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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENING AND REVISION |
||||||||
| 2 | 1 |
ALGEBRA
|
Factorizing of algebraic expressions in different situation
|
By the end of the
lesson, the learner
should be able to:
identify algebraic expressions in different situations factorize algebraic expressions in different situation enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss and identify like and unlike terms and factorize algebraic expressions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 49-50 KLB Top Scholar Maths Grade 8 P.B Pg. 56 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 2 |
ALGEBRA
|
Factorizing of algebraic expressions in different situation
|
By the end of the
lesson, the learner
should be able to:
identify algebraic expressions in different situations factorize algebraic expressions in different situation enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss and identify like and unlike terms and factorize algebraic expressions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 49-50 KLB Top Scholar Maths Grade 8 P.B Pg. 56 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 3 |
ALGEBRA
|
Simplification of algebraic fractions by factorization
|
By the end of the
lesson, the learner
should be able to:
explain factorization method. simplify algebraic fractions by factorization enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss like and unlike terms and simplify the algebraic fractions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 51-52 KLB Top Scholar Maths Grade 8 P.B Pg. 58-59 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 4 |
ALGEBRA
|
Simplification of algebraic fractions by factorization
|
By the end of the
lesson, the learner
should be able to:
explain factorization method. simplify algebraic fractions by factorization enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss like and unlike terms and simplify the algebraic fractions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 51-52 KLB Top Scholar Maths Grade 8 P.B Pg. 58-59 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 5 |
ALGEBRA
|
Simplification of algebraic fractions by factorization
|
By the end of the
lesson, the learner
should be able to:
explain factorization method. simplify algebraic fractions by factorization enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss like and unlike terms and simplify the algebraic fractions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 51-52 KLB Top Scholar Maths Grade 8 P.B Pg. 58-59 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3 | 1 |
ALGEBRA
|
Evaluating algebraic expressions by substituting numeral values in different situations
|
By the end of the
lesson, the learner
should be able to:
explain ways of evaluating algebraic expressions evaluate algebraic expressions by substituting numerical values in different situation enjoy using algebraic expressions in real life situations. |
- The learner is guided to:
discuss how to substitute the given numerical values to work out a given algebraic expression. use IT to work out exercises and activities in algebra or drag and drop activities of grouping similar terms to simplify algebraic expressions use other resources to work out algebra exercises. |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 53-54 KLB Top Scholar Maths Grade 8 P.B Pg. 59-61 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3 | 2 |
ALGEBRA
|
Evaluating algebraic expressions by substituting numeral values in different situations
|
By the end of the
lesson, the learner
should be able to:
explain ways of evaluating algebraic expressions evaluate algebraic expressions by substituting numerical values in different situation enjoy using algebraic expressions in real life situations. |
- The learner is guided to:
discuss how to substitute the given numerical values to work out a given algebraic expression. use IT to work out exercises and activities in algebra or drag and drop activities of grouping similar terms to simplify algebraic expressions use other resources to work out algebra exercises. |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 53-54 KLB Top Scholar Maths Grade 8 P.B Pg. 59-61 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3 | 3 |
Linear Equations
|
Forming related linear equations in two unknowns
|
By the end of the
lesson, the learner
should be able to:
form linear equations in two unknowns in real life situations role play shopping on two different items recognize use of linear equations in real life. |
The learner is guided to:
role play activities such as shopping on two different items in the shop to form linear equations in two unknowns. discuss with others and use other activities with two unknowns |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 57 KLB Top Scholar Maths Grade 8 P.B Pg. 63-64 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3 | 4 |
Linear Equations
|
Forming related linear equations in two unknowns
|
By the end of the
lesson, the learner
should be able to:
form linear equations in two unknowns in real life situations role play shopping on two different items recognize use of linear equations in real life. |
The learner is guided to:
role play activities such as shopping on two different items in the shop to form linear equations in two unknowns. discuss with others and use other activities with two unknowns |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 57 KLB Top Scholar Maths Grade 8 P.B Pg. 63-64 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3 | 5 |
Linear Equations
|
Forming related linear equations in two unknowns
|
By the end of the
lesson, the learner
should be able to:
form linear equations in two unknowns in real life situations role play shopping on two different items recognize use of linear equations in real life. |
The learner is guided to:
role play activities such as shopping on two different items in the shop to form linear equations in two unknowns. discuss with others and use other activities with two unknowns |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 57 KLB Top Scholar Maths Grade 8 P.B Pg. 63-64 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 4 | 1 |
Linear Equations
|
Solving linear equation in two unknowns using elimination method in real life situations
|
By the end of the
lesson, the learner
should be able to:
identify way of solving linear equations. solve linear equations in two unknowns by elimination method in real life situations recognize use of linear equations in real life. |
The learner is guided to:
discuss and use elimination method to find the solutions of simultaneous equations in two unknowns. |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 59 KLB Top Scholar Maths Grade 8 P.B Pg. 66-68 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 4 | 2 |
Linear Equations
|
Solving linear equation in two unknowns using elimination method in real life situations
|
By the end of the
lesson, the learner
should be able to:
identify way of solving linear equations. solve linear equations in two unknowns by elimination method in real life situations recognize use of linear equations in real life. |
The learner is guided to:
discuss and use elimination method to find the solutions of simultaneous equations in two unknowns. |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 59 KLB Top Scholar Maths Grade 8 P.B Pg. 66-68 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 4 | 3 |
Linear Equations
|
Solving linear equations in two unknowns using elimination method
|
By the end of the
lesson, the learner
should be able to:
identify way of solving linear equations. solve linear equations in two unknowns by elimination method in real life situations recognize use of linear equations in real life. |
The learner is guided to:
discuss and use elimination method to find the solutions of simultaneous equations in two unknowns. |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 60 KLB Top Scholar Maths Grade 8 P.B Pg. 66-68 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 4 | 4 |
Linear Equations
|
Solving linear equations in two unknowns using elimination method
|
By the end of the
lesson, the learner
should be able to:
identify way of solving linear equations. solve linear equations in two unknowns by elimination method in real life situations recognize use of linear equations in real life. |
The learner is guided to:
discuss and use elimination method to find the solutions of simultaneous equations in two unknowns. |
How do we solve linear
equations in two
unknowns?
Where do we use linear equations in two unknowns in real life situations?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 60 KLB Top Scholar Maths Grade 8 P.B Pg. 66-68 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 4 | 5 |
MEASUREMENT
|
Working out the length of an arc of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
describe an arc work out the length of an Arc of a circle in different situations promote use of circles in real life situations. |
The learner is guided to:
use cut outs to relate arc length to the circumference of a circle, starting with semicircle, then quarter of a circle etc. |
How do we determine the circumference of a circle?How do we use sectors of a circle in real life situations?
|
Cut outs of sectors, papers, ruler
KLB Top Scholar Maths Grade 8 T.G Pg. 65 KLB Top Scholar Maths Grade 8 P.B Pg. 72-74 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 1 |
MEASUREMENT
|
Calculating the perimeter of a sector of a circle
|
By the end of the
lesson, the learner
should be able to:
describe the perimeter of a sectors, calculate the Perimeter of a sector of a circle in different situation promote use of circles in real life situations. |
- The learner is guided to:
use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations. use IT or other resources to explore use of sectors of circles in daily life |
How do we determine the circumference of a circle?How do we use sectors of a circle in real life situations?
|
Cut outs of sectors, papers, ruler
KLB Top Scholar Maths Grade 8 T.G Pg. 67-68 KLB Top Scholar Maths Grade 8 P.B Pg. 74-76 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 2 |
MEASUREMENT
|
Calculating the perimeter of a sector of a circle
|
By the end of the
lesson, the learner
should be able to:
describe the perimeter of a sectors, calculate the Perimeter of a sector of a circle in different situation promote use of circles in real life situations. |
- The learner is guided to:
use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations. use IT or other resources to explore use of sectors of circles in daily life |
How do we determine the circumference of a circle?How do we use sectors of a circle in real life situations?
