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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Formulae and Variations
|
Subject of a formula - basic cases
|
By the end of the
lesson, the learner
should be able to:
Make simple variables the subject of formulae Apply inverse operations to rearrange formulae Understand the concept of subject change Solve basic subject transformation problems |
Q/A on inverse operations using number examples
Discussions on formula rearrangement using balance method Solving basic subject change problems using step-by-step approach Demonstrations using see-saw balance analogy Explaining inverse operations using practical examples |
Chalk and blackboard, simple balance (stones and stick), exercise books
|
KLB Mathematics Book Three Pg 191-193
|
|
| 1 | 2-3 |
Formulae and Variations
|
Subject of a formula - basic cases
Applications of formula manipulation |
By the end of the
lesson, the learner
should be able to:
Make simple variables the subject of formulae Apply inverse operations to rearrange formulae Understand the concept of subject change Solve basic subject transformation problems Apply formula rearrangement to practical problems Solve real-world problems using formula manipulation Calculate unknown quantities in various contexts Interpret results in meaningful situations |
Q/A on inverse operations using number examples
Discussions on formula rearrangement using balance method Solving basic subject change problems using step-by-step approach Demonstrations using see-saw balance analogy Explaining inverse operations using practical examples Q/A on practical applications using local examples Discussions on real-world formula use in farming/building Solving application problems using formula rearrangement Demonstrations using construction and farming scenarios Explaining practical interpretation using community examples |
Chalk and blackboard, simple balance (stones and stick), exercise books
Chalk and blackboard, local measurement tools, exercise books |
KLB Mathematics Book Three Pg 191-193
|
|
| 1 | 4 |
Formulae and Variations
|
Applications of formula manipulation
|
By the end of the
lesson, the learner
should be able to:
Apply formula rearrangement to practical problems Solve real-world problems using formula manipulation Calculate unknown quantities in various contexts Interpret results in meaningful situations |
Q/A on practical applications using local examples
Discussions on real-world formula use in farming/building Solving application problems using formula rearrangement Demonstrations using construction and farming scenarios Explaining practical interpretation using community examples |
Chalk and blackboard, local measurement tools, exercise books
|
KLB Mathematics Book Three Pg 191-193
|
|
| 1 | 5 |
Formulae and Variations
|
Introduction to variation
|
By the end of the
lesson, the learner
should be able to:
Understand the concept of variation Distinguish between variables and constants Recognize variation in everyday situations Identify different types of variation |
Q/A on variable relationships using daily examples
Discussions on changing quantities in nature and commerce Analyzing variation patterns using local market prices Demonstrations using speed-time relationships Explaining variation types using practical examples |
Chalk and blackboard, local price lists from markets, exercise books
|
KLB Mathematics Book Three Pg 194-196
|
|
| 1 | 6 |
Formulae and Variations
|
Introduction to variation
|
By the end of the
lesson, the learner
should be able to:
Understand the concept of variation Distinguish between variables and constants Recognize variation in everyday situations Identify different types of variation |
Q/A on variable relationships using daily examples
Discussions on changing quantities in nature and commerce Analyzing variation patterns using local market prices Demonstrations using speed-time relationships Explaining variation types using practical examples |
Chalk and blackboard, local price lists from markets, exercise books
|
KLB Mathematics Book Three Pg 194-196
|
|
| 1 | 7 |
Formulae and Variations
|
Direct variation - introduction
|
By the end of the
lesson, the learner
should be able to:
Understand direct proportionality concepts Recognize direct variation patterns Use direct variation notation correctly Calculate constants of proportionality |
Q/A on direct relationships using simple examples
Discussions on proportional changes using market scenarios Solving basic direct variation problems Demonstrations using doubling and tripling examples Explaining proportionality using ratio concepts |
Chalk and blackboard, beans or stones for counting, exercise books
|
KLB Mathematics Book Three Pg 194-196
|
|
| 2 | 1 |
Sequences and Series
|
Introduction to sequences and finding terms
|
By the end of the
lesson, the learner
should be able to:
Define sequences and identify sequence patterns Find next terms using established patterns Recognize different types of sequence patterns Apply pattern recognition systematically |
Q/A on number patterns from daily life
Discussions on counting patterns using classroom arrangements Solving pattern completion problems step-by-step Demonstrations using bead or stone arrangements Explaining sequence terminology and pattern continuation |
Chalk and blackboard, stones or beans for patterns, exercise books
|
KLB Mathematics Book Three Pg 207-208
|
|
| 2 | 2-3 |
Sequences and Series
|
Introduction to sequences and finding terms
|
By the end of the
lesson, the learner
should be able to:
Define sequences and identify sequence patterns Find next terms using established patterns Recognize different types of sequence patterns Apply pattern recognition systematically |
Q/A on number patterns from daily life
Discussions on counting patterns using classroom arrangements Solving pattern completion problems step-by-step Demonstrations using bead or stone arrangements Explaining sequence terminology and pattern continuation |
Chalk and blackboard, stones or beans for patterns, exercise books
|
KLB Mathematics Book Three Pg 207-208
|
|
| 2 | 4 |
Sequences and Series
|
Arithmetic sequences and nth term
|
By the end of the
lesson, the learner
should be able to:
Define arithmetic sequences and common differences Calculate common differences correctly Derive and apply the nth term formula Solve problems using arithmetic sequence concepts |
Q/A on arithmetic patterns using step-by-step examples
Discussions on constant difference patterns and formula derivation Solving arithmetic sequence problems systematically Demonstrations using equal-step progressions Explaining formula structure using algebraic reasoning |
Chalk and blackboard, measuring tape or string, exercise books
|
KLB Mathematics Book Three Pg 209-210
|
|
| 2 | 5 |
Sequences and Series
|
Arithmetic sequences and nth term
|
By the end of the
lesson, the learner
should be able to:
Define arithmetic sequences and common differences Calculate common differences correctly Derive and apply the nth term formula Solve problems using arithmetic sequence concepts |
Q/A on arithmetic patterns using step-by-step examples
Discussions on constant difference patterns and formula derivation Solving arithmetic sequence problems systematically Demonstrations using equal-step progressions Explaining formula structure using algebraic reasoning |
Chalk and blackboard, measuring tape or string, exercise books
|
KLB Mathematics Book Three Pg 209-210
|
|
| 2 | 6 |
Sequences and Series
|
Geometric sequences and nth term
|
By the end of the
lesson, the learner
should be able to:
Define geometric sequences and common ratios Calculate common ratios correctly Derive and apply the geometric nth term formula Understand exponential growth patterns |
Q/A on geometric patterns using multiplication examples
Discussions on ratio-based progressions and formula derivation Solving geometric sequence problems systematically Demonstrations using doubling and scaling examples Explaining exponential structure using practical examples |
Chalk and blackboard, objects for doubling demonstrations, exercise books
|
KLB Mathematics Book Three Pg 211-213
|
|
| 2 | 7 |
Sequences and Series
|
Geometric sequences and nth term
|
By the end of the
lesson, the learner
should be able to:
Define geometric sequences and common ratios Calculate common ratios correctly Derive and apply the geometric nth term formula Understand exponential growth patterns |
Q/A on geometric patterns using multiplication examples
Discussions on ratio-based progressions and formula derivation Solving geometric sequence problems systematically Demonstrations using doubling and scaling examples Explaining exponential structure using practical examples |
Chalk and blackboard, objects for doubling demonstrations, exercise books
|
KLB Mathematics Book Three Pg 211-213
|
|
| 3 | 1 |
Sequences and Series
|
Arithmetic series and sum formula
|
By the end of the
lesson, the learner
should be able to:
Define arithmetic series as sums of sequences Derive the sum formula for arithmetic series Apply the arithmetic series formula systematically Calculate sums efficiently using the formula |
Q/A on series concepts using summation examples
Discussions on sequence-to-series relationships and formula derivation Solving arithmetic series problems using step-by-step approach Demonstrations using cumulative sum examples Explaining derivation logic using algebraic reasoning |
Chalk and blackboard, counting materials for summation, exercise books
|
KLB Mathematics Book Three Pg 214-215
|
|
| 3 | 2-3 |
Sequences and Series
|
Arithmetic series and sum formula
Geometric series and applications |
By the end of the
lesson, the learner
should be able to:
Define arithmetic series as sums of sequences Derive the sum formula for arithmetic series Apply the arithmetic series formula systematically Calculate sums efficiently using the formula Define geometric series and understand convergence Derive and apply geometric series formulas Handle finite and infinite geometric series Apply geometric series to practical situations |
Q/A on series concepts using summation examples
Discussions on sequence-to-series relationships and formula derivation Solving arithmetic series problems using step-by-step approach Demonstrations using cumulative sum examples Explaining derivation logic using algebraic reasoning Q/A on geometric series concepts using multiplication examples Discussions on convergence and formula applications Solving geometric series problems including infinite cases Demonstrations using geometric sum patterns Explaining convergence using practical examples |
Chalk and blackboard, counting materials for summation, exercise books
Chalk and blackboard, convergence demonstration materials, exercise books |
KLB Mathematics Book Three Pg 214-215
KLB Mathematics Book Three Pg 216-219 |
|
| 3 |
OPENER EXAM |
|||||||
| 4 | 1 |
Vectors (II)
|
Column vectors in terms of unit vectors i, j, k
|
By the end of the
lesson, the learner
should be able to:
Express vectors in terms of unit vectors Convert between column and unit vector notation Understand the standard basis vector system Apply unit vector representation systematically |
Q/A on unit vector concepts using direction examples
Discussions on component representation using organized methods Solving unit vector problems using systematic conversion Demonstrations using perpendicular direction examples Explaining basis vector concepts using coordinate axes |
Chalk and blackboard, direction indicators, unit vector reference charts, exercise books
|
KLB Mathematics Book Three Pg 226-228
|
|
| 4 | 2-3 |
Vectors (II)
|
Column vectors in terms of unit vectors i, j, k
|
By the end of the
lesson, the learner
should be able to:
Express vectors in terms of unit vectors Convert between column and unit vector notation Understand the standard basis vector system Apply unit vector representation systematically |
Q/A on unit vector concepts using direction examples
Discussions on component representation using organized methods Solving unit vector problems using systematic conversion Demonstrations using perpendicular direction examples Explaining basis vector concepts using coordinate axes |
Chalk and blackboard, direction indicators, unit vector reference charts, exercise books
|
KLB Mathematics Book Three Pg 226-228
|
|
| 4 | 4 |
Vectors (II)
|
Magnitude of a vector in three dimensions
|
By the end of the
lesson, the learner
should be able to:
Calculate the magnitude of a vector in three dimensions Apply the 3D magnitude formula systematically Find vector lengths in spatial contexts Solve magnitude problems accurately |
Q/A on 3D magnitude using extended Pythagorean methods
Discussions on spatial distance calculation using 3D techniques Solving 3D magnitude problems using systematic calculation Demonstrations using 3D distance examples Explaining 3D magnitude using practical spatial examples |
Chalk and blackboard, 3D measurement aids, exercise books
|
KLB Mathematics Book Three Pg 229-230
|
|
| 4 | 5 |
Vectors (II)
|
Magnitude of a vector in three dimensions
|
By the end of the
lesson, the learner
should be able to:
Calculate the magnitude of a vector in three dimensions Apply the 3D magnitude formula systematically Find vector lengths in spatial contexts Solve magnitude problems accurately |
Q/A on 3D magnitude using extended Pythagorean methods
Discussions on spatial distance calculation using 3D techniques Solving 3D magnitude problems using systematic calculation Demonstrations using 3D distance examples Explaining 3D magnitude using practical spatial examples |
Chalk and blackboard, 3D measurement aids, exercise books
|
KLB Mathematics Book Three Pg 229-230
|
|
| 4 | 6 |
Vectors (II)
|
Magnitude of a vector in three dimensions
|
By the end of the
lesson, the learner
should be able to:
Calculate the magnitude of a vector in three dimensions Apply the 3D magnitude formula systematically Find vector lengths in spatial contexts Solve magnitude problems accurately |
Q/A on 3D magnitude using extended Pythagorean methods
Discussions on spatial distance calculation using 3D techniques Solving 3D magnitude problems using systematic calculation Demonstrations using 3D distance examples Explaining 3D magnitude using practical spatial examples |
Chalk and blackboard, 3D measurement aids, exercise books
|
KLB Mathematics Book Three Pg 229-230
|
|
| 4 | 7 |
Vectors (II)
|
Proportional division of a line
|
By the end of the
lesson, the learner
should be able to:
Divide a line internally in the given ratio Apply the internal division formula Calculate division points using vector methods Understand proportional division concepts |
Q/A on internal division using systematic formula application
Discussions on ratio division using proportional methods Solving internal division problems using organized approaches Demonstrations using internal point construction examples Explaining internal division using geometric visualization |
Chalk and blackboard, internal division models, exercise books
|
KLB Mathematics Book Three Pg 237-238
|
|
| 5 | 1 |
Vectors (II)
|
Ratio theorem
|
By the end of the
lesson, the learner
should be able to:
Express position vectors Apply the ratio theorem to geometric problems Use ratio theorem in complex calculations Find position vectors using ratio relationships |
Q/A on ratio theorem application using systematic methods
Discussions on position vector calculation using ratio methods Solving ratio theorem problems using organized approaches Demonstrations using ratio-based position finding Explaining theorem applications using logical reasoning |
Chalk and blackboard, ratio theorem aids, exercise books
|
KLB Mathematics Book Three Pg 240-242
|
|
| 5 | 2-3 |
Vectors (II)
|
Ratio theorem
|
By the end of the
lesson, the learner
should be able to:
Express position vectors Apply the ratio theorem to geometric problems Use ratio theorem in complex calculations Find position vectors using ratio relationships |
Q/A on ratio theorem application using systematic methods
Discussions on position vector calculation using ratio methods Solving ratio theorem problems using organized approaches Demonstrations using ratio-based position finding Explaining theorem applications using logical reasoning |
Chalk and blackboard, ratio theorem aids, exercise books
|
KLB Mathematics Book Three Pg 240-242
|
|
| 5 | 4 |
Binomial Expansion
|
Binomial expansions up to power four
|
By the end of the
lesson, the learner
should be able to:
Expand binomial function up to power four Apply systematic multiplication methods Recognize coefficient patterns in expansions Use multiplication to expand binomial expressions |
Q/A on algebraic multiplication using familiar expressions
Discussions on systematic expansion using step-by-step methods Solving basic binomial multiplication problems Demonstrations using area models and rectangular arrangements Explaining pattern recognition using organized layouts |
Chalk and blackboard, rectangular cutouts from paper, exercise books
|
KLB Mathematics Book Three Pg 256
|
|
| 5 | 5 |
Binomial Expansion
|
Binomial expansions up to power four
|
By the end of the
lesson, the learner
should be able to:
Expand binomial function up to power four Apply systematic multiplication methods Recognize coefficient patterns in expansions Use multiplication to expand binomial expressions |
Q/A on algebraic multiplication using familiar expressions
Discussions on systematic expansion using step-by-step methods Solving basic binomial multiplication problems Demonstrations using area models and rectangular arrangements Explaining pattern recognition using organized layouts |
Chalk and blackboard, rectangular cutouts from paper, exercise books
|
KLB Mathematics Book Three Pg 256
|
|
| 5 | 6 |
Binomial Expansion
|
Binomial expansions up to power four (continued)
|
By the end of the
lesson, the learner
should be able to:
Expand binomial function up to power four Handle increasingly complex coefficient patterns Apply systematic expansion techniques efficiently Verify expansions using substitution methods |
Q/A on power expansion using multiplication techniques
Discussions on coefficient identification using pattern analysis Solving expansion problems using systematic approaches Demonstrations using geometric representations Explaining verification methods using numerical substitution |
Chalk and blackboard, squared paper for geometric models, exercise books
|
KLB Mathematics Book Three Pg 256
|
|
| 5 | 7 |
Binomial Expansion
|
Binomial expansions up to power four (continued)
|
By the end of the
lesson, the learner
should be able to:
Expand binomial function up to power four Handle increasingly complex coefficient patterns Apply systematic expansion techniques efficiently Verify expansions using substitution methods |
Q/A on power expansion using multiplication techniques
Discussions on coefficient identification using pattern analysis Solving expansion problems using systematic approaches Demonstrations using geometric representations Explaining verification methods using numerical substitution |
Chalk and blackboard, squared paper for geometric models, exercise books
|
KLB Mathematics Book Three Pg 256
|
|
| 6 | 1 |
Binomial Expansion
|
Pascal's triangle
|
By the end of the
lesson, the learner
should be able to:
Use Pascal's triangle Construct Pascal's triangle systematically Apply triangle coefficients for binomial expansions Recognize number patterns in the triangle |
Q/A on triangle construction using addition patterns
Discussions on coefficient relationships using triangle analysis Solving triangle construction and application problems Demonstrations using visual triangle building Explaining pattern connections using systematic observation |
Chalk and blackboard, triangular patterns drawn/cut from paper, exercise books
|
KLB Mathematics Book Three Pg 256-257
|
|
| 6 | 2-3 |
Binomial Expansion
|
Pascal's triangle
Applications to numerical cases |
By the end of the
lesson, the learner
should be able to:
Use Pascal's triangle Construct Pascal's triangle systematically Apply triangle coefficients for binomial expansions Recognize number patterns in the triangle Use binomial expansion to solve numerical problems Apply expansions for numerical approximations Calculate values using binomial methods Understand practical applications of expansions |
Q/A on triangle construction using addition patterns
Discussions on coefficient relationships using triangle analysis Solving triangle construction and application problems Demonstrations using visual triangle building Explaining pattern connections using systematic observation Q/A on numerical applications using approximation techniques Discussions on calculation shortcuts using expansion methods Solving numerical problems using binomial approaches Demonstrations using practical calculation scenarios Explaining approximation benefits using real examples |
Chalk and blackboard, triangular patterns drawn/cut from paper, exercise books
Chalk and blackboard, simple calculation aids, exercise books |
KLB Mathematics Book Three Pg 256-257
KLB Mathematics Book Three Pg 259-260 |
|
| 6 | 4 |
Binomial Expansion
|
Applications to numerical cases
|
By the end of the
lesson, the learner
should be able to:
Use binomial expansion to solve numerical problems Apply expansions for numerical approximations Calculate values using binomial methods Understand practical applications of expansions |
Q/A on numerical applications using approximation techniques
Discussions on calculation shortcuts using expansion methods Solving numerical problems using binomial approaches Demonstrations using practical calculation scenarios Explaining approximation benefits using real examples |
Chalk and blackboard, simple calculation aids, exercise books
|
KLB Mathematics Book Three Pg 259-260
|
|
| 6 | 5 |
Probability
|
Experimental Probability
|
By the end of the
lesson, the learner
should be able to:
Calculate the experimental probability Conduct probability experiments systematically Record and analyze experimental data Compare experimental results with expectations |
Q/A on frequency counting using repeated experiments
Discussions on trial repetition and result recording Solving experimental probability problems using data collection Demonstrations using coin toss and dice roll experiments Explaining frequency ratio calculations using practical examples |
Chalk and blackboard, coins, cardboard dice, tally charts, exercise books
|
KLB Mathematics Book Three Pg 262-264
|
|
| 6 | 6 |
Probability
|
Experimental Probability
|
By the end of the
lesson, the learner
should be able to:
Calculate the experimental probability Conduct probability experiments systematically Record and analyze experimental data Compare experimental results with expectations |
Q/A on frequency counting using repeated experiments
Discussions on trial repetition and result recording Solving experimental probability problems using data collection Demonstrations using coin toss and dice roll experiments Explaining frequency ratio calculations using practical examples |
Chalk and blackboard, coins, cardboard dice, tally charts, exercise books
|
KLB Mathematics Book Three Pg 262-264
|
|
| 6 | 7 |
Probability
|
Range of Probability Measure
|
By the end of the
lesson, the learner
should be able to:
Calculate the range of probability measure Express probabilities on scale from 0 to 1 Convert between fractions, decimals, and percentages Interpret probability values correctly |
Q/A on probability scale using number line representations
Discussions on probability conversion between forms Solving probability scale problems using systematic methods Demonstrations using probability line and scale examples Explaining scale interpretation using practical scenarios |
Chalk and blackboard, number line drawings, probability scale charts, exercise books
|
KLB Mathematics Book Three Pg 265-266
|
|
| 7 | 1 |
Probability
|
Theoretical Probability
|
By the end of the
lesson, the learner
should be able to:
Calculate the probability space for the theoretical probability Apply mathematical reasoning to find probabilities Use equally likely outcome assumptions Calculate theoretical probabilities systematically |
Q/A on theoretical calculation using mathematical principles
Discussions on equally likely assumptions and calculations Solving theoretical problems using systematic approaches Demonstrations using fair dice and unbiased coin examples Explaining mathematical probability using logical reasoning |
Chalk and blackboard, fair dice and coins, probability calculation aids, exercise books
|
KLB Mathematics Book Three Pg 266-268
|
|
| 7 | 2-3 |
Probability
|
Theoretical Probability
|
By the end of the
lesson, the learner
should be able to:
Calculate the probability space for the theoretical probability Apply mathematical reasoning to find probabilities Use equally likely outcome assumptions Calculate theoretical probabilities systematically |
Q/A on theoretical calculation using mathematical principles
Discussions on equally likely assumptions and calculations Solving theoretical problems using systematic approaches Demonstrations using fair dice and unbiased coin examples Explaining mathematical probability using logical reasoning |
Chalk and blackboard, fair dice and coins, probability calculation aids, exercise books
|
KLB Mathematics Book Three Pg 266-268
|
|
| 7 | 4 |
Probability
|
Combined Events
|
By the end of the
lesson, the learner
should be able to:
Find the probability of a combined events Understand compound events and combinations Distinguish between different event types Apply basic combination rules |
Q/A on event combination using practical examples
Discussions on exclusive and inclusive event identification Solving basic combined event problems using visual methods Demonstrations using card drawing and dice rolling combinations Explaining combination principles using Venn diagrams |
Chalk and blackboard, playing cards, multiple dice, Venn diagram drawings, exercise books
|
KLB Mathematics Book Three Pg 272-273
|
|
| 7 | 5 |
Probability
|
Combined Events
|
By the end of the
lesson, the learner
should be able to:
Find the probability of a combined events Understand compound events and combinations Distinguish between different event types Apply basic combination rules |
Q/A on event combination using practical examples
Discussions on exclusive and inclusive event identification Solving basic combined event problems using visual methods Demonstrations using card drawing and dice rolling combinations Explaining combination principles using Venn diagrams |
Chalk and blackboard, playing cards, multiple dice, Venn diagram drawings, exercise books
|
KLB Mathematics Book Three Pg 272-273
|
|
| 7 | 6 |
Probability
|
Independent Events
|
By the end of the
lesson, the learner
should be able to:
Find the probability of independent events Apply multiplication rule for independent events Calculate "A and B" probabilities Understand independence concepts |
Q/A on multiplication rule using independent event examples
Discussions on independence identification and verification Solving AND probability problems using systematic calculation Demonstrations using multiple coin tosses and dice combinations Explaining multiplication rule using logical reasoning |
Chalk and blackboard, multiple coins and dice, independence demonstration materials, exercise books
|
KLB Mathematics Book Three Pg 274-275
|
|
| 7 | 6-7 |
Probability
|
Independent Events
|
By the end of the
lesson, the learner
should be able to:
Find the probability of independent events Apply multiplication rule for independent events Calculate "A and B" probabilities Understand independence concepts |
Q/A on multiplication rule using independent event examples
Discussions on independence identification and verification Solving AND probability problems using systematic calculation Demonstrations using multiple coin tosses and dice combinations Explaining multiplication rule using logical reasoning |
Chalk and blackboard, multiple coins and dice, independence demonstration materials, exercise books
|
KLB Mathematics Book Three Pg 274-275
|
|
| 8 |
END OF YEAR 2025 EXAM |
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| 9 |
CLOSING |
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Your Name Comes Here