A6

NO.OF WEEK

LEARNING AREA:

PROGRESSIONS
LEARNING OBJECTIVES Students will be taught to: 3 1. Understand and use the concept of arithmetic progression. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Sequence Series Characteristic Arithmetic progression

1
Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.

1.1 Identify characteristics of arithmetic progressions. 1.2 Determine whether a given sequence is an arithmetic progression. 1.3 Determine by using formula: a) specific terms in arithmetic progressions b) the number of terms in arithmetic progressions. 1.4 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.

Begin with sequences to introduce arithmetic and geometric progressions. Include examples in algebraic form.

Constructivism Constructivism

Identifying patterns Identifying patterns

SelfReliance SelfReliance

Thinking Skills

Making inferences

Freedom Common difference Specific term First term

Include the use of the formula

Tn = S n S n 1

Exploratory

Making inferences

Freedom SelfReliance

n th term
consecutive

Include problems involving real-life situations

c)

the value of n, given the sum of the first n terms of the arithmetic progressions. Problem Solving Finding all possible solutions Compassion Courage

1.5 Solve problems involving

A6
NO.OF WEEK

LEARNING AREA:

PROGRESSIONS
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: arithmetic progressions. POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY

2. Understand and use the concept of geometric progression.

Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.

2.1 Identify characteristics of geometric progressions.

Include examples in algebraic form.

Constructivism

Identifying patterns

SelfReliance

Geometric progression

2.2 Determine whether a given sequence is a geometric progression.

Constructivism

Identifying patterns

SelfReliance

Common ratio

2.3 Determine by using formula: a) specific terms in geometric progressions b) the number of terms in geometric progressions. 2.4 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.

Thinking Skills

Making inferences

Freedom

Exploratory

Making inferences

Freedom

A6
NO.OF WEEK

LEARNING AREA:

PROGRESSIONS
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY

c)

the value of n, given the sum of the first n terms of the geometric progressions. Discuss :

2.5 Find : a) the sum to infinity of geometric progressions.

n , r n 0 a then S = 1 r S read as sum to

As infinity. Include recurring decimals. Limit to 2 recurring digits such as 0.3, 0.15,... Exclude:

Constructivism

Making generalizations

Rationality

Sum to infinity Recurring decimal

b)

the first term or common ratio, given the sum to infinity of geometric progressions.

2.6

Solve problems involving geometric progressions.

a) combination of arithmetic progressions and geometric progressions. b) cumulative sequences such as (1), (2,3), (4,5,6), (7,8,9,10),

Mastery Learning

Finding all possible solutions

Compassion courage

A6

LEARNING AREA:

PROGRESSIONS

Form 5

A7
NO. OF WEEK

LEARNING AREA:

LINEAR LAW
LEARNING OBJECTIVES Students will be taught to: 2 1 Understand and use the concept of lines of best fit. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Line of best fit 1.1 Draw lines of best fit by inspection of given data. Limit data to linear relations between two variables. Constructivism Finding all possible solutions Identifying relations Effort Inspection Variable Non-linear relation Reasoning Linear form reduce Determination

2
Use examples from real-life situations to introduce the concept of linear law.

1.2 Using graphing calculators or computer software such as the Geometers Sketchpad to explore lines of best fit.

Write equations for lines of best fit.

Constructivism

1.3 Determine values of variables from : a) line of best fit b) equations of lines of best fit.

Multiple Intelligent Integrating ICT

Representing and Interpreting Data

2 Apply linear law to non-linear relations

2.1

Reduce non-linear relations to linear form.

Mastery Learning Thinking Skills

Identifying Patterns Identifying Relations Representing and Interpreting Data Problem Solving

Able to act independently

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.

2.2

Mastery Learning

Reasoning Effort

Prudence

A7

LEARNING AREA:

LINEAR LAW

Form 5

C2 INTEGRATION
NO. OF WEEK LEARNING OBJECTIVES Students will be taught to: 5 1 Understand and use the concept of indefinite integral Use computer software such as Geometers Sketchpad to explore the concept of integration. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS

LEARNING AREA:

Form 5
MORAL VALUE VOCABULARY Students will be able to: 1.1 Determine integrals by Emphasize constant of integration. Thiking Skills Identifying relations Cooperation, Compassion, Diligence Moderation, Diligence Integration Integral Indefinite integral Reverse Constant of integration

reversing differentiation.

1.2

Determine integrals of

ax n , where a is a
constant and n is an integer, n 1 1.3 Determine integrals of algebraic expressions.

integration of y with respect to x

y dx

read as

Recognising and representing

1.4

Find constants of integration, c , in indefinite integrals.

Identifying relations Limit integration of Thiking Skills

Courage Rationality Honesty

1.5 Determine equations of curves from functions of gradients.

dx

, where

u = ax + b

Recognising and representing

1.6

Determine by substitution the integrals of expressions of the form

( ax + b ) n , where a
n 1

and b are constants, n is an integer and

C2 INTEGRATION
NO. OF WEEK LEARNING OBJECTIVES Students will be taught to: 2 Understand and use the concept of definite integral Use scientific or graphing calculators to explore the concept of definite integrals. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS

LEARNING AREA:

Form 5
MORAL VALUE VOCABULARY Students will be able to: 2.1 Find definite integrals of algebraic expressions. Include: b Recognising and representing Rationality

a b a

kf ( x)dx = k f ( x)dx
a

Substitution Define integral Limit Volume Region Integrating ICT Simulation Logical reasoning Justice Self-reliance Rotated Revolution Solid of revolution

f ( x)dx = f ( x)dx
b

Use computer software and graphing calculators to explore areas under curves and the significance of positive and negative values of areas.

2.2

Find the areas under curves as the limit of a sum of areas.

Derivation of formulae not required. Limit to one curve.

2.3 Determine areas under curves using formula.

Use dynamic computer software to volumes of revolutions.

2.4 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. 2.5 Determine volumes of revolutions using formula.

Derivation of formulae nor required.

Simulation Multiple Intelligent Mastery learning

Freedom, Respect

Limit volumes of revolution about the x-axis or y-axis. Problem solving Logical reasoning Self-reliance, Honesty

C2 INTEGRATION
NO. OF WEEK LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS

LEARNING AREA:

Form 5
MORAL VALUE VOCABULARY Students will be able to:

G2
NO.OF WEEK

LEARNING AREA:

VECTORS
LEARNING OBJECTIVES Students will be taught to: 3 1 Understand and use the concept of vector Use examples from real-life situations and dynamic computer software such as Geometers Sketchpad to explore vectors. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Differentiate 1.1 Differentiate between vectors and scalar quantities. Draw and label directed line segments to represent vectors. Use notations: Vector: a, . Magnitude: Constructivism , a, AB

AB

Comparing & differentiating Drawing diagrams

Rationality Open & logical mind

Scalar Vector Directed line segment Magnitude Direction

1.2

a , AB
~

AB

1.3

Determine the magnitude and the direction of vectors represented by directed line segments.

Zero vector: 0 ~
Emphasize that a zero has a magnitude of zero. Emphasize negative vector:

Identifying relations

1.4 Determine whether two vectors are equal.

AB = BA
Include negative scalar

Camparing & differentiating Identifying relations Parallel Comparing & differentiating Non-parallel Collinear points Non-zero

1.5

Multiply vectors by scalars. Include: a) collinear points b) non-parallel nonzero vectors

1.6 Determine whether two vectors are parallel.

G2
NO.OF WEEK

LEARNING AREA:

VECTORS
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Emphasize : If

a and b are not

~ ~ ~ ~

parallel and

h a = k b , then

h=k=0

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

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

2.1 2.2

Determine the resultant vector of two parallel vectors. Determine the resultant vector of two non-parallel vectors using : a) b) triangle law parallelogram law

Constructivism Mastery learning Thinking skill

Drawing diagram Identifying relations

Self-reliance Self confident

Triangle law Parallelogram law Resultant vector Polygon law

2.3

Determine the resultant vector of three or more vectors using the polygon law. 2.4 Subtract two vectors which a) parallel b) non-parallel 2.5 Represent vectors as a combination of other vectors. Solve problems involving addition and subtraction of vectors.

