YEARLY LESSON PLAN

ADDITIONAL MATHEMATICS FORM 5 2019

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Pupils will be taught to....
A6. PROGRESSION
1. Understand and use the Use examples from real-life 1.1 Identify characteristic of arithmetic progression Begin with sequences to introduce Sequences
concept of arithmetic situations, graphing calculator 1.2 Determine whether a given sequence is an arithmetic arithmetic and geometric progression Progression
progression. or scientific calculator and progression Arithmetic Progression
computer software to explore 1.3 determine by using the formulae Include examples in algebraic form Common Difference
arithmetic progression a) specific terms in arithmetic progressions Include the use of the formula
b) the number of terms in arithmetic progression Tn = Sn- Sn-1 then
1.4 Find
1
a) The sum of the first n term of arithmetic progression Include problems involving real-life
2 Jan – 4 Jan
b) The sum of a specific number of consecutive terms of situation
arithmetic progressions
c) The value of n, given the sum of the first n terms of
arithmetic progression
1.5 Solve problem involving arithmetic progressions

2. Understand and use the Use examples from real-life 2.1 Identify characteristic of geometric progressions Include examples in algebraic form Geometric Progression
concept of geometric situation, scientific or graphing 2.2 Determine whether given sequences is a geometric progression Common Ratio
progression. calculator and computer 2.3 Determine by using formula: Discuss: Sum to Infinity
software to explore geometric a) specific terms in geometric progressions Recurring Decimal
progression b) the number of terms in geometric progression
As n  , r n  0 then
2.4 Find 𝑎
2 𝑆∞ =
7 Jan – 11 Jan a) The sum of the first n term of geometric progression 1−𝑟
Tn = arn-1 b) The sum of a specific number of consecutive terms of
geometric progressions S read as “sum to infinity”
c) The value of n, given the sum of the first n terms of
geometric progression Include recurring decimals limit to 2
recurring digits such that 0, 3, 0.15
2.5 Find
a) the sum to infinity of geometric progression Exclude
3 a. combination of arithmetic
14 Jan – 18 Jan b) the first n term or common ration, given the sum to
infinity of geometric progressions progressions and geometric
progressions
2.6 solve problem s involving geometric progressions
b. cumulative sequences such as (1),
(2,3), (4,5,6), …

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Pupils will be taught to....
A7. LINEAR LAW

1. Understand the concept Use examples from real life 1.1 Draw lines of best fit by inspection of given data. Limit data to linear relations between lines of best fit
of lines of best fit. situation to introduce the 1.2 Write equation for lines of best fit. two variables linear Law
concept of linear law. 1.3 Write equation for lines of best fit variables
4
(a) lines of best fit, inspection
21 Jan – 25 Jan
(b) equation of lines of best fit linear relations
2.3 Obtain information from
a. lines of best fit

2. Application linear law Use examples from real life
to non-linear law situation to introduce the
relation concept of linear law.
5
28 Jan – 1 Feb
Use graphing calculator or
computer software such as
Geometer’s Sketchpad to
explore line of best fit.
2.1 Reduce non-linear relations to linear form. non-linear relations
2.2 Determine values of constant of non-linear relations given: linear form
(a) Lines of best fit, Constant
(b) data.
2.3 Obtain information from:
(a) Lines of best fit,
(b) equations of lines of best fit.

6 CUTI TAHUN BARU CINA

4 Feb -8 Feb (TERMASUK CUTI YANG DIPERUNTUKAN OLEH KPM)
ASS2. LINEAR PROGRAMMING

1. Understand and use the Use real-life examples, 1.1 Identify and shade the region on the graph that satisfies a linear Emphasise the use of solid lines and linear inequalities
concept of graphs of graphing calculators and inequality. dashed lines. Constraint
linear inequalities. dynamic computer software solid lines
such as Geometer’s Sketchpad 1.2 Find the inequality that defines a shaded region. dashed lines
7 to explore linear programming
11 Feb – 15 Feb 1.3 Shade region on the graph that satisfies several linear Limit to regions defined by a
inequalities. maximum of 3 linear inequalities (not
including the x-axis and y-axis)
1.4 Find linear inequalities that defines a shaded region.

linear programming
2. Understand and use the 2.1 Solve problems related to linear programming by: Optimum values refer to maximum or the maximum value
concept of linear (a) writing linear inequalities and equations describing a minimum values. minimum value
programming situation, the optimum value
8 (b) shading the region of feasible solutions, Include the use of vertices to find the The objective function
18 Feb – 22 Feb (c) determining and drawing the objective function optimum values.
ax  by  k where a, b and k are constants,
(d) Determining graphically the optimum value of the
objective function.

