Grade 10 Core Mathematics Term 2 Scheme of Work

Core Mathematics • Grade 10

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📘 Preview: Week 6 (Random Sample)

Week Lesson Strand Sub-strand Lesson Learning Outcomes Learning Experiences Key Inquiry Question(s) Learning Resources Assessment Reflection
6 1 Measurements and Geometry 2.6 Area of a Part of a Circle By the end of the lesson, the learner should be able to:
a) work out the area of a segment of a circle;
b> draw segments;
c> appreciate segment geometry.		 The learners will be guided to:
i> draw segments;
ii> calculate area = sector - triangle;
iii> verify (Core competency: Critical thinking; PCI: Responsibility).		 How do we find area of a circular segment? Worksheets, models Segment task assessed using a critical thinking and responsibility rubric —
6 2 Measurements and Geometry 2.6 Area of a Part of a Circle By the end of the lesson, the learner should be able to:
a) determine the area of common region between two intersecting circles;
b> draw illustrations;
c> appreciate lens area.		 The learners will be guided to:
i> draw intersecting circles;
ii> identify common area;
iii> calculate (Core competency: Learning to Learn; PCI: Environmental Education).		 What is the area of overlap between two circles? Graph paper, compasses Intersection task assessed using a learning to learn and environmental education rubric —
6 3 Measurements and Geometry 2.6 Area of a Part of a Circle By the end of the lesson, the learner should be able to:
a) relate and work out the area of a part of a circle in real-life situations;
b> solve real problems;
c> explore practical uses.		 The learners will be guided to:
i> use digital devices to learn more;
ii> solve real problems;
iii> discuss (Core competency: Communication; PCI: Social Cohesion).		 Where do we see circle parts in real life? Digital devices, resources Application task assessed using a communication and social cohesion rubric —
6 4 Measurements and Geometry 2.6 Area of a Part of a Circle By the end of the lesson, the learner should be able to:
a) make a dartboard of different numbers of concentric circles;
b> use local materials;
c> appreciate creative geometry.		 The learners will be guided to:
i> Project: Make dartboard;
ii> paint annular sectors;
iii> create scoring rules (Core competency: Creativity; PCI: Environmental Education).		 How can we make a math dartboard? Local materials, paints Dartboard project assessed using a creativity and environmental education rubric —
6 5 Measurements and Geometry 2.6 Area of a Part of a Circle By the end of the lesson, the learner should be able to:
a) make necklaces using beading techniques of different coloured annular sectors;
b> engage parents;
c> appreciate art and math.		 The learners will be guided to:
i> make beaded necklaces;
ii> use annular sector patterns;
iii> involve parents (Core competency: Communication; PCI: Parental Engagement).		 How can math inspire jewelry design? Beads, threads, parental support Necklace project assessed using a communication and parental engagement rubric —

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