THE MALAY COLLEGE

YEARLY LESSON PLAN

MATHEMATICS
FORM 1, 2022
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 1 : RATIONAL NUMBERS
LEARNING STANDARDS PERFORMANCE LEVEL/
WEEK CONTENT STANDARDS NOTES
DESCRIPTOR
Week 1
Registration and Orientation Week
21/3 – 25/3
Week 2 1.1 Integers 1.1.1 Recognise positive and negative Relate to real-life situations such 1. Demonstrate the basic
28/3 – 1/4 numbers based on real-life as left and right, up and knowledge of integers,
situations. down movement. fractions and decimals.
1.1.2 Recognise and describe integers.
2. Demonstrate the
understanding of rational
1.1.3 Represent integers on number
numbers.
lines and make connections
between the values and
3. Apply the understanding of
positions of the integers with
rational numbers to perform
respect to other integers on the
basic operations and
number line.
combined basic
1.1.4 Compare and arrange integers in arithmetic operations.
order.
Week 1.2 Basic arithmetic 1.2.1 Add and subtract integers using Other methods such as 4. Apply appropriate knowledge
3 operations number lines or other appropriate concrete materials (coloured and skills of rational numbers
4/4 – 8/4 involving methods. Hence, make chips), virtual manipulative in the context of simple routine
integers generalisation about addition and materials and GSP software. problem solving.
subtraction of integers.
1.2.2 Multiply and divide integers 5. Apply appropriate knowledge
using various methods. and skills of rational numbers
Hence make generalisation in the context of complex
about multiplication and routine problem solving.
division of integers.
1.2.3 Perform computations involving 6. Apply appropriate knowledge
combined basic arithmetic and skills of rational numbers
operations of integers by in the context of non-routine
following the order of problem solving.
operations.
 1.2.4 Describe the laws of arithmetic Carry out exploratory activities.
operations which are Identity Law,
Communicative Law, Associative
Law and Distributive Law.
1.2.5 Perform efficient computations Example of an efficient
using the laws of basic computation involving
arithmetic operations. Distributive Law:
2030 × 25 = (2000 + 30) × 25
= 50 000 + 750
= 50 750
Efficient computations may
differ among pupils.
1.2.6 Solve problems involving integers.
Week 4 1.3 Positive and negative 1.3.1 Represent positive and
11/4 – 15/4 fractions negative fractions on
number lines.
1.3.2 Compare and arrange
positive and negative
fractions in order.
1.3.3 Perform computations involving
combined basic arithmetic
operations of positive and
negative fractions by following
the order of operations.
1.3.4 Solve problems involving
positive and negative
fractions.
Week 5 1.4 Positive and negative 1.4.1 Represent positive and
18/4 – 22/4 decimals negative decimals on
number lines.
1.4.2 Compare and arrange
positive and negative
decimals in order.
1.4.3 Perform computations involving
combined basic arithmetic
operations of positive and
negative decimals by following
the order of operations.
1.4.4 Solve problems involving
positive and negative
 decimals.
1.5 Rational numbers 1.5.1 Recognise and describe rational Rational numbers are numbers
numbers. that can be written in
fractional form, that is

1.5.2 Perform computations involving

combined basic arithmetic
operations of rational numbers
by following the order of
operations.
1.5.3 Solve problems involving rational
numbers.
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 2 : FACTORS AND MULTIPLES
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 6 2.1 Factors, prime 2.1.1 Determine and list the factors of 1. Demonstrate the basic
25/4 – 29/4 factors and whole numbers, and hence knowledge of prime numbers,
Highest make generalisation about factors and multiples.
Common Factor factors.
(HCF) 2.1.2 Determine and list the prime 2. Demonstrate the understanding
factors of a whole number, of prime numbers, factors and
and hence express the multiples.
number in the form of prime
factorisation. 3. Apply the understanding of
2.1.3 Explain and determine the Also consider cases involving prime numbers, factors and
common factors of whole more than three whole multiples to perform simple
numbers. numbers. tasks involving HCF and
LCM.
2.1.4 Determine the HCF of two Use various methods including
and three whole numbers. repeated division and the 4. Apply appropriate knowledge
use of prime factorisation. and skills of prime numbers,
2.1.5 Solve problems involving HCF. factors and multiples in the
context of simple routine
2.2 Multiples, common 2.2.1 Explain and determine the Also consider cases involving problem solving.
multiples and common multiples of whole more than three whole
Lowest Common numbers. numbers. 5. Apply appropriate knowledge
 Multiple (LCM) 2.2.2 Determine the LCM of two Use various methods and skills of prime numbers,
and three whole numbers. including repeated division factors and multiples in the
and the use of prime context of complex routine
factorisation. problem solving.
2.2.3 Solve problems involving LCM.
6. Apply appropriate knowledge
and skills of prime numbers,
factors and multiples in the
context of non-routine
problem solving.

Week 7 : 2/5/2022 – 6/5/2022

Holiday : Hari Raya Aidil Fitri
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 3 : SQUARES, SQUARE ROOTS, CUBES AND CUBE ROOTS
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 8 3.1 Squares and 3.1.1 Explain the meaning of Explore the formation of squares 1. Demonstrate the basic
9/5 – 13/5 square roots squares and perfect using various methods including knowledge of squares, square
squares. the use of concrete roots, cubes and cube roots.
materials.
3.1.2 Determine whether a number is a Perfect squares are 1, 4, 9, ... 2. Demonstrate the
perfect square. understanding of squares,
square roots, cubes and cube
roots.
3.1.3 State the relationship between Relationship is stated based on
squares and square roots. the outcome of exploration. 3. Apply the understanding of
Square roots of a number squares, square roots, cubes
are in positive and negative and cube roots to perform
values. basic operations and the
3.1.4 Determine the square of a combinations of basic
number with and without arithmetic operations.
using technological tools.
4. Apply appropriate knowledge
3.1.5 Determine the square roots of a Limit to: and skills of squares, square
number with out using a) perfect squares roots, cubes and cube roots in
b) fractions when the the context of simple routine
technological tools.
numerators and problem solving.
denominators are perfect
squares 5. Apply appropriate knowledge
c) fractions that can be and skills of squares, square
 simplified such that the roots, cubes and cube roots in
numerators and the context of complex routine
denominators are perfect problem solving.
squares
d) decimals that can be written 6. Apply appropriate knowledge
in the form of the squares of and skills of squares, square
other decimals. roots, cubes and cube roots in
3.1.6 Determine the square roots of a the context of non-routine
positive number using problem solving.
technological tools.

3.1.7 Estimate Discuss the ways to improve the

(i) the square of a number, estimation until the best
(ii) the square roots of a number. estimation is obtained; whether
in the form of a range, a whole
number or to a stated accuracy.
3.1.8 Make generalisation about Generalisations are made based
multiplication involving: on the outcome of explorations.
(i) square roots of the same
numbers,
(ii) square roots of different
numbers.
3.1.9 Pose and solve problems
involving squares and square
roots.
Week 9 : 17/5/2022 – 20/5/2022
First Term Assessment
Week 10 3.2 Cubes and cube roots 3.2.1 Explain the meaning of cubes and Explore the formation of cubes
23/5 – 27/5 perfect cubes. using various methods including
the use of concrete materials.

3.2.2 Determine whether a number is a Perfect cubes are 1, 8, 27, ...

perfect cube.
3.2.3 State the relationship between Relationship is stated based on
cubes and cube roots. the outcome of exploration.

3.2.4 Determine the cube of a number

with and without using
technological tools.
3.2.5 Determine the cube root of a Limit to:
number without using a) fractions when the
 technological tools. numerators and
denominators are perfect
cubes.
b) fractions that can be
simplified such that the
numerators and
denominators are perfect
cubes.
c) decimals that can be
written in the form of the
cubes of other decimals.
3.2.6 Determine the cube root of
a number using
technological tools.
3.2.7 Estimate Discuss the ways to improve the
(i) the cube of a number, estimation until the best
(ii) the cube root of a number. estimation is obtained; whether
in the form of a range, a whole
number or to a stated accuracy.
3.2.8 Solve problems involving cubes
and cube roots.
3.2.9 Perform computations
involving addition,
subtraction, multiplication,
division and the
combination of these
operations on squares,
square roots, cubes and
cube roots.

LEARNING AREA : NUMBERS AND OPERATIONS

TOPIC 4 : RATIO, RATES AND PROPORTION
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 11 4.1 Ratios 4.1.1 Represent the relation between 1. Demonstrate the basic
30/5 – 3/6 three quantities in the form of knowledge of ratios, rates and
a : b : c. proportions.
4.1.2 Identify and determine the Examples of equivalent
equivalent ratios in numerical, ratios in geometrical 2. Demonstrate the
geometrical or daily situation context: understanding of ratios, rates
contexts. and proportions.

3. Apply the understanding of

ratios, rates and proportions to
perform simple tasks.

4. Apply appropriate knowledge

4.1.3 Express ratios of two and Including those involving and skills of ratios, rates and
three quantities in simplest fractions and decimals. proportions in the context of
form. simple routine problem
4.2 Rates 4.2.1 Determine the relationship Carry out exploratory activities. solving.
between ratios and rates.
Involve various situations such 5. Apply appropriate knowledge
as speed, acceleration, and skills of ratios, rates and
pressure and density. proportions in the context of
Involve conversion of units. complex routine
problem solving.
Rate is a special case of ratio that
involves two measurements of 6. Apply appropriate knowledge
different units. and skills of ratios, rates and
First Term Break Session 2022/2023 : 4/6/2022 – 12/6/2022 proportions in the context of
Week 12 4.3 Proportions 4.3.1 Determine the relationship Carry out exploratory activities. non- routine problem solving.
13/6 – 17/6 between ratios and Involve real-life situations.
proportions.

4.3.2 Determine an unknown value in a Use various methods including

proportion. cross multiplication and unitary
method.

4.4 Ratios, rates 4.4.1 Determine the ratio of three Involve real-life situations.
and quantities, given two or more
proportions. ratios of two quantities.
4.4.2 Determine the ratio or the related
value given
(i) the ratio of two quantities and
 the value of one quantity.
(ii) the ratio of three quantities
and the value of one
quantity.
4.4.3 Determine the value related to a
rate.
4.4.4 Solve problems involving
ratios, rates and
proportions, including
making estimations.
Week 13 4.5 Relationship 4.5.1 Determine the relationship Carry out exploratory activities.
20/6 -24/6 between ratios, between percentages and
rates and ratios.
proportions with 4.5.2 Determine the Involve various situations.
percentages, percentage of a quantity
fractions and by applying the concept
decimals of proportions.
4.5.3 Solve problems involving
relationship between ratios,
rates and proportions with
percentages, fractions and
decimals.
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 5 : ALGEBRAIC EXPRESSIONS
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 14 5.1 Variables and algebraic 5.1.1 Use letters to represent Letters as variables. 1. Demonstrate the basic
27/6 – 1/7 expressions quantities with unknown Involve real-life situations. knowledge of variables and
values. Hence, state whether algebraic expressions.
the value of the variable varies
or fixed, with justification. 2. Demonstrate the
5.1.2 Derive algebraic expressions understanding of variables and
based on arithmetic expressions algebraic expressions.
that represent a situation.
3. Apply the understanding of
5.1.3 Determine the values of algebraic
algebraic expressions to
expressions given the values of
perform simple tasks.
variables and make connection
with appropriate situations.
5.1.4 Identify the terms in an algebraic
expression. Hence, state the
 possible coefficients for the
algebraic terms.
5.1.5 Identify like and unlike terms.

Week 15 5.2 Algebraic 5.2.1 Add and subtract two

4/7 – 8/7 expressions or more algebraic
involving basic expressions.
arithmetic 5.2.2 Make generalisation about Correlate repeated multiplication
operations repeated multiplication of with the power of two or more.
algebraic expressions.
5.2.3 Multiply and divide algebraic
expressions with one term.
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 6 : LINEAR EQUATIONS
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 16 – 17 6.1 Linear equations in one 6.1.1 Identify linear equations in Carry out exploratory activities 1. Demonstrate the basic
12/7 – 22/7 variable one variable and describe involving algebraic expressions knowledge of linear equations.
the characteristics of the and algebraic equations.
equations. 2. Demonstrate the
6.1.2 Form linear equations in one understanding of linear
variable based on a statement equations and simultaneous
or a situation, and vice-versa. linear equations.

6.1.3 Solve linear equations in one Use various methods such as 3. Apply the understanding of the
variable. trial and improvement, solution for linear equations
backtracking, and applying the and simultaneous linear
understanding of equations.
equality concept.
6.1.4 Solve problems involving linear 4. Apply appropriate knowledge
equations in one variable. and skills of linear equations
and simultaneous linear
6.2 Linear equations in 6.2.1 Identify linear equations in State the general form of linear
equations in the context of
two variables two variables and describe equations in two variables,
simple routine problem
the characteristics of the which is
solving.
equations. ax + by = c.
6.2.2 Form linear equations in two 5. Apply appropriate knowledge
variables based on a statement and skills of linear equations
or a situation, and vice-versa. and simultaneous linear
 6.2.3 Determine and explain possible equations in the context of
solutions of linear equations in complex routine problem
two variables. solving.
6.2.4 Represent graphically the linear Including cases of (x, y) when
equations in two variables. (i) x is fixed and y varies, 6. Apply appropriate knowledge
(ii) x varies and y is fixed. and skills of linear equations
Involve all quadrants of and simultaneous linear
the equations in the context of
Cartesian system. non-routine problem solving.
Week 18 6.3 Simultaneous 6.3.1 Form simultaneous linear Use software to explore
25/7 – 29/7 linear equations based on daily cases involving lines that
equations in two situations. Hence, represent are:
variables graphically the simultaneous linear (i) Intersecting (unique solution)
equations in two variables and (ii) Parallel (no solution)
explain the meaning of (iii) Overlapping (infinite
simultaneous linear equations. solutions)
6.3.2 Solve simultaneous linear Involve graphical and algebraic
equations in two variables methods (substitution,
using various methods. elimination)

6.3.3 Solve problems involving Use technological tools to

simultaneous linear explore and check the
equations in two variables. answers.

LEARNING AREA : NUMBERS AND OPERATIONS

TOPIC 7 : LINEAR INEQUALITIES
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 19 7.1 Inequalities 7.1.1 Compare the values of 1. Demonstrate the basic
1/8 – 5/8 numbers, describe inequality knowledge of linear
and hence, form algebraic inequalities in one variable.
inequality.
2. Demonstrate the
understanding of linear
7.1.2 Make generalisation about inequalities in one variable.
 inequality related to
(i) the converse and 3. Apply the understanding of
transitive properties, linear inequalities in one
additive and variable to perform simple
multiplicative inverse, tasks.
(ii) basic arithmetic operations.
4. Apply appropriate knowledge
and skills of linear inequalities
in one variable in the context
of simple routine problem
solving.

5. Apply appropriate knowledge

and skills of linear inequalities
in one variable in the context
Basic arithmetic of complex routine
operations: when problem solving.
additions, subtractions,
multiplications or divisions 6. Apply appropriate knowledge
performed and skills of linear inequalities
on both sides. in one variable in the context
Week 20 7.2 Linear inequalities in 7.2.1 Form linear inequalities of non- routine problem
8/8 – 12/8 one variable based on daily life solving.
situations, and vice-versa.

7.2.2 Solve problems involving Number lines can be used to solve

linear inequalities in one problems.
variable.

7.2.3 Solve simultaneous linear

inequalities in one variable.

Week 21 – 22 : 15/8/2022 – 26/8/2022

Mid Year Examination

LEARNING AREA : NUMBERS AND OPERATIONS

TOPIC 8 : LINES AND ANGLES
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 23 8.1 Lines and angles 8.1.1 Determine and explain the 1. Demonstrate the basic
29/8 – 2/9 congruency of line knowledge of lines and angles.
segments and angles.
2. Demonstrate the
8.1.2 Estimate and measure the size
understanding of lines and
of line segments and angles,
angles.
and explain how the estimation
is obtained.
3. Apply the understanding of
8.1.3 Recognise, compare and explain lines and angles to perform
the properties of angles on a simple tasks.
straight line, reflex angles, and
one whole turn angles. 4. Apply appropriate knowledge
8.1.4 Describe the properties of Carry out exploratory activities. and skills of lines and angles in
complementary angles, the context of simple routine
supplementary angles and problem solving.
conjugate angles.
8.1.5 Solve problems involving 5. Apply appropriate knowledge
complementary angles, and skills of lines and angles in
supplementary angles and the context of complex routine
conjugate angles. problem solving.
Second Term Break 2022/2023 : 3/9/2022 – 11/9/2022
6. Apply appropriate knowledge
Week 24 8.1.6 Construct Use
and skills of lines and angles in
12/9 – 15/9 (i) line segments, a) compasses and straight edge the context of non-routine
(ii) perpendicular bisectors of line tool only, problem solving.
segments,
(iii) perpendicular line to a straight b) any geometrical tools,
line, geometry software for
(iv) parallel lines constructions
and explain the rationale of
construction steps.
8.1.7 Construct angles and angle Use the angle of 60 as the first
bisectors, and explain the example for construction using
rationale of construction steps. compasses and straight edge tool
only.
Week 25 8.2 Angles related to 8.2.1 Identify, explain and draw
19/9 – 23/9 intersecting lines vertically opposite angles and
adjacent angles at intersecting
lines, including perpendicular
lines.
 8.2.2 Determine the values of angles
related to intersecting lines, given
the values of other angles.
8.2.3 Solve problems involving
angles related to
intersecting lines.
Week 26 8.3 Angles related to 8.3.1 Recognise, explain and draw
26/9 – 30/9 parallel lines and parallel lines and
transversals transversals.
8.3.2 Recognise, explain and
draw corresponding
angles, alternate angles
and interior angles.
8.3.3 Determine whether two straight
lines are parallel based on the
properties of angles related to
transversals.
8.3.4 Determine the values of angles
related to parallel lines and
transversals, given the values of
other angles.
8.3.5 Recognise and represent angles
of elevation and angles of
depression in real-life situations.
Include angles of elevation
8.3.6 Solve problems involving angles
and angles of depression.
related to parallel lines and
transversals.
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 9 : BASIC POLYGONS
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 27 9.1 Polygons 9.1.1 State the relationship Carry out exploratory activities. 1. Demonstrate the basic
3/10 – 7/10 between the number of knowledge of polygons.
sides, vertices and
diagonals of polygons. 2. Demonstrate the
9.1.2 Draw polygons, label vertices of understanding of triangles and
polygons and name the polygons quadrilaterals.
based on the labeled vertices.
 9.2 Properties of 9.2.1 Recognise and list geometric Geometric properties include 3. Apply the understanding of
triangles and the properties of various types of the lines and angles to perform
interior and exterior triangles. Hence classify triangles number of axes of symmetry. simple tasks related to the
angles of triangles based on geometric properties. Involve various methods of interior and exterior angles
exploration such as the of triangles and quadrilaterals.
use of dynamic software.
9.2.2 Make and verify conjectures about Use various methods including 4. Apply appropriate knowledge
(i) the sum of interior angles, the and skills of triangles and
(ii) the sum of interior angle and use of dynamic software. quadrilaterals in the context of
adjacent exterior angle, simple routine problem
(iii) the relation between solving.
exterior angle and the
sum of the opposite 5. Apply appropriate knowledge
interior angles of a and skills of triangles and
triangle. quadrilaterals in the context of
9.2.3 Solve problems involving triangles. complex routine problem
solving.
Week 28 9.3 Properties of 9.3.1 Describe the geometric properties Geometric properties include the
11/10 – 14/10 quadrilaterals and of various types of quadrilaterals. number of axes of symmetry. 6. Apply appropriate knowledge
the interior and Hence classify quadrilaterals Involve various exploratory and skills of triangles and
exterior angles of based on the geometric methods such as the use of quadrilaterals in the context of
quadrilaterals properties. dynamic software. non- routine problem solving.
9.3.2 Make and verify the conjectures Use various methods including
about the
(i) the sum of interior angles of a use of dynamic software.
quadrilateral,
(ii) the sum of interior angle and
adjacent exterior angle of a
quadrilateral, and
(iii) the relationship between the
opposite angles in a
parallelogram.
9.3.3 Solve problems involving
quadrilaterals.
9.3.4 Solve problems involving the
combinations of triangles
and quadrilaterals.
Week 29 : 17/10/2022 – 21/10/2022
Second Term Assessment
 LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 10 : PERIMETER AND AREA
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 30-31 10.1 Perimeter 10.1.1 Determine the perimeter of various Various shapes including those 1. Demonstrate the basic
24/10 – 3/11 shapes when the side lengths are involving straight lines and knowledge of perimeter.
given or need to be measured. curves.
2. Demonstrate the
10.1.2 Estimate the perimeter of various understanding of perimeter
shapes, and then evaluate the and areas.
accuracy of estimation by
comparing with the measured 3. Apply the understanding of
value. perimeter and areas to perform
10.1.3 Solve problems involving perimeter. simple tasks.
10.2 Area of triangles, 10.2.1 Estimate the area of various shapes Including the use of 1 unit × 1 unit
parallelograms, kites using various methods. grid paper. 4. Apply appropriate knowledge
and trapeziums and skills of perimeter and
10.2.2 Derive the formulae of the area of Carry out exploratory activities areas in the context of simple
triangles, parallelograms, kites involving concrete materials or the routine problem solving.
and trapeziums based on the use of dynamic software
area of rectangles. 5. Apply appropriate knowledge
Week 32 10.2.3 Solve problems involving areas of and skills of perimeter and
7/11 – 11/11 triangles, parallelograms, kites, areas in the context of
trapeziums and the combinations of complex routine problem
these shapes. solving.

10.3 Relationship 10.3.1 Make and verify the conjecture 6. Apply appropriate knowledge
between about the relationship between and skills of perimeter and
perimeter and perimeter and area. areas in the context of non-
area routine problem solving.
10.3.2 Solve problems involving
perimeter and area of triangles,
rectangles, squares,
parallelograms, kites,
trapeziums and the
combinations of these shapes.

LEARNING AREA : NUMBERS AND OPERATIONS

TOPIC 11 : INTRODUCTION TO SETS
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
 DESCRIPTOR
Week 33 11.1 Set 11.1.1 Explain the meaning of set. Carry out sorting and 1. Demonstrate the basic
14/11 – 18/11 classifying activities including knowledge of sets.
those involving real-life
2. Demonstrate the
situations.
understanding of sets.
11.1.2 Describe sets using: Including empty set and its
(i) description, symbols, { } and Ø. 3. Apply the understanding of
(ii) listing, and Involve the use of set sets.
(iii) set builder notation.
notation. Example of set
builder notation: A = {x : x ≤
10, x is even number}
11.1.3 Identify whether an object is an Introduce the symbols  and .
element of a set
and represent the relation
using symbol.
11.1.4 Determine the number of elements Introduce the symbol n(A).
of a set and represent the number
of elements using symbol.
11.1.5 Compare and explain whether
two or more sets are equal and
hence, make generalisation
about the equality of sets.
Week 34 11.2 Venn diagrams, 11.2.1 Identify and describe universal Introduce the symbols for
21/11 – 25/11 universal sets, sets and complement of a set. universal set (), complement of
complement of a set a set (A’) and subset ().
and
subsets 11.2.2 Represent
(i) the relation of a set and
universal set, and complement
of a set through Venn diagrams.
11.2.3 Identify and describe the possible
subsets of a set.
11.2.4 Represent subsets using Venn
diagrams.
 11.2.5 Represent the relations between
sets, subsets, universal sets and
complement of a set using Venn
diagrams.
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 12 : DATA HANDLING
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 35 12.1 Data collection, 12.1.1 Generate statistical questions andUse statistical inquiry approach 1. Demonstrate the basic
28/11 – 2/12 organization and collect relevant data. for this topic. knowledge of collecting,
representation Statistical Inquiry organizing and representing
process, and Posing / formulating real life data.
interpretation of data problems
representation 1. Planning and collecting data 2. Demonstrate the
2. Organising data understanding of collecting,
3. Displaying / representing data organizing and representing
4. Analysing data data.
5. Interpretation and conclusion
6. Communicating results 3. Apply the understanding of
Statistical questions : questions data representations to
construct data representations.
that can be answered by
collecting data and where there 4. Apply appropriate knowledge
will be variability in that data. and skills of data
Involve real life situations. representation and data
Collect data using various interpretation in the context of
methods such as interview, simple routine problem
survey, experiment and solving.
observation.
5. Apply appropriate knowledge
12.1.2 Classify data as categorical or Numerical data : discrete or and skills of data
numerical and construct frequency continuous representation and data
tables. interpretation in the context of
12.1.3 Construct data representation for Data representation including complex routine problem
ungrouped data and justify the various types of bar charts, pie solving.
appropriateness of a data chart, line graph, dot plot and
representation. 6. Apply appropriate knowledge
stem- and-leaf plot. and skills of data
Use various methods to representation and data
construct data representations
 including the use of software. interpretation in the context of
Week 36 12.1.4 Convert a data representation to non-routine problem solving.
5/12 – 9/12 other suitable data
representations with
justification.
12.1.5 Interpret various data Involve histograms and
representations including making frequency polygons.
inferences or predictions.
12.1.6 Discuss the importance of
representing data ethically in
order to avoid confusion.
Third Term Break Session 2022/2023 : 10/12/2022 – 2/1/2023
LEARNING AREA : NUMBERS AND OPERATIONS
TOPIC 13 : THE PYTHAGORAS THEOREM
WEEK CONTENT STANDARDS LEARNING STANDARDS NOTES PERFORMANCE LEVEL/
DESCRIPTOR
Week 37 13.1 The 13.1.1 Identify and define the 1. Demonstrate the basic knowledge
Pythagoras hypotenuse of a right- angled of right-angled triangles.
3/1 – 6/1
Theorem triangle.
2. Demonstrate the understanding of
13.1.2 Determine the relationship Carry out exploratory activities
the relation between the sides of
between the sides of right- by involving various methods right-angled triangles.
angled triangle. Hence, explain including the use of dynamic
the Pythagoras Theorem by software. 3. Apply the understanding of the
referring to the relationship. Pythagoras Theorem.
13.1.3 Determine the length of the Determine the length of sides
unknown side of by applying the Pythagoras 4. Apply appropriate knowledge and
(i) a right-angled triangle. Theorem. skills of the Pythagoras Theorem
(ii) combined geometric shapes. in the context of simple
routine problem solving.
13.1.4 Solve problems involving the
Pythagoras Theorem. 5. Apply appropriate knowledge and
Week 38 13.2 The converse of 13.2.1 Determine whether a triangle is a skills of the Pythagoras Theorem
9/1 – 13/1 Pythagoras right-angled triangle and give in the context of complex
Theorem justification based on the routine problem solving.
converse of the Pythagoras
6. Apply appropriate knowledge and
Theorem.
skills of the Pythagoras Theorem
13.2.2 Solve problems involving the in the context of non-routine
converse of the Pythagoras problem solving.
Theorem.
Week 39 – 43 : 16/1/2023 – 17/2/2023
 Revision and Final Year Examination
School Holiday Session 2022/2023 : 18/2/2023 – 12/3/2023