Geometry

Coordinates and Graphs - Drawing and labelling a Cartesian plane
Coordinates and Graphs - Identifying and plotting points on the Cartesian plane

By the end of the lesson, the learner should be able to:          - Define a cartesian plane
- Draw and label a Cartesian plane with x-axis and y-axis
- Appreciate the Cartesian plane as a tool for locating points

In groups, learners are guided to:
- Draw two perpendicular number lines meeting at the origin; label x-axis (horizontal) and y-axis (vertical)
- Label equal intervals on both axes including negative values
- Discuss: coordinates are written as (x, y); x is horizontal distance, y is vertical distance from origin
- Identify coordinates of marked points on a given Cartesian plane

How do we plot coordinates on a Cartesian plane?

Mentor Mathematics Grade 8 pg. 198
- Graph books/grid paper
- Ruler

- Oral questions - Written assignments

Geometry

Coordinates and Graphs - Table of values for linear equations

By the end of the lesson, the learner should be able to:
- Fill a table of values for a given linear equation
- Calculate y values by substituting x values into a linear equation
- Show accuracy when constructing tables of values

In groups, learners are guided to:
- Substitute selected x values into a linear equation to find corresponding y values
- Record results in a table of values
- Generate tables of values for equations such as x + y = 6, 2x + y = 8, y = 2x + 3
- Discuss patterns observed in the table of values

How do we generate a table of values for a linear equation?

Mentor Mathematics Grade 8 pg. 203
- Graph books/grid paper
- Calculators

- Written assignments - Oral questions

Geometry

Coordinates and Graphs - Determining appropriate scale for linear graphs
Coordinates and Graphs - Drawing linear graphs on a Cartesian plane

By the end of the lesson, the learner should be able to:
- Determine an appropriate scale for plotting a linear graph on the Cartesian plane
- Set up a Cartesian plane with a chosen scale that accommodates all values in the table
- Appreciate the importance of choosing an appropriate scale

In groups, learners are guided to:
- Examine the range of x and y values in a table; determine scale so all points fit in the graph space
- Choose a scale for x-axis and y-axis separately (e.g. 1 cm represents 1 unit or 2 units)
- Set up the Cartesian plane with the chosen scale and label both axes
- Discuss: a poor scale choice wastes space or squashes the graph

Why is choosing an appropriate scale important when drawing a linear graph?

Mentor Mathematics Grade 8 pg. 204
- Graph books/grid paper
- Ruler

- Oral questions - Written assignments

Geometry

Coordinates and Graphs - Drawing linear graphs (practice)

By the end of the lesson, the learner should be able to:
- Identify a variety of linear graphs including those with negative gradients
- Read off specific values from a drawn linear graph
- Reflect on the use of graphs in real life

In groups, learners are guided to:
- Draw linear graphs for equations involving negative coefficients such as y = −2x + 3 and 2x − y = 4
- Read values from drawn graphs: given x find y, given y find x
- Discuss real-life uses of linear graphs: distance-time graphs, cost graphs, conversion charts
- Use IT graphing tools to create and compare linear graphs

How are linear graphs used in real-life situations?

Mentor Mathematics Grade 8 pg. 205
- Graph books/grid paper
- Ruler

- Written assignments - Oral questions

Geometry

Coordinates and Graphs - Solving simultaneous linear equations graphically
Coordinates and Graphs - Simultaneous equations graphically (application)

By the end of the lesson, the learner should be able to:
- Draw two linear graphs on the same Cartesian plane
- Identify the point of intersection as the solution to simultaneous equations
- Apply graphical solutions to real-life problems

In groups, learners are guided to:
- Draw tables of values for two simultaneous equations
- Plot both graphs on the same Cartesian plane using the same scale
- Identify point of intersection P; read coordinates as the solution (x, y)
- Verify solution by substituting back into both original equations

How do we solve simultaneous equations graphically?

Mentor Mathematics Grade 8 pg. 208
- Graph books/grid paper
- Calculators

- Written assignments - Oral questions

Geometry

Coordinates and Graphs - Review and consolidation

By the end of the lesson, the learner should be able to:
- Apply skills of plotting, drawing linear graphs and solving simultaneous equations graphically
- Connect graphical solutions to algebraic solutions
- Use IT or other resources to further explore graphs

In groups, learners are guided to:
- Solve mixed problems: plot points, draw linear graphs, solve simultaneous equations graphically
- Compare graphical and algebraic solutions to simultaneous equations; discuss accuracy
- Use IT graphing tools to explore further examples and verify results

How do we use linear graphs in real life?

