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BIL

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

**FIRST TERM JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
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R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R

SUGGESTED TEACHING AND LEARNING ACIVITIES

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

**FIRST TERM BIL
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**LEARNING AREA /OUTCOMES
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GRAPHS OF FUNCTIONS (II) 2.1 Graphs of functions i. Draw the graph of a : a. Llinear function : y = ax + b where a and b are constants b. Quadratic function : y = ax 2 + bx + c where a , b and c are constants, a ≠ 0 c. Cubic function :y = ax

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SUGGESTED TEACHING AND LEARNING ACIVITIES

· Explore graphs of functions using graphing calcultor or the Geometer's Sketchpad. F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K · Explore using graphing calcultor or Geometer's Sketchpad to relate the x-coordinate of a point of intersection of two appropriate graphs to the solution of a given equation. · Use the traditional graph plotting exercise if the graphing calulator or the Sketchpad is unavailable. · Emphasise that : *For the region representing y < ax + b or S C H O O L · For graphs of cubic function, limit to y = ax³ and y = ax 3 + b M I D Y E A R M I D Y E A R · Compare the characteristics of graphs of functions with different values of constants. · Limit cubic functions to the following forms :

+ bx + cx + d

where a , b , c and d are constants, a ≠ 0 d. Reciprocal function : y = a/x where a is a constants, a ≠ 0 ii. Find from a graph : a. the value of y , given the value of x b. the value(s) of x, given a value of y iii. Identify : a. the shape of graph given a type of function b. the tpe of function given a graph c. the graph given a function and vice versa iv. Sketch the graph of a given linear, quadratic, cubic or reciprocal function. 2.2 Solution of an equation by graphical method i. Find the point(s) of intersection of two graphs. ii. Obtain the solution of an equation by finding the point(s) of intersection of two graphs. iii. Solve problems involving solution of an equation by graphical method. 2.3 Region representing inequalities in two variables i. Determine whether a given point satisfies : y = ax + b or y > ax + b or y < ax + b. ii. Determine the position of a given point relative to the equation y = ax + b. iii. Identify the region satisfying y > ax + b or

y = ax 3 y = ax 3 + b y = x 3 + bx + c y = -x 3 + bx + c

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

*For the region representing

y < ax + b .

iv. Shade the regions representing the inequalities : a. y > ax + b or y < ax + b b. y > ax + b or y < ax + b

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

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

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

FIRST TERM JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

SUGGESTED TEACHING AND LEARNING ACIVITIES

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

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

· Limits the equivalent transformations to translations, reflections and rotations.

BIL 4 LEARNING AREA /OUTCOMES MATRICES 4. Form a matrix from given information. subtraction and scalar multiplication. Solve matrix equations involving addition and subtraction. iv. iii. · Emphasise that a matrix of order m x n is read as "an m F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R · Limit to matrices with not more than three row and three columns.4 Multiplication of a matrix by a number i. ii. iv. · Limit to matrices with not more than three row and three columns. Perform addition and subtraction on a few matrices. Find the product of two matrices. Find the sum or the difference of two matrices. 4. Solve matrix equations involving addition. Multiply a matrix by a number. ii. Solve problems involving equal matrices. iii. 4.1 Matrix i. · Discuss equal matrices in terms of : *the order *the coresponding elements by n matrix".5 Multiplication of two matrices i. Determine : a.3 Addition and subtraction on matrices i. Identify a specific element in a matrix. Express a given matrix as a multiplication of another matrix by a number. the number of columns c. 4. Determine whether addition or subtrction can be performed on two given matrices. Determine whether two matrices are equal.2 Equal matrices i. Perform calculation on matrices involving addition. FIRST TERM JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 2 3 SUGGESTED TEACHING AND LEARNING ACIVITIES · Emphasise that matrices are written in brackets. the number of rows b. . ii. Determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied. · Limit to two unknown elements. Solve matrix equations involving multiplication of two matrices. ii. 4. ii. the order of a matrix iii. iii. subtraction and scalar multiplication.

ii. Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix. Find the matrix p q using the inverse matrix. ii. the method of solving simultaneous linear equations. Determine whether a given matrix is an identity matrix by multiplying it to another matrix. · Emphasise that : *if matrix B is the inverse of matrix A. then matrix A is also the inverse of matix B. Solve simultaneous linear equations by the matrix method. Perform calculation involving identity matrices. but not all square matrices have inverse matrices · Discuss why : *the use of inverse matrix is necessary. Find the inverse matrix of a 2 x 2 matrix using : a. h and k are constants. iii. Relate to solving linear equations of type ax = b *it is important to place the inverse matrix at the right place on both sides of the equation · Limits to to unknowns.BIL LEARNING AREA /OUTCOMES 4. Write identity matrix of any order. d. Solve problems involving matrices. AB = BA = I *inverse matrices can only exist for square matrices. # Enrichment / Remedial Excercise # in a c b d p = h q k FIRST TERM JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Discuss : *an identity matrix is a square matrix *there is only one identity matrix for each order F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L M I D Y E A R M I D Y E A R · Discuss : *AI = A *IA = A · The inverse of matrix A is denoted A-1. ii.6 Identity matrix i. c. iii. 4.7 Inverse matrix i. Write simultaneous linear equations in matrix form.8 Simultaneous linear equations by using matrices i. · Simultaneous linear equations ap + bq = h and cp + dq = k in matrix form is a c b d p q = h k where a. b. p and q are unknowns. a formula. b. A 1 a c b d p q A 1 h k · The matrix method uses inverse matrix to solve simultaneous linear equations. 4. . iv.

2 Inverse variation i. 3 and ½. limit n to 2. iv. Express a joint variation in the form of equation. · Discuss the form of the graph of y against 1 when y 1. x · If y varies inversely as x . Find the value of a variable in a direct variation when sufficient information is given. xn limit n to 2. x zn n y xn zn . v. Express an inverse variation in the form of equation involving two variables. x3 y 1 x 1/2 · For the cases n yx n z . · If y x . Solve problems involving inverse variation for the following cases : y 1 . iii. iii. Determine from given information whether a quantity varies directly as another quantity. Express a direct variation in the form of equation involving two variables. iv. sufficient information is given. Represen a joint variation by using the symbol ∞ for the following cases : a. ii. y x 1/2 5. y i. y = kx . discuss the characteristics of the graphs of y against xⁿ. a direct variation and an inverse variation ii. y x 2 . the relation is written as y x. x2 5. y x 3 . 1 y . ii. two inverse variations c. iv. State the changes in a quantity with respect to the changes in another quantity involving direct variation. 3 and ½. · Using : i. FIRST TERM JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Discuss the characteristics of the graph using the graph of y against x when y x . · For the cases y x ⁿ.n = 2. the relation is written as x M I D Y E A R M I D Y E A R · If y varies directly as x. 3 and ½. Determine from given information whether a quantity varies inversely as another quantity. # Enrichment / Remedial Excercise # limit n to 2. x · For the cases y 1 .1 Direct variation i. y1 x1 y2 x2 to get the solution. State the changes in a quantity with respect to changes in another quantity involving inverse variation.3 Joint variation y 1 .BIL 5 LEARNING AREA /OUTCOMES VARIATIONS 5. v. or ii. F I R S T M F I R S T T E S T B R E A K I D T E R M T E S T S E C O N D E X A M I N A T I O N S B R E A K S C H O O L · For the cases y x ⁿ. then y = kx where k is the constant of variation. 1 . Solve problems involving direct variation for the following cases : y ∞ x . Find the value of a variable in an inverse variation when sufficient information is given. two direct variations b. Solve problems involving joint variation. 3 and ½.

SECOND TERM BIL 6 LEARNING AREA /OUTCOMES GRADIENT AND AREA UNDER GRAPH 6. ii. Determine the distance by finding the area under the following types of speed-time graph : a. 6. that area under a graph may not represent any meaningful quantity. Find the area under a graph. Draw the distance-time graph. a table of distance-time values b. iv. iii. ii. i. iv. ii. Draw a graph to show relationship between two variables representing certain measurements and state the meaning of its gradient. # ENRICHMENT/REMEDIAL EXERCISE # JUNE JULY AUGUST SEPT OCT NOV 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Use examples in various areas such as technology and social science. P M S P M Y E A R · Use real life situations such as travelling from one place to another by train or by bus. · Compare and differentiate between distance-time graph and speed-time graph. E S S M I D T Y E A R S C H O O L B B R E A K H I R D T E S T M I D T E R M E X A M I N A T I O N S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L · Discuss that in certain cases. a combination of the above. Find the speed for a period of time from a distance-time graph. Find and interpret the gradient of a distance-time graph.2 Quantity represented by the area under a graph. v = kt c. a combination of the above. a straight line which is parallel to the x-axis. given : a. t represent time. N D · Emphasise that : gradient = change of distance = speed change of time R E A K . · Use examples in social science and economy. For examples : The area under the distance-time graph. h and k represent constants. a straight line in the form of y = kx + h iii. Solve problems involving gradient and area under a graph. a relationship between distance and time. v. State the quantity represented by the area under a graph. Discuss the formula for finding area under a graph involving : i. v = kt + h d.1 Quantity represented by the gradient of a graph i. iii. State the quantity represented by gradient of a graph. v = k (uniform speed) b. NOTES: v represents speed.

· Include events in real life situations such as winning or losing a game and passing or failing an exam.3 Probability of combined event i. Determine the probability of an event with equiprobable sample space. A or B as elements of set A B b. A or B and A U B ii. Ask students to create tree i. ii. Find the probability of the complement of an event. words b. · Discuss events that produce P(A ) = 1 and p(A ) = 0. · Use tree diagrams and coordinate planes to find all the outcomes of combined events. Set notation ii. · Use two-way classification tables of events from newspaper articles or statistical data to find probability of combined events. A and B as elements of set A B.SECOND TERM BIL 7 LEARNING AREA /OUTCOMES PROBABILITY II 7. 7. JUNE JULY AUGUST SEPT OCT NOV 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Discuss equiprobable sample space through concrete activities and begin with simple cases such as tossing a fair coin. ii. # ENRICHMENT/REMEDIAL EXERCISE # R E A K . iii. Determine the sample space of an experiment with equally likely outcomes.2 Probability of the Complement of an Event i. The graphing calculator may also be used to simulate these activities. Find the probability by listing the outcomes of the combined event : a. pengetahuan tentang kebarangkalian berguna untuk diagrams from these tables. A and B iii. Solve problems involving probablity of an event. State the complement of an event in : a.1 Probability of an event i. · Use tree diagrams to obtain sample space for tossing E S S P M S T R I A M I D S C H O O L B B R E A K T E S T T E R M E X A M I N A T I O N S L E X A M I N A T I O N S H O L I D A Y S S C H O O L · An example of a situation is being chosen to be a member of an exclusive club with restricted conditions. A or B b. 7. List the outcomes for event : a. · Use real life situations to show the relationship between i. P M Y E A R M I D T Y E A R H I R D E C O N D N D a fair coin or tossing a fair die activities. Solve problems involving probability of combined event. A and B and A B.

State the bearing of point A from point B based on given information. Draw and label the eight main compass directions : a. North-east. iii. For example. north-west. south-east. State the compass angle of any compass direction. south-west. # ENRICHMENT/REMEDIAL EXERCISE # Y E A R S C H O O L B B R E A K M I D T H I R D T E S T M I D T E R M E X A M I N A T I O N S S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L S P M S P M Y E A R E N D LEARNING AREA /OUTCOMES JUNE JULY AUGUST SEPT OCT NOV 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Carry out activities or games involving finding directions using a compass.1 Bearing i. They are measured in a clockwise direction from north. Due north is considered as bearing 000° . NOTES: Begin with the case where bearing of point B from point A is given. NOTES: Compass angle and bearing are written in three-digit form. state in degrees up to one decimal point. such as treasure hunt or scavenger hunt. east. from 000° to 360°. iv. v. It can also be about locating several points on a map. south. For cases involving degrees and minutes. north. Solve problems involving bearing.SECOND TERM BIL 8 BEARING 8. west b. in map reading and navigation. ii. R E A K . · Discuss the use of bearing in real life situations. Draw a diagram of a point which shows the direction of B relative to another point A given the bearing of B from A.

Mark the location of a place. · Discuss that all points on a parallel of latitude have the same latitude.1 Longitude i. State the longitude of a given point. State the latitude and longitude of a given place. iii. Find the latitude of a point given the latitude of another point and the distance between the two points along the same meridian. v. Sketch a circle parallel to the equator. Sketch and label a parallel of latitude. · Use a globe or a map to name a place given its location. given the latitudes of both points. Find the distance between two points measured along a meridian. there are two meridians on a great circle through both poles iii. all points on a meridian have the same longitude ii. ii. SECOND TERM JUNE JULY AUGUST SEPT OCT NOV 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Model such as globes should be used. vi. iv. ii. iv. · Use models such as the globe to find relationships between the radius of the earth and radii parallel of latitudes. Sketch and label the latitude and longitude of a given place. Find the difference between two longitude. 9. · Use a globe or map to find locations of cities around the world. R E A K · Sketch the angle at the centre of the earth that is subtended by the arc between two given points along the equator. Sketch a great circle through the north and south poles. ii. . 9.x°) W (or E) form a great circle through both poles. ii. iii. · Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 0°. given the subtended angle at the centre of the earth and vice versa. iv. · Discuss that : E S S M E C O T Y E A R S C H O O L B H I R D T E S T M I D T E R M B R E A K E X A M I N A T I O N S N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L I D P M S P M Y E A R N D i. Find the distance between two points measured along the equator. iii. iii. Find the difference between two latitudes. State the relation between the radius of the earth and the radius of a parallel of latitude.BIL 9 LEARNING AREA /OUTCOMES EARTH AS A SPHERE 9. · Use the globe to find the distance between two cities or towns on the same meridian. Meridians with longitudes x°E (or W) and (180°. Sketch and label a meridian with the longitude given.3 Location of a place i. given the longitudes of both points. Find the length of an arc of a great circle in nautical mile.2 Latitude i.4 Distance on the surface of the earth i. State the latitude of a given points. Find the longitude of a point given the longitude of another point and the distance between the two points along the equator. 9.

BIL LEARNING AREA /OUTCOMES vii. Find the longitude of a point given the longitude of another point and the distance between the two points along a parallel of latitude. distance between two points. Solve problems involving : a. R E A K . viii. b. E S S M I D T Y E A R S C H O O L B B R E A K H I R D T E S T M I D T E R M E X A M I N A T I O N S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L P M S P M Y E A R N D · Use the globe and afew pieces of string to show how to determine the shortest distance between two points on he surface of the earth. Find the shortest distance between two points on the surface of the earth. xi. 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. x. ix. Find the distance between two points measured along a parallel of latitude. # ENRICHMENT/REMEDIAL EXERCISE # SECOND TERM JUNE JULY AUGUST SEPT OCT NOV 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Find the distance between two cities or towns on the same parallel of latitude as a group project. travelling on the surface of the earth.

R E A K . Identify ortogonal projection. Draw the plan of a solid object. Draw : a. the front elevation b. M 10.1 Ortogonal projection i. # ENRICHMENT/REMEDIAL EXERCISE # S C H O O L B B R E A K T E S T Y E A R I D T H I R D M I D T E R M E X A M I N A T I O N S S E C O N D T R I A L E X A M I N A T I O N S H O L I D A Y S S C H O O L S P M S P M Y E A R E N D · Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models into interesting models and draw plans and elevations for these models. · Use models to show that it is important to have a plan at least two side elevations to construct a solid object. Draw ortogonal projection. iii. the plan b. · Carry out group project : Draw plan and elevations of buildings or structures. for examples students' or teacher's dream home and construct a scale model based on the drawings.BIL LEARNING AREA /OUTCOMES SECOND TERM JUNE JULY AUGUST SEPT OCT NOV 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 SUGGESTED TEACHING AND LEARNING ACIVITIES · Use models. blocks or plan and elevation kit. Draw : a.2 Plans and elevation i. iii. side elevation of a solid object . Involve real life situations such as in building prototypes and using actual home plans. ii. given an object and a plane. the side elevation of a solid object to scale. iv. Solve problems involving plan and elevation. 10 PLANS AND ELEVATIONS 10. the front elevation c. ii. Determine the difference between an object and its ortogonal projection with respect to edges and angles.

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

PENGGAL SATU Bil ARAS BIDANG & HASIL PEMBELAJARAN JAN FEB MAC APRIL MEI JUN 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C U T I P E R T E N G A H A N S P E N G G A L I S A T U A T U D U A U J I A N U J I A N P E N G G A L S A T U P E P E R I K S A A N P E N G G A L C U T I .

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Write a number in expanded notation for base 2. 5 to 8. Solve problems by solution of 2 equations iii. rotations and enlargements 3. eight and five By using the number in base two. 2 to 8. Determine the region which satisfies two or more simultaneous lnear inequalities. 2 to 10. Determine whether a given point satisfies y = ax + b or y > ax + b or y < ax + b. State the value of a digit of each base iii. v. Reciprocal function : y = a/x.translations. Quadratic function : y = ax2+ bx + c. cubic or reciprocal functions. Find the point(s) of intersection of two graphs .2 Solution of an equation by graphical method i. iii. the type of function. Find from a graph : a. 5. # Enrichment / Remedial Excercise # X . Identify : a. Perform computations involving addition and substraction of two numbers in base 2 # Enrichment / Remedial Excercise # JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C x x x x x x x T A H U N x x B x A x R x U x x C x I x N x A x x x x x x x x U X J X I X A X N X X S E K O L A H S S E E K K OO L L A A H H U T I C U T I C C U U T T I I KONTRAK LATIHAN OBJ SUB TOPICALTARIKH 2 GRAPH OF FUNCTIONS (II) 2. iv.1 Number in base two. Llinear function : y = ax + b . ii. vi. using a graph and vice versa iv. draw and state the image of a point under combined transformation iv.1 Combination of two transformations i. c. 5 to 10. Convert a number in base 2 to 5. five and eight to : i. the value of y . Find solutions using graphical method 2. the shape of graph using function b.YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012) FIRST TERM BIL 1 LEARNING AREA /OUTCOMES NUMBER BASES 1. Determine whether combined transformation AB is equivalent to BA. reflections. 8 and 10. Specify a transformation which is equivalent to the combination and problem solving. quadratic . two. State zero. Determine.1 Graphs of functions i. ii. three in each base ii. b. ii. given a value of y iii. Sketch the graph of a given linear. Cubic function :y = ax 3 + bx + cx + d and d. b. Draw the graph of a : a. Identify and shade the region satisfying y > ax + b or y < ax + b. one. the value(s) of x. 8 to 10 and vice versa. # Enrichment / Remedial Excercise # 3 TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) .3 Region representing inequalities i. 2. given the value of x.

3 Joint variation i. ii. ii.8 Simultaneous linear equations by using matrices i. 4.5 Multiplication of two matrices i.i. 5. Express the direct/ inverse or joint variation in the form of equation involving two variables. Solve problems involving inverse variation for the following cases : # Enrichment / Remedial Excercise # X . Solve problems involving matrices. Find the matrix p in a b p = h using the inverse matrix. Solve problems involving equal matrices. Find the value of a variable in the direct/inverse/joint variation when sufficient information is given.y ∞ x.YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012) FIRST TERM BIL 4 MATRICES 4. Identify a specific element in a matrix and ii. ii. Solve matrix equations involving multiplication of two matrices. Write simultaneous linear equations in matrix form. Multiply a matrix by a number and problem solving.7 Inverse matrix i. Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix. iii. ii. v. 4. Determine whether addition or subtraction can be performed on two given matrices.1 Direct variation . 4. iii. Find and perform the sum or the difference of two matrices and problem solving.3 Addition and subtraction on matrices i. Determine whether a given matrix is an identity matrix by multiplying it to another matrix. q c d q k iii. iv. Determine from given information whether a quantity varies directly/ inversely or combined as another quantity. iv. 4.2 Inverse variation . 4. # Enrichment / Remedial Excercise # 5 VARIATIONS 5. State the changes in a quantity with respect to changes in another quantity. Determine whether two matrices are equal. columns and order of a matrix 4. Determine the number of rows. Form a matrix from given information.4 Multiplication of a matrix i.6 Identity matrix i. Solve simultaneous linear equations by the matrix method. Determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied.2 Equal matrices . 4.y ∞ 1/ x and 5.1 Matrix LEARNING AREA /OUTCOMES JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C U T I T A H U N B A R U C I N A X X X X X X X X X S E K O X L X A X H X X X X X X X X U X J X I X A X N X X 2 X X X X X X X X A1 KONTRAK LATIHAN OBJ SUB TOPICALTARIKH C U T I C C U U T T I I S S E E K K OO L L A A H H i.

1 Probability of an event i. State the quantity represented by the area under a graph and find the area under a graph. Find the probability by listing the outcomes of the combined event : a.2 Quantity represented by the area under a graph. Solve problems involving probability of combined event. Find the probability of the complement of an event. iv. # ENRICHMENT/REMEDIAL EXERCISE # C I N A U X X J X X I X X A X X N X X X X 3 X X X X X X X X X X X X X X X X X X y1 y2 x1 x2 y 1 . v. Draw a graph to show relationship between two variables representing certain measurements and state the meaning of its gradient. 6. Solve problems involving gradient and area under a graph. Find the speed for a period of time from a distance-time graph.1 Quantity represented by the gradient of a graph i. Determine the distance by finding the area under the following types of speed-time graph : a. iii. given : a. A or B as elements of set A B b. A and B iii. i. v = k (uniform speed). iii.3 Probability of combined event i. 7. Draw the distance-time graph. Determine the sample space. A and B as elements of set A B. b. Find and interpret the gradient of a distance-time graph. iv. v = kt + h or a combination of the above. 7. ii. the probability of an event and problem solving. A or B and b. a table of distance-time values b.YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012) FIRST TERM BIL LEARNING AREA /OUTCOMES JAN FEB MARCH APRIL MEI JUNE y1 x y 1 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 1 xn xx2 y2 KONTRAK LATIHAN OBJ SUB TOPICALTARIKH 6 GRADIENT AND AREA UNDER GRAPH 6. # ENRICHMENT/REMEDIAL EXERCISE # C U T I T A H U N B A R U C U T I S E K O L A H X X X X X X X X X X X X X X X X X C C U U T T I I S S E E K K OO L L A A H H 7 PROBABILITY II 7. ii. State the quantity represented by gradient of a graph. a relationship between distance and time. v = kt and c.2 Probability of the Complement of an Event i. List the outcomes for event : a. State the complement of an event in words or standard notation ii.

