Learning Area : A6 : Progressions

Week Learning Objectives Learning Outcomes Points to note

1
 1. Understand and use the concept
of arithmetic progression.
1 Suggested Teaching and
Learning Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore arithmetic progressions
2. Understand and use the concept
2 of geometric progression.
Week Learning Objectives
1.1 Identify characteristics of arithmetic progressions. Begin with sequences to
1.2 Determine whether a given sequence is an arithmetic introduces arithmetic and
geometric progressions.
progression.
1.3 Determine by using formula: Include examples in algebraic
a) specific terms in arithmetic progressions; form
b) the number of terms in arithmetic progressions.
1.4 Find:
a) the sum of the first n terms of arithmetic progressions.
b) the sum of a specific number of consecutive terms of Include the use of formula
arithmetic progressions. T n = S n − S n− 1
c) the value of n, given the sum of the first n terms of
arithmetic progressions.
1.5 Solve problems involving arithmetic progressions. Include problems involving real-
life situations.
2.1 Identify characteristics of geometric progressions. Include examples in
2.2 Determine whether a given sequence is a geometric algebraic form.
progression.
2.3 Determine by using formula:
a) specific terms in geometric progression,
b) the number of terms in geometric progressions.
2.4 Find:
a) the sum of the first n terms of geometric progressions;
b) the sum of a specific number of consecutive terms of
geometric progressions.
c) the value of n, given the sum of the first n terms of
geometric progressions.
Learning Outcomes Points to note
2
 Discuss :
2.5 Find: As n → ∞ , rn→0 then
3 a) the sum to infinity of geometric progressions a
s∞ = .
b) the first term or common ratio, given the sum to infinity of 1−r
geometric progressions. S ∞ read as “ sum to
infinity”. Include recurring
decimals. Limit to2 recurring
digits such as 0.333…,
0.151515 …

Exclude :
2.6 Solve problems involving geometric progressions. a) combination of
arithmetic
progressions and
geometric
progressions.
b) cumulative sequences
such as, (1), (2,3),
(4,5,6), (7,8,9,10),…

Learning Area : A7 : Linear Law

Week Learning Objectives Learning Outcomes Points to note
1. Understand and use the concept 1.1 Draw lines of best fit by inspection of given data. Limit data to linear relation
4 between two variables.
of lines of best fit. 1.2 Write equation for lines of best fit..
1.3 Determine values of variables from:
Suggested Teaching and a) lines of best fit;
learning Activities b) equations of lines of best fit.
Use examples from real-life situations
to introduce the concept of linear law.

Week Learning Objectives Learning Outcomes Points to note

3
 2. Apply linear law to non-linear 2.1 Reduce non-linear relations to linear form.
relations. 2.2 Determine values of constants of non-linear relations given:
5 a) lines of best fit
b) data
2.3 Obtain information from:
a) lines of best fit
b) equations of lines of best fit.

Learning Area : C2 : Integration

Week Learning Objectives Learning Outcomes Points to note
1. Understand and use the concept Determine integrals by reversing differentiation. Emphasise constant of
6
of indefinite integral. 1.2 Determine integrals of ax n , where a is a constant integration.
and n is an integer, n ≠−1 . ∫y dx read as “integration of
Suggested Teaching and Determine integrals of algebraic expressions. y with respect to x ”
learning Activities Find constant of integration, c , in indefinite integrals.
Use computer software such as Determine equations of curves from functions of gradients.
Geometer’s Sketchpad to explore the
1.6 Determine by substitution the integrals of the form
∫u
n
concept of integration. Limit integration of dx ,
( ax + b ) , where a and b are constants, n is an integer
n
where u = ax + b
and n ≠−1 .
2. Understand and use the concept 2.1 Find definite integrals of algebraic expressions. Include
7-8 b b
of definite integral.
∫ k f ( x ) dx = k ∫ f ( x ) dx
a a
Suggested Teaching and b a
learning Activities
Use scientific or graphing calculators 2.2 Find areas under curves as the limit of a sum of areas.
∫ f ( x ) dx = −∫ f ( x ) dx
a b
to explore the concept of definite
integrals. Derivation of formulae not
required.
Use computer software and graphing 2.3 Determine areas under curve using formula.
calculators to explore areas under Limit to one curve
curves and the significance of positive
and negative values of areas.

