04 Secondary School Curriculum Form 1-3
04 Secondary School Curriculum Form 1-3
04 Secondary School Curriculum Form 1-3
MINISTRY OF EDUCATION
MATHEMATICS
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The general learning outcomes for each strand in mathematics are:
Algebra
• Students will provide evidence of their powers of reasoning with abstract entities and use
equations and inequalities to model situations from the real world.
Geometry
• Students will demonstrate spatial sense and apply geometric concepts, properties and
relationships to routine and non-routine problems in the world around them.
Measurement
• Students will demonstrate an understanding of and apply concepts and skills associated
with linear measurement, two dimensions, three dimensions, and consumer arithmetic, in
relation to other strands, disciplines and in real life situations.
• Students will demonstrate number sense, master computation, understand the structure of
number and apply the laws and principles of number.
• Students will explore, recognize, represent and apply set notation, set language, patterns
and relationships to relevant situations in the real world.
• Students will solve problems involving the collection, display, analysis and interpretation of
data; design, represent and solve problems involving uncertainty; and use statistics and
probability in decision making.
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Framework for Mathematics Curriculum
The framework for the mathematics curriculum spans the three levels of Forms One, Two and
Three. There are six (6) strands, Number Operations and Number Theory; Sets, Relations and
Functions; Statistics and Probability; Geometry; Measurement and Algebra, that are addressed
at each form level. Each strand has been divided into topics, and a suggested sequence is
provided across the three terms in each level, according to the strands and their corresponding
topics.
The key used for referencing the content in the curriculum document follows the following
format: Form Level Strand Topic Learning Outcome.
Learning Outcomes are defined for the Topics which are associated with each of the six (6)
Strands that are addressed at all three (3) Form Levels, as follows:
The following are examples for referencing Strands, Topics and Learning Outcomes at the Form
One Level:
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Form One
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Framework for Mathematics Curriculum Form One
TERM ONE TERM TWO TERM THREE
SETS, RELATIONS AND FUNCTIONS: NUMBER OPERATIONS AND
Sets NUMBER THEORY: Directed Numbers
description; definition; subsets; types; concepts; concepts; number line; addition; subtraction;
Venn diagrams multiplication; division
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Form Two
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Framework for Mathematics Curriculum Form Two
TERM ONE TERM TWO TERM THREE
ALGEBRA: Solution of Linear Equations MEASUREMENT: Circles
expressions and equations; solution for an parts of a circle; concept of pi; formula for
equation with variables on both sides; use of circumference; estimate circumference;
distributive law; translate verbal statements; formula for area; estimate area; problem
problem solving solving
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Framework for Mathematics Curriculum
Form Three
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Framework for Mathematics Curriculum Form Three
TERM ONE TERM TWO TERM THREE
GEOMETRY: Congruency SETS, RELATIONS AND FUNCTIONS:
concept of congruency of triangles; proof of Graphs of Linear Equations STATISTICS AND PROBABILITY:
congruency of triangles; apply properties to concept of gradient; calculation of gradient; Introduction to Probability
problem solving positive and negative slopes; concept of outcome of an experiment; concept of
parallel lines; concept of y-intercept; equation probability; terminology: event, certainty,
GEOMETRY: Similarity of a straight line; linear relations on the change, fairness, possibility, risk; application
concept of similarity; conditions for similarity; Cartesian plane; modelling for problem of the probability formula; calculation of
deductions given information; application of solving probability; range of values for probability;
the properties of similar triangles; concept of a notation; probability in decision making;
scale factor; concept of an enlargement; SETS, RELATIONS AND FUNCTIONS: problem solving
application of the properties of enlargement to Graphical Solutions to Simultaneous
problem solving Equations
representation on the Cartesian plane;
GEOMETRY: Right-Angled Triangles and application of graphical methods to determine
Pythagoras Theorem an ordered pair; application of the concept of
demonstration of Pythagoras theorem; the point of intersection to problem solving
application of Pythagoras theorem; modelling
for problem solving
GEOMETRY: Construction
logic and reasoning for supporting conjectures;
construction of triangles; construction of
parallel and perpendicular lines; lines, angles
axes and direction; compound shapes; circles;
quadrilaterals; regular polygons; 2-D and 3-D
geometric objects
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1.5.5.2 convert units of measure (grams to discussion about the relationships paper and pencil test
kilograms and vice versa) between different units of measure mental math test
explore using measuring instruments
demonstrate and explain how measures
are converted from one unit to another
independent practice using worksheets
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differentiate structures
2.6.3.2 solve linear equations of increasing check for prior knowledge to verify oral questioning
level of difficulty having variables mastery of concepts and skills before students develop flow charts to solutions
on both sides advancing of simple linear equations using
model by ‘thinking aloud’ activities so computer software
that students can follow demonstrated
thinking processes
use flow charts to explain the processes
used to solve the equation
develop acrostics to summarise
strategies and aid memory in the
retrieval of algorithms
