2014 Yearly Plan – Additional Mathematics Form 5

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

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

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

1
 2014 Yearly Plan – Additional Mathematics Form 5
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
progressions
c) The value of n , given
the sum of the first n
terms of arithmetic
progressions
1.5 Solve problem involving
arithmetic progressions
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
 Values : Connection between
Mathematics and real-life
situations
 Skills : Problem solving
 Pedagogy : Constructivism,
contextual leraning,
cooperative learning Include problems involving
2 real-life situations.
 Discuss cases in algebraic
form, involves daily life
examples
 Values : Connection between
Mathematics and daily life
situations, cooperative
 Skills : Interpretation, problem
solving
 Pedagogy : Mastery learning,
contextual and cooperative
learning.
2
 2014 Yearly Plan – Additional Mathematics Form 5
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
w3 2.1 Identify characteristic of
2. Understand and use geometric progressions
13 Jan the concept of
---- geometric progression . 2.2 Determine whether given
17 Jan sequences is a 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
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
 Use examples from real-life Include examples in algebraic
1 situation, scientific or graphing form
calculator and computer
software to explore geometric
progression
 Values : Predict , accurate
 Skills : Making connection
1
 Use examples in real life
situations
(i) depreciation of a car’s price after
n years with a specific interest rate
(ii) amount of savings in bank after n
years.
 Values : Logical thinking,
 Skills : Recognising
relationship
2  Pedagogy :Contextual &
cooperative learning
 Activities:
(1) Count total number of peanuts
which are placed in the egg rack
according to certain geometric
progression.
(2) Use the cut out grids to introduce
the formula.
 Values : Cooperative,
systematic, abide by the laws
 Skills : Problem solving
3
 2014 Yearly Plan – Additional Mathematics Form 5
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to… Periods
to.....
2.5 Find
a. the sum to infinity of geometric
progression
b. the first n term or common
ration, given the sum to
infinity of geometric
progressions
2.6 solve problem s involving
geometric progressions
No of Suggested Teaching & Learning Points to Note
activities/Learning Skills/Values
 Pedagogy:Contextual &
1 cooperative learning Discuss:
 Use examples such as yoyo, As n  , r n  0 then
pendulum to explain the
formula S =
a
, r <1 a
�
1- r S� = , r <1
1- r
S  read as “ sum to infinity”
Include recurring decimals
 Values : Appreciate the beauty
limit to 2 recurring digits such
of Mathematics
2  Skills : Recognizing pattern,
that � �
…
seeing connection 0.3, 0.15
 Pedagogy : Contextual learning
Exclude :
a. combination of arithmetic
 Use of daily life examples
progressions and geometric
which are in algebraic form.
progressions
Example, savings.
 Values : Appreciate the
b. cumulative sequences such
relationship between
as (1), (2,3), (4,5,6),…..
Mathematics and daily life
 Skills : Problem solving
 Pedagogy : Thinking skills
4
5
Topic/Learning Area Al : Linear law --- 2 weeks
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

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

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

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

 Use computer software and

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

w8  Use scientific or graphing Include

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

7
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
2.2 Find areas under curves as
the limit of a sum of areas.
2.3 Determine areas under
curves using formula
2.4 Find volumes of revolution
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
revolution using formula.
2. Understand and use 2.1 Find definite integral of
the concept of definite algebraic expressions.
integral.
2.2 Find areas under curves as
the limit of a sum of areas.
2.3 Determine areas under
curves using formula
2.4 Find volumes of revolution
when region bounded by a
curve is rotated completely
No of Suggested Teaching & Learning
Periods activities/Learning Skills/Values
1  Use computer software and
graphing calculator to explore
1 areas under curves and the
significance of negetive and
positive values of areas.
1  Use dynamic computer
software to explore volumes
of revolution
 Values : Sistematik, accurate,
rasional
 Skills : Seeing connection.
Recognise relationship
1  Pedagogy : Cooperative
learning, thinking skill
 Use scientific or graphing
1 calculators to explore the
comcept of definite intergals
1  Use computer software and
graphing calculator to explore
1 areas under curves and the
significance of negetive and
positive values of areas.
1  Use dynamic computer
Points to Note
b b
 f ( x )dx = -  f ( x) dx
a a
Derivation of fornulae not
required
Limit to one curve
Derivation of formulae not
required
Limit volumes of revolution
about the x-axis or y-axis
Include
b b
 kf ( x)dx = k  f ( x)dx
a a
b b
 f ( x )dx = -  f ( x) dx
a a
Derivation of fornulae not
required
8
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
about the software to explore volumes
a. x-axis of revolution Limit to one curve
b. y-axis
 Values : Sistematik, accurate, Derivation of formulae not
as the limit of a sum of required
volumes. rasional
2.5 Determine volumes of  Skills : Seeing connection.
revolution using formula. Recognise relationship
Limit volumes of revolution
1  Pedagogy : Cooperative about the x-axis or y-axis
learning, thinking skill

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

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

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

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

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

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

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

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

3.2 Determine magnitudes of  

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

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

11
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
3.8 Solve problems involving 2
vectors  Students to be exposed to
questions which involve
combined operations on
vectors.
 Values : Careful,
sistematik
 Skills : Synthesis
 Pedagogy : Problems
solving, contextual
learning
 Topic/Learning : T2 Trigonometric Functions --- 5 weeks

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

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

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

Use unit circle to determine the

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

13
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
any angle
2.4 Solve trigonometric
equations.
3. Understand and use 3.1. Draw and sketch graphs of
W 24 graphs of sine, cosine trigonometric functions:
30 Jun and tangent functions. a) y = c + a sin bx
----
b) y = c + a cos bx
4 Julai
c) y = c + a tan bx
where a, b and c are
constants and b > 0 ,a≠0.
3.2. Determine the number of
solutions to a trigonometric
equation using sketched
graphs.
3.3. Solve trigonometric
equations using drawn
graphs.
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
 Recall the six trigonometric Emphasise the use of
functions of any angle to triangles to find
solve trigonometric equations trigonometric ratios for
 Values : Systematic and special angles 30˚, 45˚, and
accurate 60˚.
 Skills : Making connection,
application of formula,
problem solving
 Pedagogy : Contextual
2  Use examples from real-life Use angles in
situations to introduce graphs a) degrees
of trigonometric functions. b) radians, in terms of π
 Use graphic calculators and
dynamic computer software Emphasise the characteristics of
such as Geometer’s sine, cosine and tangent graphs.
Sketchpad to explore graphs Include trigonometric functions
of trigonometric functions. involving modulus.
 Values : Careful, sistematik
 Skills : Sketching graphs, Exclude combinations of
making connection, making trigonometric functions.
comparison
 Pedagogy : Multiple
2 intellegence
 Expaination and
demonstration by teacher
 Values : Neat and
hardworking
 Skills : Problem solving
 Pedagogy : Logic
Mathematics
14
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
4. Understand and use 4.1 Prove basic identities :
W25 basic identities a) sin2 A + cos2A = 1
7 Julai
b) 1 + tan2A = sec2A
----
11 Julai c) 1 + cot2A = cosec2A
4.2 Prove trigonometric
identities using basic
identities.
4.3 Solve trigonometric
equations using basic
identities.
5. Understand and use 5.1 Prove trigonomotric
addition formulae and identities using addtion
double-angle formulae formulae for sin (A  B),
cos (A  B), and
tan(A  B).
5.2 Derive double-angle
formulae for sin 2A, cos 2A
and tan 2A.
5.3 Prove trigonomotric
identities using addition
formulae and/or double-
angle formulae.
5.4 Solve trigonometric
equations.
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
3  Use scientific or graphing Basic identities are also known
calculators and dynamic as Pythogorean identites
computers software such as
Geometer’s Sketchpad to
explore basic identities.
 Values : Determination, Including learning outcomes 2.1
2 careful, rasional and 2.2
 Skills : Recognise
relationship, making
2 connection and application,
problems solving
 Pedagogy : Contextual
2  Use dynamic computer Derivation of addition formulae
software such as Geometer”s not required.
Sketchpad to explore addition
formulae and double-angle Discuss half-angle formulae
formulae.
2  Values : Determination,
careful, systematic
 Skills : Mental process,
making connection and
application, problem solving
 Pedagogy : Contextual, Logic Exclude
Mathematics, Trial and error, A cos x + b sin x = c,
Mastery learning where c ≠ 0
3
15
 Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
Topic/Learning Area S2 : Permutations and Combinations --- 3 weeks
W14 1. Understand and 1.1 Determine the total number
7 April use the concept of of ways to perform
---- permutations. successive events using
11 multiplication rule.
April
1.2 Determine the number of
permutations of n different
objects.
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
objects for given conditions.
1.5 Determine the number of
permutations of n different
objects taken r at a time for
given conditions.
No of Suggested Teaching & Learning
Periods activities/Learning Skills/Values
No of Suggested Teaching & Learning
Periods activities/Learning Skills/Values
 Using manipulative materials to
1 explore multiplication rule.
 Use real-life situations and
computer software such as
spreadsheet to explore
permutations.
 Values: Systematic, tolerance,
1 cooperation.
 Skills: Logical thinking,
synthesize
 Pedagogy: Contextual learning,
constructivism, cooperative
learning.
 Activities : Games -- Rearrange
cards or students in a sstraight line
Points to Note
Points to Note / Vocabulary
Multiplication rule, successive
events, permutation, factorial,
arrangement, order.
For this topic :
a) Introduce the concept by
using numerical examples.
b) Calculators should only be
used after students have
understood the concept.
Limit to 3 events.
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
16
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
arrangement of objects in a
circle.

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

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

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

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

Experiment, sample space,

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

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

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

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

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

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

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

19 Mei First Term Exam

---
27 Mei

28 Mei Holiday
---
15 Jun

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

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

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

21
Week Learning Objectives Learning Outcomes
No Pupils will be taught Pupils will be able to…
to.....
3.1 Determine acceleration
3. Understand and function of a particle by
use the concept of differentiation.
acceleration 3.2 Determine instantaneous
acceleration of a particle.
3.3 Determine instantaneous
velocity of a particle from
acceleration function by
integration.
3.4 Determine displacement of a
particle from acceleration
function by integration.
3.5 Solve problems involving
motion along a straight line.
Topic/Learning Area ASS2: Linear Programming --- 2 weeks
W28 1. Understand and 1.1 Identify and shade the
28 use the concept of region on the graph that
Julai graphs of linear satisfies a linear inequality
---- inequalities.
1 Ogos 1.2 Find the inequality that
defines a shaded region.
1.3 Shade region on the graph
that satisfies several linear
inequalities.
1.4 Find linear inequalities that
No of Suggested Teaching & Learning
Periods activities/Learning Skills/Values
1  Use real-life examples and
computer software such as
Geometer’s Sketchpad to explore
the concept of acceleration.
 Values: Systematic
1  Skills: Precision
 Pedagogy: Contextual learning
2 Maximum velocity, minimum
 Use real-life examples , graphing
1 calculators and dynamic
computer software such as
Geometer’s Sketchpad to explore
1 linear programming.
 Values: Careful
 Skills: Making diagram
1  Pedagogy: Multiple intellegence
1 inequality, dashed line, solid
Points to Note / Vocabulary
Emphasise acceleration as the
rate of change of velocity.
Discuss:
a) uniform acceleration
b) zero acceleration
c) positive acceleration
d) negative acceleration.
velocity, uniform acceleration.
Emphasise the use of solid
lines and.dashed lines.
Limit to regions defined by a
maximum of 3 linear
inequalities ( not including
the x-axis and y-axis)
Linear programming, linear
line, region, define, satisfy.
22
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note / Vocabulary
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
defines a shaded region.

2.1 Solve problems related to

W29 2. Understand and linear programming by
4 Ogos use the concept of a) writing linear inequalities
---- linear programming. and equations describing
8 Ogos 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
objective function.
 Values: Cooperation, precision Optimum values refer to
 Skills: Making connections maximum or minimum values.
 Pedagogy: Multiple intellegence
1 Include the use of vertices to
find the optimum values.
1 Feasible solution, objective
function, parallel lines, vertex,
1 vertices, optimum value,
maximum value, minimum
value.
1

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

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

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

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

10 Nov SPM Exam

24