Ministry of Education

Malaysia

Integrated Curriculum for Secondary Schools

YEARLY PLAN

ADDITIONAL MATHEMATICS
FORM 5
 LEARNING AREA:
A6
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Form 5
POINTS TOWEEK
NOTE

LEARNING OUTCOMES POINTS TO NOTE

Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

1 Understand and use Use examples from real-life
the concept of arithmetic situations, scientific or graphing
progression. calculators and computer
software to explore arithmetic
progressions.
(i) Identify characteristics of Begin with sequences to
arithmetic progressions. introduce arithmetic and
geometric progressions.
(ii) Determine whether a given
sequence is an arithmetic Include examples in
progression. algebraic form.
(iii) Determine by using formula:
a) specific terms in arithmetic
progressions,
b) the number of terms in
arithmetic progressions.
(iv) Find:
a) the sum of the first n terms of
arithmetic progressions,
b) the sum of a specific number Include the use of the
of consecutive terms of
arithmetic progressions, formula Tn = S n − S n

c) the value of n, given the sum

of the first n terms of
−1
arithmetic progressions,
(v) Solve problems involving
arithmetic progressions.

Include problems
involving real-life
situations.

1
 LEARNING AREA:
A6
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Form 5
POINTS TO NOTE
WEEK

LEARNING OUTCOMES POINTS TO NOTE

Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

2 Understand and use the Use examples from real-life
concept of geometric situations, scientific or graphing
progression. calculators; and computer
software to explore geometric
progressions.
(i) Identify characteristics of Include examples in
geometric progressions. algebraic form.
(ii) Determine whether a given
sequence is a geometric
progression.

(iii) Determine by using formula:

a) specific terms in
geometric progressions,
b) the number of terms in
geometric progressions.

(iv) 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,

2
 LEARNING AREA:
A6
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Form 5
POINTS TO NOTE
WEEK

LEARNING OUTCOMES POINTS TO NOTE

Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

Discuss:
(v) Find:
a) the sum to infinity of As n → ∞ , rn Æ 0
a
geometric progressions, then S∞ = 1 – r
b) the first term or common Sinfinity”.
∞ read as “sum to
ratio, given the sum to infinity
of geometric progressions.
Include recurring decimals.
Limit to 2 recu r ring digits
. ..
such as 0.3, 0.15, …

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

3
 LEARNING AREA:
A7
LEARNING OBJECTIVES
Pupils will be taught to…
1 Understand and use the
concept of lines of best fit.
2 Apply linear law to non-
linear relations.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Use examples from real-life
situations to introduce the
concept of linear law.
Use graphing calculators or
computer software such as
Geometer’s Sketchpad to
explore lines of best fit.
LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be able to…
(i) Draw lines of best fit by Limit data to linear
inspection of given data. relations between two
variables.
(ii) Write equations for lines of best
fit.
(iii) Determine values of variables
from:
a) lines of best fit,
b) equations of lines of best fit.
(i) Reduce non-linear relations to
linear form.
(ii) Determine values of constants
of non-linear relations given:
a) lines of best fit,
b) data.
(iii) Obtain information from:
a) lines of best fit,
b) equations of lines of best fit.
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LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

1 Understand and use the Use computer software such as
concept of indefinite Geometer’s Sketchpad to
integral. explore the concept of
integration.
(i) Determine integrals by reversing Emphasise constant of
differentiat ion. integration.
n
(ii) Determine integrals of ax , where
a is a constant and n is an integer,
∫
ydx read as “integration
of y with respect to x”
n ≠ –1.

(iii) Determine integrals of algebraic

expressions.

(iv) Find constants of integration, c, in

indefinite integrals.

(v) Determine equations of curves

from functions of gradients.

(vi) Determine by substitution the Limit integration of

integrals of expressions of the
n
∫ u n dx,
form (ax + b) , where a and b are
where u = ax + b.
constants, n is an integer and
n ≠ –1.

5
 C2
LEARNING OBJECTIVES
Pupils will be taught to…
2 Understand and use the
concept of definite integral.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Use scientific or graphing
calculators to explore the
concept of definite integrals.
Use computer software and
graphing calculator to explore
areas under curves and the
significance of positive and
negative values of areas.
Use dynamic computer
software to explore volumes of
revolutions.
LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be able to…
(i) Find definite integrals of Include
algebraic expressions. b b
∫ kf ( x)dx = k ∫
a a
f ( x)dx
b a
∫ f ( x)dx = −
∫ f ( x)dx
a b
(ii) Find areas under curves as the Derivation of formulae not
limit of a sum of areas. required.
(iii) Determine areas under curves Limit to one curve.
using formula.
(iv) Find volumes of revolutions when
Derivation of formulae not
region bounded by a curve is required.
rotated completely about the
a) x-axis,
b) y-axis
as the limit of a sum of volumes.
(v) Determine volumes of revolutions
using formula.
Limit volumes of
revolution about the
x-axis or y-axis.
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LEARNING AREA:

LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES

Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

1 Understand and use the Use examples from real-life (i) Differentiate between vector and Use notations:
→
concept of vector. situations and dynamic computer scalar quantities. Vector: a, AB, a, AB.
~
software such as Geometer’s Magnitude:
Sketchpad to explore vectors. (ii) Draw and label directed line →
|a|, |AB|, |a|, |AB|.
segments to represent vectors. ~

(iii) Determine the magnitude and Zero vector: 0

~
direction of vectors represented
by directed line segments. Emphasise that a zero
vector has a magnitude of
zero.
Emphasise negative
vector:
→ →
(iv) Determine whether two vectors −AB = BA
are equal.
(v) Multiply vectors by scalars. Include negative scalar.

7
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LEARNING AREA:

LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES

Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

(vi) Determine whether two vectors Include:

are parallel. a) collinear points
b) non-paral lel
non-zero vectors.

Emphasise:
If a and b are not
~ ~
parallel and ha = kb, then
~
h = k = 0. ~

2 Understand and use the Use real-life situations and
concept of addition and manipulative materials to
subtraction of vectors. explore addition and
subtraction of vectors.
(i) Determine the resultant vector of
two parallel vectors.
(ii) Determine the resultant vector of
two non-parallel vectors using:
a) triangle law,
b) parallelogram law.

(iii) Determine the resultant vector of

three or more vectors using the
polygon law.

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LEARNING AREA:

LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES

Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

(iv) Subtract two vectors which are: Emphasise:

a) Parallel,
a~ – ~b = ~a + (−~b)
b) non-parallel.
(v) Represent a vector as a
combination of other vectors.
(vi) Solve problems involving
addition and subtraction of
vectors.

3 Understand and use Use computer software to (i) Express vectors in the form: Relate unit vector ~i and j
explore vectors in the Cartesian ~
vectors in the Cartesian a) x i + to Cartesian coordinates.
~
plane. plane. yj
~
Emphasise:
⎛x⎞ ⎛1⎞
b) ⎜ ⎟ . Vector i = ⎜⎟ and
~ ⎝0⎠
⎝y⎠
⎛0⎞
Vector j = ⎜ ⎟
~ ⎝1⎠

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 G2
LEARNING AREA:

LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES

Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

(ii) Determine magnitudes of vectors. For learning outcomes 3.2

(iii) Determine unit vectors in given to 3.7, all vectors are given
directions. in the form
(iv) Add two or more vectors. ⎛x⎞
xi + yj or ⎜ ⎟.
(v) Subtract two vectors. ⎝y⎠
~ ~
(vi) Multiply vectors by scalars.
(vii) Perform combined operations on
vectors.
Limit combined operations
to addition, subtraction
and multiplication of
vectors by scalars.

(viii) Solve problems involving vectors.

