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WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 4 |
Rates, Rations, proportions and percentages
|
Identifying rates in different situations
|
By the end of the lesson, the learner should be able to:
identify rates in different situations Use IT devices to explore on rates promote use of ratios and proportions in real life. |
- The learner is guided to:
time while doing different activities such as calling using for example different mobile service providers. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 34-36 KLB Top Scholar Maths Grade 8 P.B Pg. 36 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
2 | 5 |
Rates, Rations, proportions and percentages
|
Working out rates in real life
Expressing fractions as ratio in real life situations Comparing two rations in different situations |
By the end of the lesson, the learner should be able to:
identify rates in different situations work out rates in real life situations promote use of ratios and proportions in real life. express fractions as ratios in real life situations Explore using fractions as ratios in real life. compare two or more ratios in different situations |
- The learner is guided to:
time while doing different activities such as calling using for example different mobile service providers. role play this activity and note time taken to call, record on a table and compare The learner is guided to: use cut outs from whole objects or substances to relate fractions to ratios. discuss and compare ratios from the cut outs. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 36 KLB Top Scholar Maths Grade 8 P.B Pg. 36-37 KLBTopScholarMathsGrade8T.GPg.37 KLBTopScholarMathsGrade8P.BPg.38-39 KLBTopScholarMathsGrade8T.GPg.37-38 KLBTopScholarMathsGrade8P.BPg.40-41 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
3 | 1 |
Rates, Rations, proportions and percentages
|
Compare three ratios in different situations
Dividing quantities in given in real life situations Working out ratios in different situations |
By the end of the lesson, the learner should be able to:
express fractions as ratios in real life situations compare two or more ratios in different situations promote use of ratios and proportions in real life. divide quantities in given ratios in real life situations identify ratios in different situations. work out ratios in different situations |
The learner is guided to:
discuss and compare ratios from the cut outs. discuss and share quantities of concrete objects in different ratios. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 38-39 KLB Top Scholar Maths Grade 8 P.B Pg. 41-42 KLBTopScholarMathsGrade8T.GPg.39 KLBTopScholarMathsGrade8P.BPg.42-44 KLBTopScholarMathsGrade8T.GPg.40 KLBTopScholarMathsGrade8P.BPg.44-45 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
3 | 2 |
Rates, Rations, proportions and percentages
|
Working out increase and decrease of quantities using ratios
Working out increase and decrease of quantities using ratios in real life situations Working out percentage change of given quantities in real life situations |
By the end of the lesson, the learner should be able to:
identify increase and decrease in quantities. work out increase and decrease of quantities using ratios in real life situations promote use of ratios and proportions in real life. state the percentage change of given quantities. work out percentage change of given quantities in real life situations. |
The learner is guided to:
discuss and share quantities of concrete objects in different ratios. discuss and determine percentage increase and decrease of different quantities. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 40-41 KLB Top Scholar Maths Grade 8 P.B Pg. 44-45 KLBTopScholarMathsGrade8T.GPg.41 KLBTopScholarMathsGrade8P.BPg.45-46 KLBTopScholarMathsGrade8T.GPg.42 KLBTopScholarMathsGrade8P.BPg.47-48 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
3 | 3 |
Rates, Rations, proportions and percentages
|
Identifying direct proportions in real life.
Working out direct proportions in real life situations Identifying indirect proportions in real life situations |
By the end of the lesson, the learner should be able to:
identify direct and indirect proportions in real life situations Observe real examples of direct proportions. promote use of ratios and proportions in real life. work out direct and indirect proportions in real life situations observe real examples of indirect proportions. |
- The learner is guided to:
use IT devices or other materials to explore percentage change. role play shopping activities to show and determine direct relationships and can use any other activities. The learner is guided to: |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 43 KLB Top Scholar Maths Grade 8 P.B Pg. 48-50 KLBTopScholarMathsGrade8T.GPg.43-44 KLBTopScholarMathsGrade8P.BPg.50-51 KLBTopScholarMathsGrade8T.GPg.44 KLBTopScholarMathsGrade8P.BPg.52-53 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
3 | 4 |
Rates, Rations, proportions and percentages
ALGEBRA ALGEBRA |
Working out indirect proportions in real life situations
Factorizing of algebraic expressions in different situation Simplification of Algebraic fractions |
By the end of the lesson, the learner should be able to:
identify direct and indirect proportions in real life situations work out direct and indirect proportions in real life situations promote use of ratios and proportions in real life. identify algebraic expressions in different situations factorize algebraic expressions in different situation enjoy using algebraic expressions in real life situations. identify ways of simplifying algebraic expressions simplify algebraic fractions in different situations |
- The learner is guided to:
use IT devices or other materials to explore percentage change. role play shopping activities to show and determine direct relationships and can use any other activities. The learner is guided to: discuss and identify like and unlike terms and factorize algebraic expressions discuss like and unlike terms and simplify the algebraic fractions |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 44-48 KLB Top Scholar Maths Grade 8 P.B Pg. 54-55 KLBTopScholarMathsGrade8T.GPg.49-50 KLBTopScholarMathsGrade8P.BPg.56 KLBTopScholarMathsGrade8T.GPg.51 KLBTopScholarMathsGrade8P.BPg.57-58 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
3 | 5 |
ALGEBRA
|
Simplification of algebraic fractions by factorization
Simplification of Algebraic fractions by factorization |
By the end of the lesson, the learner should be able to:
explain factorization method. simplify algebraic fractions by factorization enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss like and unlike terms and simplify the algebraic fractions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 51-52 KLB Top Scholar Maths Grade 8 P.B Pg. 58-59 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
4 | 1 |
ALGEBRA
Linear Equations Linear Equations |
Evaluating algebraic expressions by substituting numeral values in different situations
Forming linear equations in two unknowns in real life situations. Forming related linear equations in two unknowns |
By the end of the lesson, the learner should be able to:
explain ways of evaluating algebraic expressions evaluate algebraic expressions by substituting numerical values in different situation enjoy using algebraic expressions in real life situations. form linear equations in two unknowns in real life situations role play shopping on two different items recognize use of linear equations in real life. |
- The learner is guided to:
discuss how to substitute the given numerical values to work out a given algebraic expression. use IT to work out exercises and activities in algebra or drag and drop activities of grouping similar terms to simplify algebraic expressions use other resources to work out algebra exercises. role play activities such as shopping on two different items in the shop to form linear equations in two unknowns. discuss with others and use other activities with two unknowns The learner is guided to: |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 53-54 KLB Top Scholar Maths Grade 8 P.B Pg. 59-61 KLBTopScholarMathsGrade8T.GPg.63-64 KLBTopScholarMathsGrade8P.BPg.62-63 KLBTopScholarMathsGrade8T.GPg.57 KLBTopScholarMathsGrade8P.BPg.63-64 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
4 | 2 |
Linear Equations
|
Solving linear equations in two unknowns using substitution
Solving linear equations in two unknowns using substitution method in real life situations Solving linear equation in two unknowns using elimination method in real life situations |
By the end of the lesson, the learner should be able to:
identify way of solving linear equations. solve linear equations in two unknowns by Substitution method in real life situations recognize use of linear equations in real life. solve linear equations in two unknowns by elimination method in real life situations |
