Roseville Secondary School Enugu

A project of Ikota Educational Foundation.

First Term 2025/2026 Academic Session SUBJECT : Mathematics
CLASS: JSS 3

EXPECTATIONS

1. PRINT AND SPIRAL BIND

2. THREE GRADED ASSESSMENT OF 20 MARKS BEFORE CAT = 60%
3. CAT : 40%
4. NON-GRADED ASSESSMENT
5. PROJECT TO BE SUBMITTED IN Week 7 (Tuesday)
6. THREE GRADED ASSESSMENT OF 20 MARKS BEFORE EXAM = 60%
7. EXAMINATION 40%

NAME OF TEACHER: Mrs. Elo Tochi

FOR ENQUIRIES: cynthiaelo93@[Link]

07036820895

SCHEME OF WORK
 WEEK TOPIC
1 Simultaneous Linear Equations:
Graphical and Substitution
Methods
2 Simultaneous Linear Equations:
Elimination Method
3 Similar Shapes
4 Variation

5 CAT/PROJECT/MID TERM
6 BREAK
7 Pythagoras Theorem

9 Trigonometry 1: Tangent of Angles

10 Trigonometry 2: Sine and Cosine of
Angles

PROJECT

Solve from 2020-2025 of your lasswell evergreen solutions

SUBMISSION DATE: Week 7

WEEK 1 and 2
SIMULTANEOUS LINEAR EQUATIONS
(Graphical Method, Elimination and Substitution Methods)
Learning objectives: Students should be able to:
a) Compile table of values for simultaneous linear functions.
b) Solve problems involving linear simultaneous equations in two variables graphically.
c) Solve simultaneous linear equations using elimination method.
d) Solve simultaneous linear equations using substitution method.
e) Apply both elimination and substitution method to solve problems involving real life activities.

Elimination Method
When given two simultaneous linear equations with two unknowns, we can also apply the elimination
method. The elimination method involves choosing a variable to eliminate.
Start by multiplying both equations by appropriate constants so that in each equation the chosen variable has
the same coefficient (disregarding its sign: whether it is positive or negative).
Then, depending on the sign of the coefficient of this same variable, either add or subtract one equation from
the other so that the terms involving the variable to be eliminated cancel out.
The remaining equation is in one variable, and can be solved in the usual way; the value of that variable is
then substituted into one of the original equations to find the value of the eliminated variable.

Examples: See New General Mathematics Textbook 3: Exercise 14d numbers 2, 3, and 10 page 134.
Evaluation: See New General Mathematics Textbook 3: Exercise 14d numbers 4 page 134.
Assignment: See New General Mathematics Textbook 3: Exercise 14d number 6 page 134.

Solve this simultaneous equation by substitution method: 4x + y = 13 and 5x - 3y = 12.

4x + y = 13--------- (1)
5x -3y =12----------- (2)
Equation 1 x3
12x +3y = 39------ (3)
5x - 3y = 12-------- (2)
17x = 51
17x = 51
Divide both sides by 17
x=3
Substitute 3 for x in equation 1
4x + y = 13
4(3) + y = 13
12 + y = 13
Collect like terms
y = 13 - 12
y=1
Therefore x = 3 and y = 1

3a = 2b + 1
3b = 5a - 3
Rearrange the equations
3a - 2b = 1----- (3)
-5a +3b = -3---- (4)
2x +5y = 4 (1)
2x - 2y = 18 (2)

Multiply (1) by -1
-2x -5y = -4 (3)
2x - 2y = 18
0 -7y = 14
y = -2
2x +5(-2) = 4
2x - 10 = 4
2x = 4 + 10
2x = 14
x=7
x = 7, y = -2

Solving simultaneous linear equations algebraically using elimination method.

Examples: See New General Mathematics Textbook 3 ; Exercise 14d numbers 11, 12 and 17 page 134.
Evaluation: See New General Mathematics Textbook 3; Exercise 14d numbers 13and 14 page 134.
Assignment: See Revision Test 14 number 1 page 137

Use simultaneous linear equation methods to solve word/real-life problems.

Examples: See New General Mathematics Textbook 3; Exercise 14e numbers 1-2, 9 and 10
Evaluation: See New General Mathematics Textbook 3; Exercise 14e numbers 3 and 4
Assignment: See New General Mathematics Workbook 3 chapter 14 numbers 4 and 6.
 Table of values for linear equation in two variables: Represent a linear equation in two variables on a
graph.
Examples: See New General Mathematics Textbook 3
Exercise 14a numbers 1and 3, pages 129.
Evaluation: See New General Mathematics Textbook 3
Exercise 14a number 5
Assignment: See New General Mathematics Textbook 3 chapter 14, Exercise 14a number 7.

Solving simultaneous linear equations graphically.

Examples: See New General Mathematics Textbook 3
Exercise 14b number 1page 131.
Evaluation: See New General Mathematics Workbook 3 chapter 14 number 1.
Assignment: Study your note

WEEK 3
SIMILAR SHAPES
Learning objectives: By the end of this lesson, the students should be able to:
i. Decide whether plane and solid shapes are similar or not.
ii. State and apply the properties of similar triangles.
iii. Name similar figures correctly.
iv. find the ratio of corresponding lengths
v. Draw an enlargement of a shape, given the centre of enlargement and the scale factor of the enlargement.

Similar shapes

The concept of similar triangles and congruent triangles are two different terms that are closely related.
Similar triangles are two or more triangles with the same shape, equal pair of corresponding angles, and the
same ratio of the corresponding sides.

Examples: See New General Mathematics Textbook 3, page 59 fig. 7.1 and 7.2
Evaluation: See New General Mathematics Workbook 3, Chapter 7 number 1.
Assignment : Study properties of similar triangles.
Properties of similar triangles.
Two polygons of the same number of sides are similar, if
(i) their corresponding angles are equal and
(ii) their corresponding sides are in the same ratio (or proportion).

General class activity: Exercise 7a numbers 1-4

Assignment: See New General Mathematics Workbook 3, Chapter 7 number 2.

 Naming similar figures correctly.
Examples: See New General Mathematics Textbook 3 Exercise 7b numbers 1, 2 and 4.
Evaluation: See New General Mathematics Textbook 3 Exercise 7b numbers 3.
Assignment: See New General Mathematics Workbook 3, Chapter 7 numbers 3 and 4.

Finding the ratio of corresponding lengths of similar shapes.

A ratio shows the relative sizes of two or more values.

Examples: See New General Mathematics Textbook 3

Exercise 7c numbers 1 and 2.
Evaluation: See New General Mathematics Textbook 3
Exercise 7c numbers 7.
Assignment: See New General Mathematics Textbook 3
Revision Test 7 number 5

Drawing an enlargement of a shape

Examples: See New General Mathematics Textbook 3 fig. 7.23 and example 10 pages 69 - 70.
Evaluation: See New General Mathematics Textbook 3, Exercise 7f number 1
Assignment: Study your note.

WEEK 4
VARIATION
Learning objectives: students should be able to:
a. Identify direct, inverse, joint and partial variation
b. Deduce the constant of proportionality, k for each type of variation;
c. Write equations connecting the variables;
d. Solve algebraic and word problems on variation.

Variation may be explained as the relationship that exist between two or more quantities in which change in
one quantity leads to a change in the other(s).
Variation is the change in size, amount or value of a variable in relation to another variable. The types of
variation are direct, inverse, joint and partial variations.
Direct variation equations are of the form y = kx, where k ≠ 0.
The graph of y = kx always passes through the origin.
Equations of direct variation
Examples of equations that are direct variations:
� = −4�
= 5
� = (−4/6)�
= (2/3)
= 100
Equations that are not direct variations:
� = −4� + 2
� = 5� − 5/7
� = (−4/6)� + 7
= (2/3) + 3
= 100 + 5

Activity:
A recipe for 6 cupcakes needs 1 cup of flour. The number of cupcakes you can make varies directly with the
amount of flour. How many cupcakes can you make with 4 cups of flour?
See New General Mathematics for Senior Secondary Schools 1
Ex. 18a numbers 1,2, 7 and 14
Evaluation
See New General Mathematics for Senior Secondary Schools 1; Ex. 18a numbers 3, 8 and 15
Assignment:
The length L of a simple pendulum varies directly as its period T. If a pendulum with period 4 seconds is 64
cm long, find the length of a pendulum whose period is 9 seconds.

INDIRECT/INVERSE VARIATION:
Inverse variation is a situation where one value increases while the other value decreases.
It is the relationships between variables that are represented in the form of y = k/x, where x and y are two
variables and k is the constant value. It states if the value of one quantity increases, then the value of the
other quantity decreases.

Example 1: If x varies inversely with y, and x = 10 and y = 4, then what is the value of constant of variation?
Solution: Given, x varies inversely with y.
Let the constant of variation be k.
x = k/y
or k = xy
But x = 10 and y = 4 (given)
So,
k = 10 x 4 = 40
Hence, the constant of variation is 40.

Example 2: If x and y are in an inverse variation and k/3 = 2, and k/x = 3, then find the value of x when y =
2.
Solution: Given, k/3 = 2
then, k = 3 x 2 = 6
k/x = 3
So, x = k/3 = 6/3 = 2
Hence, if y = 2, then ;
x = k/y = 6/2 = 3

Evaluation: The length of a violin string varies inversely as the frequency of its vibrations. A violin
string 14 inches long vibrates at a frequency of 450cycles per second. Find the frequency of a 12-inch violin
string.

JOINT AND PARTIAL VARIATION

Joint variation describes a situation where one variable depends on two (or more) other variables,
and varies directly as each of them when the others are held constant. We say z varies jointly as x and y if
z = kxy

where k is the constant.

Partial variation is variation written as sum of terms.

For instance: y = k + ax
Reads: “y is partly constant and partly varies as x”.
Where “a”is the constant of variation.

Activities
1) A is in joint variation with B and square of C. When A = 144, B = 4 and C = 3. Then what is the value
of A when B = 6 and C = 4?
2) If y varies directly as x and partly as the square of q, rewrite the statement connecting the variables
using k and c as constants.
Assignment: Study variation generally.
More problems on Partial Variation:
Examples: See WABP Essential Mathematics for JSS 3, Exercise 16.4 numbers 3.
Evaluation: Exam Focus Mathematics for JSCE, Exercise 27.4 number 7.

Life Related Problems on variation:

General Problem Solving:
1. A bricklayer is paid ₦550.00 per day. If he works at the same rate, how much will he be paid after
working for 30 days?
2. The number of men (M) varies inversely as the number of days (D) they will cut a lawn. If 12 men cut the
lawn in 4 days, how many days will it take 4 men to cut the same lawn?
3. The volume of a cylindrical container varies jointly as the area of the base and the height of the cylinder.
If the volume is 924cm3, area of base is 154cm2 while the height is 12cm.
A. Calculate the constant of variation; and
B. Find the volume when the area of the base is 77 cm2 and height 6cm.

Summary:
WEEK 7

PYTHAGORAS THEOREM 1
Learning Objectives: By the end this lesson, the students should be able to:
a. Identify the hypotenuse and the sides adjacent to the right-angled triangle.
b. Use Pythagoras’ rule to calculate the third side of a right-angled triangle, given the lengths of the other
two sides.
c. Decide whether or not a set of three numbers is a Pythagorean triple.
d. Apply Pythagoras’ rule to solving real-life problems.

Pythagoras’ theorem is used to find the length of missing sides in right-angled triangles.
It states that in a right-angled triangle, the square of the hypotenuse is equal to the sum of squares of its other
two sides.
The longest side of a right-angled triangle is called the hypotenuse.

• Example
1. In a right-angled triangle LMN, < M = 900. If /(LM) = 12 cm and /(LN) = 20 cm, find the length of /MN/.
Solution
By Pythagoras’ theorem,
L LN2 = LM2 + MN2

202 = 122 + y2
12cm 20cm 400 = 144 + y2
y2 = 400 – 144
y2 = 256
M N y2 = √256
ycm y = 16cm.
Therefore, /MN/ = 16cm

Evaluation
Find the hypotenuse of a right-angled triangle whose other sides are 8cm and 6cm
WEEK 8 TRIGONOMETRY 1 : Tangent of an angle
Students should be able to:
a. Define the tangent of an angle in right angled triangle.
b. Use drawing and measurement to find the tangent of an angle.
c. Calculate the tangent of an acute angle in a right-angled triangle.
d. Use tangent tables to find the tangent of angles from 00 to 900
e. Solve practical problems using tangents of angles.

Trigonometry is a branch of mathematics that studies relationships between side lengths and
angles of triangles.

Tangent of angle: ratio of opposite side to adjacent side in a right-angled triangle.

tan A: abbreviation of tangent of angle A.

Tangent of an angle by drawing and measurement.

Examples/General class activity: See New General Mathematics Textbook 3, Exercise 8a numbers 1, and 2;
Exercise 8c numbers 1 and 5.
Assignment: Study your note.

Tangent Tables
Examples/General class activity: See New General Mathematics Textbook 3, Exercise 8f numbers 1,3 10,14
and 27; Exercise 8g numbers 1, 2, and 7
Assignment: See New General Mathematics Workbook 3,Chapter 8 number 1.

How to read tangent table:

Reading the values of tan 38°
To locate the value of tan 38°, look at the extreme left column. Start from the top and move downwards till
you reach 38.
We want the value of tan 38°. Now, move to the right in the row of 38 and reach the column of 0′.
We find 0.7813.
Therefore, tan 38° = 0.7813.

Finding the missing side of a right-angled triangle using tangent.

Examples: See New General Mathematics Textbook 3, Exercise 8e numbers 1a-b, 2c and 4;
Evaluation: See New General Mathematics Textbook 3, Exercise 8e numbers 1c, 2a and 6;
Assignment: Study your note.
Application of tangent ratio to general problems.
Examples: See New General Mathematics Textbook 3, Exercise 8h numbers 4 - 6.
Evaluation: See New General Mathematics Textbook 3, Exercise 8h numbers 7 - 8.
Assignment: See New General Mathematics Workbook 3,Chapter 8 numbers 6 - 7.
WEEK 9 TRIGONOMETRY 2: Sine and Cosine of Angles
Specific objectives: By the end of this lesson, the students should be able to:
1. define the sine and cosine of an angle in a right-angled triangle.
2. use four-figure tables to find the sines and cosines of angles from 00 to 900.
3. use sines and cosines of angles to calculate lengths and angles in right-angled triangles.
4. calculate the sine and cosine of an angle in a right-angled triangle.
5. solve practical problems using sines and cosines of angles.

Sine and Cosine of an angle by drawing and measurement.

Examples/General class activity: See New General Mathematics Textbook 3, Exercise 15a numbers 1a
and 2c
Assignment: Study your note.

Using sine and cosine tables

Examples/General class activity: See New General Mathematics Textbook 3, Exercise 15c numbers 1-5,
13-15, 24 - 27; Exercise 15d numbers 1 - 3, and 13
Assignment: See New General Mathematics Textbook 3, Revision test 15 numbers 5 - 6

Finding the missing side of a right-angled triangle using sine and cosine.
Examples: See New General Mathematics Textbook 3, Exercise 15b numbers 1, 2, 5 Evaluation:
See New General Mathematics Textbook 3, Exercise 15b numbers 3, and 4 Assignment: Study
your note.
Application to general problems.
Examples: See New General Mathematics Textbook 3, Exercise 15e numbers 1a-c, 2b and 7
Evaluation: See New General Mathematics Textbook 3, Exercise 15e numbers 3.
Assignment: Attempt the questions in Revision Test 15 of New General Mathematics Textbook 3.