Mathematics Syllabus: Grade 9 and 10

Federal Democratic Republic of Ethiopia

Ministry of Education

Mathematics Syllabus, Grades 9 and 10

2009
ii
 Mathematics Syllabus: Grade 9 and 10

Table of Contents

General Introduction ................................................................................................................ iv

General Objectives .................................................................................................................... iv
Syllabus for Grade 9 .................................................................................................................. 1
Syllabus for Grade 10 .............................................................................................................. 32

iii
 Mathematics Syllabus: Grade 9 and 10
General Introduction
Mathematics learning at this cycle, should contribute towards educating
students to be ready to take part in constructing the future society. At this
level everything has to be done to develop personalities characterized by a
scientific view of life, high moral qualities and readiness to take part in
social activities. Each student should acquire a solid, applicable and
extendable mathematical knowledge and develop the appropriate
mathematical skills either to pursue with his/her study of preparatory school
(Grades 11 and 12) mathematics or join the technical and vocational
trainings after which he/she is able to participate in activities of shaping a
new society. By including historical facts and real life applications from
different fields of social life (agriculture, industry, trade, investment, etc) in
word problems, students shall recognize that mathematics is playing an
important role in the development of the country.
At this cycle, students should gain solid knowledge of fundamental
mathematical notions, theorems, rules and procedures and develop reliable
competencies in using this knowledge for solving problems independently.
General Objectives
Objectives of mathematics learning in the first cycle of the secondary education (Grades 9 and 10)
At this cycle students acquire and develop solid mathematics knowledge,
skills and attitudes that significantly contribute to the creation of citizens
who are conscious of the social, economic, political and cultural realities of
Ethiopia and that can actively and effectively participate in the ongoing
process of development of the country. To this end, the following are the
objectives of mathematics learning at this cycle. Students will be able to:
 appreciate the power, elegance and structure of mathematics.
 use mathematics in their environment and social needs.
 understand the essential contribution of mathematics to Engineering,
Science, Economics, Agriculture, etc.
It is important to identify and realize problems that cause challenging
situations to the students and support them in formulating and solving the
problems. Formulating and solving problems must be part of a methodical
strategy. The task of the teacher is to facilitate in selecting and arranging
the order of the problems, as well as helping and motivating students to
solve the problems by themselves in a planned and organized way.
Stabilization must have a central place within mathematics learning. It
begins with motivation and orientation, by selecting appropriate problems
that were already discussed. Concepts that have not been mastered up to
now have to be stabilized. A precondition for dealing with new content is
always to ensure the necessary level of ability for solving problems. In
mathematics learning as a whole, special emphasis has to be put on
committing essential facts, notions, definitions, theorems and formulae to
the students' memory as well as enabling students to reproduce and interpret
what they have learnt in their own words. The main instruments used for
stabilization in mathematics learning are activities and exercises.
 mathematical knowledge and skills to enable them pursue with their
further education or future vocational trainings.
 gain satisfaction and enjoyment from learning and applying
mathematics.
 develop their cognitive, creative and appreciative potential by
relating mathematics with societal need.
iv

Grade Unit
9 Unit 1: The number System
Unit 2: Solutions of Equations
Unit 3: Further on Sets
Unit 4: Relations and Functions
Unit 5: Geometry and
measurement
Mathematics Syllabus: Grade 9 and 10
Allotment of Periods
for Units and Sub-units of Mathematics
Grades 9 and 10
Number of Periods
Sub-unit
Sub-unit Total
1.1 Revision on the set of rational numbers
1.1.1 Natural numbers, integers, prime numbers and composite 3 33
number
1.1.2 Common factors and common multiples
1.2 The real number system
1.2.1 Representation of rational numbers by decimals 30
1.2.2 Irrational numbers
1.2.3 Real numbers
1.2.4 Exponents and radicals
1.2.5 The four operations on real numbers
1.2.6 Limits of accuracy
1.2.7 Standard form (Scientific notation)
1.2.8 Rationalization
1.2.9 Euclid’s division algorithm
2.1 Equations involving exponents and radicals 3 22
2.2 Systems of linear equations in two variables 8
2.3 Equations involving absolute value 3
2.4 Quadratic equations 8
3.1 Ways to describe sets 2 15
3.2 The notion of sets 4
3.3 Operations on sets 9
4.1 Relations 7 22
4.2 Functions 6
4.3 Graphs of functions 9
5.1 Regular polygons 5 36
5.1.1 Measures of each interior angle and each exterior angle of
a regular polygon
5.1.2 Properties of regular polygons
5.2 Further on congruency and similarity 13
5.2.1 Congruency of triangles
5.2.2 Definition of similar figures
5.2.3 Theorems on similarity of triangles
5.2.4 Theorems on similar plane figures
v
 Mathematics Syllabus: Grade 9 and 10
Number of Periods
Grade Unit Sub-unit
Sub-unit Total
5.2.5 Construction of similar plane figures
5.2.6 Real life problems
5.3 Further on trigonometry 7
5.3.1 Further on trigonometry
5.3.2 Trigonometric ratios to solve right angled triangles
5.3.3 Trigonometric values of angles from table
5.3.4 Problems on height and distance
5.4 Circles 5
5.4.1 Symmetrical properties of circles
5.4.2 Angle properties of circles
5.4.3 Arc length, perimeters and areas of segments and sectors
5.5 Measurement 6
5.5.1 Area of triangles and parallelograms
5.5.2 Further on surface areas and volumes of cylinders and
prisms
Unit 6: Statistics and Probability 6.1 Statistical data 15 27
6.1.1 Collection and tabulation of statistical data
6.1.2 Distribution and histogram
6.1.3 Measures of location
6.1.4 Measures of dispersion for an grouped data
6.2 Probability 12
6.2.1 Probability of an event
Unit 7: Vectors in two 7.1 Vectors and scalars 2 12
dimensions 7.2 Representation of a vector 2
7.3 Addition of vectors and multiplication of a vector by a scalar 6
7.4 Position vector 2

