REPUBLIC OF LIBERIA

MINISTRY OF EDUCATION

NATIONAL CURRICULUM FOR GRADES 10 TO 12

MATHEMATICS

February 2011

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 MESSAGE FROM THE MINISTER OF EDUCATION

I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of revising and strengthening of the
National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of the curriculum. We extend sincere
thanks and appreciation to the Bureau of Curriculum Development and Textbook Research, the National Curriculum Taskforce, and the subject specialists from various institutions
for the level of professionalism that went into this exercise.

The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education transformation, national
reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national challenge is the rebuilding of the education sector as Liberians can
not achieve the desired socio-economic progress in the absence of a strong, vibrant and productive education and training system.

The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social Studies and emphasis is being
given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education. Secondly, the new curriculum is developed in line with international
standards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also members of the West African Examinations
Council (WAEC) .

We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use this curriculum in our schools to
enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate Examinations (WASSCE)
come 2013 as envisaged by us in the education sector.

May I conclude by once again saying big thank-you to all those who contributed to make this project a success.

Hon. E. Othello Gongar

MINISTER

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INTRODUCTION
Mathematics is an indispensable tool in our modern world. We use the knowledge of mathematics in our everyday activities, and we see that knowledge applied in
practically everything we see around us. It is critical to develop in our students those core skills of computation, translating problems into mathematical language
and be able to solve them, and to apply mathematical concepts to everyday activities. This curriculum on Mathematics has been written precisely to develop these
skills in Liberian high school students.

A student-centred approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful, and exciting
when students themselves take ownership of the learning process. Teachers are, therefore, urged to contrive those classroom strategies that would engage
students actively in the teaching/learning process.

AIMS AND OBJECTIVES

Upon the completion of this course of study, students will be able to:
1. Become successful in the study of Algebra II, Geometry, Trigonometry, and Precalculus
2. Acquire the necessary skills that will allow them to become problem solvers and informed decision makers.
3. Make connections between Mathematics and the world around us.
4. Bring Mathematics to life with many real-life applications.

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GOAL: TO PREPARE STUDENTS TO BECOME SUCCESSFUL IN THE STUDY OF ALGEBRA II, GEOMETRY, TRIGONOMETRY AND PRECALCULUS.
ALGEBRA WILL BRING MATHEMATICS TO LIFE WITH MANY REAL-LIFE APPLICATIONS.
INTENDED LEARNING OUTCOMES: Students will acquire the necessary skills that will allow them to become problem solvers and informed decision makers.
Students will be able to make connections between mathematics and the world around us.

SENIOR SECONDARY SCHOOL MATHEMATICS SCOPE AND SEQUENCE SUMMARY

MARKING PERIOD GRADE TEN(Geometry) GRADE GRADE TWELVE(Pre-
ELEVEN(Trigonometry) Calculus)
First 1. Tools to Geometry 1. Angles and their Measure Arithmetic and algebra
2. Investigating Geometric 2. Right Triangle review
Figure Trigonometry
3. Transformations: Shapes in
Motion
Second 1. Triangle Relationships 1. Graphs of Trigonometric Exponential and
2. Measuring in the plane and 2. Function Logarithmic Functions, and
in space Cartesian Coordinates
Third 1. Reasoning and parallel 1. Trigonometric Identities Systems of equations and
Lines and their Verifications Inequalities
2. Proving Triangles
Congruent
3. Quadrilaterals
Fourth 1. Similarity 1. Inverse Trigonometric The complex number
2. Right Triangle 2. Functions and system, sequences, Series,
Trigonometry Trigonometric Equations and the Binomial Theorem

Fifth 1. Vectors and Circles 1. Oblique Triangles, the Sine Probability and Statistics
and Cosine Laws, and the
Complex Numbers
Sixth 1. Analytic Geometry Transformations and Vectors Analytic geometry(Review)

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 SEMESTER: ONE
PERIOD: I

GRADE: 10

SUBJECT: GEOMETRY

UNIT/TOPICS: 1. TOOLS TO GEOMETRY

2. INVESTIGATING GEOMETRIC FIGURES.
3. TRANSFORMATIONS: SHAPES IN MOTION

SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Define, draw, and to work with points, lines, planes, segments, rays, parallel lines, and planes.
2. Define, draw, and measure angles and segments.
3. Identify a good definition.
4. Use a compass and straightedge to construct congruent angles, congruent segments, and bisects segments and angles.
5. Define, draw, and to work with points, lines, planes, segments, rays, parallel lines, and planes.
6. Define, draw, and measure angles and segments.
7. Identify a good definition.
8. Use deductive reasoning properties of equality to solve problems and verify conjectures.
9. Use the distance formula to compute the distance between two points and apply the midpoint formula to find the coordinates the midpoint of a segment in a
coordinate plane.
10. Measure the angles of a triangle and classify triangles according to angles and also according to sides.
11. Classify polygons and compute the sum of the measures of the interior and exterior angles of polygons.
12. Graph lines in the coordinate plane and recognize parallel and perpendicular lines by their shapes.
13. Define, draw, and classify quadrilaterals.
14. Measure and draw central angles and arcs of circle and display data in a circle graph.
15. Measure congruent and similar figures, and use properties of congruence and similarity.
16. Define and draw isometric and orthographic views of objects.
17. Identify isometrics, locate reflection images of figures.
18. Find translation image of figures and use vectors and matrix addition to represent transactions..

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 19. Identify and locate rotation images in figures.
20. Show how reflections are related to others isometrics and identify gild reflections.
21. Identify types of symmetry in figure.
22. Identify figures that tessellate and identify symmetries of tessellations.
23. Locate dilation (enlargement and reducing) images of figures and their applications.
24. Use a compass and straightedge to construct congruent angles, congruent segments, and bisects segments and angles.
25. Use deductive reasoning properties of equality to solve problems and verify conjectures.
26. Use the distance formula to compute the distance between two points and apply the midpoint formula to find the coordinates the midpoint of a segment in a
coordinate plane.
27. Measure the angles of a triangle and classify triangles according to angles and also according to sides.
28. Classify polygons and compute the sum of the measures of the interior and exterior angles of polygons.
29. Graph lines in the coordinate plane and recognize parallel and perpendicular lines by their shapes.
30. Define, draw, and classify quadrilaterals.
31. Measure and draw central angles and arcs of circle and display data in a circle graph.
32. Measure congruent and similar figures, and use properties of congruence and similarity.
33. Define and draw isometric and orthographic views of objects.
34. Identify isometrics, locate reflection images of figures.
35. Find translation image of figures and use vectors and matrix addition to represent transactions..
36. Identify and locate rotation images in figures.
37. Show how reflections are related to others isometrics and identify gild reflections.
38. Identify types of symmetry in figure.
39. Identify figures that tessellate and identify symmetries of tessellations.
40. Locate dilation (enlargement and reducing) images of figures and their applications.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION OUTCOMES

RESOURCES
Students will entail 1. Points, lines, planes, 1. Defining, drawing, A. Primary Text Essential tasks Essential tasks students
their seines with segments, rays, and working with Mathematics for Senior students should be able should be able to do:
building blocks of many parallel lines, and points, lines, planes, High School (Books 1,2 & to do: 1. Define, draw, and
geometric figures. planes. segments, rays, 3) (Pearson) 1. Define, draw, and to to work with
2. Measurement of parallel lines, and B. Secondary Texts work with points, points, lines,

6
Students will reach angles and planes. E.B. Dogbe, K.A. Morrison lines, planes, planes, segments,
valid conclusions in segments. & Brian Speed, Senior segments, rays, rays, parallel
geometry and in life. 3. Defined and 2. Defining, drawing, Secondary Guide – (Core) parallel lines, and lines, and planes.
Students will improve undefined terms. and measuring Mathematics (Sedco, 1995) planes. 2. Define, draw, and
their skills such as in 4. Compass and angles and 2. Define, draw, and measure angles
map reading. straightedge in the segments. Laurie E. Bass, Et al. measure angles and and segments.
construction of Geometry: Tools for a segments. 3. Use a compass
congruent angles, 3. Identifying a good Changing World (Prentice 3. Use a compass and and straightedge
congruent definition. Hall 1998). straightedge to to construct
segments, and the construct congruent congruent angles,
bisection of 4. Using a compass C. Other angles, congruent congruent
segments and and straightedge to Resources/Supplementary segments, and segments, and
angles. construct congruent Readings bisects segments and bisects segments
5. Deductive reasoning angles, congruent Mathematical Association angles. and angles.
and properties of segments, and bisect of Ghana, Effective Elective 4. Define, draw, and 4. Define, draw, and
equality to solve segments and Mathematics for (Books 1,2 work with points, work with points,
problems and verify angles. & 3) (Pearson) lines, planes, lines, planes,
conjectures.  Graph paper, segments, rays, segments, rays,
6. The distance 5. Using deductive  Geo-board, parallel lines, and parallel lines, and
formula and the reasoning properties  Colored pencils, planes. planes.
midpoint formula. of equality to solve  Tape. 5. Define, draw, and 5. Define, draw, and
7. Angle measurement problems and verify  Protractor rules measure angles and measure angles
and triangle conjectures.  Compass, segments. and segments.
classification 6. Use deductive 6. Use deductive
 Tracing papers
according to angles 6. Using the distance reasoning properties reasoning
and also according formula to compute of equality to solve properties of
to sides. the distance between problems and verify equality to solve
8. Classification of two points and conjectures. problems and
polygons, sum of apply the midpoint 7. Use the distance verify
the measures of the formula to find the formula to compute conjectures.
interior and coordinates the the distance between 7. Use the distance
exterior angles of midpoint of a two points and apply formula to
polygons. segment in a the midpoint formula compute the
9. Graphs of lines in coordinate plane. to find the distance between
the coordinate coordinates the two points and
plane, parallel and 7. Measuring the midpoint of a apply the
perpendicular lines angles of a triangle segment in a midpoint formula

7
 and their shapes. and classify coordinate plane. to find the
10. Classification and triangles according 8. Measure the angles coordinates the
definition of to angles and also of a triangle and midpoint of a
quadrilaterals. according to sides. classify triangles segment in a
11. Central angles and according to angles coordinate plane.
arcs of circle. 8. Classifying and also according to 8. Measure the
12. Congruent and polygons and sides. angles of a
similar figures, and computing the sum 9. Classify polygons triangle and
use properties of of the measures of and compute the sum classify triangles
congruence and the interior and of the measures of according to
similarity. exterior angles of the interior and angles and also
13. Isometric and polygons. exterior angles of according to
orthographic views polygons. sides.
of objects. 9. Graphing lines in 10. Graph lines in the 9. Classify polygons
14. Isometrics, the coordinate plane coordinate plane and and compute the
reflection images of and recognizing recognize parallel sum of the
figures. parallel and and perpendicular measures of the
15. Translation of perpendicular lines lines by their shapes. interior and
image of figures and by their shapes. 11. Define, draw, and exterior angles of
use of vectors and classify polygons.
matrix addition to 10. Defining, drawing, quadrilaterals. 10. Graph lines in the
represent and classifying 12. Measure and draw coordinate plane
transactions.. quadrilaterals. central angles and and recognize
16. Rotation images in arcs of circle and parallel and
figures. 11. Measuring and display data in a perpendicular
17. Reflections related drawing central circle graph. lines by their
to other isometrics angles and arcs of 13. Measure congruent shapes.
and gild reflections. circle and displaying and similar figures, 11. Define, draw, and
18. Types of symmetry data in a circle and use properties of classify
in figure. graph. congruence and quadrilaterals.
19. Figures that similarity. 12. Measure and
tessellate and 12. Measuring draw central
symmetries of congruent and Other essential angles and arcs of
tessellations. similar figures, and evaluation tools: circle and display
20. Dilation using properties of  Quizzes data in a circle
(enlargement and congruence and  Tests graph.
reducing) images of similarity.  Homework 13. Measure

8
figures and their  Group assignments congruent and
applications. 13. Defining and  Projects similar figures,
drawing isometric and use properties
and orthographic of congruence
views of objects. and similarity.
Other essential
evaluation tools:
14. Identifying  Quizzes
isometrics, locating  Tests
reflection images of
 Homework
figures.
 Group assignments
15. Finding translation  Projects
image of figures and
using vectors and
matrix addition to
represent
transactions..

16. Identifying and

locating rotation
images in figures.

17. Showing how

reflections are
related to others
isometrics and
identifying gild
reflections.

18. Identifying types of

symmetry in figure.

19. Identifying figures

that tessellate and
identifying

9
 symmetries of
tessellations.

20. Locating dilation

(enlargement and
reducing) images of
figures and their
applications.

SEMESTER: ONE
PERIOD: II

GRADE: 10

SUBJECT: GEOMETRY

UNIT/TOPICS: 1. TRIANGLE RELATIONSHIPS

2. MEASURING IN THE PLANE AND IN SPACE

GENERAL OBJECTIVES: Students will analyze situations and become better problem solvers; visualize the faces of space figures that they encounter in
everyday life.

SPECIFIC OBJECTIVES: Upon the completion of these topics, students will be able to:
1. Write and interpret different types of conditional statements
2. Use and apply properties of isosceles triangles.
3. Use different styles of proofs to write convincing arguments.
4. Use properties of mid segments to solve problems.
5. Write convincing arguments by using indirect reasoning.
6. Use inequalities involving triangle side lengths and angle measures to solve problems.
7. Use properties of angles bisectors and perpendicular bisectors and to solve locus problems.
8. Identify properties of perpendicular bisectors, angle bisector, altitudes, and medians of a triangle.
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 9. Find area and perimeter of squares, rectangle’s, parallelograms and triangles
10. Use the Pythagorean Theorem and its converse
11. Use the properties of 450 - 450--900 and 300 - 600 - 900 triangles.
12. Find the areas of a trapezoid.
13. Find the areas of regular polygons.
14. Find the circumferences of a circle and the e length of an arc.
15. Calculate the areas of circles, sectors, and segments of circles.
16. Recognize nets of various space figures.
17. Find the surface areas and lateral areas of prisms and cylinders.
18. Find the surface areas and lateral areas of pyramids and cones.
19. Find the surface volumes of “prisms” and “cylinders”.
20. Find the volume pyramids and cones.
21. Compute the surface areas and volumes of spheres.
22. Recognize composite surface figures, which combine two or more simple figures.
23. Use geometry to find the probability of events.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will describe and 1. Logical reasoning 1. Writing and A. Primary Text Essential tasks students
explain the kinds of motions (conditional, hypothesis, interpreting different Mathematics for Senior High should be able to do:
they will encounter in their conclusion, truth value, types of conditional School (Books 1,2 & 3) 1. Use and apply properties
daily lives biconditional, negation, statements. (Pearson) of isosceles triangles.
inverse and B. Secondary Texts 2. Use properties of mid
contrapositive) 2. Using and applying E.B. Dogbe, K.A. Morrison & segments to solve
2. Isosceles triangles ( properties of isosceles Brian Speed, Senior Secondary problems.
vertex angle, base angles) triangle. Guide – (Core) Mathematics 3. Use inequalities involving
3. Preparing for proofs. (Sedco, 1995) triangle side lengths and
4. Measurements of 3. Reviewing and angle measures to solve
triangles discussing Properties of Laurie E. Bass, Et al. Geometry: problems.
5. Indirect reasoning equalities and Tools for a Changing World 4. Use properties of angles
6. Bisectors and locus inequalities, (Prentice Hall 1998). bisectors and
(perpendicular bisector congruence, etc. perpendicular bisectors
theorem and its C. Other and to solve locus
converse). 4. Measuring angles and Resources/Supplementary problems.

11
7. Concurrent points and sides of triangles. Using Readings 5. Identify properties of
lines(point of properties of Mathematical Association of perpendicular bisectors,
concurrency) measurements to solve Ghana, Effective Elective angle bisector, altitudes,
8. Inequalities and triangles problems. Mathematics for (Books 1,2 & and medians of a triangle.
(median and 3) (Pearson) 6. Find area and perimeter of
altitude/height of a 5. Writing convincing  Graph paper, squares, rectangle’s,
triangle) arguments by using  Geo-board, parallelograms and
9. Area and perimeter of indirect reasoning.  Colored pencils, triangles
squares, rectangle’s, Using different styles  Tape. 7. Use the Pythagorean
parallelograms and of proofs to write  Protractor rules Theorem and its converse
triangles convincing arguments.  Compass, 8. Use the properties of 450 -
10. The Pythagorean 450--900 and 300 - 600 -
 Tracing papers
Theorem and its 6. Bisecting lines and 900 triangles.
converse angles; using bisectors
11. Properties of 450 - 450-- and locus properties Other essential evaluation
900 and 300 - 600 - 900 7. Using properties of tools:
triangles. Concurrent points and  Quizzes
12. Find the areas of a lines; discussing point  Tests
trapezoid. of locus properties  Homework
13. Areas of regular  Group assignments
polygons. 8. Using inequalities  Projects
14. Circumference of a circle involving triangle side
and the e length of an lengths and angle
arc. measures to solve
15. Areas of circles, sectors, problems
and segments of circles.
16. Nets of various space 9. Finding area and
figures. perimeter of squares,
17. Surface areas and lateral rectangle’s,
areas of prisms and parallelograms and
cylinders. triangles
18. Surface areas and lateral
areas of pyramids and 10. Using the Pythagorean
cones. Theorem and its
19. Surface volumes of converse in problem
“prisms” and solving.
“cylinders”.

12
20. Volume pyramids and 11. Using the properties of
cones. 450 - 450--900 and 300 -
21. Surface areas and 600 - 900 triangles
volumes of spheres.
22. Composite surface 12. Finding the areas of a
figures, which combine trapezoid.
two or more simple
figures. 13. Finding the areas of
23. Geometry to find the regular polygons.
probability of events.
14. Finding the
circumference of a
circle and the e length
of an arc.

15. Calculating the areas of

circles, sectors, and
segments of circles.

16. Recognize nets of

various space figures.

17. Find the surface areas

and lateral areas of
prisms and cylinders.
Measuring how much
material (cloth or
paper) can cover a
prism or cylindrical

18. Find the surface areas

and lateral areas of
pyramids and cones.

19. Finding the surface

volumes of “prisms”
and “cylinders”.

13
 Measuring how much
liquid a prism or
cylindrical container
can hold.

20. Calculating the volume

pyramids and cones.
Measuring how much
liquid a pyramidal or
conical container can
hold. Computing the
surface areas and
volumes of spheres.
Measuring how much
liquid a spherical
container can hold.

21. Defining and

Indentifying composite
surface figures, which
combine two or more
simple figures.

22. Using geometry to find

the probability of
events.

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 SEMESTER: TWO
PERIOD: III

GRADE: 10

SUBJECT: GEOMETRY

UNIT/TOPICS: 1. REASONING AND PARALLEL LINES

2. PROVING TRIANGLES CONGRUENT
3. QUADRILATERALS

GENERAL OBJECTIVES: Students will understand how parallel lines are used in building, city planning, and construction

SPECIFIC OBJECTIVES: Upon the completion of these topics, students will be able to:
1. Identify pairs of angles formed by two lines and a transverse and relate the measures of angles formed by parallel lines and a transversal.
2. Recognize conditions that result in parallel lines, and write proofs that involve parallel lines.
3. Construct parallel and perpendicular lines.
4. Draw objects in one-point perspective.
5. Use some of the basis ideas of spherical geometry.
6. Prove two triangles congruent using the SSS and SAS postulates.
7. Prove two triangles congruent using the SSS and SAS postulates.
8. Prove two triangles congruent using the HL Theorem.
9. Use triangle congruence and “corresponding parts of congruent Triangles we congruent (CPCTC) to prove that parts of two triangles are congruent.
10. Identify congruent overlapping triangles and prove two triangles congruent by first proving two other triangles congruent.
11. Find relationships among angles, and diagonals of parallelograms.
12. Find characteristics of quadrilateral that indicate that they are parallelograms.
13. Find the properties of rectangles, rhombuses, and squares.
14. Find the properties of trapezoids and kites.

15
 OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION
RESOURCES
Students will compute 1. Pairs of angles formed by 1. Identifying pairs of angles A. Primary Text Essential tasks students
distances indirectly in a two lines and transverse formed by two lines and a Mathematics for Senior High should be able to do:
variety of real world settings and related measures of transverse and relating the School (Books 1,2 & 3) 1. Identify pairs of angles
angles formed by parallel measures of angles formed (Pearson) formed by two lines and a
Students will model peal- lines and a transversal. by parallel lines and a B. Secondary Texts transverse and relate the
world situations such as those 2. Conditions that result in transversal. E.B. Dogbe, K.A. Morrison & measures of angles formed
involving velocity parallel lines and proofs Brian Speed, Senior Secondary by parallel lines and a
that involve parallel lines. 2. Recognizing conditions Guide – (Core) Mathematics transversal.
Students will become
3. Construction of parallel that result in parallel lines (Sedco, 1995) 2. Recognize conditions that
investigators in situation in
and perpendicular lines. and writing proofs that result in parallel lines, and
which equators of circles can
4. Objects in one-point involve parallel lines. Laurie E. Bass, Et al. Geometry: write proofs that involve
be used, such as expressing
perspective. Tools for a Changing World parallel lines.
the range of collection phone
5. Some of the basis ideas of 3. Constructing parallel and (Prentice Hall 1998). 3. Construct parallel and
towers.
spherical geometry. perpendicular lines. perpendicular lines.
6. Two triangles congruence C. Other 4. Draw objects in one-point
using the SSS and SAS 4. Drawing objects in one- Resources/Supplementary perspective.
postulates. point perspective. Readings 5. Use some of the basis
7. Proof of two triangles Mathematical Association of ideas of spherical
congruent using the SSS 5. Using some of the basis Ghana, Effective Elective geometry.
and SAS postulates. ideas of spherical Mathematics for (Books 1,2 & 6. Prove two triangles
8. Proof of two triangles geometry. 3) (Pearson) congruent using the SSS
congruent using the HL  Graph paper, and SAS postulates.
Theorem. 6. Proving two triangles  Geo-board, 7. Prove two triangles
9. Triangle congruence and congruent using the SSS  Colored pencils, congruent using the SSS
“corresponding parts of and SAS postulates.  Tape. and SAS postulates.
congruent Triangles  Protractor rules 8. Prove two triangles
congruent (CPCTC) and 7. Proving two triangles  Compass, congruent using the HL
proofs that parts of two congruent using the SSS Theorem.
 Tracing papers
triangles are congruent. and SAS postulates. 9. Use triangle congruence
10. Congruent overlapping and “corresponding parts
triangles and proof of 8. Proving two triangles of congruent Triangles we
two triangles congruent congruent using the HL congruent (CPCTC) to
by first proving two other Theorem. prove that parts of two
triangles congruent. 9. Using triangle congruence triangles are congruent.
11. Relationships among and “corresponding parts 10. Identify congruent
16
 angles, and diagonals of of congruent Triangles we overlapping triangles and
parallelograms. congruent (CPCTC) to prove two triangles
12. Characteristics of prove that parts of two congruent by first proving
quadrilateral that triangles are congruent. two other triangles
indicate that they are congruent.
parallelograms. 10. Identifying congruent 11. Find relationships among
13. Properties of rectangles, overlapping triangles and angles, and diagonals of
rhombuses, and squares. prove two triangles parallelograms.
14. Properties of trapezoids congruent by first proving 12. Find characteristics of
and kites. two other triangles quadrilateral that indicate
congruent. that they are
parallelograms.
11. Finding relationships 13. Find the properties of
among angles, and rectangles, rhombuses,
diagonals of and squares.
parallelograms. 14. Find the properties of
trapezoids and kites.
Other essential evaluation
12. Using the characteristics tools:
of quadrilateral that  Quizzes
indicate that they are  Tests
parallelograms.
 Homework
 Group assignments
13. Applying the properties of
rectangles, rhombuses,  Projects
and squares in problem
solving..

14. Finding the properties of

trapezoids and kites.

SEMESTER: TWO
PERIOD: IV

17
GRADE: 10

SUBJECT: GEOMETRY

UNIT/TOPICS: 1. SIMILARITY
2. RIGHT TRIANGLE TRIGONOMETRY

GENERAL OBJECTIVES: Students will apply properties of perpendicularity and seminaries in designing and construction.

