ADDITIONAL MATHEMATICS FORM 5 2019

Y E A R L Y      P L A N

FIRST SEMESTER [ 02 JANUARY ~ 24 MAy 2019 ]

Learning Objectives Learning Outcomes Suggested Teaching and

Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities
A6 : PROGRESSIONS

1 1 Understand and use the 1.1 Identify characteristics of arithmetic Use examples from real-life Begin with sequences to
02 – 04 concept of arithmetic progressions. situations, scientific or introduce arithmetic and
January progression. graphing calculators and geometric progression.
1.2 Determine whether a given sequence computer software to
is an arithmetic progression. explore arithmetic Include examples in
progressions. algebraic form.

1.3 Determine by using formula :

a) specific terms in arithmetic I THINK
progressions; - circle map
b) the number of terms in arithmetic - bubble map
progressions.
1.4 Find :
a) the sum of the first n terms of HOTS
arithmetic progressions;
Classifying
b) the sum of specific number of Include the use of formula Identifying relation
consecutive terms of arithmetic Tn = Sn - S n -1 Translating
progressions;
c) the value of n, given the sum of
the first n terms of arithmetic
progressions.
1.5 Solve problems involving arithmetic Include problems involving
progressions. real-life situations.

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 ADDITIONAL MATHEMATICS FORM 5 2019

Learning Objectives Learning Outcomes Suggested Teaching and

Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities

2 2 Understand and use the 2.1 Identify characteristics of geometric Use examples from real-life Include examples in
concept of geometric progressions. situations, scientific or algebraic form.
07 – 11 progression. graphing calculators and
January 2.2 Determine whether a given sequence computer software to I THINK
is a geometric progression. explore geometric - circle map
progressions. - bubble map
Determine by using formula :
2.3 a) specific terms in geometric
progressions;
b) the number of terms in geometric HOTS
progressions.
Classifying
Identifying relation
Find : Translating
2.4 a) the sum of the first n terms of
geometric progressions;
b) the sum of specific number of
consecutive terms of geometric
progressions;
c) the value of n, given the sum of
the first n terms of geometric
progressions.
Discuss :
2.5 Find :
As n � �, r n � 0 , then
a) the sum to infinity of geometric
progressions; a
s� = .
1- r
b) the first term or common ratio, S� read as “sum to
given the sum to infinity of
geometric progressions. infinity”.
Include recurring decimals.
Limit to 2 recurring digits
such as 0.333……
0.151515…….

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities

2.6 Solve problems involving geometric Exclude :

progressions. a) combination of
arithmetic
progressions and
geometric
progressions.
b) cumulative sequences
such as (1), (2,3),
(4,5,6), (7,8,9,10),…..

A7 : LINEAR LAW

3 1 Understand and use the 1.1 Draw lines of best fit by inspection of Use examples from real-life Limit data to linear
concept of lines of best fit. given data. situations to introduce the relation between two
14 – 18 concept of linear law. variables.
January
1.2 Write equation for lines of best fit.

1.3 Determine values of variables from : Use graphing calculators or

2 Apply linear law to non- 2.1
4 linear relations.
a) lines of best fit;
b) equations of lines of best fit.
Reduce non-linear relations to linear
form.
computer software such as
Geometer’s Sketchpad to
explore lines of best fit.
I THINK
- flow map

21 - 25 2.2 Determine values of constants of non-

January linear relations given :
a) lines of best fit ;
HOTS
b) data.
Drawing diagram
2.3 Obtain information from : Interpreting
a) lines of best fit ; Comparing and contrasting
Identifying relation
b) equations of lines of best fit.

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 ADDITIONAL MATHEMATICS FORM 5 2019

Learning Objectives Learning Outcomes Suggested Teaching and

Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities
C2 : INTEGRATION

5 1 Understand and use the 1.1 Determine integrals by reversing Use examples from real-life Emphasise constant of
concept of indefinite differentiation. situations to introduce the integration.
28 integral. concept of linear law.
Determine integrals of ax n , where a
January -
1 February
1.2
is a constant and n is an integer,
�
ydx read as

n ≠ –1. I THINK “integration of y with

- multiflow map respect to x”.
1.3 Determine integrals of algebraic
expressions.
1.4 Find constant of integration, c, in HOTS
indefinite integrals. Identifying relation
Translation
1.5 Determine equations of curves from
functions of gradients.
1.6 Determine by substitution the
Limit integration of
integrals of the form (ax + b) n ,
where a and b are constants, n is an �u n dx , where
integer and n ≠ – 1. u = ax + b

4

Learning Objectives
Week
Pupils will be taught to …
2 Understand and use the
6-7 concept of definite integral.
ADDITIONAL MATHEMATICS FORM 5 2019
Learning Outcomes Suggested Teaching and
Points To Note
Pupils will be able to … Learning Activities
2.1 Find definite integrals of algebraic Use scientific or graphing Include
expressions. calculators to explore the b b

concept of definite �
kf ( x)dx = k �
f ( x)dx
4 – 15 integrals. a a
February 2.2 Find areas under curves as the limit of Use computer software and b a
a sum of areas. graphing calculators to �
f ( x) dx = - �
f ( x) dx
explore areas under curves a b

2.3 Determine areas under curve using and the significance of Derivation of formulae
formula. positive and negative not required.
values of areas.
Limit to one curve.

6 CHINESE NEW YEAR

5–6
February

2.4 Find volume of revolutions when Derivation of formulae

Use dynamic computer
8 region bounded by a curve is rotated
software to explore
not required.
completely about the
volumes of revolutions.
18 – 22 a) x-axis
February b) y-axis Limit volumes of
as the limit of a sum of volumes. revolution about the x-
2.5 Determine volumes of revolutions axis or y-axis.
using formula.

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 ADDITIONAL MATHEMATICS FORM 5 2019

Learning Objectives Learning Outcomes Suggested Teaching and

Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities
AST2 : MOTION ALONG A STRAIGHT LINE

1. Understand and use the
concept of displacement.
9 – 10
1.1 Identify direction of displacement of a I THINK Emphasise the use of the
particle from fixed point. - multi flow map
following symbols :
s = displacement
v = velocity
HOTS a = acceleration
t = time
Identifying relation where s, v and a are
functions of time.

25
February
- 1.2 Determine displacement of a Use real-life examples, Emphasise the difference
08 March particle from a fixed point. graphing calculators and between displacement
computer software such as and distance.
1.3 Determine the total distance Geometer’s Sketchpad to
traveled by a particle over a time explore displacement.
interval using graphical method.
Discuss positive, negative
and zero displacements.
Include the use of number
line.

U J I A N S E LA R A S P E R T A M A [ 04 ~ 20 MARCH 2019]
10&11

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities
CUTI PE RTE N GAHAN PE N G GAL PE R TAMA [ 23 ~ 31 MARCH 2 0 1 9 ]
SEMAKAN BUKU LATIHAN / NOTA KALI PERTAMA [ MARCH ~ APRIL 2 0 1 9 ]
2 Understand and use the 2.1 Determine velocity function of a
13 concept of velocity particle by differentiation Use real-life examples, Emphasise velocity as the
graphing calclators and rate of change of
1–4 dynamic computer software displacement.
April such as Geometer’s
2.2 Determine instantaneous velocity of a Sketchpad to explore the Include graphs of velocity
particle. concept of velocity functions.
Discuss :
a) uniform velocity
b) zero instantaneous
velocity
c) positive velocity
d) negative velocity

3.1 Determine acceleration function of a

3 Understand and use the particle by differentiation. Use real-life examples and Emphasise acceleration as
14 concept of acceleration. computer software such as the rate of change of
3.2 Determine instantaneous acceleration Geometer’s Sketchpad to velocity.
08 - 12
April of a particle. explore the concept of
acceleration.
3.3 Determine instantaneous velocity of a Discuss :
particle from acceleration function by a) uniform acceleration.
integration. b) zero acceleration
c) positive acceleration
3.4 Determine displacement of particle d) negative acceleration
from acceleration function by
integration.

3.5 Solve problems involving motion

along a straight line.

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities
G2 : VECTORS

15 1 Understand and use the 1.1 Differentiate between vector and Use examples from real-life Use notations :
uuur
concept of vector. scalar quantities. situations and dynamic Vector : a, AB , a , AB
15 - 19
computer software such as
April
Geometer’s Sketchpad to Magnitude :
1.2 Draw and label directed line segments uuur
explore vectors. a , AB , │a│, │AB│.
to represent vectors.

