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# PENINGKATAN PRESTASI

MATEMATIK TAMBAHAN

Mengenalpasti kelemahan dan kesilapan lazim
Mengikut kategori pelajar:
Pelajar Lemah (Markah 0 29)
Pelajar ederhana (Markah !0 "0)
Pelajar #arget \$ (Markah "% &9)
Pelajar 'emerlang (Markah (0 %00)

For Very Weak Students :
Organise a class where teacher emphasises on how to get at least one mark for every
question (sub questions either in !aper " or !aper #\$
For %ntermediate students:
&mphasise on topics where questions are certain to come out\$
For &'cellent Students
(o a lot of papers in S!) format to reduce careless mistakes\$
&mphasise on the steps * details required to get full marks+ especially in
paper # such as round off errors\$

PAPER 1
Topic Weakness / Common Mistakes Rectification / Reminder
Functions Weak Students (0 !"
(a ,nable to determine the type of
function especially when the relation
is not given as arrow diagram\$
(b ,nable to distinguish between ob-ect
and image eg: )(* . /
Suggestion
(a 0sk student to convert to arrow diagram\$
(b &mphasised on ob-ect and image\$
(raw an arrow diagram
"
Topic Weakness / Common Mistakes Rectification / Reminder
(c )ake mistakes when question asks to
find the ob-ect if the image is given\$

A#era\$e Students (%0 &0"
(d ,nable to find inverse function\$
E'ce((ent Students ()0 100"
(e (id not write the condition for )(*
involving fractions\$
+ront o,ject -ack image
(d Suggestion:
&'plained inverse function as the inverse of the
operation for simple function as a* 1 b \$
) (* . * a* 1 ,
2hus
)
3"
(*.
a
b x
*
(e For functions involving fractions+ the
condition for )(* ),S2 be written:
for )(* .
x

+ * 4

E+uations
Weak Students (0 !"
(a (ifficulty in converting to general
form\$
,nable to identify the constants a+ b
and c when the equation is not
written in general form\$
&'ample : 5*
#
6 k* 1 #k . " 6 7*
Suggestion:
i\$ )ake the 89S . 4 5*
#
6 k* 1 #k 6 " 1 7* . 4
ii\$ (raw 5 bo'es for each constant as such:
*
#
1 * 1 . 4
Fill in any Fill in any Fill in any
constants constants constants
with *
#
with *

without * or *
#

: a ; : b ; : c ;

Functions
Tar\$eted A Students (&1 ,!"
(a could not relate the information
given in equation of completing the
square form with the graph given\$
(b !roblems in inequalities ,nable
to determine the range\$
(a (o more e'ercise on sketching\$ <ive emphasis on
)a' * min point and the a'is of symmetry\$
(b Show at least two ways of solving:
3 using graph
3 using number line
3 using tables
Students may choose the one that he*she
understands the most\$

Coordinate
-eometr.
Weak Students (0 !"
A#era\$e Students (%0 &0"
(b did not use midpoint to find the
fourth coordinate of a parallelogram or
rhombus\$

(a )ust relate to m" m# . 6" or
to inverse the values and change the sign\$
(b 8emind students that the diagonals of rhombus+
parallelogram+ rectangle and square share the
same midpoint\$

/inear /a0 A#era\$e Students (%0 &0" Suggestion:
#
a
1 ,
6 , a
* /
)

"

.
Topic Weakness / Common Mistakes Rectification / Reminder
(a !roblem in finding c+ e'ample+

5
# 7
7 "=
=

= m
Students tend to do: > . m? 1 c
* y . 5 *
#
1 c
su,st/ (20 ") to * and y/ (#(7 . 5(#
#
1c

Write down: > . m? 1 c
Find m and c @&FO8& substituting the y and
the *3a'is given from the graph\$

1R
,se calculator to find the y3intercept and the

Pro\$ression Tar\$eted A Students (&1 ,!"
(a Weak in finding+ e'ample+
(i S5 6 A
(ii 2n when Sn is given\$
uggestion
(a &'plain using diagram : e'ample
(i 1 2 3 4 5 6 7 S3 7 = S7 S2
(Sa b = Sb Sa-1)

(ii 1 2 3 4 5 T5 = S5 S4
(Tn = Sn Sn-1)

(b ,se only # data to show it is a <! or
an 0!\$
(b 8emind students that they must use at least 5 data
to show whether itBs a <! or an 0!\$
Circu(ar
Measures
Weak Students (0 !"
(a ,nable to change degree to radian
and vice versa\$
(b ,se angle in degree in the formula\$
A#era\$e Students (%0 &0"
(c When finding using s1r or
\$.r
#
students tend to multiply the
value of with
"C4

as if to change it to
(d (ifficulty finding the area of
segment
formula not given\$

(a &mphasise on the use of calculator to change
(c &mphasise that is in radian\$
(d 8emind students of the formulae not given\$
DD For 0rea of segment . r
#
( 3 sin
(since is in radian+ to get sin use calculator
to mark it as rad+ thus+ no need to change to degree
2*ample: %f r . 5 and . "\$#7 radian
4\$7 5 *
#
( "\$#7 3 sin "\$#7 shift 0ns # .

On screen 4\$7'5
#
("\$#7 6 sin "\$#7
r

2ectors Weak Students (0 !"
(a ,nable to write unit vector correctly
(b for parallel vectors : a is parallel to ,
(a &mphasise on phythagoras theorem to find the
magnitude\$
Show the formula and how to substitute\$
uggestion
(b ,se the ratio of each vector\$
5
(#+ 7
(7+ "=
*

y
*
Mode
AC
Reg Lin
Enter points
2 5 M+
5 14
S3ift
2
Press right arrow twice A =
,
,
M+
y-intercept
S3ift 2
Press right arrow twice
B
=
Topic Weakness / Common Mistakes Rectification / Reminder
students tend to take a . , \$

2*ample: 3) p . 5i 1 =4 and 4 . mi 1 C4 are
parallel find m\$
olutions:
C
= 5
=
m
:similar
triangle;
5ifferentiation Weak Students (0 !"
Tar\$eted A Students (&1 ,!"
(b Fonfuse between rate of change and
small changes\$
(a 2each how to get at least one mark\$
Suggestion
(b Observe the unit given ms
3"
rate of change
Gist out questions involving the subtopics and
ask students to identify the e'act subtopic\$
Trio\$onometric
Functions
Tar\$eted A Students (&1 ,!"

(a (o not give all the values of
especially involving 4\$
Suggestion
(a(i ,se the 8 H 8 0 steps\$
3 <et the 8eference angle+
3 find new 8ange (if neccessary
3 <et 0ll angles
(ii For 4
6orma(
5istri7ution
Weak Students (0 !"
E'ce((ent Students ()0 100"
that gave the probability and ask to find
5 or 6\$
(a &mphasise on the use of calculator to find the
probability\$
(b 8emind students of the two types of normal
distribution questions 6 2ype " and 2ype #\$
2ype ": <iven: ? I !

2ype #: <iven: ! I ?
Permutation
8
Com7ination
(a Fonfuse between using ! and F\$ (a 2ry both methods\$
Statistics Weak Students (0 !"
(a ,nable to use the formula given
correctly\$
(a 0sk students to copy the required formula of the
PAPER

Topic Weakness / Common Mistakes Rectification / Reminder
Simu(taneous
E+uations
Weak Students (0 !"
(a ,nable to complete the solutions\$ (a &mphasise on the steps where marks are
given\$
3 identify the linear equation
=
4 /4 "C4 #A4 5J4
sin 4 " 4 3" 4
cos " 4 3" 4 "
tan 4 4 4
)ormula 7se 'alculator
7se #a,les )ormula
Topic Weakness / Common Mistakes Rectification / Reminder
A#era\$e Students (%0 &0"
8 Tar\$eted A Students(%0 ,!"
(b Forget to find the other unknown
(c <ive answer not as instructed by the
questions+ eg+ give to three decimal places
3 get one unknown in terms of the other\$
3 Substitute into the non3linear
3 simplify to get the general form
(89S . 4
3 factorise or use formula
3 <et the values of the unknowns
3 get the values of the other unknowns\$
uggestion
(rill students to
(b write their final answer as:
when *% . K + y# . K
*# . K + y# . K
(c highlight the instructions for the answers\$
E+uations
Weak Students (0 !"
a Weak in factoriLation
3 Without calc: ,nable to factorise correctly\$
3 With calc: did not show the factors
that cannot be factorise in the
factor form: (* 6 4\$#5=

(a 0sk students to use the calculator
3 0fter getting the solutions+ press the
fraction button: :hi)t d8c;
if it changes to fraction it can be
factorise+ thus+ show the factors\$
if no changes cannot be factorise+
thus+ use the formula

Pro\$ression (a %n <!+ problems finding r if there are two
equations to be solve simultaneously\$
(b %n problem solving questions+ confuse
when to use # + or

\$
(a 8emind students to divide the equations\$
%n this way fewer calculations are
required\$
(b 0 lot of practice is needed for problem
solving\$
uggestion:

## is used if the question does

not stated the value for n\$
Statistics Weak Students (0 !"
(a 9istogram: 3 (raw with incorrect a'is
3 Forget how to get the mode
3 ,nable to read the value\$
(b ,nable to use the formula for median
correctly wrong median class\$
use the F from the median class
(a (rilling
(b (rilling
Coordinate
-eometr.
A#era\$e Students (%0 &0"
(a Find 0rea+ forget+
i\$ to close the points: 0 @ F 0
ii\$ the constant included in the formula\$
(b !roblems to find the equations of line\$
(b (rill students with finding equations of
parallel line and perpendicular lines\$
3 use formula y . m' 1 c
7
Topic Weakness / Common Mistakes Rectification / Reminder
Tar\$eted A Students (&1 ,!"
(c ,nable to find the equation of locus\$
A#era\$e Students (%0 &0"
8 Tar\$eted A Students (&1 ,!"
(d Gocus: )ake mistake when giving the ratio
of the distance\$
(e Gocus: When solving+ it is required to
square both sides to get rid of the square
roots students forget to square the
constants too\$
or y 6 y" . m(' 6 '"
(c 8emind students to apply the distance
formula whenever the word MlocusB is seen\$
(d Fonvert the ratio into fraction+ eg+
\$- : \$' . # : 7
7
#
=
\$'
\$-
or 7\$- . #\$'
6orma(
5istri7ution
E'ce((ent Students ()0 100"
(a (ifficulty solving problems when the
probability is given\$ &'ample
!(I N k . 4\$A+ find k\$
Suggestion:
(a (i sketch the graph
(ii remember these shortcuts\$

%ntegrations A#era\$e Students (%0 &0"
(a When given the gradient function :
Students make mistake such as:
(i use equation of the straight line to find
the equation of the curve\$
(ii differentiate the gradient function to
(a &mphasise on
(ii y

d*
d*
dy

d*
dy
Ginear Gaw Weak Students (0 !"
(a (o not show tables for the new a'es\$
(b @est3fit line does not touch the y3a'is\$
A#era\$e Students (%0 &0"
8 Tar\$eted A Students (&1 ,!"
(c )istakes when finding the value of ' given
y or v\$v\$ do not use the a'es given\$
(d Values in tables are not given to at least #
decimal places\$
(e (o not use points on the graph to find the
gradient students tend to take any #
points from the table without checking
whether the points are on the line or not\$

When doing revision+ emphasise on where
the marks are given\$
For weaker students+ make sure that they
are able to do part(a of the questions\$
2rigonometric
Functions
Tar\$eted A Students (&1 ,!"
(a ,nable to get the equation of the required
straight line to solve the equation given\$
(a <ive more practice\$
3 ,se the method of simultaneous equation
3 Separate trigo e'pression from the non
J
inequality
Value of
probability
Value of k
N N 4\$7 6
N O 4\$7 1
O N 4\$7 1
O O 4\$7 6
Topic Weakness / Common Mistakes Rectification / Reminder
trigo e'pression\$
Ginear
!rogramming
Weak Students (0 !"
(a ,nable to interpret the problem given into
mathematical inequality\$
(b Weak in drawing y . m*\$
A#era\$e Students (%0 &0"
(c ,nable to get the correct shaded region
&'ample for ' N #y students shade the
upper region\$

(a &mphasise on the terms: at least+ at most+
not more than+ not less than+ e'ceeds by+
twice+ three times+ P
(b 8emind students to read from the
direction of positive y\$
* N #y can be written as #y O *
8ead from positive3y+ thus+ it is the lower
region\$
DD 2wo ways to find the ma' * min value
%t is recommended to use the points of the
corners of 8+ and substitute into the
optimum equation\$

The End
A