Grade 10 Essential Mathematics Term 1 Scheme of Work
Essential Mathematics • Grade 10
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📘 Preview: Week 5 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 5 | 1 | Measurements and Geometry | 2.1 Similarity and Enlargement | By the end of the lesson, the learner should be able to: a) relate linear scale factor to area and volume scale factor of similar objects; b> establish relationships; c> appreciate mathematical consistency. |
The learners will be guided to: i> discuss and establish L.S.F, A.S.F, V.S.F relationship; ii> verify with examples; iii> create chart (Core competency: Digital literacy; PCI: Environment and technology). |
How are L.S.F, A.S.F, V.S.F related? | Charts, models | Relationship verification assessed using a digital literacy and environment rubric | — |
| 5 | 2 | Measurements and Geometry | 2.1 Similarity and Enlargement | By the end of the lesson, the learner should be able to: a) apply similarity and enlargement to real-life situations; b> use digital devices to zoom/shrink; c> appreciate tech applications. |
The learners will be guided to: i> use digital devices to manipulate objects; ii> explore zoom features; iii> discuss real-life use (Core competency: Digital literacy; PCI: Environment and technology). |
How do phones use similarity? | Digital devices, apps | Digital exploration assessed using a digital literacy and environment rubric | — |
| 5 | 3 | Measurements and Geometry | 2.1 Similarity and Enlargement | By the end of the lesson, the learner should be able to: a) use the knowledge and skills of similarity and enlargement to make similar containers; b> use local materials; c) appreciate hands-on learning. |
The learners will be guided to: i> Project: Make similar containers (cubes, cuboids, cylinders); ii> use local materials; iii> document process (Core competency: Creativity; PCI: Environment and technology). |
How can we make similar containers? | Local materials, craft tools | Container project assessed using a creativity and environment rubric | — |
| 5 | 4 | Measurements and Geometry | 2.1 Similarity and Enlargement | By the end of the lesson, the learner should be able to: a) make similar containers in the shape of cubes, cuboids and cylinders; b> ensure accurate measurements; c> appreciate documentation. |
The learners will be guided to: i> refine container models; ii> take pictures/video; iii> save in digital device (Core competency: Creativity; PCI: Environment and technology). |
Are our containers truly similar? | Models, cameras | Project documentation assessed using a creativity and environment rubric | — |
| 5 | 5 | Measurements and Geometry | 2.2 Reflection | By the end of the lesson, the learner should be able to: a) identify lines of symmetry in plane figures; b> collect leaves, paper; c) appreciate symmetry in nature. |
The learners will be guided to: i> collect objects (leaves, paper); ii> identify lines of symmetry; iii> discuss (Core competency: Responsibility; PCI: Road safety). |
Where do we see symmetry in nature? | Leaves, paper, mirrors | Symmetry identification assessed using a responsibility and road safety rubric | — |
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