Maths Syllabus

MinistryofofEducation,
Ministry Education and Sports

Science, Technology and
Sports
MATHEMATICS
SYLLABUS
THE LOWER SECONDARY CURRICULUM
CONTENTS INTRODUCTION
• Introduction 2 The UNESCO Education Strategy (2014 – 2021) advocates for a
humanistic and holistic vision of education as a fundamental
• Background to the new curriculum 3 human right that is essential to personal and socio-economic
development. UNESCO further recommends, societies that are
• Key Changes 4 just, inclusive, peaceful and sustainable by 2030. The
• The new curriculum 6 Uganda Vision 2040 aims to transform Uganda into a
modern and prosperous country, while the NDP recognises
- Key Learning Outcomes 6 the existing weaknesses in education, including the low
- Values 6 efficiency and variable quality at the secondary level. The
- Generic Skills 7 Sustainable Development Goal 4 advocates for inclusive
and quality education, while the National Development Plan
- Generic Skills within Mathematics 8
II focuses on enhancement of human capital, development,
- Cross-cutting Challenges 8 strengthening mechanisms for quality, effective efficient
- Mathematics within the new curriculum 9 service delivery and improvement of quality and relevance of
- Time allocation 9 skills development. The NRM Manifesto (2016-2021),
- Rationale 9 emphasises continuous assessment examination systems ,
strengthening soft skills, which promote self-esteem,
- Teaching and Learning: Mathematics 10
conscientiousness and a generally positive attitude to work,
• The Mathematics Syllabus 11 promoting e-learning and computer literacy in order to
enhance learning outcomes. All these are lacking and where
• Detailed Syllabus 14 they exist it is at a minimum level.
• Assessing Mathematics 58 In alignment with the above, the Education and Sports
Sector Strategic plan (2017/20) advocates for delivery of
- Examinations 59
equitable, relevant and quality education for all. The
- Formative Assessment 59 current secondary school curriculum of Uganda,
- How do we find the opportunity although highly regarded
to make formative assessments? 60 by some, is focused on the needs of a tiny
Generic Skills 61 academically oriented elite yet the needs of the majority
Attitudes 61 of learners need to be the focus. The Ministry of
Education and Sports (MoES) through the National
Record keeping 61
Curriculum Development Centre (NCDC) therefore,
Glossary of Key Terms 63 undertook a review of the Lower Secondary Curriculum,
aimed at providing a learning environment,
opportunities, interactions, tasks and instructions that
foster deep learning by putting the learner at the centre
of the learning experience. This is in line with aims of
secondary education in Uganda as outlined opposite.
The aims of secondary education in Uganda are to:

• Instill and promote national unity, an understanding
of the social and civic responsibilities, strong love
and care for others and respect for public property,
as well as an appreciation of international relations
and beneficial international co-operation;
• Promote an appreciation and understanding of the
cultural heritage of Uganda including its languages;
• Impart and promote a sense of self discipline, ethical
and spiritual values, personal and collective
responsibility and initiative;
•
MATHEMATICS SYLLABUS
2
• Enable individuals to acquire and develop knowledge reduce unemployment among school graduates.
and an understanding of emerging needs of society
and the economy;
• Provide up-date and comprehensive knowledge in
theoretical and practical aspects of innovative
production, modern management methods in the field
of commerce and industry and their application in the
context of socio- economic development of Uganda;
• Enable individuals to develop basic scientific,
technological, technical, agricultural and commercial skills
required for self-employment;
• Enable individuals to develop personal skills of
problem solving, information gathering and
interpretation, independent reading and writing, self
improvement through learning and development of
social, physical and leadership skills such as are
obtained through games, sports, societies and clubs;
Lay the foundation for further education;
• Enable the individual to apply acquired skills in
solving problems of community, and to develop a
strong sense of constructive and beneficial belonging
to that community;
• Instill positive attitudes towards productive work
and strong respect for the dignity of labour and
those who engage in productive labour activities;
• Develop a positive attitude towards learning as a
lifelong process.
BACKGROUND TO THE
NEW CURRICULUM The ESSP further outlines what the reforms imply:
The reform was based on the Education Sector Strategic “This reform will necessitate a sweeping revision
Plan (ESSP), 2009 – 2018) which set out strategies to of the general secondary curriculum, away from
improve the quality and relevance of secondary education. strictly
The ESSP’s sub- objective 2.2 was to ensure that “Post- academic learning objectives that are thought to
primary students [are] prepared to enter the workforce and prepare students for erudite higher education and
higher education”. This towards a set of competencies that serve both
is also in line with the current strategic plan of 2017-2020. those who continue their education after S4 and
To achieve this objective, one of the Ministry’s strategies those who choose to enter the workforce. The new
was to revise the curriculum and improve instruction and curriculum will enable learners to acquire specific
assessment by eliminating the short comings in the vocational skills that they can use once they enter
current curriculum. the world of work. The new curriculum will help
learners make informed decisions as citizens and
The review focused on: producing a secondary family members, and it will give those who continue
school graduate who has the competences that with their education, either immediately in S5 or
are required in the 21st century; promoting values later in life, the learning skills they need to think
and attitudes; critically and study efficiently.”
effective learning and acquisition of skills in order to
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The reform also aimed at reducing the content

overload and contact hours in the classroom so
as to create time for:
research and project work; talent development and
creativity; allowing for emerging fields of knowledge
across all subjects and doing away with obsolete
information. There was a need to address the
social and economic needs of the country
like the mining sector, tourism, services provision,
science and technology development and to
ensure rigorous career guidance programme to
expose learners to the related
subjects. This will enable learners to make informed
choices as they transit and to equip them with
knowledge and skills that will enhance their
competitiveness in the global value chain.
To meet these requirements, the reforms are based on:

• The development of a holistic education for
personal and national development based on
clear shared values
• A commitment to higher standards, deeper
understanding and greater opportunities for
learners to succeed
• A focus on the key skills that are essential
to work, to learning, and to life, and which
will promote life-long learning
• An integrated and inclusive approach that will
develop the ability to apply learning in practical
situations.
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KEY CHANGES
The key change in the new curriculum is a move from
a knowledge-based curriculum to a competence and
This approach to teaching and learning is in support of
the Sustainable Development Goals (SDG’s), otherwise
skill- based curriculum. It is no longer sufficient to known as the Global Goals. These are a universal call to
accumulate large amounts of knowledge. Young people action to end poverty, protect the planet and ensure that
need to develop the ability to apply their learning with all people enjoy peace and prosperity. The key changes in
confidence in a range of the curriculum will ensure that Uganda is making good
situations. They need to be able to use knowledge progress towards SDG 4 in particular which aims to ensure
creatively. A level of competence is the ability to use inclusive and equitable quality education and promote
knowledge rather than just to acquire it. This requires an lifelong learning opportunities for all.
active, learner-centred rather than passive, teacher-
centred approach. The change can be summarised in the following diagrams.
PREVIOUS KNOWLEDGEBASED CURRICULUM
TEACHER
KNOWLEDGE
STUDENT STUDENT STUDENT STUDENT STUDENT
TEST AND SUMMATIVE ASSESSMENT
Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher
had knowledge and transferred this knowledge to the students by lecturing, talking, asking them to read the text book
or writing notes on the board for the students to copy and learn. Students acquired the knowledge, often without fully
understanding it, and were tested at the end of a unit, term or school course to see if they had remembered it. The
knowledge was based mainly on the knowledge in the subjects traditionally taught at University, and little attempt was
made to make it relevant to young people’s own lives. The whole education system was seen by many people as a
preparation for University, but the vast majority
of learners never reach university. The new curriculum will cater for this majority as well as those who later go on to
University.
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NEW COMPETENCE BASED CURRICULUM
ACTIVITY
STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,

PROBLEMSOLVING, INVESTIGATION, GROUP
ACTIVITIES, EXPLORATION, EXPERIMENTS, FIELD
WORK
DISCUSSION
LEARNER TEACHER LEARNER TEACHER LEARNER
FEEDBACK AND INTERACTION
FORMATIVE ASSESSMENT
In the new competence-based approach, the “student” becomes a “learner”. The new Learning Outcomes can only
be achieved through active engagement in the learning process rather than simply absorbing knowledge given by
the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities
through which learners can explore the meaning of what is being learned and understand how it is applied in
practical situations.
Teaching and learning becomes a two way process of dialogue between the Teacher and Learners. Learners also
learn from each other through discussion. Assessment also becomes a two way process of formative assessment; not just
to give grades but to find out problems the learners may be having and help to solve them.
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THE NEW CURRICULUM
The new curriculum focuses on four “Key Learning At the heart of every subject there are generic skills that
Outcomes” of: self – assured individuals; responsible allow development into life-long learners. Besides, there
and patriotic citizens; lifelong learners; positive are also cross cutting challenges that are embedded
contributors to society. across subjects to enable learners understand the
The curriculum emphasises knowledge, application and connections between the subjects and complexities of
behavioural change. It is based on a clear set of values life.
which must be imparted to learners during the learning
process.
personal and professional development

Key Learning Outcomes
The new curriculum sets out ‘Key Learning Outcomes’ that
sum up the expectations of the curriculum as a whole,
and set out clearly the qualities that young people will
develop.
By the end of the educational process, young people will
become:
Self-assured individuals who:
• Demonstrate self- motivation, self-management and
self-esteem
• Know their own preferences, strengths and
limitations
• Adjust their behaviour and language appropriately
to different social situations
• Relate well to a range of personality types
Responsible and patriotic citizens who:

• Cherish the values promoted in the curriculum
• Promote the development of indigenous
cultures and languages and appreciate
diversity, equity and inclusiveness
• Apply environmental and health awareness when
making decisions for themselves and their community
• Are positive in their own identity as individuals and
global citizens
• Are motivated to contribute to the well-
being of themselves, their community and
the nation
Lifelong learners who:

• Can plan, reflect and direct their own learning
• Actively seek lifelong learning opportunities for
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Positive contributors to society who:

• Have acquired and can apply the Generic Skills
• Demonstrate knowledge and understanding
of the emerging needs of society and the
economy
• Understand how to design, make and critically
evaluate products and processes to address
needs
• Appreciate the physical, biological and
technological world and make informed
decisions about sustainable development
and its impact on people and the
environment.
Values
The new curriculum is based on a clear set of
values. These values underpin the whole
curriculum and the work of schools. They are also
the values on which learners need to base their
lives as citizens of Uganda.
• Peace and harmony
• Integrity and honesty
• Patriotism
• Positive attitude towards work
• Respect for human rights
• Self-Control
These values are not taught directly in lessons, nor will
they be assessed, but they will inform and shape all
teaching and learning.
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Generic Skills Communication

The generic skills lie at the heart of every Subject. They Listen attentively and with comprehension
are the skills that enable the learner to access and deepen
Talk confidently and explain things clearly
learning across the whole curriculum. They are the same
skills that are sought by employers and which will unlock Read accurately and fluently
the world of work. They are the skills that allow young
Write and present coherently
people to develop into lifelong learners who can adapt
to change and cope with the challenges of life in the Use a range of media to communicate idea
21st Century.
Young people need to be able to think critically and
solve problems, both at school and at work. They need
to be creative and innovative in their approach to learning Co-operation and Learning
and life. They need to be able to communicate well in
Work effectively in diverse teams
all forms, cooperate with others and also work
independently. They need to be able to use functional Interact effectively with others
mathematics and ICT effectively.
Take responsibility for own learning
Work independently with persistence
Critical thinking and problem-solving
Manage goals and time
Plan and carry out investigations
Sort and analyse information
Identify problems and ways forward Calculation and ICT
Predict outcomes and make reasoned decisions Use numbers and measurements accurately
Evaluate different solutions Interpret and interrogate mathematical data

Use mathematics to justify and support decisions
Creativity and innovation • Use technology to create, manipulate and

process information
Use imaginations to explore possibilities
• Use technology to collaborate, communicate
Work with others to generate ideas and refine their work
Suggest and develop new solutions
Try out innovative alternatives
Look for patterns and make generalisations
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These skills are not separate subjects in themselves; they The Subjects also provide the contexts for progression
GENERIC SKILLS WITHIN MATHEMATICS
are developed within the subjects of the curriculum. They
within the skills. The same skill definitions apply to all year
also help learning within those subjects. It is when these groups, and skills progression is provided by the increasing
generic skills are deployed that learning is most complexity of the subject matter within each Subject. For
effective. example, within ‘critical thinking’, learners begin thinking
The generic skills are a key part of the new critically about the relatively simple subject matter in
curriculum. They have been built into the syllabuses Senior 1 and then progress to thinking about the much
for each of the Subjects, and these Subjects provide more complex matters in Senior
the context for the skill development. Mathematics 4. Thus the progression is in the increasing complexity of
provides a rich context for the matters being thought about.
learners to communicate, co-operate, and, above all, to
think critically about how the world works and to
understand the world from a mathematical point of
view.
CRITICAL THINKING AND PROBLEM SOLVING

CREATIVITY & INNOVATION COMMUNICATION
COMPULSORY
COMPULSORY
COMPULSORY
COMPULSORY
COMPULSORY
ELECTIVE
ELECTIVE
ELECTIVE
SUBJECT
SUBJECT
SUBJECT
SUBJECT
SUBJECT
SUBJECT
SUBJECT
SUBJECT
SOCIO-ECONOMIC CHALLENGES
CITIZENSHIP
Cross-cutting Challenges
There are some issues that young people need to learn • Diversity and inclusion
about, but which are not confined to one Subject. These are • Socio-economic challenges
the‘Cross-cutting Challenges’and they need to be studied across • Citizenship
the Subjects. These issues develop learners’understanding of the
connections between the Subjects, and so of the complexities These have been built into the syllabuses of each Subject.
of life. The way in which they operate within the Subject is very
similar to the generic skills model above. Mathematics
The Cross-cutting Challenges identified in the curriculum
provides a very effective way of exploring issues
are:
concerning the environment, health, diversity and socio-
• Environmental awareness economic challenges.
• Health awareness
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Mathematics is a compulsory subject from Senior 1 to 4

MATHEMATICS WITHIN THE NEW CURRICULUM
Time allocation
SENIOR 1 & 2 SENIOR 3 & 4
MATHEMATICS
4 periods a week 5 periods a week
Rationale
Mathematics forms a key element of every learner’s education. The study of Mathematics develops the learners’
The Mathematics programme of study emphasises the reasoning and logical thinking skills, and its applications
essential mathematical skills that all citizens need for full cut across all Learning Areas. During the learning
and effective participation in civil, social and process, the beauty of Mathematics and its value in a
economic life. The programme of study focuses wide range of contexts are recognised by the learner.
primarily on the needs of the majority of learners,
some of who may cease The Lower Secondary Mathematics programme of study
formal schooling before the end of Senior Four. It will focuses on developing mathematical understanding, logical
allow these learners to take a wide range of formal or reasoning, problem solving and analytical thought. The
informal workplace opportunities, or to proceed to other concepts, understandings and skills acquired will help learners
post-Senior 4 programmes. to solve familiar and unfamiliar problems, giving them
the flexibility they need to meet new situations as they
Prior to the reform, Mathematics throughout the Lower arise. The learners will be confident with the Mathematics
Secondary years was strongly geared towards the needs of that they use in their day-to-day activities in the home, in
the small minority of learners who might eventually go on to the work place,
study Mathematics at Advanced level and beyond. The in the community, and in society. They will also be
Mathematics programme in the reformed curriculum is ready to participate in civil life, using their mathematical
much more inclusive. It is designed to ensure that the skills to make informed decisions based on a sound
majority of learners will leave school with a worthwhile, understanding of facts, figures and opinions.
relevant qualification in the Mathematics that they will
actually use in everyday life The skills and understandings that the learners acquire will
and work. In their daily life, knowingly or unknowingly, be helpful throughout their lives. They will provide the
every human being uses and applies mathematical essential mathematical tools required for a wide range of
concepts in a wide range of contexts. Numeracy skills are career paths including many of those in the fields of
essential to every aspect of both work and daily life. engineering, science or technology.
Mathematics has evolved across all cultures over the
years, and it is still developing.
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Teaching and Learning: Mathematics

The thrust of the new syllabuses is experiential and Learners need to interact with real situations inside and
towards deeper understanding. The focus in outside the classroom. They need to look at pictures or
Mathematics is on the development of understanding diagrams, examine statistics, or read texts from a range
through mathematical enquiry and rational thought. of sources. They need to find out knowledge and ideas
The new syllabus provides learners with a wide range for themselves. They should then be expected to express
of contexts in which to develop this understanding, and these in their own words, not those of the teacher, and so
these contexts are designed to engage the interest of demonstrate that they have understood what they have
the learner and to provide opportunities to build life- learnt.
related knowledge, experience and skills. Teachers are In this approach, learners are encouraged to:
encouraged to go beyond the textbooks and provide as
many meaningful contexts as possible. The generic skills • Be responsible for their own learning
have been integrated throughout the curriculum and can • Think for themselves and form their own ideas
only be acquired through active approaches. and opinions
The role of the teacher is to build on learners’ existing • Become critical thinkers, ready to face new challenges
knowledge and experience, but to extend that by and situations for themselves
posing problems to the learners. This makes them think
about their own ideas and experiences as well as adding Mathematics is divided into seven themes that run
new knowledge and skills to it. throughout the four years of study. The following are the
themes and the general learning outcome for each
theme:
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The Mathematics syllabus is arranged in topics that cover the four years of the Lower Secondary Curriculum. The
THE MATHEMATICS SYLLABUS
recommended number of period for each topic is in brackets.
Programme Planner
SENIOR 1 TOPI DURATION

NUMBER OF
C PERIODS
1. Number Bases 12
2. Working with Integers 12
Term 1
3. Fractions, Percentages and Decimals 12
4. Rectangular Cartesian Coordinates in 2- Dimensions 12
5. Geometric Constructions Skills 10
6. Sequence and patterns 9
Term 2 7. Bearings 9
8. General and angle properties of geometric figures 10
9. Data collection and presentation 10
10: Reflection 10
11. Equation of lines and curves 10
Term 3 12: Algebra 1 9
13: Business arithmetic 10
14: Time and time tables 9
Total 144
11

NUMBER OF
C PERIODS
1. Mappings and relations 12
2. Vectors and translation 12
Term 1
3. Graphs 12
4. Numerical concept 1: ( indices and logarithms) 12
5. Inequalities and regions 9
6. Algebra 2: 10
Term 2 7. Similarities and enlargement 10
8. Circle 9
9. Rotation 10
10. Length and area properties of two dimensional geometrical figures. 12
11. Nets, areas and volumes of solids 12
Term 3
12. Numerical concept 2 (indices, logarithms and surds) 12
13. Set theory 12
Total 144

NUMBER OF
C PERIODS
1. Equation of a straight line 15
2. Trigonometry 1 15
Term 1
3. Data collection /display 15
4. Vectors 15
5. Ratios and proportions 12
6. Business mathematics 12
Term 2 7. Trigonometry 2 12
8. Matrices 12
9. Matrix transformations 12
1

NUMBER OF
C PERIODS
10. Simultaneous equations 15
11. Probability 15
Term 3
12. Quadratic equations 15
13. Circle properties 15
Total 180
SENIOR TOPI DURATION

NUMBER OF
4 C PERIODS
1. Composite functions 20
Term 1 2. Linear – programming 20
3. Equations and inequalities 20
4. Loci 20
Term 2
5. Lines and planes in three dimensions 20
Term 3 Revision
Total 100
The syllabus details for all subjects are set out in three columns:
LEARNING OUTCOMES
SUGGESTED LEARNING SAMPLE ASSESSMENT
The learner should be able to:
ACTIVITIES ACTIVITIES
The sort of learning activities that
The knowledge, understanding or skills
include the generic skills and that Opportunities for assessment
expected top be learned by the
will help learners achieve the within the learning
end of the topic
Learning Outcomes.
Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These
are not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are
appropriate to the needs of their class.
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SENIOR 1: TERM 1
DETAILED SYLLABUS FOR MATHEMATICS
TOPIC 1: NUMBER BASES 12 PERIODS
Competency: Learners should be able to use their understanding of decimal place value to develop their
understanding of numbers written in other bases.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
• Identify numbers in any base • Playing number games, for example • Observe learners in their groups trying
using abacus. (k) matching numbers in base two with to identify place values of various
• Convert numbers from one base numbers in base ten e.g. 1111 base number bases using abacus and converting
to another. (u) two is matched to 15 base ten. numbers from one base to another.
• Manipulate numbers in • Imagine living in cartoon world where • Observe individual learners in their
different bases with respect people have just eight digits rather than groups whether they are cooperative,
to all four operations. (u s) ten whether they collaborate with their
– what would their arithmetic be like? colleagues.
• Identify place value in
different bases. (u) • Design counters in different number • Let individual learners explain how they
bases using strips threaded through have identified the place values and
card: converted numbers from one base to
• Prepare strips numbered 0 to 9, thread another e.g. How do you find p and q if
through card so a single number on 10020 base p = 87 base q?
each number is displayed, use to make • Complete the addition/multiplication
different numbers. Change the length of table for different number bases.
the strips to investigate different number
bases (e.g. 2222 in base 8).
2 2 2 2
5 5 5 5
6 6 6 6
7 7 7 7
1
SENIOR 1: TERM 1
TOPIC 2: WORKING WITH INTEGERS 12 PERIODS
Competency: Learners should be able to carry out calculations with positive and negative integers.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Identify, read and write natural • Order numbers and locate them on • Observe learners as they discuss in
numbers as numerals and words a number line groups how they can read and write
in million, billion and trillion. (u • Use directed number in context e.g. natural numbers in words and
s) temperature, height above and below differentiate between natural and whole
b) Differentiate between sea level, floors in a building numbers.
natural numbers and whole • Investigate multiples on a 1-100 • Observe the interaction of learners
numbers/ integers. (u) square and notice that the digital within their groups
c) Identify directed numbers. (k) root (i.e. the sum of the digits) of Nambi has four number cards:
d) Use directed numbers (limited multiples of three is She can arrange the cards to form
to integers) in real life always a multiple of three, and for different numbers. For example, she can
situations. (u s) multiples of nine the digital root is a form the number 3407
multiple of
e) Use the hierarchy of operations
nine. Determine how to distinguish other
to carry out the four 3 4 0 7
multiples (e.g. 2 (even numbers), 5, 10).
mathematical operations on
integers. (u) • Investigate the factors of numbers 1 to
30 – Which numbers have just two What is the greatest even number
f) Identify even, odd, prime
factors? Which numbers have an odd Nambi can form using all four of her
and composite numbers.
number of factors? number cards?
(k u)
• Use exactly four 4s to make as many What is the least odd number she can
g) Find the prime factorisation of
whole number answers between 1 and form using all four of her number
any number. (k u s)
100 e.g. (4+4×4)÷4=(4+16)÷4=5, cards?
h) Relate common factors with
recording the calculations correctly • How many hundreds are there in
HCF and multiples with LCM.
(k u) • Determine the prime factorisation of one million?
any integer • What are the prime factorisations of 942
i) Work out and use divisibility tests
of some numbers. (k u s) and 357? Hence find the HCF of 942 and
357, and the LCM.
2
SENIOR 1: TERM 1
TOPIC 3: FRACTIONS, PERCENTAGES AND DECIMALS 12 PERIODS
Competency: Learners should be able to understand and use fractions, decimals and percentages.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Describe different types of • Fold paper strips to model fractions and • Let the learners explain to the group
fractions. (k) use to determine equivalent fractions members how Moses would carry out
b) Convert improper fractions to including decimals the activity below
mixed numbers and vice versa. Order and locate fractions on a number line • Observe the learners as they give the
(k s) • Understand decimals as fractions explanation. Look out for, whether the
c) Work out problems from real with powers of ten as a denominator learners can listen to one another,
life situations. (u s) (tenths, hundredths etc.) whether they collaborate, cooperate,
learn from one another, each can
d) Add, subtract, divide and • Understand percentages as fractions with
contribute to the explanation.
Multiplies Decimals. (u s) 100 as the denominator
a) Moses has the following cards.
e) Converts fractions to decimals • Play games matching fractions, percentage
and vice versa. (u s) and decimals
3 4 0 7
f) Identifies and classifies Identify percentages in every day contexts
decimals into terminating, non- • Use a calculator to investigate fraction-
terminating and recurring decimal equivalence – which He also has a card with a decimal
decimals. (u) fractions produce terminating decimals point.
g) Converts recurring decimals into and which fractions produce recurring
fractions. (u s) decimals?
h) Converts fractions and decimals • Developing strategies for
into percentages and vice versa. converting decimals to fractions What is the least number Moses can
(u s) form using all five of his cards?
• Solve problems that involve
i) Calculates a percentage of a fractions, percentages and b) How many 0.01s are there
given quantity. (s) decimals in: a) 1 b) 0.1 c) 10 d) 30
j) Works out real life c) Rose achieved a score of 21 out of 25
problems involving in a mathematics test, and a score of
percentages. (u s) 31out of 40 in a physics test. Did
she do better
in mathematics or in physics? Justify
your answer.
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SENIOR 1: TERM 1
TOPIC 4: RECTANGULAR CARTESIAN COORDINATES IN 2 DIMENSIONS 12
PERIODS
Competency: Learners should plot and interpret points in a range of contexts.
LEARNING OUTCOMES SUGGESTED LEARNING