I THINK Zero vector : 0

1.3 Determine the magnitude and
Bubble map Emphasise that zero
direction of vectors represented by Double bubble map vector has a magnitude of
directed line segments.
zero.
Emphasiseunegative
uur uuu
r
vector : - AB = BA
1.4 Determine whether two vectors are HOTS
equal. Interpreting Include negative scalar.
Identifying relation
1.5 Multiply vectors by scalar. Drawing diagram Include :
a) Collinear points
b) Non-parallel non-zero
1.6 Determine whether two vectors are vectors.
parallel.
Emphasise :
If a and b are not
parallel and ha = kb ,
then h = k = 0

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Learning Objectives
Week
Pupils will be taught to …
Understand and use the 2.1
2
concept of addition and
subtraction of vectors
2.2
ADDITIONAL MATHEMATICS FORM 5 2019
Learning Outcomes
Pupils will be able to …
Determine the resultant vector of two
parallel vectors.
Determine the resultant vector of two
non-parallel vectors using :
a) triangle law ;
b) parallelogram law.
Suggested Teaching and
Points To Note
Learning Activities
Use real-life situations and
manipulative materials to
explore addition and
subtraction of vectors.

2.3 Determine the resultant vector of

three or more vectors using the
polygon law.

2.4 Subtract two vectors which are :

a) parallel ; Emphasise :
b) non-parallel. a – b = a + ( – b)

2.5 Represent a vector as a combination

of other vectors.

2.6 Solve problems involving addition

and subtraction of vectors.

Relate unit vector i and j

3.1 Express vectors in the form : Use computer software to
3 Understand and use vectors to Cartesian coordinates.
a) x i + y i explore vectors in the
in the Cartesian plane.
Cartesian plane.
Emphasise :
�x � 1
��
b) �� Vector i = ��and
�y � 0
��
0
��
Vector j = ��.
1
��

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities
3.2 Determine magnitudes of vectors. For learning outcomes 3.2
3.3 Determine unit vectors in given to 3.7 , all vectors are
directions. given in the form
3.4 Add two or more vectors. �x �
3.5 Subtract two vectors. x i + y i or � �
3.6 Multiply vectors by scalars. �y �
3.7 Perform combined operations on
vectors. Limit combined
3.8 Solve problems involving vectors. operations to addition,
subtraction and
multiplication of vectors
by scalars.

17,18 P E P E R I K S AA N PE RTE NGAHAN TAH U N [ 29 APRIL ~ 17 MAY 2 0 19 ]

&
19
CUTI PERTENGAHAN TAHUN [ 25 MEI ~ 09 JUNE 2019]
HARI RAYA AIDILFITRI [ 05 ~ 06 JUNE 2019 ]

A6 : PERMUTATIONS AND COMBINATIONS

Understand and use the 1.1 Determine the total number of ways Use manipulative materials For this topic :
21 concept of permutation. to perform successive events using to explore multiplication a) introduce the concept
multiplication rule. rule. by using numerical
10-14 examples.
Jun 1.2 Determine the number of I THINK b) calculators should
permutations of n different objects. Bubble map only be used after
Double bubble map students have
HOTS
understood the
concept.
Making anologies Limit to 3 events.
Working out mentally

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes
Week
Pupils will be taught to … Pupils will be able to …
1.3 Determine the number of
permutations of n different objects
taken r at a time.
Determine the number of
1.4
permutations of n different objects
for given conditions.
1.5 Determine the number of
permutations of n different objects
taken r at a time for given conditions
22 2 Understand and use the 2.1 Determine the number of
concept of combination. combinations of r objects chosen
17 - 21 from n different objects.
Jun
2.2 Determine the number of
combinations of r objects chosen
from n different objects for given
conditions.
Week Learning Objectives Learning Outcomes
11
Suggested Teaching and
Learning Activities
Use real-life situations and
computer software such as
spreadsheet to explore
permutations.
Explore combinations using
real-life situations and
computer software.
Suggested Teaching and
Points To Note
Exclude cases involving
identical objects.
Explain the concept of
permutations by listing all
possible arrangements.
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.
Explain the concept of
combinations by listing
all possible selections.
Use examples to illustrate
n
Pr
n
Cr =
r!
Points To Note
 ADDITIONAL MATHEMATICS FORM 5 2019

Pupils will be taught to … Pupils will be able to … Learning Activities

S3 : PROBABILITY
Understand and use the Describe the sample space of an
23 1 concept of probability. 1.1 experiment. Use real-life situations to Use set notations.
introduce probability.
24 - 28 Discuss :
June 1.2 a) classical probability
Determine the number of outcomes of
an event. Use manipulative materials, (theoretical
computer software, and probability)
1.3 scientific or graphing b) subjective probability
Determine the probability of an event. calculators to explore the c) relative frequency
concept of probability. probability
(experimental
1.4 Determine the probability of two probability)
events :
I THINK Emphasise :
a) A or B occurring Bubble map Only classical probability
b) A and B occurring Double bubble map is used to solve problems.

HOTS Emphasise :
P( A �B) = P ( A) + P( B ) - P( A �B )
Indentify relation
using Venn diagrams.

24 2 Understand and use the 2.1 Determine whether two events are Use manipulative materials Include events that are
concept of probability of mutually exclusive. and graphing calculators to mutually exclusive and
01 - 05 mutually exclusive events. explore the concept of exhaustive.
July probability of mutually
exclusive events.

2.2 Determine the probability of two or Use computer software to Limit to three mutually
more events that are mutually simulate experiments exclusive events.
exclusive. involving probability of
mutually exclusive events.

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Pupils will be taught to … Pupils will be able to … Learning Activities Points To Note

3 Understand and use the 3.1
concept of probability of
independent events.
3.2
Determine whether two events are
independent.
Determine the probability of two
independent events.
Use manipulative materials Include tree diagrams.
and graphing calculators to
explore the concept of
probability of independent
events.

3.3 Determine the probability of three Use computer software to

independent events. simulate experiments
involving probability of
independent events.

SEMAKAN BUKU LATIHAN / NOTA KALI KEDUA [ JUNE ~ JULY 2 0 1 9 ]

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities
S4 : PROBABILITY DISTRIBUTIONS

25 1 Understand and use the 1.1 List all possible values of a discrete
Use real-life situations to
concept of binomial variable.
introduce the concept of
08 - 12 distribution.
July 1.2 Determine the probability of an event binomial distribution. Include the characteristics
in a binomial distribution. of Bernoulli trials.
Use graphing calculators
and computer software to For learning outcomes 1.2
explore binomial and 1.4, derivation of
1.3 Plot binomial distribution graphs. distribution. formulae not required.

1.4 Determine mean, variance and I THINK

standard deviation of a binomial Brace map
distribution.
HOTS
1.5 Solve problems involving binomial
Making inferenss
distributions.
Identifying relation
Drawing diagram

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities

2 Understand and use the 2.1 Describe continuous random variables Use real-life situations and Discuss characteristics of
26 concept of normal using set notations. computer software such as a) normal distribution
distribution statistical packages to graphs
2.2 Find probability of z-values for explore the concept of b) standard normal
15 - 19
July
standard normal distribution normal distributions distribution graphs

2.3 Convert random variable of normal Z is called standardized

distributions, X, to standardized I THINK variable.
variable, Z.
Brace map

2.4 Represent probability of an event

using set notation.
HOTS
2.5 Determine probability of an event. Making inferenss
Identifying relation Integration of normal
2.6 Solve problems involving normal Drawing diagram distribution to determine
distributions. probability is not
required.

T2 : TRIGONOMETRIC FUNCTIONS

27 1 Understand the concept of 1.1 Represent in a Cartesian plane, angles Use dynamic computer
positive and negative greater than 360° or 2π radians for : software such as
22 - 26
angles measured in degrees a) positive angles Geometer’s Sketchpad to
July
and radians. b) negative angles. explore angles in Cartesian
plane.

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities

2 Understand and use the six 2.1 Define sine, cosine and tangent of any Use dynamic computer Use unit circle to determine
trigonometric functions of angle in a Cartesian plane. software to explore trigono- the sign of trigonometric
any angle. metric functions in degrees ratios.
2.2 Define cotangent, secant and cosecant and radians.
of any angle in a Cartesian plane.
Use scientific or graphing Emphasise :
calculators to explore trigo- Sin θ = cos (90–θ)
2.3 Find values of the six trigonometric
nometric functions of any Cos θ = sin (90–θ
functions of any angle. angle. Tan θ = cot (90–θ)
Cosec θ = sec (90–θ)
2.4 Solve trigonometric equations. I THINK Sec θ = cosec (90–θ)
Bubble map Cot θ = tan (90–θ)
HOTS Emphasise the use of
Identifying relations triangles to find
Finding all possible solutions trigonometric ratios for
Making inferences special angles 30° , 45° and
Drawing diagram 60°.
interpreting
Use examples from real-life
28 3 Understand and use graphs 3.1 Draw and sketch graphs of situations to introduce graphs Use angles in :
of sine, cosine and tangent trigonometric functions : of trigonometric functions. a) degrees
29 – 02 functions. a) y = c + a sin bx, Use graphing calculators and b) radians, in terms of π.
August b) y = c + a cos bx, dynamic computer software
c) y = c + a tan bx, such as Geometer’s Sketchpad Emphasise the
where a , b and c are constants and to explore graphs of characteristics of sine,
b>0. trigonometric functions. cosine and tangent graphs.
Include trigonometric
IThink functions involving
3.2 Determine the number of solutions to
Tree map modulus.
a trigonometric equation using HOTS
sketched graphs. Identifying relations Exclude combinations of
Finding all possible solutions trigonometric functions.
3.3 Solve trigonometric equations using
Making inferences
drawn graphs. Drawing diagram
interpreting

