Unified Schemes of work Further Maths for Senior Secondary School. SSS 1 Further Mathematics Scheme of Work – Schemeofwork.com
SS1 Scheme of Work Further Mathematics
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision test and General review of basic concept of set | By the end of the lesson, students should be able to: i. solve the welcome test questions correctly ii. explain the concept of sets iii. list the type of sets. | i. Guide the students to solve a general revision test questions. Students, in small groups, solve revision problems. | Critical Thinking and Problem Solving ii. Collaboration and Communication Digital Literacy | I Audio Visual Resources I. Third term examination questions 2. BECE past questions – Common objects around students e.g. chairs, tables, components of a mathematical instrument. 2. Web Resources www.math.com/objectivesquestions. www.mathplanet.com/indices www.textpreview.comquestions |
| 2 | Operation of sets and Venn Diagram. It is used in solving problems involving two and three sets relation to real life situations | By the end of the lesson student should be able to: i. explain set operations; union intersection, compliment, cardinality; etc ii. draw and use Venn diagram in solving real life problems. | i. Guide students, to list integers, fractions, odd numbers, even numbers, prime number, natural counting numbers; natural numbers, positive and negative numbers. ii. Guide students to interpret subset from universal set using objects in the classroom. iii. Students, as a class explains the interpretations of the use of Venn diagrams. iv. Students, as a class, watch video lesson/chart on application of the use of Venn diagram. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital Literacy iv. Creativity Leadership and Personal Development | 1. Audio Visual Resources -Charts showing different operations of set -Chart of set and 3 set Venn diagram -Nominal head count of students in class set and year of study 2. Web Resources www.khanacademy.org/venndiagram |
| 3 | Indices basic laws a. b. It Helps in deepening knowledge of multiplication. | By the end of the lesson, students should be able to: i. State laws of indices ii. Supply the use of indices to solve problems. ii. solve questions on Indices. | i. Guide students that multiplication has to do with successive addition of digits. E.g. 2×3 =2+2+2 ii. exponential or power is the successive multiplication of a digit number in a number of times (0. 02 x 2 x2 = 23) ii. Guide students to solve questions using the laws of indices. | 1. Critical Thinking and Problem Solving i. Collaboration and Communication Digital Literacy | I. Audio Visual Resources. -Charts on laws of indices with relevant examples on table of addition subtraction and multiplication -students and objects in the classroom. 2. Web Resources. www.mathplanet.com/indices www.youtube.com/tutorials/point |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Indicial equations and graph of exponential of Y = 10x (0<x<1) Importance – It helps in deepen knowledge of multiplication | By the end of the lesson, students should be able to: i. Identify exponential or indicial equation ii. use change of variable method to solve simple exponential and indicial equations ii. Draw the graph of simple exponential function | i. Guide students to solve. questions of the like 02 + 02 + 1 = 0, using some laws of indices and method of solving a quadratic equation. ii. Guide students using a variable to represent exponential. iii. Guide students on interpretation of value on graph for simple exponential functions. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication. Leadership and Personal Development | 1. Audio Visual Resources -Graph board -Charts showing the solutions of indicial equations 2. Web Resources www.mathonlymath.com/ Multiple/choice/question – Khan Academy YouTube Video on indicial equation |
| 5 | Logarithm: Laws of Logarithm i. Log xy logx + logy ii. Log = logx –logy iii. Log xy= ylogx Importance – It helps to reduce large numbers. | By the end of the lesson, students should be able to: i. demonstrate laws of logarithms. ii. apply the laws of logarithms to solve problems. iii. apply the laws of indicial equation to solve questions on logarithms. | i. Students were guided to list real numbers and express this in index form. ii. Guide students to find the log of same variable using laws of logarithm. iii. Students, in small group, solve logarithm equations that leads to indicial equations. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication Leadership and Personal Development | 1. Audio Visual Resources. -Charts showing the laws of logarithm with relevant examples. -Charts of rule of change of base with relevant example. On logarithm tables. Web Resources -mathplanet.com/logarithm |
| 6. | Binary Operations and basic laws of binary operations. Importance/Use It is used: -to abstract physical processes into mathematical concepts – by the accountants | By the end of the lesson, students should be able to: i. Describe binary operation ii. solve simple problems on binary operation’ (a*b a22ab) iii. identify laws of binary operation: closure, associative and distributive. | i. Students state two family members that live in the same area, come together in the same house in the same area ii. Students state numbers of the nature in a set of numbers under common operation. | I. Critical Thinking and Problem Solving ii. Collaboration and Communication . Leadership and Personal Development | 1. Audio Visual Resources – Charts showing the definition of operation and standard set, such as: addition and multiplication of numbers – Chart showing the laws of binary operation. |
| 7 | Periodic Test Open Day Mid Term Break | By the end of the lesson, students should be able to: i. recapitulate first half terms work learnt attempt correctly the test questions | i. Students revise the first half term’s work by solving, problem from revision questions and past terminal examination questions Students attempt mid- term questions individually | I. Critical thinking and problem solving ii Collaboration and communication Leadership and personal development | 1. Audio Visual Resource -Prepared test question papers . 2. WEB RESOURCES -www.khanacademy.org |
| 8 | Binary operation: Application of binary Operations. | By the end of the lesson, students should be able to: i. solve problems on the laws of binary operations. ii. demonstrate element and inverse of an element to a given binary operations. iii. draw addition and multiplication table for binary operation.: | i. Students were guided to solve questions on nature of numbers: integers, fractions, odd number, even number, prime, natural counting numbers, positive and negative number. ii. Students in small groups, solve questions on element and inverse (a = d * a a, where e is the identity element under the operation | i. Critical thinking and Problem Solving Collaboration and Communication Leadership and Personal Development | 1. Audio Visual Resources -Chart displaying law of binary operation and simplification. 2. Web Resources -wwwkhanacademy.org |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Surds: a. Definition b. Rule of surds: i. the denominator of surd of the form: Importance/Uses It widens the thinking of-the Students – It is used in daily lifeto make sure that. important calculations are precise | By the end of the lesson, students should be able to: i. define surd ii: state rules of manipulation of surds iii. solve problems involving; multiplication, division and rationalization of surds with the use of conjugate surd | Students attempt some arithmetic questions on rational and irrational numbers. Example: i. Find the square root of; 4, 5 8, 16 . ii. Express in decimal from fraction. | i.Critical Thinking and Problem Solving ii. Collaboration and Communication Leadership and Personal Development . | 1: Audio Visual Resources – Charts of example of surds and rationalization of denominator. – Concrete solid, regular objects and irregular objects. 2. Web Resources. -www.mathonlymath.com |
| 10 | Measures of location aMen b. Mode c. Median of an ungrouped data. Importance/Use. it is used in sharing things easily | By the end of the lesson, students should be able to: i. Explain statistics ii. Explain and illustrate the component of concept calculate; mean, mode and median of grouped data. | i Students were guided to collect scores of some mate in mathematics, then find the mean, mode and median ii.Students were guided to arrange some number min an ascending or in a descending order and find the median. iii. Students in small groups find the most common score of all the scores collected. | i. Critical Thinking and Problem Solving ii. Creativity Digital Literacy | 1. Audio Visual Resources -Charts showing the formulae for finding mean, median and mode 2. Web Resources www.statberkley.edu/ measure/of/location YouTube Wikipedia (video) |
| 11 | Measures of location … continued (grouped data) Importance/Use. Statistic students used itto interpret variables. | By the end of the lesson, students should be able to: i. explain histogram . ii. draws histogram iii. Estimate mode from histogram of a grouped data. iv. estimate median from histogram of a grouped data v. Calculate mean mode and median of grouped data | i. Students were guided to group the collected scores ii. Students find how many graphs (classes). histogram and estimate mean, median and mode. | i. Critical Thinking and Problem Solving ii Creativity Digital Literacy | 1. Audio Visual Resources Chart showing the determined measure of location -Chart showing the histogram -Chart of formulae for finding: mean, mode and median of grouped data. 2. Web Resources |
| 12 | Revision and Periodic Test | By the end of the lesson, students should be able to: i. solve first term’s lessons in preparation for the first terminal examination. | i.Students, in a small group, revise all topics learnt in smell group and together. ii. Students attempt the second periodic test independently | i. Critical thinking and Problem Solving ii. Creativity Digital Literacy | 1. Audio Visual Resources. -Past questions -Test item 2. Web Resources 3. Web Resources – YouTube: Wikipedia (video) |
| 13-14 | Examination NOTE: School Online | By the end of the session, students should be able to recapitulate the term’s lessons and write examination | Students attempt the examination questions correctly and independently | i. Critical Thinking and Problem Solving Digital Literacy | 1. Audio Visual Resources – Examination question paper -Answer sheets – Other writing materials, |
Further Mathematics Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test Review of first term work and introduction to the concept of functions: definition examples; linear ad non linear rational functions. | By the end of the lesson, students should be able to: i. Recapitulate some of the topics learnt during first term. ii. Define function iii. give examples of functions | i. Students, as a class, solve the resumption test questions correctly. ii. Students create two arbitrary sets of numbers. iii. Students identify the class of numbers created in the sets e.g. fractions, perfect square, prime number, etc. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Leadership and Personal Development | 1. Audio Visual Resources -Charts showing the types of function -Charts showing the solution of some problems on functions. -Use of family structure e.g. nuclear and extended relation as project etc 2. Web Resources -www.mathonlymath.com multiple/choice/questions -www.wikipediaeducation.com |
| 2 | i. Functions and Mapping b. c. Inverse d. Identity e. Constant f. Circular g. Logarithmic h. Exponential and composite ii. Application of Function iii. Solution of . Problems to function. Importance/use It is used for programming language | By the end of the lesson, students should be able to: i. Explain and list types of function. ii. Distinguish between types of functions solve simple problems on Functions iii. State the range and image of function restricted to algebraic functions only F: x = ax +b. g: x = ax2 + bx + c where x | i. Students compare the sets of numbers created Students relate the sets | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Leadership and Personal Development | I. Review exercise Charts of examples of function F(x)ax + b 4 bx +c *F(x) = ax3+b *F(x)= ax2 + bx + c * F(x)= ax2 + bx2 + d www.mathonlymath.com www.wikipediaeducation .com iii. Objects and corresponding image in the mirror |
| 3. | Sequence and series Arithmetic progression (AP)nth term Un = a+ (n+1)d Arithmetic mean series: 2. Sn=(a+un)2 iii. d= common difference Importance/Use -It helps to predict, evaluate and monitors the outcome of a situation – it widens human knowledge in making decisions -It helps in making in mathematical modelling | By the end of the lesson, students should be able to: i.Demonstrate sequence and explain series of a given sequence ii. List arithmetic progressions (linear sequences) Use formula to find the nth term of a given sequence iv. Determine the nth term of the A.P v. Derive and apply the series formula to solve questions | i. Guide students to create sequences of number with difference of +2,-2,etc ii. Students place seeds in a sketch of game arks with * Regular differences * Irregular difference etc. iii. Guide students to the use of formula to solve questions e.g. find the sum of all the positive numbers from 1 to 10. Solutions a = 1, d = 1, a = 10 Sn = | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Leadership and Personal Development | 1. Audio Visual Resources -Charts of examples of sequences -Charts of terms of different sequence any of the nth term -Charts of the shape in finding the chart on nth sum of some series. – Packet of matches – Project Ayp (game) 2. Web Resources -www.mathonlymath.com/ sequence/and/series www.wikipediaeducation.