vi
 Mathematics Syllabus: Grade 9 and 10

Number of Periods
Grade Unit Sub-unit
Sub-unit Total
10 Unit 1: Polynomial function 1.1 Introduction to polynomial functions 5 20
1.2 Theorems on polynomials 6
1.3 Zeros of a polynomial function 4
1.4 Graphs of polynomial functions 5
Unit 2: Exponential and 2.1 Exponents and logarithms 6 30
logarithmic functions 2.1.1 Exponents
2.1.2 Logarithms
2.2 The exponential functions and their graphs 5
2.3 The logarithmic functions and their graphs 6
2.4 Equations involving exponents and logarithms 7
2.5 Applications of exponential and logarithmic functions 6
Unit 3: Solving inequalities 3.1 Systems of linear inequalities involving absolute value 4 20
3.2 Systems of linear inequalities in two variables 5
3.3 Quadratic inequalities 11
Unit 4: Coordinate geometry 4.1 Distance between two points 2 15
4.2 Division of a line segment 2
4.3 Equation of a line 8
4.4 Parallel and perpendicular lines 3
Unit 5: Trigonometric functions 5.1 Basic trigonometric functions 15 30
5.1.1 The sine, cosine and tangent functions
5.1.2 Trigonometric values of angles
5.1.3 Graphs of the sine, cosine and tangent functions.
5.2 The reciprocal functions of the basic trigonometric functions 7
5.3 Simple trigonometric identities 3
5.4 Real life application problems 5
Unit 6: Plane geometry 6.1 Theorems on triangles 5 22
6.2 Special quadrilaterals 6
6.3 More on circles 6
6.4 Regular polygons 5
Unit 7: Measurement 7.1 Revision on surface areas and volumes of prisms and cylinders 3 25
7.2 Pyramids, cones and spheres 8
7.3 Frustums of pyramids and cones 7
7.4 Surface area and volumes of composed solids. 7

vii
 Mathematics: Grade 10

Mathematics Syllabus, Grades 10

32
 Mathematics: Grade 10
Introduction
Mathematics learning in grade ten has to significantly contribute towards
the fulfillment of the main objectives of learning mathematics. In this
respect, developing high level abilities and competencies in calculating is
one of the main tasks of learning Grade 10 mathematics. Students should
be in a position to tackle problems in an effective way, including
estimations, rough calculations and checking the exactness of the result.
The use of polynomial, exponential, logarithmic and trigonometric
functions for describing phenomena in nature and society and solving
respective real life problems should be realized and appreciated by students.
Since improving the linguistic abilities of students and the development of
their communication skills serves in the development of their mathematical
understanding, emphasis has to be given to group activities and the correct
use of mathematical symbolism and language. Students should be in a
position to recognize that the use of mathematical symbols make it easier to
identify the structure of complicated phenomenon and to make mental work
more effective and rational.

Objectives

After studying grade 10 mathematics, students should be able to:

 Define polynomial functions and apply the theorems on polynomials to solve related problems.
 Sketch the graphs of various polynomial functions.
 Apply basic concepts of exponential and logarithmic functions to solve related problems including real life problems.
 Solve linear in equalities involving absolute value, and having two variables.
 Solve quadratic inequalities.
 Apply distance formula to solve related problems
 Determine the slope (gradient) of a given line
 Determine the equation of a given line.
 Apply the properties of the slopes of parallel and perpendicular lines to solve related problems.
 Determine the equation and sketch the graph of a circle given appropriate information.
 Sketch the graphs of basic trigonometric functions.
 Identify and use trigonometric identities.
 Solve real -life problems involving trigonometric functions.
 Define and deal with the reciprocals of the basic trigonometric functions.

33
 Mathematics: Grade 10
Unit 1: Polynomial Functions (20 periods)
Unit outcomes: Students will be able to:
 define polynomial functions
 perform the four fundamental operations on polynomials
 apply the theorems on polynomials to solve related problems
 sketch the graphs of polynomial functions

Competencies Contents Teaching / Learning Activities and Resources Assessment

Student will be able to: 1. Polynomial Functions  start the lesson by discussing about identification of some  After giving a list of
types of functions from a list of functions like: linear, constant, several functions, ask
 define the polynomial 1.1 Introduction to
quadratic functions. students to identify the
function of one variable polynomial functions
 State the formal definition of polynomial function and discuss type of a function by
 identify the degree, (5 periods)
related terms (like: degree, leading coefficient and constant giving good reason for
leading coefficient and
term) by using several examples. their answer.
constant terms of a
 You can give exercises
given polynomial
on identifying the degree,
functions.
 Assist students in adding, subtracting multiplying and dividing the coefficients, the
 give different forms of  Definition of
polynomial functions leading coefficient the
polynomial functions Polynomial function
 Guide students to determine whether the resulting expression constant terms of several
 perform the four
(function) is a polynomial or not and to determine its domain polynomial functions.
fundamental operation  Operations with
and range.  Ask students to find the
on polynomials polynomial functions.
sums, differences,
products and quotients of
polynomial functions
 You can ask students
about their generalization
about the degree of the
sum, product, difference
and quotient of two
polynomial functions.

 State and prove the 1.2 Theorems on  You may start the lesson by revising the division algorithm for  Ask students to divide
polynomial division polynomials (6 periods) real numbers and then analogously after stating the one polynomial by
theorem Polynomial Division Theorem discuss its proof. another and see how they
 apply the polynomial  Polynomial division  Guide the students to practice the application of the apply the theorem
division theorem theorem. Polynomial Division Theorem using examples and exercises. property.
 Let the student conclude the relationship between the degree
of the dividend, the divisor and the remainder expressions.

34
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 State and prove the  The Remainder  Let the students divide a polynomial p(x) by "x - a" and guide  Give exercise problems
Factor Theorem Theorem them to compare the remainder with p(a). on the application of the
 apply the Factor  State "The Remainder Theorem" and encourage the students to remainder theorem and
Theorem prove it. check their works.
 Assist Students to apply "The Remainder Theorem"
 State and prove the  The Factor Theorem  You can start the lesson by considering the division of a  Ask students to factorize
Factor Theorem polynomial P(x) by "x - a" which results in zero remainder, a given polynomial
 apply the Factor and then guide the students to write the result as (which is factor able) by
Theorem  P(x) = (x - a) Q(x) where Q(x) is the quotient. using the factor theorem.
 State "The Factor Theorem" and encourage the students to
prove it.
 Assist the students to apply "The Factor Theorem" such as in
factorizing a given polynomial.

 determine the zero(s) of 1.3 Zeros of a  You can start the lesson by revising how to find solutions of  Ask students to find
a given polynomial Polynomial Function linear and quadratic equations, and in relation to this introduce zero(s) of a given
function. (4 periods) what is meant by the "Zero(s) of a linear function or a polynomial function (the
quadratic function". given exercise problem
 State the formal definition of "Zero(s) of a Polynomial may suggest the use of
Function" and help students to determine zero(s) of some appropriate theorem
polynomial function. stated above)
 State the Location  Location Theorem  State and discuss the Location theorem by using several  Give students exercise
Theorem examples. problem on the
 apply the Location  encourage the students to approximate the zero(s) of some application of the location
theorem to approximate polynomial functions by using the location theorem. theorem and check their
the zero(s) of a given performance.
polynomial function

 apply the rational root  Rational root test  State the rational root test and discuss on how to use it in  Give exercise problems
test to determine the determining the zero(s) of a given polynomial functions. on the application of the
zero(s) of a given  assist the students to practise the application of rational root rational root test.
polynomial function. test.

35
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 Sketch the graph of a 1.4 Graphs of  You may start the lesson by setting an activity that allows  You can ask students to
given polynomial polynomial functions. students to construct table of values for a given polynomial describe the properties of
function. (5 periods) function. a given polynomial
 describe the properties  Assist students to sketch the graph of a given polynomial function using its graph.
of the graphs of a given function using tables of values they make above.
polynomial function.  Let students practise sketching the graphs of different
polynomial functions.
 Assist students to describe some of the properties of the graphs
of some polynomials.

36
 Mathematics: Grade 10
Unit 2: Exponential and Logarithmic Functions (30 periods)
Unit outcomes: Students will be able to:
 understand that the laws of exponents are valid for real exponents
 know specific facts about logarithms
 know basic concepts about exponential and logarithmic functions
 solve mathematical problems involving exponents and logarithms

Competencies Contents Teaching / Learning Activities and Resources Assessment

Students will be able to: 2. Exponential and  Revise the notion "power" in a form of class discussion.  Ask students to apply
Logarithmic Functions Students should be assisted to recall power, base and the laws of exponents
exponent. in simplifying
 Explain what is meant 2.1 Exponents and
by exponential logarithms  Assist students to show the validity of the properties of exponential
(6 periods) exponents for real exponents such as: expressions.
expression
2.1.1 Exponents 1. ax . ay = ax+y
 State and apply the
 Revision on the 2. ax = ax-y
properties of
ay
exponents (where the properties of exponents
3. (ax)y = axy
exponents are real
4. axbx = (ab)x
numbers)
5. ax = a x
bx b
6. a-x = 1 using different examples
ax
 Encourage students to apply the above properties and
simplify exponential expressions.
 Express what is meant 2.1.2 Logarithms  Define the notion logarithm with the active participation of  Ask students to change a
by logarithmic  Properties of students that is logab = c if and only if ac = b. given exponential
expression by using the logarithms Assist students to determine the logarithm of a given number expression to
concept of exponential to a given base by using different examples logarithmic expression.
expression.
 Solve simple logarithmic  State the properties of logarithms  Ask students to simplify
equation by using the i.e. (i) logcab = logca + logcb logarithmic expression
properties of logarithm (ii) logca/b = logca - logcb by using the properties.
(iii) logcab = b logca by using  Give exercise problems
(iv) logcc = 1 on finding logarithm of
(v) Clogcb = b and encourage the students to justify these a number (whose
properties by giving their own examples. logarithm is simple to
determine)

