NUMBERS

INTEGERS

By the end of the lesson, the learner should be able to:
-Make a number chart with integers.
-Add any two integers from the chart.
-Appreciate the use of integers in real life situation.

In pairs, learners are guided to;
-Make a number chart with integers.
-Add any two integers from the chart.

How do we carry out the addition of integers in real life situation?

-Top scholar mathematics pg.
curriculum design.
-Place value chart.
-Top scholar mathematics grade 9
-Curriculum design grade 9.

-Class activities. -Making a number chart. -Written exercise.

NUMBERS

INTEGERS

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

-Make number cards with integers.
-Determine the product of each multiplication.
-Appreciate the use of integers in real life situation.

In pairs,learners are guided to;
-Make number cards with integers.
-Determine the product of each multiplication.

-How do we carry out multiplication of integers in real life situation?

-Top scholar mathematics grade 9 pg
-Curriculum design grade 9.
-Place value chart.
-Curriculum design 9.

-Written exercise. -Class activities.

NUMBERS

INTEGERS

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

-Make number cards with integers.
-Work out combined operations of integers in different situation.
-Appreciate the use of integers in real life situation.

In groups, learners are guided on; -Making number cards.
-Working out combined operations on integers in different situations.

-How do we carry out combined operations of integers in real life?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Class activities.

NUMBERS

CUBES AND CUBE ROOTS

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

-Use stacks of cubes to demonstrate the concept of cube.
-Work out cubes of numbers by multiplication in real life.
-Apply cubes in real life situations.

In pairs,learners are guided to;
-Use status of cubes to demonstrate the concept of cube.
-In pairs,work out cubes of numbers by multiplication in real life situations.

-How do we work out the cubes of numbers by multiplication?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Oral questions.

NUMBERS
NUMBER

CUBES AND CUBE ROOTS
CUBES AND CUBE ROOT

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

-Discuss how to determine the volume of a cube.
-Determine cubes of numbers by factor method in different situations.
-Appreciate cubes in real life situations.

In pairs,groups or individually, learner are guided;
-Discuss how to determine the volume of a cube.
-Determine the cube of numbers by factor method in different situations.

-How do we work out the cubes of numbers by factor method?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Oral questions

NUMBERS

CUBE AND CUBE ROOTS

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

-Use scientific calculator to work out problems on cube and cube roots of numbers.
-Determine cubes an cube roots of different numbers using a calculator.
-Appreciate use of calculator in working out cubes of different numbers.

In pairs or individually,
-Discuss how to use a scientific calculator in calculating cubes and cube roots of different numbers.
-Determine cube and cube roots of different numbers using a calculator.

-How do we work out cube and cube root of numbers using a calculator?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written excersise.

NUMBERS
NUMBER

INDICES AND LOGARITHM
INDICES AND LOGARITHMS.

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

-Discuss indices and identify the base.
-Express numbers in index form in different situation.
-Appreciate the use of indices and logariths in real life situations.

In groups or pairs, learners are guided to:
-Discuss indices and identify the base.
-Express numbers in index form in different situation.

-How do we express numbers in index form?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Multiplication tables.
-Place value chart.

-Written exercises. -Oral questions.

NUMBERS

INDICES AND LOGARITHMS
INDICES AND LOGARITHS

By the end of the lesson, the learner should be able to:
-State the division law of indices.
-Apply the laws of indices using division in different situations.
-Appreciate the use of indices in real life situations.

In groups,learners are guided to;
-
-Apply laws of indices in division.
-

-What is the law of indices in division?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.

-Written exercise. -Oral questions.

NUMBERS

INDICES AND LOGARITHM
INDICES AND LOGARITHM

By the end of the lesson, the learner should be able to:
-Express logarithms in index form.
- Relate powers of 10 to common logarithms in different situations.
- Appreciate the use of indices and logarithms in real life situations.

Learners are guided in pairs, groups or individually to:
-Express logarithm in index form
- Relate powers of 10 to common logarithms in different situations.

How can we write logarithm in index form?.

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Mathematical table.
-Mathematical tables
-Calculator.

-Class activities -Written test -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATE OF WORK
COMPOUND PROPOTIONS AND RATES OF WORK.

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

-Divide quantities into proportional parts in real life situations
- Express proportional parts as a fraction
-Appreciate the use of compound proportions and rates in real life situations

Learners are guided in pairs to :
-Divide quantities into proportional parts in real life situations
-Express proportional parts as a fraction.

What are proportions?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.

-Class activities -Written test -Assignment -Oral questions -observation

NUMBERS

COMPOUND PROPOTIONS AND RATES OF WORK
COMPOUND PROPOTION AND RATES OF WORK

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

-Compare and write different ratios
-relare different proportional parts in real life situations
-appreciate the use of compound proportions and rates of work in real life situations.

Learners in groups , pairs or individually are guided to;
-compare and write different ratios
-relate different proportional parts in real life situations

How can we divide quantities into proportional parts?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-multiplication tables
-place value apparatus
-number charts

-Class activities -observation -Written test -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATES OF WORK

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

-Discuss and compare various ratios
-relate different proportional parts in real life situations
- appreciate the use of compound proportions and rates of work in real life situations.

Learners are guided to :
-discuss and compare various ratios
-relate different proportional parts in real life situations

How can we relate ratios?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-multiplication table

-Class activities -Written test -Assignment

NUMBERS

COMPOUND PROPOTIONS AND RATES OF WORK
MATRICES

By the end of the lesson, the learner should be able to:
-Define compound proportions
-work out compound proportions using the ratio method in different situation
-Appreciate the use of compound proportions and rates of work in real life situations.

Learners are guided to ;
-define compound proportions
-work out compound proportions using the ratio method in different situations

What is a compound proportion?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-multiplication tables.
-multiplication table

-Oral questions -Class activities -Assignment

NUMBERS

MATRICES

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

-Arrange items in rows and columns and discuss how to represent a matrix
-determine the order of a matrix in different situations
-appreciate the use of a matrix in real life situations.

Learners are guided in pairs to arrange items in rows and columns and discuss how to represent a matrix
-determine the order of a matrix in real life situation.

What is a row and a column?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-A chart with rows and columns.

-Class activities -Written test -Assignment

NUMBERS
ALGEBRA

MATRICES

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

-Identify the position of each item or element in terms of rows and column
-Stating the order of matrix.
-appreciate the use of matrices in real life situations.

Learners are guided in pairs to:
-explain and give an example of an element in a matrix
-discuss and identify the position of each item in terms of row and column in matrix
-determine the position of items in a matrix in different situations

What is an element in a matrix?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-A chart with rows and columns.

-Class activities -Written test -Assignment

ALGEBRA

MATRICES

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

-Discuss what is represented by the rows and what is represented by the columns from two or more matrices to carry out addition or subtraction.
-carry out addition of matrices
-appreciate the use of matrices in real life situation.

Learners are guided in pairs , groups or individually to :
-discuss what is represented by the rows and what is represented by columns in a matrix
-to carry out addition of matrices

How can you add matrices?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-A chart with rows and columns.
-
Multiplication tables.

-Class activities -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Discuss steepness concerning gradient from the immediate environment
-identify the gradient in real life situations
-Appreciate gradient and its purpose in real life situations

Learners are guided in pairs, groups or individually to:
-discuss steepness concerning gradient from the immediate environment.
-identify the gradient in real life situation

What is gradient?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Environment
-Realia.
-Ruler
-Geometrical set.
-Pencil.

-Class activities -assignment.

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

-Draw a straight line and interpret a Cartesian plane.
-determine the gradient of a line from two known points
-appreciate gradient and its uses in real life situation.

Learners are guided in pairs , groups or individually to;
-draw and interpret a Cartesian plane
-determine the gradient of a line from two known points.

How can we deter mine the gradient of a line from two known points?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Ruler
-Geometrical set.
-Pencil.
-Graph book.
-place value chart.
-graph book

-Class activities -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

-Find the gradient between two points
-determine the equation of a straight line given two points
-appreciate the use of equations of straight lines in real life situations

Learners are guided in pairs, groups or individually to:
-find the gradient between two points
-determine the equation of a straight line given two points

How can we determine the equation of a straight line from two points?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Place value chart.
-graph book
-Ruler
-Geometrical set.

