CBE · Senior School
Grade 10 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 10 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 10
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 10 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS AND ALGEBRA
Real Numbers · Real Numbers - Reciprocal of numbers. · Indices and Logarithms · Indices and Logarithms - Logarithms to base 10 · Indices and Logarithms - Application of indices and logarithms · Quadratic Expressions and Equations 1 · Quadratic Expressions and Equations 1 - Quadratic identities · Quadratic Expressions and Equations 1 - Factorisation of quadratic expressions · Quadratic Expressions and Equations 1 - formation of quadratic equations · Quadratic Expressions and Equations 1 - Solution of quadratic equations by factorisation · Quadratic Expressions and Equations 1 - application of quadratic equations to real life situations
MEASUREMENTS AND GEOMETRY
Similarity and Enlargement · Similarity and Enlargement - Enlargement · Similarity and Enlargement - Scale Factors · Similarity and Enlargement - Application of Similarity and Enlargement · Rotation · Rotation - Rotation on different planes · Rotation - Rotational Symmetry · Rotation - Rotation and Congruence
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: classify whole numbers as odd, even, prime and composite in different situations. | The learner is guided to: discuss with peers to identify and categorise whole numbers as odd, even, prime and composite. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS AND ALGEBRA | Real Numbers - Reciprocal of numbers. | By the end of the lesson, the learner should be able to: classify real numbers as rational and irrational in different situations. | The learner is guided to: discuss in a group the meaning of real numbers. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: determine the reciprocal of real numbers by division. | The learner is guided to: categorise real numbers as rational and irrational numbers. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: determine the reciprocal of real numbers by use of mathematical tables and calculators. | The learner is guided to: work out the reciprocal of real numbers by division. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: apply reciprocal of real numbers in mathematical computations. | The learner is guided to: read the values of the reciprocals of real numbers from mathematical tables. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: promote the use of real numbers in day-to-day activities. | The learner is guided to: work out the reciprocal of real numbers using a calculator. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: classify whole numbers as odd, even, prime and composite in different situations. | The learner is guided to: use reciprocal of real numbers to work out tasks. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: classify real numbers as rational and irrational in different situations. | The learner is guided to: use digital devices or other resources such as books to work out the reciprocal of real numbers. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: determine the reciprocal of real numbers by division. | The learner is guided to: discuss with peers to identify and categorise whole numbers as odd, even, prime and composite. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: determine the reciprocal of real numbers by use of mathematical tables and calculators. | The learner is guided to: discuss in a group the meaning of real numbers. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS AND ALGEBRA | Real Numbers | By the end of the lesson, the learner should be able to: apply reciprocal of real numbers in mathematical computations. | The learner is guided to: categorise real numbers as rational and irrational numbers. | How do we use real numbers in day-to-day activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: express numbers in index form. | The learner is guided to: write numbers in terms of bases and indices and share them with peers. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS AND ALGEBRA | Indices and Logarithms - Logarithms to base 10 | By the end of the lesson, the learner should be able to: derive the laws of indices using factors. | The learner is guided to: discuss in a group and generate the laws of indices. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS AND ALGEBRA | Indices and Logarithms - Application of indices and logarithms | By the end of the lesson, the learner should be able to: apply the laws of indices in different situations. | The learner is guided to: use the laws of indices to work out mathematical computations. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: relate index notation to logarithm notation to base 10. | The learner is guided to: discuss in a group and relate index notation to logarithm notation to base 10. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: determine common logarithms of numbers from mathematical tables and calculators. | The learner is guided to: read and obtain common logarithms of numbers from tables and calculators. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: apply common logarithms in multiplication, division, powers and roots of numbers. | The learner is guided to: use common logarithms of numbers to work out mathematical tasks. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: appreciate the use of indices and common logarithms in mathematical computations. | The learner is guided to: use digital devices or other resources to work out mathematical tasks involving common logarithms. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: express numbers in index form. | The learner is guided to: write numbers in terms of bases and indices and share them with peers. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: derive the laws of indices using factors. | The learner is guided to: discuss in a group and generate the laws of indices. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: apply the laws of indices in different situations. | The learner is guided to: use the laws of indices to work out mathematical computations. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: relate index notation to logarithm notation to base 10. | The learner is guided to: discuss in a group and relate index notation to logarithm notation to base 10. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: determine common logarithms of numbers from mathematical tables and calculators. | The learner is guided to: read and obtain common logarithms of numbers from tables and calculators. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NUMBERS AND ALGEBRA | Indices and Logarithms | By the end of the lesson, the learner should be able to: apply common logarithms in multiplication, division, powers and roots of numbers. | The learner is guided to: use common logarithms of numbers to work out mathematical tasks. | Why do we use indices and logarithms? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NUMBERS AND ALGEBRA | Quadratic Expressions and Equations 1 | By the end of the lesson, the learner should be able to: form quadratic expressions from different situations. | The learner is guided to: generate quadratic expressions from given statements. | How do we apply the concept of quadratic equations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 10 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENTS AND GEOMETRY
Rotation · Rotation - Rotation on different planes · Rotation - Rotational Symmetry · Rotation - Rotation and Congruence · Trigonometry 1 · Trigonometry 1 - Sines and Cosines of complementary angles · Trigonometry 1 - Trigonometric ratios of special angle · Trigonometry 1 - Application of trigonometric ratios · Area of Polygons · Area of Polygons - Area of a triangle using Heron's formula · Area of Polygons - Area of quadrilaterals · Area of Polygons - Area of regular and irregular polygons · Area of Polygons - Application of area of polygons · Area of a Part of a Circle · Area of a Part of a Circle - Area of a sector of a circle · Area of a Part of a Circle - Area of an annular sector · Area of a Part of a Circle - Area of a segment · Area of a Part of a Circle - Area of common region between two intersecting circles · Area of a Part of a Circle - Application on the use of the area of a part of a circle · Surface Area and Volume of Solids · Surface Area and Volume of Solids - Volume of Solids · Surface Area and Volume of Solids - Vector and scalar quantities. · Surface Area and Volume of Solids - vector notation · Surface Area and Volume of Solids - Representation of vectors · Surface Area and Volume of Solids - Equivalent vectors · Surface Area and Volume of Solids - Addition of vectors · Surface Area and Volume of Solids - Multiplication of vectors by scalar · Surface Area and Volume of Solids - Column vectors · Surface Area and Volume of Solids - Position vectors · Surface Area and Volume of Solids - Magnitude of a vector
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENTS AND GEOMETRY | Rotation | By the end of the lesson, the learner should be able to: determine the properties of rotation in different situations. | The learner is guided to: demonstrate rotation using an actual or improvised clock. Discuss and explain the movement of the hour or minute hand. | How is rotation applied in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MEASUREMENTS AND GEOMETRY | Rotation - Rotation on different planes | By the end of the lesson, the learner should be able to: rotate an object, given the centre and angle of rotation on a plane surface and the Cartesian plane. | The learner is guided to: use an object and its image on a plane surface to discuss and generate the properties of rotation; generate an image of an object given a centre and angle of rotation. | How is rotation applied in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MEASUREMENTS AND GEOMETRY | Rotation - Rotational Symmetry | By the end of the lesson, the learner should be able to: determine the centre and angle of rotation given an object and its image. | The learner is guided to: carry out rotation on a Cartesian plane given the object, centre, and angle of rotation. | How is rotation applied in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MEASUREMENTS AND GEOMETRY | Rotation - Rotation and Congruence | By the end of the lesson, the learner should be able to: determine the order of rotational symmetry of plane figures. | The learner is guided to: in a group, use construction to find the centre and angle of rotation given the object and its image on a plane surface and the Cartesian plane. | How is rotation applied in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MEASUREMENTS AND GEOMETRY | Rotation | By the end of the lesson, the learner should be able to: determine the axis and order of rotational symmetry in solids. | The learner is guided to: use paper cutouts of different plane figures to locate points of symmetry and establish the order of rotational symmetry. | How is rotation applied in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MEASUREMENTS AND GEOMETRY | Rotation | By the end of the lesson, the learner should be able to: deduce congruence from rotation. | The learner is guided to: collect regular solids such as pyramids, triangular prisms, cones, tetrahedrons from the immediate environment and identify the axis to establish the order of rotational symmetry; use different objects and their images to identify the type of congruence in rotation. | How is rotation applied in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MEASUREMENTS AND GEOMETRY | Rotation | By the end of the lesson, the learner should be able to: appreciate the application of rotation in real-life situations. | The learner is guided to: use digital devices and other resources to learn more on rotation of plane figures and solids. | How is rotation applied in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: determine the trigonometric ratios of acute angles from, mathematical tables and calculators. | The learner is guided to: identify from the immediate environment shapes that make right-angled triangles. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 - Sines and Cosines of complementary angles | By the end of the lesson, the learner should be able to: relate sines and cosines of complementary angles. | The learner is guided to: draw right-angled triangles and use them to define and work out sine, cosine, and tangent ratios. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 - Trigonometric ratios of special angle | By the end of the lesson, the learner should be able to: relate the sine, cosine and tangent of acute angles. | The learner is guided to: use mathematical tables and calculators to obtain trigonometric ratios. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 - Application of trigonometric ratios | By the end of the lesson, the learner should be able to: determine trigonometric ratios of special angles: 30o, 45o, 60o and 90o using triangles. | The learner is guided to: generate a table of angles and their complements and determine their sines and cosines. Make observations and establish the relationships between the sine and cosine ratios. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: apply trigonometric ratios to angles of elevation and depression. | The learner is guided to: work in a group and using different acute angles, generate a table of the ratios of sine, cosine, and tangents to establish the relationship between sine, cosine, and tangent. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: reflect on the use of trigonometry in real-life situations. | The learner is guided to: work in a group and use an isosceles right-angled triangle and an equilateral triangle to generate the trigonometric ratios of special angles 30o, 45o, 60o and 90o. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: determine the trigonometric ratios of acute angles from, mathematical tables and calculators. | The learner is guided to: use trigonometric ratios to work out tasks related to triangles. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: relate sines and cosines of complementary angles. | The learner is guided to: use a simple clinometer to measure the angle of elevation and depression from a target object in the immediate environment. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: relate the sine, cosine and tangent of acute angles. | The learner is guided to: use trigonometric ratios to work out tasks involving angles of elevation and depression. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: determine trigonometric ratios of special angles: 30o, 45o, 60o and 90o using triangles. | The learner is guided to: use digital devices and other resources such as books, manuals, and journals to learn more about trigonometric ratios involving triangles, angles of depression, and elevation. Project Make a simple clinometer using locally available materials and use it as a learning resource. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MEASUREMENTS AND GEOMETRY | Trigonometry 1 | By the end of the lesson, the learner should be able to: apply trigonometric ratios to angles of elevation and depression. | The learner is guided to: identify from the immediate environment shapes that make right-angled triangles. | What is trigonometry?; How do we use trigonometry in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MEASUREMENTS AND GEOMETRY | Area of Polygons | By the end of the lesson, the learner should be able to: derive the formula for the area of a triangle given two sides and an included angle. | The learner is guided to: discuss in groups and use trigonometric ratios to generate the formula for the area of a triangle given two sides and an included angle. For example, 𝐴𝑟𝑒𝑎 = 1 𝑎𝑏𝑆𝑖𝑛𝐶 2. | How do we work out the area of polygons?; How do we apply the concept of the area of polygons in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MEASUREMENTS AND GEOMETRY | Area of Polygons - Area of a triangle using Heron's formula | By the end of the lesson, the learner should be able to: work out the area of a triangle given two sides and an included angle. | The learner is guided to: use the formula 𝐴𝑟𝑒𝑎 = 1 𝑎𝑏𝑆𝑖𝑛𝐶 to calculate the area 2 of different triangular shapes. | How do we work out the area of polygons?; How do we apply the concept of the area of polygons in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MEASUREMENTS AND GEOMETRY | Area of Polygons - Area of quadrilaterals | By the end of the lesson, the learner should be able to: determine the area of a triangle using Heron’s formula. | The learner is guided to: use the Hero’s Formula (Heron’s Formula) to work out the areas of various triangles. | How do we work out the area of polygons?; How do we apply the concept of the area of polygons in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MEASUREMENTS AND GEOMETRY | Area of Polygons - Area of regular and irregular polygons | By the end of the lesson, the learner should be able to: determine the area of quadrilaterals in different situations. | The learner is guided to: identify different quadrilaterals and work out their areas. | How do we work out the area of polygons?; How do we apply the concept of the area of polygons in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MEASUREMENTS AND GEOMETRY | Area of Polygons - Application of area of polygons | By the end of the lesson, the learner should be able to: work out the area of regular polygons of heptagon and octagon. | The learner is guided to: identify from the immediate environment objects in the shape of regular polygons and calculate the area of regular polygons up to decagons. | How do we work out the area of polygons?; How do we apply the concept of the area of polygons in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MEASUREMENTS AND GEOMETRY | Area of Polygons | By the end of the lesson, the learner should be able to: determine the area of irregular polygons in different situations. | The learner is guided to: use objects from the immediate environment that have shapes of irregular polygons, discuss and work out their area. | How do we work out the area of polygons?; How do we apply the concept of the area of polygons in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MEASUREMENTS AND GEOMETRY | Area of Polygons | By the end of the lesson, the learner should be able to: explore the area of polygons as used in real-life situations. | The learner is guided to: research and discuss in a group the use of the area of polygons in real-life situations. | How do we work out the area of polygons?; How do we apply the concept of the area of polygons in real-life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 10 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENTS AND GEOMETRY
Surface Area and Volume of Solids · Surface Area and Volume of Solids - Volume of Solids · Surface Area and Volume of Solids - Vector and scalar quantities. · Surface Area and Volume of Solids - vector notation · Surface Area and Volume of Solids - Representation of vectors · Surface Area and Volume of Solids - Equivalent vectors · Surface Area and Volume of Solids - Addition of vectors · Surface Area and Volume of Solids - Multiplication of vectors by scalar · Surface Area and Volume of Solids - Column vectors · Surface Area and Volume of Solids - Position vectors · Surface Area and Volume of Solids - Magnitude of a vector · Surface Area and Volume of Solids - Midpoint of a vector · Surface Area and Volume of Solids - Translation vector · Linear Motion · Linear Motion - Velocity and acceleration · Linear Motion - Displacement time graph · Linear Motion - Interpretation of displacement-time graph · Linear Motion - Velocity time graph · Linear Motion - Interpretation of velocity - time graph · Linear Motion - Relative speed
STATISTICS AND PROBABILITY
Statistics I · Statistics I - Collection of Data · Statistics I - Frequency distribution table · Statistics I - Mean, Mode and Median of grouped and ungrouped data · Statistics I - Representation of Data · Statistics I - Interpretation of Data · Probability 1 · Probability 1 - Probability space · Probability 1 - Mutually exclusive and independent events · Probability 1 - Laws of Probability · Probability 1 - probability tree diagrams
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids | By the end of the lesson, the learner should be able to: determine the surface area of prisms, pyramids, cones, frustums, and spheres. | The learner is guided to: use models and nets of prisms, pyramids, cones, frustums, and spheres to calculate surface areas. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Volume of Solids | By the end of the lesson, the learner should be able to: calculate the surface area of composite solids. | The learner is guided to: identify the components of a composite solid, calculate the surface area of each component and obtain the total surface area of the composite solid. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Vector and scalar quantities. | By the end of the lesson, the learner should be able to: calculate the volume of prisms, pyramids, cones, frustums, and spheres. | The learner is guided to: use models of a cone and a cylinder of the same height and base area and an appropriate substance such as sand or water, to demonstrate that the volume of the cone is a third of the volume of the cylinder. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - vector notation | By the end of the lesson, the learner should be able to: determine the volume of composite solids. | The learner is guided to: discuss in a group and work out the volume of prisms, pyramids, cones, frustums, and spheres. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Representation of vectors | By the end of the lesson, the learner should be able to: explore the use of the surface area and volume of solids in real-life situations. By the end of the sub strand the learner should be able to:. | The learner is guided to: discuss in a group the components of composite solids, work out the volume of the components and obtain the total volume; use appropriate containers from the local environment to work out the volume and capacity of the prism, pyramid, cone, frustum and sphere. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Equivalent vectors | By the end of the lesson, the learner should be able to: explain vector and scalar quantities with illustrations. | The learner is guided to: use digital devices and other resources to work out the surface area and volume of solids The learner is guided to:. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Addition of vectors | By the end of the lesson, the learner should be able to: use vector notations in different ways. | The learner is guided to: search and brainstorm on the meaning of the terms vector and scalar quantities and illustrate giving examples. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Multiplication of vectors by scalar | By the end of the lesson, the learner should be able to: represent vectors geometrically in different situations. | The learner is guided to: practice writing vector notations using charts. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Column vectors | By the end of the lesson, the learner should be able to: identify equivalent vectors in different situations. | The learner is guided to: illustrate vectors on charts, grids and regular plane figures. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Position vectors | By the end of the lesson, the learner should be able to: add vectors in different situations. | The learner is guided to: demonstrate equivalent vectors using charts, grids and Cartesian coordinates. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Magnitude of a vector | By the end of the lesson, the learner should be able to: multiply vectors by scalars. | The learner is guided to: illustrate addition of vectors using charts and grids to get the resultant vector. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Midpoint of a vector | By the end of the lesson, the learner should be able to: determine column vectors in different situations. | The learner is guided to: illustrate multiplication of vectors by a scalar using charts and grids. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids - Translation vector | By the end of the lesson, the learner should be able to: determine position vectors in different situations. | The learner is guided to: express vectors in column form from Cartesian planes, grids and charts; discuss and illustrate position vectors using any arbitrary reference points like the origin. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids | By the end of the lesson, the learner should be able to: work out magnitude of a vector in different situations. | The learner is guided to: work out magnitude of different vectors. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids | By the end of the lesson, the learner should be able to: determine the midpoint of a vector in different situations. | The learner is guided to: find the midpoint of different vectors. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids | By the end of the lesson, the learner should be able to: determine translation vector as a transformation. | The learner is guided to: use vectors to illustrate translation as a transformation. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MEASUREMENTS AND GEOMETRY | Surface Area and Volume of Solids | By the end of the lesson, the learner should be able to: appreciate the use of vectors in real life situations. | The learner is guided to: use digital devices to watch videos and play games involving vectors. | How do we determine the surface area and volume of solids?; Why do we determine the surface area and volume of solids?; What are vectors?; Where is vectors used in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MEASUREMENTS AND GEOMETRY | Linear Motion | By the end of the lesson, the learner should be able to: explain the terms distance, displacement, speed, velocity and acceleration in real life situations. | The learner is guided to: demonstrate motion by moving an object from a point to another for a specified distance and direction and state the meaning of the terms distance, displacement, speed, velocity and acceleration. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MEASUREMENTS AND GEOMETRY | Linear Motion - Velocity and acceleration | By the end of the lesson, the learner should be able to: determine velocity and acceleration in different situations. | The learner is guided to: participate in a race of a specified distance. Record time taken by each learner and work out the velocity and acceleration of different learners. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MEASUREMENTS AND GEOMETRY | Linear Motion - Displacement time graph | By the end of the lesson, the learner should be able to: draw a displacement-time graph of different situations. | The learner is guided to: work out the velocity and acceleration of movement of objects from one point another. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MEASUREMENTS AND GEOMETRY | Linear Motion - Interpretation of displacement-time graph | By the end of the lesson, the learner should be able to: interpret displacement-time graph in different situations. | The learner is guided to: use data of displacement and time to plot displacement-time graphs on a grid or Cartesian plane. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MEASUREMENTS AND GEOMETRY | Linear Motion - Velocity time graph | By the end of the lesson, the learner should be able to: draw a velocity-time graph from given tables in different situations. | The learner is guided to: obtain information from a graph and examine it in relation to displacement, time and velocity. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MEASUREMENTS AND GEOMETRY | Linear Motion - Interpretation of velocity - time graph | By the end of the lesson, the learner should be able to: interpret velocity-time graph in different situations. | The learner is guided to: use data of velocity and time taken to draw a velocity-time graphs on a grid or Cartesian plane. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MEASUREMENTS AND GEOMETRY | Linear Motion - Relative speed | By the end of the lesson, the learner should be able to: determine relative speed of two moving bodies in different situations. | The learner is guided to: obtain information from a graph and examine it in relation to velocity, time and acceleration. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MEASUREMENTS AND GEOMETRY | Linear Motion | By the end of the lesson, the learner should be able to: appreciate use of linear motion in real life situations. | The learner is guided to: observe two bodies in motion such as cars when overtaking or moving in opposite directions and work out the relative speed of these two bodies in motion. | What is speed?; How do we use displacement-time graphs in real life?; How do we use velocity-time graphs? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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