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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Reporting and revision of end term assessment |
||||||||
| 2 | 1 |
Rates, Rations, proportions and percentages
|
Working out increase and decrease of quantities using ratios
Working out increase and decrease of quantities using ratios in real life situations |
By the end of the
lesson, the learner
should be able to:
identify increase and decrease in quantities. work out increase and decrease of quantities using ratios in real life situations promote use of ratios and proportions in real life. |
The learner is guided to:
discuss and share quantities of concrete objects in different ratios. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 40-41 KLB Top Scholar Maths Grade 8 P.B Pg. 44-45 KLBTopScholarMathsGrade8T.GPg.41 KLBTopScholarMathsGrade8P.BPg.45-46 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 2 |
Rates, Rations, proportions and percentages
|
Working out percentage change of given quantities in real life situations
|
By the end of the
lesson, the learner
should be able to:
state the percentage change of given quantities. work out percentage change of given quantities in real life situations. promote use of ratios and proportions in real life. |
The learner is guided to:
discuss and determine percentage increase and decrease of different quantities. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 42 KLB Top Scholar Maths Grade 8 P.B Pg. 47-48 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 3 |
Rates, Rations, proportions and percentages
|
Identifying direct proportions in real life.
Working out direct proportions in real life situations |
By the end of the
lesson, the learner
should be able to:
identify direct and indirect proportions in real life situations Observe real examples of direct proportions. promote use of ratios and proportions in real life. |
- The learner is guided to:
use IT devices or other materials to explore percentage change. role play shopping activities to show and determine direct relationships and can use any other activities. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 43 KLB Top Scholar Maths Grade 8 P.B Pg. 48-50 KLBTopScholarMathsGrade8T.GPg.43-44 KLBTopScholarMathsGrade8P.BPg.50-51 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 4 |
Rates, Rations, proportions and percentages
|
Identifying indirect proportions in real life situations
|
By the end of the
lesson, the learner
should be able to:
identify direct and indirect proportions in real life situations observe real examples of indirect proportions. promote use of ratios and proportions in real life. |
- The learner is guided to:
use IT devices or other materials to explore percentage change. role play shopping activities to show and determine direct relationships and can use any other activities. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 44 KLB Top Scholar Maths Grade 8 P.B Pg. 52-53 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 2 | 5 |
Rates, Rations, proportions and percentages
|
Working out indirect proportions in real life situations
|
By the end of the
lesson, the learner
should be able to:
identify direct and indirect proportions in real life situations work out direct and indirect proportions in real life situations promote use of ratios and proportions in real life. |
- The learner is guided to:
use IT devices or other materials to explore percentage change. role play shopping activities to show and determine direct relationships and can use any other activities. |
How do we use rates in real life situations?How do we use ratios in daily activities?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 44-48 KLB Top Scholar Maths Grade 8 P.B Pg. 54-55 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3 | 1 |
ALGEBRA
|
Factorizing of algebraic expressions in different situation
Simplification of Algebraic fractions |
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 KLBTopScholarMathsGrade8T.GPg.51 KLBTopScholarMathsGrade8P.BPg.57-58 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3 | 2 |
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 | 3 |
ALGEBRA
|
Simplification of Algebraic fractions by factorization
Evaluating algebraic expressions by substituting numeral values in different situations |
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 KLBTopScholarMathsGrade8T.GPg.53-54 KLBTopScholarMathsGrade8P.BPg.59-61 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 3-4 |
Opener assessment |
||||||||
| 4 | 3 |
Linear Equations
|
Forming linear equations in two unknowns in real life situations.
|
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. 63-64 KLB Top Scholar Maths Grade 8 P.B Pg. 62-63 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 4 | 4 |
Linear Equations
|
Forming related linear equations in two unknowns
Solving linear equations in two unknowns using substitution |
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 KLBTopScholarMathsGrade8T.GPg.57-58 KLBTopScholarMathsGrade8P.BPg.65-66 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 4 | 5 |
Linear Equations
|
Solving linear equations in two unknowns using substitution 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 Substitution method in real life situations recognize use of linear equations in real life. |
The learner is guided to:
discuss and use substitution 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. 58 KLB Top Scholar Maths Grade 8 P.B Pg. 65-66 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 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
|
|
| 5 | 2 |
Linear Equations
|
Solving linear equations in two unknowns using elimination method
Applying linear equations in two unknowns 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. 60 KLB Top Scholar Maths Grade 8 P.B Pg. 66-68 KLBTopScholarMathsGrade8T.GPg.61-62 KLBTopScholarMathsGrade8P.BPg.69-70 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 3 |
MEASUREMENT
|
Circles
|
By the end of the
lesson, the learner
should be able to:
identify the circumference of a circle. work out the circumference of a circle in real life situations promote use of circles in real life situations. |
- The learner is guided to:
discuss with others and find the circumference of different circular objects in the environment |
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. 63-64 KLB Top Scholar Maths Grade 8 P.B Pg. 71-72 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 4 |
MEASUREMENT
|
Working out the length of an arc of a circle in different situations
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 KLB Top Scholar Maths Grade 8 T.G Pg. 66 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 5 |
MEASUREMENT
|
Calculating the perimeter of a sector of a circle in different situations
|
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 situations 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. 66-67 KLB Top Scholar Maths Grade 8 P.B Pg. 74-76 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 6 | 1 |
MEASUREMENT
Measurements |
Calculating the perimeter of a sector of a circle
Circles; Working out the circumference of a circle in real life situations |
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 KLB; Top Scholar: Mathematics Learner's Book Grade 8 pg. 71-72 Ruler Digital devices |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 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
|
Calculating the perimeter of a sector of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a circle of radius 3.5cm on a piece of paper. Fold the circular cut-out into four equal parts and cut out one of the four parts. Calculate the arc length of the sector cut off. Enjoy calculating the perimeter of a sector of a circle in different situations. |
In groups or in pairs, learners are guided to draw a circle of radius 3.5cm on a piece of paper.
In groups or in pairs, learners are guided to fold the circular cut-out into four equal parts and cut out one of the four parts. In groups or in pairs, learners are guided to calculate the arc length of the sector cut off. |
How do you calculate the perimeter of a sector of a circle in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 74-76 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Measurements
|
Area; Calculating the Area of a Circle in Different Situations
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:
Draw a circle of radius 3.5 cm on a graph paper. Estimate its area by counting the 1 com squares enclosed by its boundary. Multiply the radius of the circle by itself. Appreciate the use of circles. |
In groups or in pairs, learners are guided to draw a circle of radius 3.5 cm on a graph paper.
In groups or in pairs, learners are guided to estimate its area by counting the 1 com squares enclosed by its boundary. In groups or in pairs, learners are guided to multiply the radius of the circle by itself. |
How do you calculate the area of a circle of radius?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 77-78 Ruler Digital devices Learner's Book Grade 8 pg. 78-79 |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 5 |
Measurements
|
Working out the surface area of cubes in real life situations
|
By the end of the
lesson, the learner
should be able to:
State the formula of calculating surface area of cubes. Identify the number of faces in a cuboid. Work out the surface area of cubes in real life situations. Enjoy working out the surface area of cubes in real life situations. |
In groups or in pairs, learners are guided to state the formula of calculating surface area of cubes.
In groups or in pairs, learners are guided to identify the number of faces in a cuboid. In groups or in pairs, learners are guided to work out the surface area of cubes in real life situations. |
How do you work out the surface area of cubes in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 80-81 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Measurements
|
Working out the surface area of cuboids in real life situations
Working out the surface area of cylinders in real life situations |
By the end of the
lesson, the learner
should be able to:
State the formula of calculating surface area of cuboids. Identify three pairs of faces with equal dimensions. Work out the surface area of cuboids in real life situations. Enjoy working out the surface area of cuboids in real life situations. |
In groups or in pairs, learners are guided to state the formula of calculating surface area of cuboids.
In groups or in pairs, learners are guided to identify three pairs of faces with equal dimensions. In groups or in pairs, learners are guided to work out the surface area of cuboids in real life situations. |
How do you work out the surface area of cuboids in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 81-83 Ruler Digital devices Learner's Book Grade 8 pg. 83-85 |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Measurements
|
Determining the surface area of triangular prisms in different situations.
|
By the end of the
lesson, the learner
should be able to:
State the formula of calculating surface area of triangular prisms. Determine the surface area of triangular prisms in different situations. Work out the surface area of triangular prisms in real life situations. Enjoy working out the surface area of triangular prisms in real life situations. |
In groups or in pairs, learners are guided to state the formula of calculating surface area of triangular prisms.
In groups or in pairs, learners are guided to determine the surface area of triangular prisms in different situations. In groups or in pairs, learners are guided to work out the surface area of triangular prisms in real life situations. |
How do you work out the surface area of triangular prisms in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 85-87 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Measurements
|
Working out the area of irregular shapes using square grids in real life situations.
Money; Identifying interest and principal in real life situations |
By the end of the
lesson, the learner
should be able to:
State the formula of calculating the area of irregular shapes using square grids. Work out the area of irregular shapes using square grids in real life situations. Enjoy working out the area of irregular shapes using square grids real life situations. |
In groups or in pairs, learners are guided to state the formula of calculating the area of irregular shapes using square grids.
In groups or in pairs, learners are guided to work out the area of irregular shapes using square grids in real life situations. |
How do you work out the area of irregular shapes using square grids in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 87-89 Ruler Digital devices Learner's Book Grade 8 pg. 89-90 |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Measurements
|
Calculating simple interest in real life situations
|
By the end of the
lesson, the learner
should be able to:
Calculate compound interest step by step per annum up to three years in real life situations. Calculate how much simple interest is earned as interest during that period. Enjoy calculating simple interest in real life situations. |
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.
In groups or in pairs, learners are guided to calculate how much simple interest is earned as interest during that period. |
How do you calculate simple interest in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 90-92 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
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:
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 Learner's Book Grade 8 pg. 94 |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
Measurements
|
Working out appreciation
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of appreciation. State the formula of calculating appreciation. Work out appreciation. Enjoy working out appreciation. |
In groups or in pairs, learners are guided to explain the meaning of appreciation.
In groups or in pairs, learners are guided to state the formula of calculating appreciation. In groups or in pairs, learners are guided to work out appreciation. |
What is appreciation?
How do you calculate appreciation?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 95-96 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
Measurements
|
Working out depreciation
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of depreciation. State the formula of calculating depreciation Work out depreciation. Enjoy working out depreciation |
In groups or in pairs, learners are guided to explain the meaning of depreciation.
In groups or in pairs, learners are guided to state the formula of calculating depreciation In groups or in pairs, learners are guided to work out depreciation. |
What is depreciation?
How do you calculate depreciation?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 96-97 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Measurements
|
Working out hire purchase in real life situations
Digital time |
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 Learner's Book Grade 8 pg. 99 |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
Geometry
|
Construction of parallel lines using a set square and a rule
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 ST and point P above the line. Construct parallel lines using a set square and a rule. Enjoy constructing parallel lines using a set square and a rule. |
In groups or in pairs, learners are guided to draw line ST and point P above the line.
In groups or in pairs, learners are guided to construct parallel lines using a set square and a rule. |
How do you construct parallel lines using a set square and a rule?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 102-104 Ruler Digital devices Learner's Book Grade 8 pg. 105-106 |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 |
Mid term assessment and break |
||||||||
| 10 | 1 |
Geometry
|
Construction of a perpendicular line through a point on a given line
|
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
|
How do you construct a perpendicular line through a point on a given line?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 106-107 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 2 |
Geometry
|
Dividing a line proportionally in different situations
Identifying angle properties of polygons 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 Learner's Book Grade 8 pg. 109-112 |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
Geometry
|
Regular quadrilateral
|
By the end of the
lesson, the learner
should be able to:
Draw line AB = 6 cm On the same side of AB, construct two perpendicular lines at A and E Using A as centre and radius 6 cm, mark point D on the perpendicular. Enjoy constructing regular quadrilateral. |
In groups or in pairs, learners are guided to draw line AB = 6 cm on the same side of AB, construct two perpendicular lines at A and E
In groups or in pairs, learners are guided to using A as centre and radius 6 cm, mark point D on the perpendicular. |
How do you construct regular quadrilateral?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 113 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 5 |
Geometry
|
Regular pentagon
Regular hexagon |
By the end of the
lesson, the learner
should be able to:
Define the term pentagon. Draw a regular pentagon. Construct a regular pentagon. Enjoy constructing a regular pentagon. |
In groups or in pairs, learners are guided to define the term pentagon.
In groups or in pairs, learners are guided to draw a regular pentagon. In groups or in pairs, learners are guided to construct a regular pentagon. |
How many sides does a pentagon have?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 113 Ruler Digital devices Learner's Book Grade 8 pg. 113-117 |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 1 |
Geometry
|
Construction of irregular polygons up to a hexagon in different situations
|
By the end of the
lesson, the learner
should be able to:
Consider an irregular tringle PQR such that PQ = 4 cm, QR = 6 cm and PR = 5 cm Construct an irregular triangle. Enjoy constructing an irregular triangle. |
In groups or in pairs, learners are guided to consider an irregular tringle PQR such that PQ = 4 cm, QR = 6 cm and PR = 5 cm
In groups or in pairs, learners are guided to construct an irregular triangle. |
How do you construct an irregular triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 117 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 2 |
Geometry
|
Quadrilateral
Trapezium |
By the end of the
lesson, the learner
should be able to:
Construct line PQ = 5 cm Measure and draw angles 110 and 55 at P and Q respectively. Construct an irregular quadrilateral. Have fun and enjoy constructing irregular quadrilateral. |
In groups or in pairs, learners are guided to construct line PQ = 5 cm
In groups or in pairs, learners are guided to measure and draw angles 110 and 55 at P and Q respectively. In groups or in pairs, learners are guided to construct an irregular quadrilateral. |
How do you construct an irregular quadrilateral?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 118 Ruler Digital devices Learner's Book Grade 8 pg. 118-119 |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 3 |
Geometry
|
Rhombus
|
By the end of the
lesson, the learner
should be able to:
Define the term rhombus. Draw a rhombus. Construct a rhombus. Enjoy constructing a rhombus. |
In groups or in pairs, learners are guided to define the term rhombus.
In groups or in pairs, learners are guided to draw a rhombus. In groups or in pairs, learners are guided to construct a rhombus. |
How do you construct a rhombus?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 119-120 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 4 |
Geometry
|
Irregular pentagon
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 line EF = 4 cm Construct an irregular pentagon. Enjoy constructing an irregular pentagon. |
In groups or in pairs, learners are guided to draw line EF = 4 cm
In groups or in pairs, learners are guided to construct an irregular pentagon. |
How do you construct an irregular pentagon?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 120-122 Ruler Digital devices Learner's Book Grade 8 pg. 122-124 |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 5 |
Geometry
|
Construction of circles touching the sides of a triangle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a triangle. Construct the angle bisectors of angle PQR and angle QPR to meet at M Construct circles touching the sides of a triangle. Enjoy constructing circles touching the sides 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 angle bisectors of angle PQR and angle QPR to meet at M In groups or in pairs, learners are guided to construct circles touching the sides of a triangle. |
How do you construct circles touching the sides of a triangle?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 125-127 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 1 |
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 | 2 |
Geometry
|
Identifying Points on the Cartesian Plane in Different Situations
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 129 Identify Points on the Cartesian Plane in Different Situations. Locate points A, B, C and D in reference to the values along x and y axes. Appreciate the Points on the Cartesian Plane. |
In groups or in pairs, learners are guided to draw the graph in learner's book 8 page 129
In groups or in pairs, learners are guided to identify Points on the Cartesian Plane in Different Situations. In groups or in pairs, learners are guided to locate points A, B, C and D in reference to the values along x and y axes. |
How do you identify Points on the Cartesian Plane in Different Situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 129-131 Ruler Digital devices Learner's Book Grade 8 pg. 131-132 |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 3 |
Geometry
|
Generating Table of Values for Linear Equation in Different Situations.
|
By the end of the
lesson, the learner
should be able to:
Work out activity 4 in learner's book 8 page 133 Generate Table of Values for Linear Equation in Different Situations. Enjoy generating table of values for linear equation in different Situations. |
In groups or in pairs, learners are guided to work out activity 4 in learner's book 8 page 133
In groups or in pairs, learners are guided to generate Table of Values for Linear Equation in Different Situations. |
How do you generate table of values for linear equation in different situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 133-134 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 4 |
Geometry
|
Determining an Appropriate Scale for a Linear Equation on Cartesian Plane in Different Situations
Drawing a Linear Graph from Table of Values 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 Learner's Book Grade 8 pg. 136-138 |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 5 |
Geometry
|
Solving Simultaneous Linear Equation Graphically in Different Situations
|
By the end of the
lesson, the learner
should be able to:
Use three values of x to make tables of values of x and y for the two linear equations. Draw linear graphs for the two equations in the same Cartesian plane. Solving simultaneous linear equation graphically. Enjoy solving simultaneous linear equation graphical. |
In groups or in pairs, learners are guided to use three values of x to make tables of values of x and y for the two linear equations.
In groups or in pairs, learners are guided to draw linear graphs for the two equations in the same Cartesian plane. In groups or in pairs, learners are guided to Solving simultaneous linear equation graphically. |
How do you solve simultaneous linear equation graphical?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 138-139 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 13-14 |
End term assessment and closing of the school |
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