LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES

1. Number Bases 1.1 Understand and use the (i) State zero, one, two, three, …, Use models such as a clock face or a Thinking Skills
(Week 1 – Week 3) concept of number in as a number in base: counter which uses a particular -working out
base two, eight and five a) two number base. mentally
b) eight Number base blocks of twos, eights -identifying
c) five and fives can be used to demonstrate relationship
the value of a number in the respective
(ii) State the value of a digit of a number bases. Teaching Strategies
number in base: For example: -Contextual
a) two 2435 is learning
b) eight - Constructivism
c) five - Mastery
learning
(iii) Write a number in base: - Exploratory
a) two
b) eight Vocabulary
c) five -expand notation
in expanded number.
Teaching Aids
(iv) Convert a number in base: - model (clock face)
a) two
b) eight Moral Values
c) five Cooperation, rational
2 4 3
to a number in base ten and vice
Discuss
versa. Thinking Skills
 digits used -working out
(v) Convert a number in a certain  place values mentally
base to a number in another in the number system with a particular -identifying
base. number bases. relationship
Number base blocks of twos, eights - problem solving
(vi) Perform computations and fives can also be used here. For
involving: example, to convert 1010 to a number Teaching Strategies
a) addition in base two, use the concept of least -Contextual
b) subtraction number of blocks (23), tiles (22), learning
of two numbers in base two. rectangles (21) and squares (20). In this - Constructivism
case, the least number of objects - Mastery
needed here are one block, zero tiles, learning
one rectangle and zero squares. So, - Exploratory
1010 = 10102.

1
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Discuss the special case of converting Vocabulary
a number in base two directly to a -convert
number in base eight and vice versa.
For example, convert a number in Teaching Aids
base two directly to a number in base - models
eight through grouping of three - reference book
consecutive digits.
Moral Values
Perform addition and subtraction in Cooperation, honesty,
the conventional manner. courage.
For example:
1010
+ 110
____________
____________

2
2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills
functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally
(Week 4 –6) functions. y = ax + b, Sketchpad. identify relationship
a,b are constants.
(b) quadratic function : Compare the characteristics of graph Teaching Strategies
y = ax2 + bx + c, of functions with different values of -Contextual
a, b, c are constants, a ≠ 0. constants. learning
(c) cubic function : For example : - Constructivism
y = ax3 + bx2 + cx + d, A B -Mastery learning
a, b, c, d are constant, a ≠ 0. - Exploratory
(d) reciprocal function :
y = a/x, Vocabulary
a constant, a ≠ 0. - Linear function
(ii) Find from a graph : - Quadratic function
(a) value of y given value of x - Cubic function
(b) the value (s) of x, given a - Reciprocal function
\
value of y. Graph B is broader than graph A and Teaching Aids
(iii) Identify : intersects the vertical axis above the Graph box
(a) the shape of graph given a horizontal axis. Scientific Calculator
type of function. CDROM
(b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

3
2. Graph of 2.1 Understand and use the (i) Draw the graph of a :
functions II concept of graph of (a) linear function:
(Week 4 –6) functions. y = ax + b,
a,b are constants.
(b) quadratic function :
y = ax2 + bx + c,
a, b, c are constants, a ≠ 0.
(c) cubic function :
y = ax3 + bx2 + cx + d,
a, b, c, d are constant,
(d) reciprocal function :
y = a/x,
a constant, a ≠ 0.
(ii) Find from a graph :
(a) value of y given value of x
(b) the value (s) of x, given a
value of y.
(iii) Identify :
(a) the shape of graph given a
type of function.
(b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
(iv) Sketch the graph of a given
linear, quadratic, cubic or
reciprocal function.
2.2 Understand and use the (i) Find the point(s) of
concept of the solution intersection of two graphs.
of an equation by (ii) Obtain the solution of an
graphical method equation by finding the
(iii) Point(s) of intersection of
two graphs.
(iv) Solve problems involving
(v) solution of an equation by
graphical method.
1 2.3 Understand and use
(i) Determine whether a given points
the concept of the
satisfies:
region representing
y = ax + b or y > ax + b or
inequalities in two
y < ax + b.
variables
Explore graph of functions using Thinking Skills
graphing calculator or the Geometer’s working out mentally
Sketchpad. identify relationship
Compare the characteristics of graph Teaching Strategies
of functions with different values of -Contextual
constants. learning
For example : - Constructivism
A B -Mastery learning
a ≠ 0. - Exploratory
Vocabulary
- Linear function
- Quadratic function
- Cubic function
- Reciprocal function
\
Graph B is broader than graph A and Teaching Aids
intersects the vertical axis above the Graph box
horizontal axis. Scientific Calculator
CDROM
As reinforcement, let students play a Moral Values
game; for example matching cards of Cooperation, rational
graphs with their respective functions.
When the students have their CCTS:
matching partners, ask them to group Thinking skills
themselves into four groups of types -Evaluating
of functions. Finally, ask each group -Constructing
to name the type of function that is -Problem solving
depicted on the cards.
Teaching Strategies:
-Constructivism
-graphing
Explore using graphing calculator or
-cooperative learning
the Geometer’s Sketchpad to relate the
- Mastery
x-coordinate of a point of intersection
learning
of two appropriate graphs to the
- Exploratory
solution of a given equation. Make
- Problem solving
generalization about the point(s) of
intersection of the two graphs. Vocabulary:
4
 LEARNING
LEARNING OBJECTIVS
AREA/WEEKS
LEARNING LEARNING
AREA/WEEKS OBJECTIVES
4. Matrices 4.1 Understand and use the
(Week 7 – 9) concept of matrix.
4.2 Understand and use the
concept of equal
matrices.
4.3 Related to real life
situations such as in
industrial productions.
4.4 Perform multiplication
of a matrix by a
number.
15.2.2018 – 19.2.2018
CUTI TAHUN BARU CINA
4.5 Perform multiplication
of two matrices
TEACHING AND LEARNING
LEARNING OUTCOMES STRATEGIES
ACTIVITIES
LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
Student will be able to… ACTIVITIES
(i) Form a matrix from given information. Represent data in real life situations, Thinking Skills
(ii) Determine : for example, the price of food on a -working out
i. The number of rows menu, in table form and then in mentally
ii. the number of columns matrix form. -identifying
iii. The order of a matrix Use student seating positions in the relationship
(iii) Identify a specify element in a matrix. classroom by rows and columns to
identify a student who is sitting in a Teaching Strategies
(i). Determine whether two matrices are equal. particular row and in particular -Contextual
(ii). Solve problem involving equal matrices. column as a concrete example. learning
Discuss equal matrices in term of : - Constructivism
(i) Determine whether addition or  The order - Mastery
subtraction can be performed on two  The corresponding learning
given matrices. elements. - Exploratory
(ii) Find the sum or the difference of two Related to real life situations such s
matrices. keeping score of medal tally or Vocabulary
(iii) Perform addition and subtraction on a point in sports. -standard form
few matrices. Related to real life situations such as -single number
(iv) Solve matrix equations involving in industrial productions. -scientific
addition and subtraction. Related to real life situations such as notation
finding the cost of a meal in the
(i) Multiply a matrix by a number. restaurant Teaching Aids
(ii) Express a given matrix as a For matrices A and B, discuss the -flash card
multiplication of another matrix by a relationship between AB and BA -scientific Calculator
number. Begin with discussing the property Moral Values
(iii) Perform calculation on matrices of the number 1 as an identity for Cooperation, rational
involving addition, subtraction and multiplication of numbers.
scalar multiplication. Discuss: Thinking Skills
(iv) Sole matrix equations involving  an identity matrix is a square -working out
addition, subtraction and scalar  there is only one identity matrix mentally
multiplication. for each order -identifying
Discuss the properties: relationship
(i) Determine whether two matrices  AI=A  IA=A
can be multiplied and state the Relate to the property of Vocabulary
order of the product when two multiplicative inverse of numbers. -standard form
matrices can be multiplied Example: -single number
5
 LEARNING TEACHING AND LEARNING
LEARNING OBJECTIVS LEARNING OUTCOMES STRATEGIES
AREA/WEEKS ACTIVITIES
(ii) Find the product of two matrices 2 x 2-1=2-1x 2= 1 -product
(iii) Solve matrix equations involving Use the method of solving -identity matrix
multiplication of two matrices simultaneous linear equations to -unit matrix
4.6 Understand and use the show that not all square matrices
concept of identity (i) Determine whether a given have inverse matrices. Vocabulary
matrix. matrix is an identity matrix by Using matrices and their respective -standard form
multiplying it to another matrix. inverse matrices in the previous -single number
(ii) Write identity matrix of any method to relate to the formula. -inverse matrix
order Express each inverse matrix as a
(iii) Perform calculation involving multiplication of a matrix by a Vocabulary
4.7 Understand and use the identity matrices number. Compare the scalar -standard form
concept of inverse matrix multiplication to the original matrix -single number
(i) Determine whether a 2 x 2 and discuss how the determinant is -scientific
matrix is the inverse matrix of obtained. notation
another 2 x 2 matrix. Discuss the condition for the - matrix method
(ii) Find the inverse matrix of a 2 x 2 existence of inverse matrix.
Teaching Aids
matrix using:
Related to equal matrices by writing -flash card
(a) the method of solving simultaneous
down the simultaneous equations as -scientific Calculator
linear equations
equal matrices first. Moral Values
(b) a formula
Discuss why: Cooperation, rational
 The use of inverse matrix is
necessary. Relate to solving linear
equations of type ax = b
 It is important to place the
inverse matrix at the right place on
(i) Write simultaneous linear
both sides of the equation.
4.8 solve simultaneous equations in matrix form
Relate the use of matrices to other
linear equations by using areas such as in business or
matrices  p economy, science etc.
(ii) Find the matrix   in
q  Carry out projects(electronic
a b   p   h  spreadsheet)
 c d   q   k  using the
    
