CBE · Senior School
Grade 12 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 12 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 12
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 12 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Numbers and Algebra
Sets · Sets - Representation of sets · Sets - Types of sets · Sets - Operations on sets (Unions, Intersections, difference, Complements) · Sets - Venn diagrams · Sets - Application of sets · Binomial Expansions · Binomial Expansions - Coefficient in binomial expansion · Binomial Expansions - Use binomial expansion to evaluate numerical cases · Compound Proportions, Rates of Work and Mixtures · Compound Proportions, Rates of Work and Mixtures - Compound Proportions · Compound Proportions, Rates of Work and Mixtures - Rates of Work · Compound Proportions, Rates of Work and Mixtures - Mixtures · Linear Programming · Linear Programming - Graphing of linear inequalities · Linear Programming - Optimisation of linear inequalities · Linear Programming - Application of Linear Programming.
MEASUREMENTS AND GEOMETRY
Matrices and Transformations · Matrices and Transformations - Successive transformations · Matrices and Transformations - Inverse Transformations · Matrices and Transformations - Area Scale Factor and determinant of a Matrix · Matrices and Transformations - Stretch · Matrices and Transformations - Shear · Matrices and Transformations - Application of Matrices and Transformations
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Numbers and Algebra | Sets | By the end of the lesson, the learner should be able to: identify set notations and elements of a set in different situations. | The learner is guided to: work with peers to identify elements with common properties in the immediate environment to form sets. | How is the concept of sets applied 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 | Sets - Representation of sets | By the end of the lesson, the learner should be able to: represent sets in different situations. | The learner is guided to: list various types of sets such as null sets, universal sets, subsets, equal, finite, infinite, equivalent in various situations. | How is the concept of sets applied 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 | Sets - Types of sets | By the end of the lesson, the learner should be able to: perform operations on sets in different situations. | The learner is guided to: discuss in a group the various ways of representing sets such as set builder and roster method. | How is the concept of sets applied 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 | Sets - Operations on sets (Unions, Intersections, difference, Complements) | By the end of the lesson, the learner should be able to: draw Venn diagrams to represent sets. | The learner is guided to: work with peers to perform operations involving union, intersection, difference and complement of sets. | How is the concept of sets applied 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 | Sets - Venn diagrams | By the end of the lesson, the learner should be able to: apply sets to real life situations. | The learner is guided to: discuss with peers and represents sets in a Venn diagram. | How is the concept of sets applied 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 | Sets - Application of sets | By the end of the lesson, the learner should be able to: reflect how to use sets in real life situations. | The learner is guided to: collaborate with others to explore areas in which set theory can be applied. | How is the concept of sets applied 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 | Sets | By the end of the lesson, the learner should be able to: identify set notations and elements of a set in different situations. | The learner is guided to: work with peers to identify elements with common properties in the immediate environment to form sets. | How is the concept of sets applied 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 | Sets | By the end of the lesson, the learner should be able to: represent sets in different situations. | The learner is guided to: list various types of sets such as null sets, universal sets, subsets, equal, finite, infinite, equivalent in various situations. | How is the concept of sets applied 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 | Sets | By the end of the lesson, the learner should be able to: perform operations on sets in different situations. | The learner is guided to: discuss in a group the various ways of representing sets such as set builder and roster method. | How is the concept of sets applied 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 | Numbers and Algebra | Sets | By the end of the lesson, the learner should be able to: draw Venn diagrams to represent sets. | The learner is guided to: work with peers to perform operations involving union, intersection, difference and complement of sets. | How is the concept of sets applied 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 | Numbers and Algebra | Sets | By the end of the lesson, the learner should be able to: apply sets to real life situations. | The learner is guided to: discuss with peers and represents sets in a Venn diagram. | How is the concept of sets applied 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 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: expand binomial expressions up to the 4th degree by multiplication. | The learner is guided to: expand (x+1) up to the 4th degree by multiplication to extract general coefficients. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions - Coefficient in binomial expansion | By the end of the lesson, the learner should be able to: determine coefficients of terms in binomial expansions up to the power of 10. | The learner is guided to: work with peers to generate the Pascal’s triangle up to the 11th row. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions - Use binomial expansion to evaluate numerical cases | By the end of the lesson, the learner should be able to: evaluate binomial expressions up to the power of 10 in different situations. | The learner is guided to: collaborate with peers to work out coefficients of terms in binomial expansions. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: apply binomial expansion in different situations. | The learner is guided to: work out of binomial expansions and share with peers. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: appreciate the use of binomial expansion in real life situations. | The learner is guided to: solve numerical tasks involving binomial expansion. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: expand binomial expressions up to the 4th degree by multiplication. | The learner is guided to: use digital devices to learn more about binomial expansion. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: determine coefficients of terms in binomial expansions up to the power of 10. | The learner is guided to: expand (x+1) up to the 4th degree by multiplication to extract general coefficients. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: evaluate binomial expressions up to the power of 10 in different situations. | The learner is guided to: work with peers to generate the Pascal’s triangle up to the 11th row. | Where is binomial expansion applied 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 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: apply binomial expansion in different situations. | The learner is guided to: collaborate with peers to work out coefficients of terms in binomial expansions. | Where is binomial expansion applied 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 | |
| 5 | 1 | Numbers and Algebra | Binomial Expansions | By the end of the lesson, the learner should be able to: appreciate the use of binomial expansion in real life situations. | The learner is guided to: work out of binomial expansions and share with peers. | Where is binomial expansion applied 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 | |
| 5 | 2 | Numbers and Algebra | Compound Proportions, Rates of Work and Mixtures | By the end of the lesson, the learner should be able to: divide quantities using ratios and proportions in different situations. | The learner is guided to: work with peers to share quantities in given ratios and proportions. | How are proportions applied 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 | |
| 5 | 3 | Numbers and Algebra | Compound Proportions, Rates of Work and Mixtures - Compound Proportions | By the end of the lesson, the learner should be able to: determine direct, indirect and inverse proportions from real life situations. | The learner is guided to: carry out tasks involving direct, indirect and inverse proportions. | How are proportions applied 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 | |
| 5 | 4 | Numbers and Algebra | Compound Proportions, Rates of Work and Mixtures - Rates of Work | By the end of the lesson, the learner should be able to: determine compound proportions and rates of work from real life situations. | The learner is guided to: use unitary and ratio methods to work out compound proportions and rates of work. | How are proportions applied 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 | |
| 5 | 5 | Numbers and Algebra | Compound Proportions, Rates of Work and Mixtures - Mixtures | By the end of the lesson, the learner should be able to: determine quantities in mixtures in different situations. | The learner is guided to: carry out tasks involving mixtures and rates of work in different situations. | How are proportions applied 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 |
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 12 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENTS AND GEOMETRY
Matrices and Transformations · Matrices and Transformations - Successive transformations · Area Approximations · Area Approximations - Trapezoidal rule · Area Approximations - Mid-ordinate rule · Loci · Loci - Perpendicular bisector loci · Loci - Loci of a point at a given distance from a fixed point · Loci - Loci of a point at a given distance from a fixed line. · Loci - Angle bisector loci · Loci - Constant angle loci · Loci - Intersecting loci · Loci - Loci involving inequalities · Loci - Loci involving chords · Three dimensional Geometry · Three dimensional Geometry - The angle between: 1. a line and a line 2. a line and a plane 3. a plane and a plane Note: composite solids should not be used in this sub strand. · Trigonometry (III) · Trigonometry (III) - Solution of trigonometric equations using identities · Trigonometry (III) - Transformation of Waves (stretch and translation) · Vectors II · Vectors II - Column and Position vectors in three-dimension · Vectors II - Column vectors in terms of unit vectors · Vectors II - Magnitude of a vector in three dimensions · Vectors II - Parallel vectors · Vectors II - Collinearity · Vectors II - Proportional division of a line
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENTS AND GEOMETRY | Matrices and Transformations | By the end of the lesson, the learner should be able to: draw object and image under a transformation matrix on a Cartesian plane; determine matrix of transformation in different situations; perform successive transformations of an object using matrices on a Cartesian plane; determine a single matrix of transformation for successive transformations. | The learner is guided to: determine the coordinates of the image given an object and a matrix then represent then on a Cartesian plane; work out the matrix of transformation given image and object in the Cartesian plane or in coordinates; use object and given matrices to determine images in a given order and represent the shapes on a Cartesian plane; collaborate with peers to use object and the final image to work out a single matrix for successive transformation. | Where are matrix transformations applied 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 | MEASUREMENTS AND GEOMETRY | Matrices and Transformations - Successive transformations | By the end of the lesson, the learner should be able to: determine an inverse of a transformation in different situations; relate area scale factor to determinant of a matrix in different situations; perform transformation involving shear and stretch in different situations; apply matrix of transformation in different situations; promote the use of transformation in different situations. | The learner is guided to: carry out task that relate linear scale factor to the determinant; use shear statement and matrix to perform transformation; use stretch statement and matrix to perform transformations; use digital devices to perform different transformations involving