Maths g8p Lesson Plans P

MINSTRY OF GENERAL EDUCATION
MAS SECONDARY SCHOOL

TEACHER’S LESSON PLAN
NAME OF TEACHER: ……………………… Date:
Subject: Mathematics Class: 8A1
Topic: SETS Sub-Topic: Introduction On Sets
Time: 12:00-13:00hrs Duration: 60minutes No. OF PUPILS: Boys: 16 Girls: 23 Total: 39

Rationale: This lesson is about reflective teaching on sets. This will equip learners with the learnt
knowledge and skills on how to handle examinations questions. In is this lesson discussion method and
question and answer method will be used.
Pre-requisite Knowledge: Types of numbers
Reference: Pbk11 and 12, Study Kit, Syllabus and Past Papers
Materials/Aids: Assorted materials like pens, books etc
OBJECTIVES: By the end of the lesson PSBAT:
 Outline three ways to represent a set
 Listing elements of a set, separated by commas and enclosed within curly brackets {}
 State in words the elements of the set.
 Writing in symbolic form the common characteristics shared by all the elements of the set.
Lesson progression
Stage/ Learning Points Teaching/Learning Activities Pupils Activity
Time
Introdu Review of the previous lesson Tr. will introduce the lesson by State the main property of a set;
ction reviewing the prevoius work on is that it is well defined.
5 min properties of a set.
Lesson Pupils attentively listen and ask

Develop Representation of Sets: Tr to demonstrate: questions where not clear
ment There are three ways to represent a set. Solution 1 :
I. Tabular Form: Example:
20 min Listing all the elements of a set, A={1,2,3,4,5},B{2,4,6,
separated by commas and enclosed ⋯,50},C{1,3,5,7,9,
within curly brackets {}. ⋯}A={1,2,3,4,5},B{2,4,6,
II. Descriptive Form: ⋯,50},C{1,3,5,7,9,⋯}
State in words the elements of the set. Example:
III. Set Builder Form: A= {Set of first five natural
Writing in symbolic form the common numbers}
characteristics shared by all the B= {Set of positive even integers
elements of the set. less than or equal to fifty}
C= {Set of positive odd integers}.
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Exercise
EXPECTED ANSWER
50min 1. A collection of all girls in our Tr to write an exercise and instructs
class. Solution 3:
pupils to write individually in their It forms a set. The elements of
2. A collection of prime numbers less books. the above set are the names of
than 30. those girls in the class.
3. Set of all the days in a week is a
finite set. Solution 4:
4. Set of all integers is infinite set. It forms a set. The set will have
the following elements.
A = { 2, 3, 5, 7, 11, 13, 17, 19,
23, 29 }
Conclus
ion Teacher will conclude the lesson by stressing main points of the lesson.
5 min
Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial
learners
HOMEWORK/CLASS EXERCISE
Learners evaluation:
………………………………………………………………………………………………………………
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Teachers evaluation:

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Subject: Mathematics Class: 8A1
Topic: SETS Sub-Topic: Introduction On Sets
Time: 12:00-13:00hrs Duration: 60minutes No. OF PUPILS: Boys: 16 Girls: 21 Total: 37

Rationale: This lesson is about reflective teaching on sets. This will equip learners with the learnt
knowledge and skills on how to handle examinations questions. In is this lesson discussion method and
question and answer method will be used.
Pre-requisite Knowledge: Types of numbers
Reference: Pbk11 and 12, Study Kit, Syllabus and Past Papers
Materials/Aids: Assorted materials like pens, books etc
 Definition a set.
 State property of a set.
Lesson progression
Stage/ Learning Points Teaching/Learning Activities Pupils Activity
Time
Introdu Definition: A set is a collection of well- Tr. will introduce the lesson by State the main property of a set;
ction defined objects. The objects of a set are explaining the motion of a is that it is well defined.
5 min called elements or members of the set. moving object;
Property of a set:
This means that given any object, it must
be clear whether that object is a member
(element) of the set or not.
Lesson Tr to demonstrate: Pupils attentively listen and ask
Develop Example 1 : Solution 1 : questions where not clear
ment A collection of all natural numbers less If forms a set. The set will have
than 50. the following elements. Pupils to do example 2
20 min A = {1, 2, 3, 4, 5, ................50}
Example 2 : Solution 3:
A collection of ten most talented Solution 2 : If doesn't form a set. Because
mathematics teachers. If doesn't form a set. Because the term "Good player" is vague
the term "Most talented" is and it is not well defined.
Example 3 : vague and it is not well defined. However a collection of players
A collection of good hockey players in However a collection of players of hockey is a set.
America of Chess is a set.
Exercise
EXPECTED ANSWER
50min 5. A collection of all girls in our Tr to write an exercise and
class. Solution 3:
instructs pupils to write It forms a set. The elements of
6. A collection of prime numbers individually in their books. the above set are the names of
less than 30. those girls in the class.
Solution 4:
It forms a set. The set will have
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the following elements.
A = { 2, 3, 5, 7, 11, 13, 17, 19,
23, 29 }
Conclus
ion Teacher will conclude the lesson by stressing main points of the lesson.
5 min
learners
HOMEWORK/CLASS EXERCISE
Learners evaluation:
…………………………………………………………………………………………………………………………………………………………………
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Teachers evaluation:
MATHEMATICS DEPARTMENT
LESSON PLAN
NAME OF TEACHER: ……………………… DATE:
SCHOOL: ........................................ DURATION:80 MINUTES
TOPIC: SET CLASS: 8
SUBTOPIC: Set builder notation NO OF BOYS…….
GIRLS…….
REFERENCES: Progress Mathematics book 8
TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on Set builder notation. Discussion and demonstration methods will be
used. This lesson will develop learners knowledge about the set builder notation{x: x > 2, x£ Ζ}.The skill
of Computation of operations on sets and Interpretation of the set builder notation. The value
Appreciation of the use of sets and Accuracy of classification and in set operations
LEARNING OUTCOMES: L.S.B.A.T
 Interpret the set builder notation; {x: x > 2, x£ Ζ}.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught.
LESSON INTRODUCTION: to revise through the previous lesson
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY TIME
ACTIVITY
Set builder notation

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A set is a well defined collection of objects or numbers Teacher ask learners Learners to listen attentively 20min
or letters ,and so on to define a set
Each number is called an element of the set
Example's of a set
{2,4,6,8.....} is a set of even numbers
{a,e,i,o,u} is a set of vowels
Interpretation of sets
{x:x¿ 2 , x £ Z } Teacher to write the Learners to write the example 20min
its says the set of all x such that x is greater than or equal examples on the in their ACTIVITY books
to 2 and x is a member of the set of integers in other words board
,all integers that are greater than or equal to 2
Example
Read the following set builder notation
{x:x5}
Solution
The set of all x's ,such that x is greater than or equal to 5 Teacher to Write the Learners to write the
ACTIVITY on the ACTIVITY in their
ACTIVITY board ACTIVITY books 40min
Read the following set builder notation EXPECTED ANSWERS
1.{x:x¿9} 1.set of all Xs such that x is
2.{x:x¿10} greater than 9
3.{x:x≥12} 2. set of all Xs such that x is
4.{x:2¿ x¿9} less than 10
Lesson Conclusion: Teacher concludes by emphasizing 3. set of all Xs such that x is
the main points of the lesson greater than or equal to12
4.set of all Xs such 2 is less
than x and X is less than 9
PUPIL’S EVALUATION
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TEACHER’S EVALUATION
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LESSON PLAN
TOPIC: SETS CLASS: 8
SUBTOPIC: Set builder notation NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on Set builder notation. Discussion and demonstration methods will be
used. This lesson will develop learners knowledge about the set builder notation{x: x > 2, x£ Ζ}.The skill
of Computation of operations on sets and Interpretation of the set builder notation. The value
Appreciation of the use of sets and Accuracy of classification and in set operations
 Interpret the set builder notation; {x: x > 2, x£ Ζ}.
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY TIM
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ACTIVITY E
Learners to write the example
in their ACTIVITY books
READING SET BUILDER NOTATION
Teacher to write the
EXAMPLE examples on the Learners to listen attentively
Read the following set builder notation board
{X:x7,x£z}
Learners to write the
Solution ACTIVITY in their
The set of all x's such that x is greater than 7 and x is an Teacher to solve on ACTIVITY books
integer the board EXPECTED ANSWERS
1.set of all Xs such that X is
ACTIVITY greater than 5 and X is an
Read the following set builder notations integers
1.{x:x¿5,x£Z} Teacher to Write the 2. set of all Xs such that X is
2.{x:x<10,x£Z} ACTIVITY on the less than 10 and X is an
3.{x:7≤x,x£Z} board integers
Lesson Conclusion: 3. set of all Xs such that X is
less than or equal to7 and X is
Teacher concludes by emphasising the main points of the an integers
lesson
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LESSON PLAN
TOPIC: SET CLASS: 8
SUBTOPIC: Intersection of sets NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on Intersection of sets .Discussion and demonstration methods will be
used. This lesson will develop learners knowledge about The intersection set(should include up to
3sets).The skill of Problem solving using acquired knowledge of sets. The value Team work through
cooperative learning.
 Find the intersection set involving up to 3 sets.
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY
ACTIVITY
Intersection of sets
 Sets are said to intersect if they have members in common. Teacher to explain
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For example, if A = {a, b, c, d, e ) and B = {b, d, f, h, i); about an Intersection Learners to listen
members common to both A and B are b and d, so A and B are of sets attentively
intersecting sets.
 The symbol n denotes intersection, so AnB is read as 'A
intersection B'. In the foregoing example AnB = {b, d}.
Example Teacher to write the

Given sets A,B and C example Learners to write the
example in their
ACTIVITY books
a. What is the intersection of set A and set B?

b. What is the intersection of set A and Set B and set C Teacher to solve on Learners to listen
the board attentively
SOLUTION
a. AnB={10,20}
b. AnBn={10}
Teacher to Write the Learners to write the
ACTIVITY ACTIVITY on the ACTIVITY in their
Given that M={0,1,2,3,4,5,6,7} board ACTIVITY books
N={0,3,5,7} and O={0,3,5,6}.Find the following Expected answers
a. MnN
b. NnO 1.a. MnN={0,3,5,7}
c.MnOdMnN b. NnO={0,3,5,}
c. MnOdMnN={0,3,5,}
2. If A = {l, 2, 3, 4, 5} and B = {2, 5, 7 }, list the elements of
(a) A n B 2.(a) A n B ={2,5}
(b) A UB (b) A UB= {l, 2, 3, 4,
5,7}
Lesson Conclusion: Teacher concludes by emphasising the main points of the lesson
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LESSON PLAN
TOPIC: SET CLASS: 8
SUBTOPIC: Complement of a Set NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on Complement of a Set. Discussion and demonstration methods will be
used. This lesson will develop learner’s knowledge of Set complement including its symbol (i.e. A’,
B’).The skill of Problem solving using acquired knowledge of sets. The value of team work through
cooperative learning.
 Interpret the set complement including its symbol (i.e. A’, B’)
 Use combined set application apply simple operation on sets
LESSON DEVELOPMENT
CONTENT TEACHER’ PUPIL’S ACTIVITY Time
S
ACTIVITY
Complement of a set
 The complement of a set A, denoted by A’ is the set of Teacher to Learners to listen attentively 20min
members of the universal set outside set A or members of explain about
the universal set which are not members of A. a
Example: complement
If (f= {I, 2, 3, 4, 5} and A={3, 5), then A’= {I, 2, 4} set
(A n B)’, read as A intersection B complement, is the set of
members outside the intersection of A and B. Learners to write the example
in their ACTIVITY books
Example:
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If A= {1, 2, 3,4} and B = {1,4, 5, 6}, then (A n B) = {I, 4}, Teacher to
therefore (A nB)’ = {2. 3, 5, 6} write
examples of
EXAMPLE 1 a Learners to listen attentively 30min
Given tht E={1,2,3,4,5,6,7} and P={2,4,5},find the complement complement
of P set
Teacher to
solve on the
board
Solution
P’={1,3,6,7}
Example 2
Given that E={0,1,2,3,4,5,6,7,8},P={0,1,3,5,7} and
Q={0,3,5,6},find the following sets and draw a venn diagram for
each
a.P’ Learners to write the example
b.Q’ in their ACTIVITY books
c.(PnQ)’
d.(PuQ)’
solution
a b
Teacher to
write the
example on 20min
the board
P’={2,4,6,8} Q={1,2,4,7,8}
c. d
(PnQ)’={1,2,4,6,7,8} (PuQ)’={2,4,8}
Learners to write the
ACTIVITY ACTIVITY in their
1.If E={a,b,c,d,e,f,g,h} and M={a,d,g},find M’ and illustrate this Teacher to ACTIVITY books
in a venn diagram Write the Expected answers
2.If E={0,1,2,3,4,5,6,7,8,9,10},N={0,2,4} and P={2,4,8,10},find ACTIVITY
a.N’ b.P’ c.(NnP)’ d.(NuP)’ on the board 1.
Lesson Conclusion: Teacher concludes by emphasising the
main points of the lesson
10min
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2 a. N’ ={1,3,5,6,7,8,9,10}
b. =P’{0,1,3,5,6,7,9}
c. (NnP)’={0,1,3,5,6,7,9,}
d.(NuP)’{0,1,3,5,6,7,9,}
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TEACHER’S EVALUATION.....................................................................................................................
LESSON PLAN
TOPIC: SET CLASS: 8
SUBTOPIC: SET APPLICATION NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is the last lesson on sets application. Discussion and demonstration methods
will be used. This lesson will develop learners knowledge Set application in real life situations. The skill
of Problem solving using acquired knowledge of sets. The value of team work through cooperative
learning.
 Use combined set application
 apply simple operation on sets
EXAMPLE
The diagram below chart the number and fruits they like mangoes ,apples and oranges
Find the number of girls of who like

a. mangoe SOLUTION
b. oranges a. mangoe=15
d. apple b. oranges=22
e. both d. apples =22
e. fruits=4
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S METHODS
ACTIVITY ACTIVITY
SET APPLICATION
EXAMPLE
Given that the diagram below find
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Teacher to Learners to write
write the the example in their Teacher exposition
examples on ACTIVITY books
the board
Find
a.n(c )
b.n( PnQ) Teacher to
c.P’ solve on the Learners listen Demonstration
d.(PUQ)nR board part a & attentively
solutions b
a.n(c )={131112714}
→n={6}
n( PnQ)={11,9}
={2}
c.P’=E-P
={1,5,7,11,12,14} -{3,6.8.9.11}
Teacher to ask Volunteer learners Question and
d.(PUQ)n{11,9} learners to to go and solve on answer
(PU)= {5,6,7,8,10,11} solve on the the board
R= {6,8,9,10} board
→.(PUQ)nR ={6,8,9,10}
EXAMPLE
If n€=30,n(AnBnc)=1,n(A)=14, n(B)=11 n(C)=14
N(Bnc)=4 and n(AnC)=5
a. illustrate this information in a venn diagram
b.find Teacher to
i.n(AuB)’ write the Learners to write
ii.n[(BuC)’nA] ACTIVITY on the example in their Teacher exposition
iii.n[(Aub)’uC] the board ACTIVITY books
Solution
Teacher to
solve on the Learners to listen Demonstration
b. i.n(AuB)’=8
board attentively
ii.n[(BuC)’nA]=7
iii.n[(Aub)’uC]=16
Lesson Conclusion: Teacher concludes by emphasising the
main points of the lesson
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LESSON PLAN
TOPIC: SET CLASS: 8
GIRLS…….
REFERENCES: Progress Mathematics book 8 and other resources
RATIONALE: This lesson is on Application on sets. Demonstration ,teacher exposition and question and
answer methods will be used. This lesson will develop learners knowledge of applying Set application in
real life situations. The skill of Problem solving using acquired knowledge of sets. The value Team work
Through cooperative learning
 Apply simple operations on sets
EXAMPLE
Using the diagram below
LESSON DEVELOPMENT
ACTIVITY
EXAMPLE 1
If A={6,7,8,9}and B={2.4,6}. Find Teacher to write on Learners to write examples on
a. n(A) the board their ACTIVITY books
b. n(B)
c. (AnB)
d. (AuC)
SOLUTION
NOTE that n simply means number of elements
a.A={6,7,8,9}.
n(A)=4
Teacher to solve part Learners listen attentively
b. n(B)= {2.4,6}. a& b
n(B)=3
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c. (AnB)={6}
n(AnB)=1
b. . (AuC)= {2.4,6,7,8,9} Teacher asks learners Volunteer learners to solve on

={6 to solve on the board the board
EXAMPLE 2
In a school of 360 senior pupils,280 take science,250 takes
geography and 260 history.210 pupils take science and
geography ,190 take science and history,180 takes history
and geography and 150 take all thw three subjects
a.illustrate this information on in the venn diagram
b.find the number of pupils who takes Teacher to write
i.history only example 2on the Learners to write examples in
ii.science board their ACTIVITY books
iii.geography only
c.Express in set notation the set of pupils who takes
i.history only
ii.science only
iii.geography only
solution
Let S stand for science ,G for geography and H for history
a
.
b. i.40
ii.30
iii10 Teacher to solve on Learners listen attentively
c. i(S u G)’n H the board
ii(H u G)’n S
iii(H u S)’n G
ACTIVITY
1.The set A,B and C are shown in the diagram below
Teacher to write Learners to write in their

ACTIVITY on the ACTIVITY books
board
Expected answers
2. The venn diagram below shows the number and fruits
they like mangoes, apples and oranges. find the number of 1 a .n (C) =8
girls who like b. n (A uB)=3
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c. n ( B uC)=11
d.(A’)=6
2.a.mangoes=1+2+5+4+3
Find the number of girls who likes
=15
a. apples
b. oranges
b. apples=3+4+7+8
c. both fruits
=22
c. oranges =4+5+6+7
=22
d .both three fruits =4
Lesson Conclusion: Teacher concludes by emphasising the main points of the lessons
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LESSON PLAN
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TOPIC: SET CLASS: 8
GIRLS…….
REFERENCES: Mathematics Progress book 8 and other sources
learning.
EXAMPLE
Given that E={1,2,3,4,5,6,7,8,10.} A={1,2,3,4} B={3,4,1}. C={6,7,8,10} .Find
a..A’
b. AnC
c.C’
SOLUTION
a..A’={5,6,7,8,10}
b. AnC={6,7,8,10}
c.C’={1,2,3,4}
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS
ACTIVITY
APPLICATION OF SETS Teacher to write Learners to write the Teacher
Using the venn diagram below ,list the members of examples on the examples in their exposition
the sets board ACTIVITY book
List
a.(AuB)n C
b.(AnB)u C
SOLUTIONS
First list the set .A,B and C Teacher to solve
A={2,4,5,6,12} example 1 Learners to listen attentively Demonstration
B={2,4,6,8,9,10}
C={2,4,5,8,14,,15}
a. .(AuB)={2,4,5,6,8,9,10}
(AnB)u C={2,4,5,6,8,9,10,12}n{2,4,6,8,14,15}
={2,4,5,8}
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b.(AnB)={2,4,6}
(AnB)u C={2,4,6}U{2,4,5,8,14,15}
→ (AnB)u C={2,4,5,6,8,14,15}
EXAMPLE 2
Given that E={1,2,3,4,5,6,7,8,910,11,12,13,14,15}
A={1,2,3,4,5,6} Teacher to write Volunteer learners to go on Question and
B={1,2,3,4,7,8,9} example 2 on the the board and solve answer
C{1,2,4,9,10,11} board and ask
learners to solve
A.(An)uC
B. An(BuC)
SOLUTION
A.(An)Uc={1,2,3,4,9,10,11}
B. An(BuC) ={1,2,3,4,}
ACTIVITY Teacher to L earners to write the

Using the information given in the venn complement learners ACTIVITY in their
diagram .list the sets responses and write ACTIVITY book
a.AnB the ACTIVITY on
b.AuB the board
c.AnC EXPECTED ANSWERS
d.AuC
eBnC 1 a.AnB={5,4} Question and
f.BuC b.AuB={1,2,3,4,5,6,7} answer
c.AnC={3,4}
d.AuC={1,2,3,4,5,7,8}
2.Using the venn diagram in question 1 ,list the set. eBnC={4,7}
i.Au(BnC) f.BuC={3,4,5,,6,7,8}
ii.An(BuC)
ii.(AuB)n(AuC)
ii.(AnB)u(AnC) 2. i.Au(BnC)={1,2,3,4,5}
Lesson Conclusion: ii.An(BuC)={3,4,5}
Teacher concludes by emphasising the main points ii.(AuB)n(AuC)={ 123457}
of the lessons ii.(AnB)u(AnC)={3,4,5}
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LESSON PLAN
TOPIC: SET CLASS: 8
GIRLS…….
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REFERENCES: Mathematics Progress and other sources
learning.
EXAMPLE
Given that E={Aa,b,c,d,e,f,g,h,I,j,k,l,m,n} X={a,c,e} Y={a.e,g,k} Z={a,c,e,h,k} and C .Find
a.(XnY)uZ
b. Xn(YuZ)
c. (XuY)nZ
SOLUTION
a. (XnY)uZ= {a,c,e,h,k}
b. Xn(YuZ)= {a,c,e}
c. (XuY)nZ= {a,c,e}
LESSON DEVELOPMENT
ACTIVITY
APPLICATION OF SETS Teacher to write Learners to write the Teacher
EXAMPLE 1 example in the example in their ACTIVITY exposition
Given the information A,B and C on the venn diagram board book
below
Find
a.AnB
bAnC
C.AnBnC
SOLUTION
a.A={3,6,10,12,20}
B={5,8,10,15,20}
AnB={10,20}
Teacher to go Learners listen attentively Demonstration
B AnC and solve on the and ask questions
A={3,6,10,12,20} board
C={2,6,8,10}
AnC={6,10}
C.AnBnC
A={3,6,10,12,20}
B={5,8,10,15,20}
C={2,6,8,10}
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→An BnC={10}
EXAMPLE 2
The venn diagram shows the number of learners at st
johns secondary school according to the subjects they
take
Teacher to ask
learners to go and
solve on the
board
Volunteer learners to go and

on board Question and
Find ,
answer
A .number of learners who takes maths
b .nmber of learners who takes accounting only
EXPECTED ANSWERS
c. number of learners who takes both science and
SOLUTION
maths
a.6
ACTIVITY
b.6
1.Given set A,B and C below
c.2
EXPECTED ANSWERS
1. a.AnB={5,4}
.find b.AnBnC={4}
a.AnB
b.AnBnC 2 .P’{1,2,5,6}
2.Given that E={1,2,3,4,5,6,7} and P’={3,4,7}
Find P’
TEACHERS EVALUATUION..................................................................................................... PUPILS
EVALUATION:...............................................................................................................
LESSON PLAN
TOPIC: SET CLASS: 8
GIRLS…….
learning
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EXAMPLE
Given that E={Aa,b,c,d,e,f,g,h,I,j,k,l,m,n} X={a,c,e} Y={a.e,g,k} Z={a,c,e,h,k} and C .Find
a.(XnY)uZ
b. Xn(YuZ)
c. (XuY)nZ
SOLUTION
a. (XnY)uZ= {a,c,e,h,k}
b. Xn(YuZ)= {a,c,e}
c. (XuY)nZ= {a,c,e}
LESSON DEVELOPMENT
ACTIVITY
APPLICATION OF SETS
EXAMPLE 1
Given the information A,B and C on the venn diagram Teacher to write
below the example on Learners to write examples Teacher
the board on their ACTIVITY book exposition
Find
a.AnB
bAnC Teacher to ask
C.AnBnC learners to go and Volunteer learners to go and Question and
solve on the solve on the board answer
SOLUTION board example
a.A={3,6,10,12,20} on the board
B={5,8,10,15,20}
AnB={10,20}
B AnC
A={3,6,10,12,20}
C={2,6,8,10}
AnC={6,10}
C.AnBnC
A={3,6,10,12,20}
B={5,8,10,15,20}
C={2,6,8,10}
→An BnC={10}
EXAMPLE 2
The venn diagram shows the number of learners at st
johns secondary school according to the subjects they
take
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Teacher to write
example 2 and
solve on the
board
Find ,
A .number of learners who takes maths
b .nmber of learners who takes accounting only
c. number of learners who takes both science and
maths
SOLUTION
a.6 b.6 c.2
ACTIVITY
1.Given set A,B and C below Teacher to write
the ACTIVITY
on the board Learners to write the
ACTIVITY
Expected answers Question and
answer
1. a.AnB={5,4}
b.AnBnC={4}
2 .P’{1,2,5,6}
find
a.AnB
b.AnBnC
2.Given that E={1,2,3,4,5,6,7} and P’={3,4,7}
Find P’
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LESSON PLAN
TOPIC: SET CLASS: 8
GIRLS…….
learning
EXAMPLE
If E={a,b,c,d,e,d,e,f,g,h} and M={a,d,g.} find M ‘ and illustrate this in a venn diagram
SOLUTION
E={a,b,c,d,e,d,e,f,g,h} M={a,d,g.}
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→ M ‘={b.c.e.h}
LESSON DEVELOPMENT
ACTIVITY
SET OPERATION Teacher to Learners to listen attentively
 Under set operation you will be combining explain on set
three or more sets using one of the opration operation
symbols
U=union
n=intersection
EXAMPLE 1 Teacher to write Learners to write examples

Let E]{0,1,2,3,4,5,6,7,8,9,10 example on the in their ACTIVITY book Teacher
A={0,3,6,9} B={0,3,6,8} C={0,6,8,10.}.list the board exposition
elements for each of the following
i.AnB ii.BnC iii(AnB)nC ivAuB v.AuBuC
SOLUTION
i.AnB ={0,3,6} Teacher to ask Volunteer learners to go and Question and
ii.BnC ={0,6} learners to go and solve on the board answer
iii(AnB)nC ={0,6} solve on the
board
ACTIVITY
1.If P={a,c,d,f} S={a,b,c} T={a,b,c,d,e}.find
i. PuSuT
ii. PnT Teacher to write Learners to write the
the ACTIVITY ACTIVITY in their
2.Given that E={a,b,c,d,e,f,g,h,i}A={a.b.c.d.e.f} on the board ACTIVITY books
B={b,d,e,g,h} C={d,e,f,g,i}list Expected answers
i.AnB 1. PuSuT={a,b,c,d,e,f}
ii.Anc ii. PnT ={a,c,d}
iii.AnBnC
iv.BnC 2. i. AnB={b,d,e}
ii. Anc={d,e,f}
iii. AnBnC{d,e}
iv. BnC={d,e,g}
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MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN
SCHOOL: ...................................... DURATION:80 MINUTES
TOPIC: INTEGERS CLASS: 8
SUBTOPIC: MULTIPLICATION OF INTEGERS WITHOUT NO OF BOYS…….
USING A NUMBER LINE GIRLS…….
REFERENCES: Mathematics Progress book 8

RATIONALE: This lesson is on integers . Teacher Exposition, Question and answer and group or class
discussion methods will be used. This lesson will develop learners knowledge’s about adding and
subtracting integers without using the number line and Multiplying and dividing integers . The skill of
Computation of integers using the four operations. The value of Transparency. Accuracy in computing
integers using the four rules
 Add and subtract integers without using the number line.
 Multiply and divide integers.
LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to
introduce the topic and to revise through the previous lesson
LESSON DEVELOPMENT
CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS
EXAMPLE Teacher to write the Learners to write the

Use your calculator to find the value of each of examples on the board examples in their exercise
Page 23 of 167
these calculation books
a.15×4
b.12×3
c.-6×(-33)
d.27×6
e.-2×4 volunteer learners to go and
=-8 Teacher to ask volunteer solve on the board
learners to go and solve on
the board
EXPECTED ANSWERS
a.15×4=60
b.12×3=36
c.-6×(-33)=196
d.27×6=162
e.-2×4=-8
EXERCISE
Do the following calculation without using the Learners listens attentively
calculator
a.15×5 Teacher consolidates
b.-25×6 learners responses and write Learners to write the
c.13×(-9) the exercise on the board exercise in their exercise
d.27×2 books
e.-13×(-4). Teacher to write the exercise
on the board
EXPECTED ANSWERS
a.15×5=75
b.-25×6=-150
c.13×(-9)=117
d.27×2=54
e.-13×(-4)=52
LESSON CONCLUSION: Teacher concludes by emphasizing on the main points of the lesson
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subtracting integers without using the number line and Multiplying and dividing integers. The skill of
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
EXAMPLE 1 Teacher to Learners to write Teacher exposition
Work out +2 ++3)=+5 on the number line write the the example in
example on their exercise
SOLUTION the board books
EXAMPLE 2
Teacher to
solve the
Page 25 of 167
example on Learners to Demonstration/Question
the board listens attentively and answer
and asks
questions
Teacher to
write example
EXAMPLE 2 2 on the board
Work out -2 +(+5) and asks
volunteer
learners to go
and solve on
the board
EXERCISE
Simplify the following using the number line
a.+1+(+4)
b.15+(-7)
c.4+(-7)
d. -1+(-3)+(+6)
HOMEWORK
a.+4+(+2)
b.+6+(-3)
c.+1+(-6)
d.3+(+3)
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subtracting integers without using the number line and Multiplying and dividing integers. The skill of
LESSON DEVELOPMENT
EXAMPLE S Teacher to write the examples Teacher exposition
Do the following on the board Learners to write in their
calculation without exercise books
using a calculator
a.21+(-36)
b.-49-(-15)
c.-4+(+25)
d.13+(-27)
Teacher to solve part A on the
SOLUTION board and allows learners to
a.21+(-36) ask questions
=21-36 Learners to listen attentively
Page 27 of 167
=-15 and asks questions Demonstration/Question and
answer
b.-49-(-15)
=-49 +15
=36
c.-4+(+25)
=-4+23 volunteer learners to go and
=19 Teacher to ask volunteer solve on the board
learners to go and solve on the Question and answer
d.13+(-27) board
=13-27
=-14 Learners to write the exercise
in their exercise books
EXERCISE Question and answer
Do the following EXPECTED ANSWERS
calculation without a
calculator a.-53-(-53)
a.-53-(-53) =0
b.25-(-31) Teacher to write the exercise
c.50-(-6) on the board b.25-(-31)
d.-28+(-11 =56
c.50-(-6)
=56
d.-28+(-11
=-39
HOMEWORK
Work out the following without using a calculator
a. 25-(45-66)-52
b. -45-21
c -572+(173-214)-(-681+381)
d. (20-81)+(-49-43)
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SCHOOL: ..................................... DURATION:80 MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: ESTIMATION MEASURES OR QUANTITIES NO OF BOYS…….
GIRLS…….
REFERENCES: long man civic education learners book 10 and other sources
RATIONALE: This lesson is on Approximation and Estimation. Teacher Exposition, Question and
answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Rounding off numbers to given degree of accuracy (nearest unit, given number of
decimal places). The skill of Estimation of numbers to Given significant figure. The value of
Appreciation of approximations in real life
 Analyse different Electoral systems.
LESSON INTRODUCTION revise through the previous lesson
Round off the following number correctly to 1 and 2 decimal points
a.0.001
b.0.545
solution
a.0.0→ correctly to 1 decimal place
0.00→ correctly to 2 decimal places
b.0.54→ correctly to 1 decimal place

0.60→ correctly to 2 decimal places
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S TIME
ACTIVITY ACTIVITY
EXAMPLE 1
First estimate the answer to each of these calculation by rounding he
numbers off to the nearest unit, and then check each estimate by doing the
original calculation
a.5.782 +6.319
b.13.215-9.402
c.12.52 x3.15 Learners to write
d.6.12÷1.8 Teacher to write the EXERCISE
the example on in their
SOLUTION the board EXERCISE
a.5.782 +6.319 books
estimate =6+6=12
calculation=5.782 +6.319
=12.101
Page 29 of 167
b.13.215-9.402 Teacher to solve
estimate =13-9=4 on the board
calculation =13.215-9.402
=3.813
c.12.52 ×3.15
estimate =12×3=36 Learners to listen
calculation =12.52 ×3.15 attentively
=39.438
d.6.12÷1.8
estimate =6.12÷1.8=3
calculation =6.12÷1.8
=3.4
EXERCISE Teacher to write

Make a rough estimate of the answers and then use your calculator to find the EXERCISE
the answers on the board
a.5679+2735
b.24.356+170.05 Learners to write
c.3.567+12.5+1.759 the EXERCISE
d.7.12+1.8 in their
e.12.52-3.15 EXERCISE
books
Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
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Page 30 of 167
SUBTOPIC: APPROXIMATION AND ESTIMATION NO OF BOYS…….
GIRLS…….
REFERENCES: Mathematics progress book 8

RATIONALE: This lesson is on approximation and estimations . Teacher Exposition, Question and
knowledge’s about Estimating measures or quantities and Rounding off numbers to given degree of
accuracy (nearest unit, given number of decimal places).. The skill of Identification of significant figures
and Estimation of numbers to given significant figure.
The value of Transparency Appreciation of Approximations in real life
 Approximation and Estimation
 Scientific Notation
LESSON INTRODUCTION: revise through the previous lesson
EXAMPLE
Write the number of significant figures in each of the following
a.2.567
b.7.6
SOLUTION
a.2.567= 4 significant figure
b.7.6= 2significant figure
LESSON DEVELOPMENT
EXAMPLE
State the number of decimal places in Learners to write the examples Teacher
each of the following Teacher to write the in their EXERCISE books exposition
a.21.53 examples on the board
b.30.0
c.30.2002
0.002 Demonstrations
0.070 Teacher to solve on the Learners listens attentively and
board part A and B and ask questions
SOLUTION allows learners to ask
a.21.53= 4 significant figure questions
b.30.0= 3 significant figure
c.30.2002= 6 significant figure
0.002= 1significant figure Volunteer learners to go and
0.070= 2 significant figure Teacher to ask learners to solve on the board Question and
go and solve part C and D answer
on the board
Page 31 of 167
Learners listens attentively Teacher
exposition
EXERCISE
1.How many significant figures are
there in the following Learners to write the
a.125 Teacher consolidates EXERCISE in their books
b.75.932 learners responses
c.301 EXPECTED ANSWERS Question and
2.write down 76.008 correctly to 1. a.125= 3 significant figure answer
a.4 significant figures Teacher to write the b.75.932= 5 significant figure
b.2 significant figures EXERCISE on the board c.301= 3 significant figure
2.write down 76.008 correctly to

a.4 significant figures= 76.01
b.2 significant figures=76
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GIRLS…….

 Round-off numbers to specified degree of accuracy.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught
LESSON DEVELOPMENT
ACTIVITY
EXAMPLE To write the Learners to write the Teacher exposition
State the number of decimal places in the examples on the examples in their
following board EXERCISE books
a.30.0
b.0.070
c.21/534
d.4372.5 Demonstration/Question
Teacher to solve part Learners listens and answer
SOLUTION a and b on the board attentively and ask
a.30.0 and allows Learners questions
=has 1 decimal place to ask questions
b.0.070
= has 3 decimal places Teacher to ask Question and answer
Volunteer learners to go
learners to go and and solve on the board
c.21.534 solve part c and d on
= has 1 decimal place the board
d.4372.5
= has 4 decimal places
Teacher to
consolidates learners
responses and write Learners listens Teacher exposition
the EXERCISE on attentively and writes the
the board EXERCISE in their
EXERCISE books
EXERCISE
1.State the number of decimal place of the
following
a.0.000167
b.0.45 EXPECTED ANSWERS
c.78.99
1. a.0.000167
2.state the number of significant figures = 5 decimal
and the numbers of decimal places places Question and answer
a.0.070 b.0.45
b.30.2004 = 2 decimal
c.21.53 places
Page 33 of 167
c.78.99
= 2 decimal places
1. a. 0.070
=3 decimal places
and 1 significant
figure
b.30.2004
=4 decimal places
and 6 significant
figure
c.21.53
=2 decimal places
and 4 significant
figure
HOMEWORK
1.State the number of decimal place of the following
a.106.0
b.295.205
75.750
2.state the number of significant figures and the numbers of decimal places
a.500.00
b.436.001
c.280.39
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GIRLS…….

Page 34 of 167
 Round-off numbers to specified degree of accuracy.
EXAMPLE
How many significant figures are there in the following
A.5361
b.247
solution
A.5361= has 4 decimal places
b.247= has 3 decimal places
LESSON DEVELOPMENT
ACTIVITY
ROUNDING OFF Teacher to explain Learners listens attentively Teacher
The number of digits which follow the decimal about rounding off and ask questions exposition
point gives the number of decimal places write the examples on
the board
EXAMPLE
Round off the following numbers correct to three
decimal places
a.5.5432 Teacher to solve the
b.14.035 part A and B on the Learners listens attentively Teacher
c.0.333333 board and ask questions exposition
d.47.460 /Question and
answer
SOLUTION
a.5.5432= correctly to 3d.p
b.14.03= correctly to 2d.p
Teacher asks volunteer asks volunteer learners to

learners to go and solve go and solve on the board Question and
on the board part C and part C and D answer
D
EXEPECTED ANSWER
Question and
c.0.3= correctly to 1d.p answer
EXERCISE d.47.460= correctly to 3d.p
State the number of decimal places in each of the
following Learners to write the
a.12.12 EXERCISE in their
b.7.173 Teacher to write the EXERCISE books
0.7819 EXERCISE on the
d.135.57452 board EXPECTED SOLUTION
a.12.12= has 2 d.p
b.7.173= has 3 d.p
0.7819= has 4 d.p
d.135.57452 = has 5 d.p
HOMEWORK
Page 35 of 167
State the number of decimal places in each of the following
a.50.5012
b.1.00
c.0.123
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GIRLS…….
knowledge’s about Scientific notation (i.e.A x 10n where n is an integer and 1A<10).The skill of Problem
solving using approximation in real life. The value of Transparency Appreciation of Appreciation of
approximations in real life.
 Express numbers in scientific notation or standard form.
EXAMPLE
Write the following number in standard form
Page 36 of 167
a.38400000
SOLUTION
3 .84× 107
LESSON DEVELOPMENT
ACTIVITY
EXAMPLE
Write the following numbers in the standard Teacher to write the Learners to write the Teacher
form or scientific notation examples on the board examples on the board exposition
a.0.048
b.0.0000256
Teacher to solve Learners listens attentively
SOLUTION example 1 on the board and ask questions Demonstrations
a.0.048=4.8×10-2 and allows learners to
b.0.0000256=2.66×10-5 ask questions
EXAMPLE 2
Express the following in the standard form
a.130
b.3277 Teacher to write the Learners to write the Teacher
c.2981 examples 2 on the examples on the board exposition
EXERCISE board
1.Express the following in the standard form or
scientific notation
a.100 Teacher to ask EXPECTED ANSWER
b.25 volunteer learners to go a.130 =1.3×102
c.29520 and solve on the board b.32774=3.27×103
d.10600 example 2 c.2981=2.9×103
2.Simplify the following

a.475×103 Learners listens attentively
b.314×102 and latter writes the
c.2302×105 EXERCISE in their
Teacher consolidates EXERCISE books Question and
learners responses EXPECTED ANSWERS answer
1.a.100 =1×102
b.25 = 2.5× 10
c.29520 =2.952 × 104
d.10600 = 1.06 ×104
2. a.475×103=475000
b.314×102=31400
c.2302×105=320200000
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GIRLS…….
 Approximation and Estimation
 Scientific Notation
LESSON INTRODUCTION :Teacher to revise through the previous lesson
EXAMPLE
Express the following number as the powers of 10
a.10000
b,100
SOLUTION
a.10000=10×10×10×10
=104
b,100=10×10×10
=103
LESSON DEVELOPMENT
ACTIVITY
Page 38 of 167
EXAMPLE Teacher to write the Learners to write the Role play
Express 302800 in standard form giving your example on the board example in their
answers correctly to and allows learners to EXERCISE books
a.3 significant figures write in their
b.2 significant figures EXERCISE books
c.1 significant figure
SOLUTION Teacher to solve part A Learners listens attentively

and allows learners to and ask questions Teacher
5
a.302800=3.02×10 ask questions expositions
=3.03×105
correct to 3d,p
b. 302800=3.028×105
=3.0 ×105 Teacher to ask volunteer learners to go and
correct to 2d,p volunteer learners to go solve on the board part B
and solve on the board and C
c. . 302800=3.028×105 part B and C
= correct to 1d,p
EXERCISE learners to write in their