-Class activities -observation -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

By the end of the lesson, the learner should be able to:
-Identify 
the   x –coordinate  and 
y-  coordinates   from 
a  given  point          -determine 
the  equation  of 
a  straight  line 
from  a  known 
point  and  a 
gradient                  -appreciate  the 
use  of  equation 
of  a  straight 
line  in  real 
life   situations                                                                                                 

The 
learners  are  guided  
to  identify  the  x
-  coordinates    and 
y –coordinates  from  a 
given  point    -determine  the 
equation  of  a 
straight  line  from a 
known  point  and 
a  gradient

How can you determine the equation of a straight line from a known point and a gradient?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
- Ruler
-Geometrical set.
-Pencil.
-A Cartesian plane.
-Ruler.

-Class activity -observation -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

-Explain the variables and constant s in the equation of a straight line y mx+c
-express the equation of a straight line in the form of y= mx+c
-appreciate the use of equations of straight lines in real life

Learners are guided in pairs, groups or individually to :
-explain the variables and constant in the equation of a straight line Y = MX+C
-express the equation of a straight line in the form y = mx+c

What are the variables and constants in the equation of a straight line y mx +c?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Ruler
-Geometrical set.
-Graph book.
-A Cartesian plane.

-Class activities -Written tests -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE

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

-Determine the gradient and the y coordinates of the points where the line cuts the y axis
-Interpret the equation
Y = MX+C in different situations
-appreciate the use of equations of straight lines in rel life

Learners are guided in pairs, groups or individually to;
-determine the gradient and the y coordinates of the point where the line cuts the y axis
-interpret the equation
Y = MX +C in different situations

How do you determine the gradient and the y coordinate of the point where the line cuts the y axis?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-Ruler
-Geometrical set.
-Pencil.
-A Graph
-A Cartesian plane.
Ruler
-A graph book.

-Class activities -Written test -Assignment

ALGEBRA

EQUATION OF A STRAIGHT LINE
LINEAR INEQUALITIES

By the end of the lesson, the learner should be able to:
-explain the variables and constants in the equation of a straight line
y =mx +c
-determine the x and y intercepts of a straight line
-appreciate the use of equations of straight lines in real life situations

Learners are guided to;
-explain the variables and constants in the equation of a straight line Y = MX+C
-determine the x and y intercepts of a straight line.

How can you determine the x and y intercepts of a straight line?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
- Ruler
-Geometrical set.
-Pencil.
-A Graph book.
-A Cartesian plane.

-Class activities -Written test -Assignment

ALGEBRA

LINEAR INEQUALITIES

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

-Discuss simple inequality statements
-Represent linear inequalities in one unknown graphically
-Appreciate the use of linear inequalities in real life
-Enjoy solving problems using linear inequalities

Learners are guided in pairs, groups or individually to;
-discuss simple inequality statements
-represent linear inequalities in one unknown graphically
-indicate and discuss the region that satisfies the inequalities

How do we represent linear inequalities in graphs?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-graph books.
-Cartesian plane.
-graph books

-Oral questions -Written tests -Assignment

ALGEBRA

LINEAR INEQUALITIES

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

-discuss and generate a table of values
-represent linear inequality in two unknowns graphically
-appreciate and enjoy solving linear inequalities in real life situations

Learners are guided in pairs, groups or individually to;
-discuss and generate a table of values
-represent linear inequality in two unknowns graphically

How can you determine linear inequality in two unknowns graphically?

- Top Scholar mathematics grade 9 pg.
-Curriculum design grade 9.
-graph books
-Cartesian plane
-Graph book.
-Cartesian plane.

-Oral questions -Written tests -Assignment

MEASUREMENTS

AREA OF A PENTAGON
AREA OF A HEXAGON

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

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

-How many sides does a pentagon have?

-Mentors Mathematics learners book grade 9 page 73-74.
-Paper cut outs.
-Charts with different pentagons with different measurements.
-Pair of scissors.
-Manilla paper.
-A ruler and a pair of protractor.
-Mentors Mathematics learners book grade 9 page 74-76.

