Yearly Plan – Mathematics Form 5 (2009)

Learning Objectives
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Learning Area : NUMBER BASES -- 2 weeks
First Term

1 1. Understand and use (i) State zero, one, two, three, …, 1 Use models such as a clock face or a Emphasis the ways to read numbers in
the concept of number as a number in base: counter which uses a particular variours bases.
5/1-9/1/09 in base two, eight and number base. Give examples:
a) two
five.
b) eight
Discuss Numbers in base two are also know as
c) five - Dicuss digits used binary numbers.
- Place values
(ii) State the value of a digit of a 1 in the number system with a
number in base: particular number base.
a) two
Skill : Interpretation, observe
b) eight connection between base two, eight
c) five and five.
(iii) Write a number in base: Use of daily life examples Expanded notation
a) two 2 Values : systematic, careful, patient Give examples
b) eight
c) five
in expanded notation

2 (iv) Convert a number in base: 2 Use number base blocks of twos, Perform repeated division to convert a
a) two eights and fives. number in base ten to a number in other
12/1- b) eight bases.
16/1/09 c) five Give examples.
to a number in base ten and
vice versa.

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 Learning Objectives
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(v) Convert a number in a certain
base to a number in another
base.
(vi) Perform computations
involving :
a) addition
b) subtration
of two numbers in base two
Topic 2 : Graphs of Functions II --- 3 weeks
2.1 Understand (i) Draw the graph of a:
3 and use the a) linear function :
19/1- concept of y = ax + b, where a
23/1/0 graphs of and b are constant;
9 functions b) quadratic function
y  ax 2  bx  c ,
where a, b and c are
constans, a  0
c) cubic function :
y  ax3  bx 2  cx  d ,
where a, b, c and d are
constants, a  0
d) reciprocal function
a
y , where a is a
x
constants, a  0
2
No of Suggested Teaching & Learning
Points to Note
Periods activities/Learning Skills/Values
3 Discuss the special case of Limit conversion of numbers to base two,
converting a number in base two eight and five only.
directly to a number in base eight
and vice versa.
1 Skill : Interpretation, converting The usage of scientific calculator in
numbers to base of two, eight, five performing the computitations.
and then.
Use of daily life examples
Values : systematic, careful, patient
2 Explore graphs of functions using Questions for 1..2(b) are given in the
graphing calculator or the GSP form of  x  a  x  b   0 ; a and b are
numerical values.
Compare the characteristic of
graphs of functions with different
values of constants.
Values : Logical thinking
Skills : seeing connection, using Limit cubic functions.
the GSP Refer to CS.
 Learning Objectives
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For certain functions and some values
(ii) Find from the graph 1 of y, there could be no corresponding
a) the value of y, given a values of x.
value of x
b) the value(s) of x,
given a value of y
2 Play a game or quiz Limit the cubic and quadratic
(iii) Identify: functions.
a) the shape of graph Refer to CS.
given a type of
function
b) the type of function
given a graph
c) the graph given a
function and vice
versa
2 Limit cubic functions.
(iv) Sketch the graph of a Refer to CS.
given linear, quadratic,
cubic or reciprocal
function.

4
26-30/1/09 CUTI TAHUN BARU CINA

5 2.2 Understand (i) Find the point(s) of 1 Explore using graphing calculator Use the traditional graph plotting
and use the intersection of two graphs of GST to relate the x-coordinate of exercise if the graphing calculator or
2/2-6/2/09 concept of the a point of intersection of two the GSP is unavailable.
solution of an (ii) Obtain the solution of an 1 appropriate graphs to the solution
equation by equation by finding the of a given equation. Make
graphical point(s) of intersection of generalisation about the point(s) of
method. two graphs intersection of the two graphs.

(iii) Solve problems involving 2 Use everyday problems. Involve everyday problems.
solution of an equation by
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 Learning Objectives
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graphical method. Skills : Mental process

6 2.3 Understand and (i) Determine whether a given 2 Include situations involving x  a , Emphasise on the use of dashed and solid
use the concept of the point satisfies x  a , x  a , x  a or x  a . line as well as the concept of region.
9/2-13/2/09 region representing a) y  ax  b or y  ax  b
inequalities in two or y  ax  b Values: Making conclusion,
variables. 2 connection and comparison, careful
(ii) Determine the position of a
given point relative to the
equation y  ax  b
( Mid
Semester 1 (iii) Identify the region
exam 10/2- satisfying y  ax  b or 2
13/2/09) y  ax  b

(iv) Shade the regions

representing the inequalities
a) y  ax  b or y  ax  b
b) y  ax  b or y  ax  b

(v) Determine the region which

satisfy two or more
simultaneous linear
inequalities.

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Topic/Learning Area :
TRANSFORMATIONS III ( 3 weeks )

3.1 Understanding (i) determine the image of an 1  using CD-Rom – interactive

7 and use of the object under combination of activities.
concept of two isometric  Everyday life example:
16/2- combination of transformations. around the school.
20/2/09 two  Recall the types of
transformations. transformations:
- translation
- rotation
- reflection
- enlargement
- isometric
transformation

(ii) determine the image of an 2  using Geometer’s Sketchpad.

object under combination of:  CD-Rom
a. two enlargements  Give variety of examples to
b. an enlargement and and an show an enlargement and
isometric transformation. isometric transformation.

5
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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(iii) Draw the image of an object 2  Give examples on the
under combination of two blackboard and students are
transformations. asked to draw the image
(iv) State the coordinates of the under 2 transformations
image of a point under  Tr. will state the coordinates
combined transformations. of the image of a point under
combined transformations.

8 (v) Determine whether 3  Using Maths exercise books

combined transformation AB (grids)
23/2- is equivalent to combined  Do exercises from the
27/2/09 transformation BA. textbooks

(vi) specify two successive 2  Outdoor activity – students

transformations in a are brought to specific site of
combined transformation the school compound and ask
given the object and the to identify the two successive
image. transformations : pictures
should consist of an object
and an image.

9 (vii) Specify a transformation 5  Classroom activities – use

which is equivalent to the GSP and CD-ROM
2/3- combination of two (Multimedia Gallery)
6/3/09 isometric transformations.  To specify isometric - limit to translation, reflation & rotation.
(viii) Solve problems involving transformation
transformations.  Different examples to be
given
 Various problem solving
questions to be given

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Topic/Learning Area :
MATRICES ( 4 weeks )
10 4.1 Understand and (i) Form a matrix from given 1  Understanding the concept of * m represents row
use the concept information. matrices through daily * n represents column
9/3- of matrix. (ii) Determine: examples:
13/3/09 - price of food on a menu
a. the number of rows
- a contingent of altelitic
b. the number of columns
- seating of students in
c. the order of a matrix class
(iii) Identify a specific element in - mark sheet of students
a matrix  Introduce the order (mxn) of
a matrix
 Class activity – students are
requested to identify the
students’ seating position in
class
 Other examples give

10 4.2 Understand and (i) Determine whether two 2  Teacher gives examples of
use the concept matrices are equal. two equal matrices and
of equal matrices. (ii) Solve problems involving discusses equal matrices in
equal matrices. terms of the corresponding
elements.
 Different problems given to
solve equal matrices.

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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4.3 Perform addition (i) Relate to real life situations 2  Teacher shows the examples  limit to not more than 3 rows
and subtraction such as keeping score of from the textbook to and 3 columns.
on matrices. medal tally or points in determine how addition or
sports. subtraction can be performed
10 (ii) Find the sum or the on 2 given matrices.
difference of two matrices.  Examples given to find the
(iii) Perform addition and addition and subtraction of
subtraction on a few two matrices.
matrices.  Examples given to solve
(iv) Solve matrix equations matrix equations involving
involving addition and additions and subtractions
subtraction.  To include finding values of
unknown elements

CUTI PERTENGAHAN
PENGGAL 1 [16/3-20/3/09]

11 4.4 Perform (i) Multiply a matrix by a 2  Teacher shows examples on

Multiplication of number. scalar multiplication of
23/3- a matrix by a (ii) Express a given matrix as a matrix:
27/3/09 number. multiplication of another - give examples of real life
matrix by a number. situations such as in
(iii) Perform calculation on industrial productions.
matrices involving addition,  examples given on the
subtraction and scalar calculation of matrices
multiplication. involving addition,
(iv) Solve matrix equations subtraction, and scalar
involving addition, multiplication.
subtraction and scalar  Examples given on problem
multiplication. solving questions.
 To include finding values of
unknown elements.

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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11 4.5 Perform (i) determine whether two 3  Teacher gives real life
multiplication of matrices can be multiplied situations. Examples:-
two matrices. and state the order of the - to find the cost of
product when the two meals in the
matrices can be multiplied. restaurant
(ii) Find the product of two - teacher shows how 2
matrices. matrices can be
(iii) Solve matrix equations multiplied.
involving multiplication of  Examples given for the  Limit to not more than 3 rows
two matrices. product of two matrices. and 3 columns
 Examples given on problem  Limit to 2 unknown elements
solving involving
multiplication of 2 matrices.
4.6 Understand and (i) determine whether a given 2  Teacher discusses the
use the concept matrix is an identity matrix property of the number as an
of identify by multiplying it to another identity for multiplication of a
matrix. matrix. number.
(ii) Write identity matrix of any  Teacher introduces identity Unit matrix is denoted by I.
12 order. matrix or unit matrix.
(iii) Perform calculation  Teacher gives examples of Limit to 3 rows and 3 columns.
30/3- identity matrix of any order.
involving identity matrices.
3/4/09  Teacher discusses the
properties:
- AI = A
- IA = A

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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4.7 Understand and (i) Determine whether a 3  teacher introduces the
use the concept 2 X 2 matrix is the concept of inverse matrix and -1
of inverse matrix. its denotion. AA = I
inverse matrix of
 Examples given on problem
12 another 2 X 2
solving questions involving
matrix. matrix:
(iii) Find the inverse matrix of a - using simultaneous
2 X 2 matrix using: linear equations
a. the method of solving - using a formula
simultaneous linear
equations
b. a formula

4.8 Solve (i) Write simultaneous linear 5  Teacher shows examples how * limit to 2 unknowns.
simultaneous equations in matrix form. to write simultaneous linear
linear equations equations in matrix form
 p
by using (ii) Find the matrix   in  To solve simultaneous linear
13 matrices. q equations by using inverse
a b  p   h matrix
 c d   q    k  using  Project involving matrices
6/4-      using electronic spreadsheet
10/4/09 the inverse matrix. to be given to students.
(iii) solve simultaneous linear
equations by the matrix
method.
(iv) Solve problems involving
matrices.

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Topic/Learning Area : 5. VARIATIONS
(1 ½ Weeks)

5.1 Understand and (i) State the changes in a Discuss the characteristics of the graph Y varies directly as x , y  x.
14 use the concept of quantity with respect to the of y agains x when y  x. y  x n , limit  n to 2, 3 and ½
direct variation changes in another quantity,
in everyday life situations Relate mathematical variation to Y = kx where k is the constant of
involving direct variation. Charles’s Law or the mation of the variation.
13/4- (ii) Determine from given simple pendulum.
17/4/09 information whether a
quantity. Discuss the characteristics of the graphs
(iii) Express a direct variation in of y against xn.
the form of equation
involving two variables. Communicative skills
(iv) Find the value of a variable
in a direct variation when Coorperation an d systematic
sufficient information is 1
given.
(v) Solve problems involving
direct variation for the
following cases:

y  x ; y  x2 ; y  x3 ;
y  x1/2 .
1

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Week Learning Objectives Learning Outcomes
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5.2 Understand and
use the concept of i) State the changes in a
inverse variation quantity with respect to
15 changes in another
quantity, in everyday
life situations involving
inverse variation.
20/4- ii) Determine form given
24/4/09 information whether a
quantity vaqries
inversely as another
quantity.
iii) Express an inverse
variation in the form of
equation involving two
variables.
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:
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
Y varies inversely as x if and only if xy
is a constant.
Discuss the the form of the graph and y  1/x
relates it to science, eg. Boyle’s Law.
For the cases y  1/xn, limit n to 2,3 and
½
1 If y  1/x, then y = k/x, where k is the
constan t of variation.
Use:
Y = k/x or
x1 y1=x2 y2
to get the solution.
For cases y  1/xn , n = 2,3 and ½,
1 discuss the characteristics of the graph of
y against 1/xn

y  1/x; y  1/x2 Graph drawing skill

y  1/x3 ; y  1/x1/2
Be straight and honest.

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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5.3 Understand and (i) Represent a joint Discuss joint variation for the three cases For the cases y  xn zn,
use the concept of variation by using the in everyday life situations. Y  1/ xn zn and y  xn / zn,
joint variation symbol  for the Limit n to 2,3 and ½.
following cases: Relate to science, eg. Ohm’s Law.
15
a) two direct variations
b) two inverse
variations
c) a direct variation
and an inverse
variation.

(ii) Express a joint 1

variation in the form of
equation.
(iii) Find the value of a 1
variable in a joint
variation when
sufficient information
is given.
(iv) Solve problems 1
involving joint
variation.

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Topic/Learning Area 6: GRADIENT & AREA
UNDER A GRAPH --- 3½ weeks
16 6.1 Understand and (i) State the quantity represented
use the concept of by the gradient of a graph
quantity represented
by the gradient of a (ii) Draw the distance-time
graph graph, given:
a) a table of distance-time
values
b) a relationship between
27/4- distance and time
30/4/09
(iii) Find and interpret the
gradient of a distance-time graph
(iv) Find the speed for a period
of time from a distance-time
graph
(v) Draw a graph to show the
relationship between two
variables representing certain
measurements and state the
meaning of its gradient
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
Use examples in various areas such Limit to graph of a straight line.
as technology and social science
1 The gradient of a graph represents the
Use of daily life examples like rate of change of a quantity on the
speed of a car, Formula One Grand vertical axis with respect to the change
2 Prix, a sprinter of another quantity on the horizontal
axis. The rate of change may have a
specific name for example ‘speed’ for a
Compare and differentiate between
distance-time graph.
distance-time graph and speed-time
2 graph
Emphasise that:
Gradient = change of distance
Use real life situations such as Time
2 traveling from one place to another = speed
by train or by bus.
Include graphs which consists of a
combination of a few straight lines.
For example,
Use examples in social science and Distance, s
economy, for example, the
increase in population in certain
2
years

ULANGKAJI [4/5-
17
8/5/09
Time, t

18-20 PEPERIKSAAN
PENGGAL 1
[11/5-29/5/09
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6.2 Understand the (i) State the quantity represented Discuss that in certain cases, the area Include speed-time and acceleration-
concept of quantity by the area under a graph 1 under a graph may not represent any time graphs.
represented by the area meaningful quantity.
21-22 under a graph (ii) Find the area under a graph For example:
The area under the distance-time Limit to graph of a straight line or a
(iii) Determine the distance by 2 graph. combination of a few straight lines.
finding the area under the Discuss the formula for finding the
15/6- following of speed-time graphs: area under a graph involving: V represents speed, t represents time, h
26/6/09 a. v=k (uniform speed) 4  A straight line which is parallel to and k are constants.
b. v=kt the x-axis For example:
c. v=kt + h  A straight lien in the form of
d. a combination of the above y=kx+ h
A combination of the above.
(iv) Solve problems involving
gradient and area under a graph.
Speed, v

time, t

15
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Topic/Learning Area : PROBABALITY II

Second Term --- 2 weeks

(i) Determine the sample space Discuss equiprobable sample space Limit to sample space with equally
7.1 Understand and of an experiment with through concrete activities and begin likely outcomes.
23 use the concept of equally likely outcomes. 1 with simple cases such as tossing a
probability of an fair coin.
event.
Use tree diagrams to obtain sample A sample space in which each outcomes
29/6- (ii) Determine the probability of
1 space for tossing a fair coin or is equally likely is called equiprobable
3/7/09 an event with equiprobable
sample space.
sample space. tossing or tossing a fair dice
activities. The Graphing calculator The probability of an outcome A, with
may also be used to simulate these equiprobable sample space
activities.
S, is P(A) = n (A )

Discuss events that produce nn ((SS ))

P(A) = 1 and P(A) = 0 Use tree diagram where appropriate.

(iii)Solve problems involving 1 Include everyday problems and making

probability of an event. predictions.

24 7.2 Understand and (i) State the complement of an The complement of an event A is the set
used the concept of event in : 1 of all outcomes in the sample space that
6/7- probability of the (a) words are not included in the outcomes of
10/7/09 complement of an (b) set notations event A.
event. (ii) Find the probability of the Include events in real life
complement of an event. situations such as winning or
1 losing a game and passing or
failing an exam.

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24 7.3 Understand use (i) List the outcomes for events: 2 Use real life situations to show the
the concept of (a) A or B as elements of set relationship between
probability of AB  A or B and A  B
combined event. (b) A and B as elements of  A and B and A  B.
set A  B
An example of a situation is being
(ii) Find the probability by 2 chosen to be a member of an
listing the outcomes of the exclusive club with restricted
combined events : conditions.
(a) A or B Use tree diagram and coordinate
(b) A and B planes to find all the outcomes of
combined events.

