Algebra

Algebraic Expressions - Forming algebraic expressions

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

- Define an algebraic expression
- Form algebraic expressions from real-life situations
- Value the use of algebraic expressions in daily life

- Identify similarities and differences in bottle tops
- Group bottle tops based on identified similarities/differences
- Form expressions to represent the total number of bottle tops
- Go around the school compound identifying and grouping objects

How do we form algebraic expressions from real-life situations?

Oxford Active Mathematics pg. 90
- Bottle tops
- Objects in the environment

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Forming algebraic expressions

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

- Form algebraic expressions from statements
- Identify terms in algebraic expressions
- Appreciate use of algebraic expressions in real life

- Discuss the scenario of Ochieng's shop stock
- Form expressions for the number of items in the shop
- Share expressions formed with other groups
- Identify terms in the expressions formed

What is an algebraic expression?

Oxford Active Mathematics pg. 91
- Writing materials
Oxford Active Mathematics pg. 92

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Simplifying algebraic expressions

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

- Define like terms in algebraic expressions
- Collect and add like terms
- Value the use of simplified expressions

- Analyze the Ukulima Market scenario
- Calculate total cost of cows and goats sold
- Simplify expressions by combining like terms
- Discuss the concept of simplification

How do we simplify algebraic expressions?

Oxford Active Mathematics pg. 93
- Writing materials
Oxford Active Mathematics pg. 94-95
- Blank cards

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Forming linear equations
Linear Equations - Forming and simplifying linear equations

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

- Define a linear equation
- Form linear equations in one unknown
- Value the use of linear equations in real life

- Use a beam balance with sand and bottle tops to demonstrate equality
- Form equations that represent the balance
- Analyze Akelo's travel time scenario
- Form equations from word problems

Why do we use linear equations in real life?

Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops
Oxford Active Mathematics pg. 98-99
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Solving linear equations

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

- Solve linear equations involving addition and subtraction
- Verify solutions by substitution
- Appreciate the use of linear equations in problem-solving

- Use beam balance with marble and bottle tops to demonstrate equation solving
- Remove bottle tops equally from both sides until marble is isolated
- Solve equations like x+12=24 by subtracting from both sides
- Verify solutions by substituting back into the original equation

How do we solve linear equations?

Oxford Active Mathematics pg. 100
- Beam balance
- Marble
- Bottle tops
Oxford Active Mathematics pg. 101
- Writing materials

- Observation - Oral questions - Written tests

Algebra

Linear Equations - Solving linear equations

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

- Solve linear equations with brackets
- Solve equations involving fractions
- Value the use of equations in solving problems

- Create word questions involving linear equations
- Form and solve linear equations from word problems
- Discuss steps to solve equations: open brackets, collect like terms, isolate variable
- Apply equation solving to real-life contexts

When do we use linear equations in real life?

Oxford Active Mathematics pg. 102
- Worksheets

- Observation - Oral questions - Written tests

Algebra

Linear Equations - Application of linear equations

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

- Apply linear equations to solve real-life problems
- Form and solve equations from word problems
- Appreciate the use of equations in daily life

- Draw a triangle and find the sum of the angles
- Determine angle measurements using equations
- Solve word problems like the trader's egg sales example
- Apply linear equations to practical situations

Where do we apply linear equations in our day-to-day lives?

Oxford Active Mathematics pg. 103-104
- Geometrical instruments

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Inequality symbols

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

- Identify inequality symbols
- Apply inequality symbols to statements
- Value the use of inequality symbols in comparing quantities

- Make inequality cards with symbols
- Measure masses and heights of different objects
- Compare quantities using inequality symbols
- Read statements and use inequality symbols to compare quantities

Why is it necessary to use inequality symbols?

Oxford Active Mathematics pg. 105
- Inequality cards
- Objects
- Tape measure
- Beam balance

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming simple linear inequalities

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

- Form simple linear inequalities from statements
- Interpret inequality statements
- Show interest in using inequalities

- Discuss the scenario of antelopes in Ol Donyo Sabuk National Park
- Use inequality symbol to represent "less than 150"
- Form inequality statements from information
- Convert word statements to inequality expressions

How do we represent statements using inequalities?

Oxford Active Mathematics pg. 106
- Writing materials

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Forming simple linear inequalities

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

- Form inequalities involving multiple operations
- Interpret complex inequality statements
- Appreciate the use of inequalities in real life

- Analyze the number puzzle: "Think of a number, multiply by 4, subtract 7..."
- Form inequality from the information
- Practice forming inequalities with multiple operations
- Solve real-life problems using inequalities

How do we form linear inequalities for complex statements?

Oxford Active Mathematics pg. 107
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating simple inequalities

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

- Draw number lines to represent inequalities
- Illustrate simple inequalities on a number line
- Value the use of number lines in representing inequalities

- Make inequality cards and draw a number line
- Stand on numbers and point to direction of inequality
- Use circles and arrows to show the range of values
- Practice illustrating different inequalities on number lines

How do we illustrate simple linear inequalities on a number line?

Oxford Active Mathematics pg. 108
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming compound inequalities

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

- Define a compound inequality
- Form compound inequalities from two inequalities
- Show interest in using compound inequalities

- Make inequality cards and pick two at a time
- Form compound inequalities from the two cards
- Study example of committee representation where members must be >4 but <11
- Practice combining inequalities

How do we form compound inequalities?

Oxford Active Mathematics pg. 109-110
- Inequality cards

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Forming compound inequalities

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

- Form compound inequalities from statements
- Solve problems involving compound inequalities
- Appreciate compound inequalities in real life

- Analyze salary range statements: "more than 1,200 but less than 2,500"
- Form compound inequalities from real situations like fare, pitch dimensions
- Practice writing inequalities in the form "lower bound < x < upper bound"
- Create and solve word problems with compound inequalities

When do we use compound inequalities in real life?

Oxford Active Mathematics pg. 111
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating compound inequalities

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

- Draw number lines for compound inequalities
- Illustrate compound inequalities on a number line
- Value the graphical representation of inequalities

- Make inequality cards and form compound inequalities
- Draw number line and demonstrate the range on the ground
- Join two circles using a straight line on number lines
- Practice illustrating various compound inequalities

How do we illustrate compound inequalities on a number line?

Oxford Active Mathematics pg. 112
- Inequality cards
- Piece of chalk/stick

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Illustrating compound inequalities
Algebraic Expressions - Factorizing algebraic expressions (1)

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

- Form compound inequalities from practical situations
- Illustrate the inequalities on number lines
- Appreciate the application of inequalities in real life

- Analyze Maleche's plasticine weighing scenario with beam balances
- Form inequalities for each weighing and combine them
- Draw number lines to illustrate the compound inequalities
- Relate unbalanced beam balances to inequalities

How do we apply compound inequalities to real-life situations?

Oxford Active Mathematics pg. 113-114
- Blank cards
MENTOR Mathematics Learner's Book pg. 67
-Number cards
-Practice cards

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Factorizing algebraic expressions (2)
Algebraic Expressions - Simplifying algebraic fractions (1)

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

-Factorize algebraic expressions by grouping terms in pairs
-Appreciate the different methods of factorizing expressions

-Group the terms in pairs to identify common factors
-Factorize each pair by identifying the common factor
-Identify the common factor from the factorized pairs to factorize the whole expression

How do we factorize algebraic expressions by grouping?

MENTOR Mathematics Learner's Book pg. 69-70
-Number cards
-Practice cards
MENTOR Mathematics Learner's Book pg. 71-72
-Fraction boards

-Observation -Oral questions -Written tests

Algebra

Algebraic Expressions - Simplifying algebraic fractions (2)
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:

-Factorize the numerator and denominator in algebraic fractions
-Simplify algebraic fractions in their lowest form
-Show curiosity in working with algebraic fractions

-Factorize the numerators and denominators in algebraic expressions
-Identify common factors in both the numerator and denominator
-Simplify algebraic fractions to their lowest form

How do we simplify algebraic fractions by factorizing?

MENTOR Mathematics Learner's Book pg. 73-74
-Number cards
-Fraction boards
MENTOR Mathematics Learner's Book pg. 75-76
-Expression cards
MENTOR Mathematics Learner's Book pg. 77-78
-Digital resources

-Observation -Oral questions -Written tests

Algebra

Linear Equations - Forming linear equations in two unknowns
Linear Equations - Substitution method introduction

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
MENTOR Mathematics Learner's Book pg. 81
-Number cards
-Linear equation cards

-Observation -Oral questions -Written assignments

Algebra

Linear Equations - Solving linear equations by substitution
Linear Equations - Elimination method introduction

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

-Solve linear equations in two unknowns using substitution method
-Apply the substitution method to solve problems
-Show curiosity in solving equations by substitution

-Discuss and use substitution method to find the solutions of simultaneous equations in two unknowns
-Solve real-life problems using the substitution method
-Practice solving various simultaneous equations using substitution

What situations require the use of simultaneous equations?

MENTOR Mathematics Learner's Book pg. 82-83
-Flash cards
-Practice cards
MENTOR Mathematics Learner's Book pg. 84
-Linear equation cards

-Observation -Oral questions -Written assignments

Algebra

Linear Equations - Solving linear equations by elimination
Linear Equations - Real life applications

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

-Solve linear equations in two unknowns using elimination method
-Apply elimination method to solve problems
-Appreciate the elegance of the elimination method

-Discuss and use elimination method to find the solutions of simultaneous equations in two unknowns
-Practice solving various simultaneous equations using elimination
-Solve real-life problems using the elimination method

Where do we use linear equations in real life situations?

MENTOR Mathematics Learner's Book pg. 85-87
-Practice cards
-Digital resources
MENTOR Mathematics Learner's Book pg. 87
-Digital devices
-Videos

-Observation -Oral questions -Written assignments

Measurements

Circles - Circumference of a circle
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
-Show interest in finding the circumference of circular objects

-Fix wooden pegs at each end of a rope
-Fix one peg at a point on the ground and use the other end to draw a circle
-Lay a string round the circle drawn and measure the length of the string used
-Discuss and work out the circumference of a circle using the formula C = πd

How do we determine the circumference of a circle?

MENTOR Mathematics Learner's Book pg. 88
-Rope
-Wooden pegs
-String
-Metre ruler
MENTOR Mathematics Learner's Book pg. 89
-Circular objects
-Ruler

-Observation -Oral questions -Written assignments

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

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

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

Measurements

Area - Area of a sector
Area - Area of a sector (continued)
Area - Surface area of cubes

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
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
-Pair of scissors

-Observation -Oral questions -Written assignments

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

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

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

Measurements

Money - Simple interest
Money - Compound 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
MENTOR Mathematics Learner's Book pg. 123-125

-Observation -Oral questions -Written tests

Measurements

Money - Appreciation
Money - Depreciation

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

-Work out appreciation per annum step by step
-Value the concept of appreciation in investments

-Discuss the concept of appreciation as increase in value over time
-Calculate appreciation step by step for assets that increase in value
-Use formula for appreciation based on percentage increase
-Identify assets that typically appreciate in value

How do we calculate appreciation over time?

MENTOR Mathematics Learner's Book pg. 126-127
-Calculator
-Digital devices
-Charts
MENTOR Mathematics Learner's Book pg. 128-129

-Observation -Oral questions -Written tests

Measurements

Money - Hire purchase
Money - Calculating hire purchase price

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

-Explain the concept of hire purchase
-Compare different payment options
-Value informed financial decision making

-Visit a furniture shop or examine a poster showing hire purchase terms
-Discuss the terms of payment offered by the shop
-Compare cash price versus hire purchase price
-Analyze which payment option is more economical

How do we pay for goods on hire purchase?

MENTOR Mathematics Learner's Book pg. 130-131
-Posters showing hire purchase terms
-Digital devices
-Calculator
MENTOR Mathematics Learner's Book pg. 132-134
-Price lists
-Charts

-Observation -Oral questions -Written tests

Measurements

Money - Calculating deposits and installments
Money - Online financial tools
Money - Financial responsibility

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

-Calculate the deposit in hire purchase transactions
-Calculate the monthly installments in hire purchase
-Show interest in applying mathematics in financial decisions

-Calculate the deposit when given hire purchase price and monthly installments
-Determine monthly installments when given hire purchase price and deposit
-Solve varied hire purchase problems
-Apply hire purchase concepts to real-life situations

How do we apply mathematics in hire purchase decisions?

MENTOR Mathematics Learner's Book pg. 135-137
-Calculator
-Digital devices
-Price lists
MENTOR Mathematics Learner's Book pg. 138
-Internet access
-Online calculators
-Budget templates
-Case studies
-Charts

-Observation -Oral questions -Written tests

Geometry

4.1 Geometrical Constructions - Constructing parallel and perpendicular lines (2)

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

-Construct parallel lines using a ruler and pair of compasses
-Appreciate the importance of accurate construction of geometric shapes

-Practice constructing parallel lines using a ruler and pair of compasses
-Share drawings with other learners in class

How do we construct polygons?

-MENTOR mathematics Learner's Book Grade 8 pg. 132
-Pair of compasses
-Ruler
MENTOR mathematics Learner's Book Grade 8 pg. 133
-Set square

-Observation -Written assignments

Geometry

4.1 Geometrical Constructions - Constructing perpendicular lines (2)

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

-Construct a perpendicular bisector to a given line
-Show interest in geometric constructions

-Practice constructing perpendicular bisectors 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. 135
-Pair of compasses
-Ruler
MENTOR mathematics Learner's Book Grade 8 pg. 136

-Observation -Written assignments

Geometry

4.1 Geometrical Constructions - Constructing perpendicular lines (2)
4.1 Geometrical Constructions - Dividing a line proportionally (1)

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

-Construct a perpendicular line from a point to a given line
-Appreciate the importance of accurate construction of geometric shapes

-Practice constructing perpendicular lines from a point to a given line using a ruler and pair of compasses
-Share drawings with other learners in class

How do we construct polygons?

MENTOR mathematics Learner's Book Grade 8 pg. 137
-Pair of compasses
-Ruler
MENTOR mathematics Learner's Book Grade 8 pg. 139
-Set square

-Observation -Written assignments

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

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

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

Geometry

4.1 Geometrical Constructions - Constructing irregular polygons (1)
4.1 Geometrical Constructions - Constructing circles related to triangles (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
MENTOR mathematics Learner's Book Grade 8 pg. 163

-Observation -Written assignments

Geometry

4.1 Geometrical Constructions - Constructing circles related to triangles (1)
4.2 Coordinates and Graphs - The Cartesian plane (2)
4.2 Coordinates and Graphs - The Cartesian plane (2)

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

-Construct circles touching the sides of the triangle
-Show interest in geometric constructions

-Practice constructing circles touching sides 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. 164
-Pair of compasses
-Ruler
MENTOR mathematics Learner's Book Grade 8 pg. 167
-Graph paper
MENTOR mathematics Learner's Book Grade 8 pg. 171

-Observation -Written assignments

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

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
MENTOR mathematics Learner's Book Grade 8 pg. 183

-Observation -Written assignments

Geometry

4.2 Coordinates and Graphs - Graphical solution of simultaneous linear equations (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. 185
-Graph paper
-Ruler
MENTOR mathematics Learner's Book Grade 8 pg. 186

-Observation -Written assignments

Geometry

4.3 Scale Drawing - Representing length to a given scale (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. 189
-Ruler
MENTOR mathematics Learner's Book Grade 8 pg. 191

-Observation -Written assignments

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 actual length to scale length
-Enjoy working with measurements

-Practice converting actual length to scale 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. 193
-Ruler
MENTOR mathematics Learner's Book Grade 8 pg. 194

-Observation -Written assignments

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

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

Geometry

4.3 Scale Drawing - Converting between statement form and ratio form (1)
4.3 Scale Drawing - Making scale drawings (1)
4.4 Common Solids - Identifying common solids (3)

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
MENTOR mathematics Learner's Book Grade 8 pg. 209
-Various solid objects

-Observation -Written assignments

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. 210
-Various solid objects
MENTOR mathematics Learner's Book Grade 8 pg. 211

-Observation

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

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

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

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
MENTOR mathematics Learner's Book Grade 8 pg. 221
-Nets of pyramids

-Observation -Written assignments

Geometry

4.4 Common Solids - Distance between points on a solid (2)

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. 224
-Various solid objects
MENTOR mathematics Learner's Book Grade 8 pg. 225

-Observation -Written assignments

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 cubes
-Enjoy working with geometric shapes

-Make models of hollow and compact cubes using locally available materials
-Share models with other learners in class

What are common solids?

MENTOR mathematics Learner's Book Grade 8 pg. 226
-Stiff paper
-Scissors
-Glue
MENTOR mathematics Learner's Book Grade 8 pg. 227
MENTOR mathematics Learner's Book Grade 8 pg. 228
MENTOR mathematics Learner's Book Grade 8 pg. 229

-Observation