SAMPLE ASSESSMENT STRATEGY
The learner should be able to: ACTIVITIES
a) Draw and label the Cartesian • In pairs, play four in a line Observe learners as they try to do the below activities,
plane. (k s) on a coordinate grid, look out for their cooperation in the process of getting
b) Identify the x– and y-axis. (k) recording the plotted points solutions for the below question, sharing of
• Draw shapes on a information.
c) Read and plot points on the
Cartesian plane/coordinate grid. coordinate grid given the 1. The heights and ages of five girls have been plotted on
(k s) coordinates of one or the scattergraph.
more a) Who is the tallest and how tall is she?
d) Complete shapes on a
coordinate grid. (k u s) • Collect data (e.g. height b) Who is the same age in years as Dembe?
and head circumference)
e) Choose and uses appropriate c) How much taller is Faith than Joan?
from your class and plot a
scale for a bi-variate data set.
scatter graph Fa
(u s) h (cm) scattergraph of height (cm) and age (years)
Dembe
180 Joan
170
160
150 Ke
140 Brenda
130
120
110
100
5 7 9 11 13 a (yr) 15
2. Two vertices of a square are at the points

(2, 1) and (6, 3). What are the coordinates of the other
two vertices of the square?
There are three possible answers. Find all three.vertices
4
SENIOR 1: TERM 2
TOPIC 5: GEOMETRIC CONSTRUCTION SKILLS 10 PERIODS
Competency: Learners should be able use the angle properties of lines and shapes to solve problems.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Draw perpendicular and parallel • Learners should identify perpendicular and • Observe learners as they select the
lines. (k s) parallel lines in the environment correct instruments to use. Observe their
b) Construct perpendiculars, angle • Outside learners use strings and interaction, attitude towards what they
bisectors, mediators and markers to create various loci e.g. are supposed
parallel lines. (u s) equidistant from a fixed point (circle); to do. Can they differentiate drawing
equidistant from from constructing?
c) Use a pair of compasses and a
ruler to construct special angles. two fixed points (perpendicular • Let the learners explain or describe
(600, 450) (u s) bisector); equidistant from a line the procedure for constructing
(parallel lines); equidistant from a fixed angles.
d) Describe a locus. (u)
point and a line (parabola); the sum of • In your exercise book, construct
e) Relate parallel lines, the distance from two fixed points is a the following angles by using a
perpendicular bisector, angle constant (ellipse) pair of compasses, ruler and
bisector, straight line and a circle
• Construct various polygons and pencil only.
as loci. (k u)
geometric designs using geometric
Draw polygons. (u) equipment a) 300 f) 150
g) Measure lengths and angles. (s) b) 450 g) 1050
h) Construct geometrical figures c) 60 0
h) 1350
such as triangle, square, d) 750 i) 1800
rectangle, rhombus, e) 900
j) 22.50
parallelogram. (u s)
a) Accurately construct a square
b) Accurately construct a regular hexagon
5
SENIOR 1: TERM 2
TOPIC 6: SEQUENCE AND PATTERNS 9 PERIODS
Competency: Learners should be able to explore number patterns and sequences.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Recognise and generate number • How many different ways can you • Observe learners in groups as they draw
patterns. (k u) continue the sequence that begins 2, 4, two different double machines that
b) Explain how to generate …? Explain how each sequence is could be used to generate two different
a sequence. (u) generated sequences, each with ‘3’ as its first
Make a 1 to 100 number square. outcome number.
c) Use number machines to
generate a sequence. (k s) a) Shade in all the multiples of 3 on • Observe the following; collaboration,
the number square. harmony amongst the members of
d) Describe a general rule
the groups , willingness to do the
when a pattern is given. (k u b) Describe the pattern you have shaded
activity
s) on the number square.
• Write a formula for the nth term
e) Determine terms in a sequence. (u s) c) Sulai wants to shade some multiples
in a sequence starting
to make a pattern of vertical lines.
Which set of multiples could he use?
1 1 1 1
Find as many different sets as you 1, , , ,
can. 4 9 16 25
d) 3, 6 and 9 are the 1 , 2 and 3

st nd rd
multiples of 3.
i)Which position in the multiples of 3 is
93?
ii)Which position in the multiples of 3 is
3n?
• Put the numbers 1, 2, 3, 4, 5... into
this number machine to generate a
sequence.
×3 –2
a) Write down the first five members of

the sequence.
b What is the formula for the nth term in
the sequence?
Sharon wants to shade some multiples
on a 1 to 100 square to make a
pattern of horizontal lines. Can she do
this? Explain your answer.
• Draw a double machine that could be
used to generate the sequence 5, 8, 11,
14, 17….
6
SENIOR 1: TERM 2
TOPIC 7: BEARINGS 9 PERIODS
Competency: Learners should be able understand and use compass points, bearings and scale drawings.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Know the compass points. (k) Match compass points with bearings • Let the learners in groups, discuss
b) Describe the direction of a • Create a scale drawing of the and explain how they will
place from a given point using classroom or school accomplish the following task:
compass points. (u s) • Alex is facing North. He turns Two Ships leave Port Bell at the same time.
c) Describe the bearing of a place clockwise to face West. What angle One ship sails 80km on a bearing of 0300 to
from a given point. (k s) has he turned through? position
A. The other ship sails 160km on a
d) Apply bearings in real life • Henry’s school is 4km away from his
bearing of 1100 to position B.
situations. (u s) home, on a bearing of 070°. The market is
1km away from the school on a bearing Use a scale drawing to find:
e) Choose and uses an appropriate
of 250°. The hospital is 6km away from a) the distance AB
scale to make an accurate
the market, on a bearing of 310°. c) the bearing of B from A
drawing. (k u)
• Make a scale drawing to find the • During the process of accomplishing
f) Differentiate between a sketch
distance and bearing of the hospital the task, observe the communication
and a scale drawing. (u)
from Henry’s home. Remember to state skills of individual learners, creativity,
the scale you use on your drawing, and respect for one another, sharing of
give your answer to a sensible degree information amongst themselves and
of accuracy. other values and skills.
7
SENIOR 1: TERM 2
TOPIC 8: GENERAL AND ANGLE PROPERTIES OF GEOMETRIC FIGURES12
PERIODS
Competency: Learners should be able to use the angle properties of lines and shapes to solve problems.
LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES
The learner should be able to: STRATEGY
a) Identify different angles. (k) Identify acute, obtuse and reflex angles. • Observe the learners as
b) Solve problems involving • Draw a pair of parallel lines and a transversal (see the they carry out the following
angles at a point on a straight diagram). Identify alternate, corresponding and tasks
line, angles on a transversal supplementary angles • Through what angle do
and parallel lines. (k u s) you turn in each of these
a. Know and use the angle cases?
sum of a triangle. (k u) You are facing North and
c) State and uses angle you turn:
properties of polygons when clockwise to face SE
solving problems. (u s) anti-clockwise to face SE
You are facing NW and you
turn to face SE
• Add another transversal to determine the angle sum • How many sides does
of a triangle each regular polygon
• Cut out three identical isosceles triangles from scrap have, if the exterior angle is
card. Arrange them to form a trapezium PQST. 720; 240; 60o; 450; 400?
R is the midpoint of the line • Three interior angles of a
QS. PQ = PR = TR = TS. pentagon are 1100, 1000, and
1200 respectively. The fourth
p and the fifth angles are 3x0
T and 2x0. Find their values.
b c • Observe their collaboration,
a d respect for one another
and attitude towards the
80° task.
g f e
Q R s
Note: the drawing is not
accurate. a Explain why PQ =
PR
b) Find two more lines that are equal to PQ and PR.
c) Find the values of the labeled angles a, b, c, d, e, f, g
• Find the angle sum of polygons by considering the
minimum number of triangles within a polygon. Hence find
the interior and exterior angles of regular polygons.
8
SENIOR 1: TERM 2
TOPIC 9: DATA COLLECTION AND PRESENTATION 10 PERIODS
Competency: Learners should be able to collect and present different sorts of data.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Understand the differences • Distinguish between qualitative • Observe students completing the
between types of data. (k and quantitative data task below.
u) • Distinguish between discrete Students Mukasa and Aminah disagreed about
b) Collect and represents simple and continuous data the size of their classmates’ feet.
data from the local environment • Explore different ways of representing Mukasa said: “Most learners in Senior 1
using tally chart, bar chart data – recognising possible limitations have feet that are 15 centimetres long.”
(bars do not touch), pie chart
• Collect data for a purpose e.g. to Aminah said: “No, most of them have feet
and line graph.
solve a problem, to confirm or refute a that are shorter than that.”
(k u s)
hypothesis They measured the lengths of 30 learners’
Interpret representations of data feet and recorded them:
21, 18, 21, 16, 15, 19, 17, 15, 16, 20, 22, 17, 22, 22, 16, 16, 15, 18,
20, 22, 19, 16, 15, 18, 16, 15, 17, 18, 20, 19
a)Make a tally chart to sort the data.

b) Represent the data in a suitable way.
c)Who was correct? Explain your answer.
SENIOR 1: TERM 3
TOPIC 10: REFLECTION 10 PERIODS
Competency: Learners should be able to reflect shapes in a range of contexts and identify lines of symmetry.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Identify lines of symmetry • dentify all the lines of symmetry in the • In groups, learners should carry out
for different figures. (k) letters of the alphabet written as capital the task below; Observe them as they
b) Reflect shapes and objects. (u s) letters, repeat for numbers do the task. Is there harmony in the
• Use a mirror to reflect objects in a given groups? Is each learner’s attitude
c) Apply reflection in the
line of symmetry towards the activity positive? How are
Cartesian plane. (u s)
they communicating to each other? Are
• Create Rangoli
they learning from each other? Look at
patterns (see
their presentations.
Task Maths 4
p.70 available • Let each group explain to the other
on the STEM e- groups how they have carried out the
library) task.
• Investigate what happens to the Task: Plot the points A (1, 2), B (-1, 1)
coordinates of the image when an object and C (-4, 3) on a Cartesian plane.
is drawn on a coordinate grid and Join up the
reflected in each axis and the lines y=x points to create the object. After a
and y=-x reflection the image has points A’ (2, 1),
B’ (1, -1) and
C’ (3, -4)
9
a) Find the equation of the line of
reflection.
10
SENIOR 1: TERM 3
TOPIC 11: EQUATIONS OF LINES 10 PERIODS
Competency: Learners should be able to understand and use linear equations and their graphs.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Form linear equations with • In pairs, play four in a line on a • Observe students while they work in
given points. (k s) coordinate grid, recording the plotted groups on the following tasks.
b) Draw the graph of a line points. Determine the equation for each • Create a triangle using three straight
given its equation. (u s) set of points that form a straight line. lines. Give their equations.
• Investigate the properties of the • A parallelogram has two sides defined
equation of a straight line y=mx+c, by by the lines x=0 and y=2x. Give the
plotting the graphs using different equations for two more straight lines to
values of m and c complete the parallelogram.
• How do you get parallel lines? How do • Find the equation of at least five
you make the line steeper? straight lines that pass through the
point (1, 1).
SENIOR 1: TERM 3
TOPIC 12: ALGEBRA 1 9 PERIODS
Competency: Learners should be able to form and use simple algebraic expressions.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Use letters to represent numbers. (u) • Use number machines and write • As they discuss, observe participation in
b) Write statements in algebraic the equivalent algebraic each group, presentations, methods
form. (u) expressions e.g. used.
c) Simplify algebraic expressions. (u s)
× 2 input
• Find the missing – 3 and output
numbers in× these
2 –3
double number
d) Evaluate algebraic expressions by
machines:÷ 4 –8
substituting numerical values. (u
s)
÷4 –8
×3 –2
e) Manipulate simple algebraic when x is put into a) 6 =?
equations in one variable and b) ? = 15
solve them. (u s) this machine the output
is 3x-2 c) 20 =?
• Thirty books are bought for sh. 10 800. d) ? =–6
Some cost sh 400 each and the others sh • Solve the following
300 each. How many books of each value equations a) 3p – 2 = 8
are bought? b) 2x + 1 = 3x – 2
• In groups, draw a triangle and label • Yusuf thinks of a number, b. He adds 6.
as shown. He multiplies the sum by 4. He subtracts
The perimeter twice the original number. His result is
of the triangle 32.
is 26cm. x cm 5cm a) Construct an equation to represent
Work out the Yusuf’s work
2x cm
11
value of x in the triangle
b) Solve the equation to find Yusuf’s
original number.
12
LEARNING OUTCOMES
ACTIVITIES STRATEGY
Think of a number puzzles
• Understand the need to do the same
thing to both sides of an equation when
solving. The image of a balance can
help.
SENIOR 1: TERM 3
TOPIC 13: BUSINESS ARITHMETIC 10 PERIODS
Competency: Learners should be able to understand and apply Business arithmetic.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Describe and calculate profit • Learners write their own definitions of, • Observe learners whether they are doing
(includes all expenses incurred), and how to calculate profit, loss, the work as instructed (integrity), are they
loss, commission, interest, commission, interest, insurance and willing to do the work? (positive attitude
insurance and discount. (u s) discount. towards work). How is their presentation
b) Express profit or loss as • Discuss the causes of losses, why insurance of the work? Are they creative and
a percentage. (u) is needed etc. innovative?
c) Solve simple percentage problems. • Let the learners set up imaginary shops a) In a School there are 100 students,
(k s) in the classroom. Let the learners set the each of whom is given 3 litres of milk
cost and selling prices. Learners can per week.
calculate the profit for each item sold. If a half-litre pack costs sh 1500, find
the monthly milk bill (use 1 month = 4
• When shopping which is the best
weeks)
saving: two for the price of one, one
third off, pay 20% tax and then have a b) A trader marked the prices of his
discount of 50%, have a discount of goods 20% above the cost price and
50% and then pay 20% tax? allowed a discount of 10% to the
customers on the marked price. If
• A shop has a sale, 25% off all prices. I
Okot paid sh. 54 000 for a shirt, what
buy a pair of shoes for sh. 60 000. What
was the marked price of the shirt?
was the price of the shoes before the
What was its cost price?
sale?
13
SENIOR 1: TERM 3
TOPIC 14: TIME AND TIME TABLES 9 PERIODS
Competency: Learners should be able to understand and use time.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Identify and use units of time. (k u s) • Look at the S1 school timetable. How BUS ARRIVE DEPART
b) Use and interpret much time do learners spend in STATION
different representations school? How much time is spent in Soroti 20:30
of time. (u s) lessons? What is the total time spent on Kumi 22:00 22:15
each subject? Mbale 23:30 24:00
c) Apply the understanding of time
in a range of relevant real life • Use bus timetables to determine as Iganga 01:30 01:45
contexts. (u s) much information as possible Jinja 02:05 02:55
• Plan a journey and draw up a Kampala 04:00
detailed itinerary using the 24
hour clock Look at the bus timetable.
• Use a calendar to determine how many a) Where does the bus start?
months of the year start on the same day b) Where does it travel to?
of the week. Is this the same in every
c) How long does the whole journey
year?
take from start to finish? Give your
• How old are you in seconds (use a answer in hours.
calculator)? If you had a celebration
d) The bus travels for half the total
every million seconds, what would the
journey time. Which should be the
date of your next celebration be?
nearest station?
e) Rona lives in Kumi. She wants to
travel to Mbale. It takes 40 minutes
to walk from Rona’s house to the
Kumi bus station. What is the latest
time that Rona should leave her
house?
f) Give the time on the 12 hour clock
when the bus will arrive at Mbale.
g) What is the total time the bus
spends at the bus stations on its
journey? Give your answer in hours
and minutes.
h) Musa wants to travel from Jinja to
Kumi. Can he use this bus for his
journey? Explain your answer.
14
SENIOR 2: TERM 1
TOPIC 1: MAPPINGS AND RELATIONS 12 PERIODS
Competency: Learners should be able to understand and use arrow diagrams/mappings to represent relations and functions.

