maths schemes f4

8/9/2019 Maths Schemes F4

1/33

94

LESSON OBJECTIVES LEARNING/TEACHING

ACTIVITIES

LEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Discovering Secondary Mathematics

NOT FOR SALE


2/33

95


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE


3/33

96


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

Translations

Rotations

Reflections

By the end of the lesson, thelearner should be able to definetranslation and describe an imageand an object under a given

translation.

By the end of the lesson, thelearner should be able to definerotation and describe an imageand an object under a givenrotation.

By the end of the lesson, thelearner should be able to definereflection and describe an image

and an object under a givenreflection.

• Reflecting objects in amirror

• Rotating objects• Translating objects

• Enlarging objects• Drawing images andobjects in the cartesianplane

• Multiplying, adding,subtracting and dividingnumbers

• Discussions• Solving problems


• Rotating objects• Translating objects• Enlarging objects• Drawing images and

objects in the cartesianplane




• Rotating objects

• Translating objects• Enlarging objects• Drawing images and




DiscoveringSecondaryMathematics• Student’s Book 4

page 1• Teacher’s Book 4 pages 1–3, 23


pages 1–2• Teacher’s Book 4 pages 1–3, 23

DiscoveringSecondaryMathematics

• Student’s Book 4page 2

• Teacher’s Book 4 pages 1–3, 23

1

2

3

• Square boards• Graph papers• Rubber bands• Models

• Calculators• Peg boards• Strings

• Square boards• Graph papers• Rubber bands• Models• Calculators• Peg boards• Strings

• Square boards• Graph papers• Rubber bands

• Models• Calculators• Peg boards• Strings

Matrices andtrans-formations



Mathematics Form Four Schemes of Work: Term One

W E E K 1


4/33

Mathematics Form 4

Schemes of Work

Term 1

97


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

Enlargements

Exercise

Shears

By the end of the lesson, thelearner should be able to definereflection and describe an imageand an object under a givenreflection.

By the end of the lesson, thelearner should be able to answerthe question in Exercise 1.1.

By the end of the lesson, thelearner should be able to defineshears and describe an image and

an object under a given shear.






















• Student’s Book 4pages 4–7


4–5

6–7

1–2





Matricesand trans-formations

Matricesand trans-formation

Matricesand trans-formations

W E E K 1

W E E K 2


5/33

Mathematics Form 4

Schemes of Work

Term 1

98


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

By the end of the lesson, thelearner should be able to defineshears and describe an image andan object under a given shear.

By the end of the lesson, thelearner should be able to definestretch and describe an imageand an object under a givenstretch.

By the end of the lesson, thelearner should be able to definestretch and describe an image

and an object under a givenstretch.




















pages 7–9• Teacher’s Book 4 pages 1–3, 24–25



• Teacher’s Book 4 pages 1–3, 24–25

Shears

Stretches

Stretches

3–4

5–6

7









W E E K 2


6/33

Mathematics Form 4

Schemes of Work

Term 1

99


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

By the end of the lesson, thelearner should be able to definestretch and describe an imageand an object under a givenstretch.

By the end of the lesson, thelearner should be able to identifya transformation matrix giventhe image and the object and vice

versa.

By the end of the lesson, thelearner should be able to identifya transformation matrix given

the image and the object and vice versa.




1

2–3

4–5

Stretches

Transformationmatrices





• Multiplying, adding,subtracting anddividing numbers




• Enlarging objects• Drawing images and

















DiscoveringSecondaryMathematics • Student’s Book 4





W E E K 3


7/33

Mathematics Form 4

Schemes of Work

Term 1

100


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

By the end of the lesson, thelearner should be able to identifya transformation matrix giventhe image and the object and vice

versa.

By the end of the lesson, thelearner should be able to defineisometric and non-isometrictransformations.

By the end of the lesson, thelearner should be able to performsuccessive transformations on an

object and describe the image.























6–7

1–2

3–4


Isometric andnon-isometrictransformations

Successivetransformations




page 14• Teacher’s Book 4 pages 1–3, 26




W E E K 3




W E E K 4


8/33

Mathematics Form 4

Schemes of Work

Term 1

101


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE








5

6–7

1–2




Successivetransformations

Matrices ofsuccessivetransformations

Matrices ofsuccessivetransformations

By the end of the lesson, thelearner should be able to performsuccessive transformations on anobject and describe the image.

By the end of the lesson, thelearner should be able to identifyand determine a single matrix forsuccessive transformations.

By the end of the lesson, thelearner should be able to identifyand determine a single matrix for

successive transformations.























W E E K 4

W E E K 5


9/33

Mathematics Form 4

Schemes of Work

Term 1

102


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

3–4

5–6

7




e inverse of atransformation

Area and thedeterminant of amatrix

Area and thedeterminant of amatrix

By the end of the lesson, thelearner should be able todetermine the inverse of atransformation matrix.

By the end of the lesson, thelearner should be able toestablish and use the relationshipbetween area scale factor and the

determinant of a matrix.

By the end of the lesson, thelearner should be able toestablish and use the relationship

between area scale factor and thedeterminant of a matrix.





























W E E K 5


10/33

Mathematics Form 4

Schemes of Work

Term 1

103


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

1–2

3–4

5 – 6

7

1 – 2

Statistics

Statistics

Statistics

Statistics

Statistics

e mean ofungrouped data

e mean ofungrouped data

e mean of

grouped data

e median ofdiscrete data

e medianof ungrouped

frequencydistributions

By the end of the lesson, thelearner should be able to state the

measures of central tendency andcalculate the mean of ungrouped

data using the assumed meanmethod.

By the end of the lesson, thelearner should be able to state the

measures of central tendency andcalculate the mean of ungroupeddata using the assumed mean

method.

By the end of the lesson, the

learner should be able todetermine the mean of groupeddata using an assumed mean or

otherwise.

By the end of the lesson, thelearner should be able todetermine the median of discrete

data.

By the end of the lesson,the learner should be able

to determine the medianof an ungrouped frequencydistribution.

• Collecting data• Analyzing data

• Representing data• Assuming numbers


• Collecting data

• Analyzing data• Representing data• Assuming numbers


• Collecting data• Presenting data• Analyzing data

• Assuming numbers• Discussions• Solving problems

• Collecting data• Presenting data

• Analyzing data• Assuming numbers• Discussions

• Solving problems

• Collecting data

• Presenting data• Analyzing data• Assuming numbers• Discussions


• Calculators• Square boards

• Graph papers• Mathematical tables

• Calculators

• Square boards• Graph papers• Mathematical tables

• Calculators• Square boards• Graph papers

• Mathematical tables


• Graph papers• Mathematical tables

• Calculators

• Square boards• Graph papers• Mathematical tables

Discovering

Secondary

Mathematics

• Student’s Book 4


Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics


• Teacher’s Book 4pages 3-6, 32

Discovering

Secondary

Mathematics


• Teacher’s Book 4pages 3–6, 32


page 29• Teacher’s Book 4

pages 3–6, 32

W

E E K 6

W E E K 7


11/33

Mathematics Form 4

Schemes of Work

Term 1

104


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

3 – 4

5 – 6

7

1

2 – 3

Statistics

Statistics

Statistics

Statistics

Statistics

e median

of ungroupedfrequencydistributions

e median ofgrouped frequencydistributions

e median of

grouped frequencydistributions

e cumulative

frequency curve

e quartiles

By the end of the lesson,

the learner should be ableto determine the medianof an ungrouped frequency

distribution.

By the end of the lesson, thelearner should be able todetermine the median of a

grouped frequency distribution.


learner should be able todetermine the median of agrouped frequency distribution.


learner should be able to makea cumulative table and draw acumulative curve from the data.


learner should be able to defineand calculate the quartile of afrequency distribution.

• Collecting data

• Presenting data• Analyzing data• Assuming numbers




• Collecting data

• Presenting data• Analyzing data• Assuming numbers• Discussions• Solving problems

• Collecting data



• Collecting data



• Calculators

• Square boards• Graph papers• Mathematica l tables


• Mathematica l tables

• Calculators


• Calculators


• Calculators


Discovering

Secondary

Mathematics


page 29• Teacher’s Book 4pages 3–6, 32

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics

• Student’s Book 4pages 30 – 31

• Teacher’s Book 4

pages 3-6, 32

Discovering

Secondary

Mathematics

• Student’s Book 4pages 32 – 33

• Teacher’s Book 4pages 3–6, 33–38


pages 32–33• Teacher’s Book 4

pages 3–6, 33–38

W E E K 7

W E E K 8


12/33

Mathematics Form 4

Schemes of Work

Term 1

105


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

4 – 5

6 – 7

1 – 2

3 – 4

5 – 6

Statistics

Statistics

Statistics

Statistics

Statistics

e cumulative

percentage

Exercise

e range and thequartile range

e range and the

quartile range

e meandeviation

By the end of the lesson, thelearner should be able to define

and calculate the cumulativepercentage.


learner should be able to answerthe questions in Exercise 2.5.

By the end of the lesson, thelearner should be able todefine and calculate the range,the interquartile range, and

the quartile deviation of adistribution.

By the end of the lesson, thelearner should be able todefine and calculate the range,

the interquartile range, andthe quartile deviation of a

distribution.


and calculate the mean deviation,the absolute value, and themean absolute deviation of adistribution.


• Analyzing data• Assuming numbers


• Collecting data



• Collecting data• Presenting data• Analyzing data• Assuming numbers



• Assuming numbers• Discussions



• Analyzing data• Assuming numbers• Discussions• Solving problems

• Calculators





• Graph papers• Mathematica l tables

• Calculators


• Calculators• Square boards• Graph papers• Mathematica l tables

Discovering

Secondary

Mathematics



pages 3–6, 39

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics


pages 38 – 42• Teacher’s Book 4

pages 3-6, 40

Discovering

Secondary

Mathematics





pages 3–6, 40

W E E K 8

W E E K 9


13/33

Mathematics Form 4

Schemes of Work

Term 1

106


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

7

1 – 2

3 – 4

5 – 6

7

Statistics

Statistics

Statistics

Statistics

Statistics

e mean deviation

e varianceand the standarddeviation

e varianceand the standard

deviation

Exercise

Exercise

By the end of the lesson,the learner should be able

to define and calculate themean deviation, the absolute

value, and the mean absolutedeviation of a distribution.


learner should be able to defineand calculate the variance andthe standard deviation of adistribution.

By the end of the lesson, thelearner should be able to defineand calculate the variance andthe standard deviation of a

distribution.

By the end of the lesson, thelearner should be able toanswer the questions in Further

exercise 2.

By the end of the lesson, thelearner should be able to

answer the questions in Furtherexercise 2.

• Collecting data






• Analyzing data• Assuming numbers• Discussions• Solving problems

• Collecting data



• Collecting data• Presenting data• Analyzing data• Assuming numbers


• Calculators





• Graph papers• Mathematica l tables

• Calculators


• Calculators• Square boards• Graph papers• Mathematica l tables

Discovering

Secondary

Mathematics


pages 42–44• Teacher’s Book 4pages 3–6, 40

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



pages 3–6, 40

Discovering

Secondary

Mathematics





pages 3–6, 40–44

W E E K 9

W E E K 1 0


14/33

Mathematics Form 4

Schemes of Work

Term 1

107


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

1–2

3–4

5

6–7

1–2

Loci

Loci

Loci

Loci

Loci

Common loci

Common loci

Common loci

Loci involving

chords

Loci of inequalities


learner should be able to definelocus and describe common typesof loci.

By the end of the lesson, thelearner should be able to definelocus and describe common types

of loci.


locus and describe common typesof loci.


learner should be able toconstruct and describe a locusinvolving chords.

By the end of the lesson, thelearner should be able toconstruct and describe a locus ofinequalities.

• Drawing the locus of an

item• Constructing loci• Measuring lengths/angles


• Drawing the locus of anitem

• Constructing loci

• Measuring lengths/angles• Discussions• Solving problems


• Constructing loci• Measuring lengths/angles• Discussions• Solving problems


item• Constructing loci• Measuring lengths/angles• Discussions



• Constructing loci• Measuring lengths/angles


• Graph papers

• Square boards• Charts• Geometrical patterns

• Pair of compasses• Ruler• Protractor

• Graph papers• Square boards• Charts

• Geometrical patterns• Pair of compasses• Ruler• Protractor

• Graph papers

• Square boards• Charts• Geometrical patterns• Pair of compasses• Ruler

• Protractor

• Graph papers

• Square boards• Charts• Geometrical patterns• Pair of compasses

• Ruler• Protractor

• Graph papers• Square boards• Charts• Geometrical patterns• Pair of compasses• Ruler• Protractor

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



pages 7–8, 44–48

Discovering

Secondary

Mathematics




page 55• Teacher’s Book 4 pages 7–8, 50–51

W E E K 1 2

W E E K 1 1


15/33

Mathematics Form 4

Schemes of Work

Term 1

108


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

3

4–5

6–7

Loci

Loci

Loci

Loci of inequalities

Intersecting loci

Revision


learner should be able toconstruct and describe a locusof inequalities.

By the end of the lesson, thelearner should be able toconstruct and describe the

intersecting loci.


learner should be able toanswer the questions in Furtherexercise 3.


• Constructing loci• Measuring lengths/angles



item• Constructing loci• Measuring lengths/angles• Discussions



item• Constructing loci• Measuring lengths/angles


• Graph papers

• Square boards• Charts• Geometrical patterns

• Pair of compasses• Ruler• Protractor

• Graph papers• Square boards• Charts

• Geometrical patterns• Pair of compasses• Ruler• Protractor

• Graph papers

• Square boards• Charts• Geometrical patterns• Pair of compasses• Ruler

• Protractor

Discovering

Secondary

Mathematics


page 55• Teacher’s Book 4 pages 7–8, 50–51

Discovering

Secondary

Mathematics



Discovering

SecondaryMathematics • Student’s Book 4


pages 7–8, 53–54

W E E K 1 2

END OF TERM EXAMINATIONS


16/33

109


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

Mathematics Form Four Schemes of Work: Term Two

1–2

3

4–5

6–7

Trigonometricratios

Trigonometricratios

Trigonometricratios

Trigonometric

ratios

e derivation of

sin2 x + cos2 x =1

e derivation of

sin2 x + cos2 x =1

e graph of y = sin x and

y = asin x

e graph of y = cos x and y = acos x


learner should be able to derivethe trigonometric identitysin2 x + cos2 x =1 and use it to

solve problems involving thetrigonometric ratios.


learner should be able to derivethe trigonometric identitysin2 x + cos2 x =1 and use it tosolve problems involving the

trigonometric ratios.


draw the graphs of y= sin x and y = asin x, and determinetheir amplitudes periods and

wavelengths.

By the end of the lesson, thelearner should be able to draw

the graph of y = cos x and y = acos x and determine theiramplitudes, the periods andwavelengths.

• Drawing right-angled

triangles• Measuring angles/lengths• Squaring numbers

• Getting the square rootsof numbers• Discussions• Solving problems


triangles• Measuring angles/lengths• Squaring numbers• Getting the square roots

of numbers• Discussions


• Drawing right-angledtriangles

• Measuring angles/lengths• Squaring numbers• Getting the square roots

of numbers• Discussions• Solving problems



of numbers


• Square boards

• Graph papers• Charts illustrating

amplitude, period

and phase angle• Ruler• Protractor

• Square boards


amplitude, periodand phase angle


• Square boards• Graph papers

• Charts illustratingamplitude, periodand phase angle




• Ruler

• Protractor

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics


• Teacher’s Book 4 pages 9–11,

54–55

Discovering

Secondary

Mathematics



54–55

Discovering

Secondary

Mathematics



pages 9–11,54–55

W E E K 1


17/33

110


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

Mathematics Form 4

Schemes of Work

Term 2

e graphs of

y = asin bx and y = acos bx

e graphs of y = asin bx and y = acos bx

e graphs of y =asin (bx ± θ) and

y = acos (bx ± θ)

e graphs of y =asin (bx ± θ) and y = acos (bx ± θ)


learner should be able to drawgraphs of y = asin bx and y = acos bx and determine

their amplitudes, periods andwavelengths.


learner should be able to drawgraphs of y = asin bx and y = acos bx and determinetheir amplitudes, periods and

wavelengths.

By the end of the lesson, thelearner should be able to draw the

graphs of y = asin (bx ± θ) and y = acos (bx ± θ) and determinetheir amplitudes, periods and

wavelengths.

By the end of the lesson, thelearner should be able to draw the

graphs of y = asin (bx ± θ) and y = acos (bx ± θ) and determinetheir amplitudes, periods andwavelengths.













of numbers


• Square boards


amplitude, period and

phase angle• Ruler• Protractor

• Square boards


amplitude, period andphase angle



• Charts illustratingamplitude, period andphase angle



• Charts illustratingamplitude, period andphase angle

• Ruler

• Protractor

Discovering

Secondary

Mathematics


pages 63–66• Teacher’s Book 4 pages 9–11,

54–55

Discovering

Secondary

Mathematics



54–55

Discovering

Secondary

Mathematics



56–57

Discovering

Secondary

Mathematics



pages 9–11,56–57

1–2

3–4

5–6

7

Trigonometricratios

Trigonometricratios

Trigonometric

ratios

Trigonometric

ratios

W E E K 2


18/33

111


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE


learner should be able to draw thegraphs of y = tan x and y = atan bxand determine their amplitudes,

periods and wavelengths.


learner should be able to drawthe graph of y = atan (bx±θ ) anddetermine its amplitude, periodand wavelength.

By the end of the lesson, thelearner should be able to answer

questions in Exercise 4.6.

By the end of the lesson, thelearner should be able to solve

trigonometric equations bycalculation and graphically.













of numbers


• Square boards


amplitude, period


• Square boards









• Ruler

• Protractor

Discovering

Secondary

Mathematics


pages 68–69• Teacher’s Book 4pages 9–11

Discovering

Secondary

Mathematics


• Teacher’s Book 4pages 9–11,

57–58

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



pages 9–11, 58

e graphs of

y = tan x and y=atan bx

e graph of y = atan (bx±θ )

Exercises

Solvingtrigonometric

equations

1–2

3–4

5–6

7

Trigonometricratios

Trigonometricratios

Trigonometricratios

Trigonometricratios

Mathematics Form 4

Schemes of Work

Term 2

W E E K 3


19/33

112


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE


learner should be able to solvetrigonometric equations bycalculation and graphically.


learner should be able toanswer the questions in FurtherExercise 4.

By the end of the lesson, thelearner should be able to state

the geometrical properties ofcommon solids.

By the end of the lesson, thelearner should be able to state

the geometrical properties ofcommon solids.








• Making models ofcommon solids

• Sketching nets of solids• Drawing the shapes of

solids




solids• Measuring lengths/angles


• Square boards


amplitude, period


• Square boards




• 3D models• Common solids

• Cut outs of commonsolids

• Nets of common

solids



• Nets of commonsolids

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



pages 11–13, 59

Solvingtrigonometric

equations

Revision

Geometricalproperties of solids

Geometrical

properties of solids

1–2

3–4

5–6

7

Trigonometric

ratios

Trigonometric

ratios

reedimensional

geometry

reedimensional

geometry

Mathematics Form 4

Schemes of Work

Term 2

W E E K 4


20/33

113


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

reedimensional

geometry

reedimensionalgeometry


ree

dimensionalgeometry

Projection of line

on a plane

An angle between

two lines

Skew lines

Skew lines


learner should be able to identifythe projection of a line on a plane.


learner should be able to identifyand calculate the angle betweentwo lines.

By the end of the lesson, thelearner should be able to identify

skew lines and determine theangle between them.


skew lines and determine theangle between them.

• Making models of

common solids• Sketching nets of solids• Drawing the shapes of

solids• Measuring lengths/angles• Discussions• Solving problems



solids

• Measuring lengths/angles• Discussions




solids






• 3D models

• Common solids• Cut outs of common

solids


• 3D models


solids• Nets of common

solids



• Nets of common

solids




Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



pages 11–13, 60

1–2

3–4

4–5

6–7

W E E K 5

Mathematics Form 4

Schemes of Work

Term 2


21/33

114


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

reedimensional

geometry

reedimensional

geometry



e length of a lineon a solid

e length of a lineon a solid

An angle between aline and a plane

An angle between a

line and a plane


learner should be able to identifyand calculate the length of a lineon a solid.


learner should be able to identifyand calculate the length of a lineon a solid.


and calculate an angle between aline and a plane.


and calculate an angle between aline and a plane.



solids• Measuring lengths/angles• Discussions• Solving problems



solids





solids






• 3D models


solids







• Nets of common

solids




Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics


• Teacher’s Book 4pages 11–13,60–61

Discovering

Secondary

Mathematics



pages 11–13,60–61

1–2

3

4–5

6–7

Mathematics Form 4

Schemes of Work

Term 2

W E E K 6


22/33

115


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

reedimensional

geometry



Longitudes

and latitudes

An angle betweentwo planes

An angle betweentwo planes

Revision

Great and small

circles


identify and calculate an anglebetween two planes.

By the end of the lesson, thelearner should be able toidentify and calculate an angle

between two planes.

By the end of the lesson, thelearner should be able toanswer the questions in Further

Exercise 5.


learner should be able to definethe great and small circles inrelation to a sphere.






• Sketching nets of solids

• Drawing the shapes ofsolids

• Measuring lengths/angles

• Discussions



• Sketching nets of solids

• Drawing the shapes ofsolids



• Drawing circles

• Rolling balls• Spinning the globe• Reading and writing

time• Discussions• Solving problems

• 3D models


solids


• 3D models


solids• Nets of common

solids



• Nets of common

solids

• Globe• Calculators

• Ball• Graph papers• Square boards• Mathematical tables

• Multiplication tables

Discovering

Secondary

Mathematics



pages 11–13, 61

Discovering

Secondary

Mathematics



pages 11–13, 61

Discovering

Secondary

Mathematics



Discovering

Secondary

Mathematics



pages 13–15, 63

1–2

3–4

5–7

1

Mathematics Form 4

Schemes of Work

Term 2

W E E K 8

W E E K 7


23/33


24/33

117


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

3-4

5

6–7

1–2

3–4

Longitudesand latitudes


Longitudes

and latitudes



e distance

between two pointsalong a small circle

e distancebetween two pointsalong a small circle

Time and

longitudes

Speed

Speed


learner should be able to calculatethe distance between two pointsalong a small circle and small

circles in nautical miles andkilometres.

By the end of the lesson, thelearner should be able to calculatethe distance between two points

along a small circle and smallcircles in nautical miles andkilometres.


learner should be able to calculatetime in relation to longitudes.


learner should be able to calculatespeed in knots and in kilometresper hour.


learner should be able to calculatespeed in knots and in kilometresper hour.

• Drawing circles

• Rolling balls• Spinning the globe• Reading and writing time


• Drawing circles• Rolling balls• Spinning the globe

• Reading and writing time• Discussions• Solving problems

• Drawing circles

• Rolling balls• Spinning the globe• Reading and writing time• Discussions• Solving problems

• Drawing circles

• Rolling balls• Spinning the globe• Reading and writing time• Discussions


• Drawing circles

• Rolling balls• Spinning the globe• Reading and writing time


• Globe

• Calculators• Ball• Graph papers

• Square boards• Mathematical tables• Multiplication tables

• Globe• Calculators• Ball

• Graph papers• Square boards• Mathematical tables• Multiplication tables

• Globe

• Calculators• Ball• Graph papers• Square boards• Mathematical tables


• Globe

• Calculators• Ball• Graph papers• Square boards

• Mathematical tables• Multiplication tables

• Globe• Calculators• Ball• Graph papers• Square boards• Mathematical tables• Multiplication tables

Discovering

Secondary

Mathematics



pages 13–15, 63

Discovering

Secondary

Mathematics



Discovering

SecondaryMathematics



pages 13–15, 63

Discovering

Secondary

Mathematics


• Teacher’s Book 4pages 63–64



pages 63–64

W E E K 9

W E E K 1

0

Mathematics Form 4

Schemes of Work

Term 2


25/33

118


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

Linear

programming

Linear

programming

Linearprogramming

Linearprogramming

5–6

7

1–2

3–4

Forming linear

inequalities

Forming and

solving inequalities

Forming andsolving inequalities

Optimization


learner should be able to formlinear inequalities based on real-life situations.


learner should be able to formand represent linear inequalitieson a graph.

By the end of the lesson, thelearner should be able to form

and represent linear inequalitieson a graph.

By the end of the lesson, thelearner should be able to solveand interpret the optimum

solution of linear inequalities.

• Forming inequalities

• Forming algebraicexpressions

• Plotting graphs

• Shading unwantedregions




• Plotting graphs• Shading unwanted

regions• Discussions


• Forming inequalities• Forming algebraic

expressions• Plotting graphs• Shading unwanted

regions• Discussions• Solving problems


expressions

• Plotting graphs• Shading unwanted

regions


• Square boards

• Graph papers• Calculators• Mathematical tables

• Multiplication tables• Ruler

• Square boards

• Graph papers• Calculators• Mathematical tables• Multiplication tables

• Ruler


• Calculators• Mathematical tables• Multiplication tables

• Ruler

• Square boards• Graph papers• Calculators

• Mathematical tables• Multiplication tables• Ruler

Discovering

Secondary

Mathematics



64–67

Discovering

Secondary

Mathematics



67–73

Discovering

Secondary

Mathematics


• Teacher’s Book 4pages 15–17,67–73

Discovering

Secondary

Mathematics



pages 15–17,73–90

W E E K 1 0

W E E K 1 1

Mathematics Form 4

Schemes of Work

Term 2


26/33

119


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

5–6

7

Linear

programming

Linearprogramming

e objective

function

e objectivefunction


learner should be able to drawa search line to find the optimalsolutions to the set of inequalities.

