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# CHAPTER 1 NUMBER BASES

LEARNING AREA Number Bases LEARNING OBJECTIVES LEARNING OUTCOMES Students will be able to: (i) State zero, one, two, three,, as a number in base: a) two b) eight c) five (ii) State the value of a digit of a number in base: a) two b) eight c) five (iii) Write a number in base: a) two b) eight c) five in expanded notation. SUGGESTED TEACHING & LEARNING ACTIVITIES Use models such as a clock face or a counter which uses a particular number base. Number base blocks of twos, eights and fives can be used to demonstrate the value of a number in the respective number bases. For example: 2435

MATHEMATICS 5
MORAL VALUES Systematic Rational Accurate Emphasise the ways to read numbers in various bases. Examples : 1012 is read as one zero one base two 72058 is read as seven two zero five base eight 43255 is read as four three two five base five Numbers in base two are also known as binary numbers. Examples of numbers in expanded notation : 101102= 124 + 023 + 122 + 121 + 020 3258 = 382 +281 + 580 30415 = 353 + 052 + 451 + 150 Expanded notation POINTS TO NOTE / VOCABULARY

WEEKS

## GENERICS ICT Contextual learning Cooperative learning

CCTS

Students will be taught to: 1. Understand and use the concept of number in base two, eight and five.

## Conceptual Compare and contrast

Discuss digits used place values in the number system with a particular number base.

## CHAPTER 1 NUMBER BASES

LEARNING AREA LEARNING OBJECTIVES Students will be taught to: LEARNING OUTCOMES Students will be able to: iv) convert a number in base : a) two b) eight c) five to a number in base ten and vice versa. v) convert a number in a certain base to a number in another base. SUGGESTED TEACHING & LEARNING ACTIVITIES Number base blocks of twos, eights and fives can also be used here. For example, to convert 1010 to a number in base two, use the concept of least number of blocks (23), tiles (22), rectangles (21) and squares (20). In this case, the least number of objects needed here are one block, zero tiles, one rectangle and zero squares. So, 1010 = 10102. Discuss the special case of converting a number in base two directly to a number in base eight and vice versa. For example, convert a number in base two directly to a number in base eight through grouping of three consecutive digits. Perform addition and subtraction in the conventional manner. For example : 1010 + 110 Contextual Learning Communicat ion Method of Learning Evaluation Arrange sequentially Using algorithm and relationship

MATHEMATICS 5
MORAL VALUES Systematic Consistent POINTS TO NOTE / VOCABULARY Perform repeated division to convert a number in base ten to a number in other bases. For example, convert 71410 to a number in base five : 5)714 5)142---4 5) 28---2 5) 5---3 5) 1---0 0---1 71410 = 103245 Limit conversion of numbers to base two, eight and five only.

WEEKS

CCTS

## Students will be taught to:

Students will be able to: (vi) Perform computations involving : a) addition b) subtraction of two numbers in base two

## CHAPTER 2 GRAPHS OF FUNCTIONS II

LEARNING AREA
Graphs of functions

MATHEMATICS 5
SUGGESTED TEACHING & LEARNING ACTIVITIES
Explore graphs of functions using graphing calculator or the Geometers Sketchpad. Compare the characteristics of graphs of functions with different values of constants. For example :

WEEKS

LEARNING OBJECTIVES
Students will be taught to: 2.1 Understand and use the concept of graphs of functions.

LEARNING OUTCOMES
Students will be able to: (i) Draw the graph of a ; a) linear function; y = ax + b , where a and b are constants b) quadratic function; 2 y = ax + bx + c , where a, b and c are constants, a 0 c) cubic function : 3 2 y = ax + bx + cx + d , where a,b,c and d are constants, a0 d) reciprocal function :
, where a is a x constants, a0. y= a

GENERICS
Constructivism Mastery learning Self-access learning

CCTS
Concept constructivis m Compare and contrast Analising Mental visualization Relationship

MORAL VALUES
Punctuality Awareness Systematic Neatness

## POINTS TO NOTE / VOCABULARY

Limit cubic functions to the following forms: 3 y = ax 3 y = ax + b 3 y = ax + bx + c

(ii) Find from a graph : a) the value of y , given a value of x b) the value(s) of x , given a value of y.

B Graph B is broader than graph A and intersects the vertical axis above the horizontal axis.

