UNIVERSITY OF TECHNOLOGY AND ARTS OF BYUMBA

(UTAB)

P.O BOX .25 BYUMBA

FACULTY OF EDUCTION

DEPARTMENT OF EDUCATION IN SCIENCES

OPTION OF MATHEMATICS AND COMPUTER SCIENCES

REPORT ON THE SCHOOL PRACTICE CARRIED OUT AT G.S

RUNABA FROM 19TH APRIL UP TO 15TH JULY 2022

NAMES: BIGIRIMANA ZABURI

REGISTRATION NUMBER: UG 108504

NAMES OF THE ACADEMIC SUPERVISOR: Abayisenga Dorcas

BYUMBA, July2022

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DECLARATION

BIGIRIMANA Zaburi declare that, this report is truly mine and has not been submitted in whole
by someone else to any other higher institutions or Universities.

Signed………………………….
Date ………………………

EXECUTIVE SUMMARY

My report was pertaining to my internship which took place at NYABISINDU which is located in
southern province, MUAHANGA DISTRICT, NYAMABUYE sector REMERA cell and the republic of
Rwanda from 19 April 2021 up to 09 April 2021.
Generally, the objective of this school practice is to provide students with an opportunity to
apply competencies acquired during their training at University to real world environment.

Therefore, the student will be able to: Apply theoretical knowledge and skills acquired in the
class to real life situations, particularly classrooms or school situations, Work with experienced
professional teachers, develop professional attitude and values, improve time management,
communication, and interpersonal skills, Foster self-confidence, Gain a new perspective on
teaching profession.

The internship has been considered as any official or formal program that gives practical
experience for beginner’s in a given profession. It gives student the occasion to apply their
knowledge in their specific field where they develop skills will help them to perform better at
their jobs after being graduated.

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Internship allow student to see whether or not a career fits with their passion and interest. The
main objective of this report is to describe the school where internship was carried out and
highlight work done, lesson learned and field analysis.

AKNOWLEDGEMENTS

This is teaching practice report was scheduled from 11stJanuary up 2nd April 2021. I have
received different advice from my colleague’s teachers. Although it is not possible to mention
them but I thanks to all of staff teachers and the headmaster for the tremendously advice they
have given me, and I can not forget to thank particularly both Mentors who guides me during
my internship which was carried out at G.S NYABISINDU. I thank GAKWAYA Amiable who guide
me and give me support on how to teach Mathematics in S1 A, more thanks to MPOZEMBIZI
Paulin school mentor who gave me advice and help me to increase my professional teaching
practice.
I thank the government of Rwanda through MINEDUC and HEC for their contribution of
promoting education for all, quality of education and establishing politic of internship for the
learners who are completing a certain revel in education (future teacher). Not only above
mentioned, therefore I would like to thanks all staff of UTAB.
Especially the member of faculty education, in the Department of Sciences in the options of
MATHEMATICS AND COMPUTER SCIENCES who has been organized and follow up this practice
work and other kinds of training necessary to become competent and professional teacher.

Great thanks to administrator of GS NYABISINDU including school head teacher “RUBERANZIZA

Jean poul” for his interpersonal skills, cooperation, and good communications skills. He helped
me a lots and also gave me opportunities to work internship in school where he is head
teacher. His advices of addressing me was so gorgeous and wonderful. I cannot forget
contribution of Deputy of study(DOS) for his support of allowing me work this practice and
giving me timetable to be followed during my practice, also gave me more advice through class
observation.
Finally, I would like to thank especial my family members, my classmate and all who supported
me during my studies in (UTAB)

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Table of Contents

Contents
DECLARATION...............................................................................................................................................i
EXECUTIVE SUMMARY..............................................................................................................................i
AKNOWLEDGEMENTS..............................................................................................................................ii
Table of Contents....................................................................................................................................1
1.1INTRODUCTION..............................................................................................................................2
1.2. OBJECTIVES OF INTERNSHIP........................................................................................................2
As the future teachers, UNIVERSITY OF TECHNOLOGY AND ARTS OF BYUMBA have organized this
teaching practice in purpose of:.............................................................................................................2
1.2.1 GENERAL OBJECTIVES..............................................................................................................2
2.2 BACKGROUND OF GS NYABISINDU................................................................................................3
THE ORGAN GRAM OF GS NYABISINDU FROM MINEDUC TO LEARNERS....................................................3

EXPECTED OUTCOME OF INTERNSHIP PROGRAM...............................................................................5

1.2. PERSONAL EXPECTED OUTCOMES................................................................................................6
INTERNSHIP ACTIVITIES...............................................................................................................................7
2.1 PLANING AND TEACHING.................................................................................................................7
2.1.1 PLANNING...................................................................................................................................7
2.1.2 TEACHING................................................................................................................................7
2.1.3. Getting in touch with the school administrative staff................................................................7
2.1.5. Getting in touch with my school subject teachers.....................................................................8
3. PROBLEMS ENCOUNTERED AND SOLUTIONS........................................................................................10
3.1 PROBLEM AND SOLUTIONS RELATED TO TEACHING AND LEARNING EVENTS.................................10
3.2. PROBLEMS AND SOLUTIONS RELATED TO THE SCHOOL ADMINISTRATION AND MANAGEMENT
...........................................................................................................................................................11
4. RECOMMENDATIONS............................................................................................................................12
4.1. ADVICE FOR THE NEXT YEAR’S INTERNSHIP STUDENTS –TEACHERS...............................................12
.2 RECOMMENDATIONS FOR THE INTERNSHIP PROGRAM....................................................................13
4.3 RECOMMENDATIONS FOR GS NYABISINDU.................................................................................13
4.4 CONCLUSION............................................................................................................................14
5. REFERENCES BOOKS.............................................................................................................................14

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1.1INTRODUCTION
The teaching practice period is very important to each student teacher for preparing to became
profession teacher in a future, this teaching practice helps the student teacher to be familiar with the
necessities of our profession career. Teaching is a field that requires a lot of knowledge and enough
capacity to change the society especially the learners .It should have different types of skills that are
necessary to give knowledge to their learners .And also it should aimed at changing the understanding
capacity of learners from one to another. My school internship school took place at GS NYABISINDU in
S1 A. It was processing well and the learner wanted to be stay with them in all the time of teaching both
Mathematics, but unfortunately it was internship, it wouldn’t be possible because they learned other
lessons so all lesson goes well and clear evidence of this was shown due to the performing of the
different quizzes and third term examinations, they participated perfectly, and especially during the
exams they succeeded Mathematics at a high standard level compared another subject.

1.2. OBJECTIVES OF INTERNSHIP

As the future teachers, UNIVERSITY OF TECHNOLOGY AND ARTS OF
BYUMBA have organized this teaching practice in purpose of:

1.2.1 GENERAL OBJECTIVES

The specific objective of school practice is the following:
Acquiring a great ability in field of education
To be involved in profession career of teaching by applying suitable methodology and using
different technical methods of teaching the science course of Mathematics.
To increase the new professional skills and strategical plan of the new implementation of new
competence-based learning.
Applications of generic competences and interpersonal skills.
To be qualified and professional in education field.
To create good relationship with the school environments such as teachers, students and all
communities.

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To improve communicational skills through teaching in medium of instruction.
To improve time management and classroom management.
2.2 BACKGROUND OF GS NYABISINDU.

GS NYABISINDU is located in the Southern province, MUHANGA District, NAYAMABUYE Sector

and GITARAMA cell.
It located Muhanga town near Nyabisindu Centre and there is no long time of 30 minutes to
reach at GS Nyabisindu from Muhanga carpark. It started in 1967 as primary and in 2009 as
ordinary Level start as result of .
But today GS Nyabisindu is composed by primary and o’ level. in primary level, there are 18
rooms, 10 in lower primary and 8 in upper primary, in primary there are 25 teaching staff. In
2009 when Government of Rwanda start policy of nine years basic of education as purpose of
increasing quality of education and improving education for all, therefore Ordinary level has
started at GS Nyabisindu, now it has 9 rooms, 3 rooms in S1, 3 rooms in S2 and 3 rooms in S3
with 10 teachers.
At all GS Nyabisindu now has 38 teachers stuff totally, both male and female who work in team
for the same purpose, and the staff members composed by dean of discipline and accountant
secretary. The school is controlled by RUBERANZIZA J. Paul as head teacher.

In school management, head teacher was helped by G.S NYABISINDU administration staff
including Dean of studies with qualification of A0 and accountant secretary with qualified A2
and head teacher qualified with AO. Dean of studies also acts as Head of discipline nowadays.

In teaching activities, I collaborated with the teachers who taught there in my everyday life
when I was there, these teachers are classified according to their intellectual levels, civil status
and sex.

THE ORGAN GRAM OF GS NYABISINDU FROM MINEDUC TO

LEARNERS

This organ gram is composed by Mineduc , Muhanga district ,directions of G.S NYABISINDU, head
master of G.S NYABISINDU ,Parent representative ,Deputy in charge of studies ,Deputy in charge of
discipline ,teacher representative ,head ‘s of department, teachers ,guards , cleaners and learners

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 Organ gram of G.S NYABISINDU

MINEDUC

MUHANGA DISTRICT

DIRECTION OF GS
NABISINDU

HEAD MASTER OF G.S NYABISINDU

Deputy in charge of studies Bursar

Parent ‘s representative

Deputy in charge of discipline

Guards

Head of departments

Cleaners and cookers

OO

Teacher’s representative

Teachers

Learner’s representatives

Learners

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PICTURE SHOWING GS NAYBISINDU

EXPECTED OUTCOME OF INTERNSHIP PROGRAM

As prospective secondary teacher, one of the certificate completion requirements is that

student’s teacher spend one term of school calendar in internship in secondary school: in this
term I expected to
Develop awareness, understanding and capacity in specific role and responsibility of a teacher
in their subject specialization and as far as possible, to effectively participate in these roles and
responsibilities.

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Understand through an intensive experience the nature of school as work place and associated
values, routines and cultures.
Further develop and refine their skills and professional capacity for classroom teaching and
their subject specialization, including those involving student management, pastoral care and
relationships with parents /guards and the wider community.
Create a network of contact with school administration, academic staff, learners and school
environment.
Demonstrate an understanding of professional and ethical practice
Undertake an action research project focused on their own practice and professional
development.
Put into practice theories and principles of teaching by implementing the existing curriculum.
Reflect actively on what they have been practicing in their field and experience from classroom
Make meaningful of acquired knowledge in day-to-day teaching.
Change individual perceptions in their right direction regarding teaching and learning for better
outcomes.

1.2. PERSONAL EXPECTED OUTCOMES

Upon completion of internship exercises, I was expecting to:

 Successfully practice my teaching skills in a real classroom setting
 Get acquainted with the school teaching staff and learn from them.
 I have gotten experience in management of the class and time.
 I learn to follow duties and rules of school .
 I got experience in avoiding to show reactions to learners’ behaviors
 I got cooperation with other teachers.
 I learned to take responsibilities and play roles in school environment
An activity
 I learned how to dress as a teacher
 I create a self-confidence.
 I was participated in staff and parent meeting
 Improving interpersonal and communication skill
 Flexibility and accountability
 Developing team-working and hardworking
 Timing and goals achievement

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INTERNSHIP ACTIVITIES

2.1 PLANING AND TEACHING

2.1.1 PLANNING

During my lesson planning, I worked closely with my mentor. A bout I prepared teaching aids
there was no problems because the school helped me to get some papers for drawings and
same teaching and learning material which are appropriate to the lessons which I want to teach
for that a moment in effective way. During my school practice I taught more interesting lesson
in different units, the unity which I enjoyed most is SOLIDS the reason for that is availability of
teaching and learning materials of this unit and how it’s lessons are related to real life of the
learners that leads them to become more interested and participate in that unit the evidence
for that, learners perform well in assessment.
I have gotten 7 important experienced for that unit
 To follow all steps in the lesson plan
 To join the objectives and evaluation
 To manage the time
 To use the new lesson plan
 To do self-evaluations according to the lesson plan
 Provision of questions and answers
 Asking learner based on their gender equality
 To manage class.

2.1.2 TEACHING

Getting in touch with G.S Nyabisindu community

2.1.3. Getting in touch with the school administrative staff

I was warmly welcomed by School head teacher, Director of study in collaboration with his staff
members and they advised me in whatever In accordingly.

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2.1.4. Getting in touch with the school teachers

I met with different teachers to welcome me then I introduced to them and my ambition of
being there. Within this period of time I could clarify that I have met a good and kindly
teachers.

2.1.5. Getting in touch with my school subject teachers

After being welcomed by Dean of Study, he directed me to the subject and show me the
classes where I will be teaching as part of doing internship. I took up one week to observe
teachers’ activities as well as students to be experienced to the situation and field of work.

2.1.6. Getting in touch with my students

I visited class of senior one A made by 54 learners that I will teach mathematics. I introduced myself to
learners and tell them the subjects we are going to learn together. Then I prepared scheme of work,
lesson plan, attendance list, marks document, summary notebook, evaluation notebook, class diary and
time table to get ready to my teaching.

The first day of my teaching, it was very difficult to adjust to the time and to Class management
than how I was expecting it. Because students ‘discipline was tough issues to deal but finally I
realize it and handle it in peaceful ways, I started with revision of the previous lesson, from
known to unknown, I used participatory method and after in my teaching I used different
methods include Group discussion, question-answer method, Brainstorming, class discussion,
guided discovery and other methods.

I delivered the lesson well because all the mentor gave me sufficient time to teach, and also,
they advised me where I was done mistake, knowing that a man who never made the mistake
never tries anything new, once I committed the mistakes the mentor helped me so that I would
improve for tomorrow. The problems that I countered during my internship there is some

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learners who does not understand well English as medium of instruction. I used to mix
language with gestures in order to clarify the meaning and helping all learners to access lessons
how to write the English and other things else, it was very hard to help them.
We have 3 classes in the secondary, two classes for senior one and one class for senior two. The
overall learners in both 3 classes are 98.
72 in all of senior one and 26 in senior two. Each senior one class was around thirty-six
students. In general, all lessons that I delivered in Ordinary level which was Mathematics and
ICT was very tremendously successfully understood in all senior one class.
I have gained Different many lessons during my internship:
 How to manage the classroom?
 To use the voice (speaks loudly during teaching session)
 Effective use of teaching aids
 How to control reaction before learners’ behaviors?
 Effectively planning of lesson.
 Effectively communication
 Self-esteem and communication skills.
 Sociability among people.
 Goals achievement and timing aspect.
 Use different techniques during teaching and learning aspect.
 Provision the special support to the learners with different disabilities and how to help
them based on their different needs.
 Successfully practice my teaching skills in a real classroom setting;

 Get acquainted with the school teaching staff (teachers) and learn from them;

 Get knowledge and experiences for different educational document

 Educate learners of different personalities (individual differences)

 Do many related teaching and learning activities in different basic educational institutions;

 Suggested solutions then solve different problems face in education of secondary schools

 Fulfill different teacher’s responsibilities in expected subject and extra curriculum;

 Collaborate and operate to different persons of different culture and learn from them different
experiences;

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  Communicate to different people for effective communication in teaching and learning issues;

 Practice and internalize different teaching and learning methods with learning and examining
others from different teachers for strengthening good education for future citizens.
 Help and participate in different innovations in educational systems;

 Increase professional knowledge in teaching and learning activities of daily life,

 Think and suggest solutions about different problems face in basic education;

3. PROBLEMS ENCOUNTERED AND SOLUTIONS

3.1 PROBLEM AND SOLUTIONS RELATED TO TEACHING AND LEARNING

EVENTS

The problems that I faced in my internship are the these: school has few teaching aids, learners
in class who doesn’t know how to write and to read the English, lesson plan, time management
and poor research on lessons, class management.
They have few teaching aids like manila papers, and other teaching aids. The solutions I tried to
use to flash cards, and improvised teaching and learning materials which are available around
school environment in order to help learners to understand the lesson.
The learners who have pure communication in English as language in which all subject taught, I
helped them by using more teaching and learning materials in order to support them to
understand Mathematical concepts. And for those one who are slowly I used to put them in
group work with more knowledgeable learners, indeed I used to give them more practical
exercises and home work in order to strengthen their Mathematical knowledge.
About the time management of the class, I before of starting, I started lessons by telling them
objective of the lesson and asking them to keep it so that we could not go far from daily
objectives, and also once any disturbance emerged in classroom I respond by telling those one
who are making disorder to keep quiet and otherwise they should be punished by regulation
which was agreed between me and learners before I staring my internship and those rules are
hanged on classroom wall. Also I have done this for searching how teaching and learning should
be well, we have sometimes used internet to search and use groups to share what is available

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About the students who came late at school, we have tried to encourage them to come early
with showing to them the importance of starting lesson with teacher.

About student who make noise in classroom, I tried to give the advice to student about how
they must have a good behavior when I am teaching, without making noise in order to have
better communication among them and to understand well what I am teaching them.

Also I used to move around class during teaching in order to reduce students who should
Couse any disturbance and being absent minded in lesson.
Now how classroom management was,
The class management was not easy due to problem of over population in class, and the desks
were few compared to number of student, on average of 54 students in a class with 18 desks
which means that there are 3 learners per 1 desk. After facing with this challenge, I tried to do
the following to overcame that problem: I used a competitions of silence rows (range) I gave
them instructions to follow and I gave them mark and reward to those who have good marks, I
positive reinforcement (motivation) for those who show good behavior, establishing rules and
regulation and hanging them on wall and being good communicator by speaking loud and
facing learner while I was teaching.
About research, it was not easy for me because they have few and poor books but I tried to use
them and my mentors helped where I was not understanding well and give me advice where it
was necessary.

3.2. PROBLEMS AND SOLUTIONS RELATED TO THE SCHOOL ADMINISTRATION

AND MANAGEMENT

For me I would like to say that I did not face with any problem with the school administration
because I followed their instructions, I attend their meeting, in every school activity I
participated. I thank them so much because they did not complicate me and helped me in
searching of papers of fabricating the teaching aids and giving me technical support and
material support.
3.3. Overall evaluation of internship exercises

Internship at GS NYABISINDU was great opportunity for me to learn real –word teaching
experiences.

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 This program of internship was excellent to me because it helped me to improve my teaching
skills and create big self- experience .I learned to live with all learners with different behaviors ,I
learnt how to make connections new lesson with prior knowledge ,I learnt how to appreciate
learners by using negative and positive reinforcement, I learnt how I can improve learner’s
confidence and competence by using debate .i knew how to assess and group works ,I learnt to
adopt myself to different learners with different disabilities ,to use all teaching materials like
scheme work, attendance list,…
In this internship I had got benefit because now day I can adopt myself in different conditions of
life like to be a teacher.
The school has a good organization in studying where they have a test monthly and also I
participate in doing corrections.
On mentoring I was mentored in each lesson by the teacher of each lesson and after they gave
me some remarks to correct me.
About the regulation I was ordered to be present On Monday and Friday and I respect the time
I given as it is indicated on time table which is annexed on this report.
I thank the supervisor from school called ABAYISENGA Dorcas who came to visit me and gave
some remarks to correct.

4. RECOMMENDATIONS
4.1. ADVICE FOR THE NEXT YEAR’S INTERNSHIP STUDENTS –TEACHERS
I realize that an internship and teaching at GS NYABISINDU was not easy, I would like to make a
suggestion and recommendation to the next year’s internship students: these are follow
 The student –teacher should read the rules, polices, and internal regulations of the
school before they start internship.
 The student –teacher have to talk to the school administrations about regulation,
dressing and school organizations before they start the internship
 They must cooperate with the staff (teachers of the school)
 They must follow all school duties, rules and instructions of the school in order to avoid
conflict or problem with the school administrations.
 They must obey their mentors, if your mentor asks you any favor you have to do it.
 Student –teacher must have commitment in their internship.
 They must be sociable with learners.
 They must participate in school activities, meeting.
 They should participate in all school activities and corroborate with school staff and
members within the same goal.

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  The student teachers should provide enough teaching aids which will facilitate them in
their internship during teaching and learning process.

.2 RECOMMENDATIONS FOR THE INTERNSHIP PROGRAM

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The following are opinions about the internship program and how I thinks the program
can be improved:
 I think student –teacher should be given more training about internship exercises before
they are sent in school.
 Supervisor from University with students who will be supervised by him/her, should
have WhatsApp group through which daily information should be given.
 University should call school administrator of where internship is being carried out at
least one in week to follow up student behavior of student teacher.
 After submitting internship report at university, student should be given time to share
Experience they have gained to their class mate, this will strengthen professional.
 The superior I mean HEC (high educational council) have to send every new about
internship before starting in order to get time to read them.
 Those superior must train teachers and head teachers about the internship.
 The superior must prepare the documents reserved for school concerned the internship.
 It should be better if school based mentor given some motivation by university in order
to increase support and help they offer to student teacher.

4.3 RECOMMENDATIONS FOR GS NYABISINDU

 The school authorities may help the interns to get all possible pedagogical
document.
 The school should arrange some kind of reinforcement to interns because the
time of working is difficult to find accommodation.
 The school should give some rewards to the first learners in all classes in order to
increase motivation in teaching and learning process.
 The school should provide manipulation tools to facilitate any one with special
needs education.
 The school should increase mass media as well as internet to allow learners to
have access to the reliable information.

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  School should have a collective sport, playground, which engage all learners to
be involved in sport activities to improve their lives
 The school may increase the equipment of laboratory to facilitates all learners
especially sciences.
 The school should find enough desks to help all learners sitting comfortable.
 School should find how it can solve problem of over population.

4.4 CONCLUSION

All in all I would like to thank UTAB which organized this internship of the whole term
which helped us to improve our skills ,knowledge and get experienced on teaching and
I appreciated the school which received us and gave us time ,opportunity to practice
what we learnt theoretically.

I also I thank our school UTAB which comes to supervise us in our different provinces
and they gave 6us some different advices

5. REFERENCES BOOKS

1. MATHEMATICS SYLLABUS FOR ORDINARY LEVEL S1-S3

2. Mathematics
Senior 1 Student’s Book
Eastone Ndyabasa Fred Angoli Daniel Gitu Lucy Maina
3. Internet and dictionary
4. Documents from at G.S NYABISINDU

6. APPENDICES
6.1. APPENDIX ONE: TIME TABLE
Student teacher’s name: BIGIRIMANA Zaburi
School: GS Nyabisindu.
Subject: Mathematics

Time table of S1 A

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 Time Monday Tuesday Wednesday Thursday Friday
7:20-8:00
8:00-8:40
8:40-9:20
9:20-10:00

10:20-11:00
11:00-11:40 Math
11:40-12:20 Math

13:40-14:20 Math
14:20-15:00 Math
15:00-15:40
15:40-16:20

6.2 APPENDIX TWO: SCHEM OF WORK.

REPUBLIC OF RWANDA

MINEDUC

MUHANGA DISICT

ACADEMIC YEAR 2021-2022 SCHEME OF WORK

SCHOOL NAME:GS NYABISINDU MATHEMATICS

CLASS:SENIOR ONE TEACHER NAME:BIGIRIMANA ZABURI.
THIRD TERM

PERIOD WEEK UNIT TITLIE LESSON,CONTEN LEARNING OBJECTIVES LEARNING REFEREN OBSER
T ACTIVITIES CE VATIO
N
18- 1 UNIT 6: Lesson2: Knowledge and Group Mathe
22/04/20 Point , Line Angles on the understanding- work, - matics
22 and Angles straight line, Recognize the position Practical for
angles at a point of an angle at a point ly in Rwand
and on parallel sum to 360o; angles at pairs, a
lines a point on straight line Demonst school,
Lesson3: Rays sum to 1800 ration book1;
and angles Skills- Construct and made by New
Segment and calculate angles. teacher. general
mid-point. mathe
TEST matics
student
's book
and
teacher'
s guide