By the end of the lesson, thelearner should be able to draw

a search line to find the optimalsolutions to the set of inequalities.



• Plotting graphs

• Shading unwantedregions



expressions• Plotting graphs• Shading unwanted

regions


• Square boards

• Graph papers• Calculators• Mathematica l tables

• Multiplication tables• Ruler


• Calculators• Mathematica l tables• Multiplication tables• Rule

Discovering

Secondary

Mathematics



73–90

Discovering

Secondary

Mathematics



pages 15–17,73–90

W E E K 1 1

Mathematics Form 4

Schemes of Work

Term 2

MOCK /TRIAL EXAMINATIONS


27/33

120


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

Mathematics Form Four Schemes of Work: Term Three

1–2

3–4

5–6

7

1

Average and

instantaneous rateof change

Average andinstantaneous rateof change

e gradient of a

curve at a point

e gradient

function of y= xn

e gradientfunction of y= xn


learner should be able to definedifferentiation and find theaverage rate of change and the

instantaneous rate of change.

By the end of the lesson, thelearner should be able to definedifferentiation and find the

average rate of change and theinstantaneous rate of change.


learner should be able to findthe gradient of a curve at a pointusing a tangent.


learner should be able to find thegradient function of a functionin the form y= xn where n is apositive integer.

By the end of the lesson, thelearner should be able to find thegradient function of a functionin the form y= xn where n is a

positive integer.

• Sketching curves• Determining the gradient

of a curve• Deriving formulae• Discussions• Solving problems


of a curve• Deriving formulae• Discussions


• Sketching curves

• Determining the gradientof a curve

• Deriving formulae



of a curve

• Deriving formulae• Discussions



of a curve• Deriving formulae• Discussions• Solving problems

• Square boards

• Graph papers• Calculators• Ruler



• Ruler• Mathematical tables

• Square boards

• Graph papers• Calculators• Ruler• Mathematical tables

• Square boards

• Graph papers• Calculators• Ruler• Mathematical tables

• Square boards• Graph papers• Calculators• Ruler


Discovering

Secondary

Mathematics



pages 17–19, 91

Discovering

Secondary

Mathematics



Discovering

SecondaryMathematics



pages 17–19, 91

Discovering

Secondary

Mathematics





pages 17–19, 91

Differentiation

Differentiation

Differentiation

Differentiation

Differentiation

W

E E K 1

W E E K 2


28/33

121


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

e gradientfunction of y=axn

e delta notation

e derivative of apolynomial

e derivative of apolynomial

Equations oftangents andnormals to curves

By the end of the lesson, thelearner should be able to find thegradient function of a functionin the form y=axn where n is apositive integer.

By the end of the lesson, thelearner should be able to find thederivative of a function using thedelta notation.

By the end of the lesson, thelearner should be able todetermine the derivative of apolynomial.

By the end of the lesson, thelearner should be able todetermine the derivative of apolynomial.

By the end of the lesson, thelearner should be able to findthe equation of a tangent and anormal to a curve.

• Sketching curves• Determining the

gradient of a curve• Deriving formulae• Discussions



gradient of a curve• Deriving formulae• Discussions• Solving problems







• Square boards• Graph papers• Calculators• Ruler• Mathematical tables






pages 109–110




pages 17–19, 91



pages 17–19, 91–92



pages 17–19, 91–92



pages 17–19, 93

Differentiation

Differentiation

Differentiation

Differentiation

Differentiation

2–3

4–5

6–7

1–2

3–4

W E E K 2

Mathematics Form 4

Schemes of Work

Term 3

W E E K

3


29/33

122


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

By the end of the lesson, thelearner should be able todetermine the stationary pointsof a curve.

By the end of the lesson, thelearner should be able todetermine the stationary pointsof a curve.

By the end of the lesson, thelearner should be able to sketcha curve.

By the end of the lesson,the learner should be ableto apply differentiation incalculating distance, velocity andacceleration.

By the end of the lesson,the learner should be ableto apply differentiation incalculating distance, velocity andacceleration.


















pages 114–116




pages 17–19, 92



pages 17–19, 93



pages 17–19, 94–95



pages 17–19, 94–95

Stationary points

Stationary points

Curve sketching

Differentiation inkinematics

Differentiation inkinematics

5–6

7

1–2

3–4

5

Differentiation

Differentiation

Differentiation

Differentiation

Differentiation

Mathematics Form 4

Schemes of Work

Term 3

W E E K 3

W E E K 4


30/33

123


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

6–7

1–2

3

4–5

6–7

Differentiation

Differentiation

Approximationof area



Maxima andminima

Revision

Approximatingarea by counting

e trapezium rule

e trapezium rule

By the end of the lesson, thelearner should be able to applydifferentiation in finding themaximum and minimum of afunction.