SPECIFIC OBJECTIVES: Upon the completion of these topics, students will be able to:
1. Choose convenient placement of coordinate axes on figures.
2. Prove theorems using figures in the coordinate plane.
3. Find how to use ratio and proportion with similar polygons.
4. Prove two triangles similar using the AA-postulate and the SAS-and SS-Theorems; and use similarity in indirect measurement to find distances.
5. Find relationship among the lengths of the sides of a right triangle and the attitude to the hypotenuse.
6. Investigate proportional relationship in triangle.
7. Find the relationship between the similarity ratio and the perpendicular and areas of similar angles.
8. Find the relationships between the ratio and the ratios of the areas and volumes of similar solids.
9. Calculate tangent of acute angles in a right triangle and use tangents to determine side lengths in triangles.
10. Compute lines and cosines of acute angles in right triangles, and use sine and cosine to find unknown measures in right triangles.
11. Define and identify angles of devotion and depression, and use them and trigonometric ratios to solve problems.
OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION
RESOURCES
Students will become 1. Relationships among 1. Finding relationships A. Primary Text Essential tasks students
builders/city planers angles, and diagonals of among angles, and Mathematics for Senior High should be able to do:
parallelograms. diagonals of School (Books 1,2 & 3) 1. Choose convenient
Students will become 2. Characteristics of parallelograms. (Pearson) placement of coordinate
constructors or graphic artists quadrilateral that B. Secondary Texts axes on figures.
indicate that they are 2. Finding characteristics of E.B. Dogbe, K.A. Morrison & 2. Prove theorems using
Students will become
parallelograms. quadrilateral that indicate Brian Speed, Senior Secondary figures in the coordinate
professionals in arts and
3. Properties of rectangles, that they are Guide – (Core) Mathematics plane.
analyst
rhombuses, and squares. parallelograms. (Sedco, 1995) 3. Find how to use ratio and
4. Properties of trapezoids proportion with similar
18
 and kites. 3. Finding the properties of Laurie E. Bass, Et al. Geometry: polygons.
5. Convenient placement of rectangles, rhombuses, Tools for a Changing World 4. Prove two triangles
coordinate axes on and squares. (Prentice Hall 1998). similar using the AA-
figures. postulate and the SAS-and
6. Proofs of theorems using 4. Finding the properties of C. Other SS-Theorems; and use
figures in the coordinate trapezoids and kites. Resources/Supplementary similarity in indirect
plane. Readings measurement to find
7. Use of ratio and 5. Choosing convenient Mathematical Association of distances.
proportion with similar placement of coordinate Ghana, Effective Elective 5. Find relationship among
polygons. axes on figures. Mathematics for (Books 1,2 & the lengths of the sides of
8. Triangles similarity using 3) (Pearson) a right triangle and the
the AA-postulate and the 6. Proving theorems using  Graph paper, attitude to the hypotenuse.
SAS-and SS-Theorems; figures in the coordinate  Geo-board, 6. Investigate proportional
and use similarity in plane.  Colored pencils, relationship in triangle.
indirect measurement to  Tape. 7. Find the relationship
find distances. 7. Finding how to use ratio  Protractor rules between the similarity
9. Relationship among the and proportion with  Compass, ratio and the perpendicular
lengths of the sides of a similar polygons. and areas of similar
 Tracing papers
right triangle and the angles.
attitude to the 8. Proving two triangles 8. Find the relationships
hypotenuse. similar using the AA- between the ratio and the
10. Investigation of postulate and the SAS-and ratios of the areas and
proportional relationship SS-Theorems; and use volumes of similar solids.
in triangles. similarity in indirect 9. Calculate tangent of acute
11. Relationship between the measurement to find angles in a right triangle
similarity ratio and the distances. and use tangents to
perpendicular and areas determine side lengths in
of similar triangles. 9. Finding relationship triangles.
12. Relationships between among the lengths of the 10. Compute lines and cosines
the ratios of the areas sides of a right triangle of acute angles in right
and volumes of similar and the attitude to the triangles, and use sine and
solids. hypotenuse. cosine to find unknown
13. Tangent of acute angles measures in right
in a right triangle and 10. Investigating proportional triangles.
use tangents to determine relationship in triangle. 11. Define and identify angles
side lengths in triangles. of devotion and
14. Sines and cosines of acute 11. Finding the relationship depression, and use the

19
 angles in right triangles, between the similarity them and trigonometric
and their use to find ratio and the perpendicular ratios to solve problems.
unknown measures in and areas of similar
right triangles. angles. Other essential evaluation
15. Definition, identification tools:
and application of angles 12. Finding the relationships  Quizzes
of devotion and between the ratio and the  Tests
depression, and their use ratios of the areas and  Homework
in trigonometric ratios to volumes of similar solids.  Group assignments
solve problems.  Projects
13. Calculating tangent of
acute angles in a right
triangle and using tangents
to determine sides’ lengths
in triangles.

14. Computing sines and

cosines of acute angles in
right triangles, and finding
unknown measures in
right triangles.

15. Defining and identifying

angles of elevation and
depression, and using
them and trigonometric
ratios to solve problems.

20
 SEMESTER: TWO
PERIOD: V

GRADE: 10

SUBJECT: GEOMETRY

UMIT/TOPIC: VECTORS AND CIRCLES

GENERAL OBJECTIVE: Students will model real-world situations such as those involving velocity; use tangents to circles in real-world situations, such as
working in a
machine shop.

SPECIFIC OBJECTIVES: Upon the completion of this topic, students will be able to:
1. Describe and define vectors using ordered pair notation;
2. Describe, define, and compute the magnitude and direction of vectors.
3. Solve Problems that involve vector addition.
4. Use vector to describe translation,
5. Use trigonometry to find the areas of regular polygons; use the sine ratio to find the areas of acute triangles.
6. Write the equation of a circle and use it to solve real-world problems.
7. Find the relationship between a radius and a tangent, and between two triangles drawn from the same point; circumscribe a circle
8. Find the lengths of chords and measures of a circle; locate the center of a circle using chords.
9. Find the measure of inscribed angles and the arcs they intercept.
10. Find the measures of angles formed by chords, secants, and tangents.
11. Find the measures of segments associated with circles.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will be problem 1. Describe and define 1. Describing and defining A. Primary Text Essential tasks students
solvers in construction and vectors using ordered vectors using ordered pair Mathematics for Senior High should be able to do:
design. pair notation; notation; School (Books 1,2 & 3) 1. Describe and define
2. Describe, define, and (Pearson) vectors using ordered pair
Students will be problem
21
solver in navigation and compute the magnitude 2. Describing, defining, and notation;
sailing. and direction of vectors. computing the magnitude B. Secondary Texts 2. Describe, define, and
3. Solve Problems that and direction of vectors. E.B. Dogbe, K.A. Morrison & compute the magnitude
involve vector addition. Brian Speed, Senior Secondary and direction of vectors.
4. Use vector to describe 3. Solving Problems that Guide – (Core) Mathematics 3. Solve Problems that
translation, involve vector addition. (Sedco, 1995) involve vector addition.
5. Use trigonometry to find 4. Use vector to describe
the areas of regular 4. Using vector to describe Laurie E. Bass, Et al. Geometry: translation,
polygons; use the sine translation, Tools for a Changing World 5. Use trigonometry to find
ratio to find the areas of (Prentice Hall 1998). the areas of regular
acute triangles. 5. Using trigonometry to find polygons; use the sine
6. Write the equation of a the areas of regular C. Other ratio to find the areas of
circle and use it to solve polygons; use the sine Resources/Supplementary acute triangles.
real-world problems. ratio to find the areas of Readings 6. Write the equation of a
7. Find the relationship acute triangles. Mathematical Association of circle and use it to solve
between a radius and a Ghana, Effective Elective real-world problems.
tangent, and between 6. Writing the equation of a Mathematics for (Books 1,2 & 7. Find the relationship
two triangles drawn circle and using it to solve 3) (Pearson) between a radius and a
from the same point; real-world problems.  Graph paper, tangent, and between two
circumscribe a circle  Geo-board, triangles drawn from the
8. Find the lengths of 7. Finding the relationship  Colored pencils, same point; circumscribe a
chords and measures of between a radius and a  Tape. circle
a circle; locate the center tangent, and between two  Protractor rules 8. Find the lengths of chords
of a circle using chords. triangles drawn from the  Compass, and measures of a circle;
9. Measures of inscribed same point; circumscribe a locate the center of a circle
 Tracing papers
angles and the arcs they circle using chords.
intercept. 9. Find the measure of
10. Measures of angles inscribed angles and the
formed by chords, arcs they intercept.
8. Finding the lengths of
secants, and tangents. 10. Find the measures of
chords and measures of a
11. Measures of segments angles formed by chords,
circle; locate the center of
associated with circles. secants, and tangents.
a circle using chords.
11. Find the measures of
segments associated with
9. Finding the measure of
circles.
inscribed angles and the
arcs they intercept. Other essential evaluation

22
 tools:
10. Finding the measures of  Quizzes
angles formed by chords,  Tests
secants, and tangents.  Homework
 Group assignments
11. Measuring segments  Projects
associated with circles.

SEMESTER: TWO
PERIOD: VI

GRADE: 10

SUBJECT: GEOMETRY

UNIT/TOPIC: ANALYTIC GEOMETRY

GENERAL OBJECTIVE: Students will become technicians using ratios to complete the sizes of objects of planets

SPECIFIC OBJECTIVES:
Upon the completion of this topic, students will be able to:
1. Compute and interpret the slope of a line.
2. Use the distance formula to find the distance between two points.
3. Apply the midpoint formula to find the coordinates of the midpoint between two points.
4. Find and graph the equation given: a. two points; b. points and slope; c. slope and y-intercept; d. general form; e. parallel form or perpendicular form.
5. Define, discuss, and work with a circle and its parts (formula, center, radius, diameter, circumference, chord, secant, sector, arc, arc length} with its center at
(0, 0) or at (h, k) and solve applied problems involving circles.
6. Define, discuss, and work with a parabola and its parts (vertex, focus, axis of symmetry, standard form of its equation, and directrix) with center at (0, 0) or
at (h, k).
7. Define, discuss, and work with an ellipse and its parts (vertices, foci, major and minor axes of symmetry, standard form of its equation, and formula of its
area) with center at (0, 0) or at (h, k).

23
 8. Define, discuss, and work with an hyperbola and its parts (vertices, foci, transverse and conjugate axes, standard form of its equation, and equations of
asymptotes) with center at (0, 0) or at (h, k).

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will acquire skills of 1. Computation and 1. Computing and A. Primary Text Essential tasks students
technicians using ratios to interpretation of the interpreting the slope of a Mathematics for Senior High should be able to do:
complete the sizes of objects slope of a line. line. School (Books 1,2 & 3) 1. Compute and interpret the
of planets 2. The distance formula to (Pearson) slope of a line.
find the distance between 2. Using the distance 2. Use the distance formula
two points and the formula to find the B. Secondary Texts to find the distance
midpoint formula to find distance between two E.B. Dogbe, K.A. Morrison & between two points.
the coordinates of the points and the midpoint Brian Speed, Senior Secondary 3. Apply the midpoint
midpoint between two formula to find the Guide – (Core) Mathematics formula to find the
points. coordinates of the (Sedco, 1995) coordinates of the
3. Graph of the equation midpoint between two midpoint between two
given: a. two points; b. points. Laurie E. Bass, Et al. Geometry: points.
points and slope; c. slope Tools for a Changing World 4. Find and graph the
and y-intercept; d. 3. Finding and graphing the (Prentice Hall 1998). equation given: a. two
general form; e. parallel equation given: a. two points; b. points and slope
form or perpendicular points; b. points and slope C. Other ; c. slope and y-intercept;
form. ; c. slope and y-intercept; Resources/Supplementary d. general form; e. parallel
4. The circle and its parts d. general form; e. parallel Readings form or perpendicular
(formula, center, radius, form or perpendicular Mathematical Association of form.
diameter, circumference, form. Ghana, Effective Elective 5. Define, discuss, and work
chord, secant, sector, arc, Mathematics for (Books 1,2 & with a circle and its
arc length} with its 4. Defining, discussing, and 3) (Pearson) parts(formula, center,
center at (0, 0) or at (h, working with a circle and  Graph paper, radius, diameter,
k) and solve applied its parts(formula, center,  Geo-board, circumference, chord,
problems involving radius, diameter,  Colored pencils, secant, sector, arc, arc
circles. circumference, chord,  Tape. length} with its center at
5. The parabola and its secant, sector, arc, arc  Protractor rules (0, 0) or at (h, k) and solve
parts (vertex, focus, axis length} with its center at  Compass, applied problems
of symmetry, standard (0, 0) or at (h, k) and solve involving circles.
 Tracing papers
form of its equation, and applied problems 6. Define, discuss, and work
directrix) with center at involving circles. with a parabola and its

24
 (0, 0) or at (h, k). parts ( vertex, focus, axis
6. The ellipse and its parts 5. Defining, discussing, and of symmetry, standard
(vertices, foci, major and working with a parabola form of its equation, and
minor axes of symmetry, and its parts (vertex, directrix) with center at (0,
standard form of its focus, axis of symmetry, 0) or at (h, k).
equation, and formula of standard form of its 7. Define, discuss, and work
its area) with center at equation, and directrix) with an ellipse and its
(0, 0) or at (h, k). with center at (0, 0) or at parts (vertices, foci, major
7. The hyperbola and its (h, k). and minor axes of
parts (vertices, foci, symmetry, standard form
transverse and conjugate 6. Defining, discussing, and of its equation, and
axes, standard form of its working with an ellipse formula of its area) with
equation, and equations and its parts (vertices, center at (0, 0) or at (h, k).
of asymptotes) with foci, major and minor 8. Define, discuss, and work
center at (0, 0) or at (h, axes of symmetry, with an hyperbola and its
k). standard form of its parts (vertices, foci,
equation, and formula of transverse and conjugate
its area) with center at (0, axes, standard form of its
0) or at (h, k). equation, and equations of
asymptotes) with center at
7. Defining, discussing, and (0, 0) or at (h, k).
working with a hyperbola
and its parts (vertices, Other essential evaluation
foci, transverse and tools:
conjugate axes , standard  Quizzes
form of its equation, and  Tests
equations of asymptotes)  Homework
with center at (0, 0) or at  Group assignments
(h, k).  Projects

25
 SEMESTER: ONE
PERIOD: I

GRADE: 11

UNIT/TOPICS: 1. ANGLES AND THEIR MEASURE

2. RIGHT TRIANGLE TRIGONOMETRY

GENERAL OBJECTIVE: Students will measure angles and solve real-life problems, such as calculating the height of a mountain.

