MATHEMATICS

E N H A N C E D C U R R I C U L U M 2 0 2 1
Form Two (2)

Ministry Of Education
Education Planning Department
Curriculum Development Unit- Teacher Resource Centre
INTRODUCTION
The Ministry of Education of St. Kitts and Nevis has developed this curriculum to assist teachers as they continually strive for greater success for our
students. The curriculum is the result of extensive consultation(s) within the Federation where our citizens expressed their aspirations for education. It has
culminated in the preparation of a Curriculum and Assessment Framework that has guided curriculum development. For the first time in the Federation’s
history, we have a statement of the attributes of educated persons:

Educated persons from St. Kitts and Nevis will reach their full potential academically, physically, socially, culturally, emotionally, and morally; applying these skills to think critically
and creatively, live respectfully, communicate effectively, and contribute responsibly to sustainable national development.

This vision is followed by seven essential educational competencies that highlight the priorities for education. Stakeholders from throughout the Federation
agreed that an educated person in St. Kitts and Nevis:

1. Is an engaged, responsible, caring, tolerant participant in civil society

2. Is creative, enterprising, and resilient
3. Thinks critically, communicates effectively, and solves problems
4. Leads a healthy and active life
5. Demonstrates technological empowerment
6. Uses literacy and numeracy to understand, appreciate and act in the world
7. Demonstrates an appreciation for the culture of St. Kitts and Nevis

The essential educational competencies have served as a foundation for the development of the curriculum with the goal of ensuring that every student can
reach his/her full potential. Eight principles of learning, nine principles of assessment and extensive goals for inclusivity and integration, form the basis for
a curriculum that reflects the priorities, culture and context of St. Kitts and Nevis. These appear in the complete Curriculum and Assessment Framework
that has been appended to this curriculum.
The curriculum is also informed by International Standards and the OECS Learning Standards which have been tailored to reflect the unique context and
diversity of our Federation. Key International Standards that have informed curriculum enhancement include:

Language Arts – International Literacy Association

Health and Wellness - UNESCO, WHO and Canadian Health Education Curricula
Mathematics – National Council of Teachers of Mathematics (approx. 100,000 members)

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 2
 Science – Next Generation of Science Standards (developed with input from the National Science Teachers Association and the US National
Research Council)
Social Studies – National Council of Social Studies College Career and Civic Life Framework for Social Studies Standards

The curriculum places an emphasis on knowing individual students so that teachers might chart individual progress and target teaching. Using Universal
Design for Learning, the curriculum endeavours to include all learners and provide approaches to learning that represent the diversity of students in St. Kitts
and Nevis. The curriculum emphasizes an assets-based approach to education where learning builds on students’ prior knowledge and encourages more
student discussion, as this is one of the most powerful tools to literacy development. The incorporation of technology has been embedded in the curriculum.
[Technology will also be used to access the wealth of learning resources that are available through the internet.] The effective use of technology coupled with
extensive curriculum materials obtained from a variety of on-line sources reduces the dependence on traditional textbooks.

Technology is incorporated within the curriculum and will also be used in the acquisition of meaningful learning resources via the internet.

The curriculum has been developed using the backward design approach (Wiggins & McTighe, 1999; 2008) where essential learning outcomes have been
carefully determined and articulated. This is followed by a means of determining whether students have achieved the outcomes. Each essential learning
outcome is divided into specific curriculum outcomes (SCOs) which outline the knowledge, skills and values envisioned to be obtained. Assessment strategies
are provided so that teachers might determine where students are in the process toward the specific curriculum outcomes. Instructional strategies guide
teachers in helping students achieve the outcomes described. The strategies/activities include discussions, debates, demonstrations, etc. and are accompanied
by numerous resources that teachers may use. The guide also provides hints of the following:

• Knowledge that would be useful to teachers when exploring the essential learning outcome,
• Inclusive resources that may be of use
• Guidelines for the inclusion of technology
• Integration of other subject areas.

The guide describes as well, the correlation between the curriculum and the Curriculum and Assessment Framework so that teachers continually refer
to the foundation and the vision for educated persons in St. Kitts and Nevis.

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Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 4
 Strand One (1)-Numbers and Operations
Strand: Number and Operations
Essential Learning Outcomes: Students will recognize, represent, and compare quantitative information and develop quantitative reasoning including
additive and multiplicative thinking to make meaningful connections and solve problems
Grade Level Guidelines:
N1.1 Comparing and approximating numbers: perform the four basic operations on integers, 3 decimal places, standard form of natural numbers
N1.2 Laws and Properties of Numbers: concepts of closure, identity elements and inverse operators
N1.3 Real Numbers and Number Bases: change base 2 numbers to and from base 10 numbers
N1.4 Fractions:
N1.5 Percentages
Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

1. Perform the four basic operations CARD GAMES (using numbered cards only) Co -operative learning: group work
on integers.
Mathematics twist “Dry de Well” To convert a number to base two the teacher will
All the numbered cards in the deck are shared equally use the division method,
2. Express a value to a given number among two students, face down. However, one
of decimal places (up to 3 d.p.) student will have all the black cards (positive numbers)
and the other all the red (negative). Player 1 plays a
3. Write a natural number in card and player 2 plays another card. The students
Scientific Notation (Standard will add the two cards. If the sum is negative, the
Form). student with the negative cards will take the played
cards and rest them aside. If the sum is positive, the
4. Apply the concept of order of student with the positive cards will take the cards
operations to evaluate numerical played. If the sum is zero, no one gets the cards
expressions on the four basic
operations of rational numbers. Card game of WAR for addition/ subtraction/
multiplication of integers Retrieved from:
5. State the place value of a digit in Retrieve from: https://barronwasteland.wordpress.com/2015/01/08/shor
base 2. https://www.youtube.com/watch?v=seiZplnt8L0 tcut-for-converting-decimal-to-binary-explained/

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 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

6. Convert a numeral given in base 2 Remove face cards from the pack. Red cards are Using repeated subtraction and the place value to
to base 10. negative/positive numbers, black cards are teach bases
positive/negative numbers. Game is played with two Example changing
players. Each player flips up 2 cards - add if they are 1510 to base 2
7. Convert a numeral given in base ten
of the same colour, subtract if they are of different
to base two. colours. The player with the greater value keeps all the Using the place value of base 2
cards. This can be used to form generalisations of Teacher will ask the students what is the highest
8. Solve problems involving concepts negative and positive numbers. The same steps can be place value of base 2 that can be subtracted not
in number theory. applied using multiplication, however, when exceeding the base 10 number
multiplying, if the colours match the answer is
positive, if they don't, the answer is negative. When
the two players end up with the same number, each 16 8 4 2 1
player is served 4 cards - face down 2 cards and
upturn 2 then perform the operation, the player with 1 1 1 1
the higher value, receives all the cards.
15
“PICK DE PACK” (add, subtract, compare) -8 base 2 place value
Seven numbered cards shared among 2, 3 or 4 7
students, the remaining form the pack. Red cards -4 base 2 place value
represent negative integers, while black, positive. One 3
card is drawn from the pack face up and each student -2 base 2 place value
must add a card that would change the “sign” of the 1
card (sum of zero is also a change in sign). The -1
student who plays the card with the highest absolute 0
value, plays the next face-up card.
𝟏𝟓𝟏𝟎 to 11112
Any student not able to play a card that changes the
sign, must pick the pack (until they can/once and miss
a turn if still unable to play). The first student with no
cards in hand, wins.

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 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Scientific Notation Explained in the Real-

Problem Solving
World!
Give students a negative number and ask them to give
(Video Lesson) via Mashup Math
two numbers whose sum will equal that number.
Activity Description:
For example: Give the number -15, possible
This animated math video lesson is the perfect
combinations are -5 + -10, and -20 + 5. Combinations
introduction to the concepts and procedures
should include
associated with scientific notation. The lesson
● two integers of the same sign and
includes several real-world examples of how to use
● two integers of different signs
scientific notation to express large numbers such as
the population of the state of Arizona! Retrieved
Copy and complete
from;https://mashupmath.com/blog/2017/10/17/
5-awesome-8th-grade-scientific-notation-activities

Inquiry based learning: Teachers may use this

type of strategy to help the students come to their
own conclusions. The Teacher will use a series of
questions to get the students to share or to aid in
discovering the concepts.

Cooperative learning: students will be placed into

Activity2 (Addition, subtraction)
groups and will participate in the activities.
Use two sets of two different coloured dice. Assign
Think, pair share:
one colour to represent the negative integers and one
Students can use this method to carry this “always,
colour to represent the positive. Students draw a
sometimes, or never true.
number line from -20 to 20. Start at zero on the
number line. One of the dice is thrown and students
Differentiation can be used as a strategy as the
move along their line in the appropriate direction.
teacher will give out worksheets based on the ability
Another dice is tossed, and the game continues.
of the students.

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Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

A few rounds can be played and occasionally checked

to make sure each student is on the same number on
their line. All the various combinations can be
practised. Two positives, two negatives, one of each.
The commutative property can also be demonstrated
if you start with a -6 and then roll a 5 you end up in
the same place as if you started with a 5 and then
rolled a -6 Students can then write out combinations
of 2 or more rolls. Example: 4 + -6 =-2 Note that this
can be written as 4 – 6 =-2

Activity 3 (Multiplication)
Use the number line and coloured dice to show
multiplication of positive and negative integers. If you
roll a 3 and a -4’s in a row, you end up at -12. Remind
students that multiplication is just successive addition.
Students should be able to come up with a rule for the
multiplication of a positive and negative integer.

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Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Copy and complete

Give students the product and ask for various

combinations to reach that product. Example: -24 is
given, possible combinations include -6 × 4, 8 × -3 If
a positive integer product is given, students should
give examples of two positives or two negatives.
Example: 18 is the given product. Possible
combinations: -3×-6, 2×9
Give students the quotient and ask for various
combinations to reach that quotient. E.g.: -6 is given,
possible combinations include - 24 ÷ 4, 12 ÷
−2 𝑒𝑡𝑐.
Agree/Disagree
Teachers may use agree or disagree statements to
evaluate whether the students understood the rules.
For example: Students will analyse a set of problems
based on these number properties. Students choose
to agree or disagree or state that more information is
required. They should tell why they agree or disagree
or are unsure.

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Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Statement How can you

a) Is an even number find out
multiplied by an even an
even number, an example
of the property of closure

b) (6×4) +7 and (7 × 4) + 6
depict the associative rule?

Always, Sometimes, or Never True

Students will examine statements based on the
properties and decide if they are always true,
sometimes true, or never true. Students justify their
decisions in small groups.
Mathematical Generalisations
a) 4 ×7 will give the same answer as 7 × 4 ?
b) The identity element of multiplication is 1?
c) A natural number minus a natural number is a
natural number?

BODMAS game
To be played in pairs or teams with each person given
a turn to play.
Four dice and a 4x4 “bingo-type” card with numbers
(e.g.,1-50) are needed. Each student/team will take
turns rolling the dice (all at once). Students are to
perform 3 different operations on the numbers rolled
then look at the answer card to claim their spot (if the
answer is not there, they miss their turn). team) to
complete 4 in a row wins.

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The objective is to claim 4 spots in a row (vertically,

horizontally or slanted). First person (Students may come
up with their mnemonic (Please Excuse My Dear Aunt Sally)
and acronyms (POMDiSA, BEDMuSA) for order of
operations.

Scientific Notation Sort Cards via Amazing

Mathematics

Activity Description:
This hands-on sorting activity consists of matching
Scientific & Standard notation pairs. Students will cut
out a mixture of 22 Scientific & Standard notation
numbers and match them next to each other.
(Retrieved from
https://mashupmath.com/blog/2017/10/17/5-
awesome-8th-grade-scientific-notation-activities)

Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)

Positive and negative factors of an integer.

Integers
The set consists of the positive and negative whole numbers and zero, for example, {... -2, -1, 0, 1, 2,}. (Retrieved from: CSEC Mathematics Syllabus Effective
for June 2018 Examination)

Positive Numbers
Numbers more than zero. In graphing, the numbers to the right of zero. Positive numbers are represented by placing a plus sign (+) or no sign in front
of the number. For example: 5, +5, 6 or +6 are positive numbers.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 11
 Negative Numbers
Numbers less than zero. In graphing, numbers to the left of zero. Negative numbers are represented by placing a minus sign (-) in front of the number.
For example, −3, −0.5, -14 are negative numbers. (Retrieved from: CSEC Mathematics Syllabus Effective for June 2018 Examination)

Order of operations

● BODMAS and PEMDAS are acronyms which are used to explain the order of how to solve an expression.
● BODMAS stands for brackets, order (powers), division, multiplication, addition, and subtraction.
● PEMDAS stands for parenthesis, exponents, multiplication, division, addition, and subtraction.

Factors
The factors of a whole number are those numbers by which it can be divided without leaving a remainder.

Natural Numbers
The set of the counting numbers, that is, N = {1, 2, 3, 4...} (Retrieved from: CSEC Mathematics Syllabus Effective for June 2018 Examination)

Decimal Places
Decimal Places refer to the number of digits after the decimal point.

Rounding a number to a given number of decimal places

For example: Round the number 0.0897 to three decimal places.

The digit in the position of the third decimal place (thousandths) is 9. The next digit is 7, which is more than 4. Therefore, round up to the next
thousandths. Rounding 9 up to the next thousandths results in 10 thousandths.
10 thousandths = 1 hundredth + 0 thousandth.
Add the 1 hundredth to the 8 hundredths. Therefore, 0.0897 rounded to three decimals place is 0.090 (Retrieved from Collins CSEC Mathematics page 53)

Scientific Notation A shorthand way of writing very large or very small numbers. A number expressed in scientific notation is expressed as a decimal
number between 1 and 10 multiplied by a power of 10 (for example, 7000 = 7x103 or 0.0000019 = 1.9x10-6). (Retrieved from: CSEC Mathematics Syllabus
Effective for June 2018 Examination)

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 Significant Digits The number of digits required for calculations or measurements to be close enough to the actual value. Some rules in determining the
number of digits considered significant in a number:
- The leftmost non-zero digit is the first significant digit.
- Zeros between two non-zero digits are significant.
- Trailing zeros to the right of the decimal point are considered significant. (Retrieved from: CSEC Mathematics Syllabus Effective for June 2018 Examination)

Number Bases
Binary Numbers written in the base two number system. The digits used are 0 and 1. For example, 110112. (Retrieved from: CSEC Mathematics Syllabus
Effective for June 2018 Examination)

Decimal Number
A number written in base ten. (Retrieved from: CSEC Mathematics Syllabus Effective for June 2018 Examination)

Inclusive Resources and Materials

Playing cards, coloured dice, number lines, 4 x 4 bingo cards, Bristol boards
games and quizzes; (for example, to investigate whether a given number is rational or irrational)
appropriate software.
examples of computation drawn from current affairs.
online demonstrative videos.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 13
Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 14
 Strand Two (2)-Ratio and Proportions
Strand: Ratio and Proportion
Essential Learning Outcomes: Students will analyse proportional relationships and use them to solve real-world and Mathematical problems
Grade Level Guidelines:
R1.1 concepts of rate, ratio, and proportion
R1.2 Compare and divide quantities in each ratio
R1.4 Direct and inverse proportion: direct
Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

1. Divide a quantity in each ratio. Students will be given a variety of 1 cm cubes. They Teacher can use real world example to teach
will be asked to group the colours of the cubes this topic
2. Solve problems involving ratio and according to ratios.
direct proportion. Teachers can also problem-solving techniques
The students can also use ratios to express the variety to help teach ratios. The teacher may allow the
of shoes and bags found in the school. students to use objects, take a picture or diagram
Students are given counters/ objects of different to help the students to solve these problems
shapes and
colours and are told to represent different ratios. E.g., Cooperative learning can also be used. The
3:6 teacher can used group work or think pair share
to help the students

Minimise
Have students measure (length and width) their
classroom and large objects present in the classroom.
They are to use this to make an accurate scale drawing
of their classroom and come up with a ratio for their
scaling.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 15
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Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Word Problems

Have students solve word problems to find quantities

from ratios
E.g., Concrete is made by mixing gravel, sand, and
cement in the ratio 3: 2: 1 by volume. Suppose we
have 6𝑚3 of sand and an unlimited amount of the
other materials. How much concrete could we make?
Students work in groups to solve problems.

Useful Content Knowledge for the Teacher about the Outcome:

Ratio
The term ratio is used to make direct comparison between quantities. (Retrieved from: Collins CSEC Mathematics page 63)
A comparison expressed as a fraction. For example, the ratio of three boys to two girls in a class is written as 3: 2 (Retrieved from: CSEC Mathematics
Syllabus Effective June 2018 examination)

Direct Proportion
When two more quantities increase or decrease by the same ratio, they are in direct proportion.

Inclusive Resources and Materials (texts, family &community knowledge and resources, web resources)

One (1) centimetre(cm) cubes, measuring tapes

games and quizzes.
appropriate software.
examples of computation drawn from current affairs.
recipes in teaching ratio and proportion; and,
online demonstrative videos.

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Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 17
 Strand Three (3)-Algebra
Strand: Algebra
Essential Learning Outcomes: Students will develop an understanding of the role of symbols and algebraic techniques in solving problems in
Mathematics and redemonstrate the ability to reason with abstract entities.
Grade Level Guidelines:
A1.1 Introducing Algebra
A1.2 Simplification of Algebraic Expressions concept: four operations with grouping
A1.3 Algebraic Equations: inequations with positive coefficient, transposition
A1.4 Solution of Linear Equations: multi-step single variable, distributive law
A1.5 Model algebraic equation: word to mathematical statements/algebraic equations
A1.6 Sets: 3 sets, complement, 2n,
Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

1. Translate between algebraic Matching Scaffolding can be used as the teacher helps the
expressions and verbal/worded students learn more by working with them or a
Students and the teacher can play a matching activity in
expressions including fractions and more advanced student. This method is closely
which they will match the verbal sentences with the
exponents no greater than 3 (cube). related to peer tutoring.
correct algebraic expressions.

2. Simplify algebraic expressions using Direct Instruction:

“Who wants to be a hundredaire?”
the four basic operations with
grouping. Students can also play “Who wants to be a Teachers can use this strategy for algebra. The
hundredaire?”. In this game the student must answer teacher may demonstrate and then give the
3. Expand brackets including fractions 10 questions in a row. If you answer incorrectly, the students seat work.
and exponents. game will end. This game can be used to reinforce
translating verbal into algebraic expressions. Retrieved Problem solving techniques such as working
4. Simplify algebraic terms including from https://www.math-play.com/Algebraic- backwards, use of logical reasoning, making it
exponents using the laws of indices;(no Expressions-Millionaire/algebraic-expressions- simpler and brainstorming
fractional indices or negative powers) millionaire-game_html5.html
Cooperative learning may be used to teach
graphing solutions with an inequality on a
number line with integers.

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Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

5. Substitute numbers for variables in an Expression Basketball Game. Modelling: teacher shows the students how to
expression arithmetic operation This game is played with two teams (e.g., red team, blue transpose a formula. Also, cooperative learning
involving directed numbers and team or students can make up with their team’s name). can be used to transpose formulas.
integers.
Each team will be given an algebraic expression (see Inquiry based learning: teachers may use this
6. Factorize algebraic expressions using below for examples) to simplify within a given time strategy to teach sets. In which the teacher will
the distributive laws. limit. For each correct answer, the team earns 2 points probe the students to get answers and they will
plus a chance for a free throw for another bonus point. come up with their own conclusions.
7. Solve multiple steps linear equations 3x + 5y + 7x - 3y
with one variable. 7a - 5 + 2a -3

8. Solve simple inequalities with variables “I Have Who Has” game.

on one side; coefficient must be Activity for expanding brackets, the students with the
positive teacher will play the “I have who has” game. For
example, the teacher will give out cards to each student.
9. Graph the solution of an inequality on The following are examples of 4 cards:
a number line with integers
Teacher Starts I have 60y - 6y2
10. Transpose a Mathematical formula Who has 6y (10 - y) Who has -2(x + 2)?
without roots and powers involving no
more than two-steps. I have -2x - 4 I have -x2 - x
Who has -x (x + 1)? Who has -3(x + 1)?
11. State the number of subsets of a given
set using the formula 2n. This game is played when all the students have said
something
12. Determine elements in intersections
and unions of not more than three Factorising Mat (needs to be made a day or two in advance)
sets.

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 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

13. Determine the elements in the Have expressions printed (and laminated) that they
complements of sets. would like their students to factorise using the
distributive law.
14. Apply the result: n(A∪B) = n(A) + The students would stick the factorised expressions on
n(B) − n(A∩B). the right expression on the mat

15. Construct Venn diagrams to represent

relationships among sets; No more The following activities can be used to reinforce
than 3 sets including the universal set. multi-step linear equations and single step
inequalities.
16. Solve problems involving the use of
Venn diagrams. A. Gallery Walk Variables on Both Sides
Post sheets with 3 problems each around the room and
give each student an answer sheet. Students work with
a partner and rotate among the sheets of problems,
choosing one problem from each sheet to complete.
Challenge them to complete the “hardest” problem on
each sheet if they are able.

B. Crumple and Shoot (Trash-ketball)

Display equations with variables on both sides of the
equal’s sign. Students work in teams of 4, each student
has a number from 1-4. Each student completes every
problem. A number from 1-4 is randomly chosen, and
that student holds up their answer. If the answer is
correct, their team gets one point, and they can get
extra points by shooting a piece of scrap paper into our
recycle box.

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Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Different distances from the box determine the

number of extra points: “one-point line”, “two-point line”
and “three-point line”. Students are encouraged to work
together with their team to complete the problems
since they never know who will be called to show the
answer. Great communication encourager.

C. Pass the Problem – Equations

In groups of 4, students pass one problem around the
group, each student doing one step of the problem.
Directions are on the first page of this document.

D. Placemat Equations
Students work in groups 4; each group was given a
“placemat” in a plastic sleeve with 4 equations.

Each student completes one of the problems on the

placemat. The sum of their solutions is written in the
centre of the placemat. As the teacher, you should
choose only one number to know if they have all
solved their problems correctly.
The problems were oriented on the placemats so that
the students could see the problems easily without the
problem being upside down. Use of various colours of
markers is recommended.

Retrieved from:
https://lzlomek.wordpress.com/2012/10/10/activities
-for-solving-equations/

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Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Worksheets
Students are given a worksheet which has number lines.
With these number lines they would be asked to
represent the inequalities listed.
Inequalities Matching game
Present students with a sheet of paper consisting of a
set of number lines illustrating different inequalities.
On a separate sheet, the inequalities will be given.
Students will match the inequality to the illustration.
To teach substitution the teacher can assist students in
doing this zoo activity. https://www.tes.com/teaching-
resource/algebra-zoo-fun-substitution-worksheet-
11029048
https://www.tes.com/teaching-resource/algebra-zoo-
fun-substitution-worksheet-11029048

Students with the assistance of students will use

formulae used in this curriculum or in second and
transpose them. For example, the
Perimeter (P) of a rectangle= 2l + 2w, find w
2l +2w = P
2w = P - 2l
w= P -2l/2
Students can compare two things relating to or
unrelated to Mathematics. For example, they can
compare a butterfly and a moth. The students could
compare/contrast the characteristics of butterflies
and moths and thus demonstrate their understanding
of how these insects are alike and how they are
different.
Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 22
 Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)

Algebra
Algebra is a branch of Mathematics that uses symbols such as letters and numbers to carry out various arithmetic and other Mathematical operations. It
is an effective way to solve real-life problems. (Retrieved from: Collins CSEC Mathematics page 134)

Variable
A variable is an unknown number or quantity that is represented by a letter in algebra. (Retrieved from: Collins CSEC Mathematics page 135)

Algebraic Term
An algebraic term is a combination of letters and numbers or variables and coefficients, such as 3x. (Retrieved from: Collins CSEC Mathematics page
135)

Coefficient
In algebraic terms such as 3x, x is the variable and 3 is the coefficient of x. It tells you how many x’s you have. (Retrieved from: Collins CSEC
Mathematics page 135)

Algebraic Expression
An algebraic expression is a set of algebraic terms linked by signs, such as + or -. (Retrieved from: Collins CSEC Mathematics page 135)

Like terms
Like terms are made up of the same variables and powers. For example, 3x, 10x, 100x are like terms. Also, p2, 4p2 and 16p2 are terms. (Retrieved from:
Collins CSEC Mathematics page 135)

Unlike terms
Unlike terms do not have the same variables or powers, for example, 3y and 3x are unlike terms. (Retrieved from: Collins CSEC Mathematics page 135)

Binomial expression
A binomial expression consists of two terms. (Retrieved from: Collins CSEC Mathematics page 135)

Laws of Indices
An index or power or exponent indicates how many times a quantity is being multiplied by itself. (Retrieved from: Collins CSEC Mathematics page 137)

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 23
 Law of multiplication
When multiplying quantities of the same base, we add the powers/indices/exponents
For example: 𝑚2 × 𝑚3= 𝑚(2+3)
= 𝑚5

Law of division
When dividing quantities of the same base, we subtract the power/indices/exponents.
For example: p6 ÷ p3 = p (6 - 3)
= p3.

Element of a set A member of or an object in a set. (Retrieved from CSEC Mathematics Syllabus )

Cardinality of a set
The number of elements in a set Empty Set The empty set is the set that has no elements; it is denoted with the symbol ∅. (Retrieved from CSEC
Mathematics Syllabus)

Complement
The complement of a set A is another set of all the elements outside of set A but within the universal set. (Retrieved from CSEC Mathematics Syllabus)

Subset of a set
Universal Set

Inclusive Resources and Materials (texts, family &community knowledge and resources, web resources)

(a) Bristol board, laminating machine and pouches, typing sheets

(b) games and quizzes.
(c) appropriate software (for example, equation solving apps).
(d) examples of algebraic problems drawn from real-life situations; and,
(e) appropriate software (for example, whiteboard apps for drawing and labelling Venn diagrams);
(f) examples of sets drawn from current affairs.
(g) recipes in teaching sets; and,
(h) online demonstrative videos.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 24
Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 25
 Strand Four (4)-Geometry
Strand: Geometry
Essential Learning Outcomes: Students will demonstrate the ability to use geometrical concepts to model and solve real-world problems, properties of
transformation, the concept of sets and trigonometry.
Grade Level Guidelines:
G1.1: Solids and Plane Shapes:
G1.2: Transformations: translation (vector), reflection
G1.3: Angles and Trigonometric Ratios: exterior angles, tranversals
G1.4: Construction: lines, angles, triangles
Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

1. Calculate the size of an exterior angle I Have, Who Has Inquiry based instruction: teacher may ask
given the size of the interior angle of This is a reinforcement game to practise sum of guided questions to prompt students to
different polygons. interior/exterior angles of polygons and finding each discover the concepts.
interior/exterior angle of regular polygons as well as
2. Calculate the size of angles formed by a some basic vocabulary for polygons. This is a game Direct Instructions: teacher will
pair of parallel lines and a transversal. for up to 35 students. demonstrate how the concept should be
(Vertically opposite angles, alternate taught and students will model.
angles, adjacent angles, corresponding Game Play:
angles, co-interior angles). Hand each student one card or multiple cards if you Problem solving techniques can also be
have extra. Pick any student to start the game. The used. The students with the teacher will go
3. Solve geometric problems using properties first person will only read the “Who Has” section of through the problem and apply whichever
of lines, angles, and polygons. their card. All students will work on the problem that problem-solving technique. The students
was read to see if they have the answer to the “Who could draw, look back, etc.
4. Construct triangles accurately given the has” problem. The student that has the answer reads
length of three sides, using the appropriate “I have xx” and then reads their “Who has” problem. Simulations can be used to teach the topic
instruments. The game is finished when all the cards have been transformations. As the teacher will allow the
read. The person that started the game is the last students to use their bodies to portray the
5. Construct triangles accurately given the person to read their answer. Retrieved from: different transformations.
lengths of two sides and the included angle https://www.teacherspayteachers.com/Product/I-
namely 30°, 60°, 90°, 120° using the Have-Who-Has-Angles-of-Polygons-Activity-1623031
appropriate instruments.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 26
 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

6. Construct triangles accurately given two Constructing triangles accurately given lengths: for
angles namely, 30°, 60°, 90°, 120° and one example, construct a 𝛥𝐴𝐵𝐶where AB is 5cm, BC is
side, using the appropriate instruments. 6cm and AC is 7.5cm.
Step 1: draw line AB accurately with a ruler.
7. Construct parallel lines accurately using the Step 2: open the compass to 6cm, then scribe an arc
appropriate instruments. above the line from B.
Step 3: open the compass to 7.5 cm, then scribe an arc
8. Construct perpendicular lines accurately above the line from A, to cut the arc from B. where
using the appropriate instruments by the arc intersect is called C
bisecting a given line. Step 4: join the lines from A to C and B to C to form
the triangle
9. represent translations in the plane using a
given vector. Dance, Dance, Traversal
To calculate the size of angles formed the teacher with
10. Determine and represent the location of: the assistance of students will play this game Dance,
(a) the image of an object, namely a Dance, Traversal, involves the students dancing the type
point, a line segment, or a triangle, of angles. The link following shows and explains the
under translation. game. Retrieved from
(b) an object, namely a point, a line https://algebrainiac.wordpress.com/2013/10/22/dan
segment or a triangle, given the image ce-dance-transversal/
under a translation.
Students with the assistance of the teacher could use
11. State the relationship between an object, the “Transmographer to see and understand what
namely a point, a line segment, or a Translation and Reflection of objects. Please view the
triangle, and its image in a plane under link below
translation. http://www.shodor.org/interactivate/activities/Trans
mographer/
12. Reflect an object, namely a point, a line
segment or a triangle, in the x and y axes.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 27
 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

13. State the relationship between an object Students can make a storyboard of their life using the
and its image object, a point, a line two types of reflection. See the following link for
segment, or a triangle, instruction:
https://www.pixton.com/schools/teacher-
resources/lesson-plans/transformations#activity-
types-of-transformations

Construction of Angles (30, 60, 90, 120) - without

mentioning the angle being constructed, present steps
for constructing each type of angles and have students
follow steps to construct angles in their notebooks.
Have students use their protractors to measure the
angle derived.
Students can also watch the following video on
construction of angles.
https://docs.google.com/document/u/0/

Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)

Point
A point is a location in space, it has no size and is represented by a dot. It is usually named by a capital letter. (.) (Retrieved from: Collins CSEC
Mathematics page 180)

Plane
A plane is a flat two-dimensional surface extending indefinitely in all directions. (Retrieved from: Collins CSEC Mathematics page 181)

Line Segment
A line segment is part of a line that has two end points represented by two dots. (Retrieved from: Collins CSEC Mathematics page 180)

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 28
 Parallel Lines
These are lines that are constant distance apart and never meet, in space or on a plane. (Retrieved from: Collins CSEC Mathematics page 181)

Perpendicular Lines
These are lines that meet at 90° (Retrieved from: Collins CSEC Mathematics page 180)

Transversal Lines
A line that passes through two or more lines. ((Retrieved from: Collins CSEC Mathematics page 201)

Exterior Angle
The exterior angle of a polygon is an angle formed by a side and a line which is the extension of an adjacent side. (Retrieved from: Collins CSEC
Mathematics page 201)

Alternate Interior Angles

Angles located inside a set of parallel lines and on opposite sides of the transversal. Also known as ‘Z-angles’. They are equal. (Retrieved from: Collins
CSEC Mathematics page 201)

Vertically Opposite Angles

Angles that are formed by intersecting lines and are opposite to (facing) each other. They are equal. (Retrieved from: Collins CSEC Mathematics
page 201)

Corresponding Angles
Angles that are formed when two parallel lines are cut by a transversal line. They are equal. (Retrieved from: Collins CSEC Mathematics page 201)

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 29
 Vector Quantity that has magnitude (length) and direction. It may be represented as a directed line segment.

Translation
A translation is a sliding movement of the object (a point, line segment or triangle) in a straight line from one position to another. Each point moves
the same distance and in the same direction. (Retrieved from: Collins CSEC Mathematics page 224)

Reflection
A reflection produces an image of the object across a line of reflection, like that produced in a plane mirror. (Retrieved from: Collins CSEC
Mathematics page 225)

Inclusive Resources and Materials (texts, family &community knowledge and resources, web resources)

(a) Bristol board, projector, large screen display, protractors, compass

(b) games and quizzes.
(c) appropriate software (for example, 3-D sketching software, 2-D apps such as GeoGebra).
(d) concrete models of geometric figures in common places; and,
(e) online demonstrative videos.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 30
Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 31
 Strand Five (5)-Data
Strand: Data
Essential Learning Outcomes: Demonstrate the ability to use concepts in statistics and probability to describe, model and solve real-world problems;
and understand the four levels/scales of measurement that inform the collection of data.
Grade Level Guidelines:
D1.1: Collecting, analysing and interpreting statistical data, and making inferences; ungrouped data, mean, mode, median
D1.2: Construct statistical diagrams: pie chart
Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

1. Construct appropriate statistical Students with the assistance of the teacher will gather Teachers can teach this topic by using real world
diagrams including frequency tables information so that they can construct statistical examples.
and pie chart for ungrouped data. diagrams.
Using the information they collected, the students Students may also carry out investigations, such
2. Interpret appropriate statistical can interpret them by also finding the mean, mode as shoe sizes, favourite sports, and phones.
diagrams including frequency tables and median.
and pie charts.
Activity 1 (Pie chart – basics)
3. Determine the mean, mode, and Direct instruction: teacher shows the students
median from a frequency tables. Students will be shown illustrations of pie charts. how to draw pie charts. This also includes
Allow them to discuss what they observe in terms of modelling as the children will do what the teacher
allocation of items per sector. (Ensure that charts demonstrates
used are simple, use fractional parts with
denominators which are factors of 360°. E.g., snack
bought for the week 12 items includes: 3 cakes 4
bakes 1 glass of juice 2 sandwiches 2 pies.

Ensure that students have perquisite skills for finding

fractions of amounts Teacher ensures that students
determine what fraction of the total number of
snacks each snack represents
E.g., 3 cakes = 3/12 = 1/4
4 bakes = 4/12 = 1/3

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 32
 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

1 glass juice = 1/12

2 sandwiches = 2/12 = 1/6
2 pies = 2/12 = 1/6

Activity 2 (Pie chart – construction)

Review concept on equivalent fractions initially and

provide activities for students to incorporate the
fractions found in previous activity to find equivalent
fractions out of 360°
Students will use given pie charts to interpret and
answer questions Provide a group of items hence
allow students to find what fraction each item
represents of the whole.

Ensure the students realise that 12 snacks are

equivalent to 360°
Students will be allowed to convert ¼ to x/360°
Hence, cakes = ¼ = 90°/360°
bakes = 1/3 = 120°/360°
1 glass juice = 1/12 = 30°/360°
2 sandwiches = 1/6 = 60°/360°
2 pies = 1/6 = 60°/360°

Students can be allowed to present their findings

using excel

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 33
 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Math Average Game (to practise mean, mode and

median)
Materials needed: deck of card, paper, pen.
Can be played individually or in small groups.

● Each student will draw 7 cards (to make the

game more challenging, have students draw 8
cards).
● Students will sort cards drawn in order (of
least to greatest or vice versa). Face cards
have a value of 10 and an ace value 1.
To find the mean - find the sum of the card then
divide by the number of cards. To find the median -
flip over cards on opposite ends until you reach the
middle value. Use an even number of cards to make
it more challenging and find the average of the two
cards in the middle. To find the mode - look for the
number that appears the most.
To make the game more interesting, give a time limit
to solve.
Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 34
 Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)

Pie Chart
A Pie Chart is a statistical diagram where each category is represented as a sector of a circle. The angle of each sector is calculated by dividing the
frequency of the individual data category by the total frequency and multiplying by 3600. (Retrieved from: Collins CSEC Mathematics page 385)

Frequency Table
A Frequency table or frequency distribution is a table that displays the frequencies of the data. (Retrieved from: Collins CSEC Mathematics page
381

Frequency (f)
The frequency is the number of times a particular data value occurs. (Retrieved from: Collins CSEC Mathematics page 380)

Mean
The mean of a set of data, is the sum of all the values divided by the number of values. (Retrieved from: Collins CSEC Mathematics page 384)

Calculating mean from an ungrouped frequency table

∑𝒇𝒙
Mean = , where
∑𝒇
f stands for frequency
x stands for the individual score
∑ means the sum of

fx means frequency × the individual score

E.g.: The table below shows the result after a die was tossed 20 times.
Scores (x) Frequency (f) fx (f × x)
1 3 3

2 7 14

3 2 6

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 35
 4 1 4

5 2 10

6 5 30

Total (∑) 20 67
∑𝒇𝒙
Mean = ∑𝒇
𝟔𝟕
=
𝟐𝟎
𝟕
Mean = 𝟑 𝟐𝟎 = 3.35

Median
The median of a set of data, is the middle value when the data is arranged in ascending order. (Retrieved from: Collins CSEC Mathematics page
394)

Mode
The mode of a set of data, is the value that occurs most frequently. (Retrieved from: Collins CSEC Mathematics page 394)

Inclusive Resources and Materials (texts, family &community knowledge and resources, web resources)

(a) playing cards, paper, pen

(b) games and quizzes.

(c) appropriate software (for example, use of applications to generate and solve statistical problems including charts and calculating measures of central tendencies);

(d) examples of statistics drawn from newspapers, magazines, and other sources of current affairs; and,

(e) online demonstrative videos.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 36
Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 37
 Strand six (6)-Measurement
Strand: Measurement
Essential Learning Outcomes: Students will demonstrate the ability to use concepts in measurement to model and solve real-world problems and
develop computational and estimation competencies.
Grade Level Guidelines:
M1.1: Introducing Measurement: units
M1.2: Perimeter and Area: conversion, circle compound shapes,
M1.3: Mass, weight, volume and capacity: conversion; cylinder, cone, pyramid
M1.5: Consumer Arithmetic: percentage change
Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

1. Convert SI units of area The students with the assistance of the students will be Co- operative learning may be used to teach
(𝑚𝑚2 ⇔ 𝑐𝑚2 , 𝑐𝑚2 ⇔ 𝑚2 , given items to measure. conversion of SI units. Students may be grouped
𝑚2 ⇔ 𝑘𝑚2 ) and asked to measure the outside of the classroom.
The students will be given a worksheet, to convert from
2. Convert SI units of volume the 12 hrs clock to 24 hrs clock. Direct and Inquiry based instructions can be
(𝑚𝑚3 ⇔ 𝑐𝑚3 ) used with this topic.
Using the household cylindrical items, the students will
3. Convert SI units of capacity (𝑙 ⇔ measure the diameter. Then divide the diameter to find Guided discovery: The teacher can engage the
the radius. After the area will be found. students using this type of method when deriving
𝑐𝑚3 )
Pi and area of the circle.
Review
4. Use the appropriate SI unit of
Review the concept of volume and how its measurement Guided discovery involves the students using their
measure for area, volume,
(cm3 or m3). Give students base 10 cubes or small cubes. mental strategies to gain knowledge or develop
capacity, mass, temperature, and
Get them to build simple solids, sketch them and record concepts.
time (24-hour clock) and other
volumes. Students build cuboids from blocks and find
derived quantities.
volumes. Recall volume of cuboid, V = l x w x h etc. DERIVING THE PI
Students will measure the diameter and
5. Calculate the perimeter of
Create Conversion Table circumference of cylindrical items used every day
trapeziums and compound plane
Students could design a conversion table for each unit at home. They will then divide the diameter into
shapes.
and across units (conversion graphs can be created also) the circumference to find Pi.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 38
 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

6. Calculate the area of trapeziums Example: convert from cm3 to m3 know: 100 cm = 1 m The students will be given circles of different sizes.
and compound plane shapes. Therefore (100 cm)3 = (1 m)3 Or 100 cm x 100 cm x 100 They will be asked to measure the diameter and
cm = 1 000 000 𝑐𝑚3 = 1 𝑚3 i.e., 106 𝑐𝑚3 = 1 𝑚3 Each calculate the circumference. The students will take
7. Name, label and define the parts cubic metre is a million cubic centimetres. 𝟐𝟐
𝜋=
of the circle. 𝟕
Have each student determine the volume of a closet or
8. Derive at the numerical value of cupboard in his/her home. Express the answer in DERIVING THE AREA OF A CIRCLE
Pi. different units of metric measurement. Give students 8 or 12 sectors and let them arrange
it into a parallelogram. The smaller the sectors
9. Derive the formula for the Questioning used the closer the arrangements get to a rectangle.
circumference and area of a circle The argument, this should come from the
students.
10. Calculate the circumference of a Retrieved from Van de Walle p. 391.
circle using the formula.

● Why is this a right prism?

11. Calculate the area of a circle using
● What is the surface area of the base?
the formula.
● What is the height of the building
● Count the cubes to determine the volume of the
12. Describe the properties of solids.
building.
13. Calculate the volume of solids
Students create several more irregular prisms of various
namely cylinder, cone, and
sizes, using Building Towers. Students display their
pyramids
findings in the table.
14. show the relationship between
volume and capacity

15. Solve problems involving volume

and capacity.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 39
 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

16. Solve problems involving marked After investigating the problem with several samples, Retrieved from Van De Walle p. 392
price, cost price, percentage state a general formula for the volume of a prism:
profit, and percentage loss. Investigation: for the objective on calculating the
Volume = area of the base x height volume the teacher may use this activity to help to
Students test their formula for accuracy by constructing introduce students to volume, and to help them
two other towers. understand how changes in dimension can affect
volume, as well as deriving a formula for volume. •
Investigation
Materials needed:

o Various prisms and cylinders to measure (good

examples include plastic storage boxes, shoeboxes,
“Can the formula for volume of a right prism, Volume =
oatmeal canisters, empty cans, etc.)
Area of base × Height, be used to determine the volume
o Unit blocks
of a cylinder?”
o Rulers or measuring tape o Calculator
Orally complete a few examples, calculating the volume
of prisms given a diagram.
• The idea is to have students think about volume
(how much space a solid occupies) and try to
Students select a cylindrical can. Determine the capacity
predict which objects will have greater volume, so
of the cylinder by filling the can with water or sand. Pour
you need to have objects of different sizes.
the water or sand into a measuring cup or graduated
beaker. Record the capacity in mL. Use a tape measure to
Please view the following link for some more on
determine the diameter and height of the cylinder in
this investigation
centimetres. Calculate the volume of a cylinder using the
https://mathgeekmama.com/wp-
formula for volume of a right prism. Place your results in
content/uploads/2015/03/Volume-
the table. Repeat the experiment with two more cans.
investigation_prisms-and-cylinders.pdf

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 40
 Inclusive Assessment Strategies Inclusive Learning Strategies
Specific Curriculum Outcomes (Connected back to the Principals of Assessment) (Connected back to the Principals of Learning)

Activity 1 (Review)
Discuss ideas of profit, loss, cash price, sale price etc.
with class. Bring to the class some items for sale (e.g.,
candy). Tell students how much you paid for them and
allow students to buy candy from you with fake money.
Have students calculate whether a profit or a loss was
made by you and find this value as a percentage of the
cost price. Let students use different items alternating
between profit and loss to find these values as a
percentage of the cost price.
Profit = Sale price – Cost price

𝒑𝒓𝒐𝒇𝒊𝒕
Percentage profit = 𝒄𝒐𝒔𝒕 𝒑𝒓𝒊𝒄𝒆 x 100% Cost price
Activity 2
Give each pair of students a Drama Club Scenario in
which the Drama Club will have the $500 needed to start
production of The Wizard of Oz. Give students the list
of expenses and revenue this production will bring in so
they can chart their profits and losses as they read the
Drama Club Scenario. Students may need a calculator to
determine some of the profits and losses. At the end of
the scenario, ask students to determine whether they
think the club will make a profit or loss and calculate its
percentage profit or loss. Please view the following link
http://www.math-only-math.com/worksheets-on-profit-
and-loss-percentage.html

Have students create flow charts given percentage profit,

loss, and discount. Use these flow charts to calculate the
selling price of items.
Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 41
 Useful Content Knowledge for the Teacher about the Outcome: (Connected back to the Principles of Assessment)

SI units: The International System of Units

Converting from one unit to another.

● When converting from a larger to a smaller unit, we multiply.
● When converting from a smaller to a larger unit, we divide.

SI units:

Basic Quantity Symbol Basic Unit Symbol

Length l metre m

Mass m kilogram kg

Time t second s

Temperature T Degrees Celsius ℃

Quantity This is something that can be measured. For example, the height of a person or the speed of a car.
Unit A measure of a quantity. For example, a centimetre, a gram.
Length This is how long, how high, or how far one thing is from another. The SI units frequently used for length are metre, kilometre, centimetre,
millimetre.
Mass The amount of matter in an object. The SI units frequently used for mass are grams, kilogram, milligram, tonne.
Time Measures how long an event occurs. The SI units frequently used for time are seconds, minutes, hours, days, weeks, months, years.

Two-dimensional (2D) Flat shapes that have length and width but no depth (thickness)
Plane shape A two-dimensional shape.
Polygon A plane shape that has three or more straight sides.

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 42
 Solid A three dimensional (3D) geometric figure that completely encloses a volume of space.
Properties of Solids (3D shapes)

SOLIDS No. of No. of No. of No. of

faces edges vertices surfaces

Cone 1 1 0 (1 apex) 2

Cylinder 2 2 0 3

Triangular prism (wedge) 5 9 6 5

Cuboid (including cube) 6 12 8 6

Sphere 0 0 0 1

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 43
 Parts of a circle
● Circle The set of points in a plane that are all a fixed distance from a given point which is called the centre.
● The Diameter of a circle is a special chord that passes through the centre of the circle.
● The Circumference of a circle is the distance along the circle; it’s a special name for the perimeter of the circle.
● The Radius of a circle is the distance from the centre of a circle to any point on the edge of the circle. The plural of radius is radii.

Pi The designated name for the ratio of the circumference of a circle to its diameter.

Perimeter: The total distance around the boundary of a shape.

Perimeter Formulae
● Perimeter of a rectangle = 2(l + w)
● Perimeter of a regular polygon = n x l (nl)
Perimeter (circumference) of a circle = 2𝜋r or 𝜋d
where l = length, w = width, r = radius, d = diameter (Retrieved from: Collins CSEC Mathematics page 299)

Area: The size of a plane (flat) surface.

Area Formulae
● Area of rectangle = l x w (lw)
● Area of square = l2
● Area of parallelogram = b x h (bh)
● Area of triangle = ½ x b x h (½ bh)
● Area of trapezium ½ (a + b) x h or ½ (a + b) h
● Area of rhombus = b x h (bh)
● Area of circle = 𝜋r2, where
L = length, w = width, b = base, h = height, r = radius. (Retrieved from: Collins CSEC Mathematics page 300)

Volume: A measure of the number of cubic units of space an object occupies.

Volume Formulae
● 1000 cm3 = 1 l
● Volume of a prism = area of base x height (Ah)
● Volume of cube = l x l x l (l3)

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 44
 ● Volume of cuboid = l x w x b (lwb)
● Volume of cylinder = 𝜋 𝑥 𝑟 𝑥 𝑟 𝑥 ℎ (𝜋r2h), where
l = length, r = radius, w = width, h = height, b = breadth. (Retrieved from: Collins CSEC Mathematics page 300)

Consumer Arithmetic
● Cost Price The amount paid to purchase goods and services
● Selling Price, the amount at which goods and services are sold.
● Profit The amount of money gained on the sale of an item. It is obtained when the selling price is more than the cost price.
● Loss The amount of money lost on the sale of an item. It is obtained when the selling price is more than the cost price.
𝑝𝑟𝑜𝑓𝑖𝑡 100%
● Percentage profit = 𝑐𝑜𝑠𝑡 𝑝𝑟𝑖𝑐𝑒 x 1
𝑙𝑜𝑠𝑠 100%
● Percentage loss = 𝑐𝑜𝑠𝑡 𝑝𝑟𝑖𝑐𝑒 x (Retrieved from: Collins CSEC Mathematics page 122)
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Inclusive Resources and Materials (texts, family &community knowledge and resources, web resources)

a) Playing cards
b) Bristol board or typing sheets
c) Cylindrical household items
d) Base ten (10) cubes/ small cubes
e) Pieces of string or yarn
f) Geometrical solids
g) Internet
h) calculator

Ministry of Education Curriculum Development Unit- Teacher Resource Centre Enhanced Curriculum: Mathematics – Form Two (2) 45