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SCHEME OF WORK : FORM 5 MATHEMATICS (2011)

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NUMBER BASES 1.1 Number in base two, eight and five i. State zero, one, two, three. as a number in base: a. two b. eight c. five ii. State the value of adigit of a number in base : a. two b. eight c. five iii. Write anumber in base : a. two b. eight c. five in expanded notation. iv. Convert a number in base : a. two b. eight c. five to anumber in base ten and vice versa v. Convert a number in a certain base to a number in anoter base. vi. Perform computations involving: i. Addition ii. Subtraction of two numbers in base two # Enrichment / Remedial Excercise #

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R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R

SUGGESTED TEACHING AND LEARNING ACIVITIES

Use models such as a clock face or a counter which uses a particular number base. Discuss i. digits used; ii. Place values in the number system ith a particular number base. Emphasise the ways to read numbers in various bases. Examples : i. 1012 is read as "one zero one base two". ii. 72058 is read as "seven two zero five base eight". iii. 43255 is read as "four three two five base five". Numbers in base two are also known as binary numbers. Examples of numbers in expanded notation : i. 101102 = 1 24 + 0 23 + 1 22 + 1 21 + 0 20 ii. 3258 = 3 82 + 2 81 + 5 80 iii. 30415 = 3 53 + 0 52 + 4 51 + 1 50 Limit conversion of numbers to base two, eight and five only.

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GRAPHS OF FUNCTIONS (II) 2.1 Graphs of functions i. Draw the graph of a : a. Llinear function : y = ax + b where a and b are constants b. Quadratic function : y = ax 2 + bx + c where a , b and c are constants, a 0 c. Cubic function :y = ax
3

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Explore graphs of functions using graphing calcultor or the Geometer's Sketchpad. F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K Explore using graphing calcultor or Geometer's Sketchpad to relate the x-coordinate of a point of intersection of two appropriate graphs to the solution of a given equation. Use the traditional graph plotting exercise if the graphing calulator or the Sketchpad is unavailable. Emphasise that : *For the region representing y < ax + b or S C H O O L For graphs of cubic function, limit to y = ax and y = ax 3 + b M I D Y E A R M I D Y E A R Compare the characteristics of graphs of functions with different values of constants. Limit cubic functions to the following forms :

+ bx + cx + d

where a , b , c and d are constants, a 0 d. Reciprocal function : y = a/x where a is a constants, a 0 ii. Find from a graph : a. the value of y , given the 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 tpe 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. 2.2 Solution of an equation by graphical method i. Find the point(s) of intersection of 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 method. 2.3 Region representing inequalities in two variables i. Determine whether a given point satisfies : y = ax + b or y > ax + b or y < ax + b. 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 3 y = ax 3 + b y = x 3 + bx + c y = -x 3 + bx + c

y > ax + b , the line y = ax + b is drawn as a dashed line to indicate that all points on the line y = ax + b are not in the region.
*For the region representing

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

y > ax + b or y < ax + b , the line y = ax + b is


drawn as a solid line to indicate that all points on the line y = ax + b are in the region.

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v. Determine the region which satisfies two or more simultaneous lnear inequalities. # Enrichment / Remedial Excercise #

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SUGGESTED TEACHING AND LEARNING ACIVITIES

F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R Explore combined transformation using the graphing calculator, the Geometer's Sketchpad, or the overhead projector and transparencies. Investigate the characteristics of an object and its image under combined transfomation. Limits isometric transformations to translations, reflections and rotations.

TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) - translation - reflection - rotation - enlargement 3.1 Combination of two transformations i. Determine the image of an object under combination of two isometric transformations. ii. Determine the image of an object under combination of : a. two enlargements b. an enlargement and an isometric transformation iii. Draw the image of an object under combination of two transformations. iv. State the coordinates of the image of a point under combined transformation. v. Determine whether combined transformation AB is equivalent to combined transformation BA. vi. 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 transformation. # Enrichment / Remedial Excercise #

Limits the equivalent transformations to translations, reflections and rotations.

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MATRICES 4.1 Matrix 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 Equal matrices i. Determine whether two matrices are equal. ii. Solve problems involving equal matrices. 4.3 Addition and subtraction on matrices i. Determine whether addition or subtrction can be performed on two given matrices. 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. 4.4 Multiplication of a matrix by a number i. 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. 4.5 Multiplication of two matrices 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.

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SUGGESTED TEACHING AND LEARNING ACIVITIES

Emphasise that matrices are written in brackets. Emphasise that a matrix of order m x n is read as "an m F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R Limit to matrices with not more than three row and three columns. Discuss equal matrices in terms of : *the order *the coresponding elements by n matrix".

Limit to matrices with not more than three row and three columns. Limit to two unknown elements.

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4.6 Identity matrix 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. 4.7 Inverse matrix i. Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix. ii. Find the inverse matrix of a 2 x 2 matrix using : a. the method of solving simultaneous linear equations. b. a formula. 4.8 Simultaneous linear equations by using matrices i. Write simultaneous linear equations in matrix form. ii. Find the matrix p q using the inverse matrix. iii. Solve simultaneous linear equations by the matrix method. iv. Solve problems involving matrices. # Enrichment / Remedial Excercise # in a c b d p = h q k

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SUGGESTED TEACHING AND LEARNING ACIVITIES


Discuss : *an identity matrix is a square matrix *there is only one identity matrix for each order

F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R

Discuss : *AI = A *IA = A The inverse of matrix A is denoted A-1. Emphasise that : *if matrix B is the inverse of matrix A, then matrix A is also the inverse of matix B, AB = BA = I *inverse matrices can only exist for square matrices, but not all square matrices have inverse matrices

Discuss why : *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 both sides of the equation Limits to to unknowns. Simultaneous linear equations ap + bq = h and cp + dq = k in matrix form is

a c

b d

p q

= h k

where a, b, c, d, h and k are constants, p and q are unknowns.