matrices. | Where are matrix transformations applied 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 | MEASUREMENTS AND GEOMETRY | Area Approximations | By the end of the lesson, the learner should be able to: estimate area of irregular shapes by counting squares technique. | The learner is guided to: draw shapes of irregular objects on square grids then estimate the area by counting squares method. | How is area approximation applied 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 | MEASUREMENTS AND GEOMETRY | Area Approximations - Trapezoidal rule | By the end of the lesson, the learner should be able to: determine area bounded by a curve and lines using the trapezoidal rule. | The learner is guided to: collaborate with peers to derive the trapezoidal rule and use it to estimate area bounded by a curve and specified lines. | How is area approximation applied 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 | MEASUREMENTS AND GEOMETRY | Area Approximations - Mid-ordinate rule | By the end of the lesson, the learner should be able to: determine area bounded by a curve and lines using the mid-ordinate rule. | The learner is guided to: work with peers to derive the mid ordinate rule and use it to estimate area. | How is area approximation applied 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 | MEASUREMENTS AND GEOMETRY | Area Approximations | By the end of the lesson, the learner should be able to: apply area approximation methods to real life situations. | The learner is guided to: use the boundary lines and a curve to estimate the areas using different methods. | How is area approximation applied 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 | MEASUREMENTS AND GEOMETRY | Area Approximations | By the end of the lesson, the learner should be able to: appreciate the use of area approximations in day to day life. | The learner is guided to: draw shapes of irregular objects on square grids then estimate the area by counting squares method. | How is area approximation applied 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 | MEASUREMENTS AND GEOMETRY | Area Approximations | By the end of the lesson, the learner should be able to: estimate area of irregular shapes by counting squares technique. | The learner is guided to: collaborate with peers to derive the trapezoidal rule and use it to estimate area bounded by a curve and specified lines. | How is area approximation applied 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 | Area Approximations | By the end of the lesson, the learner should be able to: determine area bounded by a curve and lines using the trapezoidal rule. | The learner is guided to: work with peers to derive the mid ordinate rule and use it to estimate area. | How is area approximation applied 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 | Area Approximations | By the end of the lesson, the learner should be able to: determine area bounded by a curve and lines using the mid-ordinate rule. | The learner is guided to: use the boundary lines and a curve to estimate the areas using different methods. | How is area approximation applied 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 | Area Approximations | By the end of the lesson, the learner should be able to: apply area approximation methods to real life situations. | The learner is guided to: draw shapes of irregular objects on square grids then estimate the area by counting squares method. | How is area approximation applied 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 | Loci | By the end of the lesson, the learner should be able to: Relate terms used in loci to normal geometric constructions terms. | The learner is guided to: discuss meaning of terms used in loci in relation geometric construction. | How is loci applied 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 | Loci - Perpendicular bisector loci | By the end of the lesson, the learner should be able to: construct loci of perpendicular line and angle bisectors. | The learner is guided to: describe and illustrate common types of loci. | How is loci applied 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 | Loci - Loci of a point at a given distance from a fixed point | By the end of the lesson, the learner should be able to: construct loci of points at a given distance from a fixed point. | The learner is guided to: collaborate with peers to construct loci of perpendicular line bisector. | How is loci applied 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 | Loci - Loci of a point at a given distance from a fixed line. | By the end of the lesson, the learner should be able to: construct loci of points at a given distance from a fixed line. | The learner is guided to: work with peers to construct loci of angle bisector. | How is loci applied 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 | Loci - Angle bisector loci | By the end of the lesson, the learner should be able to: construct loci of points given constant angle in different situations. | The learner is guided to: work with peers to construct loci of points at a given distance from a fixed point. | How is loci applied 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 | Loci - Constant angle loci | By the end of the lesson, the learner should be able to: determine regions enclosed by intersecting loci in different situations. | The learner is guided to: construct loci of points at a given distance from a fixed line. | How is loci applied 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 | Loci - Intersecting loci | By the end of the lesson, the learner should be able to: construct loci involving inequalities in different situations. | The learner is guided to: construct loci of points at a constant angle. | How is loci applied 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 | Loci - Loci involving inequalities | By the end of the lesson, the learner should be able to: recognise the use of loci in real life situations. | The learner is guided to: construct regions enclosed by intersecting loci. | How is loci applied 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 | MEASUREMENTS AND GEOMETRY | Loci - Loci involving chords | By the end of the lesson, the learner should be able to: Relate terms used in loci to normal geometric constructions terms. | The learner is guided to: construct loci involving inequalities. | How is loci applied 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 | |
