Core Maths Syllabus Shs

M I N I S T R Y O F E D U C AT I O N
Republic of Ghana
TEACHING SYLLABUS FOR CORE MATHEMATICS
(SENIOR HIGH SCHOOL)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box GP 2739,
Accra.
Ghana.
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September, 2010
TEACHING SYLLABUS FOR CORE MATHEMATICS

(SENIOR HIGH SCHOOL)
RATIONALE FOR TEACHING MATHEMATICS
Development in almost all areas of life is based on effective knowledge of science and mathematics. There simply cannot be any meaningful development in
virtually any area of life without knowledge of science and mathematics. It is for this reason that the education systems of countries that are concerned about their
development put great deal of emphases on the study of mathematics. The main rationale for the mathematics syllabus is focused on attaining one crucial goal: to
enable all Ghanaian young persons to acquire the mathematical skills, insights, attitudes and values that they will need to be successful in their chosen careers
and daily lives. The new syllabus is based on the premises that all students can learn mathematics and that all need to learn mathematics. The syllabus is
therefore, designed to meet expected standards of mathematics in many parts of the world. Mathematics at the Senior High school (SHS) in Ghana builds on the
knowledge and competencies developed at the Junior High School level. The student is expected at the SHS level to develop the required mathematical
competence to be able to use his/her knowledge in solving real life problems and secondly, be well equipped to enter into further study and associated vocations
in mathematics, science, commerce, industry and a variety of other professions.
GENERAL AIMS
To meet the demands expressed in the rationale, the SHS Core Mathematics syllabus is designed to help the student to:
1. Develop the skills of selecting and applying criteria for classification and generalization.
2. Communicate effectively using mathematical terms, symbols and explanations through logical reasoning.
3. Use mathematics in daily life by recognizing and applying appropriate mathematical problem-solving strategies.
4. Understand the process of measurement and use appropriate measuring instruments.
5. Develop the ability and willingness to perform investigations using various mathematical ideas and operations.
6. Work co-operatively with other students in carrying out activities and projects in mathematics.
7. Develop the values and personal qualities of diligence, perseverance, confidence, patriotism and tolerance through the study of mathematics
8. Use the calculator and the computer for problem solving and investigations of real life situations
9. Develop interest in studying mathematics to a higher level in preparation for professions and careers in science, technology, commerce, industry
and a variety of work areas.
10. Appreciate the connection among ideas within the subject itself and in other disciplines, especially Science, Technology, Economics and
Commerce
GENERAL OBJECTIVES
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By the end of the instructional period students will be able to:
1. Develop computational skills by using suitable methods to perform calculations;

2. Recall, apply and interpret mathematical knowledge in the context of everyday situations;
3. Develop the ability to translate word problems (story problems) into mathematical language and solve them with related mathematical knowledge;
4. Organize, interpret and present information accurately in written, graphical and diagrammatic forms;
5. Use mathematical and other instruments to measure and construct figures to an acceptable degree of accuracy;
6. Develop precise, logical and abstract thinking;
7. Analyze a problem, select a suitable strategy and apply an appropriate technique to obtain it‟s solution;
8. Estimate, approximate and work to degrees of accuracy appropriate to the context;
9. Organize and use spatial relationships in two or three dimensions, particularly in solving problems;
10. Respond orally to questions about mathematics, discuss mathematics ideas and carry out mental computations;
11. Carry out practical and investigational works and undertake extended pieces of work;
12. Use the calculator to enhance understanding of numerical computation and solve real life problems
SCOPE OF CONTENT
This syllabus is based on the notion that an appropriate mathematics curriculum results from a series of critical decisions about three inseparable linked
components: content, instruction and assessment. Consequently, the syllabus is designed to put great deal of emphases on the development and use of
basic mathematical knowledge and skills. The major areas of content covered in all the Senior High School classes are as follows:
1. Numbers and Numeration.
2. Plane Geometry
3. Mensuration
4. Algebra
5. Statistics and Probability
6. Trigonometry
7. Vectors and Transformation in a Plane
* Problem solving and application (mathematical processes).
“Numbers and Numeration” covers reading and writing numerals in base two through twelve and the four basic operations on them as well as ratio,
proportion, and parentages. Fractions, integers and rational and irrational numbers and four operations on them are treated extensively.
Plane geometry covers angles of a polygon, Pythagoras‟ theorem and its application and circle theorem including tangents. Mensuration covers perimeters
and areas of plane shapes, surface areas and volumes of solid shapes. In addition, the earth as a sphere is also treated under mensuration. “Algebra” –
Algebra is a symbolic language used to express mathematical relationships. Students need to understand how quantities are related to one another, and
how algebra can be used to concisely express and analyze those relationships. “Statistics and Probability” – are important interrelated areas of
mathematics. Each provides students with powerful mathematical perspectives on everyday phenomena and with important examples of how mathematics
is used in the modern world. Statistics and probability should involve students in collecting, organizing, representing and interpreting data gathered from
various sources, as well as understanding the fundamental concepts of probability so that they can apply them in everyday life. Trigonometry covers the
trigonometry ratios and their applications to angles of elevation and depression. Drawing and interpretation of graphs of trigonometric functions is also
covered under trigonometry.
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Topics treated under vectors include, representation, operations on vectors, equal and parallel vectors as well as magnitude of vectors and bearing.
Transformation deals with rigid motion and enlargement including scale drawing and its application.
“Problem solving and application” has not been made a topic by itself in the syllabus since nearly all topics include solving word problems as activities. It is
hoped that teachers and textbook developers will incorporate appropriate problems that will require mathematical thinking rather than mere recall and use of
standard algorithms. Other aspects of the syllabus should provide opportunity for the students to work co-operatively in small groups to carry out activities
and projects which may require out-of-school time. The level of difficulty of the content of the syllabus has been designed to be within the knowledge and
ability range of Senior High School students.
STRUCTURE AND ORGANIZATION OF THE SYLLABUS
The syllabus is structured to cover the three years of Senior High School. Each year‟s work has been divided into units. SHS 1 has 13 units; SHS 2 has 12 units
while SHS 3 has 4 units of work. The unit topics for each year have been arranged in a suggested teaching sequence. It is suggested that the students cover
most of the basic mathematics concepts in the first term of Year 1 before they begin topics in Elective mathematics. No attempt has been made to break the year‟s
work into terms. This is deliberate because it is difficult to predict, with any degree of certainty, the rate of progress of students in each year. Moreover, the
syllabus developers wish to discourage teachers from forcing the instructional pace but would rather advise teachers to ensure that students progressively acquire
a good understanding and application of the material specified for each year‟s class work. It is hoped that no topics will be glossed over for lack of time because it
is not desirable to create gaps in students‟ knowledge. The unit topics for the three years' course are indicated on the table below.
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UNIT SHS1 SHS2 SHS3
1. Sets and Operations on set Modular arithmetic Constructions
2. Real number system Indices and logarithms Mensuration II
3. Algebraic expressions Simultaneous linear equation Logical reasoning
4. Surds Percentages II Trigonometry II
5. Number Bases Variation
6. Relations and Functions Statistics II
7. Plane Geometry Quadratic functions
8. Linear equations and inequalities Mensuration I
9. Bearing and Vectors in a plane Plane geometry II (Circle theorems)
10. Statistics I Trigonometry I
11. Rigid motion I Sequences and Series
12. Ratio and Rates Rigid motion II and Enlargement
13. Percentages I
TIME ALLOCATION
Mathematics is allocated five periods a week, each period consisting of forty (40) minutes.
SUGGESTIONS FOR TEACHING THE SYLLABUS
General Objectives
General Objectives for this syllabus have been listed on page iii of the syllabus. The general objectives are directly linked flow to the general aims of mathematics
teaching listed on the first page of this syllabus. The general objectives form the basis for the selection and organization of the units and their topics. Read the
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general objectives very carefully before you start teaching. After teaching all the units for the year, go back and read the general aims and general objectives
again to be sure you have covered both of them adequately in the course of your teaching.
Years and Units
The syllabus has been planned on the basis of Years and Units. Each year's work is covered in a number of units that have been sequentially arranged to meet
the teaching and learning needs of teachers and students.
Syllabus Structure
The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the contents of
each column is as follows:
Column 1 - Units: The units in Column 1 are the major topics for the year. The numbering of the units is different in mathematics from the numbering
adopted in other syllabuses. The unit numbers consist of two digits. The first digit shows the year or class while the second digit shows the sequential number of
the unit. A unit number like 1.2 is interpreted as unit 2 of SHS1. Similarly, a unit number like 3.2 means unit 2 of SHS3. The order in which the units are arranged
is to guide you plan your work. However, if you find at some point that teaching and learning in your class will be more effective if you branched to another unit
before coming back to the unit in the sequence, you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.2.5 or
3.4.1. These numbers are referred to as "Syllabus Reference Numbers". The first digit in the syllabus reference number refers to the year/class; the second digit
refers to the unit, while the third refer to the rank order of the specific objective. For instance 1.2.5 means Year 1 or SHS1, Unit 2 (of SHS1) and Specific Objective
5. In other words 1.2.5 refers to Specific Objective 5 of Unit 2 of SHS1. Using syllabus reference numbers provides an easy way for communication among
teachers and other educators. It further provides an easy way for selecting objectives for test construction. For instance, Unit 4 of SHS2 may have eight specific
objectives 2.4.1 - 2.4.8. A teacher may want to base his/her test items/questions on objectives 2.4.2, 2.4.7 and 2.4.7, and not use the other objectives. The
teacher would hence be able to use the syllabus reference numbers to sample objectives within units and within the year to be able to develop a test that
accurately reflects the importance of the various skills taught in class.
You will note also that specific objectives have been stated in terms of the students i.e. what the students will be able to do during and after instruction and
learning in the unit. Each specific objective hence starts with the following "The student will be able to…", this in effect, means that you have to address the
learning problems of each individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master
the objectives of each unit of the syllabus.
Column 3 - Content: The "content" in the third column of the syllabus shows the mathematical concepts, and operations required in the teaching of the
specific objectives. In some cases, the content presented is quite exhaustive. In some other cases, you could add some more information based upon your own
training and based also on current knowledge and information.
Column 4 - Teaching/Learning Activities (T/LA): T/LA activities that will ensure maximum student participation in the lessons are presented in
Column 4. The General Aims of the subject can only be most effectively achieved when teachers create learning situations and provide guided opportunities for
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students to acquire as much knowledge and understanding of mathematics as possible through their own activities. Students‟ questions are as important as
teacher's questions. There are times when the teacher must show, demonstrate, and explain. But the major part of a students‟ learning experience should consist
of opportunities to explore various mathematical situations in their environment to enable them make their own observations and discoveries and record them.
Avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning in your lessons. You are encouraged to re-order the
suggested teaching/learning activities and also add to them where necessary in order to achieve optimum students learning. Emphasize the cognitive, affective
and psychomotor domains of knowledge in your instructional system wherever appropriate.
A suggestion that will help your students acquire the capacity for analytical thinking and the capacity for applying their knowledge to problems and issues is to
begin each lesson with a practical and interesting problem. Select a practical mathematical problem for each lesson. The selection must be made such that
students can use knowledge gained in the previous lesson and other types of information not specifically taught in class.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the
form of oral questions, quizzes, class assignments, essays, project work, etc. Try to ask questions and set tasks and assignments, etc. that will challenge students
to apply their knowledge to issues and problems as we have already said above, and that will engage them in developing solutions, and in developing
observational and investigative skills as a result of having undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are
encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of
each unit.
Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is necessary that you develop a scheme of work and lesson plans for
teaching the units of this syllabus.
DEFINITION OF PROFILE DIMENSIONS
The concept of profile dimensions was made central to the syllabuses developed from 1998 onwards. A 'dimension' is a psychological unit for describing a
particular learning behaviour. More than one dimension constitutes a profile of dimensions. A specific objective may be stated with an action verb as follows: The
student will be able to describe….. etc. Being able to "describe" something after the instruction has been completed means that the student has acquired
"knowledge". Being able to explain, summarize, give examples, etc. means that the students has understood the lesson taught.
Similarly, being able to develop, plan, construct etc, means that the student has learnt to create, innovate or synthesize knowledge. Each of the specific objectives
in this syllabus contains an "action verb" that describes the behaviour the students will be able to demonstrate after the instruction. "Knowledge", "Application",
etc. are dimensions that should be the prime focus of teaching and learning in schools. It has been realized unfortunately that schools still teach the low ability
thinking skills of knowledge and understanding and ignore the higher ability thinking skills. Instruction in most cases has tended to stress knowledge acquisition to
the detriment of the higher ability behaviours such as application, analysis, etc. The persistence of this situation in the school system means that students will only
do well on recall items and questions and perform poorly on questions that require higher ability thinking skills such as application of mathematical principles and
problem solving. For there to be any change in the quality of people who go through the school system, students should be encouraged to apply their knowledge,
develop analytical thinking skills, develop plans, generate new and creative ideas and solutions, and use their knowledge in a variety of ways to solve
mathematical problems while still in school. Each action verb indicates the underlying profile dimension of each particular specific objective. Read each objective
carefully to know the profile dimension toward which you have to teach.
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In Mathematics, the two profile dimensions that have been specified for teaching, learning and testing at the SHS level are:
Remembering and Understanding 30%

