Republic of Zambia

Ministry of Education

MATHEMATICS 1
TEACHING MODULE
FORM 1
TERM 2

Developed by the Curriculum Development Centre

LUSAKA

2025
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 2024
© Curriculum Development Centre, 2025.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

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Vision

Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value
systems

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PREFACE

The Form 1 Teaching Module has been developed to provide guidance to the teacher on how to deliver competence-based lessons
which are age-appropriate for learners at this level. The teaching module is aimed at providing quality education that is aligned with the
Competence-Based Curriculum and 21st Century Skills. It also aims to facilitate the building of knowledge, skills, values and positive
attitudes that are aimed at enabling children to live and grow into productive and useful members of their communities and the Zambian
society.

The guide provided in this teaching module is aimed at facilitating the acquisition of knowledge, competences and values to nurture a
learner who is creative, critical and an analytical thinker. The suggested learning activities are designed to offer learners hands-on and
minds-on experiences through manipulative tasks. Thus, the children will develop knowledge, desirable lifelong skills, values and
positive attitudes needed for their personal and national development.

It is hoped that the guidance provided in this module will make learning at Form 1 level more meaningful and enjoyable as it is highly
activity oriented and allows for a smooth transition into the Constructivist way of learning.

Kelvin Mambwe (PhD)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT

This Form 1 Teaching Module incorporates guidance on how to deliver Competence based lessons Mathematics. The module is a build-
up of topics introduced at Early Childhood and Primary level.

Many thanks go to individuals, institutions and organizations that participated in the successful development of this Module. These
include teachers, lecturers from colleges and public universities in Zambia, Directorates of National Science Centre and Senior
Education Standard officer- Mathematics.

I also recognise the commitment and hard work of all the Staff at the Curriculum Development Centre in ensuring that this module is
successful.

Charles Ndakala(Dr.)
Director- Curriculum Development
MINISTRY OF EDUCATION

AUTHORS

Shelly MizingaSikwale- Curriculum Specialist Mathematics, Directorate of Curriculum Development.

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Naomy Kalabwa – Attached, Curriculum Specialist Mathematics, Directorate of Curriculum Development.

Patience M. Chisanga - Senior Education Standards Officer, Mathematics (Copperbelt)

Allan Musonda (Dr)- Lecturer, DMSE, SMNS, CopperbeltUniversity

Shift Mweebo- Directorate of National Science Centre, Training Officer, Mathematics Education

Chikola Doye (MSE) - ProTEEM Phd-Student, St Mary’s College of Education

Diaphord L.Shamasamu - David Livingstone Secondary School, H.O.D (Mathematics)

Tafeni Spiwe - Mkushi Day Secondary School , Subject Teacher (Mathematics)

Table of content

Preface…………………………………………………………………………………………………..…..iv
Acknowledgements……….…………………………………………………………………….……….….v
Introduction ……………………………….…………………………………………………….….……viii
Purpose of Module ………………………..………………………………………………………..……viii
How to use the module …………………....………………………………………………….…………viii
Topic 5: Algebra ………………………………………..………………………………………..….….....10
Sub-Topic 1: Apply algebraic Expressions in real life ……………………………………...………….…11

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Topic 6: Matrices ………………………………………………………………………………...……….24
Sub Topic 1: Apply Matrices to real life situations ……………………………………..………….……25
Topic 7: Angles …………………………………………………...………….............................................44
Sub Topic 1:Angles associated with straight lines ……….……………………………...………………44
Sub Topic 2: Angles of Elevation and Depression……………….....………………………..…...………52
References ………………………………………...………………………………………………………..59

INTRODUCTION

The Form 1 Mathematics Teaching Module has been developed to guide teachers on how to facilitate competence-based lessons at this
level. The module aims to provide quality education that is aligned with the competence-based curriculum and 21st Century Skills, that
is developing knowledge, skills, values and positive attitudes that are aimed at enabling learners to live and grow into productive and
useful members of their communities and the Zambian society.

PURPOSE OF THE MODULE

The purpose of the module is to illustrate teaching and learning activities that:

a) are consistent with teaching and learning in a competence-based curriculum;

b) show processes that allow achievement of 21st Century Skills such as creativity, collaboration, communication and critical
thinking;
c) Illustrate what activity-based and learner-centred teaching and learning could look like.

HOW TO USE THE MODULE

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This module provides suggested learning activities and teaching strategies that enhance learners’ mathematical competences. The
suggested activities are designed to offer learners hands-on experiences through manipulation of tasks that are interactive and learning
through practice. We should bear in mind that the desired competences and 21st century skills will NOT be achieved by the topics
‘covered’ but by the manner in which teaching and learning activities are carried out. For example, asking learners to give reasons for
their answers, whether or not the answer is correct; to plan for solving a problem; to consider alternative ways of solving a problem even
if the first method yields a correct answer and to consider which of the methods is better; to acknowledge that even in mathematics,
more than one correct answer is possible, for example, “What two numbers when added have 5 as the answer?”

Activities in the Module are meant to be incorporated in the teacher’s lesson plan. The activities are NOT meant to replace the teacher’s
lesson plan.The topics and activities in the Module are as specified in the 2023 Mathematics Form 1to 4Syllabus. There might be terms
used in the Module that are not exactly the same as those in the syllabus, but this is in the interest of using language that might be more
learner-friendly. Teachers are encouraged to vary the environment when conducting lessons in order to create a good atmosphere for
learning and teaching which is learner friendly.

Each topic in the Module begins with a key question. A key question seeks to stimulate learners’ curiosity and motivate them to learn.
Teachers may create their own key questions that provoke their learners’ curiosity and motivation.

ICONS USED IN THE MODULE

This module utilises icons as graphics to represent instructions , enhancing the learning experience for learners, icons categorize and
organise instructions, making navigation easier for teachers.

Key terms Content Tips

viii Assessment

Key question
Discussion Activity
TOPIC 5: ALGEBRA
INTRODUCTION

Algebra is a branch of mathematics that uses variables to represent unknown quantities. It allows us to formulate equations, analyze
relationships, and solve real-life problems. Algebra trains the brain to break down complex problems into manageable steps; a skill that
is valuable in everything we do, from planning a budget to fixing a car.

Key terms :Coefficients, Variables, Terms, Algebraic Expressions, Simplify, Evaluate.

General competence(s):

Analytical Thinking, Problem Solving, Creativity, Critical Thinking, Collaboration, Financial Literacy, Digital Literacy

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 Key question

Have you ever wondered how

people predict weather,
calculate distances or even
design the buildings we leave
in?

SUB-TOPIC 1: Algebraic Expressions

Introduction

Algebraic expressions help us describe and solve real-life problems where values can change. Whether you are planning a budget,
tracing time, or figuring out costs, we can explore and formulate algebraic expressions to represent these situations.

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Specific competence: Apply algebraic expressions in real life.

Learning activity 1: Exploring and formulating algebraic expressions from everyday life activities (using
letters to represent the number of things, managing budgets, planning, production, tracking expenses, scheduling activities,
measures…)

Activity 1.1: Class Tour

Instructions

 Put learners in groups.

 Present the learners with the following scenario.
“Your class is planning a tour to one of the falls in Zambia.Each learner is required to pay for transport, entrance tickets and
lunch.”Determine the total cost of this tour.
 Learners present their work to the whole class.

Content Tips

From the group activity learners should create an expression to represent the total cost of the tour. Learners are likely to come up with
different options such as:

 Total cost of transport + total cost of ticket + total cost of lunch.

 The number of learners × (transport + ticket + lunch)

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  𝑛𝑥 + 𝑛𝑦 + 𝑛𝑧 where 𝑛 is the number of learners, 𝑥 is the cost of transport, 𝑦 is the cost of each ticket and 𝒛 is the cost of lunch.

To create algebraic expressions, identify the unknown quantity with a variable (like x), use numbers and operations (addition,
subtraction, multiplication, division) to represent relationships, and combine them into a single expression.

Ensure that learners use letters to represent unknowns. For instance, x to represent the cost of transport, y the cost of each ticket and z
the cost of lunch.

Highlight that aterm is either a single number or a product of numbers and variables. For instance,4x and 5are terms in the expression
4x + 5.

Activity 1.2: Situational representations

Instructions: Place the learners in pairs and give them the following task.

Task :

Write an algebraic expression to represent each of the following situations:

i. A bus leaves Lusaka heading to Monze with some passengers. More passengers get on in Kafue, and some get off in Mazabuka.
Represent the total number of passengers who reached Monze.
ii. Veronica has 5 oranges. Enechela gives her some more, how many do she have altogether?
iii. A Pumpkin is cut into equal slices. You eat 3 slices, and some are left over. How many slices were left over?
iv. One pencil costs K2, what is the cost of n pencils?
v. When anumber is increased by 7, what is the new number ?

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 Content Tips

Provide more scenarios for learners to formulate algebraic expressions to consolidate the learning.

Activity 1.3: Situational representations

Instructions:

Individual learners find solutions to the task given

Task:

1. The length of a rectangular garden is 3 metres longer than its width. Form an expression for its area.
2. Liam is planning a road trip. His car consumes m liters of fuel per kilometre, and the total distance of the trip is d kilometres. If fuel
costs p kwacha per liter, how much will he spend on fuel for the trip?
3. Sophia is organizing a party. She buys x packs of plates, and each pack contains 14 plates. If she already has 22plates at home, how
many plates does she have in total?
4. The temperature at sunrise is T degrees. By noon, it increases by 5 degrees, and by evening, it drops by 8 degrees. What is the
temperature in the evening?

Learning activity 2: Distinguishing coefficients and variables in an algebraic expression.

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 Activity 5.2.2: Brainstorming

Instructions

 Place learners in groups

 Have each group list the expressions formulated in activities already done in 1.1, 1.2 and 1.3

Discussion:
Answer the following questions:
i. Why are letters used in these mathematical expressions?
ii. What do you notice about the letters in the expressions listed?
iii. What happens if I change 3x to 5x, does the letter change?
iv. How is the role of 2 different from the role of x in 2x?

Content Tips

Help learners to realise that a variable is a symbol/letter that can change.

For instance in the expression 4x + 5, x is the variable. The number that multiplies a variable is the coefficient, in the case of 4x + 5, 4
is a coefficient while 5 is a constant.

From the activity, the coefficient of z is 1. Ensure learners understand that when there is no number attached to the variable the
coefficient is 1.
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 Learning activity 3: Grouping like and unlike terms

Activity: 3.1. Shopping list

Group work
Spiwe, Shift, and Shams were given pocket money to buy fruits. Let the cost of a banana be x, the cost of an orange be y, and the cost
of an apple be z. The price of a pineapple is the same as that of a banana, the price of a lemon is the same as that of an orange, and the
price of a mango is the same as that of an apple. Spiwe bought 3 bananas, 4 oranges, and 5 apples. Shift bought 1 pineapple, 2 oranges,
and 1 mango. Shams bought 10 bananas, 3 lemons, and 7 apples.

i. Write an algebraic expression to represent the total amount of money spent by;
a. Spiwe
b. Shift
c. Shams
d. All the three together.
ii. Write expressions for the cost of the fruits with the same price (three expressions are expected)
iii. Explain your answer in part (ii)
iv. Using the expressions in (ii) write an expression for the total cost.

Content tips

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Based on the group activity, bananas and pineapples have the same cost (x), oranges and lemons have the same cost (y) and apples and
mangoes have the same cost (z). The total cost will be;
Spiwe:3𝑥 + 4𝑦 + 5𝑧,

Shift:𝑥 + 2𝑦 + 𝑧

Shams:10𝑥 + 3𝑦 + 7𝑧,

All three:3𝑥 + 4𝑦 + 5𝑧 + 𝑥 + 2𝑦 + 𝑧 + 10𝑥 + 3𝑦 + 7𝑧,

Fruits with the same price will give us like terms shown by the following expressions; 3𝑥 + 𝑥 + 10𝑥, 4𝑦 + 2𝑦 + 3𝑦 and 5𝑧 + 𝑧 +
7𝑧. The expression for the total cost is 3𝑥 + 𝑥 + 10𝑥 + 4𝑦 + 2𝑦 + 3𝑦 + 5𝑧 + 𝑧 + 7𝑧.

Like terms are terms with same variables and same power while unlike terms are terms with different variables or same variables but
with different powers.

Activity 3.2: Card Sorting

Instructions

 In groups give learners cards with algebraic terms ( 3𝑥, − 2𝑦, 5𝑥, 25𝑥 2 , 7𝑦, − 4𝑥, 6𝑦, 𝑥 2 , …)

 Ask them to sort the cards into groups of like terms and unlike terms and give reasons for their choice.

 Learners present their arrangements to the class.

Assessment

From the following table group the like :

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 4f 3r 7y 5s 16x 8f
4y 5f 15s 21f 45r 9s

3s 47r 2x 9y 95 8r
38 47 45 7s 17 y
6x 35 63r 24 74 7x

Learning activity 4: Simplifying algebraic expressions (addition, subtraction, multiplication and division)

Activity4.1: Shopping list (addition and subtraction)

Pair work

Instructions : place the Learners in pairs and let them present their solutions to the class.

Task:

Refer to activity 3.1

1. Spiwe decides to go to the shop again, she decides to maintain her previous shopping list but adds more fruits; 5 pineapples
and 2 mangoes. Write an expression for her new total cost in its simplest form.
2. Shams returns to the shop and maintains his shopping list. He is given a discount that is the same as the cost of 2 pineapples,
write an expression for Shams’ new bill in its simplest form.
3. Add the terms in question 1 and 2 to form a single expression, in its simplest form.

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 Content Tips
From the shopping list for Spiwe, the simplified total cost is 8𝑥 + 4𝑦 + 7𝑧 and Shams’ total cost is givenby10𝑥 – 2𝑥 + 3𝑦 + 7𝑧
which simplifies to 8𝑥 + 3𝑦 + 7𝑧, like terms can be added and subtracted while unlike terms can simplified by adding or
subtracting.

Activity 4.2 Formulating of expressions ( Division and Multiplication)

Pair work

Instructions

 Put learners in pairs/small groups

 Give learners different questions and ask them to explore each of the questions
 Ask selected pairs to present their solutions to the whole class

Task :

1. You are helping organise school supply kits for classrooms, each classroom receives 4x boxes of pencils (x is the number of
learners in each class and each learner gets 4 boxes), there are y classrooms in total. How many boxes of pencils are needed
altogether?
2. A store sells x number of gift boxes, and each box contains x chocolates. How many chocolates were sold in total?
3. A rectangular field is x metres wide and y metres long. What is the expression for its area?
4. If g bags of maize cost k3300, write down the cost for y bags of maize.
5. A room has an area of (4a x 3b) square metres, if a single tile has an area of 2a square metres,
i. Write an expression for the number of tiles needed to fill the entire room
ii. simplify the expression in (i)

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 Content tips

You can follow these steps when multiplying or dividing

 multiply/divide the signs

 multiply/divide the numbers(coefficients)
 multiply /divide the variables, one by one
 under multiplication, the variables are put together.
 For instance, in question 1, boxes per classroom4×x=4x, there are y classrooms therefore the total number of boxes is 4𝑥 ×
𝑦 = 4𝑥𝑦.
 Pay attention to positive and negative signs when combining terms.

Learning Activity 5: Evaluating algebraic expressions by substituting numerical values

Key question

"The game’s tied. Time is

ticking. Suddenly, your
star player is down! what
does the coach do?

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 Activity 5.1: Substitution

Instructions

 In pairs let the learners explore the given questions

 Selected pairs to present their work to the whole class

Task :

1. From the expressions in activity 3.1 if the bananas were K5 each, oranges K7 each and apples K 8 each. Find the total cost for
the fruits that were bought by:
i. Spiwe
ii. Shift
iii. Shams
iv. All the three learners
2. From the expression in activity 4.2 (question 5), find the number of tiles needed to fill the entire room, if a = 2 and b = 4.

Content tips

 To find the cost of fruits for each learner, Substitute the actual values for the cost of each fruit in the expressions:3𝑥 + 4𝑦 +
5𝑧, 𝑥 + 2𝑦 + 𝑧 and 10𝑥 + 3𝑦 + 7𝑧
For instance,

3x+4y+5z
3(5) + 4(7) + 5(8)
15+28+40
K83

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 Evaluating an algebraic expression means finding the value of the expression for a specific value of the variable(s). Substitute
the value of the variable(s) into the expression and then simplify it according to arithmetic rules.
 Construct more tasks that may involve substitution into an expression that has more that three operations in one, to ensre that
learners applyorder of operations (PEMDAS/BODMAS):

 Parentheses (P)
 Exponents (E)
 Multiplication and Division (MD)
 Addition and Subtraction (AS)

Assessment

1. A bike rental shop charges K15 per day for renting a bike and an additional K5 for insurance.
i. Write an expression to represent the total cost of renting a bike for d days
ii. What is the variable in the expression?
iii. What is the coefficient of the d in the expression?
iv. What the cost for renting a bike for 7 days?

2. Sarah has a budget of (100 + 𝑥) kwacha for her party. She spends 2x kwacha on decorations. How much money does she
have left?
3. Mr Miti’s carfuel efficiency is 12 km per liter, and petrol costs K28 per liter.
i. Write an expression for the total cost of a trip covering d kilometres.
ii. How much does a 360 km trip cost?

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 4. A prepaid plan charges K1 per minute for calls and K0.50 per MB of data.

i. If you talk for g minutes and use h MB of data, write an expression for the total cost.
ii. What will be the total cost if you talk for 30 minutes and use200 MB of data?

5. A birthday party venue costs K1000 for booking, plus K150 per guest.

i. Write an expression for the total cost if y guests attend.

ii. What is the cost for 15 guests?

6. A farmer has 12x apples and wants to pack them into 3x basketsequally. How many apples will each basket contain?

Project:Budget Planner with Algebra

Instructions

 Assign each learner a scenario (planning a party, a weekly grocery trip…).

 Use algebraic expressions to represent costs of different items, (atleast 10)
 Have them write and simplify total cost expressions.
 Have them evaluate for different values of their choice.

Expected Standard

Algebraic expressions applied in a variety of real-life situations

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T0PIC 6: Matrices

Introduction

Matrices are fundamental structures in mathematics that allow us to organize and manipulate data from different life situations
efficiently. These situations vary from test results of learners to sales record in a shop. In this topic we will look at the different operations
that can be applied on matrices.

Key Terms: Matrix,Rows, Columns, Order of a matrix, Transpose of a Matrix, singular, equal, identity Matrix.

General Competence(s): Analytical Thinking, Creativity and Innovation, problem solving, digital literacy, collaboration and
Communication.

Key Question

Imagine you are collecting and

recording data such as scores in a class
or sales over time . How would you
organize the data?

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Sub-Topic–Operations on Matrices

Introduction

Operations on Matrices allow us to manipulate and analyze data in a structured and powerful way, making them essential in both
theoretical and real-world applications.In mathematics, we can perform various operations on matrices, such as transposition, addition,
subtraction, scalar multiplication, and matrixmultiplication, each following specific rules.

Specific competence:Apply Matrices to real life situations

Learning Activity 1: Formulating matrices from real life situations (making a payroll, shop records, distribution of resources,
planning...)

Activity 1.1 Data Tracker ( pre class activity)

Instructions :

 Place learners into groups.

 Ask learners to collect or create data based on any one of the categories given.
 Assign the activity to the groups at least a week before the class. Ensure that each category is given to more than one group.
Categories:

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 i. Sales tracker: in a store / Kantemba of their choice learners to track how many of a particular item were sold each day (
Monday to Friday) in a particular week. Pick any 4 store items of your choice.
ii. Classroom test score tracker: learners to record the test scores of 10 selected learners over 3 different tests in the same
subject
iii. Restaurant food order tracker: record the orders received for food items (maximum four) overa three day period.
iv. Daily Temperature Record: record the temperature each day (in degree Celsius) for three days at noon.

Activity 1.2 Data organization.

Instructions:
 Ask each group to present the data collected in activity 1.1 to the class. This should be done on appropriate materials or tools
(manilla paper, flip chart, projector …)
 From the presentations made you may ask the following questions:
i. Which of the data presentations is easier to interpret? Give reasons.
ii. Are there any other ways that the data can be presented apart from the ones shown from the groups? If so describe them.
 If the data has not been presented in rows and columns. Ask the groups to organize the data in rows and columns. If it has, then
bring the focus of the class to that presentation.
 Ask learners toremove the labels, enclose the data in brackets (), and denote it with a capital letter of their choice.

Content Tips

 Ensure that the learners clearly label rows and columns depending on the category selected and extract the corresponding
matrix. For instance, in sales tracking:

Item/ day Monday Tuesday Wednesday Thursday Friday

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 Bread 10 8 12 15 16
Cooking Oil 5 6 10 3 8
Sugar 8 10 7 7 10
Soap 6 5 7 8 9

 The data can be presented in form of a matrix where Columns represent days of the week and rows represent type of food
sold on each day (Bread, Cooking Oil, Sugar, Soap), as the following shows:

10 8 12 15 16
5 6 10 3 8
( )
8 10 7 7 10
6 5 7 8 9
 For the same category learners may represent the matrix where Columns represent type of food sold on each day
(Bread, Cooking Oil, Sugar, Soap…) and rows represent days of the week, as the following shows:

10 5 8 6
8 6 10 5
12 10 7 7
15 3 7 8
(16 8 10 9)

 Real life situations can be used to illustrate matrices where the elements are not numbers only.
 Ensure that the learners clearly distinguish rows from columns (use everyday arrangements to consolidate the understanding)

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 Activity 1.2 Individual work
1. A bakery sells bread, cakes, and biscuits. On Monday they sold 200 loaves of bread , 50 cakesand 90 biscuits. On Tuesday 180
loaves of bread , 45 cakes and 110biscuits were sold while on Wednesday they sold 205 loaves of bread , 60 cakes and 89
biscuits. Present this data using Matrices.
2. An organization is distributing food supplies in tones to Central, Western, Northwestern and Southern.

Central Western Northwestern Southern

Maize 100 150 120 110
Beans 80 90 85 70
Rice 50 60 55 45

a. Represent the information given using a Matrix.

b. From the matrix
i. what do the numbers in the second row represent?
ii. What do the numbers in the third column represent?
iii. What does the entry in row 2 column 3 represent?

Learning Activity 2: Identifying the order of Matrices

Discussion ( think pair share)

Instructions:

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  Learners to initially answer the questions in the task given individually, then share in pairs.
 Selected pairs/small groups to present to the class

Task :

From Activity 1.2 and 1.3 , state the number of rows and columns in each matrix.

Activity 2.1: Individual activity

For each of the following categories, state what the rows and the columns would represent and state the order of the Matrix that
could be formed:
i. A University records the number of students enrolled in five courses (Math, Physics, Chemistry, Biology, and
Computer Science) for four academic years.
ii. A Hospital tracks daily patient admissions in three departments (Emergency, Surgery, Pediatrics) for a week
iii. A company tracks the monthly electricity and water usage for six offices.
iv. A supermarket records sales of four items (Bread, Milk, Sugar, Rice) over three months.

Content tips:

From the discussion and activity 2.1 the learners should indicate the order of the matrix by first stating the number of rows of the matrix
and then the number of columns in the form a x b (read as a by b) where a represents the number of rows and b represents the number
of column. For instance :
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 10 8 12 15 16
5 6 10 3 8
𝐴=( )
8 10 7 7 10
6 5 7 8 9

Order of matrix A is 4 X 5 read as 4 by 5.

Learning Activity 3: Transposing Matrices

Activity 3.1: Class arrangement (Out door activity )

Instructions :

 Take learners to any appropriate area outdoors ( play ground , school hall, …)
 Place learners in appropriate groups
 Let each group draw an appropriate grid on the floor (alternatively teacher can draw these grids before the class)
 Groups to create a matrix by having learners physically stand in the grid drawn.
 One of the group members to write the names of team mates according to their position in the matrix.
 On the teachers command learners switch positions from being rows to columns and vice versa.
 Alternatively, to make it easier to time and observe the winners the teacher can work with two groups at a time. Where two
groups go against each other and the winners move to the next round.
 The team member to write down the new positions .
 Upon returning to the classroom let selected groups present how they switched the rows to column.

Content Tip
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From activity 3.1 the matrix formed by learners standing in the grid can be recorded as follows.

𝐽𝑎𝑛𝑒 𝑀𝑢𝑡𝑎𝑙𝑒 𝐴𝑙𝑓𝑟𝑒𝑑

( )
𝑀𝑢𝑘𝑢𝑘𝑎 𝑀𝑎𝑛𝑑𝑜 𝐷𝑎𝑣𝑖𝑑

After swapping the rows with columns the matrix will become

𝐽𝑎𝑛𝑒 𝑀𝑢𝑘𝑢𝑘𝑎
(𝑀𝑢𝑡𝑎𝑙𝑒 𝑀𝑎𝑛𝑑𝑜 )
𝐴𝑙𝑓𝑟𝑎𝑖𝑑 𝐷𝑎𝑣𝑖𝑑

The pair that wins will be the one that switches the rows and columns the fastest (correctly).

Tournament chart can be used to keep track of the winners and who they are to go against in the second round.

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 Group 1

Group 2

Group 3

Group 4 Winner

Group 5

Group 6
Group 7

Group 8

 Ensure that learners understand that the operation performed is knowm as Transpose.
 Connect the activity with one that has actual numbers, to consolidate learning.

Learning Activity 4: Exploring various types of Matrices and their properties (equal, identity matrices,… )

Activity 4.1: Think Pair Share

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Instructions:

 Place the learners in pairs

 Let learners create matrices from each of the scenarios given and provide solutions to the questions that follow
 Scenarios:
i. A delivery company tracks the driving distances (in kilometres) between three warehouses located in Livingstone ,
Lusaka, and Kitwe. The distances tracked were as follows:
From Livingstone to Lusaka is 485 km, and from Livingstone to Kitwe is 845 km.
From Lusaka to Livingstone is 485 km, and to Kitwe is 845km.
From Kitwe to Livingstone is 845 km, and to Lusaka is 357km.
ii. At a camp, four friends: Kalunga, Luyando, Ngosa, and Temwani, rated how compatible they feel with each other on
a scale of 0 to 10. Here’s what they said:
Kalunga rated Luyando an 8, Ngosa a 6, and Temwani a 7.
Luyando rated Ngosa a 5 and Temwani a 9.
Ngosa rated Temwani an 8.
Note that self-compatibility should all be 10 and assume that if Kalunga rated Luyando an 8 then Luyando gets
an 8 with Kalunga for all pairs.
iii. In a small inter-school basketball tournament, three teams :Tigers, Stars, and Sundowns . played against each other
once. Here’s what happened:
Tigers scored 78 points against Stars and 65 points against the Sundowns.
Stars scored 82 points against the Tigers and 71 points against the Sundowns.
Sundowns scored 67 points against the Tigers and 74 points against the Stars
Place zeros on the places where team match with themselves

iv. You’re tracking the average speed (in km/h) of five runners in a 100m race:
Chanda ran at 18 km/h, Mwene at 19.5 km/h, Mvula at 20 km/h, Choolwe at 17 km/h, and Sthembile at 21 km/h.
v. Transpose the Matrix formed in (iv) .
vi. The Metrological centre recorded the amount of rainfall in three different places on two days. The recorded rainfall in
all three places for both days was zero.
32
 vii. A Company uses Matrices to track the tasks given to employeesin a day.The number (1) is used to show which task is
assigned to an employee and a zero (0) if not assigned. On a particular day the manager assigns Chanda Task C,
Takondwa Task A, Mapalo Task D and Chimuka Task B. The table used to create the matrix is as below

Task A Task B Task C Task D

Takondwa
Chimuka
Chanda
Mapalo

viii. Musonda is tracking the scores obtained byteams in a local Robotics competition. Three teams (A, B, and C) are building
unique components for a single robot. Each team is responsible for one specific component: Team A handles the motor,
Team B manages the sensors, and Team C works on the control software. There is no overlap between tasks—each team
focuses only on its assigned responsibility and is given points for it.Team A is given 3 points , Team B is given 5 points
while Team C is given 3 points. He uses the table below to record his information.
Team A Team B Team C
Motor
Sensors
Control Software

 Follow-up questions
a. From the information given which ones do you think are square matrices? Give a reason for your answer.
b. Transpose the Matrix formed in scenario (ii). What are your observations about the original and transposed matrix?
c. What are your observations of the matrix formulated from scenario (iv), (v), (vi), (vii), (viii).

33
 Content Tips

From the activity,

 Ensure that the matrices created do not have the labels, have brackets and are denoted by a capital letter.
 A square matrix will be the one with equal number of rows and columns
 Highlight that the matrix in (ii) is known as a symmetric Matrix.
 If the learners present the matrix in (iv) as a column Matrix, highlight that it is a column Matrix and the Transpose will then give
rise to a row matrix and vice versa.
 The matrices that have non zero elements in the major diagonal and zeros everywhere else is a diagonal matrix.
 A diagonal matrix that has ones in the major diagonal and zeros everywhere else is an identity Matrix

Activity 4.2: Individual work

1. Determine the type of matrix for each of the following :

a. (2 4 7)
6
b. ( )
3
0 1
c. ( )
1 0
0
d. ( )
0
1 0
e. ( )
0 1
2. State whether the following statements are True or False. If false, give a reason for your answer.
a. Every square matrix is a diagonal matrix.
b. An identity matrix always has ones (1) in the major diagonal.
c. A zero matrix can be both square and rectangular.
d. A row matrix has only one column.
34
 Activity 4.3 Assignment

Instructions

 Give learners enough time to create these matrices . For instance, one week, while other activities are taking place in class.
 Ask learners to create the following:
i. 2x2 Square Matrix
ii. Symmetrical Matrix
iii. 3x3 Identity Matrix
iv. Row Matrix
v. Column Matrix
vi. 3x3 Zero Matix
vii. Diagonal Matrix

Learning Activity 5: Carry out operations on matrices in real life situations (Addition, subtraction, multiplication;
matrix by a scalar, matrix by matrix up to 2x2 )

Activity 5.1 Lets Budget (Addition and Subtraction)

Instructions:

 Place learners in pairs/groups

 Give them this Scenario:

35
A Province allocates funds to various departments such as Education, Health, and Transportation across different districts. The
Accounting officers use Matrices to track and manage these budgets. Each matrix represents the budget allocation (in thousands) for
each department in 3 districts within a week.

Week 1 Budget (Matrix A):

Education Health Transportation

District 1 120 90 75
District 2 100 85 60
District 3 110 95 70

Week 2 Budget (Matrix B):

Education Health Transportation

District 1 130 85 80
District 2 95 88 65
District 3 115 92 75

 Give learners the following questions:

i. Formulate matrices for each of the two budgets and denote them as Matrix A and B respectively.
ii. Determine the overall budget received over the two weeks for each department in each district. Present this overall budget
in Matrix form and denote it with C.
iii. Explain how you came up with the solution in (ii).
iv. The budget allocations for week 1 and week 2 were different. By how much did the budget allocations in week 2 change
from those in week 1.
v. Explain how you came up with the solution in (iv).
36
 vi. Were there any reductions in funding? If so, state the district and the departments affected.
vii. If you had an extra K50,000 to allocate, how would you divide it among the departments and districts? Create a new matrix
and add it to Week 2's Budget.

Content tips:
In the activity ensure learners follow the rules of Addition and Subtraction:
i. To add/subtract two matrices, ensure that they are of the same order.
ii. Add/subtract the elements in the corresponding positions:

120 90 75 130 85 80
𝐴 = (100 85 60) 𝐵 = ( 95 88 65)
110 95 70 115 92 75

120 90 75 130 85 80 120 + 130 90 + 85 75 + 80 250 175 155

A + B = (100 85 60) + ( 95 88 65) = ( 100 + 95 85 + 88 60 + 65) = (195 173 125)
110 95 70 115 92 75 110 + 115 95 + 92 70 + 75 225 187 145

Activity 5.2: Concert Budget (Scalar Multiplication)

Instructions:

 Place learners in pairs

 In pairs/ small groups learners to analyze the scenario and determine the solutions to the questions being asked
Scenario:

37
 You’re helping plan a music tour for Tusole band. Here's the cost breakdown for one concert

Cost
Expense Item
(K)
Venue rental 1,200

Equipment rental 800

Staff & security 500

Transportation 300

i. Represent this information in Matrix form.

ii. The band decides to have 5 concerts. Determine how much the band will spend on each category? Explain how
you determined the answer.

Content Tips

Ensure that learners multiply each entry by the constant. For instance, from activity 5.2

1200 5 × 1200 6000

800 5 × 800 4000
5×( )= ( )=( )
500 5 × 500 2500
300 5 × 300 1500

Activity 5.3: Boost the Matrix

38
Instructions : Individually learners to analyze the scenario and provide solutions to the follow up questions

Scenario:

You are the manager of a small electronics store. You track the number of items in stock for two types of products: Smartphones and
Laptops. You have data on the current inventory for two colors: Black and Silver.

Inventory Matrix ( Matrix V)

Smart
Laptops
Phones
Black 20 15
Silver 30 25

Suppose you get a new shipment of products that triplethe inventory for each item.

Write another Matrix for the new inventory.

Activity 5.3: Product Sales and Profit Analysis (Matrix by Matrix Multiplication up to 2x2)

Instructions:

 Place learners in pairs

 In pairs learners to analyze the scenario and determine the solutions to the questions
Scenario:
39
You’re working for a small company that sells two products: Product A and Product B
Your company sells these in two regions: Region 1 and Region 2

Units Sold (Matrix S):

Product A Product B
Region 1 100 80
Region 2 60 90

Profit per Unit (Matrix p):

Each product earns a different profit per unit in each region (due to local taxes, pricing,...)

Region 1 Region 2
Product A K5 K4
Product B K3 K2

 Follow up questions :

i. Using the provided sales and profit data, determine the total profit for each product in each region, and present it in
matrix form
ii. Explain how you found the answer in (i).
40
  Selected pairs to present their work to the class .
 Ask learners to multiply Matrix P X S .
 Ask learners what they have noticed about Matrix multiplication.

Content Tips

 Ensure that learners find the solutions to the activity through accurate application of Matrix multiplication rules.
 For instance, from the activity,to determine the total profit for each product in each region, and present it in matrix form
we multiply Matrix S by Matrix P.
 Highlight that to be able to multiply twomatrices the columns of the first matrix have to be the same as the rows of the
second.
 In addition, highlight that matrix multiplication is not commutative.
 Use more matrices to assist in consolidation.

Activity 5.4: Business inventory and Pricing

Instructions:Individually learners to analyze the scenario and determine the solutions to the questions

Scenario:
Janeis managing a company that sells calculators and mathematical sets. Her company has two branches, one in Kitwe and the
other in Lusaka.

Stockavailable at each branch (Matrix X):

41
 Calculators Mathematical sets
Kitwe 30 50
Lusaka 40 35

Each item is sold in three price categories (due to different promotional offers):
Standard Price, Discounted Price, Wholesale Price

Pricing Data (matrix Y)

The price of each item in the three categories is:

Standard Discounted Wholesale

Price Price price
Product A K70 K65 K60
Product B K50 K45 K40

 Follow up question:

Using both the inventory and pricing data, determine the total value of stock for each branch under each pricing category.
Expected Standard : Matrices applied in real life situations correctly.

42
TOPIC 7: ANGLES
Introduction
Angles are everywhere—from the corners of a book and the hands of a clock to the design of buildings and the paths we take while
walking, driving, or cycling. Learners will explore how angles formed by straight lines contribute to daily life. They will also learn to
identify and create angles, including using angles of elevation and depression to solve real-world problems. Let us explore how angles
make our world more functional and fascinating.

Key Terms:
Adjacent Angles, Complementary Angles, Supplementary Angles, Elevation, Depression.
General Competence(s):
Critical thinking, Problem-solving, Analytical Thinking, Communication, Digital literacy, Collaboration.

Sub-Topic 1: Angles Associated with Straight Lines

43
Introduction:
Angles associated with straight lines are fundamental concepts in geometry, and they play a significant role in our daily experiences.
Measuring and analysing angles formed by intersecting straight lines helps learners to gain valuable insights that can be applied to
various real-life situations such as construction, navigation, and even in technology. This subtopic will explore relationships of angles
associated with straight lines, distinguishing the types of angles associated with straight lines and solvpractical problems.
Specific competence: Use angles associated with straight lines in everyday life

Key Question

Imagine the world with no conners,

no edges and no turns. Why is it
important to understand the way two
straight lines meet at a point?

Learning Activity 1: Exploring the relationship of angles and straight lines using tools (geometrical instruments,
geoboards, computer software…)
44
 Activity1.1 : Angle hunt
Materials needed: Ruler, straightedge, protractors, camera (for taking photos — optional), worksheets for sketching and noting angles,
access to classroom or nearby spaces (windows, doors, furniture…)

Instructions:

 Have learners explore points on objects or places around the classroom or the school surrounding where angles are formed.
 If possible, learners can take photos of the places or points on objects where angles are formed
 Let learners sketch the angles formed by straight lines from the school surrounding or on objects.
 From the sketch let learners draw/extend straight lines that are intersecting
 Let learners make a presentation of the sketched diagrams
 Let learners measure the angle formed by intersecting straight lines on the sketched diagram
 Have learners record their findings
 Ask learners the following questions:
i. What can you observe from the measured angles?
ii. What is the sum of measured angles on the straight line?
iii. Are there any angles that are equal?

Content Tips

 Help learners understand supplementary angles, vertically opposite angles, and adjacent angles.
45
  From the activity angles that are bounded by straight lines may be found on points, on objects or places such as the hinge of a
window pane, a door when partially open, the corner of the room, cross roads/streets…

 Supplementary Angles: Two angles are supplementary if their sum is 180°. For example, (if one angle is 120°, the other must
be 60°...)

 Adjacent Angles: Angles that share a common side and vertex without overlapping. On a straight line, adjacent angles are
supplementary.

 Linear Pair of Angles: A pair of adjacent angles formed when two lines intersect, creating a straight line. These angles add up
to 180°.

 Vertically Opposite Angles: When two straight lines intersect, they form two pairs of opposite angles that are equal in measure.

 Angles Around a Point: The total measure of angles around a single point is always 360°

Activity1.2: Exploring Angle Relationships with Rubber Bands/Strings using a Geoboard or computer software
(Geogebra, Desmos …)
Instruction:
 Let learners discover angle properties by forming different intersecting lines.
 In small groups ask learners to stretch rubber bands/strings to form intersecting straight lines on the geoboard
 Alternatively, Using Computer software draw intersecting lines.
 Let leaners identify angles formed (supplementary, complementary, adjacent, vertically opposite, straight angles…).
 If using Geoboard ask learners to use a protractor to measure angles formed and verify:
46
  Adjacent angles on a straight line add up to 180°.
 Vertically opposite angles are equal.
 Complementary angles add up to 900
 If using computer software, ask learners to drag one line dynamically and observe how the angles change while maintaining their
relationships.
 Challenge learners to create different angle pairs and record their findings.
 Ask each group to present their findings to the rest of the class.

Activity 1.3: Angle Exploration

Instructions : Individually, ask learners to answer the given questions.

1. Draw a representation of a fan or windmill in GeoGebra/Geoboard and mark angles formed by the blades at their intersection
point. Measure all the angles and calculate their sum to confirm if they are equal to 360°.

2. Find the size of angle y and the value of x in the following diagrams;

i. ii.

47
Learning Activity 2: Distinguishing angles associated with parallel lines (corresponding angles, vertically opposite,
alternate angles, straight line angles…)

Activity 2.1: Hands-On Angle Measurement Using Protractors

Materials needed: Ruler, Protractor, Compass
Instructions:
 Put learners in pairs or small groups
 Provide learners with worksheets containing parallel lines intersected by a transversal.
 Ask learners to measure and label the different angles

48
 Let them record their observations and identify relationships between the angles and thereafter make presentations to the rest of
the class. (corresponding, alternate, vertically opposite, and angles on a straight line…).

Content Tips

a) Corresponding Angles; If 2 parallel lines are cut by a transversal, then corresponding angles are congruent or equal.

b) Alternate Angles; If 2 parallel lines are cut by a transversal, then alternate angles are congruent or equal.

c) Interior Angles (Allied); If 2 parallel lines are cut by a transversal, then consecutive interior angles are supplementary.

Activity 2.3: Class tasks

1. Draw a diagram showing two parallel roads that are crossed by a diagonal path. If one of the corresponding angles is 700,
what is the measure of the other corresponding angle?

49
 2. A transversal intersects two parallel lines, creating alternate interior angles. If one of the alternate interior angles measures
500, find the measure of the other angle.

Learning Activity 3: Using angles associated with straight lines in solving practical problems

Activity 3.1: “The Road construction" Challenge

Materials needed: Ruler, Protractor, pencils
Instructions:
 Place learners in groups
 Learners to analyse and provide solutions to the scenario given
 Ask learners to present their findings
Scenario
 A new road is being constructed parallel to an existing one, at a certain point a diagonal cross road intersects both roads. The
engineers used the cross road to ensure that the two roads are parallel. They take measurementsof the angles made between the
cross road and the existing road as well as the crossroads and where they want the new road to be. This is done three times. Their
findings are given below.
i. a = 40o , b=120o , c=120o ,d=60o ,e=80o , f=100o , g=100o ,h=80o
ii. a = 40o, b=140o , c=140o ,d=40o ,e=70o , f=110o , g=110o ,h=70o
iii. a =62o , b=118o , c=118o ,d=62o,e=62o , f=118o , g=118o,h=62o
Which of the above trials proves that the roads are parallel and justify your choice.

50
Existing road a b
c d

Cros
s
road

Proposed new road e f

g h

Content Tips

51
  From the activity, the trial that will produce parallel roads satisfies the rules that apply to angles associated with parallel lines
(allied, alternate and corresponding angles)

Individual activity
1. In a construction design, two parallel beams are cut by a support beam. If one interior angle on one side is 120 degrees,
what is the measure of the other interior angle on the same side?
2. In a modern office building, the walls are made of parallel glass panels. A diagonal light beam from the ceiling hits one
glass wall at 48°. What is the angle between the light beam and the opposite glass wall?

(teacher is advised to explore additional tasks for the learners)

Expected Standard: Angles used in a variety of real-life situations correctly

Assessment:
1) Find three objects in our classroom where straight lines meet. What types of angles do you observe?
2) If one angle in a window frame is 120°, what should the adjacent angle be to keep the frame straight?
3) Use a book edge and ruler to demonstrate:

a) Two angles that add up to 180°

b) Vertically opposite angles

52
Sub-Topic 2: Angle of Elevation and Depression
Introduction:

This sub-topic focuses on the application of angles of elevation and depression in real life situations. Understanding elevation and
depression angles is crucial for solving real-world problems.

Specific competence: Use Angle of Elevation and Depression in everyday life

Learning Activity 1: Exploring angles of depression and elevation practically using real life situations.

Activity 1.1: Outdoor Angle hunt

Instructions:
 Ask learners to look at any object in the classroom
 Ask learners what object they are looking at (highlight that the line of sight is the straight line from their eyes to the object)
 Divide learners in small groups/pairs
 Let learners go outside and look at an object that is above their horizontal line of sight (top of a tree, top of a building, top of a
flagpole…)
 Whilst outside, ask learners to look at an object that is below their horizontal line of sight
 Ask learners to sketch the representation of the line of sight to the object and the horizontal line of sight in each of the previous
two steps
 Ask learners to label the angles made by the horizontal line of sight and the line of sight to the object observed.
 Ask learners to identify which one of the two represents angle of elevation and depression and give an explanation.
53
 Content tips

 From the activity the angle of elevation is formed when a learner looks upward from the horizontal line of sight while the angle
of depression is formed when a learner looks downward from the horizontal line of sight.
 Figure 1 further illustrates these angles.

Figure 1
54
 Activity 1.2 Individual work

1. A dog observes a bird on the top of a tree while standing at a distance on the ground, and makes an angle of elevation. The line
of sight of a bird to a dog from above also makes an angle of depression. Represent this information on a diagram indicating
clearly the angle of elevation.

2. Sandra is 1.4m tall, she is standing 3 metres away from the building on the ground, looking up at the top of a building that is 4
metres tall. She then looks down at a point on the ground where a cat is sitting5 metres away from her feet. Draw and label a
diagram to represent this scenario, showing the angle of elevation to the top of the building and the angle of depression to the
cat (let 1 cm represent 1m).

Learning Activity 2: Distinguishing angles of elevation and depression in real life situations

Activity 2.1
Instructions:
 Ask learners to individually identify the angles of elevation and depression from the given diagram in figure 2 and answer the
given questions.
 Ask learners to explain their answer.
 You may use other illustrations to consolidate the distinction between angle of elevations and depressions.
Task :

55
 1. Name the given angles marked by letters

b
c

Figure 2: Angles of elevation and depression

2. You are standing on the ground and looking up at the top of the tree, is the angle you make an angle of elevation or depression?
Explain your choice.
3. You are on the balcony of the top building and looking down at the car on the streets. Is the angle you make an angle of elevation
or depression? Give reason for reason for your answer.

56
 4. A person at the top of a 20-metre-high building sees a car parked on the ground at an angle of depression of 40°. They also see
the top of a nearby streetlamp at an angle of elevation of 15°. Draw a diagram to illustrate this scenario, marking the angles and
distances.
5. A balloon is floating at a height of 100 metres above the ground. From a point on the ground, the angle of elevation to the balloon
is 45°. From the same point, the angle of depression to a person standing directly below the balloon is 90°. Draw a diagram to
show the angles and label all the relevant distances.

Learning Activity 3: Finding the angle of depression and elevation

Activity3.1 : Observing objects

Instructions:
 Put learners in pairs/ small groups

 Write the question on the board or type on a hand out.

 Give time limit between 20 to 30 minutes

 Ask learners to brainstorm and give solutions to the given questions.

1. Sakuwaha observes a bird rested on a tree at an angle of elevation of 40°. Illustrate this information with a diagram and determine
the angle of depression that would be formed when the bird looks directly down at the Sakuwaha.
2. A drone is hovering above the ground at a certain height. From a point on the ground, the angle of elevation to the drone is 60°.
At the same time, the drone's camera observes the same point on the ground at an angle of depression. If the path of sight between
the drone and the ground is considered a transversal cutting through parallel lines, determine the angle of depression and explain
the relationship between the two angles.
57
 Content Tips

 From the activities ensure that learners clearly determine angles of elevation and depression formed with line of sight
(transversal) and the horizontal axes.
 Apply the principles about angles associated with parallel lines (alternate, corresponding).
 You may use more tasks for consolidation.

Expected standard: Angle of elevation and depression used in everyday life.

Assessment:

1. Stand near a tree/building. How would you describe the angle formed when you look at its top?

2. From the top of a lighthouse, 50 meters tall, a person observes a boat at an angle of depression of 25°. At the same time, they
see a bird flying above the boat at an angle of elevation of 30°. Draw a diagram to represent this situation, clearly showing the
angles of elevation and depression, as well as the distances involved.

3. Josephat stands at the base of a tower and observes the top of the tower at an angle of elevation. At the same time, Mary standing at the top
of the tower observes the Josephat at an angle of depression. If the horizontal ground and the line of sight between the observer and the top
of the tower are parallel, what is the relationship between the angle of elevation and the angle of depression? Draw a diagram to support
your answer.

58
 4. A flagpole stands vertically on level ground. From a point on the ground, the angle of elevation to the top of the flagpole is 50°. Explain
how this angle relates to the angle of depression observed if a person at the top of the flagpole looks directly at the same point on the ground.
Use your knowledge of angles formed by parallel lines to support your answer with a diagram.

BIBIOGRAPH

Abbott, E. A. (2019). Flatland: A romance of many dimensions. Princeton University Press.

BOYD C. J etal (1999) Mathematics’ Application and connections course 1 and 2,New York : Glencoe/ Mcgraw- Hill.

Burger, E. B., & Starbird, M. (2019). The heart of mathematics: An invitation to effective thinking (5th ed.). Wiley.

59
Quantitative vs. Qualitative Data Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches
(4th ed.). SAGE Publications.

Ministry of Education (2023) Mathematics I Syllabus- Ordinary Level Secondary Education Form 1-3. Zambia: Lusaka,
Curriculum Development Centre.

Ministry of Education (2023) Zambia Education Curriculum Framework. Zambia: Lusaka, Curriculum Development Centre.

https://thirdspacelearning.com/gcse-maths/

https://courses.lumenlearning.com/waymakermath4libarts/chapter/union-intersection-and-complement/

https://www.cuemath.com/algebra/a-intersection-b-complement/https://www.twinkl.co.uk/homework-help/science-homework-
help/weather-and-climate-facts-for-kids/weather-what-are-climate-zones

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