Grade9RationalizedMathematicsLessonPlansTerm2

Mathematics (University of Nairobi)

ScantoopenonStudocu

2025RATIONALIZEDGrade9RationalizedMathematicsLessonPlan
s Term 2
WEEK1:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

Downloaded by mackson mbaga ([email protected])

SpecificLearningOutcomes:
Bytheendofthelesson,studentsshouldbeableto:
- Identifythepropertiesofregularpolygons.
- Calculatethesumoftheinteriorandexterior anglesofvariouspolygons.
- Acknowledgethepropertiesofdifferentpolygons.

KeyInquiryQuestion:
- Howdoyoufindthesumofinteriorandexterioranglesofregularpolygons?

LearningResources:
- TopScholarMaths,pg87
- Lessonnotes
- Charts

OrganisationofLearning:

Introduction(5minutes)
1. Reviewthepreviouslessonfocusedonshapesandtheircharacteristics.
2. Facilitateadiscussionwherestudentssharewhattheyrememberaboutanglesandpolygons.
Encourage them to read key sections from their textbook relevant to today's topic.

Lesson Development (30 minutes)

Step1:IdentifyPolygons(10minutes)
- Insmallgroups,studentswilldiscussandidentifydifferent typesofregularpolygons(e.g.,
triangle,square,hexagon,pentagon).
- Eachgroupwilllistthecommoncharacteristicsofthesepolygons(equalsides,equalangles).

Step2:DrawingPolygons(10minutes)
- Studentswillusechartsandnotebookstodrawanequilateraltriangle,asquare,aregular
pentagon, and a regular hexagon.
- Ensuretheylabelthenumberofsidesandanglesforeachshape.

Step3:DiscussingProperties(5minutes)
- Groupswilldiscussthepropertiesofthepolygonstheyhavedrawn,focusingonsidelengths, angles,
and symmetry. Encourage students to share these properties with the class.

Step4:CalculatingAngles(5minutes)
- Introducetheformulasforfindingthesumoftheinterioranglesandtheexteriorangles
- Eachgroupwillapplytheseformulastocalculatethesumofinteriorandexterioranglesforthe polygons
they drew and share their calculations with the class.

Conclusion(5minutes)

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- Summarizethekeypointscovered:typesofpolygons,theirproperties,andanglecalculations.
- Conductabriefinteractivequizwherestudentsanswerquestionsbasedonthepropertiesand angle
sums discussed.
- Provideapreviewofthenextlesson,focusingontherelationshipbetweenthepropertiesof
polygons and their areas.

ExtendedActivities:
- Havestudentsresearchreal-lifeapplicationsofregularpolygons(e.g.,architecture,art)and
present their findings in the next class.
- Createaprojectwherestudentsfindvariousregularpolygonpatternsintheirenvironmentand take
photographs to present to the class with calculated angle sums.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK1:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifytheformulaforcalculating theareaofapentagon.
- Calculatetheareaofapentagonindifferentsituations.
- Acknowledgetheformulaforcalculatingtheareaofapentagon.

KeyInquiryQuestion:
- Howdoweworkoutthe areaofa pentagon?

LearningResources:
- Cutoutsofpentagons
- TopScholarMathspg87-89
- Lessonnotes
- Teacher’sGuide
- Rulersandmanillas

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslesson.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing the
understanding of the key concepts related to area measurement.

Lesson Development (30 minutes)

Step1:IntroductiontothePentagon
- Showacut-outofa pentagon.
- Discussthepropertiesofapentagon(5sides,etc.).
- Guidestudentstobrainstormwhattheyalreadyknowaboutcalculatingarea.

Step2:FormulaIdentification
- Engagelearnersingroupstoexploreresourcesandderivetheformulafortheareaofa
pentagon.
- Facilitateadiscussiontoensuretheyunderstandthestructureoftheformula:

Downloaded by mackson mbaga ([email protected])

\[A=\frac{1}{2}\timesPerimeter\times Apothem\]

Step3:Demonstration
- Illustratetheprocessofcalculatingtheareausingcut-outsofpentagons.
- Explainhowtomeasurethesidesandtheapothemusingrulers.
- Chooseanexamplewithspecific measurementsandworkthroughthecalculationasaclass.

Step4:GroupCalculationActivity
- Provideeachgroupwithdifferentcut-outsandmeasurements forpentagons.
- Instructthemtocalculate theareaoftheirpentagons.
- Encouragegroupstosharetheirfindingswiththeclass,discussinganydifferencesinresults and
what may have caused them.

Conclusion(5minutes)
- Summarizekeypoints:theformulafortheareaofapentagonandthestepstouseit.
- Conductabriefinteractiveactivity,suchasaquizorareflectionexerciseinpairs,reinforcing the main
topics discussed.
- Preparelearnersforthenextsessionbypreviewingupcomingtopics,liketheareaofother
polygons.

ExtendedActivities:
- OutdoorActivity:Measureandcalculatetheareaofpentagonal-shapedobjectsinthe
schoolyard or home.
- ResearchProject:Investigatehowtheareaofpentagonsisusedinreal-worldapplications,such as
architecture or art.
- CreativeMath:Createacolorfulpentagonalartworkandcalculatetheareabasedonthe
dimensions used in their design.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK1:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifytheformulaforcalculating theareaofahexagon.
- Calculatetheareaofhexagonsindifferentsituations.
- Enjoyworkingouttheareaofhexagons.

KeyInquiryQuestion:
- Howdoyoufindthearea ofhexagons?

LearningResources:
- TopScholarMathspg90-91
- Cut-outsofhexagons
- Teacher’sguide
- Calculators

OrganisationofLearning:

Introduction(5minutes)
1. Reviewthepreviouslesson,focusingonpolygonareas.
2. Guidelearners toreadtherelevant sectionsfromthelearningresourceonhexagons.Facilitate
adiscussionthatemphasizesunderstandingtheuniquepropertiesofhexagonsandintroducesthe key
inquiry question.

LessonDevelopment(30minutes)

Step 1: Prepare Cut-outs

- Inpairsorsmallgroups,learnerswillusetheprovidedmaterialstopreparecut-outsofregular
hexagons.
- Eachgroupshouldmeasurethesidelengthstoensureaccuracy.

Step2:IdentifytheFormula
- Learnerswillbrainstormorrecall whattheyknowaboutfindingtheareaofpolygons.
- Theteacher willguidethemtodiscovertheformulafortheareaofahexagon,

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Step3:TeacherDemonstration
- Theteacherwilldemonstratehowtocalculatetheareausingoneofthecut-outswhileguiding students
through each step of the calculation.
- Emphasizethesubstitutionofthesidelengthintotheformula.

Step4:CollaborativeCalculation
- Learnerswillworkintheirgroupstocalculatetheareaoftheirhexagoncut-outs.
- Theywillsharetheircalculationswiththeclass,explainingtheirprocessandanswers.

Conclusion(5minutes)
- Summarizethekeypointsregardingtheformulafortheareaofahexagonandthecalculation process.
- Conductabriefinteractiveactivity,suchasaquizoraquickroundof"HexagonFactor Fiction"
to reinforce the main topics.
- Preparelearnersforthenextsessionbypreviewingthetopicofcalculatingareasofirregular shapes
or how hexagons are used in real-life scenarios.

ExtendedActivities:
- Designaprojectwherestudentsresearchreal-lifeapplicationsofhexagonsinnatureand
architecture and present their findings.
- Createaworksheetwithvarioushexagondimensionsandscenarioswherestudentscanpractice
calculating the area.
- Challengestudentstocreatetheirownhexagon-shapeddesigns,calculatetheirareas,and
explain their design’s significance.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK1:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Outlinethestepsofmakingmodelsoftriangularandrectangularbasedprismsusingmanillas.
- Makemodelsoftriangularandrectangularbasedprismsusingmanillas.
- Enjoymakingtriangularandrectangularbasedprismsusingmanillas.

KeyInquiryQuestion:
Howcanyoumakemodels ofprisms?

LearningResources:
- Manillas
- Scissors
- Pencilsandrulers
- TopScholarMathspg92
- Digitaldevices
- Videoclips

OrganisationofLearning:

Introduction(5minutes)
1. Brieflyreviewthepreviouslesson,focusingonanyrelevantconceptsrelatedtoshapesand
measurements.
2. Guidelearnerstoreadanddiscusstherelevantcontentfromthelearningresources,
emphasizingkeyconceptssuchasthepropertiesoftriangularandrectangularprisms.

LessonDevelopment(30minutes)

Step1:ResearchandExploration(10minutes)
- Ingroups,learnersusedigitaldevicestofindandwatchvideoclipsdemonstratinghowtomake models
of triangular and rectangular based prisms using manillas.

Step2:SketchingtheNets(10minutes)

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- Learnerssketchthenetsofthetriangularandrectangularprismsbasedonthevideosthey
watched. They should ensure that their sketches are labeled and include all necessary
dimensions.

Step3:ModelMaking(10minutes)
- Guided by the teacher, groups collaborate to cut manillas and assemble their models of both
triangularandrectangularbasedprisms.Encouragecreativityintheirmodelsandremindthemto work
together.

Step4:DisplayandShare(5minutes)
- Eachgrouppresentstheirmodelstotheclass,explainingtheshapesanddimensionsoftheir prisms.
Encourage classmates to ask questions or provide feedback on the models.

Conclusion(5minutes)
- Summarizethekeypointsfromthelesson:understandingthepropertiesofprismsandthe
practical process of creating models.
- Conductabriefinteractiveactivity,suchaspassingaroundaprismmodelandhavingstudents
mention a property or formula related to prisms.
- Preparelearnersforthenextsessionbypreviewingupcomingtopics,suchassurfaceareaand volume
of prisms, or posing the question: "Why are prisms important in real life?"

ExtendedActivities:
- Havestudentscreateamini-projectinwhichtheyresearchandpresentondifferenttypesof prisms
found in architecture or nature.
- Assignahomeworktasktocreatea3Dmodelofaprismusingrecyclablematerials,
encouraging them to calculate the surface area and volume of their creation.
- Invitestudentstoexplorereal-worldapplicationsofprismsinfieldssuchasengineeringorart, and
write a short reflection on what they learned.

TeacherSelf-Evaluation:

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WEEK1:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifythestepsforcalculatingthesurfaceareaofarectangularbasedprism.
- Workoutthesurfaceareaofarectangularbasedprism.
- Enjoyworkingoutsurfaceareaofrectangularprisms.

KeyInquiryQuestion(s):
- Howdoyoucalculatethesurfaceareaofrectangular basedprisms?

LearningResources:
- Drawnnetsofrectangularprisms
- TopScholarMaths(pg92-93)
- Teacher’sGuide

OrganisationofLearning:

Introduction(5minutes)
- Review:Beginwithaquickreviewofthepreviouslesson,discussingthepropertiesofthree-
dimensional shapes.
- Discussion:Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources
provided, emphasizing understanding of surface area.

LessonDevelopment(30minutes)

Step1:UnderstandingNets(10minutes)
- Instructstudentstoobservethedrawnnetsofrectangularprisms.
- Discusswhatanetis(atwo-dimensionalrepresentationofathree-dimensionalobject).
- Allowthemtoidentifythedifferentfaces(length,width,height)oftheprism.

Step2:FormulatingtheSurfaceAreaFormula(10minutes)
- Guidelearnerstolistthestepsforcalculatingthesurfacearea:
1. Identifyallthedimensions(length,width,height).
2. Usetheformula:SurfaceArea(SA)=2(lb+lh+wh).
3. Discusshoweachareaofthefacescontributestothetotalsurfacearea.

Downloaded by mackson mbaga ([email protected])

Step3:GroupActivity -DrawingandCalculating (5minutes)
- Ingroups,learnersdrawtheirownnetsofarectangular prismintheirbooks.
- Calculatethesurfaceareausingdimensionsprovided(e.g.,length=5cm,width=3cm,height
=4 cm).

Step4:SharingandFeedback(5minutes)
- Groupssharetheirfindingswiththeclass.
- Encouragepeerassessment,whereclassmatesprovideconstructivefeedbackoncalculations and
presentation of nets.

Conclusion(5minutes)
- Summarize:Highlightthekeypointsaboutsurfaceareaandthestepstocalculateit.
- InteractiveActivity:Conductaquickquizwherestudentsmustidentifywhichpartofthenet
corresponds to which formula component.
- Preview:Brieflyintroducethenextsessiontopiconvolume,encouragingstudentstothink about
the relationship between area and volume.

ExtendedActivities:
- NetCreationChallenge:Havestudentscreatedifferentnetsforvariousdimensionsof
rectangular prisms and calculate their surface areas.
- Real-LifeApplications:Researchreal-lifeobjectsthatarerectangularprisms(e.g.,boxes,
buildings) and calculate their surface area using measurements.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK2:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Outlinethestepsofcalculatingtheareaoftriangular-basedprisms.
- Workoutthesurfaceareaoftriangular-basedprisms.
- Enjoyworkingoutthesurfaceareaoftriangular-basedprisms.

KeyInquiryQuestion:
- Howdowecalculatethesurfaceareaoftriangular prisms?

LearningResources:
- TopScholarMaths,pg93-95
- Modelsanddrawnnetsoftriangular prisms
- Charts
- Teacher’sGuide
- Chalkboard&chalks

OrganisationofLearning

Introduction (5 minutes)
- Review:Beginbybrieflyreviewingthepreviouslessononbasicareacalculations.
- Discussion:Guidelearnerstoreadanddiscusstherelevantcontentfromthelearningresources.
Highlight the importance of understanding triangular prisms and their surfaces.

LessonDevelopment(30minutes)

Step1:UnderstandingNetsofTriangularPrisms(10minutes)
- Activity:Eachstudentdrawsanetofatriangular-basedprismonpaper.
- Guidance:Explainwhatanetisandhowitrepresentsthe3Dshapein2D.
- Discussion:Discussthedifferentpartsoftheprismandwhatshapesarefoundinthenet.

Step2:CalculatingSurfaceArea(10minutes)
- Instruction:Presentaformulausedtocalculatethesurfaceareaoftriangularprisms.
- GuidedPractice:Walkthroughanexamplewiththeclassexplainingeachstep:findingthearea of the
triangular base, calculating the area of the rectangular faces, and summing them together.

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Step3:GroupWork (10minutes)
- Activity:Insmallgroups,learnerswillusethedrawnnetsandmodelstocalculatethesurface area of
different triangular-based prisms provided by the teacher.
- Collaboration:Encouragestudentstodiscusstheirapproacheswithintheirgroupstodevelop
understanding and correct mutual errors.

Step4:SharingFindings(Optionaliftime permits)
- Presentation:Groupssharetheircalculationsandreasoningwiththeclass.Provideconstructive
feedback and prompt questions to reinforce understanding and clarify uncertainties.

Conclusion(5minutes)
- Summarize:Recapthekeypointsdiscussedinthelesson,emphasizingthestepstocalculate surface
area.
- InteractiveActivity:Conductabriefquizorafungame(e.g.,Kahoot!)wherestudentsanswer
questions related to surface area calculations.
- Preview:Preparelearnersforthenextsessionbyposingquestionstoconsideraboutvolume
calculations related to prisms.

ExtendedActivities
- Homework:Assignstudentstofindvariousreal-lifeobjectsshapedliketriangularprisms(like tents
or kites) and calculate their surface areas as a hands-on project.
- CreativeProject:Havestudentscreatetheirowntriangular-basedprismshapeandcalculatethe
surface area, presenting their findings in class.
- TechnologyIntegration:Exploreonlinegeometrytoolsthatallowtheconstructionand
manipulation of triangular prisms.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK2:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
- Identifythestepsofcalculatingthesurfaceareaoftriangularbasedpyramids.
- Workoutthesurfaceareaoftriangular basedpyramids.
- Acknowledgethestepsofworkingoutthesurfaceareaoftriangularbasedpyramids.

KeyInquiryQuestion(s):
- Howdoyoucalculatethesurfaceareaoftriangular basedpyramids?

LearningResources:
- TopScholarMathspg97-98
- Videocliponcalculatingsurfaceareaoftriangular pyramids
- Digitaldevices
- Netsoftriangularbasedpyramids
- Teacher'sGuide
- Chalkboard&chalks

OrganisationofLearning

Introduction (5 minutes)
- Reviewthecontentfromthepreviouslessononsurfaceareaandvolumeofsolids.Engage
students in a brief discussion to recall key terms and formulas.
- GuidelearnerstoreadrelevantsectionsfromtheTopScholarMathsresources,focusingonthe surface
area of triangular based pyramids.

LessonDevelopment(30minutes)

Step1:UnderstandingtheConcept(10minutes)
- Introducethedefinitionoftriangularbasedpyramids.Discussitspropertiesbrieflyandexplain the
significance of calculating surface area.
- Showthenetsoftriangularbasedpyramidsontheboard.Askstudentstoobserveanddescribe the
different triangular faces.

Step2:FormulaIdentification (5minutes)

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- Encouragestudentstoexplorethevideoclipshowinghowtocalculatethesurfaceareaof
triangular based pyramids.
- Ingroups,havestudentsidentifyandwritedowntheformulaforthesurfaceareabasedonthe video
and their own notes.

Step3:Application ofFormula(10minutes)
- Distributenetsoftriangularbasedpyramidstoeachstudentorgroup.
- Havestudentscalculatethesurfaceareausingtheformulatheyidentifiedinthepreviousstep.
Monitor them as they apply the calculations and provide assistance where necessary.

Step4:SharingandFeedback(5minutes)
- Allowstudentstosharetheirfindingswiththeirpeers.Havegroupspresenttheircalculations and
reasoning to the class.
- Encourageconstructivefeedbackamongstpeersonthemethodsusedincalculatingthesurface area.

Conclusion(5minutes)
- Summarizethekeypointsdiscussed:definition,properties,formula,andcalculationsrelatedto the
surface area of triangular based pyramids.
- Conductaquickinteractivequizwherestudentscanshoutoutanswerstoreinforcethe
formulas and concepts learned.
- Previewthenextlessonbymentioningupcomingtopics,suchasthesurfaceareaandvolume
comparison of different shapes and their real-world applications.

ExtendedActivities
- BuildingModels:Havestudentscreatethree-dimensionalmodelsoftriangularbasedpyramids using
paper or cardboard, then calculate the surface area of their models.
- Real-LifeApplication:Researchandpresentonobjectsinreallifethataretriangularbased
pyramids, such as certain tents, roofs, or sculptures, and analyze their surface areas.
- InteractiveGame:CreateanonlineKahoot!quizthatcoverstheconceptslearnedduringthe lesson,
helping reinforce knowledge in a fun and engaging way.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK2:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnerwillbeable to:
- Identifythestepsandformulaforcalculatingthesurfaceareaofsquare-basedpyramids.
- Workoutthesurfaceareaofsquare-basedpyramidsusingnets.
- Enjoyworkingoutthesurfaceareaofsquare-basedpyramids.

KeyInquiryQuestion(s):
- Howdowefindthesurfaceareaofsquare-basedpyramids?

LearningResources:
- TopScholarMathspg95-96&98
- Videoclips
- Digitaldevices
- Teacher'sGuide
- Netsofsquare-basedpyramids
- Chalkboard&chalks

OrganisationofLearning

Introduction(5minutes):
- Beginthelessonbyreviewingtheprevioustopiconareacalculations.
- Askstudentstorecallwhattheylearnedaboutdifferentshapesandtheirproperties.
- Introducetoday'stopicbyguidingthemtoreadrelevantsectionsfromthelearningresources and
discuss the key concepts related to square-based pyramids.

LessonDevelopment(30minutes):

Step1:UnderstandingthePyramid
- Showasquare-basedpyramidanddiscussitscomponents(base,height,slantheight,faces).
- Explaintheconceptofanetandhowitrepresentstheflattened shapeofthepyramid.
- Havestudentsexaminethenetsofsquare-basedpyramidsprovidedinclass.

Step2:DerivingtheFormula
- Guidelearnersthroughtheprocessofcalculatingthesurfaceareaofasquare-basedpyramid.

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- Presenttheformula:SurfaceArea=BaseArea+Lateral Area.
- Explainthatthebaseisasquare(A=side²)andthelateralareacanbecalculatedusing triangles
(Area = 1/2 * base * height).

Step3:GroupActivity-DrawingNets
- Ingroups,assignstudentstodrawtheirownnetsofasquare-basedpyramidonchartpaper.
- Eachgroupshouldlabeltheparts(base,triangularfaces)anddimensions.

Step4:CalculatingSurfaceArea
- Usingthedrawnnets,havestudentspracticecalculatingthesurfaceareaofdifferentsquare- based
pyramids.
- Askthemtousetheidentifiedformulasandsharetheircalculationswiththeirpeersfor
feedback.

Conclusion(5minutes):
- Summarizethekeypointsdiscussed,includingtheformulaandsignificanceofcalculating
surface area.
- Conductaquickinteractivequiztoreinforceunderstanding(e.g.,askquestionslike"Whatis the
formula for the base area?").
- Previewthenextlesson,whichwillexplorevolumeandhowitrelatestosurfaceareainthree-
dimensional shapes.

ExtendedActivities:
- Encouragestudentstofindreal-lifeexamplesofsquare-basedpyramids(e.g.,tents,certain
buildings) and calculate their surface areas using the dimensions they can gather.
- Assignaprojectwherestudentscreatea3Dmodelofasquare-basedpyramidandcalculateits surface
area.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK2:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifythestepsandformulaforcalculating thesurfaceareaofrectangularbasedpyramids.
- Workoutthesurfaceareaofrectangular basedpyramids.
- Enjoyworkingoutthesurfaceareaofrectangularbasedpyramidsusingtheirnets.

KeyInquiryQuestion(s):
- Howdowecalculatethesurfaceareaofrectangular basedpyramids?

LearningResources:
- TopScholarMathspg97-98
- Videocliponsurfaceareacalculations
- Digitaldevicesforaccessingonlinecontent
- Drawnnetsofrectangularbasedpyramids
- Teacher'sGuide

OrganisationofLearning:

Introduction(5minutes):
- Reviewthepreviouslessonfocusingontheareaofbasicshapes.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing the
understanding of pyramids.

LessonDevelopment(30minutes):

Step1:UnderstandingNets
- Explainwhatanetisanditsimportanceinfindingthesurfacearea.
- Askstudentstoindividuallydrawthenetofarectangularbasedpyramidintheirnotebooksor on chart
paper.

Step2:VideoDemonstration
- Ingroups,learnerswillwatchavideocliponfindingthesurfaceareaofrectangularbased
pyramids.
- Promptthemtotakenotesonthestepsandformulapresentedinthevideo.

Downloaded by mackson mbaga ([email protected])

Step3:DiscussionofSteps
- Reassembleasaclassanddiscussthestepsobservedinthevideo.
- Writedowntheformulaforthesurfaceareaofarectangularbasedpyramid(SurfaceArea= Base
Area + Lateral Area) on the board and explain each part clearly.

Step4:ApplyingKnowledge
- Usingthenetstheydrewandtheformuladiscussed,guidestudentsastheycalculatethesurface area of
given rectangular based pyramids on the board.
- Finally,encouragethemtosharetheircalculationsandfindingswiththeirpeers,fostering
collaborative assessment and feedback.

Conclusion(5minutes):
- Summarizethekeypointsdiscussed,suchastheimportanceofnetsandtheformulaforsurface area.
- Conductabriefinteractiveactivity,suchasaquizorafunchallengewherestudentsidentify the
surface area of random pyramids based on prompts.
- Previewupcomingtopics,suchasthesurfaceareaofothershapes,andposequestionsforthem to
ponder in the next session.

ExtendedActivities:
- ArtIntegration:Havestudentscreatea3Dmodeloftheirpyramidusingcardorpaper,then
calculate the surface area and compare it with their previous calculations.
- ResearchActivity:Assignstudentstoresearchreal-worldapplicationsofpyramidsandpresent
findings to the class, emphasizing their surface areas.
- MathJournals:Encouragelearnerstomaintainamathjournaltoreflectontheirlearning, include
diagrams of nets, and practice additional problems on their own.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK2:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Identifytheformulaforcalculating theareaofasectorandsegmentofacircle.
- Calculate theareaofasectorandsegmentofacircle.
- Acknowledgetheformulaeforcalculatingtheareaofasectorandsegmentofacircle.

KeyInquiryQuestion(s):
- Howdowefindthearea ofasectorand segmentofacircle?

LearningResources:
- TopScholarMaths,pages98-100
- Teacher'sGuide
- Chalkboard&chalks
- Chartshowingthesectorandsegment

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslesson.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing the
understanding of the key concepts.

LessonDevelopment(30minutes)

Step1:IntroductiontoCircleComponents(10minutes)
- Beginbyexplainingthepartsofacircle: radius,diameter,sector,andsegment.
- Usethecharttovisuallydemonstrateasectorandasegment.
- Havestudentsengagebyaskingquestionsabouttheirobservations.

Step2:GroupActivity-DrawingandIdentifying(10minutes)
- Ingroups,learnerswillusemanilapaperstodrawacircle,markingasector,chord,and
segment.
- Eachgroupdiscussestherelationshipsbetweenthesepartsandidentifieswheretheyfitinthe circle.

Downloaded by mackson mbaga ([email protected])

- Encouragegroupstolabeltheirdrawings.

Step3:FormulaIdentification(5minutes)
- Haveeachgroupsharetheirdrawingswiththeclass.
- Writedownthesectorandsegmentformulasonthechalkboard:
- AreaofaSector=(θ/360) xπr²
- AreaofaSegment=Areaofthesector-Areaofthetriangleformedbytheradiusandthe chord.
- Guidestudentstoidentifyeachpartoftheformulasandwhattheyrepresent.

Step4:PracticeCalculation (5minutes)
- Provideexamplesofsectorsandsegmentsforgroupstocalculateareasusingtheformulas.
- Encouragecollaborationindiscussingthestepsforeachcalculation.
- Askgroupstopresenttheiranswerstoreinforcepeerlearning.

Conclusion(5minutes)
- Summarizekeypointsandlearningobjectivesachievedduringthelesson:circlecomponents, area
formulas, and calculation practices.
- Conductabriefinteractivequizoractivitywherestudentshavetomatchpartsofthecircleto their
corresponding area formulas.
- Previewwhatwillbecoveredinthenextsession,encouraginglearnerstothinkaboutreal-life
applications of these calculations.

ExtendedActivities:
- Assignstudentstoresearchreal-worldapplicationsofsectorsandsegments,suchasin
architecture or astronomy, and present their findings in the next lesson.
- Encouragestudentstocreateaprojectthatinvolvesmeasuringandcalculatingareasofsectors and
segments in various objects around them, like pizza slices or pie charts.

TeacherSelf-Evaluation:

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WEEK3:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
Sub-Strand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,studentsshouldbeableto:
- Identifytheformulaforcalculating thesurfaceareaofacone.
- Workoutthesurfaceareaofaconeinreal-lifesituations.
- Enjoycalculating thesurfaceareaofconesinreal-lifesituations.

KeyInquiryQuestion:
- Howdowefindthesurfaceareaofcones?

LearningResources:
- TopScholarMathspg101-102
- Netsofcones
- Manillas
- Teacher’sGuide
- Videoclip
- Digitaldevices

OrganisationofLearning

Introduction (5 minutes)
- Beginwithareviewofthepreviouslessononareas.
- Engagetheclassinadiscussionaboutcones,promptingstudentstosharewhattheyknow.
- Directstudentstoreadandsummarizetherelevantsectionsfromthelearningresources,paying special
attention to the concept of surface area.

LessonDevelopment(30minutes) Step

1: Understanding the Cone

- Havestudentsbrainstormdifferentobjectsthatareshapedlikecones(icecreamcones,funnels,
etc.).
- Introducethekeypartsofacone:baseradius(r)andheight(h).

Step2:DrawingtheNetofaCone
- Ingroups,students willcreateanetofaconeusingmanillapaper.

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- Encourageeachgrouptoworktogethertolabeltheparts(base,slantheight)accurately.

Step3:ExploringSurfaceAreathroughDigitalMedia
- Guidestudentstousedigitaldevicestowatchavideoclipaboutcalculatingthesurfaceareaof a cone.
- Afterwatching,askgroupstodiscussandwritedowntheformulaforthesurfaceareaofa cone,
emphasizing the curved surface area and the base:
\[\text{SurfaceArea}=\pir(r+l)\] Where
\( l \) is the slant height.

Step4:Real-LifeApplication
- Challengegroupswithareal-lifeproblem:Calculatethesurfaceareaofacone-shapedobject (e.g., a
painted traffic cone). Provide the necessary dimensions.
- Eachgrouppresentstheirfindings,explaining thestepstheytooktoarriveattheiranswer.

Conclusion(5minutes)
- Summarizethekeypointsdiscussedaboutthesurfaceareaofcones.
- Engage students in a quick interactive quiz or game to reinforce their understanding of the
materialcovered−perhapsaKahoot!quizonthesurfaceareaformulaorpropertiesofcones.
- Provide a preview of the next lesson, which will focus on volume calculations of cone-shaped
objects.Posequestionsforconsideration,suchas,"Howdoesfindingvolumedifferfromfinding surface
area?"

ExtendedActivities:
- Assignstudentstofindcone-shapedobjectsathomeandcalculatetheirsurfaceareasusingthe formula
learned in class.
- Encouragestudentstocreateaposterthatexplainstheconceptofsurfacearea,including
examples and diagrams of real-life cones.
- Havestudentsresearchthevolumeofaconeandhowitrelatestosurfacearea,preparingfor further
discussions in the next lesson.

TeacherSelf-Evaluation:

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WEEK3:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthislesson,learnersshouldbeableto:
- Identifytheformulaforcalculating thesurfaceareaofasphere.
- Calculatethesurfaceareaofasphereinreal-lifesituations.
- Enjoycalculatingthesurfaceareaofspheresindifferentcontexts.

KeyInquiryQuestion(s):
- Howdoyoucalculatethesurfaceareaofspheres?

LearningResources:
- TopScholarMathematicspg102-103
- Teacher’sGuide
- Chalkboard&chalks

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessononsurfacearea.
- Engagelearnersinadiscussionaboutfamiliarsphericalobjects(e.g.,basketballs,oranges).
- Promptlearnerstoreadanddiscussrelevantcontentfromtheprovidedlearningresources.

LessonDevelopment(30minutes)

Step1:IdentifytheFormula(10minutes)
- Inpairs,guidelearnerstodiscovertheformulaforthesurfaceareaofasphere:SA=4πr², where SA
is surface area and r is the radius.
- Havestudentsdiscussthemeaningoftermsintheformulaandhowtheycanidentifytheradius in real-
life objects.

Step2:TeacherIllustration (10minutes)
- Usethechalkboardtoillustratehowtheformulaisapplied.Showanexampleusingaspecific sphere
(e.g., a baseball) with a known radius.

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- Walkthroughthecalculationstep-by-step,emphasizingtheimportanceofusingthecorrect
measurement units.

Step3:Hands-OnCalculation(5minutes)
- Providelearnerswithseveraldifferentsizesofspheres(maybeimagesortangibleobjectssuch as
tennis balls, globes, etc.).
- Havethemworkingroupstomeasuretheradiusoftheirassignedsphericalobjectandcalculate its
surface area using the identified formula.

Step4:Sharing&Feedback(5minutes)
- Inviteeachgrouptopresenttheirfindingstotheclass.
- Encourageclassmatestoaskquestionsandprovideconstructivefeedbackoneachpresentation.

Conclusion(5minutes)
- Summarizethekeypoints:theformulaforthesurfaceareaofasphereandthemethodof
calculation.
- Conductabriefinteractivequiztoreinforceconceptslearnedduringthelesson.
- Preparelearnersforthenextsessionbyintroducingthetopicofvolumeofspheresandposing the
question: "How do we calculate the volume of a sphere?"

ExtendedActivities:
- ResearchProject:Studentscanchooseasphericalobject(e.g.,varioussportsballs,globes)and
calculate the surface area, presenting their findings through a poster or presentation.
- Real-WorldApplication:Havestudentsinvestigatehowsurfaceareaaffectsthedesignof
objects in real life, like sports equipment or packaging.
- CreativeTask:Encouragestudentstodesigntheirownsphericalobjectandcalculateitssurface area,
detailing how they would manufacture it.

TeacherSelf-Evaluation:

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WEEK3:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Area

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifytheusesofareainreal-lifesituations.
- Usedigital devicestosearchforinformationontheusesofareainreal-lifesituations.
- Acknowledgetheusesofareainreal-lifesituations.

KeyInquiryQuestion:
- Whereisareaappliedinreal-lifesituations?

LearningResources:
- TopScholarMaths
- Digitaldevices(tablets/laptops)
- Lessonnotes

OrganisationofLearning

Introduction (5 minutes)
1. Brieflyreviewthepreviouslessononthefundamentalconceptsofarea(e.g.,formulasfor
different shapes).
2. Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing
theunderstandingoftheimportantapplications ofareainreallife.Encouragestudentstoshare any
personal experiences relating to area.

LessonDevelopment(30minutes)

Step1:GroupBrainstorming (10minutes)
- Dividetheclassintosmallgroups.
- Askeachgrouptobrainstormandlistasmanyreal-lifesituationsorprofessionswhereareais
important.
- Providepromptstohelp(e.g.,agriculture,architecture,art,etc.).
- Onerepresentativefromeachgroupwillsharetheirfindings.

Step2:OnlineResearch(10minutes)
- Providelearnerswithdigitaldevices.

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- Instructstudentstoconductonlineresearchtofindmoreexamplesofhowareaisusedinreal life.
- Encouragethemtotakenotesandfindatleastthreesourcesorexamples.
- Remindthemtobecriticaloftheinformationandidentifyreliable sources.

Step3:GroupDiscussion(5minutes)
- Intheirgroups,havestudentsdiscusstheirfindingsandwhattheydiscoveredduringtheir online
research.
- Encouragethemtothinkcriticallyabouttheimportanceofareainvariouscontextsandrefine their
ideas.

Step4:ClassPresentation(5minutes)
- Eachgrouppresentstheirfindingstotheclass,highlightinginterestingusesofareathey
discovered.
- Facilitateashortdiscussionaftereachpresentationtoallowforquestionsoradditional
comments from classmates.

Conclusion(5minutes)
- Summarizekeypointsdiscussedduringthelessonandrevisitthelearningobjectivesto
highlight what has been achieved.
- Conductabriefinteractiveactivity,suchasaquizora"Think-Pair-Share"toreinforcethemain topics.
- Preview the next session by suggesting they think about how area relates to volume as an
upcomingtopicorposeaquestion:"Howdoesunderstandingareahelpinothermathematical
concepts?"

ExtendedActivities:
1. DesignProject:Askstudentstocreateafloorplanforadreamhomeandcalculatetheareaof each
room they design.
2. FieldStudy:Havestudentsmeasuretheareaofalocalparkorplaygroundusingtheformulas they've
learned, comparing real-life measurements to calculated values.
3. ArtIntegration:Challengestudentstocreateapieceofartthatutilizesarea(e.g.,tiling,
mosaics) and calculate the total area used in their design.

TeacherSelf-Evaluation:

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WEEK3:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:VolumeofSolids

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Identifytheformulaforcalculatingthevolumeofatriangular-basedprism.
2. Workoutthevolumeoftriangular-basedprisms.
3. Acknowledgetheformulaforcalculatingthevolumeoftriangular-basedprisms.

KeyInquiryQuestion:
- Howdoyoudetermine thevolumeofatriangular-basedprism?

LearningResources:
- TopScholarMathspg104-107
- Containersandobjects(forpracticalactivity)
- Teacher’sGuide
- Modelsoftriangularprisms

OrganisationofLearning:

Introduction(5minutes):
- Beginthelessonbyreviewingthepreviousconceptscovered,suchasbasicgeometricshapes and
their volumes.
- Guidelearnerstoreadpages104-107fromTopScholarMathsanddiscussthekeyconcepts that
lead to understanding the volume of triangular-based prisms.

LessonDevelopment(30minutes):

Step1:IdentifyingTriangularPrisms(10minutes)
- Inpairsorsmallgroups,learnerswillexploretheirsurroundings(classroom,home)foritems that
resemble triangular prisms (e.g., tents, wedge-shaped containers).
- Eachgroupsharesoneexamplewiththeclassandbrieflyexplainswhyitisatriangularprism.

Step2:DiscussingPrismModels(10minutes)
- Usingmodelsoftriangularprisms,havelearnersobservedifferenttypesoftriangularprisms and
discuss their characteristics.
- Facilitateaguideddiscussionontheshape,basearea,andheightoftheprism.

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Step3:IdentifyingtheVolumeFormula(5minutes)
- Introducetheformulaforthevolumeofatriangularprism:
\[\text{Volume}=\text{BaseArea}\times\text{Height}\]
- Explainhowthebaseareaiscalculated:
\[\text{BaseArea}=\frac{1}{2}\times\text{base}\times\text{heightoftriangle}\]
- Asklearnerstonotedowntheformula.

Step4:CalculatingVolume(5minutes)
- Provideexamplesofdimensionsfortriangularprismsandguidelearnerstoapplytheformula they
have just learned to calculate the volume.
- Allowpairstoworkonafewexamplesandsharetheircalculations withtheclassfor
assessment and feedback.

Conclusion(5minutes):
- Summarizethekeypointsdiscussedinthelesson:theformulaforvolume,thecharacteristics of
triangular prisms, and how to calculate their volume.
- Engagetheclassinabriefinteractive activity, suchasaquizorabriefgroupdiscussionona related
question to reinforce the concepts.
- Brieflyintroducethenexttopictopreparelearnersforupcominglessons,potentiallyabout other
types of prisms or volume-related concepts.

ExtendedActivities:
- Havelearnerscreatea3Dmodelofatriangular-basedprismusingcraftmaterialsandcalculate the
volume based on their model's dimensions.
- Encouragestudentstoexplorereal-worldapplicationsoftriangularprisms,suchasin
architecture, and present their findings in a group project.
- AssignpracticeproblemsfromTopScholarMathsoronlinegeometryplatformstofurthertheir
understanding and application of calculating the volume of triangular prisms.

TeacherSelf-Evaluation:

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WEEK3:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:VolumeofSolids

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifytheformulaforcalculatingthevolumeofarectangular-basedprism.
- Workoutthevolumeofrectangular-basedprisms.
- Enjoycalculatingthevolumeofrectangular-basedprisms.

KeyInquiryQuestions:
- Howdoyoufindthevolumeofarectangular-basedprism?

LearningResources:
- TopScholarMaths(pg106-107)
- Teacher'sGuide
- Chalkboard
- Modelofarectangular-basedprism
- Variouscontainersandobjectsresemblingrectangularprisms

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessonbyaskingstudentstosharewhattheylearnedaboutmeasurements and
units.
- Guidelearnerstoreadanddiscussrelevantcontent(pg106-107)fromthelearningresources,
emphasizing understanding key concepts about volume.

LessonDevelopment(30minutes)

Step1:Object Identification(10minutes)
- Ingroups,learnerswillobservevariouscontainersandobjects(providedbytheteacher),
identifying those that resemble rectangular prisms.
- Encouragediscussionwithingroupsaboutthecharacteristicsoftheseobjects.

Step2:FormulaIntroduction (5minutes)
- Guidetheclassinidentifyingtheformulaforcalculatingthevolumeofrectangularprisms:
\[

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\text{Volume}=\text{Length}\times\text{Width}\times\text{Height}
\]
- Writetheformulaontheboardandexplaineachcomponent.

Step3:Demonstration(5minutes)
- Usingthemodelofarectangular-basedprism,theteacherwillillustratehowtomeasurethe length,
width, and height, followed by a demonstration on how to apply the formula in a real
example.

Step4:Hands-onPractice(10minutes)
- In pairs or individually, learners will select a rectangular-based prism from the provided
containersandmeasureitsdimensions.Theywillapplytheformulatocalculatethevolumeand record
their findings.
- Learnerswillsharetheirresultswiththeirpeersforassessmentandfeedback.

Conclusion(5minutes)
- Summarizethekeypointsandlearningobjectivesachievedduringthelesson.
- Conductabriefinteractiveactivitywherestudentsvolunteersdemonstrateacalculationonthe board.
- Preparelearnersforthenextsessionbyintroducingupcomingtopics,suchasadditionaltypes of
prisms or complex volume problems.

ExtendedActivities:
- Real-LifeApplication:Assignstudentstofindeverydayobjectsathomethatarerectangular prisms
and calculate their volumes. They can present their findings in the next class.
- VolumeChallenges:Createasetofwordproblemsinvolvingthevolumeofrectangularprisms for
homework to deepen their understanding.
- PrismExploration:Ingroups,studentscandesignarectangular-basedprismwithgivenvolume
constraints, then share their designs and calculations with the class.

TeacherSelf-Evaluation:

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WEEK4:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:VolumeofSolids

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Identifytheformulaforcalculatingthevolumeofsquare-basedpyramids.
2. Calculatethevolumeofasquare-basedpyramid.
3. Enjoyworkingoutthevolumeofsquare-basedpyramids.

KeyInquiryQuestion:
- Howdowecalculatethevolumeofsquare-basedpyramids?

LearningResources:
- TopScholarMaths(pg.107-108)
- Videoclips
- Digitaldevices(tabletsorcomputers)
- Teacher'sGuide
- Manillas(largesheetsofpaper)
- Netsofsquare-basedpyramids
- Calculators

OrganisationofLearning

Introduction (5 minutes)
- Beginwithashortreviewofthepreviouslessononvolume.
- Askstudentstovolunteeranyformulastheyremember.
- Introducethetopicofsquare-basedpyramidsandhighlighttheimportanceofcalculatingtheir
volume.

LessonDevelopment(30minutes)

Step1:DrawaNetoftheSquare-BasedPyramid(10minutes)
- Ingroups,studentswillusemanillastodrawthenetofasquare-basedpyramid.
- Encouragecreativityindesigningthenetandensuretheydiscussthedifferentpartsofthe
pyramid.

Step2:ExploreVolumeCalculationVideos(10minutes)

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- Providestudentswithdigitaldeviceswheretheycanaccessspecificvideoclipsoncalculating the
volume of square-based pyramids.
- Instructthemtotakenotesonthekeypointsandformulaspresentedinthevideos.

Step3:IdentifyingtheVolumeFormula(5minutes)
- Afterwatchingthevideos,guideeachgrouptoidentifyandwritedowntheformulaforthe volume
of a square-based pyramid:
\[V=\frac{1}{3}\timesbase\,area\timesheight\]
- Discussthesignificanceofeachcomponentintheformula.

Step4:CalculateVolumes(5minutes)
- Assigneachgroupdifferentdimensionstouseincalculatingthevolume,allowingthemto apply
the formula.
- Walkaroundtoprovidereal-timefeedbackandsupport.

Conclusion(5minutes)
- Summarizethekeypointsdiscussedduringthelesson,includingtheformulaandcalculation
process for the volume of square-based pyramids.
- Conductabriefinteractiveactivity,suchasaflashquizoraquickgroupdiscussion,to
reinforce the topics learned.
- Provideapreviewofthenextlesson,whichwillcovercompositesolids,andposequestionsfor them to
think about: "How do different shapes interact when we talk about volume?"

ExtendedActivities:
- VolumeProject:Studentscancreateamodelofasquare-basedpyramidusinghousehold
materials and calculate its actual volume to compare with their theoretical calculations.
- Math Journal: Encourage students to keep a math journal where they can write down the
formulasandincludeasectionforreflectionsonwhattheylearnedduringthelessonaswellas
questions they still have.

TeacherSelf-Evaluation:

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WEEK4:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:VolumeofSolids

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Identifytheformulaforcalculatingthevolumeofarectangular-basedpyramid.
- Calculatethevolumeofrectangular-basedpyramids.
- Acknowledgetheformulaandstepsforcalculatingthevolumeofrectangular-basedpyramids.

KeyInquiryQuestion:
- Howdowecalculatethevolumeofarectangular-basedpyramid?

LearningResources:
- *TopScholarMaths*(pages109-110)
- Chalkboard&chalks
- Teacher’sGuide

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessononsolidshapesandtheirproperties.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing the
structure and properties of rectangular-based pyramids.

LessonDevelopment(30minutes)

Step1:IdentifyingtheFormula(10minutes)
- Insmallgroups,studentswillbrainstormwhattheyalreadyknowaboutpyramidsandsolids.
- Theteacherwillintroducethevolumeformulaforarectangular-basedpyramid:
\[V=\frac{1}{3}\times\text{BaseArea}\times\text{Height}\]
- Eachgroupwillwritetheformulaontheboardanddiscussthemeaningofeachcomponent (Base
Area, Height).

Step2:DemonstratingtheCalculation(10minutes)
- Theteacher willillustratehowtoapplytheformula.

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- Example: Calculate thevolumeofapyramidwithabaselengthof4cm,widthof3cm,and height of
6 cm.
- Encouragestudentstoaskquestions.

Step3:PracticeCalculationinPairs(5minutes)
- Studentswillpairupandworkwithprovidedexamplesofrectangular-basedpyramids.
- Eachpairwillcalculatethevolumeofdifferentpyramidsbasedongivendimensions.

Step4:PeerSharingandFeedback(5minutes)
- Groupswillsharetheirfindingswiththeclass.
- Theteacherwillfacilitateadiscussiontoaddressanydiscrepanciesandvalidatecorrect
calculations.

Conclusion(5minutes)
- Summarizethekeypointsdiscussed:theformulaforvolumeandthecalculationsteps.
- Conductabriefinteractivequizorgametoreinforcethemaintopicswithquestionsthatrequire the
application of the formula.
- Preparelearnersforthenextsessionbypreviewingupcominggeometricshapestostudy,such as
cones and cylinders.

ExtendedActivities:
- Real-WorldApplicationProject:Havestudentsresearchbuildingsorstructureswithpyramid
shapes and calculate the volume based on specific dimensions, discussing their importance in
design or architecture.
- Hands-OnActivity:Createpapermodelsofrectangular-basedpyramids,andhavestudents
measure and calculate the volume of their models to connect theory with physical objects.

TeacherSelf-Evaluation:

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WEEK4:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:VolumeofSolids

SpecificLearningOutcomes:
- Bytheendofthelesson,learners shouldbeableto:
- Identifytheformulaforcalculatingthevolumeofatriangular-basedpyramid.
- Calculatethevolumeofatriangular-basedpyramid.
- Enjoyworkingoutthevolumeoftriangular-basedpyramids.

KeyInquiryQuestion(s):
- Howdowecalculatethevolumeoftriangular-basedpyramids?

LearningResources:
- TopScholarMaths,pg109-110
- Teacher'sGuide
- Chalkboard&chalk
- Modelofatriangular-basedpyramid

OrganisationofLearning

Introduction (5 minutes)
- Beginwithaquickreviewofthepreviouslessononvolume,askingstudentstosharewhatthey
remember.
- Guidelearnerstoreadanddiscusstherelevantsectionsfromthetextbook,emphasizingthe
importance of understanding triangular-based pyramids.

LessonDevelopment(30minutes)

Step1:IntroductiontotheFormula(10minutes)
- Presenttheformulaforcalculatingthevolumeofatriangular-basedpyramid:
\[\text{Volume}=\frac{1}{3}\times\text{BaseArea}\times\text{Height}\]
- Explaineachcomponentoftheformula:thebasearea(whichcanbecalculatedusingthe formula
for the area of a triangle), and height.
- Usethemodelofatriangular-basedpyramidtovisualizetheseconceptsasyouexplain.

Step2:GroupDiscussionandExploration(10minutes)
- Dividestudentsintosmallgroupsorpairs.

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- Askthemtoderivethebaseareaformulaforatriangle(e.g.,\(\text{Area}=\frac{1}{2}\times
\text{base}\times\text{height}\))anddiscussitsapplicationinthevolumeformula.
- Havegroupssharetheirthoughtsandfindingswiththeclass.

Step3:GuidedCalculation(5minutes)
- Usingthechalkboard,walkstudentsthroughanexampleproblemtocalculatethevolumeofa
triangular-based pyramid with specific dimensions (e.g., base of 4 cm, height of 3 cm).
- Showcalculationsstep-by-step,invitinglearnerstocontributetheirideasthroughoutthe
problem.

Step4:PracticewithFeedback(5minutes)
- Providelearnerswithaquickworksheetorproblemsontheboardtoindependentlycalculate the
volume of a few triangular-based pyramids with different dimensions.
- Circulatearoundtheroomtoassesstheirwork,providingon-the-spotfeedbackandassistance as
needed.

Conclusion(5minutes)
- Summarizekeypointsfromthelesson,highlightingtheimportanceandapplicationofthe
volume formula for triangular-based pyramids.
- Conductaquickinteractivegame(likeaquiz)wherestudentscananswerquestionsaboutthe
formulas and volume calculations, reinforcing today’s learning.
- Previewthenextlesson’stopic:“ExploringOther3DShapesandTheirVolumes”andposea few
questions for them to consider at home.

ExtendedActivities:
- Challengestudentstocreateamodelofareal-lifeobjectthatresemblesatriangular-based
pyramid and calculate its volume.
- Encouragelearnerstoresearchadditionalvolumeformulasforother3Dshapesandprepare short
presentations for the next class.
- Assignanonlineinteractivegeometrytoolorappwherestudentscanmanipulate3Dshapes and
visualize changes in volume based on different dimensions.

TeacherSelf-Evaluation:

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WEEK4:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
Sub-Strand:VolumeofSolids

SpecificLearningOutcomes:
- Identifytheformulaforcalculating thevolumeofacone.
- Workoutthevolumeofaconeinreal-lifesituations.
- Acknowledgetheformulaforcalculatingthevolumeofacone.

KeyInquiryQuestion(s):
- Howdowefindoutthevolumeofcones?

LearningResources:
- TopScholarMaths(pg110-112)
- Chalkboard&charts
- Manillapapers&pencils
- Digitaldevices
- Videoclips

OrganisationofLearning:

Introduction(5minutes)
- Begintheclasswithabriefreviewofthepreviouslessonfocusedonthree-dimensionalshapes.
- Askstudentstosharewhattheyrememberaboutcylindersandothersolids,leadingintoa
discussion about cones.
- Engagelearnersinreadinganddiscussingtherelevantcontentfrompages110-112ofthe
learning resource, emphasizing formula identification.

LessonDevelopment(30minutes)

Step1:DrawaNetorModel(10minutes)
- Dividestudentsintopairsorsmallgroups.
- Distribute manilapapersandaskeachgrouptodrawanetofaconeandcutitout.Discussthe
components of the cone: radius, height, and base.

Step2:ExploreVideoResource(10minutes)
- Guidestudentstousedigitaldevicestowatchavideoaboutcalculatingthevolumeofacone. Ensure
the video clearly explains the formula and demonstrates examples.

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- Afterwatching,discussthevideoasaclass,allowingstudentstoaskquestionsforclarity.

Step3:IdentifytheFormula(5minutes)
- Oncethevideohasbeenreviewed,writethevolumeformulaforaconeontheboard:
\[V=\frac{1}{3}\pir^2h\]
- Askstudentstobreakdowneachpartoftheformulaandwhatitrepresents(radius,height,and π value).

Step4:ApplytheFormula(5minutes)
- Providestudentswithdifferentscenariosorreal-lifeobjectsresemblingcones(likeicecream cones,
traffic cones, etc.) and ask them to calculate the volume using the formula.
- Encouragegroupstosharetheiranswersandreasoningwiththeclass.

Conclusion(5minutes)
- Summarizethekeypointscoveredinthelesson,reiteratingtheformulaforthevolumeofa cone
and its application.
- Conductaquickinteractivequizwherestudentscananswerthevolumeofconesbasedon
different dimensions you provide. Use thumbs up/down or online polling for engagement.
- Provideabriefteaseraboutthenextlesson(e.g.,exploringthevolumeofothersolidslike
cylinders and spheres) and pose a question for them to think about.

ExtendedActivities:
- Encouragestudentstobringinacone-shapedobjectfromhomeandcalculateitsvolumeusing
measurements they take.
- Assignaprojectwherestudentsresearchreal-lifeapplicationsofcones,suchasinarchitecture or
manufacturing, and present their findings to the class.
- Provideonlineinteractivesimulationswherelearnerscanadjusttheheightandradiusofcones to see
how the volume changes.

TeacherSelf-Evaluation:

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WEEK4:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:VolumeofSolids

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifytheformulaandstepsforcalculating thevolumeoffrustums.
- Determinethevolumeofafrustuminreal-lifesituations.
- Showinterestinlearninghowtodetermine thevolumeofafrustum.

KeyInquiryQuestion:
- Howdowedetermine thevolumeofafrustum?

LearningResources:
- Textbook:TopScholarMathspg112-115
- Videocliponcalculatingfrustumvolume
- Digitaldevices(tablets/computers)
- Chalkboard&chalk
- Modelsoffrustums(e.g.,plasticorcardboard)
- Calculators

OrganisationofLearning:

Introduction(5minutes)
- Beginwithabriefreviewofthepreviouslessononvolume.
- Engagelearnersinadiscussionaboutthepropertiesof3Dshapes,especiallyfocusingoncones and
cylinders.
- Introducetheconceptofafrustumandprovideexamplesfromreallife(e.g.,atruncatedcone shape
like a lampshade) to spark interest.

Lesson Development (30 minutes)

Step1:ModelCreation(10minutes)
- Insmallgroups,learnerswillcreateaphysicalmodelofafrustumusinglocallyavailable
materialssuchaspapercupsorcardboardpieces.
- Encouragelearnerstovisualizehowafrustumrelatestoconesandcylindersbystackingand cutting
shapes.

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Step2:VideoExploration (5minutes)
- Guidelearnerstousedigitaldevicestoaccessavideoclipthatexplainshowtocalculatethe volume
of a frustum.
- Afterviewing,havegroupsdiscusswhattheylearnedandhowthevideorelatestotheirmodels.

Step3:FormulaIdentification(10minutes)
- Leadadiscussionontheformulaforthevolumeofafrustum:
- Havelearnersidentifyeachcomponentoftheformulausingtheirmodels.

Step4:VolumeCalculationPractice(5minutes)
- Providelearnerswithdifferentfrustumproblems(real-worldexamples)toworkon
collaboratively.
- Eachgroupwillcalculate thevolumeusingtheformuladiscussed.
- Encouragelearnerstosharetheiranswerswiththeclassforfeedback.

Conclusion(5minutes)
- Summarizekeypointsfromthelesson:thedefinitionofafrustum,thevolumeformula,andits
application in real life.
- Conductabriefinteractivequizorgametoreinforcekeyconcepts.
- Previewthenextlessononsurfaceareaofsolidsandposequestionsforstudentstoconsider, such as:
“How does knowing the volume help us find the surface area?”

ExtendedActivities:
- FrustumArtProject:Learnerscancreateartisticdesignsusingfrustumsandcalculatetheir
volumes.
- Real-LifeInvestigation:Learnerscanfindobjectsaroundtheirhomesthatresemblefrustums and
measure them to determine their volumes.
- ResearchTask:Investigateandpresentonhowfrustumsareusedinengineeringor
architecture, linking math to real-world applications.

TeacherSelf-Evaluation:

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WEEK5:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Volumeofsolids

SpecificLearningOutcomes:
- Bytheendofthelesson,learners shouldbeableto:
- Identifytheformulaforcalculating thevolumeofasphere.
- Calculatethevolumeofasphereinreal-lifesituations.
- Acknowledgetheformulaforworkingoutthevolumeofspheres.

KeyInquiryQuestion(s):
- Howdowecalculatethevolumeofspheres?

LearningResources:
- TopScholarMathspg115-116
- Videocliponcalculatingthevolumeofasphere
- Digitaldevices(tablets/laptops)
- Chalkboard&chalks
- Calculators

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessononthree-dimensionalshapes.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,focusingonthe volume
of a sphere and connecting it to their prior knowledge.

LessonDevelopment(30minutes)

Step1:UnderstandingtheFormula(10minutes)
- Usethechalkboardtowritetheformulaforthevolumeofasphere:
\[V=\frac{4}{3}\pir^3\]
- Explaineachcomponentoftheformula(V=volume,r=radius,π(pi)isapproximately 3.14).
- Engagelearnersinadiscussionaboutthesignificanceoftheradiusandhowitisusedinthis formula.

Step2:VideoExploration (5minutes)
- Splitstudentsintopairsorsmallgroups.

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- Assigneachgrouptousedigitaldevicestosearchforandwatchavideooncalculatingthe volume
of a sphere.
- Encouragegroupstotakenotesonkeypointsfromthevideo.

Step3:Hands-OnPractice (10minutes)
- Providelearnerswithreal-lifescenarios(e.g.,findingthevolumeofabasketball,aglobe,ora water
balloon).
- Haveeachgroupcalculate thevolumeoftheseobjectsusingtheformula.
- Providedifferentradiiforeachscenariotoenhancepractice.

Step4:SharingFindings (5minutes)
- Askeachgrouptopresenttheirfindingstotheclass.
- Encouragepeerassessmentbyhavingothergroupsprovidefeedbackonthepresented
calculations and clarify any misunderstandings.

