Hsp maths f2

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools
Curriculum Specifications

MATHEMATICS
Form 2

Curriculum Development Centre
Ministry of Education Malaysia

2002
iii

CONTENTS
Page
RUKUNEGARA

v

NATIONAL PHILOSOPHY OF EDUCATION

vii

PREFACE

ix

INTRODUCTION

1

DIRECTED NUMBERS

10

SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS

14

ALGEBRAIC EXPRESSIONS II

22

LINEAR EQUATIONS

26

RATIOS, RATES AND PROPORTIONS

30

PYTHAGORAS’ THEOREM

34

GEOMETRICAL CONSTRUCTIONS

36

COORDINATES

38

LOCI IN TWO DIMENSIONS

42

CIRCLES

45

TRANSFORMATIONS

51

SOLID GEOMETRY II

56

STATISTICS

58

CONTRIBUTORS

61

iii

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

v

NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards 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
and devotion to 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 harmony and betterment of the family, society and the nation at large.

vii

PREFACE
Science and technology plays a critical role in meeting
Malaysia’s aspiration to achieve developed nation
status. Since mathematics is instrumental in
developing scientific and technological knowledge, the
provision of quality mathematics education from an
early age in the education process is important.

of English assisted by ICT will provide greater
opportunities for pupils to enhance their knowledge and
skills because they are able to source the various
repositories of mathematical knowledge written in
English whether in electronic or print forms. Pupils will
be able to communicate mathematically in English not
only in the immediate environment but also with pupils
from other countries thus increasing their overall
English proficiency and mathematical competence in
the process.

The secondary school Mathematics curriculum as
outlined in the syllabus has been designed to provide
opportunities for pupils to acquire mathematical
knowledge and skills and develop the higher order
problem solving and decision making skills that they
can apply in their everyday lives. But, more
importantly, together with the other subjects in the
secondary school curriculum, the mathematics
curriculum seeks to inculcate noble values and love
for the nation towards the final aim of developing the
wholistic person who is capable of contributing to the
harmony and prosperity of the nation and its people.

The development of this Curriculum Specifications
accompanying the syllabus is the work of many
individuals expert in the field. To those who have
contributed in one way or another to this effort, on behalf
of the Ministry of Education, I would like to express my
deepest gratitude and appreciation.

Beginning in 2003, science and mathematics will be
taught in English following a phased implementation
schedule which will be completed by 2008.
Mathematics education in English makes use of ICT
in its delivery. Studying mathematics in the medium

(Dr. SHARIFAH MAIMUNAH SYED ZIN)
Director
Ministry of Education Malaysia

ix

INTRODUCTION
students will be able to explore, discover, adapt, modify
and be innovative in facing ongoing changes and future
challenges. Acquisition of these skills will help propel
them forward in their future careers thus benefiting the
individual, society and the nation.

The vision of the country to become an industrialised
nation by the end of the second decade can be
achieved through a society that is educated and
competent in the application of mathematical
knowledge. To achieve this vision, it is important that
the society must be inclined towards mathematics.
Therefore, problem solving and communicational skills
in mathematics have to be nurtured from an early age
so that effective decisions can be made later in life.

The Mathematics Curriculum (KBSM) is a continuum
from Form 1 through Form 5. The content is
categorised into three interrelated areas. These are
Numbers, Shapes and Spaces, and Relationships.
This categorisation is based on the fact that in any
situation it is imperative that a person has knowledge
and skills related to counting, be able to recognise
shapes and measurements as well as recognise
relationships between numbers and shapes.

Mathematics is instrumental in the development of
science and technology. As such, the acquisition of
mathematical knowledge must be intensified so as to
create a skilled workforce as a requirement for a
country in achieving a developed nation status. In
order to create a K-based economy, research and
development skills in Mathematics must be instilled at
school level.

AIM
The Mathematics Curriculum for secondary school
aims to develop individuals who are able to think
mathematically and who can apply mathematical
knowledge effectively and responsibly in solving
problems and making decision. This will enable the
individual to face challenges in everyday life that arise
due to the advancement of science and technology.

Based on the National Education Policy and the 2020
Vision, the Mathematics Curriculum has been
reviewed and revised. The rationale behind this move
is the need to provide Mathematical knowledge and
skills to students from various backgrounds and levels
of ability. Therefore, it is the country’s hope that with
the knowledge and skills acquired in Mathematics,
1

OBJECTIVES
6.

1.

2.

3.

4.

appreciate the importance and the beauty
of mathematics.

CONTENT ORGANISATION
The Mathematics Curriculum at the secondary level
encompasses three main areas, namely Numbers,
Shape and Space, and Relationship. The topics for
each area have been been arranged according to
hierarchy . The basics have to be taught before abstract
concepts can be introduced to students.

communicate mathematically;

5.

inculcate positive attitudes towards
mathematics; and

10.

acquire basic mathematical skills such as:
•
making estimation and rounding;
•
measuring and constructing;
•
collecting and handling data;
•
representing and interpreting data;
•
recognising and representing
relationship mathematically;
•
using algorithm and relationship;
•
solving problem; and
•
making decision.

cultivate mathematical knowledge and
skills effectively and responsibly;

9.

widen applications of basic fundamental
skills such as addition, subtraction,
multiplication and division related to Numbers,
Shape and Space, and Relationships;

use suitable technologies in concept
building, acquiring skills, solving problems
and exploring the field of mathematics;

8.

understand definitions, concepts, laws,
principles and theorems related to Numbers,
Shape and Space, and Relationships;

relate mathematics with other areas of
knowledge;

7.

The mathematics curriculum for the secondary
school enables students to:

apply knowledge and the skills of mathematics
in solving problems and making decisions;
2

The Learning Area outlines the scope of knowledge
and skills which have to be mastered in the learning
duration of the subject. They are developed according
to the appropriate learning objectives and represented
in five columns, as follows:
Column 1
: Learning Objectives
Column 2
: Suggested Teaching and
Learning Activities
Column 3
: Learning Outcomes
Column 4
: Points To Note; and
Column 5
: Vocabulary.

determine teaching and learning strategies most
suitable for their students and provide appropriate
teaching and learning materials. Teachers should also
make cross-references to other resources such as
the textbooks and the Internet.

The Learning Objectives define clearly what should
be taught. They cover all aspects of the Mathematics
curriculum programme and are presented in a
developmental sequence designed to support
students’ understanding of the concepts and skill of
mathematics.

In the Points To Note column, attention is drawn to
the more significant aspects of mathematical
concepts and skills. These emphases are to be taken
into account so as to ensure that the concepts and
skills are taught and learnt effectively as intended.

The Learning Outcomes define specifically what
students should be able to do. They prescribe the
knowledge, skills or mathematical processes and
values that should be inculcated and developed at
the appropriate level. These behavioural objectives
are measureable in all aspects.

The Vocabulary consists of standard mathematical
terms, instructional words or phrases which are
relevant in structuring activities, in asking questions
or setting tasks. It is important to pay careful
attention to the use of correct terminology and these
need to be systematically introduced to students in
various contexts so as to enable them to understand
their meaning and learn to use them appropriately.

The Suggested Teaching and Learning Activities
lists some examples of teaching and learning
activities including methods, techniques, strategies
and resources pertaining to the specific concepts or
skills. These are, however, not the only intended
approaches to be used in the classrooms. Teachers
are encouraged to look for other examples,

3

EMPHASES IN TEACHING AND LEARNING

1.

This Mathematics Curriculum is arranged in such a
way so as to give flexibility to teachers to implement
an enjoyable, meaningful, useful and challenging
teaching and learning environment. At the same time,
it is important to ensure that students show
progression in acquring the mathematical concepts
and skills.

Problem solving is the main focus in the teaching and
learning of mathematics. Therefore the teaching and
learning process must include problem solving skills
which are comprehensive and cover the whole
curriculum. The development of problem solving skills
need to be emphasised so that students are able to
solve various problems effectively. The skills involved
are:
• Understanding the problem;
• Devising a plan;
• Carrying out the plan; and
• Looking back at the solutions.

In determining the change to another learning area or
topic, the following have to be taken into consideration:
•
•
•

The skills or concepts to be acquired in the
learning area or in certain topics;
Ensuring the hierarchy or relationship
between learning areas or topics has been
followed accordingly; and
Ensuring the basic learning areas have
been acquired fully before progressing to
more abstract areas.

Problem Solving in Mathematics

Various strategies and steps are used to solve
problems and these are expanded so as to be
applicable in other learning areas. Through these
activities, students can apply their conceptual
understanding of mathematics and be confident when
facing new or complex situations. Among the problem
solving strategies that could be introduced are:

The teaching and learning processes emphasise
concept building and skill acqusition as well as the
inculcation of good and positive values. Besides
these, there are other elements that have to be taken
into account and infused in the teaching and learning
processes in the classroom. The main elements
focused in the teaching and learning of mathematics
are as follows:

•
•
•
•
•
•
4

Trying a simple case;
Trial and improvement;
Drawing diagrams;
Identifying patterns;
Making a table, chart or systematic list;
Simulation;

•
•

Working backwards;

•

Logical reasoning; and

•
2.

Using analogies;

Using algebra.

writing. The skill should be expanded to include
listening.
Communication in mathematics through the listening
process occurs when individuals respond to what
they hear and this encourages individuals to think
using their mathematical knowledge in making
decisions.

Communication in Mathematics

Communication in mathematics through the reading
process takes place when an individual collects
information and data and rearranges the relationship
between ideas and concepts.

Communication is an essential means of sharing
ideas and clarifying the understanding of
Mathematics.
Through communication,
mathematical ideas become the object of reflection,
discussion and modification. The process of
analytical and systematic reasoning helps students
to reinforce and strengthen their knowledge and
understanding of mathematics to a deeper level.
Through effective communication students will
become efficient in problem solving and be able to
explain their conceptual understanding and
mathematical skills to their peers and teachers.

Communication in mathematics through the
visualisation process takes place when an individual
makes an observation, analyses, interprets and
synthesises data, and presents them in the form of
geometric board, pictures and diagrams, tables and
graphs. An effective communication environment
can be created by taking into consideration the
following methods:
• Identifying relevant contexts associated with
environment and everyday life experience of
students;
• Identifying students’ interests;
• Identifying suitable teaching materials;
• Ensuring active learning;
• Stimulating meta-cognitive skills;

Students who have developed the skills to
communicate mathematically will become more
inquisitive and, in the process, gain confidence.
Communicational skills in mathematics include
reading and understanding problems, interpreting
diagrams and graphs, using correct and concise
mathematical terms during oral presentations and in
5

•
•

Inculcating positive attitudes; and
Setting up conducive learning environment.

depth about the mathematics content and observe
the relationships between concepts. Examples of
written communication activities that can be
developed through assignments are:

Effective communication can be developed through
the following methods.

•
•

Keeping journal;

•

Keeping scrap books;

•

Keeping folio;

•

Keeping Portfolios;

•

Undertaking projects; and

•

Oral communication is an interactive process that
involves psychomotor activities like listening,
touching, observing, tasting and smelling. It is a twoway interaction that takes place between teacher and
student, student and student, and student and object.
Some of the more effective and meaningful oral
communication techniques in the learning of
mathematics are as follows:
•
Story-telling, question and answer sessions
using one’s own words;
•
Asking and answering questions;
•
Structured and unstructured interviews;
•
Discussions during forums, seminars,
debates and brainstorming sessions; and
•
Presentation of findings of assignments.

Doing written tests.

Doing exercises;

Representation is a process of analysing a
mathematical problem and interpreting it from one
mode to another. Mathematical representation
enables students to find relationships between
mathematical ideas that are informal, intuitive and
abstract using everyday language. For example 6xy
can be interpreted as a rectangular area with sides
2x and 3y. This will make students realise that some
methods of representation are more effective and
useful if they know how to use the elements of
mathematical representation.

Written communication is the process whereby
mathematical ideas and information are disseminated
through writing. The written work is usually the result
of discussion, input from people and brainstorming
activities when working on assignments. Through
writing, students will be encouraged to think in

6

3.

Reasoning in Mathematics

areas in general.
The mathematics curriculum consists of several
areas such as arithmetic, geometry, algebra,
measures and problem solving. Without
connections between these areas, students will have
to learn and memorise too many concepts and skills
separately. By making connections, students are
able to see mathematics as an integrated whole rather
than a jumble of unconnected ideas. When
mathematical ideas and the curriculum are connected
to real life within or outside the classroom, students
will become more conscious of the importance and
significance of mathematics. They will also be able to
use mathematics contextually in different learning
areas and in real life situations.

Logical Reasoning or thinking is the basis for
understanding and solving mathematical problems.
The development of mathematical reasoning is
closely related to the intellectual and communicative
development of students. Emphasis on logical
thinking, during mathematical activities opens up
students minds to accept mathematics as a powerful
tool in the world today.
Students are encouraged to estimate, predict and
make intelligent guesses in the process of seeking
solutions. Students at all levels have to be trained to
investigate their predictions or guesses by using
concrete material, calculators, computers,
mathematical representation and others. Logical
reasoning has to be absorbed in the teaching of
mathematics so that students can recognise,
construct and evaluate predictions and mathematical
arguments.
4.

5.

Application of Technology

The teaching and learning of mathematics should
employ the latest technology to help students
understand mathematical concepts in depth,
meaningfully and precisely and enable them to
explore mathematical ideas. The use of calculators,
computers, educational software, websites in the
Internet and relevant learning packages can help to
upgrade the pedagogical approach and thus promote
the understanding of mathematical concepts.

Mathematical Connections

In the mathematics curriculum, opportunities for
making connections must be created so that students
can link conceptual to procedural knowledge and
relate topics within mathematics and other learning

7

The use of these teaching resources will also
help students absorb abstract ideas, be creative, feel
confident and be able to work independently or in
groups. Most of these resources are designed for
self-access learning. Through self-access learning
students will be able to access knowledge or skills
and informations independently according to their own
pace. This will serve to stimulate students’ interest
and develope a sense of responsibility towards their
learning and understanding of mathematics.

materials to help students gain experience, construct
abstract ideas, make inventions, build self confidence,
encourage independence and inculcate the spirit of
cooperation.
The teaching and learning materials used should
contain self diagnostic elements so that pupils know
how far they have understood the concepts and
acquire the skills.
In order to assist students in having positive attitudes
and personalities, the intrinsic mathematical values
of accuracy, confidence and thinking systematically
have to be infused into the teaching and learning
process. Good moral values can be cultivated through
suitable contexts. Learning in groups for example
can help students develop social skills, encourage
cooperation and build self confidence. The element
of patriotism should also be inculcated through the
teaching and learning process in the classroom using
certain topics.

Technology however does not replace the need for
all students to learn and master the basic
mathematical skills. Students must be able to
efficiently add, subtract, multiply and divide without
the use of calculators or other electronic tools. The
use of technology must therefore emphasise the
acquisition of mathematical concepts and knowledge
rather than merely doing calculation.
APPROACHES IN TEACHING AND LEARNING

Brief historical anecdotes related to aspects of
mathematics and famous mathematicians
associated with the learning areas are also
incorporated into the curriculum. It should be
presented at appropriate points where it provides
students with a better understanding and appreciation
of mathematics.

Various changes occur that influence the content and
pedagogy in the teaching of mathematics in
secondary schools. These changes demand various
ways of teaching mathematics in schools. The use
of teaching resources is vital in forming mathematical
concepts. Teachers should use real or concrete
8

Various teaching strategies and approaches such as
direct instruction, discovery learning, investigation,
guided discovery or other methods must be
incorporated. Amongst the approaches that can be
given consideration include the following:
•
•
•
•

EVALUATION
Evaluation or assessment is part of the teaching and
learning process to ascertain the strengths and
weaknesses of students. It has to be planned and
carried out as part of the classroom activities. Different
methods of assessment can be conducted. These
maybe in the form of assignments, oral questioning and
answering, observations and interviews. Based on the
response,
teachers can rectify
students’
misconceptions and weaknesses and also improve
their own teaching skills. Teachers can then take
subsequent effective measures in conducting remedial
and enrichment activities in upgrading students’
performance.

Student-centered learning that is interesting;
Different learning abilities and styles of
students;
Usage of relevant, suitable and effective
teaching materials; and
Formative evaluation to determine the
effectiveness of teaching and learning.

The choice of an approach that is suitable will stimulate
the teaching and learning environment inside or outside
the classroom. Approaches that are considered
suitable include the following:
•

Cooperative learning;

•

Contextual learning;

•

Mastery learning;

•

Constructivism;

•

Enquiry-discovery; and

•

Future Studies.

9

Form 2
1.

LEARNING AREA: DIRECTED NUMBERS
LEARNING
OBJECTIVES

SUGGESTED TEACHING AND
LEARNING ACTIVITIES

Students will be taught to:

1.1 Perform
computations
involving
multiplication and
division of integers
to solve problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY

Students will be able to:

Use concrete materials such as
coloured chips and multiplication
tables to demonstrate
multiplication and division of
integers.
Complete multiplication table by
recognising patterns.

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

Begin multiplication
involving tw o integers
only.

iii. Divide integers.

Relate division of
integers to
multiplication.
Division by zero is
undefined.

Solve problems related to real-life
situations.
iv. Solve problems involving
division of integers.

directed
numbers
multiply
divide
integer
positive
negative
product
quotient
like sign
unlike sign
undefined

10

Form 2
1.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


1.2 Perform
computations
involving combined
operations of
addition,
subtraction,
multiplication and
division of integers
to solve problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


e.g.
(– 2) – 3 + (– 4)
4 x (– 3) ÷ (– 6)
Students use calculators to
compare and verify answers.
situations such as money and
temperature.

i.

Perform computations
involving combined
operations of addition,
subtraction, multiplication and
division of integers.

ii. Solve problems involving
combined operations of
addition, subtraction,
multiplication and division of
integers including the use of
brackets.

Emphasise the order
of operations.

integer
plus
minus

Combined operations
also know n as mixed
operations.

multiply
divide
positive
negative
bracket
mixed
operations
order of
operations

11

Form 2
1. LEARNING AREA: DIRECTED NUMBERS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


1.3 Extend the concept
of integers to
fractions to solve
problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Compare fractions using:
a)

scientific calculators.

fraction
compare

Compare and order fractions.

number lines

b)

i.

ii. Perform addition, subtraction,
multiplication or division on
fractions.

Begin w ith tw o
fractions.

order
greater than
less than
positive

1.4 Extend the concept
of integers to
decimals to solve
problems.

Compare decimals using:
a)

scientific calculators.

Compare and order decimals.

add

number lines

b)

i.

negative
decimal

ii. Perform addition, subtraction,
multiplication or division on
decimals.

Begin w ith tw o
decimals.

minus
multiply
divide
product
quotient
sum
difference

12

Form 2
1.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


1.5 Perform
computations
involving directed
numbers (integers,
fractions and
decimals).

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Explore addition, subtraction,
multiplication and division using
standard algorithm and
estimation.
Perform operations on integers.
e.g.
– 2 + (– 3) x 4
Perform operations on fractions.
e.g.
1
x
4

3
5

i.

Perform addition, subtraction,
multiplication or division
involving tw o directed
numbers.

ii. Perform computations
involving combination of tw o
or more operations on
directed numbers including
the use of brackets.

iii. Pose and solve problems
involving directed numbers.

2.5 – 1.2 x (– 0.3)
Perform operations on integers,
fractions and decimals.
e.g.
1.25

minus
multiply
divide

1
2

Perform operations on decimals.
e.g.

plus

2
x (– 4)
5

situations.

13

Emphasise the order
of operations.

positive
negative

Form 2
2.

LEARNING AREA: SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


2.1

Understand and
use the concept
of squares of
numbers.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Recognise squares of numbers
as the areas of the associated
squares.

i.

State a number multiplied by
itself as a number to the pow er
of two and vice-versa.

152 read as: “fif teen
to the pow er of two”
“fif teen squared”, or
“the square of fif teen”.

square
product
pow er
expand

Emphasise that a2 is
a notation for a x a.

12

22

Include integers,
fractions and
decimals.

32

e.g.
Use pencil-and-paper method,
mental and speed calculations to
evaluate squares of numbers
where appropriate.

(– 8) 2 = (– 8) x (– 8)
3
5

2

=

3
3
x
5
5

0.62 = 0.6 x 0.6

14

expanded form

Form 2
2.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


ii.

Use estimation to check w hether
answ ers are reasonable.

Deter mine the squares of
numbers w ithout using
calculators.

Emphasise that the
square of any number
is greater than or
equal to zero.

iii. Estimate the squares of
numbers.

Emphasise the
reasonableness of
answ ers.

iv. Deter mine the squares of
numbers using calculators.

Discuss that readings
from calculators may
be approximations.

e.g.
27 is betw een 20 and 30.

Explore square numbers using
calculators.

15

reasonable
estimate
approximation

Form 2
2.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

v. List perfect squares.
vi. Deter mine if a number is a
perfect square.
vii. Pose and solve problems
involving squares of numbers.

Understand and
use the concept
of square roots of
positive numbers.

VOCABULARY


Explore perfect squares.

2.2

POINTS TO NO TE

Explore the concept of square
roots using areas of squares.

i.

