SSS 3 Mathematics Scheme of work. Lagos State Ministry of Education, SS3 Schemes of Work General Mathematics for Senior Secondary School
SSS 3 Mathematics Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING .ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| i. Welcome test and review of difficult topicsnfrom the Secondary School 2 (S2) work theory of logarithm | By the end of the lesson, students should be able to: i.demonstrate the basic laws of indices ii.state the basic laws of logarithm iii. solve questions involving theory of logarithm iv. Use the logarithm table for calculation where the laws can not be applied e.g. Log3 68.56. | i. Guide learners to explain the laws of indices. ii. Students, as a class, ett̬ript a welcome test questions. iii. Students solve questions independently e.g.; i. Solve for x if Рx2 + 5 + 5= 0ii. Make x subject of formula; 2ax + y = 3 | i. Critical Thinking and Problem Solving. ii. Collaboration and Communication | 1. Audio Visual Resources. -Chart showing laws of logarithms -Logarithm table -Ruler 2. Web Resources. -www.revisionmath.com -www.examsolution.net | |
| 2 . | Logic I. Simple and compound statement II. Logical operation and the truth tables Ill. Conditional statements and indirect proofs Importance/Uses – It helps in study of norms and lime. – widens sue thinking ofstudents – It is used by lawyers and judges to make decision on arguments | By the end of the lesson, students should be able to: i. List the five logical operations and their symbols. ii. Write the truth value of compound statement involving any of the five logical operation. iii. Apply the use of truth table to prove that; a center-positive is equivalent to the conditional statement -a converse in equivalent to an inverse of a conditional statement. | i. Guide learners to draw a table for the logical operations and their symbols. ii. Students pair up to. Make arbitrary sentences and classify as ordinary, logical command question, exclamation. Example: i. Kunle is a teacher ii. Stop talking, Kunle! iii. Seun can’t play football if she cannot run etc. iii. Students, as a class, construct truth table for different statements. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii Creativity iv. Leadership and Personal Development | 1. Audio Visual Resources -Truth tables chart – Logical operations chart 2. Web Resources www.wikipedia.org -www.academic (video) -www.practise/aptitude- tests.com |
| 4 | Application of surds to Trigonometric ratios and Trigonometric graph. Important/Uses It is used to describe sound and light wave. -in oceanography to calculate height of waves and tides in ocean, | By the end of the lesson students should be able to:. i .Apply the concept of surds involving trigonometric ratio of angles 30° 45° and 60° ii. Draw graphs of sine and cosine of angles Oo < x < 360o iii. Interpret graph of trigonometric ratio iv. read the solutions on linear equation and trigonometric equations. | i.Guide students to relate the knowledge of surds to ratio of angles in fraction. ii.Students in small group measure the top of a square desk and a rectangular one and their diagonals and compare the formulas for application. iii. Students pair up to. Measure volleyball lawn the same way to verify the use of formula in trigonometric ratio. iv.Students, as a class, apply the use of trigonometric ration to solve questions trigonometry equation. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication. iii Creativity iv. Leadership and Personal Development | 1. Audio Visual Resources -Graph board Graph book pencil ruler, broom stick, and twine – Chart showing trigonometric ratios. . 2. Web Resources. -wikipedia.org -.academia.org/ trigonometry (video) www.practice/aptitude/tests/ com/ trigonometry www.easymathslearning .wembley.com/tri gonometry |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Matrices and Determinant i. Definition, order and notation of a matrix ii. Types of matrix iii. Addition and subtraction of matrices. Scalar multiplication of matrices, transpose and determinants of 2×2 iv. And 3 x 3 matrice Importance /Uses It is used for -. plotting graphs – Data collation during census. – Geometrical interpretation. – Arrangement of vehicles in banks and companies. | By the end of the lesson students should be able to:. i. illustrate matñx and state the order. ii. mention and explain types of matrices and perform the operation of addition, subtraction and multiplication of 2×2 matrices. iii. Find the transpose of a matrix, iv. Calculate the determinant of a square matrix. v. apply matrix method to solve simultaneous equations | Learners to arrange tour items on a table in different ways and say the order i. Guide learners to list the type of matrix and perform different operation on it. e.g. State the prices of: a pair of playtime .sandals plus a pair of Nike socks two pieces of 2H pencil and a bundle of Oxford exercise books compared to pieces of HB and football exercise cooks bundle. Students, as a class, solve question on transpose of matrix. iv. Students pair up to solve questions on determinants of square matrices. v. Students, as a class, solve simultaneous equation using crammer’s rule. | . Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity | 1. Audio Visual Resources -Chart showing objects arranged in rows and column -Students sitting arrangement, furniture etc. -Matrix charts showing addition, subtraction of matrices 2. Web Resources, -www;mathsisfun.co m/matrice/and.dete rminants. |
| 5 | Linear and quadratic equations: One linear – one quadratic ii. Simultaneous equations: ax + by = cdx= +ay2 = 1 are constants I. Graphical solutions of simultaneous equations — one linear, one quadratic iv Word problem’s reading to one linear one quadratic equation v. Linear e1quation involving capital market. | By the end of the lesson students should be able to:. i. Solve simultaneous linear and quadratic equation ii. Illustrate simultaneous equations, one linear – one quadratic on graph iii. Interpret graphs to solve relevant questions. iv. Solve problems on linear equations involving capital market. | Students, in small groups, apply the formula to solve questions on one linearand one quadratic simultaneous equation. ii Students, as a class, sketch the solution of. Simultaneous equation on a graph. iii. Students, as a class, explain the graph of a required simultaneous equation. iv. Students, in small group are sketch track of athletics field 200m straight track, and relay curved track for 400m etc. | i. Chtical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity | 1. Audio Visual Resources -Chart showing solutions to one linear and bne quadratic equation. -Chart showing graph of simultaneous equation. -Track field 2. Web Resources -www.mathsisfun.com |
| 6 | Surface area and volume of spheres and hemispherical sphere • Volume = S. A 4 Hemisphere: • Volume 2 C. S . A = 2 The copcept is applied in the field of robotic. – It is used by architects to define the spatial form of a building. – It is used in the construction of satellite | By the end of the lesson students should be able to i Apply the formula for finding the volumes of sphere and hemisphere to solve questions. i. Calculate the curved surface area of hemisphere. iv. Students watch video. lesson/chart on application of geometry in different field of study | i. Guide students to describe the shapes: sphere and hemisphere. ii. Students, as a class, draw sphere shape to derive the formula for volume of sphere and hemisphere and apply the formula iii. Students pair up to solve questions on sphere end hemisphere using the formulas. e.g. Calculate the curve surface area of an hemisphere of radius 7cm. Solution. C.S.A = 2 = 2 x 22/7x7x7 44×7 = 308cm2 iv. Guide students to write a note on the application of geometry in daily life. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity | 1. Audio Visual Resources – Real geographical globe skeletal globe – Model sphere and hemisphere 2. Web Resources. – Khan Academy www.youtube.com – The tutor www.youtube.com Mathhelp.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7. | Periodic Test Open Day Mid test Break | By the end of the lesson students should be able to: i. Recapitulate first third term’s work learnt ii. Attempt correctly the test questions. | Students attempt test questions independently . | i. Critical Thinking and Problem Solving ii. Creativity | 1. Audio Visual Resources -Prepared test question papers -Recommended textbook 2. Web Resources. www..mathsifun.com Don’t Memorize www.youtube.com |
| 8. | I. Longitude and latitude I. identification of north and If. Identification of longitude and latitude IV. identification of meridian an equator V. Calculation of length of parallel of latitude and its radius Note: R 6400km II 22 or3.142 L 211 cos, where C i the latitude – itis used to and time of any place. – it tells u about the climatic condition of a place. – It helps sailors to navigate the continents. | By the end of the lesson, students should be able to: i. identify and appreciate the following: – north and south poles – longitude and latitude – parallel of attitude. it describe the formula for calculating the of parallel of latitude and its radius iii. calculate tile length of parallel of latitude and its radius | i. Guide students to observe iron skeletal globe or paper type and name the. Following; -north and south poles -longitude and latitude -parallel of latitude. ii.Students, as a class, write the formula for calculating the of parallel of latitude and its, radius ii. Guide student to apply formulas in salving relevant questions. | i. Critical Thinking and Problem Solving ii.Collaboration and Communication Creativity. | 1, Audio Visual Resources -Real globe and skeletal globe 2. Web Resources www.skilisyouneed.com Don t Memorize www.youtube:.com. |
| 9 | Longitude and latitude (continued): I Calculation between two points Ii Along the parallel of latitude Ill. Along the meridian IV. Knotiiai rules and time variat(on some of any place. -It tells us about the climatic condition pf a place. -it helps sailors to navigate Binary Operations Properties: I. Closures II. Commutativity ill. Associativity IV. Distributivity V. Identify VI. inverse | By the end of the lesson students should be able to: i.calculate distance between two points on the same parallel of latitude calculate distance between two points on the same meridian ii. Calculate variation in the time of two places using Kinetical rules. | i. Guide students to solve questions on distance between two points on the same parallel of latitude using the required formula and expected value as ii. Guide students to solve question on distance between two points on the D = difference in latitude 2 x 360o iii. Guide students to solve questions on variation in the time of two places using | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity | 1. Audio Visual Resources – Real globe and skeletal globe 2. Web Resources . www.skillsyounee.com, Don t Memorize www.youtube.com |
| 10. | Binary operations properties: i. Closure ii. Commutatively iii. Associatively iv. Distributive v. Identify vi. 3 Inverse | By the end of the lesson students should be able to: i.State the properties of binary operations ii. solve problems in binary operations iii. apply properties of binary operations in real life application. | i. Guide students to state natures of numbers: numbers, real numbers, integers, rational fractions, etc. ii. Guide students to-perform evaluation of expressions, given values of variables. iii. Students, as class, perform operations using the properties e.g. An operation | i. Critical Thinking and Problem Solving ii. Creativity iii Collaboration and Communication iv. Creativity | 1. Audio Visual, Resources. -Balance sheet . 1. Audio Visual, Resources. Balance sheet |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Importance/Uses It is used by accountants | if x,yR then x Determine 352 Solution. = | 2. Web Resources. www.mathplanet.com binary/operations www.mathsisfun.com. Binary/operations https://study.com/acad my/binary/operation. | |||
| 11 | Arithmetic of finance I. Simple interest II. Compound interest III. Annuities IV. Depredation V. Amortization Importance/Uses – It is used by market men/women to determine the expected profit – It helps all individual in financial management – It is used in risk management in financial institutions. | By the end of the lesson students should be able to: i. Calculate simple interest given the principal, rate and time; ii. Calculate compound interest using the formula Determine the depreciation value of items iii. Compute the annuity and amortization of a given problem. | i. Students, in pair, mention some savings and loans houses around and state kinds of account they are familiar with ii. Guide students on how to apply formulae to solve questions on arithmetic finance. S.l PRT 100 ii. Guide students on how to apply formula to find compound interest using: A P(1+r)n 100 lv. Students, in pair, apply formula to solve questions. on annually and amortization. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital Literacy | 1. Audio Visual Resources. -Charts showing formula for finding: i. Simple interests ii. Compound interests iii. Annuities iv. Amortization v. WAEC past questions 2. Web. Resources www.mathsisfun.com/ financial/arithmetic www.mathplanetoom |
| 12 | Review o the third terms wok and preparation for first term examination. | By the end of the lesson students should be able to write first term examination | Students solve problems on learning so far in groups, individually or together with real life exercises possible | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital Literacy | 1. Audio Visual Resources. i. Evaluation exercise and test items ii. www.mathhelp.com WAEC past questions |
| 13 | Examination | By the end of the lesson students should be able to attempt the questions correctly. | Student attempt the examination questions independently. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital Literacy | i. Revision exercises, past questions writing materials |
SSS 3 Mathematics Scheme of work. Lagos State Ministry of Education, SS3 Schemes of Work General Mathematics for Senior Secondary School
Mathematics Scheme of Work SSS 2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | I. Welcome test and review of first terms work II. Bond and debentures Ill. Shares IV. Income tax Value added tax | By the arid of the lesson,students should be able to: i. calculate interest on bonds and debentures purchase. by individuals and others using logarithm table solve problems on rates, taxes and value added tax | I. Students attempt welcome test questions independently ii students revise some difficult areas of previous lessons together in readiness for the new term’s work. | i. Critical Think a Problem Solving ii. Collaboration and Communication iii. Leadership and Personal Development | 1. Audio Visual Resources -Chart showing formula for finding income Logarithm table Charts showing taxes and value added tax ii. Samples of tax receipts and evidences of tax iii. Khan Academy (video) www.youtube.com www.examssolution.com |
| 2 | Coordinate Geometry of a Straight Line i. Cartesian rectangular coordinate ii. Plotting the linear graphs iii. Determine the distance between two coordinate points IV. Find midpoint of the line V. practical application of coordinate geometry Vl.Gradient and intercepts of a straight line. Importance/uses – It helps us to locate the point in a plane It is used to construct buildings | By the end of the lesson, students should be able to:i. Locate position of points ma coordinate system relative to the x axis y axis and the origin ii.plot linear graphs in the (x y) plane iii. determine the length of a iv. determine the mid point ota line using the coordinates system. apply coordinate system in everyday life in term of decoration of houses, towns etc. | i. Students, as a class, use mathematical set of instruments to draw on graph sheets, at convenient scales i. axes of a Cartesian graph ii. two straight lines, parallel ines iii. intersecting lines and locate meeting point iv locate two points on any straight and the mid-point v. draw perpendicular line that join the two end points of the line ii. Students, in pair, solve questions on coordinate geometry using the required formulas. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Digital Literacy iv. Leadership and Personal Development | 1. Audio Visual Resources Charts showing graph board Model mathematical set -Graph books – Co-ordinates graph chart 2. Web Resources www.skissyouneed.com/ coordinate/geometry wwwsmathsisfun.com |
| 3 | Constructing 2 -, I. focus on moving poirds including equidistance from two lines and from two points; II, Locus of points; equidistant from a given paint iii Composite figure e.g. circumscription, inscribed and ascribed circle. Importance/Uses It is used by: -architects to draw planning of a building the surveyors. | By the -end of the lesson,students should be able to:. i. Construct locus of points on a given figure ii. Circumscribed figure iii. Construct in-circle and ex- circle iv. Read distances between points on a constructed figure. | i. Students are guided to use mathematical set of instrument to draw: – two parallel straight lines two circles of the same radius – composite figures to dimensions. ii. Guide students to construct a circle into a given shape. iii. Students, as a class, iv. Guide students to read distance. | I. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity | 1. Audio visual Resources -Mathematical set of insfnment A drawing board -Board construction sets -Drawing sets. 2. Web Resources. www.mathsisfun.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Differentiation of algebraic functions I. limit of functions II. Meaning of differentiation derived function III.Differentiation from the First principle IV. Standard derivative of some basic functions. Importance/Uses. It rs used: – by biologist to model the relationship between predators and prey. – In economics to find optimum investment tragedies. | By the end of the lesson, students should be able to: i. Find limit of a given functions. ii. Explain differentiation and derived function iii. Differentiate. From the first principle iv.Translate and interpret standard derivatives of some basic functions | i. Students, as a class, write fractions of increasing denominator and determine the limit of a function. ii. Students, in pair, solve questions on derived function. iii. Guide students to use the first principle method to differentiate function. iv. Students, as a class, solve questions on derivatives. | i. Critical Thinking and Problem Solving ii. Collaboration and Communication iii. Creativity | 1. Audio Visual Resources -Charts on limit and standard derivatives -Computer assisted instructional material e.g. projector for some solved problems 2. Web Resources. www..mathsisfun.com www..mathplanet.com |
| 5 | Differentiation of algebraic functions (continued) I. Rule of differentiation II. Sum and difference Ill. Product rules IV. Quotient rule Ill. Application such as minimal and maximal velocity, acceleration and rte of change. &Uses. Ills used: -by biologist to model the relationship between predator and pray, -in economics to find optimum investment strategies. | By the end of the lesson, students should be able to: i. apply rule of differentiation to solve related problem ii. Apply rule of differentiation in solving the problems and in capital issues. | i. Students, in small group use limit to differentiate. A given function from first, principle. | i. Critical thinking and problem solving ii. Collaboration and iii. communication Creativity | 1. Audio Visual Resources Chart on standard derivatives -Computer assisted instructional materials. |
| 6 | Integration and evaluation of simple algebraic functions I. Definition II. Method of integration: a. Substitution method b. Partial fraction method c. Integration by parts Ill. Application of integration in calculation area under the curve IV. Use of Simpson’s rule to find the area under the curve. Importance/Uses. -it is used by architects in construction on bridges. Electrical Engineer used it to determine the exact | By the end of the lesson, students should be able . to: -Read out some standard integrals : ii. Solve problem on integration using the following different methods iii. Solve substitution integration by parts iv. Solve integration tii partial fraction v. Apply integration to real life situation and capital market issues. | i: Students, as a class, discover differentiation as reverse function of differential e.g. xndx = xn + + c ii. Guide students to solve question by reversing integration to differentiation iii.Students, in pair, find integral of a function. iv.Students, as a class, solve questions on integration using different methods. v. Students solve application problem. | Critical Thinking and Problem Solving ii. Collaboration and Communication iii: Digital Literacy. Creativity | 1. Audio Visual Resources Mathematical set of instrument A drawing board – Board construction set Drawing sets 2. Web Resources. www.mathsisfun.com www.mathplanet.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | |
| 7 | Functions and Mappings: I. One-one mapping II. Onto mapping lII. Special mapping IV. Composite V. Inverse mapping or function Importance/Uses-It widens the thinking of the learners. | By the end of the lesson students should be able to: i. Describe and sketch afunction and flapping: ii. Perform mapping of some given functions iii. Solve problems involving mappings or functions and their inverse. | i. Students, as a class, solve revision problems on devaluation of expression ii. Students in pair, perform operation on mapping of some given functions iii. Students, as a class, perform in inverse of some functions | Critical Thinking and Problem Solving ii. Collaboration and Communication iii: Digital Literacy. Creativity | I. Audio Visual Resources. Chart showing different types of mappings. 2. Web Resources www.academic.org/ mapping |
| 8 | General review and mock examination | By the end of the lesson students should be able to answer questions they have been taught and attempt mock examination questions correctly. | I. Audio Visual Resources. -Past questions paper including WAEC/NECO questions papers |
ACHIEVEMENT STANDARDS
- At the end of the session, students are able to:
apply the use of binary system Into day to day activities - apply number base system to computer
- Illustrate the application of modular arithmetic in daily life
- apply the laws of indices to solve problems involving negative, zero and fractional indices,
- demonstrate the application of variation in real life
- Create a group to explain terms under basic concept of sets.
- calculate values that are required using a Venn diagram in daily activities
- use geometric circle knowledge to construct football field, post and pitch
- describe the sound waves and light waves through trigonometric ratios
- Apply trigonometric ratios to solve life problems, problems involving angles of elevation and learning
problems
