RANCANGAN PELAJARAN TAHUNAN

MATEMATIK TAMBAHAN TINGKATAN 5 2017

WEEK/DATE

LEARNING
OBJECTIVES
Pupils will be taught to....

SUGGESTED TEACHING
& LEARNING

LEARNING OUTCOMES
Pupils will be able to

POINTS TO NOTE

REMARK

A6. PROGRESSION
1.

Understand and use the

concept of arithmetic
progression.

Use examples from real-life

situations, graphing calculator
or scientific calculator and
computer software to explore
arithmetic progression

1.1
1.2
1.3
1.4

1
2 Jan 6 Jan

1.5

2.

2
9 Jan 13 Jan

3
16 Jan 20 Jan

Understand and use the

concept of geometric
progression.

Use examples from real-life

situation, scientific or graphing
calculator and computer
software to explore geometric
progression

2.1
2.2
2.3

Identify characteristic of arithmetic progression

Determine whether a given sequence is an arithmetic
progression
determine by using the formulae
a) specific terms in arithmetic progressions
b) the number of terms in arithmetic progression
Find
a) The sum of the first n term of arithmetic progression
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 progression
Solve problem involving arithmetic progressions

Begin with sequences to introduce

arithmetic and geometric progression
Include examples in algebraic form
Include the use of the formula
Tn = Sn- Sn-1 then
Include problems involving real-life
situation

Identify characteristic of geometric progressions

Determine whether given sequences is a geometric progression
Determine by using formula:
a) specific terms in geometric progressions
b) the number of terms in geometric progression

Include examples in algebraic form

2.4

Find
a
The sum of the first n term of geometric progression
c) The sum of a specific number of consecutive terms of
geometric progressions
d) The value of n, given the sum of the first n terms of
geometric progression

As n

2.5

Find
a
the sum to infinity of geometric progression
e) the first n term or common ration, given the sum to
infinity of geometric progressions

2.6

solve problem s involving geometric progressions

Tn = arn-1

Discuss:

, r n 0
a
S =
1r

then

S
read as sum to infinity
Include recurring decimals limit to 2
recurring digits such that 0, 3, 0.15
Exclude
a. combination of arithmetic
progressions and geometric
progressions
b. cumulative sequences such as (1),
(2,3), (4,5,6),

Sequences
Progression
Arithmetic Progression
Common Difference

Geometric Progression
Common Ratio
Sum to Infinity
Recurring Decimal

WEEK/DATE

LEARNING
OBJECTIVES
Pupils will be taught to....

SUGGESTED TEACHING
& LEARNING

LEARNING OUTCOMES
Pupils will be able to

POINTS TO NOTE

REMARK

A7. LINEAR LAW

1.

Understand the concept

of lines of best fit.

3
16 Jan 20 Jan

Use examples from real life

situation to introduce the
concept of linear law.

1.1
1.2
1.3

Draw lines of best fit by inspection of given data.

Write equation for lines of best fit.
Write equation for lines of best fit
(a) lines of best fit,
(b) equation of lines of best fit
2.3 Obtain information from
a. lines of best fit

4
26-31 Jan

Limit data to linear relations between

two variables

lines of best fit

linear Law
variables
inspection
linear relations

CUTI TAHUN BARU CINA

(TERMASUK CUTI YANG DIPERUNTUKAN OLEH KPM)
2.

4
23 Jan 27 Jan

Application linear law

to non-linear law
relation

5
30 Jan 3 Feb

Use examples from real life

situation to introduce the
concept of linear law.

2.1
2.2

Reduce non-linear relations to linear form.

Determine values of constant of non-linear relations given:
(a) Lines of best fit,
(b) data.
Obtain information from:
(a) Lines of best fit,
(b) equations of lines of best fit.

Use graphing calculator or

computer software such as
Geometers Sketchpad to
explore line of best fit.

2.3

Use real-life examples,

graphing calculators and
dynamic computer software
such as Geometers Sketchpad
to explore linear programming

1.1

Identify and shade the region on the graph that satisfies a linear
inequality.

1.2

Find the inequality that defines a shaded region.

1.3

Shade region on the graph that satisfies several linear

inequalities.

1.4

Find linear inequalities that defines a shaded region.

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

non-linear relations
linear form
Constant

ASS2. LINEAR PROGRAMMING

1.

Understand and use the

concept of graphs of
linear inequalities.

6
6 Feb 10 Feb

7
13 Feb 17 Feb

2.

Understand and use the

concept of linear
programming

ax by k

(d)

where a, b and k are constants,

Determining graphically the optimum value of the
objective function.

Emphasise the use of solid lines and

dashed lines.

linear inequalities
Constraint
solid lines
dashed lines

Limit to regions defined by a

maximum of 3 linear inequalities (not
including the x-axis and y-axis)

Optimum values refer to maximum or

minimum values.
Include the use of vertices to find the
optimum values.

linear programming
the maximum value
minimum value
the optimum value
The objective function

LEARNING
OBJECTIVES
Pupils will be taught to....
S2. PERMUTATIONS AND COMBINATIONS
WEEK/DATE

1.

Understand and use the

concept of
permutations.

SUGGESTED TEACHING
& LEARNING

LEARNING OUTCOMES
Pupils will be able to

Using manipulative materials

to explore multiplication rule.

1.1

Determine the total number of ways to perform successive

events using multiplication rule.

Use real-life situations and

computer software such as
spreadsheet to explore
permutations

1.2

Determine the number of permutations of n different objects.

1.3

Determine the number of permutations of n different objects

taken r at a time.

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

taken r at a time for given conditions.

2.1

Determine the number of combinations of r objects chosen

from n different objects.

2.2

Determine the number of combinations r objects chosen from n

different objects for given conditions.

8
20 Feb 24 Feb

POINTS TO NOTE

Multiplication rule, successive events,

permutation, factorial, arrangement,
order.
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)(n 2) . . . (3).(2).(1)
b) 0! = 1
n! read as n factorial
Exclude cases involving arrangement
of objects in a circle.

REMARK

permutation,
factorial,
arrangement,
order

combinations
2.

Understand and use the

concept of
combinations.

Explore combinations using

real-life situations and
computer software

MINGGU ULANGKAJI
9
27 Feb 3 Mac
UJIAN PROGRESIF 1
Mac/Week 10
6 10 Mac
Pembetulan Ujian
Mac/Week 11
13 17 Mac 2017
Mac/Week 12
FIRST MID-TERM HOLIDAY
20 25 MAC 2017

Explain the concept of combinations

by listing all possible selections.
Use examples to illustrate

Cr

Pr
r!

WEEK/DATE

LEARNING
OBJECTIVES
Pupils will be taught to....

SUGGESTED TEACHING
& LEARNING

LEARNING OUTCOMES
Pupils will be able to

POINTS TO NOTE

REMARK

S3. PROBABILITY
1.

Understand and use the

concept of probability.

Use real-life situations to introduce

probability
Use manipulative materials, computer
software and scientific or graphing
calculators to explore the concept of
probability

1.1
1.2
1.3
1.4

Describe the sample space of an experiment.

Determine the number of outcomes of an event.
Determine the probability of an event.
Determine the probability of two events:
(a) A or B occurring,
(b) A and B occurring.

13
27 Mac 31 Mac

Use set notations.

Discuss:
a
Classical probability (theoretical
probability)
b
Subjective probability
c
Relative frequency probability
(experimental probability).
Emphasise:
Only classical probability is used to
solve problems.
Emphasise:
P(A

set
sample space
Event
outcomes
experiment
probability
frequency
Venn diagram

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.
13
27 Mac 31 Mac

2.

3.

Understand and use the

concept of probability
of mutually exclusive
events.

Understand and use the

concept of probability
of independent events.

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.

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 independent

3.1

Determine whether two events are independent.

3.2

Determine the probability of two independent events.

Include events that are mutually

exclusive and exhaustive.

mutually exclusive events.

Exhaustive events

Limit to three mutually exclusive

events.
Mutually exclusive event, exhaustive,
independent tree diagrams

Include tree diagrams

independent events
tree diagrams

events.
Use computer software to simulate
experiments involving probability of
independent events

LEARNING
OBJECTIVES
Pupils will be taught to....
S4. PROBABILITY DISTRIBUTIONS
1.
Understand and use the
concept of binomial
distribution
WEEK/DATE

Use real-life situations to

introduce the concept of
binomial distribution.
Use graphing calculators and
computer software to explore
binomial distribution
.

14
03 Apr 7 Apr

2.

Understand and use the

concept of normal
distribution.

15
10 Apr 14 Apr

G2. VECTOR
16
17 Apr 21 Apr

SUGGESTED TEACHING
& LEARNING

1.

Understand and use the

concept of vector

Use real-life situations and

computer software such as
statistical packages to explore
the concept of normal
distributions.
.

Use examples from real-life

situations and dynamic
computer software such as
Geometers Sketchpad to
explore vectors.

3.3

Determine the probability of three independent events.

LEARNING OUTCOMES
Pupils will be able to
1.1

List all possible values of a discrete random variable.

1.2

Determine the probability of an event in a binomial

distribution.

1.3

Plot binomial distribution graphs

1.4

Determine means, variance and standard deviation of a

binomial distribution.

1.5
2.1

Solve problems involving binomial distributions.

Describe continuous random variables using set notations.

2.2

Find probability of z-values for standard normal distribution.

2.3

Convert random variable of normal distributions, X, to

standardized variable, Z.

2.4

Represent probability of an event using set notation.

2.5

Determine probability of an event.

2.6

Solve problems involving normal distribution.

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 segments.
1.4 Determine whether two vectors are equal.
1.5 Multiply vectors by scalars.
1.6 Determine whether two vectors are parallel

POINTS TO NOTE

Include the characteristics of Bernoulli

trials.
For learning outcomes 1.2 and 1.4.
derivation of formulae not required.
Discrete random variable,
Independent trial,
Bernoulli trials
Binomial distribution
Mean
Variance
Standard deviation

Bernoulli trials
Discrete random variable,
Independent trial,
Bernoulli trials
Binomial distribution
Mean
Variance
Standard deviation

Discuss characteristics of: a

normal distribution graphs
b
standard normal
distribution graphs.
Z is called standardised variable.
Integration of normal distribution
function to determine probability is
not required.
Continuous random variable
Normal distribution
Standard normal distribution
z-value
standardised variable

Continuous random variable

standardised variable
Normal distribution
Standard normal distribution
Z-score
normal distribution graphs
standard normal distribution
graphs

Use notations:

vector
scalar
directed line segment
magnitude
direction
negative vector
vector zero
vector parallel
collinear

uuur
AB

Vector:
,
Magnitude:
uuu
r
a AB a

, a, AB.

AB

,
,
,
.
Zero vector: 0
Emphasise that a zero vector a
magnitude of zero.
Emphasise
uuu
r uuu
r negative vector;

AB BA

Include negative scalar.

Include:

REMARK

a) collinear points
b) non-parallel non-zero vectors
Emphasise:

If

and

are not parallel and

ha k b
~

hk 0

, then
LEARNING
OBJECTIVES
Pupils will be taught to....
G2. VECTOR (CONTINUE)
2. Understand and use the
concept of addition and
subtraction of vectors
16
WEEK/DATE

17 Apr 21 Apr

SUGGESTED TEACHING
& LEARNING
Use real life situations and
manipulative materials to
explore addition and
subtraction of vectors.

LEARNING OUTCOMES
Pupils will be able to
2.1
2.2

2.3
3.

Understand and use

vectors in Cartesian
plane

Use computer software to

explore vectors in the Cartesian
plane.

3.1

Determine the resultant vector of two parallel vectors.

Determine the resultant vector of two non-parallel vectors
using:
a) triangle law
b) parallelogram law
Determine the resultant vector of three or more vectors using
the polygon law
Express vectors in the form:
(a)

x i+ y j

x

y
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9

Emphasise:

Relate

dan

Determine the magnitude of the vector.

Determine magnitudes of vectors
Determine unit vectors in given directions
Add two or more vectors
Subtract two vectors
Multiply vectors by scalars
Perform combined operations on vectors
Solve problems involving vectors

MINGGU ULANGKAJI
17 - 18
24 Apr 28 Apr/1 Mei 5 Mei
FIRST TERM EXAMINATION
May/Week 18 - Week 21
04//5 05//05
08/05 -12/05
15/05 19/05
22/05 25/05

unit vector

to Cartesian coordinates.

Vector

0
j
1

, Vector

For 3.2 to 3.7, all vectors are given in

x

x i+ y j
y
the form

REMARK

the resultant vector

triangle law
Parallelogram law
Law polygon

~
~
a b a b

Emphasise:
1
i
0

(b)
17
24 Apr 28 Apr

POINTS TO NOTE

or

Limit combined operations of

addition, subtraction, and
multiplication of a vector by a scalar.

Cartesian plan
Cartesian coordinates
unit vector

16/05 SAMBUTAN HARI GURU

FIRST TERM HOLIDAY

May Jun/Week 22 24
27/5 11/6

LEARNING
OBJECTIVES
Pupils will be taught to....
T2. TRIGONOMETRIC FUNCTIONS
1.
Understand the concept
of positive and negative
angles measured in
degrees and radians.
WEEK/DATE

2.

Understand and use the

six trigonometric
functions of any angle.

25
12 Jun 16 Jun

25
12 Jun 16 Jun

3.

Understand and use

graphs of sine, cosine,
and tangent functions.

SUGGESTED TEACHING
& LEARNING

LEARNING OUTCOMES
Pupils will be able to

POINTS TO NOTE

Use dynamic computer

software such as Geometers
Sketchpad to explore angles in
Cartesian Plane.

1.1

Represent in Cartesian plane, angles greater than 360 or

2 radians for:
(a) Positive angle,
(b) Negative angle.

Use dynamic computer

software to explore
trigonometric functions in
degrees and radians.

2.1

Define sine, cosine, and tangent of any angle in

Cartesian plane.

Use unit circle to determine the sign of

trigonometric ratios:

2.2

Define cotangent, secant, and cosecant of any angle in a

Cartesian plane.

2.3

Find values of six trigonometric functions of any angle

2.4

Solve trigonometric equations.

Emphasise:
Sin = cos (90- )
cos = sin (90 -)
tan = cot (90 - )
cosec = sec (90-)
sec
= cosec (90-)
cot = tan (90-)

Use examples from real-life

situations to introduce graphs
of trigonometric functions.
Use graphic calculators and
dynamic computer software
such as Geometers Sketchpad
to explore graphs of
trigonometric functions

3.1. Draw and sketch graphs of trigonometric functions:

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.
3.2. Determine the number of solutions to a trigonometric
equation using sketched graphs.
3.3. Solve trigonometric equations using drawn graphs.

REMARK

Positive angle
Negative angle
The unit circle, Radian
Degrees, Cartesian Plane

Emphasise the use of triangles to find

trigonometric ratios for special angles 30,
45, and 60.
Use angles in
a) degrees
b) radians, in terms of
Emphasise the characteristics of sine, cosine,
and tangent graphs. Include trigonometric
functions involving modulus.
Exclude combinations of trigonometric

sinus
cosine
Tangent
secant
cosecant
cotangent
trigonometric functions
trigonometric ratios
trigonometric equations

Graph
Modulus
Asymptote
Intersection point
Periods
Amplitude

4.

Understand and use

basic identities

26
19 Jun 23 Jun

5.

Understand and use

addition formulae and
double-angle formulae

26
19 Jun 23 Jun

Use scientific or graphing

calculators and dynamic
computers software such as
Geometers Sketchpad to
explore basic identities.

Use dynamic computer

software such as Geometers
Sketchpad to explore addition
formulae and double-angle
formulae.

4.1

Prove basic identities:

a) sin2 A + cos2A = 1
b) 1 + tan2A = sec2A
c) 1 + cot2A = cosec2A
Prove trigonometric identities using basic identities
Solve trigonometric equations using basic identities.

5.1

Prove trigonometric identities using addition formulae

for sin (A B), cos (A B), and tan (A B).
Derive double-angle formulae for sin 2A, cos 2A and tan
2A.
Prove trigonometric identities using addition formulae
and/or double-angle formulae.
Solve trigonometric equations

5.2
5.3

27
26 Jun 30 Jun

basic identities
Pythagoras identities

Including learning outcomes 2.1 and 2.2

4.2
4.3

5.4

WEEK/DATE

functions.
Basic identities are also known as Pythagoras
identities

Derivation of addition formulae not required.

Discuss half-angle formulae

addition formulae
double-angle formulae halfangle formulae

Exclude
a cos x + b sin x = c,
where c 0

CUTI HARI RAYA AILDILFITRI

(TERMASUK CUTI YANG DIPERUNTUKAN OLEH KPM)
LEARNING
OBJECTIVES
Pupils will be taught to....

SUGGESTED TEACHING
& LEARNING

LEARNING OUTCOMES
Pupils will be able to

POINTS TO NOTE

REMARK

K2. INTEGRATION
1.

Understand and use the

concept indefinite
integral.

Use of computer software such

as Geometer's Sketchpad to
explore the concept of
integration

28
3 Jul 7 Jul

Determine integrals by reversing differentiation.

ax n
2

Determine integral of

n 1

a
, where

Emphasise constant of integration.

n
is a constant and

and integer,
.
Determine integral of algebraic expressions

4
5
6

Find constants of integrations, , in indefinite integrals.

Determine equations of curves from functions of gradients
Determine by Substitution the integrals

is

y dx
y

x
with respect to

2.

Understand and use the

concept of definite
integral.

Use scientific or graphing

calculators to explore the
concept of definite integrals

2.1

Find definite integral of algebraic expressions.

Use computer software and

graphing calculator to explore
areas under curves and the
significance of negative and
positive values of areas.

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 volumes of revolution when region bounded by a curve is

Limit integration of
where

29
10 Jul 14 Jul

read as integration of

un dx

u=ax+ b

Include
b

kf ( x ) dx=k f (x) dx

Integration
indefinite integrals
constants of integrations
gradients functions
differentiation

f ( x)dx= f ( x ) dx
a

definite integral
areas under curves
volumes of revolution

Use dynamic computer

software to explore volumes of
revolution
.

rotated completely about the:

(a) x-axis,
(b) y-axis
as the limit of a sum of volumes.

derivation of formulae not required

limit to one curve
derivation of formulae not required

2.5

Determine volumes of revolution using formula.

limit volumes of revolution about the
x-axis or y-axis

AST2. MOTION ALONG A STRAIGHT LINE

1
1.

Understand the use and

concept of
displacement.

30
17 Jul 21 Ju

Use real-life examples,

graphing calculators and
computer software such as
Geometers Sketchpad to
explore displacement.

