SMK TUN ABDUL RAZAK

Mathematics Form Five Yearly Plan 2010

(5B, 5E and 5H)
Prepared by Tan Sze Haun

Certified and signed by: Certified and signed by: Certified and signed by:

___________________ ___________________ __________________

Head of Mathematics Panel Head of Science and Mathematics Senior Assistant

Subjects
Learning Area : NUMBER BASES -- 1 week
Week and Learning Objectives
date Pupils will be taught to.....
1. Understand and use
1st week the concept of number
in base two, eight and
4/1 – 8/1 five.
Learning Area : Graphs of Functions II --- 3 weeks
Week and Learning Objectives
date Pupils will be taught to.....
2.1 Understand and use
2nd week the concept of
graphs of functions
11/1 – 15/1
Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
Pupils will be able to… Periods activities/Learning Skills/Values
(i) State zero, one, two, three, …, as a number in 1 � Use models such as a clock face or a � Emphasis the ways to read numbers in
base: counter which uses a particular number variours bases. Give examples
a) two b) eight c) five base. � Numbers in base two are also know as binary
(ii) State the value of a digit of a number in base: � Discuss the digits used place values numbers.
a) two b) eight c) five � in the number system with a particular � Expanded notation. Give examples
(iii) Write a number in base: number base. � Perform repeated division to convert a
a) two b) eight c) five � Skill : Interpretation, observe connection number in base ten to a number in other
in expanded notation between base two, eight and five. bases.
(iv) Convert a number in base: 1 � Values: systematic, careful, patient � Give examples.
a) two b) eight c) five � Use number base blocks of twos, eights � Limit conversion of numbers to base two,
to a number in base ten and vice versa. and fives. eight and five only.
(v) Convert a number in a certain base to a number 2 � Discuss the special case of converting a � The usage of scientific calculator in
in another base. number in base two directly to a number performing the computitations.
(vi) Perform computations involving 1 in base eight and vice versa.
a) addition b) subtration
of two numbers in base two
Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
Pupils will be able to… Periods activities/Learning Skills/Values
(i) Draw the graph of: 2 Explore graphs of functions using graphing Questions for 1..2(b) are given in the form of
a) linear function: y = ax + b, where a and b
are constant;
calculator or the GSP (x + a )(x + b ) = 0 ; a and b are numerical
Compare the characteristic of graphs of values.
b) quadratic function: y = ax2 + bx + c ,
functions with different values of constants.
where a, b and c are constans, a ≠ 0 For drawing graph
c) cubic function: y = ax 3 + bx 2 + cx + d , Values : Logical thinking Limit cubic functions to
where a, b, c and d are constants, a ≠ 0 • y = ax3
Skills : seeing connection, using the GSP • y = ax 3 + b
a
d) reciprocal function: y = , where a is a Play a game or quiz • y = x3 + bx + c
x
constants, a ≠ 0 • y = − x3 + bx + c
(ii) Find from the graph 1
a) the value of y , given a value of x For certain functions and some values of y ,
b) the value(s) of x , given a value of y there could be no corresponding values of x .
(iii) Identify: 1
a) the shape of graph given a type of Limit the cubic to
function y = ax 3 and y = ax 3 + b
b) the type of function given a graph Limit the quadratic functions to
c) the graph given a function and vice y = ax 2 + b and y = (mx + p)(nx + q) , where m,
versa
n, p and q are integers.
(iv) Sketch the graph of a given linear, 1
quadratic, cubic or reciprocal function.
 2.2 Understand and use (i) Find the point(s) of intersection of two graphs 1 Explore using graphing calculator of GST Use the traditional graph plotting exercise if
the concept of the (ii) Obtain the solution of an equation by finding 2 to relate the x -coordinate of a point of the graphing calculator or the GSP is
3rd week solution of an the point(s) of intersection of two graphs intersection of two appropriate graphs to unavailable.
equation by (iii) Solve problems involving solution of an equation 2 the solution of a given equation. Make Involve everyday problems.
18 - 22 graphical method. by graphical method. generalisation about the point(s) of
intersection of the two graphs. Skills : Mental process