- The learner is guided to:
discuss and use substitution method to find the solutions of simultaneous equations in two unknowns. The learner is guided to: discuss and use elimination method to find the solutions of simultaneous equations in two unknowns. |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 57-58 KLB Top Scholar Maths Grade 8 P.B Pg. 65-66 KLBTopScholarMathsGrade8T.GPg.58 KLBTopScholarMathsGrade8T.GPg.59 KLBTopScholarMathsGrade8P.BPg.66-68 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
4 | 3 |
Linear Equations
MEASUREMENT |
Solving linear equations in two unknowns using elimination method
Applying linear equations in two unknowns in real life situations Circles |
By the end of the lesson, the learner should be able to:
identify way of solving linear equations. solve linear equations in two unknowns by elimination method in real life situations recognize use of linear equations in real life. state ways of applying linear equations in two unknowns. apply linear equations in two unknowns in real life situations identify the circumference of a circle. work out the circumference of a circle in real life situations promote use of circles in real life situations. |
The learner is guided to:
discuss and use elimination method to find the solutions of simultaneous equations in two unknowns. - The learner is guided to: practice forming and solving simultaneous equations in two unknowns of real-life case using any method. watch videos or use other materials involving linear equations in two unknowns. discuss with others and find the circumference of different circular objects in the environment |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 60 KLB Top Scholar Maths Grade 8 P.B Pg. 66-68 KLBTopScholarMathsGrade8T.GPg.61-62 KLBTopScholarMathsGrade8P.BPg.69-70 Cut outs of sectors, papers, ruler KLB Top Scholar Maths Grade 8 T.G Pg. 63-64 KLB Top Scholar Maths Grade 8 P.B Pg. 71-72 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
4 | 4 |
MEASUREMENT
|
Working out the length of an arc of a circle in different situations
Working out the length of an Arc of a circle in different situations Calculating the perimeter of a sector of a circle in different situations |
By the end of the lesson, the learner should be able to:
describe an arc work out the length of an Arc of a circle in different situations promote use of circles in real life situations. describe the perimeter of a sectors, calculate the Perimeter of a sector of a circle in different situations |
The learner is guided to:
use cut outs to relate arc length to the circumference of a circle, starting with semicircle, then quarter of a circle etc. - The learner is guided to: draw circles and work out the circumference of a circle, and arc length of a circle. use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations. use IT or other resources to explore use of sectors of circles in daily life |
How do we determine the circumference of a circle?How do we use sectors of a circle in real life situations?
|
Cut outs of sectors, papers, ruler
KLB Top Scholar Maths Grade 8 T.G Pg. 65 KLB Top Scholar Maths Grade 8 P.B Pg. 72-74 KLB Top Scholar Maths Grade 8 T.G Pg. 66 KLB Top Scholar Maths Grade 8 T.G Pg. 66-67 KLB Top Scholar Maths Grade 8 P.B Pg. 74-76 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
4 | 5 |
MEASUREMENT
Geometry Geometry |
Calculating the perimeter of a sector of a circle
Scale Drawing; Representing lengths to a given scale in different situations Converting actual length to scale length in real life situations |
By the end of the lesson, the learner should be able to:
describe the perimeter of a sectors, calculate the Perimeter of a sector of a circle in different situation promote use of circles in real life situations. Measure the length of sides of objects such as a pen, a pencil, a rubber, an exercise book, a desk and a table. Record their measurement in a table as shown on page 143 Appreciate different types of lengths. Use a ruler or tape measure to measure the length of the classroom. Convert actual length to scale length in real life situations. Record the results in a table. Enjoy converting actual length to scale length in real life situations. |
- The learner is guided to:
use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations. use IT or other resources to explore use of sectors of circles in daily life In groups, learners are guided to measure the length of sides of objects such as a pen, a pencil, a rubber, an exercise book, a desk and a table. In groups, learners are guided to record their measurement in a table as shown on page 143 In groups, learners are guided to use a ruler or tape measure to measure the length of the classroom. In groups, learners are guided to convert actual length to scale length in real life situations. In groups, learners are guided to record the results in a table. |
How do we determine the circumference of a circle?How do we use sectors of a circle in real life situations?
|
Cut outs of sectors, papers, ruler
KLB Top Scholar Maths Grade 8 T.G Pg. 67-68 KLB Top Scholar Maths Grade 8 P.B Pg. 74-76 KLB; Top Scholar: Mathematics Learner's Book Grade 8 pg. 143-144 Ruler Digital devices Learner's Book Grade 8 pg. 145-146 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
5 | 1 |
Geometry
|
Converting scale length to actual length in real life situations
Interpreting linear scales in statements form in different situations Writing Linear scale in Statement form in different situations |
By the end of the lesson, the learner should be able to:
Draw a rectangular plot of scale drawing 9 cm and 4 cm. Convert scale length to actual length. Enjoy converting scale length to actual length in real life situations. Identify situations when a scale can be interpreted. Do activity 5 in learner's book 8 page 148 Interpret linear scales in statements form in different situations. Enjoy interpreting linear scales in statements form in different situations. Explain the meaning of linear scale in statement form. Write linear scale in Statement form in different situations. Enjoy writing linear scale in Statement form in different situation. |
In groups, learners are guided to draw a rectangular plot of scale drawing 9 cm and 4 cm.
In groups, learners are guided to fill in the table in learner's book 8 page 147 In groups, learners are guided to convert scale length to actual length. In groups, learners are guided to identify situations when a scale can be interpreted. In groups, learners are guided to do activity 5 in learner's book 8 page 148 In groups, learners are guided to interpret linear scales in statements form in different situations. In groups, learners are guided to explain the meaning of linear scale in statement form. In groups, learners are guided to write linear scale in Statement form in different situations. |
How do you convert scale length to actual length?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 146-147 Ruler Digital devices Learner's Book Grade 8 pg. 148-149 Learner's Book Grade 8 pg. 149-151 |
Oral questions Oral Report Observation
Written exercise
|
|
5 | 2 |
Geometry
|
Interpreting linear scales in ratio form in different situations
Writing linear scales in ratio form in different situations. Converting linear scale from statement form to ratio form in different situations |
By the end of the lesson, the learner should be able to:
Draw the table in learner's book 8 page 151 Interpret linear scales in ratio form. Enjoy interpreting linear scales in ratio form. Explain the meaning of linear scale in ratio form. Write linear scale in ratio form in different situations. Enjoy writing linear scale in ratio form in different situation. Consider the scale 1 cm represents 4m and convert 4 m to centimetres. Convert linear scale from statement form to ratio form. Enjoy converting linear scale from statement form to ratio form in different situations. |
In groups, learners are guided to draw the table in learner's book 8 page 151
In groups, learners are guided to interpret linear scales in ratio form. In groups, learners are guided to explain the meaning of linear scale in ratio form. In groups, learners are guided to write linear scale in ratio form in different situations. In groups or in pairs, learners are guided to consider the scale 1 cm represents 4m and convert 4 m to centimetres. In groups, learners are guided to express the scale in ratio form. In groups, learners are guided to convert linear scale from statement form to ratio form. |
How do you interpret linear scales in ratio form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 151-152 Ruler Digital devices Learner's Book Grade 8 pg. 152-153 Learner's Book Grade 8 pg. 153-154 |
Oral questions Oral Report Observation
Written exercise
|
|
5 | 3 |
Geometry
|
Converting linear scale from ratio from to statement form in different situations
Making scale drawing in different situations Digital time |
By the end of the lesson, the learner should be able to:
Consider the scale 1:800 000 on a map. Converting linear scale from ratio from to statement form. Enjoy converting linear scale from ratio from to statement form in different situations. Making scale drawing in different situations. Recognize the use of scale drawing in maps. Applying scale drawing in real life situations. Use the link: https://www.youtube.com/watch?v=2K5IjmVbDyw Watch the video clip on making scale drawing. Have fun and enjoy watching the video. |
In groups, learners are guided to consider the scale 1:800 000 on a map.
In groups, learners are guided to converting linear scale from ratio from to statement form. In groups, learners are guided to making scale drawing in different situations. In groups, learners are guided to recognize the use of scale drawing in maps. In groups, learners are guided to use the link: https://www.youtube.com/watch?v=2K5IjmVbDyw In groups, learners are guided to watch the video clip on making scale drawing. |
How do you convert linear scale from ratio from to statement form?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 154-155 Ruler Digital devices Learner's Book Grade 8 pg. 155-157 Learner's Book Grade 8 pg. 157 |
Oral questions Oral Report Observation
Written exercise
|
|
5 | 4 |
Common solids
|
Identification of common solids from the environment
Nets of Common Solids in Different Situations Draw a rectangular based pyramid |
By the end of the lesson, the learner should be able to:
Collect solids of different shapes from your environment. Group them according to their shapes. Appreciate different types of solids of different shapes. Use a box with an open top, cut the box along the edges AG, BF, CE and DH Sketch the shape of the spread faces of the box Appreciate different faces of a box. Cut along slating edges VA, VB, VC, and VD Draw the resulting net accurately showing the measurements. Have fun and enjoy drawing the net of cube and pyramid. |
In groups, learners are guided to collect solids of different shapes from your environment.
In groups, learners are guided to group them according to their shapes In groups, learners are guided to identify each case count the number of faces, edges and vertices a solid has. In groups, learners are guided to use a box with an open top, cut the box along the edges AG, BF, CE and DH In groups, learners are guided to spread out the faces of the box In groups, learners are guided to sketch the shape of the spread faces of the box. In groups, learners are guided to cut along slating edges VA, VB, VC, and VD In groups, learners are guided to draw the resulting net accurately showing the measurements. |
What is a solid?
Which are the common solids found in your environment?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 158-159 Ruler Digital devices Learner's Book Grade 8 pg. 159-160 Learner's Book Grade 8 pg. 160-165 |
Oral questions Oral Report Observation
Written exercise
|
|
5 | 5 |
Common solids
|
Working out Surface Area of Solids from nets of solids in different situations
Working out Surface Area of Solids from nets of solids in different situations Determining the Distance between two points on the surface of a solid in different situations |
By the end of the lesson, the learner should be able to:
Draw a net of the cuboid. Calculate the area of each face. Appreciate a cuboid Explain the meaning of surface area of a cuboid. Calculate the surface area of a pyramid. Appreciate the surface area of a pyramid. Draw accurately a net of the prism showing the path of the string. Determine the total length of the strength. Appreciate determining the distance two points on the surface of a solid in different situations. |
In groups, learners are guided to draw a net of the cuboid.
In groups, learners are guided to calculate the area of each face. In groups, learners are guided to find the sum of the areas of the faces In groups, learners are guided to explain the meaning of surface area of a cuboid. In groups, learners are guided to write the formula of working out the surface area of a pyramid. In groups, learners are guided to calculate the surface area of a pyramid. In groups, learners are guided to draw accurately a net of the prism showing the path of the string. On the net, learners to show the path of the string and find the lengths of DM, MB, and BE In groups, learners are guided to determine the total length of the strength. |
How do you work out the area of a cuboid?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 166 Ruler Digital devices Learner's Book Grade 8 pg. 166-171 Learner's Book Grade 8 pg. 171-174 |
Oral questions Oral Report Observation
Written exercise
|
|
6 | 1 |
Common solids
|
Making models of Hollow and compact solids
Making models of Hollow and compact solids |
By the end of the lesson, the learner should be able to:
On a manilla paper, draw the net accurately. Fold the net along the dotted lines. Hold the edges using a cello tale. Have fun and enjoy making models. Draw a compact cylindrical model. Fix the faces by gluing the flaps firmly. Enjoy drawing a compact cylindrical model. |
On a manilla paper, learners to draw the net accurately in learner's book 8 page 175
In groups, learners are guided to fold the net along the dotted lines and hold the edges using a cello tale. In groups, learners are guided to draw a compact cylindrical model. In groups, learners are guided to fold the net along the dotted lines. In groups, learners are guided to fix the faces by gluing the flaps firmly. |
How do you make a skeleton model of a cube of side 8.5cm?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 175 Ruler Digital devices Learner's Book Grade 8 pg. 176 |
Oral questions Oral Report Observation
Written exercise
|
|
6 | 2 |
Common solids
Data Handling and Probability |
Making models of Hollow and compact solids
Digital time Data presentation and Interpretation |
By the end of the lesson, the learner should be able to:
Use wires or straws to make a skeleton model of a cuboid. Measure its length and width. Have fun and enjoy modelling. Open the link: https://www.youtube.com/watch?=_3iHKEbHTeQ&t=19s Watch the video clip on nets of Common solids. Appreciate the use of digital devices. Explain the meaning of bar graph. Fill in the table in learner's book 8 Have a desire to learn more about data handling and probability. |
In groups, learners are guided to use wires or straws to make a skeleton model of a cuboid.
In groups, learners are guided to measure its length and width. In groups, learners are guided to use a tray of matchbox and mud prepared from clay soil or plasticine, make a model of a compact solid in the shape of a cuboid. As a class, learners are guided to open the link: https://www.youtube.com/watch?=_3iHKEbHTeQ&t=19s As a class, learners are guided to watch the video clip on nets of Common solids. As a class, learners are guided to write short points about the video. In groups, learners are guided to explain the meaning of bar graph. In groups, learners are guided to fill in the table in learner's book 8. In groups, learners are guided to choose a suitable scale and represent the data on a bar graph. |
How do you make a skeleton model of a pyramid on a square base of side 4.5cm and slant height 6 cm?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 177 Ruler Digital devices Learner's Book Grade 8 pg. 178-180 |
Oral questions Oral Report Observation
Written exercise
|
|
6 | 3 |
Data Handling and Probability
|
Interpreting bar graphs of data from real life situations.
Drawing line graphs of given data from real life situations. Interpreting line graphs of data from real life situations. |
By the end of the lesson, the learner should be able to:
Draw a bar graph representing amounts earned on sales of items in a certain week. Determine the day when the sales were highest. Appreciate the importance of Interpreting bar graphs of data from real life situations. Draw the table that shows temperature recorded at different times of the day in learner's book 8 Represent the information on a line graph. Enjoy drawing line graphs of given data from life situations. Consider the graph showing the distance covered by a car travelling from town A to town D through B and C Find the time the car left town A Appreciate interpreting line graphs of data from real life situations. |
In groups, learners are guided to draw a bar graph representing amounts earned on sales of items in a certain week.
In groups, learners are guided to determine the day when the sales were highest. In groups, learners are guided to determine the sat when the sales were lowest. In groups, learners are guided to draw the table that shows temperature recorded at different times of the day in learner's book 8 In groups, learners are guided to represent the information on a line graph. In groups, learners are guided to share and discuss with other groups. In groups, learners are guided to consider the graph showing the distance covered by a car travelling from town A to town D through B and C In groups, learners are guided to find the time the car left town A In groups, learners are guided to find how far the car was at 1:00 p.m. from town A |
How much more sales were made on Wednesday than Friday?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 180-184 Ruler Digital devices Learner's Book Grade 8 pg. 184-186 Learner's Book Grade 8 pg. 187-191 |
Oral questions Oral Report Observation
Written exercise
|
|
6 | 4 |
Data Handling and Probability
|
Identifying the mode of a set of discrete data from real life situations
Calculating the mean of a set of discrete data from real life situations Determining the median of a set of discrete data from real life situations |
By the end of the lesson, the learner should be able to:
Write the numbers shown in learner's book 8 Count the number of times each of the digits is appearing in the list. Appreciate the mode of a set of discrete data from real life situations. Identify the formula of working out the mean. Consider the ages of your fellow classmates and find the sum of the ages. Enjoy calculating the mean of a set of discrete data from real life situations. Identify the formula of working out the median. Arrange the ages of your classmates in ascending order. Enjoy calculating the median of a set of discrete data. |
In groups, learners are guided to write the numbers shown in learner's book 8 page 191
In groups, learners are guided to identify the numbers in the list without repeating any number. In groups, learners are guided to count the number of times each of the digits is appearing in the list. In groups, learners are guided to identify the formula of working out the mean. In groups, learners are guided to consider the ages of your fellow classmates and find the sum of the ages. In groups, learners are guided to divide the sum by the total number of learners. In groups, learners are guided to identify the formula of working out the median. In groups, learners are guided to arrange the ages of your classmates in ascending order. In groups, learners to discuss and share with other groups. |
How do you identify the mode of a set of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 191-192 Ruler Digital devices Learner's Book Grade 8 pg. 193-194 Learner's Book Grade 8 pg. 194-196 |
Oral questions Oral Report Observation
Written exercise
|
|
6 | 5 |
Data Handling and Probability
|
Digital device
Probability; Identifying events involving chance in real life situations Performing chance experiments in different situations |
By the end of the lesson, the learner should be able to:
Open the link: https://youtube.be/IldxOU-v3sM Watch the video clip on calculating mean of discrete data Appreciate the use of digital devices. Identify events involving chance in real life situations. Classify the events in learner's book 8 as likely, unlikely, must happen and cannot happen. Appreciate the events involving chance in real life situations. Explain the meaning of chance experiment. Flip a coin once and record the outcome as either head or tail. Have fun and enjoy performing chance experiments. |
As a class, learners are guided to open the link: https://youtube.be/IldxOU-v3sM
As a class, learners are guided to watch the video clip on calculating mean of discrete data. As a class, learners are guided to write short points about the video. In groups, learners are guided to identify events involving chance in real life situations. In groups, learners are guided to classify the events in learner's book 8 as likely, unlikely, must happen and cannot happen. In groups, learners to discuss and compare with other groups. In groups, learners are guided to explain the meaning of chance experiment. In groups, learners are guided to flip a coin once and record the outcome as either head or tail. In groups, learners to discuss possible outcomes when fair coin is flipped once. |
What have you learnt about mean and median of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 196 Ruler Digital devices Learner's Book Grade 8 pg. 197 Learner's Book Grade 8 pg. 198-199 |
Oral questions Oral Report Observation
Written exercise
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7 | 1 |
Data Handling and Probability
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Writing experimental probability outcomes in different situations
Expressing probability outcomes in fractions in different situations Expressing probability outcomes in decimals or percentages in different situations Digital devices Digital devices |
By the end of the lesson, the learner should be able to:
Toss a fair dice ten times. List down all the outcomes obtained from the trials Appreciate writing experimental probability outcomes in different situations. Define the term probability. Flip a coin ten times and write down all the outcomes as they occur. Appreciate the importance of probability. Use paper cut-outs marked letters A to E. Shuffle the paper cut-outs and draw one cut-out, note the letter and return the cut-out. Appreciate expressing probability outcomes in decimals or percentages in different situations. Open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE Watch the video clip on probability. Appreciate the use of digital devices. By the end of the lesson, the learner should be able to: Open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE Watch the video clip on probability. Appreciate the use of digital devices. |
In groups, learners are guided to toss a fair dice ten times.
In groups, learners are guided to list down all the outcomes obtained from the trials. In groups, learners are guided to using the outcomes obtained, fill in the table in learner's book 8 page 199 In groups, learners are guided to define the term probability. In groups, learners are guided to flip a coin ten times and write down all the outcomes as they occur. In groups, learners are guided to use all the outcomes obtained, fill in the table in learner's book 8 page 200 In groups, learners are guided to use paper cut-outs marked letters A to E. In groups, learners are guided to shuffle the paper cut-outs and draw one cut-out, note the letter and return the cut-out. In groups, learners are guided to list all the outcomes and fill in the table in learner's book 8 page 203 In groups, learners are guided to open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE In groups, learners are guided to watch the video clip on probability. In groups, learners are guided to write short points about the video. In groups, learners are guided to open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE In groups, learners are guided to watch the video clip on probability. In groups, learners are guided to write short points about the video. |
Which are some examples of chance experiments?
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KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 199-200 Ruler Digital devices Learner's Book Grade 8 pg. 200-202 Learner's Book Grade 8 pg. 203-204 Learner's Book Grade 8 pg. 204 KLB; Top Scholar: Mathematics Learner's Book Grade 8 pg. 204 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
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Your Name Comes Here