YEARLY TEACHING PLAN

ADDITIONAL MATHEMATICS
FORM 5

Minggu Tempoh Tajuk Catatan

1 5/1 – 9/1 A6 Progressions Arithmetic Progressions
2 12/1 – 16/1 A6 Progressions Geometric Progressions MSY PANITIA 1 , 17/1 SEK
GANTI
3 19/1 – 23/1 A6 Progressions Arithmetic & Geometric Progressions
Cuti Tahun Baru Cina
4 2/2 – 6/2 A7 Linear Law Lines of best fit
5 9/2 – 13/2 A7 Linear Law Non-linear relation
6 16/2 – 20/2 A7 Linear Law Non-linear relation
7 23/2 – 27/2 C2 Integration Concept UJIAN SELARAS 1
8 2/3 – 6/3 C2 Integration Integrals
9 9/3 – 13/3 C2 Integration Area / Volume
14/3 – 22/3 CUTI PERTENGAHAN PENGGAL PERTAMA
10 23/3 – 27/3 G2 Vectors concept KELAS INTENSIF PMR / SPM
11 30/3 – 3/4 G2 Vectors Mag. and dir Vector / equal and parallel UJIAN SELARAS 2
12 6/4 – 10/4 T2 Trigonometric Functions Concept and 6 trigo functions 11/4 SEK GANTI
13 13/4 – 17/4 T2 Trigonometric Functions graphs MSY PANITIA 2, 15/4 M’KA
BDR SJR
14 20/4 – 24/4 T2 Trigonometric Functions Basic identities / Double-angle formulae
/ Solve trigo equations
15 27/4 – 1/5 T2 Trigonometric Functions Basic identities / Double-angle formulae 1/5 CT HR PKJ
/ Solve trigo equations
16 4/5 – 8/5 PEPERIKSAAN PERTENGAHAN TAHUN
17 11/5 – 15/5 PEPERIKSAAN PERTENGAHAN TAHUN
18 18/5 – 22/5 PEPERIKSAAN PERTENGAHAN TAHUN
19 25/5 – 29/5 Pembetulan Kertas
CUTI PERTENGAHAN TAHUN SEMINAR ROAD 2 SUCCESS

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Minggu Tempoh Tajuk Catatan
20 15/6 – 19/6 A6 Permutations and Combinations permutations
21 22/6 – 26/6 A6 Permutations and Combinations Combinations 27 SEK GANTI
22 29/6 – 3/7 A7 Probability Probability of mutually MSY PANITIA 3
23 6/7 – 10/7 S4 Probability Distributions Binomial distribution
24 13/7 – 17/7 S4 Probability Distributions Normal distribution
25 20/7 – 24/7 S4 Probability Distributions Normal distribution
26 27/7 – 31/7 ASS2 Linear Programming Linear inequality
27 3/8 – 7/8 ASS2 Linear Programming Graph
28 10/8 – 14/8 ASS2 Linear Programming Graph
29 17/8 – 21/8 Ujian Selaras 3 17/8 PELANCARAN BLN
PATRIOTIK
22/8 – 30/8 CUTI PERTENGAHAN PENGGAL KEDUA BENGKEL PANITIA
30 31/8 – 4/9 Revision
31 7/9 – 11/9 Revision
32 14/9 – 18/9 Revision MSY PANITIA 4 18/9 MAJLIS P’NT
BLN PAT
21/9 – 25/9 CUTI HARI RAYA AIDIFITRI
33 28/9 – 2/10 Revision
34 5/10 – 9/10 Percubaan SPM
35 12/10 – Percubaan SPM PMR
16/10
36 19/10 – SPM Model Paper 19/10 CUTI P’ISTIWA
23/10
37 26/10 – SPM Model Paper
30/10
38 2/11 – 6/11 SPM Model Paper
39 9/11 – 13/11 SPM Model Paper
40 16/11 – SPM Model Paper
20/11
CUTI AKHIR TAHUN