2.3 Understand and use (i) Determine whether a given point satisfies 1 Include situations involving x = a , x ≥ a , Emphasise on the use of dashed and solid line
the concept of the y = ax + b or y > ax + b or y < ax + b x > a , x ≤ a or x < a . as well as the concept of region.
4th week region representing
(ii) Determine the position of a given point relative
inequalities in two 1 Values: Making conclusion, connection and
to the equation y = ax + b
25 - 29 variables. comparison, careful
(iii) Identify the region satisfying y > ax + b or
1
y < ax + b
(iv) Shade the regions representing the inequalities
a) y > ax + b or y < ax + b 1
b) y ≥ ax + b or y ≤ ax + b
(v) Determine the region which satisfy two or more 1
simultaneous linear inequalities.

Learning Area: PLANS AND ELEVATIONS – 1 week

Week and Learning Objectives Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
date Pupils will be taught to..... Pupils will be able to… Periods activities/Learning Skills/Values
10.1 Understand and use the i. Identify orthogonal projections. 1 Use models, blocks or plan and
5th week concept of orthogonal ii. Draw orthogonal projections, given an object elevation kit. Emphasise the different uses of dashed lines and
projection. and a plane. solid lines.
2/2 – 6/2 iii. Determine the difference between an object
and its orthogonal projections with respect Begin wth the simple solid object such as cube,
to edges and angles. cuboid, cylinder, cone, prism and right pyramid.

10.2 Understand and use the (i) Draw the plan of a solid object. 1 Carry out activities in groups where Limit to full-scale drawings only.
(ii) Draw 1 students combine two or more Include drawing plan and elevation in one
concept of plan and
- the front elevation different shapes of simple solid diagram showing projection lines.
elevation. - side elevation objects into interesting models and
of a solid object draw plans and elevation for thes Carry out group project:
(iii) Draw 1 models. Draw plan and elevations of buildings or
- the plan structures, for example students’ or teacher’s
- the front elevation Use models to show that it is dream home and construct a scale model based
- the side elevation important to have a plan and at least on the drawings. Involve real life situations such
of a solid object to scale two side elevation to construct a solid as in building prototypes and using actual home
(iv) Solve problems involving plan and elevation. 1 object. plans.

6th week First mont hly test

8/2 – 12/2 Any period does not have test will be used for revision or correct ion
7th week
15/1 − 19/1 Chinese New Yea r Holiday.
Learning Area : TRANSFORMATIONS III (2 weeks)

Learning Objectives
Week and Learning Outcomes Number of Suggested Teaching & Learning
Pupils will be taught Points to Note
date Pupils will be able to… Periods activities/Learning Skills/Values
to.....
3.1 Understanding and (i) determine the image of an object under 1 • using CD-Rom – interactive activities. Limits isometic transformations to translation,
8th week use of the concept combination of two isometric transformations. • veryday life example: around the school.
of combination of reflections and rotations.
• Recall the types of transformations:
22/2 – 26/2 two (ii) determine the image of an object under - translation
transformations. combination of: 1 - rotation Vocabulary:
a. two enlargements - reflection
26/2 – b. an enlargement and and an isometric Combined transformations, equivalent
- enlargement
Prophet transformation. - isometric transformation
Muhammad’ • using Geometer’s Sketchpad.
s Birthday (iii) Draw the image of an object under combination 1 • Give variety of examples to show an
of two transformations. enlargement and isometric transformation.
• Give examples on the blackboard and
(iv) State the coordinates of the image of a point 1 students are asked to draw the image
under combined transformations. under 2 transformations
• Tr. Will state the coordinates of the image
(v) Determine whether combined transformation AB 1 of a point under combined transformations.
is equivalent to combined transformation BA.

