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Yearly Plan Mathematics Form 5

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

(i) State zero, one, two, three,


, as a number in base:
a) two
b) eight
c) five

Use models such as a clock face or a


counter which uses a particular
number base.

Emphasis the ways to read numbers in


variours bases.
Give examples:
Numbers in base two are also know as
binary numbers.

(ii) State the value of a digit of a


number in base:
a) two
b) eight
c) five
(iii) Write a number in base:
a) two
b) eight
c) five
in expanded notation

Discuss
- Dicuss digits used
- Place values
in the number system with a
particular number base.

(iv) Convert a number in base:


a) two
b) eight
c) five
to a number in base ten and
vice versa.

Points to Note

Learning Area : NUMBER BASES -- 2 weeks


First Term
1

1. Understand and use


the concept of number in
base two, eight and five.

2/1/2012-8/1/2012

9/1/2012-15/1/2012

Skill : Interpretation, observe


connection between base two, eight
and five.
Use of daily life examples
Values : systematic, careful, patient

Use number base blocks of twos,


eights and fives.

Expanded notation
Give examples

Perform repeated division to convert a


number in base ten to a number in other
bases.
Give examples.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

(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

Suggested Teaching & Learning


activities/Learning Skills/Values
Discuss the special case of
converting a number in base two
directly to a number in base eight
and vice versa.
Skill : Interpretation, converting
numbers to base of two, eight, five
and then.

Points to Note
Limit conversion of numbers to base two,
eight and five only.

The usage of scientific calculator in


performing the computitations.

Use of daily life examples


Values : systematic, careful, patient

Topic 2 : Graphs of Functions II --- 3 weeks


3

2.1 Understand and


use the concept
of graphs of
functions

16/1/2012-22/1/2012

(i) Draw the graph of a:


a) linear function :
y = ax + b, where a
and b are constant;
b) quadratic function
y ax 2 bx c ,
where a, b and c are
constans, a 0
c) cubic function :

Explore graphs of functions using


graphing calculator or the GSP
Compare the characteristic of
graphs of functions with different
values of constants.

Questions for 1..2(b) are given in the


form of x a x b 0 ; a and b are
numerical values.

Values : Logical thinking

y ax 3 bx 2 cx d ,

Skills : seeing connection, using


the GSP

where a, b, c and d are


constants, a 0
d) reciprocal function
a
y , where a is a
x
constants, a 0
2

Limit cubic functions.


Refer to CS.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

(ii) Find from the graph


a) the value of y, given a
value of x
b) the value(s) of x,
given a value of y

23/1/2012-29/1/2012
4

2.2 Understand and


use the concept
of the solution of
an equation by
graphical
method.

30/1/2012-5/2/2012

Suggested Teaching & Learning


activities/Learning Skills/Values

For certain functions and some values of


y, there could be no corresponding
values of x.

(iii) Identify:
a) the shape of graph
given a type of
function
b) the type of function
given a graph
c) the graph given a
function and vice
versa

(iv) Sketch the graph of a


given linear, quadratic,
cubic or reciprocal
function.

Points to Note

Play a game or quiz

Limit the cubic and quadratic functions.


Refer to CS.

Limit cubic functions.


Refer to CS.

CHINESE NEW YEAR


(i) Find the point(s) of
intersection of two graphs

Use the traditional graph plotting


exercise if the graphing calculator or the
GSP is unavailable.

Explore using graphing calculator


of GST to relate the x-coordinate of
a point of intersection of two
appropriate graphs to the solution
of a given equation. Make
generalisation about the point(s) of
intersection of the two graphs.

(ii) Obtain the solution of an


equation by finding the
point(s) of intersection of
two graphs
(iii) Solve problems
involving solution of an
equation by graphical

Use everyday problems.

Involve everyday problems.

Skills : Mental process


3

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

method.
5

2.3 Understand and use


the concept of the region
representing inequalities
in two variables.

(i) Determine whether a given


point satisfies
a) y ax b or y ax b
or y ax b

6/2/2012-12/2/2012

(ii) Determine the position of a


given point relative to the
equation y ax b

(iii) Identify the region


satisfying y ax b or

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.

Include situations involving x a ,


x a , x a , x a or x a .
Values: Making conclusion,
connection and comparison, careful

Emphasise on the use of dashed and solid


line as well as the concept of region.

