Aleechews.ac@gmail.

com
Form 3 term 1 2020

Termly aims

The syllabus will enable learners to:

• develop an understanding of mathematical concepts and processes in a way that encourages confidence, enjoyment and interest
• Further acquire appropriate mathematical skills and knowledge
• develop the ability to think clearly, work carefully and communicate mathematical ideas successfully
• apply mathematics in other learning areas and in life
TOPICS TO BE COVERED

1. Real numbers- order of operations; irrational numbers; number patterns

2. Ratio, Rate and Proportion
3. Standard form
4. Measurement- scale
5. Number bases
6. Sets
7. Financial mathematics- Bank statements, Compound interest, Commission
8. Circle geometry
9. Polygons
Time allocation

6 lessons times 35 min/lesson

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SCHEME OBJECTIVES
The learners should be able to:
• use mathematical symbols, terms and definitions in problem solving
• construct appropriate mathematical models that can be applied in solving problems in life
• draw inferences through manipulation of mathematical data
• communicate mathematical ideas and information clearly and effectively in various contexts
• solve a wide range of problems involving algebraic and geometric concepts
• apply mathematical concepts in other learning areas
• use I.C.T tools in problem solving
• conduct research projects including those related to enterprise

Wee TOPIC/ OBJECTIVES COMPETENCIE METHODOLOGY REFERENCES MEDIA

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k CONTENT Learners should be able S

to:
Endi
ng

1
REAL NUMBERS -identify for operations used in -identify question and answer: facilitator asks pupils on the operations Zimsec syl 8.3.1 -chart showing order of
mathematics operations operations
-order of discussion: class discuss on using order of operations Schl syl

7/ operations -perform arithmetic operations

using order of operations pair work: learners solve problems

-solve the problems involving Individual work :learners write work F.O.M 1 p93-98
0 order of operations -solve problems

1 -irrational
numbers
-identify rational and irrational
numbers
-identify numbers discussion: class discuss on the types of numbers Zimsec syl 8.3.1 Work
questions
cards with

explanation: facilitator explains on rational and irrational Schl syl

/
-distinguish rational and numbers by giving examples
irrational numbers
Group work: learners work in groups classifying rational and ICT tools
irrational numbers. NGM3 P 178

2 Individual work :learners write an exercise

0 -irrational
numbers
-use the operations
calculating irrational numbers
in -apply demonstration: facilitator demonstrates on operating irrational
numbers
-Zimsec syl 8.3.1 Power
presentation
point

Schl syl
-apply the order of operations in question and answer: learners in turns solve the problems on the
calculations involving irrational C/B
numbers
-solve individual ex :learners write an exercise. NGM3
-solve problems involving
irrational numbers home work is given P179-181

-number patterns -explore the number patterns Completing discussion: class discuss on number patterns -Zimsec syl 8.3.1
number patterns
-discover number patterns games: a puzzle game is played in class Schl syl

-study the number patterns pair work: learners work in pars completing the number patterns

-complete the number patterns individual ex :learners write work on number patterns Facilitator’s resource file
given

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k CONTENT Learners should be able S

Endi to:
ng

2
REAL NUMBERS -reduce ratios from large ratios -define ratio Exposition : facilitator mathematically explains on what is ratio -Zimsec syl 8.3.1
to simplest form using
equivalent fractions -reduce ratios Discussion : class discuss on reducing ratios Schl syl

4 Ratio -express the ratios as fractions Express ratios in

simplest form
Group work: learners work in groups simplifying he ratios
in simplest form
Individual work: learner write ex NGM3 P212-213
/ Ratio -calculate the total ratio -calculate ratios Demonstration : class demonstrates on sharing quantities on -Zimsec syl 8.3.1 3D objects and counters
tangible objects using ratios
0 -share quantities using ratio
Discussion: class discuss on sharing quantities using ratio and
Schl syl

1 -calculate and solving problems

involving ratio
-share quantities solve problems involving ratios

Individual work: learners write ex

NGM3 P213-214

/ Rates -define rate -calculate rates Guided discovery: learners discover the definition of rates -Zimsec syl 8.3.1 Water bills

-calculate rates Pair work: learners calculate rates on water and electricity bills Schl syl
2 -solve problems involving rates -solve rates
present
Electricity bills

0
Discussion :class discuss on problems involving rates
NGM3 P214-215
Individual work: learners write ex

Proportions -define proportion Calculate Explanation : using examples facilitator explains on proportion -Zimsec syl 8.3.1 Flash cards
proportions
-calculate proportion Group work: learners solve problems involving proportion Schl syl

-solve problems involving Individual work: learners write ex NGM3 P215-216 ICT tools
proportion Solve proportions

Direct and -distinguish between direct and Distinguish direct Discussion : class discuss on direct and indirect proportion -Zimsec syl 8.3.1 Computer showing
Inverse inverse proportion an inverse graphs of direct and
proportion -solve problems involving direct Group work: learners solve problems involving direct and inverse Schl syl inverse proportions
and inverse proportion focusing variation
on life situation NGM3 P215-216
-represent life phenomenon Solve proportions Individual work :learners write ex
using mathematical models
Home work: learners are given home work
involving the concept of
proportion and exploring their
applications in life
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k CONTENT Learners should be able S
Endi to:
ng

3
REAL NUMBERS -express whole numbers in the Demonstration : facilitator demonstrates on expressing numbers -Zimsec syl 8.3.1 Chart showing
n in standard form examples
Ordinary and
form A ×10 where
Expressing Schl syl

1 standard form 1 ≪ A<10 and

integer
n is an numbers
standard form
in Question and answer: learners do the calculations on the C/B

Individual work: learners write an ex

NGM3 P10

F.O.M3 P11-14
/
-express numbers greater than
10 in standard form where n is a
positive number

0 Ordinary
standard form
and -express numbers less than 10 in
n
Question and answer: facilitator asks questions on the previous
lesson
-Zimsec syl 8.3.1 Work cards
questions
with
the form A ×10
1 -expressing decimal fractions
Expressing
numbers
standard form
in Demonstration : facilitator demonstrates on expressing numbers
less than 10 in standard form
Schl syl

NGM3 P11
and fractions in standard form
/ where n is a negative number Group work: learners express numbers in standard form F.O.M3 P13-14

-identify the behavior of the Individual ex: learners write an ex

decimal comma when
2 expressing numbers in standard
form
0 Ordinary and -express numbers in ordinary Express Discussion : class discuss on expressing numbers to ordinary form -Zimsec syl 8.3.1 Flash cards
standard form form from standard form
Schl syl
-express numbers from standard Pair work: learners express numbers to ordinary form
form to ordinary form by F.O.M3 P14
expansion Individual ex: learners write an ex

Addition of -add real numbers and express Add Pair work: learners carry out addition of ordinary nos and express -Zimsec syl 8.3.1 Chart with worked
numbers in the solution in standard form in standard form example
standard form Schl syl
-add real numbers which are in Discussion :class discuss of adding of numbers in standard form
standard form by expansion express by factorization and expansion NGM3 P11

-add numbers in standard of by Individual ex: learners write an ex

factorization and express the
solution in standard form

Addition and -add and subtract numbers in Group work: learners add and subtract numbers in standard form -Zimsec syl 8.3.1 Computer
subtraction of standard form by using either
numbers in expansion or factorization
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standard form Add Individual ex: learners write an ex on addition and subtraction of Schl syl
numbers in standard form
Subtract NGM3 P11

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Ending
CONTENT Learners should be able IES
to:

07
REAL NUMBERS -factorize numbers Operation of Demonstration : facilitator demonstrates on subtracting numbers in -Zimsec syl 8.3.1 Chart with worked
numbers in standard form examples
-perform multiplication in standard form Schl syl
standard form Question and answer: learners answer questions in turns on the C/B
/ Multiplication
of numbers in -express the solution in standard Individual ex: learners write an ex
NGM3 P12
standard form form
Home work given
02 Division of -factorize numbers Operation of Discussion : class discuss on division of numbers in standard form Zimsec syl 8.3.1 Flash cards
numbers in numbers in
/ standard form -multiply numbers in standard
form
standard form Pair work: learners carry out calculations Schl syl

Individual ex: learners write an ex NGM3 P1

20
-express the solution in standard
form

Multiplication -multiply and divide numbers in Operation of Group work: learners divide and multiply numbers in standard form -Zimsec syl 8.3.1 ICT tools
and division of standard form numbers in under the supervision of the facilitator
numbers in standard form Schl syl
standard form -expressing the solutions in
standard form
Individual ex: learners write an ex
NGM3 P12

Word problems -interpret word problems Operation of Discussion : class discuss on expressing word problems mathematically -Zimsec syl 8.3.1 ICT tools
involving numbers in in standard form
standard form -express word problems standard form Schl syl
mathematically in standard form Question and answer: learners are asked to do calculations at the C/B in
turns NGM3 P13-14
-solve word problems involving
standard form Individual ex: learners write an ex
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Revision test -add, subtract, multiply and Operation of Pair work: learners perform operations in standard form in pairs Zimsec syl 8.3.1 ICT tools
divide numbers in standard numbers in
form standard form Individual ex: learners write an ex Schl syl

-express the solutions in Home work is given to learners NGM3 P10-14

standard form

Week TOPIC/ OBJECTIVES COMPETENCIE METHODOLOGY REFERENCES MEDIA

Endin CONTENT Learners should be able S
g to:

14
REAL NUMBERS -explain the importance of Explain Explanation: facilitator explains the nature of number bases Zimsec syl 8.3.1 Work cards with questions
number bases
Number bases Discussion : class discuss on converting from base 10 to any Schl syl
-state the base of any given other base
/ -expressing
numbers from
number

express
Group work: learners convert from base 10
F.O.M3 P21

NGM3 P 16
base 10 to any -express the given numbers to
Individual ex: learners write an ex
02
other base their bases from base 10

From any other -state the largest digit in base 10 State Guided discovery : learners find out on converting to base ten Zimsec syl 8.3.1 Chart with worked examples
base to base 10
/ -expand numbers in the powers
of their bases
Question and answer: learners work out in turns on the CB Schl syl

Expand Individual ex: learners write an ex F.O.M3 P21-22

20 -express numbers from their

bases to base 10 NGM3 P17

Express

From one base -convert numbers from other Convert Exposition: facilitator exposes on converting from one base to -Zimsec syl 8.3.1 Charts with worked examples
to another bases to base 10 another
Schl syl
-convert numbers from base10 Pair work : learners do the exercise in pairs
to another base F.O.M3 P21
Individual work: learners write an ex
-convert numbers from one base NGM3 P18
to another base Home work is administered to learners

Addition and -to state the largest digit of any Operation of Discussion :class discuss on adding and subtracting number Zimsec syl 8.3.1 ICT tools
subtraction base provided number bases bases
involving Schl syl
number bases -similarize the base if not the Explanation :facilitator further explains on adding and
same subtracting number bases F.O.M3 P22-23

-add and subtract numbers in Individual ex :learners write an ex NGM4 P183

their bases
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Operations -add numbers involving number Solving equations Question and answer: learners answer questions involving Zimsec syl 8.3.1 Flash cards
involving bases number bases
number bases Sch syl
-subtract numbers involving Individual ex : learners write an ex
Equations number bases NGM4 P183
involving Home work is administered
number bases -solve equations in number base F.O.M3 P23

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Ending CONTENT Learners should be able
to:

21
REAL NUMBERS -measure the length of objects or Measuring objects Field trip: class measure the length of sports fields using a Zimsec syl 8.3.1 Tape measure
surfaces tape measure
Measurements Schl syl
and scale -choose a suitable scale when Discussion: class discuss on the suitable scale to use
/ Scale factor
constructing a sketch
Pair work: min pairs learners calculate the scale factor
NGM3 P225-226 3D objects
-calculate the scale factor given
Individual ex :learners write an ex
02
the actual length and the length
on the paper

Calculating area -interpret the given scales Calculation of areas Demonstration :using examples the facilitator demonstrate Zimsec syl 8.3.1 Tape measure
/ using
scales
given
-state the scale given the areas of
on calculating areas given scales and vice versa
Schl syl
the distances Discussion : class discuss on finding area factor

20 Individual ex: learners write an ex

NGM3 P226 Ruler

Finding area -express the given scales in the Calculation of areas Explanation :facilitator explains on finding the area factor -Zimsec syl 8.3.1 Work cards with
factor given same units involving scales given the scale factor questions
scale factor Schl syl
-square both sides of the scale Group work: learners find the area factor given the scale
given factor NGM3 P 227

-calculate the area factor given Individual ex: learners write an ex

the scale factor

Finding the -find the square root of both Calculating areas Discussion :class discuss on finding the scale factor given the Zimsec syl 8.3.1 Flash cards
scale factor sides of the area factor involving scales area factor
given the area Schl syl
factor -divide both sides with the Pair work: learners calculate the scale factor given the area
smaller side to leave it in the factor
form 1 :n
Individual work: learners write an ex NGM3 P228
-calculate the scale factor given
Home work is administered
the area factor
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Applying scales -interpret word problems Interpret Question and answer: learners answer questions on scales Zimsec syl 8.3.1 ICT tools
in solving
problems in life -express word problems Express Discussion : class discuss on solving word problems Sch syl
situations mathematically involving areas and distance using scale and area factors
Calculate
-calculate the scale factor and Individual ex: learners write an ex
area factor Apply NGM3 P228
apply scales in problems solvng

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Endin CONTENT Learners should be able S
g to:

28
SETS .define a set Define Discussion : class discuss on listing the elements of sets -Zimsec syl 8.3.2 Stationery

Elements of a .list the elements of a given set List Question and answer: learners give examples of sets and list -Schl syl
set and types of elements of given sets
/ numbers
symbols
and .give examples of sets state
Individual work: learners write an ex
F.O.M3 P42-43

NGM3 P135
Pictures of objects

02 .identify the symbols used in Convert Question and answer: facilitator asks questions on the -Zimsec syl 8.3.2 Work cards with questions
sets previous lesson
Symbols of sets express Schl syl
/ and a number
line
.use the symbols of sets in place
of a written statement
Demonstration : facilitator demonstrates on using symbols of
sets and vice versa NGM3 P136

20 .re write
symbols
statements from Group work: learners use symbols to describe sets F.O.M3 P43

Individual ex: learners write an ex

set builder .write sets statements in set describe Discussion : class discuss on using set builder notation to -Zimsec syl 8.3.2 Chart showing an example
notation builder notation describe sets
Schl syl
.describe sets using set builder Pair work: learners describe sets using set builder notation
notation F.O.M3 P47-51
Individual ex: learners write an ex
.apply the use of set builder
notation in real life activities

.draw venn diagrams to Draw Pair work: learners draw venn diagrams of given sub sets -Zimsec syl 8.3.2 Power point projector
represent the given sets
Venn diagrams Discussion :class discuss on drawing Venn diagrams to show Schl syl
and shading .describe the information which relationships in different sets
is on the venn diagram F.O.M3 P51-52 Computer
Individual ex: learners write an ex
.show the relationship between
sets on a venn diagram
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Venn diagrams .draw venn diagrams to show Draw Pair work- learners draw venn diagrams to show -Zimsec syl 8.3.2 Chart showing an example
and word the relationship among three relationships between different sets
problems different sets Schl syl
Discussion –class discuss on drawing Venn diagrams to show
.interpret the information on a Interpret relationships between different sets
venn
diagram .demonstrate Demonstrate Individual ex- learners write an ex F.O.M3 P53-55
on drawing venn

Week TOPIC/ OBJECTIVES COMPETENCIES METHODOLOGY REFERENCES MEDIA

Ending CONTENT Learners should be able
to:

06
FINANCIAL Identify bank Demonstration- facilitator demonstrates the bank -Zimsec syl 8.3.3 Bank statements
MATHEMATICS statements statements
-identify a bank statement -Schl syl
Bank extract Discussion- class discuss the contents of a bank
/ statements -state the contents of a bank
statement
statement

Pair work-learners extract data from the bank statement

-extract data from a bank
03 statement Individual ex-learners write an ex

-interpret a bank statement Interpret Question and answer-facilitator asks questions on the -Zimsec syl 8.3.3 Bank statements
/ Bank -extract data from a bank
extraction of data
Schl syl
statements statement Explanation-facilitator explains on calculations

20 -carry out calculations involving

bank statements extract
Individual ex-learners write an ex

Compound -define compound interest compute Discussion-class discuss on compound interest -Zimsec syl 8.3.3 A chart with a worked
interest example
-state the situations where -group work-learners calculate compound interest Schl syl
compound interest is used
-individual ex-learners write an ex
-calculate compound interest
Home work is administered

-calculate compound interest Calculate Question and answer-learners are asked to calculate -Zimsec syl 8.3.3 ICT tools
compound interest
Compound .compute compound interest Schl syl
interest Pair work- learners calculate compound interest in pairs
compute
Individual ex-learners write an ex
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-define commission Guided discovery-learners define commission in their -Zimsec syl 8.3.3 Flash card
own words
Commission -identify the nature of Calculate Schl syl
businesses in which commission Drama – class dramatize on commission
is used ICT tools
Discussion-class discuss on the calculation of commission
-calculate commission compute
paid/received Individual ex-learners write an ex

-calculate the total amount

paid/received

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Endin CONTENT Learners should be able
g to:

13
CIRCLE -state the parts of the circle Calculating Discussion-class discuss on parts of the circle ZIMSEC Nat syl Chart with circle
GEOMETRY the sizes of 8.4.6 theorems
-calculate the angles of the angles Demonstration-facilitator demonstrates on using the
Angles circle using theorem 1 learnt theorem to calculate the sizes of angles in a circle Maths sch syl p
/ subtended
by the same Individual ex-learners write an exercise
arc and

03 chord

Angles -calculate the sizes of the Calculating Pair work in pairs learners calculating the sizes of angles ZIMSEC Nat syl Chart with circle

/ subtended
by the
angles using the theorem:
angle subtended by the
the sizes of
angles Individual work-learners write an exercise
8.4.6

Maths sch syl p

theorems

diameter diameter is 90 degrees

Home work is given to the learners
20
Angle at the -calculate the sizes of Calculating Explanation-with an aid of an example the facilitator ZIMSEC Nat syl Chart with a worked
centre and angles using the theorem: the sizes of explains on angle at the centre and at the circumference 8.4.6 example
angle at the angle at the centre is twice angles
circumferenc angle at the circumference Pair wok-learners calculate the sizes of angles Maths sch syl p
e
Individual work-learners write an exercise

Angles -calculate the sizes of the Calculating Demonstration-the facilitator demonstrates on calculating ZIMSEC Nat syl Chart with a worked
formed by angles using the theorem: the sizes of the sizes of the angles formed by the tangent and the radius 8.4.6 example
the tangent angle formed by the angles
and the tangent to the circle and Question and answer-question and answer on calculating Maths sch syl p
radius the radius is 90 degrees the sizes of the angles
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Individual work-learners write work individually

Alternate -calculate the sizes of the Calculating Discussion-class discuss on calculating the sizes of the ZIMSEC Nat syl Work cards with
segments angles using the theorem the sizes of angles using the theorem of alternate segments 8.4.6 questions
of alternate segments angles
Pair work-in pairs learners determine the sizes of the Maths sch syl p
angles using alternate segments

Individual work-learners write an ex individually

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k CONTENT Learners should be able
Endi to:
ng

2
Angles in a -explain what is a cyclic Calculating the Discussion-class discuss on calculating the sizes of ZIMSEC Nat syl 8.4.6 Ppt presentation
cyclic quadrilateral sizes of angles the angles in a cyclic quadrilateral on the projector
quadrilateral Maths sch syl p7

0 -calculate the sizes of the

angles basing on the
Demonstration-facilitator demonstrates on
calculating the angles in a cyclic quadrilateral
theorem: opposite angles in

/ a cyclic quadrilateral add Individual ex-learners write an exercise

up to 180 degrees

0 Opposite
interior
-calculate the sizes of
the angles using the
Calculating the
sizes of angles
Pair work in pairs learners calculate the sizes
of the angles using the theorem off opposite
ZIMSEC Nat syl 8.4.6

Maths sch syl p7

Flash cards with
worked
angles and theorem: opposite interior and exterior angles examples
3 exterior interior angle is equal to
Individual work-learners write an exercise STEP AHEAD
angles opposite exterior angle

/ Home work is given to the learners

Circle -apply circle theorems Calculating the Explanation-with an aid of an example the facilitator ZIMSEC Nat syl 8.4.6 Chart with

2 theorems associated
circumference,
centre,
diameter,
sizes of angles explains on calculating the sizes of the angles using
circle theorems Maths sch syl p12
examples

tangent, cyclic
0 quadrilateral, chord and
alternate segments
Pair wok-learners calculate the sizes of the angles STEP AHEAD

Individual work-learners write an exercise

-calculate angles using
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circle theorems

Circle -apply circle theorems Calculating the Demonstration-the facilitator demonstrates on ZIMSEC Nat syl 8.4.6 Video player
theorems associated centre, sizes of angles calculating the sizes of the angles using circle
circumference, diameter, theorems Maths sch syl p7
tangent, cyclic
quadrilateral, chord and Question and answer-question and answer on STEP AHEAD
alternate segments determining the matrices of the reflection

-calculate angles using Individual work-learners write work individually

circle theorems

Revision test -write a test for circle Writing a test Individual work-learners write work individually ZIMSEC Nat syl 8.4.6
geometry
Maths sch syl p7

Question papers

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k CONTENT Learners should be able S
Endi to:
ng

2
GEOMETRY -state the names of n-sided Explaining the Question and answer- learners answer the ZIMSEC Nat syl 8.3.8 Chart with a worked
polygons properties of n- questions on the names and properties of n-sided example
Names and sided polygons polygons Maths sch syl p7

7 properties of
polygons
-explain the properties of n-
sided polygons Pair work-in pairs learners describe the STEP AHEAD
properties of n-sided polygons

/ Individual ex-learners write work

Angles of -calculate the sizes of the Calculating the Guided discovery-learners calculate the sum of ZIMSEC Nat syl 8.3.8 Video playing on
0 polygons angles using
∑ ¿180 ( n−2 )
sizes of angles angles of n-sided polygons
Maths sch syl p7
projector

Discussion-class discuss on calculating the sizes

3 -calculate the size of each of the angles using ∑ ¿180 ( n−2 ) STEP AHEAD

angle of an n-sided polygon

/ Individual ex-learners write an ex

Angles of -learners calculating the Calculating the Demonstration-facilitator demonstrates on ZIMSEC Nat syl 8.3.8 Work cards with
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2
polygons and sizes of the angles using the sizes of angles calculating the sizes of the angles and number of Maths sch syl p7 questions
number of sum of exterior angles and the number sides using the sum of exterior angles
sizes of sides STEP AHEAD

0 -learners calculate the

number of sides using the
Group work-learners calculate the sizes of the
angles and number of sides
sum of exterior angles
Individual ex-learners write an ex

Number of -calculate the number of Calculating the Question and answer-learners use calculate the ZIMSEC Nat syl 8.3.8 Flash cards with key
sides of sides using number of sides number of sides using ∑ ¿180 ( n−2 ) concepts
polygons
sizes of
and
the ∑ ¿180 ( n−2 ) Calculating the
Maths sch syl p7

angles sizes of the Explanation-the facilitator further explains on STEP AHEAD

-calculating the number of angles calculating the number of sides and sizes of the
sides and sizes of the angles angles

Individual work-learners write work

Lines of -state the number of lines of Stating number Exposition-facilitator exposition on lines of ZIMSEC Nat syl 8.3.8 Chart with a worked
symmetry and symmetry and order of of lines of symmetry and order of rotational symmetry example
order of rotational symmetry of n- symmetry and Maths sch syl p7
rotational sided polygons order of Pair work-in pairs learners draw the lines of
symmetry of rotational symmetry and state the order of rotational STEP AHEAD
polygons symmetry symmetry

Individual work-learners write an exercise

ZHIMHONJA SECONDARY SCHOOL

SCHEMES OF WORK

NAME: CHIWAURA .A.

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Form 3 term 1 2020

EC NO: 1984252V
CLASS: FORM 3
TERM: 1
ABILITY: MIXED