SMK Raja Perempuan, Ipoh

SCHEME OF WORK
2012
ADDITIONAL MATHEMATICS
FORM 5

1
 SMK RAJA PEREMPUAN, IPOH
YEARLY TEACHING PLAN FOR ADDITIONAL MATHEMATICS FORM 5
2012

WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING

DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
ALGEBRAIC COMPONENT
1
4/1 – 6/1 A6: PROGRESSION Level 1
1.1 Identify characteristics of
1. Understand and use the concept of arithmetic progressions. Use example from real-life Systematic Coloured blocks,
arithmetic progression. 1.2 Determine whether given situations, scientific or Careful, whiteboard, text
sequence is an arithmetic graphing calculator software hardworking, book, chards,
progression. to explore arithmetic confidence scientific
progressions. calculator, work
2 Level 2 Begin with sheet, list of
9/1 – 13/1 1.3 Determine by using formula: sequences to formulae.
a) specific terms in arithmetic introduce
progressions; arithmetical and Interpreting,
b) the number of terms in geometrical Identifying
arithmetic progressions progressions. relations, Making
1.4 Find : Inference,
a) the sum of the first n terms of Include Translating,
arithmetic progressions. examples in Using of ICT,
b) the sum of a specific number algebraic form. Problem solving,
of consecutive terms of Mathematical
arithmetic progressions Include the use communication
c) the value of n, given the sum of the formula Construction
of the first n terms of Tn= Sn - Sn-1
arithmetic progressions
Include problems
Level 3 involving real- Problem-solving

2
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
1.5 Solve problems involving life situations
arithmetic progressions.
3 Level 1 Graph board,
16/1 – 20/1 2. Understand and use the concept 2.1 Identify characteristics of Use examples from real-life Discuss : geometric
of geometric progression geometric progressions situations, scientific or As n →  , rn sketchpad,
2.2 Determine whether a graphing calculators ; and →0 then S  calculator,
given sequence is a computer software to a teaching
geometric progression. explore geometric 1 r courseware.
progressions
S read as
Level 2 
Identifying
2.3 Determine by using “sum to relationship,
formula infinity”. working out
a) specific terms in geometric Include recurring mentally,
progressions decimals. Limit comparing and
b) the number of terms in to 2 recurring contrasting,
geometric progressions digits such as 0. finding all
. . .
3 , 0. 1 5 ,… possible
2.4 Find : Exclude : solutions,
a) the sum of the first n terms of a) combination arranging in.
geometric progressions of arithmetic Characterizing,
b) the sum of a specific number of progressions identify patterns
consecutive terms of geometric and geometric evaluating.
progressions. progressions. Problem-solving

Level 3 b) Cumulative
2.5 Find : sequences
a) the sum to infinity of such as, (1),
geometric progressions (2,3), (4,5,6),
b) the first term or common (7,8,9,10),…..
ratio, given the sum to
infinity of geometric
progressions.

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
2.6 Solve problems involving
geometric progressions.

4
23/1 – 27/1 CHINENSE NEW YEAR

ALGEBRAIC COMPONENT

5 A7: LINEAR LAW

30/1 – 3/2 Level 1
1. Understand and use the concept of 1.6 Draw lines of best fit by Use examples from real-life Patience Whiteboard, text
lines of best fit. inspection of given data. situations to introduce the Accuracy book, graph
concept of linear law. Neatness board, scientific
Level 2 calculator, graph
1.7 Write equations for lines of best Use graphing calculators or Limit data to papers, long
fit. computer software such as linear relations ruler,
1.8 Determine values of variables Geometer’s Sketchpad to between two Geometer
from: explore lines of best fit. variables. Sketchpad,
a) lines of best fit Teaching
b) equations of lines of best fit. Courseware.

2. Apply linear law to non-linear Level 3

relations. 2.1 Reduce non-linear relations to
linear form.

