Yearly Plan Math Form5

8/3/2019 Yearly Plan Math Form5

http://slidepdf.com/reader/full/yearly-plan-math-form5 1/18

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOME TEACHING AND LEARNING

ACTIVITIES

STRATEGIES

1. Number Bases

(3 weeks)

3/1 – 7/1

MINGGU 1

10/1 – 14/1

MINGGU 2

17/1 – 21/1

MINGGU 3

1.1 Understand and use

the concept of number

in base two, eight and

five

(i) State zero, one, two, three, …,

as a number in base:

two

eight

five

(ii) State the value of a digit of a

number in base:

two

eight

five

(iii) Write a number in base:

two

eight

five

in expanded number.

(iv) Convert a number in base:

twoeight

five

to a number in base ten and vice

versa.

(v) Convert a number in a certain base to a number in another

base.

(vi) Perform computations

involving:addition

subtraction

of two numbers in base two.

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 demonstratethe value of a number in the respective

number bases.

For example:

2435 is

2 4 3

Discuss

• digits used

• place values

in the number system with a particular

number bases.

Number base blocks of twos, eights

and fives can also be used here. For

example, to convert 1010 to 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.

Thinking Skills-working out

mentally

-identifying

relationship

Teaching Strategies-Contextual

learning

- Constructivism

- Mastery

learning- Exploratory

Vocabulary-expand notation

Teaching Aids- model (clock

face)

Moral ValuesCooperation, rational


mentally

-identifying

relationship

- problem solving


learning- Constructivism

- Mastery

learning

- Exploratory

1

23 / 1 – MERENTAS DESA



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

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 number in

base two directly to a number in base

eight through grouping of threeconsecutive digits.

Perform addition and subtraction in

the conventional manner.

For example:

1 0 1 0

+ 1 1 0____________

____________

Vocabulary-convert

Teaching Aids

- models- reference book

Moral ValuesCooperation, honesty,

courage.

2



2. Graph of functions II

(3 weeks)

24/1 – 28/1

MINGGU 4

2.1 Understand and usethe concept of graph of

functions.

(i) Draw the graph of a :(a) linear function:

y = ax + b,a,b are constants.

(b) quadratic function :

y = ax2 + bx + c,

a, b, c are constants, a ≠ 0.

(c) cubic function :y = ax3 + bx2 + cx + d,a, b, c, d are constant, a ≠ 0.

(d) reciprocal function :y = a/x,

a constant, a ≠ 0.

(ii) Find from a graph :

(a) value of y given 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 givenof graph.

(c) the graph given a functionand vice versa.

Explore graph of functions usinggraphing calculator or the Geometer’s

Sketchpad.

Compare the characteristics of graph

of functions with different values of

constants.

For example :

Graph B is broader than graph A and

intersects the vertical axis above the

horizontal axis.

Thinking Skillsworking out mentally

identify relationship


learning

- Constructivism-Mastery learning

- Exploratory

Vocabulary- Linear function

- Quadratic function

- Cubic function- Reciprocal function\

Teaching AidsGraph box

Scientific Calculator

CDROM

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

3

A B



2. Graph of functions II

(3 weeks)

24/1 – 28/1

MINGGU 4

2.1 Understand and usethe concept of graph of

functions.

(i) Draw the graph of a :(a) linear function:

y = ax + b,a,b are constants.

(b) quadratic function :

y = ax2 + bx + c,

a, b, c are constants, a ≠ 0.

(c) cubic function :y = ax3 + bx2 + cx + d,a, b, c, d are constant, a ≠ 0.

(d) reciprocal function :y = a/x,

a constant, a ≠ 0.

(ii) Find from a graph :

(a) value of y given 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 givenof graph.

(c) the graph given a functionand vice versa.

Explore graph of functions usinggraphing calculator or the Geometer’s

Sketchpad.

Compare the characteristics of graph

of functions with different values of

constants.

For example :

Graph B is broader than graph A and

intersects the vertical axis above the

horizontal axis.