25- 2 UNIT 7: Lesson 1: - Explain the surface In small Mathe

29/04/ SOLIDS -Properties of area of a solid as the groups, matics

15
2022 solids area of the net - count the for
-surface area Illustrate the volume number of Rwand
and volume as the space occupied faces (f), a
of solids. by a solid - number of school,
- Lesson2: .Distinguish between vertices(v) book1;
Surface area surface area and and New
and volume of volume and select number of general
cuboid appropriate formulae edges(e) mathe
Lesson 3: and units to use in for a matics
Surface area various contexts variety of student
and volume of solid 's book
cube and
figures
teacher'
with
s guide
polygonal
faces and
look for
relationshi
ps (e.g.
Euler’s
rule(f+v=e
+2) -
18- 3 Lesson 4 Calculate the surface area In groups, Mathem
22/04/20 Surface area and and volume of common select atics for
22 volume of geometrical solids, using appropriat Rwanda
cylinder ,cone formulas where necessary e methods school,b
and sphere. . Appreciate the difference and units ook1 ;
between surface area and when New
volume and recognize solving general
solids in the environment problems mathem
concerning atics
the student's
volume book and
and teacher's
surface guide
area of
solids
9- 4 Lesson 5 Distinguish between In groups, Mathem
13/5/202 -Surface area of surface area and volume select atics for
2 prism , pyramid and know the correct units. appropriat Rwanda
-surface and Calculate the surface area e methods school,b
volume of and volume of common and units ook1 ;
composite solids geometrical solids, using when New
formulas where necessary. solving general
. Appreciate the difference problems mathem
between surface area and concerning atics
volume and recognize the student's
solids in the environment volume book and
and teacher's
surface guide
area of
solids
16- 5 Lesson 6: Distinguish between In groups, Mathem

16
20/5/202 Problem solving: surface area and volume select atics for
2 areas and and know the correct units. appropriat Rwanda
volumes - Calculate the surface area e methods school,b
TEST. and volume of common and units ook1 ;
geometrical solids, using when New
formulas where necessary. solving general
-Appreciate the difference problems mathem
between surface area and concerning atics
volume and recognize the student's
solids in the environment. volume book and
and teacher's
surface guide
area of
solids
23- UNIT 8: Lesson 1 -Define qualitative data Group Mathem
27/5/202 DESCRIPTI -Introduction to and quantitative data. work atics for
2 VE descriptive - self-confidence and self- Rwanda
STATISTICS statistics(ungrou determination. school,
ped data) ;type book1 ;
of data New
general
mathem
atics
student's
book and
teacher's
guide

30- 7 -Present data in frequency In pairs, Mathem

31/5/202 Lesson 2: distribution table, define calculate atics for
2 to Frequency mode, mean, median, and the Rwanda
3/6/2022 distribution. qualities. quartiles, school,b
- Measures of the inter- ook1 ;
central tendency: -Interpreted correctly quartile New
Mode, mean graph related to presenting range and general
median, quartiles data. represent mathem
(1st, 2nd, 3rd -Develop competitiveness - them atics
quartiles, inter- Appreciate the importance graphically student's
quartile range). of order in daily activities. book and
TEST teacher's
guide

6- 8 Lesson 3:Data -Recognize formula used to In pairs, Mathem

10/6/202 display: calculate mode, medina calculate atics for
2 -Bar chart, and having ability to the Rwanda
histogram, present data in histogram quartiles, school,
frequency and pictogram. the inter- book1 ;
polygon, pie quartile New
chart, pictogram. -Represent statical range and general
information using represent mathem
- Reading frequency distribution them atics
statistical graphs. table, using bar chart, graphically student's

17
 histogram, polygon and Bar and using book and
Lesson 4: chat or Pictogram. polygon. teacher's
- Converting guide
statistical graphs -Develop research and
into frequency creativity and respect each
tables other.
-frequency
polygon
-cumulative
frequency
diagram /OGIVE.

13- 9 UNIT 9: Lesson 1: Define event and explain Consider Mathem

17/6/202 PROBABILI Introduction : why the probabilities can playing atics for
2 TY -Definition of only be between 0 football, Rwanda
terms used to (impossible) and 1 basketball school,b
describe (certain). ball, volley ook1 ;
probability. ball, hand New
- type of events -interpret correctly graph ball or any general
Lesson 2 related to presenting data. other mathem
- Probability of game. atics
equally likely - Probability of equally Discuss student's
outcomes likely outcomes through the chance book and
through experiments like tossing a of win, teacher's
experiments like coin or dice, etc. lose or guide
tossing a coin or draw. Use
dice, etc. TEST results to
Lesson 3: estimate
-Basic rules in probabiliti
probability es.
-numerical
probability.
Theoretical
probability

20- 10 Revision
24/6/2
022

27- 11 Revision +Exam

30/6/2
022 to
1/7/20
22

4- 12 Summative evaluation
8/7/20
22

11- 13 Summative evaluation and school report

15/7/2
022

18
6.2 APPENDIX THREE: LESSON PLAN.

BIGIRIMANA ZABURI

GS NYABISINDU
MATHEMATIC’S LESSON PLANE
SENIOR ONE A

19
 Names School Term Date Lesson no
BIGIRIMANA G.S 3 06/05/2022 2
Zaburi Nyabisindu
Topic: Geometry
Sub topic: Solids……………………………………………
Class: one year of Ordinary Level
Duration: 40 minutes
Number of Students: 54 students
Type of special educational needs and number of learners:3 slow learners and learner with
(AHD)
Rationale: This lesson, will contribute to real life situation such as construction, Military, and
Transport. Knowing how to find area and volume of different objects.………
Objectives
By the end of this lesson Area and volume of solids” learner should be able
- To calculate area of cube, cuboid, and cylinder.
-To find volume of cube, cuboid, and cylinder. Learner’s will use different pictures to achieve on
these objectives accurately.
Key unit competence: To be able to select and use formulae to find the surface area and
volume of solids. ………
Knowledge and understanding: Explain the surface area of a solid as the area of the net.
Skills: Calculate the surface area and volume of common geometrical solids, using formulas
where necessary ………
Attitudes and values: Appreciate the difference between surface area and volume and
recognize solids in the environment ……..
Plan for this class (Location: Inside)………………….

20
Prerequisite knowledge: Having knowledge about properties of different silids.
Teaching and learning materials: solid figures for practical work, paper, scissors, glue,
calculators……………
Reference: Mathematics syllabus for O’level, Mathematics Teacher’s guide, mathematics
learner’s book…………

Step/ Teachers’ Learners’ Learning points Competences

Duration activities activities and cross
cutting issues
to be
addressed
Introductio -Greeting Greeting 1.Name at least 6 solids you know.
n (5 min) learner. teacher Solution: con, pyramid, Communicatio
-Asking sa well as cube,cuboid,cylinder,sphere,tetrahe n: it will be
them’ ansuerin drone. developed
questions g asked through
related to question 2.Name polyhedral with 6 faces. asking and
propertie s. Solution: Octahedron. answering.
s of solids
3. Name all properties of cuboid.
Solution:6 Face,12Edge,8 Vertex

Body of the -Showing - - Skills: - Derive

Lesson learners Observin the surface
(25 min materials g shown (a) Surface area of a cuboid area and
and ask materials The surface area of a cuboid of length Volume for
them to l, width w and height h , is given by cube, cuboid,
observe. 2lw + 2lh + 2wh and cylinder.
-
-Asking
the name Attitude and
of Values:
observed Answerin Appreciate
solid g asked the difference
question between
s. surface area
Explain (b) Surface area of a and volume
how
surface
cube and recognize
solids in the
area and Area = l × l × 6 = 6l2 environment
volume - square units -

21
 of shown Listening
figures is teacher’s
found. explanati
on as Cross cutting
well as issues:
asking
Inclusive
where
education: it
-During they are
will be
explanati not developed
on, understa
through
Encouragi nding. (c) Surface area of a asking every
ng all
learners
cylinder one.

to Peace and
Open cylinder = πr2 + 2πrh
participat values:
e in the Closed cylinder = 2πr2 + 2πrh
Through
lesson by Showing Respecting
asking their every one.
many participa
questions tion VOLume of each solid =Base
. through area(BA)×Height(h)
answerin
g asked
question
in right
ways.
Summary/ Help Helped We use these formulae to find area
Conclusion learners by and volume of the next solids. Skills: Gender
(5min to teacher A. Cuboid education by
summariz learner TA=2lw+2lh+2wh asking boy
e what will make V=Base area ×height(lwh) and girls in
they have summary B.cube making
learned of what TA=S× S × 6 summary.
by asking they V=S×S×S
them have c.Cylinder
different learned TA=2πr2+2 π rh
questions through V=2 π rh
answerin
g.

Evaluation -Asking -Taking Critical

(5 min learners exercises thinking it will

22
 to take note be developed
their book and by doing given
exercises joining questions.
note their
book. group Cooperation:
And and start it will take
asking doing place through
them to given doing in
join their question groups.
groups s.

From solids above

a.find total surface area
b.find the volume.

Names School Term Date Lesson no

BIGIRIMANA G.S 3 10/05/2022 3
Zaburi Nyabisindu
Topic: Geometry
Sub topic: Solids……………………………………………
Class: one year of Ordinary Level
Duration: 40 minutes
Number of Students: 54 students
Type of special educational needs and number of learners: 3 slow learners and learner with
(ADH)
Rationale: This lesson will contribute to real life situation such as construction, Military and
Transport. knowing how to find area and volume of different objects.………
Objectives
By the end of this lesson “Area and volume of solids” learner should be able
- To calculate area of Prism, Pyramid, and Cone.

23
-To find volume of Prism, Pyramid, and Cone. Learner’s will use different pictures to achieve on
these objectives accurately.
Key unit competence: To be able to select and use formulae to find the surface area and
volume of solids. ………
Knowledge and understanding: Explain the surface area of a solid as the area of the net .
Skills: Calculate the surface area and volume of common geometrical solids, using formulas
where necessary ………
Attitudes&values: Appreciate the difference between surface area and volume and recognize
solids in the environment ……..
Plan for this class (Location: Inside) ………………….
Prerequisite knowledge: Having knowledge about Area and Volume of cube, cuboid and
cylinder.
Teaching and learning materials: solid figures for practical work, paper, scissors, glue,
calculators……………
Reference: Mathematics syllabus for O’level, Mathematics Teacher’s guide, mathematics
learner’s book…………

Step/ Teachers Learners’ Learning points Competence

Duration ’ activities s and cross
activities cutting
issues to be
addressed
Introductio - Greeting 1.Find area and volume of drown solids
n (5 min) Greeting teacher a. b. Communicati
learner. as well as on: it will be
-Asking answerin developed
them’ g ring through
question asked - asking and
s related question answering.
to s. Solution:
properti a. AREA=s×s×6 =5cm×5cm×6
es of 2
-Critical
=150cm thinking it
solids Volume=s×s×s will be
=5cm×5cm×5cm developed
- =125cm3 through
-writing Answerin b.area=2(r2π)+(2rπh)
working
question g asked =2(22×3.14)+(2×2cm×3.14×5cm) given
to be qwestion 25.12cm+62.8cm=87.92cm2
question.

24
 carried . Volume=r2πh
on =2cm×2cm×3.14×5cm
chalkboa =62.8cm3
rd.

Body of - - - Skills: -
the Lesson Showing Observin (d) Surface area of a Prism Derive the
(25 min learners g shown surface area
∴total number of faces = (n + 2) faces
material materials and Volume
• Total surface area of a prism = 2 (area
s and ask for
of one base) + areas of the n lateral
them to cube,cuboid,
- faces.
observe. and cylinder.

-Aking Answerin
the g asked Attitude and
name of question Values:
observe s. Appreciate
d solid 1 the
- TSA=2( × 4 cm 3 cm¿+(3cm×7cm)
2 difference
Listening +(5cm×7cm+(4cm×7cm) between
Explain teacher’s TSA=12cm2+21cm2+35cm2+28cm2 surface area
how explanati
on as
TSA=96cm2 and volume
surface and
area and well as Volume= Base area×height recognize
volume asking V=(BA×h) solids in the
of where 1 environment
shown they are V= 2 ×4cm×3cm×7cm -
figures is not V=42cm3
found. understa
(e) Surface area of a pyramid
nd.
Cross cutting
issues:
Showing Inclusive
-During their education: it
explana participa will be
tion, tion developed
Encoura through
• Surface area of a pyramid = total area through
ging all answerin
of the slant faces + the area of base. asking every
learners g asked
• The net of a pyramid is composed of 4 one.
to question
participa identical slant faces. Total surface area
in right Peace and
te in the = 4(area of one slant face + area of the
ways. values:
lesson base e.g.