Draw a diagram of a point which shows the direction of B relative to another point A given the bearing of B from A.3 Location of a place i. west b. north. Sketch / state a circle parallel to the equator. ii. Problems solving. Find the shortest distance between two points vi. 9. mark the location and sketch the longitude. ii.A U G) TRIAL(AUGUST) GEMPUR SPM(SEPT-OKT) S P M ( N O V) .4 Distance on the surface of the earth i. State the latitude and longitude of a given place. Solve problems involving bearing. Find the length of an arc of a great circle in nautical mile. east. south-east.YEARLY TEACHING PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2012) FIRST TERM BIL 8 BEARING LEARNING AREA /OUTCOMES JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C U T I T A H U N C U T I S E K O L A H B A R U X X X X X X X X X X X X U J I A N 2 S S E E K K OO L L A A H H X X X X X X X C I X X X X X X X X X X X X X C C U U T T I I y1 x y 1 1 y x 1 1 xn xx2 KONTRAK LATIHAN OBJ SUB TOPICALTARIKH y2 8. iv. North-east.1 Longitude i. v. Find the difference between two latitudes. Draw and label the eight main compass directions : a. 9. Find the distance between two points measured along a meridian. given the subtended angle at the centre of the earth and vice versa. iv. south-west. State the bearing of point A from point B based on given information. south. ii. # ENRICHMENT/REMEDIAL EXERCISE # 1 yn x y1 y2 x1 x2 SECOND TERM- R E V I S I O N ( J U L Y . # ENRICHMENT/REMEDIAL EXERCISE # EARTH AS A SPHERE 9. Find the latitude/ longitude of a point given the latitude / longitude of another point and the distance between the two points along the same meridian/ latitude. Sketch/ labell a meridian with the longitude given ii.1 Bearing i. State the relation between the radius of the earth and the radius of a parallel of latitude. iii.2 Latitude i. iii. 9. north-west. Find the difference between two longitude. given the latitudes of both points. State the compass angle of any compass direction. v.

SET Subset. HUJAH ARUHAN DAN DEDUKSI 5 GARIS LURUS X X X X X X i. iv. iii. iv. v. UNGKAPAN KUADRATIK PEMFAKTORAN UNGKAPAN KUADRATIK PERSAMAAN KUADRATIK PUNCA-PUNCA BAGI PERSAMAAN KUADRATIK X X U 3 SET / HIMPUNAN I.RANCANGAN PENGAJARAN DAN KONTRAKN PEMBELAJARAN TAHUNAN . iii. III. SET SEMESTA DAN PELENGKAP BAGI SET OPERASI KE ATAS SET 4 PENAAKULAN MATEMATIK i. KECERUNAN BAGI GARIS LURUS PINTASAN PERSAMAAN GARIS LURUS GARIS-GARIS SELARI . vi. ANGKA BEERTI BENTUK PIAWAI 2 UNGKAPAN DAN PERSAMAAN KUADRATIK i. ii.MATEMATIK TING 4 2012 SEMESTER PERTAMA BIL 1 BENTUK PIAWAI BIDANG DAN HASIL PEMBELAJARAN X x x JAN FEB MARCHAPRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C U T X X x x I T A H X N U B J X A I X R A X U N X 1 X X C I N A X X X X X X X X X 2 U J I A N C U T I S E K O L A H C C U U T T I I S S E E K K OO L L A A H H KONTRAK LATIHAN OBJ SUB TOPIKAL TARIKH I. II. II. ii. ii. PERNYATAAN PENGKUANTITI 'SEMUA' DAN 'SEBILANGAN' OPERASI MELIBATKAN 'BUKAN' . iv. IMPLIKASI. iii. 'DAN' DAN 'ATAU'.

iii. SUDUT ANTARA GARIS DAN SATAH SUDUT ANTARA DUA SATAH L X X X I I A A A A A X X X H X X X X X X . iv. ii. 7 BIDANG DAN HASIL PEMBELAJARAN JAN FEB MARCH APRIL MEI JUNE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 C C U T I S E K O L A B A R U H X X X U U C C J J U U I I T T X A A I I X N N T A H U N S S 3 4 E E K K P X OOE X L L R X A A B X H H I X N C A N C JULY U X X J X X I X X A X X N X X AUG C U T I X X S 4 X X E X X K O U U P P P P L L E E E E A A P P P P N N E E E E GG R R R R K K I I I I A A K K K K J J S S S S A A A A N N N N S S S S S S S E E E E E E E K K K K K K K OOOOOOO L L L L L L L A A A A A A A H H H H H H H SEPT OKT NOV G DIS X X X X KONTRAK LATIHAN OBJ SUB TOPIKAL TARIKH SELANG KELAS. v. ii. MOD & MIN BAGI DATA TERKUMPUL HISTOGRAM POLIGON KEKERAPAN KEKERAPAN LONGGOKAN SUKATAN SERAKAN U T I KEBARANGKALIAN I i. SUDUT DONGAKAN DAN SUDUT TUNDUK 11 GARIS DAN SATAH DALAM TIGA MATRA i. C C C C C C C U U U U U U U T T T T T T T I I I I I I I 10 SUDUT DONGAKAN DAN SUDUT TUNDUK I. III. RUANG SAMPEL PERISTIWA KEBARANGKALIAN SUATU PERISTIWA 8 BULATAN 111 I. Kos Dan tan. Kos θ & tan θ (0 ≤ θ < 360) GRAF BAGI sin. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 9 TRIGONOMETRI II I. iii. II. II. NILAI BAGI sin θ.RANCANGAN PENGAJARAN DAN KONTRAK PEMBELAJARAN TAHUNAN . TANGEN KEPADA BULATAN SUDUT ANTARA TANGEN DAN PERENTAS TANGEN SEPUNYA. ii.MATEMATIK TING 4 2012 SEMESTER PERTAMA BIL 6 STATISTIK i.

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.addition . perform calculation using base 2 only .00) TOPIK : standard forms Subtopic : Standard Fprm learning area / outcomes : To identify the concept of : A X 10 index n. Discuss the uses of standard form in everyday life and other area.substraction Reflections : 5 AFB : 5 ARZ : 5 AKY : TARIKH : 10 JAN 2011 (ISNIN) KELAS : 4 AL FARABY (8.20 -9.base 2 to base 8 and vice versa . where n is integers .TARIKH : 10 JAN 2011 (ISNIN) KELAS : 5 AL FARABY (1200-110).base 2 to base 5 and vice versa .1 Number in base two. 5 AKY (1050 . 5 AR RAZI (145-220). Convert a number in certain bases to a certain bases : . eight and five a. Reflections : . Use the scientific calculator to explore standard form.base 5 to base 8 and vice versa b.1125) TOPIK : NUMBER BASES learning area / outcomes : To identify the concept of : 1.

Subtraction of two numbers in base two # Enrichment / Remedial Excercise # GRAPH OF FUNCTIONS (II) 2. Convert a number to a certain base vi. Draw the graph of a :Geometer's Sketchpad. Cubic function :y = ax 3 functions to the following forms : · Limit cubic + bx + cx + d . Addition ii. Perform computations involving: i. c. the a. Quadratic function : y = ax 2 + bx + c different values of constants.1 Graphs of functions · Explore graphs of functions using graphing calcultor or i.MASA & HARI AHAD ISNIN SELASA RABU KHAMIS 1 730-830 P 740-820 2 3 4 5 6 7 8 830-910 910-950 950-10301030-11001100-11351135-12101210-1245 5AK 5KHW R 820-900 900-940 940-10201020-10501050-11251125-12001200-1235 5AF 4AF E 5AK 5KHW 5 AK 5AF H 5AR 5 KHW A 5AF T 5 AR 4 AF v. Llinear function : y = ax +characteristics of graphs of functions with · Compare the b b.

