ADDITIONAL MATHEMATICS FORM 5

A6 : LEARNING AREA : PROGRESSIONS

NO. OF LEARNING OBJECTIVES
WEEKS
4 Students will be taught to:
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 POINTS TO NOTE VOCA-
BULARY
Students will be able to:
1.1 Identify characteristics of Begin with sequences to sequence
arithmetic progressions. introduce arithmetic and
geometric progressions. series
1.2 Determine whether a given
sequence is an arithmetic Include examples in characteristic
progression . algebraic form.
arithmetic
1.3 Determine by using progression
formula:
(a) specific terms in arith- common
metic progressions; difference
(b) the number of terms in
arithmetic specific term
progressions.
first term
1.4 Find:.
(a) the sum of the first n nth term
terms of arithmetic
progressions. consecutive
(b) the sum of a specific Include the use of the
number of consecu- formula T n = S n
tive terms of arith- S n 1
metic progressions.
(c) the value of n, given
the sum of the first n
terms of arithmetic
progressions.
A6 : LEARNING AREA : PROGRESSIONS
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
2. Understand and use the
concept of geometric
progression.
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Use examples from real-life
situations, scientific or
graphing calculators; and
computer software to explore
geometric progressions.
LEARNING OUTCOMES POINTS TO NOTE VOCA-
BULARY
Students will be able to:
1.5 Solve problems involving Include problems invol-
arithmetic progressions. ving real-life situations.
2.1 Identify characteristics of Include examples of geometric
geometric progressions. algebraic form. progression
2.2 Determine whether a given common ratio
sequence is a geometric
progression.
2.3 Determine by using
formula:
(a) specific terms in geo-
metric progressions,
(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 consecu-
tive terms of geo-
metric progressions.
2.5 Find: Discuss:
(a) the sum to infinity of As n , r n 0 sum to
geometric a infinity
progressions. then S
1 r
A6 : LEARNING AREA : PROGRESSIONS
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
(b) the first term or com- S read as sum to recurring
mon ratio, given the infinity. decimal
sum to infinity of geo-
metric progressions. Include recurring deci-
mals. Limit to 2 recur-
2.6 Solve problems involving
ring digits such as 0. 3 ,
geometric progressions.

0.15 ,
Exclude:
a) combination of arith-
metic progressions and
geometric
progressions.
b) cumulative se-quences
such as, (1), (2, 3), (4,
5, 6), (7, 8, 9, 10),

A7 : LEARNING AREA : LINEAR LAW

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
2 Students will be taught to: Students will be able to:
1. Understand and use the Use examples from real-life 1.1 Draw lines of best fit by Limit data to linear line of best fit
concept of lines of best fit. situations to introduce the inspection of given data. relations between two
concept of linear law. variables. inspection
1.2 Write equations for lines of
Use graphing calculators or best fit. variable
computer software such as
Geometers Sketchpad to 1.3 Determine values of non-linear
explore lines of best fit. variables from: relation
A7 : LEARNING AREA : LINEAR LAW
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
2. Apply linear law to non-
linear relations.
C2: LEARNING AREA : INTEGRATION
NO. OF LEARNING OBJECTIVES
WEEKS
3 Students will be taught to:
1. Understand and use the
concept of indefinite
integral.
SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
AND LEARNING BULARY
ACTIVITIES
Students will be able to:
(a) lines of best fit linear form
(b) equations of lines of
best fit. reduce
2.1 Reduce non-linear relations
to linear form.
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.
SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
AND LEARNING BULARY
ACTIVITIES
Students will be able to:
Use computer software such 1.1 Determine integrals by Emphasise constant of integration
as Geometers Sketchpad to reversing differentiation. integration
explore the concept of integral
integration. 1.2 Determine integrals of ydx read as integra-
ax n , where a is a con- tion of y with respect to indefinite
stant and n is an integer, n x integral
-1.
reverse
C2: LEARNING AREA : INTEGRATION
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
2. Understand and use the
concept of definite integral.
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Using scientific or graphing
calculators to explore the
concept of definite integrals.
Use computer software and
graphing calculator to explore
areas under curves and the
significance of positive and
negative values of areas.
LEARNING OUTCOMES POINTS TO NOTE VOCA-
BULARY
Students will be able to:
1.3 Determine integrals of constant of
algebraic expressions. integration
1.4 Find constants of inte-
gration, c, in indefinite
integrals.
1.5 Determine equations of
curves from functions of
gradients.
1.6 Determine by substitution Limit integration of
the integrals of expressions u dx , where u = ax
n
of the form ( ax b) n , + b.
where a and b are
constants, n is an integer
and n -1.
2.1 Find definite integrals of Include substitution
b b
algebraic expressions
kf ( x)dx k f ( x)dx definite
a a integral
b a
f ( x)dx f ( x)dx
a b
limit
volume
Derivation of formulae
2.2 Find areas under curves as
not required. region
the limit of a sum of areas.
Limit to one curve. rotated
2.3 Determine areas under
curves using formula.
C2: LEARNING AREA : INTEGRATION
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
Use dynamic computer 2.4 Find volumes of revolu- Derivation of formulae revolution
software to explore volumes tions when region bounded not required.
of revolutions. by a curve is rotated solid of
completely about the revolution
(a) x-axis
(b) y-axis

2.5 Determine volumes of re- Limit volumes of re-

volutions using formula. volution about the x-axis
or y-axis.

G2: LEARNING AREA : VECTORS

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
3 Students will be taught to: Students will be able to:
1. Understand and use the Use examples of real-life 1.1 Differentiate between vec- Use notations: differentiate
concept of vector. situations and dynamic tor and scalar quantities.
Vector: a, AB , a, AB.
computer software such as scalar
Magnitude:
Geometers Sketchpad to 1.2 Draw and label directed

explore vectors. line segments to represent a , AB , |a|, |AB|. vector

~
vectors.
Zero vector: 0 directed line
~
1.3 Determine the magnitude segment
and direction of vectors Emphasise that a zero
represented by directed vector has a magnitude of magnitude
line segments. zero.
direction
Emphasise that a zero
vector has a magnitude of zero vector
zero.
G2: LEARNING AREA : VECTORS
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
Emphasise negative negative

vector: AB = BA
vector

1.4 Determine whether two

vectors are equal.

1.5 Multiply vectors by scalars. Include negative scalar.

1.6 Determine whether two Include:

vectors are parallel. (a) collinear points parallel
(b) non-parallel non-
zero vectors. non-parallel

Emphasise: collinear
If a
~
and b
~
are not pa- points

rallel and h a~ k b~ , then non-zero

h = k = 0.
triangle law
2. Understand and use the Use real-life situations and 2.1 Determine the resultant
concept of addition and manipulative materials to vector of two parallel parallelogram
subtraction of vectors. explore addition and vectors. law
subtraction of vectors.
2.2 Determine the resultant resultant
vector of two non-parallel vector
vectors using:
(a) triangle law polygon law
(b) parallelogram law.

2.3 Determine the resultant

vector of three or more
vectors using the polygon
law.
G2: LEARNING AREA : VECTORS
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
2.4 Subtract two vectors which Emphasise:
are: a b a ( b)
(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.

3.1 Express vectors in the Relate unit vector i~ and Cartesian

form: plane
j to Cartesian
(a) x i y j
~
~
~
coordinates. unit vector

x
Emphasise:
3. Understand and use vectors Use computer software to

1
in the Cartesian plane. explore vectors in the
Cartesian plane.

(b)

y
vector i~ = and

0
3.2 Determine magnitudes of
vectors.
 3.3 Determine unit vectors in
given directions.
0
3.4 Add two or more vectors
vector !j =
1
3.5 Subtract two vectors.

For learning outcomes

3.2 to 3.7, all vectors are
given in the form

x
x i y j or
~ ~ .

y
G2: LEARNING AREA : VECTORS
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
3.6 Multiply vectors by scalar.

3.7 Perform combined Limit combined opera-

operations on vectors. tions to addition, sub-
traction and multiplica-
3.8 Solve problems involving tion of vectors by scalars.
vectors.

T2: LEARNING AREA : TRIGONOMETRIC FUNCTIONS

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY

Students will be taught to:
4 1. Understand the concept of
positive and negative angles
measured in degrees and
radians.
2. Understand and use the six
trigonometric functions of
any angle.
T2: LEARNING AREA : TRIGONOMETRIC FUNCTIONS
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
3. Understand and use the
graphs of sine, cosine and
tangent functions.
ACTIVITIES
Use dynamic computer
software such as Geometers
Sketchpad to explore angles
in Cartesian plane.
Use dynamic computer soft-
ware to explore trigonometric
functions in degrees and
radians.
Use scientific or graphing
calculators to explore tri-
gonometric functions of any
angle.
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Use examples from real-life
situations to introduce graphs
of trigonometric functions
Use graphing calculators and
dynamic computer software
Students will be able to:
1.1 Represent in a Cartesian Cartesian
plane, angles greater than plane
360 or 2 radians for:
(a) positive angles rotating ray
(b) negative angles.
positive angle
2.1 Define sine, cosine and Use unit circle to
tangent of any angle in a determine the sign of negative angle
Cartesian plane. trigonometric ratios.
clockwise
2.2 Define cotangent, secant Emphasise:
and cosecant of any angle sin = cos (90 - ) anticlockwise
in a Cartesian plane. cos = sin (90 - )
tan = cot (90 - ) unit circle
2.3 Find values of the six cosec = sec (90 - )
trigonometric functions of sec = cosec (90 - ) quadrant
any angle. cot = tan (90 - )
LEARNING OUTCOMES POINTS TO NOTE VOCA-
BULARY
Students will be able to:
2.4 Solve trigonometric Emphasise the use of reference angle
equations. triangles to find trigo-
nometric ratios for special trigonometric
angles 30, 45 and 60. function/
ratio
3.1 Draw and sketch graphs of Use angles in
trigonometric functions: (a) degrees sine
(a) y = c + a sin bx, (b) radians, in terms of
(b) y = c + a cos bx, cosine
(c) y = c +a tan bx
where a, b and c are constants Emphasise the character- tangent

T2: LEARNING AREA : TRIGONOMETRIC FUNCTIONS
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
4. Understand and use basic
identities.
such as Geometers Sketch- and b > 0. ristics of sine, cosine and
pad to explore graphs of tangent graphs. cosecant
trigonometric functions. Include trigonometric
functions involving secant
modulus.
3.2 Determine the number of cotangent
solutions to a trigono- Exclude combinations of
metric equation using trigonometric functions. special angle
sketched graphs.
modulus
3.3 Solve trigonometric
equations using drawn domain
graphs.
range
sketch
draw
period
cycle
SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
AND LEARNING BULARY
ACTIVITIES
Students will be able to:
Use scientific or graphing 4.1 Prove basic identities: Basic identities are also maximum
calculators and dynamic (a) sin A + cos A = 1 known as Pythagorean
computer software such as (b) 1 + tan A = sec A identities. minimum
Geometers Sketchpad to (c) 1 + cot A = cosec A
explore basic identities. asymptote
4.2 Prove trigonometric iden- Include learning out-
tities using basic identities. comes 2.1 and 2.2 basic identity
4.3 Solve trigonometric equa- Pythagorean
tions using basic identities. identity
 5. Understand and use Use dynamic computer 5.1 Prove trigonometric iden- Derivation of addition addition
addition formulae and software such as Geometers tities using addition formu- formulae not required. formula
double-angle formulae. Sketchpad to explore addition lae for sin ( A B ), cos (
formulae and double-angle A B ) and tan ( A B ). Discuss half-angle double-angle
formulae. formulae. formula
5.2 Derive double-angle formu-
lae for sin 2A, cos 2A and Exclude half-angle
tan 2A. A cos x b sin x c formula

5.3 Prove trigonometric identi-

where c 0.
ties using addition formulae
and / or double-angle
formulae.

5.4 Solve trigonometric

equations.

S2: LEARNING AREA : PERMUTATIONS AND COMBINATIONS

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
2 1. Understand and use the For this topic:
concept of permutations. (a) introduce the concept
by using numerical
examples.
(b) Calculators should
only be used after
students have under-
stood the concept.

Use manipulative materials to 1.1 Determine the total number Limit to 2 events. multiplication
explore multiplication rule. of ways to perform rule

Use real-life situations and
computer software such as
spreadsheet to explore
permutations.
successive events using
multiplication rule.
1.2 Determine the number of
permutations of n different
objects
successive
events
Exclude cases involving
identical objects. permutation
Explain the concept of
permutations by listing factorial
all possible arrangements.
Include notations: arrangement
(a) n!
= order
n( n 1)(n 2)...(3) .
(2).(1)
(b) 0! = 1
n! read asn factorial

Exclude cases involving

arrangement of objects in
a circle.

S2: LEARNING AREA : PERMUTATIONS AND COMBINATIONS

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
1.3 Determine the number of
permutations of n differ-
rent objects taken r at a
time.
1.4 Determine the number of
permutations of n dif-
ferent objects for given
conditions.

1.5 Determine the number of

 permutations of n differ-
rent objects taken r at a
time for given conditions.

2. Understand and use the Explore combinations using 2.1 Determine the number of Explain the concept of combination
concept of combinations. real-life situations and combinations of r objects combinations by listing
computer software. chosen from n different all possible selections. selection
objects.

2.2 Determine the number of Use examples to illustrate

combinations of r objects n
n
Pr
chosen from n different Cr =
objects for given r!
conditions.

S3: LEARNING AREA : PROBABILITY

NO. OF LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS TEACHING AND BULARY
LEARNING
ACTIVITIES
Students will be taught to: Students will be able to:
1 1. Understand Use real-life situations to 1.1 Describe the sample space of Use set notations. experiment
and use the introduce probability an experiment.
concept of sample space
probability. Use manipulative materials, 1.2 Determine the number of
computer soft-ware, and outcomes of an event. event
scientific or graphing
calculators to explore the 1.3 Determine the probability of Discuss: outcome
concept of probability. an event. (a) classical probability
(theoretical probability) equally likely
(b) subjective probability

2. Understand and use the
concept of probability of
mutually exclusive events.
S3: LEARNING AREA : PROBABILITY
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
3. Understand and use the
concept of probability of
independent events.
(c) relative frequency probability
probability (experi-
mental probability). occur
Emphasise: classical
Only classical probability probability
is used to solve problems.
1.4 Determine the probability of Emphasise: theoretical
two events. P(A B) = P(A) + probability
(a) A or B occurring P(B) P(A B)
(b) A and B occurring using Venn diagrams. subjective
probability
Use manipulative materials 2.1 Determine whether two Include events that are
and graphing calculators to events are mutually mutually exclusive and relative
explore the concept of exclusive. exhaustive. frequency
probability of mutually probability
exclusive events. 2.2 Find perimeter of segments
of circles.
SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
AND LEARNING BULARY
ACTIVITIES
Students will be able to:
Use computer software to .
simulate experiments
involving probability of
mutually exclusive events. experimental
probability
Use manipulative materials 3.1 Determine whether two
and graphing calculators to events are independent. mutually exclu-
explore the concept of pro- sive event
bability of independent 3.2 Determine the probability
events. of two independent events. exhaustive

S4: LEARNING AREA : PROBABILITY DISTRIBUTIONS
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
3 1. Understand and use the
concept of binomial
distribution.
2. Understand and use the
concept of normal
distribution.
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
Use real-life situations to
introduce the concept of
binomial distribution.
Use graphing calculators and
computer software to explore
binomial distribution.
Use real-life situations and
computer software such as
statistical packages to explore
the concept of normal
distribution.
3.3 Determine the probability Limit to three mutually independent
of three independent events. exclusive events.
tree diagrams
Include tree diagrams.
LEARNING OUTCOMES POINTS TO NOTE VOCA-
BULARY
Students will be able to:
1.1 List all possible values of a discrete random
discrete random variable. variable
1.2 Determine the probability Include the characteristics independent
of an event in a binomial of Bernoulli trials. trial
distribution.
For learning outcomes Bernoulli trials
1.2 and 1.4, derivation of
formulae not required. binomial
distribution
1.3 Plot binomial distribution
graphs. mean
1.4 Determine mean, variance variance
and standard deviation of a
binomial distribution. standard
deviation
1.5 Solve problems involving
binomial distributions.
2.1 Describe continuous ran- continuous
dom variables using set random
notations. variable
2.2 Find probability of z-values Discuss characteristics of: normal
 for standard normal (a) normal distribution distribution
distribution. graphs
(b) standard normal standard
distribution graphs normal
Z is called standardized distribution
variable.

S4: LEARNING AREA : PROBABILITY DISTRIBUTIONS

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BUARY
ACTIVITIES
Students will be taught to: Students will be able to:
2.3 Convert random variable of Integration of normal z-value
normal distributions, X, to distribution function to
standardized variable, Z. determine probability is standardized
not required. variable
2.4 Represent probability of an
event using set notation.

2.5 Determine probability of an

event.

2.6 Solve problems involving

normal distribution.

AST2: LEARNING AREA : MOTION ALONG A STRAIGHT LINE

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
2 1. Understand and use the Emphasise the use of the particle
concept of displacement. following symbols:
s = displacement fixed point
v = velocity
a = acceleration displacement
t = time

AST2: LEARNING AREA : MOTION ALONG A STRAIGHT LINE
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
2. Understand and use the
concept of velocity.
where s, v and a are distance
functions of time.
velocity
Use real-life examples, 1.1 Identify direction of dis- Emphasise the differrence
graphing calculators and placement of a particle between displacement acceleration
computer software such as from a fixed point. and distance.
Geometers Sketchpad to time interval
explore displacement.
SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
AND LEARNING BULARY
ACTIVITIES
Students will be able to:
1.2 Determine displacement of Discuss positive, negative
a particle from a fixed and zero displacement.
point.
Include the use of number
line.
1.3 Determine the total
distance traveled by a
particle over a time
interval using graphical
method.
Use real-life examples, 2.1 Determine velocity Emphasise velocity as the intantaneous
graphing calculators and function of a particle by rate of change of velocity
computer software such as differentiation. displacement.
Geometers Sketchpad to velocity
explore the concept of 2.2 Determine instantaneous Include graphs of function
velocity. velocity of a particle. velocity functions.
uniform
2.3 Determine displacement of Discuss: velocity
a particle from velocity (a) uniform velocity
function by integration. (b) zero instantaneous rate of change
velocity
(c) positive velocity maximum
 (d) negative velocity displacement

stationary

3. Understand and use the Use real-life examples and 3.1 Determine acceleration Emphasise acceleration maximum
concept of acceleration. computer software such as function of a particle by as the rate of change of velocity
Geometers Sketchpad to ex- differentiation. velocity.
plore the concept of
acceleration.
AST2: LEARNING AREA : MOTION ALONG A STRAIGHT LINE
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
3.2 Determine instantaneous Discuss: minimum
acceleration of a particle. (a) uniform velocity
Acceleration
3.3 Determine instantaneous (b) zero acceleration uniform
velocity of a particle from (c) positive acceleration
acceleration function by acceleration
integration. (d) negative
acceleration
3.4 Determine displacement of
a particle from
acceleration function by
integration.

3.5 Solve problems involving

motion along a straight
line.

ASS2: LEARNING AREA : LINEAR PROGRAMMING

NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
Students will be taught to: Students will be able to:
2 1. Understand and use the Use real-life examples, 1.1 Identify and shade the Emphasise the use of linear
concept of graphs of linear graphing calculators and region on the graph that solid lines and dashed programming
 inequalities.
ASS2: LEARNING AREA : LINEAR PROGRAMMING
NO. OF LEARNING OBJECTIVES
WEEKS
Students will be taught to:
2. Understand and use the
concept of linear
programming.
dynamic computer soft-ware
such as Geometers
Sketchpad to explore linear
programming.
SUGGESTED TEACHING
AND LEARNING
ACTIVITIES
satisfies a linear inequality. lines.
linear
1.2 Find the linear inequa-lity inequality
that defines a shaded
region. dashed line
1.3 Shade region on the graph Limit to regions de-fined solid line
that satisfies several linear by a maximum of 3 linear
inequalities. inequalities (not region
LEARNING OUTCOMES POINTS TO NOTE VOCA-
BULARY
Students will be able to:
1.4 Find linear inequalities that including the x-axis and define
define a shaded region. y-axis).
satisfy
2.1 Solve problems related to
linear programming by: feasible
(a) writing linear ine- solution
qualities and equa-
tions describing a objective
situation. function
(b) Shading the region of
feasible solutions. parallel lines
(c) Determining and
drawing the ob-jective vertex
function ax + by = k
where a, b and k are vertices
constants.
(d) Determining optimum
graphically the opti- Optimum values refer to value
mum value of the maximum or mini-mum
objective function. values. maximum
Include the use of value
vertices to find the
optimum values. minimum
 value

PROJECT WORK
NO. OF LEARNING OBJECTIVES SUGGESTED TEACHING LEARNING OUTCOMES POINTS TO NOTE VOCA-
WEEKS AND LEARNING BULARY
ACTIVITIES
3 Students will be guided to: Students will be able to:
1. Carry out project work. Use scientific calculators, 1.1 Define the problem / Emphasise the use of conjecture
graphing calculators or situation to be studied. Polyas four-step
computer software to carry problem-solving process. systematic
out project work. 1.2 State relevant conjectures.
critical
Students are allowed to carry 1.3 Use problem solving Use at least two problem- evaluation
out project work in groups strategies to solve solving strategies.
but written reports must be problems. mathematical
done individually. reasoning
1.4 Interpret and discuss
Students should be given the results. justification
opportunities to give oral
presentations of their project 1.5 Draw conclusions and / or conclusion
work. generalizations based on
critical evaluation of generalization
results.
Emphasise effective mathematical
1.6 Present systematic and mathematical commu- communi-
comprehensive written nication. cation
reports.
rubric