SM Holy Trinity Math is the basic of Logic & AI.

FORM FIVE MATHEMATICS YEARLY LESSON PLAN IN 2025

1ST Term : 17.02.2025 – 28.05. 2025 (15 WEEKS, 66 DAYS)

LEARNING AREA: RELATIONSHIP AND ALGEBRA

CHAPTER 1: VARIATION
WEEK CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS ACTIVITIES/NOTES
WEEK 1 ACTIVITIES FOR 1ST WEEK SCHOOL REOPEN
17.02.2025

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

1.0.4 Solve problems involving direct variation.

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WEEK 1 1.2 Inverse 1.2.1 Explain the meaning of inverse variation.
Variation
1.2.2 Determine the relation between two variables for an The following cases need to be
inverse variation. involved:

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

WEEK 2 1.3 Combined 1.3.1 Determine the relation between three or more variables Combined variation involves a
variation for a combined variation. combination of direct variation or
joint variation, and inverse
variation.

1.3.2 Solve problems involving combined variation.

LEARNING AREA: NUMBERS AND OPERATIONS

CHAPTER 2: MATRICES
WEEK CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS ACTIVITIES/NOTES
WEEK 3 2.1 Matrices 2.1.1 Represent information from real situations in the form 1: Demonstrate basic knowledge about
of matrices. matrices.
2: Demonstrate understanding of
2.1.2 Determine the order of a matrix, hence identify certain Real life situations need to be matrices.
elements in a matrix. involved throughout this topic. 3: Apply understanding of matrices to
The terms "row matrix", "column carry out simple tasks.
matrix", "square matrix" and 4: Apply appropriate knowledge and skills
"rectangular matrix" need to be of matrices in the context of simple
introduced. routine problem solving.
Emphasise that a matrix with m 5: Apply appropriate knowledge and skills
rows and n of matrices in the context of complex
columns is read as "matrix m by n". routine problem solving.

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6: Apply appropriate knowledge and skills
of matrices in the context of non-routine
problem solving in a creative manner.

The notation of the element ai j ,

need to be emphasized.
Determining the value of elements
in equal matrices need to be
involved.
2.1.3 Determine whether two matrices are equal.

WEEK 3 2.2 Basic 2.2.1 Add and subtract matrices Exploratory activities involving
Operation on the following laws need to be
Matrices carried out:
(i) Commutative laws
(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:

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2.2.3 Multiply two matrices. The conditions for multiplication
of two matrices need to be
discussed.

WEEK 4-5 2.2.4 Explain the characteristics of identity matrix. Exploratory activities involving
various multiplication of matrices
including identity matrix need to
be carried out.
The symbol I as identity matrix
should be introduced.

Exploratory activities involving

2.2.5 Explain the meaning of inverse matrix and hence AA-1 = A-1A = I need to be
determine the inverse matrix for a 2 × 2 matrix. carried out.
The symbol A-1 and the term
2.2.6 Use the matrix method to solve simultaneous linear determinant need to be
equations. introduced.
The condition for the existence of
2.2.7 Solve problems involving matrices an inverse matrix need to be
discussed.
Suggested activity:
Derivation of the formula to
determine an inverse matrix may
be involved.

Limit to 2 x 2 matrices.

Representing a situation in the

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

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LEARNING AREA: DISCRETE MATHEMATICS
CHAPTER 3: INSURANCE
WEEK CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS ACTIVITIES/NOTES
WEEK 3.1 Risk and 3.1.1 Explain the meaning of risk and the importance of Risk is the possibility of a disaster 1: Demonstrate basic knowledge of
6-8 insurance insurance coverage, hence determine the that cannot be avoided. insurance.
coverage types of life insurance and general insurance for protecting a Insurance aims to transfer risks 2: Demonstrate understanding of
variety of risks. from individuals to insurance insurance.
organizations. 3: Apply the understanding of insurance to
The importance of insurance is to carry out simple tasks.
reduce financial burden in the 4: Apply appropriate knowledge and skills
occurrence of loss or accidents. of insurance in the context of simple
Emphasise that insurance cannot routine problem solving.
be used as a mean to gain profit. 5: Apply appropriate knowledge and skills
of insurance in the context of complex
Premium Rate Schedule and Risk routine problem solving.
Rate Schedule such as health, 6: Apply appropriate knowledge and skills
travel, accident, robbery and of insurance in the context of complex
other appropriate risks need to be non-routine problem solving in a creative
3.1.2 Investigate, interpret and perform calculations involved. manner.
involving insurance rates and premiums.
Co-insurance is also known as joint
insurance.
Analyzing various insurance
policies, making wise decision and
3.1.3 Solve problems involving insurance including deductible justifying the choice, should be
and co-insurance. involved.

LEARNING AREA: DISCRETE MATHEMATICS

CHAPTER 4: TAXATION
WEEK CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS ACTIVITIES/NOTES
WEEK 9-10 4.1 Taxation 4.1.1 Explain the purpose of taxation. Exploratory activities need to be 1: Demonstrate basic knowledge of
involved for this topic. taxation.
Discussion on tax payments from 2: Demonstrate understanding of taxation.
moral and ethical aspects need to 3: Apply the understanding of taxation to
be carried out. perform simple tasks.

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Taxes that need to be involved 4: Apply appropriate knowledge and skills
4.1.2 Describe various taxes, hence the consequences of tax are: on taxation in the context of simple
evasion from legal and financial aspects. (i) Income tax routine problem solving.
(ii) Road tax 5: Apply appropriate knowledge and skills
(iii) Property Assessment tax on taxation in the context of complex
(iv) Quit tax routine problem solving.
(v) Sales and service tax 6: Apply appropriate knowledge and skills
on taxation in the context of non-routine
problem solving in a creative manner.
WEEK 11 4.1.3 Investigate, interpret and perform calculations Monthly tax deduction, tax relief,
involving various taxes. separate and joint tax assessment
on income tax need to be included.
The differences between tax
relief and rebate need to be
discussed.

4.1.4 Solve problems involving taxation.

Week 12 -13 Revision Before First Term Exam

- F4 Syllabus
- F3 Syllabus
- Objective Revision
Week 14 – 15 First Term Examination

Week 16 School 1st Term Holiday

29.05.2025 -
09.06.2025

2nd Term : 10.06.2025 – 30.09.2025 (15 WEEKS, 73 DAYS)

LEARNING AREA: DISCRETE MATHEMATICS

CHAPTER 5: CONGRUENCY, ENLARGEMENTAND COMBINED TRANSFORMATION
WEEK CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS ACTIVITIES/NOTES

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WEEK 17 5.1 Congruency 5.1.1 Differentiate between congruent and non- congruent The use of dynamic geometry 1: Demonstrate the basic knowledge of
10.06.2025 shapes based on sides and angles. software is encouraged congruency, enlargement and combined
throughout this topic. transformation.
Notes : 2: Demonstrate the understanding of
Exploratory activities need to be congruency, enlargement and combined
carried out throughout this topic. transformation.
3: Apply the understanding of congruency,
5.1.2 Make and verify the conjecture of triangles congruency Exploratory activities involving enlargement and combined transformation
based on sides and angles. the following need to be carried to perform simple tasks.
out : 4: Apply appropriate knowledge and skills
(i) Side-Side-Side - SSS on congruency, enlargement and combined
(ii) Side-Angle-Side - SAS transformation in the context of simple
(iii) Angle-Side-Angle - ASA routine problem solving.
(iv) Angle-Angle-Side - AAS 5: Apply appropriate knowledge and skills
(v) Angle-Angle-Angle - AAA on congruency, enlargement and combined
(vi) Side-Side-Angle - SSA transformation in the context of complex
routine problem solving.
5.1.3 Solve problems involving congruency. 6: Apply appropriate knowledge and skills
WEEK 18 5.2 Enlargement on congruency, enlargement and combined
5.2.1 Explain the meaning of similarity of geometric objects. A complete description of an transformation in the context of non-
enlargement need to include the routine problem solving in a creative
5.2.2 Make a connection between similarity and enlargement, scale factor and the centre of manner.
hence describe enlargement using various representations. enlargement.
Discuss the case when:
(i) The scale factor is a fraction
(ii) Scale factor < 0

5.2.3 Determine the image and object of an enlargement.

WEEK 18 5.2 Enlargement 5.2.4 Make and verify conjecture on the relation between
area of the image and area of the object of an enlargement.

5.2.5 Solve problems involving enlargement.

WEEK 19 5.3 5.3.1 Determine the image and object of a combined The following transformations
Combined transformation. need to be involved:
Transformation (i) Translation
(ii) Reflection
(iii) Rotation

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(iv) Enlargement

5.3.2 Make and verify the conjecture about commutative law The description of a single
in combined transformation. transformation equivalent to a
combined transformation needs to
be involved.
5.3.3 Describe combined transformation.