independent practice to develop
proficiency
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2.2.1.6 use a Venn diagram to solve word solve word problems from real world worksheet using graphic organisers
problems involving two sets contexts involving sets of paper and pencil test
objects/subjects
use Polya’s problem solving strategy
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Strand: 3.3 Statistics and Probability
Topic: 3.3.1 Introduction to Probability
Learning Outcomes Suggested Teaching and Learning Suggested Assessment Strategies
Strategies
Students will be able to:
3.3.1.1 investigate the outcome of an conduct an experiment to investigate performance task - small group
experiment the possible outcomes collaboration to design an experiment
discuss and record results and investigate its outcome
use dice, spinners, coins, random student submits a report
selection to generate experimental data group presentation
understand concepts of certainty,
fairness
3.3.1.2 explain the concept of probability develop the concept as a ratio students will state the definition of
investigate the derivation of the probability in their journals
probability formula students will justify the range of
students participate in activities and probabilities for the occurrence of an
make associations to activate prior event
knowledge
model by ‘thinking aloud’ activities
so that students can follow
demonstrated thinking processes
use questioning strategies that require
students to manipulate concepts and
ideas through language to describe
models
3.3.1.3 explain basic terminology collaborate using technology tools to students make entries in their journals
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Strand: 3.3 Statistics and Probability
Topic: 3.3.1 Introduction to Probability
Learning Outcomes Suggested Teaching and Learning Suggested Assessment Strategies
Strategies
Students will be able to:
associated with probability develop a glossary of terms multiple choice quiz
(a) event guide practice in the use of language oral presentations by small
(b) certainty to provide the bridge between the groups/pairs
(c) chance concrete representations of math and
(d) fairness the more abstract and symbolic forms
(e) possibility investigate the relation between
(e) risk possibility and probability
discuss situations which involve ‘risk’
and ‘chance’ and note their distinction
discuss the characteristics of
games/activities that determine their
fairness
3.3.1.4 apply the probability formula explore real world situations which self-assessment/peer-assessment -
can be measured using a ratio: using teacher designed worksheet and
Probability of an event rubric to score self/each other in pairs
No. of favourable outcomes or small groups
=
Total number of possible outcomes
journal entry - explanation of formula
independent practice using teacher for calculating probability of event
designed activities
3.3.1.5 calculate the probability of an compare the occurrence of events worksheet comprising of questions
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Strand: 3.3 Statistics and Probability
Topic: 3.3.1 Introduction to Probability
Learning Outcomes Suggested Teaching and Learning Suggested Assessment Strategies
Strategies
Students will be able to:
event: using a ratio expressed in the form of a formulated by teacher/students
(a) that is certain to take place rational number paper and pencil test
(b) that will not take place students collaborate to develop a
variety of examples
students complete a graded exercise
from textbook or worksheet
independent practice demonstrating
proficiency
3.3.1.6 demonstrate an understanding that use questioning strategies that require oral questioning to assess student
the probability of an event learners to activate prior knowledge understanding
occurring lies between 0 and 1 and stimulate logical reasoning performance task - students make an
investigate the range of values used to entry in their journal to explain the
represent the probability of all events reasoning behind the range of values
deduce the range of values for the for probability
probability of an event occurring using
a variety of experiments
3.3.1.7 state the probability of an event guide practice in the use of language students make entries in their journals
using mathematical notation to provide the bridge between the
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Strand: 3.3 Statistics and Probability
Topic: 3.3.1 Introduction to Probability
Learning Outcomes Suggested Teaching and Learning Suggested Assessment Strategies
Strategies
Students will be able to:
concrete representations of students do an interactive online quiz
mathematics and the more abstract and for immediate feedback
symbolic forms
represent the probability of an event A
occurring: P(A) = p, 0 ≤ p ≤ 1
represent the probability of an event A
not occurring: P(A') = 1 – p, 0 ≤ p ≤ 1
independent practice demonstrating
proficiency
3.3.1.8 identify real world situations integrate topics and concepts: decision group presentation
where probability is used in trees, chance, probability
decision making investigate STREAM activities to
make connections with other
disciplines in real world contexts, e.g.
- Science: insurance based on life
expectancy (HFLE),
- Technology: playing the lottery with
a random draw, etc.
3.3.1.9 solve simple problems involving guided practice to represent performance task - students design and
theoretical probability, knowledge using a network of conduct an experiment, then prepare a
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Strand: 3.3 Statistics and Probability
Topic: 3.3.1 Introduction to Probability
Learning Outcomes Suggested Teaching and Learning Suggested Assessment Strategies
Strategies
Students will be able to:
experiments and simulations interrelated mathematical ideas written report on their findings, using
present opportunities to build on statistical diagrams to support their
students’ inherent sense of curiosity analyses
and discovery e.g. the design of
experiments
work in groups to investigate
phenomenon and analyse data
use of technology tools for
simulations, documentation and
reporting
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