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INSTITUTE OF ADULT EDUCATION
ENHANCING ACCESS AND EQUITY TO SECONDARY EDUCATION THROUGH OPEN AND DISTANCE LEARNING (ODL)
MATHEMATICS SYLLABUS STAGE I AND II (FORM I-IV)
2015
Designed and prepared by;The Department of Distance EducationInstitute of Adult EducationDar es SalaamTanzania
© Institute of Adult Education, 2015
All rights reserved. No part of this publication may be reproduced, reported and stored in any system or transmitted in any form
or by any means; electronic, mechanical, photocopying, recording or otherwise without the permission of the copyright owner.
ii
Preamble
Education provision in Tanzania has been equipping learners with skills and knowledge for individual growth. Apparently,
researches show that some learners do not acquire adequate skills in the world of work. Secondary school graduates have been
over dependent and fail to engage in formal and informal employment. Consequently, learners are found losing national identity
and patriotism. This has resulted into incompetence in professionalism, as the syllabi do not carter for the learners’ immediate
needs, instead they them equipped mostly with theories. Hence, creating a gap between school life and the world of work.
Competence Based Education and Training (CBET) approach is being integrated into the syllabi. Different institutions including
the National Council for Technical Education (NACTE) in Tanzania advocate the CBET approach.
Competence is a process of integrating knowledge, skills and attitudes, which are associated with the ability to carry out some
occupational activities as, described in the syllabi. The competencies are applicable in wider attributes and evaluated by oral tests,
written and practical tasks.
Introduction
This Mathematics syllabus for Ordinary level Secondary school comprises of subject matter (topics) from form one to form four
and the topics are written in a modular format. It has integrated components that originate from the formal education syllabus and
the identified needs obtained from the baseline survey study conducted in 2008.
The integrated syllabus has been prepared to allow a learner to complete the course within the period of two years. It is intended
for learners outside the formal school system to enable them sit for Certificate for Secondary Education Examinations. The
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syllabus uses Competence Based Education and Training (CBET) approach which is result based indicating what a learner is
expected to do after completion of the ordinary level secondary school studies..
Objectives of Education in Tanzania
The education system in Tanzania has four objectives including:
1. To guide the development and improvement of the personalities of the citizens of Tanzania, their human resources and
effective utilization of their resources in bringing about individual and national development;
2. To promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania;
3. To promote the acquisition and appropriate use of literary, social, scientific, vocational, technological, professional and other
forms of knowledge, skills and understanding for the development and improvement of man and society; and
4. To develop and promote self-confidence and an inquiring mind; an understanding and respect for human dignity and human
rights and readiness to work hard for self advancement and national improvement (MoEVT, 2007).
Aims and Objectives of Secondary Education in Tanzania
The aims and objectives of Secondary Education in Tanzania are to:
1. consolidate and broaden the scope of baseline ideas, knowledge, skills and principles acquired and developed at primary
education level;
2. enhance further development and appreciation of national unity, identity and ethical personal integrity, respect for and
readiness to work, human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations;
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3. promote the development of competency in linguistic ability and effective use of communication skills in Kiswahili and at
least one foreign language;
4. provide opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or selected fields of
study;
5. prepare students for tertiary and higher education; vocational, technical and professional training;
6. inculcate a sense and ability for self-study, self-reliance and self-advancement in new frontiers of science and technology,
academic and occupational knowledge and skills, and
7. prepare the student to join the world of work.
NON-FORMAL EDUCATION (NFE) IN TANZANIA
Non-Formal Education is any intentional and systematic education enterprise outside traditional schooling in which content,
media, time, units, admission criteria, staff, facilities and other system components are selected and/or adapted for particular
students, populations or situations in order to maximize attainment of the learning mission and minimize maintenance constraints
of the system.
Characteristics of Non-Formal Education
Non-Formal Education has many variations each with its unique characteristics. Those characteristics are:-
1. It occurs outside the schools and concerned with immediate and practical missions in any situation which affords
appropriate experiences may be employed as the learning site.
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2. It involves minimal but highly organized content, staff or structure and voluntary participation.
3. It is a part-time activity, sequential and seldom graded
4. It does not involve institutional on credentials and voluntary leaders are frequently involved.
5. It is not restricted to any particular organizational curricula or personnel classification and it has great promise for
renewing.
6. It has potential for multiplier effect economy and efficiency because of its openness to utilize appropriate personnel and
media.
General Objectives of Non-Formal Education
General objectives of Non Formal Education are:
1. To provide quality life through education that is functional, for example, occupational education aimed at developing
particular knowledge and skills associated with various economic activities and in making a living.
2. To solve the problems of equity and access to education and promotion of effective citizens’ participation in national
development (URT: 1995).
Specific Objectives of Non-Formal Education
Specific objectives of Non-Formal Education are:
1. To fulfil the realization of the basic human rights of education for all, and to complement formal education.
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2. To promote the acquisition and development of basic knowledge and functional skills relevant to personal development
and life in the community.
3. To mitigate illiteracy and sustain post literacy programmes.
4. To provide a second chance education, for those who are not reached by the formal school system and drop-outs (URT:
1995).
Objectives of Adult and Non-Formal Education Tanzania
Non–Formal Education (NFE) is any organized and systematic, educational activity carried outside the framework of the formal
education system to provide selected types of learning to particular sub groups in the population including adults, youth and
children. NFE is characterized by having flexible and diversified curriculum which is responsive to learner and environmental
needs. Its structure has flexible points of entry and exit, re-entry and re-exit. The evaluation is validated by learners’ experience of
success and the delivery is environmental based, community related, learner centred, resource serving, self governing and
democratic.
The objectives of Adult and Non-Formal Education in Tanzania are to:
1. provide alternative education to those who lack opportunity to acquire formal schooling;
2. extend formal schooling for those who need additional training or to become self employed;
3. update skills for those who are already employed;
4. counter balance some of the distortions created by formal education; and
5. Provide greater opportunity for innovation and creativity for self employment and entrepreneurship.
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General Competence for the Subject
By the end of this course the learner will demonstrate ability to:
1. Distinguish different types of numbers and sets to solve mathematical problems2. Assess and measure different quantities and make rational decisions3. apply coordinate Geometry and congruence.4. apply exponents, radicals and logarithms, functions in real life.5. use statistical concepts to other fields.6. Understanding Pythagoras theorem, trigonometrical ratios and transformations to solve Mathematical related problems in real
life situation and7. Understanding of algebraic operations to improve different processes in our daily activities.8. Apply sequence, series and rates in real life9. Understanding circles and earth as a sphere10. Use vectors, matrices and transformation of practical problems in daily life11. Understanding of three dimensional figures in real life12. Application of accounts in daily life.
Structure of the Syllabus
The syllabus for Mathematics for Ordinary level comprises the following:
ModuleImply set of separate units that can be joined together to form a part of a subject course of study
Principal learning outcomes
Principal learning outcomes imply what learners do after the completion of the subject course.
TopicImply area of interest of subject that is learned about.
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SubtopicThese are sub area of interests of subject which if combined together they form a topic
Specific objectives
Specific objectives imply what learners have to do after completion of each module. Therefore it is assessed basing on the
outcomes.
Learning Activities
These are the observable tasks to be done by learners in realizing the specific learning objectives.
Learning/facilitation strategies
The column of facilitation and learning strategies indicates what the facilitator and learners are expected to do in the process of
facilitation and learning. This includes self conceptualization, self learning and face to face session.
Facilitation/learning Aids
Some learning/facilitation aids such as areal things and Braille machines for visual disabled students have been proposed.
However, the facilitator/learner can use other relevant/available aids.
Estimated time of study
Under this column self study and face-to-face facilitation, time has been proposed in hours. However, it is expected that in
self-study a total of one hour will be spent in a day for every subject.
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Number of modules
This syllabus contains twelve modules namely;
STAGE I
Module 1: Understanding different types of numbers and sets,
Module 2: Understanding approximations and measurement of different quantities,
Module 3: Understanding algebra,
Module 4: Working with geometry, congruence, similarity, perimeter and areas,
Module 5: Applications of exponents, radicals, transposition of formula and logarithms,
Module 6: Understanding of statistics,
Module 7: Understanding of Pythagoras theorem, trigonometrical ratios and transformations,
STAGE II
Module 8: Applying Algebra in Real life,
Module 9: Applications of sequence and series, Rates and variations in Real Life,
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Module 10: Understanding circles and the Earth as a sphere,
Module 11: Understanding vectors, matrices and transformations to solve practical problems,
Module 12: Understanding Three dimensional figures,
Modules 13: Understanding Trigonometry,
Modules 14: Applications of statistics and Probability in Real Life,
Modules 15: Applications of Accounts in Daily Life.
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STAGE I
OBJECTIVES:
After completing stage I the learner should be able to:
1. Perform computations on numbers,
2. Use approximations in solving simple problems,
3. Convert and do computations on basic units,
4. Construct and draw geometrical figures,
5. Derive and apply the laws of exponents, radicals and logarithms in mathematical manipulations
6. Do calculations using mathematical tables
7. Prove and apply congruence and similarity of figures
8. Represent reflections, rotations, translations and enlargements geometrically
9. Represent and interpret statistical data collected form real life situations such as road safety, HIV/AIDS, Environment and crimes
10. Perform operations on sets and apply stets to solve problems
11. Solve linear equations and in one or two unknowns,
12. Computer rations, profit and loss and simple interest
13. Find the angles in geometrical figures
12
STAGE – I (FORM I AND II)
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
1. Understanding different types of numbersand sets
Upon completion ofthe module learners should be able to:Perform computation of numbers and sets
1.1 Number
1.1.1 Base ten numeration
The learners should be able to
i.Identity ii. Use the decimal
system of numeration
i.Write the place value of each digit in any givennumber
ii. Read numbers given in worlds and numerals
- Self conceptualization
- Library search- Internet search- Internet search- Field work- Resources centres- Rural information
centres- Take home
assignment
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Case studies- lecture
- number cards
- number charts
- abacus
20hrs 2hrs
1.1.2 Natural andwhole numbers
The learners should be able to:i. identify whole
numbers, natural numbers, even, odd and prime numbers
ii.read and write numbers up to one billion
iii. perform operation with whole numbers
i.perform role play on numbers
ii. identify even, odd and prime numbers from other numbers
iii. practice on the identification of even, odd and prime numbers using a number line
iv. differentiate numbers
20hrs 4hrs
1.1.3 Real numbers
The learners should be able to
1. explain real numbers
2. perform operation with real numbers
3. find absolute value to real numbers
i.define and explain in real number
ii. solve practical problems based onreal numbers
iii. solve practical problems related to absolute value of real numbers
20hrs 4hrs
13
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
1.1.4 Integers
The learner should be able to:1. identify
integers2. perform basic
operations withintegers (+, -, x, ÷)
3. Use BODMAS4. Find factors of
numbers and multiples
i. represent integerson a number line
ii.perform basic operations with different operation by using BODMAS
iii. To find factors of number
- Manila paper
-Marker pens
-Abacus-Number line
-Factor chart
20hrs 6hrs
By the end of stage I the learners should be able to convert unit and fractions
1.2 Fraction
1.2.1 Identifications of Fraction
The learners should be able to identify
1. Proper fractions2. Improper
fraction3. Mixed numbers4. Equivalent
fraction
i.Discuss other familiar examples of fractions
ii.Generate mixed numbers form improper fractions
iii. Distinguish proper, improper fraction and mixednumber
- Self conceptualization
- Library search- Resources
centres- Take home
assignment
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers
- Oranges- Paper- Cards- Knife- Manila
paper- Razor- Real other
objects
10hrs 3hrs
1.2.2 Operations with Fractions
1. Carry out the four basic operations with fraction (+, -, x, ÷)2. Perform mixed operations on fractions3. solve word problems involving fractions
i.In groups to perform basic operations with fraction
ii.Perform mixed operations on fraction in pair
iii. Translate word problems in to equations and solve them systematically
- Self conceptualization
- Library search- Resources
centres- Take home
assignment
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers
- Real objects - Manila
paper- Marker pen- Oranges- illustrations
10hrs 3hrs
14
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
1.2.3 Comparison of fractions
The student should be able to 1. simplify a
fraction to its lowest terms
2. arrange fraction in order of size
i.simplify a fraction to its lowest term
ii. use LCM to compare fractions
iii. arrange fractions in order of size
- number of line
- cuissen airrods
- manila paper
- marker pens
10hrs 2hrs1.3 Percentages, Ratio, Profit and Loss and simple interest
1.3.1 Percentage
1.3.2 Ratios1.3.3 Profit
and loss
1.3.4 Simple interest
The student should be able to
1. Compare different quantities of the same kind
2. Express ratios in simple form
3. Divide given quantity into given proportions
4. Define profit andloss and how to calculate them
5. Calculate percentage profit and percentage loss
6. Calculate simple interest
i.Compare different quantities of the same kind
ii. Write ratios in simple form
iii. Divide given quantity in to given proportions
iv. Explain profit and loss and perform calculation involve profit and loss
v. Calculate percentage profit and percentage loss
vi. Calculate simple interests
- Tactile charts
- Braille labelled container ofdifferent lengths areas
1.4 Decimals
1.4.1 Identification of terminatingand repeating decimals
The learner should be able to:1. Explain
meaning of decimals
2. Identify terminating and repeating
i.Define decimalsii. Identify
terminating and repeating decimals
iii. Convert decimal to percentage an fraction and vice versa
- Self conceptualization
- Library search- Resources
centres- Take home
assignment
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
- Print/Tactile charts
- Real shillings and cents
- Print/Braille labelled shillings 30hrs 4hrs
15
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
1.4.2 changing decimals into traction andvice versa
1.4.3 changing decimals into percentage and vice versa1.4.4 Applicationof basic operations in decimals
decimals3. Changing
decimal in to fraction and vice versa
4. Convert decimal to percentage and vice versa
5. Carry basic operations with decimals(+, -, x, ÷)
iv. Convert decimal to percentage and vice versa
v. Solve questions with decimals
vi. Enough exercise
- Field work- Rural formation
centres
- Group discussion
- Think pair and share
and cents
1.5 Rational and irrational numbers
1.5.1 identification of irrational and rationalnumbers
1.5.2 conversion of irrationalnumber in to fraction.
The learner should be able to:1. Identify the
rational and irrational numbers
2. Convert an irrational number in to fraction
i.Identify the rational and irrational number
ii. Changing irrational numberto fraction
- Self conceptualization
- Library search- Take home
assignment- Field work
- Discussion- Question and
answers- Lecture
- Rulers- Geometrical
instruments
20hrs 2hrs
1.6 Sets 1.6.1 Definition
The learner should be able to:
i.Identify and explain the
- Sets of different
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MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
and description of sets
1.6.2 Typesof sets
1.6.3 operation with sets
1.6.4 Venn diagram
1. Define a set2. Explain
meaning of set and universal set
3. State and distinguish types of sets
4. Make operations with sets
5. Use venn diagram in solving a sets problem
meaning of setii. Differentiate
finite and infinitesets
iii. Distinguish between equivalent and equal sets
iv. Define subsets and list subsets for the given sets
v. Find the union oftwo sets
vi. Find the compliment and intersection between sets
vii.Draw venn diagram and to read answers from the venn diagram
viii. Solve problems on sets
items- Pencils- Charts of
venn diagram
- Pictures- Playing
cards30hrs 4hrs
2 UNDERSTANDING MEASUREMENT AND APPROXIMATIONS
Upon completion ofthe module learners should be able to:Estimate, compute numbers and measure quantities.
2.1 Length and Mass
2.1.1 units of length and mass
2.1.2 operations with units of length and mass
The learner should be able to:
1. Define length and mass and explain units of the same
2. Perform operations with mass and length
i.To give meaning ofmass and length and differentiate their units
ii. To perform conversion of different units of mass and length
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural in
formation centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Tape measure, rulers, balances, charts of units of mass and length
12hrs 4hrs
17
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
2.1 Lengthand mass
2.1.3 Units of capacity
The learner should be able to:1. State the
standard unit of measuring capacity
2. Use litre in daily life
i.Describe meaning of capacity and relate it with volume of quantities
ii. Relate litre with other units of volume
iii. Solve problems related to unit of capacity
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural formation
centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Containers with capacities in litres
12hrs 4hrs
2.2Time 2.2.1 Conversionof unit of time
2.2.2 Conversionof times of 12 hour clock to 24 hour clock
2.2.3 Operations with time
The learner should be able to:1. Convert one
unit of time to another
2. Read and concert times of 12 hour clock to 24 hour clock and vice-versa
3. Solve problems about time
i. Convert one unit of time to another ii. Read time using 12 hour clock and 24 hour clockiii. Convert time on12 hour clock and vice-versa
iv. Solve problems related to time
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural in
formation centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Clock faces-Time tables-12 hour clock
-24 hour clock
-Talking calculator
-Braille Abacus
-Braille tapemeasure
-Cell phones
12hrs 4hrs
2.3 Approximations and significant figures
2.3.1 Approximations
2.3.2
The learner should be able to:
1. Make proper higher or lower approximations
i. Perform proper approximations in either higher or lower approximations
- Self conceptualization
- Library search- Resources
- Brainstorming- Discussion- Invited guest
speaker- Role play
-Number charts
-Manila papers
-Marker
18
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
significant figures
2. Write a number in a required significant figure(S)
3. Determine decimal places
ii.Round off whole numbers to givenplace values
iii. Round off decimal to a given number of decimal places
iv. Write a number to a given number of significant figures
v. Make approximation in calculations
centres- Take home
assignment- Field work- Rural formation
centres
- Question and answers
- Lecture
pens 12hrs 2hrs
3 UnderstandingAlgebra
Upon completion ofthe module learners should be able to simplify algebraic expressions, solve algebraicequations and draw graphs
3.1 Algebraand Algebraic expressions
3.1.1 Formation of algebraicexpression
3.1.2 Operations withalgebraic expressions
3.1.3 Binary operations
The learner should be able to;
1. Use letters to form algebraic expressions
2. Perform basic operations with algebraic expressions
3. Compute problems on binary operations
i.Formulate algebraic expressions
ii. Perform basic operations with algebraic expressions (+, -,x, ÷)
iii. Use real life examples of salesof fruits (or else) to obtain prices for unknown quantities
iv. Solve problems with binary notations (stars)
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural formation
centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Real objects
-Coloured chalks
-Manila papers
-Marker pens 30hrs 4hrs
3.2 Algebraic Equations
3.2.1 Linear equations in one unknown
The learner should be able to:
1. Read a word problem and form algebraic
i.Formulate linear equations form a given word problem
ii.Solve linear
- Self conceptualization
- Library search- Resources
- Brainstorming- Discussion- Invited guest
speaker- Role play
-Beam balance
-Manila paper
-Coloured
19
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
3.2.2 Linear equations into two unknowns
equations2. Solve linear
equations in one unknown
3. Solve linear simultaneous equations in two unknowns
equations in one unknown
iii. Solve linear simultaneous equations
centres- Take home
assignment- Field work- Rural formation
centres
- Question and answers
- Lecture
chalk-Marked pen-Chart -Printed/chart tactile
-Work sheet
3.3 Coordinate geometry
3.3.1 Coordinates of a point
3.3.2 Gradient ofa line
The learner should be able to:
1.Read coordinate axes and locate points and read coordinates of located points
2.Plot given coordinates
3.Calculate the gradient of a line given two points
4.
i.Draw coordinate axes and locate points and read coordinates of located points
ii. Determine the gradient (slope) of a line drawn through given points
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural formation
centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Graph paper
-Rural-Manila paper
-Marker pen-Garboard-Rubber band
-Graph board
30hrs 4hrs
3.3.2 Equation ofa straight line
The learner should be able to:
1. Find the equationof a line given the coordinates of two points
2. Draw graphs of linear equations
3. Solve inequalities in one unknown
i. Determine equation of line putting in the form: y = mx+c where M = slopeC = y - intercept
ii.Find slope and y – intercept from a given equation
iii. Find x – and y –intercepts of a given equation
iv. Draw table of values for a given equation
v. Plot the graph of
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural formation
centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Graph paper
-Rural-Manila paper
-Marker pen-Garboard-Rubber band
-Graph board
30hrs 8hrs
20
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
a given equationvi. Solve problems
of linear inequalities.
3.3.3 Graphical solutions oflinear simultaneous equations
The learner should be able to determine the graphical solutions of linearsimultaneous equations
i. Draw table of values of the linear simultaneous equations
ii.Draw the equations on the same set of exes
iii. Determine the point of intersection of the linear equations
iv. Determine the solution of the equations
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural formation
centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Graph paper
-Rural-Manila paper
-Marker pen-Garboard-Rubber band
-Graph board
30hrs 4hrs
3.4 Quadratic equations
3.4.Ququadratic expressions
The learner should be able to:
1. Form quadratic expression form two linear factors
2. Write the generalform of quadraticexpression
3. Factorized quadratic expressions
i.Multiply two linearfactors to form quadratic expressions
ii. Identify terms and coefficients of quadratic expressions
iii. Identify quadratic expressions formnon-quadratic expressions
iv. Factorize the quadratic expressions
v. Discuss the
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural formation
centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Multiplication charts
-Factor tree-Colored chalks
-Manila papers
20hrs 2hrs
21
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
perfect squares and difference of two squares
3.4.2 Solutions of quadratic equations
3.4.3 General solution of quadratic equations
3.4.4 Graphical solutions of quadratic equations
The learner should be able to:
1. Identify quadratic equations
2. Find a solutions of quadratic equations by factorization and completing the square
3. Solve quadratic equations by general formula
4. Find solutions of quadratic equations by graphs
i.Define terms of a quadratic equation
ii. Solve quadratic equations by factorization and completing the square
iii. Derive the general quadraticformula from: ax2 + bx + c = 0
iv. Solve quadratic equations by the general quadraticequations graphically
v. Solve word problems involving quadratic equations
vi. Solve system of simultaneous equations involving one linear and one quadratic equation
- Self conceptualization
- Library search- Resources
centres- Take home
assignment- Field work- Rural formation
centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Graph papers
-Manila papers
-Rulers-pencils
30hrs 6hrs
22
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
4. Working with Geometry, Congruence, Similarity, Perimeter and Areas
Upon completion ofthe muddle learners will be able to solve Geometrical problems, compare angles and find perimeter andareas of the different geometrical figures
4.1 introduction to geometry
4.1.1. Pointand lines
The learner should be able to 1. Define and explain the concept of a point 2. Extend the concept of a point to draw a line3. distinguish point and line4. Draw different types of lines
i. Define pointsii. Draw a linesiii Differentiate point and a lineiv. Distinguish between a line, linesegment and a ray
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-mathematicsets
-chalk boardruler
-manila paper
-marker pen
20hrs 4hrs
4.1.2 Polygons regions andAngles
The learners should be able to:1. describe a
polygon and regions
2. draw angles \measure angles of different size using protractor
3. name different types of angles
4. name different types of angles
i. describe a polygon and regions
ii.construct different types oftriangle
iii. construct different quadrilaterals
iv. draw different angles in different size byusing protractor and name them
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-mathematicinstruments
-protract or chalk boardruler
20hrs 4hrs
4.1.3 Constructions
The learners should be able to
1. construct a perpendicular bisector to a
i. construct perpendicular bisector to a line segment
ii.construct an
- Library search- Self
conceptualization
- Internet search
- Group discussion
- Question and answers
- Lecturate
-mathematical instruments
-manila papers
23
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
line segment2. construct an
angle of 60º using a pair of compasses
3. bisect a given angles
4. copy a given angle by construction
5. construct parallel lines and identify different types of angles formed by parallel lines and a transversal.
angle of 6º using compasses
iii. based angles using compasses
iv. copy different angles by construction
v.construct different parallel lines
vi. find the sizes of different angles formed by parallel lines and a transversal
- Resources centres
- Take home assignments
- brainstorming -braille’s-typewriters-thermal form machines
-braillon papers
10hrs 2hrs
4.1.4 Circles
The student should be ale to1. draw circle.
i. draw a circles and label its parts
- - -Circular objects
-Ropes 10hrs 2hrs
4.2 Postulates Theorems and congruenceof Triangles
4.2.1 Postulate and theorem
4.2.2 Congruence of triangles
The learners should be able to:1. distinguish
between postulates and theorem
2. define congruence
3. determine theconditions forcongruence of triangles
i. identify the theorem, postulates and congruence of triangle
ii.state and write the properties of congruent triangles
iii. prove the theorem based on cases of SSS,
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-Manila papers
-Geometric figures
-Paper cutting
-Marker pens
-Photographs
-Table -diagrams
20hrs 5hrs
24
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
4. prove theorems based on congruence of triangles
5. solve problems on congruent triangles
AAs and SASiv. prove theorem
based on isosceles triangles
4.3. Similarfigures
4.3.1 similar figures and problem solving
Students should be able to:1. state
conditions forsimilarity of polygons
2. prove theorems on similarity of polygons
3. solve problems on similarity
i. Identify the similar figuresii. state AAA property iii AA and corresponding sides proportionaliv. A and side aboutthe angle are propositionalv.Write the
conditions for similar triangle
vi. Solve problems using similar triangle theorem
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-graph papers
-mathematical sets
10hrs 4hrs
4.4 Perimeters
4.4.1 Triangles and Quadrilaterals
The learners should be able to:1. derive the
formulae for perimeters of triangle and specific quadrilaterals
i. identify triangle and quadrateral
ii.define perimetersiii. determine
perimeters of triangles and quadrilateral by using derived formulae
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-photographs
-similar planes
-similar objects
10hrs 3hrs
4.4.2 Circumference of a
The learners should be able to:1. find
i. to define circumference
ii.identify the
- Library search- Self
conceptualizatio
- Group discussion
- Question and
-circular objects
-rope
25
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
circle circumference of a circle
2. estimate the value of Pi (π)
formula for finding circumference of a circle
iii. calculate the circumference of a circle
iv. identify the relationship between π = Pi
r =RadiusD = Diameter for the formula of circumference of a circle
n- Internet search- Resources
centres- Take home
assignments
answers- Lecturate- brainstorming
-thread-ruler
10hrs 3hrs
4.5 Areas 4.5.1 Triangle and quadrilaterals
The learners should be able to:1.define and 2. describe the
formulae for areas of triangles and quardrilateral
i. find area of triangle
ii.find area of rectangles
iii. find area of trapezium
iv. find area of parallelogram
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments.
- Group discussion
- Question and answers
- Lecturate- brainstorming
-circular objects
-rope-thread-ruler
10hrs 3hrs
4.5.2 Circle The learners should be able to:1. find areas of
circles
i. write areas of circle
ii.calculi areas of circle
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-circular objects
-rope-thread-ruler
10hrs 3hrs
5. Applicationsof Exponents, Radicals,
Upon the completion ofthe module
5.1 Exponents, radicals
5.1.1 Exponents and
The learner should be able to:1. List laws of
i. Define exponentsii.Derive laws of
exponents
- Library search- Self
conceptualizatio
- Group discussion
- Question and
-mathematical tables
-manila
26
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
Transposition of Formula and Logarithms In Real Life
learners should be able to:Find relationships among exponents, radicals and logarithms and organize different formulae
and transposition of formulae
radicals exponents 2. Verify laws f
exponents 3. Apply laws of
exponents in computation
4. Simplify radicals
5. Perform basicradical operations
6. Rationalize the denominator
7. Read square root and cuberoot form mathematical tables
iii. Apply laws of exponents in computations
iv. Define radicalsv.Simplify radicalsvi. Perform basic
operations with radicals
vii. Rationalize denominators
viii. Find square root from mathematical tables
n- Internet search- Resources
centres- Take home
assignments
answers- Lecturate- Brainstorming- Invite guest
speaker- Case studies- lecture
papers-maker pens-rulers-calculators
20 hr 4hrs
5.1.2 Transposition of formulae
The learner should be able to:Transpose different formulae
i. re-arrange letters so that one letter is the subject of the formula
ii.transpose formulae with square roots and squares
- Library search- Self
conceptualization
- Internet search- Resources
centres
- Group discussion
- Question and answers
- Lecturate- Brainstorming- Invite guest
speaker
-Mathematical formula
20hrs 4hrs
27
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
- Take home assignments
- Case studies- Lecture
5.2 Logarithms
5.2.1 Standard form
5.5.5 Laws of logarithms
5.2.3 Table of logarithms
The learner should be able to:1.Write number in
standard form2.Compute
number involving multiplication and division expressing themin standard form
3.State laws of logarithms
4.Verify laws of logarithms using knowledge of exponents
5.Simplify logarithms expression
i. Define the standard form
ii.Write numbers instandard form
iii. Multiply and divide numbers and expressing solutions in standard form
iv. Derive laws of logarithms
v.Apply laws of logarithms in computations
vi. Solve logarithms equations
vii. Solve problems by logarithms tables
- Mathematical tables
- Charts- Graph
papers
20hrs 4hrs
6 UnderstandingStatistics in Daily Life
After completion ofthis muddle in stage I learners should be able to apply statistics in daily life
6.1 Presentation of data
6.1.1 Pictograms,Bar charts, line graphs tables and pie-charts and Histograms
The learners should b able to:1. Represent given
information by graphs, pictograms, Bar charts tables and pie-charts and Histograms
i. Draw pictogramsii.Draw bar chartsiii. Draw pie-chartsiv. Draw tablesv.Draw Histogramsvi. Line graphs
- Library search- Self
conceptualization
- Take home assignments
- Group discussion
- Question and answers
- Brainstorming
- Charts- Graph
paper- Tactile
charts- Graphs
form papers and journals
10hrs 6hrs
6.1.2 Frequency distribution
The learners should be able to 1.Make frequency
distribution table form grouped and
i. Define frequencyii.Collect
informationiii. Make frequency
distribution tables
- Library search- Self
conceptualization
- Take home assignments
- Group discussion
- Question and answers
- Brainstorming
- Charts- Graph
paper- Tactile
charts- Graphs
28
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
ungrouped data2. Interpret
frequency form a table
iv. Group data and get grouped data
v.Interpret the frequencies
form papers and journals
10hrs 3hrs
6.1.3 Frequency polygon
The learners should be able to 1.Identify
cumulative frequency
2.Draw and read cumulative frequency curve
3.Interpret cumulative frequency curve
i. Construct cumulative frequency distribution
ii.Draw and read a cumulative frequency curve(o-give)
iii. Interpret the graph
- Library search- Self
conceptualization- Take home
assignments
- Group discussion
- Question and answers
- Brainstorming
- Charts- Graph
paper- Tactile
charts- Graphs
form papers and journals
5hrs 3hrs
7. UnderstandingPythagoras Theorme, Trigonometric Ratios and Transformations
Upon completion ofthe module learners should be able to do scale drawingand geometrical trans-formations
7.1 Pythagoras theorem
7.1.1 Proof of Pythagoras theorem
7.1.2 Applicationof Pythagoras theorem
The learners should be able to:1. State and prove
the Pythagoras theorem
2.Apply the Pythagoras theorem to find lengths of sides of given right angled triangle
i. Investigate the illustrations of Pythagoras theorem
ii.Rove the theoremiii. Solve problems
related to right angled triangles
iv. Solve real life problems using Pythagoras theorem
- Library search- Self
conceptualization- Take home
assignments- Library search- Resource centres- Rural information
centres
- Group discussion
- Question and answers
- Brainstorming- lectures
- garboard- square
cuttings - right
angled triangles
- square root tables
- square tables
9hrs 3hrs
29
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
7.2 Trigonometric ratios
7.2.1 Sine, cosine and tangent of an angle
The learner should be able to:1. define sine,
cosine and tangent of angle
2. find sine, cosine, and tangent of angle withoutusing tables
i. measure the fidesof the triangles drawn and compotation of sides to establish sine, cosine and tangents
ii.compute sines, cosines and tangents of rightsangled triangles without table
4hrs 2hrs
7.2.2 Special angles
The learners should be able to:1. Determine
the sine, cosine and tangent angle of 30, 45, and60 without using mathematical tables
2. Solving problems involving trigonometricrations
i. Use Pythagoras theorem to determine sine, cosine and tangent of 30, 45,and 60 without using trigonometric tables
ii.Do calculation involving sine, cosine and tangent of 30, 45 and 60
iii. Solve problems involving trigonometric ratios
- Library search- Self
conceptualization
- Take home assignments
- Library search- Resource
centres- Rural
information centres
- Group discussion
- Question and answers
- Brainstorming- lectures
- trigonometric tables
- Braille- Mathem
atical sets
- Rulers- Manila
papers- Marker
pens
10hrs 4hrs
7.2.3 Angles of Depression and Elevation
The learners should be able to:1.Demonstrate
angles of depression and elevation
2. Solve
i. Explain angle of elevation and depression
ii.Measure angle ofelevation and depression using clinometers
- Library search- Self
conceptualization
- Internet search- Resources
centres
- Group discussion
- Question and answers
- Lecturate- Brainstorming- Invite guest
- trigonometric tales
- clinometers
- rope- string- wood glue 10hrs 6hrs
30
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
problems involving angle of depression andelevation
iii. Find angle of depression and elevation of distant objects
iv. Solve problems usingtrigonometric ratios and formula
- Take home assignments
speaker- Case studies- lecture
- trundle wheel
- braille
7.3 Transformations
7.3.1 Reflection
The learners should be able to:1.describe the
characteristic ofreflection in a plane
2.represent different reflections by drawing
i. investigate and write the properties of reflection
ii.draw different reflection in a plane
iii. solve problemsrelated with reflection
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Brainstorming- Think pair and
share- Lecture
- Plane mirrors
- Geo-boards manila sheets
- Game, graphs, papers andidentical pictures
- Rubber bands
- Mathematical sets.
5hrs 3hrs
31
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
7.3.2 Rotation
The learners should be able to:1.Describe
characteristics of a rotation on a plane
2.Represent different rotation on a plane by drawings
i. Identify and write the properties of rotation in a plane
ii.Draw rotation of a points, lines and polygons using Mathematical sets
iii. Solve problems using propertiesof rotation
10hrs 2hrs
7.3.3Translation
7.3.4 Enlargement
By the end of this subtopic learners should be able to:1. Explain
translation and enlargement
2. Show translation and enlargement in drawing
3. Identify the properties of translation and enlargement
i. State properties of translation
ii.Draw translationsof a points, linesand polygons in a plane
iii. Apply the properties of translation to solve problems
iv. Develop scale of enlargement
v.Identify properties of enlargement
vi. Draw figures to scale
vii. Solve problems related with translation and enlargement
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments
- Group discussion
- Question and answers
- Brainstorming- Think pair and
share- Lecture
- Plane mirrors
- Geo-boards manila sheets
- Game, graphs, papers andidentical pictures
- Rubber bands
- Mathematical sets
10hrs 4hrs
7.3.5 The learner should i. Combine reflection - - -
32
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATING STRATEGIESFACILITATION/LEARNING
TIME HOURSSELF LEARNING FACE TO FACE
SESSIONSELF
LEARNING
FACE TOFACE
Combined Transformation
be able to:1. Draw combined
transformation2. Solve problems
on combined transformation
and translationii.Combine reflection
and rotationiii. Draw combined
transformation in a plane
iv. Solve problems on combined transformations
10hrs 2hrs
33
STAGE II
OBJECTIVES
After completing stage ii the learner should be able to:
4. Draw graphs of relations and functions and identify their properties
5. Apply computations on sequences and series to discover mathematical patterns and solve problems on compound interest
6. Apply the knowledge on rates and variation in real life situations
7. Locate places on the Earth’s surface and find the distance between any two places
8. Represent data statistically and draw conclusions from numerical statistical information (mean, mode and median)
9. Prove and apply circle theorems
10. Solve real life problems involving double entry and trail balance
11. Apply mathematical knowledge and skills to form lines, calculate distance between two points and do problems on parallel and
perpendicular lines in two – dimensional geometry,
12. Find the sum, difference and scalar multiplication of vectors and hence use the knowledge to solve practical problems
13. Use 2 x 2 matrices to solve simultaneous equations and solve problems on transformations
14. Calculate the probability of an event and perform simple combination of probabilities
15. Draw graphs of sine and cosine functions and apply sine and cosine rules to solve problems
16. Use oblique projections to draw three dimensional figures and find angle between a line and a plane and angle between two planes
34
STAGE II: (FORM III AND IV)
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
8. Applying Algebra in Real Life
Upon completion ofthe module learners should be able to:use mathematical knowledge, skills and concepts in solving real life related problems
1.8 Relations
8.1.1 relations, concepts
8.1.2 Domain and range
8.1.3 Graphs of relations
8.1.4 Inverse of relations
The learners should be able to
iii. Explain conceptof relation
iv. Represent relations
v. Determine domain and range
vi. Draw graphs of relations
vii.Determine the inverse of a relation
iii. Define therelations
iv. Identify types of relations
v. Explain representation of relations pictorially
vi. Find domain range of the relations\
vii. Draw the graph of a relation
viii. Find the inverse of a relation
ix. Find the domainand range of inverse of a relation
x. Draw the graph of inverse of relation
- Self conceptualization
- Library search- Internet search- Internet search- Field work- Resources
centres- Rural
information centres
- Take home assignment
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Case studies- lecture
- colored chalks- red objects- manila papers- maker pen- graph papers- Geo-board- Rubber bands- Graph boards
30hrs 8hrs
35
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
8.2 Functions
8.2.1 Definition and representation of a function
8.2.2 Domain and Range
8.2.3 Graphic function
8.2.4 Inverse of afunction
The learners should be able to:
iv. Define and represent function pictorially
v.Identify functions among relations
vi. State domain and range of thefunctions
vii.Draw the graphsof functions
viii. Explain inverse of a function
ix. Draw the graph of inverse function
x. Domain and range inverse function
v. Define functionvi. Represent
function pictorially
vii.Distinguish one to one mapping, one to many mapping, many to one mapping
viii. Find domain and range of a function
ix. Draw the graphs of step function
x. Draw the graph of polynomial functions up to third degree
xi. State the behaviour of graphs of functions
xii.Find inverse its domain and range and graphs
30hrs 8hrs
8.3 Coordinate Geometry
8.3.1 Equation oflines
The learners should be able to
4. Derive the general equation of a straight line
iv. Derive a linear equation in the general form ax + by + c = 0
v. Rewrite linear equations in the general form
- Self conceptualization
- Library search
- Brainstorming- Discussion- Invited guest
speaker- Role play
-graph papers-squared paper-geo-board-rubber band-graph board
10hrs 3hrs
36
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
- Internet search- Internet search- Field work- Resources
centres- Rural
information centres
- Take home assignment
- Question and answers
- Case studies- lecture
-Mathematical instruments
-Mathematic tales
-Graph papers-Rubber bands-Geo-board
8.3.2 Midpoint of line segment
The learner should be able to:5. Determine the
coordinates of the midpoint ofa line segment
iv. Formulatethe formala midpoint of a line segment
v.Find the midpoint of a given line segment
8.3.3 Distance between two points on a plane
The learners should be able to identify
5. Calculate the distance between points on a plane
iv. Use Pythagoras theorem to form a distance between two points on a plane
10hrs 3hrs
37
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
8.3.4 Parallel andperpendicular lines
The learners should be able to identify
1. Compute gradients in order to determine the conditions for any two lines beparallel
2. Compute gradient in order to determine the conditions on for any two lines to be perpendicular
3. Solve problems on parallel and perpendicular lines
iv. Calculate the gradients of different lines
v. Discuss the resultsof gradients for the parallel lines
vi. Generalize condition for two lines to be parallel
vii.Discuss the results of the gradients for the perpendicular lines
viii. Generalize the condition forthe lines to be perpendicular
ix. Solve problems on perpendicular lines
x. Solve parallel and perpendicular lines problems
xi. Apply the knowledge of parallel and perpendicular lines in daily life
- Self conceptualization
- Library search
- Resources centres
- Take home assignment
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers
- Real objects - Manila paper- Marker pen- Oranges- illustrations
20hrs 5hrs
38
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
8.4 Linear programming
8.4.1 the objective function
8.4.2 Maximum and minimum value
The learner should be able to 3. form objective
function form a word problem
4. locate corner points on feasible region
5. find maximum and minimum values using objective function
iv. form simultaneous equations form word problems
v. solve simultaneous equations graphically
vi. form linear inequalities in two unknowns from word problem
vii.find solution set of simultaneous linear inequalities graphically
viii. form an objective function
ix. locate corner points on the feasible region
x. find the max and min values using objective function
- manila papers
- graph papers- rulers- geo-board- coloured
chalks- marker pens- squared
papers- rubber bands
30hrs 10hrs
9. Applications of Sequence and Series, Rates and Variations in Real Life
Upon completion ofthe module learners should be able to:use knowledge
9.1 Sequence
i.Arithmetic progressionii.Geometirc progressioniii.Compound interest
The learner should be able to:6. Distinguish
between sequence and series
7. Find terms of a sequence
vii. Explain the concept of sequence and series
viii. Discuss types of sequence and series
ix. Identify an A.P
- Self conceptualization
- Library search
- Resources centres
- Take home
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
- Number cards
- Number patterns
- Mathematic tables
- Scientific calculators 30hrs 8 hrs
39
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
and skills on the study to solve real lifesituations
8. Identify finiteseries
9. Find the nth term, the sumand the arithmetic mean of A.P
10. Find the general term of an A.P
11. Find the nth term, sum and geometric mean of G.P
12. Find the general term of a G.P
13. Find the compound interest
x. Find the general term of an A.P andG.P
xi. Derive a formula for nth term of A.P and G.P
xii.Derive compound interestformula
xiii. Apply compound interestformula in solvingproblems
assignment- Field work- Rural
formation centres
- Group discussion
- Think pair and share
- Colored chalks
- Manila paper- Marker pens- Different
currencies- News papers- T.V- Magazines- Radio
9.2 Rates and Variations
9.2.1 Rates
9.2.2 Variations
The learner should be able to:3. Relate
quantities of thesame kind and of different kinds
4. Convert Tanzanian currencies into other currenciesand vice-versa
5. Solve problems on direct and inverse
iii. Define the term rate
iv. Find the relationship between quantities of the same and different kinds
v. Solve problems related to rates
vi. Define the terms direct proportion,inverse proportion and joint variations
- Self conceptualization
- Library search
- Resources centres
- Take home assignment
- Field work- Rural
information centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture- Group
discussion- Think pair and
share
- Number cards
- Number patterns
- Mathematicaltables
- Scientific calculators
- Colored chalks
- Manila paper- Marker pens- Different
currencies- News papers
30hrs 4hrs
40
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
proportions6. Draw graphs of
direct and inverse proportions
7. Use joint variations to solve problems
vii.Solve different problems on direct, inverse and joint variation
- T.V- Magazines- Radio
10.Understanding Circles andthe Earth as a Sphere
Upon completion ofthe module learners should be able to:prove circles theorems and describe the earth as a sphere
10.1 Circles
10.1.1 definitions of terms
i. Angle propertiesii. Tangent propertiesiii. Radian measure
The learner should be able to:14. Define circle,
radius, chord diameter, arc centre, sectors secant, tagent
15. Derive the formula for the length of an arc
3. Calculate central angles
4. Explain the concept of radian measure
5. Prove circle theorems
6. Applying circletheorems in solving related problems
7. Identify chord properties
8. Prove the theorem on the perpendicular
iii. Give the meaningof a circle, centre, radius, chord, secant, tangent, sector etc
iv. Define an arcv. Define central
anglevi. Derive the
formula of arc length
vii.Solve problems related with arc length
viii. Define theradian measure
ix. Convert radian measures to degrees and vice-verse
x. Define an inscribed angle
xi. Prove the angle at the centre theorem
xii.Prove the angle
- Self conceptualization
- Library search
- Resources centres
- Take home assignment
- Field work- Rural
formation centres
- Case studies
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture- Case studies
-Compass-Coloured chalks
-Manila papers-Marker pens-Set square -Mathematical instruments
10hrs 20hrs
41
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
bisector to a chord
9. Prove the theorem on parallel chords
10. Apply the chord theoremsin solving related problem
11. Describe tangent to a circle
12. Identify tangent properties of a circle
13. Prove tangent theorem
14. Apply tangent theorems in solving related problems
in a semicircle theorem
xiii. State chord properties of a circle
xiv. Prove the theorem on the perpendicular bisector of a chord
xv. Solve problems on perpendicular bisector of a chord problems
xvi. Draw different tangents to a circle
xvii. List tangent properties of a circle
xviii. Prove theorems relatingtangents to a circle
xix. Solve problems related to tangentto a circle
10.3. The Earth as a sphere
10.3.1 Longitude and Latitude
10.2.2 Distance along great
The learner should be able to:7. Describe
the equator, great and smallcircles latitude
8. Describe
v. Define longitude and latitude
vi. Define meridian
vii.Define small circle
viii. Define
- Self conceptualization
- Library search
- Resources centres
- Take home
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Globe -Spherical objects
-Oranges-Mathematical tables
-Chalk -Graph papers
12hrs 4hrs
42
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
and small circles
meridian and longitude
9. Locate places on a map or globe
10. Calculatethe distances along great andsmall circles
great circleix. Identify
great circle and small circle
x. Locate places along meridians and longitudes
xi. Find distances along the great and small circles
assignment- Field work- Rural
formation centres
- Case studies
- Case studies
11.Understanding Vectors, Matrices and Transformation to solve practical problems
Upon completion ofthe module learners should be able to perform computations on matrices vectors and transformation
11.1 Vectors
11.1.1 displacement and position vectors
The learner should be able to;
4. Define and resolve vector into i and j components
5. Find the magnitude and direction of a vector
6. Find unit vector7. Differentiate
vectors and scalar quantity.
v. Explain meaning of vector and resolve it in its i and j components
vi. Find magnitude and direction of avector
vii.Find unit vector viii. Distinguis
h between vector quantity and scalar quantity
- Self conceptualization
- Library search
- Resources centres
- Take home assignment
- Field work- Rural
formation centres
- Brainstorming- Discussion- Invited guest
speaker- Role play- Question and
answers- Lecture
-Graph board-Rulers-Graph papers-Set squares-Coloured chalks
-Geo-board-Rubber band -Mathematical table
10hrs 4hrs
43
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
11.2.1 operations with vectors
The learner should be able to:1. Sum and
difference of two or more vectors
2. Multiply vector by scalar
3. Solve linear simultaneous equations in two unknowns.
i. Find the sum of the vectors without using diagramii. Find the
differences between vectors without using diagramiii Find the product
of vector by scalar
11.2.2 Applicationof vectors
The learners should be able to:1. Apply vectors in solving real lifeproblems
i. Solve simple problems on velocities, displacement and forces
ii. Find bearings by drawing and measuring
iii. Uses of vectors
44
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
11.2 Matrices
11.2.1 Basic definitions and terminologies in matrices
11.2.2 operations on matrices
The learner should be able to:
5. Define and represent information in matrix
6. Add matrices oforder up to 2 x 2
7. Multiply matrices of order 2 x 2 by scalar
8. Multiply two matrices of order 2 x 2
iii. Explain the concept of matrix
iv. Explain the meaning of matrix
v. Add and subtract matrices of order up to 2 x 2
vi. Multiply a matrixof order 2 x 2 by a scalar
vii.Multiply two matrices of order 2 x 2
- Self conceptualization
- Library search
- Internet search
- Take home assignment
- Group discussion
- Question and answers
- Lecture
-Coloured chalks
-Prices of items-Charts of matrices
20hrs 4hrs
11.2.3 Inverse of amatrix
The learner should be able to:
4. Calculate the determinant of a matrix of 2 x 2
5. Find the inverse of a 2 x 2 matrix
vii. Define determinant and calculate the determinant of a 2 x 2 matrix
viii. Find the inverse of given matrix
- Self conceptualization
- Library search
- Internet search
- Take home assignment
- Group discussion
- Question and answers
- Lecture
-Charts of determinant ofmatrices
-Charts of inverses of matrices
20hrs 4hrs
11.2.4 Applicationof matrices
The learner should be able to: 1. Use matrices insolving simultaneous equations
v. Apply 2 x 2 matrices in solving simultaneous equation
10hrs 4hrs
45
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
11.3 Transformations
11.3.1 Translation of a point
The learner should be able to:
4. Transform any point p(x,y) into p’(x’,y’) by pre-multiplying (x) y with a transformation matrix T= a b c d
vi. Translate the given points by using different transformation matrices
vii. Solve problems related with translation
- Self conceptualization
- Library search
- Internet search
- Take home assignment
- Group discussion
- Question and answers
- Lecture
-Colored chalks
-Graph board-Mathematical table
-Rulers-Geo-board-Rubber band-Graph papers-Square papers
30hrs
40hrs
8hrs
2hrs
11.3.2 Reflectionsof a point
11.3.3 Rotation ofa point
The learner should be able to:
5. Apply matrixX 1 0 to 0 -1 reflect a point p(x,y) in the x and y-axisThe learners should be able to:
1. Use matrix operator to rotate any point P(x,y) through 90º, 180º, 270º and 360º about the origin
vii.Reflect a point p(x,y) in the x-axis using matrix1 00 -1
viii. Reflect a point P(x,y) in the y-axis
i.Rotate various points through 90º, 180º, 270º and 360º about the origin using the appropriate transformation matrix
T= cosө sinө Sinө cosө
46
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
11.3.4. In Enlargament matrix
The learner should be able to 1. Enlarging figures suing matrix K OE = O K2. solve different problems involving enlargement of a matrix
i.Enlarge given figures using enlargement matrix
K OE = O Kii. solve problems involving enlargement of a matrix
- Self conceptualization
- Library search
- Internet search
- Take home assignment
- Group discussion
- Question and answers
- Lecture
-Colored chalks
-Graph board-Mathematical table
-Rulers-Geo-board-Rubber band-Graph papersSquare papers
47
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
12.Understanding Three Dimensional Figures
Upon completion ofthe module learners should be able to: construct and calculate the three dimensional figures
12.1 Three dimensional figures
12.2 Surface area of three dimensional figures
12.3 Volumes ofthree dimensional figures
1. Prisms2. Cones and sphere3. pyramids
The learners should be able to:5. classify three
dimensional figures
6. list the characteristic of each class of three dimensional figures
7. construction three dimensional figures
8. sketch three dimensional figures
9. identify properties of three dimensional figures
10. find the anglebetween a line and place
11. calculate the angle between planes
12. derive the formulae of surface area of prisms, cylinders, pyramids and cones
v.define three dimensional figures
vi. collect various three dimensional objects and classify them into cones, pyramids, prismsand cylinders
vii.sketches of three dimensional figures
viii. use simplematerials to construct three dimensional figures e.g paper, manila cards etc
ix. sketch three dimensional figures using oblique projections
x.discuss intersecting planes of three dimensional figures
xi. calculate angles between two intersecting planes
xii. calculate
- internet search
- library search
- rural information centres
- Resources centres
- Take home assignments
- Group discussion
- Question and answers
- Lectures
-Manila cards-Cones-Pyramids-Cylinders-Three dimensional models
-Papers-Stress-Glue-Mathematical instruments
-Marker pens
40hrs 16hrs
48
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE13. UnderstandingTrigonometry
Upon completion ofthe module learners should be able to: perform practical of trigonometry
13.1 Trigonometric ratios
13.1.1 Applicationof Trigonometric ratios
The learners should be able to1. Determine
sine, cosine and tangent of an angle clockwise (negative angleand anti clockwise positive angles)
2. Use sine cosine and tangent to solvereal life problems
vii. Determinesine, cosine and tangent of an angle
viii. Use sine, cosine and tangent to solve real life problems
- Library search
- Self conceptualization
- Internet search
- Field work- Take home
assignments
- Group discussion
- Question and answers
- Lecture- Brainstorming- Case studies
-mathematical tables
-Braille’s-tactile diagrams
-magnifiers-geometrical instrument
10hrs 4hrs
49
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
13.1.2 Sineand cosine functions
The student should be ale to1. find sins and
cosines of angles such that -720º≤ ө ≤ 720º
2. draw graphs of sine and cosine
3. interpret the graphs of sine and cosine functions
i. read values of sine and cosine for angles
-720º≤ ө ≤ 720º
ii.Prepare table of values of sine and cosine of angle ө such that
-720º≤ ө ≤ 720ºiii. draw the graph of sine and cosine functions using table of valuesiii. identify even
or odd functions and periodic or non periodic function
- Library search
- Self conceptualization
- Internet search
- Field work- Take home
assignments
- Group discussion
- Question and answers
- Lecture- Brainstorming- Case studies
-mathematic tables
-braillers-tactile diagrams
-magnifiers-geometrical instrument
13.1.3 Sineand Cosine rules
The learners should be able to:1. Derive sine rule
and cosine rule 2. Use sine rule
and cosine rule to solve problems
vii. Draw the graph fine and cosine functions using table of values
viii. Solve problems by using the formulaof sine rule and cosine rule
4hrs
50
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
13.1.4 Compound Angles
Students should be able to:1. Apply
compound angle formulae for sine, cosine and tangent in solving trigonometric problems
2. Derive compound angle formulae for sine, cosine and tangent
i. Explain the compound angles of sine and cosineii. use compound angle formulation solving and simplify trigonometric problems using compound angle formulae
- Library search
- Self conceptualization
- Internet search
- Resources centres
- Take home assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-graph papers-mathematical sets
10hrs 4hrs
14. Applicationof Statistics and Probability in Real Life
Upon completion ofthe module learners should be able to: Use statistical andprobability concepts to solve real lifeproblems
14.1 Measures of central tendancy
14.1.1 Mean
14.1.2 Mode
14.1.3 Median
The learners should be able to:1. Find the mean,
mode and median of a given data either in: -Grouped data, ungrouped data
2. Calculate median form o-give
3. Calculate modefrom the histogram
i. Define mean, median and mode
ii. Calculate mean, mode and median of ungrouped data
iii. Calculate mean,mode and mediaum of grouped data
iv.Draw cumulative frequency curve (ogive)
v. Estimate the median value form the ogive
vi.Draw the histogram
vii. Estimate the
- Library search- Self
conceptualization
- Internet search- Resources
centres- Take home
assignments- Information
resource centres- Field work
- Group discussion
- Invited guest speaker
- Lecture- Brainstorming- Case study
-Graph papers-Squared papers
-Geo-board-Rubber bands-Calculators-Chart with statistical reposition HIV/AIDS
10hrs 4hrs
51
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
value of mode form histogram
14.2 Probability
14.2.1 Probability of an event
14.2.2 Combined events
The learners should be able to:1. Determine
probability of an event through experiments
2. Interpret experimental results in real life situation
3. Write the formula for finding the probability of an event
4. Do experiment of two combined events
5. Draw tree diagrams
6. Find probability of combined events
i. Define terms event, outcome, experiment and sample space
ii. Define the term probability
iv.Calculate the probability of mutually
v. Calculate the probability of combined events
vi.Do as many exercise as he/she can.
- Library search
- Self conceptualization
- Internet search
- Resources centres
- Take home assignments
- Group discussion
- Question and answers
- Lecturate- brainstorming
-circular objects
-rope-thread-ruler -coin-die-coloured objects
-cloth -cards-games-playing cards-charts-ruler-population records
10hrs 3hrs
15.Application of Accounts In Daily Life
15.1 Accounts
15.1.1 Double entry
The learners should be able to:1. Explain the
meaning of double entry
2. Identify incomeand expenditure
i. Discuss the principles of double entry system
ii. Identifying Debit side and Credit side
iii. Explain the
- Library search
- Self conceptualization
- Internet search
- Resources
- Group discussion
- Invited guest speaker
- Lecture- Brainstorming- Case study- Role play
-Ruler-Different ledger books
-Coloured chalks
-Samples of vouchers
10hrs 4hrs
52
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
(debit and credit)
3. Explain different types of ledger
4. Construct a ledger
5. Post entries in the ledger
6. Close the simple accounts
meaning of ledger
iv. Explain different types of ledgers suchas cash accounts, capital, purchases, scales, expenses and stock
v. Label credit and debit side
vi. Post entries in the ledger
vii.Close accounts
centres- Take home
assignments- Information
resource centres
- Field work
15.1.2 TrialBalance
The learners should be able to:1. Explain the
concept of trial balance
2. Construct trial balance
3. Post debit balances and credit balances
4. Check the balances
i. Define the termtrial balance
ii. Construct and qualify a trail balance
iii. Do exercises on posting debit balance and credit balance
iv. Do exercises on checking the balances
- Library search
- Self conceptualization
- Internet search
- Resources centres
- Take home assignments
- Group discussion
- Invited guest speaker
- Lecture- Brainstorming- Case study- Role play
-Ruler-Different ledger books
-Coloured chalks
-Samples of vouchers
20hrs 3hrs
53
MODULE PRINCIPALLEARNINGOUTCOME
TOPIC SUBTOPIC SPECIFICOBJECTIVES
LEARNINGACTIVITIES
LEARNING/FACILITATINGSTRATEGIES FACILITATION/
LEARNING
TIME HOURS
SELF LEARNING FACE TO FACESESSION
SELFLEARNING
FACETO
FACE
- Information resource centres
- Field work
15.1.3 Trading profit and loss
The learner should be able to:1. Ascertain gross
profit/loss using trading account
2. Ascertained profit/loss accounts
i. Identify how to ascertain gross profit/loss using trading account
ii. Ascertaining net profit/loss accounts in trading accounts
-Ruler -Ledge books-Calculators-Balance sheets
10hr 3hrs
15.1.4 Balance sheet
The learner should be able to:
1. Construct a balance sheet
2. Post entries in balance sheets
3. Interpret information from the balance sheet
i. Explain the meaning of balance sheet
ii. Construct a balance sheet
iii. Identify how to post entries in the balance sheet
iv.Interpret information form the balancesheets
v. Do exercise on interpreting balance sheets
-Various Balance sheets
-Ruler-Manila sheet -marker pens-Principles of account manual
-Calculators-Coloured chalks
20hrs 4hrs
54
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