| 5 | 1 | MEASUREMENTS AND GEOMETRY | Loci | By the end of the lesson, the learner should be able to: construct loci of perpendicular line and angle bisectors. | The learner is guided to: carry out tasks involving application of loci such as determining offside positions in sports. | How is loci applied 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 | |
| 5 | 2 | MEASUREMENTS AND GEOMETRY | Loci | By the end of the lesson, the learner should be able to: construct loci of points at a given distance from a fixed point. | The learner is guided to: use digital resources to learn more on loci. | How is loci applied 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 | |
| 5 | 3 | MEASUREMENTS AND GEOMETRY | Loci | By the end of the lesson, the learner should be able to: construct loci of points at a given distance from a fixed line. | The learner is guided to: discuss meaning of terms used in loci in relation geometric construction. | How is loci applied 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 | |
| 5 | 4 | MEASUREMENTS AND GEOMETRY | Loci | By the end of the lesson, the learner should be able to: construct loci of points given constant angle in different situations. | The learner is guided to: describe and illustrate common types of loci. | How is loci applied 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 | |
| 5 | 5 | MEASUREMENTS AND GEOMETRY | Loci | By the end of the lesson, the learner should be able to: determine regions enclosed by intersecting loci in different situations. | The learner is guided to: collaborate with peers to construct loci of perpendicular line bisector. | How is loci applied 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 |
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 12 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENTS AND GEOMETRY
Vectors II · Vectors II - Column and Position vectors in three-dimension · Vectors II - Column vectors in terms of unit vectors · Vectors II - Magnitude of a vector in three dimensions · Vectors II - Parallel vectors · Vectors II - Collinearity · Vectors II - Proportional division of a line · Vectors II - Ratio theorem · Navigation · Navigation - Distances on the earth’s surface · Navigation - Distance and Speed · Navigation - Longitude and Time · Navigation - (Time Zones) · Navigation - Course, track and drift
Statistics and Probability
Statistics II · Statistics II - Cumulative frequency curves (ogive) · Statistics II - Median, quartiles deciles, percentiles for grouped data · Statistics II - Measures of spread/ dispersion for ungrouped and grouped data - Interquartile range - Quartile deviation, - Mean, - Variance, - Standard Deviation (using assumed mean)
Calculus
Differentiation (II) · Differentiation (II) - Curve sketching · Differentiation (II) - Application of differentiation, maxima, minima and kinematics · Integration · Integration - Indefinite and definite Integrals · Integration - Application of integration to area under a curve · Integration - Relationship between trapezoidal, mid-ordinate rules and Integration · Integration - Errors in area approximation under a curve · Integration - Kinematics (application of both differentiation and integration)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENTS AND GEOMETRY | Vectors II | By the end of the lesson, the learner should be able to: express column and position vectors in terms of unit vectors in different situations. | The learner is guided to: use coordinates in two and three dimensions to get column vectors. | How are vectors applied 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 | MEASUREMENTS AND GEOMETRY | Vectors II - Column and Position vectors in three-dimension | By the end of the lesson, the learner should be able to: perform addition, subtraction and multiplication by a scalar of vectors in three dimensions. | The learner is guided to: represent vector coordinates in terms of unit vectors; work out position vectors in three dimensions. | How are vectors applied 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 | MEASUREMENTS AND GEOMETRY | Vectors II - Column vectors in terms of unit vectors | By the end of the lesson, the learner should be able to: determine the magnitude of a vector in three dimensions. | The learner is guided to: collaborate with peers to work out addition, subtraction and multiplication by a scalar of vectors in 3-D. | How are vectors applied 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 | MEASUREMENTS AND GEOMETRY | Vectors II - Magnitude of a vector in three dimensions | By the end of the lesson, the learner should be able to: divide a line proportionally using vectors in different situations. | The learner is guided to: collaborate with peers to work out the magnitude of a vector in three dimensions; work with peers to carry out tests to determine parallelism of vectors. | How are vectors applied 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 | MEASUREMENTS AND GEOMETRY | Vectors II - Parallel vectors | By the end of the lesson, the learner should be able to: determine parallelism of vectors in different situations; perform collinearity test for vectors in two and three dimensions. | The learner is guided to: discuss with peers the collinearity test for given vectors. | How are vectors applied 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 | MEASUREMENTS AND GEOMETRY | Vectors II - Collinearity | By the end of the lesson, the learner should be able to: derive and use ratio theorem in vector operations. | The learner is guided to: divide a line internally and externally using vectors. | How are vectors applied 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 | MEASUREMENTS AND GEOMETRY | Vectors II - Proportional division of a line | By the end of the lesson, the learner should be able to: apply vectors to geometry in different situations. | The learner is guided to: derive and use ratio theorem in vector operations; use vectors to carry out tasks in geometry. | How are vectors applied 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 | MEASUREMENTS AND GEOMETRY | Vectors II - Ratio theorem | By the end of the lesson, the learner should be able to: reflect on the applications of vectors geometry in different situations. | The learner is guided to: use digital resources to learn more on