AKENTEN APPIAH MENKAH

UNIVERSITY OF SKILLS TRAINING AND ENTREPRENEURIAL DEVELOPMENT

FACULTY OF TECHNICAL EDUCATION

DEPARTMENT OF MATHEMATICS EDUCATION

LESSON PLAN
FOR
ELECTIVE MATHEMATICS SYLLABUS

SENIOR SECONDARY SCHOOL 1-3

1
 SHS 1

NAME OF SCHOOL: Nkwanta Senior High School CLASS: SHS 1 WEEK ENDING: 22/04/2022
SUBJECT: Elective Mathematics CLASS SIZE: 35 AVERAGE AGE: 16 years

REFERENCES: 1. Teaching Syllabus for Senior High School Elective Mathematics, Curriculum Research and Development Division, Accra, 2010, Page8.

2. elective mathematics textbook for SHS 2. Page 64.

Day/date/ Topic/ Sub- Objective/RPK Teaching Learning Core Point Evaluation/Remarks

Topic Materials(TLMs)/Teaching
Time / Learning Activities (TLA)
duration
Day Topic Objective Introduction Examples of linear inequalities are; Evaluation

Tuesday Inequalities By the end of the 1. Teacher ask students 2𝑥 + 3 ≤ 5; 9𝑥 − 6 > 0; 7𝑚 − 7 ≥ 1 Find the set of valuesof x for which
and linear lesson, the student to identify linear each equation is true.
programming will be able to: inequalitiesfrom given
expressions 𝑎. 1 + 2𝑥 − 3𝑥2 < 0
Solve the quadratic equation 3𝑥2 − 8𝑥 + 5 = 0
2. review with learners how b. 6𝑥2 − 7𝑥 + 2 > 0
Solution: 3𝑥2 − 8𝑥 + 5 = 0
tosolve quadratic equations c. 10𝑥2 − 19𝑥 + 6 ≤0
Date Sub -Topic 1.8.3 recognize through factorization. 3𝑥2 − 3𝑥 − 5𝑥 + 5 = 0
19/04/2022 and solve 3𝑥(𝑥 − 1) − 5(𝑥 − 1) = 0
Quadratic quadratic
inequalities inequalities. (3𝑥 − 5)(𝑥 − 1) = 0

3𝑥 − 5 = 0 𝑜𝑟 𝑥 − 1 = 0
5
𝑥= 𝑜𝑟 𝑥 = 13
Quadratic inequality is a mathematical statement that
Time Activity 1 relates a quadratic expression as either less than or greater
than another. The symbols used in inequalities are ≥, ≤, <,
7am-8:20am Discuss with learners’ >.
2
 quadratic inequalities
andsolutions to The general form of quadratic inequalities is given as
quadratic inequalities. 𝑎𝑥2 + 𝑏𝑥 + 𝑐 ≤ 0; 𝑎𝑥2 + 𝑏𝑥 + 𝑐 ≥ 0

𝑎𝑥2 + 𝑏𝑥 + 𝑐 > 0; 𝑎𝑥2 + 𝑏𝑥 + 𝑐 < 0

Duration Example of quadratic inequality are 𝑥2 − 3𝑥 + 2 ≤ 0;
1hour, 𝑥2 + 4𝑥 − 5 > 0.
20minutes
A solution to a quadratic inequality is a real number that
will produce a true statement when substituted for the
variable.

3
NAME OF SCHOOL: NUMBER OF ROLL: 40
SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15
CLASS:ONE BUSINESS TWO (1B2)
REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

05/04/2022 TOPIC: By the end of the TLM: According to the rule of the relation is f:x→⅓x
Relations lesson, the student MOE syllabus, teacher’s guide, aki ola Let y=f:x, thus y=⅓x, when x=12
And will be able to: series, and concise series Then, y=⅓(12)=4
Function When x=15, y=⅓(15) =5, when x=18, y=⅓(18)=6,
TLA: when x=24,y=⅓(24)=8
INTRODUCTION Therefore the diagram of the relation is
Tuesday 1.4.3 Teacher introduces the lesson by 12 → 4
Determine the reviewing student previous knowledge on 15 → 5
inverse of a one-to- the concept relation. 18 → 6
SUB-TOPIC one function. Example: The rule of a relation is one- 24 → 8
10:00am- FUNCTIONS third of given domain. {12,15,18,24
11:20am }, find the co-domain and draw a diagram
of the relation.
1.4.4
Determine the ACTIVITY ONE The given function is f:x→⅓(x), when finding the
composite of two Teacher assist students to find the inverse, let y=f(x)
80minutes given functions. inverse of a function and state the Thus, y=⅓(x) (interchanging both x and y)
domain when the function is given. Then, x=⅓y, (make y the subject.)
Example: 1. F:x →⅓x Y=3x, therefore, f¯¹(x)=y=3x
ii. f:x→3x+4
and the codomain is {4,5,6,8}. ii.f:x→3x+4, let y=f(x),thus, y = 3x+4
(interchanging both x and y)
ACTIVITY TWO x = 3y+4 (make y the subject)
3y = x-4 (divide through by 3)

4
 𝑥−4
Teacher assist student to find the Y= , therefore
3
R. P. K function when the inverse is given 𝑥−4
f¯¹(x)= y =
Student have been Example: i. f¯¹:x→2x-4 3
taught the concept of
relation. ACTIVITY THREE f:x→3x+4, g:x→2x-3,
Teacher guide student to find the for fog(x) = f(2x-3)
composite of two functions defined as =3(2x-3)+4
fog(x)=f[g(x)], gof(x)=g[f(x)] when =6x-9+4
function is given =6x-5
Example: i.f:x→3x+4 Therefore, f(g(x) = 6x-5
ii.g:x→2x-3
For gof(x) = g(3x+4)
=2(3x+4)-3
CONCLUSION =6x+8-3
Teacher conclusion the lesson by =6x+5
explaining the silence points and give Therefore, g(f(x)=6x+5
students exercise.

5
NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15

CLASS:ONE BUSINESS TWO (1B2)

REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

DAY\DATE TOPIC/ OBJECTIVE\ R . P . K TEACHING LEARNING CORE POINTS EVALUATION/

DURATION SUBJECT MATERIALS /TEACHING AND REMARK
LEARNING ACTIVITIES

DAY TOPIC The probabilities of two events X and Y are 1.Given that P(A)=1/4,
Tuesday R. P. K given by P(X)=0.3, P(Y)=0.4, and P(B)=1/4 and
Probability 1 P(XՈY)=0.12 P(A|B)=1/3
Find (i) P(XUY)
By the end of the (ii) Are the events X and Y mutually exclusive i. Find P(AUB)
DATE lesson, or independent? ii. Explain, given
SUB-TOPIC The student will be able INTRODUCTION SOLUTION your reasons,
05/04/22 1.Mutually to; P(XUY)=P(X)+P(Y)-P(XՈY) whether or not
exclusive Teacher introduces the lesson =0.3+0.4-0.12 A and B are
and by asking student to toss a coin =0.58 independent
DURATION independent and tell the outcome. (ii) Since P(XՈY)=P(X)×P(Y) 2. It is known that
70mins event. =0.3×0.4=0.12 It means X and Y are P(VUW)=2/5,
ACTIVITIES 1 independent and therefore X and Y are not P(V)=1/10 and that V
2.Conditional -Assist students to solve simple mutually exclusive since P(XՈY) ≠ 0 and W are mutually
probability. problems using both the exclusive.
addition and multiplication law 2. The probabilities of two events X and Y
of probability. are given by P(X)=0.30, P(y)=0.40 and Find a) P(W)
1.11.2 Distinguish i. P(AUB)=P(A)+P(B)-P(AՈB) P(XUY)=0.58 (b) (V|W)
between mutually ii. If A and B are mutually
exclusive then Find i. P(X|Y) REMARKS
6
exclusive and AՈB=Ф and P(A)+P(B) ii. P(Y|X)
independent events. ჻ P(AUB)=P(A)+(B)
SOLUTION
If A and B are independent, P(XՈY) = P(X)+P(Y)-p(XUY)
1.11.3 Calculate simple then p(AՈB)=P(A)×P(B) =0.30+0.40-0.58
conditional =0.12
probabilities. ჻ P(AUB)=P(A)×P(B)
𝑃(𝑋Ո𝑌) 0.12
(a) P(X|Y) = = =0.30
𝑃(𝑌) 0.40
𝑃(𝑋Ո𝑌) 0.12
(b) P(Y|X)= = = 0.40
ACTIVITY 2 𝑃(𝑋) 0.40

-Teacher assists students to

calculate simple conditional
R. P .K probabilities.
Students use coins and
play with dice. Probability of A given that B has
already occurred is defined by;
𝑃(𝐴Ո𝐵)
P(A|B) =
𝑃(𝐵)
Again, if A and B are
independent then P(A|B) =P(A)
If A and B are mutually
exclusive, then
P(A|B) = 0.

CONCLUSION
-Teacher summarizes the lesson
by emphasizing on salient
points.

7
NAME OF SCHOOL: WEEK ENDING: 08/04/22

SUBJECT: ELECTIVE MATHEMATICS CLASS SIZE : 45

CLASS: SHS 1 AVERAGE AGE : 17YEARS

DATE/DAY/ TOPIC/ OBJECTIVE/ TLMs/TLAs CORE POINTS EVALUATION/

TIME/DURATION SUB-TOPIC R.P.K REMARKS
DATE TOPIC OBJECTIVE INTRODUCTION EVALUATION
5TH APRIL 2022 Revise the students
COORDINATE By the end of the knowledge on how to Equation of a straight line (1)Find the equation
GEOMETRY 1 lesson, the student find the gradient of a line y-y1=M(x-x1) where (x1,y1) are the given points of a line with a
will be able to: joining two points. and M is the gradient. gradient 3 and
passing through the
ACTIVITIES Eg(1) Find the equation of a line whose gradient points(2,-4)
1.9.3 Find the 1. Assists students to find is 3 and passing through the points(0,1).
DAY equation of a the equation of a straight
TUESDAY straight line. line given a point and a (2) Find the equation of a line passing through
gradient. the points A(-5,2) and B(3,4).
SUB-TOPIC
1.9 STRAIGHT LINE 2. Guide students to find (3) Find the equation of a line passing through
the equation to a straight the points (3,-2) and parallel to the line 5x-y+3=0. (2) Find the equation
line given two points. of a line passing
through the point (-
(4) Find the equation of a line passing through 1,2) and parallel to
TIME 1.9.4. Write the 3. Guide students to the points(1,3) and perpendicular to the line 2y- the point 4y-x+1=0.
10:00AM TO equation of a line determine the gradient 3x+1=0
11:00AM passing through an of a line that is parallel to
external point and or perpendicular to a
parallel to or line.
perpendicular to a
given line.
DURATION 4. Assists students to REMARKS.
60 MINUTES R.P.K write the equation of a
Students can find line passing through a
the gradient when point and parallel to or
8
two points are perpendicular to a given
given. point.

9
 NAME OF SCHOOL: ODUMASEMAN SENIOR HIGH WEEK ENDING: 8TH APRIL, 2022

SUBJECT: ELECTIVE MATHEMATICS REFERENCE: AKI-OLA E-MATH pg. 552-554

CLASS: SHS 1 E-MATHS SYLLABUS FOR SHS pg. 12

CLASS SIZE: 50 AVERAGE AGE: 15 ABOVE

DAY TOPIC/SUB- Objectives/R.P.K TLA/TLM CORE-POINT EVALUATION/

DATE TOPIC REMARKS
DURATION
TIME
DAY TOPIC R.P.K TLM Evaluation
Tuesday Vectors in a plane Pupils can add two Ruler and chalkboard Y
vectors. illustrations If ⃗⃗⃗⃗⃗ = (3) 𝑎𝑛𝑑
𝐴𝐵 2
Introduction −6
⃗⃗⃗⃗⃗
𝐵𝐶 = ( ) . 𝑓𝑖𝑛𝑑 ⃗⃗⃗⃗⃗𝐴𝐶
DATE 3
Introduce the lesson by giving X Y
5th April,2022 ⃗⃗⃗⃗⃗⃗⃗⃗⃗
pupils example of resultant (𝑋𝑌) + ⃗⃗⃗⃗⃗
𝑌𝑍 = ⃗⃗⃗⃗⃗
𝑋𝑍 C
vector. ⃗⃗⃗⃗⃗⃗⃗⃗⃗
< −2𝑖 + 5𝑗 > +< −3𝑖 − 2𝑗 = (𝑋𝑍)
TIME e.g. ⃗⃗⃗⃗⃗
𝑋𝑍 = −5𝑖 + 3𝑗
find the resultant vector of 𝒂 =
8:00am- −𝑖 − 5𝑗 and 𝒃 = 3𝑖 + 2𝑗 A B
9:20am

10
DURATION ACTIVITIES 𝑃𝑄 = (35) and ⃗⃗⃗⃗⃗
2.If ⃗⃗⃗⃗⃗ 𝑅𝑄 =
Objectives −1 ⃗⃗⃗⃗⃗
1.Guide the learner to add ( ) find 𝑃𝑅 .
−4
1hr 20mins
By the end the lesson, the vectors using the triangle law of
addition. R
Sub-topic pupil will be able to:
Example.
Triangle, 1.12.3 Add vectors using ⃗⃗⃗⃗⃗ = −2𝑖 + 5𝑗 and 𝑌𝑍
1.If 𝑋𝑌 ⃗⃗⃗⃗⃗ =
parallelogram and the triangle, parallelogram −3𝑖 − 2𝑗 find 𝑋𝑍⃗⃗⃗⃗⃗
polygon laws of and polygon laws of P Q
⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗
(𝑃𝑄) + ⃗⃗⃗⃗⃗ 𝑄𝑅 = ⃗⃗⃗⃗⃗
𝑃𝑅
vector addition addition 2. If ⃗⃗⃗⃗⃗
𝑃𝑄 = (35) and ⃗⃗⃗⃗⃗
𝑅𝑄 = (−1)
−4 ⃗⃗⃗⃗⃗ = −(𝑄𝑅)
But 𝑄𝑅 ⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗⃗⃗⃗⃗
find (𝑃𝑅) 3 −1
⃗⃗⃗⃗⃗
( ) + − ( ) = 𝑃𝑅
5 −4
4
⃗⃗⃗⃗⃗
𝑃𝑅 = ( )
9