## Students will be taught to:

Students will be able to: iii) Identify: a) the shape of graph given a type of function b) the type of function given a graph c) the graph given a function and vice versa. LEARNING OUTCOMES

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

As reinforcement, let students play a game; for example, matching card of graphs with their respective function. When the students have their matching partners, ask them to group themselves into four groups of types of functions. Finally, ask each group to name the type of function that is depicted on the SUGGESTED TEACHING & cards. LEARNING ACTIVITIES

## - Mastery learning Cooperative learning. - Contextual learning GENERICS

- Comparing - Accuracy & - Systematic differentiatin g - Classifying - Identifying patterns MORAL VALUES

CCTS

For graph of cubic function, limit to y = ax3 and y = ax3 + b. For graph of quadratic function limit to y = ax2 + b and quadratic function which can be factorise to ( mx + n) ( px + q) where m .n.p POINTS TO NOTE / and q are integers VOCABULARY

## CHAPTER 2 GRAPHS OF FUNCTIONS II

MATHEMATICS 5
- Graphs of function - Graph of linear function - Graph of quadratic function - Graph of cubic function - Graphs of reciprocal function For graph of cubic function, limit to y = ax3 and y = ax3 + b

## Students will be able to:

2.2 Understand and use the concept of the solution of an equation by graphical methods.

i) Find the point(s) of intersection of two graphs. (ii) Obtain the solution of an equation by finding the point(s) of intersection of two graphs. (iii) Solve problems involving solution of an equation by graphical method.

Explore using graphing calculator or the Geometers Sketchpad to relate the xcoordinate of a point of intersection of two appropriate graph to the solution of a given equation. Make generalization about the point(s) of intersection of the two graphs.

## - Self access learning

- Identifying relation - Mental visualization (i)Identifyin g patterns. (ii)Identifyin g relations. (iii)Recogniz ing and representi ng. (iv)Represe nting and interpret ing data.

## Coopera tive learning Constru ctivisme

Use the traditional graph plotting exercise if the graphing calculator or the Sketchpad is unavailable. Involve everyday problems. -Rationale -Diligence -Systematic -Accuracy

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES

## CHAPTER 2 GRAPHS OF FUNCTIONS II

Students will be taught to: 2.3 Understand and use the concept of the region representing in inequalities in two variables Students will be able to: i) Determine whether a given point satisfies : y = ax + b or Discuss that if one point in a region satisfies y > ax + b or Enquirydiscovery Constructivis m Identifying patterns Systematic Determinati on Making inferences

MATHEMATICS 5
For learning Objectives 2.3, include situations involving

y > ax + b or y < ax + b
ii) Determine the position of a given point relative to the equation

## y < ax + b , then all point in

the region satisfies the same inequalities.

x = a, x a ,

x > a, x a, x<a
region dashed line

y = ax + b

## iii) Identify the region satisfying y > ax + b or

y < ax + b
iv) Shade the regions representing the inequalities Use the Sketchpad or graphing calculator to explore points relative to a graph to make generalization about regions satisfying the given inequalities.

## Emphasise that: - For the region representing y > ax + b or

y < ax + b ,the line y = ax + b is drawn as a dashed line to indicate that all points on the line are not in the region. - For the region representing y ax + b or y ax + b , the line y = ax + b
is drawn as a solid line to indicate that all points on the line y = ax + b are in the region. Solid line

> ax + b or y < ax + b b) y ax + b or y ax + b
a) y v) Determine the region which satisfies two or more simultaneous linear inequalities.

MATHEMATICS 5

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## LEARNING AREA 3. TRANSFORM ATIONS III

LEARNING OBJECTIVES Students will be taught to: 3.1 Understand and use the concept of combination of two transformations.

LEARNING OUTCOMES Students will be able to: i. Determine the image of an object under combination of two isometric transformations.

SUGGESTED TEACHING & LEARNING ACTIVITIES Relate to transformations in real life situations such as tessellation patterns on walls, ceilings or floors

## MORAL VALUES Systematic Determinati on Accuracy

POINTS TO NOTE / VOCABULARY Begin with a point, followed by a line and a object

ii. Determine the image of an object under combination of a. two enlargements. b. an enlargement and an isometric transformation. iii. Draw the image of and object under combination of two transformations.

Explore combined transformation using the graphing calculator, the geometers Sketchpad, or the overhead projector and transparencies.

Mastery Learning

## Limit isometric transformations to translations, reflections and rotations.

Identifying Relation

Investigated the characteristics of and object and its image under combined transformation

## Drawing Diagrams Identifying Relation

Systematic

iv. State the coordinates of the image of a point under combined transformation.

## Diligence Accuracy Consistent

Combined transformation.

## CHAPTER 3 TRANSFORMATIONS III

LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES v. Determine whether combined transformation AB is equivalent to combined transformation BA SUGGESTED TEACHING & LEARNING ACTIVITIES

MATHEMATICS 5
MORAL VALUES Rational Cautious POINTS TO NOTE / VOCABULARY Equivalent

WEEKS

## CCTS Comparing and Differentiati ng Identifying Relation

vi. Specify two successive transformation in a combined transformation given the object and the image

Carry out projects to design patterns using combined transformations that can be used as decorative purposes. These projects can then be presented in classroom with the students describing or specifying the transformations involved.

Mastery Learning

Identifying Patterns Identifying Relation Logical Reasoning Representin g and Interpreting Data

Systematic Hardworkin g

Specify

vii. Specify a transformation which is equivalent to the combination of two isometric transformations.

Use the Sketchpad to prove the single transformation which is equivalent to the combination of two isometric transformations.

## Using Analogies Working Out Mentally

Honesty Cooperation

## CHAPTER 3 TRANSFORMATIONS III

LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES viii. Solve problems involving transformation. SUGGESTED TEACHING & LEARNING ACTIVITIES a. How to make a frieze or strip pattern. b. Constructing a kaleidoscope.

MATHEMATICS 5
MORAL VALUES Sharing Rational Diligence POINTS TO NOTE / VOCABULARY

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## GENERICS Mastery Learning ICT

CCTS Find all possible solution Using Analogies Drawing Diagram Working out Mentally

CHAPTER 4 MATRICES
LEARNING AREA Matrices LEARNING OBJECTIVES Students will be taught to: 4.1 understand and use the concept of matrix. LEARNING OUTCOMES Students will be able to: i) form a matrix from given information. SUGGESTED TEACHING & GENERICS LEARNING ACTIVITIES Contextual Represent data in real life learning situations, for example, the price of food on a menu, in table form Constructivis m and then in matrix form.

MATHEMATICS 5
MORAL VALUES Neatness and systematic POINTS TO NOTE / VOCABULARY Emphasize that matrices are written in bracket. Matrix, row matrix, column matrix, square matrix

WEEKS

## CCTS Arranging sequentially Collecting and handling data

ii) Determine : a) the number of rows b) the number of columns c) the order of a matrix iii) Identify a specific element in a matrix.

Accurate Mastery learning Use students sitting positions in the classroom by rows and columns to identify a student who is sitting in a particular row and in a particular column as a concrete example. Identifying patterns Identifying patterns

## Emphasize that a matrix of order m x n is read as an m by n matrix

Systematic

Use row number and column number to specify the position of an element.

## 4.2 Understand and use the concept of equal matrices.

i) Determine whether two matrices are equal. ii) Solve problems involving equal matrices.

Mastery learning

## Using algorithm and relationship Comparing and differentiatin g

Systematic Accurate

Equal matrices

## Including finding values of unknown elements.

CHAPTER 4 MATRICES
LEARNING AREA LEARNING OBJECTIVES 4.3 Perform addition and subtraction on matrices. LEARNING OUTCOMES i) Determine whether addition or subtraction can be performed on two given matrices. ii) Find the sum or the difference of two matrices. iii) Perform addition and subtraction on a few matrices. iv) Solve matrix equation involving addition and subtraction Contextual learning Multiple intelligences Mastery learning Future studies SUGGESTED TEACHING & LEARNING ACTIVITIES Relate to real life situations such as keeping scores of metals, tally or points in sport.

MATHEMATICS 5
MORAL VALUES Cooperation Rationale Confidence Using algorithm and relationship Problem solving Systematic Limit to matrices with not more than three rows and three columns. POINTS TO NOTE / VOCABULARY

WEEKS

GENERICS Self-access learning Constructivi sm Mastery learning Communicat ion method of learning

## CCTS Comparing and differentiati ng

Using algorithm and relationship Analyzing Making inferences Problem solving Evaluating Using algorithm and relationship Conceptuali ze and finding all possible solutions

## 4.4 perform multiplication of a matrix by a number.

i) Multiply a matrix by a number. ii) Express a given matrix as a multiplication of another matrix by a number. iii) Perform calculation on matrices involving addition, subtraction and scalar multiplication.

## Multiplying a matrix by a number is known as scalar multiplication

systematic

10

CHAPTER 4 MATRICES

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES iv) Solve matrix equations involving addition, subtraction and scalar multiplication.

## SUGGESTED TEACHING & LEARNING ACTIVITIES

GENERICS Self-access learning Constructivis m Self-access learning Constructi vism ICT Cooperati ve Learning

MORAL VALUES

## 4.5 Perform multiplication of two matrices

i. Determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied.

Relate to real life situations such as finding the cost of a meal in a restaurant.

Identifyin g patterns Arranging sequentiall y Recognizi ng and representin g Making generalizati on classifying

## Determin ation Systemat ic Consiste nt Diligence Neatness

The number of columns of first matrix must be same with the number of rows of second matrix. The order of the matrices : (m x n) x (n x s) = (m x s)

ii. Find the product of two matrices For matrices A and B , discuss the relationship between AB and BA. iii.Solve matrix equations involving multiplication of two matrices.

Limit to matrices with not more than three rows and three columns.

## Limit to two unknown elements.

11

CHAPTER 4 MATRICES
LEARNING AREA LEARNING OBJECTIVES 4.6 Understand and use the concept of identity matrix. LEARNING OUTCOMES i) Determine whether a given matrix is an identity matrix by multiplying it to another matrix. ii) Write identity matrix of any order. SUGGESTED TEACHING & LEARNING ACTIVITIES Begin with discussing the property of the number 1 as an identity for multiplication of numbers.

MATHEMATICS 5
MORAL VALUES Rational POINTS TO NOTE / VOCABULARY Identity matrix is usually denoted by I and is also known as unit matrix. Identity matrix unit matrix.

WEEKS

## CCTS Making generalizati on

Discuss: . an identity matrix is a square matrix . there is only one identity .matrix for each order. Discuss the properties: . AI = A . IA = A

Constructi vism

Identifyi ng patterns

Systemati c

Limit to matrices with no more than three rows and three columns.

2x2
1

=2

## Neatness Cooperati on Neatness Systemati c

The inverse of matrix A is denoted by A . Emphasize that: If matrix B is the inverse of matrix A, then matrix A is also the inverse of matrix B, AB = BA = I Inverse matrices can only exist for square matrices, but not all square matrices have inverse matrices.
1

x2 = 1

## a) (ii) Find the inverse

Use the method of solving simultaneous linear equations to show that not all square matrices have inverse matrices. For

12

CHAPTER 4 MATRICES

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES matrix of a 2 x 2 matrix using : b) the method of solving simultaneous linear equations a formula.

SUGGESTED TEACHING & LEARNING ACTIVITIES example, ask student to try to find the inverse matrix of

## CCTS Comparin g Identifyin g patterns and relations

3 2 6 4 .
Using matrices and their respective inverse matrices in the previous method to relate to the formula. Express each inverse matrix as a multiplication to the original matrix and discuss how the determinant is obtained

## MORAL VALUES Cooperati on Neatness Systemati c

POINTS TO NOTE / VOCABULARY Steps to find the inverse matrix : Solving simultaneous linear equations
1 2 p 3 4 r p + 2r = 1, q + 2 s = 0, q 1 0 = s 0 1 3 p + 4r = 0 3q + 4 s = 1

## p q where r s is the inverse matrix. Using formula

a b For A = c d , b d 1 A = ad bc ad bc a c ad bc ad bc
or

13

CHAPTER 4 MATRICES
LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES

MATHEMATICS 5
MORAL VALUES POINTS TO NOTE / VOCABULARY 1 d b A1 = ad bc c a
when ad bc 0. ad bc is known as the determinant of the matrix A. A -1 does not exist if the determinant is zero. Prior to use the formula, carry out operations leading to the formula. Limit to two unknowns. Simultaneous linear equations ap + bq = h cp + dq = k in matrix form is a b p h c d = q k Where a, b, c, d, h and k are constants, p ad q are constants, p and q are unknowns.

WEEKS

GENERICS

CCTS

## (i) Write simultaneous linear equations in matrix form.

Relate to equal matrices by writing down the simultaneous equations as equal matrices first. For example: Write 2 x + 3y = 13

## Mastery Learning Constructi vism

Identifyin g Patterns

Rational

## p (ii) Find the matrix q

in
a b p h c d = q k Using the inverse matrix.

4x y = 5 As equal matrices: 2 x + 3y 13 4x y = 5 which is then expressed as: 2 3 x 13 4 1 = y 5 Discuss why: The use of inverse matrix is necessary. Relate to solving linear equations of type ax = b It is important to place the inverse matrix at the right place on both sides of the equation.

## Multiple Intelligence s Constructi vism

Identifyin g Relations

Systemati c Neatness

a b p 1 h A 1 c d q =A k

14

CHAPTER 4 MATRICES

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES (iii) Solve simultaneous linear equations by the matrix method. (iv) Solve problems involving matrices.

SUGGESTED TEACHING & LEARNING ACTIVITIES Relate the use of matrices to other areas such as in business or economy, science etc. Carry out projects involving matrices using the electronic spreadsheet.

## Rational Systemati c Neatness

The matrix method uses inverse matrix to solve simultaneous linear equations.
Matrix method

15

CHAPTER 5 VARIATIONS
LEARNING AREA
VARIATIONS

MATHEMATICS 5
LEARNING OUTCOMES
Students will be able to: (i)State the changes in a quantity with respect to the changes in another quantity, in everyday life situations involving direct variation. (ii)Determine from given information whether a quantity varies directly as another quantity. (iii)Express a direct variation in the form of equation involving two variables. (iv)Find the value of a variable in a direct variation when sufficient information is given. (v)Solve problems involving direct variations for the following cases: y x; Discuss the characteristic of the graph of y against x when y x . Relate mathematical variation to other area such as science and technology. For example, the Charles Law or the mation of the simple pendulum. For the cases

WEEKS

LEARNING OBJECTIVES
Students will be taught to: 5.1 Understand and use the concept of direct variation

## SUGGESTED TEACHING & LEARNING ACTIVITIES

GENERICS
Contextual Learning Self- access Learning Communicati on Method of Leaning

