2023

PEAS Scheme of Work: MATHEMATICS

 SCHEME OF WORK

SENIOR TWO
S2 students will be doing a project in Mathematics during Term 1. Please indicate in this Scheme of Work which
weeks this will take place.

Subject: Mathematics Class: Senior Two Term: One Teacher’s Name:

Time allocation: 5 periods (2 doubles & a single lesson)

Note: The first 2 lessons in a week have a duration of 80 minutes while the last single has 40 minutes.

When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews
previous learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

Theme: Patterns and Algebra/Mappings and Relations

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 SCHEME OF WORK
Competency: The learner understands and uses arrow diagrams to represent relations and functions
Week Learning Outcomes Methodology Materials Required YPR
Subtopics
1.1 Use arrow • Teacher uses a nuclear family model to Tape measure for
Relations diagrams/mappings to demonstrate the concept of relation showing measuring heights.
represent relations in day- how each family member is related to the Active mathematics
today life situations others. book 2 pg. 2
• In their groups learners write down and
compare their heights, age, sizes etc. with other
group members.

• Individually, each learner uses an arrow

diagrams to represent the relation “is the
capital city of” for all the East African countries
1.2 Relations Use arrow • Teacher presents two sets of numbers to the Fountain mathematics
diagrams/mappings to learner in which elements of one set are for secondary schools
represent numerical relations multiples of the other. book 2 p3
• Learners pair up and work together discover
the relation between the two sets.
• Working individually, each learner uses an
arrow diagram to represent the relation “is a
prime factor of” between the sets A = {2,3,7,11}
and B = {20,21,22,23,24,25}
1.3 Identify mappings and the • The teacher present to the learners two sets Calculators
Mappings and types of mappings one on inputs and the other of outputs. Fountain mathematics for
Functions • Working in pairs, the learners should identify secondary schools book 2
how the elements in one set are mapped onto pg. 4
the elements in the other set.
• Give individual learners more problem sets to
identify the types of mappings.

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 SCHEME OF WORK
2.1 Use arrow • A teacher presents a set of integers say, A = {1, Active mathematics
Mappings and diagrams/mappings to 2, 3, 4, 5, 6}. book 2 pg. 3
functions represent functions • Asks the learners in their groups to create
another set of the squares of the elements in
set A and use an arrow diagram to represent
the numbers and their squares.
• Individual learners work with two more sets of
elements and represent them on arrow
diagrams.
2.2 Identify the domain and • Teacher explains domain and range by using the Charts for presenting
Domain and range of a mapping function ½ x – 1 that maps x onto A = {-4,-2, mappings
Range

0, 2, 4, 6} (domain) to form another set B Fountain mathematics for

(range). secondary schools book 2
• In groups the learners, identify the domain and pg. 5 -6
range of any two mappings given by the
teacher.
• Individual learners to find the range
corresponding to the domain {-2,-1, 0, 1, 2}
using the following mappings.
• X à 2x + 3 and x à x2 – 1
2.3 Describe and distinguish • Teacher uses relevant examples to show that Fountain mathematics for
Function and between function and one to one and many to one relation are secondary schools book 2
non-function nonfunction mapping functions, many to many are non-function pg. 7 - 8
mapping mappings. E.g. animals and their young ones
• In groups, the learners identify which
mappings are functions and which are non-
function mappings given by the teacher.
• Individually, each learner identifies at least
three real life examples of function and
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 SCHEME OF WORK
nonfunction mappings.
3.1 Activity of Use of mappings and • Administers the activity of integration and
integration relations in real life communicates the expectations
situations.
Theme: Patterns and Algebra/ Vectors and Translation
Competency: The learner understands the nature of a vector, manipulates them in order to define translation
3.2 Finding out what a • Teacher illustrates a translation using a table • Classroom table
Translation translation is being pushed from one position to another. • Set Squares
• Working in groups the, learners identify the • Active mathematics
object and the image of the table, comment on book 2 pg. 14
the size and shape of the table after being
moved.

• Asks learners to work individually, trace the

outline of Set Square and move it without lifting
it. Let them draw lines joining the various points
of the object and the image of the set square.
Let them write what they observe in their
books.
3.3 Define a translation with a • A teacher draws a figure and its image with • Black board ruler
Translation vector known vertices on a Cartesian plane. Use it to • Graph books
explain what a translation vector is. • Fountain
• Assigns to learners in pairs, two vectors and a mathematics for
figure, say, a triangle and ask them to use the Uganda schools book
vectors to draw the two images of the figure on 2 pg. 16
a Cartesian plane. Ask them to undo the
translation and state what they observe.
• Individual students, are provided with more
problem sets for independent practice involving
more than one translation on an object.

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 SCHEME OF WORK
4.1 Identify scalars and vectors • Teacher elaborates to the learners the • Fountain
Vectors and difference between a scalar and a vector. mathematics for
Scalars • Learners work in groups and list down the Uganda Schools
quantities they deal with in real life as vector book 2 pg. 19- 20
and scalar quantities. Stating reasons for their • Active Mathematics
choices. Student’s book 2.
• Assigns each individual learner to determine
which of the following vector or scalar
quantities are.
• An aero plane flew for 500 km to the west A
• pack of chalk has 12 sticks.
• A Point B 400km and 0400 from point b
• The statue is 2.5 m in height

• Learners work out more tasks given by the

teacher
4.2 Vector Use vector notation • Tr. uses a map of different marked places to Fountain mathematics for
notation illustrate the different vector notations. secondary schools book 2
• In pairs, the learners describe translations on pg. 21.
another map using vector notations
• Each learner uses vector notation to describe Active Mathematics book 2
the movement about places represented by pg. 16
their initial letters in their district.
4.3 Represent vectors both single • The teacher models the geometrical Black board ruler for
Geometrical and combined geometrically representation of a vector on a Cartesian drawing coordinates.
representation coordinate using a suitable example.
of a vector • Asks learners in their groups to represent the Graph books.
following vectors geometrically
Fountain mathematics for
• a+b=
secondary schools page
• 2a + 5d =
book 2
• Assigns individual problems for each learner to
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 SCHEME OF WORK
try out in their exercise books
5.1
Activity of
integration
Theme: Data and Probability/Graphs
Competency: The learner should plot, interpret and use graphs to solve problems
5.2 Tabulate values from given • Teacher introduces the topic by discussing the Graph board
Tabulating relations importance of graphs in our daily life activities
values from and how they simplify data presentation. Graph books
given relations • Working in pairs, the learners tabulate the
values of x from -4 to +4 and then find the Fountain mathematics for
values of y for the equation y = x + 3 secondary schools page
book 2 pg. 22
• Give individual learners two more relations to
tabulate.

5.3 Tabulate values from given • Teacher illustrates with an example, how data Active mathematics book 2
relations from a word problem can be tabulated. Assigns pg. 21
• a word problem for the learners working in
groups to solve. Let group representatives Fountain mathematics for
present their work on the black board. secondary schools page
Assigns more problem sets to each individual book 2 pg. 29
• learner to work out on their own in their
exercise books.

6.1 Plot and draw graphs through • Demonstrates how to draw graphs through Graph board for illustration
Drawing a given points given points. Use the previous lesson’s
graph from a tabulated values Active mathematics book 2
given relation • In their groups, the learners draw graphs pg. 22 – 23
to show the relations they tabulated in the
previous lesson. Fountain mathematics for
• Each individual learner draws graphs for the secondary schools page
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 SCHEME OF WORK
relations he/she tabulated in the previous book 2 pg. 31
lesson
6.2 • Teacher illustrates with an example of a word Active mathematics book 2
Drawing a problem and plots a graph. pg. 23
graph from a Plot and draw graphs through • Asks the learners to form groups and attempt a
relation given points word problem that you give them.
• Gives individual learners more word problems
to draw graphs in their exercise books.
6.3 Choosing an appropriate • Begins the lesson by explaining the importance Fountain mathematics for
Choosing an Scale choosing a suitable scale whenever drawing any secondary schools page
appropriate graph. book 2 pg. 32
Scale • Shows the learners how a suitable scale for a
graph can be chosen using an example.
• Gives the learners different sizes of graph paper
and ask them in their groups to plot a given set

of data. Check for the readability and

consistence of their scales
• Each learner chooses a suitable scale for a given
data set and draws a graph in his/her graph
book
7.1 Choosing an appropriate • Teacher gives learners more problems to solve Fountain mathematics for
Choosing an Scale in their discussion groups. secondary schools page
appropriate • For individual practice give learners more book 2 pg. 32
scale problem sets and monitor their progress.

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 SCHEME OF WORK
7.2 Draw, read and interpret • Uses a real-life example of a student walking to Graph books
Distance-Time distance-time graphs school and draw a distance time graph as the Fountain mathematics for
Graphs learners follow. secondary schools page
• Asks learners to draw on the same axes the book 2 pg. 35
distance time graphs for the movement of two
objects A and B, distances of 36 and 54
kilometres respectively in one hour.
• Asks individual learners to draw a distance time
graph time graph for their journey from home
to school and back. They should use estimated
distance in kilometres.
7.3 Draw, read and interpret • Teacher does more worked examples • A well-prepared graph on
Distance time distance-time graphs • Learners do more group work a chart
graphs • Assign each individual learner more problem
sets for them to work out.
8.1 Draw read and interpret • Teacher distinguishes a speed time graph from Graph board
Speed-Time speed-time graphs a distance time graph by using an example.
graphs • Asks learners to pair up and draw the speed Graph books
time graph for the train journey summarized in
the table below. Active mathematics book
Time(s) 0 2 4 6 8 1 1 pg. 26
0 2

Speed(m/ 0 2 4 4 4 2 0
s) 0 0 0 0 0
• Asks
individual learners to find the distance
travelled by the train in:
i. In the first 4 seconds
ii. Between 4 and 10 seconds
• iii. Between 10 and 12 seconds
Assigns individual learners more problem
s
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 SCHEME OF WORK
set involving interpretation of already
drawn graphs.
8.2 Draw read and interpret • Teacher does more worked examples on speed Oxford active mathematics
Speed time speed-time graphs time graphs. book 2 page
graphs • Assigns learners group work for discussion.
• Assigns individual work for independent
practice.
8.3 Exhibit knowledge ,skills, With clear instructions, administer and score AoI
Activity of values attained at the end of
integration the topic
Theme: Numbers/Numerical Concepts 1(indices)
Competency: The learner understands and uses indices and standard form
9.1 Give appropriate answers to • The teacher introduces the topic by g • Calculators
Approximation calculations explainin to the learners the importance of es • Fountain
in Calculations using indic to expressing very large numbers. mathematics for
• Tasks learners in their groups to work the secondary schools
following numbers giving the most approximate book 2 page 50
answer
i. 2/3
ii. 40.7 ÷ 17
iii. 456349 x 59243 iv. 18.96 x
0.4936

• Gives learners more problem sets to practice in

their exercise books.

9
 SCHEME OF WORK
9.2 Write numbers to given • Teacher explain to the learners what a • Calculators
Significant number of significant figures significant figure is, when a zero is significant • Fountain
Numbers and when it is not. mathematics for
• Asks learners in pairs to write the number of secondary schools
significant figures in the following numbers book 2 page 52
i. 47
ii. 6.073
iii. 0.2340 iv. 0.000053
Asks individual learners to write the following
•
numbers to the number of significant figures
given in the bracket
i. 4268 (1 sf0
ii. 0.000299 (1 sf)
iii. 0.00368 (2 sf) iv. 1.272 (6 sf)

9.3 Express numbers in standard • The teacher explains to the learners what Fountain secondary school
Expressing form standard form is and emphasize the importance mathematics book 2 pg. 32
Numbers in of writing numbers in standard form.
standard form • Demonstrates how a number can be written in
standard form.
• Asks the learners to pair up and write the
following numbers in standard form.
i. 4381
ii. 0.00000614
iii. 0.02301
•
Gives individual learner different problem sets
to practice writing numbers in standard form.

10
 SCHEME OF WORK
10.1 Identify the base number and • Defines a base number and an index of a Pieces of paper for
Identifying the index number folding
base number • Tasks the learners in pair to fold a piece of paper
and index into two equal parts successively six times and Fountain mathematics
they record their results in a table shown below. for secondary schools
book 2 pg. 58
Number of Number of In index for
folds parts
0 1 20
1 2 21
2 4 = 2x2 22
…… ……. …….

• Gives individual learners numerical problems

involving a base number and an index
10.2 State and apply the laws of • The teacher derives the laws of indices using the Fountain mathematics for
Laws of indices indices in calculations numbers 27 and 9 with 3 as their base. secondary school book 2 pg.
• Asks learners to work in groups and simplify the 60
following numbers leaving their answers in index
form.
i. 56 ÷ 52
ii. (5p3)2
iii. 7 6 x 74
• Individually each learner works on a given
problem set given by the teacher.
10.3 Using Use a calculator to find the • The teacher demonstrates using an appropriate Calculators to ease
calculators to powers and roots of numbers and commonly used calculator how to find the computations
find power and powers and roots of numbers.
roots • Asks learners in pairs to evaluate given set of Fountain mathematics for
expressions using calculators. secondary schools book 2 pg.

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 SCHEME OF WORK
68
• Gives more problem sets to individual learners for
more practice
11.1- Activity Assess ability of students to Set, administer AoI and Mark assessment
of integration apply values, skills and
understanding of concepts
taught through Activities of
integration

12 Assess ability of students to Marking & Preparing report forms

apply values, skills and
understanding of concepts
taught, through Activities of
integration.
Subject: Mathematics Class: Senior Two Term: Two Teacher’s Name:

Week Learning Outcome Methodology Teaching/Learning Resources Y

Subtopics P
R
Theme: Patterns and algebra /Inequalities and regions
Competency: The learner represents and solves problems involving inequalities
When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews
previous learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

12
 SCHEME OF WORK
1.1 Identify and use inequality • Illustrate with real life examples how Fountain mathematics for
Inequality symbols inequalities can be used. secondary schools by 2 pg. 74
symbols and • Demonstrates to them how an inequality
their meanings can be formed from word problems.
• Learners in their groups write inequalities
from word statements e.g.
1. Martin weighs more than
Marvin
2. t is greater than or equal to 9
•
3. y is less than or equal to 5
Individual learners write down the meaning
of given inequalities.
1.2 Illustrate inequalities on the • The teacher shows the learners with Fountain secondary school
Illustrating number line appropriate examples, how an inequality mathematics book 2 pg. 77
numbers on a can be represented on a number line.
number line • Learners work in pairs and draw a number
line and represent the following inequalities
on the number line.
i. X>5
ii. -2<= x<=3
iii. X>=0
• Each learner number lines on the black
board and ask each learner to write down
the inequalities represented by each of the
number lines.
1.3 Solve linear inequalities in one • A teacher writes two inequalities on the Fountain secondary school
Solving linear unknown black board and illustrate to the learners mathematics book 2 pg. 79
inequalities in how they can be solved. Emphasize that
one unknown multiplying both sides by a negative number
changes the direction of the inequality.
• Assigns problems to the learners to solve in

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 SCHEME OF WORK
their groups and let group representatives

draw number lines on the black board

showing their solutions.
• Assigns more inequalities to individual
learners to solve in their exercise books.
2.1 Solve linear inequalities in one • Teacher works out word problem one word Fountain secondary school
Solving linear unknown in a word problem on inequalities involving one unknown. mathematics book 2 pg. 80
inequalities in • Learners work in groups and come with
one unknown solutions to the various inequalities given.
(Word • Teacher assigns a word problem to
Problems) individual learners to work out in their
exercise books.
2.2 Graphical Represent linear inequalities • The teacher demonstrates to the learners Graph board
representation graphically how an inequality can be represented on
of linear the graph. Shows them when to use dotted Graph books
inequalities or solid lines.
• Learners to pair up and show the solutions Fountain secondary school
of the following inequalities and shade the mathematics book 2 pg. 81
wanted regions.
i. Y >= -8 Active mathematics book 2 pg.
42
ii. Y < 2x + 3
• Teachers assigns more inequalities for
learners to draw graphs in their exercise
books on individual basis.
2.3 Graphical Represent linear inequalities • The teacher works out one more example Graph board
representation graphically illustrating how to shade wanted and
of linear unwanted regions. Graph papers
inequalities • Learners work in pairs and sketch the
regions satisfying: Fountain secondary school
i. Y–x mathematics book 2 pg. 82 - 84

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 SCHEME OF WORK
< 5 ii. Y <=
2x – 1

• Assigns a problem for the learners to work out

in their books.
3.1 Form simple linear inequalities for • Using a graph, the teacher shows the Fountain secondary school
Forming simple regions on a graph learners how to form simple linear mathematics book 2 pg. 87
linear inequalities from graphs.
inequalities for • Also show them how to find values of the
regions on a variables that are solutions to both
graph inequalities.
• Groups the learners and assign more graphs
and ask them to form inequalities from the
graphs.
• Individual learners solve more problems in
their exercise books.
3.2 Form simple linear inequalities for • Teacher works out more examples for the Graph board
Forming simple regions on a graph learners on formation of simple linear
linear inequalities for regions on a graph. (Focus on Graph books
inequalities for graphs with more than two inequalities)
regions on a • For learners working in pairs, ask them to Active mathematics book 2 pg.
graph give the inequalities which define the marked 44
regions on the graphs you will provide.
• Assigns more problem sets to individual
learners to work out in their exercise books.

3.3
Activity of
integration
Theme: Patterns and algebra /Algebra ll
Competency: The learner understands and uses indices and standard form

15
 SCHEME OF WORK
4.1 Recognize equivalent quadratic • Teacher demonstrates to the learners what Fountain secondary school
expressions equivalent quadratics expressions are. mathematics book 2 pg. 92
• Gives the learners in their groups more

Equivalent • Quadratic expressions and ask them to tell

quadratic which are equivalent and which are not.
expressions • Asks individual learners to show that
• 8x2 + 3(2x – 3) is equivalent to (4x-3) (2x+3).
• Gives the learners more individual practice
problems.
4.2 Expand algebraic expressions • Teacher illustrates with an example how Fountain secondary school
Expansion of an algebraic expression can be expanded. mathematics book 2 pg. 93
algebraic • In their groups the learners expand the
expressions following expressions. Oxford active mathematics book
i. (2x-3)(x+4) 2 page 48
ii. (3x-2)(5x-7)
• Individual learners expand and simplify the
following expressions
i. 2(a+b)
ii.-2a(a+b) iii. (ab + c)(2ab +
3c)
4.3 Identify Perfect squares • The teacher defines what a perfect square is Fountain secondary school
Perfect Squares to the learners. mathematics book 2 pg. 94
• Asks learners to pair up and write down the
first 10 numerical perfect squares. Oxford active mathematics book
• Still in their pairs, the learners write down 2-page 50
the squares of the following.
i. 2p +
5q ii. 3p –
•
7q
Individually, the learners find out whether
16
 SCHEME OF WORK
the following are perfect squares.
i. 4a2 + 24ab +
36b2 ii. 25a2 – 40ab +
64b2

5.1 Factorize quadratic expressions • Teacher explains to the learners what the Fountain secondary school
Factorization of sum and product are in a quadratic mathematics book 2 pg. 96
quadratic expression.
expressions • A teacher Illustrates with an example how to
identify two numbers that when multiplied
give the product above and when added
give the sum above and precede to factories
the expression.
• In pairs, learners are asked to find the two
numbers whose sum is the first number
given and the product is the second number
given.
i. 7,6
ii. -5,-24
•
Individually each learner factorizes the
following.
i. t2 – 16t + 64
5.2 Factorize quadratic expressions • The teacher works out more examples on Oxford active mathematics book
Factorization of factorization of quadratic expressions. 2 page 53
quadratic • Assigns more group work for the learners
equations and let them present their answers on the
black board.
• Assigns each individual learner more
problems to solve in their exercise books.

17
 SCHEME OF WORK
5.3 Solving Solve quadratic equations by • The teacher explains to the learners when a Oxford active mathematics book
quadratic factorization quadratic expression becomes a quadratic 2 pg. 55
equations by equation.
factorization • Illustrates with an example how a quadratic Fountain secondary school
equation is solved by factorization. mathematics book 2 pg. 97
• Groups learners and assign them equations
to solve.

• Provides more problem sets to the individual

learner to practice.
6.1 Solving Solve quadratic equations by • The teacher works out more examples on Fountain secondary school
quadratic factorization. the chalk board on how to solve quadratic mathematics book 2 pg. 98
equations by equations by factorization.
factorization • Working in groups, the learners solve more
problems and present their answers the
class.
• Assign individual problems for the learners
to workout in their exercise books.
6.2 • The teacher administers the activity of
Activity of integration and communicates the
integration expectations from the students.
Theme: Geometry and Measures/ Similarities and Enlargement
Competency: The learner understands and applies relationships between lengths, areas and volumes of similar shapes and objects
6.3 Identify similar figures • Teacher explains what similar figures are. Chart of figures
Similarity State and use the properties of • Learners work in groups to obtain the ratios
similar figures for corresponding sides and angles on the Fountain secondary school
figures. Ask what they notice about the mathematics book 2 pg. 101
ratios.
• Teacher gives each individual learners pairs Oxford secondary mathematics
of rectangles and ask them to determine book 2 pg. 59
whether they are similar or not, giving
18
 SCHEME OF WORK
reasons for their answers.
7.1 Define enlargement • The teacher explains to the learners what is Oxford secondary school
Enlargement meant by enlargement. mathematics book 2 pg. 61
• Explains the scale factor of enlargement Fountain secondary
• Draws two similar figures on the black board mathematics book 2 pg. 104
and ask the learners to compare their size
and shape.

• Tasks the learners in their groups to work

out the ratios of corresponding sides of the
two figures. Help them identify the center of
enlargement.
• Asks individual learners to construct the
image of a given triangle under an
enlargement about a given center of
enlargement using a given scale factor.
7.2 State the properties of • Teacher illustrates the properties on Graph papers
Properties of enlargement to construct objects enlargement using an example. Fountain secondary school
enlargement and images • Assigns a problem to learners in their groups mathematics book 2 pg. 105
to solve on a graph paper monitor their
progress.
• Provides more problem sets for individual
learners to practice
7.3 Area Understand and use the • Teacher demonstrates Area scale factor Fountain secondary school
Scale relationship between linear, area using an example. mathematics book 2 pg. 109
factor and volume scale factors • Groups learners, and ask them to compare
the length and areas of given figures. Gives Oxford active mathematics book
• a task to individual learners involving the 2 pg. 64
day to day use of area scale factor.

19
 SCHEME OF WORK
8.1 Understand and use the • Teacher demonstrates volume scale factor Oxford active mathematics book
Volume Scale relationship between linear, area using an example. 2 pg. 66
factor and volume scale factors. • Groups learners, and ask them to compare
the length and volumes of given figures.
• Gives a task to individual learners involving
the day to day use of area scale factor.
8.2 • Teacher administers activity of integration
Activity of and communicates expectations
integration
Theme: Geometry and measures/The circle

Competency: The learner understands, justifies and applies the formulae for the area and circumference of a circle
8.3 Identify the parts of a circle • The teacher defines a circle to the learners Fountain secondary
Identifying parts • Draws four circles on the black board and ask mathematics book 2 pg. 115
of a circle the learners, working in pairs to identify the
centre, Radius, Circumference and Diameter.
Let them share with the rest of the class.
• Provides more problem set to all learners so
as to practice individually.

9.1 State and use the formula for • The teacher defines what a circumference is Fountain secondary school
Formula for circumference of a circle to the learners. mathematics book 2 pg. 115 –
circumferenc • Assigns an activity for the learners in groups 116
e of circle where they will generate the formula for
finding the circumference of a circle.
• Tasks individual learners to work out the
perimeter of various shapes involving circles.

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 SCHEME OF WORK
9.2 State and use the formula for area • Teacher defines what an area of a circle is to Fountain secondary school
Formula for the enclosed by a circle the learners. mathematics book 2 pg. 116
area enclosed • Assigns an activity for the learners in groups
by a circle where they will generate the formula for
finding the circumference of a circle.
• Tasks individual learners to work out the
perimeter of various shapes involving circles.

9.3 • Teacher administers the activity of integration

Activity of
integration
Theme: Geometry and measures
Competency: The learner understands and applies rotation as a transformation

10.1 Identify the order of rotational • Tr. Introduces the topic by asking the Pieces of blank paper
Symmetry symmetry of plane figures learners which direction do athletes
normally run basing on the marked starting Cutters or razor blades for
points. cutting
• Asks learners in their groups to cut out a
polygon and trace its outline a paper. They
then rotate the cut out on the outline. Let
them share the number of times the cut out
fits exactly on the outline.
• Asks individual learners to do the same
activity with various shapes.
10.2 Distinguish between clockwise • Teacher explains to the learners what Fountain secondary school
Clockwise and and anti-clockwise rotation. State clockwise and anti-clockwise mean. mathematics book 2 pg. 123
anti-clockwise the properties of rotation as a • Assigns a group activity where the learners
rotation transformation including will determine the order of rotation. Asks
Properties of congruency • learners to rotate given figures on graph
rotation as a paper through angles of +90 and –90. Let
transformation them suggest the properties of rotation.
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 SCHEME OF WORK
10.3 Determine the center and angle of • Teacher demonstrates with an example how Fountain secondary school
Determining rotation to determine the center and angle of mathematics book pg. 122
the center and rotation.
angle of • Assigns learners in their groups a problem
rotation and let them share the center and angle of
rotation they have found.
• Assigns more problem sets to individual
learners.
11.1 Apply properties of rotation in the • Uses an appropriate example to show the Card board pieces of cut out
Rotation in the Cartesian plane learners how the properties of rotation can shapes
Cartesian plane be applied on the Cartesian plane.
Fountain secondary school
mathematics book 2 pg. 124
• Assigns group work for the learner, draw
figures in the Cartesian plane and describe Oxford active mathematics book
what they notice. 2 pg. 83
• Assigns more problem sets for individual
practice.
12 Assess ability of students to apply Administer and mark AoI assessment
Activities of values, skills and understanding of
integration concepts taught through Activities Prepare report cards.
of integration

Subject: Mathematics Class: Senior Two Term: Three Teacher’s Name:

When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews
previous learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson

22
 SCHEME OF WORK
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

Week Learning Outcome Methodology Teaching/Learning Resources Y

Subtopics P
R
Theme: Geometry and measures/Length and area properties of two dimensional geometrical figures
Competency: The learner understands, justifies and applies area and perimeter formulae for different figures
1.1 Describe the length of • Introduces the topic by asking learners to The classroom
Length and twodimensional figures identify the length and perimeter of their
Perimeter classroom. Classroom tabletops, books

Cut out shapes

• Asks learners in their groups to find the Fountain secondary school

perimeter and length of their books, mathematics book 2 pg. 88
desktops.
• Assigns individual learners to determine the
perimeter of non-rectangular plane figures.
1.2 Develop, understand, and state • The teacher begins the lesson by stating the Graph papers
Pythagoras’s Pythagoras’ theorem Pythagoras’ theorem to the learners.
Theorem • Let’s the learners pair up and draw a triangle Fountain secondary school
Apply Pythagoras’ theorem on a graph paper and derive the Pythagoras mathematics book 2 page 130
to right angled and isosceles theorem.
triangles • Assigns an activity to individual learners to
find use the Pythagoras’ theorem to
determine the unknown sides of rightangled
triangles.
1.3 Area Understand the meaning of area • Introduces the subtopic by asking learners to A chat of drawn figures
in two dimensional geometrical draw a rectangle on a graph paper and
figures determine its area by counting the squares.
• Draws figures on a chat (a triangle and
23
 SCHEME OF WORK
rectangle) on the black board and ask them
to pair up and workout their areas.
• Asks individual learners work out more
problem sets in their exercise books.
2.1 • Teacher Administers activity of integration
Activity of
integration
Theme: Geometry and Measures/ Nets, Areas and Volumes of Solids
Competency: The learner makes and draws 2D and 3D shapes and explains their properties.
2.2 Form nets of common solids • Teacher describes to what is meant by a net to Carton box to be cut by learners.
Nets the learners.

• Provides carton boxes to groups of learners A chart with square based

and ask them to cut it up. What do they say pyramid drawn on it.
about the flat shape?
• Assigns more problem sets from textbooks Fountain mathematics for
for learners to practice individually. Uganda secondary schools Book
2 page 141.
2.3 Identify common solids and their • Teacher uses a carton box, to show the A box
Common Solids properties including faces, edges learners the properties of cube i.e. the edges, Triangular prism for learners to
and their and vertices vertices, and faces. use.
properties • Provides a triangular prism, square pyramid
(made from Manila paper), and other shapes Active mathematics book 2, pg.
possible to groups of learners. And learners 100
working in groups determine their
properties. Fountain mathematics for
• Individual learners should draw solids from a secondary school book 2, pg.
textbook provided and fill a table with the 142
number of faces, edges, and vertices on each

24
 SCHEME OF WORK
3.1 State units of measure • Teacher uses a tabletop to make Tape measure, or meter rule for
Units of measurements and calculate the area of the taking measurements.
measure table top in both centimeters and meters.
• Learners’ workout the area of in groups on Triangular prism for being
various objects e.g., triangular prism, books, measurement purposes.
and their black board.
• Provide more problem sets to individual
learners to work out in their exercise books.
3.2 Convert Units from one form to • Models to learners who to convert from one Tables for measurement
Converting another unit of measurement to another working practice.
units of length, from first principles.
area and • Asks learners to work in groups to measure Meter rules, tape measures for
volume and record the dimensions of laboratory taking measurements.

table. (In cm and meters), calculate the area Active mathematics book 2 pg.
of the tabletop in both units. 100
• Let’s individual learners convert the units of
the area of the tabletop from cm2 to m2.
• Assigns more problem sets to individual
learners. To measure and calculate the area
and volumes of various objects.
3.3 Calculate the surface area of • Teacher explains what if meant by surface Carton boxes
Surface Area of three-dimensional figures area to the learners.
threedimensional • Provides carton boxes to learner and let Charts of polyhedral solids
figures them work in groups to cut out its, net, and
work out the area of each face. Active mathematics book 2 pg.
• Asks the learners working individually to 102
work out the total external surface area of
diagrams of polyhedral solids that you
provide.

25
 SCHEME OF WORK
4.1 Calculate the volume of cubes and • Teacher works out an example of the A brick, cubic boxes and other
Volume of cubes cuboids calculation of volume of solids to the solids available.
and cuboids learners.
• Poses solid figures to the learners to work
out their volume in their groups.
• Task individual learners with more problem
sets to work out from their exercise books.
4.2 Calculate the volume of cubes and • Teacher works out an example using a word Calculators
Volume of cubes cuboids problem to the learners using a real-life
and cuboids situation. Fountain school mathematics
• Let’s the learners to work in a group to work book 2 pg. 148 – 149
out a real-life word problem involving
calculation of the volume and area of solids.

• Assigns learners questions from a textbook to

work out individually in their exercise books.

4.3 Teacher administers activity of integration

Activity of
integration
Theme: Numbers/Numerical concepts 2
Competency: The learner manipulates surds
5.1 Use surds to represent roots that • The teacher begins by explaining to the Calculators
Identifying cannot be represented exactly as learners what is meant by a surd.
surds decimals • Asks learners working in pairs to determine Active mathematics book 2 pg.
the square roots of the integers (1 – 12). Let 107
them study the answers and identify which of
those are surds. Fountain mathematics for
• Let’s each individual student repeat the Uganda secondary schools book
same activity using cube roots instead of 2 pg. 154.
square roots.
26
 SCHEME OF WORK
• Provides learners with more problem set
from textbooks for their individual practice.
5.2 Manipulate and simplify • The teacher begins the lesson by reviewing Active mathematics book 2 pg.
Addition and expressions with surds simplification of algebraic expressions. Ask 108
subtraction of the learners to simplify the expressions: ii.
surds X+X= Fountain secondary
iii. 8x – 5x + 3x = mathematics book 2 pg. 159
• Asks the learners work in pairs and replace
the x with √2 and perform the same
operation as above. They should compare
the substituted expressions with the
algebraic expressions.

• Still working in groups, the learners simplify

algebraic expressions involving addition and
subtraction.
• Assigns more individual problems for the
learners
5.3 Manipulate and simplify • Teacher works out an example on Fountain secondary
Multiplication expressions with surds multiplication and division to make the mathematics book 2 pg. 159
and Division of fundamental rules of surds clear.
surds • Let the learners form groups and work out
more problem sets that you provide to
them. Monitor their progress.
• Ask individual learners to work two more
problems that are pose to them.
• Assign more problems for them to try out in
their exercise books.

27
 SCHEME OF WORK
6.1 Manipulate and simplify • Demonstrate with an example how an Fountain secondary school
Expansion of expressions with surds. expression can be expanded with surds. mathematics book 2 pg. 161
expressions Explain the concept of conjugate surd and
with surds make it clear to the learners.
• Ask learners to work in pairs and solve a set
of problems that present to them.
• Give individual learners more problem sets
to try out independently.
6.2 Manipulate and simplify • Teacher models the process of Fountain secondary
Rationalization expressions with surds. rationalization using a suitable example. mathematics book 2 pg. 161 –
of surds Emphasize the conjugates of surds. 163
• Asks learners to rationalize denominators of
surds that you provide. They should work in
pairs as the teacher monitors.
• Provides more problem sets to individual
learners to work out in their exercise books.

6.3
Activity of
integration
Theme: Data and Probability/ Set theory
Competency: The learner uses sets to solve problems
7.1 Describe a set and identify • Mentions to the learners that a market A teacher may use objects
Sets and elements of a set. vendor sell oranges , cabbages, green available to demonstrate sets
Elements pepper, apples, pineapples, onions among
others. Fountain secondary school
• Let’s the learners work in pairs and mathematics book 2 pg. 166 –
categorize the above items as fruits and 167
vegetables. Select sample pairs of students
to share their ideas with the class. Displays
• some sets of related items on a manilla

28
 SCHEME OF WORK
• chart and ask the individual each
individual learner to describe what he/she
sees
Asks individual learners to categories items
used in day to day life in the form of sets
7.2 Identify different types of sets and • Uses relevant examples to describe different Fountain secondary school
Types of sets their symbols types of sets to the learners. Explains mathematics book 2 pg. 167
disjoint and empty sets, subsets and equal
sets.
• Let’s learners work in pairs to identify which
of the sets are disjoint and which are empty,
which are subsets and equal.
• Gives learners more problem sets to work
out at individual level.
7.3 Identify different types of sets and • Explains the concepts on intersection and Active mathematics book 2 page
Intersection their symbols union of sets. 115
and union sets

• Assigns learners task of identifying which

element occur in both sets and which occur
only in one set. The learners should work in
groups.
• Asks each individual learner to represent
given sets to show which element belongs
where and draw the necessary Venn
diagrams.
• Gives more problem sets for the learners to
try out in their exercise books.
8.1 Identify different types of sets and • Explains a universal set and a complement Active mathematics book 2 pg.
Universal and their symbols. of a set to the learners. 117
Complement • Provides learners with set problems and

29
 SCHEME OF WORK
sets • asks them to work in groups to identify their
complement sets.
Asks individual learners to draw Venn
diagrams to represent the information in the
previously discussed activities.
8.2 Identify different types of sets and • Works out more examples for the learners Active mathematics book 2 pg.
Universal and their symbols. involving three sets. 117 – 118
compliment • Poses more problem sets for the learners to
sets work out in pairs and monitors individual
learners.
• Gives individual learners more problem sets
to work out in their exercise books.
8.3 Determine the number of • Works out an example for the learners, on Fountain secondary school
Number of elements in a set how to identify elements that belong to mathematics book 2 pg. 169
elements particular sets for instance elements of the
complement set, union set among others.

• Presents a problem to the learners where

they have to identify elements that belong
to a particular set.
• Give individual learners more problem set to
work out in their exercise books.
9.1 Represent and show different • Uses two set problem and models how Manilla charts for illustrations
Presentation of operations on sets by shading the different operations on sets can be shaded
regions in a different regions in a Venn on the Venn diagram. Fountain secondary school
Venn diagram diagram • Poses a problem to the learners to workout mathematics book 2 pg. 170
in groups.
• Gives individual learners more problem sets
to work out in their exercise books.

30
 SCHEME OF WORK
9.2 Represent and show different • Uses three set problem and models how Active mathematics book 2 pg.
Presentation of operations on sets by shading the different operations on sets can be shaded 121 -122
regions in a different regions in a Venn on the Venn diagram.
Venn diagram diagram • Assigns more problem sets to the learners to
work in groups of six.
• Assigns more problems to individual learners
to workout in their exercise books.
9.3 Practical • Starts lesson by asking learners to mention Active mathematics book 2 pg.
situations practical situations where sets apply. 122
• Workouts a set problem of two sets
involving day to day life situations. Fountain secondary school
• Poses question for learners to work out in mathematics book 2 pg. 171
groups.
Apply sets in practical situations • Assigns individual problem to learners to
using two and three sets
work out in their exercise books.
• Models more solutions for learners involving Fountain secondary school
10.1 Practical three set problem in day to day lives. mathematics book 2 pg. 171
situations Assigns work to learners working in groups.
•
• Assigns individual work to the learners to
work out in their exercise books.
10.2 Activity • Administers activity of integration and
of communicates expectations.
integration • Mark assessment and prepare a report
11 Assess ability of students to apply • Administer and mark EoY assessments
values, skills and understanding of
concepts taught through Activity
of integration End of year
Assessments (EoY).

31
 SCHEME OF WORK
12 Assess ability of students to apply • Mark EoY assessments and prepare report
values, skills and understanding of cards
concepts taught through Activity
of integration End of year
Assessments (EoY).

32