mathematics schemes

1

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Discovering Secondary Mathematics

NOT FOR SALETeacher’s books also available! NOT FOR SALE

Contents

Discovering Secondary Mathematics, Book 1 ...... 3

Discovering Secondary Mathematics, Book 2 .....29



Comprehensive Secondary Physics, Book 1 ......127




To all secondary school teachers

Oxford University Press are the publishers of the following

courses among many others:

• Test it & Fix it: KCSE Revision series

• Head Start Secondary English • Kiswahili Fasaha

• The Evolving World • Certificate Geography

• Certificate Business Studies • God’s People

• Discovering Secondary Mathematics

• Comprehensive Secondary Biology

• Comprehensive Secondary Physics

• Comprehensive Secondary Chemistry

These courses have been specifically written and designed to

cater for a lively approach to teaching and learning in the new

secondary syllabus.

In all these courses, this has been achieved through:

• well researched, up-to-date content written and tested by

experienced authors and teachers

• attractive design of high professional standards

• lively incorporation of emerging/current issues into the

content

• progressive and creative coverage of the syllabus at all

levels

• teachers’ books that are in the form of lesson plans

And now to make teachers’ work easier, we are giving you this

free booklet of sample schemes of work volume 3 for secondary

schools. Please note that these schemes are helpful only if you

are using the Oxford courses listed above.

Should you need further information on our courses, or have

comments, please do not hesitate to contact the undersigned.

Best wishes.

Yours truly,

Sam Mbure

Educational Sales Manager

In the schemes of work

The number of lessons given in the schemes of work is an estimation of how long it would take to teach each topic. Each teacher should use this as a guide and progress at the pace of the students.

The learning/teaching materials given here are only suggestions. Teachers are advised to use what is locally available.

Similarly, the learning/teaching activities are just suggestions. Other suitable activities should be used.

Most of the references made in these schemes are from the above mentioned course books.

2





NOT FOR SALE

3





NOT FOR SALE

4





NOT FOR SALE

Place value of numbers

Round off numbers

Operations on natural numbers

Factors of composite numbers

Prime factors

By the end of the lesson, the learner should be able to identify, read and write natural numbers in figures and words.

By the end of the lesson, the learner should be able to round off numbers to the nearest ten, hundred, thousand, million and billion.

By the end of the lesson, the learner should be able to solve problems involving natural numbers.

By the end of the lesson, the learner should be able to express composite numbers in factor form.

By the end of the lesson, the learner should be able to express numbers as a product of prime factors.

• Discussions • Solving problems in

groups and individually

• Discussions • Solving problems

involving rounding off numbers to the nearest tens, hundred, thousand, million and billion


involving even, odd and prime numbers

• Carrying out operations on natural numbers

• Discussions• Solving problems

involving factors of composite numbers

• Discussions • Demonstrations• Listing the Prime factors

of numbers• Solving problems

involving prime factors

Discovering Secondary Mathematics• Student’s Book 1

pages 1–3• Teacher’s Book 1

pages 2–4


page 3• Teacher’s Book 1

pages 2–4



pages 2–4



pages 4–5



pages 4–5

1–2

3–4

5–6

1

2

• Charts to show place values of numbers

• The Abacus• Bank cheques and

statements

• Charts to show the rounding off of numbers

• Number line• Scales on a ruler,

thermometer, vernier callipers

• Charts to show the natural numbers

• Number line

• Charts to show the factorization of numbers

• Factor-tree diagrams


• Factor-tree diagrams

Natural numbers

Natural numbers

Natural numbers

Factors and multiples


WEE

K 5

WEE

K 6

Mathematics Form One Schemes of Work: Term One

Mathematics Form 1Schemes of Work

Term 1

5





NOT FOR SALE

Factors in power form

Divisibility of numbers by 2,3,4,5

Divisibility of numbers by 6,8,9

Divisibility tests for 10 and 11

GCD of a set of numbers

By the end of the lesson, the learner should be able to express factors in power form.

By the end of the lesson, the learner should be able to test the divisibility of numbers by 2,3,4,5.

By the end of the lesson, the learner should be able to test the divisibility of numbers by 6,8,9 and use the knowledge of divisibility to solve problems.

By the end of the lesson, the learner should be able to carry out the divisibility test for 10 and 11.

By the end of the lesson, the learner should be able to find the GCD of a set of numbers and apply GCD in real-life situations.


involving factors expressed in power form


involving divisibility of numbers by 2,3,4,5

• Dividing numbers• Listing the prime factors

of numbers


involving the divisibility of numbers by 6,8,9,10,11

• Dividing numbers• Discussions• Solving problems


involving GCD.



pages 4–5



pages 4–5



pages 4–5



pages 4–5



pages 4–5

3–4

5–6

1–2

3–4

5


• The multiplication table

• Divisibility test charts• Multiplication table• Prime numbers

• Divisibility test Charts

• Multiplication tables• Multiples of numbers• Factors of numbers• Prime numbers

• Divisibility test Charts

• Multiplication tables• Multiples of numbers• Factors of numbers• Prime numbers

• Charts to demonstrate how to get GCD

• Multiplication tabes


Divisibility tests

Divisibility tests

Divisibility tests

Greatest common divisor GCD

WEE

K 7

WEE

K 6


Term 1

6





NOT FOR SALE

By the end of the lesson, the learner should be able to list the multiples of numbers.

By the end of the lesson, the learner should be able to find the least common multiple of a set of numbers and apply the knowledge of LCM in real-life situations.

By the end of the lesson, the learner should be able to define integers and show integers on a number line.

By the end of the lesson, the learner should be able to perform the four basic operations on integers using the number line.

By the end of the lesson, the learner should be able to work out problems involving combined operations on integers in the correct order.

• Discussions • Working out the

multiples of numbers• Solving problems

involving multiples of numbers

• Discussions • Working out the

multiples of numbers• Solving problems

involving multiples of numbers

• Discussions • Showing numbers on a

number line• Reading numbers on a

number line• Solving problems

involving integers and the number line

• Discussions • Demonstrations• Solving problems

involving the four basic operations on integers

• Discussions • Demonstrations• Solving problems

involving combined operations on integers



pages 4–5



pages 4–5



pages 6–7



pages 6–7



pages 6–7

Multiples of numbers

LCM of a set of numbers

Integers

Addition, subtraction, division and multiplication of integers

Combined operations

6

1–2

3–4

5–6

1–2

• Prime numbers• Multiplication tables• Natural numbers• Even numbers• Odd numbers

• Multiplication tables• Natural numbers• Prime numbers• Even numbers• Odd numbers• Multiples of

numbers

• Number line • Natural numbers• Whole numbers

• Chart showing integers

• Number line• Staircases• Ladder• Thermometer

• Number line• Staircases• Ladder• Thermometer

Least common multiples

Least common multiples

Integers

Integers

Integers

WEE

K 8

WEE

K 7

WEE

K 9


Term 1

7





NOT FOR SALE

By the end of the lesson, the learner should be able to identify and write fractions in figures.

By the end of the lesson, the learner should be able to identify equivalent fractions.

By the end of the lesson, the learner should be able to name fractions correctly and convert an improper fraction to a mixed number and vice versa.

By the end of the lesson, the learner should be able to add and subtract fractions.

By the end of the lesson, the learner should be able to perform multiplication and division on fractions.

Fractions

Fractions

Fractions

Fractions

Fractions

3–4

5–6

1–2

3–4

5–6

The meaning of fractions

Equivalent fractions

Naming fractions

Adding and subtracting fractions

Multiplication and division of fractions


involving fractions

• Discussions• Dividing equally • Measuring • Weighing• Solving problems

• Discussions• Sharing equally• Solving problems• Converting fractions

• Discussions• Adding• Subtracting• Converting fractions

• Discussions• Multiplication• Division• Converting fractions

• Charts to demonstrate the different types of fractions and operations involving them

• Sticks• Pieces of paper• Ruler

• Counters such as seeds, bottle tops, stones

• Pieces of paper

• Demonstrations• Oranges• Sticks• Pieces of paper• Counters

• Sticks• Stones• Seeds• Pieces of paper



pages 8–11



pages 8–11



pages 8–11



pages 8–11



pages 8–11

WEE

K 9

WEE

K 1

0


Term 1

8





NOT FOR SALE

WEE

K 1

2

By the end of the lesson, the learner should be able to carry out combined operations on fractions in the correct order.

By the end of the lesson, the learner should be able to apply the knowledge of fractions to real-life situations.

By the end of the lesson, the learner should be able to answer the questions in student’s book Further exercise 4.

• Discussions • Addition• Subtraction• Multiplication• Division• Conversion of fractions


involving fractions in real-life situations

• Multiplication tables• Conversion tables

• Multiplication tables• Conversion tables

1–2

3–4

5–6

Combined operations

Application of fractions in real-life situations

Revision



pages 8–11



pages 8–11

Fractions

Fractions

Fractions

WEE

K 1

1

REVISION AND EXAMINATIONS

9





NOT FOR SALE

Mathematics Form One Schemes of Work: Term Two

1–2

3–4

5–6

1

2

Decimals

Decimals

Decimals

Decimals

Decimals

Fractions and decimals

Recurring decimals

Recurring decimals and fractions

Rounding off decimals

Standard form

By the end of the lesson, the learner should be able to convert fractions to decimals and vice versa.

By the end of the lesson, the learner should be able to identify and write recurring decimals.

By the end of the lesson, the learner should be able to convert recurring decimals to fractions.

By the end of the lesson, the learner should be able to round off a decimal number to required number of decimal places.

By the end of the lesson, the learner should be able to write numbers in standard form.

• Discussions on fractions and decimals

• Doing exercises• Dividing• Multiplying• Demonstrations• Conversions

• Discussions on recurring decimals

• Doing exercises• Dividing• Multiplying• Demonstrations

• Discussions on recurring decimals

• Doing exercises • Converting decimals to

fractions and vice versa

• Discussions• Estimation• Rounding off

• Discussions• Writing whole numbers

and decimal numbers in standard form

• Equivalent fractions• Multiplication tables

• Equivalent fractions• Multiplication tables

• Equivalent fractions• Multiplication tables• Percentages

• Place value charts




pages 12–15



pages 12–15

Discovering Secondary Mathematics

• Student’s Book 1 page 35

• Teacher’s Book 1 pages 12–15



pages 12–15



pages 12–15

WEE

K 1

WEE

K 2

10





NOT FOR SALE

WEE

K 2


Term 2

Addition and subtraction of decimals

Multiplication and division

Combined operations on decimals

Squares of numbers

Squares of numbers greater than 1 and less than 10

By the end of the lesson, the learner should be able to add and subtract decimals.

By the end of the lesson, the learner should be able to multiply and divide decimal numbers.

By the end of the lesson, the learner should be able to apply knowledge of decimals to real-life situations.

By the end of the lesson, the learner should be able to find the squares of numbers by multiplication.

By the end of the lesson, the learner should be able to find the squares of numbers from mathematical tables.

• Discussions• Demonstrations• Adding• Subtracting

• Discussions• Multiplying• Dividing

• Discussions• Applications of decimals

to real-life situations• Adding• Multiplying• Dividing• Subtracting

• Discussions• Multiplication• Memorizing• Reading mathematical

tables

• Discussions• Reading mathematical

tables


• Place value charts• Multiplication tables• Mathematical tables

• Mathematical tables• Multiplication tables• Place value charts

• Multiplication tables• Mathematical tables

• Mathematical tables • Multiplication tables



pages 12–15



pages 12–15



pages 12–15



pages 15–18



pages 15–18

3

4–5

6

1–2

3

Decimals

Decimals

Decimals

Squares and square roots


WEE

K 3

11





NOT FOR SALE

WEE

K 3

By the end of the lesson, the learner should be able to find the squares of numbers greater than 10 from mathematical tables.