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Learning Area : A6 : Progressions
Week Learning Objectives
1. Understand and use the concept of
arithmetic progression.
Suggested Teaching and
Learning Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore arithmetic progressions
Week Learning Objectives
2. Understand and use the concept
of geometric progression.
Learning Outcomes Points to note
1.1 Identify characteristics of arithmetic progressions. Begin with sequences to
1.2 Determine whether a given sequence is an arithmetic introduces arithmetic and
geometric progressions.
progression.
1.3 Determine by using formula: Include examples in algebraic
a) specific terms in arithmetic progressions; form
b) the number of terms in arithmetic progressions.
1.4 Find:
a) the sum of the first n terms of arithmetic progressions.
b) the sum of a specific number of consecutive terms of Include the use of formula
arithmetic progressions. T n = S n − S n −1
c) the value of n, given the sum of the first n terms of
arithmetic progressions.
1.5 Solve problems involving arithmetic progressions. Include problems involving real-
life situations.
Learning Outcomes Points to note
2.1 Identify characteristics of geometric progressions. Include examples in
2.2 Determine whether a given sequence is a geometric algebraic form.
progression.
2.3 Determine by using formula:
a) specific terms in geometric progression,
b) the number of terms in geometric progressions.
2.4 Find:
a) the sum of the first n terms of geometric progressions;
b) the sum of a specific number of consecutive terms of
geometric progressions.
c) the value of n, given the sum of the first n terms of
geometric progressions.
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Week Learning Objectives Learning Outcomes Points to note
Discuss :
2.5 Find: As n → ∞ , r n → 0 then
a) the sum to infinity of geometric progressions a
b) the first term or common ratio, given the sum to infinity of s∞ = .
1− r
geometric progressions.
S ∞ read as “ sum to
infinity”. Include recurring
decimals. Limit to2 recurring
digits such as 0.333…,
0.151515 …

2.6 Solve problems involving geometric progressions. Exclude :

a) combination of
arithmetic
progressions and
geometric
progressions.
b) cumulative sequences
such as, (1), (2,3),
(4,5,6), (7,8,9,10),…

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Learning Area : A7 : Linear Law
Week Learning Objectives
1. Understand and use the concept
of lines of best fit.
Suggested Teaching and
learning Activities
Use examples from real-life situations
to introduce the concept of linear law.
Week Learning Objectives
2. Apply linear law to non-linear
relations.
Learning Outcomes Points to note
1.1 Draw lines of best fit by inspection of given data. Limit data to linear relation
1.2 Write equation for lines of best fit.. between two variables.
1.3 Determine values of variables from:
a) lines of best fit;
b) equations of lines of best fit.
Learning Outcomes Points to note
2.1 Reduce non-linear relations to linear form.
2.2 Determine values of constants of non-linear relations given:
a) lines of best fit
b) data
2.3 Obtain information from:
a) lines of best fit
b) equations of lines of best fit.
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Learning Area : C2 : Integration
Week Learning Objectives
1. Understand and use the
concept of indefinite integral.
Suggested Teaching and
learning Activities
Use computer software such as
Geometer’s Sketchpad to explore the
concept of integration.
Learning Outcomes Points to note
1.1 Determine integrals by reversing differentiation. Emphasise constant of
1.2 Determine integrals of ax n , where a is a constant and n is an integration.
integer, n ≠ − 1 . ∫ y dx read as “integration of
1.3 Determine integrals of algebraic expressions. y with respect to x ”
1.4 Find constant of integration, c , in indefinite integrals.
1.5 Determine equations of curves from functions of gradients.
1.6 Determine by substitution the integrals of the form ( ax + b ) n ,
Limit integration of ∫ u dx ,
n

where a and b are constants, n is an integer and n ≠ − 1 .

where u = ax + b

Week Learning Objectives Learning Outcomes Points to note

2. Understand and use the 2.1 Find definite integrals of algebraic expressions. Include
b b
concept of definite integral.
∫ k f ( x ) dx = k ∫ f ( x ) dx
a a
Suggested Teaching and b a

∫ f ( x ) dx = − ∫ f ( x ) dx
learning Activities
Use scientific or graphing calculators
a b
to explore the concept of definite
integrals.
2.2 Find areas under curves as the limit of a sum of areas. Derivation of formulae not
Use computer software and graphing required.
calculators to explore areas under
curves and the significance of positive Limit to one curve
2.3 Determine areas under curve using formula.
and negative values of areas.

