FIRST TERM PART I HOLIDAYS PART II WEEK 12

: 05.01.2009 29.05.2009 ( 20 WEEKS ) : 05.01.2009 13.03.2009 ( 10 WEEKS ) : 14.03.2009 22.03 2009 ( 9 DAYS ) : 23.03.2009 29.05.2009 ( 10 WEEKS )

MATHEMATICS FORM 3 SCHEME OF WORK

TOPICS/ SUBSTOPICS 1. LINES AND ANGLES II 1.1 Properties of Angles Associated with Transversal and Parallel Lines

LEARNING LEARNING OUTCOMES OBJECTIVES Students will be taught Students will be able to : to : 1.1 Understand and i. Identify : use properties of a) transversals angles associated b) corresponding angles with transversal c) alternate angles and parallel lines. d) interior angles ii. Determine that for parallel lines: a) corresponding angles are equal b) alternate angles are equal c) sum of interior angles is 1800 iii. Find the values of : a) corresponding angles b) alternate angles c) interior angles associated with parallel lines. iv. Determine if two given lines are parallel based on the properties of angles associated with transversals. Solve problems involving

GENERICS

CCTS

MORAL VALUES Understanding Equity Self-confident

VOCABULARY

Contextual learning Thinking Skill Constructivism Enquirydiscovery Cooperative learning Mastery learning Multiple Intelligence Integrating ICT into learning and teaching Future studies

Interpreting Identifying relations Making inferences Translating

Parallel lines Transversal Alternate angle Interior angle Corresponding angle Intersecting lines Acetate overlay

Cooperation

v.

MATHEMATICS FORM 3 SCHEME OF WORK

properties of associated transversals. angles with

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK
34

TOPICS/ SUBSTOPICS 2. POLYGONS II 2.1 Regular Polygons

LEARNING OBJECTIVES
Students will be taught to :

LEARNING OUTCOMES
Students will be able to :

GENERICS

CCTS

MORAL VALUES Responsible Fairness Equity

VOCABULARY

2.1 Understand the concept of regular polygons

i.

Determine if a given polygon is a regular polygon. Find: a) the axes of symmetry b) the number of axes of symmetry of a polygon. Sketch regular polygons. Draw regular polygons by dividing equally the angle at the centre. Construct equilateral triangles, squares and regular hexagons.

Thinking skill. Constructivism Enquirydiscovery Cooperative learning Mastery learning

Classifying Drawing diagrams Comparing and contrasting Identifying relations Translating

Polygon Regular polygon Convex Axes of symmetry Straightedges Angle Equilateral triangle Square Regular hexagon

ii.

The ability to reason

iii. iv.

v.

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK
34

TOPICS/ SUBSTOPICS

LEARNING OBJECTIVES
Students will be taught

LEARNING OUTCOMES
Students will be able to :

GENERICS

CCTS

MORAL VALUES Determination Courtesy Responsible

VOCABULARY

2. POLYGONS II to : 2.2 2.2 Exterior and Interior Angles of Polygons

Understand and use the knowledge of exterior and interior angles of polygons

i. Identify the interior angles and exterior angles of a polygon. ii. Find the size of an exterior angle when the interior angle of a polygon is given and vice versa. iii. Determine the sum of the interior angles of polygons iv. Determine the sum of the exterior angles of polygons 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

Thinking skill. Constructivism Enquirydiscovery Cooperative learning Mastery learning

Classifying Drawing diagrams Comparing and contrasting Identifying relations Translating

Interior angle Exterior angle Complementary angle

Understanding

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 56 TOPICS/ SUBSTOPICS
3. CIRLCES II 3.1 Properties

LEARNING OBJECTIVES
Students will be taught to :

LEARNING OUTCOMES
Students will be able to :

GENERICS

CCTS

MORAL VALUES Unity Truthfulness

VOCABULARY

of circles involving symmetry, chords and arcs

3.1 Understand and use properties of circles involving symmetry, chords and arcs

i.

