MEASUREMENTS

Volume of a Sphere in Real Life Situations
Volume of a Frustum 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.
-Mathematics learners book grade 9 page 113;
-Frustum models;
-Rulers;
-Charts showing formulas for volume of frustums.

-Observation; -Oral questions; -Written exercises; -Problem-solving assessment.

MEASUREMENTS

Volume of a Frustum in Real Life Situations
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 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.
-Mathematics learners book grade 9 page 124;
-Stopwatch/timer;
-Measuring tape/rulers;
-Sports field or open area.

-Observation; -Oral questions; -Written exercises; -Problem-solving assessment.

MEASUREMENTS

Time, Distance and Speed - Working Out Speed in Km/h and m/s
Time, Distance and Speed - Working Out Average Speed in Real Life Situations

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.
-Mathematics learners book grade 9 page 126;
-Chart showing examples of average speed calculations;
-Examples of journey scenarios with varying speeds.

-Observation; -Oral questions; -Written exercises; -Problem-solving assessment.

MEASUREMENTS

Time, Distance and Speed - Determining Velocity in Real Life Situations
Time, Distance and Speed - Working Out Acceleration 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.
-Mathematics learners book grade 9 page 130;
-Chart showing examples of acceleration calculations;
-Examples of acceleration in real-life situations.

-Observation; -Oral questions; -Written exercises; -Practical assessment.

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.

MEASUREMENTS

Time, Distance and Speed - Relating Longitudes to Time on the Globe
Time, Distance and Speed - Determining Local Time of Places on Different Longitudes

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.
-Mathematics learners book grade 9 page 134;
-Scientific calculators;
-Charts showing examples of local time calculations.

-Observation; -Oral questions; -Written exercises; -Group presentations.

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.
-Mathematics learners book grade 9 page 137;
-World map showing time zones;
-Digital devices showing current time in different cities;
-Scientific calculators.

-Observation; -Oral questions; -Written exercises; -Problem-solving assessment.

MEASUREMENTS

Money - Identifying Currencies Used in Different Countries
Money - Converting Currency from One to Another in Real Life Situations

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.
-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; -Group presentations; -Assessment of currency collages.

Geometry

Similarity and Enlargement - Similar figures and properties

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

Identify similar figures and their properties;
Measure corresponding sides and angles of similar figures;
Appreciate the concept of similarity in real-life objects.

Learners study diagrams of similar cross-sections.
Learners measure the corresponding sides of the cross-sections and find the ratio between them.
Learners measure all the corresponding angles and discover that they are equal.

What makes two figures similar?

-KLB Mathematics Grade 9 Textbook page 203
-Ruler
-Protractor
-Cut-out shapes
-Charts showing similar figures
-Manila paper

-Oral questions -Observation -Written exercise -Checklist

Geometry

Similarity and Enlargement - Identifying similar objects
Similarity and Enlargement - Drawing similar figures

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?

-KLB Mathematics Grade 9 Textbook page 204
-Ruler
-Protractor
-Various geometric objects
-Charts with examples
-Worksheets with diagrams
-KLB Mathematics Grade 9 Textbook page 206
-Pair of compasses
-Drawing paper
-Calculator

-Oral questions -Group work -Written exercise -Observation

Geometry

Similarity and Enlargement - Properties of enlargement
Similarity and Enlargement - Negative scale factors

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

Determine properties of enlargement of different figures;
Locate the center of enlargement and find scale factors;
Value the application of enlargement in real-life situations.

Learners trace diagrams showing an object and its enlarged image.
Learners draw lines through corresponding points to find where they intersect (center of enlargement).
Learners find the ratios of corresponding lengths to determine the scale factor.

How do we determine the center and scale factor of an enlargement?

-KLB Mathematics Grade 9 Textbook page 209
-Ruler
-Tracing paper
-Colored pencils
-Grid paper
-Charts showing enlargements
-Diagrams for tracing
-KLB Mathematics Grade 9 Textbook page 211
-Charts showing negative scale factor enlargements

-Oral questions -Practical activity -Written exercise -Observation

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?

-KLB Mathematics Grade 9 Textbook page 214
-Ruler
-Grid paper
-Colored pencils
-Charts showing steps of enlargement
-Manila paper
-KLB Mathematics Grade 9 Textbook page 216
-Calculator
-Similar objects of different sizes
-Charts with examples
-Worksheets

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

Geometry

Similarity and Enlargement - Using coordinates in enlargement
Similarity and Enlargement - Applications of similarity

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?

-KLB Mathematics Grade 9 Textbook page 218
-Grid paper
-Ruler
-Colored pencils
-Calculator
-Charts with coordinate examples
-KLB Mathematics Grade 9 Textbook page 219
-Drawing paper
-Charts with real-life applications
-Manila paper for presentations

-Oral questions -Practical activity -Written exercise -Observation

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?

-KLB Mathematics Grade 9 Textbook page 220
-Ruler
-Protractor
-Set square
-Drawing paper
-Charts with labeled triangles
-Colored markers

-Oral questions -Observation -Written exercise -Checklist

Geometry

Trigonometry - Sine ratio
Trigonometry - Cosine ratio

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

Identify sine ratio from a right-angled triangle;
Calculate sine of angles in right-angled triangles;
Value the use of sine ratio in solving problems.

Learners draw triangles with specific angles and sides.
Learners draw perpendiculars from points on one side to another and measure their lengths.
Learners calculate ratios of opposite side to hypotenuse for different angles and discover the sine ratio.

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

-KLB Mathematics Grade 9 Textbook page 222
-Ruler
-Protractor
-Calculator
-Drawing paper
-Charts showing sine ratio
-Manila paper
-KLB Mathematics Grade 9 Textbook page 223
-Charts showing cosine ratio
-Worksheets

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

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?

-KLB Mathematics Grade 9 Textbook page 225
-Ruler
-Protractor
-Calculator
-Drawing paper
-Charts showing tangent ratio
-Manila paper
-KLB Mathematics Grade 9 Textbook page 227
-Mathematical tables
-Worksheets
-Chart showing how to read tables
-Sample exercises

-Oral questions -Practical activity -Written exercise -Checklist

Geometry

Trigonometry - Reading tables of cosines and tangents
Trigonometry - Using calculators for trigonometric ratios

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

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

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

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

-KLB Mathematics Grade 9 Textbook page 229-231
-Mathematical tables
-Calculator
-Worksheets
-Chart showing how to read tables
-Sample exercises
-KLB Mathematics Grade 9 Textbook page 233
-Scientific calculators
-Chart showing calculator keys

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Trigonometry - Calculating lengths using trigonometric ratios

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

Apply trigonometric ratios to calculate lengths of right-angled triangles;
Use sine, cosine, and tangent ratios to find unknown sides;
Appreciate the application of trigonometry in solving real-life problems.

Learners consider a right-angled triangle and find the trigonometric ratio appropriate for finding an unknown side.
Learners find the value of the ratio from tables or calculators and relate it to the expression to find the unknown side.
Learners solve problems involving finding sides of right-angled triangles.

How do we use trigonometric ratios to find unknown sides in right-angled triangles?

-KLB Mathematics Grade 9 Textbook page 234
-Scientific calculators
-Mathematical tables
-Ruler
-Drawing paper
-Charts with examples
-Worksheets

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

Geometry

Trigonometry - Calculating angles using trigonometric ratios
Trigonometry - Application in heights and distances

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?

-KLB Mathematics Grade 9 Textbook page 235
-Scientific calculators
-Mathematical tables
-Ruler
-Drawing paper
-Charts with examples
-Worksheets
-KLB Mathematics Grade 9 Textbook page 237
-Charts with real-life examples
-Manila paper

-Oral questions -Group work -Written exercise -Observation

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?

-KLB Mathematics Grade 9 Textbook page 238
-Scientific calculators
-Mathematical tables
-Ruler
-Protractor
-Maps
-Charts with navigation examples
-KLB Mathematics Grade 9 Textbook page 240
-Drawing paper
-Past examination questions

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

Data Handling and Probability

Data Interpretation - Appropriate class width
Data Interpretation - Finding range and creating groups

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?

-KLB Mathematics Grade 9 Textbook page 244
-Calculator
-Graph paper
-Manila paper
-Rulers
-Colored markers
-KLB Mathematics Grade 9 Textbook page 245
-Data sets
-Chart with examples

-Oral questions -Group presentations -Written exercise -Observation

Data Handling and Probability

Data Interpretation - Frequency distribution tables
Data Interpretation - Creating frequency tables with different class intervals

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

Draw frequency distribution tables of grouped data;
Use tally marks to organize data into frequency tables;
Value the importance of organizing data in tables.

Learners are presented with data on the number of tree seedlings that survived in 50 different schools.
Learners copy and complete a frequency distribution table using tally marks and frequencies.
Learners discuss and share their completed tables with other groups.

How do we organize data in a frequency distribution table?

-KLB Mathematics Grade 9 Textbook page 247
-Chart paper
-Ruler
-Calculator
-Manila paper
-Colored markers
-Graph paper
-Worksheets with data

-Oral questions -Group presentations -Written exercise -Checklist

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?

-KLB Mathematics Grade 9 Textbook page 248
-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 ungrouped data
Data Interpretation - Mean of grouped data

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

Calculate the mean of ungrouped data in a frequency table;
Multiply each value by its frequency and find their sum;
Show interest in calculating mean in real-life situations.

Learners consider the height, in metres, of 10 people recorded in a frequency distribution table.
Learners complete a table showing the product of height and frequency (fx).
Learners find the sum of frequencies, sum of fx, and divide to find the mean.

How do we calculate the mean of data presented in a frequency table?

-KLB Mathematics Grade 9 Textbook page 249
-Calculator
-Chart showing frequency tables
-Worksheets
-Manila paper
-Colored markers
-KLB Mathematics Grade 9 Textbook page 250
-Graph paper
-Chart with examples

-Oral questions -Written exercise -Observation -Assessment rubrics

Data Handling and Probability

Data Interpretation - Mean calculation in real-life situations
Data Interpretation - Median of grouped data

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?

-KLB Mathematics Grade 9 Textbook page 251
-Calculator
-Manila paper
-Chart with examples
-Worksheets
-Colored markers
-KLB Mathematics Grade 9 Textbook page 252
-Chart showing cumulative frequency tables

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

Data Handling and Probability

Data Interpretation - Calculating median using formula
Data Interpretation - Median calculations in real-life situations

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

Apply the formula for calculating median of grouped data;
Identify class boundaries, frequencies, and cumulative frequencies;
Show interest in finding median from real-life data.

Learners consider marks scored by 40 learners in a test presented in a table.
Learners complete the column for cumulative frequency and identify the median class.
Learners identify the lower class boundary, cumulative frequency above median class, class width, and frequency of median class to substitute in the formula.

How do we use the formula to calculate the median of grouped data?

-KLB Mathematics Grade 9 Textbook page 253
-Calculator
-Graph paper
-Chart showing median formula
-Worksheets
-Manila paper
-KLB Mathematics Grade 9 Textbook page 254
-Chart with example calculations
-Worksheets with real-life data
-Colored markers

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

Data Handling and Probability

Probability - Equally likely outcomes

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

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

Data Handling and Probability

Probability - Range of probability
Probability - Complementary events

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

Determine the range of probability of an event;
Understand that probability ranges from 0 to 1;
Value the concept of probability range in real-life situations.

Learners use a fair die in this activity and toss it 20 times.
Learners record the number of times each face shows up and calculate relative frequencies.
Learners find the sum of the fractions and discuss that probabilities range from 0 to 1.

What is the range of probability values and what do these values signify?

-KLB Mathematics Grade 9 Textbook page 257
-Dice
-Table for recording outcomes
-Chart showing probability scale (0-1)
-Manila paper
-Colored markers
-KLB Mathematics Grade 9 Textbook page 258
-Calculator
-Chart showing complementary events
-Worksheets with problems

-Oral questions -Practical activity -Written exercise -Group presentations

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?

-KLB Mathematics Grade 9 Textbook page 258
-Coins
-Chart with examples of mutually exclusive events
-Flashcards with different scenarios
-Manila paper
-Colored markers
-KLB Mathematics Grade 9 Textbook page 259
-Dice
-Colored objects in boxes
-Calculator
-Chart showing probability calculations
-Worksheets with problems

-Oral questions -Group discussions -Written exercise -Observation

Data Handling and Probability

Probability - Independent events
Probability - Calculating probabilities of 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?

-KLB Mathematics Grade 9 Textbook page 260
-Coins and dice
-Table for recording outcomes
-Chart showing examples of independent events
-Manila paper
-Colored markers
-KLB Mathematics Grade 9 Textbook page 261
-Calculator
-Chart showing multiplication rule
-Worksheets with problems

-Oral questions -Practical activity -Group discussions -Observation

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?

-KLB Mathematics Grade 9 Textbook page 262
-Chart paper
-Ruler
-Worksheets with blank tree diagrams
-Chart showing completed tree diagrams
-Colored markers
-KLB Mathematics Grade 9 Textbook page 263
-Calculator
-Chart showing complex tree diagrams
-Worksheets with problems

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

Data Handling and Probability

Probability - Complex tree diagrams

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