Grade 10 Essential Mathematics Term 3 Scheme of Work
Essential Mathematics • Grade 10
KES 100.00 — Full Scheme of Work
📘 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 | Statistics and Probability | 3.2 Probability I | By the end of the lesson, the learner should be able to: a) perform experiments involving equally likely outcomes in different situations; b) toss coins; c) appreciate chance. |
The learners will be guided to: i> carry out coin toss experiments; ii> record outcomes; iii> discuss (Core competency: Unity; PCI: Life Skills - Decision Making). |
What is the probability of heads? | Coins, worksheets | Experiment report assessed using a unity and decision making rubric | — |
| 3 | 2 | Statistics and Probability | 3.2 Probability I | By the end of the lesson, the learner should be able to: a) compute probability of equally likely outcomes; b> roll dice; c) appreciate fairness. |
The learners will be guided to: i> discuss and work out dice probability; ii> calculate P(6); iii> verify (Core competency: Unity; PCI: Life Skills - Decision Making). |
What is the probability of rolling a 4? | Dice, worksheets | Probability calculation assessed using a unity and decision making rubric | — |
| 3 | 3 | Statistics and Probability | 3.2 Probability I | By the end of the lesson, the learner should be able to: a) determine the range of probability of an event; b> discuss real-life scenarios; c> appreciate probability scale. |
The learners will be guided to: i> discuss probability range; ii> give examples; iii> reflect (Core competency: Responsibility; PCI: Life Skills - Decision Making). |
Can probability be negative? | Probability scale, examples | Range discussion assessed using a responsibility and decision making rubric | — |
| 3 | 4 | Statistics and Probability | 3.2 Probability I | By the end of the lesson, the learner should be able to: a) identify mutually exclusive events in real life situations; b> recognise non-overlapping events; c> appreciate event separation. |
The learners will be guided to: i> work with peers to recognise mutually exclusive events; ii> give examples; iii> discuss (Core competency: Unity; PCI: Life Skills - Decision Making). |
Are 'rolling 2' and 'rolling 5' mutually exclusive? | Event cards, worksheets | Event identification assessed using a unity and decision making rubric | — |
| 3 | 5 | Statistics and Probability | 3.2 Probability I | By the end of the lesson, the learner should be able to: a) perform experiments of single chance involving mutually exclusive events; b> test with dice/coins; c> appreciate experimental probability. |
The learners will be guided to: i> carry out mutually exclusive experiments; ii> work out probability; iii> verify (Core competency: Communication; PCI: Life Skills - Decision Making). |
What is P(heads or tails)? | Coins, dice | Experiment task assessed using a communication and decision making rubric | — |
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