Further Mathematics in Senior Secondary School 2 (SSS2) is a higher level of math for students who are good at and interested in the subject. In SSS2, this course covers more complex and challenging topics than regular math. It builds on what students have previously learned, helping them understand more difficult math ideas and improve their problem-solving skills.
The Lagos State Unified Scheme of Work for Further Mathematics in SS2 includes a wide range of topics to give students a strong and thorough math education. Important areas covered are advanced algebra, calculus, trigonometry, and statistics. Each topic is chosen to balance theory with practical use. The unified scheme of work also focuses on problem-solving and critical thinking, encouraging students to tackle math problems with creativity and logic.
Overall, Further Mathematics in SS2 aims to develop a strong appreciation for math and its uses. Learning this subject with the Lagos State curriculum helps students succeed academically preparing them for the analytical challenges of the modern job market, making it an essential part of their education.
In senior secondary school 2, students are assessed in Further Mathematics based on the school’s prerogative. However, typically, they are evaluated through tests or quizzes (Continuous Assessment Tests), and end-of-term exams.
Grading follows a scale from A to F, with A representing excellent performance, typically scoring around 70% or 80%, and F indicating failure, usually below 50% or 45%.
| LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Further Mathematics Scheme of Work for Senior Secondary Schools 2(SSS2) | ||
| CLASS | SS2 | |
| SUBJECT | FURTHER MATHEMATICS | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | REVISION | |
| 2 | FINDING QUADRATIC EQUATIONS GIVEN – Conditions for quadratic equations to give: a) equal roots b) real roots c) no roots | By the end of the lesson, students should be able to: i. form quadratic equations ii. state the conditions for quadratic equations to have |
| 3 | QUADRATIC EQUATIONS II – Conditions for a given line to intersect a curve – Tangent to a curve not intersecting the curve – Solutions on problems on roots of a quadratic equation and intersection between a straight line and a quadratic equation | By the end of the lesson, students should be able to: i. draw a quadratic curve with a straight line intersecting the curve ii. draw a tangent to a curve iii. solve problems on roots and intersection of the curve and a straight line |
| 4 | POLYNOMIALS – Definition of polynomials – Addition, substraction, and multiplication of polynomials – Division of polynomials by another polynomial of a lesser degree – Reminder theorem | By the end of the lesson, students should be able to: i. explain polynomials ii. perform operation on addition, substraction, multiplication and division of polynomials iii. apply reminder theorem on polynomials |
| 5 | POLYNOMIALS II – Factorization of polynomials – Roots of cubic equation | By the end of the lesson, students should be able to: i. solve for the factors of polynomials ii. find the roots of cubic equations iii. use roots of cubic equations to solve problems on cubic equations |
| 6 | POLYNOMIALS III – Sum of roots of cubic equations – Sum of products of two roots – Products of roots | By the end of the lesson, students should be able to: i. use roots of cubic equations to solve problems on: a) sum of cubic roots b) product of cubic c) sum of products of true roots |
| 7 | MID-TERM BREAK | |
| 8 | LOGICAL REASONING – Fundamental issues in intelligent system – Fundamental definitions – Introduction to propositional and predicate logical reasoning – Modeling the world – Introduction to theorem proving | By the end of the lesson, students should be able to: i. reproduce basic issues and intelligent system ii. give basic definitions of intelligent system iii. state and interpret propositional and predicate logical reasoning iv. explain modeling of world v. explain proving of theorem |
| 9 | TRIGONOMETRIC FUNCTIONS – Trigonometric functions of angles: sine, cosine, tangent, cosec, secant, cotangent – Range and domain of specified trigonometry – Graph of trigonometric ratio with emphasis on altitude and periodicity – Relationship between graphs of trigonometric ratios | By the end of the lesson, students should be able to: i. state the size, important trigonometric functions of any angles of any magnitude ii. identify range and direction of trigonometric ratio iii. draw graphs of trigonometric functions |
| 10 | GRAPHS OF INVERSE RATIO – Solution of simple equations involving six trigonometric identities eg sin2x + cos2x = sec2x = 1 +tan2x | By the end of the lesson, students should be able to: i. find inverse trigonometric ratio ii. find solutions of trigonometric ratios iii. prove simple trigonometric identities |
| 11 | REVISION | |
| 12 | EXAMINATION | |
| CLASS | SS2 | |
| SUBJECT | FURTHER MATHEMATICS | |
| TERM | SECOND TERM | |
| WEEK | TOPICS | LEARNING OBJECTIVES |
| 1 | CIRCLE – Definition and parts of a circle | By the end of the lesson, students should be able to: i. state circle and it’s properties ii. mention and identify the parts of a circle |
| 2 | CIRCLE II – Equation of a circle given center and radius – General equation of a circle – Finding center and radius of a given circle – Finding equation of a circle given the end points of the diameter | By the end of the lesson, students should be able to: i. explain why a circle can be regarded as part of a comic section ii. find the equation of a circle given radius and center iii. find the equation of a circle given the end points of the diameter |
| 3 | CIRCLE III – Equation of a circle passing through 3 points – Equation of a tangent to a circle – Length of a tangent to a circle | By the end of the lesson, students should be able to: i. find equation of a circle given 3 points ii. find equation of a tangent to a circle iii. find the length of a tangent to a circle from an extended point |
| 4 | PROBABILITY – Classical, frequential and axiomatic approaches to probability – Sample space and event space – Mutually exclusive, independent and conditional event – Conditional probability – Probability tree | By the end of the lesson, students should be able to: i. identify the classical, frequential and axiomatic approaches to probability ii. state some terms in probability eg random experiment, event space, etc iii. solve probability problems iv. use probability tree to solve probability problems |
| 5 | PERMUTATION – Permutation on arrangement – Cyclic permutation – Arrangement of identical objects – Arrangement with repetition | By the end of the lesson, students should be able to: i. explain the term “permutation” ii. solve problems on cyclic permutations iii. solve problems on permutation with identical objects |
| 6 | COMBINATION – Introduction to combination on selection and choice – Conditional arrangements and selection – Probability involving arrangement and selection | By the end of the lesson, students should be able to: i. explain the meaning of combination ii. solve probability problems involving selection and choice using combination analysis iii. demonstrate the use of combination in daily life situation |
| 7 | MID-TERM BREAK | |
| 8 | BINOMIAL EXPANSION – (a + b)^n where n is either positive or negative, integer or fractional power – Finding terms and expansion of binomial expression and application | By the end of the lesson, students should be able to: i. write out a binomial expression for (a + b)^n ii. find the nth term of a given binomial expression iii. apply the binomial expansion to evaluation of powers of numbers |
| 9 | WORK, POWER, ENERGY – Impulse and Momentum | By the end of the lesson, students should be able to: i. explain the concept of work, power, energy ii. solve problems on work, power and energy iii. solve problems on impulse and momentum |
| 10 | PROJECTILES – Trajectory of projectiles – Greatest height reached – Time of flight – Range – Projectile along implied plane | By the end of the lesson, students should be able to: i. solve problems on projectiles |
| 11 | INTRODUCTION TO OPERATION RESEARCH: INVENTORY MODEL – Concept of inventory – Definition of terms in inventory – Computation of optimal quantity | By the end of the lesson, students should be able to: i. explain the concept of inventory ii. explain important terms in inventory iii. compute the optimum quantity in an inventory model |
| 12 | REVISION/EXAMINATION | |
| CLASS | SS2 | |
| SUBJECT | FURTHER MATHEMATICS | |
| TERM | THIRD TERM | |
| WEEK | TOPICS | LEARNING OBJECTIVES |
| 1 | REVISION | |
| 2 | INTRODUCTION TO DYNAMICS – Newton’s laws of motion – Motion along incline plane – Motion of corrected practices | By the end of the lesson, students should be able to: i. state Newton’s laws ii. explain clearly each law of motion iii. apply Newton’s laws to practical problems |
| 3 | DIFFERENTIATION – Introduction – Limits of a function – Differentiation from the first principle | By the end of the lesson, students should be able to: i. find the limit of a function at a given point ii. differentiate from the first principle iii. differentiate polynomial of the form |
| 4 | DIFFERENTIATION OF TRANSCENDENTAL SUCH AS – y = sinax – y = cosax – y= cosxax – y= logax – y= eax | By the end of the lesson, students should be able to: i. differentiate special functions such as sinax, cosax, eax ii. solve problems on differentiation of functions of the form: F(x) = Q(x) = P(x) |
| 5 | TRIGONOMETRIC FUNCTIONS | By the end of the lesson, students should be able to: i. solve problems on differentiation of functions of the form F(x) =Q(x). P(x) |
| 6 | APPLICATION OF DIFFERENTIATION TO – Rate of change – Maximum and minimum problems – Equation of motion and gradients | By the end of the lesson, students should be able to: i. apply differentiaton to practical problems in optimizing in economics, motion, science, and rate change ii. use formula to solve questions on equation of motion and gradient |
| 7 | MID-TERM BREAK | |
| 8 | DIFFERENTIATION II – Higher derivatives – Differentiation of implicit functions | By the end of the lesson, students should be able to: i. solve problems on higher derivatives ii. differentiate implicit functions |
| 9 | MECHANICS – Vectors in three dimensions – Scalar products of vectors in 3D dimensions | By the end of the lesson, students should be able to: i. identify a vector in 3D dimension ii. find dot or scalar product of vectors iii. solve problems involving application of dot product |
| 10 | MECHANICS II – Vector or cross product of 3 dimensional vectors – Application of cross product | By the end of the lesson, students should be able to: i. find a cross product of two vectors ii. solve simple problems on the application of cross or vector products |
| 11 | – Operations Research – Concept of replacement – Individual replacement of sudden failure terms – Replacement of terms that gradually wear out | By the end of the lesson, students should be able to: i. explain the concept of operations and replacement terms ii. identify types of replacement iii. solve problems on replacement of terms |
| 12 | REVISON / EXAMINATION | |
The recommended Further Mathematics textbooks for SSS2 include but are not limited to the following:
