SSS 1 Mathematics Scheme of work. Lagos State Government Ministry of Education Unified Schemes of Work for Senior Secondary Schools Schemeofwork
SSS 1 Mathematics Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test, revision of junior secondary school 3 (JSS3) work: basic operations of integers; addition, subtraction, multiplication and division. IMPORTANCE -It helps to activate the previous knowledge of the student. | By the end of The lesson, students should be able to: demonstrate operation of addition, subtraction, multiplication and division of integers add, subtract, multiply and divide numbers based on previous knowledge of the students iii. Formulate questions and solve, then give a partner to mark. | Students pair up with each other to demonstrate addition, subtraction, multiplication and division in relevant to their surroundings Student in small group add, subtract, multiply and divide numbers; thereafter, they present it to the class. For example: (a) Add 1.23, 45.3, 234and 1.5. (b) Divide 15015 by15 iii. Students explain the principle behind the operations earlier carried out. | i. Critical Thinking and Problem Solving ii. Communication and Collaboration. | i. Audio Visual Resourcestable of types of numbers (tabular table) table of addition, subtraction, multiplication of integers countable, countable objects in the classroom environment. 2. Web Resources www.math.com/#google.vignette |
| 2 | i. fraction from other base to base ten (10) iii. Conversion of number from one base to another base. IMPORTANCE -It helps students to demonstrate different representations on the same information. | By the end of the lesson, students should be able to: i. describe various number systems. ii. compare and convert numbers in base l0 to binary iii. convert numbers from other bases to base ten (10) iv. convert demmal In from other base to base 10 v. apply the use bidinary system into day-to-day’ activities | Students watch video lesson/chart on Number Systems and base ten systems, then turn toa partner and discuss what number system is. Students in small group convert decimal fraction to base ten. e.g. Convert 102 to bass 10 = (1×21)+(0x20) =(1×2)4(0 x l) = 2+0 = 2Students, using sheets of paper, fold them into halves to explain conversion from a base to another and write the number 28 using binary.Students in pair experiment, the conversion of decimal fraction to base 10.Student use electrical switch in class to explain the use of binary system in our day-to-day | Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creative and Imagination iv. Citizenship | – Audio Visual Resources Chart showing the conversion from one .base to another. – Old calendars showing days, weeks and months – Electric switch in the classroom. 2. Web Resources http://pumpkinprbgrammer.com/2Ol4/10/03/into-binary-numbers/Base. Binary number system (Wikipedia) |
| 3 | Simplification on addition, subtraction multiplication and division of number bases ii Application of computer coding and flowchart. Importance/Uses – It deepens students understand-ding on the use of empirical questions, -It is used for computer coding. | By the end of the lesson Students should be able to: i. perform basic operations on number bases ii. explain number base system using the computer coding. ii. apply number base system to computer coding | Students carry out multiplication as successive addition of the same number in different ways. Example: 2×3=2+2+2 or 3+3 Students, as a class, explain the computer coding system using binary system. A=01, B=10, C=11, D=12 etc. Students, as a class, explains using binary as coding. i.e. True (1) and False (0) in Boolean logic | i. Critical Thinking and Problem Solving ii: Collaboration and Communication iii. Digital Literacy | i. Audio Visual Resources Chart of Modular arithmetic coding system. Shift duty charts Chart alphabets (A-Z) to binary codes (e.g A=01, B=10, C = 11, etc). |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | i. Concept of modular arithmetic ii. Addition, subtraction and multiplication operation in modular arithmetic iii. Application to daily life, market shift, duty shift. Importance/Uses a market day in the community as in modulo 51 arithmetic – It is used in program-ming language and calculators. | By the end of lesson, students should be able to: i. explain what modular arithmetic is, ii. carry out operation on modular arithmetic. iii: illustrate the application of modular arithmetic in daily life. | i. Students, in small group explain the use of l300hr, i400hr, 2500hr etc. in saying time. ii. Students, in pairs, illustrate the use of wall clock in modular arithmetic .13=2 + multiple of 12” which gives 13=1mod12 iii. Students watch a short video lesson chart on modular arithmetic. | i. Collaboration and Communication ii. Critical Thinking and Problem Solving iii. Digital Literacy | Audio Visual Resources Wall Clock – Charts showing modular tables for addition, subtraction and multiplication 2. Web Resources. Short video from “math’s with Jay. Modular arithmetic” www.youtube.com |
| 5. | i. Standard form ii Approximation such as rounding off of number decimal places significant figures Importance/Uses It helps in representing large numbers in small values | By the end of the lesson students should be able to I discuss multiplication division of number by 10 ii determine a quick and reliable method for multiplying by powers of 10. iii explain standard form and convert numbers into standard and ordinary form. iv. Approximations; rounding off of numbers, decimal places, significant figures, and apply it to daily activities | i. Students in pair, write some numbers in terms of multiplication Example: 43 = 10+10+10+10+3 =4 x 10+3 ii Students as a class discuss quick method of multiplication and division i.e 23 x 100 =2300 23÷100 =0.23 vi Students as a class, write numbers in different forms 403=400+3 =4 x 100+3 =4 x 10 x 10+3 =4 x 102+3 iv Students apply approximation to market 296 is about …… 300 304 is about …… 300 | i. Critical Thinking and Problem Solving ii Creative and Imagination iii Collaboration and communication Digital Literacy | 1. Audio Visual Resource -Charts showing multiplication tables -Charts showing relationship between fractions decimal and significant figures. -Solid objects as a Whole or in fractional forms. 2. Web Resources Students are to watch the video after the class https://www.intmaths.com/numbers-5-approximate-numbers/php |
| 6. | Indices Application of the basic lawsNegative zero and fractional indices | By the end of the lesson, students should be ableto: i Explain an index of a number using standard form ii. State the law of indices’ iii. Apply. the laws of indices to solve involving negative, zero and fractional indices. | i. Student, as a class explain standard form ii Students pair up to rewrite some numbers in index form using their prime factors e.g. Express 20 in index form- iii. Students in small group dramatize the laws of indices using sex. – Simplify a2 x a4 . = a2+4 = a6 | i Critical Thinking and Problem-solving ii Creativity-and Imagination vi Collaboration and Communication. | i. Audio Visual Resources – Chart showing table of forms of indices and – Chart showing basic laws of indices – Chart showing table of prime factors – Students of same |
| 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: i.) recapitulate first half term’s work learnt attempt correctly the test questions. | i. Students, practice some materials in small groups ii. Students attempt a short test individually and independently. | i. Leadership and Personal Development Critical Thinking and Problem Solving | – Audio Visual Resources – Prepared test question papers – Questions from the exercises in the recommended textbooks. |
| 8. | Logarithms:. Logarithms of whole number e.g.: 10, 100, 1000 etc. (in base 10) i. introduction of number less than 1 e.g. 0.1, 00.1, 0.001 (in base 10) ii. Use of logarithm table for multiplication and division. Importance It helps to reduce large number. | By the end of the lesson, students should be able to: Identify numbers greater than one and numbers less than 1. Find the characteristics integer for a given numberSolve equation using logarithm table effectively (e.g finding log and antilog of numbersUse logarithm tables to calculate multiplication and division of numbers | Students, as a pair, state the place value of some number from previous knowledge leading them to numbers greater than and less than 1. ii. Student write the characteristics of number No Log 3700 3582 Under log 3 = characteristic while 582 = mantissa iii. Students in small groups solve equations listing the characteristics and mantissa iv. Students, as a class, solve questions on logarithm with square, cube and their roots, using logarithm table. | i. Critical Thinking arc Problem Solving ii. Collaboration and Communication | 1. Audio visual Resources Charts showing scientist who contributes to the development of logarithm table.Chart on logarithm tableBooklet of statistical tables. 2. Web Resources https://www.tod.le/topic54-Logarithm-wikipedia |
| 9 | i. calculation involving powers and roots ii. relationships between indices and logarithms Importance It deepens students’ knowledge | By the end of the lesson, students should be able to: i. carry out operations involving powers and roots ii. Find logarithms of two different numbers iii. write logarithms in index form and vice versa. | Student in small group write the roots of some rational and power form. E.g. 12 = 1, | i. Critical Thinking and Problem Solving ii. Creative and integration iii. Collaboration and Communication | 1. Audio visual Resources Charts showing perfect square number in relation to square root of rational numbersChart tables of perfect square perfect cube 2. Web Resources https://www.tod.le/topic5 Logarithm-wikipedia |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | i. Simple equations and change of subject of formula ii. Variation direct, inverse and joint iii. Partial variation iv. Application. Importance/Uses – It describes relationship between two variables. – Is applicable in speed of a car. – It is applicable for application of force to work. | By the end of the Lesson, students should be able to: i. change the subject of the given equation ii. solve. Questions involving; direct, inverse, joint and partial variations. iii. Justify the use of one variation and