SMK SERI BINTANG UTARA

YEARLY LESSON PLAN MATHEMATICS FORM FIVE 2023

LEARNING AREA: RELATIONSHIP AND ALGEBRA

CHAPTER 1: VARIATION
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 2 1.1 Direct 1.0.1 Explain the meaning of direct variation. Notes: 1: Demonstrate basic knowledge
(27/03 – Variation Real life situations need to be of variation.
31/03) involved throughout the topic. 2: Demonstrate understanding of
Exploratory activities variation.
involving tables and graphs 3: Apply the understanding of
should be carried out variation to carry out simple
throughout the topic. tasks.
4: Apply appropriate knowledge
1.0.2 Determine the relation between two variables Relate the constants of and skills of variations in the
for a direct variation. variations to the concept of context of simple routine
ratio and gradients of straight problem solving.
lines. 5: Apply appropriate knowledge
The following cases need to and skills of variation in the
be involved: context of complex routine
problem solving.
6: Apply appropriate knowledge
The relation between the and skills of variation in the
constant of a variation with context of non-routine problem
the concept of proportion and solving.
gradients of straight lines
need to be discussed.
WEEK 3 1.1 Direct 1.0.3 Determine the relation between three or more Joint variation is a direct
(03/04 – Variation variables for a given joint variation. variation in which one
07/04) variable varies as a product of
two or more variables.

1
 1.0.4 Solve problems involving direct variation.

WEEK 3 1.2 Inverse 1.2.1 Explain the meaning of inverse variation.

(03/04 – Variation
07/04) 1.2.2 Determine the relation between two variables The following cases need to
for an inverse variation. be involved:

The relation between the

1.2.3 Solve problems involving inverse variation.
constant of a variation with
the concept of proportion and
gradients of straight lines
need to be discussed.

1.3 Combined 1.3.1 Determine the relation between three or more Combined variation involves
variation variables for a combined variation. a combination of direct
variation or joint variation,
and inverse variation.

1.3.2 Solve problems involving combined variation.

2
 LEARNING AREA: NUMBERS AND OPERATIONS
CHAPTER 2: MATRICES
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 4 2.1 Matrices 2.1.1 Represent information from real situations in Real life situations need to be 1: Demonstrate basic knowledge
(10/04 – the form of matrices. involved throughout this about matrices.
14/04) topic. 2: Demonstrate understanding of
2.1.2 Determine the order of a matrix, hence identify The terms "row matrix", matrices.
certain elements in a matrix. "column matrix", "square 3: Apply understanding of
matrix" and "rectangular matrices to carry out simple
matrix" need to be introduced. tasks.
Note : Emphasise that a matrix with 4: Apply appropriate knowledge
m rows and n and skills of matrices in the
columns is read as "matrix m context of simple routine
by n". problem solving.
5: Apply appropriate knowledge
and skills of matrices in the
context of complex routine
problem solving.
The notation of the element ai 6: Apply appropriate knowledge
j , need to be emphasized. and skills of matrices in the
Determining the value of context of non-routine problem
elements in equal matrices solving in a creative manner.
need to be involved.

2.1.3 Determine whether two matrices are equal.

WEEK 5 2.2 Basic 2.2.1 Add and subtract matrices Exploratory activities
(17/04 – Operation on involving the following laws
21/04) Matrices need to be carried out:
(i) Commutative laws

3
 (ii) Distributive Laws
(iii) Associative Laws

Finding the unknown values

need to be involved.
The conditions for addition
and subtraction of matrices
need to be discussed.
The nature of zero matrix in
addition and subtraction need
to be discussed.

2.2.2 Multiply a matrix by a number. Multiplication of a matrix by

a number is known as scalar
multiplication.
Multiplication of a matrix by
a number should be
associated with repeated
additions:

WEEK 7 2.2.3 Multiply two matrices.

(01/05 – The conditions for
05/05) multiplication of two matrices
Note : need to be discussed.
Hari
Wesak
(15/05)

WEEK 8 2.2.4 Explain the characteristics of identity matrix. Exploratory activities

(08/04 – involving various
12/04) multiplication of matrices
including identity matrix need

4
 to be carried out.
The symbol I as identity
matrix should be introduced.

2.2.5 Explain the meaning of inverse matrix and Exploratory activities

hence determine the inverse matrix for a 2 × 2 involving
matrix. AA-1 = A-1A = I need to be
carried out.
The symbol A-1 and the term
determinant need to be
introduced.
The condition for the
existence of an inverse matrix
need to be discussed.
Suggested activity:
Derivation of the formula to
determine an inverse matrix
may be involved.

2.2.6 Use the matrix method to solve simultaneous Limit to 2 x 2 matrices.

linear equations.

2.2.7 Solve problems involving matrices Representing a situation in the

form of basic matrix
operations and vice-versa
need to be involved.

WEEK 9 UJIAN INTERVENSI TINGKATAN 5

(15/05 – 15/5/2023 – 19/5/2023
19/05)

5
 LEARNING AREA: DISCRETE MATHEMATICS
CHAPTER 3: INSURANCE
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 6 3.1 Risk and 3.1.1 Explain the meaning of risk and the importance Risk is the possibility of a 1: Demonstrate basic knowledge
(23/05 – insurance of insurance coverage, hence determine the disaster that cannot be of insurance.
26/05) coverage types of life insurance and general insurance for avoided. 2: Demonstrate understanding of
protecting a variety of risks. Insurance aims to transfer insurance.
risks from individuals to 3: Apply the understanding of
insurance organizations. insurance to carry out simple
The importance of insurance tasks.
is to reduce financial burden 4: Apply appropriate knowledge
in the occurrence of loss or and skills of insurance in the
accidents. context of simple routine
Emphasise that insurance problem solving.
cannot be used as a mean to 5: Apply appropriate knowledge
gain profit. and skills of insurance in the
context of complex routine
Premium Rate Schedule and problem solving.
3.1.2 Investigate, interpret and perform calculations Risk Rate Schedule such as 6: Apply appropriate knowledge
involving insurance rates and premiums. health, travel, accident, and skills of insurance in the
robbery and other appropriate context of complex non-routine
risks need to be involved. problem solving in a creative
manner.
WEEK 12 3.1.3 Solve problems involving insurance including Co-insurance is also known as
(05/06 – deductible and co-insurance. joint insurance.
09/06) Analyzing various insurance
policies, making wise
decision and justifying the
choice, should be involved.

6
 LEARNING AREA: DISCRETE MATHEMATICS
CHAPTER 10: TAXATION
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 13 4.1 Taxation 4.1.1 Explain the purpose of taxation. Exploratory activities need to 1: Demonstrate basic knowledge
(12/06 – be involved for this topic. of taxation.
16/06) Discussion on tax payments 2: Demonstrate understanding of
from moral and ethical taxation.
aspects need to be carried out. 3: Apply the understanding of
taxation to perform simple tasks.
Taxes that need to be 4: Apply appropriate knowledge
4.1.2 Describe various taxes, hence the consequences involved are: and skills on taxation in the
of tax evasion from legal and financial aspects. (i) Income tax context of simple routine
(ii) Road tax problem solving.
(iii) Property Assessment tax 5: Apply appropriate knowledge
(iv) Quit tax and skills on taxation in the
(v) Sales and service tax context of complex routine
problem solving.
WEEK 14 4.1.3 Investigate, interpret and perform calculations Monthly tax deduction, tax 6: Apply appropriate knowledge
(19/06 – involving various taxes. relief, separate and joint tax and skills on taxation in the
23/06) assessment on income tax context of non-routine problem
need to be included. solving in a creative manner.
The differences between tax
relief and rebate need to be
discussed. PBL MATHEMATICS
FORM 5
4.1.4 Solve problems involving taxation. TEXT BOOK : PAGE 115 -118

7
 LEARNING AREA: DISCRETE MATHEMATICS
CHAPTER 5: CONGRUENCY, ENLARGEMENTAND COMBINED TRANSFORMATION
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 15 5.1 5.1.1 Differentiate between congruent and non- The use of dynamic geometry 1: Demonstrate the basic
(26/06 – Congruency congruent shapes based on sides and angles. software is encouraged knowledge of congruency,
30/06) throughout this topic. enlargement and combined
Notes : transformation.
Nota : Exploratory activities need to 2: Demonstrate the
Hari Raya be carried out throughout this understanding of congruency,
Haji (29- topic. enlargement and combined
30/06) 5.1.2 Make and verify the conjecture of triangles transformation.
congruency based on sides and angles. Exploratory activities 3: Apply the understanding of
involving the following need congruency, enlargement and
to be carried out : combined transformation to
(i) Side-Side-Side - SSS perform simple tasks.
(ii) Side-Angle-Side - SAS 4: Apply appropriate knowledge
(iii) Angle-Side-Angle - ASA and skills on congruency,
(iv) Angle-Angle-Side - AAS enlargement and combined
(v) Angle-Angle-Angle - AAA transformation in the context of
(vi) Side-Side-Angle - SSA simple routine problem solving.
5.1.3 Solve problems involving congruency. 5: Apply appropriate knowledge
and skills on congruency,
enlargement and combined
transformation in the context of

8
WEEK 16 5.2 complex routine problem
(03/07 – Enlargement 5.2.1 Explain the meaning of similarity of geometric solving.
07/07) objects. 6: Apply appropriate knowledge
and skills on congruency,
5.2.2 Make a connection between similarity and A complete description of an enlargement and combined
enlargement, hence describe enlargement using enlargement need to include transformation in the context of
various representations. the scale factor and the centre non-routine problem solving in
of enlargement. a creative manner.
Discuss the case when:
(i) The scale factor is a
fraction
(ii) Scale factor < 0

WEEK 17
(10/07 –
14/07)

WEEK 18
(17/07 – PENTAKSIRAN SUMATIF TINGKATAN 5
21/07)

WEEK 19
(24/07 –
28/07)

WEEK 20
(31/07 – 5.2.3 Determine the image and object of an
04/08) enlargement.

5.2.4 Make and verify conjecture on the relation

between area of the image and area of the object of
an enlargement.

9
 5.2.5 Solve problems involving enlargement.

WEEK 21 5.3 5.3.1 Determine the image and object of a combined The following
(07/08 – Combined transformation. transformations need to be
11/08) Transformation involved:
(i) Translation
(ii) Reflection
(iii) Rotation
(iv) Enlargement
5.3.2 Make and verify the conjecture about
commutative law in combined transformation. The description of a single
transformation equivalent to a
combined transformation
5.3.3 Describe combined transformation. needs to be involved.

WEEK 22 5.3.4 Solve problems involving combined

(14/08 – transformation.
18/08)

WEEK 23 5.4 5.4.1 Explain the meaning of tessellation. Examples of tessellation in

(21/07 – Tessellation real life need to be involved.
25/07) Tessellation is a pattern for a
recurring shape that fills a
plane without empty spaces or
overlapping.
Steps to produce tessellation
need to be demonstrated.
The use of concrete material
and dynamic geometry
software need to be involved.
Escher Tessellation need to be
involved.

10
 5.4.2 Design tessellation involving isometric Suggested activity:
transformation. Project work involving Escher
Tessellation.
WEEK 24
(28/08 –
01/09) CUTI PENGGAL 2

LEARNING AREA: RELATIONSHIP AND ALGEBRA

CHAPTER 6: RATIO AND GRAPH OF TRIGONOMETRY FUNCTION
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 25 6.1 The value 6.1.1 Make and verify conjecture about the value of The use of dynamic geometry 1: Demonstrate basic knowledge
(04/09 – of sine, cosine sine, cosine and tangent for angles in quadrants II, III software needs to be involved of trigonometric ratios and
08/09) and tangent for and IV with the corresponding reference angle. for this topic. graphs.
angle θ, 0 ≤ θ
o
Exploratory activities 2: Demonstrate the
≤ 360o. involving unit circle need to understanding of trigonometric
be involved. ratios and graphs.
The value of sine, cosine and 3: Apply the understanding of
tangent for angles of 0º, 90º, ratios and graphs of
180º, 270º and 360º need to trigonometric functions to
be discussed. perform simple tasks.
4: Apply appropriate knowledge
6.1.2 Determine the value of sine, cosine and tangent Finding the values of sine, and skills about ratios and
for angles in quadrants II, III and IV based on the cosine and tangent for angles graphs of trigonometric
corresponding reference angle. in quadrants II, III and IV functions in the context of
which correspond to the simple routine problem solving.
angles of 30º, 45º and 60º 5: Apply appropriate knowledge
without the use of calculator and skills of ratios and graphs of
need to be involved trigonometric functions in the

11
 context of complex routine
problem solving.
6: Apply appropriate knowledge
6.1.3 Determine the angle when the value of sine, and skills about ratios and
cosine and tangent are given. graphs of trigonometric
functions in the context of non-
6.1.4 Solve problems involving sine, cosine and routine problem solving in a
tangent. creative manner.

WEEK 26 6.2 The graphs 6.2.1 Draw graphs of trigonometric functions The following characteristics
(11/09 – of sine, cosine 𝑦 = sin 𝑥, 𝑦 = cos 𝑥 dan 𝑦 = tan 𝑥 for 00 ≤ x ≤ 3600, need to be discussed:
15/09) and tangent hence compare and contrast the characteristics of the (i) Maximum value and
functions. graphs. minimum value.
(ii) The shape of the graphs.
(iii) The x-intercept and the y-
intercept.

6.2.2 Investigate and make generalisations about the

effects of changes in constants a, b and c on the
graphs of trigonometric functions:
(i) y = a sin bx + c
(ii) y = a cos bx + c
(iii) y = a tan bx + c

for a > 0, b > 0.

6.2.3 Solve problems involving graphs of sine, cosine
and tangent functions.

12
 LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 7: MEASURE OF DISPERSION FOR GROUPED DATA
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 27 7.1 Dispersion 7.1.1 Construct histogram and frequency polygon for Use the statistical inquiry 1: Demonstrate basic
(18/09 – a set of grouped data. approach for this topic. knowledge of dispersion and
22/09) 7.2 Measures Digital technology needs to be measures of dispersion of
of dispersion used in this topic. grouped data.
Construction of histogram and 2: Demonstrate the
cumulative histogram involve understanding of dispersion
only same class interval. and measures of dispersion of
Emphasize that histograms and grouped data.
frequency polygons can only be 3: Apply the understanding of
constructed using continuous dispersion and measures of
data. dispersion of grouped data to
Class interval, lower limit, upper perform simple tasks.
limit, midpoint, lower boundary, 4: Apply appropriate
upper boundary, size of class knowledge and skills about
interval and cumulative measures of dispersion of
frequency need to be discussed. grouped data in the context of
simple routine problem
WEEK 28 7.1.2 Compare and interpret the dispersions of two or Various forms of data solving.
(25/09 – more sets of grouped data based on histogram and distribution need to be 5: Apply appropriate
29/09) frequency polygon, hence make conclusion. discussed. knowledge and skills to the
measures of dispersion of
7.1.3 Construct an ogive for a set of grouped data and Construction of ogives need to grouped data in the context of
determine the quartiles. be related to the cumulative complex routine problem
7.2.1 Determine range, interquartile range, variance histograms. solving.
and standard deviation as a measure to describe Percentile need to be involved. 6: Apply appropriate
dispersion for grouped data Interquartile range of grouped knowledge and skills to the
data is only determined from measures of dispersion of
ogive. grouped data in the context of
Calculations of variance and non-routine problem solving
standard deviation are based on in a creative manner.

13
 the formula.

7.2.2 Construct and interpret a box plot for a set of Ogive and box plots need to be
grouped data. related.

WEEK 29 7.2.3 Compare and interpret two or more sets of

(02/10 – grouped data, based on measures of dispersion hence
06/10) make conclusion.

7.2.4 Solve problems involving measures of

dispersion for grouped data.

7.2.5 Design and conduct a mini-project involving The report of the mini project
statistical investigations based on measures of central needs to involve:
tendency and measures of dispersion and hence (i) Statistical questions
interpret and communicate research findings. (ii) Data collection method
(iii) Data organisation method
(iv) Graphical representations
(v) Data analysis
(vi) Related description and
conclusion.

Pupils need to justify the steps in

the project implementation.
Suggested activity:
The mini project may be
conducted at the beginning of
the topic or be carried out
outside the teaching and learning

14
 session, using problem-based
learning approach.

15
 LEARNING AREA: STATISTICS AND PROBABILITY
CHAPTER 8: MATHEMATICAL MODELLING
WEEK/ CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/
DATE STANDARDS ACTIVITIES/NOTES DESCRIPTOR
WEEK 30 8.1 8.1.1 Explain Mathematical Modelling. Exploratory activities need to be 1: Demonstrate basic
(09/10 - Mathematical carried out. The explanation knowledge of mathematical
13/10) Modeling should involve the process of: modelling
(i) Identifying and defining the 2: Demonstrate the
problems. understanding of
(ii) Making assumptions and mathematical modeling.
identifying the variables. 3: Apply the understanding of
(iii) Applying mathematical mathematical modeling to
modelling to solve problems. perform simple tasks.
(iv) Verifying and interpreting 4: Apply the knowledge and
solutions in the context of the skills of mathematical
problem. modeling in the context of
(v) Refining the mathematical solving real-life problems
modelling. involving linear functions.
(vi) Reporting the findings. 5: Apply the knowledge and
skills of mathematical
Communication can involve in modeling in the context of
written report and presentation. solving real-life problems
involving quadratic and
8.1.2 Solve real life problems through mathematical exponential functions.
modeling which involves the following functions: 6: Apply the knowledge and
(i) Linear skills of mathematical
(ii) Quadratic modeling in the context of
(iii) Exponential solving real-life problems
involving quadratic and
and communicate the mathematical modeling process exponential functions in a
implemented. creative manner.

16
 WEEK ULANGKAJI PEPERIKSAAN PERCUBAAN SPM
31 1. ULANGKAJI TAJUK-TAJUK TING 1
(16/10 – 20/10) 2. ULANGKAJI TAJUK-TAJUK TING 2
3. ULANGKAJI TAJUK-TAJUK TING 3

WEEK ULANGKAJI PEPERIKSAAN PERCUBAAN SPM

32 1. ULANGKAJI TAJUK-TAJUK TING 4
(23/10 – 2. ULANGKAJI TAJUK-TAJUK TING 5
27/10)

WEEK
33-35 PEPERIKSAAN PERCUBAAN SPM 2022
(30/10 – (01/11/22 HINGGA 17/11/22)
15/11)

WEEK
36-39 LONJAKAN SPM
(20/11 –
15/12)

WEEK 40 – 41 CUTI PENGGAL 3

(18/12 – 29/12) (16/12/23 HINGGA 31/12/23)
WEEK
42-44 SENTUHAN AKHIR SPM
(01/01/24 HINGGA 19/02/23)
SPM 2022
CUTI AKHIR TAHUN
(09/02/24 HINGGA 10/03/24)

17