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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
SCHOOL OPENING/OPENER EXAMS |
|||||||
| 2 | 1 |
Vectors (II)
|
Ratio theorem and midpoint integration
|
By the end of the
lesson, the learner
should be able to:
Use ratio theorem to find the given vectors Apply midpoint and ratio concepts together Solve complex ratio and midpoint problems Integrate division and midpoint methods |
Q/A on integrated problem-solving using combined methods
Discussions on complex scenario analysis using systematic approaches Solving challenging problems using integrated techniques Demonstrations using comprehensive geometric examples Explaining integration using logical problem-solving |
Chalk and blackboard, complex problem materials, exercise books
|
KLB Mathematics Book Three Pg 244-245
|
|
| 2 | 2 |
Vectors (II)
|
Applications of vectors in geometry
|
By the end of the
lesson, the learner
should be able to:
Use vectors to show the diagonals of a parallelogram Apply vector methods to geometric proofs Demonstrate parallelogram properties using vectors Solve geometric problems using vector techniques |
Q/A on geometric proof using vector methods
Discussions on parallelogram properties using vector analysis Solving geometric problems using systematic vector techniques Demonstrations using vector-based geometric constructions Explaining geometric relationships using vector reasoning |
Chalk and blackboard, parallelogram models, exercise books
|
KLB Mathematics Book Three Pg 248-249
|
|
| 2 | 3 |
Vectors (II)
Binomial Expansion |
Advanced geometric applications
Binomial expansions up to power four |
By the end of the
lesson, the learner
should be able to:
Use vectors to show geometric properties Apply vectors to complex geometric proofs Solve challenging geometric problems using vectors Integrate all vector concepts in geometric contexts |
Q/A on comprehensive geometric applications using vector methods
Discussions on advanced proof techniques using vectors Solving complex geometric problems using integrated approaches Demonstrations using sophisticated geometric constructions Explaining advanced applications using comprehensive reasoning |
Chalk and blackboard, advanced geometric models, exercise books
Chalk and blackboard, rectangular cutouts from paper, exercise books |
KLB Mathematics Book Three Pg 248-250
|
|
| 2 | 4 |
Binomial Expansion
|
Pascal's triangle
|
By the end of the
lesson, the learner
should be able to:
Use Pascal's triangle Construct Pascal's triangle systematically Apply triangle coefficients for binomial expansions Recognize number patterns in the triangle |
Q/A on triangle construction using addition patterns
Discussions on coefficient relationships using triangle analysis Solving triangle construction and application problems Demonstrations using visual triangle building Explaining pattern connections using systematic observation |
Chalk and blackboard, triangular patterns drawn/cut from paper, exercise books
|
KLB Mathematics Book Three Pg 256-257
|
|
| 2 | 5 |
Binomial Expansion
|
Pascal's triangle applications
|
By the end of the
lesson, the learner
should be able to:
Use Pascal's triangle Apply Pascal's triangle to binomial expansions efficiently Use triangle coefficients for various powers Solve expansion problems using triangle methods |
Q/A on triangle application using coefficient identification
Discussions on efficient expansion using triangle methods Solving expansion problems using Pascal's triangle Demonstrations using triangle-guided calculations Explaining efficiency benefits using comparative methods |
Chalk and blackboard, Pascal's triangle reference charts, exercise books
|
KLB Mathematics Book Three Pg 257-258
|
|
| 2 | 6 |
Binomial Expansion
|
Pascal's triangle (continued)
|
By the end of the
lesson, the learner
should be able to:
Use Pascal's triangle Apply triangle to complex expansion problems Handle higher powers using Pascal's triangle Integrate triangle concepts with algebraic expansion |
Q/A on advanced triangle applications using complex examples
Discussions on higher power expansion using triangle methods Solving challenging problems using Pascal's triangle Demonstrations using detailed triangle constructions Explaining integration using comprehensive examples |
Chalk and blackboard, advanced triangle patterns, exercise books
|
KLB Mathematics Book Three Pg 258-259
|
|
| 2 | 7 |
Binomial Expansion
|
Applications to numerical cases
|
By the end of the
lesson, the learner
should be able to:
Use binomial expansion to solve numerical problems Apply expansions for numerical approximations Calculate values using binomial methods Understand practical applications of expansions |
Q/A on numerical applications using approximation techniques
Discussions on calculation shortcuts using expansion methods Solving numerical problems using binomial approaches Demonstrations using practical calculation scenarios Explaining approximation benefits using real examples |
Chalk and blackboard, simple calculation aids, exercise books
|
KLB Mathematics Book Three Pg 259-260
|
|
| 3 | 1 |
Binomial Expansion
Probability |
Applications to numerical cases (continued)
Introduction |
By the end of the
lesson, the learner
should be able to:
Use binomial expansion to solve numerical problems Apply binomial methods to complex calculations Handle decimal approximations using expansions Solve practical numerical problems |
Q/A on advanced numerical applications using complex scenarios
Discussions on decimal approximation using expansion techniques Solving challenging numerical problems using systematic methods Demonstrations using detailed calculation procedures Explaining practical relevance using real-world examples |
Chalk and blackboard, advanced calculation examples, exercise books
Chalk and blackboard, coins, dice made from cardboard, exercise books |
KLB Mathematics Book Three Pg 259-260
|
|
| 3 | 2 |
Probability
|
Experimental Probability
|
By the end of the
lesson, the learner
should be able to:
Calculate the experimental probability Conduct probability experiments systematically Record and analyze experimental data Compare experimental results with expectations |
Q/A on frequency counting using repeated experiments
Discussions on trial repetition and result recording Solving experimental probability problems using data collection Demonstrations using coin toss and dice roll experiments Explaining frequency ratio calculations using practical examples |
Chalk and blackboard, coins, cardboard dice, tally charts, exercise books
|
KLB Mathematics Book Three Pg 262-264
|
|
| 3 | 3 |
Probability
|
Range of Probability Measure
|
By the end of the
lesson, the learner
should be able to:
Calculate the range of probability measure Express probabilities on scale from 0 to 1 Convert between fractions, decimals, and percentages Interpret probability values correctly |
Q/A on probability scale using number line representations
Discussions on probability conversion between forms Solving probability scale problems using systematic methods Demonstrations using probability line and scale examples Explaining scale interpretation using practical scenarios |
Chalk and blackboard, number line drawings, probability scale charts, exercise books
|
KLB Mathematics Book Three Pg 265-266
|
|
| 3 | 4 |
Probability
|
Probability Space
|
By the end of the
lesson, the learner
should be able to:
Calculate the probability space for the theoretical probability Define sample space systematically List all possible outcomes Apply sample space concepts |
Q/A on outcome listing using systematic enumeration
Discussions on complete outcome identification Solving sample space problems using organized listing Demonstrations using dice, cards, and spinner examples Explaining probability calculation using outcome counting |
Chalk and blackboard, playing cards (locally made), spinners from cardboard, exercise books
|
KLB Mathematics Book Three Pg 266-267
|
|
| 3 | 5 |
Probability
|
Theoretical Probability
|
By the end of the
lesson, the learner
should be able to:
Calculate the probability space for the theoretical probability Apply mathematical reasoning to find probabilities Use equally likely outcome assumptions Calculate theoretical probabilities systematically |
Q/A on theoretical calculation using mathematical principles
Discussions on equally likely assumptions and calculations Solving theoretical problems using systematic approaches Demonstrations using fair dice and unbiased coin examples Explaining mathematical probability using logical reasoning |
Chalk and blackboard, fair dice and coins, probability calculation aids, exercise books
|
KLB Mathematics Book Three Pg 266-268
|
|
| 3 | 6 |
Probability
|
Combined Events
|
By the end of the
lesson, the learner
should be able to:
Find the probability of a combined events Understand compound events and combinations Distinguish between different event types Apply basic combination rules |
Q/A on event combination using practical examples
Discussions on exclusive and inclusive event identification Solving basic combined event problems using visual methods Demonstrations using card drawing and dice rolling combinations Explaining combination principles using Venn diagrams |
