# CHAPTER 1– NUMBER BASES

LEARNING AREA Number Bases LEARNING OBJECTIVES LEARNING OUTCOMES Students will be able to: (i) State zero, one, two, three,…, as a number in base: a) two b) eight c) five (ii) State the value of a digit of a number in base: a) two b) eight c) five (iii) Write a number in base: a) two b) eight c) five in expanded notation. SUGGESTED TEACHING & LEARNING ACTIVITIES Use models such as a clock face or a counter which uses a particular number base. Number base blocks of twos, eights and fives can be used to demonstrate the value of a number in the respective number bases. For example: 2435

MATHEMATICS 5
MORAL VALUES Systematic Rational Accurate Emphasise the ways to read numbers in various bases. Examples : • 1012 is read as “one zero one base two” • 72058 is read as “seven two zero five base eight” • 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 : • 101102= 1×24 + 0×23 + 1×22 + 1×21 + 0×20 • 3258 = 3×82 +2×81 + 5×80 • 30415 = 3×53 + 0×52 + 4×51 + 1×50 Expanded notation POINTS TO NOTE / VOCABULARY

WEEKS

GENERICS ICT Contextual learning Cooperative learning

CCTS

Students will be taught to: 1. Understand and use the concept of number in base two, eight and five.

Conceptual Compare and contrast

2

4

3

Discuss • digits used • place values in the number system with a particular number base.

1

CHAPTER 1– NUMBER BASES
LEARNING AREA LEARNING OBJECTIVES Students will be taught to: LEARNING OUTCOMES Students will be able to: iv) convert a number in base : a) two b) eight c) five to a number in base ten and vice versa. v) convert a number in a certain base to a number in another base. SUGGESTED TEACHING & LEARNING ACTIVITIES Number base blocks of twos, eights and fives can also be used here. For example, to convert 1010 to a number in base two, use the concept of least number of blocks (23), tiles (22), rectangles (21) and squares (20). In this case, the least number of objects needed here are one block, zero tiles, one rectangle and zero squares. So, 1010 = 10102. Discuss the special case of converting a number in base two directly to a number in base eight and vice versa. For example, convert a number in base two directly to a number in base eight through grouping of three consecutive digits. Perform addition and subtraction in the conventional manner. For example : 1010 + 110 Contextual Learning Communicat ion Method of Learning Evaluation Arrange sequentially Using algorithm and relationship

MATHEMATICS 5
MORAL VALUES Systematic Consistent POINTS TO NOTE / VOCABULARY Perform repeated division to convert a number in base ten to a number in other bases. For example, convert 71410 to a number in base five : 5)714 5)142---4 5) 28---2 5) 5---3 5) 1---0 0---1 ∴ 71410 = 103245 Limit conversion of numbers to base two, eight and five only.

WEEKS

GENERICS ICT Contextual learning Cooperative learning

CCTS

Identify patterns Identify relations Arrange sequentially

Students will be taught to:

Students will be able to: (vi) Perform computations involving : a) addition b) subtraction of two numbers in base two

Appreciatio n of technology Cooperation Prudence

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CHAPTER 2 – GRAPHS OF FUNCTIONS II
LEARNING AREA
Graphs of functions

MATHEMATICS 5
SUGGESTED TEACHING & LEARNING ACTIVITIES
Explore graphs of functions using graphing calculator or the Geometer’s Sketchpad. Compare the characteristics of graphs of functions with different values of constants. For example :

WEEKS

LEARNING OBJECTIVES
Students will be taught to: 2.1 Understand and use the concept of graphs of functions.

LEARNING OUTCOMES
Students will be able to: (i) Draw the graph of a ; a) linear function; y = ax + b , where a and b are constants b) quadratic function; 2 y = ax + bx + c , where a, b and c are constants, a ≠ 0 c) cubic function : 3 2 y = ax + bx + cx + d , where a,b,c and d are constants, a≠0 d) reciprocal function :
, where a is a x constants, a≠0. y= a

GENERICS
Constructivism Mastery learning Self-access learning

CCTS
Concept constructivis m Compare and contrast Analising Mental visualization Relationship

MORAL VALUES
Punctuality Awareness Systematic Neatness

POINTS TO NOTE / VOCABULARY
Limit cubic functions to the following forms: 3 y = ax 3 y = ax + b 3 y = ax + bx + c

A

(ii) Find from a graph : a) the value of y , given a value of x b) the value(s) of x , given a value of y.

B Graph B is broader than graph A and intersects the vertical axis above the horizontal axis.

Students will be taught to:

Students will be able to: iii) Identify: a) the shape of graph given a type of function b) the type of function given a graph c) the graph given a function and vice versa. LEARNING OUTCOMES

WEEKS

LEARNING AREA

LEARNING OBJECTIVES

As reinforcement, let students play a game; for example, matching card of graphs with their respective function. When the students have their matching partners, ask them to group themselves into four groups of types of functions. Finally, ask each group to name the type of function that is depicted on the SUGGESTED TEACHING & cards. LEARNING ACTIVITIES

- Mastery learning Cooperative learning. - Contextual learning GENERICS

- Comparing - Accuracy & - Systematic differentiatin g - Classifying - Identifying patterns MORAL VALUES

CCTS

For graph of cubic function, limit to y = ax3 and y = ax3 + b. For graph of quadratic function limit to y = ax2 + b and quadratic function which can be factorise to ( mx + n) ( px + q) where m .n.p POINTS TO NOTE / and q are integers VOCABULARY

3

Graphs of reciprocal function For graph of cubic function. Students will be taught to: Students will be able to: 2.Identifying relation . (ii)Identifyin g relations.Mental visualization (i)Identifyin g patterns.cubic or reciprocal function.2 Understand and use the concept of the solution of an equation by graphical methods. Involve everyday problems. (iv)Represe nting and interpret ing data.Graph of linear function . i) Find the point(s) of intersection of two graphs.Systematic .Graph of cubic function .To draw a graph - - Coopera tive learning Constru ctivisme Use the traditional graph plotting exercise if the graphing calculator or the Sketchpad is unavailable. Explore using graphing calculator or the Geometer’s Sketchpad to relate the xcoordinate of a point of intersection of two appropriate graph to the solution of a given equation.CHAPTER 2 – GRAPHS OF FUNCTIONS II MATHEMATICS 5 . . . Make generalization about the point(s) of intersection of the two graphs.quadratic.Graph of quadratic function .Neatness .To sketch a graph . (iii)Recogniz ing and representi ng.Precise . limit to y = ax3 and y = ax3 + b iv) Sketch the graph of a given linear.Graphs of function .Self access learning . -Rationale -Diligence -Systematic -Accuracy WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS CCTS MORAL VALUES POINTS TO NOTE / VOCABULARY 4 . (iii) Solve problems involving solution of an equation by graphical method. (ii) Obtain the solution of an equation by finding the point(s) of intersection of two graphs.

5 . include situations involving y > ax + b or y < ax + b ii) Determine the position of a given point relative to the equation y < ax + b .For the region representing 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.For the region representing y > ax + b or y < ax + b .3. x ≥ a . x<a region dashed line y = ax + b iii) Identify the region satisfying y > ax + b or y < ax + b iv) Shade the regions representing the inequalities Use the Sketchpad or graphing calculator to explore points relative to a graph to make generalization about regions satisfying the given inequalities.3 Understand and use the concept of the region representing in inequalities in two variables Students will be able to: i) Determine whether a given point satisfies : y = ax + b or Discuss that if one point in a region satisfies y > ax + b or Enquirydiscovery Constructivis m Identifying patterns Systematic Determinati on Making inferences MATHEMATICS 5 For learning Objectives 2.CHAPTER 2 – GRAPHS OF FUNCTIONS II Students will be taught to: 2. x = a. Solid line > ax + b or y < ax + b b) y ≥ ax + b or y ≤ ax + b a) y v) Determine the region which satisfies two or more simultaneous linear inequalities. Emphasise that: . . then all point in the region satisfies the same inequalities. x > a. x ≤ a.the line y = ax + b is drawn as a dashed line to indicate that all points on the line are not in the region.

two enlargements. Identifying Relation Investigated the characteristics of and object and its image under combined transformation Contextual Learning Multiple Intelligence theory Drawing Diagrams Identifying Relation Systematic iv. followed by a line and a object ii. or the overhead projector and transparencies.1 Understand and use the concept of combination of two transformations. an enlargement and an isometric transformation. Explore combined transformation using the graphing calculator. TRANSFORM ATIONS III LEARNING OBJECTIVES Students will be taught to: 3. Draw the image of and object under combination of two transformations. SUGGESTED TEACHING & LEARNING ACTIVITIES Relate to transformations in real life situations such as tessellation patterns on walls. Determine the image of an object under combination of two isometric transformations. b. the geometer’s Sketchpad. Constructivi sm Contextual Learning Identifying Relation Arranging Sequentially Diligence Accuracy Consistent Combined transformation. Determine the image of an object under combination of a. ceilings or floors GENERICS Constructivi sm Contextual Learning CCTS Identifying relations Characterizi ng MORAL VALUES Systematic Determinati on Accuracy POINTS TO NOTE / VOCABULARY Begin with a point. Mastery Learning Comparing and Differentiati ng Interpreting Rules and Regulations Self Confidence Neatness Limit isometric transformations to translations. State the coordinates of the image of a point under combined transformation.CHAPTER 3 – TRANSFORMATIONS III MATHEMATICS 5 WEEKS LEARNING AREA 3. 6 . iii. LEARNING OUTCOMES Students will be able to: i. reflections and rotations.

Specify two successive transformation in a combined transformation given the object and the image Carry out projects to design patterns using combined transformations that can be used as decorative purposes. Mastery Learning ICT Using Analogies Working Out Mentally Honesty Cooperation Limit the equivalent 7 . Specify a transformation which is equivalent to the combination of two isometric transformations. Mastery Learning Identifying Patterns Identifying Relation Logical Reasoning Representin g and Interpreting Data Systematic Hardworkin g Specify vii. Use the Sketchpad to prove the single transformation which is equivalent to the combination of two isometric transformations.CHAPTER 3 – TRANSFORMATIONS III LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES v. Determine whether combined transformation AB is equivalent to combined transformation BA SUGGESTED TEACHING & LEARNING ACTIVITIES MATHEMATICS 5 MORAL VALUES Rational Cautious POINTS TO NOTE / VOCABULARY Equivalent WEEKS GENERICS Multiple Intelligence CCTS Comparing and Differentiati ng Identifying Relation vi. These projects can then be presented in classroom with the students describing or specifying the transformations involved.

Constructing a kaleidoscope.CHAPTER 3 – TRANSFORMATIONS III LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES viii. SUGGESTED TEACHING & LEARNING ACTIVITIES a. b. How to make a frieze or strip pattern. MATHEMATICS 5 MORAL VALUES Sharing Rational Diligence POINTS TO NOTE / VOCABULARY WEEKS GENERICS Mastery Learning ICT CCTS Find all possible solution Using Analogies Drawing Diagram Working out Mentally 8 . Solve problems involving transformation.

2 Understand and use the concept of equal matrices. row matrix. Matrix. LEARNING OUTCOMES Students will be able to: i) form a matrix from given information. 4. Accurate Mastery learning Use students sitting positions in the classroom by rows and columns to identify a student who is sitting in a particular row and in a particular column as a concrete example. Discuss equal matrices in terms of : a) the order b) the corresponding elements Mastery learning Using algorithm and relationship Comparing and differentiatin g Systematic Accurate Equal matrices Including finding values of unknown elements. column matrix. in table form Constructivis m and then in matrix form. the price of food on a menu.CHAPTER 4 – MATRICES LEARNING AREA Matrices LEARNING OBJECTIVES Students will be taught to: 4. 9 . MATHEMATICS 5 MORAL VALUES Neatness and systematic POINTS TO NOTE / VOCABULARY Emphasize that matrices are written in bracket. ii) Solve problems involving equal matrices. square matrix WEEKS CCTS Arranging sequentially Collecting and handling data 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. i) Determine whether two matrices are equal. SUGGESTED TEACHING & GENERICS LEARNING ACTIVITIES Contextual Represent data in real life learning situations.1 understand and use the concept of matrix. Identifying patterns Identifying patterns Emphasize that a matrix of order m x n is read as ‘an m by n matrix’ Systematic Use row number and column number to specify the position of an element. for example.

ii) Express a given matrix as a multiplication of another matrix by a number.CHAPTER 4 – MATRICES LEARNING AREA LEARNING OBJECTIVES 4. MATHEMATICS 5 MORAL VALUES Cooperation Rationale Confidence Using algorithm and relationship Problem solving Systematic Limit to matrices with not more than three rows and three columns. iv) Solve matrix equation involving addition and subtraction Contextual learning Multiple intelligences Mastery learning Future studies SUGGESTED TEACHING & LEARNING ACTIVITIES Relate to real life situations such as keeping scores of metals.3 Perform addition and subtraction on matrices. iii) Perform addition and subtraction on a few matrices. iii) Perform calculation on matrices involving addition. LEARNING OUTCOMES i) Determine whether addition or subtraction can be performed on two given matrices. Relate to real life situations such as in industrial productions Mastery learning Constructivis m Contextual learning Self-access learning Multiplying a matrix by a number is known as scalar multiplication systematic 10 . POINTS TO NOTE / VOCABULARY WEEKS GENERICS Self-access learning Constructivi sm Mastery learning Communicat ion method of learning CCTS Comparing and differentiati ng Using algorithm and relationship Analyzing Making inferences Problem solving Evaluating Using algorithm and relationship Conceptuali ze and finding all possible solutions Include finding values of unknown elements/matrix equation 4. subtraction and scalar multiplication. i) Multiply a matrix by a number. ii) Find the sum or the difference of two matrices. tally or points in sport.4 perform multiplication of a matrix by a number.

Solve matrix equations involving multiplication of two matrices. Limit to matrices with not more than three rows and three columns.CHAPTER 4 – MATRICES MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES iv) Solve matrix equations involving addition. SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS Self-access learning Constructivis m Self-access learning • Constructi vism • ICT • Cooperati ve • Learning CCTS Evaluating and problems solving MORAL VALUES POINTS TO NOTE / VOCABULARY Include finding the values of unknown elements 4.5 Perform multiplication of two matrices i. subtraction and scalar multiplication. 11 . Limit to two unknown elements. iii. Find the product of two matrices For matrices A and B . The order of the matrices : (m x n) x (n x s) = (m x s) ii. Determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied. discuss the relationship between AB and BA. • Identifyin g patterns • Arranging sequentiall y • Recognizi ng and representin g • Making generalizati on • classifying • Determin ation • Systemat ic • Consiste nt • Diligence • Neatness The number of columns of first matrix must be same with the number of rows of second matrix. Relate to real life situations such as finding the cost of a meal in a restaurant.

iii) Perform calculation involving identity matrices.matrix for each order. For 12 . WEEKS GENERICS • Contextual learning CCTS • Making generalizati on Discuss: . SUGGESTED TEACHING & LEARNING ACTIVITIES Begin with discussing the property of the number 1 as an identity for multiplication of numbers. Identity matrix unit matrix. but not all square matrices have inverse matrices. ii) Write identity matrix of any order. Relate to the property of multiplicative inverse of numbers. an identity matrix is a square matrix . AB = BA = I • Inverse matrices can only exist for square matrices. −1 a) (ii) Find the inverse Use the method of solving simultaneous linear equations to show that not all square matrices have inverse matrices. IA = A • Constructi vism • Identifyi ng patterns • Systemati c Limit to matrices with no more than three rows and three columns. 2 is the multiplicative inverse of 2 and vice versa. LEARNING OUTCOMES i) Determine whether a given matrix is an identity matrix by multiplying it to another matrix. Emphasize that: • If matrix B is the inverse of matrix A. −1 x2 = 1 In the example.7 Understand and use the concept of inverse matrix. For example : 2x2 −1 =2 −1 • Cooperativ e learning • Constructi vism • Mastery learning • Solving problems • Comparin g • Identifyin g patterns and relations • Neatness • Cooperati on • Neatness • Systemati c The inverse of matrix A is denoted by A . 4. (i) Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix.6 Understand and use the concept of identity matrix. MATHEMATICS 5 MORAL VALUES • Rational POINTS TO NOTE / VOCABULARY Identity matrix is usually denoted by I and is also known as unit matrix. then matrix A is also the inverse of matrix B.CHAPTER 4 – MATRICES LEARNING AREA LEARNING OBJECTIVES 4. there is only one identity . AI = A . Discuss the properties: .

q  1 0 =    s  0 1 3 p + 4r = 0 3q + 4 s = 1  p q where   r s    is the inverse matrix. • Using formula a b For A =  c d . q + 2 s = 0.CHAPTER 4 – MATRICES MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES matrix of a 2 x 2 matrix using : b) the method of solving simultaneous linear equations a formula. Express each inverse matrix as a multiplication to the original matrix and discuss how the determinant is obtained MORAL VALUES • Cooperati on • Neatness • Systemati c POINTS TO NOTE / VOCABULARY Steps to find the inverse matrix : • Solving simultaneous linear equations  1 2  p  3 4     r p + 2r = 1. SUGGESTED TEACHING & LEARNING ACTIVITIES example.   Using matrices and their respective inverse matrices in the previous method to relate to the formula.   −b   d   −1 A =  ad − bc ad − bc  a   −c   ad − bc ad − bc   or 13 . ask student to try to find the inverse matrix of GENERICS • Constructi vism • Mastery learning • Communi cation method of learning • CCTS • Comparin g • Identifyin g patterns and relations •  3 2   6 4 .

carry out operations leading to the formula. • Multiple Intelligence s • Constructi vism • Identifyin g Relations • Systemati c • Neatness  a b  p  −1  h  A −1  c d  q =A  k       14 .CHAPTER 4 – MATRICES LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES MATHEMATICS 5 MORAL VALUES • POINTS TO NOTE / VOCABULARY 1  d − b   A−1 =  ad − bc  − c a  when ad − bc ≠ 0. d. Simultaneous linear equations ap + bq = h cp + dq = k in matrix form is  a b  p   h   c d    =      q   k  Where a. p ad q are constants. For example: Write 2 x + 3y = 13 • Mastery Learning • Constructi vism • Identifyin g Patterns • Rational p (ii) Find the matrix  q    in  a b  p   h   c d    =      q   k  Using the inverse matrix. 4x − y = 5 As equal matrices:  2 x + 3y  13    4x − y  =      5 which is then expressed as:  2 3  x  13    4 − 1    =      y   5  Discuss why: • The use of inverse matrix is necessary. b. WEEKS GENERICS • • CCTS 4. A -1 does not exist if the determinant is zero. Limit to two unknowns. Relate to equal matrices by writing down the simultaneous equations as equal matrices first. p and q are unknowns.8 Solve simultaneous linear equations by using matrices (i) Write simultaneous linear equations in matrix form. c. ad − bc is known as the determinant of the matrix A. Prior to use the formula. h and k are constants. 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.

(iv) Solve problems involving matrices. SUGGESTED TEACHING & LEARNING ACTIVITIES Relate the use of matrices to other areas such as in business or economy. Carry out projects involving matrices using the electronic spreadsheet. Matrix method 15 . GENERICS • Cooperati ve Learning CCTS • Identifyin g Patterns • Identifyin g Relations MORAL VALUES • Rational • Systemati c • Neatness POINTS TO NOTE / VOCABULARY a b Where A =  c d . science etc.CHAPTER 4 – MATRICES MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (iii) Solve simultaneous linear equations by the matrix method.   • Selfaccess Learning • Mastery Learning • ICT • Represent ing & Interpreting • Data • Rational • Systemati c • Neatness • The matrix method uses inverse matrix to solve simultaneous linear equations.

the Charles’ Law or the mation of the simple pendulum. (v)Solve problems involving direct variations for the following cases: y ∝ x. 3. VOCABULARY: Direct variation Quantity Constant of variation Variable.or y1 y 2 = x1 x 2 variation. 2 1 x n .1 Understand and use the concept of direct variation SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS Contextual Learning Self. y ∝ xn . 2 discuss the y ∝ x . to get the solutions. the relation is written as y ∝ x.CHAPTER 5 – VARIATIONS LEARNING AREA VARIATIONS MATHEMATICS 5 LEARNING OUTCOMES Students will be able to: (i)State the changes in a quantity with respect to the changes in another quantity. y ∝ x2 16 . 1 . (iv)Find the value of a variable in a direct variation when sufficient information is given. 2 If limit n = 2. (iii)Express a direct variation in the form of equation involving two variables. Discuss the characteristic of the graph of y against x when y ∝ x . For the cases y ∝ xn . Relate mathematical variation to other area such as science and technology. If y varies directly as x .access Learning Communicati on Method of Leaning CCTS Identifying relations Making generalization Estimating MORAL VALUES Rationale Systematic Tolerance Hardworking POINTS TO NOTE / VOCABULARY Y varies directly as only if x if and y x is a constant. Using characteristics of against the graph of y y∝x . For example. (ii)Determine from given information whether a quantity varies directly as another quantity. y ∝ x3 . n = 2. then y = kx where k is constant of y = kx . 3. For the cases WEEKS LEARNING OBJECTIVES Students will be taught to: 5. in everyday life situations involving direct variation. 1 .

y∝ 2 . against WEEKS SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS Contructivism Communicati on method of learning CCTS Making inferences Representing and interpreting data Identifying relations MORAL VALUES Rational Systematic POINTS TO NOTE / VOCABULARY y varies inversely as x if and only if xy is a constant. For example. For the cases Relate to other areas like science and technology. in everyday life situations involving inverse variation. 2 y∝ 1 k . limit n to 2. discuss 2 Problem Solving where k is the constant of variation. Discuss the form of the graph of y ii) Determine from given information whether a quantity varies inversely as another quantity. x x 1 1 y∝ 3 . 1 1 y∝ . Using: • • the characteristics of the graph of y against 1 xn . v) Solve problems involving inverse variation for the following cases: y∝ 1 xn .2 Understand and use the concept of inverse variations MATHEMATICS 5 LEARNING OUTCOMES i) State the changes in a quantity with respect to changes in another quantity. then y = x x For the cases iv) Find the value of a variable in an inverse variation when sufficient information is given.CHAPTER 5 – VARIATIONS LEARNING AREA LEARNING OBJECTIVES 5. x Cooperative learning 1 x . If y varies inversely as x.3 and 1 . n = 2.3 and 1 . iii) Express a inverse variation in the form of equation involving two variables.y∝ 1 x x2 k or x x1 y1 = x 2 y 2 y= to get the solution. Boyle’s Law. VOCABULARY: Inverse variation 17 . 1 xn . the relation is written as y∝ y Rational Systematic Accuracy If 1 x when 1 y∝ .

3 Understand and use the concept of joint variation. c) a direct variation and an inverse variation. For example: GENERICS Constructivism Cooperative learning Multiple intelligences Self –access learning CCTS Identifying relations comparing and differentiating collecting and handling data using analogies finding all possible solutions MORAL VALUES Cooperation Punctuality Systematic Rational POINTS TO NOTE / VOCABULARY For the cases y ∝ xn zn . MATHEMATICS 5 LEARNING OUTCOMES i) Represent a joint variation by using the symbol ∝ for the following cases: a) two direct variations. z . 1 2 1 x zn n V I∝ R xn y∝ n .CHAPTER 5 – VARIATIONS LEARNING AREA LEARNING OBJECTIVES 5. ii) Express a joint variation in the form of equation. iii) Find the value of a variable in a joint variation when sufficient information is given. y ∝ and 3. means the current I varies directly as the voltage V and varies inversely as the resistance R. Relate to other areas like science and technology. WEEKS SUGGESTED TEACHING & LEARNING ACTIVITIES Discuss joint variation for the three cases in everyday life situations. b) two inverse variations. Joint variation Mastery learning 18 . limit n to 2. iv) Solve problems involving joint variation.

b) a relationship between distance and time. Comparing and differentiati ng Interpreting data The gradient of a graph represents the rate of change of a quantity on the vertical axis with respect to the change of another quantity on the horizontal axis. SUGGESTED TEACHING & LEARNING ACTIVITIES Use examples in various areas such as technology and social science. (iii) Find and interpret the gradient of a distance-time graph. MATHEMATICS 5 MORAL VALUES Rationality Respect POINTS TO NOTE / VOCABULARY Limit to graph a straight line.CHAPTER 6 – GRADIENT LEARNING AREA Gradient and area under a graph LEARNING OBJECTIVES Students will be taught to: 6. Compare and differentiate between distance-time graph and speed-time graph. The rate of change may have a specific name for example “speed” for a distance time graph. given . a) a table of distance-time values. WEEKS GENERICS Contextual learning CCTS Recognizin g and representin g (ii) Draw the distancetime graph. Emphasis that: Gradient change of distance change of time =speed = Distance-time graph Speed-time graph 19 .1 Understand and use the concept of quantity represented by the gradient of a graph. LEARNING OUTCOMES Students will be able to: (i) State the quantity represented by the gradient of a graph.

t (v) Draw a graph to show the relationship between two variables representing certain measurements and state the meaning of its gradient. v represents speed. Discuss the formula for finding the area under a graph involving.CHAPTER 6 – GRADIENT LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (iv) Find the speed for a period of time from a distance-time graph. 6. For example: distance. (i) State the quantity represented the area under a graph. POINTS TO NOTE / h and k are constants. (iii) Determine the distance by finding the area under the following types of speed-time graph: LEARNING (a) v = k WEEKS LEARNING LEARNING Discuss that in certain cases. t represents time. SUGGESTED TEACHING & LEARNING ACTIVITIES Use real life situation such as traveling from one place to another by train or by bus. Use examples in social science and economy. (ii) Find the area under a graph. the Constructivis area under a graph may not m represent any meaningful quantity. MATHEMATICS 5 MORAL VALUES POINTS TO NOTE / VOCABULARY Include graphs which consist of a combination of a few straight lines.2 Understand the concept of quantity represented by the area under a graph. For example: The area under the distance-time graph. • a straight line which is parallel to the x-axis • a straight lineTEACHING in the form of SUGGESTED & GENERICS Recognisin g and representin g Respect Include speed-time and acceleration-time graphs. Limit to graph of a straight line of a combination of a few straight lines. s WEEKS GENERICS CCTS time. CCTS MORAL 20 .

MATHEMATICS 5 VALUES VOCABULARY For example: Speed. LEARNING ACTIVITIES y= kx + h a combination of the above. v time.CHAPTER 6 – GRADIENT AREA OBJECTIVES OUTCOMES (uniform speed) (b) v = kt (c) v = kt + h (d) a combination of the above. (v) Solve problems involving gradient and area under a graph. t area under a graph acceleration-time graph uniform speed 21 .

The probability of an outcome A. A sample space in which each outcome is equally likely is called equiprobable sample space. MORAL VALUES Determinati on Cooperation Rational MATHEMATICS 5 POINTS TO NOTE / VOCABULARY Limit to sample space with equally likely outcomes. Use tree diagrams to obtain sample space for tossing a fair coin or tossing a fair die activities. with equiprobable sample space S. Drilling exercise. Find the probability. toss a fair coin b. (b) P(A) = 0 Climbing up the twin tower. 22 . Include everyday problems and making predictions. give a TRUE or FALSE question.1Understand and use the concept of probability of an event. LEARNING OUTCOMES Students will be able to: i) Determine the sample space of an experiment with equally likely outcomes SUGGESTED TEACHING & LEARNING ACTIVITIES Discuss equiprobable sample through concrete activities and begin with simple cases such as a. Tossing a fair coin . iii) Solve problems involving probability of an event. The graphing calculator may also be used to simulate these activities. Equally likely WEEKS GENERICS Contextual Learning Mastery Learning CCTS Making inference Working out mentally Finding all possible solutions. ii) Determine the probability of an event with equiprobable sample space. Discuss event that produce (a) P(A) = 1. P( Head) + P(Tail) = 1. is P(A)= n(A) n(S) Use tree diagram where appropriate. Finding all possible solutions.CHAPTER 7 – PROBABILITY II LEARNING AREA Probability II LEARNING OBJECTIVES Students will be taught to: 7.

PP} b) R = An event to get the picture at the second toss or both times showing the number.3 Understand and use the concept of probability of combined event i) List the outcomes for events : a) A or B as elements of set A ∪B ii) Find the probability by listing the outcomes of the combined event : a) A or B Example i: A coin is tossed twice consecutively. NN. NN. R= {NP. PN. MORAL VALUES Cooperation Equity Rationale Precise Making inferences Drawing diagrams Estimating Identifying Patterns Identifying Relations Finding all possible solutions MATHEMATICS 5 POINTS TO NOTE / VOCABULARY The complement of an event A is the set of all outcomes in the sample space that are not included in the outcomes of event A.CHAPTER 7 – PROBABILITY II LEARNING AREA LEARNING OBJECTIVES 7. WEEKS GENERICS CCTS Constructivism Identifying relations Contextual Learning Finding all Possible solutions 7. Mastery Learning Enquiry Discovery Tolerance Determination Event Combined event Consecutively Toss Consistent 23 . NN. LEARNING OUTCOMES (i)State the complement of an event in : a) words b) set notation (ii) Find the probability of the complement of an event SUGGESTED TEACHING & LEARNING ACTIVITIES Discuss equiprobable sample space through activities such as finding the consonants and vowels from the word given. PP} n(Q) = 3.2 Understand and use the concept of probability of the complement of an event. Include events in real life situations such as winning or losing a game and passing or failing an exam. NN } Example ii: Find the probability by listing the outcomes of the combined event a) S = { NP. PP . List the probability for each combined event a) Q = An event to get the numbers at the first go or both times showing the pictures Q = { NP. PP} n(S) = 4 Q = { NP.

CHAPTER 7 – PROBABILITY II MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES P(Q) = GENERICS CCTS MORAL VALUES POINTS TO NOTE / VOCABULARY n(Q) n( S ) = 3 4 Contextual Learning Identifying relations Finding all possible solution Drawing diagram Cooperation Systematic (i) list the outcomes for events A and B as elements of set A ∩ B 1. Combined event Rational A A G {A. Ask D1one student to toss 2 coins at the same time.A} {G.G} 3. List the outcomes for different event A and A = {(A. The total number of the event n(A ∩ A) = 1 n(A ∩ G) = 2 n(G ∩ G) = 1 24 .A} G {A.G). A and A = A ∩ A A and G = A ∩ G G and G = G ∩ G 5.A)} A and G = {(A. Fill in the outcomes. (G.G} {G. D2 2. State the relationship between and & ∩.A)} G and G = { (G.G)} 4.

1). 3.6) (G. Each group will be given one coin and one dice. Based on tree diagram. Find the probability of getting a ‘1’ when rolling a coin is ‘A’. The probability to getting ‘A’ and ‘1’ can be written as P(A ∩ 1) = P(A) × P(1) 1 1 × 2 6 1 = 12 = 25 . (G.6)} 4. (A. (A.CHAPTER 7 – PROBABILITY II LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (ii) Find the probability by listing the outcomes of the combined event A and B SUGGESTED TEACHING & LEARNING ACTIVITIES 1.4).1). (A.5). (A. Introduce a tree diagram 6. (G.3). (G. Split the class into the group 2.2).3).4).2). (A. (G. find the probability of :(a) getting ‘A’ (b) getting ‘1’ 1 2 1 P(1) = 6 P(A) = 7. (G.5). P(A ∩ 1) = MORAL VALUES Cooperation Systematic Finding all possible solution Drawing diagram Rational MATHEMATICS 5 POINTS TO NOTE / VOCABULARY Combined event WEEKS GENERICS Contextual Learning CCTS Identifying relations 1 12 5. List out all the possible combination when toss the coin and dice at the same time { (A.

Men Wo men Discuss: • situations where decision have to made based on probability.CHAPTER 7 – PROBABILITY II MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (iii) Solve problems involving probability of combined event. Example of a two-way classification table: MEANS OF GOING TO WORK Offic Car Bus Oth ers GENERICS ICT Mastery Learning Self-access Learning CCTS Identifying Relations Making Generalizations MORAL VALUES Systematic Neatness Responsibility Making Inferences and hypothesis POINTS TO NOTE / VOCABULARY Emphasis that: • knowledge about probability making decisions • predictions as based on probability is not definite or absolute. Ask students to create tree diagrams from these tables. 56 50 25 42 ers 83 37 26 . for example in business. such as determining the value for specific insurance policy and time the slot for TV advertisements • the statement “probability is the underlying language of statistics”. SUGGESTED TEACHING & LEARNING ACTIVITIES Use two-way classification tables of events from newspaper articles or statistical data to find probability of combined events.

northwest. east. They are measured in a clockwise direction from north. west (b) north-east. south-west Carry out activities or games involving finding directions using a compass. For cases involving degrees and minutes.1 Understand and use the concept of bearing LEARNING OUTCOMES Students will be able to : SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS CCTS MORAL VALUES POINTS TO NOTE / VOCABULARY (i) Draw and label the eight main compass directions: (a) north.CHAPTER 8 – BEARING MATHEMATICS 5 WEEKS LEARNING AREA 8 BEARING LEARNING OBJECTIVES Students will be taught to : 8. south-east. Due north is considered as bearing 000o. 000o to 360o. (ii) State the compass angle of any compass direction Making connections Visualize mentally (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 Comparing and differentiatin g 27 . south. state in degrees up to one decimal point. such as treasure hunt or scavenger hunt. It can also be about locating several points on a map Constructivi sm Cooperative Multiple intelligence Making connections Visualize mentally Cooperation Accuracy Neatness Carefulness North–east South–east North-west South-west Compass angle bearing Compass angle and bearing are written in three-digit form.

in map reading and navigation Contextual Constructivi sm Self-access learning (Mathematic al-logical Verballinguistic) Communicat ion Interpret Draw diagrams Recognizing relationship Problem solving Accuracy Rational Responsibili ty Appreciatio n 28 .CHAPTER 8 – BEARING MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (iv) State the bearing of point A from point b based on given information SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS Mastery learning Contextual Constructivi sm Self-access learning (Mathematic al-logical Verballinguistic) CCTS Making connections Visualize mentally MORAL VALUES Rational Accuracy Systematic Carefulness POINTS TO NOTE / VOCABULARY Begin with the case where bearing of point B from point A is given (v) Solve problems involving bearing Discuss the use of bearing in real life situations. For example.

Using any computer software to sketch a circle parallel to the equator. learning patterns Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 00 Discuss that: (a) all points on a meridian have the same longitude. Constructivi sm Self-access learning Drawing diagrams Rational Equator Latitude Emphasize that * the latitude of the equator is 0° * latitude ranges from 0° to 90°N(or S) 29 .1 Understand and use the concept of longitude.2 Understand and use the concept of latitude (i) Sketch a circle parallel to the equator. (iii) Sketch and label a meridian with the longitude given.CHAPTER 10 –PLANS AND ELEVATION MATHEMATICS 5 WEEKS LEARNING AREA EARTH AS A SPHERE LEARNING OBJECTIVES Students will be taught to: 9. (ii) State the longitude of a given point. (c) Meridians with longitudes xoE (or W) and ( 1800 . SUGGESTED TEACHING & GENERICS CCTS LEARNING ACTIVITIES Models such as globes should be Contextual Identifying used. (ii) State the latitude of a given point. (iv) Find the difference between two longitudes. (b) There two meridians on a great circle through both poles. Identifying relations MORAL VALUES Understandin g POINTS TO NOTE / VOCABULARY Great circle Meridian Longitude Constructivis m 9.x0 )W (or E) form a great circle through both poles. LEARNING OUTCOMES Students will be able to: (i) Sketch a great circle through the north and south poles.

(iii)Sketch and label the latitude and longitude of a given place. 9. Logical Reasoning.4 Understand and use the concept of distance on the surface of the earth to solve problems Systematic Rational 30 . SUGGESTED TEACHING & LEARNING ACTIVITIES Discuss that all points on a parallel of latitude have the same latitude Carry out group activity such as station game. given the subtended angle at the centre of the earth and vice versa Use a globe or a map to find locations of cities around the world. Public Spiritedness. Contextual Learning. (i) State the latitude and longitude of a given place. GENERICS CCTS MORAL VALUES POINTS TO NOTE / VOCABULARY Parallel of latitude Cooperative learning Enquirydiscover y Communicati on method of learning Finding all possible solutions Logical reasoning Recognizing & interpreting data Cooperation Sharing Systematic Tolerance Involve actual places on the earth Express the difference between two latitudes with an angle in the range of 0°≤x≤180°. Each station will have different diagram and the student will be ask to find the difference between two latitudes for each diagram. Neatness. The location of a place A at latitude x◦N and longitude y◦E is written as A(x◦N. 9. (iv) Find the difference between two latitudes. y◦E). (ii) Mark the location of a place. (i) find the length of an arc of a great circle in nautical mile. Use a globe or a map to name a place given its location. Recognizing and Representin g. Identifying relations Systematic. Communicati on Method of Learning. Identifying Relation. Constructivis m. A place on the surface of the earth is represented by a point.CHAPTER 10 –PLANS AND ELEVATION MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (iii)Sketch and label a parallel of latitude.3 Understand he concept of location of a place.

given the latitudes of both points. • Cooperativ e learning Enquiry discovery Use models such as the globe. Discuss how to find discover the value of this angle y Representin g and interpreting data Drawing diagrams (v) find the longitudes of a point given the longitude of another point and the distance between the two points along the equator. (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. given the longitudes of both points. (iv) find the distance between two points measured along the equator.CHAPTER 10 –PLANS AND ELEVATION LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (ii) find the distance between two points measured along a meridian. MORAL VALUES MATHEMATICS 5 POINTS TO NOTE / VOCABULARY WEEKS GENERICS • Contextu al Learning • Enquiry discovery CCTS Sketch the angle at centre of the • Constructi earth that is subtended by the arc vism between two given points along • Enquiry the equator. (iii) find the latitude of a point given the latitude of another point and the distance between the two points along the same meridian. (vi) state the relations between the radius of the earth and the radius of a parallel of latitude. SUGGESTED TEACHING & LEARNING ACTIVITIES Use the globe to find the distance between two cities or town on the same meridian. to find relationships between the radius of the earth and radii parallel of latitudes • Constructi vism • Communic ation Method of Learning Identifying relations Neatness Systematic Rational Identifying relations 31 .

• Contextual Learning • Enquiry discovery • Self access Learning • Cooperati ve Learning • Self access Learning • Mastery Learning • Thinking skills Drawing diagrams Comparing & differentiatin g Making inferences Cooperation Sharing Tolerance Rational 32 . (x) Find the shortest distance between two points on the surface of the earth. (xi) Solve problems involving :(a) distance between two points (b) traveling on a surface of the earth.CHAPTER 10 –PLANS AND ELEVATION MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES (viii) find the distance between two points measured along a parallel of a latitude. • Cooperati ve Learning • Multiple Learning Use the globe and a few pieces of string to show how to determine the shortest distance between two points on the surface of the earth. GENERICS • Mastery Learning CCTS MORAL VALUES Cooperation Tolerance Sharing POINTS TO NOTE / VOCABULARY (ix) find the latitude of a point given the longitude of another point and the distance between the points along a parallel of latitude. SUGGESTED TEACHING & LEARNING ACTIVITIES Find the distance between two cities or towns on the same parallel of latitudes as a group project.

2 Draw orthogonal projection .2 Understand and use the Concept of plan and elevation Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models and draw plans and elevations for these models Mastery Learning Self access learning Analyzing Synthesizi ng Accuracy Creative thinking Systemati c Self Confident Neatness Limit to full scale drawings only Include drawing plan and elevation in one diagram showing projections lines 33 .2 Draw a) the front elevation b) side elevation of a solid object Use models. cylinder.1 Draw the plan of a solid Object 10. cuboids. cone.given an object and a plane 10.1 Identify orthogonal projection 10.1.Plans and Elevations Students will be taught to : 10.1.CHAPTER 10 –PLANS AND ELEVATION MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS CCTS MORAL VALUES POINTS TO NOTE / VOCABULARY 10.2. blocks or plan and elevation kit Comparin Contextual g and learning Differenti ating Mastery Learning Accuracy Creative thinking Emphasize the different uses of dashed lines and solid lines Begin with simple solid objects such as cubic.2. prism and right pyramid Vocab Orthogonal projection Visualizati on Systemati c Identifyin g relationshi p 10.1.1 Understand and use the concept of orthogonal projection Students will be able to 10.3 Determine the difference between an object and 10.

2.2.3 Solve problems involving plans and elevation 10. for example students or teachers dream home and construct a scale model based on the drawings.CHAPTER 10 –PLANS AND ELEVATION MATHEMATICS 5 WEEKS LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES GENERICS CCTS MORAL VALUES POINTS TO NOTE / VOCABULARY Draw a) the plan b) the front elevation c) the side elevation of a solid object to scale 10. Carry out group project: Draw plan and elevation of buildings or structures.2.3 Use models to show that it is important to have a plan and at least two side elevations to construct a solid object. Involve real life situations such as in building prototypes and using actual home plans Constructi vism Identifyin g Relationsh ip Dedicatio n Determina tion Vocab Plan Front elevation Side Elevation 34 .4 10.