Yearly Plan – Mathematics Form 5

Learning Objectives
Week Learning Outcomes No of Suggested Teaching & Learning
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Learning Area : NUMBER BASES -- 2 weeks
First Term

1 1. Understand and use
the concept of number in
base two, eight and five.
(i) State zero, one, two, 1 Use models such as a clock face or a Emphasis the ways to read numbers in
three, …, as a number in counter which uses a particular variours bases.
base: number base. Give examples:
a) two
Discuss Numbers in base two are also know as
b) eight
- Dicuss digits used binary numbers.
c) five - Place values
1 in the number system with a
(ii) State the value of a digit particular number base.
of a number in base:
a) two Skill : Interpretation, observe
connection between base two, eight
b) eight and five.
c) five Use of daily life examples Expanded notation
(iii) Write a number in base: 2 Values : systematic, careful, patient Give examples
a) two
b) eight
c) five
in expanded notation

2 (iv) Convert a number in base: 2 Use number base blocks of twos, Perform repeated division to convert a
a) two eights and fives. number in base ten to a number in other
b) eight bases.
c) five Give examples.
to a number in base ten and
vice versa.
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(v) Convert a number in a
certain base to a number in
another base.
(vi) Perform computations
involving :
a) addition
b) subtration
of two numbers in base two
Topic 2 : Graphs of Functions II --- 3 weeks
2.1 Understand and (i) Draw the graph of a:
3 use the concept a) linear function :
of graphs of y = ax + b, where a
functions and b are constant;
b) quadratic function
y = ax 2 + bx + c ,
where a, b and c are
constans, a ≠ 0
c) cubic function :
y = ax 3 + bx 2 + cx + d ,
where a, b, c and d are
constants, a ≠ 0
d) reciprocal function
a
y = , where a is a
x
constants, a ≠ 0
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No of Suggested Teaching & Learning
Points to Note
Periods activities/Learning Skills/Values
3 Discuss the special case of Limit conversion of numbers to base two,
converting a number in base two eight and five only.
directly to a number in base eight
and vice versa.
1 Skill : Interpretation, converting The usage of scientific calculator in
numbers to base of two, eight, five performing the computitations.
and then.
Use of daily life examples
Values : systematic, careful, patient
2 Explore graphs of functions using Questions for 1..2(b) are given in the
graphing calculator or the GSP form of ( x + a ) ( x + b ) = 0 ; a and b are
numerical values.
Compare the characteristic of
graphs of functions with different
values of constants.
Values : Logical thinking
Skills : seeing connection, using Limit cubic functions.
the GSP Refer to CS.
 Learning Objectives
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(ii) Find from the graph
a) the value of y, given a
value of x
b) the value(s) of x,
given a value of y
For certain functions and some values of
1 y, there could be no corresponding
values of x.

(iii) Identify: 2 Play a game or quiz Limit the cubic and quadratic functions.
a) the shape of graph Refer to CS.
given a type of
function
b) the type of function
given a graph
c) the graph given a
function and vice
versa
Limit cubic functions.
4 (iv) Sketch the graph of a 2 Refer to CS.
given linear, quadratic,
cubic or reciprocal
function.

4 2.2 Understand and (i) Find the point(s) of 1 Explore using graphing calculator Use the traditional graph plotting
use the concept intersection of two graphs of GST to relate the x-coordinate of exercise if the graphing calculator or the
of the solution of a point of intersection of two GSP is unavailable.
an equation by (ii) Obtain the solution of an 1 appropriate graphs to the solution
graphical equation by finding the of a given equation. Make
method. point(s) of intersection of generalisation about the point(s) of
two graphs intersection of the two graphs.

(iii) Solve problems 2 Use everyday problems. Involve everyday problems.

involving solution of an
equation by graphical Skills : Mental process
method.

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5 2.3 Understand and use (i) Determine whether a given 2 Include situations involving x = a , Emphasise on the use of dashed and solid
the concept of the region point satisfies x ≥ a , x > a , x ≤ a or x < a . line as well as the concept of region.
representing inequalities a) y = ax + b or y > ax +b
in two variables. or y < ax + b Values: Making conclusion,
2 connection and comparison, careful
(ii) Determine the position of a
given point relative to the
equation y = ax + b

(iii) Identify the region

satisfying y > ax +b or 2
y < ax + b

(iv) Shade the regions

representing the inequalities
a) y > ax +b or
y < ax + b
b) y ≥ ax + b or
y ≤ ax + b

(v) Determine the region which

satisfy two or more
simultaneous linear
inequalities.

