Measurements

Money - Interest and principal

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

- Define interest as extra money paid on borrowed amount
- Define principal as money borrowed
- Appreciate understanding of financial terms

In groups, learners are guided to:
- Discuss amount of money that can be borrowed from mobile money providers
- Calculate difference between amount borrowed and paid back
- Identify institutions that offer loans
- Complete tables relating principal, interest and total amount

What is interest in money?

- Master Mathematics Grade 8, pg. 107
- Sample loan documents
- Calculators
- Financial scenario cards

- Written exercises - Oral questions - Class activities

Measurements

Money - Calculating simple interest

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

- Explain simple interest as money charged only on principal
- Calculate simple interest using formula: S.I = P × R × T / 100
- Show accuracy in simple interest calculations

In groups, learners are guided to:
- Discuss Mr. Murithi's loan scenario
- Calculate total amount paid and interest
- Express interest as percentage
- Practice using formula with different values

How do we calculate simple interest?

- Master Mathematics Grade 8, pg. 109
- Calculators
- Formula charts
- Loan scenario cards

- Written tests - Problem-solving - Class activities

Measurements

Money - Applications of simple interest

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

- Discuss various situations where simple interest applies
- Calculate amount paid back including interest
- Apply simple interest to solve real-life problems

In groups, learners are guided to:
- Calculate interest for businessmen borrowing from financial institutions
- Work out amount in bank accounts after interest
- Find rate of simple interest from given information
- Calculate interest earned on deposits

Where do we use simple interest in real life?

- Master Mathematics Grade 8, pg. 110
- Calculators
- Real-life problem cards
- Bank documents (samples)

- Written assignments - Problem-solving - Oral presentations

Measurements

Money - Compound interest calculation step by step

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

- Define compound interest as interest on principal and previous interest
- Calculate compound interest year by year up to three years
- Value systematic approach in compound interest

In groups, learners are guided to:
- Discuss Mrs. Rono's investment in women groups
- Calculate interest for first year and add to principal
- Use new total as principal for second year
- Continue process up to three years

How is compound interest different from simple interest?

- Master Mathematics Grade 8, pg. 112
- Calculators
- Step-by-step charts
- Comparison worksheets

- Written tests - Practical exercises - Class tests

Measurements

Money - Working out appreciation per annum

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

- Define appreciation as gain in value of a commodity
- Calculate appreciation using compound interest method
- Show understanding that appreciation is calculated like compound interest

In groups, learners are guided to:
- Discuss meaning of appreciation in relation to monetary value
- List items that appreciate in value
- Calculate appreciation of land value year by year
- Apply appreciation formula to various scenarios

What items appreciate in value and why?

- Master Mathematics Grade 8, pg. 115
- Calculators
- Appreciation scenario cards
- Charts

- Written exercises - Problem-solving - Oral questions

Measurements

Money - Working out depreciation per annum

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

- Define depreciation as loss in value of a commodity
- Calculate depreciation step by step up to three years
- Appreciate that depreciation helps in making purchasing decisions

In groups, learners are guided to:
- Discuss items that depreciate in value
- Calculate depreciation of vehicles and electronics
- Work through depreciation year by year
- Compare depreciation with appreciation

What is depreciation and how do we calculate it?

- Master Mathematics Grade 8, pg. 116
- Calculators
- Depreciation charts
- Real-life examples

- Written tests - Class activities - Problem-solving

Measurements

Money - Hire purchase

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

- Explain hire purchase as buying goods through installments
- Calculate total cost under hire purchase
- Show consumer awareness in comparing cash and hire purchase prices

In groups, learners are guided to:
- Visit places offering hire purchase or do online searches
- Discuss different terms of purchase
- Calculate installment periods and total amounts
- Compare hire purchase prices with cash prices for consumer protection

How do we pay for goods on hire purchase?

- Master Mathematics Grade 8, pg. 117
- Hire purchase documents
- Price comparison charts
- Calculators

- Written assignments - Research projects - Oral presentations

Measurements

Money - Visiting financial institutions and using IT for shopping

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

- Discuss information gathered from financial institutions
- Use IT to access online shopping platforms and identify terms of sale
- Spend money responsibly on needs and leisure

In groups, learners are guided to:
- Visit or invite resource persons from banks and SACCOs
- Gather information about interest rates offered on deposits
- Use IT to access online shopping platforms
- Discuss terms of sale for consumer awareness and protection

How do we make informed financial decisions?

- Master Mathematics Grade 8, pg. 118
- Digital devices
- Internet access
- Financial institution brochures
- Guest speakers

- Portfolio assessment - Presentations - Reflection journals - Self-assessment

4.0: Geometry

4.2: Coordinates and Graphs - Drawing labelled Cartesian plane

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

- Define Cartesian plane and identify its components
- Draw and label a Cartesian plane with axes and origin
- Show understanding of coordinate system

In groups, learners are guided to:
- Draw horizontal line and label as x-axis
- Draw vertical line crossing at center and label as y-axis
- Mark intersection point as origin
- Number axes with positive and negative values
- Place arrows at ends of axes
- Discuss purpose of arrows

Why do we need two axes to locate points on a plane?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Pencil
- Digital resources

- Observation - Oral questions - Written assignments

4.0: Geometry

4.2: Coordinates and Graphs - Drawing Cartesian plane with different scales

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

- Explain the concept of scale in graphs
- Draw Cartesian plane with specified scales on both axes
- Demonstrate accuracy in scaling

In groups, learners are guided to:
- Draw Cartesian plane with various scales
- Practice with different unit representations
- Label axes correctly with chosen scale
- Discuss when to use different scales
- Compare graphs with different scales

How does scale affect the appearance of a graph?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Pencil
- Calculator

- Observation - Practical tasks - Written tests

4.0: Geometry

4.2: Coordinates and Graphs - Identifying points on Cartesian plane

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

- Describe how to read coordinates of points
- Read coordinates of points on Cartesian plane correctly
- Show precision in reading coordinates

In groups, learners are guided to:
- Draw Cartesian plane and mark points
- Draw vertical line from point to x-axis to read x-coordinate
- Draw horizontal line from point to y-axis to read y-coordinate
- Write coordinates with x-value first, then y-value
- Practice reading multiple points in different quadrants

How do we describe the exact position of a point on a plane?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Pencil
- Worksheet with points

- Observation - Oral questions - Written assignments

4.0: Geometry

4.2: Coordinates and Graphs - Plotting points on Cartesian plane

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

- Explain the process of plotting coordinates
- Plot given coordinates on Cartesian plane accurately
- Demonstrate accuracy in plotting

In groups, learners are guided to:
- Identify x-coordinate and locate on x-axis
- Check sign of y-coordinate
- Draw line upward for positive y, downward for negative y
- Locate y-coordinate on y-axis
- Mark point where lines meet
- Practice plotting points in all quadrants

How do we use coordinates to mark exact positions?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Pencil
- List of coordinates

- Observation - Practical tasks - Peer assessment

4.0: Geometry

4.2: Coordinates and Graphs - Reading coordinates from graphs

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

- Identify coordinates of plotted points on graphs
- Read coordinates from all four quadrants correctly
- Show accuracy in coordinate reading

In groups, learners are guided to:
- Examine graph with plotted points
- Write down coordinates of labeled points
- Identify points on x-axis and y-axis
- Match given coordinates to labeled points on graph
- Practice with various coordinate positions

What special coordinates do points on the axes have?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper with plotted points
- Ruler
- Pencil
- Practice worksheets

- Observation - Written tests - Oral questions

4.0: Geometry

4.2: Coordinates and Graphs - Generating table of values from linear equations

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

- State the process of generating tables from equations
- Generate table of values from given linear equations
- Show systematic approach to problem-solving

In groups, learners are guided to:
- Choose suitable x values
- Draw table with selected x values
- Substitute each x value into equation to find y
- Complete table with corresponding y values
- Practice with equations in different forms

How do we find ordered pairs that satisfy a linear equation?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Calculator
- Pencil

- Observation - Written assignments - Problem-solving tasks

4.0: Geometry

4.2: Coordinates and Graphs - Completing tables for linear equations

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

- Identify given values in equation tables
- Complete given tables using equations accurately
- Demonstrate algebraic skills in context

