Learning Area : A6 : Progressions
Week Learning Objectives
1. Understand and use the concept
of arithmetic progression.
1 Suggested Teaching and
Learning Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore arithmetic progressions
2. Understand and use the concept
2&3 of geometric progression.
Learning Outcomes Points to note
1.1 Identify characteristics of arithmetic progressions. Begin with sequences to
1.2 Determine whether a given sequence is an arithmetic introduces arithmetic and
geometric progressions.
progression.
1.3 Determine by using formula: Include examples in algebraic
a) specific terms in arithmetic progressions; form
b) the number of terms in arithmetic progressions.
1.4 Find:
a) the sum of the first n terms of arithmetic progressions.
b) the sum of a specific number of consecutive terms of Include the use of formula
arithmetic progressions. T n = S n − S n− 1
c) the value of n, given the sum of the first n terms of
arithmetic progressions.
1.5 Solve problems involving arithmetic progressions. Include problems involving real-
life situations.
2.1 Identify characteristics of geometric progressions. Include examples in
2.2 Determine whether a given sequence is a geometric algebraic form.
progression.
2.3 Determine by using formula:
a) specific terms in geometric progression,
b) the number of terms in geometric progressions.
2.4 Find:
a) the sum of the first n terms of geometric progressions;
b) the sum of a specific number of consecutive terms of
geometric progressions.
c) the value of n, given the sum of the first n terms of
geometric progressions.
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 Week Learning Objectives Learning Outcomes Points to note
3&4 Discuss :
2.5 Find: As n → ∞ , r n → 0 then
a) the sum to infinity of geometric progressions a
s∞ = .
b) the first term or common ratio, given the sum to infinity of 1−r
geometric progressions. S ∞ read as “ sum to
infinity”. Include recurring
decimals. Limit to2 recurring
digits such as 0.333…,
0.151515 …

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

Learning Area : A7 : Linear Law

Week Learning Objectives Learning Outcomes Points to note
1. Understand and use the concept 1.1 Draw lines of best fit by inspection of given data. Limit data to linear relation
4 between two variables.
of lines of best fit. 1.2 Write equation for lines of best fit..
1.3 Determine values of variables from:
Suggested Teaching and a) lines of best fit;
learning Activities b) equations of lines of best fit.
Use examples from real-life situations
to introduce the concept of linear law.

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 Week Learning Objectives Learning Outcomes Points to note
5-6 2. Apply linear law to non-linear 2.1 Reduce non-linear relations to linear form.
relations. 2.2 Determine values of constants of non-linear relations given:
a) lines of best fit
b) data
2.3 Obtain information from:
a) lines of best fit
b) equations of lines of best fit.

Learning Area : C2 : Integration

Week Learning Objectives Learning Outcomes Points to note
1. Understand and use the concept Determine integrals by reversing differentiation. Emphasise constant of
8-9
of indefinite integral. 1.2 Determine integrals of ax n , where a is a constant integration.
and n is an integer, n ≠−1 . ∫y dx read as “integration of
Suggested Teaching and Determine integrals of algebraic expressions. y with respect to x ”
learning Activities Find constant of integration, c , in indefinite integrals.
Use computer software such as Determine equations of curves from functions of gradients.
Geometer’s Sketchpad to explore the
1.6 Determine by substitution the integrals of the form
∫u
n
concept of integration. Limit integration of dx ,
( ax + b ) , where a and b are constants, n is an integer
n
where u = ax + b
and n ≠−1 .
2. Understand and use the concept 2.1 Find definite integrals of algebraic expressions. Include
10-11 b b
of definite integral.
∫ k f ( x ) dx = k ∫ f ( x ) dx
a a
Suggested Teaching and b a
learning Activities
Use scientific or graphing calculators
∫ f ( x ) dx = −∫ f ( x )dx
a b
to explore the concept of definite
integrals. Derivation of formulae not
2.2 Find areas under curves as the limit of a sum of areas.
required.
Use computer software and graphing
calculators to explore areas under Limit to one curve
curves and the significance of positive 2.3 Determine areas under curve using formula.
and negative values of areas.

Use dynamics computer software to 2.4 Find volume of revolutions when region bounded by a curve is Derivation of formulae not
12-13 explore volumes of revolutions. required.
rotated completely about the
a) x-axis

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 Week Learning Objectives Learning Outcomes Points to note
b) y-axis
as the limit of a sum of volumes
Limit volumes of revolution
2.5 Determine volumes of revolutions using formula. about the x-axis or y-axis

Learning Area : G2 : Vectors

Week Learning Objectives Learning Outcomes Points to note

1. Understand and use the concept
14-17
of vector
Suggested Teaching and
learning Activities
Use examples from real-life situations
and dynamic computer software such
as Geometer’s sketchpad to explore
vectors.
1.1 Differentiate between and scalar quantities. Use notations :
Vector : a, AB , a, AB
1.2 Draw and label directed line segments to represent vectors.
Magnitude :
a, AB ,│a│, │AB│
Zero vector : 0
1.3 Determine the magnitude and direction of vectors represented
Emphasize that a zero vector
by directed line segments. has a magnitude of zero.