SPECIFIC OBJECTIVES:
Upon the completion of these topics, students will be able to:
1. Define and give examples of close half line, ray, angle, initial and terminal sides of angles, positive and negative angles, acute angle, right angle, obtuse
angle, straight angle, reflex angle, and angles in standard position.
2. Convert between degrees, minutes, seconds, and decimal.
3. Find the arc length of a circle.
4. Convert from degree to radian, and conversely.
5. Find the area of a sector.
6. Find the linear speed of an object traveling in circular motion.

  
Define and compute the values of trigonometric functions (sine, cosine, tangent, cosecant, secant, and cotangent) of acute angles (  45o ,  30o ,  60o ) using
4 6 3
the right triangle ratios approach.

1. Define and compute the values of trigonometric functions (sine, cosine, tangent, cosecant, secant, and cotangent) of special acute angles (
  
 45o ,  30o ,  60o )and their co-terminal angles , using the Cartesian plane approach .
4 6 3
2. Define and compute the values of trigonometric functions (sine, cosine, tangent, cosecant, secant, and cotangent) of special acute angles (
  
 45o ,  30o ,  60o ) and their co-terminal angles, using the unit circle approach.
4 6 3
3. Find the remaining trigonometric function value, given the value of one of those functions.
4. Compute the exact values of the trigonometric functions for general angles.

26
 5. Define and use co- terminal angles to find exact values of trigonometric functions.
6. Define and find the reference angle and reference triangle of a general angle.
7. Determine the signs of the trigonometric functions of an angle, in a given quadrant.
8. Use calculator to compute the value of any trigonometric function.
9. Model and Solve right triangles and their applications, such as indirect measurements using angles of depression and elevation.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. Close half line, ray, angle, 1. Defining and giving A. Primary Text Essential tasks students
problem solvers. initial and terminal sides examples of close half line, Mathematics for Senior High should be able to do:
of angles, positive and ray, angle, initial and School (Books 1,2 & 3) 1. Define and give
Students will become negative angles, acute terminal sides of angles, (Pearson) examples of close half
informed decision makers. angle, right angle, obtuse positive and negative line, ray, angle, initial
Students will become life- angle, straight angle, angles, acute angle, right B. Secondary Texts and terminal sides of
long learners. reflex angle, and angles in angle, obtuse angle, straight E.B. Dogbe, K.A. Morrison & angles, positive and
standard position. angle, reflex angle, and Brian Speed, Senior Secondary negative angles, acute
angles in standard position. Guide – (Core) Mathematics angle, right angle, obtuse
2. Degrees, minutes, (Sedco, 1995) angle, straight angle,
seconds, and decimal. 2. Converting between reflex angle, and angles
3. Arc length of a circle. degrees, minutes, seconds, Laurie E. Bass, Et al. Geometry: in standard position.
and decimal. Tools for a Changing World 2. Convert between
4. Conversion from degree to (Prentice Hall 1998). degrees, minutes,
radian, and conversely. 3. Finding the arc length of a seconds, and decimal.
circle. C. Other 3. Find the arc length of a
5. Area of a sector. Resources/Supplementary circle.
4. Converting from degree to Readings 4. Convert from degree to
6. Linear speed of an object radian, and conversely. Mathematical Association of radian, and conversely.
traveling in circular Ghana, Effective Elective 5. Find the area of a sector.
motion. 5. Finding the area of a sector. Mathematics for (Books 1,2 & 6. Find the linear speed of
3) (Pearson) an object traveling in
7. Values of trigonometric 6. Finding the linear speed of  Graph paper, circular motion.
functions (sine, cosine, an object traveling in  Geo-board,
Other essential evaluation
tangent, cosecant, secant, circular motion.  Colored pencils,
tools:
and cotangent) of acute 7. Defining and computing  Tape.
angles ( the values of trigonometric  Quizzes
 Protractor rules
   functions (sine, cosine,  Tests
 45o ,  30o ,  60o )  Compass,
4 6 3 tangent, cosecant, secant,  Homework

27
 using the right triangle and cotangent) of acute  Tracing papers  Group assignments
ratios approach . angles  Projects
  
(  45o ,  30o ,  60o )
8. Values of trigonometric 4 6 3
functions (sine, cosine, using the right triangle ratios
tangent, cosecant, secant, approach .
and cotangent) of special
acute angles( 8. Defining and computing the
   values of trigonometric
 45 ,  30 ,  60
o o o

4 6 3 functions (sine, cosine,

)and their co-terminal tangent, cosecant, secant,
angles , using the and cotangent) of special
Cartesian plane approach. acute angles(
  
 45o ,  30o ,  60o
9. Values of trigonometric 4 6 3
functions (sine, cosine, )and their co-terminal
tangent, cosecant, secant, angles , using the Cartesian
and cotangent) of special plane approach .
acute angles(
   9. Defining and computing the
 45o ,  30o ,  60o )
4 6 3 values of trigonometric
and their co-terminal functions (sine, cosine,
angles, using the unit tangent, cosecant, secant,
circle approach. and cotangent) of special
acute angles(
10. Finding the remaining   
 45o ,  30o ,
 60o )
trigonometric function 4 6 3
value, given the value of and their co-terminal angles,
one of those functions. using the unit circle
approach .
11. Exact values of the 10. Finding the remaining
trigonometric functions trigonometric function
for general angles. value, given the value of
one of those functions.
12. Definition of and use of
co- terminal angles to find 11. Computing the exact values
28
 exact values of of the trigonometric
trigonometric functions. functions for general angles.

13. Reference angle and 12. Defining and using co-

reference triangle of a terminal angles to find exact
general angle. values of trigonometric
functions.
14. The signs of the
trigonometric functions of 13. Defining and finding the
an angle, in a given reference angle and
quadrant. reference triangle of a
general angle.
15. The use of calculator to
compute the value of any 14. Determining the signs of the
trigonometric function. trigonometric functions of
an angle, in a given
16. Models and Solution of quadrant.
right triangles and their
applications, such as 15. Using calculator to compute
indirect measurements the value of any
using angles of depression trigonometric function.
and elevation.
16. Modeling and Solving right
triangles and their
applications, such as indirect
measurements using angles of
depression and elevation.

29
 SEMESTER: ONE
PERIOD: II

GRADE: 11

UNIT/TOPIC: GRAPHS OF TRIGONOMETRIC FUNCTION

GENERAL OBJECTIVE: Students will solve problems involving Graphs of Trigonometric Function.

SPECIFIC OBJECTIVES:
Upon the completion of this topic, students will be able to:
1. Graph the sine and cosine functions
2. Determine the domain and range of sine and cosine functions.
3. Relate angles to the x coordinates and values of the trigonometric functions to the y coordinates.
4. Determine the amplitude and period of sinusoidal functions.
5. Explain why the graphs of sine and cosine are called sinusoidal graphs.
6. Explain the cyclic nature of periodic functions.
7. Determine the phase shift of a sinusoidal function.
8. Model harmonic motion with sinusoidal functions.
9. Solve harmonic motion problems.
10. Determine the domain and range of tangent, cotangent, secant, and cosecant functions.
11. Relate domain restrictions to vertical asymptotes.
12. Graph basic tangent, cotangent, secant, and cosecant functions.
13. Analyze the pattern that vertical asymptotes follow.
14. Determine the period of tangent, cotangent, secant, and cosecant functions.
15. Use translation to graph tangent, cotangent, secant, and cosecant functions.
16. Explain the relationship between the graphs of cosine/secant and sine/cosecant.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. Graph the sine and 1. Graphing the sine and A. Primary Text Essential tasks students
problem solvers. cosine functions. cosine functions. Mathematics for Senior High should be able to do:

30
 School (Books 1,2 & 3) 1. Graph the sine and cosine
Students will become 2. Determination of the 2. Determining the domain (Pearson) functions
informed decision makers. domain and range of sine and range of sine and 2. Determine the domain and
and cosine functions. cosine functions. B. Secondary Texts range of sine and cosine
Students will become life- E.B. Dogbe, K.A. Morrison & functions.
long learners. 3. Relationship of angles to 3. Associating angles to the x Brian Speed, Senior Secondary 3. Relate angles to the x
the x coordinates and coordinates and values of Guide – (Core) Mathematics coordinates and values of
values of the the trigonometric functions (Sedco, 1995) the trigonometric
trigonometric functions to the y coordinates. functions to the y
to the y coordinates. Laurie E. Bass, Et al. Geometry: coordinates.
4. Determining the amplitude Tools for a Changing World 4. Determine the amplitude
4. Amplitude and period of and period of sinusoidal (Prentice Hall 1998). and period of sinusoidal
sinusoidal functions. functions. functions.
C. Other 5. Explain why the graphs of
5. Understand why the 5. Activities to show why the Resources/Supplementary sine and cosine are called
graphs of sine and cosine graphs of sine and cosine Readings sinusoidal graphs.
are called sinusoidal are called sinusoidal Mathematical Association of 6. Explain the cyclic nature
graphs. graphs. Ghana, Effective Elective of periodic functions.
Mathematics for (Books 1,2 & 7. Determine the phase shift
6. Understand the cyclic 6. Activities to show why the 3) (Pearson) of a sinusoidal function.
nature of periodic cyclic nature of periodic  Graph paper, 8. Model harmonic motion
functions. functions.  Geo-board, with sinusoidal functions.
 Colored pencils, 9. Solve harmonic motion
7. The phase shift of a 7. Determining the phase  Tape. problems.
sinusoidal function. shift of a sinusoidal  Protractor rules 10. Determine the domain and
function.  Compass, range of tangent,
8. Models of harmonic cotangent, secant, and
 Tracing papers
motion with sinusoidal 8. Modeling harmonic cosecant functions.
functions. motion with sinusoidal 11. Relate domain restrictions
functions. to vertical asymptotes.
9. Solution of harmonic 12. Graph basic tangent,
motion problems. 9. Solving harmonic motion cotangent, secant, and
problems. cosecant functions.
10. The domain and range of 13. Analyze the pattern that
tangent, cotangent, 10. Determining the domain vertical asymptotes
secant, and cosecant and range of tangent, follow.
functions. cotangent, secant, and 14. Determine the period of

31
 cosecant functions. tangent, cotangent,
11. Relationship between secant, and cosecant
domain restrictions and 11. Relating domain functions.
vertical asymptotes. restrictions to vertical 15. Use translation to graph
asymptotes. tangent, cotangent, secant,
12. Graphs of basic tangent, and cosecant functions.
cotangent, secant, and 12. Graphing basic tangent, 16. Explain the relationship
cosecant functions. cotangent, secant, and between the graphs of
cosecant functions. cosine/secant and
13. Pattern that vertical sine/cosecant.
asymptotes follow. 13. Understanding the pattern
that vertical asymptotes Other essential evaluation
14. The period of tangent, follow. tools:
cotangent, secant, and  Quizzes
cosecant functions. 14. Determining the period of  Tests
tangent, cotangent,  Homework
15. Using translation to secant, and cosecant  Group assignments
graph tangent, cotangent, functions.  Projects
secant, and cosecant
functions. 15. Using translation to graph
tangent, cotangent, secant,
16. The relationship between and cosecant functions.
the graphs of
cosine/secant and 16. Understanding the
sine/cosecant. relationship between the
graphs of cosine/secant
and sine/cosecant.

32
 SEMESTER: ONE
PERIOD: III

GRADE: 11

UNIT/TOPIC: TRIGONOMETRIC IDENTITIES AND THEIR VERIFICATIONS

GENERAL OBJECTIVE: Students will solve problems involving Trigonometric Identities and their Verifications.

SPECIFIC OBJECTIVES:
Upon the completion of this topic, students will be able to:
1. Explain the reciprocal, quotient, and Pythagorean identities.
2. Argue that the reciprocal and quotient identities are not always defined.
3. Use the basic identities to simplify trigonometric expressions, and demonstrate that there is more than one way to verify an identity..
4. Demonstrate that identities must hold for all values in the domain of the functions.
5. Find exact values of functions for rational multiples of by using the sum and difference identities.
6. Develop new identities from the sum and difference identities.
7. Derive the sum and difference identities for the cosine function by using the distance formula.
8. Use the sum and difference identities for the cosine function to obtain the co function identities.
9. Use the co function identities and the sum and difference identities for the cosine function to derive the sum and difference identities for the sine function.
10. Use the cosine and sine sum and difference identities with the quotient identity to obtain the tangent sum and difference identities.
11. Use the double-angle identities to find exact values of trigonometric functions.
12. Use the double-angle identities to simplify or verify identities.
13. Derive the double-angle identities from the sum identities.
14. Use the half-angle identities to find the exact values of trigonometric functions.
15. Use the half-angle identities to verify other trigonometric identities.
16. Derive the half-angle identities from the double-angle identities.
17. Express products of trigonometric functions as sums of trigonometric functions.
18. Express sums of trigonometric functions as products of trigonometric functions.
19. Use the sum and difference identities to derive product-to-sum identities.
20. Use the product-to-sum identities to derive sum-to-product identities.

33
 OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION
RESOURCES
Students will become 1. The reciprocal, quotient, 1. Learning the reciprocal, A. Primary Text Essential tasks students
problem solvers. and Pythagorean quotient, and Pythagorean Mathematics for Senior High should be able to do:
identities. identities. School (Books 1,2 & 3) 1. Explain the reciprocal,
Students will become (Pearson) quotient, and Pythagorean
informed decision makers. 2. Understand that the 2. Understanding that the identities.
reciprocal and quotient reciprocal and quotient B. Secondary Texts 2. Argue that the reciprocal
Students will become life- identities are not always identities are not always E.B. Dogbe, K.A. Morrison & and quotient identities are
long learners. defined. defined. Brian Speed, Senior Secondary not always defined.
Guide – (Core) Mathematics 3. Use the basic identities to
3. The use of the basic 3. Using the basic identities (Sedco, 1995) simplify trigonometric
identities to simplify to simplify trigonometric expressions, and
trigonometric expressions, and Laurie E. Bass, Et al. Geometry: demonstrate that there is
expressions, and understand that there is Tools for a Changing World more than one way to
understand that there is more than one way to (Prentice Hall 1998). verify an identity..
more than one way to verify an identity.. 4. Demonstrate that identities
verify an identity. C. Other must hold for all values in
4. Understanding that Resources/Supplementary the domain of the
4. Understand that identities must hold for all Readings functions.
identities must hold for values in the domain of the Mathematical Association of 5. Find exact values of
all values in the domain functions. Ghana, Effective Elective functions for rational
of the functions. Mathematics for (Books 1,2 & multiples of
5. Finding exact values of 3) (Pearson) by
5. Exact values of functions functions for rational  Graph paper, using the sum and
for rational multiples of multiples of  Geo-board, difference identities.
by using the sum and by  Colored pencils, 6. Develop new identities
difference identities. using the sum and  Tape. from the sum and
difference identities.  Protractor rules difference identities.
6. Development of new  Compass, 7. Derive the sum and
identities from the sum 6. Developing new identities  Tracing papers difference identities for the
and difference identities. from the sum and cosine function by using
difference identities. the distance formula.
7. Derivation the sum and 7. Deriving the sum and 8. Use the sum and difference
difference identities for difference identities for the identities for the cosine
the cosine function by cosine function by using function to obtain the co
using the distance the distance formula. function identities.
34
 formula. 9. Use the co function
8. Using the sum and identities and the sum and
8. The use of the sum and difference identities for the difference identities for the
difference identities for cosine function to obtain cosine function to derive
the cosine function to the co-function identities. the sum and difference
obtain the co-function identities for the sine
identities. 9. Using the co-function function.
identities and the sum and 10. Use the cosine and sine
9. The use the co-function difference identities for the sum and difference
identities and the sum cosine function to derive identities with the quotient
and difference identities the sum and difference identity to obtain the
for the cosine function to identities for the sine tangent sum and difference
derive the sum and function. identities.
difference identities for 11. Use the double-angle
the sine function. 10. Using the cosine and sine identities to find exact
sum and difference values of trigonometric
10. The use of the cosine and identities with the quotient functions.
sine sum and difference identity to obtain the 12. Use the double-angle
identities with the tangent sum and difference identities to simplify or
quotient identity to identities. verify identities.
obtain the tangent sum 13. Derive the double-angle
and difference 11. Using the double-angle identities from the sum
identities. identities to find exact identities.
values of trigonometric 14. Use the half-angle
11. The use of the double- functions. identities to find the exact
angle identities to find values of trigonometric
exact values of 12. Using the double-angle functions.
trigonometric functions. identities to simplify or 15. Use the half-angle
verify identities. identities to verify other
12. The use of the double- trigonometric identities.
angle identities to 13. Deriving the double-angle 16. Derive the half-angle
simplify or verify identities from the sum identities from the double-
identities. identities. angle identities.
14. Using the half-angle 17. Express products of
13. Derivation of the double- identities to find the exact trigonometric functions as
angle identities from the values of trigonometric sums of trigonometric
sum identities. functions. functions.

35
 18. Express sums of
14. The use of the half-angle 15. Using the half-angle trigonometric functions as
identities to find the identities to verify other products of trigonometric
exact values of trigonometric identities. functions.
trigonometric functions. 19. Use the sum and difference
16. Deriving the half-angle identities to derive
15. The use of the half-angle identities from the double- product-to-sum identities.
identities to verify other angle identities. 20. Use the product-to-sum
trigonometric identities. identities to derive sum-to-
17. Expressing products of product identities.
16. Derivation of the half- trigonometric functions as
angle identities from the sums of trigonometric Other essential evaluation
double-angle identities. functions. tools:
17. The products of  Quizzes
trigonometric functions 18. Expressing sums of  Tests
as sums of trigonometric trigonometric functions as  Homework
functions. products of trigonometric  Group assignments
functions.  Projects
18. The sums of
trigonometric functions 19. Using the sum and
as products of difference identities to
trigonometric functions. derive product-to-sum
identities.
19. Use of the sum and
difference identities to 20. Using the product-to-sum
derive product-to-sum identities to derive sum-to-
identities. product identities.

20. Use of the product-to-

sum identities to derive
sum-to-product
identities.

36
 SEMESTER: TWO
PERIOD: IV

GRADE: 11

UNIT/TOPIC: 1. INVERSE TRIGONOMETRIC FUNCTIONS AND TRIGONOMETRIC EQUATIONS

GENERAL OBJECTIVE: Students will solve real-life problems involving Trigonometric Identities and their Verifications

SPECIFIC OBJECTIVES:
Upon the completion of this topic, students will be able to:
1. Define and develop inverse trigonometric functions.
2. Use the different notations for inverse trigonometric functions.
3. Graph inverse trigonometric functions.
4. Explain why domain restrictions on trigonometric functions are needed for inverse trigonometric functions to exist.
5. Extend properties of inverse of functions to develop inverse trigonometric functions.
6. Solve trigonometric equations by inspection.
7. Solve trigonometric equations using algebraic techniques.
8. Demonstrate that solving trigonometric equations is similar to solving algebraic equations.
9. Solve trigonometric equations using inverse functions.
10. Solve trigonometric equations (involving more than one trigonometric functions) using trigonometric identities.
11. Realize that the goal in solving trigonometric equations is to find the value(s) for the independent variable that makes the equation true.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. Definition and 1. Defining and developing A. Primary Text Essential tasks students
problem solvers. development inverse inverse trigonometric Mathematics for Senior High should be able to do:
trigonometric functions. functions. School (Books 1,2 & 3) 1. Define and develop
Students will become (Pearson) inverse trigonometric
informed decision makers. 2. Different notations for 2. Using the different functions.
inverse trigonometric notations for inverse B. Secondary Texts 2. Use the different notations
Students will become life- functions. trigonometric functions. E.B. Dogbe, K.A. Morrison & for inverse trigonometric
long learners. Brian Speed, Senior Secondary functions.

37
3. Graphs of inverse 3. Graphing inverse Guide – (Core) Mathematics 3. Graph inverse
trigonometric functions. trigonometric functions. (Sedco, 1995) trigonometric functions.
4. Explain why domain
4. Understand why domain 4. Understanding why Laurie E. Bass, Et al. Geometry: restrictions on
restrictions on domain restrictions on Tools for a Changing World trigonometric functions
trigonometric functions trigonometric functions are (Prentice Hall 1998). are needed for inverse
are needed for inverse needed for inverse trigonometric functions to
trigonometric functions trigonometric functions to C. Other exist.
to exist. exist. Resources/Supplementary 5. Extend properties of
Readings inverse of functions to
5. Extension of properties 5. Extending properties of Mathematical Association of develop inverse
of inverse of functions to inverse of functions to Ghana, Effective Elective trigonometric functions.
develop inverse develop inverse Mathematics for (Books 1,2 & 6. Solve trigonometric
trigonometric functions. trigonometric functions. 3) (Pearson) equations by inspection.
 Graph paper, 7. Solve trigonometric
6. Solution of 6. Solving trigonometric  Geo-board, equations using algebraic
trigonometric equations equations by inspection.  Colored pencils, techniques.
by inspection.  Tape. 8. Demonstrate that solving
7. Solving trigonometric  Protractor rules trigonometric equations is
7. Solution of equations using algebraic  Compass, similar to solving
trigonometric equations techniques. algebraic equations.
 Tracing papers
using algebraic 9. Solve trigonometric
techniques. 8. Discussing the fact that equations using inverse
solving trigonometric functions.
8. Understand that solving equations is similar to 10. Solve trigonometric
trigonometric equations solving algebraic equations (involving more
is similar to solving equations. than one trigonometric
algebraic equations. functions) using
9. Solving trigonometric trigonometric identities.
9. Solution of equations using inverse 11. Argue that the goal in
trigonometric equations functions. solving trigonometric
using inverse functions. equations is to find the
10. Solving trigonometric value(s) for the
10. Solution of equations (involving more independent variable that
trigonometric equations than one trigonometric makes the equation true.
(involving more than one function) using
trigonometric function) trigonometric identities. Other essential evaluation

38
 using trigonometric tools:
identities. 11. Discussing that the goal in  Quizzes
solving trigonometric  Tests
11. Realize that the goal in equations is to find the  Homework
solving trigonometric value(s) for the  Group assignments
equations is to find the independent variable that  Projects
value(s) for the makes the equation true.
independent variable
that makes the equation
true.

SEMESTER: TWO
PERIOD: V

GRADE: 11

UNIT/TOPIC: OBLIQUE TRIANGLES, THE SINE AND COSINE LAWS, AND THE COMPLEX NUMBERS

GENERAL OBJECTIVE: Students will use the laws of sines and cosines in problem solving; and use the complex plane to illustrate relationships between
complex numbers,
such as fractal geometry.

SPECIFIC OBJECTIVES: Upon the completion of this unit, students will be able to:
1. Solve application problems involving bearing and heading.
2. Derive the law of sines.
3. Derive the law of cosines.
4. Develop a strategy for which angles to select ( longer or shorter) and which ( the law of sines or law of cosines) to use to solve oblique triangles.
5. Classify the ambiguous case as “no triangle”, one triangle or “two triangles”.
6. Solve SAA or ASA triangle problems using the law of sines or cosines
7. Solve SSA triangles problems, applying the law of sines or cosines.
8. Solve SAS problems using the law of cosines or sines.

39
 9. Use the law of sines to derive a formula for an area of a triangle (SAS case).
10. Use the law of cosines to derive a formula for an area of a triangle (SSS case: Heron’s formula).
11. Solve ambiguous SSA triangle cases.
12. Classify an oblique triangle as one of four cases.
13. Solve application problems involving oblique triangles.
14. Define, identify, add, subtract, and multiply imaginary and complex numbers.
15. Plot complex numbers in the complex plane.
16. Identify the imaginary and real axes and graph on a coordinate grid or Argand diagram.
17. Express a complex number in trigonometric and standard forms.
18. Find the product of two complex numbers in trigonometric form.
19. Divide complex numbers in trigonometric form.
20. Find the power of a complex number using Demoivre’s Theorem.
21. Find complex roots.
22. Use the properties of the conjugate and modulus in problem solving.
23. Convert from polar coordinate to rectangular coordinate.
24. Transformation of equations from polar to rectangular form and conversely.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. Angle of elevation and 1. Solving angle of elevation A. Primary Text Essential tasks students
problem solvers. depression problems and angle of depression Mathematics for Senior High should be able to do:
problem. School (Books 1,2 & 3) 1. Solve application problems
Students will become 2. Applications problems (Pearson) involving bearing and
informed decision makers. involving bearing and or 2. Solving applications heading.
heading problem involving B. Secondary Texts 2. Derive the law of sines.
Students will become life- bearing and /or heading E.B. Dogbe, K.A. Morrison & 3. Derive the law of cosines.
long learners. 3. AAS and ASA triangle Brian Speed, Senior Secondary 4. Develop a strategy for
and the law of sines 3. Solving applications using Guide – (Core) Mathematics which angles to select
the law of sines or cosines (Sedco, 1995) (longer or shorter) and
4. SAS and the law of which ( the law of sines or
cosine problems 4. Defining, identifying, Laurie E. Bass, Et al. Geometry: law of cosines) to use to
adding, subtracting, and Tools for a Changing World solve oblique triangles.
5. Addition, subtraction, multiplying imaginary (Prentice Hall 1998). 5. Classify the ambiguous
and multiplication of and complex numbers. case as “no triangle”, one

40
 complex numbers. C. Other triangle or “two triangles”.
5. Plotting complex numbers Resources/Supplementary 6. Solve SAA or ASA
6. Complex numbers in the in the complex plane. Readings triangle problems using the
complex plane. Mathematical Association of law of sines or cosines
6. Identifying the imaginary Ghana, Effective Elective 7. Solve SSA triangles
7. The imaginary and real and real axes and graph Mathematics for (Books 1,2 & problems, applying the law
axes and graph on a on a coordinate grid or 3) (Pearson) of sines or cosines.
coordinate grid or Argand diagram.  Graph paper, 8. Solve SAS problems using
Argand diagram. 7. Expressing a complex  Geo-board, the law of cosines or sines.
number in trigonometric  Colored pencils, 9. Use the law of sines to
8. Complex number in and standard forms.  Tape. derive a formula for an
trigonometric and  Protractor rules area of a triangle (SAS
standard forms. 8. Finding the product of  Compass, case).
two complec numbers in 10. Use the law of cosines to
 Tracing papers
9. Product of two complex trigonometric form. derive a formula for an
numbers in area of a triangle (SSS
trigonometric form. 9. Dividing complex case: Heron’s formula).
numbers in trigonometric 11. Solve ambiguous SSA
10. Division of complex form. triangle cases.
numbers in 10. Finding the power of a 12. Classify an oblique
trigonometric form. complex number using triangle as one of four
Demoivre’s Theorem. cases.
11. Power of a complex 13. Solve application problems
number using 11. Finding complex roots. involving oblique
Demoivre’s Theorem. triangles.
14. Define, identify, add,
12. Complex roots. subtract, and multiply
imaginary and complex
numbers.
15. Plot complex numbers in
the complex plane.
16. Identify the imaginary and
real axes and graph on a
coordinate grid or Argand
diagram.
17. Express a complex number
in trigonometric and

41
 standard forms.
18. Find the product of two
complex numbers in
trigonometric form.
19. Divide complex numbers
in trigonometric form.
20. Find the power of a
complex number using
Demoivre’s Theorem.
21. Find complex roots.
22. Use the properties of the
conjugate and modulus in
problem solving.
23. Convert from polar
coordinate to rectangular
coordinate.
24. Transformation of
equations from polar to
rectangular form and
conversely.
Other essential evaluation
tools:
 Quizzes
 Tests
 Homework
 Group assignments
 Projects

42
 SEMESTER: TWO
PERIOD: VI

GRADE: 11

UNIT/TOPIC: TRANSFORMATIONS AND VECTORS

GENERAL OBJECTIVE: To describe and explain the various kinds of motions one encounters in daily life, such as arts, computer graphics, navigation,
manufacturing, music and other fields one endeavor as a citizen. To model real-world situations such as those involving velocity.