37

Competencies
 recognize the
advantage of using
logarithm to the base
10 in calculation
 identify the
"characteristics" and
"mantissa" of a given
common logarithm
 use the table for finding
logarithm of a given
positive number and
antilogarithm of a
number.
 Compute using
logarithm
 Define an exponential
function.
 Draw the graph of a
given exponential
function.
 Describe the graphical
relationship of
exponential functions
having bases reciprocal
to each other.
 describe the properties
of an exponential
function by using its
graph.
Mathematics: Grade 10
Contents Teaching / Learning Activities and Resources Assessment
 Common logarithms  Discuss with students the possibility of using different bases  Give exercise problems
in computing with logarithms and facilitate for students to on determining the
realize the advantage of using logarithms to the base 10. mantissa and
 After introducing what is meant by "common logarithm" use characteristics of a given
several examples in order to describe related terms such as logarithm
"mantissa" and "characteristics" of a given logarithm.  Ask students to find the
 Assist students to read the mantissa of a logarithm from the antilogarithm of a given
table of logarithm number.
 After explaining what is meant by "Antilogarithm" of a  Let the students
number, guide students how the table is used in finding compute or evaluate the
antilogarithm of a given number value of a mathematical
 Encourage students to evaluate (compute) expressions like: expression like
(0.52)8 using common logarithm. a) 5 76.98
b) (0.4873)2/ 3 by using
logarithm
2.2 The exponential  Revise the notion "function" and types of functions with  Ask students to list the
functions and their appropriate examples. properties of an
graphs (5 periods) exponential function by
examining its graph and
 Exponential functions check their answer/
feedback.
 Graphs of exponential  State the formal definition of an exponential function and
functions. discuss on the restriction of the base. (i.e. define an
exponential function as f(x) = ax like: (where a > 0 and a  1)
 After demonstrating a sample graph, students should be
encouraged and assisted in drawing and enlisting the
properties of graphs of the functions. like: f(x) = 2x and
f(x) = ( ½)x
y = 10x and y = (1/10)x as representative of the functions.
y = f(x) = zx (X  R, a > 0 and a  1)
 Assist the students to give different examples of exponential
functions and then to discuss the respective properties of the
functions by sketching the graph of each (i.e. domain, range,
y - intercept, and the behavior of the graph based on the base).
38
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 After introducing the irrational number "e", (including its  Give exercise problems
historical background) discuss the properties of the function f from real life which
given by f(x) = ex and then sketch the graph. involves the application
 encourage and assist students to apply the graph of y = ex to of natural logarithm
approximate the value of ek where K is any real number. (e.g. multiplication or
reproduction of bacteria)
 define a logarithmic 2.3 The Logarithmic  Revise the relationship of exponential equation and its  Give exercise problems
function Functions and their corresponding logarithmic equation by using several on logarithmic function
 draw the graph of a Graphs (6 periods) examples.
given logarithmic
function  Logarithmic Functions
 describe the properties  Graphs of Logarithmic  State the formal definition of a logarithmic function and  Ask students to some
of a logarithmic Functions discuss the restriction on the domain and the base (i.e., define properties of logarithmic
function by using its a logarithmic function as f(x) = logax where functions by using
graph x > 0, a > 0, a  1) (students my use graph)
 describe the graphical  After demonstrating a sample graph, assist and encourage and analyse their
relationship of your students to draw and enlist the properties of graphs of feedback.
logarithmic function functions like
having bases reciprocal f(x) = log2x, f(x) = log½x, y = log10 x and
to each other. y = log 1/10 x as representative functions for
y = f(x) = logax (x > 0, a > 0 and a  1)
 Assist the students to give different examples of logarithmic
functions and also to discuss the respective properties (i.e.,
domain, range y - interest and the behaviour of the graph in
relation to reciprocal bases and for x   and x  0)
 discuss the properties of the function given by
f(x) = logex (or y = lnx) using its graph.
 describe how the  Relation between the  You may start the lesson by considering the functions Y = 2x  Give exercise problems
domains and ranges of functions and y = log2x and assist the students to construct table of on the relation of these
y = ax and  y = ax and y = logax values for each of these functions and let them conclude what functions (exponential
y = logax are related (a > 0 and a  1 they observe from these tables (how the values of x and y are and logarithmic) having
interchanged) the same base, you can
set the problems.
 explain the  Assist students to sketch the graphs of the above functions on
relationship of the the same coordinate plane and ask them to write a statement
graphs of on how the graphs are related (i.e. one of the graphs can be
y = ax and y = logax obtain by reflecting the other along the line y = x)

39
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 Help the students in solving several exercises on sketching
graphs of exponential and logarithmic functions (pair wise)
having the same bases on the same coordinate plane and guide
the students to realize that the relationship of these functions
hold true for any pair of functions given by y = ax and y =
logax where a > 0, a  1.

 solve equations 2.4 Equations involving  You may start the lesson by revising the properties of
involving exponents exponents and logarithms exponents, which were discussed in the first section of this
 solve equation (7 periods) chapter and introduce the property "if b > 0, b  1 and m and
involving logarithms  Exponential equations n are real numbers, then
 Logarithmic equations bn = bm if and only if n = m "
 Consider simple exponential equation and discuss the
technique of solving it you may take examples like:
e.g solve for x, if (a) ex = 81 (b) = (2/3)x = 3/2
So/n :- (a) 3x = 81
3x = 34 ----- (81 = 34)
 x = 5 ----- (if bn = bm, then n = m)
(b) (2/3)x = (3/2)
(2/3)x = (2/3)-1 -------- [ 3/2 = (2/3)-1]
 x = -1
 After revising the properties of logarithms, consider some
simple logarithmic equations and discuss the techniques in
solving it you may take examples like:
e.g. log 5 + logx = 1

 Solve problems, 2.5 Application of  Assist and encourage students to solve problems on practical  Give several exercise
involving exponential Exponential and applications of exponential and logarithmic function from problems and analyse
and logarithmic Logarithmic functions different fields such as population growth, compound interest, the feed back (the
functions, from real (6 periods) etc. problems can be taken
life. from appropriate field of
studies)

40
 Mathematics: Grade 10
Unit 3: Solving Inequalities (20 periods)
Unit outcomes: Students will be able to:
 know and apply methods and procedures in solving problems on inequalities involving absolute value.
 know and apply methods in solving system of linear inequalities
 apply different techniques of solving quadratic inequalities.

Competencies Contents Teaching / Learning Activities and Resources Assessment

Students will be able to:
 describe sets using
internal notation.
 Solve inequalities
involving absolute value
of linear expression
3. Solving Inequalities  Revise different ways of describing sets that the students had  Ask students to solve
learnt in Grade 8 and introduce the interval notation (i.e. open, inequalities involving
3.1 Inequalities
half closed and closed intervals) using several examples. absolute value of
involving absolute values
(4 periods)  You may start the lesson by revising the definition of absolute different linear
value and how to solve equation involving absolute value of expression and observe
linear expression like 3x - 1= 5 their feed back
 Assist students to solve inequalities of the form  Let the students give
ax + b  c, ax + b c, ax + b < c and their answer in interval
ax + b > c where c is a non-negative real notation
number by giving them several examples and
exercises.

