pasir Putih SM Teknik Butterworth
Ipoh, Perak Pulau Pinang

Ahmad Zamri Aziz Roslie Ahmad
SM Sains Pasir Puteh SMK Sains Seremban
Pasir Puteh, Kelantan Seremban, Negeri Sembilan

LAYOUT AND ILLUSTRATION

Rosita Mat Zain Mazlan bin Awi Mohd Razif Hashim

28

Hsp add maths_f4

More Related Content

What's hot (15)

Viewers also liked (16)

Similar to Hsp add maths_f4 (20)

More from njusohtan (19)

Recently uploaded (20)

Hsp add maths_f4