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2014 Yearly Plan – Additional Mathematics Form 5

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
Topic/Learning Area A6 : Progression --- 3 weeks First Term

1.1 Identify characteristic of  Use examples from real-life Begin with sequences to
w1 1. Understand and use arithmetic progressions 1 situation, scientific or graphing introduce arithmetic and
the concept of calculator and computer geometric progressions
arithmetic 1.2 Determine whether a given software to explore arithmetic
sequence is an arithmetic progression Include examples in algebraic
2 Jan progression form
----  Values: cooperative, systematic
3 Jan and logic
 Skills : Making connections,
1.3 Determine by using the 1 recognize relationship and
formulae patterns
a) specific terms in  Pedagogy : Constructivism ,
arithmetic progressions contextual learning, multiple
b) the number of terms in intelligence
arithmetic progressions

w2 1.4 Find  Carry out the activities cut out Include the use of the formula
the grids from a piece of Tn = Sn- Sn-1
6 Jan a) The sum of the first n 2 square grid paper
---- term of arithmetic n
10 Jan progression  relate the formula,Sn = (a+l)
2
with number of grids that have
b) The sum of a specific
number of consecutive been cut out
terms of arithmetic

1
2014 Yearly Plan – Additional Mathematics Form 5

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

progressions  Values : Connection between


Mathematics and real-life
c) The value of n , given situations
the sum of the first n  Skills : Problem solving
terms of arithmetic  Pedagogy : Constructivism,
progressions contextual leraning,
cooperative learning Include problems involving
1.5 Solve problem involving 2 real-life situations.
arithmetic progressions
 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.

2
2014 Yearly Plan – Additional Mathematics Form 5

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

w3 2.1 Identify characteristic of  Use examples from real-life Include examples in algebraic
2. Understand and use geometric progressions 1 situation, scientific or graphing form
13 Jan the concept of calculator and computer
---- geometric progression . 2.2 Determine whether given software to explore geometric
17 Jan sequences is a geometric progression
progression  Values : Predict , accurate
 Skills : Making connection
2.3 Determine by using formula: 1
a. specific terms in  Use examples in real life
geometric progression situations
b. the number of terms in (i) depreciation of a car’s price after
geometric progressions n years with a specific interest rate
(ii) amount of savings in bank after n
years.
 Values : Logical thinking,
 Skills : Recognising
relationship
2.4 Find 2  Pedagogy :Contextual &
a. the sum of the first n terms of cooperative learning
geometric progressions  Activities:
b. the sum of a specific number of (1) Count total number of peanuts
consecutive terms of which are placed in the egg rack
geometric progressions according to certain geometric
c. the value of n, given the sum of progression.
the first n terms of geometric (2) Use the cut out grids to introduce
progressions the formula.
 Values : Cooperative,
systematic, abide by the laws
 Skills : Problem solving

3
2014 Yearly Plan – Additional Mathematics Form 5

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
 Pedagogy:Contextual &
2.5 Find 1 cooperative learning Discuss:
a. the sum to infinity of geometric
progression  Use examples such as yoyo, As n  , r n  0 then
pendulum to explain the
formula S =
a
, r <1 a
b. the first n term or common
ration, given the sum to

1- r S� = , r <1
infinity of geometric 1- r
progressions S  read as “ sum to infinity”
Include recurring decimals
 Values : Appreciate the beauty
limit to 2 recurring digits such
of Mathematics
2.6 solve problem s involving 2  Skills : Recognizing pattern,
that � �

geometric progressions seeing connection 0.3, 0.15
 Pedagogy : Contextual learning
Exclude :
a. combination of arithmetic
 Use of daily life examples
progressions and geometric
which are in algebraic form.
progressions
Example, savings.
 Values : Appreciate the
b. cumulative sequences such
relationship between
as (1), (2,3), (4,5,6),…..
Mathematics and daily life
 Skills : Problem solving
 Pedagogy : Thinking skills

4
5
Topic/Learning Area Al : Linear law --- 2 weeks
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

W4 1. Understand and use 1.1 Draw lines of best fit by 1  Use examples from real life Limit data to linear relations
20 Jan the concept of lines of inspection of given data situation to introduce the between two variables
---- best fit. concept of linear law.
1.2 Write equation for lines of
24 Jan  Use graphing calculator or Relate to the concept y = mx+c
best fit
1.3 Determine values of variables computer software such as
1 Geometer’s Sketchpad to
from:
explore line of best fit.
a. lines of best fit
b. equation of lines of best
fit.
w5 2. Apply linear law to 2.1 Reduce non-linear relations  Examples given on how to
27 Jan non-linear relations 2 reduce non-linear relations to
---- to linear form.
linear form
31 Jan 2.2 Determine values of constant
2  Graph drawing skill. Discuss
of non-linear relations given: the graph and relate it to
a. lines of best fit equation of line of best fit.
b. data Then find the values of
2.3 Obtain information from 2 constants.
a. lines of best fit  Values : Neat & accurate ,
analitical thinking
b. equations of lines of best fit
 Skills : Making comparison,
recognising relationship
 Pedagogy : Contextual,
thinking skill

6
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
Topic/Learning Area C2: Intergration --- 3 weeks

w7 1. Understand and use 1.1 Determine integrals by 1  Use computer software such Emphasise constant of
10 Feb the concept indefinite reversing differentiation. as Geometer’s sketchpad to integration.
---- integral. explore the concept of
1.2 Determine integral of ax n ,
15 Feb
where a is a constant and n
1 integrations. �ydx read as “integration
 Values : Abide by the laws, of y with respect to x ”
is an integer, n �-1 . systematic
1.3 Determine integral of 1  Skills : Seeing connection,
algebraic expressions recognizing pattern
1.4 Find the constants of 1  Pedagogy : Constructivism,
integrations, c , in indefinite cooperative learning
integrals.

 Use computer software and



n
1.5 Determine equations of 1 graphing calculator Limit integration of u dx
curves from functions of  Skills: observing
gradients connection, recognizing where u = ax + b
1.6 Determine by Substitution 1 pattern
the integrals of expressions  Pedagogy : constructivism,
of the form ( ax + b ) ,
n
coperative learning
where a and b are  Value : Abide by the laws,
constants, n is an integer systematic
and n �-1

w8  Use scientific or graphing Include


b b
18 Feb 2. Understand and use 2.1 Find definite integral of 1 calculators to explore the
---- the concept of definite algebraic expressions. comcept of definite intergals  kf ( x)dx = k  f ( x)dx
a a
22 Feb integral.

7
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
2.2 Find areas under curves as
the limit of a sum of areas. 1  Use computer software and b b

2.3 Determine areas under graphing calculator to explore  f ( x )dx = -  f ( x) dx


curves using formula 1 areas under curves and the a a

2.4 Find volumes of revolution significance of negetive and


when region bounded by a positive values of areas.
curve is rotated completely Derivation of fornulae not
about the 1  Use dynamic computer required
software to explore volumes
a. x-axis
of revolution Limit to one curve
b. y-axis
as the limit of a sum of  Values : Sistematik, accurate, Derivation of formulae not
volumes. rasional required
2.5 Determine volumes of
 Skills : Seeing connection.
revolution using formula.
Recognise relationship
Limit volumes of revolution
1  Pedagogy : Cooperative about the x-axis or y-axis
learning, thinking skill

 Use scientific or graphing Include


b b
2. Understand and use 2.1 Find definite integral of 1 calculators to explore the
the concept of definite algebraic expressions. comcept of definite intergals  kf ( x)dx = k  f ( x)dx
a a
integral.
2.2 Find areas under curves as
the limit of a sum of areas. 1  Use computer software and b b

2.3 Determine areas under


graphing calculator to explore  f ( x )dx = -  f ( x) dx
1 areas under curves and the a a
curves using formula
significance of negetive and
2.4 Find volumes of revolution positive values of areas.
when region bounded by a Derivation of fornulae not
curve is rotated completely 1  Use dynamic computer required

8
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
about the software to explore volumes
a. x-axis of revolution Limit to one curve
b. y-axis
 Values : Sistematik, accurate, Derivation of formulae not
as the limit of a sum of required
volumes. rasional
2.5 Determine volumes of  Skills : Seeing connection.
revolution using formula. Recognise relationship
Limit volumes of revolution
1  Pedagogy : Cooperative about the x-axis or y-axis
learning, thinking skill