CCTS
Identifying relations Making generalization Estimating

MORAL VALUES
Rationale Systematic Tolerance Hardworking

## POINTS TO NOTE / VOCABULARY

Y varies directly as only if

x if and

y x

is a constant.

y xn , 1 . 2
If

limit

= 2, 3,

y xn ,
n = 2, 3,

1 , 2

discuss

the

## y x , then y = kx where k is constant of

y = kx ;or y1 y 2 = x1 x 2

variation. Using

characteristics of against

the graph of y

yx ; y x3 ;
2 1

to get the solutions. VOCABULARY: Direct variation Quantity Constant of variation Variable.

y x2

16

CHAPTER 5 VARIATIONS
LEARNING AREA LEARNING OBJECTIVES
5.2 Understand and use the concept of inverse variations

MATHEMATICS 5
LEARNING OUTCOMES
i) State the changes in a quantity with respect to changes in another quantity, in everyday life situations involving inverse variation. Discuss the form of the graph of y ii) Determine from given information whether a quantity varies inversely as another quantity. iii) Express a inverse variation in the form of equation involving two variables. against

WEEKS

## SUGGESTED TEACHING & LEARNING ACTIVITIES

GENERICS
Contructivism Communicati on method of learning

CCTS
Making inferences Representing and interpreting data Identifying relations

MORAL VALUES
Rational Systematic

## POINTS TO NOTE / VOCABULARY

y varies inversely as x if and only if xy is a constant. If y varies inversely as x, the relation is written as

y y
Rational Systematic Accuracy If

1 x

when

1 y . x

Cooperative learning

1 x

## For the cases

Relate to other areas like science and technology. For example, Boyles Law.

1 xn

## , limit n to 2,3 and

1 . 2 y 1 k , then y = x x

For the cases iv) Find the value of a variable in an inverse variation when sufficient information is given. v) Solve problems involving inverse variation for the following cases:

1 xn

, n = 2,3 and

1 , discuss 2
Problem Solving

## the characteristics of the graph of y against

1 xn

1 1 y ; y 2 ; x x 1 1 y 3 ;y 1 x x2

k or x x1 y1 = x 2 y 2 y=
to get the solution.

## VOCABULARY: Inverse variation

17

CHAPTER 5 VARIATIONS
LEARNING AREA LEARNING OBJECTIVES
5.3 Understand and use the concept of joint variation.

MATHEMATICS 5
LEARNING OUTCOMES
i) Represent a joint variation by using the symbol for the following cases: a) two direct variations. b) two inverse variations. c) a direct variation and an inverse variation. ii) Express a joint variation in the form of equation. iii) Find the value of a variable in a joint variation when sufficient information is given. iv) Solve problems involving joint variation.

WEEKS

## SUGGESTED TEACHING & LEARNING ACTIVITIES

Discuss joint variation for the three cases in everyday life situations. Relate to other areas like science and technology. For example:

GENERICS
Constructivism Cooperative learning Multiple intelligences Self access learning

CCTS
Identifying relations comparing and differentiating collecting and handling data using analogies finding all possible solutions

MORAL VALUES
Cooperation Punctuality Systematic Rational

For the cases

y xn zn , y
and 3,
1 2

1 x zn
n

V I R

xn y n , z
.

limit n to 2,

## directly as the voltage V and varies inversely as the resistance R.

Joint variation

Mastery learning

18

LEARNING AREA Gradient and area under a graph LEARNING OBJECTIVES Students will be taught to: 6.1 Understand and use the concept of quantity represented by the gradient of a graph. LEARNING OUTCOMES Students will be able to: (i) State the quantity represented by the gradient of a graph. SUGGESTED TEACHING & LEARNING ACTIVITIES Use examples in various areas such as technology and social science. Compare and differentiate between distance-time graph and speed-time graph.

MATHEMATICS 5
MORAL VALUES Rationality Respect POINTS TO NOTE / VOCABULARY Limit to graph a straight line.

WEEKS

## CCTS Recognizin g and representin g

(ii) Draw the distancetime graph, given ; a) a table of distance-time values. b) a relationship between distance and time.

## Comparing and differentiati ng Interpreting data

The gradient of a graph represents the rate of change of a quantity on the vertical axis with respect to the change of another quantity on the horizontal axis. The rate of change may have a specific name for example speed for a distance time graph.

## Distance-time graph Speed-time graph

19

LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (iv) Find the speed for a period of time from a distance-time graph. SUGGESTED TEACHING & LEARNING ACTIVITIES Use real life situation such as traveling from one place to another by train or by bus.

MATHEMATICS 5
MORAL VALUES POINTS TO NOTE / VOCABULARY Include graphs which consist of a combination of a few straight lines. For example: distance, s

WEEKS

GENERICS

CCTS

time, t
(v) Draw a graph to show the relationship between two variables representing certain measurements and state the meaning of its gradient. Use examples in social science and economy.

6.2 Understand the concept of quantity represented by the area under a graph.

(i) State the quantity represented the area under a graph. (ii) Find the area under a graph. (iii) Determine the distance by finding the area under the following types of speed-time graph: LEARNING (a) v = k

WEEKS

LEARNING

LEARNING

Discuss that in certain cases, the Constructivis area under a graph may not m represent any meaningful quantity. For example: The area under the distance-time graph. Discuss the formula for finding the area under a graph involving; a straight line which is parallel to the x-axis a straight lineTEACHING in the form of SUGGESTED & GENERICS

Respect

## Include speed-time and acceleration-time graphs.

Limit to graph of a straight line of a combination of a few straight lines. v represents speed, t represents time, POINTS TO NOTE / h and k are constants.

CCTS

MORAL

20

AREA OBJECTIVES OUTCOMES (uniform speed) (b) v = kt (c) v = kt + h (d) a combination of the above. (v) Solve problems involving gradient and area under a graph. LEARNING ACTIVITIES y= kx + h a combination of the above.

MATHEMATICS 5
VALUES VOCABULARY For example: Speed, v

time, t
area under a graph acceleration-time graph uniform speed

21

CHAPTER 7 PROBABILITY II
LEARNING AREA Probability II LEARNING OBJECTIVES Students will be taught to: 7.1Understand and use the concept of probability of an event. LEARNING OUTCOMES Students will be able to: i) Determine the sample space of an experiment with equally likely outcomes SUGGESTED TEACHING & LEARNING ACTIVITIES Discuss equiprobable sample through concrete activities and begin with simple cases such as a. toss a fair coin b. give a TRUE or FALSE question. Find the probability. Use tree diagrams to obtain sample space for tossing a fair coin or tossing a fair die activities. The graphing calculator may also be used to simulate these activities. Discuss event that produce (a) P(A) = 1. Tossing a fair coin . P( Head) + P(Tail) = 1. (b) P(A) = 0 Climbing up the twin tower. Drilling exercise. iii) Solve problems involving probability of an event. MORAL VALUES Determinati on Cooperation Rational

MATHEMATICS 5
POINTS TO NOTE / VOCABULARY Limit to sample space with equally likely outcomes. Equally likely

WEEKS

## GENERICS Contextual Learning Mastery Learning

CCTS Making inference Working out mentally Finding all possible solutions. Finding all possible solutions.

## ii) Determine the probability of an event with equiprobable sample space.

A sample space in which each outcome is equally likely is called equiprobable sample space. The probability of an outcome A, with equiprobable sample space S, is P(A)= n(A) n(S) Use tree diagram where appropriate. Include everyday problems and making predictions.

22

CHAPTER 7 PROBABILITY II
LEARNING AREA LEARNING OBJECTIVES 7.2 Understand and use the concept of probability of the complement of an event. LEARNING OUTCOMES (i)State the complement of an event in : a) words b) set notation (ii) Find the probability of the complement of an event SUGGESTED TEACHING & LEARNING ACTIVITIES Discuss equiprobable sample space through activities such as finding the consonants and vowels from the word given. Include events in real life situations such as winning or losing a game and passing or failing an exam. MORAL VALUES Cooperation Equity Rationale Precise Making inferences Drawing diagrams Estimating Identifying Patterns Identifying Relations Finding all possible solutions

MATHEMATICS 5
POINTS TO NOTE / VOCABULARY The complement of an event A is the set of all outcomes in the sample space that are not included in the outcomes of event A.

WEEKS

GENERICS

CCTS

## 7.3 Understand and use the concept of probability of combined event

i) List the outcomes for events : a) A or B as elements of set A B ii) Find the probability by listing the outcomes of the combined event : a) A or B

Example i: A coin is tossed twice consecutively. List the probability for each combined event a) Q = An event to get the numbers at the first go or both times showing the pictures Q = { NP, NN, PP} b) R = An event to get the picture at the second toss or both times showing the number. R= {NP, PP , NN } Example ii: Find the probability by listing the outcomes of the combined event a) S = { NP, NN, PN, PP} n(S) = 4 Q = { NP, NN, PP} n(Q) = 3.

Tolerance
Determination

## Event Combined event Consecutively Toss

Consistent

23

CHAPTER 7 PROBABILITY II

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES

## POINTS TO NOTE / VOCABULARY

n(Q) n( S )

3 4
Contextual Learning Identifying relations Finding all possible solution Drawing diagram
Cooperation Systematic

## (i) list the outcomes for events A and B as elements of set A B

1. Ask D1one student to toss 2 coins at the same time. D2 2. Fill in the outcomes.

Combined event

Rational

A A G {A,A} {G,A}

G {A,G} {G,G}

3. List the outcomes for different event A and A = {(A,A)} A and G = {(A,G), (G,A)} G and G = { (G,G)} 4. State the relationship between and & . A and A = A A A and G = A G G and G = G G 5. The total number of the event n(A A) = 1 n(A G) = 2 n(G G) = 1

24

CHAPTER 7 PROBABILITY II
LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (ii) Find the probability by listing the outcomes of the combined event A and B SUGGESTED TEACHING & LEARNING ACTIVITIES 1. Split the class into the group 2. Each group will be given one coin and one dice. 3. List out all the possible combination when toss the coin and dice at the same time { (A,1), (A,2), (A,3), (A,4), (A,5), (A,6) (G,1), (G,2), (G,3), (G,4), (G,5), (G,6)} 4. Find the probability of getting a 1 when rolling a coin is A. P(A 1) = MORAL VALUES Cooperation Systematic Finding all possible solution Drawing diagram Rational

MATHEMATICS 5
POINTS TO NOTE / VOCABULARY Combined event

WEEKS

## CCTS Identifying relations

1 12

5. Introduce a tree diagram 6. Based on tree diagram, find the probability of :(a) getting A (b) getting 1

1 2 1 P(1) = 6
P(A) = 7. The probability to getting A and 1 can be written as P(A 1) = P(A) P(1)

1 1 2 6 1 = 12
=

25

CHAPTER 7 PROBABILITY II

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

## LEARNING OUTCOMES (iii) Solve problems involving probability of combined event.

SUGGESTED TEACHING & LEARNING ACTIVITIES Use two-way classification tables of events from newspaper articles or statistical data to find probability of combined events. Ask students to create tree diagrams from these tables. Example of a two-way classification table:
MEANS OF GOING TO WORK Offic Car Bus Oth ers

## CCTS Identifying Relations

Making Generalizations

Responsibility

## Making Inferences and hypothesis

POINTS TO NOTE / VOCABULARY Emphasis that: knowledge about probability making decisions predictions as based on probability is not definite or absolute.

Men

Wo men Discuss: situations where decision have to made based on probability, for example in business, such as determining the value for specific insurance policy and time the slot for TV advertisements the statement probability is the underlying language of statistics.

56 50

25 42

ers 83 37

26

CHAPTER 8 BEARING

MATHEMATICS 5

WEEKS

## LEARNING AREA 8 BEARING

LEARNING OBJECTIVES Students will be taught to : 8.1 Understand and use the concept of bearing

GENERICS

CCTS

MORAL VALUES

## POINTS TO NOTE / VOCABULARY

(i) Draw and label the eight main compass directions: (a) north, south, east, west (b) north-east, northwest, south-east, south-west Carry out activities or games involving finding directions using a compass, such as treasure hunt or scavenger hunt. It can also be about locating several points on a map

## Cooperation Accuracy Neatness Carefulness

Northeast Southeast North-west South-west Compass angle bearing Compass angle and bearing are written in three-digit form, 000o to 360o. They are measured in a clockwise direction from north. Due north is considered as bearing 000o. For cases involving degrees and minutes, state in degrees up to one decimal point.

## Making connections Visualize mentally

(iii) Draw a diagram of a point which shows the direction of B relative to another point A given the bearing of B from A

## Comparing and differentiatin g

27

CHAPTER 8 BEARING

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES (iv) State the bearing of point A from point b based on given information

## SUGGESTED TEACHING & LEARNING ACTIVITIES

GENERICS Mastery learning Contextual Constructivi sm Self-access learning (Mathematic al-logical Verballinguistic)

## MORAL VALUES Rational Accuracy Systematic Carefulness

POINTS TO NOTE / VOCABULARY Begin with the case where bearing of point B from point A is given

## (v) Solve problems involving bearing

Discuss the use of bearing in real life situations. For example, in map reading and navigation

28

MATHEMATICS 5

WEEKS

## LEARNING AREA EARTH AS A SPHERE

LEARNING OBJECTIVES Students will be taught to: 9.1 Understand and use the concept of longitude.

LEARNING OUTCOMES Students will be able to: (i) Sketch a great circle through the north and south poles. (ii) State the longitude of a given point. (iii) Sketch and label a meridian with the longitude given. (iv) Find the difference between two longitudes.

SUGGESTED TEACHING & GENERICS CCTS LEARNING ACTIVITIES Models such as globes should be Contextual Identifying used. learning patterns Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 00 Discuss that: (a) all points on a meridian have the same longitude. (b) There two meridians on a great circle through both poles. (c) Meridians with longitudes xoE (or W) and ( 1800 - x0 )W (or E) form a great circle through both poles. Identifying relations

## POINTS TO NOTE / VOCABULARY Great circle

Meridian

Longitude Constructivis m

## 9.2 Understand and use the concept of latitude

(i) Sketch a circle parallel to the equator. (ii) State the latitude of a given point.

## Constructivi sm Self-access learning

Drawing diagrams

Rational

Equator

Latitude Emphasize that * the latitude of the equator is 0 * latitude ranges from 0 to 90N(or S)

29

## CHAPTER 10 PLANS AND ELEVATION

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES (iii)Sketch and label a parallel of latitude. (iv) Find the difference between two latitudes.