|
Cut outs of sectors, papers, ruler
KLB Top Scholar Maths Grade 8 T.G Pg. 67-68 KLB Top Scholar Maths Grade 8 P.B Pg. 74-76 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 3 |
MEASUREMENT
|
Calculating the perimeter of a sector of a circle
|
By the end of the
lesson, the learner
should be able to:
describe the perimeter of a sectors, calculate the Perimeter of a sector of a circle in different situation promote use of circles in real life situations. |
- The learner is guided to:
use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations. use IT or other resources to explore use of sectors of circles in daily life |
How do we determine the circumference of a circle?How do we use sectors of a circle in real life situations?
|
Cut outs of sectors, papers, ruler
KLB Top Scholar Maths Grade 8 T.G Pg. 67-68 KLB Top Scholar Maths Grade 8 P.B Pg. 74-76 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 4 |
MEASUREMENT
|
Calculating the perimeter of a sector of a circle
|
By the end of the
lesson, the learner
should be able to:
describe the perimeter of a sectors, calculate the Perimeter of a sector of a circle in different situation promote use of circles in real life situations. |
- The learner is guided to:
use cut outs of sectors of circles from locally available materials and work out the perimeter of the sectors. Discuss and make any object with the sector that can be used in real life situations. use IT or other resources to explore use of sectors of circles in daily life |
How do we determine the circumference of a circle?How do we use sectors of a circle in real life situations?
|
Cut outs of sectors, papers, ruler
KLB Top Scholar Maths Grade 8 T.G Pg. 67-68 KLB Top Scholar Maths Grade 8 P.B Pg. 74-76 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 5 |
Measurements
|
Circles; Working out the circumference of a circle in real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify four circular objects in their school, for example a wall clock. Measure the circumference and diameter of the objects. Have fun and enjoy measuring circumference and diameter of the objects. |
In groups, learners to identify four circular objects in their school, for example a wall clock.
In groups, learners to measure the circumference and diameter of the objects |
What is the circumference of your classroom wall clock?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 71-72 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 1 |
Measurements
|
Working out the length of an arc of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a circle of radius 7cm on a piece of paper and mark its centre. Cut it along its boundary. Work out the length of an arc of a circle in different situations. Enjoy working out the length of an arc of a circle in different situations |
In groups or in pairs, learners are guided to draw a circle of radius 7cm on a piece of paper and mark its centre.
In groups or in pairs, learners are guided to cut it along its boundary. In groups or in pairs, learners are guided to work out the length of an arc of a circle in different situations. |
What is an arc?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 72-74 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 2 |
Measurements
|
Working out the length of an arc of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a circle of radius 7cm on a piece of paper and mark its centre. Cut it along its boundary. Work out the length of an arc of a circle in different situations. Enjoy working out the length of an arc of a circle in different situations |
In groups or in pairs, learners are guided to draw a circle of radius 7cm on a piece of paper and mark its centre.
In groups or in pairs, learners are guided to cut it along its boundary. In groups or in pairs, learners are guided to work out the length of an arc of a circle in different situations. |
What is an arc?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 72-74 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
Measurements
|
Working out the length of an arc of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a circle of radius 7cm on a piece of paper and mark its centre. Cut it along its boundary. Work out the length of an arc of a circle in different situations. Enjoy working out the length of an arc of a circle in different situations |
In groups or in pairs, learners are guided to draw a circle of radius 7cm on a piece of paper and mark its centre.
In groups or in pairs, learners are guided to cut it along its boundary. In groups or in pairs, learners are guided to work out the length of an arc of a circle in different situations. |
What is an arc?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 72-74 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Measurements
|
Working out the length of an arc of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a circle of radius 7cm on a piece of paper and mark its centre. Cut it along its boundary. Work out the length of an arc of a circle in different situations. Enjoy working out the length of an arc of a circle in different situations |
In groups or in pairs, learners are guided to draw a circle of radius 7cm on a piece of paper and mark its centre.
In groups or in pairs, learners are guided to cut it along its boundary. In groups or in pairs, learners are guided to work out the length of an arc of a circle in different situations. |
What is an arc?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 72-74 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 5 |
Measurements
|
Working out the area of a sector of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
Define the term sector. Draw a circle of radius 7cm on a graph of paper. Work out the area of a sector of a circle in different situations. Enjoy working out the area of a sector of a circle in different situations. |
In groups or in pairs, learners are guided to define the term sector.
In groups or in pairs, learners are guided to draw a circle of radius 7cm on a graph of paper. In groups or in pairs, learners are guided to work out the area of a sector of a circle in different situations. |
How do you work out the area of a sector of a circle in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 78-79 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Measurements
|
Money; Identifying interest and principal in real life situations
|
By the end of the
lesson, the learner
should be able to:
Visit a financial institution in their neighbourhood. Discuss how money is deposited and borrowed from a financial institution. Have fun and enjoy the visit. |
In groups or in pairs, learners are guided to visit a financial institution in their neighbourhood.
In groups or in pairs, learners are guided to discuss how money is deposited and borrowed from a financial institution. |
How is money deposited?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 89-90 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Measurements
|
Money; Identifying interest and principal in real life situations
|
By the end of the
lesson, the learner
should be able to:
Visit a financial institution in their neighbourhood. Discuss how money is deposited and borrowed from a financial institution. Have fun and enjoy the visit. |
In groups or in pairs, learners are guided to visit a financial institution in their neighbourhood.
In groups or in pairs, learners are guided to discuss how money is deposited and borrowed from a financial institution. |
How is money deposited?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 89-90 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Measurements
|
Money; Identifying interest and principal in real life situations
|
By the end of the
lesson, the learner
should be able to:
Visit a financial institution in their neighbourhood. Discuss how money is deposited and borrowed from a financial institution. Have fun and enjoy the visit. |
In groups or in pairs, learners are guided to visit a financial institution in their neighbourhood.
In groups or in pairs, learners are guided to discuss how money is deposited and borrowed from a financial institution. |
How is money deposited?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 89-90 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Measurements
|
Money; Identifying interest and principal in real life situations
|
By the end of the
lesson, the learner
should be able to:
Visit a financial institution in their neighbourhood. Discuss how money is deposited and borrowed from a financial institution. Have fun and enjoy the visit. |
In groups or in pairs, learners are guided to visit a financial institution in their neighbourhood.
In groups or in pairs, learners are guided to discuss how money is deposited and borrowed from a financial institution. |
How is money deposited?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 89-90 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Measurements
|
Calculating compound interest step by step per annum up to three years in real life situations
|
By the end of the
lesson, the learner
should be able to:
Define compound interest. State the formula of calculating compound interest step by step per annum up to three years. Calculate compound interest step by step per annum up to three years in real life situations. Enjoy calculating compound interest step by step per annum up to three years in real life situations. |
In groups or in pairs, learners are guided to define compound interest.
In groups or in pairs, learners are guided to state the formula of calculating compound interest step by step per annum up to three years. In groups or in pairs, learners are guided to calculate compound interest step by step per annum up to three years in real life situations. |
What is compound interest?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 92-94 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
Measurements
|
Working out Appreciation and Depreciation step by step per annum up to three years in different situations
|
By the end of the
lesson, the learner
should be able to:
List items found in their community whose value appreciate with time. Identify items found in their community that depreciates in value with time. Recognise items that are likely to give profits on investments. Advocate the importance of appreciation. |
In groups or in pairs, learners are guided to list items found in their community whose value appreciate with time.
