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GRADE 10 MATHEMATICS SCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
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| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment | Reflection |
| 1 | 1 | 1.0 Numbers & Algebra | 1.1 Real Numbers | By the end of the lesson, the learner should be able to classify whole numbers as odd, even, prime, and composite. | How do we use real numbers in day-to-day activities? | The learner is guided to discuss with peers to identify and categorise whole numbers. | Curriculum Design (2024) pg 1; Number charts | Oral questions | |
| 2 | By the end of the lesson, the learner should be able to classify real numbers as rational and irrational. | The learner is guided to discuss in a group the meaning of real numbers and categorise them. | Curriculum Design (2024) pg 1; Number charts | Observation | |||||
| 3 | By the end of the lesson, the learner should be able to determine the reciprocal of real numbers by division. | The learner is guided to work out the reciprocal of real numbers by division. | Curriculum Design (2024) pg 1; Textbooks | Written quiz | |||||
| 4 | By the end of the lesson, the learner should be able to determine the reciprocal of real numbers using mathematical tables. | The learner is guided to read values from reciprocal tables. | Curriculum Design (2024) pg 1; Math tables | Written exercise | |||||
| 5 | By the end of the lesson, the learner should be able to determine the reciprocal of real numbers using calculators. | The learner is guided to use a calculator to find reciprocals. | Curriculum Design (2024) pg 1; Calculator | Observation | |||||
| 2 | 1 | By the end of the lesson, the learner should be able to apply reciprocals in mathematical computations. | The learner is guided to use reciprocal of real numbers to work out tasks. | Curriculum Design (2024) pg 1; Worksheets | Written test | ||||
| 2 | 1.2 Indices and Logarithms | By the end of the lesson, the learner should be able to express numbers in index form. | Why do we use indices and logarithms? | The learner is guided to write numbers in terms of bases and indices. | Curriculum Design (2024) pg 3; Chart | Oral questions | |||
| 3 | By the end of the lesson, the learner should be able to derive the laws of indices. | The learner is guided to discuss in a group and generate the laws of indices using factors. | Curriculum Design (2024) pg 3; Textbooks | Discussion | |||||
| 4 | By the end of the lesson, the learner should be able to apply the laws of indices in different situations. | The learner is guided to use laws of indices to work out mathematical computations. | Curriculum Design (2024) pg 3; Worksheets | Written exercise | |||||
| 5 | By the end of the lesson, the learner should be able to relate index notation to logarithm notation. | The learner is guided to relate index notation to logarithm notation to base 10. | Curriculum Design (2024) pg 3; Charts | Observation | |||||
| 3 | 1 | By the end of the lesson, the learner should be able to determine common logarithms using tables. | The learner is guided to read common logarithms from mathematical tables. | Curriculum Design (2024) pg 3; Math tables | Written quiz | ||||
| 2 | By the end of the lesson, the learner should be able to apply logarithms in multiplication and division. | The learner is guided to use logarithms to work out multiplication and division tasks. | Curriculum Design (2024) pg 3; Textbooks | Written exercise | |||||
| 3 | By the end of the lesson, the learner should be able to apply logarithms in powers and roots. | The learner is guided to use logarithms to work out powers and roots tasks. | Curriculum Design (2024) pg 3; Textbooks | Written exercise | |||||
| 4 | By the end of the lesson, the learner should be able to use digital devices to work out indices and logarithms. | The learner is guided to use calculators/apps to compute indices and logarithms. | Curriculum Design (2024) pg 4; Digital devices | Project work | |||||
| 5 | 1.3 Quadratic Expressions & Equations | By the end of the lesson, the learner should be able to form quadratic expressions. | How do we apply the concept of quadratic equations? | The learner is guided to generate quadratic expressions from given statements. | Curriculum Design (2024) pg 5; Textbooks | Oral questions | |||
| 4 | 1 | By the end of the lesson, the learner should be able to derive quadratic identities. | The learner is guided to derive quadratic identities from the concept of area. | Curriculum Design (2024) pg 5; Cardboard cutouts | Observation | ||||
| 2 | By the end of the lesson, the learner should be able to apply quadratic identities. | The learner is guided to use quadratic identities to evaluate numerical cases. | Curriculum Design (2024) pg 5; Worksheets | Written test | |||||
| 3 | By the end of the lesson, the learner should be able to factorise quadratic expressions. | The learner is guided to discuss and work out factors of quadratic expressions. | Curriculum Design (2024) pg 5; Textbooks | Written exercise | |||||
| 4 | By the end of the lesson, the learner should be able to form quadratic equations from roots. | The learner is guided to form quadratic equations given the roots. | Curriculum Design (2024) pg 5; Textbooks | Written quiz | |||||
| 5 | By the end of the lesson, the learner should be able to form quadratic equations from statements. | The learner is guided to form quadratic equations from real-life statements. | Curriculum Design (2024) pg 5; Real-life scenarios | Group discussion | |||||
| 5 | 1 | By the end of the lesson, the learner should be able to solve quadratic equations by factorisation. | The learner is guided to solve quadratic equations by factorisation method. | Curriculum Design (2024) pg 5; Textbooks | Written test | ||||
| 2 | By the end of the lesson, the learner should be able to apply quadratic equations to real life situations. | The learner is guided to interpret real-life cases to form and solve quadratic equations. | Curriculum Design (2024) pg 6; Word problems | Project | |||||
| 3 | 2.0 Measurements & Geometry | 2.1 Similarity and Enlargement | By the end of the lesson, the learner should be able to determine the centre of enlargement. | How is similarity and enlargement applied in day-to-day life? | The learner is guided to use an object and its image to establish the centre of enlargement. | Curriculum Design (2024) pg 10; Graph paper | Observation | ||
| 4 | By the end of the lesson, the learner should be able to determine the linear scale factor (L.S.F). | The learner is guided to calculate the ratio of lengths of corresponding sides. | Curriculum Design (2024) pg 10; Rulers | Written quiz | |||||
| 5 | By the end of the lesson, the learner should be able to construct images of objects under enlargement (positive scale). | The learner is guided to draw images given the centre and positive scale factor. | Curriculum Design (2024) pg 10; Geom set | Practical task | |||||
| 6 | 1 | By the end of the lesson, the learner should be able to construct images of objects under enlargement (negative scale). | The learner is guided to draw images given the centre and negative scale factor. | Curriculum Design (2024) pg 10; Geom set | Practical task | ||||
| 2 | By the end of the lesson, the learner should be able to construct images under enlargement on Cartesian plane. | The learner is guided to draw images on the Cartesian plane given centre and scale factor. | Curriculum Design (2024) pg 10; Graph paper | Written exercise | |||||
| 3 | By the end of the lesson, the learner should be able to determine area scale factor (A.S.F). | The learner is guided to work out the ratio of the area of similar plane figures. | Curriculum Design (2024) pg 11; Cutouts | Discussion | |||||
| 4 | By the end of the lesson, the learner should be able to determine volume scale factor (V.S.F). | The learner is guided to work out the ratio of the volume of similar solids. | Curriculum Design (2024) pg 11; Solids | Written quiz | |||||
| 5 | By the end of the lesson, the learner should be able to relate L.S.F, A.S.F and V.S.F. | The learner is guided to establish the relationship between L.S.F, A.S.F and V.S.F. | Curriculum Design (2024) pg 11; Models | Written test | |||||
| 7 | 1 | By the end of the lesson, the learner should be able to apply similarity and enlargement to real-life situations. | The learner is guided to work out tasks involving similarity in real life. | Curriculum Design (2024) pg 11; Real-life problems | Project | ||||
| 2 | By the end of the lesson, the learner should be able to make models using similarity. | The learner is guided to use locally available materials to make sets of models of solids. | Curriculum Design (2024) pg 11; Clay/Cardboard | Project work | |||||
| 3 | 2.2 Reflection and Congruence | By the end of the lesson, the learner should be able to identify lines of symmetry. | How do we use reflection in day-to-day life? | The learner is guided to collect and observe objects to illustrate lines/planes of symmetry. | Curriculum Design (2024) pg 13; Environment objects | Observation | |||
| 4 | By the end of the lesson, the learner should be able to determine properties of reflection. | The learner is guided to use a plane mirror and tracing paper to generate properties. | Curriculum Design (2024) pg 13; Mirrors, Tracing paper | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to draw an image given object and mirror line. | The learner is guided to use properties of reflection to locate images. | Curriculum Design (2024) pg 14; Drawing tools | Practical task | |||||
| 8 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM |
| 9 | 1 | By the end of the lesson, the learner should be able to reflect objects on the Cartesian plane. | The learner is guided to draw images on a Cartesian plane using reflection properties. | Curriculum Design (2024) pg 14; Graph paper | Written exercise | ||||
| 2 | By the end of the lesson, the learner should be able to determine the equation of a mirror line. | The learner is guided to construct a mirror line and work out its equation. | Curriculum Design (2024) pg 14; Graph paper | Written quiz | |||||
| 3 | By the end of the lesson, the learner should be able to identify congruent shapes. | Where do we use congruence in real life? | The learner is guided to use paper cutouts to identify direct and opposite congruent shapes. | Curriculum Design (2024) pg 14; Cutouts | Observation | ||||
| 4 | By the end of the lesson, the learner should be able to carry out congruence tests for triangles (SSS). | The learner is guided to establish SSS congruence test using triangles. | Curriculum Design (2024) pg 14; Geom set | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to carry out congruence tests for triangles (SAS). | The learner is guided to establish SAS congruence test using triangles. | Curriculum Design (2024) pg 14; Geom set | Practical | |||||
| 10 | 1 | By the end of the lesson, the learner should be able to carry out congruence tests for triangles (AAS/ASA). | The learner is guided to establish AAS/ASA congruence test using triangles. | Curriculum Design (2024) pg 14; Geom set | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to carry out congruence tests for triangles (RHS). | The learner is guided to establish RHS congruence test using triangles. | Curriculum Design (2024) pg 14; Geom set | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to use digital devices to reflect objects. | The learner is guided to use digital devices to carry out reflection. | Curriculum Design (2024) pg 15; Digital software | Observation | |||||
| 4 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Strand 1.0 concepts. | Review of Real Numbers, Indices, Logarithms, and Quadratics. | Past papers | Written Practice | |||
| 5 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Strand 2.1 concepts. | Review of Similarity and Enlargement. | Past papers | Written Practice | |||
| 11 | 1 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Strand 2.2 concepts. | Review of Reflection and Congruence. | Past papers | Written Practice | ||
| 2 | ALL | END TERM | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS | ASSESSMENT |