Yearly Plan – Mathematics Form 5 (2011)

Learning Objectives
Week Learning Outcomes No of Suggested Teaching & Learning
Pupils will be taught Points to Note
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Learning Area : NUMBER BASES -- 2 weeks
First Term

1 1. Understand and use (i) State zero, one, two, three, …, 1 Use models such as a clock face or a Emphasis the ways to read numbers in
the concept of number as a number in base: counter which uses a particular variours bases.
3/1-7/1/11 in base two, eight and number base. Give examples:
a) two
five.
b) eight Discuss Numbers in base two are also know as
c) five - Dicuss digits used binary numbers.
- Place values
(ii) State the value of a digit of a 1 in the number system with a
number in base: particular number base.
a) two
Skill : Interpretation, observe
b) eight connection between base two, eight
c) five and five.
(iii) Write a number in base: Use of daily life examples Expanded notation
a) two 2 Values : systematic, careful, patient Give examples
b) eight
c) five
in expanded notation

2 (iv) Convert a number in base: 2 Use number base blocks of twos, Perform repeated division to convert a
a) two eights and fives. number in base ten to a number in other
10/1- b) eight bases.
14/1/11 c) five Give examples.
to a number in base ten and
vice versa.

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 Learning Objectives
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(v) Convert a number in a certain 3 Discuss the special case of Limit conversion of numbers to base two,
base to a number in another converting a number in base two eight and five only.
base. directly to a number in base eight
and vice versa.

(vi) Perform computations 1 Skill : Interpretation, converting The usage of scientific calculator in
involving : numbers to base of two, eight, five performing the computitations.
a) addition and then.
b) subtration
of two numbers in base two Use of daily life examples
Values : systematic, careful, patient

Topic 2 : Graphs of Functions II --- 3 weeks

2.1 Understand (i) Draw the graph of a: 2 Explore graphs of functions using Questions for 1..2(b) are given in the
3 and use the a) linear function : graphing calculator or the GSP
form of ( x+a ) ( x+b )=0 ; a and b
17/1- concept of y = ax + b, where a
are numerical values.
21/1/1 graphs of and b are constant; Compare the characteristic of
1 functions b) quadratic function graphs of functions with different
y=ax 2 +bx+c ,
values of constants.
where a, b and c are Values : Logical thinking
constans, a≠0
c) cubic function :
Skills : seeing connection, using
3 2 Limit cubic functions.
y=ax +bx +cx+d the GSP
Refer to CS.
,
where a, b, c and d are
constants, a≠0

d) reciprocal function

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 Learning Objectives
Week Learning Outcomes No of Suggested Teaching & Learning
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a
y= 1 For certain functions and some values
x , where a is a
of y, there could be no corresponding
constants, a≠0 values of x.

(ii) Find from the graph

a) the value of y, given a 2 Play a game or quiz
value of x Limit the cubic and quadratic
b) the value(s) of x, functions.
given a value of y Refer to CS.

(iii) Identify:
a) the shape of graph
given a type of
function
b) the type of function
given a graph 2
c) the graph given a Limit cubic functions.
function and vice Refer to CS.
versa

(iv) Sketch the graph of a

given linear, quadratic,
cubic or reciprocal
function.

4 2.2 Understand (i) Find the point(s) of 1 Explore using graphing calculator Use the traditional graph plotting
and use the intersection of two graphs of GST to relate the x-coordinate of exercise if the graphing calculator or
24/1- concept of the a point of intersection of two the GSP is unavailable.
28/1/1 solution of an (ii) Obtain the solution of an 1 appropriate graphs to the solution
1 equation by equation by finding the of a given equation. Make
graphical point(s) of intersection of generalisation about the point(s) of
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 Learning Objectives
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method. two graphs intersection of the two graphs.

(iii) Solve problems involving 2 Use everyday problems. Involve everyday problems.
solution of an equation by
graphical method. Skills : Mental process

5
31.1-
06.2.2
011
(CNY)

6 (i) Determine whether a given 2 Include situations involving x=a , Emphasise on the use of dashed and solid
2.3 Understand and
use the concept of the point satisfies x≥a , x> a , x≤a or line as well as the concept of region.
7/2-11/2/11 region representing a) y=ax+b or x< a .
inequalities in two
y >ax +b
variables. or y <ax +b 2 Values: Making conclusion,
connection and comparison, careful
(ii) Determine the position of a
given point relative to the
equation y=ax+b

(iii) Identify the region 2

satisfying y >ax +b or
y <ax +b

(iv) Shade the regions

representing the inequalities
a) y >ax +b or
y <ax +b
b) y≥ax+b or
y≤ax+b

(v) Determine the region which

satisfy two or more

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 Learning Objectives
Week Learning Outcomes No of Suggested Teaching & Learning
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simultaneous linear
inequalities.

Week Learning Objectives
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Topic/Learning Area :
TRANSFORMATIONS III
Learning Outcomes No of Suggested Teaching & Learning Points to Note
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( 3 weeks )

3.1 Understanding (i) determine the image of an 1  using CD-Rom – interactive

6 and use of the object under combination of activities.
concept of two isometric  Everyday life example:
combination of transformations. around the school.
two  Recall the types of
transformations. transformations:
- translation
- rotation
- reflection
- enlargement
- isometric
transformation

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Week Learning Objectives Learning Outcomes
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(ii) determine the image of an
object under combination of:
a. two enlargements
b. an enlargement and and an
isometric transformation.
(iii) Draw the image of an object
under combination of two
transformations.
(iv) State the coordinates of the
image of a point under
combined transformations.
7 (v) Determine whether
combined transformation AB
14/2- is equivalent to combined
18/2/11 transformation BA.
(vi) specify two successive
transformations in a
combined transformation
given the object and the
image.
6
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
2  using Geometer’s Sketchpad.
 CD-Rom
 Give variety of examples to
show an enlargement and
isometric transformation.
2  Give examples on the
blackboard and students are
asked to draw the image
under 2 transformations
 Tr. will state the coordinates
of the image of a point under
combined transformations.
3  Using Maths exercise books
(grids)
 Do exercises from the
textbooks
2  Outdoor activity – students
are brought to specific site of
the school compound and ask
to identify the two successive
transformations : pictures
should consist of an object
and an image.
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8 (vii) Specify a transformation 5  Classroom activities – use
which is equivalent to the GSP and CD-ROM
21/2- combination of two (Multimedia Gallery)
25/2/11 isometric transformations.  To specify isometric - limit to translation, reflation & rotation.
(viii) Solve problems involving transformation
transformations.  Different examples to be
given
 Various problem solving
questions to be given

Topic/Learning Area :
MATRICES ( 4 weeks )

9 4.1 Understand and (i) Form a matrix from given 1  Understanding the concept of * m represents row
use the concept information. matrices through daily * n represents column
28/3- of matrix. (ii) Determine: examples:
6/3/11 - price of food on a menu
a. the number of rows
- a contingent of altelitic
b. the number of columns - seating of students in
c. the order of a matrix class
(iii) Identify a specific element in - mark sheet of students
a matrix  Introduce the order (mxn) of
a matrix
 Class activity – students are
requested to identify the
students’ seating position in
class
 Other examples give

10 4.2 Understand and (i) Determine whether two 2  Teacher gives examples of
use the concept matrices are equal. two equal matrices and
of equal matrices. (ii) Solve problems involving discusses equal matrices in
equal matrices. terms of the corresponding
elements.
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 Different problems given to
solve equal matrices.

4.3 Perform addition (i) Relate to real life situations
and subtraction such as keeping score of
on matrices. medal tally or points in
sports.
(ii) Find the sum or the
difference of two matrices.
(iii) Perform addition and
subtraction on a few
matrices.
(iv) Solve matrix equations
involving addition and
subtraction.
2  Teacher shows the examples  limit to not more than 3 rows
from the textbook to and 3 columns.
determine how addition or
subtraction can be performed
on 2 given matrices.
 Examples given to find the
addition and subtraction of
two matrices.
 Examples given to solve
matrix equations involving
additions and subtractions
 To include finding values of
unknown elements

CUTI PERTENGAHAN
PENGGAL 1 [36/3-20/3/10]
(WEEK 11)
12 4.4 Perform (i) Multiply a matrix by a 2  Teacher shows examples on
Multiplication of number. scalar multiplication of
21/3- a matrix by a (ii) Express a given matrix as a matrix:
25/3/11 number. multiplication of another - give examples of real life
matrix by a number. situations such as in
industrial productions.
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(iii) Perform calculation on  examples given on the
matrices involving addition, calculation of matrices
subtraction and scalar involving addition,
multiplication. subtraction, and scalar
(iv) Solve matrix equations multiplication.
involving addition,  Examples given on problem
subtraction and scalar solving questions.
multiplication.  To include finding values of
unknown elements.

