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Additional Mathematics Combined

Additional math

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Zahir B. Fareed

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0% found this document useful (0 votes)

11 views161 pages

Additional Mathematics Combined

Additional math

Uploaded by

Zahir B. Fareed

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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Learning Plan

Additional
Subject Week 1 Duration 2hours Form 1
Mathematics
Modelling with Sub-
Strand Number and algebraic patterns
algebra Strand
Demonstrate knowledge and understanding binary operations, sets and binomial theorem and solve
Content Standard
related problems in real life situations

Learning Outcome(s) Solve problems involving properties of binary operations

Explain binary operations, and apply that knowledge in solving related problems
Learning Describe and interpret the characteristics of commutative, associative, distributive and closure
Indicator(s) properties of binary operations
Determine the identity element and use it to find the inverse of a given element.
Essential Question(s) a) How are commutative, associative, distributive and closure properties of binary operation
linked to the Knowledge different from each other?
Hierarchy aligned with the b) How will * a binary operation on the given set, a*b= a+\b\ be apply in real numbers?
Content Standards and c) How will ict be integrated in solving binary operations?
Learning Indicators
Collaborative learning, Talk-for-learning, Enquiry based learning, Experiential learning, Problem
Pedagogical Strategies
based learning, etc.
Teaching & Learning
Worksheets, Textbooks, Curriculum, Card boards, Reading resources, etc.
Resources
Key Notes on Differentiation
Content a) Limit content expectation to involving two elements of the set to produce another element of the
set.
b) Extend content expectations to include commutative, associative, distributive and closure
properties of binary operations.
c) c) Extend content expectations to include identity element and use it to find the inverse of a given
element.
a) In small groups learners discussion solve binary operations involving two elements of the set to
produce another element of the set.
b) In groups discussion and presentation on binary operations including commutative,
Process
associative, distributive and closure properties of binary operations
c) In group discussions and individual presentation on binary operation including identity
element and use it to find the inverse of a given element.
a) Solve at least 5 problems on binary operations involving two elements of the set to produce
another element of the set.
b) Solve at least 6 problems on binary operation including commutative, associative, distributive
Product
and closure properties of binary operations.
c) c) Solve at least 7 problems on binary operation including identity element and use it to find the
inverse of a given element.
binary operations, commutative, associative, distributive and closure properties, identity element
Keywords
and inverse
Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction (30 minutes) Introduction (30 minutes)
Review learners’ previous 1. A binary
knowledge of operations of I. In small group, ask learners I. In groups, discuss operations of real operation is
numbers (addition, subtraction, to operations on numbers numbers on binary operations defined on the
multiplication and divisions) using the 4 operational signs set of rational

II.In groups, discuss and present on; a ⋄

using real-life examples by; (+, -, X and /) numbers Q, as

b = a2 – 2ab, Find (3 ⋄ 5) ⋄ (5 ⋄3).

asking learners in mixed- follows: a* b =
gender groups to discuss the II. Ask learners to identify a + b + 2ab
counting, even, prime and old mathematical symbols. Evaluate :
numbers. i. 3 * 7
ii. (5 * 4) * 2
Activity 1 (35 minutes) Activity 1 (35 minutes) iii. (8 * 4) * 2
I. Using learners knowledge on I. Deliberate in groups and present to the iii. (4 * 7) * (7 *
operations and symbols, class; 5)
introduce learners to binary The binary operation ○ is defined on the
operations. set of no zero real number by a ○ b = ab – 2. x * 4 denotes
a/b. the integer part
I. In mixed-gender groups, i. Evaluate (1 + √2) ○ (2 – √2), giving your when x is
explain binary operation answer in the form x + y √2 divided by 4
solutions. and y ○ 7
denotes the
Activity 2 (35 minutes) Activity 2 (35 minutes) remainder
I. Lead learners to I. In groups discuss and present on; when y is
commutative, associative, The binary operation * is defined on Z by x divide by 7.
distributive and closure * y = 1 – 2xy. Show that * is commutative Calculate 81 *
properties of binary and associative and 4 and 117 ○ 7.
operations. The binary operation * is defined on the
set A = {1, 2, 3, 4} by x * y = 3x – xy. Show 3. Let a * b = a
II. Task learners to whether * is closed under A in each of the + 2b be
compute binary operation on following; defined over
commutative, associative, i. 1 * 2 ii. 3 * 4 the set of real
distributive and closure numbers R.
properties. Verify whether
or not, * is
commutative,
associative or
distributive.

4. The operation
○ is defined on
the set K = {2,
4, 6} by a ○ b
= ab/2
i. Draw a table
for ○ on the set
K.
ii. Determine
whether or not
the operation ○
is closed on K.
iii. Find the truth
set of 2 ○ 4 = 4
○x
Lesson Closure
Activity (10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
learners to share ideas on them.
b) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
c) Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction (30 minutes) Introduction (30 minutes)
Review learners’ previous
knowledge by asking learner to I. In small group, ask learners I. In groups, discuss on 1. Find if there is
use the digits 1 to 9 once each, to identify a universal number The operation * is defined on the set S = an identity
together with any operation like for addition and multiplication {0, 1, 2, 3, 4} by a * b = /a – b/, where /x/ element in I =
+, * etc, can you make 100. means the numerical value of x. {-1, 0, 1} if the
i. Draw a combination table for *. Hence binary
find the identity element for *. operation is
ii. Of the four arithmetic operations, addition
addition, subtraction, multiplication and defined on I.
division, which are associative, 2. A binary
commutative and identity? equation is
II. Task learners to add and defined over
multiply any number with the II.Make group presentation on the the set of real
universal numbers. outcomes. numbers R by,
a*b=a+b+
2. Find the
identity
element under
the operation *
and the
Activity 1 (35 minutes) element a.
I. Using learners knowledge
on operation on the universal Activity 1 (35 minutes) 3. A binary
numbers, discuss identity I. Share with the class what you know operation ○ is
elements. about binary operations. defined by x ○
y = xy + x + y.
II. In mixed-gender groups, Find the
binary operation on identity identity
element. II. In your groups, solve identity element element e,
on binary operation questions using under the
calculators where available. Please be operation ○
wary of the use of the IT tool for this and the
task. Use it appropriately as expected element x.
Activity 2 (35 minutes) of you.
I. Lead learners discuss the 4. The operation
inverse of binary operations. * is defined on
Activity 2 (35 minutes) the set R, of
II. Task learners to compute I. Discuss and a make presentation on real numbers
the inverse of binary by a * b = a +
operation. 1. a. A binary operation * is defined by a * b – ab.
b = a + b + 5. Find the inverse element. b. i. Find the
Use your results to find the inverse of ; i. 7 inverse element
ii. - 11 and use your
results to find
the inverse of
4..
Lesson Closure
Activity (10 minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
I. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
II. Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 2 Duration 2hours Form 1
Mathematics
Modelling with Sub-
Strand Number and algebraic patterns
algebra Strand
Demonstrate knowledge and understanding binary operations, sets and binomial theorem and solve
Content Standard
related problems in real life situations
Model and solve real life problems on sets.
Learning Outcome(s)
Expand binomials with positive integral indices and simplify coefficients of the terms.
a) Establish the properties of operations on set, including commutative, associative, and
distributive, sets algebra and apply them to solve problems.
Learning b) Expand Binomial expressions for positive integer indices using Pascal's triangle
Indicator(s) c) Use the combination approach and other approaches to determine the coefficient and
exponent of a given term in an expansion.
Essential Question(s) a) How can Binomial expressions for positive integer indices using Pascal's triangle expanded?
linked to the Knowledge b) How can the combination approach and other approaches be used to determine the coefficient
Hierarchy aligned with and exponent of a given term in an expansion?
the Content Standards c) How will ict be integrated in properties of operations on set, including commutative,
and Learning Indicators associative, and distributive, sets algebra and apply them to solve problems?
Collaborative learning, Talk-for-learning, Problem based learning, Experiential learning,
Pedagogical Strategies
Experiential learning, etc.
Teaching & Learning
Maths Technology learning apps, tools, Chalkboard illustrations, Worksheets, etc.
Resources
Key Notes on Differentiation
Content a) Limit content expectation to properties of operations on set, including commutative, associative,
and distributive, sets algebra and apply them to solve problems.
b) Extend content expectations on Binomial expansion for positive integer indices using Pascal's
triangle.
c) Extend content expectations on Binomial expansion to include combination approach and other
approaches to determine the coefficient and exponent of a given term in an expansion .
a) In small groups learners discussion solve properties of operations on set, including
commutative, associative, and distributive, sets algebra and apply them to solve problems.
b) In groups discussion and presentation on Binomial expansion for positive integer indices
Process using Pascal's triangle
c) In group discussions and individual presentation on Binomial expansion to include
combination approach and other approaches to determine the coefficient and exponent of a given
term in an expansion.
a) Solve at least 5 problems on properties of operations on set, including commutative, associative,
and distributive, sets algebra and apply them to solve problems.
b) Solve at least 5 problems on Binomial expansion for positive integer indices using Pascal's
Product
triangle.
c) c) Solve at least 5 problems on Binomial expansion to include combination approach and other
approaches to determine the coefficient and exponent of a given term in an expansion.
Keywords
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to aligned to the
Starter reinforce as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity- (10 Introduction (30 minutes) Introduction (30 minutes)
minutes)
Review learners’ previous I. In mixed-ability group, I. In your groups, discuss 1. Let D(n) denotes the
knowledge of arrangement present learners to operations of set. A ∪ B∧ A ∩ B factors of a natural
of like items of the same operations of set on union number n, including n
kind around them using and intersection of sets. itself but 1. e.g. D(8)
real-life examples by; asking II. In your groups, discuss how two = {2, 4, 8}.
learners in mixed-gender II. Ask learners to equate sets can be equated to produce the i. List the elements of
groups to discuss the sets using union and same result using the Union and D(12) and D(18)
counting, even, prime and intersection of sets. Intersection of Sets. Please show ii. Find the integer, r
old numbers. respect to others views. such that; D(12) ∩
D(18) = D(r)
iii. If P = D(8) ∪
Activity 1 (35 minutes)
I. Using the KWL strategy, Activity 1 (35 minutes)

Q = [D(8) ∪
introduce learners to I. In groups discuss about [D(12) ∩ D(18)] and

D(12)]∩,D(8)∪D(18)
commutative, associative commutative, associative, and
and distributive, set distributive, on set algebra on sets,
algebra. A = {1, 3, 5, 15} and B = {1, 2, 4, 5, ]
10, 20} 2. Consider the sets, A
II. Then, in mixed-gender = {1, 3, 5, 15} and B
groups, present learners II. In your groups, present on the = {1, 2, 4, 5, 10, 20}

and B = {1, 2, 4, 5, 10, 20} to the i. A ∪ B = B ∪ A.

with the commutative, findings of on sets, A = {1, 3, 5, 15} Find
associative, and
distributive of sets algebra class. ii. Hence, show whether
and apply them to solve the union of sets is
problems. commutative,
associative and
Activity 2 (35 minutes) distributive.
I. Introduce learners to Activity 2 (35 minutes)
Binomial expressions for I. In groups discuss the pattern of 2. Expand fully the
positive integer indices the Pascal’s Triangle. expression (2 − x)5
using Pascal's triangle. using the Pascal’s
triangle.
II. Task learners to expand
binomial expression using II. In groups present to the whole class 3. Expand, using the
the Pascal’s Triangle.. how to expand the following using binomial theorem,
the Pascal’s Triangle (x + y)3 and (1 + 2x)5 . Hence,
(3y – 6x)7 expand (1 – 2x)5 using
the Pascal’s triangle.

III. Have a general class voting to aid reflection.

Learning Outcome(s) Perform basic operations on surds as well as solve simple indicial and logarithmic equations

Investigate the properties of surds and perform basic arithmetic operations on surds
Learning Rationalise surds with binomial denominators
Indicator(s)
Recollect the initial laws of indices and establish other laws for negative powers and roots
Essential Question(s) a) How are surds with binomial denominators rationalized?
linked to the Knowledge b) How are the laws of indices and other laws for negative powers and roots solved?
Hierarchy aligned with the c) How can ICT to integrated in the properties of surds and perform basic arithmetic
Content Standards and operations on surds?
Learning Indicators
Talk-for-learning approaches, Collaborative learning, Experiential learning, Problem based
Pedagogical Strategies
learning, etc.
Teaching & Learning
Textbooks, Curriculum, Card boards Reading resource, Technological tools, etc.
Resources
Key Notes on Differentiation
a) Limit content expectation to investigate the properties of surds and perform basic arithmetic
operations on surds.
Content b) Extend content expectations to include Rationalise surds with binomial denominators
c) Extend content expectations to include Recollect the initial laws of indices and establish other
laws for negative powers and roots.
In mixed ability group, learners discuss and present on properties of surds and perform basic
Process arithmetic operations on surds, Rationalise surds with binomial denominators and Recollect the initial laws
of indices and establish other laws for negative powers and roots.
a) Solve at least 5 problems on the properties of surds and perform basic arithmetic operations on
surds.
Product b) Solve at least 5 problems on Rationalization of surds with binomial denominators.
c) Solve at least 5 problems on the initial laws of indices and establish other laws for negative powers
and roots.
Keywords
Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction (20 minutes) Introduction (20 minutes)
Review learners’ previous
knowledge by asking learner to I. With groups, introduce I. Individually write roots of numbers in 1. Simplify the
mention any the digits 1 to 9 learners to root of a the exercise book using calculator. following:
and square it. number that cannot be 1.(3+√2) (4+√2)
reduced to a whole number. 2.(5+√11)
(3+√11) 3.(√2+4
II. Task learners to write the II. In groups, discuss and present the )(√10–√7)
square root of numbers that following; a. 2√7 b. √8√2 c. 5√3 4. (√7– 2)(√7–5)
can and cannot be reducing 5. (4 + 3√2) (1–
to whole numbers with the √2) 6. (8–√7)
help of the calculator. (3+2√7 )

Activity 1 (35 minutes) Activity 1 (35 minutes)

I. Aid learners to add, I. Deliberate in groups 2. Express
subtract, multiply and a. √5 ×√5 1 1
− in
divide surds (properties of b. √2 × √7 3 √5 2 √20
surds) c. 2√5 × 3√7 the form k √ 5
d. √9 + √16
II. In groups, present the solution to other
II. In mixed-gender groups, groups.
perform basic arithmetic
operations on surds.
Activity 2 (35 minutes)
Activity 2: (35 minutes) 3 √2 6 √7
I. In pairs, rationalize and 3. simplify
√7 3 √5 7 √3
− √ −
2 5 3 √2
I. Lead learners to rationalize
surds with binomial √10+ √3 √ 6+ √ 6 √ 15+3 √3
denominators.
= ×√ = √
a a b a b
√b √b √ b b
II. Task learners to rationalize II. Discuss the solution with other
surds. learners

II. In groups, perform the

operation of indices using the 3. simplify
II. Present the result to the class in
( ) ( )
x 3
laws. 1 1 4
groups. − =0
125 25
Lesson Closure
Activity (15 minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
III. Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 4 Duration 2hours Form 1
Mathematics
Modelling with Sub-
Strand Number and algebraic patterns
algebra Strand
Content Standard Demonstrate knowledge and understanding of numbers in relation to Surds, Indices and Logarithms

Learning Outcome(s) Perform basic operations on surds as well as solve simple indicial and logarithmic equations

a) Recognise the relationship between surds and indices and apply laws of indices to simplify
expressions
Learning b) Pose and solve simple equations involving indices
Indicator(s) c) Establish the relationship between indices and logarithms and use the properties of
logarithms to solve related problems in one base.
Essential Question(s) a) How can simple equations involving indices solved?
linked to the Knowledge b) How can the relationship between indices and logarithms and use the properties of
Hierarchy aligned with the logarithms to solve related problems in one base be established?
Content Standards and c) How can ict be integrated in the relationship between surds and indices and apply laws
Learning Indicators of indices to simplify expressions?
Pedagogical Strategies Talk-for-learning, Enquiry based learning, Collaborative learning, Experiential learning, etc.
Teaching & Learning
Textbooks, Curriculum Card boards, Reading resources, Technological tools, etc.
Resources
Key Notes on Differentiation
a) Limit content expectation to relationship between surds and indices and apply laws of indices to
simplify expressions.
Content b) Extend content expectations to include Pose and solve simple equations involving indices
c) Extend content expectations to include relationship between indices and logarithms and use the
properties of logarithms to solve related problems in one base.
Process a) In mixed ability group, learners discuss and present on relationship between surds and indices
and apply laws of indices to simplify expressions,
b) Pose and solve simple equations involving indices and Establish the relationship between indices
and logarithms and use the properties of logarithms to solve related problems in one base.
a) Solve at least 5 problems on relationship between surds and indices and apply laws of indices to
simplify expressions.
Product b) Solve at least 5 problems on simple equations involving indices.
c) Solve at least 5 problems on relationship between indices and logarithms and use the properties of
logarithms to solve related problems in one base
Keywords
Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction (30 minutes) Introduction (30 minutes)
Review learners’ previous
knowledge by asking learner to I. Asks learners in groups to I. In groups, discuss and present to the 1. Simplify the
find five ways of representing a write surds and numbers in class following:
number such as 1000. the index form. Express (2–√3)2 and (6–3√5)3in the form a 1. solve
+ b √c 22 x −5 ( 2 x ) +4=0

II. Task learners to combine 2. 7 x+1=343 x

and express/solve the surds
and indices together with
an operational sign.
3. Find

() ()
x−2 2− x
2x 1 −x 1
Activity 1 (35 minutes) 8 . =4 .
4 2
I. Using the knowledge on Activity 1 (35 minutes)
surds and indices, lead learners I. In groups, discuss and present to the
to apply the laws of both surds class, express with signs of the form √n am
and indices in an expression. 4. Simplify the
3 1 5 0
1.a 5 2. x 2 3. w 2 4. a 1
II. Assign learners in
groups to simplify expressions
surds and indices. following
1. √4 x 4
Activity 2: (35 minutes)
I. Facilitate on solving 2. √3 x 5
Activity 2 (35 minutes)
equations involving indices. 3. √2 x 6
I. In groups, discuss and present to the
class 32 x−5 =27∧25−2 x =( 125 x+7 )

II. In mixed-ability groups, 2. 7 x+1=343 x

write expression of indices in
the form of logarithms.
2. Express as a
Activity 1 (65 minutes) single
I. Lead learners to solve Activity 1 (65 minutes) logarithm:
problems with the properties I. In groups, show that 1. log 2 + log 12
2 2
of logarithms. log a ( x + y ) +log a ( x− y )=log a (x − y ) – log 6

II. In groups, task learners II. In groups present the outcomes of work 2. log 3 + log 16
to solve problems in to the class for discuss. – log 4 – log 6
logarithms
3. (log6 4 + log6
9)2

4. (log25 +
log15 – log75)4

5. 4 log 5 – 2 log
5+2
Lesson Closure
Activity (15 minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
III. Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 5 Duration 2hours Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
algebra Strand
Demonstrate knowledge and understanding of the application of algebraic processes and reasoning
Content Standard
involving sequence, functions, and linear programming.

