SSS 2 Mathematics Scheme of work. Lagos State Government Ministry of Education Unified Schemes of Work Mathematics for Senior Secondary School Schemeofwork
SSS 2 Mathematics Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1. | i) Revision of Senior Secondary School 1 (SSS1) work ii.) Review of logarithms numbers greater than 1 iii) Comparison of characteristics of logarithms and standard form of numbers | By the end of the lesson, students should beable to: i. Explain some questions on previous lessons ii, Compare characteristics of logarithms with standard form of numbers less than 1 is Solve questions on ordinary form | i, Students, in pair, attempt some questions from last examination question paper. ii. Students, in a small group look. Up some numbers greater than from the four- figure table. iii Students as a class express some numbers in standard form and ordinary form | i Critical thinking and Problem Solving ii Collaboration and Communication | 1. Audio Visual Resources -Chart showing solutions on logarithms less than 1 – Logarithm table booklet Last class examination questions |
| 2. | Logarithm of numbers less than i including multiplication, division powers and roots Solution of simple logarithm equations | By the end of the lesson, students should be able to i. solve questions involving multiplication division power and root of numbers less than 1 ii Solve simple logarithmic equations itInterpret questions into organthmic equation and indices | i. Students in pair look up for squaresof some given numbers in logarithm form. ii. Students as a class solve questions on logarithmic equation iii Students list the difference between logarithmic equation and indices | Critical Thinking and Problem Solving ii. Collaboration and Communication iiiCreativity and Imagination | 1 Audio Visual Resources Chart on solution of logarithms and calculator Chart showing relationship between logarithmic equation and indices 2 Web Resources wvwrnathisfuncom/log arithmwithuout/tables |
| 3. | i. Accuracy of results using logarithm table and calculators ii. Approximations and percentage error importance It helps to show important of all the numbers in mathematics | By the end of the lesson, students should be able to i. Solve and compare questions using logarithm table calculators ii Solve questions on approximation and percentage error in Apply the use of percentage error to everyday life. | i Students as a class calculate some questions using simple calculator and check the accuracy using logarithm table values ii Students pair up to approximate some questions by manure calculation check table explain solutions on application of percentage error in: daily life. | i. Critical Thinking and Problem Solving a Collaboration and Communication | 1 Audio Visual Resources Data on school health sector economy etc Booklet on Statistical tables 2. Web Resources www.youtube com/tecmath www.mathsisfun/percentage/error |
| 4. | Sequences and series i. Meaning and types of sequence ii. Examples of an AP iii. Calculation of: *First term (a) *Common differences (d) * Nth term ii. Arithmetic means and sum of an AP iii. Practical problems involving real life situation. importance/Uses -It is used.by carpenters in constructing ladders – It is used by bricklayers in arrangement of bricks in construction of building | By the end of the lesson, should be able to: i. Explain the meaning of an AP Arithmetic Progression and explain types sequences. ii. Apply formulas to solve questions on first term, common difference and nth term of a given AP. iii. Calculate the sum of a given AP | Students in pair, use daily activities to explain sequence and series using consecutive even numbers, e.g.: 2, 4, 6, 8. ii. Students, in small group, experiment the use of AP in daily life using Tn=a+(n-1)d iii. Students, as a class, solve questions on sum of AP using 2 or Sn =n(a+l) 2 | i.. Critical Thinking and Problem Solving ii. Collaboration and Communication | 1.Audio Visual Resources – Chart showing types of -Chart showing the difference between sequence and series – Chart showing the formulas of -Algebraic cards (students project) 2. Web Resources www.whiteman.edu/sequences www.myoutube.com www.youtube.com/marios/math www.examsolution.netisequence/series |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | Geometric progression (GP) calculation ofi. First term (a) ii. Common ratio (r) iii. Nth term iv. Geometric progression v. Sum of terms of Geometric progression vi. Sum of infirmity vii. practical problems involving real life situation Importance/Uses it if used for: -numbering of building in streets. Calculation and prediction growth. | By the end of the lesson, students should be able to: i. Explain the meaning of Geometric Progression (GP) and explain types of sequences. ii. Apply formulas to solve questions on first term, common difference and nth-term f a given GP. iii. Calculate the sum of a given GP using the required formula. | 1. Students write two sets of numbers and differentiate between them by successive addition or/and multiplication. Example: “ 2,4,6,8….. “ 2, 4, 8, 16, 32…. ii. Students solve some problems by using formula Tn: arn-1 iii. Students, as a class, solve questions on sum of GP using Sn Sn = a(rn-1) for r?1 r-1 | i. Development | 2. Web Resources www.youtube.com/marios/math www.examsolution.n et/sequence/series |
| 6 | i. Revision of factorization of perfect squares ii. Solution of quadratic equation by the method of completing the square iii. Deducing the quadratic formula from completing the square Importance/Uses it is used by: -sportsmen in formulating the speed of an object. -the military or laws enforcement to determine the speed of moving cars, aircraft etc. | By The end of the lesson, students should be able to ifind the constant k which makes the quadratic expression a perfect square. ii. Explain the meaning of a quadratic iii: solve questions on quadratic equation using the method of completing the square. iv. Solve question on quadratic equations using the method of formula using apply the use of quadratic equation in daily life. | i.Students solve problem on evaluation of expression. Example: Given a = 2, b = 3, c =1, evaluate ii. Students, in pair explain the meaning of quadratic equation. iii. Students, as a class produce and to quadratic equation using completing the square method iv. Students, as a class, solve questions on quadratic equation using the general formula v. Students, as a class watch a short video on application of quadratic equation in daily life. | i.critical thinking and Problem Solving ii. Collaboration and Communication iii. Leadership and Personal Development iv. Digital Literacy | 1. Audio Visual Resources -Model on magic square box – Chart on tables of perfect squares, – Chart showing the general formula – Chart showing the quadratic equation in daily life 2: Web Resources www.whitman.edu/quad ratio/equation -Applications of quadratic equation in daily life www.m.youtube.corn |
| 7 | periodic Test Open Day Mid Tern’ Break | By the end of the lesson students should be able to: i.recapitulates first half term’s work learnt. ii. attempt correctly the test questions | i. Students solve problems from past questions and textbook collectively Students attempt test questions individually | i. Coloration and communication ii. Leadership and Personal Development iii.Critical Thinking and problem solving | 1. Audio Visual Resources -Prepared test question papers 2. Web Resources www.whitman edu/maths/questions www. m.youtube. com |
| 8 | i. Construction of quadratic from sum and Product roots. ii. Word problem leading to quadratic equation Importance/Uses it is used by: -sportsmen in formulating the speed of an object. -the military or laws enforcement to determine the speed of moving cars, aircraft etc. | By the end of the lesson students should be able to: i. explains the sum and product of roots. ii. From quadratic equation from the root using the sum and product of the root. iii. Interpret word problem leading to quadratic equation. | i. Student as a class, write number in sum and product. ii. Student revise expansion of expression (x-a) (a-b) and multiply it to find the root | i. Critical Thinking and problem solving ii. Coloration and communication | 1. Audio Visual Resources – charts illustrating construction of quadratic equation from given roots – charts showing the steps of finding the roots of sum and product. 2. Web Resources www.whitman edu/quadratic/ roots www.m.youtube. com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | i. Simultaneous linear equation (revision) ii. Solution of linear and quadratic equation iii. Graphical solution of linear and quadratic equations. Importance/Uses – It describes the orbits along which the planets move round the sun. – it i used by the economist to know the rise and fall of product. | By the end of the lesson, students should be able to: i. Solve problem in simultaneous linear equation using elimination, substitution and graphical methods equation. ii. Draw graphs to solve problems related to quadratic equation demonstrate the application of quadratic graph in daily life. | i. Student’s pair up to show calculations on the use of elimination method of solving simultaneous equation. ii. Students, as a class, interpret question on word problem leading to simultaneous equation. e.g. 4 pairs of socks and a cap ii. Draw graphs to solve cap cost N200 while 2 pairs problems related to of socks and 3 caps is N500. quadratic equation Find the cost of a sock and a demonstrate the cap at the same time application of quadratic iii. By simple substitution, graph in daily life, students.in pair, illustrate the application of quadratic equation on a graph sheet | Critical thinking and problem solving Collaboration and communication Citizenship. | 1. Visual Resocrces -Graph board –graphbook 4k Mathmatics set 2. Web Resource www.whatman.edu/quadratic/tools -www.youtube.com – Khan Academy wwwkhanacacemy.co m |
| 10 | i. Use of the graphical methods to solve other related application ii. Word problems leading to simultaneous equation. Importance/Uses. -It describes the orbits along which the planets move round the sun. -It is used by the economics to know the rise and fall of product. | By the end of the lesson students should beable to: i. draw graphs to solve problems related to quadratic equations, ii. solve word problems leading to simultaneous iii. Apply word problem leading to simultaneous in daily life. | i. Students construct tables of values for the previous – equations. ii. Students draw a Cartesian graph of the solution in smaller groups. iii Students as a group, discuss the application of simultaneous in. daily life | i. Critical Thinking and Problem Solving ii. Collaboration and Communication Discussion | 1. Audio Visual Resources -Graph board – Graph book -Model Mathematics set 2. Web Resources wwv.whitman.edulsimultaneousequation/ graph -www.m..youtube.com – Khan Academy www.khanacademy.com |
| 11 | Revision of the first terms work and preparation for examination | By the end of the lesson students should beable to: | i. Students as aclass solve lesson, students should. past questions on be able to solve questions challenging topics. on first term topics ii. Students solve problems from recommended textbooks | i. Critical Thinking and Problem Solving iL Collaboration and Communication iii. Leadership and Personal Development | 1 Audio Visual Resources -Evaluation exercises, test items – Past questions from different examination bodies. Questions from recommended textbooks. |
| 12 | First term examination . | Students should be able to participate in the first term examination | Students, as a class attempt questions | i. Critical Thinking and Problem Solving . | First term examination |
SSS 2 Mathematics Scheme of work. Lagos State Government Ministry of Education Unified Schemes of Work Mathematics for Senior Secondary School Schemeofwork
Mathematics Scheme of Work SSS 2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test and renew of difficult topics in the first term examination. | By the end of the lesson, students should be able to: I. Explain some questions on previous lessons. ii. Solve some questions from the previous term | i. Students attempt welcome test independently ii. Students revise some difficult areas in groups in readiness for the terms work. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication | First term examination question’s paper. |
| 2. | i. Straight line graph ii. Gradients straight line iii. Gradient of a curve. Iv. Drawing of tangents to curve. Importance/Uses -It helps to show the extent to which a change in one quantity affects a change in another related quantity. -Its used by the mountain climbers. | By the end of the lesson, students should be able to: determine the x-intercept and y-intercept of the gradient at straight line. ii. Draw a graph of a linear equation iii. determine the gradient at a straight line iv. Draw tangent to a curve at given point | • Students construct a table of values of simple linear equation to determine the axes using, y =mx + c m = c = intercept on y-axis e.g. = 2x+5 m=2 c=5 *Students pair up to draw the graph linear equation *Students construct a table of values of quadratic equation and the gradient curved e.g. y = 2x2 – 3x + 6 *Students draw tangent to a given point. | i. Critical Thinking and Problem Solving ii. Creativity iii. Collaboration And Communication | 1. Audio Visual Resources -Model graph board -Middle graph book Writing and drawing materials 2. Web Resources. www.mathsisfun.com/ tangents/to/a/curve -Khan Academy www.youtube com |
| 3 | Inequalities i. Revision of linear inequalities in one variable ii. Solutions of inequalities in two variables iii. Range of values of combined inequalities. Impatience/Uses it is used by: -traders to control inventory and plan production lines -business men/women for shipping/ware housing goods and materials. | By the end of the lesson, students should be able to: i. solves problems on linear inequalities in one or more variables. ii. Combine two inequalities to form component inequality and number line iii. Solve and represents the solution of compound inequality on a graph | i. Students as group interpret questions on linear inequalities in one or more variables E.g. 2 pieces of rulers and 5 unit of pencil do not cost less than 600. A pair of socks does not cost more than 150. ii. Students in pair, draw the solution to inequalities on a number line. – iii: Students sketch graphs using the signs; >, <, | i. Creativity ii. Collaboration And Communication | Writing and drawing materials. 2. Web Resources. www.mathsisfun.com/ tangents/to/a/curve -Khan Academy www.youtube.com |
| 4 | i. Circle theorem(continued) tangent properties of a circle ii. Perpendicularity of a tangent, a radius iii. Angles in alternate segment iv. Two tangents to a circle from an external point Importance/Uses lt is used by: – engineers in designing the wheels of cars. – the photographers to focus the lens. – building constructors to construct circular domes. | By the end of the lesson, students should be abIe.. i. solve tangent properties of a circle ii. prove and solve problems on angles in alternate segment iii. prove riders on tangents to a circle. iv. calculate radius of a Circle given tangent to the circle from external point and the distance of the external point from the center of the circle . | i Students, as a small group; draw a circle using .a pair of compass. ii.Students, as a class, draw a straight line outside the circle touching the circle at any point to show alternate. iii. Students draw a line from center to the point of touching of the straight line drawn (tangent). iv. Students, in small group, use formula to calculate the radius of a circle C=2T | i. Critical Thinking and Problem Solving ii Creativityiii Collaboration and Communication. iv. Digital Literacy | i. Audio Visual Resources Models and charts of tangent showing properties of a circle. -Model Circle 2. Web Resources – Math help www.mathshelp.com – Khan Academy wwwyoutube.com/ math/is power |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | Trigonometry: i. Derivation of sine rule and application ii. Derivation of cosine rule and application. Importance/Use It is used by the – geographers to measure the distance between landmarks, astronomers to measure the distance of nearby stars | By the end of the lesson, students should be able to: i. Derive and apply sine rule i.e iii. Solve questions using .sine and cosine rules. | i. Students solve a revision 0question on a right angled triangle using trigonometry ratio ii. Students answer questions on difference in triangles: acute angle and obtuse angles using sine and. cosine formulas. iii. Students sketch triangles for sine and cosine rules iv. Students, in small group, solve, questions using sine and cosine rules. | i. Critical Thinking and Problem Solving ii. Creativity ii. Collaboration and Communication Discussion | 1. Audio Visual Resources – Model Quadratic equation box – Completing the square sheet – Charts showing different geometric sequences. – Charts showing sine and cosine formulas Chart showing application of sine and cosine rules. 2. Khan Academy www.youtube.com |
| 6. | Algebraic fractions i. Simplification of fractions ii. Operation in algebraic fractions iii. Equation involving fractions iv. Undefined fraction: lf y = b ax+c Then y is undefined when ax + c = 0 | By the end of the lesson, students should be able to: i. Simplify a given algebraic fraction to its lowest term using the Lowest Common Factor (LCM) of the denominator of the fractions. ii. Solve problems on algebraic fraction. Involving addition, subtraction, division and multiplication. iii. Determine the undefined value of afraction. iv. Solve equation involving fraction | i. Students, as a group, algebraic fraction into an equation. E.g. Half of a keg of kerosene and another two fifth of the content added to one-third of the cost fifty naira. ii. Students, in pair, solve questions involving fraction. iii. Students solve fractions by use of Lowest Common Multiple (LCM) iv. Students, as a class, solve questions on defined and undefined fractions. | i. Critical Thinking and Problem Solving ii. Creativity iii. Collaboration and Communication Digital Literacy | 1. Audio Visual Resources – Charts showing some fractions in simplified form. – Charts showing algebraic number – Cards on algebraic game – Tables of equation and evaluation 2. Khan Academy www.youtube.com -www.mathhelp .com |
| 7. | Periodic Test open day mid term break | By the end of the lesson, students should be able to: i. Recapitulate second half term’s work least attempt correctly the test questions. | I. Students, as a class solve questions on their previous lesson as a revision. ii. Students attempt mid-term test independently | i. Critical Thinking and Problem Solving ii. Creativity iii. Collaboration and Communication | 1. Audio Visual Resources – Prepared last question papers 2. Web Resources www.mathssifun.com |
| 8. | Fractions (continued) i. Substitution in fraction ii. Simultaneous equation involving fractions Importance/Uses -It helps to widen the knowledge of students in division – It is used at home to know quality of ingredient to use. | By the end of the lesson, students should be able to: i. Obtain the value of a fraction given values of knowing ii. Solve simultaneous equations involving fraction iii. Explain the application of fraction in daily life | Students make difference between different fractions examples. Given a= 2. b= 3, evaluate | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital literacy | 1. Audio Visual Resources – Charts showing some substitution in fraction – Charts showing solutions on simultaneous equation involving fractions 2. Web Resources 2. Khan Academy www.youtube.com -www.mathhelp .com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | I. Surd: meaning national and irrational numbers leading to the definition of surds ii. Rules guiding the basic operation with surds iii. Conjugate of binomial surds using the basic using the idea of difference of two squares. Importance/Uses It widens the thinking of the students – It is used indaily life to make sure that important circulation are precise. | By the end of the lesson, students should be able to: i. Differentiate between rational and irrational numbers. ii. State and apply the rules of multiplication and division of surds ii. State and applythe multiplication and division of surds. Solve involving conjugate of binomial surds. | Students in pair up to explain the difference between rational functions and irrational functions. Rational = e.g. iii. Students, as a class, solve questions on division of surds. iv. Students, inpair solve | i. Critical Thinking and Problem Solving. ii. Collaboration and Communication. iii Digital Literacy | 1. Audio Visual Resources -Charts showing the meaning and examples of rational and Irrational numbers. -Charts showing Laws. of Surds -Charts showing solutions to some questions on surds -Charts showing conjugate of surds. |
| 10 | i. Chord properties of circles ii. Perpendicular bisector of chord iii. Distance of equal chords from the center of the circle Angles in a semi-circle Opposite angles of cyclic quadrilateral Importance/Uses It used by the – engineers in designing the wheels of cars. photographers to Focus the lens | By the end of the lesson, students should be able to: Apply Pythagoras theorem to solve problems on distance of equal chords. Solve problems on angles subtended by two equal chords at the centerSolve problems on perpendicular bisector of chords | i. Student, as a class, sketch , circles with chords ii. Students pair up to draw from pond on the circumferences, without a definite measurement, showing segments and sectors from center iii. Students solve equations on perpendicular bisector of chords. | i. Critical thinking and problem Solving ii. Collaboration and Communication Digital Literacy | Audio Visual Resources -Cardboard paper models of riders -Computer assisted. instructional materials 2. Web Resources Khan Academy www.youtube.com www.mathsisfun.com |
| 11 | Circle theorems angle properties of circle angle subtended by an arc of the center is twice the one subtended at the circumference. Angle in the same segment iii. Angles in a semi-circle opposite angles of cyclic quadrilateral. Importance/Uses It is used by: The engineers in designing the wheels of cars – The photographers to focus on lens -buding constructors to construct circular domes. | By the end of the lesson, students should be able to: i. Explain the meaning of centre and arc ii. Prove that the angle which an arc subtends at the centre is twice the angle it subtends at the circumference. iii. Solve practical problems on application of the theorem, prove that the angles in the same sediment of a circle are equal. -angles in a semi-circle is a right angle -the opposite angle in a cyclic quadrilateral arc supplementary the exterior angle of cyclic quadrilateral is equal to interior opposite angles | i. Student, as a class, explain the meaning of centre and arc of a circle. ii. Students, as a class, prove that the angle which an arc subtends at the centre is twice the angle it subtends at. iii. Students pair up to solve practical problems on application of the theorems. | . Critical thinking and problem Solving ii. Collaboration and Communication Digital Literacy | 1. Audio Visual Resources -Framed model of circle 2.Web Resources Khan Academy -www.youtube.com -www.mathsisfun.com |
| 12 | General revision of the terms. | By the end of the lesson, students should be able to review a topics learnt for the term. | Students practice some past examination questions in small groups, with teacher’s guidance. Example: A chord of length 14cm faces the center of the circle by 8cm. Find the radius of the circle. | i. Critical Thinking and Problem Solving ii. Creativity iii. Collaboration and Communication iv. Digital Literacy Leadership and Personal Development | – Audio Visual Resources -Revision exercises, -Past questions 2. Web Resources -mathsisfun.com Khan Academy www.youtube.com |
| 13 | Second term Examination | By the end of the term works, students should be able to participate in the examination and attempt the questions correctly. | Students independently attempt the examination questions | i. Critical Thinking and Solving Creativity Collaboration and communication iv. Digital literacy v. Leadership and personal development | 1. Audio Visual – Resources, -Questions paper -Writing materials |
SSS 2 Mathematics Scheme of work. Lagos State Government Ministry of Education Unified Schemes of Work Mathematics for Senior Secondary School Schemeofwork
Mathematics Scheme of Work SSS 2 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test and review of difficult topics from thesecond term examination | By the end of the lesson, students should be able to: i. Attempt the test questions correctly ii. Solve problems on. Inequalities accurately. | i. Students, as a class, attempt welcome test questions independently Students, as a class, revise some difficult areas in readiness for the new term’s work. | i. Critical Thinking and Problem Saving ii. Collaboration iii. Digital literacy: iv. Leadership and Personal Development | l. Audio Visual Resources. Test questions and last exam question 2. Web Resources -KhanAcademy w.youtube.corn. -w,examsolu.net |
| 2 | i. Graph of linear inequality in two variations ii. Maximum and minimum value of simultaneous linear inequalities. Importance/Uses It deepens the knowledge of students in business transaction. | By the end of the lesson, students should be able to: I. Draw the graph of linear inequalities ii. illustrates the region that satisfies inequalities iii. Minimum values of function (x, y) = ax + by under the set of inequalities | Students, in pair, solve some simple linear equation in one variable: solve x if 3x – 2 ii. Students, as a class, solve, simple linear inequalities in 2 variables: e.g. 2 pens and 5 pencils cost iii. Students, as a class solve questions on inequalities and pair up to find maximum and minimum functions. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital literacy: iv. Leadership and Personal Development | -1. Audio Visual Resources .Graph board Graph book -Model Mathematical set – Concrete objects of different sizes or length or height. 2. Web Resources -Khan Academy www,youtbe.com www.examsblution.net |
| 3 | I. Application of linear inequalities in real life. II. Introduction to linear programming Importance/Uses It is uses by computer Programmers | By the end of the Lesson students should be able to: i. interpret the practical ii.problems linear inequalities using real life situation iii. Solve problems on linear inequalities: leading to linear programming. | i. Students as a class interpret word problem question on inequalities e g The minimize cost of buying some stationary at z 2 x + y Where x and y are pens and pencils respectively ii. Students in pair apply questions linear inequalities on linear programming | i. Critical Thinking and Problem Solving ii. Collaboration and Communication | 1. Audio Visual Resources Objects of different length or height 2. Web Resources www mathplanet com linear/programming/ |
| 4 | Bearings. I. Angles of elevation and depression II. Definition of 4, Band 16 cardinal pomts Ill. Notation for bearings cardinal rotation IV. 3 digit bearing e.g. two types: Surveyor’s type, e.g. 075o 350’etc Military type, e.g.: N75°E, S35oW etc. V. Practical problems on bearing. Importance/Uses. – It is used to express in angle particular landmark. | By the end of the lesson, students should be able to i. solve problems in trigonometric ratios, ii.Solve problem on angle of elevation and depression ii. Define and draw 4, 8 and 16 cardinal points. iii .solve practical problems on bearings. | i. Students, as a class, use wall, clock to answer some questions. How many angles are the 12 hours of a clock each? Using bearing hands of the clock, what angle does the long hand make with the short hand moving; i. clockwise , anticlockwise ii. Students, in pair, illustrate the diagram of 4, Band 16 cardinal points on a drawing sheet. iii. Students, as a class, use sine and cosine formulas to solve questions on bearing. | i. Critical Thinking and Problem solving ii. Creativity iii Digital Literacy | I. Audio Visual Resources. -Charts showing; i. Angles of elevation and depression ii. 4,8 and 16 cardinal points iii. Computer assisted instructional materials 2. Web Resources -wvw.mathplanet,cm -Khan Academy www.youtube.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | I. Revision on work done in statistics i.e. mean, median, mod, range, variance and standard deviation II. Calculation of class boundaries interval of scores of grouped data Ill. Calculation of cumulative frequencies. Importance/Use It helps in widens the knowledge of students in calculation. | By th end of the lesson, students should be able to: i. Solveproblems on mean, median, mode and range. ii. Calculate variance and standard deviation accurately, calculate, class boundaries, class interval, class mark (mid-mark) statistics work iii. Demonstrate the calculation of cumulative frequencies. | i. Students, as a class, collect data on ages of their peers; arrange them, and calculate mean, median-, mode and range. ii. Students pair up to group the ages of students in class to find boundaries, e.g.: 14-19, 17- 19, 20 and above and use it to find the standard deviation. iii. Students, in pair, demonstrate the calculation of cumulative frequencies. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity iv, Digital Literacy, v. Leadership and Personal Development | 1. Audio Visual – Resources -Chart showing grouped frequency table of datacollection by the students. – Charts showing formulas on variance and standarddeviation. – Chart showingcumulative frequencies. 2. Web Resources. -w.mathplanet.com, -wwmathsisfun.com -Khan Academy www.youtube.com |
| 6 | Cumulative frequency graph; I. Drawing of cumulative frequency curve (graph) or Ogive ll. Using graph of cumulative frequencies estirnate median quartile, percentiles and other relevant estimate lll. Application of Ogive to everyday life. Importance/Use – It is used in transactions to estimate expected profit. | By the’end of the lesson, students should be able to: i. Illustrate the computed data to draw cumulative frequency curve. ii. make estimates from the curve. iii. Apply cumulative frequency curves to real life situations. iv. Present data from capital market, stock market | i. Student, in a small group, use the collected data individually to calculate some measures of dispersion. ii. Students, use the mark boundaries to draw Ogive E:g: 16.5, 19.5, 20.5 etc. iii. Students, in pair, use cumulative frequency curve to solve questions on real life situation. | i. Critical Thinking and problem Solving ii. .Collaboration and Communication iii. Creativity iv. Leadership and Personal Development | 1. Audio Visual Resources -Score chart containing marks of 50 students in atekt ranging from 5 to 92 – Ludo dice, coins -Packs of playing cards. 2. Web Resources. www.mathplanet.com/ ogive.wwwmathsisfun.com -Khan Academy www.youtube.com |
| 7 | Periodic Test Open Day Mid Term Break | By the end of the lesson, students should be able to: i. Recapitulate third half term’s work learnt attempt correctly the lest questions. | i. Students, as a class, attempt midterm test based on what students have learnt that term. ii. Students attempt questions individually | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity v-Digital Literacy v. Leadership and Personal Development | –Audio Visual Resources – -Prepared test questions papers . 2. Web Resources. -Khan Academy www.youtube.com |
| 8 | I. Determination f the mean, median and mode of grouped frequency data; II. Definitions and examples of experimental outcomes IN. Random experimental IV, Sample space V. Sample point VI. Event space VII. Probability irnportance -It helps in wide the knowledge of students in calculation. -It is used for risk management . | By the end of the lesson, students should be able to: i. Determine the mean, the median and mode of grouped data ii. List practical example of each of them iii. Apply the use of probabilities in daily life. | i. Students, as a class, solve questions to determine the mean, median and mode of a set. ii. Students pair up topresent examples on mean, median and mode of grouped data and solve questions on it thereafter. iii. Students gather information (arbitrary) about the sports houses: blue, yellow, red, green and the number of each. B24, Gr40, Y36 and R‘ 50. What is the probability of selecting 2 students from the red | I.Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity iv. Leadership And Personal Development | 1. Audio Visual Resources – Ludo dice – Play cards. – Ayo etc. 2. Web Resources fflA(hsisffc -Khan. Academy |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | I Probability Change instruments: II. The dice IlI. The coins IV. Pack of playing cards V. Theoretical: probability relative limiting values of relative frequency VI.Definition and unbiasedness of eqiiprobabIe sample space VII. Simple probable on equiprobable sample space Importance/Uses. It is used: – for weather forecast: – to cortrol the flow of traffic | By the end of the lesson, students should be able to i. List the chance instruments used in probability explain the frequent approach to theoretical probabilities. iii. Describe with example of the eqbiprobable sample space iv. Solve sample in equiprobable sample space | Guide learners to list the chances used in probability. ii. Students, as a class, solve problems on probability. e.g. In a pack of playing cards, what is the probability of choosing an ace of diamond iii guide learners to solve questions on equiprobable sample e.g. In throwing a coin and a die at once, find the probability of having a head and an even number. iv. Guide students on how to use the tree method. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication. iii Leadership and Personal Development | 1. Audio Visual Resources -Ludo dice -Ayo -Coins -Pack of playing card -Other games 2. Web Resources -www.mathplanet.oom www.mathsisfun.com -Khan Academy tube .com www.revisionmaths.com |
| 10. | i. Additions and Multiplication rules of probability ii. Multiply exclusive events and addition ‘OR’ rule iii. Complementary event and probability rule iv. Independent events and multiplication “and” rules v. Solving simple problems on mutually exclusive independent and complementary events and experiment with or without replacement vi. Practical application of probability in health, finance, population etc. Importance/Uses. It is used:-for weather forecast. -control the flow of traffic. | Explain mutually exclusive, independent “complementary events with examples. Ii. Solve simple problems röii probability. iii. Experiment the use ‘of probability indifferent | i. Guide learners to explain the meaning of mutually exclusive, independent and complementary events. ii. Students, as a class, solve question. e.g. in a pack of playing card, 2 cards were selected, what is the probability that; * Both are from spade * One is from spade or diamond and the other is from club? iii. Guide learners to apply the rules of probability to different event. e.g. In throwing two fair dice at the same time what is the probability of obtaining at least two heads. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital Literacy | 1. Audio Visual ‘Resources’ -Chart showing addition ‘and multiplication rules of probability -Basket containing balls of different colours. -Newspaper of stock market reports -Annual reports of shares -Published statistics on capital market 2. Web Resources. – www.revisionmaths,com -wsw.mathsisfun.com -Khan academy – www.youtube.com |
| Revision of the third term’s work and preparation for promotion examination | By the end of the lesson, students should be able to write promotion examination | Students revise by. solving problems from past examination questions and recommend textbooks.. | i. Critical Thinking and Problem Solving – ii. Collaboration and Communication iii. Creativity iv. Leadership and Personal Development | 1. Audio Visual Resources, -Evaluation exercise and test items. -Questions from recommended textbooks – 2. Web Resources -Www.revisionmaths. com -wi.mafhsisfun.com | |
| 12-13 | Promotional examination | By the end of the period, students should be able to attempt the questions correctly | Students attend examination for promotion | i. Critical Thinking and Problem Solving | 1. Audio Visual Resources Questions papers Writing materials |
SSS 2 Mathematics Scheme of work. Lagos State Government Ministry of Education Unified Schemes of Work Mathematics for Senior Secondary School Schemeofwork