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 ADDITIONAL MATHEMATICS FORM 5 2019
Learning Objectives Learning Outcomes Suggested Teaching and Points To Note
Week Pupils will be taught to … Pupils will be able to … Learning Activities

29 4 Understand and use basic 4.1

Prove basic identities : Use scientific or graphing Basic identities are also
identities. a) sin² A + cos² A = 1 calculators and dynamic known as Pythagorean
05 – 09 b) 1 + tan² A = sec² A computer software such as identities.
August c) 1 + cot² A = cosec² A Geometer’s Sketchpad to
4.2 Prove trigonometric identities using explore basic identities.
basic identities. Include learning
4.3 Solve trigonometric equations using outcomes 2.1 and 2.2.
basic identities
CUTI PE RTE N GAHAN PENGGAL KEDUA [ 10 A U G U S T ~ 18 A U G U S T 2 0 1 9 ]
HARI RAYAH AIDILADHA [ 11 – 12 AUGUST 2019 ]

30 5 Understand and use 5.1 Prove trigonometric identities using Use dynamic computer Derivation of addition
addition formulae and addition formulae for sin (A ± B) , software such as formulae not required.
19 double-angle formulae. cos (A ± B) and tan (A ± B). Geometer’s Sketchpad to
– 5.2 Derive double-angle formulae for sin explore addition formulae Discuss half-angle
2A, cos 2A and tan 2A. and double-angle formulae. formulae.
23
5.3 Prove trigonometric identities using
August Exclude :
addition formulae and/or double-
angle formulae. a cos x + b sin x = c,
5.4 Solve trigonometric equations. where c ≠ 0.

ASS2 : LINEAR PROGRAMMING

1 Understand and use the 1.1 Identify and shade the region on the Use examples from real-life Emphasise the use of
31
concept of graphs of linear graph that satisfies a linear inequality. situations, graphing solid lines and dashed
26 - 30
inequalities. calculators and dynamic lines.
1.2 Find the linear inequality that defines computer software such as
August
a shaded region. Geometer’s Sketchpad to
1.3 Shade region on the graph that explore linear Limit to regions defined
satisfies several linear inequalities. programming. by a maximum of 3 linear
inequalities ( not
1.4 Find linear inequalities that define a

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 ADDITIONAL MATHEMATICS FORM 5 2019
shaded region. including the x-axis and
y-axis ).
Learning Objectives Learning Outcomes Suggested Teaching and
Week Points To Note
Pupils will be taught to … Pupils will be able to … Learning Activities

32 2 Understand and use the 2.1 Solve problems related to linear Optimum values refer to Ithink
concept of linear programming by : maximum or minimum
02 - 06 programming. a) writing linear inequalities and value. circle map
September equations describing a situation.
b) shading the region of feasible
solutions. Include the use of vertices HOTS
c) determining and drawing the to find the optimum value.
objective function ax + by = k Identifying relations
where a , b and k are constants. Interpreting
d) determining graphically the
optimum value of the objective
function.

33 - MINGGU ULANGKAJI

P E P E R I K S AA N P E R C U B AA N S P M [ 2 6AU G U ST ~ 14 S E P T E M B E R 2019]

SEMAKAN JAWAPAN DAN PERBINCANGAN SOALAN PEPERIKSAAN PERCUBAAN SPM

[ 17 ~ 28 S E P T E M B E R 2019 ]

37 - 40 P R O G R A M INTENSIVE AND C OAC H I N G S PM

[ 07 OCTOBER ~ 01 NOVEMBER 2019]
D E E P A V A L I [ 27 ~ 28 OKTOBER 2019]

P E P E R I K S AA N SIJIL P E LA J A R A N M A LAY S I A 2019

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