NUMBERS

INTEGERS

By the end of the lesson, the learner should be able to:
-Make a number chart with integers.
-Add any two integers from the chart.
-Appreciate the use of integers in real life situation.

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

How do we carry out the addition of integers in real life situation?

-Top scholar mathematics pg.
curriculum design.
-Place value chart.

-Class activities. -Making a number chart. -Written exercise.

NUMBERS

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.

In pair,learners are guided to
-Make a number chart with integers.
-Subtract any two integers from the chart.

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

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

-Written exercises. -Class activities.

NUMBERS

INTEGERS

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

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

In pairs,learners are guided to;
-Make number cards with integers.
-Determine the product of each multiplication.

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

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

-Written exercise. -Class activities.

NUMBERS

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.

In groups, learners are guided to;
-Make number cards with division statements integers.
-Determine division of integers.

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

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

-Written exercise. -Class activities.

NUMBERS

INTEGERS

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

-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 on; -Making number cards.
-Working out combined operations on integers in different situations.

-How do we carry out combined operations of integers in real life?

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

-Written exercise. -Class activities.

NUMBERS

INTEGERS

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.

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.

-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

INDICES AND LOGARITHM

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.

In groups or pairs, learners are guided to:
-Discuss indices and identify the base.
-Express numbers in index form in different situation.

-How do we express numbers in index form?

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

-Written exercises. -Oral questions.

NUMBER

INDICES AND LOGARITHMS.

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

-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;
-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.

-What is the laws of indices from multiplication?

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

-Written exercises. -Oral questions.

NUMBERS

INDICES AND LOGARITHMS

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.

In groups,learners are guided to;
-
-Apply laws of indices in division.
-

-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 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.

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.

-where do we apply the laws of indices?

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

-Written exercise.

NUMBERS

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.

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

How can we write logarithm in index form?.

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

-Class activities -Written test -Assignment

NUMBERS

INDICES AND LOGARITHM

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

-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 index form into logarithms.
-Relate powers of 10 to common logarithm in different situations.

How can we write index form into logarithms?

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

-Written test -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATE 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

Learners are guided in pairs 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.

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 of work in real life situations.

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 -Oral questions -Assignment

NUMBERS

COMPOUND PROPOTIONS 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.

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

How can we divide quantities into proportional parts?

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

-Class activities -observation -Written test -Assignment

NUMBERS

COMPOUND PROPOTION 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

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

How can we relate ratios?

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

-Class activities -Written test -Assignment

NUMBERS

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.

Learners are guided 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

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 situation.

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

-Oral questions -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATES OF WORK

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.

Learners are guided to ;
-define compound proportions
-work out compound proportions using the ratio method in different situations

What is a compound proportion?

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

-Oral questions -Class activities -Assignment

NUMBERS

MATRICES

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

-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 in pairs to:
-discuss the use of tables such as football league table
-identify a matrix in real life situations

What is an element?

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

-observation -Class activities -Assignment

NUMBERS

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.

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.

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

MATRICES

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

-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;
-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

How can you determine the order of a matrix?

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

-Class activities -Written test -Assignment

NUMBERS

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.

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

What is an element in a matrix?

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

-Class activities -Written test -Assignment

ALGEBRA

MATRICES

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

-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 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

When are matrices said to be compatible?

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

-Class activities -Written test -observation -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

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

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

How can you subtract matrices in real life situations?

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

-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 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

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

How can you subtract matrices in real life situations?

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

-Class activities -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

What is gradient?

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

-Class activities -assignment.

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

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

-Class activities -assigment

ALGEBRA

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 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.

How can we deter mine 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 -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

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

-Class activities -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

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

-Class activities -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

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

-Class activities -observation -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

-Class activity -observation -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

-Explain the variables and constant 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.

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

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.

Class activities -written test -assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

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

-Class activities -Written tests -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

-Class activities -writen tests -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

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

-Class activities -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

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

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

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

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

-Class activities -Written tests -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able 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
-appreciate the use of equations of straight lines in real life situations

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?

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

-Class activities -Written test -Assignment

ALGEBRA

LINEAR INEQUALITIES

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

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

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

Why are resources shared equally?

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

-Class activities -Assignment Oral questions

ALGEBRA

LINEAR INEQUALITIES

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

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

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

How do we represent linear inequalities in graphs?

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

-Oral questions -Written tests -Assignment

ALGEBRA

LINEAR INEQUALITIES

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

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

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

How do we represent linear inequalities in graphs?

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

-Oral questions -Written test -Assignment

ALGEBRA

LINEAR INEQUALITIES

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

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

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

How can you determine linear inequality in two unknowns graphically?

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

-Oral questions -Written tests -Assignment

ALGEBRA

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

MEASUREMENTS

AREA OF A PENTAGON

By the end of the lesson, the learner should be able to:
;
-Identify and state number of sides in a pentagon.
-Work out area of a pentagon.
-Solve more problems involving area of pentagon.
-Develop genuine interest in calculating the area of pentagon.

In groups and individually, learners are guided to;
-Identify and recognizing the number of sides in a pentagon.
-Naming different objects with pentagonal shapes.
-Working the area of different pentagons using formula.
-Work out more problems on area of pentagons.
-Make paper cut outs of pentagons and relating them with real day to day objects.

-How many sides does a pentagon have?

-Mentors Mathematics learners book grade 9 page 73-74.
-Paper cut outs.
-Charts with different pentagons with different measurements.
-Pair of scissors.
-Manilla paper.
-A ruler and a pair of protractor.

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

MEASUREMENTS

AREA OF A HEXAGON

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

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

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

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

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

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

MEASUREMENTS

SURFACE AREA OF A RECTANGULAR PRISM

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

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

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

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

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

MEASUREMENTS

SURFACE AREA OF TRIANGULAR BASED PRISM

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

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

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

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

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

MEASUREMENTS

SURFACE AREA OF PYRAMID

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

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

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

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

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

MEASUREMENTS

Surface area of a rectangular based pyramid.

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

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

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

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

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

MEASUREMENTS

Surface area of a square based pyramid.

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

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

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

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

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