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 T2
LEARNING OBJECTIVES
Pupils will be taught to…
1 Understand the concept
of positive and negative
angles measured in degrees
and radians.
2 Understand and use the
six trigonometric functions
of any angle.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Use dynamic computer
software such as Geometer’s
Sketchpad to explore angles in
Cartesian plane.
Use dynamic computer
software to explore
trigonometric functions in
degrees and radians.
Use scientific or graphing
calculators to explore
trigonometric functions of any
angle.
LEARNING OUTCOMES
Pupils will be able to…
(i) Represent in a Cartesian plane,
angles greater than 360o or 2π
radians for:
a) positive angles,
b) negative angles.
(i) Define sine, cosine and tangent of
any angle in a Cartesian plane.
(ii) Define cotangent, secant and
cosecant of any angle in a
Cartesian plane.
(iii) Find values of the six
trigonometric functions of any
angle.
(iv) Solve trigonometric equations.
11
POINTS TO NOTE
Form 5
WEEK
POINTS TO NOTE
Use unit circle to
determine the sign of
trigonometric ratios.
Emphasise:
sin θ = cos (90o – θ)
o
cos θ = sin (90 – θ)
tan θ = cot (90o – θ)
cosec θ = sec (90o – θ)
sec θ = cosec (90o – θ)
cot θ = tan (90o – θ)
Emphasise the use of
triangles to find
trigonometric ratios for
o o
special angles 30 , 45 and
o
60 .
 T2
SUGGESTED TEACHING AND
POINTS TO NOTE
Form 5
LEARNING OBJECTIVES LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

3 Understand and use Use examples from real-life
graphs of sine, cosine and situations to introduce graphs
tangent functions. of trigonometric functions.
Use graphing calculators and
dynamic computer software
such as Geometer’s Sketchpad
to explore graphs of
trigonometric functions.
(i) Draw and sketch graphs of
trigonometric functions:
a) y = c + a sin bx,
b) y = c + a cos bx,
c) y = c + a tan bx
where a, b and c are constants
and b > 0.
Use angles in
a) degrees
b) radians, in terms of π.
Emphasise the
characteristics of sine,
cosine and tangent graphs.
Include trigonometric
functions involving
modulus.

(ii) Determine the number of Exclude combinations of

solutions to a trigonometric trigonometric functions.
equation using sketched graphs.

(iii) Solve trigonometric equations

using drawn graphs.

12
 T2
SUGGESTED TEACHING AND
LEARNING OBJECTIVES
Pupils will be taught to… LEARNING ACTIVITIES
4 Understand and use Use scientific or graphing
basic identities. calculators and dynamic
computer software such as
Geometer’s Sketchpad to
explore basic identities.
5 Understand and use Use dynamic computer
addition formulae and software such as Geometer’s
double-angle formulae. Sketchpad to explore addition
formulae and double-angle
formulae.
POINTS TO NOTE
Form 5
LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be able to…
(i) Prove basic identities: Basic identities are also
2 2
a) sin A + cos A = 1, known as Pythagorean
2 2
identities.
b) 1 + tan A = sec A,
2 2
c) 1 + cot A = cosec A.
(ii) Prove trigonometric identities Include learning outcomes
using basic identities. 2.1 and 2.2.
(iii) Solve trigonometric equations
using basic identities.
(i) Prove trigonometric identities Derivation of addition
using addition formulae for formulae not required.
sin (A ± B),
tan B). cos (A ± B) and Discuss half-angle
(ii) Derive double-angle formulae for
formulae.
sin 2A, cos 2A and tan 2A.
(iii) Prove trigonometric identities
using addition formulae and/or
double-angle formulae. Exclude
a cos x + b sin x = c,
(iv) Solve trigonometric equations.
where c ≠ 0.
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 S2
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Pupils will be taught to… LEARNING ACTIVITIES
1 Understand and use the
concept of permutation.
Use manipulative materials to
explore multiplication rule.
Use real-life situations and
computer software such as
spreadsheet to explore
permutations.
LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be able to…
For this topic:
a) Introduce the concept
by using numerical
examples.
b) Calculators should only
be used after students
have understood the
concept.
(i) Determine the total number of Limit to 3 events.
ways to perform successive
events using multiplication rule.
(ii) Determine the number of Exclude cases involving
permutations of n different identical objects.
objects. Explain the concept of
permutations by listing all
possible arrangements.
Include notations:
a) n! = n(n – 1)(n – 2)
…(3)(2)(1)
b) 0! = 1
n! read as “n factorial”.
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 S2
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

(iii) Determine the number of Exclude cases involving

permutations of n different objects arrangement of objects in
taken r at a time. a circle.
(iv) Determine the number of
permutations of n different objects
for given conditions.
(v) Determine the number of
permutations of n different objects
taken r at a time for given
conditions.