In groups or in pairs, learners are guided to identify items found in their community that depreciates in value with time. In groups or in pairs, learners are guided to recognise items that are likely to give profits on investments. |
Which items are found in your locality that appreciates?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 94 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
Measurements
|
Working out Appreciation and Depreciation step by step per annum up to three years in different situations
|
By the end of the
lesson, the learner
should be able to:
List items found in their community whose value appreciate with time. Identify items found in their community that depreciates in value with time. Recognise items that are likely to give profits on investments. Advocate the importance of appreciation. |
In groups or in pairs, learners are guided to list items found in their community whose value appreciate with time.
In groups or in pairs, learners are guided to identify items found in their community that depreciates in value with time. In groups or in pairs, learners are guided to recognise items that are likely to give profits on investments. |
Which items are found in your locality that appreciates?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 94 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Measurements
|
Working out Appreciation and Depreciation step by step per annum up to three years in different situations
|
By the end of the
lesson, the learner
should be able to:
List items found in their community whose value appreciate with time. Identify items found in their community that depreciates in value with time. Recognise items that are likely to give profits on investments. Advocate the importance of appreciation. |
In groups or in pairs, learners are guided to list items found in their community whose value appreciate with time.
In groups or in pairs, learners are guided to identify items found in their community that depreciates in value with time. In groups or in pairs, learners are guided to recognise items that are likely to give profits on investments. |
Which items are found in your locality that appreciates?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 94 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4 |
Measurements
|
Working out hire purchase in real life situations
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of deposit, cash price and instalments. State the formula of calculating hire purchase. Working out hire purchase. Enjoy working out hire purchase in real life situations. |
In groups or in pairs, learners are guided to explain the meaning of deposit, cash price and instalments.
In groups or in pairs, learners are guided to state the formula of calculating hire purchase In groups or in pairs, learners are guided to working out hire purchase. |
How do you calculate hire purchase?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 98-99 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4-5 |
Measurements
|
Working out hire purchase in real life situations
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of deposit, cash price and instalments. State the formula of calculating hire purchase. Working out hire purchase. Enjoy working out hire purchase in real life situations. |
In groups or in pairs, learners are guided to explain the meaning of deposit, cash price and instalments.
In groups or in pairs, learners are guided to state the formula of calculating hire purchase In groups or in pairs, learners are guided to working out hire purchase. |
How do you calculate hire purchase?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 98-99 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 |
MID TERM BREAK |
||||||||
| 10 | 1 |
Geometry
|
Geometrical Constructions
|
By the end of the
lesson, the learner
should be able to:
Define the term |
In groups or in pairs, learners are guided to define the term
|
What is the meaning of parallel?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 100-102 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 2 |
Geometry
|
Geometrical Constructions
|
By the end of the
lesson, the learner
should be able to:
Define the term |
In groups or in pairs, learners are guided to define the term
|
What is the meaning of parallel?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 100-102 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 3 |
Geometry
|
Geometrical Constructions
|
By the end of the
lesson, the learner
should be able to:
Define the term |
In groups or in pairs, learners are guided to define the term
|
What is the meaning of parallel?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 100-102 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 4 |
Geometry
|
Perpendicular lines' Construction of a perpendicular line from a point to a given line
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and point M as shown on page 105 With M as the center and a suitable radius, construct two arcs to cut AB at C and D. Construction of a perpendicular line from a point to a given line. Have fun and enjoy constructing a perpendicular line from a point to a given line. |
In groups or in pairs, learners are guided to Draw line AB and point M as shown on page 105, with M as the center and a suitable radius, construct two arcs to cut AB at C and D.
In groups or in pairs, learners are guided to construction of a perpendicular line from a point to a given line. |
How do you construct a perpendicular line from a point to a given line?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 105-106 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 5 |
Geometry
|
Perpendicular lines' Construction of a perpendicular line from a point to a given line
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and point M as shown on page 105 With M as the center and a suitable radius, construct two arcs to cut AB at C and D. Construction of a perpendicular line from a point to a given line. Have fun and enjoy constructing a perpendicular line from a point to a given line. |
In groups or in pairs, learners are guided to Draw line AB and point M as shown on page 105, with M as the center and a suitable radius, construct two arcs to cut AB at C and D.
In groups or in pairs, learners are guided to construction of a perpendicular line from a point to a given line. |
How do you construct a perpendicular line from a point to a given line?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 105-106 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 1 |
Geometry
|
Dividing a line proportionally in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and AC of convenient length as shown on page 107 Divide a line proportionally in different situations. Enjoy using a pair of compass. |
In groups or in pairs, learners are guided to draw line AB and AC of convenient length as shown on page 107
In groups or in pairs, learners are guided to divide a line proportionally in different situations. |
How do you divide a line proportionally in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 107-109 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 2 |
Geometry
|
Dividing a line proportionally in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and AC of convenient length as shown on page 107 Divide a line proportionally in different situations. Enjoy using a pair of compass. |
In groups or in pairs, learners are guided to draw line AB and AC of convenient length as shown on page 107
In groups or in pairs, learners are guided to divide a line proportionally in different situations. |
How do you divide a line proportionally in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 107-109 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 3 |
Geometry
|
Dividing a line proportionally in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw line AB and AC of convenient length as shown on page 107 Divide a line proportionally in different situations. Enjoy using a pair of compass. |
In groups or in pairs, learners are guided to draw line AB and AC of convenient length as shown on page 107
In groups or in pairs, learners are guided to divide a line proportionally in different situations. |
How do you divide a line proportionally in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 107-109 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 4 |
Geometry
|
Construction of a regular polygon up to a hexagon in different situations
|
By the end of the
lesson, the learner
should be able to:
Construct line PQ = 5cm Using P and Q as centers and radius 5 cm, construct two arcs interesting at r. Join P to R and Q to R Have a desire to learn more about polygons. |
In groups or in pairs, learners are guided to Construct line PQ = 5cm, using P and Q as centers and radius 5 cm, construct two arcs interesting at r.
In groups or in pairs, learners are guided to join P to R and Q to R |
How many sides does a polygon have?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 112 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 5 |
Geometry
|
Construction of a regular polygon up to a hexagon in different situations
|
By the end of the
lesson, the learner
should be able to:
Construct line PQ = 5cm Using P and Q as centers and radius 5 cm, construct two arcs interesting at r. Join P to R and Q to R Have a desire to learn more about polygons. |
In groups or in pairs, learners are guided to Construct line PQ = 5cm, using P and Q as centers and radius 5 cm, construct two arcs interesting at r.
In groups or in pairs, learners are guided to join P to R and Q to R |
How many sides does a polygon have?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 112 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 1 |
Geometry
|
Construction of circles passing through the vertices of a triangle in different situations.
|
By the end of the
lesson, the learner
should be able to:
Draw a triangle. Construct the perpendicular bisectors of AB and AC to intersect at O Construct circles passing through the vertices of a triangle. Enjoy constructing circles passing through the vertices of a triangle. |
In groups or in pairs, learners are guided to draw a triangle.
In groups or in pairs, learners are guided to construct the perpendicular bisectors of AB and AC to intersect at O In groups or in pairs, learners are guided to construct circles passing through the vertices of a triangle. |
How do you construct circles passing through the vertices of a triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 122-124 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 2 |
Geometry
|
Construction of circles passing through the vertices of a triangle in different situations.
|
By the end of the
lesson, the learner
should be able to:
Draw a triangle. Construct the perpendicular bisectors of AB and AC to intersect at O Construct circles passing through the vertices of a triangle. Enjoy constructing circles passing through the vertices of a triangle. |
In groups or in pairs, learners are guided to draw a triangle.
In groups or in pairs, learners are guided to construct the perpendicular bisectors of AB and AC to intersect at O In groups or in pairs, learners are guided to construct circles passing through the vertices of a triangle. |
How do you construct circles passing through the vertices of a triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 122-124 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 3 |
Geometry
|
Construction of circles passing through the vertices of a triangle in different situations.
|
By the end of the
lesson, the learner
should be able to:
Draw a triangle. Construct the perpendicular bisectors of AB and AC to intersect at O Construct circles passing through the vertices of a triangle. Enjoy constructing circles passing through the vertices of a triangle. |
In groups or in pairs, learners are guided to draw a triangle.
In groups or in pairs, learners are guided to construct the perpendicular bisectors of AB and AC to intersect at O In groups or in pairs, learners are guided to construct circles passing through the vertices of a triangle. |
How do you construct circles passing through the vertices of a triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 122-124 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 4 |
Geometry
|
Coordinates and Graphs; Drawing and Labelling a Cartesian plane
|
By the end of the
lesson, the learner
should be able to:
On a grid draw a horizontal line. Draw a vertical intersecting the horizontal line at point O. Appreciate the uses of graphs. |
In groups or in pairs, learners are guided to on a grid draw a horizontal line.
In groups or in pairs, learners are guided to draw a vertical intersecting the horizontal line at point O. |
What is a grid?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 128 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 5 |
Geometry
|
Coordinates and Graphs; Drawing and Labelling a Cartesian plane
|
By the end of the
lesson, the learner
should be able to:
On a grid draw a horizontal line. Draw a vertical intersecting the horizontal line at point O. Appreciate the uses of graphs. |
In groups or in pairs, learners are guided to on a grid draw a horizontal line.
In groups or in pairs, learners are guided to draw a vertical intersecting the horizontal line at point O. |
What is a grid?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 128 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 1 |
Geometry
|
Plotting Points on the Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Draw the graph in learner's book 8 page 131 Draw a Cartesian plane Plot points on the Cartesian plane in different situations. Enjoy plotting points on the Cartesian Plane in Different Situations. |
In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 131
In groups or in pairs, learners are guided to draw a Cartesian plane. In groups or in pairs, learners are guided to plot points on the Cartesian plane in different situations. |
How do you plot Points on the Cartesian Plane in Different Situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 131-132 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 2 |
Geometry
|
Plotting Points on the Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Draw the graph in learner's book 8 page 131 Draw a Cartesian plane Plot points on the Cartesian plane in different situations. Enjoy plotting points on the Cartesian Plane in Different Situations. |
In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 131
In groups or in pairs, learners are guided to draw a Cartesian plane. In groups or in pairs, learners are guided to plot points on the Cartesian plane in different situations. |
How do you plot Points on the Cartesian Plane in Different Situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 131-132 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 3 |
Geometry
|
Plotting Points on the Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Draw the graph in learner's book 8 page 131 Draw a Cartesian plane Plot points on the Cartesian plane in different situations. Enjoy plotting points on the Cartesian Plane in Different Situations. |
In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 131
In groups or in pairs, learners are guided to draw a Cartesian plane. In groups or in pairs, learners are guided to plot points on the Cartesian plane in different situations. |
How do you plot Points on the Cartesian Plane in Different Situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 131-132 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 4 |
Geometry
|
Determining an Appropriate Scale for a Linear Equation on Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Use a suitable scale for a given point, find the corresponding values representing the given values. Determining an appropriate scale for a linear equation on cartesian plane. Appreciate the importance of using suitable scale. |
In groups or in pairs, learners are guided to use a suitable scale for a given point, find the corresponding values representing the given values.
In groups or in pairs, learners are guided to determining an appropriate scale for a linear equation on cartesian plane. |
How do you determine an appropriate scale for a linear equation on cartesian plane?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 134-136 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 4-5 |
Geometry
|
Determining an Appropriate Scale for a Linear Equation on Cartesian Plane in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Use a suitable scale for a given point, find the corresponding values representing the given values. Determining an appropriate scale for a linear equation on cartesian plane. Appreciate the importance of using suitable scale. |
In groups or in pairs, learners are guided to use a suitable scale for a given point, find the corresponding values representing the given values.
In groups or in pairs, learners are guided to determining an appropriate scale for a linear equation on cartesian plane. |
How do you determine an appropriate scale for a linear equation on cartesian plane?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 134-136 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 14 |
END TERM ASSESSMENT |
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