Geometry

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:
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.

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.

What is the length of your desk?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 143-144
Ruler
Digital devices
Learner's Book Grade 8 pg. 145-146

Oral questions Oral Report Observation Written exercise

Geometry

Converting scale length to actual length in real life situations
Interpreting linear scales in statements 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.

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.

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

Oral questions Oral Report Observation Written exercise

Geometry

Writing Linear scale in Statement form in different situations

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

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 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 write linear scale in Statement form?

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

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

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.

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.

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

Oral questions Oral Report Observation Written exercise

Geometry
Common solids

Digital time
Identification of common solids from the environment

By the end of the lesson, the learner should be able to:
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.
Collect solids of different shapes from your environment.
Group them according to their shapes.
Appreciate different types of solids of different shapes.

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.
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.

What have you learnt about scale drawing?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 157
Ruler
Digital devices
Learner's Book Grade 8 pg. 158-159

Oral questions Oral Report Observation Written exercise

Common solids

Nets of Common Solids in Different Situations
Draw a rectangular based pyramid

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

How many faces does square box have?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 159-160
Ruler
Digital devices
Learner's Book Grade 8 pg. 160-165

Oral questions Oral Report Observation Written exercise

Common solids

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

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

How do you work out the area of a cuboid?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 166
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
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:
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 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.

What is the surface area of a cuboid?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 166-171
Ruler
Digital devices
Learner's Book Grade 8 pg. 171-174

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:
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

Common solids

Making models of Hollow and compact solids

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.

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 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

Oral questions Oral Report Observation Written exercise

Common solids
Data Handling and Probability

Digital time
Data presentation and Interpretation

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.
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.

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.

What have you learnt about nets of Common Solids?

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

Data Handling and Probability

Interpreting bar 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.

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.

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

Oral questions Oral Report Observation Written exercise

Data Handling and Probability

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 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 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 do you represent an information on a line graph?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 184-186
Ruler
Digital devices
Learner's Book Grade 8 pg. 187-191

Oral questions Oral Report Observation Written exercise

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

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.

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.

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

Oral questions Oral Report Observation Written exercise

Data Handling and Probability

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:

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 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 work out the median of a set of discrete data?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 194-196
Ruler
Digital devices

Oral questions Oral Report Observation Written exercise

Data Handling and Probability

Digital device
Probability; Identifying events involving chance in real life 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.

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.

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

Oral questions Oral Report Observation Written exercise

Data Handling and Probability

Performing chance experiments in different situations
Writing experimental probability outcomes in different situations

By the end of the lesson, the learner should be able to:
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.
Toss a fair dice ten times.
List down all the outcomes obtained from the trials
Appreciate writing experimental probability outcomes in different situations.

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.
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

What is the meaning of chance experiment?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 198-199
Ruler
Digital devices
Learner's Book Grade 8 pg. 199-200

Oral questions Oral Report Observation Written exercise

Data Handling and Probability

Expressing probability outcomes in fractions in different situations

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

Define the term probability.
Flip a coin ten times and write down all the outcomes as they occur.
Appreciate the importance of probability.

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

What is probability?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 200-202
Ruler
Digital devices

Oral questions Oral Report Observation Written exercise

Data Handling and Probability

Expressing probability outcomes in decimals or percentages in different situations
Digital devices

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

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.

How do you express probability outcomes in decimals or percentages?

KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 203-204
Ruler
Digital devices
Learner's Book Grade 8 pg. 204

Oral questions Oral Report Observation Written exercise

Data Handling and Probability
NUMBERS

Digital devices
INTEGERS

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

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

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

What have you learnt about probability?

KLB;
Top Scholar: Mathematics
Learner's Book Grade 8 pg. 204

Ruler
Digital devices

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

Oral questions Oral Report Observation 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
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.
-Make number cards with division statement integers.
-Determine division of integers.
-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.
In groups, learners are guided to;
-Make number cards with division statements integers.
-Determine division of integers.

-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.
-Curriculum design 9.

-Written exercise. -Class activities.

NUMBERS

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

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.
-Work out cubes of numbers by multiplication in real life.
-Apply cubes in real life situations.

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 work out the cubes of numbers by multiplication?

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

-Written exercise. -Oral questions.

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

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
COMPOUND PROPOTIONS AND RATE OF WORK

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.
-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, groups or individually to :
- Express index form into logarithms.
-Relate powers of 10 to common logarithm in different situations.
Learners are guided in pairs to :
-Divide quantities into proportional parts in real life situations
-Express proportional parts as a fraction.

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 RATES 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 of work in real life situations.
-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 are guided in pairs or groups or individually to:
-divide quantities into proportional parts in real life situations
- express proportional parts as a fraction.
Learners in groups , pairs or individually are guided to;
-compare and write different ratios
-relate different proportional parts in real life situations

What are proportions?

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

-Class activities -Written test -Oral questions -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
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

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
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
-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 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
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

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

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
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.
-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 the rows and what is represented by columns in a matrix
-to carry out addition of matrices
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 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

EQUATION OF A STRAIGHT LINE
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
-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:
-discuss steepness concerning gradient from the immediate environment.
-identify the gradient 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.

What is gradient?

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

-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 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
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

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
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
-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 :
-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
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

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
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
-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;
-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
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 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.
Ruler
-A graph book.

-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 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
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