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2. Understand and use the Use examples from real-life 2.1 Identify characteristics of Include examples of geometric
concept of geometric situations, scientific or geometric progressions. algebraic form. progression
progression. graphing calculators; and
computer software to explore 2.2 Determine whether a given common ratio
geometric progressions. sequence is a geometric
progression.
2.4 Find:
(a) the sum of the first n
terms of geometric
progressions;
(b) the sum of a specific
number of consecu-
tive terms of geo-
metric progressions.
of the form ( ax b) n , + b.
where a and b are
constants, n is an integer
and n -1.
2. Understand and use the Using scientific or graphing 2.1 Find definite integrals of Include substitution
b b
concept of definite integral. calculators to explore the algebraic expressions
concept of definite integrals. kf ( x)dx k f ( x)dx definite
a a integral
b a
Use computer software and
graphing calculator to explore f ( x)dx f ( x)dx
a b
limit
areas under curves and the
significance of positive and volume
Derivation of formulae
negative values of areas. 2.2 Find areas under curves as
not required. region
the limit of a sum of areas.
Limit to one curve. rotated
2.3 Determine areas under
curves using formula.
C2: LEARNING AREA : INTEGRATION
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
Use dynamic computer 2.4 Find volumes of revolu- Derivation of formulae revolution
software to explore volumes tions when region bounded not required.
of revolutions. by a curve is rotated solid of
completely about the revolution
(a) x-axis
(b) y-axis
Emphasise: collinear
If a
~
and b
~
are not pa- points
(b) non-parallel
x
Emphasise:
3. Understand and use vectors Use computer software to
1
in the Cartesian plane. explore vectors in the
Cartesian plane.
(b)
y
vector i~ = and
0
3.2 Determine magnitudes of
vectors.
3.3 Determine unit vectors in
given directions.
0
3.4 Add two or more vectors
vector !j =
1
3.5 Subtract two vectors.
x
x i y j or
~ ~ .
y
G2: LEARNING AREA : VECTORS
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
3.6 Multiply vectors by scalar.
sketch
draw
period
cycle
T2: LEARNING AREA : TRIGONOMETRIC FUNCTIONS
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
4. Understand and use basic Use scientific or graphing 4.1 Prove basic identities: Basic identities are also maximum
identities. calculators and dynamic (a) sin A + cos A = 1 known as Pythagorean
computer software such as (b) 1 + tan A = sec A identities. minimum
Geometers Sketchpad to (c) 1 + cot A = cosec A
explore basic identities. asymptote
4.2 Prove trigonometric iden- Include learning out-
tities using basic identities. comes 2.1 and 2.2 basic identity
Use manipulative materials to 1.1 Determine the total number Limit to 2 events. multiplication
explore multiplication rule. of ways to perform rule
successive events using
multiplication rule. successive
events
Use real-life situations and 1.2 Determine the number of Exclude cases involving
computer software such as permutations of n different identical objects. permutation
spreadsheet to explore objects Explain the concept of
permutations. permutations by listing factorial
all possible arrangements.
Include notations: arrangement
(a) n!
= order
n( n 1)(n 2)...(3) .
(2).(1)
(b) 0! = 1
n! read asn factorial
2. Understand and use the Explore combinations using 2.1 Determine the number of Explain the concept of combination
concept of combinations. real-life situations and combinations of r objects combinations by listing
computer software. chosen from n different all possible selections. selection
objects.
Emphasise: classical
Only classical probability probability
is used to solve problems.
2. Understand and use the Use real-life situations and 2.1 Describe continuous ran- continuous
concept of normal computer software such as dom variables using set random
distribution. statistical packages to explore notations. variable
the concept of normal
distribution. 2.2 Find probability of z-values Discuss characteristics of: normal
for standard normal (a) normal distribution distribution
distribution. graphs
(b) standard normal standard
distribution graphs normal
Z is called standardized distribution
variable.
2. Understand and use the Use real-life examples, 2.1 Determine velocity Emphasise velocity as the intantaneous
concept of velocity. graphing calculators and function of a particle by rate of change of velocity
computer software such as differentiation. displacement.
Geometers Sketchpad to velocity
explore the concept of 2.2 Determine instantaneous Include graphs of function
velocity. velocity of a particle. velocity functions.
uniform
2.3 Determine displacement of Discuss: velocity
a particle from velocity (a) uniform velocity
function by integration. (b) zero instantaneous rate of change
velocity
(c) positive velocity maximum
(d) negative velocity displacement
stationary
3. Understand and use the Use real-life examples and 3.1 Determine acceleration Emphasise acceleration maximum
concept of acceleration. computer software such as function of a particle by as the rate of change of velocity
Geometers Sketchpad to ex- differentiation. velocity.
plore the concept of
acceleration.
AST2: LEARNING AREA : MOTION ALONG A STRAIGHT LINE
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
3.2 Determine instantaneous Discuss: minimum
acceleration of a particle. (a) uniform velocity
Acceleration
3.3 Determine instantaneous (b) zero acceleration uniform
velocity of a particle from (c) positive acceleration
acceleration function by acceleration
integration. (d) negative
acceleration
3.4 Determine displacement of
a particle from
acceleration function by
integration.
1.3 Shade region on the graph Limit to regions de-fined solid line
that satisfies several linear by a maximum of 3 linear
inequalities. inequalities (not region
PROJECT WORK
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
3 Students will be guided to: Students will be able to:
1. Carry out project work. Use scientific calculators, 1.1 Define the problem / Emphasise the use of conjecture
graphing calculators or situation to be studied. Polyas four-step
computer software to carry problem-solving process. systematic
out project work. 1.2 State relevant conjectures.
critical
Students are allowed to carry 1.3 Use problem solving Use at least two problem- evaluation
out project work in groups strategies to solve solving strategies.
but written reports must be problems. mathematical
done individually. reasoning
1.4 Interpret and discuss
Students should be given the results. justification
opportunities to give oral
presentations of their project 1.5 Draw conclusions and / or conclusion
work. generalizations based on
critical evaluation of generalization
results.
Emphasise effective mathematical
1.6 Present systematic and mathematical commu- communi-
comprehensive written nication. cation
reports.
rubric