Grade 9 NSC

GRADE 9
MATHEMATICS
UNITS OF WORK
ALGEBRA
TERM 1
UNIT OF WORK
About the Unit
In this Unit students will learn about/to:
- Factorize algebraic expressions;

- Simplify algebraic fractions;
- The distributive property;
- Simultaneous equations;
- Methods of substitution and elimination to solve simultaneous equations;
- Participation in group discussions and activities.
Prior Learning
Check that students can:
- Identify, add and subtract like and unlike terms;
- Use the laws of indices;
- Solve simple linear equations;
UNIT OF WORK GRADE 9 ALGEBRA 1 TERM 1 : 4 WEEKS
UNIT TITLE: Distributive Property, Algebraic Fractions, Factorization & Simultaneous Equations
Standard: Objectives:
- Use the distributive property to simplify expressions including
Employ algebraic reasoning through the use of expressions, equations and the laws of indices;
formulae to interpret, model and solve problems involving unknown quantities. - Apply the distributive property to multiply two binomial
expressions;
- Add and subtract simple algebraic fractions;
- Multiply and divide simple algebraic fractions;
- Factorize simple algebraic expressions where there is a simple
algebraic common factor other than 1;
- Solve simultaneous linear equations by the methods
1. Substitution;
2. Elimination.
Suggested Teaching and Learning Activities Points to Note Assessment
Students will: - Solve practical problems involving simultaneous linear Expressions correctly
equations. simplified using the
- Simplify expressions of the type : , - The “FOIL” method for multiplying two binomials can be distributive property
used to concretize the Distributive Law, especially to assist
,
students who might find this challenging. Correctly simplified
, , - Use software such as GeoGebra or algebra tiles to show algebraic fractions
the pattern in the expansion of(a + b)²
. Correct expansion of
binomial expressions
- Expand and simplify expressions of the type
Factorization of simple
algebraic expressions
- Add and subtract simple algebraic fractions. Simultaneous equations

solved using the
Simplify , . substitution or elimination
- Multiply and divide simple algebraic fractions. method
Engagement in group
Simplify . discussions and activities
- Factorize simple algebraic expressions where

there is a simple algebraic common factor
other than 1. Factorize
- Solve simultaneous linear equations by the
methods
o Substitution
o Elimination
Learning Outcomes:
Students will be able to:
- Factorize algebraic expressions accurately;
- Accurately simplify algebraic fractions;
- Apply the distributive property correctly;
- Solve simultaneous equations using the method of substitution or elimination correctly;
- Participate in group discussions and activities.
Key Skills Extended Learning
Apply distributive property, Group like terms, Simplify like terms, Conduct research on the relevance of simultaneous linear equations in
Expand binomial expressions, Work in groups, Engage in class real life situations.
discussion
Conduct research Emmy Noether.
Resources: Key vocabulary:

Algebra tiles, Geogebra software, Teacher-generated tables, Binomial, Factorize, Substitution, Elimination, Distributive property
Internet, Computer/tablets/smartphones Algebraic expression, Laws of Indices, Simultaneous equations,
coefficient, constant, variable
Links to other subjects:
Technical and vocational:
- Attainment target 1 creativity and innovation: explore a range of problem solving contexts and develop ideas for solutions utilizing new
technologies;
- Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of
tasks;
- Attainment target 3: apply solutions: use the design process in planning the execution of solution for an identified problem.
Science:
- Appreciate the importance of scientific methods and be aware of safety procedures to be taken when using equipment and materials;
- Use scientific knowledge to select appropriate experimental methods;
- Analyze experimental data and allow for anomalies. Carry out multi step calculations;
- Understand the relationships between forces and motion, and illustrate these relationships in the environment and living things;
- Understand the relationships between forces and motion, and illustrate these relationships in the environment and living things.
NUMBER
TERM 1
UNIT OF WORK
About the Unit
- Depicting areas of squares in indices;

- The uses of exponents in real life situations;
- Volumes of cubes in indices;
- Complete activities in groups;
- Safely use instruments to present data;
- Engage in meaningful group discussions;
- Make brief entries in journals on their experiences gained from indices;
- Participate in the solving of real life problems.
Prior Learning
- Write a number to a given number of decimal places and significant figures;

- Express place values of digits in all bases including base 10;
- Add, subtract and multiply numbers written in base n, (where 1<n<10);
- Convert numbers written in base n, (where 1<n<10) to base 10 ,and, vice versa.
MATHEMATICS UNIT OF WORK GRADE 9 NUMBER 1 TERM 1
UNIT TITLE: Indices

Use the basic operations, number relationships, patterns, number facts, - State the meaning of , where a and m are rational numbers;
calculators and software to compute and estimate in order to solve real world - Simplify expressions using the laws of indices;
problems involving fractions, percentages and decimals, and apply principles of
computation to solve real world problems. - Evaluate expressions and where a, b, m, n, are
whole numbers, integers, fractions;
- Write numbers less than, greater than or equal to 10 in
standard form.

Students will:
Tables depicting areas of squares in
Ensure that examples discuss indices
extremely small or extremely big
quantities. For example, the term Presentations on the uses of
'nanometer' means 10-9 meter. exponents in real life situations
The prefix 'nano' means the
number 10-9 - an extremely small Tables showing the volumes of cubes
number. Or, within computer in indices
world you often see megabytes,
Using the square above, measure the length and width of sets of gigabytes, terabytes. "Mega" Complete activities in groups
squares. Record measurements. Use measurements to find the area means 106 or one million, "giga" Safety in the use of instruments to
of each set of squares i.e. means 109, and "tera" means present data
1012. Or megahertz - million hertz.
Active engagement in group
Number Lengt Widt Area Indice Results

of h h s Entries made in journals on the
square(s experiences gained from indices
)
1 2cm 2cm 2cm (2cm)² 4cm² Willingness to participate in the
x2c solving of real life problems
m
4 4cm 4cm 4cm (4cm)² 16cm²
x4c
m
9
16
25
Be guided by teacher in representing the areas of perfect squares as

indices as shown in the table above i.e.
2cm x 2cm = (2cm)² = 4cm²

4cm x 4cm = (4cm)² = 16cm²
Observe sets of cubes of various sizes. Discuss then determine how

the volume of each cube can be represented using indices i.e.
Cube Length Widt Height Volume Indices Results
s h
A 2cm 2cm 2cm 2cmx2cmx2cm (2cm)³ 8cm³
B 5cm 5cm 5cm 5cmx5cmx5cm (5cm)³ 125cm³

C
Complete the table above by finding the volume of each cube. Then
calculate the surface areas of the cubes using indices.
Example: Powers of 5
.. etc..
2
5 1×5×5 25
51 1 × 5 5
0
5 1 1
-1
5 1÷5 0.2
5-2 1 ÷ 5 ÷ 5 0.04
.. etc..
Observe and then discuss the table above by identifying patterns.

Draw conclusion that the value of each number gets larger as it is
raised by a higher power; however, the value decreases as it is raised
by a lower power.
Prepare presentations on the various ways in which

indices/exponents are used in everyday situations e.g. the
measuring of very large or tiny quantities such as land masses, water
bodies, planets, molecules, micro-organisms etc.
Discuss the following rules of indices. Investigate alternative

methods of arriving at the same results.
Apply the appropriate rules of indices to solve/simplify examples

such as:
What is 9½ × 9½?

What is 43/2?
What is 274/3?
Learning Outcomes:
- Complete tables depicting areas of squares in indices;

- Make presentations on the uses of exponents in real life situations;
- Complete tables showing the volumes of cubes in indices;
- Willingly complete activities in groups;
- Safely use instruments to present data;
- Make brief entries in journals on their experiences gained from indices;
- Participate in the solving of real life problems.
Measure dimensions of squares and cubes, Record data, Work in Research very extreme quantities such as planetary bodies. Tabulate
groups, Make observations, Draw conclusions, Create data. Then exchange with their classmates for them to represent each
presentations, Present data, Recall information, Analyze quantity in standard form using positive and negative indices.
information, Research, Solve real life situations, Model area of
squares using indices, Model volume of cubes using indices, Share
and compare information/findings, Manipulate instruments
Sets of squares of various sizes, Grid depicting squares in various Indices, Rational, Laws of Indices, Expressions, Whole numbers,
colours, Assortment of cubes of different sizes, Internet, Exponents, Standard form, Index, Integers, Powers, Fractions
Computer/tablet/smartphone, Accessories, Ruler, Teacher-
generated tables, Measuring tape/stick, Scale for measuring weight
technologies;
Science:
- Analyze experimental data and allow for anomalies. Carry out multi step calculations.
GEOMETRY
TERM1
UNIT OF WORK
About the Unit
- Find the length of the hypotenuse using Pythagoras’ theorem;

- Angles of elevation and depression;
- Use trigonometric ratios to find angles;
- Actively engage in group activities and discussions;
- Combine Pythagoras’ Theorem and Trigonometric Ratios to solve problems.
Prior Learning
- Identify a right-angled triangle and its properties;
- Measure angles;
- Construct triangles using geometric instruments.
UNIT OF WORK GRADE 9 GEOMETRY 1 TERM 1 : 4 WEEKS
UNIT TITLE: Trigonometry

Objectives:
- Prove Pythagoras’ Theorem by a suitable method(for example

by the area method);
Standard:
- Use Pythagoras Theorem to solve right – angled triangle
problems;
Explore paths, geometric shapes and space and make generalization about
- Use trigonometric ratios to find unknown quantities in right-
geometric relationships within the environment angled triangles only;
- Use trigonometric ratios to solve problems related to angles of
elevation and depression;
- Calculate unknown angles in given diagrams and word
problems.
Students will: Correct identifying of the

hypotenuse in right-angled
Ensure that the orientation of the triangles
- Discuss a practical scenario such as finding the height of a building right-angled triangles used is
/flagpole/etc., illustrating the concepts of angles of elevation and varied. Correct use of
to solve problems relating to right-
depression. Work with the geography angled triangles
department to find the heights of
- Investigate the heights of various buildings in and around their school. buildings/trees/etc. Prove Pythagoras’ theorem
Measure the angle of elevation using a clinometer. Measure the
distance from the base of the building to the feet of the person Measuring instrument
measuring the angle of elevation. Make a sketch of the scene putting measure angles of elevation and
in all the measurements that they have gathered. depression
- Watch the video “Seeing is Believing” that deals with angles of Use of trigonometric ratios to
elevation and depression and solve problems supplied to them. determine unknown measures in a
right angled triangle
Solving of problems involving

angles of elevation and depression
Learning Outcomes:
- Find the length of the hypotenuse using Pythagoras’ Theorem;
- Solve problems involving angles of elevation and depression;
- Use Trigonometric Ratios correctly to find angles;
- Use the combination of Pythagoras’ Theorem and Trigonometric Ratios to solve problems.
Extended Learning
Key Skills
Investigate and explain the relationship between the lengths of the sides of
Investigate shapes, Construct triangles, Proof, Identify, Explore triangles that are not right angled and determine the criteria for the
trigonometric ratios, Analyse information, Apply concept s, Use measures of the lengths of lines needed to form a triangle.
appropriate instrument, Work in groups, Measure distances,
Record information, Discuss, Compute distances, Sketch diagrams. Research the practical uses of trigonometry.
Worksheet with pictures of right angled triangles, 1 cm grid Pythagoras’ Theorem, Opposite, Adjacent, Hypotenuse, Line of sight,
paper/graph paper, Clinometer, Ministry of Education supplied Elevation, Depression, Alternate, Clinometer, Sine, Cosine, Tangent
DVD “Seeing is Believing”
technologies;
tasks;
Science:
MEASUREMENT
TERM 1
UNIT OF WORK
About the Unit

- Finding the diameter of a circle given the circumference of the circle;
- Cooperatively engage in class discussions and activities;
- Finding the circumference of a circle given its diameter;
- Finding the area of a circle given its diameter;
- The arc length of a circle;
- The formula for the arc length of a circle.
Prior Learning
- Identify the circumference, diameter and radius of the circle;
- Perform operations with fractions;
- Use the concept of ratio and proportion;
UNIT OF WORK GRADE 9 MEASUREMENT 1 TERM 1 (4 WEEKS)
UNIT TITLE: Circles

Objectives:
- Investigate and use the relationships between the radius,
Standard: diameter, circumference and pi;
Use the correct units, tools and attributes to estimate, compare and carry out - Investigate and use the relationship between the radius and
the processes of measurement to given degree of accuracy. the area of a circle A = πr2;
- Calculate the area and circumference of a circle;
- Identify the arc, sector and segment of a circle;
- Find arc length;
- Find the area of a sector, segment or parts thereof of a circle
with the use of angles.
Students will: Participation in class

- Use online programs or apps to investigate various length - In the investigation of length and area properties discussions and
and area properties of a circle. For example of the circle, ensure that the website is already activities
1. http://www.calculatorsoup.com/calculators/geometry- available for students to use. Or, download the
plane/circle.php appropriate app to calculate circle lengths. Accurate calculations
2. http://www.miniwebtool.com/area-of-a-sector- 1. of the areas and
calculator/?n1=3&n2=75 http://www.calculatorsoup.com/calculators/geom circumferences of
3. http://www.1728.org/circsect.htm etry-plane/circle.php circles
- Identify practical examples of parts of the circle in their
environment. Use terms accordingly e.g. a bicycle and 2. http://www.1728.org/circsect.htm Calculated areas of
motor vehicle wheels, the centre circle on a football field 3. http://www.miniwebtool.com/area-of-a-sector- sectors and other
and a pizza. parts of circles using
calculator/?n1=3&n2=75 angles
Measure the circumference, diameter and radius and
record each in a table from supplied circles of different sizes Table depicting the
and string to measure. For each circle, find the ratio between relationships between
the circumference and the diameter and discuss findings. At this level the length of the chord bounded by the various parts of circles
segment will be given or the angle subtended by the chord
at the centre should be .
Cut up a circle into at least 8 equal segments and
rearrange them into a parallelogram as shown below.
Using their knowledge of the area of a parallelogram,

discuss how they could find the approximate area of the
circle and derive the formula.
Discuss the lengths of both minor

and major arcs as a fraction of the
circumference given as the angle
at the centre of the circle in degrees.
Derive the formula for finding the length
of an arc i.e.
Length of arc
Discuss the area of a sector as a fraction of the area of the
circle given as the angle at the centre of the circle in
degrees. Derive the formula for finding the area of a sector i.e.
Area of Sector
Discuss problem solving strategy for finding the area of a
segment.
Learning Outcomes:
- Find the diameter of a circle given the circumference of the circle;
- Find the circumference of a circle given its diameter;
- Find the area of a circle given its diameter;
- Find the arc length of a circle;
- Derive the formula for the arc length of a circle.

Recall parts of a circle, Investigate circles, Interpret information,
Investigate formulae of any circle (arc length, etc) Challenge students to investigate tyre codes and to find the code that
gives the circumference of tyres for various vehicles (including planes,
bicycles, and motorbikes) and why that particular circumference is used
for each type of vehicle.

Pi, Sector, Chord, Minor arc, Major arc, Segment, Diameter, Radius,
Sets of circles of various sizes, Geometric instruments, string, Circumference
Circular objects, Calculator/computer/tablet/smartphone/Apps,
Irregular shapes/objects with circular faces
technologies;
- Attainment target 3: apply solutions: use the design process in planning the execution of solution for an identified problem;
tasks.
Science:
Physical Education:
- Attainment target: games and sports: exhibit the capacity to cope with new and varied skill difficulties and to cooperate with others in
regular practice in order to refine technique;
- Attainment target: team tactics: Demonstrate advanced strategies and tactics in competitive play and undertake the role/roles of player,
coach or spectator.
STATISTICS
TERM 2
UNIT OF WORK
About the Unit
- Tally data collected from experiments;

- Calculate probabilities using formula;
- Demonstrate cooperation throughout group activities;
- Compose songs/poems with key terms/words in journals;
- Formulate questions to help gather data;
- Key terms and words noted throughout activities;
- Design worthwhile experiments on probabilities;
- Create graphs from website with data collected;
- Determine probabilities based on events;
- Solving real world problems involving probabilities;
- Use fractions and percentage to describe probabilities;
- Conduct fair experiments involving probabilities;
- Manipulate apparatus during experiments.
Prior Learning
- Determine the mode, median and mean from a frequency table;

- Use the mode, median and mean to interpret information;
- Read, interpret and construct pictographs, bar charts, pie charts and line graphs.
MATHEMATICS UNIT OF WORK GRADE 9 STATISTICS 1 TERM 2
UNIT TITLE: SIMPLE EXPERIMENTS, DATA COLLECTION & SIMPLE PROBABILITIES

Collect, organize, interpret and represent data and make inferences by - Design and conduct simple experiments, to collect data;-
applying knowledge of statistics and probability. - Determine simple probabilities and draw appropriate
conclusions;
- Use fractions and percentages to describe probability;
- Interpret a probability given as a fraction or percentage.
Suggested Teaching and Learning Activities Points to note Assessment

Students will:
Completed worksheets on: “Every
As a class or in small groups, take pulse rates using activity Beat of Your Heart”
Note that students who are asthmatic or have
sheet provided on the Internet:
heart conditions should not take part in the Tally tables completed with data
http://illuminations.nctm.org/uploadedFiles/Content/Less collected from experiments
running aspect of the activity based on heart beat
ons/Resources/3-5/BeatHeart-AS-EveryBeat.pdf. Then
collect and interpret data, make predictions, and draw Have students download a stopwatch app to Accurate calculations of
conclusions. their device. . probabilities using formula
Begin the class with a discussion about heart Questions formulated to help
rates and pulse. Ask students to share what gather data
they already know about each. Students might
also offer ideas about what kinds of activities Graphs accurately created with
affect the heart rate. data collected
Distribute a copy of the activity sheet to each Probabilities correctly determined

student from here based on events
http://illuminations.nctm.org/uploadedFiles/Co
ntent/Lessons/Resources/3-5/BeatHeart-AS- Appropriate uses of fractions and
EveryBeat.pdf percentage to describe
probabilities
Have Resource Personnel demonstrate how
a pulse is taken. As the students work Experiments conducted safely and
individually or in small groups, have them take willingly
their resting pulse for one minute.
Safe manipulation of apparatus
Before beginning the exercises on the activity during experiments/investigations
sheet, students should predict which activity
will result in the greatest pulse:
● Being at rest
● Stepping up and down
● Walking
● Running in place
Students should explain their predictions.
Next have the students step up and down on a

stair, or just march, for one minute.
Have the same students determine their one-

minute heart rates after running in place for
one minute and after walking for one minute.
Students should record their results on
question 1 of the activity sheet located here
ntent/Lessons/Resources/3-5/BeatHeart-AS-
EveryBeat.pdf
Have the students complete the remaining

questions (2-6) on the activity sheet and
discuss the responses.
Download the answer sheet here:

ntent/Lessons/Resources/BeatHeart-AK-
EveryBeat.pdf
Have students represent, analyze, interpret

and draw conclusions of data collected in
tables and on graphs e.g. line, bar etc.
Learning Outcomes:
- Complete tables with tally from data collected from experiments;

- Accurately calculate probabilities using formula;
- Define correctly key terms and words noted throughout activities;
- Accurately create graphs with data collected;
- Correctly determine probabilities based on events;
Work in groups, analyze, collect data, investigate, interpret, make observation, Research how exercise affects heart beats during various
infer, draw conclusions, develop logical argument, differentiate, compare activities e.g. sports, watching a scary movie etc.
Experiment, represent, develop logical argument, design, analyze, draw Research and make presentation on the different
conclusions, make observations, graph, apply concepts, simulate, work in instruments, history and the various persons who use
groups, critique, Determine probabilities of events, Use fractions and
instruments to measure heart beats.
percentages to describe probabilities, Interpret probabilities, Think critically,
Assess situations accurately, Apply formulae, Manipulate equipment during
experiments, Model information graphically, Create tally table, interpret
information, Solve real world problems, Share and compare
information/findings
Stop watch app, tablets/ laptop/smartphones, Resource Personnel e.g. Data, exercise, heartbeat, collect, interpret, analyze
nurse, doctor, Internet-generated worksheet, large floor space information, predict, conclude, stop watch
Website: Probability, chance/tries, likely, outcome,

http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3 possible/possibility, Survey, Questionnaire, Observation,
-5/BeatHeart-AS-EveryBeat.pdf
Interview schedule, Experiment, Sample, Population,
Website for “Heart Rate App.: Fair, Percentage, Fraction, Sample space, Event, Certain,
Likelihood, Impossible.
Science:
technologies.
Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of tasks
Attainment target 3 Apply solutions: manage resources with the aid of appropriate technologies in the execution of tasks
- Attainment target 2: explore methods and procedures: make informed decisions in the selection of materials, tools and equipment and
demonstrate increasing skill in the execution of tasks
- Attainment target 3: apply solutions: build practical skills and the technical competencies necessary for effecting a solution/outcome.
Physical Education:
regular practice in order to refine technique
coach or spectator.
ALGEBRA
TERM 2
UNIT OF WORK
About the Unit
- Complete tables on functions;

- Use apparatus throughout experiment;
- Generate bar graph from the Internet;
- Write poems/songs on functions and relations;
- Engage in group discussions and activities;
- Participate in real life situations involving functions and relations;
- Determine the inputs and the outputs of functions;
- Define and note key terms with examples.
Prior Learning
- Plot the ordered pairs of a mapping as a graph;

- y  mx  c
Draw straight line graphs of the form
by (a)plotting points,(b)using the gradient and intercept;

- Determine gradients and intercepts of straight line graphs;
- Relate gradient of a graph to the rate of change of quantities;
- Find the equation of straight line graphs;
- Plot two linear equations on the same pair of axes and interpret the point(s) of intersection (if any);
- Graph linear inequalities on the coordinate plane and identify regions on the graph.
UNIT OF WORK GRADE 9 ALGEBRA 2 TERM 2
UNIT TITLE: Relations, Functions & Graphs

- Define a function as a many-to-one or one-to-one relation;
Employ algebraic reasoning through the use of expressions, equations and - Distinguish between the graph of a relation and the graph of a
formulae to interpret, model and solve problems involving unknown quantities. function;
- Use the functional notations, for example ,
, ;
- Determine the range value that corresponds to a given domain
value by evaluating the function at the stated domain value;
- State the domain and range of a given function;
- Distinguish between functions defined for different domains by
the same formula.

Students will:
Tables completed on
Have a class discussion that this relation between
the height and age of the seedling is referred to as a Safe use of apparatus throughout
function. Further define and note that a function experiment
relates an input to an output.
Bar graph generated from the
Establish the domain and range/independent and Internet on the relationship
dependent variables in discussions. between the age and height of a
seedling
In groups, set up a germination experiment of a Make note that there are relations and there are
seedling. Then determine the function/relationship of the functions and that all functions are relations but not engagement in group discussions
age and height of the seedling over a period of time, (i.e. all relations are functions. Establish the one to one and activities
containers, peas/ corn seeds, water, function and the many to one function.
newspaper/cotton/tissue paper). After 3 or 4 days of Input and output determined in sets
germinating, observe then measure the height of the of functions
seedling (i.e. young plant) with a ruler for at least one school
week (5 days). Record the height of the plant in tabular form
i.e.
DAY HEIGHT (cm)
1 3cm
2 6cm
3 9cm
4 12cm
5 15cm
With teacher’s guidance, discuss observations made after 5
days. Predict the height of the seedling after 6 days, 9
days, 14 days etc. Draw conclusion that there is a
relationship between the height and age (i.e. number of
days) of the seedling as it germinates.
As a whole class, note that the seedling grows 3 cm

every day, so the height of the seedling is related to its age:
height(age) = (3 x age) cm
So, if the age is 10 days, the height is:
h(10) = (3 x 10) cm = 30 cm

In pairs, complete the table below. Share and
compare results with other pairs and then as a whole class.
age h(age) = (age × 3)cm
0 0
1 3
3.2 9.6
5 15
7
36
15.5
In groups, with teacher’s guidance, present the data
above on a bar graph using the website:
www.chartgo.com. Share and compare results with
other groups and then discuss any patterns formed based
on the data shown.
Learning Outcomes:
- Complete tables on functions correctly;

- Safely use apparatus throughout experiment;
- Accurately generate bar graph from the Internet depicting the relationship between the age and height of a seedling;
- engage in group discussions and activities;
- Correctly arrive at the inputs and the outputs in sets of functions;
- Define and note key terms relating to functions and relations.
Conduct experiment, Make observations, Measure heights, Utilize Use Geogebra or any other dynamic geometry software to investigate
apparatus, Determine the input and output in a function, Solve real functions and non-functions. Document their observations about the
life problems, Participate in discussions, Work in groups, Analyze differences between these two types of relations and highlight the
information, Draw conclusions, Interpret information, Make significant feature that makes a relation a function.
predictions, Complete tables, Present information graphically,
Discuss observations, Identify patterns, Share and compare
information/findings, Determine the differences between a
function and a relation, Apply concepts, Design experiments.
Internet, Computer, Graph paper/grids, Apparatus for experiment Functions, Relations, Graphs, Functional notations, Range, Domain,
(i.e. seeds, containers, water, newspaper, tissue paper), Ruler, Formulae, Germinate, information, data.
Teacher-generated tables
Science:
technologies;
- Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of tasks;
- Attainment target 3 Apply solutions: manage resources with the aid of appropriate technologies in the execution of tasks;
- Attainment target 2: explore methods and procedures: make informed decisions in the selection of materials, tools and equipment and
demonstrate increasing skill in the execution of tasks;
- Attainment target 3: apply solutions: build practical skills and the technical competencies necessary for effecting a solution/outcome.
Physical Education:
regular practice in order to refine technique;
coach or spectator.
NUMBER
TERM 2
UNITS OF WORK
About the Unit
- Create and solve real life situations;

- Model ratios;
- Participate in group discussions and activities;
- Ratios represented in the form of fractions and decimals;
- Calculations of problems involving ratios and proportions;
- Scale drawings used to represent actual objects;
- Calculate scale drawings;
- Calculate total utility bill;
- Calculate salaries and wages;
- Engagement in group discussions and activities;
- Solving real world situations.
-
UNIT TITLE: Ratio & Proportion

Standard: Objective:
Use the basic operations, number relationships, patterns, number facts,
calculators and software to compute and estimate in order to solve real world - Solve more complex problems involving ratio and proportion.
problems involving fractions, percentages and decimals.

Students will: solving of real life situations
Have students go through the following instructions before
Be allowed to vary the gear ratio of a bike in playing the being engaged in the game: “Free Ride: Ratios modelled correctly
game: “Free Ride” from the Internet website:
http://illuminations.nctm.org/Activity.aspx?id=3549. Choose a new front and back gear to change the gear
ratio. Tables with ratios written correctly
Draw conclusion that the distance travelled by a half-
pedal is determined by the ratio of gears.
Click the pedal above the front gear to make the bike move
forward. Ratios represented in the form of
fractions and decimals
Click the pedal below the front gear to make the bike move
backward. Accurate calculations of problems
involving ratios
Note that in Free Ride mode, you can play with the gears
and get a feel for the applet. If you Choose Route or
select Random Route, five flags will be placed on the
course.
Let students bear in mind that the ultimate goal is to land

exactly on the locations of those five flags.
Guide students in a question and answer session based on

the following after playing the game: “Free Ride”:
1. How many different gear ratios are possible?

2. If you use two different gear ratios on consecutive
pedals, what possible distances can you travel?
3. How could this information help you in completing
a route?
Have students form ratios and proportions based on

questions above.
Learning Outcomes:
- Solve real life situations
- Model ratios correctly;
- Complete tables with ratios correctly;
- Represent ratios in the form of fractions and decimals;
- Accurately calculate problems involving ratios and proportions;
- Correctly use scale drawings to represent actual objects;
- Calculate scale drawings accurately.
Challenge students to capture all five flags on a course based on the

Recall information, Solve real life situations, Interpret data, game: “Free Ride”: http://illuminations.nctm.org/Activity.aspx?id=3549
Model ratios, Record data, Measure heights/widths,
Reduce ratios, Work in groups, Draw conclusions, Make Allow use of actual maps and plans to do ratio.
observations, Engage in meaningful discussions, Share and
compare findings, Use fractions/decimals to represent
ratios, Manipulate measuring instruments, Calculate
ratios/proportions.

Website for game: “Free Ride”: Ratio, Proportion, Scale, Interpret, Model, Equivalent, Scale drawing,
http://illuminations.nctm.org/Activity.aspx?id=3549 Observation
smart phones, tablets, laptops

Teacher-generated worksheets/tables, Measuring tape.
technologies;
Science:
UNIT OF WORK GRADE 9 NUMBER 2B TERM 2 (1 WEEK)

UNIT TITLE: Consumer Arithmetic
Number Operation and Application Use the basic operations, number - Use consumer arithmetic to solve real life problems;
relationships, patterns, number facts, calculators and software to compute and - Calculate the total utility bill to be paid from given instructions;
estimate in order to solve real world problems involving fractions, percentages - Explain and use in the proper context terms relating to the
and decimals. computation of wages and salaries (wages, salaries, bonuses,
commissions, basic pay, overtime pay, gross pay, net pay,
statutory and non-statutory deductions, taxable income, tax
allowance);
- Calculate the wage and/ or salary of an employee from given
instructions.
Students will: Create their own copy of a utility Engagement in class discussions
bill. Write a brief description and group activities
In small groups, design and create their own bills based on particular service explaining the different parts as Completed utility bills
offered of their choice using smart phone, tablet, laptop etc. well as the purpose of the bill.
Share finished pieces with others Accurate calculations of wages
and make a presentation about
their business/service they have Bills designed and created
created.
Learning Outcomes:
- Calculate the total utility bill to be paid from given instructions;
- Accurately calculate salaries and wages from given instructions;
- Engage in group discussions and activities;
Recall information, Solve real life situations, Interpret information,

Work in groups, Fill in utility bills correctly, Calculate wages
accurately
Copies of utility bills, Internet, smart phone/ tablet/laptop, Utility bill, consumer, discount, sales, overtime, profit, loss, Wages,
Calculator, financial app Salaries, Bonuses, Commissions, Basic pay, Overtime pay, Gross pay, Net
pay, Statutory and non-statutory deductions, Taxable income, Tax
allowance
technologies;
Science:
GEOMETRY
TERM 2
UNITS OF WORK
About the Unit
- Enlargement of objects about a given centre and scale factor;

- Reflection of objects given the mirror line;
- Plotting points on a graph;
- Read coordinates of points;
- Centre of enlargement given an object and its image;
- Find the mirror line given an object and its image;
- Engage in class discussions and group activities;
- Characteristics of quadrilaterals;
- Construct quadrilaterals.
Prior Learning
- Plot points on a Cartesian plane;
- Accurately measure line segments;
- Explain congruence, similarity and symmetry.
UNIT OF WORK GRADE 9 GEOMETRY 2A TERM 2 (3 WEEKS)
UNIT TITLE: Transformation - Enlargement And Reflection

Explore paths, geometric shapes and space and make generalization about - State the relationships between an object and its image in a
geometric relationships within the environment. plane when it is enlarged from a point (centre of enlargement)
in that plane;
- Perform enlargements with the centre at the origin with scale
factor k, k ∈ N;
- Perform reflections and identify images of objects where the
mirror line is any given line in the plane.
Students will: Have students identify patterns in the

Enlargement of objects
environment such as burglar bars,
Use Geogebra software to explore enlargements and reflections. regular designs on clothing, bricks on a about given centres and
wall, tiles, etc. scale factors
Make sure the relevant Geogebra files Completed reflection of

are open for students to use. Ask open objects given the mirror
ended questions for them to investigate lines
the properties of the transformations.
Points plotted on graph
paper accurately
For entries in journals/blogs and other Engagement in

presentations, design a rubric to be used class/groups discussions and
to evaluate the content, group activities
cooperation, presentation and
innovativeness. Mirror lines identified given an
object and its image
Have students show
reflection/enlargement on graph sheets. Items created using patterns
Have students identify and discuss the

properties of reflection/enlargement
using questions.
Have students draw mirror lines/lines of

symmetry between the patterns/images.
Learning Outcomes:
Enlarge an object about a given centre and scale factor;
Reflect an object given the mirror line;
Plot points on graph paper correctly;
Read coordinates of points correctly;
Find the centre of enlargement given an object and its image;
Create items using patterns/designs;
Engage in class discussions and activities;
Find the mirror line given an object and its image.
Design, create, apply concepts, discover, analyze, draw, Allow students to research on how Tessellations/designs, in
develop logical arguments, make observations, collect and accordance with Transformation, are used in real life using the
display, work cooperatively, draw, conclusions, critique, website: http://www2.gvsu.edu/oxfordj/angie.html
Investigate shapes, Engage in class discussions, Read
coordinates correctly, Identify centres of enlargement, Encourage students to create a presentation on various
Identify mirror lines, Investigate shapes, Interpret Designs/Transformations as viewed in real life situations.
information, Discuss findings
Encourage students to make entries in their journals or on blogs on
the experiences gained from doing the Designs/Transformations
activities.
Allow students to explore the following via research: “Designs of

three-dimensional space play an important role in chemistry, where
they govern the shapes of crystals”.
Encourage students to do reflections in parallel and intersecting lines for

example.

Reflection, enlargement, transformation, design, mirror line, line
Fabric paint, Plastic sheeting, Calico, straw related items, symmetry/axis symmetry, scale factor, origin, image, object, pattern,
satin material, Embroidery threads, Patterns/motifs, movements, motif, Centre of enlargement, Congruent, Orientation, Similar
Designer/scissors, Needles, smart phone, tablet, laptop,
Teacher-generated tables, Journals, Mirrors, Sets of polygons
(i.e. triangles and quadrilaterals), Geometric instruments,
Graph/grid sheets
- Attainment target 1 creativity and innovation: explore a range of problem solving contexts and develop ideas for solutions utilizing
new technologies;
tasks;
Science:
Social studies:
- Attainment target: present global information from maps, graphs and pictures.
Prior Learning
Accurately construct angles of 90, 45, 60,30,120,135,150 ;

Construct triangles.
UNIT OF WORK GRADE 9 GEOMETRY 2B TERM 2
UNIT TITLE: Constructions

Construct quadrilaterals using appropriate geometric instruments.
Explore paths, geometric shapes and space and make generalization about
geometric relationships within the environment.
Suggested Teaching and Learning Activities Key Skills Assessment
Students will: Investigate shapes Engagement in class discussions

and group activities
In pairs, construct the Golden Rectangle. Develop an understanding of the Interpret data
Fibonacci Sequence (and its connection to Golden Rectangles), Use tools and Table showing characteristics of
construction techniques to demonstrate geometry prowess and be able to Engage in discussions and group quadrilaterals
observe the Golden Rectangle in nature and in the classroom.
activities
Quadrilaterals constructed
Work in groups accurately
Record information Completed construction of the
Golden Ratio
Tabulate information
Share and compare in formation
Construct quadrilaterals
Safely manipulate geometric

instruments
Apply concepts , Make

observations, Design, Draw
Draw conclusions, Investigate,

Research
In small groups, given sets of quadrilaterals, identify each by its properties.

Tick the appropriate area(s) in the table below. Share and compare results
with other groups and then as a whole class.
NAME OF OPPOSITE OPPOSITE OPPOSITE ALL SIDES ALL

SHAPE SIDES ANGLES SIDES EQUAL ANGLES
EQUAL EQUAL PARALLEL EQUAL
Be guided by teacher to use a pencil, a ruler and a pair of compasses
to accurately construct various quadrilaterals such as a; square,
rectangle, parallelogram, kite, rhombus, trapezium, given specific
sides and/or angles. Write brief descriptions explaining their
experiences in their journals. Share descriptions written with the
entire class.
Learning Outcomes:
Engage in class discussions and group activities;
Correctly complete table showing characteristics of quadrilaterals;
Construct quadrilaterals accurately.
Points to Note Extended Learning

The included Powerpoint: http://illuminations.nctm.org/Lesson.aspx?id=3780 has an overview of Explore the Golden Ratio/Triangle via
the Fibonacci sequence, examples of the golden ratio in nature, architecture, and art. It goes on to research and present in a creative
define the Golden Rectangle as having the ratio of phi. Then it covers two ways to construct a
manner.
Golden Rectangle. First, using Fibonacci Sequence, and second, using a compass and
straightedge. Notice that the directions for this exclude how to construct a square. For time saving Create presentations on the uses of
purposes, you may want to have several squares available for students to begin this construction,
or walk students through how to construct a square.
Geometric Constructions in real life.
Research the importance of the

To begin the lesson, draw the three rectangles shown below on the board. Note that the third
rectangle has a ratio of side lengths that approximates phi, which is about 1.618. construction of quadrilaterals as applied to
real life situations on the Internet.
Ask students what they think a Golden Rectangle means (put emphasis on the word golden and
ask what they think this adjective means). Have students refer to the rectangles on the board to
help direct their thoughts. Students will likely respond along the lines of “it is pleasing to the eye,”
or “it is not too long and not too short.” Next, ask students to find the ratio of each rectangle’s
length:width, and rewrite the ratios so that the width is 1. Ask them to keep this value in mind.
Share with students that there is a specific rectangle that has been observed and used since
ancient times, and is still used by architects today. The Parthenon in Athens and the Mona Lisa
are good examples of where we see Golden Rectangles. Tell students that they will be observing
and constructing the Golden Rectangle today.
Tell students that they will now be constructing the Golden Rectangle. Distribute Activity Sheet 2
along with the graph paper. Display the powerpoint and review slide 5. Ask students to take one
minute to write down as much of the Fibonacci Sequence as possible at the top of the graph
paper. Then, instruct students through slides 6-8 of the powerpoint, asking them to fill out the
activity sheet as they go. Tell students that the last column of Activity Sheet 2 should be written as
a decimal value. Furthermore, their drawings should be done so that each new square added is a
distinguishable color. Note: The maximum dimension of Golden Rectangle possible on a standard
sheet of graph paper is 21x34. The maximum dimensions on a sheet of 10 sq/in graph paper is
54x89. Finish this portion of the lesson by displaying slide 9-10.
Display slide 10, which gives a formal definition (and symbol) of the Golden Rectangle. Students
should be convinced that phi is similar to pi in that it is an irrational number.
Tell students that they will now be constructing the Golden Rectangle using a compass and
square. If the grade level you are teaching has not addressed constructions yet, you may choose
to skip this portion of the lesson. You can choose to give students a square to start off with (which
can be obtained by printing off and photocopying a portion of slide 12), or walk students through
the construction of a square. Directions for how students should do this is on slides 12-16. Direct
the class in a discussion of the comparison between the two ways of getting a Golden Rectangle.
To wrap up the lesson, ask students to observe their surroundings in the classroom. Ask them to
go on a scavenger hunt for where they think they see Golden Rectangles. Good examples are:
notebook paper, windows, doors, and computer screens. If you do not want students moving
around the room, have pictures available of anything you find when you do an internet image
search for “Golden Ratio.” Ask students to gather around to share their findings on which objects
gave them a good approximation of the Golden Ratio.
Quadrilateral just means "four sides" (quad means four, lateral means side). Any four-sided
shape is a Quadrilateral. But the sides have to be straight, and it has to be 2-dimensional.
Properties: Four sides (edges), Four vertices (corners), The interior angles add up to 360 degrees:
There are special types of quadrilateral:

Some types are also included in the definition of other types. For example
a square, rhombus and rectangle are also parallelograms.
Website for PowerPoint on: The Golden Triangle: Website: Golden Ratio
http://illuminations.nctm.org/Lesson.aspx?id=3780 Golden Triangle
Fibonaccio Sequence
Graph paper, tablet, laptop, Geometric instruments, Sets of quadrilaterals, Internet, Computer, Quadrilaterals
Accessories Construction
Patterns
Angles
Parallel
Perpendicular
Bisector
Dimensions
Line segments
technologies;
tasks;
Science:
NUMBER
TERM 3
UNITS OF WORK
About the Unit

- Solve simple problems involving, at most, three subsets of the universal set (with at most two intersecting);
- Use set language;
- Description of a set;
- Representing sets using Venn diagram;
- Define what an argument is
- Prove equivalence from truth tables
- Differentiate between valid argument and valid conclusion
- Determine the validity of arguments
- Work cooperatively in groups;
- Engagement in meaningful discussions;
- Order matrices;
- Calculations of sets of matrices;
- Real world situations involving matrices.
Prior Learning
- Determine the number of subsets of a given set;
- List all the possible subsets of a given set;
- Solve simple problems involving, at most, two subsets of the universal set.
UNIT OF WORK GRADE 9 NUMBER 3A TERM 3 (2 WEEKS)
UNIT TITLE: Sets

Standard Objective:
Number Operation and Application Use the basic operations, number 1. Solve simple problems involving, at most, three subsets of the
relationships, patterns, number facts, calculators and software to compute and universal set (with at most two intersecting).
estimate in order to solve real world problems involving fractions, percentages 2. Establish the truth value of compound propositions using truth
and decimals. tables
3. Use truth tables to determine if two propositions are logically
equivalent
4. Define an argument
5. Differentiate between valid argument and valid conclusion
6. Apply deductive reasoning to determine the validity of
arguments
Students will: Classify, logical reasoning, Venn diagrams drawn with

investigate/research, make correctly placed members
In pairs, group living things in a variety of ways. Present information observations, apply
using creative means based on the names, descriptions and concepts, analyze, draw, Set language used correctly and
appropriately
differentiations of each group of living things as it relates to the types of critique, organize, collect,
sets such as: disjoint, null, complement, subsets, universal, intersecting. match, separate, problem- Descriptions of given sets
solve, analyse information,
Carry out the following investigation: construct Venn diagrams, Truth tables are correct
Compute, Construct truth Validity of arguments correct
We need to construct a logic table to help us solve this problem. tables, determine the validity Validity of conclusions correct
of arguments and conclusions,
Rihanna, Tamara, and Miley are sisters. You need to deduce define argument
which sister is 9 years old and which one is 12 and which one is
14 years old. You are given two clues:
Clue 1: Tamara’s age is not in the 4-times table.
Clue 2: Miley’s age can be divided exactly by the number of days

in a week.
· What should the rows and columns contain?
· How do we mark ‘true’ or ’not true’?
· What can we fill in?

· What can we be sure about?
To find the age of the three sisters, you can present the information in a
logic table.
Use the logic grid below to solve the problem:
Fill in the information given in the logic grid as shown below:
9 years 12 years 14 years
Rhianna
Tamara
Miley
A cross (𝞦) in any box means that the statement is not true.
A tick (√) in any box means that the statement is

true.
Clue 1: Tamara’s age is not in the 4-times table.

Rhianna
Tamara
Miley
Which column would best describe the clue? _________
Identify the symbol that you would put in Tamara’s row and appropriate
column? _____
What does this information suggest?

____________________________________
Clue 2: Miley’s age can be divided exactly by the number of days in a

week.
Rhianna
Tamara
Miley
What does this information suggest?
____________________________________
Which column would best describe the clue? _________
Identify the symbol that you would put in Miley’s row and appropriate
column? _____
Examine the column marked ’12 years old’.
Which of the sisters do you think is 12 years old? _____
Fill in the ticks and crosses in the row for the sister identified above.
Examine the column marked ’9 years old’.
Which of the sisters do you think is 9 years old? _____
Fill in the ticks and crosses in the row for the sister identified above.
Conclusion:
Ages of the three sisters:
_______ is 9 years old.

Learning Outcomes
Solve simple problems involving, at most, three subsets of the universal set (with at most two intersecting);
Use set language correctly;
Describe a set correctly;
Represent sets using Venn diagram appropriately;
Work cooperatively in groups
Prove the validity of arguments
Prove the validity of conclusions
Construct correct truth tables

Introduction: To which set do we belong? Carry out the following exercise:
All living organisms are classified into groups based on basic shared In a plane flying to London, five passengers are seated in a
row next to each other.
characteristics. Organisms within each group are further divided into small
Their professions are:
groups. Smaller groups are based on more detailed similarities within each journalist, singer, teacher,
sailor, engineer;
larger group. This grouping system makes it easier for scientists to study
and their nationalities, in any order are:
each group of organisms. Characteristics such as appearance, reproduction,
mobility and functionality are a few ways in which living organisms are English, French, German, Italian, Dutch;
grouped together. These specialized groups are collectively called Their ages are 21 years, 24 years, 32 years, 40 years,
52 years;
classification of living things. The seven levels of classifying living things
are: kingdom, phylum, cases, order, families, genus and species. and each plays a different one of the following sports
handball, swimming, volleyball, athletics, football;
Have students view and discuss the classification of living things as a They will each travel from London to a different destination
PowerPoint presentation using the Website: London, Birmingham, Manchester, Newcastle or
Plymouth.
www.softschools.com/science/biology/classification_of_living_thing/
Clue 1: The engineer is seated on the extreme left.
Have students write the names of living things e.g. dog, Clue 2: The volleyball player is seated in the middle.
Hummingbird, rose, snapper, frog, lizard, fern etc. (and/or pictures for Clue 3: The Englishman is a journalist.
students who may have challenges in reading) on strips of paper. Clue 4: The singer is 21 years old.
Clue 5: The teacher’s sport is swimming.
Place strips with names of living things in container.
Clue 6: The sailor is travelling to Plymouth.
Make sure the names of living things written are from at least 3-4 Clue 7: The handball player is French.
Clue 8: The passenger from Holland is bound for
levels of classifications of living things.
Birmingham.
Have students select a strip with the name of a living thing from Clue 9: The passenger bound for Liverpool is 32
years old.
container.
Clue 10: The athlete is bound for Newcastle.
Have students group themselves in a variety of ways according to the Clue 11: The French passenger is seated next to the
German.
names of living things on the strips of paper e.g. families,
Clue 12: The 52-year-old passenger is seated next to the
commonalities, species etc. passenger who is travelling to Birmingham.
Clue 13: The 24-year-old passenger is seated next to the
Lead students in meaningful discussions on the types of sets formed
passenger who is travelling to Birmingham.
by the grouping of the names of living things on strips of paper e.g. Clue 14: The engineer is seated next to the Italian.
Universal, intersection, subsets, empty etc. Use the clues above to deduce the answers to these questions:
1. How old is the sailor?
Have students represent sets on Venn Diagrams with no more than 2. What is the nationality of the football player?
two subsets for each Venn Diagram.
For entries in/on journals/blogs create a rubric to evaluate students’

experiences.
Suggest the use of T and F, 0 and 1 or √ and 𝞦.

Link the use of 0 and 1 to Information Technology and Electrical
Technology; however, teachers should agree on a consistent way to
complete the truth table.
Give hints if needed, for example, which numbers out of the 3 are in 4
times table and which are not?
Consider a 7 days week for the activity.
Groups of students, strips of paper, markers, container, multimedia
projector, smart phones, laptop, tablets etc., teacher-generated Sets, Venn Diagrams, classification, grouping, collecting,
worksheet/rubric subsets, empty/null sets, intersection, complement, universal,
union, disjoint, living things, argument, equivalence, truth
Website:
table, implication, conclusion, logically equivalent, validity
www.softschools.com/science/biology/classification_of_living_thing/
http://www.fcps.edu/islandcreekes/ecology/classification.htm
http://anthro.palomar.edu/animal/
- Attainment target 1: creativity and innovation: explore a range of problem solving contexts and develop ideas for solutions
utilizing new technologies
Science:
- Attainment target 2: explore methods and procedures: make informed decisions in the selection of materials, tools and equipment
and demonstrate increasing skill in the execution of tasks
- Attainment target 3: apply solutions: build practical skills and the technical competencies necessary for effecting a
solution/outcome.
Physical Education:
- Attainment target: games and sports: exhibit the capacity to cope with new and varied skill difficulties and to cooperate with
others in regular practice in order to refine technique
- Attainment target: team tactics: Demonstrate advanced strategies and tactics in competitive play and undertake the role/roles of
player, coach or spectator.
Prior Learning
- Perform basic arithmetic operations on integers;
- Use the commutativity and distributivity properties
UNIT OF WORK GRADE 9 NUMBER 3B TERM 3 (3 WEEKS)
UNIT TITLE: Matrices

Standard Objectives:
Number Operation and Application Use the basic operations, number relationships, patterns, - Identify the order of a matrix;
number facts, calculators and software to compute and estimate in order to solve real world problems - Perform scalar multiplication;
involving fractions, percentages and decimals. - Perform calculations to illustrate the
commutativity and distributivity of matrices
under addition;
Students will: Arrange items in rows Complete activities in

and columns, Make groups
Visit the website: http://www.mathwarehouse.com/algebra/matrix/real-world- observation, Engage in Engagement in
applications-matrix.php meaningful discussions, meaningful discussions
Work in groups, State the Matrices ordered
And follow the instructions supplied and access the links for further work. order of any given matrix, correctly
Solve real life situations
Learning Outcomes:
- Willingly complete activities in groups;

- Ably engage in meaningful discussions;
- Matrices ordered correctly;
- Perform given operations on matrices accurately;
- Actively engage in real world situations.

Make use of the website as follows, where best fits your context: Have students investigate and make meaningful presentations on the
various applications of matrix in one scenario below:
1. One computer and projector: display the website and
have students answer the questions before showing the 1. Many geologists use certain types of matrices for seismic surveys.
answers. Have other real life matrices as shown on the The seismic survey is one form of geophysical survey that aims at
website to show for students to write the matrix. measuring the earth’s (geo-) properties by means of physical (-
2. Students have access to more than one computer: have physics) principles such as magnetic, electric, gravitational,
students access the website and answer the questions. thermal, and elastic theories. Seismic Surveys
Again, have similar questions for students to give 2. Matrices are used to calculate gross domestic product in economics,
answers to. and help in calculation for producing goods more efficiently. It is
3. If there is no internet access at school, screen print the seen that through input- output analysis that is used in matrix a
pages beforehand, save the screen prints as a word researcher can get information about what level of output should be
document and use it as in 1 above. of each industry at the existing technology. In economics
4. Ensure that as many pages of the website are done. 3. Matrix transforms are very useful within the world of computer
Have students give their own examples of matrices and graphics. Software and hardware graphics processor uses matrices
have others write them in matrix form. for performing operations such as scaling, translation, reflection
and rotation. Computer Animations
4. Matrices are very useful for organization, like for scientists who
have to record the data from their experiments if it includes
numbers. In engineering, math reports are recorded using matrices.
And in architecture, matrices are used with computing. If needed, it
will be very easy to add the data together, like with matrices in
mathematics.

Laptops/tablets/smart phones, Multi-media projector Scalar, Order, Identity, Matrix, Matrices, Commutativity Non-
commutativity, Distributivity, Square.
utilizing new technologies;
Science:
ALGEBRA
TERM 3
UNITS OF WORK
About the Unit
- Write vectors in column format;

- Define position vectors given two points;
- Relative position vectors;
- Right angled triangles used representing a vector;
- Using Pythagoras’ theorem to find the length of a vector;
- The various uses of quadratics in everyday life;
- Present data in a variety of ways;
- Problem solving situations involving quadratics;
- Graphs of quadratic solutions;
Prior Learning
- Identify, add and subtract like and unlike terms;
- State the properties of polygons;
- Plot points;
- Use Pythagoras’ theorem to find the length of lines in a right angled triangle;
- Perform translations and state the associated translation vector.
UNIT OF WORK GRADE 9 ALGEBRA 3A TERM 3 (3 WEEKS)
UNIT TITLE: Vectors

Standards: Objectives:
- Define a vector as the sum total of horizontal and vertical
Employ algebraic reasoning through the use of expressions, equations displacement;
and formulae to interpret, model and solve problems involving - Write vectors in column format;
unknown quantities. - Define position vectors given two points;
- Use grid to locate and draw, position and relative position
vectors;
- Draw a right angled triangle representing a vector;
- Use Pythagoras’ theorem to find the length of a vector;
- Write the reverse vector (- x) given a vector x (multiply a vector
by -1);
- Find the relative position vector of collinear vectors given a
ratio of division;
- Use the properties of an appropriate polygon to find the relative
position vector of parallel, non-collinear vectors.
Students will: Draw lines Vectors written in column format
Watch a presentation on a navigation method called ‘Dead Reckoning’ from the Articulate Definition of key terms
site: https://www.youtube.com/watch?v=TxAdmbuu93I Locating and drawing of vectors
Represent vectors in column form
Hypothesize on reasons for being able to navigate as precisely as possible.
Answer questions on worksheet 1 where they are to draw the lines/vectors to Discuss key terms Draw right angled triangles
represent the distance and direction travelled. representing a vector
Formulate strategies Draw resultant vector
Assess the effects of wind on sailing. Watch the video on jet streams to see how Use of Pythagoras’ theorem to find
winds work and how they affect sailing and weather: Determine the movement of the length of a vector
http://www.youtube.com/watch?v=PrO7ejaVdzs vectors
and revise their initial assessment where needed. Give instructions
Answer questions on worksheet 2 that includes wind factor that affects sailing. Use properties appropriately
Investigate the effects of wind direction causing a boat to go to the wrong place.
Calculate distances from scales
Develop a travel path from Spain to any point on the African coast, and then given
determine the wind correction vectors that would take their boat there after 1
month of sailing east 10 squares. Exchange these corrections with a partner Use Pythagoras’ Theorem to find
(without letting the partner see their sheet), and calculate where they would distances
arrive in Africa using their partner’s corrections on their own sheets.
Identify positions
Use blank worksheets to plot their own courses – recording movements,
directions and corrections along the way. Give the new instructions to a partner
to determine if she/he can sail to the new spot.
Use Pythagoras’ theorem to find the distances traveled by the boat on the way to
(i) Florida, (ii) Cuba, from Spain. Do the same for the distance between Spain
and the African coast selected. The distances should be in miles and converted
to kilometres.
Calculate the speed of the boat in miles per month, miles per hour, kilometres
per month and kilometres per hour.
Assess: (i) if these speeds are fast or slow; (ii) when there were no engines, what
happened to food supply if there was always a breeze of 6 squares east.
Formulate measures that could be put in place to deal with part (ii) above.
Learning Outcomes
- Write vectors in column format;
- Define position vectors given two points;
- Locate and draw position and relative position vectors;
- Draw right angled triangles representing a vector;
- Use Pythagoras’ theorem to find the length of a vector.
- Formulate solutions
- Give instructions

For the activity above, students will use a navigational system - Research how engineers, pilots of ships and planes use vectors.
called ‘dead reckoning’ to understand vectors. Students will use - Research wind and water movements, forces of magnetic and
vectors to plot their course based on time and speed. They will electric fields.
then correct the positions with vectors representing winds and - Investigate the uses of Pythagoras’ Theorem
currents.
Ensure that the videos are downloaded before class time. - Investigate old and new navigation systems and how they work e.g.
Assist students to draw the first 2 vectors if needed. If possible, Christopher Columbus’ voyages to the Caribbean.
project worksheet 1 and do the drawings there. Do the same for - Design navigational maps for visitors to their schools to use to get
worksheet 2 re assisting students. from one location to the next.
Photocopy adequate worksheets for students to use.
Ask questions such as ‘Why should sailors be concerned about
wind and current when travelling long distances?’
Make sure to point out that the boats being dealt with initially
do not have engines but use sails. Show a picture if needed.
Discuss the kind of boats Jamaican fishermen use. Ask the
effects the wind has on boats that use engines and not sails, if
there are any effects.
Resources:
Key vocabulary:
Teacher generated worksheets Graph sheet
Ruler Displacement, Position, Vectors, Resultant, Parallel, Non-collinear,
Coloured pencils – 3 each group of 2/3 students Scalar, Polygon, Translation, Collinear, Navigation, Coordinates,
Computer/smartphone/tablet Cartesian Plane, Distance, Direction, Magnitude, Current
Internet (Wind and Water), Speed, Time, Jet Stream,
Speakers
5. Attainment target 1: creativity and innovation: explore a range of problem solving contexts and develop ideas for solutions
6. Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the
execution of tasks;
7. Attainment target 3: apply solutions: use the design process in planning the execution of solution for an identified problem.
Science:
Prior Learning
- Plot the ordered pairs of a mapping as a graph;

- Draw straight line graphs of the form y  mx  c
by (a)plotting points,(b)using the gradient and intercept;

- Determine gradients and intercepts of straight line graphs;
- Relate gradient of a graph to the rate of change of quantities;
- Find the equation of straight line graphs;
- Plot two linear equations on the same pair of axes and interpret the point(s) of intersection (if any);
- Graph linear inequalities on the coordinate plane and identify regions on the graph.
UNIT OF WORK GRADE 9 ALGRBRA 3B TERM 2
UNIT TITLE: GRAPHING QUADRATIC EQUATIONS

Standards: Objectives:
Employ algebraic reasoning through the use of expressions, equations - Write a quadratic mapping as a set of ordered pairs;
and formulae to interpret, model and solve problems involving - Plot the ordered pairs of a quadratic mapping as a graph;
unknown quantities. - Interpret the points of intersection of a quadratic graph with the
axes.
Students will: Conduct Research Carry out research on the use of

quadratics in everyday life.
Use the given interactive program to investigate quadratic functions and their Present findings using various
intercepts. methods Correct roots found.
Carry out activities Points correctly plotted.
Make observations Willingness to participate

cooperatively during group
Record data discussions and activities
Analyze information
Make predictions
Draw conclusions
Learning Outcomes:
- Research on the use of quadratics in everyday life;

- Present data in a variety of ways;
- Graph quadratic functions accurately;

- Ensure that the grade9_quadratics.ggb file is open for - Investigate the use of quadratics in construction.
students to use. This means geogebra should already be
installed on the computer(s) to be used. This software can be - Investigate the occurrence of quadratics in everyday life
downloaded from www.geogebra.org.
- Open ended questioning is best used in this activity, such as: - Investigate other ways of finding the roots of quadratic functions
‘What would happen if the slider ‘a’ is moved to zero?’
‘What would happen if slider ‘b’ is moved to zero?’
‘What would happen if slider ‘c’ is moved to zero?’
- Ensure that the connection is made between the constant and
the y-intercept from the graph.
- Allow students to say what the intercepts are before
showing the answer. They can do this by either entering
their answers or stating it. If they state it, enter their
responses in the space provided in the program which will
generate responses. Give additional guidance if necessary.
Internet Quadratic equations, Quadratic mappings, Ordered pairs, Graph, Points of

Computer/smartphones/tablets intersection, Axes, Cartesian plane, roots, intercept.
Science:
tasks;
- Attainment target 3 Apply solutions: manage resources with the aid of appropriate technologies in the execution of tasks;
- Attainment target 2: explore methods and procedures: make informed decisions in the selection of materials, tools and equipment
and demonstrate increasing skill in the execution of tasks;
- Attainment target 3: apply solutions: build practical skills and the technical competencies necessary for effecting a
solution/outcome.
Physical Education:
- Attainment target: games and sports: exhibit the capacity to cope with new and varied skill difficulties and to cooperate with
others in regular practice in order to refine technique;
- Attainment target: team tactics: Demonstrate advanced strategies and tactics in competitive play and undertake the role/roles of
player, coach or spectator.
Appendix
Grade 8 Logics Activity
This a whole-class or group activity.
The students should be placed in sets according to the given criteria. Each student must find their appropriate place on a Venn
diagram of the type shown below, which will be indicated on
the classroom floor.
In all cases, the complete set consists of all the pupils in the class.
1) Using Type 1, Let A = set of boys

Using logic and set notation, describe the set of girls in terms of A
2) Using Type 1, Let A = set of students who are 13 years old

a) Shade the region of the Venn diagram that represents the students in the complement of A
b) Describe this region in terms of A using words
3) Using Type 2, Let A = boys and B = girls

Use set and logic notation to describe
(i) the union of A and B
(ii) the intersection of A and B
(iii) the complement of A and B
4) Using Type 2, Let A = students with at least one sister

B = students with at least one brother
State in words what is shown by
(i) the intersection of A and B
(ii) the complement of the union of A and B
Grade 9 - Logics
Group Activity
A waiter brings these meals to the table in a restaurant.
- Chips, chicken, and salad
- Baked potato, cheese, and beans
- Chips, Vegetable pizza and salad
Use the clues to decide who eats which meal.
· Chris does not eat salad.
· Adam is a vegetarian.
Construct a truth table to support your answer.

Grade 9 NSC

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GRADE 9

In this Unit students will learn about/to:

- Factorize algebraic expressions;

UNIT OF WORK GRADE 9 ALGEBRA 1 TERM 1 : 4 WEEKS

Suggested Teaching and Learning Activities Points to Note Assessment

- Add and subtract simple algebraic fractions. Simultaneous equations

- Factorize simple algebraic expressions where

Key Skills Extended Learning

Resources: Key vocabulary:

- Use scientific knowledge to select appropriate experimental methods;

About the Unit

In this Unit students will learn about/to:

- Depicting areas of squares in indices;

- Write a number to a given number of decimal places and significant figures;

MATHEMATICS UNIT OF WORK GRADE 9 NUMBER 1 TERM 1

UNIT TITLE: Indices

Suggested Teaching and Learning Activities Points to Note Assessment

Number Lengt Widt Area Indice Results

Be guided by teacher in representing the areas of perfect squares as

2cm x 2cm = (2cm)² = 4cm²

Observe sets of cubes of various sizes. Discuss then determine how

B 5cm 5cm 5cm 5cmx5cmx5cm (5cm)³ 125cm³

Observe and then discuss the table above by identifying patterns.

Prepare presentations on the various ways in which

Discuss the following rules of indices. Investigate alternative

Apply the appropriate rules of indices to solve/simplify examples

What is 9½ × 9½?

- Complete tables depicting areas of squares in indices;

Resources: Key vocabulary:

Technical and vocational:

In this Unit students will learn about/to:

- Find the length of the hypotenuse using Pythagoras’ theorem;

UNIT OF WORK GRADE 9 GEOMETRY 1 TERM 1 : 4 WEEKS

UNIT TITLE: Trigonometry

- Prove Pythagoras’ Theorem by a suitable method(for example

Suggested Teaching and Learning Activities Points to Note Assessment

Students will: Correct identifying of the

Solving of problems involving

Links to other subjects:

Technical and vocational:

- Use scientific knowledge to select appropriate experimental methods;

About the Unit

In this Unit students will learn about/to:

UNIT OF WORK GRADE 9 MEASUREMENT 1 TERM 1 (4 WEEKS)

UNIT TITLE: Circles

Students will: Participation in class

Using their knowledge of the area of a parallelogram,

Discuss the lengths of both minor

Key Skills Extended Learning

Resources: Key vocabulary:

Technical and vocational:

About the Unit

In this Unit students will learn about/to:

- Tally data collected from experiments;

- Determine the mode, median and mean from a frequency table;

MATHEMATICS UNIT OF WORK GRADE 9 STATISTICS 1 TERM 2

UNIT TITLE: SIMPLE EXPERIMENTS, DATA COLLECTION & SIMPLE PROBABILITIES

Suggested Teaching and Learning Activities Points to note Assessment