Learning Outcome(s) Examine, analyse, determine and predict other terms in a pattern/sequence.

a) Recognize sequences in mathematics as an enumerated collection of objects in which

Learning repetitions are allowed and classify sequences into linear or exponential
Indicator(s) b) Find the nth term of linear and exponential sequences.
Essential Question(s) a) How are sequences into linear or exponential classified?
linked to the Knowledge b) How is the nth term of linear and exponential sequences find?
Hierarchy aligned with the c) How can ict be integrated in sequences in mathematics as an enumerated collection of
Content Standards and objects?
Learning Indicators
Pedagogical Strategies Exploratory learning, Enquiry based learning, Talk-for-learning, Collaborative learning, etc.
Teaching & Learning
Maths Technology learning apps, Chalkboard illustrations, Worksheets, etc.
Resources
Key Notes on Differentiation
a) Limit content expectation to sequences in mathematics as an enumerated collection of objects.
Content b) Extend content expectations to include classification of sequences into linear or exponential
c) Extend content expectations to include finding the nth term of linear and exponential sequences.
In mixed ability group, learners discuss and present on sequences in mathematics as an enumerated
Process collection of objects in which repetitions are allowed and classify sequences into linear or
exponential and also Find the nth term of linear and exponential sequences.
a) Solve at least 5 problems on sequences in mathematics as an enumerated collection of objects.
Product b) Solve at least 5 problems on classification of sequences into linear or exponential.
c) Solve at least 5 problems on r finding the nth term of linear and exponential sequences.
Keywords
Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction (30 minutes) Introduction (30 minutes)
Review learners’ previous 1. Write down
knowledge by asking learner I. With small group make I. In groups, discuss on sequences of the first five
“think of a number question” learners to determine how numbers. terms of the
eg If I multiply my number by 4 odd and even numbers are linear sequence
and add 6, the answer is 70. generated in a pattern form with first term 8
What I am? and common
II. Lead learners to sequence II. In groups, discuss and present on difference 7.
and series. 2 + 4 + 6 + 8… and 3, - 12, 48, -
192, ...
2. Write down
Activity 1: (65 minutes) the first five
I. Use learners’ knowledge on Activity 1 (65 minutes) terms of the A.P.
patterning in numbering to I. In smaller groups discuss on the with first term 2
introduce linear sequence. following; and common
Determine the n-th term of the arithmetic difference - 5.
progression 15, 12, 9, 6,...

Determine the n-th term of the arithmetic 3. What is the

progression 8, 8.125, 8.25, 8.375, 8.5, ... common
difference of the
The 13th term of an arithmetic progression A.P. 11, - 1, - 13,
is 10 and the 25th term is 20; calculate: a. - 25, . . . ?
the common difference; b. the first term; c.
II. In small groups, task the 17th term.
learners to find the nth term 4. Determine the
of linear sequences. II. Present to the class with the outcome of seventh term of
Un = a + (n − 1)d the discussion. the geometric
progression 3, 6,
12, 24, ...

5. The third term

of a geometric
progression is
4.5 and the ninth
term is 16.2.
Determine the
common ratio.

Lesson Closure
Activity (15 minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
III. Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies to reinforce Assessment
as in the Subject Manual DoK aligned to
the Curriculum
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction (30 minutes) Introduction (30 minutes)
Review learners’ previous 2. Find the nth
knowledge by asking learner I. With small group ask I. In groups, discuss on the n-th term term rule for the
“think of a number question” learners to determine the n- of linear sequences of numbers. arithmetic
eg If I multiply my number by 4 th term of linear sequence sequence with u6
and add 6, the answer is 70. = 13 and u22=
What I am? 77.
II. Lead learners to II. In groups, discuss and present on
exponential sequences. Find the nth term rule for the arithmetic
sequence with = 13 and = 77. 3. Find the nth
term rule for the
arithmetic
Activity 1: (65 minutes) Activity 1 (65 minutes) sequence with
I. Use learners’ knowledge I. In smaller groups discuss on the u7= - 75 and
on linear sequence in following; u25= - 273.
numbering to introduce Determine the seventh term of the
exponential sequence. geometric progression 3, 6, 12, 24, ... 4.i. What is the
nth term rule for
The third term of a geometric progression the linear
is 4.5 and the ninth term is 16.2. sequence whose
Determine the common ratio. thirteenth term
is - 20 and
thirtieth term is -
II. In small groups, task II. Present to the class with the 54?
learners to find the nth term outcome of the discussion.
of exponential sequences. 5. What is the
Un= arn-1 smaller number
of terms of the
geometrical
progression, 8 +
24 + 72 + …,
that will give a
total greater
than 6,000,000?

6. Calculate the
product of the
first five terms of
the sequence 3,
6, 12
Lesson Closure
Activity (15 minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
I. Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 6 Duration 2hours Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
algebra Strand
Demonstrate knowledge and understanding of the application of algebraic processes and reasoning
Content Standard
involving sequence, functions, and linear programming.

Learning Outcome(s) Distinguish among various types of relations, find the domain and range, and evaluate functions.

a) Identify and describe the relationship of patterns, recognise the difference between a relation
and a function and write a function that describes a relationship between two quantities in
Learning real life situations.
Indicator(s) b) Use function notation to evaluate functions for inputs in their domain and outputs in the co-
domain.
a) How will a function that describes a relationship between two quantities in real life
Essential Question(s)
situations be written?
linked to the Knowledge
b) How is a function notation use to evaluate functions for inputs in their domain and
Hierarchy aligned with the
outputs in the co-domain.?
Content Standards and
c) How will ict be integrated in Identifying and descriinge the relationship of patterns,
Learning Indicators
recognise the difference between a relation and a function?
Pedagogical Strategies Enquiry based learning, Experiential learning, Collaborative learning, Talk-for-learning, etc.
Teaching & Learning
Curriculum, Teacher manual, Chalkboard illustrations, Worksheets, Calculators, etc.
Resources
Key Notes on Differentiation
Content a) Limit content expectation to Identify and describe the relationship of patterns, recognise the
difference between a relation and a function.
b) Extend content expectations to include writing a function that describes a relationship between
two quantities in real life situations.
c) Extend content expectations to include the Use of function notation to evaluate functions for
inputs in their domain and outputs in the co-domain.
In mixed ability group, learners discuss and present on Identify and describe the relationship of
patterns, recognise the difference between a relation and a function and write a function that
Process describes a relationship between two quantities in real life situations and also use function notation
to evaluate functions for inputs in their domain and outputs in the co-domain.
a) Solve at least 5 problems on relationship of patterns, recognise the difference between a relation
and a function.
b) Solve at least 5 problems on function that describes a relationship between two quantities in real
Product
life situations.
c) Solve at least 5 problems on function notation to evaluate functions for inputs in their domain and
outputs in the co-domain.
Keywords
Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
1Group Activity- (10 minutes) Introduction (30 minutes) Introduction (20 minutes)
Review learners’ previous
knowledge by asking learner I. In mixed-ability group, I. In your groups, discuss and present the 1. Given that set
“think of a number question” present learners to relate relationship between x and y P = {8, 10, 14}
eg If I add 5 to my number then two things. x 6 12 33 45 ans Q = {4, 5,
divide the result by 2 the 7}. The relation
answer is 10. What I am? y 2 4 11 15 from set P to set
II. Ask learners to link the Q is “a factor
relationships between two of”. Represent
or more variables the above
relation by
using:
Activity 1 (65 minutes) Activity 1 (65 minutes) i. an arrow
I. with regard to the II. In your groups, discuss and present the diagram;
knowledge on relation, help relationship of, ii. ordered pairs.
learners to define the If f : R→R is given by f(x) = 3x + 7, proof
relationships between two it is one to one.
or more variables. 2. Draw an
arrow diagram
II. In mixed-gender groups, to represent R,
present learners equation where R = {(3,
on functions. 2), (5, 2), (5, 4),
(7, 2), (7, 4), (7,
6).

Lesson Closure
Activity (15 minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
I. Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding
of the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies to reinforce Assessment
as in the Subject Manual DoK aligned to
the Curriculum
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction (30 minutes) Introduction (30 minutes)
Review learners’ previous
knowledge by asking learner I. with group, present I. In your groups, discuss and present
“think of a number question” learners to rule of the relationship between x and y and
eg If I add 5 to my number then functions. state the rule.
divide the result by 2 the x 1 4 7 10 1. Draw an
answer is 10. What I am? arrow diagram
II. Ask learners to link the to represent R
relationships between two y 1 16 49 100 and state the
or more variables rule, where R =
{(3, 2), (5, 2), (5,
4), (7, 2), (7, 4),
Activity 2 (65 minutes) (7, 6).
Activity 1 (65 minutes) I. Discuss in groups whether f(x) = -3x
I. Lead learners to function 2 + 4 is even, odd or neither. 2. Determine if
notation to evaluate Determine if the function is linear, the function is
functions. quadratic or constant, 1. f(x) = -x2+ 4x + linear, quadratic
12 or constant,
1. f(x) = 2x2+ 3x
+ 11
2. f(x) = - 3x – 7
II. Make a presentation to the class on 3. f(x) = -x – 3
II. Assign learners to the findings 4. f(x) = -x2+ 4x
evaluate function. + 12

Lesson Closure
Activity (10 minutes)
I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
III. Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding
of the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 7 Duration 120 minutes Form 1
Mathematics
Modeling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic processes and reasoning
Content Standard
involving sequence, functions, and linear programming.
Show that a function is injective (into) and/or surjective (onto), Find the inverse and describe the
Learning Outcome(s)
relationship between two variables and establish composite functions
a) Establish, describe and determine bijective functions and composite function
Learning b) Find the inverse of simple functions including one-to-one functions. Solve an equation of the
Indicator(s) form f (x)=c for a simple function f that has an inverse and write an expression for the
inverse).
Essential Question(s) a) what is the significance of functions in mathematics?
linked to the Knowledge b) how does a bijective function differ from other types of function?
Hierarchy aligned with the c)how can we determine if a function is bijective or composite
Content Standards and
Learning Indicators
Pedagogical Strategies Exploratory learning, Talk-for-learning, Experiential learning, Enquiry based learning, etc.
Teaching & Learning Graphing utilities, Curriculum, Cut-out shapes of different colours and orientation, Teacher manual,
Resources Worksheets, Calculators, etc.
Key Notes on Differentiation
a) Formulate composite functions by combining two functions
b) Compare and contrast the properties of bijective functions and composite functions
Content
c) Reflect on the importance of understanding bijective functions and composite functions in
solving complex mathematics
a) Group discussion and oral description of bijective functions and composite functions
b) Group discussion and written presentation of finding inverse function of one to one functions.
Process
c) Pair and individual presentation of functions using real world scenario and incorporate
problem solving
a) Find the inverse of simple functions including one-to-one functions
b) describe and determine bijective functions and composite function
Product
c) Solve an equation of the form f (x)=c for a function f that has an inverse and write an expression
for the inverse
Keywords Composite function, surjective, injective, bijective
Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group activity (15 minutes) Introductory activity (25 Introductory activity (25 minutes)
Group Discussion minutes) 1. Determine
- Forster group discussions 1.1 visual representation; 1.1 visual representation; whether the
on why certain functions - provide visual examples function
I. in groups students watch visual
are bijective and others of bijective functions
are not. Encourage
examples provided by the teacher and f (x)=2 x +3
using graphs or discuss their observations. Please as
learners to be tolerant and is bijective
diagrams. you carry out your discussions, show
circumspect with their 2. Establish
- Ask students to sketch respect to others’ views.
criticisms and commentary graph of bijective whether the
on others’ views. function
functions and explain
- Encourage students to g(x )=x ² is
their characteristic. II. Students to sketch graph of bijective
explain their reasons to bijective on
their peers. functions and explain Please as you
carry out your discussions, show respect the domain
to others’ views as you interact and of real
collaborate with group members. numbers

Group activity (15 minutes)

Application Projects Activity (20 minutes)
Activity (20 minutes)
- Assign projects where 1.2 matching game
students apply bijective - create a matching game 1.2 Matching game
functions to model with sets of elements
situations in science, and ask students to pair - In groups, match game created
economic or other fields. them using a bijective using a bijective function.
Encourage critical thinking in function. - Discussing the results and stating
their project presentations - Discuss the results and why certain pairings are valid.
why certain pairings
are valid.

Activity (20 minutes)

1.3 real life examples
- connect bijective
Activity (20 minutes)
functions to real life
scenarios such as one 1.3 real life examples
to one correspondence - students to find examples in their
between students and daily lives where bijective function
their assigned lockers. naturally occur, presenting them
- Encourage students to the class.
come out with their own
examples from everyday Examples
experiences. Bijective function example: Let's consider
a real-life scenario of matching students to
their unique student IDs. Suppose we have
a class of students and a set of unique
student identification numbers. A bijective
function can be established between the set
of students and the set of student IDs,
ensuring that each student is assigned a
distinct student ID, and no two students
have the same ID

On the other hand, a composite function

for example: Consider a real-life scenario
where you are running a food delivery
service. You have three functions:

a) The first function calculates the total

cost of the food order based on the items
selected and their prices.

b) The second function calculates the

delivery charge based on the distance
between the restaurant and the customer's
location.

c) The third function calculates the total

time it will take to deliver the order,
including preparation and delivery time.
Now, to find the total cost for a specific
food order, you can create a composite
function by combining these three
functions:

Total cost = Third Function (Second

Function (First Function (food_items))). In
this example, the output of the first
function (total cost of food items) becomes
the input for the second function (delivery
charge calculation), and then the output of
the second function becomes the input for
the third function (total time calculation).
Activity (20 minutes)
1.4 puzzle solving.
- Present puzzles that are Activity (20 minutes)
involving 1.4 Puzzle solving
understanding and
applying bijective - receive puzzles that are presented
functions to find to them.
solutions. - Students to collaborate and solve
- Discuss different the puzzles.
approaches students
take to solve the - Listen while teacher discuss the
puzzles. puzzles.

Lesson Closure

Activity (15 minutes)

I. Ask learners to summarise the key points for clarification through questioning.
II. End the lesson by summarising through questions and answers.

Reflection & Remarks

1. What was my best moment in today’s lesson and how can I create more of such situations?
2. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
3. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
4. Were the different subgroups in the class catered for?
5 Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies to reinforce Assessment
as in the Subject Manual DoK aligned to
the Curriculum
and Subject
Manual
Teacher Activity Learner Activity
Group activity (15 minutes Introductory Activity (30 Introductory activity (30 minutes
minutes
Create a matching activity In groups, think and discuss of real-world
where students are given a list Use real world examples to example where inverse functions can be
of original functions a list of connect inverse functions to linked. Level 2 Skills of
inverse functions and they must everyday situations, such as a conceptual
match the functions to their Example:
thermometer mearing understanding
correct inverse functions temperature or distance and You are the manager of a car rental
time or temperature and company, and you want to determine at 1.Find the
Celsius. what time during the day the number of inverse of the
available rental cars reaches a specific function
number (let's say 20 cars). You know that
f (x)=2 x +5
the number of available rental cars (C) at
any given time of the day (t) follows a 2.Find the
simple linear relationship, represented by inverse of the
the function f (t)=40−2t . Now, you function
want to find the time (t) at which the h( x)=4 x ².
number of available rental cars is exactly
20 (C=20). Write the expression for the 3.Find the
inverse function: inverse of the
one-to-one
function
p(x )=5 x−7

Activity (25 minutes

Activity ( 25 minutes)
1.1 Inverses
1.1 inverses
- discuss the concept of In convenient groups (ability, mixed
inverse functions in the ability, mixed gender, or pairs etc.),find
context of bijective the inverse of various functions,
functions. discussing the uniqueness of inverses in
- Guide students through bijective functions.
finding inverses and Example:
understanding their
significance. Determine the inverse of the
following functions:
1. f (x)=2 x +5
2. h( x)=4 x ².
3. F p(x )=5 x−7

Activity (20 minutes)

Activity (20 minutes) 1.2 Technology Integration
1.2 Technology integration - Students to use graphing
- Utilize graphing calculators or software to visualize
calculators or software and analyze bijective functions.
to visualize and analyze Utilize online quizzes to recognize
bijective functions. inverse functions based on their
Have students explore the graphs or equations, allowing
impact of parameters on the them to review material at any
function’s behaviour. time and get immediate feedback
on their progress.
Activity 1.3 (20 minutes) Activity 1.3( 20 minutes)

In mixed-gender groups, show In mixed-gender groups, discuss and present

learners how to verify the inverse how to verify the inverse by composing the
by composing the functions with function with its inverse and vice versa.
its inverse and vice versa.
Emphasize that f(g(x)) = g(f(x))
= x.
Lesson Closure
Activity (10 minutes)
I. Ask learners to summarise the key points for clarification through questioning.
II. End the lesson by summarising through questions and answers.

Reflection & Remarks

5. What was my best moment in today’s lesson and how can I create more of such situations?
6. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
7. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
8. Were the different subgroups in the class catered for?
5 Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 8 Duration 120mins Form 1
Mathematics
Modeling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic processes and reasoning
Content Standard
involving sequence, functions, and linear programming.

Learning Outcome(s) Graph linear and quadratic functions and determine the intercepts.

a) Recognise and construct linear and parabolic functions by hand and with the aid of
technology, where appropriate show the intercepts and investigate the turning points
Learning b) Recognise and use appropriate algebraic notions, properties of linear and non-linear
Indicator(s) functions, linear and non-linear equations and solve linear and non-linear simultaneous
systems
Essential Question(s) a) How are linear and parabolic functions applied in mathematic?
linked to the Knowledge b) How can the value of a, b and c in parabolic function be determined?
Hierarchy aligned with the c) How can learners be made to understood the standard form of linear and parabolic functions
Content Standards and
Learning Indicators
Peer assessment, Enquiry based learning, Experiential learning, Talk-for-learning, Collaborative
Pedagogical Strategies
learning, etc.
Teaching & Learning Graphing utilities, Curriculum, Cut-out shapes of different colours and orientation, Teacher manual,
Resources Worksheets, Calculators, etc.
Key Notes on Differentiation
a. Limit the construction to linear functions.
b. Extend the construction to linear and parabolic functions.
Content d) Extend the construction to linear, parabolic and use the appropriate algebraic notions,
properties and non-linear function, linear and non-linear equations and solve linear and non-linear
simultaneous systems
Process a) Group discussion and free hand sketch of linear function.
b) Group discussion, free hand sketch and written description of linear function and parabolic
functions.
c) Demonstration on how to construct linear and parabolic function, and how to use the
appropriate algebraic notions, and solve linear and nonlinear simultaneous equation
a) construct linear function
b) construct a linear and parabolic functions
Product c) construct to linear, parabolic and use the appropriate algebraic notions, properties and non-
linear functions, linear and non-linear equations and solve linear and non-linear simultaneous
systems
Keywords Linear function, parabolic function turning points etc.
Lesson 1
Assessment DoK
d) Main Lesson drawing on Concepts, Skills and Competencies to aligned to the
Starter reinforce as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group activity (15 minutes) Introductory activity(15 Introductory activity(15 minutes)
minutes) Recognize that the graph of a function is Level 2 Skills of
Review learners’ previous Recognize that the graph of a the set of ordered pairs (a, b) where in this conceptual
knowledge of basic concepts such function is the set of ordered case a and b are real numbers, and the understanding:
as coordinate pairs, and be able pairs (a, b) where in this case pairs are cartesian coordinates in two- example: Draw
to graph them. They also a and b are real numbers, dimensional space and does form a subset graphs of
understand when a graph is and the pairs are cartesian of this plane functions stating
increasing, decreasing or coordinates in two- the y-intercepts,
constant. dimensional space and does the minimum and
form a subset of this plane maximum values,
and the values for
Activity 1.1 ( 20 minutes) which the graph is
Activity 1.1 (20 minutes) Graphical Exploration increasing and
graphical Exploration: working in convenient groups (ability, decreasing:
- provide graph paper mixed ability, mixed gender) i. y=2 x−3 ,
and have students plot - Plot points to create lines with −2 ≤ x ≤ 4
points to create line different slopes and y intercepts. ii.
2
- discuss how changing y=2 x +3 x−1
the slope and y- - In your various group, discuss how ,
intercept affects the changing the slope and intercept −2 ≤ x ≤ 2
line position. affects the line position. y=3−2 x ,
−2 ≤ x ≤ 4
Let students know; fact 2
y=−2 x −3 x +1 ,
about Increasing and −2 ≤ x ≤
Decreasing Functions
a. If f (x)<0 for every x
on the interval I, then
f (x) is decreasing on Level 3 Strategic
the interval reasoning:
b. If f (x)>0 for every x
on some interval I, then
f (x) is increasing on
the interval 1. Construct a
c. If f (x)=0 for every x linear function
on some interval I , passing
then f (x) is constant through the
on the interval points (1 , 4)
d. The value of the y and (3 , 10)
intercept is the point on 2. Given the
the graph where x=0 linear function
y=2 x−5 , find
Activity 1.2 (20 minutes)
Activity 1.2 (20 minutes) its x−¿
Real life Application
- Explore professionals real life Application intercept and
where linear functions - in groups, brainstorm and discuss y-intercept.
are used, like orally professionals who apply 3. Construct a
Economics, physics or linear function in their field, parabolic
engineering. - solve problems and present function with a
- Show how professions answers related to linear functions. vertex at
used linear functions in - (1 ,−2)and
their work. passing
through the
point (2 , 1).
Activity 1.3( 20 4. Investigate the
minutes) turning point
. Activity 1.3 ( 20 minutes)
of the
- Instruct students to - In your groups, discuss the
parabolic
search for the meaning meaning of parabolic functions and
of parabolic functions explain their basic form and function
and explain their basic characteristics. Please be tolerant y=−2 x ²+ 4 x+ 1
form and and circumspect with your
characteristics. criticisms and commentary on
- Write the standard form others’ presentations.
on the board and let
students present their
findings.

Activity 1.4 (20 minutes)

Activity 1.4 (20 minutes)
Visual aids: utilize graphs,
diagrams, interactive In groups or pair, draw the graph of
software to visually parabolic function and discuss your
demonstrate the shape of observations.
parabola. This helps
students grasp the
graphical representation of
parabolic functions.

Lesson Closure
Activity (10 minutes)
I. Ask learners to summarise the key points for clarification through questioning.
II. End the lesson by summarising through questions and answers.
Reflection & Remarks
9. What was my best moment in today’s lesson and how can I create more of such situations?
10. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
11. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
12. Were the different subgroups in the class catered for?
5 Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group activity (15 minutes)
Review learners’ previous Introductory (15 minutes) Introductory activity (15 minutes)
knowledge of basic concepts such Introduce manipulatives In small groups, search using the
as coordinate pairs, and be able to activities such as algebra tiles internet or dictionary search meaning
graph them. They also understand or objects to help students and distinction of linear and nonlinear
when a graph is increasing, physically manipulate functions.
decreasing or constant. algebraic expressions
Guide students to search the
meaning and distinction of
linear and non-linear
functions.

Activity 1.1 (25 minutes)

- Utilize visual aids like Activity 1.1 (25 minutes)
chart, graphs and
diagram to demonstrate In groups, use chart, graphs and diagram to
algebraic relationships. demonstrate algebraic relationships.
Encourage
collaborative problems
solving to reinforce the
understanding of linear
function
Activity 1.2 (30 minutes)
Activity 1.2 (30 minutes)
In pair groups, solve set of given linear and
Guide learners to solve linear nonlinear equations simultaneously
and nonlinear simultaneous
equations.

Activity 1.3 ( 25 minutes) Activity 1.3 (25 minutes)

In groups, come out with solutions to a given
Provide real world scenario real-world scenarios linear and nonlinear
where linear and nonlinear problems.
functions are model where
linear and nonlinear functions
are model
Lesson Closure
Activity (10 minutes)
I. Ask learners to summarise the key points for clarification through questioning.
II. End the lesson by summarising through questions and answers.
Reflection & Remarks
1. What was my best moment in today’s lesson and how can I create more of such situations?
2. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
3. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
4. Were the different subgroups in the class catered?
Learning Plan
Additional
Subject Week 9 Duration 120 minutes Form 1
Mathematics
Modeling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic processes and reasoning
Content Standard
involving sequence, functions, and linear programming.
Find graphically and algebraically solutions to a system of three linear equations in three variables
Learning Outcome(s)
and apply them to solve real life problems
a) Recognise linear equations in two variables draw its graph by hand and by using the
appropriate technology (e.g., GeoGebra, Demos, PhET Simulations, Geometer’s Sketch Pad),
Learning find the solution using the graph and determine the area enclosed by the graphs.
Indicator(s) b) Solve up to three systems of linear equations simultaneously by algebraic manipulations
c) Recognise and model statements into linear mathematical equations and solve simultaneously.
d) Determine the composite of two given functions.

a) How can the slope and y-intercept of a linear equation be used to graph and interpret the
Essential Question(s)
equation?
linked to the Knowledge
b) what is the form of a linear equation with two variables and how can it be used to model real
Hierarchy aligned with
world Philomena?
the Content Standards
and Learning Indicators
c) in what ways can a ramp be used as a visual representation of a linear equation with two
variables and its components?
Pedagogical Strategies Talk-for-learning, Experiential learning, Collaborative learning, Inquiry-based learning, etc.
Teaching & Learning Graphing utilities, Curriculum, Maths Technology learning apps, Teacher manual, Worksheets,
Resources Calculators, etc.
Key Notes on Differentiation
Content a) provide three examples that cover different scenario in solving linear simultaneous equation
with two variables.
b) Offer multiple representation of linear equations with two variables (graph, table, calculator
etc)
c) Relate linear equations to practical situations.
a) In pair groups, provide three example of that cover different scenario in solving simultaneous
equations.
Process
b) In groups, offer multiple representation of linear equations with two variables
c) In pair group, and individual relate linear to practical situations.
a. Solve at least three examples of simultaneous equation
Product b. model statements into linear mathematical equations and solve simultaneously.
c. Determine the composite of two given functions.
Keywords Simultaneously, simultaneous equations, model statement etc.
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to aligned to the
Starter reinforce as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group activity (15 minutes) Introductory activity (15 Introductory activity (15 minutes)
minutes) In groups, search and discuss the
Create role- playing Let learners know a linear
scenarios where students function is of the form standard form linear and nonlinear
take roles of variables in the f (x)=ax +b. equations.
equation, acting out the E.g., of linear function is
process of solving f (x)=ax +b. Any function
simultaneous equations. not in the form
f (x)=ax +b is a nonlinear
function, e.g., f (x)=x2 is
nonlinear called quadratic
function
Activity 1.1 (25 minutes)
Activity 1.1 (25 minutes) In groups, learners practice graphing
Let learners think of how to linear equation in two variables in Level 3 Strategic
represent linear and non reasoning:
standard form using various resources,
linear equations graph the equation
such as graphing on worksheets or online
graphically. y=2 x−1 , you can use
tools like Phet interactive simulations.
Encourage students to the slope-intercept
practice graphing lines in method.
standard form and slope -
intercept form using various
resources, such as graphing
worksheets and online tools
like Phet interactive
simulations. This helps
students visualize the
relationship between
variables and analyze the
slopes and y-intercept of
lines. Activity 1.2 (30 minutes)
- In small groups, use puzzles
Activity 1.2 (30 minutes) activities like hand on puzzle that
- Use hands on requires learners to use the
puzzles and elimination method to solve
activities to help systems three equations. Level 2 Skills of
students understand conceptual
the concept of understanding:
solving systems of - In groups practice solving 1.solve the equations:
equation with three systems of equation with three 2 x+ y−z=5 ;
variables variables. 4 y +3 z=5 ;
- Create interactive y +2 x=7
notebook pages that solve the equations: 2. solve the equations:
allow students to 2 x+ y−z=5 ; 2 x+ y−z=5 ; 4 y+ 3 z=5; y +2 x=7
practice solving 4 y +3 z=5 ;
systems of equations y +2 x=7
with three variables.
- Assign group
activities that will
require students to
work as a together
to solve system of
equations with three
variables.
Level 1 Recall:
Level 2 Skills of
Activity 1.3 (25 minutes) conceptual
In small groups, work on problems of understanding:
Activity 1.3 (25 minutes) real- life and present findings or Example:
Provide real life solutions. 1.The cost of entry to a
applications of graphing community zoo was
two variable equations to Example GH ₵ 100.00 for12
help students understand Tom and Jerry went to the grocery store children and 3 adults
the relevance of the to buy fruits and vegetables. They bought during weekends. The
concept. For example, apples and carrots. Tom bought 5 apples entry fee was
present world problems and 3 carrots for GH ₵ 8. Jerry bought 3 GH ₵ 80.00 for 8
that requires students to apples and 4 carrots for GH ₵ 9. children and 3adults
graph a two variable Establish the from the given situation. during public holidays.
equation to solve a real life Use graphical method to find the total How much was the entry
scenario, such as distance cost fee for each child and
versus time or cost versus adult?
quantity.

Lesson Closure

Activity (10 minutes)

I. Ask learners to summarise the key points for clarification through questioning.
II. End the lesson by summarising through questions and answers.
Reflection & Remarks
1. What was my best moment in today’s lesson and how can I create more of such situations?
2. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
3. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their
understanding of the concept taught?
4. Were the different subgroups in the class catered?

Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to aligned to the
Starter reinforce as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group activity (20 minutes) Introductory activity (20 Introductory activity (20 minutes)
Ask learners in mixed- minutes) Activity 1.1
gender groups to discuss Activity 1.1 Level 2 Skills of
amongst these two travelers In small groups, Learner’s task for conceptual
who is likely to get to his/her Model and solve word practice. understanding:
destination first and why. problems involving system The cost of entry to a
A. A man travelling by a of linear equations. Use the Tom and Jerry went to the grocery store community zoo was
car modeling instructional to buy fruits and vegetables. They bought GH ₵ 100.00 for12
strategy. This strategy apples and carrots. Tom bought 5 apples children and 3 adults
B man travelling by a bicycle. involves showing how to and 3 carrots for GH ₵ 8. Jerry bought 3 during weekends. The
complete an activity while apples and 4 carrots for GH ₵ 9. Find the entry fee was
describing each step with a cost of one apple and one carrot. GH ₵ 80.00 for 8
rationale. children and 3adults
Application of the concept during public holidays.
How much was the entry
5. Engineering and fee for each child.
Physics
6. Economics and
Finance
7. Environmental
Sciences Level 4 Extended
Activity 1.2 (30 minutes) critical thinking and
8. Computer Graphics
In groups, search and discuss the reasoning:
and Animation
9. Chemistry and property of functions and relate to find
composite function. Use diagram to 1.
Biology 2
demonstrate composite function. Let f ( x ) =3 x +2∧g ( x )=2 x −1.
Determine the
composite
Activity 1.2 (30 minutes) function
(g ∘ f )(x)
Guide learners in addition 2.
and multiplication Activity 1.3 (20 minutes)
properties of a function. If f ( x )= √ x∧g ( x )=x 2−1.
In groups (mixed abilities groups), work Determine the
Instruct them to use diagram examples. Provide step by step examples,
to demonstrate the concept composite
demonstrating the process finding
of composite function function
composite functions including different
combination of functions to illustrate (g ∘ f )(x).
various scenarios. 3.
Activity 1.3 (30 minutes) 1
Given f ( x )= ∧g ( x )=¿ ( x ) ,
2
Help learners to have a find the
solid understanding of basic composite
function. Reinforce concepts
function
of like input, output, and
function notation. (g ∘ f )(x).
Emphasize the use of
function notation

Lesson Closure
Activity (20 minutes)
1. Ask learners to summarise the key points for clarification through questioning.
2. End the lesson by summarising through questions and answers.

Reflection & Remarks

1 . What was my best moment in today’s lesson and how can I create more of such situations?
2 What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
3 Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
4 Were the different subgroups in the class catered?
Learning Plan
Additional
Subject Week 10 Duration 120 minutes Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
algebra Strand
Demonstrate knowledge and understanding of the application of algebraic processes and reasoning
Content Standard
involving sequence, functions, and linear programming.

Learning Outcome(s) Perform algebraic manipulations on polynomial functions and graph polynomial functions.

a) Describe polynomial functions and perform the basic arithmetic operations on them
b) Use the method of completing the square to transform any quadratic equation in, say x into
an equation of the form ( x− p )2=q that has the same solutions and explain how the quadratic
formula is derived from this form.
Learning c) Use the remainder and factor theorems to find the factors and remainders of a polynomial of
Indicator(s) degree not greater than 4.
d) Draw the graph of a polynomial function with degree up to 3 by hand and by using
technology (e.g., GeoGebra, Demos, PhET Simulations, and Geometer’s Sketch Pad) where
appropriate.
Essential Question(s) a) how does the degree of a polynomial function impact its properties?
linked to the Knowledge b) in what ways can polynomial functions be manipulated through addition, subtraction,
Hierarchy aligned with the multiplication and division?
Content Standards and c) how can the zeros or roots of a polynomial function be found and what information does it
Learning Indicators provide?
Pedagogical Strategies Collaborative learning, Exploratory learning, Talk-for-learning, Experiential learning, etc.
Teaching & Learning
Curriculum, Teacher manual, Worksheets, Scientific Calculators, Technological tools, apps, etc
Resources
Key Notes on Differentiation
Content a) Focus content expectation to description on polynomial functions and basic arithmetic
operations.
b) Extend focus on the use of method of completing the square to transform any quadratic
equation in, say x into an equation of the how form ( x− p )2=q that has the same solutions
and explain the quadratic formula is derived from this form.
c) Focus on the remainder and factor theorems to find the factors and remainders of a
polynomial of degree not greater than 4 and draw the graph of a polynomial function up to
at least degree 3.

a) In small group, discuss the features of polynomial functions

b) In small group, discuss and use the method of completing square to obtain the quadratic
Process formula.
c) In pair and individual state, the reminder and factor theorem of polynomials and draw its
graphs.
a. Describe polynomial functions and perform basic arithmetic operations.
b. Use method of completing the square to transform any quadratic equation in, say x into an equation of the
Product
c. Form ( x− p )2=¿q and explain the quadratic formula is derived from this form. State the remainder and
factor theorems and used to find the factors and remainders of a polynomial.
Keywords Polynomial, quadratic, completing squares, degree
Lesson 1
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Group Activity- (15 minutes) Introductory activity (15 Introductory activity (15 minutes)
Review learners’ previous minutes)
knowledge of operations of Learners will be working in convenient
numbers (addition, subtraction, 1.Help learners to organise groups (ability, mixed ability, mixed
multiplication and divisions) themselves in mixed-ability gender, or pairs etc.) to recall key facts
using real-life examples by; groups, then make them to about Polynomial functions using talk-for-
asking learners in mixed- know Polynomial functions learning approach
gender groups to discuss the comprise various combinations
counting, even, prime and old on constants, variables, and
numbers. exponents and is of the form:
n n−1 n−2 n−3
Px=a x +b x + c x + d x +…
where a , b , c and d are
constant and n> 2

Activity 1.1 (20 minutes)

Activity 1.1 (25 minutes)
Learners will be working in convenient
. Help learners to Explain the groups (ability, mixed ability, mixed
following terminology; co- gender, or pairs etc), search and explain the
efficient, leading co-efficient, following terminology; co-efficient,
term leading term and degree leading co-efficient, term leading term and
exponents, constants and then degree exponents, constants and then
analyse them by putting them analyse them by putting them all together.
all together.

Activity 1.2 (20 minutes)

Activity 1.2 (25 minutes) Learners will be working in convenient

groups (ability, mixed ability, mixed
In an all-inclusive, lead the gender, or pairs etc). Perform basic  Level 1
class to perform the various arithmetic operations (addition, Recall:
operation of basic arithmetic subtraction, multiplication and division) on Example 1: If
4 3 2
operations (addition, polynomial functions f (x)=5 x −x −12 x +2 x−5∧h(
subtraction, multiplication ; find:
and division) on polynomial a. f (x)+hx
functions b. f (x)−h(x )
Level 2 Skills of
Activity 1.3 (20 minutes) conceptual
Learners will be working in convenient understanding:
Activity 1.3 (25 minutes) groups (ability, mixed ability, mixed
In an all-inclusive, lead the gender, or pairs etc.) to recall key facts Express
class, use the method of about the quadratic formula ax +bx +c=0 3 x 2−5 x−2=0
2

completing the squares to using talk-for-learning in the form

write the general quadratic 2
A ( x ± B ) =C
functions a x 2 +bx +c=0 in where A, B and
the form C are constants
2
A ( x ± B ) ± C=0 or and state the
2
A ( x ± B ) =C , where A , B minimum values
and C are constants, and C of the function
is the maximum and
minimum values of the
function, and the maximum
and minimum occurs at
x ± B=0or x ± B

Lesson Closure

Activity (15 minutes)

I. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and
engage learners to share ideas on them.

II. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

III. Have a general class voting to aid reflection.

Reflection & Remarks

f) What was my best moment in today’s lesson and how can I create more of such situations?
g) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
h) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
i) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?

Lesson 2
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce
the Curriculum
Starter as in the Subject Manual
and Subject
Manual
Teacher Activity Learner Activity
Activity (15 minutes) Introductory Activity (15 Introductory Activity (15 minutes)
Review learners’ previous minutes)
knowledge of some In your groups, discuss and come up with  Level 3
mathematical theorems they Task learners to discuss and the remainder and the factor theorem. Strategic
have come across. come up with the reminder and Please show respect for others’ views, reasoning:
the factor theorem, learners to beliefs, religions, and cultures as you When
3 2
show respect for individual interact and collaborate in your groups P(x )=k x −3 x + 8 x +36
views, beliefs, religions, and and make presentations of your work. is divided by
cultures as they interact and (x +2), it leaves
collaborate in their groups and no remainder.
make presentations a. find the
Activity 1.1 (25 minutes) value of k
Activity 1.1 (25 minutes) express
In your groups, discuss and solve the 2
P(x )=(x +2)(a x +bx +c)
In an all-inclusive group example of polynomial questions that , where a , b and
discussion, present learners requires the use of the reminder and the c are constants,
with example of polynomial factor theorem. and find the
questions that requires the use zeros .
of the reminder and the factor Example:
theorem and task them to 1. find the remainder when the polynomials
4 3 2
discuss and respond to the f (x)=4 x −x −9 x + 2 x−5 is divided by
prompts (x – 2)
2.Given the polynomial Level 3
3 2
f ( x )=x −2 x +3 x−1 ,use the Remainder Strategic
reasoning:
Theorem to find the remainder when f ( x )
Example: Draw
is divided by x−2 the graph of the
3.Given the polynomial relation
2
4 3 2
p ( x )=3 x −4 x + 2 x −7 x−10 , use the f ( x )=x −4 x +5
for the interval
Remainder Theorem to determine if p ( x )is
−2 ≤ x ≤ 6. On
divisibleby x−2 the same axis
draw the graph
Activity 1.2 (25 minutes) of y=x +3 . Use
Activity 1.2 (25 minutes) your graphs to
In mixed-gender groups, guide find:
learners to draw the graph of a In your groups, draw the graph of a i. the
polynomial function with polynomial function with degree up to 3 by equation
degree up to 3 by hand and by hand and by using technology (e.g., of the
using technology (e.g., GeoGebra, Demos, PhET Simulations, and axis of
GeoGebra, Demos, PhET Geometer’s Sketch Pad) where symmetry
Simulations, and Geometer’s appropriate. of the
Sketch Pad) where appropriate. graph
2
f ( x)=x −4 x +5
the truth set of
2
x −5 x+ 2=0

Lesson Closure
Activity (E.g. 5 minutes)
IV. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and
engage learners to share ideas on them.

V. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

VI. Have a general class voting to aid reflection.

Reflection & Remarks

1.What was my best moment in today’s lesson and how can I create more of such situations?
2.What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
3.Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
4.Were the different subgroups in the class catered for?
Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson
Learning Plan
Additional
Subject Week 11 Duration 120 minutes Form 1
Mathematics
Modelling Sub-
Strand Applications of Algebra
with algebra Strand
Content Demonstrate knowledge and understanding of the application of algebraic processes and reasoning involving
Standard sequence, functions, and linear programming.
Learning
Find domain, range, zero of a rational function and state when it is undefined
Outcome(s)
a) Recognise a rational function and determine the domain and range.
Learning b) Carry out the basic arithmetic operations on rational functions
Indicator(s) c) Apply partial fraction decomposition up to factors with exponents and irreducible quadratic factors.
Essential a) How can we define rational functions and what is their overall structure?
Question(s)
linked to the b) How is the domain of a rational function determined?
Knowledge
Hierarchy c)How does the degree the numerator and denominator impact the behaviour of a rational function?
aligned with the
Content
Standards and
Learning
Indicators
Pedagogical
Exploratory learning, Talk-for-learning, Collaborative learning, Experiential learning, etc.
Strategies
Teaching &
Learning Mathematics learning apps, Curriculum, Worksheets, Teacher manual, Calculators, etc.
Resources
Key Notes on Differentiation
Content a) Limit content expectation to rational, domain and range.
b) Extend content expectation to arithmetic operations on rational function
c)Extend content expectation to partial fraction decomposition up to factors with exponent and irreducible
quadratic factors.
d) In small groups learners’ discussion on rational function and determination of the domain and range.
Process e) In groups discussion and presentation on basic arithmetic operations on rational functions
f) In group discussions and individual presentation.
a) find the domain of the range of the rational function
Product b) perform the operations on rational function
c)decompose rational function into partial fractions
Keywords Rational, domain, range, decompose, partial fractions
Lesson 1
Assessment
DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the to the
Starter Subject Manual Curriculum
and Subject
Manual
Teacher Activity Learner Activity
Definition/Introduction Definition/Introduction

Help learners to organise In your groups, search for the standard form of rational
themselves in mixed- function and also look for the definition of domain and
ability groups, then range of a function. Please, as you carry out your
instruct them to search for discussions, show respect for others’ views as you interact
the standard form of
and collaborate with group members.
rational function and also
look for the definition of
domain and range of a
function.
Activity 1.1
Activity 1.1 In your groups, determine the range and domain of the given
I. In mixed-gender groups, rational functions. Level 2 Skills
present learners with of conceptual
rational functions and understanding:
1. State the
ask them to determine 2 largest possible
2 x +1
the domain and range 1. domain of the
the functions ( x−1 )( x +2 ) function
2 x +1
2 defined by
2. 2 x−1
( x−1 )( x +2 ) f :x→ 2
2 x −9 x−5
3 t +2
3. R ( t )= 2
Activity 1.2 t +5 t+6
Provide students with a
Activity 1.2
variety of rational
function problems to Contribute to a whole class discussion, how variety of rational
solve, reinforcing function problems can be solved. Ask questions for further
theoretical knowledge clarification to consolidate your ideas. Please be wary of biases
about others seeking further explanation and clarification from the
through practical
class.
application.

Lesson Closure
Activity (E.g. 5 minutes)
VII. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and
engage learners to share ideas on them.

VIII. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

IX. Have a general class voting to aid reflection.

Reflection & Remarks

Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies to reinforce Assessment
as in the Subject Manual DoK aligned to
the Curriculum
and Subject
Manual
Teacher Activity Learner Activity
Groups activity (15 minutes)

Review learners’ previous Introductory Activity: ( 15

knowledge of real number minutes) Introductory Activity: (15 minutes)
system and ask learners in mixed-
gender groups to discuss the In small groups, learners listen to the step
features of rational numbers. Guide learners through the steps of simplifying rational function. Please, Level 2 Skills of
simplifying rational functions.
asking questions to ensure understanding. conceptual
Encourage class participation and
questions to ensure understanding:
understanding. Example:
simplify
2 x−1 x−3
−
x−2 x +3

Activity I.1 (25 minutes)

Activity 1.1 ( 25 minutes)
Learners will be working in convenient
Help learners to organise groups (ability, mixed ability, mixed
themselves in mixed-ability
gender, or pairs etc.) to:
groups, then guide them to
perform operations on rational
perform basic operations on rational
function. Encourage learners to functions.
show respect for individual
diverse views

Activity 1.2 (25 minutes) Activity 1.2 (25 minutes)

Forster collaboration among In pairs or small groups explore
students. Have them work in pairs
or small group to simplify various
factorization and expansion of
rational functions. Encourage denominators and numerators to simplify
discussion and peer learning. rational functions
3 Strategic
reasoning:
resolve
2
2 x +1
Activity 1.3 (25 minutes) in
Activity 1.3 ( 25 minutes) ( x−1 )( x +2 )
partial fraction
Decomposition of rational Learners will be working in convenient
function. groups (ability, mixed ability, mixed
Provide guided practice gender, or pairs etc.) to:
worksheets with a mix of  split rational functions into partial
problems, then let them work fractions.
ingroups or pairs while you  determine values of constants of
circulate to assistance. functions.

Lesson Closure
Activity (15 minutes)
X. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and
engage learners to share ideas on them.

XI. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

XII. Have a general class voting to aid reflection.

Reflection & Remarks

13. What was my best moment in today’s lesson and how can I create more of such situations?
14. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
15. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
16. Were the different subgroups in the class catered for?
5Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 12 Duration 120 minutes Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
algebra Strand
Demonstrate knowledge and understanding of the application of algebraic processes and reasoning
Content Standard
involving sequence, functions, and linear programming.
Identify and describe the order of a matrix, the identity matrix and Zero matrix, find the determinant
Learning Outcome(s)
and perform basic arithmetic operations on 2 by 2 matrices (addition and subtraction).
a) Recognise a matrix including types of matrices and state its order.
b) Add and subtract matrices (2x2 matrix) and multiply a matrix by a scalar and a matrix by a
Learning
matrix (2x2 matrices).
Indicator(s)

Essential Question(s) a) How is a matrix represented and what are its dimensions?
linked to the Knowledge
Hierarchy aligned with b) How does matrix multiplication differ from other operations?
the Content Standards
and Learning Indicators c)What are some unique properties of special matrices?
Modelling, Enquiry based learning, Talk-for-learning, Collaborative learning, Experiential learning,
Pedagogical Strategies
etc.
Teaching & Learning Manila cards, Worksheets, Educational videos, Technological tools and apps, Curriculum, Teacher
Resources manual, Calculators, etc.
Key Notes on Differentiation
a) Limit content expectation to definition of matrices types of matrices
Content b) Extend content expectation to order of matrices and addition and subtraction of matrices
c)Extend content expectation to scalar and a matrix by a matrix multiplication.
a) In small groups and oral presentation, look for the definition and types of matrices
b) In small groups and written, determine the order of matrices and discuss how matrices can be
Process
added and subtracted.
c) In pairs and individuals, discuss how matrices are multiplied by scalar and a matrices by matrices
a) Determine the order of the matrices
Product b) find the addition and subtraction of the matrices
c) Evaluate the product of the matrices by a scalar and a matrices by a matrices.
Keywords Matrices, dimension, order
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to aligned to the
Starter reinforce as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Introductory activity (15 Level 1 Recall:
Introductory activity (15 minutes)
Group Activity- (15 minutes) minutes) Example: find the
Review learners’ previous In your groups, discuss the definition other of the matrix
knowledge of operations on real In an all-inclusive class of matrices and suggest areas matrices below
number systems using real-life discussion, lead the class can be applied. Please be tolerant and
examples. to discuss the definition of circumspect with your criticisms and Level 2 Skills of
matrices. Make learners commentary on others’ presentations. conceptual
to know matrices are used understanding:
in various mathematical Example: Given
disciplines and have that

[ ][ ]
applications in computer 3 y +1 7 10 3 y −x
science, physics, =
2 y+x 3 8 3
economics, and more. find the values of x
Encourage learners to be and y
tolerant and circumspect
with their criticisms and
commentary on others’ Activity 1.1 (25 minutes) Level 4 Extended
Review learners’ previous
presentations. In mixed ability groups, discuss matrices critical thinking and
knowledge on plane shapes.
in the natural environment and create reasoning
Activity 1.1 (25 minutes) matrices using objects, symbols or Consider the following
numerals. matrices:
Help learners, discuss
matrices in the natural A matrix is a rectangular array of
environment and create
matrices using objects,
numbers, symbols, or expressions,
organized in rows and columns. Each
A=
[ 34 −21 ] , B=[ 51] ,
[−24 −51 32] ,∧¿
symbols or numerals. entry in a matrix is called an element, and C=
it is identified by its row and column
indices.
An m ×n matrix, the m rows are
D=
[−25 13 ]
horizontal, and the n columns are Complete each
vertical. Each element of a matrix is calculation below, if
denoted by a variable with subscripts. not possible, explain
For example, a23, represents the element why not
at the second row and third column of the 1. A+D
matrix. 2. A ∙ B
3. D ∙C

Activity 1.2 (25 minutes)

Help learners to organise Activity 1.2 ( 25 minutes)

themselves in mixed-ability  In your groups, resolve and
groups, then take them through manipulate data into matrix and
how determinant of a square calculate determinants using hands-
matrices can be calculated
on activity.
Activity 1.3 (25 minutes)

Offer assistance to learners

to identify order of matrices,
equality of matrices, identity Activity 1.3 (25 minutes)
matrices and zero matrix.
Focus on explaining how to Learners will be working in convenient
determine the order of a groups (ability, mixed ability, mixed
matrix (number of rows ☓ gender, or pairs to identify:
number of columns). Use
examples to demonstrate this Order of a matrix, Equality of Matrix,
concept and practice Identity matrix and Zero matrix.
together.

[ ]
7 8
B= 9 10
11 12

Lesson Closure
Activity ( 15 minutes)
1.Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and engage
learners to share ideas on them.

2.Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes. (Offer
learners the opportunity to ask questions for further clarification and address any misconceptions if any)

3.Have a general class voting to aid reflection

Reflection & Remarks

I. What was my best moment in today’s lesson and how can I create more of such situations?
II. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
III. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding
of the concept taught?
IV. Were the different subgroups in the class catered for?
V. Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce aligned to the
Starter as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (15 minutes) Introductory Activity (15 Introductory Activity (15 minutes)
Review learners’ previous minutes)
knowledge on the operations on
In small groups, discuss how to perform
real number system using real Help learners discuss basic basic matrix operations.
life models for learners to matrix operations like addition
consolidate their ideas on the and subtraction.
concept.

Activity 1.1 (25 minutes) Activity 1.1 (25 minutes)

a) guide learners to be aware a) In groups, search and discuss the

of matrix notations, using notations of matrix, using upper case
upper case letters for matrices letters for matrices and lower-case letters
and lower-case letters for elements.
elements. Ex plain how to
identify and locate elements
b) In your groups, solve and discuss the
within a matrix.
addition and subtraction of matrices.
b) Guide learners to discuss
Example:
basic matrix operations on
addition and subtraction. Consider the following matrices:
Show how matrices must have
the same order for these
A=
[
3 1
4 −2 ]
operations to be defined. Walk
through examples to reinforce
understanding.
B=
[
−2 1 3
4 −5 2 ]
,∧¿

C=
[
−2 1
5 3 ]
Complete each calculation below,
1. A+ C
2. A−C
3. B+B

Activity 1.2 (25 minutes)

In an all-inclusive group, make
learners understand scalar
multiplication. Teach the concept Activity 1.2 (25 minutes)
of scalar multiplication,
emphasizing that each element of In your group, discuss the scalar
the is multiplied by the scalar. multiplication of matrices.

[ ]
7 8
Given B = 9 10 , evaluate
11 12

.7B
ii.-4B
Activity 1.3 (25 minutes)
iii.1/4B
Guide learners to understand
the steps, a matrix multiplied
by a matrix. Highlight the Learning Activity 1.3 (25 minutes)
importance of matching inner Contribute to a whole class discussion, the
dimensions. Work through steps involved in multiplying a matrix by a
examples and demonstrate the matrix. Highlight the importance of matching
step-by-step process inner dimensions.
Example:

Given A= (−25 35), B=(−65 47) and

C= ( 80 81).
Evaluate:
i. AB
ii. BA
iii. AC
iv. BC

Lesson Closure
Activity ( 5 minutes)
XIII. Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy” and
engage learners to share ideas on them.

XIV. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

XV. Have a general class voting to aid reflection

Reflection & Remarks
XVI. What was my best moment in today’s lesson and how can I create more of such situations?
XVII. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
XVIII. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
XIX. Were the different subgroups in the class catered for?
5.Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 13 Duration 120mins Form 1
Mathematics
Geometric reasoning
Strand Sub-Strand Spatial sense
and measurement
Demonstrate knowledge and understanding in spatial sense in relation to lines and angles between
Content Standard
intersecting lines

Learning Outcome(s) State the properties of lines including parallel, perpendicular and midpoints.

a) Describe the properties of lines including parallel, perpendicular and midpoints.

b) Predict the midpoint of a line segment given two points and find the generalization of the
Learning midpoint of a line segment.
Indicator(s) c) Apply the knowledge of ratio to divide a line segment in a given ratio either internally or
externally.
a) How does the properties of lines including parallel, perpendicular and midpoints be described?
Essential Question(s) linked b) How does the midpoint of a line segment given two points be found and generalized the midpoint
to the Knowledge Hierarchy of a line segment?
aligned with the Content
Standards and Learning c) How can the integration of ICT help to divide a line segment in a given ratio either internally or
Indicators externally?

Pedagogical Strategies Talk-for-learning, Collaborative learning, Enquiry based learning, Experiential learning, etc.
Teaching & Learning Mathematical set, Graphical utilities and dynamic apps, Worksheets, Calculators, Curriculum,
Resources Teacher manual, etc.
Key Notes on Differentiation
a) Limit content expectations to properties of lines including parallel, perpendicular and midpoints
b) Extend content expectations to include the midpoint of a line segment given two points and
Content find the generalization of the midpoint of a line segment.
c) Extend content expectations to include the application of the knowledge of ratio to divide a line
segment in a given ratio either internally or externally.
In using the think pair share approach, learners discuss and make oral and written presentations on
Process
properties and midpoint of a line.
a) Solve four (4) problems on properties of lines including parallel, perpendicular and midpoints
b) Solve at least three (3) problems on midpoint of a line segment given two points and find the
generalization of the midpoint of a line segment
Product
c) Solve six problems involving the application of the knowledge of ratio to divide a line segment in a
given ratio either internally or externally.

Keywords Mid-point, segment, generalization, externally, internally

Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity- (10 mins) Introduction (20 minutes) Introduction (20 minutes)
Review learners’ previous Level 1: Recall;
knowledge by asking I. Help learners to organise III. In your groups, discuss properties 1. Outline the
learners to mentally themselves in mixed-ability of lines including parallel, key features of a
calculate the sum or the groups and task them to come perpendicular and midpoints. Please as line.
product of two numbers. out with properties of lines you carry out your discussions, show
including parallel, respect to others’ views as you interact Level 2: Skills of
perpendicular and midpoints. and collaborate with group members. conceptual
Encourage learners to show Understanding;
respect for individual diverse 2. Explain
views as they interact and with
collaborate in their groups. justifications
whether there is
II. In an all-inclusive class IV. In your groups, discuss the various any worth in
discussion, lead the class to properties of lines. Please be tolerant finding the
discuss the various properties and circumspect with your criticisms properties of
of lines. Encourage learners to and commentary on others’ lines before
be tolerant and circumspect presentations. presenting it to
with their criticisms and your audience.
commentary on others’
presentations.
Level 3: Skills of
Activity 1 (25 minutes) conceptual
Activity 1 (25 minutes) I. Share with the class what you know Understanding;
I. Using the KNOW, WANT-TO- about lines.
KNOW and LEARN (KWL) 3. Find the distance
strategy, transition learners d between the
from consolidating their points and the
previous knowledge to the new II. In your groups, differentiate between midpoint M of the
line segment which
learning. the various types of lines. Please be
connects them. (3, -
careful of the use of the IT tool for this
5), (-4, 9)
II. In mixed-gender groups, task. Use it appropriately as expected
present learners with
Microsoft Word application
which contains the various If M(6, 1) is the
properties of lines midpoint of the line
Activity 2 (25 minutes) segment AB and if
A has coordinates
Activity 2: (25 minutes) I. Design a presentation using a computer
(2, -1), find the
I. Using a computer application application tool such as PPTs, and coordinates of B.
tool for presentations such as present your findings on the properties
PPTs (where available), call of line to the class.
out groups to present their
findings on the properties of In the diagram
line to the class. Be fair in the below of triangle
VWX, Y is a
allocation of resources to
midpoint of VW and
groups for their presentations. Z is a midpoint of
II. Offer the opportunity for the II. Please ask questions and contributions WX. If YZ = 3x -
class to ask questions and to the presentations. Tell how confident 14, and VX = 92 -
make contributions to the and effective your friends’ presented
presentations. Encourage their work including the use of the 6x, what is the
learners to comment on how right vocabulary for the concept being measure of VX?
confident and effective their treated.
friends presented their work
including the use of the right
vocabulary for the concept
being treated.

Activity 3 (25 minutes)

Activity 3 (25 minutes) Contribute to a whole class discussion,
In a whole class discussion, demonstrate how to find the midpoint of a
demonstrate to the class how to line segment given two points.
find the midpoint of a line . Ask questions for further clarification to
segment given two points. consolidate your ideas. Please be wary of
Give learners the opportunity to ask biases about others seeking further
questions for further clarification to explanation and clarification from the class.
consolidate their ideas. Encourage
learners to be wary of biases about
the presentations and abilities of
different groups as they seek further
explanation and clarification from
the class.
Lesson Closure
Activity (10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
learners to share ideas on them.

b) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

c) Have a general class voting to aid reflection.

Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity- (10mins) Introduction (20 minutes) Introduction (20 minutes)
Review learners’ previous Level 1: Recall;
knowledge by asking Help learners to organise In your groups, discuss properties 1. Outline the
learners to play with a themselves in mixed-ability midpoints including the mid-point key features of
partner to see who is better at groups and task them to come formula. Please as you carry out your the mid-point
finding the midpoint of a line.
out with how to find the mid- discussions, show respect to others’ of a line.
Partners will decide who goes
first. Player One will draw point of a line. Encourage views as you interact and collaborate Level 2: Skills of
two points on the coordinate learners to show respect for with group members. conceptual
grid. Player Two will try to individual diverse views as they Understanding;
guess the location of the interact and collaborate in 2. Explain with
midpoint on the line that will their groups. justifications
connect the two points without whether there
drawing the line.
I. In an all-inclusive class is any worth in
discussion, lead the class to I. In your groups, discuss the mid-point finding the
discuss the various properties and the mid-point formula. Please be formula for
of lines. Encourage learners to tolerant and circumspect with your finding the
be tolerant and circumspect criticisms and commentary on others’ mid-point of a
with their criticisms and presentations. line before
commentary on others’ presenting it to
presentations. your audience.

Level 3: Skills of
Activity 1 (25 minutes) Activity 1 (25 minutes) conceptual
I. Using the KNOW, WANT- I. Share with the class what you know Understanding;
TO-KNOW and LEARN about mid-point based on a diagram.
(KWL) strategy, transition Find the distance d
learners from consolidating between the points
their previous knowledge to and the midpoint M
the new learning. of the line segment
which connects
them. M(3, -8), N(-
III. In mixed-gender groups, III. In your groups, differentiate between
4, 7)
present learners with the line segment and the mid-point
Microsoft Power Point formular. Please be careful of the use
application which contains of the IT tool for this task. Use it
diagrams depicting the line appropriately as expected
segment and the mid-point
formular
Activity 2 (25 minutes) In the diagram
1. Design a presentation using a below of triangle
Activity 2: (25 minutes) computer application tool such as VWX, Y is a
I. Using a computer PPTs, and present your findings on midpoint of VW and
application tool for the line segment and the mid-point Z is a midpoint of
presentations such as PPTs formular to the class. WX. If YZ = 3x -
(where available), call out 14, and VX = 92 -
6x, what is the
groups to present their
measure of VX?
findings on the determination
of the mid-point. Be fair in the
allocation of resources to II. Please ask questions and
groups for their presentations. contributions to the presentations. Tell
II. Offer the opportunity for how confident and effective your
the class to ask questions and friends’ presented their work including
make contributions to the the use of the right vocabulary for the
presentations. Encourage concept being treated.
learners to comment on how
confident and effective their
friends presented their work
including the use of the right
vocabulary for the concept
being treated.
Activity 3 (30 minutes)
Contribute to a whole class discussion,
Activity 3 (30 minutes) demonstrate how to find the midpoint of a
In a whole class discussion, line segment given two points.
demonstrate to the class how to . Ask questions for further clarification to
find the midpoint of a line consolidate your ideas. Please be wary of
segment given two points. biases about others seeking further
Give learners the opportunity to ask explanation and clarification from the class
questions for further clarification to
consolidate their ideas. Encourage
learners to be wary of biases about
the presentations and abilities of
different groups as they seek further
explanation and clarification from
the class.
Lesson Closure
Activity (10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

b) Using the last part of the KWL strategy, wrap up the lesson by summarizing learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

c) Have a general class voting to aid reflection

Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subj Week 14 Duration 120mins Form 1
Mathematics
Geometric reasoning Sub-
Strand Spatial sense
and measurement Strand
Demonstrate knowledge and understanding in spatial sense in relation to lines and angles between
Content Standard
intersecting lines
Derive the equation of a line in various forms, find shortest distance between a point and a line and the
Learning Outcome(s)
perpendicular distance from an external point to a line.
a) Recall the formula for finding the gradient of a line and apply it to find the equation of a
straight line in various forms
Learning b) Use standard algebraic manipulations to find the equation of parallel and perpendicular
Indicator(s) lines including the equation of perpendicular bisector of a line
c) Deduce the shortest distance between a point and a line and use the knowledge of intercepts
and right-angled triangles to find the perpendicular distance from an external point to a line.
Essential Question(s) linked a) What is the gradient of a line and how is it applied in real life situation?
to the Knowledge Hierarchy b) What does it mean to use the reciprocal of a slope on a perpendicular line?
aligned with the Content c) How does right-angled triangle differ from other triangles?
Standards and Learning
Indicators
Pedagogical Strategies Experiential learning, Collaborative learning, Problem-solving, Talk-for-learning,
Teaching & Learning
Resources
Mathematical set, Worksheets, Calculators, Curriculum, Teacher manual.
Key Notes on Differentiation
a) Limit content expectations to formula for finding the gradient of a line and apply it to find the
equation of a straight line in various forms.
Content
b) Extend content expectations to include the use standard algebraic manipulations to find the equation
of parallel and perpendicular lines including the equation of perpendicular bisector of a line.
c) Extend content expectations to include the knowledge of intercepts and right-angled triangles to find
the perpendicular distance from an external point to a line.
Process In mixed ability groups, learners discuss and make oral and written presentations on equation and
perpendicular bisectors of a straight line as well as intercept.
a) Solve four problems on the formula for finding the gradient of a line and apply it to find the
equation of a straight line in various forms.
Product
b) Solve at least four problems on the use standard algebraic manipulations to find the equation
of parallel and perpendicular lines including the equation of perpendicular bisector of a line.
c) Solve at least five problems on the knowledge of intercepts and right-angled triangles to find the
perpendicular distance from an external point to a line.
Keywords Perpendicular, measurement, bisector, parallel etc.
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity-(10-minutess) Introduction (20 minutes) Introduction (20 minutes)
Review learners’ previous Level 1: Recall;
knowledge by asking learners I. Help learners to organise I. In your groups, discuss properties of 1.Outline the
to play ‘graph the paper themselves using the think the gradient of a line. Please as you carry key features of
puzzle’ where students are the equation
pair share approach and out your discussions, show respect to
given a piece of graph sheet of a line.
along with some puzzle pieces
task them to come out with others’ views as you interact and
properties of the gradient of collaborate with group members.
a line. Encourage learners Level 2: Skills of
conceptual
to show respect for
Understanding;
individual diverse views as
2. Explain
they interact and with
collaborate in their groups. justifications
whether there
II. In an all-inclusive class II. In your groups, discuss the properties is any worth
discussion, lead the class to of the gradient of a line. Please be in the usage of
discuss the various tolerant and circumspect with your the standard
properties of mid-point of a criticisms and commentary on others’ algebraic
line. Encourage learners to presentations. manipulations
be tolerant and circumspect .
with their criticisms and
commentary on others’ Level 3: Skills of
presentations. conceptual
Understanding;
3. Determine
Activity 1 (30 minutes) Activity 1 (30 minutes) the equation
I. Using the KNOW, WANT-TO- I. Share with the class what you know of parallel
and
KNOW and LEARN (KWL) about lines.
perpendicular
strategy, transition learners
lines
from consolidating their including
previous knowledge to the new perpendicular
learning. bisector of a
line.
II. In mixed-gender groups, II. In your groups, discuss the findings of
present learners with gradient to the class. Please be careful of
Microsoft Word application the use of the IT tool for this task. Use it
which contains spreadsheet appropriately as expected
on plotted points to find the
gradient of a line.

Activity 2: ( 30 minutes) Activity 2 (30 minutes)

I. Using a computer I. Design a presentation using a
application tool for computer application tool such as PPTs,
presentations such as PPTs and present your findings on the
(where available), call out properties of line to the class.
groups to present their
findings on the gradient of
a line. Be fair in the
allocation of resources to
groups for their
presentations. II. Please ask questions and contributions
II. Offer the opportunity for to the presentations. Tell how confident
the class to ask questions and effective your friends’ presented their
and make contributions to work including the use of the right
the presentations. vocabulary for the concept being treated.
Encourage learners to
comment on how confident
and effective their friends
presented their work
including the use of the
right vocabulary for the
concept being treated.

Activity 3 (20 minutes)

In a whole class discussion, Activity 3 (20 minutes)
demonstrate to the class on Contribute to a whole class discussion,
how to find the equation of demonstrate how to find the equation of
parallel and perpendicular parallel and perpendicular lines using
lines using standard algebraic standard algebraic manipulations.
manipulations . Ask questions for further clarification to
Give learners the opportunity to consolidate your ideas. Please be wary of
ask questions for further biases about others seeking further explanation
clarification to consolidate their and clarification from the class.
ideas. Encourage learners to be
wary of biases about the
presentations and abilities of
different groups as they seek
further explanation and
clarification from the class.
Lesson Closure
Activity (10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.
b) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

Have a general class voting to aid reflection.

Activity 2: (30 minutes)

I. Using a computer Activity 2 ( 30 minutes)
application tool for 1. Design a presentation using a
presentations such as PPTs computer application tool such as
(where available), call out PPTs, and present your findings on the
groups to present their x and y intercepts to the class.
findings on the intercept of
x and y. Be fair in the
allocation of resources to
groups for their
presentations. II. Please ask questions and
II. Offer the opportunity for contributions to the presentations. Tell
the class to ask questions how confident and effective your
and make contributions to friends’ presented their work including
the presentations. the use of the right vocabulary for the
Encourage learners to concept being treated.
comment on how confident
and effective their friends
presented their work
including the use of the
right vocabulary for the
concept being treated.

Activity 3 ( 20 minutes)
In a whole class discussion, Activity 3 (20 minutes)
demonstrate to the class on Contribute to a whole class discussion,
how to use right-angled demonstrate how to use right-angled
triangle to find the triangle to find the perpendicular distance
perpendicular distance from an from an external point to a line.
external point to a line. Ask questions for further clarification to
Give learners the opportunity to consolidate your ideas. Please be cautious of
ask questions for further biases about others seeking further
clarification to consolidate their explanation and clarification from the class
ideas. Encourage learners to be
wary of biases about the
presentations and abilities of
different groups as they seek
further explanation and
clarification from the class.

Activity ( 10 minutes)
a). Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

b). Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

c). Have a general class voting to aid reflection.

Learning Outcome(s) Solve problems on acute angles between two intersecting lines.

Determine the acute angles between two intersecting lines with the aid technological tools
GeoGebra
Learning
Indicator(s) Apply knowledge of gradient and the tangent function to find the Acute angle between two
intersecting lines.
Essdddential Question(s) linked a) How are similar triangles used in solving problems in everyday life?
to the Knowledge Hierarchy b) How can you find the sum of the interior angles measures and the sum of the exterior
aligned with the Content angle measures of a polygon?
Standards and Learning c) Why do we measure a named angle?
Indicators
Experiential learning, Enquiry based learning, Exploratory learning, Talk-for-learning,
Pedagogical Strategies
Collaborative learning, etc.
Mathematical set, Graphical utilities and dynamic apps, Worksheets, Calculators, Curriculum,
Teaching & Learning Resources
Teacher manual, etc.
Key Notes on Differentiation
Content a) Limit content expectations to determine the acute angles between two intersecting lines.
b) Extend content expectations to the tangent function to find the acute angle between two
intersecting lines to include the use of technological tools GeoGebra.
c) Extend content expectations to the tangent function to find the acute angle between two
intersecting lines to include the application of the knowledge of gradient and the tangent function
In mixed ability group and pair discussions, learners discuss and make oral presentation on
Process
acute angle and gradient of a line.
a) Solve four problems on how to determine the acute angles between two intersecting lines.
b) Solve at least four questions on how to use the tangent function to find the acute angle between
two intersecting lines.
Product
c) Solve three problems on gradient of a line.

Keywords Similar, triangle, reasoning, intersecting

Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity- (10 minutes) Introduction ( 20 minutes) Introduction (20 minutes) Level 1: Recall;
Review learners’ previous 1. Outline the
knowledge of angles using real- I. Help learners to organise I. In your groups, discuss the key features of
life example by; asking learners themselves using the think determination of the acute angles between the gradient of a
in mixed-ability groups to write pair share approach and two intersecting lines . Please as you line.
their first names in block capitals Determine the acute angles carry out your discussions, show
using a ruler on a blank piece of between two intersecting lines respect to others’ views as you interact Level 2: Skills of
A4. Then ask them to find the with the aid technological and collaborate with group members. conceptual
angles within the letters in their tools e.g. GeoGebra. Understanding;
names and bring on board for Encourage learners to
whole-class discussion. show respect for individual 2. explore the
diverse views as they behaviour of
interact and collaborate in acute angles
their groups. in between
two lines and
in triangles
II. In an all-inclusive class II. In your groups, discuss discuss the base on
discussion, lead learners to various properties of acute angles. certain
determine the acute angles Please be tolerant and circumspect conditions in
between two intersecting with your criticisms and commentary context.
lines. Encourage learners to on others’ presentations.
be tolerant and circumspect
with their criticisms and Level 3: Skills of
commentary on others’ conceptual
presentations. Understanding;
3. investigate the
behaviour of the
acute angles
Activity 1 ( 30 minutes) Activity 1 (30 minutes) formed when a
I. Using the KNOW, WANT-TO- I. Share with the class what you know ladder leaning
KNOW and LEARN (KWL) about acute angles. against a wall is
strategy, transition learners lowered towards
from consolidating their the ground or
previous knowledge to the new moved upwards
learning. towards the
wall.
II. In mixed-ability groups, II. In your groups, differentiate
present learners with Microsoft between the various forms of angles.
Word application which Please be careful of the use of the IT
different forms of angles for tool for this task. Use it appropriately
learners to discuss and respond as expected
to prompts.

Activity 2: (30 minutes)

I. Using a computer
application tool for
presentations such as PPTs Activity 2 (30 minutes)
(where available), call out I. Design a presentation using a
groups to present their computer application tool such as
findings on the various PPTs, and present your findings on
forms of angles. Be fair in types of angles to the class.
the allocation of resources
to groups for their
presentations.
II. Offer the opportunity for
the class to ask questions
and make contributions to II. Please ask questions and
the presentations. contributions to the presentations. Tell
Encourage learners to how confident and effective your
comment on how confident friends’ presented their work including
and effective their friends the use of the right vocabulary for the
presented their work concept being treated.
including the use of the
right vocabulary for the
concept being treated.

Activity 3 ( 30 minutes)
In a whole class discussion,
demonstrate to the class on Activity 3 (30 minutes)
how to apply the knowledge of Contribute to a whole class discussion,
gradient and the tangent demonstrate how to apply the knowledge of
functions to find the acute gradient and the tangent function to find
angle between two intersecting the acute angle between two intersecting
line. lines.
Give learners the opportunity to Ask questions for further clarification to
ask questions for further consolidate your ideas. Please be wary of
clarification to consolidate their
biases about others seeking further
ideas. Encourage learners to be
explanation and clarification from the class
wary of biases about the
presentations and abilities of
different groups as they seek
further explanation and
clarification from the class
Lesson Closure
Activity (10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

c) Have a general class voting to aid reflection.

e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity ( 10minutes) Introductio 20 minutes) Introduction (20 minutes) Level 1: Recall;
Review learners’ previous 1. Outline
knowledge on the acute angles I. Help learners to organise I. In your groups, discuss how to solve the features
on a transversal and slopes of themselves in mixed-ability various problems involving gradient of of slopes of
lines in the coordinate plane groups, then ask them to a line. Please as you carry out your lines in the
using real life models for solve problems involving discussions, show respect to others’ coordinate
learners to consolidate their slope. Encourage learners views as you interacts and collaborate plane.
ideas on the concept. to show respect for with group members.
Encourage the use of the individual diverse views as Level 2: Skills of
concept “slope” in order to link they interact and conceptual
it to the new learning for this collaborate in their groups. Understanding;
lesson. find the measure
II. In an all-inclusive class II. In your groups discuss how to solve of the acute
discussion, lead the class to various problems involving gradient of angle between
discuss the various solution a line. Please be tolerant and the lines
to the slope of a line. circumspect with your criticisms and y=2 x +3and
Encourage learners to be commentary on others’ presentations. y=−0.5 x−3
tolerant and circumspect
with their criticisms and Level 3: Skills of
commentary on others’ conceptual
presentations. Understanding;
3.

Activity 1 (30 minutes)

I. Using the KWL strategy, Activity 1 (30 minutes)
transition learners from I. Share with the class what you know
consolidating their previous about gradient of.
knowledge to the new
learning.
II In your groups, acute angles
II Then, in mixed-gender questions using calculators where
groups, present learners available. Please be wary of the use of
with gradient of a line that the IT tool for this task. Use it
knowledge in solving appropriately as expected of you.
related problems.
Activity 2: (30 minutes) Activity 2 (30 minutes)
I. Using an ICT application I. Design a presentation using ICT
tool for presentations such application tool such as calculators,
as calculators, (where and present your work to the class.
available), call out groups
to present on given acute II Please ask questions and make
angles. Be fair in the contributions to the presentations. Tell how
allocation of resources to confident and effective your friends
groups for their presented their work including the use of
presentations. the right vocabulary for the concept being
II Offer the opportunity for treated.
the class to ask questions
and make contributions to
the presentations.
Encourage learners to
comment on how confident
and effective their friends
presented their work
including the use of the
right vocabulary for the
concept being treated.

Activity 3 ( 20 minutes) Activity 3 ( 20 minutes)

In a whole class discussion,
Contribute to a whole class discussion on
demonstrate to the class how to
how to determine the acute angles on a
determine the acute angles on a
transversal and slopes of lines in the
transversal and slopes of lines
coordinate plane. Ask questions for further
in the coordinate plane. Give
clarification to consolidate your ideas.
learners the opportunity to ask
Please be wary of biases about others
questions for further clarification
seeking further explanation and clarification
to consolidate their ideas.
from the class.
Encourage learners to be wary of
biases about the presentations and
abilities of different groups as they
seek further explanation and
clarification from the class.
Lesson Closure
Activity ( 10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

c) Have a general class voting to aid reflection.

Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d) Were the different subgroups in the class catered?
Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 16 Duration 120mins Form 1
Mathematics
Geometric reasoning
Strand Sub-Strand Spatial reasoning
and measurement
Demonstrate knowledge and understanding of spatial sense relating to vectors in two dimensions
Content Standard
and perform algebraic operations on vectors and their geometrical interpretations
Perform algebraic manipulations of Vectors and resolve vectors using the triangle, parallelogram and
Learning Outcome(s)
polygon laws of addition.
a) Recognise and explain various forms of vectors and apply the knowledge to find unit vector.
b) Perform algebraic and graphical operations (addition, subtraction, scalar multiplication)
Learning and their geometrical interpretation.
Indicator(s) c) Determine resultant of vectors that is adding vectors using triangle, parallelogram and
polygon laws of addition.
Essential Question(s) linked a) What is a vector and do you combine them?
to the Knowledge Hierarchy b) How can I model and solve real-world problems using vectors?
aligned with the Content c) Why are functions and relations represented by vectors?
Standards and Learning
Indicators
Pedagogical Strategies Enquiry learning, Problem-based learning, Talk-for-learning, Collaborative learning, etc.
Teaching & Learning Graph board or paper, Compasses, Mathematical tools, Dynamic tools like GeoGebra, Video clips,
Resources etc.
Key Notes on Differentiation
a) Limit content expectations to the recognition and explanation of the various forms of vectors.
b) Extend content expectations to the recognition and explanation of the various forms of vectors
Content including algebraic and graphical operations.
c) Extend content expectations to the recognition and explanation of the various forms of vectors
including algebraic and graphical operations including resultant of vectors.
Process a) Group discussions and oral presentation on the recognition and explanation of the various
forms of vectors.
d) Group discussions and written presentation on the algebraic and graphical operations.
b) Pair discussion and individual presentation on resultant of vectors including ICT tools.
a) Solve three (3) problems on the various forms of vectors.
b) Solve at least four (4) problems on recognition and explanation of the various forms of vectors
Product including algebraic and graphical operations.
c) Solve at least at least four (4) problems on algebraic and graphical operations including resultant of
vectors
Keywords Vectors, operations, graphical
Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (10 minutes) Introduction ( 20 minutes) Introduction (20 minutes) Level 1: Recall;
Review learners’ previous 1. Let a, b
knowledge on direction of  I. Help learners to  I. In your groups, discuss how to and c be unit
objects that is north, south, organise themselves in solve various problems involving vectors lying
east and west. Encourage mixed-ability groups, then vectors in magnitude and direction on the same
the use of the concept ask them to solve express form, and calculate the magnitude plane. Find
“magnitude and direction” vector in magnitude and of a vector. the
in order to link it to the new direction form, and magnitude
learning for this lesson. calculate the magnitude of Please as you carry out your and direction
a vector. discussions, show respect to others’ of the vector
views as you interacts and collaborate (3a
Encourage learners to show with group members. +2b)*(5a-
respect for individual diverse 3b)
views as they interact and
collaborate in their groups.

 II. In your groups discuss how to

 II. In an all-inclusive class solve questions under vector in Level 2: Skills of
discussion, express vector magnitude and direction form, and conceptual
in magnitude and direction calculate the magnitude of a Understanding;
form, and calculate the vector. Given vectors
magnitude of a vector. A=2j + 6i + 3k
Please be tolerant and circumspect and B= 5j – 3j –
Encourage learners to be with your criticisms and commentary 3k, find the
tolerant and circumspect with on others’ presentations. magnitude of A
their criticisms and + B and the
commentary on others’ magnitude A - B
presentations.

Level 3: Skills of
Activity 1 ( 30 minutes) Activity 1 (30 minutes) conceptual
I. In an all-inclusive group I. Share with the class what you know Understanding;
discussion, present learners about vectors. 3.Find the unit
with a vector problem and task vector in the
them to discuss and respond to direction of
the prompts. II In your groups, present learners with vector AB, given
vector that knowledge in solving that, vector A
II Then, in mixed-ability related problems. Please be wary of the has the
groups, present learners with use of the IT tool for this task. Use it components
vector that knowledge in appropriately as expected of you. (3,4) and vector
solving related problems. B has
components (5,-
Activity 2: (30 minutes) Activity 2 (30 minutes) 2)
I. Using an ICT application I. Design a presentation using ICT
tool for presentations such as application tool such as calculators,
calculators, (where available), and present your work to the class.
call out groups to present
vectors in magnitude and II Please ask questions and make
direction form. Be fair in the contributions to the presentations. Tell how
allocation of resources to confident and effective your friends
groups for their presentations. presented their work including the use of
II Offer the opportunity for the the right vocabulary for the concept being
class to ask questions and treated.
make contributions to the
presentations. Encourage
learners to comment on how
confident and effective their
friends presented their work
including the use of the right
vocabulary for the concept
being treated. Activity 3 (20 minutes)
Contribute to a whole class discussion on
how to determine resultant of vectors that is
Activity 3 (20 minutes) adding vectors using triangle, parallelogram
In a whole class discussion, and polygon laws of addition. Ask questions
demonstrate to the class how to for further clarification to consolidate your
determine resultant of vectors that is ideas. Please be wary of biases about others
adding vectors using triangle, seeking further explanation and clarification
parallelogram and polygon laws of from the class.
addition. Give learners the
opportunity to ask questions for
further clarification
Lesson Closure
Activity (10 minutes)
Make a) a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

b. Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

c. Have a general class voting to aid reflection.

Reflection & Remarks

a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 17 Duration 120mins Form 1
Mathematics
Geometric reasoning
Strand Sub-Strand Measurement of Triangles
and measurement
Content Standard Demonstrate understanding of measurement of triangles and radians
Describe diagrammatically and algebraically ways of representing problems involving angles of elevation
and depression and solve related word problems.
Learning Outcome(s)
Identify values of the special angles in degrees and in radians and solve problems relating to coordinates of
the unit circle.
a) Recall basic trigonometric ratios and use the knowledge to solve problems relating to
triangles
b) Use special triangles and the unit circle to determine the geometrical and functional values
Learning of trigonometric ratios including special angles.
Indicator(s) c) Determine radians measure and apply the knowledge to solve practical problems of arc
length.
d) Identify the coordinates of the quadrantal angles in a unit circle and use it to find the
trigonometric values of quadrantal angles.
Essential Question(s) linked a) How do you identify angle of elevation and depression?
to the Knowledge Hierarchy b) How can angle of elevation and depression be used to solve real life situations?
aligned with the Content c) How can the trigonometric ratios help in finding the missing sides and angles?
Standards and Learning
Indicators
Problem based learning, Experiential learning, Collaborative learning, Talk-for-learning, Enquiry
Pedagogical Strategies
based learning, etc.
Teaching & Learning Graph board or paper, Compasses, Mathematical set, Dynamic tools like GeoGebra, Curriculum,
Resources etc.
Key Notes on Differentiation
Content a) Limit content expectations on basic trigonometric ratios and use the knowledge to solve
problems relating to triangles.
b) Extend content expectations on basic trigonometric ratios and include practical problems of
arc length.
c) Extend content expectations on basic trigonometric ratios and include the quadrantal angles
in a unit circle
a) Group discussions and oral presentation on the basic trigonometric ratios.
b) Group discussions and written presentation on radians measure and apply the knowledge to
Process solve practical problems of arc length.
c) Pair discussion and individual to identify the coordinates of the quadrantal angles in a unit circle.
a) Solve two problems on basic trigonometric ratios.
b) Solve at least four problems on basic trigonometric ratios and include practical problems of
Product arc length.
c) Solve at least four problems on basic trigonometric ratios and quadrantal angles in a unit
circle
Keywords Trigonometry, triangle, quadrant
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (10 minutes) Introduction ( 20 minutes) Introduction (20 minutes)
Review learners’ previous Level 1: Recall;
knowledge on direction of I. Help learners to organise I. In your groups, discuss how to describe 1. Outline
objects that is north, south, themselves in mixed-ability diagrammatically and algebraically ways of the key
east and west. Encourage groups, then ask to describe representing problems involving angles of features of
the use of the concept diagrammatically and algebraically elevation and depression and solve related
“direction” in order to link word problems. angle of
ways of representing problems
it to the new learning for involving angles of elevation and
elevation
 . and
this lesson. depression and solve related word
problems. depression.
Please as you carry out your Level 2: Skills of
 . discussions, show respect to others’
conceptual
views as you interacts and collaborate
Encourage learners to show Understanding;
respect for individual diverse with group members. 2. Explain
views as they interact and with
collaborate in their groups. justifications
whether
there is any
II. In an all-inclusive class II. In your groups discuss how to solve worth in
discussion, describe questions involving angles of elevation and finding the
diagrammatically and algebraically depression and solve related word problems.
angle of
ways of representing problems
involving angles of elevation and
 . elevation
depression and solve related word and
problems. Please be tolerant and circumspect depression
with your criticisms and commentary before
 . on others’ presentations. presenting it
Encourage learners to be to your
tolerant and circumspect with audience.
their criticisms and
commentary on others’ Level 3: Skills of
presentations. Activity 1 (30 minutes) conceptual
I. Share with the class what you know Understanding;
about vectors. 3. investigate the
Activity 1 ( 30 minutes) behaviour of the
II. In an all-inclusive group acute angles
discussion, present learners II In your groups, present learners with formed when a
with a vector problem and task vector that knowledge in solving ladder leaning
them to discuss and respond to related problems. Please be wary of the against a wall is
the prompts. use of the IT tool for this task. Use it lowered towards
appropriately as expected of you. the ground or
II Then, in mixed-ability moved upwards
groups, present learners with towards the
vector that knowledge in Activity 2 (30 minutes) wall.
solving related problems. I. Design a presentation using ICT
application tool such as calculators,
Activity 2: (30 minutes) and present your work to the class.
I. Using an ICT application
tool for presentations such as II Please ask questions and make
calculators, (where available), contributions to the presentations. Tell how
call out groups to present on confident and effective your friends
angle of elevation and presented their work including the use of
depression. Be fair in the the right vocabulary for the concept being
allocation of resources to treated.
groups for their presentations.
II Offer the opportunity for the
class to ask questions and
make contributions to the
presentations. Encourage
learners to comment on how
confident and effective their
friends presented their work Activity 3 (20 minutes)
including the use of the right Contribute to a whole class discussion on
vocabulary for the concept how to determine radians measure and apply
being treated. the knowledge to solve practical problems of
arc. Ask questions for further clarification to
consolidate your ideas. Please be wary of
Activity 3 (20 minutes) biases about others seeking further
In a whole class discussion, explanation and clarification from the class.
demonstrate to the class how to
determine radians measure and apply
the knowledge to solve practical
problems of arc Give learners the
opportunity to ask questions for
further clarification
Lesson Closure

a) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
b) Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 18 Duration 2hours Form 1
Mathematics
Strand Calculus Sub-Strand Principles of calculus
Demonstrate understanding of limit of a function, investigate the behaviour of a function near a
Content Standard
value in its domain and establish the derivative of a function.
Describe graphically and algebraically behaviour of the function about an input value and determine its'
Learning Outcome(s)
derivative.
a) Describe and interpret the meaning of limit of a function through graphics and algebraic
approaches.
Learning b) Classify left hand and right-hand limits algebraically and if possible, with the aid of
Indicator(s) technology or any creative means
c) Distinguish between continuous and discontinuous function near an input value on its
domain and investigate them with the use of technology or any other means appropriate.
Essential Question(s) linked a) How is limit related to continuity?
to the Knowledge Hierarchy b) How can functions describe and represent real-world problems and their solution?
aligned with the Content c) What ICT tools can be employed during limit of a function?
Standards and Learning
Indicators
Exploration, Experiential learning, Talk-for-learning, Collaborative learning, Enquiry based
Pedagogical Strategies
learning, etc.
Teaching & Learning Graph board or paper, Worksheets, Mathematical set, Dynamic tools like GeoGebra, Curriculum,
Resources etc.
Key Notes on Differentiation
Content a. Limit content expectations on limit of a function through graphics and algebraic approaches.
b. Extend content expectations on limit of a function through graphics and algebraic
approaches and include the left hand and right-hand limits.
C. Extend content expectations on the meaning of limit of a function and include continuous and
discontinuous functions.
a). Group discussions and oral presentation on the limit of a function .
b). Group discussions and written presentation on the left hand and right-hand limits algebra.
Process c). Pair discussion and individual presentation on continuous and discontinuous function near
an input value on its domain

a) Solve three (3) problems on the limit of a function through graphics and algebraic approaches.
Product
b) Solve at least four (4) problems on
c. Solve at least at least four (4) problems on algebraic and graphical operations including resultant of
vectors
Keywords Functions, limit, continuous
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the aligned to the
Starter Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Review learners’ previous Introduction ( 20 minutes) Introduction (20 minutes) Level 1: Recall;
knowledge on ratio and 1. Outline
proportion and link it with I. Help learners to organise I. In your groups, discuss how to recall the key
new lesson. themselves in mixed-ability basic trigonometric ratios and use the features of
groups, then ask them to recall knowledge to solve problems relating to angle of
basic trigonometric ratios and use triangles trigonometri
the knowledge to solve problems Please as you carry out your discussions, c ratios.
relating to triangles. show respect to others’ views as you
Encourage learners to show interacts and collaborate with group Level 2: Skills of
respect for individual diverse members. conceptual
views as they interact and Understanding;
collaborate in their groups. 2. Explain
with
justifications
II. In an all-inclusive class II. In your groups discuss how to recall whether
discussion, recall basic basic trigonometric ratios and use the there is any
trigonometric ratios and use the knowledge to solve problems relating to worth in
knowledge to solve problems triangles finding the
relating to triangles trigonometri
c ratios
Encourage learners to be tolerant Please be tolerant and circumspect with before
and circumspect with their your criticisms and commentary on others’ presenting it
criticisms and commentary on presentations. to your
others’ presentations. audience.

Level 3: Skills of
Activity 1 ( 30 minutes) conceptual
I. In an all-inclusive group Understanding;
discussion, present learners with Activity 1 (30 minutes)
Recall basic trigonometric ratios I. Share with the class what you know 3. investigate the
and task them to discuss and about basic trigonometric ratios and use behaviour of the
respond to the prompts. the knowledge to solve problems relating basic
to triangles trigonometric
II Then, in mixed-ability . ratios .
groups, present learners with
vector that knowledge in
solving related problems. II In your groups, present learners
with. Please be wary of the use of the
Activity 2: (30 minutes) IT tool for this task. Use it
I. Using an ICT application appropriately as expected of you.
tool for presentations such as
calculators, (where available),
call out groups to present on
left hand and right-hand limits
algebraically and if possible.
Be fair in the allocation of Activity 2 (30 minutes)
resources to groups for their I. Design a presentation using ICT
presentations. application tool such as calculators,
II Offer the opportunity for the and present your work to the class.
class to ask questions and
make contributions to the II Please ask questions and make
presentations. Encourage contributions to the presentations. Tell how
learners to comment on how confident and effective your friends
confident and effective their presented their work including the use of
friends presented their work the right vocabulary for the concept being
including the use of the right treated.
vocabulary for the concept
being treated.

Activity 3 (20 minutes) Activity 3 (20 minutes)

In a whole class discussion,
Contribute to a whole class discussion on
demonstrate to the class how to
how to classify left hand and right-hand
determine left hand and right-hand
limits algebraically and if possible. Ask
limits algebraically and if possible.
questions for further clarification to
Give learners the opportunity to ask
consolidate your ideas. Please be wary of
questions for further clarification
biases about others seeking further
explanation and clarification from the class.
Lesson Closure
Activity (10 minutes)
Make a) a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

c. Have a general class voting to aid reflection.

Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (10 minutes) Introduction ( 20 minutes) Introduction (20 minutes) Level 1: Recall;
Review learners’ previous 1. Outline the
knowledge on the continuous I. Help learners to organise I. In your groups, discuss how to recall key features of
and discontinuous functions themselves in mixed-ability continuous and discontinuous functions continuous and
using real life models for groups, then ask them to recall Please as you carry out your discussions, discontinuous
learners to consolidate their on continuous and show respect to others’ views as you functions
ideas on the concept. discontinuous functions.
Encourage the use of the interacts and collaborate with group
concept “continuity” in order Encourage learners to show members.
to link it to the new learning for respect for individual diverse
this lesson views as they interact and
collaborate in their groups. Level 2: Skills of
conceptual
II. In your groups discuss how to recall
Understanding;
II. In an all-inclusive class continuous and discontinuous functions
2. Explain
discussion, recall continuous
and discontinuous functions with
justifications
Encourage learners to be Please be tolerant and circumspect whether there
tolerant and circumspect with with your criticisms and commentary is any worth
their criticisms and on others’ presentations. in finding
commentary on others’ continuous
presentations. and
discontinuou
Activity 1 (30 minutes) s functions
Activity 1 ( 30 minutes) I. Share with the class what you know
before
I. In an all-inclusive group about continuous and discontinuous
presenting it
discussion, present learners functions
with continuous and to your
. audience.
discontinuous functions and
task them to discuss and
respond to the prompts. Level 3: Skills of
II In your groups, present learners with conceptual
continuous and discontinuous functions Understanding;
II Then, in mixed-ability in solving related problems. Please be
3. Investigate the
groups, present learners wary of the use of the IT tool for this
behaviour of the
with continuous and task. Use it appropriately as expected
continuous and
discontinuous functions. of you.
discontinuous
functions.
Activity 2: (30 minutes) Activity 2 (30 minutes)
I. Using an ICT application I. Design a presentation using ICT
tool for presentations such application tool such as calculators, and
as calculators, (where present your work on continuous functions
available), call out groups to the class.
to present on continuous
functions. Be fair in the II Please ask questions and make
allocation of resources to contributions to the presentations. Tell how
groups for their confident and effective your friends
presentations. presented their work including the use of
II Offer the opportunity for the right vocabulary for the concept being
the class to ask questions treated.
and make contributions to
the presentations.
Encourage learners to
comment on how confident
and effective their friends
presented their work
including the use of the
right vocabulary for the
concept being treated.

Activity 3 (20 minutes) Activity 3 (20 minutes)

In a whole class discussion,
Contribute to a whole class discussion on
demonstrate to the class how to
how to determine discontinuous functions.
determine discontinuous
Ask questions for further clarification to
functions. Give learners the
consolidate your ideas. Please be wary of
opportunity to ask questions for
biases about others seeking further
further clarification
explanation and clarification from the class
Lesson Closure

Reflection & Remarks

Activity 1 ( 20minutes) Activity 1 (20mins)

I Using the KWL strategy, Share with the class what you know
transition learners from about finding a derivative of a limit.
establishing links between Whole class discussion.
limits and derivatives to using
the limits to find a derivate of
y=f (x )

II In mixed ability groups II In your groups discuss and establish

guide learners to establish the the general formula for the function
n
general formula for the f ( x )=x .
function f ( x )=x n , where n is a
natural number. Use the knowledge gain to solve for
Ensure that individual views f (x+ h) and the limits as h → 0.
are respected.

Activity 2 (20mins)
III. With the aid of a computer
application and still in your Activity 2 (20mins)
mixed ability groups, solve for III Present your solution to the class for
the derivatives of a whole class discussion using eg.
trigonometric functions, the Geogebra.
product, quotient, chain rules Encourage respect for individual views
and implicit differentiation. and comments.
Lesson Closure
Activity (10mins)
1. With the aid of the “Essential Questions” assist learners to share their knowledge gain in the lesson.
2. With the use of KWL, summarise learner’s ideas on the board and guide them to write down the points in their notes.
Offer learners the opportunity to ask questions for clarity on the lesson.
3. Have students vote on the lesson to help reflection.
a. I got it
b. Am getting it
c. I need help.
Reflection & Remarks
f) What did I do right in today’s lesson and how can I do more of such situations?
g) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
h) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
i) Were the missed-ability groups effective?
e. Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to aligned to the
Starter reinforce as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (10mins) Introduction (10mins) Introduction (10mins) Level 3 Strategic
reasoning:
Review learners’ previous I. Assist learners to organize I. I. In your mixed-ability groups, On a graph
knowledge on finding the
derivatives of a limit themselves into mixed- investigate how the limit of a sheet/technological
function. ability groups to function relates to its derivative. tools/software or
Guide learners in mixed- investigate how the limit Support your discussion with at graphical calculator
ability groups to find the of a function relates to its least an example. draw the graph
derivatives of functions derivative. 2
h ( u ) =u −2 u−2 , use u
using the first principle. Encourage respect for values between 0 and 8
Use class discussion. individual views and tolerance inclusive and determine
as learners work together in the rate of change of the
groups. Activity 1 (20mins) function at u= 0.5,1,1.5
and 2
I. In your groups, discuss the rate
Activity 1 (20mins) of change at a point for a given
function h(u). Encourage all
I. With the previous knowledge learners’ participation and respect
of learners in mind, lead for the views of each other.
learners to discuss rate of
change of a function h(u) at a II. Present your finding on the
given point. relationship that exist between
positive, negative, increasing and
II. In a class discussion, decreasing quantities.
guide learners to
determine when a II. With the aid of a technological
quantity is positive, tool, prepare a presentation
negative, increasing and comparing rate of change at
decreasing and how they different points in your groups for
are related. a class discussion.
Accept the view of every group
III. In missed ability groups, member.
compare rates of change
at different points using
technological tool, and/
or an innovative way and
present your findings for
a class discussion. Activity 2 (20mins)

I. Present your solutions

in pictorial forms on
Activity 2 (20mins) the graph sheets or
software for the whole
I. Investigate and determine rate class discussion.
of change of functions using
graph sheets, technological tool,
software or graphical
calculator.
Draw any of the points on rate
of change of functions.
Be tolerant to divergent views.
Draw the graph
2
h ( u ) =u −6 u+5 .
where {0 ≤ u ≥ 8} and determine
the rate of change of the function
at u=0.5, 3, 4, and 2.5.5
Lesson Closure
Activity (10mins)
1. Learners solve more practical examples and share their ideas on the lesson.
2. Write the silent points or ideas raised by learners on the board, whilst they asked questions for clarification on the
lesson.
3. Have students vote on the lesson to help reflection.
a. I got it
b. Am getting it
c. I need help.
Reflection & Remarks (After the lesson)
a. What did I do right in today’s lesson and how can I do more of such situations?
b. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of
the concept taught?
d. Were the missed-ability groups effective?
Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 20 Duration 120mins Form 1
Mathematics
Strand Calculus Sub-Strand Applications of calculus
Demonstrate the ability to apply differentiation to find equation of tangents, normal to a curve and
Content Standard
rate of change

Learning Outcome(s) Determine the equation of tangents and normal to a curve at a given point

a) Use knowledge of differentiation to determine the equation of tangents and normal to curves
Learning at a given point
Indicator(s) b) Apply differentiation to find the rate of change
Essential Question(s) linked a) How is the equation of a tangent line to a curve at a given point calculated using derivatives?
to the Knowledge Hierarchy b) How is the equation of a normal line to a curve at a given point determined?
aligned with the Content c) What is the significance of the normal line to a curve in mathematics and real-world application?
Standards and Learning
Indicators
Talk-for-learning, Problem-based learning, Experiential learning, Collaborative learning, Enquiry
Pedagogical Strategies
based learning, etc.
Teaching & Learning Graph board or paper, Worksheets, Mathematical set, Dynamic tools like GeoGebra, Curriculum,
Resources PhET, etc.
Key Notes on Differentiation
a) Limit content expectation to how equation of tangent line to a curve at given a point is calculated
using derivatives.
Content
b) Extend content expectation to how equation of tangent line and normal line to a curve at a given
point are determined.
c) Extend content expectation to the significance of the tangent line and normal line to a curve in
mathematics and real-world application using technology.
Process a) Group discussion and written presentation on how equation of tangent line to a curve at given a
point is calculated using derivatives.
b) Group discussion and oral presentation on how equation of tangent line and normal line to a
curve at a given point are determined.
c) Paired discussion and paired presentation with the aid of technology on the significance of the
tangent line and normal line to a curve in mathematics and real-world application
a) Solve at least four (4) problems on how equation of tangent line to a curve at given a point is
calculated using derivatives?
b) Solve at leave four (4) problems involving equation of tangent line and normal line to a curve at a
Product
given point.
c) With the use of technology demonstrate, with at least three (3) problems in mathematics and real-
world situations, the significance of the tangent line and the normal line.
Keywords Tangent, normal, differentiation, equations, etc.
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity (10mins) Introduction (10mins) Introduction (10mins) Level 1 Recall:
Find the
Review learners’ previous I. Assist learners to organize In your groups find the gradient of equation of the
knowledge on differentiation themselves into mixed ability functions and give real life situations tangent line to
and find the derivatives of groups, and find the gradient where this is applied. the curve y = 7x2
functions in a mixed ability functions with the aid of at the point (3,1)
groups. derivatives in mind.
Write examples for a whole Encourage learners to be
class discussion. circumspect in their criticisms
on other’s presentation.

Activity 1 (20minutes) Activity 1 (20 minutes)

IV. Using the KWL strategy, I. Share what you know about tangent of
transition learners from functions with the class.
consolidating their previous
knowledge to the new
learning.

II. In mixed-gender groups,

guide learners to investigate II. Learners investigate equations of
equations of tangent and normal tangent and normal to a curve taken into
to a curve. consideration equations of slope and curve.
In your groups , work in collaboration
Investigate first the equation of a with every member and respect
slope.
individuals view.
Ensure full participation of every
learner and tolerance for other’s
views.
Learners task,
Given y=x 3−4 x 2 +5 x−2
Calculate the equation of the
tangent at P, if x=3.

Investigate also the equation of a

curve.

Activity 2: (20 minutes)

Activity 2: ( 20minutes)
I. Using a computer application
tool for presentations, prepare a
graphical view or 3D view of a I. Present for a whole class discussion
gradient, tangent, normal and a with the aid of a technological tool or
curve of a function. graph in 3D or otherwise on an equation of
a line tangent to a curve.
Lesson Closure

Activity (10mins)
1. Learners solve more practical examples and share their ideas on the lesson.
2. Write the silent points or ideas raised by learners on the board, whilst they asked questions for clarification on the lesson.
3. Have students vote on the lesson to help reflection.
a. I got it
b. Am getting it
c. I need help.
Reflection &Remarks
a. What did I do right in today’s lesson and how can I do more of such situations?
b. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d. Were the missed-ability groups effective?
Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (10minutes) Introduction (10minutes) Level 2 Skills of
Introduction (10minutes)
conceptual
I. Review learners’ previous I. Organize learners into I. In your groups investigate an equation understanding:
knowledge on differentiation mixed gender groups and of a curve to determine the tangent and In a
using real life models for present to them an equation of normal to the curve. manufacturing
learners to consolidate their a curve to investigate the company, the
ideas on the concept. As much as you can, accept the views and
equation of normal and tangent opinions of all group members. number of units
Encourage the use of the to the curve given. produced N
concept “Equations of tangent
and normal to a curve” in order depends on the
to link it to the new learning for time in t hours.
this lesson. The relationship
II. In mixed-ability groups, II. Learners are to present their is given by
II. Present your findings after the
learners should answer findings for a whole class N ( t )=100 t−2t
2
investigation for a whole class discussion.
questions such as; discussions. Determine the
NB. Ensure respect for rate of change of
Find the equation of the tangent individual views on the lesson. production at t =
and the normal to the curve
3 10hours.
y=x −3 x +2 at points (2, 4)

Activity1 (20minutes) Level 3 Strategic

Activity1 (20minutes) reasoning:
In mixed ability groups, Present your finding in pictorial form on a A water tank is
learners are to use knowledge graph sheet or with the aid of a software being filled with
of finding the slope between and present individually for a whole class water at a
two points to find rate of discussion. variable rate.
change at a point. Make The amount of
meaning of your findings All learners are to at least present a part of water in the
related to a real world the whole work. tank, in cubic
circumstance. Maximum collaboration should be meters, at time t
ensured. minutes is given
With the aid of a graph, by the equation
learners are to plot and 3 2
V ( t )=2t −5 t −10 t
interpret their slops in relation . At time t=4
to rate of change. minutes, what is
the rate of
Ensure active participation of change of the
all learners and maximum water in the
cooperation as they work tank. Interpret
together. your results
Activity 2 (20minutes)
In mixed ability groups, Activity 2 (20minutes)
learners are to explore ways of With the aid of a technological tool,
finding the rate of change of a present your task for a whole class
given function or phenomenon discussion.
at certain points with the use of
a technological tool Be circumspect in criticizing the views of
your colleagues.
Learning Tasks for practice Seek for clarification when you are not
clear with anything in the lesson.
When the COVID-19 hit Accra,
Public Health Officials
estimated that the number of
persons having the COVID-19
at time t (measured in days
from the beginning of the
COVID-19) is approximated by
P ( t ) =45 t 2−t 3 , provided that
0 ≤ t ≤ 50.
At what rate is the COVID-19
spreading when t=10?

Why is the COVID-19

spreading at the rate of 600 per
day?

Lesson Closure

Activity (10minutes)
a. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy”, and engage
learners to brainwave ideas on them.
i. Mention any three real-life application of the concept of two set problems?
Expected Responses
 For population studies.
 For weather forecast.
 For economics and finance.
b) Using the last part of our WWH strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)
Have a general class voting to aid reflection.
Reflection & Remarks
f) What was my best moment in today’s lesson and how can I create more of such situations?
g) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
h) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
i) Were the different subgroups in the class catered?
Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 21 Duration 120mins Form 1
Mathematics
Strand Handling data Sub-Strand Organising, representing and interpreting data
Investigate techniques for collecting data and determine measures of central tendency and
Content Standard
dispersion

Learning Outcome(s) Collect quantitative and qualitative data, organise and present data using graphs

a) Identify and present appropriate ways of collecting and representing data.

b) Categorise data and determine which scale of measurement describing the data.
Learning c) Organise data into appropriate frequency distribution tables by hand and on excel.
Indicator(s) d) Present data using appropriate graph by hand and/or by technology and justify why a
particular representation is more suitable than others for a given situation.
Essential Question(s) linked a) What are the different methods of collecting data and how does one chooses the appropriate
to the Knowledge Hierarchy method for a given situation?
aligned with the Content b) What are the levels of measurement and how do they differ from each other?
Standards and Learning c) How are graphs, charts and technology(excel) aid in representing data and help others to
Indicators understand the underlying pattern?
Project-based learning, Exploration, Enquiry based learning, Experiential learning, Talk-for-
Pedagogical Strategies
learning, etc.
Teaching & Learning
Resources
Statistical software, Real life data, Research journals, Internet or e-books, Calculators, etc.
Key Notes on Differentiation
a) Limit content expectation to different methods of collecting data and representing data.
b) Extend content expectation to the different methods of collecting and representing data and how scale of
Content measurement describes categorized data.
c) Extend content expectation to how graphs, charts and technology(excel) aid in representing data to suit a
particular situation.
Process a) Group discussion and oral presentation on how data are collected differently.
b) Group discussion and written presentation on the different methods of collecting and representing data
and how scale of measurement describes categorized data
c) Pair discussion and individual presentation with the use of technology(excel) in representing data to model
a real-life situation.
a) Describe at least four (4) ways of collecting and representing data.
b) Discuss at least four (4) means by which a categorized data is described by a scale of
Product measurement.
c) Solve at least four (4) problems with the help of technology(excel) in data representation to model
a real world situation.
Keywords Graphs, data, quantitative, qualitative, etc.
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity (5mins) Introduction (10 minutes) Introduction (10 minutes) Level 1 Recall:
1. Identify three
Review learners’ previous I. Help learners to organise I. In your groups, discuss the data and (3) appropriate
knowledge of data collection. themselves in mixed-ability come out with the processes of obtaining ways of
In learners group, present pictures groups, then present them with data using different data collection collecting and
from a recent market day in their raw numeric data (ungrouped) processes such as interviews, representing
community and task them to and task them to discuss and questionnaires, observation etc. data
collect data from a picture of the come up with the processes of Please be tolerant to the views of your
market place and sort them in obtaining data using different colleagues.
accordance with occupations. data collection processes such 2. Determine the
For example, sort only plantain as interviews, questionnaires, level of
sellers, fish sellers, etc.
observation etc. measurement.
(Nominal,
Ordinal,
II. In an all-inclusive class II. In your groups, discuss and come up Interval, Ratio)
discussion, lead the class to with the importance of data and their uses a) Cars
discuss and come up with the to make informed decisions and policies. described as
importance of data and their compact,
uses to make informed Please be tolerant and circumspect with midsize, and
decisions and policies your criticisms and commentary on others’ full-size.
Encourage learners to be presentations. b) Colors of
tolerant and circumspect with M&M candies.
their criticisms and c)Weights of
commentary on others’ M&M candies
presentations. d) types of
Activity 1 (20mins) markers
Present your findings on the sampling (washable,
techniques such as random, convenient,
permanent, etc.)
Activity 1 (20mins) purposive etc. and state an ideal situation
e) time it takes to
In mixed ability groups and where each technique can be used for a
sing the National
using the KWL strategy, whole class discussion.
transition learners from Ask questions for better understanding of Anthem
consolidating their previous the presentation. f) total annual
knowledge to findings on income for
sampling techniques such as statistics
random, convenient, purposive students
etc. and state an ideal situation g) body
where each technique can be temperatures of
used bears in the
Whole class discussion. Activity 2 (20mins) north pole
I. In your groups, categorise the data and h) teachers
determine their appropriate scale of being rated as
Activity 2 (20mins) measurement. superior, above
I. In mixed ability groups, Present your findings for a whole class average,
present learners with raw data discussion. average, below
for them to categorise the data The views of every member should be average, or poor
and determine appropriate respected.
scale of measurement.
Encourage all learners to take
active part of the lesson.
HINT. Expect learner to come
out with the types of data;
quantitative and qualitative
data with examples. II. In your groups, discuss and categorize
qualitative and quantitative data under
nominal, ordinal, interval and ratio
II. In an all-inclusive class (NOIR).
discussion, lead the class to Show some respect to the suggestions and
discuss and categorizes views of your colleagues,.
qualitative and quantitative
data under nominal, ordinal,
interval and ratio (NOIR).
Learners should be
circumspect in criticizing their
colleagues.

Lesson Closure

Activity (10 minutes)

a. Make a seamless transition to plenary by making reference to the “Essential Question on Knowledge Hierarchy”, and engage
learners to brainwave ideas on them.
ii. Mention any three real-life application of the concept of two set problems?
Expected Responses
 For sorting or grouping
 For surveys
 For economics and finance.
b. Have students vote on the lesson to help reflection.
a. I got it
b. Am getting it
c. I need help.
Reflection & Remarks
a. What was my best moment in today’s lesson and how can I create more of such situations?
b. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d. Were the different subgroups in the class catered?
e. Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK aligned to the
Main Lesson drawing on Concepts, Skills and Competencies to
Curriculum and Subject
Starter reinforce as in the Subject Manual
Manual
Teacher Activity Learner Activity
Group Activity- Introduction (10 minutes) Introduction (10 minutes) Level 2 Skills of conceptual
(10mins) understanding:
I. Help learners to organise In your groups, discuss and The weight of some randomly
Review learners’ themselves in mixed-ability present the data presented to you selected football players are as
previous knowledge of groups, then present them with to come up with grouped and follows
frequency distribution raw numeric data (ungrouped) ungrouped data and how to 55,52,51,58,57,54,51,52,50,
tables using real-life and task them to discuss organise data by hand and/or 53,54, 55,50,59,
examples from school grouped and ungrouped and with the use of excel sheet. 56,53,52,55,54,55,52.
records, by; asking how to organise data by hand Please as you carry out your
learners in mixed- and/or with the use of excel discussions, show respect to Make a frequency table for the
gender groups to sheet. others’ views as you interact and data
discuss the features of Encourage learners to show collaborate with group members.
the frequency respect for individual diverse
distribution table and views as they interact and
prepare a sample for collaborate in their groups
whole-class discussion.
Activity 1 (20minutes)
Activity 1 (20 minutes) I. Share with the class what you
I. Using the KWL strategy, know about data collection
transition learners from methods. Level 1 Recall:
consolidating their previous State the steps involve in using
knowledge to the new learning. Microsoft Excel to draw a pie
chart.
II. In mixed-gender groups, II. Individual presentation of
present learners with real ways of representing data in
sample data for them to discuss statistics for a whole class
and come up with ways of discussion.
representing data in statistics.
Expected answers; using pie Be circumspect in criticizing the
chart, bar chart, line graph, etc.. views of your fellow learner.
Ensure all learners take active
part in the discussing process.
Level 2 Skills of conceptual
understanding:
The weight of some randomly
selected football players are as
Activity 2 ( 20 minutes) follows
III. In mixed ability groups and 55,52,51,58,57,54,51,52,50,53,54
with the data presented to Activity 2 ( 20minutes) , 55,50,59, 56,53,52,55,54,55,52.
you already input and I. Design a presentation using a
analyse data using software computer application tool such With aid of a technological
such as excel or any other as excel, and present on the device (software) draw a pie
software. Call out groups to various ways of representing data chart to represent the given
present their work on the to the class. information
various ways of representing
data to the class. Be fair in
the allocation of resources to
groups for their
presentations.

IV. Offer the opportunity for the II. Please ask questions and
class to ask questions and contributions to the
make contributions to the presentations. Tell how confident
presentations. Encourage and effective your friends’
learners to comment on how presented their work including
confident and effective their the use of the right vocabulary
friends presented their work for the concept being treated
including the use of the right
vocabulary for the concept
being treated.

Lesson Closure
Activity ( 10 minutes)
d) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and engage
learners to share ideas on them.

e) Using the last part of the KWL strategy, wrap up the lesson by summarising learners’ ideas for them to write in their notes.
(Offer learners the opportunity to ask questions for further clarification and address any misconceptions if any)

f) Have a general class voting to aid reflection.

Reflection & Remarks (After the lesson)

a. What was my best moment in today’s lesson and how can I create more of such situations?
b. What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c. Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d. Were the different subgroups in the class catered?
e. Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Planner
Additional
Subject Week 22 Duration 120mins Form 1
Mathematics
Strand Handling data Sub-Strand Organising, representing and interpreting data
Content Standard Investigate techniques for collecting data and determine measures of central tendency and dispersion

Learning Outcome(s) Collect quantitative and qualitative data, organise and present data using graphs

Present data using appropriate graph by hand and/or by technology and justify why a particular
representation is more suitable than others for a given situation.
Compare various statistical representations and justify why a particular representation is more
suitable than others for a given situation.
Learning
Indicator(s) Calculate measures of central tendencies (mode, mean and median) for a given data by formulas or
other techniques and establish which is appropriate to report on a given data
Work out simple measures of dispersion (range, quartile and inter-quartile etc.) for small and raw
data, and interpret it in context.
Essential Question(s) linked a) How does the type of data influence the choice of display?
to the Knowledge Hierarchy d) How can data be organized and represented to provide insight into the relationship between
aligned with the Content quantities?
Standards and Learning e) How can probability and data analysis be used to make predictions?
Indicators
Project-based learning, Exploration, Enquiry based learning, Experiential learning, Talk-for-
Pedagogical Strategies
learning, etc.
Teaching & Learning
Resources
Real life data, Statistical software, Research journals, Internet or e-books, Calculators, etc.
Key Notes on Differentiation
Content a) Limit content expectation to representing data using appropriate graph by hand and/or by technology
and justify why a particular representation is more suitable than others for a given situation
b) Extend content expectation on representing data using appropriate graphs and technology and
provide insight into the relationships between them.
c) Extend content expectation on h ow probability and data analysis could be used to make prediction in
real world situation using technology.
a) Group discussion and written presentation on representing data using appropriate graph by hand
and/or by technology and justify why a particular representation is more suitable than others for a given
situation.
Process b) Group discussion and written presentation on representing data using appropriate graphs and
technology and providing insight into the relationships between them.
c) Pair discussion and individual presentation on h ow probability and data analysis could be used to
make prediction in real world situation using technology.
a) Solve at least four (4) problems on how to represent data using graph by hand and/or by technology
and justify why a particular representation is more suitable than others for a given situation.
b) Solve at least four (4) problems on how data are represented appropriately using graphs by hand
Product
and technology and explain how they relate to each other.
c) Model a scenario on how probability and data analysis could be used to predict a future
occurrence of an event in a real life situation using technology.
Keywords
Lesson 1
Assessment DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as
to the Curriculum and
Starter in the Subject Manual
Subject Manual
Teacher Activity Learner Activity
Activity (10mins) Introduction (10 minutes) Introduction (10 minutes) Level 4 Extended
critical thinking and
In a missed-gender groups Assist learners to organise In your groups, discuss the data and reasoning
review learners’ previous themselves in mixed-ability come out with features of a frequency
knowledge on collecting and groups, and present them with distribution table and the various ways The table shows the
organising data into any of the data to discuss the features of a a data could be group. marks scored by 285
various ways of data frequency distribution table Please as you carry out your students in a test.
representation, present to and the various ways a data discussions, show respect to others’
learners data on their ages. could be group. views as you interact and collaborate Mark Frequenc
Learners are to discuss the Encourage learners to show with group members. s y
features of their method chosen
respect for individual diverse 6-70 9
and prepare a sample for views as they interact and 71-75 42
whole-class discussion. collaborate in their groups. 76-80 69
81-85 66
86-90 81
Activity 1. (20mins) 91-95 15
96- 3
I. Learners in mixed ability Activity 1 (20mins) 100
groups, present them a data on
the records of their last I Share ideas on how data are group,
semester mathematics represented and the futures of a
(a)Draw a cumulative
examination for them to discuss histogram and cumulative curves
frequency curve for the
how to represent the data on distribution.
histogram and cumulative (b) Use the curve in (a)
curves on graph by hand or by to estimate;
a technology. (i) the pass mark if
Equal chance should be given 60% of the students
to all learners to participate passed,
fully in the activity. (ii) the probability of
selecting a student who
scored between 72% to
II Learners in their 90%.
collaborative groups construct II .Prepare a presentation on the data
cumulative frequency curves given on how to represent data on a
and histograms to represent histogram or cumulative curves.
data and present for a whole
class discussion Present your work on a graph by hand
or by technology for a whole class
discussion.
Please be tolerant and respect to the
views of your co-learner. Level 1. Recall
State at least 4 reasons
why a particular
Activity 2 (20mins) statistical
Help organise learners in Activity 2 (20mins) representation is your
mixed ability groups to conduct In your mixed ability groups prepare favorite.
a research on the various and present a presentation for a whole
statistical representations class discussion with the aid of a
discussed in the classroom and power point on the various statistical
justify why a particular representations discussed in the
representation is more suitable classroom and justify why a particular
for a particular data representation is more suitable for a
Ensure active participation of particular data
all learners Be circumspect in criticizing the views
and opinions of your colleagues
Lesson Closure

Activity (10mins)
1. With the aid of the “Essential Questions” assist learners to share their knowledge gain in the lesson.
2. With the use of KWL, summarise learner’s ideas on the board and guide them to write down the points in their notes.
Offer learners the opportunity to ask questions for clarity on the lesson.
3. Have students vote on the lesson to help reflection.
a. I got it
b. Am getting it
c. I need help.
Reflection & Remarks
a What did I do right in today’s lesson and how can I do more of such situations?
b What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d Were the missed-ability groups effective?
e Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Lesson 2
Assessment DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to
to the Curriculum and
Starter reinforce as in the Subject Manual
Subject Manual
Teacher Activity Learner Activity
Group Activity (10mins) Level 1. Recall.
Introduction (10minutes) Introduction (10minutes)
Review learners’ previous State the measure of
knowledge of the various In mixed-ability groups, discuss the Present your findings on the central tendencies and
ways statistical data can be reasons why a specific method is reasons why a specific method explain each.
represented and ask suitable to a specific phenomenal is suitable to a specific
learners in mixed-gender Give learners the opportunity to ask phenomenal for a whole class
groups to discuss the questions for clarification. discussion.
reasons why a specific Pay attention to the views and
method is suitable to a suggestions of your colleagues
specific phenomenal and make constructive
criticisms
Prepare a sample for
whole-class discussion.

Activity 1 (20mins) Activity 1 (20mins)

I. In mixed ability groups, learners I. In your mixed ability groups
are to identify and discuss measure of identify and discuss measure of
central tendency of a group data for central tendency of a group
a whole class presentation. data identify and
Ensure active participation of all Prepare presentation with a
learners power point for a whole class
discussion.
Please ask questions for better
understanding of the lesson.

level 2: Skills of
II. In your groups,calculate conceptual
II. Learners in mixed ability groups the central tendencies using understanding:
discuss measures of central the raw data provided using a The mean of 12 numbers is
tendencies, how to calculate them technology or any other 18. If each of the
given grouped and ungrouped data, innovative way. numbers are increased by
and discover which is appropriate to Present your findings 4.
report on a given data using a individual for a whole class What is the new
technological tool. discussion. mean?

Afford learners the opportunity to ask Pay attention to the Level 3 Strategic
question and make suggestions for suggestions of your colleagues reasoning:
better understanding of the lesson. and comments from your The table below shows the
facilitator. distribution of marks
Raw Data scored by candidates in an
The data below shows the mass of 40 examination
students in a class. The measurement Marks Frequency
is to the nearest kg. 1– 10 2
11 –20 7
5 7 5 7 5 5 6 7 21 –30 8
5 0 7 3 5 9 4 2 31 –40 13
6 4 5 5 6 5 6 7
41– 50 24
0 8 8 4 9 1 3 8
51 – 30
7 6 6 5 7 7 7 6
60
5 4 5 7 1 8 6 2
61- 70 6
4 6 6 7 6 6 6 7
9 6 2 6 1 3 3 6 71- 80 5
5 7 7 6 5 5 6 7 81- 3
2 6 1 1 3 6 7 1 90
91 – 2
1. Construct a frequency table for 100
the data using the 45-49, 50-54 construct cumulative
etc. frequency distribution
2. Calculate the mean, mode and table and use it to draw the
median. cumulative frequency
curve (ogive).
b. use your graph to
Activity 2 (20mins) estimate the:
Present for a whole class i. the median mark.
discussions the findings when ii. semi-inter- quartile
Activity 2 (20mins) you discussed and estimated range.
Learners in mixed ability groups measures of dispersion iii. 50th percentile
discuss and estimation measures of Have respect for the
dispersion for a whole class suggestions of colleagues.
discussion Level 4 Extended critical
Ensure active participation of every thinking and reasoning
learner. In your groups, work Calculate the variance and
Give learners the opportunity to ask collaboratively on the standard deviation of the
questions for clarification. measures of dispersion and distribution below, given
prepare a presentation with the the
aid of a technological tool for i. mean as 138.
Learners in the collaborative groups a whole class discussion. ii. assumed mean as 140
work out measures of dispersion Please take it easy on the
(Standard deviation) using a data suggestions of your colleagues. Height(cm Frequenc
provided. ) y
Learners are to present for a whole 123 – 127 10
class discussion with the aid of 128 – 132 15
technology measures of dispersion 133 – 137 20
(range, quartiles, inter quartiles etc) 138 – 142 25
Encourage learners to ask questions.
143 – 147 20
148 - 152 10

Lesson Closure
Activity (10mins)
a.) ask learners to summarize the key points of the lesson in their own words.
b.) ask learners to make connections between the new material and their prior knowledge to help reinforce learning and deepen
their understanding.
c.) use visual aids such as graphic organizers or concept maps to help learners organize their thoughts and summarize the key
concepts of the lesson.
d.) use quizzes to assess learners understanding and identify areas that may need further clarification.
Reflection & Remarks (After the lesson)
a) What was my best moment in today’s lesson and how can I create more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d) Were the different subgroups in the class catered?
Were the learners enthusiastic about the activities and resources employed in the delivery of the lesson?
Learning Plan
Additional
Subject Week 23 Duration 120mins Form 1
Mathematics
Strand Handling data Sub-Strand Making predictions with data
Demonstrate knowledge of basic principles of permutation and combination, and interpret
Content Standard
probability in everyday life
Explain combination and permutation, state their difference and solve basic problems related to permutation
Learning Outcome(s)
and combination
Use the fundamental counting principle to identify and determine the number of ways an event can
occur
Learning Understand the concept of permutation and combination and use it to solve relates problems.
Indicator(s)
Distinguish between the concepts of permutation and combination and establish the relationship
between them
Essential Question(s) linked a) What influences the probability that an event will occur?
to the Knowledge Hierarchy b) How can you determine whether a problem requires permutation or combination?
aligned with the Content c) What is the relationship between permutation and combination in terms of order and
Standards and Learning arrangements?
Indicators
Pedagogical Strategies Experiential learning, Enquiry based learning, Talk-for-learning, Collaborative learning, etc.
Teaching & Learning Playing cards, Calculators, Ludo dice, Object in a sac or bowl, Coins, Curriculum, Teacher manual,
Resources etc.
Key Notes on Differentiation
a) Limit content expectation to the use of fundamental counting principle to identify and determine the
number of ways an event can occur.
Content
b) Extend content expectation to how probability influence the occurrence of an event and understanding the
concept of permutation and combination in real life situations.
c) Extend content expectation to the use of technology to describe the relationship between permutation and
combination in terms of order and relate to real-world situation.
Process a) Group discussion and oral presentation on the u se of fundamental counting principle to identify and
determine the number of ways an event can occur.
b) Group discussion and written presentation on the concept of permutation and combination in real life
situations
c) Demonstrate at least two (2) real-world events with the use of technology describing the relationship
between permutation and combination in terms of order.
a) Solve at least four (4) problems with the use of fundamental counting principle to identify and
determine the number of ways an event can occur.
Product b) Solve at least four (4) problems using the concept of permutation and combination in real life situations.
c) Demonstrate at least three (3) cases in real life situation which depict the relationship between
permutation and combination in terms of order
Keywords
Lesson 1
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity (10mins) Introduction (10mins) Level 1 Recall:
Introduction (10mins)
A restaurant
In an all-inclusive class In mixed ability groups, task In your groups, discuss the various ways offers a menu
discussion, review the previous learners to discuss and come determine how to ascertain the quantity of with 3
knowledge of learners on up with ways to determine how items or how many they are in class. appetizers, 5
fundamental principles of to ascertain the quantity of main courses
counting. Present your findings individually for a
items or how many they are in whole class discussion. and 4 desserts.
Learners are to determine how class. How many
to ascertain the quantity of Pay attention to the comments from your different meal
items or how many they are in Ensure effective group facilitator. combinations
class.
discussion and fully can be created
Consolidate learner’s idea to
participation of all learners. by choosing one
the new topic to be treated.
appetizer, one
Activity (40mins) main course and
one dessert?
I. In your groups, discuss and establish
Activity (40mins)
different ways of counting and undertake an
I. In mixed gender group, lead Level 3 Strategic
inquiry into what happens when elements
learners to discuss and reasoning:
are repeated in an arrangement and
establish different ways of There are three
explore different ways of counting
counting and undertake an bus lines
Prepare brief presentation and present for
inquiry into what happens between town A
a whole class discussion.
when elements are repeated in and B and 3 bus
an arrangement and explore Be circumspect with your criticism on the lines between
different ways of counting views of your colleague. town B and C. In
how many way
Case study; a. can a person
travel from town
Twum has 5 pairs of trousers A to town C by
and 8 shirts. Assuming that way of town B
each pair of trousers can be b. can a person
won with each shirt, how many travel by bus in
trousers-shirt outfit does he a return trip by
have? bus from town A
to town C by
II. In your groups, discuss and investigate way of town B.
with the data provided what happens if c. can a person
elements of sets are repeated in an travel by bus on
II. Organize learners into arrangement. a return trip
mixed ability groups, provide from town A to
learners with a data task them Present your findings for a whole class C, if this person
to work together to investigate discussion. doesn’t want to
and report on what happens if Pay much attention to the views and use a line more
elements of sets are repeated in suggestions of your colleagues and than once.
an arrangement. criticize accordingly.
Ensure cooperative learning
and full participation of each
learner. Level 2 Skills of
conceptual
Data ; understanding:
How many numbers of 3 digits In how many
can be formed by choosing ways can the
from the digits 1,2,3,4 and 5 if letters of the
the digits can be repeated? word
SWALLOW be
arranged if
a. there are not
restrictions
b. the L’s must
be together
c. the L’s must
not be
together

Lesson Closure
Activity ( 10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

Have a general class voting to aid reflection.

Reflection & Remarks
a) What did I do right in today’s lesson and how can I do more of such situations?
b) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
d) Were the missed-ability groups effective?

Lesson 2
Starter Main Lesson drawing on Concepts, Skills and Competencies to reinforce Assessment DoK
aligned to the
as in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Group Activity (10mins) Introduction (10mins) Introduction (10mins) Level 3 Strategic
reasoning:
Review learners’ previous Organize learners into mixed ability In your groups present for a whole A school has 6
knowledge of permutation groups, lead learners to discuss the class discussion the task given. students, and the
and combination with a concept of permutation and teacher wants to
question for discussion. combination and use it to solve Respect the views and opinions of assign them to 3
Example; A locker has relates problems. each other. different projects,
three rotating dials, each with 2 students in
numbered from 0 to 9. The Present learners with a problem to each project. In how
combination to open the solve and assist them in an oral many ways can the
locker is a specific presentation to ascertain their teacher assign the
sequence of three numbers. understanding of the topic. students to the
How many possible project?
combinations are there for Ensure equal opportunity is given to
this locker? every learner in the group
discussion.
Learners are to present
their work orally for a class
discussion.
Activity (40mins)
Activity (40mins)
I. In your groups, discuss the types
I. In mixed gender groups, lead and features of different permutation
learners to discuss the types and and explore how ordered
features of different permutation arrangement can be counted and
(circular arrangements, identical arrangement of set of objects in
elements etc.) and what happens which the order of appearance of
when terms of ordered and un- elements of the set matters. For
ordered arrangements and special
arrangements. instance, APC differs from PAC.
Give learners the opportunity to ask
questions for clarification and better Prepare a presentation for class
understanding of the lesson. discussion.

II. In mixed ability group, initiate II. in your groups establishes that the
talk for learning, experiential and number of ways in which r items can
collaborative learning approaches be selected out from a set n item in
to support learners to use the which order matters is given by the
permutation formula to solve related formula:
problems. nPr =P(n,r)=n!/(n-r)!
Support learners with leading
questions to stimulate critical Prepare a presentation of your
thinking. findings for a whole class discussion.
Be tolerant to each other’s views and
suggestions

Reflection & Remarks (After the lesson)

a.) ask learners to summarize the key points of the lesson in their own words.
b.) ask learners to make connections between the new material and their prior knowledge to help reinforce learning and deepen
their understanding.
c.) use visual aids such as graphic organizers or concept maps to help learners organize their thoughts and summarize the key
concepts of the lesson.
d.) use quizzes to assess learners understanding and identify areas that may need further clarification.
Learning Plan
120min
Subject Additional Mathematics Week 24 Duration Form 1
s
Strand Handling data Sub-Strand Making predictions with data
Content Demonstrate knowledge of basic principles of permutation and combination, and interpret probability in everyday
Standard life
Learning
Explain the terminologies in probability orally and find the relative frequency in a given experiment
Outcome(s)
Simplify permutation and combination expressions and solve related problems
Recall the basic terminologies such as experiment, events, outcome, trial, sample space, etc. as used in the context
Learning of probability and give examples
Indicator(s)
Work collaboratively on an experiment (e.g. tossing of coins or dice) to determine the relative frequencies of events
and interpret them
Essential a) How are permutation and combination expressions simplified?
Question(s) b) How are events, outcomes, trials etc. used in the context of probability?
linked to the c) What are relative frequencies of an event and how are they related to an experiment?
Knowledge
Hierarchy
aligned with
the Content
Standards
and Learning
Indicators
Pedagogical
Strategies
Experiential learning, Enquiry based learning, Talk-for-learning, Collaborative learning, etc.
Teaching &
Learning Playing cards, Calculators, Ludo dice, Object in a sac or bowl, Coins, Curriculum, Teacher manual, etc.
Resources
Key Notes on Differentiation
Content a) Limit content expectation to how permutation and combination expressions are simplified relating to real word
problems.
b) Extend content expectation from simplification of permutation and combination expressions to how events ,
outcomes, trials etc. are used in the context of probability.
c) Extend content expectation to a collaborative experiment to determine the relative frequencies of an event and
interpret them with technology.
a) Group discussion and written presentation on how permutation and combination expressions are simplified relating to
real word problems.
Process b) Group discussion and oral presentation on how events, outcomes, trials etc. are used in the context of probability.
c) Pair discussion and presentation on at least two (2) real life problem with technology to determine the relative frequencies
of events and their interpretation.
a) Solve at least four (4) problems on simplification of permutation and combination on real world problems.
b) Solve at least four (4) problems with clear distinctions on how events, outcomes, trials etc. are used in the context
Product of probability in real world situations
c) Demonstrate at least three (3) problems with the help of technology on how relative frequencies of an event are
related to an experiment in real life situations
Keywords Permutation, combination, probability, events etc.
Lesson 1
Assessment
DoK
aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject Manual the
Starter Curriculum
and Subject
Manual
Teacher Activity Learner Activity
Group Introduction (10mins) Level 1
Introduction (10mins)
activity (10 Recall:
mins) In an all-inclusive class discussion, the differences and Discuss the differences and similarities Give a brief
similarities between permutation and combination. between permutation and combination and definition
Review Learners are to randomly make an oral presentation for present your findings orally for a class on the
learners’ a whole class discussion. discussion. following
previous terms:
knowledge of Encourage learners to be tolerant and circumspect with Please be tolerant and circumspect with a) Random
permutation their criticisms and commentary on others’ your criticisms and commentary on others’ sampling
and presentations. presentations. b) Mutually
combination exclusive
by Activity (15mins) events
discussion. c)
I. Help organize learners into mixed gender groups, independen
Assist lead them to simplify permutation and combination t events
learners with expressions and solve related problems. Activity (25mins) d)
leading Probability
questions Example 1:
and Solve for n if (n-1)P3 / n P4 =1/9 In your groups, discuss and simplify
examples to permutation and combination
discuss and expressions and solve related problems.
explore areas
Learners are to present their works in groups for Present your findings for a class
under
permutation discussion. discussion
and
combination. Encourage learners to be tolerant with their criticisms
and commentary on others’ presentations.
With the
examples, Activity 2 (25mins)
guide
learners to Activity 2 (15mins) In your groups, engaged in brainstorming
prepare oral to discuss the various terminologies
presentation In mixed ability group, lead learners engaged in associated with probability and
for a whole brainstorming to discuss the various terminologies experiments.
class associated with probability and experiments.
discussion. Present an oral presentation with a power
Encourage learners to ask questions for better point for a whole class dissuasion.
Ensure understanding of the lesson. Be attentive to the issues raised in class
active and comments made by your facilitator.
participation
of every
learner.
Lesson Closure
Activity (10 minutes)
a) Make a seamless transition to plenary by making reference to the “Essential Questions on Knowledge Hierarchy”, and
engage learners to share ideas on them.

C) Have a general class voting to aid reflection.

Reflection & Remarks
e) What did I do right in today’s lesson and how can I do more of such situations?
f) What did the learners find difficult to understand, and what activities did learners complete with ease and accuracy?
g) Which materials best supported the delivery of the lesson and how did learners find its use in aiding their understanding of the
concept taught?
h) Were the missed-ability groups effective?

Lesson 2
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
the Curriculum
Starter Manual
and Subject
Manual
Teacher Activity Learner Activity
Activity Introduction (15mins) Introduction (15mins) Level 1: Recall
(10mins) A fair die is
In mixed ability groups lead learners to recall and In your groups discuss and come up tossed twice.
In mixed discuss the basic terminologies such as experiment, through oral presentation the basic What is the
ability events, outcome, trial, sample space, etc. as used in the terminologies such as experiment, sample size?
groups, context of probability and give examples events, outcome, trial, sample space,
review etc. as used in the context of
previous Guide learners to prepare an oral presentation for probability and give examples
knowledge of class discussion. Level 2 Skills of
learners on Have respect for the suggestions and conceptual
collection views of others. understanding:
and handling A fair coin is
data by tossed twice, and
Undertaking the result
the following recorded.
experiments
and discuss
and identify
the various Activity (25mins)
basic I. In your groups, discuss and
probability present your findings for a whole
terminologie class discussion on the relative
s in relations Activity (10mins) frequencies of events and compare
to I. In mixed ability groups, lead learners to discuss the results with theoretical definition of
experiments relative frequencies of events and compare results with probability.
such as: theoretical definition of probability.
i) Tossing a Be circumspect in criticizing the
coin three Ask suggestive and leading questions to guide learners views others
times to avoid deviation
ii) Rolling a
dice Permit learners to ask question for clear understanding
iii) Drawing of the lesson. II. Share with the class what you
a card from know about relative frequencies of
a set of events and probability.
playing
cards II. Using the KWL strategy, transition learners from
iv) Drawing consolidating their previous knowledge to the new
items from learning. Activity 2 (25mins)
an object
form a bowl. In your groups, discuss and come up
with the formula of relative
Learners are frequencies
to present
their findings With the use of technological tool,
for a whole present your findings on the data
class given for a class discussion.
discussion Activity 2 (10mins)

In mixed ability groups, provide learners with a case

study or example or data for them to calculate the
relative frequency and probability of an event.

Examples
1. The table shows the number of times a coin is tossed
and the outcome of each trial?
Trial 1 2 3 4 5 6 7 8 9 1 1 1
0 1 2
Outcome T T H T H T H H T T H T
What is the relative frequency of (observing) heads
after
i) each trial ii) the experiment

Learners are to present their work with the aid of a

technological tool

Lesson Closure
Activity (10mins)
1. With the aid of the “Essential Questions” assist learners to share their knowledge gain in the lesson.
2. With the use of KWL, summarise learner’s ideas on the board and guide them to write down the points in their notes.
Offer learners the opportunity to ask questions for clarity on the lesson.
Reflection & Remarks (After the lesson)
a.) ask learners to summarize the key points of the lesson in their own words.
b.) ask learners to make connections between the new material and their prior knowledge to help reinforce learning and deepen
their understanding.
c.) use visual aids such as graphic organizers or concept maps to help learners organize their thoughts and summarize the key
concepts of the lesson.
d.) use quizzes to assess learners understanding and identify areas that may need further clarification.
Lesson 3
Assessment
DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the Subject
the Curriculum
Starter Manual
and Subject
Manual
Teacher Activity Learner Activity
Group Introduction (15mins) Introduction (15mins) Level 3 Strategic
Activity reasoning:
(110mins) Help organize learners into mixed ability group, lead In your groups, discuss the process Two identical
leaders to discuss the process of finding a relative of finding a relative frequency and tetrahedral are
Review frequency and probability of an event. probability of an event. tossed once. If
learners’ Provide learners with a real life problem for learners to each face of
previous solve with the use of technology. Prepare a presentation for a whole each tetrahedral
knowledge class discussion with a technological is labeled in the
of relative Ensure active participation of every learner. tool. manner 2, 3, 4,
frequency 5. What is the
of events
probability of
and
obtaining a sum
probability
Activity (35mins) equal to 7?
using real-
life Activity (35mins)
examples I. In an all-inclusive class
from school I. In all inclusive class discussion, lead discussion, establish and use
Learners to establish and use theoretical probability of theoretical probability of an event to 2. The table
records, by; an event to solve simple problems. solve simple problems. shows the
asking Provide learners with data to discuss and make a number of times
learners in sample for a whole class discussion. Present your findings for a whole a coin is tossed
mixed- Ensure equal opportunity for every learners to class discussion. and the outcome
gender participate in the lesson. of each trial.
groups to Tolerant others views. Trial 1 2
discuss the 3 4
processes II In mixed-gender groups, present learners with real 5 6
involved in sample data collected after a coin is tossed a certain 7 8
finding the number of times and ask them to solve for the relative 9
relative
frequency and probability of the events and draw its 10
frequency
relative frequency using an Excel sheet or Microsoft II In your groups, organize the data 11
and
Word application. to solve for the relative frequency 12
probability
of events and probability and make a graph of 13
and prepare the relative frequency using an Excel Outcome T
a sample for sheet or Microsoft Word application. T H
whole-class . Please be wary of the use of the IT T H
discussion. tool for this task. T H
Use it appropriately as expected of H T
you. T H
T H
Trial 14
15
16
17
18
19
20
21
22
23
24
25
26
Outcome T
H T
T H
H T
H H
T T
T H
What is the
relative
frequency of
(obtaining)
i) tails after the
experiment
ii) tails after
each trial and
how does it
compare to the
theoretical
probability of
obtaining tails?
iii) Draw a
graph to show
how the relative
frequencies of
tails vary in the
experiment.

Reflection & Remarks (After the lesson)

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