YEARLY LESSON PLAN MATHEMATICS FORM 5 2021

SM SAINS KUCHING UTARA

LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 1: VARIATION
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED
STANDARDS ACTIVITIES/NOTES
WEEK 1 1.1 Direct 1.0.1 Explain the meaning of direct variation. Notes:
20/1 - 22/1 Variation Real life situations need to be
involved throughout the topic.
Exploratory activities
involving tables and graphs
should be carried out
throughout the topic.
1.0.2 Determine the relation between two variables Relate the constants of
for a direct variation. variations to the concept of
ratio and gradients of straight
lines.
The following cases need to
be involved:
PERFORMANCE LEVEL/
DESCRIPTOR
1: Demonstrate basic knowledge of
variation.
2: Demonstrate understanding of
variation.
3: Apply the understanding of
variation to carry out simple tasks.
4: Apply appropriate knowledge and
skills of variations in the context of
simple routine problem solving.
5: Apply appropriate knowledge and
skills of variation in the context of
complex routine problem solving.
6: Apply appropriate knowledge and
skills of variation in the context of
non-routine problem solving.

The relation between the

constant of a variation with
the concept of proportion and
gradients of straight lines
need to be discussed.
WEEK 2 1.1 Direct 1.0.3 Determine the relation between three or more Joint variation is a direct
25/1 – 29/1 Variation variables for a given joint variation. variation in which one variable
varies as a product of two or
more variables.

1.0.4 Solve problems involving direct variation.

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WEEK 3 1.2 Inverse 1.2.1 Explain the meaning of inverse variation.
1/2 – 5/2 Variation
1.2.2 Determine the relation between two variables The following cases need to
for an inverse variation. be involved:

1.2.3 Solve problems involving inverse variation.
The relation between the
constant of a variation with
the concept of proportion and
gradients of straight lines
need to be discussed.

1.3 Combined 1.3.1 Determine the relation between three or more Combined variation involves
variation variables for a combined variation. a combination of direct
variation or joint variation,
and inverse variation.

1.3.2 Solve problems involving combined variation.

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 LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 2: MATRICES
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 4 2.1 Matrices 2.1.1 Represent information from real situations in 1: Demonstrate basic knowledge
8/2 – 9/2 the form of matrices. about matrices.
2: Demonstrate understanding of
2.1.2 Determine the order of a matrix, hence identify Real life situations need to be matrices.
certain elements in a matrix. involved throughout this topic. 3: Apply understanding of matrices
The terms "row matrix", to carry out simple tasks.
"column matrix", "square 4: Apply appropriate knowledge and
matrix" and "rectangular skills of matrices in the context of
matrix" need to be introduced. simple routine problem solving.
Emphasise that a matrix with 5: Apply appropriate knowledge and
m rows and n skills of matrices in the context of
columns is read as "matrix m by complex routine problem solving.
n". 6: Apply appropriate knowledge and
skills of matrices in the context of
non-routine problem solving in a
creative manner.

The notation of the element ai

j , need to be emphasized.
Determining the value of
elements in equal matrices need
to be involved.
2.1.3 Determine whether two matrices are equal.

WEEK 5 2.2 Basic 2.2.1 Add and subtract matrices Exploratory activities
15/2 – 19/2 Operation on involving the following laws
Matrices need to be carried out:
(i) Commutative laws
(ii) Distributive Laws

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 (iii) Associative Laws

Finding the unknown values

need to be involved.
The conditions for addition
and subtraction of matrices
need to be discussed.
The nature of zero matrix in
addition and subtraction need
to be discussed.

2.2.2 Multiply a matrix by a number. Multiplication of a matrix by a

number is known as scalar
multiplication.
Multiplication of a matrix by a
number should be associated
with repeated additions:

2.2.3 Multiply two matrices. The conditions for

multiplication of two matrices
need to be discussed.

WEEK 6 2.2.4 Explain the characteristics of identity matrix. Exploratory activities

22/2 – 26/2 involving various
multiplication of matrices
including identity matrix need
to be carried out.
The symbol I as identity
matrix should be introduced.

2.2.5 Explain the meaning of inverse matrix and Exploratory activities

hence determine the inverse matrix for a 2 × 2 involving
matrix. AA-1 = A-1A = I need to be
carried out.

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 The symbol A-1 and the term
determinant need to be
introduced.
The condition for the
existence of an inverse matrix
need to be discussed.
Suggested activity:
Derivation of the formula to
determine an inverse matrix may
be involved.

2.2.6 Use the matrix method to solve simultaneous Limit to 2 x 2 matrices.

linear equations.

2.2.7 Solve problems involving matrices Representing a situation in the

form of basic matrix operations
and vice-versa need to be
involved.

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 LEARNING AREA: NUMBERS AND OPERATION
CHAPTER 3: CONSUMER MATHEMATICS:INSURANCE
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 7 3.1 Risk and 3.1.1 Explain the meaning of risk and the importance Risk is the possibility of a 1: Demonstrate basic knowledge of
1/3 – 5/3 insurance of insurance coverage, hence determine the disaster that cannot be insurance.
coverage types of life insurance and general insurance for avoided. 2: Demonstrate understanding of
protecting a variety of risks. Insurance aims to transfer insurance.
risks from individuals to 3: Apply the understanding of
insurance organizations. insurance to carry out simple tasks.
The importance of insurance 4: Apply appropriate knowledge and
is to reduce financial burden skills of insurance in the context of
in the occurrence of loss or simple routine problem solving.
accidents. 5: Apply appropriate knowledge and
Emphasise that insurance skills of insurance in the context of
cannot be used as a mean to complex routine problem solving.
gain profit. 6: Apply appropriate knowledge and
skills of insurance in the context of
Premium Rate Schedule and complex non-routine problem
WEEK 8 3.1.2 Investigate, interpret and perform calculations Risk Rate Schedule such as solving in a creative manner.
8/3 – 12/3 involving insurance rates and premiums. health, travel, accident,
robbery and other appropriate
risks need to be involved.

Co-insurance is also known

3.1.3 Solve problems involving insurance including as joint insurance.
deductible and co-insurance. Analyzing various insurance
policies, making wise decision
and justifying the choice, should
be involved.

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 LEARNING AREA: DISCRETE MATHEMATICS
CHAPTER 4: TAXATION
LEARNING AREA: NUMBERS AND OPERATION
CHAPTER 4: CONSUMER MATHEMATICS: TAXATION
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED
STANDARDS ACTIVITIES/NOTES
WEEK 9 4.1 Taxation 4.1.1 Explain the purpose of taxation. Exploratory activities need to
15/3 – 19/3 be involved for this topic.
Discussion on tax payments
from moral and ethical
aspects need to be carried
out.
4.1.2 Describe various taxes, hence the Taxes that need to be
consequences of tax evasion from legal and financial involved are:
aspects. (i) Income tax
(ii) Road tax
(iii) Property Assessment tax
(iv) Quit tax
(v) Sales and service tax
WEEK 10 4.1.3 Investigate, interpret and perform calculations Monthly tax deduction, tax
22/3 – 26/3 involving various taxes. relief, separate and joint tax
assessment on income tax
need to be included.
The differences between tax
relief and rebate need to be
discussed.
4.1.4 Solve problems involving taxation.
CUTI PERTENGAHAN PENGGAL 1
PERFORMANCE LEVEL/
DESCRIPTOR
1: Demonstrate basic knowledge of
taxation.
2: Demonstrate understanding of
taxation.
3: Apply the understanding of
taxation to perform simple tasks.
4: Apply appropriate knowledge and
skills on taxation in the context of
simple routine problem solving.
5: Apply appropriate knowledge and
skills on taxation in the context of
complex routine problem solving.
6: Apply appropriate knowledge and
skills on taxation in the context of
non-routine problem solving in a
creative manner.
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 ( 27/3 – 4/4 )

LEARNING AREA: MESUREMENT AND GEOMETRY

CHAPTER 5: CONGRUENCY, ENLARGEMENT AND COMBINED TRANSFORMATIONS
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 11 5.1 5.1.1 Differentiate between congruent and non- The use of dynamic geometry 1: Demonstrate the basic knowledge
5/4 – 9/4 Congruency congruent shapes based on sides and angles. software is encouraged of congruency, enlargement and
throughout this topic. combined transformation.
Notes : 2: Demonstrate the understanding of
Exploratory activities need to be congruency, enlargement and
carried out throughout this topic. combined transformation.
3: Apply the understanding of
5.1.2 Make and verify the conjecture of triangles Exploratory activities congruency, enlargement and
congruency based on sides and angles. involving the following need combined transformation to perform
to be carried out : simple tasks.
(i) Side-Side-Side - SSS 4: Apply appropriate knowledge and
(ii) Side-Angle-Side - SAS skills on congruency, enlargement
(iii) Angle-Side-Angle - ASA and combined transformation in the
(iv) Angle-Angle-Side - AAS context of simple routine problem
(v) Angle-Angle-Angle - AAA solving.
(vi) Side-Side-Angle - SSA 5: Apply appropriate knowledge and
skills on congruency, enlargement
5.1.3 Solve problems involving congruency. and combined transformation in the
context of complex routine problem
solving.
6: Apply appropriate knowledge and
skills on congruency, enlargement
and combined transformation in the
context of non-routine problem
WEEK 12 5.2 solving in a creative manner.
12/4 – 16/4 Enlargement 5.2.1 Explain the meaning of similarity of geometric
objects.

5.2.2 Make a connection between similarity and A complete description of an

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 enlargement, hence describe enlargement using enlargement need to include
various representations. the scale factor and the
centre of enlargement.
Discuss the case when:
(i) The scale factor is a
fraction
(ii) Scale factor < 0
5.2.3 Determine the image and object of an
enlargement.
5.2.4 Make and verify conjecture on the relation
between area of the image and area of the object of
an enlargement.

5.2.5 Solve problems involving enlargement.

WEEK 13 5.3 5.3.1 Determine the image and object of a combined The following transformations
19/4 – 23/4 Combined transformation. need to be involved:
Transformation (i) Translation
(ii) Reflection
(iii) Rotation
(iv) Enlargement

5.3.2 Make and verify the conjecture about The description of a single
commutative law in combined transformation. transformation equivalent to a
combined transformation
needs to be involved.
5.3.3 Describe combined transformation.

5.3.4 Solve problems involving combined

transformation.
WEEK 14 5.4 5.4.1 Explain the meaning of tessellation. Examples of tessellation in
26/4 – 30/4 Tessellation real life need to be involved.
Tessellation is a pattern for a
recurring shape that fills a
CUTI plane without empty spaces
TAMBAHAN or overlapping.
(11/5 – 12/5) Steps to produce tessellation
need to be demonstrated.

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 RAYA The use of concrete material
AIDILFITRI and dynamic geometry
(13/5 – 16/5) software need to be involved.
Escher Tessellation need to
be involved.

5.4.2 Design tessellation involving isometric Suggested activity:

transformation. Project work involving Escher
Tessellation.
MID YEAR EXAMINATION
WEEK 15 - 17

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 LEARNING AREA: MEASUREMENT AND GEOMETRY
CHAPTER 6: RATIO AND GRAPHS OF TRIGONOMETRY FUNCTIONS
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 18 6.1 The value 6.1.1 Make and verify conjecture about the value of The use of dynamic geometry 1: Demonstrate basic knowledge of
24/5 – 28/5 of sine, cosine sine, cosine and tangent for angles in quadrants II, software needs to be involved trigonometric ratios and graphs.
and tangent III and IV with the corresponding reference angle. for this topic. 2: Demonstrate the understanding of
for angle θ, 0o Exploratory activities trigonometric ratios and graphs.
≤ θ ≤ 360o. involving unit circle need to 3: Apply the understanding of ratios
be involved. and graphs of trigonometric
The value of sine, cosine and functions to perform simple tasks.
tangent for angles of 0º, 90º, 4: Apply appropriate knowledge and
180º, 270º and 360º need to be skills about ratios and graphs of
discussed. trigonometric functions in the context
of simple routine problem solving.
6.1.2 Determine the value of sine, cosine and Finding the values of sine, 5: Apply appropriate knowledge and
tangent for angles in quadrants II, III and IV based cosine and tangent for angles skills of ratios and graphs of
on the corresponding reference angle. in quadrants II, III and IV trigonometric functions in the context
which correspond to the of complex routine problem solving.
angles of 30º, 45º and 60º 6: Apply appropriate knowledge and
without the use of calculator skills about ratios and graphs of
need to be involved trigonometric functions in the context
of non-routine problem solving in a
creative manner.

WEEK 19 6.1.3 Determine the angle when the value of sine,

14/6 – 18/6 cosine and tangent are given.

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 6.1.4 Solve problems involving sine, cosine and
tangent.

6.2 The 6.2.1 Draw graphs of trigonometric functions The following characteristics
graphs of sine, 𝑦 = sin 𝑥, 𝑦 = cos 𝑥 dan 𝑦 = tan 𝑥 for 00 ≤ x ≤ 3600, need to be discussed:
cosine and hence compare and contrast the characteristics of (i) Maximum value and
tangent the graphs. minimum value.
functions. (ii) The shape of the graphs.
(iii) The x-intercept and the y-
intercept.

6.2.2 Investigate and make generalisations about the

effects of changes in constants a, b and c on the
graphs of trigonometric functions:
(i) y = a sin bx + c
(ii) y = a cos bx + c
(iii) y = a tan bx + c

for a > 0, b > 0.

