Regional Exams DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. Main Competence
1.0 Demonstrate mastery of basic concepts in geometry and algebra
3. Specific Competence
1.1 Use geometry, approximations, relations and functions in various contexts
4. Main Activity
(a) Describe the concepts of relations and functions
5. Specific Activity
Identify relations and functions using ordered pairs and everyday examples — part 1 of 3
6. Teaching and Learning Resources
Mathematics textbook, mapping diagrams, ordered-pair cards, graph board, graph paper, rulers and calculators.
REFERENCES: TIE(2024) Basic Mathematics Students Book For Form Two. Dar es salaam
| Stage | Duration | Teaching Activities | Learning Activities | Assessment Criteria |
| Introduction | 10 minutes | Ask students to recall prior mathematical knowledge needed to identify relations and functions using ordered pairs and everyday examples — part 1 of 3. Present a short relevant example and introduce the learning task. | Recall prior knowledge, interpret the example and state what they need to determine. | Students identify the mathematical ideas and information relevant to identify relations and functions using ordered pairs and everyday examples — part 1 of 3. |
| Competence Development | 30 minutes | Demonstrate a suitable mathematical method for the task: identify relations and functions using ordered pairs and everyday examples — part 1 of 3. Guide students through a worked example, invite alternative approaches and correct procedural errors. | Follow and explain the worked example, practise the mathematical procedure in pairs, and check each step. | Students correctly demonstrate the steps and mathematical reasoning required to identify relations and functions using ordered pairs and everyday examples — part 1 of 3. |
| Application | 20 minutes | Present a new numerical, graphical or real-life problem requiring students to identify relations and functions using ordered pairs and everyday examples — part 1 of 3. Ask groups to compare and justify solutions. | Solve the new problem in groups, show calculations or diagrams, verify answers and explain their reasoning. | Students accurately apply the method to a new problem and justify the result. |
| Assessment | 20 minutes | Provide individual exercises assessing the ability to identify relations and functions using ordered pairs and everyday examples — part 1 of 3. Review responses and address common errors. | Complete the exercises independently, show working, check results and correct mistakes after feedback. | Students independently solve relevant tasks with correct working and answers. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. Main Competence
1.0 Demonstrate mastery of basic concepts in geometry and algebra
3. Specific Competence
1.1 Use geometry, approximations, relations and functions in various contexts
4. Main Activity
(a) Describe the concepts of relations and functions
5. Specific Activity
Identify relations and functions using ordered pairs and everyday examples — part 2 of 3
6. Teaching and Learning Resources
Mathematics textbook, mapping diagrams, ordered-pair cards, graph board, graph paper, rulers and calculators.
REFERENCES: TIE(2024) Basic Mathematics Students Book For Form Two. Dar es salaam
| Stage | Duration | Teaching Activities | Learning Activities | Assessment Criteria |
| Introduction | 10 minutes | Ask students to recall prior mathematical knowledge needed to identify relations and functions using ordered pairs and everyday examples — part 2 of 3. Present a short relevant example and introduce the learning task. | Recall prior knowledge, interpret the example and state what they need to determine. | Students identify the mathematical ideas and information relevant to identify relations and functions using ordered pairs and everyday examples — part 2 of 3. |
| Competence Development | 30 minutes | Demonstrate a suitable mathematical method for the task: identify relations and functions using ordered pairs and everyday examples — part 2 of 3. Guide students through a worked example, invite alternative approaches and correct procedural errors. | Follow and explain the worked example, practise the mathematical procedure in pairs, and check each step. | Students correctly demonstrate the steps and mathematical reasoning required to identify relations and functions using ordered pairs and everyday examples — part 2 of 3. |
| Application | 20 minutes | Present a new numerical, graphical or real-life problem requiring students to identify relations and functions using ordered pairs and everyday examples — part 2 of 3. Ask groups to compare and justify solutions. | Solve the new problem in groups, show calculations or diagrams, verify answers and explain their reasoning. | Students accurately apply the method to a new problem and justify the result. |
| Assessment | 20 minutes | Provide individual exercises assessing the ability to identify relations and functions using ordered pairs and everyday examples — part 2 of 3. Review responses and address common errors. | Complete the exercises independently, show working, check results and correct mistakes after feedback. | Students independently solve relevant tasks with correct working and answers. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |