YEARLY LESSON PLAN 2021

ADDITIONAL MATHEMATICS FORM 4 KSSM

SMK TAMPARULI
LEARNING AREA : CALCULUS
TOPIC : 1.0 CIRCULAR MEASURE
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
1.1 Functions Pupils are able to: Real-life situations need to be involved throughout the topic.
1.1.1 Explain function using Function notations:
graphical representations Example:
and notations. f : x  2x
f ( x)  2 x
x as an object and 2x as an image.

The following functions need to be emphasised and

associated with graphical representation:
(a)function which is undefined at certain values.
Example:
3
f ( x)  ,x 1
x 1
(b) absolute value function. Example:
f ( x )=| x|
|x|= −x ,∧x <0
{ x ,∧x ≥ 0
Vertical line test can be used to determine whether the
relation is a function.

1.1.2 Determine domain and The terms domain, codomain and range need to be
range of a function. introduced.
Discrete, continuous and absolute value functions need to be
involved.
Graphs of absolute value function in a particular domain need

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 to be sketched.

1.1.3 Determine the image of a

function when the object is Absolute value function is involved.
given and vice versa.

1.2.1 Describe the outcome of Exploratory activities using dynamic geometry software to
composition of two functions. understand composite functions need to be carried out.

1.2.2 Determine the composite Representation of composite functions using arrow diagram
functions needs to be discussed.
Composition is limited to two algebraic functions.

1.2.3 Determine the image of

composite functions given the
1.2 Composite object and vice versa.
Functions
1.2.4 Determine a related function
given composite function and
another function.

1.2.5 Solve problems involving f 2( x ) , f 3 (x ) , f 4( x ) , … , f n ( x ),

inverse functions.
for certain functions need to be involved.

1.3 Inverse Functions 1.3.1 Describe inverse of a Functions are limited to single functions.
function. The symbol of inverse function, f -1 is introduced.
Exploratory activities using digital technology to identify the
connection between graph of function and its inverse need to
be carried out.

1.3.2 Make and verify conjectures Exploratory activities need to be carried out to make and
related to properties of inverse verify that the properties of inverse functions are:
functions (a) Only one to one function has an inverse function.
(b) f and g are inverse functions of each other if and only if :
(i) fg(x) = x, x in domain of g, and
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 (ii) gf(x) = x, x in domain f

(c) If f and g are inverse functions of each other, then

(i) Domain of f = range of g , and
(ii) Domain of g = range of f
(iii) graph g is the reflection of graph f on the line
yx .
(d) If point (a,b) is on the graph f , then point (b, a) is on the
graph g
Horizontal line test can be used to test the existence of
inverse functions.
1.3.3 Determine the inverse Inverse functions are limited to algebraic functions.
functions f f 1 ( x )  f 1 f ( x )  x need to be involved.

LEARNING AREA : CALCULUS

TOPIC : 2.0 QUADRATIC FUNCTIONS
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
2.1 Quadratic 2.1.1 Solve quadratic equations The use of dynamic geometry software to explore the
Equations and using the method of completing solution of quadratic equations needs to be involved.
Inequalities the square and formula. Derivation of formula from completing the square method
needs to be discussed.
The use of calculator is only allowed in checking the answers.

2.1.2 Form quadratic equations If α and β are the roots of the quadratic equation, then
from given roots. ( x   )( x   )  0 or x 2  (   ) x    0 .
The relationship between quadratic equation in general form
and x  (   ) x    0 needs to be discussed.
2

2.1.3 Solve quadratic inequalities. The following methods of solutions can be

explored:
(a) graphs sketching method
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 (b) number lines
(c) tables

2.2 Types of Roots of 2.2.1 Relate types of roots of

Real roots and no real roots cases need to be discussed.
Quadratic Equations quadratic equations to the
Imaginary roots such as i=√ −1 can be discussed.
discriminant value..

2.2.2 Solve problems involving

types of roots of quadratic
equations.
2.3 Quadratic 2.3.1 Analyse and make
Functions generalisation about the effects of Exploratory activities using dynamic software or graphing
changes of a , b and c in calculators need to be carried out.
f ( x )  ax 2  bx  c towards the
shape and position of the graph.

2.3.2 Relate the position of the

graph of quadratic functions with Dynamic software or graphing calculators can be used.
type of roots.

2.3.3 Relate the vertex form of

quadratic functions, Graph sketching needs to be involved.
f(x) = a( x – h )2 + k with other Completing the square method needs to be involved.
forms of quadratic functions.

2.3.4 Analyse and make Exploratory activities by using dynamic software or graphing
generalisation about the effects of calculators need to be carried out. The relationship between
changes of a , h dan k in quadratic the value of h and of k with the axis of the symmetry, the
functions f ( x )  a ( x  h)  k
2 minimum value and maximum value need to be explored.
b
towards the shape and position of x
the graphs. A symmetrical axis can also be determined by using 2a

2.3.5 Sketch graphs of quadratic

functions.

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 2.3.6 Solve problems involving Problems involving maximum and minimum values need to
quadratic functions. be involved.
Real-life situations need to be involved.

LEARNING AREA : CALCULUS

TOPIC : 3.0 SYSTEMS OF EQUATION
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
Real-life situations need to be involved throughout this topic.
The use of geometric software is encouraged throughout this
topic.
3.1.1 Describe systems of linear Systems of three linear equations involving three variables
equations in three variables. need to be emphasised.
Three-dimensional plane can be introduced.
3.1 Systems of Linear Comparison with systems of linear equations in two variables
Equations in Three can be discussed.
Variables
3.1.2 Solve systems of linear
Elimination and substitution methods need to be involved.
equations in three variables.
No solution cases need to be discussed.
3.1.3 Solve problems involving
systems of linear equations in
three variables.
3.2 Simultaneous 3.2.1 Solve simultaneous
Involve only two variables.
Equations involving equations involving one linear
Elimination, substitution and graphical representation
One Linear Equation equation and one non-linear
methods need to be involved.
and One Non- Linear equation.
Equation
3.2.2 Solve problems involving
Solutions do not involve equations that exceed second
simultaneous equations; one
degree.
linear equation and one non-
linear equation.

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 LEARNING AREA : CALCULUS
TOPIC : 10.0 INDEX NUMBER
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
Real-life situations and authentic data need to be involved
throughout this topic.
Exploratory activities involving relative changes in quantity
at a specific time in comparison to the base time need to be
carried out.

The formula for index number

10.1.1 Define index numbers and Q
describe the use of it. I  1  100
Q0
10.1 Index Numbers Q0 = Quantity at the base time
Q1 = Quantity at a specific time

Various types of indexes need to be involved. Examples:

price index commodity index
pollution index body mass index (BMI)
accident index gold index
10.1.2 Determine and interpret
index numbers.
10.1.3 Solve problems involving
Contextual learning and future studies may be involved.
index numbers.
10.2 Composite Index The meaning of weightage needs to be discussed. Various
situations need to be involved.
10.2.1 Determine and interpret Weightage can be represented by numbers, ratios,
composite index with and without percentages, reading on bar charts or pie charts and others.
the weightage. ∑ W iIi
The formula for composite index, I = ∑ Wi
Ii= Index number , Wi = Weightage
10.2.2 Solve problems involving Interpreting the index to identify the trend of a certain set of

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 data need to be involved.
index numbers and composite Data represented in various forms need to be involved.
index. Suggested Activities:
Problem-based learning may be carried out.
LEARNING AREA : CALCULUS
TOPIC : 4.0 INDICES, SURDS AND LOGARITHMS
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
4.1.1 Simplify algebraic
expressions involving indices
using the laws of indices.
4.1 Laws of Indices
4.1.2 Solve problems involving Real-life situations need to be involved.
indices.
4.2 Laws of Surds 4.2.1 Compare rational numbers Exploratory activities need to be involved.
and irrational numbers, and hence Examples of rational numbers in the form of
relate surds to irrational numbers. recurring decimals: a)0.3333333... b)0.14141414...
c)3.4566666...

Examples of rational numbers in the form of

terminating decimals:
(a) 0.5 ; (b) 0.175 ; (c) 5.8686
Examples of irrational numbers in the form of non recurring
and infinite decimals:
(a) 2= 1.414213623...
(b) π = 3.1415926535...
(c) e = 2.71828182845...

Conversion of recurring decimal to fractional form needs to

be discussed.
Surd as an irrational number in the form of root,
√n a needs to be emphasised.
The statement of “Not all the roots are surds” needs to be
discussed.
Pronunciation of surd needs to be emphasised. Example:
Example:
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 √3 4 is read as “surd 4 order 3”.

n
The difference between √ a and n√ a needs to be emphasised.

