Form I — Scheme of Work
Basic Mathematics · O-Level (Form I–IV) · competence-based (TIE) · adapt weeks to your term calendar
| Month | Week | Main Competence | Specific Competences | Topic | Sub-topic | Teaching & Learning Activities | Methods | Resources | Assessment | Periods | References | Remarks |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| January | 1–2 | Use whole numbers and the four basic operations to solve problems in everyday life. |
| Numbers (Base Ten) | Key concepts and applications | In groups, learners use place-value charts and number lines to represent numbers and carry out operations, then create and solve real-life money and distance problems. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| January | 3–4 | Apply fractions, decimals and percentages to solve problems involving parts of quantities and money. |
| Fractions, Decimals & Percentage | Key concepts and applications | Learners fold paper and share objects to model fractions, convert between the three forms, and solve market and price problems, explaining their reasoning. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| February | 5–6 | Use standard units of measurement to express and convert quantities in daily life. |
| Units | Key concepts and applications | Learners measure objects around the school, record results in a table and convert between units. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| February | 7–8 | Use rounding and significant figures to estimate quantities and check the reasonableness of answers. |
| Approximations | Key concepts and applications | Learners estimate quantities such as distances or crowd sizes, then calculate the exact value and compare it with their estimate. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| March | 9–10 | Identify geometric figures and use the properties of lines and angles to solve problems. |
| Geometry | Key concepts and applications | Learners use rulers and protractors to draw and measure angles, then investigate relationships between angles. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| March | 11–12 | Use algebraic symbols and simple equations to represent and solve everyday problems. |
| Algebra | Key concepts and applications | Learners translate word problems into expressions and equations, solve them, and check their solutions by substitution. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| April | 13–14 | Apply ratio, proportion and percentage to trade and sharing situations. |
| Ratio, Profit & Loss | Key concepts and applications | Learners role-play buying and selling goods, computing profit, loss and sharing money in given ratios. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| April | 15–16 | Locate and plot points on the Cartesian plane and interpret their positions. |
| Coordinate Geometry | Key concepts and applications | Learners plot given coordinates on graph paper to form shapes or pictures and describe the positions of points. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |
| May | 17–18 | Calculate the perimeters and areas of common plane figures and apply them to real problems. |
| Perimeters & Areas | Key concepts and applications | Learners measure classroom surfaces and the school compound, then compute perimeter and area and compare their methods. | Brainstorming, guided discussion, demonstration, group work, question & answer. | Textbooks, charts, real objects, chalkboard, digital content. | Oral questions, written exercises, practical tasks, observation and portfolio. | 4 | Basic Mathematics syllabus (TIE); approved Basic Mathematics textbook. | — |