SPECIFIC OBJECTIVES: Upon the completion of this unit, students will be able to:
1. Identify isometries.
2. Locate reflection images of figures.
3. Find translation images of figures.
4. Use vectors and matrix addition to represent translation.
5. Identify and locate rotation images of figures.
6. Show how reflections are related to other isometries.
7. Identify glide reflections.
8. Identify types of symmetry in figures.
9. Locate dilation images of figures.
10. Describe vector using ordered pair notation
11. Describe the magnitude and direction of vectors.
12. Solve problems that involve vector addition and subtraction (resultant).
13. Multiply vectors by a number (scalar product).
14. Define and use unit vector and position vector.
15. Determine a vector from its direction and magnitude of vector.
16. Work with objects in static equilibrium.
17. Find the angle between two vectors.
18. Determine whether two vectors are parallel or orthogonal.
19. Determine Latitudes, longitudes, and bearings.

43
 OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION
RESOURCES
Students will become 1. Reflections(transformation, 1. Identifying isometries. A. Primary Text Essential tasks students
problem solvers. isometries, image, pre- Mathematics for Senior High should be able to do:
image prime notation , 2. Locating reflection School (Books 1,2 & 3) 1. Identify isometries.
Students will become orientation, images of figures. (Pearson) 2. Locate reflection images
informed decision makers. of figures.
2. Translations (Locate 3. Finding translation B. Secondary Texts 3. Find translation images of
Students will become life- reflection images of figures. images of figures. E.B. Dogbe, K.A. Morrison & figures.
long learners. Brian Speed, Senior Secondary 4. Use vectors and matrix
3. Rotations 4. Using vectors and matrix Guide – (Core) Mathematics addition to represent
addition to represent (Sedco, 1995) translation.
4. Composition of translation. 5. Identify and locate
reflections(glide reflection) Laurie E. Bass, Et al. Geometry: rotation images of
5. Identifying and locating Tools for a Changing World figures.
5. Symmetry(reflectional rotation images of (Prentice Hall 1998). 6. Show how reflections are
symmetry) figures. related to other isometries
C. Other .
6. Tessellations(tiling, pure 6. Show ing how reflections Resources/Supplementary 7. Identify glide reflections.
tessellation, translational are related to other Readings 8. Identify types of
symmetry, glide reflectional isometries . Mathematical Association of symmetry in figures.
symmetry) Ghana, Effective Elective 9. Locate dilation images of
7. Identify ing glide Mathematics for (Books 1,2 & figures.
7. Dilations (scale factor, reflections. 3) (Pearson) 10. Describe vector using
dilation, enlarge3ment,  Graph paper, ordered pair notation
reduction, scalar 8. Identifying types of  Geo-board, 11. Describe the magnitude
multiplication) symmetry in figures.  Colored pencils, and direction of vectors.
 Tape. 12. Solve problems that
8. Vectors and trigonometry 9. Locating dilation images  Protractor rules involve vector addition
of figures.  Compass, and subtraction
9. Find translation images of (resultant).
 Tracing papers
figures. 10. Describing vector using 13. Multiply vectors by a
ordered pair notation. number (scalar product).
10. Use vectors and matrix 14. Define and use unit
addition to represent 11. Describing the magnitude vector and position
translation. and direction of vectors. vector.
15. Determine a vector from
44
11. Identify and locate rotation 12. Solving problems that its direction and
images of figures. involve vector addition magnitude of vector.
and subtraction. 16. Work with objects in
12. Show how reflections are static equilibrium.
related to other isometries. 13. Multiplying vectors by a 17. Find the angle between
number (scalar product). two vectors.
13. Identify glide reflections. 18. Determine whether two
14. Defining and using unit vectors are parallel or
14. Identify types of symmetry vector and position orthogonal.
in figures. vector. 19. Define Latitudes,
longitudes, and bearings.
15. Locate dilation images of 15. Determining a vector
figures. from its direction and Other essential evaluation
magnitude of vector. tools:
16. Describe vector using  Quizzes
ordered pair notation 16. Working with objects in  Tests
static equilibrium.  Homework
17. Describe the magnitude and  Group assignments
direction of vectors. 17. Finding the angle  Projects
between two vectors.
18. Solve problems that involve
vector addition and 18. Determining whether two
subtraction. vectors are parallel or
orthogonal.
19. Multiply vectors by a
number (scalar product). 19. Identifying isometries.

20. Define and use unit vector 20. Locating reflection

and position vector. images of figures.

21. Determine a vector from its 21. Finding translation

direction and magnitude of images of figures.
vector. 22. Using vectors and matrix
addition to represent
22. Work with objects in static translation.
equilibrium.
23. Identifying and locating

45
23. Find the angle between two rotation images of
vectors. figures.

24. Determine whether two 24. Showing how reflections

vectors are parallel or are related to other
orthogonal. isometrics.

25. Latitudes, longitudes, and 25. Identifying glide

bearings. reflections.

26. Identifying types of

symmetry in figures.

27. Locating dilation images

of figures.

28. Describing vector, using

ordered pair notation

29. Describing the magnitude

and direction of vectors.

30. Solving problems that

involve vector addition
and subtraction.

31. Multiplying vectors by a

number (scalar product).

32. Defining and using unit

vector and position
vector.
33. Determining a vector
from its direction and
magnitude of vector.

34. Working with objects in

46
 static equilibrium.

35. Finding the angle

between two vectors.

36. Determining whether two

vectors are parallel or
orthogonal.

26. Defining and finding

Latitudes, longitudes, and
bearings and distance
along lines of latitudes,
longitudes, and bearings.

27. Latitudes, longitudes, and

bearings.

SEMESTER: ONE
PERIOD: I

GRADE: 12

UNIT/TOPIC: ARITHMETIC AND ALGEBRA REVIEW

GENERAL OBJECTIVES: Students will sharpen their skills at manipulating numeric and algebraic expressions. Students will concentrate on concepts rather
than computations when studying arithmetic and algebra.

SPECIFIC OBJECTIVES: Upon completion of this Unit, students will be able to:
1. Discuss and work with the system of real numbers and their properties (reflexive, symmetric, transitive, substitution, commutative, associative,
distributive, additive and multiplicative identities, additive and multiplicative inverse, etc.)
2. Solve and graph inequalities.
3. Evaluate numerical expressions.
4. Define and perform operation on functions,

47
 5. Define and perform operations on polynomials.
6. Factor polynomials.
7. Define and solve equations and inequalities.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. The real Number System Activities involving: A. Primary Text Essential tasks students
problem solvers 1. Properties of Addition Mathematics for Senior High should be able to do:
2. Exponents Radical and Multiplication School (Books 1,2 & 3) 1. Discuss and work with the
Students will become (surd) and Scientific (Pearson) system of real numbers
informed decision makers. Notation 2. Properties of Quotients and their properties
B. Secondary Texts (reflexive, symmetric,
Students will become lifelong 3. Algebraic Expressions, 3. The order Relation and E.B. Dogbe, K.A. Morrison & transitive, substitution,
learners. Polynomials, and Arithmetic Brian Speed, Senior Secondary commutative, associative,
Factoring Rational and Guide – (Core) Mathematics distributive, additive and
other Fractional 4. Properties of the Absolute (Sedco, 1995) multiplicative identities,
Expressions value additive and multiplicative
5. Distance between Two Laurie E. Bass, Et al. Geometry: inverse, etc.)
4. Composition of Points on the Real Tools for a Changing World
Algebraic Expressions Number Line (Prentice Hall 1998). 2. Solve and graph
inequalities.
5. Solving Equations 6. Properties of Integral of C. Other
Exponents Resources/Supplementary 3. Evaluate numerical
6. Linear and Absolute Readings expressions.
Value inequalities: 7. Properties of Radicals Mathematical Association of
Interval and set builder Ghana, Effective Elective 4. Define and perform
Notations 8. Procedure for simplifying Mathematics for (Books 1,2 & operation on functions,
Expressions involving 3) (Pearson)
7. Quadratic and Other Radicals  Graph paper, 5. Define and perform
Inequalities  Geo-board, operations on
9. Converting from Standard  Colored pencils, polynomials.
to Scientific Notation and  Tape.
Vice Versa  Protractor rules 6. Factor polynomials.
 Compass,
10. Products of Polynomials 7. Define and solve
 Tracing papers
equations and inequalities.
11. Procedure for finding a
48
 least Common Other essential evaluation
Denominator tools:
 Quizzes
12. Composition of s(y) with  Test
r(x)  Homework
 Graded assignments
13. Factoring  Project
 Individual
14. Completing the square
 Assessment
 Group assessment
15. The Quadratic Equation
 Informal assessment
Formula

16. Making decision from the

discriminate
17. Solving Quadratic and
other inequalities

49
 SEMESTER: ONE
PERIOD: II

GRADE: 12

UNIT/TOPIC: EXPONENTIAL & LOGARITHMIC FUNCTIONS, AND CARTESIAN COORDINATES

GENERAL OBJECTIVES: Students will use coordinate to plane to visualize the relationship between two variables and computations when studying composition
of functions. Their applications to real-life situations (such as profits from sales of two different items, etc.)

SPECIFIC OBJECTIVES: Upon completion of this Unit, students will be able to:
1. Evaluate exponential functions.
2. Graph exponential functions.
3. Solve application problems involving exponential functions (doubling time growth model, radioactive decay, compound interest).
4. Distinguish between algebraic and exponential functions.
5. Define base e.
6. Graph exponential functions with base e.
7. Review growth and decay with base e.
8. Solve application problems involving interest compounding continuously.
9. Change expressions to logarithmic expressions, and conversely.
10. Evaluate logarithmic functions.
11. Evaluate common and natural logarithms using calculator.
12. Graph logarithmic functions.
13. Interpret logarithmic functions as inverse of exponential functions.
14. Determine domain restrictions on logarithmic functions.
15. Express a single logarithm as a sum or difference of logarithms.
16. Express a logarithmic expression as a single logarithm.
17. Evaluate logarithms of a general base (other than base 10 or e).
18. Derive the seven basic logarithmic properties.
19. Derive the change-of-base formula.
20. Solve exponential and logarithmic equations.
21. Solve application problems using exponential and logarithmic equations.
22. Demonstrate how exponential and logarithmic equations are solved using properties of one-to-one functions and inverses.
23. Plot points in the Cartesian plane. Use distance and midpoint formulas to solve problems