4.5 Perform (i) determine whether two 3  Teacher gives real life
multiplication of matrices can be multiplied situations. Examples:-
two matrices. and state the order of the - to find the cost of
product when the two meals in the
matrices can be multiplied. restaurant
(ii) Find the product of two - teacher shows how 2
matrices. matrices can be
(iii) Solve matrix equations multiplied.
involving multiplication of  Examples given for the  Limit to not more than 3 rows
two matrices. product of two matrices. and 3 columns
 Examples given on problem  Limit to 2 unknown elements
solving involving
multiplication of 2 matrices.
4.6 Understand and (i) determine whether a given 2  Teacher discusses the
use the concept matrix is an identity matrix property of the number as an
of identify by multiplying it to another identity for multiplication of
matrix. matrix. a number.
(ii) Write identity matrix of any  Teacher introduces identity Unit matrix is denoted by I.
13 order. matrix or unit matrix.
(iii) Perform calculation  Teacher gives examples of Limit to 3 rows and 3 columns.
28/3- identity matrix of any order.
involving identity matrices.
3/4/11  Teacher discusses the
properties:
- AI = A
- IA = A
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4.7 Understand and (i) Determine whether a 3  teacher introduces the

use the concept 2 X 2 matrix is the concept of inverse matrix and -1
of inverse matrix. its denotion. AA = I
inverse matrix of
 Examples given on problem
another 2 X 2 solving questions involving
matrix. matrix:
(iii) Find the inverse matrix of a - using simultaneous
2 X 2 matrix using: linear equations
a. the method of solving - using a formula
simultaneous linear
equations
b. a formula

4.8 Solve (i) Write simultaneous linear 5  Teacher shows examples how * limit to 2 unknowns.
simultaneous equations in matrix form. to write simultaneous linear
linear equations equations in matrix form
 p
by using    To solve simultaneous linear
14 matrices. (ii)
q
Find the matrix   in equations by using inverse
a b  p  h matrix
       Project involving matrices
4/4-  c d   q   k  using using electronic spreadsheet
10/4/11 the inverse matrix. to be given to students.
(iii) solve simultaneous linear
equations by the matrix
method.

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 Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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(iv) Solve problems involving
matrices.

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Topic/Learning Area : 5. VARIATIONS
(1 ½ Weeks)

5.1 Understand and (i) State the changes in a 1 Discuss the characteristics of the graph Y varies directly as x , y α x.
15 use the concept of quantity with respect to the of y agains x when y α x. y α x n , limit α n to 2, 3 and ½
direct variation changes in another quantity,
in everyday life situations Relate mathematical variation to Y = kx where k is the constant of
involving direct variation. Charles’s Law or the mation of the variation.
11/4- (ii) Determine from given simple pendulum.
15/4/11 information whether a
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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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quantity. Discuss the characteristics of the graphs
(iii) Express a direct variation in of y against xn.
the form of equation
involving two variables. Communicative skills
(iv) Find the value of a variable
in a direct variation when Coorperation an d systematic
sufficient information is 1
given.
(v) Solve problems involving
direct variation for the
following cases:

y α x; y α x2 ; y α
3
x ;
y α x1/2 . 1

5.2 Understand and

use the concept of i) State the changes in a Y varies inversely as x if and only if xy
inverse variation quantity with respect to is a constant.
changes in another
quantity, in everyday
life situations involving
inverse variation.
ii) Determine form given
information whether a Discuss the the form of the graph and y ¿ 1/x
quantity vaqries relates it to science, eg. Boyle’s Law.
inversely as another For the cases y ¿ 1/xn, limit n to 2,3
quantity. and ½
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Week Learning Objectives Learning Outcomes
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iii) Express an inverse
variation in the form of
equation involving two
variables.
iv) Find the value of a
variable in an inverse
variation when
sufficient information
is given.
v) Solve problems
involving inverse
variation for the
following cases:
No of Suggested Teaching & Learning Points to Note
Periods activities/Learning Skills/Values
1 If y ¿ 1/x, then y = k/x, where k is the
constan t of variation.
Use:
Y = k/x or
x1y1=x2 y2
to get the solution.
For cases y ¿ 1/xn , n = 2,3 and ½,
1 discuss the characteristics of the graph of
y against 1/xn

y ¿ 1/x; y ¿ 1/x2 Graph drawing skill

y ¿ 1/x3 ; y ¿ 1/x1/2
Be straight and honest.

5.3 Understand and (i) Represent a joint Discuss joint variation for the three cases For the cases y ¿ xn zn,
16 use the concept of variation by using the 1 in everyday life situations. Y ¿ 1/ xn zn and y ¿ xn / zn,
18/4- joint variation symbol ¿ for the Limit n to 2,3 and ½.
22/4/11 following cases: Relate to science, eg. Ohm’s Law.

a) two direct variations

b) two inverse
variations 1
c) a direct variation
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Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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and an inverse
variation.

(ii) Express a joint 1

variation in the form of
equation.
(iii) Find the value of a 1
variable in a joint
variation when
sufficient information
is given.
(iv) Solve problems 1
involving joint
variation.

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
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Topic/Learning Area 6: GRADIENT & AREA
UNDER A GRAPH --- 3½ weeks

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17 6.1 Understand and (i) State the quantity represented Use examples in various areas such Limit to graph of a straight line.
use the concept of by the gradient of a graph as technology and social science
quantity represented 1 The gradient of a graph represents the
by the gradient of a (ii) Draw the distance-time Use of daily life examples like rate of change of a quantity on the
graph graph, given: speed of a car, Formula One Grand vertical axis with respect to the change
a) a table of distance-time 2 Prix, a sprinter of another quantity on the horizontal
values axis. The rate of change may have a
b) a relationship between specific name for example ‘speed’ for a
Compare and differentiate between
25/4- distance and time distance-time graph.
distance-time graph and speed-time
39/4/11 2 graph
(iii) Find and interpret the Emphasise that:
gradient of a distance-time graph Gradient = change of distance
Use real life situations such as Time
(iv) Find the speed for a period 2 traveling from one place to another = speed
18 of time from a distance-time by train or by bus.
2/5-6/5/11 graph Include graphs which consists of a
combination of a few straight lines.
For example,
(v) Draw a graph to show the
relationship between two Use examples in social science and Distance, s
variables representing certain economy, for example, the
measurements and state the increase in population in certain
meaning of its gradient 2
years
19
20
21 PEPERIKSAAN Time, t
PENGGAL 1

22 CUTI GAWAI/CUTI
23 PENGGAL 1

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6.2 Understand the (i) State the quantity represented Discuss that in certain cases, the area Include speed-time and acceleration-
concept of quantity by the area under a graph 1 under a graph may not represent any time graphs.
represented by the meaningful quantity.
24-25 area under a graph (ii) Find the area under a graph For example:
The area under the distance-time Limit to graph of a straight line or a
(iii) Determine the distance by 2 graph. combination of a few straight lines.
finding the area under the Discuss the formula for finding the
13/6- following of speed-time graphs: area under a graph involving: V represents speed, t represents time, h
24/6/11 a. v=k (uniform speed) 4  A straight line which is parallel to and k are constants.
b. v=kt the x-axis For example:
c. v=kt + h  A straight lien in the form of
d. a combination of the above y=kx+ h
A combination of the above.
(iv) Solve problems involving
gradient and area under a graph.

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Topic/Learning Area : PROBABALITY II

Second Term --- 2 weeks
(i) Determine the sample space Discuss equiprobable sample space Limit to sample space with equally
7.1 Understand and of an experiment with through concrete activities and begin likely outcomes.
26 use the concept of equally likely outcomes. 1 with simple cases such as tossing a
probability of an fair coin.
event.
Use tree diagrams to obtain sample A sample space in which each outcomes
27/6- (ii) Determine the probability of
1 space for tossing a fair coin or is equally likely is called equiprobable
31/6/11 an event with equiprobable
sample space.
sample space. tossing or tossing a fair dice
activities. The Graphing calculator The probability of an outcome A, with
may also be used to simulate these equiprobable sample space
activities. n(A)
n(S)
S, is P(A) =
n( S )
Discuss events that produce
P(A) = 1 and P(A) = 0 Use tree diagram where appropriate.