Applying Knowledge 70%
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights indicated on the right of the
dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes at Senior High School.
Explanation and key words involved in each of the profile dimensions are as follows:
Knowledge and Understanding (KU)
Knowledge The ability to:

Remember information, recognize, retrieve, locate, find, do bullet pointing, highlight, bookmark, network socially, bookmark socially,
search, google, favourite, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply
the ability to remember or recall material already learned and constitutes the lowest level of learning.
Understanding The ability to:

Interpret, explain, infer, compare, explain, exemplify, do advanced searches, categorize, comment, twitter, tag, annotate, subscribe,
summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic
Application of Knowledge (AK)
The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
innovation or creativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The
dimension “Applying Knowledge” is a summary dimension for all four learning levels. Details of each of the four sub levels are as follows:
Application The process of applying knowledge involves the ability to:

Apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce,
solve, operate, plan, demonstrate, discover, implement, carry out, use, execute, run, load, play, hack, upload, share, edit etc.
Analysis The process of analyzing knowledge involves the ability to:

Break down a piece of material into its component parts, to differentiate, deconstruct, attribute, outline, find, structure, integrate, mash,
link, validate, crack, distinguish, separate, identify significant points etc., recognize unstated assumptions and logical fallacies, recognize
inferences from facts etc.
Innovation/Creativity Innovation or creativity involves the ability to:

Put parts together to form a novel, coherent whole or make an original product. It involves the ability to combine, compile, compose,
devise, construct, plan, produce, invent, devise, make, program, film, animate, mix, re-mix, publish, video cast, podcast, direct, broadcast,
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suggest (an idea, possible ways), revise, design, organize, create, and generate new ideas and solutions. The ability to innovate or create
is the highest form of learning. The world becomes more comfortable because some people, based on their learning, generate new ideas
and solutions, design and create new things.
Evaluation - The ability to appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, hypothesize,
experiment, test, detect, monitor, review, post, moderate, collaborate, network, refractor, support, discuss, conclude, make
recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria and standards.
Evaluation is a constant decision making activity. We generally compare, appraise and select throughout the day. Every decision we make
involves evaluation. Evaluation is a high level ability just as application, analysis and innovation or creativity since it goes beyond simple
knowledge acquisition and understanding.
FORM OF ASSESSMENT
It is important that both instruction and assessment be based on the specified profile dimensions. In developing assessment procedures, first select specific
objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus is considered a
criterion to be mastered by the students. When you develop a test that consists of items and questions that are based on a representative sample of the specific
objectives taught, the test is referred to as a “Criterion-Referenced Test”. It is not possible to test all specific objectives taught in the term or in the year. The
assessment procedure you use i.e. class test, homework, projects etc. must be developed in such a way that it will consist of a sample of the important objectives
taught over the specified period.
The diagram below shows a recommended examination structure for end of term examination in Senior High School following the structure of WAEC examination
papers. The structure consists of two examination papers. Paper 1 is the objective test paper essentially testing knowledge and understanding. The paper may
also contain some items that require application of knowledge. Paper 2 will consist of questions that essentially test “application of knowledge”. The application
dimension should be tested using questions that call for reasoning. Paper 2 could also contain some questions that require understanding of mathematical
principles etc. The SBA should be based on both dimensions. The distribution of marks for Paper 1, Paper 2 and the SBA should be in line with the weights of the
profile dimensions as shown in the last column of the table below.
Distribution of Examination Paper Weights and Marks
Dimensions Paper 1 Paper 2 SBA Total Marks Total Marks

scaled to 100
Knowledge and Understanding 30 20 10 60 30
Application of Knowledge 10 80 50 140 70
Total Marks 40 100 60 200
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% Contribution of Examination 20 50 30 100
Papers
Paper 1 or Section A, will be marked out of 40, while Paper 2, the more intellectually demanding paper, will be marked out of 100. The mark distribution for Paper
2 or Section B will be 20 marks for “knowledge and understanding” and 80 marks for “application of knowledge”. SBA will be marked out of 60. The last row shows
the percentage contribution of the marks from Paper 1/Section A, Paper 2/Section B, and the School Based Assessment on total performance in the subject
tested.
For testing in schools, the two examination sections could be separate where possible. Where this is not possible, the items/questions for Papers 1 and 2 could be
in the same examination paper as two sections; Sections A and B as shown in the example above. Paper 1 or Section A will be an objective-type paper/section
testing knowledge and understanding, while Paper 2 or Section B will consist of application questions with a few questions on knowledge and understanding.
GUIDELINES FOR SCHOOL BASED ASSESSMENT
A new School Based Assessment system (SBA) will be introduced into the school system in 2011. The new SBA system is designed to provide schools with an
internal assessment system that will help schools to achieve the following purposes:
o Standardize the practice of internal school-based assessment in all Senior High Schools in the country
o Provide reduced assessment tasks for subjects studied at SHS
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each SHS class
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers‟ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.
SBA may be conducted in schools using the following: Mid-term test, Group Exercise, End-of-Term Test and Project
1. Project: This will consist of a selected topic to be carried out by groups of students for a year. Segments of the project will be carried out each term toward
the final project completion at the end of the year. The projects may include the following:
i) experiment
ii) investigative study (including case study)\
iii) practical work assignment
A report must be written for each project undertaken.
2. Mid-Term Test: The mid-term test following a prescribed SBA format
3. Group Exercise: This will consist of written assignments or practical work on a topic(s) considered important or complicated in the term‟s syllabus
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4. End-of-Tem Test: The end –of-term test is a summative assessment system and should consist of the knowledge and skills students have acquired in the
term. The end-of-term test for Term 3 for example, should be composed of items/questions based on the specific objectives studied over the three terms,
using a different weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may
build an End-of-Term 3 test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and
60% of the objectives studied in Term 3.
Apart from the SBA, teachers are expected to use class exercises and home work as processes for continually evaluating students‟ class performance, and as a
means for encouraging improvements in learning performance.
Marking SBA Tasks
At the SHS level, students will be expected to carry out investigations involving use of mathematics as part of SBA and other assignments. The suggested
guideline for marking investigative project assignments is as follows:
1. Introduction 20%
2. Main text – descriptions, analysis, charts etc. 40%
3. Conclusion and evaluation of results/issues 20%
4. Acknowledgement and other references 20%
In writing a report on an experiment or any form of investigation, the student has to introduce the main issue in the investigation, project or report. The introduction
carries a weight of 20%. The actual work, involving description of procedures and processes, use of charts and other forms of diagrammes, and the analysis of data is
given a weight of 40%. Conclusions and generalizations from the investigation, project etc. is weighted 20%. The fourth item, that is, acknowledgement and references
is intended to help teach young people the importance of acknowledging one‟s source of information and data. The students should provide a list of at least three
sources of references for major work such as the project. The references could be books, magazines, the internet or personal communication from teacher or from
friends. This component is given a weight of 20%.
GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following WASSCE grade structure for
assigning grades on students‟ test results. The WASSCE grading system is as follows:
Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade D7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
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Grade F9: 34% and below - Fail
In assigning grades to students‟ test results, you are encouraged to apply the above grade boundaries and the descriptors which indicate the meaning of each
grade. The grade boundaries i.e., 60-69%, 50-54% etc., are the grade cut-off scores. For instance, the grade cut-off score for B2 grade is 70-79% in the example.
When you adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must
make a specified score to be awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very
useful system for grading achievement tests.
Always remember to develop and use a marking scheme for marking your class examination scripts. A marking scheme consists of the points for the best answer
you expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question
carries 20 marks and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the
student) to each point , hence totaling 18 marks, and then give the remaining 2 marks or part of it for organization of answer. For objective test papers you may
develop an answer key to speed up the marking.
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SENIOR HIGH SCHOOL 1
SPECIFIC TEACHING AND LEARNING

