ADDITIONAL MATHEMATICS FORM 5 YEARLY LESSON PLAN 2014 NO. OF WEEK Topic PROGRESSION 1.

1 Arithmetic Progression 01/01 02/01 05/01 09/01 1.4 Learning Objectives Students will be able 1.1 1.2 1.3 Identify characteristics of arithmetic progressions. Determine whether a given sequence is an arithmetic progression. Determine by using formula: a) specific terms in arithmetic progressions; b) the number of terms in arithmetic progressions. Find: a) sum of the first n terms of arithmetic progressions. b) sum of a specific number of consecutive terms of arithmetic progressions. c) value of n, given the sum of the first n terms of arithmetic progressions. Solve problems involving arithmetic progressions. Solve problems involving arithmetic progressions. Method : 1. 2. 3. 4. Inquiry Discussion Drilling Exercise Value/ Assimilation 1. 2. 3. 4. 5. Confident Systematic Rational Accurate Careful

Activities Focus : 1. Understanding pattern of number sequence No. of terms must be positive integer

Method : 1. Lecture 2. Quiz 3. Drilling 4. Exercise Method : 1. Lecture 2. Drilling 3. Exercise Method : a) Observations b) Discussion c) Inquiry d) Lecture e) Exercise

3 1.5 1.6

Focus : 1. Difference of T n and S n 2. Application of the correct formulae 3. Identify the values of a, d and S n Focus : 1. Understanding the situation given in the problems 2. Application of the specific formulae Focus: a) Recognizing patterns. b) Understanding terms. c) Understanding of mathematical concepts. d) Identify the differences between geometric progressions and arithmetic progressions. e) Application of formulae.

1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

Confident Systematic Rational Accurate Careful Confident Systematic Rational Independent Hardworking

Students should be able to : 1.2 Geometric Progression 1.1 Identify characteristics of geometric progression. 1.2 Determine whether a given sequence is a geometric progression. 1.3 Determine by using a formula: a) specific terms in geometric progression. b) the number of terms in geometric progressions.

1. Logical thinking 2. Analytical thinking 3. Systematic 4. Cooperative 5. Diligence 6. Critical 7. Independence

12/01 16/01

Students should be able to : 1.4 Find : a) the sum of the first n terms of geometric progressions. b) the sum of a specificnumber of consecutive terms of geometric progressions. c) the value of n, given the sum of the first n terms of geometric progressions. Students should be able to : 1.5 Find : a) the sum to infinity of geometric progressions. b) the first term or common ratio, given the sum to infinity of geometric progressions.

Method a) Engagement b) Enquiry c) Discussion d) Inquiry e) Lecture f) Exercise Method a) Engagement b) Observation c) Inquiry d) Exploration e) Lecture f) Exercise

Focus 1. Understanding concept of geometric progressions. 2. Identify situations when the common ratio is less or greater than 1. 3. Application of knowledge. Focus a) Understand concept of n , r n 0 b) Understanding concept of the sum to infinity of geometric progressions c) Include recurring decimals. Limited to 2 recurring digits. d) Application of knowledge Focus a) Problem solving skills. b) Real life situations. c) Application of knowledge.

1. Visual/spatial 2. Creativity 3. Logical thinking 4. Independence 5. Confidence 6. Analytical thinking 7. Honesty 1. Visual/spatial 2. Creativity 3. Logical thinking 4. Independence 5. Confidence 6. Analytical thinking 7. Accuracy 8. Careful 9. Honesty 1. Cooperative 2. Confidence 3. Accuracy 4. Systematic 5. Logical / critical thinking 6. Problem solving 7. Critical thinking 1. Accurate 2. Systematic 3. Careful 1. 2. 3. 4. Careful Industrious Accurate Thinking skill

Students should be able to : 1.6 Solve problems involving geometric progressions.

Method a) Discussion b) Drilling c) Problem Solving d) Exercise

LINEAR LAW 1 19/01 23/01

Students should be able to : a) Draw line of best fit by inspection of given data. b) Write equations for lines of best fit. Students should be able to : a) Determine the values of variables from : (i) lines of best fit (ii) equations of lines of best fit

Method : 1.Lecture 2.Drawing 3. Discussion 4. View CD Method : 1. Demonstration 2. Lecture

Focus : 1. Understanding the relation of the variables. 2. Application of knowledge. Focus : 1. Understanding the concept of linear equations.

Students should be able to : a) Reduce non-linear relations to linear form. Students should be able to: a) Determine values of constants of non-linear relations given: (i) lines of best fit (ii) data Students should be able to: a) Obtain information from : (i) lines of best fit (ii) equations of lines of best fit INTEGRATION 26/01 30/01 1.1 Determine integrals by reversing differentiation. 1.2 Determine integrals of ax n , where a is a constant and n is an integer, n 1.

Method : 1. Demonstration 2. Discussion 3. Exercises Method : 1. Drawing 2. View CD 3. Demonstration 4. Drilling

Focus : 1. Understanding the Mathematical concept. Focus : 1. Understanding the Mathematical concept. 2. Application of knowledge. 3. Draw the lines of best fit. Focus : 1. Understanding the information from the graph. 2. Problem solving skills. Focus 1. understand the concept

1. 2. 3. 4. 1. 2. 3. 4.

Systematics Confident Accurate Coopration Accurate Systematics Hardworking Careful

1.3 Determine integrals of algebraic expressions. 1.4 Find constants of integration, c, in indefinite integrals 2 1.5 Determine equations of curves from functions of gradients.

Method : 1. Demonstration 2. Inquiry 3. Exercises 4. Quiz Method : 1. View CD 2. Explanation 3. Discussion 4. Lecture 5. Drilling Method : 1. View CD 2. Explanation 3. Discussion 4. Lecture 5. Drilling Method : 1. View CD 2. Explanation 3. Discussion 4. Lecture 5. Drilling

Focus : 1. understand and use the concept

Focus : 1. Use the concept of integration

1. Confident 2. Systematics 3. Independent 4. Rational 5. Thinking skills 1. Systematic 2. Accurate 3. Industrious 4. Careful 5. Obedience 6. cooperation 1. Systematic 2. Accurate 3. Industrious 4. Careful 5. Obedience 6. cooperation 1. Systematic 2. Accurate 3. Industrious 4. Careful 5. Obedience 6. cooperation

1.6 Determine by substitution the integrals of expressions of the form (ax+b)n, where a and b are constants, n is an integer and n1.

01/02 06/02

Students should be able to 2.1 Find definite integrals of algebraic expressions. 2.2 Find areas under curves as the limit of a sum of areas. 2.3 Determine areas under curves using formula.

Students should be able to : 2.4 Find volumes of revolutions when region bounded by a curve is rotated completely about the i) x-axis ii) y-axis as the limit of a sum of volumes. 2.5 Determine volumes of revolutions using formula.

Method : 1. View CD 2. Explanation 3. Discussion 4. Lecture 5. Drilling Method : 1. Use scientific or graphing calculators to explore the concept of definite integrals. 2. Use computer software and graphing calculator to explore areas under curves and the significance of positive and negative values of areas. Method : 1. Use dynamic computer software to explore volumes of revolutions.

Focus : 1. Use the concept of substitution

1. Systematic 2. Accurate 3. Industrious 4. Careful 5. Obedience 6. cooperation 1. Hardworking 2. Logical thinking 3. Accurate 4. Working together 5. Careful 6. Systematic

1. Confident 2. Focus 3. Accurate 4. Systematic

TOV SPM 09/02/2014 18/02/2014

VECTORS 23/02 27/02

1.1 1.2 1.3 1.4 1.5 1.6

Differentiate between vector and scalar quantities. Draw and label directed line segments to represent vectors. Determine the magnitude and direction of vectors represented by directed line segments. Determine whether two vectors are equal. Multiply vectors by scalars. Determine whether two vectors are parallel.

Methods: 1. Explanation 2. Demonstrate the examples Use examples from real-life situations and dynamic computer software such as Geometers Sketchpad to explore vectors. 3. View CD 4. Exercises

Focus: 1. Understand the concepts 2. Notation of vectors 3. Application knowledge

1. Confident 2. Systematic 3. Accurate 4. Cooperation 5. Careful 6. Analytical 7. Rational 8. Logical thinking 9. Critical 10. Independent 11. Hardworking

02/03 06/03

Students should be able to : 1. Determine the resultant vector of two parallel vectors. 2. Determine the resultant vector of two non-parallel vectors using: a) triangle law b) parallelogram law. 3. Determine the resultant vector of three or more vectors using the polygon law. 4. Subtract two vectors which are: a) parallel b) non-parallel. 5. Represent vectors as a combination of 6. other vectors. 7. Solve problems involving addition and subtraction of vectors. Students should be able to :

Method : 1. inquiry 2. discussion 3. view CD 4. lecture 5. demonstration 6. drilling 7. quiz 8. exercise

Focus : 1. Problem solving skills 2. Application of knowledge 3. Understanding of mathematical concepts

1. Confident 2. Systematic 3. Accurate 4. Cooperation 5. Careful 6. Analytical 7. Rational 8. Logical thinking 9. Critical 10. Independent 11. Hardworking 12. Industrious

09/03 13/03 8. Express vectors in the form:

Method : 1. inquiry 2. discussion

Focus : 1. Problem solvin skills 2. Application of knowledge

1. Confident 2. Systematic 3. Accurate

TRIGONOMETRIC FUNCTIONS

a) x i y j b) y . ~ ~ 9. Determine magnitudes of vectors. 10. Determine unit vectors in given directions. 11. Add two or more vectors. 12. Subtract two vectors. 13. Multiply vectors by scalars. 14. Perform combined operations on vectors. Students should be able to: 1. Represent in a Cartesian plan angle greater than 3600 or 2 radians for a. positives angle b. negative angle

3. view CD o Lecture o Demonstration o Drilling o Quiz o exercise

3. Understanding of Mathematical concepts

4. Cooperation 5. Careful 6. Analytical 7. Rational 8. Logical thinking 9. Critical 10. Independent 11. Hardworking 1. Discipline 2. Thankful 3. Systematic 4. Brave

16/03 20/03 Students should be able to: 1. Define sine, cosine and tangent, of any angle in a Cartesian plane. 2. Define cotangent, secant and cosecant of any angle in a Cartesian plane 3. Find values of the six trigonometric functions of any angle. 4. Solve trigonometric equations

30/03 03/04

Student will be able to 1. Draw and sketch graphs of trigonometric functions y = c + a sin bx y = c + a cos bx y = c + a tan bx

Method 1. View courseware CD) 2. Show example by using Geometers Sketchpad. (draw angle in a Cartesian plane) 3. Discussion Method 1. Use dynamic computer software such as GSP to explore trigonometric functions in degrees and radian 2. Use scientific or graphing calculator to explore trigonometric functions of any angle. 3. Discussion. Method: 1. Drawing graphs using GSP software to explore graph of TF. 2. Showing example.

Focus 1. Constructivism 2. Problem solving skill. (exercise)

Focus 1. Constructivism 2. Mastering Learning 3. Problem solving skill. (exercise)

1. Confident 2. Hardworking 3. Co-operation 4. Precise

Focus : 1. x-axis, y-axis and amplitude 2. Sketch skills. 3. Tangent curve.

1. Thankful. 2. Accurate. 3. Precision 4. Efficient 5. Hardworking

06/04 10/04

where a, b and c are constants and b>0 2. Determine the number of solutions to a trigonometric equation using sketched graphs. 3. Solve trigonometric equations using drawn graphs. Students will be able to: 1. Prove basic identities: sin2A + cos2A = 1 1 + tan2A = sec2A 1 + cot2A = cosec2A 2. Prove trigonometric identities using basic identities. 3. Solve trigonometric equations using basic identities. 4. Prove trigonometric identities using addition formulae for sin(A B), cos (A B) and tan (A B). 5. Derive double angle formulae for sin 2A, cos 2A and tan 2A. 6. Prove trigonometric identities using addition formulae and/or double angle formulae. 7. Solve trigonometric equations

3. Exercise of sketching graphs. Method: 1. Lecture 2. Inquiry 3. Discussion 4. Exercise 5. Demonstration 6. Use dynamic computer software such as GSP to explore. . Focus: 1. Problem solving skills 2. Understanding mastery learning 3. Constructivism. 4. Application of Knowledge

6. Confident 7. Passion 1. Systematic 2. Confident 3. Logical thinking 4. Hardworking 5. Independent 6. Discipline 7. Patient 8. Willing to try

CUTI PERTENGAHAN PENGGAL 1 2014 21/03/2014 29/03/2014

LINEAR PROGRAMMING 13/04 17/04 2 Students should be able to : 1.1 Identify and shade the region on the graph that satisfies a linear inequality 1.2 Find the linear inequality that defines a shaded region. Students should be able to : 1.3 Shade region on the graph that satisfies several linear inequalities 1.4 Find linear inequalities that define a shaded region. Students should be able to : 1.1 Solve problems related to linear programming by : (a) writing linear inequalities and equations Method 1. View GSP slides 2. View CD 3. Lecture 4. Demonstration Method : 1. View GSP slides 2. View CD 3. Lecture 4. Demonstration Method : 1. Lecture 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. Accuracy Analytical Cooperative Systematic Rational Accuracy Analytical Cooperative Systematic Rational

1. Accuracy 2. Analytical 3. Cooperative

20/04 24/04

describing a situation (b) shading the region of feasible solutions Students should be able to : 1.2 Solve problems related to linear programming by : (a) shading the region of feasible solutions. (b) determining and drawing the objective function ax + by = k where a, b and k are constants. (c) determining graphically the optimum value of the objective function. Students should be able to 1.1 Determine the total number of ways to perform successive events using multiplication rule. 1.2 Determine the number of permutations of n different objects. 1.3 Determine the number of permutations of n different objects taken r at a time. 1.4 1.5 Determine the number of permutations of n different objects for given conditions. 1.6 Determine the number of permutations of n different objects taken r at a time for given conditions. 2.1 Determine the number of combinations of r objects chosen from n different objects. Method 1. View GSP slide 2. View CD 3. Lecture 4. - Demonstration

4. Systematic 5. Rational 1. 2. 3. 4. 5. Accurate Analytical Cooperative Systematic Rational

PERMUTATIONS AND COMBINATIONS 1. Permutation 27/04 30/04 2 2. Combination 04/05 08/05

Method :1. Demonstration use manipulative materials to explore multiplications rule 2. Inquiry 3. Lecture Method :1. Inquiry 2. Discussion 3. Exercises Method :1. View CD 2. Discussion 3. Inquiry 4. Lecture Method :1. Inquiry 2. Investigation 3. Exploratory

Focus :1. understanding the mathematical concept 2. application of knowledge

1. Confident 2. Rational 3. Logical thinking

Focus :1. problem solving skills 2. application of knowledge Focus :1. understanding the mathematical concept 2. learning how to learn 3. contextual learning Focus :1. multiple intelligent 2. problems solving skills

1. Analytical 2. Systematic

1. Accurate 2. Systematic 3. Careful 1. 2. 3. 4. Analytical Careful Confident Hardworking

2.2 Determine the number of combinations r objects chosen from n different objects for given conditions.

REVISION / PEPERIKSAAN PERTENGAHAN TAHUN 11/05/2015 27/05/2014 CUTI PERTENGAHAN TAHUN (27/5/2014 14/6/2014)

PROBABILITY 15/06 19/06

Students should be able to: 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. 1.4 Determine the probability of two events: a) A or B occurring b) A and B occuring Students should be able to: 2.1 Determine whether two events are mutually exclusive. 2.2 Determine the probability of two or more events that are mutually exclusive. Students should be able to: 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. Students will have the skills - n constructing the tree diagrams - On how to use the tree diagrams Students should be able to:

Method: 1. Lecture 2. Experiment 3. Discuss sample 4. Exercise Method : 1. Lecture 2. Exploration by group work 3. Discussion 4. Exercise Method: 1. Brainstorming 2. Discussion 3. Experiments 4. Simulation Method : 1. Group work 2. Presentation 3. Discussion Focus: 1. Understanding of mathematical consepts. 2. Application of knowledge. Focus: 1. Problem solving skill. 2. Application of knowledge. 3. Using the correct formulae.

1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4.

Assimilation Systematic Confident Critical thinking Constructivism Accurate Cooperation Careful Mastery learning Constructivism Rational Logical thinking Hardworking Grateful

22/06 26/06 2

1. Constructivism 2. Cooperative learning 1. 2. 3. 4. 1. 2. 3. 4. 5. Creative Logical thinking Confident Cooperation Accurate Systematic Careful Confident Hardworking

Binomial Distribution 29/06 03/07 1

Method: 1. Explaination 1. List all possible values of a discrete random variable. 2. Inquiry 2. Determine the probability of an event in a binomial 3. Discussion distribution. 4. Demonstration 5. Exercises Method: Students should be able to: 1. Use GSP to plot the graph. 1. Plot binomial distribution graphs. 2. Use graphic calculator. 2. Determine mean, variance and standard deviation of a 3. Use calculator. binomial distribution. 4. Questionaire 5. Exercises

Students should be able to: 1. Solve problems involving binomial distribution.