 Solve system of linear 3.2 Systems of linear  Let the students revise sketching of the graphs of relations like  Give different exercises
inequalities in two inequalities in two R = {(x, y) : y  x + 1 and y > 1- x} problems on system of
variables by using variables (5 periods)  Guide students to find the solution for system of linear linear inequalities and
graphical method inequalities graphically. You may consider examples like: check students work (let
e.g Solve the following system of inequalities. students to give their
y+x >0 answers in interval
y-x  1 notation as well)
x  2

Note: The system should not have more than three linear
inequalities

 Solve quadratic 3.3 Quadratic  You can start the lesson by defining quadratic inequalities  Ask students to solve
inequalities by using Inequalities (11 periods) where the quadratic expression is given in its general form and different quadratic
product properties  Solving quadratic as a product of two linear expressions, i.e. inequalities using
inequalities using the (i) ax2 + bx + c  0 product property and
product properties (ii) (ax + b) (x - c)  0 check whether they use
(apply) this property
correctly.

41

Competencies
 Solve quadratic
inequalities using the sign
chart method.
 Solve quadratic
inequalities using graphs
Mathematics: Grade 10
Contents Teaching / Learning Activities and Resources Assessment
 Discuss the product property i.e.
(i) M.N > 0 means M > 0 and N > 0
or M < 0 and N < 0
(ii) M.N < 0 means M > 0 and N < 0
or M < 0 and N > 0
 encourage your students to apply the above product property
in solving quadratic inequalities.
 Solving quadratic  Show the students how the sign chart can be prepared and  Give several exercise
inequalities using the discuss its application by considering simple examples such as problems on the
sign chart method e.g ( x + 3) (x - 2) > 0 application of the two
 Solving quadratic e.g. x2 + 1 > 0 x2 + 3x + 5 < 0 methods discussed in the
inequalities graphically lesson.
42
 Mathematics: Grade 10
Unit 4: Coordinate Geometry (15 Periods)
Unit outcomes: Students will be able to:
 apply distance formula to find distance between any two given points in the coordinate plane.
 formulate and apply section formula to find a point that divides a given line segment in a given ratio
 write different forms of equations of a line and understand related terms.
 describe parallel or perpendicular lines in terms of their slopes
 write equation of a circle

Competencies Contents Teaching / Learning Activities and Resources Assessment

Students will be able to: 4. Coordinate Geometry  You can start the lesson by discussing how to find the  Give exercise problems
distance between two points on a number line. on computing distance
 derive the distance 4.1 Distance between two
A B between two points, i.e.,
formula (to find distance points (2 periods)
by applying distance
between two points in x1 x2
formula.
the coordinate plane) i.e. AB = x2 - x1 gives the distance between points
 Apply the distance A and B.
formula to solve related  encourage students to derive and apply the distance formula
problems in the which is used to find distance between any two points in the
coordinates plane coordinate plane.

 determine the 4.2 Division of a line  You may start the lesson by considering a horizontal line  Give several exercises
coordinates of points segment (2 periods) segment with end points A(x1, y) and B (x2, y) and discuss and problems on the
that divide a given line how to determine the coordinate of a point P that divides AB application of section
segment in a given ratio. in a given ration m:n internally formula.
 Write the statement about a point "(x,y)" that divides any  Ask students to justify
given line segment (say AB in the ratio m:n and derive the that "mid point formula"
"section formula". is a special case of
 Let students infer that the "mid point formula" is a special section formula.
case of the section formula.

 define the gradient of a 4.3 Equation of a line  Assist students to practice the section formula in finding the
given line (8 periods) coordinates of a point that divides a given line segment in a
 determine the gradient  Gradient (slope) of a line given ratio by using several examples (exercises)
of a given line (given  You may start the lesson by defining what is meant by  Ask students to find the
two points on the line) "Gradient (slope) of a line", and discuss how the slope of a slope of a line by taking
 express the slope of a line is expressed in terms of the tangent of a positive angle,, several pairs of points
line in terms of the angle formed by the line and the x-axis (where  is measured from from it and ask what
formed by the line and the x-axis) they can infer form their
the x-axis work.

43
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 Slope of a line in terms of  By considering arbitrary line on the coordinates, plane and by  Ask students how to
angle of inclination active participation of the students derive and state the determine whether a
formula for slope of the line. given point is on a given
line or not.
 Assist students to conclude that the slope a line does not
depend on the choice of coordinates of points on the line (i.e.,  Give several exercises
the uniqueness of the slope). and problems on
 determine the equation  Guide and encourage students to determine slopes of equations of a line (such
as changing one form of
of a given line  Different forms of different lines and let them observe the nature of the line in
the equations in the
 Equations of lines relation to the slope i.e.
other form)
1) if m   and
 m > 0, then the line rises from left to right
 m < 0, then the line goes down ward from left to right
 m = 0, then the line is horizontal
2) a vertical line has no slope
 Discuss on the different forms of equations of a line, i.e., two
point form, slope intercept form and point slope forms of
equations.
 Assist students to practice writing these forms of equations of
a line through sufficient exercises.

 identify whether to lines 4.4 Parallel and  You can start the lesson by taking two parallel lines on the  Give exercise problems
are parallel or not. perpendicular lines coordinates plane and writing their equations, discuss with on determining whether
(3 periods) students how their slopes are related. a given pair of lines are
 Slopes of parallel and parallel or perpendicular
perpendicular lines. or neither of them.
 identify whether two  As suggested above you may do the same thing for  Ask students to state and
lines are perpendicular or perpendicular lines. prove the converse of
not.  State and prove theorems on the slopes of parallel and the two theorems.
 apply the properties of perpendicular lines.
the slopes of parallel and  Allow students to solve problems involving the properties of
perpendicular lines to the slopes of parallel and perpendicular lines.
solve related problems

44
 Mathematics: Grade 10
Unit 5: Trigonometric Functions (30 periods)
Unit outcomes: Students will be able to:
 know principles and methods in sketching graphs of basic trigonometric functions.
 understand important facts about reciprocals of basic trigonometric functions.
 identify trigonometric identities
 solve real life problems involving trigonometric functions.

