SS2 FIRST TERM SCHEME OF WORK FOR

FURTHER MATHS 2021/2022 ACADEMIC SESSION

WEEK TOPIC NO OF PERIOD

1 Calculating & Processing 3
Devices
2 Calculating & Processing 3
Devices
3 Binary Operation 3
4 Logic-Compound Statement 3
5 Permutation 3
6 Revision and CA -
7 CA and Mid Term Break -
8 Combination 3
9 The Binomial Theorem 3
10 The Binomial Theorem 3
11 Revision -
12 Examination -
13 Compilation of Result -
 LESSON PLAN FOR WEEK ONE

WEEK 1

DATE: September 13rd – 17th, 2021

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Calculating and Processing Devices.

SUB TOPIC: Conversion of binary numbers to number in other bases and

vice-versa

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables

REFERENCE BOOK: Further Mathematics Project 2 by Kalejaiye et.al

PREVIOUS KNOWLEDGE: The students are familiar with the topic in SS1.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Define computer.

2. Convert binary numbers to numbers in other bases and vice-versa.

CONTENT:

1st Period

CALCULATING AND PROCESSING DEVICES

There are different devices which are used in calculating and processing
data. Examples are: the abacus, slide rule, desk calculator, hand calculator
and computer.

THE COMPUTER: This is an automatic machine consisting of mechanical and

electro-mechanical and electronic components which aids in performing
different operations.
 CONVERSION FROM NUMBER SYSTEM TO ANOTHER

1. BINARY TO DECIMAL:

EXAMPLE 1

Convert to numbers in the decimal system.

a. 1001two b. 1356eight

SOLUTION

1a. 13020110two = 1× 23 + 0 × 22 + 0 × 21 + 1 × 20

=8+0+0+1

= 9ten

b. 13325160eight = 1× 83 + 3 × 82 + 5 × 81 + 6 × 80

= 512 + 192 + 40 + 6

= 750ten

1. DECIMAL TO BINARY:

EXAMPLE 2

Convert the following decimal numbers to a base two number.

a. 26 b. 345

SOLUTION

2a. 2610 to binary

2 26

2 13 -0

2 6 -1

2 3 -0

2 1 -1

2 0 -1

2610 = 110102
b. 34510 to binary

2 345

2 172 -1

2 86 -0

2 43 -0

2 21 -1

2 10 -1

2 5 -0

2 2 -1

2 1 -0

2 0 -1

34510 = 1010110012

EVALUATION: The teacher evaluates the students thus:

Further Mathematics for SS2 by Kalejaiye et.al, pg 57, Ex 6a, No 1c, 1d, 2b.

1. Convert the following numbers to base two numbers

a. 267

b. 89

2. Convert to numbers in the decimal system.

b. 11101.

ASSIGNMENT: Further Mathematics for SS2 by Kalejaiye et.al, pg 57, Ex

6a, No 1e, 2d, 2e.

1. Convert the following numbers to base two numbers

a. 528

2. Convert to numbers in the decimal system.

d. 1456eight. e. 1221three
 2nd Period

BINARY TO DECIMAL

Conversion of numbers from binary to octal system is in two stages. First

convert to decimal (base ten), then convert the first stage result to base
eight.

EXAMPLE 1

Convert 1101two to base 8 notations.

SOLUTION

STAGE ONE: Convert to base ten

13120110 = 1× 23 + 1 × 22 + 0 × 21 + 1 × 20

=8+4+0+1

= 13ten

STAGE ONE: Convert from base ten to base eight.

8 13

8 1 -5

8 0 -1

11012 = 158

CONVERSION OF DECIMAL FRACTION TO BINARY FRACTION

1. Multiply the decimal successively by 2 until there is only zero to the

right of the decimal point. If there is no carrying across the point, put
zero.

2. At each stage only the digits to the right of the point should be
multiplied by two.

3. For the answer, assemble the figures to the left of the point starting
with the first product.

EXAMPLE 2

Convert 0.875ten to binary.

 SOLUTION

2. 0. 8 7 5

× 2

1. 7 5 0 - 1st product

× 2

1. 5 0 0 - 2nd product

× 2

1. 0 0 0 - 3rd product

0.875ten = 0.111two

CONVERSION OF BINARY FRACTION TO DECIMAL FRACTION

EXAMPLE 3

Convert 11.1001two to decimal form.

SOLUTION

3. 1110.1-10-20-31-4 = 1 × 21 + 1 × 20 + 1 × 2-1 + 0 × 2-2 + 0 × 2-3 + 1 × 2-4

1 1 1 1
=2+1+1× + 0 × 2+ 0 × 3 + 1 × 4
2 2 2 2

= 2 + 1 + 0.5 + 0 + 0 + 0.0625

= 3.5625ten

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking them
to mention three calculating devices.

STEP 2: The students mention the following calculating devices: abacus,

computer, slide rule and calculator.

STEP 3: The teacher gives the students worked examples on how to

convert from binary numbers to number in other bases and vice-versa.
STEP 4: The teacher gives the students worked examples on how to
convert decimal fraction to binary fraction and vice-versa.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 5: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by Kalejaiye et.al, pg 57, Ex 6a, No 3a, 5a & 5b.

3a. Express 10101two to the octal system.

5. What are the decimal equivalents of?

a. 11.1101

b. 101.0101

ASSIGNMENT: Further Mathematics 2 by Kalejaiye et.al, pg 57, Ex 6a,

No 3b, 5c, 5d, 5e.

3b. Convert 2543six to a base eight number

5. What are the decimal equivalents of?

a. 1110.10011

b. 101011.1011

c. 0.10111

HOD REMARK:

LESSON ASSESSMENT:
 LESSON PLAN FOR WEEK TWO

WEEK 2

DATE: September 20th – 24th, 2021

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Calculating and Processing Devices.

SUB TOPIC: Addition, Subtraction, Multiplication and Division of Number

Base.

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables

REFERENCE BOOK: Comprehensive Mathematics for SSS by DB Adu.

PREVIOUS KNOWLEDGE: The topic has been introduces to the students

in previous lesson.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Add, subtract, multiply and divide in various bases.

2. Solve other cases of number base.

CONTENT:

1st Period

ADDITION AND SUBTRACTION IN NUMBER BASE

The approach here is also different from what is obtainable under base ten,
the only caution being the use of the base as a bundle in each case.

EXAMPLES

1. Evaluate the following.

a. 321six + 25six

b. 1011 + 1011(base two)

c. 1101 - 11(base two)

SOLUTION

a. 321six + 25six

3 2 1

+ 2 5

3 5 0

b. 1011 + 1011(base two)

1 0 1 1

+1 0 1 1

10 1 1 0

c. 1101 - 11(base two)

1 1 0 1

- 1 1

1 0 1 0

EVALUATION: The teacher evaluates the students thus:

1. Simplify and express your answer in the given base.

a. 1010two – 101two

b. 10111000two – 10011two

c. 1101011two + 111110two

ASSIGNMENT:

1. Find the missing number, if the following addition is in base seven

3 2 0 1

4 5 2

x x x x

+ 1 1 1
 1 2 1 0 3

2. Simplify the following:

a. (4001five – 2304five) + 234five

b. 253seven – (64seven + 136seven)

c. If 3014five = 2112five + yfive. What is the value of y?

2nd Period

MULTIPLICATION AND DIVISION IN NUMBER BASE

EXAMPLES

1. Evaluate 321six × 25six

2. Find the product of 1011two and 1101two

3. 231four × 10101two = Msix. Find M.

4. Divide 314five by 24five

SOLUTION

1. 321six × 25six

3 2 1

× 2 5

2 4 4 5

+ 1 0 4 2

1 3 3 0 5
2. 1011two × 1101two

1 0 1 1

× 1 0 1 1

1 0 1 1

0 0 0 0

1 0 1 1

+1 0 1 1

10 0 0 1 1 1 1

3. 231four × 10101two = Msix.

2231104 = 2 × 42 + 3 × 41 + 1 × 40

= 32 + 12 + 1

= 4510

14031201102 = 1 × 24 + 0 × 23 + 1 × 22 + 0 × 21 + 1 × 20

= 16 + 0 + 4 + 0 + 1

= 2110

4510 ×2110 = 94510

6 945

6 157 -3

6 26 -1

6 4 -2

0 -4

M = 4213six

4. 314five ÷ 24five

3211405 = 3 × 52 + 1 × 51 + 4 × 50
 = 75 + 5 + 4

= 8410

21405 = 2 × 51 + 4 × 50

= 10 + 4

= 1410

8410 ÷ 1410 = 610

5 6

5 1 -1

0 -1

314five ÷ 24five = 11five

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking them
to define binary system.

STEP 2: The students define binary system as the system of counting of

numbers in base two.

STEP 3: The teacher gives the students worked examples on how to

convert from binary numbers to number in other bases and vice-versa.

STEP 4: The teacher gives the students worked examples on basic

operation in number bases.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 5: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

1. Evaluate the following:

a. 3112six × 34six

b. 111two × 101two

c. Divide 2115seven by 12seven

HOD REMARK:
LESSON ASSESSMENT:

LESSON PLAN FOR WEEK THREE

WEEK 3

DATE: September 27th – October 1st, 2021

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Binary Operations.

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables

REFERENCE BOOK: Further Mathematics 2 by Kalejaiye et.al

PREVIOUS KNOWLEDGE: The students know the basic operations in

Mathematics.

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able
to:

1. identify different notations for sets on real number line.

2. apply properties of binary operations.

CONTENT:

1st Period

BINARY OPERATIONS

Before discussing the above concepts, we have to review different notations

for sets on the real number line.

NOTATION FOR SETS ON THE REAL NUMBER LINE

1. THE NATURAL NUMBERS, N: These are the counting numbers: (1, 2, 3,

4…). It is sometimes written as N = {x : x is a positive whole number }

2. THE INTEGERS, Z: The integers are the numbers{0 ,± 1 ,± 2 , ±3 , … },

written as Z = { x : x is an integer }

3. THE RATIONAL NUMBERS, Q: A rational number is a number which can

be expressed in the form p/q, where p and q are integers with no
 common factor. Moreover q must not be zero or can be greater than p.
1 3
2 2 {
p
Examples are: , . Q can be written as Q = x : x= , q ≠ 0 , p , qϵ z
q }
4. THE IRRATIONAL NUMBERS, Q’: Irrational numbers are numbers which
cannot be expressed in the form p/q. Examples are:√ 2 , π ,and e

5. THE REAL NUMBERS, R: The real numbers are all the numbers, positive
and negative, rational and irrational which can be represented by
points on the real number line.

If two numbers are added, the result is a real number. Similarly, if one real

Number is subtracted from one real number; the result is a real number.

Addition and subtraction are examples of rules of combining real numbers. In

Mathematics such rules are called binary operations and can stand for +,
-,

×or÷ , according to the context of discussion.

Given a set of element A, then a binary operation * on the set A, is a rule of

Combination which assigns to each ordered pair of elements a, b, ϵ A, a

unique

element c ϵ A. Symbbolically we write c = a * b

EXAMPLE 1

Consider the set of positive integers Z+ = {+1 ,+ 2 ,+ 3 ,… }, discuss whether

a. addition b. subtraction

c. multiplication d. division are binary operation on Z+

SOLUTION

1a. ADDITION: If we add any two positive integers, their sum will also give
positive integers. E.g. 2 + 6 = 8. Thus, addition is a binary operation
on the set of positive integers.

b. SUBTRACTION: The difference between any two positive integers does

not always yield positive integer.

E.g. 5 – 3 = 2 (positive integer)

3 – 5= - 2 (negative integer)
Thus, subtraction is not a binary operation on the set of positive integers.

c. MULTIPLICATION: This is also a binary operation on the set of positive

integers. E.g. 3× 4 = 12

d. DIVISION: Division is not a binary operation on the set of positive

integers, since the quotient of two positive integers may not be integer
at all. E.g. 7 ÷ 2 = 3.5, which is not an integer.

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by Kalejaiye et.al, pg 68, Ex 8a, No 1a – 1e.

1. Which of the following are binary operations on the set?

a. addition on the set of all odd positive integers.

b. division on the set of all integers.

c. multiplication on the set of all positive integers.

d. subtraction on the set of all real numbers.

e. subtraction on the set of all natural numbers.

ASSIGNMENT: Further Mathematics 2 by Kalejaiye et.al, pg 68, Ex 8a,

No 1f – 1j.

1. Which of the following are binary operations on the set?

f. multiplication on the set of all natural numbers.

g. addition on the set of all rational numbers.

h. subtraction on the set of all rational numbers.

i. division on the set of all natural numbers.

j. subtraction on the set of integers.

2nd Period

PROPERTIES OF BINARY OPERATIONS

1. CLOSURE: A binary operation * on a set A is said to be closure

property, if and only if for a, b ϵ A, we have a * b = c ϵ A
2. COMMUTATIVITY: A binary operation * on a set of elements in A is said
to be commutative, if and only if for a, b ϵ A, we have a * b = b * a

3. ASSOCIATIVITY: A binary operation * on a set of elements in A is said to

be associative, if and only if for a, b, c ϵ A, we have a * (b * c) = (a * b)
*c

4. DISTRIBUTIVITY: A binary operation * on a set of elements in A is said

to be distributive over the binary operation o on the same set of
elements, if and only if for a, b, c ϵ A, we have a * (b o c) = (a * b) o (a
* c)

5. IDENTITY ELEMENT: An element e in a set A, is said to be an identity

element with respect to the binary operation * on A, if and only if, for
every, a ϵ A, we have a * e = e * a = a

EXAMPLE

Consider se A = { -1, 0, 1}, examine whether the set is closed under

1. Addition

2. Multiplication

SOLUTION

1. Addition

+ -1 0 1
-1 -2 -1 0
0 -1 0 1
+1 0 1 2

Since – 2 and + 2 are not element of A, then A is not closed under

addition.

2. Multiplication

× -1 0 1
-1 1 0 -1
0 0 0 0
+1 -1 0 1

Since all the elements in our result are members of A, we conclude

that A is closed under multiplication.
EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by Kalejaiye et.al, pg 70, Ex 8b, No 1a, 1c, 2a.

1. Examine the following sets with regard to closure under addition

a. {0, 1}

c. {- 1, 0, 3}

2. Examine the following sets regard to closure under multiplication

a. {1, 0}

ASSIGNMENT: Further Mathematics 2 by Kalejaiye et.al, pg 70, Ex 8b,

No 3.

3. Is the set of integers closed under

a. addition

b. subtraction

c. multiplication

d. division?

3rd Period

PROPERTIES OF BINARY OPERATIONS

1. EXAMPLE

Discuss the properties of the binary operations of addition on the set of real

numbers.

SOLUTION

Consider a, b, c ϵ R

ADDITION

i. is commutative since a + b = b + a

ii. is associative since a + (b + c) = (a +b) + c

iii. is not distributive over multiplication since a + bc ≠ (a + b) . (a + c)

iv. has an identity element 0, since a + 0 = 0 + a = a

SUBTRACTION

i. is not commutative since a - b ≠ b - a

ii. is not associative since a - (b - c) ≠ (a -b) + c

iii. is not distributive over multiplication since a - bc ≠ (a - b) . (a - c)

iv. does not have an identity element 0, since a - 0 = 0 - a ≠ a

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking them
to define natural numbers.

STEP 2: The students define natural numbers as a counting numbers

STEP 3: The teacher explains to the students different notation for sets
on a real number line with worked examples.

STEP 4: The teacher explains to the students properties binary operations

with worked examples.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 5: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by Kalejaiye et.al, pg 70, Ex 8b, No 7 - 14.

Use the elements of the set of natural numbers {1, 2, 3, 4 ….}, to illustrate
your answers to Questions 7 - 14

7. Is division commutative?

8. Is addition associative?

9. Is addition commutative?

10. Is addition associative?

11. Is subtraction commutative?

12. Is subtraction associative?

13. Is multiplication commutative?

14. Is multiplication associative?

ASSIGNMENT: Further Mathematics 2 by Kalejaiye et.al, pg 70, Ex 8b,

No 19.

19. Examine the distributive property of

a. addition over multiplication

b. multiplication over division on the set of positive real numbers

HOD REMARK:

LESSON ASSESSMENT:
 LESSON PLAN FOR WEEK FOUR

WEEK 4

DATE: October 14th – October 18th, 2019

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Logic-Compound Statement.

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables and chart

REFERENCE BOOK: Further Mathematics Project 2 by Kalejaiye et.al

PREVIOUS KNOWLEDGE: The students are familiar with the topic in

previous class.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Form a compound statement.

2. Form tables for a compound statement.

CONTENT:

1st Period

LOGIC-COMPOUND STATEMENT

A simple statement is either true or false but not both. If a statement is true,
its negation is false. Similarly if a statement is false, its negation is true.
Statement are denoted by lower case letters like p, q, r and s. The negation
of statement p is denoted by ~ p.

A table which shows whether ~p is true or false when p is true or false is

called the truth table of ~p. When a statement is true, this fact will be
denoted by 1. When it is false, it will be denoted by 0. Table 1 shows truth
table of ~p

P ~p
1 0
 0 1
Table 1

FORMING A COMPOUND STATEMENT

Two simple statements which are joined by a connective such as ‘and’, ‘or’
e.t.c. form a compound statement.

Examples of compound statement are:

Olu is hungry and he eats ________________ (1)

The car is blue or green __________________ (2)

2 ¿ 5 and 5 ¿ 6 __________________________ (3)

The compound statement (1) consist of two simple statement joined by ‘and’

Olu is hungry

He eats

Statement (2) consist of two simple statement joined by ‘or’

The car is blue

It is green

Statement (3) is formed from two simple statement joined by ‘and’

2¿5

5¿6

EXAMPLE

1. Which two simple statements form the following compound statement

a. Musa is an athlete or a footballer

b. 4≥2

c. 5 is an integer between – 2 and 10.

SOLUTION

1a. Musa is an athlete

Musa is a footballer

b. 4¿2
 4=2

c. 5 is an integer.

5 lies between – 2 and 10

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by Kalejaiye et.al, pg 87, Ex. 10a, No 1.

1. Form three compound statement from the following simple statements

using the connective ‘and’

a. Nigeria is a country of black people.

b. Nigeria has the smallest population in Africa.

c. Nigeria has the highest number of motor accident in the world.

ASSIGNMENT: Further Mathematics 2 by Kalejaiye et.al, pg 87, Ex. 10a,

No 2 & 3.

2. Form three compound statement from the following simple statements

using the connective ‘or’

a. A car has 8 wheels.

b. A car has an engine.

c. A car has no steering.

2nd Period

TRUTH TABLES

If two simple statement p and q are joined by ‘and’, the compound

statement ‘p and q’ is called conjunction of p and q and written as p ^ q, p ^
q correspond to P ∩ Q in the algebra sets.

1. If p is true and q is true, then p ^ q is true.

2. If p is true and q is false, then p ^ q is false.

3. If p is false and q is true, then p ^ q is false.

4. If p is false and q is false, then p ^ q is false.

 P q p^q
1 1 1
1 0 0
0 1 0
0 0 0
Table 2: Truth table of p ^ q

If two statement p and q are joined by ‘or’, the compound statement ‘p or q’

is called disjointion of p and q and is written as p ∇ q. It correspond to P ∪ Q
in se algbera.

1. If both p and q are true, then p ∇ q is true.

2. If one of p and q is true, then p ∇ q is true.

3. If both p and q are false, then p ∇ q is false.

Table 3 shows the truth table of p ∇ q.

P q p∇q
1 1 1
1 0 1
0 1 1
0 0 0
Table 3: Truth table of p ∇ q

EXAMPLES

1. Which of the following statements are true?

a. 12 = 2 × 5 + 2 and – 3 × - 4 = - 12

b. 12 = 2 × 5 + 2 or – 3 × - 4 = - 12

2. Prepare a truth table for ~p ∇ q

SOLUTION

1a. Let p stand for 12 = 2 × 5 + 2

Let q stand for – 3 × - 4 = - 12

Since p is true, q is false; ‘p and q’ is false.

b. Since p is true, q is false; ‘p or q’ is true.

2.

P ~p q ~p ∇ q
1 0 1 1
 1 0 0 0
0 1 1 1
0 1 0 1

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by Kalejaiye et.al, pg 87, Ex. 10a, No 9.

1. If p is true statement, q is false statement and r is a true statement,

determine if the following are true. Give reasons.

a. p∇q

b. p^q

c. p^r

d. p∇r

e. r∇q

f. ~q ^ r

g. ~p∇q

h. ~ p ∇ ~r

i. ~q^~p

ASSIGNMENT: Further Mathematics 2 by Kalejaiye et.al, pg 88, Ex. 10a,

No 10.

10. Complete the following table.

a.

p q ~p ~q P ^~q
1 1 0 0
1 0 0 1
0 1
0 0
b.

p q ~p∇q
1 1
1 0
0 1
0 0
 3rd Period

TRUTH TABLES

EXAMPLE 1

Prepare the truth table for (p ∇ q) ^ r.

SOLUTION

p q R p∇q (p ∇ q) ^ r
1 1 1 1 1
1 1 0 1 0
1 0 0 1 0
1 0 1 1 1
0 1 1 1 1
0 1 0 1 0
0 0 1 0 0
0 0 0 0 0

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking them
to differentiate between statement and sentence.

STEP 2: The students define statement and sentence as a word joined

together to a give a meaning.

STEP 3: The teacher explains to the students how to form a compound

statements using a connective ‘and’, ‘or’e.t.c .

STEP 4: The teacher explains to the students with worked examples the
truth table of a compound sentence.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 5: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

EVALUATION: The teacher evaluates the students thus:

Further Mathematics 2 by Kalejaiye et.al, pg 88, Ex. 10b, No 3.

3. If p and q are true statements, determine the truth of the following
statements.

a. p ∇ (~p)

b. p ∇ (~q)

c. ~(p ^ ~ q)

d. (p ^ q) ∇ p

e. ~(p ∇ ~ p)

f. ~(p ∇ ~q)

g. ~p∇q

h. ~(p ∇ q) ^ p

HOD REMARK:

LESSON ASSESSMENT:

LESSON PLAN FOR WEEK FIVE

WEEK 5

DATE: October 21st – October 25th, 2019

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Permutation.

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables, calculator

REFERENCE BOOK: New Further Mathematics Project 2 by MR Tuttuh

Adegun et.al
PREVIOUS KNOWLEDGE: The students are familiar with basic arithmetic.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. The meaning of permutation.

2. Use permutation in solving problems.

CONTENT:

1st Period

PERMUTATION

Permutation is the arrangement of objects taking into account the different

orders or arrangement.

n!
Generally pr =
n
is the permutation of n objects taking r at a time.
( n−r ) !