2.2 Determine values of constants of Identify patterns,

non-linear relations given: Comparing and
a) lines of best fit contrasting,
b) data. Conceptualizing
Translating,
2.3 Obtain information from: Construction,

4
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
a) lines of best fit Interpreting,
b) equations of lines of best fit. Predicting.

6 PRE USBF 1
6/2 – 10/2
CALCULUS COMPONENT

C2: INTEGRATION
7 Level 1
13/2 – 17/2 1. Understand and use the 1.1 Determine integrals by reversing Use computer software such Patience , Text Book
concept of indefinite integral. differentiation. as Geometer’s Sketchpad to co-operation, White board
1.2 Determine integrals of ax n , explore the concept of rational, Roll-up board
where a is a constant and n is an integration. systematic and Scientific
integer, n≠1. diligence. calculator
1.3 Determine integrals of algebraic Conceptual map
expressions. List of
1.4 Find constants of integration, c, in Cooperation. integration
indefinite integrals. Emphasize formula.
constant of Graphic
integration. calculator.
Level 2 Simulation and
1.5 Determine equations of curves �
ydx read as
use of ICT.
from functions of gradients. ‘integration of y
1.6 Determine by substitution the with respect to Problem solving
integrals of expressions of the x” Communication in
form (ax + b) n, where a and b are mathematics.
constants, n is an integer n≠1. Contextual
Learning
Constructivism
Limit integration Learning.
of

5
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
Cooperative
�
n
u dx
Learning.
w here Mastery
u = ax + b. Learning.
Self-Access
Learning.
Logical
Reasoning.

C2: INTERGRATION
8 Level 2 Include
20/2 – 24/2 2. Understand and use the concept 2.1 Find definite integrals of Use scientific or graphic b b CCTS:
of definite integral. algebraic expressions. calculators to explore the �
kf ( x)dx =k �
f ( x )dx
Identifying
concept of definite integrals. a a relationships.
Level 3 b
Working out
2.2 Find areas under curves as the  f ( x)dx = mentally.
limit of a sum of areas. Use computer software and a
Evaluating.
a
2.3 Determine areas under curves graphic calculators to explore Visualizing
using formula. areas under curves and the   f ( x )dx Analyzing
b
significance of positive and Drawing
negative values of areas. diagrams
Derivation of Arranging in
formulae not order.
required. Making
conclusions.
Limit to one
curve.

9
27/2 – 2/3 USBF 1

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
2.4 Find volume of revolutions when
10 C2: INTERGRATION region bounded by a curve is Use dynamic computer Limit volumes
5/3 – 9/3 rotated completely about the software to explore volumes of revolution
(a) x-axis, of revolutions. about the x-axis
(b) y-axis. or
2.5 As the limit of a sum of volumes. y-axis.
Determine volumes of revolutions
using formula.
MID TERM BREAK
10/3 – 18/3

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
GEOMETRIC COMPONENT

G2: VECTORS
Level 1
11 1. Understand and use the concept 1.1 Differentiate between vector and Use example from real-life Patience , whiteboard,
19/3 – 23/3 of vector. scalar quantities. situations and dynamic co-operation, text book,
1.2 Draw and label directed line computer software such as rational, chards,
segments to represent vectors. Geometer’s Sketchpad to systematic and scientific
1.3 Determine the magnitude and explore vectors. diligence. calculator,
direction of vectors represented work sheet, list
by directed line. Use notations: of formulae,
1.4 Determine whether two vectors Vectors : a , AB Cartesian plane,
are equal. ~
Using CD
Level 2 , a, AB. courseware
1.5 Multiply vectors by scalars. Magnitude :
1.6 Determine whether two vectors a , AB , Interpreting,
~
are parallel. Identifying
a , AB .
vectors,
Zero vector: 0
~
. Making
Emphasise that a Inference,
zero vector has Using of ICT,
12 magnitude of Problem
26/3 – 30/3 2. Understand and use the Level 1 Use real-life situations and zero. solving,
concepts of addition and 2.1 Determine the resultant vector of manipulative materials to Emphasize Mathematical
subtraction of vectors. two parallel vectors. explore addition and negative vector: communication
subtraction of vectors.  AB = B A
Interpreting,
Level 2 Identifying
2.2 Determine the resultant vector of Include negative relations,
two non-parallel vectors using : scalar. Making
(a) triangle law Inference,
(b) parallelogram law. Translating,
Comparing and
2.3 Determine the resultant vector of contrasting

