Measurements

Time, Distance and Speed - Speed in metres per second
Time, Distance and Speed - Speed in kilometres per hour

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

- State the formula for speed and explain the relationship between distance, time and speed.
- Calculate speed in metres per second from given distance and time values.
- Appreciate the use of speed calculations in sports, transport and safety planning.

- Run or walk a 100 m race, record the time taken for each learner and calculate speed in m/s.
- Discuss the formula speed = distance ÷ time and solve problems using different units.
- Solve real-life problems involving athletes, vehicles and animals using speed in m/s.

How do we observe speed in daily activities?

- Oxford Active Mathematics Grade 9 pg. 121
- Stopwatches or clocks
- Tape measure
- Oxford Active Mathematics Grade 9 pg. 122
- Graph paper and ruler
- Writing materials

- Oral questions - Written assignments - Observation

Measurements

Time, Distance and Speed - Average speed

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

- Explain the concept of average speed and how it differs from instantaneous speed.
- Calculate average speed for journeys with different speeds over different distances.
- Appreciate the relevance of average speed in planning multi-stage journeys and road safety.

In groups, learners are guided to:

- Analyse scenarios where a vehicle travels at different speeds on different legs of a journey.
- Work out average speed using total distance ÷ total time taken for the whole journey.
- Solve problems involving average speed in real-life transport scenarios such as bus, lorry and cyclist journeys.

How do we observe speed in daily activities?

- Oxford Active Mathematics Grade 9 pg. 123
- Writing materials

- Oral questions - Written assignments - Observation

Measurements

Time, Distance and Speed - Average speed: applications
Time, Distance and Speed - Velocity

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

- Identify situations where average speed calculations are applied in real life.
- Solve multi-step problems involving average speed with stops and different legs of a journey.
- Develop a positive attitude towards using mathematical tools to plan and optimise travel.

In groups, learners are guided to:

- Calculate average speed for journeys with rest stops, different speeds on different sections and return trips.
- Analyse distance-time graphs to determine average speed for each segment of a journey.
- Solve problems involving journeys with multiple speed changes and stops at intermediate points.

How do we observe speed in daily activities?

- Oxford Active Mathematics Grade 9 pg. 124
- Graph paper and writing materials
- Oxford Active Mathematics Grade 9 pg. 125
- Writing materials

- Written tests - Oral questions - Observation

Measurements

Time, Distance and Speed - Acceleration

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

- Define acceleration and state the formula a = (v−u)/t.
- Calculate acceleration and deceleration using given initial velocity, final velocity and time values.
- Value the understanding of acceleration in road safety, sport science and engineering applications.

In groups, learners are guided to:

- Participate in short running events, record the starting and finishing velocities, calculate acceleration.
- Use stopwatch and tape measure to measure time and distance, then determine acceleration.
- Solve problems involving acceleration and deceleration using the formula a = (v−u)/t.

How do we observe speed in daily activities?

- Oxford Active Mathematics Grade 9 pg. 126
- Stopwatch and tape measure

- Written assignments - Oral questions - Observation

Measurements

Time, Distance and Speed - Longitudes on the globe
Time, Distance and Speed - Longitudes and local time

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

- Identify and describe longitudes on the globe including the Greenwich Meridian and their labelling.
- Distinguish between longitudes east and west of the Greenwich Meridian using a globe or map.
- Appreciate the global system of longitudes and their role in navigation and geography.

In groups, learners are guided to:

- Study a globe or maps and identify longitudes as imaginary lines running from north to south.
- Identify the Greenwich Meridian and distinguish east (0°–180°E) and west (0°–180°W) longitudes.
- Use a globe and maps to identify the longitudes of different cities in Kenya and across the world.

Why does time vary in different places of the world?