Use dynamics computer software to 2.4 Find volume of revolutions when region bounded by a curve is Derivation of formulae not
explore volumes of revolutions. rotated completely about the required.
a) x-axis
b) y-axis

4
 Week Learning Objectives Learning Outcomes Points to note
as the limit of a sum of volumes
2.5 Determine volumes of revolutions using formula. Limit volumes of revolution
about the x-axis or y-axis
9 Test 1

Learning Area : G2 : Vectors

Week Learning Objectives Learning Outcomes Points to note

10 19. Understand and use the
concept of vector
Suggested Teaching and
learning Activities
Use examples from real-life situations
and dynamic computer software such
as Geometer’s sketchpad to explore
vectors.
1.1 Differentiate between and scalar quantities. Use notations :
Vector : a, AB , a, AB
1.2 Draw and label directed line segments to represent vectors.
Magnitude :
a, AB ,│a│, │AB│
Zero vector : 0
1.3 Determine the magnitude and direction of vectors represented Emphasize that a zero vector
by directed line segments. has a magnitude of zero.
Emphasize negative vector:
− AB = BA
1.4 Determine whether two vectors are equal.
Include negative scalar

1.5 Multiply vectors by scalar. Include :

a) Collinear points
1.6 Determine whether two vectors are parallel. b) Non-parallel non-zero
vectors.
Emphasize:
If a and b are not parallel and
h a = k b , then h=k=0

5
 19. Understand and use the 2.1 Determine the resultant vector of two parallel vectors.
11 2.2 Determine the resultant vector of two non-parallel vectors
concept of addition and
subtraction of vectors. using :
(a) Triangle law
Suggested Teaching and (b) Parallelogram law
learning Activities 2.3 Determine the resultant vector of three or more vectors using
the polygon law.
Use real-life situations and 2.4 Subtract two vectors which are : Emphasize :
manipulative materials to explore (a) Parallel a −b = a +( −b)
addition and subtraction of vectors. (b) Non- parallel

2.5 Represent vectors as a combination of other vectors.

2.6 Solve problems involving addition and subtraction of vectors.

12 19. Understand and use 3.1 Express vectors in the form: Relate unit vector i and j to
a) xi +y j Cartesian plane to Cartesian
vectors in the Cartesian coordinates. Unit vector

 x
plane.
Emphasize:
Suggested Teaching and
learning Activities
Use computer software to explore b)
   1
i =  
vectors in the Cartesian plane.

 y Vector and

 0
3.2 Determine magnitudes of vectors.
3.3 Determine unit vectors in given directions.

3.4 Add two or more vectors.

6
 3.5 Subtract two vectors.

 0
3.6 Multiply vectors by scalars.
3.7 Perform combined operations on vectors.

Vector
j =  
 1
3.8 Solve problems involving vectors

For learning outcomes 3.2 to

3.7, all vectors are given in the
form

 x
xi + y j
or
 
 y
Limit combined operations to
addition, subtraction and
multiplication of vectors by
scalars.

Learning Area : T2 : Trigonometric Functions

Week Learning Objectives Learning Outcomes Points to note
13 19. Understand the concept 1.1 Represent in a Cartesian plane, angles greater than 360˚ or 2 π
of positive and negative radians for:
angles measured in a) positive angles
degrees and radians. b) negative angles.

Suggested Teaching and

learning Activities
7
 • Use dynamic computer software
such as Geometer’s Sketchpad to
explore angles in Cartesian plane.

19. Understand and use the 2.1 Define sine, cosine and tangent of any angle in a Cartesian Use unit circle to determine
six trigonometric plane. the sign of trigonometric
functions of any angle. 2.2 Define cotangent, secant and cosecant of any angle in a ratios.
Cartesian plane.
Suggested Teaching and 2.3 Find values of the six trigonometric functions of any angle. Emphasise:
learning Activities 2.4 Solve trigonometric equations. Sin θ = cos (90 - θ )
• Use dynamic computer software to Cos θ = sin (90˚- θ )
explore trigonometric functions in
Tan θ = cot (90˚- θ )
degrees and radians.
Cosec θ = sec (90˚- θ )
• Use scientific or graphing Sec θ = cosec (90˚- θ )
calculators to explore trigonometric Cot θ = tan (90˚- θ )
functions of any angle.

Emphasise the use of

triangles to find
trigonometric ratios for
special angles 30˚, 45˚ and
60˚.

Week Learning Objectives Learning Outcomes Points to note

8
 14
19. Understand and use 3.1 Draw and sketch graphs of trigonometric functions: Use angles in
graphs of sine, cosine a) y = c + a sin bx, a) degrees
and tangent functions. b) y = c + a cos bx, b) radians, in terms of
c) y = c + a tan bx, π.
Suggested Teaching and where a, b and c are constants and b>0.
learning Activities Emphasise the characteristics
3.2 Determine the number of solutions to a trigonometric equation of sine, cosine and tangent
• Use examples from real-life using sketched graphs. graphs. Include trigonometric
situations to introduce graphs of functions involving modulus.
trigonometric functions. 3.3 Solve trigonometric equations using drawn graphs.
• Use graphing calculators and
dynamic computer software such as
Exclude combinations of
Geometer’s Sketchpad to explore trigonometric functions.
graphs of trigonometric functions.

15
19. Understand and use 4.1 Prove 2basic identities: Basic identities are also
basic identities. a) sin A + cos2 A = 1 known as Pythagorean
b) 1 + tan2 A = sec2 A identities.
Suggested Teaching and c) 1 + cot2 A = cosec2 A
learning Activities
• Use scientific or graphing calculators 4.2 Prove trigonometric identities using basic identities. Include learning outcomes
and dynamic computer software such 2.1 and 2.2.
as Geometer’s Sketchpad to explore 4.3 Solve trigonometric equations using basic identities.
basic identities,
5. Understand and use addition 5.1 Prove trigonometric identities using addition formulae for sin
formulae and double-angle Derivation of addition
(A ± B), cos (A ± B) and tan (A ± B).
formulae. formulae not required.
5.2 Derive double-angle formulae for sin 2A, cos 2A and tan 2A.
Suggested Teaching and Discuss half-angle formulae.
learning Activities 5.3 Prove trigonometric identities using addition formulae and/or
• Use dynamic computer software Exclude
such as Geometer’s sketchpad to
double-angle formulae.
A cosx + b sinx = c, where
explore addition formulae and double- c ≠ 0.
angle formulae. 5.4 Solve trigonometric equations.

Learning Area : A6 : Permutations and Combinations

9
Week Learning Objectives
16 19. Understand and use the
concept of permutation.
Suggested Teaching and
learning Activities
• Use manipulative materials to
explore multiplication rule
• Use real-life situations and
computer software such as
spreadsheet to explore
permutations
Week Learning Objectives
Learning Outcomes Points to note
For this topic:
a) Introduce to concept by
using numerical
examples.
1.1. Determine the total number of ways to perform successive b) Calculators should only
events using multiplication rule. be used after students
have understood the
1.2 Determine the number of permutations of n different objects. concept
Limit to 3 events.
1.3 Determine the number of permutations of n different Exclude cases involving
objects taken r at a time. identical objects.
1.4 Determine the number of permutations of n different Explain the concept of
objects for given conditions permutations by listing all
possible arrangements.
Include notation:
1.5 Determine the number of permutations of n different a) n! = n( n -1)(n -2)…(3)
objects taken r at a time for given conditions (2)(1)
b) 0! = 1
n ! read as “ n factorial”.
Exclude cases involving
arrangement of objects in a
circle
Learning Outcomes Points to note
10
 19. Understand and use the 2.1. Determine the number of combinations of r objects chosen Explain the concept of
17 concept of from n different objects. combinations by listing all
combination. possible selections.
2.2. Determine the number of combinations of r objects chosen
Suggested Teaching and from n different objects for given conditions. Use examples to illustrate
n
learning Activities P
n
Cr = r
Explore combinations using real- r!
life situations and computer
software
Learning Area : A7 : Probability
Week Learning Objectives Learning Outcomes Points to note
1.1 Describe the sample space of an experiment. Use set notations.
18 19. Understand and use the
concept of probability.
1.2 Determine the number of outcomes of an event.
Suggested Teaching and
learning Activities 1.3 Determine the probability of an event. Discuss:
Use real-life situations to introduce a) classical probability
probability. 1.4 Determine the probability of two events: (theoretical probability)
b) subjective probability
a) A or B occurring c) relative frequency
Use manipulative materials, computer b) A and B occurring.
software, and scientific or graphing probability
calculators to explore the concept of (experimental
probability. probability).
Emphasize:
Only classical probability is
used to solve problems.
Emphasize:
∪
P(A B)= P(A) + P (B) –
P(A ∩ B)
Using Venn diagrams.

11
 Week Learning Objectives Learning Outcomes Points to note
2.1 Determine whether two events are mutually exclusive. Include events that are mutually
19. Understand and use the exclusive and exhaustive.
concept of probability
of mutually exclusive 2.2 Determine the probability of two or more events that are Limit to three mutually exclusive
events. mutually exclusive. events.

Suggested Teaching and

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

Use computer software to simulate

experiments involving probability
of mutually exclusive events.

3. Understand and use the concept 3.1 Determine whether two events are independent. Include three diagrams.
of probability of independent
events. 3.2 Determine the probability of two independent events.

Suggested Teaching and 3.3 Determine the probability of three independent events.
learning Activities
Use manipulative materials and
graphing calculators to explore the
concept of probability of
independent events.

Use computer software to simulate

experiments involving probability
of independent events.