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
three or more vectors using the
polygon law.
Include :
Level 3 (a) collinear
2.4 Subtract two vectors which are : points
(a) parallel (b) non-parallel
(b) non-parallel non-zero
vectors.
2.5 Represent vectors as a
combination of other vectors. Emphasize :
If a
~
and b
~
are
2.6 Solve problems involving
addition and subtraction vectors. not parallel and h
a = k b , then h
~ ~
= k = 0.

Emphasize :
a -b =
a +(- b )

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
13 3. Understand and use vectors in Level 1
2/4- 6/4 the Cartesian plane. 3.1 Express vectors in the form: Use example from real-life Relate unit Whiteboard,
a) x i  y j
~
situations, computer software vectors i~ and colour chalks,
~ to explore vectors in the text book,
Cartesian plane. j to Cartesian chards,
 x ~
scientific
b)   coordinates.
 y calculator,
Emphasise:
work sheet,
1
3.2 Determine magnitudes of vectors. vector i~ =   grid board.
0
and
Level 2 0
vector ~j =   Using of ICT,
3.3 Determine unit vectors in given 1
directions. Problem
For learning
3.4 Add two or more vectors. solving,
outcomes 3.2 to
3.5 Subtract two vectors. Mathematical
3.7, all vectors are
3.6 Multiply vectors by scalars. communication
given in the form

x i y j
Level 3 ~ ~
3.7 Perform combined operations in
vectors.  x
3.8 Solve problems involving vectors. or   .
 y
Limit combined
operations to
addition,
subtraction and
multiplication of
vectors by scalars.

10
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
TRIGONOMETRIC
COMPONENT

T2: TRIGONOMETRIC
FUNCTIONS
Level 1
14 1. Understand the concept of 1.1 Represent in a Cartesian plane, Use dynamic computer Confidence list of
9/4 – 13/4 positive and negative angles angles greater than 360 or 2л software such as Geometer’s Patience formulae,
measured in degrees and radians for: Sketchpad to explore angles Careful computer
radians. a) positive angles in Cartesian plane. software,
b) negative angles Use unit circle to graphic
2. Understand and use the six Use dynamic computer determine the sine calculators
trigonometric functions of 2.1 Define sine, cosine and tangent software to explore of trigonometric
any angle of any angle in a Cartesian plane. trigonometric functions in ratios.
degrees and radians
2.2 Define cotangent, secant and Emphasise:
Cosecant of any angle in a Use scientific or graphic sin  = cos (90 - 
Cartesian plane calculators to explore )
trigonometric functions of cos  = sin (90 - 
2.3 Find values of the six any angle. )
Trigonometric functions of any tan  = cot(90 -  )
angle. cosec  = sec (90 -
)
2.4 Solve trigonometric equations sec  =cosec(90- 
)
cot  = tan(90 -  )

Emphasise the use

of triangles to find
trigonometric
ratios for special
angles 30 0 , 45
0
and 60 0 .

11
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
15
16/4 – 20/4 PRE MID-YEAR EXAMINATION

Level 2 Use examples from real-life Use angles in Coloured

16 3. Understand and use graphs of 3.1 Draw and sketch graphs of situations to introduce (a) degrees blocks,
23/4 – 27/4 sinus , cosines and tangent trigonometric functions : graphs of trigonometric (b) radians, whiteboard,
functions. (a) y = c + a sin bx functions. in terms text book,
(b) y = c + a cos bx of ‫ ח‬. scientific
(c) y = c + a tan bx calculator,
where a, b and c are constants work sheet, list
and b > 0. Emphasise the of formulae.
Level 2 Use graphing calculators characteristics of
3.2 Determine the number of and dynamic computer sine, cosine and Interpreting,
solutions to a trigonometric software such as tangent graphs. Identifying
equation using sketched graphs. Geometer’s Sketchpad to Include relations,
explore graphs of trigonometric Making
3.3 Solve trigonometric equations trigonometric functions. functions Inference,
using drawn graphs. involving Translating,
modulus. Using of ICT,
Problem
Exclude solving,
combinations of Mathematical
trigonometric communication
functions.

Basic identities
are also known as
17 Pythagorean
30/4 – 4/5 4. Understand and use basic Level 3 Use scientific or graphing identities
identities 4.1 Prove basic identities : calculators and dynamics
c) sin 2 A  cos 2 A = 1 computer software such as Include learning
d) 1  tan 2 A = sec 2 A Geometer’s Sketchpad to outcomes 2.1 and
e) 1  cot 2 A = cos ec 2 A explore basic identities. 2.2.

12
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
4.2 Prove trigonometric identities
using basic identities. Derivation of
addition formulae
4.3 Solve trigonometric equation not required.
using basic identities Discuss half-angle
formulae.

5. Understand and use addition Level 3 Use dynamic computer Exclude :

formulae and double-angle
formulae.
5.1 Prove trigonometric identities software such as Geometer’s A cos x +
using addition formulae for Sketchpad to explore b sin x = c ,
sin  A  B  , cos A  B  and addition formulae and
tan  A  B  . double-angle formulae.
5.2 Derive double-angle formulae
for sin 2 A , cos 2 A and
tan 2 A .
5.3 Prove trigonometric identities
using addition formulae and/or
double-angle formulae.
5.4 Solve trigonometric equations.

18 -19
7/5 – 18/5
MID YEAR EXAMINATION

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE

STATISTICS COMPONENT

20 S2: PERMUTATIONS AND

21/5 – 25/5 COMBINATION Teaching
Predicting Critical Courseware,
1. Understand and use the concept Level 1 thinking LCD,
of permutation. 1.1 Determine the total number of Use manipulative materials Making Screen,
ways to perform successive to explore multiplication inferences Computer.
events using multiplication rule. rule. Patience whiteboard,
1.2 Determine the number of text book,
permutations of n different Use real-life situations and For this topic: scientific
objects. computer software to explore a) Introduce the calculator,
1.3 Determine the number of permutations concept by using work sheet, list
permutation of n different numerical of formulae
objects taken r at a time examples.
b) Calculators Interpreting,
Level 2 should only be Identifying
1.4 Determine the number of used after relations,
permutations of n different students have Making
objects for given conditions. understood the Inference,
1.5 Determine the number of concept. Using of ICT,
permutations of n different Limit to 3 events Problem
objects f taken r at a time solving,
for given conditions Exclude cases Mathematical
involving communication
identical objects.

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE

MID YEAR BREAK

26/5 – 10/6

Teaching
21 S2: PERMUTATIONS AND Courseware,
11/6 – 15/6 COMBINATION LCD,
Screen,
2. Understand and use the concept Level 1 Computer.
of combination 2.1 Determine the number of Explore Combinations Using Explain the whiteboard,
combinations of r objects chosen Real-Life Situations And concept of text book,
from n different objects. Computer Software. permutations by scientific
listing all possible calculator,
Level 2 arrangements. work sheet, list
2.2 Determine the number of Include notations of formulae
combinations of r objects chosen a) n! = n(n-1)(n-
from n different objects for given 2)…(3)(2)(1) Interpreting,
conditions. Identifying
b) 0! =1 relations,
n! read as “n Making
factorial” Inference,
Using of ICT,
Exclude cases Problem
involving solving,
arrangement of Mathematical
objects in a circle. communication