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Sequence and series i. Geometric Progression (G.P): • nth term (un) n-1 • Geometric Mean (GM) =unbiqra+1 • Geometric Series Sn = • Divergent • sn(1-rn). Convergent -It helps to predict, evaluate and monitors the outcome of a situation. It widens human knowledge in making decisions; It helps in making mathematical modeling. | By the end of the lesson, students should be able to: i. Explain geometric progression ii. Calculate nth term of a geometric progression. derive and apply the series formulae to solve problems on divergent and convergent series | i. Students, as a class, create a set of arbitrary numbers in multiplication order e.g.: 2, 4,8…. ii. Students in small group, create another set-in multiplication order that is not regular, e.g.: 2 x 4, 12, 36, 72, 360 | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Digital Literacy | 1. Audio Visual Resources -Charts on examples on increasing and decreasing geometric progression. – Charts showing formulas and their application to solve questions. 2. Web Resources www.khanacademy.org/sequences – www.mathplanet.com/ series YouTube(video) – Sequences and Series-Wikipedia |
| 5 | Linear inequalities in one variable i. Number solution of; x < a, x a, a, x> a ii. Combined inequalities a<x<b ab a – Business men used it to control inventory plan production hoes, produce pricing models and for shipping /warehousing goods and materials. | By the end of the lesson, students should be able to: i. solve linear inequalities in one variable. ii. solve combined linear inequalities solution on a. line graph. iii. explain the application of linear inequalities in real life situation. | i. Students draw number lines from negative to positive with limitation ii. Students interpret sentences Example: • The number of girls in the class is not less than 20 • The boy cannot be than 15’ years iii. Guide students to watch video lesson /chart on the applications of linear inequalities. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Digital Literacy | 1.Audio Visual Resources. – Linear inequalities charts – Charts on Number line. – Charts showing solutions to some linear inequalities questions. 2. Web Resources khanacademy.org /linear inequalities. -planet.com/ linear inequalities. YouTube(video) – Linear Inequalities. Wikipedia |
| 6. | Inequalities in twoVariables i.Drawing of graphs ax + by < c (a, b and are constant) ii. Definition of region satisfied by simultaneous line inequalities iii. Improvisation of items Importance/Use – It is used or comparing the rate of change in market – It helps market women to maximize profits and minimize cost. | By the end of the lesson, students should be able to: i. solve problem on linear – inequalities in two variables. ii. Draw graphs of linear inequalities in two variables. iii. Describe the region satisfied by linear inequalities in two variables, iv. Determine the integral values (x,y) that satisfies the given inequalities | i. Guide students to form sentences having two different variables in a sentence Example: Apencil and a cleaner cannot cost more than 010 A bundle of pencils and a pack of cleaner cannot cost less than l00. ii. Students, as a class, analyses the use of graph in linear equation. iii. Guide students to shade the regions in linear inequalities graph. | Critical Thinking and Problem Solving Collaboration and Communication Creativity Digital Literacy | 1. Audio Visual Resources -Charts showing solution of examples of linear inequalities in two variables. -Chart graph -Sample books – Manufacturing items (in terms of area and weight etc). -Charts comparing the identical shapes of different items e.g. cube of sugar, cube of dice, cube of maggi (weight, area, etc) 2. Web Resources. www.academy.org/linearequalities www.mathplanet.com/linears/inequalities -YouTube(video) – Linear Inequalities wikipedia |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | Periodic test Open Day Mid- term Break | By the end of the lesson, students should be able to: recapitulate second half term’s word learnt attempt correctly the test questions. | i. Students attempt test questions individually. ii. Students with parents visit. subject and class teachers for their academic and moral progress | I. Critical Thinking and problem Solving Collaboration and Communication | Audio Visual Resources Prepared test question papers 2. Web Resources. www.aquinamaths.com /questions. Multiple choice question-Wikipedia -Khan Academy |
| 8 | Trigonometric ratios i. Revision of sine cosine tangent (of a active angles) ii. Derive Trigonometric ratio of special angles 30° 45°and 60° iii. Application of trigonometric ratios of 30° 45°and 60° to solve problems without the use of table Importance/Use It is uses in geography to measure the distance between landmark, Astronomers used it to measure the distance of nearby stars. | By the end of the lesson students should be able to: i.demonstrate the application of sine cosine and tangent of angles less than 90° but greater than or equal to 90° (0°< x 90°) ii. derive trigonometric ratios of 30° 45°and 600 in surd form (tabulate the result) apply the trigonometric ratio of 30° 45°and 60°to solve the problems without the use of table. | i. Guide students to sketch the spec angles then draw the angles < 30° , 45o and 60°with the use of set squares and confirm drawings using protractors. ii. Students as a class convert and simplify the special angles to ratio iii.Guide students to apply the use of trigonometry to daily life situation | Critical Thinking and Problem Solving ii. Collaboration and Communication Creativity | Audio Visual Resources Chart showing plane figures of right angle triangle of angles 30° 45°and60° Chart showing trigonometric ratios of 300 45°and 60° Model on Pythagoras kit 2. Web Resources www aquinamaths com /multiple/choice/questions Trigonometry wikipedia.com -Khan Academy |
| 9 | Trigonometric ratios: i. Revision of the inverse of sine cosine and tangent (of an acute angle) ii. Derive trigonometric ratio of interse of special angles 30° 45° and 60° Application of trigonometric ratios of inverse of 30o, 45°and 60° to solve problems without those of table. Importance/Use – It is used to navigate satellites – It is used in oceanography in calculating the height of tides in ocean | By the end of the lesson, students should the able to: i.apply the application of inverse of sine cosine and tangent of angle less than 90°but greater or equal to 900(0° < x 90°) ii.derive trigonometric ratios of inverse of 30°, 45°and 60° in surd term iii. apply the trigonometric ratio of the inverse of; 30°, 45°and 60° to solve problems without the use of table. List the Pythagoras kit | i. Students, as a class, draw right angled triangles with lettered angles and sides. ii. Students state the six trigonometric ratios after the sides angles so named iii. Guide students to analyze and apply formulas for the trigonometry ratio derived. iv. Guide students to use three cubes of sugar to derive Pythagoras theorem | i. Critical Thinking and Problem Solving Collaboration and Communication Creativity | 1. Audio Visual Resources Chart showing plane figures of right angle triangle of angles 30°. 45°and60° Chart showing the trigonometric ratios of the inverse of 30° 45oand 60° 2. Web Resources. www.aquinamaths.com /trigonometric/ratios -Trigonometric ratios Wikipedia -YouTube video Khan Academy . |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | Logical reasoning: Simple true add false statement Negation and converse Contra-positive of statement Antecedents and consequence of statement. Important/Uses -It widens the reasoning and thinking of students – It is used by lawyers and. judges to reach a conclusion. | By the end of the lesson students should be able to: i. Explain logic and differentiate between simple true and false statement. ii. identify and make simple true and false statement. iii. Recognize negation and contra-positive of simple statements iv. Recognize antecedents, consequences an, conditional statement. v. Form truth table of simple statement use truth table to examine the truth or falsity of a statement. | i. Students in pairs make related statements to explain simple statements in logic. ii. Students in pair classify the statements under true and false statements. iii. Students, as a class, differentiate between negation and false statement. iv. Students as aclass, explain the meaning of antecedents and consequences. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Leadership and Personal Development | 1. Audio Visual Resources. -Charts showing examples of simple statement -Tables showing various types of logical relationship – Chart showing logical’ statements of assumption to get the truth values. – Chart showing tables ‘of various types of logical statement and the comparisons 2. Web Resources Youtube.com/logis preposition -www.qeeksforqeeks.org. /logic.table www.math.uk.edu/logical/ reasoning |
| 11 | Logical reasoning: Compound statement and their symbols Important/Uses -It widens the reasoning and thinking of students -It is used by lawyers and judges to reach a conclusion. | By the end of the’ lesson, students should be able to use truth table to examine the truth and falsity of conditional statement. .e.g. p project on implications; | a. Students, as a class make two statements each on the same subject ii. Students, in pair, classify their statements. iii. Guide students to use the symbols to interpret statements. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Leadership and Personal Development | 1. Audio Visual Resources – Charts showing the conditional statement formed from simple statement. – Chart showing the applications of the logical symbols. 2. Web Resources www math uk.edu/logic c/reasoning – Logical Reasoning Wikipedia |
| 12 | Revision of the term’s work 6i542tfe1eeeee | By the end of the lesson, students should be able to recapitulate of the term lessons in preparation for the examination. | Students revise by solving – questions together, with teacher’s guidance | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity Leadership and Personal Development | 1. Audio Visual Resources -Past questions -Test items |
| 13 | Examination | By the end of the lesson, students should be able to recapitulate of the term lessons write examination. | Students attempt examination questions independently individually correctly | i. Critical Thinking and Problem Solving ii. Digital Literacy Creativity |
Unified Schemes of work Further Maths for Senior Secondary School. SSS 1 Further Mathematics Scheme of Work – Schemeofwork.com
Further Mathematics Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | i. Resumption test ii. Introduction to calculation and processing devices iii. Identification and uses of some calculating devices | By the end of the lesson students should be able to: test questions correctly. I. solve the resumption ii. Students operate their test correctly. calculators of any type. ii. identify and use basic iii. Students at random, states calculating devices the button functions of abacus for calculating their calculators, devices four figures table calculators and computers. | i. Students solve resumption test questions correctly, ii. students operate their calculators of any type iii. Students at random, states the buttons functions of their calculators. | i. Critical thinking and Problem Solving ii. Creativity Digital literacy | 1. Audio Visual Resources -Modeled Abacus – Four figure table Calculator – Computer system 2. Web Resources – YouTube Khan academy |
| 2 | i. Calculating devices ii. Number system used in computer (binary numbers) iii. Flowcharts iv. Preparation and v. Application of flow charts. Importance/Use -It is used by accountants. | By the end of the lesson, students should be able to: i. solve question on number systems using used decimal and binary ii. prepare few charts to solve problems; (linear and quadratic equation). iii. interpret flowcharts. | i. Students convert a decimal number into a binary value and vice-versa. ii.Students solve a simple equation stating the sequence and steps using flowcharts. | i. Critical Thinking and Problem Solving ii. Creativity iii. Digital Literacy | 1. Audio Visual Resources – Charts showing the Binary and decimal system ii. Flow chart iii. Examples on the use of flow charts to solve mathematical problems 2. Web Resources – YouTube Khan academy |
| 3 | Coordinates geometry; i. Straight line ii. Location of point an Cartesian Plane Midpoint of line segment Gradient of a straight line Distance between two points. Importance/Uses – It helps us to locate the point in a plane. -It is used in constructing buildings. | By the end of the lesson, students should be able to: i. locate point (x, y) on the Cartesian ii. determine the midpoint of a line segment: midpoint (m) of line xy xyl+x2y2+ = 2 2 iii. Determine the gradient of a straight line: iv.calculating the distance betweenpoint (x | i. Students draw a straight line ii. Students draw another line across the first one. iii. Students draw a right angle triangle with the two lines Students perform the same (i) – (iii) on a graph sheet with seal | i. Critical Thinking and Problem Solving ii. Creativity Digital literacy | 1. Audio Visual Resources – Charts showing line segment and the midpoint – Chart showing Distance between two parts Gradient of a straight line 2. Web Resources -www.mathzone.com www.mathplanet.