Conclusion(5minutes)
- Summarizethekeypointsdiscussedinthelesson:
- Theformulaforvolumeofasphereanditscomponents.
- Real-lifeapplicationsoftheformula.
- Conductabriefinteractivequizoractivitytoreinforcethemaintopics:forexample,"What would
happen to the volume if the radius doubled?"
- Previewthenextsessionbyhintingatcalculatingthevolumeofothersolids(likecylindersor cones)
and encourage students to consider how these concepts are interconnected.

ExtendedActivities:
- VolumeProject:Havestudentsmeasuretheradiusofhouseholdsphericalobjects(likeballsor fruit)
and calculate their volumes. They can create a poster displaying their findings, including
images and calculations.
- ResearchAssignment:Assignlearnerstoresearchtheuseofspheresinreal-worldapplications, such
as in engineering, sports, and nature, and present their findings to the class.

TeacherSelf-Evaluation:

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WEEK5:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Volumeofsolids

SpecificLearningOutcomes:
- Identifytheuseofvolumeofsolidsinreal-lifesituations.
- Usedigital devicestofindouttheuseofvolumeofsolidsinreal-lifesituations.
- Promotetheuseofvolumeandcapacityofdifferentcontainersinreal-lifesituations.

KeyInquiryQuestion(s):
- Howdoweusethevolumeofsolidsinreal-lifesituations?

LearningResources:
- TopScholarMaths
- Digitaldevices(tablets,computers,orsmartphones)

OrganisationofLearning:

Introduction(5minutes)
- Review:Beginthelessonbyquicklyrevisitingtheprevioustopiconmeasurements,focusing on the
importance of measuring length and capacity.
- Discussion: Prompt students to think about where they might encounter volume in their daily
lives(e.g.,fillingawaterbottle,packingboxes).Encouragethemtosharetheirthoughtsasthey relate to
volume.

LessonDevelopment(30minutes)

Step1:GroupBrainstorming (10minutes)
- Activity:Dividestudentsintosmallgroups(4-5pergroup).Eachgroupwillbrainstormandlist at least
five real-life applications of the volume of solids (e.g., construction, food storage, shipping).
- Outcome:Groupswillcreateamindmapontheirdigitaldevicestoillustratetheirideas.

Step2:DigitalResearch(10minutes)
- Activity:Studentswillusedigitaldevicestoresearchaspecificreal-lifeexamplewherevolume is vital,
such as the design of a swimming pool or packaging for a product. Encourage them to note how
these examples use volume in calculations.
- Outcome: Eachgroupwillwriteabriefsummaryoftheirfindings.

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Step3:GroupDiscussion(5minutes)
- Activity:Groupswillconvenetodiscusstheirresearchfindings,focusingonhowvolume affects
decisions in practical scenarios.
- Outcome:Eachgrouppreparestopresenttheirfindingstotheclass.

Step4:ClassPresentation(5minutes)
- Activity:Eachgroupwillpresenttheirmindmapandresearchsummarytotheclass.Encourage
students to ask questions and engage in discussions after each presentation.
- Outcome:Studentsimprovepresentationskillsandlearnaboutvariousapplicationsofvolume from
their peers.

Conclusion(5minutes)
- Summary:Recapthekeypointsaboutthereal-lifeapplicationsofvolumediscussedduring
presentations.
- InteractiveActivity:Conductafast-pacedquizusinganonlineplatform(likeKahoot)to
reinforce what students learned about volume applications.
- Preparation:Previewthenextlesson,whichwillcovercalculatingthevolumeofdifferent solids
(prism and cylinder), and pose a question: “How can we calculate the volume of a
container before we fill it?”

ExtendedActivities:
- HomeProject:Havestudentsfindandmeasurethreedifferentcontainersathome(e.g.,abox,a bottle,
and a can). Ask them to calculate their volumes and think about how these are used in daily life.
- ResearchTask:Studentscouldcreateadigitalposterorpresentationaboutareal-world
architectural project thatconsiders volume initsdesign(e.g., sportsstadium, aquarium).
- MathApplication:Encouragestudentstobringinproductspackagedinuniquecontainersand
calculate their volumes to discuss efficiency in packaging.

TeacherSelf-Evaluation:

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WEEK5:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
Sub-Strand:Mass,Volume,Weight,andDensity

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Identifytheinstrumentsandtoolsusedinweighingmaterialsinthelocality.
- Convertunitsofmassfromoneformtoanotherindifferentsituations.
- Enjoyconverting unitsofmassfromoneformtoanother.

KeyInquiryQuestion(s):
- Howdoyouweighmaterialsandobjects?
- Howdoyouconvertthedifferentunitsofmassfromoneformtoanother?

LearningResources:
- TopScholarMaths(pages117-119)
- Conversioncharts
- Electronicbalance
- Differentmaterialsandobjectsforweighing
- Lessonnotes
- Teacher'sGuide

OrganisationofLearning:

Introduction(5minutes)
1. Beginwithareviewofthepreviouslessononmeasurements andtheirapplicationsinreallife.
2. Facilitateadiscussionwherestudentssharetheirexperienceswithweighingdifferentobjects and
introduce key concepts related to mass and its measurement.

LessonDevelopment(30minutes)

Step1:IdentifyingInstruments(10minutes)
- Activity:Insmallgroups,learnersidentifyvariousinstrumentsandtoolstheymayhaveseenor used
for weighing (e.g., kitchen scale, balance scale, electronic balance).
- Discussion:Relatethesetoolstoconsumerawarenessandprotection.Whyisitimportanttouse
accurate instruments?

Step2:PracticalWeighing(10minutes)

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- Activity:Distributeseveralobjects/materialsforweighingandassigneachgroupanelectronic
balance.
- Task:Eachgroupweighstheirassignedmaterialsandrecordstheweights.Encourageaccuracy in
reading the instruments.

Step3:ConversionExploration(5minutes)
- Activity:Studentsuseconversionchartstofamiliarizethemselveswithdifferentunitsofmass
(grams, kilograms, pounds, etc.).
- Discussion:Groupssharehowtoconverttheweightstheycollectedintoanotherunit(e.g., grams
to kilograms), and discuss real-life applications of these conversions.

Step4:UnitConversionPractice (5minutes)
- Activity:Providestudentswithseveralpracticeproblemsthatrequireconvertingunitsofmass in
different contexts (e.g., converting the mass of ingredients in a recipe).
- Assessment:Circulateandprovidefeedbackasgroupsworkthroughtheproblems,clarifying
misconceptions as needed.

Conclusion(5minutes)
- Summarizethekeyconceptslearnedaboutweighing,tools,andunitconversions.
- Conductabriefinteractiveactivitylikeaquizoraquick-firequestionroundtoreinforce
learning.
- Provideapreviewofthenextlessononvolumeandhowitconnectstothetopicscovered today.

ExtendedActivities:
- Challengestudentstoresearchandpresentondifferenthistoricalmethodsofweighing
materials.
- Assignaprojectwheretheycreatearecipethatrequiresunitconversionsofmass,encouraging
practical application in cooking or baking.
- Introduceanonlinegameorappthatfocusesonpracticingmeasurementsandconversions.

TeacherSelf-Evaluation:

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WEEK5:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Mass,Volume,Weight,andDensity

SpecificLearningOutcomes:
Bytheendofthelesson,learners willbeableto:
- DefinethetermsmassandweightandgivetheirSIunits.
- Relatemassandweightinreal-lifesituations.
- Acknowledgetherelationshipbetweenmassandweight.

KeyInquiryQuestion:
- Whatistherelationship betweenmassandweight?

LearningResources:
- TopScholarMaths(pg119-120)
- Weighingtoolsandinstruments
- Differentobjectsandmaterials
- Teacher'sGuide
- Lessonnotes

OrganisationofLearning

Introduction (5 minutes)
- Reviewthepreviouslesson(e.g.,dimensionsofmeasurements,basicdefinitions).
- Guidelearnerstoreadanddiscussrelevantcontentfromtheresources,emphasizingdefining mass
and weight.

LessonDevelopment(30minutes)

Step1:DefinitionsandSIUnits (10minutes)
- Ingroups,learnerswillusedigitaldevicestosearchforthedefinitionsofmassandweightand their SI
units (Mass in kilograms, Weight in Newtons).
- Eachgroupwillnotedowntheirdefinitionsintheirnotebooksandpreparetosharewiththe class.

Step2:DiscussiononRelationship(5minutes)
- Oncedefinitionsareshared,leadaclassdiscussionontherelationshipbetweenmassand weight.

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- Addressquestionslike,"Howdoestheweightofanobjectchangebasedonitslocation,likeon the
Moon versus Earth?"

Step3:PracticalMeasurement(10minutes)
- Usingselectedinstruments(scales,springscales),groupswillmeasurethemassesofvarious
objects (e.g., fruits, books). Each group will record the mass in kilograms.
- Demonstratehowtocalculateweightusingtheformula:

Step4:FindingWeightandViceVersa(5minutes)
- Encouragestudentstoswaproleswithingroups,sosomemeasurewhileotherscalculatethe weight.
- Challengelearnerstofindthemassofagivenweightusingrearrangingtheformula:

Conclusion(5minutes)
- Summarizekeyconcepts:definitionsofmassandweight,SIunits,andtherelationship
illustrated through practical activity.
- Conductabriefinteractivequiztoreinforcelearning(e.g.,True/Falsequestionsaboutmassand
weight).
- Preparelearnersforthenextsession,hintingatupcomingtopicssuchasdensityandvolume.

ExtendedActivities
- ResearchProject:Assignlearnerstochooseanobjectandresearchitsmass,weight,andhow they
vary in different locations (Earth vs. Moon).
- MeasurementHunt:Havelearnersconducta“measurementhunt”athomewheretheygather
different items, measure them, and record their mass and weight (with parental guidance if
needed).
- DensityExploration:Introducetheconceptofdensityandhavestudentscalculatethedensityof various
objects after measuring their mass and volume in a follow-up lesson.

TeacherSelf-Evaluation:

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WEEK5:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Mass,Volume,Weight,andDensity

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Explainhowtodeterminemass,volume,anddensityindifferentsituations.
- Determinemass,volume,anddensityindifferentsituations.
- Enjoycarryingoutactivitiesrelatingtomass,volume,anddensityusingdifferentsubstances.

KeyInquiryQuestion:
- Howdoyoudetermine mass,volume,anddensityindifferentsituations?

LearningResources:
- TopScholarMaths(pg120-121),calculators,variousobjects(coins,stones,padlock),
measuring cylinders, electronic balance, water, and a recording table.

OrganisationofLearning:

Introduction(5minutes):
- Reviewthepreviouslessonbriefly,askingstudentstosharekeytakeaways.
- Provideashortoverviewofmass,volume,anddensity,andguidelearnerstoreadrelevant sections
from the learning resources.
- Emphasizereal-worldapplicationsoftheseconcepts.

LessonDevelopment(30minutes):
Step1:Discussion(10minutes)
- Insmallgroups,havestudentsdiscusshowmass,volume,anddensitycanbedetermined.
- Askguidingquestions:"Whattoolsdoweneed?"and"Whatreal-lifesituationsrequirethese
calculations?"

Step2:PracticalMeasurements(10minutes)
- Provideeachgroupwithmeasuringcylinders,coins,stones,andanelectronicbalance.
- Instructstudentstomeasurethemassofdifferentobjectsandusedisplacementinwatertofind their
volume if necessary.
- Recordtheirfindingsinatable.

Step3:Calculating Density(5minutes)

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- Introducetheformulafordensity:Density=Mass/Volume.
- Haveeachgroupcalculatethedensityoftheobjectstheymeasuredusingtheirrecordeddata.

Step4:SharingFindings(5minutes)
- Invitegroupstosharetheirfindingswiththeclass.
- Discussanydiscrepanciesindataandencouragestudentstoreflectonwhattheylearnedfrom the
exercise.

Conclusion(5minutes):
- Summarizethekeypointscovered,suchasthedefinitionsandcalculationsofmass,volume, and
density.
- Conductashortinteractivequizwherestudentscananswerquestionsbasedonwhatthey learned
today.
- Provideabriefoverviewofthenextsession,hintingathowtheseconceptsapplytoother
scenarios like buoyancy or material properties.

ExtendedActivities:
- Encouragestudentstoconductahomeexperimentwheretheymeasurethedensityofvarious
household liquids (like oil, water, and vinegar) and record their observations.
- Assign a project where students select a common object and research how understanding its
densitycaninfluenceitsuseormanufacturingprocess(e.g.,whycertainmaterialsarelighteror
heavier).

TeacherSelf-Evaluation:

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WEEK6:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Mass,Volume,WeightandDensity

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Identifytheformulafordeterminingdensityofobjectsgivenmassandvolume.
- Calculatethedensityofdifferentobjectsgiventhemassandvolumeinvarioussituations.
- Enjoyfindingthedensityofobjectsgivenmassandvolume.

KeyInquiryQuestion(s):
- Howdoyoudetermine thedensityofobjectsgiventhemassandvolume?

LearningResources:
- TopScholarMathspg121-122
- Calculators
- Teacher'sGuide
- Chalkboardandchalks
- Illustrationchart

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessonaboutbasicmeasurements(massandvolume).
- Guidelearnerstoreadanddiscusstherelevantcontentfromthelearningresources,
emphasizing a clear understanding of density.

LessonDevelopment(30minutes)

Step1:*(DiscusstheConceptofDensity)*
- Introducetheconceptofdensityanditsimportanceinreal-lifesituations.
- Askstudentstothinkofobjectswithdifferentdensities(e.g.,oilandwater).

Step2:*(IdentifytheDensityFormula)*
- Presenttheformulafordensity:Density=Mass/Volume.
- Writeitonthechalkboardandtalkthroughthecomponents-mass(grams)andvolume(liters or cubic
centimeters).

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Step3:*(PracticeCalculation)*
- Providestudentswithseveralexamples ofobjects(withgivenmassandvolume).
- Ingroups,havethemcalculatethedensityoftheseobjectsusingtheformula.
- Encouragecollaborationanddiscussionamonggroupmembers.

Step4:*(ShareandAssessFindings)*
- Eachgroupsharestheirfindingswiththeclass.
- Providefeedbackandassesstheirunderstandingwhilediscussinganydiscrepanciesin
calculations.

Conclusion(5minutes)
- Summarizethekeypointscovered:thedensityformulaandhowtocalculateit.
- Conductaquickinteractiveactivity:askstudentstoraisetheirhandsiftheycanrememberthe formula
or give an example of an object with a specific density.
- Brieflypreviewthenextlesson,whichwillcoverpracticalapplicationsofdensity(e.g.,
buoyancy).

ExtendedActivities:
- DensityLab:Havestudentscollectdifferenthouseholdliquidsandsolidsathome(e.g.,sugar water,
oil, salt) and measure their mass and volume to determine density.
- ResearchProject:Assignashortresearchprojectontheroleofdensityinnaturalphenomena (e.g.,
why some objects float while others sink).

TeacherSelf-Evaluation:

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WEEK6:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Mass,Volume,Weight,andDensity

SpecificLearningOutcomes:
- Bytheendofthelesson,thelearnershouldbeableto:
- Identifytheformulafordeterminingthemassofobjectsgivenvolumeanddensity.
- Calculatethemassofobjectsgivenvolumeanddensity.
- Enjoycalculating themassofobjectsgivenvolumeanddensity.

KeyInquiryQuestion(s):
- Howdowefindmassgiventhevolumeanddensity?

LearningResources:
- TopScholarMathspg122
- Calculators
- Teacher'sGuide
- ChalksandChalkboard

OrganisationofLearning:

Introduction(5minutes):
- Reviewthepreviouslessonbyaskingstudentstorecallwhattheylearnedaboutmass,volume, and
density.
- Guidelearnerstoreadanddiscussrelevantcontentfrompage122oftheTopScholarMaths book,
emphasizing the understanding of density and its relation to mass and volume.

LessonDevelopment(30minutes):

Step1:IdentifytheFormula(10minutes)
- Explaintherelationshipbetweenmass,volume,anddensityusingtheformula:
\(\text{Mass}=\text{Density}\times\text{Volume}\)
- Annotatetheformulaonthechalkboardandensureallstudentsunderstandeachcomponent.

Step2:DiscussExamples(10minutes)
- Inpairs,providestudentswithdifferentvolumesanddensities.Askthemtodiscussand
calculate the mass together using the formula.

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- Allowstudentstoshareoneortwoexampleproblemswiththeclass,ensuringtheyarticulate their
thought processes.

Step3:CalculateMass(5minutes)
- Distributeasetofproblemsforstudentstosolveindividuallyorintheirpairsusingcalculators.
Encourage them to apply the formula they learned.
- Circulatetheroomtoassistandprovidefeedbackontheircalculations.

Step4:ShareFindings(5minutes)
- Haveafewstudentssharetheircalculationsandexplainhowtheyarrivedattheiranswers.
- Facilitateabriefdiscussionondifferentscenarioswheremasswouldvarybasedondensityand volume.

Conclusion(5minutes):
- Summarizethekeypointslearnedaboutmass,density,andvolume.
- Conductaninteractiveactivity,suchasaquickquizwherestudentsanswerquestionsorsolve
problems on mini whiteboards.
- Preparelearnersforthenextsessionbypreviewingthetopicofweightandhowitdiffersfrom mass.

ExtendedActivities:
1. DensityExperiment:Encouragestudentstofindthemassandvolumeofvariousobjectsat home
and calculate their densities. They can present their findings in the next class.
2. GraphingTask:Havestudentscollectdataonthemassandvolumeofclassroomobjectsand graph
the result, showcasing the relationship between mass and volume visually.
3. ResearchAssignment:Studentscanprepareabriefpresentationonhowdifferentindustries apply
the concept of mass, volume, and density, such as in shipping or cooking.

TeacherSelf-Evaluation:

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WEEK6:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Mass,Volume,Weight,andDensity

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Identifytheformulafordeterminingvolumegiventhemassanddensity.
2. Calculatethevolumegivenmassanddensity.
3. Enjoyfindingthevolumegivenmassanddensity.

KeyInquiryQuestion:
- Howdoyoudetermine thevolumeofagivenmassanddensity?

LearningResources:
- TopScholarMathematicspg123
- Teacher'sGuide
- Calculators
- ChalkboardandChalks

OrganisationofLearning

Introduction(5minutes)
- Reviewthepreviouslessonondensityanditsrelationship tomassandvolume.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,focusingonthe
importance of understanding the formula for volume.

LessonDevelopment(30minutes)

Step1:UnderstandingtheFormula(10minutes)
- Introducetheformulaforvolume:
\[V=\frac{m}{d}\]
where\(V\)isvolume, \(m\)ismass,and\( d\)isdensity.
- Discussthecomponentsoftheformulaandtheirunits(e.g.gramsformass,gramspercubic
centimeter for density, resulting volume in cubic centimeters).

Step2:GuidedPractice(10minutes)
- Demonstrateasampleproblemonthechalkboard:
- "Findthevolumeofasubstancethathasamassof150gramsandadensityof3g/cm³."

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- Workthroughthecalculationtogether:
\[V=\frac{150\,\text{g}}{3\,\text{g/cm}^3}=50\,\text{cm}^3\]
- Engagelearnersbyaskingguidingquestionsthroughouttheproblem-solvingprocess.

Step3:GroupWork (5minutes)
- Dividelearnersintopairsorsmallgroups.
- Provideeachgroupwithdifferentmassanddensityvaluesandhavethemcalculatethevolume using
the formula.
- Exampleproblems:
1. Mass=240g,Density=4g/cm³
2. Mass=180g,Density=2g/cm³

Step4:SharingFindings(5minutes)
- Alloweachgrouptopresentatleastoneproblemandsolutiontotheclass.
- Providefeedbackontheircalculationsandclarifyanymisunderstandings.

Conclusion(5minutes)
- Summarizethekeypointscoveredinthelesson:theformula\(V=\frac{m}{d}\),howto apply it,
and the importance of understanding volume in real-world contexts.
- Conductabriefinteractiveactivity,suchasaquickquizoraquestion-and-answersession,to
reinforce the main topics.
- Preparelearnersforthenextsessionbyhintingathowvolumerelatestoothermeasurements and
asking what other contexts they think density might be important in.

ExtendedActivities
- Investigatedifferentsubstancesaroundthehome(e.g.,liquidsorpowders)andcalculatetheir
volume based on mass and density. Submit a report summarizing findings.
- Createadensityandvolumechartforvariouscommonmaterials(water,oil,etc.)andcompare their
properties scientifically.

TeacherSelf-Evaluation:

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WEEK6:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Mass,Volume,Weight,andDensity

SpecificLearningOutcomes:
- Identifytheusesofdensityindailylife.
- Applydensitytoreal-lifesituations.
- Recognizetheuseofdensityindailylife.

KeyInquiryQuestion(s):
- Howcanweapplydensitytoreal-lifesituations?

LearningResources:
- TopScholarMathematics
- Digitaldevices
- Lessonnotesandcharts

OrganisationofLearning:

Introduction(5minutes)
- Reviewthekeyconceptsfromthepreviouslessonaboutmass,volume,andweight.
- Guidelearnerstoreadselectedsectionsfromthelearningresourcesthatdiscussdensity,
highlighting its importance in daily life.

LessonDevelopment(30minutes) Step

1: Brainstorming (5 minutes)
- Insmallgroups,studentsbrainstormandlistexamples ofwheretheythinkdensityisimportant
ineverydaylife(e.g.,floatingandsinking,cooking,construction,etc.).
- Eachgroupwillsharetheirideaswiththeclass,fosteringdiscussion.

Step2:Research(10minutes)
- Usingdigitaldevices,studentswillsearchforspecificapplicationsorincidentswheredensity
playsacrucial roleinreal-lifesituations(e.g.,howdensityaffectsthebuoyancyofaboat,how density
impacts weather patterns, etc.).
- Eachgrouptakesnotesontheirfindings.

Step3:GroupDiscussion(10minutes)

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- Studentsreturntotheirgroupstoreviewtheirresearchfindingsanddiscusstheapplications link to
the concept of density.
- Theywillprepareabriefpresentationoutliningtheirfindingstosharewiththeclass.

Step4:Presentations (5minutes)
- Eachgrouppresentstheirfindingstotheclass,explaininghowdensityisappliedintheir chosen
examples.
- Encouragequestionsandinteractionfromclassmatesaftereachpresentation.

Conclusion(5minutes)
- Summarizekeypointscoveredinthelesson,ensuringtoreiteratehowdensityisrelevantin various
real-life scenarios.
- Conductaquickinteractivewrap-upactivity(likeaquizorashortgame)toreinforcethemain topics
discussed.
- Previewthenextsession'scontent,promptingstudentstothinkaboutotherpropertiesand
measurements they encounter.

ExtendedActivities:
- Density Experiment: Ask students to conduct a simple experiment at home or in class where
theycanobservedensitybylayeringdifferentliquids(e.g.,honey,water,andoil)anddiscussing why
they separate in layers.
- Density inthe News: Have studentsfindan article ornewsreportthat discussesanapplication
ofdensityinsomefield(e.g.,environmentalscience,engineering,etc.)andpresentitinthenext class.
- CreativeProject:Allowstudentstocreateavisualposterorinfographicshowcasingthe
applications of density in daily life, which can be displayed in the classroom.

TeacherSelf-Evaluation:

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WEEK6:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Time,Distance,andSpeed

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifyactivitiesthatinvolvemeasuringdistancesandtime.
- Conductactivitiesthatinvolvemeasuringdistancesandtime.
- Engageinfunactivitiesinvolvingmeasuringdistancesandtime.

KeyInquiryQuestions:
- Howdoweobservespeedindailyactivities?
- Whichday-to-dayactivitiesinvolvemeasuringdistancesandtime?

LearningResources:
- TopScholarMathematicspg124
- Stopwatches
- SchoolField
- RecordingTables
- Calculators

OrganisationofLearning:

Introduction(5minutes)
1. ReviewofPreviousLesson:Brieflyrecapthelastlessonfocusingonmeasurementsand
introduce today's topic on time, distance, and speed.
2. Discussion:Engagelearnersinreadingfromthemathematicstextbookandencouragethemto
discuss how distances and time are measured in everyday life.

LessonDevelopment(30minutes)

Step1:BrainstormingActivities(10minutes)
- GroupWork:Dividestudentsintosmallgroups.Instructthemtobrainstormeverydayactivities where
they measure distances and time (e.g., running, biking, driving).
- Presentation:Eachgroupsharestheirideaswiththeclass.

Step2:PracticalMeasurementActivity(10minutes)

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- Field Activity: Take students to the school field. Set up a running track event. Explain how to
measuretimeanddistanceeffectivelywhileallocatingroles:somestudentswillrun,whileothers will
time and measure distances.
- RecordingData:Letstudentsrecordthedistancescoveredandthetimetakenforeach
participant in a recording table.

Step3:CalculateSpeed(5minutes)
- UsingtheFormula:Introducetheformulaforspeed(Speed=Distance÷Time).Guidestudents in their
groups to calculate the speed of each participant using the data they collected.
- DiscussionofResults:Haveeachgroupsharetheircalculatedspeedsanddiscussany
discrepancies they noticed.

Step4:ReflectonLearning(5minutes)
- ClassDiscussion:Reflectontheactivitiesperformed.Askstudentshowmeasuringdistances
andtime can applyto their daily lives.Encourage them tothink about theimportance ofthese
measurements in various contexts (e.g., sports, travel).

Conclusion(5minutes)
- SummarizeKeyPoints:Recapthemainconceptslearned:identifyingactivities,measurement
techniques, and calculating speed.
- InteractiveActivity:Conductaquickquizorgametoreinforcethemaintopicsdiscussed during
the lesson.
- PreviewNextSession:Brieflyintroducewhatwillbecoveredinthenextclass,suchasdeeper
applications of speed in different fields (e.g., physics, sports).

ExtendedActivities:
- ResearchProject:Assignaprojectwherelearnersresearchdifferentmethodsofmeasuring
distances and time in various professions (e.g., athletics, transportation).
- Creative Task: Have students measure the speed of a rolling object (like a toy car) down an
inclineandcompareittotheirrunningspeeds,extendingthelearningonpracticalapplicationsof speed
measurements.

TeacherSelf-Evaluation:

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WEEK7:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Time,Distance,andSpeed

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Identifytheformulaforcalculating speedinkm/hinreallifesituations.
2. Workoutspeedinkm/hinreallifesituations.
3. Appreciatetheuseoftimeanddistanceinreallifesituations.

KeyInquiryQuestion:
- Howdowefindspeedinkm/h?

LearningResources:
- TopScholarMathspages124-125
- Calculators
- Teacher'sGuide
- Charts

OrganisationofLearning:

Introduction(5minutes):
- Beginwithabriefreviewofthepreviouslesson,focusingondistanceandtime.
- Guidelearnerstoreadselectedcontentfromthelearningresourcesonspeed.
- Discusstheimportanceofunderstandingspeedineverydaycontexts(e.g.,driving,travelingby train).

LessonDevelopment(30minutes):

Step1:DiscussingDistanceandTime(10minutes)
- Ingroups,havestudentsdiscusstherelationshipbetweendistance,time,andhowtheyaffect speed.
- Askeachgrouptobrainstormreal-lifescenarioswheretheyhaveneededtomeasuredistance and
time.

Step2:IdentifyingtheSpeedFormula(5minutes)
- Guidestudentstouncoverandwritetheformulaforspeed(Speed=Distance÷Time)and ensure
they understand each component.

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- Provideexamplesofhowtoexpressdistanceinkilometersandtimeinhours.

Step3:ApplyingtheSpeedFormula(10minutes)
- Usereal-lifeexamples (e.g.,calculatethespeedofacarthattravels 150kmin2hours).
- Ingroups,learnerswillsolveseveralproblemsusingtheformulaforspeed.Encouragepeer
teaching if some students grasp the formula faster.

Step4:SharingFindingsandFeedback(5minutes)
- Haveeachgrouppresenttheircalculationsandthescenariostheyused.
- Provideformativefeedbackandfacilitateaclassdiscussiononvariousapplicationsofspeed.

Conclusion(5minutes):
- Summarizethekeypointscoveredduringthelesson,includingtheformulaforspeedandhow to
apply it to real-life situations.
- Conductabriefinteractivequizorgame(e.g.,Kahootoraquickroundofverbalquestions)to reinforce
the main topics and engage all learners.
- Previewthenextlessonwheretheywilllearnaboutaccelerationandhowitrelatestospeed.

ExtendedActivities:
- Project:Askstudentstotracktheirowntravel(walkingorbiking)foraweek.Havethem measure
distance and time taken for each trip and calculate their average speeds.
- ResearchAssignment:Studentscanexploredifferentmodesoftransport(car,bike,train)and
compare their speeds. Why do they differ?
- SpeedRecordGame:Afunoutdooractivitywherestudentsmeasurethetimeittakestoruna certain
distance. They can compare speeds with each other.

TeacherSelf-Evaluation:

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WEEK7:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Time,Distance,andSpeed

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Identifytheformulaforcalculatingspeedinmeterspersecond(m/s).
2. Applytheformulatocalculatespeedinreal-lifesituations.
3. Enjoyworkingthroughspeedcalculationsinpracticalexamples.

KeyInquiryQuestion:
- Howdoyoufindspeedinm/s?

LearningResources:
- TopScholarMathspg125
- Teacher'sGuide
- Chalkboardandchalk
- Chart(showingtheformulaforspeed)
- Calculators

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessonfocusedondistanceandtime.
- Introducetheconceptofspeedandengagestudentsindiscussinghowspeedaffectsdaily
activities (e.g., driving, running).
- Askstudentsiftheycanthinkofsituationswherespeedisimportant.

LessonDevelopment(30minutes)

Step1:IntroducetheSpeedFormula(10minutes)
- Presenttheformulaforspeed:
- Writethisformulaonthechalkboardandexplaineachcomponent.
- Discussunits:Distanceinmeters(m),Timeinseconds(s),henceSpeedinm/s.

Step2:ExampleCalculation(5minutes)
- Provideareal-lifescenario:"Acartravels150metersin5seconds.Whatisitsspeed?"
- Guidestudentsthroughthecalculationtogether:

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- Emphasizetheimportanceofusingthecorrectunits.

Step3:GroupWorkonReal-LifeSituations (10minutes)
- Dividetheclassintosmallgroupsandgiveeachgroupadifferentreal-lifescenarioinvolving speed
(e.g., a runner, a cyclist, a train).
- Eachgroupwillcalculatespeedusingtheprovideddistanceandtime,usingcalculatorsif
needed.

Step4:SharingFindingsandFeedback(5minutes)
- Haveeachgrouppresenttheirscenarioandcalculatedspeedtotheclass.
- Encouragepeerfeedbackandaddressanymisunderstandingsorerrorsincalculations.

Conclusion(5minutes)
- Summarizekeypoints:theformulaforspeed,howtoapplyit,anditsrelevancetoreal-life
situations.
- Conductaquickinteractivequizwherestudentsanswerquestionsabouttheformulaandreal- life
speed examples.
- Previewthenextlesson:"Nextweek,wewillexplorehowspeedcanaffecttimeanddistance
relationships."

ExtendedActivities:
1. SpeedProject:Askstudentstotracktheirwalkingorcyclingspeedoveraweek,measuring
different distances and times, and presenting their findings in class.
2. SpeedComparisons:Researchdifferentmodesoftransport(cars,trains,planes)andcompare their
speeds and travel times for a specific distance.
3. SpeedGames:Createdistanceversustimegraphsusingtheircalculatedspeedsandanalyze trends
in their speed data.

TeacherSelf-Evaluation:

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WEEK7:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Time,Distance,andSpeed

SpecificLearningOutcomes:
- Bytheendofthelesson,learners shouldbeableto:
- Identifytheformulaforcalculatingaveragespeedinreal-lifesituations.
- Workoutaveragespeedinreal-lifesituations.
- Acknowledgetheformulaforfindingaveragespeed.

KeyInquiryQuestion(s):
- Howdowecalculatetheaveragespeed?

LearningResources:
- TopScholarMaths(pg126-128)
- Teacher'sGuide
- Chalkboardandchalks
- Calculators

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessonbriefly.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing the
understanding of key concepts of time, distance, and speed.

LessonDevelopment(30minutes)

Step1:DiscussReal-LifeExamples(10minutes)
- Ingroups,learnersdiscussvarioussituationswheretheyencounterspeed.Examplescould
include traveling by car, running, or cycling.
- Encouragelearnerstosharetheirexperiencesandconsiderfactorsthatmayaffectspeed(e.g., traffic,
fatigue).

Step2:IntroducetheFormula(10minutes)
- Introducetheformulaforaveragespeed:
- Illustratetheformulaonthechalkboardandguidelearnerstonoteitintheirnotebooks.
- Provideexamplestodemonstratehowtoapplytheformulausingrealisticscenarios.

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Step3:GuidedPractice(5minutes)
- Presentawordproblemonthechalkboardthatinvolvescalculatingaveragespeed.
- Guidethelearnersstep-by-steptosolvetheproblemwiththeclassusingtheformula
introduced.

Step4:IndependentPractice(5minutes)
- Distributepracticeproblemsandasklearnerstocalculateaveragespeedbasedonreal-life
scenarios provided (e.g., traveling 120 km in 2 hours).
- Circulatetheroomtoprovidesupportasneeded.

Conclusion(5minutes)
- Summarizekeypointsmadeduringthelesson:theformulaforaveragespeedandits
application.
- Conductabriefinteractivequizwherelearnerscananswerhowtheywouldcalculateaverage speed
in different scenarios.
- Previewthenextsessionfocusingonaccelerationandhowitrelatestospeed.

ExtendedActivities:
- Encouragelearnerstokeepatraveldiaryforoneweek,measuringthedistanceandtimetaken for
various activities (walking, biking, etc.), and then calculate their average speed for each
activity.
- Create a project where learners analyze different modes of transportation and compare their
averagespeeds,consideringfactorsliketimeefficiencyindifferentcontexts(e.g.,carvs.bike).

TeacherSelf-Evaluation:

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WEEK7:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
Sub-Strand:Time,Distance,andSpeed

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Identifytheformulafordeterminingvelocityinreal-lifesituations.
2. Determinevelocityinreal-lifesituations.
3. Recognizethedifferencebetweenspeedandvelocity.

KeyInquiryQuestions:
- Whatisthedifferencebetweenvelocityandspeed?
- Howdowedeterminevelocity?

LearningResources:
- TopScholarMaths,pg.128-129
- Calculators
- Teacher'sGuide
- Chalkboardandchalks

OrganisationofLearning:

Introduction(5minutes)
1. Reviewthepreviouslessononspeedandintroducetoday'sfocusonvelocity.
2. Guidelearnerstoreadrelevantcontentfrompages128-129ofthetextbook.Discusskey
concepts and terms, emphasizing the difference between speed and velocity.

LessonDevelopment(30minutes)

Step1:UnderstandingSpeedvs.Velocity(10minutes)
- Gatherstudentsinsmallgroupstodiscussthecharacteristicsofspeed(scalar)andvelocity
(vector).
- Usereal-lifeexamples(e.g.,acarmovingat60km/hvs.acarmoving60km/hnorth)to illustrate
the concept.
- Haveeachgroupsharetheirdefinitionsandexampleswiththeclass.

Step2:IntroducingtheFormulaforVelocity(10minutes)
- Presenttheformulaforvelocity:

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- Workthroughabasicexample onthechalkboard(e.g.,Ifacyclisttravels30kmin2hours, what is
their velocity?).
- Askstudentstocomputevelocityusingdifferentexamplesfromtheirgroupdiscussion.

Step3:Real-lifeSituations(5minutes)
- Assignreal-lifescenarioswherestudentsneedtodeterminevelocity(e.g.,arunnercovering 400
meters in 50 seconds).
- Letstudentscalculateanddiscusstheirfindingsinpairsorsmallgroups.

Step4:SharingFindingsandClassDiscussion(5minutes)
- Invitegroupstopresenttheircalculationsanddiscussanydifferencesintheirfindings.
- Highlightanycommonmisconceptionsaboutspeedandvelocity,andclarifythesewiththe class.

Conclusion(5minutes)
- Summarizethekeypointsdiscussed:definitionsofspeedandvelocity,theformulaforvelocity, and
how to apply it in real-life situations.
- Conductabriefinteractivequizorpolltoreinforcetheconcepts.
- Preparestudentsforthenextsessionbyintroducingatopicrelatedtoaccelerationandhowit relates
to velocity.

ExtendedActivities
- Createaprojectwherestudentstracktheirownmodeoftransportforaweek(walking,biking, etc.) and
calculate their velocities. They can present their findings with graphs.
- Assignaresearchtaskforstudentstofindandreportonhowdifferentprofessionsutilizespeed and
velocity (e.g., sports coaches, pilots, etc.).

TeacherSelf-Evaluation:

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WEEK7:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Money

SpecificLearningOutcomes:
- Bytheendofthelesson,thelearnershouldbeableto:
- Identifytheformulaforcalculatingaccelerationinreallifesituations.
- Workoutacceleration inreallifesituations.
- Acknowledgetheapplicationofaccelerationinreallifesituations.

KeyInquiryQuestion(s):
- Howdowecalculateacceleration inreallifesituations?

LearningResources:
- TopScholarMathspg129-130
- Calculators
- Teacher'sGuide
- Charts
- Digitaldevice
- Videoclip

OrganisationofLearning:

Introduction(5minutes)
- Beginwithaquickreviewofthepreviouslessontoactivatepriorknowledge.
- Guidelearnersinreadinganddiscussingrelevantcontentfromthelearningresources,focusing on the
essential concepts related to acceleration.

LessonDevelopment(30minutes)

Step1:DiscusstheMeaningofAcceleration
- Ingroups,havelearnersdiscusswhataccelerationmeans.Provideexamplesfromeverydaylife (e.g.,
driving a car, riding a bicycle).
- Encourageeachgrouptoshareoneexample withtheclass.

Step2:IdentifytheFormulaforAcceleration
- Guidethestudentstoidentifytheformulaforfindingacceleration(a=(finalvelocity-initial
velocity) / time).