11
DAY TOPIC/SUB- Objectives/R.P.K TLA/TLM CORE-POINT EVALUATION/
DATE TOPIC REMARKS
DURATION
TIME

𝑎 C
1. D
𝑏⃗ 𝑏⃗
A 𝑎 B

Considering ∆𝐴𝐵𝐶
⃗⃗⃗⃗⃗ + 𝐵𝐶
𝐴𝐵 ⃗⃗⃗⃗⃗ = 𝐴𝐶
⃗⃗⃗⃗⃗
𝑏𝑢𝑡 𝐴𝐵 ⃗⃗⃗⃗⃗ = 𝑎 𝑎𝑛𝑑 𝐵𝐶 ⃗⃗⃗⃗⃗ = 𝑏
2. Guide the ⃗⃗⃗⃗⃗
∴ 𝐴𝐶 =𝑎+𝑏
learner to add Evaluation
Again
vectors using the
parallelogram Considering ∆𝐴𝐷𝐶 ⃗⃗⃗⃗⃗ 𝐴𝐶 = ⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗
(𝐴𝐷 ) + ⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗
(𝐷𝐶 ) Use the diagram below to
laws. ⃗⃗⃗⃗⃗
But 𝐴𝐷 = 𝑏 𝑎𝑛𝑑 𝐷𝐶 = 𝑎 ⃗⃗⃗⃗⃗ find
⃗⃗⃗⃗⃗ =𝑏+𝒂 𝑠𝑖𝑛𝑐𝑒 𝐴𝐶
∴ 𝐴𝐶 ⃗⃗⃗⃗⃗ 𝑖𝑠 𝑐𝑜𝑚𝑚𝑜𝑛 iii. ⃗⃗⃗⃗⃗
𝐵𝐶
⇒𝑎+𝑏=𝑏+𝒂 iv. ⃗⃗⃗⃗⃗
𝐴𝐶

12
(⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗
𝐴𝐵) = ⃗⃗⃗⃗⃗ 𝐷𝐶 =𝑎 and
⃗⃗⃗⃗⃗
𝐵𝐶 = 𝐴𝐷 =𝑏 ⃗⃗⃗⃗⃗ D C
Example.
Use the diagram below to find
A B
i. ⃗⃗⃗⃗⃗
𝐵𝐶 ii. ⃗⃗⃗⃗⃗
𝐴𝐶 5𝑖 − 3𝑗

D C

A B ⃗⃗⃗⃗⃗ = 𝐴𝐷
⃗⃗⃗⃗⃗ = 3𝑖 + 5𝑗
5𝑖 − 3𝑗 𝑖. 𝐵𝐶

ii. ⃗⃗⃗⃗⃗
𝐴𝐶 = ⃗⃗⃗⃗⃗
𝐴𝐵 + ⃗⃗⃗⃗⃗
𝐵𝐶
= (5𝑖 − 3𝑗) + (3𝑖 + 5𝑗)
= (8𝑖 + 2𝑗)

13
DAY TOPIC/SUB- Objectives/R.P.K TLA/TLM CORE-POINT EVALUATION/
DATE TOPIC REMARKS
DURATION
TIME
1. C
𝑏
B Evaluation
𝑐

𝑎 Find the resultant of the

following vectors.
A 𝑑 ⃗⃗⃗⃗⃗ , 6𝑌𝑍
3𝑂𝑋 ⃗⃗⃗⃗⃗ , 𝑋𝑌
⃗⃗⃗⃗⃗ , 2𝑋𝑂 ⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗ 𝑎𝑛𝑑 5𝑂𝑌

E
3. Guide the learner to add Examples
vectors using the polygons Find the resultant of the following
laws. vectors.
⃗⃗⃗⃗⃗ , 6𝐵𝑍
3𝑂𝐴 ⃗⃗⃗⃗⃗ , 𝐴𝐵
⃗⃗⃗⃗⃗ , 2𝐴𝑂 ⃗⃗⃗⃗⃗ 𝑎𝑛𝑑 5𝑂𝐵
⃗⃗⃗⃗⃗

Solution
The resultant of the given vectors
Conclusion = 3𝑂𝐴 ⃗⃗⃗⃗⃗ + 6𝐵𝑍 ⃗⃗⃗⃗⃗ + 2𝐴𝑂 ⃗⃗⃗⃗⃗ + 𝐴𝐵 ⃗⃗⃗⃗⃗ + 5𝑂𝐵 ⃗⃗⃗⃗⃗
= (2𝑂𝐴 ⃗⃗⃗⃗⃗ + 2𝐴𝑂 ⃗⃗⃗⃗⃗ ) + ⃗⃗⃗⃗⃗ 𝑂𝐴 + 6𝐵𝑍 ⃗⃗⃗⃗⃗ + ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
𝐴𝐵 + 5𝑂𝐵
= 0 + (𝑂𝐴 ⃗⃗⃗⃗⃗ + 𝐴𝐵 ⃗⃗⃗⃗⃗ ) + 6𝐵𝑍 ⃗⃗⃗⃗⃗ + 5𝑂𝐵 ⃗⃗⃗⃗⃗
Summarize the lesson with ⃗⃗⃗⃗⃗ + 6𝐵𝑍
=𝑂𝐵 ⃗⃗⃗⃗⃗ + 5𝑂𝐵 ⃗⃗⃗⃗⃗
learners by taking them = (𝑂𝐵⃗⃗⃗⃗⃗ + 5𝑂𝐵 ⃗⃗⃗⃗⃗ ) + 6𝐵𝑍 ⃗⃗⃗⃗⃗
= (𝑂𝐵⃗⃗⃗⃗⃗ + 5𝑂𝐵 ⃗⃗⃗⃗⃗ ) + 6𝐵𝑍 ⃗⃗⃗⃗⃗
through the salient points
= 6𝑂𝐵 ⃗⃗⃗⃗⃗ + 6𝐵𝑍 ⃗⃗⃗⃗⃗
= 6(𝑂𝐵 ⃗⃗⃗⃗⃗ + 𝐵𝑍 ⃗⃗⃗⃗⃗ ) = 6𝑂𝑍 ⃗⃗⃗⃗⃗

REMARKS

14
 SHS 2

NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15
CLASS:ONE BUSINESS TWO (1B2)
REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

