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Yearly Plan Additional Mathematics Form 5

Week
/Date

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Topic/Learning Area A6 : Progression --- 3 weeks


Week1
2/1/2013
-

1. Understand and use


the concept of
arithmetic

1.1

1.2

4/1/2013

1.3

Week 2
7/1/2013
11/1/2013

1.4

Identify characteristic of
arithmetic progressions

Determine whether a given


sequence is an arithmetic
progression

Determine by using the


formulae
a) specific terms in
arithmetic progressions
b) the number of terms in
arithmetic progressions

b) The sum of a specific


number of consecutive
terms of arithmetic

Find
a) The sum of the first n
term of arithmetic
progressions

First Term

Points to Note

Use examples from real-life


situation, scientific or graphing
calculator and computer
software to explore arithmetic
progression

Include examples in algebraic


form

Values: cooperative, systematic


and logic
Skills : Making connections,
recognize relationship and
patterns
Pedagogy : Constructivism ,
contextual learning, multiple
intelligence

Carry out the activities cut out


the grids from a piece of
n
square grid paper

relate the formula,Sn = 2 (a+l)

Begin with sequences to


introduce arithmetic and
geometric progressions

with number of grids that have


been cut out

Include the use of the formula


Tn = Sn- Sn-1

Yearly Plan Additional Mathematics Form 5


Week
/Date

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

progressions
c) The value of n , given
the sum of the first n
terms of arithmetic
progressions
1.5

Solve problem involving


arithmetic progressions

Suggested Teaching & Learning


activities/Learning Skills/Values

Values : Connection between


Mathematics and real-life
situations
Skills : Problem solving
Pedagogy : Constructivism,
contextual leraning,
cooperative learning

Discuss cases in algebraic


form, involves daily life
examples
Values : Connection between
Mathematics and daily life
situations, cooperative
Skills : Interpretation, problem
solving
Pedagogy : Mastery learning,
contextual and cooperative
learning.

Points to Note

Include problems involving


real-life situations.

Yearly Plan Additional Mathematics Form 5


Week
/Date

Learning Objectives
Pupils will be taught
to.....

Week 3

2. Understand and
use the concept of
geometric
progression .

14/1/2013
-

Learning Outcomes
Pupils will be able to

No of
Periods

2.1 Identify characteristic of


geometric progressions

2.2 Determine whether given


sequences is a geometric
progression

18/1/2013

2.3 Determine by using formula:


a. specific terms in
geometric progression
b. the number of terms in
geometric progressions

2.4 Find
a. the sum of the first n terms of
geometric progressions
b. the sum of a specific number of
consecutive terms of
geometric progressions
c. the value of n, given the sum of
the first n terms of geometric
progressions

Suggested Teaching & Learning


activities/Learning Skills/Values

Use examples from real-life


situation, scientific or graphing
calculator and computer
software to explore geometric
progression
Values : Predict , accurate
Skills : Making connection

Use examples in real life


situations
(i) depreciation of a cars price after
n years with a specific interest rate
(ii) amount of savings in bank after n
years.
Values : Logical thinking,
Skills
:
Recognising
relationship
Pedagogy
:Contextual
&
cooperative learning
Activities:
(1) Count total number of peanuts
which are placed in the egg rack
according
to
certain
geometric
progression.
(2) Use the cut out grids to introduce
the formula.
Values : Cooperative,
systematic, abide by the laws
Skills : Problem solving

Points to Note

Include examples in algebraic


form

Yearly Plan Additional Mathematics Form 5


Week
/Date
Week 4
21/1/2013
25/1/2013

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to
2.5 Find
a. the sum to infinity of geometric
progression

No of
Periods
1

Suggested Teaching & Learning


activities/Learning Skills/Values

Pedagogy:Contextual &
cooperative learning

Use examples such as yoyo,


pendulum to explain the
a
formula

b. the first term or common ratio,


given the sum to infinity of
geometric progressions

2.6 solve problem s involving


geometric progressions

1 r

, r 1

Points to Note

Discuss:
n
As n , r 0 then

a
, r 1
1 r

Values : Appreciate the beauty


of Mathematics
Skills : Recognizing pattern,
seeing connection
Pedagogy : Contextual learning
Use of daily life examples
which are in algebraic form.
Example, savings.
Values : Appreciate the
relationship between
Mathematics and daily life
Skills : Problem solving
Pedagogy : Thinking skills

read as sum to infinity


Include recurring decimals
limit to 2 recurring digits such

that 0.3, 0.15


Exclude :
a. combination of arithmetic
progressions and geometric
progressions
b. cumulative sequences such
as (1), (2,3), (4,5,6),..

