Form 5

Yearly Plan Mathematics Form 5
Week
No
Learning Objectives
Pupils will be taught
to.....
Learning Outcomes
Pupils will be able to
No of
Periods
Suggested Teaching & Learning

activities/Learning Skills/Values
(i) State zero, one, two, three,

, as a number in base:
a) two
b) eight
c) five
Use models such as a clock face or a

counter which uses a particular
number base.
Emphasis the ways to read numbers in

variours bases.
Give examples:
Numbers in base two are also know as
binary numbers.
(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
Discuss
- Dicuss digits used
- Place values
in the number system with a
particular number base.
(iv) Convert a number in base:

a) two
b) eight
c) five
to a number in base ten and
vice versa.
Points to Note
Learning Area : NUMBER BASES -- 2 weeks

First Term
1
1. Understand and use

the concept of number in
base two, eight and five.
Skill : Interpretation, observe

connection between base two, eight
and five.
Use of daily life examples
Values : systematic, careful, patient
Use number base blocks of twos,

eights and fives.
Expanded notation
Give examples
Perform repeated division to convert a

number in base ten to a number in other
bases.
Give examples.
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods
(v) Convert a number in a

certain base to a number in
another base.
(vi) Perform computations

involving :
a) addition
b) subtration
of two numbers in base two

Discuss the special case of
converting a number in base two
directly to a number in base eight
and vice versa.
Skill : Interpretation, converting
numbers to base of two, eight, five
and then.
Points to Note
Limit conversion of numbers to base two,
eight and five only.
The usage of scientific calculator in

performing the computitations.
Use of daily life examples

Values : systematic, careful, patient
Topic 2 : Graphs of Functions II --- 3 weeks

3
2.1 Understand and

use the concept
of graphs of
functions
(i) Draw the graph of a:

a) linear function :
y = ax + b, where a
and b are constant;
b) quadratic function
y ax 2 bx c ,
where a, b and c are
constans, a 0
c) cubic function :
Explore graphs of functions using

graphing calculator or the GSP
Compare the characteristic of
graphs of functions with different
values of constants.
Questions for 1..2(b) are given in the

form of x a x b 0 ; a and b are
numerical values.
Values : Logical thinking
y ax 3 bx 2 cx d ,
Skills : seeing connection, using

the GSP
where a, b, c and d are

constants, a 0
d) reciprocal function
a
y , where a is a
x
constants, a 0
2
Limit cubic functions.

Refer to CS.
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods
(ii) Find from the graph

a) the value of y, given a
value of x
b) the value(s) of x,
given a value of y
2.2 Understand and

use the concept
of the solution of
an equation by
graphical
method.

For certain functions and some values of

y, there could be no corresponding
values of x.
(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
(iv) Sketch the graph of a

given linear, quadratic,
cubic or reciprocal
function.
(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.
Play a game or quiz
Limit the cubic and quadratic functions.

Refer to CS.
Limit cubic functions.

Refer to CS.
Use the traditional graph plotting

exercise if the graphing calculator or the
GSP is unavailable.
Explore using graphing calculator

of GST to relate the x-coordinate of
a point of intersection of two
appropriate graphs to the solution
of a given equation. Make
generalisation about the point(s) of
intersection of the two graphs.
Use everyday problems.
Involve everyday problems.
Skills : Mental process
Points to Note
Week
No
5
Learning Objectives
to.....
2.3 Understand and use
the concept of the region
representing inequalities
in two variables.
Learning Outcomes
No of
Periods
(i) Determine whether a given

point satisfies
a) 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 b
(iv) Shade the regions

representing the inequalities
a) y ax b or y ax b
b) y ax b or y ax b
(v) Determine the region which
satisfy two or more
simultaneous linear
inequalities.

Include situations involving x a ,
x a , x a , x a or x a .
Values: Making conclusion,
connection and comparison, careful
Points to Note
Emphasise on the use of dashed and solid
line as well as the concept of region.
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Topic/Learning Area :
TRANSFORMATIONS III
3.1 Understanding
and use of the
concept of
combination of
two
transformations.
( 3 weeks )
(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 and an
isometric transformation.
(iii)
(iv)
Draw the image of an object

under combination of two
transformations.
State the coordinates of the
image of a point under
combined transformations.
using Geometers Sketchpad.

CD-Rom
Give variety of examples to
show an enlargement and
isometric transformation.
Give examples on the

blackboard and students are
asked to draw the image
under 2 transformations
Tr. will state the coordinates
of the image of a point under
combined transformations.
using CD-Rom interactive

activities.
Everyday life example:
around the school.
Recall the types of
transformations:
- translation
- rotation
- reflection
- enlargement
- isometric
transformation
Points to Note
Week
No
2
Learning Objectives
to.....
Learning Outcomes
(v)
(vi)
No of
Periods
Determine whether
combined transformation AB
is equivalent to combined
transformation BA.

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
transformations.
Outdoor activity students

are brought to specific site of
the school compound and ask
to identify the two successive
transformations : pictures
should consist of an object
and an image.
Classroom activities use

GSP and CD-ROM
(Multimedia Gallery)
To specify isometric
transformation
Different examples to be
given
Various problem solving
questions to be given
Using Maths exercise books

(grids)
Do exercises from the
textbooks
Points to Note
- limit to translation, reflation & rotation.
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Points to Note
Topic/Learning Area :
MATRICES ( 4 weeks )
4
4.1 Understand and

use the concept
of 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 Understand and

use the concept
of equal matrices.
(i)
(ii)
Determine whether two

matrices are equal.
Solve problems involving
equal matrices.
Understanding the concept of

matrices through daily
examples:
- price of food on a menu
- a contingent of altelitic
- seating of students in
class
- mark sheet of students
Introduce the order (mxn) of
a matrix
Class activity students are
requested to identify the
students seating position in
class
Other examples give
Teacher gives examples of
two equal matrices and
discusses equal matrices in
terms of the corresponding
elements.
Different problems given to
solve equal matrices.
* m represents row
* n represents column
Week
No
Learning Objectives
to.....
4.3 Perform addition
and subtraction
on matrices.
4.4 Perform
Multiplication of
a matrix by a
number.
Learning Outcomes
No of
Periods
(i)
Relate to real life situations

such as keeping score of
medal tally or points in
sports.
(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.
(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.
Teacher shows the examples

from the textbook to
determine how addition or
subtraction can be performed
on 2 given matrices.
Examples given to find the
addition and subtraction of
two matrices.
Examples given to solve
matrix equations involving
additions and subtractions
To include finding values of
unknown elements
Teacher shows examples on
scalar multiplication of
matrix:
- give examples of real life
situations such as in
industrial productions.
examples given on the
calculation of matrices
involving addition,
subtraction, and scalar
multiplication.
Examples given on problem
solving questions.
To include finding values of
unknown elements.
Points to Note
limit to not more than 3 rows and

3 columns.
Week
No
Learning Objectives
to.....
4.5 Perform
multiplication of
two matrices.
4.6 Understand and

use the concept
of identify
matrix.
Learning Outcomes
No of
Periods
(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.
(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.
Teacher gives real life

situations. Examples:- to find the cost of
meals in the
restaurant
- teacher shows how 2
matrices can be
multiplied.
Examples given for the
product of two matrices.
solving involving
multiplication of 2 matrices.
Teacher discusses the
property of the number as an
identity for multiplication of
a number.
Teacher introduces identity
matrix or unit matrix.
Teacher gives examples of
identity matrix of any order.
Teacher discusses the
properties:
- AI = A
- IA = A
Points to Note
Limit to not more than 3 rows

and 3 columns
Limit to 2 unknown elements
Unit matrix is denoted by I.

Limit to 3 rows and 3 columns.
Week
No
Learning Objectives
to.....
4.7 Understand and
use the concept
of inverse matrix.
4.8 Solve
simultaneous
linear equations
by using
matrices.
Learning Outcomes
No of
Periods
(i)
Determine whether a
2 X 2 matrix is the
inverse matrix of
another 2 X 2
matrix.
(iii) Find the inverse matrix of a
2 X 2 matrix using:
a.
the method of solving
simultaneous linear
equations
b.
a formula
(i)
Write simultaneous linear

equations in matrix form.
(ii)
Find the matrix in

p
q
a b p h
using
c d q k
the inverse matrix.

(iii) solve simultaneous linear
equations by the matrix
method.
(iv) Solve problems involving
matrices.
10
teacher introduces the

concept of inverse matrix and
its denotion.
solving questions involving
matrix:
- using simultaneous
linear equations
- using a formula
Teacher shows examples how

to write simultaneous linear
equations in matrix form
To solve simultaneous linear
equations by using inverse
matrix
Project involving matrices
using electronic spreadsheet
to be given to students.
Points to Note
-1
AA
= I
* limit to 2 unknowns.
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Points to Note
Topic/Learning Area : 5. VARIATIONS

(1 Weeks)
5.1 Understand and
use the concept of
direct variation
Discuss the characteristics of the graph

of y agains x when y x.
(i)
State the changes in a

quantity with respect to
the changes in another
quantity, in everyday life
situations involving direct
variation.
(ii) Determine from given
information whether a
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
y
Relate mathematical variation to

Charless Law or the mation of the
simple pendulum.
Discuss the characteristics of the graphs
of y against xn.
Communicative skills
Coorperation an d systematic
1
x ; y x2 ; y x3 ;
x1/2 .
11
Y varies directly as x , y x.
y x n , limit n to 2, 3 and
Y = kx where k is the constant of
variation.
Week
No
Learning Objectives
to.....
5.2 Understand and
use the concept of
inverse variation
Learning Outcomes
i)
ii)
iii)
iv)
v)
No of
Periods
State the changes in a

quantity with respect to
changes in another
quantity, in everyday
life situations involving
inverse variation.
Determine form given
information whether a
quantity vaqries
inversely as another
quantity.
Express an inverse
variation in the form of
equation involving two
variables.
Find the value of a
variable in an inverse
variation when
sufficient information is
given.
Solve problems
involving inverse
variation for the
following cases:

Points to Note
Y varies inversely as x if and only if xy

is a constant.
Discuss the the form of the graph and

relates it to science, eg. Boyles Law.
1/x
For the cases y
If y 1/x, then y = k/x, where k is the

constan t of variation.
y 1/x; y 1/x2
y 1/x3 ; y 1/x1/2
For cases y 1/xn , n = 2,3 and ,

discuss the characteristics of the graph of
y against 1/xn
Graph drawing skill
Be straight and honest.
12
1/xn, limit n to 2,3 and
Use:
Y = k/x or
x1y1=x2 y2
to get the solution.
Week
No
Learning Objectives
to.....
5.3 Understand and
use the concept of
joint variation
Learning Outcomes
(i)
No of
Periods
Represent a joint
variation by using the
symbol for the
following cases:
Discuss joint variation for the three cases

in everyday life situations.
Relate to science, eg. Ohms Law.
a) two direct variations

b) two inverse
variations
c) a direct variation
and an inverse
variation.
(ii)
(iii)
(iv)

Express a joint
variation in the form of
equation.
Find the value of a
variable in a joint
variation when
sufficient information is
given.
Solve problems
involving joint
variation.
1
1
13
Points to Note
For the cases y xn zn,
Y 1/ xn zn and y xn / zn,
Limit n to 2,3 and .
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Points to Note
Topic/Learning Area 6: GRADIENT & AREA

UNDER A GRAPH --- 3 weeks
6.1 Understand and
use the concept of
quantity represented
by the gradient of a
graph
(i) State the quantity

represented by the gradient of
a graph
Use examples in various areas such

as technology and social science
1
(ii) Draw the distance-time

graph, given:
a) a table of distancetime values
b) a relationship between
distance and time
Use of daily life examples like

speed of a car, Formula One Grand
Prix, a sprinter
Compare and differentiate between
distance-time graph and speed-time
graph
(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 the

relationship between two
variables representing certain
measurements and state the
meaning of its gradient
Limit to graph of a straight line.

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. The rate of change may have a
specific name for example speed for a
distance-time graph.
Emphasise that:
Gradient = change of distance
Time
= speed
Include graphs which consists of a

combination of a few straight lines.
For example,
Use real life situations such as

traveling from one place to another
by train or by bus.
Use examples in social science and

economy, for example, the
increase in population in certain
years
Distance, s
14
Time, t
Week
No
Learning Objectives
to.....
Learning Outcomes
6.2 Understand the

concept of 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
No of
Periods
(iii) Determine the distance by

finding the area under the
following of speed-time
graphs:
a. v=k (uniform speed)
b. v=kt
c. v=kt + h
d. a combination of the above

Discuss that in certain cases, the area
under a graph may not represent any
meaningful quantity.
For example:
The area under the distance-time
graph.
Discuss the formula for finding the
area under a graph involving:
A straight line which is parallel to
the x-axis
A straight lien in the form of
y=kx+ h
Points to Note
Include speed-time and accelerationtime graphs.
Limit to graph of a straight line or a
combination of a few straight lines.
V represents speed, t represents time, h
and k are constants.
For example:
A combination of the above.

Speed, v
(iv) Solve problems involving

gradient and area under a
graph.
time, t
15
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Points to Note
Topic/Learning Area : PROBABALITY II

Second Term
1
7.1 Understand and

use the concept of
probability of an
event.
--- 2 weeks
(i) Determine the sample space
of an experiment with
equally likely outcomes.
(ii) Determine the probability of

an event with equiprobable
sample space.
Discuss equiprobable sample space

through concrete activities and begin
with simple cases such as tossing a
fair coin.
Limit to sample space with equally

likely outcomes.
Use tree diagrams to obtain sample

space for tossing a fair coin or
tossing or tossing a fair dice
activities. The Graphing calculator
may also be used to simulate these
activities.
A sample space in which each outcomes

is equally likely is called equiprobable
sample space.
The probability of an outcome A, with
equiprobable sample space
S, is P(A) =
Discuss events that produce

P(A) = 1 and P(A) = 0
(iii)Solve problems involving
probability of an event.
7.2 Understand and
used the concept of
probability of the
complement of an
event.
(i) State the complement of an

event in :
(a) words
(b) set notations
(ii) Find the probability of the
complement of an event.
16
n( S )
Use tree diagram where appropriate.

Include everyday problems and making
predictions.
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.
n(A)
n(S)
Include events in real life

situations such as winning or
losing a game and passing or
failing an exam.
Week
No
2
Learning Objectives
to.....
7.3 Understand use
the concept of
probability of
combined event.
Learning Outcomes
No of
Periods
(i) List the outcomes for events:

(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 events :
(a) A or B
(b) A and B
(iii) Solve problems involving

probability of combined
events.
17

Points to Note
Use real life situations to show the

relationship between
A or B and A B
A and B and A B.
An example of a situation is being
chosen to be a member of an
exclusive club with restricted
conditions.
Use tree diagram 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 diagrams from these
tables. Example of a two-way
classification table :
Means of going to work
Officers Car
Bus
Others
Men
56
25
83
Women 50
42
37
Discuss :
situations where decisions
have to be made on
probability, for example in
business, such as determining
the value for aspecific
insurance policy and time the
slot for TV advertisements
the statement probability is
the underlying language of
statistics
Emphasise that :
knowledge about probability is
useful in making decisions.
prediction based on probability
is not definite or absolute.
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Points to Note
Topic/Learning Area : BEARING --- 1 week

1
8.1. Understand and

use the concept of
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.
Carry out the activities or games

involving finding directions using a
compass such as treasure hunt or
scravenger hubt. It can also be about
locating several points on a map,
finding the position of students in
class.
1
(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.
1
(iv) State the bearing point A
from point B based on given
information.
(v)
Solve problems
involving bearing.
18
Discuss the use of bearing in real life

situations. For example, a map
reading and navigation.
Compass angle and bearing are written

in three digit form, from 0000 to 3600.
They are measured in a clockwise
direction from north. Due north is
considered as bearing 0000. For cases
involving degrees up to one decimal
point.
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Points to Note
Model such as globes should be used.
Emphasise that longitude 180E and

longitue 180W refer to the same
meridian.
Topic 9
Learning Area: EARTH AS SPHERE ( 3 weeks )
9.1 Understand and
use the concept of
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 longitudes
9.2 Understand and

use the concept of
latitude
(i) Sketch a circle parallel to the

equator.
Introduce the meridian through

Greenwich in England as the
Greenwich Meridian with longitude
0
Discuss that:
All points on a meridian have the
same longitude
There are two meridians on a
great circle through both poles.
Meridians with longitude xE(or
W) and (180- x)W(or E) form
a great circle through both poles.
Discuss that all the points on a
paralell of latitude have the same
latitude.
(ii) State the latitude of a given

point.
Emphasise that
o the latitude of the equator is 0
o latitude ranges from 0 to 90N
( or S )
1
(iii) Sketch and label a parallel of
latitude.
(iv) Find the difference between
two latitudes.
9.3 Understand the

concept of
locations of a
place.
Use a globe or a map to find

locations of cities around the world.
Express the difference between two

longitudes with an angle in the range
of 0 x 180
Involve actual places on the earth.
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.
Use a globe or map to name a place

given its location.
19
1
Express the diffrence between two

latitudes with an angle in the range
of 0 x 180.
A place on the surface of the earth is
represented by a point.
The, location of a place A at latitude
xN and longitude yE is written ,as
A(xN, yE).
Week
No
Learning Objectives
to.....
Learning Outcomes
No of
Periods

Points to Note
Topic 10
Learning Area: PLANS AND ELEVATIONS
2 weeks
1
10.1 Understand and

use the concept of
orthogonal projection.
10.2 Understand and

use the concept of plan
and elevation.
i.
Identify orthogonal
projections.
ii.
Draw orthogonal
projections, given an
object and a plane.
iii.
Determine the difference

between an object and
its orthogonal
projections with respect
to edges and angles.
i.
Draw the plan of a solid

object.
ii.
Draw
- the front elevation
- side elevation
of a solid object
iii.
Draw the plan of a

solid object.
Use models, blocks or plan and

elevation kit.
Begin wth the simple solid object such as

cube, cuboid, cylinder, cone, prism and
right pyramid.
20
Emphasise the different uses of dashed

lines and solid lines.
Carry out activities in groups where

students combine two or more
different shapes of simple solid
objects into interesting models and
draw plans and elevation for thes
models.
Limit to full-scale drawings only.
Use models to show that it is

important to have a plan and at least
two side elevation to construct a solid
object.
Include drawing plan and elevation in one

diagram showing projection lines.
Week
No
Learning Objectives
to.....
Learning Outcomes
iv.
Draw
- the front elevation
- side elevation
of a solid object
21
No of
Periods

Carry out group project:

Draw plan and elevations of buildings
or structures, for example students or
teachers 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.
Points to Note

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Yearly Plan Mathematics Form 5

Suggested Teaching & Learning

(i) State zero, one, two, three,

Use models such as a clock face or a

Emphasis the ways to read numbers in

(ii) State the value of a digit of a

(iv) Convert a number in base:

Learning Area : NUMBER BASES -- 2 weeks

1. Understand and use

Skill : Interpretation, observe

Use number base blocks of twos,

Perform repeated division to convert a

(v) Convert a number in a

(vi) Perform computations

Suggested Teaching & Learning

The usage of scientific calculator in

Use of daily life examples

Topic 2 : Graphs of Functions II --- 3 weeks

2.1 Understand and

(i) Draw the graph of a:

Explore graphs of functions using

Questions for 1..2(b) are given in the

Values : Logical thinking

Skills : seeing connection, using

where a, b, c and d are

Limit cubic functions.

(ii) Find from the graph

2.2 Understand and

Suggested Teaching & Learning

For certain functions and some values of

(iv) Sketch the graph of a

(i) Find the point(s) of

(ii) Obtain the solution of an

Play a game or quiz

Limit the cubic and quadratic functions.

Limit cubic functions.

Use the traditional graph plotting

Explore using graphing calculator

Use everyday problems.

Involve everyday problems.

Skills : Mental process

(i) Determine whether a given

(ii) Determine the position of a

(iv) Shade the regions

Suggested Teaching & Learning

Suggested Teaching & Learning

determine the image of an

determine the image of an

Draw the image of an object

using Geometers Sketchpad.

Give examples on the

using CD-Rom interactive

Suggested Teaching & Learning

specify two successive

(vii) Specify a transformation

Outdoor activity students

Classroom activities use

Using Maths exercise books

- limit to translation, reflation & rotation.

Suggested Teaching & Learning

4.1 Understand and

Form a matrix from given

4.2 Understand and