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About This Presentation
ADD MATH F5
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YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
1 | Page
SMK TAMAN BUKIT MALURI
YEARLY LESSON PLAN 202 5
ADDITIONAL MATHEMATICS FORM 5 KSSM
LEARNING AREA : CALCULUS
TOPIC : 1.0 CIRCULAR MEASURE
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
1
17/2 - 21/2
PROGRAM RIANG RIA
LEARNING AREA : CALCULUS
TOPIC : 1.0 CIRCULAR MEASURE
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
1.1 Radian Pupils are able to:
Kandungan Asas
1.1.1 Relate angle measurement in
radian and degree.
Real-life situations need to be involved
throughout this topic.
The definition of one radian needs to be
discussed.
Measurement in radian can be expressed:
(a) in terms of ??????.
(b) without involving π.
1 Demonstrate the basic
knowledge of circular
measure.
2 Demonstrate the
understanding of circular
measure.
PdPc topik ini
telah
dilaksanakan
pada minggu
37-42 sesi
2024/2025
sebagai Program
Selepas PASA
Tingkatan 4.
1 | Page
SMK TAMAN BUKIT MALURI
YEARLY LESSON PLAN 202 5
ADDITIONAL MATHEMATICS FORM 5 KSSM
LEARNING AREA : CALCULUS
TOPIC : 1.0 CIRCULAR MEASURE
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
1
17/2 - 21/2
PROGRAM RIANG RIA
LEARNING AREA : CALCULUS
TOPIC : 1.0 CIRCULAR MEASURE
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
1.1 Radian Pupils are able to:
Kandungan Asas
1.1.1 Relate angle measurement in
radian and degree.
Real-life situations need to be involved
throughout this topic.
The definition of one radian needs to be
discussed.
Measurement in radian can be expressed:
(a) in terms of ??????.
(b) without involving π.
1 Demonstrate the basic
knowledge of circular
measure.
2 Demonstrate the
understanding of circular
measure.
PdPc topik ini
telah
dilaksanakan
pada minggu
37-42 sesi
2024/2025
sebagai Program
Selepas PASA
Tingkatan 4.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
2 | Page
1.2 Arc length
of a circle
Pupils are able to:
Kandungan Asas
1.2.1 Determine
(i) arc length,
(ii) radius, and
(iii) angle subtended at the
centre of a circle.
Derivation of the formula �=�?????? needs to
be discussed.
The use of sine rule and cosine rule can be
involved.
3 Apply the understanding of
circular measure to perform
simple tasks.
4 Apply appropriate
knowledge and skills of
circular measure in the context
of simple routine problem
solving.
5 Apply appropriate
knowledge and skills of
circular measure in the context
of complex routine problem
solving.
6 Apply appropriate
knowledge and skills of
circular measure in the context
of non-routine problem solving
in acreative manner.
1.2.2 Determine perimeter of
segment of a circle.
1.2.3 Solve problems involving arc
length.
1.3 Area of a
sector of a
circle
Pupils are able to:
Kandungan Asas
1.3.1 Determine
(i) area of sector,
(ii) radius, and
(iii) angle subtended at the
centre of a circle.
Derivation of the formula �=
1
2
�
2
??????
needs to be discussed.
The use of the following formulae can be
involved:
(a) Area of triangle =
1
2
���??????��
(b) Area of triangle =
√�(�−�)(�−�)(�−�)
1.3.2 Determine the area of segment
of a circle.
1.3.3 Solve problems involving areas
of sectors.
1.4 Application
of Circular
measures
Pupils are able to:
Kandungan Asas
1.4.1 Solve problems involving
circular measure.
2 | Page
1.2 Arc length
of a circle
Pupils are able to:
Kandungan Asas
1.2.1 Determine
(i) arc length,
(ii) radius, and
(iii) angle subtended at the
centre of a circle.
Derivation of the formula �=�?????? needs to
be discussed.
The use of sine rule and cosine rule can be
involved.
3 Apply the understanding of
circular measure to perform
simple tasks.
4 Apply appropriate
knowledge and skills of
circular measure in the context
of simple routine problem
solving.
5 Apply appropriate
knowledge and skills of
circular measure in the context
of complex routine problem
solving.
6 Apply appropriate
knowledge and skills of
circular measure in the context
of non-routine problem solving
in acreative manner.
1.2.2 Determine perimeter of
segment of a circle.
1.2.3 Solve problems involving arc
length.
1.3 Area of a
sector of a
circle
Pupils are able to:
Kandungan Asas
1.3.1 Determine
(i) area of sector,
(ii) radius, and
(iii) angle subtended at the
centre of a circle.
Derivation of the formula �=
1
2
�
2
??????
needs to be discussed.
The use of the following formulae can be
involved:
(a) Area of triangle =
1
2
���??????��
(b) Area of triangle =
√�(�−�)(�−�)(�−�)
1.3.2 Determine the area of segment
of a circle.
1.3.3 Solve problems involving areas
of sectors.
1.4 Application
of Circular
measures
Pupils are able to:
Kandungan Asas
1.4.1 Solve problems involving
circular measure.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
3 | Page
LEARNING AREA : CALCULUS
TOPIC : 2.0 DIFFERENTIATION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
2.1 Limit and
its Relation to
Differentiation
Pupils are able to:
Kandungan Asas
2.1.1 Investigate and determine the
value of limit of a function when its
variable approaches zero.
2.1.2 Determine the first derivative of
a function �(�) by using the first
principle.
Real-life situations need to be involved
throughout this topic.
Graphing calculator or dynamic geometry
software needs to be used throughout this
topic.
Exploratory activities using table of values
and graphs when the value of the variable
approaches zero from two opposite
directions need to be involved.
The notation of �??????�
�→0
�(�) needs to be
introduced.
Exploratory activities to determine the first
derivative of a function using the idea of
limit need to be involved.
When �=�(�),
��
��
=�??????�
??????�→0
??????�
??????�
.
The relation between the first derivative and
the gradient of a tangent should be
emphasized.
1 Demonstrate the basic
knowledge of differentiation.
2 Demonstrate the
understanding of
differentiation.
3 Apply the understanding of
differentiation to perform
simple tasks.
4 Apply appropriate knowledge
and skills of differentiation in
the context of simple routine
problem solving.
5 Apply appropriate knowledge
and skills of differentiation in
the context of complex routine
problem solving.
6 Apply appropriate knowledge
and skills of differentiation in
the context of non-routine
problem solving in a
creative manner.
PdPc topik ini
telah
dilaksanakan
pada minggu 37-
42 sesi
2024/2025
sebagai Program
Selepas PASA
Tingkatan 4.
2.2 The First
Derivative
Pupils are able to:
Kandungan Asas
2.2.1 Derive the formula of first
derivative inductively for the function
�=��
??????
, a is a constant and n is an
integer.
Notes:
Differentiation notations �’(�),
��
��
and
�
��
() where ( ) is a function of x, need to
be involved.
3 | Page
LEARNING AREA : CALCULUS
TOPIC : 2.0 DIFFERENTIATION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
2.1 Limit and
its Relation to
Differentiation
Pupils are able to:
Kandungan Asas
2.1.1 Investigate and determine the
value of limit of a function when its
variable approaches zero.
2.1.2 Determine the first derivative of
a function �(�) by using the first
principle.
Real-life situations need to be involved
throughout this topic.
Graphing calculator or dynamic geometry
software needs to be used throughout this
topic.
Exploratory activities using table of values
and graphs when the value of the variable
approaches zero from two opposite
directions need to be involved.
The notation of �??????�
�→0
�(�) needs to be
introduced.
Exploratory activities to determine the first
derivative of a function using the idea of
limit need to be involved.
When �=�(�),
��
��
=�??????�
??????�→0
??????�
??????�
.
The relation between the first derivative and
the gradient of a tangent should be
emphasized.
1 Demonstrate the basic
knowledge of differentiation.
2 Demonstrate the
understanding of
differentiation.
3 Apply the understanding of
differentiation to perform
simple tasks.
4 Apply appropriate knowledge
and skills of differentiation in
the context of simple routine
problem solving.
5 Apply appropriate knowledge
and skills of differentiation in
the context of complex routine
problem solving.
6 Apply appropriate knowledge
and skills of differentiation in
the context of non-routine
problem solving in a
creative manner.
PdPc topik ini
telah
dilaksanakan
pada minggu 37-
42 sesi
2024/2025
sebagai Program
Selepas PASA
Tingkatan 4.
2.2 The First
Derivative
Pupils are able to:
Kandungan Asas
2.2.1 Derive the formula of first
derivative inductively for the function
�=��
??????
, a is a constant and n is an
integer.
Notes:
Differentiation notations �’(�),
��
��
and
�
��
() where ( ) is a function of x, need to
be involved.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
4 | Page
2.2.2 Determine the first derivative of
an algebraic function.
Further exploration using dynamic geometry
software to compare the graphs of
�(�) and �’(�) (gradient function graph) can
be carried out.
2.2.3 Determine the first derivative of
composite function.
Chain rule needs to be involved.
The use of the idea of limit to prove the chain
rule can be discussed.
2.2.4 Determine the first derivative of
a function involving product and
quotient of algebraic expressions.
The use of the idea of limit to prove product
rule and quotient rule can be discussed.
2.3 The Second
Derivative
Pupils are able to:
Kandungan Asas
2.3.1 Determine the second derivative
of an algebraic function.
Notes:
�
2
�
��
2
=
�
��
(
��
��
) and �"(�)=
�
��
(�′(�)) need to be emphasized.
2.4 Application
of
Differentiation
Pupils are able to:
Kandungan Asas
2.4.1 Interpret gradient of tangent to a
curve at different points.
Suggested activity:
Graph sketching can be involved.
The following matters need to be involved:
(a) Sketching tangent method
(b) Second derivative method
(c) Point of Inflection
2.4.2 Determine equation of tangent
and normal to a curve at a point.
2.4.3 Solve problems involving
tangent and normal.
2.4.4 Determine the turning points
and their nature.
2.4.5 Solve problems involving
maximum and minimum values and
interpret the solutions.
4 | Page
2.2.2 Determine the first derivative of
an algebraic function.
Further exploration using dynamic geometry
software to compare the graphs of
�(�) and �’(�) (gradient function graph) can
be carried out.
2.2.3 Determine the first derivative of
composite function.
Chain rule needs to be involved.
The use of the idea of limit to prove the chain
rule can be discussed.
2.2.4 Determine the first derivative of
a function involving product and
quotient of algebraic expressions.
The use of the idea of limit to prove product
rule and quotient rule can be discussed.
2.3 The Second
Derivative
Pupils are able to:
Kandungan Asas
2.3.1 Determine the second derivative
of an algebraic function.
Notes:
�
2
�
��
2
=
�
��
(
��
��
) and �"(�)=
�
��
(�′(�)) need to be emphasized.
2.4 Application
of
Differentiation
Pupils are able to:
Kandungan Asas
2.4.1 Interpret gradient of tangent to a
curve at different points.
Suggested activity:
Graph sketching can be involved.
The following matters need to be involved:
(a) Sketching tangent method
(b) Second derivative method
(c) Point of Inflection
2.4.2 Determine equation of tangent
and normal to a curve at a point.
2.4.3 Solve problems involving
tangent and normal.
2.4.4 Determine the turning points
and their nature.
2.4.5 Solve problems involving
maximum and minimum values and
interpret the solutions.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
5 | Page
2.4.6 Interpret and determine rates of
change for related quantities.
The use of chain rule needs to be
emphasized.
2.4.7 Solve problems involving rates
of change for related quantities and
interpret the solutions.
2.4.8 Interpret and determine small
changes and approximations of
certain quantities.
2.4.9 Solve problems involving small
changes and approximations of
certain quantities.
Problems involved are limited to two
variables
LEARNING AREA : CALCULUS
TOPIC : 3.0 INTEGRATION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
3.1 Integration
as the inverse
of
Differentiation
Pupils are able to:
Kandungan Asas
3.1.1 Explain the relation between
differentiation and integration
Suggested activities:
The use of dynamic software is encouraged
throughout this topic.