State the square root of a
positive number as the
number multiplied by itself
equals to the given number.

Perfect squares are
whole numbers.
The perfect squares
are 1, 4, 9, 16, 25, …

16

perfect square
square root
fraction

Emphasise that
decimals and fractions
are not perfect
squares.
“
“ is a symbol for
square root.

5 read as:
“square root of five”.
2
a =a

ii. Deter mine the square roots of
perfect squares without using
calculator.

square

Finding the square
root is the inverse of
squaring.

decimal
denominator
numerator

Form 2
2.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE


iii.

Investigate multiplications
involving square roots of:

Deter mine the square roots
of numbers w ithout using
calculators.

iv. Multiply tw o square roots.

.30
Limit to:
a) fractions that can
be reduced such
that the numerators
and denominators
are perfect squares
b) decimals that can
be w ritten in the
form of the square
of another
decimals.

Emphasise that:
a x
a x

a) the same number
b) different numbers.

17

a = a
= a
b =

ab

2

VOCABULARY

Form 2
2.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE


Use estimation to check w hether
answ ers are reasonable.

v. Estimate square roots of
numbers.

e.g.
7 is betw een 4 and 9
Use calculators to explore the
relationship betw een squares and
square roots.

vi. Find the square roots of
vii. Pose and solve problems
involving squares and square
roots.

18

Emphasise the
reasonableness of
answ ers.

VOCABULARY

Form 2
2.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


2.3 Understand and
use the concept of
cube of numbers.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Recognise cube of a number as
the volume of the associated
cube.

i.

State a number multiplied by
itself tw ice as a number to
the pow er of three and viceversa.

43 read as:
“four to the pow er of
three” or “four cubed”
or “the cube of four”.
Include integers,
fractions and
decimals.

3

1

3

2

Emphasise that a3 is a
notation for a x a x a.

3

3

ii.

Deter mine cubes of numbers
without using calculators.

3

i.

2
5

Use pencil-and-paper method,
speed and mental calculations to
evaluate cubes of numbers.

=

2
2
2
x
x
5
5
5

ii. 0.23
= 0.2 x 0.2 x 0.2
Discuss that cubes of
negative numbers are
negative.

19

cube
pow er
negative
number

Form 2
2.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

VOCABULARY


Explore estimation of cubes of
numbers.
e.g.

iii. Estimate cubes of numbers.

0.48 is betw een 0.4 and 0.5
0.483 is betw een 0.064 and 0.125

iv. Deter mine cubes of numbers
using calculators.

Explore cubes of numbers using
calculators.

2.4 Understand and
use the concept of
cube roots of
numbers.

POINTS TO NO TE

v. Pose and solve problems
involving cubes of numbers.

Use calculators to explore the
relationship betw een cubes and
cube roots.

i.

State the cube root of a
number as the number
multiplied by itself tw ice
equals to the given number.

Emphasise the
reasonableness of
answ ers.

cube root
is the symbol for
cube root of a number. equal factors
3

3

8 read as:
“cube root of eight”.
ii. Deter mine the cube roots of
integers w ithout using
calculators.

20

Limit to numbers
whose cube roots are
integers, for example:
1 , 8 , 27 ,…

integer

Form 2
2.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE


iii. Deter mine the cube roots of
numbers w ithout using
calculators.
Explore estimation of cube roots
of numbers.
e.g.
3

Explore the relationship betw een
cubes and cube roots using
calculators.

iv. Estimate cube roots of
numbers.

Limit to:
a) Fractions that can
be reduced such
that the
numerators and
denominators are
cubes of integers.
b) Decimals that can
be w ritten in the
form of cube of
another decimal.

v. Deter mine cube roots of
vi. Pose and solve problems
involving cubes and cube
roots.
vii. Perform computations
involving addition, subtraction,
multiplication, division and
mixed operations on squares,
square roots, cubes and cube
roots.

21

VOCABULARY

Form 2
3. LEARNING AREA: ALGEBRAIC EXPRESSIONS II
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


3.1 Understand the
concept of
algebraic ter ms in
tw o or more
unknow ns.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Students identify unknow ns in
given algebraic ter ms.

i.

Identify unknow ns in algebraic
terms in tw o or more
unknow ns.

e.g.
3ab : a & b are unknow ns.
–3d 2 : d is an unknow n.
Use examples of everyday
situations to explain algebraic
terms in tw o or more unknow ns.

ii. Identify algebraic terms in tw o
or more unknow ns as the
product of the unknow ns with
a number.
iii.

Identify coefficients in given
algebraic ter ms in tw o or
more unknow ns.

a2=ax a
y3=y x yx y
In general y n is n
times y multiplied by
itself.
2pqr means
2 p q r
a 2b means
1 a2xb
=1 a a b

iv. Identify like and unlike
algebraic ter ms in tw o or
more unknow ns.

– rs 3 means
– 1 x r x s3
=–1x r x s xs xs

v.

Coefficients in the
term 4pq:

22

State like ter ms for a given
algebraic ter m.

Coefficient of pq is 4.
Coefficient of q is 4p.
Coefficient of p is 4q.

algebraic ter m
algebraic
expression
coefficient
unknow n
like ter ms
unlike ter ms

Form 2
3.

LEARNING AREA: ALGEBRAIC EXPRESSIONS II
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


3.2 Perform
computations
involving
multiplication and
division of tw o or
more ter ms.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Explore multiplication and division
of algebraic terms using concrete
mater ials or pictorial
representations.

Find the product of tw o
algebraic ter ms.

Find the area of a w all covered by
10 pieces of tiles each measuring
x cm by y cm.
e.g.

iii. Perform multiplication and
division involving algebraic
terms.

4rs x 3r = 12r 2 s

b) 2p 2 ÷ 6pq

2 p p
6 p q

product
unknow n
quotient

ii. Find the quotient of tw o
algebraic ter ms.

e.g.

a)

i.

p
3q

Perform multiplication and
division such as:
6pq 2 x 3p ÷ 2qr

23

Form 2
3.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


3.3 Understand the
concept of
algebraic
expressions.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Use situations to demonstrate the
concept of algebraic expression.
e.g.
a) Add 7 to a number: n + 7.
b) A number multiplied by 2 and
then 5 added: (n x 2) + 5 or
2n + 5.

i.

Write algebraic expressions
for given situations using
letter symbols.

ii. Recognise algebraic
expressions in two or more
unknow ns.

2xy is an expression
with 1 term.

algebraic
expression

5 + 3ab is an
expression w ith 2
terms.

letter symbols
simplify
substitute
evaluate
like ter ms

Investigate the difference
betw een expressions such as
2n and n + 2; 3(c + 5) and 3c + 5;
n2 and 2n; 2n2 and (2n) 2 .

iii. Deter mine the number of
terms in given algebraic
expressions in two or more
unknow ns.
iv. Simplify algebraic
expressions by collecting like
terms.
v. Evaluate expressions by
substituting numbers for
letters.

24

Form 2
3.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


3.4

Perform
computations
involving
algebraic
expressions.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Use situations to explain
computations involving algebraic
expressions.

i.

a)

ii. Perform:
2 or

4x 6
2

Investigate w hy 8(3x – 2)
= 24x – 16.
Add and subtract algebraic
expressions by removing bracket
and collecting like ter ms.

a) addition
b) subtraction
involving tw o algebraic
expressions.

iii. Simplify algebraic
expressions.

Simplify algebraic expressions
such as:
a) 3x – (7x – 5x)
b) 5(x + 2y) – 3(2x – 2y)
c)

multiply
divide
add

8 (3x – 2)

b) (4x – 6)

Multiply and divide algebraic
expressions by a number.

1
1
(a + 7b – c) + (4 – b – 2c)
2
3

d) 8(3x – 2) +

4x 6
2

25

subtract
simplify
like ter ms

Form 2
4.

LEARNING AREA: LINEAR EQUATIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


4.1

Understand and
use the concept
of equality.

LEARNING OUTCOMES

Use concrete examples to
illustrate ‘=’ and ‘ ’.

i.

Discuss cases such as:
a) If a = b then b = a.
e.g.

State the relationship
betw een tw o quantities by
using the symbols ‘=’ or ‘ ’.

Discuss w hy given algebraic
terms and expressions are linear.
Given a list of terms, students
identify linear ter ms.
e.g. 3x, xy, x 2
3x is a linear term.
Select linear expressions given a
list of algebraic expressions.
e.g. 2x + 3, x 2y, xy + 2, x 2 1
2x + 3, x 2y are linear
expressions.

‘=’ read as:
“is equal to”.

equality

‘ ’ read as:
“is not equal to”.

linear algebraic
terms

Relate to the balance
method for equations.

e.g.
4+5 = 2+7, then 2+7=3+6,
then 4+5 = 3+6
Understand and
use the concept
of linear
equations in one
unknow n.

VOCABULARY


2+3 = 4+1 then 4+1 = 2+3
b) If a = b and b = c, then a =c.

4.2

POINTS TO NO TE

i.

Recognise linear algebraic
terms.

ii. Recognise linear algebraic
expressions.

26

equals to

algebraic
expression

Form 2
4.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

Select linear equations given a
list of equations.
e.g.
x + 3 = 5, x
x + 3 = 5, x
equations.

2y = 7, xy = 10

iii. Deter mine if a given equation
is:
a) a linear equation
b) a linear equation in one
unknow n.

2y = 7 are linear

x + 3 = 5 is linear equation in
one unknow n.

iv. Write linear equations in one
unknow n for given statements
and vice versa.

Include examples from everyday
situations.

27

POINTS TO NO TE

VOCABULARY

Form 2
4.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


4.3

Understand the
concept of
solutions of linear
equations in one
unknow n.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Use concrete examples to explain
solutions of linear equation in one
unknow n.
e.g.
Relate x + 2 = 5 to

+ 2 = 5.

Solve and verify linear equations
in one unknow n by inspection and
systematic trial, using w hole
numbers, w ith and w ithout the
use of calculators.

i. Deter mine if a numerical value The solutions of
equations are also
is a solution of a given linear
know n as the roots of
equation in one unknow n.
the equations.
ii. Deter mine the solution of a
linear equation in one
Trial and improvement
unknow n by trial and
method should be
improvement method.
done systematically.
iii. Solve equations in the form of: Emphasise the
a) x + a = b
appropriate use of
equals sign.
b) x a = b
c) ax = b
x
d)
=b
a
where a, b, c are integers and
x is an unknow n.

28

solution
root of
equation
numerical
value

Form 2
4.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

iv. Solve equations in the form
of ax + b = c, where a, b, c
are integers and x is an
unknow n.
v. Solve linear equations in one
unknow n.

Involve examples from everyday
situations.

involving linear equations in
one unknow n.

29

POINTS TO NO TE

VOCABULARY

Form 2
5.

LEARNING AREA: RATIOS, RATES AND PROPORTIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


5.1 Understand the
concept of ratio of
tw o quantities.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Use everyday examples to
introduce the concept of ratio.
explore:
a)
b)

equivalent ratios
related ratios.

i.

Compare tw o quantities in the
a
form a : b or
.
b

ii. Deter mine w hether given
ratios are equivalent ratios.
iii. Simplify ratios to the low est
terms.
iv. State ratios related to a given
ratio.

30

Include quantities of
different units.

ratio
quantity

The ratio 3 : 5 means
equivalent
3 parts to 5 parts and
read as: “three to five”. sum
difference
low est terms
compare
part
Include:
Given x : y, find:
a) y : x
b) x : x – y
c) x : x + y

Form 2
5.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


5.2

Understand the
concept of
proportion to
solve problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


introduce the concept of
proportion.
Verify the method of cross
multiplication and use it to find
the missing ter ms of a proportion.

i.

State w hether two pairs of
quantities is a proportion.

ii. Deter mine if a quantity is
proportional to another
quantity given tw o values of
each quantity.
iii. Find the value of a quantity
given the ratio of the tw o
quantities and the value of
another quantity.

a
c
=
b
d
read as: “a to b as c
to d”.

proportion
ratio

Begin w ith unitary
method.

crossmultiplication

Emphasise that
a
c
=
b
d
then ad = bc

iv. Find the value of a quantity
given the ratio and the sum of
the tw o quantities.

If

v. Find the sum of tw o quantities
given the ratio of the
quantities and the difference
betw een the quantities.

(b 0, d 0)

involving ratios and
proportions.

31

sum
difference
proportional

Form 2
5.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


5.3 Understand and
use the concept of
ratio of three
quantities to solve
problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


introduce the concept of ratio of
three quantities.
explore equivalent ratios.

i.

Compare three quantities in
the form a : b : c.

Include quantities of
different units.

ii. Deter mine w hether given
ratios are equivalent ratios.

low est terms
value
sum

iii. Simplify ratio of three
quantities to the low est terms.
iv. State the ratio of any tw o
quantities given ratio of three
quantities.
v. Find the ratio of a : b : c given
the ratio of a : b and b : c.

difference

a:b =p:q
b :c =m:n
when a) q = m
b) q m
Begin w ith unitary
method.

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

32

simplify
equivalent

Form 2
5.

LEARNING
OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES

vii. Find the value of each of the
three quantities given:
a) the ratio and the sum of
three quantities
b) the ratio and the difference
betw een tw o of the three
quantities.
viii. Find the sum of three
quantities given the ratio and
the difference betw een two of
the three quantities.
ix. Pose and solve problems
involving ratio of three
quantities.

33

POINTS TO NO TE

VOCABULARY

Form 2
6.

LEARNING AREA: PYTHAGORAS’ THEOREM
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


6.1

Understand the
relationship
betw een the
sides of a rightangled triangle.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY

C

Pythagoras’
theorem


Students identify the hypotenuse
of right-angled triangles draw n in
different orientations.

i.

Identify the hypotenuse of
right-angled triangles.

a

b
ii.

Use dynamic geometry software,
grid papers or geo-boards to
explore and investigate the
Pythagoras’ theorem.
iii.

Deter mine the relationship
betw een the lengths of the
sides of a right-angled
triangle.
Find the length of the missing
side of a right-angled triangle
using the Pythagoras’
theorem.

iv. Find the length of sides of
geometric shapes using
v.

34

Solve problems using the

A

c

hypotenuse
B

right-angled
triangle
side

Emphasise that
a2 = b 2 + c 2 is the
Begin w ith the
Pythagorean Triples.
e.g. (3, 4, 5)
(5, 12, 13)
Include combined
geometric shapes.

missing side
Pythagorean
Triples
combined
geometric
shape

Form 2
6.

LEARNING AREA: PYTHAGORAS’ THEOREM
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


6.2. Understand and
use the converse
of the
Pythagoras’
theorem.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Explore and investigate the
converse of the Pythagoras’
theorem through activities.

i.

Deter mine w hether a triangle
is a right-angled triangle.

ii. Solve problems involving the
converse Pythagoras’
theorem.

35

Note that:
2

2

obtuse angle
2

If a > b + c , then A
is an obtuse angle.
If a2 < b 2 + c 2 , then A
is an acute angle.

acute angle
converse

Form 2
7.

LEARNING AREA: GEOMETRICAL CONSTRUCTIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


7.1

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

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Relate constructions to properties
of rhombus and isosceles
triangle.

i.

Construct a line segment of
given length.

ii. Construct a triangle given the
length of the sides.

Emphasise on
accuracy of draw ing.

construct
ruler

Include equilateral,
isosceles and scalene
triangles.

straight edge
set square
protractor
point

iii. 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
not on the line.

Emphasise the
constructions in
Learning Outcome (iii)
are used to construct
an angle of 90 .

line segments
compass
side
perpendicular
perpendicular
bisector
triangle
right-angled
triangle
equilateral
triangle
isosceles
triangle
scalene
triangle

36

Form 2
7.

LEARNING AREA: GEOMETRICAL CONSTRUCTIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


iv. Construct:
angle of 60 and 120

b)

Explore situation w hen tw o
different triangles can be
constructed.

a)

bisector of an angle.

v. Construct triangles given:
a)

one side and tw o angles

b)

tw o sides and one
angle.

vi. Construct:
a)
b)

37

parallel lines
parallelogram given its
sides and an angle.

Emphasise the use of
the bisector of an
angle to construct
angles of 30 , 45 and
15 and etc.

protractor

Measure angles using
protractors.

Relate the construction to the
properties of equilateral triangle.

compass

angle
equilateral
bisector
set square
parallel lines
parallelogram

Form 2
8.

LEARNING AREA: COORDINATES
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


8.1 Understand and
use the concept
of coordinates.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Introduce the concept of
coordinates using everyday
examples.
e.g.

i.

Identify the x-axis, y-axis and
the origin on a Cartesian
plane.

State the location of:
a) a seat in the classroom
b) a point on square grids.

ii. Plot points and state the
coordinates of the points
given distances from the
y-axis and x-axis.

Coordinates of origin
is (0, 0).

Cartesian
plane

For Learning
Outcomes ii – iii,
involve the first
quadrant only.

origin
x-axis
y-axis
coordinate
distance
position

Introduce Cartesian coordinates
as a systematic w ay of marking
the location of a point.

iii. Plot points and state the
distances of the points from
the y-axis and x-axis given
coordinates of the points.

square grid
plot
points
quadrant

iv. State the coordinates of
points on Cartesian plane.

Involve all the four
quadrants.

horizontal
vertical
x-coordinate
y-coordinate

38

Form 2
8.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


8.2 Understand and
use the concept
of scales for the
coordinate axes.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Use dynamic geometry software
to explore and investigate the
concept scales.

i.

Mark the values on both axes
by extending the sequence of
given values on the axes.

Emphasise that the
scales used on the
axes must be uniform.

scale
mark

Explore the effects of shapes of
objects by using different scales.

ii. State the scales used in given
coordinate axes w here:

Scales should be
written in the form:
a) 2 unit represents
3 units.
b) 1 : 5.

sequence
axes

Explore positions of places on
topography maps.

a) scales for axes are the
same

Pose and solve problems
involving coordinates of vertices
of shapes such as:

b) scales for axes are
different.

Name the shape formed by
A(1, 5), B(2, 5), C(4, 3) and
D(3, 3).

iii. Mark the values on both axes,
with reference to the scales
given.

Three of the four vertices of a
square are ( 1, 1), (2, 5) and
(6, 2). State the coordinates of
the fourth vertex.

iv. State the coordinates of a
given point w ith reference to
the scales given.
v. Plot points, given the
coordinates, w ith reference to
the scales given.
involving coordinates.

39

extend

coordinate
plot
uniform
vertex

Form 2
8.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


8.3 Understand and
use the concept of
distance betw een
tw o points on a
Cartesian plane.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Discuss different methods of
finding distance betw een two
points such as:

i.

Find the distance betw een
tw o points w ith:
a) common y-coordinates

a) inspection
b) moving one point to the other
c) computing the difference
betw een the x-coordinates or
y-coordinates.

b) common x-coordinates.

Emphasise that the
line joining the points
are parallel to the
x-axis or parallel to the
y-axis.
Include positive and
negative coordinates.

ii. Find the distance betw een
tw o points using Pythagoras’
theorem.

The formula for
distance betw een tw o
points ( x1 , y1) and
( x2 , y2) is

( x2
Students draw the appropriate
right-angled triangle using the
distance betw een the tw o points
as the hypotenuse.

x1 ) 2

need not be
introduced.

iii. Pose and solve problems
involving distance betw een
tw o points.

40

( y2

y1 ) 2

distance
point
common
positive
negative
parallel

y-coordinate
x-coordinate
Pythagoras’
theorem.

Form 2
8.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


8.4 Understand and
use the concept of
midpoints.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Introduce the concept of
midpoints through activities such
as folding, constructing, draw ing
and counting.
to explore and investigate the
concept of midpoints.

i.

Identify the midpoint of a
straight line joining tw o points.

midpoint

x-coordinate
y-coordinate

ii. Find the coordinates of the
midpoint of a straight line
joining tw o points w ith:
a) common y-coordinates
b) common x-coordinates.

The formula of
midpoint for ( x1 , y1)
and (x2 , y2) is
(

x1
2

x2 y1
,

y2
2

need not be
iii. Find the coordinates of the
midpoint of the line joining tw o introduced.
points.

iv. Pose and solve problems
involving midpoints.

41

Involve shapes.

)

straight line

Form 2
9.

LEARNING AREA: LOCI IN TWO DIMENSIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


9.1 Understand the
concept of twodimensional loci.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Use everyday examples such as
familiar routes and simple paths
to introduce the concept of loci.
Discuss the locus of a point in a
given diagram.

i.

Describe and sketch the locus
of a moving object.

ii. Deter mine the locus of points
that are of:
a) constant distance from a
fixed point
b) equidistant from tw o
fixed points

e.g. Describe a locus of a point
equidistant from A and C.
A

D

c) constant distance from a
straight line
B

d) equidistant from tw o
intersecting lines.

C

Emphasise the
accuracy of draw ings.
Relate to properties of
isosceles triangle.

accuracy
route
locus
loci

Emphasise locus as:
a) path of a moving
point
b) a point or set of
points
that satisfies given
conditions.

moving object
equidistant
points
fixed point
straight line
perpendicular
distance
constant
intersecting
lines
parallel lines
condition
set of points

42

Form 2
9.

