Measurements and Geometry

Area of a Part of a Circle - Area of an annulus

By the end of the lesson, the learner should be able to:
- Determine the area of an annulus in different situations
- Calculate the area of the region between two concentric circles
- Apply the area of an annulus to real-life objects such as swimming pool pavements, roundabouts and car tyres

In groups, learners are guided to:
- Use circular shapes or objects to identify concentric rings formed by inner and outer space
- Work out the area of an annulus as the difference between the area of the outer circle and the inner circle

How do we use the concept of the area of a part of a circle in real life?

- Master Core Mathematics Grade 10 pg. 161
- Circular objects
- Compasses
- Scientific calculators

- Observation - Oral questions - Written assignments

Measurements and Geometry

Area of a Part of a Circle - Area of a sector of a circle
Area of a Part of a Circle - Area of an annular sector
Area of a Part of a Circle - Application of area of an annular sector

By the end of the lesson, the learner should be able to:
- Work out the area of a sector of a circle
- Apply the formula Area = (θ/360) × πr²
- Relate the area of a sector to real-life situations such as area swept by a clock hand, paper fans and garden gates

In groups, learners are guided to:
- Work in a group and use paper cutouts to make sectors of circles to determine their areas
- Calculate the area of sectors using the formula

How do we use the concept of the area of a part of a circle in real life?

- Master Core Mathematics Grade 10 pg. 163
- Compasses and protractors
- Paper cutouts
- Scientific calculators
- Master Core Mathematics Grade 10 pg. 166
- Rulers
- Master Core Mathematics Grade 10 pg. 167
- Scientific calculators
- Protractors

- Observation - Oral questions - Written assignments

Measurements and Geometry

Area of a Part of a Circle - Area of a segment of a circle
Area of a Part of a Circle - Application of area of a segment
Area of a Part of a Circle - Area of common region between two intersecting circles
Area of a Part of a Circle - Common region (finding radii and angles)

By the end of the lesson, the learner should be able to:
- Work out the area of a segment of a circle
- Apply the formula: Area of segment = Area of sector − Area of triangle
- Relate the area of a segment to real-life shapes such as the top part of an arched door or a crescent moon drawing

In groups, learners are guided to:
- Draw different segments of a circle and calculate their area
- Use the perpendicular from the centre to bisect the chord and determine the angle

How do we use the concept of the area of a part of a circle in real life?

- Master Core Mathematics Grade 10 pg. 169
- Compasses and protractors
- Rulers and geometrical set
- Scientific calculators
- Master Core Mathematics Grade 10 pg. 171
- Scientific calculators
- Protractors
- Master Core Mathematics Grade 10 pg. 173
- Compasses and rulers
- Master Core Mathematics Grade 10 pg. 175

- Observation - Oral questions - Written tests

Measurements and Geometry

Area of a Part of a Circle - Further problems on common region
Area of a Part of a Circle - Application to real-life situations

By the end of the lesson, the learner should be able to:
- Solve further problems involving the area of the common region between two intersecting circles
- Work out problems involving overlapping circles with different radii
- Use the area of intersecting circles to solve practical problems such as planning water sprinkler coverage and designing logos

In groups, learners are guided to:
- Work out further problems on the area of the common region
- Use digital devices and other resources to learn more about the area of a part of a circle

How do we use the concept of the area of a part of a circle in real life?

- Master Core Mathematics Grade 10 pg. 177
- Scientific calculators
- Digital resources
- Rulers and geometrical set
- Locally available materials
- Digital resources

- Observation - Oral questions - Written tests

Measurements and Geometry

Surface Area and Volume of Solids - Surface area of prisms
Surface Area and Volume of Solids - Surface area of pyramids
Surface Area and Volume of Solids - Surface area of cones

By the end of the lesson, the learner should be able to:
- Determine the surface area of prisms (triangular prisms, cuboids, cylinders, hexagonal prisms)
- Draw the net of a prism and calculate the area of each face
- Relate surface area of prisms to real-life applications such as packaging, labelling containers and painting walls

In groups, learners are guided to:
- Cut a prism along the edges and lay out the faces to form a net
- Identify the shapes forming the net and work out the area of each shape
- Add the areas to get the total surface area

How do we determine the surface area and volume of solids?

- Master Core Mathematics Grade 10 pg. 179
- Models of prisms
- Scissors
- Rulers and geometrical set
- Master Core Mathematics Grade 10 pg. 184
- Models of pyramids
- Rulers and geometrical set
- Scientific calculators
- Master Core Mathematics Grade 10 pg. 186
- Models of cones

- Observation - Oral questions - Written assignments

Measurements and Geometry

Surface Area and Volume of Solids - Surface area of frustums
Surface Area and Volume of Solids - Surface area of spheres and hemispheres
Surface Area and Volume of Solids - Surface area of composite solids

By the end of the lesson, the learner should be able to:
- Determine the surface area of frustums of cones and pyramids
- Extend slant heights to obtain the original solid and subtract the cut-off part
- Apply surface area of frustums to real-life objects such as lamp shades, buckets and flower vases

In groups, learners are guided to:
- Extend the slant heights of a frustum to obtain the original solid
- Calculate the curved surface area of the original solid and the small solid cut off
- Subtract and add the top area to get the frustum's surface area

How do we determine the surface area and volume of solids?

- Master Core Mathematics Grade 10 pg. 188
- Models of frustums
- Rulers and geometrical set
- Scientific calculators
- Master Core Mathematics Grade 10 pg. 191
- Spherical objects
- String and rulers
- Master Core Mathematics Grade 10 pg. 193
- Models of composite solids

- Observation - Oral questions - Written tests

Measurements and Geometry

Surface Area and Volume of Solids - Volume of prisms
Surface Area and Volume of Solids - Volume of pyramids
Surface Area and Volume of Solids - Volume of cones

By the end of the lesson, the learner should be able to:
- Calculate the volume of prisms (triangular, rectangular, cylindrical, hexagonal)
- Apply the formula Volume = Cross-section area × Length
- Relate the volume of prisms to real-life applications such as aquariums, water pipes and metal bars

In groups, learners are guided to:
- Collect different models of prisms and discuss how to determine their volume
- Work out the cross-sectional area and multiply by the length to get the volume

How do we determine the surface area and volume of solids?

- Master Core Mathematics Grade 10 pg. 196
- Models of prisms
- Rulers
- Scientific calculators
- Master Core Mathematics Grade 10 pg. 198
- Models of pyramids
- Rulers and geometrical set
- Master Core Mathematics Grade 10 pg. 200
- Models of cones and cylinders
- Sand or water

- Observation - Oral questions - Written tests

Measurements and Geometry

Surface Area and Volume of Solids - Volume of frustums
Surface Area and Volume of Solids - Volume of spheres and hemispheres

By the end of the lesson, the learner should be able to:
- Calculate the volume of frustums of cones and pyramids
- Extend slant heights to form the original solid and subtract the volume of the cut-off part
- Apply the volume of frustums to real-life objects such as buckets, water tanks and washing sinks

In groups, learners are guided to:
- Extend the slant heights of a frustum to obtain the original solid
- Calculate the volume of the original solid and the small solid cut off
- Subtract to get the volume of the frustum

How do we determine the surface area and volume of solids?

- Master Core Mathematics Grade 10 pg. 201
- Models of frustums
- Rulers
- Scientific calculators
- Master Core Mathematics Grade 10 pg. 204
- Spherical objects
- String and rulers

- Observation - Oral questions - Written tests

Measurements and Geometry

Surface Area and Volume of Solids - Volume of composite solids

By the end of the lesson, the learner should be able to:
- Determine the volume of composite solids
- Identify the component shapes, calculate individual volumes and sum them
- Relate composite solids to real-life objects such as LPG tanks, silos and trophies

In groups, learners are guided to:
- Collect a model of a composite solid and identify all the basic shapes
- Work out the volume of each shape and add the volumes
- Solve problems involving composite solids

Why do we determine the surface area and volume of solids?

- Master Core Mathematics Grade 10 pg. 206
- Models of composite solids
- Rulers
- Scientific calculators

- Observation - Oral questions - Written tests

Measurements and Geometry

Surface Area and Volume of Solids - Application to real-life situations
Vectors I - Vector and scalar quantities
Vectors I - Vector notation

By the end of the lesson, the learner should be able to:
- Apply surface area and volume of solids to solve mixed real-life problems
- Combine different formulae to solve problems involving various solids
- Use the concepts of surface area and volume in practical situations such as determining quantities of materials for construction, painting and storage capacity

In groups, learners are guided to:
- Use appropriate containers from the local environment to work out the volume and capacity
- Use digital devices and other resources to work out the surface area and volume of solids
- Solve combined problems involving surface area and volume

Why do we determine the surface area and volume of solids?

- Master Core Mathematics Grade 10 pg. 206
- Containers from the local environment
- Scientific calculators
- Digital resources
- Master Core Mathematics Grade 10 pg. 208
- Measuring tape
- Magnetic compass
- Stopwatch
- Master Core Mathematics Grade 10 pg. 209
- Charts
- Rulers

- Observation - Oral questions - Written tests

Measurements and Geometry

Vectors I - Representation of vectors
Vectors I - Equivalent vectors
Vectors I - Addition of vectors using head-to-tail method
Vectors I - Addition of vectors using parallelogram method

By the end of the lesson, the learner should be able to:
- Represent vectors geometrically using directed line segments
- Draw vectors showing magnitude and direction on diagrams
- Connect vector representation to real-life navigation such as giving directions using landmarks and compass bearings

In groups, learners are guided to:
- Mark two points on the floor and walk from one to the other to demonstrate vector direction
- Draw vectors on plain paper and grids showing initial and terminal points
- Represent given vectors using diagrams and share work with peers

How do we represent the magnitude and direction of a vector on a diagram?

- Master Core Mathematics Grade 10 pg. 210
- Rulers
- Graph papers
- Charts
- Digital resources
- Master Core Mathematics Grade 10 pg. 211
- Charts showing cuboids
- Master Core Mathematics Grade 10 pg. 213
- Geometrical set
- Master Core Mathematics Grade 10 pg. 214

- Oral questions - Observation - Written assignments

Measurements and Geometry

Vectors I - Multiplication of vectors by scalar
Vectors I - Column vectors
Vectors I - Position vectors

By the end of the lesson, the learner should be able to:
- Multiply vectors by positive, negative and zero scalars
- Simplify expressions involving scalar multiplication of vectors
- Connect scalar multiplication to real-life situations such as doubling or tripling a journey's displacement or reversing direction

In groups, learners are guided to:
- Draw a vector on a graph paper and multiply its length by 2, -2 and 0
- Draw the new vectors and compare length and direction
- Simplify vector expressions involving scalar multiples and share work with peers

What happens to a vector when it is multiplied by a scalar?

- Master Core Mathematics Grade 10 pg. 216
- Graph papers
- Rulers
- Charts
- Digital resources
- Master Core Mathematics Grade 10 pg. 218
- Grids
- Master Core Mathematics Grade 10 pg. 221
- Geometrical set
- Calculators

- Oral questions - Observation - Written assignments

Measurements and Geometry

Vectors I - Magnitude of a vector and midpoint of a vector

By the end of the lesson, the learner should be able to:
- Determine the magnitude of a vector using the Pythagorean theorem
- Calculate the midpoint of a vector given coordinates of two points
- Relate magnitude and midpoint to real-life applications such as finding the straight-line distance between two towns or the halfway point of a journey

In groups, learners are guided to:
- Draw a right-angled triangle from a vector on a grid and use Pythagoras' theorem to find the magnitude
- Calculate magnitude of different vectors and determine midpoints of given vectors
- Solve problems involving magnitude and midpoint and share work with peers

How do we determine the length of a vector and the midpoint between two points?

- Master Core Mathematics Grade 10 pg. 224
- Graph papers
- Rulers
- Calculators
- Digital resources

- Oral questions - Observation - Written assignments

Measurements and Geometry

Vectors I - Translation vector
Linear Motion - Distance, displacement, speed, velocity and acceleration
Linear Motion - Velocity

By the end of the lesson, the learner should be able to:
- Define and determine translation vectors as a transformation
- Find the image of a point or shape under a given translation
- Relate translation vectors to real-life movements such as sliding furniture across a room or shifting objects on a conveyor belt without rotating them

In groups, learners are guided to:
- Draw a Cartesian plane and place a triangular paper cutout, then slide it and record new coordinates
- Express the movement as a column vector and determine images of points under translation
- Draw objects and their images under translation on the same axes and share work

How do we use vectors to describe the movement of objects without turning?

- Master Core Mathematics Grade 10 pg. 227
- Graph papers
- Rulers
- Paper cutouts
- Geometrical set
- Digital resources
- Master Core Mathematics Grade 10 pg. 231
- Measuring tape
- Stopwatch
- Master Core Mathematics Grade 10 pg. 232
- Toy car or marble
- Wooden plank

- Oral questions - Observation - Written assignments

Measurements and Geometry

Linear Motion - Acceleration and deceleration
Linear Motion - Displacement-time graph
Linear Motion - Interpreting displacement-time graph
Linear Motion - Velocity-time graph

By the end of the lesson, the learner should be able to:
- Define acceleration and deceleration and state their units
- Calculate acceleration given initial velocity, final velocity and time
- Relate acceleration and deceleration to real-life situations such as a vehicle speeding up on a highway, braking to stop at a red light or a rocket launching into space

In groups, learners are guided to:
- Roll a ball down a ramp and measure velocity at two intervals to determine acceleration
- Calculate acceleration and deceleration from given data
- Solve problems involving motorbikes, planes and trains and share work with peers

How do we determine how quickly a body speeds up or slows down?

- Master Core Mathematics Grade 10 pg. 234
- Measuring tape
- Stopwatch
- Ball
- Ramp
- Calculators
- Digital resources
- Master Core Mathematics Grade 10 pg. 236
- Graph papers
- Rulers
- Calculators
- Master Core Mathematics Grade 10 pg. 238
- Master Core Mathematics Grade 10 pg. 241
- Tape measure

- Oral questions - Observation - Written assignments

Measurements and Geometry

Linear Motion - Interpreting velocity-time graph
Linear Motion - Relative speed of bodies moving in opposite and same directions
Linear Motion - Relative speed involving delayed departure and passing lengths

By the end of the lesson, the learner should be able to:
- Interpret velocity-time graphs to determine acceleration, deceleration and distance
- Calculate acceleration from the gradient and distance from the area under a velocity-time graph
- Relate graph interpretation to real-life situations such as determining a rally car's acceleration on different road sections or total distance covered by a train between stations

In groups, learners are guided to:
- Consider velocity-time graphs and describe the motion at each section
- Calculate the gradient at each section to determine acceleration or deceleration
- Work out the area under the graph to determine total distance covered and share findings

What do the gradient and area under a velocity-time graph represent?

- Master Core Mathematics Grade 10 pg. 244
- Graph papers
- Rulers
- Calculators
- Digital resources
- Master Core Mathematics Grade 10 pg. 248
- Tape measure
- Stopwatch
- Balls
- Master Core Mathematics Grade 10 pg. 250

- Oral questions - Observation - Written assignments

Statistics and Probability

Statistics I - Collection of data
Statistics I - Frequency distribution table for ungrouped data
Frequency distribution table for ungrouped data - Practice

By the end of the lesson, the learner should be able to:
- Define the term data and identify different sources of data
- Collect and record data using appropriate methods such as interviews, observations and questionnaires
- Relate data collection to real life situations like recording daily class attendance, transport modes or market surveys

- Discuss the meaning of the term data and explore different data sources
- Identify and use different methods of collecting data such as interviews, observations, experimentations and questionnaires
- Collect data on the mode of transport learners use to school and record findings in a table
- Share findings with other learners in class

What is data and why do we collect it?

- Master Core Mathematics Grade 10 pg. 252
- Digital resources
- Charts
- Master Core Mathematics Grade 10 pg. 254
- Rulers
- Master Core Mathematics Grade 10 pg. 256

- Oral questions - Observation - Written assignments

Statistics and Probability

Statistics I - Frequency distribution table for grouped data
Statistics I - Mean of ungrouped data
Statistics I - Mode and median of ungrouped data

By the end of the lesson, the learner should be able to:
- Determine the range and suitable class width for a given set of data
- Draw a frequency distribution table for grouped data
- Relate grouped data tables to real life situations such as recording masses of athletes, scores of participants or heights of learners

- Collect marks scored by learners in the last assessment and identify the lowest and highest marks
- Discuss the most suitable class width and organise data into classes
- Count and record how many items fall in each class using tally marks
- Discuss the importance of grouping data and share work with peers

Why is it important to group data into classes?

- Master Core Mathematics Grade 10 pg. 258
- Digital resources
- Rulers
- Master Core Mathematics Grade 10 pg. 260
- Calculators
- Digital resources
- Master Core Mathematics Grade 10 pg. 264

- Written assignments - Oral questions - Observation

Statistics and Probability

Statistics I - Mean of grouped data
Statistics I - Mode of grouped data
Statistics I - Median of grouped data

By the end of the lesson, the learner should be able to:
- Calculate the midpoint of each class in a grouped frequency distribution
- Determine the mean of grouped data using the formula x̄ = Σfx/Σf
- Relate mean of grouped data to real life situations like determining average marks in a Mathematics assessment, average heights of learners or average ages of bus passengers

- Collect marks scored by learners and group them into appropriate classes
- Calculate the midpoint of each class and complete a frequency distribution table with columns for class, midpoint, frequency and fx
- Work out the mean using the formula x̄ = Σfx/Σf
- Share work with other learners in class

How do we calculate the mean when data is grouped into classes?

- Master Core Mathematics Grade 10 pg. 268
- Calculators
- Digital resources
- Master Core Mathematics Grade 10 pg. 270
- Master Core Mathematics Grade 10 pg. 274

- Written assignments - Oral questions

Statistics and Probability

Statistics I - Histograms with equal class width
Statistics I - Histograms with unequal class width

By the end of the lesson, the learner should be able to:
- Determine class boundaries from grouped data
- Draw histograms with equal class widths to represent grouped data
- Relate histograms to real life situations like representing scores of learners in tests, masses of athletes or goals scored by teams in a tournament

In groups, learners are guided to:
- Discuss the components of a histogram including class boundaries and frequency
- Calculate class boundaries for each class in a frequency distribution table
- Draw rectangular bars with heights proportional to frequency ensuring bars touch each other
- Use a suitable scale to represent data accurately on a histogram

How do we represent grouped data using a histogram?

- Master Core Mathematics Grade 10 pg. 278
- Graph papers
- Rulers
- Calculators
- Master Core Mathematics Grade 10 pg. 280

- Written assignments - Observation

Statistics and Probability

Statistics I - Frequency polygons

By the end of the lesson, the learner should be able to:
- Calculate midpoints of classes and plot frequency against midpoints
- Draw frequency polygons for single and comparative data sets
- Relate frequency polygons to real life situations like comparing daily temperatures of two towns, comparing delivery records across months or comparing marks in different subjects

In groups, learners are guided to:
- Calculate the midpoint of each class in a frequency distribution table
- Plot points of frequency against midpoints on graph paper and join them with straight lines
- Extend the polygon by adding imaginary classes at both ends with frequency zero
- Draw two or more frequency polygons on the same axes for comparison

How do we use frequency polygons to compare data sets?

- Master Core Mathematics Grade 10 pg. 282
- Graph papers
- Rulers
- Calculators

- Written assignments - Observation

Statistics and Probability

Statistics I - Interpretation of data from histograms
Statistics I - Interpretation of data from frequency polygons

By the end of the lesson, the learner should be able to:
- Read and extract information from histograms including modal class and frequencies
- Determine the median class and draw a vertical line showing the median on a histogram
- Relate interpretation of histograms to real life situations like analysing ages of people attending a medical camp, marks in assessments or heights of finger millets on a school farm

In groups, learners are guided to:
- Study given histograms and prepare frequency distribution tables from them
- Determine the total number of items, modal frequency and modal class from histograms
- Identify the median class and draw a vertical line to show where the median lies
- Calculate the number of items above or below certain values using the histogram

What information can we extract from a histogram?

- Master Core Mathematics Grade 10 pg. 284
- Graph papers
- Rulers
- Calculators
- Master Core Mathematics Grade 10 pg. 286

- Written assignments - Oral questions

Statistics and Probability

Probability I - Experimental probability
Probability I - Range of probability measure

By the end of the lesson, the learner should be able to:
- Define experimental probability and identify trials and outcomes in experiments
- Calculate experimental probability from results of experiments
- Relate experimental probability to real life situations like predicting rainfall days in a month, chances of a team winning based on past results or likelihood of arriving to school on time

- Toss a coin ten times and record the outcome as head or tail
- Carry out experiments such as throwing a die and recording the number on the top face
- Calculate experimental probability using the formula: number of favourable outcomes ÷ total number of trials
- Share findings with other learners in class

How do we use past results to predict future outcomes?

- Master Core Mathematics Grade 10 pg. 286
- Coins
- Dice
- Digital resources
- Master Core Mathematics Grade 10 pg. 289
- Coloured pens

- Oral questions - Observation - Written assignments

Statistics and Probability

Probability I - Probability space

By the end of the lesson, the learner should be able to:
- List the probability space for single and combined events
- Generate probability spaces using tables and lists for coins and dice
- Relate probability spaces to real life situations like listing possible weather outcomes, possible results of tossing two coins or possible outcomes when rolling two dice

In groups, learners are guided to:
- List all possible outcomes when a coin is tossed once and when tossed twice
- Generate the probability space for two dice tossed together using a two-way table
- Make a spinning wheel and list all possible outcomes after spinning
- Record outcomes in a frequency table and share results with peers

How do we list all possible outcomes of an experiment?

- Master Core Mathematics Grade 10 pg. 290
- Coins
- Dice
- Cards
- Spinning wheel

- Written assignments - Oral questions - Observation

Statistics and Probability

Probability I - Mutually exclusive events
Mutually exclusive events - Practice

By the end of the lesson, the learner should be able to:
- Define mutually exclusive events and identify them in different situations
- Calculate probabilities of mutually exclusive events
- Relate mutually exclusive events to real life situations like choosing between bus or walking to school, voting for one candidate in an election or selecting between STEM and Social Sciences pathways

In groups, learners are guided to:
- Discuss the meaning of mutually exclusive events and why the occurrence of one prevents the other
- Toss a coin once and determine the probability of getting a head or a tail
- Identify real life events that are mutually exclusive such as elections and career pathway choices
- Calculate probabilities where P(A and B) = 0 and P(A or B) = 1

Why can't two mutually exclusive events happen at the same time?

- Master Core Mathematics Grade 10 pg. 293
- Coins
- Marbles
- Digital resources
- Master Core Mathematics Grade 10 pg. 295
- Calculators

- Written assignments - Oral questions

Statistics and Probability

Probability I - Independent events

By the end of the lesson, the learner should be able to:
- Define independent events and distinguish them from mutually exclusive events
- Calculate the probability of independent events using P(A and B) = P(A) × P(B)
- Relate independent events to real life situations like the probability of two factory machines failing on the same day, a learner being absent while it rains or drawing balls from two separate bags

In groups, learners are guided to:
- Discuss the meaning of independent events where one event does not affect the other
- Toss a coin twice and determine the probability of getting two heads, two tails or a head and a tail
- Calculate probabilities of combined independent events using multiplication
- Solve problems involving independent events from two separate groups

How do we calculate the probability of two events that do not affect each other?

- Master Core Mathematics Grade 10 pg. 296
- Coins
- Dice
- Bags with balls

- Written assignments - Oral questions

Statistics and Probability

Probability I - Addition law of probability
Probability I - Multiplication law of probability

By the end of the lesson, the learner should be able to:
- State and apply the addition law of probability: P(A or B) = P(A) + P(B)
- Calculate the probability of either event occurring in mutually exclusive situations
- Relate addition law to real life situations like the probability of picking either a yellow or white ball from a box, rolling an odd or even number on a die or getting a specific number or a prime number

- Discuss the meaning of 'or' in probability using Junior School knowledge
- Roll a fair die and determine the probability of getting 1 or 2, an odd number or an even number
- Apply the addition law P(A or B) = P(A) + P(B) to solve problems involving mutually exclusive events
- Share work with other learners in class

When do we add probabilities together?

- Master Core Mathematics Grade 10 pg. 298
- Dice
- Balls of different colours
- Calculators
- Master Core Mathematics Grade 10 pg. 299
- Coins
- Fruit baskets

- Written assignments - Oral questions

Statistics and Probability

Probability I - Probability tree diagrams
Probability tree diagrams - Without replacement
Probability tree diagrams - Application to real life

By the end of the lesson, the learner should be able to:
- Draw probability tree diagrams showing all possible outcomes and their probabilities
- Calculate probabilities of combined events by multiplying along branches of a tree diagram
- Relate tree diagrams to real life situations like drawing coloured pens from a bag, picking counters without replacement or selecting marbles with replacement

In groups, learners are guided to:
- Toss a fair coin twice and draw a tree diagram showing all possible outcomes
- Put coloured pens in a bag, draw one, replace it and draw another, then represent using a tree diagram
- Multiply probabilities along branches to find probabilities of specific outcomes
- Determine probabilities of events such as getting two of the same colour or at least one of a specific colour

How do tree diagrams help us visualise and calculate probabilities?

- Master Core Mathematics Grade 10 pg. 301
- Coins
- Coloured pens
- Marbles
- Bags
- Master Core Mathematics Grade 10 pg. 303
- Balls of different colours
- Bags
- Calculators
- Master Core Mathematics Grade 10 pg. 305
- Calculators
- Digital resources
- Dice

- Written assignments - Oral questions - Observation