Notes
Real-life situations need to be involved
throughout this topic.
Exploratory activities need to be carried out.
1 Demonstrate the basic
knowledge of integration.
2 Demonstrate the
understanding of integration.
3 Apply the understanding of
integration to perform simple
tasks.
4 Apply appropriate knowledge
and skills of integration in the
context of simple routine
problem solving.
PdPc topik ini
telah
dilaksanakan
pada minggu 37-
42 sesi
2024/2025
sebagai Program
Selepas PASA
Tingkatan 4. 3.2 Indefinite
Integral
Pupils are able to:
Kandungan Asas
3.2.1 Derive the indefinite integral
formula inductively.
Limited to ∫��
??????
��, a is a constant, n is an
integer and �≠1.
The constant, c needs to be emphasized.
5 | Page
2.4.6 Interpret and determine rates of
change for related quantities.
The use of chain rule needs to be
emphasized.
2.4.7 Solve problems involving rates
of change for related quantities and
interpret the solutions.
2.4.8 Interpret and determine small
changes and approximations of
certain quantities.
2.4.9 Solve problems involving small
changes and approximations of
certain quantities.
Problems involved are limited to two
variables
LEARNING AREA : CALCULUS
TOPIC : 3.0 INTEGRATION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
3.1 Integration
as the inverse
of
Differentiation
Pupils are able to:
Kandungan Asas
3.1.1 Explain the relation between
differentiation and integration
Suggested activities:
The use of dynamic software is encouraged
throughout this topic.
Notes
Real-life situations need to be involved
throughout this topic.
Exploratory activities need to be carried out.
1 Demonstrate the basic
knowledge of integration.
2 Demonstrate the
understanding of integration.
3 Apply the understanding of
integration to perform simple
tasks.
4 Apply appropriate knowledge
and skills of integration in the
context of simple routine
problem solving.
PdPc topik ini
telah
dilaksanakan
pada minggu 37-
42 sesi
2024/2025
sebagai Program
Selepas PASA
Tingkatan 4. 3.2 Indefinite
Integral
Pupils are able to:
Kandungan Asas
3.2.1 Derive the indefinite integral
formula inductively.
Limited to ∫��
??????
��, a is a constant, n is an
integer and �≠1.
The constant, c needs to be emphasized.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
6 | Page
3.2.2 Determine indefinite integral for
algebraic functions.
The following integrations need to be
involved:
(a) ∫(��
??????
)��=�∫�
??????
��
(b) ∫[�(�)±�(�)] ��=∫�(�)��±
∫�(�)��.
5 Apply appropriate knowledge
and skills of integration in the
context of complex routine
problem solving.
6 Apply appropriate knowledge
and skills of integration in the
context of non-routine problem
solving in a creative manner.
3.2.3 Determine indefinite integral for
functions in the form of (��+�)
??????
.
where a and b are constants, n is an
integer and
�≠1.
Suggested activities : Substitution method
can be involved.
3.2.4 Determine the equation of curve
from its gradient function.
3.3 Definite
Integral
Pupils are able to:
Kandungan Asas
3.3.1 Determine the value of definite
integral for algebraic functions.
The following characteristics of definite
integral need to be emphasized:
(a) ∫�(�)
�
�
��=−∫�(�)
�
�
��
(b) ∫�(�)
�
�
��=∫�(�)
�
�
��+
∫�(�)
�
�
��,�<�<�
The use of diagrams needs to be emphasized.
Exploratory activities need to be carried out.
1 Demonstrate the basic
knowledge of integration.
2 Demonstrate the
understanding of integration.
3 Apply the understanding of
integration to perform simple
tasks.
4 Apply appropriate knowledge
and skills of integration in the
context of simple routine
problem solving.
5 Apply appropriate knowledge
and skills of integration in the
context of complex routine
problem solving.
3.3.2 Investigate and explain the
relation between the limit of the sum
of areas of rectangles and the area
under a curve.
When n approaches ∞, ??????� approaches 0,
area under the curve =�??????�
??????�→0
∑�
??????
??????
??????=1??????�
=∫� ��
�
�
3.3.3 Determine the area of a region.
The meaning of the positive and negative
signs for the value of area needs to be
discussed.
6 | Page
3.2.2 Determine indefinite integral for
algebraic functions.
The following integrations need to be
involved:
(a) ∫(��
??????
)��=�∫�
??????
��
(b) ∫[�(�)±�(�)] ��=∫�(�)��±
∫�(�)��.
5 Apply appropriate knowledge
and skills of integration in the
context of complex routine
problem solving.
6 Apply appropriate knowledge
and skills of integration in the
context of non-routine problem
solving in a creative manner.
3.2.3 Determine indefinite integral for
functions in the form of (��+�)
??????
.
where a and b are constants, n is an
integer and
�≠1.
Suggested activities : Substitution method
can be involved.
3.2.4 Determine the equation of curve
from its gradient function.
3.3 Definite
Integral
Pupils are able to:
Kandungan Asas
3.3.1 Determine the value of definite
integral for algebraic functions.
The following characteristics of definite
integral need to be emphasized:
(a) ∫�(�)
�
�
��=−∫�(�)
�
�
��
(b) ∫�(�)
�
�
��=∫�(�)
�
�
��+
∫�(�)
�
�
��,�<�<�
The use of diagrams needs to be emphasized.
Exploratory activities need to be carried out.
1 Demonstrate the basic
knowledge of integration.
2 Demonstrate the
understanding of integration.
3 Apply the understanding of
integration to perform simple
tasks.
4 Apply appropriate knowledge
and skills of integration in the
context of simple routine
problem solving.
5 Apply appropriate knowledge
and skills of integration in the
context of complex routine
problem solving.
3.3.2 Investigate and explain the
relation between the limit of the sum
of areas of rectangles and the area
under a curve.
When n approaches ∞, ??????� approaches 0,
area under the curve =�??????�
??????�→0
∑�
??????
??????
??????=1??????�
=∫� ��
�
�
3.3.3 Determine the area of a region.
The meaning of the positive and negative
signs for the value of area needs to be
discussed.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
7 | Page
Area of region between two curves needs to
be involved.
6 Apply appropriate knowledge
and skills of integration in the
context of non-routine problem
solving in a creative manner.
3.3.4 Investigate and explain the
relation between the limits of the sum
of volumes of cylinders and the
generated volume by revolving a
region
When n approaches ∞, ??????� approaches 0,
generated volume =�??????�
??????�→0
∑??????�
??????
2??????
??????=1 ??????�
=∫??????�
2
��
�
�
When n approaches ∞, ??????� approaches 0,
generated volume =�??????�
??????�→0
∑??????�
??????
2??????
??????=1 ??????�
=∫??????�
2
��
�
�
3.3.5 Determine the generated volume
of a region revolved at the x-axis or
the y-axis.
Generated volume for region between two
curves is
excluded.
3.4 Application
of Integration
Pupils are able to:
Kandungan Asas
3.4.1 Solve problems involving
integration.
7 | Page
Area of region between two curves needs to
be involved.
6 Apply appropriate knowledge
and skills of integration in the
context of non-routine problem
solving in a creative manner.
3.3.4 Investigate and explain the
relation between the limits of the sum
of volumes of cylinders and the
generated volume by revolving a
region
When n approaches ∞, ??????� approaches 0,
generated volume =�??????�
??????�→0
∑??????�
??????
2??????
??????=1 ??????�
=∫??????�
2
��
�
�
When n approaches ∞, ??????� approaches 0,
generated volume =�??????�
??????�→0
∑??????�
??????
2??????
??????=1 ??????�
=∫??????�
2
��
�
�
3.3.5 Determine the generated volume
of a region revolved at the x-axis or
the y-axis.
Generated volume for region between two
curves is
excluded.
3.4 Application
of Integration
Pupils are able to:
Kandungan Asas
3.4.1 Solve problems involving
integration.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
8 | Page
LEARNING AREA : STATISTICS
TOPIC 4.0 : PERMUTATION AND COMBINATION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
2
24/2 – 28/2
4.1 Permutation Pupils are able to:
Kandungan Asas
4.1.1 Investigate and make
generalisation about multiplication
rule.
.
Real-life situations and tree diagrams need
to be involved throughout this topic.
The calculator is only used after the students
understand the concept.
Multiplication rule:
If a certain event can occur in m ways and
another event can occur in n ways, then both
events can occur in �� ways.
1 Demonstrate the basic
knowledge of permutation and
combination.
2 Demonstrate the
understanding of permutation
and combination.
3 Apply the understanding of
permutation and combination.
to perform simple tasks.
4 Apply appropriate knowledge
and skills of permutation and
combination in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of permutation and
combination in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of permutation and
combination in the context of
non-routine problem solving in
a creative manner.
4.1.2 Determine the number of
permutations for
(i) n different objects
(i) n different objects taken r at a
time.
(iii) n objects involving identical
objects.
The notation �! needs to be involved.
Formula ??????
??????
??????=
??????!
(??????−??????)!
needs to be
emphasized.
4.1.3 Solve problems involving
permutations with certain conditions
Cases involving identical objects or
arrangement of objects in a circle limited to
one condition.
3 & 4
3/3 - 14/3
4.2 Combination Pupils are able to:
Kandungan Asas
4.2.1 Compare and contrast
permutation and combination.
The relation between combination and
permutation, �
??????
??????=
??????
??????
??????
??????!
needs to be
discussed.
4.2.2 Determine the number of
combinations of r objects chosen from
n different objects at a time.
4.2.3 Solve problems involving
combinations with certain conditions.
8 | Page
LEARNING AREA : STATISTICS
TOPIC 4.0 : PERMUTATION AND COMBINATION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
2
24/2 – 28/2
4.1 Permutation Pupils are able to:
Kandungan Asas
4.1.1 Investigate and make
generalisation about multiplication
rule.
.
Real-life situations and tree diagrams need
to be involved throughout this topic.
The calculator is only used after the students
understand the concept.
Multiplication rule:
If a certain event can occur in m ways and
another event can occur in n ways, then both
events can occur in �� ways.
1 Demonstrate the basic
knowledge of permutation and
combination.
2 Demonstrate the
understanding of permutation
and combination.
3 Apply the understanding of
permutation and combination.
to perform simple tasks.
4 Apply appropriate knowledge
and skills of permutation and
combination in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of permutation and
combination in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of permutation and
combination in the context of
non-routine problem solving in
a creative manner.
4.1.2 Determine the number of
permutations for
(i) n different objects
(i) n different objects taken r at a
time.
(iii) n objects involving identical
objects.
The notation �! needs to be involved.
Formula ??????
??????
??????=
??????!
(??????−??????)!
needs to be
emphasized.
4.1.3 Solve problems involving
permutations with certain conditions
Cases involving identical objects or
arrangement of objects in a circle limited to
one condition.
3 & 4
3/3 - 14/3
4.2 Combination Pupils are able to:
Kandungan Asas
4.2.1 Compare and contrast
permutation and combination.
The relation between combination and
permutation, �
??????
??????=
??????
??????
??????
??????!
needs to be
discussed.
4.2.2 Determine the number of
combinations of r objects chosen from
n different objects at a time.
4.2.3 Solve problems involving
combinations with certain conditions.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
9 | Page
LEARNING AREA : STATISTICS
TOPIC 5.0 : PROBABILITY DISTRIBUTION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
5
17/3 - 21/3
Cuti Nuzul
Al-Quran
18/3
5.1 Random
variable
Pupils are able to:
Kandungan Asas
5.1.1 Describe the meaning of
random variable.
Real-life situations need to be involved
throughout this topic.
1 Demonstrate the basic
knowledge of probability
distribution.
2 Demonstrate the
understanding of probability
distribution.
3 Apply the understanding of
probability distribution to
perform simple tasks.
4 Apply appropriate knowledge
and skills of probability
distribution in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of probability
distribution in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of probability
distribution in the context of
non-routine problem solving in
a creative manner.
5.1.2 Compare and contrast discrete
random variable and continuous
random variable.
Set builder notations for discrete random
variable and continuous random variable
need to be involved.
Example of representation for discrete
random variable:
??????={�:�=0,1,2,3}
Example of representation for continuous
random
variable:
??????={�:� is the height of pupils in cm, �
1<�
<�
2
}
Tree diagram and probability formula need
to be used to introduce the concept of
probability distribution for discrete random
variable.
Suggested activities:
Simple experiments can be involved such as
tossing coins or dice to explain the concept
of probability distribution for discrete
random variable.
5.1.3 Describe the meaning of
probability distribution for discrete
random variables.
Probability Distribution is a table or a graph
that displays the possible values of a random
variable, along with respective probabilities.
9 | Page
LEARNING AREA : STATISTICS
TOPIC 5.0 : PROBABILITY DISTRIBUTION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
5
17/3 - 21/3
Cuti Nuzul
Al-Quran
18/3
5.1 Random
variable
Pupils are able to:
Kandungan Asas
5.1.1 Describe the meaning of
random variable.
Real-life situations need to be involved
throughout this topic.
1 Demonstrate the basic
knowledge of probability
distribution.
2 Demonstrate the
understanding of probability
distribution.
3 Apply the understanding of
probability distribution to
perform simple tasks.
4 Apply appropriate knowledge
and skills of probability
distribution in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of probability
distribution in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of probability
distribution in the context of
non-routine problem solving in
a creative manner.
5.1.2 Compare and contrast discrete
random variable and continuous
random variable.
Set builder notations for discrete random
variable and continuous random variable
need to be involved.
Example of representation for discrete
random variable:
??????={�:�=0,1,2,3}
Example of representation for continuous
random
variable:
??????={�:� is the height of pupils in cm, �
1<�
<�
2
}
Tree diagram and probability formula need
to be used to introduce the concept of
probability distribution for discrete random
variable.
Suggested activities:
Simple experiments can be involved such as
tossing coins or dice to explain the concept
of probability distribution for discrete
random variable.
5.1.3 Describe the meaning of
probability distribution for discrete
random variables.
Probability Distribution is a table or a graph
that displays the possible values of a random
variable, along with respective probabilities.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
10 | Page
5.1.4 Construct table and draw graph
of probability distribution for discrete
random and variable.
6
24/3 - 28/3
5.2 Binomial
Distribution
Pupils are able to:
Kandungan Asas
5.2.1 Describe the meaning of
binomial distribution.
The characteristics of Bernoulli trials need to
be
discussed.
The relation between Bernoulli trials and
Binomial distribution need to be
emphasized.
Tree diagram needs to be used to study the
values of probability for the binomial
distribution.
Formula ??????(??????=�)=??????
??????
??????=
�
??????
??????�
??????
�
??????−??????
need not be derived.
∑??????(??????)=1
??????
??????=1
5.2.2 Determine the probability of an
event for binomial distribution.
5.2.3 Interpret information, construct
table and draw graph of binomial
distribution.
5.2.4 Determine and describe the
value of mean, variance and standard
deviation for a binomial distribution.
Mean as an expected average value when an
event happens repeatedly needs to be
emphasized.
5.2.5 Solve problems involving
binomial distributions.
Interpretation of solutions needs to be
involved.
7
31/3 - 4/4
CUTI HARI RAYA AIDILFITRI
10 | Page
5.1.4 Construct table and draw graph
of probability distribution for discrete
random and variable.
6
24/3 - 28/3
5.2 Binomial
Distribution
Pupils are able to:
Kandungan Asas
5.2.1 Describe the meaning of
binomial distribution.
The characteristics of Bernoulli trials need to
be
discussed.
The relation between Bernoulli trials and
Binomial distribution need to be
emphasized.
Tree diagram needs to be used to study the
values of probability for the binomial
distribution.
Formula ??????(??????=�)=??????
??????
??????=
�
??????
??????�
??????
�
??????−??????
need not be derived.
∑??????(??????)=1
??????
??????=1
5.2.2 Determine the probability of an
event for binomial distribution.
5.2.3 Interpret information, construct
table and draw graph of binomial
distribution.
5.2.4 Determine and describe the
value of mean, variance and standard
deviation for a binomial distribution.
Mean as an expected average value when an
event happens repeatedly needs to be
emphasized.
5.2.5 Solve problems involving
binomial distributions.
Interpretation of solutions needs to be
involved.
7
31/3 - 4/4
CUTI HARI RAYA AIDILFITRI
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
11 | Page
8
7/4 – 11/4
5.3 Normal
Distribution
Pupils are able to:
Kandungan Asas
5.3.1 Investigate and describe the
properties of normal distribution
graph.
Sketches of graphs and the importance of the
normal distribution graph features need to be
emphasized.
The properties of random variation and the
Law of Large Numbers need to be discussed.
1 Demonstrate the basic
knowledge of probability
distribution.
2 Demonstrate the
understanding of probability
distribution.
3 Apply the understanding of
probability distribution to
perform simple tasks.
4 Apply appropriate knowledge
and skills of probability
distribution in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of probability
distribution in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of probability
distribution in the context of
non-routine problem solving in
a creative manner.
5.3.2 Describe the meaning of
standard normal distribution.
The importance of converting normal
distribution to standard normal distribution
needs to be emphasized.
The relation between normal distribution
graph and standard normal distribution
graph needs to be discussed.
5.3.3 Determine and interpret
standard score, Z.
5.3.4 Determine the probability of an
event for normal distribution.
The use of the Standard Normal Distribution
Table needs to be emphasized.
The use of calculator, mobile application or
website can be involved.
Skills to determine the standard score, Z
when given the probability value needs to be
involved.
5.3.5 Solve problems involving
normal distributions.
11 | Page
8
7/4 – 11/4
5.3 Normal
Distribution
Pupils are able to:
Kandungan Asas
5.3.1 Investigate and describe the
properties of normal distribution
graph.
Sketches of graphs and the importance of the
normal distribution graph features need to be
emphasized.
The properties of random variation and the
Law of Large Numbers need to be discussed.
1 Demonstrate the basic
knowledge of probability
distribution.
2 Demonstrate the
understanding of probability
distribution.
3 Apply the understanding of
probability distribution to
perform simple tasks.
4 Apply appropriate knowledge
and skills of probability
distribution in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of probability
distribution in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of probability
distribution in the context of
non-routine problem solving in
a creative manner.
5.3.2 Describe the meaning of
standard normal distribution.
The importance of converting normal
distribution to standard normal distribution
needs to be emphasized.
The relation between normal distribution
graph and standard normal distribution
graph needs to be discussed.
5.3.3 Determine and interpret
standard score, Z.
5.3.4 Determine the probability of an
event for normal distribution.
The use of the Standard Normal Distribution
Table needs to be emphasized.
The use of calculator, mobile application or
website can be involved.
Skills to determine the standard score, Z
when given the probability value needs to be
involved.
5.3.5 Solve problems involving
normal distributions.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
12 | Page
9 - 11
14/4 - 2/5
Cuti Hari
Pekerja
1/5
ULANGKAJI DAN PERSEDIAAN
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
12 - 14
5/5 - 23/5
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
15
26/5 - 28/5
PERBINCANGAN DAN SEMAKAN JAWAPAN
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
16
29/5 - 9/6
CUTI PENGGAL SATU SESI 2025/2026
17
10/6 - 13/6
Cuti
Tambahan
Hari Raya
Haji 9/6
PERBINCANGAN DAN SEMAKAN JAWAPAN
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
12 | Page
9 - 11
14/4 - 2/5
Cuti Hari
Pekerja
1/5
ULANGKAJI DAN PERSEDIAAN
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
12 - 14
5/5 - 23/5
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
15
26/5 - 28/5
PERBINCANGAN DAN SEMAKAN JAWAPAN
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
16
29/5 - 9/6
CUTI PENGGAL SATU SESI 2025/2026
17
10/6 - 13/6
Cuti
Tambahan
Hari Raya
Haji 9/6
PERBINCANGAN DAN SEMAKAN JAWAPAN
PEPERIKSAAN PERTENGAHAN SESI AKADEMIK 2025/2026
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
13 | Page
LEARNING AREA : TRIGONOMETRY
TOPIC 6.0 : TRIGONOMETRIC FUNCTION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
18
16/6 - 20/6
6.1 Positive
Angles and
Negative
Angles
Pupils are able to:
Kandungan Asas
6.1.1 Represent positive angles and
negative angles in a Cartesian Plane.
Angle in degrees and radians greater than
360° or 2π radian need to be involved
throughout this topic.
The following needs to be emphasized:
(a) the position of angles in quadrants.
(b) the relation between units in degrees and
radians in terms of π.
Suggested activities:
Dynamic software can be used to explore
positive angles and negative angles.
1 Demonstrate the basic
knowledge of trigonometric
functions.
2 Demonstrate the
understanding of trigonometric
functions.
3 Apply the understanding of
trigonometric functions to
perform simple tasks.
4 Apply appropriate knowledge
and skills of trigonometric
functions in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of trigonometric
functions in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of trigonometric
functions in the context of non-
routine problem solving in a
creative manner.
6.2
Trigonometric
Ratios of any
Angle
Pupils are able to:
Kandungan Asas
6.2.1 Relate secant, cosecant and
cotangent with sine, cosine and
tangent of any angle in a Cartesian
plane.
Suggested activities:
Exploratory activities involving the
following complementary angles need to be
carried out:
(a) �??????�??????=���(90−??????)
(b) ���??????=�??????�(90−??????)
(c) ���??????=���(90−??????)
(d) ����� ??????=sec (90−??????)
(e) sec ??????=cosec(90−??????)
(f) ���??????=��� (90−??????)
6.2.2 Determine the values of
trigonometric ratios for any angle.
The use of triangles to determine
trigonometric ratios for special angles
30°,45° and 60°need to be emphasized.
19
23/6 - 26/6
6.3 Graphs of
Sine, Cosine
and Tangent
Functions.
Pupils are able to:
Kandungan Asas
6.3.1 Draw and sketch graphs of
trigonometric functions:
(i) �=��??????���+�
The effect of the changes in constants a, b
and c for graphs of trigonometric functions
need to be discussed.
The absolute value of trigonometric
functions needs to be involved.
13 | Page
LEARNING AREA : TRIGONOMETRY
TOPIC 6.0 : TRIGONOMETRIC FUNCTION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
18
16/6 - 20/6
6.1 Positive
Angles and
Negative
Angles
Pupils are able to:
Kandungan Asas
6.1.1 Represent positive angles and
negative angles in a Cartesian Plane.
Angle in degrees and radians greater than
360° or 2π radian need to be involved
throughout this topic.
The following needs to be emphasized:
(a) the position of angles in quadrants.
(b) the relation between units in degrees and
radians in terms of π.
Suggested activities:
Dynamic software can be used to explore
positive angles and negative angles.
1 Demonstrate the basic
knowledge of trigonometric
functions.
2 Demonstrate the
understanding of trigonometric
functions.
3 Apply the understanding of
trigonometric functions to
perform simple tasks.
4 Apply appropriate knowledge
and skills of trigonometric
functions in the context of
simple routine problem
solving.
5 Apply appropriate knowledge
and skills of trigonometric
functions in the context of
complex routine problem
solving.
6 Apply appropriate knowledge
and skills of trigonometric
functions in the context of non-
routine problem solving in a
creative manner.
6.2
Trigonometric
Ratios of any
Angle
Pupils are able to:
Kandungan Asas
6.2.1 Relate secant, cosecant and
cotangent with sine, cosine and
tangent of any angle in a Cartesian
plane.
Suggested activities:
Exploratory activities involving the
following complementary angles need to be
carried out:
(a) �??????�??????=���(90−??????)
(b) ���??????=�??????�(90−??????)
(c) ���??????=���(90−??????)
(d) ����� ??????=sec (90−??????)
(e) sec ??????=cosec(90−??????)
(f) ���??????=��� (90−??????)
6.2.2 Determine the values of
trigonometric ratios for any angle.
The use of triangles to determine
trigonometric ratios for special angles
30°,45° and 60°need to be emphasized.
19
23/6 - 26/6
6.3 Graphs of
Sine, Cosine
and Tangent
Functions.
Pupils are able to:
Kandungan Asas
6.3.1 Draw and sketch graphs of
trigonometric functions:
(i) �=��??????���+�
The effect of the changes in constants a, b
and c for graphs of trigonometric functions
need to be discussed.
The absolute value of trigonometric
functions needs to be involved.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
14 | Page
Cuti Awal
Muharram
27/6
(ii) �=������+�
(iii) �=������+� where a, b
and c are constants and �> 0.
Suggested activities:
Dynamic software can be used to explore
graphs of trigonometric functions.
6.3.2 Solve trigonometric equations
using graphical method.
Trigonometric equations for y that are not
constants need to be involved.
Sketches of graphs to determine the number
of solutions need to be involved.
6.4 Basic
Identities
Pupils are able to:
Kandungan Asas
6.4.1 Derive basic identities:
(a) �??????�
2
�+���
2
�=1
(b) 1+���
2
�=���
2
�
(c) 1+���
2
�=�����
2
�
Exploratory activities involving basic
identities using right-angled triangle or unit
circle need to be carried out:
6.4.2 Prove trigonometric identities
using basic identities.
20
30/6 - 4/6
6.5 Addition
Formulae and
Double Angle
Formulae
Pupils are able to:
Kandungan Asas
6.5.1 Prove trigonometric identities
using addition formulae for
�??????�(�±�),���(�±�)
and ���(�±�)
Suggested activities:
Calculator can be used to verify addition
formulae.
Half-angle formulae need to be discussed.
6.5.2 Derive double angle formulae
for
sin 2A, cos 2A and tan 2A
6.5.3 Prove trigonometric identities
using double-angle formulae.
6.6 Application
of
Trigonometric
Functions
Pupils are able to:
Kandungan Asas
6.6.1 Solve trigonometric equations.
6.6.2 Solve problems involving
trigonometric functions.
14 | Page
Cuti Awal
Muharram
27/6
(ii) �=������+�
(iii) �=������+� where a, b
and c are constants and �> 0.
Suggested activities:
Dynamic software can be used to explore
graphs of trigonometric functions.
6.3.2 Solve trigonometric equations
using graphical method.
Trigonometric equations for y that are not
constants need to be involved.
Sketches of graphs to determine the number
of solutions need to be involved.
6.4 Basic
Identities
Pupils are able to:
Kandungan Asas
6.4.1 Derive basic identities:
(a) �??????�
2
�+���
2
�=1
(b) 1+���
2
�=���
2
�
(c) 1+���
2
�=�����
2
�
Exploratory activities involving basic
identities using right-angled triangle or unit
circle need to be carried out:
6.4.2 Prove trigonometric identities
using basic identities.
20
30/6 - 4/6
6.5 Addition
Formulae and
Double Angle
Formulae
Pupils are able to:
Kandungan Asas
6.5.1 Prove trigonometric identities
using addition formulae for
�??????�(�±�),���(�±�)
and ���(�±�)
Suggested activities:
Calculator can be used to verify addition
formulae.
Half-angle formulae need to be discussed.
6.5.2 Derive double angle formulae
for
sin 2A, cos 2A and tan 2A
6.5.3 Prove trigonometric identities
using double-angle formulae.
6.6 Application
of
Trigonometric
Functions
Pupils are able to:
Kandungan Asas
6.6.1 Solve trigonometric equations.
6.6.2 Solve problems involving
trigonometric functions.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
15 | Page
ELECTIVE PACKAGE
TOPIC 7.0 : LINEAR PROGRAMMING
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
21 - 22
7/7 - 18/7
7.1 Linear
Programming
Model
Pupils are able to:
Kandungan Asas
7.1.1 Form a mathematical model for a
situation based on the constraints given and
hence represent the model graphically.
Real-life situations need to be
involved throughout this topic.
Exploratory activities
involving optimization need to
be carried out.
1 Demonstrate the basic
knowledge of linear
programming.
2 Demonstrate the
understanding of linear
programming.
3 Apply the understanding of
linear programming to perform
simple tasks.
4 Apply appropriate
knowledge and skills of linear
programming in the context of
simple routine problem
solving.
5 Apply appropriate
knowledge and skills of linear
programming in the context of
complex routine problem
solving.
6Apply appropriate knowledge
and skills of linear
programming in the context of
non-routine problem solving in
a creative manner.
7.2 Application of
Linear
Programming
Pupils are able to :
Kandungan Asas
7.2.1 Solve problems involving linear
programming graphically.
The terms constraints,
scattered region, objective
function and optimum value to
be involved.
15 | Page
ELECTIVE PACKAGE
TOPIC 7.0 : LINEAR PROGRAMMING
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
21 - 22
7/7 - 18/7
7.1 Linear
Programming
Model
Pupils are able to:
Kandungan Asas
7.1.1 Form a mathematical model for a
situation based on the constraints given and
hence represent the model graphically.
Real-life situations need to be
involved throughout this topic.
Exploratory activities
involving optimization need to
be carried out.
1 Demonstrate the basic
knowledge of linear
programming.
2 Demonstrate the
understanding of linear
programming.
3 Apply the understanding of
linear programming to perform
simple tasks.
4 Apply appropriate
knowledge and skills of linear
programming in the context of
simple routine problem
solving.
5 Apply appropriate
knowledge and skills of linear
programming in the context of
complex routine problem
solving.
6Apply appropriate knowledge
and skills of linear
programming in the context of
non-routine problem solving in
a creative manner.
7.2 Application of
Linear
Programming
Pupils are able to :
Kandungan Asas
7.2.1 Solve problems involving linear
programming graphically.
The terms constraints,
scattered region, objective
function and optimum value to
be involved.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
16 | Page
ELECTIVE PACKAGE
TOPIC 8.0 : KINEMATICS OF LINEAR MOTION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
23
21/7 - 25/7
8.1 Displacement,
Velocity and
Acceleration as a
Function of Time
Pupils are able to :
Kandungan Asas
8.1.1 Describe and determine instantaneous
displacement, instantaneous velocity,
instantaneous acceleration of a particle.
Number lines and sketches of
graphs need to be involved
throughout this topic.
The following need to be
emphasized:
(i) Representations of s =
displacement, v =
velocity,
a = acceleration and t =
time
(ii) The relation between
displacement, velocity
and acceleration.
(iii) Scalar quantity and vector
quantity.
(iv) The difference between
● distance and
displacement
● speed and velocity
The meaning of
● positive, negative and
zero displacement,
● positive, negative and
zero velocity,
● positive, negative and
zero acceleration,
need to be discussed.
1 Demonstrate the basic
knowledge of kinematics of
linear motion.
2 Demonstrate the
understanding of kinematics of
linear motion.
3 Apply the understanding of
kinematics of linear motion to
perform simple tasks.
4 Apply appropriate
knowledge and skills of
kinematics of linear motion in
the context of simple routine
problem solving.
5 Apply appropriate
knowledge and skills of
kinematics of linear motion in
the context of complex routine
problem solving.
6 Apply appropriate
knowledge and skills of
kinematics of linear motion in
the context of non-routine
problem solving in a creative
manner.
16 | Page
ELECTIVE PACKAGE
TOPIC 8.0 : KINEMATICS OF LINEAR MOTION
WEEK
CONTENT
STANDARD
LEARNING STANDARD NOTES
PERFORMANCE LEVEL/
DESCRIPTOR
CATATAN
23
21/7 - 25/7
8.1 Displacement,
Velocity and
Acceleration as a
Function of Time
Pupils are able to :
Kandungan Asas
8.1.1 Describe and determine instantaneous
displacement, instantaneous velocity,
instantaneous acceleration of a particle.
Number lines and sketches of
graphs need to be involved
throughout this topic.
The following need to be
emphasized:
(i) Representations of s =
displacement, v =
velocity,
a = acceleration and t =
time
(ii) The relation between
displacement, velocity
and acceleration.
(iii) Scalar quantity and vector
quantity.
(iv) The difference between
● distance and
displacement
● speed and velocity
The meaning of
● positive, negative and
zero displacement,
● positive, negative and
zero velocity,
● positive, negative and
zero acceleration,
need to be discussed.
1 Demonstrate the basic
knowledge of kinematics of
linear motion.
2 Demonstrate the
understanding of kinematics of
linear motion.
3 Apply the understanding of
kinematics of linear motion to
perform simple tasks.
4 Apply appropriate
knowledge and skills of
kinematics of linear motion in
the context of simple routine
problem solving.
5 Apply appropriate
knowledge and skills of
kinematics of linear motion in
the context of complex routine
problem solving.
6 Apply appropriate
knowledge and skills of
kinematics of linear motion in
the context of non-routine
problem solving in a creative
manner.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
17 | Page
Simulation needs to be used to
differentiate between
positive displacement and
negative displacement.
8.1.2 Determine the total distance travelled
by a particle in a given period of time.
The displacement function is
limited to linear and quadratic.
24
29/7 - 1/8
Cuti Peristiwa 3
28/7
8.2 Differentiation
in Kinematics of
Linear Motion
Pupils are able to:
Kandungan Asas
8.2.1 Relate between displacement
function, velocity function and
acceleration function.
.
The following relations need
to be emphasized:
Interpretations of graphs need
to be involved.
8.2.2 Determine and interpret
instantaneous velocities of a particle from
displacement function.
Maximum displacement, initial
velocity and constant
velocity need to be
emphasized.
8.2.3 Determine and interpret instantaneous
acceleration of a particle from velocity
function and displacement function
Maximum velocity, minimum
velocity and constant
acceleration need to be
emphasized.
17 | Page
Simulation needs to be used to
differentiate between
positive displacement and
negative displacement.
8.1.2 Determine the total distance travelled
by a particle in a given period of time.
The displacement function is
limited to linear and quadratic.
24
29/7 - 1/8
Cuti Peristiwa 3
28/7
8.2 Differentiation
in Kinematics of
Linear Motion
Pupils are able to:
Kandungan Asas
8.2.1 Relate between displacement
function, velocity function and
acceleration function.
.
The following relations need
to be emphasized:
Interpretations of graphs need
to be involved.
8.2.2 Determine and interpret
instantaneous velocities of a particle from
displacement function.
Maximum displacement, initial
velocity and constant
velocity need to be
emphasized.
8.2.3 Determine and interpret instantaneous
acceleration of a particle from velocity
function and displacement function
Maximum velocity, minimum
velocity and constant
acceleration need to be
emphasized.
YEARLY PLAN ADDITIONAL MATHEMATICS FORM 5 YEAR 2025 -SMKTBM
18 | Page
25 - 28
4/8-29/8
ULANGKAJI / PROGRAM SEBELUM PEPERIKSAAN PERCUBAAN SPM
29 & 30
2/9 – 3/10
PEPERIKSAAN PERCUBAAN SPM
31
15/9-19/9
CUTI PENGGAL 2
32 & 33
22/9 – 3/10
PEPERIKSAAN PERCUBAAN SPM
34-37
6/10 - 31/10
ULANGKAJI – PERCUBAAN NEGERI LAIN
PMKA / PROGRAM BOOSTER SPM
38 - 44
3/11 – 19/12
SPM
45
22/12 -9/1
CUTI AKHIR PERSEKOLAHAN
18 | Page
25 - 28
4/8-29/8
ULANGKAJI / PROGRAM SEBELUM PEPERIKSAAN PERCUBAAN SPM
29 & 30
2/9 – 3/10
PEPERIKSAAN PERCUBAAN SPM
31
15/9-19/9
CUTI PENGGAL 2
32 & 33
22/9 – 3/10
PEPERIKSAAN PERCUBAAN SPM
34-37
6/10 - 31/10
ULANGKAJI – PERCUBAAN NEGERI LAIN
PMKA / PROGRAM BOOSTER SPM
38 - 44
3/11 – 19/12
SPM
45
22/12 -9/1
CUTI AKHIR PERSEKOLAHAN
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