Grade 9 Lesson Plans

From September 26-

October 31,2022
Numbers
 Laws of Indices (Whole number, Fraction and integers)
 Standard Form
Algebra
 Distributive Property
 Algebraic Fractions
 Factorization
 Simultaneous Equation
Geometry
 Pythagoras Theorem
 Trigonometric Ratio
Measurement
 Parts of a circle
 Area and length of circle
 Area and length of arc
Name of Teacher: Antonette Lewis
Class:
Date:
Duration: 35 minutes
Time of Class: 9:10 am -9:45 am
Subject: Mathematics Strand: Algebra
Lesson Title: Laws of Indices
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STUDENT AND TEACHER PRACTICES

Studnts’ Mathematical Practices (MP):

 MP1- Making sense of the problem and preserve in solving them

 MP 3 – Construct viable arguments and critique the reasoning of others

 MP4- Model with Mathematics

 MP 6 – Attend to Precision

Teaching Practices (TP) and Shifts:

 TP1-Extablish mathematics goals to focus on learning

 TP2- Implement task that promote reasoning and problem solving

 TP 5 – Pose purposeful questions

 TP 7 – Support productive struggle in learning Mathematics

 SPECIFIC LESSON OBJECTIVES

By the end of this lesson, students should be able to:

 Recall four laws of indices given three questions to complete.MP1

 Find the value of two fractional indices numbers after a class example. MP6

 Find the value of two negative indices numbers given two mathematics problem .MP 3,

TP 5

 Solve questions involving 7 laws of indices using knowledge gain from class discussion.

MP 6, TP 7

PREREQUISITE KNOWLEDGE/SKILLS:

For this lesson, students should be able to/already know:

 What is a factor of a number?

 The four basic operation in mathematics.

 How to use the four-mathematics operation.

 What is square root

 LESSON CONTENT AND VOCABULARY

Vocabulary

Indices/exponent- An index number tell how many times a term is multiplied by itself. The

plural for of index/power is indices. Index number are also call exponents. (Toolsie, 2008)

Base- Is the number that is being raised to a power. (Toolsie, 2008)

Content

How to represent a number in index form?

A number can be represented in index form by writing that number as a product of it factor:

Eg 8 can be represented as=2 ×2 ×2∨23

4 can be written as 2 ×2∨22

The small number at the top is call the index or power and the number at the bottom is called the

base.

Four rules of indices:

1. When we multiply two number that have the same base, we add the powers:

Eg. 33 × 32=3 3+2=35 this can be represented as 3× 3 ×3 ×3 ×3

 2. When we divide two number that have the same base, we subtract the powers:

5 2 5−2 3 3× 3 ×3 ×3 ×3
3 ÷ 3 =3 =3 This can be represented as
3 ×3

3. When we raise a quantity to a power, we multiply the indices:

Eg. (3¿¿ 3)3 ¿=33 ×33 ×33 =(3 ×3 × 3)×(3 ×3 ×3) ×( 3× 3 ×3)

4. When we raise a quantity to the power of zero it is equal to 1

5× 5 0
Eg.50 =1 so if we have 52 ÷5 2=52−2=5 0 or =5 =1
5× 5

5. When we raise a quantity to a negative power that number will be place over one

and raised to a positive power.

3 5 −2 5 ×5 ×5 1
Eg.5 ÷5 =5 → = 2
5 ×5 ×5 ×5 × 5 5

6. When a quantity is raised to a fractional power then we find the root of that

quantity and raised to it power. The denominator becomes the root and the

numerator become the power to which the quantity is raised.

1 2
Eg. 4 2 =2 √ 4 1∨8 3 =∛ 8 2

All seven laws

TEACHING/LEARNING RESOURCES:?

 Textbook: Tollsie (2009)

 Other: ruler, pen,

 Calculator

LESSON ACTIVITIES

Differentiating Instruction

Process: I will scaffold the students to use their prior know and the stated tool to help them see

recall the operation of indices. Also, students will be given activation in stage so that all students

can be involve.

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INTRODUCING TO THE LESSON

ENGAGE

Estimated duration (5 minute)

The teacher will ask for four students to come to the board and write the answer for the following

question.

Questions:

25 ×23=28

5 3 7
7 ×7 =7

60

The teacher will as the class if they agree with the answer given and why, or why not.

Students will complete the assigned task.

DEVELOPING THE LESSON

EXPLORE

Estimated duration - (25 minutes)

The teacher will now ask the students to look at the question below what they think is the best

way to approach the question.

Students will response to the question asked.

3 5 −2
5 ÷5 =5

Possible response:53−2=5−2
The teacher will now ask the students to write the question out in expanded form and tell the

teacher what to write on the board.

5 ×5 ×5
Expected response:
5× 5 ×5 ×5 ×5

The teacher will now ak the student what would be there answer.

Expected response:

1 1
∨
25 5 2

The teacher will ask them to compare the two answer and state the difference.

The student will conclude that when a number is raised to a negative power it is the positve

reciprocal of of itself.

The teacher will now ask the students to look at the question below and ask what the answer for

this problem is.

1
42

Possible response: we don’t know

The teacher will now ask the students when we raise something what does it means.

Possible response:

We multiply it by itself the number of times the index number suggest.

The teacher will now ask the student if we can use a half to multiply 4.

Eg. 2 √ 41 =2
 SUMMARIZING THE LESSON

EXPLAIN

Estimated duration – (25 minutes)

1. The teacher will now clear up any misunderstanding and provide a chart that summarize the

laws of indices.
ELABORATE/EXTEND:

Estimated duration – (15 minutes)

The teacher will now ask the student to use the laws of indices to answer the following questions.

1. Rewrite the following as a positive index only:

a. 4 −3

b. x−5

2. Evaluate the following:

5
a. ( 6 2 ) =610

5
b. ( m5 ) =m25

3. Find the value of the following:

1
a. 25 2

2
b. 27 3
EVALUATE

Estimated duration: Homework

As a means of assessing students, they will be engaged in questions in class where they

should solve questions and show the teacher. They will also be asked to complete 5 questions for

homework. And submit to the teacher the next class.

Worksheet

Grade: 9 BHC2

Subject: Mathematics

Topic: Indices

Date: September 20th ,2022

Simplify the following leaving you answer in index form:

1. ¿ ¿

( )
2 2
m
2. n
3

3. Rewrite the following using negative integers:

 1
a. 3
5

1
b. 54

4. Find the value of the following:

3
(3¿¿ 4) 4 ¿

5. a × b ÷ a ×b
5 4 2 3

References

Tollsie, R. (2009). Mathematics a complete course with CXC questions. Caribbean Educators

Publishers.
Name of Teacher: Antonette Lewis
Class:
Date:
Duration: 35 minutes
Time of Class: 9:10 am -9:45 am
Subject: Mathematics Strand: Number
Lesson Title: Standard Form
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STUDENT AND TEACHER PRACTICES

Studnts’ Mathematical Practices (MP):

 MP2- Making sense of the problem and preserve in solving them

 MP 3 – Construct viable arguments and critique the reasoning of others

 MP4- Model with Mathematics

Teaching Practices (TP) and Shifts:

 TP1-Extablish mathematics goals to focus on learning

 TP2- Implement task that promote reasoning and problem solving

 TP 5 – Pose purposeful questions

 TP 7 – Support productive struggle in learning Mathematics

 SPECIFIC LESSON OBJECTIVES

By the end of this lesson, students should be able to:

 Correctly define the term standard form after a class discussion.MP2

 Solve at least four questions to write a number in standard form after class

examples.MP6

 Justify why a number written in standard form may have a negative or positive index

number, given both whole and decimal number for reference. MP 3, TP 5

PREREQUISITE KNOWLEDGE/SKILLS:

For this lesson, students should be able to/already know:

 What are decimal numbers

 What is meant by index/ power

 How to write a number to a curtain power

 LESSON CONTENT AND VOCABULARY

Vocabulary

What is standard form?

A standard form is a form of representing very large or very small numbers concisely.

(Cuemath,2022)

For example, 4,500,000 can be written as 4.5 million or in standard form 4.5 × 106

And 0.236854 can be written as 2.36854 or 2.36854 ×10−1

The term scientific notation is often used exchangeable with standard form.

Content

How to write a number in standard form?

When writing a number in standard form we either divide by the power of 10 by jumping the

point to the right or we multiply by the power of 10 by jumping the point to the left. If we jump

the point to the right the power number will be negative, if we jump the point to the left the

power will be positive. We jump the point to the right or to the left to make the number a number

between 1 and 10.

Example 1: 0.236854= 0.236854 in this case we jump the point to the right therefore the power

will be negative 2.36854×10−1 because we jump the point one place to the right the power is

negative one.

Example 2 :The 4,500,000 = 4,500,000 since we jump the point to the left 6 time the power will

be positive and in standard form is written as 4.5 × 106.

TEACHING/LEARNING RESOURCES:?

 Textbook: Tollsie (2009)

 Other: pen,

 Calculator

LESSON ACTIVITIES

Differentiating Instruction

Process: I will scaffold the students to use their prior know and the stated tool to help them see

by using real life scenarios to help the understand why it make sense to write number in standard

form. Also, students will be given activities in stage so that all students can be involve.

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INTRODUCING TO THE LESSON

ENGAGE

Estimated duration (5 minute)

The teacher will ask the students if they know what their favourite car is and what is the cost.

The students will give their responses:

 1.5 mil

 2.5 mil

The teacher will tell the students her favourite car cost 4.5 mil.

DEVELOPING THE LESSON

EXPLORE

Estimated duration - (15 minutes)

Teacher will now ask the student how they normally write those figures when advertising. Two

students will be asked to come to the board and write their answer.

The teacher will now ask the student if they think there is only two number in the figures.

Expected response:

 No there is 7 numbers.

The teacher will now ask the students what the advertiser did to the number and why.

Expected response:
 They made it smaller.

The teacher will agree and say to the student that number can be written smaller by means of

a process called standard form.

The teacher will now ask the students base on what was just said what is standard form.

The student will give their responses.

The teacher will now write the two figures on the board and ask the student what was done to

make the number smaller. $ 4,500,000∧$ 4.5 mil

Expected response:

They put in a point in the figure and drop the zeros.

The teacher will now ask the student where was the [point] before.

Expected response:

At the end of the number

The teacher will now ask the student how they got the point to be between the four and the five.

Expected response:

The jumped the point

The teacher will ask how many times they moved the point.

The now ask the student if we can write 4,500,000 as 4.5 × 106 and ask them to test this on their

calculators.
The teacher will now say to the student the first case is a very big number but what about a very

small number such as 0.0000089 can this be written as 8.9 ×10−6 and still give us back that same

value. The student will be asked to test this on their calculator and share their findings.

SUMMARIZING THE LESSON

EXPLAIN

Estimated duration – (10 minutes)

The teacher will now explain to the student that  standard form is a form of representing very

large or very small numbers concisely.

When writing a number in standard form we either divide by the power of 10 by jumping the

point to the right or we multiply by the power of 10 by jumping the point to the left. If we jump

the point to the right the power number will be negative, if we jump the point to the left the

power will be positive. We jump the point to the right or to the left to make the number a number

between 1 and 10.

Example 1: 0.236854= 0.236854 in this case we jump the point to the right therefore the power

will be negative 2.36854×10−1 because we jump the point one place to the right the power is

negative one.

Example 2 :The 4,500,000 = 4,500,000 since we jump the point to the left 6 time the power will

be positive and in standard form is written as 4.5 × 106.

ELABORATE/EXTEND:

Estimated duration – (15 minutes)

The teacher will now ask the student to use their knowledge of standard form to answer the first

5 questions.

Write the following in standard form:

EVALUATE

Estimated duration: Homework

 As a means of assessing students, they will be engaged in questions in class where they

should solve questions and show the teacher. They will also be asked to complete 5 questions for

homework. And submit to the teacher the next class.

Worksheet

Grade 9

Subject: Mathematics

Topic: Standard form

Date:

Complete the rest of question in the extend for homework.

 References

Cuemath (2022), What is standard form? Retrieved from

https://www.cuemath.com/algebra/standard-form/

Tollsie, R. (2009). Mathematics a complete course with CXC questions. Caribbean Educators

Publishers.

Name of Teacher: Antonette Lewis

Class:
Date:
Duration:
Time of Class:
Subject: Mathematics Strand: Algebra
Lesson Title: Distributive Property
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 STUDENT AND TEACHER PRACTICES

Studnts’ Mathematical Practices (MP):

 MP2- Making sense of the problem and preserve in solving them

 MP 3 – Construct viable arguments and critique the reasoning of others

 MP4- Model with Mathematics

Teaching Practices (TP) and Shifts:

 TP1-Extablish mathematics goals to focus on learning

 TP2- Implement task that promote reasoning and problem solving

 TP 5 – Pose purposeful questions

 TP 7 – Support productive struggle in learning Mathematics

SPECIFIC LESSON OBJECTIVES

By the end of this lesson, students should be able to:

 Correctly define the term distributive property after a class discussion.MP2

 Correctly use the distributive law to solve at least three problem, given the questions.

MP6
  Formulate two sets of expression to apply the distributive law given a real-life scenario.

MP 3, TP 5

PREREQUISITE KNOWLEDGE/SKILLS:

For this lesson, students should be able to/already know:

 What the word distribute means.

 The associative property of multiplication and addition

 The commutative property of multiplication and addition

 Basic operations (multiplication, addition)

LESSON CONTENT AND VOCABULARY

Vocabulary

What is meant by distribute?

What does the term expression mean? An expression in math is a sentence with a

minimum of two numbers or variables (x) or (y) and at least one math operation (+,-…)
this math operation can be addition, subtraction, multiplication or division the structure of

an expression is 2 (w +3).

Content

What is meant by distributive property?

The distributive property is one that when we multiply a sum by a number it gives the same

result as multiplying each addend by the number and then adding the products.  For example: a

(b + c) = a*b + a*c.

How to apply the distributive property in problem solving?

If give the problem3 ( 5+2 )=3 × 5+3 ×2=15+ 6=21

So in this problem the 3 was distributed to 5 and to 2

3 ( 5+2 )=3 × 5+3 ×2

The same can be done if given an expression.

Example 3 ( x−6 )=3 × x−3 ×6=3 x−18

So in this problem the 3 is distributed to the x and 3 is also distributes to the 6.

3 ( x−6 )=3 × x−3 ×6

TEACHING/LEARNING RESOURCES:?

 Textbook: Tollsie (2009)

 Other: pen,

 Calculator

LESSON ACTIVITIES

Differentiating Instruction

Process: I will scaffold the students to use their prior know and the stated tool to help them see

by using real life scenarios to help the understand why it make sense to write number in standard

form. Also, students will be given activities that are tired so all can participate.

-----------------------------------------------------------------------------------------------------------------

INTRODUCING TO THE LESSON

ENGAGE

Estimated duration (5 minute)

The teacher will place the students in two groups and give each group one of the number

below.
The teacher will now ask the student how they can write 14 as a sum of two number and 9

as the sum of two numbers

The student will select one person from the group to go to the board and write the

responses.

Expected response:

14= (10+4) or 14= (7+7) and so on.

9= (5+4) or 9= (3+6) and so on.

The teacher will now say to the students does it look easier to multiply the numbers

together now that we have broken down 9 and 14.

The students will give their response.

 Yes

The teacher will now ask the students what they would do to find the answer for the

question.

Expected response:

We could say 4(5+4)=4x5 +4x4.

The teacher will now ask the student what they did with the four to come up with their

answer.

DEVELOPING THE LESSON

EXPLORE

Estimated duration - (15 minutes)

The teacher will now say to the students let’s look even deeper into this by considering the

scenario. You are the owner of a bread company, and I am to deliver 100 pieces of bread to you.

The teacher will then suggest to the students that we have two types of bread (white and brown

bread). You are now going to decide with your business partner how many of each bread they are

to purchase to sum to a hundred bread.

The students will work with their peers to decide the type of bread they need.

The teacher will now explain to the student that each bread costs $200, how much will it cost to

pay for brown bread and white bread you have purchased and show your work of the total

amount.

The students will give their response.

SUMMARIZING THE LESSON

EXPLAIN

Estimated duration – (10 minutes)

The teacher will now say to the students that you have just used the distribute property to

complete that task. The teacher will now write on the board the note and take any question the

student may have.

The distributive property is one that when we multiply a sum by a number it gives the same

result as multiplying each addend by the number and then adding the products.  For example: a

(b + c) = a*b + a*c.

ELABORATE/EXTEND:

Estimated duration – (15 minutes)

The teacher will now ask the student to use the knowledge gained to try the following questions.

Remove the brackets and simplify the following:

1. 2 ( x+3 )
 2. 3 ( x+ 4 )

3. 9 ( x− y )

4. −5 ( r−2 )

1
5. (4 x−8)
4

EVALUATE

Estimated duration: Homework

As a means of assessing students, they will be engaged in questions in class where they

should solve questions and show the teacher. They will also be asked to complete 6 questions for

homework. And submit to the teacher the next class.

 References

Cuemath (2022), What is distributive properties? Retrieved from

https://www.cuemath.com/algebra/standard-form/

Tollsie, R. (2009). Mathematics a complete course with CXC questions. Caribbean Educators

Publishers.