Emphasize:
~ ~ ~

a b =a+ b
~

( )
Problem Solving

Identifying Relations Drawing diagram Recognizing & representing

G2

LEARNING AREA:

VECTORS
NO.OF WEEK LEARNING OBJECTIVES Students will be taught to: 3 Understand and use vectors in the Cartesian plane. Use computer software to explore vectors in the Cartesian plane. SUGGESTED TEACHING AND LEARNING ACTIVITIES

Form 5
LEARNING OUTCOMES Students will be able to: POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY

3.1

Express vectors in the form: a)

xi + y j
~ ~

Relate unit vector and

Intergrating ICT

j
~

Arranging sequentiall y

unity

Cartesian plane unit vector

to Cartesian

b)

x y

coordinates. Emphasise: Vector

1 i = ~ 0 0 j = 1 ~

and

Vector

3.2 Determine magnitudes of vectors. 3.3 Determine unit vectors in given directions.

For learning outcomes 3.2 to 3.7 , all vectors are given in the form

xi + y j
~ ~

or

x . y

3.4 3.5 3.6 3.7

Add two or more vectors. Subtract two vectors Multiply vectors by scalars. Perform combined Limit combined operations to

G2
NO.OF WEEK

LEARNING AREA:

VECTORS
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES Students will be able to: operations on vectors. addition , subtraction and multiplication of vectors by scalars. Problem solving 3.8 Solve problems involving vectors. POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY

T2
NO.OF WEEK

LEARNING AREA:

TRIGONOMETRIC FUNCTIONS
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY

1 Understand the concept of positive and negative angles measured in degrees and radians.

Use dynamic computer software such as Geometers sketchpad to explore angles in Cartesian plane.

1.1

Represent in a Cartesian plane, angles greater than 360o or 2 radians for: a) b) positive angles negative angles

Self-Access Learning

Drawing diagrams

Responsible

Cartesian plane rotating ray positive angle negative angle clockwise anticlockwise

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

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

2.1 Define sine, cosine and tangent of any angle in a Cartesian plane. 2.2 Define cotangent, secant and cosecant of any angle in a Cartesian plane.

Use unit circle to determine the sign of trigonometric ratios. Emphasise: sin = cos (90o - ) cos = sin (90o - ) tan = cot (90o - ) cosec = sec (90o - ) sec = cosec(90o - ) cot

Constructivi sm

Making generalizati ons

Dedication

unit circle quadrant reference angle trigonometric function/ratio sine cosine tangent cosecant secant cotangent special angle

2.3 Find values of the six trigonometric functions of any angle.

(90 = tan

- )

Emphasise the use of triangles to find trigonometric ratios for special angles 30o , 45o and 60o.

2.4

Solve trigonometric equations.

T2

LEARNING AREA:

TRIGONOMETRIC FUNCTIONS

Form 5
MORAL VALUE

NO.OF WEEK

LEARNING OBJECTIVES Students will be taught to: 3 Understand and use graphs of sine, cosine and tangent functions.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME Students will be able to:

POINTS TO NOTE

GENERICS

CCTS

VOCABULARY

Use examples from real-life situations to introduce graphs of trigonometric functions.

3.1

Draw and sketch graphs of trigonometric functions:

Use angles in a) degrees b) radians, in terms of

Constructivism Integrating ICT Mastery Learning

Identifying patterns Drawing diagrams Comparing & differentiating

Diligence Self-Reliance

Modulus Domain Range Sketch Draw Period cycle

a) b) c)

y = c + a sin bx y = c + a cos bx y = c + a tan bx

where a,b, and c are constants and b > 0.

Emphasize the characteristics of sine. Cosine and tangent graphs. Include trigonometric functions involving modulus. Exclude combinations of trigonometric functions.

Use graphing calculators and dynamic computer software such as Geometers Sketchpad to explore graphs of trigonometric functions.

3.2 Determine the number of solutions to a trigonometric equations using sketched graphs. 3.3 Solve trigonometric equations using drawn graphs.

Constructivism Integrating ICT Thinking Skills

Working out mentally Finding all possible solutions Logical reasoning

Rationality Diligence

Maximum Minimum asymptote

4 Understand and use

Use scientific or graphing calculators and dynamic

4.1 Prove basic identities: a) sin2 A + cos2 A = 1

Basic identities are also known as Pythagorean

Thinking skills Integrating ICT

Identifying relations Drawing

Self reliance

Basic identity Pythagorean

T2
NO.OF WEEK

LEARNING AREA:

TRIGONOMETRIC FUNCTIONS
LEARNING OBJECTIVES Students will be taught to: basic identities. computer software such as Geometers Sketchpad to explore basic identities. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: b) 1 + tan2 A = sec2 A c) 1 + cot2 A = cosec2 A 4.2 Prove trigonometric identities using basic identities. 4.3 Solve trigonometric equations using basic identities. Include learning outcomes 2.1 and 2.2. Problem solving identities. Thinking skills diagrams Logical Reasoning Classifying POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY identity Moderation Tolerance

5 Understand and use addition formulae and double-angle formulae.

Use dynamic computer software such as Geometers Sketchpad to explore addition formulae and double-angle formulae.

5.1 Prove trigonometric identities using addition formulae for sin ( A

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

Thinking skills Exploratory

Identifying patterns

Diligence

Addition formulae Double-angle formulae Half-angle formulae

B), cos ( A

tan ( A

B) and

B). Exclude A cos x + b sin x = c, where Thinking skills Contextual Problem solving Self access learning Problem solving Finding all possible solutions Identifying relations Identifying relations Self-reliance

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 equations.

c 0.

Self-reliance Cooperation

Diligence

S26
NO.OF WEEK

LEARNING AREA:

PERMUTATIONS AND COMBINATIONS

LEARNING OBJECTIVES Students will be taught to: 2 1 Understan d and use the concept of permutati on. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY

For this topic: a) Introduce the concept by using numerical values. b) Calculators should only be used after the student have understood the concept. 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. Limit to 3 events. Exclude cases involving identical objects. Explain the concept of permutations by listing all possible arrangements. Include notations: a) Thinking skill Problem solving Constructivism Integrating ICT Identifying patens Finding all possible solutions Classifying Simulation Cooperation Multiplication rule Self reliance Systematic Justice Successive Events Permutation Factorial Arrangement order

1.2

Determine the number of permutations of n different objects.

n != n( n 1)( n 2 )...3 2 1 0 !=1 n ! read as n factorial

b)

1.3

Determine the number of permutations of n different objects taken r at a time. permutations of n different objects for given conditions.

Exclude cases involving arrangement of objects in a circle.

Thinking skill Problem solving Constructivism

Identifying patens Finding all possible solutions Classifying

Cooperation Self reliance Justice

1.4 Determine the number of

S26
NO.OF WEEK

LEARNING AREA:

PERMUTATIONS AND COMBINATIONS

LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: 1.5 Determine the number of permutations of n different objects taken r at a time for given conditions. 2 Understand and use the concept of combination. Explore combinations using real-life situations and computer software. Use scientific or graphing calculators to explore trigonometric functions of any angle. 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. 2.3 Determine the number of permutations of n different objects for given conditions. Explain the concept of combinations by listing all possible selections. Use examples to illustrate
n n

Form 5
GENERICS CCTS MORAL VALUE VOCABULARY Integrating ICT Simulation

POINTS TO NOTE

Thinking skill

Identifying relations

Rationality

Combination Selection

Cr =

Pr r!

Integrating ICT

Finding all possible solutions

Logical thinking

Constructivism

Classifying

Cooperation

2.4

Determine the number of Permutations of n different objects taken r at a time for given conditions.

Simulation

S3
NO.OF WEEK

LEARNING AREA:

PROBABILITY
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULAR Y 1.1 Describe the sample space of an experiment. 1.2 Determine the number of outcomes of an event. 1.3 Determine the probability of an event. Use set notations. Thinking skills Drawing diagram Identifying patens Simulation Making inference Making generalization Cooperation Rationality Discuss: a) classical probability (theoretical probability) b) subjective probability c) relative frequency probability (experimental probability) Emphasize: Only classical probability is used to solve problems Emphasize : 1.4 Determine the probability of two events: a) A or B occurring b) A and B occurring Contextual Systematic Experiment Sample space Event Outcome Equally likely Probability Occur Classical probability Theoretical probability Subjective probability Relative Thinking skills frequency probability Experimental probability

1 Understand and use the concept of probability

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

P ( A B ) = P ( A) + P ( B ) P( A B )

Using Venn Diagrams.

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

Use manipulative materials and graphing calculators to explore the concept of probability mutually exclusive events.

2.1 Determine whether two events are mutually exclusive. 2.2 Determine the probability of two or more events that are mutually exclusive.

Include events that are mutually exclusive and exhaustive. Limit to three mutually exclusive events.

Contextual

Identifying relations Identifying patens Drawing diagrams

Rationality

Mutually exclusive event exhaustive

Constructivism

S3
NO.OF WEEK

LEARNING AREA:

PROBABILITY
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULAR Y

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

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

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.

Include tree diagram

Integrating ICT

Classifying Identifying patens

Self reliance Rationality

Independent Tree diagrams

Mastery learning Integrating ICT

Comparing and differentiating

Rationality

S4
NO.OF WEEK

LEARNING AREA:

PROBABILITY DISTRIBUTIONS
LEARNING OBJECTIVES Students will be taught to: 1 Understan d and use the concept of binomial distributio n. Use real-life situations to introduce the concept of binomial distribution. Use graphing calculators and computer software to explore binomial distribution. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Mastery Learning Include the characteristics of Bernoulli trials. For learning outcomes 1.2 and 1.4 , derivation of formulae are not required. Cooperative Learning, Integrating ICT Recognising and representing Identifying patterns, predicting. Rational, accuracy. Diligence. Discrete random Variable Independent trial Bernoulli trials Binomial distribution Mean Variance Identifying relations, drawing diagrams Comparing and differentiating Making inferences. Neatness, careful. Standard deviation

1.1 List all possible values of a discrete random variable. 1.2 Determine the probability of an event in a binomial distribution.

1.3 Plot binomial distribution graphs.

Constructivism, Integrating ICT

1.4 Determine mean, variance and standard deviation of a binomial distribution. 1.5 Solve problems involving binomial distributions.

Contextual, Integrating ICT

Freedom by law, accuracy, careful. Ability to act independently , self motivated

Contextual, Problem solving

2 Understand and use the concept of normal distribution.

Use real-life situations and computer software such as statistical package to explore the concept of normal distributions.

2.1 Describe continuous random variables using set notations.

Constructivism, Cooperative Learning

Identifying patterns, comparing and differentiating

Honesty, accuracy.

Continuous random variable Normal distribution Standard normal

S4
NO.OF WEEK

LEARNING AREA:

PROBABILITY DISTRIBUTIONS
LEARNING OBJECTIVES Students will be taught to: SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: Discuss characteristics of: 2.2 Find probability of z-values for standard normal distribution. 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. 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. Contextual, cooperative learning, problem solving Cooperative learning Contextual, mastery learning Recognising and representing, identifying relations Representing and interpreting data. Making inferences Identifying and using relationship Contextual, Multiple Intelligence Identifying relations. POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Rational, accuracy, careful. distribution z-values standardized variable

Neatness, self-reliance, effort

Contextual, constructivism.