SUGGESTED TEACHING & LEARNING ACTIVITIES Discuss that all points on a parallel of latitude have the same latitude Carry out group activity such as station game. Each station will have different diagram and the student will be ask to find the difference between two latitudes for each diagram.

GENERICS

CCTS

MORAL VALUES

## Cooperative learning Enquirydiscover y Communicati on method of learning

Finding all possible solutions Logical reasoning Recognizing & interpreting data

## Cooperation Sharing Systematic Tolerance

Involve actual places on the earth Express the difference between two latitudes with an angle in the range of 0x180.

## 9.3 Understand he concept of location of a place.

(i) State the latitude and longitude of a given place. (ii) Mark the location of a place. (iii)Sketch and label the latitude and longitude of a given place. (i) find the length of an arc of a great circle in nautical mile, given the subtended angle at the centre of the earth and vice versa

Use a globe or a map to find locations of cities around the world. Use a globe or a map to name a place given its location.

## Systematic, Neatness, Public Spiritedness.

A place on the surface of the earth is represented by a point. The location of a place A at latitude xN and longitude yE is written as A(xN, yE).

9.4 Understand and use the concept of distance on the surface of the earth to solve problems

Systematic Rational

30

## CHAPTER 10 PLANS AND ELEVATION

LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (ii) find the distance between two points measured along a meridian, given the latitudes of both points. (iii) find the latitude of a point given the latitude of another point and the distance between the two points along the same meridian. (iv) find the distance between two points measured along the equator, given the longitudes of both points. SUGGESTED TEACHING & LEARNING ACTIVITIES Use the globe to find the distance between two cities or town on the same meridian. MORAL VALUES

MATHEMATICS 5
POINTS TO NOTE / VOCABULARY

WEEKS

## GENERICS Contextu al Learning Enquiry discovery

CCTS

Sketch the angle at centre of the Constructi earth that is subtended by the arc vism between two given points along Enquiry the equator. Discuss how to find discover the value of this angle y

## Representin g and interpreting data Drawing diagrams

(v) find the longitudes of a point given the longitude of another point and the distance between the two points along the equator. (vi) state the relations between the radius of the earth and the radius of a parallel of latitude. (vii) state the relation between the length of an arc on the equator between two meridians and the length of the corresponding arc on a parallel of latitude.

Cooperativ e learning Enquiry discovery Use models such as the globe, to find relationships between the radius of the earth and radii parallel of latitudes Constructi vism Communic ation Method of Learning Identifying relations

31

## CHAPTER 10 PLANS AND ELEVATION

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES (viii) find the distance between two points measured along a parallel of a latitude.

SUGGESTED TEACHING & LEARNING ACTIVITIES Find the distance between two cities or towns on the same parallel of latitudes as a group project.

CCTS

## POINTS TO NOTE / VOCABULARY

(ix) find the latitude of a point given the longitude of another point and the distance between the points along a parallel of latitude. (x) Find the shortest distance between two points on the surface of the earth. (xi) Solve problems involving :(a) distance between two points (b) traveling on a surface of the earth.

Cooperati ve Learning Multiple Learning Use the globe and a few pieces of string to show how to determine the shortest distance between two points on the surface of the earth. Contextual Learning Enquiry discovery Self access Learning Cooperati ve Learning Self access Learning Mastery Learning Thinking skills

32

## CHAPTER 10 PLANS AND ELEVATION

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES

## 10.Plans and Elevations

Students will be taught to : 10.1 Understand and use the concept of orthogonal projection

Students will be able to 10.1.1 Identify orthogonal projection 10.1.2 Draw orthogonal projection ,given an object and a plane 10.1.3 Determine the difference between an object and 10.2.1 Draw the plan of a solid Object 10.2.2 Draw a) the front elevation b) side elevation of a solid object

## Accuracy Creative thinking

Emphasize the different uses of dashed lines and solid lines Begin with simple solid objects such as cubic, cuboids, cylinder, cone, prism and right pyramid Vocab Orthogonal projection

## 10.2 Understand and use the Concept of plan and elevation

Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models and draw plans and elevations for these models

Analyzing

Synthesizi ng

## Limit to full scale drawings only

Include drawing plan and elevation in one diagram showing projections lines

33

## CHAPTER 10 PLANS AND ELEVATION

MATHEMATICS 5

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES

## POINTS TO NOTE / VOCABULARY

Draw a) the plan b) the front elevation c) the side elevation of a solid object to scale 10.2.3 Solve problems involving plans and elevation 10.2.4

10.2.3

Use models to show that it is important to have a plan and at least two side elevations to construct a solid object. Carry out group project: Draw plan and elevation of buildings or structures, for example students or teachers dream home and construct a scale model based on the drawings. Involve real life situations such as in building prototypes and using actual home plans

Constructi vism

Identifyin g Relationsh ip

34