Explain the
concept of Coloured
blocks,

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
combinations by blackboard, text
listing all possible book, cards,
selections. scientific
Use examples to calculator,
illustrate n C r = Formulae sheet,
n work sheet,
Pr Making
r! Inference,
Predicting,
Using of ICT,
Analyzing
STATISTICS COMPONENT
S3: PROBABILITY
Level 1
22 1. Understand and use the 1.1 Describe the sample space of an Use example from real-life confidence Teaching Aids:
18/5 – 22/5 concept of probability experiment. situations, scientific or Dice, coins,
1.2 Determine the number of graphing calculator software Use set notations cards,
outcomes of an event to explore arithmetic Discuss: scientific
1.3 Determine the probability of an progressions. a. Classical calculator,
event. probability Computers,
(theoretical Graphing
Level 2 probability) cal calculators
1.4 Determine by using formula: progressions. software.
a) specific terms in arithmetic b. Subjective Manipulative
progressions; probability materials.
b) the number of terms in c. relative
arithmetic progressions. frequency
probability CCTS :
(experimental Identifying
probability) relationship,
Emphasize: Problem
Only classical solving,
probability is Identify

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
used to solve Patterns,
problems Conceptualizing,
Making
hypothesis.

23
25/6 – 29/6 2. Understand and use the concept Level 2
of probability of mutually 2.1 Determine whether two events are Use manipulative materials Emphasize: Problem
exclusive events. mutually exclusive. and graphing calculators to P( A  B) = Solving.
explore the concept of P ( A)  P ( B ) Identifying
2.2 Determine the probability of two probability of mutually relationship.
 P( A  B)
or more events that are mutually exclusive events. Grouping and
Using Venn classifying.
exclusive.
Diagrams. Predicting.
Use computer software to
Include events
3. Understand and use the concept Level 3 simulate experiments
that are mutually
of probability of independent 3.2 Determine whether two events involving probability of
exclusive and
events. are independent. mutually exclusive events.
exhaustive.
Limit to three
Use manipulative materials
mutually
3.2 Determine the probability of and graphing calculators to
exclusive events.
two independent events. explore the concept of
Include tree
independent
diagrams.
3.3 Determine the probability of events.
three independent events.

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
Use computer software to
simulate experiments
involving probability of
independent events

STATISTICS COMPONENT

S4 : PROBABILITY
DISTRIBUTIONS
Level 1
24 1. Understand and use the concept 1.1 List all possible values of a Teacher needs to explain the Honesty, fairness, Courseware,
2/7 – 6/7 of binomial distribution. discrete random variable. definition of discrete random careful, Workbook,
variable. independent Textbooks,
Level 2 GSP,
1.2 Determine the probability of an Discuss the characteristics of Includes the Calculator,
event in a binomial distribution. Bernoulli trials. characteristics of Log book,
Bernoulli trials. Z-score table
1.3 Plot binomial distributions graphs. P ( X = r ) = nCr p r q n  r , p  q For
= 1,learning
0  p  1, outcomes 1.2 and Identifying
1.4, derivations of relationship,
r = 0,1,......, n
1.4 Determine mean, variance, and formulae not Estimating,
standard deviations of a binomial Students are not required to required. Evaluating,

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
distributions derive the formulae. Analyzing

Level 3 The cases should not include

1.5 Solve problems involving
binomial distribution.
large values of n.
Mean = np
Variance = npq
Standard deviation = npq
n = number of trials
p = probability of success
q = probability of failure.

25 Use real-life situations and

9/7 – 13/7 2. Understand and use the Level 1 computer software such as Discuss Normal
concept of normal 2.1 Describe continuous random statistical packages to characteristics of: distribution
distributions variables using set notations. explore the concept of a) nnormal table, scientific
2.2 Find probability of z-values for normal distributions. distribution calculator, text
standard normal distribution. graphs. book
b) gStandard
normal
Level 2 distribution Critical
2.3 Convert random variable of graphs thinking,
normal distributions, X, to Interpreting,
standardized variable, Z. Z is called translating,
standardized identifying
variable. relationship,

19
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
Level 3 problem
2.4 Represent probability of an Rational and solving,
event using set notation. careful drawing
2.5 Determine probability of an diagram .
event. Integration of
Solve problems involving normal
normal distributions. distribution
function to
determine
probability is not
required

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE
SCIENCE AND
TECHNOLOGY PACKAGE

AST2: MOTION ALONG A

STRAIGHT LINE
Level 1
26 1. Understand and use the concept 1.1 Identify direction of displacement Use real-life examples, cooperation Scientific
16/7 – 20/7 of displacement. of a particle from a fixed point. scientific or graphing independent calculator,
calculator and computer confidence worksheet, list
1.2 Determine displacement of a software such as Geometer’s Hardworking of formulae,
particle from a fixed point. Sketchpad to explore using ICT,
displacement. Emphasize the use problem
of the following solving.
Level 2 symbols:
1.3Determine the total distance s=displacement Working
traveled by a particle over a time v=velocity backwards,
interval using graphical method. a=acceleration drawing
t=time diagram,
where s, v and a analyzing,
are function of problem
time. solving.

Emphasize the
difference
between
displacement and
distance.

Discuss positive,
negative and zero
displacements.
Include the use of
number line.

21
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND TEACHING
DATE Students will be taught to… Students will be able to… TEACHING AND POINTS TO Aids / CCTS
LEARNING ACTIVITIES NOTE

27 2. Understand and use the concept Level 2 Use real-life examples, Emphasize
23/7 – 27/7 of velocity. 2.1 Determine velocity function of a graphing calculators and velocity as the Whiteboard,
particle by differentiation. computer software such as rate of change of text book,
Geometer’s Sketchpad to displacement scientific
2.2 Determine instantaneous velocity explore the concept of ds
of a particle. velocity. v= calculator,
dt
Include graphs of work sheet, list
3. Understand and use the concept Level 3 velocity functions of formulae.
of acceleration. 2.3 Determine displacement of a Discuss about the idea of Discuss: Using of ICT,
particle from velocity function by acceleration as the changing a) uniform
integration of the rate of velocity. velocity
b) zero Problem solving,
Level 2 instantaneous Mathematical
3.1 Determine acceleration function a = dv/dt , d2s /dt2 c) positive communication
of a particle by differentiation. velocity Interpreting,
Discuss about the idea of d) negative Identifying
uniform acceleration velocity relations,
Level 3 dv Making
3.2 Determine instantaneous Meaning of the signs of s =  Inference,
dt
acceleration of a particle. acceleration:
3.3 Determine instantaneous velocity a0 The velocity of the Emphasis
of a particle from acceleration particle is increasing
acceleration as the
function by integration. with respect to time
rate of
3.4 Determine displacement of a a<0 The velocity of
particle is change of
particle from acceleration
decreasing with velocity.
function by integration.
respect to time Discuss :
3.5 Solve problems involving motion
a=0 The particle is at a) uniform
along a straight line.
uniform velocity or acceleration
maximum velocity b) zero
acceleration
c) positive
acceleration

22
 28
30/7 – 3/8 SPM STRATEGIC REVISION

29
7/8 – 10/8 PRE TRIAL EXAMINATION

30
13/8 – 17/8 SPM STRATEGIC REVISION

MID TERM BREAK & HARI RAYA AIDILFITRI

18/8 – 26/8

31
27/8 – 30/8 SPM STRATEGIC REVISION

32 – 33
3/9 – 14/9 SPM TRIAL EXAMINATION

34-36
17/9 – 5/10 SPM STRATEGIC REVISION

37
8/10 – 12/10 PRE SPM EXAMINATION

38 – 41
15/10 – 9/11 SPM STRATEGIC REVISION

SPM EXAMINATION 2012

12/11 – 6/12

Prepared By:
FONG EE LIN

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