25
 by 1 Through
• VOLUME of a pyramid = (base area)
asking 3 Respecting
many × height every one.
question
s. (f) Surface area of a cone

-Gender and
inclusive
education it
Showing Area of the curved surface of a will be
them cone = πrl developed
formula
-Asking
while the area of the circular base by asking
e used = pr2. boys and
where
to Hence, total surface area of a girls.
they are
calculate
total
not closed cone = πr2 + πrl.
understa
surface 1
nding.
area of Volume of a cone = 3 base area ×
solids
height of cone.
and
1
volume. = 3 πr2h Thus, volume of a cone =
1
× base area × height
3
1
= 3 πr2h
Summary/ Help Helped We use these formulae to find area and
Conclusion learners by volume of the next solids. Skills:
(5min to teacher A. Prism Gender
summari learner AREA=2(Base area)+Area of education by
ze what will make lateral faces. asking boy
they summary Volume =Base area×Heihgt. and girls in
have of what B. Pyramid making
learned they Area= total area of the slant faces + the summary.
by have area of base.
asking learned 1
Volume== (base area) × height
them through 3
C. Cone

26
 different answerin Area= πr2 + πrl
question g. 1
s Volume = 3 πr2h

Evaluation -Asking -Taking Critical

(5 min learners exercises a. thinking it
to take note will be
their book and developed
exercise joining by doing
s note their given
book. group questions.
And and start
b. Cooperation:
asking doing
them to given it will take
join their question place
groups s. through
doing in
groups.

1.From above diagram find total surface

area and volume.

Names School Term Date Lesson no

BIGIRIMANA G.S 3 17/05/2022 4
Zaburi Nyabisindu
Topic: Geometry
Sub topic: Solids……………………………………………
Class: one year of Ordinary Level
Duration: 40 minutes

27
Number of Students: 54 students
Type of special educational needs and number of learners: 3 slow learners and learner with
(ADH)
Rationale: This lesson will contribute to real life situation such as construction, Military and
Transport. knowing how to find area and volume of different objects.………
Objectives
By the end of this lesson “Area and volume of solids” learner should be able
- To calculate area of cone and sphere
-To find volume of cone and sphere. Learner’s will use different pictures to achieve on these
objectives accurately.
Key unit competence: To be able to select and use formulae to find the surface area and
volume of solids. ………
Knowledge and understanding: Explain the surface area of a solid as the area of the net .
Skills: Calculate the surface area and volume of common geometrical solids, using formulas
where necessary ………
Attitudes&values: Appreciate the difference between surface area and volume and recognize
solids in the environment ……..
Plan for this class (Location: Inside) ………………….
Prerequisite knowledge: Having knowledge about Area and Volume of cube, cuboid and
cylinder.
Teaching and learning materials: solid figures for practical work, paper, scissors, glue,
calculators……………
Reference: Mathematics syllabus for O’level, Mathematics Teacher’s guide, mathematics
learner’s book…………

Step/Duration Teachers’ Learners’ Learning points Competences and

activities activities cross cutting
issues to be
addressed
Introduction (5 -Greeting Greeting 1. Find area and
min) learner. teacher as volume of drown Communication:
-Asking them’ well as triangular prism it will be
questions answering ring developed
related to asked - through asking
properties of questions. and answering.

28
 solids

-Critical thinking
it will be
-writing developed
question to be -Answering through working
carried on asked
given question.
qwestion. Solution:
chalkboard.
TSA=( base area×2 )+
Area of laterals face.
H=√(5 ×5 ¿)−3 ×3 ¿
H=4
Area of 2 base=¿
×4×3)×2
=12cm2
Area of
lateral=9cm×3cm=27
cm2
Area of second
lateral=9cm×5cm=45
cm.
Area of third
lateral=9cm×5cm=45
cm.
TSA=
12cm+27cm+45cm+4
5cm
=129cm2

Body of the -Showing -Observing Skills: - Derive the

Lesson learners shown surface area and
(25 min materials and materials (f) Surface area Volume for
ask them to of a cone cube,cuboid, and
observe. cylinder.
-
-Aking the
name of Answering Attitude and
observed solid asked Values:
questions. Appreciate the
difference
Explain how between surface
surface area area and volume
-Listening
and volume of and recognize
teacher’s
shown figures solids in the
explanation as

29
is found. well as asking Area of the environment -
where they curved surface of
are not
a cone = πrl
understand.
while the area of Cross cutting
the circular base issues:
-During
explanation, = pr2.
Inclusive
Encouraging Hence, total education: it will
all learners to surface area of a be developed
participate in closed cone = πr2 through asking
the lesson by Showing their
participation + πrl. every one.
asking many
questions. through
Volume of a cone Peace and
answering
1 values: Through
asked = 3 base area × Respecting every
question in
height of cone. one.
right ways.
1
= 3 πr2h Thus,
volume of a cone
1
= 3 × base area ×
height
1
= 3 πr2h
Showing them
formulae used
to calculate Surface area -Gender and
total surface inclusive
area of solids of a sphere education it will
and volume. be developed by
-Asking where asking boys and
they are not girls.
understanding
.

Surface area =
4πr2 square units.

total volume (V)

1
of a sphere = 3 r
× 4πr2

30
 4
= 3 πr3

Summary/ Help learners Helped by We use these

Conclusion to summarize teacher formulae to find Skills: Gender
(5min what they learner will area and volume of education by
have learned make the next solids. asking boy and
by asking summary of A. Cone girls in making
them different what they Area= πr2 + πrl summary.
questions have learned 1
through Volume = 3 πr2h
answering.
B. Sphere

Area=4πr 2

4
Volume = πr 3
3

Evaluation -Asking -Taking Critical thinking

(5 min learners to exercises note a. it will be
take their book and developed by
exercises note joining their doing given
book. group and questions.
And asking start doing
them to join given Cooperation: it
their groups questions. will take place
through doing in
groups.

1.From above
diagram find total
surface area and
volume. If
H=4cm,r=4cm.

31
6.4 APPENDIX Four: ASSESSMENT AND THEIR MARKING SCHEM

Muhanga District

Nyamabuye Sector

G.S Nyabisindu

S1A

MATHEMATICS GENERAL QUIZ on 24/05/2022

/20 marks

1. a. draw cube

b. draw cone

2. Observe and complete the table bellow

Solids Number Number of Number of Name

of edge face vertex

3. A cone has radius of 7 cm and slanting face 14 cm. Height of 17 cm. Calculate

a. Volume of cone /2 marks

32
b. Area of cone /2 marks

4. Find area and volume of drawn figure. /4 marks

4cm

21cm

5. Sphere has radius of 3cm use π=3.14 to find area of such sphere.

6 .Write formulae of calculating Total surface are of cuboid (TSA).

