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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Algebra
|
Algebraic Expressions - Factorizing algebraic expressions (1)
Algebraic Expressions - Factorizing algebraic expressions (2) |
By the end of the
lesson, the learner
should be able to:
-Identify common factors in algebraic expressions -Factorize algebraic expressions using the greatest common factor -Show interest in factorizing algebraic expressions |
-Discuss and identify the GCD of pairs of numbers -Identify common factors in algebraic expressions -Practice factorizing algebraic expressions by taking out the common factor |
How do we factorize algebraic expressions?
|
MENTOR Mathematics Learner's Book pg. 67
-Number cards -Practice cards MENTOR Mathematics Learner's Book pg. 69-70 |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 2 |
Algebra
|
Algebraic Expressions - Simplifying algebraic fractions (1)
Algebraic Expressions - Simplifying algebraic fractions (2) |
By the end of the
lesson, the learner
should be able to:
-Find the LCM of denominators in algebraic fractions -Simplify algebraic fractions with different denominators -Show interest in simplifying algebraic fractions |
-Work out the LCM of denominators in algebraic fractions -Practice simplifying algebraic fractions by using the LCM of denominators -Express algebraic fractions as a single fraction |
How do we simplify algebraic fractions?
|
MENTOR Mathematics Learner's Book pg. 71-72
-Practice cards -Fraction boards MENTOR Mathematics Learner's Book pg. 73-74 -Number cards |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 3 |
Algebra
|
Algebraic Expressions - Evaluating algebraic expressions by substitution (1)
Algebraic Expressions - Evaluating algebraic expressions by substitution (2) |
By the end of the
lesson, the learner
should be able to:
-Substitute numerical values in algebraic expressions -Evaluate algebraic expressions with one variable -Value the use of substitution in solving problems |
-Discuss how to substitute given numerical values to work out algebraic expressions -Practice substituting values in different algebraic expressions -Evaluate expressions by replacing variables with given values |
How do we evaluate algebraic expressions?
|
MENTOR Mathematics Learner's Book pg. 75-76
-Number cards -Expression cards MENTOR Mathematics Learner's Book pg. 77-78 -Digital resources |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 4 |
Algebra
|
Linear Equations - Forming linear equations in two unknowns
|
By the end of the
lesson, the learner
should be able to:
-Form linear equations in two unknowns -Interpret real-life problems into linear equations -Show interest in linear equations |
-Role-play activities such as shopping on two different items to form linear equations in two unknowns -Discuss with others and use other activities with two unknowns -Practice forming linear equations from different real-life situations |
How do we form linear equations in two unknowns?
|
MENTOR Mathematics Learner's Book pg. 79-80
-Beam balance -Objects of different masses |
-Observation
-Oral questions
-Written assignments
|
|
| 2 | 5 |
Algebra
|
Linear Equations - Substitution method introduction
Linear Equations - Solving linear equations by substitution |
By the end of the
lesson, the learner
should be able to:
-Express variables in terms of other variables in linear equations -Prepare linear equations for solution by substitution -Develop interest in solving linear equations |
-Discuss and express one variable in terms of the other in linear equations -Practice making one variable the subject of a formula -Prepare different linear equations for solution by substitution |
How do we solve linear equations in two unknowns by substitution?
|
MENTOR Mathematics Learner's Book pg. 81
-Number cards -Linear equation cards MENTOR Mathematics Learner's Book pg. 82-83 -Flash cards -Practice cards |
-Observation
-Oral questions
-Written tests
|
|
| 3 | 1 |
Algebra
|
Linear Equations - Elimination method introduction
Linear Equations - Solving linear equations by elimination |
By the end of the
lesson, the learner
should be able to:
-Set up linear equations for solution by elimination -Prepare linear equations by multiplying to get equal coefficients -Value the elimination method in solving equations |
-Discuss the concept of the elimination method -Practice multiplying equations by suitable numbers to get equal coefficients -Set up different linear equations for solution by elimination |
How do we solve linear equations by elimination?
