Geometry

Scale Drawing - Compass directions
Scale Drawing - Compass bearings

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

Identify compass and true bearings in real-life situations;
Draw and discuss the compass directions;
Appreciate the use of compass in navigation.

Learners carry out an activity outside the classroom where a member stands with hands spread out.
Learners draw a diagram showing the directions of the right hand, left hand, front, and back, labeling them in terms of North, South, East, and West.
Learners discuss situations where knowledge of compass direction is used.

How do we use compass directions to locate positions?

-Master Mathematics Grade 9 Textbook page 166-168
-Plain paper
-Colored pencils
-Charts showing compass directions
-Maps

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Scale Drawing - True bearings

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

Identify true bearings in real-life situations;
Draw and measure true bearings;
Appreciate the difference between compass and true bearings.

Learners trace diagrams showing true bearings.
Learners measure angles from North in the clockwise direction.
Learners draw accurately true bearings such as 008°, 036°, 126°, etc.

What is the difference between compass bearings and true bearings?

-Master Mathematics Grade 9 Textbook page 171168-170
-Protractor
-Ruler
-Plain paper
-Charts showing true bearings

-Oral questions -Practical activity -Written exercise -Assessment rubrics

Geometry

Scale Drawing - Determining compass bearings

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

Determine the bearing of one point from another;
Measure angles to determine compass bearings;
Enjoy determining bearings in different situations.

Learners consider a diagram showing points Q and R.
Learners find the angle between the North line and line QR.
Learners use the angle to write down the compass bearing of R from Q and discuss their results.

How do we determine the compass bearing of one point from another?

-Master Mathematics Grade 9 Textbook page 170-172
-Protractor
-Ruler
-Plain paper
-Charts with bearing examples
-Manila paper for group work

-Oral questions -Group work -Written exercise -Observation

Geometry

Scale Drawing - Determining true bearings
Scale Drawing - Locating points using compass bearing and distance

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

Determine true bearings in different situations;
Measure angles to find true bearings;
Value the use of true bearings in navigation.

Learners consider a diagram showing points C and D.
Learners identify and determine the bearing of D from C by measurement.
Learners measure the bearing of various points in different diagrams.

How do we determine the true bearing of one point from another?

-Master  Mathematics Grade 9 Textbook page 172-173
-Protractor
-Ruler
-Plain paper
-Worksheets with diagrams
-Charts with bearing examples

-Oral questions -Practical activity -Written exercise -Checklist

Geometry

Scale Drawing - Locating points using true bearing and distance

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

Locate a point using true bearing and distance;
Create scale drawings showing relative positions;
Enjoy making scale drawings using bearings and distances.

Learners consider towns A and B where the bearing of A from B is 140° and the distance between them is 75 km.
Learners mark point B on paper, draw the bearing of A from B, and use a scale of 1 cm represents 10 km to locate A.
Learners make scale drawings showing the relative positions of multiple points.

How do we use true bearings and distances to create scale drawings?

-Master  Mathematics Grade 9 Textbook page 174-175
-Protractor
-Ruler
-Plain paper
-Drawing board
-Manila paper for presentations
-Worksheets

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Scale Drawing - Angle of elevation
Scale Drawing - Determining angles of elevation

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

Identify angles of elevation in real-life situations;
Make and use a clinometer to measure angles of elevation;
Appreciate the application of angles of elevation in real-life situations.

Learners perform an activity outside the classroom where they stand next to a flag pole and mark points at eye level and above.
Learners observe how the line of sight forms an angle when looking at higher objects.
Learners make a clinometer and use it to measure angles of elevation of objects in the school environment.

What is an angle of elevation and how do we measure it?

-Master  Mathematics Grade 9 Textbook page 175-177
-Protractor
-String
-Weight (about 25g)
-Cardboard
-Straight piece of wood
-Charts showing angles of elevation

-Oral questions -Practical activity -Written exercise -Project assessment

Geometry

Scale Drawing - Angle of depression

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

Identify angles of depression in real-life situations;
Measure angles of depression using a clinometer;
Appreciate the application of angles of depression in real-life situations.

Learners perform an activity outside the classroom where they stand next to a flag pole and mark points at eye level and below.
Learners observe how the line of sight forms an angle when looking at lower objects.
Learners use a clinometer to measure angles of depression of objects in their environment.

What is an angle of depression and how is it related to the angle of elevation?

-Master Mathematics Grade 9 Textbook page 1178
-String
-Weight
-Protractor
-Charts showing angles of depression

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Scale Drawing - Angle of depression 

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

Determine angles of depression in different situations;
Use scale drawings to find angles of depression;
Enjoy solving problems involving angles of depression.

Learners consider a stationary boat (B) that is 120 m away from the foot (F) of a cliff of height 80 m.
Learners make a scale drawing showing the positions of A, F, and B using a scale of 1 cm represents 20 m.
Learners measure the angle between the horizontal line passing through A and line AB to find the angle of depression.

How can we use scale drawings to determine angles of depression?

-Master  Mathematics Grade 9 Textbook page 179-180
-Protractor
-Ruler
-Plain paper
-Drawing board
-Calculator
-Charts with examples

-Oral questions -Scale drawing -Written exercise -Assessment rubrics

Geometry

Scale Drawing - Transverse method of survey 

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

Survey an area using transverse method
Create scale drawings from transverse method
Appreciate the application of transverse method in surveying.

Learners create scale drawings of areas described from given tables.

How do surveyors use transverse method to map areas?

-Master Mathematics Grade 9 Textbook page 181-183
-Protractor
-Ruler
-Plain paper
-Drawing board
-Field book
-Charts with examples

-Oral questions -Scale drawing -Written exercise -Presentation

Geometry

Scale Drawing - Bearings and distance surveying problems

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

Solve complex surveying problems involving bearings and distances;
Create scale drawings of multiple points and features;
Show interest in scale drawing applications in real-life.

Learners study problems involving multiple points with bearings and distances between them.
Learners create scale drawings to determine unknown distances and bearings.
Learners discuss real-life applications of scale drawing in surveying and navigation.

How do we determine unknown distances and bearings using scale drawing?

-Master  Mathematics Grade 9 Textbook page 183-185
-Protractor
-Ruler
-Drawing paper
-Calculator
-Maps
-Charts with examples

-Oral questions -Scale drawing -Written exercise -Assessment rubrics

Geometry

Scale Drawing - Project work on scale drawing

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

Apply scale drawing techniques to a real-life situation;
Create a scale map of the school compound or local area;
Appreciate the practical applications of scale drawing.

Learners work in groups to create a scale map of a part of the school compound.
Learners measure distances and determine bearings between key features.
Learners create a detailed scale drawing with a key showing the various features mapped.

How can we apply scale drawing techniques to map our environment?

-Measuring tape
-Compass
-Drawing paper
-Colored pencils
-Manila paper
-Drawing instruments

-Project work -Group presentation -Peer assessment -Observation

Geometry

Similarity and Enlargement - Identifying similar objects

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

Identify similar objects in the environment;
Determine if given figures are similar;
Value the concept of similarity in everyday life.

Learners collect and classify objects according to similarity.
Learners identify pairs of similar figures from given diagrams.
Learners discuss real-life examples of similar objects and their properties.

How do we recognize similar objects in our environment?

-Master  Mathematics Grade 9 Textbook page 185-190
-Ruler
-Protractor
-Various geometric objects
-Charts with examples
-Worksheets with diagrams

-Oral questions -Group work -Written exercise -Observation

Geometry

Similarity and Enlargement - Drawing similar figures
Similarity and Enlargement - Properties of enlargement

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

Draw similar figures in different situations;
Calculate dimensions of similar figures using scale factors;
Enjoy creating similar figures.

Learners draw triangle ABC with given dimensions (AB=3cm, BC=4cm, and AC=6cm).
Learners are told that triangle PQR is similar to ABC with PQ=4.5cm, and they calculate the other dimensions.
Learners construct triangle PQR and compare results with other groups.

How do we construct a figure similar to a given figure?

-Master  Mathematics Grade 9 Textbook page 190-193
-Ruler
-Protractor
-Pair of compasses
-Drawing paper
-Calculator
-Charts with examples

-Oral questions -Practical activity -Written exercise -Assessment rubrics

Geometry

Similarity and Enlargement - positive  and Negative scale factors

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

Determine properties of enlargement with positive and negative scale factors;
Locate centers of enlargement with positive and negative scale factors;
Appreciate the concept of positive and negative scale factors in enlargements.

Learners trace diagrams showing an object and its image where the center of enlargement is between them.
Learners join corresponding points to locate the center of enlargement.
Learners find the ratio of distances from the center to corresponding points and note that the image is on the opposite side of the object.

What happens when an enlargement has a positive or negative scale factor?

-Master Mathematics Grade 9 Textbook page 194-199
-Ruler
-Tracing paper
-Grid paper
-Colored pencils
-Charts showing positive and negative scale factor enlargements
-Diagrams for tracing

-Oral questions -Practical activity -Written exercise -Checklist

Geometry

Similarity and Enlargement - Drawing images of objects
Similarity and Enlargement - Linear scale factor

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

Apply properties of enlargement to draw similar objects and their images;
Use scale factors to determine dimensions of images;
Enjoy creating enlarged images of objects.

Learners trace a given figure and join the center of enlargement to each vertex.
Learners multiply each distance by the scale factor to locate the image points.
Learners locate the image points and join them to create the enlarged figure.

How do we draw the image of an object under an enlargement with a given center and scale factor?

-Master  Mathematics Grade 9 Textbook page 203-204
-Ruler
-Grid paper
-Colored pencils
-Charts showing steps of enlargement
-Manila paper.

-Oral questions -Practical activity -Written exercise -Peer assessment

Geometry

Similarity and Enlargement - Using coordinates in enlargement

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

Find the coordinates of images under enlargement;
Determine the center of enlargement and scale factor from given coordinates;
Appreciate the use of coordinates in describing enlargements.

Learners plot figures and their images on a grid.
Learners find the center of enlargement by drawing lines through corresponding points.
Learners calculate the scale factor using the coordinates of corresponding points.

How do we use coordinate geometry to describe and perform enlargements?

-Master  Mathematics Grade 9 Textbook page 199-202
-Grid paper
-Ruler
-Colored pencils
-Calculator
-Charts with coordinate examples

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Similarity and Enlargement - Applications of similarity

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

Apply similarity concepts to solve real-life problems;
Calculate heights and distances using similar triangles;
Value the practical applications of similarity in everyday life.

Learners solve problems involving similar triangles to find unknown heights and distances.
Learners discuss how similarity is used in fields such as architecture, photography, and engineering.
Learners work on practical applications of similarity in the environment.

How can we use similarity to solve real-life problems?

-Revision questions
-Ruler
-Calculator
-Drawing paper
-Charts with real-life applications
-Manila paper for presentations

-Oral questions -Problem-solving -Written exercise -Group presentation

Geometry

Trigonometry - Angles and sides of right-angled triangles

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

Identify angles and sides of right-angled triangles in different situations;
Distinguish between the hypotenuse, adjacent side, and opposite side;
Appreciate the relationship between angles and sides in right-angled triangles.

Learners draw right-angled triangles with acute angles and identify the longest side (hypotenuse).
Learners identify the side which together with the hypotenuse forms the angle θ (adjacent side).
Learners identify the side facing the angle θ (opposite side).

How do we identify different sides in a right-angled triangle?

-MasterMathematics Grade 9 Textbook page 205-207
-Ruler
-Protractor
-Set square
-Drawing paper
-Charts with labeled triangles
-Colored markers

-Oral questions -Observation -Written exercise -Checklist

Geometry

Trigonometry - Cosine ratio and sine ratio

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

Identify cosine and sine ratio from a right-angled triangle;
Calculate cosine and sine of angles in right-angled triangles;
Enjoy solving problems involving cosine  and sine ratio.

Learners draw triangles with specific angles and sides.
Learners calculate ratios of adjacent side to hypotenuse for different angles and discover the cosine and sine ratio.
Learners find the cosine and sine of marked angles in various right-angled triangles.

What is the cosine or sine of an angle and how do we calculate it?

-Master  Mathematics Grade 9 Textbook page 211-213
-Ruler
-Protractor
-Calculator
-Drawing paper
-Charts showing cosine and sine  ratios
-Worksheets

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Trigonometry - Tangent ratio
Trigonometry - Reading tables of sines

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

Identify tangent ratio from a right-angled triangle;
Calculate tangent of angles in right-angled triangles;
Appreciate the importance of tangent ratio in problem-solving.

Learners draw triangle ABC with specific angles and mark points on BC.
Learners draw perpendiculars from these points to AC and measure their lengths.
Learners calculate ratios of opposite side to adjacent side for different angles and discover the tangent ratio.

What is the tangent of an angle and how do we calculate it?

