TERM 1 :

WEEK

ADDITIONAL MATHEMATICS LESSON PLAN

FORM FIVE 2009
5.1.2009 - 29.5.2009 (20 WEEKS)

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
1-3

A6
PROGRESSIONS
1. Understand and
use the concept of
arithmetic
progression.

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

Students will be able to:

Use examples from

real-life situations,
scientific or graphing
calculators; and
computer software
to explore geometric
progressions.

1.1 Identify characteristics of

arithmetic progressions.
1.2 Determine whether a given
sequence is an arithmetic
progression.
1.3 Determine by using formula:
a)

Begin with sequences to

Constructivism

Identifying
patterns

SelfReliance

Constructivism

Identifying
patterns

SelfReliance

Making
inferences

Freedom

introduce arithmetic and

geometric progressions.
Include examples in
algebraic form.
Thinking Skills

specific terms in arithmetic

1.4 Find :
a) the sum of the first n terms
of arithmetic progressions.

of arithmetic progressions.

c)

the value of n, given the

Arithmetic
progression

First term
Include the use of the
formula

Tn

Sn Sn

Exploratory

Making
inferences

Freedom

Finding all
possible
solutions

Compassion

SelfReliance

b) the sum of a specific

number of consecutive terms

Characteristic

Specific term

the number of terms in

arithmetic progressions.

Series

Common
difference

progressions
b)

Sequence

Include problems involving

real-life situations

sum of the first n terms of

the arithmetic progressions.
1.5 Solve problems involving
arithmetic progressions.

Problem
Solving

Courage

th

term

consecutive

WEEK

LEARNING
OBJECTIVES

2. Understand and
use the concept of
geometric
progression.

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES
Use examples from
real-life situations,
scientific or graphing
calculators; and
computer software
to explore geometric
progressions.

LEARNING OUTCOME

2.1 Identify characteristics of

geometric progressions.

POINTS TO NOTE

Include examples in

GENERICS

MORAL
VALUE

VOCABULARY

Constructivism

Identifying
patterns

SelfReliance

Geometric
progression

Constructivism

Identifying
patterns

SelfReliance

Common ratio

Thinking Skills

Making
inferences

Freedom

Exploratory

Making
inferences

Freedom

Making
generalizations

Rationality

algebraic form.

2.2 Determine whether a given

CCTS

sequence is a geometric
progression.
2.3 Determine by using formula:
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
the geometric progressions.

2.5 Find :

Discuss :
As

then

,r
S

a
1 r

Constructivism

a) the sum to infinity of

geometric progressions.

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

Sum to infinity
Recurring
decimal

VOCABULARY

b)

the first term or common

read as sum to infinity.

Mastery
Learning

ratio, given the sum to

infinity of geometric
progressions.

Finding all
possible
solutions

Compassion
courage

Include recurring decimals.

Limit to 2 recurring digits
such as 0.3, 0.15,...
Exclude:

2.6

Solve problems involving

geometric progressions

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

WEEK

CHINESE NEW YEAR HOLIDAY

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

Students will be
taught to:

Students will be able to:

Line of best fit

5-6

A7
LINEAR LAW
1 Understand and
use the concept of
lines of best fit.

Use examples from

real-life situations to
introduce the concept
of linear law.

Using graphing
calculators or
computer software
such as the
Geometers
Sketchpad to explore
lines of best fit.
2 Apply linear law
to non-linear
relations

1.1

Draw lines of best fit by

inspection of given data.

1.2

Write equations for lines of best fit.

Limit data to linear

relations between two
variables.

Constructivism

Multiple
Intelligent

1.3 Determine values of

variables from :
a) line of best fit
b) equations of lines of best fit.

2.1

2.2

Constructivism

Reduce non-linear relations

to linear form.

Determine values of constants

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

2.3 Obtain information from:

a) line of best fit
b) equations of lines of best fit.

Finding all
possible
solutions
Identifying
relations

Effort

Inspection
Variable
Non-linear
relation

Reasoning

Linear form

Determination

Integrating ICT

Representing
and
Interpreting
Data

Mastery
Learning

Identifying
Patterns

Able to act
independently

Thinking Skills

Identifying
Relations

Mastery
Learning

Representing
and
Interpreting
Data

Reasoning

Problem
Solving

Prudence

Effort

reduce

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
7

C2
INTEGRATION
1 Understand and
use the concept of
indefinite integral

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

Students will be able to:

Use computer
software such as
Geometers
Sketchpad to explore
the concept of
integration.

1.1

Determine integrals by

Emphasize constant of
integration.

reversing differentiation.

1.2

Thiking Skills

Cooperation,
Compassion,
Diligence

Integration
Integral

Recognising
and
representing

Moderation,
Diligence

Reverse

Identifying
relations

Courage

Identifying
relations

Determine integrals of ax ,
where a is a constant and n is
an integer,

y dx

read as integration

of y with respect to x

1.3 Determine integrals of

algebraic expressions.

1.4

Find constants of integration,

c , in indefinite integrals.

1.5

Determine equations of
curves from functions of
gradients.

1.6

Determine by substitution the

integrals of expressions of
the form

ax b

Limit integration of
n

u dx
u

ax

, where

a and b are constants, n is an

integer and n
1

, where

Thiking Skills

Recognising
and
representing

Rationality
Honesty

Indefinite
integral
Constant of
integration

WEEK

LEARNING
OBJECTIVES

2 Understand and
use the concept of
definite integral

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES
Use scientific or
graphing calculators
to explore the
concept of definite
integrals.

LEARNING OUTCOME

2.1

Find definite integrals

of algebraic
expressions.

POINTS TO NOTE

Include:
b

kf (x)dx

a
b

Use dynamic
computer software to
volumes of
revolutions.

k f (x)dx

f (x)dx

MORAL
VALUE

Rationality

Define integral

f (x)dx

Limit

Volume
Simulation

Justice

Limit to one curve.

Logical
reasoning

Self-reliance

Derivation of formulae nor

required.

Simulation

Integrating
ICT

areas.
2.3 Determine areas under curves
using formula.

2.4 Find volumes of revolutions

Multiple
Intelligent

Freedom,
Respect

Mastery
learning

when region bounded by a

curve is rotated completely
about :
a) the x-axis

Limit volumes of revolution

about the x-axis or y-axis.

b) the y-axis
as the limit of a sum of

Problem
solving

volumes.
2.5 Determine volumes of
revolutions using formula.
9

TEST 1

VOCABULARY

Substitution

Find the areas under curves

as the limit of a sum of

Recognising
and
representing

Derivation of formulae not

required.
2.2

CCTS

Use computer
software and
graphing calculators
to explore areas
under curves and the
significance of
positive and negative
values of areas.

GENERICS

Logical
reasoning

Self-reliance,
Honesty

Region
Rotated
Revolution
Solid of
revolution

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
10

G2
VECTORS
1 Understand
and use the
concept of vector

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

Constructivism

Comparing &
differentiating

MORAL
VALUE

VOCABULARY

Students will be able to:

Use examples
from real-life
situations and
dynamic computer
software such as
Geometers
Sketchpad to
explore vectors.

1.1

1.2

Differentiate between vectors

and scalar quantities.

Use notations:

Draw and label directed line

segments to represent vectors.

AB .

AB

Vector: a,

, a,

Drawing
diagrams

Magnitude:

Rationality

Differentiate

Open &
logical mind

Scalar
Vector
Directed line
segment
Magnitude

a , AB

Direction

~
a

1.3

Determine the magnitude and

the direction of vectors
represented
by directed line segments.

AB

Zero vector:

Identifying
relations

0~

Emphasize that a zero

has a magnitude of
zero.
Emphasize negative
vector:
Camparing &
differentiating

AB BA
1.4 Determine whether
two vectors
are equal.
1.5 Multiply vectors by
scalars.
1.6 Determine whether two
vectors
are parallel.

Include negative scalar

Include:

Identifying
relations

a) collinear points
b) non-parallel non-zero
vectors
Emphasize :
If

ha kb

, then h=k=0

Non-parallel
Non-zero

parallel and

Parallel
Collinear points

a and b are not

~

Comparing &
differentiating

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

SCHOOL HOLIDAY (MID TERM 1) : 14.3.2009 22.3.2009

Constructivism
11

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

Use real-life
situations and
manipulative
materials to
explore addition
and subtraction of
vectors.

2.1 Determine the

resultant vector of

Mastery
learning

two parallel vectors.

2.2

2.3

Determine the resultant vector

of two non-parallel vectors
using :

Emphasize:

a
~

b
~

a
~

Drawing
diagram

a)

triangle law

b)

parallelogram law

Identifying

Determine the resultant vector

of three or more vectors using
the polygon law.

Relations
Drawing
diagram

a) parallel
b) non-parallel

Problem
Solving

2.5 Represent
vectors as a
combination of
other vectors.
Solve problems involving
addition and subtraction
of vectors.

Triangle law

Self confident

Parallelogram law
Resultant vector

Identifying
relations

Thinking skill

2.4 Subtract two

vectors which

Self-reliance

Recognizing
&
representing

Polygon law

WEEK

LEARNING
OBJECTIVES
Students will be
taught to:

12

3 Understand
and use vectors in
the Cartesian
plane.

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

LEARNING OUTCOMES

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

Arranging
sequentially

unity

VOCABULARY

Students will be able to:

Use computer
3.1 Express vectors in the form:
Relate unit vector
software to explore
~
xi y j
vectors in the
a)
~
~
Cartesian plane.
b)

i
and

x
y

j
~

to Cartesian

coordinates.
Emphasise:
Vector

Vector

1
0

j
~

3.2 Determine magnitudes

of vectors.

directions.

x ~i y j
~

Add two or more vectors.

3.6

Multiply vectors by scalars.

3.5

and

0
1

For learning outcomes

3.2 to 3.7 , all
vectors are given in
the form

3.3 Determine unit vectors

in given

3.4

Intergrating
ICT

x
or y .

Subtract two vectors

Limit combined
operations to
addition , subtraction
and multiplication of
vectors by scalars.

3.7 Perform combined

operations on
vectors.

Problem
solving
3.8 Solve problems
involving vectors.

10

Cartesian plane
unit vector

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
13
15

T2
TRIGONOME
TRIC
FUNCTIONS
1 Understand
the concept of
positive and
negative
angles
measured in
degrees and
radians.

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

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

Self-Access
Learning

Drawing
diagrams

MORAL
VALUE

VOCABULARY

Students will be able to:

Use dynamic
computer
software such as
Geometers
sketchpad to
explore angles in
Cartesian plane.

Use dynamic
computer
software to
explore
trigonometric
functions in
degrees and
radians.
Use scientific or
graphing
calculators to
explore
trigonometric
functions of any
angle.

1.1

Represent in a Cartesian plane,

angles greater than 360o or 2
radians for:

Responsible

Cartesian plane
rotating ray
positive angle

a)

positive angles

negative angle

b)

negative angles

clockwise
anticlockwise

Use unit circle to

determine the sign of
trigonometric ratios.

2.1 Define sine, cosine

and tangent of any angle in
a Cartesian plane.

Emphasise:
sin

2.2 Define cotangent, secant

and cosecant of any angle in
a
Cartesian

cos
tan
cosec

plane.

sec
cot

= cos (90o -

= sin (90 = cot (90 = sec (90o -

= cosec(90o -

= tan (90 -

Making
generalizati
ons

Dedication

unit circle
quadrant
reference angle
trigonometric
function/ratio
sine cosine
tangent
cosecant
secant
cotangent
special angle

2.3 Find values of the

six trigonometric

Emphasise the use of

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

functions of any angle.

2.4

Constructivi
sm

Solve trigonometric equations.

11

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
3
Understand
and use
graphs of
sine, cosine
and tangent
functions.

LEARNING OUTCOME

POINTS TO NOTE

Use examples from

real-life situations to
introduce graphs of
trigonometric
functions.

3.1

Draw and sketch graphs of

trigonometric functions:

Use angles in

a)
b)
c)

b) radians, in terms of

y = c + a sin bx
y = c + a cos bx
y = c + a tan bx

Use graphing
calculators and
dynamic computer
software such as
Geometers
Sketchpad to explore
graphs of
trigonometric
functions.

3.2 Determine the number of

solutions to a trigonometric
equations
using

Use scientific or
graphing calculators
and dynamic
computer software
such as Geometers
Sketchpad to explore
basic identities.

4.1 Prove basic identities:

Constructivism

a) degrees

b > 0.

4
Understand
and use
basic
identities.

CCTS

MORAL
VALUE

VOCABULARY

Students will be able to:

where a,b, and c are

constants and

GENERICS

Identifying
patterns

Integrating ICT

Diligence

Modulus
Domain

Self-Reliance
Drawing
diagrams

Range
Sketch

Emphasize the
characteristics of sine.
Cosine and tangent
graphs. Include
trigonometric functions
involving modulus.

Mastery
Learning

Exclude combinations
of trigonometric
functions.

Constructivism

Working out
mentally

Rationality

Integrating ICT

Finding all
possible
solutions

Diligence

asymptote

Self reliance

Basic identity

sketched graphs.

Period

Comparing &
differentiating

Thinking Skills

3.3 Solve trigonometric

Draw

equations using drawn

cycle

Maximum
Minimum

Logical
reasoning

graphs.
Basic identities are
also known as
Pythagorean
identities.

a) sin2 A + cos2 A = 1
b) 1 + tan2 A = sec2 A
c) 1 + cot2 A = cosec2 A

Thinking skills
Integrating ICT
Thinking skills

4.2 Prove trigonometric

identities using basic

Include learning
outcomes 2.1 and 2.2.

identities.
4.3 Solve trigonometric
equations using basic
identities.

12

Problem
solving

Identifying
relations

Pythagorean
identity

Drawing
diagrams
Logical
Reasoning
Classifying

Moderation
Tolerance

WEEK

LEARNING
OBJECTIVES

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

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES
Use dynamic
computer software
such as Geometers
Sketchpad to explore
addition formulae and
double-angle
formulae.

LEARNING OUTCOME

5.1 Prove trigonometric identities

using addition formulae for
sin ( A
tan ( A

B), cos ( A

POINTS TO NOTE

GENERICS

CCTS

Derivation of addition
formulae not required.

Thinking skills

Identifying
patterns

Exploratory

MORAL
VALUE

Diligence

Half-angle
formulae

B).

5.2 Derive double-angle formulae

for

Thinking skills

Exclude
A cos x + b sin x = c,

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

where

Contextual

0.
Problem
solving

5.3 Prove trigonometric identities

using addition formulae
and/or double-angle formulae.
5.4 Solve trigonometric equations.

13

Addition formulae
Double-angle
formulae

Discuss half-angle
formulae.

B) and

VOCABULARY

Identifying
relations

Self-reliance

Identifying
relations

Self-reliance
Cooperation

Self access
learning
Problem
solving

Finding all
possible
solutions

Diligence

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
1
61
7

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

Identifying
patens

Cooperation

VOCABULARY

Students will be able to:

S2

For this topic:

PERMUTATI
ONS AND
COMBINATI
ON

a) Introduce the concept by

1
Understand
and use the
concept of
permutation.

have understood the

using numerical values.

b) Calculators should only
be used after the student
concept.
Use manipulative
materials to
explore
multiplication rule.
Use real-life
situation and
computer software
such as
spreadsheet to
explore
permutations.

1.1 Determine the total number

of ways to perform
successive events using
multiplication rule.

1.2

Determine the number of

permutations of n different
objects.

Limit to 3 events.

Thinking skill

Exclude cases involving

identical objects.

Problem
solving

Explain the concept of

permutations by listing all possible
arrangements.
Include notations:

Constructivism
Integrating ICT

a)

Multiplication rule
Self reliance

Finding all
possible
solutions

Systematic

Classifying

Justice

Events

0! 1

1.3

Determine the number of

permutations of n different
objects taken r at a time.
1.4 Determine the number of
permutations of n
different

Exclude cases involving

arrangement of objects in a
circle.

objects for given

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

Thinking skill
Problem
solving

Identifying
patens

Constructivism
Integrating ICT

Classifying
Simulation

14

Cooperation
Self reliance

Finding all
possible
solutions

Arrangement
order

Simulation

n! read as n factorial

Permutation
Factorial

n! n n 1 n 2 ...3 2 1
b)

Successive

Justice

given conditions.

WEEK

18-19
20

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

MID YEAR EXAM WEEK

2 Understand
and use the
concept of
combination.

Explore
combinations
using real-life
situations and
computer
n
software.
C
Use scientific or
graphing
calculators to
explore
trigonometric
functions of any
angle.

2.1 Determine the number of

combinations of r
objects chosen from n
different objects.

Explain the concept of

combinations by listing all possible
selections.

P
r!

2.2 Determine the number

r

of r
objects chosen from n
different objects for
given conditions.

Integrating
ICT

Constructivism

2.3 Determine the number of

permutations of n
different objects
for given
conditions.

2.4

Identifying
relations

Rationality

Finding all
possible
solutions

Logical
thinking

Classifying

Simulation

Determine the number of

Permutations of n different
objects taken r at a time
for given conditions.

15

Combination
Selection

Use examples to illustrate

of combinations

Thinking skill

Cooperation

MID YEAR SCHOOL HOLIDAYS : 30.5.2009 14.6.2009

16

Term II : 15.6.2008 20.11.2009 (22 week)

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:

12

S3
PROBABILIT
Y
1 Understand
and use the
concept of
probability

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

VOCABULAR
Y

Students will be able to:

Use real-life situations

to introduce
probability.
Use manipulative
materials, computer
software and scientific
or graphing
calculators to explore
the concept of
probability.

1.1 Describe the sample

space of an experiment.

Use set notations.

Thinking skills

Drawing
diagram

1.2 Determine the number

of outcomes of an event.

Discuss:

Contextual

Identifying
patens

1.3 Determine the probability

of an event.

b) subjective probability

Cooperation
Rationality

a) classical probability
(theoretical probability)

Simulation

c) relative frequency probability

Making
inference

(experimental probability)
Emphasize:
Only classical probability is
used to solve problems

1.4 Determine the probability

of two events:
a) A or B
occurring

Theoretical
probability

Making
generalization

Emphasize :

PA B

Systematic

Experiment
Sample space
Event
Outcome
Equally likely
Probability
Occur
Classical
probability

Subjective
probability
Relative

PA

PB

PA B

frequency
probability

Thinking skills

Experimental
probability

Using Venn Diagrams.

b) A and B
occurring
2 Understand and
use the concept of
probability of
mutually exclusive
events.

Use manipulative
materials and
graphing calculators
to explore the concept
of probability mutually
exclusive events.

2.1 Determine whether two

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

Include events that are

mutually exclusive and
exhaustive.
Limit to three mutually
exclusive events.

17

Contextual

Identifying
relations

Rationality

Constructivism

Identifying
patens

Mutually
exclusive event

Drawing
diagrams

exhaustive

WEEK

LEARNING
OBJECTIVES

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

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

LEARNING OUTCOME

Use manipulative
materials and
graphing calculators
to explore the concept
of probability of
independent events.

3.1 Determine whether two

events are independent.

Use software to
stimulate experiments
involving probability
of independent
events.

3.3 Determine the probability

of three
independent
events.

POINTS TO NOTE

Include tree diagram

GENERICS

Integrating
ICT

CCTS

MORAL
VALUE

Classifying

Self reliance

Independent

Identifying
patens

Rationality

Tree diagrams

Comparing
and
differentiating

Rationality

3.2 Determine the probability of

two independent events.

Mastery
learning
Integrating
ICT

18

VOCABULAR
Y

19

WEEK

LEARNING
OBJECTIVES
Students will be
taught to:

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

Students will be able to:

20

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

3
4

S4
PROBABILI
TY
DISTRIBUTI
ONS
1
Understand
and use the
concept of
binomial
distribution.

Use real-life situations

to introduce the
concept of binomial
distribution.
Use graphing
calculators and
computer software to
explore binomial
distribution.

1.1 List all possible values of a

discrete random variable.
1.2 Determine the probability of an
event in a binomial
distribution.

Include the
characteristics of
Bernoulli trials.

Mastery
Learning

Recognising
and
representing

Rational,
accuracy.

Cooperative
Learning,
Integrating ICT

Identifying
patterns,
predicting.

Diligence.

For learning outcomes

1.2 and 1.4 , derivation of
formulae are not
required.

Mean
Variance
Standard deviation
Identifying
relations,
drawing
diagrams

Neatness,
careful.

Contextual,
Integrating ICT

Comparing
and
differentiating

Freedom by
law, accuracy,
careful.

Contextual,
Problem
solving

Making
inferences.

Ability to act
independently,
self motivated

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

Constructivism,
Cooperative
Learning

Identifying
patterns,
comparing
and
differentiating

Honesty,
accuracy.

Continuous
random variable

Identifying
relations.

Rational,
accuracy,
careful.

Constructivism,

1.3 Plot binomial

distribution graphs.

Integrating ICT

1.4 Determine mean,

variance and
standard deviation of a
binomial
distribution.

Discrete random
Variable
Independent trial
Bernoulli trials
Binomial
distribution

1.5 Solve problems

involving binomial
distributions.
LEARNING OUTCOME

POINTS TO NOTE

2.1 Describe
continuous random
variables using
set notations.
Discuss
characteristics of:
SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES
WEEK

21

LEARNING
OBJECTIVES
Use real-life situations
and computer software
identifying

2.2 Find probability of zvalues for

a) normal
distribution graphs.

standard normal
distribution.

b) standard normal
distribution graphs.

Contextual,
Multiple
Intelligence

Z is called standardized
variable
Integration of normal
distribution function

Contextual,
mastery
learning

Recognising
and
representing,

Normal
distribution

Neatness,
self-reliance,
effort

Standard normal
distribution
z-values
standardized
variable

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
5

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

Students will be able to:

AST2

Particle Fixed
point
Displacement
Distance
Velocity
Acceleration
Time interval

Emphasize the use of the

following symbols:

MOTION ALONG
A STRAIGHT

s = displacement
v = velocity
a = acceleration

1 Understand and
use the concept of
displacement.

t = time

Identifying
patterns
Drawing
diagrams

where s , v , and a are

functions of time.
Use real-life
examples, graphing
calculators or
computer software
such as Geometers
Sketchpad to explore
displacement.

1.1

Identify direction of displacement

of a particle from a fixed
point.

1.2 Determine displacement of

a particle from a fixed point.
1.3 Determine the total distance
traveled by a particle over a
time

Emphasize the difference

between displacement and
distance.

Contextual

Discuss positive, negative

and zero displacement.

Constructivism
Exploratory

Include the use of number

line.

Mastery
learning

Emphasize velocity as the

rate of change of
displacement.

Constructivism

Rational
Systematic

Comparing
and
differentiating
Drawing
diagrams

Cooperation

Comparing
and
differentiating
Identifying
relations

interval using
graphical method.
2 Understand
and use the
concept of
velocity.

Use real-life
examples, graphing
calculators or
computer software
such as Geometers
Sketchpad to explore
velocity.

2.1

Determine velocity function of a

particle by differentiation.

Include graphs of velocity

functions.

2.2

Determine instantaneous
velocity of a particle.

Discuss:
a) uniform velocity
b) zero instantaneous
velocity

2.3

Determine displacement of a
particle from velocity function

c) positive velocity
d) negative velocity

by
Integration.

22

Identifying
relations

Rational

Instantaneous
velocity

Cooperation

Velocity
function

Mastery
learning

Identifying
relations
Drawing
diagrams

Mastery
learning

Finding all
possible
solutions

Systematic

Uniform velocity
Rate of change
Maximum
displacement
stationary

WEEK

LEARNING
OBJECTIVES

3 Understand
and use the
concept of
acceleration.

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES
Use real-life
examples, graphing
calculators or
computer software
such as Geometers
Sketchpad to explore
the concept of
acceleration.