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SUGGESTED TEACHING LEARNING OUTCOMES
WEEK/DATE OBJECTIVES POINTS TO NOTE REMARK
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Pupils will be taught to....
S2. PERMUTATIONS AND COMBINATIONS

1. Understand and use the Using manipulative materials to 1.1 Determine the total number of ways to perform successive Multiplication rule, successive events, permutation,
concept of explore multiplication rule. events using multiplication rule. permutation, factorial, arrangement, factorial,
permutations. order. arrangement,
Use real-life situations and 1.2 Determine the number of permutations of n different objects. For this topic: order
computer software such as a) Introduce the concept by using
spreadsheet to explore 1.3 Determine the number of permutations of n different objects numerical examples.
9 permutations taken r at a time. b) Calculators should only be used
25 Feb – 1 Mac after students have understood
1.4 Determine the number of permutations of n different objects for the concept.
given conditions. Limit to 3 events.
Exclude cases involving identical
1.5 Determine the number of permutations of n different objects objects.
taken r at a time for given conditions. Explain the concept of permutations
by listing all possible arrangements.
Include notations:
a) n! =
n (n  1)(n  2) . . . (3).(2).(1)
b) 0! = 1
n! read as “n factorial”
Exclude cases involving arrangement
of objects in a circle.

UJIAN PERTENGAHAN PENGGAL 1

MAC/WEEK 10&11
4 – 15 Mac
combinations
2. Understand and use the Explore combinations using 2.1 Determine the number of combinations of r objects chosen Explain the concept of combinations
concept of real-life situations and from n different objects. by listing all possible selections.
12 combinations. computer software Use examples to illustrate
18 Mac – 22 Mac 2.2 Determine the number of combinations r objects chosen from n n
different objects for given conditions. Pr
n
Cr 
r!
FIRST MID-TERM HOLIDAY/Week 13
23 – 31 MAC 2019

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 LEARNING
SUGGESTED TEACHING
WEEK/DATE OBJECTIVES
& LEARNING
Pupils will be taught to....
S3. PROBABILITY
1. Understand and use the Use real-life situations to introduce
concept of probability. probability
Use manipulative materials, computer
software and scientific or graphing
calculators to explore the concept of
probability
14
1 Apr – 5 April
2. Understand and use the Use manipulative materials and
concept of probability graphing calculators to explore the
of mutually exclusive concept of probability of mutually
events. exclusive events.
Use computer software to simulate
experiments involving probability of
mutually exclusive events.
15
3. Understand and use the Use manipulative materials and
8 Apr – 12 April
concept of probability graphing calculators to explore the
of independent events. concept of probability of independent
events.
Use computer software to simulate
experiments involving probability of
independent events
LEARNING OUTCOMES
POINTS TO NOTE REMARK
Pupils will be able to…
1.1 Describe the sample space of an experiment. Use set notations. set
1.2 Determine the number of outcomes of an event. Discuss: sample space
1.3 Determine the probability of an event. a) Classical probability (theoretical Event
1.4 Determine the probability of two events: probability) outcomes
(a) A or B occurring, b) Subjective probability experiment
(b) A and B occurring. c) Relative frequency probability probability
(experimental probability). frequency
Emphasise: Venn diagram
Only classical probability is used to
solve problems.
Emphasise:
P(A  B) =P(A)
 P( B)  P( A  B)
Using Venn diagrams
Experiment, sample space, event,
outcome, equally likely, probability,
occur, classical probability, theoretical
probability, subjective probability,
relative frequency probability,
experimental probability.
2.1 Determine whether two events are mutually exclusive. Include events that are mutually mutually exclusive events.
exclusive and exhaustive. Exhaustive events
2.2 Determine the probability of two or more events that are
mutually exclusive. Limit to three mutually exclusive
events.
Mutually exclusive event, exhaustive,
independent tree diagrams
3.1 Determine whether two events are independent. Include tree diagrams independent events
tree diagrams
3.2 Determine the probability of two independent events.
3.3 Determine the probability of three independent events.
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 LEARNING
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WEEK/DATE OBJECTIVES POINTS TO NOTE REMARK
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Pupils will be taught to....
S4. PROBABILITY DISTRIBUTIONS
1. Understand and use the Use real-life situations to 1.1 List all possible values of a discrete random variable. Include the characteristics of Bernoulli Bernoulli trials
concept of binomial introduce the concept of trials. Discrete random variable,
distribution binomial distribution. For learning outcomes 1.2 and 1.4. Independent trial,
1.2 Determine the probability of an event in a binomial derivation of formulae not required. Bernoulli trials
Use graphing calculators and distribution. Discrete random variable, Binomial distribution
16 computer software to explore Independent trial, Mean
15 Apr – 19 April binomial distribution 1.3 Plot binomial distribution graphs Bernoulli trials Variance
. Binomial distribution Standard deviation
1.4 Determine means, variance and standard deviation of a Mean
binomial distribution. Variance
Standard deviation
1.5 Solve problems involving binomial distributions.
2. Understand and use the Use real-life situations and 2.1 Describe continuous random variables using set notations. Discuss characteristics of: - Continuous random variable
concept of normal computer software such as a. normal distribution graphs standardised variable
distribution. statistical packages to explore 2.2 Find probability of z-values for standard normal distribution. b. standard normal Normal distribution
the concept of normal distribution graphs. Standard normal distribution
distributions. 2.3 Convert random variable of normal distributions, X, to Z is called standardised variable. Z-score
17 . standardized variable, Z. Integration of normal distribution normal distribution graphs
22 Apr – 26 Apr function to determine probability is standard normal distribution
2.4 Represent probability of an event using set notation. not required. graphs
Continuous random variable
2.5 Determine probability of an event. Normal distribution
Standard normal distribution
2.6 Solve problems involving normal distribution. z-value
standardised variable
G2. VECTOR
1. Understand and use the Use examples from real-life 1.1 Differentiate between vector and scalar quantities. Use notations: vector
concept of vector situations and dynamic 1.2. Draw and label directed line segments to represent vectors. scalar
Vector: a , AB , a, AB.
computer software such as 1.3 Determine the magnitude and direction of vectors represented by directed line segment
Geometer’s Sketchpad to directed line segments. Magnitude: magnitude
explore vectors. 1.4 Determine whether two vectors are equal. a , AB , a , AB . direction
1.5 Multiply vectors by scalars. negative vector
Zero vector: 0 vector zero
1.6 Determine whether two vectors are parallel Emphasise that a zero vector a vector parallel
magnitude of zero. collinear
Emphasise negative vector;
18
 AB  BA
29 Apr – 3 Mei
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 h  k  0
~ ~

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SUGGESTED TEACHING LEARNING OUTCOMES
WEEK/DATE OBJECTIVES POINTS TO NOTE REMARK
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Pupils will be taught to....
G2. VECTOR (CONTINUE)
2. Understand and use the Use real life situations and 2.1 Determine the resultant vector of two parallel vectors. Emphasise: the resultant vector
concept of addition and manipulative materials to 2.2 Determine the resultant vector of two non-parallel vectors ~
~ triangle law
subtraction of vectors explore addition and using: a- b= a (b ) Parallelogram law
18 subtraction of vectors. a) triangle law Law polygon
29 Apr – 3 Mei b) parallelogram law
2.3 Determine the resultant vector of three or more vectors using
the polygon law

FIRST TERM EXAMINATION

May/Week 19 - Week 20
06/5-17/05
3. Understand and use Use computer software to 3.1 Express vectors in the form: Relate 𝑖 dan 𝑗 unit vector to Cartesian Cartesian plan
vectors in Cartesian explore vectors in the Cartesian (a) 𝑥𝑖 + 𝑦𝑗, coordinates. Cartesian coordinates
plane plane. unit vector
x
(b)   Emphasise:
 y Vector i    , Vector j   0 
1
0 1 
   
3.2 Determine the magnitude of the vector.
21 3.3 Determine magnitudes of vectors
For 3.2 to 3.7, all vectors are given in
20 Mei – 24 Mei 3.4 Determine unit vectors in given directions
3.5 Add two or more vectors the form 𝑥𝑖 + 𝑦𝑗 or  x 
 y
3.6 Subtract two vectors  
3.7 Multiply vectors by scalars
3.8 Perform combined operations on vectors Limit combined operations of
3.9 Solve problems involving vectors addition, subtraction, and
multiplication of a vector by a scalar.

FIRST TERM HOLIDAY/Week 22 - Week 23

25/5 – 9/6

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 LEARNING
WEEK/DATE OBJECTIVES
Pupils will be taught to....
T2. TRIGONOMETRIC FUNCTIONS
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.
24
10 Jun – 14 Jun
3. Understand and use
graphs of sine, cosine,
and tangent functions.
25
17 Jun – 21 Jun
4. Understand and use
basic identities
26
24 Jun – 28 Jun
5. Understand and use
addition formulae and
double-angle formulae
SUGGESTED TEACHING
& LEARNING
Use dynamic computer
software such as Geometer’s
Sketchpad to explore angles in
Cartesian Plane.
Use dynamic computer
software to explore
trigonometric functions in
degrees and radians.
Use examples from real-life
situations to introduce graphs
of trigonometric functions.
Use graphic calculators and
dynamic computer software
such as Geometer’s Sketchpad
to explore graphs of
trigonometric functions
Use scientific or graphing
calculators and dynamic
computers software such as
Geometer’s Sketchpad to
explore basic identities.
Use dynamic computer
software such as Geometer’s
Sketchpad to explore addition
formulae and double-angle
formulae.
LEARNING OUTCOMES
POINTS TO NOTE REMARK
Pupils will be able to…
1.1 Represent in Cartesian plane, angles greater than 360˚ or Positive angle
2 radians for: Negative angle
(a) Positive angle, The unit circle, Radian
(b) Negative angle. Degrees, Cartesian Plane
2.1 Define sine, cosine, and tangent of any angle in Use unit circle to determine the sign of sinus
Cartesian plane. trigonometric ratios: cosine
Tangent
2.2 Define cotangent, secant, and cosecant of any angle in a Emphasise: secant
Cartesian plane. Sin Ө = cos (90- Ө) cosecant
cos Ө = sin (90 -Ө) cotangent
2.3 Find values of six trigonometric functions of any angle tan Ө = cot (90 - Ө) trigonometric functions
cosec Ө = sec (90-Ө) trigonometric ratios
2.4 Solve trigonometric equations. sec Ө = cosec (90-Ө) trigonometric equations
cot Ө = tan (90-Ө)
Emphasise the use of triangles to find
trigonometric ratios for special angles 30˚,
45˚, and 60˚.
3.1. Draw and sketch graphs of trigonometric functions: Use angles in Graph
a) y = c + a sin bx a) degrees Modulus
b) y = c + a cos bx b) radians, in terms of π Asymptote
c) y = c + a tan bx Intersection point
where a, b and c are constants and b > 0. Emphasise the characteristics of sine, cosine, Periods
and tangent graphs. Include trigonometric Amplitude
3.2. Determine the number of solutions to a trigonometric functions involving modulus.
equation using sketched graphs.
3.3. Solve trigonometric equations using drawn graphs. Exclude combinations of trigonometric
functions.
Basic identities are also known as Pythagoras basic identities
4.1 Prove basic identities: identities Pythagoras identities
a) sin2 A + cos2A = 1
b) 1 + tan2A = sec2A Including learning outcomes 2.1 and 2.2
c) 1 + cot2A = cosec2A
4.2 Prove trigonometric identities using basic identities
4.3 Solve trigonometric equations using basic identities.
5.1 Prove trigonometric identities using addition formulae Derivation of addition formulae not required. addition formulae
for sin (A  B), cos (A  B), and tan (A  B). double-angle formulae half-
5.2 Derive double-angle formulae for sin 2A, cos 2A and tan Discuss half-angle formulae angle formulae
2A.
5.3 Prove trigonometric identities using addition formulae Exclude
and/or double-angle formulae. a cos x + b sin x = c,
5.4 Solve trigonometric equations where c  0
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 LEARNING
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Pupils will be taught to....
K2. INTEGRATION
1. Understand and use the Use of computer software such 1.1 Determine integrals by reversing differentiation. Emphasise constant of integration. Integration
concept indefinite as Geometer's Sketchpad to n indefinite integrals
integral. explore the concept of 1.2 Determine integral of ax , where a is a constant and n is constants of integrations
integration and integer, n  1 . ∫ 𝑦 𝑑𝑥 read as “integration of y with gradients functions
differentiation
27 1.3 Determine integral of algebraic expressions respect to x”
1 Jul – 5 Jul 1.4 Find constants of integrations, c , in indefinite integrals.
1.5 Determine equations of curves from functions of gradients
1.6 Determine by Substitution the integrals
Limit integration of ∫ 𝑢𝑛 𝑑𝑥 where
𝑢 = 𝑎𝑥 + 𝑏.

2. Understand and use the Use scientific or graphing
concept of definite calculators to explore the
integral. concept of definite integrals
Use computer software and
graphing calculator to explore
areas under curves and the
significance of negative and
28
positive values of areas.
8 Jul – 12 Jul
Use dynamic computer
software to explore volumes of
revolution
. as the limit of a sum of volumes.
2.1 Find definite integral of algebraic expressions. Include definite integral
𝑏 𝑏 areas under curves
∫ 𝑘𝑓(𝑥) 𝑑𝑥 = 𝑘 ∫ 𝑓(𝑥) 𝑑𝑥 volumes of revolution
𝑎 𝑎
𝑏 𝑎
2.2 Find areas under curves as the limit of a sum of areas. ∫ 𝑓(𝑥) 𝑑𝑥 = − ∫ 𝑓(𝑥) 𝑑𝑥
𝑎 𝑏
2.3 Determine areas under curves using formula.
derivation of formulae not required
limit to one curve
2.4 Find volumes of revolution when region bounded by a curve is
rotated completely about the: derivation of formulae not required
(a) x-axis,
(b) y-axis limit volumes of revolution about the
x-axis or y-axis

2.5 Determine volumes of revolution using formula.

AST2. MOTION ALONG A STRAIGHT LINE

1.1 Identify direction of displacement of a particle from a fixed Emphasise the use of the following displacement
1. Understand the use and Use real-life examples, point. symbols: distance
concept of graphing calculators and 1.2 Determine displacement of a particle from a fixed point. s = displacement fixed point.
displacement. computer software such as 1.3 Determine the total distance travelled by a particle over a time v = velocity particle
Geometer’s Sketchpad to interval using graphical method a = acceleration
explore displacement. t = time
. where s, v and a are functions of time.
29
15 Jul – 19 Jul
Emphasise the difference between
displacement and distance.

Discuss positive, negative and zero

displacement.

Include the use of number line.

LEARNING SUGGESTED TEACHING LEARNING OUTCOMES
WEEK/DATE POINTS TO NOTE REMARK
OBJECTIVES & LEARNING Pupils will be able to…

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 Pupils will be taught to....

AST2. MOTION ALONG A STRAIGHT LINE (CONTINUE)

2. Understand and use the Use real-life examples, 2.1 Determine velocity function of a particle by differentiation. Emphasise velocity as the rate of velocity
concept of velocity. graphing calculators and 2.2 Determine instantaneous velocity of a particle. change of displacement. differentiation
computer software such as 2.3 Determine displacement of a particle from velocity function by integration
29 Geometer’s Sketchpad to integration Include graphs of velocity functions. rest
explore the concept of velocity.
15 Jul – 19 Jul
Discuss:
a) uniform velocity
b) zero instantaneous velocity
c) positive velocity
d) negative velocity.

3. Understand and use the Use real-life examples,
concept of acceleration graphing calculators and
computer software such as
Geometer’s Sketchpad to
30 explore the concept of
22 Jul – 26 Jul acceleration.
3.1 Determine acceleration function of a particle by differentiation Emphasise acceleration as the rate of acceleration
change of velocity.
3.2 Determine instantaneous acceleration of a particle.
Discuss:
3.3 Determine instantaneous velocity of a particle from a) uniform acceleration
acceleration function by integration. b) zero acceleration
c) positive acceleration
3.4 Determine displacement of a particle from acceleration function d) negative acceleration.
by integration.

3.5 Solve problems involving motion along a straight line.

31
29 Jul – 2 Ogos

32
05 Ogos – 9 Ogos

SECOND MID-TERM HOLIDAY

10/08 - 18/09
30 - 31
ULANGKAJI
19 Ogos – 30 Ogos
Week 32 – 33 PEPERIKSAAN PERCUBAAN SPM
2 Sept – 13 Sept
week 34 – 35
Minggu Ulangkaji dan latih tubi topik penting Tingkatan 4
16 Sept – 27 Sept
Week 36
Minggu Ulangkaji dan latih tubi topik penting Tingkatan 5
30 Sept – 4 Okt
Week 37 - 38
Minggu Ulangkaji dan latih tubi soalan-soalan SPM
7 Okt – 18 Okt
Week 39 - 40
Minggu Ulangkaji dan latih tubi soalan-soalan Percubaan SPM Negeri- Negeri
21 Okt – 1 Nov
Week 41- 43 SPM BERMULA
4 Nov – 22 Nov (4 Nov - 4 Dis)