Yearly Plan Additional Mathematics Form 5


Topic/Learning Area Al : Linear law --- 2 weeks
Week
No
Week
5&6
28/1/2013

Learning Objectives Learning Outcomes


Pupils will be taught Pupils will be able to
to.....
1. Understand and
use the concept of
lines of best fit.

8/2/2013

2. Apply linear law to


non-linear relations

1.1 Draw lines of best fit by


inspection of given data
1.2 Write equation for lines of
best fit
1.3 Determine values of variables
from:
a. lines of best fit
b. equation of lines of best
fit.
2.1 Reduce non-linear relations
to linear form.
2.2 Determine values of constant
of non-linear relations given:
a. lines of best fit
b. data
2.3 Obtain information from
a. lines of best fit
b. equations of lines of best fit

No of
Periods
1

Suggested Teaching & Learning


activities/Learning Skills/Values

2
2

Use examples from real life


situation to introduce the
concept of linear law.
Use graphing calculator or
computer software such as
Geometers Sketchpad to
explore line of best fit.

Examples given on how to


reduce non-linear relations to
linear form
Graph drawing skill. Discuss
the graph and relate it to
equation of line of best fit.
Then find the values of
constants.
Values : Neat & accurate ,
analitical thinking
Skills : Making comparison,
recognising relationship
Pedagogy : Contextual,
thinking skill

Points to Note

Limit data to linear relations


between two variables
Relate to the concept y = mx+c

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

Suggested Teaching &


Learning
activities/Learning
Skills/Values

Points to Note

Topic/Learning Area C2: Intergration --- 3 weeks


Week 8
(11-15 Feb)
Cuti Tahun
Baru Cina
Week 9
18/2/2013
22/2/2013

Week 9
25/2/2013
1/3/2013

1. Understand and
use the concept
indefinite integral.

1.1 Determine
integrals
by
reversing differentiation.
n

1.2 Determine integral of ax ,


where a is a constant and n
is an integer, n 1 .
1.3 Determine
integral
of
algebraic expressions
1.4 Find the constants of
integrations, c , in indefinite
integrals.

1.5 Determine equations of


curves from functions of
gradients
1.6 Determine by Substitution
n
the integrals of expressions
ax b ,
of the form
where a and b are
constants, n is an integer and

n 1

1
1

1
1

Use computer software such


as Geometers sketchpad to
explore the concept of
integrations.
Values : Abide by the laws,
systematic
Skills : Seeing connection,
recognizing pattern
Pedagogy : Constructivism,
cooperative learning

Use computer software and


graphing calculator
Skills:
observing
connection,
recognizing
pattern
Pedagogy : constructivism,
coperative learning
Value : Abide by the laws,
systematic

Emphasise constant of
integration.

ydx

read as integration
of y with respect to x

u dx
n

Limit integration of
where u ax b

Week
No

Week 10
4/3/2013
8/3/2013

Learning Objectives
Pupils will be taught
to.....

2. Understand and
use the concept of
definite integral.

Learning Outcomes
Pupils will be able
to

2.1 Find definite integral of


algebraic expressions.
2.2 Find areas under curves as
the limit of a sum of areas.
2.3 Determine areas under
curves using formula
2.4 Find volumes of revolution
when region bounded by a
curve is rotated completely
about the
a. x-axis
b. y-axis
as the limit of a sum of
volumes.
2.5 Determine volumes of
revolution using formula.

No of Periods

1
1
1

Suggested Teaching &


Learning
activities/Learning
Skills/Values

Use scientific or graphing


calculators to explore the
comcept of definite intergals
Use computer software and
graphing calculator to explore
areas under curves and the
significance of negetive and
positive values of areas.
Use dynamic computer
software to explore volumes
of revolution
Values : Sistematik, accurate,
rasional
Skills : Seeing connection.
Recognise relationship
Pedagogy : Cooperative
learning, thinking skill

Points to Note

Include
b

kf ( x)dx k f ( x)dx
a

f ( x)dx f ( x)dx
Derivation of fornulae not
required
Limit to one curve
Derivation of formulae not
required
Limit volumes of revolution
about the x-axis or y-axis

Week
No

Week 11
11/3/2013

Learning Objectives
Pupils will be taught
to.....

2. Understand and
use the concept of
definite integral.

15/3/2013

Week 12
18/3/2013
22/3/2013
(Pep 1
sekolah)

Week 13
23-31 Mac
(Cuti
Sekolah)

Learning Outcomes
Pupils will be able
to

2.1 Find definite integral of


algebraic expressions.
2.2 Find areas under curves as
the limit of a sum of areas.
2.3 Determine areas under
curves using formula
2.4 Find volumes of revolution
when region bounded by a
curve is rotated completely
about the
a. x-axis
b. y-axis
as the limit of a sum of
volumes.
2.5 Determine volumes of
revolution using formula.

Topic/Learning AREA G2 : Vector


Week 14
1/4/2013

No of Periods

1. Understand and
use the concept of
vector.

Suggested Teaching &


Points to Note
Learning
activities/Learning
Skills/Values
Use scientific or graphing
Include
b
b
calculators to explore the
comcept of definite intergals
kf ( x)dx k f ( x)dx
Use computer software and
graphing calculator to explore
areas under curves and the
significance of negetive and
positive values of areas.
Use dynamic computer
software to explore volumes
of revolution

f ( x)dx f ( x)dx
Derivation of fornulae not
required
Limit to one curve

Values : Sistematik, accurate,


rasional
Skills : Seeing connection.
Recognise relationship
Pedagogy : Cooperative
learning, thinking skill

Derivation of formulae not


required

Use examples from real-life


situations and dynamic
computer software such as
Geometers Sketchpad to

Use notations :

Limit volumes of revolution


about the x-axis or y-axis

--- 4 Weeks

1.1 Differentiate between vector


and scalar quantities..

uuu
r

Vector : a , AB , a , AB.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

Suggested Teaching &


Points to Note
Learning
activities/Learning
Skills/Values
explore vectors.
Magnitude :

5/4/2013

1.2. Draw and label directed line


segments to represent vectors.

1.3 Determine the magnitude


and direction of vectors
represented by directed line
segments.

Values : Cooperative,
communication in
Mathematics.
Skills : Making comparison ,
recognizing relationship
Pedagogy : Contextual
learning, mastery learning

1.5 Multiply vectors by scalars.

Week 15
8/4/2013
12/4/2013

2. Understand
and use the
concept of
addition and
subtraction of
vectors

2.1 Determine the resultant


vector of two parallel
vectors.
2.2 Determine the resultant
vector of two non-parallel
vectors using :
a) triangle law
b) parallelogram law
2.3 Determine the resultant
vector of three or more
vectors using the polygon

Use real life situations and


manipulative materials to
explore
addition
and
subtraction of vectors

Values : Appreciate the


laws on vectors
Skills
:
Making
connection,
comparison
and conclusion
Pedagogy : Contextual

Zero vector :
Emphasise that a zero vector
has a magnitude of zero.
Emphasise
uuu
r uuu
rnegative vector ;

AB BA

Include negative scalar.


Include :
a) collinear points
b) non-parallel non-zero
vectors
Emphasise
a
b :
~ and ~ are not parallel and
If
ha k b
~
~ , then h k 0

1.4 Determine whether two


vectors are equal.

1.6 Determine whether two


vectors are parallel

uuu
r
AB

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

law
Week 16

(a) parallel
(b) non-parallel
2.5 Represent vectors as a
combination of other
vectors.
2.6 Solve problems involving
addition and subtraction of

19/4/2012

Points to Note

learning

2.4 Subtract two vectors which


are:

15/4/2013

Suggested Teaching &


Learning
activities/Learning
Skills/Values

Use examples to introduce


the concept subtraction of
two vectors is equal to
addition of negative vectors

Values : Careful
Skills : Synthesis
Pedagogy : Thinking skills

Emphasise:

~
~
a - b = a (b )

vectors.

Week 17
22/4/2013
26/4/2013

3. Understand and
use vectors in
Cartesian plane

3.1 Express vectors in the form :


(a) x i + y j
(b)

x

y

3.2 Determine magnitudes of


vectors
3.3 Determine unit vectors in
given directions

Use computer software to


explore vectors in the
Cartesian plane .
Values : Systematic
Skills : Making connection
Pedagogy : Thinking skills

Relate unit vector i and j to


Cartesian coordinates .
Emphasise:
Vector i =

1

0

and

0
Vector j =
1

Explain the meaning of

For learning outcomes 3.2 to

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

3.4 Add two or more vectors

No of Periods

3.5 Subtract two vectors

3.6 Multiply vectors by scalars

3.7 Perform combined


operations on vectors

3.8 Solve problems involving


vectors

Suggested Teaching &


Points to Note
Learning
activities/Learning
Skills/Values
addition and subtraction
3.7, all vectors are given in
of two or more vectors
x

Explain the meaning of
multiplying vectors by
the form x i + y j or y
scalars
Values : Appreciate the
laws of vectors
Skills : Synthesis
Limit combined operations to
Pedagogy : Contextual
addition, subtraction and
Students to be exposed to
questions which involve
combined operations on
vectors.
Values : Careful,
sistematik
Skills : Synthesis
Pedagogy : Problems
solving, contextual
learning

Topic/Learning : T2 Trigonometric Functions --- 5 weeks

multiplication of vectors by
scalars

Week
No

Week 18
29/4/2013
3/5/2013

Learning Objectives
Pupils will be taught
to.....

1. Understand the
concept of positive
and negative angles
measured in degrees
and radians.

Learning Outcomes
Pupils will be able
to

1.1 Represent in Cartesian


plane, angles greater than
360 or 2 radians for:
(a) positive angles
(b) negative angles

No of Periods

negative angles

Suggested Teaching &


Learning
activities/Learning
Skills/Values

Points to Note

Use dynamic computer


software such as Geometers
Sketchpad to explore angles
in Cartesian plane.
Explain the meaning of
positive angles and negative
angles
Values : Rational thinking

Skills : Drawing relevant


diagrams, recognize
relationship
Pedagogy : Constructivism

Week 19
6/5/2013
10/5/2013

2. Understand and
use the six
trigonometric
functions of any
angle.

2.1 Define sine, cosine, and


tangent of any angle in
Cartesian plane.
2.2 Define cotangent, secant and
cosecant of any angle in a

Use dynamic computer


software to explore
trigonometric functions in
degrees and radians.
Values : Systematic,
cooperative

Use unit circle to determine the


sign of trigonometric ratios:
Emphasise:
sin = cos (90- )
cos = sin (90- )

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

Cartesian plane.
2.3 Find values of six
trigonometric functions of
any angle

2.4 Solve trigonometric


equations.

3. Understand and
use graphs of sine,
cosine and tangent
functions.

3.1. Draw and sketch graphs of


trigonometric functions:
a) y = c + a sin bx
b) y = c + a cos bx
c) y = c + a tan bx
where a, b and c are
constants and b > 0 ,a 0.
3.2. Determine the number of
solutions to a trigonometric
equation using sketched
graphs.
3.3. Solve trigonometric

Suggested Teaching &


Points to Note
Learning
activities/Learning
Skills/Values
Skills : Recognize
tan = cot (90- )
relationship, application of
cosec = sec (90- )
formula
sec
= cosec (90- )
Pedagogy : Constructivism,
cot = tan (90- )
cooperative learning
Recall the six trigonometric
Emphasise the use of
functions of any angle to
triangles to find
solve trigonometric equations trigonometric ratios for
Values : Systematic and
special angles 30, 45, and
accurate
60.
Skills : Making connection,
application of formula,
problem solving
Pedagogy : Contextual
Use examples from real-life
Use angles in
situations to introduce graphs a) degrees
of trigonometric functions.
b) radians, in terms of
Use graphic calculators and
dynamic computer software
Emphasise the characteristics of
such as Geometers
sine, cosine and tangent graphs.
Sketchpad to explore graphs
Include trigonometric functions
of trigonometric functions.
involving modulus.
Values : Careful, sistematik
Skills : Sketching graphs,
Exclude combinations of
making connection, making
trigonometric functions.
comparison
Pedagogy : Multiple
intellegence
Expaination and

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

equations using drawn


graphs.

4. Understand and
use basic identities

5. Understand and
use addition
formulae and
double-angle
formulae

4.1 Prove basic identities :


a) sin2 A + cos2A = 1
b) 1 + tan2A = sec2A
c) 1 + cot2A = cosec2A

4.2 Prove trigonometric


identities using basic
identities.
4.3 Solve trigonometric
equations using basic
identities.
5.1 Prove trigonomotric
identities using addtion
formulae for sin (A B), cos
(A B), and
tan(A B).

5.2 Derive double-angle


formulae for sin 2A, cos 2A
and tan 2A.

Suggested Teaching &


Learning
activities/Learning
Skills/Values
demonstration by teacher
Values : Neat and
hardworking
Skills : Problem solving
Pedagogy : Logic
Mathematics

Points to Note

Use scientific or graphing


calculators and dynamic
computers software such as
Geometers Sketchpad to
explore basic identities.
Values : Determination,
careful, rational
Skills : Recognise
relationship, making
connection and application,
problems solving
Pedagogy : Contextual

Basic identities are also known


as Pythogorean identites

Use
dynamic
computer
software such as Geometers
Sketchpad to explore addition
formulae and double-angle
formulae.

Derivation of addition formulae


not required.

Values
:
Determination,
careful, systematic
Skills : Mental process,

Including learning outcomes 2.1


and 2.2

Discuss half-angle formulae

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

5.3 Prove trigonomotric


identities using addition
formulae and/or doubleangle formulae.
5.4 Solve trigonometric
equations.

Week
No

Learning Objectives
Pupils will be taught
to.....

No of Periods

Suggested Teaching &


Points to Note
Learning
activities/Learning
Skills/Values
making
connection
and
application, problem solving
Pedagogy : Contextual, Logic Exclude
Mathematics, Trial and error, A cos x + b sin x = c,
Mastery learning
where c 0

Learning Outcomes
Pupils will be able
to

No of Periods

Suggested Teaching &


Learning
activities/Learning
Skills/Values

Points to Note /
Vocabulary

Topic/Learning Area S2 : Permutations and Combinations --- 3 weeks


1. Understand and
use the concept of
permutations.

1.1 Determine the total number


of ways to perform
successive events using
multiplication rule.
1.2 Determine the number of
permutations of n different
objects.
1.3 Determine the number of
permutations of n different
objects taken r at a time.
1.4 Determine the number of
permutations of n different

Using manipulative materials to


explore multiplication rule.
Use real-life situations and
computer software such as
spreadsheet to explore
permutations.
Values: Systematic, tolerance,
cooperation.
Skills: Logical thinking,
synthesize
Pedagogy: Contextual learning,
constructivism, cooperative
learning.

Multiplication rule, successive


events, permutation, factorial,
arrangement, order.
For this topic :
a) Introduce the concept by
using numerical examples.
b) Calculators should only be
used after students have
understood the concept.
Limit to 3 events.
Exclude cases involving
identical objects.
Explain the concept of

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

Suggested Teaching &


Points to Note /
Learning
Vocabulary
activities/Learning
Skills/Values
Activities : Games -- Rearrange
permutations by listing all
cards or students in a sstraight line possible arrangements.

objects for given conditions.


1.5 Determine the number of
permutations of n different
objects taken r at a time for
given conditions.

Include notations :
a) n! =
n(n 1)(n 2). . . (3).(2).(1)
b) 0! = 1
n! read as n factorial
Exclude cases involving
arrangement of objects in a
circle.

2. Uunderstand and
use the concept of
combinations.

2.1 Determine the number of


combinations of r objects
chosen from n different
objects.
2.2. Determine the number of
combinations r objects chosen
from n different objects for
given conditions.

Explore combinations using reallife situations and computer


software.
Values: Diligence, confidence.
Skills: Mental process, generate
idea.
Pedagogy: Future investigation

Explain the concept of


combinations by listing all
possible selections.

Use real-life situations to


introduce probability

Use set notations.

Use examples to illustrate


n

Cr

Pr
r!

Topic/Learning Area S3: Probability --- 3 weeks


1. Understand and
use the concept of
probability.

1.1 Describe the sample space of


an experiment.

Discuss:

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

1.2 Determine the number of


outcomes of an event.
1.3 Determine the probability of
an event.
1.4 Determine the probability
of two events:
a) A or B occurring
b) A and B occurring

No of Periods

1
1

Suggested Teaching &


Points to Note /
Learning
Vocabulary
activities/Learning
Skills/Values
a) Classical probability
Use manipulative materials,
(theoretical probability)
computer software and scientific
b)
Subjective probability
or graphing calculators to
Relative frequency
explore the concept of
probability (experimental
probability.
probability).
Values: Cooperation
Emphasise:
Skills: Comparing and
Only classical probability is
contrasting, applying.
used to solve problems.
Pedagogy: Constructivism,
Emphasise:
contextual learning.
P(AB)=P(A)
P( B ) P( A B)
Tree diagram
Using Venn diagrams
Experiment, sample space,
event, outcome, equally likely,
probability, occur, classical
probability, theoretical
probability, subjective
probability, relative frequency
probability, experimental
probility

2. Understand and
use the concept of
probability of
mutually exclusive
events

2.1 Determine whether two


events are mutually exclusive.
2.2 Determine the probability of
two or more events that are
mutually exclusive.

1
1

Use manipulative materials and


graphing calculators to explore
the concept of probability of
mutually exclusive events.
Use computer software to

Include events that are mutually


exclusive and exhaustiv.
Limit to three mutually
exclusive evnts.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

3. Understand and
use the concept of
probability of
independent
events.

3.1 Determine whether two


events are independent.
3.2 Determine the probability of
two independent events.
3.3 Determine the probability of
three independent events.

Suggested Teaching &


Points to Note /
Learning
Vocabulary
activities/Learning
Skills/Values
simulate experiments involving
probability of mutually exclusive Mutually exclusive event,
events.
exhaustive, independent tree
Values: Diligence
diagrams
Skills: making connections
Pedagogy: Constructivism,
contextual learning.
Use manipulative materials and
graphing calculators to explore
the concept of probability of
independent events.
Use computer software to
simulate experiments involving
probability of independent
events
Values: Diligence
Skills: making connections
Pedagogy: Constructivism

Include tree diagrams

Topic/Learning Area S4: Probability Distributions --- 3 weeks


1. Understand and
use the concept of
binomial distribution.

1.1 List all possible values of a


discrete random variable

1.2 Determine the probability of


an event in a binomial

Use real-life situations to


introduce the concept of
binomial distribution.
Use graphing calculators and

Include the characteristics of

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

No of Periods

distribution.
1.3Plot binomial distribution
graphs.

1.4Determine means, variance


and standard deviation of a
binomial distribution.

1.5Solve problems involving


binomial distributions.

2. Understand and
use the concept of
normal distribution.

2.2 Find probability of z-values


for standard normal distribution.

2.3 Convert random variable of


normal distributions, X, to
standardized variable, Z.

2.5 Determine probability of an


event.

2.1 Describe continuous random


variables using set notations.

2.4 Represent probability of an


event using set notation.

Suggested Teaching &


Points to Note /
Learning
Vocabulary
activities/Learning
Skills/Values
computer software to explore
Bernoulli trials.
binomial distribution.
Values: Cooperation, precision,
For learning outcomes 1.2 and
courage, self-confidence,
1.4. derivation of formulae not
rasional, systematic.
required.
Skills: Trial and errors, making
diagram, interpreting.
Discrete random variable,
Pedagogy: Contextual learning, Independent trial, Bernoulli
exposition, mastery learning
trials
Binomial distribution, Mean,
Variance, Standard deviation

Use real-life situations and


computer software such as
statisical packages to explore the
concept of normal distributions.
Values: Cooperation, precision,
honesty, courage, selfconfidence, rasional.
Skills: Classifying data, making
diagram, interpreting.
Pedagogy: Contextual learning,
exposition.

Discuss characteristics of:a) normal distribution graphs


b) standard normal distribution
graphs.
Z is called standardised
variable.
Integration of normal
distribution function to
determine probability is not
required.

Continuous random variable

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

2.6 Solve problems involving


normal distribution.

No of Periods

1
1

Suggested Teaching &


Points to Note /
Learning
Vocabulary
activities/Learning
Skills/Values
Normal distribution
Standard normal distribution
z-value
standardised variable

Topic/Learning Area AST2: Motion Along Straight Line --- 2 weeks


1. Understand the use
and concept of
displacement

1.1 Identify direction of


displacement of a particle
from a fixed point.
1.2 Determine displacement of a
particle from a fixed point.
1.3 Determine the total distance
travelled by a particle over a
time interval using graphical
method.

Use real-life examples, graphing


calculators and computer
software such as Geometers
Sketchpad to explore
displacement.
Values: Systematic, precision
Skills:
Making conclusion,
solving problems
Pedagogy: Contextual learning,
mastery learning, constructivism

Emphasise the use of the


following symbols:
s = displacement v = velocity
a = acceleration
t = time
where s, v and a are functions
of time.
Emphasise the difference
between displacement and
distance.

1
Discuss positive, negative and
zero displacement.
Include the use of number line.
2. Understand and
use the concept of
velocity.

2.1 Determine velocity function


of a particle by
differentiation.
2.2 Determine instantaneous
velocity of a particle.

Use real-life examples, graphing


calculators
and
computer
software such as Geometers
Sketchpad to explore the concept
of velocity.

Emphasise velocity as the rate


of change of displacement.
Include graphs of velocity
functions.
Discuss:
a) uniform velocity

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

2.3 Determine displacement of a


particle from velocity
function by integration
3. Understand and
use the concept of
acceleration

3.1 Determine acceleration


function of a particle by
differentiation.
3.2 Determine instantaneous
acceleration of a particle.
3.3 Determine instantaneous
velocity of a particle from
acceleration function by
integration.
3.4 Determine displacement of a
particle from acceleration
function by integration.
3.5 Solve problems involving
motion along a straight line.

No of Periods

Suggested Teaching &


Points to Note /
Learning
Vocabulary
activities/Learning
Skills/Values
Values: Cooperation
b) zero instantaneous velocity
Skills: making connections
c) positive velocity
Pedagogy: Constructivism
d) negative velocity.
Use real-life examples and
computer software such as
Geometers Sketchpad to explore
the concept of acceleration.
Values: Systematic
Skills: Precision
Pedagogy: Contextual learning

Emphasise acceleration as the


rate of change of velocity.
Discuss:
a) uniform acceleration
b) zero acceleration
c) positive acceleration
d) negative acceleration.
Maximum velocity, minimum
velocity, uniform acceleration.

Topic/Learning Area ASS2: Linear Programming --- 2 weeks


1. Understand and
use the concept of
graphs of linear
inequalities.

1.1 Identify and shade the


region on the graph that
satisfies a linear inequality
1.2 Find the inequality that
defines a shaded region.

1
1

Use real-life examples , graphing


calculators and dynamic
computer software such as
Geometers Sketchpad to explore
linear programming.
Values: Careful

Emphasise the use of solid


lines and.dashed lines.
Limit to regions defined by a
maximum of 3 linear
inequalities
( not including

Week
No

Learning Objectives
Pupils will be taught
to.....

2. Understand and
use the concept of
linear programming.

Learning Outcomes
Pupils will be able
to

1.3 Shade region on the graph


that satisfies several linear
inequalities.
1.4 Find linear inequalities that
defines a shaded region.
2.1 Solve problems related to
linear programming by
a) writing linear inequalities
and equations describing
a situation
b) shading the region of
feasible solutions.
c) determining and drawing
the objective function
ax by k where a, b
and k are constants.
d) determining graphically
the optimum value of the
objective function.

PROJECT WORK

Carry out project work

No of Periods

Suggested Teaching &


Points to Note /
Learning
Vocabulary
activities/Learning
Skills/Values
Skills: Making diagram
the x-axis and y-axis)
Pedagogy: Multiple intellegence
Linear programming, linear
inequality, dashed line, solid
line, region, define, satisfy.

Values: Cooperation, precision


Skills: Making connections
Pedagogy: Multiple intellegence

Optimum values refer to


maximum or minimum values.
Include the use of vertices to
find the optimum values.

Feasible solution, objective


function, parallel lines, vertex,
vertices, optimum value,
maximum value, minimum
value.

3 WEEKS
OUTSIDE SCHOOL HOURS

In carrying out the project work

Use scientific calculators, graphing

Emphasise the use of Polyas

1.1Define the problem/situation

calculators or computer software to

four-step problem solving

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able
to

to be studied.

No of Periods

Suggested Teaching &


Learning
activities/Learning
Skills/Values
carry out project work.
process.

Points to Note /
Vocabulary

1.2 State relevant conjectures


1.3 Use problem solving strategies
to solve problems
1.4 Interpret and discuss results.

Students are allowed to carry out

Use at least two problem

project work in groups but written

solving strategies.

reports must be done individually.

1.5 Draw conclusions and/or


make generalisations based
on critical evaluation of
results.
1.6 Present systematic and
comprehensive written reports

Emphasise reasoning and


Students should be given
opportunity to give oral
presentation of their project work.

effective mathematical
communication.