19-20 MID TERM EXAMANATION

12
Learning Area : S4 : PROBABILITY DISTRIBUTIONS
Week Learning Objectives
1. Understand and use the concept
21
of binomial distribution.
Suggested Teaching and
learning Activities
Use real-life situations to introduce
the concept of binomial distribution.
2. Understand and use the concept
of normal distribution.
22
Suggested Teaching and
learning Activities
Use real-life situations and computer
software such as statistical packages
to explore the concept of normal
distributions.
Learning Area : AST2 – Motion Along A Straight Line
Week Learning Objectives
1. Understand and use the concept of
displacement.
Suggested Teaching and learning
Activities
23 Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore displacement.
Learning Outcomes Points to note
1.1 List all possible values of a discrete variable.. Include the characteristics of
Bernoulli trials
1.2 Determine the probability of an event in a binomial
distribution. For learning outcomes 1.2 and
1.3 Plot binomial distribution graphs 1.4,derivation of formulae not
1.4 Determine mean ,variance and standard deviation of a required.
binomial distribution.
1.5 Solve problems involving binomial distributions.
2.1 Describle continuous random variables using set notations. Discuss characteristics of:
2.2 Find probability of z-values for standard normal distribution. (a) normal distribution graphs
2.3 Convert random variable of normal distributuins,X,to
(b) standard normal distribution
graphs.
standardized variable,Z
2.4 Represent probability of an event using set notation.
Z is called standardized
2.5 Determine probability of an event variable.
2.6 Solve problems involving normal distributions
Integration of normal
distribution to determine
probability is not required.
Learning Outcomes Points to note
Emphasise the use of the
following symbols:
s= displacement
v= velocity
a= acceleration
t = time
where s, v and a are functions
of time
13
Week Learning Objectives
2. Understand and use the concept of
velocity.
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of velocity.
3. Understand and use the concept of
24 acceleration
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of acceleration.
Learning Outcomes Points to note
Emphasise the difference
1.1 Identify direction of displacement of a particle from fixed point. between displacement and
distance.
1.2 Determine displacement of a particle from a fixed point. Discuss positive, negative and
zero displacements.
1.3 Determine the total distance traveled by a particle over a time Include the use of number line.
interval using graphical method.
2.1 Determine velocity function of a particle by differentiation. Emphasise velocity as the rate
of change of displacement.
Include graphs of velocity
functions.
2.2 Determine instantaneous velocity of a particle. Discuss:
a) uniform velocity
b) zero instantaneous velocity
c) positive velocity
d) negative velocity
3.1 Determine acceleration function of a particle by differentiation. Emphasise acceleration as the
rate of change of velocity.
3.2 Determine instantaneous acceleration of a particle.
Discuss:
3.3 Determine instantaneous velocity of a particle from acceleration
function by integration. a) uniform acceleration
b) zero acceleration
3.4 Determine displacement of particle from acceleration function by c) positive acceleration
integration. d) negative acceleration
3.5 Solve problems involving motion along a straight line.
14
Learning Area : LINEAR PROGRAMMING
Week Learning Objectives
1. Understand and use the concept
of graphs of linear inequalities.
Suggested Teaching and
learning Activities
Use examples from real-life
situations, graphing calculators and
dynamic computer software such as
Geometer’s Sketchpad to explore
linear programming.
2. Understand and use the concept
25-26 of linear programming.
27
28
29
30
Learning Outcomes Points to note
1.1 Identify and shade the region on the graph that satisfies a Emphasise the use of solid
linear inequality. lines and dashed lines.
1.2 Find the linear inequality that defines a shaded region.
1.3 Shade region on the graph that satisfies several linear Limit to regions defined by a
inequalities. maximum of 3 linear
inequalities (not including
1.4 Find linear inequalities that define a shaded region. the x-axis and y-axis)
2.1 Solve problems related to linear programming by:
a) writing linear inequalities and equations describing a
situation.
b) shading the region of feasible solutions.
c) determining and drawing the objective function
ax + by = k where a, b and k are constants.
d) determining graphically the optimum value of the Optimum values refer to
objective function. maximum or minimum
value.
Include the use of vertices to
find the optimum value.
Revision (SPM 2005)
Revision (SPM 2006)
Trial Exam SPM SBP
Trial Exam SPM SBP
15
 Cuti Pertengahan penggal 2

31 Trial Exam SPM Negeri Melaka

32 Trial Exam SPM Negeri Melaka

33 Trial Exam SPM Negeri Melaka

34 Revision (MRSM 2007)
35 Revision (KELANTAN 2007)

36 Revision (NEGERI SEMBILAN 2007)

37 Revision (JOHOR 2007)
38 Revision (TERANGGANU2007)

39 Revision (PERAK 2007)

40 Revision (UTUSAN 2007)
41 SPM 2007
42 SPM 2007

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