YEARLY LESSON PLAN (2012) MATHEMATICS FORM 5

WEEKS (DATE)

LEARNING AREA

12 (4/1 13/1)

1.0 Number Bases

LEARNING OBJECTIVES Students wil be able taught to : 1. Understand and use the concept of number in base two, eight, and five.

LEARNING OUTCOMES Students wil be able to : State zero, one two, three,..as a number in base : a) two b) eight c) five i. State the value of a digit of a number in base : a) two b) eight c) five ii. Write a number in base : a) two b) eight c) five In expanded notation. iii. Convert a number in base a) two b) eight c) five to a number in base ten and vice versa. iv. Convert a number in a certain base to a number in another base. v. Perform

TEACHING AND LEARNING ACTIVITIES Use models such as a clock face or a counter which uses a particular number base. Number base blocks of twos, eights, and fives can be used to demonstrate the value of a number in the respective number bases. Discuss Digit used Place values In the number system with a particular umber base. Number base blocks of twos, eights, and fives also be used here. For example, to convert 1010 o 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

STRATEGIES / CCTS

Conseptual Compare and contrast. Contextual learning Cooperative learning Identify patterns Identify relations Arrange sequentially

computations involving : a) Addition b) Substractio n of two numbers in base two.

3 (16/1 20/1)

2.0 : Graphs Functions II.

of

2.1 Understand and use the concept of graphs of functions.

i)Draw the graph of a : a) linear function; y = ax + b, a where and b are constants. b) quadratic function; y = ax2 + bx + c, where a,b and c are constants, a 0 c) cubic function; y = ax3 + bx2 + cx + d, where a,b,c and d are constants, a 0 d) reciprocal function; y = , where a is a constants, a 0. ii) Find from a graph : a) the value of y, given a value of x, b) the value(s) of x, given a value of y. iii) Identify : a) the shape of graph given a type of function. b) the type of function given a graph. c) the graph given a function and vice versa. iv) Sketch the graph of a given linear, quadratic, cubic, or reciprocal function. i) Find the point (s) of intersection of two graphs. ii) Obtain the solution of an

number in base eight through grouping of three consecutive digits. Perform addition and subtraction in the conventional manner. For example : 1010 + 110 Explore graphs of functions using graphing calculator or the Geometers sketchpad. Compare the characteristics of graphs of functions with different values of constants. For example :

Identify patterns Identify relations Arrange sequentially Using algorithm and relationship. Concept constructivisme Analising Mental Visualization Relationship

2.2 Understand and use the concept of the concept of the

As reinforcement , let students play a game : for example, matching a card of graphs with their respective function. When the students have thei rmatching partners, ask them to group themselves into four groups of types of functions.Finally ask each group to name the type of fuNction that is depicted on the cards Explore using graphing calculator or the Geometers Sketchpad to relate the x-

Comparing & differentiating -Classifying -Identifying patterns

Identifying relation Mental Visualization. i. Identifying patterns.

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solution of an equation by graphical methods.

equation by finding the point (s) of intersection of two graphs. iii) Solve problems involving solution of an equation by graphical method. i) Determine whether a given point satisfies : y = ax + b or y > ax + b or y < ax + b ii) Determine the position of a given point relative to the equation y = ax + b iii) Identify the region satisfying y > ax + b or y < ax + b iv) Shade the region representing the inequalities. a) y > ax + b or y < ax + b b) y ax + b or y ax + b iv) Determine the region which satisfies two or more simultaneous linear inequalities.

5 (30/1 3/2)

2.3 Understand and use the concept of the region representing in inequalities in two variables

coordinate of a point of intersection of two appropriate graph to the solution of a given equation. Make generalization about the point (s) of intersection of the two graphs. Discuss that if one point in a region satisfies y > ax + b or y < ax + b, then all point in the region satisfies the same inequalities. Use the sketchpad or graphing calculatorto explore points relative to.

ii. Identifying relations. iii. Recognizing and representing iv. Representing and interpreting data. Identifying patterns

6 (6/2 10/2)

3.0 Transformations

3.1 : Understand and use the concept of combination of two transformations.

i. Determine the image of an object under combination of two isometric transformations.

