MATHEMATICS FORM 3 SCHEME OF WORK WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES 1. LINES AND Students will be taught Students will be able to : 1-2 ANGLES II to : 1.1 Properties of 1.1 Understand and i. Identify : Contextual Interpreting Understanding Parallel lines Angles use properties of a) transversals learning Associated angles associated b) corresponding angles Identifying Equity Transversal with with transversal c) alternate angles Thinking Skill relations Transversal and parallel lines. d) interior angles Self-confident Alternate angle and Parallel Constructivism Making Lines ii. Determine that for parallel lines: inferences Cooperation Interior angle a) corresponding angles are Enquiry- equal discovery Translating Corresponding angle b) alternate angles are equal c) sum of interior angles is Cooperative Intersecting lines 1800 learning Acetate overlay iii. Find the values of : Mastery a) corresponding angles learning b) alternate angles c) interior angles associated Multiple with parallel lines. Intelligence iv. Determine if two given Integrating ICT lines are parallel based on into learning the properties of angles and teaching associated with transversals. Future studies v. Solve problems involving properties of angles associated with transversals. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES Students will be Students will be able to : 3-4 2. POLYGONS II taught to : 2.1 Regular 2.1 Understand i. Determine if a given Thinking skill. Classifying Responsible Polygon Polygons the concept of polygon is a regular regular polygon. Constructivism Drawing Fairness Regular polygon polygons diagrams ii. Find: Enquiry- Equity Convex a) the axes of discovery Comparing symmetry and The ability to Axes of symmetry b) the number of axes Cooperative contrasting reason of symmetry learning Straightedges of a polygon. Identifying Angle Mastery relations iii. Sketch regular learning Equilateral triangle polygons. Translating Square iv. Draw regular polygons by dividing equally the Regular hexagon angle at the centre. v. Construct equilateral triangles, squares and regular hexagons. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES Students will be taught Students will be able to : 3-4 2. POLYGONS II to : 2.2 Exterior and 2.2 Understand i. Identify the interior angles and Thinking skill. Classifying Determination Interior angle Interior Angles and use the exterior angles of a polygon. of Polygons knowledge of Constructivism Drawing Courtesy Exterior angle exterior and ii. Find the size of an exterior angle diagrams interior when the interior angle of a Enquiry- Responsible Complementary angle angles of polygon is given and vice versa. discovery Comparing polygons and Understanding iii. Determine the sum of the Cooperative contrasting interior angles of polygons learning Identifying iv. Determine the sum of the Mastery relations exterior angles of polygons learning Translating v. Find: a) The size of an interior angle of a regular polygon given the number of sides. b) The size of an exterior angle of a regular polygon given the number of sides. c) The number of sides of a regular polygon given the size of the interior or exterior angle. vi. Solve problems involving angles and sides of polygons WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES Students will be Students will be able to : 6-7 3. CIRLCES II taught to : 3.1 Properties 3.1 Understand i. Identify a diameter of a Contextual Identifying Unity Diameter of circles and use circle as an axis of learning relations involving properties of symmetry Truthfulness axis of symmetry symmetry, circles Learning how Translating chords and involving ii. Determine that: to learn Responsible chord arcs symmetry, a) A radius that is Classifying chords and perpendicular to a Self-access Fairness perpendicular arcs chord divides the chord learning Comparing bisector into two equal parts and Equity and vice versa Cooperative contrasting intersect learning The ability to b) Perpendicular bisectors reason equidistant of two chords intersect Thinking skill at the center arc Constructivism symmetry c) Two chords that are Problem equal in length are solving center equidistant from the center and vice versa radius d) Chords of the same perpendicular length cut arcs of the same length iii. Solve problems involving symmetry, chords and arcs of circles WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES Students will be Students will be able to : 6-7 3. CIRLCES II taught to : 