Identify a diameter of a circle as an axis of symmetry Determine that: a) A radius that is perpendicular to a chord divides the chord into two equal parts and vice versa b) Perpendicular bisectors of two chords intersect at the center c) Two chords that are equal in length are equidistant from the center and vice versa d) Chords of the same length cut arcs of the same length

Contextual learning Learning how to learn Self-access learning Cooperative learning Thinking skill

Identifying relations Translating

Diameter axis of symmetry chord perpendicular bisector intersect

ii.

Responsible Classifying Fairness Comparing and contrasting Equity The ability to reason

equidistant arc

Constructivism symmetry Problem solving center radius perpendicular

iii.

Solve problems involving symmetry, chords and arcs of circles

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK
56

TOPICS/ SUBSTOPICS
3. CIRLCES II 3.2 Properties

LEARNING OBJECTIVES
Students will be taught to :

LEARNING OUTCOMES
Students will be able to :

GENERICS

CCTS

MORAL VALUES Unity Truthfulness

VOCABULARY

of angles in circles

3.2 Understand and use properties of angles in circles

i.

Identify angles subtended by and arc the center and at the circumference of a circle Determine that angles subtended at the circumference by the same arc are equal Determine that angles subtended: a) At the circumference b) At the center by arcs of the same length are equal Determine the relationship between angle at the center and angle at the circumference subtended by an arc Determine the size of an angle subtended at the circumference in a semicircle Solve problems involving

Cooperative learning Constructivism Thinking skills Integrating ICT into teaching and learning Problem solving

Identifying relations Translating

angle subtended semicircle circumference arc chord reflex angle center

ii.

Responsible Classifying Fairness Comparing and contrasting Equity The ability to reason

iii.

iv.

v.

vi.

MATHEMATICS FORM 3 SCHEME OF WORK

angles subtended at the center and angles at the circumference of circles

WEEK

TOPICS/ SUBSTOPICS

LEARNING OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES

VOCABULARY

MATHEMATICS FORM 3 SCHEME OF WORK

56 3. CIRLCES II 3.3 Cyclic Students will be taught to : Students will be able to :

quadrilateral

3.3 Understand and use the concept of cyclic quadrilaterals

i. ii.

Identify cyclic quadrilaterals Identify the interior opposite angles of cyclic quadrilaterals Determine the relationship between interior opposite angles and cyclic quadrilaterals Identify exterior angles and the corresponding interior opposite angle of cyclic quadrilaterals Determine the relationship between exterior angles and the corresponding interior opposite angel of cyclic quadrilaterals Solve problem involving angles of cyclic quadrilaterals Solve the problems involving circles.

Cooperative learning Integrating ICT into teaching and learning Constructivism Problem solving

Identifying relations Translating

Unity Truthfulness Responsible

Cyclic quadrilaterals Interior opposite angle Exterior angle

iii.

Classifying Fairness Comparing and contrasting Equity The ability to reason

iv.

v.

vi.

vii.

WEEK

TOPICS/

LEARNING

LEARNING OUTCOMES

GENERICS

CCTS

MORAL

VOCABULARY

MATHEMATICS FORM 3 SCHEME OF WORK

78 SUBSTOPICS 4. STATISTICS II 4.1 Pie charts OBJECTIVES Students will be Students will be able to : taught to : 4.1 Represent and i. Obtained interpret interpret data in information from pie pie charts to charts. solve problems. ii. Construct pie charts to represent data. iii. iv. Solve problems involving pie charts. Determine suitable representation of data. VALUES Constructivism Problem solving Interpreting Contextual learning Translating Future studies ICT Self-access learning. Comparing and contrasting Problem Solving Steadfastness Act wisely Considerate Drawing diagrams Cooperation Systematic Sector Pie chart Angle Suitable representation Construct Size of sector Quantity Data Size of angle Label Title Pictograms Bar chart Pie chart

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 7 8

TOPICS/ SUBSTOPICS 4. STATISTICS II 4.2 Mode, median and mean

LEARNING LEARNING OUTCOMES OBJECTIVES Students will be Students will be able to : taught to : 4.2 Understand i. Determine the mode of: and use the a) sets of data. concept of b) Data given in frequency mode, tables. median and mean to ii. Determine the mode solve and the respective problems. frequency from pictographs, bar charts, line graphs and pie charts. iii. Determine the median of sets of data. iv. Determine the median of data in frequency tables. v. Calculate the mean of : a) sets of data. b) Data frequency tables.

GENERICS

CCTS

MORAL VALUES Systematic Cooperation

VOCABULARY

Contextual learning Mastery learning Integrating ICT into teaching and learning. Self-access learning Problem solving

Interpreting Translating Comparing and contrasting Problem Solving

Data Mode Discrete

Considerate Act wisely

Frequency Median Arrange

Steadfastness

Odd Even Middle Frequency table mean

TEST1

vi. Solve problems involving mode, median and mean.

10

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 10 11

TOPICS/ SUBSTOPICS 5. INDICES 5.1 Indices

LEARNING LEARNING OUTCOMES OBJECTIVES Students will be Students will be able to : taught to : 5.1Understand the i. Express repeated concept of multiplication as an and indices vice versa. ii. Find the value of an. iii. Express numbers in index notation.

GENERICS

CCTS

MORAL VALUES Systematic Thoughtful The ability to reason Self-motivated Act wisely

VOCABULARY

ICT Contextual Mastery Learning

Working out mentally

indices base index power of index notation index form express value real numbers repeated multiplication factor

5.2 Multiplicati on of numbers in index notation

5.2 Perform computations involving multiplication of numbers in index notation.

i. Verify am an = am+n ii. Simplify multiplication of :. a) numbers b) algebraic terms expressed in index notation with the same base. iii. Simplify multiplication of a) numbers b) algebraic terms expressed in index notation with different bases.

11

MATHEMATICS FORM 3 SCHEME OF WORK

12

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 10 11
TOPICS/

LEARNING OBJECTIVES Students will be 5. INDICES taught to : 5.3 Division of 5.3 Perform numbers in computation index notation involving division of numbers in index notation SUBSTOPICS 5.4 Raising numbers and algebraic terms in index notation to a power. 5.4 Perform computations involving raising b) numbers and b) algebraic terms in index notation to a power.

LEARNING OUTCOMES Students will be able to : i. Verify am an = am-n ii. Simplify division of :. a) numbers b) algebraic terms expressed in index notation with the same base. Derive a m = a mn ii. Simplify: a) numbers algebraic terms expressed in index notation raised to a power. i. iii.

GENERICS

CCTS

MORAL VALUES Systematic Thoughtful The ability to

VOCABULARY

ICT Self accessed Learning Mastery Learning Constructivism

Working out mentally

multiplication simplify base algebraic term verify index notation indices law of indices unknown Raised to a power base

reason Self-motivated Act wisely

( )

Simplify multiplication and division of: a) a) numbers b) b) algebraic terms 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 13

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 10 11

TOPICS/ SUBTOPICS 5. INDICES 5.5 Negative indices.

LEARNING OBJECTIVES Student will be taught to: 5.5 Perform computations involving negative indices.

LEARNING OUTCOMES
Student will be able to:

GENERICS

CCTS

MORAL VALUES Systematic Thoughtful The ability to

VOCABUL ARY verify

i. ii.
iii.

Verify a State a n

1 . an 1 as n and vice a =

Mastery Learning ICT Self accessed Learning

Working out mentally

versa Perform combined operations involving multiplication, division, and raised to a power on: a) numbers b) algebraic terms Verify a n = State versa.
1 n n

reason Self-motivated Act wisely

i. 5.6 Fractional indices. 5.6 Perform computations involving fractional indices. ii. iii. iv.

a. a and vice a .
1 n

a n as

Find the value of State a) a m b)

n

a as:
1 n

m n

( )

or a n
n

a m or

v.

Perform combined operations involving multiplication, division, and raised to a power on: a) numbers b) algebraic terms Find the value of

( a)

( )

1 m m

v.

a .

m n

14

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 10 11 TOPICS/ SUBTOPICS LEARNING OBJECTIVES Student will be 5. INDICES taught to: 5.7 Computations 5.7 Perform involving laws computations of indices. involving laws of indices. LEARNING OUTCOMES Student will be able to: i. Perform multiplication, division, raised to a power or operations on several numbers expressed in index notation. Perform combined operations multiplication, division, and raised to a power involving positive, negative and fractional indices. Mastery Learning ICT The ability to Self accessed Learning reason Self-motivated Act wisely Working out mentally Systematic Thoughtful GENERICS CCTS MORAL VALUES VOCABULA RY

ii.

15

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 12 13 TOPICS/ SUBTOPICS 6. ALGEBRAIC EXPRESSION III 6.1 Expansions LEARNING OBJECTIVES Student will be taught to: 6.1 Understand and use the concept of expending brackets LEARNING OUTCOMES Students will be able to: i. ii. Expand single brackets. Expand two brackets Constructivism Sincerity Dedication 6.2 Factorization of 6.2 Understand algebraic and use the expression concept of factorization of algebraic expression to solve problems. i. ii. State factors algebraic term of an Effort Contextual learning Identifying relations Act wisely Systematic Linear algebraic Terms Like terms Unlike terms Expansion Expand Single brackets Two brackets Multiply Factorization Square Common factor Term Highest common factor (HCF) difference of two square numerator denominator algebraic fraction factorization GENERICS CCTS MORAL VALUES
VOCABUL ARY

State common factors and the HCF for several algebraic terms. Factorize algebraic expression: a) using common factor b) the difference of two squares. Factorize and simplify algebraic fractions.

iii.

iv

16

MATHEMATICS FORM 3 SCHEME OF WORK

TOPICS/ SUBTOPICS 6. ALGEBRAIC EXPRESSION III 6.3 Addition and subtraction on algebraic fractions. LEARNING LEARNING OUTCOMES GENERICS OBJECTIVES Student will be Students will be able to: taught to: 6.3.Perform i. Add or subtract two Contextual addition and algebraic fractions with learning subtraction on the same denominator. algebraic Constructivism fractions. ii. Add or subtract two algebraic fractions with one denominator as a multiple of the other denominator. 6.4.Perform multiplication and division i. Multiply two algebraic on algebraic fractions involving fractions. denominator with: a) one term. b) two terms ii. Divide two algebraic fractions involving denominator with: a) one term. b) two terms Perform multiplication and division of two algebraic fractions using factorization and the different of two square. CCTS MORAL VALUES Act wisely Systematic Sincerity multiple Dedication denominator Effort simplification VOCABU LARY common factor lowest common multiple (LCM)

WEEK 12 13

Identifying relations

6.4 Multiplication and division on algebraic fractions.

iii.

17

MATHEMATICS FORM 3 SCHEME OF WORK

18

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 15 17

TOPICS/ SUBTOPICS 8. SOLID GEOMETRY III 8.1 Volume of right prisms and right circular cylinders.

LEARNING OBJECTIVES Students will be taught to : 8.1 Understand and use the concept of volume of right prisms and right circular cylinders to solve problems.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES

VOCABULARY

WEEK

TOPICS/

LEARNING

Students will be able to: i. Derive the formula for volume of : Enquiry Identifying Appreciative Derive a) prisms discovery. relations Prism b) cylinders. Thoughtful Cylinder ii. Calculate the volume of a right prism in Learning how Translating Right circular cubic units given the height and : to learn. Understanding cylinder a) the area of the base Base b) dimensions of the base. Contextual Self-confident Radius iii. Calculate the height of a prism given the learning. Volume volume and the area of the base. Dedication Area iv. Calculate the area of the base of a prism Constructivism Cubic unit given the volume and the height. Square v. Calculate the volume of a cylinder in Rectangle cubic units given: Triangle a) area of the base and the height. Dimension b) radius of the base and the height Height of 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: a) mm3 , cm3 and m3 Litre b) cm3 , m and . ix. Calculate volume of liquid in a container. x. Solve problems involving volume of prisms and cylinders. VOCABULARY LEARNING OUTCOMES GENERICS CCTS MORAL

19

MATHEMATICS FORM 3 SCHEME OF WORK

15 17 SUBTOPICS 8. SOLID GEOMETRY III 8.2 Volume of right pyramids and right circular cones. OBJECTIVES Students will be taught to : 8.2 Understand and use the concept of volume of right pyramids and right circular cones to solve problems. VALUES Students will be able to : i. Derive the formula for the volume of : a) pyramids b) cones ii. Calculate the volume of pyramids in mm3 , cm3 and m3 , given the height and : a) area of the base b) dimensions of base. iii. Calculate the height of a pyramid given the volume and the dimension of the base. iv. Calculate the area of the base of a Pyramid given the volume and the height. v. Calculate the volume of a cone in mm3 , cm3 and m3 , given the height and radius of the base. 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. Self access learning. Constructivism Thinking skills. Enquiry discovery. Learning how to learn. Contextual learning. Identifying relations Translating Understanding Container Self-confident Pyramid Dedication Cone Volume Base Height Dimension Appreciative Thoughtful Convert Metric unit Liquid

20

MATHEMATICS FORM 3 SCHEME OF WORK

CCTS LEARNING TOPICS/ LEARNING OUTCOMES GENERICS OBJECTIVES SUBTOPICS 9. SCALE Students will be Students will be able to : CCTS 20 DRAWINGS taught to : WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS 9.1 Scale 9.1 Understand i. Sketch shapes: Cooperative Drawing OBJECTIVES a) of the same size as the learning SUBTOPICS the concept of drawings. diagrams 8. SOLID Studentsusing be able to : scaleStudents will be drawings. object will grid papers. 15 17 GEOMETRY taught to : b) smaller than the object using Learning how to Translating III 8.3 Understand i.grid papers.the volume of a learn Constructivism Identifying Calculate 8.3 Volume of and use the sphere given object using relations c) larger than thethe radius of the Problem sphere concept of sphere. Thinking grid papers. Integrating ICT Solving volume of Translatin into skills. sphere to solve ii.geometric shapes Calculate the radius of a g ii. Draw problems. sphere given thewhere n = the Contextual volume of Teaching and according to scale 1: n, learning. 1, 2, 3, sphere. 1/10. 4, 5, , learning iii. Solve problems involving volume of shapes, iii. Draw composite spheres. according to a given scale using: Mastery learning 8.4 Composite solids. 8.4 Apply the a). i. Calculate the volume of grid papers concept of composite b). blank papers solids. volume to ii. Solve problems involving solve problemsRedraw shapes on grids of solids. volumes of composite iv. involving different sizes. composite solids. v. Solve problems involving scale drawings. Thinking skills Self access learning Thinking skills MORAL VALUES MORAL VALUES Fairness Equity Appreciative Effort Thoughtful Considerate Understanding Thoughtful Self-confident Dedication

WEEK

VOCABULARY

VOCABULARY Sketch Draw Objects Height Grid paper Dimension Geo-boards Sphere Software Hemisphere Scale Solid Composite Geometrical shapes solid Combination Composite shapes Volume Smaller Radius Larger Accurate Size Redraw

18-19

MID YEAR EXAMINATION 21

SECOND TERM PART I HOLIDAYS PART II WEEK 12

: : : :

15.06.2009 15.06.2009 22.08.2009 01.09.2009

MATHEMATICS FORM 3 SCHEME OF WORK

14.11.2009 ( 22 WEEKS ) 21.08.2009 ( 10 WEEKS ) 30.08.2009 ( 9 DAYS ) 20.11.2009 ( 12 WEEKS ) LEARNING OUTCOMES Students should be able to: i. Identify if given shapes are similar. ii. Calculate the lengths of unknown sides of two similar shapes
i. ii. Identify an enlargement . Find the scale factor, given the object and its image of an enlargement when : a) scale factor > 0 b) scale factor < 0 c) scale factor = negative. iii. Determine the centre of enlargement , given the object and its image. iv. Determine the image of an object given the centre of 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.

TOPICS/ SUBTOPICS 10. TRANSFORMATION II 10.1 Similarity 10.2 Enlargement

LEARNING OBJECTIVES Students will be taught to : 10.1 Understand and use the concept of similarity . 10.2 Understand and use the concept of enlargement.

GENERICS

CCTS

MORAL VALUES Fairness Equity Effort

VOCABULARY

Contextual learning Multiple intelligence . Thinking skill. Integrating ICT into teaching & learning Self access learning .

Classifying Identifying relations Interpreting

Considerate Drawing diagrams Translating Thoughtful

shape similar side angle proportion centre of enlargement transformation enlargement scale factor object image invariant reduction size orientation similarity

22

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 3 TOPICS/ SUBTOPICS 11. LINEAR EQUATIONS II 11.1 Linear equations in two variables LEARNING OBJECTIVES Students will be taught to : 11.1 Understand and use the concept of two linear equations in two variables LEARNING OUTCOMES Students will be able to: i) Determine if an equation is a linear equation in two variables. Write linear equations in two variables from given information. Enquiry discovery Thinking skills Learning how to learn Multiple Intelligence Integrating ICT Self-access learning 11.2 Simultaneous linear equations in two variables 11.2 Understand i) and use the concept of two simultaneous ii) linear equations in two variables to solve problems iii) Determine if two given equations are simultaneous linear equations. Solve two simultaneous linear equations in two variables by a. substitution b. elimination Solve problems involving two simultaneous linear equations in two variables. Trial and improvement Problem solving Classifying Identifying relations Translating Courtesy Sincerity Value Possible solution Simultaneous Linear equation Solution Substitution Elimination Determination Tolerance Understanding Equation Variable Linear equation GENERICS CCTS MORAL VALUES
VOCABULARY

ii)

iii) Determine the value of a variable given the other variables. iv) Determine the possible solutions for a linear equation in two variables.

23

MATHEMATICS FORM 3 SCHEME OF WORK

24

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 45 TOPICS/ SUBTOPICS 12. INEQUALITIES 12.1 Inequalities LEARNING OBJECTIVES Students will be taught to: 12.1 Understand and use the concept of inequalities. LEARNING OUTCOMES Students will be able to : i. identify the relationship: a) greater than b) less than based on given situations write the relationship between two given numbers using the symbol > or < . identify the relationship: a) greater than or equal to b) less than or equal to based on given situations Contextual learning Constructivis m Enquirydiscovery Integrating ICT into teaching and learning Comparing and contrasting Identifying relations Interpreting Drawing diagrams Translating Finding all possible solutions Determination Tolerance Understanding Greater than ii. Courtesy Less than Sincerity Equal to Include Equivalent Solution Inequality Greater Less GENERICS CCTS MORAL VALUES
VOCABULARY

iii.

25

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 45 TOPICS/ SUBTOPICS 12. INEQUALITIES 12.2 Linear inequalities in one unknown LEARNING OBJECTIVES Students will be taught to: 12.2 Understand and use concept of linear inequalities in one unknown LEARNING OUTCOMES Students will be able to : i. Determine if a given relationship is a linear inequality. Determine the possible solutions for a given linear inequality in on unknown a) x > h; b) x < h; c) x h; d) x h e) Represent a linear inequality: a) x > h; b) x < h; c) x h; d) x h on a number line and vice versa Construct linear inequalities using symbols: a) > or < b) or from given information. Cooperating learning Contextual learning Multiple intelligence Thinking skills Self access learning Integrating ICT into teaching and learning Comparing and contrasting Identifying relations Interpreting Sincerity Drawing diagrams Translating Finding all possible solutions Determination Tolerance Understanding Courtesy Relationship Linear Unknown Number line GENERICS CCTS MORAL VALUES VOCABULA RY

ii.

iii.

iv.

26

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK TOPICS/ SUBTOPICS LEARNING OBJECTIVES Students will be taught to: 12.3 Perform computations involving addition, subtraction, multiplication and division on inequalities LEARNING OUTCOMES GENERICS CCTS MORAL VALUES
VOCABULARY

Students will be able to : i. State a new inequality for a given inequality when a number is: a) added to b) subtract from both sides of the inequalities. State a new inequality for a given inequality both sides of the inequalities are : a) multiplied by a number b) divided by a number Construct inequalities a) x + k > m + k b) x k > m k c) kx > km d) Mastery learning Constructivism Multiple intelligence Thinking skills Integrating ICT into teaching and learning Comparing and contrasting Identifying relations Interpreting Courtesy ii. Drawing diagrams Translating Collect Finding all possible solutions Isolate solve iii. Equivalent Sincerity Simplest Determination Tolerance Understandin g Addition Subtraction Multiplication Relation

45

12. INEQUALITIES 12.3 Computations involving addition, subtraction, multiplication, and division on inequalities

x m > k k

27

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK TOPICS/ SUBTOPICS LEARNING OBJECTIVES Students will be taught to: 12.4 Perform computations to solve inequalities in one variable LEARNING OUTCOMES GENERICS CCTS MORAL VALUES VOCABULARY

Students will be able to : i) Solve a linear inequality by: a) adding a number b) subtracting a number on both sides of the inequality. ii) Solve a linear inequality by: a) multiplying a number b) dividing a number on both sides of the inequality. iii) Solve linear inequalities in one variable using a combination of operations.

45

12. INEQUALITIES 12.4 Solving Linear Inequalities In one Unknown

Integrating ICT into teaching & learning. Contextual learning. Enquirydiscovery

Comparing and contrasting Identifying relations Interpreting Drawing diagrams Translating Finding all possible solutions

Determination Tolerance Understanding Courtesy Sincerity

add subtract multiply divide determine common value simultaneous Combining linear inequality number line

12.5 Simultaneous Linear Inequalities In One Variables

12.5 Understand the concept of simultaneous linear inequalities in one variable.

i) Represent the common values of two simultaneous linear inequalities on a number line. ii) Determine the equivalent inequalities for two given linear inequalities. iii) Solve two simultaneous linear inequalities.

equivalent

28

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK TOPICS/ SUBTOPICS 13. GRAPHS OF FUNCTIONS 13.1 Functions LEARNING OBJECTIVES Students will be taught to : 13.1 Understand and use the concept of functions. LEARNING OUTCOMES GENERICS CCTS MORAL VALUES VOCABULARY

Students will be able to: i. State the relationship between two variables based on the given information. Identify the dependent and independent variables in a given relationship involving two variables. Calculate the value of the dependent variable, given the value of the independent variable. Enquiry discovery Thinking skills Self access learning Integrating ICT into teaching and learning Classifying Identifying relations Interpreting Self-confident Drawing diagrams Translating Sincerity Self-motivated Independent variable Ordered pairs Coordinate plane Table of values Origin Graphs x-coordinate y-coordinate x-axis y-axis Scale Determination Tolerance Understanding Function Relationship Dependent variable

ii.

iii.

13.2 Graphs of functions

13.2 Draw and use graphs of functions

i.

Construct tables of values for given functions. ii. Draw graphs of functions using given scale. iii. Determine from graphs the value of y, given value of x and vice versa. iv. Solve problems involving graphs of functions.

29

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 7

TOPICS/ SUBTOPICS 14. RATIOS, RATES AND PROPORTIONS II 14.1 Rate

LEARNING OBJECTIVES Students will be taught to : 14.1 Understand the concept of rate and perform computations involving rates.

LEARNING OUTCOMES Students will be able to : i. Determine the rates involved in given situations and identify the two quantities involved. ii. Calculate the rate given two different quantities. iii. Calculate a certain quantity given the rate and the other quantity. iv. Convert rates from one unit of measurement to another. v. Solve problems involving rates. i. Identify the two quantities involved in speed. ii. Calculate and interpret speed. iii. Calculate : a) the distance, given the speed 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.

GENERICS

CCTS

MORAL VALUES Systematic Determination Tolerance Understanding

VOCABULARY

Enquirydiscovery Future studies

Comparing and contrasting Identifying relations Interpreting

Rate Quantity Unit of measurement Speed

Courtesy Translating Sincerity Time Uniform Non-uniform differentiate Distance

14.2 Speed 14.2 Understand and use the concept of speed.

30

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK TOPICS/ LEARNING WEEK TOPICS/ LEARNING SUBTOPICS OBJECTIVES SUBTOPICS OBJECTIVES 14. RATIOS, Students will be Students will be 7 15. TRIGONOMETRY taught to : RATES AND taught to : 89 PROPORTIONS 15.1 Understand 15.1 Tangent of an II acute angle and use 14.3 Average Speed 14.3 tangent of Understand and acute an use the concept angle inofa average right-angled speed triangle.

LEARNING OUTCOMES LEARNINGOUTCOMES

Students will be able to: Students will be able to: i.

GENERICS CCTS GENERICS CCTS MORAL MORAL VALUES VALUES

VOCABULARY VOCABULARY

15.2 Understand and use sine of an acute angle in a right-angled 14.4 Acceleration 14.4 Understand triangle. and use the concept of acceleration. 15.3 Cosine of an acute 15.3 Understand angle and use cosine of an acute angle i) in a rightangled ii) triangle. 15.2 Sine of an acute angle

Multiple Identifying Thankful Tangent Identify the: Intelligence relations a) hypotenuse Responsible Acute angle i. b) the opposite side and Cooperative Comparing Calculate the average speed in Systematic Average speed the Integrating Translating various situations.with respect to learning into and adjacent side one ICT SelfRight-angled contrasting Determination of the acute angles. teaching and motivated Distance triangle ii. ii. Calculate: Determine the tangent of an learning a) the distance, given the Identifying Tolerance wisely Time angle. Act Hypotenuse average speed and the relations iii. Calculate the tangent of an Thinking time. given the lengths of sides skills Understanding Acceleration angle Opposite sides b) the the triangle. the time, given Interpreting of average speed and the of sides of Cooperative Courtesy Retardation side iv. Calculate the lengths Adjacent distance. a triangle given the value of learning Translating Sincerity tangent and the length of Ratio iii. Solve problems involving another side. speed and average speed. Value i. Determine the sine of an angle. ii. Calculate the sine of an angle Length i. Identify thethe lengths of sides of the given two quantities involved in acceleration. triangle. Size iii. Calculate the lengths of sides of a ii. Calculategiveninterpret of sine and triangle and the value acceleration. another side. the length of Determine the cosine of an angle. Calculate the cosine of an angle given the lengths of sides of the triangle. iii) Calculate the lengths of sides of a triangle given the value of cosine 31 and the length of another side.

MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 89 TOPICS/ SUBTOPICS LEARNING OBJECTIVES Students will be 15. TRIGONOMETRY taught to : 15.4 Problem solving 15.4 Use the involving the values values of of tangent, sine tangent, and cosine sine and cosine to solve problems. LEARNING OUTCOMES Students will be able to : i) Calculate the value of other trigonometric ratios given the value of a trigonometric ratio. ii) Convert the measurement of angles from: a) degrees to degrees and minutes. b) Degrees and minutes to degrees. iii) Find the value of: a) tangent b) sine c) cosine of 30, 45 and 60 without using scientific calculator. iv) Find the value of: a) tangent b) sine c) cosine using scientific calculator. Find the angles given the values of: a) tangent b) sine c) cosine using scientific calculators. Multiple Intelligence Integrating ICT into teaching and learning Thinking skills Cooperative learning Identifying relations Translating Selfmotivated Act wisely Sine cosine Minute Tangent Thankful Responsible Angle Degree GENERICS CCTS MORAL VALUES
VOCABULARY

v)

vi) Solve problems involving trigonometric ratios.

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MATHEMATICS FORM 3 SCHEME OF WORK

WEEK 9 10 15 16 17 22 HOLIDAYS : 21.11.2009 04.01.2010

ACTIVITIES PMR TRIAL INTENSIVE REVISION PMR EXAMINATION ACTIVITIES AFTER PMR

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