CHAPTER 1 : PROGRESSION

WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
1 1. Understand and use the concept of Level 1 Use example from real-life Systematic Coloured blocks,
03/01/2017 arithmetic progression. 1.1 Identify characteristics of situations, scientific or Careful, hardworking, whiteboard, text book,
- arithmetic progressions. graphing calculator software confidence chards, scientific calculator,
06/01/2017 1.2 Determine whether given to explore arithmetic work sheet, list of formulae.
sequence is an arithmetic progressions. Begin with sequences to
progression. introduce arithmetical and Interpreting, Identifying
geometrical progressions. relations, Making Inference,
Level 2 Translating,
1.3 Determine by using formula: Include examples in Using of ICT, Problem
a) specific terms in algebraic form. solving, Mathematical
arithmetic progressions; communication
b) the number of terms in Include the use of the Construction
arithmetic progressions formula Tn= Sn - Sn-1
1.4 Find :
a) the sum of the first n Include problems
terms of arithmetic involving real-life Problem-solving
progressions. situations
b) the sum of a specific
number of consecutive Graph board, geometric
terms of arithmetic Discuss : sketchpad, calculator,
progressions As n →  , rn →0 then S teaching courseware.
c) the value of n, given the a
sum of the first n terms of  Identifying relationship,
arithmetic progressions 1 r working out mentally,
S read as “sum to comparing and contrasting,

finding all possible
infinity”. solutions,
Include recurring arranging in.
decimals. Limit to 2 Characterizing,
recurring digits such as 0. identify patterns
. . .
evaluating.
3 , 0.1 5 ,… Problem-solving
Exclude :
a) combination of
arithmetic
progressions and
geometric
progressions.

b) Cumulative sequences
such as, (1), (2,3),
(4,5,6), (7,8,9,10),…..

1
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
2 2. Understand and use the concept Level 1 Use example from real-life Systematic Coloured blocks,
09/01/2017 of geometric progression 2.1 Identify characteristics of situations, scientific or Careful, hardworking, whiteboard, text book,
- geometric progressions graphing calculator software confidence chards, scientific calculator,
13/01/2017 2.2 Determine whether a to explore arithmetic work sheet, list of formulae.
given sequence is a progressions. Begin with sequences to
geometric progression. introduce arithmetical and Interpreting, Identifying
geometrical progressions. relations, Making Inference,
Level 2 Translating,
2.3 Determine by using Include examples in Using of ICT, Problem
formula algebraic form. solving, Mathematical
a) specific terms in geometric communication
progressions Include the use of the Construction
b) the number of terms in formula Tn= Sn - Sn-1
geometric progressions
Include problems
2.4 Find : involving real-life Problem-solving
a) the sum of the first n terms situations
of
geometric progressions Graph board, geometric
b) the sum of a specific Discuss : sketchpad, calculator,
number of consecutive As n →  , rn →0 then S teaching courseware.
terms of geometric a
progressions.  Identifying relationship,
1 r working out mentally,
Level 3 S read as “sum to comparing and contrasting,

2.5 Find : Use examples from real-life finding all possible
a) the sum to infinity of situations, scientific or infinity”. solutions,
geometric progressions graphing calculators ; and Include recurring arranging in.
b) the first term or common computer software to decimals. Limit to 2 Characterizing,
ratio, given the sum to explore geometric recurring digits such as 0. identify patterns
. . .
infinity of geometric progressions evaluating.
progressions. 3 , 0.1 5 ,… Problem-solving
Exclude :
2.6 Solve problems involving c) combination of
geometric progressions. arithmetic
progressions and
geometric
progressions.

d) Cumulative sequences
such as, (1), (2,3),
(4,5,6), (7,8,9,10),…..

e)

2
CHAPTER 3 : LINEAR LAW
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES
DATE Students will be taught to… Students will be able to…
3 1. Understand and use the concept of Level 1
16/01/2017 lines of best fit. 1.5 Draw lines of best fit by
- inspection of given data.
20/01/2017
Level 2
1.6 Write equations for lines of
best fit.
1.7 Determine values of variables
from:
a) lines of best fit
b) equations of lines of best
fit.
2. Apply linear law to non-linear
relations.
Level 3
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.
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
Use examples from real-life
situations to introduce the
concept of linear law.
Use graphing calculators or
computer software such as
Geometer’s Sketchpad to
explore lines of best fit.
VALUES AND POINTS TEACHING Aids /
TO NOTE CCTS/ VOCABULARY
Patience Whiteboard, text book,
Accuracy graph board, scientific
Neatness calculator, graph papers,
long ruler,
Limit data to linear Geometer Sketchpad,
relations between two Teaching Courseware.
variables.
Identify patterns,
Comparing and contrasting,
Conceptualizing Translating,
Construction, Interpreting,
Predicting.

2.3 Obtain information from:

a) lines of best fit
b) equations of lines of best
fit.

CHAPTER 3: INTEGRATION
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
4 1. Understand and use the Level 1 Use computer software Patience ,
23/01/2017 such as Geometer’s co-operation, rational,
-
concept of indefinite integral. 1.1 Determine integrals by
25/01/2017 reversing differentiation. Sketchpad to explore the systematic and
concept of integration diligence.

3
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
1.2 Determine integrals of ax n ,
where a is a constant and n is Use computer software such Patience , Text Book
an integer, n≠1. as Geometer’s Sketchpad to co-operation, rational, White board
1.3 Determine integrals of explore the concept of systematic and diligence. Roll-up board
algebraic expressions. integration. Scientific calculator
1.4 Find constants of integration, Conceptual map
c, in indefinite integrals. Cooperation. List of integration formula.
Emphasize constant of Graphic calculator.
integration. Simulation and use of ICT.

 ydx read as
Level 2
1.5 Determine equations of curves Problem solving
from functions of gradients. ‘integration of y with Communication in
Determine by substitution the respect to x” mathematics.
integrals of expressions of the form Contextual Learning
(ax + b) n, where a and b are Constructivism Learning.
constants, n is an integer n≠1. Cooperative Learning.
Limit integration of Mastery Learning.

 u dx
n Self-Access Learning.
Logical Reasoning.
w here
u = ax + b.

CHINESE NEW YEAR HOLIDAY ( 26/01/2017 – 31/01/2017)

5 2. Understand and use the concept Level 2

01/02/2016 of definite integral. 2.1 Find definite integrals of
- algebraic expressions.
03/02/2016
Level 3
2.2 Find areas under curves as
the limit of a sum of areas.
2.3 Determine areas under curves
using formula.
Include
Use scientific or graphic b b CCTS:
calculators to explore the
concept of definite integrals.  kf ( x)dx k  f ( x)dx
a a
Identifying relationships.
Working out mentally.
Evaluating.
b
Visualizing
Use computer software and
graphic calculators to explore
 f ( x)dx 
a
Analyzing
Drawing diagrams
areas under curves and the a Arranging in order.
significance of positive and
negative values of areas.
  f ( x)dx Making conclusions.

Derivation of formulae not

required.

Limit to one curve.

4
 WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
6 2.4 Find volume of revolutions
06/02/2017 when
- region bounded by a curve is Use dynamic computer Limit volumes of
10/02/2017 rotated completely about the software to explore volumes revolution about the x-axis
(a) x-axis, of revolutions. or
(b) y-axis. y-axis.
2.5 As the limit of a sum of
volumes.
Determine volumes of
revolutions
using formula.

CHAPTER 4 : VECTORS
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
7 1. Understand and use the concept of Level 1 Use example from real-life Patience , whiteboard, text book,
13/02/2017 vector 1.1 Differentiate between vector situations and dynamic co-operation, rational, chards, scientific calculator,
- and scalar quantities. computer software such as systematic and diligence. work sheet, list of formulae,
17/02/2017 1.2 Draw and label directed line Geometer’s Sketchpad to Cartesian plane,
segments to represent explore vectors. Use notations: Using CD courseware
vectors.
1.3 Determine the magnitude and Vectors : a , AB , a, AB.
~
direction of vectors
Magnitude :
represented
by directed line. a , AB ,
1.4 Determine whether two ~
vectors are equal.
Level 2 a , AB .
1.5 Multiply vectors by scalars.
1.6 Determine whether two vectors
Zero vector: 0
~
are parallel.

