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.

Students:

- Examine the coin, die and pack of cards.

-identify the number of faces of the coin and die and number of cards.

-throw or toss die/coin and record outcome and consequently define theoretical, experimental probabilities and mutually exclusive events.

Shows score charts that will lead to grouped frequency distribution to the students.

-guides students to identify the highest and lowest marks and construct class interval

-constructs grouped frequency table by using class interval.

- calculates the mean, median, mode of grouped data.

Students:

Study the score charts,

-identify the highest and lowest score

-follow the teacher’s guide to calculate the grouped frequency table.

Instructional Resources:

Score chart containing marks of 50 students in a class ranging from 5 to 92, computer will be relevant software.

4

STATISTCIS (IV) Measures of dispersion

1. Mean deviation of grouped data

2. Standard deviation of grouped data.

3. Variance of grouped data and range

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)

-plot points o the graph with teacher’s supervision.

-join points together to have the graph, determine, median, deciles, quartiles and percentiles from the graph (ogive)

Instructional Resources:

Graph board, graph book, pencil etc.

7

CUMULATIVE FREQUENCY III

i. Meaning of deciles

ii. Examples showing median and quartiles from graph

iii. More examples on interquartiles, range (quarter deviation) by using formula.

Teacher:

Guides students to calculate deciles, quartiles by formula.

-reads the values from the graph by writing the y – axis and x-axis.

-writes down the values.

Students:

Calculate deciles, quartiles, percentiles, decile etc.

Instructional Resources:

Graph board, graph book.

8

CUMULATIVE FREQUENCY IV

1. Explain the meaning of median on a cumulative frequency curve, percentiles, quartiles, deciles.

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.

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.