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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Geometry
|
Geometrical Constructions
|
By the end of the
lesson, the learner
should be able to:
Define the term |
In groups or in pairs, learners are guided to define the term
|
What is the meaning of parallel?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 100-102 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 3 |
Geometry
|
Construction of parallel lines using a set square and a rule
|
By the end of the
lesson, the learner
should be able to:
Draw line ST and point P above the line. Construct parallel lines using a set square and a rule. Enjoy constructing parallel lines using a set square and a rule. |
In groups or in pairs, learners are guided to draw line ST and point P above the line.
In groups or in pairs, learners are guided to construct parallel lines using a set square and a rule. |
How do you construct parallel lines using a set square and a rule?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 102-104 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 |
Labour Day |
||||||||
| 2 | 1 |
Geometry
|
Perpendicular lines' Construction of a perpendicular line from a point to a given line
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and point M as shown on page 105 With M as the center and a suitable radius, construct two arcs to cut AB at C and D. Construction of a perpendicular line from a point to a given line. Have fun and enjoy constructing a perpendicular line from a point to a given line. |
In groups or in pairs, learners are guided to Draw line AB and point M as shown on page 105, with M as the center and a suitable radius, construct two arcs to cut AB at C and D.
In groups or in pairs, learners are guided to construction of a perpendicular line from a point to a given line. |
How do you construct a perpendicular line from a point to a given line?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 105-106 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 2 |
Geometry
|
Construction of a perpendicular line through a point on a given line
|
By the end of the
lesson, the learner
should be able to:
Define the term |
In groups or in pairs, learners are guided to define the term
|
How do you construct a perpendicular line through a point on a given line?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 106-107 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Geometry
|
Dividing a line proportionally in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and AC of convenient length as shown on page 107 Divide a line proportionally in different situations. Enjoy using a pair of compass. |
In groups or in pairs, learners are guided to draw line AB and AC of convenient length as shown on page 107
In groups or in pairs, learners are guided to divide a line proportionally in different situations. |
How do you divide a line proportionally in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 107-109 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Geometry
|
Dividing a line proportionally in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and AC of convenient length as shown on page 107 Divide a line proportionally in different situations. Enjoy using a pair of compass. |
In groups or in pairs, learners are guided to draw line AB and AC of convenient length as shown on page 107
In groups or in pairs, learners are guided to divide a line proportionally in different situations. |
How do you divide a line proportionally in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 107-109 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 5 |
Geometry
|
Identifying angle properties of polygons in different situations
|
By the end of the
lesson, the learner
should be able to:
Identify angle properties of polygons in different situations Discuss how to relate the sum of interior angles of a polygon to the number of sides. Fill in the table on page 109 for regular polygons. Appreciate properties of polygons in different situations. |
In groups or in pairs, learners are guided to identify angle properties of polygons in different situations
In groups or in pairs, learners are guided to discuss how to relate the sum of interior angles of a polygon to the number of sides. In groups or in pairs, learners are guided to fill in the table on page 109 for regular polygons. |
How do you identify angle properties of polygon?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 109-112 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Geometry
|
Construction of a regular polygon up to a hexagon in different situations
|
By the end of the
lesson, the learner
should be able to:
Construct line PQ = 5cm Using P and Q as centers and radius 5 cm, construct two arcs interesting at r. Join P to R and Q to R Have a desire to learn more about polygons. |
In groups or in pairs, learners are guided to Construct line PQ = 5cm, using P and Q as centers and radius 5 cm, construct two arcs interesting at r.
In groups or in pairs, learners are guided to join P to R and Q to R |
How many sides does a polygon have?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 112 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 2 |
Geometry
|
Regular quadrilateral
|
By the end of the
lesson, the learner
should be able to:
Draw line AB = 6 cm On the same side of AB, construct two perpendicular lines at A and E Using A as centre and radius 6 cm, mark point D on the perpendicular. Enjoy constructing regular quadrilateral. |
In groups or in pairs, learners are guided to draw line AB = 6 cm on the same side of AB, construct two perpendicular lines at A and E
In groups or in pairs, learners are guided to using A as centre and radius 6 cm, mark point D on the perpendicular. |
How do you construct regular quadrilateral?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 113 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Geometry
|
Regular pentagon
|
By the end of the
lesson, the learner
should be able to:
Define the term pentagon. Draw a regular pentagon. Construct a regular pentagon. Enjoy constructing a regular pentagon. |
In groups or in pairs, learners are guided to define the term pentagon.
