THEME: NUMBER AND NUMERATION

DATE: 24/09/22

CLASS: SS3

TIME 9 :20am

PERIOD: 4th

DURATION:40 minutes

SUBJECT: -Mathematics

UNIT TOPIC: -Matrices

LESSON TOPIC: -Definition of Terms and Order of a matrix

SPECIFIC OBJECTIVE: -At the end of the lesson, the students should be able to
define the following: (i) A matrix (ii) Order of a matrix (iii) Matrix notation (iv) list and explain types
of matrix

INSTRUCTIONAL RESOURCES: Chart showing diagram of a provision Store and restrourant

arranged in rectangular array.

LESSON PRESENTATION:

Step I: Identification of prior ideas

Mode: Individual

Teacher’s activities.

The teacher asks students one after the other the occupation of their parents after which he then asks
the students to explain how did their parent arranged the provision store she has, the types of products
that their parents is selling ?

Students’ Activities.: The students responds to the teacher’s questions.

Step II: Exploration

Mode: Group

Teacher’s Activities:

The teacher gives an illustration, using of the student parent trade as written below.

If Mrs. Okonkwo (Angela’s Mother) is running a restaurant in a company and She wants to keep
record of her sales according to the different manner she sells per day. The food types are as follow:
Soft Drink, rice, beans and Garri, the meal is grouped into (i) Breakfast (ii) Lunch and Dinner.
Represent the above illustration in a tabular form and fixed a price per mean and the type of food

Students Activities: The students responds to the teacher’ question.

Step III: Discussion

Mode: Entire Class

Teacher’s Activities

The teacher guides the students in ----------- the price for different types of food per menu as shown
below.
 Soft drink Rice Beans Garri
Break fast N50 N800 N300 N500
Lunch N100 N1000 N400 N600
Dinner N500 N900 N700 N400

The row is the meal while the column is the food types using matrices rotation, Mrs. Okonkwo can
conveniently write her prices in matrix form as shown below:

50 800 300 500

700 1000 400 600

500 900 700 800

The teacher guides the students using the above illustration to define a matrix thus:

A matrix can be defined as a rectangular array of numbers (elements) that are arranged in rows and
column. The element are enclosed inside a big bracket, the numbers are either positive or negative
but with no any arithmetic connection. Matrices can be use to keep records.

The teacher also explained that the orders of a matrix is the number of rows and columns in that
matrix. Hence the order of matrix is determine by the number of rows and columns in that matrix, the
above matrix has three rows and four column therefore, is a 3 by 4 matrix. Consider the following
matrices for further examples on order of matrix. Consider the following matrices for further
examples on order of matrix.

1. 5 7 2
6 3 8 If a 2x3 matrix i.e 2 by 3 matrix

ii. 6 4
0 1 is a 4 x 2 matrix
2 3

NOTE:- No comma to separate the elements matrix notation is the representation of a large array of
number into a smaller number. It is a kind of short way of writing matrices.

a11 a12 a13

A= a21 a22 a23
a31 a32 a33

The above matrix A can be represented by aij where

i. represent the number of row

j. represent the number of column

By definition, two matrices are said to be equal if corresponding elements throughout are equal.

Step iv. Application

Mode:- Entire class

Teacher’ activities

The teacher gives examples on equal matrix as shown below and asks the students to find the entries
If a11 a12 a13 4 6 5
a21 a22 a23 = 2 3 7

then a11 = 4 a21 =2

a12 = 6 a22 =3

a13 = 5 a23 =7

Students’ Activities:- The students copy the example above In their Mathematics note.

Step V:- Evaluation

Mode:- Individually

Teacher’s Activities

The teacher evaluate the lesson by asking the following questions from the students randomly

i) what is a matrix?

ii) State the order of the following matrices

(a). 4 2 (b). 3 6 2 (c) 4 1 -1 2

1 6 5-1 4 1 0 3 7
2 -1

iii) Represent the matrices above on their short form

CONCLUSION: The teacher summarizes the salient part

ASSIGNMENT: The teacher asks the students to study different types of matrices with
illustration before their next class

REFERENCE MATERIALS: NCM for SS3 by in SALAAM etc

ii) FM Scholastic series by TR Moses et -al
THEME: NUMBER AND NUMERATION

DATE: 04/10/22

CLASS: SS3

TIME: 8:00 – 9.20

PERIOD:

DURATION: 80 MINUTES

SUBJECT: -Mathematics

UNIT TOPIC: -Matrices

LESSON TOPIC: Types of matrices and operation on matrices

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) organise
data and information in rectangular array

ii) List type of matrix

iii) Add two or more given matrices

iv) Subtract a matrix from one another

INSTRUCTIONAL RESOURCES:- Chart showing operation in matrices.

LESSON: PRESENTATION

Step I: Identification of prior ideas

Mode: Individual

Teachers Activities

The teacher writes different matrices pattern on the bound and then guides them in naming the
matrices using the concept of order of matrices .

(i) ( 2 3 5)

(ii) 3
4
5

(iii) 3 6
5 4

(iv) 1 0
0 1

(v) 1 0 0
0 1 0
0 0 1
Students Activities: The students respond to the questions given above.

Step II:- Exploration

Mode:- Entire Class

Teachers Activities
The teachers asks the students to study the material given above and state the order of the material
also identify the relationship between them the teacher expect the student to attempt question without
any difficulties .
Student Activities
The student responds to the instruction given above
Step3 Discussion ;
Mode ; Entry Class

Teacher Activities
The teacher guides the student in listen the type of matrices from the activities stated above

(i) ( 235) = Row matrix:- It has only one row i.e A row matrix has only one row

(ii) 3
4 = Column matrix
5 A column matrix has only one columns ...... less of number of rows

(iii) 3 6 = Square matrix

5 4 Any matrix that the number of row is equal to the number of column is a square matrix

(iv) Identify matrix:- Any square matrix that is multiple by another matrix to give that same matrix
is called an identity matrix. If is represented by I, the element in the leading diagonal are always
unity (1) and the remaining element are zero

1 0
0 1 2 by 2 identity matrix

(v) 1 0 0
0 1 0 3 by 3 identify matrix
0 0 1

Singular matrix? This is a matrix whose determinant is zero

Step vi = Application

Mode = Entire class

Teachers activities

The teacher guides the students to perform operators on matrices as shown below

Addition and subtraction of a matrix

Example 1:

3 2 6 3 -1 2
If A = 4 5 0 and B 1 3 1
1 8 -2 4 2-1

Find (i) A + B
(ii) A-B
(iii) 2A

Solution

3 2 6 3 -1 2
A+B= 4 5 0 + 1 3 1
1 8 2 4 2 -1
 3+3 2-1 6+2
= 4+1 5+3 0+1
1+4 8+2 -2-1

6 1 8
A+B = 5 8 1
5 10 -3

3 2 6 3 -1 2
A-B= 4 5 0 -- 1 3 1
1 8 2 4 2-1

A-B = 0 3 3
3 2 -1
3 6 -1

2x3 2x2 2x6

2A = 2x4 2x5 2x0
2x1 2x8 2x2

6 4 12
= 8 10 0
2 16 -4

Step 5:- Evaluation

Mode:- Entire c
Teacher’s Activities: The teacher asks the following questions

3 1 2 1 3 2
Given matrix P = -4 2 1 and Q = 6 4 3
5 3 0 2 -5 4

Find (i) A+B A-B

Students activities:- The students responds to the questions given above
Conclusion:- The teacher summarizes the salient’s point
Assignment:- The teacher gives the following as take home assignment
Find the value of x and y if

3 x 5 + -2 7 2 -5 4
4 8 0 2 6 y

Show that matrices A and B are cumulative under addition grow that

1 2 3 6 4 1
A= -4 2 1 and B = 3 2 3
5 3 0 2 -5 4

REFERENCE MATERIALS :- NCM FOR S.S.3 By J A Salaam el-als

NGM for S.S.3 By J ACHANSON
THEME: NUMBER AND NUMERATION

DATE: 06 / 10/ 22

CLASS: SS3

TIME: 8.00 – 9.20

PERIOD:

DURATION: 80 Minutes

SUBJECT: -Mathematics

UNIT TOPIC: -Matrices

LESSON TOPIC: Matrix Multiplication

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Identify
matrices that can be multiplied together (ii) apply order of matrix in matrix multiplication (iii) Carry
out a scalar multiplication (iv) Multiply one matrix with another and represent result in a matrix.

INSTRUCTIONAL RESOURCES:- Chart showing matrix multiplication of a product price with the
quantity of the production.

LESSON PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Group
Teacher’s Activities
The teacher writes two different matrices for the group formed as shown below
Group 1 Group 2 Group 3
3 2 2 5 2 3 2 1 2 4
1 0 1 1 4 6 1 2
3 3 3

Students’ Activities:- The students study the matrices given as instructed by the teacher

Step 2: EXPLORATION

Mode:- Group

Teachers Activities

The teacher guides the students in carry-out multiplication concept such that each elements of the first
matrix will multiply each element in a column format of theSecond matrix is shown below
Group 1

3 2 2 i.e Row y will multiply that entrice element in matrix 2

1 0 1 Row 2 will multiply the entrice element in matrix
3 such that no element in each row will multiply element in the column twice.

3x2+2x1
1x2+0x1
Matrix is an element of the 2nd matrix that cannot be multiplied by another element in the first matrix

Group 2
5 2 3 2 5x2+2x1 +3x3
1 46 1 =
3 1x2+4x1+6x3
Students’ Activities:- The students response to the question above

Step 3 = Discussion
Mode:- Entrice class
Teacher’s Activities

The teacher guides the students to obtain correct value of the multiplication carried out in each group.
He now uses the result obtained to explain to the student, thus.

Group I:- It is impossible to multiply the matrices together because the number of column is the
first matrix is not the same as the number row in the first matrix is not.

Group 2:- The multiplication is possible because the number of column in the first matrix is equal to
the number of rows in the second.

Step iv:- Application

Mode:- Entrice Class
Teacher’s Activities

The teacher illustrates with the following example

Example 1

1 4
IF A = 2 5 and B = 2 4 1 5
3 6 3 5 7 6

Find AB

SOLUTION
1 4
IF A = 2 5 2 4 1 5
3 6 3 5 7 6
= 1x2+4x3 1x4+4x5 1x1+5x7 7x5+4x6
2x2+5x3 2x4+5x5 2x1+5x7 2x5+5x6
3x2+6x3 3x4+6x5 3x1+6x7 3x5+6x6

2+12 4+20 1+28 5+24

= 4+15 8+25 2+35 10+30
6+18 12+30 3+42 15+36

14 24 29 29
AB= 19 33 37 40
24 42 45 51

EXAMPLES

Given that P = 5 3 1 and 1 5

3 4 7 Q= 3 2
4 -6
Find (i) PQ (ii) QP
Solution

PQ = 5 3 1 1 5 1 5 5 3 1
3-47 3 2 QP= 3 2 3 -4 7
4-6 4 -6
= 5+9+4 25-16-6 QP= 5+15 3-20 1+35
3-12+28 15-8-42 15+6 9-22 3+14
20-18 12+24 4-42

PQ = 18 25 20 -17 36
19 =35 QP= 21 1 17
2 36 38

Step v= EVALUATION
Mode:- Entre Class
Teachers Activities:-

The teacher evaluate the lesson with the following question.

Given a matrix A- 2 3 B 1 2
-4 5 and 6 -7

(i) can the two matrices A and B given above be multiplied together
(ii) State the order of the two matrices
(iii) Evaluate AB

Students Activities:- The students responds to the questions given above.

CONCLUTION:- The teacher summarizes the subject points after he had moved round to guide the
students in their class exercise.
Assignment:- The teacher gives the following as take home assignment

Evaluate the following by multiply with one another

(a) 1 2 2 -1 0 (2) 1 2 6 2 4 2
4 6 3 5 7 5 4 8 1 5 -3
3 1 3 9 7 6 0 3

(3) 0 1 1 3 2
1 1 1 0 5
2 1 1 -1 1

REFERENCE MATERIAL:- NCM for SS3 By SA SALAAM et al

(ii) NGM for SS3 By J. A Chaman et al
THEME: NUMBER AND NUMERATION

DATE: 11 / 10 / 22

CLASS: SS3 E

TIME: 8.00 – 9.20

PERIOD: 1st and 2nd

DURATION: 80 minutes

SUBJECT: -Mathematics

UNIT TOPIC: -Matrices

LESSON TOPIC: Determinant of Matrix

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Identify
Square matrices (ii) Identify the elements in the leading diagonal and the other diagonal matrix of 2
by 2 (iii) obtain the product of the elements in the diagonal of 2 by 2 (iv) Find the determinant of 2
by 2 matrix (v) Find the determinant of 3 by 3 matrix

Instructional Resources :- Chart showing 2 by 2 matrix and 3 by 3 Matrix in which the determinant
of matrices is carried out.

LESSON PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Invidually

Teacher’s Activities

The teacher writes 2 by 2 matrix on the bond and asks the students to carry out the instructions given
below

3 2

A= 3 4

(i) Identify the elements in the leading diagonal

(ii) Also identify the elements in the other diagonal
(iii) Multiply the element in each diagonal with one another.
(iv) Find the difference
Students Activities
The students carry out the instructions given above.
Step II Exploration:
Mode:- Individually
Teachers Activities
The teacher asks the students to find the product of each diagonal and then subtract the result of each
diagonal from one another
i.e. Leading diagonal product = 3x4=12

other diagonal product =3x2 =6

The difference = 12-6

=6
Step III:- DISCUSSION

Mode:- Entire Class

Teachers Activities

The teacher explains the results obtained by the students thus: A 2x2 matrix is also called square
matrix because it has equal number of rows and columns. The determinant (denoted by a pair of
vertical bars) of the matrix A is given as

Det A = a11 a12

a61 a22

A = a11 a22 – a12 a21

The teacher also explains the determinants of 3 by 3 thus:

Consider the following third order determinant

a b c

d e f

g h k

The determinant of order two obtained by deleting the row and column of a particular entry of the
above determinant is called the minor of the particular entry of the above determinant. Suppose we
make Mii, the minor of the entry in the above determined we have

a22 a23 a21 a22

M11 = a32 a33 M13= a31 a32

a21 a23

M13= a31 a33

Step IV:- APPLICATION

Mode:-
Teachers Activities
The teacher gives the following examples
Example 2
If A= 2 4
1 3

Find Al

Solution:

/A/ = 2 4 = 2x3-4x1

1 3 = 6-4

=2

Example 2
Evaluate the determinant
1 3 4
2 -3 1

-1 0 2
Solution

Expanding along the first row, we have

D = 1 -3 1 -3 2 1 14 2 -3

0 2 -1 2 -1 0

= (-6-0) -3(4+1) + 4 (0-3)

= -6 -3(5) + 4 (-3)

= -6-15-12

= -33

Step V:- EVALUATION

Mode:- Entire Class

Teacher’s Activities

The teacher evaluates the lesson by giving the following

Questions.

Given a matrix P = 5 -6 Find

6 -7

(i) The product of the leading diagonal

(ii) The product of the other diagonal

(iii) Obtain the determinant of matrix

2. Evaluate 0 3 2

1 7 8

0 5 4

Students Activities:- The students respond +B the questions given above.

CONCLUSION:- The teacher summarizes the lesson by saying that the determinant of the matrix A
denoted as dot A

Assignment:- The teacher gives the following as take home assignment

Evaluate the determinant of the following

(i) 4 2 5 3 1 0 3 5 -4

/A/ = 3 6 7 (ii) B= -6 2 1 C= 6 -3 -5

8 1 9 -1 -1 2 -2 2 1

REFERENCE MATERIAL:- (i) NCM for SS3 By S.A Sallam et –al

(ii) NGM for SS3 By J.A CALANON et-al

(iii) F/M Scholastic series By T.R Moses et -al.

THEME: NUMBER AND NUMERATION

DATE: 13 / 10 / 22

CLASS: SS3 A ,E & F

TIME: 8.00- 9.20

PERIOD: 1ST and 2nd

DURATION: 80 Minutes

SUBJECT: -Mathematics

UNIT TOPIC: -Matrices

LESSON TOPIC: Inverse of 2 by 2 matrix and solution of simultaneous

equation

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Find the
determinant of algebraic expression (ii) Obtain the transpose of a given matrix (iii) Find the reverse
of a given (iv) Identify whether a matrix hs an inverse or not

Instructional Resources :- Chart showing inverse of a given matrix

LESSON PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Individually
Teacher’s Activities
The teacher asks the following question using the matrix below.
1 -1 -1

Given that P = 5 4 -2

5 6 -8

(i) Change the first row to 1st column, second row to second column and third row to third column
(ii) Study the new matrix formed.
Students’ Activities:- The students responds to the questions given above
Step II:- EXPLORATION
Mode:- Individually

Teachers Activities:- The teacher also guides the students in identify the leading diagonal of 2 by 2
and asks the students to carry out the following instructions.

Given that A = 2 -1

3 -1

(i) Interchange the elements in the leading diagonal

(ii) Multiply the other elements by -1
(iii) Find the determinant of A
(iv) Divide the new matrix formed by the determinant, write your result in form of matrix
Students’ Activities:- The students responds to the instruction given above with the assistance of the
teacher.
Step III:- DISCUSSION
Mode:- Entire Class
Teacher’s Activities:
The teacher now explains that when First row is interchanged with first column as so on and so forth,
then the new matrix formed is called the TRANSPOSE of the original matrix. The transpose of
matrix A denoted by at is the matrix obtained by interchanging the rows and column of A.
A= a b A= a c
C d then b d

(iv) 2 by 2 matrix A is also refer to as square matrix and it is said to have an in verse if there exists a
matrix B such that AB =BA =I where I is the identify matrix 1 0. It is usually denoted by A
0 1
It is usually denoted by A-1 . It should be noted that B is the inverse of A if and only if A is the
inverse of B.

Any matrix whose determinant is zero has no inverse.

Students Activities:- The students copy the above explanation for better clarification as instructed
by the teacher.

Step iv:- APPLICATION

Mode:- Entre class
Teacher’s Activities

The teacher gives the following examples

EXAMPLE 1
Find the transpose of the following matrices.

1 3 1 4 1 2
M= 4 3 (ii) N= 2 3 5 7
6 7 6 5 3 1

SOLUTION

The transpose of matrix M is given as

1 4 6 1 2 6
T T
M = 3 3 7 and N =4 3 5
1 5 3
2 7 1

Find the in verse of the matrix

P = 2 1
3 -1

SOLUTION

/P/ = -2 -3 = -5

⁄ ⁄
P-1 ( ) ( )
⁄ ⁄
Alternative Method
Let B ( )be the inverse of A.

By definition ( )( ) ( )

( ) ( )
Equating corresponding entries on both sides
Solving we have : a= ; b= : c= d=

Therefore the inverse of A is given by :( )

Step V : EVALUATION
Mode : Individual
Teacher’s Activities: The teacher asks the following questions:
Find the value of for which | |

(b) giving a matrix M= ( ) . obtain the transpose of matrix M , hence find the inverse of
matrix M ?
Students’ Activities: Students response to the questions given above.
CONCLUSION : The teacher summarizes the salient points
ASSIGNMENT : The teacher gives the following as take home assignments:

[ ] . find the value of x

2. Find the value of x that satisfy the equation

[ ]

3. Solve for K if

[ ]

REFFERENCE MATERIALS (1) NGM for SS3 by J.B Channon eta-l

( ii) Further Mathematics Scholatic Series SS3 by T.R moses
THEME: NUMBER AND NUMERATION

DATE: 17 /10 / 22

CLASS: SS3 A, E & F

TIME: 8.00 – 9.20

PERIOD: 1st , 2nd 4th & 5th

DURATION: 80 minutes

SUBJECT: -Mathematics

UNIT TOPIC: -Matrices

LESSON TOPIC: Solution of Simultaneous Linear Equations Using

Determinant method ( Crammer Rule)

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

i. Identify simultaneous linear equations

ii. Express the given simultaneous linear equations in matrices form.

iii. Find the 2x2 determinant of the matrices formed from the equations

iv. Solve for the unknown variables using determinant method.

INSTRUCTIONAL RESOURCES: Chart showing solutions of simultaneous linear equation

LESSON PRESENTATION:

STEP 1: IDENTIFICATION OF PRIOR IDEAS

Mode: Individual

Teacher’s Activities: The teacher asks students to identify the correct pairs of simultaneous linear
equations: (i) (ii) (iii)

Students’ Activity : Students response to the questions given above.

STEP II: EXPLORATION

Mode : Group

Teacher’s Activity : The teacher guides the students how the following simultaneous linear equations
can be written in matrix form :

(i) ii (i)

( i) ( )( ) ( ) ( ii) ) ( )( ) ( )

Students’ Activity : Ask students to express the simultaneous linear equations in matrix form

STEP III: DISCUSSION

Mode : Entire Class

Teacher’s Role : The teacher guides students to express in matrix form as written

below: ( )( ) ( ).

The teacher explains that the equations can be expressed in determinant form if are obtained
by elimination as shown below

,
| | | | | |

Where determinant of the coefficient omitting the constant term

determinant of the coefficient omitting the term

determinant of the coefficient omitting the term

Hence and x

Students’ Role : The students response to the illustrations given above.

STEP IV : APPLICATION

Mode : Whole Class

Teacher’s Role : The teacher guides students to solve the following simultaneous linear equations:

Example 1 : Solve the following simultaneous linear equations using determinant method

Solution

The equation can be written as

( )( ) ( )

| | = 9 – 8 = 1, | | , | |

and

Example 2: Solve the following simultaneous linear equations using determinant method :

Solution

The equation can be written as

( )( ) ( )

| | =1 , | | , | | =1
 and

Students’ Role : The students engages with the solution given above.

STEP V : EVALUATION

Mode : whole Class

Teacher’s Role : The teacher asks the students carry out the following tasks :

(a) (b) (c)

(i ) identify the correct pairs of simultaneous linear equations:

( ii) Write the correct equation in a- c above in matrix form.

(iii) Solve any correct one in a – c using determinant method.

Students’ Role: The students engaged in solving the above questions while the teacher goes round
and mark.

ASSIGNMENT : Solve the following simultaneous linear equations using determinant method :

ii iii

REFERENCE MATERIAL: (1) NCM for SS 3 By A.M SALAAM ET AL

(ii) NMC Retraining of SSS Mathematics teacher in Nigeria.
CLASS: SS3 A, E & F

TIME: 8.00 – 9.20

PERIOD: 1st , 2nd & 3rd

DURATION: 40 Minutes per period

SUBJECT: -Mathematics

UNIT TOPIC: -Matrices

LESSON TOPIC: Simultaneous Linear Equations Involving three unknowns

Using Determinant method ( Crammer Rule)

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

i. Identify simultaneous linear equations

ii. Express the given simultaneous linear equations in matrices form.

iii. Find the 3x3 determinant of the matrices formed from the equations

iv. Solve for the unknown variables using determinant method.

INSTRUCTIONAL RESOURCES: Chart showing solutions of simultaneous linear equation

LESSON PRESENTATION:

STEP 1: IDENTIFICATION OF PRIOR IDEAS

Mode: Individual

Teachers’ Role : The teacher asks the following questions:

Express in matrix form

Students’ Role : Students response to the questions given above.

STEP II: EXPLORATION

Mode : Group

Teacher’s Activity : The teacher guides the students how the following simultaneous linear equations
can be written in matrix form :

The equation above can be written in matrix form as shown below:

( )( ) ( )

Students’ Role : Students response to the questions given above.

STEP III: DISCUSSION

Mode : Entire Class

Teacher’s Role : The teacher guides students to express in matrix form as written

below: ( )( ) ( ).

The teacher explains that the equations can be expressed in determinant form if are obtained
by elimination as shown below

,
| | | | | |

Where determinant of the coefficient omitting the constant term

determinant of the coefficient omitting the term

determinant of the coefficient omitting the term

determinant of the coefficient omitting the term

Hence and x and

Students’ Role : The students response to the illustrations given above

STEP IV APPLICATION

Mode : Whole Class

Teacher’s Role : The teacher guides students to solve the following simultaneous linear equations:

Example 1 : Solve the following simultaneous linear equations using determinant method

Solution

The equation above can be written in matrix form as shown below:

( )( ) ( )

The equations can be expressed in determinant form if x and y are obtained by elimination method as
shown below:

| |= | | –( )| | ( )| |

( ) ( ) ( )

| |= | | | | | |

-2(5-6) + 1( 5 - 0)-1 (15)

2+5-15 =
 | |= 3 | | | | -1 | |

= 3(5) + 2(-3) -1(10)

= 15-6-10 = 19

| |= | |-1| | | |

=3(-15) +1 (-10) -2(-7)

= -45-10+14 = -41

Hence and

STEP V : EVALUATION

Mode : whole Class

Teacher’s Role : The teacher asks the students carry out the following tasks :

(a) (b) (c)

(i ) identify the correct pairs of simultaneous linear equations:

( ii) Write the correct equation in a- c above in matrix form.

(iii) Solve any correct one in a – c using determinant method.

Students’ Role: The students engaged in solving the above questions while the teacher goes round
and mark.

ASSIGNMENT : Solve the following simultaneous linear equations using determinant method :

ii iii

REFERENCE MATERIAL: (1) NCM for SS 3 By A.M SALAAM ET AL

(ii) NMC Retraining of SSS Mathematics teacher in Nigeria.
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: -Arithmetic of Finance

LESSON TOPIC: Simple interest and compound interest

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

(i) List several kind of deterministic interest
(ii) State simple interest formula and its application
(iii) State method of compound interest calculation
(iv) State the formula of calculating amount and its application
INSTRUCTIONAL RESOURCES: - Chart showing several kinds of deterministic interest and its
formula
LESSON PRESENTATION
STEP I :- Identification of the students prior ideas

MODE:- Individually
TEACHER’S ACTIVITIES: The teacher asks the following questions
(i) State the simple interest formula, having a fixed rate of the initial principal
STUDENTS ACTIVITIES. The students responds to the questions given above
STEP II: EXPLORATION
MODE: Individually
TEACHER’S ACTIVITIES: The teacher asks the students to use the formula stated above to find
the simple interest N3000 for 1 year at a rate of 5%
STUDENTS’ ACTIVITIES: The students responds to the questions given above
STEP III: DISCUSSION
MODE: Entire class
TEACHER’S ACTIVITIES: The teacher explains that one source of wealth creation is by
investment, investment involved committing one resources into productive ventures with an
expectation of good return or interest. Interest could be deterministic by the attachment of rate.
There are several kinds of deterministic interest namely. Simple interest, compound interest reducing
balance interest etc.

(i) Simple interest = (Principal) (Time) (rate)

That is I = P x R% x T or

(ii) Compound interest is an amount charged by a lender on the principal and the accumulated
interest over a period of time based on a specified rate.

NOTE: Simple interest is base only on initial principal while compound interest is interest of
principal and interest.

Interest compounding yearly for n years is calculated using the formula

A= P (1+ )n
The equation above calculates the amount realized at the end of the investment period.

Where A= Amount
P=Principal
R=rate a percentage
n= period for the investment

So compound interest is
C.I = Amount – initial principal
i.e. C.I = A - P
= P (1+r%)n –p
[( ) ]

There are two methods of compound interest calculation namely:

(i) Analytical
(ii) Formula method

STEP IV: APPLICATION

MODE:- Entire Class
TEACHER ACTIVITIES
The teacher gives the following examples

Example 1:-
Calculate the simple interest in N3000 for 1 year at a rate of 5%
Solution

S.I = PR%T
=3006x0.05x1
S.I=N150.00

Example 2
A man invested N20,000 at 2% per annum for 3 years. Calculate his compound interest after 3 years
using
(1) Analytical method
(ii) Formula method

S.I =PR% T
P=N20,000, R= 2/100 = 0.02, T =1 year
interest = 20,000x0.002x1
=N400.00

2nd Principal = N20,000 + N400

=20,400
2nd year interest =20,400x 0.02x1
=408
rd
3 year Principal=20,400+N408

3rd year Interest = 20,808x0.02x1

=N416.16

Amount at the end of the 3rd year =N(20,808 +416.16)

=N21,224.16
Compound interest = A - P
=21,224.16 -416.10
=N1,224.16

using formula
 Compound interest ( ) [( ) ]
[( ) ]
[( ) ]
[( ]
C.I = 2000( 0 .061208)
C.I =N1224.16
STEP V: EVALUATION
MODE:- Whole class
TEACHERS ACTIVITIES:- The teacher asks the following questions
(1) List 3 kind of deterministic interest
(ii) State the formula for calculating

(a) Simple interest (b) compound interest (c) amount

CONCLUSION:- The teacher summarizes be salient priors

ASSIGNMENT:- A man invested N20,000 at 2% per annum for 3years.Calculate his compound
interest after 3years,using both methods.

REFERENCE MATERIALS:
(i) New general mathematics for senior secondary schools book 3
(ii) New concept mathematics for senior secondary schools book 3.
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: -Arithmetic of Finance

LESSON TOPIC: Compound interest and amount

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) State the
formula for calculating the amount when the interest is compounded annually (ii) State the formula
of calculating the amount when the interest is compounded more than the time in a year (iii) Find the
amount realized in the given periods

(iv) Calculate the compound interest. Analytically (vi) Formula interest.

Instructional Resources :- Chart showing formula for calculating amount and principal and
compound interest

LESSON PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Individually
Teacher’s Activities: The teacher asks the following questions (i)State the simple interest formula.
Having a fixed rate of the initial principal
Students activities. The students responds to the questions given above
Step II: Exploration
Mode: Individually
Teacher’s activities : The teacher asks the students to use the formula stated above to find the
simple interest N3000 for 1 year at a rate of 5%
Students activities : The students responds to the questions given above
Step III: DISCUSSION
Mode: Entire class
Teacher’s activities : The teacher explains that compound interest is an amount changed by a
lender on the principal and the accumulated interest over a period of time based on a specified rate.
The simple interest is based only on initial principal, compound interest is interest of principal and
interest.
This mean, compound interest calculates interest of interest. Consider the investment of the amount P
at r % per annum interest rate for n years. We need to understand that P = initial principal,
R = interest rate annum and n= period for the investment.

Amount realized at the end of each year are follows:

A = P (1+r)n
The above formula is the amount realized at the end of the investment period.
Compound interest is given as
C.I = Amount - Principal
= A-P
= P(1+r%)n –p
 [( ) ]

Step iv:- APPLICATION

Mode:- Entire class
Teacher’s Activities: The teacher gives the following examples

Example 2
A man saved N1000. Calculate the amount if the interest rate is 4.2% compounded quarterly using
analytical method (a) Formula method
Solution
Interest earned in the 1 quarters.
I= PTR%
P=N1000, R=4.2%=0.042 T=1/4 = 0.25
J=1000x0.042x0.25
=N10.50

2nd quarter principal = 1000 + 10.50

= N1010.50
nd
2 quarter interest = 1010.50x0.042x0.25
=N10.61
3rd quarter principal =N1010.50+N10.61
=N1021.11
3rd Quarter interest= 1021.11x0.042x0.25
=N10.72
4th quarter principal=1021.11+10.72
=N1031.83
th
4 quarter principal=1021.11+10.72
=N10.33

:- The amount at the end of the investment

=1031.83 +10.33
=N1042.66

Step V: EVALUATION
Mode: Entire class
Teacher’s activities :The teacher asks the following questions
(i) State the formula for calculating the amount when interest is compounded (a)annually
(b) More than one time in a year

(ii) Calculate the compound interest if N600 is invested in an account that earn 8% compounded semi
annually, after three years.

CONCLUSION: The teacher summarizes the salient parts

ASSIGNMENT: Page 39 ex 4.3 no 1-3

REFERENCE MATERIAL (I) NCM for SS 3 by S.A Salam et al

(ii) NGM for SS3 by J.O Channon et al.
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: -Arithmetic of Finance

LESSON TOPIC: Test

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) State the
formula for calculating the amount if the interest rate is compounded yearly (ii) and when
compounded more than one time in a year (iii) Find the amount using the formula stated above

(iv) Calculate the compound interest.

LESSON PRESENTATION

Teacher activities: The teacher wrote the following question in the bought for the answer all

1. State the formula for obtaining the amount when the interest rate is compounded

ii. (a) yearly (b) more than one time a year

2. A man invested N40,000 a 4% per annum for 3 years. Calculate (i) the amount (ii)compound
interest using the formula method

(b) analytical method

Students activities:- The students respond to the question given as test for them

CONCLUSION: The teacher moves round the class to supervise the students and expects the
students to answer the students within 25 minutes after. Which he asked the students to summit their
scripts.

Assignment:- Page 35 Ex 46 No1. -4

Reference material NCM for SS 3 by S.A Salaam et al.

THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: -Arithmetic of Finance

LESSON TOPIC: Compound Interest and depreciation

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Complete
the amount when the interest is compounded more than one time a yearly (ii) Define depreciation
(iii) State the formula of calculating depreciation when single rate is given (iv) Use the formula to
compute what depreciation value will be at a given rate per annum.

INSTRUCTIONAL RESOURCES: Chart showing formula for calculating depreciation

LESSON: PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Individually
Teacher’s Activities: The teacher asks the following question (i) State the formula for calculating
(a) The amount of interest is compounded yearly. (b) The amount of interest is compounded more
than 1 yearly. (c) the compound interest
Students activities. The students responds to the question given above
Step II: Exploration
Mode: Individually
Teacher’s activities : The teacher write the following formula on the board and then asks the
following question given the investment of the amount P at r % per annum interest rate for a years.
The interest compounding yearly for a year is calculated using the formula
[( ) ]

(i) Using the concept of binomial conjugate write the conjugate pair of the value inside the bracket i.e.
1+r%
(ii) Replace the amount ‘A’ with depreciation write the formula derived.
Students activities :The students responds to the illustrations given above
Step III: DISCUSSION
Mode: Entire class
Teacher’s activities : The teacher explains that the formula for amount is given as A= P (1+r%)n
the formula above is usable when the interest is compounded annually, the following formal is
used when compounded more than one time in a year. Amount = P (1+r/T)nt
Where n = period of investment in years, t= numbers of compounded periods per year.
The teachers defines depreciation as a method of spreading the cost of a fixed asset. Depreciation is
computed as a percentage (rate) over the original value. This implies that the asset has the tendency
of wearing out or reducing in value after a certain period of time. The life time or useful life of an
asset is fixed depending in the organization. After this assumed useful life, it does not necessarily
mean that the asset is obsolete. If it has market value, it is called SALVAGE VALUE or SCRAP
VALUE
There different methods for calculating the depreciation namely: (i) Straight line method ( ii)
Reducing Balance method (iii) Sum of the year Digits (iv) formula method.
We shall consider the formula methods.

Formula Method.
The method is a reverse compound interest. A fixed rate per annum is used on the original value of
the asset in the first year and in subsequent years on the depreciated value accordingly.
This formula is obtained as follows:

Dn =P(1- r%)n
Where D=Depreciated value
P=Original value (Principal
R=rate of depreciation per annum
N=Useful life in years.

NOTE:- When different percentage (rate) is given for each year depreciation the depreciation is
computed base on the percentage given.

Step iv: APPLICATION

Mode: Entire class
Teacher’s : Activities

The teacher gives the following examples

EXAMPLES

A motor cycle is bought for N90,000. After 5 years, what will be its depreciated value at 20% per
annum.

SOLUTION

Dn= P (1-r%)n
N=5, P=N90,000 r=20/100 = 0.2
D5=90,000 (1-0.2)5
= 90,000 (0.8)5
=N29,491.21

Students’ activities: The students participates while solving the above examples..

Step v: EVALUATION
Mode: Entire class
Teacher’s Activities : The teacher evaluate the lesson by giving the following questions below:
(i) Compute the formula for calculating the amount when interest is compounded more than one time
yearly
(ii)What do understand by the term” Depreciation”
(iii) State the formula for calculating the depreciated value for n year at r%
CONCLUSION: The teacher summarizes the salient points.
ASSIGNMENT:- The teacher gives the following assignment page 36 EX 40 . No 7,8

REFERENCE MATERIAL:- NCM for SS3 By S.A SALAAM et al

(ii)NGM for SS3 By J.B HANNON et al
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: -Arithmetic of Finance

LESSON TOPIC: Depreciation

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Compute
yearly Depreciation (ii) State the depreciation computed as a percentage of the original value

(iii) Determine the depreciation value of an item (iv) Define annuity

INSTRUCTIONAL RESOURCES: Chart showing formula for calculating the future value of
anointing

LESSON: PRESENTATION

STEP II :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Individually
Teacher’s Activities
The teacher asks the following question (i) A television set was purchased at =N3,750.50. Its value
depreciates by 10% each year. Calculate the current price after 3 years

Students activities. The students responds to the questions given above

Step I: EXPLORATION
Mode: Individual
Teacher’s activities :The teacher guides the students to state the
(i) rate or the given question above
(ii) original value and
(iii) Useful life in years.
Students Activities: the students responds to the instructions given above

Step III: DISCUSSION

Mode: Entire class
Teacher’s activities : The teacher explains annuity thus: An annuity is a series of equal payment paid
at regular intervals. Examples of annuities includes regular deposits to a savings account, monthly
payments from an insurance policy, periodic payments to person from a retirement fund etc.

If an annuity had definite beginning and terminal dates its is called annuity certain i.e. periodic
payment plan or a monthly saving program?

If the payment is made at beginning of each time interval it is called annuity due i.e rent or insurance
premiums. When the payment is made at the end of each time interval, it is called an ordinary annuity
i.e. periodic payment of housing loam.
In order to compute annuity of a given problem knowledge of simple interest, compound interest,
future value and present value are required.

The amount A of the annuity after a period at a given rate is given as

( )
[ ]

Where A = future value of annuity

P = periodic payment
r = annual percentage rate
N = number of years
The future value of annuity when compounded more than one time in a year is given as

( ⁄)
* +
⁄

Where A=future value of annuity

r = rate
N =number of years
t = number of times interest is compounded per year

Step IV: APPLICATION

Mode: Entire class
Teacher’s activities : The teacher guides the students in solving the following as examole

EXAMPLE 1
Find the future value of N5000 deposited at 12%, Compounded annually for 5 years.
Solution

( )
[ ]

P = 5000, r= 17/100 = 0.12, n =5

A = 5000 ( 1 +0.12 ) 5 -1
0.12

=5000 ( 1 .12 ) 5 -1
0.12

=5000 (1.76234168-1)
0.12

=5000 (0.76234168-1)
0.12

=5000 (6.35284735)

A=N31764.24

EXAMPLE 2

Calculate an annuity of N12,000 for 3 years compounded

Quarterly at 8%
SOLUTION
( ⁄)
* +
⁄
p =12000 n =3 r = 0.08, t=4

Af = 12000 ( 1 + 0.08/4) 3x4 -1

1 + 0.08/4

= 12000 P ( 1 +0.02 ) 12 -1
0.12

=12000 (1.26841795-1)
0.02

=12000 (0.26841795-1)
0.02

=12000 (13.41208943-1)

A = N160,945.08
Example 3: A car cost N2,760,000:00.Its value depreciated by 15%, 12.5%and 10% respectively .Find
its value after 3 years.
Solution
1st year depreciated value = N414,000:00
st
Value of the car at the end of 1 year= N(2760 000:00 )
=N2,346,000:00

Step V: EVALUATION
Mode: Individually
Teacher’s activities : The teacher evaluates the lesson by asking the following questions.
i) what do you understand by the term” future value of annuity”
ii) State the formula for calculating the future value of annuity compounded
(a) Annually
(b) More than one time in a year

(iii) State the parameter of the formula give above

CONCLUSION:- The teacher summarizes the salient parts.

ASSIGNMENT: Page 43 Ex 4.3 000 8-10

REFFERENCE MATERIAL:- NCM for SS 3 by SWA SALAAM et -al
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: -Arithmetic of Finance

LESSON TOPIC: Annuity

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Explain
the future value of annuity (ii) State the formula for calculating future value of annuity
compounded annuity (iii) ) State the formula for calculating future value of annuity compounded
more than one time in a year (iv) Use the formula to find the annuity in a given year.

INSTRUCTIONAL RESOURCES: Chart showing formula for calculating the future value of
anointing and present value of annuity.

LESSON: PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Individually
Teacher’s Activities : The teacher asks the following question (i) State the formula for calculating
the sum of geometric progression of a given series with first term (a) common ratio r and number of
term.
Students’ activities. The students responds to the question given above
Step II: Exploration
Mode: Individually
Teacher’s activities : The teacher explored the students further by asking the following
If r is greater than 1 replace the common ratio with r + 1, then substitute the value of r +1 the formula
for calculating the sum of a Cap when r > 1.

In = a (rn -1)
r-1

Students activities: the students responds to the question given above. The teacher expects the
students to carry out the instructions without any difficulties.

Step III: Discussion

Mode: Entire class
Teacher’s activities : The teacher guide the students by putting right the formula for calculating the
future value thus;
The future value of an annuity is the sum of the compound amount of the payments made each
accumulating the end of the term. The future value of annuity is derived from a geometric
progression with the first term a =P and common ratio r = r +1

Thus:
( )
[ ]
When compounded more than one time in a year, the future value of annuity is given

( ⁄)
[ ]
⁄

Where Af =future value

P=Periodic payment percentage rate
r =percentage rates
n= number of year
t= number of times interest is compounded
Students’ activities.: The students responds to the question given above

Step IV: APPLICATION

Mode: Entire class
Teacher’s activities :The teacher gives the following examples
Calculate an annuity of N12,000 for 3 years compounded
Quarterly at 8%

SOLUTION
( ⁄)
* +
⁄
p =12000 n =3 r = 0.08, t=4

Af = 12000 ( 1 + 0.08/4) 3x4 -1

1 + 0.08/4

= 12000 P ( 1 +0.02 ) 12 -1
0.12

=12000 (1.26841795-1)
0.02

=12000 (0.26841795-1)
0.02

=12000 (13.41208943-1)

A = N160,945.08

Step V: EVALUATION
Mode: Individually
Teacher’s activities :The teacher evaluates the lesson by asking the following questions.
EXAMPLE 1
Find the future value of N50000 deposited at 12% Compounded annually for 5 years?

SOLUTION
( )
* +

( )
* +

A = 50000 ( 1 .12 ) 5 -1
0.12
 A= 50000 (1.76234168-1)
0.12

A=50000 (6.35284735)

A=N317642.37

Step V: EVALUATION
Mode: Individually
Teacher’s activities

The teacher evaluates the lesson by asking the following questions randomly
i) what do you understand by the term” future value of annuity”
ii) State the formula for calculating the future value of annuity compounded
(a) Annually
(b) More than one time in a year

(iii) State the parameter of the formula give above

CONCLUSION:- The teacher summarizes the salient parts.

ASSIGNMENT: Page 43 Ex 4.3 000 8-10

REFFERENCE MATERIAL:- NCM for SS 3 by SWA SALAAM et -al
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: -Arithmetic of Finance

LESSON TOPIC: Amortization

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Define
present value of annuity (ii) State the formula for calculating present of annuity (iii) ) Define
amortization (iv) State the formula for calculating amortization

(v) State the formula for calculating amortization

INSTRUCTIONAL RESOURCES: Chart showing formula for calculating the amortization

compound monthly.

LESSON: PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Individually

Teacher’s Activities : The teacher asks the students to state the formula for calculating the sum
system of a G.P when the common ratio is less than 1.

Students’ activities. The students responds to the question

Step II: Exploration
Mode: Individually
Teacher’s activities : The teacher asks the students to replace the first term a with the periodic
payment P, and also replace the common ratio with (Hr) then substitute it into the formula for
calculating the sum of a geometric progression when r<1

Sn = a (1-rn)
1-r
Students activities: The teacher responds to the question. Given above. The teacher expects the
students to carry out the instruction. Without any difficulties.

Step III: Discussion

Mode: Entire class
Teacher’s activities :The teacher explains that, the present value of a annuity is the amount of
money today that is equivalent to a series of equal payments in the future. We are interested in
depositing lump sum today that will have the same value as an annuity at the end of some time
period.
To calculate the present value of annuity, we have.

) )
Thus: * + and * +
Where = Present value of annuity
P=Periodic payment
N=number of year
R=Percentage rate
T = Number of times interest is compounded per year
If future value of annuity, is given, the present value of annuity can be obtained.

= (1+r) - n

Amortization
The process of paying off a debt systematically by making partial payments ( instalment payments)
until the debt ( Principal) and the interest are repaid is known as amortization.
If the loan is paid off in regular equal instalments, then the present value of annuity Ap is use to find
the periodic payment P by algebraically

)
* +

)
r * +

Hence [ ]
( )
:

When compounded more than one time a years

⁄
[ ( ⁄) ]
Step IV: APPLICATION
Mode: Entire class
Teacher’s activities :The teacher leads the class by giving the following examples
In 1985, the average price of a new home in Abuja was N112,000, and the interest rate was 11%. If
this amount is finance 40 years at 11% interest, what is monthly payment ?

SOLUTION
⁄
[ ( ⁄) ]
⁄ = 0.11/12 = 0.00916666 t =12, , n=40

P= 0.0091666667x112000
1-(1+0.009166666) -40 x 12

= 1026.666667
1-0.01252591

P= 1026.666667
0.98747083

P= 1039.6897

P= 1039.69

Hence the monthly payment =N 1039.69

Step V: EVALUATION
Mode: Individually
Teacher’s activities : The teacher evaluates the lesson by asking the following
(i) State the formula for calculating the present value of annuity
ii) State the formula for calculating the periodic payment
(iii) State the formula for calculating the present value of annuity of the future value giving

Students Activities:- The students responds to the question give above.

CONCLUSION:- The teacher summarizes the salient parts.

ASSIGNMENT: Determine the monthly car payment necessary to repay a N450,000 automobile loan
if the interest is computed at 12% par year compounded monthly assume the period of the loan is 4
years.

REFFERENCE :- Business Mathematics and statistics by Ashford colour press Gosparl Hampshire

U.K”=@ Karl, J.S Mathematics for Business.

THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: - Surface Area and volume of sphere

LESSON TOPIC: -Surface Area of sphere Hemisphere

SPECIFIC OBJECTIVES: At the end of the lesson, the students should be able to (i) Identified
my spherical object (ii) Relate circular object with formation of sphere (iii) ) State the formula
for surface area of a sphere (iv) State the formula carried surface area of hemisphere

(v) Find the surface area of area hemisphere

INSTRUCTIONAL RESOURCES: Football, Tennis ball calabash.

LESSON: PRESENTATION

STEP I :- IDENTIFICATION OF PRIOR IDEAS

MODE:- Group

Teacher’s Activities : The teacher shows students the spheres and asks the students to cut out
circular paper with the some radius as the sphere.
(ii) The teacher asks the students to use the cut out papers and wrap up the sphere.

Students’ activities. The students responds to the question

Step II: Exploration
Mode: Individually

Teacher’s activities : The teacher leads the students to discover that four of the cat out papers will
wrap up the sphere. The teacher also ask the students to carry the following activities.

(i) Fill the cylinder with water and turn it into the lone and sphere such that the height of the cylinder
is equal to the height of the cone and the diameter of the sphere

What did you observed?

Students activities: The students responds to the instructions given above.

Step III – Discussion

Mode: Entire class
Teachers activities.

The teacher now ratify the students discover that of the cat out papers will wrap up the sphere teacher
also ask the students, to carry the following activities:

(i) Fill the cylinder with water and turn it into the lone and sphere such that the height of the cylinder
is equal to the height of the lone and the diameter of the sphere

(ii) What did you observed?

Students activities:- The students responds to the instructors given above.

Step III :- Discussion
Mode: Entire Class
Teacher’s activities

The teacher now ratify the students discuss the cut out papers will wrap up the SP
than the area of a sphere = 4IIr2

Surface area of a sphere =

Surface area of hemisphere =

Curved surface area of hemisphere =

The volumes of cylinder = Volume of the + volume of sphere volume of sphere = Vol. Of cylinder –
vol. if come

But h=2r

Volume of hemisphere 2IIr2 x 2r

3
R= 4II r3
3
Volume of hemisphere = ½ of 4IIr3
3
3
Volume of Hemisphere = 2IIr
3

Step iv : APPLICATION
Mode: Entire Class
Teacher’s: Activities :The teacher gives the following example

EXAMPLE
Find the surface area of a sphere of diameter 10 cm (take II 22/7)
SOLUTION

Surface area =
=10/12=5
surface area= 4x22 x5x5
7
= 2200
7
S.A = 314.25

Step v : APPLICATION
Mode: Entire Class
Tecther’s: Activities

The teacher evaluates the lesson by giving the following question

(a) State the formula for

(i) Surface area of sphere

(ii) Surface area of hemisphere
(iii) Correct surface area of hemisphere
(iv) Volume of a sphere
Students’ activities: The students responds to the questions

Conclusion:- The teacher summarises the salient’s points

Assignment: The teacher gives the following question
Page 73, 8x1.2 no. 6-7

REFFERENCE :- NCM for SS3 by a.m Salaam.

THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: - Quadratic equations

LESSON TOPIC: - Quadratic equations by factors method

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Define Quadratic equations

(ii) Solve Quadratic equations using factorization method.

INSTRUCTIONAL RESOURCES:- Chart following the general form ofr quadratic equation
Step I: Presentation: Identification of the students prior idea

Mode: Whole class

TEACHERS ACTIVITIES: Asks the students some question based on their entry behaviours as
following.

(i) What is a quadratic equation

(ii) Factorise 2x2 + 6x

Student’s activities: The students responds to the above questions

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Guide the students to identify the following

A quadratic Equation is an equation of form ax2 +Bx+C=0 where a, b and c are not equal to zero (0)

STUDENTS ACTIVITIES: Student responds to the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: Lead the students to identify the following problem

A street trade spent N550 on x articles each costing N (2x-28) find x

Solution: articles (x) multiply by the amount (2x-28) equal to 550

= x (2x-28)=550 =x2-14x -275=0

=x2+112-25x-275=0

=x(x+11)-25 (x+11)=0

=(x-25) =0 or (x+11)=0

=x=25 or -11

Since x+-11 =- x-25 (N25)

STUDENTS ACTIVITIES: Students responds to the above solved problem

STEP IV: APPLICATION

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students

Solve the following problem

If 13 times a number x is added to twice its square, the result is 84

(a) obtain a quadratic equation in to

(i) Find the values of x

Solution: 13 multiply by x =13x

Twice x2= 2 (x2) = 2x2

(a) is 2x2 + 13x=84 =2x2+1x-84=0

STUDENT’S ACTIVITIES: Asks the students to solve the b part of the above problem

STEP V: EVALUATION

MODE: Whole class

TEACHERS ACTIVITIES: Asks the students to solve the following problem

If 13 times a number is subtracted from the sphere of the number is subtracted from the sphere of the
number, the result is 30 find the number.

STUDENTS ACTIVITIES: Students responds to the above problem

ASSIGNMENT: Asks the students to solve the following problem

The numerator of a fraction is 5 less than its

THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: - Linear equations

LESSON TOPIC: - Simultaneous Linear equations by factors method

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Identify Linear equations

(ii) Identify the general form of Linear equations

iii) solve problem on simultaneous Linear equations

INSTRUCTIONNAL RESOURCES:- Chart showing the general form of Linear equations

Step I: Presentation: Identification of the students prior idea

Mode: Whole class

TEACHERS ACTIVITIES: The teacher asks the students some question based on their entry
behaviours as following.

(i) Define Linear equations

(ii) Solve the equation

Student’s activities: The students responds to the above questions

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students solve the following problems

Solve simultaneously the equations

X+y=6 and 2x+3y=14

Solution x+y=6 ------ (i)

2x+3y=14----(2)

From (i) x=6 –y ----- (3)

Put (3) in (2) we have

= y=14-12=y=2

Put the value of y in (3), we have

X=6-2 = x=4

X=4 & y=2

STUDENTS ACTIVITIES: Student responds to the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: Lead the students to solve the following problem

Solve simultaneously the equations

3x+2y=7 and 7x -3y=1

Solution: 3x+2y=7 ------ (1)

7x-3y=1 ------(2)

X (1) by 7 and (2) by (3)

=21x +14y =49 ---(3)

21x-9y=3 ----4
 23y =46

=y=2

STUDENTS ACTIVITIES: Asks students to find the corresponding value of x from the above
problem.

STEP IV: APPLICATION

Mode: Whole class

TEACHERS ACTIVITIES: Guides the students to solve the problems below

Solve simultaneously the equations

3a+4m-0 and 9=2m-5

Solution: 3a+4m=0 ----(1)

A=2m---5 ------(ii)

Put (2) in (1); we have

3 (2m-5) +4m=0

=6m-15+4m=0

=6m +4m -15 =0

=10m=15 =m= 15/10 =3/2 =11/2

STUDENT’S ACTIVITIES: Asks the students of the corresponding value of a

STEP V: EVALUATION

MODE: Whole class

TEACHERS ACTIVITIES: Asks the students to solve the following problems

1. x-2y=1 and x+2y=9

2. 3x+4y= -1 and 3x+8y =4

STUDENTS ACTIVITIES: Asks the students of the corresponding value of a

ASSIGNMENT: Solve simultaneously equations 5x+3y-2=0 and 3x-32=7y

REFERENCES: New general mathematics for Senior Secondary Schools book 3

2. New concept mathematics for Senior Secondary Schools book 3

THEME:

DATE:
CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC:

LESSON TOPIC:

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Identify word problems of simultaneous Linear equations

(ii) Form simultaneous Linear equations involving word problems

iii) Solve simultaneous Linear equations involving word problems.

INSTRUCTIONNAL RESOURCES:- Chart showing the general form of Linear equations

Step I: Presentation: Identification of the students prior ideas

Mode: Whole class

TEACHERS ACTIVITIES: Asks the students some questions based on their entry behaviours as
follows solve the equations (i) 3x-15=x+1 (ii) 2 (5y-1) =0

STUDENTS ACTIVITIES: Students responds to the above questions.

Student’s activities: The students responds to the above questions

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Guide the students to identify the general form of linear equation as
follows . A linear equation is an equation of the form

Y= Mx +C where in is the graded and C

Y the inter-sept on y axis

STUDENTS ACTIVITIES: Student responds to the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: Lead the students to solve the following problem

In a school management committee, men contribute Nx each and women Ny each to the maintenance
find. At the meeting, 8 men and 10 women gave a total of N7,000. At another meety, 12 men and 4
women gave a total of N7,200. Find the value of x and y.

Solution:
8x +10y=7000 --- (i)

12x + 4y =7,200 ---(2)

From (2), 3x + y = 1,800 = y =1800 -3x

Put (3) in (1) we have

8x + 10 (1800=3x) =7,000

=8x+18000x -30x=7,000

=-22x= - 11,000

= x =500

Put the value of x in (3), we have

Y = 18000 -3 (500) = 1800-1500=300

Hence the values of x and y are

N500 and N300 respectively.

STUDENTS ACTIVITIES: Students responds to the above problems.

STEP IV: APPLICATION

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students to solve the following processing

Given the above rectangle with its dimensions in centimetres. Find (a) The values of x and y

(b) The dimensions y the rectangle

Solution: 2x= x+y+1= x-y = 1 ----(1)

3y+2=x+7 = x-3y = -5 ----(2)

From (1), x=1+y ------ (3)

1+y -3y = -5

-2y=-6 y =3

STUDENT’S ACTIVITIES: The students to find the corresponding value of x and the dimensions of
the rectangle
STEP V: EVALUATION

MODE: Whole class

TEACHERS ACTIVITIES: The students to solve the following problems

Consider the triangle below with the lengths of its sides given in terms of x and y find the values of x
and y.

Solution: 4x = x+y+5 = 3x – y = 5 ------ (1)

X+y+y=3y = x-2y = -5 ------ (2)

From (1) y =3x-5 ------ (3)

Put (3) in (2), we have

x-2 (3x-5) = -5 = x+6 x +10) = -5

= -5x=-15 = x=3

STUDENT’S ACTIVITIES: Students responds to problems

ASSIGNMENTT: The perimeter of a rectangular form is 10km its length is 11/2 times it:
breadth find the length and breadth of the form

STUDENT’S ACTIVITIES: Students responds to the above problems

REFERENCES: New General Mathematics for Senior Secondary Schools book three (3)

2. New concept mathematics for Senior Secondary Schools Book three (3)

THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: The Sphere

LESSON TOPIC: Volume and surface area of a sphere

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Identify spherical shapes

(ii) Identify the formula for calculating the volume and surface area of a sphere

iii) Calculate the volume and surface area of a sphere using the formula

INSTRUCTIONNAL RESOURCES:- Chart showing spherical shapes

Step I: Presentation: Identification of the students prior ideas

Mode: Whole class

TEACHERS ACTIVITIES: The teacher asks the students some questions based on their entry
behaviours as follows: (i) Mention two objective that has round shape

Student’s activities: The students responds to the above questions

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students to solve identify the following

A sphere is a perfectly round shape form of a ball, orange, tennis egg etc

STUDENTS ACTIVITIES: Ask the student to mention some spherical objects. the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: Guide the students to identified the formula for calculating the volume
and surface area of a sphere as follows.

Volume (v) = 4/3 r3

Curved surface area = 4 r2

Students activities: Students responds to the above

Step iv: APPLICATION

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students to solve the following problems.

Calculate the volume and surface area of a sphere whose diameter is 16 am

Solution: diameter (d) =16am

= radius = d/2 = 16/2 =8cm

Volume (y) = 4/3 r3 =4/3 x3.142 x (8cm)3

=4/3 x3.1x2x512 = 6.434.816 =2,144.94

3

V = 2,140cm3
Surface are a = 4 ^ r2 = 4x3.142 x (8cm)2

Students Activities: Asks the students to calculate the volume and surface area or a sphere whose
radius is 10cm. (Take^ =3.142) and leaves their answers in 3 s.f.

Step V: Evaluation

Mode: Whole Class

Teachers Activities: Asks the students to solves the following problems

A sphere has a volume of 1000cm3 (a) Calculate its radius correct to 3 s.f

(b) Calculate the surface area of the sphere above problems.

Assignment:

Mode: Whole class

Teachers Activities: Asks the students to solve the following problem

A metal sphere 6cm in diameter 1/2cm. How many of the smaller balls will there be?

Students Activities: Students responds to above problem

REFERENCE: New general mathematics for Senior Secondary Schools Book three (3)
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: A hemisphere

LESSON TOPIC: Volume and surface area of a hemisphere

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Identify hemispherical

(ii) Identify the formula for calculating the volume and surface area of a hemisphere

iii) Calculate the volume and surface area of a hemisphere using the formula

INSTRUCTIONNAL RESOURCES:- Chart showing hemisphere and its radius

Step I: Presentation:

Mode: Whole class

TEACHERS ACTIVITIES: Identification of the students prior ideas by asking them some
questions based on their entry behaviours (i) What is a sphere (ii) What is a hemisphere.

Student’s activities: The students responds to the above questions

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Guide the students to identify a hemisphere as follows.

A hemisphere is a perfect half round shape such as half of a ball, orange, tennis and egg etc

STUDENTS ACTIVITIES: Student responds to the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students to identify the formula for calculating the volume
and surface area of a hemisphere as follows.

Consider the below diagram

The curved surface area =surface area divide by two (2) i.e 4^ r2 :- 2 =2^r2

Total surface area =area of the top circle + = ^ r2 + r3 = 3^ r2

Volume (v) =1/2 of the volume of a sphere

= Volume (v) = ½ of the volume of a sphere

=V =4/3 ^ r3 :- 2 = 2/3 ^ r3

Students activities: Students responds to the above

Step iv: APPLICATION

Mode: Whole class

TEACHERS ACTIVITIES: The students to solve the following problems.

Calculate (i) Curved surface (ii) Total surface and of a hemisphere whose diameter is 9cm, direct to
3 s.f ( ^ = 3.142)

Solution:

(i) Curved surface area = 2^ r2

= 2x3.142 x (4.5)2

=2x3.142x20.25 =127.251=127cm2

(ii) Total surface area = 3^r2

=3x3.142x(4.5)2

=3x3.142 x 20.25=190.8765

=191cm2

Teachers Activities: Asks the students to solve the following problems.

Calculate the (i) curved surface area (ii) total surface area of a hemisphere whose radius is 2cm
correct to 3 s.f.

Students Activities: Responds to the above problems

Assignment:

Calculate the volume of a hemisphere whose diameter is 9cm, correct to 3 S.F

REFERENCE: (1) New general mathematics for Senior Secondary Schools Book three (3) (2) New
Concept Mathematics for Senior Secondary Schools Book three (3)
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC: The earth as a sphere

LESSON TOPIC: Lines of longitude and latitude

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Identify the earth as a spherical shape

(ii) Identify lines of longitudes and latitude

iii) Identify North and South pole as the polar axis

iv) Identify small and great circle.

v) Calculate distance along the great circle

INSTRUCTIONNAL RESOURCES:- Chart showing him the longitude and line of latitude

Step I: Presentation:

Mode: Identification of students prior ideas

TEACHERS ACTIVITIES: Ask the students some questions based on their entry behaviours as
follows (i) List the four cardinal point (ii) What is the shape of the earth

Student’s activities: The students responds to the above questions

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Lead the students to identify the following

Consider the diagram below.

.
From the above, if the earth is cut by planes each or which passes through it polar axis. The circle
formed on the surface of the earth are called GREATCIRCLES or MERIDIANS and half of a
meridian which semi circle is called LONGITUDE (long).

However, if horizontal planes are cut through the earth and perpendicular to the polar axis, circles of
differences or the same diameter are formed on the surface of the earth. These circles are called
LATTITUDE (lat).

STUDENTS ACTIVITIES: Student responds to the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: guide the student on how to locate point on globe as follows.

Meridians are measured in degrees (east or west) varying from 180E to 180W while the latitude are
measured in degree north or south varying from 90N and 90S.

Students activities: ask the student to identify long(180E and 180w) and lat(90N and 90S).

Step iv: APPLICATION

Mode: Whole class

TEACHERS ACTIVITIES: guide the student to state the latitude and longitude of the following on
the globe.

(a) p (b) q (c) r (d) y.

Solution: (a) P(70N, 40W) (b) Q(70N, 0) (c) R(70N,80E) (d) Y(30S,80E)

Students Activities: ask student to locate the following points ( i ) R(35S,20E) (ii) (0,100E) on a
globe.

STEP(iv) : evaluation.

MODE: whole class.

TEACHERS ACTIVITIES: ask the student to state the latitude and longitude of the following point.

(E) x (F) m (G)z (H)n.

STUDENTS ACTIVITIES: student responds to the above problems.

ASSIGNMENT: ask the student to locate the following point on the globe.

(I) L(40N,40W) (II) Q(60N,20E) (II) P(60N,55W).

REFFERENCE: new general mathematics for senior secondary school book (3).
Assignment:

Calculate the volume of a hemisphere whose diameter is 9cm, correct to 3 S.F

REFERENCE: (1) New general mathematics for Senior Secondary Schools Book three (3) (2) New
Concept Mathematics for Senior Secondary Schools Book three (3)
THEME:

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

SUBJECT: -Mathematics

UNIT TOPIC:

LESSON TOPIC:

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Identify lines of longitude and latitude.

(ii) Identify great circles.

iii) calculate distance along great circle .

INSTRUCTIONNAL RESOURCES:- Chart showing globe and skeleton globe.

LESSON PRESENTATION :

STEP 1: Identification of Prior Ideas

Mode: whole class .

TEACHERS ACTIVITIES: identification of student prior ideas by asking some question base on their
entry behaviours as follows.
0 0
I. Angles of longitude varies from ..360 E..... to 360 W ...........
0 0
II. Angles of latitude varies from 90 N........to 90 S..........

STUDENTS ACTIVITIES: Student responds to the above questions.

STEP II: EXPLORATION

MODE: whole class.

TEACHERS ACTIVITIES: guide the student identify the angular differences or angular sum of
longitude and latitude as follows.

I. East and East (EE) = subtraction (-)

II. West and West (WW) = subtraction (-)
III. North and North (NN) = subtraction (-)
IV. South and South (SS) = subtraction (-)
V. West and East (WE) = addition (+)
VI. North and South (NS) = addition (+)

STUDENT ACTIVITIES: student responds to the above properties.

STEP III: discussion

MODE: whole class

TEACHERS ACTIVITIES: lead the student to solve the following problems.

Two places P and Q have the same longitude, their latitude are 15N and 36S.

(A) draw a diagram to locate these points

(B) calculate the great circle distance PQ. (take R = 6,400km)

Solution (A)

(B) distance = Q//360 x2/1x22/7x6400/1x51/360x44/9x6400/1

= 1,4361600 /2520=5699.04 =5699km
STUDENT ACTIVITIES: student responds to the above solve question .
MODE: whole class.
TEACHERS ACTIVITIES: lead the student to solve the following problems.
Two places P and Q with longitude 152E and 171W, both lies on the equator.
(A) draw a diagram to locate this points.
(B) find the shortest distance between P and Q on the earth surface. Correct to 3.s.f.
(take R= 6,400km).
Solution A.

B distance PQ= q/360x2!R =37/360x2/1x22/7x6400/1

=PQ=10,419200/2520 =4134.603/1 =4130km

STUDENT ACTIVITIES: two places G and h on the equator, and have longitude of 92E and 57E.
Draw a diagram to locate these places.

STEP II: EVALUATION.

MODE: whole class.

TEACHERS ACTIVITIES: ask student to solve the following problems.

Two places X and Y lies on the equator and have longitude of 92E and 57E.
(A) draw a diagram to locate these places.

(B) calculate the distance XY measured along the equator.

STUDENT ACTIVITIES: student responds to the above problems.

ASSIGNMENT: The position of Abuja (Nigeria) and prom (Germany). to the nearest degree area:
(9N,7E) and (57N, 7E) respectively . use R = 6,400km to calculate their distance apart to 2.s.f.

REFERENCES: new general mathematics for senior secondary school book 3

2. new concept mathematics for senior secondary school book 3.

THEME: geometry.

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

UNIT TOPIC:

LESSON TOPIC:

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to .

(i) identify the as a spherical shape.

(ii) Identify lines of longitude and latitude.

iii) identify parallels of latitude as small circles.

iv) calculate distances along parallels of latitude.

INSTRUCTIONNAL RESOURCES:- geographical globe ( skeleton globe).

Step I: PRESENTATION

Mode: Whole class

TEACHERS ACTIVITIES: Identification of the students prior ideas by asking them some
questions based on their entry behaviours as follows .

State the formula for calculating distances along great circles.

Student’s activities: The students responds to the above questions.

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Guide the students to identify a hemisphere as follows.

A hemisphere is a perfect half round shape such as half of a ball, orange, tennis and egg etc

STUDENTS ACTIVITIES: Student responds to the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: guide the students to identify the following.

Parallels of latitudes are circles that runs from the equators to north or south poles and are measured
90N or 90S with radius less than radius of the earth (equator).

Students activities: Students responds to the above

Step iii: discussion

Mode: Whole class

TEACHERS ACTIVITIES: leads The students to solve the following problems.

Consider the below diagram .

= distance along small circle is given by the formula O/360x2!RcosO (where alpha is the angle of the
latitude ).

STUDENT ACTIVITIES: student responds to the above.

STEPIV: application.

MODE: whole class.

TEACHERS ACTIVITIES: leads the student to solve the following problems.

On a globe of radius 60cm, find the in cm of the parallel of latitude 67N

(2) calculate the distances measured along the parallel of latitude between the point with the same
latitude 18S and longitude 96E and 57E

STUDENT ACTIVITIES: as the student to state the formula for calculating the distance along
parallel of latitude.

STEP V: EVELUATION

MODE: whole class.

TEACHERS ACTIVITIES: ask the to solve the following problems .

Two places on the parallel of latitude 77N their longitude are 154E and 142W find their distance apart
measured along the parallel of latitude .

STUDENT ACTIVITIES: student responds to the above .

ASSIGNMENT: find the distance between Bila (9N, 6.0E) and Adis ababa (9N,38.8E)

Measured along the parallel of latitude.

REFFERENCE: new general mathematics for senior secondary school book 3

2. new concept mathematics for senior secondary school book 3.

THEME: Geometry

DATE:

CLASS:

TIME:

PERIOD:

DURATION:

UNIT TOPIC:

LESSON TOPIC:

INSTRUCTIONAL OBJECTIVE: - At the end of lesson, students should be able to

(i) Identify earth as spherical shape.

(ii) Identify lines of longitude and latitude.

iii) identify equator and parallel of latitude

iv) solve mathematical problems on longitude and latitude.

INSTRUCTIONNAL RESOURCES:- Geographical globe (skeleton globe).

Step I: Presentation:

Mode: Whole class

TEACHERS ACTIVITIES identification of the student prior ideas by asking them some question
base on their entry behaviour as follows

i) state the formula for calculating radius of parallel of latitude

ii) state the formula for calculating the length of the parallel of latitude .

Student’s activities: The students responds to the above questions

Step II: Exploration

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students to solve identify the following

A sphere is a perfectly round shape form of a ball, orange, tennis egg etc

STUDENTS ACTIVITIES: Ask the student to mention some spherical objects. the above

STEP III: Discussion

Mode: Whole class

TEACHERS ACTIVITIES: Guide the students to identify the following

i) distances along great circle is given by the formula O/360x2^R ( where O is the angular differences
and R is the radius of the earth ).

2) distances along small circle .

Students activities: ask the student to state for calculating the distance along parallel of latitude.

Step iii :discussion .

Mode: Whole class

TEACHERS ACTIVITIES: Leads the students to solve the following problems.

The latitude and longitude of a point P are 50N, 32W and of another point are 50N , 48E. Calculate to
the nearest 100km.

The radius of the circle of latitude through P and Q.

Solution:

(A) the radius of parallel of latitude

Students activities: ask the student to.

(B) calculate the distance PQ along the parallel of latitude.

Step iv: application

Mode: Whole Class

Teachers Activities: leads the student to find the speed due to the rotation of the earth in km/h of the
point P assuming that the earth make a complete rotation in 24 hours .

Solution : speed = distances/ time

STUDENT ACTIVITIES: student responds to the above problems

STEP V): evaluation.

MODE : whole class.

TEACHERS ACTIVITISE: ask the student to solve the following problems.

P is due north of Q and the distance PQ along the surface the surface of the earth is 1120km.

If the latitude of p is 3.2N calculate the latitude of Q.

Assignment: an aeroplane leave the point x(43N,71W) and flies due east at 500km/h after 3 hours

(A) how far has it travel .

(B) what is it longitude .

REFERENCE: New general mathematics for Senior Secondary Schools Book three (3)

New concept mathematics for senior secondary school book (3).