- Oxford Active Mathematics Grade 9 pg. 126
- Globe or map of the world
- Oxford Active Mathematics Grade 9 pg. 127
- Globe, maps
- Digital resources and internet access

- Oral questions - Written assignments - Observation

Measurements

Money - Currencies of other countries

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

- Identify currencies used in different countries and explain the concept of currency exchange.
- Distinguish between buying and selling rates of currency exchange.
- Appreciate the global nature of currency exchange in international trade and travel.

In groups, learners are guided to:

- Collect cut-outs of different currencies from old newspapers and magazines and match each to its country.
- Use digital devices to search for and list currencies of various countries.
- Visit a nearby bank or financial institution to find out the buying and selling rates of different currencies.

Why do we change currencies from one form to another?

- Oxford Active Mathematics Grade 9 pg. 132
- Old newspapers and magazines
- Digital devices and internet access

- Oral questions - Written assignments - Observation

Measurements

Money - Conversion of currencies
Money - Conversion of currencies: applications

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

- Describe how currency conversion works using buying and selling rates from financial institutions.
- Calculate the amount received when converting currencies using given exchange rates.
- Value accurate currency conversion in protecting consumers during trade and travel.

In groups, learners are guided to:

- Use newspapers or visit financial institutions to find current exchange rates for different currencies.
- Fill in a currency exchange rate table and use it to convert between currencies.
- Solve worked examples converting Kenya shillings to foreign currencies and vice versa.

Why do we change currencies from one form to another?

- Oxford Active Mathematics Grade 9 pg. 133
- Newspapers with currency exchange rates
- Digital devices
- Oxford Active Mathematics Grade 9 pg. 134
- Writing materials
- Internet access

- Oral questions - Written assignments - Observation

Measurements

Money - Import duty and excise duty

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

- Define import duty, excise duty and customs value and explain when each applies.
- Calculate import duty and excise duty charged on goods using given rates.
- Appreciate the role of import and excise duty in generating government revenue and protecting local industries.

In groups, learners are guided to:

- Visit the Kenya Revenue Authority (KRA) or invite a resource person to discuss import and excise duties.
- Work out import duty from given customs values and rates using the formula: duty = rate × customs value.
- Research goods exempted from import duty in Kenya and discuss the economic rationale.

How do we determine taxes charged on different goods?

- Oxford Active Mathematics Grade 9 pg. 136
- KRA resource materials
- Writing materials

- Written assignments - Oral questions - Observation

Measurements

Money - Value Added Tax
Money - Export duty and application of taxes in real life

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

- Define Value Added Tax (VAT) and explain how it is calculated on goods and services.
- Calculate VAT using the formula VAT = rate × (customs value + import duty + excise duty).
- Value the role of VAT in public revenue generation and recognise it on shopping receipts.

In groups, learners are guided to:

- Collect shopping receipts and identify the VAT charged and the rate applied.
- Work out VAT on different items using the given formula and the 16% standard rate.
- Discuss imported and local goods that attract VAT and calculate the total cost of goods inclusive of VAT.

How do we determine taxes charged on different goods?

- Oxford Active Mathematics Grade 9 pg. 139
- Shopping receipts
- Writing materials
- Oxford Active Mathematics Grade 9 pg. 140
- KRA resource materials
- Internet access

- Oral questions - Written assignments - Observation

Measurements

Approximations and Errors - Approximation of quantities using arbitrary units

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

- Define an arbitrary unit and describe its use in approximating measurements of different quantities.
- Approximate lengths, areas, volumes, capacities and masses using arbitrary units.
- Appreciate the role of approximation in everyday measurement when standard tools are unavailable.

In groups, learners are guided to:

- Measure the classroom length in palm lengths, foot lengths and strides and compare results.
- Approximate the area of a surface using small and large squares and record findings.
- Approximate the volume of a box using small and large cubes and the capacity of containers using cups and jugs.

How do we estimate measurements of different quantities?

- Oxford Active Mathematics Grade 9 pg. 142
- Sticks, string, cups, jugs
- Small and large squares (cut paper)

- Oral questions - Written assignments - Observation

Measurements

Approximations and Errors - Errors in estimation of measurements
Approximations and Errors - Percentage errors

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

- Explain the concept of measurement error and how it arises from estimation.
- Calculate the error in a measurement by computing the difference between estimated and actual values.
- Develop a sense of responsibility in minimising errors when measuring quantities.

In groups, learners are guided to:

- Estimate the length of objects using palm lengths then measure with a ruler; record both values.
- Calculate the error = estimated measurement − actual measurement for each object.
- Discuss real-life situations where estimation errors have consequences such as in construction and medicine.

How do we estimate measurements of different quantities?

- Oxford Active Mathematics Grade 9 pg. 144
- Ruler, beam balance
- Objects of different sizes
- Oxford Active Mathematics Grade 9 pg. 146
- Ruler, measuring cylinder, beam balance
- Internet access

- Written assignments - Oral questions - Observation

Measurements
Geometry

Approximations and Errors - Application of approximations and errors in real life
Coordinates and Graphs - Plotting points on a Cartesian plane

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

- Identify real-life situations where approximations and errors are relevant such as in trade, science and engineering.
- Solve problems involving approximations and errors in various measurement contexts.
- Value accuracy and precision in measurement as a foundation for consumer protection and scientific inquiry.

In groups, learners are guided to:

- Solve real-life problems involving errors and percentage errors in capacity, mass and length measurements.
- Discuss how errors in measurement affect trade and consumer protection in everyday buying and selling.
- Discuss with family members how knowledge of approximations and errors is applied in their daily work and home activities.

How do we estimate measurements of different quantities?

- Oxford Active Mathematics Grade 9 pg. 148
- Writing materials
- Digital resources and internet access
- Oxford Active Mathematics Grade 9 pg. 149
- Graph paper and ruler

- Written tests - Oral questions - Observation

Geometry

Coordinates and Graphs - Graphs of straight lines
Coordinates and Graphs - Parallel lines and their gradients
Coordinates and Graphs - Perpendicular lines and their gradients

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

- State the method for drawing a straight-line graph from a given equation.
- Draw straight-line graphs by generating a table of values from given equations.
- Value the use of straight-line graphs in interpreting real-life linear relationships.

In groups, learners are guided to:

- Generate a table of values by substituting x values into equations such as y=2x+6 and x-2y=3.
- Plot the values on a Cartesian plane and join the points using a ruler to draw straight lines.
- Discuss the features of the graphs drawn including gradient and y-intercept.

How do we draw graphs of straight lines?

- Oxford Active Mathematics Grade 9 pg. 151
- Graph paper and ruler
- Oxford Active Mathematics Grade 9 pg. 154
- Oxford Active Mathematics Grade 9 pg. 158

- Oral questions - Written assignments - Observation

Geometry

Coordinates and Graphs - Applications of graphs of straight lines
Scale Drawing - Compass and true bearings
Scale Drawing - Compass bearings: identifying bearing directions

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

- Identify real-life situations where straight-line graphs represent quantitative relationships.
- Draw and use straight-line graphs to solve real-life problems involving distance, temperature and cost.
- Appreciate the power of straight-line graphs in predicting and interpreting real-world data.

In groups, learners are guided to:

- Draw a graph of temperature against time using recorded data and use it to predict values beyond the given range.
- Draw distance-time graphs and interpret them to determine speed, position and journey details.
- Discuss with family members how knowledge of graphs is applied in daily activities and scientific experiments.

How do we interpret graphs of straight lines?

- Oxford Active Mathematics Grade 9 pg. 162
- Graph paper and ruler
- Oxford Active Mathematics Grade 9 pg. 165
- Ruler and protractor
- Oxford Active Mathematics Grade 9 pg. 166

- Written tests - Oral questions - Observation

Geometry

Scale Drawing - True bearings
Scale Drawing - Bearing of one point from another

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

- State the difference between compass bearings and true bearings.
- Measure and express true bearings as three-digit angles measured clockwise from North.
- Appreciate the importance of precision in expressing true bearings for safe navigation.