Write the following number in standard form Teacher to write the EXERCISE books
a.38400000 EXERCISE on the EXPECTED ANSWERS
b.734000 board and allows A.3.84x107
c.9000 learners to write in b.7.34x105
d.9870000 their EXERCISE books c.9x103 Questions and
d.9,87x106 answer
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SCHOOL: ..................................... DURATION:80MINUTES
SUBTOPIC: SIGNIFICANT FIGURE NO OF BOYS…….
GIRLS…….
REFERENCES: long man mathematics learners book 8 and other sources
RATIONALE: This lesson is on significant figure .Teacher Exposition, Question and answer and group
or class discussion methods will be used. This lesson will develop learners knowledge’s about Scientific
notation to given degree of accuracy (i.e. specified number of significant figures, decimal places) .The
skill of Identification of significant figures and Estimation of numbers to given significant figure. The
value of Appreciation of approximations in real life
 . Express numbers in scientific notation or standard form.
LESSON INTRODUCTION revises through the previous lesson
LESSON DEVELOPMENT
ACTIVITY
STANDARD FORM Learners to listen

The number 100,1000,10000 and so on can be Teacher to explain how attentively and ask Teacher
expresses as a power of 10 as follows numbers can be questions exposition
a.100=10x10=102 expressed as a power of
b.1000=10x10x10=103 10 (standard form)
c.10000=10x10x10x10=104
Example
1.write the following as the power of 10. Teacher to write the
a.5000000000 examples on the board Learners listens attentively
b.20000 and solve part A and and asks questions Demonstration
c.3800000000 allows learners to ask
questions
SOLUTION
a.5000000000
=5X109
b.20000 volunteer leaners to go and
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=2X104 Teacher to ask solve on the board
c.3800000000 volunteer leaners to go Question and
=38X108 and solve on the board answer
EXERCISE
Write the following numbers using the powers of Learners attentively and
10 later to write the exercise in Teacher
a.400000 Teacher to consolidates their exercise books exposition/
b.2000000 learners responses and Question and
c.1000 write the exercise on EXPECTED ANSWERS answer
d.300 the board A.4x105
b.2x106
c.1x103
d.3x102
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SUBTOPIC: SIGNIFICANT FIGURE NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on significant figures. Teacher Exposition, Question and answer and group
or class discussion methods will be used. This lesson will develop learners knowledge’s about Meaning
of significant figure (Highlight the
Significance of zero) and Estimating measures or quantities. The skill of Identification of significant
figures and Estimation of numbers to given significant figure. The value of Appreciation of
approximations in real life
 Express numbers to given significant figure.
LESSON INTRODUCTION revises through the previous lesson
LESSON DEVELOPMENT
ACTIVITY
The to explain what
SIGNIFICANT FIGURES about significant Learners to listen Teacher exposition
 Significance means to have a meaning figures attentively and asks
 Significant figure are often used for questions
approximating large or small numbers
RULE NUMBER 1
 All non zero digits are significant
figures
EXAMPLE
Write the number of significant figure in each
of the numbers below
a.2.567
b.7.5
Solutions
a.2.567=4 significant figures
b.7.5= 2 significant figure
RULE NUMBER 2 Teacher to explain

 Zero’s between non zero digits are about the four rules
significant figures under significant Learners listens
EXAMPLE figures ,give examples attentively and ask
Write down the number of significant figure in and allows learners to questions
each of the numbers below ask questions
a.4005
b.9.05
Solutions
Page 42 of 167
a.4005=4 significant figures
b.9.05=3 significant figures
RULE NUMBER 3.
Leading zero’s to the left of non-zero digit are Teacher
not significant they merely indicate the exposition/Question
position of decimal comma and answer
EXAMPLE
Write down the number of significant figure in
each of the numbers below
a.0.007
b.0.054
Solutions
a.0.007=1significant figure
b.0.054=2 significant figure
RULE 4.Trailling zero’s that are to the right

of a decimal comma are not significant figures
EXAMPLE
Write down the number of significant figure in
each of the numbers below
a.0.0530
b.0.80
Solutions
a.0.0530=3 significant figures
b.0.80=2 significant figure
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Page 43 of 167
SCHOOL: ................................... DURATION:80 MINUTES
TOPIC: RATIO AND PROPORTION CLASS: 8
SUBTOPIC: Ratio and Proportional parts NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is Ratio and Proportional parts. Teacher Exposition, Question and answer and
group or class discussion methods will be used. This lesson will develop learners knowledge’s about
Interpretation of graphs and Problems in real life situations [e.g. using the representative fractions (RF),
Foreign Exchange rates, mapping].The skill of Computation of problems involving ratio and proportion
and Application of ratio and proportion in solving real life problems. The value of Team work through
cooperative learning and Accuracy in computations
 Solve problems that involve ratio and proportion.
LESSON DEVELOPMENT
CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS
ACTIVITY
EXAMPLE Teacher to write the Learners to write in
If 5 packets of sugar cost k100.50 ,how much do example on the board their books
15 packets of sugar cost
Solution
5→k100.50
15→x
5x=1507.5
5 5
X=301.5 Teacher to solve on the
There 15 packets of sugar costs k301.5 board Learners listen Teacher exposition
attentively and ask
questions
EXAMPLE 2
If 5liters of water have mass of 5000grams .find
the mass of 2liters of water
Solution Teacher to write the Volunteer learners
example on the board and to go and solve on Question and
ask learners to go and the board answer
solve on the board
EXPECTED
ANSWER
5l→5000
2l→x
EXERCISE 5x=10000
1.A car travels 320km on 20liters of petrol .how 5 5
far can it go on 15liters of petrol X=2000g
2.3kg of beef cost k409.80.find the cost of 8kg of
beef Learners listens Teacher
3.13 meters of chitenge material cost Teacher to consolidates attentively exposition
k1267.so.How much do 8 meters cost learners responses and /Question and
Page 44 of 167
write the exercise on the answer
board EXERCISE
Expected answers
1.320→20
x→15
20x=4800
20 20
X=k240
2. 3→409.80
8→x
3x=3278.4
3 3
X=k1092.8
3. 13→1267.50
8→x
13x=1267.50
13 13
X=k780
Lesson conclusion: Teacher concludes by assisting slow learners and marking pupils books
PUPILS EVALUATION:
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DEPARTMENT OF NATURAL SCIENCES

Page 45 of 167
SUBTOPIC: Ratio and Proportional parts NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is Ratio and Proportional parts. Teacher Exposition, Question and answer and
group or class discussion methods will be used. This lesson will develop learners knowledge’s about
Interpretation of graphs and Problems in real life situations [e.g. using the representative fractions (RF),
Foreign Exchange rates, mapping].The skill of Computation of problems involving ratio and proportion
and Application of ratio and proportion in solving real life problems. The value of Team work through
cooperative learning and Accuracy in computations
 Solve problems that involve ratio and proportion.
LESSON DEVELOPMENT
ACTIVITY
RATIO Teacher to Learners listen
-a ratio is a comparison between two similar quantities define ratio and attentively and ask
-if A and B or the similar quantities being compared ,then allows learners questions
their ratio is to ask
A:B or A questions
B
EXAMPLES Teacher
Express the following ratio in their simplest form Teacher to exposition
a.30 to 45 write the Learners to write in their
b.100:1000 example on the exercise
c.4 teachers for every 100 learners board
SOLUTION
A.30 to 45
=3:3
b.100:1000
=1:10 Teacher to
c.4 teachers for every 100 learners solve example Demonstration
=1:100 1 on the board
=1:25 and allows Learners to listen
leaners to ask attentively and ask
questions questions
EXAMPLE 2
The ratio of cats to dogs at st fransis is 4:3.Together there
are 35 cats and dogs .how many cats are there
b. There are 240 people at a training session o alien plant
eradication .The ratio of men to women are 1:4.How many Teacher to
women were there write the
example on the Question and
SOLUTION board Teacher to ask volunteer answer
a. 4:5 learners to go and solve
4×35=20 catss on the board
7
b.1:4
Page 46 of 167
i.1×240 ii. 4×240
5 5 Teacher Learners to listens
consolidates attentively
4×240 learners
5 responses
→4×240=192 women
5
Teacher to Learners to write Teacher

EXERCISE write exercise exercise in their books exposition
1.Write the following ratios in this simplest form on the board
q.20 boys to 30 girls EXPECTED ANSWER
b.35:100 1. a.2:5
2.the ratio of cats to dogs is 5:3,there are altogether 32 cats b.7:20
and dogs. How many dogs are there
3.Express the following ratios in their simplest form 2. 20dogs
a.12:18
b.35:49 3. a.2:3
4.The ratio of females teachers to male teachers at basic b.3:7
schools in solwezi is 4:2 .There are 30 female all
together .find the number of malle teachers 4.2×30=10 male teachers
6
Question and
answer
Lesson conclusion: Teacher concludes by assisting slow learners and marking pupils books
PUPILS EVALUATION:
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SUBTOPIC: Ratio and Proportion NO OF BOYS…….
GIRLS…….
REFERENCES: long man book 8 page 28 and other sources
RATIONALE: This is lesson number one on ration and proportion .Discussion, demonstration and
question and answer methods will be used .This lesson will develop learners knowledge of interpretation
of graphs and the skill of computation of problems involving ratio and proportion
 Solve problems that involves ratio and proportion
Page 47 of 167
LESSON INTRODUCTION: Teacher to start lesson by revising through the previous lesson
Example
Express the following ratio into their simplest form
a. 50:100 b.2:10
Solutions
a. 50:100 b.2:10
1:2 1:5
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
EXAMPLE
If 5 packets of sugar cost k100.50 ,how much do 15 Tr to write and Learners to write Teacher
packets of sugar cost solve the the example in exposition/Demonstration
example on the their exercise book
Solution board and listens
5→k100.50 attentively as the
15→x TR solves
5x=1507.5
5 5
X=301.5
There 15 packets of sugar costs k301.5
EXAMPLE 2
If 5liters of water have mass of 5000grams .find the
mass of 2liters of water Tr to ask any Question and answer
Solution volunteer to go
5l→5000 and solve Leaners to go and
2l→x example 2 on solve on the board
5x=10000 the board
5 5 EXPECTED
X=2000g ANSWER
5l→5000
2l→x
5x=10000
5 5
X=2000g
EXERCISE Tr to write the Question and answer

1.A car travels 320km on 20liters of petrol .how far exercise on the
can it go on 15liters of petrol board Learners to write
2.3kg of beef cost k409.80.find the cost of 8kg of beef the exercise
3.13 meters of chitenge material cost k1267.so.How EXERCISE
much do 8 meters cost
Expected answers
1.320→20
x→15
20x=4800
20 20
X=k240
2. 3→409.80
8→x
Page 48 of 167
3x=3278.4
3 3
X=k1092.8
3. 13→1267.50
8→x
13x=1267.50
13 13
X=k780
Lesson conclusion: Teacher concludes by assisting slow learners and marking pupil’s books
PUPILS EVALUATION:

SCHOOL: ...................................... DURATION:80
MINUTES
TOPIC: ALGEBRAIC EXPRESSIONS & FORMULA CLASS: 8B
SUBTOPIC: Algebraic expressions. NO OF BOYS: ……..
GIRL: ………
REFERENCES: long man mathematics pupils book 8 pg 36 and other sources
RATIONALE: This is lesson number one on Algebraic expressions. Teacher exposision .demonstration
and role play methods will be used. This lesson will develop learners knowledge to relate letters to
numbers and/ or vice versa .The skill of Contrasting terms and constants. The value of Accuracy in
computation of values
LEARNING OUTCOMES:L.S.B.A.T
 Formulate algebraic expressions
PREREQUISITE KNOWLEDGE: Learners have ideas about th topic being taught.
LESSON DEVELOPMENT
CONTENT TEACHERS ACTIVITY LEANERS ACTIVITY
Page 49 of 167
SIMPLFYING ALGEBRAIC EXPRESSION
Tr write an example of an
Exsmple of an algebraic expression algebraic expression and Learners to listen attentively
state what each term in an and ask question
-6x2 expression mean
-6 is the coefficient
X is the variable
2 is the power of the variable
NOTE
-if there is no sign in front of the term ,then the term
is positive
EXAMPLES Learners to write the examples

State the coefficient ,variable and power of the Tr to write the examples in their exercise books
variable in the following on the board
a.3x2
b.x2
solution Leraners to go and solve on
the board
a.3x2 3 is the coefficient Tr to ask leaner to go and
x is the variable solve on the board
2 is the power EXPECTED ANSWETR
b.x2 1 is the coefficient a.3x2 3 is the coefficient

x is the variable x is the variable
2 is the power 2 is the power
b.x2 1 is the coefficient

x is the variable
2 is the power
EXERCISE
For each of these terms ,write down the sign ,the Learners to write the exercise
coefficient ,the variable and the power of the term. Tr to write the exercise in their exercise books
a.-5x2 on the board
b.3p2 EXPECTED ANSWETR
c.j6 a.-5x2 sign is -(negative )
d.-y7 coefficient is -5
variable is x
power is 2
b.3p2 sign is +(positive)

coefficient is +3
variable is P
power is 2
c.j6 sign is -(negative )

coefficient is 1
variable is J
power is 6
d.-y7 sign is -(negative )

coefficient is -1
variable is Y
Page 50 of 167
power is 7
Lesson conclusion: Teacher concludes by going through the main points of the lesson
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SCHOOL: ...................................... DURATION:80
MINUTES
GIRL: ………
REFERENCES: ZBEC pupils book 8 pg 67- and other sources
LESSON DEVELOPMENT
SIMPLFYING ALGEBRAIC EXPRESSION Tr to write the examples on Learners to write in their

the board exercise books
EXAMPLE
What is the coefficient of the varriables in ther
following
a.2y
b.-7y
Page 51 of 167
c.y
solutions
a.2y coefficient is 2 Learners to listen
Tr to solve part A attentively
b.-7y coefficient is -7
c. y coefficient is +1
Tr asks learners to go and

solve part B &C on the board Volunteers to go and solve
on the board
EXPECTED ANSWERS
b.-7y coefficient is -7
c. y coefficient is +1
Tr consolidate learners Learners listens attentively

responses
EXERCISE
What is the coefficient of Yin the following Tr to write the exercise on the Learners to Write the
expression board exercise in their exercise
a.3y +2 books
b.3+y
c.7r-6y EXPECTED ANSWERS
d.-5y+4x a.3y +2 →Coefficient of y
is +3
b.3+y →Coefficient of y is
+1
c.7r-6y→Coefficient of y is
-6
d.-5y+4x→Coefficient of y
is -5
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Page 52 of 167
GIRL: ………
LESSON DEVELOPMENT
CONTENT TEACHERS LEANERS ACTIVITY
ACTIVITY
SIMPLFYING ALGEBRAIC EXPRESSION
TERMS
An algebraric expression can consists of one or more
terms ,Terms are separated by plus or minus signs Tr to explain about
term of an algebraic Learners to listen
EXAMPLES expression attentively
1.3x→ has one term
2.3x+x→has 2 terms
3.a-b+c→ has 3 terms
4.2Xx÷3→ has 1 term
5.2-xX3+x→ is an expression which has 2 terms Tr to write the
6. 3a → has 1 term examples on the Learners to write the
B board examples in their exercise
7.(x+1) →has 1 term books
Page 53 of 167
8.x-y → has 1 term
4
EXERCISE
How many terms are there in each of these algebraic
expression Tr to write the
a.x+2 exercise on the Learners to write the
b.x2-xy +13y2 board exercise in their exercise
c. (a+b) –(p-q) books
d. p+q
x-y EXPECTED ANSWERS
e. aXbX÷4c a.x+2→has 2 terms x and 2
b.x2-xy +13y2 →has 3 terms
x2,-xy and 13y2
c. (a+b) –(p-q)→has 2
terms . (a+b) and –(p-q)
d. p+q → has a fraction
and a fraction always a
single term
x-y
e. aXbX÷4c →has one term
because there are no + or -
signs between the terms
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Page 54 of 167
SCHOOL: ...................................... DURATION:80
MINUTES
SUBTOPIC: Substitutions. NO OF BOYS: ……..
GIRL: ………
and role play methods will be used. This lesson will develop learners knowledge to Distinguish between
variables and coefficients. The skill of Substitution or representation of letters for numbers. The value of
Logical thinking in factoring.
 Simplify algebraic expressions
LESSON DEVELOPMENT
BASIC OPERATION ON
ALGEBRAIC Tr to write the examples on the board Learners to write the
EXPRESSION example in their exercise
books
Tr to solve on the board part A

EXAMPLES solution Learners to listen
Simplify the following a.8y+11y =(8+11)y attentively and ask
a.8y+11y =19y questions
b.6a+a
c.x+2x+3x
Tr to ask learners to go and solve part B

and C on the board
Learners to go and solve
on the board
EXPECTED
ANSWERS
b.6a+a=6a+1a
Page 55 of 167
=(6+1)a
=7a
c.x+2x+3x=(1+2+3)x
Tr to write the exercise on the board =6x
EXERCISE
Simplify the following
a.7x+9x Learners to write the
b.2a+2a exercise in their exercise
c.7k-5k books
EXPECTED
ANSWERS
a.7x+9x=(7+9)x
=16x
b.2a+2a=(2+2)a
=4a
c.7k-5k=(7-5)k
=2k
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Page 56 of 167
SCHOOL: ...................................... DURATION:80
MINUTES
GIRL: ………
RATIONALE: This is lesson number one on Algebraic expressions. Teacher exposition .demonstration
LESSON DEVELOPMENT
ACTIVITY
BASIC OPERATION ON ALGEBRAIC

EXPRESSION
Tr to write the Learners to write the

EXAMPLES examples on the board example in their exercise
Simplify the following books
a.-4x+7x
b.5y-y
c.-4x-x+4x
Tr to solve on the board
part A Learners to listen
attentively and ask
SOLUTION questions
a. .-4x+7x =(-
4+7)x
=3x
Tr to ask learners to go
and solve part B and C Learners to go and solve
on the board on the board
EXPECTED
ANSWERS
b.5y-y=5y-1y
=(5-1)y
=4y
Page 57 of 167
c.-4x-x+4x=(-4-1+4)x
=-1x
EXERCISE Tr to write the exercise = -x
Simplify the following on the board
a.6a+(-4a) Learners to write the
b.-2y+6y exercise in their exercise
c.-c-c books
EXPECTED
ANSWERS
a.6a+(-4a) =(6-4)a
=2a
b.-2y+6y =(-2+6)y
=4y
c.-c-c=(-1-1) c
=-2c
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Page 58 of 167
SCHOOL: ...................................... DURATION:80
MINUTES
GIRL: ………
LESSON DEVELOPMENT
SIMPLIFY ALGEBRAIC EXPRESSION

INVOLVING ADDITION AND
SUBSTRACTION
Note
-When simplifying algebraic expression ,we
add or subtract like terms
EXAMPLES
a.5a +2a Tr to solve part A on the Learners to listen
b.7a-3a board attentively
c.6a+2b+4a-4b a.5a +2a =(5+2)a
d.4acb-3abc =7a
Tr asks learners to go and Learners to go and solve on

solve on the board the board
EXPECTED ANSWERS
b.7a-3a=(7-5)A
=4A
c.6a+2b+4a-4b=6a+4a+2b-
4b
=10a-2b
d.4acb-3abc=(4-3)abc
=1abc
=abc
Page 59 of 167
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Page 60 of 167
SCHOOL: ...................................... DURATION:80
MINUTES
GIRL: ………
LESSON DEVELOPMENT
ACTIVITY
BASIC OPERATION ON ALGEBRAIC

EXPRESSION
EXAMPLES Tr to write the Learners to write the example

Simplify the following examples on the board in their exercise books
a.-4x+7x
b.5y-y
c.-4x-x+4x
Tr to solve on the Learners to listen attentively

board part A and ask questions
SOLUTION
b. .-4x+7x =(-
4+7)x
=3x
Learners to go and solve on

Tr to ask learners to go the board
and solve part B and C
on the board EXPECTED ANSWERS
b.5y-y=5y-1y
=(5-1)y
=4y
c.-4x-x+4x=(-4-1+4)x
=-1x
= -x
EXERCISE Learners to write the exercise

Simplify the following Tr to write the in their exercise books
a.6a+(-4a) exercise on the board
b.-2y+6y EXPECTED ANSWERS
c.-c-c
Page 61 of 167
a.6a+(-4a) =(6-4)a
=2a
b.-2y+6y =(-2+6)y
=4y
c.-c-c=(-1-1) c
=-2c
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SCHOOL: ...................................... DURATION:80
MINUTES
GIRL: ………
REFERENCES: long man mathematics pupils book 8 pg 36 and other sources
Page 62 of 167
LESSON DEVELOPMENT
SIMPLFYING ALGEBRAIC
EXPRESSION Tr write an example of an algebraic
expression and state what each term Learners to listen attentively
Example of an algebraic expression in an expression mean and ask question
-6x2
-6 is the coefficient
X is the variable
2 is the power of the variable
NOTE
-if there is no sign in front of the
term ,then the term is positive
Tr to write the examples on the board Learners to write the
EXAMPLES examples in their exercise
State the coefficient ,variable and power of books
the variable in the following
a.3x2
b.x2 Tr to ask leaner to go and solve on the
solution board Leraners to go and solve on
the board
a.3x2 3 is the coefficient
x is the variable
2 is the power EXPECTED ANSWETR
b.x2 1 is the coefficient a.3x2 3 is the coefficient

x is the variable x is the variable
2 is the power 2 is the power
b.x2 1 is the coefficient

x is the variable
2 is the power
Tr to write the exercise on the board
Learners to write the exercise

EXERCISE EXPECTED ANSWETR

For each of these terms ,write down the a.-5x2 sign is -(negative )
sign ,the coefficient ,the variable and the coefficient is -5
power of the term. variable is x
Page 63 of 167
a.-5x2 power is 2
b.3p2
c.j6 b.3p2 sign is +(positive)
d.-y7 coefficient is +3
variable is P
power is 2
c.j6 sign is -(negative )

coefficient is 1
variable is J
power is 6
d.-y7 sign is -(negative )

coefficient is -1
variable is Y
power is 7
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TOPIC: SOCIAL COMMERCIAL AND ARITHMETCS CLASS: 8
SUBTOPIC: SIMPLE AND COMPOUND INTEREST NO OF BOYS…
GIRLS…
REFERENCES: longman learners book 8 pg and progress in mathematics book 8 pg
RATIONALE: This lesson is on Simple interest. Teacher Exposition, Question and answer and group or
class discussion methods will be used. This lesson will develop learners knowledge’s about Calculating
compound and simple interest. The skill of Entrepreneurship using simple and compound interest. The
value of Appreciation of compound interest, insurance and assurance.
 Calculate simple and compound interest
Page 64 of 167
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
SIMPLE INTEREST Teacher to Learners to listen
explain about attentively and Question and
Simple interest is given by the formula simple interest asks questions answer/Demonstration and
and writes the Question and answer
SI=PRT ,where Pis the principle ,R is rate and T is time formula on the
100 board and
 The money you pay back or saved as interest allows learners
you have to add. This total is called the amount to ask
and is given by the formula questions
Amount =Principle interest
OR A=P + i
EXAMPLE 1
K40000 is borrowed for three years at 10% per
annum .Calculate the simple interest owed and
the amount to be paid back Teacher to
write the Learners to write Teacher exposition
SOLUTION example on the the examples on
SI=PRINCIPLE ×RATE×TIME board the board
100
S.I=4000×10×3
100
S.I=K1200
There:
Amount =Principal +interest
=k400 +k1200
=k5,200
EXAPLE 2
Calculate the simple interest if k600.00 is invested for
five years for a period of five years at 15%
SOLUTION
S.I=P×R×T Teacher to ask
100 volunteer volunteer learners
S.I=60000×15×5 learners to go to go and solve on Question and answer
100 and solve on the board example
=4500000 the board 2 and 3
100 example 2 and
=K45000 3
EXAMPLE 3
Calculate the simple interest if k10000 is invested for a
period of two years at 5%
SOLUTION
S.I=P×R×T
100
S.I=10000×2×5
100 Teacher to Teacher
=100000 consolidates Learners listens exposition/demonstration
100 learners attentively
=K1000 responses
Page 65 of 167
EXERCISE
1.Calculate the simple interest on k540 at 6% per
annum for two year
2. Calculate the simple interest on k980 at 12% per
annum for two year
3.The S.I on k1500 for three years at 4% per annum
Teacher to Learners to write Question and answer

write the the exercise
exercise
EXPECTED
ANSWERS
1.K64.8
2.K235.2
3.K180
Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help Slow
learners
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TEACHER’S EVALUATION:

GIRLS…
compound and simple interest. The skill of Entrepreneurship using simple and compound interest.The
LESSON DEVELOPMENT
ACTIVITY
Page 66 of 167
SIMPLE INTEREST
Learners to write the demonstration
EXAMPLE 1 Teacher to write example in their exercise
Find the simple interest if k1000 is borrowed for 1 example 1 on the books and listens
year at a 10% per annum and the amount to be paid board and solve attentively ad ask questions
as the teacher is solving on
SOLUTION the board
SI=PRINCIPLE ×RATE×TIME
100
S.I=1000×10×1
100
S.I=K100
There:
Amount =Principal +interest
=k1000 +k100
=k1100
EXAMPLE 2
Calculate the simple interest and the amount to be
paid if k500 is borrowed for 2 years at a rate 20%
Teacher to write Volunteer learners to go Question and

example two and ask and solve on the board answer
volunteer learners to
go and solve on the
board
EXPECETED ANSWER
SOLUTION
S.I=P×R×T
100
S.I=500×20×2
100
=20000
100
=K200
There:
Amount =Principal
EXERCISE +interest
1.Calculate the simple interest if k10000 is invested =k500 +k200
for five years at a rate of 10 % and the amount to be =k700
paid back
2.Mr phiri borrowed k20000 from zanaco bank at Learners to write the
the rate of 10% for 2 years .Calculate the simple Teacher to write the exercise in their exercise
interest and the money to be paid back exercise on the board books Question and
3.Mr Masau borrows k3000 to help pay for his car answer
service .He arranges to pay back the money over EXPECTED ANSWERS
two as at the rate of 9% per annum 1.S.I=K5000
a. Calculate the interest A=K15000
b. Calculate the money to be paid back
2.S.I=K4000
A=24000
3 a. S.I=K540
b. A=K3540
Page 67 of 167
learners
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SUBJECT: Mathematics DURATION:80 MINUTES
TOPIC: SOCIAL & COMMERCIAL ARITHMETIC CLASS: 8
SUBTOPIC: Budgeting NO OF BOYS…
GIRLS…
REFERENCES: Progress in mathematics book 8 pg and longman mathematics book 8 pg
RATIONALE: This lesson is on Budgeting. Teacher Exposition, Question and answer and group or class
discussion methods will be used. This lesson will develop learners knowledge’s about preparing simple
budgets. Skill of Generating budgets. Value of Teamwork .
LEARNING OUTCOMES: L.S.B.A.T.
 Generate simple budget
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METH
ACTIVITY ODS
Teacher to ask
BUDGETING learners to Learners attempt to describe a budget
-Budgeting is a financial planning describe a Q/A
budget
Page 68 of 167
EXAMPLE
Nambeya planned to spend her first salary of K800 as
follows:
2 dresses at K65 each,2 pairs of shoes at K70 a pair,4
chitenge materials for a tatal of K50 and cosmetics at
K130.She also allowed K100 for transport
a) Draw up nambeya’s budget Teacher to Learners to write the example in their
b) How much money will she have left after these write the exercise books
expenses examples on
the board
SOLUTION
a. 2 dresses K130
2 pairs of shoes K140
4 chitenge materials K50
Cosmetics K130 Teacher to Learners to follow through as the
Transport K100 solve on the teacher solves on the board
K550 board
b. She will have K800 – K500 = K250
EXAMPLE
Chabota earns K1640 per month her employer makes
these deduction ,tax K410,medical aid K82,pension
fund K85 and insurance K42.Calculate her next
earning per week Teacher to
write the Volunteer learners to go and solve on
example on the board
the board and
ask volunteer
learners to
solve on the EXPECTED ANSWER
board Solution
Income K1640
Deduction K410+K82+K85+K42
=K619
∴net earning =K1646 –K619
=K1021
EXERCISE Teacher to
1. Mr and Mrs chilufya expect to spend their may consolidate
salaries as follows learners Learners to listen attentively
K500 for food ,K95 for uniform for responses
chanda,four bags of fertilizer totaling K440 Learners to write the exercise in their
and transport at K180 exercise books
a) Ehat is the planned expenditure for the EXPECTE ANSWER
next month 1.a
b) How much will remain for enterinment Teacher to food k550
and othe expenses if their joint write the Uniform K95
monthly income is K2000 exercise on School fees K270
2. Mr banda expects to spend K1500 on the board Fertilizer K440
food,K1600 on rent,K850 on transport,K600 Transport K180
on clothing and K300 as pocket money.Mr Total K1535
Banda’s net earning are L5169.70.Make a
Page 69 of 167
budget for mr banda b. He will have K2000-K1535
=K465
2.
MR EXPENC NET
BANDA ES PAY
RENT K1600
FOOD K1500
TRANS K850
CLOTH K600
POCKET KK30
TOTAL K4850 K5169.70
learners
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GIRLS…
compound and simple interest. The skill of Entrepreneurship using simple and compound interest. The
LESSON DEVELOPMENT
CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
COMPOUND INTREST
 There is a formula that gives us a quick way to Teacher to write the formula
calculate the final amount(A) in the case of for finding compound
compound interest interest and explains what Learners to listen attentively and
A=P×(1+i)n,where the letters in the formula ask questions
I is the interest rate (percentage),given as a decimal A=P×(1+i) n, stand for
fraction (in this case i=10%=0.10)
N is the number of years
P is the principle amount
A is the amount after N years
EXAMPLE
Page 70 of 167
You make an investment of k1000.00 at 10%
compound interest Leaners to write the examples in
a) Calculate the value of your investment after Teacher to write the example their exercise books
fifteen years on the board
b) What amount of interest did you earn on this
investment
Learners listens attentively and

Teacher to solve example 1 ask questions
SOLUTION on the board and allows
a. A=P×(1+i)n learners to ask questions
=k1000×(1+0.10)15
=K1000×1.10 15
=K4177.25 Teacher to write example 2 volunteer learners to go and
b. Interest earned =K4177.25−¿K1000 on the board and ask solve on the board
=K3177.25 volunteer learners to go and
EXAMPLE solve on the board
What is the loan value of K1000.00 at 6% compound
interest over 5 years
Teacher to consolidate Learners listens attentively

SOLUTION learners responses
A=P×(1+i)n
=K1000×(1+0.06 ¿ 5
=k1000×1.06 5
=K1338.23
Teacher to write the exercise Learners to write the exercise in
EXERCISE on the board their exercise books
1.If you invest K400 at 10% per year, how much will EXPECTED ANSWER
you have after three years if the bank pays
a. I=P× r × t
a) Simple interest
10
b) Compound interest =400× ×3
100
=4×10 × 3
=K120
∴Total after 3 years with
simple interest =K400+K120
=K520
learners
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SOLUTION FOR B
YEA PRINCIPL INTEREST TOTAL MONEY AT THE END OF THE YEAR
R E
Page 71 of 167
1 400 10 400+40=440
400× × 1=40
100
2 440 10 440+44=484
440× × 1=44
100
3 484 10 484+48.40=532.40
484× × 1=48.40
100

SUBJECT: mathematics DURATION:80 MINUTES
SUBTOPIC: Insurance and Assurance NO OF BOYS…
GIRLS…
REFERENCES: Longman mathematics book 8 and progress in mathematics book 8
RATIONALE: This lesson is on Insurance and Assurance . Teacher Exposition, Question and answer
and group or class discussion methods will be used. This lesson will develop learners knowledge’s about
Calculating the value of property Insured (e.g. Car, building, household), premiums, Insurance cover, Life
assurance (Accident, medical, education), policy cover. The skill of Calculation involving premium and
policy cover.The value of Accuracy in calculating utility bills, bank and postal charges
 Calculate Insurance, premium, policy cover
LESSON DEVELOPMENT
ACTIVITY
CALCULATING INSURANCE,PREMIUM,POLICY
COVER
EXAMPLE
Mr Bwalya insures his car with tiptop insurance company. He Teacher to Learners to write the example on the
pays a monthly premium of K118 to the company .If he has write the board
an accident ,he can claim from the insurance company.They example on the
will have repair costs ,but he will have to pay first K1500 of board
his claim as excess,for eleven months .Mr Bwalya drive his
car without any trouble .He then has an accident and estimate
for repairs to the damaged car is K8230
a) How much will tiptop pay towards the repairs
b) How much did mr Bwalya pay in premium during
Page 72 of 167
the eleven months
c) Taking into account that Mr Bwalya has to pay the
excess amount determine we the insurance was
worthwhile to Mr Bwalya
d) How much money did the insurance company lose
SOLUTION
a. Tiptop will pay
K8230- K1500
=K6730
Teacher to ask Volunteer learners to go and solve on
b. 11×K118=K1298 volunteer the board
learners to go
c. It has been worthwhile K6730,Mr Bwalya received and solve on
for repair costs was fare more than the K1298 he paid the board
in premiums
d. Paid out K6730
Received K1298 for repair
∴K6730−¿K1298¿ K 5432.00
HIRE PURCHASE
Mrs Lubasi urgently needs a new stove .She sees a stove in a
shop window .The placard shows the price option on the right
a) What will Mrs lubasi ,pay in total if she buys the
stove on hire purchase
b) How much money would Lubasi save if she were
able to pay cash for the stove
Teacher to Learners to write the exercise in their
Price =K1500cash discount 15% write the exercise books
Hire purchase option 10% deposit and 24 monthly example on the
payment of K100 board on hire
purchase
SOLUTION
a. Deposit =10% of K1500 Teacher to
10 % solve the Learners to listen attentively as the
= × 1500=K 150 example on the teacher solves on the board
100
board
Monthly payments =K100×24=K2400
Total cost=K150+¿ K2400=K2550 Learners to write the exercise in their
exercise books
b. Discount =15% of K1500 EXPECTED ANSWERS
15 % 30
= × 1500=K 225 1.Discount = ×2250=K 675
100 100
Cash price =K1500 – K225=K1275 ∴Tembo will pay K2250 –K675
Teacher to =1575 per year
Saving =K2550−¿ K1275 write the
=K1275 exercise on the
board 2.175 ×15=K2625
EXERCISE
1. Mr Tembo’s car car was to be comprehensively insured 10
2500× =K 250
and he advised that the basic premium would be K2250 per 100
year ,He had already insured with the same company for the
previous year and had not made a claim. This gives him a K2625+250=K2875
30% no claim discount .How much did he have to pay for his ∴K2875 −¿2500=K375
insurance that year Hire purchase cost is K375 more than
2. A deep-freeze cost K2500.00 it can be bought for a 10% cash cost
deposit and K175 per month for 15 months .How much more
does he deep-freezer cost to buy on hire purchase
Page 73 of 167
learners
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SUBJECT: mathematics DURATION:80 MINUTES
SUBTOPIC: Insurance and Assurance NO OF BOYS…
GIRLS…
REFERENCES: Longman mathematics book 8 and progress in mathematics book 8
RATIONALE: This lesson is on Insurance and Assurance . Teacher Exposition, Question and answer
Calculating the value of property Insured (e.g. Car, building, household), premiums, Insurance cover, Life
assurance (Accident, medical, education), policy cover. The skill of Calculation involving premium and
policy cover.The value of Accuracy in calculating utility bills, bank and postal charges
 Calculate Insurance, premium, policy cover
LESSON DEVELOPMENT
EXAMPLE
The previous and present digital meter recoding taken Teacher to write the example Learners to write the exercise in
at Mr Zulus home are shown below on the board their exercise books
Previous
7 5 4 2 9
Present
7 6 0 7 9
a) How many units of electricity were used

between the two dates
b) Units are charged at Ko.o8 per unit for the first
400 units and K0.11 per unit above 400
units.Calculate Mr Zulus consumption charge
(that is how much he must pay)
c) Excise duty is charged as 5% of the
consumption charge.Calculate Mr Zulus excise
duty
d) Value added tax(VAT) is calculated at 17.5%
of the consumption charge.Calculate the VAT
Mr Zulu has to pay
e) Calculate the total of Mr Zulu’s bill
SOLUTION
Page 74 of 167
a) 76079-7429=650 units of electricity were used
b) Total energy used =650 units
First 400 units at K0.08 per unit Teacher to solve on the board Learners to listen attentively
=K32250 units above 400atK0.11 per unit and ask questions
=K27.50
Total to pay =KK59.50
c. excise duty:5% of K59.50
5
= × K 59.50
100
=K2.98
d. VAT: 17.5% of K59.50

17.5
= ×59.50
100
=K10.41
e.
Basic charge for 630 K59.50
Excise duty at 5% K2.98
VATT at 17.5 K10.41
Total K72.89
EXAMPLE
The diagram shows clock meter for energy
consumption at a small private company in Ndola for
October 2010
Teacher to write the example Learners to write the exercise in
on the board their exercise books
volunteer learners to go and

a) What is the clock meter reading Teacher to ask volunteer solve on the board
b) If electricity cost K0.082 units .Calculate the learners to go and solve on
cost of units used the board Learners to write the exercise in
SOLUTION their exercise books
a) To record a clock meter,record the number the EXPECTED ANSWER
meter has just passed,The reading here is a. Cost of electricity
16931 =units used ×cost per
b) Units used =16931 unit
Cost per unit =0.082 Teacher to write the exercise =620× K0.36
Total cost =16931× K 0.082 on board K223.20
=13888.342
EXERCISE b. Total amount to pay
In June a household used 620 units of electricity .The =cost of units used +fixed
charge is K0.36 per unit plus fixed meter charge of charge
K14.40 =K223.20+K14.40
a) What cost of electricity used in june =K237.60
b) What is the total amount to be paid for the
mouth
learners
Page 75 of 167
EVALUATION
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MATHEMATICS MATHEMATICS LESSON PLAN
SCHOOL: ............................... DURATION:80 MINUTES
TOPIC: CARTESIAN PLANE CLASS: 8
SUBTOPIC: The Cartesian Graph NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on The Cartesian Graph .Discussion and demonstration methods will be
used. This lesson will develop learners knowledge about the Cartesian plane, Drawing the XOY plane and
Plotting ordered pairs. The skill of Identification of the X and Y plane and Reading and plotting of
coordinates. The value of Curiosity in plotting points on XOY plane and Accuracy in plotting point on the
XOY plane
LEARNING OUTCOMES: L.S.B.A.T:
 Plot and read the ordered pair (x, y) on the XOY plane
LESSON DEVELOPMENT
ACTIVITY
CARTESIAN PLAN
XOY-PLAN Teacher to explain

Look at this diagram. The two lines are called axes. The whole about the XoY plan Learners to listen
diagram is known as the XOY-PLAN attentively
Teacher to draw the

XoY plan
Learners to observe
attentively
example on the Learners to write the
board example in their exercise
books
PLOTING AND READING THE ORDERED PAIR (x,y) ON

Page 76 of 167
THE XOY-PLAN
Example
1. a. Use the diagram above to give the x-values of points C,D,E and
F
b. Give the y-values of point C,D,E and E
c. Give the full coordinate of points C,D and E
Teacher to solve on Learner’s to listen
2.Complete the following coordinates the board attentively
a. P(-2,.....)
b. M(....,-2)
c. N(....,-5)
d. R(3,......)
3. Give the coordinates of points G,H,L and Lin the diagram above
4. Write true o r false for each of the following
a. on the XOY-PLAN zero is either negative or positive
b. the values on the x-axis are all positive
c. (x,y) is the same as (y,x)
d. values to the left of zero on the x-axis are positive
e. values to the right of zero on the x-axis are positive
Solution
1.a .3,-4,5,5
b. 6,2,-6,0
c .(3,6)(-4,2)(5,6)(5,0)
Teacher to write the Learners to write the
2 .a. P(-2,6). exercise on the exercise
b. M(-6,2) board Expected answers
c. N(-3,0) 1.1.x-cordinates,0,3,4 and
d. R(3,-3) 5
3. a. G(-3,0) Y-values (coordinates)
b. H(0,-3) 1,7,0 and 6
c. K(0,-7)
d. L(1,1) 2. a. A (-4,4)
4.a. false ;zero is neither positive nor negative B (2,3)
b. false C .(-3,-3)
c. false D. (1,5)
d. false E. (5,-6)
e. true F. (-3,2)
P. (-7,-5)
Exercise Q (-4,-2)
Page 77 of 167
If P(0,1) Q(3,7),R(4,0) and S(5,6) are the points on the XOY-PLAN, R .(0,3)
list S. (2,5)
a. x-values
b. y-values
2. refer to the diagram and write down the coordinates of points

A,B,C,D,E,F,P,Q and S
Write the coordinates in the correct form

Lesson conclusion: Teacher concludes by helping slow learners and marking pupils books
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Page 78 of 167
Subject: Mathematics Class: 8A
Topic: The Cartesian Graph Ref/Materials/Aids: Maths PBk8/Graph Paper/Ruler
Sub-Topic: The XOY-Plane Duration: 70minutes
No. OF PUPILS: Boys: 23 Girls: 33 Total: 56 Time: 07:20-08:30hrs
Rationale: This lesson is about the Cartesian graph and will talk about sets of points on the
XOY-planes. This will equip learners with knowledge of coordinates and shapes in everyday life
situation. This is the first lesson in the series of five lessons and discussion method will be used
to present this lesson in class room.
Pre-requisite Knowledge: Simple Equations

 Draw the XOY plane
 Plot and read the ordered pairs (x,y) on the XOY plane.
Lesson progression
Stage/Time Learning Points Teaching/Learning Activities
Introduction A graph is a pictorial representation of Introduce the lesson by explain what Cartesian
10 min information showing how one quantity
varies with another related quantity. plane is and how to plot on the graph.
The most common method of showing a The points on a graph are called co-ordinates.
relationship between two sets of data is
to use Cartesian or rectangular axes as Point A has the co-ordinates (3, 2), i.e. 3 units in the x
shown below: direction and 2 units in the y direction. Similarly, point
B has co-ordinates (-4, 3) and C has co-ordinates (-3,-2).
The origin has coordinates (0, 0).
The horizontal distance of a point from the vertical axis
is called the abscissa and the vertical distance from the
horizontal axis is called the ordinate.
Page 79 of 167
Example 1 Expected solution
Lesson
Development 1. The equation y=2 x +1 if x is a whole
x 0 1 2 3 4
y=2 x +1 1 3 5 7 9
25 minutes number from 0 to 4.Plot these points on
the XOY plane.
2. Plot the following co-ordinates
A(-2, 5), B(3, 4), C(-2,-3) and D(-1,3).
Exercise Expected solution

x -3 -2 -1 0 1 2
30min Plot the points on the XOY plane and y=4 x +3 -9 -5 -1 3 7 11
joint them.
(a) y=4 x +3 , for x ¿−3 ¿ 4
Conclusion
Teacher will conclude the lesson by stressing main points of the lesson.
5 minutes
Self-evaluation:
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HOD’s
Comment:-------------------------------------------------------------------------------------------------------
----------------------------------------------------------SIGNATURE:------------------------------
Head teachers Comments:
---------------------------------------------------------------------------------------------------------------------
------------------------------------ SIGNATURE: --------------------------
Page 80 of 167
SUBTOPIC: Equation of straight line NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is Equation of straight line. Discussion and demonstration methods will be
used. This lesson will develop learners knowledge about Drawing straight line graphs (e.g. y = x, x = 4, y
=3 ).The skill of Drawing of straight lines using on the XOY plane. The value of Accuracy in plotting
point on the XOY plane
LEARNING OUTCOMES: L.S.B.A.T:
 Graph straight lines
LESSON DEVELOPMENT
ACTIVITY
Teacher to explain Learners to listen
DRAWING STRAIGHT LINE GRAPHS SUCH AS Y=X, how to draw a attentively
X=4,Y=3 straight line on the
XoY plan
EXAMPLE 1
Draw the straight line graph x=4
Solution
If x=4 then the straight line graph of this equation is a line parallel to
the y-axis .It passes through the points where x=4 Teacher to write the Learners to write the
The graph is shown below example on the example
board
Teacher to solve on Learners to listen

the board attentively
Example 2
Draw the straight line graph of x=-3
Solution
If x=-3 ,then the straight line of this equation is a line parallel to the y-
axis where x=-3(the value of x is the same anywhere on the line)
The graph is shown in the diagram
Page 81 of 167
Example 3
Draw a straight line graph of x-1=0 Teacher to write the
Solution examples on the
We have to solve for x first board and ask volunteer learners to go
X-1=0 volunteer learners to and solve on the board
x= -1 go and solve on the
If x=-1,then the straight line graph of this equation is a line parallel to board
the y-axis where x=-1(the value of x is the same any where on this
line)
The graph is shown in the diagram below
Example 4
Draw a straight line graph of x+3=4-1
Solution
Solve for x first
x+3=4-1
x+3=3
x=3-3
x=0
If x=0,then the straight line graph of this equation is the y-axis where
x=0(the value of x is the same any where on this line)
The graph is shown in the diagram
Page 82 of 167
Learners to listen
Teacher consolidate attentively
learners responses
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GIRLS…….
Page 83 of 167
LESSON DEVELOPMENT
CONTENT TEACHER’ PUPIL’S ACTIVITY
S
ACTIVITY
JOINING DIFFERENT POINTS ON THE

CARTESIAN PLAN
Teacher to
EXAMPLE explain how Learners to listen attentively
1. Draw an XOY-PLAN and plot the following points on it to join
P(-7,-5)Q(-4,-2),R(-1,1) and S(2,4).join the points. What different
do you notice points on
2 .Plot the following points in the same set of axes the
W(0,4),X(4,4)Y(4,0) and Z(0,0).join the points in the Cartesian
given order plan
From this example you can see that coordinates can be

chosen so that the points they define form a straight line or
a shape such as a square.
Exercise
1. Look at the diagram and write down the
coordinates of points A,B,C and D Teacher to write the exercise on the board
Teacher to
write the 1.A(1,2)
exercise on B.(-2,-2)
the board C.(3,-1)
D.(3,0)
Page 84 of 167
2.
2. Plot the following points on an XOY-PLAN and what shape does it make? Triangle
join them
P(-3,2),Q(2,2) and R(2,6).what shape does it
make
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GIRLS…….
Page 85 of 167
LESSON DEVELOPMENT
ACTIVITY
EXERCISE Teacher to Learners to write the exercise

write the Expected answers
Draw straight line graphs of the following exercise on 1
equations the board
1 .y=3
2 .y=-2
3. y=-3
4 .y+1=0
5 .y+4=4-1
3.
Page 86 of 167
4
5.
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Page 87 of 167
TOPIC: FUNCTIONS CLASS:
SUBTOPIC: Relations NO OF BOYS…….
GIRLS…….
REFERENCES: .Longman mathematics learners book 8 and other sources
RATIONALE: This lesson is on Relations. Teacher Exposition, Demonstration, Question and answer
and group or class discussion methods will be used. This lesson will develop learners knowledge about
Types of relationships (one to one, one to many, many to one many to many).The skill of Identification
range and domain. The value of Curiosity in drawing of graphs of linear equations
LEARNING OUTCOMES: L.S.B.T
 Describe different types of relationships
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
TYPES OF RELATIONSHIP
Teacher to
1. explain types of Learners to listen
JOHN BLUE relationships attentively and ask Teacher
LENGWE RED questions exposition
Page 88 of 167
MARY GREEN
This is called a one-to-one relationship because every element of

one set is connected to exactly one unique element of a second set
2.
JOHN BLUE
LENGWE RED
NAWA GREEN
MAINZA PINK
This is called a many -to-one relationship because more than one

element of one set is connected to the element of the second set
3.
JOHN BLUE
LENGWE RED
NAWA GREEN
PULE
This is called a many -to-many relationship because one set is

connected to more than one element of the second set and an
element of the second set is connected to more than on element of
the first set
EXERCISE
For each of the following below, decide where it is a one-to-one, Teacher to write Learners to write the Question and
one-to-many ,many-to-one or many to many the exercise in exercise in their answer
their exercise exercise books
books
1. EXPECTED
ANSWERS
MOTHER FATHER
GRANDMOTHER GRAND FATHER 1. One-to-one
AUNT UNCLE 2. Many-to-
one
3. many-to-
many
2.
16 EVEN
17
18
19 OLD
3.
6
3 9
5 -10
12
15
Lesson conclusion: Teacher concludes the lesson by asking random questions to the pupils
Page 89 of 167
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SUBJECT: MATHEMATICS DURATION:80 MINUTES
TOPIC: FUNCTIONS CLASS: 8
SUBTOPIC: Set of ordered pairs NO OF BOYS…
GIRLS…
REFERENCES: long mathematics learners book 8 and other sources
RATIONALE: This lesson is on find the range of the function when domain is given. Teacher exposition
,demonstration and question and answer methods will be used. This lesson will develop learners
knowledge about Representation of a function [f: x a; f(x) = a].The skill of Interpretation of functions.
The value of Logical thinking in finding range and domain of functions.
 Find the range of the function when domain is given.
LESSON DEVELOPMENT
ACTIVITY
Page 90 of 167
EXAMPLE 1 Teacher to write the Learners to write the examples Teacher
If the rule is Y=7x,determinethe value of Y for examples on the board in their exercises exposition
each of these values
a.0 b.1 c.5 d.50
Teacher to solve on the Learners to listen attentively
board and allows and ask question
SOLUTIONS learners to ask question
i.Y=7x Learners to go and solve on the Teacher
=7X0 board exposition
=0 Teacher to point
learners at random to b. Y=7x
go and solve on the =7×1
board =7
c. Y=7x
=7×5
=35
d. Y=7x
=7×50
=350
Learners to write the exercise in

their exercise books
Exercise exercise on the board
1.The relationship between two quantities is EXPECTED ANSWERS
given by the rule Y=3x,Determine the values of 1. i. Y=3x
X given below =3×-4
i.-4 =-12
ii -3
iii. -1 ii. Y=3x
iv. 6 =3×-3
=-9
2.Another relationship is defined by the rule
Y=x2-1.Find the values of Y for each of x given iii. Y=3x
below =3×-1
=-3
i.-2
iv. Y=3x
ii.-1 =3×6
=18
iii.0
2. i. Y=x2-1.
iv.1 =-22 -1
=4-1
=3
Question and
ii. Y=x2-1. answer
=-12-1
=1-1
=0
iii. Y=x2-1.
=12-1
=1-1
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=0
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SUBTOPIC: Mappings NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is Mappings . Teacher Exposition, Demonstration, Question and answer and
group or class discussion methods will be used. This lesson will develop learners knowledge about Map
functions to show relationship. The skill of Mappings (one to one,many to one).The value of Curiosity in
drawing of graphs of linear equations and Logical thinking in finding range and domain of functions
 Find a function given a set of ordered pairs
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHO
ACTIVITY DS
FINDING MAPPING FROM DIAGRAMS

 A mapping shows how the elements of one associated
with the elements of the other set by using a rule or Teacher to
formula explain how to Learners to listen Teacher
EXAMPLE find mappings attentively exposition
Page 92 of 167
A relationship is given by the rule y=5x from a diagram
a) Express the relationship between x and y in a mapping
diagram
b) What type of relationship is this
c) Why is this relation a function
d) Write down the ordered pairs of this relationship
SOLUTION
A.
-2 -10
-1 -5
0 0
1 5
2 10 Teacher to solve Learners to listen Teacher
3 15 on the board attentively exposition
4 20
B. The relationship is one-to-one

C. It is a function because one ,and only one ,value of x maps
to only one value of y for each value of x
D. The ordered pairs are ( -2,-10) (-1,-5) (0,0) (1,5) (2,10)
(3,15) (4,20)
Example
Given that y=x2-1
a) Use the mapping diagram to illustrate the relationship
between x and y Teacher to write volunteer learners to go Demonstr
b) Describe the of relationship and state whether it is a example 2 and and solve on the board ation
function or not ask volunteer
learners to go and
solve on the
board
SOLUTION
A.
-3
-2
-1 3
0
1 0
2 -1 Learners to write the
3 8 exercise in their
Teacher to write exercise books
B. The relationship is many-to-one (more than one input value the exercise on EXPECTED
maps to one out put value),therefore it is a function the board ANSWERS
EXERCISE a.
Given the rule y=5x-3 -4 -23
a) Copy and complete the mapping diagram below -3 -18
b) What type relationship is this -2 -13
c) Write down all the ordered pairs for this function -1 -8
0 -3
1 2
-4 2 7
-3 -18 3 12
-2 4 17
-1 Question
0 -3 b.one-to-one AND
Page 93 of 167
1 c. (-4,-23) ANSWER
2 (-3,-18)
3 (-2,-13)
4 17 (-1,-8)
(0,-3)
(1,2)
(2,7)
(3,12)
(4,17)
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SUBTOPIC: Set of ordered pairs NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on Set of ordered pairs. Teacher Exposition, Demonstration, Question and
answer and group or class discussion methods will be used. This lesson will develop learners knowledge
about Ordered pairs as object and image. The skill of Interpretation of functions. The value of Logical
thinking in finding range and domain of functions
LESSON DEVELOPMENT
ACTIVITY
FINDINDING A FUNCTION GIVEN A ST OF ORDERD
PAIRS Teacher to explain
 A function is a mathematical relationship between two how to find the Learners listens attentively and
variables where every input value(x) has one output value function given a ask questions
(y) Examples of functions are y=x+2 and y=2x-1. set of ordered pair
 For every input value of x there should be a corresponding
value of y
EXAMPLE
Finnnnnnnnd the function that describe the relationship between x
and y in the following sets of ordered pairs
a. (-2,-3) (-1,-1) (0,1) (1,3) (2,5)
b. (-2,-9) (-1,-6) (0,-3) (1,0) (2,3)
Page 94 of 167
Learners to write the examples in
SOLUTION their exercise books
 The general form of a linear function is y=mx+c Teacher to write
 To find the equation of a specific function ,we have to the example on
calculate the values of m and c the board
a. (-2,-3) (-1,-1) (0,1) (1,3) (2,5)
First find the common difference between the y-values of the Learners to listen attentively
ordered pairs
2nd y-value – 1st y-value=(-1)-(-3)=2
The common difference is 2 ,therefore m=2
Using the coordinates (-2,-3) substitute in the formula y=mx+c Teacher to solve
y= mx+c on the board
2(-2)+¿ c = -3
-4+c =−3
c=4-3
c=1
substitute m=2 and c=1 into y=mx=c
the function is y=2x+1
b. (-2,-9) (-1,-6) (0,-3) (1,0) (2,3)
2nd y-value – 1st y-value= -6-(-9)=3 Learners to write the exercise in

The common difference is 2 ,therefore m=3 their exercise books
Using the coordinates (-2,-3) substitute in the formula y=mx+c EXPECTED ANSWER
y= mx+c
3(-2)+¿ c = -9 A. (1,5)(0,4)
-6+c =−9 M=5-4
c= -9+6 M=1
c= -3 Teacher to write
substitute m=3 and c=-3 into y=mx=c the exercise on the (0,4) =y=mx+c
the function is y=3x-3 board 4=1(0)+c
C=4-0
EXERCISE C=4
Find the function that describes each set of ordered pairs ∴ substitute m=1 and c= 4 into
a.(0,4) (1,5)(2,6) y=mx=c
b.(0,1)(1,4)(2,7) The function is y=x+4
B. (1,4) (0,1)
M=4-1
M=3
(0,1) =y=mx+c
1=3(0)+c
C=1-0
C=1
∴ substitute m=m and c= 1 into
y=mx=c
The function is y=3x+1
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SUBTOPIC: Linear graphs NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on Linear graphs. Teacher Exposition, Demonstration, Question and
about Making arrow diagrams to show relations and mappings for domain and range. The skill of
Interpretation of functions. The value of Logical thinking in finding range and domain of functions
 Draw graphs of linear functions
LESSON DEVELOPMENT
ACTIVITY
GRAPHS OF LINEAR FUNCTIONS

 A linear function is defined by one-to-one mapping .for
every input value (x)there is a corresponding output value Teacher to
(y) explain about the Learners to listen attentively
 Every point in the Cartesian plane is described by an graph of a linear and ask questions
orderd pair (x,y),the co-ordinate of the point .The function
Cartesian plane helps us to showthe relationship between
the two variables xand y
 If we plot the points describing a specific function ,we are
able to see what the graph looks like.In this section focus
will be on how to draw a linear graph of a given function
EXAMPLE
Draw the graphs of the following function
a. Y=2x+1
b. Y=3x-1
SOLUTION
Page 96 of 167
Choose x-values near the centre of the Cartesian plane and
construct a table of values.the function is y=2x+1 Teacher to write
the example on Learners to write the example
X -2 -1 0 1 2 the board in their exercise book
y -3 -1 1 3 5
The graph will look like this
B. Choose x-values near the centre of the Cartesian plane and Teacher to solve Learners listens attentively as
construct a table of values. The function is y=3x-1 on the board the teacher solve on the board
x -2 0 1
y -7 -1 5
The graph will look like this
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Page 97 of 167
SUBTOPIC: Set of ordered pairs NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on Set of ordered pairs. Teacher Exposition, Demonstration, Question and
about Ordered pairs as object and image. The skill of Interpretation of functions. The value of Logical
thinking in finding range and domain of functions
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METH
ACTIVITY ODS
SET OF ODERED PAIRS
EXAMPLE Teacher to write Learners to write the example

Use the allow diagram to write down ordered pairs the example on in their exercise books
What is the rule for the arrow diagram the board
Is this a function
INPUT RULE OUTPUT
3 9
4 16
5 25
6 36
SOLUTION
a. (3,9) (4,16) (5,25)(6,36) Teacher to solve Learners to listen attentively
b. The first number is multiplied by itself or on the board
squared .Therefore the rule is f:xXxor f:x=x2
c. There is only one arrow going from each of the numbers
in the input oval, so it is a function
d.
EXAMPLE
For each of the following sets of coordinate pairs, do the following Teacher to write
a) List the domain and range the example on Volunteer learners to go and
b) Say whether the relation is a function the board and ask solve on the board
volunteer learners
1.(1,3) (2,4) (3,5) (4,6) 2.(4,-2)(4,2)(9,-3)(9,3) to go and solve
Page 98 of 167
on the board
SOLUTION
1. List all the first values of the coordinate pair n a new set
Domain {1,2,3,4}
List all the second values of the coordinate pairs in a new set
Range{3,4,5,6}
b. The first values are not repeated ,so it is a function
2. a. you can see that two of the first values are repeated
Domain={4,4,9,9}={4,9} Range ={-2,2,-3,3}
b. Two of the first values are repeated ,so this is a relation but
not a function.
EXERCISE
Do the following for each of the following sets of coordinate pair Teacher to Learners to write the exercise in
i. Draw an arrow diagram consolidate their exercise books
ii. List the domain and range learners EXPECTED ANSWER
a. (1,1)(2,2)(3,3)(4,4) responses and A.
b. (-2,4)(2,4)(-1,1)(1,1)(0,0) write the exercise 1 1
on the board 2 2
3 3
4 4
i.Domain={1,2,3,4}
ii.range={1,2,3,4}
B.
-2 4
2 4
-1 1
1 1
0 0
i.domain={-2,2,-1,1,0}
ii.Range ={4,4,1,1,0}
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Page 99 of 167
SUBJECT:MATHEMATICS DURATION:80 MINUTES
TOPIC: MENSURATION CLASS:
SUBTOPIC: Area. NO OF
BOYS………….
GIRLS…………
REFERENCES: longman mathematics book 8 and other sources
RATIONALE: This lesson is on area of a cylinder. Teacher exposition, demonstration and question and
answer. This lesson will develop learners knowledge about Finding the total surface area of a cylinder and
triangular prism. The skill of Calculation of surface area and volume of a cylinder and triangular .The
value of Accuracy in calculations involving surface area and volume.
 Find the total surface area of cylinder and triangular prism.
LESSON DEVELOPMENT
TOTAL SURFACE AREA OF A
CYLINDER
EXAMPLE 1
What is the total surface area of a tin
with a radius of 6cm and a height of
10cm
Teacher to solve example 1on the Learners to listen attentively Teacher
SOLUTION 1 board and ask question exposition/que
1.A=2πr2 +2πr x h stion and
=2x3.14x6x6 +2x3.14x6x10 answer
=603.18cm2
Volunteer learners to go and

EXAMPLE 2 Teacher to ask learners to go and solve on the board
solve on the board Role play
What is the total surface area of a
cylinder whose radius is 4cm and a EXPECTED ANSWER
height of 9cm
A=2πr2 +2πr x h
=2x3.14 x4x4 +2x3.14x4x9
=326.71cm2

Teacher to write the exercise on
EXERCISE the board EXPECTED ANSWER Role play
1.What is the total surface area of a Solutions
cylinder whose radius is 3cm and a 1.A=2πr2 +2πr x h
height of 5cm =2x3.14x3x3+2x3.14x3x5
2. What is the total surface area of a =150.72cm2
tin whose radius is 2cm and a height
of 10cm 2. A=2πr2 +2πr x h
Page 100 of 167
=2x3.14x2x2 +
2x3.14x2x10
=25.12 +125.6
=150.72cm2
CONCLUTION: Teacher to conclude lesson by revising through the lesson with the learners and help the
Slow learners
PUPILS EVALUATION
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DEPARTMENT OF NATURAL SCIENCES

SUBTOPIC: Area of cylinder NO OF BOYS………….
GIRLS…………
Page 101 of 167
LESSON DEVELOPMENT
CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS
ACTIVITY
TOTAL SURFACE AREA OF A CYLINDER
The total surface area of a cylinder is given by the Teacher explains about total Learners listens
formula surface area of a cylinder and attentively as the
A=2πrh+2 π r 2 or A=2πr(h+r) write the two formulas of teacher is Teacher
finding the surface area of a explaining exposition
cylinder
A=2πrh+2 π r 2 or A=2πr(h+r)
EXAMPLE 1
Find the surface area of the closed cylindrical
tank.Take π as 22
7
3.5 Teacher to solve the example on Learners listens

the board and allows learners to attentively and ask Teacher
ask question questions exposition
5
SOLUTION
A=2πr(h+r)
=2x22 x3.5 x(5+3.5)
7
=187
EXAMPLE 2
A cylindrical Can is opened at top .If the height is Volunteer learners
12.5cm and diameter is 20cm.Cailculate the to go and solve on
surface area. Take π as 3.14 the board
Teacher ask learners to go and Role play
solve on the board
EXPECTED ANSWERS
A=2πrh+2 π r 2
=2X3.14X10X12.5+3.14X102
EXERCISE =785+314
1.Calculate the total surface are of the cylinder. =1099cm2
Page 102 of 167
The height is 12cm and the radius is 5cm.(use Learners to write
π=3.14.Round off to the nearest cm2 the exercise in their
exercise books
2.Calculate the total surface are of the cylinder. Teacher to write the exercise on
The height is 20cm and the radius is 14cm.(use the board EXPECTED Question and
π=3.14.Round off to the nearest cm2 ANSWERS answer
1.188.4cm2
3.Calculate the total surface are of the cylinder. 2.879.2cm2
The height is 6cm and the radius is 2cm.(use 3. 37.68cm2
π=3.14.Round off to the nearest cm2
learners
PUPILS EVALUATION
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NAME OF TEACHER: ……………………… DATE: ……………………
SUBTOPIC: Area of cylinder NO OF BOYS………….
GIRLS…………
Page 103 of 167

LESSON DEVELOPMENT
ACTIVITY ACTIVITY
FIND THE TOTAL SURFACE AREA OF A

TRIANGULAR PRISIM Teacher to explain Learners to listen Demonstration
the meaning of attentively
some letters in the
formula
Wl+lw+lh+ls
S h
W l
Total surface area of a triangle prism

=Wl+lw+lh+ls
The variables in this formula stands for
W …………width
H…………..height
L ………….length
S………….side
EXAMPLE
Determine the total surface area of this triangular prism
Teacher to write
the example on the Learners to write
board the examples in Teacher exposition
SOLUTION
SA=wh+lw+lhls
=5(6) + 9(5) + 9(6) + 9(7)
30+45+54+63
=192cm2
Teacher to solve Learners to listen
EXAMPLE on the board attentively
Page 104 of 167

Determine the total surface area of this triangular prism
Demonstration
Teacher to write Learners to listen

SA=wh +lw +lh +ls
the example on the attentively
=(10× 8¿ +(15 ×10)+(15× 12)+(12× 15) board and solve
=80+150+180+180
=590m2
EXERCISE
1.Determine the total surface area of this triangular prism
2. Determine the total surface area of this triangular

prism
Teacher to write Learners to write
the exercise on the the exercise in their
board exercise books Question and
EXPECTED answer
ANSWER
1.128m2
2. 952.5m2
learners
Page 105 of 167

PUPILS EVALUATION
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TOPIC: MENSURATION CLASS: 8
SUBTOPIC: Density. NO OF
BOYS………….
GIRLS…………
RATIONALE: This lesson is on Density.. Teacher exposition, demonstration and question and answer.
This lesson will develop learners knowledge about Calculating density of regular objects.. The skill of
Interpretation of density of regular objects. The value of Appreciation of density of objects.
 Describe density
 Calculate density of regular objects.
LESSON DEVELOPMENT
Page 106 of 167
ACTIVITY
DENSITY Learners to listen attentively

Is a measure of the mass of a substance per unit volume or
in simpler terms ,it is how matter an object has compared Teacher to Learners to write the example in their exercise
space it occupies describe books
density volunteer learners to go and solve on the board
Learners listens attentively
Learners to write the exercise in their exercise

books
EXPECTED ANSWER
CALCULATING DENSITY OF REGULAR
OBJECTS Teacher to 1.
write the V=l× w ×h
The formula for density is as follows example on the = 4×1.8 × 6
mass board =43.2cm3
Density=
volume
mass
∴ Density=
EXAMPLE volume
What is the density of a metal block that has a mass of
220g and a volume of 15cm3 360
=
43.2
SOLUTION =8.33g/cm3
mass 2.
Density=
volume
Mass in Volume Density
220 g in cm3
=
15 Teacher to A 230 40 50 g/cm3
=14.7g/cm3 write the B 1500 300 50 g/cm3
EXAMPLE example on the C 351.4 31.1 11.3 g/cm3
What is the density of this concrete brock ,if it has a mass board and ask D50 66.7 0.74 g/cm3
of 750g volunteer
learners to go
and solve on
the board
Teacher
consolidates
learners
SOLUTION responses
First find the volume of the block
V=l× w ×h
=20× 8× 6
=960cm3
mass
∴ Density=
volume Teacher to
write the
750 exercise on the
= board
960
=0.78g/cm3
EXERCISE
1.A piece of stone with a mass of 360g is cut in the shape
Page 107 of 167
of a cuboid .Calculate the density of the stone
2.Find the densities of the following objects
Mass in g Volume in cm3 Density

A 230 40
B 1500 300
C 351.4 31.1
D 50 66.7
learners
PUPILS EVALUATION
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SUBTOPIC: Density. NO OF
BOYS………….
GIRLS…………
RATIONALE: This lesson is on Density.. Teacher exposition, demonstration and question and answer.
This lesson will develop learners knowledge about Calculating density of regular objects.. The skill of
Interpretation of density of regular objects. The value of Appreciation of density of objects.
 Describe density
 Calculate the volume of cylinder and triangular prism
LESSON DEVELOPMENT
Page 108 of 167

ACTIVITY ACTIVITY
CALCULATING THE AREA OF A TRIANGULAR

PRISIM
 A triangular prism is a three-dimensional
geometric object whose ends faces are identical
triangles and whose other three faces are
rectangles
 Volume =base area× height .The height is the
length of the prism between the two bases
 Let the perpendicular height of the triangle be h
and length (or height ) of the prism be l.
 The area base triangle =½bh ,therefore the
volume of a triangular prism be
V=½bh×1 or V=½bhl
EXAMPLE
Calculate the volume of the triangular prism shown in the
diagram
5cm
8cm
6c
SOLUTION
VOLUME =BASE ×LENGTH
1
= bh ×l
2
1
= (6× 5) ×12
2
=15×12
180cm3 Learners to write
Page 109 of 167
the exercise in their
EXAMPLE exercise books
Find the volume of the triangular prism shown in the EXPECTED
diagram ANSWER
1.128m2
2. 952.5m2
learners
PUPILS EVALUATION
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Subject: Mathematics Reference/Materials/Aids: PBk11& Calculators
Topic: Mensuration Class:
Sub-Topic: Volumes and surface areas of regular solids Duration: 70minutes
No. OF PUPILS: Boys: Girls: Total: Time: 11:05-12:15hrs
Rationale: This lesson is about Mensuration and will talk about volumes and surface areas of
regular solids. This will equip learners with the knowledge of measurements which are used in
the design and construction of figures that applies in real life situation. This is the first lesson in
the series of six. Discussion method will be used to present this lesson in classroom.
Pre-requisite Knowledge: Measurements

 Calculate volumes of regular solids
 Calculate surface areas of regular solids
Lesson progression
Page 110 of 167

Introduction Tr. will introduce the lesson by
5 min Rectangular Prism (or Cuboid) and triangular explianing what a prism is.
prism.
Lesson
Development Tr. will explain the formulas for the
1. Cuboid.
10 minutes [Volume = l × b × h and
Surface area = 2 (bh + hl + lb)]
2. Cube
-volume of a cube: V=l3
-Surface area of cube: A= 6l2
Examples
50min Expected solution
The sides of a cube is 5cm. Find,
(a) total surface area = 6l2 =
(a) Its total surface area
150cm2
(b) Its volume.
(b) volume: V=l3 = 125cm2
Exercise
Solutions on Page 346, Exe 3.
Conclusion Teacher will conclude the lesson by stressing main points of the lesson.
5 minutes
Self-Evaluation:
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Subject: Mathematics Reference/Materials/Aids: PBk11& Calculators

Topic: Mensuration Class:
Sub-Topic: Volumes and surface areas of cylinder Duration: 70minutes
No. OF PUPILS: Boys: Girls: Total: Time: 13:30-14:40hrs
Rationale: This lesson is about Mensuration and will talk about volumes and surface areas of
regular solids. This will equip learners with the knowledge of measurements which are used in
the design and construction of figures that applies in real life situation. This is the first lesson in
the series of six. Discussion method will be used to present this lesson in classroom.
Pre-requisite Knowledge: Measurements

 Calculate volumes of regular solids
 Calculate surface areas of regular solids
Lesson progression
Stage/ Learning Points Teaching/Learning Activities
Time
Introd Tr. will introduce the lesson by explianing
uction Rectangular Prism (or Cuboid) and triangular what a prism is.
5 min prism.
Page 112 of 167

Lesson
Develop Tr. will explains how to find the Volume
ment and Total surface area of cylinders.
10
minute
s
Examples Expected solution

Find the volume and total surface area of a cylinder
20min
of length 15 cm and diameter 8 cm
Exercise
30min
Conclu Teacher will conclude the lesson by stressing main points of the lesson.
sion
5
minutes
Self-Evaluation:
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Subject: Mathematics Reference/Materials/Aids: Maths PBk8
Topic: Angles Class: 8A
Sub-Topic: Angle associated with parallel lines Duration: 70min Time: 08:30-09:40hrs
No. OF PUPILS: Boys: 23 Girls: 33 Total: 56
Rationale: This lesson is about angles and will talk about types of angles. This will equip learners with
the knowledge and skills of related angles that are used in real life situation. This is the first lesson in the
series of eight lessons and discussion method will be used to present this lesson.
Pre-requisite Knowledge: simple equations

 Find angles associated with parallel line

Lesson progression
Stage/ Learning Points Teaching/Learning Activities
Ti
Introdu Review of the previous lesson Revise the previous lesson
c
10 min
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Lesson
Tr. will explain angles
Develop
associated with parallel lines
ment
to pupils
15 min
Exercise
Exepected Solutions
From pupils book 8 page 119
35 min
Conclusio
n Teacher will conclude the lesson by stressing main points of the lesson.
10 min
Self-evaluation:
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Sub-Topic: Angle associated with straight line Duration: 70min Time: 08:30-09:40hrs
No. OF PUPILS: Boys: Girls: Total:
Rationale: This lesson is about angles and will talk about types of angles. This will equip
learners with the knowledge and skills of related angles that are used in real life situation. This is
the first lesson in the series of eight lessons and discussion method will be used to present this
lesson.

 Identify different types of angles.
 Define different types of angles.
Lesson progression
Page 116 of 167

Introducto An angle is formed by two rays that share a common Tr. will write on the chalk board and
n point called vertex. The symbol for angles is <.Angles explain to pupils how angles are
10 min are measured in degrees(symbol o ) formed, their symbols and degrees.
Examples Tr. together with pupils will define

Lesson 1. A 900 angle is called a right angle. types of angles
Developme 2. An angle less than 900 is called acute angle.
nt 3. An angle greater than 900 but less than 1800 is
15 min called obtuse angle.
4. An angle greater than 1800 but less than 3600 is
called reflex angle.
Exercise
Copy and complete the table, give the missing Expected solutions
definitions. 1. A 900 angle is called a right angle.
2. An angle less than 900 is called
acute angle.
3. An angle greater than 900 but less
than 1800 is called obtuse angle.
35 min 4. An angle greater than 1800 but less
than 3600 is called reflex angle.
Conclusion
Teacher will conclude the lesson by stressing main points of the lesson.
10 min
Self-evaluation:
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Sub-Topic: Types of angles Duration: 70minutes Time: 11:05-12:15hrs
No. OF PUPILS: Boys: 23 Girls: 33 Total: 56
Rationale: This lesson is about angles and will talk about types of angles. This will equip
learners with the knowledge and skills of related angles that are used in real life situation. This is
the first lesson in the series of eight lessons and discussion method will be used to present this
lesson.

 Identify different types of angles.
 Find complementary and supplementary.
Lesson progression
Introduction An angle is formed by two rays that Tr. will write on the chalk board and explain to
10 min share a common point called vertex. pupils how angles are formed, their symbols and
The symbol for angles is <.Angles are
Page 118 of 167
measured in degrees(symbol o ) degrees.
Example 1: Expected solution

Lesson
Development a) Find the value of angle x. a) <ABC = 90o
b) Write down the complement of x=90 °−75° .
10 minutes 75o. x=15 ° .
A b) Complement = 90 °−75 ° .
¿ 15 °.
75o
B C
Example 1:
Expected solution
10 min a) Find the value of angle n. a) <ABC = 180o
b) Write down the complement of n=180 °−137 ° .
137o. x=43° .
b) Complement = 180 °−137 ° .

¿ 43 ° .
n 137 °
30 min Exercise Expected solution
1. What is the complementary of 1. a). 47 ° . (b) 17 ° . (c) 31 °. ( d ) 19.8 °.

the following angles?
a) 43 ° . (b) 73 ° . (c) 59 °. 2. a). 77 ° . (b) 7 ° . (c) 120.4 ° . ( d ) 90 ° .
( d ) 70.2° .
2. What is the complementary of

the following angles?
( a ) 103 ° . (b) 173 ° . (c) 59.6 ° .
( d ) 90 ° .
Conclusion
10 minutes Teacher will conclude the lesson by stressing main points of the lesson.
Self-evaluation:
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SCHOOL: .................................. DURATION:80 MINUTES
TOPIC: ANGLES CLASS: 8
SUBTOPIC: Related angles NO OF BOYS........... GIRLS…
REFERENCES: Mathematics bk 8 progress
RATIONALE: This lesson is on angles, Teacher exposition ,demonstration and question and answer
methods will be used .This lesson will develop learners knowledge about Complementary and
supplementary angles. The skill of Identification of related angles and angles of elevation and depression.
 Identify related angles.
LESSON DEVELOPMENT
CONTENT TEACHERS ACTIVITY LEARNERS ATIVITY
Teacher explains about

SUPPLEMENTARY ANGLES supplementary angles and Learners listens attentively and
When the sum of two angles is 180°,the angle are allows learners to ask ask questions
said to be supplementary questions
150° 30°
Note
 In the above diagram ,angle AoB and BoC
adds up to 180°,They are supplementary
angles
 The supplementary of 30° is 150° and the
Page 120 of 167

supplementary of 150 is 30°
COMPLEMENTARY ANGLES
 When the sum of two angles is 90°,the
angles are said to be complementary angles
Teacher explains about
complementary angles, give
EXAMPLE 1 an example and allows
 In the diagram below angles AoB and BoC learners to ask questions
adds up to 90°,they are complementary
angles
 The complementary of 40° is 50° and
similarly the complement of 50° is 40°
50°
40°
EXAMPLE 2
Learners listens attentively and

ask questions
40° 50°
A B
Angle A and B are complementary because angle

A+B=90°,but they are not adjacent angles (they
share an arm but not a vertex)
learners
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TEACHERS EVALUATION
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SUBTOPIC: Angle associated with straight lines NO OF BOYS........... GIRLS…
supplementary angles. The skill of Interpretation of different types of angles and Computation of related
angles. The value of Curiosity in finding related angles
 Find angles associated with straight lines.
LESSON DEVELOPMENT
Page 122 of 167

Teacher to write the example Learners to write the example in
EXAMPLE 1 on the board their exercise book
What is the complement of 54°?
54°
X
Solution Teacher solves on the board

since complement angles adds up to 90° example 1and 2 and allows Learners listens attentively
Therefore , learners to ask questions
X +54°=90°
X=90°-54°
X=36° is the complement of 54°
EXPECTED ANSWER
EXAMPLE 2
What is the supplement of 110°
110° X
Since supplementary angle ads up

to 180
Therefore,
110° x
X+110°=180°
X=180°-110°
X=70°

EXPECTED ANSWER
EXERCISE since complement angles adds up
1.Write down the complementary angles of the to 90°
following Therefore ,X+angle=90
a.80
b.55 a.X+80=90
c.20 X=90-80
d.89 X=10°
2.Write down the supplementary angles of the
following b. X+55=90
a.105 X=90-55
b.35 X=35°
c.177
62
Teacher to write the exercise on C. X+20=90
the board X=90-20
X=70°
d. X+89=90
X=90-89
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X=1°
2. Since supplementary angle
adds up to 180
Therefore, X+angle=180,
a. X+105°=180°
X=180°-105°
X=75°
b. X+35°=180°
X=180°-35°
X=145°
c. X+177°=180°
X=180°-177°
X=3°
d. X+65°=180°
X=180°-65°
X=115°
learners
TEACHERS EVALUATION

supplementary angles. The skill of Interpretation of different types of angles and Computation of related
angles. The value of Curiosity in finding related angles
LESSON DEVELOPMENT
Page 124 of 167

EXAMPLE 1 Teacher to write the example on Learners listens attentively and
Give the complementary angle Y in each of these the board, solve and allows ask questions
diagram learners to ask questions
A.
50
y
 b
SOLUTION
Complementary angles adds up to 90
Therefore,
Y+50°=90°
Y=90°-50°
Y=40°
Teacher to ask volunteer

learners to go and solve
B. example 2 on the board EXPECTED ANSWER
Y+25=90
Y=90-25
Y=65
25°
EXAMPLE 2
Give the supplement angle X in each of the
diagram
A.
Teacher to solve on the board

X 65° and allow learners to ask Learners to listens attentively and
questions ask questions
SOLUTION
sumplementary angles adds up to 180
Therefore,
Page 125 of 167

X+65°=180°
X=180°-65°
X=115°
Teacher to ask learners to go

and solve on the board Learners to go and solve on the
board
Expected answer
B.
X 150
X 150° sumplementary angles adds up to
180
Therefore,
X+150°=180°
X=180°-150°
X=30°
EXERCISE/HOMEWORK Teacher to write the exercise

1.Given the complementary angle Y in each of on the board
these diagram Learners to write the exercise in
A.
EXPECTED ANSWERS
A.Y+45=90
Y=90-45
Y=45°
45° B. Y+28=90
y Y=90-28
Y=62°
B.
C. Y+66=90
Y=90-66
Y=24°
y
28°
C.
66°
2.Find the value of supplementary angle X Y in 2.

each of these diagram A. X+130=180
X=180-130
Page 126 of 167

A. X=50°
X 130°
B. X+45=180
X=180-45
B. X=135°
X 45 C. X+90=180
X=180-90
X=90°
C.
90 X
learners
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TEACHERS EVALUATION
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methods will be used .This lesson will develop learners knowledge about Corresponding angles, vertically
opposite angles, alternate angles, allied angles, angles at a point.The skill of Interpretation of different
types of angles and Computation of related angles. The value of Curiosity in finding related angles
LESSON DEVELOPMENT
Page 127 of 167

ANGLES AT A POINT Learners listens attentively and ask
 Angle around a point will always add up to Teacher to explain about questions
360 angles about a point and
 The sum of the angles in the diagram allows learners to ask
below adds up to 360 questions
75
85
65
135
Therefore,65+75+85+135=360
EXAMPLE
Find the value X in the diagram Teacher to write the example
on the board, solves and Learners to write the examples in
allows learners to ask their exercise books, and listens
questions attentively as the teacher is solving
60 on the boards and asks questions
80 X
140
SOLUTION
To find the value of X add the total angles given
and subtract from 360
Therefore,
140+80+60+X=360
X=360-280
X=80
EXERCISE Teacher to write the exercise Learners to write the exercise in

Determine the size of x in each diagram on the board their exercise books
EXPECTED ANSWER
1.
60 1. X+120+90+60=360
120 x X+270=360
X=360-270
90 X=90
2.
2. X+X+120+90=360
x x 2X +210=360
120 2X=360-210
90 2X=150
2 2
Page 128 of 167

X=75
3.
3. X+80+70=360
X+150=360
X=360-150
80 X=210
70
X
4. 4. 4X+3X+2X+X=360
10X=360
10 10
X=36
Therefore ,
X=36
X 2X 2X=2X36=72
3X=3X36=108
3X 4X=4X36=144
4X
learners
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TEACHERS EVALUATION
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Page 129 of 167
opposite angles, alternate angles, allied angles, angles at a point. The skill of Interpretation of different
LESSON DEVELOPMENT
CONTENT TEACHERS LEARNERS ATIVITY

ACTIVITY
VERTICALLY OPPOSITE ANGLES Teacher to explain about Learners to listen attentively and
vertically opposite ask questions
P T angles and allows
a learners to ask question
d c
b
R Q
 In the above diagram ,line RT and line PQ
intersects at a point
 The angles that lies opposite each other are
called vertically opposite angles
 In the diagram D, is vertically opposite C and A
is vertically opposite B
 Vertically opposite angles are equal D=C and
A=B

exercise on the board
EXERCISE EXPECTED ANSWERS

USING THE KNOWLEDGE ABOUT VERTICALLY
OPPOSITE ANGLES 1.A is vertically opposite B
1..identify the pairs of vertically opposite angles C is vertically opposite
Page 130 of 167

a b
d
2.
Q=55
M=65
P=65
N=55
2.Determine the size of each other angles if Q=55 and L=60
M=65 T=60
L
Q M
P T N
learners
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TEACHERS EVALUATION
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Page 131 of 167
LESSON DEVELOPMENT
CONTENT TEACHERS LEARNERS ATIVITY

ACTIVITY
ANGLES ASSOCIATED WITH STRAIGHT LINES

 A line that intersects two or more straight lines is Teacher to explain about
called a TRANSVERSAL angles associated with
 In the diagram MN is a transversal straight lines and allows
learners to ask questions
M
earners listens attentively and ask
questions
P
Q
T
 Two lines are parallel if they are always the same

distance apart
 Parallel lines run in the same distance and they
never meet
 In the diagram below ,transversal XY cuts
parallel lines AB and CD
X B
EXERCISE Teacher to write the Learners to write the exercise in

1.Identify the transversal lines in these diagrams exercise on the board their exercise books
a. E A EXPECTED ANSWERS
Page 132 of 167

a. EF is a transversal line
b. NM and ST are transversal line
C c. WH and VU are transversal line
B
D
F
B. Q
N
O
S T
learners
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TEACHERS EVALUATION

Page 133 of 167

LESSON DEVELOPMENT
FINDING ANGLES ASSOCIATED

WITH STRAIGHT LINE
CORRESPONDING ANGLES
 When two or more lines are cut by a
transversal corresponding lines are formed
 If the lines are parallel ,the corresponding
angles are equal Teacher to explain about
 There are four pairs of corresponding angles corresponding angles and
,and the angles in each pair lie on the same allows learners to ask
side of the transversal questions
Learners listens attentively and ask

questions
EXAMPLE
In the diagram line XY is a transversal which cuts
parallel lines MN and OP. One pair of
corresponding angles is A and E, therefore D=E
Teacher to draw the Learners listens attentively

M a b N diagram and explains about
e d the corresponding angles
O c f p
g h
Learners to write the exercise on the

board
If A=110 then E=110( because corresponding
angles on parallel lines are equal) EXPECTED ANSWERS
1. A. G corresponds with E
Page 134 of 167

EXERCISE B.H corresponds with D
1.USING THE DIAGRAM ABOVE ,WHICH C.F corresponds with B
ANGLES CORRESPONDS TO THE
FOLLOWING
A.g 2.
B.h Teacher to write the M a b N
C.f exercise on the board e d
2.REFER TO THE DIAGRAM ABOVE ,USE
YOUR KNOWLEDGE OF ANGLES TO FIND
THE SIZE OF A,B,C AND D IF g= 70
O c f p
g h
Therefore ,
A=110
B=70
C=110
D=110
learners
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TEACHERS EVALUATION

LESSON PLAN
SCHOOL: ............................................ DURATION:80 MINUTES
TOPIC: SOLID SHAPES CLASS: 8
SUBTOPIC: Three dimensional shapes NO OF BOYS…….
GIRLS…….
REFERENCES: long man mathematics book 8
RATIONALE: This lesson is three dimensional shapes. Discussion and demonstration methods will be
used. This lesson will develop learners knowledge about Identify cones and pyramids. The skill of
Identifying and draw cones and pyramids.The value of Identification of cones and pyramids.
 Identify cones and pyramids
LESSON DEVELOPMENT
ACTIVITY
Page 135 of 167

THREE-DIMENSIONAL SHAPES
Teacher to explain
IDENTIFYING CONES AND PYRAMIDS about pyramid Learners to listen attentively
PYRAMIDS
 A pyramid is a three-dimensional object whose base is a
polygon and all the other faces are triangles that meet at
a common vertex
 Below are diagrams of two different pyramids
 The pyramid on the left has a square base and it is called
a square –based pyramid
 The pyramid on the right has a triangular base and is
called a triangular-based pyramid .Another name for a
triangular pyramid is a tetrahedron
 The most famous man-made object that have the shape of

a pyramid are the Great pyramids of Giza, in Egypt.
 They are examples of a square-based pyramids
CONES
 A cone is a three-dimensional object that has a circular
base and one vertex Teacher to explain Learners to listen attentively
 It is one curved face and one circular edge .The diagram about cones
below shows the parts of a cone
 Some man-made objects are in shape of cones, for

example the base of an ice-cream cone ,a road cone ,a
party hat, and so on
learner
PUPILS EVALUATION
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TEACHERS EVALUATION
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Page 136 of 167

MATHEMATICS LESSON PLANS
SCHOOL: .............................. DURATION: 80 MINUTES
TOPIC: STATISTICS CLASS: 8
SUBTOPIC: Data presentations NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is on Data presentations .Discussion and demonstration methods will be used.
This lesson will develop learner’s knowledge about Frequency tables, Graphing (Histograms and
frequency polygons).The skill of Interpretation of statistical graphs. The value of Curiosity of
representation of collected data
 Present data on Histograms and frequency polygons Use combined set application
 Draw frequency tables of grouped data
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S TIME
ACTIVITY ACTIVITY
Page 137 of 167

DATA PRESENTATION
PIE CHAET
A pie chart shows how something is shared or divided up. It is used to Teacher to
compare shares or proportions explain about a Learners to listen
Example pi hart as a way attentively
at a school , 100 learners stay in Munali,300 stay in Chelstone,240 stay in of presenting
Mtendere and 80 stay in Kaunda square data
Draw a pie chart to show this information
Solution
Calculate the total number of learners Teacher to write
100+300+240+80+=720 the example on Learners to write
Calculate the size of the engle at the centre of the circle for each part the board the example in
100 their exercise
i.100 learners from Munali= of the total books
720°
100 360
size of angle = × =50°
720° 1
300
ii.300 learners from Chelstone = of the total
720°
300 360
× =150°
720° 1
240 Teacher to solve

iii.240 learners from Mtendere = of the total on the board Learners to listen
720°
240 360 attentively
× =120°
720° 1
80
iv.80 learners from Kaunda square == of the total
720°
80 360
× =40 °
720° 1
Note :A pie chart adds up to 360°

∴ 50° +150 ° +120 ° +40 ° = 360°
Drawing a pie chart to show this information
Teacher to write Learners to write

the exercise on the exercise in
the board their exercise
books
Exercise
The pie chart represents how Mwanga usually spends his time each day
Page 138 of 167

a. how much time does mwanga spend relaxing
b. express the time he spends on lesson as a percentage of the whole day
c. how long does Mwanga sleep
learner
PUPILS EVALUATION:
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TEACHERS EVALUATION
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GIRLS…….
Page 139 of 167
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S
ACTIVITY ACTIVITY
BAR CHARTS
 A bar chart is similar to a pietograph , except that bars are used to show data. Teacher to Learners to
 Bar charts are easier to draw than pietographs. It is i even easier to draw bar chart explain about listen
on graph paper bar chars as attentively
EXAMPLE the way of
Use the bar chart to show the information below presenting
Day MON TUES WEDY THUR FRI data
No of absent 4 2 1 2 3
learners
SOLUTION Teacher to
ii .using a pietograph ii. using bar chart write the
example on
the board and Learners to
solves write the
example and
listens
attentively
as the
teacher
solves on
the board
LINE GRAPHS Teacher to

 A line is a useful way to show changes in data. explain about Learners to
 Line graphs are commonly used to show how attendance ,temperature or other line graphs as listen
quantities change over a period of time the way of attentively
presenting
data
Page 140 of 167

Teacher to Learners to
write the write the
exercise on exercise in
the board their
exercise
Exercise books
1. 1.look at the table below
Favourite food bread meat rice nshima Fish
frequency 2 4 3 6 5
Show the above in the form of bar chart
2.The table shows how many drums of cooking oil were deriverd to each store
Store A B C D E
NO of drums 10 5 4 6 3
A .Draw a bar chart to show the number of drums delivered
b. which sstore got the most grums
c. which store got the least drums
3.A teacher displayed the favourite colours of her learners on the bar graph below
A .how many learners were present

b. how many more learners liked blue than brown
learner
PUPILS EVALUATION:
TEACHERS EVALUATION

Page 141 of 167

SUBTOPIC: Measures of central tendency NO OF BOYS………..
GIRLS……….…
REFERENCES: Progress in mathematics book 8 and longman mathematics book 8
RATIONALE: This lesson is on Measures of central tendency .Teacher Exposition, Question and answer
Central tendency (Mean, Mode, Median, Modal class ) as representative values. Skill of Presentation of
ungrouped and grouped data in statistical graphs. Value of Accuracy in computation of measures of
central tendency.
 Draw frequency tables of grouped data
LESSON DEVELOPMENT
ACTIVITY
FREQUENCY TABLE Teacher to

 A frequency table consists of three columns briefly Learners to listen attentively
 The different data values are listed in the first column explain about
 In the second column ,tally marks are used to count the frequency
number of occurrences of each data values table
 The total occurencences for each data value are shown
in the third column
EXAMPLE
The following data shows the shoes sizes of the learners in
Destiny Christian school
8.5.8.7.8.5.8.6
8.7.8.7.8.6.6.8
6.5.7.6.5.7.5.7 Teacher to Learners to write the examples in their
7.8.6.8.7.5.6.6 write the exercise books
8.7.8.5.5.8.6.5 example on
5.6.5.6.8.7.8.5 the board
Use the information to draw up a frequency table and answer the
following question
a) What is the most common shoe size
b) How many learners wear shoe size 6
c) What is the total number os learners
SOLUTION
SHOE SIZE TALLY FREQUENCY Learners to listen attentively
5 IIII IIII II 12
6 IIII IIII I 11 Teacher to
7 IIII IIII 10 solve on the
8 IIII IIII IIII 15 board
Page 142 of 167
TOTAL=48
a. , size 6 is the most common shoe size

b. 11
c. 12+11+ 10+15=48
EXAMPLE
A school girl at st Patrick school in Lusaka ecorded the number
of vehicles that passed by the school gate between 0:00hrs and
10:00hrs on a certain day .She draw up the following frequency
table
Types of tally marks number of Teacher to
Vehicles vehicle frequency write the Volunteer learners to go and solve on
Cars IIII IIII II 12 example on the board
Vans IIII IIII IIII III 18 the board EXPECTED ANSWERS
Buses IIII III 8 a. Number of cars =12
Lorries II 2 Average number of passenger
Total 40 per car =4
Total number of passenger =12
a) If each car contained four people on average ,how many × 4=48
people passed the school in cars during that time
b) Express the number of cars that passed in that hour as a b. Number of cars =12
fraction of the total number of vehicles .Give your Total number of vehicles =48
answer in its simplest form Fraction of cars of total of
c) Express the number of buses that passed as a percentage 12 3
of the total number of vehicles numbers of vehicles = =
40 10
c. number of base =8
total number of vehicles =40
EXERCISE
8
The following marks were obtained by pupils in a class test percentage = × 100 %
6.4.7.3.2.4.5.8.6.9 40
1.3.5.4.6.8.2.2.4.7
5.4.3.6.7.8.4.5.2.1
2.3.4.7.4.1.1.8.7.4
Construct a frequency table and from the table ,answer the
following
a) How many pupils wrote the test Learners to write the exercise in their
b) What was the most common marks exercise books
c) How many pupils obtained more than 5 marks Teacher to a) 40 pupils wrote the test
write the b) The most common marks was
SOLUTION exercise on 4
EXPECTED FREQUENCY TABLE the bard c) 14 pupils obtained more than 5
marks
MARK TALLY MARK FRQUENCY
1 IIII 4
2 IIII 5
3 IIII 4
4 IIII IIII 9
5 IIII 4
6 IIII 4
7 IIII 5
8 IIII 4
9 I 1
TOTAL =40
Page 143 of 167
learners
PUPILS EVALUATION:
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TEACHERS EVALUATION
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GIRLS…….
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S
ACTIVITY ACTIVITY
Frequency polygon
 A frequency polygon is formed by joining the midpoint of the tops of the bars (the Teacher to Learners to
value of the frequencies) using line segments explain about listen
 The end point of a frequency polygon always lies on the horizontal axis frequency attentively
 The area under the polygon is same as the area of the histogram polygon as the
 Frequency polygon can be used to represent grouped data way of
presenting data
Page 144 of 167

 The age ranges(intervals( 0-10,11-20. And so on are also referred to as classes
 The frequency polygon is plotted at the midpoint of the classes
Example Teacher to
Fifty bags of oranges were opened .The number of oranges in each bag was recorded and write the
organised into a table .Represent this information in the form of a frequency polygon example on the Learners to
Number of frequency board and write the
oranges solves example
16-22 6
23-27 14
28-32 16
33-37 22
38-42 3
Solution Teacher to listens

Number of frequenc Midpoi solve on the attentively as
oranges y nt board the teacher
solves on the
16-22 6 20 board
23-27 14 25
28-32 16 30
33-37 22 35
38-42 3 40
 On the frequency polygon, mark off the midpoints as the scale on the horizontal
axis ,and the frequencies on the vertical axis
 Plot the points (20;5),(25;16),(35;11) an (40;) on the graph and draw the frequency
polygon
learner
Page 145 of 167

PUPILS EVALUATION:
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TEACHERS EVALUATION
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GIRLS……….…
Central tendency (Mean, Mode, Median, Modal class ) as representative values.Skill of Presentation of
ungrouped and grouped data in statistical graphs.Value of Accuracy in computation of measures of
central tendency.
 Find Mean for grouped and ungrouped data
LESSON DEVELOPMENT
ACTIVITY
MEASURE OF CENTRAL TENDANCY
MEAN OF UNGROUP DATA

THE MEAN Teacher to explain Learners to listen attentively
The mean, sometimes called the arithmetic mean is about mean
found by adding up all the measures and dividing the
sum by the number of measures
Mean =
∑ of all the measures
number of measures
EXAMPLE
Teacher to writ the Learners to write the example in their
Calculate the mean of 8,8,9,11,13
example on the board exercise books
SOLUTION
Mean =
number of measures
8+8+ 9+11+13
=
5
49 Teacher to solve on Learners to listen attentively
= the board
5
=9.8
Page 146 of 167

Teacher to writ the volunteer learners to go and solve on
EXAMPLE example on the board the board
Calculate the mean of and ask volunteer
40%,75%,54%,30%,35%,45%,80%,50% learners to go and
Solution solve on the board
man=
number of measures
=
45 % +75 %+54 %+30 % +35 % +45 % +82 %+50 %
8
416
=
8
¿ 52
Teacher to write the Learners to write the example in their
MEAN IOF GROUPED DATA

Example
The following table shows the frequency distribution of
the age of youth in the youth club. calculate the mean
age Frequency(f)
10-12 3
13-15 5
16-18 3
19-21 2
Solution Teacher to solve on Learners to listen attentively

age f x F(x) the board
10-12 3 11 44
13-15 5 14 70
16-18 3 17 51
19-21 2 20 40
N=14 Sum of f(x)=205
Mean =
∑ of FX
n
205
=
14 Teacher to write the
=14.6 exercise on the board Learners to write the exercise in their
Exercise exercise books
The following table shows the frequency
age Frequency(f)
1-10 4
11-20 5
21-30 3
31-40 2
calculate the mean
learners
Page 147 of 167

PUPILS EVALUATION:
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TEACHERS EVALUATION
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GIRLS……….…
central tendency.
LESSON DEVELOPMENT
THE MODE
 This is the measure with the highest frequency
Teacher to explain what is Learners to listen attentively
EXAMPLE modal number
Find the mode of the following numbers
1,1,2,2,3,4,4,3,2,1,2
SOLUTION
The most frequent number is 2.Therefore ,the mode is
2
Teacher to write examples on Learners to writ the example
EXAMPLE 2 the board in their exercise books
The following are marks obtained by grade 9 class in a
history test
3.6.5.7.4.2.6
Page 148 of 167

4.1.6.5.3.4.2
8.7.4.5.2.8.6
6.3.6.4.6.3.2
3.6.2.1.5.7.8
What is the modal mark
SOLUTION
Construct a frequency table for it is the easiest way to
find the mode since we have large data
MARKS TALLY MARKS FREQUENCY Teacher to solve on the board

1 II 2 Learners to listen attentively
2 IIII 5
3 IIII 5
4 IIII 5
5 IIII 4 Learners to write the exercise
6 IIII III 8 in their exercise books
7 III 3 EXPECTED ANSWERS
8 III 3
TOTAL = 35 1. From the table 4 has the
highest frequency
From the table 6 has the highest frquency
2. a.70%
EXERCSE b.57 and 60
1.Find the mode mark of the data set x = {1, 2, 3, 4, 4,
4, 5, 6, 7, 8, 8, 9,10,10}
2.what is the mode in each of these data sets Teacher to write the exercise
a.maths :35%,75%,50%,50%,70%,84%,70%,40%,70% on the board
b.rtairment ag:54,56,54,57,55,57,60,60,58,58
learners
PUPILS EVALUATION:
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TEACHERS EVALUATION
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Page 149 of 167
GIRLS……….…
central tendency.
LESSON DEVELOPMENT
ACTIVITY
MEDIAN
 If we order the data from the smallest to the
largest (or vice versa)the number in the Teacher to explain Learners to listen attentively
middle of these ordered data is the median about median
 Median is the middle value if the data are
arranged from the smallest to the largest
number
 If there are two numbers in the middle ,you
find the mean of those two numbers
EXAMPLE
Find the median of the following numbers
a) 4,3,7,5,2,1,6
b) 3,5,6,9,10,12 Teacher to write Learners to write the example in their exercise
SOLUTION the example on the books
a. We arrange the number from the smallest board
to the largest
1,2,3,4,5,6,7
∴since 4 is in the middle of the ordered
data,4is the median
b. 3,5,6,9,10,12
As the number of data is even ,the median
will be half way between the two middle
numbers 6 and 9.The median is the mean of
6 and 9 Teacher to solve Learners to listen attentively
6+9 15 on the board
= =7.5
2 2
∴the median is 7.5
EXAMPLE
Find the Mean, Mode and Median of the following
a) 9kg,12kg,11kg,8kg,10kg,9kg
b) 4,5,5,6,5,5,7,9,8,7,10
SOLUTION
Page 150 of 167
( 8+9+ 9+10+11+12 ) kg Teacher to the volunteer learners to go and solve on the
A. i. mean = example on the board
6
59 kg board and ask
= volunteer learners
6 to go and solve on
=9.8kg the board
ii. Mode =9kg
9+10
iii. Median=
2
=9.5kg
B. i. mean =
3+4 +5+5+5+6 +7+7+ 8+9+10 Learners to write the exercise
11 Expected answers
69
= 1. mean =
11
=6.3 120+121+133+133+127+166 +127
ii. Mode=5 7
iii. Median =6 877
=
EXERCISE 7
1.Ms mutale did research for a news paper on the =K125.29
local cheese in Zambia. She visited seven different
shops to find out prices per kilogram Teacher to write
Median=127
K120 K121 K133 K133 K127 K116 K127 the exercise on the
Mode=127 and 133
Calculate the Mean,Median and Mode for the board
prices 2. mean =
2. Calculate the Mean, Median and Mode of the 7+9+11+11+12+13+14 +15+17
following data 9
13,12,9,11,7,15,11,17,14 109
=
8
=12.11
ii. Median= 12
iii. Mode = 11
learners
PUPILS EVALUATION:
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TEACHERS EVALUATION
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Page 151 of 167
GIRLS……….…
central tendency.
LESSON DEVELOPMENT
ACTIVITY
MEASURE OF CENTRAL TENDANCY
MEAN OF UNGROUP DATA

THE MEAN Teacher to explain Learners to listen attentively
The mean, sometimes called the arithmetic mean is about mean
found by adding up all the measures and dividing the
sum by the number of measures
Mean =
number of measures
EXAMPLE
Teacher to writ the Learners to write the example in their
Calculate the mean of 8,8,9,11,13
SOLUTION
Mean =
number of measures
8+8+ 9+11+13
=
5
49 Teacher to solve on Learners to listen attentively
= the board
5
=9.8
Teacher to writ the volunteer learners to go and solve on

EXAMPLE
example on the board the board
Calculate the mean of
and ask volunteer
40%,75%,54%,30%,35%,45%,80%,50%
learners to go and
Solution
solve on the board
man=
number of measures
=
45 % +75 %+54 %+30 % +35 % +45 % +82 %+50 %
8 Teacher to write the
416 example on the board Learners to write the example in their
= exercise books
8
¿ 52
Teacher to solve on
Page 152 of 167
MEAN IOF GROUPED DATA the board
Example
The following table shows the frequency distribution of
the age of youth in the youth club. calculate the mean
age Frequency(f)
10-12 3
13-15 5
16-18 3
19-21 2 Learners to listen attentively
Solution
age f x F(x)
10-12 3 11 44 Teacher to write the
exercise on the board
13-15 5 14 70
16-18 3 17 51
19-21 2 20 40
N=14 Sum of f(x)=205
Mean =
∑ of FX
n
205 Learners to write the exercise in their
=
14 exercise books
=14.6
Exercise
The following table shows the frequency
age Frequency(f)
1-10 4
11-20 5
21-30 3
31-40 2
calculate the mean
learners
PUPILS EVALUATION:
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TEACHERS EVALUATION
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LESSON PLAN
SCHOOL: .......................... DURATION:80MINUTES
TOPIC: NUMBER BASES CLASS:
SUBTOPIC: Conversions of number bases. NO OF BOYS…….
GIRLS…….
REFERENCES:. longman mathematics learners book 8 and other teachers resources
Page 153 of 167
RATIONALE: This lesson is on Conversions of number bases. Teacher Exposition, Demonstration,
Question and answer and group or class discussion methods will be used. This lesson will develop
learners knowledge about Conversion of bicimal numbers to base 10. The skill of Conversions of number
bases to other bases and Multiplication and Division of number bases. The value of Accuracy in
conversions of number bases and Appreciation of bicimal numbers.
 Convert number in bicimal to base 10
LESSON DEVELOPMENT
ACTIVITY
CONVERTING A DENARY NUMBER TO A

BINARY NUMBER Teacher to Learners to write the example in their exercise
write the books
EXAMPLE exercise on the Learners to listen attentively
Convert the decimal number 14 to base 2 board
Solution
The required base is 2,so divide repeatedly by 2 and write
the remainder in each case
14÷ 2=7 rem 0
7÷ 2=3 rem 1
3÷ 2=1 rem 1
1÷ 2=0 rem 1 Learner to write the exercise in their exercise
books
write the remainder from bottom to top from the binary EXPECTED ANSWERS
number Teacher to
∴ 14 base 10=1110 base 2 solve on the A. 30÷ 2=15 rem 0
We write this as follows 1410 = 11102 board 15÷ 2=7 rem 1
7÷ 2=3 rem 1
3÷ 2=3 rem 1
1÷ 2=0 rem 1
∴30TEN=11110TWO
EXERCISE B.
Convert the following numbers to binary Teacher to OPERATI WH DEC POWER
a. 30ten write the ON OLE IMA OF 2
b. 30.357ten exercise on the
NU L
board
MBE NU
R MBE
R
0.375
0.375x2= 0 0/75 2-1
0.75
0.752=1.5 2-2
1 0.5
2-3
1 0.0
∴0.375TEN=0.011TWO
∴30.375TEN=11110.11TWO
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Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help some
learners
PUPILS EVALUATION
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TEACHERS EVALUATION
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LESSON PLAN
GIRLS…….
learners knowledge about Conversion from denary to bicimal numbers of the form 1110.1, up to 3
‘bicimal places’ and vice versa. The skill of Conversions of number bases to other bases and
Multiplication and Division of number bases. The value of Accuracy in conversions of number bases and
Appreciation of bicimal numbers.
Page 155 of 167
 Convert from denary to bicimal numbers of the form 1110.1, up to 3 ‘bicimal places
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHOD
ACTIVITY S
CONVERTING A DENARY NUMBER TO A Learners to write the exercise

BINARY NUMBER in their exercise books
Learners to listen attentively
EXAMPLE Teacher to Learners to write the exercise
Convert the decimal number 14 to base 2 write the EXPECTED ANSWERS Teacher
example on the i. To convert 65 to exposition
Solution board base 2, we divide
The required base is 2,so divide repeatedly by 2 and write 65 by 2 repeatedly
the remainder in each case 65÷2 =32 rem 1
14÷ 2=7 rem 0 32÷2=16 rem 0
7÷ 2=3 rem 1 16÷2=8 rem 0
3÷ 2=1 rem 1 8÷2=4 rem 0
1÷ 2=0 rem 1 4÷2=2 rem 0
write the remainder from bottom to top from the binary Teacher to 2÷2=1 rem 0
number solve on the Bring down 1
∴ 14 base 10=1110 base 2 board ∴65ten = 1000001 two
We write this as follows 1410 = 11102
Demonstrat
ion
ii.95÷2=47 rem 1
47÷2=23 rem 1
23÷2=11 rem 1
EXERCISE 11÷2=5 rem 1
1. i. Convert 65 to base two. 5÷2=2 rem 1
ii. Convert 95tento base 2 Teacher to 2÷2=1 rem 0
iii. Convert 91tento base 2 write the 1÷2=0 rem 1
exercise on the 95ten= 1011111two
board
iii. 91÷2=45 rem 1

45÷2=22 rem 1
22÷2=11 rem 0
11÷2=5 rem 1
5÷2=2 rem 1
2÷2=1 rem 0
1÷2=0 rem 1
91ten= 1011011two
Question
AND
ANSWER
Page 156 of 167

learners
PUPILS EVALUATION
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TEACHERS EVALUATION
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LESSON PLAN
SUBTOPIC: Multiplication and Division NO OF BOYS…….
GIRLS…….
RATIONALE: This lesson is Multiplication and Division. Teacher Exposition, Demonstration, Question
and answer and group or class discussion methods will be used. This lesson will develop learners
knowledge about Multiplication and division in base 2 and base 5.The skill of Multiplication and
Division of number bases. The value of Accuracy in conversions of number bases. And Appreciation of
bicimal numbers
 Multiply and Divide numbers in base 2 and base 5.
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
DIVISION OF NUMBERS IN BASE 2

 When dividing in base 2 ,you use the same long division Teacher to
algorithm as in base 10,with the following differences briefly explain
 In the quotient you can only use the digits 1 and 0 how to divide in Learners to listen Teacher
 In subtraction steps ,if you ‘Borrow’ from a previous column base 2 attentively exposition
you borrow groups from ,not groups of ten
Page 157 of 167

EXAMPLE
10012 ÷ 112
SOLUTION
Follow the steps for long division
Teacher to write
the example on
the board
1. 1
112 10012 11 does not divide into 1 or 10,but into
-11 100 once write 1 Teacher
1 Multiply 11 from 100 get 1.Remender to Learners to write exposition
borrow 11 from 100 to get 1.(Remember the example in
to borrow 2) their exercise
books
1
2. 112 10012 Bring down the 1 to make 11
-11
1
11
3 112 10012 Bring down the 1 to make 11
-11 Demonstration
11
4.
11
112 10012 Bring down the 1 to make 11
-11 Question AND
11 ANSWER
-11 11X1 =11,hence there I Teacher to write
0 the example on
Therefore 110102 ÷ 112 =112 the board
EXAMPLE Learners to write

110102 ÷ 102 the example in
SOLUTION their exercise
books
11
step 1 102 110102 10 does not divide into 1 but 11 once
-10 write 1.
1 1×10=10
Subtract 10 from 11 to get 1
Step 2. 1
102 110102 Bring down 0 to 10
-10 . Teacher to solve
10 on the board
Page 158 of 167
Step 3. 11 Learners to listen
102 110102 10 does not divide into 1 but 11 once attentively
-10 write 1.
10 10 ÷ 10=1,wite 1
-10 1×10=10
1 Subtract 10 from 10 to get 0
Step 4
11
102 110102 bring down the 1,10 does not divide into1
-10 write 0
10
-10….
10 Bring down 0.10 ÷ 10=1,write 1.
-10 1×10=10
0 subtract 10 from 10 to get 0 .There is no
remainder.
Therefore 110102 ÷ 102=11012
DIVISION OF NUMBERS IN BASE 5

 When dividing in base 5 ,you use the same long division
algorithm as in base 10,with the following differences
 In the quotient you can only use the digits 0,1,2,3 and 4
 In subtraction steps ,if you ‘Borrow’ from a previous column Teacher to
you borrow groups of five ,not groups of ten briefly explain
how to divide in Learners to listen
EXAMPLE base 2 and base attentively
12145 ÷ 135 5
SOLUTION
Calculate the products you may need
Step 1 4
135 12145 13 does not divide into 1 or 12,but into
-112 121 it goes 4 times .write 4
4 4 X 13=112
Subtract 112 from 121 to get 4
4
step 132 12145 Bring down 4 to make 44
-112
44 bring down 4 to make it 44 Teacher to solve Learners to listen
44÷ 13=3,write 3 on the board attentively
Step 3
43
132 12145
-112
44
-44 3X13 =44
0
Therefore 12145 ÷ 135 =435
learners
Page 159 of 167

PUPILS EVALUATION
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TEACHERS EVALUATION
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………………………………………………………………………………………………………………

LESSON PLAN
GIRLS…….
learners knowledge about Conversion of bicimal numbers to base 10. The skill of Conversions of number
bases to other bases and Multiplication and Division of number bases. The value of Accuracy in
conversions of number bases and Appreciation of bicimal numbers.
 Convert number in bicimal to base 10
LESSON DEVELOPMENT
CONVERTING A DECIMAL FRACTION TO A

BICIMAL
EXAMPLE Learners to write the example in
a. Convert 0.125 to a bicimal Teacher to write the example their exercise books
b. Write 12.375 as a base 2 number on the board Learners to listen attentively
SOLUTION In their exercise books
A. The base of the required number is 2.Since the EXPECTED ANSWERS
0.125 is a decimal fraction we multiply the
fractional part of the number repeatedly by 2 until -1 -2 -3 -4
the fractional part of the answer is 0 2 2 2 2
.125×2=0.25 111 1

.25×2=0.5 2 4 8 16
.5×2=1.0
The fractional part is now equal to zero. The 1 1 0 1
calculation is finished. Write down the digits to
the left of each fractional part from top to bottom
to form the binary fraction :001
Teacher to solve on the board
• ( 12 ×1)+( 14 × 1) +
∴0.12510 = 0.0012
B. 12.375 has a whole number and a decimal fraction
.We calculate them separately .
( 18 × 0) + ( 161 ×1 ¿
Page 160 of 167
Write 12 as a bicimal
1 1 1
12÷ 2=6 rem 0 + + 0+
6÷ 2=3 rem 0 2 4 16
3÷ 2=1 rem 1 8+4 +0+1
1÷ 2=0 rem 1 16
∴ 1210 = 11002
The fractional part is 0, so the calculation is 13
or 0.8125ten
finished. Therefore the 12.37510=1100.0112 16
Exercise Teacher to write the exercise

Convert 0.1101two to base 10 on the board
learners
PUPILS EVALUATION
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TEACHERS EVALUATION
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Page 161 of 167

LESSON PLAN
GIRLS…….
learners knowledge about Conversion from denary to bicimal numbers of the form 1110.1, up to 3
‘bicimal places’ and vice versa. The skill of Conversions of number bases to other bases and
Multiplication and Division of number bases. The value of Accuracy in conversions of number bases and
Appreciation of bicimal numbers.
 Convert from denary to bicimal numbers of the form 1110.1, up to 3 ‘bicimal places
LESSON DEVELOPMENT
ACTIVITY
CONVERTING NUMBERS IN BICIMAL TO BASE 10 Teacher to Learners to listen attentively

 In the prevision lesson ,you converted decimals to bicimal .In explain how to
this section you will do the reverse ,as you will convert convert numbers
bicimals to base 10 in bicimal to
base 10
EXMPLE
Convert 10101.12 to base 10 Teacher to write
the example on Learners to write the example in
SOLUTION the board their exercise books
Convert the whole number part of the bicimal to base 10:101012=2110
Convert the fractional part :0.1=0.5
Therefore 10101.12=21.510
Teacher to solve
EXAMPLE on the board Learners to listen attentively
Convert 1101.101 o a decimal number
SOLUTION
In the binary system, there are units (ones),twos, fours and so on .The
place value card would look like this
16s 8s 4s 2s 1s 1 1 1
2 4 8
.
.
So the binary number 1101.101 will be represented in the place value
card like this Teacher to write
the example on Learners to write the example in
16s 8s 4s 2s 1s 1 1 1
the board their exercise books
2 4 8
1 1 o 1 . 1 0 1
The denary value of these will be as follows
Page 162 of 167

16s 8s 4s 2s 1s 1 1 1
2 4 8
1 1 0 1 . 1 0 1
8 4 0 1 . 0.5 0 0.125
Exercise Teacher to write Learners to write the exercise

1.Convert 1325eight to base10 the exercise on
2. Convert 143five to base 10. the board EXPECTED ANSWER
1.143five = 48ten
2.1325eight=725ten
learners
PUPILS EVALUATION
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TEACHERS EVALUATION
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LESSON PLAN
Page 163 of 167
GIRLS…….
bicimal numbers
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
Teacher
MULTIPLICATION OF NUMBER BASES IN BASE 5 exposition
 To multiply in base 5 ,you use the same algorithm (steps or Teacher to
method) as in base 10,but you carry groups of five explain about Learners to listen
multiplication of attentively
EXAMPLE number bases
325 × 125
SOLUTION
32
× 125
114 …………..2×3=6 which is 1 five remainder 1,so write 11
320 Teacher to write
4345 the example on
the board
EXAMPLE Learners to write Teacher
435 × 135 the example in exposition
43 their exercise
× 135 books
234 ……..3×3=9 which is 1 five remainder 4,so write 4 and
430 carry 1
12145 4 ×3 … … .12 +1=13:2 five remainder 3,so write 3 and
Carry 2,which you write down since there is no further
multiplication
Addition :4+0=4 write down the 4
3+3=6:1 five remainder 1,so write 1 and carry 1
4+2+1=7 1 five remainder 2,write 2 and carry 1,which
you write down as there is no further multiplication
Demonstration
EXERCISE
Carry out the following multiplication in base 5
32five × 24five
Teacher to write
the exercise on Learners to write
the board the exercise in
their exercise
books
Page 164 of 167

325 Question AND
× 245 ANSWER
233
+1140
1423five
learners
PUPILS EVALUATION
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TEACHERS EVALUATION
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LESSON PLAN
GIRLS…….
Page 165 of 167

bicimal numbers
LESSON DEVELOPMENT
ACTIVITY
MULTIPLICATION OF NUMBER BASES IN BASE 2

 To multiply in base 2 ,you use the same algorithm (steps or Teacher to briefly
method) as in base 10,except there are four multiplication explain about
facts. multiplication of
 0× 0=9 0 ×1=0 1× 0=01 ×1=1 number bases Learners to listen
attentively
EXAMPLE
A. 10112 × 1102
B. 1112 × 1112
Solution
a. In each multiplication step notice how you use the place
holder s Teacher to write the Learners to write the
In the addition step ,you write either 0 or 1 and carry groups of two, example on the board example in their
for example exercise books
1+1=2 which is 1 group of two and 0,so write o and carry 1
1+1+1+1+1=4 which is 2 groups of two and 0,so write 0 and carry 2
1011
× 1102
0000………..multiply by 0:write zeros
10110…….multiply by 1:write 1011 and placeholder 0
101100 .….. multiply by 1:write 1011 and placeholder 00
10000102 ……add the columns .Write 0 or 1 and carry groups of two Teacher to solve on the Learners to listen
board attentively
b. 111
× 1112
111………..multiply by 1:write 111
1110…….multiply by 1:write 111 and placeholder 0
11100 .….. multiply by 1:write 111 and placeholder 00
1100012 ……add the columns .Write 0 or 1 and carry groups of two
EXERCISE Teacher to write the Learners to write the

Carry out the multiplication in base two,1101two× 1011two exercise on the board exercise in their
exercise books
EXPECTED
ANSWERS
Page 166 of 167

1101
×1011
11010
000000
1101000
10001111
learners
PUPILS EVALUATION
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TEACHERS EVALUATION
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Page 167 of 167

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MINSTRY OF GENERAL EDUCATION

MAS SECONDARY SCHOOL

Time: 12:00-13:00hrs Duration: 60minutes No. OF PUPILS: Boys: 16 Girls: 23 Total: 39

Lesson Pupils attentively listen and ask

MINSTRY OF GENERAL EDUCATION

Time: 12:00-13:00hrs Duration: 60minutes No. OF PUPILS: Boys: 16 Girls: 21 Total: 37

Set builder notation

Example Teacher to write the

a. What is the intersection of set A and set B?

Find the number of girls of who like

b. . (AuC)= {2.4,6,7,8,9} Teacher asks learners Volunteer learners to solve on

Teacher to write Learners to write in their

d .both three fruits =4

ACTIVITY Teacher to L earners to write the

Volunteer learners to go and

EXAMPLE 1 Teacher to write Learners to write examples

MINISTRY OF GENERAL EDUCATION

REFERENCES: Mathematics Progress book 8

EXAMPLE Teacher to write the Learners to write the

REFERENCES: Mathematics Progress book 8

REFERENCES: Mathematics Progress book 8

b.0.54→ correctly to 1 decimal place

EXERCISE Teacher to write

REFERENCES: Mathematics progress book 8

2.write down 76.008 correctly to

MINISTRY OF GENERAL EDUCATION

REFERENCES: Mathematics progress book 8

MINISTRY OF GENERAL EDUCATION

REFERENCES: Mathematics progress book 8

Teacher asks volunteer asks volunteer learners to

MINISTRY OF GENERAL EDUCATION

NAME OF TEACHER: ……………………… DATE:

2.Simplify the following

SOLUTION Teacher to solve part A Learners listens attentively

EXERCISE learners to write in their

STANDARD FORM Learners to listen

RULE NUMBER 2 Teacher to explain

RULE 4.Trailling zero’s that are to the right

MINISTRY OF GENERAL EDUCATION

DEPARTMENT OF NATURAL SCIENCES

Teacher to Learners to write Teacher

MINISTRY OF GENERAL EDUCATION

EXERCISE Tr to write the Question and answer

MINISTRY OF GENERAL EDUCATION

EXAMPLES Learners to write the examples

b.x2 1 is the coefficient a.3x2 3 is the coefficient

b.x2 1 is the coefficient

b.3p2 sign is +(positive)

c.j6 sign is -(negative )

d.-y7 sign is -(negative )

MINISTRY OF GENERAL EDUCATION

SIMPLFYING ALGEBRAIC EXPRESSION Tr to write the examples on Learners to write in their

Tr asks learners to go and

Tr consolidate learners Learners listens attentively

SIMPLFYING ALGEBRAIC EXPRESSION

Tr to solve on the board part A

Tr to ask learners to go and solve part B

BASIC OPERATION ON ALGEBRAIC

Tr to write the Learners to write the