2
3

Identify direction of displacement of a particle from a fixed

point.
Determine displacement of a particle from a fixed point.
Determine the total distance travelled by a particle over a time
interval using graphical method

Emphasise the use of the following

symbols:
s = displacement
v = velocity
a = acceleration
t = time
where s, v and a are functions of time.

displacement
distance
fixed point.
particle

Emphasise the difference between

displacement and distance.
Discuss positive, negative and zero
displacement.
Include the use of number line.
LEARNING
SUGGESTED TEACHING
WEEK/DATE
OBJECTIVES
& LEARNING
Pupils will be taught to....
AST2. MOTION ALONG A STRAIGHT LINE (CONTINUE)
2.
Understand and use the
Use real-life examples,
concept of velocity.
graphing calculators and
computer software such as
30
Geometers Sketchpad to
17 Jul 21 Ju
explore the concept of velocity.

LEARNING OUTCOMES
Pupils will be able to
2.1
2.2
2.3

Determine velocity function of a particle by differentiation.

Determine instantaneous velocity of a particle.
Determine displacement of a particle from velocity function by
integration

POINTS TO NOTE

Emphasise velocity as the rate of

change of displacement.
Include graphs of velocity functions.

REMARK

velocity
differentiation
integration
rest

Discuss:
a) uniform velocity
b) zero instantaneous velocity
c) positive velocity
d) negative velocity.
3.

31
24 Jul 28 Jul

Understand and use the

concept of acceleration

Use real-life examples,

graphing calculators and
computer software such as
Geometers Sketchpad to
explore the concept of
acceleration.

3.1

Determine acceleration function of a particle by differentiation

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.

Emphasise acceleration as the rate of

change of velocity.
Discuss:
a uniform acceleration
b zero acceleration
c positive acceleration
d negative acceleration.

acceleration

32
31 Jul 04 Ogos
33
07 Ogos 11 Ogos
33
10 11 Ogos
34
14 Ogos 18 Ogos
Week 35
21 Ogos 25 Ogos

MINGGU ULANGKAJI

PEPERIKSAAN PERCUBAAN SPM

10/08 -25/08
SECOND MID-TERM HOLIDAY
Week 36
28/08 - 01/09

Week 37 38
04 Sept 15 Sept
week 39 40
18 Sept 29 Sept
Week 41 - 42
2 Okt 13 Okt
Week 43
16 Okt 20 Okt
Week 44 - 45
23 Okt 03 Nov

Pembetulan Percubaan SPM

Minggu Ulangkaji dan latih tubi topik penting Tingkatan 4
Minggu Ulangkaji dan latih tubi topik penting Tingkatan 5
CUTI DEEPAVALI
(TERMASUK CUTI YANG DIPERUNTUKAN OLEH KPM)
latih tubi soalan-soalan SPM
SPM BERMULA
(6/11)

6 Nov 05 Dis

KP2. PROJECT WORK

OBJEKTIF
PEMBELAJARAN

TARIKH
1.

Mengikut guru

Melaksanakan
kerja projek.

CADANGAN AKTIVITI
PENGAJARAN &
PEMBELAJARAN
Gunakan kalkulator saintifik,
kalkulator grafik atau perisian
komputer untuk melaksanakan kerja
projek.
Murid dibenarkan melaksanakan kerja
projek secara berkumpulan tetapi
laporan bertulis mesti disediakan
secara individu.
Murid perlu diberi peluang untuk
membuat persembahan secara lisan
bagi kerja projek.

HASIL PEMBELAJARAN
1.1

Mentakrifkan masalah/situasi yang dikaji.

1.2

Menyatakan konjektur yang relevan.

1.3

Menggunakan strategi penyelesaian masalah

untuk menyelesaikan masalah.

1.4

Mentafsir dan membincangkan keputusan.

1.5

Membuat kesimpulan dan/atau pengitlakan

berdasarkan penilaian kritis terhadap keputusan
dalam 1.4.

10

CATATAN
Tegaskan penggunaan Kaedah Polya dalam proses
penyelesaian masalah.
Gunakan sekurang-kurangnya dua strategi bagi
menyelesaikan masalah.
Beri penekanan kepada penaakulan dan
keberkesanan komunikasi dalam matematik.

KOSA KATA
Konjektur
Kaedah Polya