2 Understand and use the Explore combinations using (i) Determine the number of Explain the concept of
concept of combination. real-life situations and combinations of r objects chosen combinations by listing all
computer software. from n different objects. possible selections.

(ii) Determine the number of Use examples to illustrate

n
combinations r objects chosen n Pr
Cr =
from n different objects for given r!
conditions.

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 S3
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

1 Understand and use the Use real-life situations to (i) Describe the sample space of an Use set notations.
concept of probability. introduce probability.
experiment.
Use manipulative materials,
computer software, and (ii) Determine the number of
scientific or graphing outcomes of an event.
calculators to explore the
concept of probability. (iii) Determine the probability of an Discuss:
event. a) classical probability
(theoretical
probability)
b) subjective probability
c) relative frequency
probability
(experimental
probability).
Emphasise:
Only classical probability
is used to solve problems.
Emphasise:
P(A ∪Venn
using B) = P(A
P(A)∩+ B)
P(B) –
diagrams.
(iv) Determine the probability of two
events:
a) A or B occurring,
b) A and B occurring.

16
 S3
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

2 Understand and use the Use manipulative materials and
concept of probability of graphing calculators to explore
mutually exclusive events. the concept of probability of
mutually exclusive events.
Use computer software to
simulate experiments involving
probability of mutually
exclusive events.
(i) Determine whether two events are
mutually exclusive.
(ii) Determine the probability of two
or more events that are mutually
exclusive.
Include events that are
mutually exclusive and
exhaustive.
Limit to three mutually
exclusive events.

3 Understand and use the Use manipulative materials and
concept of probability of graphing calculators to explore
independent events. the concept of probability of
independent events.
Use computer software to
simulate experiments involving
probability of independent
events.
(i) Determine whether two events are Include tree diagrams.
independent.
(ii) Determine the probability of two
independent events.
(iii) Determine the probability of three
independent events.

17
 S4
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Pupils will be taught to… LEARNING ACTIVITIES
1 Understand and use the Use real-life situations to
concept of binomial introduce the concept of
distribution. binomial distribution.
Use graphing calculators and
computer software to explore
binomial distribution.
LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be able to…
(i) List all possible values of a
discrete random variable.
(ii) Determine the probability of an Include the characteristics
event in a binomial distribution. of Bernoulli trials.
For learning outcomes 1.2
and 1.4, derivation of
formulae not required.
(iii) Plot binomial distribution graphs.
(iv) Determine mean, variance and
standard deviation of a binomial
distribution.
(v) Solve problems involving
binomial distributions.
18
 S4
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Pupils will be taught to… LEARNING ACTIVITIES
2 Understand and use the Use real-life situations and
concept of normal computer software such as
distribution. statistical packages to explore
the concept of normal
distributions.
LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be able to…
(i) Describe continuous random
variables using set notations.
(ii) Find probability of z-values for Discuss characteristics
standard normal distribution. of:
a) normal distribution
graphs
b) standard normal
distribution graphs.
Z is called standardised
variable.
(iii) Convert random variable of Integration of normal
normal distributions, X, to distribution function to
standardised variable, Z. determine probability is
not required.
(iv) Represent probability of an
event using set notation.
(v) Determine probability of an event.
(vi) Solve problems involving
normal distributions.
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 AST2
SUGGESTED TEACHING AND
LEARNING OBJECTIVES
Pupils will be taught to… LEARNING ACTIVITIES
1 Understand and use
the concept of
displacement.
Use real-life examples, graphing
calculators and computer
software such as Geometer’s
Sketchpad to explore
displacement.
POINTS TO NOTE
Form 5
LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be able to…
Emphasise the use of the
following symbols:
s = displacement
v = velocity
a = acceleration
t = time
where s, v and a are
functions of time.
(i) Identify direction of displacement Emphasise the difference
of a particle from a fixed point. between displacement and
distance.
(ii) Determine displacement of a Discuss positive, negative
particle from a fixed point. and zero displacements.
Include the use of number
line.
(iii) Determine the total distance
travelled by a particle over a time
interval using graphical method.
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 AST2
SUGGESTED TEACHING AND
POINTS TO NOTE
Form 5
LEARNING OBJECTIVES LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

