Grade 10 Essential Mathematics Term 2 Scheme of Work
Essential Mathematics • Grade 10
KES 100.00 — Full Scheme of Work
Buy Now
📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Measurements and Geometry | 2.3 Trigonometry | By the end of the lesson, the learner should be able to: a) identify the sides of a right-angled triangle in relation to a particular angle; b) recognise adjacent, opposite, hypotenuse; c) appreciate triangle structure. |
The learners will be guided to: i) work with peers to recognise right-angled triangles in doors, windows; ii) point out sides; iii) discuss (Core competency: Self-efficacy; PCI: Self-esteem). |
What is the hypotenuse in a right-angled triangle? | Doors, windows, models | Triangle identification assessed using a self-efficacy and self-esteem rubric | — |
| 1 | 2 | Measurements and Geometry | 2.3 Trigonometry | By the end of the lesson, the learner should be able to: a) determine the sine, cosine and tangent of acute angles in a right-angled triangle; b) calculate ratios; c) appreciate trigonometric definitions. |
The learners will be guided to: i> work out sine, cosine, tangent ratios; ii> use triangle models; iii> verify (Core competency: Self-efficacy; PCI: Self-esteem). |
How do we find sin 30°? | Triangle models, calculators | Ratio calculation assessed using a self-efficacy and self-esteem rubric | — |
| 1 | 3 | Measurements and Geometry | 2.3 Trigonometry | By the end of the lesson, the learner should be able to: a) relate sines and cosines of complementary angles; b> generate table of complements; c> appreciate co-function identity. |
The learners will be guided to: i> generate table of complementary angles; ii> find sines/cosines; iii> make conclusions (Core competency: Self-efficacy; PCI: Self-esteem). |
Why is sin 40° = cos 50°? | Worksheets, tables | Co-function task assessed using a self-efficacy and self-esteem rubric | — |
| 1 | 4 | Measurements and Geometry | 2.3 Trigonometry | By the end of the lesson, the learner should be able to: a) apply trigonometric ratios to angles of elevation and depression; b> use clinometer; c> appreciate real-world trigonometry. |
The learners will be guided to: i> use clinometer to measure angles; ii> calculate heights; iii> discuss (Core competency: Love; PCI: Self-esteem). |
How tall is the school flagpole? | Clinometers, tape measures | Elevation task assessed using a love and self-esteem rubric | — |
| 1 | 5 | Measurements and Geometry | 2.3 Trigonometry | By the end of the lesson, the learner should be able to: a) recognise the use of trigonometry in real-life situations; b> research applications; c> appreciate trigonometric relevance. |
The learners will be guided to: i> use digital devices; ii> learn about trigonometry; iii> discuss (Core competency: Learning to learn; PCI: Self-esteem). |
Where is trigonometry used in construction? | Digital devices, resources | Research task assessed using a learning to learn and self-esteem rubric | — |
This preview is for evaluation only and cannot be printed or downloaded.