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

MEASUREMENTS

SURFACE AREA OF A RECTANGULAR PRISM
SURFACE AREA OF TRIANGULAR BASED PRISM

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

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

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

-Mentors Mathematics learners book grade 9 page 77-78.
-Boxes
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Ruler.
-Mentors Mathematics learners book grade 9 page 78-80.

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

MEASUREMENTS

SURFACE AREA OF PYRAMID
Surface area of a rectangular based pyramid.

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

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

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

-Mentors Mathematics learners book grade 9 page 81-82.
-Boxes
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Ruler.
-Mentors Mathematics learners book grade 9 page 82-83.

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

MEASUREMENTS
MEAREMENTS

Surface area of a square based pyramid.
Area of a circle

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

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

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

-Mentors Mathematics learners book grade 9 page 83-84.
-Boxes
-Pair of scissors.
-Manilla paper.
-Glue
-Plain papers.
-Ruler.
-Mentors Mathematics learners book grade 9 page 86.
-Circular objects.
-A pair of compass.

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

MEASUREMENTS

Area of a sector of a circle.
Area of a segment of a circle.

By the end of the lesson, the learner should be able to:
-Define the term sector of a circle.
-Demonstrate how to get sector of a circle from the main circle.
-Calculate the area of sector of a circle.

In groups or pairs, learners are guided to;
-Define the sector of a circle.
-Getting sector of a circle from the main circle.
-Applying the formula for calculating the area of sector of a circle (θ/360º) × πr2
-Working more problems on area of sector of a circle.

-What is a sector of a circle?

-Mentors Mathematics learners book grade 9 page 86.
-Pair of scissors.
-Manilla paper.
-Glue
-Paper cut outs.
-Circular objects.
-A pair of compass.
-Mentors Mathematics learners book grade 9 page 87.

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

MEASUREMENTS
MEASUREMENT

Surface area of a cone.

By the end of the lesson, the learner should be able to:
-Draw a cone.
-Model a cone using locally available materials.
-Show genuine interest in modeling a cone.

In groups or pairs, learners are guided to;
-Identify and draw a cone in their books.
-Model a cone using locally available materials.
-Discuss with peers as they model cones.

-What is a cone ? -Which are some of items with conical shapes ?

-Mentors Mathematics learners book grade 9 page 91-92.
-Pair of scissors.
-Manilla paper.
-Glue
-Paper cut outs.
-Circular objects.
-A pair of compass.
-Mentors Mathematics learners book grade 9 page 92-93.
-A Calculator.
-Black board illustration.
-A chart on how to calculate the surface area of a cone.

-Checklist -Written exercise. -Oral question.

MEASUREMENTS

Area of a sphere
Surface area of a sphere.

By the end of the lesson, the learner should be able to:
-Identify spherical objects and school and home and locality.
-Collect,draw and discuss spherical objects.
-Make models on spherical objects.

In groups or pairs, learners are guided to;
-Identify spherical objects at homes,schools and locality.
-Draw and discuss features of a spherical objects.
-Make models of spherical objects and display them in class.

-What is a sphere? -Which are some of items with spherical shapes ?

-Mentors Mathematics learners book grade 9 page 94.
-Black board illustration.
-Mentors Mathematics learners book grade 9 page 95.
-Balls,ball bearings,oranges.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of Triangular prism
Volume of Rectangular prism/cuboid.

By the end of the lesson, the learner should be able to:
-Identify triangular prisms.
-Discuss how to calculate the volume of triangular prism.
-Work out the volume of a triangular prism.
-Appreciate working out volume of a triangular prism.

In groups or pairs, learners are guide to;
-Determine the volume of triangular prism.
-Work on more problems on volume of triangular prism.
-Relating on how to work out objects with triangular prisms shapes in the locality.

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

-Mentors Mathematics learners book grade 9 page 98-99.
-Black board illustration.
-Charts with diagrams on triangular prisms.
-Models of triangular prisms.
-Mentors Mathematics learners book grade 9 page 100.
-Charts with diagrams on rectangular prisms.
-Models of rectangular prisms.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of triangular based pyramids.
Volume of rectangular based pyramids.

