YEARLY TEACHING PLAN FOR ADDITIONAL MATHEMATICS FORM 5

WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

ALGEBRAIC COMPONENT

A6: PROGRESSION

1. Understand and use the Level 1

concept of arithmetic 1.1 Identify characteristics Use example from real-life Begin with Coloured
progression. of arithmetic situations, scientific or graphing sequences to blocks,
progressions. calculator software to explore introduce blackboard,
1.2 Determine whether arithmetic progressions. arithmetical and text book,
given sequence is an geometrical chards,
arithmetic progression. progressions. scientific
calculator,
Include examples in work sheet,
algebraic form. list of
formulae.
Patience and
diligence. Identifying
patterns,
conceptualizin
g and
characterizing

Level 2 Include the use of Evaluating,

1.3 Determine by using the formula analyzing and
formula: Tn = S n − S n −1 working
a) specific terms in arithmetic backwards
progressions; Careful, systematic
b) the number of terms in and rational.
arithmetic progressions.

1
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

1.4 Find:
a) the sum of the first n terms of
arithmetic progressions.
b) the sum of a specific number
of consecutive terms of
arithmetic progressions.
c) the value of n, given the sum
of the first n terms of
arithmetic progressions.
Include problems Problem
Level 3 involving real-life solving and
1.5 Solve problems involving situations. interpreting
arithmetic progressions.
Rational, careful,
independent and co-
operation

Level 1
2. Understand and use the 2.1 Identify characteristics of Use example from real-life Include examples in OHP/CD/
concept of geometric geometric progressions. situations, scientific or graphing algebraic form. Worksheet
progression. calculator software to explore
2.2 Determine whether a given geometric progressions. Independent and Difference or
sequence is a geometric co-operation similarities
progression. and
identifying
patterns

2
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

Level 2 Careful and Evaluating and

2.3 Determine by using formula: systematic analyzing
a) specific terms in geometric
progressions,
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.

Level 3
2.5 Find: Discuss: Estimating,
a) the sum to infinity of As n → ∞, finding all
geometric progressions. r n → 0 then possible
b) the first term or common a solution and
ratio, given the sum to S∞ = predicting
1−r
infinity of geometric S n read as “sum
progressions.
to infinity”.

Include recurring
decimals. Limit to 2
recurring digits
such as 0.3, 0.15, .
…

3
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

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

Rational and
systematic
ALGEBRAIC COMPONENT
Aids:
A7: LINEAR LAW Teaching
Courseware
1. Understand and use the Level 1 Use example from real-life Respect, Fairness,
concept of lines of best fit. 1.4 Draw lines of best fit by situations to introduce the careful Geometer’s
inspection of given data. concept of linear law. Sketchpad
Limit data to linear
Level 2 Use graphing calculators or relations between Graphing
1.5 Write equations for computer software such as two variables. Calculator
lines of best fit. Geometer’s Sketchpad to
1.6 Determine values of explore lines of best fit. CCTS:
variables form: Identifying
a) lines of best fit Relationship
b) equations of lines of
best fit. Drawing
Graph
2. Apply linear law to non- Level 3

4
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

linear relations. 2.1 Reduce non-linear relations to Problem

linear form. Solving

2.2 Determine value of constants of

non-linear relations given:
a) lines of best fit
b) data

2.3 Obtain information from:

c) lines of best fit
b) equations of lines of best fit.

CALCULUS COMPONENT

C2: INTEGRATION

1. Understand and use the Level 1 Systematic AID :

concept of indefinite 1.1 Determine integrals by reversing Use computer software such as Colourful
integral. differentiation. Geometer’s Sketchpad to Confidence White Board
explore the concept of Maker,
1.2 Determine integrals of axn , integration. Patience
where a is a constant and n is an Text Book,
integer, n ≠ - 1. Careful
Chart,
1.3 Determine integrals of algebraic
expressions. OHP

1.4 Find constants of integration, c,

in indefinite integrals.

Level 2

5
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

1.5 Determine equations of curves

from functions of gradients.

1.6 Determine by substitution the

integrals of expressions of the
form (ax + b)n , where a and b
are constants, n is an integer and
n ≠ -1.

2. Understand and use the Level 2

concept of definite integral. 2.1 Find definite integrals of Use scientific or graphing Systematic CCTS :
algebraic calculators to explore the Identifying
expressions. concept of definite integrals. Confidence relationship,

Level 3 Use computer software and Patience Interpreting,

2.2 Find areas under curves as the graphing calculators to explore
limit of a sum of areas. areas under curves and the Careful Making
significance of positive and Conclusion,
2.3 Determine areas under curves negative values of areas.
using formula. Generating
Use dynamic computer software Idea,
2.4 Find volumes of revolutions when to explore volumes of
region bounded by a curve is revolutions.
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.

6
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

GEOMETRIC
COMPONENT

G2: VECTORS
Level 1
1. Understand and use the 1.1 Differentiate between vector and Use example from real-life Systematic and Teaching
concept of vectors. scalar quantities . situations and dynamic cooperative. courseware,
1.2 Draw and label directed line computer software such as GSP , text
segments to represent vectors. Geometer’s Sketchpad to Use notations: books and
explore vectors. Vector: a , a, AB. workbooks.
~
Level 2
1.3 Determine the magnitude and Magnitude:
direction of vectors represented a ,
~
A
B , |a|, |
by directed line segments.
AB|
1.4 Determine whether two vectors
are equal. Zero vector: 0
~
1.5 Multiply vectors by scalars. Emphasise that a
1.6 Determine whether two vectors zero vector has a
are parallel. magnitude of zero.
Emphasise negative
vector:
- AB = BA

Include
a) collinear points

b) non-parallel
non-zero vectors.

7
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

2. Understand and use the Level 1 Use real-life situations and Patience, rational, GSP
concept of addition and 2.1 Determine the resultant vector of manipulative material to explore careful, systematic
subtraction of vectors . two parallel vectors. addition and subtraction of and diligence. Teaching
vectors.. courseware
Level 2 Emphasise:
2.2 Determine the resultant vector of a − b = a + (− b) Scientific
~ ~ ~ ~
two non-parallel vectors using : Calculator
a) triangle law Textbook
b) parallelogram law Worksheet
2.3 Determine the resultant vector of Difference and
three or more vectors using the Similarities
polygon law . Problem
Solving
Level 3 Classifying
2.4 Subtract two vectors which are :
a) parallel
b) non-parallel.
2.5 Represent vectors as a
combination of other vectors.
2.6 Solve problems involving
addition and subtraction of
vectors.

3. Understand and use vectors Level 1 GSP

in the Cartesian plane 3.1 Express vectors in the form Use computer software to Relate unit vector
a) xi +y j explore vectors in the Cartesian i and Teaching
j to Cartesian
plane. courseware
coordinates.
Emphasis: Scientific
Calculator

8
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

For learning outcomes 3.2 to 3.7 Textbook

 x  1
all vectors are given in the form
Worksheet

   x  
 
b) Vectors i = Difference and

 y  0
Similarities
xi +y j or

 y
Problem
Solving
and
Classifying
3.2 Determine magnitudes of

 0
vectors

 
Level 2
3.3 Determine unit vectors in given
directions. Vectors j =

 1
3.4 Add two or more vectors. Limit combined operations to
3.5 Subtract two vectors. addition, subtraction and
3.6 Multiply vectors by scalars. multiplication of vectors by
scalars.
Level 3
3.7 Perform combined operations on
vectors.
3.8 Solve problem involving vectors.
Rational

Systematic

Co-operation

9
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

TRIGONOMETRIC
COMPONENT

T2: TRIGONOMETRIC
FUNCTIONS
Level 1
1. Understand and use the 1.1 Represent in a Cartesian plane Introduce the four quadrants in Careful, rational Identifying
concept of positive and angles greater than 360° or 2π the Cartesian plane. and hardworking. relationship,
negative angles radians for: Teacher explain clockwise and Drawing
measured in degrees a) Positive angles anticlockwise direction to draw diagram,
and radians. b) Negative angles negative angles and positive Use unit circle to
angles. determine the sign Using of ICT,
of trigonometric Teaching
Level 1 Use dynamic computer ratios. Courseware,
2. Understand and use the 2.1 Define sine , cosine and tangent software such as a Geometer Projector And
six trigonometric of any angle in a Cartesian Sketchpad to explore angles in Emphasise: Geometer’s
functions and of any plane. Cartesian plane. Sin θ = cos (90- θ ) Sketchpad.
angles. cos θ = sin (90- θ ) Making
2.2 Define cotangent, secant and Use dynamic computer software tan θ = cot (90- θ ) Inference,
cosecant of any angle in a to explore trigonometric cosec θ = sec(90-θ ) Finding all
Cartesian plane. functions in degrees and radians sec θ = cosec(90-θ ) possible
cot θ = tan (90- θ ) solution.
Level 2 Use scientific or graphing
2.3 Find values of six trigonometric calculators to explore Emphasise the use
functions of any angle. trigonometric functions of any of triangles to find
angle. trigonometric ratios
2.4 Solve trigonometric equations. for special angles
30°,45° and 60°.

Use angles in
a) degrees
b)radians, in term

10
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

of π.

Emphasise the
characteristics of
sine, cosine and
tangent graphs.

Level 2
3. Understand and use 3.1 Draw and sketch graphs of
graphs of sine, cosine trigonometric functions.
and tangent 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.
3.2 Determine the number of
solutions to a trigonometric
equation using sketched
graphs.
3.3 Solve trigonometric equation
using drawn graphs.
STATISTICS COMPONENT
Include
Use examples from real-life trigonometric
situations to introduce graphs functions involving
of trigonometric functions. modulus.
Use graphing calculators and Exclude
dynamic computer software combinations of
such as geometer’s sketchpad trigonometric
to explore graphs of functions.
trigonometric functions.
Discuss minimum and
maximum value of sin and cos
functions.
Discuss properties of 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.

S2: PERMUTATIONS AND

11
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

COMBINATIONS
1. Understand and use the
concept of permutations.
Level 1
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.
Level 2
1.3 Determine the number of
permutations of n different
objects taken r at a time
Level 3
1.4 Determine the number of
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.
Use manipulative materials to Rational and Scientific
explore multiplication rule. If careful calculator
A event occurs in r ways, and
B event occurs in s ways. CCTS
The total number of ways for
event A and B to occur Arranging in
successively is r x s ways order
Identifying
To expand the concept of patterns
permutations by listing down Analyzing
all the possible arrangements
notation.
n! = n(n-1)(n-2)(3)(2)(1)
0! = 1
Use real-life situations and
computer software such as
spreadsheet to explore
permutations

Level 2 To expand the concept of Problem

2. Understand and use the 2.1 To determine the number of combination of r objects from n solving
concept of Combinations. combination of r objects chosen objects by listing down all the
from n different objects. possible selections. Difference or
similarities
Level 3 Use examples to illustrate Systematic
2.2 To determine the number of n
Pr Scientific
n
combinations of r objects for Cr = Careful calculator
given condition. r!

12
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

STATISTICS COMPONENT

S3 : PROBABILITY
Level 1
1. Understand and use the 1.1 Describe the sample space of an Use real-life situations to Use set notations.
concept of probability. experiment. introduce probability. Computer
1.2 Determine the number of Software
outcomes of an event. Use manipulative materials,
1.3 Determine the probability of an computer software and scientific Discuss: Reference
event. or graphing calculator to expose a) classical books
the concept of probability. probability
(theoretical CCTS:
probability) - Relate
- Applying
concept
b) subjective -Problem
probability solving

c) relative
frequency
probability
(experimental
probability).

Emphasise:
Only classical
probability is used
to solve problems.

13
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

Level 2 Emphasise:
1.4 Determine the probability of two P(A U B) = P(A) +
events: P(B) – P (A ∩ B)
d) A or B occurring; using Venn
e) A and B occurring. diagrams.

-Cooperation
- Patient
- Accuracy

2. Understand and use the
concept of probability of
mutually exclusive events.
Level 2
2.1 Determine whether two events Use manipulative materials and Include events that
are mutually exclusive. graphing calculator to explore are mutually
the concept of probability of exclusive and Reference
mutually exclusive events. exhaustive. books

Level 3 Limit to three Courseware

2.2 Determine the probability of two Use computer software to mutually exclusive
or more events that are mutually stimulate experiment involving events. CCTS:
exclusive. probability of mutually - Relate
exclusive events. - Find value
-Cooperation - Identify
- Patient pattern
- Accuracy - Predicting
- Classifying

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

14
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

independent events. 3.2 Determine the probability of two the concept of probability of
independent events independent events. Reference
3.3 Determine the probability of -Cooperation books
three independent events Use computer software to - Patient
stimulate experiments involving - Accuracy CCTS:
probability of independent - Relate
events. - Applying
concept
- Problem
solving
STATISTICS
COMPONENT

S4 : PROBABILITY
DISTRIBUTIONS
Level 1
Understand and use the 1.1 List all possible values of a Use real-life situations to Fairness Include the
concept of binomial discrete random variable introduce the concept of Rational characteristics
distribution . 1.2 Determine the probability of an binomial distribution Honesty of Bernoulli
event in a binomial distribution. Independent trials
Coin
Dice
Use graphing calculators and For learning Marble
computer software to explore outcomes 1.2 and
binomial distribution. 1.4 , derivation of
formulae not
Level 2 Find out the difference or required.
1.3 Plot binomial distribution graphs similarities of

1.4 Determine mean , variance and P( x ≥ a ) = 1 – P ( x < a )

standard deviation of a binomial
distribution. Identifying relationship between

15
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

p and q
Level 3
1.5 Solve problems involving p=1–q
binomial distributions.

Level 1
2. Understand and use the 2.1 Describe continuous random Use real-life situations and Co-operation, Blackboard,
concept of normal variables using set notations. computer software such as Fairness, text book,
distributions 2.2 Find probability of z-values for statistical packages to explore Careful, scientific
Standard normal distributions. the concept of normal Hardworking, calculator,
distributions. Rational. work sheet,
Level 2 list of
2.3 Convert random variable of Discuss formulae.
normal distributions, X, to characteristics of : Teaching
standardised variable, Z. courseware,
a) normal Interpreting,
2.4 Represent probability of an event distribution graphs. Identifying
using set notation. relations,
b) standard normal Making
2.5 Determine probability of an event distribution graphs. Inference,
Using of ICT,
2.6 Solve problem involving normal Z is called Problem
distributions. standardised solving,
variable. Mathematical
communicatio
Integration of n, Statistical
normal distribution table,
function to Evaluating.
determine
probability is not
required.

16
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

SCIENCE AND
TECHNOLOGY PACKAGE

AST2: MOTION ALONG A

STRAIGHT LINE
1 Understand and use the
concept of displacement.
Level 1
1.1 Identify direction of
displacement of a particle from a Use real-life examples, Emphasize the use Coloured
fixed point. graphing calculators and of the following pens,
computer software such as symbols: blackboard,
Geometer’s Sketchpad to s = displacement, text book,
explore displacement. v = velocity, charts,
a = acceleration scientific
t = time calculator,
where s, v and a are worksheet, list
functions of time. of formulae.

Emphasise the Interpreting,

differences between Identifying
displacement and relations,
distance. Making
Level 2 Inference,
1.2 Determine displacement of a Discuss positive, translating,
particle from a fixed point. negative and zero Identifying
displacements. patterns,
Level 3 comparing and
1.3 Determine the total distance Include the use of contrasting,
traveled by a particle over a number line. drawing
time interval using graphical diagram,
method. Careful, systematic, working
rational, backwards.
confidence.

17
WEEK/S LEARNING OBJECTIVES
Students will be taught to…
2 Understand and use the
concept of velocity
3 Understand and use the
concept of acceleration
LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE
Using of ICT,
Problem
solving,
Level 2 Mathematical
2.1 Determine velocity function of a Use real-life examples, graphing Emphasise velocity communicatio
particle by differentiation . calculators and computer as the rate of n
2.2 Determine instantaneous velocity software such as Geometer’s change of
of a particle. Sketchpad to explore the displacement.
concept of velocity. Include graphs of
Level 3 velocity functions.
2.3 Determine displacement of a Discuss
particle from velocity function by a)uniform velocity.
integration. b)Zero
instantaneous
velocity.
c)positive velocity
d)negative velocity.
Careful,
systematic, rational,
confidence.
Level 2
3.1 Determine acceleration function Use real-life examples, graphing Emphasise
of a particle by differentiation. calculators and computer acceleration as the
software such as Geometer’s rate of change of
Level 3 Sketchpad to explore velocity.
3.2 Determine instantaneous acceleration. Discuss: a)uniform
acceleration of a particle. acceleration
3.3 Determine instantaneous velocity b)zero acceleration
of a particle from acceleration c)positive
function by integration. acceleration
18
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

3.4 Determine displacement of a d)negative .

particle from acceleration acceleration.
function by integration.
3.5 Solve problems involving motion Careful,
along a straight line. systematic, rational,
confidence

SOCIAL SCIENCE
PACKAGE

ASS2 : LINEAR
PROGRAMMING
Level 1
1. Understand and use the 1.1 Identify and shade the region on Use example from real-life Emphasize the use Whiteboard,
concept of graphs of linear the graph that satisfies a linear situations, scientific or graphing of solid lines and text book,
inequalities inequality. calculator software. dashed lines colored
marker pens,
1.2 Find the linear inequality that limit to regions color pencil,
defines a shaded region. defined by a graph paper,
maximum of 3 graph chart,
Level 2 linear inequalities scientific
1.3 Shade region on the graph that (not including the calculator,
satisfies several linear x -axis and dynamic
inequalities. y -axis) computer
software,
1.4 Find linear inequalities that Co-operation, GSP,
define a shaded region. Rational, worksheet.
Systematic,
Identifying
Hardworking
relationships

19
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

and patterns.
Characterizing
and
translating.
Level 3
2. Understand and use the 2.1 Solve problems related to linear Use real-life examples, graphing Whiteboard,
concept of linear programming. programming by : calculators and dynamic text book,
computer software such as colored
a) Writing linear inequalities Geometer’s Sketchpad to marker pens,
and equation describing a programming. color pencil,
situation. set square ,
b) Shading the region of Constructivism rulers, graph
feasible solution. paper, graph
c) Determining and drawing the Cooperative learning. chart,
objective function scientific
ax + by = k where a, b calculator,
and k are constants. graphic
d) Determining graphically the Optimum values calculator,
optimum value of the refer to maximum dynamic
objective function. or minimum values computer
software,
Include the use of GSP,
vertices to find the worksheet.
optimum value
Co-operation, Identifying
diligence, courage, relationship
cleanliness, and patterns.
systematic, Analyzing,
confidence, drawing
patience, careful diagram and
and hardworking interpreting.
Problem

20
WEEK/S LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING VALUES AND TEACHING
Students will be taught to… Students will be able to… AND LEARNING POINTS TO Aids / CCTS
ACTIVITIES NOTE

solving and
making
conclusions.

21