ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Discuss steepness concerning gradient from the immediate environment
-identify the gradient in real life situations
-Appreciate gradient and its purpose in real life situations

Learners are guided in pairs, groups or individually to:
-discuss steepness concerning gradient from the immediate environment.
-identify the gradient in real life situation

What is gradient?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Environment
-Realia.

-Class activities -assignment.

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:

-draw a straight line and interpret a Cartesian plane
-determine the gradient of a line from two known points
-appreciate gradient and its uses in real life situations

Learners are guided in pairs, groups or individually to:
-draw and interpret a Cartesian plane
-determine the gradient of a line from two known points.

How can we determine the gradient of a line from two known points?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Ruler
-Geometrical set.
-Pencil.
-Graph book.

-Class activities -assigment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:

-Find the gradient between two points
-determine the equation of a straight line given two points
- appreciate the use of equations of straight lines in real life

Learners are guided in pairs ,groups or individually to:
-find the gradient between two points
-determine the equation of a straight line given two points.

How can we determine the equation of a straight line from two points?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-place value chart.
-graph book

-Class activities -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:

-Find the gradient between two points
-determine the equation of a straight line given two points
-appreciate the use of equations of straight lines in real life situations

Learners are guided in pairs, groups or individually to:
-find the gradient between two points
-determine the equation of a straight line given two points

How can we determine the equation of a straight line from two points?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.
-graph book
-Ruler
-Geometrical set.

-Class activities -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:

-Identify the x - coordinates and y - coordinates from a given point
-determine the equation of a known point and a gradient
-appreciate the use of equations of straight lines in real life

Learners 
are  guided  in 
pairs  , groups  or 
individually  to                                                                                                       -identify 
the  x –coordinates  and  y
-  coordinates  from a 
given  point                                                                                                                                            -determine 
the  equation   of 
a  straight  line 
from  a  known  
point  and  a 
gradient

How can we determine the equation of a straight line from a known point and a gradient?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.
-graph book
-Ruler
-Geometrical set.

-Class activities -observation -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Identify 
the   x –coordinate  and 
y-  coordinates   from 
a  given  point          -determine 
the  equation  of 
a  straight  line 
from  a  known 
point  and  a 
gradient                  -appreciate  the 
use  of  equation 
of  a  straight 
line  in  real 
life   situations                                                                                                 

The 
learners  are  guided  
to  identify  the  x
-  coordinates    and 
y –coordinates  from  a 
given  point    -determine  the 
equation  of  a 
straight  line  from a 
known  point  and 
a  gradient

How can you determine the equation of a straight line from a known point and a gradient?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
- Ruler
-Geometrical set.
-Pencil.
-A Cartesian plane.
-Ruler.

-Class activity -observation -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:

-Explain the variables and constant s in the equation of a straight line y mx+c
-express the equation of a straight line in the form of y= mx+c
-appreciate the use of equations of straight lines in real life

Learners are guided in pairs, groups or individually to :
-explain the variables and constant in the equation of a straight line Y = MX+C
-express the equation of a straight line in the form y = mx+c

What are the variables and constants in the equation of a straight line y mx +c?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Ruler
-Geometrical set.
-Graph book.
-A Cartesian plane.

-Class activities -Written tests -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Determine the gradient and the y coordinates of the points while the line cuts the y axis .
- Interpret the equation
Y = MX+C in different situations
- Appreciate the use of equations of straight line in real life

Learners are guided in pairs, groups or individually to;
-determine the gradient and the y coordinates of the points where the line cuts the y axis
-interpret the equation
Y = MX+C in different situations

How do you determine the gradient and the y coordinates of the point where the line cuts the y axis?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Ruler
-Geometrical set.

-Class activities -writen tests -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:

-Determine the gradient and the y coordinates of the points where the line cuts the y axis
-Interpret the equation
Y = MX+C in different situations
-appreciate the use of equations of straight lines in rel life

Learners are guided in pairs, groups or individually to;
-determine the gradient and the y coordinates of the point where the line cuts the y axis
-interpret the equation
Y = MX +C in different situations

How do you determine the gradient and the y coordinate of the point where the line cuts the y axis?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Ruler
-Geometrical set.
-Pencil.
-A Graph
-A Cartesian plane.

