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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 1 |
MEASUREMENTS
|
Surface Area of Triangular and Rectangular-Based Prisms
|
By the end of the
lesson, the learner
should be able to:
-Draw a triangular prism and identify its faces, edges, and vertices; -Develop a net for a triangular prism; -Calculate the surface area of a triangular prism using its net; -Appreciate the practical applications of surface area calculations. |
In groups, learners are guided to:
-Collect from the environment objects that are triangular prisms; -Draw and sketch nets of triangular prisms; -Measure dimensions of the faces on the nets; -Calculate the area of each face and add to find the total surface area; -Discuss and share results with other groups. |
How do we determine the surface area of a triangular prism?
|
-Mathematics learners book grade 9 page 94;
-Manila paper for making nets; -Scissors; -Rulers; -Objects with triangular prism shapes; -Glue. |
-Observation of practical work;
-Oral questions;
-Written exercises;
-Group work assessment.
|
|
2 | 2 |
MEASUREMENTS
|
Surface Area of Triangular and Rectangular-Based Prisms
|
By the end of the
lesson, the learner
should be able to:
-Draw a rectangular prism and identify its faces, edges, and vertices; -Develop a net for a rectangular prism; -Calculate the surface area of a rectangular prism using its net; -Show interest in relating surface area to real-life applications. |
In groups, learners are guided to:
-Collect objects that are rectangular prisms; -Draw and sketch nets of rectangular prisms; -Measure dimensions of the faces on the nets; -Calculate the area of each face and add to find the total surface area; -Discuss and share results with other groups. |
How do we determine the surface area of a rectangular prism?
|
-Mathematics learners book grade 9 page 95;
-Manila paper for making nets; -Scissors; -Rulers; -Objects with rectangular prism shapes (boxes); -Glue. |
-Observation of practical work;
-Oral questions;
-Written exercises;
-Group work assessment.
|
|
2 | 3 |
MEASUREMENTS
|
Surface Area of Triangular, Rectangular and Square-Based Pyramids
|
By the end of the
lesson, the learner
should be able to:
-Draw a triangular-based pyramid and identify its faces, edges, and vertices; -Develop a net for a triangular-based pyramid; -Calculate the surface area of a triangular-based pyramid; -Develop interest in calculating surface areas of pyramids. |
In groups, learners are guided to:
-Collect objects shaped like triangular-based pyramids; -Draw and sketch nets of triangular-based pyramids; -Measure dimensions of the faces on the nets; -Calculate the area of each face and add to find the total surface area; -Discuss and share results with other groups. |
How do we determine the surface area of a triangular-based pyramid?
|
-Mathematics learners book grade 9 page 96;
-Manila paper for making nets; -Scissors; -Rulers; -Objects with triangular pyramid shapes; -Glue. |
-Observation of practical work;
-Oral questions;
-Written exercises;
-Model making assessment.
|
|
2 | 4 |
MEASUREMENTS
|
Surface Area of Triangular, Rectangular and Square-Based Pyramids
|
By the end of the
lesson, the learner
should be able to:
-Draw a rectangular-based pyramid and identify its faces, edges, and vertices; -Develop a net for a rectangular-based pyramid; -Calculate the surface area of a rectangular-based pyramid; -Appreciate the relationship between nets and surface area calculations. |
In groups, learners are guided to:
-Draw and sketch nets of rectangular-based pyramids; -Measure dimensions of the faces on the nets; -Calculate the area of each face and add to find the total surface area; -Discuss and share results with other groups; -Solve problems involving surface area of rectangular-based pyramids. |
How do we determine the surface area of a rectangular-based pyramid?
|
-Mathematics learners book grade 9 page 97;
-Manila paper for making nets; -Scissors; -Rulers; -Objects with rectangular pyramid shapes; -Glue. |
-Observation of practical work;
-Oral questions;
-Written exercises;
-Model making assessment.
|
|
2 | 5 |
MEASUREMENTS
|
Surface Area of Triangular, Rectangular and Square-Based Pyramids
|
By the end of the
lesson, the learner
should be able to:
-Draw a rectangular-based pyramid and identify its faces, edges, and vertices; -Develop a net for a rectangular-based pyramid; -Calculate the surface area of a rectangular-based pyramid; -Appreciate the relationship between nets and surface area calculations. |
In groups, learners are guided to:
-Draw and sketch nets of rectangular-based pyramids; -Measure dimensions of the faces on the nets; -Calculate the area of each face and add to find the total surface area; -Discuss and share results with other groups; -Solve problems involving surface area of rectangular-based pyramids. |
How do we determine the surface area of a rectangular-based pyramid?
|
-Mathematics learners book grade 9 page 97;
-Manila paper for making nets; -Scissors; -Rulers; -Objects with rectangular pyramid shapes; -Glue. |
-Observation of practical work;
-Oral questions;
-Written exercises;
-Model making assessment.
|
|
3 | 1 |
MEASUREMENTS
|
Area of a Sector and Segment of a Circle
|
By the end of the
lesson, the learner
should be able to:
-Define a sector of a circle; -Calculate the area of a sector using the formula A = (θ/360°) × πr²; -Relate angle at the center to the area of a sector; -Show interest in calculating area of sectors. |
In groups, learners are guided to:
-Draw circles of different radii on paper; -Mark points on the circumference to form sectors with different angles; -Cut along radii and arc to form sectors; -Measure angles at the center and calculate the area of sectors; -Discuss and share results with other groups. |
How does the angle at the center affect the area of a sector?
|
-Mathematics learners book grade 9 page 99;
-Circular paper cut-outs; -Protractors; -Scissors; -Rulers; -Scientific calculators. |
-Observation of practical work;
-Oral questions;
-Written exercises;
-Group work assessment.
|
|
3 | 2 |
MEASUREMENTS
|
Area of a Sector and Segment of a Circle
|
By the end of the
lesson, the learner
should be able to:
-Define a segment of a circle; -Differentiate between a sector and a segment of a circle; -Calculate the area of a segment of a circle; -Show genuine interest in calculating areas of segments. |
In groups, learners are guided to:
-Draw circles and form segments by drawing chords; -Cut out segments from paper circles; -Derive the formula for the area of a segment (sector area minus triangle area); -Calculate the area of segments with different angles and chord lengths; -Discuss and share results with other groups. |
How do we calculate the area of a segment of a circle?
|
-Mathematics learners book grade 9 page 101;
-Circular paper cut-outs; -Protractors; -Scissors; -Rulers; -Scientific calculators. |
-Observation of practical work;
-Oral questions;
-Written exercises;
-Group work assessment.
|
|
3 | 3 |
MEASUREMENTS
|
Surface Area of a Cone in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Identify and draw a cone; -Develop a net for a cone; -Identify the parts of a cone (base, curved surface, apex, slant height); -Show interest in relating cones to real-life objects. |
In groups, learners are guided to:
-Collect objects with conical shapes; -Draw and discuss features of cones; -Draw circles and cut out sectors to form cone nets; -Fold sectors to form cones and observe the relationship between the sector angle and the cone dimensions; -Discuss and share findings with other groups. |
What are some real-life objects that have a conical shape?
|
-Mathematics learners book grade 9 page 102;
-Circular paper cut-outs; -Scissors; -Rulers; -Protractors; -Conical objects (funnels, party hats); -Glue. |
-Observation of practical work;
-Oral questions;
-Model making assessment;
-Group presentations.
|
|
3 | 4 |
MEASUREMENTS
|
Surface Area of a Cone in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Calculate the curved surface area of a cone using the formula A = πrl; -Calculate the total surface area of a cone using the formula A = πr² + πrl; -Solve problems involving surface area of cones; -Appreciate the application of surface area in real-life situations. |
In groups, learners are guided to:
-Measure dimensions of cone models (radius and slant height); -Calculate the curved surface area of cones; -Calculate the total surface area of cones (closed cones); -Solve problems involving surface area of cones in real-life contexts; -Discuss and share results with other groups. |
How do we calculate the surface area of a cone?
|
-Mathematics learners book grade 9 page 103;
-Cone models; -Rulers; -Scientific calculators; -Charts showing formulas for surface area of cones. |
-Oral questions;
-Written exercises;
-Problem-solving assessment;
-Peer assessment.
|
|
3 | 5 |
MEASUREMENTS
|
Surface Area of a Sphere in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Identify and draw a sphere; -Identify spherical objects in the environment; -Calculate the surface area of a sphere using the formula A = 4πr²; -Develop interest in calculating surface area of spheres. |
In groups, learners are guided to:
-Collect objects with spherical shapes; -Measure the diameter/radius of spherical objects; -Calculate the surface area of spheres using the formula A = 4πr²; -Discuss and share findings with other groups; -Relate surface area of spheres to real-life applications. |
What are some real-life objects that have a spherical shape?
|
-Mathematics learners book grade 9 page 104;
-Spherical objects (balls, oranges); -Measuring tape/rulers; -Scientific calculators; -Charts showing formulas for surface area of spheres. |
-Observation;
-Oral questions;
-Written exercises;
-Group presentations.
|
|
4 | 1 |
MEASUREMENTS
|
Volume of Triangular and Rectangular-Based Prisms
|
By the end of the
lesson, the learner
should be able to:
-Identify triangular prisms; -Calculate the volume of a triangular prism using the formula V = area of base × height; -Solve problems involving volume of triangular prisms; -Show interest in calculating volume of triangular prisms. |
In groups, learners are guided to:
-Collect objects shaped like triangular prisms; -Identify the base and height of triangular prisms; -Calculate the area of the triangular base; -Calculate the volume using the formula V = area of base × height; -Discuss and share results with other groups. |
How do we determine the volume of a triangular prism?
|
-Mathematics learners book grade 9 page 105;
-Triangular prism models; -Rulers; -Scientific calculators; -Charts showing formulas for volume of triangular prisms. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
4 | 2 |
MEASUREMENTS
|
Volume of Triangular and Rectangular-Based Prisms
|
By the end of the
lesson, the learner
should be able to:
-Identify rectangular prisms/cuboids; -Calculate the volume of a rectangular prism using the formula V = length × width × height; -Solve problems involving volume of rectangular prisms; -Appreciate the use of volume calculations in real-life situations. |
In groups, learners are guided to:
-Collect objects shaped like rectangular prisms; -Measure the length, width, and height of rectangular prisms; -Calculate the volume using the formula V = length × width × height; -Solve practical problems involving volume of rectangular prisms; -Discuss and share results with other groups. |
How do we determine the volume of different solids?
|
-Mathematics learners book grade 9 page 107;
-Rectangular prism models (boxes); -Rulers; -Scientific calculators; -Charts showing formulas for volume of rectangular prisms. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
4 | 3 |
MEASUREMENTS
|
Volume of Triangular and Rectangular-Based Prisms
|
By the end of the
lesson, the learner
should be able to:
-Identify rectangular prisms/cuboids; -Calculate the volume of a rectangular prism using the formula V = length × width × height; -Solve problems involving volume of rectangular prisms; -Appreciate the use of volume calculations in real-life situations. |
In groups, learners are guided to:
-Collect objects shaped like rectangular prisms; -Measure the length, width, and height of rectangular prisms; -Calculate the volume using the formula V = length × width × height; -Solve practical problems involving volume of rectangular prisms; -Discuss and share results with other groups. |
How do we determine the volume of different solids?
|
-Mathematics learners book grade 9 page 107;
-Rectangular prism models (boxes); -Rulers; -Scientific calculators; -Charts showing formulas for volume of rectangular prisms. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
4 | 4 |
MEASUREMENTS
|
Volume of Triangular, Rectangular and Square-Based Pyramids
|
By the end of the
lesson, the learner
should be able to:
-Identify triangular-based pyramids; -Calculate the volume of a triangular-based pyramid using the formula V = ⅓ × area of base × height; -Solve problems involving volume of triangular-based pyramids; -Show interest in calculating volumes of pyramids. |
In groups, learners are guided to:
-Identify and discuss models of triangular-based pyramids; -Identify the base and height of triangular-based pyramids; -Calculate the area of the triangular base; -Calculate the volume using the formula V = ⅓ × area of base × height; -Discuss and share results with other groups. |
How do we use the volume of solids in real-life situations?
|
-Mathematics learners book grade 9 page 108;
-Triangular-based pyramid models; -Rulers; -Scientific calculators; -Charts showing formulas for volume of pyramids. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
4 | 5 |
MEASUREMENTS
|
Volume of Triangular, Rectangular and Square-Based Pyramids
|
By the end of the
lesson, the learner
should be able to:
-Identify rectangular and square-based pyramids; -Calculate the volume of rectangular and square-based pyramids; -Solve problems involving volume of rectangular and square-based pyramids; -Appreciate the application of volume calculations in real-life. |
In groups, learners are guided to:
-Identify and discuss models of rectangular and square-based pyramids; -Identify the base and height of the pyramids; -Calculate the area of the base (rectangle or square); -Calculate the volume using the formula V = ⅓ × area of base × height; -Discuss and share results with other groups. |
How does the shape of the base affect the volume of a pyramid?
|
-Mathematics learners book grade 9 page 109;
-Rectangular and square-based pyramid models; -Rulers; -Scientific calculators; -Charts showing formulas for volume of pyramids. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
5 | 1 |
MEASUREMENTS
|
Volume of a Cone in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Identify cones and their properties; -Calculate the volume of a cone using the formula V = ⅓ × πr² × h; -Solve problems involving volume of cones; -Show interest in calculating volumes of cones. |
In groups, learners are guided to:
-Identify and discuss models of cones; -Identify the base radius and height of cones; -Calculate the volume using the formula V = ⅓ × πr² × h; -Solve practical problems involving volume of cones; -Discuss and share results with other groups. |
How do we determine the volume of a cone?
|
-Mathematics learners book grade 9 page 110;
-Cone models; -Rulers; -Scientific calculators; -Charts showing formulas for volume of cones. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
5 | 2 |
MEASUREMENTS
|
Volume of a Sphere in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Identify spheres and their properties; -Calculate the volume of a sphere using the formula V = ⅘ × πr³; -Solve problems involving volume of spheres; -Develop interest in calculating volumes of spheres. |
In groups, learners are guided to:
-Identify and discuss models of spheres; -Measure the radius of spherical objects; -Calculate the volume using the formula V = ⅘ × πr³; -Solve practical problems involving volume of spheres; -Discuss and share results with other groups. |
How do we determine the volume of a sphere?
|
-Mathematics learners book grade 9 page 112;
-Spherical objects (balls); -Measuring tape/rulers; -Scientific calculators; -Charts showing formulas for volume of spheres. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
5 | 3 |
MEASUREMENTS
|
Volume of a Frustum in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Define a frustum; -Identify frustums of cones and pyramids; -Calculate the volume of a frustum; -Show genuine interest in calculating volumes of frustums. |
In groups, learners are guided to:
-Identify and discuss models of frustums; -Understand how a frustum is formed by cutting a cone or pyramid; -Learn the formula for volume of a frustum; -Calculate the volume of different frustums; -Discuss and share results with other groups. |
What is a frustum and how is it formed?
|
-Mathematics learners book grade 9 page 113;
-Frustum models; -Rulers; -Scientific calculators; -Charts showing formulas for volume of frustums. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
5 | 4 |
MEASUREMENTS
|
Volume of a Frustum in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Calculate the volume of a frustum of a cone; -Calculate the volume of a frustum of a pyramid; -Solve problems involving volume of frustums; -Appreciate the application of volume of frustums in real-life situations. |
In groups, learners are guided to:
-Review the formula for volume of a frustum; -Calculate the volume of a frustum of a cone using the formula V = (1/3)πh(R² + Rr + r²); -Calculate the volume of a frustum of a pyramid; -Solve practical problems involving volume of frustums; -Discuss and share results with other groups. |
How do we calculate the volume of a frustum?
|
-Mathematics learners book grade 9 page 114;
-Frustum models; -Rulers; -Scientific calculators; -Charts showing formulas for volume of frustums. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
5 | 5 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Instruments and Tools Used in Weighing
|
By the end of the
lesson, the learner
should be able to:
-Identify different instruments and tools used in weighing; -Describe the functions of various weighing instruments; -Use weighing instruments correctly; -Show interest in using weighing instruments. |
In groups, learners are guided to:
-Identify and discuss different types of balances used for weighing; -Identify commonly used balances in their locality; -Discuss what different weighing instruments are used for; -Practice using weighing instruments to measure mass of objects; -Discuss and share findings with other groups. |
How do you weigh materials and objects?
|
-Mathematics learners book grade 9 page 117;
-Different types of weighing instruments; -Various objects to weigh; -Charts showing different weighing instruments. |
-Observation;
-Oral questions;
-Practical assessment;
-Group presentations.
|
|
6 | 1 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Converting Units of Mass
|
By the end of the
lesson, the learner
should be able to:
-Identify different units of mass; -Convert units of mass from one form to another; -Solve problems involving conversion of mass units; -Appreciate the importance of standardized units of mass. |
In groups, learners are guided to:
-Collect and weigh different items using a weighing balance; -Record measurements in different units; -Convert between different units of mass (kg, g, mg, etc.); -Solve problems involving mass conversions; -Discuss and share results with other groups. |
Why do we need to convert units of mass from one form to another?
|
-Mathematics learners book grade 9 page 118;
-Weighing instruments; -Various objects to weigh; -Charts showing relationship between different units of mass. |
-Observation;
-Oral questions;
-Written exercises;
-Practical assessment.
|
|
6 | 2 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Converting Units of Mass
|
By the end of the
lesson, the learner
should be able to:
-Identify different units of mass; -Convert units of mass from one form to another; -Solve problems involving conversion of mass units; -Appreciate the importance of standardized units of mass. |
In groups, learners are guided to:
-Collect and weigh different items using a weighing balance; -Record measurements in different units; -Convert between different units of mass (kg, g, mg, etc.); -Solve problems involving mass conversions; -Discuss and share results with other groups. |
Why do we need to convert units of mass from one form to another?
|
-Mathematics learners book grade 9 page 118;
-Weighing instruments; -Various objects to weigh; -Charts showing relationship between different units of mass. |
-Observation;
-Oral questions;
-Written exercises;
-Practical assessment.
|
|
6 | 3 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Relating Mass and Weight
|
By the end of the
lesson, the learner
should be able to:
-Define mass and weight; -Differentiate between mass and weight; -Convert mass to weight using the formula W = mg; -Show interest in understanding the relationship between mass and weight. |
In groups, learners are guided to:
-Use digital devices to search for definitions of mass and weight; -Discuss the SI units for mass and weight; -Measure the mass of various objects; -Calculate the weight of objects using the formula W = mg; -Complete a table showing mass and weight of objects; -Discuss and share findings with other groups. |
What is the difference between mass and weight?
|
-Mathematics learners book grade 9 page 119;
-Weighing instruments; -Spring balance; -Various objects to weigh; -Digital devices for research. |
-Observation;
-Oral questions;
-Written exercises;
-Group presentations.
|
|
6 | 4 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Determining Mass, Volume and Density
|
By the end of the
lesson, the learner
should be able to:
-Define density; -Understand the relationship between mass, volume, and density; -Calculate density using the formula D = m/V; -Show genuine interest in determining density of various substances. |
In groups, learners are guided to:
-Measure the mass of different objects; -Determine the volume of objects using water displacement method; -Calculate the density of objects using the formula D = m/V; -Complete a table with mass, volume, and density of different objects; -Discuss and share findings with other groups. |
How do we determine the density of an object?
|
-Mathematics learners book grade 9 page 121;
-Weighing instruments; -Measuring cylinders; -Various objects (coins, stones, metal pieces); -Water; -Scientific calculators. |
-Observation;
-Oral questions;
-Written exercises;
-Practical assessment.
|
|
6 | 5 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Determining Density of Objects
|
By the end of the
lesson, the learner
should be able to:
-Calculate density given mass and volume; -Apply the formula D = m/V to solve problems; -Compare densities of different materials; -Appreciate the concept of density in everyday life. |
In groups, learners are guided to:
-Review the formula for density; -Solve problems involving density with given mass and volume; -Compare densities of different materials; -Discuss real-life applications of density; -Discuss and share results with other groups. |
Why do some objects float and others sink in water?
|
-Mathematics learners book grade 9 page 122;
-Scientific calculators; -Chart showing densities of common materials; -Examples of applications of density in real life. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
7 | 1 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Determining Mass Given Volume and Density
|
By the end of the
lesson, the learner
should be able to:
-Rearrange the density formula to find mass; -Calculate mass given volume and density using the formula m = D × V; -Solve problems involving mass, volume, and density; -Show interest in applying density concepts to find mass. |
In groups, learners are guided to:
-Review the relationship between mass, volume, and density; -Rearrange the formula D = m/V to find m = D × V; -Calculate the mass of objects given their volume and density; -Solve practical problems involving mass, volume, and density; -Discuss and share results with other groups. |
How can we determine the mass of an object if we know its volume and density?
|
-Mathematics learners book grade 9 page 123;
-Scientific calculators; -Chart showing densities of common materials; -Examples of applications of density in real life. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
7 | 2 |
MEASUREMENTS
|
Mass, Volume, Weight and Density - Determining Volume Given Mass and Density
|
By the end of the
lesson, the learner
should be able to:
-Rearrange the density formula to find volume; -Calculate volume given mass and density using the formula V = m/D; -Solve problems involving mass, volume, and density; -Develop genuine interest in applying density concepts to find volume. |
In groups, learners are guided to:
-Review the relationship between mass, volume, and density; -Rearrange the formula D = m/V to find V = m/D; -Calculate the volume of objects given their mass and density; -Solve practical problems involving mass, volume, and density; -Discuss and share results with other groups. |
How can we determine the volume of an object if we know its mass and density?
|
-Mathematics learners book grade 9 page 123;
-Scientific calculators; -Chart showing densities of common materials; -Examples of applications of density in real life. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
7 | 3 |
MEASUREMENTS
|
Time, Distance and Speed - Working Out Speed in Km/h and m/s
|
By the end of the
lesson, the learner
should be able to:
-Define speed; -Calculate speed in meters per second (m/s); -Solve problems involving speed in m/s; -Show interest in calculating speed. |
In groups, learners are guided to:
-Participate in timed races over measured distances; -Record distance covered and time taken; -Calculate speed using the formula speed = distance/time; -Express speed in meters per second (m/s); -Complete a table with distance, time, and speed; -Discuss and share results with other groups. |
How do we observe speed in daily activities?
|
-Mathematics learners book grade 9 page 124;
-Stopwatch/timer; -Measuring tape/rulers; -Scientific calculators; -Sports field or open area. |
-Observation;
-Oral questions;
-Written exercises;
-Practical assessment.
|
|
7 | 4 |
MEASUREMENTS
|
Time, Distance and Speed - Working Out Speed in Km/h and m/s
|
By the end of the
lesson, the learner
should be able to:
-Calculate speed in kilometers per hour (km/h); -Convert speed from m/s to km/h and vice versa; -Solve problems involving speed in km/h; -Appreciate the different units used for expressing speed. |
In groups, learners are guided to:
-Record distance covered by vehicles in kilometers and time taken in hours; -Calculate speed using the formula speed = distance/time; -Express speed in kilometers per hour (km/h); -Convert speed from m/s to km/h using the relationship 1 m/s = 3.6 km/h; -Complete a table with distance, time, and speed; -Discuss and share results with other groups. |
Why do we need different units for measuring speed?
|
-Mathematics learners book grade 9 page 125;
-Scientific calculators; -Chart showing conversion between m/s and km/h; -Examples of speeds of various objects and vehicles. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
7 | 5 |
MEASUREMENTS
|
Time, Distance and Speed - Working Out Speed in Km/h and m/s
|
By the end of the
lesson, the learner
should be able to:
-Calculate speed in kilometers per hour (km/h); -Convert speed from m/s to km/h and vice versa; -Solve problems involving speed in km/h; -Appreciate the different units used for expressing speed. |
In groups, learners are guided to:
-Record distance covered by vehicles in kilometers and time taken in hours; -Calculate speed using the formula speed = distance/time; -Express speed in kilometers per hour (km/h); -Convert speed from m/s to km/h using the relationship 1 m/s = 3.6 km/h; -Complete a table with distance, time, and speed; -Discuss and share results with other groups. |
Why do we need different units for measuring speed?
|
-Mathematics learners book grade 9 page 125;
-Scientific calculators; -Chart showing conversion between m/s and km/h; -Examples of speeds of various objects and vehicles. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
8 | 1 |
MEASUREMENTS
|
Time, Distance and Speed - Working Out Average Speed in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Define average speed; -Calculate average speed over a journey; -Solve problems involving average speed; -Show interest in calculating average speed in real-life situations. |
In groups, learners are guided to:
-Discuss the concept of average speed; -Record distance covered and time taken for a journey with varying speeds; -Calculate average speed using the formula average speed = total distance/total time; -Solve problems involving average speed in real-life contexts; -Discuss and share results with other groups. |
How do we calculate the average speed of a journey?
|
-Mathematics learners book grade 9 page 126;
-Scientific calculators; -Chart showing examples of average speed calculations; -Examples of journey scenarios with varying speeds. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
8 | 2 |
MEASUREMENTS
|
Time, Distance and Speed - Determining Velocity in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Define velocity; -Differentiate between speed and velocity; -Calculate velocity in different directions; -Show genuine interest in understanding velocity. |
In groups, learners are guided to:
-Discuss the difference between speed and velocity; -Record distance covered, time taken, and direction for various movements; -Calculate velocity using the formula velocity = displacement/time; -Express velocity with direction (e.g., 5 m/s eastward); -Solve problems involving velocity in real-life contexts; -Discuss and share results with other groups. |
What is the difference between speed and velocity?
|
-Mathematics learners book grade 9 page 129;
-Stopwatch/timer; -Measuring tape/rulers; -Scientific calculators; -Compass for directions. |
-Observation;
-Oral questions;
-Written exercises;
-Practical assessment.
|
|
8 | 3 |
MEASUREMENTS
|
Time, Distance and Speed - Working Out Acceleration in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Define acceleration; -Calculate acceleration using the formula a = (v-u)/t; -Solve problems involving acceleration; -Develop interest in understanding acceleration in real-life situations. |
In groups, learners are guided to:
-Discuss the concept of acceleration; -Record initial velocity, final velocity, and time taken for various movements; -Calculate acceleration using the formula a = (v-u)/t; -Understand deceleration as negative acceleration; -Solve problems involving acceleration in real-life contexts; -Discuss and share results with other groups. |
How do we calculate acceleration?
|
-Mathematics learners book grade 9 page 130;
-Stopwatch/timer; -Scientific calculators; -Chart showing examples of acceleration calculations; -Examples of acceleration in real-life situations. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
8 | 4 |
MEASUREMENTS
|
Time, Distance and Speed - Identifying Longitudes on the Globe
|
By the end of the
lesson, the learner
should be able to:
-Identify longitudes on a globe; -Understand the concept of the prime meridian; -Describe how longitudes are measured in degrees east or west; -Show interest in understanding the globe and longitudes. |
In groups, learners are guided to:
-Use a globe to identify circles that pass through North and South poles; -Search from the Internet or print media for the meaning of these circles; -Identify special circles on the globe (Prime Meridian, International Date Line); -Discuss how longitudes are measured in degrees east or west of the Prime Meridian; -Discuss and share findings with other groups. |
Why does time vary in different places of the world?
|
-Mathematics learners book grade 9 page 131;
-Globe; -World map showing longitudes; -Digital devices for research; -Charts showing the longitude system. |
-Observation;
-Oral questions;
-Written exercises;
-Group presentations.
|
|
8 | 5 |
MEASUREMENTS
|
Time, Distance and Speed - Relating Longitudes to Time on the Globe
|
By the end of the
lesson, the learner
should be able to:
-Understand the relationship between longitudes and time; -Calculate the time difference between places on different longitudes; -Identify places with the same local time; -Appreciate the importance of longitudes in determining time. |
In groups, learners are guided to:
-Discuss how the earth rotates 360° in 24 hours (15° per hour); -Complete a table showing degrees of rotation for different time periods; -Identify pairs of points on a globe that share the same local time; -Understand that places on the same longitude have the same local time; -Discuss and share findings with other groups. |
How are longitudes related to time?
|
-Mathematics learners book grade 9 page 133;
-Globe; -World map showing time zones; -Digital devices for research; -Charts showing the relationship between longitudes and time. |
-Observation;
-Oral questions;
-Written exercises;
-Group presentations.
|
|
9 |
Mid term break |
||||||||
10 | 1 |
MEASUREMENTS
|
Time, Distance and Speed - Determining Local Time of Places on Different Longitudes
|
By the end of the
lesson, the learner
should be able to:
-Calculate local time at different longitudes; -Understand that time increases eastward and decreases westward; -Solve problems involving local time at different longitudes; -Show interest in understanding time zones. |
In groups, learners are guided to:
-Review the relationship between longitudes and time; -Calculate local time at different longitudes given the local time at a reference longitude; -Understand that for every 15° change in longitude, time changes by 1 hour; -Solve problems involving local time at different longitudes; -Discuss and share results with other groups. |
How do we calculate the local time at different longitudes?
|
-Mathematics learners book grade 9 page 134;
-Globe; -World map showing time zones; -Scientific calculators; -Charts showing examples of local time calculations. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
10 | 2 |
MEASUREMENTS
|
Time, Distance and Speed - Determining Local Time of Places on Different Longitudes
|
By the end of the
lesson, the learner
should be able to:
-Calculate local time across the International Date Line; -Solve complex problems involving local time at different longitudes; -Apply knowledge of local time to real-life situations; -Appreciate the practical applications of understanding local time. |
In groups, learners are guided to:
-Review the calculation of local time at different longitudes; -Understand the International Date Line and its effect on time/date; -Calculate local time for places on opposite sides of the International Date Line; -Solve complex problems involving local time at different longitudes; -Discuss real-life applications such as international travel and communication; -Discuss and share results with other groups. |
How does the International Date Line affect time calculations?
|
-Mathematics learners book grade 9 page 136;
-Globe; -World map showing time zones and the International Date Line; -Scientific calculators; -Charts showing examples of local time calculations. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
10 | 3 |
MEASUREMENTS
|
Time, Distance and Speed - Determining Local Time of Places on Different Longitudes
|
By the end of the
lesson, the learner
should be able to:
-Calculate local time across the International Date Line; -Solve complex problems involving local time at different longitudes; -Apply knowledge of local time to real-life situations; -Appreciate the practical applications of understanding local time. |
In groups, learners are guided to:
-Review the calculation of local time at different longitudes; -Understand the International Date Line and its effect on time/date; -Calculate local time for places on opposite sides of the International Date Line; -Solve complex problems involving local time at different longitudes; -Discuss real-life applications such as international travel and communication; -Discuss and share results with other groups. |
How does the International Date Line affect time calculations?
|
-Mathematics learners book grade 9 page 136;
-Globe; -World map showing time zones and the International Date Line; -Scientific calculators; -Charts showing examples of local time calculations. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
10 | 4 |
MEASUREMENTS
|
Time, Distance and Speed - Determining Local Time of Places on Different Longitudes
|
By the end of the
lesson, the learner
should be able to:
-Apply knowledge of local time to solve various problems; -Convert between 12-hour and 24-hour time formats; -Solve real-world problems involving time zones; -Show genuine interest in understanding global time. |
In groups, learners are guided to:
-Review calculations of local time at different longitudes; -Convert between 12-hour (am/pm) and 24-hour time formats; -Solve problems involving flight times, international calls, and global events; -Use digital resources to explore current time in different parts of the world; -Discuss and share results with other groups. |
How do time zones affect international communication and travel?
|
-Mathematics learners book grade 9 page 137;
-Globe; -World map showing time zones; -Digital devices showing current time in different cities; -Scientific calculators. |
-Observation;
-Oral questions;
-Written exercises;
-Project work on time zones.
|
|
10 | 5 |
MEASUREMENTS
|
Money - Identifying Currencies Used in Different Countries
|
By the end of the
lesson, the learner
should be able to:
-Identify currencies used in different countries; -Match currencies with their respective countries; -Recognize currency symbols; -Show interest in learning about different currencies. |
In groups, learners are guided to:
-Use digital devices to search and print pictures of currencies from: a) Neighboring countries b) Other African countries c) Common currencies used globally; -Make a collage of different currencies on a piece of carton; -Match currencies with their respective countries; -Identify currency symbols (e.g., $, €, £, ¥); -Display and present their collages to other groups. |
Why do different countries use different currencies?
|
-Mathematics learners book grade 9 page 138;
-Digital devices for research; -Pictures/samples of different currencies; -Manila paper or carton; -Charts showing currencies and their countries. |
-Observation;
-Oral questions;
-Group presentations;
-Assessment of currency collages.
|
|
11 | 1 |
MEASUREMENTS
|
Money - Converting Currency from One to Another in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Understand exchange rates; -Convert foreign currency to Kenyan currency; -Use exchange rate tables; -Appreciate the concept of currency exchange. |
In groups, learners are guided to:
-Study exchange rates of international currencies in a table; -Understand the concept of buying and selling rates; -Convert foreign currencies to Kenyan Shillings using the buying rate; -Solve problems involving currency conversion; -Use digital devices to compare exchange rates from different sources; -Discuss and share results with other groups. |
Why do we change currencies from one form to another?
|
-Mathematics learners book grade 9 page 141;
-Exchange rate tables from newspapers or online sources; -Scientific calculators; -Digital devices for checking current exchange rates; -Charts showing examples of currency conversions. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
11 | 2 |
MEASUREMENTS
|
Money - Converting Currency from One to Another in Real Life Situations
|
By the end of the
lesson, the learner
should be able to:
-Convert Kenyan currency to foreign currency; -Use exchange rate tables to convert currencies; -Solve problems involving currency conversion; -Show interest in understanding international currency exchange. |
In groups, learners are guided to:
-Review the concept of exchange rates; -Understand that the selling rate is used when converting Kenyan Shillings to foreign currency; -Convert Kenyan Shillings to various foreign currencies using the selling rate; -Solve problems involving currency conversion; -Discuss real-life situations where currency conversion is necessary; -Discuss and share results with other groups. |
How do exchange rates affect international trade?
|
-Mathematics learners book grade 9 page 142;
-Exchange rate tables from newspapers or online sources; -Scientific calculators; -Digital devices for checking current exchange rates; -Charts showing examples of currency conversions. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
|
11 | 3 |
MEASUREMENTS
|
Money - Working Out Export Duties Charged on Goods
|
By the end of the
lesson, the learner
should be able to:
-Define export duty; -Calculate export duty on goods; -Understand the purpose of export duties; -Appreciate the role of export duties in international trade. |
In groups, learners are guided to:
-Use digital devices to search for the meaning of export duty; -Research the percentage of export duty on different goods in Kenya; -Calculate export duty on goods using the formula: Export Duty = Value of Goods × Duty Rate; -Solve problems involving export duties; -Discuss the purpose and impact of export duties; -Discuss and share findings with other groups. |
What are the types of taxes the government levy on its citizens?
|
-Mathematics learners book grade 9 page 143;
-Digital devices for research; -Scientific calculators; -Charts showing export duty rates; -Examples of export scenarios. |
-Observation;
-Oral questions;
-Written exercises;
-Research presentation.
|
|
11 | 4 |
MEASUREMENTS
|
Money - Working Out Import Duties Charged on Goods
|
By the end of the
lesson, the learner
should be able to:
-Define import duty; -Calculate import duty on goods; -Identify goods exempted from import duty; -Show interest in understanding import duties. |
In groups, learners are guided to:
-Use digital devices to search for the meaning of import duty; -Research the percentage of import duty on different goods and services; -Identify examples of goods exempted from import duty in Kenya; -Calculate import duty on goods using the formula: Import Duty = Customs Value × Duty Rate; -Solve problems involving import duties; -Discuss and share findings with other groups. |
What are import duties and why are they charged?
|
-Mathematics learners book grade 9 page 143;
-Digital devices for research; -Scientific calculators; -Charts showing import duty rates; -Examples of import scenarios. |
-Observation;
-Oral questions;
-Written exercises;
-Research presentation.
|
|
11 | 5 |
MEASUREMENTS
|
Money - Working Out Excise Duty Charged on Goods
|
By the end of the
lesson, the learner
should be able to:
-Define excise duty; -Identify goods and services that attract excise duty; -Calculate excise duty on goods and services; -Show interest in understanding taxation systems. |
In groups, learners are guided to:
-Use digital devices to search for the meaning of excise duty; -Research goods that attract excise duty; -Research percentage of excise duty on goods and services; -Calculate excise duty on various goods and services; -Solve problems involving excise duty; -Discuss and share findings with other groups. |
What is excise duty and how is it different from other taxes?
|
-Mathematics learners book grade 9 page 145;
-Digital devices for research; -Scientific calculators; -Charts showing excise duty rates; -Examples of goods subject to excise duty. |
-Observation;
-Oral questions;
-Written exercises;
-Research presentation.
|
|
12 | 1 |
MEASUREMENTS
|
Money - Determining Value-Added Tax (VAT) Charged on Goods and Services
|
By the end of the
lesson, the learner
should be able to:
-Define Value Added Tax (VAT); -Identify goods and services that attract VAT; -Calculate VAT on goods and services; -Appreciate the role of VAT in government revenue collection. |
In groups, learners are guided to:
-Use digital devices or print media to search for information on VAT; -Research goods that attract VAT; -Research the percentage of VAT charged on goods and services; -Study receipts to identify VAT amounts; -Calculate VAT on various goods and services; -Discuss and share findings with other groups. |
How is VAT calculated and why is it charged?
|
-Mathematics learners book grade 9 page 145;
-Supermarket receipts showing VAT; -Digital devices for research; -Scientific calculators; -Charts showing VAT calculations. |
-Observation;
-Oral questions;
-Written exercises;
-Analysis of receipts.
|
|
12 | 2 |
MEASUREMENTS
|
Money - Determining Value-Added Tax (VAT) Charged on Goods and Services
|
By the end of the
lesson, the learner
should be able to:
-Define Value Added Tax (VAT); -Identify goods and services that attract VAT; -Calculate VAT on goods and services; -Appreciate the role of VAT in government revenue collection. |
In groups, learners are guided to:
-Use digital devices or print media to search for information on VAT; -Research goods that attract VAT; -Research the percentage of VAT charged on goods and services; -Study receipts to identify VAT amounts; -Calculate VAT on various goods and services; -Discuss and share findings with other groups. |
How is VAT calculated and why is it charged?
|
-Mathematics learners book grade 9 page 145;
-Supermarket receipts showing VAT; -Digital devices for research; -Scientific calculators; -Charts showing VAT calculations. |
-Observation;
-Oral questions;
-Written exercises;
-Analysis of receipts.
|
|
12 | 3 |
MEASUREMENTS
|
Approximations and Errors - Approximating Quantities in Measurements
|
By the end of the
lesson, the learner
should be able to:
-Approximate quantities using arbitrary units; -Use strides, hand spans, and other body measurements to estimate lengths; -Compare estimated values with actual measurements; -Show interest in approximation techniques. |
In groups, learners are guided to:
-Measure the lengths of their strides in centimeters; -Measure the length of the classroom using strides; -Estimate the length of the classroom in centimeters; -Use hand spans to estimate lengths of various objects; -Use thumb lengths to estimate smaller lengths; -Discuss and share findings with other groups. |
How do we estimate measurements of different quantities?
|
-Mathematics learners book grade 9 page 148;
-Measuring tapes/rulers; -Various objects to measure; -Charts showing conventional and arbitrary units; -Open space for measuring with strides. |
-Observation;
-Oral questions;
-Practical assessment;
-Group presentations.
|
|
12 | 4 |
MEASUREMENTS
|
Approximations and Errors - Determining Errors Using Estimations and Actual Measurements
|
By the end of the
lesson, the learner
should be able to:
-Define error in measurements; -Determine errors by comparing estimated and actual measurements; -Calculate absolute errors in measurements; -Develop genuine interest in understanding measurement errors. |
In groups, learners are guided to:
-Estimate the measurements of various items in centimeters; -Use a ruler to find the actual measurements of the items; -Find the difference between the estimated and measured values; -Understand that error = measured value - estimated value; -Complete a table with estimated values, measured values, and errors; -Discuss and share findings with other groups. |
How do we determine errors in measurements?
|
-Mathematics learners book grade 9 page 149;
-Measuring tapes/rulers; -Various objects to measure; -Weighing scales/balances; -Scientific calculators. |
-Observation;
-Oral questions;
-Written exercises;
-Practical assessment.
|
|
12 | 5 |
MEASUREMENTS
|
Approximations and Errors - Determining Percentage Errors Using Actual Measurements
|
By the end of the
lesson, the learner
should be able to:
-Define percentage error; -Calculate percentage error in measurements; -Interpret the meaning of percentage error; -Show interest in minimizing errors in measurements. |
In groups, learners are guided to:
-Review the concept of error in measurements; -Express error as a ratio of the actual value; -Convert the ratio to a percentage to find percentage error; -Calculate percentage error using the formula: Percentage Error = (Error/Actual Value) × 100%; -Solve problems involving percentage error; -Discuss and share findings with other groups. |
Why is percentage error more useful than absolute error?
|
-Mathematics learners book grade 9 page 151;
-Measuring tapes/rulers; -Various objects to measure; -Weighing scales/balances; -Scientific calculators. |
-Observation;
-Oral questions;
-Written exercises;
-Problem-solving assessment.
|
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