MATHEMATICS SCHEME OF WORK

FORM ONE INDUSTRIAL AND COMMERCIAL

WEEK TOPIC LESSONS GUIDANCE NOTES

1 -The set of N of natural numbers -Definition of N and N*
-Multiples, divisors criteria for -Addition in N, Subtraction, Multiplication and
divisibility by 10,100,1000,2,5,3,and Division in N. Test of Divisibility
2 The Set of Natural 9 -Factors, common factors, Prime numbers, Prime
numbers N -Division in N factorization, Integral powers of Natural numbers
-Prime numbers -LCM and HCF
-Integral powers of natural numbers -Square root and cube root by Prime factorization
3

4 -Different types of fractions -Definition

-Types of fractions
-Comparing fractions, changing improper
5 -Simplifications, sum and difference fractions to proper fractions and vise versa
of two fractions -Addition, Subtraction of fractions
Fractions -Multiplication and Division of fractions
6 -Product of two fractions -Use of BODMAS
-Converting fractions to decimals and vise versa
-Comparing -Converting fractions to percentages
-Worded problems involving fractions
7

8 -Introduction -Place value, Comparing decimals.

-AdditionSubtraction -Addition and Subtraction
MultiplicationDivision -Multiplication and Division
9 Decimals -1st Sequence test -Neighborhood of a fraction by two Decimals.
-Converting fractions to decimals and -Number of decimal places.
vise versa -Significant figures
10 -Neighborhood of a fraction by two
positive decimals

11 -The Number line -Start with the set

-Addition and Subtraction using the Z of integers
Number line The introduction should be through practical and
The Set of simple examples such as dates in history and the

1
12 Integers -Multiplication of Directed numbers birth of Jesus as a reference point, student marks
-Division of Directed Numbers in a test and the average mark as a reference point

-Comparing Directed numbers

-Use concrete examples for proper

-2nd Sequence test mastery of each operation by students especially

when two numbers are of opposite signs.
PROPERTIES OF -BODMAS -Use examples to demonstrate commutativity of
ADDITION AND addition and multiplication, the distributive
MULTIPLICATI property of multiplication over addition and
ON -Mental multiplication by 9, 11, subtraction
99,101 -Train the students to be able to use brackets
13 MENTAL correctly e.g. a +b ×c=a+(b×c) etc
CALCULATION -Use examples to bring out the priority of an
operation over another(BODMAS)
-Do mental operations for multiplication such as
by 9,11,99,101,… and other properties (i.e. a×9)
a, etc
14 -Lines, points on the same -Use the notations(AB); (xy);(D)for a line .if A,B
line(aligned points), notations and C are three points on the same line then
translate this as A(BC), B(AC) and C(AB)
15
-Let students be able to draw the line(s) passing
through a given point)and the line passing through
-Lines passing through a point two given points
16 -Lines passing through two distinct -Demonstrate that two straight can only intersect
points. at a point
LINES IN THE -Draw a line which passes through a given point
PLANE and perpendicular to a given line
17
-Intersecting lines -Use the ruler and a set square to introduce the
-Perpendicular lines notion of parallism
-Use solid objects such as match box to concretize
18 the notion of perpendicular and parallel lines
-Parallel lines -Introduce the notion of a half line which are (AB
-Half Line Notation and AB)
-3rd sequence
19

-Draw a line segment with given end points

-A Line segment: Base line of a (extremities) and of a given length
STRAIGHT LINE segment, notations -Differentiate a half line from a line segment
20 SEGMENT -Distinguish the notationsAB, (AB) and AB
-Get the midpoint of a line segment by folding or
by use of a graduated ruler and a pair of
compasses
-Measure of the length of a line
segment

2
21 -Mediator(Perpendicular bisector) of -Use the idea of a turn about a point to introduce
a line segment angles
-Notation of angles and angular sector -The use of the protractor in measuring angles
22 -Measure of angles in degree -Measure given angles correctly
-Vocabularies: Vertex, Sides -Use the protractor and the ruler to draw angles of
-Types of angles: acute, obtuse, null, given dimensions
23 ANGLES right, straight, reflex, full or complete -Introduce the different ways of representing
turn angles such as ABC, ABC or simply x.
-Revision and 4th sequence -Let students be able to express the measure of an
-Measure of angles in radians and angle in different units.
grade -Draw the bisector of an angle using a protractor
24 -Adjacent and opposite angles and a ruler, and by folding.
-Angle Bisector.

25 -Vocabulary: Vertex, Sides -Recognize the three sides and three vertices of a
triangle
-Recognize a vertex and the side opposite it or a
-Some particular triangles: Equatorial, side and the vertex opposite it.
Right, Isosceles -Outline the properties of each type of triangle
-Construct triangles given (a) 3 sides; (b) 1 angle
and the 2 adjacent sides; c) 1 side and two
adjacent angles.
-Notation: Base line of a triangle -Use of letters correctly to name a triangle
26 TRIANGLE -Establish with students that the median of each
triangles of equal areas
-Height median, mediator and angle -Define and draw the height and median of each
bisector triangle from each of its vertices.
Outline the properties of height, median,
-Perimeter and Area mediator, and bisector.
27 -Students should be able to calculate the perimeter
-Similar triangles and/or area of any given triangle

28 -Parallelograms: Properties -Definition and properties(sides, angles)

-Let students be able to identify each from a group
QUADRILATER of figures
29 ALS -Construct the fourth vertex of a parallelogram
-Square, Rectangle Rhombus using a set square and a pair compasses

-Calculate the perimeter and the area of each

30 -Perimeter and Area
31 CENTRAL -Program of construction -Recognize and appreciate symmetry in nature (in
SYMMETRY OR -Symmetry of two points about a leaves animals, some common objects even
SYMMETRY AT point: symmetry of a line, angle and humans beings).

