SMJK TIONG HUA SANDAKAN

YEARLY LESSON PLAN

MATHEMATICS KSSM
FORM 4
2023/2024
 LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 1: QUADRATIC FUNCTIONS AND EQUATIONS IN ONE VARIABLE
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARD DESCRIPTOR
S
Pupils are able to:
WEEK 1-3 1.1 1.1.1 Identify and describe the Suggested Activities: 1Demonstrate the basic
Quadratic characteristics of quadratic The usage of dynamic geometry knowledge of quadratic
20-24/3 Functions expressions in one variable. software is encouraged throughout this expressions, functions and
27-31/3 and topic. equations in one variable.
3-7/4 Equations
Note:
Exploratory activities involving the
2 Demonstrate the
following cases need to be carried out: understanding of quadratic
(i) The power of the variables is expressions, functions and
not a whole number; equations in one variable
(ii) 𝑏 = 0 or 𝑐 = 0, or 𝑏 = 𝑐 = 0 in 𝑎𝑥2 +
𝑏𝑥 + 𝑐.. 3 Apply the understanding of
quadratic functions and
equations in one variable to
1.1.2 Recognise quadratic function as Notes: perform simple tasks.
many-to- one relation, hence, Exploratory activities involving graphs
describe the characteristics of of quadratic functions need to be 4 Apply appropriate knowledge
quadratic functions carried out.
and skills of quadratic
Characteristics of quadratic functions
include: functions and equations in
(i) Curved shape of the graph one variable in the context of
(ii) Maximum or minimum point simple routine problems
(iii) The axis of symmetry of the solving.
graph is parallel to the y-axis.
Suggested Activities: 5 Apply appropriate knowledge
The vertical line test can be used to and skills of quadratic
determine many-to-one relation. functions and equations in
one variable in the context of
complex routine problems
solving.
6 Apply appropriate
1.1.3 Investigate and make generalisation knowledge and skills of
about the effect of changing the quadratic functions and
values of 𝑎, 𝑏 and 𝑐 on graphs of equations in one variable in
quadratic functions, the context of non-routine
𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐. problems solving in a
Notes:
creative manner.
1.1.4 Form quadratic functions based on
situations, and hence relate to the Real-life situations need to be involved.
quadratic equations. Quadratic equation in the form of
𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 needs to be involved.

1.1.5 Explain the meaning of roots of a Notes:

quadratic equation. Exploratory activities need to be carried
out. Limit to real roots.
The position of the roots on the graphs
of quadratic equations needs to be
discussed.

1.1.6 Determine the roots of a quadratic Suggested Activities:

equation by factorisation method. Graphical method using dynamic
geometry software is encouraged.

1.1.7 Sketch graphs of quadratic functions. Notes:

For the quadratic functions with no real
roots, limit to the cases where the
maximum or minimum point lies on the
y -axis.

1.1.8 Solve problems involving quadratic Notes:

equations. Creating situations based on quadratic
equations need to be involved.
Identifying the graph, given its
quadratic function and vice versa, need
to be involved.
 LEARNING AREA: NUMBERS AND OPERATIONS
CHAPTER 2: NUMBER BASES
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARD DESCRIPTOR
S
Pupils are able to: Notes: 1 Demonstrate the basic
WEEK 4 – 6 2.1 Number 2.1.1 2.1.1 Represent and explain Conversions and calculations involving knowledge of number bases.
10-21/4 Bases numbers in various bases in terms of number bases using calculators are not
17-21/4 numerals, place values, digit values allowed except for conceptual 2 Demonstrate the understanding
24-28/4 and number values based on the exploration and checking of answers of number bases.
collection process. throughout this topic.
Bases are limited to less than 10. 3 Apply the understanding of
number bases to perform
Concrete materials and diagrams need simple tasks.
to be used in forming the concepts of
number bases. 4 Apply appropriate knowledge
*20-24/4 Example: The number 128 and skills of number bases in
Cuti Perayaan
In terms of place value: the context of simple routine
Hari Raya problem solving.
81 80
1 2 5 Apply appropriate knowledge
and skills of number bases in
In terms of digit value: the context of complex routine
1 × 81 dan 2 × 80 problem solving.
= 8 dan 2
In terms of number values: 6 Apply appropriate knowledge
and skills of number bases in
(1 × 81) + (2 × 80) the context of non-routine
=8+2 problem solving in a creative
= 1010 manner.
2.1.2 Convert numbers from one base to Notes:
another using various methods.
Various methods include the use of
place values and divisions.
Suggested Activities:
Bases of more than 10 can be explored
as enrichment.
 2.1.3 Perform computations involving
addition and subtraction of numbers
in various bases.

2.1.4 Solve problems involving number

bases.

LEARNING AREA: DISCRETE MATHEMATICS

CHAPTER 3: CONSUMER MATHEMATICS: LOGICAL REASONING
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARD DESCRIPTOR
S
Pupils are able to: Notes: 1 Demonstrate the basic
WEEK 7 - 8 3.1 3.1.1 Explain the meaning of a statement The meaning of statements is explained knowledge of statements and
1-5/5 Statements and hence determine the truth value in the context of logical reasoning. arguments.
8-12/5 of a statement.. Statements include using numerals and
mathematical symbols. 2 Demonstrate the understanding
*8-10/5 Statements involving quantifiers which of statements and arguments.
Pentaksiran
means “all” and “some” need to be
Formatif
involved. 3 Apply the understanding of
deductive arguments and
3.1.2 Negate a statement. Notes: inductive arguments to perform
Change the truth value of the statement simple tasks.
by using “not” or “no”.
4 Apply appropriate knowledge
and skills of logical reasoning
3.1.3 Determine the truth value of a Notes: in the context of simple routine
compound statement. A compound statement is a combination problem solving.
of two statements using “and” or “or”.
5 Apply appropriate knowledge
and skills of logical reasoning
3.1.4 Construct statement in the form of Notes: in the context of complex
implication “If p then q” is an implication which is routine problem solving.
(i) If p then q formed from antecedent, p and
 (ii) p if and only if q consequent, q.
6 Apply appropriate knowledge
3.1.5 Construct and compare the truth Notes: and skills of logical reasoning
value of converse, inverse and Mathematical statements need to be in the context of non-routine
contrapositive of an implication. emphasized problem solving in a creative
manner.

Statement If p, then q

Converse If q , then p

Inverse If not p, then not q

Contrapositive If not q, then not p

3.1.6 Determine a counter-example to Notes:

negate the truth of a particular statement. Statements involving quantities,
compound statements, negation and
appropriate implications need to be
involved.
Pupils are able to:
3.2 3.2.1 Explain the meaning of argument Notes:
Argument and differentiate between deductive Exploratory activities that involve real-
and inductive argument. life situations need to be carried out.
The terms premises and conclusions
need to be introduced..

3.2.2 Determine and justify the validity of Notes:

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

The argument is valid but not sound

because premise 1 is not true.

3.2.3 Form valid deductive argument for a

situation.

3.2.4 Determine and justify the strength Notes:

of an inductive argument and hence The strength of an inductive argument is
determine whether the strong determined from the probability level of
argument is cogent. 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 this house
are red.

This argument is weak because

although the premises are true, the
conclusion is probably false.

3.2.5 Form a strong inductive argument

of a certain situation.

3.2.6 Solve problems involving logical

reasoning.
 LEARNING AREA: DISCRETE MATHEMATICS
CHAPTER 4: OPERATIONS ON SETS
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
Pupils are able to: Notes: 1 Demonstrate the basic knowledge
WEEK 9- 11 4.1 The following representations need to of the intersection of sets, union of
15-19/5 Intersection 4.1.1 Determine and describe the be involved: sets and combined operations on
22-26/5 of Sets intersection of sets using various (i) descriptions sets.
5-9/6 representations (ii) symbolic, including listing and
set builder notation 2 Demonstrate the understanding of
(iii) graphical, including Venn the intersection of sets, union of
diagrams Real-life situations sets and combined operations on
need to be involved. sets.
Converting from one representation to
another needs to be involved throughout 3 Apply the understanding of
this topic.. intersection of sets, union of sets
4.1.2 Determine the complement of the and combined operations on sets
intersection of sets to perform simple tasks.

4.1.3 Solve problems involving the 4 Apply appropriate knowledge and

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

5 Apply appropriate knowledge and

skills of intersection of sets, union
4.2 Union of Pupils are able to: of sets and combined operations
Sets on sets in the context of complex
4.2.1 Determine and describe the union of routine problem solving.
sets using various representations.
6 Apply appropriate knowledge and
4.2.2 Determine the complement of the skills of intersection of sets, union
union of sets. of sets and combined operations
on sets in the context of non-
4.2.3 Solve problems involving the union routine problem solving in a
of sets. creative manner.
 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.
CUTI PERTENGAHAN PENGGAL PERTAMA
27/5 – 4/6

LEARNING AREA: DISCRETE MATHEMATICS

CHAPTER 5: NETWORK IN GRAPH THEORY
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
WEEK 12-14 5.1 Network Pupils are able to: 1 Demonstrate the basic knowledge
12-16/6 5.1.1 Identify and explain a network as a Notes: of network.
19-24/6 graph. Real-life situations need to be involved
27-31/6 throughout this topic. 2 Demonstrate the understanding of
network.
The following terms need to be involved:
*20-23/6
3 Apply the understanding of
Minggu Sc & (i)Graph is a series of dots either linked network to perform simple tasks.
MM or not to each other through lines.
(ii)Network is a graph which has at least 4 Apply appropriate knowledge and
*28-30/6 a pair of related dots. skills of network in the context of
Cuti Perayaan (iii)Point is known as vertex and line as simple routine problem solving.
Hari Raya Haji edge.
(iv)The degree of a vertex is the number 5 Apply appropriate knowledge and
of edges that are connected to other skills of network in the context of
vertices. complex routine problem solving.
(v)A simple graph is an undirected
graph, without loops or multiple 6 Apply appropriate knowledge and
 edges. skills of network in the context of
non-routine problem solving in a
Graphs with loops and multiple edges creative manner.
need to be involved.

Edge

Vertex

5.1.2 Compare and contrast

(i) directed graphs and undirected
graph.
(ii) weighted graphs and unweighted
graphs.

5.1.3 Identify and draw subgraphs and

trees.

5.1.4 Represent information in the form Notes:

of networks.. Information from various real-life
situations including social and
transportation networks need to be
involved.

Notes:
5.1.5 Solve problems involving networks.. 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.
MID TEST 2023/2024
Week 15 & 16
3-14/7

XLEARNING AREA: RELATIONSHIP AND ALGEBRA

CHAPTER 6: LINEAR INEQUALITIES IN TWO VARIABLES
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
WEEK 17-19 Pupils are able to: Notes: 1 Demonstrate the basic knowledge
17-21/7 6.1 Linear 6.1.1 Represent situations in the form of Real-life situations need to be involved of linear inequalities in two
24-28/7 Inequalities in linear inequalities throughout this topic. variables.
31/7-4/8 Two Variables
6.1.2 Make and verify the conjecture Limit to situations which involve one 2 Demonstrate the understanding of
about the points in the region and linear inequality. linear inequalities in two variables.
* 18-19/7
Cuti Awal
the solution of certain linear
Muharam inequalities. 3 Apply the understanding of linear
inequalities in two variables to
6.1.3 Determine and shade the region perform simple tasks.
that satisfies a linear inequality
Pupils are able to: 4 Apply appropriate knowledge and
6.2 Systems of 6.2.1 Represent situations in the form of skills of linear inequalities in two
Linear system of linear inequalities. variables in the context of simple
Inequalities in routine problem solving.
Two Variables 6.2.2 Make and verify the conjecture
about the points in the region and 5 Apply appropriate knowledge and
solution of linear inequalities skills of linear inequalities in two
system. variables in the context of complex
routine problem solving.
6.2.3 Determine and shade the region
that satisfies a linear inequality 6 Apply appropriate knowledge and
system. skills of linear inequalities in two
variables in the context of non-
6.2.4 Solve problems involving systems routine problem solving in a
of linear inequalities in two variables creative manner.
 LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 7: GRAPHS OF MOTION
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
WEEK 20-21 7.1 Distance- Pupils are able to: Notes: 1 Demonstrate the basic
7-11/8 Time Graphs 7.1.1 Draw distance-time graphs. Real-life situations need to be involved knowledge of graphs of motion.
14-18/8 throughout this topic.
2 Demonstrate the understanding
Notes: of graphs of motion.
7.1.2 Interpret distance-time graphs and Description of motion needs to involve
describe the motion based on the graphs. distance, time and speed. 3 Apply the understanding of
*10-11/8 graphs of motion to perform
Kejohanan 7.1.3 Solve problems involving distance- simple tasks.
Tahunan time graphs.

Pupils are able to: 4 Apply appropriate knowledge

7.2 Speed- 7.2.1 Draw speed-time graphs. and skills of graphs of motion in
Time Graphs the context of simple routine
7.2.2 Make a relationship between the Notes: problem solving.
area under speed-time graph and the Exploratory activities need to be involved.
distance travelled, and hence determine 5 Apply appropriate knowledge
the distance. Notes: and skills of graphs of motion in
Description of motion needs to involve the context of complex routine
7.2.3 Interpret speed-time graphs and distance, time, speed and acceleration. problem solving.
describe the movement based on the
graphs. Acceleration as the change of speed with
respect to time, of a motion in the fixed 6 Apply appropriate knowledge
direction, needs to be emphasised. and skills of graphs of motion in
the context of non-routine
problem solving in a creative
manner.

7.2.4 Solve problems involving speed-time

graphs.
LEARNING AREA: STATISTICS AND PROBABILITY
 CHAPTER 8: MEASURES OF DISPERSION FOR UNGROUPED DATA
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
WEEK 22-25 8.1 Dispersion Pupils are able to: Notes: 1 Demonstrate the basic
Statistical inquiry approach that involve the knowledge of dispersion.
21-25/8 8.1.1 Explain the meaning of dispersion following needs to be carried out:
4-8/9 (i) The use of digital technology. 2 Demonstrate the understanding
11-15/9 8.1.2 Compare and interpret dispersion of (ii) Real-life situations. of measures of dispersion for
18-22/9
two or more sets of data based on (iii) Collection of data using various ungrouped data.
the stem-and-leaf plots and dot methods such as interviews, surveys,
plots, and hence make conclusion. experiments and observation. 3 Apply the understanding of
(iv) Interpretation of data measures of dispersion for
representations. ungrouped data to perform
(v) The importance of representing simple tasks.
data ethically to avoid confusion.
Cuti Penggal
2 (vi) Exploratory activities involving 4 Apply appropriate knowledge
comparison of a few sets of data having and skills of measures of
28/8 – 1/9 the same attributes. dispersion for ungrouped data
in the context of simple routine
problem solving.
Statistical questions are questions that can
be answered by collecting data and where 5 Apply appropriate knowledge
there is diversity or variability in the data. and skills of measures of
dispersion for ungrouped data
8.2 Measures Pupils are able to: in the context of complex
Notes:
of Dispersion 8.2.1 Determine the range, interquartile routine problem solving.
range, variance and standard Variance and standard deviation formula:
deviation as a measure to describe 6 Apply appropriate knowledge
dispersion of an ungrouped data. Variance, or and skills of measures of
dispersion for ungrouped data
8.2.2 Explain the advantages and in the context of non-routine
disadvantages of various measures Standard deviation, problem solving in a creative
of dispersion to describe ungrouped manner.
data. or
8.2.3 Construct and interpret the box plot
for a set of ungrouped data.
 8.2.4 Determine the effect of data
changes on dispersion based on: Notes:
The effect on dispersion of a distribution
(i) the value of measure of dispersion when
(ii) graphical representation (i) each of data is changed uniformly
(ii) the existance of outlier or extreme
values
(iv) certain values are added or removed

8.2.5 Compare and interpret two or more

sets of ungrouped data, based on Notes:
the appropriate measures of Measures of central tendency need to be
dispersion, and hence make involved.
conclusion.

8.2.6 Solve problems involving measures

of dispersion.

LEARNING AREA: STATISTICS AND PROBABILITY

CHAPTER 9: PROBABILITY OF COMBINED EVENTS
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
WEEK 26-27 9.1 Combined Pupils are able to: Notes: 1 Demonstrate the basic
25-29/9 Events 9.1.1 Describe combined events and list Real-life situations need to be involved knowledge of combined events.
2-6/10 out the possible combined events. throughout this topic.
Combined events are resulted from one or 2 Demonstrate the understanding
more experiments. of probability of combined
events..
* 27/28/9 3 Apply the understanding of
Cuti probability of combined events
Maulidur to perform simple tasks.
Rasul
4 Apply appropriate knowledge
and skills of probability of
9.2 Dependent Pupils are able to: combined events in the context
Events and 9.2.1 Differentiate between dependent of simple routine problem
Independent and independent events. solving.
Events
9.2.2 Make and verify conjecture about Suggested Activities: 5 Apply appropriate knowledge
the formula of probability of Listing of the outcomes of an event can be and skills of probability of
combined events. involved. combined events in the context
of complex routine problem
9.2.3 Determine the probability of Notes: solving.
combined events for dependent and Determination of the probability of
independent events. combined events need to involve: 6 Apply appropriate knowledge
(i) Listing of the outcomes of events and skills of probability of
based on representation, or combined events in the context
(ii) Using the formula of non routine problem solving
P(A and B) = P(A  B) = P(A) × P(B) in a creative manner.
Representations include tree diagrams,
ordered- pairs or tables.

Combination of more than two events

needs to be involved.

9.3 Mutually Pupils are able to:

Exclusive 9.3.1 Differentiate between mutually
Events and exclusive and non-mutually
Non-Mutually exclusive events.
Exclusive Notes:
Events. 9.3.2 Verify the formula of probability of
combined events for mutually P(A or B) = P(A  B) =
exclusive and non-mutually P(A) + P(B) - P(A  B);
exclusive events.
For mutually exclusive events,

P(A  B) = 0
Representations such as Venn Diagrams
can be used.

Notes:
Determination of the probability of
 9.3.3 Determine the probability of combined events need to involve:
combined events for mutually (i) Listing of the outcomes of events
exclusive and non-mutually based on representation, or
exclusive events. (ii) Using the formula
P(A or B) = P(A  B) = P(A) + P(B) -
P(A  B)
for the following cases:

a) A  B = ∅

b) A  B ≠ ∅

c) A  B = B

Representations that need to be involved

include Venn diagrams, ordered-pairs or
tables.

Pupils are able to:

9.4 Application 9.4.1 Solve problems involving probability
of Probability of combined events.
of Combined
Events

LEARNING AREA: NUMBER AND OPERATIONS

CHAPTER 10: CONSUMER MATHEMATICS: FINANCIAL MANAGEMENT
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
WEEK 28-29 Pupils are able to: Notes: 1 Demonstrate the basic
10.1 Financial 10.1.1 Describe effective financial Project-based Learning or Problem-based knowledge of financial planning
9-13/10 Planning and management process. Learning approach needs to be applied. and management.
16-20/10 Management Financial Management Process:
(i) Setting goals. 2 Demonstrate the understanding
(ii) Evaluating financial status. of financial planning and
(iii) Creating financial plan. management.
(iv) Carrying out financial plan.
(v) Review and revising the progress 3 Apply the understanding of
 financial planning and
Notes: management to perform simple
10.1.2 Construct and present personal Financial goals set are based on the tasks.
financial plans to achieve short-term SMART concept:
and long-term financial goals, and 4 Apply appropriate knowledge
hence evaluate the feasibility of the S - Specific and skills of financial planning
financial plans. M - Measurable and management in the context
A - Attainable of simple routine problem
R - Realistic solving.
T – Time-bound
The needs and wants in determining 5 Apply appropriate knowledge
financial goals need to be emphasised. and skills of financial planning
and management in the context
of complex routine problem
solving.

6 Apply appropriate knowledge

and skills of financial planning
and management in the context
of non- routine problem solving
in a creative manner.

WEEK 30-31
23/10-3/11 Enhancement for PAT
Week 32 -33 PAT FORM 4
6-21/11
WEEK 34-35 Checking and correction for PAT
20-24/11
27/11-1/12
WEEK 36-42 Enhancement for Form 4 Mathematics syllabus (K1 & K2)
4/12-2/2
Cuti Penggal 3 16/12 – 1/1
Cuti Akhir Persekolahan Sesi 2023/2024
10/2/2024– 10/3/2024

PREPARED BY: VERIFIED BY:

_______________ _______________
NUR HAFIZAH BINTI ABDUL HALIM