5.3.4 Solve problems involving combined transformation.

WEEK 20 5.4 Tessellation 5.4.1 Explain the meaning of tessellation. Examples of tessellation in real
life need to be involved.
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.

5.4.2 Design tessellation involving isometric transformation.

Suggested activity:
Project work involving Escher
Tessellation.
LEARNING AREA: RELATIONSHIP AND ALGEBRA
CHAPTER 6: RATIO AND GRAPH OF TRIGONOMETRY FUNCTION
WEEK CONTENT LEARNING STANDARDS SUGGESTED PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS ACTIVITIES/NOTES
WEEK 21 6.1 The value of 6.1.1 Make and verify conjecture about the value of sine, The use of dynamic geometry 1: Demonstrate basic knowledge of
sine, cosine and cosine and tangent for angles in quadrants II, III and IV software needs to be involved for trigonometric ratios and graphs.
tangent for angle with the corresponding reference angle. this topic. 2: Demonstrate the understanding of
θ, 0o ≤ θ ≤ 360o. Exploratory activities involving trigonometric ratios and graphs.
unit circle need to be involved. 3: Apply the understanding of ratios and
The value of sine, cosine and graphs of trigonometric functions to
tangent for angles of 0º, 90º, perform simple tasks.

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180º, 270º and 360º need to be 4: Apply appropriate knowledge and skills
discussed. about ratios and graphs of trigonometric
functions in the context of simple routine
6.1.2 Determine the value of sine, cosine and tangent for Finding the values of sine, cosine problem solving.
angles in quadrants II, III and IV based on the and tangent for angles in 5: Apply appropriate knowledge and skills
corresponding reference angle. quadrants II, III and IV which of ratios and graphs of trigonometric
correspond to the angles of 30º, functions in the context of complex
45º and 60º without the use of routine problem solving.
calculator need to be involved 6: Apply appropriate knowledge and skills
about ratios and graphs of trigonometric
6.1.3 Determine the angle when the value of sine, cosine and functions in the context of non-routine
tangent are given. problem solving in a creative manner.

6.1.4 Solve problems involving sine, cosine and tangent.

WEEK 22 6.2 The graphs 6.2.1 Draw graphs of trigonometric functions The following characteristics need
of sine, cosine 𝑦 = sin 𝑥, 𝑦 = cos 𝑥 dan 𝑦 = tan 𝑥 for 00 ≤ x ≤ 3600, hence to be discussed:
and tangent compare and contrast the characteristics of the graphs. (i) Maximum value and minimum
functions. 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.

LEARNING AREA: RELATIONSHIP AND ALGEBRA

CHAPTER 7: MEASURE OF DISPERSION FOR GROUPED DATA
WEEK/DATE CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS

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WEEK 23 7.1 Dispersion 7.1.1 Construct histogram and frequency polygon for a set of Use the statistical inquiry approach 1: Demonstrate basic knowledge of
grouped data. for this topic. dispersion and measures of dispersion
Digital technology needs to be used in of grouped data.
this topic. 2: Demonstrate the understanding of
Construction of histogram and dispersion and measures of dispersion
cumulative histogram involve only of grouped data.
same class interval. 3: Apply the understanding of
Emphasize that histograms and dispersion and measures of dispersion
frequency polygons can only be of grouped data to perform simple
constructed using continuous data. tasks.
Class interval, lower limit, upper limit, 4: Apply appropriate knowledge and
midpoint, lower boundary, upper skills about measures of dispersion of
boundary, size of class interval and grouped data in the context of simple
cumulative frequency need to be routine problem solving.
discussed. 5: Apply appropriate knowledge and
skills to the measures of dispersion of
Various forms of data distribution grouped data in the context of complex
7.1.2 Compare and interpret the dispersions of two or more need to be discussed. routine problem solving.
sets of grouped data based on histogram and frequency 6: Apply appropriate knowledge and
polygon, hence make conclusion. Construction of ogives need to be skills to the measures of dispersion of
related to the cumulative histograms. grouped data in the context of non-
7.1.3 Construct an ogive for a set of grouped data and Percentile need to be involved. routine problem solving in a creative
determine the quartiles. manner.