inverse matrix

(iii) Solve simultaneous linear

equations by the matrix method

6
 LEARNING TEACHING AND LEARNING
LEARNING OBJECTIVS LEARNING OUTCOMES STRATEGIES
AREA/WEEKS ACTIVITIES
(iv) Solve problems involving
matrices

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
5.1 Understand and use the (i) State the changes in a quantity with Discuss the characteristics of the Thinking Skills
5. Variations concept of direct respect to the changes in another graph of y against x when y �x. -working out
(Week 10 - 11) variations quantity, in everyday life situations mentally
involving direct variation. Relate mathematical variation to other -identifying
area such as science and technology. Relationship
(ii) Determine from given information For example, the Charles Law or - making inference
whether a quantity varies directly as motion of the simple pendulum.
another quantity. Teaching Strategies
-Contextual
(iii) Express a direct variations in the learning
form of equation involving two variables - Constructivism
- Mastery
(iv) Find the value of a variable in a learning
direct variations when sufficient - Exploratory
informations is given.
1 Vocabulary
(v) Solve problems involving direct For the cases y �x n , n = 2,3, , - Direct variations
variations for the followinf cases : 2 - quantity
discuss the characteristics of the graph - constant of variations
2 3 of y against x n . - variable
y �x; y �x ; y �x
1
Teaching Aids
y �x 2 -flash card
-scientific
calculator
5.2 Understand and use the (i) State the changes in a quantity with Discuss the form of the graph of y
concept of inverse respect to changes in another quantity, in Moral Values
variation. 1 1
everyday life situations involving against when y � . Rationality, courage
inverse variation. x x
Thinking Skills
(ii) Determine from given information Relate to other areas like science and -working out
whether a quantity varies inversely as technology. For example, Boyle’ Law. mentally

7
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
another quantity 1 1 -identifying
For the cases y � , n  2,3 and , Relationship
xn 2
(iii) Express as inverse variation in form - problem solving
discuss characteristics of graph y
of equation involving two variables. 1
against . Vocabulary
xn
(iv) Find the value of a variable in an - inverse variation
inverse variation when sufficient
Discuss joint variation for the three
information in given Teaching Aids
cases in everyday life situations.
-scientific
(v) Solve problems involving inverse calculator
Relate to other areas like science and
variations for the following cases :
technology.
Moral Values
For example:
1 1 Diligence, moderation
5. Variations y� ;y� 2;
x x V
(Week 10 - 11) I � means the current I varies Thinking Skills
1 1 R -working out
y� 3;y� 1 directly as the voltage V and varies mentally
x -identifying
x2 inversely as the resistance R.
Relationship
- problem solving
- decision making

(i) Represent a joint variation by using Teaching Strategies

5.3 Understand and use the
the symbol �for the following cases : -Contextual
concept of joint learning
a) two direct variations
variation. - Constructivism
b) two inverse variations
c) a direct variations and an inverse - Mastery
variation. learning
- Exploratory
(ii) Express a joint variation in the form
of equation. Vocabulary
- joint variation
(iii) Find the value of a variable in joint
variations when sufficient information is Teaching Aids
given. -scientific
calculator
(iv) Solve problems involving joint
variation Moral Values
Patience, diligence

8
(19.3.2018 – 25.3.2018)
FIRST TERM HOLIDAY
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
6.1 Understand and use the (i) State the quantity represented Use examples in various areas such CCTS
6. Gradient and concept of quantity by the gradient of graph. as technology and social science. i)Thinking skills :
area under a represented by the - interpreting
graph. gradient of a graph. (ii) Draw the distance-time Compare and differentiate between - generalization
graph, given: distance-time graph and speed-time -drawing diagram.
( Week 12 - 13 ) a. a table of distance-time graph.
values. ii) Teaching strategies:
b. a relationship between distance - discussion
and time.
(iii) Find and interpret the Vocabulary:
gradient of a distance-time - gradient
graph. - distance-time
Use real life situations such as -speed-time
(iv) Find the speed for a period of travelling from one place to another -acceleration
time from a distance-time by train or by bus. -deceleration
graph. -constant speed
Use examples in social science and -distance
(v) Draw a graph to show the economy. -average speed
relationship between two -uniform speed
variable representing certain
measurement and state the Moral value:
meaning of its gradient. - Cooperation
- rationality
6.2 Understand the concept (i) State the quantity represented Discuss that in certain cases, the area
of quantity represent by the area under a graph. under a graph may not represent any Teaching aids:
any meaningful meaningful quantity. - CD courseware
quantity. (ii) Find the area under a graph. For example :
The area under the distance-time
(iii) Determine the distance by graph.
finding the area under the Discuss the formula for finding the
following types of speed-time area under a graph involving:
graphs:  a straight line which is

9
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
a) v = k (uniform speed) parallel to the x-axis.
b) v = kt  a straight line in the form of
c) v = kt + h y = kx + h.
d) a combination of the above.  a combination of the above.
(iv) Solve problems involving
gradient and area under a graph.

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
7.1 Understand and use the (i) Determine the sample Discuss equiprobable sample space Thinking Skills
7. Probability concept of probability space of an experiment through concrete activities, begin -working out
of an event with equally likely with simple cases ( tossing fair coin) mentally
( Week 14-15 ) outcomes. Use tree diagrams to obtain sample -identifying
space for tossing a fair coin or tossing relationship
(ii) Determine the probability a fair die activity.
Teaching Strategies
of an event with Produce P(A) = 1 and P(A) = 0.
- Constructivism
equiprobable sample Include events in real life situations
- Exploratory
space. such as winning or losing a game and
passing or failing an exam. Vocabulary
(iii) Solve problems involving Use real life situations to show the -equally likely
probability of an event relationship between -equiprobably sample
 A or B and A  B space
7.2 Understand and use the (i) State the complement of an  A and B and A ∩ B. -tree diagram
concept of probability of event in : - complement of an
a) words An example of situation being chosen event
combined event to be a member of an exclusive club
b) set notation
with restricted conditions. Teaching Aids
Use tree diagrams& coordinate planes -coins
(ii) Find the probability of the
to find outcomes of combined events. -dice
complement of an event
Use two-way classification tables of Moral Values
(i) List the outcomes for events from newspaper articles or Cooperation, rational
7.3 Understand and use the events: statistical data to find probability of
concept of probability of combined events. Ask students to Thinking Skills
a) A or B as element of
combined event create tree diagram from these tables. -working out
set A  B mentally
Example(two-wayclassification table)
b) A and B as elements -making inference
Means of going to work
of set
A ∩ B. Officers car bus Others Teaching Strategies
Men 56 25 83 - Constructivism
(ii) Find the probability by Women 50 42 37 - Contextual Learning

10
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
listing the outcomes of the Discuss:
Vocabulary
combined event: Situation where decisions to be made
- combined event
a) A or B based on probability, example in
b) A and B business, as determining the value for
a specific insurance policy and time Teaching Aids
(iii) Solve problems involving the slot for TV advertisements. - CD-ROM
probability of combined event. The statement “ probability is the - worksheets
underlying language of statistics”.

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
8.Bearing 8.1 Understand and use the (i) Draw and label the eight main Carry out activities or games Thinking Skills
(Week 16 - 17) concept of bearing compass direction: involving finding direction using a -describing
b. North,South,East,West compass, such as treasure hunt or -interpreting
c. North-East, North-West scavenger hunt. It can also be about -drawing diagram
d. South –East, South-West. locating several points on a map. -problem solving
e.
Teaching Strategies
(ii) State the compass angle of any Discuss the use of bearing in real life
-Contextual
compass direction. situation. For example, in map reading
learning
and navigation.
- Constructivism
(iii) Draw a diagram of a point which
- Mastery learning
shows the direction of B relative to
another point A given the bearing of Vocabulary
B from A. -north-east
-south-east
(iv) State the bearing of point A from -north-west
point B based on given information. -south-west
-compass angle
(v) Solve problems involving bearing. -bearing
1.5.2017 – LABOUR DAY
Teaching Aids
-compass. Map, scientific
calculator, geometry set,
worksheets.
Moral Values
Cooperation, rational

11
 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
9. Earth as a sphere concept of longitude. and south poles. -working out
(Week 18 – 19) Introduce the meridian through Mentally
ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
MID YEAR EXAMINATION 0˚.
Teaching Strategies
(Week 20 – 22) iii) Sketch and label the a meridian with
- Constructivism
- Exploratory
the longitude given.
(9.6.2018 – 24.6.2018 ) Teaching Aids
MID YEAR HOLIDAY -globe or map

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES

12
 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
9. Earth as a sphere concept of longitude. and south poles. -working out
(Week 18 – 19) Introduce the meridian through Mentally
ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
MID YEAR EXAMINATION 0˚.
Teaching Strategies
(Week 20 – 22) iii) Sketch and label the a meridian with
- Constructivism
- Exploratory
the longitude given.
(9.6.2018 – 24.6.2018 ) Teaching Aids
MID YEAR HOLIDAY -globe or map

2 Discus that:
Moral Values
9. Earth as a sphere 3 iv) Find the difference between two  All points on a meridian have
Cooperation, rational
(Week 23 – 24) longitudes. the same longitude
4  There are two meridians on a Thinking Skills
5 great circle through both -compare and contrast
9.2 Understand and use the i) Sketch a circle parallel to the equator. poles -constructing
concept of latitude.  Meridians with longitudes
x˚E (0r W) and 180˚ - x˚)W
ii) State the latitude of a given point. (or E) form a great circle Teaching Strategies
through both poles. - Constructivism
- Exploratory
iii) Sketch and label a parallel of Emphasize that
latitude.  The latitude of the equator is
0˚ Teaching Aids
 Latitude ranges from 0˚ to -globe or map
iv) Find the difference between two 90˚ ( or S )
latitudes
Moral Values
Involve actual places on the earth. Cooperation, rational

Express the difference between two

latitudes with an angle in the range of Thinking Skills
0˚ < x < 180˚. -working out
9.3 Understand the concept Mentally
i) State the latitude and longitude of a Use a globe or a map to find locations
of location of a place -describing
given place of cities around the world -giving opinion
ii) Mark the location of a place Use a globe or a map to name a place Teaching Strategies
given its location. - Constructivism