UNIT OBJECTIVES CONTENT ACTIVITIES EVALUATION
The student will be able to: Let students
UNIT 1.1
1.1.1 determine and write Finding the number of subsets Review with students description of sets;
SETS AND the number of subsets in a set with n elements - words/set builder notation
OPERATIONS ON SETS in a set - listing.
- Venn diagrams.
Guide students to deduce the number of subsets find the number of

in a set with „n‟ elements. i.e. the number of subsets in a given set.
n
subsets = 2
1.1.2 identify the properties Properties of Set Operations- Guide students to determine the commutative verify commutative,
of operations on sets. Commutativity property of sets involving given sets A and B associative and
distributive properties of
i.e. A ∩ B = B ∩ A ; A U B = B U A operations on sets
Associativity Guide students to determine the associative

property of sets involving three given sets A, B
and C,
i.e. (A U B) U C = A U (B U C) and
(A ∩ B) ∩ C = A ∩ (B ∩ C)
Distributivity Guide students to determine the distributive Illustrate properties of

property of sets involving three given sets A, B set operations using
and C, Venn diagrams
i.e. A U (B ∩C) = (A U B) ∩ (A U C)
A ∩ (B U C) = (A ∩ B) U (A ∩ C)
Illustrate the properties with Venn diagrams.
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UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES
1.1 (CONT’D) The student will be able to: Let students
SETS AND 1.1.3 describe the regions Description and identification of Guide students to revise the concept of universal draw 2 intersecting sets
OPERATIONS ON of a Venn diagram in the regions of Venn diagrams set and the complement of a set in a Venn and shade given
SETS terms of the set using set operations diagram, regions
operations - union, E.g.
complement U
A 1
A
describe shaded
Guide students to regions of 3
(I) describe regions of three (3) intersecting sets
intersecting sets
(ii) shade regions corresponding to given
descriptions
Assist students to verify (using Venn diagrams)

that given any two intersecting
sets, A and B,
/ / /
(A U B) = A ∩ B
/ / /
(A ∩ B) = A U B
1.1.4 find solution to Three-set problems using Venn Review two-set problems. Guide students to write or pose 2 set
practical problems diagrams solve problems involving three sets e.g. problems involving real
involving U life situations
classifications using
Venn diagrams solve 3 set problems
involving real life
situations
i. List the elements of (A∩B)∪C

ii. What is

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The student will be able to: Let students:
UNIT 1.2
1.2.1 distinguish between Rational and Guide students to revise natural numbers, whole
REAL rational and irrational irrational numbers numbers and integers.
NUMBER numbers.
SYSTEM Guide students to distinguish between rational and Identify regions representing given types of real
irrational numbers i.e. rational numbers can be numbers from Venn diagrams and place given
a real numbers in the appropriate region.
expressed as , where a and b are real numbers
b
and b 0
Guide students to draw Venn diagrams to illustrate the

Copy the Venn diagram and shade the region that
relationship between the members of the real number
contains given rational numbers.
system.
R
I
i.e.
Q
Z N
Guide students to locate regions for given rational

numbers
1.2.2 represent real Real Numbers on Assist students to locate or estimate the points for real illustrate a given range of numbers on the number
numbers on the the number line numbers on the number line. line (vice versa)
number line.
E.g. …−7, − , 0, 1, 1.5, 2.17171717, …, ,

…
Guide students to
(i) graph given sets of real numbers on the
number line;
(ii) find the range of values for a given graph.

E.g. -1 x 2
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
UNIT 1.2 (CONT’D)
3
ACTIVITIES
1.2.3 compare and order rational Comparing and ordering Assist students to compare and order different arrange sets of rational
REAL NUMBER numbers rational numbers types of rational numbers E.g. common fractions, numbers in order of
SYSTEM whole numbers, percentages, decimal fractions magnitude.
and integers using <,> and the number line.
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E.g. arrange the fractions; 0.3, 4 , 45% and 28 in
ascending order.
1.2.4 approximate by rounding off Approximating and rounding Guide students to approximate decimal numbers round off numbers to
decimal numbers to a off numbers to given place values given number of place
given number of place E.g. 587.3563 to 2 decimal places (nearest values.
values hundredth) is 587.36 and 5873456 rounded to the
nearest thousand is 5873000.
1.2.5 approximate a decimal Significant figures Guide students to approximate given decimal approximate numbers to
number to a given number numbers to given number of significant figures given number of
of significant figures E.g. 46.23067 approximated to 5 significant significant figures.
figures is 46.231.
1.2.6 express recurring decimals Recurring decimals Review changing common fractions to decimals
as common fractions. and vice versa.
Guide students to realize that a recurring decimal

has a digit or a block of digits which keep
repeating
.
E.g. 1.666… or 1. 6
. .
0.727272… or 0. 7 2
Guide students to express recurring decimals as express given recurring

a decimal fractions as
fractions of the form b where b≠ 0
common fractions.
. . .
7 18 2
E.g. 0. 7 = 9 and 0. 1 8 = 99 11
Encourage students to verify results using the
calculator or computer.
4
ACTIVITIES
UNIT 1.2
(CONT’D) 1.2.7 express very large or very Standard form Guide students to express a very large express given numbers in
small numbers in standard number and a very small number in the form: standard forms and vice
n
REAL NUMBER form. k x 10 , where 1 k <10 and n is an integer. versa
4
SYSTEM E.g. 14835 = 1.4835 x 10 E.g. The planet Neptune is
-3
0.0034678 = 3.4678 x 10 4,496,000,000
kilometres from the
Sun. Write this distance
in standard form.
1.2.8 state and use properties of Properties of operations Guide students to investigate the commutative State the properties of
operations on real numbers. properties of addition and multiplication. operations applied in given
Commutative property i.e. a + b = b + a and ab = ba mathematical sentences.
apply the appropriate

Associative Property Guide students to investigate the associative properties to evaluate
property of addition and multiplication. expressions
i.e. (a + b) + c = a + (b + c), and E.g. 18 x 22 = 18 (20+2)
(ab)c = a(bc) 90 x 95 = 90 (100 – 5).
Distributive Property Guide students to investigate the distributive If a and b are non-zero
property of multiplication over addition and whole numbers, which of
subtraction. these is not always a whole
2 2
i.e. a(b + c) = ab + ac, and number: (a + b ), (a b),
a(b – c) = ab – ac. (a b), (a – b), ab
1.2.9 interpret given binary Binary operations Guide students to interpret and carry out carry out defined binary
operations and apply them to binary operations on real numbers such as operations over real
real numbers a * b = 2a + b – ab numbers
p * q = p + q – 2pq. E.g. If m * n = m + n + 5,
–
find 8 * ( 4)
Encourage students to verify results using the
calculator or computer.
5
UNIT 1.3 The student will be able to: Let students
ALGEBRAIC
EXPRESSIONS 1.3.1 express statements in Algebraic expressions Assist students to express simple statements translate statements
mathematical symbols involving algebraic expressions in mathematical involving algebraic
symbols. expressions in
mathematical symbols.
1.3.2 add and subtract Operations on algebraic Guide students to add, subtract and simplify add and subtract
algebraic expressions expressions algebraic expressions involving the four basic algebraic expressions..
operations.
1.3.3 multiply two binomial

expressions Binomial expressions Assist students to multiply two binomial expand and simplify
expressions and simplify product of two binomial
E.g. (a + b)(c + d) = c(a + b) + d(a + b) expressions.
= ac + bc + ad + bd
1.3.4 factorize algebraic Factorization Guide students to identify common factors in factorize given algebraic
expressions algebraic expressions and factorize (index of the expressions with
variable not exceeding 2). variable index not
exceeding 2.
1.3.5 apply difference of two Difference of two squares Assist students to develop the rule of difference apply difference of two
squares to solve of two squares squares to simplify
2 2
problems i.e. a – b = (a + b)(a – b) algebraic expressions
Guide students to apply the idea of difference of

two squares to evaluate algebraic expressions,
2 2
E.g. x² – y² = (x + y)(x – y), i.e. 6.4 – 3.6
= (6.4 + 3.6)(6.4 − 3.6) = 10 x 2.8 = 28.
6
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION
UNIT 1.3 (CONT’D) The student will be able to: Let students
ALGEBRAIC
EXPRESSIONS 1.3.6 perform operations on Operations on algebraic Guide students to add and subtract algebraic solve problems
simple algebraic fractions with monomial fractions with monomial denominators. involving addition and
fractions. denominators 2 1 2x a subtraction of algebraic
E.g. a x ax fractions with monomial
and binomial
denominators.
Operation on algebraic Assist students to add and subtract algebraic
fractions with binomial fractions with binomial denominators.
denominators E.g.
1 1 2x a b
= ,
x b x a ( x b)( x a )
where x a, x b
solve for the value of

1.3.7 determine the conditions Zero or Undefined algebraic Discuss with students the condition under which variables in algebraic
under which algebraic fractions an algebraic expression is zero. fractions for which the
fraction is zero or fraction is zero.
undefined
E.g. , is zero. When 3a = 0, i.e. a = o
find the value of a
Assist students to determine the condition under variable for which an
which an algebraic expression is undefined algebraic fraction is
undefined.
E.g. is undefined when 2 – 2x = 0,
or when x=1.
7
.
UNIT 1.4 1.4.1 simplify surds Simplifying surds. Guide students to simplify surds of the form simplify surds of the form a
SURDS. a and products of surds.
E.g. 8 2 2
27 3 3
72 6 2
Assist students to simplify the product of

surds. use the relations in surds to solve
i.e. problems
a x b = ab
2
a =a
a = a
b b
1.4.2 carry out operations involving Addition, subtraction solve problems involving
Guide students to find sums, differences and
surds and multiplication of addition, subtraction and
products of surds.
surds. multiplication of surds
Guide students to rationalize surds with simplify and rationalize the

1.4.3 rationalize a surd with monomial Rationalization of denominators of surds
monomials denominators.
denominator surds with monomial
denominators. 2 2 3 2 3
E.g.
3 3 3 3
8
UNIT 1.5 The student will be able to: Let students:
NUMBER BASES convert numerals in

1.5.1 convert base ten Converting base ten numerals Guide students to revise number bases by base ten to numerals in
numerals to other bases to numerals in other base and converting base ten numerals to bases two and other bases and vice-
and vice-versa vice versa. five and vice-versa. versa.
Guide students to convert given numerals from
base ten to numerals in other bases up to base
twelve.
solve for the base of a

1.5.2 solve simple equations Equations involving number Guide students to solve equations involving number in equations
involving number bases bases number bases involving number bases.
E.g. 132x = 42ten
1.5.3 perform operations on Operations on numbers Guide students to add and subtract numbers in construct addition table
number bases other involving number bases other bases other than base ten. in given base other than
than base ten than base ten. base ten and use it to
solve problems
Addition and subtraction Guide students to construct addition tables for solve problems on
bases other than base ten. number bases (other
than base ten) involving
Multiplication Guide students to find the product of two addition and subtraction
numbers and construct multiplication table in a
given base other than base ten.
9
Let students
The student will be able to:
UNIT 1.6
RELATIONS AND 1.6.1 distinguish between the Types of relations Review with students, relations between two sets; find the range of function
FUNCTIONS various types of relations. arrow diagrams; ordered pairs; domain; co-domain; defined by a given set of
range. ordered pairs
E.g. determine the range
of function defined by the
Use expressions of real life relations such as “is the set of ordered pairs
father of”, is the wife of” to describe relations. {(2,3),(1,4),(5,4),(0,3)}
(Encourage students to develop the sense of
belongingness)
Guide students to use arrow diagrams to illustrate determine the type of

types of relations including „‟one-to-one‟‟, „‟one-to- relation described by a
many‟‟, „‟many- to-one‟‟ and „‟many-to-many‟‟ given set of ordered pairs
relations. or in a given arrow
diagram.
1.6.2 Identify functions from other Functions Use arrow diagrams to guide students to identify the give reasons why a given
relations. relations „‟one-to-one‟‟ and „‟many-to-one‟‟ as relation is or is not a
functions. function
1.6.3 determine the rule for a Mapping Assist students to determine the rule for a given
given mapping mapping on the set of real numbers determine the rule for a
given function.
x f(x)
-2 -7
-1 -5
0 -3
1 -1
2 1
3 3
The rule is: f(x) = 2x – 3.
10
ACTIVITIES
1.6 (CONT’D) The student will be able to: Let students
RELATIONS AND 1.6.4 draw graphs for given linear Graphs of Linear Guide students to form table of values for a given draw graphs of given
FUNCTIONS functions Functions linear function defined on the set of real numbers for a linear functions and read
given domain. values of the function for a
given pre-image and vice
Guide students to use completed tables to plot points, versa
draw graphs and read values from the graphs.
1.6.5 find the gradient of a straight Gradient of a straight line Assist students to use graph (or square grid) to find the gradient of a line
line, given the co-ordinates y 2 y1 from given coordinates of
of two points on the line develop the ratio x x as the gradient of a points on the line
2 1
straight line joining the points (x1, y1) and (x2, y2).
1.6.6 find the equation of a Equation of a straight line Guide students to derive the equation of a line from find the equation of a line
straight line y y1 y2 y1 from given points on the
x x1 x2 x1 line
where (x, y) is an arbitrary point on the line
Discuss with the students different forms of equation

1.6.7 find the distance between Magnitude of a line
of a straight line i.e. (i) y = mx + c
two points segment find the length of a line
(ii) ax + by + c = 0
joining two given points
Guide students to find the distance between two
points with coordinates (x1, y1) and (x2, y2) as
d= ( x2 x1)2 ( y2 y1)2
1.6.8 draw graphs for given Graphs of Quadratic Guide students to draw table of values for quadratic draw the graphs of given
quadratic functions functions functions defined on the set of real numbers for a quadratic functions
given domain and use the table of values to draw
quadratic graphs and also to read values from the read the value of the
graphs. function for a given pre-
image and vice versa
11
PLANE GEOMETRY I
1.7.1 calculate the angles at a Angles at a point Revise with students the sum of angles on a find missing angles in
point straight line by measuring using a protractor. given diagrams
Assist students to use protractors to measure

angles at a point to verify that they add up to
0
360 .
1.7.2 state and use the Parallel lines In groups let students draw parallel lines and a find missing angles
properties of parallel Relationships between transversal and, measure all the angles to between parallel lines
lines corresponding angles, vertically discover the relationships between; and a transversal
opposite angles, alternate corresponding angles, vertically opposite angles,
angles and adjacent angles, alternate angles, adjacent angles, and
supplementary angles supplementary angles.
1.7.3 state and use the Exterior angle theorem Guide students to measure the interior and the
exterior angle theorem exterior angles of a triangle to verify the exterior
of a triangles angle theorem of a triangle.
E.g. A
ABC + BAC = ACD
B C D
Guide students to use the idea of corresponding find missing angles of
and alternate angles to verify the exterior angle triangles from given
theorem of a triangle. diagrams
Guide students to apply this knowledge to find the
value of missing angles in a triangle
12
UNIT 1.7 (CONT’D) The student will be able to: Let students:
PLANE GEOMETRY I 1.7.4 identify various Special triangles Revise different types of triangles including use properties of
properties of special Isosceles and equilateral scalene, isosceles equilateral and right-angled special triangles to find
triangles triangles triangles. missing angles in
triangles
Guide students to establish the properties of
isosceles and equilateral triangles. identify some Ghanaian
symbols that are
E.g. (i) the line of symmetry of an isosceles symmetrical
triangle bisects the base and the angle E.g. „Gye Nyame‟
opposite it, and is perpendicular to the symbol.
base
(ii) an isosceles triangle has one line of identify special triangles
symmetry and one rotational symmetry in some Ghanaian
symbols.
(ii) an equilateral triangle has three lines of
symmetry, the lines are congruent, and
has rotational symmetry of order 3.
1.7.5 state and use the Right–angled triangle Guide students to use practical activities, solve problems
relationship between the including the use of the geoboard to identify the involving the application
hypotenuse and the two right-angled triangle and discover the relationship of the Pythagoras
other sides of a right- between the hypotenuse and the other two sides. theorem.
angled triangle (i.e.
Pythagoras theorem) The vertices are P(1, 2),
2 2 2 Q(4, 6) and R(- 4,12)
c c =a +b
a Show whether or not
the triangle PQR is a
right-angled triangle.
b
Guide students to use the Pythagoras theorem to
find the missing side of given right–angled
triangle when two sides are given.
13
PLANE GEOMETRY 1.7.6 state and use the Quadrilaterals Guide students to use cut-out shapes and fold to find the number of lines
properties of establish congruent sides, congruent angles and, of symmetry of given
quadrilaterals lines of symmetry of quadrilaterals such as quadrilaterals.
parallelograms, kites, rectangles, etc. E.g. Rhombus
Parallelogram, etc.
Guide students to use the idea of sets to sort
shapes with common properties. Is the statement
A. E.g. Given that P = {parallelograms}, Q = “square ∈ (P∪Q∪R)”
{quadrilaterals with all sides equal} and R true?
= {rectangles}. If P, Q and R are subsets
of the set U = {kite, square, rectangle,
rhombus}. What is P∩Q?
I
1.7.7 calculate the sums of Polygons Guide students to establish the relation between calculate the sum of
interior angles and the number of sides and the number of triangles interior angles of given
exterior angles of a in any polygon with „n‟ sides. polygon
polygon
Assist students to complete the table below.
Number of Sum of
Polygon Sides Triangles Angles
Triangle 3 1 180º
Quadrilateral 4 2 360º
Pentagon
Hexagon . .
. . .
.
.
. .
n-sided polygon n
1.7.8 identify various plane

shapes (including the Guide them to use their results to find the formula find an interior or
special triangles) by for finding the sum of the interior angles of a exterior angle of a
º
their geometric regular polygon; i.e. sum of angles = (n – 2)180 polygon using the ideas
properties - of the sum of interior
Guide students to perform activities to find the angles and exterior
sum of the exterior angles of a regular polygon. angles of a regular
polygon.
14
ACTIVITIES
UNIT 1.8
FORMULARS, LINEAR 1.8.1 construct a formula (or Formula Guide students to construct a formula for a construct a formula for a
EQUATIONS AND algebraic expression) for a given mathematical task. E.g. Aku has y given mathematical task,
INEQUALITIES given mathematical task. cedis more than Baku, if Baku has x cedis, E.g. Aku has y mangoes
then Aku has (x + y) cedis. more than Baku. If
Baku has x mangoes,
how many do they have
altogether?
1.8.2 change the subject of Change of subject of an equation Guide students to find one variable in terms of make a variable the
formula the others in a relation. subject of a given formula
E.g. Make r the subject of
the formula
.
1.8.3 find solution sets for linear Solution sets of linear equations in Guide students to find solution sets of given find the truth sets of linear
equations in one variable. one variable linear equations in one variable equations in one variable.
E.g.
T = {x : x =10}
Word problems involving linear solve word problems
equations in one variable Guide students to solve word problems involving linear equations
involving linear equations in one variable. in one variable.
1.8.4 solve word problems Linear inequalities in one variable Find and illustrate truth sets of linear solve problems involving
involving linear equations inequalities in one variable on the number linear inequalities in one
in one variable line. variable and show the
E.g. 0 ≤ 3x – 1 ≤ 2 solution on the number
1 line.
3 x 1
1 1 2 4
0 1
3 3 3 3 solve real life problems
1.8.6 solve word problems Word problems involving linear Guide students to solve word problems involving linear inequalities
involving linear inequalities in one variable involving linear inequalities in one variable
inequalities in one variable
15
ACTIVITIES
BEARINGS AND 1.9.1 interpret bearing as direction Bearing of a point from another. Guide students to state the bearing of a point record angle measure in 3-
VECTORS IN A PLANE of one point from another. from a given point. For example, in the figure the digits.
bearing of A from O is B is 300º.
Guide students to state direction to a point in Find the direction of D from

number of degrees east or west of north or O.
south. For example, in the figure the direction of
A from O is N30ºE; B is N60ºW from O; and
C is S70ºE from O.
1.9.2 write the distance and Distance-bearing form Guide students to deduce and write the bearing find the bearing of a point
bearing of one point from of one point from another in the distance- C from A, given the
another as (r, ). bearing form (r, ). bearing of B from A and
the bearing of C from B.
E.g. the distance and bearing of A

from B is (5cm, 065º).
16
UNIT 1.9 (CONTD) The student will be able to: Let students:
BEARINGS AND 1.9.3 find the bearing of a point Reverse bearing Assist students to deduce reverse bearings find the bearing of one
VECTORS IN A PLANE A from another point B, i.e. if B is º from A, then A is point from another, given
0 0 0
given the bearing of B (i) (180 + ) from B for 0 < < 180 the reverse bearing.
from A. 0 0 0
(ii) ( - 180) from B for 180 < < 360
E.g. the reverse bearing of bearing
of B from A is 245º
1.9.4 distinguish between scalar Scalar and vector quantities Guide students to use diagrams to illustrate the distinguish between scalar
and vector quantities idea of scalar and vector quantities. and vector quantities
1.9.5 represent vectors in various Vector notation and Guide students to identify the following: express given vectors with
forms representation the appropriate notations
(a) free vector notation; a, u, etc.
(b) position vector notation; OP , OB ,
etc.
(c) representation of vectors in
x
component form
y
0
(d) in bearing-magnitude form (r, )
1.9.6 add and subtract vectors, Addition and subtraction of Guide students to add and subtract vectors. E.g. find the sum and difference
vectors x1 x2 x1 x2 of given vectors
(a)
y1 y2 y1 y2
x1 x2 x1 x2
(b) =
y1 y2 y1 y2
1.9.7 multiply a vector by a scalar Multiplying a vector by a scalar Guide students to multiply a vector by a scalar k. multiply given vectors by
x kx given scalars
E.g. k =
y ky
17
The students will be able to: Let students
UNIT 1.9 (CONTD)
BEARINGS AND 1.9.8 express the components of Column vectors Guide students to use graph to determine find the vector AB given
VECTORS IN A PLANE a vector in column form components of vectors in column form for coordinates of A and B
given coordinates
E.g. A (x1, y1) and B (x2 , y2) in the Oxy plane; find the coordinates of B,
given the vector AB and
the coordinates of A.
x1 x2 find the diagonals of a

(a) OA , OB
y1 y2 quadrilateral ABCD in
vector component form,
given the coordinates of
x2 x1 the vertices
(b) AB
y2 y1
1.9.9 add two vectors using the Triangle law of vectors Using graphs guide students to deduce the add two given vectors
triangle law of vector triangle law of vectors addition.
addition. → → →
i.e. AB + BC =AC where A, B and C are points
in the Oxy plane.
Assist students to establish conditions for use the idea of equal and
1.9.10 state the conditions for two Equal and Parallel vectors vectors to be equal or parallel : parallel vectors to solve
vectors to be equal or related problems
parallel x1 x2
i.e. If. , then x1 =x2 and y1 = y2 .
y1 y2
x1 x
If is parallel to 2 then
y1 y2
x1 x2
k , where k is a scalar.
y1 y2
18
ACTIVITIES
UNIT 1.9 (CONTD) 1.9.11 find the negative vector of Negative vectors Assist students to find the negative vector of a given find negative vectors of
a given vector vector. E.g. the negative vector of given vectors in
BEARINGS AND component form
VECTORS IN A PLANE . 3 3
AB = is AB BA =
2 2
1.9.12 find the magnitude and Magnitude and direction Guide students to find the magnitude and direction of a find the magnitude and
direction of a vector. of a vector given vector. direction of given vectors.
x
i.e. if AB , then | AB | = x² y ²
y
-1
and direction is given by = tan
UNIT 1.10 1.10.1 organise data in Frequency distribution Guide students to identify situations and problems for construct frequency tables
frequency tables (i.e. tables data collection, and state appropriate methods for the for grouped and ungrouped
STATISTICS I ungrouped and grouped) collection of the data. data.
Guide students to prepare frequency tables for

grouped and ungrouped data.
(exclude unequal class intervals)
1.10.2 read, interpret, and draw Data presented in tables Assist students to interpret data/information presented Interpret and draw simple
simple inferences from, in tables. E.g. mileage chart. league tables, etc. inferences from tabular data
data/information
presented in tables Guide students to draw simple inferences from tabular
data.
19
UNIT 1.10 (CONTD)
1.10.3 represent data on a Graphical representation of data. Guide students to use appropriate graph to represent data in
STATISTICS I suitable graph and represent data from real life situations like test frequency tables on
interpret given graphs scores, rainfall, health records, imports, suitable charts
exports etc.
Note Use pie charts and bar charts for
ungrouped data and histograms for
grouped data.
Encourage students to use computer to do

these charts.
1.10.5 calculate the mean using Mean of a distribution. Assist students to interpret given graphs calculate the mean of a
appropriate formula given data using the
appropriate formula
Assist students to calculate the mean using

the formulae:
_ x
(i) x for ungrouped data
. n
_ fx
(ii) x for grouped data.
f
Encourage students to use calculator or

computer to check their results.
20
1.11.1. identify and translate an Translation by a vector. Guide students to identify translation vectors describe in Fig. 11.1 the
object or point by a and recongnise that the vector in Fig. 11.1 single transformation that
UNIT 1.11 translating vector and 2 maps B onto C
is PQ
RIGID MOTION I describe the image
2
C B
Q
A
x
Assist students to describeP the single
transformation that maps i) A onto B; Fig. 11.1
ii) A onto C; and iii) B onto A; in Fig. 11.1
Assist students to translate points and plane translate plane figures and
figures by given vectors. points by given vectors and
1.11.2 identify and explain the Reflection in a line. state the image points
reflection of an object in a
mirror line Guide students to identify some Ghanaian (or
adinkra) symbols that have translation
transformation
Guide students to identify lines of reflection Draw in Fig. 11.2 the

(mirror line) and state their equations (limit image of Y under the
line to x=k; y=k and y=kx; where k is an transformation „reflection in
integer) the line y=x‟.
y
Fig. 11.2
Y
describe in Fig. 11.2 the
T two transformations that
X Z x map Y onto Z;
Describe the single transformation that maps

T onto X; X onto Y; and X onto Z.
21
UNIT 1.11 (CONTD) The student will be able to: Let students
RIGID MOTION 1.11.3 describe the image points Characteristics of reflection Assist students to draw shapes on graph draw images of geometric
of shapes in a reflection sheets and find their images under reflections shapes under reflection in
in given mirror lines. given mirror lines and state
the points
Assist students to discuss the characteristics -
size, orientation, angles, etc. - of reflection
UNIT 1.12 1.12.1 divide a quantity in a Ratio Guide students to revise the idea of ratio by solve word problems
given ratio. finding how many times one quantity is of the involving division of
RATIO AND RATES other. quantities in given ratios
E.g. 7 and 21 are in the ratio 1 : 3
Assist students to share given quantities in

given ratios.
E.g. Share GH ¢2.5m in the ratio 3 : 2.
1.12.2 interpret scales used Scales

in drawing plans and Guide students to examine maps, plans and draw plans of given places
maps and use them to topographical sheets and identify the scales and shapes
calculate distances used.
between two points E.g. a scale of 1:125000 means 1cm on
the map represents 125000 cm on the
ground. find actual distances
1.12.3 convert foreign Foreign exchange between two points on a
currencies into Ghana Guide students to use given scales to draw map for a given scale
cedis and vice versa plans of given areas in the locality or in the
school and let them draw geometric shapes
using scales. convert given amounts of
foreign currencies into
Guide students to use rates obtained from Ghana cedis and vice
Forex Bureau or banks to convert given versa
amounts in foreign currencies to Ghana cedis
and vice versa.
E.g. If $1 = GH ¢1.44, express $25.60 in
cedis
22
UNIT 1.12 (CONT’D) The student will be able to: Let students
RATIO AND RATES 1.12.4 explain and use Rates Guide students to solve problems involving rates. solve practical problems
–
common rates such as kmh E.g. speed, wages and salaries involving rates - salaries,
1 –1
, ms and those used in wages, overtime and
utility bills piece-rate
Guide students with samples to study population
charts to explain the idea of rates.
1.12.5 draw travel graphs Travel Graphs. Guide students to draw a distance–time graph from a draw distance-time graphs
and interpret them. given data and use it to calculate average speed, total for a given data and
distance traveled, total time taken, etc. interpret.
1.12.6 calculate and Population Density. Assist students to calculate population density as calculate and compare
compare population population per square kilometer (collect data from population densities in
densities statistical service department or the internet). urban and rural areas
23
ACTIVITIES
UNIT 1.13
PERCENTAGES I 1.13.1 compare two amounts or Comparison by percentages Assist students to express one quantity as calculate the value of one
quantities by expressing percentage of another. quantity as a percentage of
one as a percentage of another.
the other. Guide students to calculate percentage
increase or decrease on prices of goods and
services.
1.13.2 do money–making Discount, Commission, Simple Guide students to calculate discount as solve problems involving
calculations that apply Interest. money saved on goods bought and discount and commission.
percentages. commission as money earned in a
transaction.
Assist students to calculate the price of goods

when discount and commission are given.
Guide students to use current bank rates to

calculate interests on savings and loans
1.13.3 Do money-spending Hire Purchase. Guide students to explain and perform work out hire purchase
calculations that apply hire calculations involving hire purchase. payments over given
purchase. periods
NB: the use of calculator to check

computation should be
encouraged
24

MODULAR 2.1.1 calculate the value of Calculation of a number Guide students to use the clock face to calculate the value of numbers
ARITHMETIC numbers for a given for a given modulo. determine the modulus of a number. for a given modulo.
modulo.
Use the idea of remainders to assist
students to determine the modulo of a
number.
E.g. 27 = 2 mod 5
8 = 2 mod 6
2.1.2 add and multiply numbers in Addition ( ) and Guide students to construct addition and find the sum and product of any
a given modulo. multiplication( ) tables in multiplication ( ) tables in a given modulo. two given numbers in given
given modulo. modulo
construct addition ( ) and

multiplication ( ) tables in given
modulo; use the tables to find the
truth sets of statements
25
ACTIVITIES
INDICES AND
LOGARITHMS
2.2.1 write in exponent form the Laws of indices. Revise with students the first two laws of
repeated factors of a number indices
i.e. ax x ay = a(x + y)
a x ay = a(x - y)
Guide students to discover further rules

governing indices solve problems involving
repeated factors
i.e. (am)n = a m n
a-m =
m
a n n
am
Guide students to deduce the value for a

non-zero number with zero exponent
i.e. ao = 1
2.2.2 solve equations involving Solving equations Assist students to solve simple equations solve equations involving indices.
indices. involving indices. involving indices.
E.g. = 32
3x = 5
5
x
3
26
ACTIVITIES
2.2 (CONT’D) The student will be able to: Let students:
INDICES AND
LOGARITHMS 2.2.3 relate indices to logarithms in Relating indices to Guide students to express given numbers as write an expression in indices
base ten. logarithms in base ten powers of 10. using logarithm
2 y
E.g. 100 = 10 E.g. x = 10 log10 x = y
4
10,000 = 10
2.2.4 deduce the rules of logarithms Rules of logarithms Guide students to identify the relation use the rules to solve logarithmic
and apply them. and their applications between indices and logarithms. problems.
n
i.e. x = 10 log10 x = n
Guide students to discover the rules of
logarithms.
E.g. log10 (A x B) = log10 A + log10 B
A
log10 B = log10 A − log10 B
x
log10 A = x log10 A
Assist students to use the rules to simplify

logarithmic expressions and solve problems.
UNIT 2.2 (CONT’D) 2.2.5 find the anti-logarithm of a given Anti-logarithms of Guide students to explain anti-logarithm of a find the anti-logarithms of given
number. given numbers. given number numbers using tables and
INDICES AND i.e. if the log of 2 in base 10, (i.e. calculators.
LOGARITHMS log102) is 0.3010, then the antilog of
0.3010 in base 10, (i.e. antilog10
0.3010
0.3010 = 10 = 2).
Assist students to read the anti-logarithm of
given numbers using
(i) tables
(ii) calculators
27
UNIT 2.3 The student will be able to: Let students
SIMULTANEOUS
LINEAR EQUATION 2.3.1 use graphical method to Graphical method for solving Guide students to use the graphical method to use graphical method to
find solution sets of two linear equations in two variables find the solution sets of two linear equations in find the solution set of two
given linear equations in two variables; E.g. linear equations in two
two variables (I) 2x + 5y = 10 variables
x =4
(II) 2x + 5y = 10
y = 3
(III) 2x + 5y = 10
x - 2y = 4
2.3.2 use elimination and Elimination and substitution Guide students to find the solution set of pairs find the solution set of two
substitution methods to methods for solving linear of linear equations in two variables using linear equations in two
find solution sets of two equations in two variables (i) the elimination method and variables
given linear equations in (ii) the substitution method.
two variables
2.3.3 solve word problems Solving word problems involving Pose word problems involving simultaneous solve word problems
involving simultaneous simultaneous linear equations in linear equations in two variables for students involving simultaneous
linear equations two variables to solve. linear equations
E.g. A family of three adults and two
children paid GH¢8.00 for a journey.
Another family of four adults and
three children paid GH¢11.00 as the
fare for the same journey. Calculate
the fare for
(i) an adult
(ii) a child
(iii) a family of four adults and five
children
28
ACTIVITIES
UNIT 2.4
2.4.1 solve real life problems involving Compound interest Guide the students to revise simple interest calculate the compound interest
PERCENTAGES II compound interest for a given period. and other applications of percentages with on a given amount for a given
(up to 4 years) students number of years
Guide students to calculate compound

interest of any given amount.
(formula is accepted but not required)
2.4.2 determine the depreciation of an Depreciation. Discuss with students examples of things solve practical problems:
item over a specified period that lose their values with passage of time. E.g.
E.g. cars, fridges( i.e. depreciated assets) A car bought for
GH¢5000.00
depreciates at 10% per
Calculate the depreciation of an item for a annum. Calculate the
given period. value after 4 years.
Use of a calculator or a computer to check

computation should be encouraged
Note Formula is accepted but not required
29
ACTIVITIES
UNIT 2.4 (CONT’D)

2.4.3 identify business Financial Partnership Guide students to discover how partnership list different forms of business
PERCENTAGES II partnerships and the way businesses are formed between two or more partnerships
they function. persons. i.e. equal capital and by ratio.
2.4.4 calculate and share interest Interest (Profit) on capital. Guide students to calculate profits shared at calculate profit(s) in a given ratio
or profit in a given ratio. the end of a given period in the ratios of their
initial capitals.
2.4.5 calculate interest on savings Banking Assist students to discover the typical describe different types of
and loans. transactions, services provided and bank transactions done at the banks
charges; e.g.
- savings/loans
- treasury bill/fixed deposit
- bank transfers
- cot; etc.
Guide students to identify specimen copies complete specimens of pay-in-

of forms used in bank transactions and slip and cheques
assist students to fill them; e.g.
- payment cheques and
- pay-in-slips.
Guide students to calculate interest on calculate simple interest on a

savings and loans with current interest rates. given amount of savings/loans
30
ACTIVITIES
PERCENTAGES II
2.4.6 calculate taxes paid on Income Tax Guide students to identify the government calculate the income tax for a
goods and services. agencies responsible for collecting income given income.
taxes.
NB.: Encourage students to appreciate the

need for people to pay taxes.
Assist students to calculate income tax

using a given tax schedule.
2.4.7 calculate and explain the Value Added Tax (VAT) Assist students to identify some goods and find the VAT on a bill for services
value added tax. (VAT) services that attract VAT and calculate the or sales
VAT on them.
2.4.8 calculate electricity, water Household bills Guide students to identify the various calculate the total bill paid by a
and telephone bills. household bills such as electricity bills, water household at the end of the
bills and telephone bills. month at a given rate
Assist students with samples to use the

Public Utility Regulatory Committee
Approved Tariffs to calculate water and
electricity bills.
Note: Emphasize the need for students to

be prudent in the use of these utilities.
31
ACTIVITIES
VARIATION
2.5.1 write direct variations in symbols Direct variation Guide students to express direct variations use symbols to write
for given proportional relations in symbols for the proportional relations. mathematical statements for
direct variations
Number (n) 1 2 3 10 25
Cost (c) 3p 6p 9p 30p 75p
E.g. In the table the variation relation

between the number of items (n) and
cost (c) is
c n c = kn
where k is the constant of variation.
2.5.2 solve problems involving direct Solving problems Guide students to solve problems involving solve everyday life problems
variation. involving direct direct variations. involving direct variations
variations
2.5.3 solve problems involving indirect Indirect variations Assist students to write word problems involving
variations (inverse variations) (i) express word problems involving indirect variations in
inverse variation in mathematical symbols mathematical symbols and solve
E.g. p varies inversely as t written them
as
p p=
(ii) solve problems involving inverse

(indirect) variation
2.5.4 solve problems involving joint Solving problems

Assist students to solve real life problems
variations. involving joint solve word problems involving
involving joint variations.
variations. joint variations.
x kx
p p
y y
32
2.5 (CONT’D) The student will be able to: Let students:
VARIATION
2.5.5 solve problems involving Partial variations. Guide students to recognise partial variation.
partial variations.
Guide students to write an equation involving
partial variation.
E.g. y is partly constant and partly varies
inversely as t is written as solve problems involving partial
variations.
where k and c are constants
Guide students to solve problems involving

partial variations.
UNIT 2.6 2.6.1 draw a histogram for given Histogram Guide students to revise the drawing of represent a given data by a
data frequency table for ungrouped and grouped histogram
STATISTICS II data; use it to draw histogram and estimate
the mode from the histogram. estimate the mode from a
(Restrict to groups of equal intervals). histogram
2.6.2 calculate the mean of a Mean Guide students to find the mean of calculate mean of given data
given data ungrouped and grouped data using;
x
x
n
and
fx
x
f
respectively
where x is the class mid-point (in
case of grouped data)
(accept assumed mean method but

not required) .
33
2.6.3 draw cumulative frequency Cumulative Frequency Guide students to draw cumulative draw a cumulative frequency
UNIT 2.6 (CONT’D) curves (Ogive) and interpret Curves (Ogive). frequency curves using data and use the curve and use it to estimate;
them. curves to estimate:
STATISTICS II (i) lower and upper
(i) lower and upper quartiles; quartiles;
(ii) median; (ii) median;
(iii) deciles and percentiles, etc (iii) given deciles and
percentiles;
2.6.4 calculate and interpret Standard deviation and Guide students to calculate and interpret calculate and interpret standard
standard deviation and Variance standard deviation and variance of an deviation and variance
variance of ungrouped data. ungrouped data.
Eg method of ungrouped data

2
x x
Sd =
n
2
Variance = ﴾Sd﴿
E.g.
The scores from an English test are:
30, 50, 70, 76, 26, 60, 42, 38, 92, and
49, with x = 53.3: Sd = 21.1
The scores from a Mathematics test are:
80, 48, 60, 40, 32, 54, 62, 31, 86 and 55,
with x = 53.0 and Sd = 15.7
Therefore, English scores are more
spread around the mean.
Encourage students to use spreadsheet or
computers to draw graphs and calculate
mean, mode, median and standard deviation
and compare with their own results.
34
ACTIVITIES
UNIT 2.7
2.7.1 determine the sample space of a Sample Space of Guide students to perform simple make a list of all possible
PROBABILITY simple experiment. simple experiments experiments such as tossing a coin once, outcomes of a simple experiment
throwing a die once, etc. and list the sample
spaces as the set of all possible outcomes,
E.g. sample space for throwing a die once is
S = {1, 2, 3, 4, 5, 6}
2.7.2 determine the sample space of a Sample Space of Guide students to perform compound make a list of all possible
compound experiment. compound experiments such as tossing two coins, outcomes of a compound
experiment. tossing a coin and throwing a die, etc. and experiment
list the sample spaces.
2.7.3 calculate the probability of an Probability of an Assist students to calculate the probability of calculate the probability of given
event event events
an event; i.e. P
Guide students to establish the following

facts: P(S) = 1; P( ) = 0; 0 ≤ P(A) ≤ 1;
/
) = 1 – P(A)
Assist students to put probability vocabulary estimate the probability of given

in order of likeliness on a probability scale – events/statements and place
impossible, likely, unlikely, equally likely, these on a probability scale
certain, very likely etc. E.g.
i) The day after Monday will
unlikely certain be Tuesday
ii) A new born baby will be a
girl
0 1
2.7.4 interpret ‘or‟ in probability as Addition law for Guide students to realize that mutually apply the addition law to
addition. mutually exclusive exclusive events do not have anything in calculate probabilities of mutually
events. common. exclusive events
i.e. P(A or B) = P(A) + P(B)
2.7.5 interpret „and’ in probability as Multiplication law for Guide students to realize that for two apply the multiplication law to
multiplication. independent events. independent events, the probability of event calculate the probability of
A and event B happening together is independent events
P(A and B) = P(A) x P(B)
35
UNIT 2.8
2.8.1 identify and solve quadratic Solving quadratic Guide students to solve quadratic equations solve given quadratic equations
QUADRATIC equations by factorization equations by by factorization. by factorization.
2
FUNCTIONS AND factorization E.g. for the truth set of 2x + 5x − 12 = 0,
EQUATIONS (x + 4)(2x – 3) = 0
3
T = {x : x = -4, 2
}
2.8.2 identify and solve quadratic Graphical solution of Guide students to complete tables of values solve given quadratic equations
equations by graphical method quadratic equations for given quadratic functions and draw graphically.
graphs of the functions on graph sheets.
Assist students to find the truth sets of

quadratic equations from graphs.
2.8.3 find the minimum and maximum Minimum and Guide students to find the maximum and find and state the
values and points from graphs. maximum values and minimum values from graphs and state the maximum/minimum points and
points of quadratic coordinates of the points where these occurs values of graphs they draw.
graphs.
2.8.4 identify the line of symmetry and Equation of line of Assist students to establish that the find the line of symmetry from a
write its equation. symmetry. quadratic graph is symmetrical about a quadratic graph and write its
vertical line and write its equation as x = k, equation
where k is a real number.
36
UNIT 2.8 (CONTD) The student will be able to: Let students:
QUADRATIC 2.8.5 solve simultaneous Solving linear and Guide students to solve simultaneous find on the graph the values of x
FUNCTIONS AND equations involving one quadratic equations using equations, one linear, one quadratic by and y which satisfy the two
EQUATIONS linear and one quadratic graphs. drawing the two graphs on the same axes. equations simultaneously.
using graphs y
Encourage the use of computers to

investigate the shapes of quadratic graphs as
the values of the constants change.
2
2.8.6 use quadratic graph to Solving related quadratic Assist students to solve related equations use graph of y = ax + bx + c to
2
. solve related equations equations using the quadratic graph; solve ax + dx + k = 0 for
various values of k
2
i.e. use the graph of y = ax + bx + c to
2
solve ax + dx + k = 0
where a, b, c, d and k are constants.
2.8.7 find the range of values of Increasing/Decreasing Assist students to determine the range of find the range of values of x for
x for which y is increasing values of quadratic values of x for which the graph is increasing which a given graph is increasing
or decreasing. graphs. or decreasing. or decreasing.
2.8.8 find the range of values of Positive/Negative values Guide students to determine the range of find the range of values of x for
x for which y is positive or of quadratic graph. values of x for which a quadratic graph is which y is positive or negative.
negative positive or negative. (i.e. above or below the
x-axis).
37
UNIT 2.9
MENSURATION I 2.9.1 find the length of an arc of a Length of an arc. Revise parts of the circle with students.
circle
Guide students to deduce the formula for the calculate the length of arcs of
length of an arc of a circle. given circles
i.e. 2 r
360
where is the angle subtended at the
centre of the circle by the arc; and
r is the radius of the circle.
find the perimeter of given plane

Revise the perimeters of rectangles and
2.9.2 calculate the perimeter of plane Perimeter of plane figures
squares with students
figures. figures
Guide students to deduce the formula for the
perimeter of sectors i.e. 2 r 2r
360
Guide students to find the perimeter of other calculate the perimeter of the
plane figures with various sides. shape in Figure 2.9.2 leaving
your answer in surds
38
ACTIVITIES
2.9 (CONT’D)
MENSURATION I
2.9.3 calculate the areas of sectors Areas of sectors and Guide students to revise the area of a circle draw shapes that have the same
and segments segments. and triangle. area as another given shape
in square grids.
Guides students to establish the formulae for
the areas of a sector and a segment.
2
i.e. Area of sector = r
360
calculate the areas of sectors
Area of segment = (area of sector – area of
and segments of given circles
triangle).
Guide students to find the areas of given find the areas of given
2.9.4 find the areas of quadrilaterals Areas of
quadrilaterals. E.g. trapezium, rhombus, etc. quadrilaterals.
quadrilaterals
Assist students to find the areas of given given that the area of each
2
polygons in a grid. square in this 3 by 3 grid is 1cm ,
E.g. If the squares in the coordinate i. how many triangles can
plane are 1cm by 1cm, the area of be drawn
the shape can be calculated by having the
dividing the shape into quadrilaterals same area
and triangles as this
hexagon,
using the points at the
corners of the squares
as vertices? [draw 3 by 3
grids and investigate]
Fig. 2.9.2 ii. which of the triangles
has the largest
perimeter?
39
PLANE GEOMETRY II 2.10.1 draw circles for given radii. The Circle as a Locus. Guide students to find all points which are a draw circles of varying radii.
(CIRCLES) given distance from a fixed point.
E.g. fix a point O and find all points which
are 5cm from O.
2.10.2 state and use the circle Circle Theorems Assist students to find the relationship find missing angles using circle
theorems between the angle subtended at the centre theorems.
and that at the circumference by an arc.
Guide students to find the value of the angle

subtended by a diameter at the
circumference.
Guide students to find the relationship

between opposite angles of a cyclic
quadrilateral.
2.10.3 identify the tangent as Perpendicularity of Guide students to verify that the tangent is construct a tangent to a circle
perpendicular to the radius Tangent and Radius of a perpendicular to the radius at the point of using the property of the tangent
at the point of contact. Cirlce contact. and radius.
2.10.4 verify that the angle Angle between Tangent Assist students to verify the alternate angle find missing angles using the
between the tangent and and a Chord. theorem by drawing. alternate angle theorem
the chord at the point of
contact is equal to the angle
in the alternate segment.
40
ACTIVITIES
UNIT 2.9 (CONT’D)
PLANE GEOMETRY II
(CIRCLES) 2.10.5 verify that tangents drawn Tangents from an Guide students to verify that two tangents solve for missing angles in a
from an external point to External Point. drawn from an external point, T, to a circle at given diagram.
the same circle are equal points A and B are equal in length
when measured from their
point of contact i.e. |AT| = |BT|
B T
41
ACTIVITIES
UNIT 2.11 .
TRIGONOMETRY I
2.11.1 define and compute the tangent, Tangent, sine and Guide students to use appropriate diagrams to express the tangent, sine and
sine and cosine of an acute cosine of acute define trigonometric ratios. cosine in relation to the sides of a
angle in degrees. angles. given acute angle in a right-
E.g. angled triangle
B3
B2
B1
O
A A1 A2 A3
Tan = AB A1 B1 A2 B2 A3 B3
OA OA1 OA2 OA3
Sin = AB A1 B1 A2 B2 A3 B3
OB OB1 OB 2 OB 3
Cos = OA OA1 OA2 OA3

OB OB1 OB 2 OB 3
Guide students to read the values of given read values of given

trigonometric ratios of acute angles from tables trigonometric ratios of acute
and calculators. angles from tables and
calculators
42
ACTIVITIES
TRIGONOMETRY I 2.11.2 calculate the values of The trigonometric Guide the students to draw an equilateral find the trigonometric ratios of the
trigonometric ratios of 30º ratios of 30º, 45º and triangle of dimensions (e.g. 2-units) and use angles 30º ,60º and 45º
45ºand 60º 60º. it to derive the trigonometric ratios for 30º
and 60º.
E.g.
0 0
30 30
2 2
3
0 0
60 60
1 1
1 3
sin 30º = 2 cos 30º=
2
3 1
sin 60º = cos 60º = 2
2
Assist students to draw a square of side one

unit, draw one of the diagonals and use the
diagonal and two sides to derive the value of
o
trigonometric ratios of 45
o o
45 sin 45 = 1 = 2
2 2 2
1
o
Cos 45 = 1 = 2
2 2
o
45
o
1 tan 45 = 1
43
ACTIVITIES
TRIGONOMETRY I 2.11.3 use the calculator to read the The use of calculators Guide the students to use their calculators to
values of sine, cosine and to read sine, cosine find trigonometric ratios for given angles find the values of sine, cosine
0 0
tangent of angles up to 360º and tangent of angles from 0 and 360 . and tangent of given angles
between 0º and 360º. using calculators
2.11.4 find the inverse of trigonometric Inverse of Assist students to find the inverse of given find the inverse of given angles
ratios trigonometric ratios. trigonometric ratios using tables or
calculators.
2.11.5 calculate angles of elevation Angles of elevation Discuss with students what angles of explain what angles of elevation
and angles of depression and depression. elevation and angles of depression are using and depression are
diagrams.
E.g.
b
is the angle of elevation = tan 1 d solve problems involving angles
b of elevation and angles of
a depression.
is the angle of depression = tan 1
b
apply trigonometric ratios to
2.11.6 apply the use of trigonometric Application of Pose problems of real life situations solve problems on real life
ratios to calculate distances and trigonometric ratios. involving trigonometric ratios for students to situations
heights solve.
44
ACTIVITIES
UNIT 2.12
SEQUENCES AND 2.12.1 continue a sequence with Patterns of sequence Guide students to examine and continue a write the next two or more terms
SERIES more terms. sequence of numbers. of a given sequence.
E.g. Sticks of equal length are arranged
as shown in the Fig. 2.12.
Figure 1 Figure 2
Fig 2.12.
Figure 3
If the pattern is continued, how many sticks
will be used to make Figure 10?
2.12.2 recognize an arithmetic Arithmetic Progression Guide students to identify common (or write the nth term of given
th
progression (AP) and find constant) difference and find the n term of arithmetic progressions for given
the nth term or general term an A.P. values of n.
i.e. Un = a + (n - 1)d
2.12.3 find the sum of the first n Sum of the first n terms of Assist students to deduce and use the rule find the sum of n terms of an AP.
terms of an AP an AP. for finding the sum (Sn ) of the first n terms
an AP.
n
i.e. Sn = 2 {a + Un }
n
= 2 {2a + (n – 1)d}
E.g. In Fig. 2.12 above, how many sticks

th
will be used to make the n Figure?
solve everyday problems using
2.12.4 recognise a geometric the concept of GP
progression (GP) or Geometric Progression Guide students to use real situations to
Exponential sequence (or Exponential sequence) illustrate a GP. E.g. Depreciation,
2.12.5 find an expression for the

