YEARLY PLAN FOR MATHEMATICS

FORM 5 2014

SEKOLAH MENENGAH KEBANGSAAN VICTORIA

JALAN HANG TUAH, 55200 KUALA LUMPUR
SUBJECT COORDINATOR:

PN RAFIDAH BT RAMLI
MATHEMATICS PANEL:

PUAN NURUL IZZAH AB HALIM

HEAD OF MATHEMATICS AND SCIENCE DEPARTMENT:

PN ZURAIDAH BT MAT PA
PRINCIPAL:

EN MAZLAN BIN BUNIRAN

SEKOLAH MENENGAH KEBANGSAAN VICTORIA

JALAN HANG TUAH, 55200 KUALA LUMPUR
WEEK

TOPICS /
SUBTOPIC
S

2 weeks

1. Number
Bases

12 23 Jan

4 weeks
26 Jan 27
Feb

2.

Graphs
Of
Functio
ns II

LEARNING
OBJECTIVES
Students will be
taught to:

1.

LEARNING OUTCOMES

CCTS

Understand and use 1.

the concept of
number in base two,
eight and five.
.
2.

2.1 Understand and use

the concept of
graphs of functions

VALUES

State the value of a digit of a number in base:

a) two
b) eight
c) five
State the value of a digit of a number in base:
a) two
b) eight
c) five
Write a number in base:
a)two
b)eight
c)five - in expanded notation

Conceptual

Systematic

Compare and
contrast

Rational

1.

Concept
constructivim

Draw the graph of a ;

a) linear function; y ax b, where a and b are

constants
b) quadratic function; y ax
c are constants, a 0

c)

4.

5.

bx c ,

3
2
y ax bx cx d ,

cubic function :
d are constants, a0

d)
3.

reciprocal function,
constants,a0.
Find from a graph :

a
x

where a, b and

where a,b,c and

Accurate

where a is a

a) the value of
, given a value of x
b) the value(s) of x , given a value of y.
Identify:
a) 2the shape of graph given a type of function
b) the type of function given a graph
c) the graph given a function and vice versa.
Sketch the graph of a given linear, quadratic, cubic or
reciprocal function.

Emphasise the ways to read

numbers in various bases.
Examples :

1012 is read as one zero

one base two

72058 is read as seven two

zero five base eight

43255 is read as four three

two five base five
Numbers in base two are also
known as binary numbers.

Punctuality
Awareness

Compare and
contrast

Systematic

Analising

Neatness

Mental
visualization
Relationship

VOCAB/NOTES

Limit cubic functions to the

following forms:
3
y ax
3
y ax b
3
y ax bx c

2.2 Understand and use

the concept of the
solution of an
equation by
graphical methods

2.3 Understand and use

the concept of the
region representing
in inequalities in
two variables

1.
2.
3.

Find the point(s) of intersection of two graphs.

Obtain the solution of an equation by finding the
point(s) of intersection of two graphs.
Solve problems involving solution of an equation by
graphical method.

1.

Determine whether a given point satisfies :

2.

Determine the position of a given point relative to the

3.
4.

y ax b or y ax b or y ax b

- Identifying
relation
- Identifying
patterns.
- Recognizing and
representing.
-Representing and
interpreting data.
Identifying patterns

equation y ax b

Systematic
Neatness
Precise
Rationale
Diligence
Systematic
Accuracy

To sketch a graph
To draw a graph
Use the traditional graph plotting
exercise if the graphing calculator
or the Sketchpad is unavailable.

Systematic
Determination
Making
inferences

Emphasise that:
For the region representing
y ax b or y ax b ,the

Identify the region satisfying y ax b or y ax b

Shade the regions representing the inequalities
a) y ax b or y ax b

b) y ax b or y ax b
5.
Determine the region which satisfies two or more
simultaneous linear inequalities

2 6 Mac
2015
3 weeks
9 Mac 3
April 2015

Involve everyday problems.

line y ax b is drawn as a
dashed line to indicate that all
points on the line are not in the
region.
For the region representing
y ax b or y ax b , the line

y ax b
is drawn as a solid line to indicate
that all points on the line
y ax b are in the region.

UJIAN INTERVENSI SPM

3.
Transformations III

3.1 Understand and

use the concep of
combination of two
transformations
2.

Determine the image of an object under combination of

two isometric transformations

Identifying
relations
Characterizing

Systematic
Determination
Accuracy

Begin with a point, followed by a

line and a object

Determine the image of an object under combination of

a. two enlargements.
b. an enlargement and an
isometric transformation

Comparing and
Differentiating
Interpreting
Identifying Relation

Rules and
Regulations
Self Confidence
Neatness

Limit isometric transformations

to translations, reflections and
rotations.

Draw the image of and object under combination of two

transformations.

Drawing diagrams
Identifying relation

Systematic

State the coordinates of the image of a point under

combined transformation

Identifying Relation
Arranging
Sequentially

Diligence
Accuracy
Consistent

Combined transformation.

Determine whether combined transformation AB is

equivalent to combined transformation BA

Comparing and
Differentiating
Identifying Relation

Rational
Cautious

Equivalent

Specify two successive transformation in a combined

transformation given the object and the image

Identifying patterns
Identifying Relation
Logical Reasoning
Representing and
Interpreting Data

Systematic

Specify

Hardworking

Specify a transformation which is equivalent to the

combination of two isometric transformations
8.

2 weeks
6 17 April

4. Matrices

4.1 Understand and

use the concept of
matrix

Solve problems involving transformation

1.
2.

3.

Form a matrix from given information.

Determine :
a) the number of rows
b) the number of columns
c) the order of a matrix

1.
2.

Determine whether two matrices are equal.

Solve problems involving equal matrices

4.3 Perform addition

and subtraction on
matrices

1.

Determine whether addition or subtraction can be

performed on two given matrices.
Find the sum or the difference of two matrices.
Perform addition and subtraction on a few matrices.
Solve matrix equation involving addition and
subtractions

4.4 Perform
multiplication of a
matrix by a
number

4.5 Perform
multiplication of
two matrices

4.6 Understand and

use the concept of
identity matrix

Honesty
Cooperation

Find all possible

solution
Using Analogies
Drawing Diagram
Working out
Mentally
Arranging
sequentially
Collecting and
handling data
Identifying patterns
Identifying patterns

Sharing

Identify a specific element in a matrix.

4.2 Understand and

use the concept of
equal matrices

2.
3.
4.

Using Analogies
Working Out
Mentally

Rational
Diligence
Neatness and
systematic
Accurate
Systematic

Using algorithm
and relationship
Comparing and
differentiating
Comparing and
differentiating

Systematic
Accurate
Cooperation
Rationale

Using algorithm
and relationship

Confidence

Problem solving

Systematic

Multiply a matrix by a number.

Express a given matrix as a multiplication of another
matrix by a number.
3. Perform calculation on matrices involving addition,
subtraction and scalar multiplication.
4. Solve matrix equations involving addition, subtraction
and scalar multiplication.
1. Determine whether two matrices can be multiplied and
state the order of the product when the two matrices can
be multiplied.
2. Find the product of two matrices
3. Solve matrix equations involving multiplication of
two matrices.

Evaluating
Conceptualize and
finding all possible
solutions
Evaluating and
problems solving

systematic

Identifying
patterns
Arranging
sequentially
Recognizing
and
representing
Making
generalization
classifying

Determination
Systematic
Consistent
Diligence
Neatness

1.

Making
generalization
Identifying patterns

Rational
Systematic
Neatness

1.
2.

2.

Determine whether a given matrix is an identity matrix

by multiplying it to another matrix.
Write identity matrix of any order.

Limit the equivalent

Emphasize that matrices are

written in bracket.
Matrix, row matrix, column
matrix, square matrix
Emphasize that a matrix of order
m x n is read as an m by n
matrix
Use row number and column
number to specify the position of
an element.
Equal matrices
Including finding values of
unknown elements.
Limit to matrices with not more
than three rows and three
columns.
Include finding values of
unknown elements/matrix
equation
Multiplying a matrix by a number
is known as scalar multiplication
Include finding the values of
unknown elements
The number of columns of first
matrix must be same with the
number of rows of second
matrix.
The order of the matrices :
(m x n) x (n x s)
= (m x s)
Limit to matrices with not more
than three rows and three
columns.
Limit to two unknown elements.
Identity matrix is usually
denoted by I and is also known as
unit matrix.

4.7 Understand and

use the concept of
inverse matrix.

4.8

Solve
simultaneous
linear equations by
using matrices

3.

Perform calculation involving identity matrices.

Solving problems

1.

Determine whether a 2 x 2 matrix is the inverse matrix

of another 2 x 2 matrix.
Find the inverse matrix of a 2 x 2 matrix using :
a) the method of solving simultaneous linear
equations
b) a formula.

Comparing
Identifying
patterns and
relations
Comparing
Identifying
patterns and
relations

Cooperation
Neatness
Systematic
Cooperation
Neatness
Systematic

Identifying Patterns
Identifying relations
Representing &
Interpreting data

Rational
Systematic
Neatness
Rational
Systematic
Neatness
Rational
Systematic
Neatness

2.

1.

2.

Write simultaneous linear equations in matrix form.

Find the matrix

a b

c d
3.
4.

p

q

in

p h

q k

Using the inverse matrix.

Solve simultaneous linear equations by the matrix
method.
Solve problems involving matrices

Identity matrix unit matrix.

Limit to matrices with no more
than three rows and three
columns.
The inverse of matrix A is
1

denoted by A .
Emphasize that:
If matrix B is the inverse of
matrix A, then matrix A is also
the inverse of matrix B, AB =
BA = I
Inverse matrices can only exist
for square matrices, but not all
square matrices have inverse
matrices.
Prior to use the formula, carry out
operations leading to the formula.
Limit to two unknowns.
Simultaneous linear equations
ap + bq = h
cp + dq = k
in matrix form is
a b p h

c d q k
Where a, b, c, d, h and k are
constants, p ad q are constants, p
and q are unknowns.
a b p
h
A 1
A 1
c
d
q

k Where
a

A = c d .
The matrix method uses inverse
matrix to solve simultaneous
linear equations.
1 weeks
20 24
April

5.
Variations

5.1 Understand and

use the concept of
direct variation

1.
2.
3.
4.
5.

State the changes in a quantity with respect to the

changes in another quantity, in everyday life situations
involving direct variation.
Determine from given information whether a quantity
varies directly as another quantity.
Express a direct variation in the form of equation
involving two variables.
Find the value of a variable in a direct variation when
sufficient information is given.
Solve problems involving direct variations for the
following cases:

y x; y x ; y x ;y x
2

1
2

Identifying
relations

Rationale

Y varies directly as

Systematic
Making
generalization

Tolerance

Estimating

Hardworking

if

y
x

x if and only

is a constant.

y varies directly as x , the

y x.
relation is written as
If
If

y x , then y kx where

is constant of variation.

Using

y kx ; or

y1 y 2

x1 x 2 to get the solutions

5.2

Understand and
use the concept of
inverse variations

1.
2.
3.
4.
5.

5.3

Understand and
use the concept of
joint variation.

1.

2.
3.
4.

15 19 Jun

Making inferences

Rational
Systematic

y varies inversely as x if and only

if xy is a constant.
If y varies inversely as x, the

Representing and
interpreting data
Identifying relations

relation is written as

Rational

Accuracy

Identifying relations

Cooperation

comparing and
differentiating

Punctuality

k
x or

x1 y1 = x 2 y 2
Using:
to get the solution.
For the cases
1
y xn z n , y n n
x z

Systematic
collecting and
handling data

1
x

x , then
x
.If
where k is the constant of
variation.

Systematic
Problem
Solving

and

Rational

xn
,
z n limit n to 2, 3,

1
2

Joint variation

using analogies
finding all possible
solutions

PEPERIKSAAN DIAGNOSTIK SPM

7 26 Mei 2010

30 April
18 Mei
1 weeks

State the changes in a quantity with respect to changes in

another quantity, in everyday life situations involving
inverse variation.
Determine from given information whether a quantity
varies inversely as another quantity.
Express a inverse variation in the form of equation
involving two variables.
Find the value of a variable in an inverse variation when
sufficient information is given.
Solve problems involving inverse variation for the
following cases:
1
1
1
1
y 2 y 3 y 1
y
x ;
x;
x ;
x2
Represent a joint variation by
using the symbol for the
following cases:
a) two direct variations.
b) two inverse variations.
c) a direct variation and an
inverse variation.
Express a joint variation in the
form of equation.
Find the value of a variable in a joint variation when
sufficient information is given.
Solve problems involving joint variation.

6.