3
32 A POINT OR triangle about a point. -Construct the symmetry of two point about a
ROTATIONAL -Properties(Conservation of the given point.
SYMMETRY alignment of lines, distances and -From a given figure determine the centre of
angles) symmetry(e.g.) a circle

33 ORTHOGONAL -Program of construction. -Use folding to recognize that two figures are
OR SYMMETRY -Symmetry of two points about a line symmetrical about a line
ABOUT A LINE -Symmetry of a line, angle, triangle -Construct the symmetry of a point, a line, a
etc about a line triangle about a given line.
-Properties. -From a given symmetrical figure identity the axis
-5th Sequence test of symmetry and recognize and draw this axis
-Show the conservation of the alignments of lines,
distances, and angles

MATHEMATICS SCHEME OF WORK

FORM TWO INDUSTRIAL AND COMMERCIAL

WEEK TOPIC LESSONS GUIDANCE NOTE

1 -Calculations in D +, -, × -Definition of Decimals and examples

- Comparison Addition, Subtraction, Multiplication of and
Relative Decimals - Whole numbers Division of decimals
2 -Powers of decimals Comparison of Decimals
-Simple calculations -Comparison of decimals
-Integral powers of decimals
3 -Introduction: The set of Q -Introduction i.e. definition of a Q
of rational numbers -Calculations in Q i.e. Addition, Subtraction,
-Additionsubtraction Multiplication, and Division of Q
multiplication and division -The opposite or negative of Q
-Reciprocal of a rational number
4 The set of Rational -Opposite or negation of a -Integral powers of Rationals
numbers rational number
-Reciprocal of a rational
number

-Integral powers of a rational

4
5 number
-Comparison of rational
numbers
-Neighborhood: decimal
approximation of rationals

6 -Addition and subtraction -Terms, Constant, Coefficient and Variables.

-Addition and subtraction of Algebraic terms
.i.e. Notion of like terms
7 BASIC ALGEBRA -1st Sequence test -Multiplication of algebraic terms
-Expanding brackets
-Expand brackets
8 -Collecting like terms -Simplifying algebraic terms

9 -Equations of the form -Definition of Equation

a+ x=b, in Q -Solving linear equations
-Method requiring Addition and Subtraction
10 -Solve for x from a + x=b -Method requiring Multiplication and Division
-Combining Method of Addition, Subtraction
Linear Equations and Division.
11 -Problems that lead to -Equations containing brackets
simple equations -Equations containing unknown on both sides
12 -Solving miscellaneous exercise
13 -Inequations of the form -Definition of an inequality using the signs ˃,,
a+ x0, x+a˃0;x+a≤0 in R ≤, ≥
-Solving linear inequalities
14 -Problems that lead to
LINEAR -Introducing Number line
equations and inequations
INEQUALITIES of the form above
15 -Representing inequalities on a Number line.
2nd Sequence test

16 -Calculating the coefficient -Calculate the Coefficient of Proportionality .i.e.

PROPROTIONALITY of proportionality Speed, Density, Rate of flow.
17 -Graphical representation -Graphical representation
-If b, d ≠0 a/b=c/d iff ad=bc -Miscellaneous exercise.
18 -Calculations involving -Determine given percentage of a whole and
percentages vise versa
-Conversion fraction to -change fractions and positive decimals to
PERCENTAGES percentages and vise versa percentages and vise versa
AND SCALES -Percentage as an operator

5
19 -Scale as an operator
-Definition of choice of -Use of appropriate scale to enlarge or reduce
appropriate scale the image of a given object
-Scaling in graduating a line
-Miscellaneous exercise
20 -Distance between two
points. -Measure of the distance between two points
-Triangle inequality.
21 GEOMETRY -Construct the mediator of a line segment by a
-Characterization of a line ruler and pair of compasses or folding
segment.

22 -Mediator of a line segment

-Characterization of the
mediator of a line segment
3rd sequence test
23 -Complementary and -Complementary and Supplementary angles
supplementary angle -Equality of angles
ANGLES -Transversal to two parallel -Transversal to two parallel lines
lines to demonstrate -Alternate angles, vertically opposite angles,
24 alternate angles: vertical corresponding angles and their properties
opposite angles,
corresponding angles and - f an in a ian = 0
their properties
25
4th sequence test
26 -Same particular -Equilateral, Isosceles, and Right angled triangle
triangles(equilateral, -Sum of angles in Triangle
isosceles right-angled, -Py ha a’ h
TRIANGLES triangles) -Hypotenuse as the side i an 0
-Sum of angles in a triangle
27 -Py ha a’ h
 y n a h id
i an 0

28 -Sector of a circle -Define sector with given angle subtended at the

-Circumscribed circles in any circle, calculate area of sector, length of arc etc.
CIRCLES triangles
-Regionalization of a plane by a
circle
29 -Interior, Exterior
-Sector, area of sector
30 -Revision
-5th sequence test

6
 MATHEMATICS SCHEME OF WORK

FORM THREE INDUSTRIAL AND COMMERCIAL

week TOPIC LESSON GUIDANCE NOTES

RATIONAL Definition Definition
NUMBERS Operations Addition, Subtraction, Multiplication and
Division of rationals.
Integral Powers of Properties like am x an = a m+n
Rationals am ÷ an = a m-n
- Writing decimals in exponential form
- Multiplying numbers in exponential form.

REAL NUMBERS Radicals - Introduction, the square root sign.

