RPT Add Maths Form 5 2015

A6
LEARNING AREA:
Form 5
PROGRESSIONS
WEEK
LEARNING
OBJECTIVES
Students will be
taught to:
1. Understand and
use the concept of
arithmetic
progression.
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
1
Use examples from reallife situations, scientific or
graphing calculators; and
computer software to
explore geometric
progressions.
LEARNING OUTCOME
1.1
1.2
1.3
1.5
3-5
Use examples from reallife situations, scientific or

graphing calculators; and
computer software to
explore geometric
progressions.
GENERICS
CCTS
MORAL
VALUE
VOCABULARY
ITHINK/ KBAT/
LPC
Students will be able to:
1.4
2. Understand and
use the concept of
geometric
progression.
POINTS TO NOTE
2.1
2.2
2.3
2.4
2.5
Identify characteristics of
arithmetic progressions.
Determine whether a given
sequence is an arithmetic
progression.
Determine by using formula:
a)
specific terms in
arithmetic progressions
b)
the number of terms in
Find :
a) the sum of the first n terms
of arithmetic progressions.
b) the sum of a specific
number of consecutive
terms of arithmetic
progressions.
c) the value of n, given the
sum of the first n terms of
the arithmetic
progressions.
Solve problems involving
Begin with sequences to

introduce arithmetic and
geometric progressions.
Identify characteristics of
Determine whether a given
sequence is a geometric
progression.
Determine by using formula:
a)
specific terms in
geometric progressions
b)
the number of terms in
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
Find :
a) the sum to infinity of
b)
the first term or common
ratio, given the sum to
infinity of geometric
progressions.
Include examples in
algebraic form.
Discuss :
Include examples in
algebraic form.
Include the use of the
formula
Tn S n S n 1
Identifying
patterns
Self-Reliance
Self-Reliance
Series
Constructivism
Identifying
patterns
Freedom
Characteristic
Arithmetic
progression
Thinking Skills
Making
inferences
Freedom
Self-Reliance
n , r n 0
then
a
1 r
read as sum to
Compassion
Constructivism
Identifying
patterns
Self-Reliance
Constructivism
Identifying
patterns
Self-Reliance
Thinking Skills
Making
inferences
infinity.
Include recurring
decimals.
Exploratory
Making
inferences
Limit to 2 recurring digits

such as 0.3, 0.15,...
Constructivism
Making
generalizations
Exclude:
Mastery
Learning
Finding all
possible
solutions
a) combination of
arithmetic progressions
and geometric
progressions.
b) cumulative sequences
such as (1), (2,3), (4,5,6),
(7,8,9,10),
Penyelesaian
masalah
First term
Finding all
possible
solutions
Exploratory
Problem
Solving
As
Common
difference
Specific term
Making
inferences
Include problems involving
real-life situations
Sequence
Constructivism
Courage
n th term
consecutive
Freedom
Geometric
progression
Common ratio
Freedom
Taakulan
Penyelesaian
masalah
Rationality
Compassion
courage
Sum to infinity
Recurring
decimal
A6
LEARNING AREA:
Form 5
PROGRESSIONS
WEEK
LEARNING
OBJECTIVES
Students will be
taught to:
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME
2.6

POINTS TO NOTE
GENERICS
CCTS
MORAL
VALUE
VOCABULARY
ITHINK/ KBAT/
LPC
A7
LEARNING AREA:
Form 5
LINEAR LAW
WEEK
LEARNING
OBJECTIVES
ARNING OBJECT
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Students will be
taught to:
1 Understand and
use the concept of
lines of best fit.
Use examples from reallife situations to introduce

the concept of linear law.
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
Constructivism
Finding all
possible
solutions
MORAL
VALUE
VOCABULARY

Line of best fit
6-7
Using graphing calculators

or computer software such
as the Geometers
Sketchpad to explore
lines of best fit.
1.1
1.2
Draw lines of best fit by

inspection of given data.
Write equations for lines of

best fit.
1.3 Determine values of variables

from :
a) line of best fit
b) equations of lines of best fit.
2 Apply linear law
to non-linear
relations
ITHINK/ KBAT/
LPC
2.1
2.2
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.
Limit data to linear