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | i. Straight line continues 1. Parallelism and perpendicularity Ill. Equation of lines of different form * Intercept form * Gradient form General form Importance/Uses -It helps us to locate the point in a plane. -ltisused1n. constructing. buildings. | By the end of the lesson and students should be able to: i. state | i. Student draw two perpendicular line and use it to explain the line of parallelism 0 = intercept form y = mx + c y = gradient c + intercept on y axis a = gradient form /a + y /b/ = 1, where a and b are the intercepts on the x and y axis respectively. iii. Using a Mathematical set of instruments. | i. Critical Thinking and Problem Solving. Creativity iii. Digital Literacy Collaboration and Communication | 1. Audio Visual Resources -Charts showing problems that involve the use of condition for parallelism and perpendicularity. -Charts of equation of a line in different forms 2. Web Resources -www.emathzone.com. coordinate/geometry www.mathplanet.comL coordinate/geometry . |
| 4. | Coordinate geometry: Transformation .of non linear forms. ii. Area of triangles and quadrilaterals Importance/Uses -It helps us to locate the point in a place. -It is uses in constructing buildings, | By the end of the lesson, of students should be able to: i. transform non-linear forms.: .. y = a = ? log y = x logs ii. calculate the area of triangles and quadrilateral with (given vertices) | . i. Guide students to list the arbitrary equations linear and non-linear. ii. Students identity and differentiate between the equations. 1. Students, as a class, use .the formula to find the area of a triangle and quadrilateral:. 1 /x2 2 3.Y3) a4. y4i | i. Critical Thinking and Problem Solving . ii. Creativity. iii. Digital Literacy collaboration and communication | 1. Audio Visual Resources – Chart showing directed like vector direction line vectors – Charts showing the examples of triangles and quadrilateral whose areas are being determined. 2. Web Resources www.emathzone.com/ coordinate/geometetric/ geometry |
| 5 | Vectors in to dimension i. Definition of vectors. and scalars includingtheir differences ii. Operations on.- vectors: Equality, Addition, Subtraction Scalar, Multiplication iii. Magnitude and direction of a vector. (unit). Importance/Use It is used: -to calculate the speed of cricket ball while bowled. – during basketball and base throwing. | By the end of the lesson, of students should be able to: i. State the differences scalars including between vectors and differences scalars ii. Identity different types-of vector (a) vector i.e. ) negative unit vector free vector position vector etc. and iii. solve simple problems. a vector (unit) iv. calculate the magnitude the speed of the direction any of the unit vector; in direction of given vector. | i. Students draw triangles of any type and label it . accordingly showing the . differences between vectors and scalar ii. Students highlight initial point of each triangle to name it ii. Students compare different triangles relative to start point. Guide Students to use formula to solve questions on vectors | i. Critical Thinking and Problem Solving . ii. Creativity. iii. Digital Literacy collaboration and communication | 1. Audio Visual Resource’s -Charts showing directed like vector Charts showing .scalar multiplication of vectors Moddled wind vane. 2. Web Resources. -www.ethathzone.com/ -www.mathplanet.com/ vector/scalar. |
| 6 | Periodic test Open day mid term break | By the end of the lesson, students should be able to: I. solve questions on third half terms work learnt. ii. solve correctly some past questions. | I. Students solve the test ‘ questions individually. ii. Students with parents visit teachers for their academic and moral progress record | i.Critical Thinking and Problem Solving. ii. Creativity iii. Digital Literacy Collaboration and Communication . . | 1. Audio Visual Resources -Prepared test question papers. 2. Web Resources. -www.aauinnasmaths.com choice questions. Multiple Choice Questions-Wikipedia. -Khan academy(video) |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | Vectors in two dimension II I. The triangle law II. Parallelogram law Ill. Resolution of vectors IV. Scalar (dot) product vector V.Properties of vectors. Importance/Uses It is used: -to calculate the speed of cricket ball while bowled. -during basket ball and base throwing. | By the end of the lesson, students should be able to: I. Explain scalar product and apply it in solving problems on trigonometry; ii, Determine sum of vectors using triangle and parallelogram laws. iii. Resolve given vector and solve related problems | i.Guide students to trace the lines of the figure drawn progressively and apply the scalar product rule: a.b=/a/ /b/ cosq ii. Students, in pair name the figure according to the trace to determine the sum of Vector using triangle and parallelogram laws. iii. Students as a class, use formula to solve given questions. | i. Critical Thinking and Problem Solving ii. Creativity Collaboration and Communication | 1. Audio Visual Resources -Charts showing the triangular law of parallelogram. -Charts showing the properties of vector -Chart showing the resolution of vector. -Charts of geometrical drawing that illustrate the application of scalar products. 2. Web Resources. www.aquinnasmaths.com/vector -Vector-Wikipedia -Khan academy (video) |
| 8 | Measures of dispersion: Range II. Inter quartile range Ill. Mean deviation IV. Standard deviation V. Coefficient of variation. Importance / Uses – It is used by Teachers to award marks. – Market women to analyze customer survey. | By the end of the lesson, students should be able to: i. Determine range of a given data ii, Calculate quartile and inter quartile range iii. Calculate standard deviation of given data calculate coefficient of variation of a given data | i. Students, as a class, generate raw data in group and calculate the range. ii. Student pair up to use formula to solve questions on standard deviation. iii. Guide students to solve questions and differentiate between the formula for Standard deviation and Variance. | Critical Thinking and Problem Solving. Creativity. Collaboration and Communication | 1. Audio Visual Resources -Charts showing steps to determine .the measures of dispersion. -Charts showing the coefficient of ‘variation. -Charts showing the formulas for finding the Measures of dispersion. 2. Web Resources -www. apuinnasmathhs.com/statistics StatisticsWikipedia.com -Khan academy(video) |
| 9 | History of nature of operation research. Importance / Uses – It is used: – in making decision. – by manages to maintain better control. | By the end of the lesson, students should be able to: i. State brief historical background of operation research in Britain between 1935 and 1938 ii. Highlight nature of operation research iii. Distinguish between linear programming transportation assignment | i. Students look up the dictionary for the meanings of the word i. Operation ii. Research iii. Programming iv. Transportation v. Logistic vi. Assignment. ii. Guide students to list where operation research is used in companies. | i. Critical Thinking and Problem Solving. ii. Creativity. iii. Collaboration and Communication. Leadership And Personal Development | 1. Audio Visual Resources 1. Audio Visual Resources -Charts on historical development of operation research. -Charts on different types of models -Charts on solutions of problems involving the assignment (races movement) -Baton for programming 2. Web Resources. -en.m.wikipedia.org |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 . | Modeling. Importance/Use It is used to: – It helps students to express themselves in real life situation. | By the end of the lesson, students should be able i. Demonstrate modeling in operation research ii. Solve practical problems using the models | i. Guide students to make arbitrary mathematical statements in word for digital application. Example 1000kg capacity drum cannot resist fire outbreak consumption. . ii. Model some objects for mathematical use | i. Critical Thinking and Problem Solving. Creativity iii. Collaboration and Communication. Leadership and Personal Development | 1. Audio Visual Resources. – Modeled materials in school. . 2. Web Resources. -www./me.utexab.edu/mode |
| . | Revision -. . | By the end of the lesson, students should be able to solve questions on topics for first, second and third terms. | Students solve problems from past examination question papers collectively. | i. Critical Thinking and Problem Solving ii. Creativity iii. Collaboration and Communication. Leadership and Personal Development | Audio Visual Resources. -www.examsolution.net/ multiple/choice/question. -www.revisionmath.com /objective/question. |
| 12 | Examination | By the end of the session students should be able to recalculate the term lesson end write the examination. | Students solve examination questions correctly and independently | i. Critical Thinking and Problem Solving Digital Literacy | I. Audio Visual Resources -Examination question and answer sheets. |
Unified Schemes of work Further Maths for Senior Secondary School. SSS 1 Further Mathematics Scheme of Work – Schemeofwork.com
