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

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

- Written tests - Oral questions - Observation

Measurements

Time, Distance and Speed - Velocity
Time, Distance and Speed - Acceleration

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

- Explain the difference between speed and velocity and define displacement.
- Distinguish between speed and velocity and calculate velocity in given real-life situations.
- Appreciate the precision of velocity in describing motion in physics and engineering.

In groups, learners are guided to:

- Discuss the difference between distance and displacement using diagrams with directional arrows.
- Determine velocity of objects moving in specified directions and compare with speed values.
- Solve problems that distinguish between speed and velocity in real-life contexts.

How do we observe speed in daily activities?

- Oxford Active Mathematics Grade 9 pg. 125
- Writing materials
- Oxford Active Mathematics Grade 9 pg. 126
- Stopwatch and tape measure

- Oral questions - Written assignments - Observation

Measurements

Time, Distance and Speed - Longitudes on the globe

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

- Oral questions - Written assignments - Observation

Measurements

Time, Distance and Speed - Longitudes and local time

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

- Explain how the earth's rotation relates to time differences across longitudes.
- Calculate the local time of a place given its longitude and the time at another location.
- Appreciate the global significance of time zones in international communication and travel.

In groups, learners are guided to:

- Discuss the relationship between longitudes and time using a globe and a light source.
- Calculate time differences between two places using longitude difference × 4 minutes per degree.
- Use IT devices to explore time zones in different parts of the world and solve real-life time problems.

Why does time vary in different places of the world?

- Oxford Active Mathematics Grade 9 pg. 127
- Globe, maps
- Digital resources and internet access

- Written tests - Oral questions - Observation

Measurements

Money - Currencies of other countries
Money - Conversion of currencies

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
- Oxford Active Mathematics Grade 9 pg. 133
- Newspapers with currency exchange rates
- Digital devices

- Oral questions - Written assignments - Observation

Measurements

Money - Conversion of currencies: applications

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

- Identify situations where currency conversion is used in international trade and travel.
- Solve real-life problems involving conversion between different world currencies.
- Develop awareness of financial literacy and consumer protection in international transactions.

In groups, learners are guided to:

- Solve multi-step problems converting US dollars, Euros, Pounds, Yen and other currencies to and from Kenya shillings.
- Discuss the effect of exchange rate changes on the cost of imported goods.
- Use IT tools to find current exchange rates and apply them to solve real-life problems.

Why do we change currencies from one form to another?

- Oxford Active Mathematics Grade 9 pg. 134
- Writing materials
- Internet access

- Written tests - Oral questions - 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

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

- Written assignments - Oral questions - Observation

Measurements

Approximations and Errors - Percentage errors
Approximations and Errors - Application of approximations and errors in real life

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

- Describe percentage error and explain how it relates the error to the actual measurement.
- Calculate percentage error using the formula: percentage error = (error ÷ actual measurement) × 100%.
- Appreciate the use of percentage error in quality control and scientific measurement contexts.

In groups, learners are guided to:

- Estimate and measure different quantities (length, capacity, mass) and calculate the raw error for each.
- Apply the percentage error formula to each measurement and compare results across different quantities.
- Use IT devices to compute percentage errors and relate findings to consumer protection and quality assurance.

How do we estimate measurements of different quantities?

- Oxford Active Mathematics Grade 9 pg. 146
- Ruler, measuring cylinder, beam balance
- Internet access
- Oxford Active Mathematics Grade 9 pg. 148
- Writing materials
- Digital resources and internet access

- Written tests - Oral questions - Observation

Geometry

Scale Drawing - Compass and true bearings
Scale Drawing - Compass bearings: identifying bearing directions
Scale Drawing - True bearings

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

- Describe compass bearings and true bearings and explain how they indicate direction.
- Identify compass bearings (N, S, E, W, NE, NW, SE, SW) and measure true bearings clockwise from North.
- Appreciate the use of bearings in navigation on land, sea and air.

In groups, learners are guided to:

- Draw a compass rose and identify the eight compass directions and their relationship to each other.
- Identify and state the compass bearing and true bearing of directions shown in diagrams.
- Relate bearings to real-life navigation contexts such as ships using compasses and pilots flying on given bearings.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 165
- Ruler and protractor
- Oxford Active Mathematics Grade 9 pg. 166
- Oxford Active Mathematics Grade 9 pg. 167

- Oral questions - Written assignments - Observation

Geometry

Scale Drawing - Bearing of one point from another

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

- Explain how to determine the bearing of one point from another given a diagram.
- Calculate the bearing of one point from another from given diagrams and measurements.
- Value the application of bearing calculations in locating positions of towns, ships and aircraft.

In groups, learners are guided to:

- Study diagrams showing positions of points and determine compass and true bearings of each from given reference points.
- Use the Kenya map to determine the true bearings between named towns.
- Solve problems involving two planes or ships taking off in different directions from the same point.

How do we use scale drawing in real life?

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

- Written assignments - Oral questions - 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

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

- Written assignments - Oral questions - Observation

Geometry

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

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

- Define the angle of depression and distinguish it from the angle of elevation.
- Identify the angle of depression in given diagrams and practical real-life scenarios.
- Appreciate the application of angles of depression in aviation, navigation and cliff-top surveying.

In groups, learners are guided to:

- Stand at a point above ground level, place an object below eye level and identify the angle formed below the horizontal.
- Identify angles of depression in given diagrams showing cliffs, planes and boats.
- Discuss real-life scenarios where angles of depression are encountered such as pilots viewing runways and guards looking down towers.

How do we use scale drawing in real life?

- Oxford Active Mathematics Grade 9 pg. 174
- Object, tape measure and string
- Oxford Active Mathematics Grade 9 pg. 175
- Ruler, protractor
- Graph paper

- Oral questions - Written assignments - Observation

Geometry

Scale Drawing - Application of scale drawing in simple surveying

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

- Oral questions - Written assignments - Observation

Geometry

Scale Drawing - Surveying and area calculation from scale drawing

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

- Identify the steps involved in calculating the area of a land parcel from a scale drawing and field book.
- Solve problems calculating the area of land parcels using scale drawings and field book measurements.
- Value the knowledge of scale drawing in community development, land allocation and agriculture.

In groups, learners are guided to:

- Use field book data to draw sections of a field and identify all triangular and trapezoidal sections.
- Calculate the area of each section using actual measurements derived from the scale drawing.
- Add the areas of individual sections to find the total area of the land parcel and express in hectares.

How do we use scale drawing in real life?

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

- Written tests - Oral questions - Observation

Geometry

Similarity and Enlargement - Similar figures and their properties
Similarity and Enlargement - Identifying similar figures: ratios and proportions

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
- Oxford Active Mathematics Grade 9 pg. 184

- Oral questions - Written assignments - Observation

Geometry

Similarity and Enlargement - Drawing similar figures

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

- Explain the steps for drawing a figure similar to a given figure using a specified ratio.
- Draw figures similar to given objects using a specified ratio of similarity.
- Develop creativity and precision in representing similar shapes at different scales.

In groups, learners are guided to:

- Trace a given triangle, measure its sides and draw a similar triangle where each side is enlarged or reduced by a given scale.
- Use a ruler and geometrical instruments to draw similar rectangles and other geometric shapes.
- Verify the similarity of drawn figures by checking angle equality and side ratios.

What are similar objects?

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

- Oral questions - Written assignments - Observation

Geometry

Similarity and Enlargement - Properties of enlargement
Similarity and Enlargement - Centre of enlargement and scale factor

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
- Oxford Active Mathematics Grade 9 pg. 191
- Graph paper

- Oral questions - Written assignments - Observation

Geometry

Similarity and Enlargement - Application of properties of enlargement

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

- Identify real-life contexts where enlargement is applied such as map-making and model design.
- Apply properties of enlargement to draw objects and their images given the centre and scale factor.
- Appreciate how enlargement enables accurate reproduction of shapes at different sizes in design.

In groups, learners are guided to:

- Use IT devices to enlarge and reduce images and discuss the scale factor applied to each dimension.
- Apply enlargement properties to determine coordinates of image vertices from a given centre and scale factor.
- Solve problems involving enlargement in real-life contexts such as making scale models of buildings and printing photographs.

How do we use enlargement in real-life situations?

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

- Oral questions - Written tests - 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

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

- Oral questions - Written assignments - Observation

Geometry

Trigonometry - Application of sines
Trigonometry - Application of cosines and tangents

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

- Explain how the sine ratio is used to calculate unknown sides and angles in right-angled triangles.
- Apply the sine ratio to calculate lengths of sides and sizes of angles in real-life situations.
- Appreciate the use of sine in solving real-world problems such as finding heights of buildings and lengths of ramps.

In groups, learners are guided to:

- Use the sine ratio to determine the height a ladder reaches on a wall given its length and the angle it makes with the ground.
- Solve problems involving angles of elevation using the sine ratio and mathematical tables or a calculator.
- Discuss the use of trigonometry in surveying, construction and navigation with reference to real examples.

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

- Oxford Active Mathematics Grade 9 pg. 213
- Scientific calculator
- Mathematical tables
- Oxford Active Mathematics Grade 9 pg. 216

- Written assignments - Oral questions - Observation

Data Handling and Probability

Data Interpretation (Grouped Data) - Class width
Data Interpretation (Grouped Data) - Frequency distribution tables of grouped data

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

- Define the terms range and class width.
- Determine an appropriate class width for grouping a given set of data.
- Appreciate the value of grouping in organising large sets of data.

- Discuss the meaning of range and class width using a set of data
- Identify the highest and lowest values in a set of data and work out the range
- Work out an appropriate class width for grouping data into a given number of classes
- Collect data on the masses of learners in class and determine a suitable class width

How do we decide on a suitable class width when grouping data?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 224
- Calculators
- Reference books
- Charts showing sets of data
- Oxford Active Mathematics Learner's Book Grade 9 pg. 227
- Manila paper and charts

- Oral questions - Written exercise - Observation

Data Handling and Probability

Data Interpretation (Grouped Data) - Modal class of grouped data
Data Interpretation (Grouped Data) - Mean of grouped data
Data Interpretation (Grouped Data) - Median of grouped data

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

- Define the modal class of grouped data.
- Identify the modal class from a frequency distribution table.
- Value the use of the modal class in interpreting data.

In groups, learners are guided to:
- Discuss the meaning of the modal class
- Draw a frequency distribution table for given data
- Identify the modal class from different frequency distribution tables

Which class in a set of grouped data occurs most frequently?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 230
- Calculators
- Charts
- Reference books
- Oxford Active Mathematics Learner's Book Grade 9 pg. 233
- Oxford Active Mathematics Learner's Book Grade 9 pg. 236

- Oral questions - Written exercise - Observation

Data Handling and Probability

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

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

- Explain how the mean and median are used to interpret real-life data.
- Use IT devices or other materials to determine the mean and median of grouped data.
- Appreciate data interpretation in real-life situations.

In groups, learners are guided to:
- Collect real-life data, for example distances to nearby health facilities, and group it
- Use IT devices or other materials to determine the mean and median of the data
- Discuss the interpretation of the mean and median in real-life contexts

How are the mean and median useful in interpreting real-life data?

- Oxford Active Mathematics Learner's Book Grade 9 pg. 238
- IT devices and calculators
- Internet access
- Reference books
- Oxford Active Mathematics Learner's Book Grade 9 pg. 242
- Coins
- Dice
- Oxford Active Mathematics Learner's Book Grade 9 pg. 244

- Practical activity / project - Observation - Oral questions

Data Handling and Probability

Probability - Identifying mutually exclusive events

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

- Define mutually exclusive events.
- Identify mutually exclusive events in real-life situations.
- Appreciate mutually exclusive events in everyday life.

In groups, learners are guided to:
- Discuss the meaning of mutually exclusive events
- Use real-life examples to identify whether events are mutually exclusive
- Classify given events as mutually exclusive or not

When are two events said to be mutually exclusive?

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

- 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