4.2.2 Make and verify conjectures Limit to square root only.

on (i) √ a × √ b Law 1 : √ a × √ b =√ ab
(ii) √ a ÷ √ b
a
and hence make generalisation. Law 2 : √ a ÷ √ b=
√ b
Examples of expressions:
(a) √ 90

(b) 3 √ 2+ 5√ 2

(c) √ 18 - √ 8
4.2.3 Simplify expressions
(d) √ 2× √ 3+ √ 6
involving surds.

(e)
√18
3

Expressions involving surds as denominators are excluded.

The differences between similar surds and not similar surds
need to be emphasised.
4.2.4 Simplify expressions Two types of denominators are involved:;
involving surds by (a) m √ a , m integer
rationalising the
denominators. (b) m √ a± n √ b, m n n integer

- Rationalising using conjugate surds.

Examples of expressions:
2
(a) 3

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 3
(b) 2 5
3 20
(c) 6  5
4.2.5 Simplify expressions
involving surds by
Indices need to be involved.
rationalising the
denominators.

4.3 Laws of N=a x , log a N=x where a> 0,a≠ 1.

Logarithms
∴ log a a x =x

4.3.1 Relate equations in the form The statement of log a 1=0; log a a=1 ; needs to be verified.
of indices and logarithms, and Exploratory activities involving drawing graphs of
hence determine the logarithm of exponential and logarithm functions on the same axis need to
a number. be carried out.
Digital technology can be used.
Example: graph y=10 x and x=log 10 y

Logarithms of negative numbers and of zero need to be

explored.
4.3.2 Prove laws of logarithms.

4.3.3 Simplify algebraic

expressions using the laws of
logarithms.

log c a
4.3.4 Prove log b a= and use
log c b
the relationship to determine the
logarithm of a number.

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 4.3.5 Solve problems involving
the laws of logarithms.
4.4 Applications of The number of variables are limited to two. Real-life
4.4.1 Solve problems involving
Indices, Surds and situations need to be involved.
indices, surds and logarithms
Logarithms Natural logarithms need to be involved.

LEARNING AREA : CALCULUS

TOPIC : 5.0 PROGRESSIONS
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
5.1.1 Identify a sequence as an Real-life situations need to be involved throughout this topic.
arithmetic progression and Problem-based learning approach and the use of digital
provide justification. technology are encouraged.
Exploratory activities need to be involved.

5.1.2 Derive the formula of the nth

term, Tn, of arithmetic
progressions, and hence use the
formula in various situations.

The formula of sum of the first n terms Sn, :

n
5.1 Arithmetic
Progression
Sn   2a  (n  1)d 
2
5.1.3 Derive the formula of sum of
the first n terms, Sn, of arithmetic
progressions, and hence use the n
formula in various situations. Sn   a  l
The use of these formulae needs to be involved: 2

Tn  Sn  Sn 1

Generating problems or situations based on arithmetic

5.1.4 Solve problems involving
progressions need to be involved.
arithmetic progressions.
5.2 Geometric 5.2.1 Identify a sequence as a Exploratory activities need to be involved.
Progressions geometric progression and
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provide justification.

5.2.2 Derive the formula of the nth

term, Tn, of geometric
progressions, and hence use the
formula in various situations.

Sum of the first n terms of geometric progressions through

5.2.3 Derive the formula of sum of ( S  rS )
n n
algebraic representation or graphical
the first n terms, Sn, of geometric
representation to verify the formula Sn needs to be discussed.
progressions, and hence use the
formula in various situations.
Tn  Sn  Sn 1
The following formula needs to be involved:

5.2.4 Determine the sum to Derivation of the formula of sum to infinity of geometric
infinity of geometric progressions, progressions, S needs to be discussed.
S and hence use the formula in
various situations.

Exclude:

(a) the combination of arithmetic progressions and

5.2.5 Solve problems involving geometric progressions.
geometric progressions. (b) the cumulative sequences such as (1), (2,3), (4,5,6),
(7,8,9,10), … 10), ….

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 LEARNING AREA : CALCULUS
TOPIC : 6.0 LINEAR LAW
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
6.1.1 Differentiate between
linear and non-linear relations
based on tables of data and
graphs.

6.1.2 Draw lines of best fit for The inspection method needs to be involved and the result is
graph of linear relations with and compared to the line obtained by using digital technology.
without the use of digital Lines of best fit need not necessarily pass through any of the
technology. points..
6.1 Linear and Non-
6.1.3 Form equations of lines of
Linear Relations
best fit.

The following interpretations of information need to be

involved:
(a) Given x , find the value of y , and vice versa.
6.1.4 Interpret information (b) Interpret the gradient and the y-intercept
based on lines of best fit. - Gradient as the rate of change of one variable with
respect to another variable.
(c) Make a projection on the value of variables.

6.2 Linear Law and 6.2.1 Mengaplikasikan hukum The following applications need to be involved:
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 (a) Conversion of non-linear equation to linear form.
linear kepada hubungan tak (b) Determination of the value of constants.
Non- Linear Relations
linear. (c) Interpretation of information includes making
projections about the value of the variables.

6.3 Application of 6.3.1 Menyelesaikan masalah yang Problem-based learning may be involved
Linear Law melibatkan hukum linear.

LEARNING AREA : CALCULUS

TOPIC : 7.0 COORDINATE GEOMETRY

CONTENT STANDARD LEARNING STANDARD WEEK NOTES

7.1.1 Relate the position of a point Explorations involving several specific cases need to be
that divides a line segment with carried out.
the related ratio. The effects of changes in ratio towards the position of a point
at the same line segment and vice versa need to be involved.
The formula for divisor of a line segment is:

7.1.2 Derive the formula for

( n xm++ mxn , n ym+n
1 2 1 +my2
)
7.1 Divisor of a Line
divisor of a line segment on a
Segment The formula for midpoint is a case of m=n.
Cartesian plane, and hence use the
formula in various situations.
The relationship between the formula for midpoint and the
formula for divisor of a line segment needs to be discussed.

Limit to the positive values of m and of n only.

7.1.3 Solve problems involving

Real-life situations need to be involved.
divisor of a line segment.
7.2 Parallel Lines and 7.2.1 Make and verify The use of dynamic software is encouraged.
Perpendicular Lines conjectures about gradient of: Investigate the relationship between the gradient of a
(i) parallel lines, straight line and the tangent of the angle between the line and
(ii) perpendicular lines positive direction of the x-axis needs to be conducted.
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 and hence, make generalisations.
Real-life situations need to be involved.

7.2.2 Solve problems involving

equations of parallel and
perpendicular lines.

7.3 Areas of Polygons Exploratory activities need to be carried out to determine the
area of triangles.
The use of digital technology is encouraged.
Derivation of the formula for area of triangles needs to be
discussed and linked to the shoelace algorithm.
Example:
7.3.1 Derive the formula of area of
Given the triangle vertices are ( x 1 , y 1 ), ( x 2 , y 2 ) and ( x 3 , y 3 )
triangles when the coordinates of
each vertex are known. then the formula of area of the triangle is
1 x1 x 2 x3 x 1
7.3.2 Determine the area of
triangles by using the formula.
Area = |
2 y1 y2 y3 y1 |
1
= ( x y + x y + x y ) −( x 2 y1 + x 3 y 2+ x 1 y 3 )|
2| 1 2 2 3 3 1

The box method as an alternative method to determine the

area of triangles needs to be discussed.

7.3.3 Determine the area of The relationship between the formula of area of triangles and
quadrilaterals by using the area of quadrilaterals needs to be discussed.
formula.

7.3.4 Make generalisation about

the formula of area of polygons
when the coordinates of each
vertex are known, and hence use
the formula to determine the area
of polygons.
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 7.3.5 Solve problems involving
areas of polygons.
7.4.1 Represent graphically, the
locus that satisfies these
Exploratory activities by using dynamic geometry software
conditions:
need to be involved.
(i) the distance of a moving point
The effects of changes in ratio on the shape of the locus need
from a fixed point is constant,
to be explored.
7.4 Equations of Loci (ii) the ratio of a moving point
from two fixed points is constant,
The case when the ratio of 1:1 needs to be discussed.
and hence determine the equation
of the locus.
7.4.2 Solve problems involving
equations of loci. Real-life situations need to be involved.

LEARNING AREA : CALCULUS

TOPIC : 8.0 VECTORS
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
8.1 Vectors Real-life situations need to be involved.
Non-vector and non-scalar situations need to be involved, for
example:
8.1.1 Compare and contrast
(a)The wind blows to the South.
between vectors and scalars, and
(b)The car is driven fast.
hence identify whether a quantity
is a vector or a scalar by providing
The following differences need to be discussed:
justifications.
(a)displacement and distance.
(b)speed and velocity.
(c)weight and mass.

8.1.2 Represent vectors by The use of the following notations needs to be emphasised:
using directed line segments and Vector: a , ⃗
AB, a AB
vector notations, and hence Magnitud : |a|⃗ , ¿ AB∨¿ ,|a|¿, | AB|
determine the magnitude and Initial point and terminal point need to be introduced.
direction of vectors.
Terminal point

Initial point
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 Zero vectors, equal vectors and negative vectors need to be
involved.

If a is vector and k is a scalar, then magnitude of ka is k

8.1.3 Make and verify times magnitude a .
conjectures about the properties
of scalar multiplication on vectors. If k is positive, then ka is in the same direction as a .
if k is negative, maka ka is in the opposite direction as a.

If two vectors are parallel, then one vector is the product of a

8.1.4 Make and verify scalar with the other vector. a and b are parallel if and only if
conjectures about parallel vectors. a = kb , k is a constant.

The following cases need to be involved:

(a) Parallel vectors
8.2.1 Perform addition and (b) Non-parallel vectors using
substraction involving two or (i) triangle law,
more vectors to obtain a resultant (ii) parallelogram law,
8.2 Addition and
vector. (iii) polygon law.
Subtraction of Vectors
Substraction of vectors is an addition of negative vectors.
a – b = a + (-b)

8.2.2 Solve problems involving Real-life situations need to be involved.

vectors.
8.3 Vectors in a The following representations need to be involved:
Cartesian Plane 8.3.1 Represent vectors and (a) x i + y j
determine the magnitude of the
vectors in the Cartesian plane.
(b) ( xy )
Position vectors need to be involved.

8.3.2 Describe and determine the Exploratory activities need to be carried out.
unit vector in the direction of a if

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 r =x i+ y j
Then unit vector :
r
vector. r^ =
|r|
Emphasise that the magnitude of the unit vector in the
direction of a vector is 1 unit.

Arithmetic operations are limited to the addition,

subtraction, and multiplication of vectors by scalars.
8.3.3 Perform arithmetic
operations onto two or more Combined arithmetic operations need to be
vectors. involved.
Parallel and non-parallel vectors need to be
involved..

8.3.4 Solve problems involving

vectors. Real-life situations need to be involved.

LEARNING AREA : CALCULUS

TOPIC : SOLUTION OF TRIANGLES
CONTENT STANDARD LEARNING STANDARD WEEK NOTES
9.1 Sine Rule 9.1.1 Make and verify The use of digital technology is encouraged throughout this
conjectures on the relationship topic
between the ratio of length of Real-life situations need to be involved throughout this topic.
sides of a triangle with the sine of Exploratory activities need to be carried out.
the opposite angles, and hence Sine Rule:
define the sine rule. a b c
sin A = sin B = sin C

or

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 sin A sin B sin C
 
a b c

9.1.2 Solve triangles involving

sine rule.

Exploratory activities involving the conditions for the

existence of a triangle need to be carried out including the
following cases:

9.1.3 Determine the existence of

ambiguous case of a triangle, and
hence identify the conditions for
such cases.

9.1.4 Solve triangles involving

ambiguous cases.

9.1.5 Solve problems related to

triangles using the sine rule.

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 Cosine Rule:
9.2.1 Verify the cosine rule. a2 = b2 + c2  2bc cosA
b2 = a2 + c2  2ac kosB
c2 = a2 + b2  2ab kosC
9.2 Cosine Rule
9.2.2 Solve triangles involving the
cosine rule.
9.2.3 Solve problems involving the
cosine rule.
9.3 Area of a Triangle Exploratory activities need to be carried out.

Area of Triangle
1
= 2 ab sin C
9.3.1 Derive the formula for area 1
of triangles, and hence determine
= 2 ac sin B
the area of a triangle.

1
= 2 bc sin A

Heron’s formula :

Area of Triangle
9.3.2 Determine the area of a =
 s ( s  a )(s  b)( s  c)
triangle using the Heron’s
formula. When a, b and c is the length
of triangle

abc
s
2
9.3.3 Solve problems involving

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 areas of triangles.

9.4 Application of Sine 9.4.1 Solve problems involving

Rule, Cosine Rule and triangles Three-dimensional shapes need to be involved.
Area of a Triangle

PREPARED BY : JAMALIAH BINTI MOHD. ELMI

KETUA PANITA MATEMATIK TAMBAHAN
SMK TAMPARULI, SABAH.

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