5
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
8 . 2. Understand and use the Level 1 Use real-life situations and Emphasise that a zero Interpreting, Identifying
20/02/2017 concepts of addition and 2.1 Determine the resultant vector manipulative materials to vector has magnitude of vectors, Making Inference,
- subtraction of vectors. of two parallel vectors. explore addition and zero. Using of ICT,
24/02/2017 subtraction of vectors. Emphasize negative Problem solving,
Level 2 Mathematical
2.2 Determine the resultant vector
of two non-parallel vectors vector:
 AB  BA communication
Interpreting, Identifying
using : relations, Making Inference,
(a) triangle law Include negative scalar. Translating,
(b) parallelogram law. Comparing and
Include : contrasting
2.3 Determine the resultant vector (a) collinear
of three or more vectors using points
the polygon law. (b) non-parallel
non-zero
Level 3 vectors.
2.4 Subtract two vectors which
are : Emphasize :
(a) parallel If a and b are not
(b) non-parallel ~ ~

parallel and h a = k b ,
2.5 Represent vectors as a ~ ~
combination of other vectors. then h = k = 0.
Solve problems involving addition
and subtraction vectors. Emphasize :
a -b =
a +(- b )
9 - 10 3. Understand and use vectors in Level 1 Use example from real-life
27/02/2017 the Cartesian plane. 3.1 Express vectors in the form: situations, computer
- a) x i y j software to explore vectors
10/03/2017 ~ ~ in the Cartesian plane.

 x
b)  
 y
3.2 Determine magnitudes of
vectors.

6
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES

3.3 Determine magnitudes of Use example from real-life Relate unit vectors i Whiteboard, colour chalks,
vectors. situations, computer ~ text book, chards, scientific
software to explore vectors calculator, work sheet,
in the Cartesian plane.
and j to Cartesian
grid board.
~
Level 2
coordinates.
3.4 Determine unit vectors in
Emphasise:
given directions.
3.5 Add two or more vectors. 1 Using of ICT, Problem
3.6 Subtract two vectors. vector i =   and solving, Mathematical
3.7 Multiply vectors by scalars.
~
0 communication
0
vector j =  
Level 3 ~ 1
3.8 Perform combined operations
in vectors. For learning outcomes 3.2
Solve problems involving vectors to 3.7, all vectors are
given in the form

x i y j
~ ~

 x
or   .
 y
Limit combined operations
to addition, subtraction
and multiplication of
vectors by scalars.

MARCH MONTHLY TEST

11
(13/03/2017 – 17/03/2017)

1ST MID-TERM HOLIDAY

(18/03/2017 – 26/03/2017)

7
CHAPTER 5 : TRIGONOMETRIC FUNCTIONS
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
12 1. Understand the concept of positive Level 1 Use dynamic computer Confidence list of formulae,
27/03/2017 and negative angles measured in 1.1 Represent in a Cartesian software such as Patience computer software,
- degrees and radians. plane, angles greater than Geometer’s Sketchpad to Careful graphic calculators
31/03/2017 360 or 2л radians for: explore angles in Cartesian
a) positive angles plane.
B) negative angles
13 - 14 . 2. Understand and use the six 2.1 Define sine, cosine and Use dynamic computer Use unit circle to list of formulae,
03/04/2017 trigonometric functions of tangent of any angle in a software to explore determine the sine of computer software,
- any angle Cartesian plane. trigonometric functions in trigonometric ratios. graphic calculators
14/04/2017 degrees and radians Emphasise:
- 2.2 Define cotangent, secant and sin  = cos (90 -  )
cos  = sin (90 -  )
Cosecant of any angle in a Use scientific or graphic
Cartesian plane calculators to explore
trigonometric functions of tan  = cot(90 -  )
2.3 Find values of the six any angle. cosec  = sec (90 -  )
Trigonometric functions of any sec  =cosec(90-  )
angle.
cot  = tan(90 -  )
2.4 Solve trigonometric equations
Emphasise the use of
triangles to find
trigonometric ratios for
0 0
special angles 30 , 45
0
and 60 .
15 3. Understand and use graphs of Level 2 Use examples from real-life Use angles in Coloured blocks,
17/04/2017 sinus , cosines and tangent 3.1 Draw and sketch graphs of situations to introduce (a) degrees whiteboard, text book,
- functions. trigonometric functions : graphs of trigonometric (b) radians, scientific calculator, work
21/04/2017 (a) y = c + a sin bx functions. in terms sheet, list of formulae.
(b) y = c + a cos bx of ‫ ח‬.
(c) y = c + a tan bx
where a, b and c are constants Use graphing calculators
and b > 0. and dynamic computer Emphasise the
Level 2 software such as characteristics of sine,
3.2 Determine the number of Geometer’s Sketchpad to cosine and tangent
solutions to a trigonometric explore graphs of graphs. Include
equation using sketched trigonometric functions. trigonometric functions
graphs. involving modulus.