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 Learning Objectives
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Topic/Learning Area :
TRANSFORMATIONS III
Learning Outcomes No of Suggested Teaching & Learning Points to Note
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( 3 weeks )

3.1 Understanding (i) determine the image of an 1 • using CD-Rom – interactive

1 and use of the object under combination of activities.
concept of two isometric • Everyday life example:
combination of transformations. around the school.
two • Recall the types of
transformations. transformations:
- translation
- rotation
- reflection
- enlargement
- isometric
transformation

(ii) determine the image of an 2 • using Geometer’s Sketchpad.

object under combination of: • CD-Rom
a. two enlargements • Give variety of examples to
b. an enlargement and show an enlargement and
and an isometric isometric transformation.
transformation.

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(iii) Draw the image of an object 2 • Give examples on the
under combination of two blackboard and students are
transformations. asked to draw the image
(iv) State the coordinates of the under 2 transformations
image of a point under • Tr. will state the coordinates
combined transformations. of the image of a point under
combined transformations.

2 (v) Determine whether 3 • Using Maths exercise books

combined transformation AB (grids)
is equivalent to combined • Do exercises from the
transformation BA. textbooks

(vi) specify two successive • Outdoor activity – students

transformations in a are brought to specific site of
combined transformation the school compound and ask
given the object and the to identify the two successive
image. transformations : pictures
should consist of an object
and an image.

3 (vii) Specify a transformation 5 • Classroom activities – use

which is equivalent to the GSP and CD-ROM
combination of two (Multimedia Gallery)
isometric transformations. • To specify isometric - limit to translation, reflation & rotation.
(viii) Solve problems involving transformation
transformations. • Different examples to be
given
• Various problem solving
questions to be given

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Topic/Learning Area :
MATRICES ( 4 weeks )
4 4.1 Understand and
use the concept
of matrix.
Learning Outcomes No of Suggested Teaching & Learning Points to Note
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(i) Form a matrix from given 1 • Understanding the concept of * m represents row
information. matrices through daily * n represents column
(ii) Determine: examples:
a. the number of rows - price of food on a
menu
b. the number of columns - a contingent of
c. the order of a matrix altelitic
(iii) Identify a specific element in - seating of students in
a matrix class
- mark sheet of
students
• Introduce the order (mxn) of
a matrix
• Class activity – students are
requested to identify the
students’ seating position in
class
• Other examples give
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4.2 Understand and (i) Determine whether two 2 • Teacher gives examples of
use the concept matrices are equal. two equal matrices and
of equal matrices. (ii) Solve problems involving discusses equal matrices in
equal matrices. terms of the corresponding
elements.
• Different problems given to
solve equal matrices.

4.3 Perform addition (i) Relate to real life situations
and subtraction such as keeping score of
on matrices. medal tally or points in
sports.
(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.
2 • Teacher shows the examples • limit to not more than 3 rows and
from the textbook to 3 columns.
determine how addition or
subtraction can be performed
on 2 given matrices.
• Examples given to find the
addition and subtraction of
two matrices.
• Examples given to solve
matrix equations involving
additions and subtractions
• To include finding values of
unknown elements

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4 4.4 Perform (i) Multiply a matrix by a 2 • Teacher shows examples on
Multiplication of number. scalar multiplication of
a matrix by a (ii) Express a given matrix as a matrix:
number. multiplication of another - give examples of real life
matrix by a number. situations such as in
(iii) Perform calculation on industrial productions.
matrices involving addition, • examples given on the
subtraction and scalar calculation of matrices
multiplication. involving addition,
subtraction, and scalar
(iv) Solve matrix equations
involving addition, multiplication.
subtraction and scalar • Examples given on problem
multiplication. solving questions.
• To include finding values of
unknown elements.