-Class activities -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:

-Explain the variables and the constants in the equation of a straight line
Y = MX+C
-Determine the x and y intercepts of a straight line
-Appreciate the use of equations of straight line in real life situations

Learners are guided in pairs,groups or individually to ;
-explain the variables and constants in the equation of a straight line Y = MX+C
-determine the x and y intercepts of a straight line.

How can you determine the x and y intercepts of a straight line from the graph?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
Ruler
-Geometrical set.
-Pencil.
-A graph book.
-A Cartesian plane.
-Curriculum design grade 9.

-Class activities -Written tests -Assignment

ALGEBRA

LINEAR INEQUALITIES

By the end of the lesson, the learner should be able to:

-discuss why sometimes resources are shared equally
-solve linear inequalities in one unknown
-appreciate the use of linear inequalities in real life

Learners are guided in pairs, groups or individually to;
-discuss about the reasons why resources are shared equally
-solve linear inequalities in one unknown

Why are resources shared equally?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
- Ruler
-Geometrical set.
-Pencil.
-A Graph book.
-A Cartesian plane.

-Class activities -Assignment Oral questions

ALGEBRA

LINEAR INEQUALITIES

By the end of the lesson, the learner should be able to:

-Discuss simple inequality statements
-Represent linear inequalities in one unknown graphically
-Appreciate the use of linear inequalities in real life
-Enjoy solving problems using linear inequalities

Learners are guided in pairs, groups or individually to;
-discuss simple inequality statements
-represent linear inequalities in one unknown graphically
-indicate and discuss the region that satisfies the inequalities

How do we represent linear inequalities in graphs?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-graph books.
-Cartesian plane.

-Oral questions -Written tests -Assignment

ALGEBRA

LINEAR INEQUALITIES

By the end of the lesson, the learner should be able to:

-Discuss simple inequality statements
-Represent linear inequalities in one unknown graphically
-Appreciate the use of linear inequalities in real life

Learners are guided in pairs, groups or individually to;
-discuss simple inequality statements
-represent linear inequalities in the unknown graphically
-indicate and discuss the regions that satisfies the inequalities

How do we represent linear inequalities in graphs?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-graph books

-Oral questions -Written test -Assignment

ALGEBRA

LINEAR INEQUALITIES

By the end of the lesson, the learner should be able to:

-discuss and generate a table of values
-represent linear inequality in two unknowns graphically
-appreciate and enjoy solving linear inequalities in real life situations

Learners are guided in pairs, groups or individually to;
-discuss and generate a table of values
-represent linear inequality in two unknowns graphically

How can you determine linear inequality in two unknowns graphically?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-graph books
-Cartesian plane

-Oral questions -Written tests -Assignment

ALGEBRA
MEASUREMENTS

LINEAR INEQUALITIES
AREA OF A PENTAGON

By the end of the lesson, the learner should be able to:

-discuss and generate a table of values
-represent linear inequalities in two unknowns graphically.
- appreciate the use of linear inequalities to solve problems in real life situations

Learners are guided in pairs, groups or individually to;
-discuss and generate a table of values
-represent linear inequalities in two unknowns graphically
-indicate the regions that satisfies the inequalities

How can you determine linear inequality in two unknown graphically?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Graph book.
-Cartesian plane.
-Mentors Mathematics learners book grade 9 page 73-74.
-Paper cut outs.
-Charts with different pentagons with different measurements.
-Pair of scissors.
-Manilla paper.
-A ruler and a pair of protractor.

-Oral questions -Written test -Assignment

MEASUREMENTS

AREA OF A HEXAGON

By the end of the lesson, the learner should be able to:

-Identify and state number of sides in a Haxagon.
-Discuss the properties of a hexagon.
-Use triangles to work out area of a hexagon.
-Solve more problems involving area of hexagon.
-Develop genuine interest in calculating the area of Hexagon.

In groups and individually, learners are guided to;
-Identify and recognizing the number of sides in a hexagon.
-Naming different objects with hexagonal shapes.
-Working the area of different Hexagons using formula (summing up areas of various triangles).
-Work out more problems on area of hexagons.
-Make paper cut outs of hexagons and display them in class relating them with real day to day objects.

-How many sides do a Hexagon have? -Which objects have Hexagonal shape?

-Mentors Mathematics learners book grade 9 page 74-76.
-Paper cut outs.
-Charts with different pentagons with different measurements.
-Pair of scissors.
-Manilla paper.
-A ruler and a pair of protractor.

-Checklist -Written exercise. -Oral question. -Assessment rubrics.

MEASUREMENTS

SURFACE AREA OF A RECTANGULAR PRISM

By the end of the lesson, the learner should be able to:
-Draw a rectangular prism.
-Work out the surface area of a rectangular prism.
-Work out more problems on surface area of rectangular prism.

In pairs, Learners are guided to;
-Listing objects which are rectangular prism in shape.
-Working out the surface area of a rectangular prism.
-Work on more problems on the surface area of a rectangular prism.
-Making various models of rectangular prism.

-How many faces,edges and vertices do a rectangular prism have?

-Mentors Mathematics learners book grade 9 page 77-78.
-Boxes
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Ruler.

-Checklist -Written exercise. -Oral question. -Assessment rubrics.

MEASUREMENTS

SURFACE AREA OF TRIANGULAR BASED PRISM

By the end of the lesson, the learner should be able to:
- Draw a triangular prism.
Work out the surface area of a triangular prism.
- Work out more problems on surface area of triangular prism.
-Make various models of triangular prism.
-Show genuine interest in calculating the surface area of triangular prism.

In groups or pairs, learners are guided to;
-Recognizing various objects from their surrounding which are triangular prism in shape.
-Stating the number of faces,edges and vertices in a triangular prism.
-Work out the surface area of a triangular prism.
-Working more problems on calculating the surface area of a triangular prism.
-Mounting the constructed models on triangular prism in class.

-How many faces,edges and vertices do a triangular prism have? -Which objects have triangular prism shape?

-Mentors Mathematics learners book grade 9 page 78-80.
-Boxes
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Ruler.

-Checklist -Written exercise. -Oral question. -Assessment rubrics.

MEASUREMENTS

SURFACE AREA OF PYRAMID
Surface area of a rectangular based pyramid.

By the end of the lesson, the learner should be able to:
-Draw a triangular based pyramid.
-Discuss the number faces,edges and vertices in a triangular based pyramid.
-Use locally available materials to model triangular based pyramid and display them in class for peer assessment.
-Work out the surface area of triangular based pyramid.
-Show genuine interest in calculating surface area of triangular based pyramid.

In groups or pairs, learners are guided to;
-Draw and listing the number of faces,edges and vertices in a triangular based pyramid.
-Model triangular based pyramid using locally available materials.
-Work out the surface area of triangular based pyramid.
-Solve more problems on surface area of triangular based prism.

-How many faces,vertices and edges does a triangular based pyramid have? -Which objects are triangular based pyramid in shape?

-Mentors Mathematics learners book grade 9 page 81-82.
-Boxes
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Ruler.
-Mentors Mathematics learners book grade 9 page 82-83.

-Checklist -Written exercise. -Oral question. -Assessment rubrics.

MEASUREMENTS

Surface area of a square based pyramid.

By the end of the lesson, the learner should be able to:
-Draw a square based pyramid.
-Discuss the number of faces,vertices and edges.
-Use locally available materials to model a square based pyramid.
-Calculate the surface area of square based pyramid.
-Show genuine interest in calculating surface area of a square based pyramid.

In groups and individually, learners are guided to;
-Draw and find out number of faces,vertices and edges in a square based pyramid.
-Model square based pyramid using locally available materials.
-Calculate the surface area of a square based pyramid.
-Work out more problems on surface area of square based pyramid.

-How many faces,vertices and edges does a square based pyramid have? -Which objects are square based pyramid in shape?

-Mentors Mathematics learners book grade 9 page 83-84.
-Boxes
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Ruler.

-Checklist -Written exercise. -Oral question. -Assessment rubrics.

MEAREMENTS

Area of a circle

By the end of the lesson, the learner should be able to:
-Define a circle.
-Work out area of a circle using the formula A = π r².
-Show genuine interest in calculating the area of a circle.

In groups or pairs, learners are guided to;
-Define a circle.
-Relate the relationship between diameter and radius of a circle.
-Calculate the area of different circles.
-Work out more problems on area of a circle using the learnt formula.

-Mentors Mathematics learners book grade 9 page 86.
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Circular objects.
-A pair of compass.

-Checklist -Written exercise. -Oral question. -Assessment rubrics.

MEASUREMENTS

Area of a sector of a circle.

By the end of the lesson, the learner should be able to:
-Define the term sector of a circle.
-Demonstrate how to get sector of a circle from the main circle.
-Calculate the area of sector of a circle.