Competencies Contents Teaching / Learning Activities and Resources Assessment

Students will be able to: 5. Trigonometric Functions  You can start the lesson by defining the sine, cosine and  Ask students to use the
tangent functions by considering an angle  in the standard definition given in grade 8
position and a point P(x,y) on its terminal side on the and describe the sine,
 define the sine, cosine 5.1 Basic trigonometric coordinate plane, in doing so, remind them the ratios they cosine and tangent of an
and tangent functions of functions (15 periods)
an angle in the standard had seen in grade 8, so that they can relate those ratios with angle, , given in standard
the definitions given here. position
position.
5.1.1 The sine, cosine and  Using some examples let the students evaluate the values  Give exercise problems on
 determine the values of
the functions for an tangent functions of the functions for a given angle  in the standard position evaluating (or
angle in the standard and with its terminal side containing a certain coordinate, approximating) the
position, given the you may take examples like: triogonometrical values of
 In standard position e.g Given the terminal side of  containing (3,4) then angles by using the unit
terminal side of that
angle. determine sin , cos  and tan . circle on the coordinates
 Guide students to contract a unit circle and using it let plane and check their
them determine the values of the sine, cosine and tangent answers.
 determine the values of
the sine, cosine and  Using the unit circle functions for quadrantal angles (i.e., 0, 90, 1800, 270,
tangent functions for 360) and also assist them to approximate the values of
quadrantal angles  Trigonometric values of these functions for special angles, i.e. 30, 45 and 60.
positive and negative
angles
 locate negative and  Discuss with your students how to locate negative angles
positive angles by in relation to the corresponding positive angles.
identifying the direction
of rotation
 determine the values of  Allow students to determine the trignometrical values of -  Ask students to give their
trigonometric functions 30, -45, -60, -90, -180, -270 and -360 own conclusion about the
for some negative  By using the unit circle guide the students to reach on cos trigonometrical values of
angles. (-) = cos , sin(-) = -sin  and tan(-) = -tan . angles having equal
measures but opposite in
signs.

45
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 You may start the lesson by considering different angles in  Give enough exercise
5.1.2 Values of each quadrant, and helping the students to determine the problems to students and
Trigonometric functions trigonometircal values of these angles based on the after checking their work
for related angles definition. ask them to write a
 Based on the results obtained in the above activities, allow summary about the
 Algebraic signs of sine, the students to put the algebraic sign for value of each algebraic signs of the
 determine the algebraic cosine and tangent function in the respective quadrants (i.e. in quadrants I, II, values of the trigonometric
signs of the sine, cosine III and IV). functions in each quadrant.
and tangent functions of  After a brief revision of complementary angles let the  Give several exercise
angles in different students discuss on the relationship between the problems on the application
quadrants. trigonometrical values of complementary angles, first by of the relation between the
 describe the relationship considering 300 and 600 angles and then by taking any pair trigonometrical values of
between trigonometrical of complementary angles. complementary angles as
values of (Note: In this case they can use, table of well as supplementary
complementary angles.  Complementary angles. trigonometrical values). angles.
 Using the above activities guide students to generalize,
that "if  and  are complementary angles, then sin  =
cos , cos  = sin  and
tan  = 1
tan 
 describe the relationship  Supplementary angles  After a brief revision of supplementary angles let the
between trignonometrical students discuss on the relationship between the
values of supplementary trigonometrical values of supplementary angles and then
angles. encourage them to conclude how the trigonometrical
values of supplementary angles are related. (i.e. sin =
sin(180 ),cos  =  cos
(180  ) and tan  =  tan(180  ).
 You may start the lesson by defining what is meant by  Give enough exercise
"coterminal angles" and elaborate the definition by taking problems on finding
different examples trigonometrical values of
 determine the  Co-terminal angles  By considering different pairs of coterminal angles whose co-terminal angles as well
relationship between measures are between -3600 and 3600 assist students to as of large angles.
trigonometrical values generalize the relationship between their trigonometrical
of coterminal angles. values.
 determine the  Large angles  Let the students observe that trigonometrical values for
trigonometrical values angles larger than 3600 (2 rad.) can be obtained from
of large angles

46
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
trigonometrical values of their coterminal acute angles.

 construct a table of 5.1.3 Graphs of the Sine,  You can start the lesson by guiding the students to  Ask students to list some
values for y = sin  Cosine and Tangent construct a table of values for y = sin  where properties of the sine
where -2    2. functions -2    2 in doing so you may use the unit circle to function by observing the
 draw the graph of  The Graph of sine read values for quadrantal and/or special angles. graph they draw, such as
y = sin  function;  Assist students to sketch the graph of y = sin  where -2  - its domain and range
 determine the domain y = sin    2 and let them use this graph to determine the period - its continuity in the
range and period of the of the sine function and encourage them to extend the domain
sine function. graph in both direction based on the period of the function. - its usage in reading
 With the help of the graph encourage students to values of angles
determine the domain and range of the sine function discussed in section
5.1.3 above
 Construct a table of  The Graph of Cosine  All students to repeat the steps followed earlier in  Ask students to list some
values for y = cos  , function y = cos . sketching y = sin  to sketch the graph of y = cos  and important facts from the
where -2    2 . assist them to use this graph in determining the period of graph about the cosine
 draw the graph of cosine function. At the end encourage them to extend the function such as:
y = cos  graph in both direction based on the period of the function. - its domain and range
 determine the domain,  With the help of the graph of y = cos , encourage the - its continuity in its
range and period of the students to determine the domain and range of the cosine domain
cosine function. function. - its use in finding
values for angles
discussed in sections
5.1.3 e.g. cos  and
cos(-)
 Give other exercise
problems
 Construct a table of  The Graph of Tangent  You may start the lesson by guiding the students to  Ask students to give:
values for function, construct a table of values for y = tan , where - the domain and range
y = tan  where y = tan  -2     2 in doing so give emphasis to values of y = tan 
-2     2. of  for which the function is undefined - where this function is
 draw the graph the (i.e., for -3 , - ,  undefined or for what
tangent function y = tan. 2 2 2 value of  does the
 determine the domain, and 3 in the interval from -2 to 2) graph discontinuous
range and period of the 2 (Let the students justify their
tangent function.  Assist students to sketch the graph of y = tan  where -2 answer either using the unit
 discuss the behavior of    2 using the table they construct and let them use circle or the ratio)

