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ANNUAL LESSON PLAN MATHE F5(2014)

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
1. Number Bases 1.1 Understand and use the (i) State zero, one, two, three, …, Use models such as a clock face or a Thinking Skills
(2 weeks) concept of number in as a number in base: counter which uses a particular -working out
base two, eight and five a) two number base. mentally
2/1 – 12/1 b) eight Number base blocks of twos, eights -identifying
c) five and fives can be used to demonstrate relationship
the value of a number in the respective
(ii) State the value of a digit of a number bases. Teaching Strategies
number in base: For example: -Contextual
a) two 2435 is learning
b) eight - Constructivism
c) five - Mastery
learning
(iii) Write a number in base: - Exploratory
a) two
b) eight Vocabulary
c) five -expand notation
in expanded number.
Teaching Aids
(iv) Convert a number in base: - model (clock face)
a) two
b) eight Moral Values
c) five Cooperation, rational
2 4 3
to a number in base ten and vice
Discuss
versa. Thinking Skills
 digits used -working out
(v) Convert a number in a certain  place values mentally
base to a number in another in the number system with a particular -identifying
base. number bases. relationship
Number base blocks of twos, eights - problem solving
(vi) Perform computations and fives can also be used here. For
involving: example, to convert 1010 to a number Teaching Strategies
a) addition in base two, use the concept of least -Contextual
b) subtraction number of blocks (23), tiles (22), learning
of two numbers in base two. rectangles (21) and squares (20). In this - Constructivism
case, the least number of objects - Mastery
needed here are one block, zero tiles, learning
one rectangle and zero squares. So, - Exploratory
1010 = 10102.
Discuss the special case of converting Vocabulary
ANNUAL LESSON PLAN MATHE F5(2014)
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
a number in base two directly to a -convert
number in base eight and vice versa.
For example, convert a number in Teaching Aids
base two directly to a number in base - models
eight through grouping of three - reference book
consecutive digits.
Moral Values
Perform addition and subtraction in Cooperation, honesty, courage.
the conventional manner.
For example:
1010
+ 110
____________
____________
2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills
functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally
(3 weeks) functions. y = ax + b, Sketchpad. identify relationship
a,b are constants.
13/1 – 29/1 (b) quadratic function : Compare the characteristics of graph Teaching Strategies
y = ax2 + bx + c, of functions with different values of -Contextual
a, b, c are constants, a ≠ 0. constants. learning
(c) cubic function : For example : - Constructivism
y = ax3 + bx2 + cx + d, A B -Mastery learning
14 /1 – PROPHET’S MUHAMMAD’S - Exploratory
a, b, c, d are constant, a ≠ 0.
BIRTHDAY (d) reciprocal function :
y = a/x, Vocabulary
30/1– 4/2 a constant, a ≠ 0. - Linear function
HOLIDAY CHINESE NEW YEAR (ii) Find from a graph : - Quadratic function
(a) value of y given value of x - Cubic function
(b) the value (s) of x, given a - Reciprocal function
\
value of y. Graph B is broader than graph A and Teaching Aids
(iii) Identify : intersects the vertical axis above the Graph box
(a) the shape of graph given a horizontal axis. Scientific Calculator CDROM
type of function.
(b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
ANNUAL LESSON PLAN MATHE F5(2014)
2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills
functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally
(3 weeks) functions. y = ax + b, Sketchpad. identify relationship
a,b are constants.
13/1 – 29/1 (b) quadratic function : Compare the characteristics of graph Teaching Strategies
y = ax2 + bx + c, of functions with different values of -Contextual
a, b, c are constants, a ≠ 0. constants. learning
(c) cubic function : For example : - Constructivism
y = ax3 + bx2 + cx + d, A B -Mastery learning
14 /1 – PROPHET’S MUHAMMAD’S - Exploratory
a, b, c, d are constant, a ≠ 0.
BIRTHDAY (d) reciprocal function :
y = a/x, Vocabulary
30/1– 4/2 a constant, a ≠ 0. - Linear function
HOLIDAY CHINESE NEW YEAR (ii) Find from a graph : - Quadratic function
(a) value of y given value of x - Cubic function
(b) the value (s) of x, given a - Reciprocal function
\
value of y. Graph B is broader than graph A and Teaching Aids
(iii) Identify : intersects the vertical axis above the Graph box
(a) the shape of graph given a horizontal axis. Scientific Calculator CDROM
type of function.
(b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
AREA/WEEKS OBJECTIVES ACTIVITIES
ANNUAL LESSON PLAN MATHE F5(2014)
2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills
functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally
(3 weeks) functions. y = ax + b, Sketchpad. identify relationship
a,b are constants.
13/1 – 29/1 (b) quadratic function : Compare the characteristics of graph Teaching Strategies
y = ax2 + bx + c, of functions with different values of -Contextual
a, b, c are constants, a ≠ 0. constants. learning
(c) cubic function : For example : - Constructivism
y = ax3 + bx2 + cx + d, A B -Mastery learning
14 /1 – PROPHET’S MUHAMMAD’S - Exploratory
a, b, c, d are constant, a ≠ 0.
BIRTHDAY (d) reciprocal function :
y = a/x, Vocabulary
30/1– 4/2 a constant, a ≠ 0. - Linear function
HOLIDAY CHINESE NEW YEAR (ii) Find from a graph : - Quadratic function
(a) value of y given value of x - Cubic function
(b) the value (s) of x, given a - Reciprocal function
\
value of y. Graph B is broader than graph A and Teaching Aids
(iii) Identify : intersects the vertical axis above the Graph box
(a) the shape of graph given a horizontal axis. Scientific Calculator CDROM
type of function.
(b) the type of function given
of graph.
(c) the graph given a function
and vice versa.
As reinforcement, let students play a Moral Values
(iv) Sketch the graph of a given game; for example matching cards of Cooperation, rational
linear, quadratic, cubic or graphs with their respective functions.
reciprocal function. When the students have their CCTS:
2.2 Understand and use the (i) Find the point(s) of matching partners, ask them to group Thinking skills
concept of the solution intersection of two graphs. themselves into four groups of types -Evaluating
of an equation by (ii) Obtain the solution of an of functions. Finally, ask each group -Constructing
graphical method equation by finding the to name the type of function that is -Problem solving
(iii) Point(s) of intersection of depicted on the cards.
Teaching Strategies:
two graphs.
-Constructivism
(iv) Solve problems involving
-graphing
(v) solution of an equation by Explore using graphing calculator or
-cooperative learning
graphical method. the Geometer’s Sketchpad to relate the
1 2.3 Understand and use - Mastery
(i) Determine whether a given points x-coordinate of a point of intersection
the concept of the learning
satisfies: of two appropriate graphs to the
region representing - Exploratory
y = ax + b or y > ax + b or solution of a given equation. Make
inequalities in two - Problem solving
y < ax + b. generalization about the point(s) of
variables intersection of the two graphs. Vocabulary:
ANNUAL LESSON PLAN MATHE F5(2014)

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
10. Plans and 10.1 Understand and use the (i) Identify orthogonal Use models, blocks or plan and Thinking Skills
elevations concept of orthogonal projection. elevation kit. - identifying
(2 weeks) projection relationship
(ii) Draw orthogonal Carry out activities in groups where - describing
5/2 – 16/2 projection, given an object students combine two or more - problem solving
and a plan. different shapes of simple solid - drawing diagrams
objects into interesting models and
Teaching Strategies
(iii) Determine the difference draw plans and elevations for these
- Contextual
between an object and its models.
learning
orthogonal projection with
- Constructivism
respect to edges and angles. Use models to show that it is
- Mastery
important to have a plan and at least
learning
10.2 Understand and use the (i) Draw the plan of a solid two side elevations to construct a solid
concept of plan and object. object. Vocabulary
elevation Orthogonal
(ii) Draw Projection
a) the front elevation Carry out group project: Plan
b) side elevation of a Draw plan and elevations of buildings Front elevation
solid object. or structures, for example students’ or Side elevation
teacher’s dream home and construct a
Teaching Aids
(iii) Draw scale model based on the drawings.
- models
a) the plan Involve real life situations such as in
- blocks
b) the front elevation building prototypes and using actual
- plan and elevation kit
c) the side elevation home plans.
of a solid object to scale.
Moral Values
Cooperation, rational, justice,
(iv) Solve problems involving
freedom, courage
plan and elevation.

LEARNING TEACHING AND LEARNING


LEARNING OBJECTIVS LEARNING OUTCOMES STRATEGIES
AREA/WEEKS ACTIVITIES
3.1 Understand and use the I. Determine the image of an object under Relate to transformations in real life Thinking Skill
3. concept of combination of two combination of two isometric situation such as tessellation Working out mentally
Transformation III transformations. transformations. patterns on walls, ceiling or floors. Identify relationship
(3 weeks) II. Determine the image of an object under Translating
combination of: Explore combined transformation Problem solving
17/2 – 9/3 a) two enlargements using the graphing calculator, the Drawing diagram
ANNUAL LESSON PLAN MATHE F5(2014)
b) an enlargement and an Geometer’s Sketchpad, or the
isometric transformation. overhead projector and Teaching Strategies
III. Draw the image of an object under transparencies. Contextual learning
combination of two transformations. Mastery learning
IV. State the coordinates of the image of a Investigate the characteristics of an Conceptual Learning
point under combined transformation object and its image under Constructivism
V. Determine whether combined combined transformation. Cooperative Learning
3.2 Understand and use the transformation AB is equivalent to Enquiry
concept of combination of two combined transformation BA. Carry out projects to design patterns
transformations. VI. Specify two successive using combined transformations that Vocabulary
transformations in a combined can be used as decorative purposes. -Combined transformation
transformation given the object and These projects can then be presented -equivalent
the image. in classroom with the students -reflection
VII. Specify a transformation which is describing or specifying the -translation
equivalent to the combination of two transformations involved. -enlargement
isometric transformations. -rotation
VIII. Solve problems involving Use the Sketchpad to prove the
transformation single transformation which is Teaching aids
equivalent to the combination of - Geometer’s
two isometric transformations. Sketchpad
10 / 3 – 21 /3 MID SEMESTER 1 - graphing calculator
EXAMINATION -graph paper
-a pair of compass
-ruler
22 / 3 – 30 /3 MID SEMESTER 1
HOLIDAY Moral Values
Cooperation, Courage,
Rational Mental & Physical
Cleanliness
ANNUAL LESSON PLAN MATHE F5(2014)
LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES
4. Matrices 4.1 Understand and use the (i) Form a matrix from given information. Represent data in real life Thinking Skills
(3 weeks) concept of matrix. (ii) Determine : situations, for example, the -working out
i. The number of rows price of food on a menu, in mentally
31/3 – 20/4 ii. the number of columns table form and then in matrix -identifying
iii. The order of a matrix form. relationship
18 / 4 – GOOD FRIDAY (iii) Identify a specify element in a matrix. Use student seating positions
in the classroom by rows and Teaching Strategies
4.2 Understand and use the (i). Determine whether two matrices are equal. columns to identify a student -Contextual
concept of equal (ii). Solve problem involving equal matrices. who is sitting in a particular learning
matrices. row and in particular column - Constructivism
(i) Determine whether addition or as a concrete example. - Mastery
4.3 Related to real life
subtraction can be performed on two Discuss equal matrices in term learning
situations such as in
given matrices. of : - Exploratory
industrial productions.
(ii) Find the sum or the difference of two  The order
matrices.  The corresponding Vocabulary
(iii) Perform addition and subtraction on a elements. -standard form
few matrices. -single number
Related to real life situations
(iv) Solve matrix equations involving -scientific
such s keeping score of medal
addition and subtraction. notation
tally or point in sports.
Related to real life situations
4.4 Perform multiplication (i) Multiply a matrix by a number. Teaching Aids
such as in industrial
of a matrix by a (ii) Express a given matrix as a -flash card
productions.
number. multiplication of another matrix by a -scientific Calculator
Related to real life situations
number.
such as finding the cost of a Moral Values
(iii) Perform calculation on matrices
meal in the restaurant Cooperation, rational
involving addition, subtraction and
For matrices A and B, discuss
scalar multiplication.
the relationship between AB Thinking Skills
(iv) Sole matrix equations involving
and BA -working out
addition, subtraction and scalar
mentally
multiplication.
-identifying
relationship
4.5 Perform multiplication (i) Determine whether two matrices
of two matrices can be multiplied and state the Vocabulary
order of the product when two -standard form
matrices can be multiplied -single number
(ii) Find the product of two matrices -product
(iii) Solve matrix equations involving -identity matrix
multiplication of two matrices -unit matrix
Begin with discussing the
4.6 Understand and use the (i) Determine whether a given matrix Vocabulary
ANNUAL LESSON PLAN MATHE F5(2014)
LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES
AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES
4. Matrices 4.1 Understand and use the (i) Form a matrix from given information. Represent data in real life Thinking Skills
(3 weeks) concept of matrix. (ii) Determine : situations, for example, the -working out
i. The number of rows price of food on a menu, in mentally
31/3 – 20/4 ii. the number of columns table form and then in matrix -identifying
iii. The order of a matrix form. relationship
18 / 4 – GOOD FRIDAY (iii) Identify a specify element in a matrix. Use student seating positions
in the classroom by rows and Teaching Strategies
4.2 Understand and use the (i). Determine whether two matrices are equal. columns to identify a student -Contextual
concept of equal (ii). Solve problem involving equal matrices. who is sitting in a particular learning
matrices. row and in particular column - Constructivism
(i) Determine whether addition or as a concrete example. - Mastery
4.3 Related to real life
subtraction can be performed on two Discuss equal matrices in term learning
situations such as in
given matrices. of : - Exploratory
industrial productions.
(ii) Find the sum or the difference of two  The order
matrices.  The corresponding Vocabulary
(iii) Perform addition and subtraction on a elements. -standard form
few matrices. -single number
Related to real life situations
(iv) Solve matrix equations involving -scientific
such s keeping score of medal
addition and subtraction. notation
tally or point in sports.
Related to real life situations
4.4 Perform multiplication (i) Multiply a matrix by a number. Teaching Aids
such as in industrial
of a matrix by a (ii) Express a given matrix as a -flash card
productions.
number. multiplication of another matrix by a -scientific Calculator
Related to real life situations
number.
such as finding the cost of a Moral Values
(iii) Perform calculation on matrices
meal in the restaurant Cooperation, rational
involving addition, subtraction and
For matrices A and B, discuss
scalar multiplication.
the relationship between AB Thinking Skills
(iv) Sole matrix equations involving
and BA -working out
addition, subtraction and scalar
mentally
multiplication.
-identifying
relationship
4.5 Perform multiplication (i) Determine whether two matrices
of two matrices can be multiplied and state the Vocabulary
order of the product when two -standard form
matrices can be multiplied -single number
(ii) Find the product of two matrices -product
(iii) Solve matrix equations involving -identity matrix
multiplication of two matrices -unit matrix
Begin with discussing the
4.6 Understand and use the (i) Determine whether a given matrix Vocabulary

21 /14/ 5– –EASTER
LABOUR DAY
MONDAY
ANNUAL LESSON PLAN MATHE F5(2014)

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
6. Gradient and 6.1 Understand and use the (i) State the quantity represented Use examples in various areas such CCTS
area under a concept of quantity by the gradient of graph. as technology and social science. i)Thinking skills :
graph. represented by the - interpreting
( 2 weeks ) gradient of a graph. (ii) Draw the distance-time Compare and differentiate between - generalization
graph, given: distance-time graph and speed-time -drawing diagram.
5/5 – 12/5 a. a table of distance-time graph.
values. ii) Teaching strategies:
14 / 5 – 27 /5 b. a relationship between distance - discussion
SEMESTER 1 EXAMINATION and time.
(iii) Find and interpret the Vocabulary:
gradient of a distance-time - gradient
graph. - distance-time
28 / 5 – 15 /6 Use real life situations such as -speed-time
(iv) Find the speed for a period of travelling from one place to another -acceleration
SEMESTER 1 HOLIDAY
time from a distance-time by train or by bus. -deceleration
graph. -constant speed
Use examples in social science and -distance
(v) Draw a graph to show the economy. -average speed
16/6 – 22/6 relationship between two -uniform speed
variable representing certain
measurement and state the Moral value:
meaning of its gradient. - Cooperation
- rationality
6.2 Understand the concept (i) State the quantity represented Discuss that in certain cases, the area
of quantity represent by the area under a graph. under a graph may not represent any Teaching aids:
any meaningful meaningful quantity. - CD courseware
quantity. (ii) Find the area under a graph. For example :
The area under the distance-time
(iii) Determine the distance by graph.
finding the area under the Discuss the formula for finding the
following types of speed-time area under a graph involving:
graphs:  a straight line which is
a) v = k (uniform speed) parallel to the x-axis.
b) v = kt  a straight line in the form of
c) v = kt + h y = kx + h.
d) a combination of the above.  a combination of the above.
ANNUAL LESSON PLAN MATHE F5(2014)
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
(iv) Solve problems involving
gradient and area under a
graph.

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
7. Probability 7.1 Understand and use the (i) Determine the sample Discuss equiprobable sample space Thinking Skills
concept of probability space of an experiment through concrete activities, begin -working out
( 2 weeks ) of an event with equally likely with simple cases ( tossing fair coin) mentally
outcomes. Use tree diagrams to obtain sample -identifying
23/6 – 6/7 space for tossing a fair coin or tossing relationship
(ii) Determine the probability a fair die activity.
Teaching Strategies
of an event with Produce P(A) = 1 and P(A) = 0.
- Constructivism
equiprobable sample Include events in real life situations
- Exploratory
space. such as winning or losing a game and
passing or failing an exam. Vocabulary
(iii) Solve problems involving Use real life situations to show the -equally likely
probability of an event relationship between -equiprobably sample
 A or B and A  B space
7.2 Understand and use the (i) State the complement of an  A and B and A ∩ B. -tree diagram
concept of probability of event in : - complement of an event
a) words An example of situation being chosen
combined event to be a member of an exclusive club Teaching Aids
b) set notation
with restricted conditions. -coins
Use tree diagrams& coordinate planes -dice
(ii) Find the probability of the
complement of an event to find outcomes of combined events. Moral Values
Use two-way classification tables of Cooperation, rational
(i) List the outcomes for events from newspaper articles or
7.3 Understand and use the statistical data to find probability of Thinking Skills
events:
concept of probability of combined events. Ask students to -working out
a) A or B as element of
combined event create tree diagram from these tables. mentally
set A  B -making inference
Example(two-wayclassification table)
b) A and B as elements
Means of going to work Teaching Strategies
of set
A ∩ B. Officers car bus Others - Constructivism
Men 56 25 83 - Contextual Learning
(ii) Find the probability by Women 50 42 37
Discuss: Vocabulary
listing the outcomes of the - combined event
combined event: Situation where decisions to be made
a) A or B based on probability, example in
ANNUAL LESSON PLAN MATHE F5(2014)
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
b) A and B business, as determining the value for Teaching Aids
a specific insurance policy and time - CD-ROM
(iii) Solve problems involving the slot for TV advertisements. - worksheets
probability of combined event. The statement “ probability is the
underlying language of statistics”.

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
8.Bearing 8.1 Understand and use the (i) Draw and label the eight main Carry out activities or games Thinking Skills
(2 weeks) concept of bearing compass direction: involving finding direction using a -describing
b. North,south,east,west compass, such as treasure hunt or -interpreting
7/7 – 20/7 c. North-east, north-west scavenger hunt. It can also be about -drawing diagram
d. south –east, south-west. locating several points on a map. -problem solving
e.
Teaching Strategies
(ii) State the compass angle of any Discuss the use of bearing in real life
-Contextual
compass direction. situation. For example, in map reading
learning
and navigation.
- Constructivism
(iii) Draw a diagram of a point which
- Mastery learning
shows the direction of B relative to
another point A given the bearing of Vocabulary
B from A. -north-east
-south-east
(iv) State the bearing of point A from -north-west
point B based on given information. -south-west
-compass angle
(v) Solve problems involving bearing. -bearing
Teaching Aids
-compass. Map, scientific
calculator, geometry set,
worksheets.
Moral Values
Cooperation, rational
ANNUAL LESSON PLAN MATHE F5(2014)
9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
(3 weeks) concept of longitude. and south poles. -working out
Introduce the meridian through Mentally
21/7 –10/8 ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
0˚.
Teaching Strategies
18 / 8 – 29/08
- Constructivism
1ST TRIAL SPM iii) Sketch and label the a meridian with
- Exploratory
the longitude given.
Teaching Aids
-globe or map

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
2 Discus that:
Moral Values
3 iv) Find the difference between two  All points on a meridian have
Cooperation, rational
longitudes. the same longitude
4  There are two meridians on a Thinking Skills
5 great circle through both -compare and contrast
9.2 Understand and use the i) Sketch a circle parallel to the equator. poles -constructing
concept of latitude.  Meridians with longitudes
x˚E (0r W) and 180˚ - x˚)W
ii) State the latitude of a given point. (or E) form a great circle Teaching Strategies
through both poles. - Constructivism
- Exploratory
iii) Sketch and label a parallel of Emphasize that
latitude.  The latitude of the equator is
0˚ Teaching Aids
 Latitude ranges from 0˚ to -globe or map
iv) Find the difference between two 90˚ ( or S )
latitudes
Moral Values
Involve actual places on the earth. Cooperation, rational

Express the difference between two


latitudes with an angle in the range of Thinking Skills
0˚ < x < 180˚. -working out
9.3 Understand the concept Mentally
i) State the latitude and longitude of a Use a globe or a map to find locations
of location of a place -describing
given place of cities around the world -giving opinion
ii) Mark the location of a place Use a globe or a map to name a place
ANNUAL LESSON PLAN MATHE F5(2014)
9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
(3 weeks) concept of longitude. and south poles. -working out
Introduce the meridian through Mentally
21/7 –10/8 ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
0˚.
Teaching Strategies
18 / 8 – 29/08
- Constructivism
1ST TRIAL SPM iii) Sketch and label the a meridian with
- Exploratory
the longitude given.
Teaching Aids
-globe or map

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
9.4 Understand and use the i) Find the length of an arc of a great Use a globe to find the distance Thinking Skills
concept of distance on circle in nautical mile, given the between two cities or towns on the -working out
the surface of the earth subtended angle at the centre of the earth same meridians. Mentally
to solve problems and vice versa -giving opinion
ii) Find the distance between two points
measured along a meridian, given the
latitudes of both points. Teaching Strategies
- Constructivism
iii) Find latitude of point given latitude - Exploratory
29 / 9 – 10/10 of another point and distance between Sketch the angle at the centre of the
2ND TRIAL SPM two points along same meridian. earth that is subtended by the arc Vocabulary
iv) Find the distance between two points between two given points along the Nautical mile
measured along the equator, given the equator. Discuss how to find the value
longitudes of both points of this angle.
v) Find the longitude of a point given the Teaching Aids
longitude of another point and the -globe or map
distance between the two points along
the equator. Moral Values
Use models such as the globe to find Cooperation, rational
vi) State relation between radius of earth
relationships between the radius of the
and the radius of a parallel of latitude.
earth and radii parallel of latitudes Thinking Skills
vii) State the relation between the length -working out
of an arc on the equator between two Mentally
meridians and length of corresponding -constructing
ANNUAL LESSON PLAN MATHE F5(2014)
9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills
(3 weeks) concept of longitude. and south poles. -working out
Introduce the meridian through Mentally
21/7 –10/8 ii) State the longitude of a given point. Greenwich in England as the -classifying
Greenwich Meridian with longitude -categorizing
0˚.
Teaching Strategies
18 / 8 – 29/08
- Constructivism
1ST TRIAL SPM iii) Sketch and label the a meridian with
- Exploratory
the longitude given.
Teaching Aids
-globe or map

LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES


AREA/WEEKS OBJECTIVES ACTIVITIES
arc on a parallel of latitude. Find the distance between two cities -problem solving
viii) Find distance between two points or towns on the same parallel of
measured along a parallel of latitude latitude as a group project.
Teaching Strategies
ix) Find the longitude of a point given - Constructivism
the longitude of another point and the - Exploratory
distance between the two points along a
parallel of latitude.
x) Find the shortest distance between Use the globe and a few pieces of Teaching Aids
two points on the surface of the earth. string to show how to determine the -globe or map
xi) Solve problems involving: shortest distance between two points
a) distance between two points on the surface of the earth. Moral Values
b) traveling on surface of earth Cooperation, rational
REVISON FOR SPM

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