- PF_13_14_T1_Project1_030713
- Index[1]-linear law-add math
- Mathematics Extension 2
- TRIGBIO(3)
- II. Motion.vectors
- JKCET Syllabus
- Basics of motion 1
- 1983 Mathematics Paper2
- ch3.pdf
- Trigonometry Lecture Notes_part2.pdf
- LAB1 final
- 12_mathematics_impq_inverse_trigonometric_functions_01.pdf
- Graphing Form of Sine and Cosine Functions
- EEC 652 DSP Lab
- sets
- chapt21(mathematics)
- Dir Drilling 3
- park transformation
- Tech Drilling WellSurveyMeth
- 23 trigonometric identities
- chap02
- Core 2 January 2011 ER
- alevelsb_p1_ex10a
- alg 2 t10 6
- A First Course in Vectors and Matrices
- Calculus 10 Polar Coordinates, Parametric Equations
- qedissuev3
- 200307-Trig-Cheat-Sheet
- Tech Drilling DirDrilling3
- Calculus
- Sapiens: A Brief History of Humankind
- Yes Please
- The Unwinding: An Inner History of the New America
- The Innovators: How a Group of Hackers, Geniuses, and Geeks Created the Digital Revolution
- Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future
- Dispatches from Pluto: Lost and Found in the Mississippi Delta
- John Adams
- Devil in the Grove: Thurgood Marshall, the Groveland Boys, and the Dawn of a New America
- The Prize: The Epic Quest for Oil, Money & Power
- This Changes Everything: Capitalism vs. The Climate
- Grand Pursuit: The Story of Economic Genius
- A Heartbreaking Work Of Staggering Genius: A Memoir Based on a True Story
- The Emperor of All Maladies: A Biography of Cancer
- Team of Rivals: The Political Genius of Abraham Lincoln
- The New Confessions of an Economic Hit Man
- Rise of ISIS: A Threat We Can't Ignore
- The Hard Thing About Hard Things: Building a Business When There Are No Easy Answers
- Smart People Should Build Things: How to Restore Our Culture of Achievement, Build a Path for Entrepreneurs, and Create New Jobs in America
- The World Is Flat 3.0: A Brief History of the Twenty-first Century
- Bad Feminist: Essays
- How To Win Friends and Influence People
- Steve Jobs
- Angela's Ashes: A Memoir
- The Silver Linings Playbook: A Novel
- Leaving Berlin: A Novel
- Extremely Loud and Incredibly Close: A Novel
- The Sympathizer: A Novel (Pulitzer Prize for Fiction)
- The Light Between Oceans: A Novel
- The Incarnations: A Novel
- You Too Can Have a Body Like Mine: A Novel
- Life of Pi
- The Love Affairs of Nathaniel P.: A Novel
- The Blazing World: A Novel
- The Rosie Project: A Novel
- The First Bad Man: A Novel
- We Are Not Ourselves: A Novel
- The Flamethrowers: A Novel
- Brooklyn: A Novel
- A Man Called Ove: A Novel
- The Master
- Bel Canto
- Interpreter of Maladies
- The Kitchen House: A Novel
- Beautiful Ruins: A Novel
- The Art of Racing in the Rain: A Novel
- Wolf Hall: A Novel
- The Wallcreeper
- A Prayer for Owen Meany: A Novel
- The Cider House Rules
- Lovers at the Chameleon Club, Paris 1932: A Novel
- The Bonfire of the Vanities: A Novel
- The Perks of Being a Wallflower
- The Constant Gardener: A Novel

YEARLY TEACHING PLAN FOR ADDITIONAL MATHEMATICS FORM 5 WEEK/S LEARNING OBJECTIVES Students will be taught to… ALGEBRAIC COMPONENT 4 weeks 3/1 - 26/1 A6: PROGRESSION 1. Understand and use the concept of arithmetic progression. Level 1 1.1 Identify characteristics of arithmetic progressions. 1.2 Determine whether given sequence is an arithmetic progression. Level 2 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 Level 3 1.5 Solve problems involving arithmetic progressions. LEARNING OUTCOMES Students will be able to… SUGGESTED TEACHING AND LEARNING ACTIVITIES VALUES AND POINTS TO NOTE TEACHING Aids / CCTS

Use example from real-life situations, scientific or graphing calculator software to explore arithmetic progressions.

Begin with sequences to introduce arithmetical and geometrical progressions.

Coloured blocks, blackboard, text book, chards, scientific calculator, work sheet, list of formulae. Include examples Interpreting, in algebraic form. Identifying relations, Making Patience and Inference, diligence. Translating, Using of ICT, Problem solving, Mathematical Include the use communication of the formula Tn = Sn - Sn-1 Construction

2. Understand and use the concept of geometric progression

Level 1 2.1 Identify characteristics of geometric progressions 2.2 Determine whether a given sequence is a geometric progression. Level 2

Use examples from real-life situations, scientific or graphic alculactors and computer software to explore.

Include problems involving real-life situations Systematic and careful Include examples in algebraic form. Confidence, hardworking, cleanliness, spirit.

Problem-solving

Graph board, geometric sketchpad, calculator,

1

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to… 2.3 Determine by using formula a) specific terms in geometric 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 consecutive terms of geometric progressions. Level 3 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. 2.6 Solve problems involving geometric progressions.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE Systematic Careful, hardworking, confidence

TEACHING Aids / CCTS teaching courseware. Identifying relationship, working out mentally, comparing and contrasting, finding all possible solutions, arranging in.

Discuss : As n → ∞ , rn →0 then S ∞

a 1− r

S ∞ read as “sum to infinity”. Include recurring decimals. Limit to 2 recurring digits Such as 0.3 0.15 Exclude : a) combination of arithmetic progressions and geometric progressions. b) Cumulative sequences such as, (1), (2,3), (4,5,6), (7,8,9,10),….. Systematic, careful, confidence, spirit

Characterizing Identifying relationship, problem solving, identify patterns identifying relationships, evaluating. Problem-solving

2

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to… ALGEBRAIC COMPONENT

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE

TEACHING Aids / CCTS

2 weeks 29/1 - 9/2

A7: LINEAR LAW 1. Understand and use the concept of lines of best fit.

Level 1 1.1 Draw lines of best fit by inspection of given data. Level 2 1.2 Write equations for lines of best fit. 1.3 Determine values of variables from: a) lines of best fit b) equations of lines of best fit.

Use examples from real-life situations to introduce the concept of linear law. Use graphing calculators or computer software such as Geometer’s Sketchpad to explore lines of best fit.

Limit data to linear relations between two variables. Patience Accuracy Neatness

2. Apply linear law to nonlinear relations.

Level 3 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.

Whiteboard, text book, graph board, scientific calculator, graph papers, long ruler, Geometer Sketchpad, Teaching Courseware. Identify patterns, Comparing and contrasting, Conceptualizing Translating, Construction, Interpreting, Predicting.

CALCULUS COMPONENT 3 weeks 12/2 - 23/2 C2: INTERGRATION 1. Understand and use the concept of indefinite integral.

Level 1 1.1 Determine integrals by reversing differentiation. 1.2 Determine integrals of ax n , where a is a constant and n is an integer, n≠−1. 1.3 Determine integrals of algebraic expressions. 1.4 Find constants of integration, c, in indefinite integrals.

Use computer software such as Geometer’s Sketchpad to explore the concept of integration.

Cooperation. Emphasize constant of integration.

∫ ydx read as

‘integration of y with respect to x” Compassion Diligence

Textbook Whiteboard Roll-up board Scientific/graphic calculator Conceptual map List of integration formula. Simulation and use of ICT.

3

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to… Level 2 1.5 Determine equations of curves from functions of gradients. 1.6 Determine by substitution the integrals of expressions of the form (ax + b) n, where a and b are constants, n is an integer n≠−1.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE

TEACHING Aids / CCTS Problem solving Communication in mathematics. Contextual Learning Constructivism Learning. Cooperative Learning. Mastery Learning Self-Access Learning. Logical Reasoning.

Limit integration of

∫ u dx Where

n

u = ax + b.

2. Understand and use the concept of definite integral.

Level 2 2.1 Find definite integrals of algebraic expressions. Level 3 2.2 Find areas under curves as the limit of a sum of areas. 2.3 Determine areas under curves using formula. 2.4 Find volume of revolutions when region bounded by a curve is rotated completely about the (a) x-axis, (b) y-axis. As the limit of a sum of volumes. 2.5 Determine volumes of revolutions using formula.

Use scientific or graphic calculators to explore the concept of definite integrals. Use computer software and graphic calculators to explore areas under curves and the significance of positive and negative values of areas. Use dynamic computer software to explore volumes of revolutions.

∫

b

CCTS: Identifying relationships. kf ( x)dx =k f ( x)dx Working out a a mentally. b Evaluating. f ( x)dx = Visualizing a Analyzing a Drawing − f ( x)dx diagrams b Arranging in order. Derivation of Making formulae not conclusions. required. Limit to one curve. Patience. Careful Rationality. Systematic. Limit volumes of revolution about the x-axis or y-axis.

Include

∫

b

∫

∫

4

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE

TEACHING Aids / CCTS

26/2 - 28/2 GEOMETRIC COMPONENT 3 weeks 5/3 - 9/3 G2: VECTORS 1. Understand and use the concept of vector.

UJIAN RASMI 1

Level 1 1.1 Differentiate between vector and scalar quantities. 1.2 Draw and label directed line segments to represent vectors. 1.3 Determine the magnitude and direction of vectors represented by directed line. 1.4 Determine whether two vectors are equal.

Use example from real-life situations and dynamic computer software such as Geometer’s Sketchpad to explore vectors.

Use notations: Vectors :

a , AB , a, AB.

~

Magnitude :

a , AB ,

~

a , AB .

Zero vector: 0 .

~

Level 2 1.5 Multiply vectors by scalars. 1.6 Determine whether two vectors are parallel.

Emphasise that a zero vector has magnitude of ero. Emphasise negative vector:

Blackboard, text book, chards, scientific calculator, work sheet, list of formulae. Interpreting, Identifying vectors, Making Inference, Using of ICT, Problem solving, Mathematical communication

− AB = BA

Include negative scalar. Include : (a) collinear points (b) non-parallel non-zero vectors. Emphasise : If a and b are

~ ~

**not parallel and h a = k b , then
**

~ ~

5

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE h = k = 0. Patience , cooperation, rational, systematic and diligence.

TEACHING Aids / CCTS

10/3-18/3

CUTI PERTENGAHAN PENGGAL 1

19/3– 30/3

2. Understand and use the concepts of addition and subtraction of vectors.

Level 1 2.1 Determine the resultant vector of two parallel vectors. Level 2 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. Level 3 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 vectors.

Use real-life situations and manipulative materials to explore addition and subtraction of vectors.

Co-operation, Fairness, Rational.

Whiteboard, text book, work sheet, Cartesian plane, Using CD courseware, Problem solving, Mathematical communication

Emphasise : a - b = a +(- b ) Responsibility, Systematic

Interpreting, Identifying relations, Making Inference, Translating, Comparing and contrasting

3. Understand and use vectors in the Cartesian plane.

**Level 1 3.1 Express vectors in the form: a) x i + y j
**

~ ~

Use example from real-life situations, computer software to explore vectors in the Cartesian plane.

**Relate unit vectors i and j
**

~ ~

to Cartesian coordinates.

Blackboard, colour chalks, text book, chards, scientific calculator, work

6

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to… b) y

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE Emphasise: vector i = ~ 0 and vector j = 1 ~ For learning outcomes 3.2 to 3.7, all vectors are given in the form x i + y j

~ ~

TEACHING Aids / CCTS sheet, grid board.

x

1

Using of ICT, Problem solving, Mathematical communication

0

3.2 Determine magnitudes of vectors.

Level 2 3.3 Determine unit vectors in given directions. 3.4 Add two or more vectors. 3.5 Subtract two vectors. 3.6 Multiply vectors by scalars. Level 3 3.7 Perform combined operations in vectors. 3.8 Solve problems involving vectors.

or . y

x

Limit combined operations to addition, subtraction and multiplication of vectors by scalars. Patience and careful.

TRIGONOMETRIC COMPONENT 4 weeks 2/4 - 10/4 1. Understand the concept of positive and negative angles measured in degrees and radians. Level 1 1.1 Represent in a Cartesian plane, angles greater than 360° or 2л radians for: a) positive angles b) negative angles Use dynamic computer software such as Geometer’s Sketchpad to explore angles in Cartesian plane. Confidence Patience Careful Blackboard, text book, chards, scientific calculator, work sheet, list of Identifying relations, Making T2: TRIGONOMETRIC FUNCTIONS

7

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE

TEACHING Aids / CCTS Inference, Using of ICT, Using Geometer’s Sketchpad to explore angles in Cartesian plane,

11/4 -12/4 16/4 - 27/4 2. Understand and use the six trigonometric functions of any angle

UJIAN RASMI 2 Level 1 2.1 Define sine, cosine and tangent of any angle in a Cartesian plane. 2.2 Define cotangent, secant and Cosecant of any angle in a Cartesian plane 2.3 Find values of the six Trigonometric functions of any angle.

Use dynamic computer software to explore trigonometric functions in degrees and radians Use scientific or graphic calculators to explore trigonometric functions of any angle.

Hardworking and systematic Use unit circle to determine the sine of trigonometric ratios. Emphasise: sin θ =cos (90- θ ) cos θ =sin (90- θ ) tan θ =cot (90- θ ) cosec θ =sec (90 -θ) sec θ =cosec(90θ) cot θ = tan(90- θ ) Emphasise the use of triangles to find trigonometric ratios for special angles 30 ,45 and 60 .

0 0 0

Computer software Graphic calculators

2.4 Solve trigonometric equations

3. Understand and use graphs of sinus , cosines and tangent functions.

Level 2 3.1 Draw and sketch graphs of trigonometric functions :

Use examples from real-life situations to introduce graphs

Use angles in (a) degrees

Coloured blocks, blackboard, text book, scientific

8

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to… (a) y = c + a sin bx (b) y = c + a cos bx (c) y = c + a tan bx where a, b and c are constants and b > 0.

SUGGESTED TEACHING AND LEARNING ACTIVITIES of trigonometric functions. Use graphing calculators and dynamic computer software such as Geometer’s Sketchpad to explore graphs of trigonometric functions.

VALUES AND POINTS TO NOTE (b) radians, in terms of . Emphasise the characteristics of sine, cosine and tangent graphs. Include trigonometric functions involving modulus. Exclude combinations of trigonometric functions. Patience and diligence.

TEACHING Aids / CCTS calculator, work sheet, list of formulae. Interpreting, Identifying relations, Making Inference, Translating, Using of ICT, Problem solving, Mathematical communication

Level 3 3.2 Determine the number of solutions to a trigonometric equation using sketched graphs. 3.3 Solve trigonometric equations using drawn graphs. Level 3 4.1 Prove basic identities : c) sin 2 A + cos 2 A = 1 d) 1 + tan 2 A = sec 2 A e) 1 + cot 2 A = cos ec 2 A 4.2 Prove trigonometric identities using basic identities. 4.3 Solve trigonometric equation using basic identities Level 3 5.1 Prove trigonometric identities using addition formulae for sin ( A ± B ), cos( A ± B ) and

4. Understand and use basic identities

Use scientific or graphing calculators and dynamics computer software such as Geometer’s Sketchpad to explore basic identities.

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

Geometer’s Sketchpad/ Identifying Relationship

5. Understand and use addition formulae and double-angle formulae

tan ( A ± B ) .

Use dynamic computer software such as Geometer’s Sketchpad to explore addition formulae and double-angle formulae.

Derivation of addition formulae not required. Discuss halfangle formulae.

Geometer’s Sketchpad software, worksheet,

9

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE Exclude : Acos x +

TEACHING Aids / CCTS

5.2 Derive double-angle formulae for sin 2 A , cos 2 A and tan 2 A . 5.3 Prove trigonometric identities using addition formulae and/or doubleangle formulae. 5.4 Solve trigonometric equations. STATISTICS COMPONENT 2 weeks 30/4 - 11/5 1. Understand and use the concept of permutation. Level 1 1.1 Determine the total number of ways to perform successive events using multiplication rule. Use manipulative materials to explore multiplication rule. Use real-life situations and computer software to explore permutations S2: PERMUTATIONS AND COMBINATION

b sin x = c ,

Co-operation and confidence.

Scientific calculator, list of formulae, text book. Problem Solving Mathematical communication.

1.2 Determine the number of permutations of n different objects.

For this topic: a) Introduce the concept by using numerical examples. b) Calculators should only be used after students have understood the concept. Limit to 3 events Exclude cases involving identical objects. Explain the concept of permutations by listing all possible arrangements. Include notations a) n! = n(n-1)(n2)…(3)(2)(1) b) 0! =1 n! read as “n factorial”

Teaching Courseware, LCD,Screen, Computer. whiteboard, text book, scientific calculator, work sheet, list of formulae Interpreting, Identifying relations, Making Inference, Using of ICT, Problem solving, Mathematical communication Coloured blocks, blackboard, text book, cards, scientific calculator, Formulae sheet, work sheet, Making Inference,

10

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE Exclude cases involving arrangement of objects in a circle. Fairness, Cooperation, Respect, honesty

TEACHING Aids / CCTS

1.3 Determine the number of permutation of n different objects taken r at a time Level 2 1.4 Determine the number of permutations of n different objects for given conditions. 1.5 Determine the number of permutations of n different objects f taken r at a time for given conditions. 2. Understand and use the concept of combination Level 1 2.1 Determine the number of combinations of r objects chosen from n different objects. Level 2 2.2 Determine the number of combinations of r objects chosen from n different objects for given conditions. Explore Combinations Using Real-Life Situations And Computer Software.

Predicting, Using of ICT, Analyzing

**Explain the concept of combinations by listing all possible selections. Use examples to illustrate C r =
**

n n

Pr r!

STATISTICS COMPONENT S3: PROBABILITY 1 weeks 14/ 5 -18/6 1. Understand and use the concept of probability Level 1 1.1 Describe the sample space of an experiment. 1.2 Determine the number of outcomes of an event 1.3 Determine the probability of an event.

Use example from real-life situations, scientific or graphing calculator software to explore arithmetic progressions.

confidence Use set notations Discuss: a. Classical probability (theoretical probability) cal progressions. b. Subjective

Teaching Aids: Dice, coins, cards, scientific calculator, computers CCTS : Identifying relationship,

11

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE probability c. relative frequency probability (experimental probability) Emphasize: Only classical probability is used to solve problems Emphasize:

TEACHING Aids / CCTS Problem solving, Identify Patterns, Conceptualizing, Making hypothesis. Graphing calculators software. Manipulative materials. Problem Solving. Identifying relationship. Grouping and classifying. Predicting.

Level 2 1.4 Determine by using formula: a) specific terms in arithmetic progressions; b) the number of terms in arithmetic progressions.

P( A ∪ B) = P( A) + P( B) − P( A ∩ B)

Using Venn Diagrams. Cooperation. 2. Understand and use the concept of probability of mutually exclusive events. Level 3 2.1 Determine whether two events are mutually exclusive. 2.2 Determine the probability of two or more events that are mutually exclusive. 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. Use manipulative materials and graphing calculators to explore the concept of independent events. Use computer software to simulate experiments Include events that are mutually exclusive and exhaustive. Fairness. Limit to three mutually exclusive events. Independent. Include tree diagrams. Gratitude

3. Understand and use the concept of probability of independent events.

Level 3 3.1 Determine whether two events are independent. 3.2 Determine the probability of two independent events. 3.3 Determine the probability of

12

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to… three independent events.

SUGGESTED TEACHING AND LEARNING ACTIVITIES involving probability of independent events

VALUES AND POINTS TO NOTE

TEACHING Aids / CCTS

21/ 5 -25/5

PEPERIKSAAN PERTENGAHAN TAHUN

26/ 5-10/ 6 STATISTICS COMPONENT 2 weeks 11/ 6-22/ 6 1. Understand and use the concept of binomial distribution. S4 : PROBABILITY DISTRIBUTIONS

CUTI PERTENGAHAN TAHUN

Level 1 1.1 List all possible values of a discrete random variable. Level 2 1.2 Determine the probability of an event in a binomial distribution.

Teacher needs to explain the definition of discrete random variable. Discuss the characteristics of Bernoulli trials.

