Comprehensive Core Mathematics Notes:

Grade 10 (Kenya CBC)

Author: Soi Kiprotich\nContact: 0728034157 Curriculum: Competency Based Curriculum
(CBC), Kenya Level: Senior School, Grade 10
Introduction to Core Mathematics in Senior School
Core Mathematics at Grade 10, under the Kenyan Competency Based Curriculum (CBC), is a
foundational subject designed to equip learners with essential mathematical skills for life
and further studies. The curriculum emphasizes logical reasoning, problem-solving, and
the application of mathematical concepts to real-life situations. The content is structured
around three major strands: Numbers and Algebra, Measurements and Geometry, and
Statistics and Probability 1 .

Strand 1: Numbers and Algebra

This strand focuses on extending the learner's understanding of number systems and
developing proficiency in manipulating algebraic expressions and solving various types of
equations and inequalities.
1.1 Real Numbers
The set of Real Numbers ($\mathbb{R}$) encompasses all numbers that can be
represented on a number line. This set is fundamentally divided into Rational Numbers
($\mathbb{Q}$) and Irrational Numbers ($\mathbb{Q}'$).
A Rational Number is any number that can be expressed as a fraction $\frac{p}{q}$, where
$p$ and $q$ are integers and $q \neq 0$. Their decimal representations either terminate
(e.g., $0.5 = \frac{1}{2}$) or recur (e.g., $0.333... = \frac{1}{3}$).
An Irrational Number is a number that cannot be expressed as a simple fraction. Their
decimal representations are non-terminating and non-recurring (e.g., $\pi$, $\sqrt{2}$).
The concept of a Reciprocal is also crucial. The reciprocal of a number $x$ is $\frac{1}{x}$.
The product of a number and its reciprocal is always 1.
Number System Definition Examples
Natural Numbers Counting numbers $1, 2, 3, 4, \dots$
($\mathbb{N}$)
 Integers ($\mathbb{Z}$) Whole numbers and their $\dots, -2, -1, 0, 1, 2, \dots$
opposites
Rational Numbers Can be written as $\frac{p}{q}$ $\frac{1}{2}, -3, 0.75,
($\mathbb{Q}$) 0.\overline{6}$
Irrational Numbers Cannot be written as $\frac{p} $\sqrt{3}, \pi, e$
($\mathbb{Q}'$) {q}$
Real Numbers All rational and irrational All numbers on the number
($\mathbb{R}$) numbers line

1.2 Indices and Logarithms

Indices (or exponents) provide a shorthand notation for repeated multiplication. The
expression $a^n$ means $a$ multiplied by itself $n$ times, where $a$ is the base and $n$ is
the index.
The Laws of Indices are fundamental for simplifying expressions:
1. Multiplication: $a^m \times a^n = a^{m+n}$
2. Division: $a^m \div a^n = a^{m-n}$
3. Power of a Power: $(a^m)^n = a^{mn}$
4. Zero Index: $a^0 = 1$ (for $a \neq 0$)
5. Negative Index: $a^{-n} = \frac{1}{a^n}$
6. Fractional Index: $a^{\frac{m}{n}} = \sqrt[n]{a^m}$
Logarithms are the inverse operation to exponentiation. If $a^x = N$, then $x$ is the
logarithm of $N$ to the base $a$, written as $\log_a N = x$.
Common Logarithms use a base of 10, written as $\log N$. They are particularly useful for
complex calculations.
Example: Simplify $\frac{(2^3 \times 2^{-1})^2}{2^5}$. \frac{(2^3 \times 2^{-1})^2}{2^5} =
\frac{(2^{3-1})^2}{2^5} = \frac{(2^2)^2}{2^5} = \frac{2^4}{2^5} = 2^{4-5} = 2^{-1} = \frac{1}{2}
1.3 Algebraic Expressions and Equations
A Quadratic Expression is a polynomial of degree two, generally written in the form $ax^2
+ bx + c$, where $a \neq 0$. A Quadratic Equation is formed when a quadratic expression is
set to zero: $ax^2 + bx + c = 0$.
Quadratic equations can be solved using three main methods:
 Method Description When to Use
Factorization Express the quadratic as a When the expression is easily
product of two linear factors. factorable.
Completing the Square Manipulate the equation into Always works, but can be
the form $(x+p)^2 = q$. tedious with fractions.
Quadratic Formula Use the formula $x = \frac{-b Always works, especially for
\pm \sqrt{b^2 - 4ac}}{2a}$. non-factorable equations.

1.4 Linear Inequalities

A Linear Inequality is a mathematical statement that compares two expressions using
inequality signs ($<, >, \leq, \geq$). The rules for solving linear inequalities are similar to
those for equations, with one crucial difference: multiplying or dividing by a negative
number reverses the inequality sign.
Example: Solve $-2x + 5 < 11$.
1. Subtract 5 from both sides: $-2x < 6$
2. Divide by $-2$ and reverse the sign: $x > -3$
The solution set is all real numbers greater than $-3$.

Strand 2: Measurements and Geometry

This strand develops spatial reasoning and the ability to calculate measures of length, area,
and volume, alongside the study of shapes and their properties.
2.1 Similarity and Enlargement
Two figures are Similar if they have the same shape but possibly different sizes. This means
their corresponding angles are equal, and the ratio of their corresponding sides is constant.
This constant ratio is called the Linear Scale Factor ($k$).
Enlargement is a transformation that produces an image that is similar to the original
object. If the linear scale factor is $k$:
• Area Scale Factor = $k^2$
• Volume Scale Factor = $k^3$
Example: If the linear scale factor of two similar solids is $k=2$, and the volume of the
smaller solid is $10 \text{ cm}^3$, the volume of the larger solid is $10 \times 2^3 = 80 \text{
cm}^3$.
2.2 Trigonometry
Trigonometry is the study of the relationship between the sides and angles of triangles. In
a right-angled triangle, the three primary trigonometric ratios are defined relative to an
acute angle $\theta$:
Ratio Definition Acronym
Sine ($\sin \theta$) $\frac{\text{Opposite}} SOH
{\text{Hypotenuse}}$
Cosine ($\cos \theta$) $\frac{\text{Adjacent}} CAH
{\text{Hypotenuse}}$
Tangent ($\tan \theta$) $\frac{\text{Opposite}} TOA
{\text{Adjacent}}$

These ratios are used to solve problems involving unknown sides or angles, including
practical applications like calculating the angle of elevation (the angle from the horizontal
up to an object) and the angle of depression (the angle from the horizontal down to an
object).
2.3 Surface Area and Volume
Learners are expected to calculate the surface area and volume of various three-
dimensional shapes, with a focus on pyramids, cones, and spheres.
Shape Surface Area Formula Volume Formula
Pyramid Area of base + Sum of areas of $\frac{1}{3} \times \text{Base
triangular faces Area} \times \text{Height}$
Cone $\pi r^2 + \pi r l$ (where $l$ is $\frac{1}{3} \pi r^2 h$
slant height)
Sphere $4 \pi r^2$ $\frac{4}{3} \pi r^3$

2.4 Circles
The study of circles involves understanding the relationships between chords, arcs, and the
angles they subtend. Key theorems include:
 • Angle at the Centre: The angle subtended by an arc at the centre is double the angle
subtended by it at any point on the remaining part of the circle.
• Angles in the Same Segment: Angles subtended by the same arc in the same segment
are equal.
• Tangent Property: The tangent to a circle is perpendicular to the radius at the point of
contact.

Strand 3: Statistics and Probability

This strand equips learners with the skills to collect, analyze, and interpret data, and to
understand the likelihood of events.
3.1 Statistics
Statistics involves the collection, organization, analysis, interpretation, and presentation of
data.
Measures of Central Tendency are single values that attempt to describe a set of data by
identifying the central position within that set.
• Mean ($\bar{x}$): The average value. For grouped data, the mean is calculated using
the formula: $\bar{x} = \frac{\sum fx}{\sum f}$, where $f$ is the frequency and $x$ is the
mid-point of the class interval.
• Median: The middle value when the data is arranged in order. For grouped data, it is
found using the formula: $L + \left(\frac{\frac{N}{2} - C_f}{f_m}\right) \times i$, where
$L$ is the lower class boundary of the median class, $N$ is the total frequency, $C_f$ is
the cumulative frequency before the median class, $f_m$ is the frequency of the
median class, and $i$ is the class interval.
• Mode: The value that occurs most frequently. For grouped data, the modal class is the
class with the highest frequency.
3.2 Probability
Probability is the measure of the likelihood that an event will occur. It is expressed as a
number between 0 (impossible) and 1 (certain).
• Theoretical Probability: $P(\text{Event}) = \frac{\text{Number of favourable outcomes}}
{\text{Total number of possible outcomes}}$
• Experimental Probability: $P(\text{Event}) = \frac{\text{Number of times the event
occurs}}{\text{Total number of trials}}$
Tree Diagrams are a powerful tool used to represent and calculate the probability of
combined events, especially when the events are sequential or dependent. The probability
of a sequence of events is found by multiplying the probabilities along the corresponding
branches.

Conclusion
These notes cover the core concepts and formulas required for Grade 10 Core Mathematics
under the CBC. Mastery of these topics will provide a solid foundation for the learner's
progression through Senior School and their chosen career pathway.
References
[1] Kenya Institute of Curriculum Development (KICD). Senior School Curriculum Design:
Mathematics Grade 10. (Accessed December 2025).