Mentor Mathematics Grade 8 pg. 198
- Graph books/grid paper
- Calculators

- Written tests - Oral questions - Observation

Geometry

Scale Drawing - Representing length to a given scale
Scale Drawing - Converting actual length to scale length

By the end of the lesson, the learner should be able to:
- Explain the concept of scale drawing as a reduced or enlarged representation
- Represent the length of objects from the environment to a given scale
- Show responsibility when measuring and representing objects to scale

In groups, learners are guided to:
- Measure lengths of objects in the classroom (blackboard, desk, window) using a tape measure
- Represent each length using a given scale (e.g. 1 cm represents 1 m)
- Record actual length and drawing length in a table
- Discuss: scale drawing allows large objects to be represented on paper; drawing length is always stated first in the scale

How do we determine scales in real life?

Mentor Mathematics Grade 8 pg. 211
- Tape measure / metre rule
- Calculators

- Oral questions - Observation

Geometry

Scale Drawing - Converting scale length to actual length

By the end of the lesson, the learner should be able to:
- Convert scale length to actual length using a given scale
- Express actual lengths in appropriate units (m or km)
- Apply conversions to map and plan reading

In groups, learners are guided to:
- Measure scale lengths on diagrams using a ruler
- Multiply scale length by the scale factor to get actual length
- Convert actual length to appropriate units (cm → m → km)
- Solve problems: find actual dimensions of plots, roads and rivers from scale drawings

How do we find actual lengths from scale drawings?

Mentor Mathematics Grade 8 pg. 216
- Ruler
- Calculators
- Maps or scale diagrams

- Written assignments - Oral questions

Geometry

Scale Drawing - Linear scale in statement form

By the end of the lesson, the learner should be able to:
- Interpret a linear scale expressed in statement form
- Convert a scale statement between different units (cm, m, km)
- Recognise the use of scale drawing in maps

In groups, learners are guided to:
- Read and interpret scales in statement form: "1 cm represents 5 km"
- Convert scale statements to different units: 1 cm represents 5 km = 1 cm represents 500 000 cm
- Given drawing length and actual length, simplify to a unit drawing length and write in statement form
- Practise writing scales for real objects (pencils, railway lines, paths)

How do we interpret and write scales in statement form?

Mentor Mathematics Grade 8 pg. 218
- Ruler
- Calculators

- Written assignments - Oral questions

Geometry

Scale Drawing - Linear scale in ratio form
Scale Drawing - Converting linear scales between forms

By the end of the lesson, the learner should be able to:
- Interpret a linear scale expressed in ratio form
- Write a linear scale in ratio form given drawing and actual lengths
- Show confidence in reading and writing scales in ratio form

In groups, learners are guided to:
- Read and interpret ratio scales: 1:5 000 means 1 cm represents 5 000 cm
- Convert ratio scale to units: 1:700 000 = 1 cm represents 7 km
- Given drawing length and actual length, convert actual length to same units as drawing length and express as ratio
- Complete tables converting ratio scales to centimetres, metres and kilometres

How do we interpret and write scales in ratio form?

Mentor Mathematics Grade 8 pg. 221
- Ruler
- Calculators

- Written assignments - Oral questions

Geometry

Scale Drawing - Making scale drawings

By the end of the lesson, the learner should be able to:
- Choose an appropriate scale for a given set of dimensions
- Calculate drawing dimensions from actual dimensions using the chosen scale
- Make an accurate scale drawing of a shape or plot of land

In groups, learners are guided to:
- Discuss how to choose a scale: the drawing must fit comfortably in the available space
- Calculate drawing dimensions by dividing actual dimensions by the scale factor
- Make scale drawings of rectangular plots, rooms, and irregular land shapes
- Measure distances and angles on completed scale drawings and interpret in context

Where do we use scale drawing in real-life situations?

Mentor Mathematics Grade 8 pg. 227
- Ruler, protractor, pair of compasses
- Graph books/grid paper

- Written assignments - Observation

Geometry

Scale Drawing - Making scale drawings (continued and application)
Scale Drawing - Review and consolidation

By the end of the lesson, the learner should be able to:
- Make scale drawings of real-life objects and spaces such as school compounds and classrooms
- Determine actual area and perimeter from a scale drawing
- Appreciate the application of scale drawing in architecture and maps

In groups, learners are guided to:
- Measure the classroom and make a scale drawing at 1:100
- Draw a scale drawing of an irregular plot; find actual perimeter and area from the drawing
- Use ICT to display maps and use zoom functions to demonstrate how scale changes
- Use maps to locate places and measure distances using the map scale

How do architects and map makers use scale drawings?

Mentor Mathematics Grade 8 pg. 227
- Tape measure
- Ruler, graph paper
- Ruler, calculators
- Maps

- Written tests - Observation - Oral questions

Geometry

Common Solids - Identifying common solids from the environment

By the end of the lesson, the learner should be able to:
- Identify and name common solids from the environment (cube, cuboid, cylinder, cone, pyramid, sphere, prism)
- Describe properties that distinguish one solid from another
- Show curiosity in exploring solids in the environment

In groups, learners are guided to:
- Collect real objects that represent common solids (tins, boxes, balls, ice cream cones, bricks)
- Sort and name each collected solid; draw its shape in exercise book
- Discuss features: cones have an apex; pyramids have a polygonal base and triangular faces; spheres have no edges or vertices
- Watch videos on common solids using digital devices

What are common solids?

Mentor Mathematics Grade 8 pg. 231
- Collected solid objects

- Oral questions - Observation

Geometry

Common Solids - Edges, vertices and faces of common solids
Common Solids - Sketching nets of solids

By the end of the lesson, the learner should be able to:
- Count and record edges, vertices and faces of common solids
- Classify solids by their faces, edges and vertices
- Show responsibility when handling solid models

In groups, learners are guided to:
- Collect or make models of cube, cuboid, square-based pyramid, triangular pyramid, cone, cylinder and sphere
- Count faces, vertices and edges for each; record in a table
- Discuss: a cube has 6 faces, 12 edges, 8 vertices; a cone has 1 face, 0 edges, 1 vertex (apex)
- Sort solids by number of faces and discuss patterns

How do we classify common solids?

Mentor Mathematics Grade 8 pg. 233
- Solid models (clay/cartons)
- Manila paper, scissors, pair of compasses
- Ruler

- Oral questions - Written assignments

Geometry

Common Solids - Nets of cylinders, pyramids and cones

By the end of the lesson, the learner should be able to:          - Identify solids formed by different nets
- Sketch nets of closed, open cylinders,  square based pyramids and cones.                               - Appreciate the use of nets in real life situations 

In groups, learners are guided to:
- Sketch net of closed cylinder (2 circles + rectangle); open cylinder (1 circle + rectangle)
- Sketch net of square-based pyramid (1 square + 4 triangles); triangular prism (2 triangles + 3 rectangles)
- Sketch net of cone (circle + sector); note: curved surface opens to a sector
- Draw a given net on thick paper, fold and paste to identify the resulting solid

How do we sketch and use nets of common solids?

Mentor Mathematics Grade 8 pg. 234
- Manila paper, scissors, pair of compasses
- Ruler, protractor

- Written assignments - Observation

Geometry

Common Solids - Surface area of cubes and cuboids from nets
Common Solids - Surface area of cylinders and triangular prisms from nets

By the end of the lesson, the learner should be able to:          - Identify the formula of calculating surface area of different solids
- Use nets to calculate the surface area of cubes , closed and open cuboids
- Appreciate the use of nets in calculating surface area

In groups, learners are guided to:
- Draw net of a cube; count 6 equal squares; multiply area of one square by 6 for surface area
- Draw net of closed cuboid; identify 3 pairs of equal rectangles; sum all six areas for surface area
- Draw net of open cuboid; identify 5 rectangles; sum their areas
- Solve real-life problems: surface area of dice, cartons, rooms

How do we use nets to calculate the surface area of solids?