Thinking Skillsworking out mentally

identify relationship


learning

- Constructivism

-Mastery learning

- Exploratory

Vocabulary- Linear function

- Quadratic function

- Cubic function- Reciprocal function\

Teaching AidsGraph box

Scientific Calculator

CDROM

31/1 – 4/2MINGGU 5

7/2 – 11/2

MINGGU 6

2.2 Understand and use the

concept of the solution of an

equation by graphical

method


the concept of the

region representing

inequalities in twovariables

(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

equation by finding the

(iii) Point(s) of intersection of

two graphs.(iv) Solve problems involving

(v) solution of an equation by

graphical method.(i) Determine whether a given points

satisfies:

y = ax + b or y > ax + b or

y < ax + b.

As reinforcement, let students play a

game; for example matching cards of

graphs with their respective functions.

When the students have their

matching partners, ask them to groupthemselves 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 Geometer’s Sketchpad to relate thex-coordinate of a point of intersection

of two appropriate graphs to the

solution of a given equation. Make

generalization about the point(s) of

intersection of the two graphs.


CCTS:

Thinking skills-Evaluating

-Constructing

-Problem solving

Teaching Strategies:-Constructivism-graphing

-cooperative learning- Mastery

learning

- Exploratory

- Problem solving

Vocabulary:

4

A B



LEARNING

AREA/WEEKSLEARNING OBJECTIVS LEARNING OUTCOMES

TEACHING AND LEARNING

ACTIVITIESSTRATEGIES

3.

Transformation III

(4 weeks)

17/2 – 18/2MINGGU 7

21/2 – 22/2

MINGGU 8

1/3 – 4/3

MINGGU 9

7/3 – 11/3

MINGGU 10


concept of combination of two

transformations.


concept of combination of two

transformations.

I. Determine the image of an object under

combination of two isometric

transformations.II. Determine the image of an object under

combination of:a) two enlargements

b) an enlargement and an

isometric transformation.

III. Draw the image of an object under combination of two transformations.

IV. State the coordinates of the image of a point under combined transformation

V. Determine whether combined

transformation AB is equivalent to

combined transformation BA.

VI. Specify two successive

transformations in a combinedtransformation given the object andthe image.

VII. Specify a transformation which is

equivalent to the combination of two

isometric transformations.

VIII. Solve problems involving

transformation

Relate to transformations in real life

situation such as tessellation

patterns on walls, ceiling or floors.

Explore combined transformationusing the graphing calculator, the

Geometer’s Sketchpad, or the

overhead projector and

transparencies.

Investigate the characteristics of anobject and its image under

combined transformation.

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 studentsdescribing or specifying the

transformations involved.

Use the Sketchpad to prove the

single transformation which is

equivalent to the combination of two isometric transformations.

Thinking Skill Working out mentally

Identify relationshipTranslating

Problem solvingDrawing diagram

Teaching StrategiesContextual learningMastery learning

Conceptual LearningConstructivism

Cooperative Learning

Enquiry

Vocabulary-Combined transformation-equivalent

-reflection-translation

-enlargement

-rotation

Teaching aids- Geometer’s

Sketchpad

- graphing calculator

-graph paper

-a pair of compass

-ruler

Moral ValuesCooperation, Courage,Rational Mental &

Physical Cleanliness

5

14/2 – 15/2

CUTI TAHUN BARU CINA16/2

CUTI PERISTIWA

23/2 – 25/2

PENILAIAN KURIKULUM 1

28/2

CUTI MAULIDUR RASUL



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOME

Student will be able to…

TEACHING AND

LEARNING ACTIVITIES

STRATEGIES

4. Matrices

(3 weeks)

21/3 – 25/3

MINGGU 11

28/3 – 1/4

MINGGU 12


concept of matrix.

4.2 Understand and use theconcept of equal

matrices.

4.3 Related to real life

situations such as in

industrial productions.

4.4 Perform multiplication

of a matrix by anumber.

4.5 Perform

multiplication of two

matrices

(i) Form a matrix from given information.

(ii) Determine :

i. The number of rows

ii . the number of columns

ii i. The order of a matrix(iii) Identify a specify element in a matrix.

(i). Determine whether two matrices are equal.

(ii). Solve problem involving equal matrices.

( i) Determine whether addition or subtraction can be performed on two

given matrices.(ii) Find the sum or the difference of two

matrices.

(iii) Perform addition and subtraction on a

few matrices.

(iv) Solve matrix equations involvingaddition and subtraction.

( i) Multiply a matrix by a number.

( ii) Express a given matrix as a

multiplication of another matrix by a

number.

(iii) Perform calculation on matrices

involving addition, subtraction and

scalar multiplication.(iv) Sole matrix equations involving

addition, subtraction and scalar

multiplication.

(i) Determine whether two matrices

can be multiplied and state theorder of the product when two

matrices can be multiplied(ii) Find the product of two matrices

(iii) Solve matrix equations involving

multiplication of two matrices

Represent data in real life

situations, for example, the

price of food on a menu, in

table form and then in matrix

form.Use student seating positions

in the classroom by rows and

columns to identify a student

who is sitting in a particular

row and in particular column

as a concrete example.Discuss equal matrices in term

of :

• The order

• The corresponding

elements.

Related to real life situationssuch s keeping score of medal

tally or point in sports.Related to real life situations

such as in industrial

productions.

Related to real life situations

such as finding the cost of a

meal in the restaurantFor matrices A and B, discuss

the relationship between AB

and BA

Begin with discussing the

property of the number 1 as anidentity for multiplication of

numbers.

Discuss:

an identity matrix is asquare

there is only one identity

matrix for each order


mentally

-identifying

relationship


learning

- Constructivism

- Masterylearning

- Exploratory

Vocabulary-standard form

-single number

-scientificnotation

Teaching Aids-flash card

-scientific Calculator



mentally

-identifyingrelationship


-single number

-product

-identity matrix

-unit matrix

6



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOME


TEACHING AND

LEARNING ACTIVITIES

STRATEGIES

4/4 – 8/4

MINGGU 13


concept of identity

matrix.


concept of inverse matrix

4.8 solve simultaneous

linear equations by using

matrices

(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 involvingidentity matrices

(i) Determine whether a 2 x 2 matrix

is the inverse matrix of another 2 x

2 matrix.

(ii) Find the inverse matrix of a 2 x 2

matrix using:(a) the method of solving simultaneous

linear equations

(b) a formula

(i) Write simultaneous linear

equations in matrix form

(ii) Find the matrix

q

pin

=

k

h

q

p

d c

bausing the

inverse matrix

(iii) Solve simultaneous linear

equations by the matrix method

(iv) Solve problems involving matrices

Discuss the properties:

AI=A IA=A

Relate to the property of

multiplicative inverse of

numbers.

Example:2 x 2-1=2-1x 2= 1

Use the method of solving

simultaneous linear equations

to show that not all square

matrices have inverse

matrices.Using matrices and their

respective inverse matrices inthe previous method to relate

to the formula. Express each

inverse matrix as a

multiplication of a matrix by a

number. Compare the scalar multiplication to the originalmatrix and discuss how the

determinant is obtained.Discuss the condition for the

existence of inverse matrix.

Related to equal matrices by

writing down the simultaneous

equations as equal matricesfirst.

Discuss why:

The use of inverse matrix is

necessary. Relate to solvinglinear equations of type ax = b

It is important to place the

inverse matrix at the right

place on both sides of theequation.

Relate the use of matrices to

other areas such as in business


-single number -inverse matrix


-single number

-scientificnotation

- matrix method


-scientific Calculator


7

(12/ 3 – 20 / 3 )

CUTI PERTENGAHAN PENGGAL



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES

LEARNING OUTCOME


TEACHING AND

LEARNING ACTIVITIES

STRATEGIES

or economy, science etc.

Carry out projects(electronic

spreadsheet)

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

5. Variations

(3 weeks)

11/4

MINGGU 14

18/4 – 22/4

MINGGU 15

6. Understan

d and use

the concept

of direct

variations


the concept of inversevariation.

(i) State the changes in a quantity with

respect to the changes in another

quantity, in everyday life situations

involving direct variation.

7. Determine from giveninformation whether a

quantity varies directlyas another quantity.

(iii) Express a direct variations in the

form of equation involving two variables

(iv) Find the value of a variable in adirect variations when sufficient

informations is given.

8. Solve problems

involving direct

variations for the

followinf cases :

2 3

1

2

; ; y x y x y x

y x

∝ ∝ ∝

∝

9. State the changes in a

quantity with respectto changes in another

quantity, in everyday

life situations

Discuss the characteristics of the

graph of y against x when y ∝ x.

Relate mathematical variation to other

area such as science and technology.

For example, the Charles Law or motion of the simple pendulum.