DAY/TIME TOPIC/SUB-TOPIC OBJECTIVES/RPK TLM/TEACHER LEARNER ACTIVITY CORE POINTS EVALUATION/

/ REMARKS
DURATION
DAY TOPI OBJECTIVES T. L. M EVALUATION
Tuesday Vectors II By the end of the Cardboard illustrations If a=3i+5j and b=7i+10j are
lesson the student the position vector of A
will be able to: INTRODUCTION and B, find the position
Revise equality, addition, vector, c, of C which divides
2.15.1 subtraction and scalar AB internally in the ratio
apply vectors to solve multiplication of vectors in the 3:2
simple geometric form ai + bj and (𝑎𝑏)
problems. For example, if
TIME A (-4,7), then the position vector
of A referred to an origin, O, is The position vector of r which divides
2:00 - ⃗⃗⃗⃗⃗ = a = (−4)
𝑂𝐴 the line segment → internal is given
7 𝐴𝐵
2:45pm SUB-TOPIC R. P. K ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
𝑚𝑂𝐴+𝑛𝑂𝐵 𝑚𝒂+ 𝑛𝒃
Application of The students have by: ⃗⃗⃗⃗⃗
𝑂𝑅 = =
𝑚+𝑛 𝑚+𝑛
ACTIVITIES
Vectors to idea on equality, Assist students to deduce the
DURATION Geometry addition, subtraction 𝑛
position vector of a point that r
and scalar divides a line segment internally in A c
multiplication of the ratio (𝑚: 𝑛) shown in the a R
45 mins. vectors in the form ai ⃗⃗⃗⃗⃗⃗ +𝑚𝑂𝐵
𝑛𝑂𝐴 ⃗⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗ =
diagram as 𝑂𝑅 =
+ bj and (𝑎𝑏) 𝑚+𝑛
𝑛𝒂+ 𝑚𝑏
𝑚+𝑛
15
 O b B
𝑚 𝐴𝐶
⃗⃗⃗⃗⃗ =
From the given ratio, = =𝑚𝐶𝐵
𝐶𝐵 𝑛
⃗⃗⃗⃗⃗ =
𝑛𝐴𝐶

𝑚(𝒃 − 𝒓) = 𝑛(𝒓 − 𝒂)
𝑚𝒃 − 𝑚𝒓 = 𝑛𝒓 − 𝑛𝒂

mr + nr = na + mb
r (m + n ) na + mb
=
m+n m+n
na + mb
r=
m+n

If P (1,6) and Q(1,3), find the position

vector of the point which divides AB
internally in the ratio 2:1

The position vector of P and Q are a =

i + 6j and b = i+3j
Let the required position vector be r,
then
2𝒒+𝒑 1 1
r= = (2𝒒 + 𝒑) = (3𝑖 +
2+1 3 3
12𝑗) = 𝑖 + 4𝑗
Since 2q+p= (2i+6j) + (i+6j) = 3i+12j
R

r n

b Q m
O

16
 Assist students to find the position
vector of a point that divides a line 1
segment externally in a given ratio MC = AC
2
⃗⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗ = 𝑚𝑂𝐵 – 𝑛𝑂𝐴 = 𝑚𝑏 – 𝑛𝑎
𝑂𝑅 1
𝑚− 𝑛 𝑚– 𝑛 NC = BC
2
From MNC
Assist students to prove, for MC = MN + NC
example, that if M and N the mid-
points of sides AC and BC From  ABC
respectively of triangle ABC, then
MN=1/2AB AC = AB + BC
AC − BC = AB
C B
1 1
AC = MN + BC
2 2
M N 1 1 REMARKS
AC − BC = MN
2 2
1
2
( )
AC − BC = MN
A B
1
( AB ) = MN
2
1
 MN = AB
2

NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15
17
CLASS:ONE BUSINESS TWO (1B2)
REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

T.L.M / TEACHING
DAY/DATE TOPIC/ OBJECTIVES/ LEARNING ACTIVITIES CORE-POINTS EVALUATION
DURRATION SUBTOPIC R. P .K REMARKS

DAY TOPIC OBJECTIVES T.L.M Find the area of trapezium whose length of parallel Find the value of
side are 4cm and 6cm respectively and height 3cm. 1
∫0 𝑥 2 𝑑𝑥. By the
APPLICATION By the end of Markerboard trapezium rule
Tuesday OF the lesson, the Illustration 1
Area = (a +b)h using 4 sub-
2
student will be intervals.
INTEGRATION able to; 1
= (4 +6)3
2

1
= (30)
2
INTRODUCTION
= 15𝑐𝑚2
Through discussion method
of teaching the teacher
introduces the lesson by
1.deduce the asking the student to find
Trapezium rule the area of trapezium.

ACTIVITY 1

Using diagram illustration

the teacher assist the
student to recognize that
the area under a curve is
approximately equal to that
in the trapezium formed by 1
the limit and deduce the Area of Trapezium = (a +b)h
2
18
 trapezium rule through
demonstration method of 1 1 1 2. Find the value
.: 𝑇𝑛+1 = (𝑦1 + 𝑦2 )ℎ + (𝑦2 + 𝑦3 )ℎ + (𝑦3 + 𝑦𝑛 )ℎ
2 2 2 𝟐𝟏
teaching. 1 of ∫𝟏 𝒅𝒙. By the
+ (𝑦𝑛 + 𝑦𝑛+1 )ℎ 𝑿
2
trapezium rule
DATES
ℎ using 6 ordinates.
= [𝑦1 + 𝑦2 + 𝑦2 + 𝑦3 + 𝑦3 + 𝑦𝑛 + 𝑦𝑛 +
2
SUB-TOPIC
𝑦𝑛+1 ]
THE ℎ
26/04/2022 TRAPEZIUM = [(𝑦1 + 𝑦𝑛+1 ) + 2(𝑦2 + 𝑦3 + 𝑦𝑛 )]
2
RULE
2.calculate an
approximate
valve of a 𝑏−𝑎
But h =
𝑛
definite integral ACTIVITY 2
using the
trapezium rule. Teacher guide the leaner to
calculate an approximate
valve of a definite integral 1
using the trapezium rule. Find the value of ∫0 𝑥 2 dx. by the trapezium rule
using 4 sub- intervals
.

Solution

X 0 1 1 3 1
4 2 4
𝑋2 0 1 1 9 1
16 4 4

1 1 1 1 9
𝑇4 = × [(0 + 1) + 2( + + )]
2 4 16 4 16

1 7
= [1 + 2( )]
8 8

1 14
= [1 + ]
8 8

19
 22
=
64

11
=
32
DURATION
= 0.343

21
40 Minutes 2. Find the value of ∫1 dx. By the trapezium rule
𝑥
using 6 ordinates.
Solution
2−1 1
h= =
5 5

X 1 6 7 8 9 2
5 5 5 5
1 1 5 5 5 5 1
𝑋 6 7 8 9 2

CONCLUSION 1 1 1 5 5 5 5
𝑇5 = × [(1 + ) + 2( + + + )]
2 5 2 6 7 8 9
Teacher Summarize the
topic with the student by 1 3 1375
= [ + 2( )]
R.P.K asking them question on 10 2 504

trapezium rule and writing 1 3 1375

Students have the key points. = [ + ]
10 2 252
been taught how
to find the area 1 1753
= [ ]
of a trapezium. 10 252 REMARKS
= 0.696

20
NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15

CLASS:ONE BUSINESS TWO (1B2)

REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

21
DATE/ TOPIC OBJECTIVES TLM / TLA CORE POINTS EVALUATION/
DAY/ /SUB- /RPK REMARKS
TOPIC
TIME/
DURATION

DATE: TOPIC: OBJECTIVE: TLM: Chalkboard /Markerboard Examples on definite integrals:

illustrations.
21/04/22. Application By the end of the 1. Evaluate
of lesson the student 2

integration will be able to:

TLA:  (2 x + 3)dx
1
2.11.2: 2
 2 x2 
DAY:
Find the area under = + 3x 
a curve.
INTRODUCTION:  2 1
Thursday
SUB - 2

TOPIC:
Introduce the lesson by reviewing =  x 2 + 3x 
1
the previous knowledge of students
= (2) + 3 ( 2 )  − (1) + 3 (1) 
2 2
Area under with examples on definite integrals.   EXERCISE:
curves:
TIME: = ( 4 + 6 ) − (1 + 3) 1. Find the area
2 10 − 4 under the
10:00am- e.g. ∫1 (2𝑥 + 3)𝑑𝑥 curve
=6
10:40am RPK: y=𝑥 2 − 2𝑥 +
2 above the
Students have learnt
ACTIVITIES: x-axis,
definite integrals. General formular for finding areas under curves. between x=0
(1) Assist students through 𝑏 and x=1
DURATION: markerboard illustration to A=∫𝑎 (𝑦)𝑑𝑥 .
2. Determine
identify the general formular the area
40 minutes for finding the area under enclosed by
𝑏
curves. A=∫𝑎 (𝑦)𝑑𝑥 y=3𝑥 2 +
(2) Assist students to sketch 4, the x-axis
given curves and identify and the
the specific areas. E.g., Sketching curves and identifying specific area. ordinates
x=1and x= 4
determine the area
enclosed by 2x+3, the x-

22
 axis and the ordinates x=1 Applying definite integrals to find areas under curves.
and x=4
i. y=𝑥 2 − 4𝑥 − 5.
(3) Assist students to apply ii. Find the area of the finite region
definite integrals to find bounded by the curve and the x -axis.
the indicated area under
the curve. E.g., By the integration the required area
i. Sketch the curve 5 5 REMARKS:
y=𝑥 2 − 4𝑥 − 5. =  ydx =  ( x − 4 x − 5 ) dx
2

ii. Find the area of the −1 −1

finite region 5
 x3 4 x 2 
bounded by the = − − 5x
curve and the x - 3 2  −1
axis. 5
 x3 
=  − 2 x2 − 5x 
3  −1
CONCLUSION:  ( 5 )3   ( −1)3 
= − ( 2 )( 5 ) − 5 ( 5 )  −  − 2 ( −1) − 5 ( −1) 
2 2

Summarize the lesson together with  3   3 

the students. And give students
125   −1 
exercise. = − 50 − 25 −  − 2 + 5
 3  3 
−100 8
= −
3 3
= −36
= −36 square units.
The negative means it lies below x − axis .
Hence required area = 36 Sq. units.

23
NAME OF SCHOOL: NUMBER OF ROLL: 40
SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15
CLASS:ONE BUSINESS TWO (1B2)
REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

DAY/DATE/ TOPIC/ R.P.K/ TEACHER LEARNER/ACTIVITIES

DURATION SUB-TOPIC OBJECTIVES
Tuesday Topic R.P.K INTRODUCTION
Trigonometric ratios and Students can find the sides and Teacher revises students R.P.K by asking them to solve the
05/04/2022 rules. angles of a right-angled triangle following problem.
using Pythagoras theorem.
7:30am- 8:30am Sub-Topic
Sine and cosine rule OBJECTIVE(S) P
12cm
60mins
By the end of the lesson, the
student will be able to: R Q
5cm

2.5.3 state and use the sine and Activity one

cosine rules. Assist students to deduce the sine rule.
𝑎 𝑏 𝑐
= =
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵 𝑠𝑖𝑛𝐶

b a

A D B
c

24
 Where a, b and c are the sides of a triangle.
From ∆ACD
ℎ
sin 𝐴 = ,
𝑏
h = bsin 𝐴…………(1)
from ∆BCD,
ℎ
sin 𝐵 = ,
𝑎
h = asin 𝐵…………….(2)
From eqn(1) and eqn(2)
asin 𝐵 = 𝑏 sin 𝐴
divide both sides by sin 𝐴 sin 𝐵
𝑎 sin 𝐵 𝑏 sin 𝐴
=
sin 𝐴 sin 𝐵 sin 𝐴 sin 𝐵

𝑎 𝑏
=
sin 𝐴 sin 𝐵

Hence the sine rule is given as :

𝑎 𝑏 𝑐
= =
sin 𝐴 sin 𝐵 sin 𝐶

Guide students to use the sine rule to solve related problems.

Activity two
Assist students to deduce the cosine rule using the triangle above.
𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴, and use it to solve triangles.
From ∆BCD and using 𝑃𝑦𝑡ℎ𝑎𝑔𝑜𝑟𝑎𝑠 𝑡ℎ𝑒𝑜𝑟𝑒𝑚,

/BC/2 = /CD/2 + /BD/2

But /BD/ = /AB/ - /AD/
/BC/2 = /CD/2 + (/AB/ - /AD/)2

/BC/2 = /CD/2 + /AB/2 - 2/AB//AD/ + /AD/2

25
 /BC/2 = /CD/2 +/AD/2 + /AB/2 – 2/AB//AD/

But /CD/2 +/AD/2 = /AC/2

/BC/2 = /AC/2 + /AB/2 -2/AB//AD/

|𝐴𝐷|
cos 𝐴 = , /AD/ =/AC/cos 𝐴
|𝐴𝐶|

/BC/2 = /AC/2 + /AB/2 -2/AB//AC/cos 𝐴

From ∆ABC
𝑎2 = 𝑏 2 + 𝑐 2 – 2cbcos 𝐴

𝑎2 = 𝑏 2 + 𝑐 2 – 2bccos 𝐴
Then we also have the following:
𝑏 2 = 𝑎2 +𝑐 2 − 2accos 𝐵
𝑐 2 = 𝑎2 + 𝑏 2 - 2abcos 𝐶

CONCLUSION
Teacher concludes lesson through questions and answers.

