LEARNING AREA/WEEKS



|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

|1. Number Bases |1.1 Understand and use the concept of|State zero, one, two, three, …, as a number in base:|Use models such as a clock face or a counter |Thinking Skills |

|(Week 1 – Week 3) |number in base two, eight and five |two |which uses a particular number base. |-working out |

| | |eight |Number base blocks of twos, eights and fives can |mentally |

| | |five |be used to demonstrate the value of a number in |-identifying |

| | | |the respective number bases. |relationship |

| | |State the value of a digit of a number in base: |For example: | |

| | |two |2435 is |Teaching Strategies |

| | |eight | |-Contextual |

| | |five | |learning |

| | | | |- Constructivism |

| | |Write a number in base: | |Mastery |

| | |two | |learning |

| | |eight | |Exploratory |

| | |five | | |

| | |in expanded number. | |Vocabulary |

| | | | |-expand notation |

| | |Convert a number in base: | | |

| | |two | |Teaching Aids |

| | |eight | |model (clock face) |

| | |five | | |

| | |to a number in base ten and vice versa. | |Moral Values |

| | | | |Cooperation, rational |

| | |Convert a number in a certain base to a number in | | |

| | |another base. | |Thinking Skills |

| | | | |-working out |

| | |Perform computations involving: | |mentally |

| | |addition | |-identifying |

| | |subtraction | |relationship |

| | |of two numbers in base two. | |- problem solving |

| | | | | |

| | | | |Teaching Strategies |

| | | | |-Contextual |

| | | | |learning |

| | | | |- Constructivism |

| | | | |Mastery |

| | | | |learning |

| | | | |Exploratory |

| | | | | |

| | | | |Vocabulary |

| | | | |-convert |

| | | | | |

| | | | |Teaching Aids |

| | | | |- models |

| | | | |- reference book |

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| | | | |Moral Values |

| | | | |Cooperation, honesty, courage. |

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| | | |2 4 3 | |

| | | |Discuss | |

| | | |digits used | |

| | | |place values | |

| | | |in the number system with a particular number | |

| | | |bases. | |

| | | | | |

| | | |Number base blocks of twos, eights and fives can | |

| | | |also be used here. For example, to convert 1010 | |

| | | |to a number in base two, use the concept of least| |

| | | |number of blocks (23), tiles (22), rectangles | |

| | | |(21) and squares (20). In this case, the least | |

| | | |number of objects needed here are one block, zero| |

| | | |tiles, one rectangle and zero squares. So, 1010 =| |

| | | |10102. | |

| | | |Discuss the special case of converting a number | |

| | | |in base two directly to a number in base eight | |

| | | |and vice versa. | |

| | | |For example, convert a number in base two | |

| | | |directly to a number in base eight through | |

| | | |grouping of three consecutive digits. | |

| | | | | |

| | | |Perform addition and subtraction in the | |

| | | |conventional manner. | |

| | | |For example: | |

| | | |1 0 1 0 | |

| | | |+ 1 1 0 | |

| | | |____________ | |

| | | |____________ | |

|2. Graph of |2.1 Understand and use the concept of|(i) Draw the graph of a : |Explore graph of functions using graphing |Thinking Skills |

|functions II |graph of functions. |(a) linear function: |calculator or the Geometer’s Sketchpad. |working out mentally |

|(Week 4 –6) | |y = ax + b, | |identify relationship |

| | |a,b are constants. |Compare the characteristics of graph of functions| |

| | |(b) quadratic function : |with different values of constants. |Teaching Strategies |

| | |y = ax2 + bx + c, |For example : |-Contextual |

| | |a, b, c are constants, a ≠ 0. |[pic] |learning |

| | |(c) cubic function : |Graph B is broader than graph A and intersects |- Constructivism |

| | |y = ax3 + bx2 + cx + d, |the vertical axis above the |-Mastery learning |

| | |a, b, c, d are constant, a ≠ 0. |horizontal axis. |Exploratory |

| | |(d) reciprocal function : | | |

| | |y = a/x, | |Vocabulary |

| | |a constant, a ≠ 0. | |- Linear function |

| | |(ii) Find from a graph : | |- Quadratic function |

| | |(a) value of y given value of x | |- Cubic function |

| | |(b) the value (s) of x, given a | |- Reciprocal function |

| | |value of y. | |\ |

| | |(iii) Identify : | |Teaching Aids |

| | |the shape of graph given a | |Graph box |

| | |type of function. | |Scientific Calculator CDROM |

| | |the type of function given | | |

| | |of graph. | | |

| | |the graph given a function | | |

| | |and vice versa. | | |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| | | |As reinforcement, let students play a game; for |Moral Values |

| | |(iv) Sketch the graph of a given |example matching cards of graphs with their |Cooperation, rational |

| | |linear, quadratic, cubic or |respective functions. When the students have | |

| |2.2 Understand and use the concept of|reciprocal function. |their matching partners, ask them to group |CCTS: |

| |the solution of an equation by |Find the point(s) of intersection of two graphs. |themselves into four groups of types of |Thinking skills |

| |graphical method |Obtain the solution of an equation by finding the |functions. Finally, ask each group to name the |-Evaluating |

| | |Point(s) of intersection of two graphs. |type of function that is depicted on the cards. |-Constructing |

| | |Solve problems involving | |-Problem solving |

| | |solution of an equation by graphical method. | | |

| | |Determine whether a given points satisfies: |Explore using graphing calculator or the |Teaching Strategies: |

| |2.3 Understand and use the concept of|y = ax + b or y > ax + b or |Geometer’s Sketchpad to relate the x-coordinate |-Constructivism |

| |the region representing inequalities |y < ax + b. |of a point of intersection of two appropriate |-graphing |

| |in two variables | |graphs to the solution of a given equation. Make |-cooperative learning |

| | |Determine the position of a given point relative to |generalization about the point(s) of intersection|Mastery |

| | |the equation y = ax + b. |of the two graphs. |learning |

| | |Identify the region satisfying y > ax + b or y < ax | |Exploratory |

| | |+ b. | |Problem solving |

| | |(iv)Shade the regions representing the inequalities:| | |

| | |y > ax + b or | |Vocabulary: |

| | |y < ax + b | |-intersection point |

| | |(b) y ≥ ax + b or |Discuss that if one point in a region satisfies |- region |

| | |y ≤ ax + b |y > ax + b or |- dashed line |

| | |(v)Determine the region which satisfies two or more |y < ax + b, l all points in the region satisfy |- solid line |

| | |simultaneous linear inequalities. |the same inequality. | |

| | | | |Moral Values: |

| | | | |-accuracy, self reliance, |

| | | | |systematic, careful, conscientious|

| | | |Use the Sketchpad or the graphing calculator to | |

| | | |explore points relative to a graph to make |Thinking Skills |

| | | |generalization about regions satisfying the given|- Evaluating |

| | | |inequalities. |- identifying |

| | | | |information |

| | | | | |

| | | | |Teaching Strategies |

| | | | |- Constructivism |

| | | | | |

| | | | |Aids |

| | | | |- graph board |

| | | | |- graphing |

| | | | |calculator |

| | | | |- holed – grid board |

|LEARNING |LEARNING OBJECTIVS |LEARNING OUTCOMES |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

|AREA/WEEKS | | | | |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| | |Student will be able to… | | |

|4. Matrices |Understand and use the concept of |Form a matrix from given information. |Represent data in real life situations, for |Thinking Skills |

|(Week 7 – 9) |matrix. |Determine : |example, the price of food on a menu, in table|-working out |

| | |The number of rows |form and then in matrix form. |mentally |

| | |the number of columns |Use student seating positions in the classroom|-identifying |

| | |The order of a matrix |by rows and columns to identify a student who |relationship |

| | |Identify a specify element in a matrix. |is sitting in a particular row and in | |

| |Understand and use the concept of | |particular column as a concrete example. |Teaching Strategies |

| |equal matrices. |(i). Determine whether two matrices are equal. |Discuss equal matrices in term of : |-Contextual |

| |Related to real life situations such |(ii). Solve problem involving equal matrices. |The order |learning |

| |as in industrial productions. | |The corresponding elements. |- Constructivism |

| | |Determine whether addition or subtraction can be performed |Related to real life situations such s keeping|Mastery |

| | |on two given matrices. |score of medal tally or point in sports. |learning |

| | |Find the sum or the difference of two matrices. |Related to real life situations such as in |Exploratory |

| | |Perform addition and subtraction on a few matrices. |industrial productions. | |

| | |Solve matrix equations involving addition and subtraction. |Related to real life situations such as |Vocabulary |

| |Perform multiplication of a matrix by| |finding the cost of a meal in the restaurant |-standard form |

| |a number. |Multiply a matrix by a number. |For matrices A and B, discuss the |-single number |

| | |Express a given matrix as a multiplication of another |relationship between AB and BA |-scientific |

| | |matrix by a number. |Begin with discussing the property of the |notation |

| | |Perform calculation on matrices involving addition, |number 1 as an identity for multiplication of | |

| | |subtraction and scalar multiplication. |numbers. |Teaching Aids |

| | |Sole matrix equations involving addition, subtraction and |Discuss: |-flash card |

| | |scalar multiplication. |( an identity matrix is a square |-scientific Calculator |

| |4.5 Perform multiplication of two | |( there is only one identity matrix for each | |

| |matrices |Determine whether two matrices can be multiplied and state |order |Moral Values |

| | |the order of the product when two matrices can be |Discuss the properties: |Cooperation, rational |

| | |multiplied |( AI=A ( IA=A | |

| | |Find the product of two matrices |Relate to the property of multiplicative |Thinking Skills |

| | |Solve matrix equations involving multiplication of two |inverse of numbers. |-working out |

| | |matrices |Example: |mentally |

| |Understand and use the concept of | |2 x 2-1=2-1x 2= 1 |-identifying |

| |identity matrix. |Determine whether a given matrix is an identity matrix by |Use the method of solving simultaneous linear |relationship |

| | |multiplying it to another matrix. |equations to show that not all square matrices| |

| | |Write identity matrix of any order |have inverse matrices. |Vocabulary |

| | |Perform calculation involving identity matrices |Using matrices and their respective inverse |-standard form |

| | | |matrices in the previous method to relate to |-single number |

| |4.7 Understand and use the concept |Determine whether a 2 x 2 matrix is the inverse matrix of |the formula. Express each inverse matrix as a |-product |

| |of inverse matrix |another 2 x 2 matrix. |multiplication of a matrix by a number. |-identity matrix |

| | |Find the inverse matrix of a 2 x 2 matrix using: |Compare the scalar multiplication to the |-unit matrix |

| | |the method of solving simultaneous linear equations |original matrix and discuss how the | |

| | |a formula |determinant is obtained. | |

| | | |Discuss the condition for the existence of |Vocabulary |

| | | |inverse matrix. |-standard form |

| | | | |-single number |

| | | |Related to equal matrices by writing down the |-inverse matrix |

| | | |simultaneous equations as equal matrices | |

| | |Write simultaneous linear equations in matrix form |first. |Vocabulary |

| | | |Discuss why: |-standard form |

| | |Find the matrix [pic]in [pic][pic]using the inverse matrix|( The use of inverse matrix is necessary. |-single number |

| | | |Relate to solving linear equations of type ax |-scientific |

| | |Solve simultaneous linear equations by the matrix method |= b |notation |

| | | |( It is important to place the inverse matrix |- matrix method |

| |4.8 solve simultaneous linear |Solve problems involving matrices |at the right place on both sides of the | |

| |equations by using matrices | |equation. |Teaching Aids |

| | | |Relate the use of matrices to other areas such|-flash card |

| | | |as in business or economy, science etc. |-scientific Calculator |

| | | |Carry out projects(electronic spreadsheet) |Moral Values |

| | | | |Cooperation, rational |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| |5.1 Understand and use the concept |(i) State the changes in a quantity with respect |Discuss the characteristics of the graph of y |Thinking Skills |

|5. Variations |of direct variations |to the changes in another quantity, in everyday life|against x when y [pic]x. |-working out |

|(Week 10 - 11) | |situations involving direct variation. | |mentally |

| | | |Relate mathematical variation to other area such |-identifying |

| | |(ii) Determine from given information whether a |as science and technology. For example, the |Relationship |

| | |quantity varies directly as another quantity. |Charles Law or motion of the simple pendulum. |- making inference |

| | | | | |

| | |(iii) Express a direct variations in the form of | |Teaching Strategies |

| | |equation involving two variables | |-Contextual |

| | | | |learning |

| | |(iv) Find the value of a variable in a direct | |- Constructivism |

| | |variations when sufficient informations is given. | |Mastery |

| | | | |learning |

| | |(v) Solve problems involving direct variations for | |Exploratory |

| | |the followinf cases : |For the cases [pic] , n = 2,3, [pic], discuss the| |

| | | |characteristics of the graph of y against [pic]. |Vocabulary |

| | |[pic] | |- Direct variations |

| | | | |- quantity |

| | | | |- constant of variations |

| |5.2 Understand and use the concept of|(i) State the changes in a quantity with respect to| |- variable |

| |inverse variation. |changes in another quantity, in everyday life | | |

| | |situations involving inverse variation. |Discuss the form of the graph of y against |Teaching Aids |

| | | |[pic]when[pic]. |-flash card |

| | |(ii) Determine from given information whether a | |-scientific |

| | |quantity varies inversely as another quantity |Relate to other areas like science and |calculator |

| | | |technology. For example, Boyle’ Law. | |

| | |(iii) Express as inverse variation in form of | |Moral Values |

| | |equation involving two variables. |For the cases [pic], discuss characteristics of |Rationality, courage |

| | | |graph y against [pic] | |

| | |(iv) Find the value of a variable in an inverse | |Thinking Skills |

| | |variation when sufficient information in given |Discuss joint variation for the three cases in |-working out |

| | | |everyday life situations. |mentally |

| | |(v) Solve problems involving inverse variations for| |-identifying |

| | |the following cases : |Relate to other areas like science and |Relationship |

| | | |technology. |- problem solving |

| | |[pic] |For example: | |

| | | | |Vocabulary |

| | | |[pic] means the current I varies directly as the |- inverse variation |

| | | |voltage V and varies inversely as the resistance | |

|5. Variations | | |R. |Teaching Aids |

|(Week 10 - 11) | |(i) Represent a joint variation by using the | |-scientific |

| | |symbol [pic]for the following cases : | |calculator |

| |5.3 Understand and use the concept of|a) two direct variations | | |

| |joint variation. |b) two inverse variations | |Moral Values |

| | |c) a direct variations and an inverse variation. | |Diligence, moderation |

| | | | | |

| | |(ii) Express a joint variation in the form of | |Thinking Skills |

| | |equation. | |-working out |

| | | | |mentally |

| | |(iii) Find the value of a variable in joint | |-identifying |

| | |variations when sufficient information is given. | |Relationship |

| | | | |- problem solving |

| | |(iv) Solve problems involving joint variation | |- decision making |

| | | | | |

| | | | |Teaching Strategies |

| | | | |-Contextual |

| | | | |learning |

| | | | |- Constructivism |

| | | | |Mastery |

| | | | |learning |

| | | | |Exploratory |

| | | | | |

| | | | |Vocabulary |

| | | | |- joint variation |

| | | | | |

| | | | |Teaching Aids |

| | | | |-scientific |

| | | | |calculator |

| | | | | |

| | | | |Moral Values |

| | | | |Patience, diligence |

| | | | | |

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|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| |6.1 Understand and use the concept | (i) State the quantity represented | Use examples in various areas such as |CCTS |

|6. Gradient and |of quantity represented by the |by the gradient of graph. |technology and social science. |i)Thinking skills : |

|area under a |gradient of a graph. | | |- interpreting |

|graph. | |(ii) Draw the distance-time |Compare and differentiate between distance-time |- generalization |

| | |graph, given: |graph and speed-time graph. |-drawing diagram. |

|( Week 12 - 13 ) | |a table of distance-time | | |

| | |values. | |ii) Teaching strategies: |

| | |a relationship between distance and time. | |- discussion |

| | |(iii) Find and interpret the | | |

| | |gradient of a distance-time | |Vocabulary: |

| | |graph. | |- gradient |

| | | |Use real life situations such as travelling from|- distance-time |

| | |(iv) Find the speed for a period of |one place to another by train or by bus. |-speed-time |

| | |time from a distance-time | |-acceleration |

| | |graph. |Use examples in social science and economy. |-deceleration |

| | | | |-constant speed |

| | |(v) Draw a graph to show the | |-distance |

| | |relationship between two | |-average speed |

| |6.2 Understand the concept of |variable representing certain | |-uniform speed |

| |quantity represent any meaningful |measurement and state the | | |

| |quantity. |meaning of its gradient. |Discuss that in certain cases, the area under a |Moral value: |

| | | |graph may not represent any meaningful quantity.|- Cooperation |

| | |(i) State the quantity represented |For example : |- rationality |

| | |by the area under a graph. |The area under the distance-time graph. | |

| | | |Discuss the formula for finding the area under a|Teaching aids: |

| | |(ii) Find the area under a graph. |graph involving: |- CD courseware |

| | | |a straight line which is parallel to the x-axis.| |

| | |(iii) Determine the distance by |a straight line in the form of y = kx + h. | |

| | |finding the area under the |a combination of the above. | |

| | |following types of speed-time | | |

| | |graphs: | | |

| | |v = k (uniform speed) | | |

| | |v = kt | | |

| | |v = kt + h | | |

| | |a combination of the above. | | |

| | |(iv) Solve problems involving | | |

| | |gradient and area under a graph. | | |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| |7.1 Understand and use the concept |Determine the sample space of an experiment |Discuss equiprobable sample space through |Thinking Skills |

|7. Probability |of probability of an event |with equally likely outcomes. |concrete activities, begin with simple cases ( |-working out |

| | | |tossing fair coin) |mentally |

|( Week 14-15 ) | |Determine the probability of an event with |Use tree diagrams to obtain sample space for |-identifying |

| | |equiprobable sample space. |tossing a fair coin or tossing a fair die |relationship |

| | | |activity. | |

| | |Solve problems involving probability of an event |Produce P(A) = 1 and P(A) = 0. |Teaching Strategies |

| | | |Include events in real life situations such as |- Constructivism |

| | |State the complement of an event in : |winning or losing a game and passing or failing |Exploratory |

| | |words |an exam. | |

| |7.2 Understand and use the concept |set notation |Use real life situations to show the |Vocabulary |

| |of probability of combined event | |relationship between |-equally likely |

| | |Find the probability of the complement of an event |A or B and A [pic] B |-equiprobably sample |

| | | |A and B and A ∩ B. |space |

| | |List the outcomes for events: | |-tree diagram |

| | |A or B as element of set A [pic] B |An example of situation being chosen to be a |- complement of an event |

| |7.3 Understand and use the concept |A and B as elements of set |member of an exclusive club with restricted | |

| |of probability of combined event |A ∩ B. |conditions. |Teaching Aids |

| | | |Use tree diagrams& coordinate planes to find |-coins |

| | |Find the probability by listing the outcomes of the|outcomes of combined events. |-dice |

| | |combined event: |Use two-way classification tables of events from| |

| | |A or B |newspaper articles or statistical data to find |Moral Values |

| | |A and B |probability of combined events. Ask students to |Cooperation, rational |

| | | |create tree diagram from these tables. | |

| | |(iii) Solve problems involving probability of |Example(two-wayclassification table) |Thinking Skills |

| | |combined event. | |-working out |

| | | |Means of going to work |mentally |

| | | | |-making inference |

| | | |Officers | |

| | | |car |Teaching Strategies |

| | | |bus |Constructivism |

| | | |Others |Contextual Learning |

| | | | | |

| | | |Men |Vocabulary |

| | | |56 |- combined event |

| | | |25 | |

| | | |83 | |

| | | | |Teaching Aids |

| | | |Women |- CD-ROM |

| | | |50 |- worksheets |

| | | |42 | |

| | | |37 | |

| | | | | |

| | | |Discuss: | |

| | | |Situation where decisions to be made based on | |

| | | |probability, example in business, as determining| |

| | | |the value for a specific insurance policy and | |

| | | |time the slot for TV advertisements. | |

| | | |The statement “ probability is the underlying | |

| | | |language of statistics”. | |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

|8.Bearing |8.1 Understand and use the concept of|Draw and label the eight main compass direction: |Carry out activities or games involving finding |Thinking Skills |

|(Week 16 - 17) |bearing |North,South,East,West |direction using a compass, such as treasure hunt |-describing |

| | |North-East, North-West |or scavenger hunt. It can also be about locating |-interpreting |

| | |South –East, South-West. |several points on a map. |-drawing diagram |

| | | | |-problem solving |

| | |State the compass angle of any compass direction. |Discuss the use of bearing in real life | |

| | | |situation. For example, in map reading and |Teaching Strategies |

| | |Draw a diagram of a point which shows the direction |navigation. |-Contextual |

| | |of B relative to another point A given the bearing | |learning |

| | |of B from A. | |- Constructivism |

| | | | |Mastery learning |

| | |State the bearing of point A from point B based on | | |

| | |given information. | |Vocabulary |

| | | | |-north-east |

| | |Solve problems involving bearing. | |-south-east |

| | | | |-north-west |

| | | | |-south-west |

| | | | |-compass angle |

| | | | |-bearing |

| | | | | |

| | | | |Teaching Aids |

| | | | |-compass. Map, scientific |

| | | | |calculator, geometry set, |

| | | | |worksheets. |

| | | | | |

| | | | |Moral Values |

| | | | |Cooperation, rational |

| |9.1 Understand and use the concept of|i) Sketch a great circle through the north and south|Models such as globes should be used. |Thinking Skills |

|9. Earth as a sphere |longitude. |poles. | |-working out |

|(Week 18 – 19) | | |Introduce the meridian through Greenwich in |Mentally |

| | |ii) State the longitude of a given point. |England as the Greenwich Meridian with longitude |-classifying |

| | | |0˚. |-categorizing |

| | | | | |

| | | | |Teaching Strategies |

| | |iii) Sketch and label the a meridian with the | |- Constructivism |

| | |longitude given. | |Exploratory |

| | | | | |

| | | | |Teaching Aids |

| | | | |-globe or map |

| | | | | |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| | | |Discus that: | |

|9. Earth as a sphere | |iv) Find the difference between two longitudes. |All points on a meridian have the same longitude |Moral Values |

|(Week 23 – 24) | | |There are two meridians on a great circle through|Cooperation, rational |

| | | |both poles | |

| |9.2 Understand and use the concept of|i) Sketch a circle parallel to the equator. |Meridians with longitudes x˚E (0r W) and 180˚ - |Thinking Skills |

| |latitude. | |x˚)W (or E) form a great circle through both |-compare and contrast |

| | | |poles. |-constructing |

| | |ii) State the latitude of a given point. | | |

| | | |Emphasize that | |

| | | |The latitude of the equator is 0˚ |Teaching Strategies |

| | |iii) Sketch and label a parallel of latitude. |Latitude ranges from 0˚ to 90˚ ( or S ) |- Constructivism |

| | | | |Exploratory |

| | | |Involve actual places on the earth. | |

| | |iv) Find the difference between two latitudes | | |

| | | |Express the difference between two latitudes with|Teaching Aids |

| | | |an angle in the range of 0˚ < x < 180˚. |-globe or map |

| | | | | |

| | | |Use a globe or a map to find locations of cities |Moral Values |

| |9.3 Understand the concept of | |around the world |Cooperation, rational |

| |location of a place | | | |

| | |i) State the latitude and longitude of a given place|Use a globe or a map to name a place given its | |

| | | |location. |Thinking Skills |

| | |ii) Mark the location of a place | |-working out |

| | | | |Mentally |

| | | | |-describing |

| | | | |-giving opinion |

| | |iii) Sketch and label the latitude and longitude of | | |

| | |a given place | |Teaching Strategies |

| | | | |- Constructivism |

| | | | |Exploratory |

| | | | | |

| | | | |Teaching Aids |

| | | | |-globe or map |

| | | | | |

| | | | |Moral Values |

| | | | |Cooperation, rational |

| | | | | |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| |9.4 Understand and use the concept of|i) Find the length of an arc of a great circle in |Use a globe to find the distance between two |Thinking Skills |

|9. Earth as a sphere |distance on the surface of the earth |nautical mile, given the subtended angle at the |cities or towns on the same meridians. |-working out |

|(Week 23 – 24) |to solve problems |centre of the earth and vice versa | |Mentally |

| | | | |-giving opinion |

| | |ii) Find the distance between two points measured | | |

| | |along a meridian, given the latitudes of both | | |

| | |points. | |Teaching Strategies |

| | | | |- Constructivism |

| | |iii) Find latitude of point given latitude of |Sketch the angle at the centre of the earth that |Exploratory |

| | |another point and distance between two points along |is subtended by the arc between two given points | |

| | |same meridian. |along the equator. Discuss how to find the value |Vocabulary |

| | | |of this angle. |Nautical mile |

| | |iv) Find the distance between two points measured | | |

| | |along the equator, given the longitudes of both | | |

| | |points | |Teaching Aids |

| | | | |-globe or map |

| | |v) Find the longitude of a point given the longitude|Use models such as the globe to find | |

| | |of another point and the distance between the two |relationships between the radius of the earth and|Moral Values |

| | |points along the equator. |radii parallel of latitudes |Cooperation, rational |

| | | | | |

| | |vi) State relation between radius of earth and the | |Thinking Skills |

| | |radius of a parallel of latitude. | |-working out |

| | | |Find the distance between two cities or towns on |Mentally |

| | |vii) State the relation between the length of an arc|the same parallel of latitude as a group project.|-constructing |

| | |on the equator between two meridians and length of | |-problem solving |

| | |corresponding arc on a parallel of latitude. | | |

| | | | | |

| | |viii) Find distance between two points measured | |Teaching Strategies |

| | |along a parallel of latitude | |- Constructivism |

| | | |Use the globe and a few pieces of string to show |Exploratory |

| | |ix) Find the longitude of a point given the |how to determine the shortest distance between | |

| | |longitude of another point and the distance between |two points on the surface of the earth. | |

| | |the two points along a parallel of latitude. | |Teaching Aids |

| | | | |-globe or map |

| | |x) Find the shortest distance between two points on | | |

| | |the surface of the earth. | |Moral Values |

| | | | |Cooperation, rational |

| | |xi) Solve problems involving: | | |

| | |distance between two points | | |

| | |traveling on surface of earth | | |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| |10.1 Understand and use the concept of |Identify orthogonal projection. |Use models, blocks or plan and elevation kit. |Thinking Skills |

|10. Plans and elevations |orthogonal projection | | |- identifying |

|(Week 25 - 26) | |Draw orthogonal projection, given an object and a plan.|Carry out activities in groups where students |relationship |

| | | |combine two or more different shapes of simple|- describing |

| | |Determine the difference between an object and its |solid objects into interesting models and draw|- problem solving |

| | |orthogonal projection with respect to edges and angles.|plans and elevations for these models. |- drawing diagrams |

| | | | | |

| | |Draw the plan of a solid object. |Use models to show that it is important to |Teaching Strategies |

| | | |have a plan and at least two side elevations |- Contextual |

| |10.2 Understand and use the concept of |Draw |to construct a solid object. |learning |

| |plan and elevation |the front elevation | |- Constructivism |

| | |side elevation of a solid object. | |Mastery |

| | | |Carry out group project: |learning |

| | |Draw |Draw plan and elevations of buildings or | |

| | |the plan |structures, for example students’ or teacher’s|Vocabulary |

| | |the front elevation |dream home and construct a scale model based |Orthogonal |

| | |the side elevation |on the drawings. Involve real life situations|Projection |

| | |of a solid object to scale. |such as in building prototypes and using |Plan |

| | | |actual home plans. |Front elevation |

| | |Solve problems involving plan and elevation. | |Side elevation |

| | | | | |

| | | | |Teaching Aids |

| | | | |models |

| | | | |blocks |

| | | | |plan and elevation kit |

| | | | | |

| | | | |Moral Values |

| | | | |Cooperation, rational, justice, |

| | | | |freedom, courage |

| |3.1 Understand and use the concept of |Determine the image of an object under combination of |Relate to transformations in real life |Thinking Skill |

|3. |combination of two transformations. |two isometric transformations. |situation such as tessellation patterns on |Working out mentally |

|Transformation III | |Determine the image of an object under combination of: |walls, ceiling or floors. |Identify relationship |

|(Week 27 – 28) | |two enlargements | |Translating |

| | |an enlargement and an isometric transformation. |Explore combined transformation using the |Problem solving |

| | |Draw the image of an object under combination of two |graphing calculator, the Geometer’s Sketchpad,|Drawing diagram |

| | |transformations. |or the overhead projector and transparencies. | |

| | | | |Teaching Strategies |

| | | | |Contextual learning |

| | | | |Mastery learning |

|LEARNING AREA/WEEKS |LEARNING OBJECTIVES |LEARNING OUTCOME |TEACHING AND LEARNING ACTIVITIES |STRATEGIES |

| |3.2 Understand and use the concept of |State the coordinates of the image of a point under |Investigate the characteristics of an object |Conceptual Learning |

| |combination of two transformations. |combined transformation |and its image under combined transformation. |Constructivism |

| | |Determine whether combined transformation AB is | |Cooperative Learning |

| | |equivalent to combined transformation BA. |Carry out projects to design patterns using |Enquiry |

| | |Specify two successive transformations in a combined |combined transformations that can be used as | |

| | |transformation given the object and the image. |decorative purposes. These projects can then |Vocabulary |

| | |Specify a transformation which is equivalent to the |be presented in classroom with the students |-Combined transformation |

| | |combination of two isometric transformations. |describing or specifying the transformations |-equivalent |

| | |Solve problems involving transformation |involved. |-reflection |

| | | | |-translation |

| | | |Use the Sketchpad to prove the single |-enlargement |

| | | |transformation which is equivalent to the |-rotation |

| | | |combination of two isometric transformations. | |

| | | | |Teaching aids |

| | | | |- Geometer’s |

| | | | |Sketchpad |

| | | | |- graphing calculator |

| | | | |-graph paper |

| | | | |-a pair of compass |

| | | | |-ruler |

| | | | | |

| | | | |Moral Values |

| | | | |Cooperation, Courage, Rational |

| | | | |Mental & Physical Cleanliness |

| | | | | |

| | | | | |

| | |REVISION SPM TRIAL WEEK 29 | | |

| | | |REVISION FOR SPM 2018 | |

| | | |UNTIL WEEK 40 | |

| | |SPM EXAMINATION 2018 | | |

| | |5.11.2018 – 4.12.2018 | | |

| | | | | |

SMK METHODIST ACS (M) JALAN LINTANG 70000 SEREMBAN NEGERI SEMBILAN

RANCANGAN PENGAJARAN TAHUNAN

YEARLY LESSON PLAN

MATEMATIK TINGKATAN 5

TAHUN 2018

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B

A

SPM TRIAL EXAMINATION

[pic]

(19.3.2018 – 25.3.2018)

FIRST TERM HOLIDAY

13.8.2018 (WEEK 30)

31.8.2018 – NATIONAL DAY

15.2.2018 – 19.2.2018

CUTI TAHUN BARU CINA

[pic]

1.5.2017 – LABOUR DAY

(18.8.2018 – 26.8.2018)

SECOND TERM HOLIDAY

MID YEAR EXAMINATION

(Week 20 – 22)

(9.6.2018 – 24.6.2018 )

MID YEAR HOLIDAY

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