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7/30/2019 Form5_2008 Yearly Plan Math
1/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
1. Number Bases
(3 weeks)
3/1 18/1
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
eightfive
(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 certainbase to a number in another
base.
(vi) Perform computations
involving:additionsubtraction
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 thiscase, 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 Values
Cooperation, rational
Thinking Skills
-working outmentally
-identifying
relationship
- problem solving
Teaching Strategies-Contextual
learning- Constructivism
- Mastery
learning
- Exploratory
7/30/2019 Form5_2008 Yearly Plan Math
2/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
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 Values
Cooperation, honesty,
courage.
7/30/2019 Form5_2008 Yearly Plan Math
3/17
2. Graph offunctions II
(3 weeks)
21/1 6/2
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 Geometers
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
Teaching Strategies
-Contextuallearning
- Constructivism-Mastery learning
- Exploratory
Vocabulary
- Linear function
- Quadratic function
- Cubic function- Reciprocal function\
Teaching Aids
Graph box
Scientific Calculator
CDROM
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
A B
7/2 8/2
CUTI TAHUN BARU CINA
7/30/2019 Form5_2008 Yearly Plan Math
4/17
2. Graph offunctions II
(3 weeks)
21/1 6/2
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 Geometers
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
Teaching Strategies
-Contextuallearning
- Constructivism
-Mastery learning
- Exploratory
Vocabulary
- Linear function
- Quadratic function
- Cubic function- Reciprocal function\
Teaching Aids
Graph box
Scientific Calculator
CDROM
2.2 Understand and use the
concept of the solution
of an equation by
graphical method
1 2.3 Understand and usethe 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 Geometers 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.
Moral Values
Cooperation, rational
CCTS:
Thinking skills-Evaluating
-Constructing
-Problem solving
Teaching Strategies:-Constructivism-graphing
-cooperative learning- Mastery
learning
- Exploratory
- Problem solving
Vocabulary:
A B
7/2 8/2
CUTI TAHUN BARU CINA
7/30/2019 Form5_2008 Yearly Plan Math
5/17
LEARNING
AREA/WEEKSLEARNING OBJECTIVS LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIESSTRATEGIES
3.
Transformation III(3 weeks)
10/2 29/2
3.1 Understand and use theconcept of combination of two
transformations.
3.2 Understand and use the
concept of combination of two
transformations.
I. Determine the image of an object undercombination 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 undercombination of two transformations.
IV. State the coordinates of the image of apoint under combined transformation
V. Determine whether combinedtransformation 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 lifesituation such as tessellation
patterns on walls, ceiling or floors.
Explore combined transformationusing the graphing calculator, the
Geometers 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 students
describing or specifying the
transformations involved.
Use the Sketchpad to prove the
single transformation which is
equivalent to the combination oftwo isometric transformations.
Thinking SkillWorking out mentally
Identify relationshipTranslating
Problem solvingDrawing diagram
Teaching Strategies
Contextual learningMastery learning
Conceptual LearningConstructivism
Cooperative Learning
Enquiry
Vocabulary
-Combined transformation-equivalent
-reflection
-translation
-enlargement
-rotation
Teaching aids
- GeometersSketchpad
- graphing calculator
-graph paper
-a pair of compass
-ruler
Moral Values
Cooperation, Courage,Rational Mental &
Physical Cleanliness
23 / 2 HARI KEJOHANAN
OLAHRAGA, SUKAN 2007
27 / 2 28 / 2 FORMATIVE TEST(1)
7/30/2019 Form5_2008 Yearly Plan Math
6/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME
Student will be able to
TEACHING AND
LEARNING ACTIVITIES
STRATEGIES
4. Matrices
(3 weeks)
3/3 28/3
4.1 Understand and use the
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 Performmultiplication 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 involving
addition 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 matricescan 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 positionsin 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 ABand BA
Begin with discussing the
property of the number 1 as an
identity for multiplication ofnumbers.
Discuss:
an identity matrix is asquare
there is only one identity
matrix for each order
Discuss the properties:
Thinking Skills
-working out
mentally
-identifying
relationship
Teaching Strategies
-Contextual
learning
- Constructivism
- Masterylearning
- Exploratory
Vocabulary
-standard form
-single number
-scientific
notation
Teaching Aids-flash card
-scientific Calculator
Moral Values
Cooperation, rational
Thinking Skills
-working out
mentally
-identifying
relationshipVocabulary
-standard form
-single number
-product
-identity matrix
-unit matrix20 / 3 PROPHETS MUHAMMADS
BIRTHDAY
(8/ 3 16 / 3 ) HOLIDAY
7/30/2019 Form5_2008 Yearly Plan Math
7/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME
Student will be able to
TEACHING AND
LEARNING ACTIVITIES
STRATEGIES
4.6 Understand and use theconcept of identity
matrix.
4.7 Understand and use the
concept of inverse matrix
4.8 solve simultaneous
linear equations by usingmatrices
(i) Determine whether a given matrixis an identity matrix by multiplying
it to another matrix.
(ii) Write identity matrix of any order(iii) Perform calculation involving
identity matrices
(i) Determine whether a 2 x 2 matrixis 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 simultaneouslinear equations
(b) a formula
(i) Write simultaneous linear
equations in matrix form
(ii) Find the matrix
q
pin
=
k
h
q
p
dc
ba
using the
inverse matrix
(iii) Solve simultaneous linear
equations by the matrix method
(iv) Solve problems involving matrices
AI=A IA=A
Relate to the property of
multiplicative inverse of
numbers.Example:
2 x 2-1
=2-1
x 2= 1Use the method of solving
simultaneous linear equations
to show that not all square
matrices have inverse
matrices.
Using matrices and theirrespective inverse matrices in
the previous method to relateto 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 thedeterminant is obtained.
Discuss the condition for the
existence of inverse matrix.
Related to equal matrices by
writing down the simultaneousequations as equal matrices
first.Discuss why:
The use of inverse matrix is
necessary. Relate to solving
linear equations of type ax = b It is important to place the
inverse matrix at the right
place on both sides of the
equation.Relate the use of matrices to
other areas such as in business
or economy, science etc.
Vocabulary
-standard form
-single number
-inverse matrix
Vocabulary-standard form
-single number
-scientific
notation
- matrix method
Teaching Aids-flash card
-scientific Calculator
Moral Values
Cooperation, rational
7/30/2019 Form5_2008 Yearly Plan Math
8/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME
Student will be able to
TEACHING AND
LEARNING ACTIVITIES
STRATEGIES
Carry out projects(electronic
spreadsheet)
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
5. Variations(2 weeks)
31/3 11/4
5.1 Understand and usethe concept of direct
variations
5.2 Understand and use
the concept of inversevariation.
(i) State the changes in a quantity withrespect to the changes in another
quantity, in everyday life situations
involving direct variation.
(ii) Determine from given informationwhether a quantity varies directly as
another quantity.
(iii) Express a direct variations in the
form of equation involving two variables
(iv) Find the value of a variable in a
direct variations when sufficientinformations is given.
(v) Solve problems involving direct
variations for the followinf cases :
2 3
1
2
; ;y x y x y x
y x
(i) State the changes in a quantity with
respect to changes in another quantity, ineveryday life situations involvinginverse variation.
(ii) Determine from given information
whether a quantity varies inversely as
another quantity
Discuss the characteristics of thegraph of y against x when y x.
Relate mathematical variation to other
area such as science and technology.
For example, the Charles Law ormotion of the simple pendulum.
For the casesny x , n = 2,3,
1
2,
discuss the characteristics of the graph
of y against nx .
Discuss the form of the graph of y
against1
xwhen
1y
x .
Relate to other areas like science and
technology. For example, Boyle Law.
Thinking Skills-working out
mentally
-identifying
Relationship
- making inference
Teaching Strategies-Contextual
learning
- Constructivism
- Mastery
learning
- Exploratory
Vocabulary- Direct variations
- quantity
- constant of variations
- variable
Teaching Aids-flash card
-scientific
calculator
Moral ValuesRationality, courage
Thinking Skills-working out
mentally
-identifying
Relationship
7/30/2019 Form5_2008 Yearly Plan Math
9/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
5.3 Understand and use
the concept of joint
variation.
(iii) Express as inverse variation in form
of equation involving two variables.
(iv) Find the value of a variable in an
inverse variation when sufficient
information in given
(v) Solve problems involving inverse
variations for the following cases :
2
13
2
1 1; ;
1 1;
y yx x
y yx
x
(i) Represent a joint variation by using
the symbol for the following cases :a) two direct variationsb) two inverse variations
c) a direct variations and an inverse
variation.