Mentor  Mathematics Grade 8 pg. 239
- Graph books/squared paper
- Ruler
- Calculators
- Ruler, calculators

- Written assignments - Oral questions

Geometry

Common Solids - Surface area of pyramids and cones from nets

By the end of the lesson, the learner should be able to:
- Use nets to calculate the surface area of square-based pyramids
- Use nets to calculate the surface area of cones
- Apply surface area calculations to real-life problems

In groups, learners are guided to:
- Draw net of square-based pyramid (square + 4 triangles); calculate area of base and each triangular face; sum all areas
- Draw net of cone (circle + sector); calculate area of circle = πr²; area of sector = (θ/360)πl²; find sum
- Solve problems: surface area of tent models combining cube and pyramid, gift boxes, display cones

How do we calculate the surface area of pyramids and cones from nets?

Mentor  Mathematics Grade 8 pg. 239
- Graph books/squared paper
- Ruler, calculators

- Written assignments - Oral questions

Geometry

Common Solids - Distance between two points on the surface of a solid
Common Solids - Distance between two points (continued)

By the end of the lesson, the learner should be able to:
- Open a solid into its net to find the shortest path between two points on its surface
- Apply Pythagoras' theorem to calculate the distance between two points on the surface of a solid
- Show critical thinking when finding surface distances on solids

In groups, learners are guided to:
- Make a model of a cuboid from card; mark two points; open net and use a ruler to measure shortest distance
- Identify the right-angled triangle formed on the net; apply a² + b² = c² to find the distance
- Solve problems involving cubes and cuboids: find distance between two vertices through given faces
- Work through examples: cube of side 4 cm; triangular prism

How do we find the shortest distance between two points on the surface of a solid?

Mentor Mathematics Grade 8 pg. 254
- Card/manila paper, scissors
- Ruler, calculators

- Written assignments - Oral questions

Geometry

Common Solids - Making models of hollow and compact solids

By the end of the lesson, the learner should be able to:
- Make models of hollow solids (cube, cuboid, cylinder, pyramid, cone) using locally available materials
- Make compact solid models using clay or plasticine
- Promote the use of common solids in real-life situations

In groups, learners are guided to:
- Use thick paper, cartons or manila paper to construct nets and fold into hollow solid models
- Use clay or plasticine to make compact solid models of cubes, cuboids and cylinders
- Carry out an ethnomath project: discuss how pots were moulded and decorated in African culture
- Use IT devices to watch videos on making models of common solids
- Display and discuss completed models with the class

How do we use common solids in real life?

Mentor  Mathematics Grade 8 pg. 259
- Clay/plasticine
- Manila paper, cartons, scissors

- Observation - Oral questions - Project work

Geometry

Common Solids - Making models (continued) and review
Coordinates and Graphs - Simultaneous equations (real-life problem 2)

By the end of the lesson, the learner should be able to:
- Refine and complete solid models with accuracy
- Relate models to their nets and surface area calculations
- Show creativity in making and decorating solid models

In groups, learners are guided to:
- Complete making solid models; measure dimensions and verify against net calculations
- Solve mixed review problems: identify solids, sketch nets, calculate surface area, find distances between surface points
- Discuss real-life applications of common solids: bricks, tanks, packaging, architecture
- Peer-assess each other's models for accuracy and creativity

How are common solids applied in everyday life and design?

Mentor  Mathematics Grade 8 pg. 259
- Clay/plasticine
- Manila paper, ruler
- Graph books/grid paper
- Calculators

- Written tests - Observation - Oral questions

Geometry

Coordinates and Graphs - Simultaneous equations (real-life problem 3)

By the end of the lesson, the learner should be able to:
- Form simultaneous equations from wildlife/nature scenarios and solve graphically
- Compare graphical and algebraic solutions for accuracy
- Reflect on the use of graphs in real life

In groups, learners are guided to:
- Form and solve simultaneous equations from nature-based problems (lions and cheetahs, oranges and mangoes)
- Plot both graphs; read intersection point and interpret in context
- Compare graphical solution with substitution/elimination method answer
- Discuss: graphical method gives approximate answers when intersection is not on a grid point

How accurate are graphical solutions compared to algebraic solutions?

Mentor  Mathematics Grade 8 pg. 208
- Graph books/grid paper
- Calculators

- Written assignments - Oral questions

Geometry

Coordinates and Graphs - Simultaneous equations (practice and consolidation)
Coordinates and Graphs - Review and application

By the end of the lesson, the learner should be able to:
- Solve a variety of simultaneous equation pairs graphically
- Select an appropriate scale to display both graphs clearly
- Use IT graphing tools to confirm graphical solutions

In groups, learners are guided to:
- Solve at least four pairs of simultaneous equations graphically including those with negative values
- Choose appropriate scales independently for each set of equations
- Use IT graphing tools to draw the graphs and verify intersection points

When is the graphical method preferred for solving simultaneous equations?

Mentor  Mathematics Grade 8 pg. 208
- Graph books/grid paper

- Written tests - Oral questions

Geometry

Scale Drawing - Converting linear scales (practice)

By the end of the lesson, the learner should be able to:
- Convert a variety of scales between statement and ratio form fluently
- Solve problems requiring identification and use of scales on plans and maps
- Show critical thinking when selecting and converting scales

In groups, learners are guided to:
- Convert multiple scales in both directions (statement → ratio, ratio → statement) using varied units
- Use an online map scale calculator to practice conversions
- Solve problems: identify scale from drawing and actual length; express in both forms
- Discuss how architects and surveyors use both forms of scale in their work

How do engineers and map makers use both forms of scale?

Memtor  Mathematics Grade 8 pg. 224
- Ruler

- Written assignments - Oral questions

Geometry

Scale Drawing - Making scale drawings (introduction)
Scale Drawing - Making scale drawings of irregular shapes

By the end of the lesson, the learner should be able to:
- Choose an appropriate scale for given actual dimensions
- Calculate drawing dimensions from actual measurements
- Begin making accurate scale drawings on graph paper

In groups, learners are guided to:
- Discuss how to test whether a scale is appropriate: multiply drawing length by scale factor; check result fits on paper
- For each given scenario, calculate drawing dimensions from actual dimensions
- Begin scale drawings of rectangular plots and rooms; use ruler and protractor for accuracy

What makes a scale appropriate for a particular drawing?

Mentor  Mathematics Grade 8 pg. 227
- Ruler, graph paper
- Calculators
- Ruler, protractor, tape measure
- Graph paper

- Oral questions - Written assignments

Geometry

Scale Drawing - Scale Drawing review and consolidation

By the end of the lesson, the learner should be able to:
- Solve mixed scale drawing problems involving conversions and making drawings
- Read and use scales on real maps to find distances
- Recognise the use of scale drawing in maps and construction

In groups, learners are guided to:
- Solve mixed review problems: convert lengths, write and convert scales, make scale drawings, read maps
- Use real or printed maps; read the scale and determine distances between places
- Discuss applications: architects, civil engineers, cartographers and urban planners all use scale drawings

Where is scale drawing used across different careers and industries?

Mentor  Mathematics Grade 8 pg. 211
- Ruler, calculators
- Maps.

- Written tests - Oral questions - Observation

Geometry

Common Solids - Surface area of triangular prisms from nets
Common Solids - Surface distances on solids (further practice)

By the end of the lesson, the learner should be able to:
- Draw the net of a triangular prism
- Calculate the surface area of a triangular prism from its net
- Apply surface area of triangular prisms to real-life problems

In groups, learners are guided to:
- Draw net of a triangular prism (2 triangles + 3 rectangles); identify equal faces
- Calculate area of each triangular and rectangular face separately; find total surface area
- Solve real-life problems: wedge-shaped pieces of wood, rooftop models, tent structures
- Use nets drawn on squared paper to calculate surface area accurately

How do we find the surface area of a triangular prism from its net?

Mentor  Mathematics Grade 8 pg. 239
- Graph books/squared paper
- Ruler, calculators
- Card/manila paper, scissors

- Written assignments - Oral questions

Geometry

Common Solids - Ethnomath project and final review

By the end of the lesson, the learner should be able to:
- Connect knowledge of common solids to cultural and real-world applications
- Apply all Common Solids skills in a review activity
- Promote the use of common solids in real-life situations

In groups, learners are guided to:
- Carry out ethnomath project: research and discuss how pots, granaries and other cultural objects reflect solid shapes
- Solve a mixed review of Common Solids: identify solids, sketch nets, calculate surface area, find surface distances, relate to models
- Share completed models and discuss how common solids appear in architecture, engineering and everyday life

How do we use common solids in real life and cultural contexts?

