FORM 5 ADDITIONAL MATHEMATICS YEARLY PLAN 2011
Week Learning Area Learning Objectives
1 PROGRESSION 1. Understand and use the concept
of arithmetic progression.
1 Arithmetic Progression.
Suggested Teaching and
Learning Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore arithmetic progressions
2. Understand and use the concept
2 of geometric progression.
Learning Outcomes Points to note
1.1 Identify characteristics of arithmetic progressions. Begin with sequences to
introduces arithmetic and
1.2 Determine whether a given sequence is an geometric progressions.
1.3 Determine by using formula: Include examples in
a) specific terms in arithmetic progressions; algebraic form
b) the number of terms in arithmetic progressions.
1.4 Find:
a) the sum of the first n terms of arithmetic
progression Include the use of formula
b) the sum of a specific number of consecutive T n = S n − S n− 1
terms of arithmetic progressions.
c) the value of n, given the sum of the first n terms
of arithmetic progressions. Include problems involving
real-life situations.
1.5 Solve problems involving arithmetic progressions.
2.1 Identify characteristics of geometric progressions. Include examples in
2.2 Determine whether a given sequence is a algebraic form.
geometric progression.
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.
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Week Learning Objectives Learning Outcomes Points to note

2.5 Find: Discuss :

3 a) the sum to infinity of geometric progressions As n → ∞ , rn→0 then
b) the first term or common ratio, given the sum a
s∞ = .
to infinity of geometric progressions. 1−r
S ∞ read as “ sum to
infinity”. Include recurring
decimals. Limit to2
recurring digits such as
0.333…, 0.151515 …

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

2 LINEAR LAW 1. Understand and use the
concept of lines of best
fit.
Suggested Teaching and
learning Activities
Use examples from real-life
situations to introduce the concept of
linear law.
1.1 Draw lines of best fit by inspection of given Limit data to linear relation
between two variables.
data.
1.2 Write equation for lines of best fit..
1.3 Determine values of variables from:
a) lines of best fit;
b) equations of lines of best fit.

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Week Learning Objectives Learning Outcomes Points to note

2. Apply linear law to non-
linear relations.
2.1 Reduce non-linear relations to linear form.
2.2 Determine values of constants 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.

3 INTERGRATION 1 Understand and use the 1.1 Determine integrals by reversing differentiation. Emphasise constant of
integration.
concept of indefinite 1.2 Determine integrals of ax n , where a is a
integral. constant and n is an integer, n ≠−1 . ∫y dx read as “integration
of y with respect to x ”
1.3 Determine integrals of algebraic expressions.
Suggested Teaching 1.4 Find constant of integration, c , in indefinite
and learning Activities integrals.
Use computer software such 1.5 Determine equations of curves from functions
∫u
n
Limit integration of dx ,
as Geometer’s Sketchpad to
of gradients. where u = ax + b
explore the concept of
integration. 1.6 Determine by substitution the integrals of the
form ( ax + b ) n , where a and b are constants,
n is an integer and n ≠−1 .

2 Understand and use the
concept of definite
integral.
2.1 Find definite integrals of algebraic expressions. Include
b b
∫ k f ( x ) dx = k ∫ f ( x ) dx
a a
b a

Suggested Teaching ∫ f ( x ) dx = −∫ f ( x ) dx
and learning Activities a b

Use scientific or graphing

calculators to explore the Derivation of formulae not
2.2 Find areas under curves as the limit of a sum of required.
concept of definite integrals.
areas.
Limit to one curve

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Week Learning area Learning Objectives Learning Outcomes Points to note

Use computer software and 2.3 Determine areas under curve using formula.
graphing calculators to
explore areas under curves
and the significance of
positive and negative values
of areas.

Use dynamics computer
software to explore volumes of
revolutions.
2.4Find volume of revolutions 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 revolutions using formula.
Derivation of formulae not
required.
Limit volumes of revolution
about the x-axis or y-axis

4 VEKTOR 1. Understand and use the
concept of vector
Suggested Teaching
and learning Activities
Use examples from real-life
situations and dynamic
computer software such as
Geometer’s sketchpad to
explore vectors.
1.1 Differentiate between and scalar quantities. Use notations :
Vector : a, AB , a, AB
1.2 Draw and label directed line segments to
Magnitude :
represent vectors. a, AB ,│a│, │AB│
Zero vector : 0
Emphasize that a zero vector
1.3 Determine the magnitude and direction of has a magnitude of zero.
vectors represented
Emphasize negative vector:
by directed line segments.
− AB = BA

Include negative scalar

1.4 Determine whether two vectors are equal. Include :

a) Collinear points
b) Non-parallel non-zero
1.5 Multiply vectors by scalar.
vectors.
Emphasize:
1.6 Determine whether two vectors are parallel. If a and b are not parallel

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Week Learning area Learning Objectives Learning Outcomes Points to note
and h a = k b , then h=k=0

2 Understand

Learning Area : T2 : Trigonometric Functions

Week Learning Objectives Learning Outcomes Points to note
1. Understand the concept of 1.1 Represent in a Cartesian plane, angles greater than 360˚ or 2 π
positive and negative angles radians for:
measured in degrees and radians. a) positive angles
b) negative angles.
Suggested Teaching and
learning Activities
• Use dynamic computer software
such as Geometer’s Sketchpad to
explore angles in Cartesian plane.

2. Understand and use the six 2.1 Define sine, cosine and tangent of any angle in a Cartesian Use unit circle to determine
trigonometric functions of any plane. the sign of trigonometric
angle. 2.2 Define cotangent, secant and cosecant of any angle in a ratios.
Cartesian plane.
Suggested Teaching and 2.3 Find values of the six trigonometric functions of any angle. Emphasise:
learning Activities 2.4 Solve trigonometric equations. Sin θ = cos (90 - θ )
• Use dynamic computer software to
explore trigonometric functions in
Cos θ = sin (90˚- θ )
degrees and radians. Tan θ = cot (90˚- θ )
Cosec θ = sec (90˚- θ )
• Use scientific or graphing
Sec θ = cosec (90˚- θ )
calculators to explore trigonometric
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 functions of any angle. Cot θ = tan (90˚- θ )

Emphasise the use of

triangles to find
trigonometric ratios for
special angles 30˚, 45˚ and
60˚.

Week Learning Objectives Learning Outcomes Points to note

3. Understand and use graphs of 3.1 Draw and sketch graphs of trigonometric functions: Use angles in
sine, cosine and tangent a) y = c + a sin bx, a) degrees
functions. b) y = c + a cos bx, b) radians, in terms of
c) y = c + a tan bx, π.
Suggested Teaching and where a, b and c are constants and b>0.
learning Activities Emphasise the characteristics
3.2 Determine the number of solutions to a trigonometric equation of sine, cosine and tangent
• Use examples from real-life using sketched graphs. graphs. Include trigonometric
situations to introduce graphs of
trigonometric functions.
functions involving modulus.
• Use graphing calculators and 3.3 Solve trigonometric equations using drawn graphs.
dynamic computer software such as Exclude combinations of
Geometer’s Sketchpad to explore trigonometric functions.
graphs of trigonometric functions.

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 4. Understand and use basic 4.1 Prove basic identities: Basic identities are also
identities. a) sin2 A + cos2 A = 1 known as Pythagorean
b) 1 + tan2 A = sec2 A identities.
Suggested Teaching and c) 1 + cot2 A = cosec2 A
learning Activities
• Use scientific or graphing calculators 4.2 Prove trigonometric identities using basic identities. Include learning outcomes
and dynamic computer software such 2.1 and 2.2.
as Geometer’s Sketchpad to explore
basic identities,
4.3 Solve trigonometric equations using basic identities.
5. Understand and use addition
formulae and double-angle 5.1 Prove trigonometric identities using addition formulae for sin Derivation of addition
formulae. (A ± B), cos (A ± B) and tan (A ± B).
formulae not required.

Suggested Teaching and 5.2 Derive double-angle formulae for sin 2A, cos 2A and tan 2A. Discuss half-angle formulae.
learning Activities
• Use dynamic computer software 5.3 Prove trigonometric identities using addition formulae and/or
Exclude
such as Geometer’s sketchpad to double-angle formulae.
explore addition formulae and double- A cosx + b sinx = c, where
angle formulae. c ≠ 0.
5.4 Solve trigonometric equations.

Learning Area : A6 : Permutations and Combinations

Week Learning Objectives Learning Outcomes Points to note

17 1. Understand and use the concept
of permutation.
Suggested Teaching and
learning Activities
• Use manipulative materials to
explore multiplication rule
• Use real-life situations and
computer software such as
spreadsheet to explore
permutations
For this topic:
a) Introduce to concept by
using numerical
examples.
1.1. Determine the total number of ways to perform successive b) Calculators should only
events using multiplication rule. be used after students
have understood the
1.2 Determine the number of permutations of n different objects. concept
Limit to 3 events.

1.3 Determine the number of permutations of n different Exclude cases involving

objects taken r at a time. identical objects.
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Week Learning Objectives
2. Understand and use the concept
18 of combination.
Suggested Teaching and
learning Activities
Explore combinations using real-
life situations and computer
software
Learning Area : A7 : Probability
Week Learning Objectives
1. Understand and use the concept
of probability.
1.4 Determine the number of permutations of n different Explain the concept of
objects for given conditions permutations by listing all
possible arrangements.
1.5 Determine the number of permutations of n different Include notation:
objects taken r at a time for given conditions 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
Learning Outcomes Points to note
2.1. Determine the number of combinations of r objects chosen Explain the concept of
from n different objects. combinations by listing all
possible selections.
2.2. Determine the number of combinations of r objects chosen
from n different objects for given conditions. Use examples to illustrate
n
P
n
Cr = r
r!
Learning Outcomes Points to note
1.1 Describe the sample space of an experiment. Use set notations.
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Week Learning Objectives
Suggested Teaching and
learning Activities
Use real-life situations to introduce
probability.
Use manipulative materials, computer
software, and scientific or graphing
calculators to explore the concept of
probability.
2. Understand and use the concept
of probability of mutually
exclusive events.
Suggested Teaching and
learning Activities
Use manipulative materials and
graphing calculators to explore the
concept of probability of mutually
exclusive events.
Use computer software to simulate
experiments involving probability
of mutually exclusive events.
Learning Outcomes Points to note
1.2 Determine the number of outcomes of an event.
1.3 Determine the probability of an event. Discuss:
a) classical probability
1.4 Determine the probability of two events: (theoretical probability)
a) A or B occurring b) subjective probability
c) relative frequency
b) A and B occurring.
probability
(experimental
probability).
Emphasize:
Only classical probability is
used to solve problems.
Emphasize:
P(A ∪ B)= P(A) + P (B) –
∩
P(A B)
Using Venn diagrams.
2.1 Determine whether two events are mutually exclusive. Include events that are mutually
exclusive and exhaustive.
2.2 Determine the probability of two or more events that are Limit to three mutually exclusive
mutually exclusive. events.
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 Week Learning Objectives Learning Outcomes Points to note
3. Understand and use the concept 3.1 Determine whether two events are independent. Include three diagrams.
of probability of independent
events. 3.2 Determine the probability of two independent events.

Suggested Teaching and 3.3 Determine the probability of three independent events.
learning Activities
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.

Learning Area : S4 : PROBABILITY DISTRIBUTIONS

Week Learning Objectives Learning Outcomes Points to note

1. Understand and use the concept
1-2
of binomial distribution.
Suggested Teaching and
learning Activities
Use real-life situations to introduce
the concept of binomial distribution.
1.1 List all possible values of a discrete variable.. Include the characteristics of
Bernoulli trials
1.2 Determine the probability of an event in a binomial
distribution. For learning outcomes 1.2 and
1.3 Plot binomial distribution graphs 1.4,derivation of formulae not
1.4 Determine mean ,variance and standard deviation of a required.
binomial distribution.
1.5 Solve problems involving binomial distributions.

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 2. Understand and use the concept
of normal distribution.
3-4
Suggested Teaching and
learning Activities
Use real-life situations and computer
software such as statistical packages
to explore the concept of normal
distributions.
Learning Area : AST2 – Motion Along A Straight Line
Week Learning Objectives
1. Understand and use the concept of
displacement.
Suggested Teaching and learning
1-2 Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore displacement.
2. Understand and use the concept of
velocity.
Suggested Teaching and learning
2.1 Describle continuous random variables using set notations. Discuss characteristics of:
2.2 Find probability of z-values for standard normal distribution. (a) normal distribution graphs
2.3 Convert random variable of normal distributuins,X,to
(b) standard normal distribution
graphs.
standardized variable,Z
2.4 Represent probability of an event using set notation.
Z is called standardized
2.5 Determine probability of an event variable.
2.6 Solve problems involving normal distributions
Integration of normal
distribution to determine
probability is not required.
Learning Outcomes Points to note
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
1.1 Identify direction of displacement of a particle from fixed point. between displacement and
distance.
1.2 Determine displacement of a particle from a fixed point. Discuss positive, negative and
zero displacements.
1.3 Determine the total distance traveled by a particle over a time Include the use of number line.
interval using graphical method.
2.1 Determine velocity function of a particle by differentiation. Emphasise velocity as the rate
of change of displacement.
Include graphs of velocity
functions.
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Week Learning Objectives
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of velocity.
3. Understand and use the concept of
acceleration
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of acceleration.
Learning Area : LINEAR PROGRAMMING
Week Learning Objectives
1. Understand and use the concept
of graphs of linear inequalities.
Suggested Teaching and
learning Activities
Use examples from real-life
situations, graphing calculators and
dynamic computer software such as
Learning Outcomes Points to note
2.2 Determine instantaneous velocity of a particle. Discuss:
a) uniform velocity
b) zero instantaneous velocity
c) positive velocity
d) negative velocity
3.1 Determine acceleration function of a particle by differentiation. Emphasise acceleration as the
rate of change of velocity.
3.2 Determine instantaneous acceleration of a particle.
Discuss:
3.3 Determine instantaneous velocity of a particle from acceleration
function by integration. a) uniform acceleration
b) zero acceleration
3.4 Determine displacement of particle from acceleration function by c) positive acceleration
integration. d) negative acceleration
3.5 Solve problems involving motion along a straight line.
Learning Outcomes Points to note
1.1 Identify and shade the region on the graph that satisfies a Emphasise the use of solid
linear inequality. lines and dashed lines.
1.2 Find the linear inequality that defines a shaded region.
1.3 Shade region on the graph that satisfies several linear Limit to regions defined by a
inequalities. maximum of 3 linear
inequalities (not including
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Geometer’s Sketchpad to explore 1.4 Find linear inequalities that define a shaded region. the x-axis and y-axis)
linear programming.

2. Understand and use the concept 2.1 Solve problems related to linear programming by:
of linear programming.
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 Optimum values refer to

objective function. maximum or minimum
value.

Include the use of vertices to

find the optimum value.

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