In groups or pairs, learners are guided to;
-Define the sector of a circle.
-Getting sector of a circle from the main circle.
-Applying the formula for calculating the area of sector of a circle (θ/360º) × πr2
-Working more problems on area of sector of a circle.

-What is a sector of a circle?

-Mentors Mathematics learners book grade 9 page 86.
-Pair of scissors.
-Manilla paper.
-Glue
-Paper cut outs.
-Circular objects.
-A pair of compass.

-Checklist -Written exercise. -Oral question. -Assessment rubrics.

MEASUREMENTS

Area of a segment of a circle.
Surface area of a cone.

By the end of the lesson, the learner should be able to:
-Define the term segment of a circle.
-Identify a segment in a circle.
-Work out the area of segment of a circle.
-Make paper cut outs on segments of a circle.

In groups or pairs, learners are guided to;
-Define the term segment of a circle.
-Identify and demonstrate how to get the segment of a circle.
-Work the area of segment of a circle.
-Make models on segments of a circle.

-What is a segment of a circle?

-Mentors Mathematics learners book grade 9 page 87.
-Pair of scissors.
-Manilla paper.
-Glue
-Paper cut outs.
-Circular objects.
-A pair of compass.
-Mentors Mathematics learners book grade 9 page 91-92.

-Checklist -Written exercise. -Oral question.

MEASUREMENT

Surface area of a cone.

By the end of the lesson, the learner should be able to:
- Identify and apply the formula for calculating the surface area of a cone; A = πr² + πrl
-Work out the surface area of a cone.
-Appreciate working out the surface area of a cone.

In groups or pairs, learners are guided to;
-Demonstrate how to apply the formula for calculating the surface area of cones.
-Work out the surface area of cones.
-Work out more problems relating to surface area of cones.

-What is a cone ? -Which are some of items with conical shapes ?

-Mentors Mathematics learners book grade 9 page 92-93.
-A Calculator.
-Black board illustration.
-A chart on how to calculate the surface area of a cone.

-Checklist -Written exercise. -Oral question.

MEASUREMENTS

Area of a sphere

By the end of the lesson, the learner should be able to:
-Identify spherical objects and school and home and locality.
-Collect,draw and discuss spherical objects.
-Make models on spherical objects.

In groups or pairs, learners are guided to;
-Identify spherical objects at homes,schools and locality.
-Draw and discuss features of a spherical objects.
-Make models of spherical objects and display them in class.

-What is a sphere? -Which are some of items with spherical shapes ?

-Mentors Mathematics learners book grade 9 page 94.
-Black board illustration.

-Written exercise. -Oral question.

MEASUREMENTS

Surface area of a sphere.

By the end of the lesson, the learner should be able to:
- Determine the surface area of a sphere using the formula A = 4π r²
-Work out problems on surface area of a sphere.
-Appreciate working out surface area of a sphere.

In group and individually, learners are guided;
-Determine the surface area of a sphere using the formula A = 4πr²
-Work out problems on surface area of a sphere.
-Working out more problems on the surface area of a sphere.
-Relate more real spherical objects with the formula for calculating the surface area of a sphere.

-What is a sphere? -Which are some of items with spherical shapes ?

-Mentors Mathematics learners book grade 9 page 95.
-Black board illustration.
-Balls,ball bearings,oranges.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of Triangular prism
Volume of Rectangular prism/cuboid.

By the end of the lesson, the learner should be able to:
-Identify triangular prisms.
-Discuss how to calculate the volume of triangular prism.
-Work out the volume of a triangular prism.
-Appreciate working out volume of a triangular prism.

In groups or pairs, learners are guide to;
-Determine the volume of triangular prism.
-Work on more problems on volume of triangular prism.
-Relating on how to work out objects with triangular prisms shapes in the locality.

-How many vertices,edges and faces does a triangular based pyramid have? -Which objects are triangular prism in shape?

-Mentors Mathematics learners book grade 9 page 98-99.
-Black board illustration.
-Charts with diagrams on triangular prisms.
-Models of triangular prisms.
-Mentors Mathematics learners book grade 9 page 100.
-Charts with diagrams on rectangular prisms.
-Models of rectangular prisms.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of triangular based pyramids.

By the end of the lesson, the learner should be able to:
-Identify triangular based pyramid.
-Discuss the faces, vertices and edges in a triangular based pyramid.
-Work out volume of triangular based pyramids.
-Appreciate working out volume of triangular based pyramids.

-Identify triangular based pyramid.
-Discuss the faces, vertices and edges in a triangular based pyramid and note them.
-Work out volume of triangular based pyramids using the demonstrated formula.
-Work out more problems on volume of triangular based pyramids.

-How many vertices, edges and faces does a rectangular based pyramid have? -Which objects are triangular prism in shape?

-Mentors Mathematics learners book grade 9 page 103.
-Black board illustration.
-Charts with diagrams on triangular prisms.
-Models of rectangular prisms.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of rectangular based pyramids.

By the end of the lesson, the learner should be able to:
-Identify rectangular based pyramid.
-Discuss the faces, vertices and edges in a rectangular based pyramid.
-Work out volume of rectangular based pyramids.
-Appreciate working out volume of rectangular based pyramids.

-Identify rectangular based pyramid.
-Discuss the faces, vertices and edges in a rectangular based pyramid and note them.
-Work out volume of rectangular based pyramids using the demonstrated formula.
-Work out more problems on volume of rectangular based pyramids.

-How many vertices, edges and faces does a rectangular based pyramid have? -Which objects are rectangular prism in shape?

-Mentors Mathematics learners book grade 9 page 104.
-Black board illustration.
-Charts with diagrams on triangular prisms.
-Models of rectangular prisms.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of square based pyramids.

By the end of the lesson, the learner should be able to:
-Identify square based pyramid.
-Discuss the faces, vertices and edges in a square - based pyramid.
-Work out volume of square based pyramids.
-Appreciate working out volume of square-based pyramids.

-Identify square - based pyramid.
-Discuss the faces, vertices and edges in a square - based pyramid and note them.
-Work out volume of square based pyramids using the demonstrated formula.
-Work out more problems on volume of square based pyramids.

-How many vertices, edges and faces does a square- based pyramid have? -Which objects are square based prism in shape?

-Mentors Mathematics learners book grade 9 page 105-106.
-Black board illustration.
-Charts with diagrams on square based pyramid.
-Models of square based pyramids.

-Written exercise. -Oral question. -Checklists

MEASUREMENTS

Volume of cones and spheres.
Volume of frustrum.

By the end of the lesson, the learner should be able to:
-Identify cones and spheres based pyramid.
-Discuss the faces, vertices and edges in a cone.
-Work out volume of cones and spheres.
-Appreciate working out volume of cones and spheres.

-Identify cones and spheres.
-Discuss the faces, vertices and edges in a cone and note them.
Work out volume of cones and spheres
-for cone
V = ¹/₃ πr²h
-for sphere
V = ⁴/₃ πr²h
- using the demonstrated formula.
-Work out more problems on volume of triangular based pyramids.

-How many vertices, edges and faces does a cone have? -Which objects are spherical in shape in shape?

-Mentors Mathematics learners book grade 9 page 109.
-Black board illustration.
-Charts with cones and spheres.
-Models cones and spheres .
-Mentors Mathematics learners book grade 9 page 109-111.
-Manila papers.
-Models on different frustrum (conical and rectangular base .
-Pair of scissors.
-Glue.
-A ruler.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of frustrum.

By the end of the lesson, the learner should be able to:
-Demonstrate the formula for working out the volume of frustrum.
-Work out the volume of frustrum.
-Searching from digital devices more examples of frustrum shapes and objects.
-Appreciate working out volumes of frustrums.

-Identify how a frustrum is obtained from the cone or pyramid.
-Demonstrate how the volume of a frustrum is obtained.
-Work out volume of a frustrum.
-Work out more problems on volume of frustrums.

-What is a frustrum?. -Which are some of objects in shape of a frustrum.

-Mentors Mathematics learners book grade 9 page 109-111.
-Black board illustration.
-Manila papers with different diagrams on frustrums.
-Models on different frustrum (conical and rectangular base .
-A calculator.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of frustrum.

By the end of the lesson, the learner should be able to:

-Calculate volume of frustrums with different bases.
-Work on more problems on frustrum volume related questions.
-Show genuine interest in working out volume of frustrums with different bases.

-Continue working out more problems on frustrums with different bases.
-Work out on an assessment on volume of solids (mixed assessment on different solids learnt).

-Which are some of objects in shape of a frustrum.

-Mentors Mathematics learners book grade 9 page 109-111.
-Black board illustration.
-Manila papers.
-Models different frustrum(conical and rectangular base .
-Pair of scissors.
-Glue.
-A ruler.

-Written exercise. -Oral question.

MEASUREMENTS

Mass

By the end of the lesson, the learner should be able to:
-Define the term mass.
-Convert units of mass from one unit to the other.
-Collaboratively use beam or electronic balance to determine mass of different objects.
-Relate each unit of mass to Kilogram (Kg).
-Work out problems on mass.

-Define the term mass.
-Recall the relationship between different units of mass as learnt from previous grades.
- use beam or electronic balance to determine mass of different objects as they record.
-Relate each unit of mass to Kilogram (Kg).
-Work out problems on mass.

-What do we use to measure mass? -Mass is measured in which units?

-Mentors Mathematics learners book grade 9 page 115-117.
-Beam balance.
-A chart on Different units of mass and how they are related.
-Objects whose mass is to be determined.

-Written exercise. -Oral question.

MEASUREMENTS

Weight
Volume

By the end of the lesson, the learner should be able to:
-Define the term weight.
-Convert mass to weight (W=mg).
-Work out problems on mass and weight.
-Work out problems on weight.
-Appreciate working out problems on weight.

-Define the term weight.
-Relate mass and weight in real life situation.
- use spring balance to determine weight of different objects.
-Relate each unit of mass to Kilogram (Kg).
-Work out problems on weight.

-What is weight? -What is used to measure weight? -What are units of measuring weight?

-Mentors Mathematics learners book grade 9 page 117-119.
-Spring balance.
-A chart on Different units of weight and how they are related.
-Objects whose weight is to be determined.
-A chart on Different units of volume and how they are related.
-Objects whose volume is to be determined by formula method and displacement for the irregular objects.
-100cm3 beaker.

-Written exercise. -Oral question.

MEASUREMENTS

Density

By the end of the lesson, the learner should be able to:
-Define the term density.
-State different units of expressing density(g/cm3 and kg/m3.
-Converting units of density from one form to the other Hint 1g/cm3=1000Kg/m3.
-Work out problems on converting units of density from one form to the other.
-Show genuine interest in converting units of density from one form to the other.

-Define the term density.
-Convert units of density from one form to the other.
- Work out problems on converting different forms of density.
-Working out more problems on converting units of density from one form to the other.

-What is density? -What are different units used to measure density?

-Mentors Mathematics learners book grade 9 page 117-119.
-Spring balance.
-A chart with different examples on converting units of density from one to the other.

-Written exercise. -Oral question.

MEASUREMENTS

Density

By the end of the lesson, the learner should be able to:
-Relating mass and volume to get density.
-Calculating density of different objects given mass and volume.
-Work out more problems on density.
-Recognize the use of density in daily life.

-Relating mass and volume to get density.
-Calculating density of different objects given mass and volume.
-Work out more problems on density.

-What is density? -What are different units used to measure density?

-Mentors Mathematics learners book grade 9 page 120-121.
-A chart on worked examples on calculations involving density.

-Written exercise. -Oral question.

MEASUREMENTS

Time

By the end of the lesson, the learner should be able to:
-Define time.
-Relate different units of time.
-Timing time taken to do various activities in class and at school(running around the field,completing a sum,a lesson,different breaks et .
-Working on problems related to time.
-Appreciate working out problems on time.

-Define time.
-Highlighting different units of measuring time.
-Work out more problems on time.
-Model a clock face.

-What is time? -What are different units used to measure time? -Which are different types of devices used to measure time?

-Mentors Mathematics learners book grade 9 page 123.
-A chart on worked examples on calculations involving time.
-A clock face.
-A stop watch.
-Wrist watch.

-Written exercise. -Oral question. -Modeling a clock face.

MEASUREMENTS

Distance
Speed

By the end of the lesson, the learner should be able to:
-Define Distance.
-Relate different units of distance.
-Estimating and measuring distance between various objects and buildings in school.
-Working on problems related to distance.
-Show genuine interest working out problems on distance.

-Define distance.
-Highlighting different units of measuring distance.
-Work out more problems on distance.
-Measuring distance using a meter ruler.

-What is distance? -What is the estimate distance from your class to staff room? -Which is the largest unit of measuring distance?

-Mentors Mathematics learners book grade 9 page 123-124.
-A chart on worked examples on calculations involving distance.
-A meter rule.
-A chart on worked examples on calculations involving speed.

-Written exercise. -Oral question. -Measuring various distance in school and at home.

MEASUREMENTS

Average Speed

By the end of the lesson, the learner should be able to:
-Define the term average speed.
-Discuss on different examples on average speed from learners book.
-Working out different problems on average speed.
-Show genuine interest in calculating average speed related problems.

-Define the term average speed.
-Discuss on different examples on average speed from learners book.
-Work out different problems on average speed.

-What is average speed?

-Mentors Mathematics learners book grade 9 page 126-129.
-A chart on worked examples on calculations involving average speed.

-Written exercise. -Oral question.

MEASUREMENT

Velocity.

By the end of the lesson, the learner should be able to:
-Meaning of velocity and its units.
-Difference between speed and velocity.
-Work out calculations on velocity,
-Recognize the difference between speed and velocity.

In groups or pairs, learners are guided to;
-State the difference between speed and velocity.
-Discuss more differences between speed and velocity.
-Work on problems involving speed and velocity.

-What is average velocity?

-Mentors Mathematics learners book grade 9 page 129-132.
-A chart on worked examples on calculations involving velocity.

-Written exercise. -Oral question.

MEASUREMENTS

Acceleration

By the end of the lesson, the learner should be able to:
-Define the term acceleration and state its units.
Demonstrate how to work out problems on acceleration.
Work out problems on acceleration.
Appreciate working out problems on acceleration.

-Define acceleration and identify its units.
-Work out various examples involving acceleration.
-Interpret speed time graphs to get acceleration.
-Working more problems involving acceleration.

-When is a body said to be accelerating?

-Mentors Mathematics learners book grade 9 page 132-134.
-A chart on worked examples on calculations involving acceleration.

-Written exercise. -Oral question.

MEASUREMENTS

Acceleration

By the end of the lesson, the learner should be able to:
-Work out different questions on acceleration.
-Graphically interpreting questions on acceleration.

-Working out more problems on acceleration.
-Interpreting the graphs and working out acceleration related questions.
-Plotting graphs for accelerating bodies.

-When is a body said to be accelerating?

-Mentors Mathematics learners book grade 9 page 132-134.
-A chart on worked examples on calculations involving acceleration.
-Graphs on Velocity against time.

-Written exercise. -Oral question.

MEASUREMENTS

Longitudes.
Relating longitudes to time

By the end of the lesson, the learner should be able to:
-Identify the longitudes on the globe.
-Relate longitude to the time on the globe.
-Search from digital devices on more information about longitudes.
-Work out problems involving longitudes.
-Appreciate identifying longitudes from the globe.

In groups or pairs, learners are guided to;
-Identify longitudes on the globe.
-Relating longitudes to the time on the globe.
-Search from internet on more information on longitudes.
-Work out problems on longitudes.

-What is a longitude?

-Mentors Mathematics learners book grade 9 page 135-136.
-A chart on worked examples on calculations involving longitudes.
-A Globe.
-A pointer.
-A laptop
-Mentors Mathematics learners book grade 9 page 137-138.

-Written exercise. -Oral question.

MEASUREMENTS

Local time of places on earth along different longitudes

By the end of the lesson, the learner should be able to:
-Determine local time of places on earth along different longitudes.
-Demonstrate how time is calculated using longitudes.
-Appreciate calculating time using longitudes.

-Determine local time of places on earth along different longitudes.
-Demonstrate how time is calculated using longitudes.
-Working more exercises on calculation of time using longitudes.

-How does change in longitude cause time difference?

-Mentors Mathematics learners book grade 9 page 138-140.
-A chart on worked examples on calculations involving longitudes.
-A Globe.
-A pointer.
-Black board illustrations.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Identify currencies used in different countries.
-Collaboratively use different print materials or digital devices to search for images of different currencies and use them to make a collage of currencies.
-Discuss and identify currencies shown on the chart.
-Appreciate different currencies used in different countries.

-Identify currencies used in different countries.
-Collaboratively use different print materials or digital devices to search for images of different currencies and use them to make a collage of currencies.
-Discuss and identify currencies shown on the chart.

-How did people used to buy goods and services long time ago? -What is currency?

-Mentors Mathematics learners book grade 9 page 142-143.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Converting currencies from one form to the other.
-Discuss on exchange rates.
-Work out problems on exchange rates.
-Appreciate comparing own country currency with other country currencies in real life situation.

-Converting currencies from one form to the other.
-Discuss on exchange rates.
-Work out problems on exchange rates.
-Solving more problems relating to currencies and exchange rates.