a) Use arrow diagrams/mappings • Observe the learners in their groups as they
to represent relations and complete the task below. Find out the learners’
functions. (k u) attitude towards the group work, are learners
b) Identify domain and range of communicating effectively? are they learning from
a mapping (k u) one another? are they creative and critical?
c) Describe and distinguish between • Do these mapping diagrams represent functions? –
function and non-function mapping give reasons for your answers.
(u s)
• Investigate situations where

one set can be related to
another and draw the mapping
diagrams
• Determine the features
that make a mapping a
function
15
SENIOR 2: TERM 1
TOPIC 2: VECTORS AND TRANSLATION 12 PERIODS
Competency: Learners should understand the nature of vector, manipulate and represent them in order to define translation.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Define translation with a • Distinguish scalars (magnitude only) and • In groups, let the learners discuss the
vector. (k u s) vectors (magnitude and direction), following task. Observe them as they
b) Identify scalars and vectors. (k u) • Investigate moving objects plotted on discuss the task. Assess the learners on
a coordinate grid without changing the core values and generic skills.
c) Use vector notation. (k s) a
their orientation – use a vector ( ) to What is the vector that translates T to U?
d) Represent vectors both single
define the b What is the vector that translates U to T?
and combined geometrically.
translation where a represents movement
(u s)
parallel to the x-axis and b
represents movement parallel to
the y-axis.
• Investigate how to ‘undo’ a
translation; the effect of performing
more than one translation – draw
diagrams to illustrate findings.
• Isabirye wants to swim directly across a
river. The river flows at a speed of 1.5
metres per second. Isabirye can swim at
a speed of 2.5 metres per second. Use a
scale drawing to find out:
a) At what angle to the river bank should
Isabirye face in order to swim directly
across the river?
b) What will his velocity be?
16
SENIOR 2: TERM 1
TOPIC 2: VECTORS AND TRANSLATION 12 PERIODS
Competency: Learners should understand the nature of vector, manipulate and represent them in order to define translation.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
• Tabulate values from given Generate graphs for real life situations • Let the learners carry out the following
relations. (u) e.g. conversion graphs for currency and task in groups. Observe them as they
• Plot and draw lines through temperature (°C and °F), distance discuss the activity. Assess the learners
given points. (u s) time graphs for journeys e.g. for the bus on the core values and generic skills.
journey from Soroti to Kampala • Atim visited her friend. The
• Chooses and uses
appropriate scales. (u s) distance/time graph shows her
DISTANC
BUS E (KM) ARRIVE journey.
• Draw, read and interpret the STATION
graph (e.g. Distance-Time and Soroti
Speed-Time Graphs to estimate Kumi 50 22:00
distance , speed and time). (u s)
Mbale 56 23:30
Iganga 107 01:30
Jinja 39 02:05
Kampala 84 0400
a) How far did Atim walk to reach her

friend’s house?
b) How long did Atim stay at the house?
c) How long did it take Atim to walk back from
her friend’s house?
d) Draw the speed-time graph for Atim’s journey
17
SENIOR 2: TERM 1
TOPIC 4: NUMERICAL CONCEPT 1INDICES 12 PERIODS
Competency: Learners should understand and use indices and standard form.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Give approximate answers • Take a long strip of paper and • In groups, let the learners discuss
to calculations. (u s) successively fold in half. Complete the the following task and observe them as
b) Write numbers to a given number table below. NUMBER
NUMBER IN
they discuss the activity. Assess the
of significant figures. (u s) OF OF INDEX learners on the core values and
FOLDS PARTS FORM generic skills.
c) Differentiate between 0 1
significant figures and decimal a. In 2013 the National Social Security
1 2 Fund had assets of about Shs 3.4
places. (u s)
2 4 22 trillion.
d) Express numbers in standard
3 a)How many millions are there in
form. (u)
3.4 trillion?
e) Identify base number and index (k)
b) How many ten thousands are there
f) State and apply the laws of • Use a calculator to explore how indices in
indices in calculations. (k u s) work, establishing general rules for
3.4 trillion?
multiplying and dividing numbers written
g) Use a calculator to find powers b. Akumu said, “53 = 5 × 3 = 15.”
in index form: na×nb and na÷nb
and roots. (k u s) Burango said, “53 = 5 × 5 × 5 =
Investigate how to ‘undo’ powers e.g.
225.”
'
4" = 16, 16 = 16
' "= 4 Who was correct? Justify your answer.
+
2) = 8, 8 = = 2 c. The population census of 1969 found
8)
that the population of Uganda was 9
• Watch the video ‘powers of ten’ to 500 000. The population census of
introduce powers of ten and standard 2011 found that it was 32 900 000.
form. How many particles in the Tushabe said,
universe? How far is it from the Earth to “The population rose by 23 400 000.”
the moon? To the sun?
Mariam said,
Investigate numbers that can’t be written “The population rose by 2.34 ×
exactl y on a calculator e.g. thirds, sevenths, 107.” Who was correct? Justify your
pi (π). 1Som=e c0a.n14b2e8w5r7itten
exactly on paper answer.
7
e.g.
others can’t e.g.

π=3.14159 to 5d.p.
• Investigate the difference between
significant figures, decimal places and
rounding to a given level of accuracy e.g.
to the nearest hundred.
18
SENIOR 2: TERM 2
TOPIC 5: INEQUALITIES AND REGIONS 9 PERIODS
Competency: Learners should be able to represent and solve problems involving inequalities.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Identify and use inequality • Match inequalities on a number line • Observe the learners in their groups
symbols. (k s) with their algebraic representation as they carry out the activity below.
b) Illustrate inequalities on the Find out the learners’ attitude towards
number lines. (u s) the group work, integrity, are they
doing the work in harmony?
c) Solve linear inequalities in
one unknown. (u s) • During the process of the description,
are learners communicating effectively?,
d) Represent linear
are they learning from one another?,
inequalities graphically. (k
are they creative?
u s)
• Solve the linear inequalities and
e) Form simple linear inequalities
represent the solutions on a number
for regions on a graph. (u s)
line
2x+7<x+10
• Solve linear inequalities and represent 2x+7<x+10
the solution on a number line.
• Use inequalities to define a square
• Define regions on a coordinate graph region that has (1, 1) at its centre.
using linear inequalities
• Play foxes and chickens – where

chickens are positioned on a coordinate
grid and inequalities are used as fences
to protect the chickens from foxes
19
SENIOR 2: TERM 2
TOPIC 6: ALGEBRA 2 10 PERIODS
Competency: Learners should understand and use indices and standard form.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Recognise equivalent quadratic The sum of two numbers is 10 and their • In pairs, let the learners discuss the
following
expressions. (k u s) product is 21. What are the numbers? What is tasks. Observe them as they discuss the tasks.
b) Expand algebraic expressions. (k s) the connection with Assess the learners on the core values and
x(10-x)=21 and x2-10x+21=0 and (x-3)(x- generic skills.
c) Identify perfect squares. (u)
7)=0? Identify the perfect squares
d) Factorise quadratic
• Investigate the relationship between
expressions. (u s) 𝑥𝑥 " + 2𝑥𝑥 + 1
multiplication and finding the area of 𝑥𝑥 " + 2𝑥𝑥 + 2
e) Solve quadratic equations where a rectangle, and generalise to
the quadratic expression can 𝑥𝑥 " - 6𝑥𝑥 + 8
algebra 4𝑥𝑥 " - 10𝑥𝑥 + 25
be factorised. (k s)
Use the difference of two squares to evaluate
101" - 99"
• Find the solutions of the following
quadratic equations
𝑥𝑥 " - 5𝑥𝑥 + 6 = 0
𝑥𝑥 " + 3𝑥𝑥 - 10 = 0
𝑥𝑥 " - 6𝑥𝑥 + 8 = 0
𝑥𝑥 " - 10𝑥𝑥 + 24 = 0
Multiply pairs of linear expressions (x+a) to

generate quadratic expressions recognising
the special cases of perfect squares
(x+a)2
and the difference of two squares
x2-a2=(x+a)(x-a)
Substitute values of x in quadratic
expressions and note the values when
the
expression is zero – link with the solutions of
the quadratic equation
Investigate when quadratic expressions can
be factorised to establish
x2+(p+q)x+pq=(x+p)(x+q)
20
SENIOR 2: TERM 2
TOPIC 7: SIMILARITIES AND ENLARGEMENT 12 PERIODS
Competency: Learners should be able to understand and apply relationship between lengths, areas and volumes of similar
shapes and objects.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT
STRATEGY
a) Identify similar figures. (u s) • Place an object in front of a lamp. What • Observe the learners in their
b) State and use the properties happens to the size of the shadow as the object groups as they discuss the tasks
of similar figures. (k u) moves closer to and further from the lamp? below. During the process, are
• Explore enlarging shapes through different centres learners communicating
c) Define enlargement. (k)
of enlargement with different scale factors. effectively?, are they learning from
d) State the properties of one another?, are they creative
What happens to the area of the shapes?
enlargement to construct objects and critical?
and images. (k)
• Bayo and Sara want to find the
e) Understand and use the height of a tree. They cannot
relationship between linear, area climb the tree. Instead, they
and volume scale factors. (u s) measure Sara’s own height, the
length of Sara’s shadow, and the
length of the tree’s shadow. The
table shows their results.
Extend to 3D starting with cubes and cuboids

• Establish the relationship between the linear
scale factor (k) and the area scale factor(k2)
and the volume scale factor(k3)
What is the height of the tree?
Give your answer to a
reasonable degree of
accuracy.
• Tom has a cylindrical saucepan
with diameter 18 cm. The cook at
his school has a similar saucepan
with diameter 72 cm. Tom can make
porridge for one person in his
saucepan. For how many people
can the cook make porridge in the
21
SENIOR 2: TERM 2
TOPIC 8: CIRCLE 6 PERIODS
Competency: Learners should be able to understand, justify and apply the formulae for the area and circumference of a circle.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Identify various parts of the circle. (k) • Collect a number of circular objects of • Observe the learners in groups as they
b) State and use the formulas for different diameters, such as bottle discuss the task below. During the
circumferences and area tops, plates, a drum, etc. For at least process of the description, are learners
enclosed by a circle. (u) five objects: communicating effectively?, are they
• measure the diameter with a ruler and learning from one another?, are they
measure the circumference with string. creative and critical?
Record the measurements in a table. Plot Let the learners give their group reports
a graph of circumference against Task: Explain how these diagrams
diameter. What do you notice? What is show that the area enclosed by a circle
the relationship between the is half the circumference multiplied by
circumference and the diameter? the radius
• Introduce the ratio of circumference
to diameter as pi(π)
• How can you fit a circular cake
on a rectangular plate? What are
the least dimensions of the plate?
• Apply the formulae for

circumference and area enclosed by
a circle in everyday contexts.
22
SENIOR 2: TERM 2
TOPIC 9: ROTATION 10 PERIODS
Competency: Learners should be able to understand and apply rotation as a transformation.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Identify the order of rotational 1. Cut out a regular polygon from card and 6. In pairs, let the learners discuss the
symmetry of plane figures. (k u mark one corner. Make an outline on following tasks. Observe them as they
s) paper. How many different ways will the discuss. Assess the learners on the core
b) Distinguish between clockwise card polygon fit inside the outline of the values and generic skills.
and anti-clock wise rotation. (k polygon? • Plot the points P (-2, 1), Q (0, 2) and R
u) e.g. An equilateral triangle has order (1, 2) to form the triangle PQR on a
c) State properties of of rotation 3. square grid. Rotate PQR about the
rotation as a point (0, 0) through an angle of 90°
* clockwise. What are the coordinates
transformation including
congruence. (k u) of the image of triangle PQR after the
rotation?
d) Determine the centre and angle
of rotation. (u s) Determine
anglethe centre
and of rotation and
direction
of rotation.
e) Apply properties of rotation in
the Cartesian plane. (u s) Repeat for other regular polygons.
2. Are there any capital letters of the
alphabet that have rotational
symmetry?
3. Cut shapes from scrap card, draw around
the shape on a plain sheet of paper to
create the object.
Rotate the card shape about an
identified centre of rotation (O)
through
create an angle, and in a given
the
image. (clockwise or anticlockwise).
direction
Draw around the card to
4. Investigate rotating different shapes on

plain paper and a coordinate grid.
5. Given an object and image, construct
the centre of rotation.
23
SENIOR 2: TERM 3
TOPIC 10: LENGTH AND AREA PROPERTIES
OF TWO DIMENSIONAL GEOMETRICAL FIGURES 12 PERIODS
Competency: Learners should be able to understand, justify and apply area and perimeter formulae for different figures.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
• Describe the length of two • Cut a triangle from a piece of scrap • Observe the learners in their groups as
dimensional geometrical figures. (u) paper – fold to show how the area of a they carry the tasks below. During the
• Develop, understand and state triangle is related to the area of a process, are learners communicating
Pythagoras’ theorem (k u) rectangle effectively?, are they learning from one
another?, are they creative and
• Apply Pythagoras’ theorem to
critical?
right angled and isosceles
triangles. (u s) • A square storeroom has sides of length
2 metres and a door near one corner.
• Understands the meaning of
Area of a triangle What is the length of the longest pole
area in two dimensional
is 2 × 1/2 base × that can be stored safely, resting on the
geometrical figures (triangles,
1
/2 perpendicular height floor of the room?
rectangles). (u s)
• The dimensions of a tent are shown in
the diagram. What is the length of the
vertical pole used to support the tent?
What is the surface area of the tent?
pole
• Cut a triangle from a piece of scrap 6m
paper – fold to show how
2.Sm
a b a b 2.Sm
a a a
b
c 4m
c
c b b b
c
a
b a a b
24
SENIOR 2: TERM 3
TOPIC 11: NETS, AREAS AND VOLUMES OF SOLIDS 12 PERIODS
Competency: Learners should be able to make and draw 2D and 3D shapes, and explore their properties.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Form nets of common solids. (u s) • Provide learners with cardboard • Observe the learners in their groups as
b) Identify common solids and packages and count the faces, edges they carry out the task below. During the
their properties including faces, and vertices. Dismantle to find the process, are learners communicating
edges and vertices.(k) net. effectively?, are they learning from one
• How many different nets of the another?, are they creative and critical?
c) State units of measures. (k)
following solids can they create? Task: A tent has a cuboid base and a
d) Convert units from one form pyramidal roof.
to another. (u)
a) Sketch a net of the tent, and indicate
e) Calculate surface areas of the lengths of its edges.
three dimensional figures. (u Triangular
s) b) Calculate the surface area of the tent.
prism
f) Calculate the volume of cubes Cube c) Sketch as many different nets as you
and cuboids. (u s) can for the tent.
Square-
based
pyramid
Cube
Cuboids
square based pyramid
• Put learners in groups to make these
three shapes out of strips of wood that Note: Learners may discuss whether the floor
are all the same length. of the tent is covered. Such an observation
would indicate that they are thinking
How many strips are needed for each mathematically
shape?
• How many different cuboids can be
made from 24 unit cubes?
25
SENIOR 2: TERM 3
TOPIC 12: NUMERICAL CONCEPT 2 SURDS 12 PERIODS
Competency: Learners should be able to manipulate surds.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Use surds to represent roots that Investigate the lengths of diagonals in • Observe the learners in their groups
cannot be represented exactly as squares and rectangles e.g. square of as they carry out the tasks below.
side During the process, are learners
decimals. (k u) 1; 2×1 rectangle; 3×4 rectangle using communicating effectively?, are they
b) Manipulate and simplify expressions Pythagoras’ theorem. learning from one another?, are they
with surds. (u s) Investigate the ratio of the side lengths of A creative and critical?
paper. When this rectangular paper is
• 1. Find the missing lengths in the
folded
in half, the resultant rectangle is similar right angled triangles below
6
1 3
3
𝑥𝑥 3
x
2
6
Find the perimeter of the quadrilateral folded
from A paper (Hint: assume the shortest 2. Simplify and order:
side
has length 1 unit) 53
10
20 - 8
6- 3
2- 3
3- 14- 23
-'
3+2
26
SENIOR 2: TERM 3
TOPIC 13: SET THEORY 12 PERIODS
Competency: Learners should be able to use sets to solve problems.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Describe a set and Familiarise themselves with set notation • Observe the learners in their groups
identifies elements of a as they carry out the tasks below.
set. (k u) During the process, are learners
b) Identify different types of sets communicating effectively?, are they
and their symbols (empty set, learning from one another?, are they
universal set, equal set, creative and critical?
complement set, disjoint set, Given U={1,2,3,4,5.6,7,8,9,10}
intersection set, union set, A={even numbers},B={square numbers}
subset). (k)
State n(A) and n(B).
c) Determine the number of
Draw a Venn diagram.
elements in a set. (u s)
Write down AυB, and (AυB)’
d) Represent and show different
operations on sets by shading • Ozo hosted a party with 300 guests. He
the different regions in a Venn served a meal with chicken (C) and meat
• Draw and interpret Venn diagrams to
diagram. (k u s) (M). 200 guests had chicken. 130 guests
illustrate relationships between sets, apply
had only chicken. 6 guests did not eat a
e) Apply sets in practical to practical contexts
meal.
situations using two and
three sets. (u s) a) Represent this information in set notation
b) Represent the information on a
Venn diagram.
c) How many guests ate both meat
and chicken?
d) How many guests had meat?
• In a school there is an Arts Club, a
Science Club, and a Mathematics Club.
30 learners in one class belong to at
least one of the clubs. 15 belong to the
Arts Club, 12 belong to the Science
Club, and 13 belong to the Mathematics
Club. What is the maximum number of
learners that could belong to all three
clubs?
27
SENIOR 3: TERM 1
TOPIC 1: EQUATION OF A STRAIGHT LINE 15 PERIODS
Competency: Learners should be able to understand and use arrow diagrams/mappings to represent relations and functions.

a) Derive sine, cosine and • Draw a circle radius 1 unit(10cm) on graph paper and add • Observe the learners in their
tangent functions from axes as shown - the centre of the circle should be on an groups as they carry out the
the unit circle. (k u s) intersection of major grid lines. For different values of angle tasks below. During the
b) Read and uses calculators θ measure x and y, and complete the table. process, are learners
to find values of communicating effectively?,
θ° x y
trigonometric functions. are they learning from one
0 1.00 0.00
(u s) another?, are they creative
15 and critical?
c) Use sine, cosine and 30 0.50
tangent in calculating 1. Find the angle of elevation
45
lengths of sides and angles θ, of the top of the
60 0.50
of right-angled triangles. lighthouse.
75
(u)
90 0.00 1.00
d) Find angles of elevation …
and depression. (k s)
360 1.00 0.00
50m
On separate graphs, plot graphs of x and y against θ°

600m
Compute y÷x, plot y÷x against θ°
• Relate the three graphs to the trigonometric functions
1. Find the height above the
sine, cosine and tangent.
ground of a hot air
balloon, whose angle
elevation from the ground
1km away, is 40°.
• Introduce the functions on the calculator. Relate the

triangle in the circle to any right-angled triangle. Use the 40°
graphs and/or calculator to determine missing lengths 1km
and angles in right- angled triangles.
28
SENIOR 3: TERM 1
TOPIC 3: DATA COLLECTION /DISPLAY 15 PERIODS
Competency: Learners should be able to collect and represent different sorts of data.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Understand mode, mean and • Class to get in height order – stand • Observe the learners in their groups as
median, as measures of in a circle to illustrate the range they carry out the task below. During the
location/ central tendency and (difference process are learners communicating
knows how to find them and between tallest and shortest person). effectively?, are they learning from one
when to use them. Discuss representative/typical values – find another?, are they creative and critical?
(k u s) the most popular height (mode), the • Which measure of central tendency
b) Understand range as a measure middle height (median), what if we were would be best as a representative
of dispersion/spread and how to all the same height? (the mean). value for: salaries in a company
find it. (k u s) • Compare the advantages and workforce, crop yields, examination
c) Draw and use frequency tables disadvantages of mean, median and grades (A, B, C, D, E), measurements
for ungrouped data. (u s) mode in different contexts. in a science experiment. Justify your
• Explore the need for grouping data choice.
d) Draw and use frequency tables
for grouped data. (u s) when there are many different values. • The cumulative frequency diagram
Once grouped exact statistics (mean, shows the time taken by 100 people to
e) Estimate measures of location
median, mode, range) cannot be complete 10 press-ups. Find an
and dispersion for grouped data,
determined. Compare estimates from estimate for the median time. Explain
(u s)
grouped data with the actual values why only an estimate for the median is
f) Calculate the mean using from the raw data. possible
an assumed mean, (u s)
Draw a histogram and estimate the mode
g) Draw a histogram with equal
class intervals and uses it to
estimate the mode. (u s)
Arrow
h) Draw a cumulative frequency indicates an
curve(ogive) and uses it to estimate for
estimate the median. (u s) the mode
• Draw a cumulative frequency graph

and estimate the median
• Build on Senior 1, Topic 9. Collect data
for a purpose and apply techniques to
draw conclusions
29
SENIOR 3: TERM 1
TOPIC 4: VECTORS 15 PERIODS
Competency: Learners should understand the nature of vector quantities, manipulate and represent them in order to
solve problems.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Describe position vectors • Recall and review Senior 2, Topic 2, • Observe the learners in their groups
geometrically and as what is the difference between a vector as they carry out the tasks below.
column vectors (k u) and scalar quantity? Give examples. During the process, are learners
b) Find the vector of a directed Identify parallel and equal vectors. communicating effectively?, are they
line segment when position learning from one another?, are they
Use vector addition and subtraction
vectors of the end points are creative and critical?
known. (u) Which of the following vectors are parallel:
c) (Find the position vector of the 1 2 2 −2 8
midpoint of a line segment. (u) 2 , ,1 , 3 , −4 16
d) Use vector method to divide a Explain your answer.
line proportionately internally
• Use vectors to find the midpoint of the
and externally. (u s)
line segment AB where A is (1, 7) and B
e) Use vectors to show is (-3, -3).
parallelism. (u s)
• The point (1, 1) divides the line
f) Use vector methods to show • Explore the use of position vectors to segment AB internally in the ratio 3:4. A
co- linearity. (u s) define positions on a coordinate grid, is (-2, 7). Use
including the midpoint of a line segment vector methods to find the coordinates of
and proportional division of a line. B.
• How can vectors be used to test • Use vectors to establish whether the
for collinearity? points (5, 2), (-3, 6) and (9, 4) are
collinear.
30
SENIOR 3: TERM 2
TOPIC 5: RATIO AND PROPORTION 12 PERIODS
Competency: Learners should understand ratio and proportion, and use them in a range of contexts.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Understand and apply equivalent • Use diagrams to illustrate ratios. Look at • Observe the learners in their groups
ratios. (u s) the diagrams. as they carry out the tasks below.
b) Understand and apply direct During the process, are learners
and inverse proportional communicating effectively?, are they
reasoning. (u s) learning from one another?, are they
creative and critical?
c) Understand and apply 9:6 = 6: = :2
ratio, proportion and • Mrs. Mukasa is a small scale poultry
scale. (k u s) a) Use the diagrams to fill in the gaps farmer. It costs her UGX.250 000 to buy
and complete the equivalent ratios. the feed to raise 70 broilers.
d) Draw and interpret the line of
best fit when looking for a b) Draw diagrams to show some ratios • a)Mrs Mugisha wants to raise 300
relationship in bivariate data on that are equivalent to 5:3 broilers. How much will the feed
a scatter graph. c) Simon says, “12:15 is equivalent to needed to raise these broilers cost?
(u s) 3:4”.Is he correct? Draw diagrams to • b)Day old broiler chicks cost UGX. 2000
justify your answer. each. Mrs Opio has UGX. 1 000 000
• Adjust recipes e.g. 8 cakes need 400 (one million shillings). She wants to buy
grams of flour. How much flour for 20 and raise as many chicks as she can.
cakes? How many cakes with 750 How many should she buy?
grams of flour? These are examples of • The height and mass of horses are
direct proportion, shown on the scatter graph. What is the
𝑦𝑦 ∝ 𝑥𝑥 equation of the line of best fit? Estimate
the height of a horse of mass 600 kg.
• A rectangle has an area of 36 square
units. If the dimensions of the rectangle
are x and y, what is the relationship
between x and y? Plot a graph to show
the relationship, this is an example of
inverse proportion,
1
𝑦𝑦 ∝
𝑥𝑥
• Collect date from the class e.g. handspan
and height. Plot a scatter graph. Draw a
line of best fit. Use the line of best fit to
estimate the handspan of someone
joining the class with a particular height.
31
SENIOR 3: TERM 2
TOPIC 6: BUSINESS MATHEMATICS 12 PERIODS
Competency: Learners should understand and apply business mathematics when solving problems.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Use a multiplier when • Review Senior 1, Topic 13. Recall the • Observe the learners in their groups
calculating percentage meaning of buying, selling, profit, loss, as they carry out the tasks below.
change. (u s) commission, discount and interest. During the process, are learners
b) Calculate compound interest. (u s) Research and write their own definitions communicating effectively?, are they
of mortgage, currency, income tax, learning from one another?, are they
c) Understand and calculate
appreciation and depreciation. creative and critical?
depreciation and appreciation. (u
s) • Explore and develop efficient ways of • A piece of sculpture and painting
calculating percentage change, use a together cost sh 21 000. The painting
d) Understand and convert local
multiplier e.g. 0.8 for a decrease of 20%, costs twice as much as the piece of
or foreign currencies. (u s)
1.05 for an increase of 5% sculpture. Find the cost of the painting.
e) Understand and calculate hire
• Which is the best savings account: 1% • The marked price of a set of curtains is
purchase. (u)
compound interest paid monthly, 3% sh 75 000, but there is a cash discount of
f) Describe and determines Mortgage compound interest paid every three sh 12.50 on every sh100. Find the cash
of assets. (u s) months, 6% compound interest paid price for the curtains.
g) Calculate income tax given every six months, 12% paid annually? • If a forex bureau buys Kenyan shilling at
income tax bands. (u) • Consider which assets appreciate, and the rate of UGX 42 per Kenya shilling,
which depreciate. find:
• In groups, find out about mortgages and • the amount in Uganda shillings paid out
make a poster to share with the class. by the Bureau in exchange for K shillings
Repeat for hire purchase. How much 625.
does it cost to borrow money? • the amount in Kenya shillings that can
• You are travelling to Kenya. How much be exchanged for Uganda shillings
will your Ugandan money be worth in 5460.
Kenya? How much does it cost to • Ashok invests UGX 100 000 in a
convert currency? savings account that pays 10%
• Draw a graph of income tax paid compound interest each year. Assuming
against annual salary using government no further money is invested and no
information about income tax bands. withdrawals are made, how many
years does it take to double his money?
32
SENIOR 3: TERM 2
TOPIC 7: TRIGONOMETRY 2 12 PERIODS
Competency: Learners should understand and apply the three basic trigonometric functions.

a) Determine trigonometric • Review the work of Senior 3, Topic 2, particularly the • In pairs, let the learners
ratios of angles greater graphs of trigonometric functions and their relationship discuss the following tasks.
than 900. (u s) with the unit circle Observe them as they discuss.
b) Use the graphs of Assess the learners on the
trigonometric functions to core values and generic skills
determine values of sine, Solve
cosine and tangent for
sin 0 = 0.5, 0° ::; 0 ::; 20°
any angle. (u s)
c) Apply sine and cosine rules 2
cos 0 = , −360° ::; 0 ::; 360°
to solve real life problems. 2
(k u s)
tan 0 = −1, −180° ::; 0 ::; 540°
• Use the graph to explain how values of the
trigonometric functions outside the interval [-90°,90°]
• The hour and minute hands
are related to values in that interval. Solve trigonometric
of a clock have lengths of
equations over different intervals.
44mm and 57mm
Derive and apply the sine and cosine rules. respectively.
(a) Calculate the distance
Derive the cosine rule by extending Derive the sine rule by using right angled triangles
Pythagoras’ theorem to non-right- between the ends of the
angled triangles hands when the angle
between the hands is 69°.
(b)Calculate the angle
between the hands when the
ends of the hands are 32mm
apart.
• 3. A pole 8.3 metres long
and a pole 11.5 metres
long are
placed on the ground with
two ends in contact with each
other. The distance between
the other two ends is 4.7
metres. Find the angle
between the two poles at the
point of contact.
33
SENIOR 3: TERM 2
TOPIC 8: MATRICES 12 PERIODS
Competency: Learners should understand and use matrices.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Define a matrix and states its What is a matrix and how is it defined? Observe the learners in their groups as
order.
When can matrices be added together?
(k) they carry out the tasks below. During
b) Know when matrices can be the process, are learners communicating
added or multiplied. (u s) effectively?, are they learning from
one another?, are they creative and
c) Find the determinant of a 2
critical?
× 2 matrix. (u s)
• Use matrices to solve the
d) Find the inverse of a 2 × 2 matrix
simultaneous equations
and understands why it may not be (a) 3x + 5y = 25
possible to do so. (k u s) When can matrices be multiplied together? 2x + 4y = 18
(b) m + 3n - 46 = 0
e) Apply knowledge of matrices in 2 −1 0 1 2 30 - 3m = 5n + 40
solving problems from real life A = ,B = 4 0
3 0 1
situation. (u s) −3 1 Use the matrix method to show that the
2 − 8 + 0 4 + 0 + 0 −6 4
AB = 3 + 0 − 3 6 + 0 +=1 0 following pairs of simultaneous equations
have no unique solutions. Why does this
BA is not defined. Usually AB ≠ BA
happen?
• The inverse matrix A-1has the property
that AA-1=A-1 A=I. Find out how to (a) 6x - 9y = 36
derive the inverse matrix for 2×2 2x - 3y = 5
matrices. (b) 3x - y = 45
9x - 21y = 135
a b 1 d −b
A = c d , A-1 = ad − bc −c a
ad-bc=determinant of A
What happens if det A = 0?
• Use matrices to solve pairs of linear
equations in two unknowns. Explore
what happens when there are no
solutions.
34
SENIOR 3: TERM 2
TOPIC 9: MATRIX TRANSFORMATIONS 12 PERIODS
Competency: Learners should understand and use matrices to transform shapes on a coordinate grid.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Identify transformation matrices • Find the matrix corresponding to the • Observe the learners as they carry out
for reflection, rotation and transformation by considering the images the tasks below. During the process, are
enlargement. (k u s) of the point I(1, 0), J(0, 1) and K(1, 1): learners communicating effectively?, are
b) Determine the image given (a) reflection in the line x + y = 0 they learning from one another?, are they
the object and transformation creative and critical?
(b)a 900 anti-clockwise rotation about
matrix, on a coordinate grid. (u the origin 1. O(0, 0), A(3, 0), B(3, 3) and C(0, 3) are
s) the
(c)an enlargement, centre the origin,
c) Identify the matrix of vertices of a square OABC. A1(4, 2), B1(6,
scale factor k. What do you notice about
transformation when the object 6) and C1(2, 4) are the vertices of
the determinant of the transformation
and its image are given. (u s) OA1B1C1, the image of OABC such
matrix?
that the origin is invariant. Find: (a) the
d) Determine the inverse of • Plot the following five triangles on transformation matrix
a transformation matrix. grid paper. (b) the area of OA1B1C1.
(u)
T1 (1, 1), (5, 1), (5, 3), 2. Describe the transformations defined
e) Use the inverse matrix to find
T2 (1, 1), (1, 5),(-1, 5) by the matrices
the object when the image is
given. (u s) T3 (-1, 1), (-5, 1), (-5, 3) 1 3
2− 2
f) Identify the relationship between T4 (-1, -1), (-5, -1), (-5, -3) and A= and
3 1
area scale factor and determinant T5 (1, -3), (1, -5), (5, -3) 2 2
of the transformation matrix. (u) Describe a single transformation that maps: −1 0
g) Determines asingle matrix (a) T3 onto T1. (b) T4 onto T5 (c) T1
B= 0 .1
for successive onto T2 (d) T4 onto T3 (e) T1 onto T4
transformations. (u) Evaluate AB and BA.
(f ) T4 onto T2, and determine the
Describe the transformation each
transformation
represents.
matrix. Determine the transformation
matrix to ‘undo’ each transformation. A shape P is subject to transformation AB
What do you notice? to give image PAB. The same shape P is
subject to transformation BA to give
• Investigate combining transformations
image PBA. Describe the single
and the corresponding transformation
matrices. transformation that will map PAB to PBA.
35
SENIOR 3: TERM 3
TOPIC 10: SIMULTANEOUS EQUATIONS 15 PERIODS
Competency: Learners should understand, form and solve simultaneous equations.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Solves simultaneous • Maureen buys 3 tins of peanut butter • Observe the learners as they work on
equations using substitution. and 5 tins of margarine for UGX 32 000. the tasks below. During the process, are
(u s) Zulaika buys 6 tins of peanut butter learners communicating effectively?, are
b) Solves simultaneous and 8 tins of margarine for UGX 59 they learning from one another?, are they
equations using elimination. 000. Musisi buys one tin of peanut creative and critical?
(u s) butter and one tin of margarine. How 1. Solve the following pairs of
much does he pay? simultaneous equations using
c) Draws graphs of simultaneous
equations and estimates the • How does the set of equations elimination method.
solution. (u s) 3x+5y=32 and 6x+8y=59, relate to the (a) 7x + 3y =
problem above? 32 3x + 12y =
d) Uses matrices to solve
simultaneous equations. (u s) • Explore different methods for solving 78 (b) 6y + 14
simultaneous equations including = 7x
substitution, elimination and use of 5x – 12 = 4y
matrices (Senior 3, Topic 8). 2. Use substitution to solve the
• Represent simultaneous equations simultaneous equations:
graphically. From Senior 3, Topic 1, plot 2x 3x + y = -2
–3 4x + 2y = 0
= y and y = 7 on the same set of axes.
3. Draw graphs for the following pairs
What are the coordinates of intersection?
of simultaneous equations, which
What do the values represent?
have no unique solutions. Why does
this happen?
(a) 6x – 9y =
36 2x – 3y
=5
(b) 3x – 7y = 45
9x – 21y =
135
(c) x+y=3
2y=6-2x
36
SENIOR 3: TERM 3
TOPIC 11: PROBABILITY 15 PERIODS
Competency: Learners should apply their understanding of probability to solve a wide range of problems.
LEARNING OUTCOMES SAMPLE

The learner should be able to: ASSESSMENT
STRATEGY
a) Understand the terms • Discuss the likelihood of different events and order them • Observe the learners as
random, experiment, from impossible to certain. Introduce the probability scale they work on the tasks
outcome, sample space, from 0 to 1. below. During the process, are
event and probability. (k learners communicating
u) effectively?, are they
b) Construct the learning from one another?,
probability space. (u s) are they creative and critical?
c) Determine probabilities from 1. Sara has the following
experiments and real life • In pairs, get an unbiased coin. Mark one side of the coin coins in her pocket bag:
data. (u s) as a ’head (H)’ and the second side as a ‘tail (T)’. Toss UGX 50; UGX 100; UGX
the coin 100 times, recording the outcome each time 200; UGX 500;
d) Differentiate between
e.g. H, T, T, ... Plot a graph to show the proportion of UGX 1000. She selects a
theoretical and experimental
heads after each throw. coin at random to put into a
probabilities. (k u s).
charity collection box.
e) Identify and understand
What is the probability that she:
mutually exclusive and
independent events. (k a) gives more than UGX 200
u) b) has less than UGX 800 left in
f) Use probability trees to her bag
determine the c) has more than UGX 300 left
probabilities of mutually in her bag
exclusive and d) gives at least 10% of the
independent events. (u s) money in her bag
g) Use Venn diagrams to e) gives more than one fifth of
determine probabilities. (u the money in her bag
s)
What do you notice as the number of tosses increases? 2. A class has 30 girls and 40
boys. The probability that a
Distinguish experimental and theoretical probabilities
boy selected at random is
• Play the horse race game (horses numbered 1 to 12, wearing stockings is 0.3. The
learners select a horse, two dice are thrown, their sum probability that a girl selected
determines which horse moves) at random is wearing
• Use a possibility space to record the possible outcomes stockings is 0.9.
when two dice are thrown Calculate the probability that
• Toss a pair of coins 100 times and record the a learner selected at random
outcomes, compare the outcomes with the possibility from the whole class:
space. Use the possibility space to determine the a) is a boy
theoretical probabilities.
b) is a girl wearing stockings
c) is not wearing stockings
37

STRATEGY
BAR CHART OF RESULTS POSSIBILITY SPACE 3. In a school, there is an Arts
Coin 1 Club, a Science Club, and a
Frequency of number of heads Mathematics Club. 30
when tossing two coins 100 times H T
H HH HT learners in one class, each
Use60a tree diagram to determine the theoretical probabilities belongs to either one or two
Coin 2
T TH TT of the clubs. 15 belong to
40
the Arts Club, 12 belong to
the Science Club, and 13
20
belong to the Mathematics
0 Club. Draw a Venn diagram.
0 1 2 What is the probability of
belonging to at least two clubs?
• Apply probability in a variety of contexts including those

that can be described using a Venn diagram (Senior 2,
Topic 13).
38
SENIOR 3: TERM 3
TOPIC 12: QUADRATIC EQUATIONS 15 PERIODS
Competency: Learners should understand and solve quadratic equations and relate them to the graphs.