relations between two
variables.
Constructivism
Multiple
Intelligent
Identifying
relations
Effort
Variable
Non-linear
relation
Reasoning
Linear form
reduce
Representing
and
Interpreting
Data
Determinatio
n
Mastery
Learning
Identifying
Patterns
Thinking Skills
Identifying
Relations
Able to act
independentl
y
Mastery
Learning
Representing
and
Interpreting
Data
Integrating ICT
Menganalisis
Inspection
Reasoning
Effort
Menganalisis
Problem
Solving
Prudence
C2
LEARNING AREA:
Form 5
INTEGRATION
WEEK
LEARNING
OBJECTIVES
ARNING OBJECT
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
Students will be
taught to:
8
1 Understand and
use the concept of
indefinite integral
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL VALUE
VOCABULARY
ITHINK/ KBAT/ LPC
Use computer software

such as Geometers
Sketchpad to explore the
concept of integration.
1.1
Determine integrals by
1.2
reversing differentiation.
Determine integrals of
ax n , where a is a
constant and n is an integer,
1.3
1.4
1.5
1.6
n 1
Determine integrals of
algebraic expressions.
Find constants of integration,
c , in indefinite integrals.
Determine equations of
curves from functions of
gradients.
Determine by substitution the
integrals of expressions of
the form
ax b n ,
Emphasize constant of
integration.
y dx
Thinking Skills
read as
integration of y with respect to

x
Identifying
relations
Cooperation,
Compassion,
Diligence
Integration
Integral
Recognising
and
representing
Moderation,
Diligence
Reverse
Identifying
relations
Courage
Indefinite integral
Constant of
integration
Penyelesaian
masalah
Rationality
Honesty
Limit integration of
dx
Thiking Skills
Recognising
and
representing
Integrating ICT
Recognising
and
representing
, where
u ax b
where a and b are constants,

n is an integer and
n 1
2 Understand and
use the concept of
definite integral
Use scientific or graphing

calculators to explore the
concept of definite
integrals.
Use computer software
and graphing calculators
to explore areas under
curves and the
significance of positive
and negative values of
areas.
2.1
2.2
2.3
2.4
Use dynamic computer

software to volumes of
revolutions.
2.5
Find definite integrals of

algebraic expressions.
Find the areas under curves
as the limit of a sum of
areas.
Determine areas under curves
using formula.
Find volumes of revolutions
when region bounded by a
curve is rotated completely
about :
a) the x-axis
b) the y-axis
as the limit of a sum of
volumes.
Determine volumes of
revolutions using formula.
Include:
kf ( x)dx k f ( x)dx
f ( x)dx f
Simulation
Multiple
( x)Intelligent
dx
Mastery
learning
Derivation of formulae not

required.
Limit volumes of revolution

about the x-axis or y-axis.
Problem solving
Substitution
Define integral
Justice
Limit
Volume
Self-reliance
Region
Rotated
Revolution
Solid of revolution
Simulation
Limit to one curve.

Derivation of formulae nor
required.
Logical
reasoning
Rationality
Logical
reasoning
Freedom,
Respect
Self-reliance,
Honesty
Membuat aplikasi
C2
LEARNING AREA:
INTEGRATION
Form 5
T2
LEARNING AREA:
Form 5
TRIGONOMETRIC FUNCTIONS
WEEK
LEARNING
OBJECTIVES
ARNING OBJECT
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Students will be
taught to:
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL VALUE
VOCABULARY
ITHINK/ KBAT/ LPC

Differentiate
10-11
1 Understand and
use the concept of
vector
Use examples from reallife situations and

dynamic computer
software such as
Geometers Sketchpad to
explore vectors.
1.1
Differentiate between
vectors and scalar
quantities.
Use notations:
1.2
Draw and label directed

line segments to represent
vectors.
Magnitude:
1.3
Determine the magnitude

and the
Vector: a, AB , a, AB .
1.4
Determine whether two

vectors
are equal.
1.5
Multiply vectors by scalars.
1.6 Determine whether two

vectors
are parallel.
Comparing &
differentiating
Drawing
diagrams
a , AB
Zero vector:
Rationality
Scalar
Open & logical

mind
Vector
Directed line
segment
Magnitude
Direction
direction of vectors
represented
by directed line segments.
Constructivism
AB
Emphasize that a zero has

a magnitude of zero.
Emphasize negative vector:
Identifying
relations
mensintesis
AB BA
Include negative scalar
Include:
a) collinear points
b) non-parallel non-zero
vectors
Camparing &
differentiating
Emphasize :
If
a and b are not
~
~
parallel and
Parallel
h a k b , then
~
h=k=0
Identifying
relations
Comparing &
differentiating
Non-parallel
Collinear points
Non-zero
T2
LEARNING AREA:
Form 5
WEEK
LEARNING
OBJECTIVES
ARNING OBJECT
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Students will be
taught to:
2
Understand
and use the
concept of
addition and
subtraction
of vectors.
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL VALUE
VOCABULARY

