Focal Competency: Converting from one base to another for computer programming
1.convert from any base to base 10;
2.convert fractions in any base to base 10;
3.convert from one base to another;
4.solve number bases problems involving addition, subtraction, multiplication and division.
Focal competency: Applying laws of indices to solve practical daily problem.
1.generate the law of indices;
2.use the law of indices to solve indices problems;
3.solve simple indicial equation;
4.apply laws of indices to solve practical daily problem.
Focal competency: Using trigonometric ratio knowledge to solve angles of elevation and depress 1on.
1.Identify basic trigonometric ratios.
2.Work in group to solve problems involving sine, cosine, and tangent in right angled triangle choose a leader in group to share their findings with other groups.
3.Derive trigonometric ratio of special angles.
4.Brainstorm in groups to use trigonometric ratio of special angles to solve problems without using calculating aids.
5.Draw the graph of sine and cosine of angles.
6.Relate sine and cosine ratios to the unit circle.
7.apply trigonometric ratio knowledge to solve angle of elevation and depress 1on. • Chart showing trigonometric ratios of a right angled triangle. • Pencil and rulers. • Protractor • Cut out shapes of right angled triangles showing angles 30° 45°, 60° and 900. • Chart showing unit circle. • Graph board. • Broom stick/twine • Graph book. Students to:
1.identify trigonometric ratio of special angles;
2.use trigonometric ratio to calculate lengths and angles;
3.derive trigonometric ratios of special angles: • angle 00 • angle 30° • angle 45° • angle 60° • angle 90° and use them to solve problems;
4.relate sine and cosine ratios to the unit circle;
5.draw graphs of sine and cosine of angles;
6.solve problems involving angles of elevation, depression and other topics relevant to trigonometric ratios.
Focal competency: Changing Indices notations and potting graph of y=10
1.Discuss the meaning of logarithms and antilogarithms.
2.Change Indices notations to logarithms notations.
3.Brainstorm in groups to plot the graph of y = 10x.
4.Watch short video of how to use digital tools to find the log and antilog of a given number then use the knowledge to find the log and antilog of a number. • Indices chart. • Logarithms chart. • Graph board with graph of y =10x. • Graph book. • Video clip to find the Log and antilog of a given number. Students to:
1.deduce logarithm notations from indices notations;
2.plot the graph of y =10x and read values from the graph;
3.use digital tools to find the logarithm and antilogarithm of numbers greater than one;
4.solve more problems on logarithm of numbers greater than 1 involving multiplication, division, power and roots.
Focal competency: Developing competency in students on the basic computer language codes.
1.display basic computer programming skills (coding);
2.using binary numbers for simple coding;
3.use hexadecimal (base 16) for simple programme.
Focal competency: Performing four basic operations in modular arithmetic
1.explain the concept of modular arithmetic;
2.perform addition, subtraction and multiplication in modular arithmetic;
3.explain the use of modular arithmetic to real lives;
4.describe the applications of modular arithmetic to algebraic processes.
Focal competency: Solving set problems using different set operation.
1.Form set from given variety of objects based on given criteria. Identify set notations from displayed posters.
2.Differentiate between the types of sets.
3.Work in groups to solve set problems using different set operations. • Posters of set notations. • Posters of different types of sets. • Use students in the class to form different types of sets. • Use of online resources. Students to:
1.explain the concept of Sets;
2.Identify the differences between set notations;
3.distinguish between different types of sets;
4.solve set problems using different set operations;
5.apply the knowledge of sets to daily interactions.
Focal competency: Exhibiting critical thinking skills to make informed decisions in arriving at the truth in all fields.
1.Negate statements made by other students.
2.Form compound statement from two simple statement. .
3.Make simple and compound statements with situations around them.
4.Give examples of logical operation and use them.
5.Brainstorm in groups to determine the truth value of a compound statement.
6.Provide examples of each of the following statements: • conjunction, • disjunction, • conditional • bi-conditional. • Charts showing examples of simple statements, true and false statements, Negation of statement. • Charts showing examples of compound statement, conjunction, disjunction, implication and bi-implication • Truth Table Students to:
1.form simple and compound statements using situations around them;
2.differentiate simple from compound statements;
3.use logical operations and symbols to arrive at a valid decision;
4.determine whether a compound statement is true or false;
5.classify statements as simple and compound.
Focal competency: Applying variation into real life situations
1.change subject of the formula of given equations involving brackets, roots and indices;
2.substitute given values into re- arranged equations;
3.distinguish among the types of variation;
4.apply variation into real life situations.
Focal competency: Applying quadratic equation knowledge to real life situation
1.factorize quadratic expressions;
2.form perfect square quadratic expression with missing constants;
3.derive the quadratic formula and use it to solve a quadratic equation;
4.find the roots of quadratic equations;
5.form quadratic equation with given roots;
6.draw quadratic equation graph;
7.obtain roots from the graph;
8.apply quadratic equation knowledge to real life situation.
Focal competency: Developing the students' ability to solve set problems using different set operation.
1.Measure circumference circular objects using tapes thread.
2.Measure perimeter of sectors and segment using tapes thread.
3.Find the length of arcs of circles using Pie Demonstration Board
4.Brainstorm in groups to deduce the formula for finding the length of arcs.
5.Work in teams to find perimeter of sectors and segment of circles. Let them share their results with their classmates.
6.Brainstorm in groups by cutting out the sector and segment of a circle to measure and determine their perimeters.
7.Cut-out a sector and fold it into a cone.
8.Determine the relationship between the sector of a circle and the surface area of a cone.
9.Solve problems on surface area and volume of compound shapes. • Pie Demonstration Board. • String and tapes. • Meter and centimeter Rules. • Cardboard papers. • Cut out shapes of a circle containing a sector and a segment. • solid shapes. • Models of solid and compound shapes. • Tape Students to:
1.find lengths of given arcs of circle, using Pie demonstration Board and formula;
2.find the perimeters of given sectors;
3.find the perimeter of given segment of circles by measurement;
4.find the areas of given sector of circles;
5.state the relationship between the sector of a circle and surface area of cone;
6.find the surface area of solid shapes;
7.solve problems on surface area and volumes of frustum of cone and pyramid
8.solve problems on surface area and volumes of compound shapes.
Focal competency: Developing students' competencies to collect, collate, analyze, present and interpret data to form decision making.
1.collect, tabulate and present data to give understandable information;
2.prepare frequency distribution table;
3.plot line graph, bar graph and histogram with given data;
4.differentiate between bar chart and histograms;
5.calculate the sectorial component of pie chart;
6.draw pie chart correctly;
7.interpret the pie chart;
8.draw pie charts and frequency polygon of real-life data set.