CBE · Senior School
Grade 11 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 11 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 11
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 11 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Numbers and Algebra 1.1 Quadratic Expressions and Equations
Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations · Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers · Linear Inequalities - Simple and compound inequality statements - Linear inequality in two unknowns - Graphical representation of linear inequalities - Graphical solutions of simultaneous linear inequalities - Simple linear inequalities from inequality graphs · Logarithms II -Logarithmic notation -The laws of logarithms (addition, subtraction power rule and roots) -Simplification of logarithmic expressions -Solution of logarithmic equations -Applications of logarithmic laws · Formulae and Variations -Changing the subject of the formula -Direct, inverse, partial and joint variations -Graphs of direct and inverse variation -Applications of variations. · Sequences and Series - Number Sequences - Arithmetic sequence - Geometric sequence - Arithmetic and geometric progression - Sum of Arithmetic and geometric progression - Sum to infinity in G.P - Application of Arithmetic and Geometric Progressions · Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Numbers and Algebra 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: identify perfect squares in quadratic expressions and equations. | The learner is guided to: work with peers to factorise quadratic expressions and select perfect squares. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: solve quadratic equations by completing square method. | The learner is guided to: discuss the process of completing squares in quadratic equations. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: derive the quadratic formula using completing square. | The learner is guided to: use completing square method to determine the roots of quadratic equations. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: solve quadratic equations using the quadratic formula. | The learner is guided to: work with peers to obtain the quadratic formula from the general quadratic equation. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: solve simultaneous equations involving linear and quadratic equations. | The learner is guided to: discuss and interpret the discriminant (b2 - 4ac) in a quadratic equation. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: apply quadratic equations in real-life situations. | The learner is guided to: use the quadratic formula to find the roots of quadratic equations. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: appreciate the application of quadratic equations in real-life situations. | The learner is guided to: follow the steps in working out simultaneous equations involving linear and quadratic equations. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: identify perfect squares in quadratic expressions and equations. | The learner is guided to: discuss in a group to form and solve quadratic equations from roots and real life situations. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: solve quadratic equations by completing square method. | The learner is guided to: work with peers to factorise quadratic expressions and select perfect squares. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Quadratic Expressions and Equations - Perfect squares - completing squares - Quadratic formula - Solution of quadratic equations using the quadratic formula - Solution of simultaneous equations, one linear and one quadratic by substitution - Application of quadratic equations | By the end of the lesson, the learner should be able to: derive the quadratic formula using completing square. | The learner is guided to: discuss the process of completing squares in quadratic equations. | How are quadratic equations applied in day to day life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: identify irrational numbers in from set of real numbers. | The learner is guided to: use a set of real numbers to distinguish between rational and irrational numbers. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: simplify irrational numbers in different situations. | The learner is guided to: work with peers simplify irrational numbers in form of fractions and non-fractions. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: perform operations on irrational numbers in different situations. | The learner is guided to: carry out operations involving addition, subtraction and multiplication of irrational numbers. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: rationalise irrational numbers in different situations. | The learner is guided to: work with peers generate conjugates of irrational numbers and use them to simplify the denominator with irrational number. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: apply irrational numbers in different situations. | The learner is guided to: solve irrational numbers from real life situations. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: reflect on the use of irrational numbers in mathematical computations. | The learner is guided to: use digital devices and other resources to learn more on application of irrational numbers in real life. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: identify irrational numbers in from set of real numbers. | The learner is guided to: use a set of real numbers to distinguish between rational and irrational numbers. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: simplify irrational numbers in different situations. | The learner is guided to: work with peers simplify irrational numbers in form of fractions and non-fractions. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Irrational numbers - Irrational numbers - Simplification of irrational numbers - Operations on irrational numbers - Rationalisation of irrational numbers | By the end of the lesson, the learner should be able to: perform operations on irrational numbers in different situations. | The learner is guided to: carry out operations involving addition, subtraction and multiplication of irrational numbers. | How are irrational numbers used in daily life? | 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 1.1 Quadratic Expressions and Equations | Linear Inequalities - Simple and compound inequality statements - Linear inequality in two unknowns - Graphical representation of linear inequalities - Graphical solutions of simultaneous linear inequalities - Simple linear inequalities from inequality graphs | By the end of the lesson, the learner should be able to: solve compound inequalities in one unknown. | The learner is guided to: work with peers to obtain inequality expressions from compound inequality statements. | How are linear inequalities used in day to day life? | 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 1.1 Quadratic Expressions and Equations | Linear Inequalities - Simple and compound inequality statements - Linear inequality in two unknowns - Graphical representation of linear inequalities - Graphical solutions of simultaneous linear inequalities - Simple linear inequalities from inequality graphs | By the end of the lesson, the learner should be able to: represent linear inequalities in two unknowns graphically. | The learner is guided to: draw graphs of compound inequalities on a Cartesian plane and shade the unwanted region. | How are linear inequalities used in day to day life? | 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 1.1 Quadratic Expressions and Equations | Linear Inequalities - Simple and compound inequality statements - Linear inequality in two unknowns - Graphical representation of linear inequalities - Graphical solutions of simultaneous linear inequalities - Simple linear inequalities from inequality graphs | By the end of the lesson, the learner should be able to: solve the linear inequalities in two unknowns graphically. | The learner is guided to: use graphs to identify the region satisfying the inequality statements. | How are linear inequalities used in day to day life? | 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 1.1 Quadratic Expressions and Equations | Linear Inequalities - Simple and compound inequality statements - Linear inequality in two unknowns - Graphical representation of linear inequalities - Graphical solutions of simultaneous linear inequalities - Simple linear inequalities from inequality graphs | By the end of the lesson, the learner should be able to: form simple linear inequalities from inequality graphs. | The learner is guided to: work with peers to generate the simple linear inequalities from inequality graphs. | How are linear inequalities used in day to day life? | 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 1.1 Quadratic Expressions and Equations | Linear Inequalities - Simple and compound inequality statements - Linear inequality in two unknowns - Graphical representation of linear inequalities - Graphical solutions of simultaneous linear inequalities - Simple linear inequalities from inequality graphs | By the end of the lesson, the learner should be able to: apply inequalities to real life situations. | The learner is guided to: relate the inequality symbols to the speed limits signs on the roads. | How are linear inequalities used in day to day life? | 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 1.1 Quadratic Expressions and Equations | Linear Inequalities - Simple and compound inequality statements - Linear inequality in two unknowns - Graphical representation of linear inequalities - Graphical solutions of simultaneous linear inequalities - Simple linear inequalities from inequality graphs | By the end of the lesson, the learner should be able to: appreciate the use of inequalities in real life. | The learner is guided to: use digital resources to represent linear inequalities graphically. | How are linear inequalities used in day to day life? | 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 11 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Numbers and Algebra 1.1 Quadratic Expressions and Equations
Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices)
Measurements and Geometry
Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors · Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral · Commercial Arithmetic - Simple Interest - Compound interest - Appreciation - Depreciation - Hire purchase (to include rate of interest, carrying charge, instalments. - Income tax · Circles, Chords and Tangents - chords and tangents - Lengths of tangents and intersecting chords - Properties of chords and tangents - Construction of tangents to a circle - Direct and transverse common tangents to two circles - Angles in alternate segment - Contact of Circles - Circumscribed, inscribed and escribed circles - Centroid and orthocentre · Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Numbers and Algebra 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: identify types of matrices using rows and columns. | The learner is guided to: work with peers to recognise column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: determine properties of a matrix from rows and columns. | The learner is guided to: discuss with peers and identify the position of elements and order of matrices. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: perform addition and subtraction of compatible matrices. | The learner is guided to: work with peers to recognise compatible matrices then carry out addition and subtraction of compatible matrices. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: multiply compatible matrices in different situations. | The learner is guided to: work out multiplication of a matrix by a scalar and a matrix by a matrix. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: Compute the determinant of a 2 by 2 matrix. | The learner is guided to: work out the determinant of a 2 by 2 matrix and identify singular matrix. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: determine the inverse of a 2 by 2 matrix. | The learner is guided to: work with peers to obtain the inverse of a 2 by 2 matrix. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: solve linear equations in two unknowns using matrix method. | The learner is guided to: practice solving equations involving two unknowns using matrices. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: explore the use of matrices in real life situations. | The learner is guided to: interpret real life cases, form equations in two unknowns and obtain solutions using matrices. | How is the knowledge of matrices used in real life? | 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 1.1 Quadratic Expressions and Equations | Matrices (I) -Types of matrices (column matrix, row matrix, square matrix, rectangular matric, null matrix and identity matrix) -Properties of a matrix (elements in a matrix, order of a matrix, compatibility of two or more matrices) | By the end of the lesson, the learner should be able to: identify types of matrices using rows and columns. | The learner is guided to: use digital devices or other resources to learn more on the use of matrices in real life situations. | How is the knowledge of matrices used in real life? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: determine errors from measurements of quantities. | The learner is guided to: estimate measurement of quantities and compare with the actual values. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: determine absolute, relative and percentage errors from measurements. | The learner is guided to: work with peers to calculate absolute, relative and percentage errors using the estimates and actual measurements. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: compute round off and truncation errors from measurements. | The learner is guided to: work out the absolute errors resulting from rounding off numbers to a given decimal places and significant figures. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: determine maximum and minimum errors from limits in measurements. | The learner is guided to: work with peers to truncate numbers to a given significant figures and decimal places working out errors associated with them. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: perform propagation of errors using limits of measurements. | The learner is guided to: work out the maximum and minimum errors from real life situations. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: appreciate the use of approximations and errors in real life situations. | The learner is guided to: use limits to carry out propagation of errors involving addition, subtraction, multiplication and division of quantities. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: determine errors from measurements of quantities. | The learner is guided to: discuss effects of approximations and errors when planning for a journey to enhance road safety on the road during the journey. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: determine absolute, relative and percentage errors from measurements. | The learner is guided to: estimate measurement of quantities and compare with the actual values. | Why are quantities approximated? | 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 | Approximation and Errors - Estimation and approximations - Absolute, Relative and Percentage errors - Round off (significant figures decimal places) - Truncation errors - Propagation of errors | By the end of the lesson, the learner should be able to: compute round off and truncation errors from measurements. | The learner is guided to: work with peers to calculate absolute, relative and percentage errors using the estimates and actual measurements. | Why are quantities approximated? | 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 | Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral | By the end of the lesson, the learner should be able to: identify an arc, chord, and segment in a circle. | The learner is guided to: use circular shapes or objects to recognise arcs, chords, and segments of a circle. | How is the knowledge of angle properties of a circle used in day to day life? | 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 | Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral | By the end of the lesson, the learner should be able to: relate angles subtended by the same arc at the circumference. | The learner is guided to: model circle, mark an arc on the circumference of the circle. Use the arc to subtend different angles at the circumference of the circle then compare the angles. | How is the knowledge of angle properties of a circle used in day to day life? | 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 | Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral | By the end of the lesson, the learner should be able to: relate the angle subtended by an arc at the centre and at the circumference. | The learner is guided to: Use a model of a circle, subtend an angle at the centre and at the circumference, measure the angles and compare them. | How is the knowledge of angle properties of a circle used in day to day life? | 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 | Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral | By the end of the lesson, the learner should be able to: determine angles subtended by a chord and a diameter at the circumference. | The learner is guided to: Work with peers to use a chord to subtend angles at the centre and at the circumference in the same segment to establish the relationship. | How is the knowledge of angle properties of a circle used in day to day life? | 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 | Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral | By the end of the lesson, the learner should be able to: determine angles in a cyclic quadrilateral. | The learner is guided to: subtend angles from the diameter to the circumference in both segments, measure the angles and draw conclusions. | How is the knowledge of angle properties of a circle used in day to day life? | 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 | Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral | By the end of the lesson, the learner should be able to: apply the angle properties of a circle in different situations. | The learner is guided to: inscribe a quadrilateral into a circle, establish the relationship of the angles in the quadrilateral. | How is the knowledge of angle properties of a circle used in day to day life? | 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 | Angle Properties of a Circle - Arc, chord and segment - Angle subtended by the same arc - Angle subtended by the same chord - Angles in a semicircle - Cyclic quadrilateral | By the end of the lesson, the learner should be able to: reflect on the use of angle properties of a circle in different situations. | The learner is guided to: use digital devices and other resources to learn more on angle properties of a circle. | How is the knowledge of angle properties of a circle used in day to day life? | 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 11 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Measurements and Geometry
Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules · Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola
Statistics and Probability
Permutations and combinations - Factorial notation - Permutations - Combinations - Application of permutations and combinations · Probability II
Calculus
Functions · Differentiation (I)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Measurements and Geometry | Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules | By the end of the lesson, the learner should be able to: determine trigonometric ratios of angles using a unit circle. | The learner is guided to: work with peers to draw a unit circle and use it to obtain trigonometric ratios; work out the trigonometric ratios of angles greater than 900 from the unit circle. | why is the knowledge of trigonometry important? | 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 | Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules | By the end of the lesson, the learner should be able to: determine trigonometric ratios of angles greater than 900 in different situations; determine trigonometric ratios of negative angles in different situations. | The learner is guided to: work out trigonometric ratios of negative angles from the unit circle. | why is the knowledge of trigonometry important? | 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 | Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules | By the end of the lesson, the learner should be able to: solve trigonometric equations involving trigonometric ratios the range 00 to 3600. | The learner is guided to: collaborate with peers to work out trigonometric equations involving single trigonometric ratios in the range 00 to 3600; collaborate with peers to convert angles from degrees to the radian. | why is the knowledge of trigonometry important? | 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 | Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules | By the end of the lesson, the learner should be able to: convert angles from degrees to radians and vice versa in different situations. | The learner is guided to: discuss with peers to convert angles from radians to degrees. | why is the knowledge of trigonometry important? | 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 | Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules | By the end of the lesson, the learner should be able to: draw graphs of trigonometric functions in degrees and radians. | The learner is guided to: generate tables of values for trigonometric functions using calculators or mathematical tables; plot graphs of trigonometric functions using a suitable scale. | why is the knowledge of trigonometry important? | 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 | Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules | By the end of the lesson, the learner should be able to: derive sine and cosine rules using triangles; solve triangles using the sine and cosine rule. | The learner is guided to: work with peers to derive sine and cosine rules from triangles. | why is the knowledge of trigonometry important? | 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 | Trigonometry (II) - Unit circle - Trigonometric ratios from unit circle - Angles greater than 900 , negative angles - Radian measure - Conversion of degrees to radians and vice versa - Graphs of (sin x, cos x, tan x) - 360 0<x<360 0 - Deriving sine and cosine rules - Trigonometric solution of triangles, - Application of Sine and Cosine Rules | By the end of the lesson, the learner should be able to: appreciate use of trigonometry in real life situations. | The learner is guided to: work out sides and angles in a triangle using sine and cosine rules; use digital devices to draw graphs of trigonometric functions. | why is the knowledge of trigonometry important? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: solve quadratic and cubic equations graphically. | The learner is guided to: draw graphs of quadratic and cubic equations and determine their roots. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: solve simultaneous equations of a linear and a quadratic and cubic equations graphically. | The learner is guided to: draw graphs of linear and quadratic equations and determine the roots. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: determine average rate of change and average rate of change at an instant from a graph. | The learner is guided to: work out average rate of change from graphical representation of equations. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: draw graphs of empirical data and line of best fit in different situations. | The learner is guided to: discuss with peers then work out instantaneous rate of change from graphs. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: convert nonlinear equation to linear form in different situations. | The learner is guided to: collaborate with peers to plot empirical data and draw line of best fit. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: determine constants in nonlinear equations in different situations. | The learner is guided to: work with peers to convert a given nonlinear relation to linear. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: determine the centre, radius and equation of a circle in different situations. | The learner is guided to: work with peers to determine constants in non-linear relations using graphs of linear relations. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: draw graphs of circles and parabolas in different situations. | The learner is guided to: work out the coordinates of the centre of a circle and its radius from an equation. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: promote the use of graphical solutions to day to day life. | The learner is guided to: work out the equation of the circle using coordinates of the centre. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: solve quadratic and cubic equations graphically. | The learner is guided to: generate tables of values from equations of circles and parabolas. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: solve simultaneous equations of a linear and a quadratic and cubic equations graphically. | The learner is guided to: use digital resources to draw graphs of different relations. | How are relations presented in real life? | 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 | Graphical Methods - Graph of quadratic equations - Graphical solution of simultaneous equation s, one linear and one quadratic - Graphs of cubic relation - Average rate of change - Rate of change at an instant - Empirical data and their graphs - Line of best fit - Reduction of non-linear to linear - Equation of a circle - Conic curves - circle - parabola | By the end of the lesson, the learner should be able to: determine average rate of change and average rate of change at an instant from a graph. | The learner is guided to: draw graphs of quadratic and cubic equations and determine their roots. | How are relations presented in real life? | 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 | Statistics and Probability | Permutations and combinations - Factorial notation - Permutations - Combinations - Application of permutations and combinations | By the end of the lesson, the learner should be able to: express a natural number in factorial notation. | The learner is guided to: work with peers to explore and express natural numbers in factorial notation. | How are permutations used in day-to-day life?; Where is combination used in day-to-day life? | 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 | Statistics and Probability | Permutations and combinations - Factorial notation - Permutations - Combinations - Application of permutations and combinations | By the end of the lesson, the learner should be able to: perform permutations involving real life situations. | The learner is guided to: discuss life situations involving permutations. | How are permutations used in day-to-day life?; Where is combination used in day-to-day life? | 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 | Statistics and Probability | Permutations and combinations - Factorial notation - Permutations - Combinations - Application of permutations and combinations | By the end of the lesson, the learner should be able to: perform combinations involving real life situations. | The learner is guided to: work out permutations using real life cases. | How are permutations used in day-to-day life?; Where is combination used in day-to-day life? | 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 | Statistics and Probability | Permutations and combinations - Factorial notation - Permutations - Combinations - Application of permutations and combinations | By the end of the lesson, the learner should be able to: apply permutations and combinations to real life situations. | The learner is guided to: discuss real life situation involving combinations. | How are permutations used in day-to-day life?; Where is combination used in day-to-day life? | 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 | Statistics and Probability | Permutations and combinations - Factorial notation - Permutations - Combinations - Application of permutations and combinations | By the end of the lesson, the learner should be able to: explore the use of permutations and combinations in real life situations. | The learner is guided to: use different objects to come up with different combinations then work out combinations based in real life situations. | How are permutations used in day-to-day life?; Where is combination used in day-to-day life? | 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 | Statistics and Probability | Permutations and combinations - Factorial notation - Permutations - Combinations - Application of permutations and combinations | By the end of the lesson, the learner should be able to: express a natural number in factorial notation. | The learner is guided to: work with peers to research the application of permutations and combinations in real life situations. | How are permutations used in day-to-day life?; Where is combination used in day-to-day life? | 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.
More Grade 11 schemes of work
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It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 11 Mathematics so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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