Emphasize negative vector:

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

1.5 Multiply vectors by scalar. Include :

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

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

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

Emphasise the use of

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

Week Learning Objectives Learning Outcomes Points to note

5
 28
3. Understand and use graphs of 3.1 Draw and sketch graphs of trigonometric functions: Use angles in
sine, cosine and tangent a) y = c + a sin bx, a) degrees
functions. b) y = c + a cos bx, b) radians, in terms of
c) y = c + a tan bx, π.
Suggested Teaching and where a, b and c are constants and b>0.
learning Activities Emphasise the characteristics
3.2 Determine the number of solutions to a trigonometric equation of sine, cosine and tangent
• Use examples from real-life using sketched graphs. graphs. Include trigonometric
situations to introduce graphs of
trigonometric functions.
functions involving modulus.
• Use graphing calculators and 3.3 Solve trigonometric equations using drawn graphs.
dynamic computer software such as Exclude combinations of
Geometer’s Sketchpad to explore trigonometric functions.
graphs of trigonometric functions.

29
4. Understand and use basic 4.1 Prove basic identities: Basic identities are also
identities. a) sin2 A + cos2 A = 1 known as Pythagorean
b) 1 + tan2 A = sec2 A identities.
Suggested Teaching and c) 1 + cot2 A = cosec2 A
learning Activities
• Use scientific or graphing calculators 4.2 Prove trigonometric identities using basic identities. Include learning outcomes
and dynamic computer software such 2.1 and 2.2.
as Geometer’s Sketchpad to explore
basic identities,
4.3 Solve trigonometric equations using basic identities.
5. Understand and use addition
formulae and double-angle 5.1 Prove trigonometric identities using addition formulae for sin Derivation of addition
formulae. (A ± B), cos (A ± B) and tan (A ± B).
formulae not required.

Suggested Teaching and 5.2 Derive double-angle formulae for sin 2A, cos 2A and tan 2A. Discuss half-angle formulae.
learning Activities
• Use dynamic computer software 5.3 Prove trigonometric identities using addition formulae and/or
Exclude
such as Geometer’s sketchpad to double-angle formulae.
explore addition formulae and double- A cosx + b sinx = c, where
angle formulae. c ≠ 0.
5.4 Solve trigonometric equations.

Learning Area : A6 : Permutations and Combinations

6
Week Learning Objectives
19 1. Understand and use the concept
of permutation.
Suggested Teaching and
learning Activities
• Use manipulative materials to
explore multiplication rule
• Use real-life situations and
computer software such as
spreadsheet to explore
permutations
Week Learning Objectives
Learning Outcomes Points to note
For this topic:
a) Introduce to concept by
using numerical
examples.
1.1. Determine the total number of ways to perform successive b) Calculators should only
events using multiplication rule. be used after students
have understood the
1.2 Determine the number of permutations of n different objects. concept
Limit to 3 events.
1.3 Determine the number of permutations of n different Exclude cases involving
objects taken r at a time. identical objects.
1.4 Determine the number of permutations of n different Explain the concept of
objects for given conditions permutations by listing all
possible arrangements.
1.5 Determine the number of permutations of n different Include notation:
objects taken r at a time for given conditions 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
Learning Outcomes Points to note
7
 20 2. Understand and use the concept
of combination.
Suggested Teaching and
learning Activities
Explore combinations using real-
life situations and computer
software
Learning Area : A7 : Probability
Week Learning Objectives
1. Understand and use the concept
21
of probability.
Suggested Teaching and
learning Activities
Use real-life situations to introduce
probability.
Use manipulative materials, computer
software, and scientific or graphing
calculators to explore the concept of
probability.
2.1. Determine the number of combinations of r objects chosen Explain the concept of
from n different objects. combinations by listing all
possible selections.
2.2. Determine the number of combinations of r objects chosen
from n different objects for given conditions. Use examples to illustrate
n
P
n
Cr = r
r!
Learning Outcomes Points to note
1.1 Describe the sample space of an experiment. Use set notations.
1.2 Determine the number of outcomes of an event.
1.3 Determine the probability of an event. Discuss:
a) classical probability
1.4 Determine the probability of two events: (theoretical probability)
b) subjective probability
a) A or B occurring c) relative frequency
b) A and B occurring. probability
(experimental
probability).
Emphasize:
Only classical probability is
used to solve problems.
Emphasize:
∪
P(A B)= P(A) + P (B) –
P(A ∩ B)
Using Venn diagrams.
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Week Learning Objectives Learning Outcomes Points to note
2. Understand and use the concept 2.1 Determine whether two events are mutually exclusive. Include events that are mutually
22 exclusive and exhaustive.
of probability of mutually
exclusive events. 2.2 Determine the probability of two or more events that are Limit to three mutually exclusive
mutually exclusive. events.
Suggested Teaching and
learning Activities
Use manipulative materials and
graphing calculators to explore the
concept of probability of mutually
exclusive events.

Use computer software to simulate

experiments involving probability
of mutually exclusive events.

3. Understand and use the concept 3.1 Determine whether two events are independent. Include three diagrams.
22
of probability of independent
events. 3.2 Determine the probability of two independent events.

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

Use computer software to simulate

experiments involving probability
of independent events.

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Learning Area : S4 : PROBABILITY DISTRIBUTIONS
Week Learning Objectives
1. Understand and use the concept
23
of binomial distribution.
Suggested Teaching and
learning Activities
Use real-life situations to introduce
the concept of binomial distribution.
2. Understand and use the concept
24
of normal distribution.
Suggested Teaching and
learning Activities
Use real-life situations and computer
software such as statistical packages
to explore the concept of normal
distributions.
Learning Area : AST2 – Motion Along A Straight Line
Week Learning Objectives
25 1. Understand and use the concept of
displacement.
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore displacement.
Learning Outcomes Points to note
1.1 List all possible values of a discrete variable.. Include the characteristics of
Bernoulli trials
1.2 Determine the probability of an event in a binomial
distribution. For learning outcomes 1.2 and
1.3 Plot binomial distribution graphs 1.4,derivation of formulae not
1.4 Determine mean ,variance and standard deviation of a required.
binomial distribution.
1.5 Solve problems involving binomial distributions.
2.1 Describle continuous random variables using set notations. Discuss characteristics of:
(a) normal distribution graphs
2.2 Find probability of z-values for standard normal distribution.
(b) standard normal distribution
2.3 Convert random variable of normal distributuins,X,to graphs.
standardized variable,Z
2.4 Represent probability of an event using set notation.
Z is called standardized
2.5 Determine probability of an event variable.
2.6 Solve problems involving normal distributions
Integration of normal
distribution to determine
probability is not required.
Learning Outcomes Points to note
Emphasise the use of the
following symbols:
s= displacement
v= velocity
a= acceleration
t = time
where s, v and a are functions
of time
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Week Learning Objectives
25 2. Understand and use the concept of
velocity.
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of velocity.
26 3. Understand and use the concept of
acceleration
Suggested Teaching and learning
Activities
Use examples from real-life
situations, scientific or graphing
calculators and computer software to
explore the concept of acceleration.
Learning Outcomes Points to note
Emphasise the difference
1.1 Identify direction of displacement of a particle from fixed point. between displacement and
distance.
1.2 Determine displacement of a particle from a fixed point. Discuss positive, negative and
zero displacements.
1.3 Determine the total distance traveled by a particle over a time Include the use of number line.
interval using graphical method.
2.1 Determine velocity function of a particle by differentiation. Emphasise velocity as the rate
of change of displacement.
Include graphs of velocity
functions.
2.2 Determine instantaneous velocity of a particle. Discuss:
a) uniform velocity
b) zero instantaneous velocity
c) positive velocity
d) negative velocity
3.1 Determine acceleration function of a particle by differentiation. Emphasise acceleration as the
rate of change of velocity.
3.2 Determine instantaneous acceleration of a particle.
Discuss:
3.3 Determine instantaneous velocity of a particle from acceleration
function by integration. a) uniform acceleration
b) zero acceleration
3.4 Determine displacement of particle from acceleration function by c) positive acceleration
integration. d) negative acceleration
3.5 Solve problems involving motion along a straight line.
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Learning Area : LINEAR PROGRAMMING
Week Learning Objectives Learning Outcomes Points to note
30 Emphasise the use of solid
1. Understand and use the concept 1.1 Identify and shade the region on the graph that satisfies a
of graphs of linear inequalities. linear inequality. lines and dashed lines.

Suggested Teaching and
learning Activities
Use examples from real-life
situations, graphing calculators and
dynamic computer software such as
Geometer’s Sketchpad to explore
linear programming.
1.2 Find the linear inequality that defines a shaded region.
1.3 Shade region on the graph that satisfies several linear Limit to regions defined by a
inequalities. maximum of 3 linear
inequalities (not including
1.4 Find linear inequalities that define a shaded region. the x-axis and y-axis)

30
2. Understand and use the concept
of linear programming.
2.1 Solve problems related to linear programming by:
a) writing linear inequalities and equations describing a
situation.

b) shading the region of feasible solutions.

c) determining and drawing the objective function

ax + by = k where a, b and k are constants.

d) determining graphically the optimum value of the Optimum values refer to

objective function. maximum or minimum
value.

31-32 Revision (Paper 1 & Paper 2) Include the use of vertices to

33-35 TRIAL EXAMINATION find the optimum value.
36-42 REVISION
43 SPM EXAMINATION

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