For the casesn y x∝ , n = 2,3,

1

2,

discuss the characteristics of the graph

of y against n x .

Discuss the form of the graph of y

against1

xwhen

1 y

x∝ .

Relate to other areas like science and

technology. For example, Boyle’ Law.


mentally

-identifying

Relationship

- making inference


learning

- Constructivism

- Mastery


Vocabulary- Direct variations

- quantity

- constant of variations

- variable


-scientific

calculator

Moral ValuesRationality, courage


mentally

-identifying

8

(12/4 – 15 /4 )

PENILAIAN KURIKULUM 2



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

25/4 – 29/4

MINGGU 16


the concept of jointvariation.

involving inverse

variation.

10. Determine from given

information whether a

quantity variesinversely as another

quantity

(iii) Express as inverse variation in form

of equation involving two variables.

(iv) Find the value of a variable in aninverse variation when sufficient

information in given

11. Solve problems

involving inverse

variations for thefollowing cases :

2

13

2

1 1; ;

1 1;

y y x x

y y x

x

∝ ∝

∝ ∝

(i) Represent a joint variation by using

the symbol ∝ for the following cases :a) two direct variations

b) two inverse variations

c) a direct variations and an inverse

variation.

12. Express a jointvariation in the form of

equation.

For the cases1 1

, 2, 32

n y n and

x∝ = ,

discuss characteristics of graph y

against1

.n

x

Discuss joint variation for the three

cases in everyday life situations.

Relate to other areas like science andtechnology.

For example:

V I

R∝ means the current I varies

directly as the voltage V and varies

inversely as the resistance R.

Relationship

- problem solving

Vocabulary- inverse variation

Teaching Aids-scientific

calculator

Moral ValuesDiligence, moderation


mentally

-identifying

Relationship

- problem solving- decision making


learning

- Constructivism

- Mastery


Vocabulary- joint variation

Teaching Aids-scientific

calculator

Moral ValuesPatience, diligence

9



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

13. Find the value of a

variable in joint

variations when

sufficient information

is given.

14. Solve problems

involving joint

variation

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

6. Gradient and

area under a

graph.

( 2 week )

4/5 – 6/5

MINGGU 17


the concept of quantity

represented by the

gradient of a graph.

(i) State the quantity represented

by the gradient of graph.

(ii) Draw the distance-time

graph, given:

a. a table of distance-timevalues.

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.

(v) Draw a graph to show the

relationship between two

variable representing certainmeasurement and state the

meaning of its gradient.

Use examples in various areas such

as technology and social science.

Compare and differentiate between

distance-time graph and speed-time

graph.

Use real life situations such as

travelling from one place to another by train or by bus.

Use examples in social science and

economy.

CCTS

i)Thinking skills :

- interpreting

- generalization

-drawing diagram.

ii) Teaching strategies:

- discussion

Vocabulary:

- gradient

- distance-time-speed-time

-acceleration-deceleration

-constant speed-distance

-average speed

-uniform speed

Moral value:

- Cooperation- rationality

10

2/5

CUTI HARI BURUH

3/5

HARI ANUGERAH CEMERLANG



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

9/5 – 11/5

MINGGU 18

6.2 Understand the

concept of quantity

represent any

meaningful quantity.

(i) State the quantity represented

by the area under a graph.

(ii) Find the area under a graph.

(iii) Determine the distance by

finding the area under the

following types of speed-timegraphs:

a) v = k (uniform speed)

b) v = kt

c) v = kt + h

d) a combination of the above.

(iv) Solve problems involving

gradient and area under a

graph.

Discuss that in certain cases, the area

under a graph may not represent any

meaningful quantity.

For example :

The area under the distance-time

graph.Discuss the formula for finding the

area under a graph involving:

• a straight line which is

parallel to the x-axis.

• a straight line in the form of

y = kx + h.

• a combination of the above.

Teaching aids:

- CD courseware

LEARNINGAREA/WEEKS

LEARNINGOBJECTIVES

LEARNING OUTCOME TEACHING AND LEARNINGACTIVITIES

STRATEGIES

7. Probability

( 2 weeks )

13/6 – 17/6

MINGGU 21

20/6 – 24/6

MINGGU 22


the concept of

probability of an event

7.2 Understand and usethe concept of

probability of

combined event

(i) Determine the sample

space of an experiment

with equally likely

outcomes.

(i i) Determine the probabil ityof an event with

equiprobable samplespace.

(iii) Solve problems involving

probability of an event

(i) State the complement of anevent in :

a) words

b) set notation

(i i) Find the probabil ity of the

Discuss equiprobable sample space

through concrete activities, begin

with simple cases ( tossing fair coin)

Use tree diagrams to obtain sample

space for tossing a fair coin or tossing

a fair die activity.Produce P(A) = 1 and P(A) = 0.

Include events in real life situationssuch as winning or losing a game and

passing or failing an exam.

Use real life situations to show the

relationship between A or B and A B

A and B and A ∩ B.

An example of situation being chosen

to be a member of an exclusive club

with restricted conditions.

Use tree diagrams& coordinate planes


mentally

-identifying

relationship

Teaching Strategies- Constructivism

- Exploratory

Vocabulary-equally likely

-equiprobably samplespace

-tree diagram

- complement of an

event

Teaching Aids-coins-dice

11

13/5 – 27/5 (MINGGU 19 &20)

PEPERIKSAAN PERTENGAHAN

TAHUN

28/5 – 12/6

CUTI PERTENGAHAN TAHUN



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES


the concept of

probability of

combined event

complement of an event

(i) List the outcomes for

events:

a) A or B as element of

set A B b) A and B as elements

of set

A ∩ B.

(i i) Find the probabil ity by

listing the outcomes of the

combined event:

a) A or B b) A and B

(iii) Solve problems involving

probability of combined event.

to find outcomes of combined events.

Use two-way classification tables of

events from newspaper articles or

statistical data to find probability of

combined events. Ask students to

create tree diagram from these tables.Example(two-wayclassification table)

Means of going to work

Officers car bus Others

Men 56 25 83

Women 50 42 37

Discuss:

Situation where decisions to be made

based on probability, example in

business, as determining the value for a specific insurance policy and time

the slot for TV advertisements.The statement “ probability is the

underlying language of statistics”.



mentally-making inference

Teaching StrategiesConstructivism- Contextual Learning

Vocabulary- combined event

Teaching Aids- CD-ROM- worksheets

LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

8.Bearing

(2 weeks)

28/6 – 1/7

MINGGU 23

4/7 – 8/7

MINGGU 24


the concept of bearing

(i) Draw and label the eight main

compass direction: North,south,east,west

North-east, north-west

d. south –east, south-west.

e.

(ii) State the compass angle of any

compass direction.

(iii) Draw a diagram of a point

which shows the direction of Brelative 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.

Carry out activities or games

involving finding direction using acompass, such as treasure hunt or

scavenger hunt. It can also be about

locating several points on a map.

Discuss the use of bearing in real life

situation. For example, in map reading

and navigation.

Thinking Skills-describing-interpreting

-drawing diagram

-problem solving


learning

- Constructivism- Mastery learning

Vocabulary-north-east-south-east

-north-west-south-west

12

27/6

HARI JAYA WARIS



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

(v) Solve problems involving bearing.

-compass angle

-bearing

Teaching Aids-compass. Map, scientificcalculator, geometry set,

worksheets.


LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

9. Earth as a sphere(4 weeks)

11/7 – 15/7MINGGU 25

9.1 Understand and usethe concept of

longitude.

i) Sketch a great circle through the northand south poles.

ii) State the longitude of a given point.

iii) Sketch and label the a meridian withthe longitude given.

Models such as globes should be used.

Introduce the meridian throughGreenwich in England as the

Greenwich Meridian with longitude

0˚.


Mentally-classifying

-categorizing

Teaching Strategies

- Constructivism- Exploratory

Teaching Aids-globe or map

13



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

18/7 – 22/7MINGGU 26

1

2

3

4

9.2 Understand and usethe concept of latitude.

9.3 Understand theconcept of location of a

place

iv) Find the difference between two

longitudes.

i) Sketch a circle parallel to the equator.

ii) State the latitude of a given point.

iii) Sketch and label a parallel of

latitude.

iv) Find the difference between two

latitudes

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

Discus that:

• All points on a meridian have

the same longitude

• There are two meridians on a

great circle through both

poles• Meridians with longitudes

x˚E (0r W) and 180˚ - x˚)W(or E) form a great circle

through both poles.

Emphasize that

• The latitude of the equator is

0˚

• Latitude ranges from 0˚ to

90˚ ( or S )

Involve actual places on the earth.

Express the difference between two

latitudes with an angle in the range of

0˚ < x < 180˚.

Use a globe or a map to find locationsof cities around the world

Use a globe or a map to name a place

given its location.


Thinking Skills-compare and contrast

-constructing

Teaching Strategies- Constructivism- Exploratory




Mentally

-describing

-giving opinion


- Exploratory



14



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

25/7 – 29/7

MINGGU 27

1/8 – 5/8MINGGU 28


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 pointsmeasured along a meridian, given the

latitudes of both points.

iii) Find latitude of point given latitudeof another point and distance between

two points along same meridian.

iv) Find the distance between two points

measured along the equator, given thelongitudes of both points

v) Find the longitude of a point given the

longitude of another point and the

distance between the two points along

the equator.

vi) State relation between radius of earthand the radius of a parallel of latitude.

vii) State the relation between the length

of an arc on the equator between two

meridians and length of correspondingarc on a parallel of latitude.

viii) Find distance between two points

measured along a parallel of latitude

ix) Find the longitude of a point giventhe longitude of another point and the

distance between the two 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) traveling on surface of earth

Use a globe to find the distance

between two cities or towns on the

same meridians.

Sketch the angle at the centre of the

earth that is subtended by the arc

between two given points along theequator. Discuss how to find the value

of this angle.

Use models such as the globe to find

relationships between the radius of theearth and radii parallel of latitudes

Find the distance between two cities

or towns on the same parallel of latitude as a group project.

Use the globe and a few pieces of

string to show how to determine theshortest distance between two points

on the surface of the earth.


Mentally

-giving opinion


- Exploratory

Vocabulary Nautical mile




Mentally

-constructing

-problem solving


- Exploratory



15



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

10. Plans and

elevations

(2 weeks)

8/8 – 12/8MINGGU 29

15/8 – 19/8MINGGU 30

10.1 Understand and

use the concept of

orthogonal projection

10.2 Understand and

use the concept of plan

and elevation

(i) Identify orthogonal

projection.

(ii) Draw orthogonal

projection, given an objectand a plan.

(iii) Determine the difference

between an object and its

orthogonal projection with

respect to edges and angles.

(i) Draw the plan of a solidobject.

(ii) Draw

a) the front elevation

b) side elevation of asolid object.

(iii) Draw

a) the plan

b) the front elevation

c) the side elevation

of a solid object to scale.

(iv) Solve problems involving plan and elevation.

Use models, blocks or plan and

elevation kit.

Carry out activities in groups where

students combine two or moredifferent shapes of simple solid

objects into interesting models and

draw plans and elevations for these

models.

Use models to show that it isimportant to have a plan and at least

two side elevations to construct a solidobject.

Carry out group project:

Draw plan and elevations of buildingsor structures, for example students’ or teacher’s dream home and construct a

scale model based on the drawings.

Involve real life situations such as in

building prototypes and using actual

home plans.

Thinking Skills- identifying

relationship

- describing

- problem solvingdrawing diagrams

Teaching Strategies- Contextual

learning

- Constructivism- Mastery

learning

VocabularyOrthogonal

ProjectionPlan

Front elevationSide elevation

Teaching Aids- models

- blocks

- plan and elevationkit

Moral ValuesCooperation, rational,

justice, freedom, courage

GERAK GEMPUR SPM GERAK GEMPUR SPM

16

1/9 – 30/9PEPERIKSAAN PERCUBAAN SPM

31 / 8 – HARI KEMERDEKAAN

3/10 – 16/11

GERAK GEMPUR SPM



LEARNING

AREA/WEEKS

LEARNING

OBJECTIVES


ACTIVITIES

STRATEGIES

Yearly Plan Mathematics Form 5

SEKOLAH MENENGAH KEBANGSAAN KUALA KETIL

09300, KUALA KETIL, KEDAH DARULAMAN

YEARLY LESSON PLANKURIKULUM BERSEPADU SEKOLAH MENENGAH (KBSM)

MATHEMATICSFORM FIVE

2010Disediakan Oleh:

SYAREL BIN IBRAHIM

Panitia Matematik

17



18

Documents

Yearly Plan Math Form5