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SCHEME OF WORK
Mathematics
Grade 9 2025
TERM II
School


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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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