LEARNING OUTCOME

3.1 Determine
acceleration function of
a particle by differentiation.
3.4 Determine

POINTS TO NOTE

Emphasize
acceleration as the rate
of change of velocity.
Discuss:

instantaneous

a)

acceleration of a

acceleration

particle.

acceleration

GENERICS

CCTS

Mastery
learning

Identifying
relations

Rational

Mastery
learning

Identifying
relations

Confident

Multiple
Intelligence

Identifying
relations

Thinking skills

Finding all
possible
solutions

uniform
b)

zero

c) positive acceleration
3.5 Determine instantaneous
velocity of a particle from

d)

negative

acceleration

acceleration function by

Multiple
intelligence

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

23

MORAL
VALUE

Making
generalization

VOCABULARY

Maximum velocity
Minimum velocity

Systematic

Uniform
acceleration

WEEK

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

Students will be
taught to:
67

ASS2
LINEAR
PROGRAMMI
NG
1 Understand
and use the
concept of
graphs of
linear
inequalities

LEARNING OUTCOME

GENERICS

CCTS

MORAL
VALUE

Identifying
Relations

Reasoning

Representing
and
Interpreting
Data

Able to act
independently

Drawing
Diagrams

Reasoning

Representing
and
Interpreting
Data

Able to act
independently

Recognizing
and
Representing

Collaboration

VOCABULARY

Students will be able to:

Use real-life
examples, graphing
calculators or
computer software
such as Geometers
Sketchpad to explore
linear programming.

1.1

1.2

Identify and shade the

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

1.3 Shade the region on the graph

the x-axis and y-axis.
that satisfies several linear

Emphasize the use of

solid lines and dashed
lines.

Constructivism
Integrating ICT

Limit to regions defined

by a maximum of 3 linear
inequalities not including

2.2

Constructivism
Integrating ICT

Cooperative
Learning

writing linear inequalities

Contextual

and equations
describing
b) shading the
region of

Cooperative
Learning

feasible
determining and drawing
the objective
function

ax+by=k, where
a,b and
k are constants.

Define
satisfy

Feasible solution
Objective function
Parallel lines
Vertex
Vertices

Multiple
Intelligent

a situation.

c)

Solid line
Region

Contextual

Solve problems related to

linear programming by :

solutions.

Dashed line

Constructivism

Find linear inequalities that

define a shaded region.

a)

Linear
programming
Linear inequality

Constructivism

inequalities.
1.4

2 Understand and
use the concept of
linear programming.

POINTS TO NOTE

Optimum values refer to

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

d) determining
graphically
the optimum
value of the

24

Future
Learning
Contextual
Constructivism

Drawing
Diagrams
Representing
and
Interpreting
Data
Problem
Solving

Steadfastness

Responsible
Optimum value
Maximum value
Minimum value
Open and
logical mind

objective
function.

WEEK

8-9

LEARNING
OBJECTIVES

SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES

11 - 13

14

POINTS TO NOTE

SPM REVISION

SCHOOL HOLIDAYS (MID TERM 2) :

10

LEARNING OUTCOME

22.08.2009 - 30.08.2009

INTENSIVE REVISION
SPM TRIAL EXAM

HOLIDAY (HARI RAYA PUASA)

15 - 20

INTENSIVE REVISION

21-22

SPM EXAM 2009

YEAR END SCHOOL HOLIDAYS : 21.11.2009

- 03.01.2010

25

GENERICS

CCTS

MORAL
VALUE

VOCABULARY

SEKOLAH MENENGAH KEBANGSAAN

CONVENT BUKIT NANAS
KUALA LUMPUR
RANCANGAN TAHUNAN
MATA PELAJARAN
MATEMATIK TAMBAHAN
TINGKATAN 5
TAHUN 2007
Disediakan oleh :

............
(PN. MA SIEW LANG )
Penyelaras
Matematik Tambahan

Disemak oleh :

..
(PN. PARIDAH BT YAACOB)
Ketua Panitia Matematik

Disahkan oleh :

(PN. CHUA POI LANG)

Guru Kanan Sains dan
Matematik

26

(PN. LEE CHII YUANN)

Pengetua

27