In groups, learners are guided to:
- Complete tables for equations in various forms
- Substitute given values to find missing values
- Generate complete tables for different equations
- Practice with whole numbers and fractions
- Verify completed tables

How do different forms of equations affect table generation?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Calculator
- Pencil
- Exercise book
- Practice worksheets

- Observation - Written tests - Oral questions

4.0: Geometry

4.2: Coordinates and Graphs - Determining appropriate scale for graphs

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

- List factors to consider when choosing scales
- Choose suitable scales for given data ranges
- Show judgment in scale selection

In groups, learners are guided to:
- Examine table with range of values
- Consider graph paper size
- Calculate range of values
- Select scale that accommodates all values
- Ensure efficient use of graph space

How do we choose a scale that makes best use of graph paper?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Calculator
- Data tables

- Observation - Practical tasks - Problem-solving

4.0: Geometry

4.2: Coordinates and Graphs - Drawing line graphs from tables

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

- Recall steps for drawing line graphs
- Draw straight lines through plotted points using appropriate scale
- Show accuracy in graphing

In groups, learners are guided to:
- Generate table of values using given equation
- Choose suitable scale
- Plot coordinates on Cartesian plane
- Join plotted points using ruler
- Draw line graphs for various equations
- Verify line passes through all points

Why do linear equations produce straight line graphs?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Pencil
- Calculator

- Observation - Practical construction - Peer assessment

4.0: Geometry

4.2: Coordinates and Graphs - Drawing line graphs from tables

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

- Recall steps for drawing line graphs
- Draw straight lines through plotted points using appropriate scale
- Show accuracy in graphing

In groups, learners are guided to:
- Generate table of values using given equation
- Choose suitable scale
- Plot coordinates on Cartesian plane
- Join plotted points using ruler
- Draw line graphs for various equations
- Verify line passes through all points

Why do linear equations produce straight line graphs?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Pencil
- Calculator

- Observation - Practical construction - Peer assessment

4.0: Geometry

4.2: Coordinates and Graphs - Drawing graphs for various linear equations

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

- Identify equations representing horizontal and vertical lines
- Draw graphs for equations in different forms
- Demonstrate graphing skills

In groups, learners are guided to:
- Draw graphs for equations in various forms
- Draw horizontal and vertical lines
- Compare slopes of different lines
- Identify parallel and perpendicular lines
- Practice graphing multiple equations

What do certain equations represent graphically?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Pencil
- Set of equations

- Observation - Written tests - Practical tasks

4.0: Geometry

4.2: Coordinates and Graphs - Introduction to simultaneous equations graphically

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

- Define simultaneous equations
- Identify point of intersection of two lines as solution
- Show interest in graphical methods

In groups, learners are guided to:
- Solve simultaneous equations algebraically
- Draw graphs of both equations on same axes
- Identify where lines intersect
- Read coordinates of intersection point
- Compare graphical solution to algebraic solution

How can graphs help us solve two equations together?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Calculator
- Number cards

- Observation - Oral questions - Written assignments

4.0: Geometry

4.2: Coordinates and Graphs - Solving simultaneous linear equations graphically

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

- Explain the graphical method for solving simultaneous equations
- Solve simultaneous equations using graphs accurately
- Demonstrate systematic approach

In groups, learners are guided to:
- Generate tables for both equations
- Choose appropriate scale for both equations
- Plot both lines on same Cartesian plane
- Identify point of intersection accurately
- Write solution as ordered pair
- Verify solution satisfies both equations

Why must the solution satisfy both equations?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Calculator
- Pencil

- Observation - Problem-solving - Written tests

4.0: Geometry
5.0: Data Handling and Probability

4.2: Coordinates and Graphs - Practice solving simultaneous equations with different forms
5.1: Data Presentation and Interpretation - Collecting data and drawing bar graphs

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

- Identify equations with decimal and fractional coefficients
- Solve various forms of simultaneous equations graphically
- Show proficiency in graphical methods

In groups, learners are guided to:
- Solve equations with integer coefficients
- Work with decimal coefficients
- Handle equations with fractions
- Practice with different forms
- Compare solutions for accuracy

How do decimal coefficients affect the graphing process?

- MASTER Mathematics Grade 8 Learner's Book pg. 147
- Graph paper
- Ruler
- Scientific calculator
- Pencil
- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Data collection sheets

- Observation - Written tests - Problem-solving tasks

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Drawing bar graphs with suitable scale
5.1: Data Presentation and Interpretation - Interpreting bar graphs

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

- State the steps for drawing bar graphs
- Draw bar graphs with appropriate scales for different data sets
- Show accuracy in graph construction

In groups, learners are guided to:
- Choose uniform width for bars
- Select uniform gaps between bars
- Choose suitable scale for vertical axis
- Calculate heights of bars according to scale
- Draw bars accurately
- Label axes properly
- Practice with various data sets

How do we choose an appropriate scale for a bar graph?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Graph paper
- Ruler
- Pencil
- Calculator
- Data tables
- Sample bar graphs
- Question sheets

- Observation - Practical construction - Written assignments

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Drawing line graphs
5.1: Data Presentation and Interpretation - Interpreting line graphs

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

- Define line graph and state its uses
- Draw line graphs from given data
- Appreciate line graphs for showing trends

In groups, learners are guided to:
- Choose suitable scale for x-axis
- Choose suitable scale for y-axis
- Plot points from table of values
- Join plotted points using straight lines
- Label axes appropriately
- Practice drawing line graphs for different data sets

When is it appropriate to use a line graph instead of a bar graph?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Graph paper
- Ruler
- Pencil
- Calculator
- Data tables
- Sample line graphs
- Question sheets

- Observation - Practical construction - Peer assessment

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Identifying mode of discrete data
5.1: Data Presentation and Interpretation - Calculating mean of discrete data

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

- Define mode and bimodal data
- Identify the mode from given discrete data sets
- Appreciate mode as a measure of central tendency

In groups, learners are guided to:
- Identify numbers in data sets
- Count frequency of each number
- Identify most occurring number
- Determine mode from various data sets
- Identify bimodal data
- Practice finding mode from different contexts

What does the mode tell us about a set of data?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Number cards
- Pencil
- Exercise books
- Data sets
- Calculator

- Observation - Oral questions - Written assignments

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Working out averages from different sets
5.1: Data Presentation and Interpretation - Determining median of discrete data

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

- Recall the concept of average
- Work out averages from different data sets including finding missing values
- Demonstrate computational proficiency

In groups, learners are guided to:
- Calculate averages for various data sets
- Work with data of different sizes
- Find missing values when mean is given
- Solve word problems involving averages
- Apply mean in real-life contexts
- Verify solutions

How can we use mean to find missing values in a data set?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Calculator
- Pencil
- Exercise books
- Problem cards
- Number cards

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.1: Data Presentation and Interpretation - Using IT for data presentation and calculations

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

- Identify IT tools for creating graphs
- Use technology to create bar graphs and line graphs and calculate mean, mode and median
- Appreciate technology in data handling

In groups, learners are guided to:
- Use spreadsheet software to enter data
- Create bar graphs using software
- Create line graphs using software
- Use formulas to calculate mean
- Use functions to find mode and median
- Compare manual and digital methods
- Present findings digitally

How does technology make data presentation and analysis easier?

- MASTER Mathematics Grade 8 Learner's Book pg. 197
- Computers/tablets
- Spreadsheet software
- Internet access
- Projector
- Data sets

- Observation - Digital portfolio - Practical demonstration - Peer evaluation

5.0: Data Handling and Probability

5.2: Probability - Identifying events involving chance in real life

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

- Define chance and probability
- Identify events involving chance in daily life
- Show awareness of probability in real situations

In groups, learners are guided to:
- Discuss possibilities in various scenarios
- Identify chance events in sports
- Recognize chance in weather predictions
- Discuss chance in games
- List daily events involving chance
- Share observations with class

What is chance and where do we encounter it in daily life?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Pictures of chance events
- Pencil
- Chart paper
- Real-life scenario cards

- Observation - Oral questions - Class discussion

5.0: Data Handling and Probability

5.2: Probability - Discussing likely and unlikely events

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

- List the likelihood scale terms: impossible, unlikely, equally likely, likely, certain
- Classify events as impossible, unlikely, equally likely, likely or certain
- Show critical thinking in analyzing probability

In groups, learners are guided to:
- Examine likelihood scale
- Discuss meaning of each term
- Classify statements using likelihood terms
- Identify impossible events
- Identify certain events
- Distinguish between likely and unlikely
- Practice with various statements

How do we describe the likelihood of different events happening?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Likelihood scale chart
- Event cards
- Pencil
- Exercise books

- Observation - Oral questions - Written assignments

5.0: Data Handling and Probability

5.2: Probability - Performing chance experiments

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

- Define chance experiment
- Perform chance experiments such as flipping coins, tossing dice, and drawing objects
- Show interest in hands-on probability activities

In groups, learners are guided to:
- Obtain coins and flip them
- Toss dice and record outcomes
- Draw colored balls or beads from bags
- Use spinners and record results
- Record outcomes from experiments
- Compare results with other groups
- Discuss patterns observed

What are the possible outcomes when we perform chance experiments?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Coins
- Dice
- Colored balls/beads
- Bags
- Spinners
- Recording sheets

- Observation - Practical tasks - Oral questions

5.0: Data Handling and Probability

5.2: Probability - Writing experimental probability outcomes

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

- Explain the concept of experimental probability
- Write all possible outcomes from chance experiments
- Demonstrate systematic recording of outcomes

In groups, learners are guided to:
- List possible outcomes from coin toss
- Write outcomes from die roll
- Determine outcomes from spinners
- List outcomes from drawing objects
- Form combinations of outcomes
- Record outcomes systematically
- Share findings with class

How do we list all possible outcomes from an experiment?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Coins
- Dice
- Number cards
- Pencil
- Exercise books

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.2: Probability - Expressing probability outcomes as fractions

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

- State the formula for probability as a fraction
- Express probability outcomes as fractions accurately
- Show understanding of favorable outcomes

In groups, learners are guided to:
- Identify total possible outcomes
- Identify favorable outcomes
- Express probability as fraction of favorable to total outcomes
- Simplify probability fractions
- Calculate probabilities from various scenarios
- Solve word problems involving probability
- Verify answers

How do we express the chance of an event happening as a fraction?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Colored balls/beads
- Bags
- Calculator
- Pencil
- Exercise books

- Observation - Written assignments - Problem-solving tasks

5.0: Data Handling and Probability

5.2: Probability - Expressing probability as decimals and percentages

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

- Explain the relationship between probability in fractions, decimals and percentages
- Convert probability from fractions to decimals and percentages
- Demonstrate proficiency in probability conversions

In groups, learners are guided to:
- Convert probability fractions to decimals
- Convert probability fractions to percentages
- Understand that probability in decimals cannot exceed 1
- Understand that probability in percentages cannot exceed 100%
- Calculate complementary probabilities
- Solve problems in different forms
- Apply probability in real contexts

Why is probability sometimes expressed as decimals or percentages?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Calculator
- Pencil
- Exercise books
- Conversion charts

- Observation - Written tests - Problem-solving

5.0: Data Handling and Probability

5.2: Probability - Using IT to play probability games

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

- Identify digital tools for probability activities
- Use technology to play games involving probability and simulate experiments
- Appreciate technology in learning probability

In groups, learners are guided to:
- Access online probability games
- Use software to simulate coin flips
- Use apps to simulate dice rolls
- Play digital probability games
- Record results from digital experiments
- Compare manual and digital experiments
- Discuss advantages of using technology

How does technology help us understand probability better?

- MASTER Mathematics Grade 8 Learner's Book pg. 210
- Computers/tablets
- Internet access
- Probability apps/software
- Projector
- Recording sheets

- Observation - Digital portfolio - Practical demonstration - Oral presentation

5.0: Data Handling and Probability

5.2: Probability - Using IT to play probability games

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

In groups, learners are guided to: