1. Throwing of dice, tossing of coin and pack of playing cards

2. Theoretical and experimental probability.

3. Mutually exclusive events.

Teacher:

Leads students to examine the coin, die and pack of cards, identify the number of faces of the coin, die and number of cards. Ask students to throw or toss the coin/die and note the outcome.

-Leads students to identify the die, the card and coin, pack of card as instruments of chance.

-Teacher explains theoretical and experimental probabilities and mutually exclusive events.

4. Calculation of standard deviation by using assumed or working mean (A).

Teacher:

Explains concept of variability or dispersion to the students.

-leads students on computation of these measures.

-solves problems

-explains terms including secondary market transaction.

Note: (The Secondary market also known as the aftermarket, is the financial market where previously issued securities and financial instruments such as stock, bonds, debentures are bought and sold)

Students:

Solve problems with the help of the teacher in groups, identify areas of application.

Instructional Resources:

Posters containing some data from published statistics.

Posters showing areas of application of measure of dispersion.

5

CUMULATIVE FREQUENCY I

i. Construction of cumulative frequency table to include class intervals, tally, frequencies, class boundaries.

ii. Drawing of histogram and frequency polygon

iii. Deduce frequency polygon from histogram

iv. Drawing of frequency polygon using mid-value and the frequency.

v. Review of (i-iv) by engaging the students with various class work.

Teacher:

Suggests 30 quantitative values less than 100. Writes down the values on board, leads students to construct cumulative frequency tables.

-constructs class boundaries of the cumulative frequency curve.

-draws the cumulative frequency curve using the upper class boundaries and the cumulative frequencies

-draws histogram and read from the graph.

Students:

Suggests values to teacher

-copy suggested values

-construct grouped frequency table

-construct cumulative frequency under teacher’s supervision

Instructional Resources:

Cumulative frequency curve chart, graph board, graph book, pencil etc. (graph board is mandatory)

2. Determination of median, deciles, quartiles and percentiles, by formula method.

Teacher:

Leads students to define median from cumulative frequency curve, deciles, quartiles and percentiles.

-guides students to draw Ogives of data and make interpretation

-calculates the mean, median and the mode of the grouped frequency table manually.

Students:

Calculate class boundaries

-plot cumulative frequency curves in graph paper, follow steps for estimated median, quartiles and percentiles from the graph under teacher’s supervision.

Instructional Resources:

Graph board, graph book, ruler, pencil, published charts of cumulative frequency curve. Data from capital market, stock market used in previous lessons.

9

SURDS I

i. Rational and irrational numbers revision showing examples of surd.

ii. Simplification of surds

iii. Addition and subtraction of surds (stating the rule that guides addition and subtraction of similar surds)

iv. Multiplication and division of surds to include rationalization.

Teacher:

Guides students to:

-differentiate between rational and irrational numbers.

-defines surds

-performs the operations of addition and subtraction on surds

-conjugates binomial surds using the idea of difference of two squares.

Students:

Differentiate between rational and irrational numbers leading to the definition of surds

-perform and solve problems on addition, subtraction, multiplication and division of surds.

-verify the rules of the operation of mathematical operations

-apply the principles.

Instructional Resources:

Charts showing addition, subtraction, multiplication, division and conjugate.

10

SURDS II

i. Conjugate of binomial surds.

ii. Simplification of surds including difference of two squares in the denominator.

iii. Application to solving triangles involving trigonometric ratio of special angles 30^{o}, 60^{o} and 45^{o}.

iv. Evaluation of expression involving surds.

Teacher:

Guides students to conjugate binomial surds using the idea of difference of two squares.

Leads students to appreciate the application of surds to trigonometric ratios e.g.

sin 60^{0} = 3/2

sin 45^{0} = 1/2 etc.

Students:

Apply the principles of difference of two squares to the conjugate of surds expressions.

-relate surds to trigonometric ratios.

Instructional Resources:

As in week 9 above.

11

Revisions

Revisions

12

Examinations

Examinations

13

Examinations

Examinations

CIVIC EDUCATION

SS 2 FIRST TERM

WEEK

TOPIC/ CONTENT

ACTIVITIES

1

CITIZENSHIP EDUCATION

Meaning/definition of citizenship Education, duties and obligations of citizens

Identify and describe duties and obligations of citizens to their communities.

Teacher: Define citizenship education. Mention the duties and obligation of citizens to their communities.

Students: Dramatize their duties and obligations as citizens to the communities.

2

CITIZENSHIP EDUCATION (CONT.)

List the skills required for the promotion of our tradition, beliefs etc.

National consciousness, national integrity and unity

Teacher: Demonstrate skills necessary for preservation of traditions, customs, beliefs etc. list and explain what promotes national consciousness, integrity and unity.

3

CAPITALIST DEMOCRACY

Meaning and definition of capitalist democracy

Characteristics of capitalist democracy

Competition for power among political parties.

Teacher: Explain the meaning of capitalist democracy and its characteristics. Lead the students in seeing how political parties compete for power.

4

CAPITALIST DEMOCRACY CNTINUED

Importance of employment in alleviating poverty as factors in capitalist democracy

Factors which promote and guarantee employment e.g. free education, medical care, and popular participation.

Teacher: Explain to the students how employment can alleviate poverty. Explain the importance of responsible governance and popular participation in promoting guaranteed employment etc.

5

APATHY

Meaning of political apathy and forms of political apathy

Reasons for political apathy e.g. bad governance, unfulfilled political promises, rigging etc.

Teacher: Define meaning of apathy and explain its forms. Explain reasons for political apathy.

Teacher: Explain why leaders fail to protect their followers’ interest

7

POPULAR PARTICIPATION

i. Meaning/definition of popular participation

ii. Reasons why people do not participate in politics – economics, obstacles, discriminations, illiteracy etc.

Describe how popular organisations are formed.

Teacher: Define the meaning of popular participation. Give reasons why people do not participate. Demonstrate how popular organizations are formed.

8

HUMAN RIGHTS

Meaning/definition of human rights

Characteristics and categories of human rights

Limitations of human rights

Limitation of movement and lack of freedom of speech.

Teacher: Explain the meaning and characteristics of human rights. Give some examples of human rights limitation. Describe what happens during emergency.

9

HUMAN TRAFFICKING

Meaning/definition of human trafficking

Causes of human trafficking.

Teacher: Explain the meaning of human trafficking. Mention the causes of human trafficking

10

HUMAN TRAFFICKING CONTINUED

Effects and consequences of human trafficking

Roles of government efforts to stop Human trafficking – enactment of laws etc

Teacher: Identify the effects and consequences of human trafficking. Mention the efforts of government in stopping trafficking.

11

HUMAN TRAFFICKING CONTINUED

Roles of social organisations efforts to stop Human trafficking e.g. NAPTIP, WATCLEF etc

Roles of organisations and individuals to stop trafficking.

Arrange a visit to some social organisation centres or rehabilitation centres.