Students should be able to: Normal Distribution 06/07 - 10/07 1. Describe continuous random variables using set notations. 2. Find probability of z-values for standard normal distribution. Students should be able to: 1. Convert random variable of normal distributions, X, to standardized variable, Z. 2. Represent probability of an event using set notation. 1 Students should be able to: 1. Determine probability of an event. 2. Solve problems involving normal distributions.

Method: 1. Use GSP to plot the graph. 2. Use graphic calculator. 3. Use calculator. 4. Questionaire 5. Discussion 6. Pop Quiz 7. Drilling Method: 1. Explaination 2. Inquiry 3. Discussion 4. Give examples in real life situation. 5. Exercises Method: 1. Explaination 2. Inquiry 3. Discussion 4. Exercises

Focus: 1. Problem solving skill. 2. Application of knowledge.

1. 2. 3. 4. 5. 6. 7.

Accurate Systematic Careful Confident Deligent Cooperation Industrious

Focus: 1. Understanding of mathematical concepts. 2. Application of knowledge. 3. Using calculator and normal distribution table. Focus: 1. Understanding of mathematical concepts. 2. Application of knowledge. 3. Using calculator and normal distribution table. 4. Using the Z-Score formulae. 5. Focus: 1. Understanding of mathematical concepts. 2. Application of knowledge. 3. Using calculator and normal distribution table.

1. 2. 3. 4. 5. 6. 7. 1. 2. 3. 4. 5. 6. 7.

Accurate Systematic Careful Confident Deligent Cooperation Industrious Accurate Systematic Careful Confident Deligent Cooperation Industrious

Method: 1. Explaination 2. Inquiry 3. Discussion 4. Drilling

1. Accurate 2. Systematic 3. Careful 4. Confident 5. Deligent 6. Cooperation 7. Industrious 8. Independent 9. Rational 10. Logical thinking

Students should be able to: MOTION ALONG A STRAIGHT LINE 1.1 Identify direction of displacement of a particle from a fixed point. 13/07 17/07 1.2 Determine displacement of a particle from a fixed point. 1.3 Determine the total distance travelled by a particle over a time interval using graphical method.

Method : 1. Use real-life examples, graphing calculators and computer software such as Geometers Sketchpad to explore displacement. 2. Contextual learning

Focus: 1. Emphasise the difference between displacement and distance. 2. Discuss positive, negative and zero displacements.

1. Thinking systematically 2. Hardworking 3. Confidence 4. Careful 5. Cooperation

Velocity 3 20/07 24/07

Students should be able to: 2.1 Determine velocity function of a particle by differentiation. 2.2 Determine instantaneous velocity of a particle. 2.3 Determine displacement of a particle from velocity function by integration. Students should be able to:

Acceleration 27/07 31/07

3.1 Determine acceleration function of a particle by differentiation. 3.2 Determine instantaneous acceleration of a particle. 3.3 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.

Method : 1. Use real-life examples, graphing calculators and computer software such as Geometers Sketchpad to explore the concept of velocity. 2. Group discussion Method : 1. Use real-life examples and computer software such as Geometers Sketchpad to explore the concept of acceleration. 2. Inquiry

Focus: 1. uniform velocity 2. zero instantaneous velocity 3. positive velocity 4. negative velocity

1. Accuracy 2. Independent 3. Analytical

Focus: 1. uniform acceleration 2. zero acceleration 3. positive acceleration 4. negative acceleration

1. 2. 3. 4.

Thinking systematically Logical thinking Rational

PROJECT WORK PEPERIKSAAN PERCUBAAN 2014 / OTI 2 2014 CUTI PERTENGAHAN PENGGAL II 12/09/2014 20/09/2014 GUIDED REVISION PEPERIKSAAN SPM 2014 CUTI AKHIR TAHUN 21 NOVEMBER 2014 03 JANUARI 2015