47
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
the graph of tangent this graph to determine the period of the tangent function.
function.
 Based on the period encourage the students to extend the  Give some more exercise
graph of y = tan  in both direction. problems and check their
 Guide the students to determine the domain and range of answers
the tangent function (to do so you may use the graph of
the function) and let them discuss the behaviour of the
function using its graph.

 define the cosecant 5.2 The reciprocals of the  You may start the lesson by defining the cosecant function,  Ask students to restate the
function basic trigonometrical i.e. using the relationship between sine of  and cosecant definition for each of the
 determine the values of functions. (7 periods) of  and introduce the notation "csc " reciprocal of the basic
cosecant function for  Discuss with your students about the values of  for which trigonometric functions.
some angles.  The cosecant function. csc  is undefined based on the definition.
 define the secant y = csc   Assist students in determining the values of cosecant
function. function for some angles.
 determine the values of  The secant function  You can start the lesson by defining the secant function
secant function for y = sec  using the relationship between cos  and second of  for
some angles. the same value of  after introducing the notation sec .
 Assist students in evaluating the values of secant function
for some angles, in doing so don't forget give emphasis to
 define the cotangent angles where y = sec is  undefined.
function  Ask students to explain
 After defining the cotangent function using the tangent the properties of each
 determine the values of  The cotangent function.
function introduce the notation "cot ". reciprocal of basic
cotangent function for y = cot 
some angles. trigonometric functions.

 Guide the students in determining the values of cotangent  Make students in group to
function for some angles and encourage them in draw rough sketch of each
differentiating angles whose cotangent is undefined. reciprocal trigonometric
functions.
 explain the concept of  Co-functions  By using the idea of reciprocal of trigonometric functions  Ask students about the
co-functions. and trigonometrical values of complementary angles functional relationship of
introduce the concept of co-function. the co-functions by giving
i.e. sin  -  = cos  their own examples
2
sec  -  = csc 
2

48

Competencies
 derive some of the
trignometric identities.
 Identify the quotient
identities
 Solve problems related to
trigonometrical identities.
 Solve real life problems
using trigonometircal
ratios
Mathematics: Grade 10
Contents Teaching / Learning Activities and Resources Assessment
tan  -  = cot 
2
5.3 Simple trigonometrical  Assist students to derive trigonometrical identify sin2 +  Give exercise problems on
identities. (3 periods) cos2  = 1 using unit circle and then encourage them to the application of the
 Quotient identities drive 1 + tan2 = sec2 and trigonometric identities in
1 + cot2 = csc2 from sin2 + cos2 = 1. finding value of one of the
 Let students differentiate trigonometrical identity from function while the other is
trigonometrical equation by using different examples. known (given) and check
 With active participation of the students discuss about the students' work.
quotient identities, namely.
sin  and cos 
tan  = cot  =
cos  sin 
5.4 Real life application  Allow students to apply trigonometrical ratios and  Give exercise problems on
problems. (5 periods) trigonometrical identities in solving related problems. the application of
trigonometrical ratios in
 Angle of elevation and  You can start the lesson by reminding the students about solving real life problems
angle of depression the properties of right angled triangles and the and check students' work.
trigonometric ratios on right angled triangles and allow
students to practice solving right angled triangles through
different exercises.
 Introduce the concepts "angle of elevation" and "angle of
depression" and give some practical examples on applying
these concepts through solving right angled triangles.
49
 Mathematics: Grade 10

Unit 6: Plane Geometry (22 periods)

Unit outcomes: Students will be able to:
 know more theorems special to triangles.
 Know basic theorems specific to quadrilaterals
 Know theorems on circles and angles inside, on and out side a circle
 Solve geometrical problems on quadrilaterals, circles and regular polygons

Competencies Contents Teaching / Learning Activities and Resources Assessment

Students will be able to: 6. Plane Geometry  You may start the lesson by revising concepts about triangles  You can ask to apply
that the students had learnt in previous grades (concepts like: coordinate geometry to
 apply the incidence 6.1 Theorems on
Triangles (5 periods) angle bisector, bisector and perpendicular bisector of side of a find the point of
theorems to solve
triangle, altitude of a triangle and other) concurrency and check
related problems.
 State and verify by construction theorems on concurrency of their answers.
altitudes, medians, angle bisectors and perpendicular bisectors  Give exercise problems
of sides of a triangle, the Altitude Theorem and the Menelaus' on verification of the
Theorem with active participation of students. theorems on concurrency
 Assist students to practice the application of these theorems. geometrically.

 Apply theorems on 6.2 Special quadrilateral  You may start the lesson by revising the definitions and some  Give exercise problems
special quadrilateral in (6 periods) properties of special quadrilaterals (Trapezium, parallelogram, on construction to prove
solving related rectangle, Rhombus and square) the theorems and check
problems  State and prove (by construction and measurement) theorem on their answers
 Theorem on special these special quadrilaterals with active participation of
quadrilaterals students.
(Trapezium  Help students to practice the application of these theorems
parallelogram, through examples and exercises.
rectangle, rhombus
and square)

 Apply the theorems on 6.3 More on Circles
angles and arcs (6 periods)
determined by lines  Theorems on angles
intersecting inside, on and arcs determined by
and outside a circle to lines intersecting
solve related problems inside, on and outside a
circle.
 You may start the lesson by discussing about angles and arcs  Give exercise problems on
that are formed by two intersecting chords, by two intersecting proving the theorems and
secants, by two intersecting tangents and by intersecting their application in find the
secants and tangent. degree measures of angles
 State and prove theorems on angles and arcs determined by and arcs and check their
lines intersecting inside, on and outside a circle with active work.
participation of the students.

50
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 Help students to practice the application of these theorem
through examples and exercises.
 Calculate the 6.4 Regular Polygons  Assist the students to drive the formula  Give exercise
perimeters of regular (5 periods) S = 2r sin 1800 for side(s) of regular polygon with problems on the application
polygons n of the formulae.

 Perimeter  Ask students to

radius r and number of side n by reducing the problem back to find their own ways of
right angled triangles. Then guide them to drive the formula for computed either the side or
perimeter (P) of n sided regular polygon as: the perimeters of a given
regular polygon with out
P = ns or P = 2nr sin 1800 using the formulas and
n encourage them to do this.
 Motivating and assisting students in solving practicable
problems demanding the application of these formulas.
 Calculate the areas of  Area  First assist the students to drive the formula A = absin Ĉ for  Ask students to compute
regular polygons the area of a triangle by dividing (resolving) the given triangle by themselves the area of
into two right angled triangles, and expressing the height with a give regular polygon by
the trignometric ratios. Then using their previous
knowledge about areas of
different plane figures.
 Guide the students in driving the area formula of a regular
polygon by using the area formula of a triangle derived above.
That is:

A = 1 nr2 sin 3600  Give exercise problems

2 n on the application of the
formulas and check the
works of the students.
 Assisting students in applying the formula
A = 1 nr2 sin 3600 of a regular polygenic in solving
2 n
related problems.

51
 Mathematics: Grade 10
Unit 7: Measurement (25 periods)
Unit outcomes: Students will be able to:
 solve problems involving surface area and volume
 know basic facts about frustums of cones and pyramids

Competencies Contents Teaching / Learning Activities and Resources Assessment

Students will be able to: 7. Measurement  You may begin the lesson with a brief revision on what the  Ask students oral
students had learnt about prism and cylinder in earlier grades question about what they
 apply the formulae for 7.1 Revision on surface
and then state the formulae for surface area of prism and can remember from their
calculating surface area area and volume of
cylinder. earlier grades.
and volume of prism prisms and cylinders.
and cylinder (3 periods)  Assist students to apply the formulae in order to calculate the  Give students exercise
surface area of prism and cylinder. problems on the
 After discussing the formulae for calculating the volume of application of the formulae
prism and cylinder, assist students to apply these formulae to and check their work.
find the volume of prism and cylinder.

 Calculate surface areas 7.2 Pyramids, Cones and  You may start the lesson by revising important points about  Give students exercise
of a given pyramid or a Sphere (8 periods) pyramids and cones that the students had learnt in earlier grade, problems on the
cone in doing so, it is better to use models of the solid figures. application of the
 calculate the volumes  By using several examples discuss with students the derivation formulae for calculating
of a given pyramid or a  Pyramids and cones of the formulae that is used to calculate the surface areas of surface area and volumes
cone. pyramids and cones and assist students to use these formulae in of pyramids and cones.
order to find surface areas of the respective solid figures.  After analyzing their feed
 Similarly discuss with the students the derivation of the back or check their work
formulae for calculating volumes of pyramids and cones try to give more concept
encourage students to apply these formulae to calculate the building exercises by
volumes of these solid figures. reducing that requires
more computation.
 Calculate the surface  Spheres  By using the model of sphere revise main ideas about sphere  Ask oral question about
area of a given sphere that the students had learnt in the earlier grades. sphere that the students
 Calculate the volume of  After stating the formulae for calculating surface area and can remember from their
a given sphere volume of spheres encourage the students to calculate the earlier grades.
surface area and volume of a given sphere by using the  Give exercise problems
respective formulae. on the application of the
formulae.

52
 Mathematics: Grade 10
Competencies Contents Teaching / Learning Activities and Resources Assessment
 define frustums of a 7.3 Frustums of  You may start the lesson by discussing how frustums of  Ask students some oral
pyramid and of a cone. pyramids and cones pyramids and cones are generated and then define what is questions on important
 calculate the surface (7 periods) meant by "frustum of a pyramid and frustum of a cone" and use ideas during the class
areas of frustums of model of frustum. discussion and analyse
pyramids of cones.  Discuss with students the derivation of the formulae for their feed back.
 calculate the volumes calculating the surface areas of frustum of pyramids and
of pyramids or of frustum of cones and then state the formulae as a result of the  Give exercise problems
cones. discussion. on the application the
 Encourage the students to apply these formulae to calculate formulae for surface area
surface areas of a given frustum (either of a pyramid or of a and volume of
cone).
 You may follow the same steps, as you did for formulae of
surface areas of frustums, to derive the formulae for volumes of
frustums of pyramids and of cones.
 State the formulae for the volume of frustums as a result of the
discussion and encourage students to carry out calculation on
volumes of frustums (either of pyramids or of cones) in doing
so don't forget to relate the exercises with real life problems.

 determine the surface 7.4 Surface areas and  You may start the lesson by introducing solid figures formed  Ask students to mention
area of simple volumes of composed by two solids having different shapes. some composed solid
composed solids. solids (7 periods)  Assist students to compute the surface areas and volumes of figures from their
 Calculate volumes of some simple composed solid figures, in doing so it is better to environment.
simple composed solids produce a model of some of these solids.
 Give students exercise
problems on the
computation of surface
area and volume of
different composed solid
figures and check their
work.

 Let the students use their

own ways of computation
and ask why they use the
method.

53