(iii)Solve problems involving 1 Include everyday problems and making

probability of an event. predictions.

27 7.2 Understand and (i) State the complement of an The complement of an event A is the set
used the concept of event in : 1 of all outcomes in the sample space that
4/7-8/7/11 probability of the (a) words are not included in the outcomes of
complement of an (b) set notations event A.
event. (ii) Find the probability of the Include events in real life
complement of an event. situations such as winning or
1 losing a game and passing or
failing an exam.

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28 7.3 Understand use (i) List the outcomes for 2 Use real life situations to show the
the concept of events: relationship between
probability of (a) A or B as elements of set  A or B and A  B
combined event. AB  A and B and A  B.
(b) A and B as elements of
set A  B An example of a situation is being
2 chosen to be a member of an
(ii) Find the probability by exclusive club with restricted
listing the outcomes of the conditions.
combined events : Use tree diagram and coordinate
(a) A or B planes to find all the outcomes of
(b) A and B combined events.

Use two-way classification tables of Emphasise that :

(iii) Solve problems involving 1 events from newspaper articles or  knowledge about probability is
probability of combined statistical data to find probability of useful in making decisions.
events. combined events. Ask students to  prediction based on probability
create tree diagrams from these is not definite or absolute.
tables. Example of a two-way
classification table :
Means of going to work
Officers Car Bus Others
Men 56 25 83
Women 50 42 37
Discuss :
 situations where decisions
have to be made on
probability, for example in
business, such as determining
the value for aspecific
insurance policy and time the
slot for TV advertisements
 the statement “probability is
the underlying language of
statistics”
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Topic/Learning Area : BEARING --- 1 week

8.1. Understand and (i) Draw and label the eight main
29 use the concept of compass directions: 1
bearing. a) north, south, east, west
b) north – east, north – west,
18/7-
south – east, south – west
22/7/11
ii) State the compass angle of
Carry out the activities or games Compass angle and bearing are written
any compass direction.
involving finding directions using a in three digit form, from 0000 to 3600.
compass such as treasure hunt or They are measured in a clockwise
scravenger hubt. It can also be about direction from north. Due north is
locating several points on a map, considered as bearing 0000. For cases
finding the position of students in involving degrees up to one decimal
class. point.
1
(iii) Draw a diagram of a point
which shows the direction of
B relative to another point A
given the bearing of B from
A.
1
(iv) State the bearing point A
from point B based on given
information. Discuss the use of bearing in real life
situations. For example, a map
(v) Solve problems 2 reading and navigation.
involving bearing.

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Topic 9
Learning Area: EARTH AS SPHERE ( 3 weeks )

30 9.1 Understand and (i) Sketch a great circle through the Model such as globes should be used. Emphasise that longitude 180°E and
use the concept of north and south poles. 1 longitue 180°W refer to the same
longitude meridian.
(ii) State the longitude of a given Introduce the meridian through
25/7-
point. Greenwich in England as the
29/7/11 Express the difference between two
(iii) Sketch and label a meridian Greenwich Meridian with longitude
0° longitudes with an angle in the range
with the longitude given.
of 0° ≤ x ≤ 180°
(iv) Find the difference between Discuss that:
two longitudes  All points on a meridian have the
1 same longitude
 There are two meridians on a
great circle through both poles.
 Meridians with longitude x°E(or
W) and (180°- x°)W(or E) form
a great circle through both poles.
30
9.2 Understand and (i) Sketch a circle parallel to the 1 Discuss that all the points on a
use the concept of equator. paralell of latitude have the same
latitude latitude.
(ii) State the latitude of a given Emphasise that
point. o the latitude of the equator is 0°
1 o latitude ranges from 0° to 90°N
(iii) Sketch and label a parallel of ( or S )
latitude.
(iv) Find the difference between Involve actual places on the earth.
two latitudes.
Express the diffrence between two
latitudes with an angle in the range
of 0° ≤ x ≤ 180°.
30 9.3 Understand the Use a globe or a map to find i. State the latitude and longitude A place on the surface of the earth is
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concept of locations of cities around the world. 1 of a given place represented by a point.
locations of a
place. Use a globe or map to name a place ii. Mark the location of a place The, location of a place A at latitude
given its location. x°N and longitude y°E is written ,as
A(x°N, y°E).
1 iii. Sketch and label the latitude and
longitude of a given place.
iv.