3.3 Solve trigonometric equations

using drawn graphs.

8
 WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
16 - 17 4. Understand and use basic Level 3 Use scientific or graphing Exclude combinations of Interpreting, Identifying
24/04/2017 identities 4.1 Prove basic identities : calculators and dynamics trigonometric functions. relations, Making Inference,
- c) sin 2 A  cos 2 A  1 computer software such as Translating,
05/05/2017 Geometer’s Sketchpad to Basic identities are also Using of ICT, Problem
d) 1  tan 2 A  sec2 A explore basic identities. known as Pythagorean solving, Mathematical
e) 1  cot 2 A  cos ec 2 A identities communication
4.2 Prove trigonometric identities
using basic identities. Include learning outcomes
2.1 and 2.2.
4.3 Solve trigonometric equation
using basic identities Derivation of addition
formulae not required.
Discuss half-angle
formulae.

5. Understand and use addition Level 3 Use dynamic computer Exclude :

formulae and double-angle 5.1 Prove trigonometric identities software such as Acos x + b sin x  c ,
formulae. using addition formulae for Geometer’s Sketchpad to
sin  A  B, cos A  B explore
addition formulae and
and tan  A  B  . double-angle formulae.
5.2 Derive double-angle formulae
for sin 2 A , cos 2 A and
tan 2 A .
5.3 Prove trigonometric identities
using addition formulae and/or
double-angle formulae.
5.4 Solve trigonometric equations.

CHAPTER 6 : PERMUTATIONS AND COMBINATION

WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
18 1. Understand and use the concept of Level 1 Use manipulative materials Predicting Critical Teaching Courseware,
08/05/2017 permutation. 1.1 Determine the total number of to explore multiplication rule. thinking LCD,
- ways to perform successive Making inferences Screen,
12/05/2017 events using multiplication Patience Computer.
rule. whiteboard,

9
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES
DATE Students will be taught to… Students will be able to…
1.2 Determine the number of
permutations of n different
objects.
1.3 Determine the number of
permutation of n different
objects taken r at a time
Level 2
1.4 Determine the number of
permutations of n different
objects for given conditions.
1.5 Determine the number of
permutations of n different
objects f taken r at a time
for given conditions
19 - 20 MID-TERM EXAMINATION
(15/05/2017 – 26/05/2017)
2ND MID-TERM HOLIDAY
(27/05/2017 -11/06/2017)
21 2. Understand and use the concept of Level 1
12/06/2017 combination 2.1 Determine the number of
- combinations of r objects
16/06/2017 chosen from n different
objects.
Level 2
Determine the number of
combinations of r objects chosen
from n different objects for given
conditions.
10
SUGGESTED
TEACHING AND
LEARNING ACTIVITIES
Use real-life situations and
computer software to
explore permutations
Explore Combinations Using
Real-Life Situations And
Computer Software.
VALUES AND POINTS
TO NOTE
For this topic:
a) Introduce the concept
by using numerical
examples.
b) Calculators should only
be used after students
have understood the
concept.
Limit to 3 events
Exclude cases involving
identical objects
Explain the concept of
permutations by listing all
possible arrangements.
Include notations
a) n! = n(n-1)(n-
2)…(3)(2)(1)
b) 0! =1
n! read as “n factorial”
Exclude cases involving
arrangement of objects in
a circle.
Explain the concept of
combinations by listing all
possible selections.
Use examples to illustrate
n
n Pr
Cr =
r!
TEACHING Aids /
CCTS/ VOCABULARY
text book, scientific
calculator, work sheet, list
of formulae
Interpreting, Identifying
relations, Making Inference,
Using of ICT, Problem
solving, Mathematical
communication
LCD,
Screen,
Computer.
whiteboard, text book,
scientific calculator, work
sheet, list of formulae
Interpreting, Identifying
relations, Making Inference,
Using of ICT, Problem
solving, Mathematical
communication
CHAPTER 7 : PROBABILITY
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED VALUES AND POINTS TEACHING Aids /
DATE Students will be taught to… Students will be able to… TEACHING AND TO NOTE CCTS/ VOCABULARY
LEARNING ACTIVITIES
22 1. Understand and use the Level 1 Use example from real-life confidence Teaching Aids:
19/06/2017 concept of probability 1.1 Describe the sample space of situations, scientific or Dice, coins,
- an experiment. graphing calculator software Use set notations cards,
23/06/2017 1.2 Determine the number of to explore arithmetic Discuss: scientific calculator,
outcomes of an event progressions. a. Classical Computers,
1.3 Determine the probability of an probability Graphing calculators
event. (theoretical probability) software.
cal progressions. Manipulative materials.
Level 2 b. Subjective probability
1.4 Determine by using formula: c. relative frequency
a) specific terms in arithmetic probability (experimental CCTS :
progressions; probability) Identifying relationship,
b) the number of terms in Emphasize: Problem solving,
arithmetic progressions. Only classical probability Identify Patterns,
is used to solve problems Conceptualizing,
Making hypothesis.

23
27/06/2017
HARI RAYA PUASA HOLIDAY (24/06/2017 – 02/07/2017)
-
30/06/2017
24 2. Understand and use the concept of Level 2 Use manipulative materials Emphasize: Problem Solving.
03/07/2017 probability of mutually exclusive 2.1 Determine whether two events and graphing calculators to P( A  B)  Identifying relationship.
- events. are explore the concept of Grouping and classifying.
07/07/2017 mutually exclusive. probability of mutually P ( A)  P( B ) Predicting.
exclusive events.
2.2 Determine the probability of  P( A  B)
two or more events that are Use computer software to Using Venn Diagrams.
mutually exclusive. simulate experiments Include events that are
Level 3 involving probability of mutually exclusive and
3.2 Determine whether two events mutually exclusive events. exhaustive.
are independent. Use manipulative materials Limit to three mutually
and graphing calculators to exclusive events.
explore the concept of Include tree diagrams.
3.2 Determine the probability of independent
two independent events. events.

3.3 Determine the probability of

three independent events.

11
CHAPTER 7 : PROBABILITY DISTRIBUTIONS
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING AND VALUES AND TEACHING Aids /
DATE Students will be taught to… Students will be able to… LEARNING ACTIVITIES POINTS TO NOTE CCTS/ VOCABULARY

25 1. Understand and use the Teacher needs to explain the Honesty, fairness, Courseware,
10/07/2017 concept of binomial Level 1 definition of discrete random variable. careful, independent Workbook,
- distribution. 1.1 List all possible values of a Textbooks,
14/07/2017 discrete random variable. Discuss the characteristics of Includes the GSP,
Bernoulli trials. characteristics of Calculator,
Level 2 Bernoulli trials. Log book,
1.2 Determine the probability of
an event in a binomial
P( X  r ) nCr p r q n  r , p  q  1, For learning outcomes
1.2 and 1.4, derivations
Z-score table

distribution. 0  p  1, of formulae not required. Identifying relationship,

Estimating,
1.3 Plot binomial distributions r  0,1,......, n Evaluating,
graphs. Students are not required to derive Analyzing
the formulae.

1.4 Determine mean, variance,
and standard deviations of
a binomial distributions
Level 3
1.5 Solve problems involving
binomial distribution.
The cases should not include large
values of n.
Mean = np
Variance = npq
Standard deviation = npq
n = number of trials
p = probability of success
q = probability of failure.

26 2. Understand and use the Level 1 Use real-life situations and computer Discuss characteristics Normal distribution table,
17/07/2017 concept of normal 2.1 Describe continuous software such as statistical packages of: scientific calculator, text
- distributions random variables using set to explore the concept of normal a) normal distribution book
21/07/2017 notations. distributions. graphs.
2.2 Find probability of z-values
for standard normal b) Standard normal
distribution. distribution graphs
Level 2
2.3 Convert random variable
of normal distributions, X,
to standardized variable,
Z.

