Yearly Lesson plan

Mathematics
Form 5
20 19
 YEARLY LESSON PLAN MATHEMATICS FORM 5 –
2019
SEKOLAH MENENGAH KEBANGSAAN CONVENT
JALAN SULTAN IDRIS SHAH
30000 IPOH, PERAK DARUL RIDZUAN

LEARNING AREA : CHAPTER 1 - NUMBER BASES

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
1. Number Students will be tought Students will be able to ; Use models such as a clock face or a Thinking Skills
Bases counter which uses a particular -working out
to ;
(3 weeks) (i) State zero, one, two, three, …, number base. mentally
as a number in base: Number base blocks of twos, eights -identifying
2/1 – 18/1 a) two and fives can be used to demonstrate relationship
1.1 Understand and use the
b) eight the value of a number in the respective
concept of number in
c) five number bases. Teaching Strategies
base two, eight and five
For example: -Contextual
(ii) State the value of a digit of a 2435 is learning
number in base: - Constructivism
a) two - Mastery
b) eight learning
c) five - Exploratory

(iii) Write a number in base: Vocabulary

a) two -expand notation
b) eight
c) five Teaching Aids
in expanded number. - model (clock face)

(iv) Convert a number in base: Moral Values

a) two Cooperation, rational
2 4 3
b) eight
Discuss
c) five Thinking Skills
to a number in base ten and vice  digits used -working out
versa.  place values mentally
in the number system with a particular -identifying
(v) Convert a number in a certain number bases. relationship
base to a number in another Number base blocks of twos, eights - problem solving
base. and fives can also be used here. For
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
example, to convert 1010 to a number Teaching Strategies
(vi) Perform computations in base two, use the concept of least -Contextual
involving: number of blocks (23), tiles (22), learning
a) addition rectangles (21) and squares (20). In this - Constructivism
b) subtraction case, the least number of objects - Mastery
of two numbers in base two. needed here are one block, zero tiles, learning
one rectangle and zero squares. So, - Exploratory
1010 = 10102.
Discuss the special case of converting Vocabulary
a number in base two directly to a -convert
number in base eight and vice versa.
For example, convert a number in Teaching Aids
base two directly to a number in base - models
eight through grouping of three - reference book
consecutive digits.
Moral Values
Perform addition and subtraction in Cooperation, honesty, courage.
the conventional manner.
For example:
1010
+ 110
____________
____________
LEARNING AREA : CHAPTER 2 - GRAPH OF FUNCTIONS II

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
2. Graph of 2.1 Understand and use the Students will be able to ; Explore graph of functions using Thinking Skills
functions II concept of graph of graphing calculator or the Geometer’s working out mentally
(3 weeks) functions. (i) Draw the graph of a : Sketchpad. identify relationship
(a) linear function:
21/1 – 8/2 y = ax + b, Compare the characteristics of graph Teaching Strategies
a,b are constants. of functions with different values of -Contextual
(b) quadratic function : constants. learning
y = ax2 + bx + c, For example : - Constructivism
a, b, c are constants, a ≠ 0. -Mastery learning
(c) cubic function : - Exploratory
y = ax3 + bx2 + cx + d,
A
a, b, c, d are constant, a ≠ 0. Vocabulary
(d) reciprocal function : - Linear function
y = a/x, - Quadratic function
a constant, a ≠ 0. - Cubic function
(ii) Find from a graph : - Reciprocal function
\
(a) value of y given value of x Teaching Aids
(b) the value (s) of x, given a Graph box
B value of y. Scientific Calculator CDROM
(iii) Identify : Graph B is broader than graph A and
(a) the shape of graph given a intersects the vertical axis above the
type of function. horizontal axis.
(b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
As reinforcement, let students play a Moral Values
(iv) Sketch the graph of a given game; for example matching cards of Cooperation, rational
linear, quadratic, cubic or graphs with their respective functions.
reciprocal function. When the students have their CCTS:
2.2 Understand and use the (i) Find the point(s) of matching partners, ask them to group Thinking skills
concept of the solution intersection of two graphs. themselves into four groups of types -Evaluating
of an equation by (ii) Obtain the solution of an of functions. Finally, ask each group -Constructing
graphical method equation by finding the to name the type of function that is -Problem solving
(iii) Point(s) of intersection of depicted on the cards.
Teaching Strategies:
two graphs.
-Constructivism
(iv) Solve problems involving
-graphing
(v) solution of an equation by Explore using graphing calculator or
-cooperative learning
graphical method. the Geometer’s Sketchpad to relate the
1 2.3 Understand and use - Mastery
(i) Determine whether a given points x-coordinate of a point of intersection
the concept of the learning
satisfies: of two appropriate graphs to the
region representing - Exploratory
y = ax + b or y > ax + b or solution of a given equation. Make
inequalities in two - Problem solving
y < ax + b. generalization about the point(s) of
variables intersection of the two graphs. Vocabulary:
(ii) Determine the position of a given -intersection point
point relative to the equation y = ax - region
+ b. - dashed line
(iii) Identify the region satisfying y > ax - solid line
+ b or y < ax + b.
(iv)Shade the regions representing the Moral Values:
Discuss that if one point in a region
inequalities: -accuracy, self reliance,
satisfies y > ax + b or
(a) y > ax + b or systematic, careful, conscientious
y < ax + b, l all points in the region
y < ax + b Thinking Skills
satisfy the same inequality.
(b) y ≥ ax + b or - Evaluating
y ≤ ax + b - identifying
(v)Determine the region which satisfies information
two or more simultaneous linear Use the Sketchpad or the graphing Teaching Strategies
inequalities. calculator to explore points relative to - Constructivism
a graph to make generalization about
Aids
regions satisfying the given
- graph board
inequalities.
- graphing
calculator
- holed – grid board
LEARNING AREA : CHAPTER 3 – TRANSFORMATION III

LEARNING TEACHING AND LEARNING

LEARNING OBJECTIVS
AREA/WEEKS
3.1 Understand and use the
3. concept of combination of two
Transformation transformations.
III
(3 weeks)
II. Determine the image of an object under
11/2 – 1/03
3.2 Understand and use the
concept of combination of two
transformations.
VIII. Solve problems involving
LEARNING OUTCOMES STRATEGIES
ACTIVITIES
Students will be able to ; Relate to transformations in real life Thinking Skill
situation such as tessellation Working out mentally
I. Determine the image of an object under patterns on walls, ceiling or floors. Identify relationship
combination of two isometric Translating
transformations. Explore combined transformation Problem solving
using the graphing calculator, the Drawing diagram
combination of: Geometer’s Sketchpad, or the Teaching Strategies
a) two enlargements overhead projector and Contextual learning
b) an enlargement and an transparencies. Mastery learning
isometric transformation. Conceptual Learning
III. Draw the image of an object under Investigate the characteristics of an Constructivism
combination of two transformations. object and its image under Cooperative Learning
IV. State the coordinates of the image of a combined transformation. Enquiry
point under combined transformation Vocabulary
V. Determine whether combined Carry out projects to design patterns -Combined transformation
transformation AB is equivalent to using combined transformations that -equivalent
combined transformation BA. can be used as decorative purposes. -reflection
VI. Specify two successive These projects can then be presented -translation
transformations in a combined in classroom with the students -enlargement
transformation given the object and describing or specifying the -rotation
the image. transformations involved. Teaching aids
VII. Specify a transformation which is - Geometer’s
equivalent to the combination of two Use the Sketchpad to prove the Sketchpad
isometric transformations. single transformation which is - graphing calculator
equivalent to the combination of -graph paper
transformation two isometric transformations. -a pair of compass
-ruler
Moral Values
Cooperation, Courage,
Rational Mental & Physical
Cleanliness

UJIAN 1 (0 4/03 – 15/03/2019 )

LEARNING AREA : CHAPTER 4 - MATRICES

LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES

AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES
4. Matrices 4.1 Understand and use the Students will be able to ; Represent data in real life Thinking Skills
(3 weeks) concept of matrix. situations, for example, the -working out
(i) Form a matrix from given information. price of food on a menu, in mentally
18/3 – 22/3 (ii) Determine : table form and then in matrix -identifying
i. The number of rows form. relationship
ii. the number of columns Use student seating positions
iii. The order of a matrix in the classroom by rows and Teaching Strategies
Cuti (iii) Identify a specify element in a matrix. columns to identify a student -Contextual
4.2 Understand and use the
Pertengahan who is sitting in a particular learning
concept of equal
Penggal 1 (i). Determine whether two matrices are equal. row and in particular column - Constructivism
matrices.
23/3/2019 – (ii). Solve problem involving equal matrices. as a concrete example. - Mastery
31/3/2019 4.3 Related to real life
Discuss equal matrices in term learning
situations such as in (i) Determine whether addition or of : - Exploratory
industrial productions. subtraction can be performed on two  The order
given matrices.  The corresponding Vocabulary
(ii) Find the sum or the difference of two elements. -standard form
matrices. -single number
Related to real life situations
(iii) Perform addition and subtraction on a -scientific
such s keeping score of medal
few matrices. notation
tally or point in sports.
(iv) Solve matrix equations involving
Related to real life situations
4.4 Perform multiplication addition and subtraction. Teaching Aids
such as in industrial
of a matrix by a -flash card
productions.
number. (i) Multiply a matrix by a number. -scientific Calculator
1/04 - 12/04 Related to real life situations
(ii) Express a given matrix as a
such as finding the cost of a Moral Values
multiplication of another matrix by a
meal in the restaurant Cooperation, rational
number.
For matrices A and B, discuss
(iii) Perform calculation on matrices
the relationship between AB Thinking Skills
involving addition, subtraction and
and BA -working out
scalar multiplication.
Begin with discussing the mentally
(iv) Sole matrix equations involving
property of the number 1 as an -identifying
addition, subtraction and scalar
identity for multiplication of relationship
4.5 Perform multiplication multiplication.
of two matrices numbers.
Vocabulary
Discuss:
(i) Determine whether two matrices -standard form
 an identity matrix is a
can be multiplied and state the -single number
square
order of the product when two -product
 there is only one identity
matrices can be multiplied -identity matrix
matrix for each order
(ii) Find the product of two matrices -unit matrix
Discuss the properties:
(iii) Solve matrix equations involving
 AI=A  IA=A
4.6 Understand and use the multiplication of two matrices Vocabulary
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES
concept of identity Students will be able to ; Relate to the property of -standard form
matrix. multiplicative inverse of -single number
(i) Determine whether a given matrix numbers. -inverse matrix
is an identity matrix by multiplying Example:
it to another matrix. 2 x 2-1=2-1x 2= 1 Vocabulary
(ii) Write identity matrix of any order Use the method of solving -standard form
4.7 Understand and use the (iii) Perform calculation involving simultaneous linear equations -single number
concept of inverse matrix identity matrices to show that not all square -scientific
matrices have inverse notation
(i) Determine whether a 2 x 2 matrix matrices. - matrix method
is the inverse matrix of another 2 x Using matrices and their
Teaching Aids
2 matrix. respective inverse matrices in
-flash card
(ii) Find the inverse matrix of a 2 x 2 the previous method to relate
-scientific Calculator
matrix using: to the formula. Express each
Moral Values
(a) the method of solving simultaneous inverse matrix as a
Cooperation, rational
linear equations multiplication of a matrix by a
(b) a formula number. Compare the scalar
multiplication to the original
matrix and discuss how the
determinant is obtained.
Discuss the condition for the
existence of inverse matrix.
4.8 solve simultaneous
Related to equal matrices by
linear equations by using
writing down the simultaneous
matrices
equations as equal matrices
(i) Write simultaneous linear
first.
equations in matrix form
Discuss why:
 The use of inverse matrix is
 p necessary. Relate to solving
(ii) Find the matrix   in
q  linear equations of type ax = b
a b   p   h   It is important to place the
 c d   q   k  using the inverse matrix at the right
     place on both sides of the
inverse matrix equation.
Relate the use of matrices to
(iii) Solve simultaneous linear other areas such as in business
equations by the matrix method or economy, science etc.
Carry out projects(electronic
(iv) Solve problems involving matrices spreadsheet)
LEARNING AREA : CHAPTER 5 - VARIATIONS

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
5. Variations Students will be tought Students will be able to ; Discuss the characteristics of the Thinking Skills
(2 weeks) graph of y against x when y �x. -working out
to ;
(i) State the changes in a quantity with mentally
15/4 – 26/4 respect to the changes in another Relate mathematical variation to other -identifying
quantity, in everyday life situations area such as science and technology. Relationship
5.1 Understand and use the
involving direct variation. For example, the Charles Law or - making inference
concept of direct
motion of the simple pendulum.
variations
(ii) Determine from given information Teaching Strategies
whether a quantity varies directly as -Contextual
another quantity. learning
- Constructivism
(iii) Express a direct variations in the - Mastery
form of equation involving two variables learning
- Exploratory
(iv) Find the value of a variable in a
direct variations when sufficient 1 Vocabulary
informations is given. For the cases y �x n , n = 2,3, , - Direct variations
2 - quantity
(v) Solve problems involving direct discuss the characteristics of the graph - constant of variations
variations for the followinf cases : of y against x n . - variable

y �x; y �x 2 ; y �x 3 Teaching Aids

-flash card
1
-scientific
y �x 2 calculator
Discuss the form of the graph of y
1 1 Moral Values
(i) State the changes in a quantity with against when y � . Rationality, courage
respect to changes in another quantity, in x x
5.2 Understand and use the everyday life situations involving Thinking Skills
inverse variation. Relate to other areas like science and -working out
concept of inverse
variation. technology. For example, Boyle’ Law. mentally
(ii) Determine from given information -identifying
whether a quantity varies inversely as 1 1 Relationship
For the cases y � , n  2,3 and ,
another quantity xn 2 - problem solving
discuss characteristics of graph y
(iii) Express as inverse variation in form 1 Vocabulary
of equation involving two variables. against . - inverse variation
xn

(iv) Find the value of a variable in an Teaching Aids

 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Students will be tought inverse variation when sufficient Discuss joint variation for the three -scientific
information in given cases in everyday life situations. calculator
to ;
(v) Solve problems involving inverse Relate to other areas like science and Moral Values
variations for the following cases : technology. Diligence, moderation
For example:
1 1 Thinking Skills
y� ;y� 2; V -working out
x x I � means the current I varies mentally
1 1 R -identifying
y� 3;y� 1 directly as the voltage V and varies Relationship
x inversely as the resistance R. - problem solving
x2
- decision making

Teaching Strategies
5.3 Understand and use the -Contextual
concept of joint learning
variation. (i) Represent a joint variation by using
the symbol �for the following cases : - Constructivism
a) two direct variations - Mastery
b) two inverse variations learning
c) a direct variations and an inverse - Exploratory
variation.
Vocabulary
(ii) Express a joint variation in the form - joint variation
of equation.
Teaching Aids
(iii) Find the value of a variable in joint -scientific
variations when sufficient information is calculator
given.
Moral Values
(iv) Solve problems involving joint Patience, diligence
variation
PEPERIKSAAN PERTENGAHAN TAHUN ( 29/4/2019 – 17/05/2019 )
LEARNING AREA : CHAPTER 6 – GRADIENT AND AREA UNDER A GRAPH
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
6. Gradient and Students will be tought Students will be able to ; Use examples in various areas such CCTS
area under a as technology and social science. i)Thinking skills :
to ;
graph. (i) State the quantity represented - interpreting
( 2 week ) 6.1 Understand and use the by the gradient of graph. Compare and differentiate between - generalization
concept of quantity (ii) Draw the distance-time distance-time graph and speed-time -drawing diagram.
20/05 – 24/05 represented by the graph, given: graph.
gradient of a graph. a. a table of distance-time ii) Teaching strategies:
values. - discussion
CUTI b. a relationship between
PERTENGAHA distance and time. Vocabulary:
N TAHUN (iii) Find and interpret the - gradient
25/05 – 9/6/2019 gradient of a distance-time - distance-time
graph. Use real life situations such as -speed-time
(iv) Find the speed for a period of travelling from one place to another -acceleration
time from a distance-time by train or by bus. -deceleration
10/6 – graph. -constant speed
(v) Draw a graph to show the Use examples in social science and -distance
14/6/2019 relationship between two economy. -average speed
variable representing certain -uniform speed
measurement and state the
meaning of its gradient. Moral value:
- Cooperation
(i) State the quantity represented - rationality
6.2 Understand the concept by the area under a graph. Discuss that in certain cases, the area
of quantity represent under a graph may not represent any Teaching aids:
any meaningful (ii) Find the area under a graph. meaningful quantity. - CD courseware
quantity. For example :
(iii) Determine the distance by The area under the distance-time
finding the area under the graph.
following types of speed-time Discuss the formula for finding the
graphs: area under a graph involving:
a) v = k (uniform speed)  a straight line which is
b) v = kt parallel to the x-axis.
c) v = kt + h  a straight line in the form of
d) a combination of the above. y = kx + h.
(iv) Solve problems involving  a combination of the above.
gradient and area under a
graph.
LEARNING AREA : CHAPTER 7 - PROBABILITY

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES
7. Probability Students will be tought Students will be able to ;
to ;
( 2 weeks ) (i) Determine the sample
space of an experiment
with equally likely
17/6 – 28/6 7.1 Understand and use the
outcomes.
concept of probability
of an event
(ii) Determine the probability
of an event with
equiprobable sample
space.
(iii) Solve problems involving
7.2 Understand and use the probability of an event
concept of probability of
combined event (i) State the complement of an
event in :
a) words
b) set notation
(ii) Find the probability of the
complement of an event
7.3 Understand and use the
concept of probability of
(i) List the outcomes for
combined event
events:
a) A or B as element of
set A  B
b) 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
b) A and B
(iii) Solve problems involving
probability of combined event.
ACTIVITIES
Discuss equiprobable sample space Thinking Skills
through concrete activities, begin -working out
with simple cases ( tossing fair coin) mentally
Use tree diagrams to obtain sample -identifying
space for tossing a fair coin or tossing relationship
a fair die activity.
Teaching Strategies
Produce P(A) = 1 and P(A) = 0.
- Constructivism
Include events in real life situations
- Exploratory
such as winning or losing a game and
passing or failing an exam. Vocabulary
Use real life situations to show the -equally likely
relationship between -equiprobably sample
 A or B and A  B space
 A and B and A ∩ B. -tree diagram
- complement of an event
An example of situation being chosen
to be a member of an exclusive club Teaching Aids
with restricted conditions. -coins
Use tree diagrams& coordinate planes -dice
to find outcomes of combined events. Moral Values
Use two-way classification tables of Cooperation, rational
events from newspaper articles or
Thinking Skills
statistical data to find probability of
-working out
combined events. Ask students to
mentally
create tree diagram from these tables.
Example(two-wayclassification table) -making inference
Means of going to work Teaching Strategies
Officers car bus Others - Constructivism
Men 56 25 83 - Contextual Learning
Women 50 42 37
Discuss: Vocabulary
Situation where decisions to be made - combined event
based on probability, example in
business, as determining the value for Teaching Aids
a specific insurance policy and time - CD-ROM
the slot for TV advertisements. - worksheets
The statement “ probability is the
underlying language of statistics”.
LEARNING AREA : CHAPTER 8 - BEARING

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
8.Bearing Students will be tought (i) Draw and label the eight main Carry out activities or games Thinking Skills
(1 weeks) compass direction: involving finding direction using a -describing
to ;
b. North,south,east,west compass, such as treasure hunt or -interpreting
1/7 – 5/7 c. North-east, north-west scavenger hunt. It can also be about -drawing diagram
d. south –east, south-west. locating several points on a map. -problem solving
8.1 Understand and use the
e.
concept of bearing Teaching Strategies
(ii) State the compass angle of any Discuss the use of bearing in real life
-Contextual
compass direction. situation. For example, in map reading
learning
and navigation.
- Constructivism
(iii) Draw a diagram of a point which
- Mastery learning
shows the direction of B relative to
another point A given the bearing of Vocabulary
B from A. -north-east
-south-east
(iv) State the bearing of point A from -north-west
point B based on given information. -south-west
-compass angle
(v) Solve problems involving bearing. -bearing
Teaching Aids
-compass. Map, scientific
calculator, geometry set,
worksheets.
Moral Values
Cooperation, rational
LEARNING AREA : CHAPTER 9 – EARTH AS A SPHERE
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
9. Earth as a Students will be tought Students will be able to ; Models such as globes should be used. Thinking Skills
sphere -working out
to ;
(3 weeks) i) Sketch a great circle through the north Introduce the meridian through Mentally
9.1 Understand and use the and south poles. Greenwich in England as the -classifying
8/7 – 26/7 concept of longitude. Greenwich Meridian with longitude -categorizing
ii) State the longitude of a given point. 0˚.
Teaching Strategies
- Constructivism
- Exploratory
iii) Sketch and label the a meridian with
the longitude given. Teaching Aids -globe or map

Students will be tought Discus that:

Moral Values
to ; iv) Find the difference between two  All points on a meridian have Cooperation, rational
longitudes. the same longitude
9.2 Understand and use the  There are two meridians on a Thinking Skills
concept of latitude. great circle through both -compare and contrast
i) Sketch a circle parallel to the equator. poles -constructing
 Meridians with longitudes
x˚E (0r W) and 180˚ - x˚)W Teaching Strategies
ii) State the latitude of a given point. (or E) form a great circle - Constructivism
through both poles. - Exploratory
iii) Sketch and label a parallel of Emphasize that Teaching Aids
latitude.  The latitude of the equator is -globe or map
0˚
 Latitude ranges from 0˚ to Moral Values
iv) Find the difference between two 90˚ ( or S ) Cooperation, rational
latitudes
Involve actual places on the earth. Thinking Skills
-working out
Express the difference between two Mentally
9.3 Understand the concept latitudes with an angle in the range of -describing -giving opinion
i) State the latitude and longitude of a 0˚ < x < 180˚.
of location of a place given place
Teaching Strategies
Use a globe or a map to find locations - Constructivism
ii) Mark the location of a place of cities around the world - Exploratory
Teaching Aids
iii) Sketch and label the latitude and Use a globe or a map to name a place -globe or map
longitude of a given place given its location. Moral Values
Cooperation, rational
 LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Students will be tought i) Find the length of an arc of a great Use a globe to find the distance Thinking Skills
circle in nautical mile, given the between two cities or towns on the -working out
to ;
subtended angle at the centre of the earth same meridians. Mentally
and vice versa -giving opinion
9.4 Understand and use the ii) Find the distance between two points
concept of distance on measured along a meridian, given the
latitudes of both points. Teaching Strategies
the surface of the earth
- Constructivism
to solve problems iii) Find latitude of point given latitude - Exploratory
of another point and distance between Sketch the angle at the centre of the
two points along same meridian. earth that is subtended by the arc Vocabulary
iv) Find the distance between two points between two given points along the Nautical mile
measured along the equator, given the equator. Discuss how to find the value
longitudes of both points of this angle.
v) Find the longitude of a point given the Teaching Aids
longitude of another point and the -globe or map
distance between the two points along
the equator. Moral Values
Use models such as the globe to find Cooperation, rational
vi) State relation between radius of earth
relationships between the radius of the
and the radius of a parallel of latitude.
earth and radii parallel of latitudes Thinking Skills
vii) State the relation between the length -working out
of an arc on the equator between two Mentally
meridians and length of corresponding -constructing
arc on a parallel of latitude. Find the distance between two cities -problem solving
viii) Find distance between two points or towns on the same parallel of
measured along a parallel of latitude latitude as a group project.
ix) Find the longitude of a point given Teaching Strategies
the longitude of another point and the - Constructivism
distance between the two points along a - Exploratory
parallel of latitude.
x) Find the shortest distance between Use the globe and a few pieces of Teaching Aids
two points on the surface of the earth. string to show how to determine the -globe or map
xi) Solve problems involving: shortest distance between two points
a) distance between two points on the surface of the earth. Moral Values
b) traveling on surface of earth Cooperation, rational
LEARNING AREA : CHAPTER 10 – PLANS AND ELEVATIONS

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS OBJECTIVES ACTIVITIES
10. Plans and Students will be tought Students will be able to ; Use models, blocks or plan and Thinking Skills
elevations elevation kit. - identifying
to ;
(2 weeks) (i) Identify orthogonal relationship
projection. Carry out activities in groups where - describing
29/7 – 9/8 students combine two or more - problem solving
10.1 Understand and use the
(ii) Draw orthogonal different shapes of simple solid - drawing diagrams
concept of orthogonal
projection, given an object objects into interesting models and
projection Teaching Strategies
and a plan. draw plans and elevations for these
- Contextual
models.
learning
(iii) Determine the difference
- Constructivism
between an object and its Use models to show that it is
- Mastery
orthogonal projection with important to have a plan and at least
learning
respect to edges and angles. two side elevations to construct a solid
object. Vocabulary
(i) Draw the plan of a solid Orthogonal
object. Projection
Carry out group project: Plan
10.2 Understand and use the (ii) Draw Draw plan and elevations of buildings Front elevation
concept of plan and a) the front elevation or structures, for example students’ or Side elevation
elevation b) side elevation of a teacher’s dream home and construct a
Teaching Aids
solid object. scale model based on the drawings.
- models
Involve real life situations such as in
- blocks
(iii) Draw building prototypes and using actual
- plan and elevation kit
a) the plan home plans.
b) the front elevation
Moral Values
c) the side elevation
Cooperation, rational, justice,
of a solid object to scale.
freedom, courage
(iv) Solve problems involving
plan and elevation.
TRIAL SPM ( 19/8/2019 – 6/9/2018 )
PROGRAM KECEMERLANGAN SPM