6.2.3 Solve problems involving graphs of sine,
cosine and tangent functions.

CUTI PERTENGAHAN TAHUN

( 29/5 – 13/6 )

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 LEARNING AREA: STATISTICS AND PROBABILITY
CHAPTER 7: MEASURES OF DISPERSION FOR GROUPED DATA
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED
STANDARDS ACTIVITIES/NOTES
WEEK 20 7.1 Dispersion 7.1.1 Construct histogram and frequency polygon for Use the statistical inquiry
21/6 – 25/6 a set of grouped data. approach for this topic.
Digital technology needs to be
used in this topic.
Construction of histogram and
cumulative histogram involve
only same class interval.
Emphasize that histograms and
frequency polygons can only be
constructed using continuous
data.
Class interval, lower limit, upper
limit, midpoint, lower boundary,
upper boundary, size of class
interval and cumulative frequency
need to be discussed.
7.1.2 Compare and interpret the dispersions of two Various forms of data
or more sets of grouped data based on histogram distribution need to be
and frequency polygon, hence make conclusion. discussed.
7.1.3 Construct an ogive for a set of grouped data Construction of ogives need to
and determine the quartiles. be related to the cumulative
histograms.
Percentile need to be involved.
7.2 Measures 7.2.1 Determine range, interquartile range, variance Interquartile range of grouped
of dispersion and standard deviation as a measure to describe data is only determined from
dispersion for grouped data ogive.
Calculations of variance and
standard deviation are based on
the formula.
PERFORMANCE LEVEL/
DESCRIPTOR
1: Demonstrate basic knowledge
of dispersion and measures of
dispersion of grouped data.
2: Demonstrate the understanding
of dispersion and measures of
dispersion of grouped data.
3: Apply the understanding of
dispersion and measures of
dispersion of grouped data to
perform simple tasks.
4: Apply appropriate knowledge
and skills about measures of
dispersion of grouped data in the
context of simple routine problem
solving.
5: Apply appropriate knowledge
and skills to the measures of
dispersion of grouped data in the
context of complex routine
problem solving.
6: Apply appropriate knowledge
and skills to the measures of
dispersion of grouped data in the
context of non-routine problem
solving in a creative manner.
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 Ogive and box plots need to be
related.
7.2.2 Construct and interpret a box plot for a set of
grouped data.

WEEK 21 7.2.3 Compare and interpret two or more sets of

28/6 – 2/7 grouped data, based on measures of dispersion
hence make conclusion.

7.2.4 Solve problems involving measures of

dispersion for grouped data.

7.2.5 Design and conduct a mini-project involving The report of the mini project
statistical investigations based on measures of needs to involve:
central tendency and measures of dispersion and (i) Statistical questions
hence interpret and communicate research findings. (ii) Data collection method
(iii) Data organisation method
(iv) Graphical representations
(v) Data analysis
(vi) Related description and
conclusion.

Pupils need to justify the steps

in the project implementation.
Suggested activity:
The mini project may be conducted
at the beginning of the topic or be
carried out outside the teaching and
learning session, using problem-
based learning approach.

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 LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 8: MATHEMATICAL MODELLING
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 22 8.1 8.1.1 Explain Mathematical Modelling. Exploratory activities need to be 1: Demonstrate basic knowledge
5/7 – 9/7 Mathematical carried out. The explanation of mathematical modelling
Modeling should involve the process of: 2: Demonstrate the understanding
(i) Identifying and defining the of mathematical modeling.
problems. 3: Apply the understanding of
(ii) Making assumptions and mathematical modeling to perform
identifying the variables. simple tasks.
(iii) Applying mathematical 4: Apply the knowledge and skills
modelling to solve problems. of mathematical modeling in the
(iv) Verifying and interpreting context of solving real-life
solutions in the context of the problems involving linear
problem. functions.
(v) Refining the mathematical 5: Apply the knowledge and skills
modelling. of mathematical modeling in the
(vi) Reporting the findings. context of solving real-life
problems involving quadratic and
Communication can involve in exponential functions.
written report and presentation. 6: Apply the knowledge and skills
of mathematical modeling in the
WEEK 23 8.1.2 Solve real life problems through mathematical context of solving real-life
12/7 – 16/7 modeling which involves the following functions: problems involving quadratic and
(i) Linear exponential functions in a creative
(ii) Quadratic manner.
(iii) Exponential .

and communicate the mathematical modeling

process implemented.

CUTI PERTENGAHAN PENGGAL

17-25/07/2021

RAYA AIDILADHA 20/07/2021

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 ULANGKAJI PEPERIKSAAN PERCUBAAN SPM
WEEK 24 – WEEK 32

CUTI PERTENGAHAN PENGGAL

11/9 - 19/09/2021

SPM TRIAL EXAMINATION

WEEK 33 - 35

PECUTAN AKHIR SPM

WEEK 36 – WEEK 42

SPM EXAMINATION
DATE: ?
CUTI AKHIR TAHUN 11-31 / 12 / 2021

PREPERED BY: APPROVED BY:

…………………………………. ………………………………..
KHALIZA BINTI SENAK ROHAIZA BINTI BOKHARI
PENYELARAS MATEMATIK TINGKATAN 5 KETUA PANITIA MATEMATIK

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