LEARNING
OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES

iii. Construct the locus of a set of
all points that satisfies the
condition:
a) the point is at a constant
distance from a fixed point
b) the point is at equidistant
from tw o fixed points
c) the point is at a constant
distance from a straight
line
d) the point is at equidistant
from tw o intersecting
lines.

43

POINTS TO NO TE

VOCABULARY

Form 2
9.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


9.2 Understand the
concept of the
intersection of
tw o loci.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Use everyday examples or
games to discuss the intersection
of two loci.
Mark the points that satisfy the
conditions:
a) Equidistant from A and C.

i.

Deter mine the intersections of
tw o loci by draw ing the loci
and locating the points that
satisfy the conditions of the
tw o loci.

b) 3 cm from A.
D

C

A

B

44

Limited to loci
discussed in Learning
Objective 9.1.

locate
satisfy
intersection

Form 2
10.

LEARNING AREA : CIRCLES
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


10.1 Recognise and
draw parts of a
circle.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Introduce the concept of circle as
a locus.
to explore parts of a circle.

i.

Identify circle as a set of
points equidistant from a fixed
point.

ii. Identify parts of a circle:
a) center
b)

circumference

c)
d)

radius
diameter

e)

chord

f)
g)

arc
sector

h)

segment

iii. Draw :
a) a circle given the radius
and centre
b)
c)

45

a circle given the
diameter
a diameter passing
through a specific point
in a circle given the
centre.

circle
centre
circumference
radius
diameter
chord
sector
arc
segment
equidistant
point
fixed point

Form 2
10.

LEARNING
OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


d) a chord of a given length
on the circumference

diameter

e) sector given the size of
the angle at the centre
and radius of the circle.

sector

iv. Deter mine the:
a) center
b) radius
of a given circle by
construction.

46

circumference

radius
centre

Form 2
10.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


10.2 Understand and
use the concept
of circumference
to solve
problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Measure diameter and
circumference of circular objects.
Explore the history of .
Explore the value of using
dynamic geometry software.

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)

Developed through
activities.
The ratio of the
circumference to the
diameter is know n as
and read as ”pi”.

radius.

Find the:
a)
b)

diameter
radius

given the circumference of a
circle.
v. Solve problems involving
circumference of circles.

47

3.142 or

formula
ratio
constant
pi
approximate
estimate

Emphasise
iv.

radius

22
.
7

derive
circular object

Form 2
10.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


10.3 Understand and
use the concept
of arc of a circle
to solve
problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


the length of arc and angle at the
centre of a circle using dynamic
geometry software.

i.

Derive the formula of the
length of an arc.

ii. Find the length of arc given
the angle at the centre and
the radius.

The length of arc is
proportional to the
angle at the centre of
a circle.

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

48

proportional
radius
circumference

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.

arc
angle at the
centre

Include combined
shapes.

Form 2
10.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


10.4 Understand and
use the concept of
area of a circle to
solve problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


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 rectangular form.

i.

Derive the formula of the area
of a circle.

Include finding the
area of the annulus.

area
annulus
radius

ii. Find the area of a circle given
the:
a)

radius

b)

diameter.

iii. Find:
a)
b)

radius
diameter

given the area of a circle.
iv. Find the area of a circle given
the circumference and vice
versa.
v. Solve problems involving area
of circles.

49

Form 2
10.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


10.5 Understand and
use the concept
of area of sector
of a circle to solve
problems.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


the area of a sector and the angle
at the centre of the circle using
dynamic geometry software.

i.

Derive the formula of the area
of a sector.

area
sector
angle at the
centre

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

radius
circle

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

arc

iv. Find the radius given the area
of a sector and the angle at
the centre.
v. Solve problems involving area
of sectors and area of circles.

50

Include combined
shapes

Form 2
11.

LEARNING AREA : TRANSFORMATIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


11.1 Understand the
concept of
transformations.

LEARNING OUTCOMES

VOCABULARY


Explore concepts in
transformational geometry using
concrete materials, draw ings,
geo-boards and dynamic
geometry software.

i.

Identify a transformation as a
one-to-one correspondence
betw een points in a plane.

ii. Identify the object and its
image in a given
transformation.

11.2 Understand and
use the concept
of translations.

POINTS TO NO TE

Explore translations given in the

a
b .
form

i.

Identify a translation.

ii. Deter mine the image of an
object under a given
translation.
iii. Describe a translation:
a) by stating the direction
and distance of the
movement

b) in the form

51

a
b .

A one-to-one
correspondence
betw een points of a
plane is also called a
mapping.
Include
transformations in arts
and nature.
The object is mapped
onto the image.
Grid papers may be
used.

transformation
plane
object
image
map
one-to-one
correspondence
translation
orientation
parallel
direction

a
b
a is the movement
parallel to the x-axis
and b is the
movement parallel to
the y-axis.

distance
movement

Form 2
11.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Investigate the shapes and
sizes, lengths and angles of the
images and the objects.

iv. Deter mine the properties of
translation.
v. Deter mine the coordinates of:
a) the image, given the
coordinates of the object

Emphasise that under
a translation, the
shapes, sizes, and
orientations of the
object and its image
are the same.

properties
image
shape
size
length

b) the object, given the
coordinates of the image
under a translation.

angle
coordinate
reflection

vi. Solve problems involving
translations.

axis of
reflection
tracing paper

11.3 Understand and
use the concept
of reflections.

Explore the image of an object
under a reflection by draw ing,
using tracing paper, or paper
folding.

i.

Identify a reflection.

object under a reflection on a
given line.

52

laterally
inverted
The line is know n as
line of reflection or
axis of reflection.

line

Form 2
11.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE


Investigate the shapes and
sizes, lengths and angles of the
images and objects.

iii.

Deter mine the properties of
reflections.

iv. Deter mine:
a) the image of an object,
given the axis of
reflection
b) the axis of reflection, given
the object and its image.
using the method of
construction
v.

Deter mine the coordinates of:
coordinates of the object
under a reflection.

vi. Describe a reflection given the
object and image.
vii. Solve problems involving
reflections.

53

Emphasise that, under
a reflection
a) the shapes and
sizes of the object
and its image are
the same; and
b) the orientation of he
image is laterally
inverted as
compared to that of
the object.
Emphasise that all
points on the axis of
reflection do not
change their positions.
Include x-axis and
y-axis as axes of
reflection.

VOCABULARY

Form 2
11. LEARNING AREA : TRANSFORMATIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


11.4 Understand and
use the concept
of rotations.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Explore the image of an object
under a rotation by draw ing and
using tracing paper.

i.

Identify a rotation.

object under a rotation given
the centre, the angle and
direction of rotation.
iii. Deter mine the properties of
rotations.
iv. Deter mine:
a) image of an object, given
the centre, angle and
direction of rotation
b) the centre, angle and
direction of rotation, given
the object and the image.
using the method of
construction
v. Deter mine the coordinates of
coordinates of the object;
under a rotation.