12
 WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING AND VALUES AND TEACHING Aids /
DATE Students will be taught to… Students will be able to… LEARNING ACTIVITIES POINTS TO NOTE CCTS/ VOCABULARY

Level 3 Z is called standardized Critical thinking,

2.4 Represent probability of an variable. Interpreting, translating,
event using set notation. identifying relationship,
2.5 Determine probability of an Rational and careful problem solving, drawing
event. diagram .
Solve problems involving normal Integration of normal
distributions. distribution function to
determine probability is
not required

CHAPTER 9 : MOTION ALONG A STRAIGHT LINE

WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING AND VALUES AND TEACHING Aids /
DATE Students will be taught to… Students will be able to… LEARNING ACTIVITIES POINTS TO NOTE CCTS/ VOCABULARY

27 1. Understand and use the

24/07/2017 concept of displacement. Level 1 Use real-life examples, scientific or cooperation Scientific calculator,
- 1.1 Identify direction of graphing calculator and computer independent worksheet, list of
28/07/2017 displacement of a particle software such as Geometer’s confidence formulae, using ICT,
from a fixed point. Sketchpad to explore displacement. Hardworking problem solving.

1.2 Determine displacement of a Emphasize the use of Working backwards,

particle from a fixed point. the following symbols: drawing diagram,
s=displacement analyzing, problem
v=velocity solving.
Level 2 a=acceleration
1.3Determine the total distance t=time Whiteboard, text book,
traveled by a particle over a where s, v and a are scientific
time interval using graphical function of time.
method. calculator, work sheet, list
Emphasize the of formulae.
difference between Using of ICT,
displacement and
distance.
Problem solving,
Discuss positive, Mathematical
negative and zero communication
displacements. Interpreting, Identifying
Include the use of relations, Making
number line. Inference,

13
WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING AND VALUES AND TEACHING Aids /
DATE Students will be taught to… Students will be able to… LEARNING ACTIVITIES POINTS TO NOTE CCTS/ VOCABULARY

28 2. Understand and use the Whiteboard, text book,

31/07/2017 concept of velocity. Level 2 Use real-life examples, graphing Emphasize velocity as scientific
- 2.1 Determine velocity function calculators and computer software the rate of change of
05/08/2017 of a such as Geometer’s Sketchpad to displacement calculator, work sheet, list
particle by differentiation. explore the concept of velocity. ds of formulae.
v= Using of ICT,
2.2 Determine instantaneous dt
3. Understand and use the velocity Discuss about the idea of acceleration Include graphs of
concept of acceleration. of a particle. as the changing of the rate of velocity. velocity functions Problem solving,
Discuss: Mathematical
Level 3 a) uniform communication
2.3 Determine displacement of a = dv/dt , d2s /dt2 velocity Interpreting, Identifying
a b) zero instantaneous relations, Making
particle from velocity Discuss about the idea of uniform c) positive Inference,
function by acceleration velocity
integration d) negative
velocity
dv
Level 2
3.1 Determine acceleration
s =  dt
function of a particle by
differentiation.

Level 3
3.2 Determine instantaneous Meaning of the signs of acceleration: Emphasis acceleration
acceleration of a particle. as the rate of
3.3 Determine instantaneous a0 The velocity of the change of velocity.
velocity of a particle from particle is increasing Discuss :
acceleration function by with respect to time a) uniform
integration. a<0 The velocity of acceleration
3.4 Determine displacement of particle is b) zero
a particle from acceleration decreasing with acceleration
function by integration. respect to time c) positive
3.5 Solve problems involving a=0 The particle is at acceleration
motion along a straight line. uniform velocity or d) negative
maximum velocity acceleration

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WEEKS/ LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING AND VALUES AND TEACHING Aids /
DATE Students will be taught to… Students will be able to… LEARNING ACTIVITIES POINTS TO NOTE CCTS/ VOCABULARY

29
07/08/2017
SPM STRATEGIC REVISION
-
11/08/2017

30 - 31
14/08/2017
- SPM TRIAL EXAMINATION
25/08/2017

2ND MID-TERM HOLIDAY(26/08/2017 -31/08/2017)

32 - 37
04/09/2017
- SPM STRATEGIC REVISION
13/10/2017

38
16/10/2017
- DEEPAVALI HOLIDAY (14/10/2017 – 22/10/2017)
20/10/2017

39 - 40
23/10/2017
SPM STRATEGIC REVISION
-
03/11/2017

41
SPM EXAMINATION 07/11/2017 – 05/12/2017

15