In groups or in pairs, learners are guided to draw a regular pentagon. In groups or in pairs, learners are guided to construct a regular pentagon. |
How many sides does a pentagon have?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 113 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
Geometry
|
Regular hexagon
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of hexagon. Draw a hexagon. Find the size of each of the interior angles of the hexagon. Enjoy constructing a regular hexagon in different situation. |
In groups or in pairs, learners are guided to explain the meaning of hexagon.
In groups or in pairs, learners are guided to draw a hexagon. In groups or in pairs, learners are guided to find the size of each of the interior angles of the hexagon. |
How do you construct a regular hexagon?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 113-117 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
Geometry
|
Construction of irregular polygons up to a hexagon in different situations
|
By the end of the
lesson, the learner
should be able to:
Consider an irregular tringle PQR such that PQ = 4 cm, QR = 6 cm and PR = 5 cm Construct an irregular triangle. Enjoy constructing an irregular triangle. |
In groups or in pairs, learners are guided to consider an irregular tringle PQR such that PQ = 4 cm, QR = 6 cm and PR = 5 cm
In groups or in pairs, learners are guided to construct an irregular triangle. |
How do you construct an irregular triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 117 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
Geometry
|
Quadrilateral
|
By the end of the
lesson, the learner
should be able to:
Construct line PQ = 5 cm Measure and draw angles 110 and 55 at P and Q respectively. Construct an irregular quadrilateral. Have fun and enjoy constructing irregular quadrilateral. |
In groups or in pairs, learners are guided to construct line PQ = 5 cm
In groups or in pairs, learners are guided to measure and draw angles 110 and 55 at P and Q respectively. In groups or in pairs, learners are guided to construct an irregular quadrilateral. |
How do you construct an irregular quadrilateral?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 118 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
Geometry
|
Trapezium
|
By the end of the
lesson, the learner
should be able to:
Define the term trapezium. Draw an irregular trapezium. Construct an irregular trapezium. Enjoy constructing an irregular trapezium. |
In groups or in pairs, learners are guided to define the term trapezium.
In groups or in pairs, learners are guided to draw an irregular trapezium. In groups or in pairs, learners are guided to construct an irregular trapezium. |
How do construct an irregular trapezium?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 118-119 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
Geometry
|
Rhombus
|
By the end of the
lesson, the learner
should be able to:
Define the term rhombus. Draw a rhombus. Construct a rhombus. Enjoy constructing a rhombus. |
In groups or in pairs, learners are guided to define the term rhombus.
In groups or in pairs, learners are guided to draw a rhombus. In groups or in pairs, learners are guided to construct a rhombus. |
How do you construct a rhombus?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 119-120 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Geometry
|
Rhombus
|
By the end of the
lesson, the learner
should be able to:
Define the term rhombus. Draw a rhombus. Construct a rhombus. Enjoy constructing a rhombus. |
In groups or in pairs, learners are guided to define the term rhombus.
In groups or in pairs, learners are guided to draw a rhombus. In groups or in pairs, learners are guided to construct a rhombus. |
How do you construct a rhombus?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 119-120 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Geometry
|
Irregular pentagon
|
By the end of the
lesson, the learner
should be able to:
Draw line EF = 4 cm Construct an irregular pentagon. Enjoy constructing an irregular pentagon. |
In groups or in pairs, learners are guided to draw line EF = 4 cm
In groups or in pairs, learners are guided to construct an irregular pentagon. |
How do you construct an irregular pentagon?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 120-122 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1 |
Geometry
|
Construction of circles passing through the vertices of a triangle in different situations.
|
By the end of the
lesson, the learner
should be able to:
Draw a triangle. Construct the perpendicular bisectors of AB and AC to intersect at O Construct circles passing through the vertices of a triangle. Enjoy constructing circles passing through the vertices of a triangle. |
In groups or in pairs, learners are guided to draw a triangle.
In groups or in pairs, learners are guided to construct the perpendicular bisectors of AB and AC to intersect at O In groups or in pairs, learners are guided to construct circles passing through the vertices of a triangle. |
How do you construct circles passing through the vertices of a triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 122-124 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 2 |
Geometry
|
Construction of circles touching the sides of a triangle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a triangle. Construct the angle bisectors of angle PQR and angle QPR to meet at M Construct circles touching the sides of a triangle. Enjoy constructing circles touching the sides of a triangle. |
In groups or in pairs, learners are guided to draw a triangle.
In groups or in pairs, learners are guided to construct the angle bisectors of angle PQR and angle QPR to meet at M In groups or in pairs, learners are guided to construct circles touching the sides of a triangle. |
How do you construct circles touching the sides of a triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 125-127 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 3 |
Geometry
|
Coordinates and Graphs; Drawing and Labelling a Cartesian plane
|
By the end of the
lesson, the learner
should be able to:
On a grid draw a horizontal line. Draw a vertical intersecting the horizontal line at point O. Appreciate the uses of graphs. |
In groups or in pairs, learners are guided to on a grid draw a horizontal line.
In groups or in pairs, learners are guided to draw a vertical intersecting the horizontal line at point O. |
What is a grid?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 128 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
Geometry
|
Identifying Points on the Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Draw the graph in learner's book 8 page 129 Identify Points on the Cartesian Plane in Different Situations. Locate points A, B, C and D in reference to the values along x and y axes. Appreciate the Points on the Cartesian Plane. |
In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 129
In groups or in pairs, learners are guided to identify Points on the Cartesian Plane in Different Situations. In groups or in pairs, learners are guided to locate points A, B, C and D in reference to the values along x and y axes. |
How do you identify Points on the Cartesian Plane in Different Situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 129-131 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 5 |
Geometry
|
Plotting Points on the Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Draw the graph in learner's book 8 page 131 Draw a Cartesian plane Plot points on the Cartesian plane in different situations. Enjoy plotting points on the Cartesian Plane in Different Situations. |
In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 131
In groups or in pairs, learners are guided to draw a Cartesian plane. In groups or in pairs, learners are guided to plot points on the Cartesian plane in different situations. |
How do you plot Points on the Cartesian Plane in Different Situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 131-132 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 |
Madaraka Day |
||||||||
| 6 | 3 |
Geometry
|
Generating Table of Values for Linear Equation in Different Situations.
|
By the end of the
lesson, the learner
should be able to:
Work out activity 4 in learner's book 8 page 133 Generate Table of Values for Linear Equation in Different Situations. Enjoy generating table of values for linear equation in different Situations. |
In groups or in pairs, learners are guided to work out activity 4 in learner's book 8 page 133
In groups or in pairs, learners are guided to generate Table of Values for Linear Equation in Different Situations. |
How do you generate table of values for linear equation in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 133-134 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Geometry
|
Determining an Appropriate Scale for a Linear Equation on Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Use a suitable scale for a given point, find the corresponding values representing the given values. Determining an appropriate scale for a linear equation on cartesian plane. Appreciate the importance of using suitable scale. |
In groups or in pairs, learners are guided to use a suitable scale for a given point, find the corresponding values representing the given values.
In groups or in pairs, learners are guided to determining an appropriate scale for a linear equation on cartesian plane. |
How do you determine an appropriate scale for a linear equation on cartesian plane?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 134-136 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 5 |
Geometry
|
Drawing a Linear Graph from Table of Values on Cartesian Plane in different Situations
|
By the end of the
lesson, the learner
should be able to:
Copy and complete the table in learner's book 8 page 136 Plot the points on a cartesian coordinate system. Drawing a linear graph from table of values on cartesian plan. Enjoy drawing a linear graph from table of values on cartesian plan. |
In groups or in pairs, learners are guided to Copy and complete the table in learner's book 8 page 136
In groups or in pairs, learners are guided to plot the points on a cartesian coordinate system. In groups or in pairs, learners are guided to drawing a linear graph from table of values on cartesian plan. |
How do you draw linear graph from table of values on cartesian plan?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 136-138 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Geometry
|
Solving Simultaneous Linear Equation Graphically in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Use three values of x to make tables of values of x and y for the two linear equations. Draw linear graphs for the two equations in the same Cartesian plane. Solving simultaneous linear equation graphically. Enjoy solving simultaneous linear equation graphical. |
In groups or in pairs, learners are guided to use three values of x to make tables of values of x and y for the two linear equations.
In groups or in pairs, learners are guided to draw linear graphs for the two equations in the same Cartesian plane. In groups or in pairs, learners are guided to Solving simultaneous linear equation graphically. |
How do you solve simultaneous linear equation graphical?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 138-139 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Geometry
|
Solving Simultaneous Linear Equation Graphically in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Use three values of x to make tables of values of x and y for the two linear equations. Draw linear graphs for the two equations in the same Cartesian plane. Solving simultaneous linear equation graphically. Enjoy solving simultaneous linear equation graphical. |
In groups or in pairs, learners are guided to use three values of x to make tables of values of x and y for the two linear equations.
In groups or in pairs, learners are guided to draw linear graphs for the two equations in the same Cartesian plane. In groups or in pairs, learners are guided to Solving simultaneous linear equation graphically. |
How do you solve simultaneous linear equation graphical?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 138-139 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Geometry
|
Scale Drawing; Representing lengths to a given scale in different situations
|
By the end of the
lesson, the learner
should be able to:
Measure the length of sides of objects such as a pen, a pencil, a rubber, an exercise book, a desk and a table. Record their measurement in a table as shown on page 143 Appreciate different types of lengths. |
In groups, learners are guided to measure the length of sides of objects such as a pen, a pencil, a rubber, an exercise book, a desk and a table.
In groups, learners are guided to record their measurement in a table as shown on page 143 |
What is the length of your desk?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 143-144 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Geometry
|
Converting actual length to scale length in real life situations
|
By the end of the
lesson, the learner
should be able to:
Use a ruler or tape measure to measure the length of the classroom. Convert actual length to scale length in real life situations. Record the results in a table. Enjoy converting actual length to scale length in real life situations. |
In groups, learners are guided to use a ruler or tape measure to measure the length of the classroom.
In groups, learners are guided to convert actual length to scale length in real life situations. In groups, learners are guided to record the results in a table. |
How do you convert actual length to scale length?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 145-146 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Geometry
|
Converting scale length to actual length in real life situations
|
By the end of the
lesson, the learner
should be able to:
Draw a rectangular plot of scale drawing 9 cm and 4 cm. Convert scale length to actual length. Enjoy converting scale length to actual length in real life situations. |
In groups, learners are guided to draw a rectangular plot of scale drawing 9 cm and 4 cm.
In groups, learners are guided to fill in the table in learner's book 8 page 147 In groups, learners are guided to convert scale length to actual length. |
How do you convert scale length to actual length?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 146-147 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
Geometry
|
Interpreting linear scales in statements form in different situations
|
By the end of the
lesson, the learner
should be able to:
Identify situations when a scale can be interpreted. Do activity 5 in learner's book 8 page 148 Interpret linear scales in statements form in different situations. Enjoy interpreting linear scales in statements form in different situations. |
In groups, learners are guided to identify situations when a scale can be interpreted.
In groups, learners are guided to do activity 5 in learner's book 8 page 148 In groups, learners are guided to interpret linear scales in statements form in different situations. |
How do you interpreting linear scales in statements form in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 148-149 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
Geometry
|
Writing Linear scale in Statement form in different situations
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of linear scale in statement form. Write linear scale in Statement form in different situations. Enjoy writing linear scale in Statement form in different situation. |
In groups, learners are guided to explain the meaning of linear scale in statement form.
In groups, learners are guided to write linear scale in Statement form in different situations. |
How do you write linear scale in Statement form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 149-151 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Geometry
|
Interpreting linear scales in ratio form in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw the table in learner's book 8 page 151 Interpret linear scales in ratio form. Enjoy interpreting linear scales in ratio form. |
In groups, learners are guided to draw the table in learner's book 8 page 151
In groups, learners are guided to interpret linear scales in ratio form. |
How do you interpret linear scales in ratio form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 151-152 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4 |
Geometry
|
Writing linear scales in ratio form in different situations.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of linear scale in ratio form. Write linear scale in ratio form in different situations. Enjoy writing linear scale in ratio form in different situation. |
In groups, learners are guided to explain the meaning of linear scale in ratio form.
In groups, learners are guided to write linear scale in ratio form in different situations. |
How do you write linear scales in ratio form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 152-153 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 5 |
Geometry
|
Converting linear scale from statement form to ratio form in different situations
|
By the end of the
lesson, the learner
should be able to:
Consider the scale 1 cm represents 4m and convert 4 m to centimetres. Convert linear scale from statement form to ratio form. Enjoy converting linear scale from statement form to ratio form in different situations. |
In groups or in pairs, learners are guided to consider the scale 1 cm represents 4m and convert 4 m to centimetres.
In groups, learners are guided to express the scale in ratio form. In groups, learners are guided to convert linear scale from statement form to ratio form. |
How do you convert linear scale from statement form to ratio form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 153-154 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 |
Mid-Term Assessment and Break |
||||||||
| 10 | 1 |
Geometry
|
Converting linear scale from ratio from to statement form in different situations
|
By the end of the
lesson, the learner
should be able to:
Consider the scale 1:800 000 on a map. Converting linear scale from ratio from to statement form. Enjoy converting linear scale from ratio from to statement form in different situations. |
In groups, learners are guided to consider the scale 1:800 000 on a map.
In groups, learners are guided to converting linear scale from ratio from to statement form. |
How do you convert linear scale from ratio from to statement form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 154-155 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 2 |
Geometry
|
Converting linear scale from ratio from to statement form in different situations
|
By the end of the
lesson, the learner
should be able to:
Consider the scale 1:800 000 on a map. Converting linear scale from ratio from to statement form. Enjoy converting linear scale from ratio from to statement form in different situations. |
In groups, learners are guided to consider the scale 1:800 000 on a map.
In groups, learners are guided to converting linear scale from ratio from to statement form. |
How do you convert linear scale from ratio from to statement form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 154-155 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 3 |
Geometry
|
Making scale drawing in different situations
|
By the end of the
lesson, the learner
should be able to:
Making scale drawing in different situations. Recognize the use of scale drawing in maps. Applying scale drawing in real life situations. |
In groups, learners are guided to making scale drawing in different situations.
In groups, learners are guided to recognize the use of scale drawing in maps. |
How do you use scale drawing in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 155-157 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 4 |
Geometry
|
Digital time
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://www.youtube.com/watch?v=2K5IjmVbDyw Watch the video clip on making scale drawing. Have fun and enjoy watching the video. |
In groups, learners are guided to use the link: https://www.youtube.com/watch?v=2K5IjmVbDyw
In groups, learners are guided to watch the video clip on making scale drawing. |
What have you learnt about scale drawing?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 157 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 5 |
Common solids
|
Identification of common solids from the environment
|
By the end of the
lesson, the learner
should be able to:
Collect solids of different shapes from your environment. Group them according to their shapes. Appreciate different types of solids of different shapes. |
In groups, learners are guided to collect solids of different shapes from your environment.
In groups, learners are guided to group them according to their shapes In groups, learners are guided to identify each case count the number of faces, edges and vertices a solid has. |
What is a solid?
Which are the common solids found in your environment?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 158-159 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 1 |
Common solids
|
Nets of Common Solids in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Use a box with an open top, cut the box along the edges AG, BF, CE and DH Sketch the shape of the spread faces of the box Appreciate different faces of a box. |
In groups, learners are guided to use a box with an open top, cut the box along the edges AG, BF, CE and DH
In groups, learners are guided to spread out the faces of the box In groups, learners are guided to sketch the shape of the spread faces of the box. |
How many faces does square box have?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 159-160 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 2 |
Common solids
|
Draw a rectangular based pyramid
|
By the end of the
lesson, the learner
should be able to:
Cut along slating edges VA, VB, VC, and VD Draw the resulting net accurately showing the measurements. Have fun and enjoy drawing the net of cube and pyramid. |
In groups, learners are guided to cut along slating edges VA, VB, VC, and VD
In groups, learners are guided to draw the resulting net accurately showing the measurements. |
What is the formula of working out circumference?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 160-165 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 3 |
Common solids
|
Working out Surface Area of Solids from nets of solids in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a net of the cuboid. Calculate the area of each face. Appreciate a cuboid |
In groups, learners are guided to draw a net of the cuboid.
In groups, learners are guided to calculate the area of each face. In groups, learners are guided to find the sum of the areas of the faces |
How do you work out the area of a cuboid?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 166 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 4 |
Common solids
|
Working out Surface Area of Solids from nets of solids in different situations
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of surface area of a cuboid. Calculate the surface area of a pyramid. Appreciate the surface area of a pyramid. |
In groups, learners are guided to explain the meaning of surface area of a cuboid.
In groups, learners are guided to write the formula of working out the surface area of a pyramid. In groups, learners are guided to calculate the surface area of a pyramid. |
What is the surface area of a cuboid?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 166-171 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 5 |
Common solids
|
Determining the Distance between two points on the surface of a solid in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw accurately a net of the prism showing the path of the string. Determine the total length of the strength. Appreciate determining the distance two points on the surface of a solid in different situations. |
In groups, learners are guided to draw accurately a net of the prism showing the path of the string.
On the net, learners to show the path of the string and find the lengths of DM, MB, and BE In groups, learners are guided to determine the total length of the strength. |
How can you determine the distance between two points on the surface of a solid?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 171-174 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 1 |
Common solids
|
Making models of Hollow and compact solids
|
By the end of the
lesson, the learner
should be able to:
On a manilla paper, draw the net accurately. Fold the net along the dotted lines. Hold the edges using a cello tale. Have fun and enjoy making models. |
On a manilla paper, learners to draw the net accurately in learner's book 8 page 175
In groups, learners are guided to fold the net along the dotted lines and hold the edges using a cello tale. |
How do you make a skeleton model of a cube of side 8.5cm?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 175 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 2 |
Common solids
|
Making models of Hollow and compact solids
|
By the end of the
lesson, the learner
should be able to:
On a manilla paper, draw the net accurately. Fold the net along the dotted lines. Hold the edges using a cello tale. Have fun and enjoy making models. |
On a manilla paper, learners to draw the net accurately in learner's book 8 page 175
In groups, learners are guided to fold the net along the dotted lines and hold the edges using a cello tale. |
How do you make a skeleton model of a cube of side 8.5cm?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 175 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 3 |
Common solids
|
Making models of Hollow and compact solids
|
By the end of the
lesson, the learner
should be able to:
Draw a compact cylindrical model. Fold the net along the dotted lines. Fix the faces by gluing the flaps firmly. Enjoy drawing a compact cylindrical model. |
In groups, learners are guided to draw a compact cylindrical model.
In groups, learners are guided to fold the net along the dotted lines. In groups, learners are guided to fix the faces by gluing the flaps firmly. |
How do you draw a compact cylindrical model?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 176 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 4 |
Common solids
|
Making models of Hollow and compact solids
|
By the end of the
lesson, the learner
should be able to:
Use wires or straws to make a skeleton model of a cuboid. Measure its length and width. Have fun and enjoy modelling. |
In groups, learners are guided to use wires or straws to make a skeleton model of a cuboid.
In groups, learners are guided to measure its length and width. In groups, learners are guided to use a tray of matchbox and mud prepared from clay soil or plasticine, make a model of a compact solid in the shape of a cuboid. |
How do you make a skeleton model of a pyramid on a square base of side 4.5cm and slant height 6 cm?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 177 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 5 |
Common solids
|
Digital time
|
By the end of the
lesson, the learner
should be able to:
Open the link: https://www.youtube.com/watch?=_3iHKEbHTeQ&t=19s Watch the video clip on nets of Common solids. Appreciate the use of digital devices. |
As a class, learners are guided to open the link: https://www.youtube.com/watch?=_3iHKEbHTeQ&t=19s
As a class, learners are guided to watch the video clip on nets of Common solids. As a class, learners are guided to write short points about the video. |
What have you learnt about nets of Common Solids?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 177 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 |
End-Term Assessment |
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| 14 |
End-Term Break |
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