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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1-2 |
Opener exam |
|||||||
| 3 | 1 |
Formulae and Variations
|
Introduction to formulae
Subject of a formula - basic cases |
By the end of the
lesson, the learner
should be able to:
Define formulae and identify formula components Recognize formulae in everyday contexts Understand the relationship between variables Appreciate the importance of formulae in mathematics |
Q/A on familiar formulae from daily life
Discussions on cooking recipes as formulae Analyzing distance-time relationships using walking examples Demonstrations using perimeter and area calculations Explaining formula notation using simple examples |
Chalk and blackboard, measuring tape or string, exercise books
Chalk and blackboard, simple balance (stones and stick), exercise books |
KLB Mathematics Book Three Pg 191-193
|
|
| 3 | 2 |
Formulae and Variations
|
Subject of a formula - intermediate cases
|
By the end of the
lesson, the learner
should be able to:
Make complex variables the subject of formulae Handle formulae with fractions and powers Apply multiple inverse operations systematically Solve intermediate difficulty problems |
Q/A on complex rearrangement using systematic approach
Discussions on fraction handling using common denominators Solving intermediate problems using organized methods Demonstrations using step-by-step blackboard work Explaining systematic approaches using flowcharts |
Chalk and blackboard, fraction strips made from paper, exercise books
|
KLB Mathematics Book Three Pg 191-193
|
|
| 3 | 3 |
Formulae and Variations
|
Subject of a formula - advanced cases
|
By the end of the
lesson, the learner
should be able to:
Make variables subject in complex formulae Handle square roots and quadratic expressions Apply advanced algebraic manipulation Solve challenging subject transformation problems |
Q/A on advanced manipulation using careful steps
Discussions on square root handling using examples Solving complex problems using systematic approach Demonstrations using detailed blackboard work Explaining quadratic handling using factoring |
Chalk and blackboard, squared paper patterns, exercise books
|
KLB Mathematics Book Three Pg 191-193
|
|
| 3 | 4 |
Formulae and Variations
|
Applications of formula manipulation
Introduction to variation |
By the end of the
lesson, the learner
should be able to:
Apply formula rearrangement to practical problems Solve real-world problems using formula manipulation Calculate unknown quantities in various contexts Interpret results in meaningful situations |
Q/A on practical applications using local examples
Discussions on real-world formula use in farming/building Solving application problems using formula rearrangement Demonstrations using construction and farming scenarios Explaining practical interpretation using community examples |
Chalk and blackboard, local measurement tools, exercise books
Chalk and blackboard, local price lists from markets, exercise books |
KLB Mathematics Book Three Pg 191-193
|
|
| 3 | 5 |
Formulae and Variations
|
Direct variation - introduction
|
By the end of the
lesson, the learner
should be able to:
Understand direct proportionality concepts Recognize direct variation patterns Use direct variation notation correctly Calculate constants of proportionality |
Q/A on direct relationships using simple examples
Discussions on proportional changes using market scenarios Solving basic direct variation problems Demonstrations using doubling and tripling examples Explaining proportionality using ratio concepts |
Chalk and blackboard, beans or stones for counting, exercise books
|
KLB Mathematics Book Three Pg 194-196
|
|
| 3 | 6 |
Sequences and Series
|
Introduction to sequences and finding terms
General term of sequences and applications |
By the end of the
lesson, the learner
should be able to:
Define sequences and identify sequence patterns Find next terms using established patterns Recognize different types of sequence patterns Apply pattern recognition systematically |
Q/A on number patterns from daily life
Discussions on counting patterns using classroom arrangements Solving pattern completion problems step-by-step Demonstrations using bead or stone arrangements Explaining sequence terminology and pattern continuation |
Chalk and blackboard, stones or beans for patterns, exercise books
Chalk and blackboard, numbered cards made from paper, exercise books |
KLB Mathematics Book Three Pg 207-208
|
|
| 3 | 7 |
Sequences and Series
|
Arithmetic sequences and nth term
|
By the end of the
lesson, the learner
should be able to:
Define arithmetic sequences and common differences Calculate common differences correctly Derive and apply the nth term formula Solve problems using arithmetic sequence concepts |
Q/A on arithmetic patterns using step-by-step examples
Discussions on constant difference patterns and formula derivation Solving arithmetic sequence problems systematically Demonstrations using equal-step progressions Explaining formula structure using algebraic reasoning |
Chalk and blackboard, measuring tape or string, exercise books
|
KLB Mathematics Book Three Pg 209-210
|
|
| 3 | 8 |
Sequences and Series
|
Arithmetic sequence applications
|
By the end of the
lesson, the learner
should be able to:
Solve complex arithmetic sequence problems Apply arithmetic sequences to real-world problems Handle word problems involving arithmetic sequences Model practical situations using arithmetic progressions |
Q/A on practical applications using local business examples
Discussions on salary progression and savings plans Solving real-world problems using sequence methods Demonstrations using employment and finance scenarios Explaining practical interpretation using meaningful contexts |
Chalk and blackboard, local employment/savings examples, exercise books
|
KLB Mathematics Book Three Pg 209-210
|
|
| 4 | 1 |
Sequences and Series
|
Geometric sequences and nth term
Geometric sequence applications |
By the end of the
lesson, the learner
should be able to:
Define geometric sequences and common ratios Calculate common ratios correctly Derive and apply the geometric nth term formula Understand exponential growth patterns |
Q/A on geometric patterns using multiplication examples
Discussions on ratio-based progressions and formula derivation Solving geometric sequence problems systematically Demonstrations using doubling and scaling examples Explaining exponential structure using practical examples |
Chalk and blackboard, objects for doubling demonstrations, exercise books
Chalk and blackboard, population/growth data examples, exercise books |
KLB Mathematics Book Three Pg 211-213
|
|
| 4 | 2 |
Sequences and Series
|
Arithmetic series and sum formula
|
By the end of the
lesson, the learner
should be able to:
Define arithmetic series as sums of sequences Derive the sum formula for arithmetic series Apply the arithmetic series formula systematically Calculate sums efficiently using the formula |
Q/A on series concepts using summation examples
Discussions on sequence-to-series relationships and formula derivation Solving arithmetic series problems using step-by-step approach Demonstrations using cumulative sum examples Explaining derivation logic using algebraic reasoning |
Chalk and blackboard, counting materials for summation, exercise books
|
KLB Mathematics Book Three Pg 214-215
|
|
| 4 | 3 |
Sequences and Series
|
Geometric series and applications
Mixed problems and advanced applications |
By the end of the
lesson, the learner
should be able to:
Define geometric series and understand convergence Derive and apply geometric series formulas Handle finite and infinite geometric series Apply geometric series to practical situations |
Q/A on geometric series concepts using multiplication examples
Discussions on convergence and formula applications Solving geometric series problems including infinite cases Demonstrations using geometric sum patterns Explaining convergence using practical examples |
Chalk and blackboard, convergence demonstration materials, exercise books
Chalk and blackboard, mixed problem collections, exercise books |
KLB Mathematics Book Three Pg 216-219
|
|
| 4 | 4 |
Sequences and Series
|
Sequences in nature and technology
|
By the end of the
lesson, the learner
should be able to:
Identify mathematical patterns in natural phenomena Analyze sequences in biological and technological contexts Apply sequence concepts to environmental problems Appreciate mathematics in the natural and modern world |
Q/A on natural and technological patterns using examples
Discussions on biological sequences and digital applications Solving nature and technology-based problems Demonstrations using natural pattern examples Explaining mathematical beauty using real phenomena |
Chalk and blackboard, natural and technology examples, exercise books
|
KLB Mathematics Book Three Pg 207-219
|
|
| 4 | 5 |
Vectors (II)
|
Coordinates in two dimensions
Coordinates in three dimensions |
By the end of the
lesson, the learner
should be able to:
Identify the coordinates of a point in two dimensions Plot points on coordinate planes accurately Understand position representation using coordinates Apply coordinate concepts to practical situations |
Q/A on coordinate identification using grid references
Discussions on map reading and location finding Solving coordinate plotting problems using systematic methods Demonstrations using classroom grid systems and floor patterns Explaining coordinate applications using local maps and directions |
Chalk and blackboard, squared paper or grid drawn on ground, exercise books
Chalk and blackboard, 3D models made from sticks and clay, exercise books |
KLB Mathematics Book Three Pg 221-222
|
|
| 4 | 6 |
Vectors (II)
|
Column and position vectors in three dimensions
|
By the end of the
lesson, the learner
should be able to:
Find a displacement and represent it in column vector Calculate the position vector Express vectors in column form Apply column vector notation systematically |
Q/A on displacement representation using movement examples
Discussions on vector notation using organized column format Solving column vector problems using systematic methods Demonstrations using physical movement and direction examples Explaining vector components using practical displacement |
Chalk and blackboard, movement demonstration space, exercise books
|
KLB Mathematics Book Three Pg 223-224
|
|
| 4 | 7 |
Vectors (II)
|
Position vectors and applications
|
By the end of the
lesson, the learner
should be able to:
Calculate the position vector Apply position vectors to geometric problems Find distances using position vector methods Solve positioning problems systematically |
Q/A on position vector calculation using origin references
Discussions on position determination using coordinate methods Solving position vector problems using systematic calculation Demonstrations using fixed origin and variable endpoints Explaining position concepts using practical location examples |
Chalk and blackboard, origin marking systems, exercise books
|
KLB Mathematics Book Three Pg 224
|
|
| 4 | 8 |
Vectors (II)
|
Column vectors in terms of unit vectors i, j, k
Vector operations using unit vectors |
By the end of the
lesson, the learner
should be able to:
Express vectors in terms of unit vectors Convert between column and unit vector notation Understand the standard basis vector system Apply unit vector representation systematically |
Q/A on unit vector concepts using direction examples
Discussions on component representation using organized methods Solving unit vector problems using systematic conversion Demonstrations using perpendicular direction examples Explaining basis vector concepts using coordinate axes |
Chalk and blackboard, direction indicators, unit vector reference charts, exercise books
Chalk and blackboard, component calculation aids, exercise books |
KLB Mathematics Book Three Pg 226-228
|
|
| 5 | 1 |
Vectors (II)
|
Magnitude of a vector in three dimensions
|
By the end of the
lesson, the learner
should be able to:
Calculate the magnitude of a vector in three dimensions Apply the 3D magnitude formula systematically Find vector lengths in spatial contexts Solve magnitude problems accurately |
Q/A on 3D magnitude using extended Pythagorean methods
Discussions on spatial distance calculation using 3D techniques Solving 3D magnitude problems using systematic calculation Demonstrations using 3D distance examples Explaining 3D magnitude using practical spatial examples |
Chalk and blackboard, 3D measurement aids, exercise books
|
KLB Mathematics Book Three Pg 229-230
|
|
| 5 | 2 |
Vectors (II)
|
Magnitude applications and unit vectors
Parallel vectors |
By the end of the
lesson, the learner
should be able to:
Calculate the magnitude of a vector in three dimensions Find unit vectors from given vectors Apply magnitude concepts to practical problems Use magnitude in vector normalization |
Q/A on magnitude and unit vector relationships
Discussions on normalization and direction finding Solving magnitude and unit vector problems Demonstrations using direction and length separation Explaining practical applications using navigation examples |
Chalk and blackboard, direction finding aids, exercise books
Chalk and blackboard, parallel line demonstrations, exercise books |
KLB Mathematics Book Three Pg 229-230
|
|
| 5 | 3 |
Vectors (II)
|
Collinearity
|
By the end of the
lesson, the learner
should be able to:
Show that points are collinear Apply vector methods to prove collinearity Test for collinear points using vector techniques Solve collinearity problems systematically |
Q/A on collinearity testing using vector proportion methods
Discussions on point alignment using vector analysis Solving collinearity problems using systematic verification Demonstrations using straight-line point examples Explaining collinearity using geometric alignment concepts |
Chalk and blackboard, straight-line demonstrations, exercise books
|
KLB Mathematics Book Three Pg 232-234
|
|
| 5 | 4 |
Vectors (II)
|
Advanced collinearity applications
|
By the end of the
lesson, the learner
should be able to:
Show that points are collinear Apply collinearity to complex geometric problems Integrate parallel and collinearity concepts Solve advanced alignment problems |
Q/A on advanced collinearity using complex scenarios
Discussions on geometric proof using vector methods Solving challenging collinearity problems Demonstrations using complex geometric constructions Explaining advanced applications using comprehensive examples |
Chalk and blackboard, complex geometric aids, exercise books
|
KLB Mathematics Book Three Pg 232-234
|
|
| 5 | 5 |
Vectors (II)
|
Proportional division of a line
External division of a line |
By the end of the
lesson, the learner
should be able to:
Divide a line internally in the given ratio Apply the internal division formula Calculate division points using vector methods Understand proportional division concepts |
Q/A on internal division using systematic formula application
Discussions on ratio division using proportional methods Solving internal division problems using organized approaches Demonstrations using internal point construction examples Explaining internal division using geometric visualization |
Chalk and blackboard, internal division models, exercise books
Chalk and blackboard, external division models, exercise books |
KLB Mathematics Book Three Pg 237-238
|
|
| 5 | 6 |
Vectors (II)
|
Combined internal and external division
|
By the end of the
lesson, the learner
should be able to:
Divide a line internally and externally in the given ratio Apply both division formulas systematically Compare internal and external division results Handle mixed division problems |
Q/A on combined division using comparative methods
Discussions on division type selection using problem analysis Solving combined division problems using systematic approaches Demonstrations using both division types Explaining division relationships using geometric reasoning |
Chalk and blackboard, combined division models, exercise books
|
KLB Mathematics Book Three Pg 239
|
|
| 5 | 7 |
Vectors (II)
|
Ratio theorem
Advanced ratio theorem applications |
By the end of the
lesson, the learner
should be able to:
Express position vectors Apply the ratio theorem to geometric problems Use ratio theorem in complex calculations Find position vectors using ratio relationships |
Q/A on ratio theorem application using systematic methods
Discussions on position vector calculation using ratio methods Solving ratio theorem problems using organized approaches Demonstrations using ratio-based position finding Explaining theorem applications using logical reasoning |
Chalk and blackboard, ratio theorem aids, exercise books
Chalk and blackboard, advanced ratio models, exercise books |
KLB Mathematics Book Three Pg 240-242
|
|
| 5 | 8 |
Vectors (II)
|
Mid-point
|
By the end of the
lesson, the learner
should be able to:
Find the mid-points of the given vectors Apply midpoint formulas in vector contexts Use midpoint concepts in geometric problems Calculate midpoints systematically |
Q/A on midpoint calculation using vector averaging methods
Discussions on midpoint applications using geometric examples Solving midpoint problems using systematic approaches Demonstrations using midpoint construction and calculation Explaining midpoint concepts using practical examples |
Chalk and blackboard, midpoint demonstration aids, exercise books
|
KLB Mathematics Book Three Pg 243
|
|
| 6 | 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
|
|
| 6 | 2 |
Vectors (II)
|
Advanced ratio theorem applications
Applications of vectors in geometry |
By the end of the
lesson, the learner
should be able to:
Use ratio theorem to find the given vectors Apply ratio theorem to challenging problems Handle complex geometric applications Demonstrate comprehensive ratio mastery |
Q/A on comprehensive ratio understanding using advanced problems
Discussions on complex ratio relationships Solving advanced ratio problems using systematic methods Demonstrations using sophisticated geometric constructions Explaining mastery using challenging applications |
Chalk and blackboard, advanced geometric aids, exercise books
Chalk and blackboard, parallelogram models, exercise books |
KLB Mathematics Book Three Pg 246-248
|
|
| 6 | 3 |
Vectors (II)
|
Rectangle diagonal applications
|
By the end of the
lesson, the learner
should be able to:
Use vectors to show the diagonals of a rectangle Apply vector methods to rectangle properties Prove rectangle theorems using vectors Compare parallelogram and rectangle diagonal properties |
Q/A on rectangle properties using vector analysis
Discussions on diagonal relationships using vector methods Solving rectangle problems using systematic approaches Demonstrations using rectangle constructions and vector proofs Explaining rectangle properties using vector reasoning |
Chalk and blackboard, rectangle models, exercise books
|
KLB Mathematics Book Three Pg 248-250
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
Binomial Expansion
|
Binomial expansions up to power four (continued)
|
By the end of the
lesson, the learner
should be able to:
Expand binomial function up to power four Handle increasingly complex coefficient patterns Apply systematic expansion techniques efficiently Verify expansions using substitution methods |
Q/A on power expansion using multiplication techniques
Discussions on coefficient identification using pattern analysis Solving expansion problems using systematic approaches Demonstrations using geometric representations Explaining verification methods using numerical substitution |
Chalk and blackboard, squared paper for geometric models, exercise books
|
KLB Mathematics Book Three Pg 256
|
|
| 6 | 6 |
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
|
|
| 6 | 7 |
Binomial Expansion
|
Pascal's triangle applications
Pascal's triangle (continued) |
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
Chalk and blackboard, advanced triangle patterns, exercise books |
KLB Mathematics Book Three Pg 257-258
|
|
| 6 | 8 |
Binomial Expansion
|
Pascal's triangle advanced
|
By the end of the
lesson, the learner
should be able to:
Use Pascal's triangle Apply general binomial theorem concepts Understand combination notation in expansions Use general term formula applications |
Q/A on general formula understanding using pattern analysis
Discussions on combination notation using counting principles Solving general term problems using formula application Demonstrations using systematic formula usage Explaining general principles using algebraic reasoning |
Chalk and blackboard, combination calculation aids, exercise books
|
KLB Mathematics Book Three Pg 258-259
|
|
| 7 | 1 |
Binomial Expansion
|
Applications to numerical cases
Applications to numerical cases (continued) |
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
Chalk and blackboard, advanced calculation examples, exercise books |
KLB Mathematics Book Three Pg 259-260
|
|
| 7 | 2 |
Probability
|
Introduction
|
By the end of the
lesson, the learner
should be able to:
Calculate the experimental probability Understand probability concepts in daily life Distinguish between certain and uncertain events Recognize probability situations |
Q/A on uncertain events from daily life experiences
Discussions on weather prediction and game outcomes Analyzing chance events using coin tossing and dice rolling Demonstrations using simple probability experiments Explaining probability language using familiar examples |
Chalk and blackboard, coins, dice made from cardboard, exercise books
|
KLB Mathematics Book Three Pg 262-264
|
|
| 7 | 3 |
Probability
|
Experimental Probability
Experimental Probability applications |
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
Chalk and blackboard, extended experimental materials, data recording sheets, exercise books |
KLB Mathematics Book Three Pg 262-264
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 7 | 6 |
Probability
|
Theoretical Probability
Theoretical Probability advanced |
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
Chalk and blackboard, complex probability materials, advanced calculation aids, exercise books |
KLB Mathematics Book Three Pg 266-268
|
|
| 7 | 7 |
Probability
|
Theoretical Probability applications
|
By the end of the
lesson, the learner
should be able to:
Calculate the probability space for the theoretical probability Apply theoretical concepts to real situations Solve practical probability problems Interpret results in meaningful contexts |
Q/A on practical probability using local examples
Discussions on real-world applications using community scenarios Solving application problems using theoretical methods Demonstrations using local games and practical situations Explaining practical interpretation using meaningful contexts |
Chalk and blackboard, local game examples, practical scenario materials, exercise books
|
KLB Mathematics Book Three Pg 268-270
|
|
| 7 | 8 |
Probability
|
Combined Events
Combined Events OR probability |
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
Chalk and blackboard, Venn diagram materials, card examples, exercise books |
KLB Mathematics Book Three Pg 272-273
|
|
| 8 | 1 |
Probability
|
Independent Events
|
By the end of the
lesson, the learner
should be able to:
Find the probability of independent events Apply multiplication rule for independent events Calculate "A and B" probabilities Understand independence concepts |
Q/A on multiplication rule using independent event examples
Discussions on independence identification and verification Solving AND probability problems using systematic calculation Demonstrations using multiple coin tosses and dice combinations Explaining multiplication rule using logical reasoning |
Chalk and blackboard, multiple coins and dice, independence demonstration materials, exercise books
|
KLB Mathematics Book Three Pg 274-275
|
|
| 8 | 2 |
Probability
|
Independent Events advanced
|
By the end of the
lesson, the learner
should be able to:
Find the probability of independent events Distinguish between independent and dependent events Apply conditional probability concepts Handle complex independence scenarios |
Q/A on independence verification using mathematical methods
Discussions on dependence concepts using card drawing examples Solving dependent and independent event problems using systematic approaches Demonstrations using replacement and non-replacement scenarios Explaining conditional probability using practical examples |
Chalk and blackboard, playing cards for replacement scenarios, multiple experimental setups, exercise books
|
KLB Mathematics Book Three Pg 276-278
|
|
| 8 | 3 |
Probability
|
Independent Events applications
Tree Diagrams |
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
Chalk and blackboard, tree diagram templates, branching materials, exercise books |
KLB Mathematics Book Three Pg 278-280
|
|
| 8 | 4 |
Probability
|
Tree Diagrams advanced
|
By the end of the
lesson, the learner
should be able to:
Use tree diagrams to find probability Apply trees to multi-stage problems Handle complex sequential events Calculate final probabilities using trees |
Q/A on complex tree application using multi-stage examples
Discussions on replacement scenario handling Solving complex tree problems using systematic calculation Demonstrations using detailed tree constructions Explaining systematic probability calculation using tree methods |
Chalk and blackboard, complex tree examples, detailed calculation aids, exercise books
|
KLB Mathematics Book Three Pg 283-285
|
|
| 9 |
End term |
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