Recall that: n! = n(n – 1)(n – 2) × ……. ×3 × 2× 1

= n(n – 1)!

If we put n = 1

Then 1! = 1 ×0!

So in our factorial notation, we define 0! = 1

EXAMPLES

1.Evaluate each of the following.

a. 6
p2

b. 5
p2

SOLUTION

1a. 6
p2

6!
=
( 6−2 ) !

6!
=
4!
 6 ×5 × 4 !
=
4!

= 6 ×5

= 30

b. 5
p2

5!
=
( 5−2 ) !

5!
=
3!

5× 4 × 3 !
=
3!

= 5×4

= 20

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 2 by MR Tuttuh Adegun et.al, pg 76, Ex. 5,

No 1a - 1d.

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 76, Ex. 5, No 3.

2nd Period

CYCLIC PERMUTATION

In cyclic permutation, we are concerned about arrangement of things about

a circular object.

Suppose we wish to find the number of permutation of five people round a

circular table. Since a round object has no beginning and no end, we may fix
one person and permute the remaining four round the one person. The
number of ways of doing this 1 × 4! Ways. Similarly, the number of
permutation of n people round a circular table is obtained by fixing one
person and permuting the remaining (n – 1) about the fixed person. The
number of ways of doing this is 1 × (n – 1)! Ways.

EXAMPLES
1. In how many ways can five members of a board of directors of a
company be seated around a circular table?

2. In how many way 7 beads of different colours be threaded in a circular

ring?

SOLUTION

1. The number of ways 5 members can be seated = 1 × 4!

=4×3×2×1

= 24 ways

2. This is a cyclic permutation of 7 things round a ring which can be

turned over.

1× ( 7−1 ) !
The number of ways of doing this =
2

6!
=
2

= 360

In general, the number of ways of arraging n fixed objects around a circular

1 ( n−1 ) !
ring which can be turned over = ways
2

EVALUATION: The teacher evaluates the students thus:

1. In how many ways can eight member of a committee be seated around

a circular table?

2. In how many ways 10 beads of different colours are threaded in a

circular ring?

3rd Period

PERMUTATION INVOLVING INDISTINGUISHABLE OBJECTS

In general, the number of ways of permuting n objects taking n at a time

with n objects alike, n2 objects alike …. n1 objects alike and n1 + n2 + n3 +
n!
……n1 = n is
n1 ! n2 ! n 3 ! … .. n1 !
EXAMPLES

1. Find the number of different permutation of the letters of the word

EXCELLENCE.

SOLUTION

1. There are 4Es, 2Cs, 2Ls

Althogether there are 10 letters, hence total number of permutation

10 !
=
4!2!2!

10× 9 ×8 ×7 × 6 ×5 × 4 !
=
4 ! 2! 2 !

= 37800

CONDITIONAL PERMUTATION

Sometimes restriction can be placed on the order of arrangements of objects

that are to be permuted. If that happens, the permutation is said to be
conditional.

EXAMPLE

1. Find the number of ways of permuting the letters of the word HELL
such that:

a. The 2Ls will always be together.

b. The 2Ls will always be apart.

SOLUTION

1a. If the 2Ls must always be together, we can lump them as follows

H E LL

The number of permutation of these letters = 3!

= 6 ways.

b. Taking the 2Ls, the letters of the word HELL can be permuted in 2!
ways
 * H * E *

Any of the 2Ls can occupy any of the starred positions in three ways.
Once this is accomplished, the remaining L can occupy the two vacant
starred position in two ways.

Hence the total number of arrangement will be 2! × 3 × 2. But the 2Ls

have been considered as being distinguishable.

2! × 3× 2
The number of permutation of the letters =
2!

= 6 ways

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking them
to define permutation.

STEP 2: The students define permutation as the arrangement of objects

taking into account the different orders or arrangement.

STEP 3: The teacher gives the students worked examples using the
formula pr to determine the number of ways of permutation.
n

STEP 4: The teacher gives the students worked examples on cyclic

permutation and permutation that involves indistinguishable objects.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 2 by MR Tuttuh Adegun et.al, pg 76, Ex. 5,

No 4, 5 and 6.

ASSIGNMENT:

1. Find the number of ways of arranging the letters of the word ABAKALIKI

2. In how many ways can 4 boys be arranged in straight line?

3. In how many ways can 6 students be arranged in a row of 6 seats?

4a. In how many ways can the letters of the word RANSOM be arranged

b. How many arrangements begin with S.

5. How many ‘words’ of four different letters can be formed from the
letters A, E, U, O, P, Q, R

HOD REMARK:

LESSON ASSESSMENT:

LESSON PLAN FOR WEEK SIX

WEEK 6

DATE: October 28th – November 1st, 2019

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Revision Exercise

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication table, calculator

REFERENCE BOOK: Past questions and answers on Further Mathematics

PREVIOUS KNOWLEDGE: The students have been taught in previous

lesson.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Solve questions given to them on each topic taught.

CONTENT:

1st Period

REVISION EXERCISE

1. If 31410 – 2567 = 340x, fid x.

2. Simplify √ 10012 leaving your answer in base two.

3. Arrange in ascending order of magnitude: 268, 367,259

4. If 1101112 – y10 = 101012, find y.

5. Calculate 1234 ×11012 leaving your answer in base 5.

6. Two students are represented by p and q as follows: p:He is brilliant

q: He is regular in class. Which of the following symbols represents the

statements “he is regular in class but dull’?

A. q ∇ ~ p B. q ^ ~ p C. ~ q ^ ~ p D. ~ q ∇ ~
p

7. A binary operation * is defined on the set R, of real numbers by

a * b = a2 + b + ab. Find the value of x for which 5 * x = 37

8. If n terms are arranged two at a time, the number obtained is 20. Find
the value of n.

9. Which of the following operations is not commutative?

1 1
A. a * b = + B. a * b = a + b – ab
a b

C. a * b = 2a + 2b + ab D. a * b = a - b + ab

10. p and q are statements such that p ⇒ q. Which of the following is a

valid conclusion from the implication?

A. q ⇒ p B. ~ q ⇒ p C. ~ q ⇒ ~ p D. ~ p ⇒ ~
q

11. Eight football clubs are to play in a league on home and away basis.
How many matches are possible?

PRESENTATION:
STEP 1: The teacher introduces the topic to the students.

STEP 2: The teacher writes some questions for the students to solve.

STEP 3: The teacher marks their notes and gives solution to the
questions.

HOD REMARK:

LESSON ASSESSMENT:

LESSON PLAN FOR WEEK SEVEN

WEEK 7

DATE: November 4th – November 8th, 2019

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: CA and Mid- Term Break.

HOD REMARK:

LESSON PLAN FOR WEEK EIGHT

WEEK 8

DATE: November 11th – November 15th, 2019

SUBJECT: Further Mathematics

CLASS: SS2
TOPIC: Combination.

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables, calculator

REFERENCE BOOK: New Further Mathematics Project 2 by MR Tuttuh

Adegun et.al

PREVIOUS KNOWLEDGE: The topic has been introduced to the students

in previous lesson.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. The meaning of combination.

2. Explain the difference between permutation and combination.

3. Use combination in solving problems.

CONTENT:

1st Period

COMBINATION

Combination is the arrangement of objects in which order is not taken into

account.

The number of ways r-objects can be selected from n- objects without regard
being paid to the order of arrangement is denoted by ncr

n
np
cr = r

r!

n n!
cr = ( n−r ) r !

EXAMPLES

Evaluate the following.

10
1. c6
5
2. c2
4
3. c2
 SOLUTION
10
1. c6
10!
=
( 10−6 ) 6 !

10× 9 ×8 ×7 × 6 !
=
4!6!

10× 9 ×8 ×7
=
4 × 3× 2

= 210
5
2. c2
5!
=
( 5−2 ) 2!

5× 4 × 3 !
=
3 ! 2!

5× 4
=
2

= 10
4
3. c2
4!
=
( 4−2 ) 2!

4 × 3× 2!
=
2 ! 2!

4×3
=
2

=6

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 2 by MR Tuttuh Adegun et.al, pg 76, Ex. 5,

No 2.

ASSIGNMENT:
 np
1. Simplify
4

nc 4

np
2. Simplify + np0
3

nc2

8p
3. If = 6, find the value of x.
x

8c x

2nd Period

COMBINATION

EXAMPLES

1. A group of 5 boys and 4 girls is to be chosen from class of 8 boys and 6

girls. In how many ways can be done?

SOLUTION

1. The required selection can be done in:

8
c5 × 6c4
8! 6!
= ×
( 8−5 ) 5 ! ( 6−4 ) 4 !

8! 6!
= ×
3! 5 ! 2! 4 !

8 ×7 ×6 × 5! 6 ×5 × 4 !
= ×
3! × 5 ! 2!× 4!

8 ×7 ×6 6 ×5
= ×
3 ×2 2

= 840 ways

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 2 by MR Tuttuh Adegun et.al, pg 76, Ex. 5,

No 11 - 14.

ASSIGNMENT:
1. In how many ways can 12 people be divided into three groups of 2, 7
and 3 in that order?

2. Find the number of many ways of dividing 10 men into two groups of 3
and 7 respectively.

3rd Period

COMBINATION

EXAMPLES

1. A test consists of 12 questions out of which candidates are to answer

10. If the first 6 questions are compulsory. In how many ways can each
candidate select their question?

2. 5 female and 7 male teachers applied for 4 vacancies in a Junior High

School. The teachers are equally qualified, find the number of ways of
employing 4 teachers if

a. There is no restriction.

b. At least 2 of them are female.

SOLUTION

1. If the first 6 questions are compulsory, then each candidate would

have to select the remaining questions from the available 6 in 6c4
ways.

= 6c4

6!
=
( 6−4 ) 4 !

6!
=
2! 4 !

6 ×5 × 4 !
=
2!× 4!

6 ×5
=
2

= 15 ways

2a. No of female teacher = 5

 No of male teacher = 7

Total no of teacher = 5 + 7

= 12

If there is no restriction, number of ways of employing the 4 teachers

12
= c4
12 !
=
( 12−4 ) 4 !

12× 11× 10 ×9 × 8!
=
8!4!

12× 11× 10 ×9
=
4 ×3 ×2

= 495 ways

b. The number of ways of employing the 4 teachers if at least 2 of them

are female is given by:

= 5c2 × 7c2 + 5c3 × 7c1 + 5c4 × 7c0

5! 7! 5! 7! 5! 7!
= × + × + ×
3! 2! 5! 2 ! 2! 3 ! 6 ! 1! 1! 4 ! 7!0!

5× 4 7 ×6 5× 4 7 5 1
= × + × + ×
2 2 2 1 1 1

= 10 × 21 + 10 × 7 + 5 × 1

= 285 ways

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to define combination.

STEP 2: The students define combination as the arrangement of objects

in which order is not taken into account.
STEP 3: The teacher gives the students worked examples using the
formula ncr to determine the number of ways of combination.

STEP 4: The teacher gives the students worked examples on how to use
combination in solving problems.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

1. A committee of 3 is formed from a panel of 5 men and 3 women. Find:

a. Number of ways of forming the committee.

b. Probability that at least one woman is in the committee.

ASSIGNMENT:

1. A student representative council consists of 8 girls and 6 boys. If an

editorial board consisting of 5 persons is to be formed. What is the
probability that the board consist of 3 girls and 2 boys?

2. 4 doctors and 3 nurses are to sit round a circular table. In how many
ways can this be done if the nurses are to sit together?

HOD REMARK:

LESSON ASSESSMENT:

LESSON PLAN FOR WEEK NINE

WEEK 9

DATE: November 18th – November 22nd, 2019

SUBJECT: Further Mathematics

CLASS: SS2
TOPIC: The Binomial Theorem.

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables, calculator

REFERENCE BOOK: New Further Mathematics Project 2 by MR Tuttuh

Adegun et.al

PREVIOUS KNOWLEDGE: The students know how to expand an algebraic

expression.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Use Pascal’s triangle to solve simple problems.

2. Use the binomial expansion to solve simple problems.

CONTENT:

1st Period

THE BINOMIAL THEOREM

PASCAL’S TRIANGLE

Consider the expansion of each of the following.

(x + y)0; (x + y)1; (x + y)2; (x + y)3; (x + y)4

(x + y)0 = 1

(x + y)1 = 1x + 1y

(x + y)2 = 1x2 + 2xy + 1y2

(x + y)3 = 1x3 + 3x2y + 3xy2 + 1y3

(x + y)4 = 1x4 + 4x3y + 6x2y2 + 4xy3 + 1y4

The array of coefficient displayed above is called Pascal’s triangle and it is

used

to determining the coefficient of the terms of the power of a binomial

expression

Two significant features of a Pascal’s triangle are:

a. Each line of coefficient is symmetrical.

b. Each line of coefficient can be obtained from the line of coefficient
immediately preceding it.

Coefficient of (x + y)0 1

Coefficient of (x + y)1 1 1

Coefficient of (x + y)2 1 2 1

Coefficient of (x + y)3 1 3 3 1

Coefficient of (x + y)4 1 4 6 4 1

We can obtain the coefficient of (x + y)5 from the coefficient of (x + y)4 as

follows:

Coefficient of (x + y)4 1 4 6 4 1

Coefficient of (x + y)4 1 5 10 10 5 1

Hence the coefficient of (x + y)5 are : 1 5 10 10 5 1

In the expression of (x + y)5 for example, the following features of the

expansion can be enumerated.

a. There are 6 terms.

b. In each terms involved in the expansion, the power of x and y put

together is 5. We say that the expansion is homogeneous in x and y.

c. While the power of x is in decreasing order, the power of y is in

increasing order.

EXAMPLES

1. Using Pascal’s triangle expand and simplify completely (2x + 3y) 3

2. Using Pascal’s triangle simplify correct to 4 decimal places (1.02) 3

SOLUTION

1. (2x + 3y)3 = 1(2x)3 + 3(2x)2(3y) + 3(2x)1(3y)2 + 1(2x)0(3y)3

= 8x3 + 36x2y + 18xy2 + 27y3

2. We can write (1.02)3 = (1 + 0.02)3

(1 + 0.02)3 = 1(1)3 + 3(1)2(0.02) + 3(1)1(0.02)2 + 1(1)0(0.02)3

 = 1 + 0.06 + 0.0012 + 0.000008

= 1.061208

= 1. 0612(4 dp)

EVALUATION: The teacher evaluates the students thus:

1a. Using Pascal’s triangle expand and simplify completely (2x – 2y) 5

b. Use your expansion to evaluate (1.01)5

2nd Period

THE BINOMIAL EXPANSION FORMULA

The binomial expansion formula for (x + y)n is:

(x + y)n = xn + nC1xn-1y + nC2xn-2y2 + ……. nCrxn-ryr + ….. yn

n!
Where nCr =
( n−r ) ! r !

n ( n−1 ) ( n−2 ) … … …(n−r +1)

=
r!

EXAMPLE

1. Use the binomial expansion to write down and simplify all the terms of
1
the expansion of (1 - x)5
4

SOLUTION

1 5 1 1 1
1. (1 - x) = 15 + 5C1(1)4( - x) + 5C2(1)3( - x)2 + 5C3(1)2( - x)3 + 5C4(1)
4 4 4 4
1 4
(- x)
4

1 5
+ 5C5(1)0( - x)
4
2 3 4 5
−x −x −x −x −x
= 1 + 5( ) + 10( 2 ) + 10( 3 ) + 5( 4 ) + 1( 5 )
4 4 4 4 4
2 3 4 5
5x 10 x 10 x 5x x
=1- + - + -
4 16 64 256 1024
 5 10 2 10 3 5 4 1
=1- x+ x - x + x - x5
4 16 64 256 1024

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 2 by MR Tuttuh Adegun et.al, pg 85, Ex. 6,

No 2.

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 85, Ex. 6, No 3.

3rd Period

THE BINOMIAL EXPANSION

EXAMPLE

1. Expand (1 + 2x)5 using the binomial theorem and simplify all the
terms. Using your expansion obtains an estimate of (1.02) 5 correct to 4
decimal places.

SOLUTION

1. (1 + 2x)5 = 15 + 5C1(1)4(2x) + 5C2(1)3(2x)2 + 5C3(1)2(2x)3 + 5C4(1)(2x)4

+ 5C5(1)0( 2x)5

= 15 + 5(2x) + 10(2x)2 + 10(2x)3 + 5(2x)4 + ( 2x)5

= 1 + 10x + 40x2 + 80x3 + 80x4 + 32x5

b. (1.02)5

1.02 = 1 + 0.02

Let 1 + 0.02 = 1 + 2x

2x = 0.02

0.02
x=
2

= 0.01

= 1 + 10x + 40x2 + 80x3 + 80x4 + 32x5

 = 1 + 10(0.01) + 40(0.01)2 + 80(0.01)3 + 80(0.01)4 + 32(0.01)5

= 1.104080803

= 1.1041(4dp)

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to state the general formula for binomial expansion.

STEP 2: The students state the general formula for binomial expansion as
(x + y) = x + nC1xn-1y + nC2xn-2y2 + ……. nCrxn-ryr + ….. yn .
n n

STEP 3: The teacher gives the students worked examples on how to use
Pascal’s triangle to expand and simplify expression.

STEP 4: The teacher gives the students worked examples using binomial
expansion in solving algebraic expression.

STEP 5: The teacher allows the students to ask relevant questions.

STEP 6: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 2 by MR Tuttuh Adegun et.al, pg 86, Ex. 6,

No 13.

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 86, Ex. 5, No 4, 5 & 7.

HOD REMARK:

LESSON ASSESSMENT:

LESSON PLAN FOR WEEK TEN

WEEK 10

DATE: November 25th – November 29th, 2019

SUBJECT: Further Mathematics

CLASS: SS2
TOPIC: The Binomial Theorem.

DURATION: 40 Minutes/Period

TEACHING AIDS: Multiplication Tables, calculator

REFERENCE BOOK: New Further Mathematics Project 2 by MR Tuttuh

Adegun et.al

PREVIOUS KNOWLEDGE: The students know how to expand an algebraic

expression.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able
to:

1. Use Pascal’s triangle to solve simple problems.

2. Use the binomial expansion to solve simple problems.

CONTENT:

1st Period

THE BINOMIAL THEOREM

EXAMPLES

1. Find the coefficient of x4 in the binomial expansion of (1 – 2x)6

2. Find the fourth term of the binomial expansion of (x – k) 5 in descending

power of x.

SOLUTION

1. (1 - 2x)6 = 16 + 6C1(1)5(- 2x) + 6C2(1)4(- 2x)2 + 6C3(1)3(- 2x)3 + 6C4(1)2(-

2x)4

+ 6C5(1)( - 2x)5 + 6C6(1)0( - 2x)6

= 16 + 6(- 2x) + 15(- 2x)2 + 20(- 2x)3 + 15(- 2x)4 + 6(- 2x)5 + 1(- 2x)6

= 6 - 12x + 60x2 - 160x3 + 240x4 - 192x5 + 64x6

The coefficient of x4 = 240

2. (x - k)5 = x5 + 5C1(x)4(- k) + 5C2(x)3(- k)2 + 5C3(x)2(- k)3 + 5C4(x)(- k)4

+ 5C5(x)0( - k)5

= x5 + 5(x)4(- k) + 10(x)3(- k)2 + 10(x)2(- k)3 + 5(x)(- k)4 + 1(- k)5

 = x5 - 5x4k + 10x3k2 - 10x2k3 + 5xk4 - k5

The fourth term = - 10x2k3

EVALUATION: The teacher evaluates the students thus:

1. Find the coefficient of x4 in the binomial expansion of (2 + x)6

x 10
2. The coefficient of the 7th term of the binomial expansion of (2 - )
3

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 86, Ex. 6, No 9 & 14.

2nd Period

THE BINOMIAL EXPANSION FORMULA

EXAMPLE

1. The coefficient of the 5th term in the binomial expansion of ( 1 + kx) 8 in

35
ascending power of x is . Find the value of constant k.
8

SOLUTION

1. Using nCr(1)n-r( kx)r

Here r = 4 (5th term)

35
8
C4(1)8-4(kx)4 =
8

8 ×7 ×6 × 5 35
(1)4(kx)4 =
4 × 3× 2 8

35 4
70(kx)4 = x
8

35 4
70k4x4 = x
8

70k4x4 × 8= 35x4
4
35 x
k4 = 4
8 ×70 × x
 1
k4 =
16

k=
√
4 1
16

1
k=
2

EVALUATION: The teacher evaluates the students thus:

1. Determine the coefficient of x2 in the expansion of (a + 3x)6

2. Write down the binomial expansion of (2 – x) 5 in ascending power of x.

ASSIGNMENT: New Further Mathematics Project 2 by MR Tuttuh Adegun

et.al, pg 86, Ex. 6, No 16.

3rd Period

THE BINOMIAL EXPANSION

EXAMPLE

1. Using the binomial expansion (1 + x)6 = 1 + 6x + 15x2 + 20x3 + 15x4

+ 6x5 + x6. Find correct to 3 decimal places, the value of (1.58) 6

SOLUTION

1. (1.58)6 = (1 – 0.02)

1 – 0.02 = 1 + x

1 – 1 – 0.02 = x

x = - 0.02

= 1 + 6x + 15x2 + 20x3 + 15x4 + 6x5 + x6

= 1 + 6(- 0.02) + 15(- 0.02)2 + 20(- 0.02)3 + 15(- 0.02)4 + 6(- 0.02)5 +

(- 0.02)6

= 1 – 0.12 + 0.006 – 0.00016 + 0.0000024 – 0.0000000192 +

0. 000000000064

= 0.88584238
 = 0.886(3dp)

PRESENTATION:

STEP 1: The teacher introduces the topic to the students by asking the
students to state the general formula for binomial expansion.

STEP 2: The students state the general formula for binomial expansion as
(x + y) = x + nC1xn-1 + nC2xn-2y2 + ……. nCrxn-ryr + ….. yn .
n n

STEP 3: The teacher gives the students worked examples using binomial
expansion in solving algebraic expression.

STEP 4: The teacher allows the students to ask relevant questions.

STEP 5: The teacher evaluates, marks and correct their works.

EVALUATION: The teacher evaluates the students thus:

New Further Mathematics Project 2 by MR Tuttuh Adegun et.al, pg 86, Ex. 6,

No 15.

HOD REMARK:

LESSON ASSESSMENT:

LESSON PLAN FOR WEEK ELEVEN

WEEK 11

DATE: December 2nd – December 6th, 2019

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Revision Exercise.

 LESSON PLAN FOR WEEK TWELVE

WEEK 12

DATE: December 9th – December 14th, 2019

SUBJECT: Further Mathematics

CLASS: SS2

TOPIC: Examination.