13
 LEARNING LEARNING
AREA/WEEKS OBJECTIVES
9.4 Understand and use the
9. Earth as a sphere concept of distance on
(Week 23 – 24) the surface of the earth
to solve problems
LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
ACTIVITIES
i) Find the length of an arc of a great Use a globe to find the distance Thinking Skills
circle in nautical mile, given the between two cities or towns on the -working out
subtended angle at the centre of the earth same meridians. Mentally
and vice versa -giving opinion
ii) Find the distance between two points
measured along a meridian, given the
latitudes of both points. Teaching Strategies
- Constructivism
iii) Find latitude of point given latitude - Exploratory
of another point and distance between Sketch the angle at the centre of the
two points along same meridian. earth that is subtended by the arc Vocabulary
iv) Find the distance between two points between two given points along the Nautical mile
measured along the equator, given the equator. Discuss how to find the value
longitudes of both points of this angle.
v) Find the longitude of a point given the Teaching Aids
longitude of another point and the -globe or map
distance between the two points along
the equator. Moral Values
Use models such as the globe to find Cooperation, rational
vi) State relation between radius of earth
relationships between the radius of the
and the radius of a parallel of latitude.
earth and radii parallel of latitudes Thinking Skills
vii) State the relation between the length -working out
of an arc on the equator between two Mentally
meridians and length of corresponding -constructing
arc on a parallel of latitude. Find the distance between two cities -problem solving
viii) Find distance between two points or towns on the same parallel of
measured along a parallel of latitude latitude as a group project.
ix) Find the longitude of a point given Teaching Strategies
the longitude of another point and the - Constructivism
distance between the two points along a - Exploratory
parallel of latitude.
x) Find the shortest distance between Use the globe and a few pieces of Teaching Aids
two points on the surface of the earth. string to show how to determine the -globe or map
xi) Solve problems involving: shortest distance between two points
a) distance between two points on the surface of the earth. Moral Values
b) traveling on surface of earth Cooperation, rational
14
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

15
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS ACTIVITIES
10.1 Understand and use the (i) Identify orthogonal projection. Use models, blocks or plan and Thinking Skills
10. Plans and concept of orthogonal elevation kit. - identifying
elevations projection (ii) Draw orthogonal projection, relationship
(Week 25 - 26) given an object and a plan. Carry out activities in groups where - describing
students combine two or more - problem solving
(iii) Determine the difference different shapes of simple solid - drawing diagrams
between an object and its objects into interesting models and
Teaching Strategies
orthogonal projection with draw plans and elevations for these
- Contextual
respect to edges and angles. models.
learning
- Constructivism
(i) Draw the plan of a solid Use models to show that it is
- Mastery
object. important to have a plan and at least
learning
10.2 Understand and use the two side elevations to construct a
concept of plan and (ii) Draw solid object. Vocabulary
elevation a) the front elevation Orthogonal
b) side elevation of a solid Projection
object. Carry out group project: Plan
Draw plan and elevations of Front elevation
(iii) Draw buildings or structures, for example Side elevation
a) the plan students’ or teacher’s dream home
Teaching Aids
b) the front elevation and construct a scale model based
- models
c) the side elevation on the drawings. Involve real life
- blocks
of a solid object to scale. situations such as in building
- plan and
prototypes and using actual home
elevation kit
(iv) Solve problems involving plan plans.
and elevation.
Moral Values
Cooperation, rational,
justice, freedom, courage

3.1 Understand and use the I. Determine the image of an object Relate to transformations in real life Thinking Skill
3. concept of combination of two under combination of two isometric situation such as tessellation Working out mentally
Transformation III transformations. transformations. patterns on walls, ceiling or floors. Identify relationship
(Week 27 – 28) II. Determine the image of an object Translating
under combination of: Explore combined transformation Problem solving
a) two enlargements using the graphing calculator, the Drawing diagram
b) an enlargement and an Geometer’s Sketchpad, or the
isometric transformation. overhead projector and Teaching Strategies
III. Draw the image of an object under transparencies. Contextual learning

16
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS ACTIVITIES
10.1 Understand and use the (i) Identify orthogonal projection. Use models, blocks or plan and Thinking Skills
10. Plans and concept of orthogonal elevation kit. - identifying
elevations projection (ii) Draw orthogonal projection, relationship
(Week 25 - 26) given an object and a plan. Carry out activities in groups where - describing
students combine two or more - problem solving
(iii) Determine the difference different shapes of simple solid - drawing diagrams
between an object and its objects into interesting models and
Teaching Strategies
orthogonal projection with draw plans and elevations for these
- Contextual
respect to edges and angles. models.
learning
- Constructivism
(i) Draw the plan of a solid Use models to show that it is
- Mastery
object. important to have a plan and at least
learning
10.2 Understand and use the two side elevations to construct a
concept of plan and (ii) Draw solid object. Vocabulary
elevation a) the front elevation Orthogonal
b) side elevation of a solid Projection
object. Carry out group project: Plan
Draw plan and elevations of Front elevation
(iii) Draw buildings or structures, for example Side elevation
a) the plan students’ or teacher’s dream home
Teaching Aids
b) the front elevation and construct a scale model based
- models
c) the side elevation on the drawings. Involve real life
- blocks
of a solid object to scale. situations such as in building
- plan and
prototypes and using actual home
elevation kit
(iv) Solve problems involving plan plans.
and elevation.
Moral Values
Cooperation, rational,
justice, freedom, courage

combination of two transformations. Mastery learning

LEARNING LEARNING OBJECTIVES
AREA/WEEKS
3.2 Understand and use the
concept of combination of two
transformations.
LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
ACTIVITIES
III. State the coordinates of the image of a Investigate the characteristics of an Conceptual Learning
point under combined transformation object and its image under Constructivism
IV. Determine whether combined combined transformation. Cooperative Learning
transformation AB is equivalent to Enquiry
combined transformation BA. Carry out projects to design patterns
V. Specify two successive using combined transformations that Vocabulary

17
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS ACTIVITIES
10.1 Understand and use the (i) Identify orthogonal projection. Use models, blocks or plan and Thinking Skills
10. Plans and concept of orthogonal elevation kit. - identifying
elevations projection (ii) Draw orthogonal projection, relationship
(Week 25 - 26) given an object and a plan. Carry out activities in groups where - describing
students combine two or more - problem solving
(iii) Determine the difference different shapes of simple solid - drawing diagrams
between an object and its objects into interesting models and
Teaching Strategies
orthogonal projection with draw plans and elevations for these
- Contextual
respect to edges and angles. models.
learning
- Constructivism
(i) Draw the plan of a solid Use models to show that it is
- Mastery
object. important to have a plan and at least
learning
10.2 Understand and use the two side elevations to construct a
concept of plan and (ii) Draw solid object. Vocabulary
elevation a) the front elevation Orthogonal
b) side elevation of a solid Projection
object. Carry out group project: Plan
Draw plan and elevations of Front elevation
(iii) Draw buildings or structures, for example Side elevation
a) the plan students’ or teacher’s dream home
Teaching Aids
b) the front elevation and construct a scale model based
- models
c) the side elevation on the drawings. Involve real life
- blocks
of a solid object to scale. situations such as in building
- plan and
prototypes and using actual home
elevation kit
(iv) Solve problems involving plan plans.
and elevation.
Moral Values
Cooperation, rational,
justice, freedom, courage

transformations in a combined can be used as decorative purposes. -Combined transformation

transformation given the object and These projects can then be presented -equivalent
the image. in classroom with the students -reflection
VI. Specify a transformation which is describing or specifying the -translation
equivalent to the combination of two transformations involved. -enlargement
isometric transformations. -rotation
Solve problems involving transformation Use the Sketchpad to prove the
single transformation which is Teaching aids
equivalent to the combination of - Geometer’s

18
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS ACTIVITIES
10.1 Understand and use the (i) Identify orthogonal projection. Use models, blocks or plan and Thinking Skills
10. Plans and concept of orthogonal elevation kit. - identifying
elevations projection (ii) Draw orthogonal projection, relationship
(Week 25 - 26) given an object and a plan. Carry out activities in groups where - describing
students combine two or more - problem solving
(iii) Determine the difference different shapes of simple solid - drawing diagrams
between an object and its objects into interesting models and
Teaching Strategies
orthogonal projection with draw plans and elevations for these
- Contextual
respect to edges and angles. models.
learning
- Constructivism
(i) Draw the plan of a solid Use models to show that it is
- Mastery
object. important to have a plan and at least
learning
10.2 Understand and use the two side elevations to construct a
concept of plan and (ii) Draw solid object. Vocabulary
elevation a) the front elevation Orthogonal
b) side elevation of a solid Projection
object. Carry out group project: Plan
Draw plan and elevations of Front elevation
(iii) Draw buildings or structures, for example Side elevation
a) the plan students’ or teacher’s dream home
Teaching Aids
b) the front elevation and construct a scale model based
- models
c) the side elevation on the drawings. Involve real life
- blocks
of a solid object to scale. situations such as in building
- plan and
prototypes and using actual home
elevation kit
(iv) Solve problems involving plan plans.
and elevation.
Moral Values
Cooperation, rational,
justice, freedom, courage

two isometric transformations. Sketchpad

- graphing calculator
-graph paper
-a pair of compass
-ruler

Moral Values
Cooperation, Courage,
Rational Mental &

19
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS ACTIVITIES
10.1 Understand and use the (i) Identify orthogonal projection. Use models, blocks or plan and Thinking Skills
10. Plans and concept of orthogonal elevation kit. - identifying
elevations projection (ii) Draw orthogonal projection, relationship
(Week 25 - 26) given an object and a plan. Carry out activities in groups where - describing
students combine two or more - problem solving
(iii) Determine the difference different shapes of simple solid - drawing diagrams
between an object and its objects into interesting models and
Teaching Strategies
orthogonal projection with draw plans and elevations for these
- Contextual
respect to edges and angles. models.
learning
- Constructivism
(i) Draw the plan of a solid Use models to show that it is
- Mastery
object. important to have a plan and at least
learning
10.2 Understand and use the two side elevations to construct a
concept of plan and (ii) Draw solid object. Vocabulary
elevation a) the front elevation Orthogonal
b) side elevation of a solid Projection
object. Carry out group project: Plan
Draw plan and elevations of Front elevation
(iii) Draw buildings or structures, for example Side elevation
a) the plan students’ or teacher’s dream home
Teaching Aids
b) the front elevation and construct a scale model based
- models
c) the side elevation on the drawings. Involve real life
- blocks
of a solid object to scale. situations such as in building
- plan and
prototypes and using actual home
elevation kit
(iv) Solve problems involving plan plans.
and elevation.
Moral Values
Cooperation, rational,
justice, freedom, courage

Physical Cleanliness

20
 LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS ACTIVITIES
10.1 Understand and use the (i) Identify orthogonal projection. Use models, blocks or plan and Thinking Skills
10. Plans and concept of orthogonal elevation kit. - identifying
elevations projection (ii) Draw orthogonal projection, relationship
(Week 25 - 26) given an object and a plan. Carry out activities in groups where - describing
students combine two or more - problem solving
(iii) Determine the difference different shapes of simple solid - drawing diagrams
between an object and its objects into interesting models and
Teaching Strategies
orthogonal projection with draw plans and elevations for these
- Contextual
respect to edges and angles. models.
learning
- Constructivism
(i) Draw the plan of a solid Use models to show that it is
- Mastery
object. important to have a plan and at least
learning
10.2 Understand and use the two side elevations to construct a
concept of plan and (ii) Draw solid object. Vocabulary
elevation a) the front elevation Orthogonal
b) side elevation of a solid Projection
object. Carry out group project: Plan
Draw plan and elevations of Front elevation
(iii) Draw buildings or structures, for example Side elevation
a) the plan students’ or teacher’s dream home
Teaching Aids
b) the front elevation and construct a scale model based
- models
c) the side elevation on the drawings. Involve real life
- blocks
of a solid object to scale. situations such as in building
- plan and
prototypes and using actual home
elevation kit
(iv) Solve problems involving plan plans.
and elevation.
Moral Values
Cooperation, rational,
justice, freedom, courage

(18.8.2018 – 26.8.2018)
SECOND TERM HOLIDAY REVISION SPM TRIAL WEEK 29
REVISION FOR SPM 2018
31.8.2018 – NATIONAL DAY UNTIL WEEK 40
SPM EXAMINATION 2018
SPM TRIAL EXAMINATION 5.11.2018 – 4.12.2018

13.8.2018 (WEEK 30)

21
SMK METHODIST ACS (M) JALAN LINTANG 70000 SEREMBAN NEGERI
SEMBILAN

RANCANGAN PENGAJARAN TAHUNAN

YEARLY LESSON PLAN
MATEMATIK TINGKATAN 5
TAHUN 2018

22