TERM 1 :

ADDITIONAL MATHEMATICS LESSON PLAN FORM FIVE 2009 5.1.2009 - 29.5.2009 (20 WEEKS)
SUGGESTED TEACHING AND LEARNING ACTIVITIES

WEEK

LEARNING OBJECTIVES Students will be taught to:

LEARNING OUTCOME Students will be able to:

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

1
Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.

1-3

A6 PROGRESSIONS 1. Understand and use the concept of arithmetic progression.

1.1 Identify characteristics of arithmetic progressions. 1.2 Determine whether a given se uence is an arithmetic progression. 1.! Determine "y using formula# a$ "$ specific terms in arithmetic progressions the num"er of terms in arithmetic progressions. 1.% &ind # a$ the sum of the first n terms of arithmetic progressions. "$ the sum of a specific num"er of consecutive terms of arithmetic progressions.

)egin with se uences to introduce arithmetic and geometric progressions. Include examples in alge"raic form.

*onstructivism *onstructivism

Identifying patterns Identifying patterns

(elf0eliance (elf0eliance

(e uence (eries *haracteristic 1rithmetic progression

+hin,ing (,ills

/a,ing inferences

&reedom *ommon difference (pecific term &irst term

Include the use of the formula

Tn = S n S n 1

-xploratory

/a,ing inferences

&reedom (elf0eliance

n th term
consecutive

Include pro"lems involving real-life situations

c$

the value of n, given the sum of the first n terms of the arithmetic progressions.

1.' (olve pro"lems involving arithmetic progressions. .ro"lem (olving &inding all possi"le solutions *ompassion *ourage

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

2. Understand and use the concept of geometric progression.

2.1 Identify characteristics of geometric progressions.

Include examples in alge"raic form.

*onstructivism

Identifying patterns

(elf0eliance

3eometric progression

2.2 Determine whether a given se uence is a geometric progression. 2.! Determine "y using formula# a$ "$ specific terms in geometric progressions the num"er of terms in geometric progressions. 2.% &ind # a$ the sum of the first n terms of geometric progressions. "$ the sum of a specific num"er of consecutive terms of geometric progressions.

*onstructivism

Identifying patterns

(elf0eliance

*ommon ratio

+hin,ing (,ills

/a,ing inferences

&reedom

-xploratory

/a,ing inferences

&reedom

c$

the value of n, given the sum of the first n terms of the geometric progressions. Discuss #

2.' &ind # a$ the sum to infinity of geometric progressions.

n , r n 0 a then S = 1 r
1s

*onstructivism

/a,ing generali2ations

(um to infinity 0ationality 0ecurring decimal

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

"$

the first term or common ratio, given the sum to infinity of geometric progressions.

read as 5sum to infinity6.

/astery 7earning

&inding all possi"le solutions

*ompassion courage

Include recurring decimals. 7imit to 2 recurring digits such as 8.!, 8.1',... Exclu !#

2.4

(olve pro"lems involving

geometric progressions

a$ com"ination of arithmetic progressions and geometric progressions. "$ cumulative se uences such as 91$, 92,!$, 9%,',4$, 9:,;,<,18$, =

*>I?-(- ?-@ A-10 >B7ID1A %

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

Students will be taught to: "-6 A# LINEAR LAW 1 Understand and use the concept of lines of "est fit.

2
Use examples from real-life situations to introduce the concept of linear law.

Students will be able to: Line of best fit 1.1 Draw lines of "est fit "y inspection of given data. 7imit data to linear relations "etween two varia"les. *onstructivism &inding all possi"le solutions Identifying relations -ffort Inspection Variable Non-linear relation 0easoning Linear form reduce Determination

1.2 Using graphing calculators or computer software such as the 3eometer6s (,etchpad to explore lines of "est fit.

@rite e uations for lines of "est fit.

*onstructivism

1.! Determine values of varia"les from # a$ line of "est fit "$ e uations of lines of "est fit.

/ultiple Intelligent Integrating I*+

0epresenting and Interpreting Data Identifying .atterns Identifying 0elations 0epresenting and Interpreting Data .ro"lem (olving

2 1pply linear law to non-linear relations

2.1

0educe non-linear relations to linear form.

/astery 7earning +hin,ing (,ills

1"le to act independently

2.2

Determine values of constants of non-linear relations given # a$ line of "est fit "$ data

/astery 7earning

0easoning -ffort

2.! B"tain information from# a$ line of "est fit "$ e uations of lines of "est fit.

.rudence

WEEK

LEARNING OBJECTIVES Students will be taught to:

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME Students will be able to: 1.1 Determine integrals "y reversing differentiation.

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

C$ INTEGRATION 1 Understand and use the concept of indefinite integral

Use computer software such as 3eometer6s (,etchpad to explore the concept of integration.

-mphasi2e constant of integration.

+hi,ing (,ills

Identifying relations

*ooperation, *ompassion, Diligence /oderation, Diligence

Integration Integral Indefinite integral Reverse Constant of integration

1.2

Determine integrals of ax n , where a is a constant and n is an integer, n 1

of y with respect to x 5

y dx

read as 5 integration

0ecognising and representing

1.! Determine integrals of alge"raic expressions.

1.%

&ind constants of integration, c , in indefinite integrals.

7imit integration of

+hi,ing (,ills

Identifying relations 0ecognising and representing

*ourage 0ationality >onesty

1.' Determine e uations of curves from functions of gradients.

dx

, where

1.4

Determine "y su"stitution the integrals of expressions of the form

u = ax + b

( ax + b ) n , where

a and b are constants, n is an integer and n 1

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES Use scientific or graphing calculators to explore the concept of definite integrals. 2.1

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

2 Understand and use the concept of definite integral

&ind definite integrals of alge"raic expressions.

Include# b

a b

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

0ecognising and representing

0ationality

Substitution Define integral Limit Volume Region Integrating I*+ (imulation 7ogical reasoning Custice (elf-reliance Rotated Revolution Solid of revolution

a 2.2 Use computer software and graphing calculators to explore areas under curves and the significance of positive and negative values of areas. &ind the areas under curves as the limit of a sum of areas. 2.! Determine areas under curves using formula.

f ( x)dx = f ( x)dx
b

Derivation of formulae not re uired. 7imit to one curve.

2.% &ind volumes of revolutions Use dynamic computer software to volumes of revolutions. when region "ounded "y a curve is rotated completely a"out # a$ the x-axis "$ the y-axis as the limit of a sum of volumes. 2.' Determine volumes of revolutions using formula.

Derivation of formulae nor re uired.

(imulation /ultiple Intelligent /astery learning

&reedom, 0espect

7imit volumes of revolution a"out the x-axis or y-axis. .ro"lem solving 7ogical reasoning (elf-reliance, >onesty

TEST 1

WEEK

LEARNING OBJECTIVES Students will be taught to:

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME Students will be able to:

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

1&

G$ VECTORS 1 Understand and use the concept of vector

Use examples from real-life situations and dynamic computer software such as 3eometer6s (,etchpad to explore vectors.

1.1

Differentiate "etween vectors and scalar uantities. Draw and la"el directed line segments to represent vectors.

Use notations# Dector# a, AB ( /agnitude#

*onstructivism , ',

AB

*omparing E differentiating Drawing diagrams

0ationality Bpen E logical mind

Differentiate Scalar Vector Directed line segment agnitude Direction

1.2

a , AB
~
a ) AB Identifying relations

1.3

Determine the magnitude and the direction of vectors represented "y directed line segments.

Zero vector: 0 ~
-mphasi2e that a 2ero has a magnitude of 2ero. -mphasi2e negative vector#

1.% Determine whether two vectors are e ual. 1.' /ultiply vectors "y scalars. 1.4 Determine whether two vectors are parallel.

AB = BA
Include negative scalar Include# a$ collinear points "$ non-parallel non-2ero vectors -mphasi2e # If

*amparing E differentiating Identifying relations *omparing E differentiating !arallel Non-parallel Collinear points Non-"ero

a and b are not

~ ~

parallel and

ha=k b
~ ~

, then h=k=0

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

SCHOOL HOLIDAY (MID TERM 1) : 14.3.2009 22.3.2009

Constructivism 11 #$%nderstand and use the concept of addition and subtraction of vectors$ %se real-life situations and manipulative materials to e&plore addition and subtraction of vectors$ #$' Determine the resultant vector of two parallel vectors$ #$# Determine the resultant vector of two non-parallel vectors using : a( b( #$) triangle law parallelogram law -mphasi"e:
~ ~ ~

Drawing diagram Identif*ing relations

Self-reliance Self confident

.riangle law !arallelogram law Resultant vector !ol*gon law

aster* learning

a b =a+ b
~

( )

.hin/ing s/ill

Determine the resultant vector of three or more vectors using the pol*gon law$ #$+ Subtract two vectors which a( parallel b( non-parallel #$, Represent vectors as a combination of other vectors$ Solve problems involving addition and subtraction of vectors$ !roblem Solving

Identif*ing Relations Drawing diagram Recogni"ing 0 representing

WEEK

LEARNING OBJECTIVES Students will be taught to:

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES Students will be able to:

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

1$

! Understand and use vectors in the *artesian plane.

Use computer software to explore vectors in the *artesian plane.

!.1

-xpress vectors in the form# a$

xi + y j
~ ~

0elate unit vector and

Intergrating I*+

1rranging se uentially

unity

Cartesian plane unit vector

j
~

to *artesian

"$

x y

coordinates. -mphasise# Dector

1 i = ~ 0 0 j = 1 ~

and

Dector

)$# Determine magnitudes of vectors$ )$) Determine unit vectors in given directions$

5or learning outcomes )$# to )$3 6 all vectors are given in the form

xi + y j
~ ~

or

x y $

)$+ )$2 )$3 on

1dd two or more vectors$ )$, Subtract two vectors ultipl* vectors b* scalars$ !erform combined operations vectors$ Limit combined operations to addition 6 subtraction and multiplication of vectors b* scalars$ !roblem solving

)$4 Solve problems involving vectors$

10

WEEK

LEARNING OBJECTIVES (tudents will "e taught to#

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME (tudents will "e a"le to#

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

13 1"

T$ TRIGONOME TRIC *UNCTIONS 1 Understand the concept of positive and negative angles measured in degrees and radians.

Use dynamic computer software such as 3eometer6s s,etchpad to explore angles in *artesian plane.

1.1

0epresent in a *artesian plane, angles greater than !48o or 2 radians for# a$ "$ positive angles negative angles

(elf-1ccess 7earning

Drawing diagrams

0esponsi"le

Cartesian plane rotating ra* positive angle negative angle cloc/wise anticloc/wise

# %nderstand and use the si& trigonometric functions of an* angle$

%se d*namic computer software to e&plore trigonometric functions in degrees and radians$ %se scientific or graphing calculators to e&plore trigonometric functions of an* angle$

#$' Define sine6 cosine and tangent of an* angle in a Cartesian plane$ #$# Define cotangent6 secant and cosecant of an* angle in a Cartesian plane$

%se unit circle to determine the sign of trigonometric ratios$ -mphasise: sin 8 cos 9:;o - ( cos 8 sin 9:;o - ( tan 8 cot 9:;o - ( cosec 8 sec 9:;o - ( sec 8 cosec9:;o - ( cot

Constructivi sm

a/ing generali"ati ons

Dedication

unit circle 7uadrant reference angle trigonometric function<ratio sine cosine tangent cosecant secant cotangent special angle

#$) 5ind values of the si& trigonometric functions of an* angle$

8 tan 9:;

- (

-mphasise the use of triangles to find trigonometric ratios for special angles );o 6 +,o and 2;o$

#$+

Solve trigonometric e7uations$

11

WEEK

LEARNING OBJECTIVES (tudents will "e taught to# ! Understand and use graphs of sine, cosine and tangent functions.

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME (tudents will "e a"le to#

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

Use examples from real-life situations to introduce graphs of trigonometric functions.

3.1

Draw and s,etch graphs of trigonometric functions#

Use angles in a$ degrees "$ radians, in terms of

*onstructivism Integrating I*+ /astery 7earning

Identifying patterns Drawing diagrams *omparing E differentiating

Diligence (elf-0eliance

odulus Domain Range S/etch Draw !eriod c*cle

a) b) c)

y = c + a sin bx y = c + a cos bx y = c + a tan bx

where a,b, and c are constants and

b F 8.

-mphasi2e the characteristics of sine. *osine and tangent graphs. Include trigonometric functions involving modulus. Exclu ! com"inations of trigonometric functions.

Use graphing calculators and dynamic computer software such as 3eometer6s (,etchpad to explore graphs of trigonometric functions.

!.2 Determine the num"er of solutions to a trigonometric e uations using s,etched graphs. !.! (olve trigonometric e uations using drawn graphs.

*onstructivism Integrating I*+ +hin,ing (,ills

@or,ing out mentally &inding all possi"le solutions 7ogical reasoning

0ationality Diligence

a&imum inimum as*mptote

% Understand and use "asic identities.

Use scientific or graphing calculators and dynamic computer software such as 3eometer6s (,etchpad to explore "asic identities.

%.1 .rove "asic identities# a$ sin2 1 G cos2 1 H 1 "$ 1 G tan2 1 H sec2 1 c$ 1 G cot2 1 H cosec2 1 %.2 .rove trigonometric identities using "asic identities. %.! (olve trigonometric e uations using "asic identities.

)asic identities are also ,nown as .ythagorean identities.

+hin,ing s,ills Integrating I*+ +hin,ing s,ills

Identifying relations Drawing diagrams 7ogical 0easoning *lassifying

(elf reliance

=asic identit* !*thagorean identit*

/oderation +olerance

Include learning outcomes 2.1 and 2.2.

.ro"lem solving

12

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES Use dynamic computer software such as 3eometer6s (,etchpad to explore addition formulae and dou"le-angle formulae.

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

' Understand and use addition formulae and dou"le-angle formulae.

'.1 .rove trigonometric identities using addition formulae for sin 9 1

Derivation of addition formulae not re uired. Discuss half-angle formulae.

+hin,ing s,ills -xploratory

Identifying patterns

Diligence

1ddition formulae Double-angle formulae >alf-angle formulae

)$, cos 9 1

tan 9 1

)$ and

)$. Exclu ! 1 cos x G " sin x H c, where +hin,ing s,ills *ontextual .ro"lem solving (elf access learning .ro"lem solving &inding all possi"le solutions Identifying relations Identifying relations (elf-reliance

'.2 Derive dou"le-angle formulae for sin 21, cos 21 and tan 21. '.! .rove trigonometric identities using addition formulae andIor dou"le-angle formulae. '.% (olve trigonometric e uations.

c 0.

(elf-reliance *ooperation

Diligence

13

WEEK

LEARNING OBJECTIVES (tudents will "e taught to#

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME (tudents will "e a"le to#

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

1 61 #

S$ PERMUTATI ONS AND COMBINATI ON 1 Understand and use the concept of permutation.

&or this topic# a$ Introduce the concept "y using numerical values. "$ C'lcul'+,-. ./,ul ,0l1 2! u.! after the student have understood the concept. Use manipulative materials to explore multiplication rule. Use real-life situation and computer software such as spreadsheet to explore permutations. 1.1 Determine the total num"er of ways to perform successive events using multiplication rule. 7imit to ! events. Exclu ! cases involving identical o"Jects. -xplain the concept of permutations "y listing all possi"le arrangements. Include notations# a$ +hin,ing s,ill .ro"lem solving *onstructivism Integrating I*+ Identifying patens &inding all possi"le solutions *lassifying (imulation *ooperation ultiplication rule (elf reliance (ystematic Custice Successive -vents !ermutation 5actorial 1rrangement order

1.2

Determine the num"er of permutations of n different o"Jects.

n != n( n 1)( n 2 )...3 2 1 0 !=1 n ! read as 5 n factorial6

+hin,ing s,ill

"$

1.3

Determine the num"er of permutations of n different o"Jects ta,en r at a time. permutations of n different o"Jects for given conditions.

Exclu ! cases involving arrangement of o"Jects in a circle.

Identifying patens &inding all possi"le solutions *lassifying (imulation

*ooperation (elf reliance Custice

.ro"lem solving *onstructivism Integrating I*+

1.% Determine the num"er of

1.' Determine the num"er of permutations of n different o"Jects ta,en r at a time for

14

given conditions.

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

1%-13 20

MID YEAR EXAM WEEK # %nderstand and use the concept of combination$ -&plore combinations using real-life situations and computer software$ %se scientific or graphing calculators to e&plore trigonometric functions of an* angle$ #$' Determine the number of combinations of r ob?ects chosen from n different ob?ects$ #$# Determine the number of combinations of r ob?ects chosen from n different ob?ects for given conditions$ Constructivism #$) Determine the number of permutations of n different ob?ects for given conditions$ -&plain the concept of combinations b* listing all possible selections$ %se e&amples to illustrate
n n

.hin/ing s/ill

Identif*ing relations

Rationalit*

Combination Selection

Cr =

Pr r!

Integrating IC.

5inding all possible solutions

Logical thin/ing

Classif*ing

Cooperation

Simulation

2.4

Determine the number of !ermutations of n different ob?ects ta/en r at a time for given conditions$

15

MID YEAR SCHOOL HOLIDAYS : 30.5.2009 14.6.2009

16

T !" II : 15.6.200# 20.11.2009 (22 $

WEEK LEARNING OBJECTIVES (tudents will "e taught to#

%)
LEARNING OUTCOME (tudents will "e a"le to# POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULAR Y

SUGGESTED TEACHING AND LEARNING ACTIVITIES

1$

S3 PROBABILIT Y 1 Understand and use the concept of pro"a"ility

Use real-life situations to introduce pro"a"ility. Use manipulative materials, computer software and scientific or graphing calculators to explore the concept of pro"a"ility.

1.1 Descri"e the sample space of an experiment. 1.2 Determine the num"er of outcomes of an event. 1.! Determine the pro"a"ility of an event.

Use set notations.

+hin,ing s,ills

Drawing diagram Identifying patens (imulation /a,ing inference /a,ing generali2ation

*ooperation 0ationality

-xperiment (ample space -vent Butcome - ually li,ely .ro"a"ility Bccur *lassical pro"a"ility +heoretical pro"a"ility (u"Jective pro"a"ility 0elative fre uency pro"a"ility -xperimental pro"a"ility

Discuss# a$ classical pro"a"ility 9theoretical pro"a"ility$ "$ su"Jective pro"a"ility c$ relative fre uency pro"a"ility 9experimental pro"a"ility$ -mphasi2e# Bnly classical pro"a"ility is used to solve pro"lems -mphasi2e #

*ontextual

(ystematic

P ( A B ) = P ( A) + P ( B ) P( A B )

1.% Determine the pro"a"ility of two events# a$ 1 or ) occurring "$ 1 and ) occurring 2 Understand and use the concept of pro"a"ility of mutually exclusive events. Use manipulative materials and graphing calculators to explore the concept of pro"a"ility mutually exclusive events. 2.1 Determine whether two events are mutually exclusive. 2.2 Determine the pro"a"ility of two or more events that are mutually exclusive.

+hin,ing s,ills

Using Denn Diagrams.

Include events that are mutually exclusive and exhaustive. 7imit to three mutually exclusive events.

*ontextual

Identifying relations Identifying patens Drawing diagrams

0ationality

*onstructivism

/utually exclusive event exhaustive

17

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES Use manipulative materials and graphing calculators to explore the concept of pro"a"ility of independent events. Use software to stimulate experiments involving pro"a"ility of independent events.

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULAR Y

! Understand and use the concept of pro"a"ility of independent events.

!.1 Determine whether two events are independent. !.2 Determine the pro"a"ility of two independent events. !.! Determine the pro"a"ility of three independent events.

Include tree diagram

Integrating I*+

*lassifying Identifying patens

(elf reliance 0ationality

Independent +ree diagrams

/astery learning Integrating I*+

*omparing and differentiating

0ationality

18

19

WEEK

LEARNING OBJECTIVES (tudents will "e taught to#

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME (tudents will "e a"le to#

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

20

3 4

S4 PROBABILI TY DISTRIBUTI ONS 1 Understand and use the concept of "inomial distri"ution.

Use real-life situations to introduce the concept of "inomial distri"ution. Use graphing calculators and computer software to explore "inomial distri"ution.

1.1 7ist all possi"le values of a discrete random varia"le. 1.2 Determine the pro"a"ility of an event in a "inomial distri"ution. Include the characteristics of )ernoulli trials. &or learning outcomes 1.2 and 1.% , derivation of formulae are not re uired. 1.! .lot "inomial distri"ution graphs.

/astery 7earning *ooperative 7earning, Integrating I*+

0ecognising and representing Identifying patterns, predicting.

0ational, accuracy. Diligence.

Discrete random Daria"le Independent trial )ernoulli trials )inomial distri"ution /ean Dariance (tandard deviation

*onstructivism, Integrating I*+

Identifying relations, drawing diagrams *omparing and differentiating /a,ing inferences.

?eatness, careful.

1.% Determine mean, variance and standard deviation of a "inomial distri"ution. 1.' (olve pro"lems involving "inomial distri"utions.

*ontextual, Integrating I*+

&reedom "y law, accuracy, careful. 1"ility to act independently, self motivated

*ontextual, .ro"lem solving

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE >onest*6 accurac*$

VOCABULARY

#$' Describe continuous random variables using set notations$ Discuss characteristics of: SUGGESTED TEACHING AND LEARNING ACTIVITIES WEEK LEARNING OBJECTIVES Use real-life situations and computer software #$# 5ind probabilit* of "-values for standard normal distribution$ a( normal distribution graphs$ b( standard normal distribution graphs$ & is called standardi"ed variable Integration of normal distribution function to

Constructivism6 Cooperative Learning Conte&tual6 ultiple Intelligence

Identif*ing patterns6 comparing and differentiating Identif*ing relations$

Continuous random variable Normal distribution

Rational6 accurac*6 careful$

Standard normal distribution "-values standardi"ed variable

21

Conte&tual6 master* learning

Recognising and representing6 identif*ing

Neatness6 self-reliance6 effort

WEEK

LEARNING OBJECTIVES (tudents will "e taught to#

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME (tudents will "e a"le to#

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

"

AST$ MOTION ALONG A STRAIGHT 1 Understand and use the concept of displacement.

-mphasi2e the use of the following sym"ols#

s H displacement v H velocity a H acceleration

t H time where s , v , and a are functions of time. Use real-life examples, graphing calculators or computer software such as 3eometer6s (,etchpad to explore displacement. Identifying patterns Drawing diagrams *ontextual *omparing and differentiating Drawing diagrams *omparing and differentiating Identifying relations 0ational (ystematic *ooperation

!article 5i&ed point Displacement Distance Velocit* 1cceleration .ime interval

1.1

Identify direction of displacement of a particle from a fixed point.

-mphasi2e the difference "etween displacement and distance. Discuss positive, negative and 2ero displacement. Include the use of num"er line.

1.2 Determine displacement of a particle from a fixed point. 1.! Determine the total distance traveled "y a particle over a time interval using graphical method.

*onstructivism -xploratory /astery learning

2 Understand and use the concept of velocity.

Use real-life examples, graphing calculators or computer software such as 3eometer6s (,etchpad to explore velocity.

2.1

Determine velocity function of a particle "y differentiation.

-mphasi2e velocity as the rate of change of displacement. Include graphs of velocity functions.

*onstructivism

Identifying relations

0ational *ooperation

Instantaneous velocit* Velocit* function %niform velocit* Rate of change a&imum displacement stationar*

2.2

Determine instantaneous velocity of a particle.

Discuss# a$ uniform velocity "$ 2ero instantaneous velocity c$ positive velocity d$ negative velocity

/astery learning

Identifying relations Drawing diagrams

(ystematic

/astery learning

2.!

Determine displacement of a particle from velocity function "y Integration.

&inding all possi"le solutions

22

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES %se real-life e&amples6 graphing calculators or computer software such as @eometerAs S/etchpad to e&plore the concept of acceleration$

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

) %nderstand and use the concept of acceleration$

)$' Determine acceleration function of a particle b* differentiation$ )$+ Determine instantaneous acceleration of a particle$ )$, Determine instantaneous velocit* of a particle from acceleration function b* integration. )$+ Determine displacement of a particle from acceleration function b* integration$ )$, Solve problems involving motion along a straight line$

-mphasi"e acceleration as the rate of change of velocit*$ Discuss: a( uniform acceleration b( "ero acceleration c( positive acceleration d( negative acceleration

aster* learning aster* learning ultiple Intelligence .hin/ing s/ills

Identif*ing relations Identif*ing relations Identif*ing relations 5inding all possible solutions a/ing generali"ation

Rational

a&imum velocit* inimum velocit*

Confident S*stematic

%niform acceleration

ultiple intelligence

23

WEEK

LEARNING OBJECTIVES (tudents will "e taught to#

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME (tudents will "e a"le to#

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

6#

ASS$ LINEAR PROGRAMMI NG 1 Understand and use the concept of graphs of linear ine ualities

Use real-life examples, graphing calculators or computer software such as 3eometer6s (,etchpad to explore linear programming.

1.1

Identify and shade the region on the graph that satisfies a linear ine uality. &ind the linear ine uality that defines a shaded region. (hade the region on the graph that satisfies several linear ine ualities. &ind linear ine ualities that define a shaded region.

-mphasi2e the use of solid lines and dashed lines.

*onstructivism Integrating I*+ *onstructivism *onstructivism Integrating I*+ *onstructivism

Identifying 0elations 0epresenting and Interpreting Data Drawing Diagrams 0epresenting and Interpreting Data

0easoning

Linear programming Linear ine7ualit* Dashed line Solid line Region Define satisf*

1.2

1"le to act independently 0easoning

1.3

7imit to regions defined "y a maximum of ! linear ine ualities 0,+ 50clu 506 the &-axis and *-axis.

1.%

1"le to act independently

2 Understand and use the concept of linear programming.

2.2

(olve pro"lems related to linear programming "y # a$ writing linear ine ualities and e uations descri"ing a situation. "$ shading the region of feasi"le solutions. c$ determining and drawing the o"Jective function Bptimum values refer to maximum or minimum values. Include the use of vertices to find the optimum value.

*ontextual *ooperative 7earning *ontextual /ultiple Intelligent *ooperative 7earning &uture 7earning *ontextual *onstructivism 0ecogni2ing and 0epresenting *olla"oration

5easible solution Bb?ective function !arallel lines Verte& Vertices Drawing Diagrams 0epresenting and Interpreting Data .ro"lem (olving (teadfastness

0esponsi"le Bptimum value a&imum value inimum value Bpen and logical mind

ax+by=k, where a,b and k are constants.

d$ determining graphically the optimum value of the

24

o"Jective function.

WEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOME

POINTS TO NOTE

GENERICS

CCTS

MORAL VALUE

VOCABULARY

%-3

(./ 0-DI(IB?

SCHOOL HOLIDAYS 7MID TERM $8 9

1& 11 - 13 I?+-?(ID- 0-DI(IB? (./ +0I17 -K1/

$$(&%($&&3 - 3&(&%($&&3

14

>B7ID1A 9>10I 01A1 .U1(1$

1" - $&

I?+-?(ID- 0-DI(IB?

$1-$$

(./ -K1/ 288<

YEAR END SCHOOL HOLIDAYS 9 $1(11($&&3

- &3(&1($&1&

25

SEKOLAH MENENGAH KEBANGSAAN CONVENT BUKIT NANAS KUALA LUMPUR

RANCANGAN TAHUNAN MATA PELAJARAN MATEMATIK TAMBAHAN TINGKATAN " TAHUN $&&#
Dis !i"#"$ %& ' : Dis ("# %& ' : Dis"'#"$ %& ' :

............ (PN. MA SIEW LAN) ) P $- &"."s M"/ ("/i# T"(2"'"$

.. (PN. PARIDAH *T +AACO*) K /0" P"$i/i" M"/ ("/i#

(PN. CH,A POI LAN)) )0.0 K"$"$ S"i$s !"$ M"/ ("/i#

(PN. LEE CHII +,ANN) P $1 /0"

26

27