By the end of the lesson, the learner should be able to:
-Identify triangular based pyramid.
-Discuss the faces, vertices and edges in a triangular based pyramid.
-Work out volume of triangular based pyramids.
-Appreciate working out volume of triangular based pyramids.

-Identify triangular based pyramid.
-Discuss the faces, vertices and edges in a triangular based pyramid and note them.
-Work out volume of triangular based pyramids using the demonstrated formula.
-Work out more problems on volume of triangular based pyramids.

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

-Mentors Mathematics learners book grade 9 page 103.
-Black board illustration.
-Charts with diagrams on triangular prisms.
-Models of rectangular prisms.
-Mentors Mathematics learners book grade 9 page 104.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of square based pyramids.
Volume of cones and spheres.

By the end of the lesson, the learner should be able to:
-Identify square based pyramid.
-Discuss the faces, vertices and edges in a square - based pyramid.
-Work out volume of square based pyramids.
-Appreciate working out volume of square-based pyramids.

-Identify square - based pyramid.
-Discuss the faces, vertices and edges in a square - based pyramid and note them.
-Work out volume of square based pyramids using the demonstrated formula.
-Work out more problems on volume of square based pyramids.

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

-Mentors Mathematics learners book grade 9 page 105-106.
-Black board illustration.
-Charts with diagrams on square based pyramid.
-Models of square based pyramids.
-Mentors Mathematics learners book grade 9 page 109.
-Charts with cones and spheres.
-Models cones and spheres .

-Written exercise. -Oral question. -Checklists

MEASUREMENTS

Volume of frustrum.

By the end of the lesson, the learner should be able to:
-Identify a frustum.
-Modeling different types of frustrum (conical and rectangular base .
-Appreciate modeling different types of frustrum.

-Identify how a frustrum is obtained from a cone or a pyramid.
-Work out volume of pyramids using the demonstrated formula.
-Work out more problems on volume of frustrums.

-What is a frustrum?. -Which are some of objects in shape of a frustrum.

-Mentors Mathematics learners book grade 9 page 109-111.
-Black board illustration.
-Manila papers.
-Models on different frustrum (conical and rectangular base .
-Pair of scissors.
-Glue.
-A ruler.
-Manila papers with different diagrams on frustrums.
-A calculator.

-Written exercise. -Oral question.

MEASUREMENTS

Volume of frustrum.
Mass

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

-Calculate volume of frustrums with different bases.
-Work on more problems on frustrum volume related questions.
-Show genuine interest in working out volume of frustrums with different bases.

-Continue working out more problems on frustrums with different bases.
-Work out on an assessment on volume of solids (mixed assessment on different solids learnt).

-Which are some of objects in shape of a frustrum.

-Mentors Mathematics learners book grade 9 page 109-111.
-Black board illustration.
-Manila papers.
-Models different frustrum(conical and rectangular base .
-Pair of scissors.
-Glue.
-A ruler.
-Mentors Mathematics learners book grade 9 page 115-117.
-Beam balance.
-A chart on Different units of mass and how they are related.
-Objects whose mass is to be determined.

-Written exercise. -Oral question.

MEASUREMENTS

Weight
Volume

By the end of the lesson, the learner should be able to:
-Define the term weight.
-Convert mass to weight (W=mg).
-Work out problems on mass and weight.
-Work out problems on weight.
-Appreciate working out problems on weight.

-Define the term weight.
-Relate mass and weight in real life situation.
- use spring balance to determine weight of different objects.
-Relate each unit of mass to Kilogram (Kg).
-Work out problems on weight.

-What is weight? -What is used to measure weight? -What are units of measuring weight?

-Mentors Mathematics learners book grade 9 page 117-119.
-Spring balance.
-A chart on Different units of weight and how they are related.
-Objects whose weight is to be determined.
-A chart on Different units of volume and how they are related.
-Objects whose volume is to be determined by formula method and displacement for the irregular objects.
-100cm3 beaker.

-Written exercise. -Oral question.

MEASUREMENTS

Density

By the end of the lesson, the learner should be able to:
-Define the term density.
-State different units of expressing density(g/cm3 and kg/m3.
-Converting units of density from one form to the other Hint 1g/cm3=1000Kg/m3.
-Work out problems on converting units of density from one form to the other.
-Show genuine interest in converting units of density from one form to the other.

-Define the term density.
-Convert units of density from one form to the other.
- Work out problems on converting different forms of density.
-Working out more problems on converting units of density from one form to the other.

-What is density? -What are different units used to measure density?

-Mentors Mathematics learners book grade 9 page 117-119.
-Spring balance.
-A chart with different examples on converting units of density from one to the other.
-Mentors Mathematics learners book grade 9 page 120-121.
-A chart on worked examples on calculations involving density.

-Written exercise. -Oral question.

MEASUREMENTS

Time
Distance

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

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

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

-Mentors Mathematics learners book grade 9 page 123.
-A chart on worked examples on calculations involving time.
-A clock face.
-A stop watch.
-Wrist watch.
-Mentors Mathematics learners book grade 9 page 123-124.
-A chart on worked examples on calculations involving distance.
-A meter rule.

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

MEASUREMENTS

Speed
Average Speed

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

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

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

-Mentors Mathematics learners book grade 9 page 123-124.
-A chart on worked examples on calculations involving speed.
-Mentors Mathematics learners book grade 9 page 126-129.
-A chart on worked examples on calculations involving average speed.

-Written exercise. -Oral question.

MEASUREMENT
MEASUREMENTS

Velocity.
Acceleration

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

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

-What is average velocity?

-Mentors Mathematics learners book grade 9 page 129-132.
-A chart on worked examples on calculations involving velocity.
-Mentors Mathematics learners book grade 9 page 132-134.
-A chart on worked examples on calculations involving acceleration.

-Written exercise. -Oral question.

MEASUREMENTS

Acceleration
Longitudes.

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

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

-When is a body said to be accelerating?

-Mentors Mathematics learners book grade 9 page 132-134.
-A chart on worked examples on calculations involving acceleration.
-Graphs on Velocity against time.
-Mentors Mathematics learners book grade 9 page 135-136.
-A chart on worked examples on calculations involving longitudes.
-A Globe.
-A pointer.
-A laptop

-Written exercise. -Oral question.

MEASUREMENTS

Relating longitudes to time
Local time of places on earth along different longitudes

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

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

-How do longitude relate to time?

-Mentors Mathematics learners book grade 9 page 137-138.
-A chart on worked examples on calculations involving longitudes.
-A Globe.
-A pointer.
-Mentors Mathematics learners book grade 9 page 138-140.
-Black board illustrations.

-Written exercise. -Oral question.

MEASUREMENTS

Money

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

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

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

-Mentors Mathematics learners book grade 9 page 142-143.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.
-Mentors Mathematics learners book grade 9 page 143-145.

-Written exercise. -Oral question.

MEASUREMENTS

Money
Money

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

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

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

-Mentors Mathematics learners book grade 9 page 147-149.
-Different paper cut outs on currencies.
-Black board illustrations.
-Paper cut outs on currencies from different countries.
-Mentors Mathematics learners book grade 9 page 153-155.
-Receipts.

-Written exercise. -Oral question.

MEASUREMENTS

Approximation and errors.
Money

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

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

-How do we estimate measurements of different quantities?

-Mentors Mathematics learners book grade 9 page 153-155.
-Different paper cut outs on currencies.
-Black board illustrations.
-Receipts.
-Mentors Mathematics learners book grade 9 page 158-164.

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs.
Co-ordinates and graphs

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

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

-How do we plot on a Cartesian plane?

-Mentors Mathematics learners book grade 9 page 166-168.
-Different paper cut outs on currencies.
-Black board illustrations.
-A Cartesian plane.
-A geometrical set.
-A Pencil
-Mentors Mathematics learners book grade 9 page 168-172.

-Written exercise. -Oral question.

GEOMETRY

Co-ordinates and graphs

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

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

-How are gradient of perpendicular lines related?

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

-Written exercise. -Oral question.

GEOMETRY

Scale drawing

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

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

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

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

-Written exercise. -Oral question.