MEASUREMENTS

AREA OF A PENTAGON

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

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

-How many sides does a pentagon have?

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

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

MEASUREMENTS

AREA OF A HEXAGON

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

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

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

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

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

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

MEASUREMENTS

AREA OF A HEXAGON

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

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

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

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

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

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

MEASUREMENTS

SURFACE AREA OF A RECTANGULAR PRISM

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

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

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

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

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

MEASUREMENTS

SURFACE AREA OF TRIANGULAR BASED PRISM

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

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

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

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

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

MEASUREMENTS

SURFACE AREA OF PYRAMID

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

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

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

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

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

MEASUREMENTS

Surface area of a rectangular based pyramid.

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

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

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

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

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

MEASUREMENTS

Surface area of a rectangular based pyramid.

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

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

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

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

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

MEASUREMENTS

Surface area of a square based pyramid.

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

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

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

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

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

MEASUREMENTS

Time

By the end of the lesson, the learner should be able to:
-Define time.
-Relate different units of time.
-Timing time taken to do various activities in class and at school(running around the field,completing a sum,a lesson,different breaks et .
-Working on problems related to time.
-Appreciate working out problems on time.

-Define time.
-Highlighting different units of measuring time.
-Work out more problems on time.
-Model a clock face.

-What is time? -What are different units used to measure time? -Which are different types of devices used to measure time?

-Mentors Mathematics learners book grade 9 page 123.
-A chart on worked examples on calculations involving time.
-A clock face.
-A stop watch.
-Wrist watch.

-Written exercise. -Oral question. -Modeling a clock face.

MEASUREMENTS

Distance

By the end of the lesson, the learner should be able to:
-Define Distance.
-Relate different units of distance.
-Estimating and measuring distance between various objects and buildings in school.
-Working on problems related to distance.
-Show genuine interest working out problems on distance.

-Define distance.
-Highlighting different units of measuring distance.
-Work out more problems on distance.
-Measuring distance using a meter ruler.

-What is distance? -What is the estimate distance from your class to staff room? -Which is the largest unit of measuring distance?

-Mentors Mathematics learners book grade 9 page 123-124.
-A chart on worked examples on calculations involving distance.
-A meter rule.

-Written exercise. -Oral question. -Measuring various distance in school and at home.

MEASUREMENTS

Speed

By the end of the lesson, the learner should be able to:
-Define the term speed.
-State different units of measuring speed(m/s and Km/h)
-Converting units of speed from one form to the other.
-Working out different problems on speed.
-Show genuine interest in calculating speed related problems.

-Define speed.
-Highlighting different units of measuring speed.
-Work out more problems on speed using the formula speed=Distance/Time.

-What is speed? -What is the estimate speed of an ambulance?

-Mentors Mathematics learners book grade 9 page 123-124.
-A chart on worked examples on calculations involving speed.

-Written exercise. -Oral question.

MEASUREMENTS

Speed

By the end of the lesson, the learner should be able to:
-Define the term speed.
-State different units of measuring speed(m/s and Km/h)
-Converting units of speed from one form to the other.
-Working out different problems on speed.
-Show genuine interest in calculating speed related problems.

-Define speed.
-Highlighting different units of measuring speed.
-Work out more problems on speed using the formula speed=Distance/Time.

-What is speed? -What is the estimate speed of an ambulance?

-Mentors Mathematics learners book grade 9 page 123-124.
-A chart on worked examples on calculations involving speed.

-Written exercise. -Oral question.

MEASUREMENTS

Average Speed

By the end of the lesson, the learner should be able to:
-Define the term average speed.
-Discuss on different examples on average speed from learners book.
-Working out different problems on average speed.
-Show genuine interest in calculating average speed related problems.

-Define the term average speed.
-Discuss on different examples on average speed from learners book.
-Work out different problems on average speed.

-What is average speed?

-Mentors Mathematics learners book grade 9 page 126-129.
-A chart on worked examples on calculations involving average speed.

-Written exercise. -Oral question.

MEASUREMENT

Velocity.

By the end of the lesson, the learner should be able to:
-Meaning of velocity and its units.
-Difference between speed and velocity.
-Work out calculations on velocity,
-Recognize the difference between speed and velocity.

In groups or pairs, learners are guided to;
-State the difference between speed and velocity.
-Discuss more differences between speed and velocity.
-Work on problems involving speed and velocity.

-What is average velocity?

-Mentors Mathematics learners book grade 9 page 129-132.
-A chart on worked examples on calculations involving velocity.

-Written exercise. -Oral question.

MEASUREMENTS

Acceleration

By the end of the lesson, the learner should be able to:
-Define the term acceleration and state its units.
Demonstrate how to work out problems on acceleration.
Work out problems on acceleration.
Appreciate working out problems on acceleration.

-Define acceleration and identify its units.
-Work out various examples involving acceleration.
-Interpret speed time graphs to get acceleration.
-Working more problems involving acceleration.

-When is a body said to be accelerating?

-Mentors Mathematics learners book grade 9 page 132-134.
-A chart on worked examples on calculations involving acceleration.

-Written exercise. -Oral question.

MEASUREMENTS

Acceleration

By the end of the lesson, the learner should be able to:
-Work out different questions on acceleration.
-Graphically interpreting questions on acceleration.

-Working out more problems on acceleration.
-Interpreting the graphs and working out acceleration related questions.
-Plotting graphs for accelerating bodies.

-When is a body said to be accelerating?

-Mentors Mathematics learners book grade 9 page 132-134.
-A chart on worked examples on calculations involving acceleration.
-Graphs on Velocity against time.

-Written exercise. -Oral question.

MEASUREMENTS

Acceleration

By the end of the lesson, the learner should be able to:
-Work out different questions on acceleration.
-Graphically interpreting questions on acceleration.

-Working out more problems on acceleration.
-Interpreting the graphs and working out acceleration related questions.
-Plotting graphs for accelerating bodies.

-When is a body said to be accelerating?

-Mentors Mathematics learners book grade 9 page 132-134.
-A chart on worked examples on calculations involving acceleration.
-Graphs on Velocity against time.

-Written exercise. -Oral question.

MEASUREMENTS

Longitudes.

By the end of the lesson, the learner should be able to:
-Identify the longitudes on the globe.
-Relate longitude to the time on the globe.
-Search from digital devices on more information about longitudes.
-Work out problems involving longitudes.
-Appreciate identifying longitudes from the globe.

In groups or pairs, learners are guided to;
-Identify longitudes on the globe.
-Relating longitudes to the time on the globe.
-Search from internet on more information on longitudes.
-Work out problems on longitudes.

-What is a longitude?

-Mentors Mathematics learners book grade 9 page 135-136.
-A chart on worked examples on calculations involving longitudes.
-A Globe.
-A pointer.
-A laptop

-Written exercise. -Oral question.

MEASUREMENTS

Relating longitudes to time

By the end of the lesson, the learner should be able to:
-Explaining the cause of day and night.
-Discuss the concept of day and night.
-Relating to time on the globe.
-Work out problems involving relationship between longitude and time.

In groups or pairs, learners are guided to;
-Explain the causes of day and night.
-Discuss the concept of rotation of earth and its effect.
-Relate longitude to time on the globe.
-Work out problems involving relationship of longitudes and time.

-How do longitude relate to time?

-Mentors Mathematics learners book grade 9 page 137-138.
-A chart on worked examples on calculations involving longitudes.
-A Globe.
-A pointer.

-Written exercise. -Oral question.

MEASUREMENTS

Local time of places on earth along different longitudes

By the end of the lesson, the learner should be able to:
-Determine local time of places on earth along different longitudes.
-Demonstrate how time is calculated using longitudes.
-Appreciate calculating time using longitudes.

-Determine local time of places on earth along different longitudes.
-Demonstrate how time is calculated using longitudes.
-Working more exercises on calculation of time using longitudes.

-How does change in longitude cause time difference?

-Mentors Mathematics learners book grade 9 page 138-140.
-A chart on worked examples on calculations involving longitudes.
-A Globe.
-A pointer.
-Black board illustrations.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Identify currencies used in different countries.
-Collaboratively use different print materials or digital devices to search for images of different currencies and use them to make a collage of currencies.
-Discuss and identify currencies shown on the chart.
-Appreciate different currencies used in different countries.

-Identify currencies used in different countries.
-Collaboratively use different print materials or digital devices to search for images of different currencies and use them to make a collage of currencies.
-Discuss and identify currencies shown on the chart.

-How did people used to buy goods and services long time ago? -What is currency?

-Mentors Mathematics learners book grade 9 page 142-143.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Identify currencies used in different countries.
-Collaboratively use different print materials or digital devices to search for images of different currencies and use them to make a collage of currencies.
-Discuss and identify currencies shown on the chart.
-Appreciate different currencies used in different countries.

-Identify currencies used in different countries.
-Collaboratively use different print materials or digital devices to search for images of different currencies and use them to make a collage of currencies.
-Discuss and identify currencies shown on the chart.

-How did people used to buy goods and services long time ago? -What is currency?

-Mentors Mathematics learners book grade 9 page 142-143.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Converting currencies from one form to the other.
-Discuss on exchange rates.
-Work out problems on exchange rates.
-Appreciate comparing own country currency with other country currencies in real life situation.

-Converting currencies from one form to the other.
-Discuss on exchange rates.
-Work out problems on exchange rates.
-Solving more problems relating to currencies and exchange rates.

-What happens to ones’s currency when one move from one country to the other?

-Mentors Mathematics learners book grade 9 page 143-145.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
- Determine export and import duties charged on goods and services in real life situation.
-Discuss local goods that attracts exercise duty.
-Determine exercise duty on goods and services.

- Determine export and import duties charged on goods and services in real life situation.
-Discuss local goods that attracts exercise duty.
-Determine exercise duty on goods and services.
-Work out problems on import duties, export duties and exercise duty on goods and services.

-What is import duty? -What is export duty? -What is exercise duty? -Who receives the import duty, export duty and exercise duty?

-Mentors Mathematics learners book grade 9 page 147-149.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Define value added tax (VAT).
-Determine value added tax charged from local goods.
-Discuss the importance of value added tax.
-Appreciate the importance of importance tax in ones country.

-Define value added tax (VAT).
-Determine value added tax charged from local goods.
-Discuss the importance of value added tax.
-Obtain receipts from shopping or other resources to discuss and work out Value added tax(VAT).
-Search from digital devices and work out VAT of imported goods.

-What is the function of Value added tax? -Who collects VAT?

-Mentors Mathematics learners book grade 9 page 153-155.
-Different paper cut outs on currencies.
-Black board illustrations.
-Receipts.

-Written exercise. -Oral question.

MEASUREMENTS

Approximation and errors.

By the end of the lesson, the learner should be able to:
-Approximate quantities in measurements in different situations.
-Determine errors using estimations and actual measurements.
-Appreciate working out problems on errors approximation.

-Carrying out activities of measurements of different quantities such as length, area, volume, capacity and mass using arbitrary units.
-Estimate and measure different quantities using appropriate instruments.
-Compare estimates and the actual measurements and determine the error.

-How do we estimate measurements of different quantities?

-Mentors Mathematics learners book grade 9 page 153-155.
-Different paper cut outs on currencies.
-Black board illustrations.
-Receipts.

-Written exercise. -Oral question.

MEASUREMENTS

Approximation and errors.

By the end of the lesson, the learner should be able to:
-Approximate quantities in measurements in different situations.
-Determine errors using estimations and actual measurements.
-Appreciate working out problems on errors approximation.

-Carrying out activities of measurements of different quantities such as length, area, volume, capacity and mass using arbitrary units.
-Estimate and measure different quantities using appropriate instruments.
-Compare estimates and the actual measurements and determine the error.

-How do we estimate measurements of different quantities?

-Mentors Mathematics learners book grade 9 page 153-155.
-Different paper cut outs on currencies.
-Black board illustrations.
-Receipts.

-Written exercise. -Oral question.

MEASUREMENTS

Money

By the end of the lesson, the learner should be able to:
-Determine percentage errors using actual measurements of quantities.
-Work out problems on percentage errors.
-Appreciate approximations and errors in real life situations.

-Work out the percentage error from the estimated and the actual measurements.
-Work out errors using digital devices or other resources and relate to consumer awareness.

-How do we estimate measurements of different quantities?

-Mentors Mathematics learners book grade 9 page 158-164.
-Different paper cut outs on currencies.
-Black board illustrations.
-Receipts.

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs.

By the end of the lesson, the learner should be able to:
-Identify the vertical and horizontal axes.
-Plotting a straight line Y=Mx+C
-Plot out points on a Cartesian plane.
-Show genuine interest in plotting points on a Cartesian plot.

In groups or pairs, learners are guided to;
-Identify vertical(y-axis) and horizontal(x-axis) on the Cartesian plane.
-Plot out points on a Cartesian plane to make a straight line.
-Locate the points (y coordinates and x-coordinates on a Cartesian plane).

-How do we plot on a Cartesian plane?

-Mentors Mathematics learners book grade 9 page 166-168.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs

By the end of the lesson, the learner should be able to:
-Plotting parallel lines on a Cartesian plane.
-Draw parallel lines on a Cartesian plane.
-Relate gradients of parallel lines.
-Appreciate drawing parallel lines and relating their gradients.
Note;Gradient for parallel lines are equal.

-Plotting parallel lines on a Cartesian plane by devising table of values.
-Draw parallel lines on a Cartesian plane from the table of values.
-Relate gradients of parallel lines.

-How is gradient of parallel lines related?

-Mentors Mathematics learners book grade 9 page 168-172.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs

By the end of the lesson, the learner should be able to:
-Plotting perpendicular lines on a Cartesian plane.
-Draw perpendicular lines on a Cartesian plane.
-Relate gradients of perpendicular lines.
-Appreciate drawing perpendicular lines and relating their gradients.
Note;Gradient for perpendicular lines are M1×M2= -1.

-Plotting perpendicular lines on a Cartesian plane by devising table of values.
-Draw perpendicular lines on a Cartesian plane from the table of values.
-Relate gradients of perpendicular lines.

-How are gradient of perpendicular lines related?

-Mentors Mathematics learners book grade 9 page 172-174.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs

By the end of the lesson, the learner should be able to:
-Plotting perpendicular lines on a Cartesian plane.
-Draw perpendicular lines on a Cartesian plane.
-Relate gradients of perpendicular lines.
-Appreciate drawing perpendicular lines and relating their gradients.
Note;Gradient for perpendicular lines are M1×M2= -1.

-Plotting perpendicular lines on a Cartesian plane by devising table of values.
-Draw perpendicular lines on a Cartesian plane from the table of values.
-Relate gradients of perpendicular lines.

-How are gradient of perpendicular lines related?

-Mentors Mathematics learners book grade 9 page 172-174.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.

GEOMETRY

Scale drawing

By the end of the lesson, the learner should be able to:
Identify compass and true bearing in real life situation.
-Determine the bearing of a point from another in real life situation.
-Appreciate determining the bearing of a point in real life situation.

-Draw and discuss the compass directions and relate to the compass and true north bearings.
-Discuss and locate place from different points using bearings.
-Discuss and locate places using bearing and distance.
-Sketch and use a scale drawing to show the position of places from given points.

-How do we use scale drawing in real life situation?

-Mentors Mathematics learners book grade 9 page 180-184.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.

GEOMETRY

Scale drawing

By the end of the lesson, the learner should be able to:
Identify compass and true bearing in real life situation.
-Determine the bearing of a point from another in real life situation.
-Appreciate determining the bearing of a point in real life situation.

-Draw and discuss the compass directions and relate to the compass and true north bearings.
-Discuss and locate place from different points using bearings.
-Discuss and locate places using bearing and distance.
-Sketch and use a scale drawing to show the position of places from given points.

-How do we use scale drawing in real life situation?

-Mentors Mathematics learners book grade 9 page 180-184.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil

-Written exercise. -Oral question.