MATHEMATICS

FORM 3
SCHEME OF WORK

FIRST TERM
PART I
HOLIDAYS
PART II
WEEK
12

: 05.01.2009 29.05.2009 ( 20 WEEKS )

: 05.01.2009 13.03.2009 ( 10 WEEKS )
: 14.03.2009 22.03 2009 ( 9 DAYS )
: 23.03.2009 29.05.2009 ( 10 WEEKS )

TOPICS/
SUBSTOPICS
1. LINES AND
ANGLES II
1.1 Properties of
Angles
Associated
with
Transversal
and Parallel
Lines

LEARNING
LEARNING OUTCOMES
OBJECTIVES
Students will be taught Students will be able to :
to :
1.1 Understand and i. Identify :
use properties of
a) transversals
angles associated
b) corresponding angles
with transversal
c) alternate angles
and parallel lines.
d) interior angles

GENERICS

CCTS

Contextual
learning

Interpreting

Understanding

Parallel lines

Identifying
relations

Equity

Transversal

Self-confident

Alternate angle

Cooperation

Interior angle

Thinking Skill
Constructivism

ii. Determine that for parallel lines:

a) corresponding angles are
equal
b) alternate angles are equal
c) sum of interior angles is
1800

Enquirydiscovery
Cooperative
learning

Making
inferences
Translating

MORAL
VALUES

VOCABULARY

Corresponding angle
Intersecting lines
Acetate overlay

iii. Find the values of :

a) corresponding angles
b) alternate angles
c) interior angles associated
with parallel lines.

Mastery
learning

iv.

Integrating ICT
into learning
and teaching

v.

Determine if two given

lines are parallel based on
the properties of angles
associated
with
transversals.
Solve problems involving

Multiple
Intelligence

Future studies

MATHEMATICS
FORM 3
SCHEME OF WORK
properties
of
associated
transversals.

angles
with

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
34

TOPICS/
SUBSTOPICS
2. POLYGONS II
2.1 Regular
Polygons

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Determine if a given
polygon is a regular
polygon.

Thinking skill.

Classifying

Responsible

Polygon

Constructivism

Fairness

Regular polygon

Find:
a) the axes of
symmetry
b) the number of axes
of symmetry
of a polygon.

Drawing
diagrams

Enquirydiscovery

Equity

Convex

The ability to
reason

Axes of symmetry

LEARNING
OBJECTIVES

LEARNING OUTCOMES

Students will be
taught to :

Students will be able to :

2.1 Understand
the concept of
regular
polygons

i.

ii.

iii.
iv.

v.

Cooperative
learning
Mastery
learning

Sketch regular
polygons.

Comparing
and
contrasting
Identifying
relations

Straightedges
Angle
Equilateral triangle

Translating

Draw regular polygons

by dividing equally the
angle at the centre.
Construct equilateral
triangles, squares and
regular hexagons.

Square
Regular hexagon

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
34

TOPICS/
SUBSTOPICS

LEARNING
OBJECTIVES

LEARNING OUTCOMES

Students will be taught

Students will be able to :

2. POLYGONS II to :
2.2
2.2 Exterior and
Interior Angles
of Polygons

Understand
and use the
knowledge of
exterior and
interior
angles of
polygons

i. Identify the interior angles and

exterior angles of a polygon.
ii. Find the size of an exterior angle
when the interior angle of a
polygon is given and vice versa.

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Thinking skill.

Classifying

Determination

Interior angle

Constructivism

Drawing
diagrams

Courtesy

Exterior angle

Responsible

Complementary angle

Enquirydiscovery

iii. Determine the sum of the

interior angles of polygons

Cooperative
learning

iv. Determine the sum of the

exterior angles of polygons

Mastery
learning

v. Find:
a) The size of an interior angle
of a regular polygon given
the number of sides.
b) The size of an exterior angle
of a regular polygon given
the number of sides.
c) The number of sides of a
regular polygon given the
size of the interior or
exterior angle.
vi. Solve problems involving
angles and sides of polygons

Comparing
and
contrasting
Identifying
relations
Translating

Understanding

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
56

TOPICS/
SUBSTOPICS
3. CIRLCES II
3.1 Properties

of circles
involving
symmetry,
chords and
arcs

LEARNING
OBJECTIVES

LEARNING OUTCOMES

Students will be
taught to :

Students will be able to :

3.1 Understand
and use
properties of
circles
involving
symmetry,
chords and
arcs

i.

ii.

Identify a diameter of a
circle as an axis of
symmetry
Determine that:
a) A radius that is
perpendicular to a
chord divides the chord
into two equal parts
and vice versa
b) Perpendicular bisectors
of two chords intersect
at the center

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Contextual
learning

Identifying
relations

Unity

Diameter

Truthfulness

axis of symmetry

Responsible

chord

Fairness

perpendicular
bisector

Learning how
to learn

Translating
Classifying

Self-access
learning
Cooperative
learning

Comparing
and
contrasting

Equity
intersect
The ability to
reason

equidistant

Thinking skill
arc
Constructivism
symmetry

c) Two chords that are

equal in length are
equidistant from the
center and vice versa

Problem
solving

radius

d) Chords of the same

length cut arcs of the
same length
iii.

center

perpendicular

Solve problems
involving symmetry,
chords and arcs of circles

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
56

TOPICS/
SUBSTOPICS
3. CIRLCES II
3.2 Properties

of angles in
circles

LEARNING
OBJECTIVES

LEARNING OUTCOMES

Students will be
taught to :

Students will be able to :

3.2 Understand
and use
properties of
angles in
circles

i.

ii.

iii.

Identify angles subtended by

and arc the center and at the
circumference of a circle
Determine that angles
subtended at the
circumference by the same
arc are equal
Determine that angles
subtended:
a) At the circumference
b) At the center by arcs of
the same length are equal

iv.

Determine the relationship

between angle at the center
and angle at the
circumference subtended by
an arc

v.

Determine the size of an

angle subtended at the
circumference in a
semicircle

vi.

Solve problems involving

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Cooperative
learning

Identifying
relations

Unity

angle

Truthfulness

subtended

Constructivism

Translating
Responsible

semicircle

Fairness

circumference

Equity

arc

The ability to
reason

chord

Thinking skills

Classifying

Integrating ICT
into teaching
and learning

Comparing
and
contrasting

Problem
solving

reflex angle
center

MATHEMATICS
FORM 3
SCHEME OF WORK
angles subtended at the
center and angles at the
circumference of circles

WEEK

TOPICS/
SUBSTOPICS

LEARNING
OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

MATHEMATICS
FORM 3
SCHEME OF WORK
56

3. CIRLCES II
3.3 Cyclic

quadrilateral

Students will be
taught to :

Students will be able to :

3.3 Understand
and use the
concept of
cyclic
quadrilaterals

i.

Identify cyclic quadrilaterals

ii.

Identify the interior opposite

angles of cyclic
quadrilaterals

iii.

WEEK

TOPICS/

LEARNING

Determine the relationship

between interior opposite
angles and cyclic
quadrilaterals

iv.

Identify exterior angles and

the corresponding interior
opposite angle of cyclic
quadrilaterals

v.

Determine the relationship

between exterior angles and
the corresponding interior
opposite angel of cyclic
quadrilaterals

vi.

Solve problem involving

angles of cyclic
quadrilaterals

vii.

Solve the problems

involving circles.

LEARNING OUTCOMES

Cooperative
learning

Identifying
relations

Integrating ICT
into teaching
and learning

Translating

Constructivism

Comparing
and
contrasting

Unity

Cyclic
quadrilaterals

Truthfulness
Responsible
Classifying

Interior
opposite
angle

Fairness
Problem solving

Exterior angle
Equity
The ability to
reason

GENERICS

CCTS

MORAL

VOCABULARY

MATHEMATICS
FORM 3
SCHEME OF WORK
78

SUBSTOPICS
4. STATISTICS
II
4.1 Pie charts

OBJECTIVES
Students will be
Students will be able to :
taught to :
4.1 Represent and
i.
Obtained interpret
interpret data in
information from pie
pie charts to
charts.
solve problems.
ii.
Construct pie charts to
represent data.
iii.
iv.

Solve problems involving

pie charts.
Determine suitable
representation of data.

VALUES
Constructivism

Drawing

Systematic

diagrams
Problem
solving

Pie chart
Cooperation

Interpreting
Contextual
learning
Translating
ICT
Self-access
learning.

Comparing
contrasting

representation
Construct

Act wisely
and

Angle
Suitable

Considerate

Future studies

Sector

Size of sector
Quantity

Steadfastness

Data
Size of angle
Label

Problem

Title

Solving

Pictograms
Bar chart
Pie chart

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
7 8

TOPICS/
SUBSTOPICS
4. STATISTICS
II
4.2 Mode,
median and
mean

LEARNING
LEARNING OUTCOMES
OBJECTIVES
Students will be
Students will be able to :
taught to :
4.2 Understand i.
Determine the mode of:
and use the
a) sets of data.
concept of
b) Data given in frequency
mode,
tables.
median and
mean to
ii.
Determine the mode
solve
and the respective
problems.
frequency from
pictographs, bar charts,
line graphs and pie
charts.
iii. Determine the median of
sets of data.
iv. Determine the median of
data in frequency tables.
v. Calculate the mean of :
a) sets of data.
b) Data frequency tables.

TEST1

vi. Solve problems involving

mode, median and mean.

10

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Contextual
learning

Interpreting

Systematic

Data

Mastery
learning

Comparing

Integrating
ICT into
teaching and
learning.

contrasting

Translating

Mode
Cooperation
Discrete

and
Considerate

Problem
Solving

Frequency
Median

Act wisely
Arrange

Self-access
learning
Problem
solving

Steadfastness

Odd
Even
Middle
Frequency table
mean

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
10 11

TOPICS/
SUBSTOPICS
5. INDICES
5.1 Indices

5.2
Multiplicati
on of
numbers in
index
notation

LEARNING
LEARNING OUTCOMES
OBJECTIVES
Students will be
Students will be able to :
taught to :
5.1Understand the i. Express repeated
concept
of
multiplication as an and
indices
vice versa.

5.2 Perform
computations
involving
multiplication
of numbers in
index
notation.

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

ICT
Contextual
Mastery
Learning

Working out

Systematic

indices

mentally

Thoughtful

base

ii. Find the value of an.

The ability to reason

index

iii. Express numbers in index

notation.

Self-motivated

power of

Act wisely

index notation

i. Verify am an = am+n

index form

ii. Simplify multiplication

of :.
a) numbers
b) algebraic terms
expressed in index
notation with the same
base.

express

iii. Simplify multiplication of

a) numbers
b) algebraic terms
expressed in index
notation with different
bases.

multiplication

value
real numbers
repeated

11

factor

MATHEMATICS
FORM 3
SCHEME OF WORK

12

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
10 11

TOPICS/

LEARNING
OBJECTIVES
Students will be
5. INDICES
taught to :
5.3 Division of
5.3 Perform
numbers in
computation
index notation
involving
division of
numbers in
index notation
SUBSTOPICS

5.4 Raising
numbers and
algebraic
terms in index
notation to a
power.

5.4 Perform
computations
involving
raising
b) b)
numbers and
algebraic
terms in index
notation to a
power.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Students will be able to :

i. Verify am an = am-n

ICT

Working out

Systematic

multiplication

ii. Simplify division of :.

a) numbers
b) algebraic terms
expressed in index notation
with the same base.

Self accessed
Learning

mentally

Thoughtful

simplify

( )

Derive a m = a mn
ii.
Simplify:
a) numbers
algebraic terms
expressed in index
notation raised to a power.
i.

iii.

Simplify
multiplication and
division of:
a) a) numbers
b) b) algebraic terms
expressed in index
notation with different
bases raised to a power.
iv.

Perform combined
operations involving
multiplication,
division, and raised to
a power on:

a) numbers
b) algebraic terms
13

The ability to

base

Mastery
Learning

reason

algebraic term

Constructivism

Self-motivated

verify

Act wisely

index notation
indices
law of indices
unknown
Raised to a power
base

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
10 11

TOPICS/
SUBTOPICS
5. INDICES
5.5 Negative
indices.

5.6 Fractional
indices.

LEARNING
OBJECTIVES
Student will be
taught to:
5.5 Perform
computations
involving
negative
indices.

5.6 Perform
computations
involving
fractional
indices.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABUL
ARY

Working out

Systematic

verify

mentally

Thoughtful

Student will be able to:

i.

Verify a

ii.

State a n

iii.

1
.
an
1
as n and vice
a

versa
Perform combined
operations involving
multiplication, division, and
raised to a power on:
a) numbers
b) algebraic terms
1

i.

Verify a n =

ii.

State

a n as

n
n

a.
a and vice

versa.

iii.

Find the value of

iv.

State

( )

a) a m
b)
v.

v.

1
n

a .

m
n

a as:
1
n

( )

or a n

a m or

( a)
n

1
m
m

Perform combined operations

involving multiplication,
division, and raised to a power
on:
a) numbers
b) algebraic terms
Find the value of

m
n

a .

14

Mastery
Learning
ICT

The ability to
Self accessed
Learning

reason
Self-motivated
Act wisely

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
10 11

TOPICS/
SUBTOPICS

LEARNING
OBJECTIVES
Student will be
5. INDICES
taught to:
5.7 Computations 5.7 Perform
involving laws
computations
of indices.
involving
laws of
indices.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

Mastery
Learning

Working out

Systematic

mentally

Thoughtful

Student will be able to:

i.

ii.

Perform multiplication,
division, raised to a power
or operations on several
numbers expressed in
index notation.
Perform combined
operations multiplication,
division, and raised to a
power involving positive,
negative and fractional
indices.

15

ICT
The ability to
Self
accessed
Learning

reason
Self-motivated
Act wisely

VOCABULA
RY

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
12 13

TOPICS/
SUBTOPICS
6. ALGEBRAIC
EXPRESSION
III
6.1 Expansions

LEARNING
OBJECTIVES
Student will be
taught to:
6.1 Understand
and use the
concept of
expending
brackets

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABUL
ARY

Identifying
relations

Act wisely

Linear algebraic
Terms
Like terms
Unlike terms
Expansion
Expand
Single brackets
Two brackets
Multiply
Factorization
Square
Common factor
Term
Highest
common factor
(HCF)
difference
of
two square
numerator
denominator
algebraic
fraction
factorization

Students will be able to:

i.

Expand single brackets.

ii.

Expand two brackets

Contextual
learning

Systematic
Constructivism
Sincerity
Dedication

6.2 Factorization of 6.2 Understand

algebraic
and use the
expression
concept of
factorization
of algebraic
expression to
solve
problems.

i.

State
factors
algebraic term

ii.

State common factors and

the HCF for several
algebraic terms.

iii.

iv

of

Factorize algebraic
expression:
a) using common factor
b) the difference of two
squares.
Factorize and simplify
algebraic fractions.

16

an

Effort

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
12 13

TOPICS/
SUBTOPICS
6. ALGEBRAIC
EXPRESSION
III
6.3 Addition and
subtraction on
algebraic
fractions.

6.4 Multiplication
and division on
algebraic
fractions.

LEARNING
LEARNING OUTCOMES
GENERICS
OBJECTIVES
Student will be
Students will be able to:
taught to:
6.3.Perform
i.
Add or subtract two Contextual
addition
and
algebraic fractions with learning
subtraction
on
the same denominator.
algebraic
Constructivism
fractions.
ii.
Add or subtract two
algebraic
fractions with one denominator
as a multiple of the other
denominator.
6.4.Perform
multiplication
and division
i.
Multiply two algebraic
on algebraic
fractions involving
fractions.
denominator with:
a) one term.
b) two terms
ii.

iii.

Divide two algebraic

fractions involving
denominator with:
a) one term.
b) two terms
Perform multiplication
and division of two
algebraic fractions using
factorization and the
different of two square.

17

CCTS

MORAL
VALUES

VOCABU
LARY

Identifying
relations

Act wisely

common factor

Systematic

lowest common
multiple (LCM)

Sincerity
multiple
Dedication
denominator
Effort
simplification

MATHEMATICS
FORM 3
SCHEME OF WORK

18

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
15 17

WEEK

TOPICS/
SUBTOPICS
8. SOLID
GEOMETRY
III
8.1 Volume of
right prisms
and right
circular
cylinders.

TOPICS/

LEARNING
OBJECTIVES
Students will be
taught to :
8.1 Understand
and use the
concept of
volume of
right prisms
and right
circular
cylinders to
solve
problems.

LEARNING

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Students will be able to:

i. Derive the formula for
volume of :
Enquiry
Identifying Appreciative
Derive
a) prisms
discovery.
relations
Prism
b) cylinders.
Thoughtful
Cylinder
ii. Calculate the volume of a right prism in
Learning how
Translating
Right circular
cubic units given the height and :
to learn.
Understanding cylinder
a) the area of the base
Base
b) dimensions of the base.
Contextual
Self-confident
Radius
iii. Calculate the height of a prism given the
learning.
Volume
volume and the area of the base.
Dedication
Area
iv. Calculate the area of the base of a prism
Constructivism
Cubic unit
given the volume and the height.
Square
v. Calculate the volume of a cylinder in
Rectangle
cubic units given:
Triangle
a) area of the base and the height.
Dimension
b) radius of the base and the height
Height
of the cylinder.
Cubic metre
vi. Calculate the height of a cylinder, given
Cubic
the volume and the radius of the base.
centimetre
vii. Calculate the radius of he base of a
Cubic
cylinder given the volume and the height.
millimeter
viii. Convert volume in one metric unit to
Millimeter
another:
a) mm3 , cm3 and m3
Litre
b) cm3 , m and .
ix. Calculate volume of liquid in a container.
x. Solve problems involving volume of
prisms and cylinders.
VOCABULARY
LEARNING OUTCOMES
GENERICS
CCTS
MORAL

19

MATHEMATICS
FORM 3
SCHEME OF WORK
15 17

SUBTOPICS
8. SOLID
GEOMETRY
III
8.2 Volume of
right
pyramids and
right circular
cones.

OBJECTIVES
Students will be
taught to :
8.2 Understand
and use the
concept of
volume of
right
pyramids
and right
circular
cones to
solve
problems.

VALUES
Students will be able to :
i. Derive the formula
for the volume of :
a) pyramids
b) cones
ii. Calculate the volume of pyramids
in mm3 , cm3 and m3 , given
the height and :
a) area of the base
b) dimensions of base.
iii. Calculate the height of a pyramid
given the volume and the
dimension of the base.
iv. Calculate the area of the base of a
Pyramid given the volume and the
height.
v. Calculate the volume of a cone in
mm3 , cm3 and m3 , given the
height and radius of the base.
vi. Calculate the height of a cone,
given the volume and the radius of
the base.
vii. Calculate the radius of the base of a
cone given the volume and the
height.
viii. Solve problems involving volume
of pyramids and cones.

20

Self access
learning.

Identifying
relations

Constructivism

Translating

Appreciative

Convert

Thoughtful

Metric unit
Liquid

Understanding
Thinking
skills.

Container
Self-confident
Pyramid
Dedication

Enquiry
discovery.

Cone

Learning how
to learn.

Volume
Base

Contextual
learning.

Height
Dimension

MATHEMATICS
FORM 3
SCHEME OF WORK
CCTS
LEARNING
TOPICS/
LEARNING OUTCOMES
GENERICS
OBJECTIVES
SUBTOPICS
9. SCALE
Students will be
Students will be able to :
CCTS
20
DRAWINGS taught to :
WEEK TOPICS/
LEARNING
LEARNING OUTCOMES
GENERICS
9.1 Scale
9.1 Understand
i. Sketch shapes:
Cooperative
Drawing
OBJECTIVES
SUBTOPICS
drawings.
the concept of
a) of the same size as the learning
diagrams
8. SOLID
will be
Students
will be
able
to :
scaleStudents
drawings.
object using
grid
papers.
15 17
GEOMETRY
taught to :
b) smaller than the object using Learning how to
Translating
III
8.3 Understand
i.grid
Calculate
papers.the volume of a learn Constructivism Identifying
8.3 Volume of
and use the
sphere
given
radius
of the
relations
c) larger
than
thethe
object
using
Problem
sphere
concept of
sphere.
Thinking
grid
papers.
Integrating
ICT
Solving
volume of
Translatin
into skills.
sphere to solve
ii.
Calculate
the
radius
of
a
g
ii. Draw geometric shapes
problems.
sphere
given
the
volume
of
the
Contextual
according to scale 1: n, where n = Teaching and
learning.
1, 2, 3, sphere.
4, 5, , 1/10.
learning
iii. Solve problems involving
volume of spheres.
iii. Draw composite
shapes,
according to a given scale using:
Mastery learning

WEEK

8.4 Composite
solids.

8.4 Apply the

Calculate
a). i.grid
papers the volume of
concept of
composite
b). blank papers solids.
volume to
ii. Solve problems involving
solve problems
volumes
iv. Redraw
shapesofoncomposite
grids of solids.
involving
different sizes.
composite
solids.
v. Solve problems involving scale
drawings.

Thinking skills
Self access
learning
Thinking skills

MORAL
VALUES
MORAL
VALUES
Fairness
Equity
Appreciative
Effort
Thoughtful
Considerate
Understanding
Thoughtful
Self-confident
Dedication

VOCABULARY

VOCABULARY
Sketch
Draw
Objects
Height
Grid paper
Dimension
Geo-boards
Sphere
Software
Hemisphere
Scale
Solid
Composite
Geometrical
shapes
solid
Combination
Composite
shapes
Volume
Smaller
Radius
Larger
Accurate
Size
Redraw

18-19

MID YEAR
EXAMINATION
21

SECOND TERM
PART I
HOLIDAYS
PART II
WEEK
12

:
:
:
:

15.06.2009
15.06.2009
22.08.2009
01.09.2009

TOPICS/
SUBTOPICS
10. TRANSFORMATION
II
10.1 Similarity
10.2 Enlargement

MATHEMATICS
FORM 3
SCHEME OF WORK
14.11.2009 ( 22 WEEKS )
21.08.2009 ( 10 WEEKS )
30.08.2009 ( 9 DAYS )
20.11.2009 ( 12 WEEKS )

LEARNING
OBJECTIVES
Students will be
taught to :
10.1 Understand
and use the
concept of
similarity .
10.2 Understand
and use the
concept of
enlargement.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Students should be able to:

i.
Identify if given shapes are
similar.
ii.
Calculate the lengths of
unknown sides of two
similar shapes

Contextual
learning

Classifying

Fairness

Identifying
relations

Equity

shape
similar
side
angle
proportion
centre of
enlargement
transformation
enlargement
scale factor
object
image
invariant reduction
size
orientation
similarity

i.
ii.

Identify an enlargement .
Find the scale factor, given
the object and its image of an
enlargement when :
a) scale factor > 0
b) scale factor < 0
c) scale factor = negative.
iii.
Determine the centre of
enlargement , given the
object and its image.
iv.
Determine the image of an
object given the centre of
enlargement and the scale
factor.
v.
Determine the properties of
enlargement
vi.
Calculate :
a) the scale factor
b) length of the side of the
image
c) length of the side of the
object of an enlargement.
vii. Solve problems involving
enlargement.

22

Multiple
intelligence .

Effort
Interpreting

Thinking
skill.
Integrating
ICT into
teaching &
learning
Self access
learning .

Considerate
Drawing
diagrams
Translating

Thoughtful

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
3

TOPICS/
SUBTOPICS
11. LINEAR
EQUATIONS II
11.1 Linear
equations in
two variables

LEARNING
OBJECTIVES
Students will be
taught to :
11.1 Understand
and use the
concept of
two linear
equations in
two variables

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Enquiry
discovery

Classifying

Determination

Equation

Identifying
relations

Tolerance

Variable

Understanding

Linear equation

Courtesy

Value

Sincerity

Possible solution

Students will be able to:

i)

ii)

Determine if an equation is
a linear equation in two
variables.
Write linear equations in
two variables from given
information.

iii) Determine the value of a

variable given the other
variables.
iv) Determine the possible
solutions for a linear
equation in two variables.

Thinking
skills

Translating
Learning how
to learn
Multiple
Intelligence
Integrating
ICT
Self-access
learning

11.2 Simultaneous
linear equations
in two variables

11.2 Understand
i)
and use the
concept of
two
simultaneous ii)
linear
equations in
two variables
to solve
problems
iii)

Determine if two given

equations are simultaneous
linear equations.
Solve two simultaneous
linear equations in two
variables by
a. substitution
b. elimination
Solve problems involving
two simultaneous linear
equations in two variables.

23

Simultaneous
Linear equation
Solution
Substitution
Elimination

Trial and
improvement
Problem
solving

MATHEMATICS
FORM 3
SCHEME OF WORK

24

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
45

TOPICS/
SUBTOPICS
12. INEQUALITIES
12.1 Inequalities

LEARNING
OBJECTIVES
Students will be
taught to:
12.1 Understand
and use the
concept of
inequalities.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Contextual
learning

Comparing and
contrasting

Determination

Inequality

Tolerance
Constructivis
m

Identifying
relations

Greater
Less

Understanding

Enquirydiscovery

Interpreting

Courtesy

Drawing
diagrams

Sincerity

Students will be able to :

i.

identify the
relationship:
a) greater than
b) less than
based on given situations

Greater than
ii.

iii.

write the relationship

between two given
numbers using the
symbol > or < .
identify the
relationship:
a) greater than or equal
to
b) less than or equal to
based on given situations

25

Integrating
ICT into
teaching and
learning

Less than
Equal to

Translating

Include

Finding all
possible
solutions

Equivalent
Solution

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
45

TOPICS/
SUBTOPICS
12. INEQUALITIES
12.2 Linear
inequalities in
one unknown

LEARNING
OBJECTIVES
Students will be
taught to:
12.2 Understand
and use
concept of
linear
inequalities
in one
unknown

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULA
RY

Cooperating
learning

Comparing
and
contrasting

Determination

Relationship

Tolerance

Linear

Identifying
relations

Understanding

Unknown

Courtesy

Number line

Students will be able to :

i.

ii.

iii.

iv.

Determine if a given
relationship is a linear
inequality.
Determine the possible
solutions for a given
linear inequality in on
unknown
a) x > h;
b) x < h;
c) x h;
d) x h
e)
Represent a linear
inequality:
a) x > h;
b) x < h;
c) x h;
d) x h
on a number line and vice
versa
Construct linear
inequalities using
symbols:
a) > or <
b) or
from given information.

26

Contextual
learning
Multiple
intelligence

Interpreting

Thinking
skills

Drawing
diagrams

Self access
learning

Translating

Sincerity

Integrating
ICT into
teaching and
learning

Finding all
possible
solutions

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK

45

TOPICS/
SUBTOPICS

12. INEQUALITIES
12.3 Computations
involving
addition,
subtraction,
multiplication,
and division on
inequalities

LEARNING
OBJECTIVES
Students will be
taught to:
12.3 Perform
computations
involving addition,
subtraction,
multiplication and
division on
inequalities

LEARNING OUTCOMES

VOCABULARY

GENERICS

CCTS

MORAL
VALUES

Mastery
learning

Comparing and
contrasting

Determination

Addition

Tolerance

Subtraction

Constructivism

Identifying
relations

Understandin
g

Multiplication

Students will be able to :

i.

State a new inequality

for a given inequality
when a number is:
a) added to
b) subtract from
both sides of the
inequalities.

Multiple
intelligence

Interpreting

Relation
Courtesy

ii.

State a new inequality

for a given inequality
both sides of the
inequalities are :
a) multiplied by a
number
b) divided by a
number

Thinking skills
Integrating ICT
into teaching
and learning

Drawing
diagrams

Equivalent
Sincerity
Simplest

Translating
Collect
Finding all
possible
solutions

Isolate
solve

iii.

Construct inequalities
a) x + k > m + k
b) x k > m k
c) kx > km
d)

x m
>
k k

27

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK

45

TOPICS/
SUBTOPICS

12. INEQUALITIES
12.4 Solving Linear
Inequalities In
one Unknown

LEARNING
OBJECTIVES
Students will be
taught to:
12.4 Perform
computations
to solve
inequalities in
one variable

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Students will be able to :

Integrating
ICT into
teaching &
learning.

Comparing and
contrasting

Determination

add

i) Solve a linear inequality by:

a) adding a number
b) subtracting a number on
both sides of the
inequality.
ii) Solve a linear inequality by:
a) multiplying a number
b) dividing a number on
both sides of the
inequality.
iii) Solve linear inequalities in
one variable using a
combination of operations.

Contextual
learning.
Enquirydiscovery

Tolerance

subtract

Identifying
relations

Understanding

multiply

Interpreting

Courtesy

divide

Drawing
diagrams

Sincerity
determine

Translating

common value

Finding all
possible
solutions

simultaneous
Combining
linear inequality
number line

12.5 Simultaneous
Linear
Inequalities In
One Variables

12.5 Understand
the concept of
simultaneous
linear
inequalities in
one variable.

i) Represent the common values

of two simultaneous linear
inequalities on a number line.
ii) Determine the equivalent
inequalities for two given
linear inequalities.
iii) Solve two simultaneous
linear inequalities.

28

equivalent

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK

TOPICS/
SUBTOPICS
13. GRAPHS OF
FUNCTIONS
13.1 Functions

LEARNING
OBJECTIVES
Students will be
taught to :
13.1 Understand
and use the
concept of
functions.

LEARNING OUTCOMES

i.

iii.

13.2 Draw and

use graphs of
functions

CCTS

MORAL
VALUES

VOCABULARY

Enquiry
discovery

Classifying

Determination

Function

Identifying
relations

Tolerance

Relationship

Understanding

Dependent
variable

Students will be able to:

ii.

13.2 Graphs of
functions

GENERICS

State the relationship

between two variables
based on the given
information.
Identify the dependent
and independent
variables in a given
relationship involving
two variables.
Calculate the value of the
dependent variable, given
the value of the
independent variable.

i.

Construct tables of
values for given
functions.
ii.
Draw graphs of functions
using given scale.
iii.
Determine from graphs
the value of y, given
value of x and vice versa.
iv. Solve problems involving
graphs of functions.

Thinking
skills

Interpreting
Self access
learning
Integrating
ICT into
teaching and
learning

Self-confident
Drawing
diagrams

Sincerity

Independent
variable

Translating

Self-motivated

Ordered pairs
Coordinate
plane
Table of values
Origin
Graphs
x-coordinate
y-coordinate
x-axis
y-axis
Scale

29

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
7

TOPICS/
SUBTOPICS
14. RATIOS,
RATES AND
PROPORTIONS
II
14.1 Rate

LEARNING
OBJECTIVES
Students will be
taught to :
14.1 Understand
the concept
of
rate and
perform
computations
involving
rates.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Systematic

Rate

Enquirydiscovery

Comparing
and
contrasting

Determination

Quantity

Future
studies

Identifying
relations

Tolerance

Unit of
measurement

Students will be able to :

i. Determine the rates involved in
given situations and identify the
two quantities involved.
ii. Calculate the rate given two
different quantities.
iii. Calculate a certain quantity given
the rate and the other quantity.
iv. Convert rates from one unit of
measurement to another.
v. Solve problems involving rates.

Understanding
Interpreting

Speed
Courtesy

Translating

Distance
Sincerity
Time

14.2 Speed
14.2 Understand
and use the
concept of
speed.

i. Identify the two quantities

involved in speed.
ii. Calculate and interpret speed.
iii. Calculate :
a) the distance, given the speed
and the time.
b) The time, given the speed
and the distance.
iv. Convert speed from one unit of
measurement to another.
v. Differentiate between uniform
speed and non-uniform speed.

30

Uniform
Non-uniform
differentiate

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK TOPICS/
TOPICS/
LEARNING
WEEK
LEARNING
SUBTOPICS
OBJECTIVES
SUBTOPICS
OBJECTIVES
14. RATIOS,
Students will
will be
be
Students
7
RATES
AND
taught
to
:
8 9 15. TRIGONOMETRY taught to :
15.1 PROPORTIONS
Tangent of an
15.1 Understand
II angle
acute
and
use
14.3 Average Speed
14.3 tangent
Understand
of
and useacute
the
an
concept
angle
inofa
average
right-angled
speed
triangle.

LEARNING OUTCOMES
LEARNING
OUTCOMES

Students will
will be
be able
able to:
to:
Students

VOCABULARY
VOCABULARY

Multiple
Identifying Thankful
Tangent
Identify the:
Intelligence
relations
a) hypotenuse
Responsible Acute angle
i. b)
Calculate
the averageside
speedand
in Cooperative
Comparing
Systematic
Average speed
the opposite
the Integrating
Translating
various
situations.
learning
and
adjacent side with respect to one ICT into
SelfRight-angled
contrasting
Determination
of the acute angles.
teaching and
motivated Distance
triangle
ii. Calculate:
ii.
Determine the tangent of an learning
a) the
distance, given the
Identifying
Tolerance
angle.
Act wisely Time
Hypotenuse
average
speed
and
the
relations
iii.
Calculate the tangent of an Thinking
time.
Understanding Acceleration
angle given the lengths of sides skills
Opposite sides
b) the
time,
given
the
Interpreting
of the triangle.
average
speed
the of sides of Cooperative
Courtesy
Retardation
iv.
Calculate
the and
lengths
Adjacent side
distance.
a triangle given the value of learning Translating
Sincerity
tangent and the length of
Ratio
iii. Solveanother
problems
involving
side.
speed and average speed.
Value
i.
Determine the sine of an angle.
ii.
Calculate the sine of an angle
Length
i. Identify
thethe
twolengths
quantities
given
of sides of the
involved
in acceleration.
triangle.
Size
iii. Calculate the lengths of sides of a
ii. Calculate
and interpret
triangle given
the value of sine and
acceleration.
the length of another side.
i.

15.2 Understand
and use sine
of an acute
angle in a
right-angled
14.4 Acceleration
14.4 Understand
triangle.
and use the
concept of
acceleration.
15.3 Cosine of an acute 15.3
Understand
angle
and use
cosine of an
acute angle
i)
in a rightangled
ii)
triangle.
15.2 Sine of an acute
angle

GENERICS
CCTS CCTS MORAL
GENERICS
MORAL
VALUES
VALUES

Determine the cosine of an

angle.
Calculate the cosine of an angle
given the lengths of sides of the
triangle.
iii) Calculate the lengths of sides of a
triangle given the value of cosine
31
and the length of another
side.

MATHEMATICS
FORM 3
SCHEME OF WORK
WEEK
89

TOPICS/
SUBTOPICS

LEARNING
OBJECTIVES
Students will be
15. TRIGONOMETRY taught to :
15.4 Problem solving
15.4 Use the
involving the values
values of
of tangent, sine
tangent,
and cosine
sine and
cosine to
solve
problems.

LEARNING OUTCOMES

GENERICS

CCTS

MORAL
VALUES

VOCABULARY

Multiple
Intelligence

Identifying
relations

Thankful

Angle

Responsible

Degree

Integrating
ICT into
teaching and
learning

Translating
Selfmotivated

Minute

Students will be able to :

i)

Calculate the value of other

trigonometric ratios given the
value of a trigonometric ratio.
ii)
Convert the measurement of
angles from:
a) degrees to degrees and minutes.
b) Degrees and minutes to
degrees.
iii)
Find the value of:
a) tangent
b) sine
c) cosine
of 30, 45 and 60 without using
scientific calculator.
iv)

Find the value of:

a) tangent
b) sine
c) cosine
using scientific calculator.

v)

Find the angles given the

values of:
a) tangent
b) sine
c) cosine
using scientific calculators.

vi) Solve problems involving

trigonometric ratios.

32

Tangent
Act wisely

Thinking
skills

Sine
cosine

Cooperative
learning

MATHEMATICS
FORM 3
SCHEME OF WORK

WEEK
9
10 15
16
17 22
HOLIDAYS

ACTIVITIES
PMR TRIAL
INTENSIVE REVISION
PMR EXAMINATION
ACTIVITIES AFTER PMR

21.11.2009 04.01.2010

33