Learning Planner

Additional
Subject Week 1 Duration Form 1
Mathematics
Modelling with Sub-
Strand Number and Algebraic Patterns
Algebra Strand
Content Demonstrate knowledge and understanding binary operations, sets and
Standard binomial theorem and solve related problems in real life situations
Learning
Solve problems involving properties of binary operations
Outcome(s)
a) Recognise binary operations, and apply the knowledge in solving
related problems
Learning b) Describe and interpret the characteristics of commutative,
Indicator(s) associative, distributive and closure properties of binary operations.
c) Determine the identity element and use it to find the inverse of a
given element
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners review and explain the basic definition of binary operations
2. Learners perform simple operations like addition and multiplication on integers and
rational numbers.
3. Learners identify and prove properties like commutativity, associativity, distributivity,
and verify identity elements and inverses for elements in algebraic structures.
4. Learners model real-world situations using abstract algebraic concepts and binary
operations.
PEDAGOGICAL EXEMPLARS
1. Collaborative Learning:
In grouped arrangements, such as by ability, mixed ability, mixed gender, or in pairs,
engage learners in various activities to enhance their understanding of binary
operations.
Differentiation
o Guide learners to recall the four basic operations and apply them to define
binary operations within specified sets, subsequently solving related problems.
o Through think-pair-share or think-square-debate, learners discuss and determine
sets suitable for defining binary operations, establishing rules governing these
 operations.
o Assist learners in delving into investigating the properties of binary operations
and practice solving problems involving identity and inverse elements within
these operations.
2. Experiential Learning: Guide learners to actively participate in hands-on activities to
create binary operations,
define these operations and
identify the inverse and identity elements associated with them
3. Enquiry-based learning: Guide learners to use research resources (textbooks,
electronic devices, and any additional relevant resources) to discover applications of
binary operations in real-life.

KEY ASSESSMENT
Assessment Level 1: Recall and Reproduction.
The operation ¿ is defined on the set of real numbers R by p∗q=2 p+ q−2 pq . Find
a. 3∗−2

b. 3∗5

c. If p∗4=−2 find the value of p.

Assessment Level 2: Skills and conceptual understanding

A binary operation ∇ is defined on the set S={2 ,3 , 4 , 5 } by p ∇ q= p+ q− pq where p and
q ∈ S.
a. Construct the table for the operation ∇ on the set S.
b. Determine whether or not the operation ∇ is
i. closed under S,
ii. commutative,
iii. associative and
iv. distributive over ¿ if a∗b=ab−3 a , a , b ∈ S

Assessment Level 3: Strategic Reasoning

Given that m∗n=3 m+2 n – mn, investigate whether the operation * has a unique identity.

Assessment Level 4: Extended thinking

You have six shirts, two pairs of trousers and two pairs of shoes. Explain how you will use the
binary operation to determine how many ways a shirt, a trouser and a pair of shoes can be
worn.
Keywords

Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. 5 minutes)

Introductory Activity (e.g. 10minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. 40 minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
 Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity ( e.g. minutes)

Introductory Activity (e.g. 15minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Plan

Additional 4
Subject Week 2 Duration Form 1
Mathematics hrs.
Modelling with Sub-
Strand Number and Algebraic Patterns
Algebra Strand
Content Demonstrate knowledge and understanding binary operations, sets and
Standard binomial theorem and solve related problems in real life situations
Learning
Model and solve real life problems on sets
Outcome(s)
Establish the properties of operations on set, including commutative,
Learning
associative, and distributive, sets algebra and apply them to solve
Indicator(s)
problems
a) What is the essential knowledge and skills that learners need to learn
based on sets and its application in real-life?
b) How will learners’ prior knowledge help them understand the
concepts?
Essential c) How can I create a classroom culture that values diversity and
Question(s) inclusivity?
d) How can learners apply their knowledge of sets solving real-life
problems?
e) What pedagogies and assessment strategies can I employ to meet all
learners’ needs? etc.
Pedagogical Collaborative learning, Talk-for-learning, enquiry-based learning,
Strategies experiential learning and problem-based learning, etc.
Teaching & Cut out shapes of different colours and orientation, Maths Technology
Learning learning apps, tools, Chalkboard illustrations, Worksheets, Cut out
Resources geometrical shapes of different colours and orientation, etc.
Key Notes on Differentiation
a. Learning tasks:
i. Learners review and define basic sets, understand set notation
ii. Learners perform simple set operations such as union, intersection and complement.
iii. Learners construct basic Venn diagrams involving three sets
iv. Learners interpret the relationships between these sets using the diagrams.
v. Learners accurately represent and analyse relationships between three sets using
Venn diagrams, including identifying overlapping regions and calculating set
operations based on the diagrams

b. Pedagogical exemplars:
i. Collaborative Learning: In convenient groups such as ability, mixed ability, mixed
gender, or pairs, to engage in various activities

ii. Learners to use Venn diagrams as tools to visually represent and verify set identities,
 enhancing their ability to visualize and comprehend relationships between sets
iii. Learners to create set problems collectively and apply set identities, algebraic
principles, and operations to solve these problems
iv. Experiential Learning:
v. Learners establish set identities and verify their properties using elements of different
sets
vi. Assist learners to use set algebra to verify relationships between three sets, denoted
as Sets A, B, and C.
vii. Learners are guided to apply set identities to solve problems across different contexts
viii. Learners are guided to create real-life scenarios involving up to three sets and apply
set algebra, operations, and identities to solve problems generated by their peers,
fostering a deeper understanding of set theory and its practical applications.

c. Key assessment
i. Assessment level 1: Recall:
Write an expression for the shaded region.

ii. Assessment level 2: Skills of conceptual understanding

A pharmaceutical company is considering manufacturing new toothpaste. They are
considering two charcoal flavours, strawberry and mint. In a sample of 74 people, it
was found that 45 liked strawberries, 37 liked mint and 21 liked both types
 Create a Venn diagram to model the information. Level 1
 How many liked only strawberries?
 How many liked only mints?
 How many liked exactly one of the two (that is they liked one but not the other)?

iii. Assessment level 3: Strategic reasoning:

A survey asks: “Which online social media have you used in the last month:
WhatsApp, Facebook, Both”. The results show 42% of those surveyed have used
WhatsApp, 70% have used Facebook, and 20% have used both. How many people
have used neither WhatsApp nor Facebook? Level 3

iv. Assessment level 4 Extended critical thinking and reasoning:

A survey asked people what alternative transportation modes they use. 30% use the
bus; 20% ride a bicycle, 25% walk; 5% use the bus and ride a bicycle 10% ride a
bicycle and walk; 12% use the bus and walk; 2% use all three. Use the data to
complete a Venn diagram, then determine:
 What percent of people only ride the bus
 How many people don’t use any alternate transportation
Keywords Commutative, Associative, Distributive and Venn diagrams, etc.

Lesson 1:
Review of definition, types and properties of sets and visual representations of sets
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
 Teacher Activity Learner Activity

Starter Activity (e.g. 5 minutes)

Review learners’ previous knowledge by asking them in convenient groups to share ideas on
the definition and types of set for whole-class discussion Encourage learners to show respect
for individual diverse views as they interact and collaborate in their groups

Introduction Activity (e.g. 30 minutes) Introduction Activity

I. Task representatives of groups to share I. Group representatives share their findings
with the larger group their findings on on the description, types and characteristics
the description, types and characteristics of sets with the larger group. Respect for
of sets. Encourage learners to show one another and accept constructive
respect for one another and accept critiquing
constructive critiquing
II. Summarise learners’ presentations and II. Encourage learners to listen attentively and
correct their misconceptions on the take notes
description, types and characteristics of
sets
Activity 1
Activity 1 (e.g. 45 minutes) Investigate the commutative, associative and
Using problem-based and experiential distributive properties of set by both algebraic
approaches task learners to investigate the and graphic approaches
commutative, associative and distributive
properties of set by both algebraic and
graphic approaches
Activity 2
Activity 2 (e.g. 30 minutes) In your groups explore the regions of a three-
Using discovery and experiential learning set Venn diagram
approaches, guide learners to explore the
regions of a three-set Venn diagram

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Assessment level 1: Recall
a) Consider the sets:
A={red , green , blue} ,
B={red , yellow , orange },
 C={red , orange , yellow , green , blue , purple }
D={ yellow , white }∧the universal set, U =A ∪ B ∪ C ∪ D
a. find A ' ∩C
b. find A ∪ C and B' ∩ A .
b) Let U ={1 , 2, 3 , … , 8 , 9 ,10 } be the universal set. Consider the sets: A={3 , 5 , 8 ,10 },
B={1, 3 , 4 ,7 ,8 , 9 , 10 } and C={2 , 5 , 6 }. Find each of the following:
a. A ∪ C
b. B∩ C
c. A ∩ B
d. ( A ∪ C )
e. ( A ∩ B)∪ C
c) Write an expression for the shaded region.

d) Suppose the universal set is U ={ all odd numbers¿1¿15 } and A={1 , 3 ,9 , 11}, then list
the elements of A '
e) A , B and C are three intersecting subsets of the universal set ξ . Draw a Venn diagram
and shade the following regions:
a. A
b. C
c. B
d. A ⋂ C
e. B⋃ C
f. ( B⋂ C ) ⋃ A

Assessment level 2: Skills of conceptual understanding

a) The set A={1 , 3 ,5 }. What is a larger set that this might be a subset of?
b) Draw a Venn Diagram to represent that set G is a proper subset of set P.
 Assessment level 3: Strategic reasoning
a) Find ( A ∪ B)' if n( A)=42, n(B)=70 and n( A ⋂ B)=20
b) In a survey of 115 pet owners, 26 said they own a dog, and 64 said they own a cat. 5
said they own both a dog and a cat. Use a Venn diagram to determine how many of the
pet owners surveyed owned neither a cat nor a dog?

Level 4 Extended critical thinking and reasoning:

a) Write an expression for the regions outlined in red

a) b)

b) A survey asked people what alternative transportation modes they use. 30% use the
bus; 20% ride a bicycle, 25% walk; 5% use the bus and ride a bicycle 10% ride a
bicycle and walk; 12% use the bus and walk; 2% use all three. Use the data to
complete a Venn diagram, then determine:
a. What percent of people only ride the bus
b. How many people don’t use any alternate transportation

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (e.g. 10 minutes)
a. Make a seamless transition to plenary by referring to the first Essential Question, and
engage learners to brainwave ideas on them.
Hint: Link the concept of subset by bringing up a conversation on the need to
appreciate the uniqueness of different subgroups in our society coexisting as
Ghanaians. (GESI).
b) Using the last part of our WWH strategy, wrap up the lesson by summarising learners’
ideas for them to write in their notes. (Offer learners the opportunity to ask questions for
further clarification and address any misconceptions if any)
c) Have a general class voting to aid reflection
Reflection & Remarks
 a) What was my best moment in today’s lesson and how can I create more of such
situations?
b) What did the learners find difficult to understand, and what activities did learners
complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its
use in aiding their understanding of the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery
of the lesson?
Lesson 2:
Solving three-set and real-life problems involving three sets
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. 5 minutes)
Review learners’ previous knowledge by tasking them in convenient groups or as individuals
to identify the regions of a three-set Venn diagram as described using set notation and
operations i.e., intersection, union and complement. Encourage learners to show respect for
individual diverse views as they interact and collaborate in their groups
Introductory Activity (e.g. 5 minutes) Introductory Activity
I. Task representatives of groups or I. Group representatives or individuals share
individuals to share with the larger their descriptions of the indicated regions of
group their descriptions of the indicated a three-set Venn diagram. Respect one
regions of a three-set Venn diagram. another and accept constructive critiquing
Encourage learners to show respect for
one another and accept constructive
critiquing II. Listen attentively and review notes
II. Summarise learners’ presentations and
correct their misconceptions

Activity 1
Activity 1 (e.g. 45 minutes)
In your groups explore the solutions of set
Using discovery and experiential learning problems through Venn Diagram and set
approaches, guide learners to explore the algebra
solutions of set problems through Venn
diagram and set algebra

Activity 2 (e.g. 60 minutes) Activity 2

I. Using problem-based and I. In your groups solve problems in real-
collaborative learning task life using Venn diagrams by applying
learners in groups to solve your understanding of properties of
problems in real-life using Venn sets
diagrams by applying their
understanding of properties of set
II. Encourage learners to work
 together, respect each other’s II. In your groups, work together, respect
views and contributions to find the each other’s views and contributions
solutions to the problems to find the solutions to the problems

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Assessment level 1: Recall
Consider the Venn diagram below. The numbers indicate the number of elements in the
regions

Determine the following

1. n( A)
2. n(C)
3. n(B)
4. n( A ∩ C)
5. n(B ∪ C)
6. n ( ( B ∩C ) ∪ A )

Assessment level 2: Skills of conceptual understanding

A pharmaceutical company is considering manufacturing new toothpaste. They are
considering two charcoal flavours, strawberry and mint. In a sample of 74 people, it was
found that 45 liked strawberries, 37 liked mint and 21 liked both types
1. Create a Venn diagram to model the information.
2. How many liked only strawberries?
3. How many liked only mints?
4. How many liked exactly one of the two (that is they liked one but not the other)?

Assessment level 3: Strategic reasoning

A survey asks: “Which online social media have you used in the last month: WhatsApp,
Facebook, Both”. The results show 42% of those surveyed have used WhatsApp, 70% have
used Facebook, and 20% have used both. How many people have used neither WhatsApp nor
Facebook?
 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (e.g. 10 minutes)
a) Make a seamless transition to plenary by referring to the fourth Essential Question and
recap the focal areas of the lesson.
b) Lead the class to summarise the main ideas in the lesson for learners to write in their
notes. (Offer learners the opportunity to ask questions for further clarification and address
any misconceptions if any)
c) Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such
situations?
b) What did the learners find difficult to understand, and what activities did learners
complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its
use in aiding their understanding of the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the
delivery of the lesson?
 Learning Planner

Additional
Subject Week 3 Duration Form 1
Mathematics
Modelling with Sub-
Strand Number and Algebraic Patterns
Algebra Strand
Content Demonstrate knowledge and understanding binary operations, sets and
Standard binomial theorem and solve related problems in real life situations
Learning Expand binomials with positive integral indices and simplify coefficients
Outcome(s) of the terms
a) Expand Binomial expressions for positive integer indices using
Learning Pascal's triangle
Indicator(s) b) Use the combination approach and other approaches to determine the
coefficient and exponent of a given term in an expansion
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners to review and explain the basic concept of binomial expressions and expansions.
2. Learners identify terms like coefficients, variables, and exponents within binomial
expansions.
3. Learners apply binomial expansions to solve basic mathematical problems, such as finding
coefficients or simplifying expressions with binomial terms.
4. Learners evaluate powers of decimal numbers using binomial expansions.

PEDAGOGICAL EXEMPLARS
1. Collaborative Learning: In convenient groups based on ability, mixed ability, mixed
gender, or pairs,

a. Guide learners to establish both personal and conventional strategies for

determining coefficients of terms in a binomial expansion with positive integer
indices across different contexts.
b. Assist learners to explore combination strategies for determining various terms
 of a binomial expansion with positive integer indices, enhancing their
understanding and application of binomial expansions in diverse mathematical
scenarios.

2. Experiential Learning:

a. Guide learners to collaboratively engage in hands-on activities, focusing on

learning through practical experience, to create binomial expressions with
positive integer indices
b. Assist learners to apply both personal and conventional strategies to determine
the coefficients of the terms in their expansions.

KEY ASSESSMENT
Assessment Level 1: Recall:
Provide appropriate responses (True or False) to the following tasks
1. For every positive integer n, (3 n)!=( 3 ) ! ( n ) !

2. There are ten terms in the expression ( 1−x )10

( ) is 70.
8
1
3. The middle term of the expansion of 1+
x

Assessment Level 2 Skills of conceptual understanding:

Find the coefficient of the term ( x )10 in the binomial expansion of the expression: ( 1+ x )25

Assessment level 3: Strategic reasoning

1. Find the expansion of ( a+ b )6
1
2. If a= and b=−2 √ x , find the expression involving x 0
x

Assessment level 4 Extended critical thinking and reasoning:

Write down the binomial expansion of ( a+ b )4 and use your expansion to evaluate ( 2.01 )4 .

Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity ( e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
 Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 4 Duration Form 1
Mathematics
Modelling with Sub-
Strand Number and Algebraic Patterns
Algebra Strand
Content Demonstrate knowledge and understanding of numbers about surds,
Standard indices and logarithms
Learning
Perform basic operations on surds
Outcome(s)
a) Investigate the properties of surds and perform basic arithmetic
Learning
operations on surds
Indicator(s)
b) Rationalise surds with binomial denominators
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners to review and investigate the properties of surds
2. Learners perform basic arithmetic operations on surds
3. Learners rationalise surds with binomial denominators

PEDAGOGICAL EXEMPLARS
1. Collaborative Learning: Learners will be working in convenient groups (ability, mixed
ability, mixed gender, or pairs etc.) to:
a. explore the basic properties and operations on surds in different contexts.
b. discuss the various properties of surds using participatory activities
c. create surds problems involving basic operations, properties and types of surds
using participatory activities such as think-pair-share/square and debate
d. solve problems involving rationalization
2. Experiential Learning: Learners engage in hands-on activity (learning by doing) to
a. create surds problems involving basic operations, properties and types of surds
b. discuss when and how to rationalise surds
3. Enquiry based learning: Learners use research resources (textbooks, electronic devices
and any additional relevant resources) to deepen their understanding of operations,
properties and types of surds as well as rationalisation of surds.

KEY ASSESSMENT
Assessment level 1: Recall
Put the following surds in their simplest form where possible. For those that cannot be further
simplified, state the reasons why.
a. √ 5+ √ 7
b. 3 √ 2+ 5 √ 2
c. √ 7− √ 5
d. 3 √ 2−5 √ 2
e. 3 √ 2× 5 √ 2

Assessment Level 2: Skills and conceptual understanding

Find the exact value √ 0.9, your answer in surd form

Assessment Level 3: Strategic Reasoning

2
If ( 3+2 √ 5 ) =29+ k √ 5 , find the value of k

Assessment Level 4: Extended thinking

x−25
Show that =√ x−5 Level 2
√ x+5
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)
Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
 Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 5 Duration Form 1
Mathematics
Modelling with Sub-
Strand Number and Algebraic Patterns
Algebra Strand
Content Demonstrate knowledge and understanding of numbers about Surds,
Standard Indices and Logarithms
Learning
Solve simple indicial and logarithmic equations
Outcome(s)
a) Recollect the initial laws of indices and establish other laws for
negative powers and roots
b) Recognise the relationship between surds and indices and apply laws
Learning
of indices to simplify expressions
Indicator(s)
c) Pose and solve simple equations involving indices
d) Establish the relationship between indices and logarithms and use the
properties of logarithms to solve related problems in one base
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners review and recollect the initial laws of indices and establish other laws for
negative powers and roots
2. Learners recognise the relationship between surds and indices and apply laws of indices to
simplify expressions
3. Learners solve simple equations involving indices
4. Learners establish the relationship between indices and logarithms
5. Learners use the properties of logarithms to solve related problems in one base

PEDAGOGICAL EXEMPLARS
1. Collaborative Learning
Learners will be working in convenient groups (ability, mixed ability, mixed gender, or pairs
etc.) to:
a. state the initial laws of indices
b. solve simple indicial equations using problem-based and talk-for-learning approaches
c. apply the exponential equation to model phenomenon involving growths and decays
 d. explore the relationship between indices and logarithms
e. solve related problems in one base
2. Experiential Learning:
a. explore the laws of indices
b. explore indices with negative exponents
c. apply the exponential equation to real-life problems of growth, decay and compound
interests

KEY ASSESSMENT

ASSESSMENT LEVEL 1: RECALL

Simplify 22 ×4−4 ÷ 16−3

ASSESSMENT LEVEL 2: SKILLS OF CONCEPTUAL UNDERSTANDING:

( )
−2 5
32
2x 5 = 2
x

Assessment Level 3: STRATEGIC THINKING

2. Given that y=5 x and 3 x+ y =81, Find x

ASSESSMENT LEVEL 4: EXTENDED THINKING

Complete the table of values. y=3 x
t 0 1 2 3
y
a. Plot the graph of y against t .
b. Find the value y , correct to 2 decimal places, when:
c. t=0.5
d. t=2.5
e. t=2

Keywords

Lesson 1:
 Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 6 Duration Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic
Content
processes and reasoning involving sequence, functions, and linear
Standard
programming
Learning Examine, analyse, determine and predict other terms in a
Outcome(s) pattern/sequence
a) Recognize sequences in mathematics as an enumerated collection of
Learning objects in which repetitions are allowed and classify sequences into
Indicator(s) linear or exponential
b) Find the nth term of linear and exponential sequences
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners find terms of arithmetic and geometric sequences
2. Learners find terms of sequences which may not be arithmetic nor geometric
3. Learners find the Nth term of a pattern and solve real-world situations involving
sequences.
4. Learners find terms of sequences that require solutions to systems of equations and solving
real-life problems involving sequences

PEDAGOGICAL EXEMPLARS
1. Project-Based Learning
a. Learners come up with sequences that are relevant and applicable to real life and make
presentations
b. Learners undertake a research inquiry into what happens when terms of sequence are
summed up
c. Learners model sequences (numerical and non-numerical - using of colours, cut-out
 shapes, objects, fabrics, sound, actions, etc.) and talk about the pattern rule
2. Collaborative Learning
In convenient groups (ability, mixed ability, mixed gender, or pairs etc.), learners
a. create sequences using objects, symbols and numerals and discuss pattern rules
b. investigate, identify and discuss real-life patterns in their environment and talk about
the pattern rule.
3. Experiential Learning
Learners (in pairs or groups) work with sequence of numbers to establish the general rule for
arithmetic and geometric sequence (by using the first terms and relationship between
consecutive terms (simple recursions)) and the notations of sequences, and determine if a
sequence is arithmetic or geometric and identify key terms of the sequence such as the first,
the common difference and/or ratios, and the nth-term
4. Enquiry based learning
Learners use research resources (textbooks, electronic devices and any additional relevant
resources) to discover applications of sequences in real life

KEY ASSESSMENT
Assessment Level 1: Recall
Consider the following pattern.

1. Which of the following sequences represents the number of solid blue triangles in each
successive term of the pattern?
a. 2 , 8 ,26 ,80 ,…
b. 1 ,3 ,9 , 27 , …
c. 2 , 6 ,18 ,54 ,…
d. 2 , 4 , 12 , 36 , …
e. 2 , 4 , 8 , 16 , …
2. Which type of sequence is found when counting the number of solid blue triangles in
the above pattern?

Assessment Level 2: Skills and conceptual understanding

For the geometric sequence: 4 , 12, 36 , 108 ,... Find the formula for the nth term of the
sequence.

Assessment Level 3: Strategic Reasoning

n−1
Complete the table for the sequence given by the formula un =13 (2 ) ; n> 0
n 1 2 3 4 5 6
n−1
U n =13 (2 )

Assessment Level 4: Extended thinking

The set of whole numbers is partitioned into subsets with the first number in the first subset,
the next two numbers in the second subset, and the next three numbers in the third subset and
so on. Find in terms of n a formula for the first member of the nth subset.
NB: Start with number of whole number(s) in the first partition, second partition, etc.

Keywords

Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. 10 minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 7 Duration Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic
Content
processes and reasoning involving sequence, functions, and linear
Standard
programming
a) Distinguish among various types of relations, find the domain and
range, and evaluate functions
Learning
b) Show that a function is injective (into) and/or surjective (onto), find
Outcome(s)
the inverse and describe the relationship between two variables and
establish composite functions
a) Identify and describe the relationship of patterns, recognise the
difference between a relation and a function and write a function that
describes a relationship between two quantities in real life situations
b) Use function notation to evaluate functions for inputs in their domain
and outputs in the co-domain
Learning c) Determine the composite of two given functions
Indicator(s) d) Establish, describe and determine bijective functions and composite
function
e) Find the inverse of simple functions including one-to-one functions
f) Solve an equation of the form f (x)=c for a simple function f that has
an inverse and write an expression for the inverse)

Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners create different types of functions
2. Learners use mappings diagram and algebraic proofs to show whether or not a given
function is one-to-one or onto or both
3. Learners explore increasing and decreasing functions by verifying graphically and
algebraically
4. Learners create a graph by hand and by appropriate technology to illustrate a function
5. determine the domain, intercepts, formula for the function and maximum and minimum
values of the graph

PEDAGOGICAL EXEMPLARS
1. Problem-based Learning
a. Learners are tasked to investigate the domain of functions such as: polynomials,
radical, rational, logarithmic and exponential with the use of calculators and graphing
utilities and then share their findings with the class
b. Learners are assisted to undertake an inquiry into domain and range of functions in real
life
Learners work in convenient groups (mixed gender, ability mixed ability, or pairs) discuss the
domain and range of a function
2. Collaborative Learning
In convenient groups (ability, mixed ability, mixed gender, or pairs etc.), learners
a. evaluate functions, determine their domains and ranges, and find the composite of
functions
b. determine bijective functions and find the inverse of such functions (learners must find
the inverse function by using graphic illustrations and through algebraic means)
c. debate and discuss the types and features of functions and relations
3. Exploratory Learning
Learners construct graphs of given functions by hand in graph books or by use of EdTech tools
such graphic calculators GeoGebra, Demos, PhET Simulations, Geometer’s Sketch Pad etc.
then identify and interpret key points such as the intercepts, turning points, maximum values,
minimum values
4. Experiential Learning
Learners will collaboratively be engaged in hands-on activity (learning by doing) to create a
graph by hand and by appropriate technology to illustrate a function, (creators must know the
intercepts, maximum and or minimum values that define the graph). Then, have them swap
with a different group/pair. The new pair should determine the domain, intercepts, formula for
the function and maximum and minimum values of the graph. Then, they should swap back for
creators to assess the accuracy or otherwise with justification)

KEY ASSESSMENT
Assessment level 1: Recall and reproduction
Evaluate g (−3 ) if g ( x )=2 x2 −4 x +7 Level 1

Assessment Level 2: Skills and Conceptual understanding

1. If an astronaut weighs 65 kg on the surface of the earth, then her weight when she if d
miles from the earth is given by
 ( )
2
3960
w ( d )=65
3960+ d
a. Determine her weight when she is 150 miles above the earth.
b. Construct a table of values for the function w that gives her weight at heights in the
interval: [ 0 , 300 ] using 50 miles for the increment.
c. From your table, describe the nature of the function, w ( d ), (increasing or decreasing,
injective, surjective and bijective)
2. Construct the graph of the inverse function of the function whose graph is shown in Figure
1

Figure 1

Keywords

Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. 5 minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)
Introductory Activity (e.g.15minutes) Introductory Activity

Activity 1 (e.g.40 minutes) Activity 1

Activity 2 (e.g.40 minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 8 Duration Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic
Content
processes and reasoning involving sequence, functions, and linear
Standard
programming
Learning
Graph linear and quadratic functions and determine the intercepts
Outcome(s)
a) Recognise and construct linear and parabolic functions by hand and
with the aid of technology, where appropriate show the intercepts and
investigate the turning points
b) Recognise and use appropriate algebraic notions, properties of linear
and non-linear functions, linear and non-linear equations and solve
Learning linear and non-linear simultaneous systems
Indicator(s) c) Recognise linear equations in two variables, draw its graph by hand
and by using the appropriate technology (e.g., GeoGebra, Demos,
PhET Simulations, Geometer’s Sketch Pad), find the solution using the
graph and determine the area enclosed by the graphs
d) Recognise and model statements into linear mathematical equations
and solve simultaneously
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners recognise and create linear and parabolic functions by hand and with
technology where appropriate.
2. Learners use algebraic notions, properties of linear and non-linear functions, linear and
non-linear equations and solve linear and non-linear simultaneous systems.
3. Leaners solve linear equations in two variables find the solution using the graph and
determine the area enclosed by the graphs.
4. Learners model statements into linear mathematical equations and solve
simultaneously
PEDAGOGICAL EXEMPLARS
1. Problem-based Learning
c. Learners are tasked to investigate the domain of functions such as: polynomials,
radical, rational, logarithmic and exponential with the use of calculators and graphing
utilities and then share their findings with the class
d. Learners are assisted to undertake an inquiry into domain and range of functions in real
life
2. Collaborative Learning
a. learners through demonstrations and discussions to recognise linear equations in two
variables and draw its graph by hand and by using the appropriate technology (e.g.,
GeoGebra, Demos, PhET Simulations, Geometer’s Sketch Pad), Give learners the
opportunity to make group presentations (oral and written) with each member of the
pair/group taking their turn to help in solving assigned task.
b. Learners work in harmonised mixed-abilities groups to extend the idea of linear and
parabolic functions to find solution using the graph and determine the area enclosed by
the graphs to develop conceptual understanding. Give learners the platform to work out
enough examples whiles you also address challenges faced by learners through one-on-
one discussions
3. Exploratory Learning
Learners construct graphs of given functions by hand in graph books or by use of EdTech tools
such graphic calculators GeoGebra, Demos, PhET Simulations, Geometer’s Sketch Pad etc.
then identify and interpret key points such as the intercepts, turning points, maximum values,
minimum values
4. Experiential Learning
Guide learners to construct linear and parabolic functions by hand and with the aid of
technology. Make sure that enough examples of varying difficulty are provided to cater for the
different group of learners to grasp the concept well

KEY ASSESSMENT
Assessment Level 1: Recall and Reproduction
Construct a linear function passing through the points ( 1 , 4 ) and ( 3 , 10 )

Level 2 Skills of conceptual understanding:

Draw graphs of the following functions, stating the y-intercepts, the minimum and maximum
values, and the values for which the graph is increasing and decreasing:
1. y=3−2 x ,
2. y=2 x 2 +3 x−1, −2 ≤ x ≤ 2

Level 3 Strategic reasoning:

Determine the turning point of the parabolic function y=−2 x ²+ 4 x+ 1, state whether it is a
maximum of minimum and describe the nature of its graph

Level 4 Extended critical thinking and reasoning:

In an office, the allocation of a pigeon holes in a cabinet to Mr. Osafo, Ms. Gyamfuah and
Mrs. Boateng is such that the spaces allocated to Mr. Osafo and Ms. Gyamfuah are located
along the line that separates the upper section and the lower section while Mrs. Boateng’s hole
is located on the line that divides the cabinet into left and right sides as indicated in the picture
below. Find a quadratic function that describes the curve that passes through Mr. Osafo’s and
Ms. Gyamfuah’s holes and has a maximum point

Keywords

Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 9 Duration Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic
Content
processes and reasoning involving sequence, functions, and linear
Standard
programming
Learning Find graphically and algebraically solutions to a system of three linear
Outcome(s) equations in three variables and apply them to solve real life problems
Learning Solve up to three systems of linear equations simultaneously by algebraic
Indicator(s) manipulations
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners review the concept of linear inequalities and systems of linear inequalities.
2. Learners find graphically, solutions to linear inequalities involving one and two variables.
3. Learners find graphical solution to systems of linear inequalities.
4. Learners find optimal solutions to real-world problems using linear programming.
PEDAGOGICAL EXEMPLARS
1. Collaborative learning:
a. Pair below-average learners with peers who have a stronger grasp of the material.
Assign roles within the tutoring session, such as "explainer" and "questioner," to
encourage active engagement and collaboration
b. Demonstrate the process of solving systems of linear inequalities in a visually
engaging manner. Encourage students to participate by manipulating equations and
discussing problem-solving strategies
c. Pose open-ended questions related to solving systems of linear inequalities and
have average learners participate in think-pair-share discussions. This allows them
to articulate their understanding and learn from their peers' perspectives
2. Enquiry-Based learning: Assign advanced learners to conduct independent research
on advanced topics related to systems of linear inequalities, such as optimization
 problems or systems with three variables. Have them present their findings to the class
3. Problem-based learning:
a. Pair struggling learners with peers who have a stronger grasp of the material.
Assign roles within the tutoring session, such as "explainer" and "questioner," to
encourage active engagement and collaboration
b. Divide average learners into small groups and provide them with sets of problems
to solve collaboratively. Encourage discussion and peer support as they work
through the solutions together
c. Challenge advanced learners to complete extended problem-solving projects that
require them to apply their knowledge of systems of linear inequalities in real-
world contexts. Provide opportunities for creativity and exploration.
KEY ASSESSMENT
Level 2 Skills of conceptual understanding:
Graph the solution of the following systems of inequalities, find the coordinates of all vertices
and determine whether the solution set is bounded or not

{
y < x +6
3 x +2 y ≥12
x−2 y ≤ 2

Level 3 Strategic reasoning:

Suppose you are asked to solve a system of two linear equations in two variables.
a. Would you prefer to use the substitution method or the elimination method?
b. How many solutions are possible? Draw diagrams to illustrate the possibilities?

Level 4 Extended critical thinking and reasoning:

A cat food manufacturer uses fish and beef by-products. The fish contains 12 g of protein and
3 g of fat per ounce. The beef contains 6 g of protein and 9 g of fat per ounce. Each can of cat
food must contain at least 60 g of protein and 45 g of fat. Find a system of inequalities that
describes the possible number of ounces of fish and beef that can be used in each can to satisfy
these minimum requirements. Graph the solution set

Keywords

Lesson 1:
 Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. 10 minutes)

Introductory Activity (e.g.15minutes) Introductory Activity

Activity 1 (e.g.30 minutes) Activity 1

Activity 2 (e.g.20 minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 10 Duration Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic
Content
processes and reasoning involving sequence, functions, and linear
Standard
programming
Learning Perform algebraic manipulations on polynomial functions and graph
Outcome(s) polynomial functions
a) Describe polynomial functions and perform the basic arithmetic
operations on them
b) Use the method of completing the square to transform any quadratic
equation in, say x into an equation of the form ( x− p )2=q that has the
Learning same solutions and explain how the quadratic formula is derived from
Indicator(s) this form
c) Use the remainder and factor theorems to find the factors and
remainders of a polynomial of degree not greater than 4
d) Draw the graph of a polynomial function with degree up to 3 by hand
and by using technology (e.g., GeoGebra, Demos, PhET Simulations,
and Geometer’s Sketch Pad) where appropriate
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASK
1. Learners identify the degree and leading coefficient of given polynomials
2. Learners solve basic polynomial equations by applying one operation at a time (e.g.,
addition or subtraction)
3. Learners graph simple polynomial functions on a coordinate plane and identify key
features such as roots and turning points
4. Learners investigate the behaviour of polynomial functions with different degrees and
leading coefficients, noting patterns and making conjectures
5. Learners draw graphs of polynomial function by hand and by using ICT tools
6. Learners analyse and critique polynomial models used in scientific research or engineering
applications, proposing improvements or alternative approaches
PEDAGOGICAL EXEMPLARS
1. Collaborative learning:
a. Learners in their groups explore relationship between the constants a, b and c of the
general quadratic equation a x 2 +bx +c=0 and α and β, and use these relations to
write other quadratic equations with given roots
b. Assign advanced learners to work in groups to investigate and present on topics like
polynomial long division, polynomial regression analysis, or polynomial root-
finding algorithms, promoting peer learning and teamwork
2. Concrete Modelling:
a. Demonstrate addition and subtraction of polynomials using algebra tiles, providing
hands-on experience for struggling learners to grasp foundational concepts
3. Problem-Based learning: Assign word problems involving polynomial equations
related to areas, volumes, or rates of change, prompting average learners to apply
polynomial concepts in context
4. Enquiry-Based learning:
a. Present inquiry tasks with scaffolded support, such as guiding questions and partial
solutions, to help average learners investigate polynomial concepts independently
while receiving necessary guidance
b. Assign advanced learners to conduct independent research on advanced topics
related to systems of linear inequalities, such as optimization problems or systems
with three variables. Have them present their findings to the class
5. Experiential learning: By use of hand and leveraging on technology, guide learners to
draw graphs of polynomials up to degree 3.

KEY ASSESSMENT
Assessment level 1: Recall:
Given g ( x )=3 x 2−5 x +2andh ( x )=2 x 2+ 4 x−1
1. Determine the sum of g ( x )andh ( x )
2. Find the difference between g ( x )andh( x)

Level 2 Skills of conceptual understanding:

Given the polynomial f ( x )=x 3−2 x 2 +3 x−1 ,use the Remainder Theorem to find the
remainder when f ( x ) is divided by x−2

Level 3 Strategic reasoning:

A local farmer wants to build a rectangular pen for his animals. He plans to use one side of his
barn as one side of the pen, and he has 200 feet of fencing material to complete the other three
sides. What dimensions should the farmer use to maximize the area of the pen?
Keywords

Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. 10 minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 11 Duration Form 1
Mathematics
Modelling with Sub-
Strand Applications of Algebra
Algebra Strand
Demonstrate knowledge and understanding of the application of algebraic
Content
processes and reasoning involving sequence, functions, and linear
Standard
programming
Learning Find domain, range, zero of a rational function and state when it is
Outcome(s) undefined
a) Recognise a rational function and determine the domain and range
Learning b) Carry out the basic arithmetic operations on rational functions
Indicator(s) c) Apply partial fraction decomposition up to factors with exponents and
irreducible quadratic factors
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners identify basic characteristics of rational functions (e.g., vertical and horizontal
asymptotes, domain, and range)
2. Learners solve basic arithmetic operations on rational functions
3. Learners find the domain, range and zeros of rational functions
4. Learners solve for values of constants of functions.
5. Learners split and simplify complex rational functions into sums of simpler partial
fractions.

PEDAGOGICAL EXEMPLARS
1. Problem-Based learning:
a. Provide worksheets with step-by-step instructions and plenty of space for students to
show their work. Include examples with visuals to reinforce understanding
2. Collaborative learning:
a. Learners examine and explore graphically and by algebraic means the set of values for
which a given rational function will exist (domain of the function). Ensure that you
attend to learners with low and medium learning abilities as well as high ability learners
 b. Learners will be working in convenient groups (ability, mixed ability, mixed gender, or
pairs etc.) to explore factorization and expansion of denominators and numerators to
simplify rational functions
c. Learners will be working in convenient groups (ability, mixed ability, mixed gender, or
pairs etc.) to apply knowledge of equivalence to determine values of constants of
functions
d. Learners will be working in convenient groups (ability, mixed ability, mixed gender, or
pairs etc.) to split rational functions into partial fractions
e. Divide students into expert groups to solve different types of rational function problems,
then have them regroup to share their expertise with classmates
3. Experiential Learning:
a. Learners examine and explore graphically and by algebraic means the values of x of a
function for which the function is zero
b. Learners perform basic operations on rational functions

KEY ASSESSMENT
Assessment level 1: Recall:
2 x+1
What is the restriction on the domain of the rational function f ( x )= ?
x−3

Assessment Level 2: Skills of conceptual understanding:

2
x +1
Why is the function k (x)= defined for all real numbers except x=2.
x−2

Assessment Level 3: Strategic reasoning:

Resolve each of the following into partial fractions
3 2
3 x +5 x −7 x+ 3
a. 2
( x 2−1 )
3
5 x +13 x−1
b. 2
( x2 + 4 )

Assessment Level 4: Extended critical thinking and reasoning:

A chemical reaction in a manufacturing process is described by the following rational
function:
3 t +2
R ( t )= 2
t +5 t+6
where R(t) represents the rate of the chemical reaction at time t. Perform partial fraction
decomposition to analyse the behaviour of the reaction over time.

Keywords
 Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. 10 minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2
Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. 10 minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
 place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 12 Duration Form 1
Mathematics
Modelling with Sub-
Strand Number and Algebraic Patterns
Algebra Strand
Content Demonstrate knowledge and understanding of algebraic processes and
Standard reasoning in relation to matrix operations
a) Identify and describe the order of a matrix, the identity matrix and
Zero matrix
Learning
b) Find the determinant of 2 ×2 matrices
Outcome(s)
c) Perform basic arithmetic operations on 2 by 2 matrices (addition,
subtraction and multiplication)
a) Recognise a matrix including types of matrices and state its order
Learning b) Find the determinant of a 2x2 matrix
Indicator(s) c) Add and subtract matrices (2x2 matrix)
d) Multiply a matrix by a scalar and a matrix by a matrix (2x2 matrices)
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners find the determinants of 2×2 matrices
2. Learners perform basic arithmetic operations of matrices
3. Learners multiply two or more 2 ×2 of matrices

PEDAGOGICAL EXEMPLARS
1. Collaborative Learning: Learners will be working in convenient groups (ability,
mixed ability, mixed gender, or pairs etc.) to:
a. recognize the condition necessary for matrix addition and subtraction
b. investigate matrix addition and subtraction
c. explore commutative and associative properties of addition
2. Experiential Learning: Learners engage in hands-on activity (learning by doing) to
a. create matrices
b. define matrices
c. determine the order of matrices.
3. Enquiry based learning: Learners use research resources (textbooks, electronic
 devices and any additional relevant resources) to discover matrices in real life

KEY ASSESSMENT
ASSESSMENT LEVEL 1: RECALL
Given that [
2 y+x 3 ][
3 y +1 7 10 3 y −x
=
8 3 ]
find the values of x and y

ASSESSMENT LEVEL 2: SKILLS OF CONCEPTUAL UNDERSTANDING

Given that X = (
4 0
2 −1 )
∧Y =
1 −2
5 3 (, find )
1. XY
2. YX
3. What do your answers in 1 and 2 show you about multiplication of matrix?

ASSESSMENT LEVEL 3: STRATEGIC THINKING

Two 2 ×2 matrices, A and B, have the same determinant. If we multiply matrix A by a
constant k , how does the determinant of the resulting matrix (kA ) compare to the determinant
of B?

Keywords

Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 13 Duration Form 1
Mathematics
Geometric
Sub-
Strand Reasoning and Spatial Reasoning
Strand
Measurement
Content Demonstrate knowledge and understanding in spatial sense in relation to
Standard lines and angles between intersecting lines
a) Sate the properties of lines including parallel, perpendicular and
midpoints.
Learning b) Derive the equation of a line in various forms, find shortest distance
Outcome(s) between a point and a line and the perpendicular distance from an
external point to a line.
c) Solve problems on acute angles between two intersecting lines.
a) Describe the properties of lines including parallel, perpendicular and
midpoints.
b) Predict the midpoint of a line segment given two points and find the
generalization of the midpoint of a line segment.
c) Apply the knowledge of ratio to divide a line segment in a given ratio
either internally or externally.
d) Recall the formula for finding the gradient of a line and apply it to find
Learning the equation of a straight line in various forms
Indicator(s) e) Use standard algebraic manipulations to find the equation of parallel
and perpendicular lines including the equation of perpendicular
bisector of a line
f) Deduce the shortest distance between a point and a line and use the
knowledge of intercepts and right-angled triangles to find the
perpendicular distance from an external point to a line.
g) Determine the acute angles between two intersecting lines with the aid
of technological tools e.g. GeoGebra
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS:
1. Learners measure distances between points using rulers
2. Learners solve problems involving distances and division of lines in different contexts
3. Learners relate the concept of proportionality to division of line segments
4. Learners find the equation of straight lines

PEDAGOGICAL EXEMPLARS:
Experiential Learning
1. Begin with real-world examples, like measuring distances on a map
2. Use visual aids such as diagrams and rulers to demonstrate concepts
3. Break down steps into smaller, manageable parts
4. Use interactive tools or software for virtual demonstrations, etc.

KEY ASSESSMENT:
Assessment level 1
Find the midpoint of A(2, 6) and B(4 , 8)

Assessment level 2
1. P(4 , 6) and Q(12 , 6) are points on the cartesian plane. A point M (x , y ) moves in the
plane such that |MP|=|MQ|
2. An engineer is designing a suspension bridge that spans two river banks. The
coordinates of the feet of the bridge on the river banks are A(3 ,5)and B(9 , 5). Predict
the coordinates of the midpoint of the river where the main support pillar will be
anchored
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes)

Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 14 Duration Form 1
Mathematics
Geometric
Sub-
Strand Reasoning and Spatial Reasoning
Strand
Measurement
Demonstrate knowledge and understanding of spatial sense relating to
Content
vectors in two dimensions and perform algebraic operations on vectors
Standard
and their geometrical interpretations
Learning Perform algebraic manipulations of vectors and resolve vectors using the
Outcome(s) triangle, parallelogram and polygon laws of addition
a) Recognise and explain various forms of vectors and apply the
knowledge to find unit vectors.
Learning b) Perform algebraic and graphical operations (addition, subtraction,
Indicator(s) scalar multiplication) and their geometrical interpretation.
c) Determine the resultant of vectors using triangle and parallelogram
laws of addition.
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners identify vector and scalar quantities from a list of quantities
2. Learners perform addition and subtraction of vectors
3. Learners relate the concept of proportionality to division of line segments
4. Learners find the magnitude of vectors in a plane
5. Learners prove properties of vectors such as the commutative and associative laws of
addition

PEDAGOGICAL EXEMPLARS
Experiential Learning
1. Use physical objects like arrows or toy cars to represent vectors
2. Have learners physically move objects to demonstrate vector addition and subtraction
Use visual aids such as diagrams and rulers to demonstrate concepts
3. Utilize diagrams, graphs, and animations to illustrate vector operations
4. Incorporate interactive simulations or online tools for vector manipulation.
5. Encourage peer collaboration through group problem-solving activities
6. Provide worksheets with varying levels of difficulty to cater to different learning paces
KEY ASSESSMENT:
Assessment level 1
Express vectors ⃗
AB and ⃗
BA from A=( 3 ,1 ) and B=(−3 , 6 ) in column ( xy ), or x i+ y i
Assessment level 2
1. Given that m= (−43 ) and n=(50), p= 14 ( m+n ) and q= 12 ( m−n )Show that |p+ q|=|p−q|
Given that a=( ) andb=( ) find r such that a−b+r =( )
2 3 1 0
2.
−2 4 2 0

Keywords

Lesson 1: Review of definition, types and properties of sets and visual representations of
sets
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
 Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 15 Duration Form 1
Mathematics
Geometric
Sub-
Strand Reasoning and Measurement of Triangles
Strand
Measurement
Content Demonstrate knowledge and understanding of measurement of triangles
Standard and radians
1. Describe diagrammatically and algebraically ways of representing
problems involving angles of elevation and depression and solve
Learning
related word problems.
Outcome(s)
2. Identify values of the special angles in degrees and in radians and
solve problems relating to coordinates of the unit circle
a) Recall basic trigonometric ratios and use the knowledge to solve
problems relating to triangles
b) Use special triangles and the unit circle to determine the geometrical
Learning and functional values of trigonometric ratios including special angles.
Indicator(s) c) Determine radians measure and apply the knowledge to solve
practical problems of arc length.
d) Identify the coordinates of the quadrantal angles in a unit circle and
use it to find the trigonometric values of quadrantal angles.
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners match angles with their corresponding trigonometric ratios (sine, cosine,
tangent)
2. Learners calculate missing side lengths or angle measures in basic right triangles using
trigonometric functions
3. Learners solve basic problems involving angles of elevation/depression or distance
calculations
4. Learners solve simple trigonometric equations involving sine, cosine, and tangent
functions

PEDAGOGICAL EXEMPLARS:
Experiential / Exploratory Learning
1. Utilize visual aids such as diagrams, illustrations, and real-world examples to introduce
 trigonometric concepts
2. Break down concepts into smaller, manageable steps, providing clear explanations and
ample opportunities for practice
3. Provide guided practice sessions where students work through problems with teacher
support, gradually increasing independence
4. Conduct interactive demonstrations using technology or manipulatives to illustrate
trigonometric principles
5. Offer problem-solving challenges or puzzles that require application of trigonometric
concepts in novel contexts
6. Encourage exploratory learning experiences where students investigate trigonometric
functions independently or in small groups
KEY ASSESSMENT
Assessment level 2
1. A sector of a circle has a central angle of 1200 and a radius of 8m. What is the length
of the arc formed by this sector?
2. A ladder is leaning against a wall. The angle of elevation from the ground to the top is
60 ° and the ladder is 5 meters long. How far is the base of the ladder from the wall

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 16 Duration Form 1
Mathematics
Sub-
Strand Calculus Principles of Calculus
Strand
Demonstrate knowledge and understanding of limit of a function,
Content
investigate the behaviour of a function near a value in its domain and
Standard
establish the derivative of a function
Learning Describe graphically and algebraically behaviour of the function about an
Outcome(s) input value and determine its' derivative
a) Describe and interpret the meaning of limit of a function through
graphics and algebraic approaches
b) Classify left hand and right-hand limits algebraically and if possible,
Learning
with the aid of technology or any creative means
Indicator(s)
c) Distinguish between continuous and discontinuous function near an
input value on its domain and investigate them with the use of
technology or any other means appropriate
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Individual learners state the value of the limit of a constant function
2. Learners individually mention the conditions for the continuity of a function
3. Learners calculate the limits of given functions using the properties of limits
4. Learners are tasked in groups to determine the continuity of given polynomial and
rational functions at given points and in some intervals
5. Learners in pairs, use the limit of a function at a point, the nature of continuity of the
function in an interval and its behaviour to sketch rational functions
6. Learners use the conditions of continuity, the properties of limits a, the graph of
function and any relevant concepts to justify the prediction of the continuity or
discontinuity of a function in a given interval to the larger group
 7. Learners working in mixed ability groups investigate and classify various functions
into continuous and discontinuous functions and relate them real-life situations
8. Learners investigate and identify the points of discontinuity

PEDAGOGICAL EXEMPLARS
1. Collaborative Learning: In mixed ability groups, learners work to consolidate and
foster their understanding of concepts of limits in mathematics and in daily life using
both algebraic and graphical means.
a. Based on their past knowledge and learning requirements, learners should be
divided into groups. For example, individuals who need additional scaffolding
ought to be placed in the same group while others who are up for a challenge are
also grouped separately
b. Learners work in groups with different tasks to investigate the behaviour of a
function for different intervals for the input values and share their observations.
This will promote critical thinking and communication skills
c. Pair students with different levels to encourage peer teaching, allowing stronger
students to reinforce their knowledge while supporting their peers.
d. Learners in their mixed ability groups are to initiate a discussion on the meaning of
approaching a number on a real number line from the left or from the right of the
number
2. Experiential Learning: learners find functional values and the limits of functions
around given points to investigate continuity of functions at the given points
3. Enquiry-based learning: learners research about the applications of limits in their
home settings and other subject areas and industries
4. Exploratory learning: Learners use dynamic tools and calculators to explore the
limits and behaviour of the graphs of functions at a point.

KEY ASSESSMENT
Assessment Level 1: Recall and reproduction

( )
3
x +8
Evaluate lim 2
x →2 x −4

Assessment Level 2: Skills and conceptual understanding

Evaluate lim ( 2 x −x −8 x )
4 2

x→ ∞
 Assessment Level 3: Strategic Reasoning
Given f ( x )=1 , g ( x )=10and h ( x )=−7. Use the limit properties to compute each of the
following limits. If it is not possible to compute any of the limits clearly explain why.

lim [f ( x ) g ( x ) h ( x ) ]
1. x→−4

2. lim
x→−4 [ 1
+
3−f ( x )
h ( x ) g ( x )+ h ( x ) ]
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
 Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 17 Duration Form 1
Mathematics
Sub-
Strand Calculus Principles of Calculus
Strand
Demonstrate knowledge and understanding of limit of a function,
Content
investigate the behaviour of a function near a value in its domain and
Standard
establish the derivative of a function
Learning Describe graphically and algebraically behaviour of the function about an
Outcome(s) input value and determine its' derivative
Learning
Use limits of a function to find its' derivative
Indicator(s)
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners are provided with worksheets with basic polynomial functions and with some
guidance, are tasked to differentiate them
2. Learners are offered a set of standard practice problems that require applying the power
rule to polynomial functions of varying degrees
3. Learners individually to apply the 1st principle of differentiation to find the derivative
of polynomial functions
PEDAGOGICAL EXEMPLARS
1. Collaborative Learning: In mixed ability groups, learners work to consolidate and
foster their understanding of concepts of limits in mathematics and in daily life using
both algebraic and graphical means.
a. Learners working in mixed ability groups investigate how the limit of a function
relates with its derivative
b. Learners at varying ability levels should be paired. Assist peers in understanding
topics and problem-solving techniques by having more capable students explain
them. Promote peer teaching by involving peers in peer feedback sessions and
cooperative problem-solving exercises.
c. Break down the process of differentiating polynomial functions into smaller, more
 manageable steps for learners who might need more assistance and provide ample
support and guidance as learners progress through each step
d. Pair students with different levels to encourage peer teaching, allowing stronger
students to reinforce their knowledge while supporting their peers.
2. Problem-based Learning: learners work in groups and individually on tasks to
differentiate polynomial functions of varying degrees from first principles and with the
power rule
a. Create a series of tasks that range in difficulty, similar to different routes through a
polynomial garden. Based on their degree of readiness, learners select one of three
pathways: "Advanced Lane," "Intermediate Avenue," or "Beginner's Boulevard."
Every path includes tasks and challenges catered to the relevant degree of
difficulty.
b. Create tiered worksheets on polynomial differentiation. For struggling students,
provide step-by-step guided examples with simplified problems. For average
learners, offer standard practice problems. For advanced students, include
challenging problems that require deeper critical thinking and application skills
3. Experiential learning:
a. Learners apply idea of limits, skills learnt in evaluating functions and any relevant
skills and concepts to find the derivative of function by 1st principle or by the
power rule
b. Set up learning stations around the classroom with different activities. Station 1
could involve watching a video tutorial on polynomial differentiation, Station 2
could be a hands-on activity with algebra tiles to visualize differentiation, and
Station 3 could be an interactive computer simulation for practicing differentiation
4. Enquiry-based learning: Learners research to discover the link between limits and
derivative of a function
KEY ASSESSMENT
Assessment Level 2: Skills and conceptual understanding
dy
Find the derivative, of 3 x 2+ 4 x− y =4
dx

Assessment Level 3: Strategic Reasoning

given that f ( x )=−4 x 2 +2 x , g ( x ) =5 x 3 + x and h ( x )=f ( x ) + g ( x ), find h' ( x ) using
1. differentiation by first principles
2. the power rule

Keywords
 Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
 place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 18 Duration Form 1
Mathematics
Sub-
Strand Calculus Applications of Calculus
Strand
Content Demonstrate the ability to apply differentiation to find equation of
Standard tangents, normal to a curve and rate of change
Learning
Determine the equation of tangents and normal to a curve at a given point
Outcome(s)
a) Use technology or any innovation ways to investigate the rate of
change of a function, h(u) , with respect to u
Learning b) Generalise the behaviour of a moving object along a path or curve
Indicator(s) c) Use knowledge of differentiation to determine the equation of tangents
and normal to curves at a given point
d) Apply differentiation to find the rate of change
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners solve real-world scenarios or advanced mathematical problems that require
applying polynomial differentiation in context
2. Task learners in pairs to use the graphing tool to draw the graph of functions and
deduce the rate of rate or certain points
3. Task learners in groups to create real life problems involving rates of change
4. Task learners in groups to sketch cubic functions and rational functions
PEDAGOGICAL EXEMPLARS
1. Collaborative Learning: Learners working in mixed ability groups explore ways of
finding the rate of change of a given function or phenomenon at certain points.
2. Individualised Learning: tailor learning tasks to suit individual learners
a. Offer students a menu of learning tasks or assignments related to polynomial
functions and derivatives. Allow them to choose tasks based on their interests,
learning preferences, or proficiency levels. Tasks can include problem-solving
 activities, investigations, presentations, or creative projects
b. Develop learning contracts that outline specific learning objectives, tasks, and
assessment criteria for each student. Students can negotiate their learning goals and
select activities that align with their strengths and areas for growth
3. Problem-based learning: Present real-world problems or scenarios that require the
application of derivative concepts. Allow students to work collaboratively to solve
these problems, encouraging critical thinking and problem-solving skills
4. Exploratory learning: Use knowledge of finding the slope between two points to find
rate of change at a point. Explore ways of finding the rate of change of a given function
or phenomenon at certain points
KEY ASSESSMENT
Assessment Level 1: Recall and reproduction
State the conditions that are true for a given function as:
1. it increases
2. decreases
3. it is momentarily at rest

Assessment level 2: Skills of conceptual understanding

3 2
1. Find the value(s) of x for which f ( x )=2 x −x −2 x+ 1 increases,
decreases or momentarily at rest
2. Find the equation of the tangent line to the curve y=7 x 2 at the point (1,7)

Assessment level 3: Strategic reasoning

A water tank is being filled with water at a variable rate. The amount of water in the tank, in
cubic meters, at time t minutes is given by the equation V ( t )=2t 3−5 t 2−10 t . At time t=4
minutes, what is the rate of change of the water in the tank. Interpret your results
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 19 Duration Form 1
Mathematics
Sub- Organising, Representing and
Strand Handling Data
Strand Interpreting Data
Content Investigate techniques for collecting data and determine measures of
Standard central tendency and dispersion
Learning Collect quantitative and qualitative data, organise and present data using
Outcome(s) graphs
a) Identify and present appropriate ways of collecting and representing
data
b) Categorise data and determine which scale of measurement describing
the data
Learning
c) Organise data into appropriate frequency distribution tables by hand
Indicator(s)
and on excel
d) Present data using appropriate graphs by hand and/or by technology
and justify why a particular representation is more suitable than
others for a given situation
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Task learners to conduct a simple survey within the school to collect data on students'
favourite subjects. Provide a structured survey template with clear instructions. Offer
support in formulating questions and conducting interviews if needed
2. Learners sort collected data into predefined categories (e.g., subjects) using a provided
checklist. Offer visual aids and examples to help students understand how to categorize
data. Provide guidance in identifying relevant categories
3. Learners create a basic bar graph or pie chart to represent the survey results of
favourite subjects
4. Learners are provided guidelines for survey design and data collection methods design
and conduct a survey on a topic of interest outside of school. Provide. Encourage
students to choose topics that resonate with their interests
PEDAGOGICAL EXEMPLARS
1. Collaborative Learning:
a. Guide students in sorting collected data into predefined categories (e.g., subjects)
using a provided checklist. Utilise visual aids and examples to support
understanding and offer feedback on the accuracy of categorisation. Encourage
peer collaboration and provide opportunities for hands-on practice with sorting
activities.
b. Foster student autonomy in organizing collected data into meaningful categories
based on identified themes. Encourage brainstorming and peer collaboration in
proposing and refining categories. Provide opportunities for students to justify their
categorization decisions and engage in discussions about the significance of
different groupings
2. Project-based learning:
a. Provide a structured template for conducting a simple survey within the school to
collect data on students' favourite subjects. Offer guidance in formulating questions
and conducting interviews if needed. Scaffold the process by breaking it down into
manageable steps, such as drafting questions together as a class and practicing
survey techniques in pairs
b. Facilitate learner-led inquiry by encouraging learners to design and conduct a
survey on a topic of interest outside of school. Provide resources and guidelines for
survey design, data collection methods, and analysis. Foster critical thinking skills
by prompting students to formulate research questions independently
c. Challenge learners to create a comparative pie chart to visualize the distribution of
survey responses among different age groups. Encourage experimentation with
different chart formats and data representations. Facilitate peer feedback sessions
where students critique each other's visualizations and suggest improvements based
on clarity and effectiveness
d. Encourage learners to create dynamic and interactive data visualization dashboards
using specialized software (e.g., Excel). Provide advanced training in data
visualization principles and software functionalities. Foster creativity and
innovation by challenging students to design dashboards that effectively
communicate insights from complex categorical data to diverse audiences

KEY ASSESSMENT
Assessment Level 1: Recall and reproduction
Determine the level of measurement. (Nominal, Ordinal, Interval, Ratio)
1. Cars described as compact, midsize, and full-size.
2. Colours of M&M candies.
3. Weights of M&M candies
4. Types of markers (washable, permanent, etc.)
5. Time it takes to sing the National Anthem
 6. Total annual income for statistics students
7. Body temperatures of bears in the north pole
8. Teachers being rated as superior, above average, average, below average, or poor

Assessment level 2: Skills of conceptual understanding

The weight of some randomly selected football players are as follows
55, 52, 51, 58, 57, 54, 51, 52, 50, 53, 54, 55, 50, 59, 56, 53, 52, 55, 54, 55, 52.
Make a frequency table for the data

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 20 Duration Form 1
Mathematics
Sub- Organising, Representing and
Strand Handling Data
Strand Interpreting Data
Content Investigate techniques for collecting data and determine measures of
Standard central tendency and dispersion
Learning Collect quantitative and qualitative data, organise and present data using
Outcome(s) graphs
a) Present data using appropriate graphs by hand and/or by technology
and justify why a particular representation is more suitable than
Learning others for a given situation
Indicator(s) b) Compare various statistical representations and justify why a
particular representation is more suitable than others for a given
situation
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Given a set of data, learners match each data point to its corresponding position on a
pre-drawn graph
2. Learners complete partially filled graphs with missing data points provided
3. Learners interpret simple line graphs and identify trends or patterns
4. Learners construct histograms and cumulative frequency curves to represent the
frequency distribution of ages in a population
5. Learners analyse a cumulative frequency curve and make predictions based on the
displayed data points
6. Learners develop a mathematical model (polynomial) to predict future trends based on
a given set of continuous data or a line graph
7. Learners conduct a survey on a topic of interest, collect data, and create various types
of continuous data representations to present findings

PEDAGOGICAL EXEMPLARS
1. Problem-Based/Experiential Learning:
 a. Use pre-made sets of data points and corresponding graphs on cards. Students
match each data point to its corresponding position on the graph. Provide visual
aids and guided practice sessions to reinforce understanding
b. Provide worksheets with partially filled graphs and a set of missing data points.
Students fill in the missing data points based on the provided information. Offer
step-by-step instructions and check-in points to ensure students are correctly
applying the concepts
c. Present real-life scenarios through stories or videos where simple line graphs are
used to represent data (e.g., temperature changes over time). Guide students
through the process of interpreting the graphs and identifying trends or patterns.
Provide ample opportunities for discussion and clarification
2. Project-based learning:
a. Assign a task where students collect data on a topic of interest (e.g., daily
temperature, population demographics). They then create line graphs or histograms
to represent the data. Offer templates and guidelines for graph construction, along
with feedback on their presentations
b. Present word problems where students need to interpret and analyse continuous
data representations to solve real-life scenarios (e.g., predicting future sales based
on sales data trends). Break down the problems into manageable steps and provide
support as needed
c. Encourage learners to create dynamic and interactive data visualization dashboards
using specialized software (e.g., Excel). Provide advanced training in data
visualization principles and software functionalities. Foster creativity and
innovation by challenging students to design dashboards that effectively
communicate insights from complex categorical data to diverse audiences

KEY ASSESSMENT
Assessment level 2: Skills of conceptual understanding
A group of students were asked to say the 15– times table as fast as possible. The time taken
by each student was recorded. The results are shown in the table below:
Time / s Number of learners
0< t ≤10 1
10<t ≤20 2
20<t ≤30 8
30<t ≤ 40 12
40 <t ≤ 50 6
50<t ≤60 3
Draw a histogram for the data

Assessment level 4: Extended critical thinking and reasoning

The table shows the marks scored by 285 students in a test.
 Marks Frequency
6-70 9
71-75 42
76-80 69
81-85 66
86-90 81
91-95 15
96- 3
100
1. Draw a cumulative frequency curve for the distribution.
2. Use the curve in (a) to estimate;
3. the pass mark if 60% of the students passed,
4. the probability of selecting a student who scored between 72% to 90%

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
 Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 21 Duration Form 1
Mathematics
Sub- Organising, Representing and
Strand Handling Data
Strand Interpreting Data
Content Investigate techniques for collecting data and determine measures of
Standard central tendency and dispersion
Learning Calculate the measures of central tendencies, measures of dispersion and
Outcome(s) use simple language to interpret the results
a) Calculate measures of central tendencies (mode, mean and median)
for a given data by formulas or other techniques and establish which
Learning
is appropriate to report on a given data
Indicator(s)
b) Work out simple measures of dispersion (range, quartile and inter-
quartile etc.) for small and raw data, and interpret it in context
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners calculate mean, median, and mode for simple data sets
2. Learners identify outliers in a data set
3. Learners interpret the meaning of standard deviation in context
4. Learners analyse the effect of adding or removing data points on measures of central
tendency
5. design an experiment to investigate the relationship between two variables and analyse
the results using statistical methods

PEDAGOGICAL EXEMPLARS
Problem-based / Project-based Learning
1. Begin with a pre-assessment to gauge students' prior knowledge and identify any
misconceptions
2. Break down the calculation process into smaller, manageable steps. Provide guided
practice with immediate feedback
3. Offer problem-solving activities with varied levels of complexity. Encourage students
to work in pairs or small groups to discuss and solve problems collaboratively
4. Present challenges that require students to apply their understanding in different
contexts, such as analysing trends in stock market data or conducting surveys within
the school community
 5. Provide challenging problems that require critical thinking and higher-order reasoning
skills. Encourage students to explore alternative methods for calculating measures of
central tendency and dispersion
6. Assign independent research projects where students investigate advanced statistical
techniques or applications of measures of central tendency and dispersion in specific
fields like psychology or economics, etc.

KEY ASSESSMENT
Assessment level 1
Find the median of the following numbers: 47, 30, 56, 31, 55, 43 and 44Cars described
as compact, midsize, and full-size.
Assessment level 2
The mean of 12 numbers is 18. If each of the numbers are increased by 4. What is the
new mean, etc.
Assessment level 4
Calculate the variance and standard deviation of the distribution below, given that the
mean as 138 and you assume a mean of 140, etc.

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

 Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 22 Duration Form 1
Mathematics
Sub-
Strand Handling Data Making Predictions with Data
Strand
Content Demonstrate knowledge of basic principles of permutation and
Standard combination, and interpret probability in everyday life
Learning Explain combination and permutation, state their difference and solve
Outcome(s) basic problems related to permutation and combination
a) Use the fundamental counting principle to identify and determine the
Learning number of ways an event can occur
Indicator(s) b) Understand the concept of permutation and combination and use it to
solve related problems.
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners determine the number of possible outcomes in simple scenarios
2. Learners list all possible arrangements of a small set of objects
3. Learners solve problems involving multiple conditions and restrictions

PEDAGOGICAL EXEMPLARS
Experiential Learning
1. Begin with concrete examples using objects like marbles, coins, or coloured blocks to
demonstrate basic counting principles
2. Introduce permutations and combinations using real-life scenarios such as arranging
seats at a table or selecting items from a menu
3. Provide ample opportunities for practice with guided exercises
4. Introduce more complex scenarios involving multiple sets of objects or conditions
5. Encourage students to use systematic approaches such as tree diagrams or organized
lists

KEY ASSESSMENT
Assessment level 1
A restaurant offers a menu with 3 appetizers, 5 main courses and 4 desserts. How many
different meal combinations can be created by choosing one appetizer, one main course and
one dessert
Assessment level 3
There are three bus lines between town A and B and 3 bus lines between town B and C. In how
many ways
1. can a person travel from town A to town C by way of town B?
2. can a person travel by bus in a return trip by bus from town A to town C by way of
town B.
3. can a person travel by bus on a return trip from town A to C, if this person doesn’t
want to use a line more than once?

Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
 Reflection & Remarks

Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 23 Duration Form 1
Mathematics
Sub-
Strand Handling Data Making Predictions with Data
Strand
Content Demonstrate knowledge of basic principles of permutation and
Standard combination, and interpret probability in everyday life
Learning Explain combination and permutation, state their difference and solve
Outcome(s) basic problems related to permutation and combination
a) Distinguish between the concepts of permutation and combination and
Learning establish the relation between them.
Indicator(s) b) Simplify permutation and combination expressions and solve related
problems
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Given a permutation or combination expression, students identify the total number of
elements and the number of elements to be selected or arranged
2. Learners establish the connection between combinations and permutations
3. Present a variety of permutation and combination problems of moderate complexity for
students to solve independently or in pairs

PEDAGOGICAL EXEMPLARS
Experiential Learning
1. Use physical objects like beads or coloured tokens to represent the elements in
permutation and combination expressions
2. Guide students through physically arranging and rearranging the objects to understand
the concepts of arrangement and selection
3. Break down the process of simplifying expressions into smaller, manageable steps
4. Provide visual aids and cue cards to help students remember each step
5. Present real-life scenarios where permutation and combination principles are applied,
such as seating arrangements or lottery probabilities

KEY ASSESSMENT
Assessment level 3
Given that ❑n Pr =90 and ❑nC r=15 , find the value of r
Assessment level 4
Given that ❑nC 4 =210, find the value of n
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Learning Planner

Additional
Subject Week 24 Duration Form 1
Mathematics
Sub-
Strand Handling Data Making Predictions with Data
Strand
Content Demonstrate knowledge of basic principles of permutation and
Standard combination, and interpret probability in everyday life
Learning Explain the terminologies in probability orally and find the relative
Outcome(s) frequency in a given experiment
a) Recall the basic terminologies such as experiment, events, outcome,
trial, sample space, etc. as used in the context of probability and give
Learning
examples
Indicator(s)
b) Work collaboratively on an experiment (e.g. tossing of coins or dice)
to determine the relative frequencies of events and interpret them
Essential
Question(s)
Pedagogical
Strategies
Teaching &
Learning
Resources
Key Notes on Differentiation
LEARNING TASKS
1. Learners identify possible outcomes and calculate basic probabilities
2. Learners calculate probabilities of simple events using formulas and diagrams
3. Solve complex probability problems involving combination, permutations and
conditional probability

PEDAGOGICAL EXEMPLARS
Experiential Learning
1. Provide hands-on activities using dice, spinners, and cards to demonstrate probability
concepts
2. Break down complex concepts into smaller, more manageable parts using visual aids
and real-life examples
3. Scaffold learning by providing step-by-step guidance through problem-solving
exercises
4. Offer frequent opportunities for practice with immediate feedback to reinforce
understanding

KEY ASSESSMENT
Assessment level 1
A fair die is tossed twice. What is the sample size?
Assessment level 2
A fair coin is tossed twice, and the result recorded. What is the probability that
a) the first toss shows head?
b) the second toss shows a head?
Assessment level 3
Two identical tetrahedral are tossed once. If each face of each tetrahedral is labelled in the
manner 2, 3, 4, 5. What is the probability of obtaining a sum equal to 7?
Keywords

Lesson 1
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity

Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks

 Lesson 2
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (e.g. minutes)

Introductory Activity (e.g. minutes) Introductory Activity

Activity 1 (e.g. minutes) Activity 1

Activity 2 (e.g. minutes) Activity 2

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.

Reflection & Remarks