(iii) Solve problems involving Use two-way classification tables of Emphasise that :
probability of combined 1 events from newspaper articles or  knowledge about probability is
events. statistical data to find probability of useful in making decisions.
combined events. Ask students to  prediction based on probability
create tree diagrams from these is not definite or absolute.
tables. Example of a two-way
classification table :
Means of going to work
Officers Car Bus Others
Men 56 25 83
Women 50 42 37
Discuss :
 situations where decisions
have to be made on
probability, for example in
business, such as determining
the value for aspecific
insurance policy and time the
slot for TV advertisements
 the statement “probability is
the underlying language of
statistics”
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Topic/Learning Area : BEARING --- 1 week

8.1. Understand and (i) Draw and label the eight main
25 use the concept of compass directions: 1
bearing. a) north, south, east, west
b) north – east, north – west,
13/7-
south – east, south – west
17/7/09
ii) State the compass angle of
Carry out the activities or games Compass angle and bearing are written
any compass direction.
involving finding directions using a in three digit form, from 0000 to 3600.
compass such as treasure hunt or They are measured in a clockwise
scravenger hubt. It can also be about direction from north. Due north is
locating several points on a map, considered as bearing 0000. For cases
finding the position of students in involving degrees up to one decimal
class. point.
1
(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.
1
(iv) State the bearing point A
from point B based on given
information. Discuss the use of bearing in real life
situations. For example, a map
(v) Solve problems 2 reading and navigation.
involving bearing.

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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Topic 9
Learning Area: EARTH AS SPHERE ( 3 weeks )

26 9.1 Understand and (i) Sketch a great circle through the Model such as globes should be used. Emphasise that longitude 180°E and
use the concept of north and south poles. 1 longitue 180°W refer to the same
longitude meridian.
(ii) State the longitude of a given Introduce the meridian through
20/7-
point. Greenwich in England as the
24/7/09 Express the difference between two
(iii) Sketch and label a meridian Greenwich Meridian with longitude
0° longitudes with an angle in the range
with the longitude given.
of 0° ≤ x ≤ 180°
(iv) Find the difference between Discuss that:
two longitudes  All points on a meridian have the
1 same longitude
 There are two meridians on a
great circle through both poles.
 Meridians with longitude x°E(or
W) and (180°- x°)W(or E) form
a great circle through both poles.
27
9.2 Understand and (i) Sketch a circle parallel to the 1 Discuss that all the points on a
27/7- use the concept of equator. paralell of latitude have the same
31/7/09 latitude latitude.
(ii) State the latitude of a given Emphasise that
point. o the latitude of the equator is 0°
1 o latitude ranges from 0° to 90°N
(iii) Sketch and label a parallel of ( or S )
latitude.
(iv) Find the difference between Involve actual places on the earth.
two latitudes.
Express the diffrence between two
latitudes with an angle in the range
of 0° ≤ x ≤ 180°.
28 9.3 Understand the Use a globe or a map to find i. State the latitude and longitude A place on the surface of the earth is
concept of locations of cities around the world. 1 of a given place represented by a point.
3/8- locations of a
7/8/09 place. Use a globe or map to name a place ii. Mark the location of a place The, location of a place A at latitude
given its location. x°N and longitude y°E is written ,as
19 A(x°N, y°E).
1 iii. Sketch and label the latitude and
longitude of a given place.
iv.
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Topic 10
Learning Area: PLANS AND ELEVATIONS
2 weeks

i. Identify orthogonal 1 Use models, blocks or plan and Emphasise the different uses of dashed
29 10.1 Understand and projections. elevation kit. lines and solid lines.
use the concept of
10/7- orthogonal projection. Begin wth the simple solid object such as
14/8/09 ii. Draw orthogonal
2 cube, cuboid, cylinder, cone, prism and
projections, given an
right pyramid.
object and a plane.

iii. Determine the difference 2

between an object and
its orthogonal
projections with respect
to edges and angles.

30 10.2 Understand and i. Draw the plan of a solid 1 Carry out activities in groups where Limit to full-scale drawings only.
use the concept of plan object. students combine two or more
17/8- and elevation. different shapes of simple solid
21/8/09 ii. Draw 2 objects into interesting models and
- the front elevation draw plans and elevation for thes
- side elevation models.
of a solid object

iii. Draw the plan of a 1 Use models to show that it is Include drawing plan and elevation in one
solid object. important to have a plan and at least diagram showing projection lines.
two side elevation to construct a solid
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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
object.

1 Carry out group project:

iv. Draw Draw plan and elevations of buildings
- the front elevation or structures, for example students’ or
- side elevation teacher’s dream home and construct a
of a solid object scale model based on the drawings.
Involve real life situations such as in
building prototypes and using actual
home plans.

CUTI PERTENGAHAN
PENGGAL 2

[24/8-31/8/09]

ULANGKAJI
[1/9-18/9/09]

PEPERIKSAAN
PERCUBAAN SPM
[ ]

21
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

22