WEEK 24 7.2 Measures of 7.2.1 Determine range, interquartile range, variance and Interquartile range of grouped data
dispersion standard deviation as a measure to describe dispersion for is only determined from ogive.
grouped data Calculations of variance and standard
deviation are based on the formula.

7.2.2 Construct and interpret a box plot for a set of grouped

data.

Ogive and box plots need to be

related.
WEEK 25 7.2 Measures of 7.2.3 Compare and interpret two or more sets of grouped
dispersion data, based on measures of dispersion hence make conclusion.

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7.2.4 Solve problems involving measures of dispersion for
grouped data.

WEEK 26 7.2 Measures of 7.2.5 Design and conduct a mini-project involving statistical The report of the mini project needs
dispersion investigations based on measures of central tendency and to involve:
measures of dispersion and hence interpret and communicate (i) Statistical questions
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 session, using problem-based
learning approach.
LEARNING AREA: STATISTICS AND PROBABILITY
CHAPTER 8: MATHEMATICAL MODELLING
WEEK CONTENT LEARNING STANDARDS SUGGESTED ACTIVITIES/NOTES PERFORMANCE LEVEL/ DESCRIPTOR
STANDARDS
WEEK 27 8.1 Mathematical 8.1.1 Explain Mathematical Modelling. Exploratory activities need to be 1: Demonstrate basic knowledge of
Modeling carried out. The explanation should mathematical modelling
involve the process of: 2: Demonstrate the understanding of
(i) Identifying and defining the mathematical modeling.
problems. 3: Apply the understanding of
(ii) Making assumptions and mathematical modeling to perform
identifying the variables. simple tasks.
(iii) Applying mathematical modelling 4: Apply the knowledge and skills of
to solve problems. mathematical modeling in the context
(iv) Verifying and interpreting of solving real-life problems involving
solutions in the context of the linear functions.
problem. 5: Apply the knowledge and skills of
mathematical modeling in the context

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(v) Refining the mathematical of solving real-life problems involving
modelling. quadratic and exponential functions.
(vi) Reporting the findings. 6: Apply the knowledge and skills of
mathematical modeling in the context
Communication can involve in written of solving real-life problems involving
report and presentation. quadratic and exponential functions in
8.1.2 Solve real life problems through mathematical modeling a creative manner.
which involves the following functions: .
(i) Linear
(ii) Quadratic
(iii) Exponential

and communicate the mathematical modeling process

implemented.

WEEK 28 REVISION BEFORE TRIAL EXAM

- Past Year Exam Papers
- P1 & P2

WEEK 29 Trial SPM (September)

WEEK 30 Trial SPM (September)

WEEK 31 SCHOOL HOLIDAY 13/9/2025 – 21/9/2025

3rd Term : 22 SEPTEMBER 2025 – 19 DISEMBER 2025 (13 WEEKS, 62 DAYS)

WEEK CHAPTER CONTENT STANDARD LEARNING STANDARD

WEEK 32
TRIAL PAPERS EXPLANATION

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WEEK 33 FORM 1-3 REVISION 1) Perimeter & Area of Circles
2) Solid Geometry
3) Data Handling (Mean Mod Median)
4) The Straight Lines
5) Single Transformation

WEEK 33- FORM 4 REVISION

WEEK 34 1) Financial Management
2) Measures of Dispersion
3) Graph of Motions
4) Network in Graph Theory
5) Set Operations
6) Number Bases
7) Logical Reasoning
8) Linear Inequalities

WEEK 35 REVISION FORM 5

1) Matrices
2) Variations
3) Measures of Dispersion
4) Combined Transformations
5) Taxation
6) Insurance
7) Trigonometry

WEEK 36 MODULE SET 1

WEEK 37 MODULE SET 2
WEEK 38 MODULE SET 3
WEEK 39 PAPER 1 SIMULATION (1 HOUR) – 30 QUESTIONS
WEEK 40 PAPER 2 SIMULATION (SECTION A) - 1 HOUR
WEEK 41 PAPER 2 SIMULATION (SECTION B) – 1 HOUR
WEEK 42 PAPER 2 SIMULATION (SECTION C) – ½ HOUR.
WEEK 43-44 FINAL REVISION FOR SPM
WEEK 45-47 SCHOOL HOLIDAYS OF CHRISTMAS 20/12/2025 -11/1/2025
YEAR END BREAK

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