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GENERAL MATHEMATICS

SS ONE FIRST TERM


WEEK

TOPIC / CONTENT


ACTIVITIES

1

NUMBER BASES (I)

i. Decimal base (Base 10) and other bases e.g. base 2(binary) base 7 (days of the week) etc.

ii. Conversion from Base 10 to other bases, conversion from other bases to base 10.


Teacher:

i. Guides students to realize other bases other than binary (base 2) and denary (base 10)

ii. Guides students to convert the following: one base to the other, are numbers with decimal fraction to base 10.

Students:

Mention other base such as 4, base 5(quandary), base 8(octal) base 16 (Hexadecimal).

Convert decimal fractions to base 10 and one base to another base.

Instructional Resources:

Charts showing the conversion from one base (except base 2) to another base.




2

NUMBER BASES (II)

i. Problem solving, addition, subtraction, multiplication and division of number in the various bases.

ii. Conversion of decimal fraction in one base to base 10.

iii. Apply number base system to computer programming.



Teacher:

Guides students to perform mathematical operations of: addition, subtraction, multiplication and division.



Students:

Perform the mathematical operations.



Instructional Resources:
As in week one above.



3

MODULAR ARITHMETIC

i. Revision of addition, division, multiplication and subtraction of integers.

ii. Concept of modular arithmetic

iii. Addition, subtraction and multiplication operations in modular arithmetic.

iv. Application to real life situations.


Teacher:

Guides students to revise the mathematical operations of integers

-to define modular arithmetic and uses activities to develop the concept.

- To add, subtract, divide and multiply in modular arithmetic.

- To appreciate its application to shift duty, menstrual chart, name of market days.

Students:

-Define modular arithmetic

-Perform the mathematical operations in modular arithmetic

-Appreciate the concept of modular arithmetic and apply in daily life.



Instructional Resources:

Modular arithmetic charts, samples of shift duty chart, menstrual chart.




4

INDICES

i. Laws of indices and their applications e.g.

a. ax x ay = ax+y

b. ax/ay = ax-y

c. (ax)y = axy

ii. Application of indices, simple indicial/exponential equations.



Teacher:

Guides students to represent numbers in indices and gives examples.

Explains laws of indices with examples, drill students on problem solving.

Students:

-Study the laws of indices and solve related problems.

-Study the steps in indicial equation and solve exercises.


5

STANDARD FORM (AX10n)

i. Writing numbers in index form

ii. Adding two numbers and writing the results in standard form.

iii. Subtracting one number from the other in standard form.

iv. Multiplying numbers in standard form

v. Dividing numbers in standard form including square root of such numbers.



Teacher:

Guides students to convert numbers to standard form with emphasis on the values of ‘A’ and ‘n’.



Students:

-Convert numbers to standard form

-Convert long hand to short hand notation. (i.e. ordinary form to standard form and standard form to ordinary form)

Instructional Resources:

Charts of standard form and indices.





6

LOGARITHMS (I)

i. Deducing logarithm from indices and standard form i.e. if y=10x, then x=logy10

ii. Definition of logarithm e.g.

log101000=3

iii. Graph of y=10x using x=0.1, 0.2,………..


Teacher:

Guides students to learn logarithm as inverse of indices with examples.

-Define logarithm and find the various values of expressions like logaN

-plot the graph of y=10x and read the required values.

-to find logarithm of a number (characteristics, mantissa, differences and locate decimal points) and the antilogarithm.

Students:

Deduce the relationship between indices and logarithms.

Define logarithm and find the various values of expressions like logaN numbers plot the graph of y=10x.

Find the logarithm and antilogarithm of numbers greater than 1.



Instructional Resources:

Indices/logarithms chart, definition chart of logarithm, graph board with graph of y=10x, graph book etc.




7

LOGARITHM (II)

Calculations involving multiplication and division.



Teacher:

Guides students to read logarithm and antilogarithm table in calculation involving multiplication and division.



Students:

Read the tables and solve problems involving multiplication and division.



Instructional Resources:

Logarithm table chart and Antilogarithm table chart made of flex banner logarithm table booklet.




8

LOGARITHM (III)

i. Calculations involving power and roots using the logarithm tables.

ii. Solving practical problems using logarithm tables relating to capital market.

iii. Explain the concept of capital market operation

iv. Use logarithm tables in multiplying the large numbers involved in capital market operation.


Teacher:

-Guides students to read logarithm and antilogarithm tables in calculations involving powers and roots.

-Explain meaning of capital market.

-Solve related problems and other real life problems.



Students:

Read the tables and solve problems involving multiplication and division, and solve problems related to real life problems.



Instructional Resources:

Logarithm tables chart, logarithm table booklet etc.




9

DEFINITION OF SETS

i. Set notation – listing or roster method, rule method, set builder notation

ii. Types of sets: e.g. universal set, empty set, finite set and infinite set, subset, disjoint set, power set etc.


Teacher:

Guides students to:

-define set

-define types of sets

-write down set notations

-use the objects in the classroom, around the school and within home to illustrate sets.



Students:

Define set, use set notations

Identify types of sets.

Instructional Resources:

Objects in the classroom, sets of students, set of chairs, mathematical sets, other instrument etc.




10

SET OPERATIONS

i. Union of sets and intersection of sets complement of sets.

ii. Venn diagram

iii. Venn diagram and application up to 3 set, problems



Teacher:

Guides students to explain and carry out set operations:

-explains Venn diagram, draws, interprets and uses diagram.

-applies Venn diagram to real life problems.



Students:

Carry out set operations, draw, interpret and use Venn diagrams.



Instructional Resources:

As in week nine above.




11

SIMPLE EQUATIONS

i. Change of subject of formulae

ii. Formula involving brackets, roots and powers.

iii. Subject of formula and substitution.



Teacher:

Guides students in the process involved in changing the subject in a formula and carries out substitution.



Students:

Follow the process involved in changing subject in a formula and substitute in the formula.



Instructional Resources:

Charts displaying processes involved in change of subject in a formula.

Charts displaying the various types.


12

SIMPLE EQUATION AND VARIATIONS

i. Revision of simultaneous linear equation in two (2) unknown

ii. Types and application of variations.



Teacher:

Revises solution of simultaneous equations in two unknowns.

Treats each type of variation with examples and solve problems in variation.

Students:

Solve problems involving all types of variations.



Instructional Resource

s:

As in week 11 above.



13

Revision/Examinations




14

Examinations






GENERAL MATHEMATICS
SS ONE SECOND TERM


WEEK

TOPIC / CONTENT


ACTIVITIES

1

FACTORISATION OF QUADRATIC EXPRESSION OF THE FORM ax2+bx+c where a, b, c are constants

i. Factorising quadratic expression of the form ax2+bx+c

ii. Factorising quadratic expression of the form ax2-bx+c

iii. Factorising quadratic expressions of the form ax2+bx-c

iv. Factorising quadratic expressions of the form ax2-bx-c

v. Solving quadratic equation of the form ax2+bx+c = 0 using factorization method.



Teacher:

i. Illustrates the factorization of quadratic expressions using:

(a) Grouping (b). factor methods

ii. Teacher leads students to factorize quadratic expressions written in the different forms.



Students:

-Factorize quadratic expressions using the methods.

-Factorize the different forms given.

Instructional Resources:

Quadratic expressions and factors chart.

Sharing at least six expressions each of the form ax2+bx+c, ax2-bx+c, ax2+bx-c and ax2-bx-c (could be in flex banners).


2

APPROXIMATION

i. Rounding up and rounding down of numbers to significant figures, decimal places and nearest whole numbers.

ii. Application of approximation to everyday life

iii. Percentage error.



Teacher:
Gives students two roots and leads them to form a quadratic equation.

Students:

Use the roots given to construct quadratic equation.



Instructional Resources:

Given values, in integer and fractions incomplete table showing various numbers and approximation to various significant figures, decimal places etc. to be completed in class as illustration




3

QUADRATIC EQUATIONS(III)

i. Plotting graph in which one is quadratic function and one is a linear function.

ii. Using an already plotted curve to find the solution of the various equations.

iii. Finding the gradient of a curve, the maximum value of y, and minimum value of y and the corresponding values of x.

iv. Solving a comprehensive quadratic and linear equation graphically.

v. Word problem leading to quadratic equations.



Teacher:

- Leads students to construct tables of values, draws the x and y axis, chooses scale, graduates the axis and plot the points.

- Leads students to observe where the quadratic curve crosses the axis and write down the roots of the equation.

- Identifies the maximum and minimum values.



Students:

- Follow the teacher lead in plotting the graph - Follow the teacher leads and read the roots.

- Read the minimum and maximum values.

Instructional Resources:

Graph boards, graph books are mandatory.




4

LOGICAL REASONING (I)

i. Meaning of simple statement – open and close statements, true or false.

ii. Negation of simple statements

iii. Compound statements – conjunctions, disconjunctions, implication, bi-implication with examples.



Teacher:

  1. Uses examples to explain simple statements.

  2. State the true value of a statement

  3. States simple statements and writes not or “it is not true that” a negation of simple statements.

  4. Guides students to write examples of compound statements and distinguishes them from simple statements.

Students:

i. Gives examples of the non examples of simple statements writes the true value of a given statements.

ii. Negates some simple statement using ‘not’ or ‘it is not true that’.

iii. Write examples of compound statements.



Instructional Resources:

Charts showing examples of simple statement, true and false statements, negation of statements.




5

LOGICAL REASONING (II)

i. Logical operations and symbols – Truth value table – compound statement, Negation (NA), conditional statement, bin-conditional statement.



Teacher:

Leads students to list the five logical operations and their symbols.

-Leads students to construct truth value for each operation.

Students:

List the five logical operations with symbols and construct truth value chart for each.



Instructional Resources:

Truth table chart etc.




6

MENSURATION OF SOLID SHAPES (I)

i. Length of arc of a circle with practical demonstration, using formula

ii. Revision of plane shapes – perimeter of sector and segment

iii. Area of sector and segment.



Teacher:
Guides students to find the length of arcs of circle using cut card board practically, deduces the formula and apply it in solving problems.

-cuts out sectors and segment, solve exercises.

-guides students to cut a circle into sectors and measure the angles.

-cut out triangle from a sector.



Students:

Practice the practical demonstration.

Participate in deducing the formula and apply it to solve problems carry out teacher activities.

Follow the teacher instruction to carry out the activities.



Instructional Resources:

Cardboard paper, rope, string, scissors, drawings on cardboard showing various arcs (minor and major arcs in a circle).




7

MENSURATION OF SOLID SHAPES (II)

i. Relationship between the sector of a circle and the surface area of a cone.

ii. Surface area of solids – cube, cuboids, cylinder, cone, prism, pyramids.


Teacher:

-Guides students to cut out a sector and folding sector into a cone.

-Leads students to determine the relationship between the sector of a circle and the surface area of a cone.

-Revise the areas of the plane shapes that formed the listed solids and lead students to find their surface areas.



Students:

-Follow the teacher in carrying out the activities and observe the relationships

-Participate in the revision of the areas of the solids.

Instructional Resources:

Cut out papers, (sectors and segments) etc.




8

MENSURATION OF SOLID SHAPES (III)

i. Volume of solids – cube, cuboids, cylinder, cone, prism, pyramids, frustum of cone and pyramids.

ii. Surface area and volume of compound shapes.


Teacher:

-Revise the area of the listed solids and lead students to find their volumes.

- show model of fraction of cones pyramids and solve problems.

-Lead students to solve problems on surface area and volume of compound shapes.



Students:

Participate in the revision of the areas and volume of the solids.

-Solve problems on compound shapes.

Instructional Resources:

Shapes of cube, cuboids, cylinder, cone, prism, pyramids, lampshade and buckets as frustum as cone etc.




9

CONSTRUCTION (I)

i. Lines, line segments, bisection of a line segment e.g. horizontal, vertical, inclined lines etc.

ii. Construction and bisection of angles e.g. 180o, 90o, 45o, 22o, 60o, 30o, 150o, 75o, 135o, 105o, 1650 etc.

iii. Construction of triangles

iv. Construction of quadrilaterals.


Teacher:

-Lists out steps for drawing a line segment and how to bisect line segment.

-Leads students to construct special angles with the steps involved in bisection of angles. Inspect them.

Students:

List out triangle, draw a line and bisect, construct the given angles and bisect them.



Instructional Resources

Whiteboard, mathematical set, students mathematical set. Teacher’s construction instruments mandatory.




10

LOCUS OF MOVING POINTS

i. Equidistant from 2 intersecting straight lines

ii. Equidistant from 2 points

iii. Equidistant from a fixed point etc.

iv. Construction of locus equidistant from a given straight line.


Teacher:

Guides students to list and explain the steps involved in constructing locus of moving points equidistance from:



  1. Two intersecting straight lines

  2. Two given points

  3. One point

  4. A given straight line on the chalkboard using chalkboard mathematical set .

Inspects students constructing.

Students:

-Attempts to list and explain the steps involved, write down the steps listed and explained by the teacher and ask questions.

- Follow teacher’s demonstration on the chalkboard by carrying out similar activities in their exercise book with their mathematical sets.

- Participate in the teacher’s re-demonstration and take special notes of the salient steps.

Instructional materials: As shown in week 9


11

Revision/Examinations

Revision/Examinations

12

Examinations

Examinations

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