Chalk and blackboard, playing cards, multiple dice, Venn diagram drawings, exercise books
|
KLB Mathematics Book Three Pg 272-273
|
|
| 3 | 7 |
Probability
|
Combined Events OR probability
Independent Events |
By the end of the
lesson, the learner
should be able to:
Find the probability of a combined events Apply addition rule for OR events Calculate "A or B" probabilities Handle mutually exclusive events |
Q/A on addition rule application using systematic methods
Discussions on mutually exclusive identification and calculation Solving OR probability problems using organized approaches Demonstrations using card selection and event combination Explaining addition rule logic using Venn diagrams |
Chalk and blackboard, Venn diagram materials, card examples, exercise books
Chalk and blackboard, multiple coins and dice, independence demonstration materials, exercise books |
KLB Mathematics Book Three Pg 272-274
|
|
| 4 | 1 |
Probability
|
Independent Events applications
|
By the end of the
lesson, the learner
should be able to:
Find the probability of independent events Apply independence to practical problems Solve complex multi-event scenarios Integrate independence with other concepts |
Q/A on complex event analysis using systematic problem-solving
Discussions on rule selection and application strategies Solving advanced combined problems using integrated approaches Demonstrations using complex experimental scenarios Explaining strategic problem-solving using logical analysis |
Chalk and blackboard, complex experimental materials, advanced calculation aids, exercise books
|
KLB Mathematics Book Three Pg 278-280
|
|
| 4 | 2 |
Probability
|
Tree Diagrams
|
By the end of the
lesson, the learner
should be able to:
Draw tree diagrams to show the probability space Construct tree diagrams systematically Represent sequential events using trees Apply tree diagram methods |
Q/A on tree construction using step-by-step methods
Discussions on sequential event representation Solving basic tree diagram problems using systematic drawing Demonstrations using branching examples and visual organization Explaining tree structure using logical branching principles |
Chalk and blackboard, tree diagram templates, branching materials, exercise books
|
KLB Mathematics Book Three Pg 282
|
|
| 4 | 3 |
Compound Proportion and Rates of Work
|
Compound Proportions
|
By the end of the
lesson, the learner
should be able to:
Find the compound proportions Understand compound proportion relationships Apply compound proportion methods systematically Solve problems involving multiple variables |
Q/A on compound relationships using practical examples
Discussions on multiple variable situations using local scenarios Solving compound proportion problems using systematic methods Demonstrations using business and trade examples Explaining compound proportion logic using step-by-step reasoning |
Chalk and blackboard, local business examples, calculators if available, exercise books
|
KLB Mathematics Book Three Pg 288-290
|
|
| 4 | 4 |
Compound Proportion and Rates of Work
|
Compound Proportions applications
|
By the end of the
lesson, the learner
should be able to:
Find the compound proportions Apply compound proportions to complex problems Handle multi-step compound proportion scenarios Solve real-world compound proportion problems |
Q/A on advanced compound proportion using complex scenarios
Discussions on multi-variable relationships using practical contexts Solving challenging compound problems using systematic approaches Demonstrations using construction and farming examples Explaining practical applications using community-based scenarios |
Chalk and blackboard, construction/farming examples, exercise books
|
KLB Mathematics Book Three Pg 290-291
|
|
| 4 | 5 |
Compound Proportion and Rates of Work
|
Proportional Parts
|
By the end of the
lesson, the learner
should be able to:
Calculate the proportional parts Understand proportional division concepts Apply proportional parts to sharing problems Solve distribution problems using proportional methods |
Q/A on proportional sharing using practical examples
Discussions on fair distribution using ratio concepts Solving proportional parts problems using systematic division Demonstrations using sharing scenarios and inheritance examples Explaining proportional distribution using logical reasoning |
Chalk and blackboard, sharing demonstration materials, exercise books
|
KLB Mathematics Book Three Pg 291-293
|
|
| 4 | 6 |
Compound Proportion and Rates of Work
|
Proportional Parts applications
Rates of Work |
By the end of the
lesson, the learner
should be able to:
Calculate the proportional parts Apply proportional parts to complex sharing scenarios Handle business partnership profit sharing Solve advanced proportional distribution problems |
Q/A on complex proportional sharing using business examples
Discussions on partnership profit distribution using practical scenarios Solving advanced proportional problems using systematic methods Demonstrations using business partnership and investment examples Explaining practical applications using meaningful contexts |
Chalk and blackboard, business partnership examples, exercise books
Chalk and blackboard, work scenario examples, exercise books |
KLB Mathematics Book Three Pg 291-293
|
|
| 4 | 7 |
Compound Proportion and Rates of Work
|
Rates of Work and Mixtures
|
By the end of the
lesson, the learner
should be able to:
Calculate the rate of work Apply work rates to complex scenarios Handle mixture problems and combinations Solve advanced rate and mixture problems |
Q/A on advanced work rates using complex scenarios
Discussions on mixture problems using practical examples Solving challenging rate and mixture problems using systematic approaches Demonstrations using cooking, construction, and manufacturing examples Explaining mixture concepts using practical applications |
Chalk and blackboard, mixture demonstration materials, exercise books
|
KLB Mathematics Book Three Pg 295-296
|
|
| 5 | 1 |
Graphical Methods
|
Tables of given relations
|
By the end of the
lesson, the learner
should be able to:
Draw tables of given relations Construct organized data tables systematically Prepare data for graphical representation Understand relationship between variables |
Q/A on table construction using systematic data organization
Discussions on variable relationships using practical examples Solving table preparation problems using organized methods Demonstrations using data collection and tabulation Explaining systematic data arrangement using logical procedures |
Chalk and blackboard, ruled paper for tables, exercise books
|
KLB Mathematics Book Three Pg 299
|
|
| 5 | 2 |
Graphical Methods
|
Graphs of given relations
|
By the end of the
lesson, the learner
should be able to:
Draw graphs of given relations Plot points accurately on coordinate systems Connect points to show relationships Interpret graphs from given data |
Q/A on graph plotting using coordinate methods
Discussions on point plotting and curve drawing Solving graph construction problems using systematic plotting Demonstrations using coordinate systems and curve sketching Explaining graph interpretation using visual analysis |
Chalk and blackboard, graph paper or grids, rulers, exercise books
|
KLB Mathematics Book Three Pg 300
|
|
| 5 | 3 |
Graphical Methods
|
Graphical solution of cubic equations
|
By the end of the
lesson, the learner
should be able to:
Draw graphs of cubic equations Plot cubic curves accurately Use graphs to solve cubic equations Find roots using graphical methods |
Q/A on cubic curve plotting using systematic point plotting
Discussions on curve characteristics and root finding Solving cubic graphing problems using careful plotting Demonstrations using cubic curve construction Explaining root identification using graph analysis |
Chalk and blackboard, graph paper, cubic equation examples, exercise books
|
KLB Mathematics Book Three Pg 302-304
|
|
| 5 | 4 |
Graphical Methods
|
Introduction to rates of change
Average rates of change |
By the end of the
lesson, the learner
should be able to:
Calculate the average rates of change Understand rate of change concepts Apply rate calculations to practical problems Interpret rate meanings in context |
Q/A on rate calculation using slope methods
Discussions on rate interpretation using practical examples Solving basic rate problems using systematic calculation Demonstrations using speed-time and distance examples Explaining rate concepts using practical analogies |
Chalk and blackboard, rate calculation examples, exercise books
Chalk and blackboard, graph paper, rate examples, exercise books |
KLB Mathematics Book Three Pg 304-306
|
|
| 5 | 5 |
Graphical Methods
|
Introduction to instantaneous rates
|
By the end of the
lesson, the learner
should be able to:
Calculate the rate of change at an instant Understand instantaneous rate concepts Distinguish between average and instantaneous rates Apply instant rate methods |
Q/A on instantaneous rate concepts using limiting methods
Discussions on instant vs average rate differences Solving basic instantaneous rate problems Demonstrations using tangent line concepts Explaining instantaneous rate using practical examples |
Chalk and blackboard, tangent line examples, exercise books
|
KLB Mathematics Book Three Pg 310-311
|
|
| 5 | 6 |
Graphical Methods
|
Rate of change at an instant
|
By the end of the
lesson, the learner
should be able to:
Calculate the rate of change at an instant Apply instantaneous rate methods systematically Use graphical techniques for instant rates Solve practical instantaneous rate problems |
Q/A on instantaneous rate calculation using graphical methods
Discussions on tangent line slope interpretation Solving instantaneous rate problems using systematic approaches Demonstrations using detailed tangent constructions Explaining practical applications using real scenarios |
Chalk and blackboard, detailed graph examples, exercise books
|
KLB Mathematics Book Three Pg 310-311
|
|
| 5 | 7 |
Graphical Methods
Matrices and Transformation |
Empirical graphs
Matrices of Transformation |
By the end of the
lesson, the learner
should be able to:
Draw the empirical graphs Understand empirical data representation Plot experimental data systematically Analyze empirical relationships |
Q/A on empirical data plotting using experimental examples
Discussions on real data representation using practical scenarios Solving empirical graphing problems using systematic methods Demonstrations using experimental data examples Explaining empirical analysis using practical interpretations |
Chalk and blackboard, experimental data examples, exercise books
Exercise books -Manila paper -Ruler -Pencils |
KLB Mathematics Book Three Pg 315-316
|
|
| 6 | 1 |
Matrices and Transformation
|
Identifying Common Transformation Matrices
Finding the Matrix of a Transformation |
By the end of the
lesson, the learner
should be able to:
-Identify matrices for reflection, rotation, enlargement -Describe transformations represented by given matrices -Apply identity matrix and understand its effect -Distinguish between different types of transformations |
-Use unit square drawn on paper to identify transformations -Practice with specific matrices like (0 1; 1 0), (-1 0; 0 1) -Draw objects and images under various transformations -Q&A on transformation properties |
Exercise books
-Manila paper -Ruler -String -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 1-5
|
|
| 6 | 2 |
Matrices and Transformation
|
Using the Unit Square Method
Successive Transformations |
By the end of the
lesson, the learner
should be able to:
-Use unit square to find transformation matrices -Read matrix elements directly from unit square images -Apply unit square method to various transformations -Compare unit square method with algebraic method |
-Demonstrate unit square method systematically -Practice reading transformation matrices from diagrams -Apply method to reflections, rotations, enlargements -Compare efficiency of different methods |
Exercise books
-Manila paper -Ruler -String -Coloured pencils |
KLB Secondary Mathematics Form 4, Pages 6-16
|
|
| 6 | 3 |
Matrices and Transformation
|
Single Matrix for Successive Transformations
Inverse of a Transformation |
By the end of the
lesson, the learner
should be able to:
-Find single matrix equivalent to successive transformations -Apply commutativity properties in matrix multiplication -Determine order of operations in transformations -Solve complex transformation problems efficiently |
-Demonstrate equivalence of successive and single matrices -Practice finding single equivalent matrices -Compare geometric and algebraic approaches -Solve real-world transformation problems |
Exercise books
-Manila paper -Ruler -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 21-24
|
|
| 6 | 4 |
Matrices and Transformation
|
Area Scale Factor and Determinant
|
By the end of the
lesson, the learner
should be able to:
-Establish relationship between area scale factor and determinant -Calculate area scale factors for transformations -Apply determinant to find area changes -Solve problems involving area transformations |
-Measure areas of objects and images using grid paper -Calculate determinants and compare with area ratios -Practice with various transformation types -Verify the relationship: ASF = |
det A
|
|
|
| 6 | 5 |
Matrices and Transformation
|
Shear Transformations
|
By the end of the
lesson, the learner
should be able to:
-Define shear transformation and its properties -Identify invariant lines in shear transformations -Construct matrices for shear transformations -Apply shear transformations to geometric objects |
-Demonstrate shear using cardboard models -Identify x-axis and y-axis invariant shears -Practice constructing shear matrices -Apply shears to triangles and rectangles |
Exercise books
-Cardboard pieces -Manila paper -Ruler |
KLB Secondary Mathematics Form 4, Pages 28-34
|
|
| 6 | 6 |
Matrices and Transformation
|
Stretch Transformations
Combined Shear and Stretch Problems |
By the end of the
lesson, the learner
should be able to:
-Define stretch transformation and scale factors -Distinguish between one-way and two-way stretches -Construct matrices for stretch transformations -Apply stretch transformations to solve problems |
-Demonstrate stretch using rubber bands and paper -Practice with x-axis and y-axis invariant stretches -Construct stretch matrices systematically -Compare stretches with enlargements |
Exercise books
-Rubber bands -Manila paper -Ruler -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 28-34
|
|
| 6 | 7 |
Statistics II
|
Mean Using Working Mean - Simple Data
|
By the end of the
lesson, the learner
should be able to:
-Calculate mean using working mean for ungrouped data -Apply the formula: mean = working mean + mean of deviations -Verify results using direct calculation method -Solve problems with whole numbers |
-Work through step-by-step examples on chalkboard -Practice with student marks and heights data -Verify answers using traditional method -Individual practice with guided support |
Exercise books
-Manila paper -Student data -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 42-48
|
|
| 7 | 1 |
Statistics II
|
Mean Using Working Mean - Frequency Tables
|
By the end of the
lesson, the learner
should be able to:
-Calculate mean using working mean for frequency data -Apply working mean to discrete frequency distributions -Use the formula with frequencies correctly -Solve real-world problems with frequency data |
-Demonstrate with family size data from local community -Practice calculating fx and fd systematically -Work through examples step-by-step -Students practice with their own collected data |
Exercise books
-Manila paper -Community data -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 42-48
|
|
| 7 | 2 |
Statistics II
|
Mean for Grouped Data Using Working Mean
|
By the end of the
lesson, the learner
should be able to:
-Calculate mean for grouped continuous data -Select appropriate working mean for grouped data -Use midpoints of class intervals correctly -Apply working mean formula to grouped data |
-Use height/weight data of students in class -Practice finding midpoints of class intervals -Work through complex calculations step by step -Students practice with agricultural production data |
Exercise books
-Manila paper -Real datasets -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 42-48
|
|
| 7 | 3 |
Statistics II
|
Introduction to Quartiles, Deciles, Percentiles
|
By the end of the
lesson, the learner
should be able to:
-Define quartiles, deciles, and percentiles -Understand how they divide data into parts -Explain the relationship between these measures -Identify their importance in data analysis |
-Use physical demonstration with student heights -Arrange 20 students by height to show quartiles -Explain percentile ranks in exam results -Discuss applications in grading systems |
Exercise books
-Manila paper -Student height data -Measuring tape |
KLB Secondary Mathematics Form 4, Pages 49-52
|
|
| 7 | 4 |
Statistics II
|
Calculating Quartiles for Ungrouped Data
|
By the end of the
lesson, the learner
should be able to:
-Find lower quartile, median, upper quartile for raw data -Apply the position formulas correctly -Arrange data in ascending order systematically -Interpret quartile values in context |
-Practice with test scores from the class -Arrange data systematically on chalkboard -Calculate Q1, Q2, Q3 step by step -Students work with their own datasets |
Exercise books
-Manila paper -Test score data -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 49-52
|
|
| 7 | 5 |
Statistics II
|
Quartiles for Grouped Data
Deciles and Percentiles Calculations |
By the end of the
lesson, the learner
should be able to:
-Calculate quartiles using interpolation formula -Identify quartile classes correctly -Apply the formula: Q = L + [(n/4 - CF)/f] × h -Solve problems with continuous grouped data |
-Work through detailed examples on chalkboard -Practice identifying quartile positions -Use cumulative frequency systematically -Apply to real examination grade data |
Exercise books
-Manila paper -Grade data -Chalk/markers -Performance data |
KLB Secondary Mathematics Form 4, Pages 49-52
|
|
| 7 | 6 |
Statistics II
|
Drawing Cumulative Frequency Curves (Ogives)
|
By the end of the
lesson, the learner
should be able to:
-Draw accurate ogives using proper scales -Plot cumulative frequency against upper boundaries -Create smooth curves through plotted points -Label axes and scales correctly |
-Practice plotting on large manila paper -Use rulers for accurate scales -Demonstrate smooth curve drawing technique -Students create their own ogives |
Exercise books
-Manila paper -Ruler -Pencils |
KLB Secondary Mathematics Form 4, Pages 52-60
|
|
| 7 | 7 |
Statistics II
|
Applications of Ogives
|
By the end of the
lesson, the learner
should be able to:
-Use ogives to solve real-world problems -Find number of values above/below certain points -Calculate percentage of data in given ranges -Compare different datasets using ogives |
-Solve problems about pass rates in examinations -Find how many students scored above average -Calculate percentages for different grade ranges -Use agricultural production data for analysis |
Exercise books
-Manila paper -Real problem datasets -Ruler |
KLB Secondary Mathematics Form 4, Pages 52-60
|
|
| 8 | 1 |
Statistics II
|
Introduction to Measures of Dispersion
|
By the end of the
lesson, the learner
should be able to:
-Define dispersion and its importance -Understand limitations of central tendency alone -Compare datasets with same mean but different spread -Identify different measures of dispersion |
-Compare test scores of two classes with same mean -Show how different spreads affect interpretation -Discuss variability in real-world data -Introduce range as simplest measure |
Exercise books
-Manila paper -Comparative datasets -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 60-65
|
|
| 8 | 2 |
Statistics II
|
Range and Interquartile Range
|
By the end of the
lesson, the learner
should be able to:
-Calculate range for different datasets -Find interquartile range (Q3 - Q1) -Calculate quartile deviation (semi-interquartile range) -Compare advantages and limitations of each measure |
-Calculate range for student heights in class -Find IQR for the same data -Discuss effect of outliers on range -Compare IQR stability with range |
Exercise books
-Manila paper -Student data -Measuring tape |
KLB Secondary Mathematics Form 4, Pages 60-65
|
|
| 8 | 3 |
Statistics II
|
Mean Absolute Deviation
Introduction to Variance |
By the end of the
lesson, the learner
should be able to:
-Calculate mean absolute deviation -Use absolute values correctly in calculations -Understand concept of average distance from mean -Apply MAD to compare variability in datasets |
-Calculate MAD for class test scores -Practice with absolute value calculations -Compare MAD values for different subjects -Interpret MAD in context of data spread |
Exercise books
-Manila paper -Test score data -Chalk/markers -Simple datasets |
KLB Secondary Mathematics Form 4, Pages 65-70
|
|
| 8 | 4 |
Statistics II
|
Variance Using Alternative Formula
|
By the end of the
lesson, the learner
should be able to:
-Apply the formula: σ² = (Σx²/n) - x̄² -Use alternative variance formula efficiently -Compare computational methods -Solve variance problems for frequency data |
-Demonstrate both variance formulas -Show computational advantages of alternative formula -Practice with frequency tables -Students choose efficient method |
Exercise books
-Manila paper -Frequency data -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 65-70
|
|
| 8 | 5 |
Statistics II
|
Standard Deviation Calculations
|
By the end of the
lesson, the learner
should be able to:
-Calculate standard deviation as square root of variance -Apply standard deviation to ungrouped data -Use standard deviation to compare datasets -Interpret standard deviation in practical contexts |
-Calculate SD for student exam scores -Compare SD values for different subjects -Interpret what high/low SD means -Use SD to identify consistent performance |
Exercise books
-Manila paper -Exam score data -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 65-70
|
|
| 8 | 6 |
Statistics II
|
Standard Deviation for Grouped Data
|
By the end of the
lesson, the learner
should be able to:
-Calculate standard deviation for frequency distributions -Use working mean with grouped data for SD -Apply coding techniques to simplify calculations -Solve complex grouped data problems |
-Work with agricultural yield data from local farms -Use coding method to simplify calculations -Calculate SD step by step for grouped data -Compare variability in different crops |
Exercise books
-Manila paper -Agricultural data -Chalk/markers |
KLB Secondary Mathematics Form 4, Pages 65-70
|
|
| 9 |
END TERM EXAMS AND BREAK |
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