# Enrichment / Remedial Excercise # . using b graph> ax + b. the Geometer's Sketchpad.1 Combination of two transformations calculator. Solve problems by y = ax + b are 2 equations 3 SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND iii. Determine whether combined rotations. reflections and transformation AB is equivalent to combined transformation BA.reflection . iv.translation . cubic or reciprocal ax + b is the line y = function. iv.3 Region representing inequalities i. the value of y . iv. quadratic. or the overhead i. y > ax + b or y < ax + b v. Find the point(s)all points on theof two graphs.2 Solution of an equation by graphical method drawn as a solid line to indicate that i.d. 3 ii. # Enrichment / Remedial Excercise # TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) . v. and vice versa is drawn as a dashed line . Solve problems involving transformation. ii. y > ax + b atau y < ax + b b. Shade the regions representing the inequalities : a. Reciprocal function : y = a/x y = ax 3 2 ii. Find from a graph : y = ax + b a.rotation . the shape of graphthe region representing *For using function y < ax + a or y b. Identify the region satisfying y > ax + b or y < ax + b . Specify a transformation which is equivalent to the combination of two isometric vi. Identify : · Emphasise that : a. Draw the image of an object characteristics of an object and its · Investigate the iii. given = x 3value of xc y the + bx + b.enlargement Explore combined transformation using the graphing · 3. Find solutions using graphical method 2. the value(s) of x. image of the image of a point under combined transformation · Limits isometric transformations to translations. Determine the position of a given point relative to the equation y = ax + b. Determine whether a given point satisfies : ii. : FORM MATHEMATICS (2011) BIL iii. 2. Determine the region which satisfies two or more simultaneous lnear inequalities. State the coordinates under combined transfomation. given -x value of+ c y = a 3 + bx y iii. PLAN AND LEARNING CONTRACT y = ax + b5 or y > ax + b or y < ax + b. the type of function. of intersection line using solution ofin the region. Sketch the graph of athe region representing *For given linear. Determine the image of an object projector and transparencies. y > ax + b or y < ax + b ii.

Find the inverse matrix of a 2 x 2 matrix using : a. x n . Find the matrixin matrixin p form a is a ph b p = h . ii. Determine whether addition or subtraction can be performed on two given matrices.4 Multiplication of a matrix : · Discuss i. · Discuss why : 4. *an identity matrix = square matrix ii. Identify a specific element in a matrix. can only exist for square matrices. Determine whether ato to 2 matrix is the inverse · Limits 2 x unknowns. Determine whether two matrices can be multiplied · Emphasise that : *if matrix product when of two and state the order of theB is the inversethe matrix A. Find and perform the sum or the difference .2 Equal matrices *the coresponding elements i.1 Matrix · Emphasise that matrices : . ii. Problems solving. Write simultaneous linear equations in matrix form.*there is only one identity matrix for each order 4.SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND MATRICES 4.3 Addition and subtraction on matrices columns.the order of matrix . then matrix A is also the inverse of matix B.6 Identity matrix *the use of inverse matrix is necessary. ii. Determine whether two matrices are equal.m order of a matrix · Discuss equal matrices in terms of : PLAN AND LEARNING CONTRACT :Determine the number of rows. a formula.7 Inverse matrix place on both sides of the equation i. Determine whether a given matrix is an identity ax = b matrix by multiplyingimportant to place the inverse matrix at the right *it is it to another matrix. FORM 5 MATHEMATICS columns and is read as "an m by n iii. Relate to solving linear equations of type i. Multiply a matrix*AI a number.are written in brackets. i. by = A *IA ii. ii. ii. 4. *the order 4. Problems solving. Find the product of two matrices. three row and three i. · Discuss : of two matrices.= A 4. ii. · The inverse i. the method of solving simultaneous linear equations. *inverse matrices iii. Solve matrix equations involving multiplication but not all square matrices have inverse matrices of two matrices. Solve problems involving equal with not more than · Limit to matrices matrices. 4.8 Simultaneous linear equations by using matrices · Simultaneous linear equations ap + bq = h and cp + dq = k i. BIL SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND 4. b. matrix of another 2 x 2 matrix. (2011)matrix. AB = BA = I matrices can be multiplied. Form a matrix from given information.5 Multiplication of two matricesof matrix A is denoted A-1.

changes in another quantity involving inverse variation.y ∞ x 5. y1 1 y2 2 v. 3 and ½. VARIATIONS 5. MATHEMATICS (2011) FORM 5 distance-time graph and speed-time graph. b. c. i.y ∞ the 5. k where a. q k method. The by the area under a graph.3 Joint variation graph of y against x when y x . Expressthe direct/ inverse or joint variation in the variation. BIL b. a table of distance-timegradient = change of distance = speed values PLAN AND LEARNING CONTRACT :of a graph. h and are constants. such as technology of graph i.2 Inverse variationDiscuss1/ x characteristics of the graph using the · . Solve problems involving inverse variation for the to get the solution. a p h 1 A 1 k q A # Enrichment / Remedial Excercise # method uses inverse matrix to solve · The matrix simultaneous linear equations.PLAN AND LEARNING CONTRACT : FORM 5 MATHEMATICS c q a ph (2011) = q d using the inverse matrix. Find the speed forplace to another by train or by bus. graph 2 . y x 3 y x 1/2 y 1 x. · Use examples v. as x . Solve simultaneous linear equations bykthe matrix BIL iv. p and q are iii. may not represent any meaningful and state the meaning of its:gradient. change of time iii. then y = kx where k is as constant of a quantity variesydirectly/ inversely or combined the another quantity. For examples 6. y 1 . in iv. 3 and ½.n = 2. iv. a relationship between distance and time. ii. · For the information whether ii. Solve problems involving matrices. the relation is written as y y x . characteristics of the graphs of y against xⁿ. d. State the changes varies directlywithx. 3 and ½. y 1 x·2 Discuss the 3 x form of the x 1/2 of y against 1 when y 1. State the quantity represented by gradient · Compare and differentiate between ii. SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND GRADIENT AND AREAexamples GRAPH areas · Use UNDER in various 6. unknowns.y ∞ x . Find the value ofi. form of equation involving two variables.2 Quantity representedarea under the distance-time graph.in social science and economy.y 1 . 1 n # Enrichment / Remedial Excercise cases · For the # yx limit n to 2. given : · Emphasise that : a. limit n to 2.1 Direct variation . the relation is written as · If y in a quantity as respect to y x. · For following cases : the cases y x ⁿ. · If x . iii. Draw the distance-time graph. Determine from givencases y x ⁿ.ayvariable or the direct/inverse or x joint variation whenx sufficient information is given. Draw a graph to show that in certain cases.1 Quantity represented by the gradientandasocial science. that area under a graph · Discuss relationship between two variables representing certain measurementsquantity. one a period of time from a distance-time graph. . · If varies inversely. · Using : = kx . . Find and interpret the gradient of a distance-timereal life situations such as travelling from · Use graph. discuss the .

a combination of the above. v = kt NOTES: c. west from 000° to 360°. east. B relative to use of point A . a. # ENRICHMENT/REMEDIAL EXERCISE # PROBABILITY II 7. For cases involving degrees and minutes. · Use two-way classification tables of events from # ENRICHMENT/REMEDIAL EXERCISE # articles or statistical data to find probability newspaper of combined events.1 Bearing diagrams from these tables. Ask students to create tree BEARING 8.2 Probability of theDiscuss equiprobable sample space through concrete · Complement of an Event i. Determine the probability of an event iii. line which is parallel to the x-axis. Draw a diagramdegrees up which shows the in of a point to one decimal point. words 7. Draw and label the eight main compass directions : in Compass angle and bearing are written a. Solve problems involving probability coordinate planes to find all the · Use tree diagrams and of combined outcomes of combined events. PLAN AND LEARNING CONTRACT :b. iii.3 Probability of combined event i. 7 SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND a. Determine the distance by finding the areaform of y = kx + h ii. Find the probability by listing theB i. a straight line in the under the following types of speed-time graph : iii. Find the probability of the complement ofdie activities. A and B·as elements of set A to show the relationship between Use real life situations B. Solve problems and k represent constants. A or B b. A and of the combined eventB: and A B. a combination of the time. North-east. straight ii. event. ii. iv. State the compassnorth is considered as bearing 000° . b. north-west. A or B as elementsor losing a game and passing or failing an exam.1 Probability of an event i. d. 7. south. List the outcomes for events: in real life situations such as · Include event a. ii. State the quantity represented by for finding area under a graph Discuss the formula the area under a involving : graph. a fair coin or tossing a fair an event. state iii. Set notation tree diagrams(2011) sample space for tossing FORM 5 MATHEMATICS to obtain · Use ii. a. Due angle of any compass direction. v = k (uniform speed) b.direction from north. A and B · An example of a situation is being chosen to be a member of an exclusive club with restricted conditions. h involving gradient and area under a graph. Find the area under aagraph.asouth-east. winning of set A B b. iii. A or B and A U outcomes ii. Determine the sample space of an ii. NOTES: i. State the complement ofand event in : simple cases such as activities an begin with tossing a fair coin. 8 direction of · Discuss theanotherbearing in real life situations.i. i. Solve problems involving probablity of an event. measured in clockwise south-west. · Discuss events that produce P(A ) = 1 and BIL p(A ) = 0. north. t represent above. v = kt + hv represents speed. They are three-digit form.

all points on a meridian have the same longitude meridian with the longitude given iv. 9. i. b. Find the length of an arc of a great circle in of the earth that · Sketch the angle at the centre nautical mile. iii. of a given points. there are two meridians on PLAN AND LEARNING CONTRACT State the longitude of a given point. 9. Sketch and label a parallel of latitude.4 Distance on the surface of the earth cities or towns on the same meridian. case where bearing of point B Begin with the v.1 Longitude EARTH AS A SPHERE · Model such as globes should be used. iv. given its location. # ENRICHMENT/REMEDIAL EXERCISE # SUGGESTE D TEACHING AND .radius between latitudes the earth and iii. State the bearing of point A from point B NOTES: based on given information. given the subtended angle at the two given points is subtended by the arc between centre of the earth and vice versa. along the equator. Sketch a circle parallel to the equator. have the same latitude. Meridians with longitudes x°E (or W) and i. State the relation between the radius of the earth and the radius of a parallel of latitude. ii. in map reading and navigation. / longitude of another point and the distance between the two points along the same meridian/ latitude. State the latitude and longitude around the world. State the latitude through both poles. Solve problems involving bearing. Sketch / label· the latitude and longitude distance between two Use the globe to find the of a place 9. For of B from A. · Introduce the meridian through Greenwich in England i. travelling on the surface of the earth. ii. from point A is given. Sketch a greatas the from north Meridian pole longitude 0°. Find the shortest distance between two points vi. (180°.given the bearing example. Find the latitude/ longitude of a point given the latitude parallel of latitudes. given the radius of of both points. circle Greenwich to south with iii.3 Location of a place a globe or map to find locations of cities · Use i. Mark the location of a place. iii.x°) W (or E) form a great circle ii. of a given place. Solve problems involving : a. Find the distance between suchpoints measuredfind relationships · Use models two as the globe to along a meridian. : FORM 5 MATHEMATICS (2011) · Discuss that : BIL given. Find the difference between two longitude. distance between two points. # ENRICHMENT/REMEDIAL EXERCISE # SUGGESTE D LEARNING AREA /OUTCOMES TEACHING AND 9. a great circle through ii. iv. Sketch/ labell ai. v. a parallel of latitude · Discuss that all points on iv. Find the difference between two latitudes. a globe or a map to name a place · Use ii.2 Latitude both poles iii.

Discuss the characteristics of quadratic expression or BIL equations of the form ax ®+bx +c=0 where a. a ≠ 0 and x is an unknown. Discuss cases with : . Quadrati c Equation desired products. Significan t Figure and other areas. Roots of Quadrati c Equation s . 2 I. Begin with a = 1. . b and c 1 i. Standard PLAN AND LEARNING CONTRACT : FORM 4 MATHEMATICS calculator to explore standard form.SUGGESTE D LEARNING AREA /OUTCOMES TEACHING REVISION FOR SPM / GEMPUR SPM AND STANDARD FORM . ns ii. Quadrati c Expressio are constants. Discuss the significant of zero in a number. Discuss why {0} and {Ø} are not empty sets. s iv. II. . Set . Discuss the uses of significant figures in everyday life I. Discuss the number of roots of quadratic equations. Discuss the relationship between sets and universal sets. Factorisa tion of Quadrati c Expressio ns . Discuss the various methods to obtained the iii. Use the scientific (2011) Form QUADRATIC EXPRESSIONS AND EQUATIONS . SETS . .

A ∩ B = Ø. Argumen t vi. iv. Universal set & Comple ment of . MATHEMATI CAL REASONING . The steepness of the straight line with different value of gradient . a set III. nts ii. . 3 i. Focus on mathematical sentences. ‘And’ and ‘Or’ in Stateme nts. Subset. Operatio n involving ‘Not’ or ‘No’. Deductio n and Induction 4 THE STRAIGHT LINE . Stateme . Quantifie rs ‘All’ and ‘ Some’ iii. Discuss the relationship between gradient and tan θ. Identify the statement by finding the truth of the sentences.A ᶜB. Operatio ns on Sets .II. Implicati on v. .

i. Identify the concept of m. Gradient of a Straight . Equation of a straight . Intercept . c and x-intercept. Find the ratio of vertical distance to horizontal distance Line ii. c is y-intercept of a straight line iv. iii. Parallel line with equation y = mx + c lines 5 . Verify that m is gradient.

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IHAN CATATAN .

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addition . Reflections : . Use the scientific calculator to explore standard form.1125) TOPIK : NUMBER BASES learning area / outcomes : To identify the concept of : 1. 5 AKY (1050 . where n is integers .20 -9. 5 AR RAZI (145-220). .TARIKH : 10 JAN 2011 (ISNIN) KELAS : 5 AL FARABY (1200-110). Convert a number in certain bases to a certain bases : .base 2 to base 5 and vice versa .base 5 to base 8 and vice versa b.substraction Reflections : 5 AFB : 5 ARZ : 5 AKY : TARIKH : 10 JAN 2011 (ISNIN) KELAS : 4 AL FARABY (8. Discuss the uses of standard form in everyday life and other area.base 2 to base 8 and vice versa . perform calculation using base 2 only . eight and five a.1 Number in base two.00) TOPIK : standard forms Subtopic : Standard Fprm learning area / outcomes : To identify the concept of : A X 10 index n.

Perform computations involving: i.1 Graphs of functions graphs of functions using graphing calcultor or · Explore .MASA & 1 2 3 4 5 6 7 8 HARI 730-830 830-910 910-950 950-1030 1030-1100 1100-1135 1135-1210 1210-1245 AHAD P 5KHW 5AK R 740-820 820-900 900-940 940-1020 1020-1050 1050-1125 1125-1200 1200-1235 ISNIN 4AF E 5AK 5AF SELASA 5KHW 5AF H 5 AK RABU 5AR A 5 KHW KHAMIS 5AF T 5 AR 4 AF v. Subtraction of two numbers in base two # Enrichment / Remedial Excercise # GRAPH OF FUNCTIONS (II) 2. Addition ii. Convert a number to a certain base vi.

Cubic function :ycubic3functions to the following forms : · Limit = ax + bx + cx + d d. # Enrichment / Remedial Excercise # TRANSFORMATIONS (III) *Revision on Transformations (I) & (II) .reflection .1 Combination of two transformations calculator. Quadratic function : y = ax2+ bx + c different values of constants. Solve problems by using+ b are in theequations line y = ax solution of 2 region. is iv.i. ED TEACHIN LEARNING AREA /OUTCOMES G AND LEARNIN G iii. AN AND LEARNING CONTRACT : FORM 5 MATHEMATICS< ax + b. the reciprocal + b is 2.3 Region representing inequalities i. Find the point(s) of intersection of two graphs. y = ax + b or y > ax + b or y (2011) BIL iii. iv. Llinear function : y =the + b · Compare ax characteristics of graphs of functions with b. the shape of graph using function *For the region representing b. y > ax + b or y < ax + b v.translation .ygiven3 a value of y = -x + bx + c iii. Determine whether combined transformation AB reflections and rotations. c. projector and object 3 ii. a.2 Solution of an equation by graphical to indicate that drawn as a solid line method i. . Determine the position of a given point relative to the equation y = ax + b. State the coordinates of the image transfomation. Determine whether a given point satisfies : ii. the value of y.rotation . or the overhead i. Find from a graph : y = ax3 + b 2 a. Draw the image of an objectcharacteristics of an object and its · Investigate the iii. Find solutions using graphical method 2. Determine the region which satisfies two or more simultaneous lnear inequalities. iv. y > ax + b or y < ax + b ii. all points on the ii. *For the region representing quadratic. Identify : · Emphasise that : a. Identify the region satisfying y > ax + b or y < ax + b. given x3 +value of x y = the bx + c b. Reciprocal function= y = a/x y : ax3 ii. Determine the image of an transparencies. the value(s) of x. the Geometer's Sketchpad. image under combined of a point under combined transformation · Limits isometric transformations to translations. Shade the regions representing the inequalities : a. the type of function. cubic orline y = ax function.enlargement · Explore combined transformation using the graphing 3. Draw the graphthea : of Geometer's Sketchpad. Sketch the graph of a given linear. usingor graph + b. y < ax + b a y > ax and vice versa drawn as a dashed line . y > ax + b atau y < ax + b b.

a formula. Determine · Limits to to x 2 matrix is the inverse whether a 2 unknowns. n . columns is read as "an m by n matrix. Solve problems involving equal matrices. . Form a matrix the order ofinformation. ii. · Discuss : of two matrices.2 Equal matrices *the coresponding elements i. *there is only one identity matrix for each order 4. Relate to i. · Discuss why : 4.7 Inverse matrix place on both sides of the equation i. the method of solving simultaneous linear equations. b. matrix of another 2 x 2 matrix.is equivalent to combined transformation BA. ii. Find the product of two matrices. AB = BA = I ii. iii. Find and perform the sum or the difference .m x order of a matrix · Discuss equal matrices in terms of : iii. Determine whether addition or subtraction can be performed on two given matrices. Determine · Emphasise that : whether two matrices can be multiplied and state the *if matrix B is the inverse of matrix A. # Enrichment / Remedial Excercise # ED TEACHIN LEARNING AREA /OUTCOMES G AND LEARNIN G MATRICES 4. then matrix A is order of the product when the two matrices can be multiplied. AN AND LEARNING CONTRACT Determine5 MATHEMATICS (2011) and ii. Find the inverse matrix of a 2 x 2 matrix using : a. Solve problems involving transformation. Solve matrix equationsall square multiplication inverse matrices but not involving matrices have of two matrices. Determine whether a given matrix is an identity = b solving linear equations of type ax matrix by multiplying it to another matrix.are written in brackets. Problems solving. *AI = A ii. : FORM the number of rows. = A *IA 4.1 Matrix · Emphasise that matrices : .3 Addition and subtractionand matrices three row on three columns. Determine whether two matrices are equal. Identify a specific order *the element in a matrix.6 Identity matrix *the use of inverse matrix is necessary. Specify a transformation which is equivalent to the combination of two isometric vi. Problems solving.4 Multiplication of a matrix · Discuss : i. v. i. *inverse matrices can only exist for square matrices. identity matrix = square matrix *an ii.5 Multiplication of two matrices · The inverse of matrix A is denoted A-1. also the inverse of matix B. than · Limit to matrices with not more 4. Multiply a matrix by a number. i. ii. BIL 4.from given matrix . i.inverse matrix at the right *it is important to place the 4.

discuss the . form of equation involving two variables. ED TEACHIN LEARNING AREA /OUTCOMES G AND LEARNIN G GRADIENT AND· AREA UNDER in various areas Use examples GRAPH 6. · If y varies inversely as x.limit n to 2. Find the value i. a table of distance-time values change of distance = speed gradient = AN AND LEARNING CONTRACT of FORM 5distance-time graph(2011) : a graph. x # Enrichment / Remedial Excercise # · For the cases limit n to 2. p h Aq k # Enrichment / Remedial Excercise # method uses inverse matrix to solve · The matrix b d simultaneous linear equations. x = x when sufficient information is given. b. 1 2 y1 y2 v. i. BIL b unknowns. Solve simultaneousa. b p = h k AN AND LEARNING CONTRACT : FORM 5 MATHEMATICS (2011) q a ph c d = q iii. Find the matrix matrix form is in p in a qk using the inverse matrix. . equations by the matrix p and q are where linear d.1 Direct variation . · If y ∝ x.y ∞ x . Solve problems involvingsolution.ED TEACHIN LEARNING AREA /OUTCOMES G AND LEARNIN G 4. MATHEMATICS and speed-time graph. changes in another quantity involving inverse variation. the relation is written as 1 y∞ .8 Simultaneous Simultaneous linearusing matrices · linear equations by equations i. State the quantity represented by gradient · Compare and differentiate between ii. i. Draw the distance-timethat : given : · Emphasise graph.2 Inverse variation . 3 and ½.y ∞ x d 5. h and k are constants. a relationship between distance and time. c VARIATIONS 5. Find and interpret the gradient . or joint variation ii. · Using : iv. x3 . the relation is written as · If y varies quantity with respect to y ∝ x. Expressthe direct/ inverse or joint variation in the variation.y ∞ thexcharacteristics of the graph using the · Discuss 1/ 5.y ∝ 1 . c. characteristics of the graphs of y against xⁿ. y 2 the x· Discuss the form of x1/2 graph of y against 1 when y ∝ 1. then inversely or k is the constant of a quantity varies directly/ y = kx wherecombined as another quantity. a. Determine·fromthe cases y ∝ xⁿ. 3 and ½. c iv. 3 and ½. For given information whether ii. iii. BIL b. variation for the to get the inverse · For following cases :the cases y ∝ xⁿ. method. ya variable in the direct/inverse or of = kx .3 Joint variation graph of y against x when y ∝ x. time change of iii.n = 2.1 Quantity represented by the gradient of a graph such as technology and social science. Solve problems a −1 involving matrices. State the changes in a directly as x. Write simultaneous+ bq =equations in matrix form. ap linear h and cp + dq = k ii.

iii. t represent time.3 Probability of combined event p(A) = 0. Find the probability of thetossing a fair diean event. A or B and A U B ii.2 Probability of· the Complement of an sample space through concrete Discuss equiprobable Event i. i. · Use examples in v. A or B · An example of a situation is being chosen to be a b. outcomes · Use two-way classification tables of events from # ENRICHMENT/REMEDIAL EXERCISE # articles or statistical data to find probability newspaper of combined events. Determine the sample space of an ii. Find the probability by listing the outcomes i. · Use real life situations such as travelling from iv. Determine the distance by findingin the form of y = kx + h ii.1 Probability of an event i. Solve problems involving probablity of an event. under a graph. Draw a graph to show relationship between · Discuss that in certain cases. Solve problems involving gradient and area h and k represent constants. Ask students to create tree . a. : involving ii. combination of the graph a. Find the speed for a period of time train or by bus. State the quantity represented by the Discuss the formula for finding area under a graph area under a graph. that area under a graph two variables representing certain measurements may not represent any meaningful quantity. For examples : 6. v = k (uniform speed) b. i. a fair coin or complement of activities.: iii. i. a combination of the above. v = kt + v represents speed.2 Quantity represented by the area distance-time graph. A and B member of an exclusive club with restricted conditions. A and B Use real life situations to show the relationship between · as elements of set A ii. iii. a a graph. 7 ED TEACHIN LEARNING AREA /OUTCOMES G AND LEARNIN G a. The area under the under a graph. Solve problemstree diagrams and coordinate planes to find all the · Use involving probability of combined event. one place to another by from a distance-time graph. # ENRICHMENT/REMEDIAL EXERCISE # PROBABILITY II 7. Determine the probability of an event iii. of combined events. v = kt NOTES: c. h d. List the outcomes for event : real life situations such as · Include events in a. iv. social science and economy. words 7. AN AND LEARNING CONTRACT b. a straight line the area under the followingatypes of speed-time above. elements losing a b. Find the area under straight line which is parallel to the x-axis. FORM 5Use tree diagrams to obtain sample space for tossing : Set notation · MATHEMATICS (2011) ii. A event : of the combinedand B and A ∩ B.of a distance-time graph. · Discuss events that produce P(A) = 1 and BIL 7. State the complement and begin with: simple cases such as activities of an event in tossing a fair coin. and state the meaning of its gradient. A or B aswinning or of set A game and passing or failing an exam.

State the bearing of point A from point B NOTES: based on given information. given the latitudes ofearth points. Sketch/ labelli. 9. State the latitude and longitude around the world. earth and vice versa. iii. iii. of a given place. b. have between two latitudes. : FORM 5Discuss that : · MATHEMATICS (2011) BIL given. iv. ii. Begin with the case where bearing of point B v. from point A bearing. in map reading and navigation. west from 000° to 360°. 9. north-west. State the compass angleconsidered as bearing 000° . · Model · Introduce the meridian through Greenwich in England i. involving degrees and minutes. . ii. iii. State the latitude of a given points. distance between two points. Sketch and ·label a parallel of latitude. through both poles. there are two meridians on AN AND LEARNING CONTRACTState the longitude of a given point.1 Longitude EARTH AS A SPHERE such as globes should be used.1 Bearing diagrams from these tables. measured in a south-east.4 Distance on the surface of theon the same meridian. south. ii. given the subtended angle at the is subtended by the arc between two given points centre of the along the equator.aall points on a meridian have given meridian with the longitude the same longitude iv. cities or towns earth i. a globe or a map to name a place · Use ii. north. Find the difference between two longitude. Sketch a great circle from north to south pole as the Greenwich Meridian with longitude 0°. a parallel of latitude Discuss that all points on iv. Solve problems involving : a. south-west. State the relation between the radius of the earth and the radius of a parallel of latitude. v. Find the shortest distance between two points vi.x°) W (or E) form a great circle parallel to the equator. Find the length of an arc of a great circle in of the earth that · Sketch the angle at the centre nautical mile. Solve problems involving is given. given its place. a great circle through ii. east. ii. Find the differencethe same latitude. Sketch / label the latitude and longitude of a place · Use the globe to find the distance between two 9. state For cases iii. Draw and label the eight main compass directions : in Compass angle and bearing are written a. They are three-digit form. Find the distancemodels such as the globe to find relationships · Use between two points measured along a meridian.3 Location of a ·placea globe or map to find locations of cities Use i. For example.BEARING 8. clockwise direction from north. Sketch a circle (180°. Meridians with longitudes x°E (or W) and i. Draw a diagram of a point which decimal point. iv. · B relative to another point A given the bearing of B from A. / longitude of another point and the distance between the two points along the same meridian/ latitude. Find the latitude/ longitude of a point given the latitude parallel of latitudes. between the radius of the both and radius iii. North-east. # ENRICHMENT/REMEDIAL EXERCISE # ED TEACHIN LEARNING AREA /OUTCOMES G AND LEARNIN G 9. NOTES: i. Mark the location of a location. in degrees up to one shows the 8 direction of Discuss the use of bearing in real life situations.2 Latitude both poles iii. Due north is of any compass direction.

Begin with a = 1. a ≠ 0 and x is an unknown. II. Significa nt Figure and other areas. b and c i. Standar d FORM . QUADRATIC EXPRESSION S AND EQUATIONS . Quadrati c Expressi ons ii. Discuss the characteristics of quadratic expression or BIL equations of the form ax®+bx +c=0 where a. Factoris ation of Quadrati c Expressi ons iii. Discuss the number of roots of quadratic equations. Discuss the significant of zero in a number. . Quadrati c Equation s iv.b. 1 . travelling on the surface of the earth. Discuss the uses of significant figures in everyday life I. . . # ENRICHMENT/REMEDIAL EXERCISE # ED TEACHIN LEARNING AREA /OUTCOMES G AND LEARNIN REVISION FOR SPM / GEMPUR SPM G STANDARD FORM . Discuss the various methods to obtained the desired products. Roots of Quadrati c Equation s are constants. MATHEMATICS (2011) AN AND LEARNING CONTRACT :Form 4Use the scientific calculator to explore standard form.

Subset. Discuss cases with : II. Operatio ns on Sets . Discuss the relationship between sets and universal sets. A ∩ B = Ø. . Set . Discuss why {0} and {Ø} are not empty sets. Identify the statement by finding the truth of the sentences. Focus on mathematical sentences. III. ii. 3 i. iv. I. Universa l set & Comple ment of a set . Implicati on v. MATHEMATI CAL REASONING . Stateme nts .SETS 2 .A ᶜB. Argume nt . . ‘And’ and ‘Or’ in Stateme nts. Operatio n involvin g ‘Not’ or ‘No’. Quantifi ers ‘All’ and ‘ Some’ iii.

Verify that m is gradient. Find the ratio of vertical distance to horizontal distance ii. The steepness of the straight line with different value of gradient . iii. Discuss the relationship between gradient and tan θ. c is y-intercept of a straight line with equation y = mx + c 5 . Equation of a straight line iv. .vi. Intercep t . c and x-intercept. Gradient of a Straight Line . Identify the concept of m. Parallel lines . Deductio n and Inductio n 4 THE STRAIGHT LINE i.

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9 10 11 1245-120 120-155155-230 1235-110 110-145145-220 5AF 5AR 5 AK 4 AF 4 AF 12 13 KLINTEN .

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