By the end of the lesson, thelearner should be able toanswer the questions in FurtherExercise 8.

By the end of the lesson, thelearner should be able toapproximate the area of anirregular shape by counting thenumber of squares it covers.

By the end of the lesson, thelearner should be able to derivethe formula for the trapeziumrule and use it to solveproblems.

By the end of the lesson, thelearner should be able to derivethe formula for the trapeziumrule and use it to solveproblems.






• Approximating area• Counting• Sketching/drawing shapes• Tracing objects• Plotting curves• Discussions• Solving problems





• Square boards• Graph papers• Tracing papers• Calculators• Mathematical tables• Irregular and regular

shapes


shapes


shapes


pages 119–121




pages 17–19, 94–95


page 122• Teacher’s Book 4

pages 19–20, 95



pages 19–20, 95



pages 19–20, 95

W

E E K 4

Mathematics Form 4

Schemes of Work

Term 3

W E E K 5


31/33

124


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

1–2

3

4

5

Approximation

of area

Approximation

of area

Integration

Integration

e mid-ordinaterule

Revision

Differentiation

Reversedifferentiation

By the end of the lesson, thelearner should be able to derive

the mid-ordinate rule and use itto solve problems.

By the end of the lesson, thelearner should be able to answerthe questions in Further exercise

9.

By the end of the lesson, thelearner should be able to carryout the process of differentiation.


interpret integration as thereverse of differentiation.

• Approximating area

• Counting• Sketching/drawing shapes• Tracing objects

• Plotting curves• Discussions• Solving problems

• Approximating area

• Counting• Sketching/drawing shapes• Tracing objects• Plotting curves


• Sketching curves• Deriving formulae


• Sketching curves• Deriving formulae• Discussions



• Tracing papers• Calculators• Mathematica l tables• Irregular and regular

shapes

• Square boards• Graph papers• Tracing papers

• Calculators• Mathematica l tables• Irregular and regular

shapes


• Mathematica l tables• Multiplication tables


• Calculators• Mathematica l tables• Multiplication tables

Discovering

Secondary

Mathematics



pages 19–20,97–100

Discovering

Secondary

Mathematics



pages 19–20,

97–100

Discovering

Secondary

Mathematics



DiscoveringSecondary

Mathematics



W E E K 6

Mathematics Form 4

Schemes of Work

Term 3


32/33

125


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

6

7

1-2

3-4

Integration

Integration

Integration

Integration

e integration

notation

Definite integrals

Area under a curve

Area under a curve


learner should be able to usethe integration notation tocarry out integration.


learner should be able tointegrate a polynomial.

By the end of the lesson, thelearner should be able to apply

integration to find the areaunder a curve.


integration to find the areaunder a curve.


• Deriving formulae• Discussions• Solving problems


• Deriving formulae• Discussions• Solving problems






• Calculators• Mathematica l tables• Multiplication tables





• Square boards

• Graph papers• Calculators• Mathematica l tables


Discovering

Secondary

Mathematics



pages 21–22,100–101

Discovering

Secondary

Mathematics



pages 21–22,

100–101

Discovering

Secondary

Mathematics



101–102

Discovering

Secondary

Mathematics • Student’s Book 4


pages 21–22,101–102

W E E K 6

Mathematics Form 4

Schemes of Work

Term 3

W E E K 7


33/33

126


ACTIVITIES

LEARNING/TEACHING



NOT FOR SALE

5–6

7

Integration

Integration

Integration inkinematics

Integration inkinematics


learner should be able to applyintegration in kinematics.


integration in kinematics.


• Deriving formulae• Discussions• Solving problemsving

problems




• Calculators• Mathematical tables• Multiplication

tables

• Square boards• Graph papers• Calculators• Mathematical tables

• Multiplicationtables

Discovering

Secondary

Mathematics



pages 21–22,101–102

Discovering

Secondary

Mathematics



pages 21–22,101–102

W E E K 7

Mathematics Form 4

Schemes of Work

Term 3

KCSE EXAMINATIONS

maths schemes f4

Documents