-What happens to ones’s currency when one move from one country to the other?

-Mentors Mathematics learners book grade 9 page 143-145.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.

-Written exercise. -Oral question.

MEASUREMENTS

Money
Money

By the end of the lesson, the learner should be able to:
- Determine export and import duties charged on goods and services in real life situation.
-Discuss local goods that attracts exercise duty.
-Determine exercise duty on goods and services.

- Determine export and import duties charged on goods and services in real life situation.
-Discuss local goods that attracts exercise duty.
-Determine exercise duty on goods and services.
-Work out problems on import duties, export duties and exercise duty on goods and services.

-What is import duty? -What is export duty? -What is exercise duty? -Who receives the import duty, export duty and exercise duty?

-Mentors Mathematics learners book grade 9 page 147-149.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.
-Mentors Mathematics learners book grade 9 page 153-155.
-Receipts.

-Written exercise. -Oral question.

MEASUREMENTS

Approximation and errors.

By the end of the lesson, the learner should be able to:
-Approximate quantities in measurements in different situations.
-Determine errors using estimations and actual measurements.
-Appreciate working out problems on errors approximation.

-Carrying out activities of measurements of different quantities such as length, area, volume, capacity and mass using arbitrary units.
-Estimate and measure different quantities using appropriate instruments.
-Compare estimates and the actual measurements and determine the error.

-How do we estimate measurements of different quantities?

-Mentors Mathematics learners book grade 9 page 153-155.
-Different paper cut outs on currencies.
-Black board illustrations.
-Receipts.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Determine percentage errors using actual measurements of quantities.
-Work out problems on percentage errors.
-Appreciate approximations and errors in real life situations.

-Work out the percentage error from the estimated and the actual measurements.
-Work out errors using digital devices or other resources and relate to consumer awareness.

-How do we estimate measurements of different quantities?

-Mentors Mathematics learners book grade 9 page 158-164.
-Different paper cut outs on currencies.
-Black board illustrations.
-Receipts.

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs.

By the end of the lesson, the learner should be able to:
-Identify the vertical and horizontal axes.
-Plotting a straight line Y=Mx+C
-Plot out points on a Cartesian plane.
-Show genuine interest in plotting points on a Cartesian plot.

In groups or pairs, learners are guided to;
-Identify vertical(y-axis) and horizontal(x-axis) on the Cartesian plane.
-Plot out points on a Cartesian plane to make a straight line.
-Locate the points (y coordinates and x-coordinates on a Cartesian plane).

-How do we plot on a Cartesian plane?

-Mentors Mathematics learners book grade 9 page 166-168.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs
Co-ordinates and graphs

By the end of the lesson, the learner should be able to:
-Plotting parallel lines on a Cartesian plane.
-Draw parallel lines on a Cartesian plane.
-Relate gradients of parallel lines.
-Appreciate drawing parallel lines and relating their gradients.
Note;Gradient for parallel lines are equal.

-Plotting parallel lines on a Cartesian plane by devising table of values.
-Draw parallel lines on a Cartesian plane from the table of values.
-Relate gradients of parallel lines.

-How is gradient of parallel lines related?

-Mentors Mathematics learners book grade 9 page 168-172.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil
-Mentors Mathematics learners book grade 9 page 172-174.

-Written exercise. -Oral question.

GEOMETRY

Scale drawing

By the end of the lesson, the learner should be able to:
Identify compass and true bearing in real life situation.
-Determine the bearing of a point from another in real life situation.
-Appreciate determining the bearing of a point in real life situation.

-Draw and discuss the compass directions and relate to the compass and true north bearings.
-Discuss and locate place from different points using bearings.
-Discuss and locate places using bearing and distance.
-Sketch and use a scale drawing to show the position of places from given points.

-How do we use scale drawing in real life situation?

-Mentors Mathematics learners book grade 9 page 180-184.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.

GEOMETRY

Scale drawing

By the end of the lesson, the learner should be able to:
Identify compass and true bearing in real life situation.
-Determine the bearing of a point from another in real life situation.
-Appreciate determining the bearing of a point in real life situation.

-Draw and discuss the compass directions and relate to the compass and true north bearings.
-Discuss and locate place from different points using bearings.
-Discuss and locate places using bearing and distance.
-Sketch and use a scale drawing to show the position of places from given points.

-How do we use scale drawing in real life situation?

-Mentors Mathematics learners book grade 9 page 180-184.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.