Relate to transformations in real life situations such as tessellation patterns on walls, ceilings or floors.

Identifying relations Characterizing

ii. Determine the image of an aobest under combination of a. two enlargements. b. an enlargement and an isometric transformation. iii. Draw the image of and object under combination of two transformations. iv. State the coordinates of the image of a point under combined transformation. v. Determine whether combined transformation AB is equivalent to combined transformation BA. vi. Specify two successive transformation in a combined transformation given the object and the image.

Explore combined transformation using the graphing calculator, the geometers Sketchpad, or the overhead projector and transparencies. Investigate the characteristics of and object and its image under combined transformation.

Comparing and differentiating Interpreting Identifying relations

Drawing diagrams Identifying Relations Arranging Sequentially

7 (13/2 17/2)

vii. Specify a transformation which is equivalent to the combination of two isometric transformations. viii. Solve problems involving transformations.

Carry out projects to design patterns using combined transformations that can be used as decorative purposes.These projects can then be presented in classroom with the students describing or specifying the transformations involved. Use the sketchpad to prove the single transformation which is equivalent to the combination of two isometric transformations. a. How to make a frieze or strip patterns b. Constructing a kaleidoscope.

Identifying Patterns Identifying Relations Logical Reasoning Representing and Interpreting Data Using analogies Working Out Mentally

Find all possible solution Using analogies Drawing Diagram Working Mentally

8 (20/2 24/2)

4.0 Matrices

4.1 Understand and use the concept of matrix.

i. Form a matrix from given information. ii. Determine : a) the number of rows b) the number of columns c) the order of a matrix iii. Identify a specific element in a matrix.

Represent data in real life situations, for example, the price of food on a menu, in table form and then in matrix form.

Arranging sequentially Collecting and handling data Identifying patterns

8 (20/2 24/2)

4.2 Understand and use the concept of equal matrices.

i. Determine whether two matrices are equal. ii. Solve problems involving equal matrices.

Use students sitting positions in the classroom by rows and columns to identify a student who is sitting in a particular row and in a particular column as a concrete example. Discuss equal matrices in terms of : a) the order b) the corresponding elements.

Identifying patterns

Using algorithm and relationship Comparing and differentiating.

8 (20/2 24/2)

4.3 Perform addition and subtraction matrices.

4.4 Perform multiplication of a matrix by a number.

i. Determine whether addition or subtraction can be performed on two given matrices. ii. Find the sum or difference of two matrices. iii. Perform addition and subtraction on a few matrices. iv. Solve matrix equation involving addition and subtraction. i. Multiply a matrix by a number. ii. Express a given matrix as

Relate to real life situations such as keeping scores of metals, tally or points in sport.

Comparing and differentiating Using algorithms and relationship Problem solving Using algorithm and relationship Analyzing Making Inferences Problem Solving Evaluating Using algorithm and relationship

Relate to real life situations such as in industrial productions.

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9 (27/2 2/3)

4.5 Perform multiplication of two matrices.

a multiplication of another matrix by a number. iii. Perform calculation on matrices involving addition, subtraction, and scalar multiplication. iv. Solve matrix equations involving addition , subtraction and scalar multiplication. i. Determine whether two matrices can be multiplied and state the order of the product when the two matrices can be multiplied. ii. Find the product f two matrices. iii. Solve matrix equations involving multiplication of two matrices.

Conceptualize and finding all possible solutions. Evaluating and problem solving

Relate to real life situations such as findng the cost of a metal in a restaurant.

Identifying patterns Arranging sequentially Recognizing and representing Making generalization Classifying

9 (27/2 2/3)

4.6 Understand and use the concept of identity matrix.

i. Determine whether a given matrix is an identity matrix by multiplying it to another matrix. ii. Write identity matrix of any order. iii. Perform calculation involving identity matrices.

Begin with disussing the property of the number I as an identity for multiplication of numbers. Discuss : An identity matrix is a square matrix There is only one identity matrix for each order. Discuss the properties AI = A IA = A Relate to the property of multiplication inverse of numbers. Fow example :

Making generalization Identifying patterns Solving problems

4.7 Understand and use the concept of inverse matrix.

i. Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix.

Comparing Identifying patterns and relations

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2x2-1 = 2-1 x 2 = 1 In the example, 2-1 is the multiplication inverse of 2 and vice versa. Use the method of solving simultaneous linear equations to show that nt all square matrices have inverse matrices. Ask students t try to find the inverse matrix of Using matrices and their respective inverse matrices in the previous method to relate to the formula. Express each inverse matrix as a multiplication to the original matrix and discuss how the determinant is obatained Relate to equal matrices by writing down the simultaneous equations as equal matrices first. For example: Write 2x + 3y = 13 4x y = 5 As equal matrices : = Which is then expressed as : Discuss why : The use of inverse matrix is necessary Relate to solving linear equations of Identifying patterns Identifying relations Representing & Interpreting Data

9 (27/2 2/3)

a) ii. Find the inverse matrix of a 2 x 2 matrix using : b) the method of solving simultaneous linear equations of a formula.

Comparing Identifying paterns and relations

9 (27/2 2/3)

4.8 Solve simultaneous linear equations by using matrices

i.Write simultaneous linear equations in matrix form. ii.Find the matrix using the inverse matrix in

Using the inverse matrix. iii. Solve simultaneous linear equations by the matrix method. iv. Solve problems involving matrices.

type ax = b It is important to place the inverse matrix at the right place on both sides of the equation.

10 (5/3 9/3) 11 (10/3 16/3) 12 (19/3 23/3)

5.0 Variations 5.1 Understand and use the concept of direct variation.

UJIAN BULAN MAC

CUTI PERTENGAHAN PENGGAL 1

i. State the changes in a quantity with respect to the changes in another quantity, in everyday life situations involving direct variation. ii. Determine from given information whether a quantity varies directly as another quantity. iii. Express a direct variation in the form of equation involving two variables. iv. Find the value of a variable in a direct variation when sufficient information is given. v. Solve problems involving direct variations for the following cases : y x y x2 y x3 Discuss the characteristic of the graph of y against x when y Y Y Y Relate mathematical variation to other area such as science and technology . For example, the Charles Law or the mation of the simple pendulum. For the case Y , n = 2, 3, , discuss the characteristics of the graph of y against . Making inferences Representing and Identifying relations Making generalizations Estimating

5.2 Understand and use the concept of inverse

variations.

y x1/2 i. State the changes in a quantity with respect to changes in another quantity, in everyday life situations involving inverse variation. ii. Determine from given information whether a quantity varies inversely as another quantity. iiii. Express a 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.

Interpreting data Identifying relations Problem solving Discuss the form of the graph of y against when y . Relate to other areas like science and technology. For example, Boyles Law. For the cases , n = 2, 3 and , discuss the characteristics of the graph of y against

v. Slove problems involving inverse variation for the following cases; y ; y ; y ; y

13 (26/3 30/3)

5.3 Understand and use the concept of joint variation.

i. Represent a joint variation by using the symbol for the following cases ; a. two direct variations . b. two inverse variations. c. a direct variation and in an inverse variation. ii. Express a joint

Discuss joint variation for the three cases in everyday life situations. Relate to other areas like science and technology. For example:

Identifying relations Comparing and differentiating. Collecting and handling data Using analogies Finding all possible solutions.

14 (2/4 6/4)

6.0 Gradient and area under a graph

6.1 Understand and use the concept of quantity represented by the gradient of a graph.

variation in the form of equation. iii. Find the value of a variable in a joint variation when sufficient information is given. iv. Solve problems involving joint variation. i. State the quantity represented by the gradient of a graph. ii. Draw the distancetime graph, given; a) a table of distancetime values b) a relationship between distance and time. iii. Find and interpret the gradient of a distance-time graph. iv. Find the speed for a period of time from a distance-time graph.

means the current I varies directly as the voltage V and varies inversely as the resistance R.

Use examples in various areas such as technology and social science. Compare and differentiate between distance-time graph and speed-time graph.

Recognizing and representing Comparing and differentiating Interpreting data

Use real life situations such as travelling from one place to another by train or by bus.

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6.2 Understand the concept of quantity represented by the area under a graph.

v. Draw a graph to show the relationship between two variables representing certain measurements and state the meaning of its gradient. i. State the quantity represented the area under a graph. ii. Find the area under a graph. iii. Determine the distance by finding the

Use examples n social science and economy. Discuss that in certain cases, the area under a graph may not representing any meaningful quantity. For example: the area under the

16 (16/4 20/4)

7.0 Probability

7.1 Understand and use the concept of probability of an event.

area under the following types of speed-time graph. a) V = k (uniform speed) b) v = kt c) v = kt + h d) a combination of above. v. Solve problems involving gradient and area under a graph. i. Determine the sample space of an experiment with equally likely outcomes. ii. Determine the probability of an event with equiprobable sample space. iii. Solve problems involving probability of an event

distance-time graph. Discuss the formula for finding the area under a graph involving: - A straightline which is parallel to the x axis. - A straight line in a form of y = kx + h Discuss the equiprobable sample through concrete activities and begin with simple case such as a. toss a fair coin b. give a true or false question. Find the probability. Use tree diagrams to obtain sample space for tossing a fair coin or tossing a fair die activities. Drilling exercises Making inference Working out mentally Finding all possible solutions

16 (16/4 20/4)

7.2 Understand and use the concept of probability of the complement of an event.

i. State the complement of an event in: a) words b) set notation ii. Find the probability of the complement of an event.

Discuss equiprobable sample space through activities such as finding the consonants and vowels from the word given. Include events in real life situations such as

Identifying relations Finding all possible outcomes Making inferences Drawing diagrams

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7.3 Understand and use the concept of probability of combined event.

i. List the outcomes for events a. A and B as elements of set A B ii. Find the probability by listing the outcomes of the combined event : a) A or B i. List the outcomes for events A and B as elements of set A B ii. Find the probability by listing the outcomes of the combined event A and B. iii. Solve problems involving probability of combined event.

winning or losing a game and passing or failing an exam. Example : A coin is tossed twice consecutively. List the probability for each combined event. a) Q = An event to get the numbers at the first go r both times showing the pictures Q= a) Q = An event to get the picture at the second toss or both times showing the pictures. R= 1. Split the class into the group. 2. Each group will be given one coin and one disc.

Estimating Identifying Patterns Identifying Relations Discovery Cooperation Systematic Rational

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ii.Find the probability by listing the outcomes of the combined event A and B. iii. Solve problems involving probability of combined event.

Use two way classification tables of events from newspaper articles or statistical data to find probability of combined events. Ask students to create tree diagrams from these tables. Examples Means of Going To Work
Officers Ca r Bu s Othe r

Cooperation Systematic Rational Making inferences

Men Lady

5 6 5 0

2 5 4 2

83 37

Discuss - situations where decisions have to made based on probability.

19 - 20 (7/5 - 18 / 5)

PEPERIKSAAAN PERTENGAHAN TAHUN

8.0 Bearing

8.1 Understand and use the concept of bearing.

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i.Draw and label the eight main compass directions : a) north, south, east, west. b) north-east, northwest, south-east, southwest. ii. State the compass angle of any compass direction. 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. iv. State the bearing of point A from point B based on given information. v. Solve problems involving bearing.

Carry out activities or games involving finding directions using a compass, such as treasure hunt or scavenger hunt. It can also be about locating several points on a map.

Making Connections Visualize mentally Comparing and differentiating Interpret Draw diagrams Recognizing relationship Problem solving

Discuss the use of bearing in real life situations. For example, in map reading and navigation.

22 - 23 (26/5 10/6) 24 (11/6 15/6)

9.0 Earth As Sphere 9.1 Understand and use the concept of longitude.

CUTI PERTENGAHAN TAHUN

i. Sketch a great circle through the north and south poles. ii. State the longitude of a given point. iii. Sketch and label meridian with the longitude given. iv. Find the difference between two longitudes.

Models such as globes should be used. Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 00 Discuss that a) all points on a meridian have the same longitude.

Identifying patterns Identifying relations

b) there two meridians on a great circlethrough both poles. c) Meridians with longitudes W or E form a great circle through both poles.

24 (11/6 15/6)

9.2 Understand and use the concept of latitude.

i. Sketch a circle parallel to the equator. ii. State the latitude of a given point. iii.Sketch and label a parallel latitude. Iv.Find the difference between two latitudes.

Using any computer software to sketch a cicle parallel to the equator. Discuss that all points on a parallel of latitude have the same latitude. Carry out group activity such as station game. Each station will have different diagram and the student will be ask to find the difference between two latitudes for each diagram. Use a globe or a map to find locations of cities around the world. Use a globe or a map to name a place given its location

Drawing diagrams Finding all possible solutions Logical reasoning Recognizing & Interpreting data

25 (18 /6 22/6)

9.3 Understand the concept of location of a place.

i. State the latitude and longitude of a given place. ii. Mark the location of a place. iii. Sketch and label the latitude and longitude of a given place.

Logical, Reasoning, Identifying Relation Recognizing and representing

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9.4 Understand and use the concept of distance on the surface of the earth to solve problems.

i.Find the length of an arc of a great circle in nautical mile, given the subtended angle at the centre of the earth and vice versa. ii. Find the distance between two points measured along a meridian, given the latitudes of both points. iii. Find the 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 points measured along the equator , given the longitudes of both points. v. Find the longitudes of a point given the longitude of another point and the distance between the two points along the equator. vi. State the relations between the radius of the earth and the radius of the earth and the radius of a parallel of latitude. vii. State the relation between the length of an arc on the equator between two meridians and the length of the corresponding arc on parallel latitude. viii. Find the distance between two points

Use the globe to find the distance between two cities or town on the same meridian. Sketch the angle at centre of the earth that is subtended by the arc between two given points along the equator. Discuss how to find the value of this angle. Use models such as the globe, to find the relationships between the radius of the earth and radius parallel of latitudes Find the distance between two cities or towns on the same parallel of latitudes as a group project. Use the globe and a few pieces of string to show how to detmine the shortest distance between two points on the surface of the earth.

Representing and interpreting data Drawing diagrams Identifying relations

measured along a parallel of latitude. ix. Find the latitude of a poit given the longitude of another point and the distance between the 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 b) travelling on a surface of the earth.

27 (2/7 6/7)

10.0 Plans and Elevations

10.1 Understand and use the concept of concept of orthogonal projection.

10.1.1 Identify orthogonal projection. 10.1.2 Draw orthogonal projection, given an object and a plane. 10.1.3 Determine the difference between an object and image. 10.2.1 Draw the plan of a solid object 10.2.2 Draw a) the front elevation b) side elevation of a solid object. 10.2.3 Draw a) the plan b) the front elevation c) the side elevation of

Use models, blocks or plan and elevation kit.

Comparing and differentiating Visualization Identifying relationship

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10.2 Understand and use the concept of plan and elevation.

Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models and draw plans and elevations for these models

Analyzing Synthesizing Identifying Relationships

a solid object to scale 10.2.4 Solving problems involving pans and elevation.

Use models to show that it important to have a plan and at least two side elebvations to construct a solid object. Carry out group project: Draw a plan and elevation of bilding and structures

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SPM REVISION

PEPERIKSAN PERCUBAAN SPM SPM REVISION

34 (18/8 26/8) 35 - 37 (27/8 14/9) 38 -39 (17/9 28 / 9)

CUTI PERTENGAHAN PENGGAL 2

SPM REVISION

PEPERIKSAAN PERCUBAAN SPM (2)

40 - 45 (1/10 9/11) 46 - 52 (10/11 31/12)

PECUTAN AKHIR SPM

CUTI AKHIR TAHUN PEPERIKSAAN SPM ( BERMULA 12/11/2012)