Guide students to deduce the general term
general term of a GP General term of a GP n-1
of a GP as Un = ar ; where a is the first
term and r , the common ratio
45
2.13.1. identify shapes with Rotational symmetry Assist students to sort plane shapes identify some Ghanaian (or
RIGID MOTION II AND rotational symmetry according to their order of rotational adinkra) symbols that have
ENLARGEMENT symmetry. rotational symmetry and state the
order of rotational symmetry.
2.13.2. identify the image of an Rotation Guide students to identify the image of a identify a rotation among a set of
object (or point) after a plane figure after a rotation about the origin, movements
rotation about the origin (or
y
point)
Fig. 13.1
Y
T
X x
Assist students to describe in Fig. 13.1 the

single transformation that maps T onto X
and T onto Y.
Guide students to derive the rules for draw a given plane figure on a
rotation using graphical method graph paper and rotate it
E.g. Anticlockwise about the origin (0,0) through given angles about the
through origin and about a given point
o
90 ; (x, y) → (-y, x)
o
180 ; (x, y) → (-x, -y), etc.
Include clockwise rotation about the origin

and rotation about a point other than the
origin
46
2.13.3 carry out an enlargement of Enlargement Revise examples of turning in everyday life draw the images of plane figures
RIGID MOTION II AND a plane shape given a scale situation to explain rotation under enlargement from the
ENLARGEMENT factor origin for given scale factors.
2.13.4 identify a scale drawing as Scale drawing Guide students through construction to find use scale drawing to enlarge or
an enlargement/reduction of the images of plane figures under rotation. reduce plane figures given the
a plane figure (shape). scale and calculate their areas
and volumes
2.13.5 establish the relationship Areas and Volumes of Guide students to find images of plane
between the areas and similar figures. figures under enlargement from the origin for
volumes of plane figures given scale factors.
and solids and their images
Guide students to use scale drawing to
enlarge or reduce plane figures.
Assist students to discover the relationship

between the areas and volumes of similar
figures and solids.
2
i.e. Area of image : Area of object = K :1
and
3
Volume of Image : Vol. of solid = K : 1
where k is the scale factor
47

ACTIVITIES
o o 0 o o o o o
CONSTRUCTION 3.1.1 construct 75 105 135 and Construction of 75 105 Review the construction of 30 , 45 , 60 and construct some given angles.
o o o
150 135 and 150 . 90º with the students.
o
Guide students to construct angles 75 ,
o o
105 , and 135 .
3.1.2 construct a triangle or Construction of Triangles Assist students to use a pair of compasses construct triangles and
quadrilateral under given and Quadrilaterals. and ruler only to construct; quadrilaterals under given
conditions 1. a triangle, given two sides and an conditions
included angle;
2. a triangle, given two angles and a
side.
3. a quadrilateral under given
conditions.
3.1.3 construct a particular loci Constructing loci Guide students to construct the locus of solve loci related problems
points equidistant from two or more fixed through construction
points and two or more intersecting straight
lines
48
ACTIVITIES
UNIT 3.2
MENSURATION II
3.2.1 draw nets of prisms Nets of prisms. Guide students to identify solids with uniform draw nets of given prisms
(SURFACE AREA, cross-section as prisms E.g. triangular
VOLUME OF SOLIDS prisms, rectangular prism, square prism, etc.
AND THE EARTH AS A
EARTH) Guide students to use cut-out shapes to find the perimeter of the largest
form the nets of open/close prisms and rectangle that can be made with
identify the faces. 24 square cut-outs
3.2.2 calculate surface areas of Surface Areas of Prisms. Guide students to discover that the total calculate the total surface area of
prisms surface area is the sum of the areas of all prisms of given dimensions.
the faces.
E.g. Cuboid - Area = 2bl + 2bh + 2lh
Closed cylinder - A = 2 r (r + h)
3.2.3 calculate volumes of prisms Volume of prisms Assist students to calculate volume of prisms calculate the volume of prisms of
by multiplying the area of uniform cross- given dimensions.
section by the height or length.
3.2.4 calculate the total surface Surface Area of a Cone Let students open a cone and examine the calculate the total surface area of
area of a cone. net. a cone of given dimensions.
Guide students to draw the net and measure

the angle of the sector.
Guide students to deduce the formula for

finding the surface area of a cone as
A = Curved Surface + Base Area
l2 + r2
360
= l2 r2
360
49
ACTIVITIES
The student will be able to: Guide students to: Let students:
UNIT 3.2 (CONT’D)
3.2.5 calculate the volume of a Volume of a Cone. Assist student to establish the formula for use the formula to find volume of
MENSURATION II cone finding the volume of a cone. a given cone.
1 2
i.e. V = 3 r h
3.2.6 calculate the total surface Surface Area of a Guide students to calculate the total surface calculate the total surface areas
area of a pyramid Pyramid. area of a pyramid as the sum of the areas of of pyramids of given dimensions
the triangular faces and the base.
3.2.7 calculate the volumes of

Pyramids Volume of a pyramid. Guide students to deduce the formula for calculate the volumes of given
the volume of a pyramid pyramids
1
i.e. Volume = 3 x base Area x h
3.2.8 calculate surface area of a Surface area of a sphere

Guide students to find the surface areas of
sphere calculate surface area of given
spheres of given radii using the formula
radii
A = 4 r²
3.2.9 calculate the volume of a Volume of a sphere Guide students to establish the formula for calculate the volume of spheres
Sphere finding the volume of a sphere. i.e. of given radii
4 3
V= 3 r
3.2.10 calculate distance along a Distances of arcs of Guide students to draw a sphere and solve real life application
given latitude and longitude spheres indicate two points on the same latitude or problems
the same longitudes (great circles). E. g .time taken for aeroplanes to
fly between two towns etc
Guide students to draw a sphere and
illustrate two points on the same latitude but
different longitudes
Guide students to calculate distances

between two towns on the earth surface.
50
TEACHING AND LEARNING EVALUATION
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES
LOGICAL REASONING
3.3.1 identify and form true or false Statements Guide students to identify true or false identify true or false statements.
statements. statements.
.
3.3.2 form the negation of simple Negation of statements Guide students to write statements in negate given statements
statements. negation form.
E.g. Kofi is not a lazy boy is the
negation of Kofi is a lazy boy.
3.3.3 draw conclusions using the Implications Assist students to use the implication sign to draw conclusion from statements
implication sign statements , draw conclusions from statements made. made using the implication sign
made. E.g. 3x 2 10 x 4
Discuss the use of the symbol, with
students use the symbol , iff (if and only
if) to draw conclusions from given
E.g. 3x 2 10 x 4 statements
and if x 4 3x 2 10
so, 3x 2 10 x 4
51
The student will be able to: : Let students:
UNIT 3.3 (CONT’D)

3.3.4 use Venn diagrams to Validity of implications Guide students to draw Venn diagrams to
LOGICAL REASONING determine the validity or illustrate given statements E.g. consider the
otherwise of implications or statement:
conclusions. P : All students are hardworking
S = {students}
H = {hardworking people}
U = {People}
HS
S
Assist students to determine whether given use Venn diagrams to determine

conclusions are valid or not the validity or otherwise of given
statements
52
ACTIVITIES
TRIGONOMETRY II
3.4.1 draw the graphs of simple Graphs of trigonometric Guide students to prepare tables for given draw graphs of given
trigonometric functions and functions trigonometric functions for : trigonometric functions and use
identify maximum and y a sin x and y b cos x in the range them to solve related problems
minimum values
0 0
0 x 360
Guide students to use their tables to draw
the graphs of the functions and find the
maximum and minimum values.
3.4.2 draw the graphs of Trigonometric equations Guide students to draw simple graphs of find on graphs of trigonometric
trigonometric functions and trigonometric functions of the form : functions the values of x which
use them to solve satisfy the two functions
f ( x) a sin x b cos x in the range
trigonometric equations simultaneously.
where 0 x 360
. Guide students to use their graphs to solve

equations such as : a sin x b cos x 0,
a sin x b cos x k , etc.
53
REFERENCES
1. Mathematical Association of Ghana (2009) Core Mathematics for Senior High Schools Books 1, 2, 3 & 4
2. Allotey, G., (2005), Core Mathematics for West Africa Senior High Schools. Anest Co. Ltd., Accra Newtown, Ghana
3. Solomon, B., Buckwell, G.etal (2006), Macmillan Senior Secondary Mathematics for West Africa. (Books 1, 2 & 3)
4. Asiedu, P., ( ) Core Mathematics for Senior Secondary Schools
5. J.E. Ankrah,, E. Harrison Nuartey Quarcoo, Global Series and Approacher‟s Series Joint Core Mathematics for Senior High Schools
Publisher: Approacher‟s Ghana Ltd.
54

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M I N I S T R Y O F E D U C AT I O N

TEACHING SYLLABUS FOR CORE MATHEMATICS

(SENIOR HIGH SCHOOL)

Enquiries and comments on this syllabus should be addressed to:

TEACHING SYLLABUS FOR CORE MATHEMATICS

1. Develop computational skills by using suitable methods to perform calculations;

STRUCTURE AND ORGANIZATION OF THE SYLLABUS

1. Sets and Operations on set Modular arithmetic Constructions

2. Real number system Indices and logarithms Mensuration II

3. Algebraic expressions Simultaneous linear equation Logical reasoning

4. Surds Percentages II Trigonometry II

5. Number Bases Variation

6. Relations and Functions Statistics II

7. Plane Geometry Quadratic functions

8. Linear equations and inequalities Mensuration I

9. Bearing and Vectors in a plane Plane geometry II (Circle theorems)

10. Statistics I Trigonometry I

11. Rigid motion I Sequences and Series

12. Ratio and Rates Rigid motion II and Enlargement

SUGGESTIONS FOR TEACHING THE SYLLABUS

Years and Units

DEFINITION OF PROFILE DIMENSIONS

Remembering and Understanding 30%

Knowledge and Understanding (KU)

Knowledge The ability to:

Understanding The ability to:

Application of Knowledge (AK)

Application The process of applying knowledge involves the ability to:

Analysis The process of analyzing knowledge involves the ability to:

Innovation/Creativity Innovation or creativity involves the ability to:

Distribution of Examination Paper Weights and Marks

Dimensions Paper 1 Paper 2 SBA Total Marks Total Marks

Knowledge and Understanding 30 20 10 60 30

Application of Knowledge 10 80 50 140 70

Total Marks 40 100 60 200

GUIDELINES FOR SCHOOL BASED ASSESSMENT

A report must be written for each project undertaken.

2. Mid-Term Test: The mid-term test following a prescribed SBA format

Marking SBA Tasks

Grade A1: 80 - 100% - Excellent

SPECIFIC TEACHING AND LEARNING

Guide students to deduce the number of subsets find the number of

Associativity Guide students to determine the associative

Distributivity Guide students to determine the distributive Illustrate properties of

Assist students to verify (using Venn diagrams)

i. List the elements of (A∩B)∪C

UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION

Guide students to draw Venn diagrams to illustrate the

Guide students to locate regions for given rational

E.g. …−7, − , 0, 1, 1.5, 2.17171717, …, ,

(ii) find the range of values for a given graph.

Guide students to realize that a recurring decimal

Guide students to express recurring decimals as express given recurring

apply the appropriate

1.3.3 multiply two binomial

Guide students to apply the idea of difference of

solve for the value of

Assist students to simplify the product of

Guide students to rationalize surds with simplify and rationalize the