Geometry

Geometrical Constructions
Construction of parallel lines using a set square and a rule

By the end of the lesson, the learner should be able to:
Define the term
Draw line ST and point P above the line.
Construct parallel lines using a set square and a rule.
Enjoy constructing parallel lines using a set square and a rule.

In groups or in pairs, learners are guided to define the term
In groups or in pairs, learners are guided to draw line ST and point P above the line.
In groups or in pairs, learners are guided to construct parallel lines using a set square and a rule.

What is the meaning of parallel?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 100-102
Ruler
Digital devices
Learner's Book Grade 8 pg. 102-104

Oral questions Oral Report Observation Written exercise

Geometry

Perpendicular lines' Construction of a perpendicular line from a point to a given line
Construction of a perpendicular line through a point on a given line

By the end of the lesson, the learner should be able to:
Draw line AB and point M as shown on page 105
With M as the center and a suitable radius, construct two arcs to cut AB at C and D.
Construction of a perpendicular line from a point to a given line.
Have fun and enjoy constructing a perpendicular line from a point to a given line.
Define the term

In groups or in pairs, learners are guided to Draw line AB and point M as shown on page 105, with M as the center and a suitable radius, construct two arcs to cut AB at C and D.
In groups or in pairs, learners are guided to construction of a perpendicular line from a point to a given line.
In groups or in pairs, learners are guided to define the term

How do you construct a perpendicular line from a point to a given line?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 105-106
Ruler
Digital devices
Learner's Book Grade 8 pg. 106-107

Oral questions Oral Report Observation Written exercise

Geometry

Dividing a line proportionally in different situations
Identifying angle properties of polygons in different situations

By the end of the lesson, the learner should be able to:
Draw line AB and AC of convenient length as shown on page 107
Divide a line proportionally in different situations.
Enjoy using a pair of compass.
Identify angle properties of polygons in different situations
Discuss how to relate the sum of interior angles of a polygon to the number of sides.
Fill in the table on page 109 for regular polygons.
Appreciate properties of polygons in different situations.

In groups or in pairs, learners are guided to draw line AB and AC of convenient length as shown on page 107
In groups or in pairs, learners are guided to divide a line proportionally in different situations.
In groups or in pairs, learners are guided to identify angle properties of polygons in different situations
In groups or in pairs, learners are guided to discuss how to relate the sum of interior angles of a polygon to the number of sides.
In groups or in pairs, learners are guided to fill in the table on page 109 for regular polygons.

How do you divide a line proportionally in different situations?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 107-109
Ruler
Digital devices
Learner's Book Grade 8 pg. 109-112

Oral questions Oral Report Observation Written exercise

Geometry

Construction of a regular polygon up to a hexagon in different situations
Regular quadrilateral

By the end of the lesson, the learner should be able to:
Construct line PQ = 5cm
Using P and Q as centers and radius 5 cm, construct two arcs interesting at r.
Join P to R and Q to R
Have a desire to learn more about polygons.
Draw line AB = 6 cm
On the same side of AB, construct two perpendicular lines at A and E
Using A as centre and radius 6 cm, mark point D on the perpendicular.
Enjoy constructing regular quadrilateral.

In groups or in pairs, learners are guided to Construct line PQ = 5cm, using P and Q as centers and radius 5 cm, construct two arcs interesting at r.
In groups or in pairs, learners are guided to join P to R and Q to R
In groups or in pairs, learners are guided to draw line AB = 6 cm on the same side of AB, construct two perpendicular lines at A and E
In groups or in pairs, learners are guided to using A as centre and radius 6 cm, mark point D on the perpendicular.

How many sides does a polygon have?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 112
Ruler
Digital devices
Learner's Book Grade 8 pg. 113

Oral questions Oral Report Observation Written exercise

Geometry

Regular pentagon
Regular hexagon

By the end of the lesson, the learner should be able to:
Define the term pentagon.
Draw a regular pentagon.
Construct a regular pentagon.
Enjoy constructing a regular pentagon.
Explain the meaning of hexagon.
Draw a hexagon.
Find the size of each of the interior angles of the hexagon.
Enjoy constructing a regular hexagon in different situation.

In groups or in pairs, learners are guided to define the term pentagon.
In groups or in pairs, learners are guided to draw a regular pentagon.
In groups or in pairs, learners are guided to construct a regular pentagon.
In groups or in pairs, learners are guided to explain the meaning of hexagon.
In groups or in pairs, learners are guided to draw a hexagon.
In groups or in pairs, learners are guided to find the size of each of the interior angles of the hexagon.

How many sides does a pentagon have?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 113
Ruler
Digital devices
Learner's Book Grade 8 pg. 113-117

Oral questions Oral Report Observation Written exercise

Geometry

Construction of irregular polygons up to a hexagon in different situations
Quadrilateral

By the end of the lesson, the learner should be able to:
Consider an irregular tringle PQR such that PQ = 4 cm, QR = 6 cm and PR = 5 cm
Construct an irregular triangle.
Enjoy constructing an irregular triangle.
Construct line PQ = 5 cm
Measure and draw angles 110 and 55 at P and Q respectively.
Construct an irregular quadrilateral.
Have fun and enjoy constructing irregular quadrilateral.

In groups or in pairs, learners are guided to consider an irregular tringle PQR such that PQ = 4 cm, QR = 6 cm and PR = 5 cm
In groups or in pairs, learners are guided to construct an irregular triangle.
In groups or in pairs, learners are guided to construct line PQ = 5 cm
In groups or in pairs, learners are guided to measure and draw angles 110 and 55 at P and Q respectively.
In groups or in pairs, learners are guided to construct an irregular quadrilateral.

How do you construct an irregular triangle?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 117
Ruler
Digital devices
Learner's Book Grade 8 pg. 118

Oral questions Oral Report Observation Written exercise

Geometry

Trapezium
Rhombus

By the end of the lesson, the learner should be able to:
Define the term trapezium.
Draw an irregular trapezium.
Construct an irregular trapezium.
Enjoy constructing an irregular trapezium.
Define the term rhombus.
Draw a rhombus.
Construct a rhombus.
Enjoy constructing a rhombus.

In groups or in pairs, learners are guided to define the term trapezium.
In groups or in pairs, learners are guided to draw an irregular trapezium.
In groups or in pairs, learners are guided to construct an irregular trapezium.
In groups or in pairs, learners are guided to define the term rhombus.
In groups or in pairs, learners are guided to draw a rhombus.
In groups or in pairs, learners are guided to construct a rhombus.

How do construct an irregular trapezium?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 118-119
Ruler
Digital devices
Learner's Book Grade 8 pg. 119-120

Oral questions Oral Report Observation Written exercise

Geometry

Irregular pentagon
Construction of circles passing through the vertices of a triangle in different situations.

By the end of the lesson, the learner should be able to:
Draw line EF = 4 cm
Construct an irregular pentagon.
Enjoy constructing an irregular pentagon.
Draw a triangle.
Construct the perpendicular bisectors of AB and AC to intersect at O
Construct circles passing through the vertices of a triangle.
Enjoy constructing circles passing through the vertices of a triangle.

In groups or in pairs, learners are guided to draw line EF = 4 cm
In groups or in pairs, learners are guided to construct an irregular pentagon.
In groups or in pairs, learners are guided to draw a triangle.
In groups or in pairs, learners are guided to construct the perpendicular bisectors of AB and AC to intersect at O
In groups or in pairs, learners are guided to construct circles passing through the vertices of a triangle.

How do you construct an irregular pentagon?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 120-122
Ruler
Digital devices
Learner's Book Grade 8 pg. 122-124

Oral questions Oral Report Observation Written exercise

Geometry

Construction of circles touching the sides of a triangle in different situations
Coordinates and Graphs; Drawing and Labelling a Cartesian plane

By the end of the lesson, the learner should be able to:
Draw a triangle.
Construct the angle bisectors of angle PQR and angle QPR to meet at M
Construct circles touching the sides of a triangle.
Enjoy constructing circles touching the sides of a triangle.
On a grid draw a horizontal line.
Draw a vertical intersecting the horizontal line at point O.
Appreciate the uses of graphs.

In groups or in pairs, learners are guided to draw a triangle.
In groups or in pairs, learners are guided to construct the angle bisectors of angle PQR and angle QPR to meet at M
In groups or in pairs, learners are guided to construct circles touching the sides of a triangle.
In groups or in pairs, learners are guided to on a grid draw a horizontal line.
In groups or in pairs, learners are guided to draw a vertical intersecting the horizontal line at point O.

How do you construct circles touching the sides of a triangle?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 125-127
Ruler
Digital devices
Learner's Book Grade 8 pg. 128

Oral questions Oral Report Observation Written exercise

Geometry

Identifying Points on the Cartesian Plane in Different Situations

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

Draw the graph in learner's book 8 page 129
Identify Points on the Cartesian Plane in Different Situations.
Locate points A, B, C and D in reference to the values along x and y axes.
Appreciate the Points on the Cartesian Plane.

In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 129
In groups or in pairs, learners are guided to identify Points on the Cartesian Plane in Different Situations.
In groups or in pairs, learners are guided to locate points A, B, C and D in reference to the values along x and y axes.

How do you identify Points on the Cartesian Plane in Different Situations?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 129-131
Ruler
Digital devices

Oral questions Oral Report Observation Written exercise

Geometry

Plotting Points on the Cartesian Plane in Different Situations
Generating Table of Values for Linear Equation in Different Situations.

By the end of the lesson, the learner should be able to:
Draw the graph in learner's book 8 page 131
Draw a Cartesian plane
Plot points on the Cartesian plane in different situations.
Enjoy plotting points on the Cartesian Plane in Different Situations.
Work out activity 4 in learner's book 8 page 133
Generate Table of Values for Linear Equation in Different Situations.
Enjoy generating table of values for linear equation in different Situations.

In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 131
In groups or in pairs, learners are guided to draw a Cartesian plane.
In groups or in pairs, learners are guided to plot points on the Cartesian plane in different situations.
In groups or in pairs, learners are guided to work out activity 4 in learner's book 8 page 133
In groups or in pairs, learners are guided to generate Table of Values for Linear Equation in Different Situations.

How do you plot Points on the Cartesian Plane in Different Situations?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 131-132
Ruler
Digital devices
Learner's Book Grade 8 pg. 133-134

Oral questions Oral Report Observation Written exercise

Geometry

Determining an Appropriate Scale for a Linear Equation on Cartesian Plane in Different Situations
Drawing a Linear Graph from Table of Values on Cartesian Plane in different Situations

By the end of the lesson, the learner should be able to:
Use a suitable scale for a given point, find the corresponding values representing the given values.
Determining an appropriate scale for a linear equation on cartesian plane.
Appreciate the importance of using suitable scale.
Copy and complete the table in learner's book 8 page 136
Plot the points on a cartesian coordinate system.
Drawing a linear graph from table of values on cartesian plan.
Enjoy drawing a linear graph from table of values on cartesian plan.

In groups or in pairs, learners are guided to use a suitable scale for a given point, find the corresponding values representing the given values.
In groups or in pairs, learners are guided to determining an appropriate scale for a linear equation on cartesian plane.
In groups or in pairs, learners are guided to Copy and complete the table in learner's book 8 page 136
In groups or in pairs, learners are guided to plot the points on a cartesian coordinate system.
In groups or in pairs, learners are guided to drawing a linear graph from table of values on cartesian plan.

How do you determine an appropriate scale for a linear equation on cartesian plane?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 134-136
Ruler
Digital devices
Learner's Book Grade 8 pg. 136-138

Oral questions Oral Report Observation Written exercise

Geometry

Solving Simultaneous Linear Equation Graphically in Different Situations
Scale Drawing; Representing lengths to a given scale in different situations

By the end of the lesson, the learner should be able to:
Use three values of x to make tables of values of x and y for the two linear equations.
Draw linear graphs for the two equations in the same Cartesian plane.
Solving simultaneous linear equation graphically.
Enjoy solving simultaneous linear equation graphical.
Measure the length of sides of objects such as a pen, a pencil, a rubber, an exercise book, a desk and a table.
Record their measurement in a table as shown on page 143
Appreciate different types of lengths.

In groups or in pairs, learners are guided to use three values of x to make tables of values of x and y for the two linear equations.
In groups or in pairs, learners are guided to draw linear graphs for the two equations in the same Cartesian plane.
In groups or in pairs, learners are guided to Solving simultaneous linear equation graphically.
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

How do you solve simultaneous linear equation graphical?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 138-139
Ruler
Digital devices
Learner's Book Grade 8 pg. 143-144

Oral questions Oral Report Observation Written exercise

Geometry

Converting actual length to scale length in real life situations
Converting scale length to actual length in real life situations

By the end of the lesson, the learner should be able to:
Use a ruler or tape measure to measure the length of the classroom.
Convert actual length to scale length in real life situations.
Record the results in a table.
Enjoy converting actual length to scale length in real life situations.
Draw a rectangular plot of scale drawing 9 cm and 4 cm.
Convert scale length to actual length.
Enjoy converting scale length to actual length in real life situations.

In groups, learners are guided to 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.
In groups, learners are guided to draw a rectangular plot of scale drawing 9 cm and 4 cm.
In groups, learners are guided to fill in the table in learner's book 8 page 147
In groups, learners are guided to convert scale length to actual length.

How do you convert actual length to scale length?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 145-146
Ruler
Digital devices
Learner's Book Grade 8 pg. 146-147

Oral questions Oral Report Observation Written exercise

Geometry

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:
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 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 interpreting linear scales in statements form in different situations?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 148-149
Ruler
Digital devices
Learner's Book Grade 8 pg. 149-151

Oral questions Oral Report Observation Written exercise

Geometry

Interpreting linear scales in ratio form in different situations
Writing linear scales in ratio form in different situations.

By the end of the lesson, the learner should be able to:
Draw the table in learner's book 8 page 151
Interpret linear scales in ratio form.
Enjoy interpreting linear scales in ratio form.
Explain the meaning of linear scale in ratio form.
Write linear scale in ratio form in different situations.
Enjoy writing linear scale in ratio form in different situation.

In groups, learners are guided to 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.

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

Oral questions Oral Report Observation Written exercise

Geometry

Converting linear scale from statement form to ratio form in different situations
Converting linear scale from ratio from to statement form in different situations

By the end of the lesson, the learner should be able to:
Consider the scale 1 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.
Consider the scale 1:800 000 on a map.
Converting linear scale from ratio from to statement form.
Enjoy converting linear scale from ratio from to statement form in different situations.

In groups 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.
In groups, learners are guided to consider the scale 1:800 000 on a map.
In groups, learners are guided to converting linear scale from ratio from to statement form.

How do you convert linear scale from statement form to ratio form?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 153-154
Ruler
Digital devices
Learner's Book Grade 8 pg. 154-155

Oral questions Oral Report Observation Written exercise

Geometry

Making scale drawing in different situations
Digital time

By the end of the lesson, the learner should be able to:
Making scale drawing in different situations.
Recognize the use of scale drawing in maps.
Applying scale drawing in real life situations.
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 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 use scale drawing in real life situations?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 155-157
Ruler
Digital devices
Learner's Book Grade 8 pg. 157

Oral questions Oral Report Observation Written exercise

Common solids

Identification of common solids from the environment
Nets of Common Solids in Different Situations

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.

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.

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

Oral questions Oral Report Observation Written exercise

Common solids

Draw a rectangular based pyramid

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

Cut along slating edges VA, VB, VC, and VD
Draw the resulting net accurately showing the measurements.
Have fun and enjoy drawing the net of cube and pyramid.

In groups, learners are guided to cut along slating edges VA, VB, VC, and VD
In groups, learners are guided to draw the resulting net accurately showing the measurements.

What is the formula of working out circumference?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 160-165
Ruler
Digital devices

Oral questions Oral Report Observation Written exercise

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

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.

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.

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

Oral questions Oral Report Observation Written exercise

Common solids

Determining the Distance between two points on the surface of a solid in different situations
Making models of Hollow and compact solids

By the end of the lesson, the learner should be able to:
Draw accurately a net of the prism showing the path of the string.
Determine the total length of the strength.
Appreciate determining the distance two points on the surface of a solid in different situations.
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.

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.
On a manilla paper, learners to draw the net accurately in learner's book 8 page 175
In groups, learners are guided to fold the net along the dotted lines and hold the edges using a cello tale.

How can you determine the distance between two points on the surface of a solid?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 171-174
Ruler
Digital devices
Learner's Book Grade 8 pg. 175

Oral questions Oral Report Observation Written exercise

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:
Draw a compact cylindrical model.
Fold the net along the dotted lines.
Fix the faces by gluing the flaps firmly.
Enjoy drawing a compact cylindrical model.
Use wires or straws to make a skeleton model of a cuboid.
Measure its length and width.
Have fun and enjoy modelling.

In groups, learners are guided to 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.
In groups, learners are guided to use wires or straws to make a skeleton model of a cuboid.
In groups, learners are guided to measure its length and width.
In groups, learners are guided to use a tray of matchbox and mud prepared from clay soil or plasticine, make a model of a compact solid in the shape of a cuboid.

How do you draw a compact cylindrical model?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 176
Ruler
Digital devices
Learner's Book Grade 8 pg. 177

Oral questions Oral Report Observation Written exercise

Common solids
NUMBERS

Digital time
INTEGERS

By the end of the lesson, the learner should be able to:
Open the link: https://www.youtube.com/watch?=_3iHKEbHTeQ&t=19s
Watch the video clip on nets of Common solids.
Appreciate the use of digital devices.
-Make a number chart with integers.
-Add any two integers from the chart.
-Appreciate the use of integers in real life situation.

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 pairs, learners are guided to;
-Make a number chart with integers.
-Add any two integers from the chart.

What have you learnt about nets of Common Solids?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 177
Ruler
Digital devices
-Top scholar mathematics pg.
curriculum design.
-Place value chart.

Oral questions Oral Report Observation Written exercise

NUMBERS

INTEGERS
INTEGERS

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

-Make number chart with integers.
-Substract any two integers from the chart.
-Appreciate the use of integers in real life.

-Make number cards with integers.
-Determine the product of each multiplication.
-Appreciate the use of integers in real life situation.

In pair,learners are guided to
-Make a number chart with integers.
-Subtract any two integers from the chart.
In pairs,learners are guided to;
-Make number cards with integers.
-Determine the product of each multiplication.

-How do we carry out subtraction of integers in real life situation?

-Top scholar mathematics grade 9
-Curriculum design grade 9.
-Place value chart.
-Top scholar mathematics grade 9 pg

-Written exercises. -Class activities.

NUMBERS

INTEGERS
INTEGERS

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

-Make number cards with division statement integers.
-Determine division of integers.
-appreciate the use of integers in real life situation.
-Make number cards with integers.
-Work out combined operations of integers in different situation.
-Appreciate the use of integers in real life situation.

In groups, learners are guided to;
-Make number cards with division statements integers.
-Determine division of integers.
In groups, learners are guided on; -Making number cards.
-Working out combined operations on integers in different situations.

-How do we carry out division of integers in real life situation?

-Top scholar mathematics grade 9 pg
-Curriculum design 9.
-Place value chart.
- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.

-Written exercise. -Class activities.

NUMBERS

INTEGERS
CUBES AND CUBE ROOTS

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

-Discuss situations in real life where we apply or use INTEGERS.
-Carry out activities such as read temperature changes in a thermometer.
-Apply integers in real life situations.
-Use stacks of cubes to demonstrate the concept of cube.
-Work out cubes of numbers by multiplication in real life.
-Apply cubes in real life situations.

In groups,learners are guided to;
-Discuss situations in real life where we apply INTEGERS.
-Carry out activities such as reading temperature change in a thermometer.
In pairs,learners are guided to;
-Use status of cubes to demonstrate the concept of cube.
-In pairs,work out cubes of numbers by multiplication in real life situations.

-How do we apply integers in daily activities.

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercises. -Class activities.

NUMBERS

CUBES AND CUBE ROOTS
CUBES AND CUBE ROOTS

By the end of the lesson, the learner should be able to:
-Use stacks of cubes to demonstrate the concept of cube.
-Determine cubes of numbers from mathematical tables in different situations.
-Apply cubes in real life situations.

-Discuss how to determine the volume of a cube.
-Determine cubes of numbers by factor method in different situations.
-Appreciate cubes in real life situations.

In pairs,learners are guided to ;
-Use stack of cubes to demonstrate the concept of cube.
-Determine cubes of numbers from mathematical tables in different situations.
In pairs,groups or individually, learner are guided;
-Discuss how to determine the volume of a cube.
-Determine the cube of numbers by factor method in different situations.

-How do we work out the cubes of numbers from the mathematical table?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Oral questions

NUMBER
NUMBERS

CUBES AND CUBE ROOT
CUBE AND CUBE ROOTS

By the end of the lesson, the learner should be able to:
-Determine both cube and cube root of a number and relate the relate the two.
-Determine cube root of numbers from mathematical table.
-Apply cube roots in real life situation.
-Use scientific calculator to work out problems on cube and cube roots of numbers.
-Determine cubes an cube roots of different numbers using a calculator.
-Appreciate use of calculator in working out cubes of different numbers.

In pairs and individually, learner are guided to;
-Determine both the cube and cube roots of a cube and relate the two.
-Determine cube roots of numbers from mathematical table.
In pairs or individually,
-Discuss how to use a scientific calculator in calculating cubes and cube roots of different numbers.
-Determine cube and cube roots of different numbers using a calculator.

-How do we use mathematical table to find the cube or cube root of a number?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Answering Oral questions.

NUMBERS

CUBE AND CUBE ROOTS

By the end of the lesson, the learner should be able to:
-Discuss where cube and cube roots can be applied in real life.
-Determine cubes and cube roots of numbers from real life examples in different situations.
-apply cubes and cube roots in real life situation.

In groups or pairs,learners are guided to;
-Discuss where cube and cube roots applies.
-Determine cubes and cube roots of numbers from real life examples.

-where do we apply cubes and cube roots in real life situation?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Class activities.

NUMBERS
NUMBER

INDICES AND LOGARITHM
INDICES AND LOGARITHMS.

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

-Discuss indices and identify the base.
-Express numbers in index form in different situation.
-Appreciate the use of indices and logariths in real life situations.
-Generate indices and identify the base.
-Express numbers in index form in different situations.
-Appreciate the use of indices and logarithms in real life situations.

In groups or pairs, learners are guided to:
-Discuss indices and identify the base.
-Express numbers in index form in different situation.
In groups or pairs,learners are guided;
-Come up with or generate the laws of indices in multiplication.
-Apply the laws of indices using multiplication.
-Apply the laws of indices using multiplication in different situations.

-How do we express numbers in index form?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Multiplication tables.
-Place value chart.

-Written exercises. -Oral questions.

NUMBERS

INDICES AND LOGARITHMS
INDICES AND LOGARITHS

By the end of the lesson, the learner should be able to:
-State the division law of indices.
-Apply the laws of indices using division in different situations.
-Appreciate the use of indices in real life situations.
-State the division law of indices.

In groups,learners are guided to;
-
-Apply laws of indices in division.
-
In groups learners are guided to;
-Use the laws of indices to work out various problems on indices.
-Apply the laws of indices in different life situation.

-What is the law of indices in division?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Oral questions.

NUMBERS

INDICES AND LOGARITHM
INDICES AND LOGARITHM

By the end of the lesson, the learner should be able to:
-Express logarithms in index form.
- Relate powers of 10 to common logarithms in different situations.
- Appreciate the use of indices and logarithms in real life situations.
-Express index form into logarithms.
- Relate powers of 10 to common logarithms in different situations.
-Appreciate the use of indices and logarithms in real life situations.

Learners are guided in pairs, groups or individually to:
-Express logarithm in index form
- Relate powers of 10 to common logarithms in different situations.
Learners are guided in pairs, groups or individually to :
- Express index form into logarithms.
-Relate powers of 10 to common logarithm in different situations.

How can we write logarithm in index form?.

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Mathematical table.
-Mathematical tables
-Calculator.

-Class activities -Written test -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATE OF WORK
COMPOUND PROPOTIONS AND RATES OF WORK.

By the end of the lesson, the learner should be able to:
-Divide quantities into proportional parts in real life situations
- Express proportional parts as a fraction
-Appreciate the use of compound proportions and rates in real life situations
-Divide quantities into proportional parts in real life situations
-Express proportional parts as a fraction
- appreciate the use of compound proportions and rates of work in real life situations.

Learners are guided in pairs to :
-Divide quantities into proportional parts in real life situations
-Express proportional parts as a fraction.
Learners are guided in pairs or groups or individually to:
-divide quantities into proportional parts in real life situations
- express proportional parts as a fraction.

What are proportions?

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

-Class activities -Written test -Assignment -Oral questions -observation

NUMBERS

COMPOUND PROPOTIONS AND RATES OF WORK
COMPOUND PROPOTION AND RATES OF WORK

By the end of the lesson, the learner should be able to:
-Compare and write different ratios
-relare different proportional parts in real life situations
-appreciate the use of compound proportions and rates of work in real life situations.
-Discuss and compare various ratios
- relate different proportional parts in real life situations
- appreciate the use of compound proportions and rates of work in real life situations

Learners in groups , pairs or individually are guided to;
-compare and write different ratios
-relate different proportional parts in real life situations
Learners are guided in pairs , groups or individually to:
-discuss and compare various ratios
-relate different proportional parts in life situations

How can we divide quantities into proportional parts?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-multiplication tables
-place value apparatus
-number charts

-Class activities -observation -Written test -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATES OF WORK
COMPOUND PROPOTIONS AND RATES OF WORK

By the end of the lesson, the learner should be able to:
-Discuss and compare various ratios
-relate different proportional parts in real life situations
- appreciate the use of compound proportions and rates of work in real life situations.
-Discuss and compare various ratios.
-relate different proportional parts in real life situations
- appreciate the use of compound proportions and rates of work in real life situation.

Learners are guided to :
-discuss and compare various ratios
-relate different proportional parts in real life situations
Learners are guided in pairs , groups or individually to to:
-discuss and compare various ratios
-relate different proportional parts in real life situations

How can we relate ratios?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-multiplication table

-Class activities -Written test -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATES OF WORK
MATRICES

By the end of the lesson, the learner should be able to:
-Define compound proportions
-work out compound proportions using the ratio method in different situation
-Appreciate the use of compound proportions and rates of work in real life situations.
-Discuss the use of table such as football league tables
-identify a matrix in different situations
-reflect on the use of matrices in real life situations

Learners are guided to ;
-define compound proportions
-work out compound proportions using the ratio method in different situations
Learners are guided in pairs to:
-discuss the use of tables such as football league table
-identify a matrix in real life situations

What is a compound proportion?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-multiplication tables.
-multiplication table

-Oral questions -Class activities -Assignment

NUMBERS

MATRICES
MATRICES

By the end of the lesson, the learner should be able to:
-Arrange items in rows and columns and discuss how to represent a matrix
-determine the order of a matrix in different situations
-appreciate the use of a matrix in real life situations.
-Organize objects in rows and columns and give the order of the matrix in terms of rows and columns
-determine the order of a matrix in different situations.
-reflect /appreciate the use of matrices in real life situations

Learners are guided in pairs to arrange items in rows and columns and discuss how to represent a matrix
-determine the order of a matrix in real life situation.
Learners are guided in pairs to;
-explain the meaning of order of matrix.
-organize objects in rows and columns and give the order of the matrix in terms of rows and column [ row

What is a row and a column?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-A chart with rows and columns.

-Class activities -Written test -Assignment

NUMBERS
ALGEBRA

MATRICES
MATRICES

By the end of the lesson, the learner should be able to:
-Identify the position of each item or element in terms of rows and column
-Stating the order of matrix.
-appreciate the use of matrices in real life situations.
-Identify and discuss matrices that have an equal number of rows and columns
-determine the compatibility of matrices in addition and subtraction
-appreciate the use of matrices in real life situations

Learners are guided in pairs to:
-explain and give an example of an element in a matrix
-discuss and identify the position of each item in terms of row and column in matrix
-determine the position of items in a matrix in different situations
Learners are guided in pairs and groups to:
-identify the order of a matrix
-discuss matrices that have an equal number of rows and an equal number of columns
-determine the compatibility of matrices in addition and subtraction

What is an element in a matrix?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-A chart with rows and columns.

-Class activities -Written test -Assignment

ALGEBRA

MATRICES

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

-Discuss what is represented by the rows and what is represented by the columns from two or more matrices to carry out addition or subtraction.
-carry out addition of matrices
-appreciate the use of matrices in real life situation.

Learners are guided in pairs , groups or individually to :
-discuss what is represented by the rows and what is represented by columns in a matrix
-to carry out addition of matrices

How can you add matrices?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-A chart with rows and columns.
-
Multiplication tables.

-Class activities -Written test -Assignment

ALGEBRA

MATRICES
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Discuss what is represented by the rows and what is represented by the column from two or more matrices while carrying out addition or subtraction
-carry out subtraction of matrices
-appreciate the use of matrices in real life situations
-Discuss steepness concerning gradient from the immediate environment
-identify the gradient in real life situations
-Appreciate gradient and its purpose in real life situations

Learners are guided in pairs, groups or individually to :
-discuss what is represented by rows and columns from two or more matrices in order to carry out addition or subtraction.
-carry out subtraction of matrices in real life
Learners are guided in pairs, groups or individually to:
-discuss steepness concerning gradient from the immediate environment.
-identify the gradient in real life situation

How can you subtract matrices in real life situations?

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

-Class activities -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-draw a straight line and interpret a Cartesian plane
-determine the gradient of a line from two known points
-appreciate gradient and its uses in real life situations
-Draw a straight line and interpret a Cartesian plane.
-determine the gradient of a line from two known points
-appreciate gradient and its uses in real life situation.

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

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

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

-Class activities -assigment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Find the gradient between two points
-determine the equation of a straight line given two points
- appreciate the use of equations of straight lines in real life
-Find the gradient between two points
-appreciate the use of equations of straight lines in real life situations

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

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

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

-Class activities -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

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

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

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

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

-Class activities -observation -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Explain the variables and constant in the in the equation of a straight line Y= M
X +C
- Express the equation of a straight line in the form of y = mx +c
-Appreciate the use of equation of straight lines in real life.
-Explain the variables and constant s in the equation of a straight line y mx+c
-express the equation of a straight line in the form of y= mx+c
-appreciate the use of equations of straight lines in real life

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

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

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

Class activities -written test -assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

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

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

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

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

-Class activities -writen tests -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Explain the variables and the constants in the equation of a straight line
Y = MX+C
-Determine the x and y intercepts of a straight line
-Appreciate the use of equations of straight line in real life situations
-explain the variables and constants in the equation of a straight line
y =mx +c
-determine the x and y intercepts of a straight line
-appreciate the use of equations of straight lines in real life situations

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

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

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

-Class activities -Written tests -Assignment

ALGEBRA

LINEAR INEQUALITIES
LINEAR INEQUALITIES

By the end of the lesson, the learner should be able to:
-discuss why sometimes resources are shared equally
-solve linear inequalities in one unknown
-appreciate the use of linear inequalities in real life
-Discuss simple inequality statements
-Represent linear inequalities in one unknown graphically
-Appreciate the use of linear inequalities in real life
-Enjoy solving problems using linear inequalities

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

Why are resources shared equally?

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

-Class activities -Assignment Oral questions

ALGEBRA

LINEAR INEQUALITIES
LINEAR INEQUALITIES

By the end of the lesson, the learner should be able to:
-Discuss simple inequality statements
-Represent linear inequalities in one unknown graphically
-Appreciate the use of linear inequalities in real life
-discuss and generate a table of values
-represent linear inequality in two unknowns graphically
-appreciate and enjoy solving linear inequalities in real life situations

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

How do we represent linear inequalities in graphs?

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

-Oral questions -Written test -Assignment

ALGEBRA

LINEAR INEQUALITIES

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

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

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

How can you determine linear inequality in two unknown graphically?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Graph book.
-Cartesian plane.

-Oral questions -Written test -Assignment