|
MENTOR Mathematics Learner's Book pg. 84
-Flash cards -Linear equation cards MENTOR Mathematics Learner's Book pg. 85-87 -Practice cards -Digital resources |
-Observation
-Oral questions
-Written tests
|
|
| 3 | 2 |
Algebra
Measurements |
Linear Equations - Real life applications
Circles - Circumference of a circle |
By the end of the
lesson, the learner
should be able to:
-Apply linear equations in two unknowns to real life situations -Choose appropriate methods to solve real-life problems -Recognize the value of linear equations in daily life |
-Practice forming and solving simultaneous equations from real life cases using any method -Solve problems involving cost, age, distance and other quantities -Watch videos or use other materials involving linear equations in two unknowns |
How do we apply linear equations to solve real-life problems?
|
MENTOR Mathematics Learner's Book pg. 87
-Digital devices -Videos MENTOR Mathematics Learner's Book pg. 88 -Rope -Wooden pegs -String -Metre ruler |
-Observation
-Oral questions
-Written tests
-Projects
|
|
| 3 | 3 |
Measurements
|
Circles - Circumference of a circle in real life
|
By the end of the
lesson, the learner
should be able to:
-Work out the circumference of a circle in real life situations -Value the use of circumference in problem solving |
-Collect different circular objects from the environment -Work out the circumference of each object -Solve real-life problems involving the circumference of a circle |
How do we use the circumference of a circle in real life situations?
|
MENTOR Mathematics Learner's Book pg. 89
-Circular objects -Ruler -String |
-Observation
-Oral questions
-Written tests
|
|
| 3 | 4 |
Measurements
|
Circles - Length of an arc
Circles - Length of an arc (continued) |
By the end of the
lesson, the learner
should be able to:
-Work out the length of an arc of a circle -Show curiosity in relating arc length to the circumference |
-Draw and cut out a circle of radius 3.5 cm -Work out the circumference of the circular cut out -Fold the circular cut out to form two equal parts and cut along the fold line -Work out the length of the arc of the semicircle -Relate the angle subtended by the arc to the circumference |
How do we find the length of an arc of a circle?
|
MENTOR Mathematics Learner's Book pg. 90-91
-Plain paper -Pair of scissors -Ruler MENTOR Mathematics Learner's Book pg. 92-93 |
-Observation
-Oral questions
-Written assignments
|
|
| 3 | 5 |
Measurements
|
Circles - Perimeter of a sector
Circles - Perimeter of a sector (continued) |
By the end of the
lesson, the learner
should be able to:
-Calculate the perimeter of a sector of a circle -Show interest in relating the perimeter of a sector to its parts |
-Draw and cut out a circle of radius 5 cm -Fold the circular cut out into four equal parts and cut along the fold lines -Work out the perimeter of the quarter circle -Define a sector as a region bound by two radii and an arc -Calculate the perimeter as the sum of the arc length and the two radii |
How do we use sectors of a circle in real life situations?
|
MENTOR Mathematics Learner's Book pg. 94-95
-Plain paper -Pair of scissors -Ruler MENTOR Mathematics Learner's Book pg. 96-98 -Calculators -Charts -Models of sectors |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 1 |
Measurements
|
Area - Area of a circle
Area - Area of a circle in real life |
By the end of the
lesson, the learner
should be able to:
-Calculate the area of a circle -Show interest in finding the area of circles |
-Go to the field and use a peg, string, tape measure and wood ash to draw circles of different radii -Work out the area of each circle using the formula A = πr² -Compare the areas of circles of different radii |
How do we use area in real life situations?
|
MENTOR Mathematics Learner's Book pg. 99
-Peg -String -Tape measure -Wood ash MENTOR Mathematics Learner's Book pg. 100-101 -Circular objects -Calculator -Measuring tools |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 2 |
Measurements
|
Area - Area of a sector
|
By the end of the
lesson, the learner
should be able to:
-Calculate the area of a sector of a circle -Appreciate the relationship between angle and area of a sector |
-Draw a circle of radius 7 cm on plain paper and divide it into two equal parts -Find the area of the shaded part (semicircle) -Draw another circle and divide it into 4 equal parts -Find the area of one part (quarter circle) -Derive the formula for area of a sector |
How do we calculate the area of a sector?
|
MENTOR Mathematics Learner's Book pg. 102-103
-Ruler -Plain paper -Pair of compasses |
-Observation
-Oral questions
-Written assignments
|
|
| 4 | 3 |
Measurements
|
Area - Area of a sector (continued)
Area - Surface area of cubes |
By the end of the
lesson, the learner
should be able to:
-Solve problems involving area of sectors -Show interest in applying sector area in different contexts |
-Apply the formula for area of a sector to solve various problems -Work out areas of sectors with different angles -Relate the angle subtended by the sector to the area of the whole circle |
How do we apply the area of a sector to solve problems?
|
MENTOR Mathematics Learner's Book pg. 104-105
-Calculator -Digital resources -Cut-outs of sectors MENTOR Mathematics Learner's Book pg. 106-107 -Closed cube -Ruler -Pair of scissors |
-Observation
-Oral questions
-Written tests
|
|
| 4 | 4 |
Measurements
|
Area - Surface area of cuboids
Area - Surface area of cylinders |
By the end of the
lesson, the learner
should be able to:
-Work out the surface area of a cuboid -Show interest in calculating surface areas of cuboids |
-Discuss the properties of a cuboid -Cut a cuboid along its edges to separate the faces -Measure the length and width of each face and calculate their areas -Find the sum of the areas of all six faces -Derive the formula for surface area of a cuboid |
How do we find the surface area of a cuboid?
|
MENTOR Mathematics Learner's Book pg. 108-109
-Closed cuboid -Ruler -Pair of scissors MENTOR Mathematics Learner's Book pg. 110-111 -Closed cylinder |
-Observation
-Oral questions
-Written tests
|
|
| 4 | 5 |
Measurements
|
Area - Surface area of cylinders (continued)
Area - Surface area of triangular prisms |
By the end of the
lesson, the learner
should be able to:
-Calculate the surface area of cylinders in real life situations -Value the use of surface area in practical contexts |
-Apply the formula for surface area of a cylinder in real-life problems -Calculate the surface area of cylindrical objects -Solve problems involving packaging and wrapping of cylindrical objects |
How do we apply the concept of surface area of cylinders in real life?
|
MENTOR Mathematics Learner's Book pg. 112-113
-Cylindrical objects -Calculator -Measuring tools MENTOR Mathematics Learner's Book pg. 114-115 -Triangular prism -Ruler -Pair of scissors |
-Observation
-Oral questions
-Written tests
|
|
| 5 | 1 |
Measurements
|
Area - Area of irregular shapes
Money - Interest and principal |
By the end of the
lesson, the learner
should be able to:
-Work out the area of irregular shapes using square grids -Appreciate the method of estimating areas of irregular shapes |
-Place a leaf on a square grid and trace its outline -Count the number of unit squares fully enclosed -Count the number of squares partially enclosed and divide by two -Add the results to estimate the area of the leaf -Discuss real-life applications of estimating irregular areas |
How do we estimate the area of irregular shapes?
|
MENTOR Mathematics Learner's Book pg. 116-118
-Square grid -Leaf -Ruler MENTOR Mathematics Learner's Book pg. 119-120 -Resource persons -Financial documents -Charts |
-Observation
-Oral questions
-Written tests
-Practical activities
|
|
| 5 | 2 |
Measurements
|
Money - Simple interest
|
By the end of the
lesson, the learner
should be able to:
-Calculate simple interest in real life situations -Appreciate the concept of simple interest in financial transactions |
-Search for the meaning of simple interest using digital devices or print resources -Discuss how simple interest is calculated using the formula I = PRT -Practice calculating simple interest for different principals, rates and time periods -Analyze the pattern of simple interest over time |
How do we calculate simple interest?
|
MENTOR Mathematics Learner's Book pg. 121-122
-Calculator -Digital devices -Charts |
-Observation
-Oral questions
-Written tests
|
|
| 5 | 3 |
Measurements
|
Money - Compound interest
Money - Appreciation |
By the end of the
lesson, the learner
should be able to:
-Calculate compound interest per annum step by step -Show interest in the growth of money through compound interest |
-Search for the meaning of compound interest using digital devices or print resources -Discuss the concept of compound interest as interest on principal plus previously earned interest -Calculate compound interest step by step for different years -Compare compound interest with simple interest |
How does compound interest differ from simple interest?
|
MENTOR Mathematics Learner's Book pg. 123-125
-Calculator -Digital devices -Charts MENTOR Mathematics Learner's Book pg. 126-127 |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 4 |
Measurements
|
Money - Depreciation
Money - Hire purchase |
By the end of the
lesson, the learner
should be able to:
-Work out depreciation per annum step by step -Show interest in the concept of depreciation in assets |
-Discuss the concept of depreciation as decrease in value over time -Calculate depreciation step by step for assets that decrease in value -Use formula for depreciation based on percentage decrease -Identify assets that typically depreciate in value |
How do we calculate depreciation over time?
|
MENTOR Mathematics Learner's Book pg. 128-129
-Calculator -Digital devices -Charts MENTOR Mathematics Learner's Book pg. 130-131 -Posters showing hire purchase terms |
-Observation
-Oral questions
-Written assignments
|
|
| 5 | 5 |
Measurements
|
Money - Calculating hire purchase price
Money - Calculating deposits and installments |
By the end of the
lesson, the learner
should be able to:
-Calculate the total hire purchase price -Work out the difference between cash price and hire purchase price -Appreciate the importance of comparing payment options |
-Calculate hire purchase price as sum of deposit and all installments -Determine the difference between hire purchase price and cash price -Solve problems involving hire purchase transactions -Discuss the advantages and disadvantages of hire purchase |
What are the advantages and disadvantages of hire purchase?
|
MENTOR Mathematics Learner's Book pg. 132-134
-Calculator -Price lists -Charts MENTOR Mathematics Learner's Book pg. 135-137 -Digital devices |
-Observation
-Oral questions
-Written assignments
|
|
| 6 | 1 |
Measurements
|
Money - Online financial tools
|
By the end of the
lesson, the learner
should be able to:
-Use IT and other resources to carry out operations related to money -Appreciate the role of technology in financial calculations |
-Use IT to access online shopping platforms and identify terms of sale -Explore online calculators for interest, depreciation, and hire purchase -Compare different financial options using digital tools -Discuss the role of technology in financial management |
How does technology help in financial calculations?
|
MENTOR Mathematics Learner's Book pg. 138
-Digital devices -Internet access -Online calculators |
-Observation
-Oral questions
-Digital activities
|
|
| 6 | 2 |
Measurements
Geometry |
Money - Financial responsibility
4.1 Geometrical Constructions - Constructing parallel and perpendicular lines (2) |
By the end of the
lesson, the learner
should be able to:
-Spend money responsibly on needs and leisure -Value wise financial decision making |
-Discuss the difference between needs and wants -Create a simple budget allocating money for different purposes -Analyze case studies of responsible and irresponsible spending -Debate the importance of saving versus immediate consumption |
How can we manage money responsibly?
|
MENTOR Mathematics Learner's Book pg. 138
-Budget templates -Case studies -Charts -MENTOR mathematics Learner's Book Grade 8 pg. 132 -Pair of compasses -Ruler |
-Observation
-Oral questions
-Projects
|
|
| 6 | 3 |
Geometry
|
4.1 Geometrical Constructions - Constructing parallel and perpendicular lines (2)
4.1 Geometrical Constructions - Constructing perpendicular lines (2) |
By the end of the
lesson, the learner
should be able to:
-Construct parallel lines using a set square and ruler -Appreciate the importance of accurate construction of geometric shapes |
-Practice constructing parallel lines using a set square and ruler -Share drawings with other learners in class |
How do we construct polygons?
|
MENTOR mathematics Learner's Book Grade 8 pg. 133
-Set square -Ruler MENTOR mathematics Learner's Book Grade 8 pg. 135 -Pair of compasses |
-Observation
-Written assignments
|
|
| 6 | 4 |
Geometry
|
4.1 Geometrical Constructions - Constructing perpendicular lines (2)
|
By the end of the
lesson, the learner
should be able to:
-Construct a perpendicular line through a point on a given line -Show interest in geometric constructions |
-Practice constructing perpendicular lines through a point on a given line using a ruler and pair of compasses -Share drawings with other learners in class |
Where do we use polygons in real life situations?
|
MENTOR mathematics Learner's Book Grade 8 pg. 136
-Pair of compasses -Ruler MENTOR mathematics Learner's Book Grade 8 pg. 137 |
-Observation
-Written assignments
|
|
| 6 | 5 |
Geometry
|
4.1 Geometrical Constructions - Dividing a line proportionally (1)
|
By the end of the
lesson, the learner
should be able to:
-Divide a line proportionally -Appreciate the importance of accurate construction of geometric shapes |
-Practice dividing lines proportionally using a ruler, set square and pair of compasses -Share drawings with other learners in class |
How do we construct polygons?
|
MENTOR mathematics Learner's Book Grade 8 pg. 139
-Pair of compasses -Ruler -Set square |
-Observation
-Written assignments
|
|
| 7 | 1 |
Geometry
|
4.1 Geometrical Constructions - Angle properties of polygons (1)
4.1 Geometrical Constructions - Constructing regular polygons (1) |
By the end of the
lesson, the learner
should be able to:
-Identify angle properties of polygons -Show interest in geometric constructions |
-Discuss angle properties of polygons and relate the number of right angles to the number of sides -Determine the angles in a given polygon |
Where do we use polygons in real life situations?
|
MENTOR mathematics Learner's Book Grade 8 pg. 140
-Cut-out polygons MENTOR mathematics Learner's Book Grade 8 pg. 144 -Pair of compasses -Ruler -Protractor |
-Observation
-Written assignments
|
|
| 7 | 2 |
Geometry
|
4.1 Geometrical Constructions - Constructing regular polygons (1)
4.1 Geometrical Constructions - Constructing irregular polygons (1) |
By the end of the
lesson, the learner
should be able to:
-Construct a regular hexagon -Show interest in geometric constructions |
-Construct regular hexagons using pair of compasses, rulers, protractors -Share work with other groups in class |
How do we construct polygons?
|
MENTOR mathematics Learner's Book Grade 8 pg. 146
-Pair of compasses -Ruler -Protractor MENTOR mathematics Learner's Book Grade 8 pg. 149 |
-Observation
-Written assignments
|
|
| 7 | 3 |
Geometry
|
4.1 Geometrical Constructions - Constructing irregular polygons (1)
|
By the end of the
lesson, the learner
should be able to:
-Construct irregular quadrilaterals -Appreciate the importance of accuracy in construction |
-Construct irregular quadrilaterals - rectangles, rhombuses, parallelograms and trapeziums -Share drawings with other groups in class |
Where do we use polygons in real life situations?
|
MENTOR mathematics Learner's Book Grade 8 pg. 152
-Pair of compasses -Ruler -Protractor -KLB Mathematics Learner's Book Grade 8 pg. 158 |
-Observation
-Written assignments
|
|
| 7 | 4 |
Geometry
|
4.1 Geometrical Constructions - Constructing irregular polygons (1)
|
By the end of the
lesson, the learner
should be able to:
-Construct an irregular hexagon -Appreciate the importance of accuracy in construction |
-Construct irregular hexagons given different measurements -Share work with other groups in class |
How do we construct polygons?
|
MENTOR mathematics Learner's Book Grade 8 pg. 161
-Pair of compasses -Ruler -Protractor |
-Observation
-Written assignments
|
|
| 7 | 5 |
Geometry
|
4.1 Geometrical Constructions - Constructing circles related to triangles (1)
|
By the end of the
lesson, the learner
should be able to:
-Construct circles passing through the vertices of a triangle -Show interest in geometric constructions |
-Practice constructing circles passing through vertices of given triangles -Share drawings with other groups in class |
Where do we use polygons in real life situations?
|
MENTOR mathematics Learner's Book Grade 8 pg. 163
-Pair of compasses -Ruler MENTOR mathematics Learner's Book Grade 8 pg. 164 |
-Observation
-Written assignments
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
Geometry
|
4.2 Coordinates and Graphs - The Cartesian plane (2)
|
By the end of the
lesson, the learner
should be able to:
-Draw a labelled Cartesian plane -Identify points on the Cartesian plane -Show interest in learning about coordinates |
-Draw and appropriately label the axes on the Cartesian plane -Practice locating points on a Cartesian plane appropriately |
How do we plot coordinates on a Cartesian plane?
|
MENTOR mathematics Learner's Book Grade 8 pg. 167
-Graph paper -Ruler MENTOR mathematics Learner's Book Grade 8 pg. 171 |
-Observation
-Written assignments
|
|
| 9 | 2 |
Geometry
|
4.2 Coordinates and Graphs - Table of values for linear equations (2)
|
By the end of the
lesson, the learner
should be able to:
-Generate a table of values for a linear equation -Show interest in plotting coordinates |
-Discuss and make an appropriate table of values for a given linear equation -Generate values for linear equations |
Where do we use linear graphs in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 174
-Graph paper MENTOR mathematics Learner's Book Grade 8 pg. 178 |
-Observation
-Written assignments
|
|
| 9 | 3 |
Geometry
|
4.2 Coordinates and Graphs - Linear graphs (2)
|
By the end of the
lesson, the learner
should be able to:
-Draw a linear graph from table of values -Appreciate the use of graphs in real life |
-Make an appropriate table of values for a given linear equation and draw the linear graphs -Use IT graphing tools to create linear graphs |
Where do we use linear graphs in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 180
-Graph paper -Ruler |
-Observation
-Written assignments
|
|
| 9 | 4 |
Geometry
|
4.2 Coordinates and Graphs - Linear graphs (2)
4.2 Coordinates and Graphs - Graphical solution of simultaneous linear equations (2) |
By the end of the
lesson, the learner
should be able to:
-Draw a linear graph from table of values -Appreciate the use of graphs in real life |
-Draw linear graphs from tables of values on Cartesian plane -Share work with other learners in class |
How do we plot coordinates on a Cartesian plane?
|
MENTOR mathematics Learner's Book Grade 8 pg. 183
-Graph paper -Ruler MENTOR mathematics Learner's Book Grade 8 pg. 185 |
-Observation
-Written assignments
|
|
| 9 | 5 |
Geometry
|
4.2 Coordinates and Graphs - Graphical solution of simultaneous linear equations (2)
4.3 Scale Drawing - Representing length to a given scale (2) |
By the end of the
lesson, the learner
should be able to:
-Solve simultaneous linear equations graphically -Appreciate the use of graphs in real life |
-Generate the values in a table of the simultaneous linear equations and draw the graphs -Read the point of intersection as solution for the equations |
Where do we use linear graphs in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 186
-Graph paper -Ruler MENTOR mathematics Learner's Book Grade 8 pg. 189 |
-Observation
-Written assignments
|
|
| 10 | 1 |
Geometry
|
4.3 Scale Drawing - Representing length to a given scale (2)
4.3 Scale Drawing - Converting between actual length and scale length (2) |
By the end of the
lesson, the learner
should be able to:
-Represent length to a given scale -Appreciate the use of scale drawing in daily life |
-Measure and represent length of different objects from immediate environment in work book -Share work with other learners in class |
How do we determine scales in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 191
-Ruler MENTOR mathematics Learner's Book Grade 8 pg. 193 |
-Observation
-Written assignments
|
|
| 10 | 2 |
Geometry
|
4.3 Scale Drawing - Converting between actual length and scale length (2)
|
By the end of the
lesson, the learner
should be able to:
-Convert scale length to actual length -Enjoy working with measurements |
-Practice converting scale length to actual length -Share work with other learners in class |
Where do we use scale drawing in real life situations?
|
MENTOR mathematics Learner's Book Grade 8 pg. 194
-Ruler |
-Observation
-Written assignments
|
|
| 10 | 3 |
Geometry
|
4.3 Scale Drawing - Linear scales in statement form (2)
|
By the end of the
lesson, the learner
should be able to:
-Interpret linear scales in statement form -Appreciate the use of scale drawing in daily life |
-Read, discuss and interpret given linear scales in statement form -Share findings with other learners in class |
How do we determine scales in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 195
-Ruler MENTOR mathematics Learner's Book Grade 8 pg. 196 |
-Observation
-Written assignments
|
|
| 10 | 4 |
Geometry
|
4.3 Scale Drawing - Linear scales in ratio form (2)
|
By the end of the
lesson, the learner
should be able to:
-Interpret linear scales in ratio form -Appreciate the use of scale drawing in maps |
-Read, discuss and interpret given linear scales in ratio form -Share findings with other learners in class |
Where do we use scale drawing in real life situations?
|
MENTOR mathematics Learner's Book Grade 8 pg. 198
-Ruler MENTOR mathematics Learner's Book Grade 8 pg. 199 |
-Observation
-Written assignments
|
|
| 10 | 5 |
Geometry
|
4.3 Scale Drawing - Converting between statement form and ratio form (1)
4.3 Scale Drawing - Making scale drawings (1) |
By the end of the
lesson, the learner
should be able to:
-Convert linear scale from statement form to ratio form -Convert linear scale from ratio form to statement form -Appreciate the use of scale drawing in maps |
-Discuss and carry out conversions of scales from one form to another -Share findings with other learners in class |
How do we determine scales in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 200
-Ruler MENTOR mathematics Learner's Book Grade 8 pg. 202 |
-Observation
-Written assignments
|
|
| 11 | 1 |
Geometry
|
4.4 Common Solids - Identifying common solids (3)
|
By the end of the
lesson, the learner
should be able to:
-Identify common solids from the environment -Appreciate the use of common solids in real life |
-Identify and collect common solids such as cubes, cuboids, cylinders, pyramids and cones from the immediate environment -Share findings with other learners in class |
What are common solids?
|
MENTOR mathematics Learner's Book Grade 8 pg. 209
-Various solid objects MENTOR mathematics Learner's Book Grade 8 pg. 210 |
-Observation
|
|
| 11 | 2 |
Geometry
|
4.4 Common Solids - Identifying common solids (3)
|
By the end of the
lesson, the learner
should be able to:
-Identify common solids from the environment -Appreciate the use of common solids in real life |
-Identify and collect common solids such as cubes, cuboids, cylinders, pyramids and cones from the immediate environment -Share findings with other learners in class |
What are common solids?
|
MENTOR mathematics Learner's Book Grade 8 pg. 211
-Various solid objects |
-Observation
|
|
| 11 | 3 |
Geometry
|
4.4 Common Solids - Sketching nets of common solids (3)
|
By the end of the
lesson, the learner
should be able to:
-Sketch nets of cubes and cuboids -Enjoy working with geometric shapes |
-Discuss, open and sketch the nets of hollow cubes and cuboids -Share sketches with other learners in class |
How do we use common solids in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 212
-Various hollow solids |
-Observation
-Written assignments
|
|
| 11 | 4 |
Geometry
|
4.4 Common Solids - Sketching nets of common solids (3)
|
By the end of the
lesson, the learner
should be able to:
-Sketch nets of pyramids -Enjoy working with geometric shapes |
-Discuss, open and sketch the nets of hollow pyramids -Share sketches with other learners in class |
What are common solids?
|
v Learner's Book Grade 8 pg. 214
-Various hollow solids MENTOR mathematics Learner's Book Grade 8 pg. 215 |
-Observation
-Written assignments
|
|
| 11 | 5 |
Geometry
|
4.4 Common Solids - Surface area of solids from nets (4)
|
By the end of the
lesson, the learner
should be able to:
-Work out surface area of cubes from nets -Enjoy working with geometric shapes |
-Work out the surface area of cubes from nets -Share findings with other learners in class |
How do we use common solids in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 216
-Nets of cubes MENTOR mathematics Learner's Book Grade 8 pg. 217 -Nets of cuboids |
-Observation
-Written assignments
|
|
| 12 | 1 |
Geometry
|
4.4 Common Solids - Surface area of solids from nets (4)
|
By the end of the
lesson, the learner
should be able to:
-Work out surface area of cylinders from nets -Enjoy working with geometric shapes |
-Work out the surface area of cylinders from nets -Share findings with other learners in class |
What are common solids?
|
MENTOR mathematics Learner's Book Grade 8 pg. 219
-Nets of cylinders |
-Observation
-Written assignments
|
|
| 12 | 2 |
Geometry
|
4.4 Common Solids - Surface area of solids from nets (4)
4.4 Common Solids - Distance between points on a solid (2) |
By the end of the
lesson, the learner
should be able to:
-Work out surface area of pyramids from nets -Enjoy working with geometric shapes |
-Work out the surface area of pyramids from nets -Share findings with other learners in class |
What are common solids?
|
MENTOR mathematics Learner's Book Grade 8 pg. 221
-Nets of pyramids MENTOR mathematics Learner's Book Grade 8 pg. 224 -Various solid objects |
-Observation
-Written assignments
|
|
| 12 | 3 |
Geometry
|
4.4 Common Solids - Distance between points on a solid (2)
4.4 Common Solids - Making models of solids (3) |
By the end of the
lesson, the learner
should be able to:
-Determine the distance between two points on the surface of a solid -Show interest in properties of solids |
-Discuss and practice measuring the distance between any two points on the surface of the solids -Share findings with other learners in class |
How do we use common solids in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 225
-Various solid objects MENTOR mathematics Learner's Book Grade 8 pg. 226 -Stiff paper -Scissors -Glue |
-Observation
-Written assignments
|
|
| 12 | 4 |
Geometry
|
4.4 Common Solids - Making models of solids (3)
|
By the end of the
lesson, the learner
should be able to:
-Make models of cuboids -Enjoy working with geometric shapes |
-Make models of hollow and compact cuboids using locally available materials -Share models with other learners in class |
What are common solids?
|
MENTOR mathematics Learner's Book Grade 8 pg. 227
-Stiff paper -Scissors -Glue MENTOR mathematics Learner's Book Grade 8 pg. 228 |
-Observation
|
|
| 12 | 5 |
Geometry
|
4.4 Common Solids - Making models of solids (3)
|
By the end of the
lesson, the learner
should be able to:
-Make models of cylinders, pyramids and cones -Enjoy working with geometric shapes |
-Make models of hollow and compact cylinders, pyramids and cones using locally available materials -Share models with other learners in class |
How do we use common solids in real life?
|
MENTOR mathematics Learner's Book Grade 8 pg. 229
-Stiff paper -Scissors -Glue |
-Observation
|
|
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