vectors. | How are vectors applied 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 | Navigation | By the end of the lesson, the learner should be able to: identify longitudes and latitude in different situations. | The learner is guided to: use the globe to identify longitudes and latitudes. | How is navigation applied 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 | Navigation - Distances on the earth’s surface | By the end of the lesson, the learner should be able to: locate points on the earth surface using latitudes and longitudes. | The learner is guided to: use the globe and map to locate points using longitudes and latitudes. | How is navigation applied 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 | Navigation - Distance and Speed | By the end of the lesson, the learner should be able to: determine distance along parallels of longitude and latitude in nautical miles and in kilometres. | The learner is guided to: establish the relationship between radius of small circles and radius of the great circle from the globe. | How is navigation applied 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 | Navigation - Longitude and Time | By the end of the lesson, the learner should be able to: relate longitudes to time at different points on the earth’s surface. | The learner is guided to: use coordinates of the globe to work out distance along parallel of longitudes and latitudes in kilometres. | How is navigation applied 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 | Navigation - (Time Zones) | By the end of the lesson, the learner should be able to: determine speed in knots and in kilometres per hour. | The learner is guided to: use coordinates of the globe to work out distance along parallel of longitudes and latitudes in nautical miles. | How is navigation applied 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 | Navigation - Course, track and drift | By the end of the lesson, the learner should be able to: determine the course, track and drift of a body moving in a flowing fluid. | The learner is guided to: use longitudes to work out time at different locations on the earth surface. | How is navigation applied 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 | Navigation | By the end of the lesson, the learner should be able to: apply navigation to real life situations. | The learner is guided to: work out speed in knots and kilometres per hour using distance obtained from difference in latitudes and longitudes. | How is navigation applied 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 | Navigation | By the end of the lesson, the learner should be able to: recognise the role of navigation to day life. | The learner is guided to: collaborate with peers to observe a body moving in a flowing liquid to identify course, track and drift. | How is navigation applied 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 | Navigation | By the end of the lesson, the learner should be able to: identify longitudes and latitude in different situations. | The learner is guided to: work out course, track and drift of a body moving in a flowing fluid. | How is navigation applied 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 | Navigation | By the end of the lesson, the learner should be able to: locate points on the earth surface using latitudes and longitudes. | The learner is guided to: discuss how operators of sea and air vessels should navigate areas with strong flowing fluids. | How is navigation applied 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 | Navigation | By the end of the lesson, the learner should be able to: determine distance along parallels of longitude and latitude in nautical miles and in kilometres. | The learner is guided to: use digital resources to locate points on the earth surface. | How is navigation applied 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 | MEASUREMENTS AND GEOMETRY | Navigation | By the end of the lesson, the learner should be able to: relate longitudes to time at different points on the earth’s surface. | The learner is guided to: use the globe to identify longitudes and latitudes. | How is navigation applied 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 | |
| 5 | 1 | MEASUREMENTS AND GEOMETRY | Navigation | By the end of the lesson, the learner should be able to: determine speed in knots and in kilometres per hour. | The learner is guided to: use the globe and map to locate points using longitudes and latitudes. | How is navigation applied 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 | |
| 5 | 2 | MEASUREMENTS AND GEOMETRY | Navigation | By the end of the lesson, the learner should be able to: determine the course, track and drift of a body moving in a flowing fluid. | The learner is guided to: establish the relationship between radius of small circles and radius of the great circle from the globe. | How is navigation applied 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 | |
| 5 | 3 | Statistics and Probability | Statistics II | By the end of the lesson, the learner should be able to: determine mean, variance and standard deviation using assumed mean for ungrouped data. | The learner is guided to: collaborate with peers to collect and record data. | Where is statistics applicable 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 | |
| 5 | 4 | Statistics and Probability | Statistics II - Cumulative frequency curves (ogive) | By the end of the lesson, the learner should be able to: determine mean, variance and standard deviation using assumed mean for grouped data. | The learner is guided to: use the data collected and other samples to calculate mean, variance and standard deviation using assumed mean for ungrouped data. | Where is statistics applicable 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 | |
| 5 | 5 | Statistics and Probability | Statistics II - Median, quartiles deciles, percentiles for grouped data | By the end of the lesson, the learner should be able to: calculate median, quartiles, deciles and percentiles for grouped data. | The learner is guided to: discuss with peers how to calculate mean, variance and standard deviation using assumed mean for grouped data. | Where is statistics applicable 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 |
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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