Includes the characteristics of Bernoulli trials.

For learning outcomes 1.2 n r n−r P ( X = r )= Cr p q , p + q = and 1.4, derivations of 0 < p < 1, formulae not required. r = 0,1,......, n Honesty, Students are not required to fairness, careful, derive the formulae. independent The cases should not include large values of n. Mean = np Variance = npq

Courseware, Workbook, Textbooks, GSP, Calculator, Log book, Z-score table Identifying relationship, Estimating, Evaluating, Analyzing

1.3 Plot binomial distributions graphs. 1.4 Determine mean, variance, and standard deviations of a binomial

13

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to… distributions Level 3 1.5 Solve problems involving binomial distribution.

SUGGESTED TEACHING AND LEARNING ACTIVITIES Standard deviation =

VALUES AND POINTS TO NOTE

TEACHING Aids / CCTS

npq

n = number of trials p = probability of success q = probability of failure. Use real-life situations and computer software such as statistical packages to explore the concept of normal distributions. Discuss characteristics of a) normal distribution graphs. b) Standard normal distribution graphs Z is called standardized variable.Rational and careful Integration of normal distribution function to determine probability is not required.Rational , systematic careful and confidents Normal distribution table, scientific calculator, text book Critical thinking, Interpreting, identifying relationship Normal distribution table, scientific calculator, text book Critical thinking, Interpreting, translating, identifying relationship, problem solving, drawing diagram .

2. Understand and use the concept of normal distributions

Level 1 2.1 Describe continuous random variables using set notations. 2.2 Find probability of z-values for standard normal distribution.

Level 2 2.3 Convert random variable of normal distributions, X, to standardized variable, Z. Level 3 2.4 Represent probability of an event using set notation. 2.5 Determine probability of an event. Solve problems involving normal distributions. SCIENCE AND TECHNOLOGY PACKAGE 3 weeks 25/ 6-13/ 7 1. Understand and use the concept of displacement. AST2: MOTION ALONG A STRAIGHT LINE

Use real-life situations and computer software such as statistical packages to explore the concept of normal distributions.

Use real-life examples, scientific or graphing calculator and computer software such as Geometer’s

Emphasise the use of the following symbols:

Scientific calculator, worksheet, list of formulae, using

14

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES Sketchpad to explore displacement.

Level 1 1.1 Identify direction of displacement of a particle from a fixed point.

VALUES AND POINTS TO NOTE s=displacement v=velocity a=acceleration t=time where s, v and a are functions of time. Emphasise the difference between displacement and distance. Discuss positive, negative and zero displacements. Include the use of number line. cooperation independent confidence hardworking.

TEACHING Aids / CCTS ICT, problem solving. Working backwards, drawing diagram, analyzing, problem solving.

1.2 Determine displacement of a particle from a fixed point.

Level 2 1.3Determine the total distance traveled by a particle over a time interval using graphical method. Level 2 2.1 Determine velocity function of a particle by differentiation.

2. Understand and use the concept of velocity.

Use real-life examples, graphing calculators and computer software such as Geometer’s Sketchpad to explore the concept of velocity.

Emphasise velocity as the rate of change of displacement v=

ds dt

Include graphs of velocity functions Discuss: a) uniform velocity b) zero instantaneous c) positive

2.2 Determine instantaneous velocity of a particle.

15

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to…

SUGGESTED TEACHING AND LEARNING ACTIVITIES

Level 3 2.3 Determine displacement of a particle from velocity function by integration

VALUES AND POINTS TO NOTE velocity d) negative velocity s =

TEACHING Aids / CCTS

∫ dt

dv

Rational. Systematic and responsibility 3. Understand and use the concept of acceleration. Level 2 3.1 Determine acceleration function of a particle by differentiation. Discuss about the idea of acceleration as the changing of the rate of velocity. a = dv/dt , d2s /dt2 Level 3 3.2 Determine instantaneous acceleration of a particle. 3.3 Determine instantaneous velocity of a particle from acceleration function by integration. 3.4 Determine displacement of a particle from acceleration function by integration. 3.5 Solve problems involving motion along a straight line. Discuss about the idea of uniform acceleration Meaning of the signs of acceleration: a > 0 The velocity of the particle is increasing with respect to time a < 0 The velocity of particle is decreasing with respect to time a = 0 The particle is at uniform velocity or maximum velocity Emphasise acceleration as the rate of change of velocity. Discuss : a) uniform acceleration b) zero acceleration c) positive acceleration d) negative acceleration Patience, independent and diligence. Whiteboard, text book, scientific calculator, work sheet, list of formulae. Using of ICT, Problem solving, Mathematical communication Interpreting, Identifying relations, Making Inference,

SOCIAL SCIENCE PACKAGE 2 weeks 16/7 - 27/7 ASS2:LINEAR PROGRAMMING 1. Understand and use the concept of graphs of linear inequalities

Level 1 1.1 Draw a straight line from an equation given.

Use example from real-life situations, scientific or GSP to explore linear programming.

Emphasise the use of solid line and dashed

Equation Grapher, GSP,

16

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

WEEK/S

LEARNING OBJECTIVES Students will be taught to…

LEARNING OUTCOMES Students will be able to… Level 2 1.2 Identify and shade the region on the graph that satisfies a linear inequalities. 1.3 Find the linear inequalities that defines a shaded region. 1.4 Shade region on the graph that satisfies several linear inequalities. 1.5 Find linear inequalities that define a shaded region. Level 3 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.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

VALUES AND POINTS TO NOTE lines. Limit to region defined by maximum of 3 linear inequalities

TEACHING Aids / CCTS Graph paper.

Moral values: Patience and diligence.

2. Understand and use the concept of graphs of linear inequalities

Graphing calculators, GSP, use real-life examples, teaching courseware.

Values: Hardworking Honesty, Systematic, Careful, Patience, Points to note: a) optimum values refer to maximum or minimum values. b) Include the use of vertices to find the optimum value.

Teaching courseware, graphing calculator, GSP, graph board. CCTS: Generating idea, Arranging in order, Identifying relationship, Making conclusions.

AUGUST

REVISION AND PREPARATION FOR THE SPM 2007 TRIAL EXAMINATIONS

SEPT - OCT

REVISION AND PREPARATION FOR THE SPM 2007 EXAMINATIONS

17

SMK Dato’ Zulkifli Muhammad, Slim River, Perak

18

- PF_13_14_T1_Project1_030713Uploaded byShalini Kalyani
- Index[1]-linear law-add mathUploaded byNurul Nadia
- Mathematics Extension 2Uploaded byWenjie Wang
- TRIGBIO(3)Uploaded byNona Diongzon
- II. Motion.vectorsUploaded bySmileCaturas
- JKCET SyllabusUploaded byAnweshaBose
- Basics of motion 1Uploaded byak09
- 1983 Mathematics Paper2Uploaded byGeorge Chiu
- ch3.pdfUploaded byAndrew Borg
- Trigonometry Lecture Notes_part2.pdfUploaded byDezzalyn D. Gabriel
- LAB1 finalUploaded byRohan Kataria
- 12_mathematics_impq_inverse_trigonometric_functions_01.pdfUploaded bysubodh
- Graphing Form of Sine and Cosine FunctionsUploaded byfristy lasty
- EEC 652 DSP LabUploaded byShitansh Nigam
- setsUploaded byKunal Shah
- chapt21(mathematics)Uploaded byapi-20017870
- Dir Drilling 3Uploaded byKundan Kumar
- park transformationUploaded bySanjeev Kumar T M
- Tech Drilling WellSurveyMethUploaded byDennis Surya 李國華
- 23 trigonometric identitiesUploaded byapi-299265916
- chap02Uploaded bymarihomenon
- Core 2 January 2011 ERUploaded byDaniyal Siddiqui
- alevelsb_p1_ex10aUploaded byRedowan
- alg 2 t10 6Uploaded byapi-261379705
- A First Course in Vectors and MatricesUploaded byMike Antony
- Calculus 10 Polar Coordinates, Parametric EquationsUploaded byAhmadMoaaz
- qedissuev3Uploaded byapi-272546296
- 200307-Trig-Cheat-SheetUploaded byTimothy Betts
- Tech Drilling DirDrilling3Uploaded byfannyadila
- CalculusUploaded byAyrusri