Gradient
And Area
Under A
Graph

6.1 Understand and

use the concept
of quantity
represented by
the gradient of a
graph

1.
2.

3.
4.
5.

State the quantity represented by the gradient of a

graph.
Draw the distance-time graph, given ;
a.
a table of distance-time values.
b. a relationship between distance and time.
Find and interpret the gradient of a distance-time graph.
Find the speed for a period of time from a distancetime graph.
Draw a graph to show the relationship between two
variables representing certain measurements and state
the meaning of its gradient

Recognizing and
representing

Rationality

Limit to graph a straight line.

Respect

The gradient of a graph represents the

rate of change of a quantity on the
vertical axis with respect to the
change of another quantity on the
horizontal axis. The rate of change
may have a specific name for
example speed for a distance time
graph.

Comparing and
differentiating
Interpreting data

Emphasis that: Gradient

6.2 Understand the

concept of
quantity
represented by
the area under a
graph

1.
2.
3.

State the quantity represented the area under a graph.

Find the area under a graph.
Determine the distance by finding the area under the
following types of speed-time graph:
(a) v = k (uniformspeed)
(b) v = kt
(c) v = kt + h
(d) a combinationof the above.

Recognising and
representing

Respect

change of
change of

distance

time
=speed
Include speed-time and accelerationtime graphs.
Limit to graph of a straight line of a
combination of a few straight lines.
v represents speed,
t represents time,
h and k are constants.
For example:
Speed, v

4.

2 weeks

7.
Probability II

22 Jun 3
Julai 2015

7.1 Understand and

use the concept of
probability of an
event.

1.
2.
3.

Solve problems involving gradient and area under a

graph.

Determine the sample space of an experiment with

equally likely outcomes
Determine the probability of an event with equiprobable
sample space.
Solve problems involving probability of an event.

Making inference
Working out
mentally

Determination
Cooperation
Rational

Finding all
possible solutions.
Finding all
possible solutions.

7.2

7.3

Understand and
use the oncept
of probability
of the
complement of
an event.

1.

State the complement of an event in :

a. words
b. set notation

2.

Find the probability of the complement of an event

Understand and
use the concept
of probability
of combined
event

1. List the outcomes for events :

a) A or B as elements of set A
2.

3.
1 weeks
6 10 Julai

8. Bearing

8.1 Understand and

use the
concept of
bearing

1.

2
3
4
5

Find the probability by listing

the outcomes of the combined
event :
a) A or B
List the outcomes for events A and B as elements of set
AB
Draw and label the eight main
compass directions:
a) north, south, east, west
b) north-east, north-west,
south-east, south-west
State the compass angle of any compass direction
Draw a diagram of a point which shows the direction of
B relative to another point A given the bearing of B
from A
State the bearing of point A from point b based on
given information.
Solve problems involving bearing

Identifying
relations
Finding all
possible solutions
Making inferences
Drawing
diagrams
Estimating
Identifying
Patterns
Identifying
Relations
Finding
all possible
solutions
Drawing diagram

Cooperation
Equity

Making
connections
Visualize
mentally
Making
connections
Visualize
mentally
Comparing and
differentiating
Interpret
Draw diagrams
Recognizing
relationship
Problem solving

Cooperation
Accuracy
Neatness
Carefulness
Rational
Accuracy
Systematic
Carefulness
Accuracy
Rational
Responsibility
Appreciation

Rationale

Limit to sample space with equally

likely outcomes.
Equally likely
A sample space in which each
outcome is equally likely is called
equiprobable sample space.
The probability of an outcome A,
with equiprobable sample space
S, is P(A)= n(A)
n(S)
Use tree diagram where appropriate.
Include everyday problems and
making predictions.
The complement of an event A is the
set of all outcomes in the sample
space that are not included in the
outcomes of event A.

Precise
Tolerance

Event

Determination

Combined event

Consistent

Consecutively
Toss

Northeast
Southeast
North-west
South-west
Compass angle bearing
Compass angle and bearing are
written in three-digit form, 000o to
360o. They are measured in a
clockwise direction from north. Due
north is considered as bearing 000o.
For cases involving degrees and
minutes, state in degrees up to one
decimal point.

3 weeks

9. Earth As
A Sphere

13 31
Julai

9.1 Understand and

use the
concept of
longitude.

1.
2.
3.
4.