9th week (vi) specify two successive transformations in a 1 • Using Maths exercise books (grids) limit to translation, reflation & rotation.
combined transformation given the object and • Do exercises from the textbooks
1/3 – 5/3 the image. • Outdoor activity – students are brought to Vocabulary:
specific site of the school compound and Specify
(vii) Specify a transformation which is equivalent to 1 ask to identify the two successive
the combination of two isometric transformations : pictures should consist
transformations. of an object and an image.
• Classroom activities – use GSP and CD-
(viii) Solve problems involving transformations. 3 ROM (Multimedia Gallery)
• To specify isometric transformation
• Different examples to be given
• Various problem solving questions to be
given

Learning Area : MATRICES (3 weeks)

Week and Learning Objectives Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
date Pupils will be taught to..... Pupils will be able to… Periods activities/Learning Skills/Values
4.1 Understand and (i) Form a matrix from given information. 1 • Understanding the concept of matrices * m represents row
10th week use the concept of (ii) Determine: through daily examples: * n represents column
matrix. a. the number of rows - price of food on a menu
8/3 – 12/3 b. the number of columns - a contingent of altelitic
c. the order of a matrix - seating of students in class
(iii) Identify a specific element in a matrix - mark sheet of students
• Introduce the order (mxn) of a matrix

4.2 Understand and (i) Determine whether two matrices are equal. 1 • Teacher gives examples of two equal
use the concept of (ii) Solve problems involving equal matrices. matrices and discusses equal matrices in
equal matrices. terms of the corresponding elements.
 Week and Learning Objectives
date Pupils will be taught to.....
4.3 Perform addition
and subtraction on
matrices.
Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
Pupils will be able to… Periods activities/Learning Skills/Values
(i) Find the sum or the difference of two matrices. 1 • Relate to real life situations such as keeping • limit to not more than 3 rows and 3
(ii) Perform addition and subtraction on a few 1 score of medal tally or points in sports. columns.
matrices. • Examples given to find the addition and
(iii) Solve matrix equations involving addition and 1 subtraction of two matrices.
subtraction. • Examples given to solve matrix equations
involving additions and subtractions
• To include finding values of unknown
elements

15/3 – 19/3 � first term holiday

4.4 Perform (i) Multiply a matrix by a number. 1 • Teacher shows examples on scalar
11th week Multiplication of a (ii) Express a given matrix as a multiplication of multiplication of matrix:
matrix by a number. another matrix by a number. - give examples of real life situations such as
22/3 – 26/3 (iii) Perform calculation on matrices involving in industrial productions.
addition, subtraction and scalar multiplication. • Examples given on the calculation of
(iv) Solve matrix equations involving addition, matrices involving addition, subtraction,
subtraction and scalar multiplication. and scalar multiplication.
• To include finding values of unknown
elements.

4.5 Perform (i) determine whether two matrices can be 2 • Teacher gives real life situations. • Limit to not more than 3 rows and 3
multiplication of multiplied and state the order of the product Examples:- column.
two matrices. when the two matrices can be multiplied. - to find the cost of meals in the restaurant • Limit to 2 unknown elements
(ii) Find the product of two matrices. - teacher shows how 2 matrices can be
(iii) Solve matrix equations involving multiplication multiplied.
of two matrices. • Examples given for the product of two
matrices.
• Examples involvie multiplication of 2
matrices.

4.6 Understand and (i) determine whether a given matrix is an 2 • Teacher discusses the property of the Unit matrix is denoted by I.
use the concept of identity matrix by multiplying it to another number as an identity for multiplication of a
identify matrix. matrix. number. Limit to 3 rows and 3 columns.
(ii) Write identity matrix of any order. • Teacher introduces identity matrix or unit
(iii) Perform calculation involving identity matrices. matrix.
• Teacher gives examples of identity matrix
of any order.
• Teacher discusses the properties:
- AI = A, IA = A
12th week 4.7 Understand and (i) Determine whether a 2 X 2 matrix is the 2 • teacher introduces the concept of inverse AA− 1 = I
29/3 – 2/4 use the concept of inverse matrix of another 2 X 2 matrix. matrix and its denotion.
inverse matrix. (iii) Find the inverse matrix of a 2 X 2 matrix using: • Examples given on problem solving 1 ⎛ d −b ⎞
2/4 – Good a. the method of solving simultaneous questions involving matrix:
For A = A −1 = ⎜ ⎟
ad − bc ⎝ −c a ⎠
Friday linear equations - using simultaneous linear equations
holiday b. a formula - using a formula a d − bc is known as determinant,
A−1 not exist if determinant is zero.
 Week and Learning Objectives
date Pupils will be taught to.....
4.8 Solve simultaneous
linear equations by
using matrices.
13th week � 5/3 – 9/4 Second monthly test (Any period does not have test will be used for revision or correction)
Learning Area : VARIATIONS (1 weeks)
Week and Learning Objectives
date Pupils will be taught to.....
5.1 Understand and use
14th week
the concept of
direct variation
12/4 – 16/4
5.2 Understand and use
the concept of
inverse variation
5.3 Understand and use
the concept of joint
variation
Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
Pupils will be able to… Periods activities/Learning Skills/Values
(i) Write simultaneous linear equations in matrix 3 • Teacher shows examples how to write limit to 2 unknowns.
form. simultaneous linear equations in matrix
⎛ p⎞ ⎛ a b ⎞⎛ p ⎞ ⎛ h ⎞ form
(ii) Find the matrix ⎜ ⎟ in ⎜ ⎟⎜ ⎟ = ⎜ ⎟ • To solve simultaneous linear equations by
⎝q⎠ ⎝ c d ⎠⎝ q ⎠ ⎝k ⎠
using inverse matrix
using the inverse matrix. • Project involving matrices using electronic
(iii) solve simultaneous linear equations by the spreadsheet to be given to students.
matrix method.
(iv) Solve problems involving matrices.
Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
Pupils will be able to… Periods activities/Learning Skills/Values
(i) State the changes in a quantity with respect to 1 Discuss the characteristics of the graph of y Y varies directly as x , y α x.
the changes in another quantity, in everyday
life situations involving direct variation.
agains x when y α x. y αx n , limit α n to 2, 3 and ½
(ii) Determine from given information whether a Relate mathematical variation to Charles’s
quantity veries directly as another quantity. Y = kx where k is the constant of variation.
Law or the mation of the simple pendulum.
(iii) Express a direct variation in the form of
equation involving two variables. Discuss the characteristics of the graphs of y
(iv) Find the value of a variable in a direct variation against xn.
when sufficient information is given.
(v) Solve problems involving direct variation for Communicative skills
the following cases: y ∝ x; y ∝ x2; y ∝ x3; y ∝ Coorperation and systematic
x1/2 .
i) State the changes in a quantity with respect to 1 Discuss the the form of the graph and relates Y varies inversely as x if and only if xy is a
changes in another quantity, in everyday life it to science, eg. Boyle’s Law. constant.
situations involving inverse variation. Y ∝ 1/x
ii) Determine form given information whether a For cases y ∝ 1/xn , n = 2,3 and ½, discuss
quantity vaqries inversely as another quantity. the characteristics of the graph of y against For the cases y ∝ 1/xn, limit n to 2,3 and ½
iii) Express an inverse variation in the form of 1/x n
equation involving two variables. If y ∝ 1/x, then y = k/x, where k is the
iv) Find the value of a variable in an inverse Graph drawing skill constan t of variation.
variation when sufficient information is given. Use:
v) Solve problems involving inverse variation for Be straight and honest. Y = k/x or
the following cases: y ∝ 1/x, y ∝ 1/x2, y x1y1=x2 y 2
∝ 1/x3, y ∝ 1/x1/2 . to get the solution.
(i) Represent a joint variation by using the symbol 1 Discuss joint variation for the three cases in For the cases y ∝ xn z n,
∝ for the following cases: everyday life situations. Y ∝ 1/ xn z n and y ∝ xn / z n,
a) two direct variations Limit n to 2,3 and ½.
b) two inverse variations Relate to science, eg. O hm’s Law.
c) a direct variations and an inversse variation.
(ii) Express a joint variation in the form of
equation. 1
(iii) Find the value of a variable in a joint variation
 Week and Learning Objectives Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
date Pupils will be taught to..... Pupils will be able to… Periods activities/Learning Skills/Values
when sufficient information is given. 1
(iv) Solve problems involving joint variation.

Learning Area 6: GRADIENT & AREA UNDER A GRAPH --- 2 weeks

Week and Learning Objectives Learning Outcomes Number of Suggested Teaching & Learning
Points to Note
date Pupils will be taught to..... Pupils will be able to… Periods activities/Learning Skills/Values
6.1 Understand and use (i) State the quantity represented by the gradient 1 Use examples in various areas such as Limit to graph of a straight line.
15th week the concept of of a graph. technology and social science The gradient of a graph represents the rate
quantity of change of a quantity on the vertical axis
19/4 – 23/4 represented by the (ii) Draw the distance-time graph, given: 1 Use of daily life examples like speed of a car, with respect to the change of another
gradient of a graph a) a table of distance-time values Formula One Grand Prix, a sprinter quantity on the horizontal axis. The rate of
b) a relationship between distance and time change may have a specific name for
Compare and differentiate between distance- example ‘speed’ for a distance-time graph.
(iii) Find and interpret the gradient of a distance- time graph and speed-time graph
time graph 1 Emphasise that:
Use real life situations such as traveling from change of dis tan ce
(iv) Find the speed for a period of time from a one place to another by train or by bus. Gradient = = speed
time
distance-time graph 1 Include graphs which consist of a
Use examples in social science and economy, combination of a few straight lines. For
(v) Draw a graph to show the relationship between for example, the increase in population in example,
two variables representing certain 1 certain years
measurements and state the meaning of its
gradient

6.2 Understand the (i) State the quantity represented by the area 1 Discuss that in certain cases, the area under a � Include speed-time and acceleration-time
16th week concept of quantity under a graph graph may not represent any meaningful graphs.
represented by the quantity. � Limit to graph of a straight line or a
26/4 – 30/4 area under a graph (ii) Find the area under a graph 1 For example: combination of a few straight lines.
The area under the distance-time graph. � V represents speed, t represents time, h
(iii) Determine the distance by finding the area 1 Discuss the formula for finding the area under and k are constants. For example:
under the following of speed-time graphs: a graph involving:
a. v=k (uniform speed) • A straight line which is parallel to the x-
b. v=kt axis
c. v=kt + h • A straight lien in the form of y=kx+ h
d. a combination of the above A combination of the above.

(iv) Solve problems involving gradient and area 2

under a graph.
Learning Area : PROBABALITY II (2 weeks)
Week and Learning Objectives Learning Outcomes Number of Suggested Teaching & Learning Points to Note
date Pupils will be taught to..... Pupils will be able to… Periods activities/Learning Skills/Values
7.1 Understand and use (i) Determine the sample space of an experiment 1 • Discuss equiprobable sample space • Limit to sample space with equally likely
17th week the concept of with equally likely outcomes. through concrete activities and begin with outcomes.
probability of an simple cases such as tossing a fair coin. • A sample space in which each outcomes is
3/5 – 7/5 event. (ii) Determine the probability of an event with • Use tree diagrams to obtain sample space equally likely is called equiprobable sample
equiprobable sample space. 1 for tossing a fair coin or tossing a fair dice space.
activities. The Graphing calculator may • The probability of an outcome A, with
(iii) Solve problems involving probability of an event. also be used to simulate these activities. equiprobable sample space S,
• Discuss events that produce n(A)
1 • P (A) = 1 and P (A) = 0 is P(A) =
n(S)
• Use tree diagram where appropriate.
• Include everyday problems and making
predictions.
7.2 Understand and (i) State the complement of an event in : 1 • Include events in real life situations such • The complement of an event A is the set
used the concept of (a) words as winning or losing a game and passing of a ll outcomes in the sample space that
probability of the (b) set notations or failing an exam. are not included in the outcomes of event
complement of an (ii) Find the probability of the complement of an 1 A.
event. event.

7.3 Understand use the (i) List the outcomes for events: 1 � Use real life situations to show the Emphasise that :
18th week concept of (a) A or B as elements of set A ∪ B relationship between • knowledge about probability is useful in
probability of (b) A and B as elements of set A ∩ B • A or B and A ∪ B making decisions.
11/5 – 15/5 combined event. • A and B and A ∩ B. • prediction based on probability is not
(ii) Find the probability by listing the outcomes of � An example of a situation is being chosen definite or absolute.
the combined events : 2 to be a member of an exclusive club with
(a) A or B restricted conditions.
(b) A and B � Use tree diagram and coordinate planes to
find all the outcomes of combined events. Discuss :
(iii) Solve problems involving probability of combined � Use two-way classification tables of events � situations where decisions have to be
events. 2 from newspaper articles or statistical data made on probability, for example in
to find probability of combined events. Ask business, such as determining the value
students to create tree diagrams from for aspecific insurance policy and time the
these tables. Example of a two-way slot for TV advertisements
classification table : � the statement “probability is the
Means of going to work underlying language of statistics”
Officers Car Bus Others
Men 56 25 83
Women 50 42 37

19th week � 17/5 – 21/5

20th week � 24/5 – 28/5 Midyear examination
28/5 - Wesak day holiday

21th week 31/5 – 4/6 � Gawai Festival Holiday

Mid year holiday → 7/6 - 18/6

Learning Area: BEARING (1 week)
Week and Learning Objectives
date Pupils will be taught to.....
8.1. Understand and use the
2 2th week concept of bearing.
21/6 – 25/6
Learning Area: EARTH AS SPHERE (2 weeks)
Week and Learning Objectives
date Pupils will be taught to.....
9.1 Understand and use the
23th week concept of longitude
28/6 - 2/7
9.2 Understand and use the
concept of latitude
9.3 Understand the concept of
locations of a place.
Learning Outcomes
P upils w ill be ab le to…
(i) Draw and label the eight main compass
directions:
a) north, south, east, west
b) north – east, north – west, south – east,
south – west
(ii) State the compass angle of any compass
direction.
(iii) Draw a diagram of a point which shows the
direction of B relativ e to another point A
given the bearing of B from A.
(iv) State the bearing point A from point B based
on given information.
(v) Solv e problems involving bearing.
Learning Outcomes
Pupils will be able to…
(i) Sketch a great circle through the north and
south poles.
(ii) State the longitude of a given point.
(iii) Sketch and label a meridian with the
longitude given.
(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.
Number of Suggested Teaching & Learning
Periods activ ities/Learning Skills/Values
1 Carry out the activ ities or games involving
finding directions using a compass such as
treasure hunt or scravenger hubt. It can also
be about locating sev eral points on a map,
finding the position of students in class.
1
Discuss the use of bearing in real life
1 situations. For example, a map reading and
navigation.
1
1
Number of Suggested Teaching & Learning
Periods activities/Learning Skills/Values
1 Discuss that:
• All points on a meridian have the same
longitude
• There are two meridians on a great
circle through both poles.
• Meridians with longitude x°E(or W) and
(180°- x°)W(or E) form a great circle
through both poles.
2 Discuss that a ll the points on a paralell of
latitude have the same latitude.
2 Use a globe or a map to find locations of
cities around the world.
Use a globe or map to name a place given
its location.
Points to Note
Compass angle and bearing are written in three
digit form, from 000 0 to 360 0 . They are measured in
a clockwise direction from north. Due north is
considered as bearing 000 0 . For cases involving