54

rotation
Emphasise that under
rotation; the shapes,
sizes and orientations
of an object and the
image are the same.

centre of
rotation
direction of
rotation

Emphasise that the
centre of rotation is
the only point that
does not change its
position.

angle of
rotation

Include 90 and 180
as angles of rotation.

properties

clockw ise
anticlockw ise
shape
size
object
image
coordinate

Form 2
11. LEARNING AREA : TRANSFORMATIONS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


vi. Describe a rotation given the
object and image.

isometry
congruence

vii. Solve problems involving
rotations.

congruent
congruency

11.5 Understand and
use the concept
of isometry.

Use tracing papers to explore
isometry.

i. Identify an isometry.
ii. Deter mine w hether a given
transformation is an isometry.
iii.

11.6 Understand and
use the concept
of congruence.

Explore congruency under
translations, reflections and
rotations.

Construct patterns using
isometry.

i.

Identify if two figures are
congruent.

ii.

Identify congruency betw een
tw o figures as a property of
an isometry.

iii.

Isometry is a
transformation that
preserves the shape
and the size of the
object.
Emphasise that
congruent figures
have the same size
and shape regardless
of their orientation

shape
size
pattern
figure
property
orientation
quadrilateral
square
rectangle

Solve problems involving
congruence.

rhombus
parallelogram

11.7 Understand and
use the properties
of quadrilaterals
using concept of
transformations.

Explore the properties of various
quadrilaterals by comparing the
sides, angles and diagonals.

i.

Deter mine the properties of
quadrilaterals using
reflections and rotations.

55

Quadrilaterals
include squares,
rectangles,
parallelograms,
rhombus, and kites.

kite
diagonal
preserve

Form 2
12.

LEARNING AREA : SOLID GEOMETRY II
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


12.1

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

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Explore and investigate
properties of geometric solids
using concrete models.

i.

State the geometric properties
of prisms, pyramids,
cylinders, cones and spheres.

prism
pyramid
cylinder
cone
sphere
net

12.2

Understand the
concept of nets.

Explore the similarities and
differences between nets of
prisms, pyramids, cylinders and
cones using concrete models.

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.

56

Net is also know n as
layout.

solid

Pris ms include cubes
and cuboids.

cuboid

cube

Form 2
12.

LEARNING AREA : SOLID GEOMETRY II
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


12.3 Understand the
concept of
surface area.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Explore and derive the formulae
of the surface areas of prisms,
pyramids, cylinders and cones.

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 sides
b) height
c) slant height
d) radius
e) diameter
of a solid given its surface area
and other relevant information.
v. Solve problems involving
surface areas.

57

surface area
dimension

Standard formula for
surface area of
sphere is 4 r 2 where
r is the radius.

standard
formula
similarities
differences
base
lateral side
vertex
edge
height
radius
diameter
slant height
curve surface
derive

Form 2
13.

LEARNING AREA: STATISTICS
LEARNING
OBJECTIVES

LEARNING ACTIVITIES


13.1 Understand the
concept of data.

LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


Carry out activities to introduce
the concept of data as a
collection of information or facts.
Discuss methods of collecting
data such as counting,
observations, measuring, using
questionnaires and interview s.

i. Classify data according to those
that can be collected by:
a) counting

data
count
measure

b) measuring.

collection of
data
questionnaire

ii. Collect and record data
systematically.

interview s
systematic
record
tally chart
frequency

13.2 Understand the
concept of
frequency.

Use activities to introduce the
concept of frequency.

i. Deter mine the frequency of
data.
ii. Deter mine the data w ith:

Use tally charts to
record data.

horizontal
vertical
highest

a) the highest frequency
b) the low est frequency

low est

c) frequency of a specific
value.

information

58

frequency table

Form 2
13.

LEARNING
OBJECTIVES

LEARNING ACTIVITIES


LEARNING OUTCOMES

POINTS TO NO TE

VOCABULARY


iii. Organise data by constructing:
a) tally charts

Use tw o columns or
tw o rows to present
data.

b) frequency tables.

data
organise
pictogram
tally chart

iv. Obtain information from
frequency tables.

column
row
obtain

13.3 Represent and
interpret data in:
i.

pictograms

ii. bar charts
iii. line graphs
to solve
problems.

Use everyday situations to
introduce pictograms, bar charts
and line graphs.

i.

Construct pictograms to
represent data.

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

59

Include horizontal
and vertical
pictograms using
symbols to represent
frequencies.
Include the use of
title and keys
(legend) on
pictograms, bar
graphs and line
graphs.

key
legend
bar graph
line graph
horizontal
vertical

Form 2
13.

LEARNING
OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES

POINTS TO NO TE


iv. Construct bar charts to
represent data.
v.

Obtain information from bar
charts.

vi. Solve problems involving bar
charts.

Include bar charts
representing tw o sets
of data.
Use vertical and
horizontal bars.
Include vertical and
horizontal bar
charts using scales
such as:
a)

1:1

b)

n, w here n is a
whole number.

vii. Represent data using line
graphs.

Emphasise on the
use of suitable scales
for line graphs.

viii. Obtain information from line
graphs.

Discuss on the
choice of using
various methods to
represent data
effectively.

ix. Solve problems involving line
graphs.

60

VOCABULARY

Form 2
CONTRIBUTORS
Advisor

Dr. Sharifah Maimunah Syed Zin

Director

Dr. Rohani Abdul Hamid

Deputy Director

Editorial

Ahmad Hozi H.A. Rahman

Principal Assistant Director
(Science and Mathematics Department)

Advisors

Rusnani Mohd Sirin

Assistant Director
(Head of Mathematics Unit)

S. Sivagnanachelvi

Assistant Director
(Head of English Language Unit)

Editor

Rosita Mat Zain

Assistant Director

61

Form 2
WRITERS
Rusnani Mohd Sirin

Rosita Mat Zain

Rohana Ism ail




Dr. Pum adevi a/p Sivasubram aniam
Maktab Perguruan Raja Melew ar,
Seremban, Negeri Sembilan

Lau Choi Fong
SMK Hulu Kelang, Hulu Kelang,
Selangor

Prof. Madya Dr. Noraini Idris
Fakulti Pendidikan Universiti Malaya

Chong Tat Keong

Lee Lui Kai

Kum aravalu a/l Ram asam y

SMJK Yu Hua, Kajang, Selangor

SMK Raja Mahadi, Klang, Selangor

SMK Seri Garing, Raw ang, Selangor

Ang Kah Cheng

Ahm ad Shubki Othm an

Haji Yusof Adam

SMK P) Methodist, Ipoh, Perak

SMK Dato’ Abdul Rahman Yaakob,
Bota, Perak

SMK Seri Tanjung, Melaka

Lan Foo Huat

Ahm ad Tekah

Saniah Ahm ad

SMK Bukit Goh, Kuantan, Pahang

Maktab Perguruan Batu Pahat, Johor

SMK Bukit Jambul, Pulau Pinang

Manmeet Kaur

Krishen a/l Gobal

Krishnan a/l Munusam y

SMK Bukit Katil, Melaka

SMK Kg. Pasir puteh, Ipoh, Perak

Jemaah Nazir Sekolah, Ipoh, Perak

LAYOUT AND ILLUSTRATION
Mohd Razif Hashim

Rosita Mat Zain



62

Hsp maths f2

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