Topic/Learning AREA G2 : Vector --- 4 Weeks


W9 1. Understand and use 1.1 Differentiate between vector  Use examples from real-life Use notations :
24 Feb the concept of vector. and scalar quantities.. 1 situations and dynamic uuur
---- computer software such as Vector : a , AB , a , AB.
28 Feb Geometer’s Sketchpad to
explore vectors. Magnitude :
1.2. Draw and label directed line
uuur
segments to represent vectors. a , AB , a , AB .
 Values : Cooperative,
communication in
Mathematics. Zero vector : 0
Emphasise that a zero vector
1.3 Determine the magnitude  Skills : Making comparison ,
and direction of vectors has a magnitude of zero.
recognizing relationship
represented by directed line 1
 Pedagogy : Contextual Emphasise
segments. learning, mastery learning uuur uuurnegative vector ;
- AB = BA
1.4 Determine whether two Include negative scalar.
vectors are equal. Include :
a) collinear points

9
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
b) non-parallel non-zero
1.5 Multiply vectors by scalars. vectors
Emphasise :
1.6 Determine whether two 2 If a and b are not parallel and
h a = k b ,~then h = k = 0
~
vectors are parallel ~ ~

2. Understand and 2.1 Determine the resultant  Use real life situations and
w 10 use the concept of vector of two parallel manipulative materials to
3 Mac addition and vectors. 1 explore addition and
---- subtraction of vectors 2.2 Determine the resultant subtraction of vectors
7 Mac vector of two non-parallel
vectors using :  Values : Appreciate the
a) triangle law laws on vectors
b) parallelogram law 1  Skills : Making
2.3 Determine the resultant connection, comparison
vector of three or more and conclusion
vectors using the polygon 1  Pedagogy : Contextual
law learning

2.4 Subtract two vectors which 2  Use examples to introduce Emphasise:


are: the concept subtraction of
~) ~
(a) parallel two vectors is equal to a- b = a + (-b
(b) non-parallel addition of negative vectors
2.5 Represent vectors as a  Values : Careful
combination of other  Skills : Synthesis
vectors.
 Pedagogy : Thinking skills
2.6 Solve problems involving
addition and subtraction of
vectors.

10
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

10 Mac
--- First Mid Term Exam
21 Mac
22 Mac
--- Holiday
30 Mac
3. Understand and use 3.1 Express vectors in the form : • Use computer software to Relate unit vector i and j to
w13 vectors in Cartesian explore vectors in the Cartesian coordinates .
31 Mac plane (a) x i + y j 2 Cartesian plane .
----  Values : Systematic Emphasise:
4 April  x  Skills : Making connection
(b)  y 
 
 Pedagogy : Thinking skills Vector i =
1  and

3.2 Determine magnitudes of  


vectors
3.3 Determine unit vectors in
Vector j =
0
given directions
 
For learning outcomes 3.2 to
3.7, all vectors are given in

1 
3.4 Add two or more vectors 2  Explain the meaning of  x
addition and subtraction the form x i + y j or  
y  
3.5 Subtract two vectors of two or more vectors
 Explain the meaning of
3.6 Multiply vectors by scalars multiplying vectors by
scalars
3.7 Perform combined  Values : Appreciate the Limit combined operations to
operations on vectors laws of vectors addition, subtraction and
 Skills : Synthesis multiplication of vectors by
 Pedagogy : Contextual scalars

11
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
3.8 Solve problems involving 2
vectors  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

12
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

W22 1. Understand the 1.1 Represent in Cartesian  Use dynamic computer


16 Jun concept of positive plane, angles greater than 2 software such as Geometer’s
---- and negative angles 360˚ or 2 radians for: Sketchpad to explore angles
20 Jun measured in degrees in Cartesian plane.
(a) positive angles
and radians.
(b) negative angles  Explain the meaning of
 positive angles and negative
angles
negative angles
 Values : Rational thinking
 Skills : Drawing relevant
diagrams, recognize
relationship
Pedagogy : Constructivism

Use unit circle to determine the


W23 2. Understand and 2.1 Define sine, cosine, and 2  Use dynamic computer sign of trigonometric ratios:
23 Jun use the six tangent of any angle in software to explore
---- trigonometric Cartesian plane. trigonometric functions in Emphasise:
27 Jun functions of any angle. degrees and radians.
2.2 Define cotangent, secant and  Values : Systematic, sinӨ = cos (90-Ө )
cosecant of any angle in a cooperative cos Ө = sin (90-Ө )
Cartesian plane.  Skills : Recognize tan Ө = cot (90-Ө )
relationship, application of cosecӨ = sec (90-Ө )
formula secӨ = cosec (90-Ө )
2.3 Find values of six 2  Pedagogy : Constructivism, cot Ө = tan (90-Ө )
trigonometric functions of cooperative learning

13
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
any angle  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
2.4 Solve trigonometric accurate 60˚.
equations.  Skills : Making connection,
application of formula,
problem solving
 Pedagogy : Contextual
3. Understand and use 3.1. Draw and sketch graphs of 2  Use examples from real-life Use angles in
W 24 graphs of sine, cosine trigonometric functions: situations to introduce graphs a) degrees
30 Jun and tangent functions. a) y = c + a sin bx of trigonometric functions. b) radians, in terms of π
----
b) y = c + a cos bx  Use graphic calculators and
4 Julai dynamic computer software Emphasise the characteristics of
c) y = c + a tan bx
such as Geometer’s sine, cosine and tangent graphs.
where a, b and c are Sketchpad to explore graphs Include trigonometric functions
constants and b > 0 ,a≠0. of trigonometric functions. involving modulus.
3.2. Determine the number of  Values : Careful, sistematik
solutions to a trigonometric  Skills : Sketching graphs, Exclude combinations of
equation using sketched making connection, making trigonometric functions.
graphs. comparison
 Pedagogy : Multiple
3.3. Solve trigonometric 2 intellegence
equations using drawn  Expaination and
graphs. demonstration by teacher
 Values : Neat and
hardworking
 Skills : Problem solving
 Pedagogy : Logic
Mathematics

14
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
4. Understand and use 4.1 Prove basic identities : 3  Use scientific or graphing Basic identities are also known
W25 basic identities a) sin2 A + cos2A = 1 calculators and dynamic as Pythogorean identites
7 Julai computers software such as
b) 1 + tan2A = sec2A
---- Geometer’s Sketchpad to
11 Julai c) 1 + cot2A = cosec2A explore basic identities.
 Values : Determination, Including learning outcomes 2.1
4.2 Prove trigonometric 2 careful, rasional and 2.2
identities using basic  Skills : Recognise
identities. relationship, making
4.3 Solve trigonometric 2 connection and application,
equations using basic problems solving
identities.  Pedagogy : Contextual
5. Understand and use 5.1 Prove trigonomotric 2  Use dynamic computer Derivation of addition formulae
addition formulae and identities using addtion software such as Geometer”s not required.
double-angle formulae formulae for sin (A  B), Sketchpad to explore addition
cos (A  B), and formulae and double-angle Discuss half-angle formulae
tan(A  B). formulae.

5.2 Derive double-angle 2  Values : Determination,


formulae for sin 2A, cos 2A careful, systematic
and tan 2A.  Skills : Mental process,
making connection and
5.3 Prove trigonomotric application, problem solving
identities using addition  Pedagogy : Contextual, Logic Exclude
formulae and/or double- Mathematics, Trial and error, A cos x + b sin x = c,
angle formulae. Mastery learning where c ≠ 0
5.4 Solve trigonometric 3
equations.

15
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
Topic/Learning Area S2 : Permutations and Combinations --- 3 weeks
W14 1. Understand and 1.1 Determine the total number  Using manipulative materials to Multiplication rule, successive
7 April use the concept of of ways to perform 1 explore multiplication rule. events, permutation, factorial,
---- permutations. successive events using  Use real-life situations and arrangement, order.
11 multiplication rule. computer software such as For this topic :
April spreadsheet to explore a) Introduce the concept by
1.2 Determine the number of
permutations of n different permutations. using numerical examples.
objects.  Values: Systematic, tolerance, b) Calculators should only be
1 cooperation. used after students have
1.3 Determine the number of
 Skills: Logical thinking, understood the concept.
permutations of n different
objects taken r at a time. synthesize Limit to 3 events.
 Pedagogy: Contextual learning, Exclude cases involving
1.4 Determine the number of constructivism, cooperative identical objects.
permutations of n different learning. Explain the concept of
objects for given conditions.
 Activities : Games -- Rearrange permutations by listing all
1.5 Determine the number of cards or students in a sstraight line possible arrangements.
permutations of n different
objects taken r at a time for Include notations :
given conditions. a) n! =
n(n - 1)(n - 2). . . (3).(2).(1)
b) 0! = 1
n! read as “n factorial”

Exclude cases involving

16
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
arrangement of objects in a
circle.

W15 2. Uunderstand and 2.1 Determine the number of  Explore combinations using real- Explain the concept of
14 use the concept of combinations of r objects 1 life situations and computer combinations by listing all
April combinations. chosen from n different software. possible selections.
---- objects.  Values: Diligence, confidence.
18 2.2. Determine the number of  Skills: Mental process, generate Use examples to illustrate
n
April combinations r objects chosen idea. n Pr
Cr =
from n different objects for 1  Pedagogy: Future investigation r!
given conditions.

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

W16 1. Understand and 1.1 Describe the sample space of  Use real-life situations to Use set notations.
21 use the concept of an experiment. 1 introduce probability
April probability.  Use manipulative materials, Discuss:
1.2 Determine the number of
---- 1 computer software and scientific a) Classical probability
25 outcomes of an event.
or graphing calculators to (theoretical probability)
April 1.3 Determine the probability of 1 b) Subjective probability
explore the concept of
an event. probability. c) Relative frequency
1.4 Determine the probability probability (experimental
 Values: Cooperation
of two events: 1 probability).
 Skills: Comparing and Emphasise:
a) A or B occurring contrasting, applying. Only classical probability is
b) A and B occurring  Pedagogy: Constructivism, used to solve problems.
contextual learning. Emphasise:

17
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
 Tree diagram P(AB)=P(A)
+ P ( B ) - P ( A �B)
Using Venn diagrams

Experiment, sample space,


event, outcome, equally likely,
probability, occur, classical
probability, theoretical
probability, subjective
probability, relative frequency
probability, experimental
probility

W17 2. Understand and 2.1 Determine whether two  Use manipulative materials and Include events that are mutually
28 use the concept of events are mutually exclusive. 1 graphing calculators to explore exclusive and exhaustiv.
April probability of 2.2 Determine the probability of the concept of probability of
---- mutually exclusive two or more events that are mutually exclusive events. Limit to three mutually
2 Mei events mutually exclusive. 1  Use computer software to exclusive evnts.
simulate experiments involving
probability of mutually exclusive Mutually exclusive event,
events. exhaustive, independent tree
 Values: Diligence diagrams
 Skills: making connections
 Pedagogy: Constructivism,
contextual learning.

3. Understand and 3.1 Determine whether two 1  Use manipulative materials and Include tree diagrams
use the concept of events are independent. graphing calculators to explore

18
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
probability of 3.2 Determine the probability of the concept of probability of
independent two independent events. independent events.
events. 3.3 Determine the probability of 1  Use computer software to
three independent events. simulate experiments involving
probability of independent events
1  Values: Diligence
 Skills: making connections
 Pedagogy: Constructivism

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

W18 1. Understand and 1.1 List all possible values of a 1  Use real-life situations to
5 Mei use the concept of discrete random variable introduce the concept of
---- binomial distribution. binomial distribution.
9 Mei 1.2 Determine the probability of 1  Use graphing calculators and Include the characteristics of
an event in a binomial computer software to explore Bernoulli trials.
distribution. binomial distribution.
 Values: Cooperation, precision, For learning outcomes 1.2 and
1.3Plot binomial distribution 1 courage, self-confidence, 1.4. derivation of formulae not
graphs. rasional, systematic. required.
 Skills: Trial and errors, making
1.4Determine means, variance
2 diagram, interpreting. Discrete random variable,
and standard deviation of a
 Pedagogy: Contextual learning, Independent trial, Bernoulli
binomial distribution.
exposition, mastery learning trials
1.5Solve problems involving Binomial distribution, Mean,
binomial distributions. 2 Variance, Standard deviation

19
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
2. Understand and
use the concept of 2.1 Describe continuous random 1  Use real-life situations and Discuss characteristics of:-
normal distribution. variables using set notations. computer software such as a) normal distribution graphs
statisical packages to explore the b) standard normal distribution
2.2 Find probability of z-values 1 concept of normal distributions.
W19 for standard normal distribution. graphs.
 Values: Cooperation, precision, Z is called standardised
12 Mei
----- 2.3 Convert random variable of honesty, courage, self- variable.
1 confidence, rasional.
16 Mei normal distributions, X, to Integration of normal
standardized variable, Z.  Skills: Classifying data, making
distribution function to
diagram, interpreting.
determine probability is not
2.4 Represent probability of an  Pedagogy: Contextual learning,
required.
event using set notation. exposition.
1
2.5 Determine probability of an
event. Continuous random variable
1 Normal distribution
2.6 Solve problems involving Standard normal distribution
normal distribution. z-value
1 standardised variable

19 Mei First Term Exam


---
27 Mei

28 Mei Holiday
---
15 Jun

20
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

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

1.1 Identify direction of  Use real-life examples, graphing Emphasise the use of the
W26 1. Understand the use displacement of a particle calculators and computer following symbols:
14 and concept of from a fixed point. 1 software such as Geometer’s s = displacement v = velocity
Julai displacement 1.2 Determine displacement of a Sketchpad to explore a = acceleration
---- particle from a fixed point. displacement. t = time
18  Values: Systematic, precision where s, v and a are functions
1.3 Determine the total distance
Julai  Skills: Making conclusion, of time.
travelled by a particle over a
time interval using graphical solving problems Emphasise the difference
method.  Pedagogy: Contextual learning, between displacement and
mastery learning, constructivism distance.
1
Discuss positive, negative and
zero displacement.
Include the use of number line.
Emphasise velocity as the rate
W27 2. Understand and 2.1 Determine velocity function  Use real-life examples, graphing of change of displacement.
21 use the concept of of a particle by 1 calculators and computer Include graphs of velocity
Julai velocity. differentiation. software such as Geometer’s functions.
---- 2.2 Determine instantaneous Sketchpad to explore the concept Discuss:
25 velocity of a particle. of velocity. a) uniform velocity
Julai 2.3 Determine displacement of a  Values: Cooperation b) zero instantaneous velocity
particle from velocity 1  Skills: making connections c) positive velocity
function by integration  Pedagogy: Constructivism d) negative velocity.

21
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
3.1 Determine acceleration
3. Understand and function of a particle by 1  Use real-life examples and Emphasise acceleration as the
use the concept of differentiation. computer software such as rate of change of velocity.
acceleration 3.2 Determine instantaneous Geometer’s Sketchpad to explore
acceleration of a particle. the concept of acceleration. Discuss:
3.3 Determine instantaneous  Values: Systematic a) uniform acceleration
velocity of a particle from 1  Skills: Precision b) zero acceleration
acceleration function by  Pedagogy: Contextual learning c) positive acceleration
integration. d) negative acceleration.
3.4 Determine displacement of a
particle from acceleration
function by integration. 2 Maximum velocity, minimum
3.5 Solve problems involving velocity, uniform acceleration.
motion along a straight line.

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

W28 1. Understand and 1.1 Identify and shade the  Use real-life examples , graphing Emphasise the use of solid
28 use the concept of region on the graph that 1 calculators and dynamic lines and.dashed lines.
Julai graphs of linear satisfies a linear inequality computer software such as
---- inequalities. Geometer’s Sketchpad to explore Limit to regions defined by a
1 Ogos 1.2 Find the inequality that 1 linear programming. maximum of 3 linear
defines a shaded region.  Values: Careful inequalities ( not including
 Skills: Making diagram the x-axis and y-axis)
1.3 Shade region on the graph 1  Pedagogy: Multiple intellegence
that satisfies several linear Linear programming, linear
inequalities.
1 inequality, dashed line, solid
1.4 Find linear inequalities that line, region, define, satisfy.

22
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
defines a shaded region.

2.1 Solve problems related to


W29 2. Understand and linear programming by  Values: Cooperation, precision Optimum values refer to
4 Ogos use the concept of a) writing linear inequalities  Skills: Making connections maximum or minimum values.
---- linear programming. and equations describing  Pedagogy: Multiple intellegence
8 Ogos a situation 1 Include the use of vertices to
b) shading the region of find the optimum values.
feasible solutions.
c) determining and drawing 1 Feasible solution, objective
the objective function function, parallel lines, vertex,
ax + by = k where a, b 1 vertices, optimum value,
and k are constants. maximum value, minimum
d) determining graphically value.
the optimum value of the
objective function. 1

11
Ogos SPM first trial exam
----
22
Ogos

25
Ogos Revision Weeks Answering SPM related questions Exercises and examples.
--- Download Questions from others
26 Sept states for students to do.

23
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
29 Sep SPM 2nd Trial Exam
----
10 Oct

13 Oct
--- Revision Weeks Answering SPM related questions Exercises and examples.
7 Nov Download Questions from others
states for students to do.

10 Nov SPM Exam

24