degrees up to one decimal point.
Points to Note
Introduce the meridian through Greenwich in
England as the Greenwich Meridian with
longitude 0°
Model such as globes should be used.
Emphasise that longitude 180°E and longitue
180°W refer to the same meridian.
Express the difference between two longitudes
with an angle in the range of 0° ≤ x ≤ 180°
Emphasise that
o the latitude of the equator is 0°
o latitude ranges from 0° to 90°N (or S)
Involve actual places on the earth.
Express the diffrence between two latitudes with
an angle in the range of 0° ≤ x ≤ 180°.
A place on the surface of the earth is
represented by a point.
The, location of a place A at latitude x°N and
longitude y°E is written ,as A(x°N, y°E).
 9.4 Understand and use the
concept of distance on the
24th week
surface on the earth to
solve problems.
5/7 – 9/7
(i) Find the length of an arc of a great circle 1 Use the globe to find the distance between Limit to nautical mile as the unit for distance.
in nautical mile, given the subtended two cities or town on the same meridian.
angle at the centre of the earth and vice Explain one nautical mile as the length of the arc
versa. Sketch the angle at the centre of the earth of a great circle subtending a one minute angle
(ii) Find the distance between two points that is subtentded by the arc between two at the centre of the earth.
measured along a meridian, given the 1 given points along the equator. Discuss
latitudes of both points. how to find the value of this angle. Limit to two points on the equator or the great a
(iii) Find a latitude of a point given the cirle through the polas.
latitude of another point and the distance Use models such as the globe to find
between the two points along the same relationship between the radius of the earth Use knot as the unit for speed navigation and
meridian. and radii parallel of latitudes. aviation.
(iv) Find the distance between two points 1
measured along the equator, given the Find the distance between two cities or
longitude of both points. town on the same parallel of latitude as a
(v) Find the longitude of a point given the group project.
longitude of another point and the
distance between the two points along Use the globe and a few pieces of string to
the equator. show how to determine the shortest
(vi) State the relation betwen the radius of distance between two points on the surface
the earth and the radius of a parallel of 1 of the earth.
latitude.
(vii) State the relation between the length of
an arc on the equator between two
meridian and the lengthe of the
corresponding arc on a parallel of latitude.
(viii) Find the distance between two points
measured along a parallel of latitude. 1
(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) travelling on the surface of the
earth.

SPM Preparation Programme

Week Date Programme/Activity

25th and 26th 12/7 – 16/7, 19/7 – 23/7 Revision: SPM 2006 – SPM 2009 Paper 1 (yearly, 4 sets)

27th 26/7 - 30/7 Third monthly test

28th, 29th and 30th 2/8 – 6/8, 9/8 - 13/8, 23/8 - 27/8 Revision: SPM 2003 – SPM 2007 Paper 2 (topical, 14 topics)

31th and 32th 23/8 – 27/8, 30/8 − 3/9 SPM first trial examination

6/9 – 10/9 Second term holiday

33th 13/9 - 17/9 Aidilfitri Celebration and Malaysia Day Holiday

34th 20/9 – 24/9 Correction of SPM first trial examination

Revision: SPM 2008 and 2009 Paper 2

35th 27/9 – 1/10

Revision: SPM 2009(U) Paper 1 and Paper 2

36th 4/10 – 8/10

Revision: SPM 20010U) Paper 1 and Paper 2

37th 11/10 – 15/10

38th 18/10 − 22/10 Revision: SPM 2008(U) Paper 1 and Paper 2

Revision: SPM 2007(U) Paper 1 and Paper 2

39th 25/ 10 − 29/10

40th 1/11 – 5/11 Revision : SPM trial examination Paper from other school or state

41th 8/11 – 12/11 Revision : SPM trial examination Paper from other school or state

42th 15/11 – 19/11 Revision : SPM trial examination Paper from other school or state