Mentor  Mathematics Grade 8 pg. 259
- Clay/plasticine

- Written tests - Observation - Oral questions

Geometry

Common Solids - Nets and surface area (consolidation)

By the end of the lesson, the learner should be able to:
- Draw nets of mixed solid types from memory
- Use nets to calculate surface area for a variety of solids
- Show creativity when drawing and using nets

In groups, learners are guided to:
- Draw nets of cube, cuboid, cylinder, cone and pyramid from memory without reference
- Calculate surface area of each using the drawn net
- Peer-assess each other's nets for correctness and completeness
- Use IT to trace or draw nets of solids interactively

How do nets help us understand and calculate the surface area of solids?

Mentor  Mathematics Grade 8 pg. 234
- Graph books/squared paper
- Ruler, calculators

- Written assignments - Oral questions

Geometry
Data Handling and Probability
Data Handling and Probability

Common Solids - Making compact solid models
Data Presentation and Interpretation - Drawing bar graphs
Data Presentation and Interpretation - Drawing bar graphs (continued)

By the end of the lesson, the learner should be able to:
- Make compact solid models using clay or locally available materials
- Use drawing materials to draw models and nets of solids
- Appreciate the use of common solids in art and construction

In groups, learners are guided to:
- Use clay or plasticine to make compact solid models of bricks (cuboids), rollers (cylinders) and decorative objects
- Draw models and their nets in exercise books; label all dimensions
- Compare hollow and compact models; discuss where each type is used in real life (hollow: containers, tanks; compact: bricks, rollers)
- Display final models and evaluate creativity and accuracy

What is the difference between hollow and compact solids and where is each used?

Mentor  Mathematics Grade 8 pg. 259
- Clay/plasticine
- Ruler
- Graph books/grid paper, ruler
- Collected class data
- Calculators

- Observation - Oral questions - Project work

Data Handling and Probability

Data Presentation and Interpretation - Interpreting bar graphs
Data Presentation and Interpretation - Drawing line graphs
Data Presentation and Interpretation - Interpreting line graphs

By the end of the lesson, the learner should be able to:
- Read values from a bar graph accurately
- Interpret bar graphs to answer questions about data from real-life situations
- Recognise the use of data representation and interpretation in real life

In groups, learners are guided to:
- Study given bar graphs (health forum attendance, maize production, favourite learning areas)
- Read scales on both axes; identify maximum and minimum values from bar heights
- Answer questions: which category has highest/lowest frequency? What is the difference between two categories? What is the total?
- Discuss real-life uses of bar graphs: government reports, school records, health data

How do we interpret information from a bar graph?

Mentor  Mathematics Grade 8 pg. 264
- Printed bar graph charts
- Graph books/grid paper, ruler
- Calculators

- Oral questions - Written assignments

Data Handling and Probability

Data Presentation and Interpretation - Interpreting line graphs (continued)
Data Presentation and Interpretation - Mode of discrete data
Data Presentation and Interpretation - Mean of discrete data

By the end of the lesson, the learner should be able to:
- Solve multi-step problems from line graphs including total sales comparisons
- Draw and interpret line graphs for real-life data from the environment
- Recognise use of line graphs in science, business and everyday life

In groups, learners are guided to:
- Solve problems from given line graphs: total distance in a journey, how much more was sold in first half vs second half of a year
- Collect environmental data (rainfall records, temperature over days) and represent on a line graph
- Discuss: line graphs are used in weather stations, hospitals (patient monitoring), businesses (sales trends)
- Use IT to display and explore line graphs from online datasets

How are line graphs used in real-life contexts such as science and business?

Mentor  Mathematics Grade 8 pg. 273
- Graph books/grid paper, ruler
- Calculators
- Fruit cards/tally charts

- Written tests - Oral questions

Data Handling and Probability

Data Presentation and Interpretation - Median of discrete data
Data Presentation and Interpretation - Review and application

By the end of the lesson, the learner should be able to:
- Arrange discrete data in ascending or descending order
- Determine the median for odd and even numbers of data items
- Show creativity when comparing and summarising mean, median and mode.

- Discuss: identify the middle finger on the hand as an analogy for the median
- Arrange data in ascending order; median = middle value for odd count; average of two middle values for even count
- Find median for data sets: ages of children, heights of learners, masses, COVID-19 testing centre figures
- Compare mean, mode and median for the same data set and discuss which measure best represents the data

How do we find the middle value in a data set?

Mentor  Mathematics Grade 8 pg. 283
- Calculators
- Graph books/grid paper, ruler

- Written assignments - Oral questions

Data Handling and Probability

Probability - Identifying events involving chance

By the end of the lesson, the learner should be able to:
- Identify events that are impossible, unlikely, likely or certain in real-life situations
- Describe the likelihood of events using appropriate vocabulary
- Recognise that there are events that happen by chance in real life

In groups, learners are guided to:
- Make chance cards labelled: CERTAIN, LIKELY, UNLIKELY, WILL NOT HAPPEN
- Discuss daily events and assign each a card: sun rising from east (certain), getting a head on a coin flip (likely), tomorrow being Friday if today is Monday (impossible when false)
- Discuss outcomes of flipping a coin (certain to land; unlikely to land on edge; equal chance of head or tail)
- Discuss outcomes of rolling a die (certain to get 1–6; impossible to get 7)

How do we describe the likelihood of an event happening?

Mentor  Mathematics Grade 8 pg. 285
- Coins, dice

- Oral questions - Observation

Data Handling and Probability

Probability - Chance experiments
Probability - Experimental probability

By the end of the lesson, the learner should be able to:
- Perform chance experiments involving spinning a colour wheel, flipping a coin and tossing a die
- Predict outcomes and compare predictions with actual results
- Show interest in chance experiments and their outcomes

In groups, learners are guided to:
- Make a colour wheel with equal and unequal colour sections; spin and record colour obtained each time
- Discuss: colour with largest section has highest likelihood of occurring
- Flip a coin multiple times; record heads and tails using a tally chart; compare results with prediction
- Toss a die; record each outcome; observe that each face has an equal chance of appearing
- Draw coloured balls from a bag one at a time; identify which colour is most/least likely

How do we carry out chance experiments?

Mentor  Mathematics Grade 8 pg. 287
- Colour wheels, coins, dice
- Coloured balls in a bag
- Calculators

- Oral questions - Observation - Written assignments

Data Handling and Probability

Probability - Expressing experimental probability as fractions

By the end of the lesson, the learner should be able to:
- Express experimental probability outcomes as fractions in their simplest form
- Find unknown probability outcomes given the probability of the complementary event
- Show confidence when working with probability fractions

In groups, learners are guided to:
- Express experimental probabilities from coin flipping, die tossing and ball drawing as fractions in simplest form
- Use the relationship: P(tail) = 1 − P(head) to find complementary probabilities
- Calculate probability from real-life data: days of rainfall per month, defective bottles from a sample, injured players in a school team
- Solve problems: given P(head) = 0.3 = 3/10, find P(tail) as a fraction

How do we express experimental probability as a fraction?

Mentor  Mathematics Grade 8 pg. 293
- Coins, dice, coloured balls
- Calculators

- Written assignments - Oral questions

Data Handling and Probability

Probability - Expressing experimental probability as a decimal or percentage
Probability - Experimental probability (extended practice)

By the end of the lesson, the learner should be able to:           - Identify ways of expressing probability to both a decimal and percentage 
- Express experimental probability as a decimal and  percentage
- Show confidence when working with probability fractions 

In groups, learners are guided to:
- Toss a die 100 times; record occurrences of each outcome; express each probability as a fraction, then as a decimal, then as a percentage
- Convert probability fractions to decimals (divide numerator by denominator) and percentages (multiply decimal by 100)
- Solve problems: defective bottles probability as decimal; favourite breakfast choice as percentage
- Verify: sum of all probabilities for all outcomes = 1 (or 100%)

How do we express probability as a decimal or percentage?

Mentor  Mathematics Grade 8 pg. 294
- Dice, coins
- Calculators
- Coins, dice

- Written assignments - Oral questions

Data Handling and Probability

Probability - Review and application

By the end of the lesson, the learner should be able to:
- Apply all probability skills to solve varied real-life problems
- Express probability outcomes in fractions, decimals and percentages
- Recognise that there are events that happen by chance in real life

In groups, learners are guided to:
- Solve mixed probability problems: identify likelihood of events, carry out experiments, calculate probability in fractions, decimals and percentages
- Discuss real-life contexts: weather forecasting, insurance, medical testing, sports predictions all use probability
- Use IT or games to play probability-based activities interactively
- Share and compare results; reflect on how probability helps in making decisions

How do we use probability to make decisions in real life?

Mentor  Mathematics Grade 8 pg. 285
- Coins, dice, coloured balls
- Calculators

- Written tests - Oral questions - Observation