A 1

a c

b d

p q

A 1

h k

The matrix method uses inverse matrix to solve simultaneous linear equations.

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VARIATIONS 5.1 Direct variation i. State the changes in a quantity with respect to the changes in another quantity involving direct variation. ii. Determine from given information whether a quantity varies directly as another 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 x ; y x 2 ; y x 3 ; y x 1/2 5.2 Inverse variation i. State the changes in a quantity with respect to changes in another quantity involving inverse variation. ii. Determine from given information whether a quantity varies inversely as another quantity. iii. Express an inverse variation in the form of equation involving two variables. iv. Find the value of a variable in an inverse variation when sufficient information is given. v. Solve problems involving inverse variation for the following cases : y 1 ,

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SUGGESTED TEACHING AND LEARNING ACIVITIES

Discuss the characteristics of the graph using the graph of y against x when y x . F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L For the cases y x .n = 2, 3 and , discuss the characteristics of the graphs of y against x. Discuss the form of the graph of y against 1 when y 1. x If y varies inversely as x , the relation is written as x M I D Y E A R M I D Y E A R If y varies directly as x, the relation is written as y x. For the cases y x . limit n to 2, 3 and . If y x , then y = kx where k is the constant of variation. Using : i. y = kx , or ii.
y1 x1

y2 x2

to get the solution.

1 y . x
For the cases

1 , xn

limit n to 2, 3 and .

x2
5.3 Joint variation

y 1 , x3

1 x 1/2

For the cases

n yx n z ,

i. Represen a joint variation by using the symbol for the following cases : a. two direct variations b. two inverse variations c. a direct variation and an inverse variation ii. Express a joint variation in the form of equation. sufficient information is given. iv. Solve problems involving joint variation. # Enrichment / Remedial Excercise # limit n to 2, 3 and .

1 , x zn
n

xn zn

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GRADIENT AND AREA UNDER GRAPH 6.1 Quantity represented by the gradient of a graph i. State the quantity represented by gradient of a graph. ii. Draw the distance-time graph, given : a. a table of distance-time values b. a relationship between distance and time. 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 relationship between two variables representing certain measurements and state the meaning of its gradient. 6.2 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. iii. Determine the distance by finding the area under the following types of speed-time graph : a. v = k (uniform speed) b. v = kt c. v = kt + h d. a combination of the above. iv. Solve problems involving gradient and area under a graph. # ENRICHMENT/REMEDIAL EXERCISE #

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Use examples in various areas such as technology and social science. Compare and differentiate between distance-time graph and speed-time graph. E S S M I D T Y E A R S C H O O L B B R E A K H I R D T E S T M I D T E R M E X A M I N A T I O N S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L Discuss that in certain cases, that area under a graph may not represent any meaningful quantity. For examples : The area under the distance-time graph. Discuss the formula for finding area under a graph involving : i. a straight line which is parallel to the x-axis. ii. a straight line in the form of y = kx + h iii. a combination of the above. NOTES: v represents speed, t represent time, h and k represent constants. P M S P M Y E A R Use real life situations such as travelling from one place to another by train or by bus. Use examples in social science and economy. N D Emphasise that : gradient = change of distance = speed change of time

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PROBABILITY II 7.1 Probability of an event i. Determine the sample space of an experiment with equally likely outcomes. ii. Determine the probability of an event with equiprobable sample space. iii. Solve problems involving probablity of an event.

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Discuss equiprobable sample space through concrete activities and begin with simple cases such as tossing a fair coin. Use tree diagrams to obtain sample space for tossing E S S P M S T R I A M I D S C H O O L B B R E A K T E S T T E R M E X A M I N A T I O N S L E X A M I N A T I O N S H O L I D A Y S S C H O O L An example of a situation is being chosen to be a member of an exclusive club with restricted conditions. Use tree diagrams 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 i. pengetahuan tentang kebarangkalian berguna untuk diagrams from these tables. Use real life situations to show the relationship between i. A or B and A U B ii. A and B and A B. P M Y E A R M I D T Y E A R H I R D E C O N D N D a fair coin or tossing a fair die activities. The graphing calculator may also be used to simulate these activities. Discuss events that produce P(A ) = 1 and p(A ) = 0. Include events in real life situations such as winning or losing a game and passing or failing an exam.

7.2 Probability of the Complement of an Event i. State the complement of an event in : a. words b. Set notation ii. Find the probability of the complement of an event. 7.3 Probability of combined event i. List the outcomes for event : 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 event : a. A or B b. A and B iii. Solve problems involving probability of combined event. # ENRICHMENT/REMEDIAL EXERCISE #

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8 BEARING 8.1 Bearing 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. 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. iv. State the bearing of point A from point B based on given information. v. Solve problems involving bearing. # ENRICHMENT/REMEDIAL EXERCISE # Y E A R S C H O O L B B R E A K M I D T H I R D T E S T M I D T E R M E X A M I N A T I O N S S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L S P M S P M Y E A R E N D

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Carry out activities or games involving finding directions using a compass, such as treasure hunt or scavenger hunt. It can also be about locating several points on a map. NOTES: Compass angle and bearing are written in three-digit form, from 000 to 360. They are measured in a clockwise direction from north. Due north is considered as bearing 000 . For cases involving degrees and minutes, state in degrees up to one decimal point. Discuss the use of bearing in real life situations. For example, in map reading and navigation. NOTES: Begin with the case where bearing of point B from point A is given.

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EARTH AS A SPHERE 9.1 Longitude i. Sketch a great circle through the north and south poles. ii. State the longitude of a given point. iii. Sketch and label a meridian with the longitude given. iv. Find the difference between two longitude.

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SUGGESTED TEACHING AND LEARNING ACIVITIES


Model such as globes should be used. Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 0. Discuss that :

E S S M E C O T Y E A R S C H O O L B H I R D T E S T M I D T E R M B R E A K E X A M I N A T I O N S N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L I D P M S P M Y E A R N D

i. all points on a meridian have the same longitude ii. there are two meridians on a great circle through both poles iii. Meridians with longitudes xE (or W) and (180- x) W (or E) form a great circle through both poles. Discuss that all points on a parallel of latitude have the same latitude.

9.2 Latitude i. Sketch a circle parallel to the equator. ii. State the latitude of a given points. iii. Sketch and label a parallel of latitude. iv. Find the difference between two latitudes. 9.3 Location of a place i. State the latitude and longitude of a given place. ii. Mark the location of a place. iii. Sketch and label the latitude and longitude of a given place. 9.4 Distance on the surface of the earth i. Find the length of an arc of a great circle in nautical mile, given the subtended angle at the centre of the earth and vice versa. ii. Find the distance between two points measured along a meridian, given the latitudes of both points. iii. Find the latitude of a point given the latitude of another point and the distance between the two points along the same meridian. iv. Find the distance between two points measured along the equator, given the longitudes of both points. v. Find the longitude of a point given the longitude of another point and the distance between the two points along the equator. vi. State the relation between the radius of the earth and the radius of a parallel of latitude.

Use a globe or map to find locations of cities around the world. Use a globe or a map to name a place given its location.

Use the globe to find the distance between two cities or towns on the same meridian.

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Sketch the angle at the centre of the earth that is subtended by the arc between two given points along the equator.

Use models such as the globe to find relationships between the radius of the earth and radii parallel of latitudes.

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vii. State the relation between the length of an arc on the equator between two meridians and the length of the corresponding arc on a parallel of latitude. viii. Find the distance between two points measured along a parallel of latitude. ix. Find the longitude of a point given the longitude of another point and the distance between the two points along a parallel of latitude. x. Find the shortest distance between two points on the surface of the earth. xi. Solve problems involving : a. distance between two points. b. travelling on the surface of the earth. # ENRICHMENT/REMEDIAL EXERCISE #

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SUGGESTED TEACHING AND LEARNING ACIVITIES

Find the distance between two cities or towns on the same parallel of latitude as a group project. E S S M I D T Y E A R S C H O O L B B R E A K H I R D T E S T M I D T E R M E X A M I N A T I O N S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L P M S P M Y E A R N D Use the globe and afew pieces of string to show how to determine the shortest distance between two points on he surface of the earth.

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SUGGESTED TEACHING AND LEARNING ACIVITIES


Use models, blocks or plan and elevation kit.

10 PLANS AND ELEVATIONS 10.1 Ortogonal projection i. Identify ortogonal projection. ii. Draw ortogonal projection, given an object and a plane. iii. Determine the difference between an object and its ortogonal projection with respect to edges and angles. M 10.2 Plans and elevation i. Draw the plan of a solid object. ii. Draw : a. the front elevation b. side elevation of a solid object . iii. Draw : a. the plan b. the front elevation c. the side elevation of a solid object to scale. iv. Solve problems involving plan and elevation. # ENRICHMENT/REMEDIAL EXERCISE # S C H O O L B B R E A K T E S T Y E A R I D T H I R D M I D T E R M E X A M I N A T I O N S S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L S P M S P M Y E A R E N D

Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models into interesting models and draw plans and elevations for these models. Use models to show that it is important to have a plan at least two side elevations to construct a solid object. Carry out group project : Draw plan and elevations of buildings or structures, for examples students' or teacher's 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.

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PANITIA MATEMATIK SMK JUNJONG, 09000 KULIM, KEDAH RANCANGAN PENGAJARAN TAHUNAN MATEMATIK TINGKATAN 5 (2003)
PENGGAL SATU Bil ARAS BIDANG & HASIL PEMBELAJARAN *Pengajaran & Pembelajaran Matematik Menengah Atas - Amalan / Cara Belajar Matematik yang Baik - Kurikulum Semakan 2000 - Format Matematik SPM (Kod :1449) mulai 2003 1 1 ASAS NOMBOR 1.1 Nombor dalam Asas Dua, Asas Lapan & Asas Lima a. Menyatakan sifar, satu, dua, tiga .. sebagai nombor dalam asas : i. dua ii. lapan iii. lima b. Menyatakan nilai sesuatu digit bagi suatu nombor dalam asas : C U T I P E R T E N G A H A N S P E N G G A L I S A T U A T U D U A U J I A N U J I A N P E N G G A L S A T U P E P E R I K S A A N P E N G G A L C U T I JAN FEB MAC APRIL MEI JUN 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