By the end of the lesson, the learner should be able to find squares of numbers less than 1 from mathematical tables.

By the end of the lesson, the learner should be able to find the square roots of numbers by factorization.

By the end of the lesson, the learner should be able to find the square roots of numbers 1<A<10 from mathematical tables.

By the end of the lesson, the learner should be able to get the square roots of numbers less than 1 and greater than 100 from mathematical tables.

• Discussions• Exercises• Reading mathematical

tables

• Discussions• Exercises• Reading mathematical

tables

• Discussions• Factorizing numbers• Exercises• Demonstrations• Dividing numbers


tables• Exercises


tables• Exercises

• Mathematical tables• Multiplication tables







pages 15–18



pages 15–18



pages 15–18



pages 15–18



pages 15–18

Squares of numbers greater than 10

Squares of numbers less than 1

Finding square roots by factorization

Square root tables

Square roots of numbers less than 1 and greater than 100

4

5

6

1–2

3–4






WEE

K 4


Term 2

12





NOT FOR SALE

WEE

K 4

By the end of the lesson, the learner should be able to solve problems involving squares and square roots.

By the end of the lesson, the learner should be able to measure and draw an angle using a protractor.

By the end of the lesson, the learner should be able to name and draw different types of angles.

By the end of the lesson, the learner should be able to identify and draw angles on a line, vertically opposite angles and angles at a point.

By the end of the lesson, the learner should be able to identify and draw parallel lines, corresponding, alternate and interior angles.

• Discussions• Exercises• Supervised practice

• Discussions• Measuring angles

• Discussions • Measuring angles• Drawing angles• Naming angles

• Discussions• Drawing angles• Naming angles

• Discussions• Drawing angles• Measuring angles• Identifying angles

• Mathematical tables

• Protractor• Ruler






pages 15–18



pages 18–19



pages 18–19


• Student’s Book 1 pages 52–54




pages 18–20

Revision

Measuring and drawing angles

Types of angles

Angles on a straight line, vertically opposite angles and angles at a point

Parallel lines, corresponding, alternate and interior angles

5–6

1

2

3–4

5–6


Angles

Angles

Angles

Angles

WEE

K 5


Term 2

13





NOT FOR SALE

Polygons

Polygons

Polygons

Length

Triangles

Quadrilaterals

Interior and exterior angles of a polygon

Units of length

By the end of the lesson, the learner should be able to define a polygon and identify and draw different triangles.

By the end of the lesson, the learner should be able to identify and draw different quadrilaterals.

By the end of the lesson, the learner should be able to identify and draw interior and exterior angles of quadrilaterals.

By the end of the lesson, the learner should be able to state the units of measuring length and express length to a given significant figure.

• Discussions• Drawing triangles• Measuring angles• Measuring lengths

• Discussions• Drawing quadrilaterals• Measuring angles• Measuring lengths

• Discussions• Drawing quadrilaterals• Measuring angles• Measuring lengths

• Discussions• Definitions• Rounding off• Measuring length• Solving problems

involving units of length

• Ruler• Protractor



• Tape measures• Rulers• Strings • Measuring

instruments



pages 19–20



pages 19–20



pages 19–20



pages 21–23

1–2

3–4

5–6

1–2

WEE

K 7


Term 2W

EEK

6

14





NOT FOR SALE

Length

Length

Length

Geometric constructions

Conversion of units of length

Perimeter of plane figures

Circumference

Construction of a perpendicular bisector of a line

By the end of the lesson, the learner should be able to convert units of length.

By the end of the lesson, the learner should be able to find the perimeter of a plane figure.

By the end of the lesson, the learner should be able to find the circumference of a circle.

By the end of the lesson, the learner should be able to use a pair of compasses and ruler only to construct a perpendicular bisector of a line.

• Discussions• Conversion of units of

length• Measuring length in

different units• Solving problems

involving conversion of units of length

• Discussions• Solving problems on

perimeter• Measuring length


circumference• Demonstrations• Measuring length

• Discussions• Construction of a

perpendicular bisector of a line

• Drawing shapes

• Tape measures• Rulers• Strings • Conversion charts for

length

• Tape measure• Ruler• Strings• Conversion charts for

length

• Circular objects• Tape measure• Ruler• String• Conversion charts for

length

• Plane figures• Geometrical sets • Polygonal shapes• Ruler• Pair of compasses



pages 21–23



pages 21–23



pages 21–23



pages 23–25

3

4

5–6

1–2

WEE

K 7

WEE

K 8


Term 2

15





NOT FOR SALE






Construction of parallel lines

Dividing a line proportionally

Reproducing and bisecting an angle

Constructing angles

Constructing polygons

By the end of the lesson, the learner should be able to construct parallel lines using a ruler and a set square or at a given distance.

By the end of the lesson, the learner should be able to divide a line proportionally using a ruler and set square.

By the end of the lesson, the learner should be able to reproduce an angle.

By the end of the lesson, the learner should be able to construct angles of 60o.

By the end of the lesson, the learner should be able to construct regular and irregular polygons.

• Discussions• Construction of parallel

lines• Demonstrations• Measuring angles and

lengths

• Discussions• Dividing lines

proportionally• Drawing straight lines• Measuring angles and

lengths

• Discussions• Drawing angles

• Discussions• Measuring angles• Bisecting angles• Constructing angles• Solving problems on

construction of angles

• Discussions• Measuring angles and

lengths• Constructing angles• Bisecting angles

• Set square• Ruler• Pair of compasses

• Set square• Ruler• Pair of compasses

• Ruler• Pair of compasses

• Ruler• Pair of compasses• Protractor

• Ruler• Pair of compasses• Protractor



pages 23–25



pages 23–25



pages 23–25



pages 23–25



pages 23–25

3–4

5–6

1–2

3–4

5–6

WEE

K 8

WEE

K 9


Term 2

16





NOT FOR SALE

By the end of the lesson, the learner should be able to use letters to represent numbers.

By the end of the lesson, the learner should be able to simplify algebraic expressions.

By the end of the lesson, the learner should be able to multiply algebraic expressions.

By the end of the lesson, the learner should be able to divide algebraic expressions.

• Discussions• Exercises• Guessing• Demonstrations

• Discussions• Exercises• Grouping items together • Adding objects• Multiplying and dividing

• Discussions• Simplification of

algebraic expressions• Grouping like terms• Exercises

• Discussions• Factorization• Grouping like terms• Exercises• Puzzles• Games

• Counters • Groups of items

• Counters • Groups of items

• Groups of like items• Groups of unlike

items

• Groups of like items/objects



pages 25–27



pages 25–27



pages 25–27



pages 25–27

1–2

3–4

5

6

Algebraic expressions




Representing numbers by letters

Simplifying algebraic expressions

Multiplying algebraic expressions

Dividing algebraic expressions

WEE

K 1

0


Term 2

17





NOT FOR SALE

By the end of the lesson, the learner should be able to use brackets in algebraic expressions.

By the end of the lesson, the learner should be able to use fractions in algebraic expressions.

By the end of the lesson, the learner should be able to substitute and factorize algebraic expressions.

By the end of the lesson, the learner should be able to solve linear equations in one unknown.

• Discussions• Exercises• Adding• Subtracting• Demonstrations• Matching items• Multiplying• Dividing

• Discussions• Substitutions• Factorizing• Exercises• Puzzles• Games

• Discussions• Dividing• Multiplying• Adding• Subtracting• Exercises• Substitutions• Puzzles• Games

• Discussions• Demonstrations• Solving problems on

linear equations• Puzzles



pages 25–27



pages 25–27



pages 25–27



pages 27–29




Linear Equations

1–2

3–4

5–6

1–2

Use of brackets in algebraic expressions

Fractions in algebraic expressions

Substitution and factorization

Solving equations




• Beam balance• See-saw• Games

WEE

K 1

2W

EEK

11


Term 2

18





NOT FOR SALE



pages 27–29



pages 27–29



pages 27–29




• Discussions• Solving linear equations• Puzzles

• Discussions• Solving simultaneous

equations by elimination• Demonstration• Puzzles• Games





Linear Equations

Linear Equations

Linear Equations

Linear

By the end of the lesson, the learner should be able to form linear equations.

By the end of the lesson, the learner should be able to solve simultaneous equations by substitution.

By the end of the lesson, the learner should be able to solve simultaneous equations by elimination.

By the end of the lesson, the learner should be able to form simultaneous equations given a situation.

3–4

5–6

1–2

3–4

Forming linear equations

Simultaneous equations

Simultaneous equations

Forming simultaneous equations

• Beam balance• Real-life experiences




WEE

K 1

2


Term 2

REVISION AND EXAMINATIONS

WEE

K 1

3

19





NOT FOR SALE

Mathematics Form One Schemes of Work: Term Three

1–2

3–4

5–6

1–2

By the end of the lesson, the learner should be able to draw and label the Cartesian plane.

By the end of the lesson, the learner should be able to plot points on the Cartesian plane.

By the end of the lesson, the learner should be able to read points on linear graphs on the Cartesian plane.

By the end of the lesson, the learner should be able to plot linear graph using a given set of coordinates.

• Discussions• Labelling the Cartesian

plane• Writing scale• Drawing the axes of a

Cartesian plane• Reading points from the

Cartesian plane




Cartesian plane




Cartesian plane




Cartesian plane

• Graph papers• The Cartesian plane• Square board• Topographical maps• Ruler

• Graph Papers• Protractor• Square boards • Geoboards• Grid boards• Topographical maps• Ruler

• Graph papers• Protractor• Square boards• Geoboards• Grid boards• Topographical maps• Ruler










pages 29–32



pages 29–32

Coordinates and graphs




WEE

K 2

The Cartesian plane

Plotting points

Linear graphs

Plotting linear graphs

WEE

K 1

20





NOT FOR SALE


Term 3

By the end of the lesson, the learner should be able to work out the equation of a line from a given set of coordinates.

By the end of the lesson, the learner should be able to solve simultaneous linear equations graphically.

By the end of the lesson, the learner should be able to define and work out the area of combined rectangular shapes.

By the end of the lesson, the learner should be able to convert units of area from one form to another.




Cartesian plane




Cartesian plane

• Drawing rectangles and squares

• Working out the area of rectangles

• Discussions


conversion of units of area

• Work out the area of a figure


• Graph papers• Protractor• Square boards• Grid boards• Topographical maps• Ruler

• Regular flat surfaces• Square paper• Square boards• Rectangular objects

• Regular flat surfaces• Square paper• Square boards• Rectangular objects



pages 29–32



pages 29–32



pages 32–34



pages 32–34



Area

Area

3–4

5–6

1

2–3WEE

K 3

WEE

K 2

Linear equations of lines

Graphical solutions

Area of combined rectangular shapes

Conversion of units of area

21





NOT FOR SALE

By the end of the lesson, the learner should be able to calculate the area of a triangle.

By the end of the lesson, the learner should be able to calculate the area of a parallelogram.

By the end of the lesson, the learner should be able to work out the area of a trapezium.

By the end of the lesson, the learner should be able to calculate the area of a circle.

By the end of the lesson, the learner should be able to work out the area of an irregular plane figure.

• Discussions• Converting units of area • Measuring lengths• Calculating the area of a

triangle

• Discussions• Converting units of area• Measuring lengths • Calculating the area of a

parallelogram

• Discussions• Measuring lengths• Converting units of area• Calculating the area of a

trapezium

• Discussions• Demonstrations• Measuring radius/

diameter• Calculating the area of a

circle

• Discussions• Demonstrations• Measuring lengths• Estimating area• Converting units of areas

• Triangular flat surfaces

• Square paper• Square board• Triangular objects

• Shapes with a shape of a parallelogram

• Square paper• Square board

• Trapeziodal objects• Square paper• Square board

• Circular shapes/objects

• Square paper• Square board

• Irregular shapes• Square paper• Square board



pages 32–33



pages 32–34



pages 32–34



pages 32–34



pages 32–34

Area of a triangle

Area of a parallelogram

Area of a trapezium

Area of a circle

Area of irregular plane figures

4–5

6

1–2

3–4

5–6

WEE

K 3


Term 3

Area

Area

Area

Area

Area

WEE

K 4

22





NOT FOR SALE

1–2

3–4

5–6

1–2

3–4

Area

Area

Area

Volume and capacity

Volume and capacity

Surface area of a cuboid

The surface area of a prism

The surface area of a cylinder

Units of volume

The volume of cuboids and cylinders

By the end of the lesson, the learner should be able to work out the surface area of a cuboid.

By the end of the lesson, the learner should be able to work out the surface area of a prism.

By the end of the lesson, the learner should be able to work out the surface area of a cylinder.

By the end of the lesson, the learner should be able to state the units of volume in cubic units and convert from one form to another.

By the end of the lesson, the learner should be able to calculate the volume of cuboids and cylinders.

• Discussions• Demonstrations• Measuring lengths• Estimating area• Converting units of

areas


areas


areas

• Discussions• Measuring volume• Measuring length,

width and height• Calculating volume of a

cuboid

• Discussions• Demonstrations• Measuring lengths• Calculating volume

• Regular flat shapes• Square paper• Square board• Model cubes and

cuboids

• Regular cylinders and prisms

• Square paper• Square board• Model of prisms

• Regular cylinders and prisms

• Square paper• Square board• Model of cylinders

• Equipment for measuring volume

• Cubes, cuboids, cylinders

• Models of cubes, cuboids and cylinders

• Measuring instruments for volume



pages 32–34



pages 32–34



pages 32–34



pages 34–36



pages 34–36

WEE

K 5

WEE

K 6


Term 3

23





NOT FOR SALE

5–6

1–2

3

4–5

6

Volume and capacity

Mass, weight and density

Time

Time

Time

Capacity

Units of mass, weight and density

Converting units of time

The 12-hour and 24-hour clocks

Travel timetables

By the end of the lesson, the learner should be able to show the relationship between volume and capacity and work out problems involving volume and capacity.

By the end of the lesson, the learner should be able to define mass, weight, density and state their units, and relate mass, weight and density.

By the end of the lesson, the learner should be able to convert units of time from one form to another.

By the end of the lesson, the learner should be able to state time in the 12-hour and the 24-hour clocks.

By the end of the lesson, the learner should be able to: • Read and interpret travel

timetable.• Solve problems involving travel

timetable.

• Discussions• Demonstrations• Measuring capacity• Calculating capacity• Converting capacity to

volume and vice versa

• Discussions• Measuring• Calculating• Converting

• Discussions• Converting• Timing events• Calculating

• Discussions• Timing events• Reading time• Converting time

• Discussions• Solving problems• Reading travel timetables• Travelling

• Measuring instruments for capacity

• Masses • Measuring cylinders• Weights• Spring balance• Beam balance• Lactometer

• Clocks• Watches• Conversion tables• Travel timetables for

trains, buses, ships and aeroplanes

• Clocks• Watches• Conversion tables• Travel timetables for

trains, buses, ships and aeroplanes

• Clock• Charts illustrating

conversion of time• Travel timetables for

buses, trains, ships and aeroplanes



pages 34–36



pages 36–37



pages 38–39



pages 38–39



pages 38–39

WEE

K 7


Term 3W

EEK

6

24





NOT FOR SALE

Rate, ratio, percentage and proportion




Commercial arithmetic

1–2

3–4

5–6

1–2

3–4

Rates

Ratio

Proportion

Percentage

Currency conversions

By the end of the lesson, the learner should be able to define rate and solve problems involving rate.

By the end of the lesson, the learner should be able to define ratio and use it to compare, increase and decrease of quantities.

By the end of the lesson, the learner should be able to change quantities in a given ratio.

By the end of the lesson, the learner should be able to convert fractions and decimals to percentage and vice versa, and calculate the percentage change in a quantity.

By the end of the lesson, the learner should be able to state the currencies of different countries and convert currency from one form to another given the exchange rate.

• Discussions• Solving problems • Sharing things equally

• Discussions on ratios• Exercises• Sharing out quantities in

given ratios

• Discussions• Exercises• Sharing out quantities in

a given ratio

• Discussions• Exercises


involving currency exchange rates

• Giving change and balance

• Real-life experiences

• Currency• Counters• Real-life experiences

• Currency• Counters• Real-life experiences

• 100 square grid• 100 items/counters

• Actual currency exchange rate tables

• Actual currency• Daily newspapers



pages 39–43



pages 39–43



pages 39–43



pages 39–43



pages 43–45

WEE

K 9


Term 3W

EEK

8

25





NOT FOR SALE



Scale drawing and angles of elevation and depression

Scale drawing and angles of elevation and depression

Bearings and surveying

5

6

1–2

3–4

5–6

Profit and loss

Discount and commission

Indicating scale

Angles of elevation and depression

Bearings

By the end of the lesson, the learner should be able to express profit and loss as a percentage.

By the end of the lesson, the learner should be able to calculate discount and commission as a percentage.

By the end of the lesson, the learner should be able to read, interpret and indicate scale in linear, statement, ratio or representative fraction form.

By the end of the lesson, the learner should be able to determine angles of elevation and depression.

By the end of the lesson, the learner should be able to state the bearing of a point from another point.


percentage profit and loss

• Demonstrations


involving discount and commission

• Discussions• Solving problems• Drawing to scale• Writing scale• Interpreting scale• Determining scale

• Discussions• Drawing to scale• Solving problems

involving angles of elevation and depression

• Measuring angles/lengths

• Discussions• Drawing to scale• Measuring angles/

lengths• Solving problems

involving bearings

• Business people• Real-life experiences

• Retail shops• Real-life experiences

• Ruler• Tape measure• Figures drawn to

scale• Photographs

• Ruler• Tape measure• Figures drawn to

scale• Photographs

• Ruler• Tape measure• Protractor• Set square• Plumb line



pages 43–45



pages 43–45



pages 45–47



pages 45–47



pages 45–47

WEE

K 1

0


Term 3W

EEK

9

26





NOT FOR SALE

Methods of surveying

Area of irregular shapes

Regular solids

Nets of solids

Surface area of solids

By the end of the lesson, the learner should be able to apply scale drawing in methods of surverying.

By the end of the lesson, the learner should be able to determine the area of irregular shapes using surveying techniques.

By the end of the lesson, the learner should be able to identify and sketch common solids.

By the end of the lesson, the learner should be able to sketch, and accurately draw nets of solids and make models of solids from the nets.

By the end of the lesson, the learner should be able to calculate the surface area of solids from nets.

• Discussions• Drawing to scale• Measuring lengths/

angles• Estimating area

• Discussions• Measuring lengths/

angles• Drawing to scale• Estimating area

• Discussions• Counting sides, faces

and vertices• Sketching solids

• Discussions• Sketching• Drawing to scale• Drawing accurately• Making models

• Discussions• Sketching• Making models• Drawing to scale

• Geometrical sets• Clinometers• Surveying equipment• Protractor• Ruler• Play field• School compound

• Geometrical sets• Clinometers• Surveying equipment• Protractor• Ruler• Play field• School compound

• Models of common solids

• Actual solids


• Examples of the common solids


• Actual solids



pages 45–47



pages 45–47



pages 49–53



pages 49–53



pages 49–53

1–2

3–4

5–6

1–2

3–4



Common solids

Common solids

Common solids

WEE

K 1

1W

EEK

12


Term 3

27





NOT FOR SALE

By the end of the lesson, the learner should be able to determine the distance between two points on the surface of a solid.

• Discussions• Sketching• Making models• Drawing to scale• Measuring lengths/

angles

• Sketches of cubes and cuboids



pages 49–53

5–6 Common solids

Distance between two points on the surface area of a solid

WEE

K 1

2


Term 3

END OF YEAR EXAMINATIONS

mathematics schemes

Documents