Honesty

Freedom by law Ability to act independently , selfconfidence

AST2
NO.OF WEEK

LEARNING AREA:

MOTION ALONG A STRAIGHT LINE

SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Particle Fixed point Displacement Distance Velocity Acceleration Time interval Identifying patterns Drawing diagrams Contextual Comparing and differentiating Drawing diagrams Comparing and differentiating Identifying relations Rational Systematic Cooperation

LEARNING OBJECTIVES Students will be taught to:

1 Understand and use the concept of displacement.

Emphasize the use of the following symbols:

s = displacement v = velocity a = acceleration

t = time where s , v , and a are functions of time. Use real-life examples, graphing calculators or computer software such as Geometers Sketchpad to explore displacement.

1.1

Identify direction of displacement of a particle from a fixed point.

Emphasize the difference between displacement and distance. Discuss positive, negative and zero displacement. Include the use of number line.

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.

Constructivism Exploratory Mastery learning

2 Understand and use the concept of velocity.

Use real-life examples, graphing calculators or computer software such as Geometers Sketchpad to explore velocity.

2.1

Determine velocity function of a particle by differentiation.

Emphasize velocity as the rate of change of displacement. Include graphs of velocity functions.

Constructivism

Identifying relations

Rational Cooperation

Instantaneous velocity Velocity function Uniform velocity Rate of change Maximum displacement stationary

2.2

Determine instantaneous velocity of a particle.

Discuss: a) uniform velocity b) zero instantaneous velocity c) positive velocity

Mastery learning

Identifying relations Drawing diagrams

Systematic

Mastery

AST2
NO.OF WEEK

LEARNING AREA:

MOTION ALONG A STRAIGHT LINE

SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: 2.3 Determine displacement of a particle from velocity function by Integration. d) negative velocity learning Finding all possible solutions POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY

LEARNING OBJECTIVES Students will be taught to:

3 Understand and use the concept of acceleration.

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

3.1 Determine acceleration function of a particle by differentiation.

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

Mastery learning Mastery learning Multiple Intelligence Thinking skills

Identifying relations Identifying relations Identifying relations Finding all possible solutions Making generalization

Rational

Maximum velocity Minimum velocity

Confident Systematic

3.4

Determine instantaneous acceleration of a particle.

Uniform acceleration

3.5

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.

Multiple intelligence

AST2

LEARNING AREA:

MOTION ALONG A STRAIGHT LINE

Form 5

ASS2
NO.OF WEEK

LEARNING AREA:

LINEAR PROGRAMMING
LEARNING OBJECTIVES Students will be taught to: 2 1 Understand and use the concept of graphs of linear inequalities Use real-life examples, graphing calculators or computer software such as Geometers Sketchpad to explore linear programming. SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOME Students will be able to: POINTS TO NOTE GENERICS CCTS

Form 5
MORAL VALUE VOCABULARY Emphasize the use of solid lines and dashed lines. Constructivism Integrating ICT Constructivism Limit to regions defined by a maximum of 3 linear inequalities not including the x-axis and y-axis. Constructivism Integrating ICT Constructivism Identifying Relations Representing and Interpreting Data Drawing Diagrams Representing and Interpreting Data Reasoning Linear programming Linear inequality Able to act independently Reasoning Dashed line Solid line Region Define satisfy Able to act independently

1.1

Identify and shade the region on the graph that satisfies a linear inequality. Find the linear inequality that defines a shaded region. Shade the region on the graph that satisfies several linear inequalities. Find linear inequalities that define a shaded region.

1.2

1.3

1.4

2 Understand and use the concept of linear programming.

2.2

Solve problems related to linear programming by : a) writing linear inequalities and equations describing a situation. b) of feasible solutions. c) determining and drawing the objective function Optimum values refer to maximum or minimum values. Include the use of vertices to find the optimum value. shading the region

Contextual Cooperative Learning Contextual Multiple Intelligent Cooperative Learning Future Learning Contextual Constructivism Recognizing and Representing Collaboration

Feasible solution Objective function Parallel lines Vertex Vertices Drawing Diagrams Representing and Interpreting Data Problem Solving Steadfastnes s

Responsible

Optimum value Maximum value Minimum value

ax+by=k, where a,b and k are constants.

d) determining graphically

Open and logical mind

ASS2

LEARNING AREA:

LINEAR PROGRAMMING
the optimum value of the objective function.

Form 5