PENGGAL SATU Bil ARAS BIDANG & HASIL PEMBELAJARAN JAN FEB MAC APRIL MEI JUN 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

C U T I P E R T E N G A H A N S P E N G G A L I S A T U A T U D U A U J I A N U J I A N P E N G G A L S A T U P E P E R I K S A A N P E N G G A L C U T I

YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012)


FIRST TERM

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NUMBER BASES 1.1 Number in base two, eight and five By using the number in base two, five and eight to : i. State zero, one, two, three in each base ii. State the value of a digit of each base iii. Write a number in expanded notation for base 2, 5, 8 and 10. iv. Convert a number in base 2 to 5, 2 to 8, 2 to 10, 5 to 8, 5 to 10, 8 to 10 and vice versa. vi. Perform computations involving addition and substraction of two numbers in base 2 # Enrichment / Remedial Excercise #

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KONTRAK LATIHAN OBJ SUB TOPICALTARIKH

2 GRAPH OF FUNCTIONS (II) 2.1 Graphs of functions i. Draw the graph of a : a. Llinear function : y = ax + b , b. Quadratic function : y = ax2+ bx + c, c. Cubic function :y = ax 3 + bx + cx + d and d. Reciprocal function : y = a/x. ii. Find from a graph : a. the value of y , given the value of x, b. the value(s) of x, given a value of y iii. Identify : a. the shape of graph using function b. the type of function, using a graph and vice versa iv. Sketch the graph of a given linear, quadratic , cubic or reciprocal functions. 2.2 Solution of an equation by graphical method i. Find the point(s) of intersection of two graphs , ii. Solve problems by solution of 2 equations

iii. Find solutions using graphical method


2.3 Region representing inequalities i. Determine whether a given point satisfies y = ax + b or y > ax + b or y < ax + b. ii. Identify and shade the region satisfying y > ax + b or y < ax + b. iii. Determine the region which satisfies two or more simultaneous lnear inequalities. # Enrichment / Remedial Excercise # 3 TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) - translations, reflections, rotations and enlargements 3.1 Combination of two transformations i. Determine, draw and state the image of a point under combined transformation iv. Determine whether combined transformation AB is equivalent to BA. v. Specify a transformation which is equivalent to the combination and problem solving. # Enrichment / Remedial Excercise #

YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012)


FIRST TERM

BIL 4 MATRICES
4.1 Matrix

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A1

KONTRAK LATIHAN OBJ SUB TOPICALTARIKH

C U T I

C C U U T T I I S S E E K K OO L L A A H H

i. Form a matrix from given information, Identify a specific element in a matrix and ii. Determine the number of rows, columns and order of a matrix 4.2 Equal matrices - i. Determine whether two matrices are equal. ii. Solve problems involving equal matrices. 4.3 Addition and subtraction on matrices i. Determine whether addition or subtraction can be performed on two given matrices. ii. Find and perform the sum or the difference of two matrices and problem solving. 4.4 Multiplication of a matrix i. Multiply a matrix by a number and problem solving. 4.5 Multiplication of two matrices i. Determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied. iii. Solve matrix equations involving multiplication of two matrices. 4.6 Identity matrix i. Determine whether a given matrix is an identity matrix by multiplying it to another matrix. 4.7 Inverse matrix i. Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix. 4.8 Simultaneous linear equations by using matrices i. Write simultaneous linear equations in matrix form. ii. Find the matrix p in a b p = h using the inverse matrix. q c d q k iii. Solve simultaneous linear equations by the matrix method. iv. Solve problems involving matrices. # Enrichment / Remedial Excercise #

5 VARIATIONS
5.1 Direct variation - y x, 5.2 Inverse variation - y 1/ x and 5.3 Joint variation i. State the changes in a quantity with respect to changes in another quantity. ii. Determine from given information whether a quantity varies directly/ inversely or combined as another quantity. iii. Express the direct/ inverse or joint variation in the form of equation involving two variables. iv. Find the value of a variable in the direct/inverse/joint variation when sufficient information is given. v. Solve problems involving inverse variation for the following cases : # Enrichment / Remedial Excercise #

YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012)


FIRST TERM

BIL

LEARNING AREA /OUTCOMES

JAN

FEB

MARCH

APRIL

MEI

JUNE
y1 x
y
1

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 1 xn xx2
y2

KONTRAK LATIHAN OBJ SUB TOPICALTARIKH

6 GRADIENT AND AREA UNDER GRAPH


6.1 Quantity represented by the gradient of a graph i. State the quantity represented by gradient of a graph. ii. Draw the distance-time graph, given : a. a table of distance-time values b. a relationship between distance and time. 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 relationship between two variables representing certain measurements and state the meaning of its gradient. 6.2 Quantity represented by the area under a graph. i. State the quantity represented by the area under a graph and find the area under a graph. iii. Determine the distance by finding the area under the following types of speed-time graph : a. v = k (uniform speed), b. v = kt and c. v = kt + h or a combination of the above. iv. Solve problems involving gradient and area under a graph. # ENRICHMENT/REMEDIAL EXERCISE #

C U T I T A H U N B A R U

C U T I S E K O L A H

X X X X X X X X X X X X X X X X X

C C U U T T I I S S E E K K OO L L A A H H

7 PROBABILITY II
7.1 Probability of an event i. Determine the sample space, the probability of an event and problem solving. 7.2 Probability of the Complement of an Event i. State the complement of an event in words or standard notation ii. Find the probability of the complement of an event. 7.3 Probability of combined event i. List the outcomes for event : 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 event : a. A or B and b. A and B iii. Solve problems involving probability of combined event. # ENRICHMENT/REMEDIAL EXERCISE #

C I N A

U X X J X X I X X A X X N X X X X 3 X X X X X X X X X X X X X X X X X X
y1 y2 x1 x2

YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012)


FIRST TERM

BIL 8 BEARING

LEARNING AREA /OUTCOMES

JAN

FEB

MARCH

APRIL

MEI

JUNE

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C U T I T A H U N C U T I S E K O L A H B A R U X X X X X X X X X X X X U J I A N 2 S S E E K K OO L L A A H H X X X X X X X C I X X X X X X X X X X X X X C C U U T T I I

y1 x
y
1

1 y x
1 1 xn xx2

KONTRAK LATIHAN OBJ SUB TOPICALTARIKH

y2

8.1 Bearing 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. 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. iv. State the bearing of point A from point B based on given information. v. Solve problems involving bearing. # ENRICHMENT/REMEDIAL EXERCISE # EARTH AS A SPHERE 9.1 Longitude i. Sketch/ labell a meridian with the longitude given ii. Find the difference between two longitude. 9.2 Latitude i. Sketch / state a circle parallel to the equator. ii. Find the difference between two latitudes. 9.3 Location of a place i. State the latitude and longitude of a given place, mark the location and sketch the longitude. 9.4 Distance on the surface of the earth i. Find the length of an arc of a great circle in nautical mile, given the subtended angle at the centre of the earth and vice versa. ii. Find the distance between two points measured along a meridian, given the latitudes of both points. iii. Find the latitude/ longitude of a point given the latitude / longitude of another point and the distance between the two points along the same meridian/ latitude. iv. State the relation between the radius of the earth and the radius of a parallel of latitude. v. Find the shortest distance between two points vi. Problems solving. # ENRICHMENT/REMEDIAL EXERCISE #

1 yn x

y1 y2 x1 x2

SECOND TERM-

R E V I S I O N ( J U L Y - A U G)

TRIAL(AUGUST)

GEMPUR SPM(SEPT-OKT)

S P M ( N O V)

RANCANGAN PENGAJARAN DAN KONTRAKN PEMBELAJARAN TAHUNAN - MATEMATIK TING 4 2012


SEMESTER PERTAMA

BIL 1 BENTUK PIAWAI

BIDANG DAN HASIL PEMBELAJARAN


X x x

JAN

FEB

MARCHAPRIL

MEI

JUNE

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C U T X X x x I T A H X N U B J X A I X R A X U N X 1 X X C I N A X X X X X X X X X 2 U J I A N C U T I S E K O L A H C C U U T T I I S S E E K K OO L L A A H H

KONTRAK LATIHAN OBJ SUB TOPIKAL TARIKH

I. II.

ANGKA BEERTI BENTUK PIAWAI

2 UNGKAPAN DAN PERSAMAAN KUADRATIK

i. ii. iii. iv.

UNGKAPAN KUADRATIK PEMFAKTORAN UNGKAPAN KUADRATIK PERSAMAAN KUADRATIK PUNCA-PUNCA BAGI PERSAMAAN KUADRATIK

X X U

3 SET / HIMPUNAN

I. II. III.

SET Subset, SET SEMESTA DAN PELENGKAP BAGI SET OPERASI KE ATAS SET

4 PENAAKULAN MATEMATIK

i. ii. iii. iv. v. vi.

PERNYATAAN PENGKUANTITI 'SEMUA' DAN 'SEBILANGAN' OPERASI MELIBATKAN 'BUKAN' , 'DAN' DAN 'ATAU'. IMPLIKASI. HUJAH ARUHAN DAN DEDUKSI

5 GARIS LURUS

X X X X X X

i. ii. iii. iv.

KECERUNAN BAGI GARIS LURUS PINTASAN PERSAMAAN GARIS LURUS GARIS-GARIS SELARI

RANCANGAN PENGAJARAN DAN KONTRAK PEMBELAJARAN TAHUNAN - MATEMATIK TING 4 2012


SEMESTER PERTAMA

BIL 6 STATISTIK i. ii. iii. iv. v. 7

BIDANG DAN HASIL PEMBELAJARAN

JAN

FEB

MARCH

APRIL

MEI

JUNE

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C C U T I S E K O L A B A R U H X X X U U C C J J U U I I T T X A A I I X N N T A H U N S S 3 4 E E K K P X OOE X L L R X A A B X H H I X N C A N C JULY U X X J X X I X X A X X N X X AUG C U T I X X S 4 X X E X X K O U U P P P P L L E E E E A A P P P P N N E E E E GG R R R R K K I I I I A A K K K K J J S S S S A A A A N N N N S S S S S S S E E E E E E E K K K K K K K OOOOOOO L L L L L L L A A A A A A A H H H H H H H SEPT OKT NOV G DIS X X X X

KONTRAK LATIHAN OBJ SUB TOPIKAL TARIKH

SELANG KELAS, MOD & MIN BAGI DATA TERKUMPUL HISTOGRAM POLIGON KEKERAPAN KEKERAPAN LONGGOKAN SUKATAN SERAKAN

U T I

KEBARANGKALIAN I i. ii. iii. RUANG SAMPEL PERISTIWA KEBARANGKALIAN SUATU PERISTIWA

BULATAN 111 I. II. III. TANGEN KEPADA BULATAN SUDUT ANTARA TANGEN DAN PERENTAS TANGEN SEPUNYA.

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

9 TRIGONOMETRI II I. II. NILAI BAGI sin , Kos & tan (0 < 360) GRAF BAGI sin, Kos Dan tan.

C C C C C C C U U U U U U U T T T T T T T I I I I I I I

10 SUDUT DONGAKAN DAN SUDUT TUNDUK I. SUDUT DONGAKAN DAN SUDUT TUNDUK

11 GARIS DAN SATAH DALAM TIGA MATRA i. ii. SUDUT ANTARA GARIS DAN SATAH SUDUT ANTARA DUA SATAH

L X X X I I A A A A A X X X H X X X X X X

IHAN CATATAN

IHAN CATATAN

IHAN CATATAN

IHAN CATATAN

V)

IHAN CATATAN

IHAN CATATAN

TARIKH : 10 JAN 2011 (ISNIN) KELAS : 5 AL FARABY (1200-110), 5 AR RAZI (145-220), 5 AKY (1050 - 1125) TOPIK : NUMBER BASES learning area / outcomes : To identify the concept of : 1.1 Number in base two, eight and five a. Convert a number in certain bases to a certain bases : - base 2 to base 5 and vice versa - base 2 to base 8 and vice versa - base 5 to base 8 and vice versa b. perform calculation using base 2 only - addition - substraction Reflections : 5 AFB : 5 ARZ : 5 AKY :

TARIKH : 10 JAN 2011 (ISNIN) KELAS : 4 AL FARABY (8.20 -9.00) TOPIK : standard forms Subtopic : Standard Fprm learning area / outcomes : To identify the concept of : A X 10 index n, where n is integers . Discuss the uses of standard form in everyday life and other area. . Use the scientific calculator to explore standard form. Reflections :

MASA & HARI AHAD ISNIN SELASA RABU KHAMIS

1 730-830 P 740-820

2 3 4 5 6 7 8 830-910 910-950 950-10301030-11001100-11351135-12101210-1245 5AK 5KHW R 820-900 900-940 940-10201020-10501050-11251125-12001200-1235 5AF 4AF E 5AK 5KHW 5 AK 5AF H 5AR 5 KHW A 5AF T 5 AR 4 AF

v. Convert a number to a certain base vi. Perform computations involving: i. Addition ii. Subtraction of two numbers in base two # Enrichment / Remedial Excercise # GRAPH OF FUNCTIONS (II) 2.1 Graphs of functions Explore graphs of functions using graphing calcultor or i. Draw the graph of a :Geometer's Sketchpad. the a. Llinear function : y = ax +characteristics of graphs of functions with Compare the b b. Quadratic function : y = ax 2 + bx + c different values of constants. c. Cubic function :y = ax 3 functions to the following forms : Limit cubic + bx + cx + d

d. Reciprocal function : y = a/x y = ax 3 2 ii. Find from a graph : y = ax + b a. the value of y , given = x 3value of xc y the + bx + b. the value(s) of x, given -x value of+ c y = a 3 + bx y iii. Identify : Emphasise that : a. the shape of graphthe region representing *For using function y < ax + a or y b. the type of function, using b graph> ax + b, and vice versa is drawn as a dashed line . iv. Sketch the graph of athe region representing *For given linear, quadratic, cubic or reciprocal ax + b is the line y = function. 2.2 Solution of an equation by graphical method drawn as a solid line to indicate that i. Find the point(s)all points on theof two graphs. of intersection line using solution ofin the region. ii. Solve problems by y = ax + b are 2 equations
3

SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND iii. Find solutions using graphical method
2.3 Region representing inequalities i. Determine whether a given point satisfies : ii. Determine the position of a given point relative to the equation y = ax + b.

PLAN AND LEARNING CONTRACT y = ax + b5 or y > ax + b or y < ax + b. : FORM MATHEMATICS (2011)

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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 ii. y > ax + b atau y < ax + b b. y > ax + b or y < ax + b v. Determine the region which satisfies two or more simultaneous lnear inequalities.

# Enrichment / Remedial Excercise # TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) - translation - reflection - rotation - enlargement Explore combined transformation using the graphing 3.1 Combination of two transformations calculator, the Geometer's Sketchpad, or the overhead i. Determine the image of an object projector and transparencies.

ii. Draw the image of an object characteristics of an object and its Investigate the iii. State the coordinates under combined transfomation. image of the image of a point under combined transformation Limits isometric transformations to translations, iv. Determine whether combined rotations. reflections and transformation AB is equivalent to combined transformation BA. v. Specify a transformation which is equivalent to the combination of two isometric vi. Solve problems involving transformation.

# Enrichment / Remedial Excercise #

SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND


MATRICES 4.1 Matrix

Emphasise that matrices : - are written in brackets.

i. Form a matrix from given information. x n - the order of matrix - m order of a matrix Discuss equal matrices in terms of :

PLAN AND LEARNING CONTRACT :Determine the number of rows, (2011)matrix. ii. FORM 5 MATHEMATICS columns and is read as "an m by n
iii. Identify a specific element in a matrix. *the order 4.2 Equal matrices *the coresponding elements i. Determine whether two matrices are equal. ii. Solve problems involving equal with not more than Limit to matrices matrices. 4.3 Addition and subtraction on matrices columns. three row and three i. Determine whether addition or subtraction can be performed on two given matrices. ii. Find and perform the sum or the difference . Discuss : of two matrices. *an identity matrix = square matrix ii. Problems solving.*there is only one identity matrix for each order 4.4 Multiplication of a matrix : Discuss i. Multiply a matrix*AI a number. by = A *IA ii. Problems solving.= A 4.5 Multiplication of two matricesof matrix A is denoted A-1. The inverse i. Determine whether two matrices can be multiplied Emphasise that : *if matrix product when of two and state the order of theB is the inversethe matrix A, then matrix A is also the inverse of matix B, AB = BA = I matrices can be multiplied. ii. Find the product of two matrices. can only exist for square matrices, *inverse matrices iii. Solve matrix equations involving multiplication but not all square matrices have inverse matrices of two matrices. Discuss why : 4.6 Identity matrix *the use of inverse matrix is necessary. Relate to solving linear equations of type i. Determine whether a given matrix is an identity ax = b matrix by multiplyingimportant to place the inverse matrix at the right *it is it to another matrix. 4.7 Inverse matrix place on both sides of the equation i. Determine whether ato to 2 matrix is the inverse Limits 2 x unknowns. matrix of another 2 x 2 matrix. ii. Find the inverse matrix of a 2 x 2 matrix using : a. the method of solving simultaneous linear equations. b. a formula.

BIL

SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND

4.8 Simultaneous linear equations by using matrices Simultaneous linear equations ap + bq = h and cp + dq = k i. Write simultaneous linear equations in matrix form. ii. Find the matrixin matrixin p form a is a ph b p = h

PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS c q a ph (2011) = q d


using the inverse matrix. q k method. unknowns.

where a, b, c, d, h and are constants, p and q are iii. Solve simultaneous linear equations bykthe matrix

BIL

iv. Solve problems involving matrices. a p h 1 A 1 k q A # Enrichment / Remedial Excercise # method uses inverse matrix to solve The matrix simultaneous linear equations. VARIATIONS 5.1 Direct variation - y x 5.2 Inverse variationDiscuss1/ x characteristics of the graph using the - y the 5.3 Joint variation graph of y against x when y x . i. State the changes varies directlywithx, the relation is written as If y in a quantity as respect to

y x. changes in another quantity involving inverse variation. For the information whether ii. Determine from givencases y x . limit n to 2, 3 and .
If x , then y = kx where k is as constant of a quantity variesydirectly/ inversely or combined the another quantity. iii. Expressthe direct/ inverse or joint variation in the variation. form of equation involving two variables. Using : = kx , in iv. Find the value ofi.ayvariable or the direct/inverse or
x joint variation whenx sufficient information is given. ii.
y1
1

y2
2

v. Solve problems involving inverse variation for the to get the solution. For following cases : the cases y x .n = 2, 3 and , discuss the - y 1 , characteristics of the graphs of y against x. y 1 , y 1

x2 Discuss the 3 x form of the x 1/2 of y against 1 when y 1. graph 2 - y x ; If varies inversely; as x , the relation is written as y y x ; y x 3 y x 1/2
y 1 x.
1
n

# Enrichment / Remedial Excercise cases For the # yx limit n to 2, 3 and .

SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND

GRADIENT AND AREAexamples GRAPH areas Use UNDER in various 6.1 Quantity represented by the gradientandasocial science. such as technology of graph i. State the quantity represented by gradient Compare and differentiate between ii. Draw the distance-time graph, given : Emphasise that : a. a table of distance-timegradient = change of distance = speed values

PLAN AND LEARNING CONTRACT :of a graph. MATHEMATICS (2011) FORM 5 distance-time graph and speed-time graph.

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b. a relationship between distance and time. change of time iii. Find and interpret the gradient of a distance-timereal life situations such as travelling from Use graph. iv. Find the speed forplace to another by train or by bus. one a period of time from a distance-time graph.in social science and economy. Use examples v. Draw a graph to show that in certain cases, that area under a graph Discuss relationship between two variables representing certain measurementsquantity. may not represent any meaningful and state the meaning of its:gradient. For examples 6.2 Quantity representedarea under the distance-time graph. The by the area under a graph.

i. State the quantity represented by for finding area under a graph Discuss the formula the area under a involving : graph. i. straight ii. Find the area under aagraph. line which is parallel to the x-axis. iii. Determine the distance by finding the areaform of y = kx + h ii. a straight line in the under the following types of speed-time graph : iii. a combination of the above. a. v = k (uniform speed) b. v = kt NOTES: c. v = kt + hv represents speed, d. a combination of the time, t represent above. iv. Solve problems and k represent constants. h involving gradient and area under a graph. # ENRICHMENT/REMEDIAL EXERCISE #

PROBABILITY II
7.1 Probability of an event i. Determine the sample space of an ii. Determine the probability of an event iii. Solve problems involving probablity of an event.

7 SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND


a. words

7.2 Probability of theDiscuss equiprobable sample space through concrete Complement of an Event i. State the complement ofand event in : simple cases such as activities an begin with tossing a fair coin.

PLAN AND LEARNING CONTRACT :b. Set notation tree diagrams(2011) sample space for tossing FORM 5 MATHEMATICS to obtain Use
ii. Find the probability of the complement ofdie activities. a fair coin or tossing a fair an event. Discuss events that produce P(A ) = 1 and

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p(A ) = 0. 7.3 Probability of combined event i. List the outcomes for events: in real life situations such as Include event a. A or B as elementsor losing a game and passing or failing an exam. winning of set A B b. A and Bas elements of set A to show the relationship between Use real life situations B. ii. Find the probability by listing theB i. A or B and A U outcomes ii. A and of the combined eventB: and A B. a. A or B b. A and B An example of a situation is being chosen to be a member of an exclusive club with restricted conditions.

iii. Solve problems involving probability coordinate planes to find all the Use tree diagrams and of combined outcomes of combined events. event. Use two-way classification tables of events from # ENRICHMENT/REMEDIAL EXERCISE # articles or statistical data to find probability newspaper of combined events. Ask students to create tree BEARING 8.1 Bearing diagrams from these tables. NOTES:

i. Draw and label the eight main compass directions : in Compass angle and bearing are written a. north, south, east, west from 000 to 360. They are three-digit form, b. North-east, north-west,asouth-east,direction from north. measured in clockwise south-west. ii. State the compassnorth is considered as bearing 000 . Due angle of any compass direction. For cases involving degrees and minutes, state iii. Draw a diagramdegrees up which shows the in of a point to one decimal point.

direction of Discuss theanotherbearing in real life situations. B relative to use of point A

given the bearing example, in map reading and navigation. For of B from A. iv. State the bearing of point A from point B NOTES: based on given information. case where bearing of point B Begin with the v. Solve problems involving bearing. from point A is given. # ENRICHMENT/REMEDIAL EXERCISE #

SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND


9.1 Longitude

EARTH AS A SPHERE Model such as globes should be used. Introduce the meridian through Greenwich in England i. Sketch a greatas the from north Meridian pole longitude 0. circle Greenwich to south with iii. Sketch/ labell ai. all points on a meridian have the same longitude meridian with the longitude given iv. Find the difference between two longitude. a great circle through ii. there are two meridians on

PLAN AND LEARNING CONTRACT State the longitude of a given point. ii. : FORM 5 MATHEMATICS (2011) Discuss that :

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given. 9.2 Latitude

both poles iii. Meridians with longitudes xE (or W) and

i. Sketch a circle parallel to the equator. (180- x) W (or E) form a great circle ii. State the latitude through both poles. of a given points. iii. Sketch and label a parallel of latitude. a parallel of latitude Discuss that all points on iv. Find the difference between two latitudes. have the same latitude. 9.3 Location of a place a globe or map to find locations of cities Use i. State the latitude and longitude around the world. of a given place. a globe or a map to name a place Use ii. Mark the location of a place. given its location. iii. Sketch / label the latitude and longitude distance between two Use the globe to find the of a place 9.4 Distance on the surface of the earth cities or towns on the same meridian. i. Find the length of an arc of a great circle in of the earth that Sketch the angle at the centre nautical mile, given the subtended angle at the two given points is subtended by the arc between centre of the earth and vice versa. along the equator. ii. Find the distance between suchpoints measuredfind relationships Use models two as the globe to along a meridian, given the radius of of both points.radius between latitudes the earth and iii. Find the latitude/ longitude of a point given the latitude parallel of latitudes. / longitude of another point and the distance between the two points along the same meridian/ latitude. iv. State the relation between the radius of the earth and the radius of a parallel of latitude. v. Find the shortest distance between two points vi. Solve problems involving : a. distance between two points. b. travelling on the surface of the earth. # ENRICHMENT/REMEDIAL EXERCISE #

SUGGESTE D TEACHING AND

SUGGESTE D LEARNING AREA /OUTCOMES TEACHING REVISION FOR SPM / GEMPUR SPM AND

STANDARD FORM

. Discuss the significant of zero in a number. . Discuss the uses of significant figures in everyday life

I. Significan t Figure
and other areas.

II. Standard PLAN AND LEARNING CONTRACT : FORM 4 MATHEMATICS calculator to explore standard form. . Use the scientific (2011) Form QUADRATIC EXPRESSIONS AND EQUATIONS . Discuss the characteristics of quadratic expression or
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equations of the form ax +bx +c=0 where a, b and c

i. Quadrati c Expressio are constants, a 0 and x is an unknown. ns ii. Factorisa tion of Quadrati c Expressio ns . Discuss the various methods to obtained the iii. Quadrati c Equation desired products. Begin with a = 1. s iv. Roots of Quadrati c Equation s . Discuss the number of roots of quadratic equations. SETS
. Discuss the relationship between sets and universal sets. . Discuss why {0} and {} are not empty sets.

I. Set

. Discuss cases with :

II. Subset, Universal set & Comple ment of . A B = , a set III. Operatio ns on Sets
.A B.

MATHEMATI CAL REASONING . Focus on mathematical sentences.


. Identify the statement by finding the truth of the sentences.

i. Stateme . nts ii. Quantifie rs All and Some iii. Operatio n involving Not or No, And and Or in Stateme nts. iv. Implicati on v. Argumen t vi. Deductio n and Induction

THE STRAIGHT LINE


. Discuss the relationship between gradient and tan ; . The steepness of the straight line with different value of gradient

i. Gradient of a Straight . Find the ratio of vertical distance to horizontal distance Line ii. Intercept
. Identify the concept of m, c and x-intercept.

iii. Equation of a straight . Verify that m is gradient, c is y-intercept of a straight line iv. Parallel line with equation y = mx + c lines

9 10 11 1245-120 120-155 155-230 1235-110 110-145 145-220 5AF 5AR 5 AK 4 AF 4 AF

12 13 KLINTEN