ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
MATHEMATICS
FORMS 1-42015-2022
TEACHER’S GUIDE
Curriculum Development Unit P.O.BOX MP133 Mount PleasantHarare
© All Rights ReservedCopyright 2015
CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES
SECONDARY SCHOOL LEVEL
Mathematics Teachers’ Guide 2015-2022 Forms 1-4
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ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this teacher’s guide:
z Curriculum Development and Technical Services (CDTS) Staff z The National Mathematics panel z United Nations Children’s Fund (UNICEF) for funding
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CONTENTS PAGE
Acknowledgements ..........................................................................................................2
Organisation of the guide .................................................................................................4
Critical Documents ...........................................................................................................4
UNIT 1: Curriculum framework for Zimbabwe Primary and Secondary Education ...........5
UNIT 2: Syllabus Interpretation ........................................................................................6
UNIT 3: Scheme of work...................................................................................................8
UNIT 4: Lesson Plans .....................................................................................................10
UNIT 5: Record Keeping .................................................................................................14
PART B: Curriculum Delivery ..........................................................................................15
UNIT 6: Scope of the guide ............................................................................................19
Annexure ........................................................................................................................21
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1.0 ORGANISATION OF THE GUIDE
In developing the Mathematics Teachers’ Guide, attention was paid to the need to further the teachers’ understanding and interpretation of the national syllabus. This teachers’ guide was cre-ated to guide you the teacher as you embark on teaching of Mathematics from form 1-4 in the new curriculum. The teachers’ guide provides progression from one level to another and also to link the developmental stages of learners and their learning abilities to relevant competencies and methodologies. This Teachers’ Guide will be divided into two sections;
Part A: critical documents Part B: curriculum delivery.
2.0 PART A: CRITICAL DOCUMENTS
Introduction
The critical documents assist you the teacher in delivering Mathematics effectively and guide learners in handling this new learning area.
You should have access the following Critical Documents: z Curriculum Framework z National Syllabus z School syllabus z Schemes of Work/Scheme Cum Plan z Lesson Plan z Records
Rationale
It is imperative that learners acquire necessary mathematical knowledge, skills and develop a positive attitude. This will enable learners to be creative thinkers, problem solvers and communi-cators with values of unhu/vumunhu/Ubuntu such as discipline, integrity and honesty. The knowl-edge of mathematics enables learners to develop mathematical skills such as accuracy, research, logical and analytical competencies essential for sustainable development in life. The importance of mathematics can be under pinned in inclusivity and human dignity and is a universal language that cuts across all boundaries and unifies diverse cultures. Mathematics plays a pivotal role in careers such as enterprise, education, medicine, agriculture, meteorology and engineering.This teachers’ guide promotes innovativeness confidence and self-actualisation. It is designed to cover Mathematics at Ordinary Level. The guide assists you as a teacher in planning your work.
Objective
This Guide was developed for the teacher to understand the importance and use of the critical documents in the new curriculum delivery.
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UNIT 1
CURRICULUM FOR PRIMARY AND SECONDARY EDUCATION 2015-2022
Introduction
This is a policy document that outlines underpinning principles, national philosophy, learning are-as, the description and expectations of MOPSE at policy level. It prescribes what the government expects you to deliver as you go about your duties. The document outlines the issue of skill-based approaches in every learning area. The document also clearly explains the aspiration of the Min-istry of Primary and Secondary Education, which is to enable all learners to develop their capac-ities as successful learners confident individual, responsible citizen and effective contributors to Zimbabwe.
Objectives
z interpret the national syllabuses and translate them into meaningful and functional school syllabuses, schemes of work and record books
z prepare relevant daily teaching notes z appreciate and understand the need to keep and maintain useful, comprehensive and up to
date class records z make and use relevant teaching and learning materials in the delivery of your lessons z acquire and use effective teaching techniques suitable for the subject and level of learners z acquire and demonstrate skills of setting reliable and valid test/ examination questions z cope with specific problem areas in language teaching z design appropriate strategies for problem solving z manage your class effectively z be resourceful z guide learners to study effectively on their own z objectively evaluate your own teaching and the learners’ progress
Key Elements
z Background z Principles and Values Guiding the Curriculum z Goals of the Curriculum z Learning Areas z Teaching and learning Methods z Assessment and Learning z Strategies for effective implementation z The Future
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UNIT 2
SYLLABUS INTERPRETATION
Introduction
Syllabus interpretation is the process of making sense of the syllabus. Interpretation is about find-ing meaning. It is the process of unpacking the syllabus, analysing it and synthesising it.
Objectives
The following are objectives for syllabus interpretation
z To help the teacher to share the same meaning with the developer. z To put the teachers’ at the same level. z To assist the teacher to implement the new curriculum z To achieve the assessment objectives. z To assist the teacher in scheming and planning.
Types of Syllabuses
There are two types of syllabuses namely z National Syllabus z School syllabus
National Syllabus
It is a policy document that outlines and specifies the learning area philosophy, aims and objec-tives, Learning/teaching concepts and content, suggested methodology and assessment criteria at every grade level. As a teacher you should always have it and use it to guide you in your day to day teaching and learning activities.
It is a major curriculum document which prescribes what government would like to see taught in all schools as spelt out in the curriculum framework and outlines the experiences that learners should undergo in a particular course of study: infant, junior, secondary.
Elements
The national syllabus consists of: z Preamble z Presentations of syllabus z Aims z Objectives z Topics z Methodology z Time Allocation z Scope and sequence z Competency Matrix z Assessment z Appendix
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Content
z Real Numbers z Sets z Financial Mathematics z Measures and Mensuration z Graph z Variation z Algebra z Geometry z Statistics z Trigonometry z Vectors z Matrices z Transformation z Probability
2.2 School Syllabus
It is a breakdown of the national syllabus which is drafted at school level with experts from the learning area by reorganising content taking into account local factors.
Factors Influencing drafting:
In coming up with the school syllabus the following should be taken into consideration z Level of learner performance (Knowledge they already have) z Availability of resources z Time allocation in the official syllabus z Attitudes and values of some topics by learners and teachers z Education technology
Elements
The School syllabus consists of: z Preamble z Presentations of syllabus z Aims z Objectives z Topics z Methodology z Time Allocation z Scope and sequence z Competence Matrix z Content Matrix z Assessment z Appendix
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UNIT 3
Scheme of work
This is a document that you as a teacher should draw from the national and school syllabus. You should outline the Week ending/cycle ending, Topic/Content, Objectives, Competencies/Skills/Knowledge, Sources of Material/Media, Suggested Resources, Methods or Activities and Evalua-tion. It’s a weekly breakdown of activities which should enable you to organise teaching activities from the topics which are set in the syllabus. You as a teacher should draw your scheme of work /Scheme-cum plan two weeks ahead of lesson delivery date. (USE OF ICT IN DRAWING THE DOCUMENTS IS ENCOURAGED).
A well-prepared Scheme of work does the following: z Give an overview of the total course content z Provide for a sequential listing of learning tasks z Show a relationship between content and resource materials z Provide a basis for long range planning and evaluation of the learning area
COMPONENTS
The components of a scheme of work include the following aspects:
z Level of learners Form 3 z Learning Area : Mathematics z Aims (Extract from the national syllabus) z Week ending: dd/mm/year z Topic/Content: Content from simple to complex z Objectives: Should be SMART (Specific ,Measurable, Accurate, Result Oriented and Time
framed z Competencies/skills/Knowledge: Any skill that the learner has to achieve z Source of material /media: eg Reference of national syllabus ,textbooks z Suggested Resources: eg ICT tools z Methods/Activities: z Evaluations
EXAMPLE FORM 3 SCHEMES OF WORKLearning area: MathematicsAims: By the end of the term learners should be able to:
z develop an understanding of mathematical concepts and processes in a way that encourages confidence, enjoyment and interest
z further acquire appropriate mathematical skills and knowledge z develop the ability to think clearly, work carefully and communicate mathematical ideas
successfully z apply mathematics in other learning areas and in life z develop an appreciation of the role of mathematics in personal, community and national
development z engage, persevere, collaborate and show intellectual honesty in performing tasks in
mathematics, in the spirit of Unhu/ Ubuntu/Vumunhu z use I.C.T tools to solve mathematical problems
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WE
EK
EN
DIN
G
TOP
IC/C
ON
TE
NT
O
BJE
CT
IVE
S
CO
MP
ET
EN
CIE
S/
SO
M/
SU
GG
ET
SE
D
ME
TH
OD
S/
EVA
LU
AT
ION
S
KIL
LS
/ M
ED
IA
RE
SO
UR
CE
S
AC
TIV
ITIE
S
K
NO
WL
ED
GE
Equ
atio
ns-S
imul
tane
ous
linea
r eq
uatio
ns-Q
uadr
atic
equ
a-tio
ns
Ineq
ualit
ies
-Sim
ulta
neou
s in
equa
litie
s
-Gra
phs
of in
e-qu
aliti
es
Lear
ners
sho
uld
be
able
to:
z
solv
e si
mul
tane
-ou
s lin
ear
equa
tions
us
ing
elim
inat
ion,
su
bstit
utio
n an
d th
e gr
aphi
cal t
echn
ique
z
solv
e qu
adra
tic
equa
tions
usi
ng fa
c-to
risat
ion
and
grap
hi-
cal m
etho
d z
solv
e si
mul
tane
-ou
s lin
ear
ineq
ualit
ies
in o
ne v
aria
ble
z
repr
esen
t sol
utio
n se
t on
line
grap
h z
solv
e si
mul
tane
-ou
s z
line
ar i
nequ
aliti
es
z
gra
phic
ally
--
Crit
ical
thin
king
-pro
blem
sol
ving
-
Col
labo
ratio
n
-Mat
hem
atic
sF
orm
1-4
Nat
iona
l syl
la-
bus
Pag
e 54
-55
-rel
evan
t tex
t-
Talk
ing
book
s/so
ftwar
e
-Sol
ving
sim
ul-
tane
ous
linea
r eq
uatio
ns u
sing
th
e el
imin
atio
n,
subs
titut
ion
and
the
grap
hica
l m
etho
d
-Sol
ving
qua
drat
ic
equa
tions
usi
ng
fact
oris
atio
n an
d th
e gr
aphi
cal
met
hods
-Sol
ving
sim
ul-
tane
ous
linea
r in
equa
litie
s in
one
va
riabl
e
-Rep
rese
ntin
g so
lutio
n se
t on
a lin
e gr
aph
-Rep
rese
ntin
g lin
ear
ineq
ualit
ies
in tw
o va
riabl
es
on th
e C
arte
sian
pl
ane
by s
hadi
ng
the
unw
ante
d re
gion
s
-Rep
rese
ntin
g th
e so
lutio
n se
t of s
i-m
ulta
neou
s li
near
in
equa
litie
s in
a
Car
tesi
an p
lane
16-0
2-16
• IC
T to
ols,
•
Rel
evan
t te
xts
• B
raill
e m
ate-
rial a
nd e
quip
-m
ent
• Ta
lkin
g
book
s
Sho
uld
show
str
engt
h an
d w
eakn
esse
s of
m
etho
dolo
gy,
and
whe
ther
ob
ject
ives
w
ere
achi
eved
. M
ap th
e w
ay
forw
ard.
T
his
form
s th
e b
asis
for
rem
edia
l wor
k
Mathematics Teachers’ Guide 2015-2022 Forms 1-4
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UNIT 4
Lesson Plan
This is a detailed daily plan of what you intend to deliver during the lesson. This is to be used in the event of you having drawn a scheme of work rather than a scheme- cum plan.
DETAILED LESSON PLAN
CLASS: Form 3
LERANING AREA: Mathematics
DATE: 16 Feb 2016
TIME: 1030hrs – 1110hrs
NUMBERT OF LEARNERS:35
TOPIC: Inequalities
Content
z Simultaneous inequalities z Graphs of inequalities
S.O.M /MEDIA
- Mathematics Form 1-4 National syllabus Page 55 ,relevant text,Talking books/software
ASSUMED KNOWLEDGE:
Learners are able to solve linear equations and linear inequalities, be familiar with inequality signs as well as number line and Cartesian plane
LESSON OBJECTIVES
During the lesson learners will: z solve simultaneous linear inequalities in one variable z represent solution set on line graph solve simultaneous linear inequalities graphically
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STAGE CONTENT ORGANISATION COACHING POINTS
Introduction (5 min)
Lesson development (30min)
Conclusion (5min)
LESSON EVALUATION:
Strength: ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Weaknesses: ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Way forward: ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
-Teacher introduces the lesson by asking ques-tions on the assumed knowledge-Learners answer ques-tions, give examples as well as asking questions if they have
-individual
-Illustration on the white-board by the teacher-Class discussion-Solving simultaneous linear inequalities in one variable be learners-Learners to discuss and represent inequalities on a number line
-in pairs learners solve si-multaneous linear inequali-ties-group discussion on rep-resenting inequalities on a number line
- group present their discus-sions whilst the whole class assist them
-learners to recall that divid-ing or multiplying both sides of an inequality by a nega-tive number reverses the sign
-concepts learnt -feedback by learners and teacher
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17
NB
.The
com
bina
tion
of a
sch
eme
of w
ork
and
a le
sson
pla
n gi
ves
a sc
hem
e-cu
m p
lan
Wee
k en
din
g
To
pic
/co
nte
nt
Ob
ject
ives
L
earn
ers
sho
uld
be
able
to
:
Co
mp
eten
cies
/S
kills
/ K
no
wle
dg
e
Met
ho
ds
and
A
ctiv
itie
s S
ug
ges
ted
R
eso
urc
es/M
edia
/ R
efer
ence
s
Eva
luat
ion
12/0
2/16
S
imu
ltan
eou
s lin
ear
equ
atio
ns
-Sub
stitu
tion
met
hod
-Elim
inat
ion
met
hod
-Sol
ve li
near
equ
atio
ns
usin
g el
imin
atio
n,
subs
titut
ion
met
hods
-crit
ical
thin
king
-s
olvi
ng
prob
lem
s -p
robl
em s
olvi
ng
-Sol
ving
si
mul
tane
ous
linea
r eq
uatio
ns
usin
g gu
ided
di
scov
ery
-cla
ss d
iscu
ssio
n
-nat
iona
l syl
labu
s pa
ge
54
-Sch
ool s
ylla
bus
-rel
evan
t tex
tboo
ks
-IC
T to
ols
-Bra
ille
mat
eria
l -T
alki
ng b
ooks
Sho
uld
show
s
tren
gth
and
wea
knes
ses
of m
etho
dolo
gy,
and
whe
ther
ob
ject
ives
w
ere
achi
eved
.
Map
the
way
fo
rwar
d.
Thi
s fo
rms
the
bas
is fo
r
rem
edia
l wor
k
Sim
ult
aneo
us
linea
r eq
uat
ion
s -G
raph
ical
m
etho
d
-Sol
ve s
imul
tane
ous
linea
r eq
uatio
ns u
sing
th
e gr
aphi
cal m
etho
d
-crit
ical
thin
king
-s
olvi
ng
prob
lem
s -p
robl
em s
olvi
ng
-Exp
ositi
on
-Dem
onst
ratio
ns
and
illus
trat
ions
by
lear
ners
-in
divi
dual
wor
k
-nat
iona
l syl
labu
s pa
ge
54
-Sch
ool s
ylla
bus
-rel
evan
t tex
tboo
ks
-IC
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ols
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ille
mat
eria
l -T
alki
ng b
ooks
Sho
uld
show
s
tren
gth
and
wea
knes
ses
of m
etho
dolo
gy,
and
whe
ther
ob
ject
ives
w
ere
achi
eved
.
Map
the
way
fo
rwar
d.
Thi
s fo
rms
the
bas
is fo
r
rem
edia
l wor
k
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18
Qu
adra
tic
equ
atio
ns
( d
ou
ble
less
on
)
-Fac
toris
atio
n m
etho
d -G
raph
ical
m
etho
d
-sol
ve q
uadr
atic
eq
uatio
ns u
sing
fa
ctor
isat
ion
and
grap
hica
l met
hod
-crit
ical
thin
king
-s
olvi
ng
prob
lem
s -p
robl
em s
olvi
ng
-lear
ners
dis
cuss
in
sm
all b
ooks
-G
roup
pr
esen
tatio
ns
-pro
blem
sol
ving
in
divi
dual
ly
-dem
onst
ratio
ns
and
illus
trat
ions
-nat
iona
l syl
labu
s pa
ge
54
-Sch
ool s
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t tex
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ols
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ooks
Sho
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wea
knes
ses
of m
etho
dolo
gy,
and
whe
ther
ob
ject
ives
w
ere
achi
eved
.
Map
the
way
fo
rwar
d.
Thi
s fo
rms
the
bas
is fo
r
rem
edia
l wor
k
Ineq
ual
itie
s -S
imul
tane
ous
linea
r in
equa
litie
s in
on
e va
riabl
e
-Sol
ve s
imul
tane
ous
linea
r in
equa
litie
s in
on
e va
riabl
e an
d re
pres
ent t
he s
olut
ion
set o
n th
e nu
mbe
r lin
e.
-crit
ical
thin
king
-s
olvi
ng
prob
lem
s -p
robl
em s
olvi
ng
-Exp
ositi
on
-pro
blem
sol
ving
in
pai
rs
-Dem
onst
ratio
ns
and
illus
trat
ions
-F
eedb
ack
of
grou
p w
ork
-nat
iona
l syl
labu
s pa
ge
55
-Sch
ool s
ylla
bus
-rel
evan
t tex
tboo
ks
-IC
T to
ols
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eria
l -T
alki
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ooks
Sho
uld
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s
tren
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and
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knes
ses
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met
hodo
logy
, a
nd w
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bjec
tives
w
ere
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eved
.
Map
the
way
fo
rwar
d.
Thi
s fo
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the
basi
s fo
r
rem
edia
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k
In
equ
alit
ies
-Sim
ulta
neou
s lin
ear
ineq
ualit
ies
in
two
varia
bles
-rep
rese
nt l
inea
r
ineq
ualit
ies
in tw
o va
riabl
es o
n th
e C
arte
sian
pla
ne b
y sh
adin
g th
e un
wan
ted
regi
on
-sol
ve a
nd r
epre
sent
si
mul
tane
ous
linea
r in
equa
litie
s on
the
Car
tesi
an p
lane
-crit
ical
thin
king
-s
olvi
ng
prob
lem
s -p
robl
em s
olvi
ng
-Dem
onst
ratio
ns
and
illus
trat
ions
-P
robl
em s
olvi
ng
in p
airs
-in
tera
ctiv
e e-
lear
ning
-nat
iona
l syl
labu
s pa
ge
55
-Sch
ool s
ylla
bus
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t tex
tboo
ks
-IC
T to
ols
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ille
mat
eria
l -T
alki
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ooks
Sho
uld
show
s
tren
gth
and
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knes
ses
of
met
hodo
logy
, a
nd w
heth
er o
bjec
tives
w
ere
achi
eved
.
Map
the
way
fo
rwar
d.
Thi
s fo
rms
the
basi
s fo
r
rem
edia
l wor
k
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UNIT 5
RECORD - KEEPING
Records are critical documents about the teaching – learning process, which you must keep as a teacherThey include:
- Syllabuses (National and School)- Staff (for HOD’s) and pupil details- Continuous assessment and examination mark lists- Stock control registers- Attendance register
TYPES OF RECORDS
- Official syllabuses- School syllabuses- Attendance Register- Records of staff details- Records of learner details- Supervision records- Files, circulars, handouts, past exam papers- Minutes of meetings- Inventory of resource materials- Stock control registers- Learner Profiles
CONCLUSION
Critical Documents are a must that you as a teacher must have for effective teaching and learning to take place .You need to be familiar with the requirements of the New Curriculum by reading the Curriculum Framework for Primary and Secondary Education and not by just having it. As a teach-er you need to scheme, plan and prepare for your lessons well in advance to show preparedness and commitment to work.
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PART B CURRICULUM DELIVERY
Introduction
This section comprises of the objectives, content, methodology, teaching-learning materials, class management, evaluation and assessment. These assists you as a teacher in lesson delivery.
OBJECTIVES (EXAMPLES)
By the end of this unit, you should be able to:- select appropriate teaching methods for your lessons - design meaningful and effective instructional material- use a variety of learner-centred approaches- plan and organise educational tours- help pupils carry-out projects or experiments - make good quality aids from available resources
(Types: charts, chalkboard, whiteboard, computers slides, films, videos, flannel graph, textbooks )
CONTENT
The following is the content you should cover: z Real Numbers z Sets z Financial Mathematics z Measures and Mensuration z Graphs z Variation z Algebra z Geometry z Statistics z Trigonometry z Vectors z Matrices z Transformation z Probability
METHODOLOGY
As a teacher it is important for you to use problem solving and learner–centred approaches. You are the facilitator and the learner is the doer. You should select appropriate teaching methods for your lessons. They should be varied and motivating. You should select one or several methods depending on:
z The subject matter z Instructional objectives z The learner z Your personality z Learners level of development (cognitive, affective and psychomotor)) z Content to be covered z The time z Learning material
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z The environment z Competencies to be developed
Teaching methods can be grouped under three main categories:
a) Cognitive development methods
These are mainly: z Discussion Method z Socratic (Question and answer) z Team Teaching Method z Self-activity/independent learning z Educational tours Method z Group work z Problem solving
b) Affective development methods
z Modelling Method z Simulation Method z Observation z Exposition z Lecture
c) Psychomotor development methods
z Inquiry z Interactive e-learning z Guided Discovery z Demonstration and illustration Method z Experimentation Method z Programmed Learning Method z Assignment Method z Research z Project Method z Microteaching Method
CROSS CUTTING ISSUES
z Life skills z Enterprise skills z Financial literacy z ICT z HIV and AIDS z Environmental issues z Disaster Risk management z Collaboration
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TEACHING - LEARNING MATERIALS
These are materials which help the learner to learn effectively, faster, capture learners’ interest and create virtual reality.
EXAMPLES
z ICT tools z Geo-Board z Environment z Relevant texts z Braille materials and equipment z Talking books z Charts z Whiteboard or Chalkboard z Videos
ASSESSMENT AND EVALUATION
Is the measure of success or failure in the teaching-learning process and provides feedback on the acquisition of knowledge and skills by learners as well as attitude.
EXAMPLES
Tests and exercisesAssignmentsExaminationsProjectsPresentations
CLASS MANAGEMENT
This is a process of planning, organising, leading, controlling classroom activities and maintaining discipline to facilitate an effective learning environment hence motivating learners.
Organisational skills for effective learning
This covers classroom organization from:
z Physical environment
- Classroom to be clean, tidy and airy - Safety considerations when arranging furniture- Teaching aids to be visible to learners.
z Emotional environment
- You need to be pleasant, firm but friendly. - set the right tone- tell learners what you expect from them.
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z Grouping- You may group your learners according to needs, abilities, and be gender sensitive. - Encourage them to share ideas in groups.
z Class control and discipline
- be prepared for the lesson- Be familiar with the schools policy on discipline. - Be firm but fair- Acknowledge good behaviour- Punishments must be corrective and to the benefit of the child. - create an atmosphere of trust and honesty
z Motivation
- Make your learners feel important through recognizing and rewarding achievements- encouraging those who are lagging behind to continue working hard.- Knowing learners by their names creates good rapport. - Be a role model to your learners
. z Supervision
- Always check learners’ work in order to guide and correct them.- Give immediate feedback in order to motivate learners.
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UNIT 6
SCOPE OF THE GUIDE
TOPICS The following topics are to be covered from form 1-4
z Real Numbers z Sets z Financial Mathematics z Measures and Mensuration z Graphs z Variation z Algebra z Geometry z Statistics z Trigonometry z Vectors z Matrices z Transformation z Probability
TOPIC (breakdown)
GEOMETRY
z Points, lines and angles z Bearings z Polygons and circles z Similarity and congruency z Constructions and loci z Symmetry
CONTENT ACTIVITIES METHODOLOGY MATERIALS EVALUATIONSGeometry
z Triangles z Quadrilaterals
z Constructing triangles and quadrilaterals
z Solving problems using construction of tri-angles and quadri-laterals
z Problem solving
z Discussion z Problem solving z Experimentation z Demonstration
and illustration z Interactive
e-learning
z ICT tools z Maths set z Environment z Relevant texts z Braille material
and equipment z Talking books z Talking soft-
ware
Should show strength and weaknesses of methodology, and whether objectives were achieved. Map the way forward.
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TEACHABLE UNIT: CONSTRUCTION AND LOCI (hints)
NB . break down all the topics using the format above
FORM 1 FORM 2 FORM 3 FORM 4
Real numbers Real numbers Real numbers
Sets Sets Sets
Financial mathematics Financial mathematics Financial mathematics Financial
mathematics
Measures and Measures and Mensuration Mensuration
mensuration mensuration
Graphs Graphs Graphs Graphs
Variation Variation Variation
Algebra Algebra Algebra Algebra
Geometry Geometry Geometry Geometry
Statistics Statistics Statistics Statistics
Trigonometry trigonometry
Vectors Vectors Vectors
Matrices Matrices
Transformations Transformations Transformations Transformations
Probability Probability Probability
CONCLUSION
This part on curriculum delivery assists you the teacher on expectations during lesson delivery eg classroom management and breaking down of topics. The guide might not have exhausted everything that is essential for curriculum delivery hence you are allowed to exploit more.
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31
SC
OP
E A
ND
SE
QU
EN
CE
7.
1 R
eal n
um
ber
s
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Num
ber
Con
cept
s an
d O
pera
tions
Num
ber
type
s
Fac
tors
and
m
ultip
les
D
irect
ed n
umbe
rs
F
ract
ions
and
pe
rcen
tage
s
Ord
er o
f ope
ratio
ns
F
acto
rs a
nd
mul
tiple
s
Squ
ares
and
squ
are
root
s
Cub
es a
nd c
ube
root
s
O
rder
of o
pera
tions
Irra
tiona
l num
bers
Num
ber
patte
rns
App
roxi
mat
ions
and
es
timat
ions
R
ound
off
num
bers
Dec
imal
pla
ces
S
igni
fican
t fig
ures
Est
imat
ions
Sig
nific
ant f
igur
es
E
stim
atio
ns
Li
mits
of a
ccur
acy
Rat
ios,
rat
es a
nd
prop
ortio
ns
R
atio
s
R
atio
s
Pro
port
ions
Rat
ios
R
ates
Pro
port
ions
Ord
inar
y an
d st
anda
rd
form
Larg
e an
d sm
all
num
bers
Num
bers
in
stan
dard
form
Ope
ratio
ns in
st
anda
rd fo
rm
Num
ber
base
s
Num
ber
base
s in
ev
eryd
ay li
fe
P
lace
val
ues
C
onve
rtin
g nu
mbe
rs
from
one
bas
e to
an
othe
r
O
pera
tions
in
num
ber
base
s
Sca
les
and
sim
ple
map
pr
oble
ms
S
cale
mea
sure
men
t
Sca
le d
raw
ing
S
cale
s
Leng
th fa
ctor
Are
a fa
ctor
AN
NE
XT
UR
E 1
: SC
OP
E A
ND
SE
QU
EN
CE
TOP
ICS
FO
R E
AC
H L
EV
EL
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32
7.2
Set
s
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
S
ets
Set
s an
d S
et
nota
tion
T
ypes
of s
ets
T
ypes
of s
ets
V
enn
diag
ram
with
tw
o su
bset
s
S
et B
uild
er N
otat
ion
V
enn
diag
ram
s w
ith
thre
e su
bset
s
7.3
Fin
anci
al M
ath
emat
ics
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Con
sum
er a
rithm
etic
Hou
seho
ld b
ills
P
rofit
and
loss
Dis
coun
t
Hou
seho
ld b
udge
ts
C
orpo
rate
bill
s
P
rofit
and
loss
Sim
ple
inte
rest
Hire
pur
chas
e
Sm
all s
cale
en
terp
rise
budg
ets
B
ank
stat
emen
ts
C
ompo
und
inte
rest
Com
mis
sion
Hire
pur
chas
e
F
orei
gn e
xcha
nge
S
ales
and
inco
me
tax
rate
s (P
ay a
s yo
u ea
rn (
PA
YE
))
V
alue
add
ed ta
x (V
AT
)
Cus
tom
s an
d E
xcis
e D
uty
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33
7.4
Mea
sure
s an
d M
ensu
rati
on
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Mea
sure
s
Uni
ts o
f :
- T
ime
- M
ass
- Le
ngth
-
Tem
pera
ture
-
Cap
acity
Uni
ts o
f: - A
rea
- V
olum
e -
Cap
acity
-
Den
sity
Men
sura
tion
Per
imet
er o
f pla
ne s
hape
s
Are
a of
pla
ne s
hape
s
P
erim
eter
of p
lane
sh
apes
Are
a of
pla
ne s
hape
s
Vol
ume
of c
uboi
ds
P
erim
eter
of
com
bine
d sh
apes
Are
a of
com
bine
d sh
apes
Vol
ume
of
cylin
ders
A
rea
and
volu
mes
of
sol
id s
hape
s
Sur
face
are
a
Den
sity
7.5
Gra
ph
s
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Fun
ctio
nal G
raph
s
C
arte
sian
pla
ne
S
cale
Co-
ordi
nate
s
C
arte
sian
pla
ne
T
able
of v
alue
s
Line
ar g
raph
s
Sca
le
F
unct
iona
l Not
atio
n
Li
near
gra
phs
Q
uadr
atic
gra
phs
C
ubic
gra
phs
In
vers
e gr
aphs
Tra
vel G
raph
s
Dis
tanc
e tim
e gr
aphs
Dis
tanc
e tim
e gr
aphs
Dis
tanc
e tim
e gr
aphs
Spe
ed-t
ime
grap
hs
D
ispl
acem
ent t
ime
grap
hs
V
eloc
ity-t
ime
grap
hs
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34
7.6
Var
iati
on
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Var
iatio
n
D
irect
var
iatio
n
D
irect
var
iatio
n
Inve
rse
varia
tion
Jo
int v
aria
tion
P
artia
l var
iatio
n
7.7
A
lgeb
ra
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Alg
ebra
ic M
anip
ulat
ion
B
asic
arit
hmet
ic
proc
esse
s in
lette
r sy
mbo
ls
S
ubst
itutio
n of
va
lues
Alg
ebra
ic
expr
essi
ons
S
ubst
itutio
n of
va
lues
Alg
ebra
ic
expr
essi
ons
A
lgeb
raic
frac
tions
Qua
drat
ic
expr
essi
ons
F
acto
risat
ion
A
lgeb
raic
frac
tions
Hig
hest
Com
mon
F
acto
r (H
CF
) an
d Lo
wes
t Com
mon
M
ultip
le (
LCM
) of
al
gebr
aic
expr
essi
ons
Q
uadr
atic
ex
pres
sion
s
Fac
toris
atio
n
A
lgeb
raic
frac
tions
Qua
drat
ic
expr
essi
ons
F
acto
risat
ion
Com
plet
ing
the
squa
re
Equ
atio
ns
Li
near
equ
atio
ns
E
quat
ions
with
br
acke
ts
E
quat
ions
with
fr
actio
ns
C
hang
e of
sub
ject
of
form
ulae
Sim
ulta
neou
s lin
ear
equa
tions
S
imul
tane
ous
equa
tions
Qua
drat
ic e
quat
ions
Cha
nge
of s
ubje
ct in
fo
rmul
ae
Sub
stitu
tion
of
valu
es
C
ompl
etin
g th
e sq
uare
Qua
drat
ic fo
rmul
ae
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35
Q
uadr
atic
equ
atio
ns
Ineq
ualit
ies
Line
ar in
equa
litie
s
Line
ar in
equa
litie
s
Num
ber
line
C
arte
sian
pla
ne
S
imul
tane
ous
ineq
ualit
ies
G
raph
s of
in
equa
litie
s
Li
near
pro
gram
min
g
Indi
ces
and
Log
arith
ms
Inde
x fo
rm
La
ws
of in
dice
s
Hig
hest
Com
mon
F
acto
r (H
CM
) an
d Lo
wes
t Com
mon
M
ultip
le (
LCM
) in
in
dex
form
Squ
ares
and
squ
are
root
s
Cub
es a
nd c
ube
root
s
In
dice
s
Lo
garit
hms
The
ory
of
loga
rithm
s
Equ
atio
ns
invo
lvin
g in
dice
s an
d lo
garit
hms
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36
7. 8
G
eom
etry
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Poi
nts,
line
s an
d an
gles
Poi
nts
Line
s
A
ngle
s
A
ngle
s
Par
alle
l and
T
rans
vers
al li
nes
A
ngle
s of
ele
vatio
n an
d de
pres
sion
Bea
ring
Car
dina
l poi
nts
T
hree
figu
re b
earin
g
Com
pass
bea
ring
T
hree
figu
re
bear
ing
C
ompa
ss b
earin
g
Pol
ygon
s
P
olyg
ons
Pro
pert
ies
of p
olyg
ons
(tria
ngle
s an
d qu
adril
ater
als)
P
rope
rtie
s of
po
lygo
ns
A
ngle
s an
d pr
oper
ties
of
poly
gons
Num
bers
of s
ides
of
poly
gons
C
ircle
theo
rem
s
Sim
ilarit
y an
d C
ongr
uenc
y
S
imila
r an
d co
ngru
ent
figur
es
C
ases
of c
ongr
uenc
y
A
reas
of s
imila
r fig
ures
Vol
ume
and
mas
s of
si
mila
r so
lids
Con
stru
ctio
ns a
nd L
oci
C
onst
ruct
ion
of
lines
and
ang
les
C
onst
ruct
ion
of a
ngle
s
Bis
ectin
g lin
es a
nd
angl
es
C
onst
ruct
ion
of
tria
ngle
s an
d qu
adril
ater
als
C
onst
ruct
ion
of
diag
ram
to a
sca
le
Lo
ci
Sym
met
ry
Line
sym
met
ry in
two
dim
ensi
ons
Rot
atio
nal s
ymm
etry
in
two
dim
ensi
ons
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37
7.9
Sta
tist
ics
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Dat
a C
olle
ctio
n,
Cla
ssifi
catio
n an
d R
epre
sent
atio
n
D
ata
colle
ctio
n
Dat
a cl
assi
ficat
ion
Dat
a co
llect
ion
C
lass
ifica
tion
of
ungr
oupe
d da
ta
C
olle
ctio
n an
d cl
assi
ficat
ion
of
grou
ped
data
Fre
quen
cy ta
ble
P
ie c
hart
His
togr
am
F
requ
ency
pol
ygon
F
requ
ency
tabl
e
Fre
quen
cy
poly
gon
C
umul
ativ
e fr
eque
ncy
tabl
e
Cum
ulat
ive
freq
uenc
y cu
rve
Mea
sure
s of
Cen
tral
T
ende
ncy
Mea
n
Mod
e
Med
ian
A
ssum
ed m
ean
M
ean,
med
ian
and
mod
e of
gro
uped
da
ta
A
ssum
ed m
ean
M
edia
n fr
om
cum
ulat
ive
freq
uenc
y cu
rve
Mea
sure
s of
Dis
pers
ion
Qua
rtile
s
Inte
r qu
artil
e ra
nge
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38
7.10
Tri
go
no
met
ry
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Pyt
hago
ras
The
orem
Pyt
hago
ras
theo
rem
Pyt
hago
rian
trip
ple
Trig
onom
etric
al R
atio
s
Trig
onom
etric
al
ratio
s of
acu
te
angl
es:
- si
ne
- co
sine
-
tang
ent
T
rigon
omet
rical
ra
tios
of o
btus
e an
gles
: -
sine
-
cosi
ne
- ta
ngen
t
C
osin
e ru
le
S
ine
rule
Are
a of
a tr
iang
le
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39
7.11
V
ecto
rs
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Def
initi
on a
nd N
otat
ion
Def
initi
on o
f vec
tor
V
ecto
r no
tatio
n
Typ
es o
f Vec
tors
T
rans
latio
n ve
ctor
s
Neg
ativ
e ve
ctor
s
Equ
al v
ecto
rs
P
aral
lel v
ecto
rs
T
rans
latio
n
N
egat
ive
Equ
al
P
aral
lel
P
ositi
on
Ope
ratio
ns
Add
ition
of v
ecto
rs
S
ubtr
actio
n of
ve
ctor
s
A
dditi
on o
f vec
tors
Sub
trac
tion
of
vect
ors
sc
alar
mul
tiplic
atio
n
Mag
nitu
de
C
ombi
ned
vect
or
oper
atio
ns
V
ecto
r pr
oper
ties
of
plan
e sh
apes
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40
7.12
Mat
rice
s
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Ord
er
Ord
er o
f mat
rices
T
ypes
of m
atric
es
Ope
ratio
ns
A
dditi
on a
nd
Sub
trac
tion
of
mat
rices
S
cala
r m
ultip
licat
ion
of m
atric
es
M
ultip
licat
ion
of
mat
rices
Det
erm
inan
ts
D
eter
min
ants
of
Mat
rices
S
ingu
lar
and
non-
sing
ular
mat
rices
Inve
rse
Mat
rix
In
vers
e of
mat
rix
S
imul
tane
ous
linea
r eq
uatio
ns in
2
varia
bles
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41
7.13
T
ran
sfo
rmat
ion
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Tra
nsla
tion
T
rans
latio
n of
pla
ne
figur
es
T
rans
latio
n ve
ctor
to
mov
e a
poin
t
tran
slat
ion
vect
or to
m
ove
a pl
ane
figur
e on
Car
tesi
an p
lane
Ref
lect
ion
R
efle
ctio
n of
pla
ne
figur
es
R
efle
ctio
n of
pla
ne
figur
es o
n a
Car
tesi
an p
lane
in
the
x-ax
is, y
-axi
s,
lines
of t
he fo
rm y
=a
and
x=b
R
efle
ctio
n of
pla
ne
figur
es in
any
line
an
d us
e of
mat
rices
Rot
atio
n
R
otat
ion
of p
lane
fig
ures
in a
C
arte
sian
pla
ne b
y dr
awin
g
R
otat
ion
of p
lane
fig
ures
by
draw
ing
and
use
of m
atric
es
Enl
arge
men
t
Enl
arge
men
t abo
ut
the
orig
in u
sing
a
ratio
nal s
cale
by
draw
ing
E
nlar
gem
ent u
sing
m
atric
es a
nd a
bout
an
y po
int u
sing
a
ratio
nal s
cale
Str
etch
O
ne-w
ay a
nd tw
o-w
ay s
tret
ch u
sing
m
atric
es a
nd
geom
etric
al m
etho
ds
She
ar
She
ar u
sing
mat
rices
an
d ge
omet
rical
m
etho
ds
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42
7. 1
4 P
rob
abili
ty
TO
PIC
F
OR
M 1
F
OR
M 2
F
OR
M 3
F
OR
M 4
Pro
babi
lity
Def
initi
on o
f pr
obab
ility
term
s
Exp
erim
enta
l pr
obab
ility
E
xper
imen
tal
prob
abili
ty
T
heor
etic
al
prob
abili
ty
S
ingl
e ev
ents
C
ombi
ned
even
ts
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