Week
No

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Suggested Teaching & Learning


activities/Learning Skills/Values

Topic/Learning Area :
TRANSFORMATIONS III

3.1 Understanding
and use of the
concept of
combination of
two
transformations.

( 3 weeks )

(i)

determine the image of an


object under combination of
two isometric
transformations.

13/2/2012-19/2/2012

(ii)

determine the image of an


object under combination of:
a. two enlargements
b. an enlargement and and an
isometric transformation.

using CD-Rom interactive


activities.
Everyday life example:
around the school.
Recall the types of
transformations:
- translation
- rotation
- reflection
- enlargement
- isometric
transformation
using Geometers Sketchpad.
CD-Rom
Give variety of examples to
show an enlargement and
isometric transformation.

Points to Note

Points to Note

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to
(iii)

(iv)

(v)
20/2/2012-26/2/2012

(vi)

3
27/2/2012-29/2/2012

No of
Periods

Draw the image of an object


under combination of two
transformations.
State the coordinates of the
image of a point under
combined transformations.

Determine whether
combined transformation AB
is equivalent to combined
transformation BA.

Suggested Teaching & Learning


activities/Learning Skills/Values

specify two successive


transformations in a
combined transformation
given the object and the
image.

(vii) Specify a transformation


which is equivalent to the
combination of two
isometric transformations.
(viii) Solve problems involving
transformations.

Using Maths exercise books


(grids)
Do exercises from the
textbooks

Outdoor activity students


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

Classroom activities use


GSP and CD-ROM
(Multimedia Gallery)
To specify isometric
transformation
Different examples to be
given
Various problem solving
questions to be given

Give examples on the


blackboard and students are
asked to draw the image
under 2 transformations
Tr. will state the coordinates
of the image of a point under
combined transformations.

Points to Note

- limit to translation, reflation & rotation.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

1/3/2012-9/3/2012

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

FIRST SCHOOL
EXAMINATION

10/3/2012-18/3/2012

SCHOOL HOLIDAYS

Topic/Learning Area :
MATRICES ( 4 weeks )
4

4.1 Understand and


use the concept
of matrix.

19/3/2012-25/3/2012

(i)

Form a matrix from given


information.
(ii) Determine:
a. the number of rows
b. the number of columns
c. the order of a matrix
(iii) Identify a specific element in
a matrix

4.2 Understand and


use the concept
of equal matrices.

(i)
(ii)

Determine whether two


matrices are equal.
Solve problems involving
equal matrices.

Understanding the concept of


matrices through daily
examples:
- price of food on a menu
- a contingent of altelitic
- seating of students in
class
- mark sheet of students
Introduce the order (mxn) of
a matrix
Class activity students are
requested to identify the
students seating position in
class
Other examples give
Teacher gives examples of
two equal matrices and
discusses equal matrices in
terms of the corresponding
elements.
Different problems given to
solve equal matrices.

* m represents row
* n represents column

Week
No

Learning Objectives
Pupils will be taught
to.....

4.3 Perform addition


and subtraction
on matrices.

4.4 Perform
Multiplication of
a matrix by a
number.

26/3/2012-1/4/2012

Learning Outcomes
Pupils will be able to

No of
Periods

(i)

Relate to real life situations


such as keeping score of
medal tally or points in
sports.
(ii) Find the sum or the
difference of two matrices.
(iii) Perform addition and
subtraction on a few
matrices.
(iv) Solve matrix equations
involving addition and
subtraction.

(i)

Suggested Teaching & Learning


activities/Learning Skills/Values

Multiply a matrix by a
number.
(ii) Express a given matrix as a
multiplication of another
matrix by a number.
(iii) Perform calculation on
matrices involving addition,
subtraction and scalar
multiplication.
(iv) Solve matrix equations
involving addition,
subtraction and scalar
multiplication.

Teacher shows the examples


from the textbook to
determine how addition or
subtraction can be performed
on 2 given matrices.
Examples given to find the
addition and subtraction of
two matrices.
Examples given to solve
matrix equations involving
additions and subtractions
To include finding values of
unknown elements
Teacher shows examples on
scalar multiplication of
matrix:
- give examples of real life
situations such as in
industrial productions.
examples given on the
calculation of matrices
involving addition,
subtraction, and scalar
multiplication.
Examples given on problem
solving questions.

Points to Note

limit to not more than 3 rows and


3 columns.

Week
No

Learning Objectives
Pupils will be taught
to.....

4.5 Perform
multiplication of
two matrices.

Learning Outcomes
Pupils will be able to

No of
Periods

(i)

determine whether two


matrices can be multiplied
and state the order of the
product when the two
matrices can be multiplied.
(ii) Find the product of two
matrices.
(iii) Solve matrix equations
involving multiplication of
two matrices.

Suggested Teaching & Learning


activities/Learning Skills/Values

To include finding values of


unknown elements.

Teacher gives real life


situations. Examples:- to find the cost of
meals in the
restaurant
- teacher shows how 2
matrices can be
multiplied.
Examples given for the
product of two matrices.
Examples given on problem
solving involving
multiplication of 2 matrices.

Points to Note

Limit to not more than 3 rows


and 3 columns
Limit to 2 unknown elements

Week
No
5

Learning Objectives
Pupils will be taught
to.....
4.6 Understand and
use the concept
of identify
matrix.

2/4/2012-8/4/2012

4.7 Understand and


use the concept
of inverse matrix.

Learning Outcomes
Pupils will be able to

No of
Periods

(i)

determine whether a given


matrix is an identity matrix
by multiplying it to another
matrix.
(ii) Write identity matrix of any
order.
(iii) Perform calculation
involving identity matrices.

(i)

Suggested Teaching & Learning


activities/Learning Skills/Values

Determine whether a
2 X 2 matrix is the
inverse matrix of
another 2 X 2
matrix.
(iii) Find the inverse matrix of a
2 X 2 matrix using:
a.
the method of solving
simultaneous linear
equations
b.
a formula

10

Teacher discusses the


property of the number as an
identity for multiplication of
a number.
Teacher introduces identity
matrix or unit matrix.
Teacher gives examples of
identity matrix of any order.
Teacher discusses the
properties:
- AI = A
- IA = A

teacher introduces the


concept of inverse matrix and
its denotion.
Examples given on problem
solving questions involving
matrix:
- using simultaneous
linear equations
- using a formula

Points to Note

Unit matrix is denoted by I.


Limit to 3 rows and 3 columns.

-1

AA

= I

Week
No
6

Learning Objectives
Pupils will be taught
to.....
4.8 Solve
simultaneous
linear equations
by using
matrices.

9/4/2012-15/4/2012

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

(i)

Write simultaneous linear


equations in matrix form.

(ii)

Find the matrix in

a b

c d

p
q
h
using
k

the inverse matrix.


(iii) solve simultaneous linear
equations by the matrix
method.
(iv) Solve problems involving
matrices.

11

Teacher shows examples how


to write simultaneous linear
equations in matrix form
To solve simultaneous linear
equations by using inverse
matrix
Project involving matrices
using electronic spreadsheet
to be given to students.

Points to Note
* limit to 2 unknowns.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Topic/Learning Area : 5. VARIATIONS


(1 Weeks)
5.1 Understand and
use the concept of
direct variation
16/4/2012-22/4/2012

Discuss the characteristics of the graph


of y agains x when y x.

(i)

State the changes in a


quantity with respect to
the changes in another
quantity, in everyday life
situations involving direct
variation.
(ii) Determine from given
information whether a
quantity.
(iii) Express a direct variation
in the form of equation
involving two variables.
(iv) Find the value of a
variable in a direct
variation when sufficient
information is given.
(v) Solve problems involving
direct variation for the
following cases:
y
y

Relate mathematical variation to


Charless Law or the mation of the
simple pendulum.
Discuss the characteristics of the graphs
of y against xn.
Communicative skills
Coorperation an d systematic
1

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

12

Y varies directly as x , y x.
y x n , limit n to 2, 3 and
Y = kx where k is the constant of
variation.

Week
No

Learning Objectives
Pupils will be taught
to.....
5.2 Understand and
use the concept of
inverse variation

Learning Outcomes
Pupils will be able to
i)

ii)

iii)

iv)

v)

No of
Periods

State the changes in a


quantity with respect to
changes in another
quantity, in everyday
life situations involving
inverse variation.
Determine form given
information whether a
quantity vaqries
inversely as another
quantity.
Express an inverse
variation in the form of
equation involving two
variables.
Find the value of a
variable in an inverse
variation when
sufficient information is
given.
Solve problems
involving inverse
variation for the
following cases:

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Y varies inversely as x if and only if xy


is a constant.

Discuss the the form of the graph and


relates it to science, eg. Boyles Law.

1/x

For the cases y

If y 1/x, then y = k/x, where k is the


constan t of variation.

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

For cases y 1/xn , n = 2,3 and ,


discuss the characteristics of the graph of
y against 1/xn
Graph drawing skill
Be straight and honest.

13

1/xn, limit n to 2,3 and

Use:
Y = k/x or
x1y1=x2 y2
to get the solution.

Week
No

Learning Objectives
Pupils will be taught
to.....
5.3 Understand and
use the concept of
joint variation

Learning Outcomes
Pupils will be able to
(i)

No of
Periods

Represent a joint
variation by using the
symbol for the
following cases:

Discuss joint variation for the three cases


in everyday life situations.
Relate to science, eg. Ohms Law.

23/4/2012-24/4/2012
a) two direct variations
b) two inverse
variations
c) a direct variation
and an inverse
variation.
(ii)
(iii)

(iv)

Suggested Teaching & Learning


activities/Learning Skills/Values

Express a joint
variation in the form of
equation.
Find the value of a
variable in a joint
variation when
sufficient information is
given.
Solve problems
involving joint
variation.

1
1

14

Points to Note
For the cases y xn zn,
Y 1/ xn zn and y xn / zn,
Limit n to 2,3 and .

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

15

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Topic/Learning Area 6: GRADIENT & AREA


UNDER A GRAPH --- 3 weeks
6.1 Understand and
use the concept of
quantity represented
by the gradient of a
graph

(i) State the quantity


represented by the gradient of
a graph

Use examples in various areas such


as technology and social science
1

(ii) Draw the distance-time


graph, given:
25/4/2012-29/4/2012
a) a table of distancetime values
b) a relationship between
distance and time
30/4/2012-6/5/2012

Use of daily life examples like


speed of a car, Formula One Grand
Prix, a sprinter
Compare and differentiate between
distance-time graph and speed-time
graph

(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

Limit to graph of a straight line.


The gradient of a graph represents the
rate of change of a quantity on the
vertical axis with respect to the change
of another quantity on the horizontal
axis. The rate of change may have a
specific name for example speed for a
distance-time graph.

Emphasise that:
Gradient = change of distance
Time
= speed

Include graphs which consists of a


combination of a few straight lines.
For example,

Use real life situations such as


traveling from one place to another
by train or by bus.

Use examples in social science and


economy, for example, the
increase in population in certain
years

Distance, s

16
Time, t

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

6.2 Understand the


concept of quantity
represented by the
area under a graph

(i) State the quantity


represented by the area under
a graph

(ii) Find the area under a


graph

7/5/2012-10/5/2012

No of
Periods

(iii) Determine the distance by


finding the area under the
following of speed-time
graphs:
a. v=k (uniform speed)
b. v=kt
c. v=kt + h
d. a combination of the above

SECOND SCHOOL
EXAMINATION

26/5/2012-10/6/2012

SCHOOL HOLIDAYS

Discuss that in certain cases, the area


under a graph may not represent any
meaningful quantity.
For example:
The area under the distance-time
graph.
Discuss the formula for finding the
area under a graph involving:
A straight line which is parallel to
the x-axis
A straight lien in the form of
y=kx+ h

Points to Note
Include speed-time and accelerationtime graphs.
Limit to graph of a straight line or a
combination of a few straight lines.
V represents speed, t represents time, h
and k are constants.
For example:

A combination of the above.


Speed, v

(iv) Solve problems involving


gradient and area under a
graph.
11/5/2012-25/5/2012

Suggested Teaching & Learning


activities/Learning Skills/Values

time, t

17

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Topic/Learning Area : PROBABALITY II


Second Term
1

7.1 Understand and


use the concept of
probability of an
event.

11/6/2012-17/6/2012

--- 2 weeks
(i) Determine the sample space
of an experiment with
equally likely outcomes.

(ii) Determine the probability of


an event with equiprobable
sample space.

Discuss equiprobable sample space


through concrete activities and begin
with simple cases such as tossing a
fair coin.

Limit to sample space with equally


likely outcomes.

Use tree diagrams to obtain sample


space for tossing a fair coin or
tossing or tossing a fair dice
activities. The Graphing calculator
may also be used to simulate these
activities.

A sample space in which each outcomes


is equally likely is called equiprobable
sample space.
The probability of an outcome A, with
equiprobable sample space
S, is P(A) =

Discuss events that produce


P(A) = 1 and P(A) = 0
(iii)Solve problems involving
probability of an event.
7.2 Understand and
used the concept of
probability of the
complement of an
event.

(i) State the complement of an


event in :
(a) words
(b) set notations
(ii) Find the probability of the
complement of an event.

18

n( S )

Use tree diagram where appropriate.


Include everyday problems and making
predictions.
The complement of an event A is the set
of all outcomes in the sample space that
are not included in the outcomes of
event A.

n(A)
n(S)

Include events in real life


situations such as winning or
losing a game and passing or
failing an exam.

Week
No
2

Learning Objectives
Pupils will be taught
to.....
7.3 Understand use
the concept of
probability of
combined event.

18/6/2012-24/6/2012

Learning Outcomes
Pupils will be able to

No of
Periods

(i) List the outcomes for events:


(a) A or B as elements of set
A B
(b) A and B as elements of
set A B

(ii) Find the probability by


listing the outcomes of the
combined events :
(a) A or B
(b) A and B

(iii) Solve problems involving


probability of combined
events.

19

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Use real life situations to show the


relationship between
A or B and A B
A and B and A B.
An example of a situation is being
chosen to be a member of an
exclusive club with restricted
conditions.
Use tree diagram and coordinate
planes to find all the outcomes of
combined events.
Use two-way classification tables of
events from newspaper articles or
statistical data to find probability of
combined events. Ask students to
create tree diagrams from these
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

Emphasise that :
knowledge about probability is
useful in making decisions.
prediction based on probability
is not definite or absolute.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Topic/Learning Area : BEARING --- 1 week


1

8.1. Understand and


use the concept of
bearing.

25/6/2012-1/7/2012

(i) Draw and label the eight main


compass directions:
a) north, south, east, west
b) north east, north west,
south east, south west
ii) State the compass angle of
any compass direction.

Carry out the activities or games


involving finding directions using a
compass such as treasure hunt or
scravenger hubt. It can also be about
locating several points on a map,
finding the position of students in
class.
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.
(v)

Solve problems
involving bearing.

20

Discuss the use of bearing in real life


situations. For example, a map
reading and navigation.

Compass angle and bearing are written


in three digit form, from 0000 to 3600.
They are measured in a clockwise
direction from north. Due north is
considered as bearing 0000. For cases
involving degrees up to one decimal
point.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Points to Note

Topic 10
Learning Area: PLANS AND ELEVATIONS
2 weeks
1

10.1 Understand and


use the concept of
orthogonal projection.

Identify orthogonal
projections.

ii.

Draw orthogonal
projections, given an
object and a plane.

iii.

Determine the difference


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

i.

Draw the plan of a solid


object.

ii.

Draw
- the front elevation
- side elevation
of a solid object

iii.

Draw the plan of a


solid object.

9/7/2012-15/7/2012

10.2 Understand and


use the concept of plan
and elevation.

i.

16/7/2012-22/7/2012

Use models, blocks or plan and


elevation kit.

Begin wth the simple solid object such as


cube, cuboid, cylinder, cone, prism and
right pyramid.

21

Emphasise the different uses of dashed


lines and solid lines.

Carry out activities in groups where


students combine two or more
different shapes of simple solid
objects into interesting models and
draw plans and elevation for thes
models.

Limit to full-scale drawings only.

Use models to show that it is


important to have a plan and at least
two side elevation to construct a solid
object.

Include drawing plan and elevation in one


diagram showing projection lines.

Week
No

Learning Objectives
Pupils will be taught
to.....

Learning Outcomes
Pupils will be able to

iv.

STARY FROM
23/7/2012

Draw
- the front elevation
- side elevation
of a solid object

REVISION

22

No of
Periods

Suggested Teaching & Learning


activities/Learning Skills/Values

Carry out group project:


Draw plan and elevations of buildings
or structures, for example students or
teachers dream home and construct a
scale model based on the drawings.
Involve real life situations such as in
building prototypes and using actual
home plans.

Points to Note