Sketch a great circle through the north and south poles.

State the longitude of a given point.
Sketch and label a meridian with the longitude given.
Find the difference between two longitudes

Identifying patterns Understanding

Great circle

Identifying
relations

Meridian
Longitude

9.2 Understand and

use the
concept of
latitude

1.
2.
3.
4.

Sketch a circle parallel to the equator.

State the latitude of a given point.
Sketch and label a parallel of latitude.
Find the difference between two latitudes.

Drawing diagrams
Finding all
possible solutions
Logical
reasoning
Recognizing &
interpreting data

9.3 Understand he
concept of
location of a
place.

1.
2.
3.

State the latitude and longitude f a given place.

Mark the location of a place.
Sketch and label the latitude and longitude of a given
place.

9.4 Understand and

use the concept
of distance on
the surface of
the earth to
solve problems

1.

Find the length of an arc of a great circle in nautical

mile, given the subtended angle at the centre of the
earth and vice versa
Find the distance between two points measured along a
meridian, given the latitudes of both points.
Find the latitude of a point given the latitude of another
point and the distance between the two points along the
same meridian.
Find the distance between two points measured along
the equator, given the longitudes of both points.
Find the longitudes of a point given the longitude of
another point and the distance between the two points
along the equator.
State the relations between the radius of the earth and
the radius of a parallel of latitude.
State the relation between the length of an arc on the

2.
3.
4.
5.
6.
7.

Rational
Cooperation
Sharing
Systematic
Tolerance

Logical
Reasoning,
Identifying
Relation,
Recognizing and
Representing.
Identifying
relations
Representing and
interpreting data
Drawing diagrams
Identifying
relations
Identifying
relations
Drawing diagrams
Comparing &
differentiating
Making
inferences

Systematic,
Neatness,
Public
Spiritedness.

Comparing and
Differentiating

Accuracy

Equator, Latitude,
Emphasize that
* the latitude of the equator is 0
* latitude ranges from 0 to 90N/S
Parallel of latitude
Involve actual places on the earth
Express the difference between two
latitudes with an angle in the range of
0x180.
A place on the surface of the earth is
represented by a point.
The location of a place A at latitude
xN and longitude yE is written as
A(xN, yE).

Systematic
Rational
Neatness
Systematic
Rational
Cooperation
Tolerance
Sharing

equator between two meridians and the length of

the corresponding arc on a parallel of latitude.
8. Find the distance between two points measured
along a parallel of a latitude.
9. Find the latitude of a point given the longitude of
another point and the distance between the points
along a parallel of latitude.
10. Find the shortest distance between two points on
the surface of the earth.
11. Solve problems involving :(a) distance between two points traveling on a
surface of the earth
2 weeks
4 14

10. Plans And

Elevations

10.1 Understand
and use the
concept of

10.1.1
10.1.2

Identify orthogonal projection

Draw orthogonal projection ,given an object and a
plane

Creative

Emphasize the different uses of

dashed lines and solid lines

Ogos

orthogonal projection

10.2

Understand
and use the
concept of
plan and
elevation

10.1.3

10.2.1

19 27
Sept
18 26
Ogos
28 Ogos
31 Oktober

Visualization

thinking

Identifying
relationship

Systematic

Draw the plan of a solid

Object
10.2.2
Draw
a) the front elevation
b) side elevation of a solid object

Analyzing

10.2.3

Identifying
Relationship

10.2.3

17 26
Ogos

Determine the difference between an object and

Draw
a) the plan
b) the front elevation
c) the side elevation of a solid object to scale

Synthesizing

Accuracy
Creative
thinking
Systematic
Self
Confident
Neatness
Dedication
Determination

Begin with simple solid objects such

as cubic, cuboids, cylinder, cone,
prism and right pyramid
Vocab
Orthogonal projection
Limit to full scale drawings only
Include drawing plan and elevation in
one diagram showing projections
lines

Solve problems involving

plans and elevation

SESI ULANGKAJI
1. Teknik Menjawab
2. Drilling modules consisting of clones and past year SPM Questions.
PEPERIKSAAN PERCUBAAN SPM 2011
CUTI PERTENGAHAN PENGGAL
SESI ULANGKAJI
1. Jadual Anjal
2. Teknik Menjawab
3. Drilling modules consisting of clones and past year SPM Questions.