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LESSON PLAN FOR MATHEMATICS FORM THREETERM 2 WEEK 1

Chapter 10: Plans, Elevations and Bearings Teacher: Class:LESSON 1 Learning Objective

Draw front, side and plan elevation of a given objectResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pages 169 - 186

Date: Content Teacher activities Student activitiesIntroduction:5 Minutes

Introducing front, side and plan elevation

Lead the discussion on the rationale of elevations; how architects, building engineers, pilots, etc. use the concept to make accurate and informed decisions.Explain the words plan, front and side elevation.

The students respond to the teacher’s questions.

Development:30 Minutes

Drawing front, side and plan elevation

Use the example on p. 170 in the SB to demonstrate the drawing of front, side and plan elevations.

Guide the students as they work on Support Activity 10.1 on p. 173 in the SB.

Students observe the demonstrations of drawing elevations.

Work on Support Activity 10.1 on p. 173 in the SB.

Do Exercise 10.1 on p. 173 in the SB.

Conclusion:5 Minutes

Summarising the lesson Ask students what they have learned.

Respond to the teacher’s questions on what they have learned.

Total Duration:40 Minutes

AssessmentRevision exercise questions 1 and 3 on p. 173 in the SB.

Assignments/Expanded opportunitiesActivity on p. 175 in the SB.

© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product. 2


Chapter 10: Plans, Elevations and Bearing Teacher: Class:LESSON 2 Learning Objective

Find a point’s position using direction/bearings, distances and/or angles in a given journey

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 169 - 186 15 cm rulerProtractorGraph pad


Introducing directions and bearings

Lead the discussion on cardinal points and intermediate points. Lead the discussion on the rationale of bearings.



Finding a point’s position using directions/bearings

Use example on p. 176 in the SB to demonstrate how to find a point’s position using bearings.

Guide the students as they work on Activity 10.3 on p. 176 in the SB.

Students observe the demonstrations of drawing elevations.

They work on Activity 10.3 on p. 176 in the SB.

Students do Exercise 10.2 on p. 177 in the SB.





AssessmentRevision exercise questions 1 (a), (b) 2 (a), (c), (f) and 4 (a), (c), (e) on p. 173 in the SB.

Assignments/Expanded opportunitiesActivity on p. 178 in the SB.



Chapter 10: Plans, Elevations and Bearings Teacher: Class:LESSON 3 Learning Objective

Find a point’s position using direction/bearings, distances and/or angles in a given journey

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 169 - 186 15 cm rulerProtractorGraph pad


Recapping the Pythagorean theorem and trigonometry

Introducing angle of elevation and depression

Lead the discussion on a simple problem involving the Pythagorean theorem and trigonometry.

Describe the angle of elevation and depression using Activity 10.5 on p. 180 in the SB.

The students respond to the teacher’s questions. Take short notes.


Using Pythagorean theorem and trigonometry to solve problems involving angle of elevation, angle of depression and bearings

Lead the discussion on solving problems involving bearings, angle of elevation and angle of depression using Example on p. 181 in the SB.

Guide the students as they work on Activity 10.6 on p. 181 in the SB.

Discuss example on p. 181 in the SB with the teacher.

Work on Activity 10.6 on p. 181 in the SB.








Chapter 10: Plans, Elevations and Bearings Teacher: Class:LESSON 4 Learning Objectives

End of topic test covering: Draw front, side and plan elevations of a given object Find a point’s position using direction/bearings,

distances and or angles in a given journey Use Pythagorean theorem and trigonometric ratios to

solve problems involving angle of elevation, angle of depression and bearings

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 169 - 18615 cm rulerProtractors


Information on how to approach the Revision exercise

Inform students how end of topic exercise will be administered.

Prepare required aids for tackling a revision exercise.


Administering End of topic Revision exercise

Guide students as they work on end of topic test; Revision Exercise on p. 184 in the SB.

Students work on the Revision Exercise on p. 184 in the SB.


Summarising the lesson Ask students what they have learned during the exercise.



AssessmentRevision exercise (all questions) on p. 184 in the SB

Assignments/Expanded opportunitiesExtension Activity 10.2 on p. 183 in the SB



Chapter 11: Transformation Geometry Teacher: Class:LESSON 1 Learning Objective

Revising transformationsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 187 - 20615 cm rulerProtractorSet squareGraph pad

Date: Content Teacher activities Student ActivitiesIntroduction:5 Minutes

Recapping transformation geometry learned from Form 2 syllabus

Lead the discussion on the type of transformations the students already know.



