Nigerian Curriculum Education Research Centre. Federal SS 2 Mathematics Scheme of Work. Set notation, Approximation – Schemeofwork.com
GENERAL MATHEMATICS SS TWO SCHEME FIRST TERM
| WEEK | TOPIC / CONTENT | ACTIVITIES |
| 1 | LOGARITHMS i. Revision of logarithm of numbers greater than one. ii. Characteristics of logarithm of numbers greater than one and less than one and standard form of numbers. iii. Logarithm of numbers less than one, multiplication, division, power and roots. iv. Solution of simple logarithmic equations v. Accuracy of results of logarithm table and calculator. | Teacher: Guides students to:- -Revises laws of logarithm -Reads logarithm table and does calculation involving multiplication, division, power and roots of numbers greater than 1. -Shows the relationship between the characteristics of logarithms and standard form of numbers. -Calculation involving multiplication, roots of number less than 1 and less than 1. Students: Study the solution chart of logarithm. State laws of logarithm, read logarithm table and use logarithm table in calculation involving multiplication, division powers and roots of numbers greater than 1. Given a set of number, write them in standard forms and compare the characteristics of such numbers with the standard forms. Solve simple equations involving logarithms. Instructional Resources: Logarithm table, booklet, solution chart of logarithm etc flex banner showing logarithms and antilogarithm of numbers). |
| 2 | APPROXIMATION i. Rounding up and down of numbers to significant figures, decimal places and nearest whole numbers. ii. Application of approximation to everyday life. iii. Percentage error. | Teacher: Guides the students to -approximate given data to hundred, thousand, billion and trillions. -solution using logarithm tables and calculator -make comparison between results obtained from solution with logarithm table and calculator. -calculate percentage error. -solve examples of approximation in schools, health sector and social environment etc. Students: Approximate to hundred, thousand, million, billion and trillion. Solve problems in approximation solve problems using logarithm table and calculators. -compare the result obtained from the two calculations. Calculate percentage error of a given instrument. Instructional Resources: Financial reports and budget population figures logarithm table, calculators data from school records, health sector, economy etc. |
| 3 | ALGEBRAIC FRACTIONS (I) i. Simplification of fractions ii. Addition, subtraction, multiplication and division of algebraic fractions. | Teacher: Guides students to: -determining the L.C.M. of the denominators of the fraction and simplify the fractions. -perform addition, subtraction, division and multiplication on the fractions. Students: Simplify a given algebraic fraction using the LCM Perform addition, subtraction, division and multiplication on algebraic fractions. Instructional Resources: Chart showing LCM, addition, subtraction, multiplication and division etc. |
| 4 | ALGEBRAIC FRACTIONS (II) i. Equation involving fractions ii. Substitution in fractions iii. Simultaneous equations involving fractions. iv. Finding the value of unknown to make a fraction undefined. | Teacher: Guides students to: -solve equation involving fraction -substitute for a given value in a fraction. -solve simultaneous equation involving fractions -guides students to determine undefined value of a fractions. Students: Follow the procedures for solving equations involving fraction. Perform substitution in a given fraction. Solve simultaneous equation, involving fraction. Determine undefined value of a fraction. Instructional Resources: Oranges, apple, rule, sticks etc. |
| 5 | SEQUENCE AND SERIES 1 Arithmetic Progression (AP) i. Meaning of sequences indicating first term (a) common difference (d) and the nth term of an Arithmetic Progression (A.P) and calculating the nth term of an A.P. ii. Arithmetic mean and sum of an A.P. iii. Practical problem solving involving real life situation on arithmetic mean of an A.P. iv. Practical problem solving involving real life situation on sum of A.P.` | Teacher: Guides students to: -discover the meaning and types of sequences. -identify examples of Arithmetic Progression (A.P.) -derive the formula for the nth term of an A.P. -define and use the formula for the sum of an A.P. Gives exercises on A.P. Students: State the rule that gives a sequence. Define and give an arithmetic progression. Participate in deriving the formula for the nth term. Calculate the nth term and sum of an A.P. Solve problems on arithmetic progression. Instructional Resources: Ages of students, poles and pillars of different height, other objects of different sizes, numbers, etc. |
| 6 | SEQUENCE AND SERIES (II) Geometrical Progression (G.P) i. Meaning of Geometry Progression (G.P.) indicating first term (a), common ratio (r) and nth term of a G.P and calculation of nth term of G.P. ii. Geometric mean and sum of terms of G.P. iii. Sum of infinity of G.P. iv. Practical problem involving real life situation on G.P. | Teacher: Guides students to: –define and give examples of geometric progression. -leads students to derive and use the formula for the nth term of a G.P, calculate the sum of G.P. Students: Define and give examples of geometric progression, participate in deriving the formula for the nth term. Calculate the sum of G.P when n>1and n<1 Solve problems on geometric progression, including practical problems. Instructional Resources: As in week 5 above. |
