PHILOSOPHY OF NATIONAL EDUCATION IN MALAYSIA

MISI dan VISI

KEMENTERIAN PENDIDIKAN MALAYSIA( KPM)
VISI
Pendidikan Berkualiti Insan Terdidik Negara Sejahtera

MISI
Melestarikan Sistem Pendidikan yang berkualiti Untuk Membangunakan Potensi Individu Bagi Memenuhi Aspirasi Negara

MISI dan VISI

BAHAGIAN PENGURUSAN SEKOLAH BERASRAMA PENUH DAN SEKOLAH KECEMERLANGAN(BPSBPSK)

VISI
Peneraju Pendidikan Bertaraf Dunia
MISI

Menggerak dan Memastikan Perkhidmatan Profesionalisme dan Pengurusan Pendidikan Bertaraf Dunia
Bagi Memenuhi Aspirasi Negara

INTRODUCTION
The aspirations of the nation will be achieved with the emergence of a well informed and knowledgeable society well versed in the
use of Mathematics in daily life. To achieve this goal, efforts need to be taken to ensure that the society assimilates Mathematics into
their daily lives. Hence, the ability to solve problems and communicate mathematically must be nurtured from an early age so that
pupils acquire the skills to make decisions effectively.
Mathematics is the driving force behind the various developments in the fields of science and technology. The mastery of
Mathematics is essential towards preparing a workforce capable of meeting the demands of a progressive nation. In line with the
nations objective of becoming a knowledge-based economy, the skills of Research & Development in the field of mathematics must
be nurtured and developed while still in school.
Additional Mathematics is an elective subject in the secondary schools. This subject focuses on the needs of students who are inclined
towards Science and Technology as well as Social Science. Thus, the content of the curriculum has been organised to achieve this
objective.
The Additional Mathematics syllabus has been designed bearing in mind the contents of the Mathematics subject. New branches of
mathematics are also introduced in this curriculum, coinciding with the new development in the teaching of Mathematics. Besides
that, the emphasis is placed on the heuristics of problem solving in the process of teaching and learning. Through this emphasis,
students can gain ability and confidence in using Mathematics under new circumstances.
The learning of a topic emphasises understanding of concepts and mastery of related skills. Problem solving is the main focus in the
teaching and learning process. Besides that, the skills of communication through mathematics are also stressed in the process of
learning Mathematics. When students explain concepts and their work, they should be guided to use the correct and precise
mathematical terms and sentences. Emphasis on Mathematics communications will develop students ability in interpreting certain
matters into mathematics models or vice versa.
The use of technology especially Information and Communication Technology (ICT) is encouraged in the teaching and learning
process. It will benefit students by increasing their understanding of certain concepts, providing visual pictures and making complex
calculation easier. Calculators should be used as a tool in the teaching and learning process for related topics. The usage of software
that can help to visualize mathematical concepts are needed to help students to understand abstract mathematical concepts more
effectively. Besides that, the usage of software can help students to model problems, which they can explore more effectively.
Evaluation is part and parcel of the teaching and learning and is on-going to determine the strengths and weaknesses of students.
Continuous evaluations need to be conducted to provide feedback to students on their progress and to enable schools to design
internal programs to assist students. Evaluation in Additional Mathematics needs to include aspects such as concept understanding,
mastery in skills and non routine questions which demand the application of problem solving strategies.
Project work is encouraged in Additional Mathematics to provide opportunities for students to apply the knowledge and skills learnt
in the classroom into real-life and challenging situations. Project work carried out by students includes the exploration of
mathematical problems. With the introduction of this project, students will gain a lot of benefits. For instance, it activates their minds,
makes the learning of Mathematics more meaningful, and enables students to apply Mathematics concept and skills learnt and to
further develops their communication skills. Project work is limited to cases using mathematical knowledge from the compulsory and
elective package taken by the students.
Besides playing a role in developing students mathematical abilities, cultivating intrinsic and moral values of Malaysian community
is also needed in the teaching of this curriculum.

AIM
The Additional Mathematics curriculum is designed to increase the knowledge, ability and interest of students in Mathematics. It is
hoped that students are able to use Mathematics responsibly and effectively to communicate and to solve problems, so as to provide
them with adequate preparation for future studies and be productive in their future careers.

OBJECTIVES
The Additional Mathematics curriculum enables students to:
1.

widen their ability in the field of numbers, shapes and relationships as well as to gain knowledge in calculus, vector and linear
programming;

2.

enhance problem-solving skills;

3.

develop the ability to think critically, creatively and to reason out logically;

4.

make inference and reasonable generalization from given information;

5.

relate the learning of Mathematics to daily activities and careers;

6.

use the knowledge and skills of Mathematics to interpret and solve real-life problems;

7.

debate solutions in accurate language of Mathematics;

8.

relate Mathematical ideas to the needs and activities of human beings;

9.

use hardware and software to explore Mathematics;

10.

practice intrinsic mathematical values.

CURRICULUM ORGANISATION
The contents of the Additional Mathematics curriculum are arranged into two learning packages. They are the Core Package and the
Elective Package.
The Core Package is compulsory for all students and consists of five components, that is:
Geometry;
Algebra;
Calculus;
Trigonometry; and
Statistics.
The Elective Package consists of two packages, that is:
Science and Technology Application; and
Social Science Application.
Students need to choose only one Elective Package according to their inclination in their future field. Those who are inclined towards
science and technology are encouraged to choose Science and Technology Application Package while those who are inclined towards
commerce, literature and economy are encouraged to choose Social Science Application Package.
In the Core Package, each teaching component consists of topics related to one branch of mathematic. Topics in a teaching component
are organized hierarchically so that easier topics are learnt first before going on to more complex topics.

CONTENT
This part lists the topics contained in each learning package.
Core Package
The Core Package consists of five learning components.
Geometric Component
G1.

Coordinate Geometry
1. Distance between two points.
2. Division of line segment.
3. Area of polygon.
4. Equation of straight line.
5. Parallel and perpendicular lines.
6. Equation of locus involving distance between two points.

G2.

Vector
1. Introduction to vector and its properties.
2. Addition and subtraction of vectors.
3. Expressing a vector as a combination of other linear vectors.
4. Vectors in the Cartesian plane.

Algebraic Component
A1.

Functions
1. Relation.
2. Functions.
3. Composite functions.
4. Inverse functions.

A2.

Quadratic Equations
1. Quadratic equation and its roots.
2. Solving quadratic equations.
3. Conditions for quadratic equations to have
Two different roots
Two equal roots
No roots.

A3.

Quadratic Functions
1. Quadratic function and its graph.
2. Maximum and minimum values of quadratic functions.
3. Sketch graphs of quadratic functions.
4. Quadratic inequalities.
Simultaneous Equations
1. Simultaneous equations in two unknowns; one linear equation and one non-linear equation.

A4.

A5.

Indices and Logarithms

1. Indices and laws of indices.
2. Logarithms and laws of logarithms.
3. Change the base of logarithms.
4. Equations involving indices and logarithms.

A6.

Progressions
1. Arithmetic progressions.
2. Geometric progressions.

A7.

Linear Law
1. Line of best fit.
2. Application to non-linear functions.

Calculus Component
C1.

Differentiation
1. Gradients of curves and differentiation.
2. Differentiation of axn; (n is an integer), differentiation of the sum of algebraic functions; tangents and normals to curves.
3. Differentiation of the products and quotients of algebraic functions; differentiation of composite functions.
4. Application to minimum and maximum values, rates of change, small changes and approximations.
5. Second derivative.
C2.
Integration
1. Integration as an inverse of differentiation.
2. Integration of axn (n is an integer, but n 1).
3. Integration by substitution.
4. Definite integrals.
5. Integration as a sum; area and volume.
Trigonometric Component
T1.

Circular Measure
1. Radian.
2. Length of arc of a circle.
3. Area of sectors.

T2.

Trigonometric Functions
1. Positive and negative angles in degrees and radians.
2. Six trigonometric functions of any angle.
3. Graphs of sine, cosine and tangent functions.
4. Basic Identities:
sin 2 A cos2 A 1, sec 2 A 1 tan 2 A , cos ec 2 A 1 cot2
5.

Addition formulae and double angle formulae:

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

Statistic Component
S1.

Statistics
1. Measures of central tendency: mean, mode and median.
2. Measures of dispersion: range, interquartile range, variance and
standard deviation.

A.

S2.

Permutations and Combinations

1. Permutations.
2. Combinations.

S3.

Probability
1. Probability of an event.
2. Probability of mutually exclusive events.
3. Probability of independent events.

S4.

Probability Distributions
1. Discrete probability distribution and binomial distribution.
2. Continuous probability distribution and normal distribution,
Elective Package
The Elective Package consists of two application packages. Students choose only one application package.
Application Package for Science and Technology.
AST1. Solutions of triangles.
1. Sine rule.
2. Cosine rule.
3. Area of triangles.
AST2. Motion along a straight line.
1. Displacement.
2. Velocity.
3. Acceleration.
Application Package for Social Science.
ASS1.

ASS2.

Index Number
1. Index number
2. Composite index.
Linear Programming
1. Graphs of linear inequalities.
2. Solving linear programming problems.

FIRST TERM (20 weeks)

TOPIC

Learning Area:
Chapter 1
Progressions
1. Understand and
use the concept of
arithmetic
progressions

2. Understand the
use of concept of
geometric
progressions.

OBTAIN
INFORMATION
The examples from
real life situations,
scientific or
graphing calculators
and computer
software to explore
arithmetic
progressions.

The examples from

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

LEARNING OUTCOMES
PROCESSING INFORMATION
1.1 Identify characteristic of arithmetic
progression.
1.2 Determine whether a given sequence is
an arithmetic progression.
1.3 Determine by using formula:
a) specific terms in arithmetic progression;
b) the number of term in arithmetic
progression.
1.4
Find:
a) the sum of the first terms of arithmetic
progressions.
b) The sum of a specific number of
consecutive terms of arithmetic
progressions.
c) the value of , given the sum of the first
terms of arithmetic progression.
1.5 Solve problem involving arithmetic
progression.
2.1 Identify characteristics of geometric
progressions.
2.2 Determine whether a given sequence is
a geometric progressions.
2.3 Determine by using formula:
a) specific terms in a geometric progression,
b) the number of terms in geometric
progression.

PRESENTING INFORMATION

Begin with sequences to introduce

arithmetic and geometric
progressions.
Include examples in algebraic form.
Include the use of the formula

Tn Sn Sn 1

Include problems involving real-life

situations.

Include examples in algebraic form.

Discuss:
As , , then , read as sum to

TOPIC
OBTAIN
INFORMATION

LEARNING OUTCOMES
PROCESSING INFORMATION
2.4 Find:
a) the sum of the first terms of geometric
progression;
b) the sum of a specific number of
consecutive terms of geometric
progressions;
c) the value of given the sum of the first
term of geometric progressions.
2.5 Find:
a) the sum to infinity of geometric
progression.
b) the first term or common ratio, given the
sum to infinity of geometric progression.
2.6 Solve problems involving geometric
progressions.

Learning Area:
Chapter 6
Permutation &
Combination
1 Understand and
use the concept of
permutation.

Use pictures and

role play to
introduce the
concept of relations.
Use manipulative
materials to explore
multiplication rule.
Use real-life
situations and
computer software
such as spreadsheet
to explore
permutations.
Introduce notation.

1.1 Determine the total number of ways

to perform successive events using
multiplication rule.
1.2 Determine the number of permutations
of n different objects.
1.3 Determine the number of permutations
of n different objects taken r at a time.

PRESENTING INFORMATION
infinity.
Include recurring decimals. Limit to
2 recurring digits such as 0.3, 0.15,
Exclude:
a)
combinations of arithmetic
progressions and geometric
progressions.
b)
cumulative sequences such
as, (1), (2,3), (4,5,6), (7,8,9,10),

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
arrangement of objects in a circle.

Slide presentation.
Works in groups to
determine the
number of
permutations of n
different objects
taken r at a time for
given conditions.
Slide presentation.
Works in groups to
determine the
number of
combinations of r
objects chosen
from n different
objects for given
conditions.
Learning Area:
Chapter 3
Integration
1. Understand and
use the concept of

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

1.1 Determine the number of permutations

of n different objects for given
conditions.
1.2 Determine the number of permutations
of n different objects taken r at a time for
given conditions.
2.1 Determine the number of
combinations of r objects chosen
from n different objects.
2.2 Determine the number of
combinations of r objects chosen
from n different objects for given
conditions.

Explain the concept of

combinations by listing all
possible selections.

Use examples to illustrate

n

cr

Pr
r!

1.1 Determine integrals by reversing

differentiation.

Emphasise constant of intergration.

1.2 Determine integrals of axn , where a is

a constant and n is an integer, n -1.

respect to x

ydx read as intergration of y with

TOPIC

identified integral

OBTAIN
INFORMATION
intergration.

LEARNING OUTCOMES
PROCESSING INFORMATION

PRESENTING INFORMATION

1.3 Determine integrals of algebraic

expression.
Limit intergration of
1.4 Find constants of integration, c, in
indefinite integrals.

where

u dx,
n

u = ax + b
1.5 Determine equations of curves from
functions of gradients.

2. Understand and
use the concepts
of definite
integral

Use scientific or
graphing calculators
to explore the
concept of definite
integrals.
Use computer
software and
graphing calculator
to explore areas
under curves and the
significance of
positive and
negative values of
areas

Learning Area :
Chapter 4 Vectors
1. Understand and
use the concept of
vector.

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

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

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

1.6 Determine by substitution the integrals

of expression of the form ( ax + b)n ,
where a and b are constants, n is an
integer and
n -1
2.1 Find definite integrals of algebraic
expressions.
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 revolutions 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 revolutions using
formula.

1.1 Differentiate between vector and scalar

quantities.
1.2 Draw and label directed line segments
to represent vectors
1.3 Determine the magnitude and direction
of vectors represented by directed line
segments
1.4 Determine whether two vectors are
equal
1.5 Multiply vectors by scalars
1.6 Determine whether two vectors are
parallel

2.1 Determine the resultant vector of two

parallel vectors
2.2 Determine the resultant vector of two
non- parallel vectors using :
a)
triangle law
b) parallelogram law
2.3 Determine the resultant vector of three
or more vectors using the polygon law
2.4 Subtract two vectors which are :
a) parallel

10

Include

kf ( x)dx k f ( x)dx
f ( x)dx f ( x)dx
b

a
b

a
b

Derivation of formulae not required

Limit to one curve
Derivation of formulae not required.
Limit volumes of revolution about the
x-axis or y-axis.

Use notation: Vector : a, AB, a, AB

Magnitude :
a, AB, a, AB
Zero vector : 0
Emphasise that a zero vector has a
magnitude of zero
Emphasise negative vector :
-AB = BA
Include negative scalar
Include :
a)
collinear points
b)
non-parallel non-zero vectors
Emphasise :
If a and b are not parallel and ha = kb,
then h = k = 0

Emphasise :
a b = a + (-b)

TOPIC
OBTAIN
INFORMATION

3. Understand and
use vectors in the
Cartesian plane.

Learning Area:
Chapter 5
Trigonometry
1. Understand the
concept of
positive and
negative angles
measured in
degrees and
radians.

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

3. Understand and
use graphs of
sine, cosine and
tangent functions

Use computer
software to explore
vectors in the
Cartesian plane

LEARNING OUTCOMES
PROCESSING INFORMATION
b) non-parallel
2.5 Represent vectors as a
combination of other vectors
2.6 Solve problems involving addition and
subtraction of vectors
3.1 Express vectors in the form :
a) xi + yj
b) column vector
3.2 Determine magnitudes of vectors
3.3 Determine unit vectors in given
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

Use dynamic
computer software
such as GSP to
explore angles in
Cartesian Plane

1.1 Represent in a Cartesian plane, angles

greater than 360 or radians for positive and
negative angles.

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

2.2 Define cotangent, secant and cosecant

of any angle in a Cartesian Plane.

Use examples from

real life situations to
introduce graphs of
trigonometric
functions and
emphasise the
characteristics of
sine, cosine and
tangent graphs by
discussion.

Use
graphing calculators
and dynamic
computer software
such as Geometry
Sketchpad to explore
graphs of
trigonometric
functions.
Group work
activities for solving
trigonometric
equations.

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
( a,b,c are constants, b> 0)

2.1 Define sine, cosine and tangent of any

angle in a Cartesian Plane.

2.3 Find values of the six trigonometric

functions of any angle.
2.4 Solve trigonometric equations.

3.2 Determine the number of solutions to a

trigonometric equation using sketched
graphs.

PRESENTING INFORMATION

Relate unit vector i and j to Cartesian

coordinates.
Emphasise :
1
0
Vector i = ( ) and vector j = ( )
0
1
For learning outcomes 3.2 to 3. 7, all
vectors are given in the form xi + yj

or ()
Limit combined operations to
addition, subtraction and
multiplication of vectors by scalars
Use unit circle to determine the sign
of trigonometric ratios.
Emphasise:
sin cos(90 )
cos sin(90 )
tan cot(90 )
cosec sec(90 )
sec cosec(90 )
cot tan( 90 )
Emphasise the use of triangle to find
trigonometric ratios for special angles
30 , 45 and 60

Angles in degree or radians in terms

Include trignometric function

involving modulus.
Exclude combinations of
trigonometric functions.

3.3 Solve trigonometric equations using

drawn graphs.
Derivation of addition formulae not
required.
Discuss half-angle formulae

4.1 Prove basic identities:

a) sin2A + cos2A = 1
b) 1 + tan2A = sec2 A
c) 1 + cot2 A = cosec2A

11

TOPIC
OBTAIN
INFORMATION
Use scientific or
graphing calculators
and dynamic
computer software
such as GSP to
explore basic
identities.

LEARNING OUTCOMES
PROCESSING INFORMATION

5.1 Prove trigonometric identities using

addition formulae for sin ( A B),
cos ( A B) and tan ( A B).

PRESENTING INFORMATION

Exclude
A cos x + B sin x=c,
Where c 0.

5.2 Derive double-angle formulae for

sin 2A, cos 2A and tan 2A.
5.3 Prove trigonometric identities using
addition formulae and/ or double-angle
formulae.
5.4 solve trigonometric equation.

Learning Area:
Chapter 7
Probability
1.Understand and
use the concept of
probability.

2.Understand and
use the concept of
probability of
mutually
exclusive events.

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

Use real-life
situations to
introduce probability
Use manipulative
materials, computer
software , and
scientific or
graphing calculator
to explore the
concepts of
probability.
Use manipulative
materials and
graphing calculators
to explore the
concept of
probability of
mutually exclusive
events.

1.1
Describe the sample space of an
experiment.
1.2
Determine the number of
outcomes of event.
1.3
Determine the probability of an
event.
2.1 Determine whether two events are
mutually exclusive.
2.2 Determine the probability of two or
more events that are mutually exclusive.
3.1 Determine whether two events are
independent.
3.2 Determine the probability of two
independent events.
3.3 Determine the probability of three
independent events.

Use computer
software to simulate
experiments
involving probability
of mutually
exclusive events.

Use set notations.

Discuss:
a) classical probability
(theoretical probability)
b) subjective probability
c) relative frequency
probability (experimental
probability)
Emphasise:
Only classical probability is used to
solve problem.
Emphasise
P( A B) P( A) P(B) P( A B)
using Venn diagrams.

Include events that are mutually

exclusive and exhaustive.
Limit to three mutually exclusive
events.

Include tree diagrams.

Use manipulative
materials and
graphing calculators
to explore the
concept of
probability of
independent events.
Use computer
software to simulate
experiments
involving probability
of independent
events.

SECOND TERM (20 WEEKS)

Learning Area:
Chapter 8 :
Probability

Use real-life
situations to

1.1 List all possible values of a discrete

random variable.

12

Include the characteristics of

Bernoulli trials.

TOPIC

Distributions
1. Understand and
use the concept of
binomial
distribution.

2. Understand
and use the
concept of normal
distribution.

Learning Area:
Chapter 9
Motion along a
straight line
1. Understand and
use the concept of
displacement.

2. Understand and
use the concept of
velocity

3. Understand and
use the concept of
acceleration.

OBTAIN
INFORMATION
introduce the
concept of binomial
distribution.
Use graphing
calculators and
computer software
to explore binomial
distribution.
Use real-life
situations and
computer software
such as statistical
packages to explore
the concept normal
distributions.

LEARNING OUTCOMES
PROCESSING INFORMATION
1.2 Determine the probability of an event in
a binomial distribution.
1.3 Plot binomial distribution graphs.
1.4 Determine mean , variance and standard
deviation of a binomial distribution.
1.5 Solve problems involving binomial
distribution.

2.1
Describe continuous random
variables using set notations.
2.2
Find probability of z-values for
standard normal distribution.
2.3
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.
2.6
Solve problems involving normal
distributions.

PRESENTING INFORMATION

For learning outcomes 1.2 and 1.4,

derivation of formulae not required.

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.

Use examples from

real-life situations,
scientific or
graphing calculators
and computer
software such as
Geometers
Sketchpad to explore
displacement.

1.1
Identify direction of displacement
of a particle from a fixed point.
1.2
Determine displacement of a
particle from a fixed point.
1.3
Determine the total distance
traveled by a particle over a time interval
using graphical method.

Emphasize the use of following

symbols:
s = displacement
v = velocity
a = acceleration
t = time
Where s, v, and a are functions of
time.
Emphasize the difference between
displacement and distance.
Discuss positive, negative and zero
displacements.
Include the use of number line.

Use real-life
examples, graphing
calculators and
computer software
such as Geometers
Sketchpad to explore
the concept of
velocity.

2.1 Determine velocity function of a

particle by differentiation.
2.2 Determine instantaneous velocity of a
particle.
2.3 Determine displacement of a particle
from velocity function by integration.

Emphasize velocity as the rate of

change of displacement.
Include graphs of velocity functions.
Discuss:
a)
uniform velocity
b)
zero instantaneous velocity
c)
positive velocity
d)
negative velocity
Emphasize acceleration as the rate of
change of velocity.

Use real-life
examples, graphing
calculators and
computer software
such as Geometers
Sketchpad to explore
the concept of
acceleration.

3.2 Determine instantaneous acceleration of

a particle.

3.1 Determine acceleration function of a

particle by differentiation.

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.

13

Discuss:
a)
uniform acceleration
b)
zero acceleration
c)
positive acceleration
negative acceleration

Takwim Pembelajaran Matematik Tambahan

Tingkatan 5 Tahun 2016
MINGGU
1
2
3
4

TARIKH

Tajuk

Progression
Arithmatics Progeression
Geometrics Progression

SPM Question - Progression

Integration

Definite Integral

SPM Question - Integration

Test 1

Vector
Vector

10

Cuti Pertengahan Penggal 1

11
12

Trigonometric Function
Graph of trigonometric Function

13

18

Basic Identities
Double Angle and Half Angle
SPM Question Trigonometric Function
Permutations And Combinations
Probability
Probability Distributions

19

Perperiksaan SPM Fasa 1

20

Peperiksaan SPM Fasa 1

14
15
16
17

Cuti Pertengahan Tahun 2015

21

Binomial Distributions

22

Normal Distributions
Motions Along A straight Lines *
Motions Along A straight Lines*
Linear Programming*
Linear Programming*
Ulangkaji
Ulangkaji
Ulangkaji
Ulangkaji
Ulangkaji
Trial SBP
Trail SPM SBP
Trail SPM SBP

23
24
25
26
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Cuti Pertengahan Penggal 2

35

Ulangkaji

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40

Ulangkaji
Ulangkaji
Ulangkaji
Ulangkaji
Ulangkaji

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SPM BERMULA

42

SPM BERMULA

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Cuti Akhir Tahun

* Linear Programming ( Boleh dilaksanakan secara bengkel ( 8 jam)

* Motions Along A straight Lines ( Boleh dilaksanakan secara bengkel 8 jam)
14

Catatan