Revising all aspects of transformation geometry

Give examples of transformations by drawing diagrams on a Cartesian plane and ask students to identify them in Activity 11.1 in the SB on p. 188.

Guide students as they discuss the example on p. 190 of the SB in pairs.

They discuss Activity 11.1 on p. 188 in the SB with the teacher.

Work through the example on p. 190 in the SB in pairs.



Summarising the lesson Ask students what they have learned.Correct misconceptions in relation to transformations






Draws combined transformations up to three different types

Resources/Learning Aids/LTSMExploring Mathematics Form 3PB pp. 187 - 20615 cm rulerProtractorSet squareGraph pad


Introducing combined transformations

Lead the discussion by recapping single transformations.



Drawing combined transformations – up to three different types

Lead students through discussion of the example on p. 192 in the SB.

Guide students as they work on Activity 11.3 on p. 193 in the SB in groups.

Discuss Example on p. 192 in the SB with the teacher.

Work on Activity 11.3 on p. 193 in the SB in groups.



Summarising the lesson Ask students what they have learned.Correct misconceptions in relation to transformations.



AssessmentRevision exercise questions 1 and 3 on p. 193 in the SB

Assignments/Expanded opportunitiesExercise 11.2 p. 192 Question 4 in the SB




Identifying and describing combined transformations up to three different types

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 187 - 20615 cm rulerProtractorSet squareGraph pad


Introducing identification and description of combined transformations

Lead the discussion on combined transformations that students already know.



Identifying and describing combined transformations up to three different types

Lead and guide students as they work on Support Activity 11.1 on p. 195 in the SB in groups.

Work on Support Activity 11.1 on p. 195 in the SB in groups.

Do Exercise 11.3 on p. 195 in the SB.Conclusion:5 Minutes




AssessmentRevision exercise question 1 on p. 193 in the SB

Assignments/Expanded opportunitiesExtension Activity 11.1 p. 196 in the SB



Chapter 11:: Transformation Geometry Teacher: Class:LESSON 4 Learning Objective

Solve problems involving combined transformationsResources/Learning Aids/LTSMExploring Mathematics Form3 PB pp. 187 - 20615 cm rulerProtractorSet squareGraph pad


Introducing solving problems involving combined transformations

Lead the discussion on combined transformations that students already know.



Solving problems involving combined transformations

Lead and guide students as they work on Activity 11.4 on p. 197 in the SB in groups.

Work on Activity 11.4 on p. 197 in the SB in groups.






Assignments/Expanded opportunitiesActivity on p. 199 in the SB



Chapter 11:: Transformation Geometry Teacher: Class:LESSON 5 Learning Objectives

End of topic test covering: Draw combined transformations up to three different

types Identify and describe fully combined transformations

involving up to three different types Solve problems involving combined transformations

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 187 - 20615 cm rulerProtractorSet squareGraph pad


Information on how a Revision exercise shall be administered.


Prepares required aids for tackling a revision exercise.




Students work on Revision Exercise on p. 202 in the SB.





AssessmentRevision exercise all questions on p. 202 in the SB



Chapter 12: Area and Perimeter Teacher: Class:LESSON 1 Learning Objective

Revise formulae for calculating perimeter and area of different shapes

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 207 - 22415 cm rulerProtractorSet square


Introducing revision of formulae for perimeter and area of different shapes

Lead the discussion on listing formulae for calculating area and perimeter of different shapes that students already know.



Revising formulae for calculating perimeter and area of different shapes

Check how well the students know the formulae by guiding them as they work in pairs on Support Activity 12.1 p. 209 in the SB.

Work on Activity 12.1 on p. 209 in the SB.






AssessmentRevision exercise question 1 on p. 210 in the SB.

Assignments/Expanded opportunitiesContinue with Exercise 12.1 question 2 on p. 210 in the SB



Solve problems involving practical applications of ratio Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 207 - 224


on area and perimeter of two-dimensional shapes 15 cm rulerProtractorSet square


Introducing practical applications of ratio on area and perimeter

Lead the discussion on listing properties of similar shapes that students already know.



Solving practical applications of ratio on area and perimeter

Facilitate and guide the students as they work on Investigation on p. 211 in the SB.

Discuss with students the findings of the activity.

Demonstrate application of ratio on perimeter and area more by working through the examples on p. 211 and the p. 212 in the SB.

Students investigate the practical application of ratio on area and perimeter in the Investigation on p. 211 in the SB.

Students discuss the Examples on p. 211 and 212.

They do Exercise 12.2 on p. 215 in the SB.






Assignments/Expanded opportunitiesContinue with Exercise 12.2 question 3 and 4 on p. 210 in the SB


Chapter 12: Area and Perimeter Teacher: Class:


LESSON 3 Solve problems involving practical application of scale factors of enlargement/reduction on area and perimeter

15 cm rulerProtractorSet square


Introducing practical applications of scale factors of enlargement/reduction on area and perimeter

Lead the discussion on application of ratio on area and perimeter that students already know.



Solving practical applications of scale factors of enlargement/reduction on area and perimeter

Facilitate and guide the students as they work on the Investigation on p. 216 in the SB.


Demonstrate application of scale factors on perimeter and area more by working through the example on p. 217 in the SB.

Students investigate the practical application of ratio on area and perimeter as on Investigation on p. 216 in the SB.

Discuss Examples on p. 211 and 212.










Topic test covering: Solve problems involving practical applications of ratio

on area and perimeter of two-dimensional shapes Solve problems involving practical application of scale

factors of enlargement/reduction on area and perimeter of two dimensional shapes

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 207 - 22415 cm rulerProtractorSet square


Introduction to how a Revision exercise shall be administered.














Chapter 13: Surface Area and Volume Teacher: Class:LESSON 1 Learning Objective Resources/Learning Aids/LTSM


Solve problems involving practical applications of ratio and proportion on surface area and volume of three-dimensional shapes/objects

Exploring Mathematics Form 3 PB pp. 225 -24015 cm rulerProtractorSet square


Introducing applications of ratio and proportions on surface area and volume

Lead the discussion on calculation of surface area and volume that students already know.



Solving practical applications of ratio and proportion on surface area and volume of three-dimensional shapes/objects

Lead the students to discover the effect of ratio and proportion on surface area and volume as they work on the Investigation on p. 227 in the SB.


Demonstrate application of ratio and proportion on surface area more by discussing the example on p. 228 in the SB.

Students investigate the application of ratio and proportion on area and volume as per the Investigation on p. 227 in the SB.

Discuss Example on p. 228 with the teacher.







Assignments/Expanded opportunitiesExercise 13.2 question 1 & 2

LESSON PLAN FOR MATHEMATICS FORM THREE


TERM 2 WEEK 4Chapter 13: Surface Area and Volume Teacher: Class:LESSON 2 Learning Objective

Solve problems involving practical application of scale factors of enlargement/reduction on surface area and volume of three dimensional shapes

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 225 -24015 cm rulerProtractorSet square


Introducing practical applications of scale factors of enlargement/reduction on surface area and volume.

Lead the discussion on application of ratio on surface area and volume that students already know.



Solving problems involving applications of scale factors of enlargement/reduction on surface area and volume

Facilitate and guide the students as they work on the Investigation on p. 232 in the SB.


Demonstrate application of scale factors on surface area and volume more by discussing the example on p. 232 in the SB.

Students investigate the practical application of scale factor on surface area and volume as per the Investigation on p. 232 in the SB.

Discuss Examples on p. 232.

Exercise 13.3 on p. 218 in the SB.




Total Duration: Assessment Assignments/Expanded opportunities


40 Minutes Revision exercise questions 1, 2 and 3 on p. 234 in the SB Exercise 13.3 – questions 4-6 on p. 234 in the SB


Chapter 13: Surface Area and Volume Teacher: Class:LESSON 3 Learning Objectives

End of topic test covering: Solve problems involving application of ratio and

proportion on surface area and volume of three dimensional shapes

Solve problems involving applications of enlargement/reduction on surface area and volume of three dimensional shapes



Information on how a Revision exercise shall be administered












Assignments/Expanded opportunities Extension Activity 13.2 on p. 238 in the SB



Chapter 14: Travel Graphs Teacher: Class:LESSON 4 Learning Objective

Draw and interpret displacement-time graphsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 241 -26415 cm rulerProtractorSet square


Introducing displacement-time graphs

Lead the discussion by defining displacement and give a scenario of displacement as in the Introduction on p. 242 in the SB.



Drawing displacement-time graphs

Demonstrate and discuss in more detail: Drawing of displacement-

time graph Calculating velocity as per the

Example on p. 247 in the SB.

Facilitate and guide students’ activity.


Work on Activity 14.1 on p. 248 in the SB in pairs.


Summarising the lesson Ask students what they have learned.Correct misconceptions in relation to displacement-time graphs






Solve problems involving displacement-time graphsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 241 -26415 cm rulerProtractorSet square


Recapping displacement-time graphs

Lead the discussion by asking students what they remember about displacement-time graphs.



Solving problems involving displacement-time graphs

Discuss a problem with students that involves distance time graphs using the Example on p. 250 in the SB. Facilitate and guide students in the activity.


Work on Activity 14.3 on p. 251 in the SB in pairs.



Summarising the lesson Ask students what they have learned and what they need clarity on.



AssessmentExercise question 2 on p. 253 in the SB

Assignments/Expanded opportunitiesExercise 14.1 question 4 on p 253 in the SB




Draw and interpret velocity-time graphsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 241 -26415 cm rulerProtractorSet square


Introducing velocity-time graphs

Lead the discussion by asking students what they understand about velocity as they have already learned about it.



Drawing displacement-time graphs

Demonstrate and discuss in more detail: Drawing of velocity time

graph Calculating acceleration Calculating total

displacement as in Example on p. 256 in the SB.

Facilitate and guide students during group work.


Work on project on p. 257 in the SB in groups.


Summarising the lesson Ask students what they have learned and what they need



clarity on.Total Duration:40 Minutes

AssessmentGroup project on p. 257 in the SB.

Assignments/Expanded opportunitiesContinue working on Project on p 257 in the SB



Solve problems involving velocity-time graphsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 241 -26415 cm rulerProtractorSet square


Recapping on velocity - time graphs

Lead the discussion by asking students what they remember about velocity-time graphs as learned in the previous lesson.



Solving problems involving displacement-time graphs

Facilitate and guide students as they work on Activity 14.5 on p. 259 in the SB.

Discuss the findings of the activity with students.

Students work on Activity 14.5 on p. 259 in the SB with guidance from the teacher.

They do Exercise 14.2 on p. 260 in the SB.









Chapter 14: Travel Graphs Teacher: Class:LESSON 3 Learning Objectives

Topic test on: Draw and interpret displacement-time graphs Solve problems involving displacement-time graphs Draw and interpret velocity-velocity time graphs Solve problems involving velocity-velocity time graphs



Information on how an End of topic Revision exercise shall be administered.

Inform students how End of topic Revision exercise will be administered.

Prepares required aids for tackling a revision exercise




Students work on the Revision Exercise on p. 262 in the SB.






Assignments/Expanded opportunitiesExpand knowledge by visiting internet site on p. 261 in the SB



Chapter 14: : Working with variables Teacher: Class:LESSON 4 Learning Objective

Expand and/ simplify algebraic expressions Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing expanding and simplifying algebraic expressions

Lead the discussion by asking students what they remember about expanding and simplifying expressions with fewer terms and up to degree 2 as learned in prior lessons.



Expanding and simplifying expressions.

Use the Examples on p. 267 in the SB to demonstrate to students how to expand and simplify.

Discuss the findings of the examples with students.

Students discuss Examples on p. 267 in the SB with the teacher.






AssessmentExercise questions 2 and 3 on p. 260 in the SB




Chapter 15: Working with variables Teacher: Class:LESSON 5 Learning Objective

Revise factorising expressionsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing factorisation Lead the discussion by asking if they still remember factorisation as the reverse of expanding.



Factorising simple expressions

Use the Examples on p. 270 in the SB to demonstrate factorisation to students.

Discuss the findings of the examples with students.


Exercise 15.2 on p. 271 in the SB.






Assignments/Expanded opportunitiesSupport Activity 15.1 on p. 271 in the SB




Add and subtract to express as a single algebraic fractionResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing algebraic fractions

Lead the discussion by asking students about adding and subtracting ordinary fractions and simple algebraic fractions that students already know.



Expressing algebraic fractions as a single fraction

Lead the discussion on expressing algebraic fractions as a single fraction by working on Examples where denominators have a single term as on p. 272 in the SB.

Demonstrate simplifying algebraic fractions where there are two terms as in the example on p. 273 in the SB.

Students discuss Examples on p. 272 and 273 in the SB with the teacher.









Multiply and divide to express as a single algebraic fraction

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing multiplying and dividing algebraic fractions

Lead the discussion by multiplying and dividing ordinary fractions and simple algebraic fractions.



Multiplying and dividing algebraic fractions to produce single fractions

Lead the discussion on expressing algebraic fractions as a single fraction as per the examples on p. 274 in the SB.







AssessmentAll Exercise questions on p. 274 in the SB




Topic 6: Working with variables Teacher: Class:LESSON 3 Learning Objective

Factorising quadratic expressionsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing quadratic expressions

Lead the discussion by explaining what quadratic expressions are.



Factorising quadratic expressions with 1 as a coefficient of x2

Demonstrate to students how quadratic expressions are factorised as per a demonstration through examples on p. 276 in the SB.

Explain grouping of like terms together and factorising.

Guide students as they work on activity 15.4 in pairs.

Students discuss Examples on p. 276 and in the SB with the teacher.

Students work in pairs to rewrite expressions into four terms as in Activity 15.4 on p. 277 in the SB.





Total Duration: Assessment Assignments/Expanded opportunities Work on examples on p.


40 Minutes All Exercise questions on p. 277 in the SB 277 in the SB



Factorising quadratic expressionsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing quadratic expressions with x2 having a coefficient of more than 1

Lead the discussion by asking students on factorising of expressions with x2 having a coefficient of 1 that students already know.



Factorising quadratic expressions with x2 having a coefficient of more than 1

Demonstrate to students how quadratic expressions with x2 with a coefficient more than 1 are factorised as on a demonstration through examples on p. 277 in the SB.








Assignments/Expanded opportunities Work on examples on p. 277 in the SB




Factorising perfect squaresResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing perfect squares Lead the discussion by explaining what perfect squares are.



Factorising perfect squares Lead and guide students as they investigate perfect square quadratic expressions in Activity 15.5 on p. 279 in the SB. Discuss the findings of the activity with students.

Discuss examples of perfect square with students on p. 280 in the SB.

Students explore by working on Activity 15.5 on p. 279 in the SB with the teacher.

Work on examples on perfect square on p. 280 in the SB.Do Exercise 15.7 on p. 280 in the SB.




Total Duration: Assessment Assignments/Expanded opportunities


40 Minutes All Exercise questions on p. 280 in the SB Activity 15.6 on p. 281 in the SB



Factorising the difference of two squaresResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing the difference of two squares

Lead the discussion by explaining the difference of two squares and demonstrating with examples on p. 282 in the SB.



Factorising the difference of two squares

Discuss examples of factorising the difference of two squares as in the examples on p. 282 in the SB.

Discuss and ask questions when they work on the examples on p. 282 in the SB.






Assignments/Expanded opportunities Activity 15.6 on p. 281 in the SB




Factorise to simplify fractionsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 265 - 286


Introducing factorising to simplify fractions

Lead the discussion by asking students about factorising quadratic expressions that students already know.



Factorising to simplify fractions

Discuss the examples on p. 284 in the SB; demonstrate simplifying algebraic fractions by first factorising the denominators where possible.








Assignments/Expanded opportunities Explore websites with urls shown on p. 284 in the SB



Chapter 15: Working with Variables Teacher: Class:LESSON 3 Learning Objectives

Topic test on: Expand and or/ simplify algebraic expressions of up to

four terms and of degree 3 Express as a single fraction, algebraic fractions with two

terms and of degree 3, with both numerator and denominator having two terms

Factorise quadratic expressions and include the concept of difference of two squares



Information on how the end of topic Revision exercise shall be administered

Inform students how end of topic Revision exercise will be administered.











Assignments/Expanded opportunitiesExpand knowledge by visiting internet site on p. 284 in the SB



Chapter 16: Formulae Teacher: Class:LESSON 4 Learning Objective

Revise working with formulaeResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 287 - 300


Introducing formulae Lead the discussion by asking students about formulae that they already know from Form 2.



Revising formulae Guide students as they work on Activity 16.1 on p. 289 in the SB stating what the formula is used for.

Lead the discussion by working through Extension Activity 16.1 with the students.


Discuss Extension Activity 16.1 and ask questions about the activity where they do not understand.





AssessmentWorking on Investigation on p. 292 as homework

Assignments/Expanded opportunities Investigation on p. 292 in the SB



Chapter 16: Formulae Teacher: Class:LESSON 5 Learning Objective

Changing subject of the formulae using factorisingResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 287 - 300


Introducing changing subject of the formula

Lead the discussion by asking students what changing subject of the formula means.



Changing subject of the formulae using factorising

Discuss with examples on p. 293 in the SB; demonstrating how to factorise in order to change subject of the formula where the variable is in more than one term.

Discuss and ask questions as they work on the examples on p. 293 in the SB.







Assignments/Expanded opportunities



Chapter 16: : Formulae Teacher: Class:LESSON 1 Learning Objective

Changing subject of the formulae using square rootsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 287 - 300


Introducing changing subject of the formula using cube roots

Lead the discussion by asking students question on square roots.



Changing subject of the formulae using square roots

Discuss the examples on p. 294 in the SB; demonstrating how to take a cube root to change subject of the formula.

Discuss and ask questions as they work on examples on p. 294 in the SB.






AssessmentExercise questions 3, 4, 5, 6, 7, 8 and 9 on p. 295 in the SB

Assignments/Expanded opportunities



Chapter 16: FormulaeLESSON 2 Learning Objective

Changing subject of the formulae using cube rootsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 287 - 300


Introducing changing subject of the formula using cube roots

Lead the discussion by asking students questions on cube roots.



Changing subject of the formulae using cube roots

Discuss with examples on p. 294 in the SB; demonstrating how to take a cube root in order to change subject of the formula when the variable is cubed and how to cube it when a variable is a cube root.

Discuss and ask questions as they work on examples on p. 294 in the SB.







Assignments/Expanded opportunities Activity on p. 295 in the SB


Chapter 16: Formulae Teacher: Class:


LESSON 3 Solving problems by changing subject of the formula as


Introducing solving problems by changing subject of the formula

Lead the discussion by asking students questions on changing subject of the formula.



Solving problems by changing subject of the formula as applied in real life situations

Guide students as they work on Activity 16.3 on p. 296 in the SB, solving problems involving changing subject of the formula.

Discuss the findings of the activity with students.

Discuss and work on Activity 16.3 on p. 296 in the SB solving problems that involve changing subject of the formula.






AssessmentExercise questions 2, 3 and 4 on p. 297 in the SB



Chapter 16: Formulae Teacher: Class:LESSON 4 Learning Objectives Resources/Learning Aids/LTSM


Topic test on Change the subject of the formula to a specified variable

by involving the use of factorising, square roots and cube roots

Solve problems involving changing the subject of a formula as applied in practical situations of life

Exploring Mathematics Form 3 PB pp. 287 - 300


Information on how a Revision exercise shall be administered.














Chapter 17: Quadratic Equations Teacher: Class:LESSON 5 Learning Objective

Solve quadratic equations of the form (x + m)(x + n) = 0Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 303 - 318



Introducing quadratic equations

Lead the discussion by asking students questions on factorising quadratic expression.



Solving quadratic equations of the form (x + m)(x + n) = 0

Help students to solve quadratic equations as they investigate equations with factors as in Support Activity 17.1 on p. 305 in the SB.

Discuss and demonstrate solving quadratic equations with an example on p. 305 in the SB.

Work on Support Activity 17.1 on SB p. 305.

Discuss example on solving quadratic equation with the teacher.






AssessmentExercise questions 1 - 5 on p. 306 in the SB

Assignments/Expanded opportunities Exercise 17.1 Questions 6 - 10 on p. 306 in the SB


Chapter 17: : Quadratic Equations Teacher: Class:LESSON 1 Learning Objective

Solve quadratic equations of the form ax2 + bx + c Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 303 - 318



Introducing quadratic equations of the form ax2 + bx + c

Lead the discussion by asking students question on factorising the quadratic expression of the form ax2 + bx + c.



Solving Quadratic equations of the form ax2 + bx + c = 0

Discuss and demonstrate solving quadratic of the form ax2 + bx + c with examples on p. 306 in the SB

Discuss example on solving quadratic equations with the teacher.





AssessmentExercise questions 1–3 on p. 307 in the SB

Assignments/Expanded opportunities Exercise 17.1 Questions 4 & 5 on p. 307 in the SB



Solve quadratic equations by simplifying firstResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 303 - 318



Introducing solving quadratic equations by simplifying first

Lead the discussion by asking students question on solving quadratic equations of the form.



Solving Quadratic equations by simplifying first

Discuss and demonstrate solving quadratic equations that need simplifying first with an example on p. 307 in the SB.

Guide students as they work on Activity 17.1 on p. 308 in the SB that entails discussing a common error in solving quadratic equations.

Discuss example on solving quadratic equations with the teacher as on p. 307 in the SB.Discuss a common error in solving quadratic equations using Activity 17.1 on p. 307 in the SB.






AssessmentExercise questions 1 – 9 on p. 307 in the SB




Solve problems involving quadratic equations as applied in practical situations




Introducing solving involving quadratic equations

Lead the discussion by asking students questions on solving quadratic equations.



Solving problems involving quadratic equations as applied in practical situations

Discuss and demonstrate solving problems involving the quadratic equation with an example on p. 309 in the SB.

Guide students as they work on Activity 17.2 on p. 311 in the SB that entails solving an applied problem.

Discuss example on solving quadratic equations with the teacher as on p. 309 in the SB.Discuss an applied problem using a quadratic equation using Activity 17.2 on p. 311 in the SB.






AssessmentExercise questions 1 – 3 on p. 311 in the SB

Assignments/Expanded opportunities Exercise 17.4 questions 5 – 7 on p. 311 in the SB



Use a spreadsheet to find approximate solutions to quadratic equations

Resources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 303 - 318 Computer projector


Spreadsheet


Introducing solving quadratic equations by spreadsheet

Lead the discussion on how sometimes quadratic equations do not factorise in real life situations and solutions can be approximated thanks to spreadsheet application.

The students respond to the teacher’s questions.Students take notes during the discussion.


Using a spreadsheet to find approximate solutions to quadratic equations

Project the spreadsheet on the board.Discuss an example on finding the approximate solution on p. 312 in the SB.

Guide students as they work on Activity 17.3 on p. 314 in the SB where they must solve a problem using a spreadsheet.

Discuss the example on solving quadratic equations with spreadsheet as on p. 312 in the SB.Discuss an applied problem using spreadsheets using Activity 17.3 on p. 314 in the SB.

So Exercise 17.5 on p. 314 in the SB.






Assignments/Expanded opportunities Exercise 17.5 questions 2 on p. 311 in the SB


Chapter 17: Quadratic Equations Teacher: Class:


LESSON 5 Solve quadratic equations by factorization Solve problems involving quadratic equations as applied

in practical life situations Use spreadsheet to solve quadratic equations


Information on how a Revision exercise shall be administered

Inform students how end of topic Revision exercise will be administered.




Guide students as they work on end of topic test; Revision Exercise on p. 317 in the SB






AssessmentRevision exercise all questions on p. 317 in the SB.



Chapter 18: Quadratic Graphs Teacher: Class:LESSON 1 Learning Objective

Use the graphical method to solve quadratic equationsResources/Learning Aids/LTSMExploring Mathematics Form 3 PB pp. 303 - 318Graph pads


Ruler


Introducing the graphical method to solve quadratic equations

Lead the discussion by asking students to read the introduction that states the rationale of quadratic equations on p. 320 in the SB.

Read and discuss the introduction in the SB which lays the rationale of quadratic equations


Using graphical method to solve quadratic equations

Guide students as they work on Support Activity 18.1 on p. 321 in the SB to:

– Draw and complete table of coordinates– Plot the coordinates on a Cartesian plane and join them to form a smooth graph– Solve a problem that entails a parabola facing down where x2 is negative as example on p. 326 of SB.

Discuss solving quadratic equations graphically using Activity 18.1 on p. 321 in the SB.

Discuss the example on p. 326 in the SB.





AssessmentExercise question 1 on p. 327 in the SB (Assignment)

Assignments/Expanded opportunities Exercise 18.1 question 1 on p. 327 in the SB


Chapter 18: Quadratic Graphs Teacher: Class:


LESSON 2 Solve applied problems by using graphical methods in Graph padsRuler


Introducing solving applied problems by using graphical methods in quadratic equations

Lead the discussion by asking students questions on solving quadratic equations graphically.

Respond to the teacher’s questions.


Solve applied problems by using the graphical method

Guide students as they work on Activity 18.4 on p. 331 in the SB.

Discuss the activity with students.

Discuss solving applied problems graphically by working on Activity 18.4 on p. 331 in the SB.







Assignments/Expanded opportunities Activity 18.5 on p. 332 in the SB


example of template for lesson plan - longman...

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