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

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5 4.6 Understand and (i) determine whether a given 2 • Teacher discusses the
use the concept matrix is an identity matrix property of the number as an
of identify by multiplying it to another identity for multiplication of
matrix. matrix. a number.
(ii) Write identity matrix of any • Teacher introduces identity Unit matrix is denoted by I.
order. matrix or unit matrix.
(iii) Perform calculation • Teacher gives examples of Limit to 3 rows and 3 columns.
involving identity matrices. identity matrix of any order.
• Teacher discusses the
properties:
- AI = A
- IA = A

4.7 Understand and (i) Determine whether a 3 • teacher introduces the

use the concept 2 X 2 matrix is the concept of inverse matrix and -1
of inverse matrix. its denotion. AA = I
inverse matrix of
• Examples given on problem
another 2 X 2 solving questions involving
matrix. matrix:
(iii) Find the inverse matrix of a - using simultaneous
2 X 2 matrix using: linear equations
a. the method of solving - using a formula
simultaneous linear
equations
b. a formula

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6 4.8 Solve (i) Write simultaneous linear 5 • Teacher shows examples how * limit to 2 unknowns.
simultaneous equations in matrix form. to write simultaneous linear
linear equations equations in matrix form
 p
by using (ii) Find the matrix   in • To solve simultaneous linear
matrices. q equations by using inverse
 a b  p   h  matrix
   =   using • Project involving matrices
 c d  q   k  using electronic spreadsheet
the inverse matrix. to be given to students.
(iii) solve simultaneous linear
equations by the matrix
method.
(iv) Solve problems involving
matrices.

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Topic/Learning Area : 5. VARIATIONS
(1 ½ Weeks)

5.1 Understand and (i) State the changes in a Discuss the characteristics of the graph Y varies directly as x , y α x.
use the concept of quantity with respect to of y agains x when y α x. y α x n , limit α n to 2, 3 and ½
direct variation
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the changes in another
quantity, in everyday life Relate mathematical variation to Y = kx where k is the constant of
situations involving direct Charles’s Law or the mation of the variation.
variation. simple pendulum.
(ii) Determine from given
information whether a Discuss the characteristics of the graphs
of y against xn.
quantity.
(iii) Express a direct variation
Communicative skills
in the form of equation
involving two variables. Coorperation an d systematic
(iv) Find the value of a 1
variable in a direct
variation when sufficient
information is given.
(v) Solve problems involving
direct variation for the
following cases:

y α x ; y α x2 ; y α x3 ; 1
y α x1/2 .

5.2 Understand and

use the concept of i) State the changes in a Y varies inversely as x if and only if xy
inverse variation quantity with respect to is a constant.
changes in another
quantity, in everyday
life situations involving
inverse variation.
ii) Determine form given
information whether a Discuss the the form of the graph and y ∝ 1/x
quantity vaqries relates it to science, eg. Boyle’s Law.
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Week Learning Objectives Learning Outcomes
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inversely as another
quantity.
iii) Express an inverse
variation in the form of
equation involving two
variables.
iv) Find the value of a
variable in an inverse
variation when
sufficient information
is given.
v) Solve problems
involving inverse
variation for the
following cases:
y ∝ 1/x; y ∝ 1/x2
y ∝ 1/x3 ; y ∝ 1/x1/2
5.3 Understand and (i) Represent a joint
use the concept of variation by using the
joint variation symbol ∝ for the
following cases:
a) two direct variations
b) two inverse
variations
c) a direct variation
and an inverse
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No of Suggested Teaching & Learning Points to Note
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For the cases y ∝ 1/xn, limit n to 2,3 and
½
1 If y ∝ 1/x, then y = k/x, where k is the
constan t of variation.
Use:
Y = k/x or
x1y1=x2 y2
to get the solution.
For cases y ∝ 1/xn , n = 2,3 and ½,
1 discuss the characteristics of the graph of
y against 1/xn
Graph drawing skill
Be straight and honest.
Discuss joint variation for the three cases For the cases y ∝ xn zn,
in everyday life situations. Y ∝ 1/ xn zn and y ∝ xn / zn,
Limit n to 2,3 and ½.
Relate to science, eg. Ohm’s Law.
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variation.

(ii) Express a joint 1

variation in the form of
equation.
(iii) Find the value of a 1
variable in a joint
variation when
sufficient information
is given.
(iv) Solve problems 1
involving joint
variation.

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Topic/Learning Area 6: GRADIENT & AREA
UNDER A GRAPH --- 3½ weeks

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6.1 Understand and (i) State the quantity
use the concept of represented by the gradient of
quantity represented a graph
by the gradient of a
graph (ii) Draw the distance-time
graph, given:
a) a table of distance-
time values
b) a relationship between
distance and time
(iii) Find and interpret the
gradient of a distance-time
graph
(iv) Find the speed for a
period of time from a
distance-time graph
No of Suggested Teaching & Learning
Periods activities/Learning Skills/Values
Use examples in various areas such
as technology and social science
1 The gradient of a graph represents the
Use of daily life examples like
speed of a car, Formula One Grand
2 Prix, a sprinter
Compare and differentiate
between distance-time graph and
speed-time graph
2 = speed
Use real life situations such as
2
traveling from one place to another
by train or by bus.
Points to Note
Limit to graph of a straight line.
rate of change of a quantity on the
vertical axis with respect to the change
of another quantity on the horizontal
axis. The rate of change may have a
specific name for example ‘speed’ for a
distance-time graph.
Emphasise that:
Gradient = change of distance
Time
Include graphs which consists of a
combination of a few straight lines.
For example,

(v) Draw a graph to show the
relationship between two
2
variables representing certain
measurements and state the
meaning of its gradient
Use examples in social science and
economy, for example, the
increase in population in certain
years
Distance, s

Time, t
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6.2 Understand the (i) State the quantity Discuss that in certain cases, the area Include speed-time and acceleration-
concept of quantity represented by the area under 1 under a graph may not represent any time graphs.
represented by the a graph meaningful quantity.
area under a graph For example:
(ii) Find the area under a The area under the distance-time Limit to graph of a straight line or a
graph 2 graph. combination of a few straight lines.
Discuss the formula for finding the
area under a graph involving: V represents speed, t represents time, h
(iii) Determine the distance by
4 • A straight line which is parallel to and k are constants.
finding the area under the the x-axis For example:
following of speed-time • A straight lien in the form of
graphs: y=kx+ h
a. v=k (uniform speed) A combination of the above.
b. v=kt
c. v=kt + h Speed, v
d. a combination of the above

(iv) Solve problems involving

gradient and area under a 2
graph.

time, t

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Topic/Learning Area : PROBABALITY II

Second Term --- 2 weeks

(i) Determine the sample
space of an experiment with
1 7.1 Understand and equally likely outcomes.
use the concept of
probability of an
event.
(ii) Determine the
probability of an event with
equiprobable sample space.
Discuss equiprobable sample space
through concrete activities and begin
1 with simple cases such as tossing a
fair coin.
Use tree diagrams to obtain sample
1 space for tossing a fair coin or
tossing or tossing a fair dice
activities. The Graphing calculator
may also be used to simulate these
activities.
Discuss events that produce
P(A) = 1 and P(A) = 0
Limit to sample space with equally
likely outcomes.
A sample space in which each outcomes
is equally likely is called equiprobable
sample space.
The probability of an outcome A, with
equiprobable sample space
n(A)
S, is P(A) = n(S)
n(S )
Use tree diagram where appropriate.

(iii)Solve problems 1 Include everyday problems and making

involving probability of an predictions.
event.
7.2 Understand and (i) State the complement of an The complement of an event A is the set
used the concept of event in : 1 of all outcomes in the sample space that
probability of the (a) words are not included in the outcomes of
complement of an (b) set notations event A.
event. (ii) Find the probability of the Include events in real life
complement of an event. situations such as winning or
1 losing a game and passing or
failing an exam.

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2 7.3 Understand use (i) List the outcomes for events: 2 Use real life situations to show the
the concept of (a) A or B as elements of set relationship between
probability of A∪B • A or B and A ∪ B
combined event. (b) A and B as elements of • A and B and A ∩ B.
set A ∩ B
An example of a situation is being
(ii) Find the probability by 2 chosen to be a member of an
listing the outcomes of the exclusive club with restricted
combined events : conditions.
(a) A or B Use tree diagram and coordinate
(b) A and B planes to find all the outcomes of
combined events.

(iii) Solve problems involving Use two-way classification tables of Emphasise that :
probability of combined 1 events from newspaper articles or • knowledge about probability is
events. statistical data to find probability of useful in making decisions.
combined events. Ask students to • prediction based on probability
create tree diagrams from these is not definite or absolute.
tables. Example of a two-way
classification table :
Means of going to work
Officers Car Bus Others
Men 56 25 83
Women 50 42 37
Discuss :
• situations where decisions
have to be made on
probability, for example in
business, such as determining
the value for aspecific
insurance policy and time the
slot for TV advertisements
• the statement “probability is
the underlying language of
statistics”
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Topic/Learning Area : BEARING --- 1 week

8.1. Understand and (i) Draw and label the eight

1 use the concept of main compass directions: 1
bearing. a) north, south, east, west
b) north – east, north – west,
south – east, south – west
ii) State the compass angle
Carry out the activities or games Compass angle and bearing are written
of any compass direction.
involving finding directions using a in three digit form, from 0000 to 3600.
compass such as treasure hunt or They are measured in a clockwise
scravenger hubt. It can also be about direction from north. Due north is
locating several points on a map, considered as bearing 0000. For cases
finding the position of students in involving degrees up to one decimal
class. point.
1
(iii) Draw a diagram of a
point which shows the
direction of B relative to
another point A given the
bearing of B from A.
1
(iv) State the bearing point A
from point B based on given
information. Discuss the use of bearing in real life
situations. For example, a map
(v) Solve problems 2 reading and navigation.
involving bearing.

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Topic 9
Learning Area: EARTH AS SPHERE ( 3 weeks )

9.1 Understand and (i) Sketch a great circle through
use the concept of the north and south poles.
longitude
(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
Model such as globes should be used. Emphasise that longitude 180°E and
1 longitue 180°W refer to the same
meridian.
Introduce the meridian through
Greenwich in England as the
Greenwich Meridian with longitude Express the difference between two
0° longitudes with an angle in the range
of 0° ≤ x ≤ 180°
Discuss that:
• All points on a meridian have
1 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.

9.2 Understand and (i) Sketch a circle parallel to the 1 Discuss that all the points on a
use the concept of equator. paralell of latitude have the same
latitude latitude.
(ii) State the latitude of a given Emphasise that
point. o the latitude of the
1 equator is 0°
(iii) Sketch and label a parallel of o latitude ranges from
latitude. 0° to 90°N ( or S )
(iv) Find the difference between
two latitudes. Involve actual places on the earth.

Express the diffrence between two

latitudes with an angle in the range
of 0° ≤ x ≤ 180°.
9.3 Understand the Use a globe or a map to find i. State the latitude and longitude A place on the surface of the earth is
concept of locations of cities around the world. 1 of a given place represented by a point.
locations of a
place. 20
Use a globe or map to name a place ii. Mark the location of a place The, location of a place A at latitude
given its location. x°N and longitude y°E is written ,as
A(x°N, y°E).
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Topic 10
Learning Area: PLANS AND ELEVATIONS
2 weeks

i.
1 10.1 Understand and
use the concept of
orthogonal projection.
ii.
Identify orthogonal
projections.
Draw orthogonal
projections, given an
object and a plane.
1 Use models, blocks or plan and Emphasise the different uses of dashed
elevation kit. lines and solid lines.
Begin wth the simple solid object such as
2 cube, cuboid, cylinder, cone, prism and
right pyramid.

iii. Determine the difference 2

between an object and
its orthogonal
projections with respect
to edges and angles.

2 10.2 Understand and i. Draw the plan of a solid 1 Carry out activities in groups where Limit to full-scale drawings only.
use the concept of plan object. students combine two or more
and elevation. different shapes of simple solid
ii. Draw 2 objects into interesting models and
- draw plans and elevation for thes
the front elevation models.
-
side elevation
of a solid object
1 Use models to show that it is Include drawing plan and elevation in one
important to have a plan and at least diagram showing projection lines.
iii. Draw the plan of a two side elevation to construct a solid
solid object. object.

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1 Carry out group project:

Draw plan and elevations of buildings
or structures, for example students’ or
iv. Draw teacher’s dream home and construct a
- scale model based on the drawings.
the front elevation Involve real life situations such as in
- building prototypes and using actual
side elevation home plans.
of a solid object

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