GOOD LUCK!!!!!!!!!
MUHANGA DISTRICT
NYAMABUYE SECTOR
GS NYABISINDU
MATHEMATICS MARKING SCHEM ON 24/05/2022

1. a. /2 Marks

b. /2 Marks

2. Observe and complete the table bellow

Solids Number of Number of Number Name

edge face of vertex
12 6 8 cube

5 6 Triangular prism
9

8 5 5 Tetrahedron/square based
pyramid

3.

33
 πr 2 h
a. V= /2marks
3
22
× 7 cm× 7 cm× 177 cm
v= 7
3
2618 cm3
v=
3
v=872.6cm3

b. S.A=r2π+rπl /2marks

22 22
S.A=7cm×7cm× +¿ 7cm×
7 7
S.A= 154cm2+22cm

S.A=176cm 2

4. a. Volume=r2×π×h /2 marks

22
V=4cm×4cm× ×21cm , Volume=1056cm 3
7
b. SA= Area of 2 base +lateral area /2 marks

=2(r2×π)+(2rπh)

22 22
=2(4cm×4cm× ¿+2(4cm× ×21cm)
7 7
22
=32cm2 × + 2(264cm2 )
7
704 cm2
= + 528cm2
7
= 100.57cm2 + 528cm2

=628.57 cm2

5. Area =4πr2 /2 Marks

Area= 4×3.14×3cm×3cm.

Area= 113.04 cm2

6 . TSA =2(L×W) + 2(L×H) + 2(W×H) /2MarKS

34
GOOD LUCK!!!!!!!!!

Muhanga District

Nyamabuye Sector

G.S Nyabisindu

S1A

MATHEMATICS GENERAL QUIZ on 07/06/2022

/30 MARKS

1. There are different types of data. Write at least 2 types you know. /2 marks

2. Suppose that you want ascertain data. What method you would like to use in order to get those data?
Write 2. /2Marks

3.The mean mark scored by 5 students in a Mathematics test was 19. Four student had the following
scores:15,18,17 and 16.

What was the score for 5thstudent? / 4marks

4. A tour company record the number of people travelling to a holiday for each day for 31 consecutive
days.

Number 127 175 225 275 325 375 425

of people
F 0 6 7 8 5 3 2

Find a. Mode /2 marks

b. Median /2 marks

c. The lower quartile (Q1) /2 marks

d. The upper quartile (Q3) /2 marks

e. The inter quartile range /2 marks

5. In Mathematics test, student of S1 A obtained the following marks.

15,18,11,15,11,18,17,11,20.

10,11,25,24,18,10,24,14,15

20,15,15,18,20,19,13,11,17

35
17,12,19,17,13,11,20

Use these data to do the following questions.

a. Make a frequency distribution table. / 8 marks

b. Use the table to find the mean. /2 marks

c. Find mode. / 1mark

d. How many students did test? / Marks

ENJOY YOUR QUIZ!!!!!!!!

MUHANGA DISTRICT
NYAMABUYE SECTOR
GS NYABISINDU
MATHEMATICS MARKING SCHEM ON 07/06/2022
1. Qualitative data, quantitative data, continuous data and Discrete data. /2 Marks
2.Observation, Questionnaires, and Interview. / 2 Marks
∑ xf
3. Mean=
∑f
15+18+16+17+ x
Let x be the 5th student, so =¿ 19 /4 marks
5
66+ x
=19
5
66+x=95
X=95-66
X=29
4. a. mode is 275
n+1 th
b. median =( ) /2 Marks
2
(31+1)th
median = , median = 32th /2 so position of median is 16th
2
so median is 275.
c. lower quartile =¿ )th /2marks
32 th
= , so Q1 is 8th position therefore Q1=225
4

36
 3(n+1)th
d. Upper quartile = /2marks
4
3× 32 th
( ) =24th
4
Q3= 325.
e. Interquartile range=Q3-Q1 /2marks
=325-225
=100

5. a. Table /8 Marks
Marks(x) Tally Frequency(f) fx
10 II 2 20
11 IIII I 6 66
12 I 1 12
13 II 2 26
14 I 1 14
15 IIII 5 75
17 IIII 4 68
18 IIII 4 72
19 II 2 38
20 IIII 4 60
24 II 2 48
25 I 1 25

∑f=34 ∑fx=544

∑ fx 544
b. Median= /2 marks
∑f 34
Median =16
c. Mode=11 /1Marks
d. Test was done by 34 students/ 1 Marks

37
Muhanga District

Nyamabuye Sector

G.S Nyabisindu

S1A

MATHEMATICS GENERAL QUIZ on 24/06/2022

/10MARKS

Q 1. What is. /3 marks

a. Surely event.

b. Impossible event.

c. Uncertain event.

Q2. A spinner has 4 equal sector colored Yellow, Blue, Green and Red. After spinning the spinner, what is
the probability of landing on each color? /4 marks

Q3. Numbers 1 to 20 are each written on card. The 20 cards are mixed together once card is chosen at
randomly from the pack. Find the probability that the number on the cards is

A. Even
B. Prime.

Thanks!!!!!!!!!!!

MUHANGA DISTRICT
NYAMABUYE SECTOR
GS NYABISINDU
MATHEMATICS MARKING SCHEM ON 24/06/2022
1. a. An event that will definitely take place. / 3 Marks

b. An event that cannot take place.

c. An event that may or may not take place.

¿ 1
2. - P(yellow)number ¿land on yellow
number of ¿ ¿ ¿ = 4

38
 ¿ 1
- P(Blue)number ¿land onblue
number of ¿ ¿ ¿ = 4

¿ 1
- P(Red)number ¿land onred =
number of ¿ ¿ ¿ 4

¿ 1
- P(Green)number ¿land on green
number of ¿ ¿ ¿ = 4

3. a. Even number are 2,4,6,8,10,12,14,16,18,10 /3 marks

number of even number

P(Even)=
total number of cards∈ pack
10 1
P(Even)= =
20 2
b. Prime number are 2,3,5,7,11,13,17,19

number of prime number

P(Prime)=
total number of cards∈pack
8
P(prime)=
20
4
P(prime)=
5

END OF
MY
REPORT.

39