Use dynamics computer software to 2.4 Find volume of revolutions when region bounded by a curve is Derivation of formulae not
explore volumes of revolutions. rotated completely about the required.
a) x-axis
b) y-axis
as the limit of a sum of volumes
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 Week Learning Objectives Learning Outcomes Points to note
2.5 Determine volumes of revolutions using formula. Limit volumes of revolution
about the x-axis or y-axis

Learning Area : G2 : Vectors

Week Learning Objectives Learning Outcomes Points to note

1. Understand and use the concept 1.1 Differentiate between and scalar quantities. Use notations :
of vector Vector : a, AB, a, AB
1.2 Draw and label directed line segments to represent vectors.
Suggested Teaching and Magnitude :
learning Activities a , AB ,│a│, │AB│
Use examples from real-life situations
and dynamic computer software such 1.3 Determine the magnitude and direction of vectors represented Zero vector : 0
as Geometer’s sketchpad to explore
vectors.
by directed line segments.
Emphasize that a zero vector
has a magnitude of zero.

Emphasize negative vector:

1.4 Determine whether two vectors are equal. − AB = BA
1.5 Multiply vectors by scalar. Include negative scalar

1.6 Determine whether two vectors are parallel. Include :

a) Collinear points
b) Non-parallel non-zero
vectors.
Emphasize:
If a and b are not parallel and
h a = k b , then h=k=0

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Learning Area : T2 : Trigonometric Functions
Week Learning Objectives Learning Outcomes Points to note
1. Understand the concept of 1.1 Represent in a Cartesian plane, angles greater than 360˚ or 2 π
positive and negative angles radians for:
measured in degrees and radians. a) positive angles
b) negative angles.
Suggested Teaching and
learning Activities
• Use dynamic computer software
such as Geometer’s Sketchpad to
explore angles in Cartesian plane.

2. Understand and use the six 2.1 Define sine, cosine and tangent of any angle in a Cartesian Use unit circle to determine
trigonometric functions of any plane. the sign of trigonometric
angle. 2.2 Define cotangent, secant and cosecant of any angle in a ratios.
Cartesian plane.
Suggested Teaching and 2.3 Find values of the six trigonometric functions of any angle. Emphasise:
learning Activities 2.4 Solve trigonometric equations. Sin θ = cos (90 - θ)
• Use dynamic computer software to
explore trigonometric functions in Cos θ = sin (90˚- θ)
degrees and radians. Tan θ = cot (90˚- θ)
Cosec θ = sec (90˚- θ)
• Use scientific or graphing
calculators to explore trigonometric Sec θ = cosec (90˚- θ)
functions of any angle. Cot θ = tan (90˚- θ)

Emphasise the use of

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 triangles to find
trigonometric ratios for
special angles 30˚, 45˚ and
60˚.

Week Learning Objectives Learning Outcomes Points to note

3. Understand and use graphs of 3.1 Draw and sketch graphs of trigonometric functions: Use angles in
sine, cosine and tangent a) y = c + a sin bx, a) degrees
functions. b) y = c + a cos bx, b) radians, in terms of π
c) y = c + a tan bx, .
Suggested Teaching and where a, b and c are constants and b>0.
learning Activities Emphasise the characteristics
3.2 Determine the number of solutions to a trigonometric equation of sine, cosine and tangent
• Use examples from real-life using sketched graphs. graphs. Include trigonometric
situations to introduce graphs of
trigonometric functions.
functions involving modulus.
• Use graphing calculators and 3.3 Solve trigonometric equations using drawn graphs.
dynamic computer software such as Exclude combinations of
Geometer’s Sketchpad to explore trigonometric functions.
graphs of trigonometric functions.

4. Understand and use basic 4.1 Prove basic identities: Basic identities are also
identities. a) sin2 A + cos2 A = 1 known as Pythagorean
b) 1 + tan2 A = sec2 A identities.
Suggested Teaching and c) 1 + cot2 A = cosec2 A
learning Activities
• Use scientific or graphing calculators 4.2 Prove trigonometric identities using basic identities. Include learning outcomes
and dynamic computer software such 2.1 and 2.2.
as Geometer’s Sketchpad to explore
basic identities,
4.3 Solve trigonometric equations using basic identities.
5. Understand and use addition
formulae and double-angle 5.1 Prove trigonometric identities using addition formulae for sin Derivation of addition
(A ± B), cos (A ± B) and tan (A ± B).
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 formulae.
Suggested Teaching and
learning Activities
• Use dynamic computer software
such as Geometer’s sketchpad to
explore addition formulae and double-
angle formulae.
Learning Area : A6 : Permutations and Combinations
Week Learning Objectives
1. Understand and use the concept
of permutation.
Suggested Teaching and
learning Activities
• Use manipulative materials to
explore multiplication rule
• Use real-life situations and
computer software such as
spreadsheet to explore
permutations
formulae not required.
5.2 Derive double-angle formulae for sin 2A, cos 2A and tan 2A.
Discuss half-angle formulae.
5.3 Prove trigonometric identities using addition formulae and/or
double-angle formulae. Exclude
A cosx + b sinx = c, where
5.4 Solve trigonometric equations. c ≠ 0.
Learning Outcomes Points to note
For this topic:
a) Introduce to concept by using
numerical examples.
b) Calculators should only be
used after students have
1.1. Determine the total number of ways to perform successive understood the concept
events using multiplication rule.
Limit to 3 events.
1.2 Determine the number of permutations of n different objects.
Exclude cases involving
1.3 Determine the number of permutations of n different identical objects.
objects taken r at a time.
Explain the concept of
permutations by listing all
1.4 Determine the number of permutations of n different possible arrangements.
objects for given conditions
Include notation:
a) n! = n( n -1)(n -2)…(3)(2)(1)
1.5 Determine the number of permutations of n different
b) 0! = 1
objects taken r at a time for given conditions n ! read as “ n factorial”.
Exclude cases involving
arrangement of objects in a circle
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 Week Learning Objectives
2. Understand and use the concept
of combination.
Suggested Teaching and learning 2.2.
Activities
Explore combinations using real-
life situations and computer
software
Learning Area : A7 : Probability
Week Learning Objectives
1. Understand and use the concept
of probability.
Suggested Teaching and
learning Activities
Use real-life situations to introduce
probability.
Use manipulative materials, computer
software, and scientific or graphing
calculators to explore the concept of
probability.
Learning Outcomes Points to note
2.1. Determine the number of combinations of r objects chosen Explain the concept of
from n different objects. combinations by listing all
possible selections.
Determine the number of combinations of r objects chosen
from n different objects for given conditions. Use examples to illustrate
n
P
n
Cr = r
r!
Learning Outcomes Points to note
1.1 Describe the sample space of an experiment. Use set notations.
Discuss:
1.2 Determine the number of outcomes of an event. a) classical probability
(theoretical probability)
1.3 Determine the probability of an event. b) subjective probability
c) relative frequency
1.4 Determine the probability of two events: probability
(experimental
a) A or B occurring probability).
b) A and B occurring. Emphasize:
Only classical probability is
used to solve problems.
Emphasize:
P(A ∪ B)= P(A) + P (B) –
P(A ∩ B)
Using Venn diagrams.
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Week Learning Objectives Learning Outcomes Points to note
2. Understand and use the concept 2.1 Determine whether two events are mutually exclusive. Include events that are mutually
of probability of mutually exclusive and exhaustive.
exclusive events. 2.2 Determine the probability of two or more events that are Limit to three mutually exclusive
mutually exclusive. events.
Suggested Teaching and
learning Activities
Use manipulative materials and
graphing calculators to explore the
concept of probability of mutually
exclusive events.

Use computer software to simulate

experiments involving probability
of mutually exclusive events.

3. Understand and use the concept 3.1 Determine whether two events are independent. Include three diagrams.
of probability of independent
events. 3.2 Determine the probability of two independent events.

Suggested Teaching and 3.3 Determine the probability of three independent events.
learning Activities
Use manipulative materials and
graphing calculators to explore the
concept of probability of
independent events.

Use computer software to simulate

experiments involving probability
of independent events.

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 Week Learning Objectives Learning Outcomes Points to note

Learning Area : S4 : PROBABILITY DISTRIBUTIONS

Week Learning Objectives Learning Outcomes Points to note

1. Understand and use the concept
1-2
of binomial distribution.
Suggested Teaching and
1.1 List all possible values of a discrete variable..
1.2 Determine the probability of an event in a binomial
distribution.
1.3 Plot binomial distribution graphs
Include the characteristics of
Bernoulli trials
For learning outcomes 1.2 and
1.4,derivation of formulae not

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 learning Activities
Use real-life situations to introduce
the concept of binomial distribution.
2. Understand and use the concept
of normal distribution.
3-4
Suggested Teaching and
learning Activities
Use real-life situations and computer
software such as statistical packages
to explore the concept of normal
distributions.
Learning Area : AST2 – Motion Along A Straight Line
Week Learning Objectives
1. Understand and use the concept of
displacement.
1.4 Determine mean ,variance and standard deviation of a required.
binomial distribution.
1.5 Solve problems involving binomial distributions.
2.1 Describle continuous random variables using set notations. Discuss characteristics of:
2.2 Find probability of z-values for standard normal distribution. (a) normal distribution graphs
2.3 Convert random variable of normal distributuins,X,to
(b) standard normal distribution
graphs.
standardized variable,Z
2.4 Represent probability of an event using set notation.
Z is called standardized
2.5 Determine probability of an event variable.
2.6 Solve problems involving normal distributions
Integration of normal
distribution to determine
probability is not required.
Learning Outcomes Points to note
Emphasise the use of the
following symbols:
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Week Learning Objectives
Suggested Teaching and learning
1-2 Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore displacement.
2. Understand and use the concept of
velocity.
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of velocity.
3. Understand and use the concept of
acceleration
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of acceleration.
Learning Area : LINEAR PROGRAMMING
Week Learning Objectives
Learning Outcomes Points to note
s= displacement
v= velocity
a= acceleration
t = time
where s, v and a are functions
1.1 Identify direction of displacement of a particle from fixed point. of time
Emphasise the difference
1.2 Determine displacement of a particle from a fixed point. between displacement and
distance.
1.3 Determine the total distance traveled by a particle over a time Discuss positive, negative and
interval using graphical method. zero displacements.
Include the use of number line.
Emphasise velocity as the rate
2.1 Determine velocity function of a particle by differentiation. of change of displacement.
Include graphs of velocity
functions.
Discuss:
2.2 Determine instantaneous velocity of a particle. a) uniform velocity
b) zero instantaneous velocity
c) positive velocity
d) negative velocity
3.1 Determine acceleration function of a particle by differentiation. Emphasise acceleration as the
rate of change of velocity.
3.2 Determine instantaneous acceleration of a particle.
Discuss:
3.3 Determine instantaneous velocity of a particle from acceleration a) uniform acceleration
function by integration. b) zero acceleration
3.4 Determine displacement of particle from acceleration function by c) positive acceleration
integration. d) negative acceleration
3.5 Solve problems involving motion along a straight line.
Learning Outcomes Points to note
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1. Understand and use the concept
of graphs of linear inequalities.
Suggested Teaching and
learning Activities
Use examples from real-life
situations, graphing calculators and
dynamic computer software such as
Geometer’s Sketchpad to explore
linear programming.
2. Understand and use the concept
of linear programming.
1.1 Identify and shade the region on the graph that satisfies a Emphasise the use of solid
linear inequality. lines and dashed lines.
1.2 Find the linear inequality that defines a shaded region.
1.3 Shade region on the graph that satisfies several linear Limit to regions defined by a
inequalities. maximum of 3 linear
inequalities (not including
1.4 Find linear inequalities that define a shaded region. the x-axis and y-axis)
2.1 Solve problems related to linear programming by:
a) writing linear inequalities and equations describing a
situation.
b) shading the region of feasible solutions.
c) determining and drawing the objective function
ax + by = k where a, b and k are constants.
d) determining graphically the optimum value of the Optimum values refer to
objective function. maximum or minimum
value.
Include the use of vertices to
find the optimum value.
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