3.2 Properties 3.2 Understand i. Identify angles subtended by Cooperative Identifying Unity angle of angles in and use and arc the center and at the learning relations circles properties of circumference of a circle Truthfulness subtended angles in Constructivism Translating circles ii. Determine that angles Responsible semicircle subtended at the Thinking skills Classifying circumference by the same Fairness circumference arc are equal Integrating ICT Comparing into teaching and Equity arc iii. Determine that angles and learning contrasting subtended: The ability to chord a) At the circumference Problem reason b) At the center by arcs of solving reflex angle the same length are equal center iv. Determine the relationship between angle at the center and angle at the circumference subtended by an arc v. Determine the size of an angle subtended at the circumference in a semicircle vi. Solve problems involving angles subtended at the center and angles at the circumference of circles WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES Students will be Students will be able to : 6-7 3. CIRLCES II taught to : 3.3 Cyclic 3.3 Understand i. Identify cyclic quadrilaterals Cooperative Identifying Unity Cyclic quadrilateral and use the learning relations quadrilaterals concept of ii. Identify the interior opposite Truthfulness cyclic angles of cyclic Integrating ICT Translating Interior quadrilaterals quadrilaterals into teaching Responsible opposite and learning Classifying angle iii. Determine the relationship Fairness between interior opposite Constructivism Comparing Exterior angle angles and cyclic and Equity quadrilaterals Problem solving contrasting The ability to iv. Identify exterior angles and reason the corresponding interior opposite angle of cyclic quadrilaterals v. Determine the relationship between exterior angles and the corresponding interior opposite angel of cyclic quadrilaterals vi. Solve problem involving angles of cyclic quadrilaterals vii. Solve the problems involving circles. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES 4. STATISTICS Students will be Students will be able to : Drawing Systematic Sector 8-9 II taught to : 4.1 Pie charts 4.1 Represent and i. Obtained interpret Constructivism diagrams Pie chart interpret data information from pie Cooperation Angle in pie charts to charts. Problem solve problems. solving Interpreting Suitable ii. Construct pie charts to Considerate representation represent data. Contextual learning Translating Construct iii. Solve problems involving Act wisely Size of sector pie charts. Future studies Comparing Quantity iv. Determine suitable ICT and Steadfastness Data representation of data. Self-access contrasting Size of angle learning. Label Problem Title Solving Pictograms Bar chart Pie chart WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES 4. STATISTICS Students will be Students will be able to : 8-9 II taught to : 4.2 Mode, 4.2 Understand i. Determine the mode of: Contextual Interpreting Systematic Data median and and use the a) sets of data. learning Translating mean concept of b) Data given in frequency Mode mode, tables. Mastery Comparing Cooperation median and learning Discrete and mean to ii. Determine the mode solve and the respective Integrating contrasting Considerate Frequency problems. frequency from ICT into Problem pictographs, bar charts, teaching and Median line graphs and pie learning. Solving Act wisely charts. Arrange Self-access iii. Determine the median of learning Steadfastness Odd sets of data. Problem Even iv. Determine the median of solving data in frequency tables. Middle v. Calculate the mean of : Frequency table a) sets of data. mean b) Data frequency tables. vi. Solve problems involving mode, median and mean. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES Students will be Students will be able to : 11-12 5. INDICES taught to : 5.1 Indices 5.1Understand the i. Express repeated ICT Working out Systematic indices concept of multiplication as an and Contextual indices vice versa. Mastery mentally Thoughtful base Learning ii. Find the value of an. The ability to reason index iii. Express numbers in index Self-motivated power of notation. Act wisely index notation 5.2 5.2 Perform i. Verify am × an = am+n index form Multiplicati computations on of involving ii. Simplify multiplication express numbers in multiplication of :. index of numbers in a) numbers value notation index b) algebraic terms notation. expressed in index real numbers notation with the same base. repeated iii. Simplify multiplication of multiplication a) numbers b) algebraic terms factor expressed in index notation with different bases. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBSTOPICS OBJECTIVES VALUES Students will be Students will be able to : 11-12 5. INDICES taught to : 5.3 Division of 5.3 Perform i. Verify am ÷ an = am-n ICT Working out Systematic multiplication numbers in computation index notation involving ii. Simplify division of :. Self accessed mentally Thoughtful simplify division of a) numbers Learning numbers in b) algebraic terms The ability to base index notation expressed in index notation Mastery with the same base. Learning reason algebraic term 5.4 Raising 5.4 Perform mn mn Constructivism Self-motivated verify numbers and computations i. Derive a a algebraic involving ii. Simplify: Act wisely index notation terms in index raising a) numbers notation to a b) algebraic terms indices power. algebraic expressed in index terms in index notation raised to a power. notation to a law of indices power. iii. Simplify multiplication and unknown division of: a) numbers Raised to a power b) algebraic terms base expressed in index notation with different bases raised to a power. iv. Perform combined operations involving multiplication, division, and raised to a power on: a) numbers b) algebraic terms TOPICS/ LEARNING CCTS MORAL VOCABULARY WEEK LEARNING OUTCOMES GENERICS SUBTOPICS OBJECTIVES VALUES Student will be Student will be able to: 11-12 5. INDICES taught to: n 1 5.5 Negative 5.5 Perform i. Verify a Mastery Working out Systematic verify indices. computations an Learning involving n 1 mentally Thoughtful ii. State a as n and vice negative a ICT indices. versa The ability to iii. Perform combined Self accessed operations involving Learning reason multiplication, division, and raised to a power on: Self-motivated a) numbers b) algebraic terms 1 Act wisely i. Verify n n 5.6 Fractional 5.6 Perform a a 1 indices. computations ii. State as n a and vice involving n fractional a versa. 1 indices. iii. Find the value of a n iv. State nm a as: 1 1 a) a m n or a n m n m n m b) a or a v. Perform combined operations involving multiplication, division, and raised to a power on: a) numbers b) algebraic terms v. Find the value of nm a WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES Student will be Student will be able to: 11-12 5. INDICES taught to: 5.7 Computations 5.7 Perform i. Perform multiplication, Mastery Working out Systematic involving laws computations division, raised to a power Learning of indices. involving or operations on several mentally Thoughtful laws of numbers expressed in ICT indices. index notation. The ability to Self ii. Perform combined accessed reason operations multiplication, Learning division, and raised to a Self-motivated power involving positive, negative and fractional Act wisely indices. TOPICS/ LEARNING CCTS MORAL VOCABUL WEEK LEARNING OUTCOMES GENERICS SUBTOPICS OBJECTIVES VALUES ARY 6. ALGEBRAIC Student will be Students will be able to: 13-15 EXPRESSION taught to: III 6.1 Understand i. Expand single brackets. Contextual Identifying Act wisely Linear algebraic 6.1 Expansions and use the learning relations Terms concept of ii. Expand two brackets Systematic Like terms expending Constructivism Unlike terms brackets Sincerity Expansion Expand Dedication Single brackets Two brackets 6.2 Factorization of 6.2 Understand i. State factors of Effort Multiply algebraic and use the an Factorization expression concept of algebraic term Square factorization Common factor of algebraic ii. State common factors and Term expression to the HCF for Highest solve several common factor problems. algebraic terms. (HCF) difference of iii. Factorize algebraic two square expression: numerator a) using common factor denominator b) the difference of two algebraic squares. fraction factorization iv Factorize and simplify algebraic fractions. TOPICS/ LEARNING CCTS MORAL VOCABU LARY WEEK LEARNING OUTCOMES GENERICS SUBTOPICS OBJECTIVES VALUES 13-15 6. ALGEBRAIC Student will be Students will be able to: EXPRESSION taught to: Contextual Identifying Act wisely common factor III 6.3.Perform learning relations i. Add or subtract two 6.3 Addition and addition and Systematic lowest common algebraic fractions with subtraction on subtraction on Constructivism multiple (LCM) the same denominator. algebraic algebraic Sincerity fractions. fractions. multiple Dedication ii. Add or subtract two denominator algebraic fractions Effort with one denominator as a simplification multiple of the other 6.4 Multiplication 6.4.Perform denominator. and division on multiplication algebraic and division fractions. on algebraic i. Multiply two algebraic fractions. fractions involving denominator with: a) one term. b) two terms ii. Divide two algebraic fractions involving denominator with: a) one term. b) two terms iii. Perform multiplication and division of two algebraic fractions using factorization and the different of two square. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS MORAL VOCABULARY SUBTOPICS OBJECTIVES CCTS 16-17 7. 7.1 Variable i) Determine if a quantity in a given situation is a variable or Contextual Identify Thoughtful Linear algebraic ALGEBRAIC And Constant a constant. learning relation relations Terms FORMULAE Constructivism ii)Determine the variable in a given situation and represent it with a letter symbol. iiii) Determine the possible values of a variable in a given situation. Students will be able to : 7.2 Formulae i. Write a formula based on a given: a. Statement b. situation. ii. Identify the subject of a given formula. iii. Express a specified variable as the subject of a formula involving: a. one of the basic operations: +, ,, x, ÷ b. powers or roots TOPICS/ LEARNING MORAL VOCABULARY WEEK LEARNING OUTCOMES GENERICS CCTS VALUES SUBTOPICS OBJECTIVES 8. SOLID Students will be Students will be able to: 18-19 GEOMETRY taught to : i. Derive the formula for Appreciative Derive III 8.1 Understand volume of : Enquiry - Identifying Prism 8.1 Volume of and use a) prisms discovery. relations Thoughtful Cylinder the b) cylinders. Right circular right prisms concept of ii. Calculate the volume of a right prism in Learning how Translating Understanding cylinder and right volume of cubic units given the height and : to learn. Base circular right prisms a) the area of the base b) dimensions of the base. Self-confident Radius cylinders. and right Contextual Volume circular iii. Calculate the height of a prism given the learning. volume and the area of the base. Dedication Area cylinders to Cubic unit iv. Calculate the area of the base of a prism solve Constructivism Square given the volume and the height. problems. Rectangle v. Calculate the volume of a cylinder in cubic units given: Triangle a) area of the base and the height. b) Dimension radius of the base and the height of Height the cylinder. Cubic metre vi. Calculate the height of a cylinder, given Cubic the volume and the radius of the base. centimetre vii. Calculate the radius of he base of a Cubic cylinder given the volume and the height. millimeter viii. Convert volume in one metric unit to Millimeter another: Litre a) mm3 , cm3 and m3 b) cm3 , mℓ and ℓ. ix. Calculate volume of liquid in a container. x. Solve problems involving volume of prisms and cylinders. WEEK TOPICS/ LEARNING SUBTOPICS OBJECTIVES LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY 8. SOLID Students will be Students will be able to : 18-19 GEOMETRY taught to : III 8.2 Understand i. Derive the formula Self access Identifying Appreciative Convert 8.2 Volume of and use the for the volume of : learning. relations right concept of a) pyramids Thoughtful Metric unit pyramids and volume of b) cones Constructivism Translating Liquid right circular right ii. Calculate the volume of pyramids Understanding cones. pyramids in mm3 , cm3 and m3 , given Thinking Container and right the height and : skills. Self-confident circular a) area of the base Pyramid cones to b) dimensions of base. Dedication solve iii. Calculate the height of a pyramid Enquiry - Cone problems. given the volume and the discovery. dimension of the base. iv. Calculate the area of the base of a Learning how Volume Pyramid given the volume and the to learn. Base height. v. Calculate the volume of a cone in Contextual Height mm3 , cm3 and m3 , given the learning. height and radius of the base. Dimension vi. Calculate the height of a cone, given the volume and the radius of the base. vii. Calculate the radius of the base of a cone given the volume and the height. viii. Solve problems involving volume of pyramids and cones. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS MORAL VOCABULARY SUBTOPICS OBJECTIVES CCTS 18-19 8. SOLID 8.3 Understand Students will be able to : Contextual Identify Thoughtful Height GEOMETRY and use the i) i. Calculate the volume of spere given the radius of the learning relation relations III concept of ii) sphere. Constructivism Dimensions volume of ii. Calculate the radius of the sphere given the volume of 8.3 Volume of sphere to solve the sphere. Sphere sphere problems. iii.Solve problems involving volume of sphere. Hemisphere Solid Composite 8.4 Composite 8.4 Apply the i. Calculate the volunme of composite solids. solids concept of ii. Solve problems involving volumes of composite solids. volume to solve problems involving composite solids. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES 22 9. SCALE Students will be Student will be able to : Contextual Identify Thoughtful Height DRAWINGS taught to : i. Sketch shapes learning Relation relations 9.1 Understand a) Of the same size as the objects using grid papers Constructivism Dimensions and the concept b) Smaller than the object using gris papers. Translating of scale c) Larger than the object using grid papers Sphere drawings. ii. Draw geometric shapes according the scale 1: n, Hemisphere where n = 1, 2, 3 , ½, ...... Solid Composite iii. Draw the shapes according to a given scale using a) Grid papaers b) Blank papers iv. Redraw the shapes on grids papers of different sizes. v.Solve probles involving scale drawings. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES 10. TRANSFORMATION Students will be Students should be able to: 23 II taught to : i. Identify if given shapes are 10.1 Similarity 10.1 Understand similar. Contextual Classifying Fairness shape and use the ii. Calculate the lengths of learning similar concept of unknown sides of two Identifying Equity side 10.2 Enlargement similarity . similar shapes Multiple relations angle 10.2 Understand intelligence . Effort proportion and use the i. Identify an enlargement . Interpreting centre of concept of ii. Find the scale factor, given Thinking Considerate enlargement the object and its image of an enlargement. enlargement when : skill. Drawing transformation a) scale factor > 0 diagrams Thoughtful enlargement b) scale factor < 0 Integrating scale factor c) scale factor = negative. ICT into Translating object iii. Determine the centre of teaching & image enlargement , given the learning invariant reduction object and its image. size iv. Determine the image of an Self access orientation object given the centre of learning . similarity enlargement and the scale factor. v. Determine the properties of enlargement vi. Calculate : a) the scale factor b) length of the side of the image c) length of the side of the object of an enlargement. vii. Solve problems involving enlargement. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES 11. LINEAR Students will be Students will be able to: 24 EQUATIONS II taught to : 11.1 Linear 11.1 Understand i) Determine if an equation is Enquiry Classifying Determination Equation equations in and use the a linear equation in two discovery two variables concept of variables. Identifying Tolerance Variable two linear Thinking relations equations in ii) Write linear equations in skills Understanding Linear equation two variables two variables from given Translating information. Learning how Courtesy Value to learn iii) Determine the value of a Sincerity Possible solution variable given the other Multiple variables. Intelligence Simultaneous Linear equation iv) Determine the possible Integrating solutions for a linear ICT Solution equation in two variables. Self-access Substitution learning 11.2 Simultaneous 11.2 Understand i) Determine if two given Elimination linear equations and use the equations are simultaneous Trial and in two variables concept of linear equations. improvement two simultaneous ii) Solve two simultaneous Problem linear linear equations in two solving equations in variables by two variables a. substitution to solve b. elimination problems iii) Solve problems involving two simultaneous linear equations in two variables. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES Students will be Students will be able to : 25 12. INEQUALITIES taught to: 12.1 Inequalities 12.1 Understand i. identify the Contextual Comparing and Determination Inequality and use the relationship: learning contrasting concept of a) greater than Tolerance Greater inequalities. b) less than Constructivis Identifying Less based on given situations m relations Understanding Greater than ii. write the relationship Enquiry- Interpreting Courtesy between two given discovery Less than numbers using the Drawing Sincerity symbol “>” or “<” . Integrating diagrams Equal to ICT into iii. identify the teaching and Translating Include relationship: learning a) greater than or equal Finding all Equivalent to possible Solution b) less than or equal to solutions based on given situations WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULA SUBTOPICS OBJECTIVES VALUES RY Students will be Students will be able to : 25 12. INEQUALITIES taught to: 12.2 Linear 12.2 Understand i. Determine if a given Cooperating Comparing Determination Relationship inequalities in and use relationship is a linear learning and one unknown concept of inequality. contrasting Tolerance Linear linear Contextual inequalities ii. Determine the possible learning Identifying Understanding Unknown in one solutions for a given relations unknown linear inequality in on Multiple Courtesy Number line unknown intelligence Interpreting a) x > h; Sincerity b) x < h; Thinking Drawing c) x ≥ h; skills diagrams d) x ≤ h e) Self access Translating iii. Represent a linear learning inequality: Finding all a) x > h; Integrating possible b) x < h; ICT into solutions c) x ≥ h; teaching and d) x ≤ h learning on a number line and vice versa iv. Construct linear inequalities using symbols: a) “ > ” or “ < ” b) “ ≥ ” or “ ≤ ” from given information. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES Students will be Students will be able to : 25 12. INEQUALITIES taught to: 12.3 Computations 12.3 Perform i. State a new inequality Mastery Comparing and Determination Addition involving computations for a given inequality learning contrasting addition, involving addition, when a number is: Tolerance Subtraction subtraction, subtraction, a) added to Constructivism Identifying multiplication, multiplication and b) subtract from relations Understandin Multiplication and division on division on both sides of the Multiple g inequalities inequalities inequalities. intelligence Interpreting Relation Courtesy ii. State a new inequality Thinking skills Drawing Equivalent for a given inequality diagrams Sincerity both sides of the Integrating ICT Simplest inequalities are : into teaching Translating a) multiplied by a and learning Collect number Finding all b) divided by a possible Isolate number solutions solve iii. Construct inequalities a) x k m k b) x k m k c) kxkm x m d) k k WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES Students will be Students will be able to : Integrating 25 12. INEQUALITIES taught to: ICT into Comparing and Determination add 12.4 Solving Linear 12.4 Perform i) Solve a linear inequality by: teaching & contrasting Inequalities In computations a) adding a number learning. Tolerance subtract one Unknown to solve b) subtracting a number on Identifying inequalities in both sides of the Contextual relations Understanding multiply one variable inequality. learning. Interpreting Courtesy divide ii) Solve a linear inequality by: Enquiry- a) multiplying a number discovery Drawing Sincerity b) dividing a number on diagrams determine both sides of the inequality. Translating common value iii) Solve linear inequalities in Finding all simultaneous one variable using a possible combination of operations. solutions Combining linear inequality number line 12.5 Simultaneous 12.5 Understand i) Represent the common values Linear the concept of of two simultaneous linear equivalent Inequalities In simultaneous inequalities on a number line. One Variables linear inequalities in ii) Determine the equivalent one variable. inequalities for two given linear inequalities. iii) Solve two simultaneous linear inequalities. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES 13. GRAPHS OF Students will be Students will be able to: 26 FUNCTIONS taught to : 13.1 Functions 13.1 Understand i. State the relationship Enquiry - Classifying Determination Function and use the between two variables discovery concept of based on the given Identifying Tolerance Relationship functions. information. Thinking relations ii. Identify the dependent skills Understanding Dependent and independent Interpreting variable variables in a given Self access Self-confident relationship involving learning Drawing Independent two variables. diagrams Sincerity variable iii. Calculate the value of the Integrating dependent variable, given ICT into Translating Self-motivated Ordered pairs the value of the teaching and independent variable. learning Coordinate 13.2 Graphs of 13.2 Draw and plane functions use graphs of functions i. Construct tables of Table of values values for given Origin functions. ii. Draw graphs of functions Graphs using given scale. iii. Determine from graphs x-coordinate the value of y, given y-coordinate value of x and vice versa. iv. Solve problems involving x-axis graphs of functions. y-axis Scale WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES 14. RATIOS, Students will be Students will be able to : 27 RATES AND taught to : PROPORTIONS Comparing Systematic Rate II i. Determine the rates involved in Enquiry- and 14.1 Rate 14.1 Understand given situations and identify the discovery contrasting Determination Quantity the concept two quantities involved. of ii. Calculate the rate given two Future Identifying Tolerance Unit of rate and different quantities. studies relations measurement perform iii. Calculate a certain quantity given Understanding computations the rate and the other quantity. Interpreting Speed involving iv. Convert rates from one unit of Courtesy rates. measurement to another. Translating Distance v. Solve problems involving rates. Sincerity Time 14.2 Speed i. Identify the two quantities Uniform 14.2 Understand involved in speed. and use the ii. Calculate and interpret speed. Non-uniform concept of iii. Calculate : speed. a) the distance, given the speed differentiate and the time. b) The time, given the speed and the distance. iv. Convert speed from one unit of measurement to another. v. Differentiate between uniform speed and non-uniform speed. WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES 14.3 Average Speed i. Calculate the average speed in various situations. ii. Calculate a) the distance, given the average speed and the time b) the time, given the average speed and the distance 14.4 Acceleration i. Identify the two quantities involved in acceleration. ii. Calculate and interpret acceleration WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES Students will be Students will be able to: 28 15. TRIGONOMETRY taught to : Multiple Identifying Thankful Tangent 15.1 Tangent of an 15.1 Understand i. Identify the: Intelligence relations acute angle and use a) hypotenuse Responsible Acute angle tangent of b) the opposite side and the Integrating Translating Average speed an acute the adjacent side with respect ICT into and Self- Right-angled angle in a to one of the acute angles. teaching and motivated triangle right-angled ii. Determine the tangent of an learning triangle. angle. Identifying Act wisely Hypotenuse iii. Calculate the tangent of an Thinking relations angle given the lengths of sides skills Opposite sides of the triangle Interpreting iv. Calculate the lengths of sides of Cooperative Adjacent side a triangle given the value of learning Translating 15.2 Understand tangent and the length of Ratio 15.2 Sine of an acute and use sine another side. angle of an acute . Value angle in a i. Determine the sine of an angle. right-angled ii. Calculate the sine of an angle Length triangle. given the lengths of sides of the triangle. Size concept of iii. Calculate the lengths of sides of a 15.3 Cosine of an acute 15.3 Understand triangle given the value of sine and angle and use the length of another side. cosine of an acute angle i) Determine the cosine of an in a right- angle. angled ii) Calculate the cosine of an angle triangle. given the lengths of sides of the triangle. iii) Calculate the lengths of sides of a triangle given the value of cosine WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY SUBTOPICS OBJECTIVES VALUES Students will be Students will be able to : 28 15. TRIGONOMETRY taught to : 15.4 Problem solving 15.4 Use the i) Calculate the value of other Multiple Identifying Thankful Angle involving the values values of trigonometric ratios given the Intelligence relations of tangent, sine tangent, value of a trigonometric ratio. Responsible Degree and cosine sine and ii) Convert the measurement of Integrating Translating cosine to angles from: ICT into Self- Minute solve a) degrees to degrees and minutes. teaching and motivated problems. b) Degrees and minutes to learning Tangent degrees. Act wisely iii) Find the value of: Thinking Sine a) tangent skills b) sine cosine c) cosine Cooperative of 30°, 45° and 60° without using learning scientific calculator. iv) Find the value of: a) tangent b) sine c) cosine using scientific calculator. v) Find the angles given the values of: a) tangent b) sine c) cosine using scientific calculators. vi) Solve problems involving trigonometric ratios.
Pages to are hidden for
"rpt maths form 3"Please download to view full document