YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
2/1 - 3/1 Functions expressions in one variable. software is encouraged throughout this expressions, functions and
6/1 – 10/1 and topic. equations in one variable.
13/1 – 17/1 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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

solving.
1.1.3 Investigate and make generalisation 6 Apply appropriate
about the effect of changing the knowledge and skills of
values of 𝑎, 𝑏 and 𝑐 on graphs of quadratic functions and
quadratic functions, equations in one variable in
𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐.
the context of non-routine
1.1.4 Form quadratic functions based on Notes: problems solving in a
situations, and hence relate to the Real-life situations need to be involved. creative manner.
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.
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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.
20/1 – 22/1 Bases numbers in various bases in terms of number bases using calculators are not
29/1 – 31/1 numerals, place values, digit values allowed except for conceptual 2 Demonstrate the understanding
3/2 - 7/2 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
Example: The number 128 and skills of number bases in
CUTI the context of simple routine
In terms of place value:
PERAYAAN problem solving.
TAHUN BARU 81 80
CINA 23/1- 1 2 5 Apply appropriate knowledge
28/1 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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
10/2 – 14/2 Statements and hence determine the truth value in the context of logical reasoning. arguments.
17/2 – 21/2 of a statement.. Statements include using numerals and
mathematical symbols. 2 Demonstrate the understanding
Statements involving quantifiers which of statements and arguments.
means “all” and “some” need to be
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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

(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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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.

WEEK 9
24/2 – 26/2
FORMATIVE TEST 1
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
27/2 – 28/ 2 Intersection 4.1.1 Determine and describe the be involved: sets and combined operations on
1/3 – 6/3 of Sets intersection of sets using various (i) descriptions sets.
9/3 – 13/3 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.
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
16/3 – 22/3

Pengajaran dan Pembelajaran Jarak Jauh

(PDPJJ)

COVID – 19

30 MAC 2020 – 23 JUN 2020

LEARNING AREA: DISCRETE MATHEMATICS

CHAPTER 5: NETWORK IN GRAPH THEORY
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

STANDARDS DESCRIPTOR
15/7/2020- 5.1 Network Pupils are able to: 1 Demonstrate the basic knowledge
29/7/2020 5.1.1 Identify and explain a network as a Notes: of network.
graph. Real-life situations need to be involved
throughout this topic. 2 Demonstrate the understanding of
network.
The following terms need to be involved:
3 Apply the understanding of
(i)Graph is a series of dots either linked network to perform simple tasks.
or not to each other through lines.
(ii)Network is a graph which has at least 4 Apply appropriate knowledge and
a pair of related dots. skills of network in the context of
(iii)Point is known as vertex and line as simple routine problem solving.
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.
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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.

XLEARNING AREA: RELATIONSHIP AND ALGEBRA

CHAPTER 6: LINEAR INEQUALITIES IN TWO VARIABLES
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/
STANDARDS DESCRIPTOR
3/8/2020 – Pupils are able to: Notes: 1 Demonstrate the basic knowledge
7/8/2020 6.1 Linear 6.1.1 Represent situations in the form of Real-life situations need to be involved of linear inequalities in two
Inequalities in linear inequalities throughout this topic. variables.
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.
the solution of certain linear
inequalities. 3 Apply the understanding of linear
inequalities in two variables to
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
10/8/2020 – 7.1 Distance- Pupils are able to: Notes: 1 Demonstrate the basic
14/8/2020 Time Graphs 7.1.1 Draw distance-time graphs. Real-life situations need to be involved knowledge of graphs of motion.
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
graphs of motion to perform
7.1.3 Solve problems involving distance- simple tasks.
time graphs.

25/8/2020 – CUTI PERTENGAHAN PENGGAL 2

28/8/2020
20 – 24 August 2020
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
1/9/2020 – 8.1 Dispersion Pupils are able to: Notes: 1 Demonstrate the basic
4/9/2020 Statistical inquiry approach that involve the knowledge of dispersion.
8.1.1 Explain the meaning of dispersion following needs to be carried out:
(i) The use of digital technology. 2 Demonstrate the understanding
8.1.2 Compare and interpret dispersion of (ii) Real-life situations. of measures of dispersion for
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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

(v) The importance of representing simple tasks.

data ethically to avoid confusion.
(vi) Exploratory activities involving 4 Apply appropriate knowledge
comparison of a few sets of data having and skills of measures of
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 in
7/9/2020 – 8.2 Measures Pupils are able to: the context of complex routine
Notes:
11/9/2020 of Dispersion 8.2.1 Determine the range, interquartile 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 in
8.2.2 Explain the advantages and 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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
14/9/2020 – 9.1 Combined Pupils are able to: Notes: 1 Demonstrate the basic
18/9/2020 Events 9.1.1 Describe combined events and list Real-life situations need to be involved knowledge of combined events.
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..

3 Apply the understanding of

probability of combined events
to perform simple tasks.

9.2 Dependent Pupils are able to: 4 Apply appropriate knowledge

Events and 9.2.1 Differentiate between dependent and skills of probability of
21/9/2020 – Independent and independent events. combined events in the context
25/9/2020 Events of simple routine problem
9.2.2 Make and verify conjecture about Suggested Activities: solving.
the formula of probability of Listing of the outcomes of an event can be
combined events. involved. 5 Apply appropriate knowledge
and skills of probability of
9.2.3 Determine the probability of Notes: combined events in the context
combined events for dependent and Determination of the probability of of complex routine problem
independent events. combined events need to involve: solving.
(i) Listing of the outcomes of events
based on representation, or 6 Apply appropriate knowledge
(ii) Using the formula and skills of probability of
P(A and B) = P(A  B) = P(A) × P(B) combined events in the context
Representations include tree diagrams, of non routine problem solving
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

ordered- pairs or tables. in a creative manner.

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:
9.3.3 Determine the probability of Determination of the probability of
combined events for mutually combined events need to involve:
exclusive and non-mutually (i) Listing of the outcomes of events
exclusive events. based on representation, or
(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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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
28/9/2020 – Pupils are able to: Notes: 1 Demonstrate the basic
2/10/2020 10.1 Financial 10.1.1 Describe effective financial Project-based Learning or Problem-based knowledge of financial planning
Planning and management process. Learning approach needs to be applied. and management.
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
 YEARLY LESSON PLAN MATHEMATICS FORM FOUR 2020

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.

40 – 45
25 Oct – 12 Nov REVISIONS
YEAR END EXAM
46 Cuti Perayaan Deepavali
14 - 18 Nov 13 – 16 Nov
47- 49
16 Nov - 11 Dec
50 Majlis Konvokesyen & Anugerah Kecemerlangan
14 – 18 Dec 28/10/2020
YEAR END HOLIDAY
21 DEC - 1 JAN 2021

PREPARED BY : CHECKED BY : APPROVED BY:

…………………………… …………………………… ……………………..

(NUR HAFIZAH BINTI ABDUL HALIM) (NORFADZILAH LEE) (PANG YUN KENG)
Subject Teacher Head of Maths Panel Head of Sc & Maths Dept