Grade 10 Essential Mathematics Term 2 Scheme of Work
Essential Mathematics • Grade 10
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📘 Preview: Week 3 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 | Measurements and Geometry | 2.4 Area of Polygons | By the end of the lesson, the learner should be able to: a) determine the area of regular pentagon and hexagon from real life situations; b> use real objects; c> appreciate polygon area. |
The learners will be guided to: i> select pentagon/hexagon objects; ii> measure sides; iii> work out area (Core competency: Unity; PCI: Social Awareness Skills). |
What is the area of a stop sign? | Pentagon/hexagon objects | Polygon task assessed using a unity and social awareness rubric | — |
| 3 | 2 | Measurements and Geometry | 2.4 Area of Polygons | By the end of the lesson, the learner should be able to: a) appreciate the application of areas of polygons in real-life situations; b> discuss applications; c> appreciate practical geometry. |
The learners will be guided to: i> discuss applications in daily life; ii> share examples; iii> reflect (Core competency: Creativity; PCI: Social Awareness Skills). |
How are polygon areas used in tiling? | Realia, examples | Discussion assessed using a creativity and social awareness rubric | — |
| 3 | 3 | Measurements and Geometry | 2.5 Area of a Part of a Circle | By the end of the lesson, the learner should be able to: a) determine the area of a sector of a circle in different situations; b> make cutouts; c> appreciate sector geometry. |
The learners will be guided to: i> work with peers to make sector cutouts; ii> measure radius/angle; iii> calculate area (Core competency: Critical thinking; PCI: Education for Sustainable Development). |
What is the area of a pizza slice? | Paper circles, protractors | Sector task assessed using a critical thinking and sustainability rubric | — |
| 3 | 4 | Measurements and Geometry | 2.5 Area of a Part of a Circle | By the end of the lesson, the learner should be able to: a) determine the area of a segment of a circle in different situations; b> use cutouts; c> appreciate segment geometry. |
The learners will be guided to: i> use segment cutouts; ii> work out area; iii> verify (Core competency: Critical thinking; PCI: Education for Sustainable Development). |
How do we find area of a circular segment? | Segment cutouts, worksheets | Segment task assessed using a critical thinking and sustainability rubric | — |
| 3 | 5 | Measurements and Geometry | 2.5 Area of a Part of a Circle | By the end of the lesson, the learner should be able to: a) apply the area of part of a circle in real-life situations; b> identify real objects; c> appreciate practical area. |
The learners will be guided to: i> identify objects (opening door area); ii> measure radius/angle; iii> calculate area (Core competency: Critical thinking; PCI: Education for Sustainable Development). |
What area does a door sweep when opening? | Door models, worksheets | Real-life task assessed using a critical thinking and sustainability rubric | — |
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