In groups, learners are guided to:

- Measure the angle each direction makes with North in a clockwise direction using a protractor.
- Express angles as three-digit numbers (e.g. 040° for 40°) to standardise bearing notation.
- Solve problems involving both compass and true bearings and convert between the two forms.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 167
- Ruler and protractor
- Oxford Active Mathematics Grade 9 pg. 168
- Ruler, protractor and maps

- Oral questions - Written assignments - Observation

Geometry

Scale Drawing - Locating points using bearing and distance
Scale Drawing - Scale drawing using multi-step bearings

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

- State the procedure for locating a point on a scale drawing given its bearing and distance.
- Draw scale diagrams to show the positions of points at given bearings and distances from a reference point.
- Appreciate how scale drawing using bearings enables accurate planning in navigation and land management.

In groups, learners are guided to:

- Use a ruler and protractor to make a scale drawing showing the position of a point at a given bearing and distance.
- Use the scale 1 cm represents 10 m (or 100 km) to draw positions of ships, aircraft and landmarks.
- Measure the straight-line distance between points on the scale drawing and convert to actual distance.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 170
- Ruler and protractor
- Graph paper
- Oxford Active Mathematics Grade 9 pg. 171

- Written assignments - Oral questions - Observation

Geometry

Scale Drawing - Identifying the angle of elevation

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

- Define the angle of elevation and explain how it is formed between the horizontal and the line of sight.
- Identify the angle of elevation in given real-life diagrams and practical scenarios.
- Appreciate the use of angles of elevation in construction, navigation and engineering.

In groups, learners are guided to:

- Stand 5 m from a goal post and hold a stick vertically, then observe and identify the angle from the horizontal to the top.
- Identify the angle of elevation in given diagrams showing towers, mountains and buildings.
- Discuss real-life situations where angles of elevation are used such as observing aircraft, cranes and tall buildings.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 173
- Ruler, stick and string

- Oral questions - Written assignments - Observation

Geometry

Scale Drawing - Determining the angle of elevation
Scale Drawing - Identifying the angle of depression

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

- Explain the method for determining the angle of elevation using scale drawing.
- Make scale drawings to determine the angle of elevation from given distance and height data.
- Value the precision of scale drawing in finding angles of elevation without direct measurement.

In groups, learners are guided to:

- Lean a ladder against a wall at different positions, measure the height and horizontal distance and make a scale drawing.
- Measure the angle of elevation from the scale drawing and verify with actual measurement.
- Solve real-life problems finding angle of elevation or height of buildings and towers using scale drawing.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 174
- Ruler, protractor, metre rule
- Graph paper
- Object, tape measure and string

- Written assignments - Oral questions - Observation

Geometry

Scale Drawing - Determining angles of depression

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

- Explain the procedure for determining the angle of depression using scale drawing.
- Make scale drawings to determine the angle of depression from given heights and distances.
- Develop accuracy in solving problems involving angles of depression in real-life contexts.

In groups, learners are guided to:

- Make scale drawings representing situations where an observer looks down at an object from a height.
- Measure the angle of depression from the scale drawing and interpret the answer in real-life terms.
- Solve problems involving vertical cliffs, planes and observatories using scale drawing of angles of depression.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 175
- Ruler, protractor
- Graph paper

- Written tests - Oral questions - Observation

Geometry

Scale Drawing - Application of scale drawing in simple surveying
Scale Drawing - Surveying and area calculation from scale drawing

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

- Describe the method of simple surveying using a field book and perpendicular offsets.
- Use scale drawing to represent a piece of land from field book measurements.
- Appreciate the use of scale drawing in surveying land and in community planning.

In groups, learners are guided to:

- Study field book entries showing survey line measurements and perpendicular offsets.
- Draw the vertical survey line and perpendicular offsets to scale, then join the boundary points.
- Calculate the area of each section (triangles and trapeziums) using the scale drawing measurements.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 177
- Ruler, protractor
- Graph paper
- Oxford Active Mathematics Grade 9 pg. 178

- Oral questions - Written assignments - Observation

Geometry

Similarity and Enlargement - Similar figures and their properties

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

- Define similarity and state the properties of similar figures (equal angles, proportional sides).
- Identify similar figures and determine ratios of corresponding sides.
- Appreciate the application of similarity in photography, map-making and architecture.

In groups, learners are guided to:

- Collect objects from the environment, sort them by similarity and discuss what makes them similar.
- Measure corresponding sides of similar triangles and determine the ratios.
- Verify that similar figures have equal corresponding angles and proportional corresponding sides using set squares.

What are similar objects?

- Oxford Active Mathematics Grade 9 pg. 182
- Objects from environment
- Ruler and protractor

- Oral questions - Written assignments - Observation

Geometry

Similarity and Enlargement - Identifying similar figures: ratios and proportions
Similarity and Enlargement - Drawing similar figures

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

- Describe the conditions for two triangles to be similar (equal angles and proportional corresponding sides).
- Calculate unknown lengths in similar figures using the constant ratio of corresponding sides.
- Value the use of proportional reasoning in solving real-life problems involving similar shapes.

In groups, learners are guided to:

- Study pairs of triangles and determine whether they are similar by checking angle equality and side ratios.
- Calculate unknown side lengths using the constant ratio of corresponding sides.
- Solve real-life problems involving similar shapes such as shadow lengths and map-distance calculations.

What are similar objects?

- Oxford Active Mathematics Grade 9 pg. 184
- Ruler and protractor
- Oxford Active Mathematics Grade 9 pg. 186
- Ruler, protractor
- Geometrical instruments

- Written assignments - Oral questions - Observation

Geometry

Similarity and Enlargement - Properties of enlargement

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

- Define enlargement and state the key properties of an enlargement transformation.
- Demonstrate the properties of enlargement including the invariance of angles and proportional increase of sides.
- Appreciate the role of enlargement in photography, architecture and digital image processing.

In groups, learners are guided to:

- Use models and tracing paper to demonstrate enlargement from a fixed centre of enlargement.
- Join corresponding vertices of object and image and extend the lines to identify properties.
- Discuss and verify: angles are preserved, sides are in constant ratio, and shape is unchanged in enlargement.

How do we use enlargement in real-life situations?

- Oxford Active Mathematics Grade 9 pg. 189
- Ruler and geometrical instruments
- Tracing paper

- Oral questions - Written assignments - Observation

Geometry

Similarity and Enlargement - Centre of enlargement and scale factor
Similarity and Enlargement - Application of properties of enlargement

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

- Identify the centre of enlargement and the scale factor from a given enlargement diagram.
- Determine the centre of enlargement and calculate the scale factor from object and image measurements.
- Value the systematic use of the centre of enlargement in creating accurate scale models and plans.

In groups, learners are guided to:

- Join corresponding vertices of object and image and extend the lines to locate the centre of enlargement.
- Calculate the scale factor by dividing the distance from centre to image vertex by the distance from centre to object vertex.
- Determine the coordinates of image vertices from given scale factors and centres of enlargement.

How do we use enlargement in real-life situations?

- Oxford Active Mathematics Grade 9 pg. 191
- Ruler and geometrical instruments
- Graph paper
- Oxford Active Mathematics Grade 9 pg. 195
- Digital devices

- Written assignments - Oral questions - Observation

Geometry

Similarity and Enlargement - Linear scale factor of similar figures

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

- State the meaning of linear scale factor and explain how it relates lengths in similar figures.
- Calculate the linear scale factor of similar figures and use it to find unknown lengths.
- Value the application of linear scale factor in model-making, map reading and photography.

In groups, learners are guided to:

- Measure corresponding sides of two similar objects and calculate the ratio to determine the linear scale factor.
- Use the linear scale factor to calculate unknown dimensions of similar figures.
- Discuss with family members how knowledge of similarity and enlargement is applied in making land plans, house plans and other real-life contexts.

How do we use enlargement in real-life situations?

- Oxford Active Mathematics Grade 9 pg. 196
- Ruler and similar objects
- Writing materials

- Written tests - Oral questions - Observation

Geometry

Trigonometry - Angles and sides of a right-angled triangle
Trigonometry - Trigonometric ratios: sine, cosine and tangent

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

- Identify the hypotenuse, opposite and adjacent sides of a right-angled triangle relative to a given acute angle.
- Distinguish the three sides of a right-angled triangle with respect to different acute angles.
- Appreciate the foundational role of right-angled triangles in trigonometry and real-life applications.

In groups, learners are guided to:

- Draw right-angled triangles and identify all angles and sides including the hypotenuse.
- Discuss and label the opposite, adjacent and hypotenuse sides relative to each acute angle in the triangle.
- Identify sides in various right-angled triangles relative to different acute angles represented by letters.

What is the relationship between angles and sides in a right-angled triangle?

- Oxford Active Mathematics Grade 9 pg. 199
- Ruler and geometrical instruments
- Oxford Active Mathematics Grade 9 pg. 201
- Ruler
- Writing materials

- Oral questions - Written assignments - Observation

Geometry

Trigonometry - Tables of trigonometric ratios

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

- Describe the structure of tables of sines, cosines and tangents including the main, difference and ADD sections.
- Use tables of sines, cosines and tangents to read trigonometric ratios for given angles.
- Appreciate mathematical tables as reliable and accurate tools for reading trigonometric values.

In groups, learners are guided to:

- Study a section of the table of sines and practise navigating the rows, columns and ADD section.
- Read cosine and tangent values from respective tables for given angles including angles with decimals.
- Solve problems that require reading trigonometric ratios directly from mathematical tables.

What is the relationship between angles and sides in a right-angled triangle?

- Oxford Active Mathematics Grade 9 pg. 204
- Mathematical tables (sines, cosines, tangents)

- Oral questions - Written assignments - Observation

Geometry

Trigonometry - Trigonometric ratios using a calculator
Trigonometry - Application of sines

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

- Explain how to use a scientific calculator to find trigonometric ratios for given angles.
- Determine sine, cosine and tangent of angles using a scientific calculator accurately.
- Value the efficiency and accuracy of scientific calculators in computing trigonometric ratios.

In groups, learners are guided to:

- Use a scientific calculator to find sin, cos and tan of various angles by pressing the relevant function keys followed by the angle.
- Read the answers from the screen and express them to four significant figures.
- Verify calculator results against values from mathematical tables to build confidence in both methods.

What is the relationship between angles and sides in a right-angled triangle?

- Oxford Active Mathematics Grade 9 pg. 211
- Scientific calculator
- Mathematical tables
- Oxford Active Mathematics Grade 9 pg. 213

- Oral questions - Written assignments - Observation

Geometry
Data Handling and Probability

Trigonometry - Application of cosines and tangents
Data Interpretation (Grouped Data) - Class width

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

- Identify situations where cosine and tangent ratios are applied to solve right-angled triangle problems.
- Apply cosine and tangent ratios to calculate unknown lengths and angles in real-life situations.
- Value the comprehensive use of trigonometric ratios in engineering, construction and navigation.

In groups, learners are guided to:

- Use the cosine ratio to find horizontal distances and side lengths in right-angled triangle problems.
- Apply the tangent ratio to determine angles and distances in elevation and depression situations.
- Discuss with family members how trigonometry is applied in real-world professions such as architecture, engineering and aviation.

What is the relationship between angles and sides in a right-angled triangle?

- Oxford Active Mathematics Grade 9 pg. 216
- Scientific calculator
- Mathematical tables
- Oxford Active Mathematics Learner's Book Grade 9 pg. 224
- Calculators
- Reference books
- Charts showing sets of data

- Written tests - Oral questions - Observation

Data Handling and Probability

Data Interpretation (Grouped Data) - Frequency distribution tables of grouped data
Data Interpretation (Grouped Data) - Modal class of grouped data
Data Interpretation (Grouped Data) - Mean of grouped data

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

- Describe a frequency distribution table for grouped data.
- Draw a frequency distribution table of grouped data using tallies.
- Appreciate the role of frequency tables in summarising data.

In groups, learners are guided to:
- Discuss how to organise data into classes of equal width
- Tally a set of data and record the frequency for each class
- Draw and complete a frequency distribution table for grouped data

How can grouped data be organised into a frequency distribution table?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 227
- Calculators
- Manila paper and charts
- Reference books
- Oxford Active Mathematics Learner's Book Grade 9 pg. 230
- Charts
- Oxford Active Mathematics Learner's Book Grade 9 pg. 233

- Written assignment - Observation - Oral questions

Data Handling and Probability

Data Interpretation (Grouped Data) - Median of grouped data
Data Interpretation (Grouped Data) - Mean and median of grouped data in real-life situations
Probability - Experiments involving equal and likely outcomes

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

- Identify the median class of grouped data.
- Calculate the median of grouped data using the formula.
- Appreciate the median as a measure of central tendency.

In groups, learners are guided to:
- Use cumulative frequencies to determine the median class
- Identify the lower class boundary, class width and frequency of the median class
- Calculate the median from different sets of grouped data

How do we locate and calculate the median of grouped data?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 236
- Calculators
- Charts
- Reference books
- Oxford Active Mathematics Learner's Book Grade 9 pg. 238
- IT devices and calculators
- Internet access
- Oxford Active Mathematics Learner's Book Grade 9 pg. 242
- Coins
- Dice

- Written assignment - Observation - Oral questions

Data Handling and Probability

Probability - Range of probability of an event
Probability - Identifying mutually exclusive events

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

- State the lowest and highest possible values of probability.
- Determine the range of probability of an event.
- Appreciate that the probability of an event lies between 0 and 1.

In groups, learners are guided to:
- Discuss the probability of certain and impossible events
- Identify the lowest value (0) and the highest value (1) of probability
- Work out the range of probability of different events

Between which values does the probability of any event lie?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 244
- Coins
- Dice
- Reference books
- Oxford Active Mathematics Learner's Book Grade 9 pg. 245

- Oral questions - Written exercise - Observation

Data Handling and Probability

Probability - Experiments involving mutually exclusive events
Probability - Experiments involving independent events

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

- Describe single-chance experiments involving mutually exclusive events.
- Perform experiments of single chance involving mutually exclusive events.
- Collaborate with peers while carrying out probability experiments.

In groups, learners are guided to:
- Carry out experiments involving mutually exclusive events, for example spinning an arrow
- Determine the probability of mutually exclusive events
- Discuss how the probabilities of mutually exclusive events are added

How do we find the probability of mutually exclusive events?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 246
- Spinners
- Coins and dice
- Reference books
- Oxford Active Mathematics Learner's Book Grade 9 pg. 247
- Coins
- Dice

- Practical activity - Observation - Written exercise

Data Handling and Probability

Probability - Tree diagrams for a single outcome

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

- Describe a tree diagram.
- Draw a tree diagram to represent the outcomes of an event.
- Appreciate the probability of events occurring in real-life situations.

In groups, learners are guided to:
- Discuss how a tree diagram represents possible outcomes
- List the possible outcomes of an event and their probabilities
- Draw tree diagrams to represent the outcomes of single events

How can a tree diagram help us represent and find probabilities?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 249
- Charts
- IT devices
- Reference books

- Written exercise - Observation - Oral questions