not the other in solving word problem. Demonstrate the application of variation in real life situations. | i. Students in pair, demonstrate the se of change of subject using common objects in the classroom. ii. Students, as a class, outline the steps in solving questions ctji variations. E.g. If A varies directly as B, as A changes, B also changes. iii. Students to explain the use of each method. E.g .lf A varies directly as B, when A=4, B=2. Find the value of A when B=6 A a B, A=kB Where k=Constant 4=k (2); k=4/2 k=2 A=2B (Law of the equation) A=2×6 A=12 iv. Students list where variation is applicable to our real life situations. | i. Critical Thinking and Problem Solving ii. Digital Literacy iii. Collaboration and Communication Leadership and Personal Development | 1. Audio Visual Resources Charts displaying the process involved in change of subject in formula – Chart displaying types of variations. – Chart demonstrating change in leadership e.g. (class captain) other object around them. – chart showing how and why things varies around them (e.g. age, size, time and distance). |
| 11 | Revision of the first term work as preparation for examinations. | By the end of the lesson, students should be able to: i. write the first term examinations. | Students, individually solve. questions from: i. Past examination questions. Recommended textbooks or challenging areas with. teachers guidance. | i. Critical Thinking and Problem Solving ii. Digital Literacy li. Collaboration and Communication Leadership and Personal Development | 1. Audio visual Resources Some past questions from recommended textbooks |
| 12/13 | First terminal examination | Students should be able to Students attempt given recapitulate and write the questions independently first term within the time duration examination With teachers supervision. | i. Critical Thinking and Problem Solving ii. Digital Literacy Creativity | i. Past questions ii. Writing materials |
Mathematics Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | I. Welcome test II. Meaning of quadratic equation: general form of quadratic equation (ax2 + bx =0) | By the end of lesson, students should be able to: i. solve relevant questions from last terms topics. ii. differentiate between linear and quadratic equations with examples solve questions on one linear and one quadratic equation. | i. Students individually attempt a resumption test drawn fromprevious lessons – Example: express 80 as a product of its prime factors, . leaving your answer in index form -Express x in terms of y in the following: 2x –y =8 | i. Critical Thinking and Problem Solving ii. Digital literacy | i. First term question paper ii. Chart showing differences between linear and quadratic equations iii. Wikipedia iv Khan academy www.youtube.com |
| 2 | General form of quadratic equation leading to formula method From ax2+bx+c=0 It deepens the thinking level of the students. It is used in formulating the speed of an object It is used for construction of dish for cable networks | By the end of the lesson students should be able to i.derive the roots of the general form of quadratic equation using completing the square method ii. Use quadratic formula to solve quadratic equation solve application problems involving quadratic equations. | I. Students pair up to solve questions Example given: a. Students, as a class, solve for x by the use of formula if 2x2– 3×2 + 5=0 iv. Students watch short video on the application of quadratic equation. iv. Students, as a class, demonstrate the application of quadratic equation in our daily life. | i. Collaboration and Communication ii. Digital literacy | Audio Visual Resources – Charts illustrating the formation of quadratic formula, through completing the square method . 2. Web Resources Khan academy www.youtube.com |
| 3 | Solution of quadratic equation by graphical methods: i. reading he roots from the graphs ii identification of the minimum and maximum values Importance/Uses – It helps in projecting the height of an object. – It is used by the biometrics in genomics. – Computer scientists used it for algorithms and computation | By the end of the lesson, students should be able to i. solve quadratic equations by graphical method ii identify the maximum and minimum points of a given quadratic equation rwm the graph draw the line of symmetry of quadratic equation using the turning point and state equation of line of symmetry. | i. Students, in a small groups, sketch and draw graph of a given quadratic equation on a graph sheet. ii Students as a class determine the roots and minimize or maximum value Example draw the graph of the equation 202 +70 +5=0 iii. Student as a class experiment the application of quadratic equation in communications’ networks and coding theory. iv. Students; watch shot video on application anduses of quadratic graph | I. Collaboration and Communication ii. Critical Thinking and Problem Solving iii. Digital literacy | Audio Visual Resources -Graph board/charts graphs showing the maximum and minimum points and i.e. of symmetry Charts of ready built table of value Web Resources www.dhaRvadker.org/ przada/applications/ -Khan Academy www.youtube.com |
| 4. | Basic concept of sets: universal sets: i. Finite and infinite sets ii. Empty set and subset, etc. iii. Union and; intersection of sets iv. Notation for sets. -It is used in designing the digital electronic circuitry found in calculators and personal computers | By the end of the lesson, Students should be able to: i. list types of sets (mathematical sets) ii. differentiate between finite and infinite sets, empty set and subsets iii. find the union and intersection of sets iv. Define notation for set. | i, Students in differentiate between colours of beads. ii. Students, as a class, list common subjects between science and art, between art and commercials, for common subjects and different subjects. iii. Students in small groups, find the union and intersection of sets. e.g. A={2,3,4) B{3,5). Find AnB Numbers common to both is {3} | i. Critical Thinking and Problem Solving ii. Digital literacy iii. Collaboration and Communication | Audio Visual Resources -Graph board/charts graphs showing the maximum and minimum points and i.e. of symmetry -Charts of ready built table of value Web Resources www.dhaRvadker.org/ przada/applications/ -Khan Academy www.youtube.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | i. Complements of sets ii. disjoints and null iii. Venn diagram and its use in solving problems involving two and three sets relation to real life situations Uses -It is used in solving problems involving two and three sets relation to real life situations. | By the end of the lesson, students should be able to: i Create a group to explain the complements of set ii. Some questions on sets using algebraic set iii. Students. As a class, solve questions using Venn diagram. iii. Calculate values that are required using a Venn diagram in our daily activities | i. Students, in small group find out students that are absent in a given class, as the complement of the class (set). ii. Students pair up to take record of students in a general tutorial arts, commercial and science and the common subject they learn together using notation and Venn diagram. n(A) + n(B) = n(A U B) + n(A B) etc. iii. Students, as a class, solve questions on Venn diagram | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii Creativity and Imagination | 1. Audio Visual Resources -Charts showing complements of set -Chart showing Venn diagram with various illustrations. – Charts showing the algebra of two and three sets with the derivative processes. |
| 6. | Introduction to circle and its properties ii Calculation. Of length of arc and perimeter of sector iii. Area of sector and segment i.Area df Triangle Use -It is used for construction of football field, post and the football use on the pitch. | By the end of the lesson students should be able to; i. List properties of circle. ii. Calculate the length of an arc of the circle iii. Calculate perimeter of sector and segment of a circle iv. Differentiate. between sectors and segments of a circle Find solutions to problems in area and perimeter of a triangle sector and segment of a circle. | i. Students, as a class, draw a circle to write the properties of circle. ii. Two students hold a long sting at both ends opposite to each other to form a chord. iii. One student moves round the circle to show perimeter.. iv. Students, as a bless, debate on sector and segments using their active formulas v. Students pair ip to solve questions on area of triangle. | i. Creativity ii. Critical Thinking and Problem Solving iii. Collaboration and Communication iii Creativity and Imagination | . Audio Visual Resources -Chart showing the of sketches Of arc, sector and segment of a circle -Charts showing solutions to questions on calculation on area, sectors and segments of a circle and area of triangle. |
| 7. | Periodic Test Open Day & Mid Term Break | By the end of the lesson, students should be able to; i Write the meaning of.quadratic equations. ii Find solution to quadratic equation by factor method and completing the square method iii Define types of sets such as finite infinite empty subsets union intersection and take part in the parodic test | i Students solve questions from textbooks on the topics learnt so far ii. Students attempts test questions | i Critical thinking and problem solving ii. Creativity. | i Audio Visual Resource -Questions from the recommended textbooks |
| 8 | Trigonometric ratios i. Sine, cosine tangent of acute angles ii. Use of tables of trigonometric ratios iii. Determinati6ri of length of chord using trigonometric ratios iv. Graphs of sine and cosine for angles from 0 to 360 Importance/Uses lt is. used: – in radio and TV stations. – to find the height of an object. To describe the sound waves and light waves. | By the end of the lesson students should be able to: i. Find sine, cosine and tangent of acute angles ii. Determine length of cord using trigonometric ratio iii. Solve questions involving application iv. Solve equation involving application of trigonometric ratio v. Build the tables of values of sine and cosine of angles from 0 to 360o vi. Plot the graph of sine and cosine of angles from 0 to 360° | i. Students, as a group measure distance between the chord and the center of the shape. ii.Students, in small group solve questions orf application of trigonometry ii. Students watch a short video on application of trigonometry ratio. iii Students, in a pair, construct tables on sine arid cosine of angles. iv Students, as a class, plots. graphs of sine and cosine. | Collaboration and Communication – Digital literacy | behaviours of sine and cosine in each quadrant – Charts showing trigono-metric ratios of a right angled triangle. – Chart showing application of trigonometry 1. Web resources. www.emathzone..com/trigonometry www.eomath.com/trigonometry/ratio www.mathplanet.com/Applications/of/trigonomtry |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9. | Logic: i. Simple true and false statements ii Negative and contra- positive of simple statement iii. Antecedents, consequence and conditional statement (implication) -It widens e reasoning and thinking of student It is used by lawyers and judge 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 v. Recognize antecedents, consequences and conditional statement | i Students in pairs make related statement 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 a class, explain the meaning of antecedents’ and consequences Students, as a class, watch a short video on application of logical statements | i. Critical Thinking and Problem Solving ii. Collaborative and Communication iii. Leadership and Personal Development | 1. Audio Visual Resources. -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 www.youtube.com/logis preposition www.geeksforgeeks.org/logic-table |
| 10 | i. Application of sine, cosine arc tangent; simple problems with respect to right angled triangles. ii. Angles of elevation and depression. iii. Beading and distances of places strictly by application of trigonometric ratios. | By the end of the lesson, students should be able to; i. Solve problems involving application of sine, cosine and tangent to angles of elevation and depression and the bearing and distance of places. ii. Apply trigonometric ratios to solve life problem and elevation and bearing iii Solve other problems involving angles of elevation and depression with respect to right angled triangles. | i. Students in small groups, look at a ceiling fan from eye level – elevation. ii. Students, in small group, look at an object on the floor-depression. iii. Students, as a class, watch a short video on application of elevation and depression. | i. Critical thinking and problem solving ii. Creativity Digital Literacy | Audio Visual Resources -Wooden model showing angles of elevation and depression. -Charts showing angles of elevation and depression. -Wooden model to show bearing and distances. 2. Web Resources www.varsitytutors.com/bearing www.khanacademy.org/elevation-anddepression |
| 11 | General revision of the: terms work | By the end of the lesson, students should be able to calculate and solve problems on the terms topics. | Students solve questions from Past question papers Challenging questions from previous topics in small groups with teacher’s. Guidance. | • Critical Thinking and Problem Solving Creativity .leadership and Personal Development: | 1. Audio Visual Resources Charts of all the first half terms work with examples charts of the all second half term’s work with examples |
| 12 | Examination | By the end of the term works students should be able to participate in the second term Examination | Students attempt examination questions independently within time duration, with teachers supervision | Critical Thinking and Problem Solving Creativity | i Examination papers ii. Writing materials |
SSS 1 Mathematics Scheme of work. Lagos State Government Ministry of Education Unified Schemes of Work for Senior Secondary Schools Schemeofwork.com
Mathematics Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | i. Welcome test ii. Mensuration: the concept of 3D shapes: cube, cuboids, cylinder, triangular, prism, cone rectangular based pyramid Solve total surface area of cone and cylinder | By the end of the lesson, students should be able to: i. state the properties of cube, cuboid, cylinder, triangular, prism, done, rectangular based pyramids. ii. list the difference – between solids of uniform cross section area and other solid shapescalculate the surface area of cone and cylinder | i.Students in pair, attempt a resumption test questions drawn from previous cases ii. Students, as a class, name regular objects available by dimensions Students, as a small group, measured: mentions of available objects | i. Creativity ii. Critical Thinking | 1. Audio Visual Resources – Models of the following shapes: cone, cuboids, cube, rectangular based pyramids using wood -Real object -Models from carton and cardboard paper Diagrams/Charts 3D shapes |
| 2 | i. Volume of a cone and of a cylinder ii. Volumes of frustums of cone, rectangular based pyramid and other pyramids Importance/Uses -It is used to know the space for a container | By the end of the lesson, students should be able to: i. calculate the volume of cone and cylinder ii. differentiate between volume and capacity calculate volumes of, frustums by completing the pyramids | i. Students in pair, calculate the volume of 3D shapes using the formulas, ii. Students, as a class, use. Solid container to show the difference between volume and capacity ii. Students, in small group, find areas and volumes of concrete regular shapes available using theirdimensions. Objects like milk tin, sugar box, book; ball etc., with teacher’s guidance. | i. Creativity and Critical Thinking and Problem Solving Collaboration and Communication | 1. Audio Visual Resources – Model of real objects (frustums) -Model of real objects (pyramids) -Models of solid shapes Diagrams in charts showing. The 3D shapes 2. Web Resources. www.spashlearn.com 3 D/shapes m Joo Ann’s School, “Don’t memories” www.youtube.com www.skillsyouneed.com |
| 3 | Geometrical construction i. revision of construction of triangle ii. Drawing and bisection of line segment iii. construction and bisection of angles; 90° 60°, 45° 30° and 120° 135°, 150° etc. | By the end of the lesson, students should be able to: i. Construct and bisect triangle. ii. Draw arid bisect a given line segment iii. construct and bisect angles; 30° 60°, 90° , 120° and 150° etc. | i. Students, in small group, construct an angle and measure. iiStudents, in small group, construct triangle. iii Students in pair, construct angles and divide the angles into required angles and use their mathematical set of instrument to draw and construct given angles | i. Creativity ii Critical Thinking and Problem Solving iii.Collaboration and Communication iv. Leadership an Personal Development | Audio Visual Resources -Ruler, pencil, compass, divider etc. -complete model board Mathematical set. |
| 4. | Construction: i. construction of quadrilateralpolygon i.e.four sided figures with given certain conditions such as parallelogram ii. Construction of equilateral triangle, Importance/Use – It helps the students in making accurate decision in construction It gives room for Teachers and students to be patience. | By the end of the lesson, students should be able to: i. Construct triangle and quadrilaterals such as parallelogram, rhombus, trapezium ii. Construct or equilateral triangle. iii. Solve other problems on construction | i Students watch video/charts lessonson construction of plane shapes. ii. Students construct quadrilaterals such as parallelogram, rhombus, and trapezium. iii Students watch video on application of construction in the construction of bridges | i. Creativity ii Critical Thinking and Problem Solving iii.Collaboration and Communication iv. Leadership an Personal Development | Audio Visual Resources – Model mathematical set -Model shapes 2. Web Resources ww.youtube.com/apptic ations/of/conctructiopc/ tcaphertube/ma.ibs/con struction -www.khanacademy.co m |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | Deductive proof: i. the um of the angles of a triangle is right angle i.e. 1800 ii. the exterior angle of a triangle equals the sum of the two interior opposite angles ii. Revision of angles between parallel lines iv. congruent triangles v. properties of parallelogram and intercept theorem Importance / Uses -lt,is used by the engineers in different field of construction | By the end of the lesson, students should be able to: i. distinguish between angles on a straight line and supplementary angles ii. state the relationship gf angles on parallel lines cut by a transversal line iii. list the necessary conditions for congruency and similarity of triangles iv. State the intercept theorem. | i. Students pair up to say the difference between angles and straight line. ii. Students in pair, sketch and draw to measurements different types of trian9les and parallel lines with transversal iii. Students, in small groups, identity similar triangles, congruent triangles. | i. Creativity ii Critical Thinking and Problem Solving iii.Collaboration and Communication iv. Leadership an Personal Development | 1. Audio Visual Resources. -Wooden models of triangles and angles between parallel lines -Chart showing the congruent triangles and properties of parallel of parallelogram. |
| 6 | Statistics: i. collection, tabulation and presentation of data e.g. data from examination scores of students ii. Calculation of mean, range, median and mode of ungrouped data . | By the end of the lesson, students should be able to: i. collect data of students Examination scores ii. Calculate mean, median and mode of ungrouped data already collected by the teacher and students. ii.apply the use of statistics to daily life | i. Students; in small groups collect data of classmates in small groups on.age, name initials and height. ii. Students pair up to find the mean, median and mode of objects in the classroom. iii. Students, as a group, calculate the mean, median | i. Creativity ii Critical Thinking and Problem Solving iii.Collaboration and Communication iv. Leadership an Personal Development | 1. Audio Visual Resources -Chart showing the continuous assessment records, examination scores -Chart showing the collected height of students in the class, etc. 2. Web Resources www.mediurn.corntc |
| 7 | Periodic Test Open Day Mid Term Break | By the end of the lesson, students should be able to: i. state the properties of 3D shapes ii. explain the volume of cone, cylinder capacity and frustums by completing the pyramids iii..calculate questions on volurne of cone, cylinder | i. Students solve problem from textbook and past question papers in small groups. ii.Students, individually attempt test questions. | i. Collaboration and Communicationii. Critical Thinking and Problem Solving | 1. Audio Visual Resources – recommended textbooks |
| 8 | Grouped data: i. collection, tabular tionded presentation of data. Data from heights, ages, weights, test and examination scores of student’s ii. population of students from different classes Importance/Use – It helps students in presentation of data and information. -It is used by the Statistics students | By the end of the lesson students should be able to: i. Tabulate different set of data collected ii.Construct a bar chart, histogram, polygon and pie chart for the data iii. Interpret data from the graphs | i. Students as a class, classify and group the data collected’ ii. Students pair up to create a table for the data iii. Students, in small groups design abar chart, histogram, polygon and pie chart iv. Students, as a class, solve questions on graph v. Students watch video on calculation of census of a country. | i. Collaboration and Communication ll. Critical Thinking and Problem Solving | 1. Audio Visual Resources – Concrete objects, corks of bottles -Posters of different colours etc – Graph board papers – Model pair of compasses and protractor 2. Web Resources .www.education.com /dat a/collection www.practicemath.com/ Group/population www.mathsisfun.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9. | Calculation of mean, median, mode and range of grouped data. Importance/Use – It helps students in presentation of data and information. -It is used by the Statistics. | By the end of the lesson students should be able to: i. calculate the mean, median, mode and rating of grouped data, ii.differentiate between grouped and ungrouped data using mean, median, mode and range. iii, interpretation and information in our daily life. | i. Students, as a class, calculatemean, median. And mode of collected data, using calculating devices (calculator). H. Students pair up to outline the solutions on grouped and ungrouped data. iii. Students watch videos on report of grouping data | i. Collaboration and Communication. ii. Critical Thinking and Problem Solving. iii. Digital Literacy v. Creativity | 1. Audio Visual Resources -Data already collected by the students i.e. number of students inthe class and the number promoted 2. Web Resources. www.education.com/ ungrouped/data www.practicemath.com |
| 10. | Statistical graphs: I. drawing or bar chart, pie chart and histogram. ii. Cumulative frequency curve , iii drawing inferences from the graph . . | By the end of the lesson students should be ableto: i. draw barcharts and historam from the given data. . ii. draw cumulative frequency curve iii. read and draw inferences from the graph , | i. Students pa up to sketch and drawcharts and graphs; ii. Students, as a small group, illustrate the drawing of a cumulative frequency curve . iii. students, as class calculate values from graph | i. Collaboration and Communication ii. Cntical Thinking and Problem Solving iii. Digital Literacy iv Creativity . | 1.Audio Visual Resources. –Wood models of barchart, pie chart, and histogram on geo-board 2. Web Resources. w.rtducation.comistat flLI www.ipracticemath.com-cumulative www.mathsisfun.com-mmilative |
| 11. | Measure of dispersion: i. mean deviation ii. variance and standard deviation of grouped data is solving practical problems related to real life situations – It helps students in presentation data and information. -It is used by the Statistics students | By the end of the lesson, students should be able to: i. calculate mean deviation ii solve questions on a variance and standard deviation of groupd data solve problems related to real life | i. Students in pair, calculate some measures of dispersion. ii Students solve questions on variance and standard deviation and compare the answer. iii Students in small groups solve questions on application of measure of dispersion in every activities. . .. | i. Critical Thinking and Problem Solving Communication and Collaboration | I Audio Visual Resources -Chart showing class sizes and numbers. Chart showing formulas of calculating variance and standard deviation 2. Web Resources ww.eduoatión.com/ p.oxion www.ipracticemath.co ard/d |
| 12 | General revision of the term work | By the end of the lesson, students should be able to solve problems on the term’s topics | Students, as a class, practice. some past examination questions | i. Critical Thinking arid Problem Solving Collaboration and Communication | 1. Audio Visual Resources Examination past questions Recommended |
| 13 | Examination | By the end of the term works, students should be able to participate in the third term examination | Students attempt examination questions independently with teachers supervision | i: Collaboration and Communication ii.Critical Thinking and Problem Solving | Textbooks 1. Audio Visual Resources Examination past questions – Recommended textbooks |
SSS 1 Mathematics Scheme of work. Lagos State Government Ministry of Education Unified Schemes of Work for Senior Secondary Schools Schemeofwork.com