26
NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15

CLASS:ONE BUSINESS TWO (1B2)

REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

OBJECTIVE(S)/R.P.K. TEACHING LEARNING CORE POINTS EVALUATIONS AND

DATE/DAY/ TOPIC
MATERIALS (T.L.MS) REMARKS
TIME SUB-TOPIC
TEACHER LEARNER
DURATION ASPECT
ACTIVITIES (T.L.AS)
DATE TOPIC OBJECTIVE(S) T.L.Ms. Evaluation
26-04-2022 Differentiation By the end of the lesson, Illustration on board
the pupil will be able to; Manila card
2.8.5 differentiate
implicit functions T.L.As. Revision
INTRODUCTION (22 + 1)
Revise student's R.P.K on = Differentiate the ff.
explicit function using (3 - 2)Solution 1. ( + 1)( - 1)
differentiation of a product or Let = (22 + 1)
differentiation of a quotient 32-2
For example =4 2.
3
+1
=
2
(2 +1) =3-2
DAY (3-2)
Tuesday =3

27
 Quotient rule
-
2
[(3 - 2)(4) - (22 + 1)(3)]
TIME SUB-TOPIC R. P. K (3 - 2)2
2:00pm- Implicit function Students have learnt [(12 - 8) - (6 + 3)]
2 2

2:40pm differentiating of explicit (3 - 2)2

functions 122 - 8 - 62 - 3
(3 - 2)2

62 - 8 - 3
=
(3 - 2)2

ACTIVITIES
(i) Use explanation and illustration Explicit function ( =2 + 1) Implicit
to help students identify explicit function (2 +2 = 1)
function from implicit function

(ii) Project to pupil, step by step on

the manila, how an implicit
function is differentiated Differentiate the ff.
Example 1
implicit function
+ + 4 = 12. +2 +2 +4 = 02. +2 +2+4 =
2 2

02. +2 = -2-4(2 + 2) = -2 - 4(2 + 2) -2 - 4 1. 6 - 34 = 26

DURATION
40 minutes (2 + 2) = (2 + 2)
-2 - 4
=
(2 + 2)
2.4 -4+2 = 1

28
NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15

CLASS:ONE BUSINESS TWO (1B2)

REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

29
NAME : GROUP NUMBER LESSON NO. : TWO SCHOOL : YAA ASANTEWAA SENIOR HIGH SCHOOL C

LASS : SHS TWO DEPARTMENT : MATHEMATICS DURATION : 60 MINUTES

SUBJECT : MATHEMATICS-ELECTIVE DATE : 04 – 04 – 2022

TOPIC : VECTORS – COSINE RULE AND SINE RULE

INSTRUCTIONAL OBJECTIVES:
By the end of the lesson, the students will be able to:

1.0 Understand Vectors to establish the Cosine and Sine Rules.

1.1 Use Scalar or Dot Product in Vectors to prove Cosine Rule.
1.2 Use Scalar or Dot Product in Vectors to prove Sine Rule.
1.3 Solve two examples of Vectors using Cosine and Sine Rules.

REFERENCE:

30
 Asiedu P. (2021). Elective Mathematics for Senior High Schools in West Africa. Accra: Aki-OlaPublications.

TEACHING/LEARNING MATERIALS:
TSM: Mathematics Textbook, Board Mark and Calculator.
SSM: Mathematics Textbook, Notebook, Pen and Calculator.

RELEVANT PREVIOUS KNOWLEDGE:

Students know how to use the idea of Scalar or Dot Product to find angle between two Vectors.

BREAKDOWN/ METHODOLOGY TIME (MINS)

KEY POINTS TEACHER ACTIVITY STUDENT ACTIVITY
INTRODUCTION Using questions and answers on the Scalar or Dot Product to Listen, answer questionsand ask 5
find angle between twoVectors to attract students’ attention questions.
to the
new topic (Proving Cosine Rules and Sine Rules).

PRESENTATION

31
STEP ONE Using illustrations, lecture students on thedefinition of Scalar Listen, ask questions, answer 5
Understand Vectors to or Dot Product. questions and write down notes on the
establish the Cosine use of Vector to establish the Cosine
and Sine Rules Definition of Scalar or Dot Product: and SineRules.
Scalar or Dot Product of two non-zero vectors aand b is
defined as
𝒂. 𝒃 = |𝒂||𝒃| 𝐜𝐨𝐬 𝜽
𝑤ℎ𝑒𝑟𝑒 𝜽 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝒂 𝑎𝑛𝑑 𝒃.

Definition of Cosine Rule:The Cosine

Rule states that
𝑎2 = 𝑏2 + 𝑐2 + 2𝑏𝑐 cos 𝐴
𝑏2 = 𝑎2 + 𝑐2 + 2𝑎𝑐 cos 𝐵
𝑐2 = 𝑎2 + 𝑏2 + 2𝑎𝑏 cos 𝐶
for any triangle with sides a, b and c

Definition of Sine Rule:

The Sine Rule states that
a b c
= =
sin 𝐴 sin 𝐵 sin 𝐶
for any triangle with sides a, b and c

32
STEP TWO Using discussions, assist students to use vector approach to Listen, ask questions, answer 15
Use Scalar or Dot derive the relations for any triangle with sides a, b and c to questions and jot down notes on the
Product in Vectors prove Cosine Rule. CosineRule.
to prove Cosine
Rule Proving the Cosine Rule using the DotProduct
Let 𝐴𝐵 = 𝒄, 𝐴𝐶 = 𝒃, 𝐵𝐶 = 𝒂 and let 𝜃 be the angle between
𝐴𝐵 𝒂𝒏𝒅 𝐴𝐶 , as shown in the figure below.

33
 SHS 3

NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15
CLASS:ONE BUSINESS TWO (1B2)
REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814
34
 T.L.M / TEACHING
DAY/DATE TOPIC/ OBJECTIVES/ LEARNING CORE-POINTS EVALUATION REMARKS
DURRATION SUBTOPIC R. P .K ACTIVITIES

DAY TOPIC OBJECTIVES T.L.M

Compound By the end of the A chart containing the

Tuesday and multiple lesson, the pupil compound angles
angles will be able to; identities.

INTRODUCTION COMPOUND ANGLES IDENTITIES

A compound angle is an angle which is
Introduce the lesson by written as a sum of or difference of two or
3.5.1 Drive the revises with the more angles.
compound students to solve Example : (A+B),(A-B) and (A-B-C).
angles identities. problems using the
trigonometric rations EXERCISE
learnt earlier Find without using calculator the
value of
3.5.2 Solve 1.Cos(75)
examples using Examples 2.Tan(-15)
the compound Solve the following 3.Cos(195)
angles identities. 4.Sin50Cos40+Cos50Sin40
b.. a. 𝑡𝑎𝑛62−𝑡𝑎𝑛17
5.
1+𝑡𝑎𝑛62𝑡𝑎𝑛17
√2
1
450
DATES 1
SUB- c.
TOPIC Find
35
 I. cos 450
II. sin 450
5th April, 2022 Compound
angles EXPECTED
identities ANSWER

√2
We have cos 450 =
2
√2
sin 450 =
2

ACTIVITY 1 ADDITION AND SUBTRACTION

FORMULA FOR SINE, COSINE AND
Teacher guides TANGENT
students to drive the
the compound angles 1.Sin(A+B)= sinAcosB+cosAsinB
identities using the
teaching and learning
materials provided 2. Sin(A-B)= sinAcosB-cosAsinB

3.Cos(A+B)=cosAcosB-sinASinB

4. Cos(A-B)= sinAcosB+cosAsinB
𝑡𝑎𝑛𝐴+𝑡𝑎𝑛𝐵
5.Tan(A+B)=
1−𝑡𝑎𝑛𝐴𝑡𝑎𝑛𝐵

𝑡𝑎𝑛𝐴−𝑡𝑎𝑛𝐵
6.Tan(A-B) =
1+𝑡𝑎𝑛𝐴𝑡𝑎𝑛𝐵
DURATION

36
30 Minutes

Examples
Without using calculator,find the values of
the following:
ACTIVITY 2 1.sin36cos54+cos36sin54
With the help of the 2.sin(75)
chart ,teacher guides
students to solve Solution
eaxamples usin the 1.Sin36Cos54+Cos36Sin54=
compound identities Sin(A+B)= Sin(36+54)
formulars. Sin(90)=1

2.Sin(75)=Sin(45+30)
Sin45Cos30+Cos45Sin30

R.P.K

Students can use

the three main
trigonometric
ratios to solve
problem.

CONCLUSION

Summarize the lesson REMARKS

with pupils and give
exercise for them to
do.

37
NAME OF SCHOOL: NUMBER OF ROLL: 40
SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15
CLASS:ONE BUSINESS TWO (1B2)
REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

38
Date/Day/Tim Topic/ Objective/ TLM/TLA Core Points Evaluation/Remark
e/ Sub-Topic R. P. K
Duration

EVALUATION
DATE TOPIC OBJECTIVE T. L. M
Exercise
05/04/2022 MATRICES By the end of the Markerboard
lesson, the student illustration Find the invers of the following
will be able to; matrices

3. 1. 5 Find the
inverse of a matrix
DAY

TUESDAY
R. P. K 𝟐 𝟑
1. 𝑨 = [ ]
𝟕 𝟖
SUB-TOPIC Student have been INTRODUCTION
taught multiplication
INVERSE OF A of matrix. Review pupils’
TIME MATRIX R. P. K on the
multiplication of 2x2
10:00am - matrix
10:30am
𝟖 𝟏
2. 𝑩 = [ ]
𝟑 𝟒

ACTIVITY I

Assist the students to Determinant of 2x2 matrices

DURATION find the determinant 𝐚 𝒃
𝑨=[ ]
of 2x2 matrices. 𝒄 𝒅
30 Minutes
Det(A) = ad – bc

e.g.
REMARKS
39
 𝟑 𝟐
𝑨=[ ]
𝟏 𝟒
det(A) = (3x4) – (2x1) =10
ACTIVITY II

Assist the students to Adjoint of a matrix

find the adjoint of 2x2
matrices. Given
𝐚 𝒃
𝑨=[ ]
𝒄 𝒅

The adjoint is the transpose of the cofactor of the

matrix
𝒅 −𝒄
𝑪𝑨 = [ ]
−𝒃 𝒂

𝒅 −𝒃
ACTIVITY III Adj(A) = [ ]
−𝒄 𝒂
Guide student to find
the inverse of a 2x2 Inverse of a 2x2 matrix
matrices 𝟏 𝒅 −𝒄
i.e. 𝑨−𝟏 = [ ]
𝒅𝒆𝒕(𝑨) −𝒃 𝒂
CLOSURE
Summarize the key
areas of the lesson.

NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15
CLASS:ONE BUSINESS TWO (1B2)
REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

Day/ Topic/ Sub- Objectives/ RPK Teaching and learning materials /Teaching Core Points Evaluation/Remarks
Date/Time/Dura Topic and learning activities
tion

40
Tuesday Topic By the end of the TLM Find the inverse of
Linear lesson, the learner A chart showing a matrix and it`s inverse. the following linear
Transformation will be able to : transformation.
Find the inverse of Introduction
7:00 -7:40am a linear Revise students R.P.K to state the matrix of a 𝑥 𝑥 𝑦 1 1 𝑥 A;(𝑥, 𝑦) → (2𝑥, 𝑥 −
( )→( )=( )( )
transformation linear transformation through examples. 𝑦 2𝑥 𝑦 2 1 𝑦 𝑦)
Sub-Topic using the inverse Example; Express M:(𝑥, 𝑦) → (𝑥 + 𝑦, 2𝑥 + 𝑦)
40 minutes Inverse of a of a matrix. in a matrix form. M=(12 11) B;(𝑥, 𝑦) → (2𝑦, 𝑥 +
Linear Activities 2𝑦)
Transformation 1.Guide students to find the matrix of the Matrix of the transformation
transformation. M=(12 11) C;(𝑥, 𝑦) → (2𝑥 +
M: (𝑥, 𝑦) → (𝑥 + 𝑦, 2𝑥 + 𝑦) 2𝑦, −𝑥 )
2. Guide the students to find the inverse of Determinant of M
the matrix M by; =(12 11)
i finding the determinant. (1 ∗ 1) − (2 ∗ 1) = 1 − 2
RPK REMARKS
= −1
ii finding the inverse of the matrix.
The students have 1 𝑑 −𝑏
been taught how 𝑀−1 = ( )
𝑑𝑒𝑡 −𝑐 𝑎
to state the matrix
representing a 1 1 −1
𝑀−1 = ( )
linear −1 −2 1
transformation.
−1 1
𝑀−1 = ( )
2 −1
3. Guide the students to use the inverse
matrix to write the inverse of the linear Inverse of the linear
transformation. transformation.
𝑥 −1 1 𝑥 −𝑥 + 𝑦
( )→( )( ) = ( )
𝑦 2 −1 𝑦 2𝑥 − 𝑦

𝑀 −1 : (𝑥, 𝑦) → (−𝑥 + 𝑦, 2𝑥 − 𝑦)

Conclusion
Summarize the lesson with the students and
give the class exercise.

41
NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15

CLASS:ONE BUSINESS TWO (1B2 REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

42
DAY TOPIC OBJECTIVE TLMs: Drawing of solid of revolution on a CORE POINT
cardboard.
Application of integration BY the end of the lesson Volumes generated when
MONDAY student will be able to: INTRODUCTION curves are rotated about the
2.11.3 find the volume x-axes and y-axes
generated when curves Review learner’s RPK on how to find the
are rotated about the x- 𝑏
volume of a circle. volume(v)=𝜋 ∫𝑎 𝑦 2 𝑑𝑥
and y-axes.
the curve y=x^2 -1 is rotated
ACTIVETY 1 about the x-axis. Find the
DATE SUB TOPIC Assist students to find the volume of a solid of volume of the solid generated
revolution about x-axis using integral approach. when the area contained
between the curve and x-axis
19/04/22 is rotated about the x-axis by
Volume of revolution 360 degrees.
Solution
𝟏
𝟐
DURATION 𝝅 ∫(𝒙𝟐 − 𝟏) 𝒅𝒙
−𝟏

R P K.
1
40minutes =𝜋 ∫−1(𝑥 4 − 2𝑥 2 + 1)𝑑𝑥
Students can find the
volume of a circle.
𝑥 5 2𝑥 3
= 𝜋[ − + 𝑥]
5 3

1 2 1
= 𝜋 [ − + 1] − [−
5 3 5
2
+ (−1)
3
− 1]
43
 1 1 2 2
= 𝜋 [ + − − + 2]
5 5 3 3

6 20 30
= 𝜋[ − + ]
15 15 15
Type equation here.
14 30
= 𝜋 [− + ]
15 15
16
𝜋( 𝑢𝑛𝑖𝑡𝑠 3 )
15

Eg find the volume generated

ACTIVITY2
when the curve y=x^2
Assist students to find the volume of a solid of
between x=1 and x=2 is
revolution about y-axes
rotated through 360 degrees
using integral approach.
about the y-axis.

𝑏
Volume =𝜋 ∫𝑎 𝑥 2 𝑑𝑦

CLOSURE

Ask students to solve the

evaluation questions in their
exercise book

44
45
NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15

CLASS:ONE BUSINESS TWO (1B2 REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

TEACHING AND LEARNING

DAY/DATE/ TOPIC/ OBJECTIVES/
MATERIALS(TLMs) TEACHER- CORE POINTS EVALUATION
DURATION SUB TOPIC RPK
LEARNER ACTIVITIES(TLA)

DAY TOPIC OBJECTIVES TEACHING AND LEARNING Under the linear Assignment
Tuesday Linear By the end of the MATERIALS transformation P of a plane, Under the linear
transformation lesson the student A manila card depicting the steps the image of (2,1) is (4,2) transformation P
in solving for a matrix when two and (-3,1) is (-1,7). Find the
will be able to: points and their images are given. matrix P of the transformation. of a plane, the image
3.2.2 State the matrix of (4,2) is (2,1) and
DATE SUB TOPIC representing a linear INTRODUCTION (-1,7) is (-1,7). Find
19thApril,2022 Matrix of a linear transformation. -Take students through an Solution the matrix P of
transformation Let P = () be the the
matrix transformation.
example of the previous lesson by Now ()(2) = (4)
solving the equation. A 1 2
2 4
transformation M is represented ( )=( )
2 2
by matrix M= (4 1) if 2 + = 4 … . (1)
RPK 23 2 + = 2 … . . (2)
Students have been Q (11,13) is the image of the point P(,
DURATION
taught how to find the ) under the transformation M, find the
30minutes Also ()(-3) = (-1)
object when the matrix values of ‘a' and ‘b'
7 7
and the image is given. (-3) = (-1) -3 7
-3 + = -1 … … (3) -3 + = 7
ACTIVITIES … … . . (4)
-Explain to students that in finding
matrix, two points and their images
will be given and you will be asked to
find the matrix.

46
NAME OF SCHOOL: NUMBER OF ROLL: 40

SUBJECT: ELECTIVE MATHEMATICS AVERAGE AGE: 15

CLASS:ONE BUSINESS TWO (1B2 REFERENCES: SHS ELECTIVE MATHEMATICS SYLLABUS, PAGE 21, AKI OLA SERIES, PAGE 810-814

TEACHING AND LEARNING

DAY/DATE/ TOPIC/ OBJECTIVES/ MATERIALS(TLMs) CORE POINTS EVALUATION
DURATION SUB TOPIC RPK TEACHER-LEARNER
ACTIVITIES(TLA)
DAY TOPIC OBJECTIVES TEACHING AND LEARNING Under the linear Assignment
Tuesday Linear By the end of the MATERIALS transformation P of a plane, Under the linear
transformation lesson the student A manila card depicting the steps the image of (2,1) is (4,2) transformation P
will be able to: in solving for a matrix when two and (−3,1) is (−1,7). Find of a plane, the
3.2.2 State the points and their images are given. the matrix P of the image of (4,2) is
matrix representing transformation. (2,1) and (−1,7)
DATE SUB TOPIC a linear INTRODUCTION is (−1,7). Find
19thApril,2022 Matrix of a linear transformation. -Take students through an Solution the matrix P of
transformation example of the previous lesson 𝑎 𝑏) be the the
Let P = (𝑐 𝑑
by solving the equation. A transformation.
transformation M is represented matrix
by matrix M= (4 1) if Now (𝑎 𝑏) (2) = (4)
23 𝑐𝑑1 2
−3𝑐 + 𝑑 = 7   . . (4) Q (11,13) is the image of the 2𝑎 𝑏) = (4)
(2𝑐 𝑑
DURATION 2
30minutes RPK point P(𝑎, 𝑏) under the
2𝑎 + 𝑏 = 4  . (1)
Students have been transformation M, find the values
of 'a' and 'b' 2𝑐 + 𝑑 = 2  . . (2)
taught how to find
the object when the Also (𝑎 𝑏) (−3) = (−1)
matrix and the 𝑐 𝑑 7 7
image is given. ACTIVITIES −3𝑎 𝑏) = (−1)
-Explain to students that in (−3𝑐 𝑑
7
finding matrix, two points and −3𝑎 + 𝑏 = −1   (3)
their images will be given and
you will be asked to find the
matrix.
47
𝑑 = 7 −3 Guide students to represent the Solving eqn.(1) and eqn. (3)
unknown matrix by variables. simultaneously to obtain the
E.g. M= (𝑎 𝑏) values of 𝑎 and 𝑏
𝑐𝑑 2𝑎 + 𝑏 = 4  .  . (1)
-Guide students to realize that the −3𝑎 + 𝑏 = −1   (3)
matrix multiplied by the point
gives the image. E.g. 𝑒𝑞𝑛. (1) − 𝑒𝑞𝑛. (3)
𝑥 ) 𝑙
(𝑎 𝑏) (𝑦)=(𝑥 𝑙 2𝑎 + 𝑏 = 4
𝑐𝑑 𝑦 3𝑎 − 𝑏 = 1
-Assists students to do the 5𝑎 + 0 = 5
multiplication, equate the rows
and arrive at a simultaneous 5𝑎 = 5
equation. 𝑎=1
e.g. 𝑎𝑥 + 𝑏𝑦 = 𝑥𝑙   .1 Put 𝑎 = 1 into eqn. (3)
𝑐𝑥 + 𝑑𝑦 = 𝑦𝑙   .2 −3(1) + 𝑏 = −1
-Guide students to then solve the −3 + 𝑏 = −1
simultaneous equations to get the 𝑏 = −1 + 3
values of the variables of matrix 𝑏=2
A.
-Assist students to put the Solving eqn.(2) and eqn.(4)
corresponding values in A and simultaneously to obtain the
have the matrix A. values 𝑐 and 𝑑.
-Then assist students to write the
linear transformation when the 2𝑐 + 𝑑 = 2  .  . (1)
matrix is given. −3𝑐 + 𝑑 = 7   (3)
𝑒𝑞𝑛. (2) − 𝑒𝑞𝑛. (4)
CONCLUSION 2𝑐 + 𝑑 = 2
Summarize the lesson and give
3𝑐 − 𝑑 = −7
students and exercise or
5𝑐 + 0 = −5
assignment.
5𝑐 = −5
𝑐 = −1
Put 𝑐 = −1 into eqn. (4)
−3(−1) + 𝑑 = 7
3+𝑑=7
48
 =4
Hence the matrix of the
linear transformation is
𝑃 = (−112)
4

Write down the linear

transformation Q whose
1 −2)
matrix is (−2
3

Solution
The linear transformation is
given by
𝑥 ⟶ (−21−2) (𝑦)
Q:(𝑦) 𝑥
3
𝑥 ⟶ (−𝑥 𝑥
Q:(𝑦) − 2𝑦)
2 + 3𝑦

Writing it in the row form

we have
𝑄: (𝑥, 𝑦) → (𝑥 − 2𝑦, −2𝑥 +
3𝑦)

49