Mathematics

                   SCHEME OF WORK

                     SCHOOL. BUSANZA S.S.

                      NAME OF THE TEACHER: MUTENDEREZE  EDSON

                     SUBJECT:  MATHEMATICS                                                         CLASS: SENOIR THREE

                     TERM: 1

                      YEAR: 2025

Week

Period

Topic

Competency

Learning out comes

Teaching/learning materials

Methodologies

References

Remarks

01

5

Equation of a straight line

By the end of this topic, the learner should be able to understand and use linear equations and their graphs.

By the end of this week, the learner should be able to;

·         Understand the relationship between a linear equation

Y= mx+c and its graph

·         Determine the x- and y-intercept of a given linear graph.

·         Determine the gradient of a straight line.

·         State the gradient of a straight line when given the equation

·         Apply the relationships of gradient of parallel and perpendicular lines to determine the equation of a straight line

·         A set ruler

·         A protractor

·         A desk/table

·         A pencil

·         Internet enabled device

·         Graph paper

·         Desmos.com

Problem –based  experimentation guide discovery

·         Hugh Lowell montgomery,ivan M.Niven & Herbert S. Zuckerman (1991).

An introduction to the theory of numbers. John wiley and sons inc.,New York

·         David greenwood,Bryn Humberston,Jus tin Robinson,Jenny Vaughan(2017). Essetial mathematics.cambridge University pess, Cambridge.

 

 

LESSON PLAN.

SCHOOL:   BUSANZA S.S

DATE.   07/05/2025

Teacher’s name. MUTENDEREZE  EDSON

Time…11:00AM

Class:   Senior Three                                                Duration:  40 Minutes

Number of Learners; Boys: 25                             Girls: 19

Subject:  Mathematics

Theme:   Patterns and Algebra

Topic:      Equation of a straight line

Sub Topic: Understanding the relationship between linear equation y=mx +c on its graph

Competency: Ability to understand and use linear equations and their graph.

Learning outcome: by the end of this lesson, the learner should be able to understand the relationship between a linear equation y=mx+c and its graph.

Generic Skills: problem-solving, communication, co-operation and self-directed learning.

VALUES: Creativity and innovativeness

Cross-cutting issues: Environmental awareness

Prerequisite knowledge: Knowledge about the equation y=mx+c

Teaching/Learning materials: A set,  ruler, A protractor, a desk/table, a pencil, graph paper and an internet-enabled device.

NOTE: The generic skills, values, cross-cutting issues and perquisite knowledge vary, depending on the topic being handled at the time.

 

LESON PLAN

TIME STAGE

Teacher’s Activities-

Learners activities

Indicators to learning/Assessment

Introduction

(15 minutes)

Ask learners in groups,

To review the linear  equation y=mx+c using activities 5a and 5b in the learners book.

Observe learners as they generate the points

·         Individual activities in 5a

·         In their groups engage in the discussions and attempt activities

·         Refer YouTube 17th June 2020GCSE MAT

·         LEARNERS BEING able to come out with two equations

·         Leaner’s being able to draw the lines in the activity 5b

·         Leaner’s being able to interprets the video in the You tube

Lesson development

(20 minutes)

 

Ask learners to attempt activity 1.1c

Allow learners to discuss

Ask learners to present their  findings to the rest of the members

 

Follow the instructions in the activity 1.1c and perfume the activity

Different groups present their findings to the group

 

Learners being able to fill the table given with deferent values

Learners being able to share and communicate effectively

Conclusion

(5minutes)

Harmonize with the learners discussion

Appreciate that both lines the value of x and y increases

Learners attempt the exercise in their exercise books

Learners being able to give more  relevant examples

Learners being able to individually write their solutions to exercise 1.1.

 

Lesson evaluation………………………………………………………………………………………………………………

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SLIDES

                                                       BUSANZA SECONDARY SCH00L.

                                                               P.O BOX 97, KISORO.

                                     S.2 MTC END OF TERM III ASSESSMENT – 2025

                                              COMPETENCE BASED CURRICULUM

                                                              INSTRUCTIONS.

-This paper has two sections A and B

-Answer all questions in both sections

        - Time allowed is only two hours.


SLIDE 2

                                                                 SECTION A.

1.Evalyne makes 600 cakes, 18 % of cakes go to the hotel and 2/3 of the cakes go to a super market. How many cakes are left?              (04mks)
2.Find the gradient of the line which passes through the points (2,2) and 4,-2).      (04mks)
3.In the figure ABCD, AB=cm, angle BAD= 600 and angle DBC= 380. Find;

 (i) length BD

ii) length AC


SLIDE 3

approach/methodology: the current approaches place the teacher at the centre of learning while promoting information gathering by the learner. in the new curriculum,theteacher is a facilitator of learning meaning that learners are expected to contribute to their learning with guidance from the teacher. the curriculum further emphasises inquiry based, collaborative and problem solving methodologies. (v) time table: classroom teaching has reduced to 5 hours a day. lessons will start at 8.30am and end at 2.50pm, which will allow learners an experientialteacher supervised learning by engaging in research, project work, clubs, games and sports and have time for self-study and reflection on what has been taught, for 1hour and 40 minutes . the school day will end at 4.30pm. (vi) assessment: the current teaching and assessment is examination driven focusing on acquiring a high grade pass as opposed to reasoning, critical analysis, understanding and acquisition of skills and knowledge. the assessment modalities have been changed to criterion referenced with both formative and summative assessment as opposed to the current curriculum which considers only summative under the norm referenced system. assessment as learning has also been proposed to empower learners and to inform the teaching and learning process. the formative assessment scores will form part of the total learner score at the end of the cycle. these have been agreed at 20% for formative or school

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