Definition - Definition of the set R.
- Neighbourhood of numbers in R by two
decimal Numbers.
Operations in R - Addition and Multiplication in R
Comparism - Comparing real numbers.
Integral Powers of Real -Use indices to carry out calculations in R.
Numbers Bounded
Intervals in R - Close, Open and Half intervals
ALGEBRAIC Simplification - Develop and Simplify Algebraic Expressions.
EXPRESSIONS Factorisation and - Using different methods to factorise expressions
Expansion - Numerical values of an expression.
Equations and Inequations - Solving equations of the form = o and
inequation of the form , ,
± in R
-Problems that lead to equations and inequations.
PLANE Distance - Distance of a point from a line.
GEOMETRY - Definition Properties.
-Distance between two parallel lines.
- Definition
- Characteristics of the angle bisector.
Triangle - Line passing through the mid points of two
sides.
- Direct and inverse properties.
- Particular straight lines (angle bisector, heights
i.e. centre of gravity or centroid, Mediator i.e.
perpendicular bisector, Circumscribed circles).
STATISTICS Vocabularies - Classification of data, frequency as a percentage
of the total frequency.
- Mean, Mode

7
 - Bar and Pie Charts.
ANALYTIC Vectors - Notion of vectors, Equality of Vectors, Zero
GEOMETRY Vector, Addition of Vectors, Chasles, relations,
opposite or inverse of a vector.
- Magnitude of a vector.
- Vector characterization of the midpoint of a line
segment.

Plotting (locating points) - On a graduated line.

-Axis of reference of a straight line.
- In the orthogonal and orthonormal plane.
-Axis of reference (ordinate, abscissa)
SOLID GEOMETRY Pyramid - Observation and description of a solid.
- Describe a pyramid using the appropriate
vocabularies.
- Represent in perspective a regular pyramid with
Regular square base
Pyramid - Volume =
Volume and Area
- Calculate the areas of the lateral surfaces and
hence total surface area.
Cone - observe different types of cones.
- Represent in perspective a cone of revolution.
- Volume =
Volume and area of cone
- Area of lateral surface of cone
= √
-Length of slant height √

Section of Cone or Pyramid - Represent the tronc of a pyramid and a cone.

parallel to the base - Calculate volume
- Construct image of a point by a given
Projection projection.
TRANSFORMATION Symmetry about a point & -Projection of the midpoint.
OF THE PLANE a line -Use symmetry to justify configuration
Translation Construct image of object by translation
-Recognize translation in configuration.
- Use translation to justify equality of distance
and angles, collinearity of three points,
parallelism of two lines, perpendicular lines.

8
 MATHEMATICS SCHEME OF WORK

FORM FOUR INDUSTRIAL AND COMMERCIAL

Week TOPIC LESSON GUIDANCE NOTES

RADICALS - Comparing radicals (surds)
REAL - Addition, Subtraction, Multiplication,
NUMBERS Conjugate of radicals.
-Simplification of radicals.
Intervals in R - Close, open and half intervals.
Absolute Value - Absolute Value and equations
-Absolute Value and inequations
ALGEBRAIC Monomials, -Definition of monomials and polynomials,
degree, coefficient and variable
- Sum and product of polynomials.
-Factorisation of 2nd degree polynomials.
MANUPULATIONS Polynomials
Rational Fractions - Definition/Condition of existence
- Simplification
- Numerical value of an expression
EQUATIONS AND 1st Degree -Solving 1st degree equations in one unknown.
INEQUATION S Equations and Inequations - Equations that will reduce to 1st degree
equations
-Solving 1st degree inequations in one unknown.
- Solving simultaneous equations in two
unknowns by methods of elimination substitution
and graph.
-Worded problems leading to equations and
inequations in one and two unknowns.
AFFINE APPLICATION Definition - Introducing Affine functions using concrete
examples
Sense of Variation - Using the sign of f (x) = to determine
sense of variation
Graphical Representation -Using concrete examples to plot graphs within
given intervals.
-Interpreting graphs.
STATISTICS Grouped Data -Grouped data of equal class widths
-Cumulative and frequency distribution tables.
Graphical Representation Bar chart, Histogram, Pie Chart
of Data -Mean and modal class of grouped data
PLANE Thales Properties -Direct Properties
GEOMETRY -Indirect Properties (particular case of a triangle)

9
 Triyonometry in Right – -Trigonometric ratios of acute angles.
Triangle -Properties such as sin2 + cos2 = 1

-Solving the right triangle.

-Trigonometric ratios of special angles i.e. 30o,
45o, 60o
TRANSFORMATION OF Rotation - Program of construction
THE PLANE - Conservation of lengths or distances and
measure of angles.
- Application to construction of regular polygons.
Enlargement - Definition, Centre, Ratio.
- Property of Conservation of angle.
ANALYTIC Multiplication of a Vector - Definition, Properties.
GEOMETRY by a Real Number - Definition of collinear vectors.
- Parallel and Perpendicular Vectors.
- Direction Vector of a line.
Coordinate of a Vector - Definition,
- Calculating the coordinate of the end point of
the sum of two vectors.
- Calculating the coordinate of the end point of
the product of a vector and a scalar.
- Condition for collinearity.
- Calculation in an orthogonal coordinate system.
-Square of the magnitude of a vector.
- Coordinate of the midpoint.
- Distance between two points.
EQUATION OF A - Cartesian Equation of a line.
STRAIGHT LINE - Coordinate of a direction vector of a line.
- Gradient of a straight line not parallel to the
coordinate axes.
- Y – intercept.
- Condition of parallelism or orthogonality of two
lines of given Cartesian equation in the X – Y
plane.
- Application to graphical solution of linear
simultaneous equations in two unknowns.