-Master Mathematics Grade 9 Textbook page 207-211
-Ruler
-Protractor
-Calculator
-Drawing paper
-Charts showing tangent ratio
-Manila paper

-Oral questions -Practical activity -Written exercise -Checklist

Geometry

Trigonometry - Reading tables of cosines and sine

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

Read tables of cosines and sine for acute angles;
Find cosine and sine values using mathematical tables;
Enjoy using mathematical tables to find trigonometric ratios.

Learners study parts of the tables of cosines and sine.
Learners use the tables to find cosine and sine values of specific angles.
Learners find values of angles with decimal parts using the 'SUBTRACT' column for cosines and 'ADD' column for sine.

How do we use mathematical tables to find cosine and sine values?

-Master Mathematics Grade 9 Textbook page 213;216
-Mathematical tables
-Calculator
-Worksheets
-Chart showing how to read tables
-Sample exercises

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Trigonometry - Using calculators for trigonometric ratios
Trigonometry - Calculating lengths using trigonometric ratios

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

Determine trigonometric ratios of acute angles using calculators;
Compare values obtained from tables and calculators;
Value the use of calculators in finding trigonometric ratios.

Learners use calculators to find trigonometric ratios of specific angles.
Learners compare values obtained from calculators with those from mathematical tables.
Learners use calculators to find sine, cosine, and tangent of various angles.

How do we use calculators to find trigonometric ratios?

-Master Mathematics Grade 9 Textbook page 218-220
-Scientific calculators
-Mathematical tables
-Worksheets
-Chart showing calculator keys
-Sample exercises

-Oral questions -Practical activity -Written exercise -Checklist

Geometry

Trigonometry - Calculating angles using trigonometric ratios

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

Use trigonometric ratios to calculate angles in right-angled triangles;
Apply inverse trigonometric functions to find angles;
Enjoy solving problems involving trigonometric ratios.

Learners consider right-angled triangles with known sides.
Learners calculate trigonometric ratios using the known sides and use tables or calculators to find the corresponding angles.
Learners solve problems involving finding angles in right-angled triangles.

How do we find unknown angles in right-angled triangles using trigonometric ratios?

-Master  Mathematics Grade 9 Textbook page 221
-Scientific calculators
-Mathematical tables
-Ruler
-Drawing paper
-Charts with examples
-Worksheets

-Oral questions -Group work -Written exercise -Observation

Geometry

Trigonometry - Application in heights and distances

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

Apply trigonometric ratios to solve problems involving heights and distances;
Calculate heights of objects using angles of elevation;
Value the use of trigonometry in real-life situations.

Learners solve problems involving finding heights of objects like flag poles, towers, and buildings using angles of elevation.
Learners apply sine, cosine, and tangent ratios as appropriate to calculate unknown heights and distances.
Learners discuss real-life applications of trigonometry in architecture, navigation, and engineering.

How do we use trigonometry to find heights and distances in real-life situations?

- Revision questions 
-Scientific calculators
-Mathematical tables
-Ruler
-Drawing paper
-Charts with real-life examples
-Manila paper

-Oral questions -Problem-solving -Written exercise -Group presentation

Geometry

Trigonometry - Application in navigation
Trigonometry - Review and mixed applications

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

Apply trigonometric ratios in navigation problems;
Calculate distances and bearings using trigonometry;
Appreciate the importance of trigonometry in navigation.

Learners solve problems involving finding distances between locations given bearings and distances from a reference point.
Learners calculate bearings between points using trigonometric ratios.
Learners discuss how pilots, sailors, and navigators use trigonometry.

How is trigonometry used in navigation and determining positions?

-Revision questions 
-Scientific calculators
-Mathematical tables
-Ruler
-Protractor
-Maps
-Charts with navigation examples

-Oral questions -Problem-solving -Written exercise -Assessment rubrics

Data Handling and Probability

Data Interpretation - Appropriate class width

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

Determine appropriate class width for grouping data;
Work with data to establish suitable class widths;
Appreciate the importance of appropriate class widths in data representation.

Learners work in groups to consider masses of 40 people in kilograms.
Learners find the difference between the smallest and highest mass (range).
Learners group the masses in smaller groups with different class widths and identify the number of groups formed in each case.

How do we determine an appropriate class width for a given set of data?

-Master  Mathematics Grade 9 Textbook page 224
-Calculator
-Graph paper
-Manila paper
-Rulers
-Colored markers

-Oral questions -Group presentations -Written exercise -Observation

Data Handling and Probability

Data Interpretation - Finding range and creating groups
Data Interpretation - Frequency distribution tables

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

Calculate the range of a set of data;
Divide data into suitable class intervals;
Show interest in grouping data for better representation.

Learners are presented with marks scored by 40 students in a mathematics test.
Learners find the range of the data.
Learners complete a table using a class width of 10 and determine the number of classes formed.

How does the range of data help us determine appropriate class intervals?

-Master Mathematics Grade 9 Textbook page 225-226
-Calculator
-Manila paper
-Data sets
-Chart with examples
-Colored markers

-Oral questions -Written exercise -Observation -Group work assessment

Data Handling and Probability

Data Interpretation - Creating frequency tables with different class intervals

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

Construct frequency tables starting with different class intervals;
Use tally marks to represent data in frequency tables;
Appreciate the use of different class intervals in data representation.

Learners construct a frequency table for given data starting from the class interval 60-64.
Learners use tally marks to count frequency of data in each class.
Learners compare and discuss different frequency tables.

How do we choose appropriate starting points for class intervals?

-Master Mathematics Grade 9 Textbook page 226-228
-Calculator
-Ruler
-Graph paper
-Manila paper
-Worksheets with data

-Oral questions -Written exercise -Group presentations -Observation

Data Handling and Probability

Data Interpretation - Modal class

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

Identify the modal class of grouped data;
Determine the class with the highest frequency;
Develop interest in finding the modal class in real-life data.

Learners are presented with assessment marks in a mathematics test for 32 learners.
Learners draw a frequency distribution table to represent the information.
Learners identify and write down the class with the highest frequency (modal class).

What is the modal class and how is it determined?

-Master Mathematics Grade 9 Textbook page 229-230
-Calculator
-Ruler
-Graph paper
-Chart showing frequency distribution tables
-Colored markers

-Oral questions -Group work -Written exercise -Peer assessment

Data Handling and Probability

Data Interpretation - Mean of grouped data

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

Calculate the mean of grouped data;
Find the midpoint of class intervals and use in calculations;
Value the importance of mean in summarizing data.

Learners consider a frequency distribution table representing masses in kilograms of learners in a class.
Learners complete a table by finding midpoints of class intervals and calculating fx.
Learners find the sum of frequencies, sum of fx, and divide to find the mean.

How do we calculate the mean of grouped data?

-Master Mathematics Grade 9 Textbook page 231-232
-Calculator
-Graph paper
-Manila paper
-Chart with examples
-Worksheets

-Oral questions -Written exercise -Group presentations -Checklist

Data Handling and Probability

Data Interpretation - Mean calculation in real-life situations

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

Calculate the mean of grouped data from real-life situations;
Apply the formula for finding mean of grouped data;
Appreciate the use of mean in summarizing data in real life.

Learners are presented with data about plants that survived in 50 sampled schools during an environmental week.
Learners find midpoints of class intervals, multiply by frequencies, and sum them up.
Learners calculate the mean number of plants that survived by dividing the sum of fx by the sum of f.

How is the mean used to summarize real-life data?

-Master Mathematics Grade 9 Textbook page 233-234
-Calculator
-Manila paper
-Chart with examples
-Worksheets
-Colored markers

-Oral questions -Group work -Written exercise -Assessment rubrics

Data Handling and Probability

Data Interpretation - Median of grouped data
Data Interpretation - Calculating median using formula

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

Determine the median of grouped data;
Find cumulative frequencies to locate the median class;
Value the importance of median in data interpretation.

Learners consider the mass of 50 learners recorded in a table.
Learners complete the column for cumulative frequency.
Learners find the sum of frequency, divide by 2, and identify the position of the median mass.

How do we determine the median of grouped data?

-Master Mathematics Grade 9 Textbook page 2234-237
-Calculator
-Chart showing cumulative frequency tables
-Worksheets
-Manila paper
-Colored markers

-Oral questions -Written exercise -Group presentations -Observation

Data Handling and Probability

Data Interpretation - Median calculations in real-life situations

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

Calculate median in real-life data situations;
Apply the median formula to various data sets;
Appreciate the role of median in data interpretation.

Learners are presented with data on number of nights spent by people in a table.
Learners complete the cumulative frequency column and determine the median class.
Learners apply the median formula to calculate the median value.

How is the median used to interpret real-life data?

-Master  Mathematics Grade 9 Textbook page 238
-Calculator
-Chart with example calculations
-Worksheets with real-life data
-Manila paper
-Colored markers

-Oral questions -Written exercise -Group presentations -Peer assessment

Data Handling and Probability

Probability - Equally likely outcomes
Probability - Range of probability

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

Perform experiments involving equally likely outcomes;
Record outcomes of chance experiments;
Appreciate that some events have equal chances of occurring.

Learners work in groups to flip a fair coin 20 times.
Learners record the number of times heads and tails come up.
Learners divide the number of times heads or tails comes up by the total number of tosses to find probabilities.

What makes events equally likely to occur?

-KLB Mathematics Grade 9 Textbook page 256
-Coins
-Chart paper
-Table for recording outcomes
-Manila paper
-Colored markers
-KLB Mathematics Grade 9 Textbook page 257
-Dice
-Chart showing probability scale (0-1)

-Oral questions -Practical activity -Group work assessment -Observation

Data Handling and Probability

Probability - Complementary events

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

Calculate probability of complementary events;
Understand that sum of probabilities of complementary events is 1;
Show interest in applying complementary probability in real-life situations.

Learners discuss examples of complementary events.
Learners solve problems where the probability of one event is given and they need to find the probability of its complement.
Learners verify that the sum of probabilities of an event and its complement equals 1.

How are complementary events related in terms of their probabilities?

-Master Mathematics Grade 9 Textbook page 243
-Calculator
-Chart showing complementary events
-Worksheets with problems
-Manila paper
-Colored markers

-Oral questions -Written exercise -Group work assessment -Observation

Data Handling and Probability

Probability - Mutually exclusive events
Probability - Experiments with mutually exclusive events

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

Identify mutually exclusive events in real-life situations;
Recognize events that cannot occur simultaneously;
Appreciate the concept of mutually exclusive events.

Learners flip a fair coin several times and record the face that shows up.
Learners discuss that heads and tails cannot show up at the same time (mutually exclusive).
Learners identify mutually exclusive events from various examples.

What makes events mutually exclusive?

-Master Mathematics Grade 9 Textbook page 243-247
-Coins
-Chart with examples of mutually exclusive events
-Flashcards with different scenarios
-Manila paper
-Colored markers

-Oral questions -Group discussions -Written exercise -Observation

Data Handling and Probability

Probability - Independent events

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

Perform experiments involving independent events;
Understand that outcome of one event doesn't affect another;
Show interest in applying independent events probability in real-life.

Learners toss a fair coin and a fair die at the same time and record outcomes.
Learners repeat the experiment several times.
Learners discuss that the outcome of the coin toss doesn't affect the outcome of the die roll (independence).

What makes events independent from each other?

-Master Mathematics Grade 9 Textbook page  247
-Coins and dice
-Table for recording outcomes
-Chart showing examples of independent events
-Manila paper
-Colored markers

-Oral questions -Practical activity -Group discussions -Observation

Data Handling and Probability

Probability - Calculating probabilities of independent events

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

Calculate probabilities of independent events;
Apply the multiplication rule for independent events;
Appreciate the application of independent events in real-life situations.

Learners solve problems involving independent events.
Learners calculate probabilities of individual events and multiply them to find joint probability.
Learners solve problems involving machines breaking down independently and other real-life examples.

How do we calculate the probability of independent events occurring together?

-Master Mathematics Grade 9 Textbook page 248-250
-Calculator
-Chart showing multiplication rule
-Worksheets with problems
-Manila paper
-Colored markers

-Oral questions -Written exercise -Group presentations -Assessment rubrics

Data Handling and Probability

Probability - Tree diagrams for single outcomes
Probability - Complex tree diagrams

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

Draw a probability tree diagram for a single outcome;
Represent probability situations using tree diagrams;
Value the use of tree diagrams in organizing probability information.

Learners write down possible outcomes when a fair coin is flipped once.
Learners find the total number of all outcomes and probability of each outcome.
Learners complete a tree diagram with possible outcomes and their probabilities.

How do tree diagrams help us understand probability situations?

-Master Mathematics Grade 9 Textbook page 251
-Chart paper
-Ruler
-Worksheets with blank tree diagrams
-Chart showing completed tree dagram 

-Oral questions -Practical activity -Group work assessment -Checklist