| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: Perform calculations on relations | The students should be
able to: (a) find relations between two sets. (b) find relations between members in a set. | January | Week 3 | RELATIONS | Relations | 3 | i) To lead
students to brainstorm
on various relations
involving two groups in
real life situations. ii) To prepare guide lines for a role play. iii) To lead students to brainstorm on various relations between members of two sets in real life situation. iv) To demonstrate how to use a relation notation to represent a relation. | i) Students to perform
a role play in order to
define the relations. ii) Students to do practice on how to represent a relation using relations notation. iii) Students to perform a role play in order to define members of to | i) Coloured chalks ii) Real objects i) Coloured chalks ii) Manila paper iii) Marker pens iv) Real objects. | Secondary Basic Mathematics Book Three By TIE, Basic Mathematics For Secondary Schools Book Three By Wakamoga Masinde | Remarks Written here | |
| The student should have ability to: Show range of domain | The student should be able to: a) define domain and range b) calculate domain and range | January | Week 3 | RELATIONS | range and domain | 3 | i) To lead
students to show the
domain of a relation
by using pictorial
representation. ii) To lead students to show the range of a relation from graphs and pictorial representation. | i) Students to show and state
the domain from graphs an
pictorial representation. ii) Students to do exercises related to domain of relation iii) Students individually to find and state the range of a relation from pictorial representations and graphs. iv) Students to solve problems related to range | i) Coloured chalks ii) Graph papers iii) Graph board iv) Geoboard Squared paper v) Rubber bands i) Graphs ii) Illustrations of relations iii) Rubber bands iv) Manila paper v) Marker pens. | Secondary Basic Mathematics Book Three By TIE, Basic Mathematics For Secondary Schools Book Three By Wakamoga Masinde | Remarks Written here | |
| The student should have ability to: Show inverse of relations | The student should be
able to:
(a) explain the inverse
of a relation (b) show the inverse of a relation | January | Week 4 | RELATIONS | Inverse of a Relation | 6 | i) To through
questions and answers
to lead a discussion on
the inverse of a relation
and the use of the inverse
notation i | i) Students individually
to explain the inverse
of relations using the
inverse notation ii) students in groups to practice on showing inverse of a relation pictorially | i) Graph paper ii) Illustrations of relations iii) Squared paper iv) Geoboard Rubber bands. | Secondary Basic Mathematics Book Three By TIE, Basic Mathematics For Secondary Schools Book Three By Wakamoga Masinde | Remarks Written here | |
| The student should have ability to: Draw graphs of relations | The student should be able to draw a graph of a relation represented by a linear inequality. | February | Week 2 | RELATIONS | Graph of a Relation | 6 | To lead students through questions and answers to plot a graph of a relation in the coordinate system. | i) Students in groups to
draw a graph of a linear
inequality ii) Students individually to draw graphs of linear | i)Graph-papers ii) Mathematical instruments iii) Squared papers iv) Graphs board v) Geoboard vi) Rubber bands | Secondary Basic Mathematics Book Three By TIE, Basic Mathematics For Secondary Schools Book Three By Wakamoga Masinde | Remarks Written here | |
| The student should have ability to: illustrate functions pictorial | The student should be able to: (a) explain the concept of a function, function. (b) represent functions pictorially | February | Week 3 | FUNCTIONS | Representation of a function | 6 | i) To lead
students through questions
and answers to discuss the ii) To demonstrate how to use function notation to represent a function. iii) To demonstrate how to represent functions pictorially. | i) Students individually to
solve problems related to
the concept of a function
and the use of function
notation. ii) Students individually to represent functions | i) Rubber bands ii) Manila paper iii) Marker pens i) Colored chalks ii) Pictures/ illustrations of function | Secondary Basic Mathematics Book Three By TIE, Basic Mathematics For Secondary Schools Book Three By Wakamoga Masinde | Remarks Written here |