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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Data Handling and Probability
|
Data presentation and Interpretation
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of bar graph. Fill in the table in learner's book 8 Have a desire to learn more about data handling and probability. |
In groups, learners are guided to explain the meaning of bar graph.
In groups, learners are guided to fill in the table in learner's book 8. In groups, learners are guided to choose a suitable scale and represent the data on a bar graph. |
What is a bar graph?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 178-180 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 2 |
Data Handling and Probability
|
Data presentation and Interpretation
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of bar graph. Fill in the table in learner's book 8 Have a desire to learn more about data handling and probability. |
In groups, learners are guided to explain the meaning of bar graph.
In groups, learners are guided to fill in the table in learner's book 8. In groups, learners are guided to choose a suitable scale and represent the data on a bar graph. |
What is a bar graph?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 178-180 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 3 |
Data Handling and Probability
|
Interpreting bar graphs of data from real life situations.
|
By the end of the
lesson, the learner
should be able to:
Draw a bar graph representing amounts earned on sales of items in a certain week. Determine the day when the sales were highest. Appreciate the importance of Interpreting bar graphs of data from real life situations. |
In groups, learners are guided to draw a bar graph representing amounts earned on sales of items in a certain week.
In groups, learners are guided to determine the day when the sales were highest. In groups, learners are guided to determine the sat when the sales were lowest. |
How much more sales were made on Wednesday than Friday?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 180-184 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 4 |
Data Handling and Probability
|
Drawing line graphs of given data from real life situations.
|
By the end of the
lesson, the learner
should be able to:
Draw the table that shows temperature recorded at different times of the day in learner's book 8 Represent the information on a line graph. Enjoy drawing line graphs of given data from life situations. |
In groups, learners are guided to draw the table that shows temperature recorded at different times of the day in learner's book 8
In groups, learners are guided to represent the information on a line graph. In groups, learners are guided to share and discuss with other groups. |
How do you represent an information on a line graph?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 184-186 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 5 |
Data Handling and Probability
|
Drawing line graphs of given data from real life situations.
|
By the end of the
lesson, the learner
should be able to:
Draw the table that shows temperature recorded at different times of the day in learner's book 8 Represent the information on a line graph. Enjoy drawing line graphs of given data from life situations. |
In groups, learners are guided to draw the table that shows temperature recorded at different times of the day in learner's book 8
In groups, learners are guided to represent the information on a line graph. In groups, learners are guided to share and discuss with other groups. |
How do you represent an information on a line graph?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 184-186 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 1 | 6 |
Data Handling and Probability
|
Interpreting line graphs of data from real life situations.
|
By the end of the
lesson, the learner
should be able to:
Consider the graph showing the distance covered by a car travelling from town A to town D through B and C Find the time the car left town A Appreciate interpreting line graphs of data from real life situations. |
In groups, learners are guided to consider the graph showing the distance covered by a car travelling from town A to town D through B and C
In groups, learners are guided to find the time the car left town A In groups, learners are guided to find how far the car was at 1:00 p.m. from town A |
How do you interpret line graphs of data from real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 187-191 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 1 |
Data Handling and Probability
|
Identifying the mode of a set of discrete data from real life situations
|
By the end of the
lesson, the learner
should be able to:
Write the numbers shown in learner's book 8 Count the number of times each of the digits is appearing in the list. Appreciate the mode of a set of discrete data from real life situations. |
In groups, learners are guided to write the numbers shown in learner's book 8 page 191
In groups, learners are guided to identify the numbers in the list without repeating any number. In groups, learners are guided to count the number of times each of the digits is appearing in the list. |
How do you identify the mode of a set of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 191-192 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 2 |
Data Handling and Probability
|
Identifying the mode of a set of discrete data from real life situations
|
By the end of the
lesson, the learner
should be able to:
Write the numbers shown in learner's book 8 Count the number of times each of the digits is appearing in the list. Appreciate the mode of a set of discrete data from real life situations. |
In groups, learners are guided to write the numbers shown in learner's book 8 page 191
In groups, learners are guided to identify the numbers in the list without repeating any number. In groups, learners are guided to count the number of times each of the digits is appearing in the list. |
How do you identify the mode of a set of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 191-192 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Data Handling and Probability
|
Calculating the mean of a set of discrete data from real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of working out the mean. Consider the ages of your fellow classmates and find the sum of the ages. Enjoy calculating the mean of a set of discrete data from real life situations. |
In groups, learners are guided to identify the formula of working out the mean.
In groups, learners are guided to consider the ages of your fellow classmates and find the sum of the ages. In groups, learners are guided to divide the sum by the total number of learners. |
How do you work out the mean of a set of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 193-194 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Data Handling and Probability
|
Determining the median of a set of discrete data from real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of working out the median. Arrange the ages of your classmates in ascending order. Enjoy calculating the median of a set of discrete data. |
In groups, learners are guided to identify the formula of working out the median.
In groups, learners are guided to arrange the ages of your classmates in ascending order. In groups, learners to discuss and share with other groups. |
How do you work out the median of a set of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 194-196 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 5 |
Data Handling and Probability
|
Determining the median of a set of discrete data from real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of working out the median. Arrange the ages of your classmates in ascending order. Enjoy calculating the median of a set of discrete data. |
In groups, learners are guided to identify the formula of working out the median.
In groups, learners are guided to arrange the ages of your classmates in ascending order. In groups, learners to discuss and share with other groups. |
How do you work out the median of a set of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 194-196 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 6 |
Data Handling and Probability
|
Digital device
|
By the end of the
lesson, the learner
should be able to:
Open the link: https://youtube.be/IldxOU-v3sM Watch the video clip on calculating mean of discrete data Appreciate the use of digital devices. |
As a class, learners are guided to open the link: https://youtube.be/IldxOU-v3sM
As a class, learners are guided to watch the video clip on calculating mean of discrete data. As a class, learners are guided to write short points about the video. |
What have you learnt about mean and median of discrete data?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 196 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Data Handling and Probability
|
Probability; Identifying events involving chance in real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify events involving chance in real life situations. Classify the events in learner's book 8 as likely, unlikely, must happen and cannot happen. Appreciate the events involving chance in real life situations. |
In groups, learners are guided to identify events involving chance in real life situations.
In groups, learners are guided to classify the events in learner's book 8 as likely, unlikely, must happen and cannot happen. In groups, learners to discuss and compare with other groups. |
How do you identify events as likely, unlikely, must happen and cannot happen?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 197 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 2 |
Data Handling and Probability
|
Probability; Identifying events involving chance in real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify events involving chance in real life situations. Classify the events in learner's book 8 as likely, unlikely, must happen and cannot happen. Appreciate the events involving chance in real life situations. |
In groups, learners are guided to identify events involving chance in real life situations.
In groups, learners are guided to classify the events in learner's book 8 as likely, unlikely, must happen and cannot happen. In groups, learners to discuss and compare with other groups. |
How do you identify events as likely, unlikely, must happen and cannot happen?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 197 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Data Handling and Probability
|
Performing chance experiments in different situations
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of chance experiment. Flip a coin once and record the outcome as either head or tail. Have fun and enjoy performing chance experiments. |
In groups, learners are guided to explain the meaning of chance experiment.
In groups, learners are guided to flip a coin once and record the outcome as either head or tail. In groups, learners to discuss possible outcomes when fair coin is flipped once. |
What is the meaning of chance experiment?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 198-199 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
Data Handling and Probability
|
Writing experimental probability outcomes in different situations
|
By the end of the
lesson, the learner
should be able to:
Toss a fair dice ten times. List down all the outcomes obtained from the trials Appreciate writing experimental probability outcomes in different situations. |
In groups, learners are guided to toss a fair dice ten times.
In groups, learners are guided to list down all the outcomes obtained from the trials. In groups, learners are guided to using the outcomes obtained, fill in the table in learner's book 8 page 199 |
Which are some examples of chance experiments?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 199-200 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
Data Handling and Probability
|
Writing experimental probability outcomes in different situations
|
By the end of the
lesson, the learner
should be able to:
Toss a fair dice ten times. List down all the outcomes obtained from the trials Appreciate writing experimental probability outcomes in different situations. |
In groups, learners are guided to toss a fair dice ten times.
In groups, learners are guided to list down all the outcomes obtained from the trials. In groups, learners are guided to using the outcomes obtained, fill in the table in learner's book 8 page 199 |
Which are some examples of chance experiments?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 199-200 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 6 |
Data Handling and Probability
|
Expressing probability outcomes in fractions in different situations
|
By the end of the
lesson, the learner
should be able to:
Define the term probability. Flip a coin ten times and write down all the outcomes as they occur. Appreciate the importance of probability. |
In groups, learners are guided to define the term probability.
In groups, learners are guided to flip a coin ten times and write down all the outcomes as they occur. In groups, learners are guided to use all the outcomes obtained, fill in the table in learner's book 8 page 200 |
What is probability?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 200-202 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
Data Handling and Probability
|
Expressing probability outcomes in decimals or percentages in different situations
|
By the end of the
lesson, the learner
should be able to:
Use paper cut-outs marked letters A to E. Shuffle the paper cut-outs and draw one cut-out, note the letter and return the cut-out. Appreciate expressing probability outcomes in decimals or percentages in different situations. |
In groups, learners are guided to use paper cut-outs marked letters A to E.
In groups, learners are guided to shuffle the paper cut-outs and draw one cut-out, note the letter and return the cut-out. In groups, learners are guided to list all the outcomes and fill in the table in learner's book 8 page 203 |
How do you express probability outcomes in decimals or percentages?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 203-204 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
Data Handling and Probability
|
Expressing probability outcomes in decimals or percentages in different situations
|
By the end of the
lesson, the learner
should be able to:
Use paper cut-outs marked letters A to E. Shuffle the paper cut-outs and draw one cut-out, note the letter and return the cut-out. Appreciate expressing probability outcomes in decimals or percentages in different situations. |
In groups, learners are guided to use paper cut-outs marked letters A to E.
In groups, learners are guided to shuffle the paper cut-outs and draw one cut-out, note the letter and return the cut-out. In groups, learners are guided to list all the outcomes and fill in the table in learner's book 8 page 203 |
How do you express probability outcomes in decimals or percentages?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 203-204 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
Data Handling and Probability
|
Digital devices
|
By the end of the
lesson, the learner
should be able to:
Open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE Watch the video clip on probability. Appreciate the use of digital devices. |
In groups, learners are guided to open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE
In groups, learners are guided to watch the video clip on probability. In groups, learners are guided to write short points about the video. |
What have you learnt about probability?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 204 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Data Handling and Probability
|
Digital devices
|
By the end of the
lesson, the learner
should be able to:
By the end of the lesson, the learner should be able to: Open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE Watch the video clip on probability. Appreciate the use of digital devices. |
In groups, learners are guided to open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE In groups, learners are guided to watch the video clip on probability. In groups, learners are guided to write short points about the video. |
What
have you learnt about probability?
|
KLB; Top Scholar: Mathematics Learner's Book Grade 8 pg. 204 Ruler Digital devices |
Oral
questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Data Handling and Probability
|
Digital devices
|
By the end of the
lesson, the learner
should be able to:
By the end of the lesson, the learner should be able to: Open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE Watch the video clip on probability. Appreciate the use of digital devices. |
In groups, learners are guided to open the link: https://www.youtube.com/watch?v=ny-cgmyNoWE In groups, learners are guided to watch the video clip on probability. In groups, learners are guided to write short points about the video. |
What
have you learnt about probability?
|
KLB; Top Scholar: Mathematics Learner's Book Grade 8 pg. 204 Ruler Digital devices |
Oral
questions Oral Report Observation
Written exercise
|
|
| 4 | 6 |
ALGEBRA
|
Factorizing of algebraic expressions in different situation
|
By the end of the
lesson, the learner
should be able to:
identify algebraic expressions in different situations factorize algebraic expressions in different situation enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss and identify like and unlike terms and factorize algebraic expressions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 49-50 KLB Top Scholar Maths Grade 8 P.B Pg. 56 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 1 |
ALGEBRA
|
Simplification of Algebraic fractions
|
By the end of the
lesson, the learner
should be able to:
identify ways of simplifying algebraic expressions simplify algebraic fractions in different situations 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 KLB Top Scholar Maths Grade 8 P.B Pg. 57-58 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 2 |
ALGEBRA
|
Simplification of Algebraic fractions
|
By the end of the
lesson, the learner
should be able to:
identify ways of simplifying algebraic expressions simplify algebraic fractions in different situations 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 KLB Top Scholar Maths Grade 8 P.B Pg. 57-58 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 3 |
ALGEBRA
|
Simplification of algebraic fractions by factorization
|
By the end of the
lesson, the learner
should be able to:
explain factorization method. simplify algebraic fractions by factorization enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss like and unlike terms and simplify the algebraic fractions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 51-52 KLB Top Scholar Maths Grade 8 P.B Pg. 58-59 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 4 |
ALGEBRA
|
Simplification of Algebraic fractions by factorization
|
By the end of the
lesson, the learner
should be able to:
explain factorization method. simplify algebraic fractions by factorization enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss like and unlike terms and simplify the algebraic fractions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 51-52 KLB Top Scholar Maths Grade 8 P.B Pg. 58-59 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 5 |
ALGEBRA
|
Simplification of Algebraic fractions by factorization
|
By the end of the
lesson, the learner
should be able to:
explain factorization method. simplify algebraic fractions by factorization enjoy using algebraic expressions in real life situations. |
The learner is guided to:
discuss like and unlike terms and simplify the algebraic fractions |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 51-52 KLB Top Scholar Maths Grade 8 P.B Pg. 58-59 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 5 | 6 |
ALGEBRA
|
Evaluating algebraic expressions by substituting numeral values in different situations
|
By the end of the
lesson, the learner
should be able to:
explain ways of evaluating algebraic expressions evaluate algebraic expressions by substituting numerical values in different situation enjoy using algebraic expressions in real life situations. |
- The learner is guided to:
discuss how to substitute the given numerical values to work out a given algebraic expression. use IT to work out exercises and activities in algebra or drag and drop activities of grouping similar terms to simplify algebraic expressions use other resources to work out algebra exercises. |
How do we factorize algebraic expressions?How do we simplify algebraic expressions?
|
Working out sheets
Number cards KLB Top Scholar Maths Grade 8 T.G Pg. 53-54 KLB Top Scholar Maths Grade 8 P.B Pg. 59-61 |
Written exercise
Assessment rubrics
Observation schedule
Oral question
|
|
| 6 | 1 |
Measurements
|
Circles; Working out the circumference of a circle in real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify four circular objects in their school, for example a wall clock. Measure the circumference and diameter of the objects. Have fun and enjoy measuring circumference and diameter of the objects. |
In groups, learners to identify four circular objects in their school, for example a wall clock.
In groups, learners to measure the circumference and diameter of the objects |
What is the circumference of your classroom wall clock?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 71-72 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 2 |
Measurements
|
Circles; Working out the circumference of a circle in real life situations
|
By the end of the
lesson, the learner
should be able to:
Identify four circular objects in their school, for example a wall clock. Measure the circumference and diameter of the objects. Have fun and enjoy measuring circumference and diameter of the objects. |
In groups, learners to identify four circular objects in their school, for example a wall clock.
In groups, learners to measure the circumference and diameter of the objects |
What is the circumference of your classroom wall clock?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 71-72 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
Measurements
|
Working out the length of an arc of a circle in different situations
|
By the end of the
lesson, the learner
should be able to:
Draw a circle of radius 7cm on a piece of paper and mark its centre. Cut it along its boundary. Work out the length of an arc of a circle in different situations. Enjoy working out the length of an arc of a circle in different situations |
In groups or in pairs, learners are guided to draw a circle of radius 7cm on a piece of paper and mark its centre.
In groups or in pairs, learners are guided to cut it along its boundary. In groups or in pairs, learners are guided to work out the length of an arc of a circle in different situations. |
What is an arc?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 72-74 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Measurements
|
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 | 5 |
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 | 6 |
Measurements
|
Working out the surface area of cuboids 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 |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Measurements
|
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 cylinders. Make a paper model of cylinder. Work out the surface area of cylinders in real life situations. Enjoy working out the surface area of cylinders in real life situations. |
In groups or in pairs, learners are guided to state the formula of calculating surface area of cylinders.
In groups or in pairs, learners are guided to make a paper model of cylinder. In groups or in pairs, learners are guided to work out the surface area of cylinders in real life situations. |
How do you work out the surface area of cylinders in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 83-85 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Measurements
|
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 cylinders. Make a paper model of cylinder. Work out the surface area of cylinders in real life situations. Enjoy working out the surface area of cylinders in real life situations. |
In groups or in pairs, learners are guided to state the formula of calculating surface area of cylinders.
In groups or in pairs, learners are guided to make a paper model of cylinder. In groups or in pairs, learners are guided to work out the surface area of cylinders in real life situations. |
How do you work out the surface area of cylinders in real life situations?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 83-85 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Measurements
|
Money; Identifying interest and principal in real life situations
|
By the end of the
lesson, the learner
should be able to:
Visit a financial institution in their neighbourhood. Discuss how money is deposited and borrowed from a financial institution. Have fun and enjoy the visit. |
In groups or in pairs, learners are guided to visit a financial institution in their neighbourhood.
In groups or in pairs, learners are guided to discuss how money is deposited and borrowed from a financial institution. |
How is money deposited?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 89-90 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Measurements
|
Calculating compound interest step by step per annum up to three years in real life situations
|
By the end of the
lesson, the learner
should be able to:
Define compound interest. State the formula of calculating compound interest step by step per annum up to three years. Calculate compound interest step by step per annum up to three years in real life situations. Enjoy calculating compound interest step by step per annum up to three years in real life situations. |
In groups or in pairs, learners are guided to define compound interest.
In groups or in pairs, learners are guided to state the formula of calculating compound interest step by step per annum up to three years. In groups or in pairs, learners are guided to calculate compound interest step by step per annum up to three years in real life situations. |
What is compound interest?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 92-94 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Measurements
|
Calculating compound interest step by step per annum up to three years in real life situations
|
By the end of the
lesson, the learner
should be able to:
Define compound interest. State the formula of calculating compound interest step by step per annum up to three years. Calculate compound interest step by step per annum up to three years in real life situations. Enjoy calculating compound interest step by step per annum up to three years in real life situations. |
In groups or in pairs, learners are guided to define compound interest.
In groups or in pairs, learners are guided to state the formula of calculating compound interest step by step per annum up to three years. In groups or in pairs, learners are guided to calculate compound interest step by step per annum up to three years in real life situations. |
What is compound interest?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 92-94 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 6 |
Measurements
|
Working out Appreciation and Depreciation step by step per annum up to three years in different situations
|
By the end of the
lesson, the learner
should be able to:
List items found in their community whose value appreciate with time. Identify items found in their community that depreciates in value with time. Recognise items that are likely to give profits on investments. Advocate the importance of appreciation. |
In groups or in pairs, learners are guided to list items found in their community whose value appreciate with time.
In groups or in pairs, learners are guided to identify items found in their community that depreciates in value with time. In groups or in pairs, learners are guided to recognise items that are likely to give profits on investments. |
Which items are found in your locality that appreciates?
|
KLB; Top Scholar: Mathematics
Learner's Book Grade 8 pg. 94 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 8-9 |
REVISION AND END TERM III EXAM |
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