| 7 | QUADRATIC EQUATION (I) i. Revision of factorization ii. Finding what should be added to an algebraic expression to make it a perfect square. iii. Quadratic equation using completing the square method. iv. Deducing the quadratic formula from completing the square and its application to solving problems. | Teacher: Revise factorization of perfect squares i.e. x2+2ax+a2 as (x+a)(x+a) Leads students to realize that all perfect squares are factorizeable. Guides students in the steps involved in solving quadratic equation using completing the square method. Leads students’ to deduce the completing the square method and solve some problems. Students: Expands and factorize perfect squares such as (x+3)2. Use quadratic box to expand quadratic equations. Follow the teacher’s examples to find constant k that makes quadratic expression a perfect square. Participate in solving quadratic equations by completing the square. Deduce quadratic formula from the method of completing squares. Instructional Resources: Quadratic equation box, completing the squares sheet.. |
| 8 | QUADRATIC EQUATION (II) 1. Word problem leading to quadratic equation 2. Application of quadratic equation to real life situation. | Teacher: Guide students in steps involved in the formation of quadratic equation using sum and product of roots. Transforms a word problem into quadratic equation. Obtains quadratic equation given roots of the equation using sum and product of the given roots. Transform a word problem into quadratic equation. Solve students’ activities; quadratic equation formed from word problem. Attempt the exercises given with the roots supplied. Instructional Resources: As in week 7 above. |
| 9 | SIMULTANEOUS LINEAR AND QUADRATIC EQUATION (I) i. Revision of simultaneous linear equations ii. Simultaneous linear and quadratic equation by elimination method. iii. Simultaneous linear and quadratic equations by substitution method. iv. Graphical method v. Word problem leading to simultaneous linear and quadratic equation. | Teacher: Guides students to solve simultaneous linear equations using elimination, substitution, graphical methods. -Solves linear and quadratic equation using substitution method, to construct tables of values of y given the values of x. -finds the solution of other related equation. Students: Solve problem in simultaneous linear equation using elimination, substitution and graphical method. Solve simultaneous linear and quadratic equation. Construct tables of value. Instructional Resources: Graph, chart showing how to find roots of graph y=ax2+bx+c. Graph board, graph book, mathematical sets. |
| 10 | SIMULTANEOUS LINEAR AND QUADRATIC EQUATION (II) 1. Revision of linear and quadratic graph 2. Simultaneous linear and quadratic equations by graphical method. | Teacher: As in week 9 above Students: As in week 9 above Instructional Resources: As in week 9 above. |
| 11 | GRADIENT OF A CURVE 1. Revision of a straight line graph 2. Gradient of a straight line. 3. Drawing tangent to curve 4. Determination of gradient of a curve. | Teacher: Identifies x- intercept and y- intercept of linear graph. Draw the graph Guides students to: – discover the meaning of gradient of a line – find the gradient of a straight line. – form straight line equation -draw tangents to a curve at a given point. Students: Draw a straight graph of a given function, determine the gradient, determine gradient of a straight line give -2points on the line – A point and the gradient of the line. -draw tangents to a curve at a given point. Instructional Resources: Graph board, graph book, ruler. (Mandatory) |
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| 13 | Examinations | Examinations |
Nigerian Curriculum Education Research Centre. Federal SS 2 Mathematics Scheme of Work. Set notation, Approximation – Schemeofwork.com
GENERAL MATHEMATICS SS TWO SCHEME SECOND TERM
| WEEK | TOPIC / CONTENT | ACTIVITIES |
| 1 | LOGICAL REASONING: 1. Simple and compound statement 2. Logical operation and truth tables 3. Conditional statements and indirect proofs. | Teacher: Gives collection of simple and compound statement and guides students to distinguish them. -Leads students to construct truth table chart for each of the given logical operations. -Guides students to state the converse, inverse and contra positive operation of a given conditional statement. Students: Write examples of simple and compound statements: -construct truth table chart for each of the five logical operations -prove the converse, inverse and contra positive of a given conditional statement. Instructional Resources: Truth tables. |
| 2 | LINEAR INEQUALITIES 1. Linear inequalities in one variable 2. Linear inequalities in two variables 3. Range of values of combined inequalities 4. Graph of linear inequalities in two variables. 5. Maximum and minimum values of simultaneous linear inequalities and application of linear inequalities in real life situation. | Teacher: – Uses scale balance to introduce inequality, and illustrate further using number line. -leads students to solve problem on inequalities in one variable and two variables. -guides students to combine the solution of two inequalities -guides students to construct the table of values, plot the values and highlight the region that satisfies the inequality. -locates the highest value and the lowest value. Students Follow teacher illustration and find what should be added or subtracted to make the scale balance. -combine the solutions of two inequalities -construct the table of values, plot the values, highlight the region that satisfies inequalities and locate the maximum and minimum values. Instructional Resources: Scale balance, number line chart, graph board, mathematical sets. |
| 3 | CHORD PROPERTIES 1. Angles suspended by a chord in a circle. 2. Angles subtended by chord at the centre. 3. Perpendicular bisectors of chords. 4. Angles in alternate segment 5. Cyclic quadrilaterals | Teacher: – Leads students in constructing models to show angles subtended at the centre, perpendicular bisectors of chord and angles alternate segments. -leads students in carrying out the formal proof of each one. -leads students in solving practical problems using the models. Students: Participate in constructing models using cardboard paper -draw diagrams of models and write down their observations against each model -follow the teacher in deductive proof -solve problems using the models. Instructional Resources: Card board, cardboard showing chords and segments of a circle. |
| 4 | CIRCLE THEOREMS 1. Proof of the theorem: the angle which an arc suspend at centre is twice the angle subtended at the circumference. 2. Proof of the theorem: the angles in same segment are equal. 3. Proof of the theorem: the angles in a semi-circle is one right angle. 4. Proof of the theorem: the opposite angles of a cyclic quadrilateral are supplementary. 5. Proof of the theorem: the tangent to a circle is perpendicular to the radius. | Teacher: Leads students to review the format for proving Euclidean Geometry such as: Given: Required to prove: Construction, Proof, and Conclusion. -leads students to prove the theorem by asking them to suggest reasons why certain conclusions should hold. -demonstrates the solution of practical problems leading to the theorem. Students: Participate in the revision by mentioning the format along with the teacher. -suggest reason for the conclusions arrived at each point in the process. -solve problems given by the teacher. Instructional Resources: Models of circle theorem. |
| 5 | CALCULATION ON CIRCLE THEOREM 1. Angle at centre is twice angle at the circumference of circle 2. Angles in the same segments are equal. 3. Angles in a semi-circle is 90o 4. Opposite angles of a cyclic quadrilateral are supplementary (i.e. when the opposite angles are added, they give 1800) 5. Tangent to a circle (i.e. Radius of a circle is perpendicular to the tangent of a circle). | Teacher: Leads students to construct model showing two triangles circumscribed in a circle with their base on the same segment. -leads the students to measure the angles on the circumference and draw the diagram that represents their model. -leads students to carry out the formal proof using the model to explain the steps involved. Students: Construct the models, measure, the angles on the circumference, draw the diagram and participate in the formal proof using inference from the drawing. Instructional Resources: Cardboard. |
| 6 | TRIGONOMETRY (I) 1. Derivation of sine rule and its application 2. Derivation of cosine rule and its applications. | Teacher: Shows the chart of acute and obtuse angle -leads students to use the charts to explain conventional methods of denoting vertices of triangles -guides students to match corresponding sides to the corresponding angle of the triangle. -leads students to identify angle 900 and proves the sine rule to arrive at the expression a = b = c SinA SinB SinC -applies the sine rule in solving problems -shows students cosine rule chart -guides students to derive the expression for the cosine rule and apply the rule in solving problems. E.g. (c2=a2+b2-2abCosC) and the likes Students: Study the two charts and follow teacher’s explanation on deriving the sine and the cosine rule. -apply the rules in solving problem. Instructional Resources: Acute angle chart and obtuse-angled triangle chart. |
| 7 | THE RIGHT- ANGLE TRIANGLE Angles of elevation and depression. | Teacher: Guides students on how to draw angles of elevation and depression. Leads students to apply trigonometric ratio, sine and cosine rules to solve problems on angles of elevation and depression. Students: Draw the diagrams. Solve problem on angles of elevation and depression. Instructional Resources: Tree in the school compound, a student standing on a desk. |
| 8 | BEARING 1. Definition and drawing of 4 cardinal, 8 cardinal points and 16 cardinal points 2. Notation for bearings cardinal notations N30oE, S45oN, 3 digits notations e.g. 075o, 350o etc. 3. Making sketches involving lengths and angles/bearing 4. Problem solving on lengths, angles and bearing. | Teacher: Leads students to define bearing and draw 4, 8 and 16 cardinal points. -leads students to mention the two types of bearing notation giving examples of each. -leads students to do exercise on writing bearings. -guides students to represent problems on bearing with diagram. -leads students to use Pythagoras theorem, trigonometric ratios, sine and cosine rules etc to solve problems on bearing. Students: Mention the two types of notations and state their own examples -draw diagram on word problem on bearing -use the Pythagoras theorem, trigonometric ratios, sine and cosine rules to solve the problem. Instructional Resources: Charts illustrating cardinal points, ruler, pencil, protractor, computer assisted instructional resources. |
| 9 | PROBABILITY (I) 1. Throwing of dice, tossing of coin and pack of playing cards 2. Theoretical and experimental probability. 3. Mutually exclusive events. | Teacher: Leads students to examine the coin, die and pack of cards, identify the number of faces of the coin, die and number of cards. Ask students to throw or toss the coin/die and note the outcome. -Leads students to identify the die, the card and coin, pack of card as instruments of chance. -Teacher explains theoretical and experimental probabilities and mutually exclusive events. Students: – Examine the coin, die and pack of cards. -identify the number of faces of the coin and die and number of cards. -throw or toss die/coin and record outcome and consequently define theoretical, experimental probabilities and mutually exclusive events. Instructional Resources: Ludo, die, park of playing cards. |
| 10 | PROBABILITY (II) i. Independent events ii. Complementary events iii. Outcome tables iv. Tree diagram/practical application of probabilities in health, business and population. | Teacher: Leads students to define mutually exclusive independent and complementary events. -Asks students to derive other examples on those types each. -leads them to evolve the rules using the chart. -to use the rule to solve problems on independent events and complementary events. -to draw questions on probability etc. Students: Solve problems on selection with or without replacement -study and copy the derived questions and approaches relevant to probabilities in practical situations. -students solve the derived questions. Instructional Resources: Cut a newspaper of stock market reports. Annual reports of shares, published statistics on capital market. |
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| 12 | Examinations | Examinations |
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Nigerian Curriculum Education Research Centre. Federal SS 2 Mathematics Scheme of Work. Set notation, Approximation – Schemeofwork.com
GENERAL MATHEMATICS SS TWO SCHEME THIRD TERM
| WEEK | TOPIC / CONTENT | ACTIVITIES |
| 1 | STATISTICS I 1. Meaning and computation of mean, median and mode of ungrouped /discrete data 2. Explain meaning of dispersion and define-range, variance and standard deviation for ungrouped data. 3. Presentation of grouped figures 4. Class interval 5. Determination of class boundaries from class interval and class mark. | Teacher: Revises mean, median, mode of set of numbers with students. -leads students to calculate mean, mode of ungrouped frequency tables manually and with calculator. -On computation of these measures -determine class boundaries, class interval, mid-value etc. Students: Revise measures of central tendency calculate mean, median, mode under supervision of teacher. -write scores of 50 students -appreciate need for grouping -calculate class boundaries, class interval and class mark. Instructional Resources: Ages of students, poles of different height, different objects, and score chart showing grouped frequency table. |
| 2 | STATISTICS (II) Grouped data (drawing and reading of histogram) | Teacher: Asks students to suggest and write possible scores of 50 students in mathematics -leads students to see need for grouping -constructs grouped frequency table using specified intervals. – Teaches the steps for calculating class boundaries, class interval and class mark. Students: – Suggest and write scores of 50 students and record the scores. -appreciate need for grouping -calculate class boundaries, class internal and class marks. Instructional Resources: Poles of different heights, ages of large number of students, prices of goods in the market, objects etc. |
| 3 | STATISTICS (III) Measure of Central Tendency 1. Mean of grouped data 2. Median of grouped data 3. Mode of grouped data | Teacher: Shows score charts that will lead to grouped frequency distribution to the students. -guides students to identify the highest and lowest marks and construct class interval -constructs grouped frequency table by using class interval. – calculates the mean, median, mode of grouped data. Students: Study the score charts, -identify the highest and lowest score -follow the teacher’s guide to calculate the grouped frequency table. Instructional Resources: Score chart containing marks of 50 students in a class ranging from 5 to 92, computer will be relevant software. |
| 4 | STATISTCIS (IV) Measures of dispersion 1. Mean deviation of grouped data 2. Standard deviation of grouped data. 3. Variance of grouped data and range 4. Calculation of standard deviation by using assumed or working mean (A). | Teacher: Explains concept of variability or dispersion to the students. -leads students on computation of these measures. -solves problems -explains terms including secondary market transaction. Note: (The Secondary market also known as the aftermarket, is the financial market where previously issued securities and financial instruments such as stock, bonds, debentures are bought and sold) Students: Solve problems with the help of the teacher in groups, identify areas of application. Instructional Resources: Posters containing some data from published statistics. Posters showing areas of application of measure of dispersion. |
| 5 | CUMULATIVE FREQUENCY I i. Construction of cumulative frequency table to include class intervals, tally, frequencies, class boundaries. ii. Drawing of histogram and frequency polygon iii. Deduce frequency polygon from histogram iv. Drawing of frequency polygon using mid-value and the frequency. v. Review of (i-iv) by engaging the students with various class work. | Teacher: Suggests 30 quantitative values less than 100. Writes down the values on board, leads students to construct cumulative frequency tables. -constructs class boundaries of the cumulative frequency curve. -draws the cumulative frequency curve using the upper class boundaries and the cumulative frequencies -draws histogram and read from the graph. Students: Suggests values to teacher -copy suggested values -construct grouped frequency table -construct cumulative frequency under teacher’s supervision Instructional Resources: Cumulative frequency curve chart, graph board, graph book, pencil etc. (graph board is mandatory) |
| 6 | CUMULATIVE FREQUENCY II Cumulative frequency curve (ogive) or of graphPlotting of cumulative frequency curve/graph (ogive)Definition of median, quartiles, percentilesUsing the curved to find median, quartiles interquartile range (quarter) and semi-interquartile range (quartile deviation). | Teacher: Guides students to plot the points of class boundaries and cumulative frequency on the graph. -Uses free hands to join the points. -shows students various ways of locating the points -guides students to read quartiles, percentiles, deciles from the ogive Students: -plot points o the graph with teacher’s supervision. -join points together to have the graph, determine, median, deciles, quartiles and percentiles from the graph (ogive) Instructional Resources: Graph board, graph book, pencil etc. |
| 7 | CUMULATIVE FREQUENCY III i. Meaning of deciles ii. Examples showing median and quartiles from graph iii. More examples on interquartiles, range (quarter deviation) by using formula. | Teacher: Guides students to calculate deciles, quartiles by formula. -reads the values from the graph by writing the y – axis and x-axis. -writes down the values. Students: Calculate deciles, quartiles, percentiles, decile etc. Instructional Resources: Graph board, graph book. |
| 8 | CUMULATIVE FREQUENCY IV 1. Explain the meaning of median on a cumulative frequency curve, percentiles, quartiles, deciles. 2. Determination of median, deciles, quartiles and percentiles, by formula method. | Teacher: Leads students to define median from cumulative frequency curve, deciles, quartiles and percentiles. -guides students to draw Ogives of data and make interpretation -calculates the mean, median and the mode of the grouped frequency table manually. Students: Calculate class boundaries -plot cumulative frequency curves in graph paper, follow steps for estimated median, quartiles and percentiles from the graph under teacher’s supervision. Instructional Resources: Graph board, graph book, ruler, pencil, published charts of cumulative frequency curve. Data from capital market, stock market used in previous lessons. |
| 9 | SURDS I i. Rational and irrational numbers revision showing examples of surd. ii. Simplification of surds iii. Addition and subtraction of surds (stating the rule that guides addition and subtraction of similar surds) iv. Multiplication and division of surds to include rationalization. | Teacher: Guides students to: -differentiate between rational and irrational numbers. -defines surds -performs the operations of addition and subtraction on surds -conjugates binomial surds using the idea of difference of two squares. Students: Differentiate between rational and irrational numbers leading to the definition of surds -perform and solve problems on addition, subtraction, multiplication and division of surds. -verify the rules of the operation of mathematical operations -apply the principles. Instructional Resources: Charts showing addition, subtraction, multiplication, division and conjugate. |
| 10 | SURDS II i. Conjugate of binomial surds. ii. Simplification of surds including difference of two squares in the denominator. iii. Application to solving triangles involving trigonometric ratio of special angles 30o, 60o and 45o. iv. Evaluation of expression involving surds. | Teacher: Guides students to conjugate binomial surds using the idea of difference of two squares. Leads students to appreciate the application of surds to trigonometric ratios e.g. |
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