10
 SCHEMES OF WORK IN MATHEMATICS FOR INDUSTRIAL FIVE

Week TOPIC LESSON GUIDANCE NOTES

1 CALCULATIONS IN  R and its subsets Students should be able to:
R  Additions and multiplication  Recognise the sets N, Z, Q and R
inR  Establish the existence of irrational numbers
 Indices  Carry calculations of concrete situations or
 Properties and calculations real life examples
 Absolute value  Show that (R, t) and (R, x) are commutative
 Distance on a number line groups
 Solutions of inequalities such as  Define where aER and nEN or nEZ
| |  Link distance between two points A and B to
 Properties absolute value.
i.e. ( ) | |
i.e. | | | |
 Establish properties such as
| | | || |
| | | | ( )
| | | | | |
| |
| |
| |
| | | | | || | | | | |
2 CALCULATIONS IN  Upper and lower bounds in a  Use examples in R to bring out the concepts
R subset E of the set of real of lower bound, upper bound, maximum and
numbers R minimum
 Degree of accuracy  Within a given subset E of R identify a E
 Approximation to n number of such that (lower bound or a ≥
decimal places x (upper bound)
 Rounding up and rounding  Establish the link between the notions
down intervals, neighbourhood, absolute values
 Bounds or neighbourhood of a and distance.
real number  Students should be able to approximate to
 Generalities given accuracy.
- Coincidence of functions f and  Familiarise the student with the description
g on the same domain i.e. f(x) or the concept of functions.
= g(x)  Emphasize and difference between f and f(x)
 Direct image, domain of i.e. while f(x) =
definition and the range of ax+b
given function: f-'(B) where  Make students master graphical
f(A) = B (graphically) representation of functions.
 Graphical representation should be within a

11
 finite interval.
3 NUMERICAL  Generalities  The notion of increasing, decreasing,
FUNCTIONS - Sense of variation: increasing minimum or maximum points should be
or decreasing functions constant treated by using the curves.
functions within an interval  Use of a calculator and a minimum
- None increasing or none reflection will help in the sketching of new
decreasing functions within an functions.
interval  Use examples such as distances covered as a
 Study of some common function of time by a moving body whose
functions speed changes along. You can also use
- Affine function within an volume of a liquid as a function of height.
interval (absolute value  Do not exaggerate absolute value functions.
functions)
- The function f from R to R
defined by
( ) ( ) √
( ) and ( )
Composite functions of these
functions with some linear
functions.
4 POLYNOMIAL  The roots of a polynomial  The general study (algebraic structure) of a
FUNCTIONS function f, polynomial functions is out of syllabus
 Methods of factorisation of  The polynomials should be limited to those
f(x); of degree less than or equal 3 except the
 The sign of f(x) following the particular case of
values of x. ( )
 Different forms of writing f(x)  Establish that any simplified polynomial
which is equal to zero implies all the
coefficients are zeros, this permits
factorisation by identification. Factorisation
could also be done through division of the
polynomial by a known factor.
5 RATIONAL  The roots of a rational function  Students should be able to use any method.
FUNCTIONS f  Different forms of writing f(x)
 Different forms of writing f(x)  The choice of a method for factorisation
 The sign of f(x) following the should depend on the problem
values of x  Where the degree of the numerator is higher
than of the denominator, use division and
rewrite this function as a polynomial and a
reduced fraction.

6 EVALUATION OF 1st SEQUENCE

12
7 EQUATIONS AND  Examples of second degree  Use real life examples to introduce the
INEQUALITIES equations and inequalities in R concept of equal or unequal situations or
 Equations and inequalities that objects or items or facts.
factorise to 1st degree expressions  The activities within this topic should cover
in R.
many subject areas so as to bring the
applications of algebraic expressions,
graphical representation of functions to the
exploitation of the graph and the turning
points.
 The study of electricity and electronics all
require the ability to manipulate algebraic
expressions.
 Use several real life activities that will lead
to solution of equations of the form:
( )( )
and and inequations of the form
and
( )( )
This leads also to the master of intervals in R.

8 EQUATIONS AND  Systems of linear equations in  Only linear simultaneous with numerical
INEQUATIONS (two unknowns) and (three coefficients should be treated (no
unknowns) parameters)
 The determinant of order 2 by 2 is essential.

9 EQUATIONS AND  Graphical interpretations of  Students should be able to represent

INEQUATIONS inequations and system of linear inequalities and linear simultaneous
equations in equations and inequalities in two unknowns
graphically and link these notions to relative
position of a line in the plane.
 Start with single linear inequalities in two
unknowns before extending to two linear
inequalities.
 They should be able to interpret these graphs
and extract useful information from them.
Students should be able to regionalise the
plane and precise position of lines.

10 ORIENTATION OF  Angular displacement (measure);  An assessment of students coming into class

13
 THE PLANE  Polythagorean theorem five will provide information about their
 Trigonometric relationship background knowledge, this knowledge is
 Trigonometric circle limited to the trigonometric ratios within a
right triangle and angular measures in
degrees.
 General angle measure is a new notion.
 Change from one angle to the other (degree,
gradians, radians)
11 ORIENTATION OF  The unit circle (definition of sine,  Solutions of equations of the type
THE PLANE cosine and tangent of angular
displacement.  With the unit circle and the notion of
symmetry define the trig ratios of angles
with measures

12 EVALUATION OF 2nd SEQUENCE

13 VECTORS IN THE X-  Linear combinations of vector  Students should be able to:
Y PLAN - Resolving vectors - Carry out operation with vectors and use
 Base vectors vectors to solve geometric problems
- Cartesian components or co- - Identify the usefulness of vectors in other
ordinate of vectors in terms of base
disciplines such as mechanics and physics.
vectors (i, j), resultant vectors with
- Express vectors in terms of the base vectors
respect to the base vectors.
 Emphasise the accepted convention of
representing vectors.
14 VECTORS IN THE X-  Dot or scalar product of two  The following four scalar product
Y PLANE vectors expressions should be presented to students
 Expression of scalar product using for two vectors u and v.
orthonormal base vectors i and j i. u.v = OA.OB' (OA=u.
If u and v are perpendicular then u.v OB=v and B' orthogonal projection of B on
= 0 but u.v = 0 either u = 0 or v = 0 OA
or u and v are perpendicular. ii. u.v = | || | where is the rotation
from the direction of one vector to the
director of the other.
 Establish that for all vectors u and v all real
numbers k
a) u.v = v.u = k (u.v)
b) ku.v = ukv = k (u.v)
iii.u.v = xx' + yy' where (x,y) and (x',y') are
the co-ordinate of u and v respectively.
iv. (‖ ‖ ‖ ‖ ‖ ‖ )
 Students should be able to determine the
Cartesian and parametric equation of a line in
a plane given the direction vector and a point,
or given two points.

14
15 VECTORS IN THE X-  Cross Product of two vectors:
Y PLANE definition, coordinate of the cross
product of two vectors; properties of
cross product

16 PLANE GEOMETRY  Application of dot or scalar product  Students should be able to use the dot product
- Angle and side relationships in a of two vectors to determine the angle
triangle between two vectors in a plane.
 Parametric and Cartesian
representation of a line

17 PLANE  Cartesian equation of a circle  Recognise the general equation of a circle

GEOMETRY with centre (a,b) and radius as
( ) ( )
 Students should be able to determine the
Cartesian equation of circle and also
determine the centre and radius of a circle
from given circle equation. Analyse a given
equation to identify geometric properties.
18   EVALUATION OF 3rd SEQUENCE

19 PLANE  Regular polygons  Definition, formula to calculate co-ordinates

GEOMETRY Interior angles and also representation of the centroid
 Centroid of weighted points  Revise pythagora’s theorem and the property
- Activities of the median to facilitate in certain
- Midpoint of a line segment calculations.
- Centre of gravity of a
quadrilateral

20 TRANSFORMA-TION  Application of point and line  The objective here is not to study these different
symmetry in geometry transformations but to use some of their properties
 Properties of translation and to solve problems. That is why first cycle work
enlargements has to be revised and exploited for activities such
 Rotation (generalisation, as constructing transformations, locus, minimum
properties) path, etc.
 Discuss the ratio of the area of the object to area
of the image under the enlargement.
21 THREE  Description and representation of  Common solids are known by student so one of
DIMENSIONAL OR solid figures them such as the cube could be used for student to
SPACE GEOMETRY  Relative position of a line, lines and visualise the concept of lines and planes.
plane, and of planes
22 SIMPLE  Revision  Revise work done already on statistics in lower
STATISTICAL DATA  Cumulative frequency classes.
OR SETS OF DATA  The emphasis here is on the study of tables,

15
 organisation and treatment of data.
 The use of the calculator is highly recommended.
23 SIMPLE  Measures of dispersion
STATISTICAL DATA - Mean
OR SETS OF DATA - Median
- Mode
24 EVALUATION OF 4th SEQUENCE

WEEK TOPIC LESSON GUIDANCE NOTES AND

STUENTS ACTIVITIES

The student should be able to identify 2nd degree polynomial functions,

nd
1 2 degree polynomial General form.
The student should be able to complete the square such that
Functions(quadratic expressions) Completing the squares
F(x) = ax2+ bx + c, a ≠ 0 will be f (x) = (x + ⁄ ) 2 – (b2 – ⁄ )

Solutions to quadratic The student should be able to solve 2nd degree equations by the different
nd
2 2 degree polynomial Equations Methods. students should master the calculations of the roots of quadratic
Functions(quadratic expressions) Equations.

The student should be able to determine the sign of a 2 nd degree polynomia

3 The sign of a polynomial function Determining the sign offunction.
. a polynomial equation.
They should be able to develop equations from their roots, using the notion
Sum and product of a 2nddeg poly Applications. of sum and product of roots. Also to use one root and the notion of sum
and product of roots to determine the other root

4 Linear simultaneous equations and Solving in 2 unknowns Use the methods of substitution, elimination and Gaussian method

In-equations in 2 unknowns. Linear programming Use worded problems that will lead to linear in-equalities (linear

1st Sequence test programming)

5 Linear simultaneous equations in 3
Unknowns Solving in 3 unknownsUse the methods of substitution, elimination and Gaussian method

6 Linear simultaneous equations Worded problems Use examples that are related to their specialties that are related to real life

7 Equations and in-equations Simple equations and The student should be able to interpret equations and in-equations , also to
involving irrational numbers in-equations.
Translate information into equations or inequalities.
Irrational numbers

16
 Definition, algebraic form
students should be able to determine solutions to problems of the
8 Complex Numbers of a complex number form √ =
Z = a + bi , (a, b ) students should be able to find the conjugate of a complex number
Conjugate, magnitude
|a + bi| Students should able to determine the magnitude of a complex number
Operations with complex Introduce the use of i (where i2 = -1) and extend this to imaginary numbers
9 Complex Numbers Numbers

Geometric reps of complex

Students should be able to represent a given complex number as a vector
on the X – Y Plane
Numbers(argand diagram)

Trigonometric Students should be able to calculate modulus and argument of a Complex

representation of a complex
number and write it in polar Coordinate form( r Cos where r is the
number (polar form) modulus and is the argument of x + yi. r = x2 +y2 ,
= arg (x + yi) = Arc tan , x = r Cos , and y = r sin
Students should be able to change from trig to polar form and vice versa

Definition, domain of Use simple examples for the mastery of each of these concepts and their
10 Numerical functions respective geometric applications
Definition, restriction ofUse
thesimple examples for sectional continuous functions such as

Domain, Sectional
2nd Sequence test F(x) = x2 – 1
x 1
Continuous functions x+1
for x = 1
Composition of functions
Injection, surjection,
11 Numerical functions Bijection and inverse
Mapping.
Comparing functions Students should be able to carry out various operations involving functions
Maximum, minimum
Manipulations with
Functions
Graphical rep of functions
Show the students how to use the graphs of reference functions to sketch
12 Numerical functions Such as x x x2, x other graphs eg x f(x - a); x f(x) + b; x - f(x); x f(-x); x |f(x)|
x ,x | | x √
x k.f(x). x a x2 + bx +c from x
Functions associated to the
reference functions above
where f is each of the x from x , x | | | |
Functions above.
Use x2 and to define the concepts of even and odd functions, curves
13 Numerical functions Symmetric props of a graph
with only a centre of symmetry and curves with an axis of symmetry.

Deal with the functions x Sin X, x , x

14 Numerical functions Periodic functions Students should be able to represent periodic functions , determine the
amplitude and period of each function

Limits of a function at a point. Limits from above and from below. limits
15 Numerical functions Limits and continuity tending to at a point leads to the concept of vertical and horizontal
Asymptote. Use the graphs of some functions to show that a function is
discontinuous at a point x = 0
Differentiate different types of functions. Use derivatives to introduce the
16 Numerical functions Differentiation turning points, sense of variations of a function from the sign of the
derivative in a given interval and to find the equation of the tangent to the

17
 Curve at a given point.

Students should be able to draw a table of variation and sketch the curve o
17 Numerical functions Graphical rep of functions
Given functions. Use the curves of rational functions to introduce oblique
asymptotes
3rd Sequence test
Use examples within the different trades such as simple and compound
18 Series AP and GP Interest, population growth etc.
Students should be able to recognize a series, determine the general term
Of an AP or a GP in terms of n.
Angular displacement Revise all what was done in form 5.
19 Trigonometry ( measurement or rotation)
Graphs of TrigonometricThorough familiarity with the shapes of these graphs is essential
Ratios

Common formulae for trigThe formulae for sum of angles, half angles such as Sin(A+B),Sin 2A,
20 Trigonometry Transformations and trigCos(A ), Cos(-x) = Cos x etc.
Identities
Students should be able to solve equations of the form Sin x = a, Cos x =a
21 Trigonometry Trigonometric equationsTan x =a, stating the principal values. Emphasize the use of the unit circle.
Also solve equations of the form a Cos x + b Sin x = 0 and its solution
4th Sequence test and in-equations. within a given interval. Solve inequalities of the form Sin x a
Cos x , Tan x
Students should be able to apply the rules of Differentiation of trig functio
22 Trigonometric Differentiation and of function of function to differentiate these functions correctly.
Euclidian plane Students should be able to deduce the center and radius of a circle from
23 Euclidian Geometry Distance btw two pts a given equation and vice – versa. Students should be able to identify the
Distance of a pt from a Equation of a circle and its characteristic elements.
Straight line Students should be able to determine the equation of the tangent to a circle
Equation of a circle at a given point.
Mock Equation of a tangent at a
given pt on a circle

Centroid of 2,3,4 weighted

Students should be able to geometrically locate the centroid of weighted
24 Plane Geometry points. points and determine its co-ordinates. Show that the medians of a triangle
all meet at the centroid called center of gravity. The set of points to be
Application of centroid studied
of are those of the application below
Mass and dot product
M MA2 - MB2,
Loci (pts at the same level)
M MA2 + MB2, M MA.MB

Transformations Students should be able to:

25 Plane Geometry Exploit the bijective nature of an enlargement
Enlargements, rotationsthrough simple examples and define the inverse enlargement,
Multiple enlargements with the same center,
Solutions of problems using
The composite of a rotation and an enlargement with the same center,
A translation followed by an enlargement,
Transformations Identify the xtics of enlargements such as: K such that the set of points
(A,B) is transformed to (A',B') such that A'B' = KAB, K

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 Use some common solids (cubes prisms, pyramids) to solve the problems
26 Three Dimensional Geometry Or Orthgonality here and to bring out the concepts of position of the planes and lines in
Solid Figures Space.
Orthogonal projection unto
Students should be able to use the definition and properties of this section
to Prove that:
a plane and unto a line A line is parallel to a plane
Two planes are parallel
A line and a plane are orthogonal
Two planes are perpendicular
Revision of Class 5 work
27 Statistics Measures of position( mean,
Mode, median Graphical representations, histogram, cumulative frequency curve etc.
Measures of dispersion
(mean deviation, variance ,
Quartiles, standard deviant)

Mathematics Scheme of work IH/ESF 7

Week Topic Lesson Guidance notes and students activities

1 Numbers Manipulation of Encourage the use of calculators. Revise

large numbers the rules on indices of real numbers

2 Equations, Solving linear Use examples to solve systems of linear

inequalities, system equations in R3 equations in R3 by either substitution or
of linear equations elimination

3 Equations, Solving equations Establish the connection between

inequalities, system involving log and polynomial functions and log/expo
of linear equations expo functions functions

4 Functions Domain, Revision of domain of definition, limits,

limits, asymptotes canonical form, asymptotes
1st sequence test

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5 Functions Parity of functions, Revision of Parity of functions, position
position of a curve of a curve wrt the oblique asymptote
wrt the oblique
asymptote
6 Function Differentiation Use differentiation to look for turning
points, sense of variation and equation of
tangents.

7 Functions Polynomial or Study a function, draw up its table of

rational functions variation and its curve

8 Continuous Primitive of a The theorem on the existence of a

Functions Continuous primitive of a continuous function should
Functions be adopted as well as the uniqueness of
the primitive of a continuous function at a
given point

9 Integration Integrating Integrate polynomial functions and

functions rational functions

10 Integration Area under a curve Start from rectangle, triangle, trapezium

to establish a link between the area and
2nd sequence test integral then generalize the result for all
continuous functions

11 Logarithmic Domain, limits, Define Naperian log as the primitive of

functions asymptotes the function x
12 Logarithmic Differentiation, Study a log function, draw up its table of
functions turning points, variation and its curve

13 Exponential Domain, limits, The exponential function should be seen

functions asymptotes as the inverse of the log function

14 Exponential Differentiation, Study exponential functions, draw up its

functions turning points, table of variation and its curve

15 Log base 10 Properties It should be treated same as the Naperian

log

16 Log/expo equations Solving equations involving log functions

17 Statistics Consolidation of The objective here is to master how to

concepts seen in interpret results
3rdsequence Test class six

18 3rd sequence Study of two

Statistics samples combined
on the same

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 population
19 Statistics Scatter diagrams Case of weighted points, mean points

20 Statistics Linear regression Use Mayer or graphical

curves. Lines of
best fit
21 Probability Probability of an Limit the study of probability to finite
event. Real probability space.
random variables. The probability of an event should only
Associated involve
4thsequence Test probability laws. Equiprobable events.

22 Probability Mathematical Study real random variable by considering

expectations of a a finite number of values.
random variable,
variance, standard
deviation

23 Probability The Binomial Try to bring out the link between

Distribution, probability and statistics
probability
Mock function of a
random variable

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 SCHEMES OF WORK IN MATHEMATICS FOR INDUSTRIAL 7

Week TOPIC LESSON GUIDANCE NOTES

1 COMPLEX - The set C of Complex Numbers - Construct Pascal’s triangle to determine the
NUMBERS - Integral powers of complex coefficients of Newton binomial.
numbers - If Z=a+bi, students should be able to solve
- Solving 2nd degree equations in Re {z}=0, Im{z}=0
the set of complex numbers - Students should be able to establish the nth
power of a complex number (De Moivres
theorem).
2 COMPLEX - Square roots of non-zero - Students should be able to determine the
NUMBERS - Polar form of complex numbers products, quotients, and powers of complex
- De moivres formula numbers. They should be able to determine
- Exponential form of a complex the roots of a complex numbers.
numbers - Write a complex number in the exponential
form. ( ) is in
radians.
- Applications to electricity and electronics.
3 EUCLIDEAN - Euclidean plane - Students should be able to deduce the center
GEOMETRY - Distance between two points and radius of a circle from a given equation
- Distance of a point from a and vice versa.
straight line - Students should be able to identify the
- Equation of a circle equation of a circle and its characteristic
elements.
- Students should be able to determine the
equation of a tangent to a circle at a given
point.
4 PLANE - Centriod of 2,3,4 weight points - Revision of what was done in class six.
GEOMETRY - Application of centroid of mass
and dot product
- Loci (points at the same level)
- Transformations (enlargements,
rotations, solutions of problems
using transformations)
5 3-DIMENSIONAL - Orthoganility - Revision of what was done in class six.
GEOMETRY OR - Orthogonal projection onto a
SOLID FIGURES plane and onto a line
- Equation of a sphere

6 EVALUATION OF 1st SEQUENCE

7 CONICS - Equation of the curve by using Students should be able to:
Cartesian equation - Find the simplified Cartesian equation given
the focus and directric.

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 - Eclipse - Determine the nature or the elements that
- Hyperbola characterize a conic (focus, directrix, vertex,
- Parabola axis, asymptote, etc).
- Geometric definition using the - Students should be able to draw a conic
focus and the directrix curve.
- Tangent to a conic curve at a
given point
8 SUMMATION OF - Different forms of defining a - Students should be able to determine the
FINITE SERIES series general terms of an AP or a GP
- Arithmetic progression (representation of progressions by formulae)
- Geometric progression - They should also determine the sum of the
- Sum of the first n terms first n terms.
- Sense of variation of a numerical - Examples of approximation of the solution
sequence of the equation f(x) = 0 should be given. The
- Limit of a numerical sequence method of the fixed point can be a good
- Series and solution of equations. objective.
9 STATISTICS - Scatter diagrams - The objective of this section is essentially
- Linear regression curves by for students to be able to interpret results.
Mayer method or graphically - The proofs of formulae are not essential.
- Linear correlation
- Product moment correlation
coefficient
- Two samples combined on the
same population
10 FUNCTION - Revision of limits and continuity - Complete what was left under functions
- Continuity within a given theorems on limits and derivatives.
interval - Study sum of functions, product by a
- Manipulation with continuous constant, product by a constant product,
functions quotients, composite and inverse functions.
- Limit of composite function - Students should be able to determine the
- The set of images for a given extremities of an interval from the table.
domain for a continuous - Students should recognise that a continuous
function. constant bijection of an interval admits an
inverse constant bijection in the inverse
interval.
- The theorem of intermediate values and their
applications are necessary.
11 EVALUATION OF 2nd SEQUENCE
12 FUNCTION - The image of a line segment by - Students should be able to determine the
continuous function within a limits of compound functions from the limits
given interval is a line segment. of some reference functions.
- The inverse of a continuous - A strict monotone continuous function
function within a given interval within an interval has strictly monotone

23
 is also continuous continuous inverse within the image set.
- Example of the function - Study and discuss the variations of
√ where * + functions.
- A function that is increasing in - The objective here is to show that the
the open interval ]a, b [(a<b) and derivative of a composite function can be got
which is an upper boundary, from the derivative of a reference function.
admits a left limit atb.
- The behaviour of the function
which is :
 The sum of a bounded function
and a function which tends to

 The product of a function which

has a lower positive boundary of
function which tends to
 The theorem of comparison.
13 FUNCTION - Differentiation Students should be able to differentiate.
 Successive differentiation - Elementary functions
- Notations - Implicit functions
- Trigonometric functions
- Exponential functions
- The derived function of a Students should be able to:
composite function. - Recognize that m and M are two real
- The existence of the derivative of numbers
the inverse function - Interpret finite increase of inequalities.
- Application: where  Study and discuss variation of functions:
and - ( ) . /
- Inequality of finite increasing
functions for a given function f - ( ) | |
differentiable on [a, b]-if m≤M Study and discuss limits of functions such as:
within [a,b] then, ( )
m(b-a) ≤ f(b)-f(a) ≤ M(b-a)
- Study on variations of functions, ( )
( )
graphical representations and
applications to the solution of ( )
equations, inequalities, extrema,
asymptotes, point of inflection, ( )
max, min turning points, position
of the curve with respect to the
asymptotes.
14 THE PRIMITIVE OF - Theorem on the existence of the - Students should be able to determine the
A FUNCTION primitive of a continuous primitive of a function from a table of
WITHIN AN function. derivatives.

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 INTERVAL - Give examples of non continuous function
that do not admit primitives
( ) )
15 LORARITHMIC  Naperian log functions or - Show the important role played by log base
FUNCTIONS natural log functions 10 functions in numerical calculations.
- Definition properties - Study particular graphs of functions for
- Graphical representations of log example:
base functions
( )
- Derivative of logarithmic
functions ( )
( )

( )
- Be familiar with horizontal shifts and
vertical shifts of functions.
- Be familiar with reflections of functions
about the x-axis, and the y-axis.
16 EXPONENTIAL  X exp (X) notation - Students should be able to outline the
FUNCTIONS  Definition, properties properties of the exponential function and
 Study graphical representation its importance.
 The function - Students should be able to sketch and curve
; where of an exponential function.
- Be able to establish the link between
“increasing exponentially” and “increasing
rapidly”.
17 COMPARING THE  - Comparing the logarithmic functions
FUNCTIONS  indices and exponential function is not to
 ,P>0 develop a theorem but simply to observe
inequality of increase of one with respect to
the other.
- Graphical representation could be used for
easy appreciation. Students should be able
to use limit with indeterminate cases at
times.

- They should be able to see that the

exponential function increases faster than
 Examples of the derivative of indices and indices than logarithmic
composite functions of the form functions.
lnof; expof, fα(αЄR)

18 EVALUATION OF 3rd SEQUENCE

19 EQUATIONS,  Equations - Use examples for students to master these
INEQUATIONS &  Inequations concepts and be able to solve problems

25
 SIMULTANEOUS  Simultaneous equations involved.
EQUATIONS WITH  Simultaneous equations with
LOGARITHMIC &  Logarithmic and exponential
EXPONENTIAL expressions.
EXPRESSIONS
20 INTEGRATION  Integral of a continuous - Familiarise the students with some relative
functions problems to integral which in return leads to
 Integral functions the application of integral functions.
 Charles Relation - Give the students the symbolism of integral
 Linearity with respect to calculus and exploit with simple examples,
functions the properties of integrals. Given that f is a
continuous function within an interval I of
R, then for all (a, b) of 1 x 1 the real number
F(b)-F(a) is independent of the choice of the
primitive F of f in I, and ∫ ( ) is the
integral from a to b of the continuous
function f.
- The unique primitive of f on I that takes the
value 0 at a is defined as

( ) ∫ ( )

- Be able to establish Charles relation,

expressed as

∫ ( ) ∫ ( ) ∫ ( )

- If f and g are two continuous functions on

[a,b], f + g is also continuous on [a,b]
And

∫ , ( ) ( )- ∫ ( ) ∫ ( )

21 INTEGRATION  Positivity - Deduce from the positivity of the integral

If a ≤ b and f ≥ 0, the following properties
then ∫ ( ) 1- If a < b and f ≥ g on [a, b], then
 Inequalities of the mean |∫ ( ) | |∫ ( ) |
 Mean value of f on {a, b} i.e.
∫ ( )
2- If a ≤ b then
Or simply the mean of f on [a, b]
 Integration by parts |∫ ( ) | |∫ ( ) |
 Examples of the study of If a < b and f is a positive and continuous
functions of the form function on [a, b]. If F is also the primitive off

26
 ∫ ( ) where f does not on [a, b] which annuls at a, then for all x in [a,
have an explicit primitive. b], ( ) ∫ ( ) .
 Application of integration to ( ) ( ) hence F is increasing on
calculate area enclosed by [a, b] where F(a) ≤ F(b), F(b) – F(a) ≥0
curves defined by - Students should be able to calculate the
and ( ( )) where f is mean value of a continuous function within
a positive continuous function an interval.
in [a,b]; generalisation for any - Students should be able to carry out
function. integration by using integration by parts and
 Application of integral in the this method should always be specified if
calculation of volume of expected in an examination make the
revolution. students to be able to use the Reduction
formula as a powerful application tool of
integration by parts to establish general
formulae for integrals of higher powers.
- Students should be able to draw out
information from these type of functions
even if the integral cannot be got.
- Start from simple examples of calculating
the area of rectangles, triangles, trapezium
to establish a link between area and integral,
then generalise the relation to other
continuous functions.
- Students should be able to calculate the area
of part of the plane defined by (a ≤ x ≤
b) and (0 ≤ y ≤ f(x) bearing in mind the
unit.
- Students should also be able to calculate the
volume of the following solids: cylinders,
pyramid and the cone.
22 DIFFERENTIAL  Introduction of differential - Limit to differential equations of the form
EQUATIONS equation by the equation f’=f ay'+by'= c,a,b,cER
and f’ =kf, r < R ay''+by''+cy=d; a, b, c, d, ER
 Equation f''=wf - The proof to find the set of solutions is not
needed however, students should be able to
determine this set from the general equation
and determine those that obey the initial
condition.
- Show that the solution f of this equation is
of the form f(t)= cos(wt+ ) and also given
Fresnel’s representation of this solution.
23 EVALUATION OF 4th SEQUENCE

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