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- Ensureeachgroupwritesdowntheformula,anddiscusseshowitappliestotheirexamples.

Step3:ExploreDigitalResources
- Allowgroupstousedigitaldevicestofindvideoclipsoranimationsthatillustratehowto
calculate acceleration.
- Astheyexplore,theyshouldnotedownkeypointsandexamplesshownintheclips.

Step4:SolveReal-lifeProblems
- Presentdifferentscenarios(likeacarspeedingup,arunnerstartingofftheblocks)andlet learners
work out the acceleration using the formula discussed.
- Encouragethemtovolunteertheiranswersandexplaintheirthoughtprocess.

Conclusion(5minutes)
- Summarizethekeypointscoveredinthelesson,includingtheformulaforaccelerationandits real-life
applications.
- Conductaninteractiveactivity,suchasaquickquizoraconceptualgame,toreinforcethe main
topics learned.
- Giveapreviewofwhatwillbecoveredinthenextsessiontopiquelearners’interest.

ExtendedActivities:
- AccelerationInvestigationProject:Havestudentsmeasurethetimetakenfordifferentobjects (like
ballsortoy cars)totravel a set distance andcalculate their acceleration. Theycan present their
findings to the class.
- AccelerationinSports:Researchandpresentexamplesofhowaccelerationplaysarolein
different sports, analyzing metrics such as runner's speed, car racing, or cycling.

TeacherSelf-Evaluation:

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WEEK9:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Time,Distance,andSpeed

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Explainthemeaningoflongitude.
- Usetheglobetoidentifythelongitudesofmarkedpoints.
- Enjoyusingglobestoidentifylongitudesofmarkedpoints.

KeyInquiryQuestion:
- Howdoyouidentifylongitudes onaglobe?

LearningResources:
- TopScholarMaths(pg131-134)
- Globes
- Digitaldevices

OrganisationofLearning

Introduction(5minutes):
- ReviewPreviousLesson:Startbybrieflyrevisitingwhatthestudentslearnedinthelastmath lesson
about measurements.
- DiscussionofKeyConcepts:Guidelearnerstoreadanddiscussrelevantcontentfromthe
provided learning resources, focusing on the definition of longitude and its significance in
geography.

LessonDevelopment(30minutes):

Step1:DefineLongitude(10minutes)
- Activity:Ingroups,havestudentsbrainstormandwritedowntheirunderstandingofwhat
longitude means. Encourage them to think about how it is different from latitude.
- Discussion: Have each group share their definitions, then provide a clear and concise
explanationoflongitude(theimaginarylinesthatrunfromtheNorthPoletotheSouthPole).

Step2:IdentifyingLongitudesonaGlobe(10minutes)
- Activity:Usingtheglobesprovided,havestudentsidentifythecirclesthatpassthroughthe North
and South poles. Explain how these circles represent lines of longitude.

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- Demonstration:Showhowtofindspecificlongitudesusinggeographicalcoordinatesonthe globe.

Step3:MarkedPointsActivity(5minutes)
- Activity:Providestudentswithamarkedmapwithvariouspointsthathaveknownlongitudes. In their
groups, they will use the globes to find and identify the longitudes of these marked points.
- CollaborativeSharing:Eachgrouppresentsthelongitudestheyfoundtotheclass.

Step4:FunFactSharing(5minutes)
- Activity:Eachgroupcanshareoneinterestingfacttheylearnedaboutlongitudeorfamous
locations that are found along a specific longitude.
- Discussion:Highlighthowunderstandinglongitudeisnotjustaboutmathematicsbutalso about
navigation and geography.

Conclusion(5minutes):
- SummarizeKeyPoints:Reviewthedefinitionsoflongitudeandhowtoidentifyitusinga globe.
- InteractiveActivity:Conductaquickquizoragamewherelearnersguessthelongitudeof various
world cities based on their positions on the globe.
- PreviewNextTopic:Brieflyintroducewhatwillbecoveredinthenextlesson(e.g.,latitude and
how it relates to longitude).

ExtendedActivities:
- ResearchProject:Havestudentsresearchandpresentonalocation'slongitudeandhowthat affects
its climate/time zone.
- LongitudeAdventure:Createaninteractiveonlinemapactivitywherestudentscanexploreand
identify significant locations based on their longitude.
- CreateaLongitudeLine:Ingroups,usestringtocreateamodeloflongitudelinesandpresent their
findings about specific locations on these lines.

TeacherSelf-Evaluation:

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WEEK9:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Time,DistanceandSpeed

SpecificLearningOutcomes:
- Bytheendofthelesson,thelearnershouldbeableto:
- Identifypointsthathavethesamelocaltime.
- Relatelongitudestotime ontheglobe.
- Enjoyusinglongitudestodeterminepointswiththesamelocaltime.

KeyInquiryQuestion(s):
- Howdoyouidentifypointswiththesamelocaltime usinglongitudes?

LearningResources:
- TopScholarMaths(pg133-134)
- Digitaldevices(computers,tablets)
- Teacher'sGuide
- Globes

OrganisationofLearning:

Introduction(5minutes)
- Beginwithabriefreviewofthepreviouslessonfocusedontheconceptsofmeasurements related
to time, distance, and speed.
- Guidelearnerstoreadanddiscusskeypointsfromthelearningresources,particularlyfocusing on how
time is related to longitude.

LessonDevelopment(30minutes)

Step1:IntroductiontoLongitudesandLocalTime
- Explaintheconceptoflongitudesandhowtheyinfluencelocaltime.Discussthesignificance of the
Prime Meridian and how time zones are determined.

Step2:GroupActivity:ResearchandDataCollection
- In small groups, learners will use digital devices to search the local time and longitude of
selectedcitiesaroundtheworld.Theywillfillinatablewiththeirfindings,highlightingcities that
share the same local time.

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Step3:IdentifyingPointsontheGlobe
- Usingthedrawnglobes,eachgroupwilllocatethecitiesidentifiedinstep2.Theywillvisually
mapoutwherethesecities aresituatedinrelationtoeachotheranddiscusswhichonessharethe same
local time based on their longitudes.

Step4:PresentFindings
- Each group will present their findings to the class, discussing the cities they researched, the
localtimes,andthesignificanceoftheirlongitudesindeterminingsharedtimes.Encouragepeer
feedback and questions to foster class interaction.

Conclusion(5minutes)
- Summarizethekeypointsandlearningobjectivesachievedduringthelesson,reiteratingthe
relationship between longitudes and local time.
- Conductabriefinteractiveactivity,suchasagroupquizora"find-it"gamewherestudents identify
cities with the same local time.
- Preparelearnersforthenextsessionbypreviewingtopicsrelatedtoglobaltimezonesand
daylight saving time, posing questions for them to consider.

ExtendedActivities:
- Activity1:Createatimelinechartofdifferentcountriesandtheirtimezones.Studentswill
research how local time varies across the world based on longitude.
- Activity2:Investigatehowtechnologicaladvancementshaveimpactedcommunicationacross
different time zones. Write a brief report or create a presentation on findings.
- Activity3:Explorehistoricaleventsthatoccurredsimultaneouslyindifferenttimezonesand how
they were affected by time differences.

TeacherSelf-Evaluation:

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WEEK9:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Time,DistanceandSpeed

SpecificLearningOutcomes
Bytheendofthelesson,learners shouldbeableto:
- Explainhowtodetermine localtimeofplacesontheearthalongdifferentlongitudes.
- Determinelocaltimeofplacesontheearthalongdifferent longitudes.
- Enjoydetermininglocaltime ofplacesontheearthalongdifferent longitudes.

KeyInquiryQuestion
- Whydoeslocaltimevaryindifferentplacesoftheworld?

LearningResources
- TopScholarMathspg135-137
- Digitaldevices
- Videoclips
- Lessonnotes
- Illustrationcharts
- ChalksandChalkboard
- Teacher'sGuide

OrganisationofLearning

Introduction (5 minutes)
- Reviewthepreviouslesson,askingstudentstorecallanyconceptsrelatedtotimezonesand their
importance.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,focusingonthe key
concepts of longitudes and local time.

LessonDevelopment(30minutes)
*Thelessondevelopmentwillbesplitinto4distinct steps:*

Step1:DiscussiononLocalTime
- In groups, learners will discuss how local time changes with different longitudes. Prompt them
toconsiderwhattimezonetheyliveinandhowfartheyarefromothers(e.g.,NewYorkvs.Los Angeles).

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Step2:WatchandAnalyzeVideoClip
- Use digital devices to search for and watch an illustration clip about determining local time
alongdifferentlongitudes.Studentsshouldtakenotesonimportantpointsdiscussedinthevideo.

Step3:CalculateLocalTimes
- Provide learners with specific longitudes and ask them to calculate the local time for those
placesbasedontheirunderstandingofhowtimediffersoverlongitudes.Encouragecollaboration within
groups as they work through calculations.

Step4:ShareandAssess
- Eachgroupsharestheirfindingswiththeclass.Duringthistime,providefeedbackandclarify any
misconceptions regarding time zones and calculations.

Conclusion(5minutes)
- Summarizekeypointsdiscussedinthelesson,reiteratinghowlocaltimevariesdueto
longitudinal differences.
- Conductabriefinteractiveactivity,suchasaquickquizoragametoidentifydifferenttime zones
around the world.
- Preparelearnersforthenextsessionbypreviewingupcomingtopicsorposingquestionsfor them
to consider, such as, “How do time zones affect global communication?”

ExtendedActivities
- ResearchProject:Studentscanresearchacountryorregionthathasmorethanonetimezone and
prepare a short presentation on how local time is determined there.
- CreateaTimeZoneMap:Learnerscancreateacolorfultimezonemapoftheworldshowing different
time zones and their relation to the Prime Meridian.
- ExploreDaylightSavingTime:InvestigatehowDaylightSavingTimeaffectslocaltimeand why
certain places observe it.

TeacherSelf-Evaluation

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WEEK9:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Money

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Identifycurrenciesthatareusedindifferentcountries.
- Usedigitaldevicesandprintresourcestosearchforthedifferentcurrenciesusedindifferent
countries.
- Acknowledgethecurrenciesusedindifferentcountriesoftheworld.

KeyInquiryQuestions:
- Whatiscurrency?
- Whichcurrenciesdoyouknow?

LearningResources:
- TopScholarMathspg138
- Digitaldevices(tablets/laptops/smartphones)
- Magazinesandnewspapers
- Picturesofdifferentcurrencies

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessononmeasurementsandmoney.
- Askthestudentstodefinecurrency.Facilitateabriefdiscussionontheirresponses.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,focusingon
understanding various currencies.

LessonDevelopment(30minutes)

Step1:Brainstorming(10minutes)
- Ingroupsof4-5,learnersbrainstormandcreatealistofcurrenciestheyalreadyknow,
discussingwhatmakescurrencyspecialineachcontext(e.g.,design,value,history).

Step2:DigitalSearch(10minutes)
- Eachgroupisassigneddigitaldevicestoresearchcurrenciesusedinspecificcountries.They will
compile a list of at least 5 different currencies and their corresponding countries.

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- Encouragelearnerstolookupinterestingfactsabouteachcurrency,suchasinterestingsymbols or
historical changes.

Step3:PrintResourceExploration(5minutes)
- Groupscollaborateonusingmagazines,newspapers,andotherprintresourcestocollectimages and
information about various currencies.
- Theywillcreateacollageposterthatincludescurrencyimages,namesofthecurrency,anda fun fact
for each.

Step4:PresentationandFeedback(5minutes)
- Eachgroupdisplaystheircollageinclassforotherstoview.
- Facilitateaclassdiscussionwheregroupssharewhattheylearnedaboutthedifferentcurrencies they
explored. Provide constructive feedback.

Conclusion(5minutes)
- Summarizekeypoints:Reviewwhatcurrencyis,differenttypesofcurrencies,andthe
countries they represent.
- Conductabriefinteractiveactivity,suchasaquickquizoracurrencymatch-upgameto
reinforce the material learned.
- Preparelearnersforthenextsessionbypreviewingupcomingtopicslikeexchangeratesorthe
importance of currency in trade.

ExtendedActivities:
- CountryCurrencyBooklet:Havestudentscreateasmallbookletwheretheycanshowcase5
different countries, the currency used, and interesting facts or pictures of that currency.
- CurrencyExchangeSimulation:Studentscanrole-playamarketwheretheytradegoodsfor
different currencies basedoncurrent exchange rates.They will learn topausetodiscusshow
varying values affect trading.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK9:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Money

SpecificLearningOutcomes:
- Bytheendofthelesson,thelearnershouldbeableto:
1. ExplainhowtoconvertforeigncurrenciestoKenyancurrencyusingtheexchangerates.
2. ConvertforeigncurrencytoKenyancurrencyinreal-lifesituations.
3. Enjoyconvertingcurrenciesfromoneformtoanotherinreal-lifesituations.

KeyInquiryQuestion(s):
- Whydowechangecurrenciesfromoneformtoanother?

LearningResources:
- TopScholarMathspg138-140
- Digitaldevices(tablets,laptops)
- Exchangeratestables
- Teacher'sGuide
- Calculators

OrganisationofLearning:

Introduction(5minutes):
- Startthelessonbyreviewingtheprevioussession'stopic,focusingonunderstanding
measurements.
- Guidelearnerstoreadanddiscussrelevantsectionsfromthelearningresources,particularly
regarding currency exchange concepts.

LessonDevelopment(30minutes):

Step1:UnderstandingExchangeRates(10minutes)
- Explainwhatexchangeratesareandhowtheydeterminethevalueofonecurrencyagainst another.
- Askstudentstoshareanyexperiencetheyhavehadwithforeigncurrencies.

Step2:ResearchingCurrentExchangeRates(10minutes)

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- Inpairsorsmallgroups,learnersusedigitaldevicestolookupcurrentexchangeratesfor popular
currencies (e.g., USD, EUR, GBP) against the Kenyan Shilling (KES).
- Theyshouldtakenotesontheexchangeratestheyfind.

Step3:ConvertingCurrency(5minutes)
- Usingtheexchangeratesfound,guidethelearnerstoperformsimplecalculationstoconvertan amount
in foreign currency to KES (e.g., converting $100, €50, or £30).
- Provideafewexamplesontheboardforclarity,demonstratingthecalculationstep-by-step.

Step4:SharingFindings (5minutes)
- Groupswillpresenttheirfindingstotheclass,discussingtheexchangeratestheydiscovered and
their calculated conversions.
- Encouragequestionsandinteractionstofosterengagementandclarifyanydoubts.

Conclusion(5minutes):
- Summarizethekeypointsfromthelesson,reinforcingtheimportanceofunderstandinghowto
convert currencies.
- Conductaquick,interactivequizoractivitywherestudentsanswerquestionsbasedonwhat they
learned today.
- Preparelearnersforthenextsessionbygivingapreviewofupcomingtopics,focusingonreal- life
applications of measurements and money.

ExtendedActivities:
- CurrencyConversionProject:Assignstudentstocollectexchangerateinformationoveraweek and
create a poster presenting their findings. Include calculations for various foreign currencies to
KES.
- Role-Playing Activity: Set up a mock marketplace where students can "buy" and "sell" items
usingdifferentcurrencies.Thiswillhelpthemactivelypracticecurrencyconversioninasocial
context.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK10:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
Sub-Strand:Money

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
1. ExplainhowtoconvertKenyancurrencytoforeigncurrency.
2. ConvertKenyancurrencytoforeigncurrencyusingtheexchangeratestable.
3. EnjoyconvertingKenyancurrencytoforeigncurrency.

KeyInquiryQuestion:
HowdoweconvertKenyancurrencytoforeigncurrency?

LearningResources:
- TopScholarMaths(pages141-142)
- Exchangeratetables
- Charts
- Digitaldevices
- Calculators

OrganisationofLearning:

Introduction(5minutes)
- Beginwithaquickreviewofthepreviouslessononmeasurements.
- Engagelearnersbyguidingthemtoreadanddiscussrelevantcontentoncurrencyconversion from
the learning resources. Highlight the importance of understanding exchange rates.

LessonDevelopment(30minutes)

Step1:IntroductiontoCurrencyConversion
- Explaintheconceptofcurrencyconversionandwhyitisimportantinourglobaleconomy.
- Introducetheexchangeratetable,ensuringlearnersunderstandwhatexchangeratesrepresent.

Step2:GroupDiscussion
- Dividetheclassintosmallgroups.Assigneachgroupaspecificcurrencytoconvertto(e.g., USD,
GBP, EUR).
- Havethemdiscussthedifferentratestheyseeontheexchangeratetableandhowtointerpret them.

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Step3:PracticeConvertingCurrency
- Usingcalculatorsandtheexchangeratetables,askgroupstoconvertaspecificamountof Kenyan
Shillings (e.g., 1000 KES) to their assigned foreign currency.
- Encouragegroupstoshowtheirworkingsandarriveattheiranswerscollaboratively.

Step4:SharingFindings
- Haveeachgroupsharetheirconversionresultswiththeclass.
- Facilitateaclassdiscussion,allowingstudentstocomparetheirfindingsandexplaintheir
thought processes.

Conclusion(5minutes)
- Summarizethekeyconceptscovered,suchasunderstandingexchangeratesandtheprocessof
converting currencies.
- Conductabriefinteractivequizwherestudentsmustconvertquickamountsusingtheexchange rates
discussed.
- Previewthenextsession'stopicon"FinancialLiteracy,"invitingstudentstothinkaboutreal- life
applications of currency conversion.

ExtendedActivities:
1. Havestudentsresearchandpresentontheimpactofcurrencyfluctuationsoninternational trade.
2. Assignaprojectwherestudentsneedtocreateatravelbudgetforatripabroad,usingcurrent
exchange rates to convert their total expenses into the applicable foreign currency.
3. Organizeaclassroommarketdaywherestudentsbuyandsellfictionalgoodswithdifferent
currencies, requiring them to perform conversions as they trade.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK10:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Money

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Explainthemeaningofexportdutychargedongoods.
2. Calculateexportdutieschargedongoodsinreal-lifesituations.
3. Developinterestinlearninghowtocalculateexportdutieschargedongoodsinreal-life
situations.

KeyInquiryQuestion(s):
- Whatisexportduty?
- Howdowedeterminetheexportdutyofdifferentgoodsinthecountry?

LearningResources:
- TopScholarMathspg142-143
- Calculators
- Teacher'sGuide
- Digitaldevices
- Lessonnotes

OrganisationofLearning:

Introduction(5minutes)
- ReviewPreviousLesson:Beginbyaskinglearnersaboutwhattheylearnedinthelastlessonto refresh
their memories.
- Discussion:Guidelearnerstoreadrelevantcontentfromthelearningresources.Focuson
understanding what export duty is and its implications on trade.

LessonDevelopment(30minutes)

Step1:UnderstandingExportDuty(10minutes)
- GroupDiscussion:Insmallgroups,learnerswillresearchthemeaningofexportdutyusing digital
devices.
- SharingDefinitions:Eachgroupsharestheirfindingswiththeclass,ensuringeveryone
understands export duty.

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Step2:DiscoveringPercentageofExportDuty(10minutes)
- InvestigateExportDutyRates:Learnerswillsearchforinformationonthepercentageofexport duty
for various goods in Kenya.
- ClassDiscussion:Cometogetherasaclasstocompilethedifferentexportdutypercentagesand discuss
factors that influence these percentages.

Step3:CalculatingExportDuty(5minutes)
- IntroducingtheFormula:Providelearnerswithaformulaforcalculatingexportduty:
- ExampleCalculation:Workoutasampleproblemtogetherasaclassusingtheformula.

Step4:Real-lifeSituations(5minutes)
- GroupActivity:Eachgrouppicksagoodandcalculates itsexportdutyusingahypothetical value
and the percentages discussed. Prepare to share their findings with the class.

Conclusion(5minutes)
- Summary:Reinforcethekeyconceptslearned:meaningofexportduty,howtofindits
percentage, and the calculation process.
- InteractiveActivity:Conductaquickquizorfungamewherelearnersmatchgoodstotheir
respective export duties.
- PreviewNextSession:Brieflyintroducethenexttopic,perhapsrelatedtoimportdutiesor
taxation, to pique interest.

ExtendedActivities:
- ResearchTask:Assignlearnerstoresearchabouttheimpactofexportdutiesonlocal
businesses vs. international trade and present their findings in the next class.
- CalculationChallenge:Createaworksheetwithdifferentgoodsandtheirvalues.Challenge
learners to calculate the export duties based on varying percentages.

TeacherSelf-Evaluation:

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WEEK10:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Money

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Definetheterm"importduty."
- Workoutimportdutieschargedongoodsinreal-lifesituations.
- Acknowledgethebenefitsofimportdutiestoacountry.

KeyInquiryQuestion(s):
- Howdowecalculateimportdutieschargedongoodsandservices?
- Whatisimportduty?

LearningResources:
- TopScholarMaths,pg143-144
- Calculators
- Digitaldevices(tablets,laptops,etc.)
- Lessonnotes
- Teacher'sGuide

OrganisationofLearning:

Introduction(5minutes):
- Reviewthepreviouslessonfocusingonmeasurements relatedtomoney.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing the
understanding of import duties.

LessonDevelopment(30minutes):

Step1:DefineImportDuty
- Ingroups,learnerswillusedigitaldevicestosearchforanddefine"importduty."
- Encourageeachgrouptonotedowntheirfindingsandsharethemwiththeclass.

Step2:ResearchImportDutyPercentages
- Learnerswillresearchonlinethepercentageratesforimportdutiesonvariousgoodsand
services, particularly focusing on those relevant in Kenya.

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- Theyshouldalsofindexamplesofgoodsexemptfromimportduty.

Step3:Calculation ofImportDuty
- Guidethegroupstodiscusstheformulaforcalculatingimportdutyusingthepercentagesfound in Step
2.
- ExampleFormula:ImportDuty=CostofGoodsxImportDutyPercentage.

Step4:PracticalCalculationExercise
- Eachgroupwillbegivendifferentscenarios(real-lifesituations)wheretheyneedtocalculate the
import duty for a set of goods.
- Aftercalculating,eachgroupwillsharetheirfindingsandcalculationswiththeclass.

Conclusion(5minutes):
- Summarizekeypointscovered,includingthedefinitionofimportduty,percentagerates,and
calculation methods.
- Conductabriefinteractivequizorgametoreinforcethemaintopicsdiscussed(forexample,a quick-
fire round of questions about the information shared by groups).
- Previewupcomingtopics,suchascurrencyexchangeanditsimpactonimportduties,and
encourage students to think about how import duties can affect consumer prices.

ExtendedActivities:
- ResearchAssignment:Askstudentstopickacommonlyimportedgoodandresearchitsimport duty
and total cost. They should prepare a short presentation on their findings, discussing how import
duties affect market prices.
- Role-Play Activity: Organize a market day simulation where students take on roles of buyers
andsellers.Theycancalculatecostsinclusiveofimportdutiestolearnhowtheyimpactpricing
strategies.
- MathProblemsWorkbook:Providestudentswithadditionalwordproblemsrelatedtoimport duties
for extra practice at home.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK10:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
Sub-Strand:Money

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Explainthemeaningofthetermexciseduty.
- Workoutexcisedutychargedongoodsandservicesinreal-lifesituations.
- Acknowledgethegoodsandservicesthatattractexciseduty.

KeyInquiryQuestion(s):
- Whatisexciseduty?
- Howdowecalculatetheexcisedutyongoods?

LearningResources:
- TopScholarMathspg144-145
- Calculators
- Lessonnotes
- Digitaldevices

OrganisationofLearning:

Introduction(5minutes)
- Startwithabriefreviewofthepreviouslessontoactivatepriorknowledge.
- Introduceexcisedutyanditsrelevance.
- Guidelearnerstoreadanddiscussrelevantcontentfrompages144-145oftheTopScholar Maths,
focusing on understanding the key concepts.

LessonDevelopment(30minutes)

Step1:UnderstandingExciseDuty(10minutes)*
- Ingroups,learnerswillusedigitaldevicestoresearchthedefinitionofexciseduty.Eachgroup will
write down their findings and share with the class to build a common understanding.

Step2:IdentifyingGoodsandServices(10minutes)*
- Groupswillsearchforexamplesofgoodsthatattractexciseduty(liketobacco,alcohol,etc.) and
document the percentage of excise duty charged on these items.
- Eachgroupwillprepareabrieflistofexamplestoshare.

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Step3:Calculating ExciseDuty(5minutes)*
- Introducetheformulaforcalculatingexciseduty:
- Usingexamplesgathered,guidelearnerstocalculatetheexcisedutychargedonaselectedgood or
service.

Step4:SharingFindings(5minutes)*
- Eachgroupwillsharetheirfindings,includingdefinitions,examples,andcalculatedexcise
duties. Facilitate a discussion around the differences and commonalities in their research.

Conclusion(5minutes)
- Summarizethekeypointscoveredinthelesson:definitionofexciseduty,typesofgoods
attracting excise duty, and how to calculate it.
- Conductabriefinteractive activity,suchasaquizoraquickgame,toreinforceunderstanding.
- Previewnextsession'stopic,suchasdifferentkindsoftaxesandtheirimpacts,askingstudents to
consider which taxes they encounter in daily life.

ExtendedActivities:
- Havestudentscreateabrochureorinfographicthatexplainsexciseduty,includingdefinitions,
examples of goods, and calculations.
- Assignaresearchtaskwhereeachstudentpicksagoodthathasexcisedutyandtrackshowthe price
changes with and without excise duty over a month.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK10:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:Money

SpecificLearningOutcomes:
Bytheendofthelesson,studentsshouldbeableto:
- ExplainthemeaningofValue-AddedTax(VAT).
- CalculateVATchargedongoodsandservices.
- ShowinterestinlearninghowtocalculateVATongoodsandservices.

KeyInquiryQuestions:
- WhyisVATchargedongoodsandservices?
- WhatisValue-AddedTax?

LearningResources:
- TopScholarMaths(Pages145-147)
- Calculators
- Teacher'sGuide
- Shoppingreceipts
- Digitaldevices(tablets/laptops)

OrganisationofLearning:

Introduction(5minutes)
- Beginbybrieflyreviewingthepreviouslessononmeasurementsinvolvingmoney.
- Askstudentstoshareanypriorknowledgetheymayhaveabouttaxes,specificallyVAT.
- IntroducetheconceptofVATusingafewdefinitionsanditsimportanceintheeconomy. Lesson

Development (30 minutes)

Step1:UnderstandingVAT(10minutes)
- Ingroups,studentsusedigitaldevicestoresearchthemeaningofVAT.
- EncouragethemtodefineVATandidentifywhyit'simplementedongoodsandservices.
- Studentsshoulddiscusstheirfindingswithintheirgroupsandprepareabriefpresentationto share
with the class.

Step2:AnalyzingShoppingReceipts(10minutes)
- Provideeachgroupwithshoppingreceipts.

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- InstructthemtoidentifywhichitemsonthereceiptaresubjecttoVATandnotetheVATrates.
- GroupswilldiscusshowVATisreflectedinthepricestheypayforgoodsandservices.

Step3:CalculatingVAT(5minutes)
- Guidestudentstousetheformula:
\[\text{VAT}=\text{Price}\times\text{VATrate}\]
- Intheirgroups,havethemcalculatetheVATforspecificitemsontheirreceipts.
- Sharecalculationswiththeclassforassessmentandfeedback.

Step4:ClassDiscussion(5minutes)
- InviteeachgrouptoshareonegoodorservicetheydiscussedthatattractsVAT.
- FacilitateaclassdiscussionontheimplicationsofpayingVATandanyquestionstheymay have
about the subject.

Conclusion(5minutes)
- Summarizethekeyconceptsdiscussed,includingthedefinitionofVATandhowtocalculateit.
- Conductabriefinteractivequizusingexamplepricestoreinforcethemaintopicslearned.
- Previewthenextlesson,suchasexploringhowgovernmentusestaxrevenue,andencourage
students to think of other instances where they encounter VAT in their daily lives.

ExtendedActivities:
- Research Assignment: Students can choose a product they frequently buy and research how
muchVATcontributestoitsprice.Theymaypresenttheirfindingsinclassinthenextsession.
- FieldTrip:ArrangeavisittoalocalbusinesstounderstandhowVATisappliedinreal-world
scenarios.
- CreativeProject:StudentscreateaposterexplainingVAT,itsbenefits,andhowitworks, which
can be displayed in class to educate others.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK11:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:ApproximationsandErrors

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Identifyarbitraryunitsusedinestimatingmeasurements.
- Approximatequantitiesinmeasurementsindifferentsituations.
- Enjoyestimatingmeasurementsusingarbitraryunits.

KeyInquiryQuestion(s):
- Howdoweestimatemeasurementsofdifferentquantities?

LearningResources:
- TopScholarMaths,pg.148
- Variousarbitraryunits(e.g.,handspans,footlengths,pencillengths)
- Differentobjects:Teacher'sdesk,footballfield,Mathtextbook

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessononbasicmeasurementsandtheirsignificance.
- Guidelearnersinpairstoreadanddiscussrelevantcontentfromtheprovidedresources,
focusing on the concept of arbitrary units.

LessonDevelopment(30minutes)
Step1:UnderstandingArbitraryUnits(10minutes)
- Discusswhatarbitraryunitsareandprovideexamplesillustratedinthetexts.
- Havestudentsbrainstormalistofpotentialarbitraryunitstheycouldusetomeasurevarious objects
in the classroom.

Step2:MeasuringwithArbitraryUnits(10minutes)
- Inpairs,studentsselectseveralitems(e.g.,lengthofthedesk,widthoftheboard,heightofa stack of
books) and use their chosen arbitrary units to measure these quantities.
- Encouragelearnerstowritedowntheirfindingsandthespecificunitstheyusedtocompare with
their peers later.

Step3:EstimatingandRecordingMeasurements(5minutes)

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- Eachgroupwillapproximatemeasurementsforlargerobjectsorareas(e.g.,thelengthofthe football
field using their arbitrary units).
- Studentsshouldrecordtheirestimationsandconclusionsregardingtheiraccuracy.

Step4:ComparisonandReflection(5minutes)
- Groupswillsharetheirfindingswiththeclass.
- Facilitateadiscussiononvaryingresultsandtheeffectivenessofdifferentarbitraryunitsfor various
types of measurements.

Conclusion(5minutes)
- Summarizethekeypointsdiscussed,includingexamplesofarbitraryunitsandmethodsfor
estimating measurements.
- Conductaquickinteractiveactivity(e.g.,agamewherestudentsestimateobjectlengthsand then
measure them) to reinforce the lesson's main ideas.
- Previewupcomingtopicsrelatedtomoreadvancedmeasurementtechniquesorintroductionto units
of measurement in the next session.

ExtendedActivities:
- MeasurementScavengerHunt:Havestudentsperformascavengerhuntwheretheyuse
arbitrary units to estimate the size of different items around the school or home.
- CreateaMeasurementArtProject:Learnerscancreateanartprojectincorporatingdifferent
arbitrary measurements and display their findings with explanations of their chosen units.
- JournalReflection:Encouragestudentstoreflectinajournalabouttheusefulnessofarbitrary units
in real life and how they could be applied in everyday situations.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK11:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:ApproximationsandErrors

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
1. Explainhowerroriscalculatedusingestimationsandactualmeasurementsofquantities.
2. Determineerrorsusingestimationsandactualmeasurementsofquantities.
3. Appreciatetheroleofapproximationsanderrorsinreal-lifesituations.

KeyInquiryQuestion(s):
- Howdoyoudetermine errorsinquantities?

LearningResources:
- TopScholarMaths,pg149-150
- Calculators
- Measuringinstruments(rulers,tapemeasures,etc.)
- Teacher'sGuide

OrganizationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessonbriefly,focusingonmeasurementconcepts.
- GuidelearnerstoreadrelevantcontentfromTopScholarMaths,emphasizingkeyconcepts related
to estimation and error.

LessonDevelopment(30minutes)

Step1:UnderstandingErrorCalculation(10minutes)
- Ingroups,learnersdiscussandrecordhowerrorcanbecalculated.Introducetheformulafor error:
\[\text{Error}=\text{ActualMeasurement}-\text{EstimatedMeasurement}\]
- Encouragegroupstoshareexamplesofeverydaysituationswheretheymightencounter
measurement errors.

Step2:Practical Estimation andMeasuring(10minutes)

- Eachgroupselectsafewreal-worldobjects(e.g.,books,tables)toestimatetheirmeasurements
(length/width/height) without using tools.

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- Afterestimating,learnersthenmeasuretheactualdimensionsusingappropriateinstruments.

Step3:Calculation ofErrors(5minutes)
- Groupscalculatetheerrorsfortheirmeasurementsusingthepreviouslydiscussedformula.
- Eachgrouppreparestosharetheirfindings,focusingonboththesizeoftheerrorandfactors that
might have influenced their estimates.

Step4:PeerSharing(5minutes)
- Eachgrouppresentstheirfindingstotheclass,highlightinginterestingobservationsand
discussing discrepancies between estimates and actual measurements.

Conclusion(5minutes)
- Summarizethekeypointsofthelesson:howerroriscalculated,theimportanceofaccurate
measurements, and real-life applications.
- Conductabriefinteractivequizwherestudentsanswerquestionsabouttheday’slessonto
reinforce learning.
- Previewthenextsession’stopicrelatedtodifferenttypesofmeasuringinstrumentsandtheir
applications.

ExtendedActivities:
- Real-LifeApplications:Havestudentsconductahomeprojectwheretheymeasuredifferent
objects, compare their estimates with actual measurements, and report their findings in class.
- ErrorAnalysisWorksheet:Providestudentswithaworksheetthatincludesdifferentscenarios where
they need to estimate and calculate errors in measurements given.
- Group Presentation: Assign groups to research different fields that rely on precise
measurements(likeconstruction,sciencelaboratories,etc.)andpresenthowtheyhandle
estimation and error.

TeacherSelf-Evaluation:

Downloaded by mackson mbaga ([email protected])

WEEK11:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:ApproximationsandErrors

SpecificLearningOutcomes:
Bytheendofthelesson,studentsshouldbeableto:
1. Identifytheformulaforcalculatingpercentageerror.
2. Determinepercentageerrorsusingactualmeasurementsofquantities.
3. Enjoyworkingoutpercentageerrorsofquantities.

KeyInquiryQuestion(s):
- Howdoyoucalculatethepercentageerrorofquantities?

LearningResources:
- Textbook:TopScholarMaths(pg150-151)
- Digitaldevices(tabletsorcomputers)
- Calculators
- Videocliponpercentage error
- Teacher'sGuide

OrganisationofLearning:

Introduction(5minutes)
- Reviewthecontentfromthepreviouslessonaboutmeasurements.
- Askstudentstorecallanychallengingareastheyfacedintheirlastexercise.
- Introducethetopicofpercentageerrorbydiscussingitsimportanceinreal-lifesituations,such as
engineering and science.
- Guidelearnerstoreadanddiscusstherelevantcontentfromthetextbook,focusingonthekey
concepts of percentage error.

Lesson Development (30 minutes)

Step1:WatchandLearn(10minutes)
- Dividetheclassintosmallgroups.
- Instructeachgrouptousedigitaldevicestosearchforandwatchavideoclipthatexplainshow to
calculate percentage error.
- Afterthevideo,askeachgrouptosummarizethemainpointstheylearned.

Step2:IdentifytheFormula(5minutes)

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- Askthegroupstoidentifyandwritedowntheformulaforcalculatingpercentageerrorfromthe video.
- Haveeachgroupsharetheformulatheyfound:
\[\text{PercentageError}=\left(\frac{\text{EstimatedValue}-\text{ActualValue}}{\ text{Actual
Value}} \right) \times 100 \]
- Facilitateabriefdiscussiontoensureeveryoneunderstandseachpartoftheformula.

Step3:CalculatePercentageErrors(10minutes)
- Providestudentswithasetofmeasurements (bothestimatedandactual).
- Instructgroupstoworktogethertocalculatethepercentageerrorusingtheformula.
- Circulatearoundtheclassroomtosupportstudentsastheyworkthroughthecalculationsand
provide feedback.

Step4:ShareFindings(5minutes)
- Askeachgrouptopresenttheircalculationsandfindingstotheclass.
- Encourageotherstudentstoaskquestionsorgivefeedbackonthedifferentmethodsusedto
calculate percentage error.

Conclusion(5minutes)
- Summarizekeypointscoveredinthelesson:thedefinitionofpercentageerror,theformula used to
calculate it, and examples worked on in class.
- Conductabriefinteractiveactivitywherestudentscancalloutexamplesofwheretheymight use
percentage error in daily life, reinforcing the concepts discussed.
- Previewthenextsession,hintingathowpercentageerrorcanaffectdatainterpretationand
decision-making.

ExtendedActivities:
- Assignstudentsaresearchprojectwheretheyfindreal-worldexamplesofpercentageerrorin various
fields like science, finance, or technology and present their findings to the class.
- EncouragestudentstocreateaPowerPointpresentationorposteraboutpercentageerrorandits
applications, which they can present in a future lesson.

TeacherSelf-Evaluation:

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WEEK11:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Measurements
SubStrand:MixedExercise3

SpecificLearningOutcomes:
- Bytheendofthelesson,thelearnershouldbeabletoworkoutquestionsonMixedExercise3.
- EmbraceteamworkastheyworkthroughtheproblemsinMixedExercise3.

KeyInquiryQuestion(s):
- Howcancollaboratingwithpeersenhanceourunderstandingofmeasurementproblems?

LearningResources:
- TopScholarMaths,pp.152-153
- Calculators
- Teacher'sGuide

OrganisationofLearning:

Introduction(5minutes)
- Beginbyreviewingthekeyconceptscoveredinthepreviouslessonaboutmeasurements.
- Askstudentstorecallanymeasurementformulasorconceptstheyfoundchallenging.
- IntroduceMixedExercise3andexplainitsimportanceindevelopingtheirmeasurementskills.

LessonDevelopment(30minutes)
- Step1:GroupFormation
- Dividetheclassintosmallgroupsof3-4students.
- EnsureeachgrouphasaccesstotheTopScholarMathstextandcalculators.

- Step2:ProblemDistribution
- AssigneachgroupaspecificsetofproblemsfromMixedExercise3.
- Encouragestudentstodiscussandlistanyrelevantformulastheymayneedtosolvetheir
assigned problems.

- Step3:CollaborationandProblemSolving
- Intheirgroups,studentswillcollaboratetosolvetheassignedproblems,ensuringthateach
member participates.

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- Circulatetheclassroomtoassistgroupsasneeded,providinghintsorguidancewithoutgiving away
answers.

- Step4: GroupPresentation
- Aftersolvingtheproblems,eachgroupwillpresentoneproblemtotheclass,explainingtheir thought
process and solution.
- Encouragequestionsfrompeerstofosterdiscussionanddeeperunderstanding.

Conclusion(5minutes)
- Summarizethekeypointslearnedduringthelesson,highlightingtheimportanceofteamwork in
solving mathematical problems.
- Conductabriefinteractiveactivity,suchasaquickquizwherestudentsraisetheirhandsfor
true/false statements related to what they've learned.
- Previewthenextsession'stopics,suchasadvancedmeasurementconceptsorreal-world
applications of measurements, and pose questions for them to think about at home.

ExtendedActivities:
- Createameasurementscavengerhuntwherestudentsmustmeasurevariousobjectsaroundthe school
using different measurement units (e.g., meters, liters, grams).
- Askstudentstocreatetheirownmeasurementproblemsbasedonreal-lifescenariosand
exchange them with other students for solving.
- Encouragestudentstoexploreonlineresourcesorvideosthatexplainmeasurementconcepts and
invite them to share interesting findings with the class.

TeacherSelf-Evaluation:

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WEEK11:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Geometry
SubStrand:CoordinatesandGraphs

SpecificLearningOutcomes:
- Bytheendofthelesson,thelearnershouldbeableto:
- ExplainthestepstofollowwhenplottingpointsonaCartesianplane.
- PlotpointsaccuratelyonaCartesianplane.
- EnjoytheactivityofplottingpointsonaCartesianplane.

KeyInquiryQuestion:
- HowdoweplotpointsonaCartesianplane?

LearningResources:
- TopScholarMathstextbook
- Graphpaper
- Pencils
- Rulers

OrganisationofLearning:

Introduction(5minutes)
- Beginwithaquickreviewofthepreviouslesson,discussingbasicconceptsofcoordinatesand their
importance in geometry.
- AskstudentstoreadanddiscussrelevantsectionsfromtheTopScholarMathstextbook,
focusing on the Cartesian plane and coordinate systems.

LessonDevelopment(30minutes)

Step1:UnderstandingtheCartesianPlane(10minutes)
- IntroducetheconceptoftheCartesianplane,explainingthex-axisandy-axis.
- Showhowtheaxesintersectattheorigin(0,0)andhowcoordinatesarerepresentedas(x,y).

Step2:DiscussingtheStepstoPlotPoints(5minutes)
- FacilitateadiscussionwherestudentsarticulatethestepsforplottingpointsontheCartesian plane:
1. Identifythex-coordinate.
2. Movehorizontallytotheright(ifpositive)orleft(ifnegative).

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3. Identifythey-coordinate.
4. Movevertically up(ifpositive)ordown(ifnegative).
5. Markthepointwherethelinesintersect.

Step3:Hands-onPractice(10minutes)
- Inpairsorgroups,havelearnersdrawCartesianplanesontheirgraphpaper.
- Providealistofcoordinates (e.g.,(2,3),(-1,-2),(0,4))forstudents toplot.
- Instructlearnerstowritedownthecoordinatesnexttotheplottedpoints.

Step4:SharingandFeedback(5minutes)
- Invitegroupstosharetheirplottedpointswiththeclass.
- Encouragestudentstogiveconstructivefeedbackandansweranyquestions.

Conclusion(5minutes)
- SummarizethekeypointslearnedregardinghowtocorrectlyplotpointsontheCartesianplane.
- Conductabriefinteractiveactivity,suchasa"CoordinateGuessingGame,"wherestudents must
guess coordinates based on provided clues.
- Previewthenextlessonongraphinglinearequations,hintingathowplottingpointswillrelate to that
topic.

ExtendedActivities:
- CoordinateArt:Encouragestudentstocreateartbyplottingpointsandconnectingthemto form
shapes (e.g., triangles, squares).
- DigitalTools:Introduceonlinegraphplottingtools,allowingstudentstoexperimentwith
plotting and understanding more complex coordinates.
- CoordinateScavengerHunt:Createascavengerhuntwherestudentsfindphysicallocationson the
school grounds based on given coordinate pairs.

TeacherSelf-Evaluation:

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WEEK12:LESSON1
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Geometry
SubStrand:CoordinatesandGraphs

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Explainhowtodrawastraightlinegraphgivenanequation.
- Drawastraightlinegraphgivenanequation.
- Enjoygeneratingvaluesanddrawingstraightlinesgraph.

KeyInquiryQuestion(s):
- Howdoyoudrawastraightlinegraphgivenanequation?

LearningResources:
- TopScholarMathspg155-156
- Graphbooks
- Pencils
- Rulers

OrganisationofLearning:

Introduction(5minutes)
- Beginthelessonbyreviewingtheprevioussession’scontentontheCartesianplane.
- Encouragestudentstosharewhattheyrememberaboutplottingpointsandunderstanding
equations.
- Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources,emphasizing
understanding the key concepts of linear equations.

LessonDevelopment(30minutes)

Step1:UnderstandingEquationsofStraightLines(10minutes)
- Introducethegeneralformofalinearequation(e.g.,y=mx+b).
- Discusshowtoidentifytheslope(m)andy-intercept(b)fromtheequationandtheir
implications on the graph.
- Askstudentstointerpretseveralexamplesandpredicttheshapeofthegraphbasedondifferent values
of m and b.

Step2:GeneratingValues(10minutes)

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- Ingroups,studentswillselectorbegivenalinearequation.
- Theirtaskistogenerateatableofvalues(forexample,choosingx-valuesandcalculatingthe
corresponding y-values).
- Remindthemtochoosearangeofx-valuestoseehowthelinebehaves.

Step3:PlottingtheGraph(5minutes)
- StudentswilltaketheirtablesandplotthepointsontheCartesianplaneusinggraphbooksand rulers.
- Ensuretheyknowtoploteachpointcarefullyandremindthemtolabeltheaxes.

Step4:JoiningPointsandSharingWork(5minutes)
- Oncethepointsareplotted,guidestudentstodrawstraightlinesthroughthesepoints.
- Allowtimeforgroupstosharetheirgraphswiththeclass.Encouragepeerassessmentand
constructive feedback.

Conclusion(5minutes)
- Summarizekeypointslearned,suchastheimportanceofrecognizingtheslopeandintercept, as well
as generating values and plotting them accurately.
- Conductabriefinteractivequizorgametoreinforcethemaintopicsdiscussedduringthe lesson.
- Previewthenextsessionondifferenttypesoflinearequationsorintroducingcurves,
encouraging students to think about how these concepts might expand.

ExtendedActivities:
- Encouragestudentstocreatetheirownlinearequationsandexchangethemwithapartnerto
generate tables, plot, and graph each other's equations.
- Suggestanonlinegraphingtoolorapplicationthatstudentscanusetovisualizetransformations of
linear equations by changing the slope and y-intercept.
- Assignasmallprojectwherestudentsfindreal-worldexamplesoflinearrelationshipsand create
graphs based on their findings.

TeacherSelf-Evaluation:

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WEEK12:LESSON2
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Geometry
SubStrand:CoordinatesandGraphs

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- OutlinethestepsfordrawingparallellinesonaCartesianplane.
- DrawparallellinesontheCartesianplane.
- EnjoydrawingparallellinesonaCartesianplanegivenequations.

KeyInquiryQuestion(s):
- Howdowedrawparallel linesonaCartesianplane?

LearningResources:
- Graphbooks
- TopScholarMathspg157-158
- Rulers
- Pencils

OrganisationofLearning

Introduction(5minutes):
- Reviewthepreviouslessononlinearequationsandtheirgraphs.
- Askstudentstosharetheirunderstandingofparallellinesandtheircharacteristics.
- Guidelearnerstoreadanddiscussrelevantcontentfrompages157-158ofTopScholarMaths,
focusing on how parallel lines are represented in equations.

LessonDevelopment(30minutes):

Step1:DiscussCharacteristicsofParallelLines
- Explainthatparallellineshavethesameslopebutdifferenty-intercepts.
- Introducetheequations ofparallellines(e.g.,y=2x+1andy=2x-3).

Step2:GenerateTablesofValues
- Ingroups,havestudentsselecttwopairsofparallellineequations.
- Eachgroupgeneratesatableofvaluesforbothequations(x-valuesfrom-3to3).

Step3:PlottheLinesonCartesianPlane

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- Usingtheirtablesofvalues,studentsplotthepointsforbothequationsongraphpaper.
- Oncepointsareplotted,instructthemtojointhepointstoformstraightlines.

Step4:MeasuretheDistanceBetweenLines
- Provideeachgroupwithaset square.
- Studentsshouldchoosetwopointsoneachoftheirlinesandusethesetsquaretomeasurethe
perpendicular distance between the two parallel lines at those points.

Conclusion(5minutes):
- Summarizethekeypointsdiscussed:thecharacteristicsofparallellines,howtofindtheir
equations, and the steps to draw them.
- Conductaquickinteractivequiz,askingstudentstoidentifykeycharacteristicsofparallellines.
- Previewthenextlesson,whichwillcoverperpendicularlinesandtheirequations,encouraging
students to think about the differences between parallel and perpendicular lines.

ExtendedActivities:
- HomeworkAssignment:Havestudentsfindreal-lifeexamplesofparallellines(e.g.,roads,
railroad tracks) and sketch or take photos to present in the next class.
- ChallengeActivity:Encouragestudentstocreatetheirownequationsforparallellinesand
exchange them with a peer to draw and measure the distance.

TeacherSelf-Evaluation:

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WEEK12:LESSON3
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Geometry
Sub-Strand:CoordinatesandGraphs

SpecificLearningOutcomes:
Bytheendofthelesson,thelearnershouldbeableto:
- Definethetermparallellines.
- Relatethegradientsofparallellines.
- Acknowledgetherelationshipofthegradientstotheparallellines.

KeyInquiryQuestion(s):
- Whatareparallellines?

LearningResources:
- TopScholarMathspp.159-161
- Rulers
- GraphingPencils

OrganisationofLearning

Introduction (5 minutes)
- Beginwithabriefreviewofthepreviouslessonfocusingonbasicconceptsoflinesandslopes.
- Askstudentstoreadrelevantsectionsonparallellinesfrom"TopScholarMaths"pp.159-161 and
discuss their understanding in pairs, emphasizing key concepts about parallel lines.

LessonDevelopment(30minutes)

Step1:DefinitionofParallel Lines(7minutes)
- Discussanddefineparallel linesinthecontext ofgeometry.
- Explainthatparallellinesarelinesinaplanethatnevermeetandarealwaysthesamedistance apart.
- Usevisualexamplestodemonstratethisconcept.

Step2:UnderstandingGradients(7minutes)
- Introducetheconceptofgradient(slope)andhowtocalculateitusingtheformula:
- Provideexamplesoftwoparallellinesandcalculatetheirgradientsstep-by-step.

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Step3:GroupActivity–GeneratingTableofValues(10minutes)
- Dividetheclassintosmallgroups.
- Assigneachgroupdifferentlinearequationsthatrepresentparallellines(e.g.,y=2x+3andy
=2x - 5).
- Instructthemtocreateatableofvaluesforeachlineandplotthepointsongraphpaper.Use rulers to
ensure accuracy.

Step4:ComparingGradients(6minutes)
- Haveeachgroupcalculateandwritedownthegradientsoftheirassignedlines.
- Promptaclassdiscussioncomparingthegradientsfoundbyeachgroup.Reinforcetheideathat parallel
lines have identical gradients.

Conclusion(5minutes)
- Summarizekeypointsregardingthedefinitionsandcharacteristicsofparallellinesandtheir
gradients.
- Conductaninteractivequizorquickdiscussiontoreinforcelearning(e.g.,"Whathappensif two
lines have the same gradient?").
- Previewthenextsessiononintersectinglinesandhowtheirgradientsdifferfromthoseof parallel
lines.

ExtendedActivities:
- IndependentPractice:Assignworksheetproblemswherestudentscanpracticefindingthe
gradients of various equations, including those of parallel lines.
- Real-LifeConnections:Havestudentsfindexamplesofparallellinesintheirenvironmentand
explain how they might calculate their slopes graphically or algebraically.
- Project:Encouragestudentstocreateaposterillustratingparallellinesandtheirproperties,
complete with examples and graphs.

TeacherSelf-Evaluation:

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WEEK12:LESSON4
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Strand:Geometry
SubStrand:CoordinatesandGraphs

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- OutlinethestepsfordrawingperpendicularlinesontheCartesianplane.
- DrawperpendicularlinesontheCartesianplane.
- EnjoydrawingperpendicularlinesontheCartesianplane.

KeyInquiryQuestion:
- HowdoweknowlinesareperpendicularonaCartesianplane?

LearningResources:
- TopScholarMaths,pg161-163
- Rulers
- Graphbooks
- Pencils

OrganisationofLearning:

Introduction(5minutes)
1. Beginwithaquickreviewofthepreviouslessononlinesandtheirproperties.
2. Askstudentsguidingquestionstostimulatediscussion.Forexample:“Whatdoweremember about
perpendicular lines?”
3. Guidelearnerstoreadanddiscussrelevantcontentfromthelearningresources(pages161- 163),
emphasizing the definition and visual representation of perpendicular lines.

LessonDevelopment(30minutes)

Step1:UnderstandingPerpendicularLines(10minutes)
- Discussthedefinitionofperpendicularlinesandtheirproperties.Explainthattwolinesare
perpendicular if they intersect at a right angle (90 degrees).
- ShowexamplesontheboardandhighlighttheirgraphicalrepresentationonaCartesianplane.

Step2:OutliningSteps(10minutes)
- Ingroups,havestudentsoutlinethestepstodrawperpendicularlines.Promptthemwith
questions:

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- Whatdoweneedtostart?
- Howcanwefindthecorrect angleforperpendicularity?
- Askgroupstosharetheirstepswiththeclass,andcompile theinformationontheboard.

Step3:GeneratingTableofValues (5minutes)
- Assigndifferentequationsoflines(e.g.,y=mx+b,wheremistheslope)thatareknowntobe
perpendicular.
- Havestudentsgenerateatableofvaluesforgivenperpendicularlineequations.

Step4:PlottingandMeasuring(5minutes)
- Guidestudentstoplottheirlinesongraphpaperusingtheirtablesofvalues.
- Afterplotting,haveeachgroupmeasuretheangleattheintersectionpointoftheirtwolines using a
protractor. Discuss whether the lines are indeed perpendicular based on their measurements.

Conclusion(5minutes)
1. Summarizethekeypointslearnedduringthelessonaboutperpendicularlinesandtheir
characteristics.
2. Conductaquickinteractivequizorgamewherestudentsidentifywhetherpairsoflinesare
perpendicular based on their slopes or graphical representations.
3. Preview the next session by introducing the topic of parallel lines and their properties,
encouragingstudentstothinkabouthowtheyrelatetoperpendicularlinesandwhatdifferent
properties they have.

ExtendedActivities:
- ChallengeHomework:Askstudentstofindexamplesofperpendicularlinesinreallifeand bring
drawings or photographs to the next class.
- GraphingSoftware:Havelearnersusegraphingsoftwareoronlinegraphingtoolstodrawand
manipulate different pairs of lines, observing their properties dynamically.
- CreateaGame:Studentscancreateaboardgamewheretheyhavetoplotlinesanddetermineif they are
perpendicular as part of the gameplay.

TeacherSelf-Evaluation:

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WEEK12:LESSON5
SCHOOL LEVEL LEARNING DATE TIME ROLL
AREA
GRADE9 MATHEMATICS

Subject:Geometry
Strand:CoordinatesandGraphs

SpecificLearningOutcomes:
Bytheendofthelesson,learners shouldbeableto:
- Relatethegradientsofperpendicularlines.
- Applygraphsofstraightlinesinreal-lifesituations.
- Acknowledgetheapplicationofstraightlinesinreallife.

KeyInquiryQuestion(s):
- Howdoweestablishtherelationshipofperpendicularlines?

LearningResources:
- TopScholarMathspg163-167
- Graphbooks
- Pencils
- Rulers

OrganisationofLearning:

Introduction(5minutes)
- Reviewthepreviouslessononlinearequationsandtheirgraphs.
- Engage learners in a discussion about what they remember, guiding them to read relevant
content from the learning resources that covers gradients and straight lines. Emphasize the
significanceofgradientsindeterminingthenatureoflines,particularlyperpendicularlines.

LessonDevelopment(30minutes)

Step1:GeneratingaTableofValues(10minutes)
- Activity:Insmallgroups,learnerswillreceivetwodifferentlinearequations(forexample,y= 2x + 1
and y = -0.5x + 3). Each group will generate a table of values for their equations.
- GuideQuestions:
- Whatx-valueswillyouchoosetocreate yourtable?
- Howdoyoucalculatethecorrespondingy-valuesforyourselectedx-values?

Step2:DrawingtheLines(10minutes)

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- Activity:Oncetablesarecompleted,learnerswillplottheirpointsongraphpaperanddrawthe
respective straight lines.
- GuideQuestions:
- Arethelinesintersectingorparallel?
- Howcanyoutellifyourlinesareperpendicular justbylookingattheirslopes?

Step3:FindingGradients(5minutes)
- Activity:Learnerswillcalculatethegradients(slopes)oftheirlinesusingtheformula(change in
y)/(change in x).
- Discussion:Groupswillcomparetheirgradientsanddiscusswhatthistellsthemaboutthe
relationship between the lines.
- Whatdoyounoticeabouttheproductsoftheslopesofperpendicularlines?

Step4:ConnectingtoRealLife(5minutes)
- Activity:Discussreal-lifesituationswherestraightlinegraphsareapplicable(e.g.costversus
quantity, distance over time).
- GuideQuestions:
- Canyouthinkofanyexampleswheretheseequationsmightmodelarealscenario?
- Howcanweusegraphstomakepredictionsinthesescenarios?

Conclusion(5minutes)
- Summarizethekeypointsdiscussedinthelesson,particularlytherelationshipsbetween
gradients of perpendicular lines and applications of straight lines.
- Conductabriefinteractivequiz:Asklearnerstoidentifywhethergivensituationsdescribe
perpendicular, parallel, or intersecting lines.
- Previewthenextlesson'stopic:Introductiontosystemsofequationsandhowtheycanbe visually
represented on graphs.

ExtendedActivities:
- Activity: Have students research a profession (like architecture or economics) where
understandinggradientsandlinearequationsiscrucial.Theycancreateapresentationonhow these
concepts are applied in their chosen field.
- GraphingChallenge:Providelearnerswithreal-worlddata(likehouseholdexpensesorsports
statistics) and have them create their own linear models through tables and graphs.

TeacherSelf-Evaluation:

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