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SEKOLAH MENENGAH KEBANGSAAN AIR MOLEK FORM 5 ADDITIONAL MATHEMATICS SCHEME OF WORK 2013

WEEK 1 2-4 Jan LEARNING OBJECTIVE A6. PROGRESSION 1. Understand and use the concept of arithmetic progression. Suggested Teaching and Learning Activities
Use examples from real-life situations, scientific or graphing calculators and computer software to explore arithmetic progressions

LEARNING OUTCOMES 1.1 Identify characteristics of arithmetic progressions. 1.2 Determine whether a given sequence is an arithmetic progression. 1.3 Determine by using formula: a) specific terms in arithmetic progressions; b) the number of terms in arithmetic progressions. 1.4 Find: a) the sum of the first n terms of arithmetic progressions. b) the sum of a specific number of consecutive terms of arithmetic progressions. c) the value of n, given the sum of the first n terms of arithmetic progressions. 1.5 Solve problems involving arithmetic progressions.

POINTS TO NOTE Begin with sequences to introduces arithmetic and geometric progressions. Include examples in algebraic form Include the use of formula T n = S n S n −1 Include problems involving real-life situations. Include examples in algebraic form.

2 7-11 Jan

2. Understand and use the concept of geometric progression.

2.1 Identify characteristics of geometric progressions. 2.2 Determine whether a given sequence is a geometric progression. 2.3 Determine by using formula: a) specific terms in geometric progression, b) the number of terms in geometric progressions. 2.4 Find: a) the sum of the first n terms of geometric progressions; b) the sum of a specific number of consecutive terms of geometric progressions. c) the value of n, given the sum of the first n terms of geometric progressions.

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b) equations of lines of best fit.1 Draw lines of best fit by inspection of given data.151515 … Exclude : a) combination of arithmetic progressions and geometric progressions. Include recurring decimals.6 Solve problems involving geometric progressions..9. b) cumulative sequences such as. r n → 0 then a s∞ = .8.2 Write equation for lines of best fit. 2.WEEK 3 14-18 Jan LEARNING OBJECTIVE LEARNING OUTCOMES 2.. 1. 1. 1.2 Write equation for lines of best fit.… 1. Suggested Teaching and learning Activities Use examples from real-life situations to introduce the concept of linear 1.10). 2 .3 Determine values of variables from: a) lines of best fit. 1− r S ∞ read as “ sum to infinity”. LINEAR LAW 21-25 Jan 1. POINTS TO NOTE Discuss : As n → ∞ . 0.5 Find: a) the sum to infinity of geometric progressions b) the first term or common ratio. (7. Understand and use the concept of lines of best fit. given the sum to infinity of geometric progressions.3 Determine values of variables from: a) lines of best fit. (1).3). 1.1 Draw lines of best fit by inspection of given data. (2.333…. Limit to2 recurring digits such as 0. (4.6). b) equations of lines of best fit.5. 4 A7 .

3 Determine areas under curve using formula. INTEGRATION Determine integrals by reversing differentiation. c . integer. Apply linear law to non-linear relations. C2. Emphasise constant of integration.1 Reduce non-linear relations to linear form. n ≠ − 1 . POINTS TO NOTE 2. Use computer software and graphing calculators to explore 2. Limit to one curve 3 . 1.1 Find definite integrals of algebraic expressions. Suggested Teaching and Find constant of integration. Suggested Teaching and learning Activities Use scientific or graphing calculators to explore the concept of definite integrals. LEARNING OUTCOMES 2. 2.2 Determine values of constants of non-linear relations given: a) lines of best fit b) data 2. Understand and use the concept . learning Activities Determine equations of curves from functions of gradients Use computer software such as Geometer’s Sketchpad to explore the oncept of integration. where a is a constant and n is an of indefinite integral. 2. where u = ax + b Include 7 11-15Feb 8 18-22 Feb ∫ k f ( x ) dx = k ∫ f ( x ) dx a a b b ∫ f ( x ) dx = − ∫ f ( x ) dx a b b a Derivation of formulae not required. areas under curves and the significance of positive and negative values of areas.WEEK 5 28Jan-1Feb 6 4-8 Feb LEARNING OBJECTIVE 2. of definite integral. Understand and use the concept Determine integrals of ax n .3 Obtain information from: a) lines of best fit b) equations of lines of best fit. in indefinite integrals. ∫ y dx read as “integration of y with respect to x ” n Limit integration of ∫ u dx .2 Find areas under curves as the limit of a sum of areas. Determine integrals of algebraic expressions.

1 Differentiate between and scalar quantities.5 Determine volumes of revolutions using formula.WEEK 9 25 Feb1 Mac LEARNING OBJECTIVE Use dynamics computer software to explore volumes of revolutions. a) x-axis b) y-axis as the limit of a sum of volumes 2. a.6 Determine whether two vectors are parallel. AB . 1. Limit volumes of revolution about the x-axis or y-axis FORMATIVE 1 TEST 10 4 –8 Mac 11 11-15 Mac G2. AB Magnitude : a . Use notations : Vector : a. 4 . 1.4 Find volume of revolutions when region bounded by a curve is Derivation of formulae not rotated completely about the required.3 Determine the magnitude and direction of vectors represented by directed line segments.4 Determine whether two vectors are equal. 1. Emphasize negative vector: − AB = BA Include negative scalar Include : a) Collinear points b) Non-parallel non-zero vectors. 1. then h=k=0 ~ ~ 1. AB. VECTORS 1. Emphasize: If a and b are not parallel and h a = k b .2 Draw and label directed line segments to represent vectors. │AB│ Zero vector : 0 Emphasize that a zero vector has a magnitude of zero. Understand and use the concept of vector Suggested Teaching and learning Activities Use examples from real-life situations and dynamic computer software such as Geometer’s sketchpad to explore vectors.5 Multiply vectors by scalar. 1. LEARNING OUTCOMES POINTS TO NOTE 2.│a│.

Understand and use vectors in the Cartesian plane. Suggested Teaching and learning Activities Use real-life situations and manipulative materials to explore addition and subtraction of vectors.8 Solve problems involving vectors .6 Solve problems involving addition and subtraction of vectors POINTS TO NOTE Emphasize : a − b = a + ( −b ) 23 – 31Mac 13 1 – 5 Apr Suggested Teaching and learning Activities 3. 5 Use computer software to explore 3. all vectors are given in the form xi + y j  x  or    y   Limit combined operations to addition.WEEK 12 18-22 Mac LEARNING OBJECTIVE 2.7. 2.5 Represent vectors as a combination of other vectors. Understand and use the concept of addition and subtraction of vectors.1 Determine the resultant vector of two parallel vectors. Unit vector Emphasize: 1  Vector i =   and  0    0 Vector j =   1    For learning outcomes 3.2 Determine the resultant vector of two non-parallel vectors using : (a) Triangle law (b) Parallelogram law 2.parallel 2.2 to 3.5 Subtract two vectors. vectors in the Cartesian plane. 3. 3. 3.7 Perform combined operations on vectors. 3. MID TERM HOLIDAY 3.3 Determine unit vectors in given directions.3 Determine the resultant vector of three or more vectors using the polygon law.4 Add two or more vectors.6 Multiply vectors by scalars. 3.2 Determine magnitudes of vectors.4 Subtract two vectors which are : (a) Parallel (b) Non. LEARNING OUTCOMES 2. 2.1 Express vectors in the form: a) xi + y j x b)    y   Relate unit vector i and j to Cartesian plane to Cartesian coordinates. 3. subtraction and multiplication of vectors by scalars. 2.

Suggested Teaching and 2.θ) Emphasise the use of triangles to find trigonometric ratios for special angles 30˚. 45˚ and 60˚. Emphasise: Sin θ = cos (90 .4 Solve trigonometric equations.θ) Sec θ = cosec (90˚. Use unit circle to determine the sign of trigonometric ratios.θ) Cosec θ = sec (90˚. radians for: a) positive angles Suggested Teaching and b) negative angles.1 Define sine. angles greater than 360˚ or 2 π measured in degrees and radians.WEEK 14 8 – 12 Apr LEARNING OBJECTIVE LEARNING OUTCOMES T2. Understand and use the six 2. 6 . POINTS TO NOTE 15 15-19 Apr 2. secant and cosecant of any angle in a Cartesian plane. learning Activities • Use dynamic computer software such as Geometer’s Sketchpad to explore angles in Cartesian plane. • Use dynamic computer software to explore trigonometric functions in degrees and radians. angle.θ) Tan θ = cot (90˚.2 Define cotangent. Understand the concept of positive and negative angles 1.3 Find values of the six trigonometric functions of any angle. cosine and tangent of any angle in a Cartesian trigonometric functions of any plane.TRIGONOMETRIC FUNCTION 1. 2.1 Represent in a Cartesian plane.θ) Cot θ = tan (90˚. • Use scientific or graphing calculators to explore trigonometric functions of any angle.θ) Cos θ = sin (90˚. learning Activities 2.

1 and 2. 7 . Include trigonometric functions involving modulus. Understand and use addition 5. c) y = c + a tan bx. cosine and tangent graphs. Basic identities are also known as Pythagorean identities.3 Solve trigonometric equations using basic identities.1 Prove trigonometric identities using addition formulae for sin formulae and double-angle (A ± B).3 Solve trigonometric equations using drawn graphs.2 Determine the number of solutions to a trigonometric equation • Use examples from real-life using sketched graphs. software such as Geometer’s Sketchpad to explore basic 4.2 Derive double-angle formulae for sin 2A. Understand and use basic identities. cos 2A and tan 2A.4 Solve trigonometric equations.2 Prove trigonometric identities using basic identities.2.3 Prove trigonometric identities using addition formulae and/or • Use dynamic computer software double-angle formulae. Emphasise the characteristics of sine. identities. Include learning outcomes 2. Exclude combinations trigonometric functions.WEEK 16 22-26 Apr LEARNING OBJECTIVE LEARNING OUTCOMES POINTS TO NOTE Use angles in a) degrees b) radians. of 17 29 Apr 3 May 3. learning Activities 3. 4. cos (A ± B) and tan (A ± B). 5. Suggested Teaching and learning Activities 5. • Use graphing calculators and dynamic computer software such as Geometer’s Sketchpad to explore graphs of trigonometric functions. such as Geometer’s sketchpad to explore addition formulae and 5. Discuss half-angle formulae. situations to introduce graphs of trigonometric functions. b) y = c + a cos bx. 3. Understand and use graphs of 3. where c ≠ 0. b and c are constants and b>0. in terms of π . Suggested Teaching and where a. functions. Derivation of addition formulae not required. Exclude A cosx + b sinx = c. formulae. 4. 5. double-angle formulae. cosine and tangent a) y = c + a sin bx.1 Draw and sketch graphs of trigonometric functions: sine.1 Prove basic identities: a) sin2 A + cos2 A = 1 Suggested Teaching and b) 1 + tan2 A = sec2 A learning Activities c) 1 + cot2 A = cosec2 A • Use scientific or graphing calculators and dynamic computer 4.

1. Understand and use the concept of permutation. Suggested Teaching and learning Activities 1.5 .4 Determine the number of permutations of n different objects taken r at a time.3 • Use manipulative materials to explore multiplication rule • Use real-life situations and computer software such as spreadsheet to explore permutations 1. Determine the number of permutations of n different objects for given conditions Determine the number of permutations of n different objects taken r at a time for given conditions Limit to 3 events. b) Calculators should only be used after students have understood the concept 21 10-14 Jun 1. For this topic: a) Introduce to concept by using numerical examples.1. Include notation: a) n! = n( n -1)(n -2)…(3)(2) (1) b) 0! = 1 n ! read as “ n factorial”. Exclude cases involving arrangement of objects in a circle 8 1. Determine the total number of ways to perform successive events using multiplication rule.WEEK WEEK 18-20 6-24 May 25 May – 9Jun LEARNING OBJECTIVE LEARNING OBJECTIVE LEARNING OUTCOMES LEARNING OUTCOMES MID YEAR EXAMINATION POINTS TO NOTE POINTS TO NOTE MID YEAR HOLIDAY A6 : PERMUTATION AND COMBINATION 1. Explain the concept of permutations by listing all possible arrangements.2 Determine the number of permutations of n different objects. Exclude cases involving identical objects.

Emphasize: P(A ∪ B)= P(A) + P (B) – P(A ∩ B) Using Venn diagrams. Discuss: a) classical probability (theoretical probability) b) subjective probability c) relative frequency probability (experimental probability). 1. Understand and use the concept 17-21 Jun of combination.1 Describe the sample space of an experiment.4 Determine the probability of two events: a) A or B occurring b) A and B occurring. 1. Suggested Teaching and learning Activities Explore combinations using reallife situations and computer software 23 A7. 9 .2 Determine the number of outcomes of an event.WEEK WEEK 22 LEARNING OBJECTIVE LEARNING OBJECTIVE 2. POINTS TO NOTE POINTS TO NOTE Explain the concept of combinations by listing all possible selections. 24–28Jun 1.3 Determine the probability of an event. PROBABILITY Use set notations. 1.2. computer software. 1. Understand and use the concept of probability. 2. Use examples to illustrate n P n Cr = r r! 2. LEARNING OUTCOMES LEARNING OUTCOMES Determine the number of combinations of r objects chosen from n different objects. and scientific or graphing calculators to explore the concept of probability. Determine the number of combinations of r objects chosen from n different objects for given conditions. Suggested Teaching and learning Activities Use real-life situations to introduce probability. Emphasize: Only classical probability is used to solve problems.1. Use manipulative materials.

Understand and use the concept of probability of mutually 24–28Jun exclusive events.1 Determine whether two events are mutually exclusive. 10 . POINTS TO NOTE Include events that are mutually exclusive and exhaustive. 2. 2.WEEK LEARNING OBJECTIVE LEARNING OUTCOMES POINTS TO NOTE WEEK 23 LEARNING OBJECTIVE LEARNING OUTCOMES 2.2 Determine the probability of two or more events that are mutually exclusive. Suggested Teaching and learning Activities Use manipulative materials and graphing calculators to explore the concept of probability of mutually exclusive events. Limit to three mutually exclusive events. Use computer software to simulate experiments involving probability of mutually exclusive events.

POINTS TO NOTE Include three diagrams. PROBABILITY DISTRIBUTIONS 1.4 Determine mean . Understand and use the concept of binomial distribution.1 List all possible values of a discrete variable. POINTS TO NOTE Include the characteristics of Bernoulli trials For learning outcomes 1.3 Plot binomial distribution graphs 1. LEARNING OUTCOMES 1. Use computer software to simulate experiments involving probability of independent events. WEEK LEARNING OBJECTIVE S4 .2 and 1.5 Solve problems involving binomial distributions.3 Determine the probability of three independent events. 1.WEEK 24 1-5 July LEARNING OBJECTIVE 3. Understand and use the concept of probability of independent events.1 Determine whether two events are independent.4.derivation of formulae not required. 1. Suggested Teaching and learning Activities Use manipulative materials and graphing calculators to explore the concept of probability of independent events. LEARNING OUTCOMES 3. 3.2 Determine the probability of two independent events. 1.2 Determine the probability of an event in a binomial distribution.. Suggested Teaching and learning Activities Use real-life situations to introduce the concept of binomial distribution. 25 8-12July 11 . 3.variance and standard deviation of a binomial distribution.

3 Convert random variable of normal distributions. Z 2.6 Solve problems involving normal distributions POINTS TO NOTE Discuss characteristics of: (a) normal distribution graphs (b) standard normal distribution graphs.2 Find the linear inequality that defines a shaded region. 1. Understand and use the concept of graphs of linear inequalities. 26 15-19July 27 22-26 July WEEK 28 29 Jul – 2 Aug LEARNING OBJECTIVE AST1.4 Find linear inequalities that define a shaded region. Understand and use the concept of normal distribution. Suggested Teaching and learning Activities Use examples from real-life situations. graphing calculators and dynamic computer software such as Geometer’s Sketchpad to LEARNING OUTCOMES 1.WEEK LEARNING OBJECTIVE 2. Z is called standardized variable. POINTS TO NOTE Emphasize the use of solid lines and dashed lines.1 Identify and shade the region on the graph that satisfies a linear inequality. Limit to regions defined by a maximum of 3 linear inequalities (not including the x-axis and y-axis) 12 . 2.5 Determine probability of an event 2. 1. 2. X. LEARNING OUTCOMES 2.2 Find probability of z-values for standard normal distribution. Integration of normal distribution to determine probability is not required. LINEAR PROGRAMMING 1.4 Represent probability of an event using set notation. 2.3 Shade region on the graph that satisfies several linear inequalities. to standardized variable. Suggested Teaching and learning Activities Use real-life situations and computer software such as statistical packages to explore the concept of normal distributions. 1.1 Describe continuous random variables using set notations.

b and k are constants. 2. MOTION ALONG A STRAIGHT LINE 1. Suggested Teaching and learning Activities 1. LEARNING OUTCOMES POINTS TO NOTE 29 5-9Aug 2.1 Solve problems related to linear programming by: a) writing linear inequalities and equations describing a situation. b) shading the region of feasible solutions. WEEK 10-18 Aug 30 19-23Aug LEARNING OBJECTIVE LEARNING OUTCOMES MID TERM HOLIDAY POINTS TO NOTE AST2 .3 Determine the total distance traveled by a particle over a time Emphasize the use of the following symbols: s= displacement v= velocity a= acceleration t = time where s. Understand and use the concept of linear programming. v and a are 13 . c) determining and drawing the objective function ax + by = k where a.WEEK LEARNING OBJECTIVE explore linear programming.1 Identify direction of displacement of a particle from fixed point. Optimum values refer to maximum or minimum value. Understand and use the concept of displacement. 1. d) determining graphically the optimum value of the objective function Include the use of vertices to find the optimum value.2 Determine displacement of a particle from a fixed point. 1.

2. Suggested Teaching and learning Activities Use examples from real-life situations. scientific or graphing calculators and computer software to explore the concept of acceleration. 30 19-23Aug 2.4 Determine displacement of particle from acceleration function by integration. Understand and use the concept of acceleration Suggested Teaching and learning Activities Use examples from real-life situations. . 3. 3. Include graphs of velocity functions.1 Determine acceleration function of a particle by differentiation.2 Determine instantaneous acceleration of a particle. POINTS TO NOTE functions of time Emphasize the difference between displacement and distance.WEEK LEARNING OBJECTIVE Use examples from real-life situations. Emphasize velocity as the rate of change of displacement. Include the use of number line. Understand and use the concept of velocity. scientific or graphing calculators and computer software to explore the concept of velocity.2 Determine instantaneous velocity of a particle. Discuss: 3. Discuss positive. a) uniform acceleration b) zero acceleration c) positive acceleration d) negative acceleration 14 Emphasise acceleration as the rate of change of velocity. 2.1 Determine velocity function of a particle by differentiation. LEARNING OUTCOMES interval using graphical method.3 Determine instantaneous velocity of a particle from acceleration function by integration. negative and zero displacements. scientific or graphing calculators and computer software to explore displacement. 3. Discuss: a) uniform velocity b) zero instantaneous velocity c) positive velocity d) negative velocity 31 26-30Aug 3.

5 Solve problems involving motion along a straight line.WEEK LEARNING OBJECTIVE LEARNING OUTCOMES 3. POINTS TO NOTE 32-34 TRIAL EXAM 2-20 Sept 35-42 TRIAL EXAM 23Sept – 15 Nov 15 .