STRATEGY
a) Determine the roots of • Review Senior 2, Topic 6. Create a table of values for • Observe the learners in their
quadratic equations using the quadratic equations: y=x2, y=x2-4, y=(x+1)2. Describe groups as they work on the
factorisation, completing the the transformations that link these graphs. Find the tasks below. During the
square and the formula. (k u solutions to the equations process, are learners
s) x2=0, x2=4, (x+1)2 = 0 communicating effectively?,
b) form a quadratic are they learning from one
How do the solutions relate to the graph?
equation given its roots. another?, are they creative
• A school has a rectangular garden with an area of 1000m2. and critical?
(u s)
Its length is 30m greater than its width. Find the dimensions
c) Make a table of values for 1. A room p metres long and
of the garden.
a quadratic function and (p- 3) metres wide has an area
• Explore completing the square to solve quadratic equations of 40m2. Obtain an equation
draws the graph. (k u s)
and relate to graphs in p. Find the value of p.
d) Link the solutions of a
• Generalise completing the square to derivation of the 2. The roots of a quadratic
quadratic equation with
quadratic formula for equation are -2 and 3, write
its graphical
representation. (k u s) 𝑎𝑎𝑥𝑥 ' + 𝑏𝑏𝑥𝑥 + 𝑐𝑐 = 0 down at least three different
equations that have these
e) Solve simultaneous −𝑏𝑏 ± 𝑏𝑏 ' − 4𝑎𝑎𝑐𝑐
roots. Sketch their graphs.
equations involving one 𝑥𝑥 = 2𝑎𝑎
quadratic equation and a 3. Try to solve x2 – 3x + 4 = 0 by:
• Investigate when quadratic equations have two distinct, a
linear equation. (u s) single (repeated) and no real solutions and match to the i) factorising
graphs. ii) completing the square
iii) formula
(a) For each
method, state briefly
the difficulty
encountered.
(b)What do you
conclude about the
solution set of x2 – 3x +
4=0
• Solve simultaneous equations involving a quadratic equation
and a linear equation, and represent them graphically. (c)Draw the graph of
y=x2 – 3x + 4.
What do you notice?
39
SENIOR 3: TERM 3
TOPIC 13: CIRCLE PROPERTIES 15 PERIODS
Competency: Learners should be able to understand and use circle properties to solve problems.

a) Identify arc, chord, sector • Recall and review Senior • Observe the learners in their groups as they work on
and segment. (k) 2, Topic 8. the task below. During the process, are learners
b) Relate angles made by • Apply the formulae for communicating effectively?, are they learning from one
an arc at the circumference (πd) and area of another?, are they creative and critical?
circumference and centre. a circle πr2 to find arc lengths Solve the problems below.
(u) and areas of sectors and
c) Determine the tangent, segments. (Note use
chord and angle properties trigonometry to derive area
of the circle. (u) of a triangle is
1
/2 ab sin C)
d) Determine and uses
the properties of a • Cut a right-angled triangle
cyclic quadrilateral. from a piece of paper. In
(u s) another piece of paper
make a slit so one corner of
e) Find the length of the
the triangle can fit through
common chord for
snugly. Move the corner
two intersecting
around, maintaining the snug
circles. (u s)
fit and trace the locus of the
f) Calculate the area of corner. What do you notice?
sectors and segments. (u Repeat for the other
s) corners.
• Find the centre of the

circle. For a given chord
measure the angle at the
centre and the angle at the
circumference of the major
segment. What do you
notice? Prove it. Repeat for
the minor segment.
• Use the results above to
derive and prove the
properties of cyclic
quadrilaterals.
• Investigate the properties
of tangents to a circle.
• Find the length of the
common chord when two
circles intersect.
40
SENIOR 4: TERM 1
TOPIC 1: COMPOSITE FUNCTIONS 20 PERIODS
Competency: Learners should be able to understand and use composite functions.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Understand and use Recall and review Senior 2, Topic 1. • Observe the learners in their groups as
function notation. (k u s) In pairs, consider the functions f(x) = 6x and they work on the tasks below. During the
b) Describe and understand g(x) = x + 5 process, are learners communicating
a composite function. (k u effectively?, are they learning from one
(a) What is f(3)? another?, are they creative and critical?
s)
(b)What is g(f(3))?
c) Work out the inverse of a 1. f(x) is the greatest number prime less
function and recognise the (c) What is g(3)? What is than x. Find: (a) f(40), (b) f(29)
graphical relationship between a f(g(3))? Is g(f(3)) the same as 2. If f(x) = 2x3 and g(x) = x – 1, find h(x)= f(g(x))
function and its inverse. (k u s) f(g(3))?
Find h(-1) (x), and sketch the graph of
(d) What is f(f(5))=f^2 function
(5)? Repeat for x. h with its inverse.
• Investigate the inverse function of a 3. Given f(x) = 2x and g(x) = x – 3, find;
given function. Illustrate graphically. (a) f3 (x) (b) f(x3) (c) g2 (x) (d)g(x^2)
What do you notice? By considering (e) gf(x) (f ) f(g(x)) (g) f(g(f(x)))
the domain and range of the function
and its inverse – explain why this
happens.
41
SENIOR 4: TERM 1
TOPIC 2: EQUATIONS AND INEQUALITIES 20 PERIODS
Competency: Learners should be able to understand, use and solve problems using equations and inequalities.

STRATEGY
a) Build formula from a) Review and build on Senior 2, Topic 5 and Senior 3, • Observe the learners in their
word statements. (u s) Topics 10 and 12. groups as they discuss the
b) Re-write a given formula b) Bayo, Ruth and John were all born on Independence Day, tasks below. During the
by changing the subject. but in different years. Bayo is one year older than Ruth. process of the presentation,
(u s) John’s age is 3 times Bayo’s age. are learners communicating
effectively?, are they
c) Solve equations and If Ruth is r years old, write down expressions for:
learning from one another?,
inequalities, representing the(a) Bayo’s age
are they creative and critical?
solutions on a number line
(b) John’s age 1. Alupo thinks of a number.
or graphically as appropriate.
(k u s) (c) How many years older than Bayo is John? Give your She carries out two
answer in terms of r calculations on the number.
(d)In 6 year’s time, John will be 6 years older than Bayo. First, she adds 5. Then she
How old is Ruth now? multiplies the sum by 3. Her
result is 27. What was
a) Solve quadratic inequalities and represent the solutions Alupo’s original number?
on a number line.
2. Sketch the region enclosed
b) Extend graphing inequalities to include quadratics. by the inequalities y≤4-x2
and y>2x-4.
42
SENIOR 4: TERM 1
TOPIC 3: LINEAR  PROGRAMMING 20 PERIODS
Competency: Learners should understand and use linear programming to solve problems.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Form linear inequalities based • Peter has Ugx 900 000. He want to buy • In pairs, let the learners discuss the
on real life situations. (u s) some apples and oranges. Apples cost UGX following task. Observe them as they
b) Represent the inequalities on 10 000 each and oranges cost UGX 600 discuss. Assess the learners on the core
the graph and identifies the each. He wants to buy at least 22 apples values and generic skills.
required region. (u s) and at least 10 oranges.The number of 1.A mother buys x note books at UGX
apples bought must be more than twice 600 each and y pens for UGX 800 each.
c) Find and interpret the optimum
the number of oranges bought. She has UGX 8000 to spend and there
solution of a set of linear
inequalities in two unknowns. (u In groups, discuss how to form the must be at least 4 note books and at
s) inequalities that must be satisfied. Plot least 4 pens.
them on a coordinate grid and propose a Write three inequalities in x and y that
solution. satisfy these conditions.
• Use linear programming to solve this Illustrate them graphically by shading
problem: A small business makes 3- out the unwanted regions. Write
speed and 10-speed bicycles. down the integer solution set.
o Factory A produces 16 3-speed and 2.A farmer has 32 acres on which to
20 10-speed bicycles each day. It costs plant corn and soybean.
UGX 100M each day to operate
For each acre of corn planted, the
factory A.
expenses are UGX 100 000, and for
o Factory B produces 12 3-speed and each acre of soybean planted it is UGX
20 10-speed bicycles each day. It costs 200 000.
UGX 80M each day to operate
Each acre of corn requires 100 bushels of
factory B.
storage and yields a profit of UGX 120 000.
An order for 96 3-speed bicycles and
Each acre of soybean requires 40 bushels
140 10-speed bicycles has just arrived.
of storage and yields a profit of UGX 180
How many days should each factory
000.
operate in order to fill the order at
minimum cost. If the total amount of storage space is
1920 bushels and the farmer has only
What is the minimum cost?
UGX 8M to pay for planting, how many
• In pairs, make up a linear acres of each crop should be planted
programming problem for your to maximize the profit?
peers.
What will the profit be?
43
SENIOR 4: TERM 2
TOPIC 4: LOCI 20 PERIODS
Competency: Learners should be able to understand and apply loci.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Describe common types of loci. (k u) • Recall and review the work in Senior 1, • Observe the learners in their groups as
b) Construct loci involving Topic 5 on loci. they work on the tasks below. During the
points under given • In pairs, draw a line AB 10 cm long. A process, are learners communicating
conditions. (u s) variable point P is such that angle APB = effectively?, are they learning from one
900 and AP another?, are they creative and critical?
c) Construct intersecting loci. (u s)
≤ PB. Discuss and construct the locus 1.Sketch and describe the locus of
d) Construct loci involving inequalities.
of P (link with Senior 3, Topic 13). point M, where M is the mid-point of
(u s)
• On a rectangular piece of paper, mark a chord of length 6 cm in a circle of
a point a few centimetres from the radius 5 cm.
centre of one edge. Fold the edge to 2.Find the equation of the locus of P
pass through the point multiple times such that AP is 5 units, where A is (2,
– to obtain the envelope below. 3).
3.Construct the locus to show the area
available to a cow tethered by a rope of
3m to a horizontal rail length 4m.
What is the area of the locus?
• What shape is the locus? Prove it by

adding a set of axes and using algebra.
• On a coordinate grid plot points A (2, 3)
and B (-4, 7). Construct and find the
equation of the perpendicular bisector
of AB.
A goat is tethered to the corner of a building.
Assuming the length of the rope is less
than the length of the sides of the
building, sketch the locus of the area
the goat can reach. What if the rope is
longer than one of the sides of the
building? Both sides of the building?
Construct the locus in each case.
44
SENIOR 4: TERM 2
TOPIC 5 LINES AND PLANES IN THREE DIMENSIONS 20 PERIODS
Competency: Learners should be able to understand and apply lines and planes in 3D to solve problems.
LEARNING OUTCOMES
ACTIVITIES STRATEGY
a) Applies Pythagoras theorem in Recall and review Senior 2, Topics 10 and 11. • Observe the learners in their groups as
3D to calculate the distance • Collect polyhedra and for each one, they discuss the task below. During the
between two points. (u s) record the number of faces, edges and process of, are learners communicating
b) Finds the angle between a line vertices Determine the relationship effectively?, are they learning from one
and a plane. (u s) between the number of vertices, another?, are they creative and critical?
c) Finds the angle between edges and faces. A wireless mast is held vertically by
two planes.(u s) • Construct a square based pyramid using four stays 10m long, fixed to the mast
four equilateral triangles and a square. at the same height and joined to the
Use Pythagoras’ theorem to determine four corners of a square on level
the perpendicular height of the pyramid, ground. If each stay is inclined at 600 to
check by measuring your model. the horizontal. Calculate the height of
the top of each stay and the side
• Construct a net for a square based
length of the square
pyramid whose perpendicular height is
half the length of the square. How many
of these will fill a cube?
• What is the angle between the
triangular faces and the square face?
What is the angle between the triangular
faces?
45
46
This section should be considered alongside the Assessment It is not possible to assess attitudes in the same way as
Guidelines. knowledge, understanding and skills because they are more
Assessing the new expectations for learning personal and variable and are long-term aspirations. This does
not mean that attitudes are not important. It means that we
The new curriculum sets new expectations for learning,
must value things that we cannot easily assess.
with a shift from Learning Outcomes that focus mainly on
knowledge to those that focus on skills and deeper So this guidance booklet focuses on knowledge, skills
understanding. These new Learning Outcomes require a and understanding. Each has its own implications for
different approach to assessment. learning and assessment.
The “Learning Outcomes” in the syllabuses are set out in
terms of Knowledge, Understanding, Skills, and Attitudes.
This is what is referred to by the letters k,u,s & a.
Knowledge The retention of information
Understanding Putting knowledge into a framework of meaning – the development of a