31
9.4 Understand and (i) Find the length of an arc of a Limit to nautical mile as the unit for
1/8- use the concept of great circle in nautical mile, given distance.
5/8/11 distance on the surface the subtended angle at the centre of
on the earth to solve the earth and vice versa. Explain one nautical mile as the
problems. length of the arc of a great circle
(ii) Find the distance between two Use the globe to find the distance subtending a one minute angle at the
points measured along a meridian, between two cities or town on the centre of the earth.
given the latitudes of both points. same meridian.

(iii)Find a latitude of a point given

the latitude of another point and the
distance between the two points
along the same meridian.
(iv) Find the distance between two Sketch the angle at the centre of the
points measured along the equator, earth that is subtentded by the arc
given the longitude of both points. between two given points along the
(v) Find the longitude of a point equator. Discuss how to find the value
given the longitude of another point of this angle.
and the distance between the two
points along the equator.

(vi) State the relation betwen the

radius of the earth and the radius of
21
Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....
a parallel of latitude.
Use models such as the globe to find
(vii) State the relation between the relationship between the radius of the
length of an arc on the equatoq earth and radii parallel of latitudes.
between two meridian and the
lengthe of the corresponding arc on
a parallel of latitude.

(viii) Find the distance between two

points measured along a parallel of
latitude.

(ix) Find the longitude of a point Find the distance between two cities
given the longitude of another point or town on the same parallel of
and the distance between the two latitude as a group project.
points along a parallel of latitude.

(x) Find the shortest distance

between two points on the surface
of the earth.

(xi) Solve problems involving :

(a) distance between two points. Limit to two points on the equator or
Use the globe and a few pieces of the great a cirle through the polas.
(b) travelling on the surface of the
string to show how to determine the
earth.
shortest distance between two points Use knot as the unit for speed
on the surface of the earth. navigation and aviation.

Week Learning Objectives Learning Outcomes No of Suggested Teaching & Learning Points to Note
No Pupils will be taught Pupils will be able to… Periods activities/Learning Skills/Values
to.....

22
Topic 10
Learning Area: PLANS AND ELEVATIONS
2 weeks

i. Identify orthogonal 1 Use models, blocks or plan and Emphasise the different uses of dashed
32 10.1 Understand and projections. elevation kit. lines and solid lines.
use the concept of
8/8- orthogonal projection. Begin wth the simple solid object such as
12/8/11 ii. Draw orthogonal 2 cube, cuboid, cylinder, cone, prism and
projections, given an
right pyramid.
object and a plane.

iii. Determine the difference 2

between an object and
its orthogonal
projections with respect
to edges and angles.

33 10.2 Understand and i. Draw the plan of a solid 1 Carry out activities in groups where Limit to full-scale drawings only.
use the concept of plan object. students combine two or more
15/8- and elevation. different shapes of simple solid
19/8/11 ii. Draw 2 objects into interesting models and
- the front elevation draw plans and elevation for thes
- side elevation models.
of a solid object

iii. Draw the plan of a 1 Use models to show that it is Include drawing plan and elevation in one
solid object. important to have a plan and at least diagram showing projection lines.
23
 two side elevation to construct a solid
object.

1 Carry out group project:

iv. Draw Draw plan and elevations of buildings
- the front elevation or structures, for example students’ or
- side elevation teacher’s dream home and construct a
of a solid object scale model based on the drawings.
Involve real life situations such as in
building prototypes and using actual
home plans.

35 CUTI PERTENGAHAN
PENGGAL 2

[29.8-04/9/2011]

ULANGKAJI
36-38

39-41
PEPERIKSAAN
PERCUBAAN SPM

42-45 ULANGKAJI

SPM

24
25