(ii) Express a joint variation in the form
of equation.
(iii) Find the value of a variable in jointvariations when sufficient information is
given.
(iv) Solve problems involving joint
variation
For the cases1 1
, 2, 32
ny 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:
VI
R means the current I varies
directly as the voltage V and varies
inversely as the resistance R.
- problem solving
Vocabulary
- inverse variation
Teaching Aids-scientific
calculator
Moral Values
Diligence, moderation
Thinking Skills-working out
mentally
-identifying
Relationship
- problem solving
- decision making
Teaching Strategies-Contextual
learning
- Constructivism
- Mastery
learning
- Exploratory
Vocabulary
- joint variation
Teaching Aids-scientificcalculator
Moral Values
Patience, diligence
7/30/2019 Form5_2008 Yearly Plan Math
10/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
6. Gradient andarea under a
graph.
( 2 week )
14/4 25/4
6.1 Understand and usethe concept of quantity
represented by the
gradient of a graph.
6.2 Understand the
concept of quantity
represent anymeaningful quantity.
(i) State the quantity representedby the gradient of graph.
(ii) Draw the distance-time
graph, given:
a. a table of distance-timevalues.
b. a relationship between distanceand time.
(iii) Find and interpret the
gradient of a distance-time
graph.
(iv) Find the speed for a period oftime from a distance-time
graph.
(v) Draw a graph to show the
relationship between two
variable representing certain
measurement and state the
meaning of its gradient.
(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-time
graphs:
a) v = k (uniform speed)b) v = kt
Use examples in various areas suchas 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 anotherby train or by bus.
Use examples in social science and
economy.
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 thearea under a graph involving:
a straight line which isparallel to the x-axis.
a straight line in the form of
CCTSi)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
Teaching aids:
- CD courseware
7/30/2019 Form5_2008 Yearly Plan Math
11/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
c) v = kt + h
d) a combination of the above.
(iv) Solve problems involving
gradient and area under a
graph.
y = kx + h.
a combination of the above.
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
7. Probability
( 3 weeks )
28/4 15/5
7.1 Understand and use
the concept of
probability of an event
7.2 Understand and use
the concept of
probability of
combined event
7.3 Understand and use
the concept ofprobability of
combined event
(i) Determine the sample
space of an experiment
with equally likely
outcomes.
(i i) Determine the probabil ity
of an event withequiprobable sample
space.
(iii) Solve problems involving
probability of an event
(i) State the complement of an
event in :a) words
b) set notation
(i i) Find the probabil ity of the
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
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 situations
such 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 clubwith restricted conditions.
Use tree diagrams& coordinate planesto find outcomes of combined events.
Use two-way classification tables of
events from newspaper articles or
statistical data to find probability ofcombined 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
Thinking Skills-working out
mentally
-identifying
relationship
Teaching Strategies- Constructivism
- Exploratory
Vocabulary-equally likely
-equiprobably samplespace
-tree diagram
- complement of an
event
Teaching Aids-coins
-dice
Moral Values
Cooperation, rational
Thinking Skills
-working outmentally
-making inference
Teaching Strategies
Constructivism
- Contextual Learning
1 / 5 LABOUR DAY
MID TERM EXAMINATION
( 13 /5 23/5 )
(24 / 5 8/ 6 ) HOLIDAY
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LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
listing the outcomes of the
combined event:
a) A or B
b) A and B
(iii) Solve problems involvingprobability of combined event.
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.
Vocabulary
- combined event
Teaching Aids- CD-ROM
- worksheets
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
8.Bearing
(2 weeks)
9/6 20/6
8.1 Understand and use
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 pointwhich 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.
(v) Solve problems involving bearing.
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 readingand navigation.
Thinking Skills
-describing-interpreting
-drawing diagram
-problem solving
Teaching Strategies
-Contextuallearning
- Constructivism
- Mastery learning
Vocabulary
-north-east-south-east
-north-west-south-west
-compass angle
-bearing
Teaching Aids
-compass. Map, scientificcalculator, geometry set,
worksheets.
Moral Values
Cooperation, rational
7/30/2019 Form5_2008 Yearly Plan Math
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9. Earth as a sphere(3 weeks)
20/6 11/7
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.
Thinking Skills-working out
Mentally-classifying
-categorizing
Teaching Strategies
- Constructivism
- Exploratory
Teaching Aids
-globe or map
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
7/30/2019 Form5_2008 Yearly Plan Math
14/17
9. Earth as a sphere(3 weeks)
20/6 11/7
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.
Thinking Skills-working out
Mentally-classifying
-categorizing
Teaching Strategies
- Constructivism
- Exploratory
Teaching Aids
-globe or map
2
3
4
5
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
Discus that:
All points on a meridian havethe same longitude
There are two meridians on agreat circle through both
poles
Meridians with longitudesxE (0r W) and 180 - x)W(or E) form a great circle
through both poles.
Emphasize that
The latitude of the equator is0
Latitude ranges from 0 to90 ( or S )
Involve actual places on the earth.
Express the difference between twolatitudes with an angle in the range of
0 < x < 180.
Use a globe or a map to find locations
of cities around the world
Use a globe or a map to name a place
given its location.
Moral Values
Cooperation, rational
Thinking Skills-compare and contrast
-constructing
Teaching Strategies
- Constructivism
- Exploratory
Teaching Aids-globe or map
Moral Values
Cooperation, rational
Thinking Skills
-working out
Mentally
-describing
-giving opinion
Teaching Strategies
- Constructivism
7/30/2019 Form5_2008 Yearly Plan Math
15/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
9.4 Understand and use
the concept of distance
on the surface of the
earth to solve problems
i) Find the length of an arc of a great
circle in nautical mile, given the
subtended angle at the centre of the earth
and vice versaii) Find the distance between two points
measured along a meridian, given the
latitudes of both points.
iii) Find latitude of point given latitude
of another point and distance between
two points along same meridian.
iv) Find the distance between two pointsmeasured along the equator, given the
longitudes of both points
v) Find the longitude of a point given the
longitude of another point and the
distance between the two points alongthe equator.
vi) State relation between radius of earth
and the radius of a parallel of latitude.
vii) State the relation between the length
of an arc on the equator between twomeridians and length of corresponding
arc on a parallel of latitude.
viii) Find distance between two points
measured along a parallel of latitude
ix) Find the longitude of a point given
the 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 arcbetween two given points along the
equator. Discuss how to find the value
of this angle.
Use models such as the globe to findrelationships between the radius of the
earth and radii parallel of latitudes
Find the distance between two citiesor towns on the same parallel of
latitude as a group project.
Use the globe and a few pieces ofstring to show how to determine the
shortest distance between two points
on the surface of the earth.
Thinking Skills
-working out
Mentally
-giving opinion
Teaching Strategies
- Constructivism
- Exploratory
VocabularyNautical mile
Teaching Aids
-globe or map
Moral Values
Cooperation, rational
Thinking Skills
-working out
Mentally
-constructing
-problem solving
Teaching Strategies
- Constructivism
- Exploratory
Teaching Aids-globe or map
Moral Values
Cooperation, rational( 15/7 16/7) FORMATIVE TEST 2
7/30/2019 Form5_2008 Yearly Plan Math
16/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
10. Plans and
elevations
(2 weeks)
17/7 1/8
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 object
and a plan.
(iii) Determine the difference
between an object and itsorthogonal projection with
respect to edges and angles.
(i) Draw the plan of a solid
object.
(ii) Draw
a) the front elevationb) side elevation of a
solid object.
(iii) Draw
a) the plan
b) the front elevation
c) the side elevation
of a solid object to scale.
Use models, blocks or plan and
elevation kit.
Carry out activities in groups where
students combine two or more
different shapes of simple solidobjects 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 solid
object.
Carry out group project:Draw plan and elevations of buildings
or structures, for example students orteachers 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 solving
- drawing diagrams
Teaching Strategies
- Contextuallearning
- Constructivism- Mastery
learning
Vocabulary
Orthogonal
ProjectionPlan
Front elevation
Side elevation
Teaching Aids
- models- blocks
- plan and elevationkit
7/30/2019 Form5_2008 Yearly Plan Math
17/17
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOME TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
(iv) Solve problems involving
plan and elevation.
Moral Values
Cooperation, rational,
justice, freedom, courage
REVISION REVISION
SPM TRIAL EXAMINATION
10/9 11/9 FORATIVE TEST 2
31 / 8 NATIONAL DAY
(16 / 8 24 / 8) HOLIDAY