‘concept’.
Skill The ability to perform a physical or mental act or operation
To assess knowledge, skills and understanding we need to look for different things. Knowledge can be assessed to
some extent through written tests, but the assessment of skills and deeper understanding requires different approaches.
Because of this, the role of the teacher in assessment becomes much more important.
Knowledge
Knowledge is the easiest to assess because it is fairly straightforward to find out whether or not a learner has retained some information: a sim
Skills
Understanding
Assessing
Skills are the
deeper
abilityunderstanding
to perform a mental
is muchormore diffioperation,
physical cult, so we so
usually
we have
ask learners
to observe
to explain,
the skillcompare
being performed
or outline or
a process.
look at the
This
product,
can beordon
ou
Some skills, such as speaking or a physical education skill do not have a product so need to be observed.
1
ASSESSING
MATHEMATICS
Examinations
There will no longer be examinations or tests set at the The final examination at the end of Senior 4 will be very
end of every year. Instead, there will be a summing up different in nature, and will focus on the learners’ ability
of on-going teacher assessments made in the context to apply their learning in new situations, rather than on the
of learning. ability to recall information.
Formative Assessment
It is the use of the assessment data within this
If assessment is to make a difference to teaching and
cycle to improve learning that is key to the success
learning, then teachers must use the information they
and impact of formative assessment.
gain from assessment to make some change to the
It is this cycle that enables formative assessment to
teaching and
impact on learning:
learning process. This is formative assessment. If teaching
and learning stay the same, there would have been no • The syllabuses set out the learning outcomes
point in carrying out the assessment. The changes that • The lessons seek to achieve these outcomes
can be made include decisions about: • Assessment finds out whether or not the outcomes
• What needs to be learned next has been achieved
• Whether an element of the syllabus needs to be • This information guides the next steps in learning and
taught again in a different way so sets new learning outcomes
• Changing teaching approaches if necessary The process of teaching, making formative assessments
• Identifying learners who need more support, or who and then changing the teaching and learning in some way
are making exceptional progress can be seen as a cycle:
• Enabling learners to understand what they have to do
to improve
What changes need to Use of data to

be made to plans for improve Find these listed in the “Learning
Establish learning
future teaching and student Outcomes” column of the
outcomes
learning? learning syllabuses.
Collect and Analyze

Analyse, compare and evaluate Assessment Data
Looklearning against of
for examples expected learningopportunities
assessment outcomes. in the “Suggested Learning Activities” and the “Sample Assessment Strategies” columns of the syllabuses.
Develop
assessment
Actual
learning
and
Be ready to assess alongside learners where possible.
educational
experience
2
FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE.
3
ASSESSING
MATHEMATICS
How do we find the opportunity to make formative assessments?
In the new curriculum, the teacher’s assessment role is not These opportunities occur in three forms and are often called:
to write tests for learners, but to make professional
judgements about learners’ learning in the course of the • Observation – watching learners working (good for
normal teaching and learning process. The professional assessing skills)
judgement is about how far the learner meets the Learning • Conversation – asking questions and talking to
Outcomes that are set out in this syllabus. To make these learners (good for assessing knowledge and
judgements the teacher needs to look at how well the understanding)
learners are performing in terms of each Learning
Outcome. • Product – appraising the learner’s work (writing,
report, translation, calculation, presentation, map,
School-based formative assessment is a part of the diagram, model, drawing, painting etc). In this context, a
normal teaching and learning process, and so the “product” is seen as something physical and permanent
assessment opportunities will also occur during this that the teacher can keep and look at, not something
normal process. It is not something that needs to be that the learner says.
added on after learning; it is an integral part of it.
When all three are used, the information from any one
can be checked against the other two forms of
assessment opportunity (eg evidence from “observation”
can be checked against evidence from “conversation”
and “product”). This is often referred to as
“triangulation”.
Observation
Triangulation
Product Conversation
Triangulation of assessment opportunities
To find these opportunities, look at the syllabus units. These set out the learning that is expected and give
‘Sample Assessment Activities”, and in doing so they contain a range of opportunities for the three forms of
assessment.
4
Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and It is not possible to assess attitudes in the same way as
are part of the Learning Outcomes. It is therefore not knowledge, understanding and skills because they are more
necessary to assess them separately. It is the increasingly personal and variable and are long-term aspirations. This does
complex context of the subject content that provides not mean that attitudes are not important. It means that we
progression in the Generic Skills, and so they are assessed must value things that we cannot easily assess.
as part of the subject Learning Outcomes.
Record keeping
Keeping detailed records of learners’ individual progress is also unnecessary. It is much more useful to make an
always difficult with very large numbers of pupils. For overall assessment about whether or not each learner
the purposes of school-based formative assessment, it is met the Learning Outcomes for each Topic as a
not even always necessary to keep such detailed records whole.
anyway. If feedback is give immediately and action is
taken, then learning is changed and the record would Each Sub-Strand is made up of a number of Learning
soon become out of date and redundant. Outcomes. Therefore teachers need to consider all the
Learning Outcomes when making an overall judgement
Most formative class-based assessments are dynamic in about the Sub-Strand as a whole. It is not always
that they feed straight back into the teaching and learning necessary for every individual Learning Outcome to be
process. Therefore detailed records of these are not achieved for the Sib-Strand as a whole to be achieved.
appropriate. This will vary with the Learning Area and Topic.
What is needed is record of assessments of learners’ By looking at the Learning Outcomes within each Topic,
learning made in terms of each Topic or unit. This means it is possible to identify four broad groups of learners in
recording the on-going summative assessments of each terms of their achievements:
unit. There is no need to make separate records of each
of the Learning Outcomes because this would be very
time-consuming and
Descriptor
No Learning Outcome (LO) achieved
Some LOs achieved, but not sufficient for overall achievement
Most LOs achieved, enough for overall achievement
All LOs achieved – achievement with ease
5
ASSESSING
MATHEMATICS
There is no need to set a test to find this out. each category for different subjects and units. They will
These overall assessments should be made on the basis also identify easily those learners who need extra support
of the many formative assessments that the teacher has or who may not be ready to move on to the next grade
made during the course of teaching the unit. If teachers at the end of a year.
have been If records are kept of the learning outcomes of each
working with the learners over the course of the unit, they syllabus unit through the year, then there will be no need
will be able to make a broad judgment about which for an end of year test. Teachers will already have a
learners have achieved or have failed to achieve the unit’s record of those learners who have met the learning
overall Learning Expectation. These “Authentic outcomes, and those who have not done so. Therefore
Assessments” will be more valid and valuable than a test teachers will know if there were any learners not ready
set by the school. to progress to the next grade.
Recording these overall assessments will be simple, An overall record should be made of the individual
manageable and yet valuable, and can be recorded on a unit assessments by subject in terms of the 4
sheet such as the one below in which the categories are descriptors. If numbers (0-3) are used as identifiers,
indicated with a number. then it will be possible to arrive at an overall number for
Although a very simple process, these four categories will a year by aggregating the identifiers for each unit.
give rich data when a comparison is made between the
learners in
Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3
In the example below, the table shows the end-of-unit assessment for six learners.
Mathematics
T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3
Learner D 1 1 2 1 1 2 1 1 2 1
Learner E 0 1 2 1 0 1 0 1 1 1
Learner F 0 0 1 0 0 1 0 0 1 0
This method will give much more information than using can even see that more learners achieved success in Topic 9
a tick. For example, at a glance it can be seen that learners than Topic 7.
A & B are achieving much higher than learners E & F. It can
be seen that Learner C has improved during the year. We
6
All of this is very valuable assessment information

and can be used to improve learning.
This summative teacher assessment will contribute to the
final grade of the School Leaving Certificate.
7
ASSESSING
MATHEMATICS
Glossary of Key Terms
TER DEFINITI
M ON
One in which learners develop the ability to apply their learning with confidence in a
Competency Curriculum
range of situations.
The design or adaptation of learning experiences to suit an individual learner’s
Differentiation
needs, strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to
Formative Assessment
tasks, in order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those
Generic skill
subjects. These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel
Inclusion
confident, respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, under-stand, or be able
Learning Outcome
to do within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular Learning
Process Skill
Area; enables a learner to apply the knowledge and understanding of the
Learning Area.
An activity which gives a learner the opportunity to show the ex-tent to which
Sample Assessment Activity s/he has achieved the Learning Outcomes. This is usually pat of the normal
teaching and learning process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a
Suggested Learning Activity
formative assessment to be made.
8
>Ì>CÕÀÀVÕÕ
DiÛi« iÌ CiÌÀi
Ministry of Education, Science, Technology and Sports,
*°"° BÝ ÇääÓ] K>«>>] 1}>`>
Website: www.ncdc.go.ug

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MinistryofofEducation,

Ministry Education and Sports

The aims of secondary education in Uganda are to:

The reform also aimed at reducing the content

To meet these requirements, the reforms are based on:

PREVIOUS KNOWLEDGEBASED CURRICULUM

STUDENT STUDENT STUDENT STUDENT STUDENT

TEST AND SUMMATIVE ASSESSMENT

NEW COMPETENCE BASED CURRICULUM

STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,

FEEDBACK AND INTERACTION

THE NEW CURRICULUM

personal and professional development

Responsible and patriotic citizens who:

Lifelong learners who:

Positive contributors to society who:

Generic Skills Communication

Evaluate diﬀerent solutions Interpret and interrogate mathematical data

Creativity and innovation • Use technology to create, manipulate and

CRITICAL THINKING AND PROBLEM SOLVING

Mathematics is a compulsory subject from Senior 1 to 4

Teaching and Learning: Mathematics

SENIOR 1 TOPI DURATION

SENIOR 2 TOPI DURATION

SENIOR 3 TOPI DURATION

SENIOR 3 TOPI DURATION

SENIOR TOPI DURATION

Competency: Learners should plot and interpret points in a range of contexts.

LEARNING OUTCOMES SUGGESTED LEARNING

2. Two vertices of a square are at the points

Competency: Learners should be able to explore number patterns and sequences.

d) 3, 6 and 9 are the 1 , 2 and 3

a) Write down the first five members of

LEARNING OUTCOMES SAMPLE ASSESSMENT

a)Make a tally chart to sort the data.

diﬀerent representations school? How much time is spent in Soroti 20:30

LEARNING OUTCOMES SUGGESTED LEARNING

• Investigate situations where

a) How far did Atim walk to reach her

others can’t e.g.

• Play foxes and chickens – where

Multiply pairs of linear expressions (x+a) to

Extend to 3D starting with cubes and cuboids

• Apply the formulae for

Competency: Learners should be able to understand and apply rotation as a transformation.

4. Investigate rotating diﬀerent shapes on

Competency: Learners should be able to manipulate surds.

Competency: Learners should be able to use sets to solve problems.

LEARNING OUTCOMES SAMPLE ASSESSMENT

On separate graphs, plot graphs of x and y against θ°

• Introduce the functions on the calculator. Relate the

• Draw a cumulative frequency graph

LEARNING OUTCOMES SAMPLE ASSESSMENT

Competency: Learners should understand and use matrices.

Competency: Learners should understand, form and solve simultaneous equations.

LEARNING OUTCOMES SAMPLE

LEARNING OUTCOMES SAMPLE

• Apply probability in a variety of contexts including those

LEARNING OUTCOMES SAMPLE

LEARNING OUTCOMES SUGGESTED LEARNING