Use real-life situations
and manipulative
materials to explore
addition and subtraction
of vectors.
2.1
Determine the resultant

vector of
two parallel vectors.
2.2

vector of two non-parallel
vectors using :
a)
triangle law
b)
parallelogram law
2.3

vector of three or more
vectors using the polygon
law.
2.4
Subtract two vectors which
Emphasize:
a b a b
~
Mastery
learning
Drawing
diagram
Self-reliance
Triangle law
Self confident
Parallelogram law
Resultant vector
Identifying
relations
Polygon law
Identifying
Relations
Drawing
diagram
Problem Solving
b) non-parallel
2.5
Constructivism
Thinking skill
a) parallel
Represent vectors as a
combination of
Recognizing
&
representing
other vectors.
addition and subtraction of
vectors.
3 Understand and
use vectors in the
Cartesian plane.
ITHINK/ KBAT/ LPC
Use computer software to

explore vectors in the
Cartesian plane.
3.1 Express vectors in the

form:
a)
b)
xi y j
~
x

y
Relate unit vector
and
j
~
Emphasise:
Vector
1
i
~
0
and
3.3 Determine unit vectors in

given
to Cartesian coordinates.
Vector
3.2 Determine magnitudes of

vectors.
For learning outcomes 3.2 to 3.7

, all vectors are given in the form
Intergrating ICT
Arranging
sequentially
unity
Cartesian plane
unit vector
Penyelesaian
masalah
T2
LEARNING AREA:
Form 5
WEEK
LEARNING
OBJECTIVES
ARNING OBJECT
Students will be
taught to:
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOME
POINTS TO NOTE
GENERICS

directions.
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.
3.8 Solve problems involving
vectors.
xi y j
~
or
x

y
Limit combined operations to

addition , subtraction and
multiplication of vectors by
scalars.
Problem solving
CCTS
MORAL VALUE
VOCABULARY
ITHINK/ KBAT/ LPC
T2
LEARNING AREA:
Form 5
WEEK
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
Students will be
taught to:
12-15
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL
VALUE
VOCABULARY
ITHINK/ KBAT/ LPC
1 Understand the
concept of positive
and negative
angles measured
in degrees and
radians.

software such as
Geometers sketchpad to
explore angles in
Cartesian plane.
1.1
Represent in a Cartesian
plane, angles greater than
2 Understand
and use the six
trigonometric
functions of any
angle.

software to explore
trigonometric functions in
degrees and radians.
2.1 Define sine, cosine and

tangent of any angle in a
Cartesian plane.
Use unit circle to determine

the sign of trigonometric
ratios.
2.2 Define cotangent, secant

and
Emphasise:

calculators to explore
trigonometric functions of
any angle.
cosecant of any angle in a

Cartesian
360o or 2
Self-Access
Learning
Drawing
diagrams
Responsible
Cartesian plane
rotating ray
radians for:
positive angle
a)
positive angles
negative angle
b)
negative angles
clockwise
anticlockwise
sin
= cos (90o -
cos
= sin (90o -
tan
plane.
2.3 Find values of the six
trigonometric
functions of any angle.
2.4 Solve trigonometric
equations.
= cot (90 -
Constructivism
Making
generalizatio
ns
Dedication
reference angle
trigonometric
function/ratio
sine
cosine
tangent
cosec = sec (90 - )
cot
= tan (90 o
cosecant
secant
cotangent
special angle
Emphasise the use of

triangles to find trigonometric
ratios for special angles 30o ,
45o and 60o.
3 Understand and
use graphs of sine,
cosine and tangent
functions.
Use examples from reallife situations to introduce

graphs of trigonometric
functions.
3.1
Draw and sketch graphs of

trigonometric functions:
a)
y = c + a sin bx
b)
y = c + a cos bx
c)
y = c + a tan bx
where a,b, and c are constants

and
b > 0.
Use angles in
a) degrees
b) radians, in terms of
Constructivism
Emphasize the
characteristics of sine.
Cosine and tangent graphs.
Include trigonometric
functions involving modulus.
Identifying
patterns
Integrating ICT
Mastery
Learning
Drawing
diagrams
Comparing &
differentiating
LPC
quadrant
sec = cosec(90o -
unit circle
Diligence
Modulus
Domain
SelfReliance
Range
Sketch
Draw
Period
cycle
Penyelesaian
masalah
T2
LEARNING AREA:
Form 5
LEARNING
OBJECTIVES
WEEK
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
Students will be
taught to:
.
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL
VALUE
VOCABULARY
ITHINK/ KBAT/ LPC

Use graphing calculators
and dynamic computer
software such as
explore graphs of
trigonometric functions.
3.2
Determine the number of

solutions
Exclude combinations of
trigonometric functions.
to a trigonometric equations
using
sketched graphs.
3.3
Solve trigonometric
equations
Constructivism
Working out
mentally
Rationality
Maximum
Integrating ICT
Finding all
possible
solutions
Diligence
asymptote
Thinking Skills
Logical
reasoning
Thinking skills
Identifying
relations
Self reliance
Basic identity
Minimum
using drawn graphs.

4 Understand and
use basic
identities.

calculators and dynamic
computer software such
as Geometers Sketchpad
to explore basic identities.
4.1 Prove basic identities:
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
4.2 Prove trigonometric

identities
Include learning outcomes

2.1 and 2.2.
using basic identities.

4.3
Integrating ICT
Problem solving
Pythagorean identity
Drawing
diagrams
Logical
Reasoning
Classifying
Moderation
Tolerance
Solve trigonometric
equations
using basic identities.
5 Understand and
use addition
formulae and
double-angle
formulae.

software such as
explore addition formulae
and double-angle
formulae.
5.1
Prove trigonometric
identities
Derivation of addition
formulae not required.
using addition formulae for

sin ( A
and
tan ( A
B), cos ( A
B).
sin 2A, cos 2A and tan 2A.

Prove trigonometric
identities
using addition formulae

and/or
double-angle formulae.
Exploratory
Identifying
patterns
Diligence
Addition formulae
Double-angle
formulae
Discuss half-angle formulae.
Half-angle formulae
B)
5.2 Derive double-angle

formulae for
5.3
Thinking skills
Exclude
Thinking skills
A cos x + b sin x = c,
where
c 0.
Contextual
Identifying
relations
Identifying
relations
Problem solving
Self access
learning
Problem solving
Selfreliance
Selfreliance
Cooperation
Finding all
possible
solutions
Diligence
Penyelesaian
masalah
T2
LEARNING AREA:
Form 5
WEEK
LEARNING
OBJECTIVES
Students will be
taught to:
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME
5.4 Solve trigonometric

equations.
POINTS TO NOTE
GENERICS
CCTS
MORAL
VALUE
VOCABULARY
ITHINK/ KBAT/ LPC
S3
LEARNING AREA:
Form 5
PROBABILITY
WEEK
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Students will be
taught to:
16
1 Understand
and use the
concept of
permutation.
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
MORAL
VALUE
Identifying
patens
Cooperation
VOCABULARY
ITHINK/ KBAT/ LPC
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.
For this topic:
1.2
1.4

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

conditions.
1.5
Thinking skill
a) Introduce the concept by

using numerical values.
b) Calculators should only
1.3
be used after the

student
have understood the
Problem
solving
Constructivis
m
concept.
Limit to 3 events.
objects taken r at a time for
Include notations:
given conditions.
a)
n ! n n 1 n 2
0!1
n!
read as n
Exclude cases involving

arrangement of objects in a
circle.

calculators to explore
trigonometric functions of
any angle.

combinations of r objects
chosen from n different
objects.
2.2
2.3
Explain the concept of

combinations by listing all
possible selections.
Classifying
Justice
Events
Permutation
Factorial
Arrangement
Thinking skill
Identifying
patens
order
Cooperation
Self reliance
Problem
...solving
3 2 1
Constructivis
m
Finding all
possible
solutions
Justice
Classifying
Integrating
ICT
Simulation
Thinking skill
Identifying
relations
Rationality
Cr
Pr
r!
Finding all
possible
solutions
Logical
thinking
Integrating
ICT

Systematic
Constructivis
Classifying
Combination
Selection
Use examples to illustrate

combinations of r objects
chosen from n different
objects for given conditions.
Finding all
possible
solutions
Simulation
factorial
2.1
Successive
Self reliance
Integrating
ICT
Explain the concept of

permutations by listing all
possible arrangements.
b)
Explore combinations using

real-life situations and
computer software.
Multiplication rule
Exclude cases involving

identical objects.
2 Understand
and use the
concept of
combination.
CCTS
Cooperation
Penyelesaian
masalah
S3
LEARNING AREA:
Form 5
PROBABILITY
WEEK
LEARNING
OBJECTIVES
Students will be
taught to:
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS

objects for given conditions.
2.4

Permutations of n different
objects taken r at a time for
given conditions.
m
Simulation
MORAL
VALUE
VOCABULARY
ITHINK/ KBAT/ LPC
S3
LEARNING AREA:
Form 5
PROBABILITY
WEEK
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Students will be
taught to:
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
Thinking skills
Drawing
diagram
MORAL
VALUE
VOCABULARY
ITHINK/ KBAT/ LPC

Experiment
17
1 Understand
and use the
concept of
probability
Use real-life situations to

introduce probability.
1.1
Use manipulative materials,

computer software and
scientific or graphing
calculators to explore the
concept of probability.
1.2
1.3
Describe the sample space

of an experiment.
Use set notations.

outcomes of an event.
a) classical probability
Determine the probability of

an event.
Discuss:
Contextual
b) subjective probability
c) relative frequency
probability
Emphasize :
1.4

two events:
Classical
probability
Making
inference
a) A or B occurring
b) A and B occurring
2 Understand
and use the
concept of
probability of
mutually
exclusive
events.

and graphing calculators to
explore the concept of
probability mutually exclusive
evens.
3 Understand
and use the
concept of
probability of
independent
events.

and graphing calculators to
probability of independent
events.
2.1

events are mutually
exclusive.
2.2 Determine the probability of

two or more events that are
mutually exclusive.
3.1
3.2

events are independent.
two independent events.
Thinking skills
P A B P A P B
Theoretical
probability
Subjective
probability
Making
generaliza
tion
Relative
frequency
probability
P A B
Experimental
probability
Using Venn Diagrams.
Include events that are

mutually exclusive and
exhaustive.
Limit to three mutually
exclusive events.
Probability
Occur
(experimental probability)
Only classical probability is
used to solve problems
Outcome
Equally likely
Systematic
Simulation
Emphasize:
Sample space
Event
Rationality
Identifying
patens
(theoretical probability)
Cooperation
Contextual
Identifying
relations
Constructivism
Identifying
patens
Rationality
Mutually exclusive
event
exhaustive
Drawing
diagrams
Include tree diagram
Integrating ICT
Classifyin
g
Identifying
patens
Self reliance
Independent
Rationality
Tree diagrams
Taakulan
S3
LEARNING AREA:
Form 5
PROBABILITY
WEEK
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Students will be
taught to:
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL
VALUE

Use software to stimulate
experiments involving
probability of independent
events.
3.3

three independent events.
Mastery
learning
Integrating ICT
Comparin
g and
differentiat
ing
Rationality
VOCABULARY
ITHINK/ KBAT/ LPC
S4
LEARNING AREA:
Form 5
PROBABILITY DISTRIBUTIONS
WEEK
LEARNING
OBJECTIVES
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Students will be
taught to:
24-27
1 Understand
and use the
concept of
binomial
distribution.
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
VOCABULARY
ITHINK/ KBAT/ LPC
Use real-life situations to

introduce the concept of
binomial distribution.
1.1
Mastery
Learning
Recognising
and
representing
Rational,
accuracy.
Cooperative
Learning,
Integrating ICT
Identifying
patterns,
predicting.
Diligence.
Bernoulli trials
1.3 Plot binomial distribution

graphs.
Constructivism,
Binomial
distribution
Contextual,
Integrating ICT
Freedom by
law, accuracy,
careful.
Mean
1.4 Determine mean, variance

andstandard deviation of a
binomial distribution.
Identifying
relations,
drawing
diagrams
Neatness,
careful.
1.2
Use graphing calculators
and computer software to
explore binomial
distribution.
List all possible values of

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

of Bernoulli trials.
For learning outcomes 1.2
and 1.4 , derivation of
formulae are not required.
Integrating ICT
Contextual,
Problem solving

binomial distributions.
Comparing
and
differentiating
Making
inferences.
2 Understand
and use the
concept of
normal
distribution.
MORAL VALUE
Use real-life situations and

computer software such as
statistical package to
normal distributions.
2.1 Describe continuous

random variables using
set notations.
2.2 Find probability of z-values
for standard normal distribution.
Convert random variable
of normal distributions, X
to standardized variable,
Z.
2.4 Represent probability of an
event using set notation.
2.5 Determine probability of an
event.
normal distributions.
Constructivism,
Cooperative
Learning
Discuss characteristics of:
a) normal distribution
graphs.
b) standard normal
distribution graphs.
Z is called standardized
variable
Integration of normal
distribution function to
determine probability is not
required.
Contextual,
Multiple
Intelligence
Contextual,
mastery learning
Contextual,
constructivism.
Cooperative
learning
Contextual,
cooperative
learning,
problem solving
Identifying
relations.
Rational,
accuracy,
careful.
Making
inferences
Identifying and
using
relationship
Variance
Taakulan
Standard deviation
Ability to act
independently,
self motivated
Honesty,
accuracy.
Representing
and
interpreting
data.
Variable
Independent trial
Identifying
patterns,
comparing and
differentiating
Recognising
and
representing,
identifying
relations
Discrete random
Continuous random
variable
Normal distribution
Neatness, selfreliance, effort
Honesty
Freedom by law
Ability to act
independently,
self-confidence
Standard normal
distribution
z-values
standardized
variable
Penyelesaian
masalah
S4
LEARNING AREA:
Form 5
PROBABILITY DISTRIBUTIONS
WEEK
LEARNING
OBJECTIVES
Students will be
taught to:
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL VALUE
VOCABULARY
ITHINK/ KBAT/ LPC
AST2
LEARNING AREA:
Form 5
MOTION ALONG A STRAIGHT LINE

WEEK
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
Students will be
taught to:
28-29
1 Understand and
use the concept of
displacement.
LEARNING OUTCOME
POINTS TO NOTE
GENERICS
CCTS
MORAL VALUE
VOCABULARY
ITHINK/ KBAT/ LPC

Use real-life examples,
graphing calculators or
as Geometers
displacement.
1.1
Identify direction of
displacement of a particle
from a fixed point.
Emphasize the use of the

following symbols:
s = displacement
v = velocity
1.2
1.3
Determine displacement
of a particle from a fixed
point.
Determine the total
distance traveled by a
particle over a time
interval using graphical
method.
Contextual
a = acceleration
Constructivism
Exploratory
t = time
where s , v , and a are
functions of time.
Mastery
learning
Emphasize the difference

between displacement
and distance.
Identifying
patterns
Drawing
diagrams
Rational
Systematic
Cooperation
Comparing
and
differentiating
Drawing
diagrams
Particle
Fixed point
Displacement
Distance
Velocity
Acceleration
Time interval
Comparing
and
differentiating
Identifying
relations
Discuss positive, negative

and zero displacement.
Include the use of number
line.
2 Understand and
use the concept of
velocity.

as Geometers
velocity.
2.1
2.2
Determine velocity
function of a particle by
differentiation.
Determine instantaneous
velocity of a particle.
Emphasize velocity as the

rate of change of
displacement.
Include graphs of velocity
functions.
Constructivism
Mastery learning
Discuss:
2.3 Determine displacement of
a particle from velocity function
by Integration.
a) uniform velocity
Mastery
b) zero instantaneous
velocity
learning
c) positive velocity
Identifying
relations
Rational
Identifying
relations
Cooperation
Drawing
diagrams
Systematic
Instantaneous
velocity
Velocity
function
Uniform velocity
Rate of change
Maximum
displacement
Finding all
possible
solutions
stationary
d) negative velocity
3 Understand and
use the concept of
acceleration.

as Geometers
the concept of
acceleration.
3.1 Determine acceleration

function of particle by
differentiation.
3.4
3.5
Emphasize acceleration
as the rate of change of
velocity.
Mastery learning
Identifying
relations
Rational
Minimum velocity
Mastery learning
acceleration of a particle.
Discuss:
Multiple
Intelligence
Identifying
relations
Confident
velocityof a particle from
acceleration function by
integration.
a) uniform acceleration
Thinking skills
b) zero acceleration
Systematic
Multiple
intelligence
Identifying
relations
3.4 Determine displacement of

a particle from acceleration
function by integration.
c) positive acceleration
d) negative acceleration
Maximum velocity
Finding all
possible
solutions
Making
generalization
Uniform acceleration
menganalisis
AST2
LEARNING AREA:
Form 5
MOTION ALONG A STRAIGHT LINE

WEEK
LEARNING
OBJECTIVES
Students will be
taught to:
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME
motion along a straight line
POINTS TO NOTE
GENERICS
CCTS
MORAL VALUE
VOCABULARY
ITHINK/ KBAT/ LPC
ASS2
LEARNING AREA:
Form 5
LINEAR PROGRAMMING
WEEK
LEARNING
OBJECTIVES
SUGGESTED
TEACHING AND
LEARNING
ACTIVITIES
Students will be taught

to:
30-33
1 Understand and
use the concept of
graphs of linear
inequalities
LEARNING OUTCOME
GENERICS
CCTS
MORAL VALUE
Emphasize the use of

solid lines and dashed
lines.
Constructivism
Identifying
Relations
Reasoning
Representing
and
Interpreting
Data
Able to act
independently
Drawing
Diagrams
Reasoning
VOCABULARY
ITHINK/ KBAT/ LPC
Use real-life
examples, graphing
calculators or
computer software
such as Geometers
linear programming.
1.1
Identify and shade the

region on the graph that
satisfies a linear
inequality.
Integrating ICT
1.2
1.4
2.2
Find the linear inequality

that defines a shaded
region.
Shade the region on the
graph that satisfies
several linear
inequalities.
Limit to regions defined by

a maximum of 3 linear
inequalities not including
the x-axis and y-axis.
Linear programming
Linear inequality
Dashed line
Constructivism
1.3
2 Understand and
use the concept of
linear programming.
POINTS TO NOTE
Constructivism
Integrating ICT
Constructivism
Solid line
Region
Define
Representing
and
Interpreting
Data
Able to act
independently
Recognizing
and
Representing
Collaboration
satisfy
Penyelesaian
masalah
Find linear inequalities

that define a shaded
region.
Solve problems related to
Contextual
linear programming by :
a)
Cooperative
Learning
writing linear
inequalities and
equations
describing
Contextual
shading the region of
Cooperative
Learning
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.
Objective function
Parallel lines
Vertex
Vertices
Multiple Intelligent
a situation.
b)
Feasible solution
Optimum values refer to

maximum or minimum
values.
Include the use of vertices
to find the optimum value.
Future Learning
Contextual
Drawing
Diagrams
Representing
and
Interpreting
Data
Constructivism
Problem
Solving
Steadfastness
Responsible
Optimum value
Maximum value
Minimum value
Open and
logical mind
Penyelesaian
masalah
SMK BANDAR BARU SERI PETALING, KL
RANCANGAN PENGAJARAN TAHUNAN 2015
MATEMATIK TAMBAHAN
TINGKATAN 5

RPT Add Maths Form 5 2015

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A6

Use examples from reallife situations, scientific or

Students will be able to:

Begin with sequences to

Limit to 2 recurring digits

Solve problems involving

Use examples from reallife situations to introduce

Students will be able to:

Using graphing calculators

Draw lines of best fit by

Write equations for lines of

1.3 Determine values of variables

Reduce non-linear relations to

2.3 Obtain information from:

Limit data to linear

ITHINK/ KBAT/ LPC

Students will be able to:

Use computer software

integration of y with respect to

where a and b are constants,

Use scientific or graphing

Use dynamic computer

Find definite integrals of

Derivation of formulae not

Limit volumes of revolution

Limit to one curve.

ITHINK/ KBAT/ LPC

Students will be able to:

Use examples from reallife situations and

Draw and label directed

Determine the magnitude

Determine whether two

Multiply vectors by scalars.

1.6 Determine whether two

Open & logical

Emphasize that a zero has

a and b are not

Students will be able to:

Determine the resultant

Determine the resultant

Determine the resultant

Subtract two vectors which

ITHINK/ KBAT/ LPC

Use computer software to

3.1 Express vectors in the

Relate unit vector

3.3 Determine unit vectors in

3.2 Determine magnitudes of

For learning outcomes 3.2 to 3.7

Students will be able to:

Add two or more vectors.

Subtract two vectors

Multiply vectors by scalars.

3.7 Perform combined

Limit combined operations to

ITHINK/ KBAT/ LPC

ITHINK/ KBAT/ LPC

Students will be able to:

Use dynamic computer

Use dynamic computer

2.1 Define sine, cosine and

Use unit circle to determine