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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.

## WEEK 3 14-18 Jan

LEARNING OBJECTIVE

LEARNING OUTCOMES 2.5 Find: a) the sum to infinity of geometric progressions b) the first term or common ratio, given the sum to infinity of geometric progressions.

POINTS TO NOTE Discuss : As n , r n 0 then a s = . 1 r S read as sum to infinity. Include recurring decimals. Limit to2 recurring digits such as 0.333, 0.151515 Exclude : a) combination of arithmetic progressions and geometric progressions. b) cumulative sequences such as, (1), (2,3), (4,5,6), (7,8,9,10), 1.1 Draw lines of best fit by inspection of given data. 1.2 Write equation for lines of best fit.. 1.3 Determine values of variables from: a) lines of best fit; b) equations of lines of best fit.

## 2.6 Solve problems involving geometric progressions.

A7 . LINEAR LAW

21-25 Jan 1. Understand and use the concept of lines of best fit. Suggested Teaching and learning Activities
Use examples from real-life situations to introduce the concept of linear

1.1 Draw lines of best fit by inspection of given data. 1.2 Write equation for lines of best fit.. 1.3 Determine values of variables from: a) lines of best fit; b) equations of lines of best fit.

## LEARNING OUTCOMES 2.1 Reduce non-linear relations to linear form.

POINTS TO NOTE

2.2 Determine values of constants of non-linear relations given: a) lines of best fit b) data 2.3 Obtain information from: a) lines of best fit b) equations of lines of best fit. C2. INTEGRATION Determine integrals by reversing differentiation. 1. Understand and use the concept Determine integrals of ax n , where a is a constant and n is an of indefinite integral. integer, n 1 . Determine integrals of algebraic expressions. Suggested Teaching and Find constant of integration, c , in indefinite integrals. learning Activities Determine equations of curves from functions of gradients Use computer software such as Geometers Sketchpad to explore the oncept of integration. 2. Understand and use the concept .1 Find definite integrals of algebraic expressions. of definite integral. Suggested Teaching and learning Activities Use scientific or graphing calculators to explore the concept of definite integrals. 2.2 Find areas under curves as the limit of a sum of areas. Use computer software and graphing calculators to explore 2.3 Determine areas under curve using formula. areas under curves and the significance of positive and negative values of areas. Emphasise constant of integration. y dx read as integration of y with respect to x n Limit integration of u dx , where u = ax + b Include

7 11-15Feb

8 18-22 Feb

k f ( x ) dx = k f ( x ) dx
a a

f ( x ) dx = f ( x ) dx
a b

## LEARNING OBJECTIVE Use dynamics computer software to explore volumes of revolutions.

LEARNING OUTCOMES POINTS TO NOTE 2.4 Find volume of revolutions when region bounded by a curve is Derivation of formulae not rotated completely about the required. a) x-axis b) y-axis as the limit of a sum of volumes 2.5 Determine volumes of revolutions using formula. Limit volumes of revolution about the x-axis or y-axis FORMATIVE 1 TEST

10 4 8 Mac 11 11-15 Mac G2. VECTORS 1. Understand and use the concept of vector Suggested Teaching and learning Activities Use examples from real-life situations and dynamic computer software such as Geometers sketchpad to explore vectors.

1.1 Differentiate between and scalar quantities. 1.2 Draw and label directed line segments to represent vectors.

Use notations : Vector : a, AB, a, AB Magnitude : a , AB ,a, AB Zero vector : 0 Emphasize that a zero vector has a magnitude of zero. Emphasize negative vector: AB = BA Include negative scalar Include : a) Collinear points b) Non-parallel non-zero vectors. Emphasize: If a and b are not parallel and h a = k b , then h=k=0
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1.3 Determine the magnitude and direction of vectors represented by directed line segments.

1.4 Determine whether two vectors are equal. 1.5 Multiply vectors by scalar. 1.6 Determine whether two vectors are parallel.

## WEEK 12 18-22 Mac

LEARNING OBJECTIVE 2. Understand and use the concept of addition and subtraction of vectors. Suggested Teaching and learning Activities Use real-life situations and manipulative materials to explore addition and subtraction of vectors.

LEARNING OUTCOMES 2.1 Determine the resultant vector of two parallel vectors. 2.2 Determine the resultant vector of two non-parallel vectors using : (a) Triangle law (b) Parallelogram law 2.3 Determine the resultant vector of three or more vectors using the polygon law. 2.4 Subtract two vectors which are : (a) Parallel (b) Non- parallel 2.5 Represent vectors as a combination of other vectors. 2.6 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. Understand and use vectors in the Cartesian plane.

MID TERM HOLIDAY 3.1 Express vectors in the form: a) xi + y j x b) y Relate unit vector i and j to Cartesian plane to Cartesian coordinates. Unit vector Emphasize: 1 Vector i = and 0 0 Vector j = 1 For learning outcomes 3.2 to 3.7, all vectors are given in the form xi + y j x or y Limit combined operations to addition, subtraction and multiplication of vectors by scalars. 5

Use computer software to explore 3.2 Determine magnitudes of vectors. 3.3 Determine unit vectors in given directions. vectors in the Cartesian plane. 3.4 Add two or more vectors. 3.5 Subtract two vectors. 3.6 Multiply vectors by scalars. 3.7 Perform combined operations on vectors. 3.8 Solve problems involving vectors

WEEK 14 8 12 Apr

LEARNING OBJECTIVE LEARNING OUTCOMES T2.TRIGONOMETRIC FUNCTION 1. Understand the concept of positive and negative angles 1.1 Represent in a Cartesian plane, angles greater than 360 or 2 measured in degrees and radians. radians for: a) positive angles Suggested Teaching and b) negative angles. learning Activities Use dynamic computer software such as Geometers Sketchpad to explore angles in Cartesian plane.

POINTS TO NOTE

15 15-19 Apr

2. Understand and use the six 2.1 Define sine, cosine and tangent of any angle in a Cartesian trigonometric functions of any plane. angle. 2.2 Define cotangent, secant and cosecant of any angle in a Cartesian plane. Suggested Teaching and 2.3 Find values of the six trigonometric functions of any angle. learning Activities 2.4 Solve trigonometric equations. Use dynamic computer software to explore trigonometric functions in degrees and radians. Use scientific or graphing calculators to explore trigonometric functions of any angle.

Use unit circle to determine the sign of trigonometric ratios. Emphasise: Sin = cos (90 - ) Cos = sin (90- ) Tan = cot (90- ) Cosec = sec (90- ) Sec = cosec (90- ) Cot = tan (90- ) Emphasise the use of triangles to find trigonometric ratios for special angles 30, 45 and 60.

## WEEK 16 22-26 Apr

LEARNING OBJECTIVE

LEARNING OUTCOMES

POINTS TO NOTE Use angles in a) degrees b) radians, in terms of . Emphasise the characteristics of sine, cosine and tangent graphs. Include trigonometric functions involving modulus. Exclude combinations trigonometric functions. of

17 29 Apr 3 May

3. Understand and use graphs of 3.1 Draw and sketch graphs of trigonometric functions: sine, cosine and tangent a) y = c + a sin bx, functions. b) y = c + a cos bx, c) y = c + a tan bx, Suggested Teaching and where a, b and c are constants and b>0. learning Activities 3.2 Determine the number of solutions to a trigonometric equation Use examples from real-life using sketched graphs. situations to introduce graphs of trigonometric functions. 3.3 Solve trigonometric equations using drawn graphs. Use graphing calculators and dynamic computer software such as Geometers Sketchpad to explore graphs of trigonometric functions. 4. Understand and use basic identities. 4.1 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 4.2 Prove trigonometric identities using basic identities. software such as Geometers Sketchpad to explore basic 4.3 Solve trigonometric equations using basic identities. identities, 5. Understand and use addition 5.1 Prove trigonometric identities using addition formulae for sin formulae and double-angle (A B), cos (A B) and tan (A B). formulae. 5.2 Derive double-angle formulae for sin 2A, cos 2A and tan 2A. Suggested Teaching and learning Activities 5.3 Prove trigonometric identities using addition formulae and/or Use dynamic computer software double-angle formulae. such as Geometers sketchpad to explore addition formulae and 5.4 Solve trigonometric equations. double-angle formulae.

Basic identities are also known as Pythagorean identities. Include learning outcomes 2.1 and 2.2.

Derivation of addition formulae not required. Discuss half-angle formulae. Exclude A cosx + b sinx = c, where c 0.

## POINTS TO NOTE POINTS TO NOTE

MID YEAR HOLIDAY A6 : PERMUTATION AND COMBINATION 1. Understand and use the concept of permutation. Suggested Teaching and learning Activities 1.3 Use manipulative materials to explore multiplication rule Use real-life situations and computer software such as spreadsheet to explore permutations 1.4 Determine the number of permutations of n different objects taken r at a time. 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. Exclude cases involving identical objects. Explain the concept of permutations by listing all possible arrangements. 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 1.1. Determine the total number of ways to perform successive events using multiplication rule. 1.2 Determine the number of permutations of n different objects. For this topic: a) Introduce to concept by using numerical examples. b) Calculators should only be used after students have understood the concept

21 10-14 Jun

1.5

WEEK WEEK 22

## LEARNING OBJECTIVE LEARNING OBJECTIVE 2.1. 2.2.

LEARNING OUTCOMES LEARNING OUTCOMES Determine the number of combinations of r objects chosen from n different objects. Determine the number of combinations of r objects chosen from n different objects for given conditions.

POINTS TO NOTE POINTS TO NOTE Explain the concept of combinations by listing all possible selections. Use examples to illustrate n P n Cr = r r!

## Suggested Teaching and learning Activities

Explore combinations using reallife situations and computer software 23 A7. PROBABILITY

Use set notations. 1.1 Describe the sample space of an experiment. 1.2 Determine the number of outcomes of an event. Suggested Teaching and learning Activities Use real-life situations to introduce probability. Use manipulative materials, computer software, and scientific or graphing calculators to explore the concept of probability. 1.3 Determine the probability of an event. 1.4 Determine the probability of two events: a) A or B occurring b) A and B occurring. Discuss: a) classical probability (theoretical probability) b) subjective probability c) relative frequency probability (experimental probability). Emphasize: Only classical probability is used to solve problems. Emphasize: P(A B)= P(A) + P (B) P(A B) Using Venn diagrams.

## 2428Jun 1. Understand and use the concept of probability.

WEEK

LEARNING OBJECTIVE

LEARNING OUTCOMES

POINTS TO NOTE

WEEK 23

LEARNING OBJECTIVE

LEARNING OUTCOMES 2.1 Determine whether two events are mutually exclusive. 2.2 Determine the probability of two or more events that are mutually exclusive.

POINTS TO NOTE Include events that are mutually exclusive and exhaustive. Limit to three mutually exclusive events.

2. Understand and use the concept of probability of mutually 2428Jun exclusive events. Suggested Teaching and learning Activities Use manipulative materials and graphing calculators to explore the concept of probability of mutually exclusive events. Use computer software to simulate experiments involving probability of mutually exclusive events.

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## WEEK 24 1-5 July

LEARNING OBJECTIVE 3. Understand and use the concept of probability of independent events. Suggested Teaching and learning Activities Use manipulative materials and graphing calculators to explore the concept of probability of independent events. Use computer software to simulate experiments involving probability of independent events.

LEARNING OUTCOMES 3.1 Determine whether two events are independent. 3.2 Determine the probability of two independent events. 3.3 Determine the probability of three independent events.

## POINTS TO NOTE Include three diagrams.

WEEK

LEARNING OBJECTIVE S4 . PROBABILITY DISTRIBUTIONS 1. Understand and use the concept of binomial distribution. Suggested Teaching and learning Activities Use real-life situations to introduce the concept of binomial distribution.

LEARNING OUTCOMES 1.1 List all possible values of a discrete variable.. 1.2 Determine the probability of an event in a binomial distribution. 1.3 Plot binomial distribution graphs 1.4 Determine mean ,variance and standard deviation of a binomial distribution. 1.5 Solve problems involving binomial distributions.

POINTS TO NOTE Include the characteristics of Bernoulli trials For learning outcomes 1.2 and 1.4,derivation of formulae not required.

25 8-12July

11

WEEK

LEARNING OBJECTIVE 2. Understand and use the concept of normal distribution. Suggested Teaching and learning Activities Use real-life situations and computer software such as statistical packages to explore the concept of normal distributions.

LEARNING OUTCOMES 2.1 Describe continuous random variables using set notations. 2.2 Find probability of z-values for standard normal distribution. 2.3 Convert random variable of normal distributions, X, to standardized variable, Z 2.4 Represent probability of an event using set notation. 2.5 Determine probability of an event 2.6 Solve problems involving normal distributions

POINTS TO NOTE Discuss characteristics of: (a) normal distribution graphs (b) standard normal distribution graphs. Z is called standardized variable. Integration of normal distribution to determine probability is not required.

26 15-19July

27 22-26 July

## WEEK 28 29 Jul 2 Aug

LEARNING OBJECTIVE AST1. LINEAR PROGRAMMING 1. Understand and use the concept of graphs of linear inequalities. Suggested Teaching and learning Activities Use examples from real-life situations, graphing calculators and dynamic computer software such as Geometers Sketchpad to

LEARNING OUTCOMES 1.1 Identify and shade the region on the graph that satisfies a linear inequality. 1.2 Find the linear inequality that defines a shaded region. 1.3 Shade region on the graph that satisfies several linear inequalities. 1.4 Find linear inequalities that define a shaded region.

POINTS TO NOTE Emphasize the use of solid lines and dashed lines.

Limit to regions defined by a maximum of 3 linear inequalities (not including the x-axis and y-axis)

12

WEEK

LEARNING OBJECTIVE explore linear programming. 2. Understand and use the concept of linear programming.

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. c) determining and drawing the objective function ax + by = k where a, b and k are constants. d) determining graphically the optimum value of the objective function Include the use of vertices to find the optimum value. Optimum values refer to maximum or minimum value.

## WEEK 10-18 Aug 30 19-23Aug

LEARNING OBJECTIVE

## LEARNING OUTCOMES MID TERM HOLIDAY

POINTS TO NOTE

AST2 . MOTION ALONG A STRAIGHT LINE 1. Understand and use the concept of displacement. Suggested Teaching and learning Activities 1.1 Identify direction of displacement of a particle from fixed point. 1.2 Determine displacement of a particle from a fixed point. 1.3 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, v and a are 13

WEEK

LEARNING OBJECTIVE Use examples from real-life situations, scientific or graphing calculators and computer software to explore displacement.

## LEARNING OUTCOMES interval using graphical method.

POINTS TO NOTE functions of time Emphasize the difference between displacement and distance. Discuss positive, negative and zero displacements. Include the use of number line.

30 19-23Aug

2. Understand and use the concept of velocity. Suggested Teaching and learning Activities Use examples from real-life situations, scientific or graphing calculators and computer software to explore the concept of velocity.

2.1 Determine velocity function of a particle by differentiation. 2.2 Determine instantaneous velocity of a particle.

Emphasize velocity as the rate of change of displacement. Include graphs of velocity functions. Discuss: a) uniform velocity b) zero instantaneous velocity c) positive velocity d) negative velocity

31 26-30Aug 3. Understand and use the concept of acceleration Suggested Teaching and learning Activities Use examples from real-life situations, scientific or graphing calculators and computer software to explore the concept of acceleration. 3.1 Determine acceleration function of a particle by differentiation. 3.2 Determine instantaneous acceleration of a particle. Discuss: 3.3 Determine instantaneous velocity of a particle from acceleration function by integration. 3.4 Determine displacement of particle from acceleration function by integration. a) uniform acceleration b) zero acceleration c) positive acceleration d) negative acceleration 14 Emphasise acceleration as the rate of change of velocity.

WEEK

LEARNING OBJECTIVE

LEARNING OUTCOMES 3.5 Solve problems involving motion along a straight line.

POINTS TO NOTE

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