2 Understand and use the Use real-life examples, graphing
concept of velocity. calculators and dynamic
computer software such as
Geometer’s Sketchpad to explore
the concept of velocity.
(i) Determine velocity function of a Emphasise velocity as the
particle by differentiatio n. rate of change of
displacement.
Include graphs of velocity
functions.

(ii) Determine instantaneous velocity Discuss:

of a particle.
(iii) Determine displacement of a
particle from velocity function by
integration.
a) uniform velocity
b) zero instantane ous
velocity
c) positive velocity
d) negative velocity.

21
 AST2
SUGGESTED TEACHING AND
LEARNING OBJECTIVES
Pupils will be taught to… LEARNING ACTIVITIES
3 Understand and use the Use real-life examples and
concept of acceleration. computer software such as
Geometer’s Sketchpad to explore
the concept of acceleration.
POINTS TO NOTE
Form 5
LEARNING OUTCOMES WEEK
POINTS TO NOTE
Pupils will be able to…
(i) Determine acceleration function Emphasise acceleration as
of a particle by differentiat ion. the rate of change of
velocity.
(ii) Determine instantaneous Discuss:
acceleration of a particle. a) uniform
acceleration
(iii) Determine instantaneous velocity b) zero acceleration
of a particle from acceleration c) positive
function by integration. acceleration
d) negative
(iv) Determine displacement of a acceleration.
particle from acceleration
function by integration.
(v) Solve problems involving motion
along a straight line.
22
 LEARNING AREA:
ASS2
LEARNING OBJECTIVES
Pupils will be taught to…
1 Understand and use the
concept of graphs of linear
inequalities.
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
Use real-life examples,
graphing calculators and
dynamic computer software
such as Geometer’s Sketchpad
to explore linear programming.
LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be able to…
(i) Identify and shade the region on Emphasise the use of solid
the graph that satisfies a linear lines and dashed lines.
inequality.
(ii) Find the linear inequality that
defines a shaded region.
(iii) Shade region on the graph that Limit to regions defined
satisfies several linear by a maximum of 3 linear
inequalitie s. inequalities (not including
the x-axis and y-axis).
(iv) Find linear inequalities that define
a shaded region.
23
 LEARNING AREA:
ASS2
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be taught to… LEARNING ACTIVITIES Pupils will be able to…

2 Understand and use the (i) Solve problems related to linear

concept of linear programming by:
programming. 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 values refer to
optimum value of the maximum or minimum
objective function. values.
Include the use of vertices
to find the optimum value.

24
 LEARNING AREA:
ASS2
LEARNING OBJECTIVES SUGGESTED TEACHING AND
Pupils will be taught to… LEARNING ACTIVITIES
1 Carry out project work. Use scientific calculators,
graphing calculators or
computer software to carry out
project work.
Pupils are allowed to carry out
project work in groups but
written reports must be done
individually.
Pupils should be given the
opportunities to give oral
presentations of their project
work.
LEARNING OUTCOMES
Form 5
POINTS TO NOTE WEEK
Pupils will be able to…
(i) Define the problem/situation to be Emphasise the use of
studied. Polya’s four-step problem-
solving process.
(ii) State relevant conjectures.
(iii) Use problem-solving strategies to Use at least two problem-
solve problems. solving strategies.
(iv) Interpret and discuss results.
(v) Draw conclusions and/or
generalisations based on critical
evaluation of results.
(vi) Present systematic and Emphasise reasoning and
comprehensive written reports. effective mathematical
communication.
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