50
 24. Find the slope find a equation of a line: a. given two points; b. given a point and a slope; c. given a slope and the y intercept.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. Evaluation exponential 1. Evaluating exponential A. Primary Text Essential tasks students
problem solvers functions. functions. Mathematics for Senior High should be able to do:
School (Books 1,2 & 3) 1. Graph exponential
Students will become 2. Graph of exponential 2. Graphing exponential (Pearson) functions.
informed makers students functions. functions.
will become B. Secondary Texts 2. Solve application
3. Solution of application 3. Solving application E.B. Dogbe, K.A. Morrison & problems involving
problems involving problems involving Brian Speed, Senior Secondary exponential functions
exponential functions exponential functions Guide – (Core) Mathematics (doubling time growth
(doubling time growth (doubling time growth (Sedco, 1995) model, radioactive decay,
model, radioactive decay, model, radioactive decay, compound interest) .
compound interest). compound interest) . Laurie E. Bass, Et al. Geometry:
Tools for a Changing World 3. Distinguish between
4. Distinguish between 4. Distinguishing between (Prentice Hall 1998). algebraic and exponential
algebraic and algebraic and exponential functions.
exponential functions. functions. C. Other
Resources/Supplementary 4. Define base e.
5. Definition of base e. 5. Defining base e. Readings
Mathematical Association of 5. Graph exponential
6. Graph of exponential 6. Graphing exponential Ghana, Effective Elective functions with base e.
functions with base e. functions with base e. Mathematics for (Books 1,2 &
3) (Pearson) 6. Review growth and decay
7. Review of growth and 7. Reviewing growth and  Graph paper, with base e.
decay with base e. decay with base e.  Geo-board,
 Colored pencils, 7. Solve application
8. Solution of application 8. Solving application  Tape. problems involving
problems involving problems involving  Protractor rules interest compounding
interest compounding interest compounding  Compass, continuously.
continuously. continuously.
 Tracing papers
9. Changing expressions to 8. Change expressions to
9. Change of exponential logarithmic expressions, logarithmic expressions,
expressions to and conversely. and conversely.
logarithmic expressions, 10. Evaluating logarithmic
51
 and conversely. functions. 9. Evaluate logarithmic
functions.
10. Evaluation of 11. Evaluating common and
logarithmic functions. natural logarithms using 10. Evaluate common and
calculator. natural logarithms using
11. Evaluation of common calculator.
and natural logarithms 12. Graphing logarithmic
using calculator. functions. 11. Graph logarithmic
functions.
12. Graph of logarithmic 13. Interpreting logarithmic
functions. functions as inverse of Other essential evaluation
exponential functions. tools:
13. Interpretation of  Quizzes
logarithmic functions as 14. Determining domain  Test
inverse of exponential restrictions on logarithmic  Homework
functions. functions.  Graded Assignments
 Project
14. Domain restrictions on 15. Expressing a single  Individual
logarithmic functions. logarithm as a sum or
 Assessment
difference of logarithms.
 Group Assessment
15. Expression of a single
8. Informal Assessment
logarithm as a sum or 16. Expressing a logarithmic
difference of logarithms. expression as a single
logarithm.
16. Expression of a
logarithmic expression as 17. Evaluating logarithms of a
a single logarithm. general base (other than
base 10 or e).
17. Evaluation of logarithms
of a general base (other 18. Deriving the seven basic
than base 10 or logarithmic properties.
e).Derivation and use of
the seven basic 19. Deriving the change-of-
logarithmic properties. base formula.

18. Derivation and use of the 20. Solving exponential and

change-of-base formula. logarithmic equations.

52
19. Solution of exponential 21. Solving application
and logarithmic problems using
equations. exponential and
logarithmic equations.
20. Solution of application
problems using 22. Investigating how
exponential and exponential and
logarithmic equations. logarithmic equations are
solved using properties of
21. Investigation of how one-to-one functions and
exponential and inverses.
logarithmic equations
are solved using 23. Plotting points in the
properties of one-to-one Cartesian plane. Use
functions and inverses. distance and midpoint
formulas to solve
22. Points in the Cartesian problems
plane.
24. Finding the slope find a
23. Distance and midpoint equation of a line: a. given
formulas in solving two points; b. given a
problems point and a slope; c. given
a slope and the y intercept.
24. The slope and equation
of a line: a. given two
points; b. given a point
and a slope; c. given a
slope and the y intercept.

53
 SEMESTER: ONE
PERIOD: III

GRADE: 12

UNIT/TOPIC: SYSTEMS OF EQUATIONS AND INEQUALITIES

GENERAL OBJECTIVES: Students will use coordinate to plane to visualize the relationship between two variables and computations when studying systems of
equations and inequalities and their applications to everyday issues.

SPECIFIC OBJECTIVES: Upon completion of this unit, students will be able to:
1. Solve and graph systems of linear equations in two variables algebraically (substitution and elimination) or graphically.
2. Solve applications involving systems of linear equations.
3. Discuss the fact that a system of linear equations has either one solution, no solution, or infinitely many solutions.
4. Discuss the fact that two lines intersect at one point, no points(parallel lines), or infinitely many points (same line).
5. Solve and graph systems of three (or more) equations using matrices or determinants.ve application problems using systems of multivariable linear
equations.
6. Identify three types of solutions: one solution, no solution, or infinitely many solutions.
7. Decompose rational expressions into sums of partial fractions when the denominator contains: distinct linear factors; repeated linear factors; distinct
irreducible quadratic factors; repeated irreducible quadratic factors.
8. Associate between partial fraction and systems of linear equations.
9. Solve a system of nonlinear equations, using elimination or substitution method (and eliminate extraneous solutions).
10. Graph a linear inequality in two variables.
11. Graph a nonlinear inequality in two variables.
12. Graph a system of inequalities in two variables.
13. Interpret the difference between solid lines and dashed lines, overlapping shaded region as a solution.
14. Write an objective function that represents a quantity to be minimized or maximized.
15. Use inequalities to describe constraints.
16. Solve optimization problem, which combine minimizing or maximizing a function subject to constraints, using linear programming.
17. Interpret the vertices as maxima or minima.
18. Write the augmented matrix of a system of linear equations and conversely.
19. Perform row operations on a matrix.
20. Solve and graph systems of inequalities.
21. Evaluates two by two determine.
22. Use Cramer’s rule to sole systems in two or three variables.

54
 23. Apply or use properties of determine in solving real-life problems.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will use coordinate 1. Solutions and graphs of 1. Solving and graphing A. Primary Text Essential tasks students
to plane to visualize the systems of linear systems of linear Mathematics for Senior High should be able to do:
relationship between two equations in two equations in two variables School (Books 1,2 & 3) 1. Solve and graph
variables and computations variables algebraically algebraically (substitution (Pearson) systems of linear
when studying systems of (substitution and and elimination) or equations in two
equations and elimination) or graphically. B. Secondary Texts variables algebraically
inequalities and their graphically. E.B. Dogbe, K.A. Morrison & (substitution and
applications to everyday 2. Solving applications Brian Speed, Senior Secondary elimination) or
issues. 2. Solutions of applications involving systems of Guide – (Core) Mathematics graphically.
involving systems of linear equations. (Sedco, 1995)
linear equations. 2. Solve applications
3. Discussing the fact that a Laurie E. Bass, Et al. Geometry: involving systems of
3. Discussion regarding the system of linear equations Tools for a Changing World linear equations.
fact that a system of has either one solution, no (Prentice Hall 1998).
linear equations has solution, or infinitely 3. Discuss the fact that a
either one solution, no many solutions. C. Other system of linear
solution, or infinitely Resources/Supplementary equations has either
many solutions. 4. Investigating the fact that Readings one solution, no
two lines intersect at one Mathematical Association of solution, or infinitely
4. Discussion of the fact point, no points (parallel Ghana, Effective Elective many solutions.
that two lines intersect at lines), or infinitely many Mathematics for (Books 1,2 &
one point, no points points (same line). 3) (Pearson) 4. Discuss the fact that
(parallel lines), or  Graph paper, two lines intersect at
infinitely many points 5. Solving and graphing  Geo-board, one point, no
(same line). systems of three (or more)  Colored pencils, points(parallel lines),
equations using matrices  Tape. or infinitely many
5. Solution and graph of or determinants.ve  Protractor rules points (same line).
systems of three (or application problems  Compass,
more) equations using using systems of 5. Solve and graph
 Tracing papers
matrices or multivariable linear systems of three (or
determinants.ve equations. more) equations using
application problems matrices or
using systems of 6. Identifying three types of determinants.ve
55
 multivariable linear solutions: one solution, no application problems
equations. solution, or infinitely using systems of
many solutions. multivariable linear
6. Identification of three equations.
types of solutions: one 7. Decomposing rational
solution, no solution, or expressions into sums of 6. Identify three types of
infinitely many solutions. partial fractions when the solutions: one solution,
denominator contains: no solution, or
7. Decomposition of distinct linear factors; infinitely many
rational expressions into repeated linear factors; solutions.
sums of partial fractions distinct irreducible
when the denominator quadratic factors; repeated 7. Decompose rational
contains: distinct linear irreducible quadratic expressions into sums
factors; repeated linear factors. of partial fractions
factors; distinct when the denominator
irreducible quadratic 8. Associating between contains: distinct linear
factors; repeated partial fraction and factors; repeated linear
irreducible quadratic systems of linear factors; distinct
factors. equations. irreducible quadratic
factors; repeated
8. Association between 9. Solving a system of irreducible quadratic
partial fraction and nonlinear equations, using factors.
systems of linear elimination or substitution
equations. method (and eliminate 8. Associate between
extraneous solutions). partial fraction and
9. Solution of a system of systems of linear
nonlinear equations, 10. Graphing a linear equations.
using elimination or inequality in two
substitution method (and variables. 9. Solve a system of
eliminate extraneous nonlinear equations,
solutions). 11. Graphing a nonlinear using elimination or
inequality in two substitution method
10. Graph of a linear variables. (and eliminate
inequality in two 12. Graphing a system of extraneous solutions).
variables. inequalities in two
variables. 10. Graph a linear
11. Graph of a nonlinear inequality in two

56
 inequality in two 13. Interpreting the difference variables.
variables. between solid lines and
dashed lines, overlapping Other essential evaluation
12. Graph of a system of shaded region as a tools:
inequalities in two solution.  Quizzes
variables.  Test
14. Writing an objective  Homework
13. Interpretation of the function that represents a  Graded Assignments
difference between solid quantity to be minimized  Project
lines and dashed lines, or maximized.  Individual
overlapping shaded  Assessment
region as a solution. 15. Using inequalities to
 Group assessment
describe constraints.
 Informal assessment
14. Objective function that
represents a quantity to 16. Solving optimization
be minimized or problem, which combine
maximized. minimizing or maximizing
a function subject to
15. Inequalities that describe constraints, using linear
constraints. programming.

16. Solution optimization 17. Interpreting the vertices as

problem, which combine maxima or minima.
minimizing or
maximizing a function 18. Writing the augmented
subject to constraints, matrix of a system of
using linear linear equations and
programming. conversely.

17. Vertices as maxima or 19. Performing row operations

minima. on a matrix.

18. Augmented matrix of a 20. Solving and graphing

system of linear systems of inequalities.
equations and
conversely. 21. Evaluating two by two
determine.

57
 19. Row operations on a
matrix. 22. Using Cramer’s rule to
sole systems in two or
20. Solutions and graphs three variables.
systems of inequalities. 23. Applying or use properties
of determine in solving
21. Evaluation of two by two real-life problems.
determines.

22. Cramer’s rule to sole

systems in two or three
variables.

23. Properties of
determinants in solving
real-life problems.

SEMESTER: TWO
PERIOD: IV

GRADE: 12

UNIT/TOPIC: THE COMPLEX NUMBER SYSTEM, SEQUENCES, SERIES, AND THE BINOMIAL THEOREM

GENERAL OBJECTIVES: Students will use coordinate to plane to visualize the relationship between two variables and computations when studying USE THE
COMPLEX plane to illustrate relations between complex numbers, such as fractal geometry.

SPECIFIC OBJECTIVES: Upon completion of this period, students will be able to:
1. State the arithmetic of complex numbers
2. State the conjugate of a complex number and complex division
3. Compute complex solution to quadratic equations
4. State the trigonometric form of a complex number

58
 5. Demonstrate De Moivre’s Roots of a Complex Number
6. Solve quadratic equations with negative discriminates
7. Define a sequence and find a sequence given the general term.
8. Look for a pattern in a sequence and find the general term.
9. Use factorial notation’.
10. Use recursive formulas.
11. Use summation (sigma) notation to represent a series.
12. Find the sum of a series.
13. Differentiate between a sequence and a series.
14. Recognize a geometric sequence.
15. Find the general, nth term, of a geometric sequence.
16. Compute the sum of a finite geometric series.
17. Find the sum of an infinite geometric series, if it exists.
18. Use geometric sequences and series to model real-world problems.
19. Differentiate between a geometric sequence and a geometric series.
20. Differentiate between an arithmetic sequence and a geometric sequence.
21. Identify the steps required to prove mathematical induction.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. The Arithmetic of 1. The Arithmetic of A. Primary Text Essential tasks students
problem solvers. Complex Numbers Complex Numbers Mathematics for Senior High should be able to do:
School (Books 1,2 & 3) 1. State the arithmetic of
Students will become 2. The Conjugate of a 2. The Conjugate of a (Pearson) complex numbers
informed decision makers. Complex Number and Complex Number and 2. State the conjugate of a
Complex Division Complex Division B. Secondary Texts complex number and
Students will become life E.B. Dogbe, K.A. Morrison & complex division
long learner. 3. Complex Solution to 3. Complex Solution to Brian Speed, Senior Secondary 3. Compute complex solution
Quadratic Equations Quadratic Equations Guide – (Core) Mathematics to quadratic equations
(Sedco, 1995) 4. State the trigonometric
4. The Trigonometric form 4. The Trigonometric form form of a complex number
of a Complex Number of a Complex Number Laurie E. Bass, Et al. Geometry: 5. Demonstrate De Moivre’s
Tools for a Changing World Roots of a Complex
5. De Moivre’s Roots of a 5. De Moivre’s Roots of a (Prentice Hall 1998). Number
Complex Number Complex Number 6. Solve quadratic equations
C. Other with negative
6. Quadratic equations 6. Solve quadratic equations Resources/Supplementary discriminates
59
 with negative with negative Readings 7. Define a sequence and
discriminates discriminates Mathematical Association of find a sequence given the
Ghana, Effective Elective general term.
7. Definition of a sequence 7. Define a sequence and Mathematics for (Books 1,2 & 8. Look for a pattern in a
and calculation of a find a sequence given the 3) (Pearson) sequence and find the
sequence given the general term.  Graph paper, general term.
general term.  Geo-board, 9. Use factorial notation’.
8. Look for a pattern in a  Colored pencils, 10. Use recursive formulas.
8. Patterns in a sequence sequence and find the  Tape.
and find the general general term.  Protractor rules Other essential evaluation
term.  Compass, tools:
9. Use factorial notation’.
 Tracing papers  Quizzes
9. Factorial notation’.  Test
10. Use recursive formulas.  Homework
10. Recursive formulas.  Graded Assignments
11. Use summation (sigma)  Project
11. Summation (sigma) notation to represent a  Individual
notation to represent a series.
 Assessment
series.
 Group Assessment
12. Find the sum of a series.
 8. Informal Assessment
12. The sum of a series.
13. Differentiate between a
13. The difference between a sequence and a series.
sequence and a series.
14. Recognize a geometric
14. Recognize a geometric sequence.
sequence.
15. Find the general, nth term,
15. Find the general, nth of a geometric sequence.
term, of a geometric
sequence. 16. Compute the sum of a
16. Compute the sum of a finite geometric series.
finite geometric series.
17. Find the sum of an infinite
17. Find the sum of an geometric series, if it
infinite geometric series, exists.
if it exists.

60
 18. Use geometric sequences
18. Use geometric sequences and series to model real-
and series to model real- world problems.
world problems.
19. Differentiate between a
19. Differentiate between a geometric sequence and a
geometric sequence and geometric series.
a geometric series.
20. Differentiate between an
20. Differentiate between an arithmetic sequence and a
arithmetic sequence and geometric sequence.
a geometric sequence.
21. Identify the steps required
21. Identify the steps to prove mathematical
required to prove induction.
mathematical induction.
22. Prove mathematical
22. Prove mathematical statements using
statements using mathematical induction.
mathematical induction.
23. Evaluate a binomial
23. Evaluate a binomial coefficient using the
coefficient using the binomial theorem or
binomial theorem or Pascal’s triangle.
Pascal’s triangle.
24. Expand a binomial raised
24. Expand a binomial to a power.
raised to a power.
25. Find a specific term of a
25. Find a specific term of a binomial expansion.
binomial expansion.
26. Recognize patterns in a
26. Recognize patterns in a binomial expansion.
binomial expansion.
27. Write the first several
27. Write the first several terms of sequence
terms of sequence

61
 28. Write terms defined by a
28. Write terms defined by a recursive formula
recursive formula
29. Solve annuity and
29. Solve annuity and amortization problems.
amortization problems.
30. Find the Partial Sums of a
30. Find the Partial Sums of Sequence
a Sequence
31. Apply the infinite Series an
31. Apply the infinite Series introduction to Limits.
an introduction to
Limits.

SEMESTER: TWO
PERIOD: V

GRADE: 12

UNIT/TOPIC: PROBABILITY AND STATISTICS

GENERAL OBJECTIVES: Students will sharpen their skills in probability and statistics to answer questions about real-life estimations. Students will concentrate
on concepts rather than computations.

SPECIFIC OBJECTIVES: Upon completion of this unit, students will be able to:
1. Use the fundamental counting principle to solve counting problems.
2. Compute factorials, permutations, and combinations.
3. Differentiate between permutations and combinations.
4. Review the basic concepts of sets, Venn , tree diagrams, and contingency tables.
5. Define a sample space and events of an experiment
6. Define and find the probability of an event, complementary events, mutually exclusive events, independent events, and conditional events.
7. Find the odds of an event.
8. Calculate the expected value.

62
 9. Collect and display data using frequency tables, cumulative frequency histogram, cumulative percentage polygon or ogive charts, stem plot, etc.
10. Classified sample and pop data as measures of central tendency (mean/averages, mode, median) and
11. Compute measures of variability (range, variance, standard deviation) and apply then to problem solving
12. Compute percentiles, quartiles, the five numbers summery and box plot, inter quartile range, mid-hinge, mid-range, etc.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. The fundamental 1. Using the fundamental A. Primary Text Essential tasks students
problem solvers using counting principle and counting principle to solve Mathematics for Senior High should be able to do:
probability and statistics applications. counting problems. School (Books 1,2 & 3) 1. Use the fundamental
(Pearson) counting principle to
Students will become 2. Factorials, 2. Computing factorials, solve counting
informed decision makers permutations, and permutations, and B. Secondary Texts problems.
combinations. combinations. E.B. Dogbe, K.A. Morrison & 2. Compute factorials,
1. Students will become Brian Speed, Senior Secondary permutations, and
lifelong learners 3. Differentiation 3. Differentiating between Guide – (Core) Mathematics combinations.
between permutations permutations and (Sedco, 1995) 3. Differentiate between
and combinations. combinations. permutations and
Laurie E. Bass, Et al. Geometry: combinations.
4. Review of the basic 4. Reviewing the basic Tools for a Changing World 4. Review the basic
concepts of sets, Venn, concepts of sets, Venn, (Prentice Hall 1998). concepts of sets, Venn,
tree diagrams, and tree diagrams, and tree diagrams, and
contingency tables. contingency tables. C. Other contingency tables.
Resources/Supplementary 5. Define a sample space
5. Sample space and 5. Defining a sample space Readings and events of an
events of an and events of an Mathematical Association of experiment
experiment. experiment Ghana, Effective Elective 6. Define and find the
Mathematics for (Books 1,2 & probability of an event,
6. The probability of an 6. Defining and finding the 3) (Pearson) complementary events,
event, complementary probability of an event,  Graph paper, mutually exclusive
events, mutually complementary events,  Geo-board, events, independent
exclusive events, mutually exclusive events,  Colored pencils, events, and conditional
independent events, independent events, and  Tape. events.
and conditional conditional events.  Protractor rules 7. Find the odds of an
events.  Compass, event.
7. Finding the odds of an 8. Calculate the expected
 Tracing papers
7. The odds of an event. event. value.
63
 9. Collect and display
8. Expected values. 8. Calculating the expected data using frequency
value. tables, cumulative
9. Collect and display frequency histogram,
data using frequency 9. Collecting and displaying cumulative percentage
tables, cumulative data using frequency polygon or ogive
frequency histogram, tables, cumulative charts, stem plot, etc.
cumulative percentage frequency histogram, 10. Classified sample and
polygon or ogive cumulative percentage pop data as measures
charts, stem plot, etc. polygon or ogive charts, of central tendency
stem plot, etc. (mean/averages, mode,
10. Sample and median) and
population data as 10. Classifying sample and 11. Compute measures of
measures of central population data as variability (range,
tendency measures of central variance, standard
(mean/averages, tendency (mean/averages, deviation) and apply
mode, median). mode, median) and then to problem
solving
11. Measures of 11. Computing measures of 12. Compute percentiles,
variability (range, variability (range, quartiles, the five
variance, standard variance, standard numbers summery and
deviation) and apply deviation) and apply then box plot, inter quartile
then to problem to problem solving range, mid-hinge, mid-
solving. range, etc.
12. Computing percentiles, Other essential evaluation
12. Percentiles, quartiles, quartiles, the five numbers tools:
the five numbers summery and box plot,  Quizzes
summery and box inter quartile range, mid-  Test
plot, inter quartile hinge, mid-range, etc.  Homework
range, mid-hinge,  Graded Assignments
mid-range, etc.  Project
 Individual
 Assessment
 Group Assessment
 8. Informal Assessment

64
 SEMESTER: TWO
PERIOD: VI

GRADE: 12

UNIT/TOPIC: PROBABILITY AND STATISTICS

UNIT: ANALYTIC GEOMETRY (REVIEW)

GENERAL OBJECTIVES: Students will sharpen their skills at manipulating algebraic expressions. Students will concentrate on concepts rather than
computations when
studying Cartesian geometry use the conics model to solve real-life problems.

SPECIFIC OBJECTIVES: Upon completion of this Unit, students will be able to:
1. Calculate and interpret the slope of a line; Find and graph the equation of a line given:
A. Two points, B. Point and the slope C. Slope and y-intercept; D. General form, E. Parallel and perpendicular forms, Distance and midpoint formula.
2. Define, and discuss and work with circle and its parts (center, radius, diameter, and circumference) with the center at the origin or at (h, k) and solve applied
problems involving circles.
3. Define discuss and work with the parabola and its part (vertex, locus, axis, and directrix with the vertex at (0,0) or (h, k) and solve applied problems
involving parabolas.
4. Define, discuss and work with the ellipse and its parts (center, verticals and foci, major and minor axes and eccentricity) with the center at (0,0) or (h, k) and
solve applied problems involving ellipse.
5. Define, discuss, and work with the hyperbola and its parts (center, vertices, foci, transverse and conjugate axes and their length, eccentricity, equations of
asymptotes with center at (0,0) or (h, k) and solve applied problems involving hyperbolas.

OUTCOMES CONTENTS ACTIVITIES MATERIALS/ EVALUATION

RESOURCES
Students will become 1. Graph and write an Finding graphing and A. Primary Text 1. Essential tasks students
problem solvers. equation of lines, given interpreting the slope of a line Mathematics for Senior High should be able to do:
a) a point and slope b) given two points. School (Books 1,2 & 3) 1. Calculate and interpret the
Students will become vertical or horizontal c) (Pearson) slope of a line; Find and
informed decision makers. slope and y-intercept d) 1. Find and graphing an graph the equation of a
general former x- and y- equation of a line, given: B. Secondary Texts line given:
Students will become intercepts f) parallel a) a point and a slope E.B. Dogbe, K.A. Morrison & a) Two points
65
lifelong learners. lines g) perpendicular b) vertical or horizontal Brian Speed, Senior Secondary b) Point and the slope
lines. c) slope and y-intercept Guide – (Core) Mathematics c) Slope and y-intercept
d) x- and y- intercept (Sedco, 1995) d) General form
2. The distance and e) parallel e) Parallel and
midpoint formulas of f) Perpendicular lines. Laurie E. Bass, Et al. Geometry: perpendicular forms.
graph. Tools for a Changing World Distance and midpoint
2. Finding and graphing the (Prentice Hall 1998). formula.
3. Definition and distance and coordinates of 2. Define, and discuss and
discussion of a circle, midpoint. C. Other work with circle and its
center at (0,0) or (h, k) Resources/Supplementary parts (center, radius,
radius, equation, 3. Writing the standard Readings diameter, and
diameter, and graph. equation, calculating the Mathematical Association of circumference) with the
area, circumference he area, Ghana, Effective Elective center at the origin or at (h,
4. Definition and circumference, radius, Mathematics for (Books 1,2 & k) and solve applied
discussion of a diameter, center, intercepts 3) (Pearson) problems involving
parabolas equation and and graphing a circle  Graph paper, circles.
its parts vertex at (0,0)  Geo-board, 3. Define discuss and work
or (h, k) vertical or 4. Working and graphing a  Colored pencils, with the parabola and its
horizontal axis forms parabola with vertex at (0,)  Tape. part (vertex, locus, axis,
and directrix of or (h, k), foci, directrix, and  Protractor rules and directrix with the
equations, graph, and solving applied problems  Compass, vertex at (0,0) or (h, k) and
applications. involving parabolas. solve applied problems
 Tracing papers
involving parabolas.
5. Definition and 5. Working and graphing a 4. Define, discuss and work
discussion of an ellipse, hyperbola, its equations, with the ellipse and its
its equation and parts and part (center at (0,0) or parts (center, verticals and
(center at (0,0) or (h, k) (h, k), vertices, foci, lengths foci, major and minor axes
vertices, foci, lengths of at axes. asymptotes and and eccentricity) with the
major and minor axis) solving problems involving center at (0,0) or (h, k) and
graph and its hyperbolas. solve applied problems
applications to real life involving ellipse.
situations. 5. Define, discuss, and work
with the hyperbola and its
6. Definition and parts (center, vertices, foci,
discussions of a transverse and conjugate
hyperbola, its equation axes and their length,
and parts (center at (0, eccentricity, equations of

66
0) or (h, k), vertices, asymptotes with center at
foci, lengths of (0,0) or (h, k) and solve
transverse and applied problems
conjugate axes, involving hyperbolas.
asymptotes), graph, and Other essential evaluation
solving applied tools:
problems involving  Quizzes
hyperbolas.  Test
 Homework
 Graded Assignments
 Project
 Individual
 Assessment
 Review of WAEC
 Exam. Papers
 8. Informal Assessment

67
The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia