SMK TAMAN RINTING 2, PASIR GUDANG

YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2024/2025

LEARNING AREA: RELATIONSHIP AND ALGEBRA

TOPIC 1.0: QUADRATIC FUNCTIONS AND EQUATIONS IN ONE VARIABLE
CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR

WEEK 1.1 Quadratic Pupils are able to: SA: 1 Demonstrate the basic
1-3 Functions and knowledge of quadratic
10/3 - 28/3 Equations 1.1.1 Identify and describe the characteristics of The usage of dynamic geometry expressions, functions
quadratic expressions in one variable. software is encouraged throughout and equations in one
this topic. variable.
12 MAC 2024
CUTI AWAL N: 2 Demonstrate the
RAMADHAN Exploratory activities involving the understanding of
following cases need to be carried quadratic expressions,
28 MAC 2024 out: functions and equations
CUTI NUZUL (i) The power of the variables is in one variable.
AL-QURAN not a whole number
(ii) b = 0 or c = 0, or b = c = 0 in 3 Apply the understanding
ax² + bx + c of quadratic functions
and equations in one
1.1.2 Recognise quadratic function as many-to-one variable to perform
relation, hence, describe the characteristics simple tasks.
of quadratic functions. N:
Exploratory activities involving 4 Apply appropriate
graphs of quadratic functions need knowledge and skills of
to be carried out. quadratic functions and
equations in one
Characteristics of quadratic variable in the context of
functions include: simple routine problem
(i) Curved shape of the solving.
graph
(ii) Maximum or minimum 5 Apply appropriate
point knowledge and skills of
(iii) The axis of symmetry of quadratic functions and
1.1.3 Investigate and make generalisation about the graph is parallel to equations in one
the effect of changing the values of a, b and the y-axis. variable in the context o
1
 c on graphs of quadratic functions, f(x) = ax² SA: complex routine
+ bx + c. The vertical line test can be used problems solving.
to determine many-to-one relation.
6 Apply appropriate
1.1.4 Form quadratic functions based on situations, knowledge and skills of
and quadratic functions and
hence relate to the quadratic equations. equations in one variable
N: in the context of non-
Real-life situations need to be routine problems solving
involved. in a creative manner.
Quadratic equation in the form of
1.1.5 Explain the meaning of roots of a quadratic ax + bx + c = 0 needs to be
equation. involved.

N:
Exploratory activities need to be
carried out.

Limit to real roots.

1.1.6 Determine the roots of a quadratic equation The position of the roots on the
by graphs of quadratic equations
factorization method. needs to be discussed.

SA:
1.1.7 Sketch graphs of quadratic functions. Graphical method using dynamic
geometry software is encouraged.

N:
For the quadratic functions with no
real roots, limit to the cases where
1.1.8 Solve problems involving quadratic equations. the maximum or minimum point
lies on the y-axis.

N:
Creating situations based on
quadratic equations need to be
involved.

2
 Identifying the graph, given its
quadratic function and vice versa,
need to be involved.
LEARNING AREA: NUMBERS AND OPERATIONS
TOPIC 2.0: NUMBER BASES
CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR

WEEK 2.1 Number Pupils are able to: N: 1 Demonstrate the basic
4-5 Bases 2.1.1 Represent and explain numbers in various Conversions and calculations knowledge of number
31/3 -11/4 bases in terms of numerals, place values, digit involving number bases using bases.
values and number values based on the collection calculators are not allowed except
process. for conceptual exploration and 2 Demonstrate the
10 & 11 APR checking o answers throughout understanding of
2024 this topic. number bases.
CUTI HARI
RAYA Bases are limited to less than 10. 3 Apply the understanding
AIDILFITRI of number bases to
Concrete materials and diagrams perform simple tasks.
need to be used in forming the 4 Apply appropriate
concepts o number bases. knowledge
and skills of number
Example: The number 128 bases in
the context of simple
routine
problem solving.

In terms of place value: 5 Apply appropriate

knowledge and skills of
1 0 number bases in the
8 8 context of complex
2 routine problem solving.
1
6 Apply appropriate
In terms of digit value: knowledge and skills of
1 × 81 and 2 ×8 0 number bases in the
= 8 and 2 context of non-routine
problem solving in a
In terms of number values: creative manner.
3
 (1 × 81 ) + (2 × 8 0 )
=8+2
= 1010
2.1.2 Convert numbers from one base to another
using various methods. N:
Various methods include the use of
place values and divisions.
2.1.3 Perform computations involving addition and
subtraction o numbers in various bases. SA:
Bases of more than 10 can be
2.1.4 Solve problems solving number bases. explored as enrichment.

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 LEARNING AREA: DISCRETE MATHEMATICS
TOPIC 3.0: LOGICAL REASONING
CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR

WEEK 3.1 Statements Pupils are able to: N: 1 Demonstrate the basic
6-9 knowledge of statements and
14/4 – 9/5 3.1.1 Explain the meaning of a statement and The meaning of statements is arguments.
hence determine the truth value of a explained in the context of
statement. logical reasoning. 2 Demonstrate the
01 MAY 2024 understanding of
CUTI HARI Statements include using statements and arguments.
PEKERJA numerals and mathematical
symbols. 3 Apply the understanding of
deductive arguments and
Statements involving inductive arguments to perform
quantifiers which means “all” simple tasks.
and “some” need to be
involved. 4 Apply appropriate knowledge
and skills of logical reasoning
3.1.2 Negate a statement. in the context of simple routine
N: problem solving.

Change the truth value of the 5 Apply appropriate knowledge

statement by using “not” or and skills of logical reasoning
“no”. in the context of complex
3.1.3 Determine the truth value of a compound routine problem solving.
statement.
N: 6 Apply appropriate knowledge
A compound statement is a and skills of logical reasoning
combination of two in the context of non-routine
statements using “and” or problem solving in a creative
“or”. manner.
3.1.4 Construct statement in the form of
implication
(i) If p then q N:
(ii) p if and only if q “If p then q” is an implication
which is formed from
5
 antecedent, p and
consequent, q.
3.1.5 Construct and compare the truth value of
converse, inverse and contrapositive of an
implication.
N:
Mathematical statements
need to be emphasized.

Statement If p, then q
Converse If q, then p
Inverse If not p, then
not q
Contrapositi If not q, then
ve not p
3.1.6 Determine a counter-example to negate the
truth of a particular statement.
N:

Statements involving
quantities, compound
statements, negation and
appropriate implications need
to be involved.

3.2 Argument Pupils are able to: N:

3.2.1 Explain the meaning of argument and Exploratory activities that

differentiate involve real-life situations
between deductive and inductive argument. need to be carried out.

The terms premises and

conclusions need to be
introduced.

3.2.2 Determine and justify the validity of a N:

deductive argument and hence determine
whether the valid argument is sound. Various forms of deductive
6
 arguments need to be
involved including:

Form 1
Premise 1: All A are B
Premise 2: C is A
Conclusion: C is B

Form II
Premise 1: If p, then q
Premise 2: p is true
Conclusion: q is true

Form III
Premise 1: If p, then q
Premise 2: Not q is true
Conclusion: Not p is true

The soundness of an
argument needs to be
discussed based on premises
and conclusion.

Example:
Premise 1: All prime numbers
are odd numbers.

Premise 2: 5 is a prime
number.

Conclusion: 5 is an odd
number.
3.2.3 Form valid deductive argument for a The argument is valid but not
situation. sound because premise 1 is
not true.
3.2.4 Determine and justify the strength of an
inductive argument and hence determine N:
whether the strong argument is cogent.
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 The strength of an inductive
argument is determined from
the probability level of the
conclusion is true, assuming
that all premises are true.

An argument is cogent or not,

needs to be discussed based
on the truth of the premises.

Inductive arguments need to

involve inductive
generalisations.

Example:

Premise 1 : The chairs in the

living room are red.

Premise 2 : The chairs in the

dining room are red.
Conclusion: All the chairs in
3.2.5 Form a strong inductive argument of a this house are red.
certain situation.
This argument is weak
3.2.6 Solve problems involving logical reasoning. because although the
premises are true, the
conclusion is probably false.

MID TERM EXAMINATION (13/05/2024 -06/06/2024) – WEEK 10 – 12

22 MAY 2024 WESAK DAY HOLIDAY
SEMESTER I BREAK (24/05/2024 – 04/06/2024)

LEARNING AREA: DISCRETE MATHEMATICS

TOPIC 4.0: OPERATIONS ON SETS
8
 CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 4.1 Pupils are able to: Notes: 1 Demonstrate the basic
13-15 Intersection of knowledge of the intersection of
9/6 - 27/6 Sets 4.1.1 Determine and describe the intersection of The following representations sets, union of sets and
sets using various representations need to be involved: combined operations on sets.
(i) Descriptions
(ii) Symbolic, 2 Demonstrate the understanding
including listing of intersection of sets, union of
and set builder sets and combined operations
notation on sets.
(iii) Graphical,
including Venn 3 Apply the understanding of
diagrams intersection of sets, union of
Real-life situations need to be sets and combined operations
involved. on sets to perform simple tasks.

4.1.2 Determine the complement of the intersection Converting from one 4 Apply appropriate knowledge
of sets. representation to another and skills of intersection of sets,
needs to be involved union of sets and combined
4.1.3 Solve problems involving the intersection of throughout this topic. operations on set in the context
sets. of simple routine problem
solving.

5 Apply appropriate knowledge

and skills of intersection sets,
union of sets and combined
operations on sets in the
context of complex routine
problem solving.

6 Apply appropriate knowledge

and skills of intersection of sets,
union of sets and combined
operations on sets in the
context of non-routine problem
solving in a creative manner.

WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/

9
STANDARDS ACTIVITIES/NOTES DESCRIPTOR

4.2 Union of Pupils are able to:

Set
4.2.1 Determine and describe the union of sets
using various representations.

4.2.2 Determine the complement of the union of

sets.

4.2.3 Solve problems involving the union of sets.

4.3 Combined Pupils are able to:

Operations
on Sets 4.3.1 Determine and describe the combined
operations on sets using various
representations.

4.3.2 Determine the complement of combined

operations on sets.
4.3.3 Solve problems involving combined
operations on sets.

LEARNING AREA: DISCRETE MATHEMATICS

TOPIC 5.0: NETWORK IN GRAPH THEORY

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 CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 5.1 Network Pupils are able to: N: 1 Demonstrate the basic
16-17 knowledge of network.
30/6-11/7 5.1.1 Identity and explain a network as a graph. Real-life situations need to be
involved through this topic. 2 Demonstrate the
understanding of network
The following terms need to
be involved: 3 Apply the understanding of
7 JULAI 2024 network to perform single
AWAL (i) Graph is a series of dots tasks.
MUHARAM either
linked or not to each other 4 Apply appropriate knowledge
through lines. and skills of network in the
(ii) Network is a graph which context of simple routine
has at problem solving..
least a pair of related
dots. 5 Apply appropriate knowledge
(iii) Points is known as vertex and skills of network in the
and context of complex routine
line as edge. problem solving.
(iv) The degree of a vertex is
the 6 Apply appropriate knowledge
number of edges that are and skills of network in the
connected to other context of non-routine
vertices. problem solving in a creative
(v) A simple graph is an manner
undirected
graph,without loops or
multiple
edges.

Graphs with loops and

multiple edges need to be
involved.

5.1.2 Compare and contrast

11
 (i) Directed graphs and undirected graph
(ii) Weighted graphs and unweight graphs.

WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/

STANDARDS ACTIVITIES/NOTES DESCRIPTOR
5.1.3 Identify and draw sub graphs and trees. N:
Information from various real-life
5.1.4 Represent information in the form of situations including social and
networks. transportation networks need to
be involved.

5.1.5 Solve problems involving networks. N:

The following comparisons,
including the advantages and
disadvantages need to be
involved :

(i) Between various

transportation
networks
(ii) Between transportation
networks
and maps.
Optimal cost problems need to
be involved.

Cost including time, distance

and expenses.

LEARNING AREA: RELATIONSHIP AND ALGEBRA

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 TOPIC 6.0: LINEAR INEQUALITIES IN TWO VARIABLES

WEEK 6.1 Linear Pupils are able to: Notes: 1 Demonstrate the basic
18-19 Inequalities 6.1.1 Represent situations in the form of linear Real-life situations need to be knowledge of linear
14/7-25/7 in Two inequalities. involved throughout this topic. inequalities in two
Variables variables.
Limit to situations which involve
one linear inequality. 2 Demonstrate the
understanding of linear
inequalities in two
6.1.2 Compare and contrast between objects and variables.
the corresponding orthogonal projections.
3 Apply the understanding
6.1.3 Determine and shade the region that satisfies of linear inequalities in
a linear inequality. two variables to perform
simple tasks.

4 Apply appropriate
knowledge and skills of
linear inequalities in two
variables in the context
of simple routine
6.2 Systems of Pupils are able to: problem solving.
Linear
Inequalities in 6.2.1 Represent situations in the form of system of 5 Apply appropriate
Two Variables linear inequalities. knowledge and skills of
linear inequalities in two
6.2.2 Make and verify the conjecture about the variables in the context
points in the region and solution of linear inequalities of complex routine
system. problem solving.

6.2.3 Determine and shade the region that satisfies a 6 Apply appropriate
linear inequality system. knowledge and skills of
linear inequalities in two
6.2.4 Solve problems involving systems of linear variables in the context
inequalities in two variables. of non-routine problem
solving in a creative
manner.

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 LEARNING AREA: RELATIONSHIP AND ALGEBRA
TOPIC 7.0: GRAPHS OF MOTION
WEEK/ CONTENT SUGGESTED PERFORMANCE LEVEL/
LEARNING STANDARDS
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR

WEEK 7.1 Distance- Pupils are able to: N: 1 Demonstrate the

20-22 Time basic knowledge of
28/7-15/8 Graphs 7.1.1 Draw distance-time graphs. Real-life situations need to be graphs of motion.
involved throughout this topic.
2 Demonstrate the
11 OGOS N: understanding of graphs
2024 7.1.2 Interpret distance-time graphs and describe Description of motion needs to of motion.
HARI HOL the motion involve distance, time and
ALMARHU based on graphs. speed. 3 Apply the
M SULTAN understanding of graphs
ISKANDAR of motion to perform
7.1.3 Solve problems involving distance-time simple task.
graphs.
4 Apply appropriate
knowledge and skills of
graphs of motion in the
context of simple routine
7.2 Speed- Pupils are able to: problem solving.
Time
Graphs 7.2.1 Draw speed-time graphs 5 Apply appropriate
knowledge and skills of
7.2.2 Make a relationship between the area under N: graphs of motion in the
speed-time graph and distance travelled, and Exploratory activities need to be context of complex
hence determine the distance. involved . routine problem solving.

7.2.3 Interpret speed-time graphs and describe the N: 6 Apply appropriate

movement based on the graphs. Description of motion needs to knowledge and skills of
involve distance, time, speed graphs of motion in the
and acceleration. context of non-routine
14
 problem solving in a
Acceleration as the change of creative manner.
speed with respect to time, of a
motion in the fixed direction,
needs to be emphasised.
7.2.4 Solve problems involving speed-time graphs.

LEARNING AREA: STATISTICS AND PROBABILITY

TOPIC 8.0: MEASURES OF DISPERSION FOR UNGROUPED DATA
CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR

WEEK 8.1 Dispersion Pupils are able to: Notes: 1 Demonstrate the
23-26 basic knowledge of
18/8-12/9 8.1.1 Explain the meaning of dispersion. Statistical inquiry approach that dispersion.
involve the following needs to be
carried out : 2 Demonstrate the
understanding of measures
(i) The use of digital of dispersion for ungrouped
technology. data.
15
 (ii) Real-life situations.
(iii) Collection of data 3 Apply the
using various understanding of measures
methods such as of dispersion for ungrouped
interviews, surveys, data to perform simple
experiments and tasks..
observation.
(iv) Interpretation of data 4 Apply appropriate
representations. knowledge and skills of
(v) The importance of measures of dispersion for
representing data ungrouped data in the
ethically to avoid context of simple routine
confusion. problem solving.
(vi) Exploratory activities
involving comparison 5 Apply appropriate
of a few sets of data knowledge and skills of
having the same measures of dispersion for
attributes. ungrouped data in the
context of complex routine
Statistical questions are problem solving.
questions that can be answered
by collecting data and where 6 Apply appropriate
there is diversity or variability in knowledge and skills of
8.1.2 Compare and interpret dispersion of two more the data. measures of dispersion for
sets of data based on the stem-and-leaf plots and ungrouped data in the
dot plots, and hence make conclusion. context of non-routine
problem solving in a
8.2 Measures Pupils are able to: creative manner.
of N:
Dispersion 8.2.1 Determine the range, interquartile range,
variance and standard deviation as a measure to Variance and standard deviation
describe dispersion formula :
of an ungrouped data.

8.2.2 Explain the advantages and disadvantages

of various measures of dispersion to describe
ungrouped data.

8.2.3 Construct and interpret the box plot for a set

of ungrouped data.
16
 8.2.4 Determine the effect of data changes on
dispersion based on:
(i) the value of measure of dispersion N:
(ii) graphical representation
The effect on dispersion of a
8.2.5 Compare and interpret two or more sets of distribution when
ungrouped data, based on the appropriate measures (i) each of data is changed
of dispersion, and hence make conclusion. uniformly
(ii) the existence of outlier or
extreme
8.2.6 Solve problems involving measures of values
dispersion. (iii) Certain values are added or
removed

N:

Measures of central tendency

need to be involved.

MID SEMESTER 2 BREAK 13/09/2024 - 21/09/2024

LEARNING AREA: STATISTICS AND PROBABILITY
TOPIC 9.0: PROBABILITY OF COMBINED EVENTS
CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR

WEEK 9.1 Combined Pupils are able to: N: 1 Demonstrate the

27-29 Events basic knowledge of
23/9-10/10 9.1.1 Describe combined events and list out the Real-life situations need to be combined events.
possible combined events. involved throughout this topic.
2 Demonstrate the
17
 Combined events are resulted understanding of probability
from one or more experiments. of combined events.

3 Apply the
understanding of probability
9.2 Dependent Pupils are able to: of combined events to
Events and perform simple tasks.
Independen 9.2.1 Differentiate between dependent and
t independent events. 4 Apply appropriate
Events SA: knowledge and skills of
probability of combined
Listing of the outcomes of an events in the context of
9.2.2 Make and verify conjecture about the formula event can be involved. simple routine problem
of probability of combined events. solving.
N:
5 Apply appropriate
Determination of the probability knowledge and skills of
9.2.3 Determine the probability of combined events of combined events need to probability of combined
for dependent and independent events. involve: events in the context of
complex routine problem
(i) Listing of the outcomes of solving.
events
based on representation, or 6 Apply appropriate
(ii) Using the formula knowledge and skills of
P(A and B) = P(A ∩B) = probability of combined
P(A) × P(B) events in the context of
non-routine problem solving
9.3 Mutually Pupils are able to: Representations include tree in a creative manner.
Exclusive diagrams, ordered –pairs or
Events and 9.3.1 Differentiate between mutually exclusive and tables.
Non-Mutually non-mutually exclusive events. Combination of more than two
Exclusive events needs to be involved.
Events 9.3.2 Verify the formula of probability of combined
events for mutually exclusive and non-mutually
exclusive events.
N:
9.3.3 Determine the probability of combined events
for mutually exclusive and non-mutually P(A or B)=P(AᴜB)
exclusive events. =P(A)+P(B)-P(A∩B);
For mutually exclusive events,
18
 P(A∩B) = 0

Representations such as Venn

Diagrams can be used.

N:

Determination of the probability

of combined events need to
involve:

(i) Listing of the

outcomes of events
based on
representation, or
9.4 Application Pupils are able to: (ii) Using the formula:
of
Probability 9.4.1 Solve problems involving probability of P(A or B) = P(A ᴜ B)
of combined events. =P(A) + P(B) - P(A∩B) for the
Combined following cases:
Events a) A ∩ B = 0
b) A ∩ B = 0
c) A ∩ B = B
Representations that need to be
involved include Venn diagrams,
ordered-pair or tables.

LEARNING AREA: NUMBER AND OPERATIONS

TOPIC 10.0: CONSUMER MATHEMATICS: FINANCIAL MANAGEMENT
CONTENT SUGGESTED PERFORMANCE LEVEL/
WEEK/DATE LEARNING STANDARDS
STANDARDS ACTIVITIES/NOTES DESCRIPTOR

WEEK 10.1 Financial Pupils are able to: Notes: 1 Demonstrate the
30-34 Planning basic knowledge of
13/10-14/11 and 10.1.1 Describe effective financial management Project-based Learning or financial planning and
Manageme process. Problem-based Learning management..
nt approach needs to be applied.
2 Demonstrate the
Financial Management Process: understanding of financial
19
 (i) Setting goals planning and management.
(ii) Evaluating financial
31 OKTOBER status. 3 Apply the
2024 (iii) Creating financial understanding of financial
CUTI HARI plan. planning and management
DEEPAVALI (iv) Carrying out financial to perform simple tasks.
plan.
(v) Review and revising 4 Apply appropriate
the progress. knowledge and skills of
financial planning and
management in the context
of simple routine problem
10.1.2 Construct and present personal financial N: solving.
plans to achieve short-term and long-term
financial goals, and hence evaluate the Financial goals set are based on 5 Apply appropriate
feasibility of the financial plans. the SMART concept: knowledge and skills of
financial planning and
S-Specific management in the context
M-Measurable of complex routine problem
A-Attainable solving.
R-Realistic
T-Time-bound 6 Apply appropriate
knowledge and skills of
The needs and wants in financial planning and
determining financial goals need management in the
to be emphasised. context of non-routine
problem solving in a
creative manner.

REVISION
17/11 – 28/11/2024
WEEK 35 - WEEK 36

YEAR END ASSESSMENT

1/12 - 19/12/2023

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 WEEK 37 - WEEK 39
SEMESTER 3 HOLIDAYS
20/12 - 28/12/2024
PBD FORM 4
WEEK 40- WEEK 42
29/12/2024 - 16/01/2024

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