NMP - Grade 9 Sample Mathematics Lesson Plan Booklet - 20203008 - v2

MINISTRY OF EDUCATION, YOUTH & INFORMATION
GRADE 9 MATHEMATICS
SAMPLE LESSON PLAN
BOOKLET
Introduction
Of the many essential elements to effective lesson delivery, at the heart of it, Mathematics Teaching
Practices
is effective lesson planning. Lesson planning is no new concept to education,
however, if we are guided by the philosophy; that education is fluid and Establish mathematics goals to
constantly evolving, then equally so, there should be an expectation, that how focus learning.
we plan for delivery would also evolve. Implement tasks that promote
reasoning and problem
In todays’ world, the students we engage are known to be the 21 st century solving.
learners. These learners are required to have a very different skill set from
learners of the past. For these students, the meaning of knowing has shifted Use and connect mathematical
representations.
from being able to remember and repeat information, to being able to locate,
evaluate and use information effectively. Facilitate meaningful
mathematical discourse.
In the mathematics classroom, teachers are required to have a deep
Pose purposeful questions.
understanding of the mathematical knowledge vital to promoting mathematics
learning for all students. These skills are embodied in the eight effective Build procedural fluency from
mathematics teaching practices. These eight practices represent the set of conceptual understanding.
skills needed to promote the demonstration of the Standards for
Support productive struggle in
Mathematical Practices (SMPs) by students. The SMPs embody the learning mathematics.
mathematical skills that should be displayed by the students when learning
mathematics. Elicit and use evidence of
student thinking.
In this booklet are a series of sample mathematics lesson plans designed to
assist teachers to demonstrate the mathematics teaching practices, while at the same time
promotes the demonstration of the SMPs by the students. All objectives were
Standards for Mathematical
taken from the National Standards Curriculum (NSC); covering a cross
Practices
section of mathematics objectives under the five content Unit of Works. The
lessons were designed to engender a student-centred learning approach. This Make sense of problems and
persevere in solving them.
was fuelled mainly, in part. by the reliance on the 5E model, which requires
'Reason abstractly and
teachers to engage students by piquing interest and pre-assessing prior quantitatively.
knowledge; provides opportunity for students to explore new concepts Construct viable arguments
and critique the reasoning of
towards constructing their own knowledge, while being able to freely share
others.
and explain their thinking to their pears. Additionally, the model allows for Model with mathematics.
greater extension of students’ knowledge; by applying their new found Use appropriate tools
understanding to unfamiliar or real-world contexts. strategically.
Attend to precision.
Look for and make use of
We are aware that each school exists within its own context, and as such these structure.
plans are intended to be used as a guide. Teachers are free to modify any Look for and express
lesson or activity in the best interest of the students, based on their knowledge regularity in repeated
reasoning.
of students’ abilities, school policies, or any other factor. It is advised that
MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 1

where lessons or activities are being modified or adjusted, that the objectives are still met at the
intended level of achievement.
Table of Contents
Page Title Page No.
Introduction……………………………………………………………………...… i
Table of Content…………………………………………………………………... ii
Objective List……………………………………………………………………… 1
Term 1 Lesson Plans………………………………………………………………. 6
Term 2 Lesson Plans……………………………………………………………..... 206
Term 3 Lesson Plans……………………………………………………….……… 306
References………………….……………………………………………….……… 465

Grade 9 Objectives
Term 1
1. Use the distributive property to simplify expressions

Algebra (4 weeks) including the laws of indices.
2. Apply the distributive property to multiply two binomial
expressions.
3. Add and subtract simple algebraic fractions.
4. Multiply and divide simple algebraic fractions.
5. Factorize simple algebraic expressions where there is a
simple algebraic common factor other than
6. Solve simultaneous equations by the method: a. Substitution
b. Elimination
1. State the meaning of am, where a and m are rational

Numbers (1 week) numbers.
2. Simplify expressions using the laws of indices.
3. Evaluate expressions am and amxbn where a, b, m, n, are
whole numbers, integers, fractions.
4. Write numbers less than, greater than or equal to 10 in
standard form.
1. Prove Pythagoras’ Theorem by a suitable method (for

Geometry (1 week) example by the area method).
2. Use the Pythagoras’ Theorem to solve right-angled triangle
problems.
3. Use trigonometric ratios to find unknown quantities in right
angled triangles only.
4. Use trigonometric ratios to solve problems related to angles
of elevation and depression.
5. Calculate unknown angles in given diagrams and word
problems.

1. Investigate and use the relationship between the radius and
Measurement (4 weeks) the area of a circle A = πr2.
2. Investigate and use the relationships between the radius,
diameter, circumference, and pi.
3. Calculate the area and circumference of a circle.
4. Identify the arc, sector, and segment of a circle.
5. Find the area of a sector, segment or parts thereof of a circle
with the use of angles.
6. Find arc length.

Grade 9 Objectives
Term 2
1. Design and conduct simple experiments, to collect data,

Probability & Statistics determine simple probabilities and draw appropriate
(1 week) conclusions.
2. Use fractions and percentages to describe probability.
3. Interpret a probability given as a fraction or percentage.
1. Define a function as a many to-one or one-to-one relation.

Algebra (3 weeks) 2. Distinguish between the graph of a relation and the graph of
a function.
3. Use the functional notations, for example, ƒ:x→2x+1,
y= ƒ(x)
4. Determine the range value that corresponds to a given
domain value by evaluating the function at the stated
domain value;
5. State the domain and range of a given function;
6. Distinguish between functions defined for different domains
by the same formula;
1. Solve more complex problems involving ratio and

Numbers (1 week) proportion.
1. Use consumer arithmetic to solve real life problems

Numbers (1 week) 2. Calculate the total utility bill to be paid from given
instructions.
3. Explain and use in the proper context terms relating to the
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).
4. Calculate the wage and/or salary of an employee from given

instructions.

1. State the relationships between an object and its image in a
Geometry (3 weeks) plane when it is enlarged from a point (center of
enlargement), with given scale factor, in that plane.
2. Perform enlargements with the center at the origin with
scale factor k.
3. Perform reflections and identify images of objects where
the mirror line is any given line in the plane.
1. Construct quadrilaterals using appropriate geometric

Geometry (1 week) instruments.

Grade 9 Objectives
Term 3
1. Solve simple problems involving, at most, three subsets of

Numbers (2 weeks) the universal set (with at most two intersecting).
2. Establish the truth value of compound propositions using
truth 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
1. Identify the order of a matrix.

Numbers (3 weeks) 2. Perform scalar multiplication.
3. Perform calculations to illustrate the commutativity and
distributivity of matrices under addition.
1. Define a vector as the sum total of horizontal and vertical

Algebra (3 weeks) displacement.
2. Write vectors in column format.
3. Define and position vectors given two points.
4. Use the grid to locate and draw, position and relative
position vectors.
5. Draw a right-angled triangle representing a vector.
6. Use Pythagoras’ theorem to find the length of a vector.
7. Write the reverse vector (- x) given a vector x (multiply a
vector by -1).
8. Find the relative position vector of collinear vectors given a
ratio of division.
9. Use the properties of an appropriate polygon to find the
relative position vector of parallel and non-collinear
vectors.

1. Write a quadratic mapping as a set of ordered pairs;
Algebra (2 weeks) 2. Plot the ordered pairs of a quadratic mapping as a graph
3. Interpret the points of intersection of a quadratic graph with
the axes

Grade 9Term
Mathematics
1
Lesson Plans

Subject: Mathematics Grade: 9 Duration: 60 minutes Term: 1
Unit of Work: Algebra Topic: Distributive Property – Simplifying Like

Terms
Standard:
⮚ Employ algebraic reasoning through the use of expressions, equations and formulae to
interpret, model and solve problems involving unknown quantities.
General Objective(s):
⮚ Use the distributive property to simplify expressions including the laws of indices:
Standards for Mathematical Practices:
(✓) 1. Make sense of problems and perseveres in solving them.
(✓) 2. Reason abstractly and quantitatively.
(✓) 3. Construct viable arguments and critique the reasoning of others.
(✓) 4. Model with mathematics.
(✓) 5. Use appropriate tools strategically.
(✓) 6. Attend to precision.
(✓) 7. Look for and make use of structure.
() 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:
Check that students can:
- Identify, add and subtract like and unlike terms
- Use the laws of indices
- Solve simple linear equations

Specific Objectives:
Students should be able to:
- use the distributive property correctly to simplify algebraic expressions

- group and simplify like terms
Teaching/Learning Resources:
- Algebra tiles
- Tiles placemats
Key Vocabulary:
- Binomial, Distributive property, Algebraic expression, Laws of Indices, Coefficient

Constant, Variable
Learning Outcome(s):
- Apply the distributive property correctly

- Participate in group discussions and activities.
Content Outline:
Like terms share the same letter(s) and power(s), e.g. 𝑥 or 𝑥². Algebraic expressions can be
collected together if they are like terms. This is done by adding or subtracting.
For Example
3 t−2 y+ 10t− y −12
Firstly, re-write the equation so that the like terms are together:
3 t+10 t−2 y− y −12
Finally, add or subtract where appropriate:

13 t−3 y−12
The distributive property tells us how to solve expressions in the form of a (b + c). The
distributive property is sometimes called the distributive law of multiplication and division.
TEACHING/LEARNING ACTIVITY:
Engage:
Students will work in groups/pairs to complete the engagement activity included in the lesson.
Students will explain their thinking to the class.
Explore:
1. After introducing the algebra tiles and assigning values to each tile, students will work
in groups/pairs to use the tile to represent simple addition and subtraction of whole
numbers.
E.g. (i) (+2) + (+3) (ii) (-3) + (-2) (iii) (+5) – (+2)
As students explore, they will explain their thinking with the class.
2. Represent each expression using the algebra tiles, then find solutions where necessary
E.g.: (i) 2x + 4 (ii) 3x + 5 + 2x (iii) 5x – 3 – 2x + 7 (iv) 6x x 3 – 4x x 3
Note to the teacher: Explain the value of each tile before this activity

Explain:
Each group will share with the class what was discussed and how they arrived at their
solutions.
Guided questions
1. How did you determine which colour tiles to use in your investigation?
2. Explain how you arrive at your answers
3. From the representations carried out, how would you explain the process
Elaborate/Extend:
Students will complete the following in pairs/groups. Students will explain their solutions.
Simplify:
1. (-4) – (-3) 2. 3x + 1 – 2x – 4 3. (2x2 + 2x +3) – (3x2 + 3x – 2)

4. In your pairs/groups, write a question on the topic, solve it, then explain to the class
your process
Evaluate:
Students will complete the worksheet below with/without the use of the algebra tiles.
See worksheet below
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Engage Activity
Students will work in groups/pairs to group the terms in the circle in whatever way they choose,
then explain their groupings.
Evaluation Activity

Unit of Work: Algebra Topic: Use the Distributive Property to Simplify

Expressions
Standard:
⮚ Apply the distributive property to multiply two binomial expressions.
() 7. Look for and make use of structure.
- identify, add and subtract like and unlike terms
- use the laws of indices

- solve simple linear equations
- Use the distributive property correctly to simplify algebraic expressions including the
laws of indices.
- Algebra tiles
- Tiles placemat

Key Vocabulary:
- Binomial, Distributive property, Algebraic expression, Laws of indices, Coefficient,

Constant, variable

Content Outline:
The distributive property tells us how to solve expressions in the form of a (b + c).
Ex. 1. m (p + r) = m × p + m × r = mp + mr
Ex. 2. 5 (9 – 7) = 5×9 – 5×7 = 45 – 35 = 10
The distributive property is sometimes called the distributive law of multiplication and
division.

Engage:
Students will be engaged in a Give-One-Get-One activity. Students will be given 3 minutes to

answer the question individually, then move around to their classmates to compare answers
and get assistance from their peers. They will only give an answer when they get an answer.
Students will discuss their findings and teacher will clarify any misconceptions.
See activity sheet below
Explore:
Working in pairs, students will be given simple multiplication of two numbers and algebraic
expressions to apply the distributive property using the algebra tiles.
Example of questions:
1. 3(4 + 6) 2. 5(7 – 3) 3. 4(x + 2) 5. 2( - x + 3)
Explain:
solutions.
Guided Questions:
1. Explain how you determine which algebra tiles to use in your exploration?
2. Based on the representations from the use of the algebra tiles, how would you explain
the distributive property?
3. Is there another method that could be used to expand the bracket?
4. The questions should serve the purpose of channelling the students in meeting the
objectives, your key vocabulary can be used to guide the questions that are asked.

Elaborate/Extend:
Students will complete the following in pairs. Students will explain their solutions.
Simplify:
1. – 3 (4 + 5); 2. – 4 (x – 5) 3. – x ( 2x + 7)
4. A rectangular field has a width 3m and length (4x +5)m; calculate the area of the field.
Evaluate:
See worksheet below

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Engagement Activity sheet
Give –One – Get – One

Evaluation sheet

Unit of Work: Algebra Topic: Distributive Property: Binomial Expressions
Standard:
⮚ Apply the distributive property to multiply two binomial expressions.
() 2. Reason abstractly and quantitatively.
() 5. Use appropriate tools strategically.

- Use the distributive property correctly to simplify algebraic expressions

- Apply the distributive property to multiply two binomial expressions.
- Algebra tiles/cut outs

- Tiles placemat

Key Vocabulary:
- Binomial, Distributive property, Algebraic expression, Laws of Indices, Coefficient,

Constant, Variable, trinomial

Content Outline:
The distributive property tells us how to solve expressions in the form of a (b + c). The
distributive property is sometimes called the distributive law of multiplication and division.
A polynomial equation with two terms usually joined by a plus or minus sign is called a
binomial (e.g. (x + 2) (x – 5)). Binomials are used in algebra. When you're asked to square a
binomial, it simply means to multiply it by itself. The product of two binomials will be a
trinomial. To multiply binomials, you use the distributive property
Example of Multiplying Binomials
(x + 3) x (x + 2)
(x + 3)(x + 2)
= (x)(x) + (x)(2) + (3)(x) + (3)(2)
= x2 + 2x + 3x + 6
= x2 + 5x + 6
Using the Algebra Tiles to multiply binomials

Engage:
Students will work in pairs to complete this task.
Use the algebra tiles and the placemat to represent the following multiplication:
1. x (x + 5) 2. (x + 6)(x +2) 3. (2x – 4)(x + 5) 4. (x – 7)(x – 3)
Students will discuss their findings and teacher will clarify any misconceptions.
Note to teacher: re-establish the value of the tiles before giving the task (see appendices)
Explore:
Working in pairs, students will be given binomial expressions to multiply using the algebra

tiles.
Example of questions:
1. (x + 2)(x + 6) 2. (x + 3)(x – 2) 3. (2x – 5)( x – 4)
Note: if students find it challenging to carry out the representation, teacher could refer
students to the use of the algebra tiles in the content
Explain:
solutions.
Guided Questions:
1. Explain how you determine which algebra tiles to use to represent your solution?
2. Based on the representations from the use of the algebra tiles, explain how to expand
two binomial expressions (students will first make notes, then share their thinking with
the class)?
3. Is there another method that could be used to expand the brackets? Explain
Elaborate/Extend:
Students will work on the scenarios below in pairs. Students will explain their solutions.
1. Farmer Brown needs to know the amount of space that will be needed for rearing cows.
He was told that the length of the space is (3x + 5)m and the width is (2x – 7). Help
farmer brown to find the area of the space that will be used.
2. If the grass that will be used to cover the area cost $9 per square meter, what will be
the total cost to cover the entire area with grass?
Evaluate:

See worksheet below
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Evaluation Activity sheet
Expand and simplify the following expressions.

2.
3. 4.
5. The width of a rectangle is cm, if the length is 3 times the width, what would
be the area of the rectangle?
6. A housing developer uses square lots for the houses. If the length of one side
of each square is m on a model diagram, what area of land would be needed for each
model house?

Algebra Tiles: Value of each Tile

Unit of Work: Algebra Topic: Adding and Subtracting Simple Algebraic
Fractions
Standard:
⮚ Add and subtract simple algebraic fractions
() 3. Construct viable arguments and critique the reasoning of others.

- Knowledge of subtracting and adding fractions
- Add simple algebraic fraction with like denominators

- Add simple algebraic fraction with unlike denominator
- Subtract simple algebraic fraction with like denominator
- Subtract simple algebraic fraction with unlike denominator
- Fraction cards, bar model strips

Key Vocabulary:
- Simple algebraic fraction, least common multiple, equivalent fractions, like

denominator and unlike denominator, algebraic expressions, simplify, variable, term
- Accurately simplify algebraic fractions.
Content Outline:
Algebraic fractions are fractions using a variable in the numerator or denominator.
x 2
For example: ,
5 3y
Algebraic fractions can be added or subtracted, using the same basic rules as working with
other fractions.
When adding and subtracting simple algebra fraction we need to be able to directly compare
them. This means, the equal parts each is divided into must be of the same size. That is, they
must have the same denominator.
Given two fractions with the same denominator, adding them is simply adding the named parts
together (that is adding the numerators.) Similarly, they can be subtracted by taking the
difference in the number of named parts.
To add simple algebraic fractions, where the division is into different numbers of equal parts
(different denominator), find equivalent fractions that have the same denominator, and then
add these. In other words, finding the least common multiple of both denominators (the
smallest integer that is a multiple of the two denominator.) This is the appropriate division to
use.
For example ,
1 1
The following pairs of bar models show how the algebraic fractions and can be added
2x 3x

by dividing into 6ths, since 6 is the least common multiple of 2 and 3 is 6. You can see that the
coloured areas in the answer are the same size as the corresponding areas in the original
fraction.
Engage:
In groups, students will use two pairs of fraction cards to write four (4) fraction expressions;
two (2) subtraction and two (2) addition using the idea of like and unlike denominators.
Each group will be required to simplify their expressions created, then share their solution.
Explain:
Engage students in a discussion on how they simplify the fraction.
Guided questions:
Explain how you arrived at your answer?
Is there another way you could have simplify?
Could you use a diagram to represent and simplify these fractions?
Allow students to represent the fraction and solution using diagrams. (Bar Model)

Teacher note:
Explain to students what the bar model is. See content for explanation
Explore:
In groups students will be given algebraic fraction cards (see cards below). Each group will be
required to simplify their expressions using bar model cut-outs that will be provided. In
simplifying, they will be required to represent each algebraic fraction and the answer/ solution
using only the bar model cut-outs provided.
1 1
The following pairs of bar models show how the algebraic fractions and can be added
2x 3x
by dividing into 6ths, since 6 is the least common multiple of 2 and 3 is 6. You can see that the
coloured areas in the answer are the same size as the corresponding areas in the original
fraction.

Example: adding algebraic fraction with like denominator
Engage students in a discussion about how they use the bar model to represent and simplify
the algebraic fractions.
See bar model cut-outs below
Guided questions:
How did you arrive at your solution?
How did you represent your solution using bar model?
What comparison can you make with the vulgar fractions representation and algebraic fraction
in using the bar model?

What comparison can you make with the fractional representations and the solution?
Is there another way that you could simplify these algebraic fractions? Explain
Can you derive an algorithmic solution based on the bar model representation? Make an
outline.
Teacher note:
Have students journal the process.
Each group will need a total of 12 bar model cut-outs.
Elaborate/Extend:
In groups students will be given simple algebraic fraction to demonstration how to add and
subtract pictorially and also using operations. See attached activity.
Each group will receive two cards one addition and one subtraction.
Evaluate:
Students will complete a worksheet that will require them to add and subtract algebraic
fractions.
See attached worksheet.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity 1: Engage & Explore (Bar Model Cut-outs)

Engage Activity: Fraction cards (addition)

Explore Activity: Algebraic fraction cards
+
+
Elaborate Activity: Algebraic fraction cards

-
+
Worksheet
The perimeter of a four-sided plot of land is units. What

could be the possible dimensions of the plot of land?
Prove your answer using an equation.
If there could be any other combination
different from the one you found, show it.
Worksheet: Evaluation
Complete the following

4 1
1. +
5x 7 x

x−3 x+2
2.
2
+ 3
x+ 4 x +2
3.
3+ y
- 7+ y
x−1
4. The difference of two algebraic fraction is . What could be the possible subtrahend
5y
and minuend? Use an equation to prove your answer.

Unit of Work: Algebra Topic: Multiplying and Dividing Simple Algebraic

Fractions
Standard:
⮚ Multiply and divide simple algebraic fractions
- Multiplying and dividing fractions
- Knowledge of indices

- Multiplying simple algebraic fraction.

- Dividing simple algebraic fraction.
- Fraction cards, bar model strips, worksheet
Key Vocabulary:
- Simple algebraic fraction, reciprocal, algebraic expressions, term, variable,

denominator, numerator, indices, factors, common factors, simplify
- Accurately simplify algebraic fractions.
Content Outline:
When multiplying simple algebraic fraction using the bar model. You are required to represent
both fractions using one bar. This is done by representing one fraction horizontally and the
other vertically.
Where the shaded regions overlap would represent the numerator and the number of equal
parts the bar is divided into will become the denominator.
See example below

When dividing simple algebraic fractions both fractions are also represented using one bar.
The bar should be equally divided to represent the dividend, here the number of equal parts
will become the denominator. Then each equal part of the whole should then be divide equally
by the denominator of the divisor. The number of shaded parts will become the numerator.
For example:

The method to multiply fractions is to multiply the numerators together, multiply the
denominators together and then reduce if necessary. The method to divide fractions is to keep
the first fraction the same, turn the divide sign into a multiply and find the reciprocal of the
second fraction then multiply.
Engage:
In groups, students will use two pairs of fraction cards to write two (2) fraction expressions.
Instruct students to use the fraction cards to write; one multiplication and one division
problem.
Each group will be required to simplify their expressions using bar model cut-outs that will be
provided. In simplifying they will be required to represent each fraction and the answer/
solution using only the bar model cut-outs provided. Students will be instructed on how to
represent the fraction for the different operation, represent and identify their answers.
(please see content for instructions)
Each group will be required to present the expression, show and explain how they used the Bar
Model Cut-outs to simplify the fraction.
Note to Teacher:

Each group will need a total of 12 bar model cut outs to simplify the fractions.
Teacher can make jottings of important statements or discovery made by groups on the w/b.

Explore:
In groups students will be given algebraic fraction cards to create two (2) fraction expressions
(1 multiplication and 1 division).
Each group will be required to simplify the expressions using bar model cut-outs that will be
provided. In simplifying they will be required to represent fractions and the answer/solution
using only the bar model cut-outs provided.
Explain:
1. Each group will be required to present the expression: show and explain how to use the
Bar Model Cut-outs to simplify the fractions.
2. Is there another way in which the expressions could be simplified? Explain
3. Students will also be asked to compare the expressions and solutions to determine a
general rule that can be used to carry out operations without the bar models.
4. Can you derive an algorithmic solution based on the bar model representation? Make
an outline.
Elaborate/Extend:
In groups students will be given simple algebraic fractions, to demonstration how to multiply
and divide pictorially and also using operations.
Each group will receive two cards one multiplication and one division.
See attached document
Evaluate:
Students will complete a worksheet that will require them to multiply and divide algebraic
fractions.
See attached worksheet.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity 1: Engage & Explore (Bar Model Cut-outs)

Engage Activity: Fraction cards (addition)
Explore Activity: Algebraic fraction cards

x

Elaborate Activity: Algebraic fraction cards
Worksheet

Worksheet
Complete the following worksheet.

4 1
1. x
5x 7 x
x+3 x+2
2.
2
x 3
x+ 4 x +2
3. ÷
3+ y 3+ y
5x 3x
4. The length of a rectangle is , if its width is . What is its area?
6 4
7x x
5. If a string of length units, how many pieces with length can be cut from it?
3 3

Unit of Work: Algebra Topic: Factorizing Simple Algebraic

Expressions
Standard:
⮚ Factorize algebraic expressions.
(✓) 8. Look for and express regularity in repeated reasoning.
Check that students can;
- Write numbers and terms as product of their factors
- Identify the highest common factor (HCF) of two or more numbers
- Calculate the area of rectangles

- Use distributive property to simplify algebraic expressions
Students should be able to;
- Identify the highest common factor of two or more algebraic terms.

- Factorize simple algebraic expressions where there is a simple algebraic common
factor other than 1 using the concept of algebraic distribution.
- Algebra tiles, Geogebra software, Teacher-generated tables, Internet,

Computer/tablets/smartphones
Key Vocabulary:
- Binomial, Factorize, Substitution, Elimination, Distributive property, Algebraic

expression, Laws of Indices, Simultaneous equations, coefficient, constant, variable
- Factorize algebraic expressions accurately
Content Outline:
Algebraic expressions:
An algebraic expression is a mathematical expression that consists of variables, numbers and

operations.

Factors & Common Factors:
"Factors" are numbers or terms we can multiply together to get another number or term.
When we find the factors of two or more numbers /terms, and then find that some factors are
the same ("common"), then they are the "common factors" of the numbers/terms.
Example 1: 12 and 16
• The factors of 12 are: 1, 2, 3, 4, 6 and 12
• The factors of 16 are: 1, 2, 4, 8 and 16
So the common factors of 12 and 16 are: 1, 2 and 4
The HCF of 12 and 16 is 4
The factors of algebraic terms can also be written.
Example 2: 8d and 20d2
The factors of 8d are: 1, 2, 4, 8, d, 2d, 4d and 8d
i.e. 1 × 8d 2 × 4d etc.
• The factors of 20d2 are: 1, 2, 4, 5, 10, 20, d, 2d, 4d, 5d, 10d, 20d, d2, 2d2, 4d2, 5d2, 10d2, and
20d2
i.e. 1 × 20d2 4d ×5d 20 × d2 etc.

So the common factors of 8d and 20d2are: 1, 2, 4, d, 2d and 4d
The HCF of 8d and 20d2 is 4d

Factorization:
Factorization is a method of writing numbers as the product of their factors or divisors.
✔ 21 can be written as 21 = 3 × 7
✔ 10x can be written as 10x = 2 × 5x / 1 × 10x / 5 × 2x / 10 × 1x
✔ 25p3 + 10p2 can be written as 25p3 + 10p2 = 5p2 (5p + 2), where the factors are 5p2 and
(5p + 2).
NB. 5p2 is the HCF of 25p3 and 10p2.
Engage:
Distribute one of the area measures in the question below to students in groups of 3 or 4 and
then allow them to do the questions. Draw the table that is in the activity on the board for
students to complete in order to do part (iv) of the activity.
More than one group may be given the same area measure, so allow groups to compare
responses when completing the table on the board.
Question:
The following square units were given as the area of some possible rectangular garden plots.
12 square units, 15 square units, 24 square units, 30 square units and 40 square units.
(i) Make drawings of all possible rectangles for the given area.(Do not include
rectangle with a dimension of 1 unit)
(ii) Label the dimensions of each rectangle drawn.
(iii) Complete the table below using information from your drawings. Inform students
to leave rows in their table to add the other area measures.
Area (Square Units) Dimensions Factors

(length x width)
Length Width

E.g. 20 10 2 2, 4, 5, 10
5 4
Allow groups to populate the table on the board with all results before they continue with
the parts (iv) and (v).
(iv) State the highest common factor (HCF) for (a) 12 and 15 (b) 12 and 24
(c) 24 and 40 (d) 12, 24 and 30

Explore:
Allow students to continue working in groups to;
(i) Write the following algebraic terms as a product of at least 2 pairs of their factors,
not using 1 as a factor. Replace the multiply (‘x’ ) symbol with use of brackets
Terms: (i) 12a (ii) 12b2 (iii) 4x2y (iv) 14km3
Sample Expected Response: 12a = 2 x 6a = 2(6a)
12a = 3 x 4a = 3(4a)
(i) Identify the HCF of the following pairs of terms.
Terms: (i) 12a and 6 (ii) 12a and 6a (iii) 4x2y and 8 (iv) 4x2y and 8x
Hint: Analyse the coefficients and or the whole number, then the variables to find
the common factors and then the HCF.
(ii) Show that a given algebraic expression can be written as a product of its factors
when the HCF is distributed.
HCF(factor + factor) = HCF x factor + HCF x factor
(a) 12a + 6 (b) 12a - 6a (c) 4x2y - 8 (d) 4x2y + 8x
E.g. 12a + 6 HCF = 6
Therefore, 6(2a + 1), when distributed is 6 x 2a + 6 x 1 and equals 12a + 6

The expression `12a + 6, factorized completely is 6(2a + 1).
The two factors of the expression are 6 and (2a + 1).
Explain:
Allow selected groups to share their responses to each part of the questions/activities explored.
Ask them to share;
(a) How they identified the HCF for given terms.

(b) What happens when you distribute the HCF with terms inside the bracket?
Allow them to also complete the definition below using the correct words from those below.
factors, numbers, method, terms, product, multiply, brackets
Factorization is a ________ of writing ________ or ________ as the ________ of

their ________ or divisors.
Teacher ensures to clarify any misconceptions that may be presented.
Elaborate/Extend:
Allow students to answer the following questions and be prepared to give an explanation for
their answer.
Question 1:
(a) Factorize 3x – 6 completely.

(b) Factorization can be used to solve equations. Show how factorization can be used to
prove that the solution given below is correct;
3x – 6 = 0
3(x – 2) = 0, when x = 2 (Do not distribute to remove the brackets)

Hint: How would you solve 2x = 4?
Answer:
2(x) = 4 (Divide both sides by 2)
(x) = 2 (What remains in the bracket is equal to what is on the right of the
equation)
x=2
Question 2:
Show how factorization can be used to prove that the solution given below is correct
a2 + 3a = 0, when a = - 3
Evaluate:
Allow students to work in pairs to complete the following;
Factorize completely:
(i) 7x -7
(ii) 12y + 6
(iii) x2y - xy
(iv) 3x3 + 6x2 – 15x
Selected pairs may show working on the board for activity to be assessed.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Algebra Topic: Simultaneous Equation-Elimination

Method (Part 1)
Standard:
interpret, model and solve problems involving unknown quantities
⮚ Solve simultaneous linear equations by the methods
a. Substitution
b. Elimination
- Identify like and unlike terms

- Add and subtract like and unlike terms
- Write linear equations from statements
- Define simultaneous linear equations

- Identify simultaneous linear equations
- Solve simultaneous linear equations by method of elimination where the coefficients
are the same.
- Verify solutions for simultaneous linear equations solved by elimination method

- Activity sheet/Worksheet
- Internet access, Computers
- STP math’s book 3 (chapter 12 page 192- 202)
- Different colour markers, computer, Algebra tiles, Teacher-generated tables, Internet,
Computer/tablets/smartphones
Key Vocabulary:
- Simultaneous equation, elimination, linear equation, algebraic equation, coefficient,

variable
- Solve simultaneous linear equations using the method of elimination correctly.
Content Outline:
Simultaneous Equations
A set of equations in two or more variables for which there are values that can satisfy all the
equations simultaneously. These equations are satisfied by the same values of variables.
There are many techniques for solving simultaneous linear equations, such as graphing,
substitution, elimination and augmented matrices.
Elimination Method
The elimination is a method for solving linear equations by cancelling out one of the variables.
After cancelling the variable, solve the equation by isolating the remaining variable, and then
substitute its value into the other equation to solve for the other variable. In the elimination

method you either add or subtract the equations to get an equation in one variable.
When the coefficients of one variable are additive inverses you add the equations to eliminate
that variable and when the coefficients of one variable are the same you subtract the equations
to eliminate that variable.

Engage:
Students will
In designated groups participate in an oral quiz competition to algebraically represent

equations from worded problems and solve these simple linear equations.
E.g. What is the number?
▪ Two times a number minus 4 is 10

▪ I think of a number, add 4 and the result is 10
▪ If the sides of a rectangle are x cm and 3 cm and its perimeter is 24 cm.
▪ I think of a number, multiply it by 6 and subtract 12. The result is 30.
▪ I have two pieces of a ribbon each x cm long and a third piece 9 cm long. Altogether
there are 31 cm of ribbon. What is the length of each of the first two pieces?
Explore:
Students will
▪ Write algebraic equations from worded algebraic statements.
E.g.
Kim and Roy have eight dollars together.
If Kim’s money remains the same but Roy’s money is doubled they will have $13 together.
How much money does each boy have?
Expected Equations:
k + r =8
k + 2r =13
▪ Be guided that linear equations can be simultaneous (the equations can be solved at the

same time) and as such solve simultaneously.
▪ Note that there are more than one variable in the linear equation
▪ Be questioned what it means to eliminate one of the variable
▪ Be guided that elimination takes place when two of the coefficients that has the same
variable from both equations are the same.
▪ Identify the same variables that have the same coefficient from the written equations.
▪ Note that the equations can be interchanged
k + 2r = 13 (k – k 2r - r 13 – 8)
k +r =8
----------------
r =5
▪ State the operation that could be used to eliminate one variable from the equations and
get an equation in one variable
▪ Solve to find the value of k if r = 5
k + r = 8
k + 5 =8
k + 5 -5 = 8–5
k = 3
▪ Prove that Kim’s and Roy’s portion is correct.

▪ Individually solve question 1(a) from given worksheet.

Explain:
Students will
▪ Deduce from the given scenario above; if Kim had twice the amount of money as Roy
and they had $11, then Kim’s money is doubled and Roy’s finished and together there
is $13, how they would do the elimination if the variable has the same coefficient but
different signs.
Make a generalization about the signs of coefficients of variables being eliminated. (If the
signs of the coefficient of the variable to be eliminated are the same, we subtract, if the signs
are different we add).
Elaborate/Extend:
Students will
▪ Work independently to solve the following

x + y = 15
2x + y = 25
What are the possible answers for x and y? _________
▪ Verify that the

- responses given are correct
- linear equations are simultaneous

Evaluate:
Students will
▪ Complete questions from worksheet requiring the method of elimination.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

WORKSHEET
Write the following as simultaneous equations and find the best deals. Show all working.
1 4 cups and 4 saucers cost $84 4 cups and 5 saucers cost $91
2 6 rulers and 2 rubbers cost $66 4 rulers and 2 rubbers cost

$46

Duration: 60
Subject: Mathematics Grade: 9 Term:1
minutes
Unit of Work: Algebra Topic: Simultaneous Equation-Elimination

Method (Part 2)
Standard:
interpret, model and solve problems involving unknown quantities
⮚ Solve simultaneous linear equations by the methods

c. Elimination
d. Substitution
() 4. Model with mathematics.

- Identify like and unlike terms
- Add and subtract like and unlike terms;
- Solve simultaneous linear equations by elimination when one pair of variables have the
same coefficient
- Define linear simultaneous equations
- Identify linear simultaneous equations
- Verify solutions for linear simultaneous equations
- Practice to solve linear simultaneous equations using elimination method
- Activity sheet/Worksheet
Key Vocabulary:
- Binomial, Distributive property, Algebraic expression, coefficient, variable
- Solve simultaneous equations using the method of elimination correctly
Content Outline:

SIMULTANEOUS EQUATIONS
A set of equations in two or more variables for which there are values that can satisfy all the
equations simultaneously
The method of elimination reduces one equation to one that has a single variable. The solution
to linear equations is the value of the two variables that makes both of the equations true.
There are many techniques for solving linear equations, such as graphing, substitution,
elimination and augmented matrices. Elimination is a method for solving linear equations by
cancelling out one of the variables. After cancelling the variable, solve the equation by
isolating the remaining variable, then substitute its value into the other equation to solve for
the other variable.
In the elimination method you either add or subtract the equations to get an equation in one
variable. When the coefficients of one variable are opposites you add the equations to
eliminate a variable and when the coefficients of one variable are equal you subtract the
equations to eliminate a variable.
Example
3y + 2x =6
5y – 2x =10
We can eliminate the x-variable by addition of the two equations.
3y + 2x =6
+ 5y -2x =10
8y = 16
y =2
The value of y can now be substituted into either of the original equations to find the value of
x
3y + 2x = 6
3(2) + 2x = 6
6 + 2x = 6

x =0
The solution of the linear system is (0, 2).

If you don't have equations where you can eliminate a variable by addition or subtraction
directly you can begin by multiplying one or both of the equations with a constant to obtain an
equivalent linear system where you can eliminate one of the variables by addition or
subtraction.
Example
3x +y = 9
5x +4y = 22
Begin by multiplying the first equation by -4 so that the coefficients of y are opposites
-12x – 4y = -36
+ 5x + 4y =22
TEACHING/LEARNING ACTIVITIES:
Engage:
Students will:
Within designated groups state
● Which of the given equations are simultaneous and

● What is required to find its solution?
3 bats and 2 balls cost $50 5 balls and 2 balls cost $62
4 bowls and 2 spoons cost $70 4 bowls and 4 spoons cost $92
1 tea bag and 3 sugar cubes cost $15 3 tea bags and 3 sugar cubes cost $33
Explore:
Students will

Write the pair of simultaneous equations from statement given
Participate in class discussion about the process of elimination and state why the coefficient of
given variable need to be the same in order to eliminate the term and what they think can be
done to find its solution
E.g.
The perimeter of a rectangle is 14cm.
If the length is doubled and the width halved, the new perimeter is 22cm.
Determine the length and width of the rectangle
2L + 2W = 14
4L + W = 22
Use responses of classmate from class discussion about the idea of elimination, to make the
coefficient of one of the variables the same,
(By multiplying either equation by the coefficient of the same variable of the other equation
or
Multiple one of the equations by a factor to get the same coefficient of the same variable.)
E.g.
(2L + 2W = 14)2 → 4L + 4W =28
4L + W = 22
Practice to solve simultaneous equations by method of elimination from given worksheet;

(question 1)

Explain:
Students will
State,
- Why it is necessary to have a variable with the same coefficient before any attempt is
made to solve the simultaneous linear equations.
- How they would eliminate a positive and negative coefficient with the same variable.
Elaborate/Extend:
Students will
Solve by method of elimination, simultaneous equations created from desired scenario.
Evaluate:
Students will
Complete worksheet to solve simultaneous equation by method of elimination.

Teacher evaluation:
Strengths:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

WORKSHEET
1. Write the steps using elimination method to solve the pair of simultaneous equation
below.
a. 3x+ 5y = 6 and 2x +3y = 5
b. 9x - 2y = 14 and 7x + 3y = 20
2. For each question below write two simultaneous equations and solve:
a. Find the value of two numbers if their sum is 12 and their difference is 4.
b. The difference of two numbers is 3. Their sum is 13. Find the numbers.
c. The school that Stefan goes to is selling tickets to a choral performance. On the
first day of ticket sales the school sold 3 senior citizen tickets and 1 child ticket
for a total of $38. The school took in $52 on the second day by selling 3 senior
citizen tickets and 2 child tickets.
Solve the pair of simultaneous equation given below.
3. 3p +3r = 15
3p -5r =-41
4. -3b + 7a = 26
2b + a = 11

Duration: 60
Subject: Mathematics Grade: 9 Term: 1
minutes
Unit of Work: Algebra Topic: Solving Linear Equations

Simultaneously Using the Substitution
Method
Standard:
⮚ Solve simultaneous linear equations by methods;
(i) Substitution
(ii) Elimination

- Evaluate algebraic expressions by substituting given values of variables
- Change the subject of a formula
- Explain what are simultaneous linear equations
- Write simultaneous linear equations from worded expressions
- Solve two linear equations simultaneously, using the substitution method
- Teacher-generated worksheet, Internet, Computer/tablets/smartphones
Key Vocabulary:
- Binomial, Factorize, Substitution, Elimination, Distributive property, Algebraic

expression, Laws of Indices, Simultaneous equations, coefficient, constant, variable
- Use the substitution method to correctly solve a system of simultaneous linear

equations.
Content Outline:
The substitution method is an algebraic method to solve simultaneous linear equations. The

value of one variable from one equation is substituted in the other equation. In this way, a pair
of the linear equations get transformed into one linear equation with only one variable, which

can then be easily solved.
Engage:
Allow students to complete the following activities showing all required steps.
(i) Evaluate the algebraic expression below, given that x = 3 and y = -1

2x3y2
(ii) If x – 5 = 3y + 1, make (a) x the subject (b) y the subject
(iii) Given that y = x + 7, write the following expression in terms of x, then solve for x.
3y + 1 = x – 5
Ensure that time is taken to allow questions to be discussed and responses justified.
Explore:
Using a question from activities on ‘using elimination method to solve simultaneous linear
equations’, allow students to go through the ‘substitution method’.
See worksheet attached

Using the selected question, allow students to work in groups of 3 or 4 and follow the
guidelines below.
(i) What will each equation look like if expressed in terms of either variable?
(Example of how table should be completed shown below.)
Equation 1: 2p + s = 40 Equation 2: p + s = 25
s = 40 – 2p s = 25 - p
p = (40 – s)÷2 p = 25 - s
(ii) What is the question asking you to solve for? If not told, you must select one of the
two variables as the one to first solve for.
(iii) Based on the fact that one equation must be substituted into the other, analyse
equations (use the table as guide) and decide if you will substitute equation 1 into
equation 2 or vice versa. This substitution should result in you forming a new
equation with the variable for which you need to find a solution.
NB. There is no incorrect answer as long as you do not substitute an equation into
itself.
(iv) Solve the equation formed for the desired variable.
(v) Find the value of the other variable.
(vi) Check to see if your answers are correct.
Explain:
Allow selected groups to explain each part of the guidelines above.
Guided questions:
(i) How did you decide which equation to transpose?

(ii) Was this your first choice? If no, why did you change?
(iii) What part of the activity did you find most challenging? How did you overcome

that challenge?
Was there a point in carrying out the method that you came across any similarities between the
‘substitution method’ and ‘elimination method’?
Elaborate/Extend:
Allow students to solve the question below using the substitution method and prove that their
answer is correct by using the elimination method.
Question:
A woman is now 30 years older than her son. 15 years ago, she was twice as old. What are
the present ages of the woman and her son?
Students may need guidance to write the linear equations for the question.
Evaluate:
Allow groups to select two other questions from those done in previous activities on ‘using
elimination method to solve simultaneous linear equations’ and solve them using the
substitution method.
See worksheet attached
Teacher must allow for discussion and clarification.
Additional work can be given from assigned textbook.
Teacher evaluation:

Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

WORKSHEET
1. Solve the pairs of simultaneous equations below.

a. 3x+ 5y = 6 and 2x +3y = 5
b. 9x - 2y = 14 and 7x + 3y = 20
2. For each question below write two simultaneous equations and solve them:
a. Find the value of two numbers if their sum is 12 and their difference is 4.
b. The difference of two numbers is 3. Their sum is 13. Find the numbers.
c. The school that Stefan goes to is selling tickets to a choral performance. On the
first day of ticket sales the school sold 3 senior citizen tickets and 1 child ticket
for a total of $38. The school took in $52 on the second day by selling 3 senior
citizen tickets and 2 child tickets.
d. The senior classes at High School A and High School B planned separate trips to
New York City. The senior class at High School A rented and filled 1 van and 6
buses with 372 students. High School B rented and filled 4 vans and 12 buses
with 780 students.

Unit of Work: Numbers Topic: Understanding Exponents
Standard:
⮚ Use the basic operations, number relationships, patterns, number facts, calculators and
software to compute and estimate in order to solve real world problems involving
fractions, percentages and decimals.
⮚ State the meaning of am, where a and m are rational numbers

- Distinguish between types of numbers.
- List the factor pairs of numbers.
- State the meaning of am where a and m are whole numbers.
- Carry out the four basic operations on numbers.
- Find the area of rectangles.
- Calculate the volume of a cube or cuboid.

- Explain what numbers written in exponential form are, in their own words using
relevant examples, accurately.
- Accurately differentiate between the base number and the power when a number is
written in exponential form
- Write exponents in expanded form and vice versa.
- Square counters, grid paper, Activity Sheets 1, 2 and 3, calculator.
Key Vocabulary:
- Index, indices, exponent, power, expand, simplify, cube, square, base, rational
numbers, whole numbers, integers.
- Make presentations on the uses of exponents in real life situations;

- Safely navigate digital content
- Build and identify patterns
Content Outline:
Whole numbers are the set of natural numbers, and zero, i.e., {0, 1, 2, 3, 4, 5 …}.
Integers are the set of whole numbers, including their opposites (negative).

A rational number is a number that can be expressed as a fraction where both the numerator
and the denominator in the fraction are integers. The denominator in a rational number cannot
be zero.
When a number is multiplied by itself a certain number of times, it can be expressed in index
notation, as am where:
“a” is known as the base and “m” is the index.
Examples
i. 5×5×5×5×5×5×5 = 57 , where the base is 5 and 7 the index

ii. -6 × -6× -6 = (-6)3 , where -6 is the base and 3 the index
iii. 4×4 ×4 ×4 ×4 = 45 , where 4 is the base and 5 the index
3 3 3 3 3 3
iv. × × ×
5 5 5 5
= ( )4 , where is the base and 4 the index
5 5
On the other hand, any number expressed in index notation can be written as a repeated
multiplication; 74 (4 factors) = 7× 7× 7 ×7 in expanded notation and 7-4 is the reciprocal of the
1
positive exponent, so 7 - 4 =
7 ×7 ×7 ×7

Engage:
Students will be asked to differentiate between whole numbers, integers and rational numbers.
They will then complete Activity Sheet 1, where they will write the factors of given whole
numbers as exponents and express given exponents (with whole number powers) as a whole
number.
Explore: Building and Identifying Patterns
Activity #1
1. Let students complete this activity, choosing their preferred option.
Option 1:
In groups, students will be given a set of counters. They will arrange two counters as shown
below and then double the pattern to obtain the second figure in the sequence. They will
double the pattern of this second figure to obtain the third figure in the sequence. This will be
continued until students obtain the fifth pattern in the sequence.
K
ey
is a 1×1 square
Option 2:
Students could be given grid paper where they will shade the sections as described in Option 1
above.
2. While exploring, students will record their findings in the following table:
Figure Number of Rows Number of Number of

Columns Squares

Guiding Questions:
Parts 1 & 2
1. How many squares are in each figure?

2. By using the products of the dimensions of each rectangle, describe the area of each
rectangle.
3. From the table, is there any component that remains constant? Which one?
4. How can you rewrite each expression using the previous number combinations?
5. What do you notice about the number of rows in each figure?
6. Can you identify an expression that can be used to model the number of squares in
each figure? [Expected answer: 2n where n represents the position of the figure]
7. What exponent would represent the 15th figure?
Activity #2
(Refer to Activity Sheet 2)
Students will complete the table below.
Exponent or Index Form Meaning
23 2×2×2
22 2×2
21 2

20 1
1
2
1
2× 2
Guiding Question(s):
1. What patterns do you notice? [Look at the powers, the meanings].

2. If the “repeated number” used in the table is changed, what impact would this have on
the pattern(s) identified?
Explain:
From the steps taken during the exploratory activity, students will explain the patterns they
noticed. They will discuss their discoveries using the guiding questions. Students will define
exponents in their own terms.

Elaborate/Extend:
Students will complete the following questions.
1. A cube has a side of 5cm. Write an expression, in index form, to represent its volume.
Explain how you got your answer.
2. You are given the task of marketing the Mathematics Club in your school. If you tell 5
persons and each of those 5 persons tells another 5 persons, write an exponential
expression to determine the number of persons who will hear about the Mathematics
Club. Define any variable used. Given that the message was passed on through 5 cycles
(from one set to another), express as an exponent and in expanded form, the number of
persons who would have heard about the club.
Evaluate:
Students will complete Activity Sheet 3 (see below).
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity Sheet 1

Activity Sheet 2
Complete the table below by observing the patterns and using what you have learnt so far.
Exponent or Index Form Meaning
23 2×2×2
22 2×2
21 2
20 1
1
2
1
2× 2
Write down your observations in the space below.

Activity Sheet 3
Activity # 1
Instructions: Study the table and fill in the missing index and expanded form
Index Form Expanded Form
85
7-3
8×8
4-2
12×12×12×12
6×6×6×6×6
(0.3)3
3×3
(-5)4
1×1×1×1×1×1×1
( 35 ) 2
( −15 ) ×( −15 )
7-5

9 × 9× 9× 9× 9× 9
(-1)8
Activity #2
Instructions: The diagram below represents the growth pattern of a bacteria cell. Use exponents
to represent the number of cells you expect to see on the tenth day.

Unit of Work: Numbers Topic: Evaluating Expressions
Standard:
⮚ Evaluate expressions a m and a m × bn, where a, b, m, n are whole numbers, integers,

fractions.

- Write a number to a given number of decimal places and significant figures;
- Express place values of digits in all bases including base 10;
- List factors of a number;
- Understand that the number of factors of a number can be derived from its prime
factorization;
- Write numbers in exponential form;
- Apply the rules of indices to simplify expressions;
- Perform basic operations on integers.

- Use expanded notation to determine the exact value of expressions;

- Simplify indices expressions to find their exact values;
- Calculate the exact values of expressions with fractional indices;
- Accurately evaluate expressions with rational exponents.
- Calculator, Activity Sheets 1, 2 and 3
Key Vocabulary:
- Index (indices), exponent, power, expand, simplify, evaluate, cube, square, base,
variable, expression, distributive law, root.

- Evaluate expressions correctly
Content Outline:
Whole numbers are the set of natural numbers, and zero, i.e., {0, 1, 2, 3, 4, 5, …}.
Integers are the set of whole numbers, including their opposites (negative).
An exponent indicates how many times to multiply the number by itself: 152, 253, 84, 105
p
A rational number is a number that can be expressed as the quotient or fraction ( ¿of two
q
integers, a numerator p and a non-zero denominator q.

Evaluating an expression containing a number with an exponent means to write the repeated
multiplication form and perform the operation. The exponent tells how many times the base
number is used as a factor.
Examples:
1. 152 =15 x 15 = 225

2. 253 =25 x 25 x 25 = 15,625
The negative exponent rule states that any nonzero number raised to a negative power equals
its reciprocal raised to the positive power.

A fractional exponent is another way of expressing powers and roots together. When the
index/exponent is a fraction, the denominator of the fraction is the root of the number and
the numerator of the fraction is the power to raise the answer to.
Engage:
Students will work in pairs to complete the following activities.
Part 1
Identify the value of the missing numbers using your knowledge of the rules of indices.
Part 2– Students will complete the laws of indices matching activity in groups. See Activity
Sheet 1
1. What is the question asking you to do?

2. Which law of indices is appropriate?

3. What are the conditions that must be met for the laws/rules of indices to be applied?

Explore:
Activity 1
Students will read the scenario below and answer the questions.
Scenario
Jack is a 6 years old boy who wants to develop a habit of saving. He asked his mother to help
him make a plan. They agreed that he would save $10 on a Monday and for every day after
that, he will save ten times the previous amount.
1. Complete the table below and then write an expression to represent how much money he is
expected to save on the fifth day.
Day Monda Tuesday Wednesday Thursday Friday

y
Amount Saved ($) 10
2. What is the total amount of money that he would save at the end of the five days?
Guiding Questions:
(a) What pattern(s) do you notice?

(b) How do you calculate the actual amount of money saved per day, and in total, giving
your answer in index form?

Activity 2
Instruction: Complete the tables below (Refer to Activity Sheet 2) by observing the patterns
and using what you have learnt so far.
Exponent or Index Form Meaning Answer
23 2×2×2 8
22 2×2 4
21 2 2
20
2
?
1
2
2? 1 1 1
=
2× 2 2 4
?
1 1
=
2? 8

Consider the quotient rule of indices. Simplify the expression 33 ÷ 35. Justify your answer using
the expansion method.
Determine the value ◻ in each of the following questions. Justify your answer with
calculations.
❑ 1
● 3 =
27
❑ 1
● 5 =
625
● 2❑=0.125 (Hint: What is 0.125 as a fraction in its simplest form?)
1. What patterns do you notice? [Look at the powers, the meanings and the answers]
2. How would you explain the use of negative exponents?
Activity 3
Students will complete the table below.
Power of 2 Number Square Root Square Root

(Number)
(Power of 2)

22
24
26
28
Is there a relationship between the powers of 2 in the first column and the power of 2 in the
last column? If yes, explain? [Expected answer: The square root power is half the power of the
square number power]
Students will fill in the blank after identifying the patterns from the table.
√2 16= √2 4=( 2 4 ) =24 × =22

2 ❑
or
√4 625= √5 4=( 5 4 ) =5 4 ×=5

4 ❑
or
√3 36=( 36 )❑=36 ×=3 ¿ ¿

¿
Guiding Questions:
1. What do you notice about the power of 2 in the first and last columns of the table?
● Can it be shown with arithmetic?
2. How can the square root be described using the number and the relationship identified?
3. Based on your discovery, what do you think would happen to exponents if the root
number is changed?

Explain:
Students will explain their understanding of the evaluating expressions by making reference to
the exploratory activities and guiding questions. From Activity 3 of the Explore, students will
be introduced to the fractional power as follows:
Elaborate/Extend:
Students will complete the following question.
Michael and Janet received some Christmas presents.
The number of presents Michael received was a power of 3.
The number of presents Janet received was a power of 2.
The number of Christmas presents they received were consecutive numbers. How many
presents did they receive
a) respectively,
b) altogether?
Show how you arrived at your answer.

Evaluate:
Students will complete Activity Sheet 3 (see below).
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity Sheet 1
Laws of Indices Matching Activity
Instruction: Match the cards at the top to their answers at the bottom. Record your
answers in the table

Activity Sheet 2
Complete the table below by observing the patterns and using what you have learnt so far.
Exponent or Index Form Meaning Answer
23 2×2×2 8
22 2×2 4
21 2 2
20
1
2
1
2× 2

Power of 2 Number Square Root Square Root
(Number)
(Power of 2)
22
24
26
28

Activity Sheet 3
Question 1
Instruction: Fill in the missing numbers in the boxes to make the statements true.
Question 2
Instructions: Read the problem situations and answer the questions that follow.
Problem 1:
Suzie says the square root of 400 to the power of 3 is 16.
a) Is she correct?
b) Give a reason for your answer. You must show your working.
Problem 2:
3
Mark was asked to evaluate the expression16 4 . Show how he can demonstrate that he knows
what to do. What is the answer?
Question 3

Suggested Assignment
Match the exponents with their exact value. Show all working.

Duration: 60
minutes
Unit of Work: Numbers Topic: Indices – Simplifying Expressions using the

laws of indices
Standard:
⮚ Simplify expressions using the laws of indices.

- Explain their understanding of indices (exponents)
- Expand numbers written in index form by writing the factors

- State the laws of indices
- Convert numbers written in exponential form to standard form
- Convert numbers written in standard form to exponential form
- Accurately use the laws of indices to simplify expressions
- Accurately use laws of indices to simplify expressions that are linked to real life
situations
- Worksheet, task cards
Key Vocabulary:
- Index, indices, exponent, power, expand, simplify, cube, square, base, variable,
expression, distributive law
- Apply the laws of indices accurately

- Simplify expressions correctly
Content Outline:

Indices are used to show numbers that have been multiplied by themselves. They can also be
used to represent roots, such as the square root, and some fractions. The laws of indices enable
expressions involving powers to be manipulated more efficiently than writing them out in full.
Engage:
Students will work in groups where they will be given 5 minutes to complete the activity
“crack the code” (see below). Students will share responses and misunderstandings clarified.
Explore:
Students will be given the following task card in groups.
Task 1

Groups will be assigned selected questions; for example group 1- questions a and l, group 2 -
questions b and I, group 3- questions c and h, group 4 - questions g and j, group 5 – questions
e and k and group 6 – questions d and f. They will apply the laws of indices to simplify the
expressions. Groups will be required to present on how they simplified the expressions and
give the law of indices that can be utilized to simplify the respective expression.
Task # 2
Students will be asked to complete the following tables and answer the following questions
Place 8 4 2 1 . 1 1 1
2 4 8
Value
(base 2)
Expanded 2×2×2 1 1
2× 2
Form
Index 1
23
Form 21

Explain:
(Task 1) Students will be engaged in a discussion as each group informs the class about the
expression given, how they expanded and simplified the expression as well as the rule/law of
indices they used to simplify the expressions.
Discussion questions:
1. Which expression were you given?

2. How did you simplify the expression?
3. Which rule/law of indices was used to simplify the expression?
Task 2
Questions to students:
1. Identify a pattern with how the expanded form and index form of the place values are
written.
2. What rule could be established from the pattern for zero exponents?
3. What rule can be established from the pattern for negative exponents?
Elaborate/Extend:
Students will be given the following to complete
Instruction: Complete the following and write your conclusion

1. √ 16 = ____
1
(4¿¿ 2) ¿ = _____
2
Conclusion: ___________________________________________________________
1
Then what is(4¿¿ 3) 2 ¿ ?
3 √ 27 = ______
1
(3¿¿ 3) 3 ¿ = ______
Conclusion: _________________________________________________________________
1
Then what is (2¿¿ 3) 3 ¿ ?
The teacher and students will discuss the fractional exponent law and make a connection with
this activity.
Evaluate:
Students will work individually. They will be given the statements (equations) to state whether
they are true or false. For those that are false, they will be required to give the correct solution,
showing how they arrived at their answer.
(See evaluation sheet below)

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Engage Activity – “Crack the Code”
Instruction: Simplify the expressions. Match your answer for each question to the correct letter
on the right. Write the letter under the corresponding number at the bottom of the page to crack
the code. You have 5 minutes within which to do so.
1. a×a×a×a×a×a×a N 5-4
2. 1
54 M 81
3. 64
I a7
D 82
4. 6 × 6 × 6 × 6 1
C
49
5. 7-2
S 120
6. p2
I 64
7. 52 × 23
E p×p
P 30
8. n-3 S 64
9. 43

1 1 1
I × ×
n n n
N 12
4 N 2
10. 27
22
F 3
3
11. 33
12. 4 1/2
U 27
P 9
1 2 3 5 6 7 8 9 10 11 12
Insert letters here:
Explore Activity – Task Card

Evaluation Activity
Instruction: Place a tick (√) to show whether the statements are true
or false. For those that are false, show the correct solution.
Statements True False Calculations
1. x8 ÷ x5 = x3
2. 132× 137= 139
3. (4) 3/2= 4
4. (b3)5= b7
5. 52× 53= 56
6. 412 ÷ 46 = 42
7. x7= x4
x3

8. (p3 )4 = p12
1
9. 5 = 5
-4
4
10. 42 × 23 = 86
Additional Activity – Indices application (take home assignment)
If you have a ring, which you bought this year for $70 and the cost is doubled in value every
year. How much will it be worth after 20 years? Complete the table below and use it to solve the
problem
Time Value Pattern
Now $70.00
After 1 year $70.00 ×
After 2 years $70.00 ×

Additional Practice (Take home assignment)

Unit of Work: Numbers Topic: Standard Form/ Scientific Notation
Standard:
⮚ Write numbers less than, greater than, or equal to 10 in standard form.

- List factors of a number
- Understand that the number of factors of a number can be derived from its prime
factorization
- Write numbers in exponential form
- Apply the rules of indices to simplify expressions
- Explain the term standard form

- Explain how a number is written in standard form
- Write any number in standard form
- Worksheet
Key Vocabulary:
- Indices, exponent, power, expand, simplify, cube, square, base, integers.
- Make presentations on the uses of exponents in real life situations


Content Outline:
Scientific notation is the way that scientists easily handle very large numbers or very small
numbers. For example, instead of writing 0.0000000056, we write 5.6 x 10-9. We can think of
5.6 x 10-9 as the product of two numbers: 5.6 (the digit term) and 10-9 (the exponential term).
Here are some examples of scientific notation.
10000 = 1 x 104 24327 = 2.4327 x 104

1000 = 1 x 103 7354 = 7.354 x 103
100 = 1 x 102 482 = 4.82 x 102
10 = 1 x 101 89 = 8.9 x 101 (not usually done)
1 = 100
1/10 = 0.1 = 1 x 10-1 0.32 = 3.2 x 10-1 (not usually done)
1/100 = 0.01 = 1 x 10-2 0.053 = 5.3 x 10-2
1/1000 = 0.001 = 1 x 10-3 0.0078 = 7.8 x 10-3
1/10000 = 0.0001 = 1 x 10-4 0.00044 = 4.4 x 10-4
The exponent of 10 is the number of places digits must be shifted before or after the decimal
point to give the number in standard form. A positive exponent shows the number of places
the digits shifted to the left. A negative exponent shows the number of places the digits
shifted to the right.
In scientific notation/standard form, the digit term indicates the number of significant figures
in the number. The exponential term only places the number of digits that shifted to the left of
the decimal point. As an example,
46600000 = 4.66 x 107
This number only has 3 significant figures. The zeros are not significant; they are only holding
a place. As another example,
0.00053 = 5.3 x 10-4
This number has 2 significant figures. The zeros are only place holders.

Engage:
Students will be given the following. They will fill in the required information (expanded
form, index form) and identify a pattern based on the place value and the power of 10.
Place 1000 100 10 1 . 1 1 1

10 100 1000
Value
Expanded
Form
Index
Form
Students will be engaged in a discussion regarding the table completed.
Discussion Questions:
1. Which patterns did you notice?

2. Was the expanded form useful in writing the index form of the place values?
3. Can you think of any other way that the place values could be represented?

Explore: Students will complete the following tasks in groups
Task # 1
Look at the different ways shown below of writing a value.

Notice the index numbers
Identify a pattern
20,000 = 2 × 10 000 = 2 × 104
5 000 000 = 5 × 1 000 000 = 5 × 106
350 = 3.5 × 100 = 3.5 × 102
5 800 000 = 5.8 × 1 000 000 =5.8 × 106
Based on the pattern established, write these numbers using

index form (power of ten): a. 92 b. 5 000 c. 56 000
Task # 2
Look at the different ways shown below of writing very small

values.
Notice the index numbers
Identify a pattern
0.02 = 2 × 10-2
0.0007 = 7 × 10-4
0.0035 = 3.5 × 10-2
Based on the pattern established, write these numbers using

Explain: Students will be engaged in a discussion, guided by the following questions:
1. What pattern (s) did you notice?

2. How was this pattern used to write the number in the form suggested?
3. What name can be given to the numbers that are written in this form?
Elaborate/Extend:
Students will complete the following questions.
Activity 1
Mr. Smith wants to make an enclosure for his goats. The length of wire between each post is
1.3 m. How much wire will he need if the fence is made up of:
a. 10 posts

b. 100 posts
c. 1000 posts?
Write your answers in standard form
Activity 2 (Homework)
Research at least 3 very extreme quantities such as planetary bodies and tabulate the data in
standard form.
For example: distance from the Earth to the Sun, diameter of the moon, estimated number of
cells in the human body, etc)
Evaluate:
Students will complete the Evaluation Worksheets (see below)

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Evaluation Worksheet – Standard Form
Activity # 1
Instruction: Complete the following table

Activity # 2
Instruction: Fill in the missing indices.

Activity # 3
Instruction: Order these numbers from smallest to largest
Explain why 45.4 × 103is not in standard form
______________________________________________________________________________
______________________________________________________________________________
Activity # 4 – Real Life Questions
1. A human red blood cell is about 0.000008 meter in diameter. What is this diameter in
standard form?
2. An African elephant has a mass of 8 × 103 kilograms. A worker bee has a mass of 1×10- 4
kilogram and 4 × 104 kilograms of worker bees live in one hive. How many hives of
worker bees would it take to equal the mass of one African elephant? Write your answer
in standard form.
3. Jason is trying to find out how thick his stack of 50 sheets of paper is. If each sheet of
paper is 4.5 × 10 -4 inches thick. How thick is the whole stack? Give your answer in
standard form

Duration: 60
minutes
Unit of Work: Geometry Topic: Pythagoras Theorem
Standard:
⮚ Explore paths, geometric shapes and space and make generalization about geo
metric relationships within the environment.
⮚ Prove Pythagoras’ Theorem by a suitable method ( for example by the area

method)
⮚ Use Pythagoras Theorem to solve right – angled triangle problems

- Identify right angled triangle and its properties
- Measure angles
- Understand square and square roots
- Construct triangles using geometric instruments
- Derive Pythagoras formula

- Identify properties of a right triangle
- Calculate the length of the hypotenuse on a right triangle
- Solve real-world problems with the use of Pythagoras theorem
- Worksheet with pictures of right angled triangles, 1 cm grid paper/graph paper
Key Vocabulary:
- Pythagoras’ Theorem, Opposite, Adjacent, Hypotenuse, Line of sight, Elevation,

Depression, Alternate, Clinometer
- Find the length of the hypotenuse using Pythagoras’ Theorem;

- Solve problems involving angles of elevation and depression;
- Use Trigonometric Ratios correctly to find angles;
Content Outline:
Pythagoras theorem is attributed to state that the square on the hypotenuse of a right- angled
triangle is equal in area to the sum of the squares on the other two sides.

The hypotenuse is the longest side of a triangle opposite to the right angle.

Engage:
How can we identify a right- angled triangle?
Students will be asked to write two statements about a right triangle.
A right triangle _______________________________.
Students will be placed into four groups. Groups will be asked to write down all the properties
of a right triangle. This will be shared with the whole class from their statement made.
Complete the table of squares and square root
2 3 4 5 6 8 10
25 49 144 169
Can you find 2 squares that add together to make another?
Explore:
Group Work to Derive Pythagoras Theorem
Each group will be asked to draw three right- triangle on graph sheets.
Graph sheets will be provided for them to draw the triangles.
Students will draw a square on each side of the triangle (sides of each square must be the same
as the side of the triangle)
● Find the area of each square

● Compare the area of the squares on each triangle.
● Tell what relationships exist among the three squares on each triangle.
● Express this relationship in algebraic terms for each side
An example will be drawn on the board as below. Students will go through the example before
completing their own triangle.
● Find the area of each square

● Compare the area of the squares on each triangle.
● Express this relationship in algebraic terms for each side

E.g.: A wire is planted 4metres away from a post 3 metres in height to which it is
attached. What is the length of the wire?

Solution:

Follow up Activity
Identify the side that is the longest in each triangle and label this side C. This side is called the
Hypotenuse.
Class discussion: Question: How else could we identify the Hypotenuse in a triangle?
Enter the information about each triangle that you have drawn in the table below:
Side C Length of Length of

(Hypotenuse)
Side A Side B
Triangle # 1
Triangle # 2
Triangle # 3
Task B: Students will use each side of the triangle drawn to create a square. (sides of each
square must be the same as the side of the triangle)
Find the area of each square drawn on each side of the triangle and complete the table
Square C area Square A area Square B area
( C2 ) ( A2 ) ( B2 )
Triangle # 1
Triangle # 2
Triangle # 3

Compare the area of the squares on each triangle.
● Express this relationship among the sides in terms of A, B and C

Real Life application of Pythagoras Theorem
Each group will be given the following situations based on real life.
Construct a labelled triangle using the following information:

4. A jungle gym for a park needs a diagonal bar. The height of the vertical bar is 3
metres and the length of the horizontal bar is 4 metres. What is the length of the
diagonal bar?
Explain:
Whole class discussion on results of group work to establish general statements reflecting
Pythagoras Theorem.
Students will use the area model/ algebraic terms to explain how they were able to arrive at the
length of the missing side of the right triangle. They will also share other strategies they may
have used to arrive at the length of the missing side.
Guided Questions:
⮚ What name is given to the longest side of a right-angled triangle?

⮚ What did you use as a guide in identifying the hypotenuse?

⮚ If given values to the sides of your triangle, how can you tell if your triangle is a right
triangle?
Observation will be made for errors in reasoning which will be corrected as necessary.

Elaborate/Extend:
Students will complete work sheet.

Evaluate:
Students will complete work sheet using Pythagoras theorem to solve each problem.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Geometry Topic: Trigonometrical Ratios to Find Missing

Sides
Standard:
⮚ Explore paths, geometric shapes and space and make generalization about geometric
relationships within the environment
⮚ Use trigonometric ratios to find unknown quantities in right-angled triangle only
- Identify a right-angle triangle;
- Be proficient in using a ruler;

- Be proficient is using a protractor.
- Name the sides of a right-angled triangle: opposite, adjacent and hypotenuse in relation
to an identified angle.
- Appreciate the value in using of trigonometric ratios to solve trigonometrical problems.
- Use trigonometry ratios to find unknown sides of a right-angled triangle.
- Ruler, Teacher’s Protractor, Student’s Protractor, Ladder or post, Tape measure, Right-
angled triangles cut outs, Handouts/activity sheets
Key Vocabulary:
- Right triangle or right-angled triangle, Adjacent, Opposite, hypotenuse,

Trigonometrical ratios, Sine, Cosine, Tangent
- Use trigonometric ratios correctly to find missing sides.
Content Outline:
Trigonometry is a branch of mathematics that studies relationships between the sides and
angles of triangles (that’s where the tri comes from). It is a study of relationships in
mathematics involving lengths, heights and angles of different triangles.
The field emerged during the 3rd century BC, from applications of geometry to astronomical
studies. Trigonometry spreads its applications into various fields such as architects, surveyors,
astronauts, physicists, engineers and even crime scene investigators.
The three main trigonometric ratios relate the sides of a right triangle to its angles.
Specifically, they are ratios of two sides of a right triangle and a related angle. Trigonometric

functions are typically used to calculate unknown lengths or angles in a right triangle. The
functions are all related and can be defined in terms of one another.
Sin A = opposite side/hypotenuse,
Cos A = Adjacent side/hypotenuse,
Tan A = Opposite side/adjacent side.
Labelling a right-angled triangle

Engage and Explain:
Permit students to work in groups of three or four and be given two cut-outs of right triangles
and use crayons to colour the hypotenuse, adjacent and opposite legs of the triangles. Angles
should be coloured in the same colour as their opposite sides. See Activity 1 below:
Activity 1
Instruction: Cut out the triangles below and use the appropriate colour crayon to colour the
hypotenuse, opposite and adjacent legs of each right triangle. Colour the angles the same
colours as their opposite sides.
Label Definition/Description Assigned Colour
Hypotenuse The side opposite the right Blue

angle.
Adjacent The side on which both the Red

right angle and the identified

angle sits or is formed.
Opposite The side opposite the Yellow

identified angle that is not a
right angle.
Guided Questions:
⮚ What is another name given to the longest side of a right-angled triangle?

⮚ What is the adjacent side adjacent to?
⮚ What is the opposite side opposite to?
⮚ What are other characteristics of the hypotenuse, opposite and adjacent legs?
⮚ Can there be opposite and adjacent legs without a given angle? Explain your answer.
Share your responses and justify your thinking.
Explore and Explain:
Allow students to work in groups of three or more to complete activities in STUDENT

HANDOUT 1 as shown below:

A) Observe ∆ GBA below and label the hypotenuse, opposite side and adjacent side with
reference to angle A.
B) Using a protractor or otherwise, determine the missing angle measures of each triangle and
complete the table. Use a ruler, and measure to the nearest tenth of a centimetre, all three sides
of the right triangles. Use the table below to record your data for each triangle.
For each triangle, form ratios using the line segment lengths, then write them in decimal form,
rounded to four decimal places.

∆ EAD ∆ FAC ∆ GAB
AD AC AB
≈ ≈ ≈
DE CF BG
DE CF BG
≈ ≈ ≈
AD AC AB
C)
Write a sentence describing what you notice about the angles, lengths, and ratios of your data.
D) After comparing your data with the data of your group, what do you notice about your
group’s data?
On a half sheet of paper, write a hypothesis about the relationships among the length of the
sides of the right triangles based on the information that your group gathered and discussed.

F) Using your scientific calculator, find the 3 trigonometric ratios for each of the triangle’s 3
angles. Write your answer in the appropriate box. (The key strokes/order of entry may be
different on different types of calculators. Make sure your calculator is in degree mode).
Triangle Name Reference Sin Cos Tan

Angle Measure
in degrees
∆ GAB 21
∆ FAC 21
∆ EAD 21
∆ GAB
∆ FAC
∆ EAD
∆ GAB
∆ FAC
∆ EAD

G) Compare your two tables. Describe what you notice.
H) Compare your findings with your group and describe what you discover.
I) Based on this activity, write 3 general equations that can be used to show the ratio
relationships of each of the trigonometrical functions. Use the words hypotenuse, adjacent and
opposite in your equations.
¿ ❑ = ❑= ❑
❑ ❑ ❑
J) How would your answers from your table change if you used the other acute angle in
the triangle to complete this activity? Justify your thinking.
K) Based on the identified ratios in part (I) above, show using calculation or otherwise and
the appropriate trig ratio how to find the unknown side of the right-angled triangle below:
5 cm
cm ͦ
30˚ ͦ ͦ
x cm

Elaborate/Extend:
Take an actual ladder to class and lean it against one of the walls of the classroom. Allow
students to estimate the length of the ladder. Then permit them to either measure the distance
from the foot of the ladder to the wall or the distance from the floor to the point that the ladder
touches the wall (only one measurement can be taken). Allow student so use a teacher’s
compass to determine the angular slope of the ladder from the floor. Task students to calculate
the length of the ladder/post by using knowledge that they learned from STUDENT
HANDOUT 1.
N.B. Remind students that a sketch of their diagrams is always useful.
Alternately: Instead of taking a ladder or posts to the classroom. A student from each group
could lean against a wall in the classroom. The selected student stands at a comfortable
distance facing the wall, feet together and back straight and leans and hold the wall forming a
hypotenuse. The other instructions remain the same as it were a ladder being used. Students
should first estimate the height of the selected student before calculating the actual height.
Then comparing their estimations with the calculated results.
Evaluate:
Students could complete as many activities as seeing fit by the teacher from Worksheet 1.
Teacher evaluation:
Strengths

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity 1
Instruction: Cut out the triangles below and use the appropriate colour crayon to colour the
hypotenuse, opposite and adjacent legs of each right triangle. Colour the angles the same colours
as their opposite sides.
Label Definition/Description Assigned Colour
Hypotenuse The side opposite the right Blue

angle.
Adjacent The side on which both the Red

right angle and the identified
angle sits or is formed.
Opposite The side opposite the Yellow

identified angle that is not a
right angle.

STUDENT HANDOUT 1
Name _______________________ Trigonometry
A) Observe ∆ GBA below and label the hypotenuse, opposite side and adjacent side with respect to the
reference angle A.
⦟ EAD=¿ ⦟ FAC =¿ ⦟ GAB=¿
⦟ ADE=¿ ⦟ ACF =¿ ⦟ ABG=¿
⦟ DEA=¿ ⦟ CFA=¿ ⦟ BGA=¿
Line segment EA ≈ Line Segment FA ≈ Line Segment GA ≈
Line segment AD ≈ Line Segment AC ≈ Line Segment AB ≈
Line Segment DE ≈ Line Segment CF ≈ Line Segment BG ≈
B) Using a protractor or otherwise, determine the missing angle measures of each triangle and
complete the table. Use a ruler, and measure to the nearest tenth of a centimetre, all three sides of
the right triangles. Use the table below to record your data for each triangle.

For each triangle, form ratios using the line segment lengths, then write them in decimal form,
rounded to four decimal places.
EA FA GA
≈ ≈ ≈
AD AC AB
AD AC AB
≈ ≈ ≈
EA FA GA
EA FA GA
≈ ≈ ≈
DE CF BG
AD AC AB
≈ ≈ ≈
DE CF BG
DE CF BG
≈ ≈ ≈
EA FA GA
DE CF BG
≈ ≈ ≈
AD AC AB
C) Write a sentence describing what you notice about the angles, lengths and ratios of your data.
D) After comparing your data with the data of your group, what do you notice about your
group’s data?
E) On a half sheet of paper, write a hypothesis about the relationships among the length of the
sides of the right triangles based on the information that your group gathered and discussed. Get
ready to do the Commit and Toss activity.

F) Using your scientific calculator, find the 3 trigonometric ratios for each triangle’s 3 angles.
Write your answer in the appropriate box. (The key strokes/order of entry may be different on
different types of calculators. Make sure your calculator is in degree mode).
Triangle Name Reference Angle Sin Cos Tan

Measure in
degrees
∆ GAB 21
∆ FAC 21
∆ EAD 21
∆ GAB
∆ FAC
∆ EAD
∆ GAB
∆ FAC
∆ EAD
G) Compare your two tables. Describe what you notice.
H) Compare your findings with your group and describe what you discover.

I) Based on this activity write 3 general equations that can be used to show the ratio relationships
of each of the trimetric functions. Use the words hypotenuse, adjacent and opposite in your
equations.
¿ ❑ = ❑= ❑
❑ ❑ ❑
J) How would your answers from your table change if you used the other acute angle in
the triangle to complete this activity? Justify your thinking.
K) Based on the identified ratios in part (I) above, show using calculation or otherwise and the
appropriate trig ratio how to find the unknown side of the right-angled triangle below:
5 cm
30˚ ͦ ͦ
x cm

Worksheet 1
Instructions: Complete all tasks below.
1. What are two distinct ways that you can find x in triangle LMN using trig ratios?
2. Use sine, cosine or tangent to find x in the triangle below.
3. An inquisitive math student is standing 25 feet from the base of the Washington
Monument. The angle of elevation from her horizontal line of sight is 87.4⁰. If her “eye
height” is 5ft, how tall is the monument?

4. Mark is flying a kite and realizes that 300 feet of string are out. The angle of the string
with the ground is 42.5∘. How high is Mark's kite above the ground?
5. A 20 foot ladder rests against a wall. The ladder makes a 55⁰ angle with the ground. How
far from the wall is the base of the ladder?
Unit of Work: Geometry Topic: Trigonometric Ratios to Find Missing

Angles
Standard:
relationships within the environment
⮚ Use trigonometric ratios to find unknown quantities in right-angled triangle only.

- Name the sides of a right-angled triangle: opposite, adjacent and hypotenuse in
relation to an identified angle.
- Appreciate the value in the use of trigonometric ratios to solve trigonometrical
problems.
- Use trigonometry ratios to find unknown sides of a right-angled triangle.
- Correctly use a calculator to find tangent inverse, sine inverse and cosine inverse.
- Use trigonometry ratios to find unknown angles of a right-angled triangle.
- Ruler, Scientific calculator
Key Vocabulary:
- Right triangle or right-angled triangle, Adjacent, Opposite, Hypotenuse, Inverse
- Use trigonometric ratios correctly to find unknown angles.
Content Outline:

Trigonometry is a branch of mathematics that studies relationships between the sides and
angles of triangles (that’s where the tri comes from). It is a study of relationships in
mathematics involving lengths, heights and angles of different triangles.
The field emerged during the 3rd century BC, from applications of geometry to astronomical
studies. Trigonometry spreads its applications into various fields such as architects, surveyors,
astronauts, physicists, engineers and even crime scene investigators.
The three main trigonometric ratios relate the sides of a right triangle to its angles.
Specifically, they are ratios of two sides of a right triangle and a related angle. Trigonometric
functions are typically used to calculate unknown lengths or angles in a right triangle. The
functions are all related and can be defined in terms of one another.
Sin A = opposite side /Hypotenuse,
Cos A = Adjacent side/hypotenuse,
Tan A = Opposite side/adjacent side.
opp −1 opp
Also, TanA= and A=Ta n
adj adj
adj −1 adj
CosA= and A=Co s
hyp hyp
opp −1 opp
SinA= and A=Si n
hyp hyp
But what is the meaning of sin-1 …?
Well, the Sine function "sin" takes an angle and gives us the ratio "opposite/hypotenuse",
But sin-1 (called "inverse sine") goes the other way ...
... it takes the ratio "opposite/hypotenuse" and gives us an angle.
Review steps for finding an unknownn angle

These are the four steps we need to follow:
● Step 1: Find which two sides we know – out of Opposite, Adjacent and Hypotenuse.
● Step 2: Use SOHCAHTOA to decide which one of the ratio for Sine, Cosine or
Tangent to use in this question.
● Step 3: For Sine calculate Opposite/Hypotenuse, for Cosine calculate
Adjacent/Hypotenuse or for Tangent calculate Opposite/Adjacent.
● Step 4: Find the angle using your calculator function keys for sin-1, cos-1 or tan-1.
Engage:
Permit students to remind the class of the three main trigonometric ratios.
Opposite Adjacent Opposite

E.g. : sin θ= , cos θ= , tanθ=
Hypotenuse hypotenuse adjacent
Then, have students represent each trigonometry ratio using capital letters.
Opposite
E.g. SOH to represent sin θ=
Hypotenuse
Allow students to generate the remaining trig ratios abbreviations with capital letters. Then
task them to form a mnemonic that will help them to remember the trigonometry ratios.
Students should share their responses and justify their thinking.

Allow students to work in groups of three or four to complete the tables below:
Students should examine their scientific calculators in an effort to figure out what the inverse
trigonometry functions are.
Task 1:
Use the sine, cosine and tangent to complete the table. Use all the decimal places shown on
your scientific calculator. The first column is done for you.
θ sinθ cosθ tanθ
30 ° 0.5
Task 2:
Complete the unshaded areas in the table below by finding the inverse functions on your
scientific calculators. The first column is done for you.
Ratio Inverse of sin ⁡( ratio) Inverse of cos ⁡(ratio) Inverse of tan ⁡(ratio)
0.5 30 °

0.866025403
0.577350269
Guided Questions
⮚ How were the first columns done?

⮚ How are the inverse trigonometric ratios represented?
⮚ What is the relationship between the trigonometric ratios and their inverses’?
Task 3:
Marlon has constructed a skateboard ramp in his back yard. The triangular ramp is 8 metres in
length (horizontal length) and reaches a height of 4 metres. A diagram of the ramp and label
the known dimensions as shown below:
8 m

⮚ Determine the length of the skateboard ramp (diagonal length) and make a sketch of the
right triangle.
⮚ Determine the angle of elevation of the ramp (marked angle), to the nearest degree.
Guided Questions
⮚ What are the known dimensions?

⮚ What are you finding: a missing side or an angle?
⮚ Which trigonometric ratios can you use to determine the length of the missing side and
angle?
⮚ Now that you know the value of the ratio, how can you determine the desired angle
using the information from the previous tasks above?
⮚ How do you know your answer is accurate?

Elaborate/Extend:
Scenario (done in pairs on individually)
You have been selected as the president of the math club in your school and was called upon
to quell a contention among some grade 9 students. The contention is that some students
believe that a triangle with a hypotenuse of 10m and two other legs of 8m and 6m is NOT a
right triangle. Whereas, the other group of students believe that it IS a right triangle. Without
using Pythagoras theorem, use trigonometric ratios to determine the angles in the triangle and
verify who is right.
Guided Questions
How and when to use trigonometric ratios?
How does the three angles in a triangle help you to identify the type of triangles?
Evaluate:
Individual work (Bingo Game)
Allow students to draw a 3 by 3 grid in their books and choose random solution values (See
Bingo Activity) to be placed in their grid, a total of nine solution values. Then allow for each
bingo card (See Bingo Cards) to be drawn randomly from a bag and ask students to work and
place a tick or x over the solution on their grid.
N.B. Depending on time, students could win with a line, an X, or a ‘full house’ (all).
Teacher evaluation:
Strengths
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
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Bingo Activity
Instruction: The table shows some angles to the nearest tenth of a degree. Choose any nine
angles and put in your 3 ×3 grid.

Bingo Cards

N.B. Cards can be cut out and laminated.

Unit of Work: Geometry Topic: Pythagoras Theorem
Standard:
⮚ Explore paths, geometric shapes and space and make generalization about geo
metric relationships within the environment
⮚ Use trigonometric ratios to solve problems related to angles of elevation and

depression.
⮚ Calculate unknown angles in given diagrams and worded problems.

- Identify right angled triangle and its properties
- Measure angles using geometric instruments
- Read a protractor
- Use trigonometric ratios to calculate side of triangle
- Use trigonometric ratios to calculate angles in a triangle
- Use trigonometric ratios to solve problems

- Worksheet with pictures of right-angled triangles, Clinometer, Protractor, string, straw,

ruler, pencil.
Key Vocabulary:
- Pythagoras’ Theorem, Opposite, Adjacent, Hypotenuse, Line of sight, Elevation,

Depression, Alternate, Clinometer, Sine, Cosine, Tangent
- Use trigonometric ratio to solve problem.

- Solve problems involving angles of elevation and depression
- Use clinometer correctly to find angles;
- Use the combination of Pythagoras’ Theorem and Trigonometric Ratios to solve
problems.
Content Outline:
An angle of depression or elevation can be measured with the use of a clinometer. A

clinometer is a tool that is used to measure the angle of elevation, or angle from the ground, in
a right - angled triangle. You can use a clinometer to measure the height of tall things that you
can't possibly reach to the top of, flag poles, buildings, trees.
Calculating Angles of Elevation and depression

Engage:
The teacher will introduce the concept of angles of elevation and depression by using a home-
made clinometer to measure the angle of elevation of an object in the class.
The teacher will illustrate to the students how the clinometer is used and how to make a simple
clinometer using chalkboard protractor, a piece of PVC pipe taped to the base of the protractor
and a piece of string tied to the center of the protractor with a weighty object tied to its end.
Making a Clinometer
Resources Needed: String, weighty object, clear tape, and

protractor, straw.
Attach string to the center that aligns

with the 90 degree mark on the
protractor with tape
Attach/ tie a weight object to the end
of the string. E.g.: a screw, nut etc.
Tape the straw along the 180 line on
the protractor
To measure the angle of elevation the protractor is turned upside down with the string hanging
down in line with the 90 degrees on the protractor. As a person looks upward through the pipe/
straw (line of sight) to observe an object above the string will move along the protractor away
from the 90 degrees. The total amount of degrees that the string moved away from the 90

degrees is the angle of elevation.
Note: (students can make their own clinometer, see instructions above)

Explore:
Students will be placed in groups and taken outside for the lesson. Each group will be asked to
estimate the height of any building, tree or high- rise object in the environment. Teacher will
record these estimated heights.
Groups will be asked to select an object in the environment.
1. One member will use their measuring tape to measure the distance from the object to
where they stand.
2. Distance will be recorded.
3. The height of the person using the clinometer will also be recorded. Using the
clinometer the member will then look through the straw to the top of the building or
object.
4. Another group member will record the movement of the string from the 90-degree
angle on the clinometer.
5. Group members will work together using trigonometric ratios to calculate the angle of
elevation.
6. This was shared with the whole class and compared to the estimate made at the
beginning of the lesson made.
The teacher will also demonstrate how to use clinometer to find angles of depression.
Students will also be given the opportunity to use the clinometer to measure various angles of
elevation and depression. They will also use the angles of elevation they have measured to
model and solve real world problems using their knowledge of trigonometric ratios.
Explain:
calculating angles of depression and elevations.
Students will use trigonometric ratios to explain how they were able to arrive at the height of
the various objects/ buildings.

Guided Questions
⮚ How did we derive the angle of elevation?

⮚ Which trigonometric ratio did you used? Why?
⮚ What information did we substitute into the equation?
⮚ Did we have to transpose?
⮚ How does the answer you calculated the same as the height measured?
⮚ If not, what contributed to the variation?
Observation will be made for errors in reasoning which will be corrected as necessary.

Elaborate/Extend:
The height of a basketball back board is 3 metres tall and the player is standing 5 metres away
from the back board. At what angle should he throw the ball for it to hit the back board?
Draw a right triangle that gives a visual representation of the problem. Label the known and
unknown quantities.
Use a trigonometric function to write an equation involving the unknown angle of elevation.

Find the angle of elevation.

Evaluate:
Students will complete work sheet on angles of depression and elevation.
Teacher evaluation:
Strengths
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Measurement Topic: Identify and label Parts of the Circle
Standard:
⮚ Use the correct units, tools and attributes to estimate, compare and carry out the
processes of measurement to given degree of accuracy.
⮚ Identify the arc and sector of a circle
Prerequisite skills/knowledge:

- Identify parts of a circle including, circumference, radius, diameter, sector, and
segment.
- Identify the Minor and Major arcs of a circle

- State the relationships between different parts of the circle
- Piece of string, Compass, ruler
Key Vocabulary:
- Circumference, Diameter, Radius, Degrees, Chord, Sector, Major Arc. Minor Arc
- Know the names of each part of a circle
- Be able to identify each part of a circle on a diagram
- Be able to distinguish among the parts and state their similarities and differences.
Content Outline:

Teaching/Learning Activity:
Engage:

Students will be given cards with the following information.
1. I have no sides
2. The sum of my angles is 360 degrees
3. I can be cut into slices like a pizza
4. Anything standing at my centre is the same distance away from any point on my
boundary.
What am I?
Students will share their responses and give reasons.

Explore:
Students will be placed in groups. They will discuss and define the following parts of a circle
Radius, diameter, chord, segment, sector, circumference
In their groups students will be given the following statement for which the class will be
divided into two teams. They will briefly debate the moot:
Be it resolved “ A diameter is a chord , an arc is the part of a sector that forms a part of the
circumference of a circle while a segment of a circle and a sector of the circle are the same”
Explain:
One group will be for and the other group against the moot. During the debate key points for
and against will be highlighted by students. Teacher will moderate the debate.
Key points from the debate should include:
Definitions of diameter, chord, sector, segment and circumference. Students should debate the
moot by highlighting similarities and differences and take a position as to whether or not they
are for or against the moot
Elaborate/Extend:
Students will use their compass and rulers to draw the following circle and label the parts as
stated.
1. Draw a circle of radius 5 cm.
2. Draw a chord on the circle, measure and state the length of the chord

3. Draw a sector with an angle of 90 degrees. Use your string and ruler to measure the
length of the minor arc and the major arc.
a) Identify a radius
b) Measure an angle of 90 degrees using your protractor from the radius and draw another
radius at that point
c) Shade the region between these two radii, what is this region called?
4. Use your string and ruler to measure the circumference of the circle. State its length.
5. Compare your answers to numbers 3 and 4 what do you notice?
6. How many times can the circumference of the circle can be divided by the diameter?
What do you notice?
A discussion will ensue about the findings from the exploration.
Evaluate:
Mrs. Marcia is an interior decorator. She was given a job to decorate a room for a wedding.
She noticed that the room had a window for which she needs to make a curtain. See the
window below.

What are some measurements that Mrs Marcia can take to ensure that the curtain is a perfect
fit? Give reasons for your answer.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________

Unit of Work: Measurement Topic: Relationship between parts of a

Circle
Standard:
⮚ Investigate and use the relationships between the radius, diameter, circumference and
pi.

- Identify the circumference, diameter and radius of the circle;
- Perform operations with fractions;
- Use the concept of ratio and proportion.
- Calculate the radius of a circle when given the diameter and vice versa
- Demonstrate and explain how the relationship between the circumference of a circle
and its diameter leads to the value of pi
- Derive the formula for the circumference of a circle with reference to its radius or
diameter
- Calculate the diameter of a circle when given the circumference
- Diagram of a circle with unnamed parts, calculators, a variety of circular objects,

masking tape, metric measuring tapes, rulers, Worksheets
Key Vocabulary:
- Pi, diameter, circumference, radius
- Find the radius of a circle when given its diameter /circumference

- Find the diameter of a circle when given its circumference/radius
Content Outline:
The distance around any circle (its perimeter) is called the circumference of the circle.

The diameter of a circle is any line segment that passes through the centre of the circle and
has both end points on its circumference. The radius is half of the diameter or two radii makes
a diameter.
If you know the diameter of a circle, there is a simple formula for finding its circumference.
Circumference = pi ÷ diameter
1 22
The Greek symbol π is called pi. It is approximately equal to 3.14 or 3 or
7 7
Engage:
Students will work individually or in groups to complete activity 1. [see activity sheet below]
They will be asked to review each other’s work and state whether they agree with the
responses given, giving reasons for their answers.
Explore:
Present students with a variety of round objects of different sizes, masking tape, and metric
tape measure/ rulers.
They will work in groups of four
(NOTE: The number in each group is dependent on class size; teacher can modify
accordingly.)
a. Try to figure out where the centre on each object is and use their ruler to give an
estimated measurement across the diameter of one of the round objects. Based on the
diameter of the selected round object, each group will state the radius of the same
object and say how they arrive at the answer.
b. Choose another circular object, estimate and mark its centre then use masking tape to
go from the centre to one point on the circumference. They will use their rulers to
measure in cm the length of this radius. Based on the radius, state the diameter of the
circular object. (Record the measurements)

c. Select other objects (one at a time) and use the masking tape and rulers or the metric
tape measure to find the circumference and diameter (in cm) of each.
They will record their findings at c, in the table below.
Note:
Firstly, teacher should bear in mind that because the exact centre of the objects are not
identified, the measurements will more likely be an estimate
Secondly, each group will record the circumference and diameter for a maximum of five or
six of the circular objects on display.
Ratio of Circumference to Diameter
Object Circumference Diameter Ratio as a Ratio as a Decimal

fraction
(C) (d) (from calculator)
( Cd )
Coffee cup 25.2
8
(example)
25.2 cm 8 cm 3. 15
Peanut
butter jar
Water
bottle
Milo tin

The symbol π (pi) will be displayed on a screen, (Chart, board, or multimedia projector).
Students will be asked to share as much as they know about this symbol; example, its name
and value.
Using a circle cut out or a circular object and a piece of string, investigate the
relationship between pi and the diameter of a circular object. Then, share information
with class.
They will be asked to look back on the table that they completed above and state which
column gives the value of pi.

Explain:
Using the information on the table, students will be asked the following questions
i. What two parts of the circle could you use to give the value of pi?
ii. What operation would you perform on these parts to arrive at the value of pi?
iii. How could you use this to arrive at the circumference of a circle? Explain
iv. Through transposition, determine the formula for finding the Circumference of a
circle.
v. What is the formula if you are using:
a) the length of the diameter?
b) the length of the radius?
vi. How can the diameter be calculated when given the value of the circumference?
Students can write in their journals:
1. A sentence explaining how the diameter and the radius relate to each other.
2. A brief statement explaining what they would do to find the diameter of a circle if
given the radius or the circumference

Elaborate/Extend:
Students will work in pairs to complete the following activity
Using a compass:
a. Draw a circle with a radius of 3.5cm.

b. From this, estimate then measure and record the diameter of your circle
c. Calculate the Circumference of this circle using formula derived above.
Allow different pairs to use different measurements and then estimate and calculate the
circumference of their circle to derive the formula.
Evaluate:
Students will complete Activity 2. See worksheet below
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Engagement Worksheet
Activity 1

Evaluation Worksheet
Activity 1
Complete the following activities
Activity 2
a. John has a circular swimming pool. The distance from the centre of the pool to its edge is 3
metres. What is the diameter of John’s swimming pool?
b. The circumference of a tank is 30 metres; could its diameter be 9 metres? Explain your
answer.

Duration: 60
minutes
Unit of Work: Measurement Topic: Parts of the circle
Standard:
⮚ Identify the arc sector and segment of a circle

- Identify a circle
- Name the parts of the circle
- Cut out of circles
Key Vocabulary:
- Different size circles, Circumference, Diameter, Radius, Degrees, Chord, Sector, Arc
- Identify the deferent parts of the circle.
Content Outline:
Center
In a circle, every point on the circle is at the same distance from the center point.
The center point helps in recognizing the circle.
As you can probably guess from the name, a circle with center O.

Radius
The radius of a circle is a line segment that goes from the center point to a point on the
circle. It is generally represented as 'r'.
A circle has many radii (that's the plural of radius) as you can draw many different lines
from the center point to a point on the circle. Each radius is of same length.

In this picture, each radius (MN, MO, MP) has the same length because the distance from
the center point to the circle is always the same throughout the circle.
Diameter
The diameter of circle is a line segment that goes all the way across a circle through the center
point. It is the longest distance across the circle as it passes through the centre. It is represented
as’d’.
A circle actually has many diameters since you can draw many different lines through the
center of the circle. Each diameter, however, has the same length.

In this picture, each diameter (AB, CD, EF, GH) has the same length because all diameters
of a circle have the same length, this being twice the radius.
So, diameter = 2 x radius
or d = 2 x r
Circumference
The circumference of a circle is the distance around the outer edge of the circle. It is really
a fancy name for the perimeter of the circle.
Circumference = 2 x x r where = 3.14
If you were to run around a circular track, the distance you ran would be the circumference of
the circular track.
Chord

A chord is any line segment that connects any two points on the circumference.
Since the diameter connects two points on the circle, it is also a chord. It is the largest chord in
the circle because it goes all the way across through the center.
Every diameter is chord but every chord is not a diameter.
Arc
An arc is any connected part of the circumference.
An arc is a segment or a part of the circumference of the circle. It is always curved since
circles are curved.

Sector
A sector is an area enclosed by two radii and an arc
Segment
A segment is a section formed between an arc and a chord

Engage:
Students will be shown a projected photo of a house built from various shapes (sample photo
is included in the plan) to identify the shapes that are used to represent each part of the house.
Explore:
Students will be presented in small groups of 3 to 5 students different size circles to observe
and share their observations.
Teacher can use the following guiding questions;
What do you see?
What do you notice on the circles?
Class! Do you know that there are parts of a circle?
Is a circle a polygon or not?
What is the distance around a shape called?
Can you identify the distance around the circle?
Explain:
Have students share their views on what they think is a circle
Teacher will guide students into a discussion relating to 360 degrees and 180 degrees in
relation to turning.
Elaborate/Extend:

Teacher will guide students ( using the cut out circles they were given) to:
Fold the circle into 2 equal parts. Have students crease the folded part, then open the circle and
draw a line through the crease that cuts the circle into two equal parts. Then label the line A
and B at both ends.
Explain to students that the line that form between the circle is what you call “diameter”
Ask students; What diameters do to the circle?
Possible response: cuts the circle in two halves
This time fold again the circle into 4 equal parts. Then mark the fold A, B, C and D. At this
point teacher should guide students to identifying the centre of the circle and label it as X.
Explain to students that the line segment XC, XB, XD and XA are what we call “radius
Ask students; What do you notice about the radius?
Possible response: They have the same end points which is X
Ask students; Therefore describe the radius?
Possible response: The radius is a line segment from the centre to any part of the
circumference
Help students recall the perimeter of a shape. Ask them to run their fingers around that portion
of the circle.
Ask students; Do you know what is circumference?
Possible answer: Circumference is a line that surrounds the circle
Teacher will continue to guide students to identify the arc, chord, sector and the segment of the
circle.

Evaluate:
Instruct students to draw a circle with “O” as the centre point, and label the diameter, radius,
circumference, arc, chord, sector and segment.

Teacher evaluation:
Strengths
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Measurement Topic: Circumference and Arc Length
Standard:

⮚ Find Arc length
Standards for Mathematical Practices::
Prerequisite Knowledge/Skills:
- Identify parts of a circle

- Calculate the circumference of a circle
- Establish the relationship between the arc and the circumference of a circle.

- Piece of string, Compass, ruler
Key Vocabulary:
- Different size circles, Circumference, Diameter, Radius, Degrees, Chord, Sector, Arc
- Identify major and minor arc’s

- Calculate the length of arc
Content Outline:
A circle is 360° all the way around; therefore, if you divide an arc's degree measure by 360°,
you find the fraction of the circle's circumference that the arc makes up. Then, if you multiply
the length all the way around the circle (the circle's circumference) by that fraction, you get the
length along the arc.

The arc at the circumference subtended by the angle 45 degrees is a minor arc AB while the
arc at the circumference subtended by the angle 315 degrees is the major arc AB.
Perimeter: Perimeter is a measure of the boundary of a 2 dimensional shape.

Engage: Students will work in groups. Each group will be given three pieces of strings and
three circle cut out. They will match each circle with the correct length of string which shows
its circumference.
N.B. This activity is to remind students that the circumference of a circle is the distance along
the border of a shape. They are to measure and state the circumference of each circle by
matching the string to the appropriate circle and then measure the length of the string to
determine the circumference of the circle.
Explore:
Students will be given the following diagram to explore and answer the questions which
follow.

Label the sectors A to H respectively.
Complete the table below.
Sector Sector angle Sector angle as LENGTH OF Sector angle as fraction of

fraction of 360 ARC 360 degrees multiplied by
degrees circumference of circle

Use your string and ruler to measure the circumference of the circle.
Circumference of the circle = _______________________________
Circumference/Diameter = _________________________________
What is the sum of the arc length for all of the sector?
Explain:
Students will explain how they were able to complete their number sentences. Their responses
will be used to fuel discussions about how to calculate the circumference of a circle.

Guiding questions:
1. What can you say about the result each time you divide the circumference of the circle
by the diameter?
2. What is the relationship between the diameter and the radius?
3. How can you find the circumference of a circle without measuring?
Elaborate:
5 cm
12 cm
Students will determine the perimeter of the shape above. They will explain how they arrived
at their answer.

Evaluate: Students will answer the following questions.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Measurement Topic: Calculating Circumference of a Circle
Standard:
⮚ Calculate the area and circumference of a circle.
- Use the relationship between radius/diameter to calculate radius/diameter
- Know the value of pi

- Calculate the circumference of a circle when given its diameter

- Calculate the circumference of a circle when given its radius
- Roll of string/cord, Rulers, Calculators, Circular objects, Activity sheets

Key Vocabulary:
- Pi, diameter, circumference, radius
- Find the circumference of a circle given its diameter
Content Outline:
The distance around any circle (its perimeter) is called the circumference of the circle.
The diameter of a circle is any line segment that passes through the centre of the circle and
has both end points on its circumference. The radius is half of the diameter or two radii make
a diameter.
If you know the diameter or radius of a circle, there is a simple formula for finding its
circumference.
Circumference = pi ÷ diameter OR
Circumference = pi ÷ (2 × radius)
1
The Greek symbol π is called pi. It is approximately equal to 3.14 or 3
7
Engage:
Students will use strings/cords to go around circular objects. They will straighten the string,
measure it (cm or mm) and record the total distance that goes around the circular object. They
will cut another piece of string and place it across the diameter of their circle, then measure the
length of this piece of string. They will record the result.
Now align the string representing diameter along the piece used earlier to see how many of the
diameter can be taken out of the circumference.
Students will state the results. They can repeat activity with another round object to see if they
get the same response.
Students will recall the name given to the value of the operation they just did (π-pi).

Explain
Students will share their understanding of pi
Teacher can ask;

Can anyone explain how we get the value of pi?
What is the value of pi as a decimal?
What is the value of pi as a vulgar fraction?
They will be given some time to show how they derive this value using the measurement of
the diameter and circumference of any circular object of their choice
Explore:
Students will work in groups to solve the following
1. A wire of length 28 inches is bent to form a circle. What is the radius of the circle?
2. A circular park has a circumference of 36m. Find its diameter.
In their groups, students will discuss how they calculate the circumference of a circle using the
length of its radius or diameter, hence determine the formula for finding circumference of a
circle.
They can use the questions to help guide the discussion;
● Which formula would you use to calculate the circumference if you are given the
length of the radius?
● Which formula would you use to calculate circumference, when given the length of the
diameter?
● When is the best time to use the decimal value of pi? When is the best time to use the
fractional value of pi?
Each group will share what they have discussed with the whole class. They will use
information gained from the discussion to review the work of each other and provide
constructive feedback as teacher guides the process.
Elaborate/Extend:
Pupils will solve the following task:
Cable is sold on a cylindrical drum with a diameter of 30 cm. The cable is wrapped around the

drum 20 times. How many drums do you need to buy to have 75 m of cable?
Represent your thinking.

Evaluate:
Students will complete the activities outlined below
Activity 1
Students will work individually to complete the following activity
1. A bike wheel has a diameter of 10 in. What is the circumference of the wheel?
Circumference = _____________________
2. A minute-hand of a clock is 16 in long. Find the distance travelled by the tip of the minute-
hand in one hour.
Circumference = ____________________
Activity 2

Activity 3 - Complete the activities below
i. John wants to tie a ribbon around a basketball and give it as a gift. He needs
enough ribbon to wrap around the ball and then 12 more cm to tie the bow. The
basketball has a 4.5 cm radius. What is the total length of the ribbon needed?
ii. A horse walks around a circular track while its trainer stands in the centre. The
trainer is 14 ft from the trainer at all times. About how far has the horse travelled
after walking around the track 4 times? Explain.
A circular water fountain has a diameter of 42 metres. What is the circumference of the water
fountain?
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Measurement Topic: Investigating the relationship between

Radius and Area of a Circle
Standard:
processes of measurement to given degree of accuracy
⮚ Investigate and use the relationship between the radius and the area of a circle

- Explain basic understanding of parts of a circle (radius, diameter and circumference)
- Recall the area formula for quadrilaterals A = base * height
- State the value of pi
- Construction of circles using a compass
- Derive the formula for finding area of a circle

- Use the formula to calculate the area of a circle when given the radius or diameter
- Ruler, Pencil, Scissors, Markers, Blank paper, Compass, Worksheet, Graph paper
Key Vocabulary:
- Pi, Sector, Chord, Minor arc, Major arc, Segment, Diameter, Radius, Circumference
- Derive the area of a circle given the radius or diameter

- Find the area of a circle given its diameter
Content Outline:

The area of a circle is the region occupied by the circle in a two-dimensional plane. It can be
determined easily using a formula, A = πr2, where r is the radius of the circle. This area
formula is useful for measuring the space occupied by a circular field or a plot.
Engage:
Students will be given graph paper, pencil and compass. Using the squares to represent 1 cm2,
students will open the compass to 5 cm and use it to construct a circle. Students will count the
number of 1 cm squares enclosed within the circle, to determine the area of the constructed
circle.
Questions:
What do you notice about the squares enclosed in the constructed circle?
Explore:
In groups/ pairs students will be provided with the following materials: ruler scissors, compass
pencil, two different colour markers and blank papers.
Each small group should construct 3 circles with radii of 4cm, 5cm and 6cm.
Groups should then use one of the markers to outline the circumference of each circle. Allow
groups to use the ruler and the other marker to draw the radius of each circle.
Allow students to write down which part of the circle each colour marker represents.
Allow each group to divide the circles into 8 sectors. . Ask students arrange the sectors in such

a way that it forms a rectangle (see representation below). Allow students to divide the sectors
in into smaller sectors as much time as possible so that when aligned will resemble a rectangle.
Students should:
● Measure the length of each side of the rectangles and record the lengths.
● Calculate the area of each rectangle and record it (using length x width)
Students will be asked use what they about area of a rectangle and the representation of the
markers to derive formula for finding the area of a circle.
See figure below
Explain:
Teacher will allow groups to present the formula they came up with and explain the reason for
this formula.
Guided Questions:
1. What was the original shape?

2. What shape have you used to sectors of the circle to create?
3. What changed when the sectors of the circle where used to create a rectangle?
4. Would the area of the circle be different from that of the rectangle? Why or

Why not?
5. Using the formula for area of a rectangle can you derive the formula for the
area of a circle?
i. What is the formula for finding area of the rectangle?
Length x width or height x base
i. What does the length/height of the rectangle represent on the circle?
>radius
ii. What does the width/base of the rectangle represents on the circle?
half of the circumference
i. What is the formula for finding circumference of circle

>2 x pi x r
ii. If we should change to formula to correspond with the parts of a
circle what would it look like?
>Base x height
>radius x ½ x 2 x π x radius
½x2=1
>r x π x r
> πr 2
iii. Using the formula determine the area of the circle and rectangle.
Elaborate/Extend:
Allow students to do the following scenarios in their groups:
1. A cow is tied with a 20ft long rope to a pin. What is the maximum area the cow can
graze?

2. Andre is baking a pizza in a circular pizza pan. He wanted the pizza to be 12cm long.
Help Andre to determine the area of the size pizza pan he would need.
3. Andre remembered that his sister is at home and wants pizza as well. He wants to
increase the length of the pizza by 4cm. How much bigger should the area of the pizza
pan be to make the new pizza?
Evaluate:
Allow students to complete the worksheet that requires them to find the area of a circle given
the radius or diameter.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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WORKSHEET
1. A dinner plate has a radius of 6 centimetres. What is the area?
2. A dog is tied to a wooden stake in a backyard. His leash is 3 meters long and he
runs around in circles pulling the leash as far as it can go. How much area of land
does the dog have to play in?
3. A spinner has 4 sectors, half of which are red and half of which are blue. If the
radius of the spinner is 3cm, what is the area of the red sectors?
Calculate the area of the following:

Unit of Work: Measurement Topic: Area of a circle
Standard:
processes of measurement to given degree of accuracy
⮚ Calculate the area and circumference of a circle
- Explain basic understanding of parts of a circle (radius, diameter and circumference)
- Recall the area formula for quadrilaterals A = base * height

- State the value of pi
- Construction of circles using a compass
- Calculate the area of a circle when given the radius, diameter and circumference
- Circle cut-outs, Ruler, Worksheet
Key Vocabulary:
- Pi, Sector, Chord, Minor arc, Major arc, Segment, Diameter, Radius, Circumference
- Find the area of a circle given its diameter
Content Outline:
The area of a circle is the region occupied by the circle in a two-dimensional plane. It can be
determined easily using a formula, A = πr2, where r is the radius of the circle. This area
formula is useful for calculating the space occupied by a circular field or a plot.
Engage:

In groups, give students 4 circle cut-outs and a ruler. Each student in the group is required to
measure the radius of the circle then find its area. Groups will compare the calculated area of
the circle and discuss any possible variation seen.
Explore:
In groups, give them the following scenario:
Mrs. Jones is designing a circular lawn. She bought 16m of fencing to enclose the lawn. Help
Mrs Jones figure out how many square metres of grass is needed for the lawn?
Guided Questions:
1. What does the 16m represent?
2. What information is given in the scenario?
3. How can the information given help you to find the area?
Explain:
Groups will present and explain what they did to arrive at an answer. Teacher will ask probing
questions to guide students.
Guided Questions:
1. What is the formula to calculate the area of a circle?

2. What is the formula for finding circumference of a circle?
3. Is there any common variable between the formula for finding area of a circle and
circumference of a circle? If so what is common?

Elaborate/Extend:
Divide the class into 8 groups. Give each group one of the following scenario
Scenario 1:
A circular garden with a diameter of 10 meters is surrounded by a walkway of width 1 meter.

Find the area of the walkway (shaded part).
Scenario 2: A water sprinkler in a garden can spray water at a maximum distance of 12 m in

all directions. What area of the garden can this sprinkler irrigate?
Scenario 3: Sierra lives on a circular plot of land. The plot of land that she lives on has a
house, a farm and a circular pool. The length of the pool is equal to half the length of the yard.
Calculate the area of the yard that is occupied by the house and the farm?

Evaluate:
Allow students to complete the worksheet that requires them to find the area of a circle given
the radius, diameter or circumference.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Worksheet
1) Find the area of the following circles
2) Alice has two flying disks. One is 12 cm in diameter and the other is 24 cm in diameter. What
is the difference between the areas of the two flying disks?
3) A circle has a circumference of 22cm. Find its area.
4) Alice goes to the park every day. The park is circular and has a circumference 34m. How
much area of land does Alice have to play in?

5) Complete the following.

Unit of Work: Measurement Topic: Calculating Arc Length
Standard:
⮚ Find arc length

- Circle has a degree measure of 360 degrees.
- How to determine the circumference of a circle
- How to calculate the area of a circle.
- The parts of a circle (center, radius r, diameter d) and the relationships between parts
of a circle
- Identify the central angle of a circle
- Calculate the fraction of the circumference that arc length represent given its sector
angle
- Calculate the length of the arc of a circle given its sector angle.

- Circular cardboard cut-outs or paper plates that represent the whole pizza
- Sector cardboard cut-outs or paper plates representing the slices of the pizza. (Use
scissors to cut slices (sectors) out of the plates)
- Rulers for measuring the radius
- Protractors for measuring the central angles
Key Vocabulary:
- Circle, Sector, Arc, Circumference, Pi
- Identify the arc measure of a circle

- Associate arc length as a portion of the circumference of a circle
Content Outline:
● A circle is 360° all the way around; therefore, if you divide an arc’s degree measure by
360°, you find the fraction of the circle’s circumference that the arc makes up.
● If you multiply the length all the way around the circle (the circle’s circumference) by
that fraction, you get the length along the arc.
Arc length:
The length of an arc (part of the circumference, like arc AB in the

above figure) is equal to the circumference of the circle (2 π r)
times the fraction of the circle represented by the arc’s measure (note that the degree measure
of an arc is written like measure of arc AB:

Length of arc AB = ( Measure360of˚arc AB )(2 πr)
Check out the calculations for arc AB.
Its degree measure is 45° and the radius of the circle is 12, so here’s the formula for its length:
Length of arc AB = ( Measure360of˚arc AB )(2 πr)

=(
360 ˚ )
45 ˚
(2 × π × 12)
= ( 8 )( 24 × π )
1
= 3 π ≈ 9.42units
1 1
As you can see, because 45˚ is of 360˚, the length of arc AB is of the circle’s
8 8
circumference.
Engage:
Students should be placed in groups of 3-5 students according to the teacher's preference.
Each group should receive two whole pizzas (two whole circles), fraction circles or fraction
circle template, two slice cut-outs, two rulers, and two protractors. The teacher will cut these
circles to specific sizes.
The teacher will:
● Ask students to demonstrate how they would compare the slices to the pizza.
● Ask students how many of their slices would make a whole pizza.
● Allow the students to discuss their findings.
● Ask, "If there are x slices in your pizza, what fraction does your slice represent?"
● Allow students to provide their own definition of sectors, arc length before providing
them with the accurate definitions displayed on the interactive white board for students
to take notes.

Explore:
Have students create a series of circles (same size), cut into various equal pieces (3, 4, 5, 6, 8).
Determine the degree measure of each arc. Students are to compare lengths of arcs to the
circumference of the circle.

Explain:
The teacher continues probing by asking the following questions:
● "How many degrees are in an entire circle?"

● "How many degrees does your piece represent?"
If students are having difficulty, the teacher can pose guiding questions:
● How many total pieces are in your circle?
● What fraction does one piece represent? (1 out of 6)
● If the total number of degrees in a circle is 360, what is 1/6 of 360?
● So, how many degrees is 1/6 of 360?
The teacher explains that each equal part of the circle represents a fraction of the total circle,
or a sector of the circle. The arc is a fractional part of the circumference. Given the fraction of
the circumference that arc length represent or its sector angle, the length of the arc can be
found.
Elaborate/Extend:
The teacher will continue probing by asking students the following question:
● What is the formula for the circumference of the circle?

● Give the arc is a part of the circumference can we find the length of the arc using the
formula for the circumference of the circle?
Students will be asked to calculate the arc length for each of their circle pieces
Students will also be asked to switch their circles with someone with a different number of
pieces along with the working out for the segment, and then give students the formula for
finding the area of a segment.

Evaluate:
1. Students should state how they can find the fraction of the circumference that
the arc length represents given its sector angle and write a formula that can be
used to determine the length of an arc given the degree of the sector angle.
2. Find the arc length of the sector of a circle of radius 8cm and sector angle 1200.
Give exact answers in terms of pi.
3. Lisa ordered a slice of pizza. The central angle is 680. The distance from the
vertex of the pizza to the edge of the crust is 18 cm. Find the approximate
length of the crust (arc) of the pizza. (Use pi as 3.14)

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Duration: 60
minutes
Unit of Work: Measurement Topic: Calculating Area of Sector of a Circle
Standard:
⮚ Find the area of a sector
(✓) 1. Make sense of problems and persevere in solving them.
Prerequisite knowledge/Skills:

- Identify all the vocabulary associated with circles: Circle, major arc, minor arc, semi-
circle, diameter, radius, center of a circle, secant, chord, tangent to a circle, inscribed
angle, central angle, interior of circle, exterior of circle, Finding area of a circle
- Identify the sector of a circle

- Calculate the area of a sector of a circle
- Blank paper, Protractor, Ruler, Compass, Word cards
Key Vocabulary:
- Sector, Area, Segment, Circumference, Secant, Chord, Tangent to a circle
- Identify the sector of a circle

- Calculate area of sector
Content Outline:
A sector is a part of a circle bounded by two radii and an arc lying between the radii. For
example a slice of pizza.
The area of a sector is a fraction of the area of the circle. This area is proportional to the
central angle. In other words, the bigger the central angle, the larger is the area of the sector.
The following diagrams give the formulas for the area of circle and the area of sector.

Engage:
Each student will be given a slice of the pizza above as divided. They will then be asked to
partner with persons so that they can gather a complete pizza. They will then tell what fraction
of the pizza did each person get.
N.B: Teacher should ensure that with the replicas provided to students all the slices are
the same size.
Explore:
Students will continue working in the groups which were formed from the previous
activity.
They will determine the length of the radius of the piece of pizza they have by measuring
using a ruler.
They will arrange their pizza slices so that they resemble the shape of a rectangle as best as
possible.
Students will recall:

Such that area of circle =
Students will be asked to use their protractor to find the sector angle for their slice of pizza.
They will write this angle as a fraction of the total angles in a circle to determine the fraction
of the circle that their slice represent.
They will then be asked to use this fraction to determine the area of the slice of pizza they got.
Explain:

Selected students will explain to the class from their own understanding how the formula used
to find the area of a sector was derived
Elaborate/Extend:
Students will then use this new knowledge to calculate the area of the pizza they started the
lesson with.
They will be asked:
If the same pizza was shared equally for 12 persons what area of each slice of pizza would be
covered with pizza topping?
Evaluate:

Calculate the area of the sectors for the questions above. Calculate the radius for question 8.
9. An adjustable angle pop up lawn sprinkler has been installed in an awkward corner of
the neighbour yard. This sprinkler, assuming full water pressure, can spray everything within
four meters. Given that the angle has been set to 70 degrees, how much lawn space will this
sprinkler head be able to water? (Round to 2 decimal point).
Teacher evaluation:
Strengths
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Weaknesses
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____________________________________________________________________________

____________________________________________________________________________
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Actions to be taken
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Unit of Work: Measurement Topic: Calculating area of segment of a circle
Standard:
⮚ Find the area of a sector, segment or parts there of a circle with the use of angles

- Identify all the vocabulary associated with circles: Circle, major arc, minor arc, semi-
circle, diameter, radius, center of a circle, secant, chord, tangent to a circle, inscribed
angle, central angle, interior of circle, exterior of circle, Finding area of a circle
- Identify the segment of a circle

- Calculate the area of a segment of a circle given the area of the triangular part of the
sector and the sector angle.
- Blank paper, Protractor, Ruler, Compass, Word cards
Key Vocabulary:
- Sector, Area, Segment, Circumference, Secant, Chord, Tangent to a circle

- Identify the segment of a circle
- Calculate area of segment given the sector angle and the area of the triangular portion.
Content Outline:
Segment of a circle: A region bounded by a chord and an arc of a circle
Area of a segment: To compute the area of a segment, just subtract the area of the triangle
from the area of the sector.
Engage:
To be certain the students have the required knowledge of the parts of the circle, they will
participate in a game of "Pictionary" in groups of 5-7. The teacher will write the vocabulary
terms on index cards, with one term on each card.
Each group will be given a set of cards with the vocabulary terms on them.
Students will shuffle the cards and put them face down.
Taking turns, each student will draw a card and without letting the other students see the word,
draw it on their white board while their teammates guess the word.

The teacher will circulate while the teams play and note terms that students have difficulty
with.
After students have played the game for 5 minutes. The teacher will bring the group together
and review the vocabulary terms until the students are proficient in using them.
Explore:
• Students will be given a blank sheet of paper and instructed to draw a circle on it using
their pencil and compass only.
• Students will be required to find the measurement of the radius.
• Teacher will further instruct students to draw a sector on the circle
• Use their protractor to measure the angle formed.
• Students will be required to find the area of the sector.
Teacher will probe student to explain how the find the area of the sector.
• Using the radii of the sector to construct a triangle.
• From the activity done in the engage, Teacher will allow students to identify the
segment of the circle formed.
• Students will review the formula used to find the area of a triangle.
• Student will calculate the area of the triangle.
• Students will explore in their groups how to calculate the area of the segment using the
area of the sector and the area of the triangular part previously calculated.
Explain:
Students will be asked to share how they arrive at their findings with the class.
The teacher continue probing by asking students the following question:
● What is the formula for calculating the area of the circle sector?
● Given the area of the triangular part of the sector can we find the area of the segment?

The teacher explains that the segment is a part of the sector. Given the area of the triangular
part of the sector, the area of the segment can be found.
Elaborate/Extend:
Teacher will have groups switch their circles along with the working out for the segment, then
give students the formula for finding the area of a segment. Students will be allowed to prove
if the formula gives the same measurement for the area as the previous calculation that was
done.

Evaluate:
A central angle of 60° is plotted on a circle with a 4 cm radius. Calculate the area of the
circular segment between the chord joining the ends of the two radii and its corresponding arc.
Construct a representation of the problem above.
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Probability and Statistics Topic: Collecting data
Standard:
⮚ Collect, organize, interpret and represent data and make inferences by applying
knowledge of statistics and probability.
Grade 9Term
Mathematics
2
Lesson Plans
() 6. Attend to precision.
- 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.

- Design and conduct simple experiments, to collect data.
- Chart with students’ names and initials; stop watch /clock
Key Vocabulary:
- Data, collect, interpret, analyze information,
- Complete tables with tally from data collected from experiments;
Content Outline:
⮚ Data is another name for information. This may be recorded or represented in different
ways. A pictograph is one such way that shows data using pictures or symbols. A key
must be used to show the number of items that each picture or symbol represents. All
graphs must have titles.
⮚ Statistics is a very helpful research tool that enables researchers to gather enough data
to make inferences for business, government decisions and even personal choices. For
example, statistics may be used to determine if a new product is doing well, which new
products or services are needed, or even if a drug or treatment has had any positive
effect.
Engage:

⮚ The teacher will write the following word on the board ‘STATISTICS’
⮚ Students will then be asked to pair share, the meaning of the word and the use of it in
our everyday lives.
Suggested questions:
● What is statistics used for?

● How does it help business owners?
● Is it possible to observe data on graphs and make predictions? Explain.
Explore:
⮚ Students will be told that a jewellery store owner wants to use fancy letters as the
design for pendants. He has asked the class to help him carry out the survey.
⮚ The teacher will mount on the board a pre-prepared chart with students’ names and
initials (sample shown below).
⮚ The teacher will poll students to determine which initial they prefer for the pendant and
use the result to complete the table.
1. Which initial is the most common for Christian names – vowels or consonants?
____________ .
2. Which is the most common for surnames – vowels or consonants? _______________

3. Which is more preferred for the pendant: first letter of Christian name or first letter
of surname? ___________________
4. Is there a letter of the alphabet that was not used? ___________________
From the data you have gathered, complete the following table:
Title: Preferred Letters for Pendants
Explain:
Students will explain what they have explored after which the students will critique the
responses of others and if possible provide clarity.
Suggested questions
What advice could you give this businessperson about making pendants and their selling
price?

Elaborate/Extend:
Every Beat of Your Heart

The heart of a child below the age of twelve beats about 100 times a minute.
Try the following experiment: Check your heartbeat by pressing your fingers as shown below
to find your pulse. The pulse is the throbbing, or beating, felt when blood is pumped by the
heart. Once you can feel your pulse, count how many times your heart beats in one minute.
1.Determine the following:

(a) Number of heart beats in one minute while at rest _____
(b) Number of heart beats in one minute after exercise: _____
Stepping up and down ______ Walking ______ Running in place ______

2. Does the heart beat faster at rest or after exercise?
3. Which exercise caused the heart to beat the fastest: stepping up and down, walking, or
running?
4. Would the heart beat faster if you exercised for more than one minute? Why?
5. Do you think the heart would beat faster after running, or after biking? How could you test
your prediction?
6. Whose heart would beat faster: a person who has just run a long race or someone who has
just played a baseball game? How could you find out?
⮚ Research how exercise affects heart beat during various activities e.g. sports, watching
a scary movie etc.
Evaluate:

Students will be given the following topics to conduct simple experiments and collect data:
⮚ Fruits to be sold on fruit day

⮚ Snacks to be sold at the tuck shop
⮚ Lunch to be served at the canteen
Suggested questions
● What is the aim of the experiment to be carried out?

● How will the information gathered from the experiment be used?
● Will carrying out the experiment assist you in making a decision? Explain.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Statistics Topic: Describing Probability
Standard:
- Design and conduct simple experiments, to collect data
- Determine simple probabilities and draw appropriate conclusions

- Use fractions and percentages to describe probability
- Coins, Image
Key Vocabulary:
- Probability, Simple event, Outcome
- Correctly determine probabilities based on events
Content Outline:
Probability – The chance that some event will occur. It also can be described as the measure
of how likely an event is to occur. The more likely an event is to occur, the higher its
probability. The less likely an event is to occur, the lower its probability.
Simple event – One outcome or a collection of outcomes.
Example: P(rolling a 4)
Outcome – A possible result in a probability experiment.
Example: Tossing a “heads” when tossing a quarter
Number of favourable outcomes

P ( event )=
Number of possible outcomes
The probability of any event is a number (either a fraction or a percent)

Example: The weather forecast shows 70% chance of rain.
7
P(rain) = 70% or
10
If an event will never happen, then its probability is 0.
Example: When a single die is rolled, find the probability of getting an 8
Since the sample space consists of 1, 2,3,4,5 and 6.
It is impossible to get an 8.
0
Hence, P ( 8 )= =0
6
If an event is sure to happen, then the probability is 1.
Example: When a single die is rolled, what is the probability of getting a number less than 7.
Probabilities can also be described with fractions or percentage.
⮚ A probability of ½ or 50% has an even chance of occurring.

⮚ A probability of less than (<) ½ or50 % would be unlikely of occurring.
⮚ A probability of more than (>) ½ or 50% would be likely to occur.

Engage:
Students will work in pairs to play Rock-Paper-Scissors. They will use three rounds to play
and record their results in the table below and complete the activity that follows.
a) Write W if you win and L if you lose.

b) Who is the winner?
c) How did you determine the winner?
Explore:
Students will be given the following scenario and are expected to do the activities in their
groups
Situation: Pick and Carry is having an IPOD giveaway. They put all the IPOD shuffles in a
bag. Customers may choose an IPOD without looking at the colour. Inside the bag, there are 4
orange, 5 blue, 6 green and 5 pink IPODS.
Group 1. If Maria chooses one IPOD at random, what is the probability that she will choose an
orange IPOD? Use a fraction and a percentage to describe the probability. Explain how you
arrived at your answer.
Group 2. If Maria chooses one IPOD at random, what is the probability that she will choose a
blue IPOD? Use a fraction and a percentage to describe the probability. Explain how you

green IPOD? Use a fraction and a percentage to describe the probability. Explain how you
pink IPOD? Use a fraction and a percentage to describe the probability. Explain how you

Explain:
● Selected pairs will be asked to present their solution from the engagement activity
● Each group will be allowed to present their solution to the exploration activity
Elaborate/Extend:
Students are expected to use the image to answer the questions below
1. If you were to select 1 shape at random from the array, what shape do you have the
greatest probability of selecting?
a. Use a fraction to describe the probability.
2. Which shape has a 32% chance of being selected?
Evaluate:
Students are required to flip a coin 15 times and use the data to complete the tables below.
Outcome Tally

Heads
Tails
Probability Number of Number of Probability of this Probability of this

of getting favourable possible event occurring as a event occurring as a
outcomes outcomes fraction percentage
Heads P ( Heads )=¿ P ( Heads )=¿
Tails P ( Tails ) =¿ P ( Tails ) =¿
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Probability and Statistics Topic: Simple Probabilities
Standard:
⮚ Appreciate the necessity for taking precautions in collecting, analyzing and interpreting
statistical data and making inferences.
⮚ Demonstrate the ability to use concepts in statistics and probability to describe, model
and solve real-world problems.
Standard Mathematical Practices:

- Understand the concept of probability.
Specific Objective:
- Determine simple probabilities and draw appropriate conclusions.
- Computer/tablet/cell phone, Face of cards, Fair coin, Die, Bag with marbles
Key Vocabulary:
- Probability, Events, Experiment, Trials, Outcomes, Conclusion

- Define and note key terms relating to functions and relations.

- Accurately calculate probabilities using formula;
- Correctly determine probabilities based on events.
Content Outline:
Probability is a numerical description of how likely an event is to occur or how likely it is that
a proposition is true. Probability is a number between 0 and 1, where, 0 indicates impossibility
and 1 indicates certainty.
Probability of any event = number of outcomes/number of total possible outcomes
Engage:
Students will be engaged in a game of “musical chair”. A rhythm/song will be playing while
students are passing a bag with questions on probability around. When the rhythm/song stops
whoever has the bag will select a question and answer it. See sample questions below.
Explore:
In small groups (groups of 4 or 5)
Each group will be given one of the following, die, face cards in a deck, fair coin or a bag with
marbles. They groups will carry out experiment using these items and complete a table similar
to the one below for the item given below.
Item: Coin
Number of Throws Probability of Probability of Conclusion

getting head getting tail

10 Throws
30 Throws
50 Throws
Explain:
The reporter from each group will explain what they did in their experiment and the
conclusion that they made at the different stages of the experiment.

Elaborate/Extend:
In their small groups, students will take pulse rates of one group member using activity sheet
provided on the Internet:
http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/BeatHeart-AS-
EveryBeat.pdf.
Then collect and interpret data, make predictions, and draw conclusions.
Before beginning the exercises on the activity sheet, students should predict which activity
will result in the greatest pulse:
● Being at rest
● Stepping up and down
● Walking
● Running in place
Students will then carry out the experiment and complete the activity sheet.
Evaluate:
Students will make a journal entry (a paragraph) about what they learnt, what they found
interested and what they did not like.
Teacher evaluation:
Strengths
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____________________________________________________________________________

Weaknesses
____________________________________________________________________________
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Actions to be taken
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Unit of Work: Statistics Topic: Probability
Standard:
⮚ To help students understand and appreciate probability in mathematics and in

everyday life.

- Design and conduct simple experiments, to collect data;

- Determine simple probabilities and draw appropriate conclusions;
- Use fractions and percentages to describe probability
- Interpret a probability given as a fraction or percentage.
- Cards, coloured dice

Key Vocabulary:
- Data, collect, interpret, analyse, information, predict, conclude, Probability,

chance/tries, likely, outcome, possible/possibility, Survey, Questionnaire, Observation,
Interview schedule, Experiment, Sample, Population, Fair, Fraction, Sample space,
Event, Certain, Likelihood, Impossible.
- Accurately calculate probabilities using formula.

- Define correctly key terms and words noted throughout activities.
- Correctly determine probabilities based on events
Content Outline:
How to Interpret Probability
Probability is the extent to which an event is likely to occur, measured by the ratio of the
favourable cases to the whole number of cases possible.
The probability that an event will occur is expressed as a number between 0 and 1. The
probability of event A is represented by P(A). The probability scale below shows the range of
the values and their interpretation.
▪ If P(A) equals zero, event A will almost definitely not occur.

▪ If P(A) is close to zero, there is only a small chance that event A will occur.
▪ If P(A) equals 0.5, there is a 50-50 chance that event A will occur.
▪ If P(A) is close to one, there is a strong chance that event A will occur.
▪ If P(A) equals one, event A will almost definitely occur.
The following terms can be used to interpret probabilities as can be seen above from the chart.
Impossible, highly unlikely, very unlikely, even chance, likely, very likely, highly likely,

certain
1
For e.g. The probability that in a car mart there will be a red car is or 0.2
5
1
P (red car) = = 0.2
5
1
This can be interpreted as, in a car mart chosen at random the chance of seeing a red car is
5
or 0.2, or for every 5 cars in a car mart 1(one) will be red, also, since 0.2 is closer to 0 the
outcome is very unlikely.
In a statistical experiment, the sum of probabilities for all possible outcomes is equal to one.
This means, for example, that if an experiment can have two possible outcomes (A, and B),
then P(A) + P(B) = 1.
This also signifies that P(A) = 1 – P (B)
Engage:
Working in groups of four, students will be given a bag with 8 dice of different colours, 4
blue, 3 yellow and 1 red. They will be asked to make three draws without replacing the dice
and write down the result of the experiment.
Students will be asked to share their results with the class. A discussion will be generated on
the meaning and interpreting of their results.
1. If a die was selected at random, what is the probability that it will be:
a. a red die?
b. a yellow die?

c. a blue die?
2. What did you notice about the probability of each event occurring in question 1

Explore:
Complete the chart below and answer the given questions.
A survey was conducted among 140 residence in Gentle Spring Gardens regarding their
community.
The table shows the results of the survey.
Favourable Probability Probability

responses (fraction) (decimal)
Questions
1 Adequate water supply 112 28/35
2 Good roads 133
3 Feels safe 105 0.75
4 Reliable garbage collection 50 5/14
5 Reliable transportation 96 0.69
6 Adequately maintained of community 70

centre
7 Too many stray animals 41 41/140
1. Complete the table above giving your answers as fractions in their lowest terms and as
decimals.
2. If a resident was chosen at random, state the likelihood of each of the following.
a. the resident responded that:
i. there is adequate water supply
ii. the roads are bad
iii. transportation is reliable
iv. the community centre is not adequately maintained
3. Explain how you decide on the suitability of the terms used in question 2 above?
4. Which of the 7 questions above would be most appropriate to decide if a person chosen

at random a satisfied resident? Give a reason for you answer.
Explain:
Students will be asked to share their responses, using the questions above as a guide.
Teacher will provide clarification where necessary.

Elaborate/Extend:
Observe the spinner below and answer the following questions.
1. How can the spinner be altered so that the probability of the arrow stopping?
1
a. on green be
3
b. red be 0.2
1
c. yellow be
6
d. and blue be 0.25
Evaluate:
In groups of 4 students will be asked to complete the activity below.
1. A survey was carried out among 100 teenagers in an urban area, the results are given
below.

98
a. P (has a phone) =
100
70
b. P (has a tablet) =
100
5
c. P (walks to school) =
100
55
d. P (attends an all-boys school) =
100
33
e. P (lives far from a shopping mall) =
100
2. State the events that are likely or very likely to occur and the reason for your
responses.
3. Design each experiment below, showing your sample space and the favourable
outcome. Explain your answers.
a. A ball is drawn from a bag of 10 dice, the probability of getting a red is very
unlikely.
b. From a full deck of cards, there is an equal chance of getting a card.
c. If a student is selected randomly from a class 30 students the probability that the
persons plays football is highly likely.
d. A fair die is tossed and the probability of obtaining a number is unlikely what type
of number could that be?
e. Modify d above to make the probability of obtaining a number “certain”.
Teacher evaluation:
Strengths
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____________________________________________________________________________
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Weaknesses
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Actions to be taken
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Unit of Work: Algebra Topic: Defining a Function
Standard:
⮚ Employ algebraic reasoning through the use of expressions, equations and formulae
to interpret, model and solve problems involving unknown quantities.
- Represent a mapping by a (a) rule, (b) diagram , (c) a set of ordered pairs
- Recognize and give example of each of the following type of mapping:
o one-to-one
o one-to-many
o many-to-one
o many-to-many

Specific Objective:
- Define a function as a many-to-one or one-to-one relation
- Activity sheet
Key Vocabulary:
- Function, relation, Mapping, Domain, Image
- Complete tables on functions correctly
Content Outline:
What are Functions in Mathematics?

A function is a relation for which each value from the set the first components of the ordered
pairs is associated with exactly one value from the set of second components of the ordered
pair.
Let A & B be any two non-empty sets, mapping from A to B will be a function only when
every element in set A (domain) has only one image in set B (range).
Example:

One to one function
If each element in the domain of a function has a distinct image in the co-
domain, the function is said to be one to one function.
Many to one function
On the other hand, if there are at least two

elements in the domain whose images are
same, the function is known as many to one
function.

Engage:
Students will be asked to work in pairs to draw a mapping diagram that represents the
following relations and explain their diagrams.
o one-to-one
o one-to-many
o many-to-one
o many-to-many
Explore:
Students will complete Task 1 as Think, Pair and Share and Task 2 as a small group activity.
Task 1
A function is a relation between a set of inputs and a set of permissible outputs with the
property that each input is related to exactly one output.
Identify the mapping diagram that matches this definition and justify your answer
Questions Eliciting Thinking
1. Do you know what a relation is?

2. Do you know what makes a relation a function?
3. How many outputs can be associated with one input?
4. Explain why you thought this relation was/was not a function.

Task 2
Name: _________________________ Date: ______________________
Complete the table of values so that Table 1 represents y as a function of x, but Table 2 does
not.
x y x y

Complete the table of values so that Table 3 represents y as a function of x, but Table 4 does
not.
4
-1 0 0
5
3. 2 1 4. 1
6
3 2 2
3
Justify and explain your answer.
Explain:
Selected groups or pairs will be selected to share their solution with the class. The guided
questions will be used to clarify any misconceptions
Elaborate/Extend:

Students will complete activity in pairs and share their solution with the class.
Evaluate:
Students will complete activity 2 individually

Teacher evaluation:
Strengths
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Algebra Topic: Functions , Relations and Graphs
Standard:
- Use the properties of an appropriate polygon to find the relative position vector of
parallel and non-collinear vectors. Not needed as a prerequisite.
- Define a function as a many to-one or one-to-one relation.
- Plot the ordered pairs of a mapping as a graph
- Draw straight line graphs of the form y = mx + c by
(a) plotting, (b) using the gradient and intercept;

- Distinguish between the graph of a relation and the graph of a Function.
- Internet, Computer, Graph paper/grids, Apparatus for experiment (i.e. seeds,

containers, water, newspaper, tissue paper), Ruler, Teacher
Key Vocabulary:
- Functions, Relations, Graphs, Functional notations, Range, Domain, Formulae,

information, data, vertical
- 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 inputs and outputs in sets of functions;
Content Outline:
● A relation is a relationship between sets of values.
● In math, the relation is between the x-values and y-values of ordered pairs.
● In an ordered pair (x, y), x and y are called the components of the ordered pair.
● x-values are called the domain
● Y-values are called the range.
● Function -A type of relation where there is exactly one output for every input. For

every x there is exactly one y.
● The set A is called the domain of f and the set B is called the co-domain of ‘f.’ The
numbers in B which have arrows coming into them from A are called the images of the
numbers in A. For instance, 2 is the image of 1 and 8 is the image of 4.
● In function notation, we say f (1) = 2 and f (4) = 8. The set containing all the images is
called the range of f. In this case, the range of f is the set {2, 4, 6, 8}.
● Functions can be represented in a number of ways, including graphs
● The Vertical Line Test is a test for functions. If you take your pencil and draw a
straight line through any part of the graph, and the pencil hits the graph more than
once, the graph is not a function. Therefore, a graph will represent a function if the
vertical line test passes, in other words, no vertical line intersects the graph more than
once.
Engage:
● Students will be given the following ordered pairs and be asked which represents a
function and which represents a relation.

● What are you looking for in order to make your decision?

● What is a function?
● What is a relation?
● Do they have anything in common?
● What should be different?

Explore:
● Students will be given the ordered pairs from the engage activity and be asked to plot
them on graph paper.
● Students will then be brought through the process of doing the vertical line test on the
graph that was done.
● They will then be asked to state what they observe, after doing the vertical line test on
both graphs.
Explain:
responses of others and if possible, provide clarity.
● How did you arrive at your answer?

Elaborate/Extend:
Students will use Geogebra or any other dynamic geometry software to investigate functions
and non -functions. Document their observations about the differences between these two
types of relations and highlight the significant feature that makes a relation a function.
● What do you notice about the graphs given / shown?

● Do you see a difference with the graphs that you have generated?
● What do you think is the cause of this difference?
Evaluate:

Teacher evaluation:

Strengths
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Weaknesses
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____________________________________________________________________________
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Actions to be taken
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____________________________________________________________________________

Subject: Mathematics
Grade: 9 Duration: 60 minutes Term: 2
Unit of Work: Algebra Topic: Functional notations
Standard:
() 1. Make sense of problems and perseveres in solving them.
- Define a function as a many-to-one or one-to-one relation;
- Distinguish between the graph of a relation and the graph of a function.

- Use the functional notations, for example , ƒ:x →2x+1, ƒ(x)=2x+1, y=ƒ(x):
- Cards, worksheet
Key Vocabulary:
- Dependent variable, independent variable, functional notation,

- Write functions using functional notation
Content Outline:
Function notation
Functions have dependent and independent variables, and when we use function notation the
independent variable is commonly x, and the dependent variable is f(x).
If x is the indepent variable and y is the dependent variable, then the function nottion for y is
f(x), read “f of x” where f names the function.
Exmple: y = 2x
f(x)=2x

Engage: In small groups( 4 or 5 students)
Students will be engaged in card game. The cards will be placed face down on each table.
Each student in the group will take turns selecting a pair of card. If the pair selected matches,
students will keep the card; if the pair is incorrect the student will replace the card on the table
face down. The student with the most card when all the pairs have been matched is the winner.
Explore: In small groups (4 or 5 students)
Each group will be given the following functional representations ƒ:x →2x+1, ƒ(x)=2x+1 and
y=ƒ(x). In their group students will discuss the meaning of each functional representation.
Student will be given a worksheet to guide their discussion. See attached worksheet.
Example:

Explain:
The reporter from randomly selected group will share the meaning for one of the functional
representations with the class. The other groups will be given a chance to ask questions and
share their views. Misconceptions will be clarified if there are any.
Elaborate/Extend:
Students will be given the scenarios below for them to write using the three functional
representations explored.
‘Michael has a big garden. When he measured the height of the tree it was 15 feet tall. After
one year it was 16 feet tall. If the tree’s height continues to grow at this rate, determine the
function that represents the height of the tree’.
Evaluate: Complete the following.
A. Write the following equations using functional representations.
1. y=3x + 4
2. m = 4t – 5
B. Write the following equations using functional representations.
1. Julia has been measuring the length of her baby’s hair. The first time it was 5cm long and
after one month it was 2 cm longer. If the hair continues to grow at this rate, determine the
function that represents the hair growth.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Algebra Topic: Relations, functions & graphs
Standard:
⮚ For students to appreciate the use of relations, functions and graphs and apply it to
transactions in their daily lives.
- Plot the ordered pairs of a mapping as a graph;

- Draw straight line graphs of the form y = mx + c by (a) plotting (b) using the
gradient 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 pair of equations on the same pair of axes and interpret the points of
intersection if any;
- Graph linear inequalities on the coordinate plane and identify regions on the graph.
Pl Plot the ordered pairs of a mapping as a graph; (b) using the gradient and intercept;
- Determine the range value that corresponds to a given domain value by evaluating the
function at the stated domain value.
- Teacher generated tables and worksheets
Key Vocabulary:
- Functions, Relations, Graphs, Functional notations, Range, Domain, Formulae,

Information, data
- Complete tables on functions correctly;

Content Outline:

⮚ The domain of a function is the set of input values, x, for which a function is defined.
⮚ The function provides an output value, f(x), for each member of the domain. N
⮚ The set of values the function outputs is termed the range of the function,
⮚ A function is the relation that takes the inputs of the domain and output the values in the
range. The rule for a function is that for each input there is exactly one output.
Engage:
Students in groups will work at identifying the functions from the given set of diagrams:

Engage Cont’:
Students in groups will work at identifying the functions from the given set of diagrams:
C.
D.

E.
Students will present their findings.
Note: From the discussion a recap of the terms domain, range and function should come up.
Misconceptions will be clarified.

Explore:
Following the above activity students will work in groups where they will look at the
diagrams and identify range for the following:
c.

d.
Explain:
Students will explain how they arrived at their solutions above. Misconceptions will be
identified and clarified through discussions.
Elaborate/Extend:
Students will then complete this problem by finding the range and domain from the given
diagrams.

Evaluate:

Teacher Evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Duration: Term:
Subject: Mathematics Grade: 9
60 minutes 1
Unit of Work: Algebra Topic: Relations, Functions and

Graphs
Standard:
- Define and give real life examples of functions.
- Interpret Information from a graph
- Write ordered pairs

- State the domain and range of a function
- Post-its, worksheets
Key Vocabulary:
- Function, Relation, Domain, Range/Codomain
Content Outline:
A function is a rule that assigns to each input exactly one output. For example the table below
shows the input and the output if the rule is: multiply by 3.
Input Rule output
0 ×3 0
1 ×3 3
2 ×3 6
In the function above the rule: multiply by 3 is referred to as “a relation.”
Hence a function is a one-to-one or many-one relation.
We could use the letter “x” to replace input and “y” to replace output
Input (x) Rule Output (y)
0 ×3 0

1 ×3 3
2 ×3 6
In a function the set of inputs or x-values is known as the domain whereas the set of outputs or
y-values is known as the range.
Domain Rule Range
0 ×3 0
1 ×3 3
2 ×3 6
Domain = {0,1,2} and Range = {0,3,6}
Ordered pairs: (0,0), (1,3) and (2,6)
The input and output can be written as an ordered pair in the form (x, y). In the ordered pair the
x-value is called an element of the domain while the y-value is called an element of the
range.
Engage:
Each student will be given a post-it to write down a real life example of a function. After 2-3
minutes, students will discuss their example with a partner and make adjustments where
necessary. Students will then be selected randomly to share their example. Each example will
be critiqued by the class to say whether are not it fits the definition of a function.
From the examples given the teacher will select 1 or 2 and ask the following guided questions:
1. What is the input for this particular function?

2. What is the output?
The teacher will help the students to understand that the set of inputs is called the domain and

the set of outputs is called the range.
Explore:
Working in pairs students will complete the “domain and range” activity worksheet
Explain:
Students will share their response to the questions on the activity sheet
Elaborate/Extend:
Working in pairs students will complete the following activity.
1. Movie tickets will be purchased at the Carib Theatre. Each ticket costs $600.
x represents the number of tickets purchased , y represents the cost for the tickets in dollars
X $Y
1 600
2 1200
3 1800
4 2400
5 3000
a.) Does this relationship represent a function? Explain.
b.) What is the domain?

c.) What is the range?
d.) How can you represent the table as an equation?
e.) f(10) = ?
f) Tommy predicted that if 15 tickets are purchased the ordered pair would be (15, 9000).
Which number in the ordered pair is an element of the range? ________. Which number is an
element of the domain? ________.
2. For the real life example written at the start of the lesson give the domain and the range
Evaluate:
Students will individually complete the activity on worksheet # 2
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Algebra Topic: Relations, Functions & Graphs
Standard:
- Plot the ordered pairs of a mapping as a graph;

- Draw straight line graphs of the form y = mx + c by
o plotting,
o 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.
- State the domain and range of a given function.

- Distinguish between functions defined for different domains by the same formula.
- Worksheet
Key Vocabulary:
- Relation, Function, Mapping, Graphs, Functional notations, Range, Domain, Formulae,

information, data

Content Outline:
Definition of a relation, function, mapping
Relations
A relation is a set of ordered pairs. For example: (1, a), (2, b), (3, c). The set of first elements
is called the domain: {1, 2, 3} and the set of second elements is called the range: {a, b, c}.

Arrow or Mapping Diagrams
Relations can be represented on arrow diagrams.
Example:
Types of relations
The three main types of relations are shown in the following arrow diagrams
Functions
A function is a one-to-one or many-to-one relation. Therefore the first and third arrow
diagrams directly above represent functions. Each element in the domain must be mapped onto
one and only one element in the range. The diagram in the middle is not a function because an
element in the domain cannot be mapped on to two elements in the range.
Engage:
Students will be given incomplete mapping and asked to complete each mapping

Explore:
Students working in pairs will state the function for each mapping and listing the ordered pairs
Explain:
Students will share their reasoning for identifying their function as they did
Elaborate/Extend:
1. Students should then draw the graphical representation of A& B and C&D on the same
Cartesian plane, they will discuss what they notice
A B

Evaluate:
Students will complete the table listing the ordered pairs then plotting the points, they should
then use any one of the functions on a different domain and plot the points.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Duration: 60
minutes
Unit of Work: Numbers Topic: Ratio And Proportion
Standard:
⮚ For students to appreciate the use of ratio and proportion and apply it to transactions
in their daily lives.

- Perform operations with fractions.
- Use the concept of ratio and proportion
- Solve more complex problems involving ratio and proportion.
- Worksheet
Key Vocabulary:
- Ratio, Proportion, Scale, Interpret, Model, Equivalent, Scale drawing, Observation
- 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
Content Outline:
A ratio represents the proportional relationship between quantities, not the actual quantities
themselves.
Fractions are an especially effective way to represent and work with ratios.
Proportions are two or more equivalent ratios or fractions in which the terms of the first

ratio/fraction have the same part-to-whole relationship as the second ratio/fraction.
Engage:
Students in groups will compete to solve the following question.
On Thursday, 240 adults and children attended a show. The ratio of adults to children was 5 to
1. How many children attended the show?
They will present to the class their solutions. This will be discussed and misconceptions
clarified.
Explore: In their small groups students will be asked to complete the tables below.
Km 45
Hour(s) 1 2 3 4 5
US$ 135
JA$ 1 2 3 4 5
Guided questions
1. What do you understand from the table?
2. How can we complete the table?
3. What approach would you take in arriving at your solutions?
Explain:

Students will explain how they arrived at their solutions above. Misconceptions will be
identified and clarified through discussions.
Elaborate/Extend:
Students will then complete this problem.
At a given location and time of day, it might be true that a fence post that is 4 cm high casts a
shadow that is 6 cm long.
a) What is the ratio of the height of the object to the length of the shadow?
1. How long of a shadow would a 6-foot man cast?

2. How tall would an object with a 12-foot shadow be?
Evaluate:
Students will complete the attached worksheet.
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Numbers Topic: Consumer Arithmetic – Solving Real

Life Problems
Standard:
⮚ Number Operation and Application, use the basic operations, number relationships,
patterns, number facts, calculators and software to compute and estimate in order to
solve real world problems involving fractions, percentages and decimals
⮚ For students to appreciate the use of consumer arithmetic and apply it to transactions
in their daily lives.

- Perform operations with fractions, decimals, percentages, profit & loss, simple
interest.

Students should be able:
- Use consumer arithmetic to solve real life problems.
- Plain Paper
-
Key Vocabulary:
- Discount, sales, profit, loss profit/loss percent, fractions, percent, decimals, simple
interest
- Engage in group discussions and activities
Content Outline: Discount.
A discount is an amount taken off the original/marked price, which gives the buyer a better
deal. Discount is often expressed as percentages.
A 10% discount is given on an item which cost $540. Calculate the discounted price
10% of $540 = $54, so the discounted price is $540-$54 = $486
Alternately the customer pays (100-10) % which is 90% of the cost
Therefore, 90% of 540 = $486
Profit. Most entrepreneurs start businesses to make a profit. A profit is a financial gain; the
difference between the amount earned and the amount spent while a loss is the amount of
money that is lost. Profit and loss can also be calculated as a percentage.
Mr. Jones bought a pair of sneakers for $3200 and sold it for $3650. Calculate his percentage
profit.

Selling price = $3650, Cost price = $3200
Profit = ($3650 - $3200) = $450, therefore Profit = selling price – cost price
The percentage profit is calculated as a (selling price – cost price)/cost price × 100
This gives $450/$3650 × 100 = 12.3 %
To find loss the different is that we subtract the cost price from the selling price.
Simple Interest. Simple interest is an interest (in percentage) that is paid or calculated on the
original amount of a loan or the amount of money in an account.
Calculate the interest paid on an investment of $12,000 at 8% per annum for 3 years.
Principal = $12000, Rate = 3% , Time = 3 years
8% of $12,000 = $960 each year,
so for 3 years it will be 3(960) = $2880
since the amount is the same for all 3 years
S.I.= 12000 x 8 x 3 = PRT/100
100
Any component of the formula can be found by transposition
For e.g. Rate = 100I/PT etc.
Engage:
In groups of 4, students will solve the given problem and share their answer with the class.
Gary was given a sum of money to buy school materials. He spent 25% of the money on
stationary and 4/5 on books. If he had $450 remaining. How much money was he given?

Explore:
You are an entrepreneur seeking financing of $400,000 for the business. You and your three
(3) business partners are required to design and submit a budget for one (1) month showing
five (5) items that you will need to start a retail section of your business. You are given a
discount of 10% on one of the items that you will purchase. You will need to indicate if your
business will make a profit within the first month.
a) Create and present your budget.
b) What percentage profit/loss would be made during the first month?
Will this new retail section be beneficial to all the partners and why?
Explain:
A member of the group will be asked to explain the composition of their budget using the
guiding questions above. The teacher will make clarifications where necessary.
Elaborate/Extend:
Four business partners borrowed $400,000. They have two options to choose from to repay the
loan.
Option A : Simple interest at 12% for 2 years
Option B : Simple interest at 8% for 3 years
1. Which of the following would you recommend to the partners? Give a reason for your
answer.
2. If the terms changed and both plans were given for 5 years.
What would be the new interests as a percentage of the previous?

Evaluate: Students will work individually.
Show your solution for the following questions.
1. An article which cost $1235.79 was priced at $1631.25 for sale. After two months the
price was reduced by 20%. Determine whether the new selling price would represent a
loss or profit, and calculate this loss or profit as a percentage of the cost price.
2. The profit made on the sale of a school bag was $695. The bag was sold for $4300.
What was the cost price?
3. A profit of 15% was made on a textbook which was sold for $2850. Determine the cost
price.
4. The simple interest calculated on a loan at 5% per annum for 5 years is $13000.
What was the principal?
Teacher evaluation:
Strengths
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Weaknesses
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____________________________________________________________________________
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Actions to be taken
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Unit of Work: Numbers Topic: Utility Bills
Standard:
⮚ Number Operation and Application Use the basic operations, number relationships,
solve real world problems involving fractions, percentages and decimals.
⮚ Students should be able to appreciate the concept of consumer arithmetic and its
everyday application.
Standard for Mathematical Practices:

- Use consumer arithmetic to solve real life problems.
- Calculate the total utility bill to be paid from given instructions;
- Real utility bills ( water, electricity and phone)
Key Vocabulary:
- Utility, consumer, trend, consumption, current charges

- Calculate the total utility bill to be paid from given instructions; Solve real life
situations.
Content Outline:
As consumers, we use electricity, water and telephone services. The utility company sends a
bill for each service. There are a number of variables appearing on each bill depending on
what the company is charging for. Number of units used = Present reading – Previous reading
The total charge for units = Number of units used x Cost per Unit VAT is payable on the whole
bill
Engage:
(NB: Real utility bills are required for this lesson)
Students will be given a water bill, electricity bill and a telephone bill. They will be asked to
observe the bills and identify the features of the bills.
Guided Questions:
What do you notice about each bill?
Compare each bill stating the similarities and/or differences?
Expected responses:
Name, Address, Account Number, Units used, Cost per unit, Total due, Due date, Diagram of
Trend, Consumer number, Premise number etc.

Explore:
In groups, students will be given either a water, electricity or telephone bill. They will then be
asked to answer the following questions:
1) What units of measurement are used by the different companies (Water, Electric or
Phone)?
2) How did the company go about calculating the bill? (Be prepared to explain the
calculations)
Explain:
Each group will be asked to explain how the bill they received was calculated by the company.
The other groups will be given a copy of the two other bills being reviewed to state whether or
not they agreed with the presenting groups' explanations of how the bill was calculated by the
company. The teacher will clear up any misconceptions.

Elaborate/Extend:
In pairs students will be asked to complete the following:
1. A Ministry of Education used 1342 cubic metre of water for the year 2001. In 2001
water rates for government buildings for a year were as follows:
$1.75 per cubic metre for the first 600m3
$1.50 per cubic metre for the next 600m3
$1.25 per cubic metre for amounts in excess of 1200m3.
Evaluate the amount the government paid for that year in water rates for the ministry.
Evaluate:
1. Find the quarterly electricity bill for the following household:
Name Number of units Standing Charge Cost per unit

used
Mr Frank 1748 $34.50 15 cents
2. Calculate the quarterly telephone bill for the following household.
Name Number of units Standing charge Cost per unit

used
Mr. Ford 1745 $35.00 15¢

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Numbers Topic: Wage and Salary
Standard:
⮚ Students should develop a sense of appreciation and a basic level of understanding for
the application of mathematics in the calculation of wages and salaries.

- Explain and use in the proper context terms relating to the computation of wages and
salaries (wages, salaries, basic pay, gross pay, net pay, deductions, taxable income, tax
allowance)
- Calculate fractional or decimal numbers
- Perform the four basic operations
- Calculate the wage and/ or salary of an employee from given instructions.
- Salary worksheet, Wages worksheet, Summative worksheet
Key Vocabulary:
- Salary, Wages, Annual
- Correctly differentiate between salary and wage

- Accurately calculate salaries and wages from given instructions
- Engage in group discussions and activities
Content Outline:
Normally, government employees, for example, teachers and civil servants are paid a ‘flat
rate’ or fixed amount of money per month for services rendered during that period. The
monthly flat rate paid employees are said to receive a salary. In addition, the ‘take home pay’
or net monthly salary of each monthly paid employee will vary according to the income tax
claims that the employee can make. These individual claims (for example: loan, insurance,
etc.) would cause the deduction from each employee to vary, hence, resulting in individuals
‘take home pay to be different.

Gross annual salary = gross monthly salary ×12
Normally, people who work in factories and industries, for example, operators, boilers, cane
cutters and brick layers are paid a given amount each hour for work done during that period.
The amount of money normally paid for each hour of work is called the basic rate. Quite a
number of these workers normally work a 5 day week at 8 hours per day. This normal 40 hour
week (or otherwise stated) is called the basic week. And the amount earned during a basic
week is called a basic wage.
Basic wage = basic rate × basic week
Engage:
Students will be engaged in a discussion about what they want to become in the future.
Students will be randomly chosen to share their responses.
Guided questions:
1. What would you like to become in the future? Why?

2. Does the salary/ wage that you might receive have an impact on the career path you
have chosen? Why?
3. Do you think it would be beneficial to know how to calculate your salary or wage?
Why?
4. Is salary and wage the same?
5. Which professions do you think receive salary?
6. Which professions do you think receive wage?
7. What are the similarities and differences between the two terms?
Afterwards, students will be asked to form two groups based on whether their career path will
lead to them receiving wage or salary.

Note to teacher: Ensure that students understand the difference between salary and wage
and the professions who would likely to receive a salary or a wage. Also, assist students
in identifying where their profession would fall whether in salary or wage
Explore:
Each group will be given a worksheet to complete within their groups. So, the ‘salaries’ group
will be given a worksheet to calculate salaries and the ‘wages’ group will be given a question
to calculate the wage of an employee. However, the groups will be further subdivided so that
students can work in pairs and then afterwards, they will assemble as a whole group for
salaries and a whole group for wages and discuss their findings. Students will be required to
complete only questions 1 and 2 on the worksheet. (Please see attached worksheets)
Explain:
Each group will be asked to share what they have discussed and discovered within their groups
by showing and explaining how they answered the questions and provide logical reasoning for
their calculations. Students from the other group will be given a chance to agree or disagree
with the calculations and justifications of the other group and give reason. They will also be
given a chance to ask questions if necessary.
Teacher will guide the discussion and ensure that terms are being used correctly and to clear
up misconceptions if any.
Guided questions for discussion- salaries group:
1. Which profession could this salary slip be for? Why?

2. Why wouldn’t this salary slip be for a factory operator?
3. How did you go about calculating the salary for Mr. George? Why?
4. How did you go about calculating the annual salary for Mr. George? Why? What does
annual mean?
Guided questions for discussion- wages group:
1. Which profession could this wage slip be for? Why?

2. Why wouldn’t this wage slip be for a teacher?
3. How did you go about calculating the wage for Ms. Bennie? Why?

4. How did you go about calculating the annual wage for Ms. Bennie? Why? What does
annual mean?
Guided question for whole class discussion
What is the difference when calculating wages and salaries

Elaborate/Extend:
Students with worksheet papers from each group will be asked to switch papers. So, the
‘salary group will be asked to give the ‘wages’ group their salary worksheet to complete and
vice versa. Students will be asked to complete the ‘extension’ part of the worksheet (salary
worksheet-questions 3 and 4 and wages worksheet- questions 3, 4 and 5).
A discussion will be held about the responses to the questions for the extension part of the
worksheet where representatives from each group will be asked to show and explain their
responses. Students will be ask to pay keen attention to the groups presenting to see if their
responses are logical and correct. They will also be given a chance to ask questions where
necessary.
Evaluate: (individual)
Students will be asked to complete the worksheet on wages and salary.(please see attached)
Teacher evaluation:
Strengths
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Weaknesses
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____________________________________________________________________________
Actions to be taken
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ATTACHMENTS
SALARY and WAGES
Specific Objectives: Students should be able to:
Explain and use in the proper context terms relating to the 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)
⮚ Do a glossary for the following terms:
wages, salaries, bonuses, commissions, basic pay, overtime pay, gross pay, net pay,
statutory and non-statutory deductions, taxable income, tax allowance
⮚ Use the information obtained in your glossary to help you in filling in the blanks.
1. A ________ is a fixed amount of money employers pay to their employees for services
rendered. This is usually paid _________.The ________is the ________before any
deduction such as taxes. The _____ is the monthly ______ the worker receives after
deductions.
2. The ________ is the amount of money paid to a worker for each hour worked. Normally
a 40-hour week is worked and this is called the _______. The amount of money the
worker received at the end of the basic week is called the __________. Two basic weeks
is called a _________.
3. __________is paid by workers to the government. The amount of ________ paid by the
worker depends on the salary earned.
⮚ For the diagrams below state whether the individual is getting a salary or wages:

1.
State: ________________________________
Explain: ______________________________________________________________________
1.

State: ____________________________
Explain: ________________________________________________________________
Unit of Work: Geometry Topic: Enlargement
Standard:
⮚ Explore paths, geometric shapes, and space and make a generalisation about
geometric relationships within the environment.

- Students should know about different types of polygons
- State the relationship between an object and its image in a plane when it is enlarged
from a point in that plane.
- Flashlight, Opaque object (e.g. a can, a cup, a ball etc.), Worksheet, Ruler
Key Vocabulary:

- Enlargement, Reduction, Scale factor, Centre of enlargement, Dilation, Object/ pre-
image, Image, Scaling

Content Outline:
- In mathematics an enlargement is a type of transformation that changes the size of an

object. It is sometimes referred to as dilation or scaling.
- When a shape or figure is enlarged, the original shape is known as the object/pre-
image while the new shape is called the image.
- The image can be larger or smaller than the object. When the image is smaller than the
object it is sometimes referred to as a reduction.
- For any enlargement there must be a point called the centre of enlargement and a
scale factor (k) that tells by how much the object has been enlarged.

If k > 1, the image is larger than the object
If k = 1, the object and the image is the same size (this is true for both positive and negative
one).
If k < 0, the centre of enlargement is between the object and the image. The image is also in
the quadrant opposite to the object.

k = -2
If 0 < k < 1, Then the image is smaller than the object.
k = 1/2
Engage:
Students will conduct a simple experiment. A table will be placed near to a clear coloured
wall. A selected student will be asked to switch on a flashlight and place it on the table with
the light towards the wall. A soda can (or ball) will be placed about 20cm away from the
flashlight but directly in the path of the light. A whole class discussion will then ensue
between students and teacher about what was observed.
Guided questions:
1. What did you observe in the experiment?

2. Compare and contrast the soda can and the shadow cast on the wall?
3. What do you thing will happen if the can is placed closer to the light?
4. What do you thing will happen if the can is placed further away from the light?
5. Will the shadow cast always be larger than the actual object?

6. Would you agree that the size of the soda can was transformed?
7. What name could we give to this kind of transformation?
8. Estimate the height of the can and the height of the shadow, how much larger is the
shadow than the can?
Explore:
Working in groups of three (3) or four (4), students will compare and contrast the object and
the image assigned to their group using the following guided questions:
Guided questions:
1. What are the similarities and difference between the object and the image?
2. Are both the object and the image in the same quadrant?
3. Where is the centre of enlargement in relation to the object and the image?
4. Is the scale factor >, < or = to 1
Please see activity sheet 1
Explain:
Each group will be required to present their findings as it relates to the object, image and
centre of enlargement based on the scale factor used in the image assigned to their group. The
teacher will give feedback and add clarity were it is needed.
Elaborate/Extend:
Students will be asked to think of an example of enlargement in real life and describe the
relationship between the object and the image in the example given.
Evaluate:
Individually students will describe the relationship between the object and the image when:

1. k>1
2. k<1
3. k=1
4. 0<k<1
Teacher evaluation:
Strengths
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____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
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____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Geometry Topic: Transformation
Standard:
relationships within the environment.
- Plot points on a Cartesian plane;
- Accurately measure line segments;
- Explain congruence, similarity and symmetry.

- Perform enlargements with the centre at the origin with scale factor k, k Є N
- Power point, worksheets
Key Vocabulary:
- Reflection, enlargement, transformation, design, mirror line, line symmetry/axis

symmetry, scale factor, origin, image, object, pattern, movements, motif, Centre of
enlargement, Congruent, Orientation, Similar.
- Find the centre of enlargement given an object and its image, Create items using
patterns/designs, Engage in class discussions and activities
Content Outline:
Your students are likely to have encountered many examples of enlargement, even if they have
not recognised them as such. The device may have been an overhead projector, movie
projector, TV, photocopier, magnifying glass, telescope, microscope, binoculars, or the zoom
lens of a camera. Model cars, trains, planes, and boats are made to scale, and so are
enlargements. Students will also have had experience of scale factors, particularly when using
devices (such as a photocopier, a video game, or a video camera) that have a zoom feature.
The diagram shows how a single point (P) moves in an enlargement where the centre is O and
the scale factor is 3. P' is the new location of P. (P' is read as "P dash" or "the image of P".) P'
is 3 times as far from O as P.

Engage:
Students will read hand-out then answer the questions that follows:
Explore:
Students will view the presentation entitled enlargement lesson G9 or watch the video on
enlargement https://www.youtube.com/watch?v=CevNMSKrT0g
Explain:
Students will explain to their partner what they understand, on how to enlarge an object
and what happens to the coordinate when a shape is enlarged from centre (0,0),
When the scale factor is:
● greater than 1, all points in the plane move further from the centre (and so shapes

increase in size)
● greater than -1 and less than 1, all points move closer to the centre (and so shapes
reduce in size)
● 1, points stay where they are
● negative, points end up on the exact opposite side of the centre, as in the diagram on
the right
Elaborate/Extend:
Work sheet 1 will be administered. Students will be instructed to label each vertex on the
triangle A, B, C.
They should then connect with straight lines from centre (0,0) to points A, B &C and to
measure its length, then use the knowledge gained from PowerPoint to perform the
enlargement.
Evaluate:
The enlargement of the quadrilateral should be done

Teacher evaluation:
Strengths
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____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
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ATTACHMENTS
PowerPoint Presentation
Slide 1
Slide 2 Stress that every side in the shape has to be

2 × bigger to enlarge the shape by a scale
factor of 2.
Ask pupils to tell you the difference

between the angles in the first shape (the
object) and the angles in the second (the
image).
Tell pupils that when we enlarge a shape

the lengths change but the angles do not.
The original shape and its image are not

congruent but they are similar.

Slide 3 Remind pupils that we can write ratios as
fractions as well as using the ratio notation.
The notation that we use depends on the
context of the problem.
The result means that the ratio of any two

corresponding lengths in the object and the
image can be used to find the scale factor.
Click to reveal actual lengths on the

diagram and reveal how these can be used
to find the scale factor.
Slide 4 An enlargement is only congruent to its

original object if the scale factor is 1.
Review the meaning of the terms

congruent and similar.
Remind pupils that two shapes are called

similar if they are the same shape but a
different size.
Slide 5 Deduce that the scale factor for the

enlargement is 3 by counting squares.
Show that that the ratios of any of the

corresponding lengths on the image and in
the object are equal to the scale factor.

enlargement is 2 by counting squares.

enlargement is 3.5 by counting squares.
Point out that it doesn’t matter which
lengths we compare. They are all enlarged
by the same scale factor.
For example, in the second shape it is

difficult to determine the length of the
sides. Instead we can compare the widths
of the shapes. The width of the first shape
is 2 units and the width of the second
shape is 7 units. 7 ÷ 2 gives us the scale
factor 3.5.

Slide 8 The lengths in the second shape are ½ the
size of the lengths in the first shape and so
the scale factor is 0.5 or ½. Point out that
this is still called an enlargement even
though the shape has been made smaller.
Slide 9 A scale factor between 1 and 0 can be given

as a fraction or a decimal.

Slide 10 Stress that the scale factor tells us the size
of the enlargement and the centre of
enlargement tells us the position of the
enlargement.
The distance from O to A’ is double the

distance from O to A.
The distance from O to B’ is double the

distance from O to B.
The distance from O to C’ is double the

distance from O to C.

Enlargement about the origin
Worksheet 1
Enlarge the shape from centre (0,0) by scale factor 3.

Unit of Work: Geometry Topic: Reflection in any given line
Standard:
- Plot points on a Cartesian plane;
- Accurately measure line segments;
- Explain congruence, similarity and symmetry.
- Perform reflections and identify images of objects, where the mirror lines are the x or

y-axes.
- Perform reflections and identify images of objects where the mirror line is any given
line in the plane.
- Grid papers, rulers, pencils
Key Vocabulary:
- Reflect, image, object/pre image, line, mirror line

- Reflect an object given the mirror line;

- Plot points on graph paper correctly;
- Read coordinates of points correctly;
Content Outline:
A reflection is a way of transforming a shape as a plane mirror does at home. In a plane, the
result of reflecting an object in a mirror line is called its mirror image. The object and image
are symmetrical about the mirror line.
When you reflect a point across the line y = x, the x-coordinate and y-coordinate change
places. If you reflect over the line y = -x, the x-coordinate and y-coordinate change places and
are negated (the signs are changed).
Each point of a reflected image is the same distance from the line of reflection as the
corresponding point of the original figure. The line of reflection will lie directly in the middle
between the original figure and its image.

Engage:
Students will be lead in a whole class discussion about reflections.
Guided questions :
What does the term reflection means?
What are the similarities and differences in the sizes of objects and their images?
Is there any change in the orientations of objects and their images?
What can you say about the distance of objects from the mirror line and its image?
What happens to the coordinates of an object when it is reflected in the x-axis?
What happens to the coordinates of an object when it is reflected in the y-axis?
Students will be asked to observe the following figure and its reflection and state what the
mirror line is. Explain how they know.
Explore:
In pairs students will be asked to draw the specific lines in the Cartesian plane and then reflect
given figures. (See attached activity sheet)

NB : Other lines can be explored as well
Explain:
Students will be asked to present their responses and explain their answers. The teacher will
clear up all misconceptions.
Elaborate/Extend:
In groups have student complete the following activity:
When the letter B is reflected in the line x=0 the image is inverted:
x=0
State the first ten (10) letters of the alphabet which when reflected in the line x=0 whose
images are also inverted. Explain why this happens.
Evaluate:
Students will be asked to complete the following individually:
Quadrilateral PQRS has vertices P(2,1), Q(6,1), R(5,3) and S(4,3). Under reflection in the line
y=−3.5, the image of PQRS is P’Q’ R’S’. Find the coordinates of P’Q’ R’S’. Illustrate on grid
paper.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Geometry Topic: Construction of Quadrilaterals (Rhombus

and Parallelogram)
Standard:
⮚ Students should appreciate the usefulness of visualization, spatial reasoning, and
geometric modelling to solve problems
- Sketch and recognize the shape of parallelogram and rhombus

- State the names and properties of parallelogram and rhombus
- Construct, using appropriate geometric instruments: Angles of 600 , 300
- Construct quadrilaterals using appropriate geometric instruments.
- Compass, protractor, centimetre ruler, teacher’s compass, instruction sheet for

construction of square
Key Vocabulary:
- Quadrilaterals (parallelogram, rhombus, Construct
- Engage in class discussions and group activities

- Construct rhombus and parallelograms accurately.
Content Outline:
Please see attached instruction sheet for constructing rhombus and parallelogram
Engage: (In groups of 5 students)
Students will be asked to use a compass and a centimetre ruler to construct a 600, 450 angle and
a 300 angle their notebooks. Afterwards, a student will be asked to explain and demonstrate
this on the board using the teacher’s compass and ruler.

Students will be informed that we are continuing with constructing quadrilaterals from the
previous class. However, today’s lesson will be about constructing rhombus and
parallelogram.
Explore:
Part A
Students will be asked to use their geometric instrument(s) to make a sketch of a rhombus and
a parallelogram. A discussion will also be held where students will be asked to state the
properties of a parallelogram and a rhombus and state the similarities and differences between
the two quadrilaterals.
Part B
Each group will be given an instruction sheet and will be asked to use that instruction sheet to
construct the parallelogram stated on the instruction sheet.
Afterwards, students will be asked to use the same instruction sheet to assist them in
constructing a rhombus.
Note to teacher: Walk around and facilitate the process. Provide assistance where
necessary.

Explain:
Students will be engaged in a class discussion about the previous activity.
Guided questions:
1. How did you find the activity with constructing rhombus and parallelograms using
compass and ruler?
2. Were you able to competently follow the instruction sheet to construct your
parallelogram?
3. Were you able to use the ‘construction of a parallelogram instruction sheet’ to assist
you in constructing the rhombus? How?
4. What was the major difference in constructing a parallelogram and constructing a
rhombus?
A student will be asked to volunteer to demonstrate step by step and explain how to construct
a parallelogram using his/ her own words.
Another student will be asked to volunteer to demonstrate step by step and explain how to
construct a rhombus using his/ her own words.
The teacher will clear up misconceptions if any.
Elaborate/Extend:
Students will be given two questions to complete in their groups.
Question
1. Use a compass and a ruler only, construct a rhombus EFGH with EF= 6cm and angle
G= 45˚
2. Use a compass and a ruler only, construct a parallelogram LMNO with LM= 2cm and
LO= 7cm and angle L=30˚
3. Measure and state the length of the diagonal.

Students will be asked to share their responses and demonstrate using geometric tools.
Evaluate:
Students will be asked to complete the worksheet attached individually. (please see attached
worksheet)

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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____________________________________________________________________________

Unit of Work: Geometry Topic: Construction of Quadrilaterals- Squares

and Rectangles
Standard:
⮚ Students should appreciate the usefulness of visualization, spatial reasoning, and

geometric modelling to solve problems
- Check that students can:
- Sketch and recognize the shape of squares and rectangles
- State the names and properties of squares and rectangles

- Construct, using appropriate geometric instruments: angles of 900
- Construct quadrilaterals using appropriate geometric instruments
- Compass, protractor, centimetre ruler, teacher’s compass, instruction sheet for

construction of square
Key Vocabulary:
- Quadrilaterals (square, rectangle), Construct
- Engage in class discussions and group activities

- Construct squares and rectangles accurately.
Content Outline:
Please see attached instruction sheet for constructing a square.
The procedure for constructing a square is exactly the same as constructing a rectangle, except
for the fact that in the case of a square, all four sides are equal.
Engage: (In groups of 5 students)
Students will be asked to use a compass and a centimetre ruler to create a 900 angle in their
notebooks. Afterwards, a student will be asked to explain and demonstrate this on the board

using the teacher’s compass and ruler.
Students will be led into a discussion about right angles and quadrilaterals, to get from them
the two quadrilaterals that the lesson will be focusing on, which are squares and rectangles.
Explore: (In groups of 5 students)
Part A
Each student will be asked to use their geometric instrument(s) to make a sketch of a square
and a rectangle. A discussion will also be held where students will be asked to state the
properties of a square and a rectangle and state the similarities and differences between the
two quadrilaterals.
Part B
Each group will be given an instruction sheet and will be asked to use that instruction sheet to
construct a square.
Afterwards, students will be asked to use the same instruction sheet to assist them in
constructing a rectangle.
Note to teacher: Walk around and facilitate the process. Provide assistance where
necessary.
Explain:
Students will be engaged in a class discussion about the previous activity.
Guided questions:
1) How did you find the activity with constructing squares and rectangles using compass
and ruler?
2) Were you able to competently follow the instruction sheet in order to construct your
square?

3) Were you able to use the ‘construction of a square instruction sheet’ to assist you in
constructing the rectangle? How?
4) What was the major difference in constructing a square and constructing a rectangle?
A student will be asked to volunteer to demonstrate step by step and explain how to construct
a square using his/ her own words.
Another student will be asked to volunteer to demonstrate step by step and explain how to
construct a square using his/ her own words.
The teacher will clear up misconceptions if any.
Elaborate/Extend:
Students will be asked to discuss the following question within their groups.
1. How can you prove that what you constructed is an accurate representation of a square
or a rectangle? State the geometric instruments that you would use in your proof.
Students will be asked to share their responses and demonstrate using geometric tools.
Note to teacher: Ensure students respond based on the specific properties of the square
and rectangle and they can also use the compass and ruler to aid in explanation.
Evaluate:
Students will be asked to use a protractor and a compass only to complete the following
questions individually.
Questions:
1. Construct a square with sides 5cm

2. Construct a rectangle with length 6cm and width 4cm.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Grade 9Term
Mathematics
3
Lesson Plans
Unit of Work: Numbers Topic: Subsets
Standard:
⮚ Solve simple problems involving, at most, three subsets of the universal set (with at
most two intersecting).

- 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.
- Identify the symbols used to represent subsets;

- Use the symbol to represent subsets appropriately;
- List the possible number of subsets of given sets;
- Identify and create subsets from universal sets

- White board, marker
Key Vocabulary:
- Sets, universal, subsets, elements/members

Content Outline:
Subset –a set which has all its elements contained in another set. Every element of the subset
is a member of the universal set. A subset is denoted by the symbol” ⊂ ”. The original set and
the empty set are always a subset that may be called an improper set and all other sets are
referred to as proper sets.
The formula that can be used to calculate the number of subsets of a particular sets is S = 2n
where ‘S’ is the number of subsets in the set and ‘n’ is the number of elements in the set.
Example: A= {1, 2, 3, 4}
B= {2, 3} C= {10, 8}
Therefore B ⊂ A or A ⊃ B
Means B is a subset of A or is contained in A since all elements of B can be found in A.
C ⊄ A means ‘C’ is not contained in or is not a subset of A.
Possible subsets of set A: {1}, {2}, {3}, {4},
{1, 2, 3}, {2, 3, 4}, {3, 4}, {1, 2}, {1, 3}, {2, 3}, { 2, 4}, {1,4}, {1, 2, 3, 4}, {1, 3, 4}, {1, 2,
4}, {}
‘n’ is 4

Therefore, S= 2n
= 24 = 2x2x2x2
= 16
The subset {1, 2, 3, 4} is the set itself that is, A. It is an improper subset. The other 15 sets are
all considered as proper sets.
Engage:
Introduce the topic objectives of the lesson to the students, check for students understanding of
universal set and naming sets.
Present the following scenario to the students:
“If I have two extra tickets to go to the movies next Wednesday. What are my options of using
the tickets?”
Expected responses:
1. I can take two persons

2. I can take one person
3. I can go alone
Teacher: “I have three options in which I have to choose one. Based on the topic that we will
be doing today what do you think the three options are called?”
Explore:
Teacher will place students in groups of 5-7. Allowing students to use their knowledge of
universal set. Let them identify the class as a universal set and respective groups will be asked

to make a list of possible categories that are sub-groups of the universal set.
Examples which are not limited to:
a) Boys who play cricket

b) Girls whose names start with “S”
c) Girls with natural hair.
d) Students who live 10 or less minutes away from the school
Ask students to identify similarities and differences among the members of the sub-group.
Explain:
Engage students in discussion, how subsets are related to everyday life based on the group
activity.
Questions:
1) What does the class represent? Expected answer: The universal group
2) Are the members of these groups/sets related? Expected answer: Yes
3) How are they related? Expected answer: all the members are from Grade 9
4) How would you describe each set/group along with the universal set in a sentence?
Expected answer:
a) Boys who play cricket in the class is a subset of the members of Grade 9
b) Girls whose names start with “S” in the class is a subset of the members of
Grade 9
c) Girls with natural hair in the class is a subset of the members of Grade 9
d) Students who live 10 minutes or less away from school is a subset of the
members of Grade 9
Elaborate/Extend:
Allow students to create their own real-life situations and identify the universal set, subsets
and prove they have identified all the subsets (without using the formula).
The teacher will then demonstrate how to use the subset formula and symbol. Student will
return to their real-life situations to calculate all the possible subsets using the formula that
was introduced to them, following they will review their subsets if needs be.

Evaluate:
Students will be given class work which will be completed individually.
1. Set A={factors of 8} Set B={multiple of 5 less than 20}

a) List the members of :
Set A Set B
b) List the possible subsets of:
Set A Set B
c) How many possible subsets are there in: I) Set A

II) Set B
d) State the relationship between Set A and Set B. Use set notation to represent the
relationship.
Teacher evaluation:
Strengths
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____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Numbers Topic: Sets
Standard:
⮚ Solve simple problems involving, at most, three subsets of the universal set (with at
most two intersecting).

- Solve simple problems involving, at most, two sub sets of the universal set.
Students will be able to:
- Use Venn diagrams to represent two intersecting sets;

- Read and analyse Venn diagrams with two intersecting sets.
- Teacher-generated worksheet, rubber bands.
Key Vocabulary:
- Venn diagrams, sets, classification, grouping, collecting, subsets, empty/null sets,

intersection, complement, universal, union, disjoint.
- Solve simple problems involving, at most, three subsets of the universal set (with at
most two intersecting);
- Use set language correctly;
- Work cooperatively in groups
Content Outline:
A Venn diagram is an illustration of the relationships between and among sets, or groups of
objects that share something in common. A Venn diagram uses circles within a rectangle that
overlap or don't overlap to show the commonalities and differences among things or groups of
things. Things that have commonalities are shown as overlapping circles while things that are
distinct stand alone. Venn diagrams help to visually represent the similarities and differences
between two concepts.

Venn diagram showing commonalities
Venn diagram showing differences
Engage:
Students will carry out this activity individually. Students will be given 3 minutes to go around
the class to collect information from each of their classmates (you must interview all members
of the class). Students will be asked which fruit they like: Apple, banana, or both.
At the end of the 3 minutes they will compare their answers. Students will record their
responses in the table below. Discussion will ensue after the information is collected.
● How many responses did you receive?(this should be the total number of students in

the class)
● Explain the results on your table.
● What is the universal set in this activity?
● What are the subsets in this activity?
● What name is given to the group that like both fruits?
Note to teacher:
Discuss with students that the entire class would be the universal set.
Sample Table
Apple Banana Both
Explore:
Students will work in groups/pairs to complete the activity.
Use the rectangular card below as the universal set and the rubber bands to represent the
following questions (one at a time):
● the Engage activity

● In a factory making shoes, 50 were tested, 12 were found to have faulty stitching, 15
had faulty gluing, and 4 had both faults. Find the number of shoes with no faults.
Note to teacher: give each group/pair two rubber bands and one rectangular card

Explain:
Each group/pair will share their findings with the class.
Guided Questions:
● What are the two sets in the questions?

● Did you overlap the rubber bands? Why/why not?
● Did you have a number in each section of the circles formed by the rubber bands?
● How did you decide what number to go in each section?
● What does the number in the overlap represent?
Elaborate/Extend:
● Students will work in groups/pairs to complete Activity 2 below.

● Each group/pair will explain their solutions to the class.
Evaluate:
Students will complete worksheet below.
See Activity 3 below
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
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Activity 1
Explore Activity
Place rubber bands here
Label the rubber bands using the items in the

questions

Activity 2
Elaborate worksheet
1.
2. As a group, create a Universal set of your own with two subsets and represent it on a Venn
diagram

Activity 3
Evaluation worksheet
How many students like both cats and dogs? How many persons watched sports?
Activity 3 (cont’d)

Evaluation worksheet (cont’d)

Duration: 60
minutes
Unit of Work: Numbers Topic: Simple and Compound Propositions
Standard:
fractions, percentages and decimals
⮚ Establish the truth value of compound propositions using truth tables

- Solve simple problems involving, at most, two subsets of the universal set
- Solve simple problems involving, at most, three subsets of the universal set
(with at most two intersecting)
- Illustrate the concept of proposition

- Use the language of logic
- Identify a compound proposition
- Represent compound propositions symbolically
- Draw truth tables for the truth value of compound propositions
- Smart devices, teacher-generated worksheet, word cards
Key Vocabulary:
- Sets, Venn Diagrams, subsets, empty set, equivalence, truth table, exclusive
disjunction, conjunction, disjunction
- Represent compound propositions symbolically

- Construct correct truth tables
Content Outline:
A proposition is any statement. E.g. 3 is an odd number. This is known as a ‘simple

proposition’.
We do not need to propositions every time. Instead we can assign an alphabet to statements.
Let ‘p’ represent ‘I am eating’
Let ‘q’ represent ‘I am sleeping’
We can also make compound propositions using simple prepositions. However, we need a
logical connective to do that. There are many logical connectives but the most common
connectives are ‘and’ (conjunction) ‘or’ (disjunction).
p ∧ q and p ∨ q are compound statements.
It means following:
p ∧ q : I am eating and I am sleeping.
p ∨ q : I am eating or I am sleeping.
Truth Tables
These are mathematical tables in which all possible truth values of a logical expression are
mapped out.
Conjunction
A conjunction is a compound proposition which consists of two propositions joined by the

connective ‘and’.
Truth table for conjunctions need a heading row and four more rows for each possible
combination (condition) of true and false.
A conjunction is true only if both propositions are true.

Disjunction
A disjunction is a compound proposition which consists of two propositions joined by the

connective ‘or’.
Truth table for the disjunction is made like the table for the conjunction. A disjunction is false
only if both propositions are false.
An Exclusive disjunction is the joining of two propositions using “either” and “or”
Negation
In logic, we sometimes change our original statement to its negative form. We do this by
adding a NOT.
Engage:
Students will
Participate in a class activity to complete the given activity.

Activity 1:
The Venn diagram shows the number of students in a class who played volleyball and soccer.

Answer True or False to the following questions based on the Venn diagram.
1. Students like volleyball and students like soccer.
2. Students like volleyball but do not like soccer.
3. Students do not like volleyball but like soccer.
4. Students do not like volleyball and students do not like soccer
5. Students like volleyball and soccer.
6. Students like volleyball or soccer.
7. Students like either volleyball or students like soccer.
Explore:
Students will
In groups of 6 work through the following activities.
Activity 1 :
Use the information from the Venn diagram to draw a Truth table for statements 1-4.
Let v represent volleyball and s soccer.

v s
1. T T
2. T F
3. F T
4. F F
Answer question 5 based on questions 1- 4 ( the true values)
Let v ∧ s represent volleyball and soccer
Students like volleyball and soccer is this true?
v s 5. v ∧ s
1. T T
2. T F
3. F T
4. F F
Complete Truth table for questions 6 -7 based on the true values
Based on information for questions 1- 4
Let v ∨ s represent students who liked volleyball or soccer
v s 6.
v ∨ s
1. T T
2. T F

3. F T
4. F F
Let v ∨ s represent students who liked either volleyball or soccer
Based on the information from questions 1- 4 is it true or false that students liked either
volleyball or soccer?
v s 7.
v ∨ s
1. T T
2. T F
3. F T
4. F F
Explain:
Students will
Share their findings in a class discussion about the language, symbols and definitions.
Take away points should include:
1. The result of a conjunction and disjunction proposition.

2. Symbols used to represent the conjunction, disjunction
3. Truth tables having all possible combinations of True/False.
-A disjunction is false only if both propositions are false.

-A conjunction is true only if both propositions are true.
-An Exclusive disjunction is the joining of two propositions using “either” and “or”
Elaborate/Extend:
Students will
Draw and shade Venn diagrams to represent the propositions p ∧ q, p ∨ q, p ∨ q.
Evaluate:
Students will
Let p be even numbers
Let q be odd numbers
Represent this information on a Venn diagram then a Truth table.
Teacher evaluation:
Strengths
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____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Numbers Topic: Logical Equivalence of Propositions
Standard:
Prerequisite knowledge/skills: Students should be able to:

most two intersecting)
- Identify a compound preposition
- Represent compound prepositions with ‘and’, ‘or’ and ‘either or’ symbolically
- Draw truth tables to find the truth value of compound propositions.
- Identify the symbols used for equivalence

- Show that two propositions are logically equivalent by drawing truth tables
- Show that commutative, associative logically equivalent
- Teacher-generated worksheet, Smart devices
Key Vocabulary:
- Sets, Venn Diagrams, classification, grouping, collecting, subsets, empty/ null sets,
intersection, complement, universal, union, disjoint, living things, argument,
equivalence, truth table, implication, conclusion, logically equivalent, validity
- Construct correct truth tables to show logical equivalence
Content Outline:
Definition of Logical Equivalence
Propositions are logically equivalent if they have the same truth value in all cases. Sometimes
this fact helps in proving a mathematical result by replacing one expression with another

equivalent expression, without changing the truth value of the original compound proposition.
The notation p ≡ q (p is equivalent to q) is used to denote that p

and q are logically equivalent.
One way of proving that two propositions are logically equivalent is to use a truth table. The
truth table must be identical for all combinations for the given propositions to be equivalent.
Negation of a Proposition
The negation of a proposition is what is asserted when that proposition is denied. Negation

simply reverses the truth value. Negation symbols used are ‘ ̴ ’ or ‘¬’ and is read as ‘not’.
Engage:
(i) Have discussion with students to review the main components of a truth table.
(ii) Allow students to work in pairs to draw truth tables for P ∧ Q and P ∨ Q, given that
P: I can order cake
Q: I can order pizza
(iii) Have them complete the following statements with TRUE or FALSE.
(a) When p is true and q is true, then p ∧ q is _____________.

(b) When q is true and p is false, then p ∧ q is _____________.
(c) When p is true and q is false, then p ∨ q is _____________.
(d) When p is false and q is false, then p ∨ q is _____________.

Explore:
1) Allow students to;

(a) Complete the truth table for A: The sky is cloudy and ̴ A: The sky is not cloudy
(b) Use the table to show that A ≡ ̴ ( ̴ A) (A is equivalent to not (not A)) and that they
are two logical equivalent propositions.
State A ̴A ̴(̴
A)
1st
2nd
Answer for Table:
State A ̴A ̴(̴
A)
1st T F T
2nd F T F
2) Allow students to work in groups of 3 to answer the questions given below.

Question:
2 + 3 = 3 + 2 is representative of the ‘commutative law’ of addition. Use this principle
to show that p ∧ q ≡ q ∧ p (p and q is equivalent to q and p) is representative of the
commutative law of addition.
Draw one or two truth tables to show your result.

Answer for Table:
P Q P∧Q
T T T
T F F
F T F
F F F
P Q Q∧P
T T T
T F F
F T F
F F F
Therefore, p ∧ q ≡ q ∧ p and thus is representative of the commutative law of addition.
Explain:
Allow selected groups to share findings of the questions done on logical equivalence and state
to what extent the activities done support the statement ‘Two logical expressions are said to be
equivalent if they have the same truth value in all cases’.
Elaborate/Extend:
Allow students to investigate and prove the logical equivalence of the associative law.

(p ∧ q) ∧r ≡ p ∧ (q ∧ r) Associative Law
(p ∨ q) ∨r ≡ p ∨ (q ∨ r)
Students will present findings using truth tables.
Outline for Tables:
Associative law
P Q P∧Q (P ∧ Q) ∧ R
P Q Q∧R P ∧ ( Q ∧ R)
Evaluate:

Allow students to work through the following questions.
Draw truth table to show that Not (P or Q) is logically equivalent to Not (P) and Not (Q).
̴ ( P ∨ Q) ≡ (̴ P) ∧ ( ̴ Q)
Answer for Table:
P Q (̴ P) ( ̴ Q) ( P ∨ Q) ̴(P∨ (̴ P) ∧ ( ̴ Q)
Q)
T T F F T F F
T F F T T F F
F T T F T F F
F F T T F T T

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Unit of Work: Numbers Topic: Logical Equivalence of Propositions
Standard:
Prerequisite knowledge/skills: Students should be able to:

most two intersecting)
- Identify a compound preposition
- Represent compound prepositions with ‘and’, ‘or’ and ‘either or’ symbolically
- Draw truth tables to find the truth value of compound propositions.
- Identify the symbols used for equivalence

- Show that two propositions are logically equivalent by drawing truth tables
- Show that commutative, associative logically equivalent
- Teacher-generated worksheet, Smart devices
Key Vocabulary:
- Sets, Venn Diagrams, classification, grouping, collecting, subsets, empty/ null sets,
intersection, complement, universal, union, disjoint, living things, argument,
equivalence, truth table, implication, conclusion, logically equivalent, validity
- Construct correct truth tables to show logical equivalence
Content Outline:
Definition of Logical Equivalence
Propositions are logically equivalent if they have the same truth value in all cases. Sometimes
this fact helps in proving a mathematical result by replacing one expression with another
equivalent expression, without changing the truth value of the original compound proposition.

The notation p ≡ q (p is equivalent to q) is used to denote that p
and q are logically equivalent.
One way of proving that two propositions are logically equivalent is to use a truth table. The
truth table must be identical for all combinations for the given propositions to be equivalent.
Negation of a Proposition
The negation of a proposition is what is asserted when that proposition is denied. Negation

simply reverses the truth value. Negation symbols used are ‘ ̴ ’ or ‘¬’ and is read as ‘not’.
Engage:
(iv) Have discussion with students to review the main components of a truth table.
(v) Allow students to work in pairs to draw truth tables for P ∧ Q and P ∨ Q, given that
P: I can order cake
Q: I can order pizza
(vi) Have them complete the following statements with TRUE or FALSE.
(e) When p is true and q is true, then p ∧ q is _____________.

(f) When q is true and p is false, then p ∧ q is _____________.
(g) When p is true and q is false, then p ∨ q is _____________.
(h) When p is false and q is false, then p ∨ q is _____________.

Explore:
3) Allow students to;

(c) Complete the truth table for A: The sky is cloudy and ̴ A: The sky is not cloudy
(d) Use the table to show that A ≡ ̴ ( ̴ A) (A is equivalent to not (not A)) and that they
are two logical equivalent propositions.
State A ̴A ̴(̴
A)
1st
2nd
Answer for Table:
State A ̴A ̴(̴
A)
1st T F T
2nd F T F
4) Allow students to work in groups of 3 to answer the questions given below.

Question:
2 + 3 = 3 + 2 is representative of the ‘commutative law’ of addition. Use this principle
to show that p ∧ q ≡ q ∧ p (p and q is equivalent to q and p) is representative of the
commutative law of addition.
Draw one or two truth tables to show your result.

Answer for Table:
P Q P∧Q
T T T
T F F
F T F
F F F
P Q Q∧P
T T T
T F F
F T F
F F F
Therefore, p ∧ q ≡ q ∧ p and thus is representative of the commutative law of addition.
Explain:
Allow selected groups to share findings of the questions done on logical equivalence and state
to what extent the activities done support the statement ‘Two logical expressions are said to be
equivalent if they have the same truth value in all cases’.
Elaborate/Extend:
Allow students to investigate and prove the logical equivalence of the associative law.
(p ∧ q) ∧r ≡ p ∧ (q ∧ r) Associative Law

(p ∨ q) ∨r ≡ p ∨ (q ∨ r)
Students will present findings using truth tables.
Outline for Tables:
Associative law
P Q P∧Q (P ∧ Q) ∧ R
P Q Q∧R P ∧ ( Q ∧ R)
Evaluate:

Allow students to work through the following questions.
Draw truth table to show that Not (P or Q) is logically equivalent to Not (P) and Not (Q).
̴ ( P ∨ Q) ≡ (̴ P) ∧ ( ̴ Q)
Answer for Table:
P Q (̴ P) ( ̴ Q) ( P ∨ Q) ̴(P∨ (̴ P) ∧ ( ̴ Q)
Q)
T T F F T F F
T F F T T F F
F T T F T F F
F F T T F T T
Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Unit of Work: Numbers Topic: Validity of Arguments
Standard:
⮚ Apply deductive reasoning to determine the validity of arguments

- Determine the number of subsets of a given set
- Create truth table
- Identify simple and compound propositions
- Define an argument
- Determine the validity of an argument
- Differentiate between valid and invalid argument.
- Scenario Cards, Cartridge paper
Key Vocabulary:
- Deductive, Reasoning, Arguments, Validity, Valid, Invalid, True, False
- Work cooperatively in groups,

- Prove the validity of arguments
Content Outline:
Deductive Reasoning
Deductive reasoning is the process of making a logical argument by applying known facts,
definitions, properties, and the laws of logic. If-then statements are typically used in deductive
reasoning. If something is true then something else must be true. The “if” part of the statement

is the hypothesis, the “then” part is the conclusion.
The concept of deductive reasoning is often expressed visually using a funnel that narrows a
general idea into a specific conclusion. If A=B and C=A, then B=C. A is B, C is A
Therefore, B is C.
E.g.1. All odd numbers end with 1, 3, 5, 7, 9
13 ends with 3
Therefore, 13 is an odd number
E.g. 2. All smiling cats talk
The Cheshire cat smiles
Therefore, the Cheshire cat talks

Example: All muscles are made out of living tissue. All humans have muscles. Therefore, all
humans are made out of living tissue.
- A valid argument is a deductive argument that succeeds in providing decisive logical

support.
- An invalid argument is a deductive argument that fails in providing conclusive
support.
Engage:
Students will be given the following scenario. Students will use the information from the
scenario to complete the table.
Task 1: Rihanna, Tamara, and Miley are sisters. The sisters were playing a game of ‘guess my
age’ with Taniel. Taniel would guess based on the clue that they gave her.
She would guess which sister is 9 years old and which sister is 12 and which sister is 14 years
old. She was 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.
Help Taniel fill in the information given in the logic grid as shown below:

N.B:
A cross (x) in any box means that the statement is not true.
A tick (✓) in any box means that the statement is true.
Explore:
Part 1. Students will be placed in groups. Groups will be given a cartridge paper and a
scenario card (see activity sheet). Each group will be asked to draw two columns on their
cartridge paper then label the columns valid and invalid. Students should sort through the
cards then place them under the correct heading on the chart.
Part 2.
Students will watch the following video: https://www.youtube.com/watch?v=kdJ6aGToDlo.

Students will be given focus questions to answer from the video. After which students will
choose whether they want to keep the answer they had on the chart or change it.
Focus Questions:
2. What is a premise?
3. What is a conclusion?
4. When is an argument valid?
5. When is an argument invalid?

6. Does it matters if the premise is true or false when determining validity?
7. Is it possible for the conclusion to be false if all the premises are true?
Point to note: For schools who do not have access to the internet, engage students in a
discussion and what it means for an argument to be valid or invalid
Explain:
Each group will be given a chance to present the information they have on the chart.
Guiding Questions:
1. Is the scenario deductive?

2. Are all the premises true?
3. Is the conclusion true?
4. Could the conclusion be false based on the premise?
Elaborate/Extend:
Students will be tasked to create two deductive arguments; one that is valid and the other
invalid. They will share their responses and the other students will tell if they agree or disagree
,that is:
1. The statement is deductive

2. The statement is valid or invalid and why.

Evaluate:
Students will be given the following activity to complete in their notebook where they will test
the validity of an argument:
Determine the validity of the argument by placing a tick in the appropriate column.
Deductive Arguments Valid Invalid
1. All mammals have four legs. A cat has four legs.

Therefore, a cat is a mammal.
2. If all dogs are mammals, then all dogs are reptiles.All

dogs are mammals. Therefore, all dogs are reptiles
3. All actors are robots, Tom Cruise is a robot. Therefore,

Tom Cruise is a Robot.
4. If Peter Parker is exposed to gamma rays then he'll be

able to climb walls like a spider.
Peter Parker was exposed to gamma rays.
Therefore, Peter Parker can climb walls like a spider.
5. All crows are black.

John is black.
Therefore, John is a crow.
6. Cassandra owns a Mercedes-Benz.
Only people who are rich own Mercedes-Benz

automobiles. Therefore Cassandra must be rich.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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ACTIVITY SHEET
All dishonest people are liarsNo liars All acute angles measures less than 90
are bankersTherefore, no bankers are degrees. Angle measures 30 degrees.
dishonest people Therefore, angle ‘A’ is acute.
No humans are mortal.Some humans All pit bulls are four legged
are womenTherefore, some women All dogs are pit bulls
Therefore, some dogs are four legged
are not mortal
Some warm items are scarvesSome Tigers are monkeysLions are

scarves are not sweatersTherefore, tigersTherefore, lions are monkeys
some sweaters are not warm items

Subject: Mathematics Grade:9 Duration: 60 minutes Term: 3
Unit of Work: Numbers Topic: Matrices
Standard:
⮚ Identify the order of a matrix
- Perform basic arithmetic operations on integers;

- know the types of numbers
- Correctly define a matrix

- Accurately identify the order of a matrix;
- Create and state the order of square, column and row matrices.
- Teacher generated worksheets. Hundred chart, Crayons, square tiles or counters.

Key Vocabulary:
- Element, Row, Column, Order, Square matrix, Column matrix, Row matrix,
Dimension of a matrix
- Matrix ordered correctly
Content Outline:
Dimensions of a Matrix
The number of rows and columns of a matrix, written in the form rows × columns. The matrix
below has 2 rows and 3 columns, so its dimensions are 2×3. This is read aloud, "two by three."
Note: One way to remember that Rows come first and Columns come second is by thinking of
RC Cola®.
A matrix is a table of numbers (or other elements) disposed in rows and columns.
Let us now suppose that we wish to express the information of possession of pens and pencils
by Ram and his two friends Rohan and Yash which is as follows:
Ram has 20 pens and 7 pencils

Rohan has 15 pens and 5 pencils
Yash has 12 pens and 3 pencils
Now, this could be arranged in tabular form as follows,

Pens Pencils
Ram 20 7
Rohan 15 5
Yash 12 3
and this can be expressed as( 20 7 15 512 3 )
Some types of matrices:

A=( 1 23 3 4 6 )
This is a rectangular matrix called A with 2 rows and 3 columns, so you say that A has order
2×3 (2 by 3).
Also, it follows that B=( 1 8 9 6 27 ) is also a rectangular matrix and has an order of 3 × 2.
You can have square matrices when the numbers of rows are equal to the number of columns:
B=( 1 23 3 4 6 32 1 )
Where B is a square matrix of order 3×3 or simply 3.
You can also have matrices with one column only or one row only:
C=( 2 7 9 ) or D=( 8 6 4 1 )
these are sometimes called vectors or column vector and row vector. In this case C has an
order of 3 × 1 and D has an order of 1 × 4.
Engage and Explain:

Activity 1
Arrange the following numbers in the table below based on the given criteria:
1, 2, 3, 4, 6, 9
Less than 10 Prime Number Divisibility by 3
Even Numbers
Odd Numbers
N.B. Each numeral is to be used only once. There should only be one numeral per box.
Guided Questions
⮚ How many rows and columns are there?

⮚ What is the first element is the second row?
⮚ What is the third element in the first row?
⮚ Using parentheses or round brackets, can you represent the numbers in a table as a
matrix?
⮚ What is a matrix?
⮚ What is the order, dimension or size of the matrix?
Allow students to work in groups of three or more to complete Activity 2.
Alternate activity: Provide the students with square tiles/ counters and allow the students to
arrange the tiles based on the tasks for Activity 2.

Guided Questions
⮚ When is it that a matrix is formed? Justify your answer with an example and non-
example of a matrix.
⮚ Which matrix would you label, column matrix, row matrix and a square matrix? Justify
your reason.
Elaborate/Extend:
Allow students to work individually or in pairs to complete this activity. Integers are not
reused. Given the following set of ungrouped integers −5 ,−4 ,−3 ,−2 ,−1,0,1,2,3,4,5,6,
answer the following questions:
1. How many matrices can be formed with all the integers?

2. What are the orders of the matrices formed in question 1?
3. Can a square matrix be formed using all the integers as elements? If so or not, explain
your answer.
Evaluate:
Students will complete Worksheet activities individually in their notebooks:

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Activity 2
Instructions: Using the hundred chart below and complete the following tasks.
Tasks:
1. Colour a section of the hundred chart with only one row and identify the order of the
matrix formed.
2. Colour a section of the hundred chart with only one column and identify the order of the
matrix formed.
3. Colour a section of the hundred chart with equal rows and columns and identify the order
of the matrix formed.
4. Explain whether or not it would be possible to have a 2 ×3 matrix with 7 elements. Use
the hundred chart to prove your answer.
5. Create two matrices with different orders than the ones identified in questions 1 to 4.
Worksheet

Instructions: Complete all tasks below.
1. Complete the matrix below, so that it has an order of 4 by 6?

( 5 210 4 8 0 )
2. State the order of the matrices below and then identify the type of matrices:
a) ( 4 7 0−95 4 )
b) ( 2 5 8 9 )
c) ( 1 23 4 5 67 8 97 820 8 0 11 8 0 14 7 5 8 85 5 4 4 5 8 0 7 5 8 47 8 0 16 )
d) ( 8 5 9 5 4 1 22 3 0 7 4 )
3. Using only the letters in the alphabet A to G, form all the matrices possible and state their
order? No letter should be repeated. Explain whether or not a square matrix can be
formed.

Unit of Work: Numbers Topic: Scalar Multiplication
Standard:
⮚ Use the basic operations, number relationships, patterns, number facts, calculators
and software to compute and estimate in order to solve real world problems
involving fractions, percentages and decimals.
⮚ Perform scalar Multiplication
- Perform basic arithmetic operations on integers.

- Arrange items in rows and columns
- State the order of any given matrix
- Solve problems involving scalar multiplication
- Worksheet with scalar multiplication.
Key Vocabulary:
- Scalar, multiply, element, set, column, row, product, matrix, scalar number
- Perform given operations on matrices accurately

- Solve problems involving scalar multiplication
Content Outline:
Scalar Multiplication is one of the basic operations defining a vector space in linear algebra.
The term scalar itself derives from this usage: a scalar is that which scales vectors. Scalar
multiplication is different from scalar product, which is an inner product between two vectors.
Scalar multiplication maybe viewed as an external binary operation or as an action of the field
on the vector space. A geometric interpretation to scalar multiplication is a stretching or
shrinking of a vector.

Engage:
Students will be asked to write a matrix in the order 2 x 2. Students will be asked if the matrix
is doubled or tripled, what could we do to increase the value of the elements.
Individually or in pairs, allow the students to response and show strategies of how they could
achieve this by adding the matrix to itself the required number of times.
E.g.: Tripling a Matrix by adding the same matrix thrice.
+ + =
The same can be achieved by multiplication.
Share your responses and justify your thinking
Explore:
Students will be placed into groups of four or five. Groups will be asked to write down the
identified matrix from the engagement activity and state the factor/ scalar by which all the
elements were multiplied.
Students will be asked to give a definition for scalar multiplication.
Students will then go through same examples of scalar multiplication.
E.g.:

Students will be guided through a second example:

Students will then multiply the following, using a fractional scalar:
Solution:

Students will critique the following:
Students will analyse the problem above and critique it. Students will check for the correctness
of Carols answer and say whether or not her calculations where accurate.
Explain:
Scalar Multiplication.
Guided Questions:
1) How do we perform a scalar multiplication?

2) What order is the matrix in the problem Carol solved?
3) How many elements are in the matrix?
4) Which element did Carol multiply by the scalar?
5) Is Carols Answer completely wrong? Why?
6) What did Carol do wrong?
7) Observation will be made for errors in reasoning which will be corrected as necessary.
Elaborate/Extend:
The table below represents fruits eaten by Samuel each week.
Activity
1. Write a Matrix to represent the information given?

2. If Samuel increases his fruit intake by eating twice as much fruits. How many of each
fruits will he eat in the following week?
3. Sam gives his son half of the portion of fruits he eats. How many of each fruit would
he eat each day?
4. Eating at the same rate, how many of each fruit would he eat in the 5th week?
In small groups, students will discuss the following scenario:
Three teams completed in the final round of the Chess Club’s championships. For each win, a
team was awarded 3 points and for each draw a team received 1 point.

Activity:
1. Write a matrix for the number of wins for each team.

2. Calculate the total points awarded for each team’s win.
3. Write a matrix for the number of draws for each team.
4. Calculate the total points awarded for each team’s draw.
Evaluate:
Students will complete the worksheet on Scalar Multiplication independently.

Teacher evaluation:
Strengths
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Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Actions to be taken
____________________________________________________________________________
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WORK SHEET
Name: ___________________________________________
Date: _______________________________________
Complete the following worksheet on Scalar Multiplication. Show all working.
g) Kirk works at a shoes store that sells male and female shoes. The sales for Monday is 10 male
shoes and 12 female, Tuesday 15 male shoes and 14 female shoes, and the sale for Wednesday is
8 male shoes and 10 female shoes.
If he earns commission on 75% of the shoes he sells calculate how many of each shoes he would
collect commission on for each day

Unit of Work: Numbers Topic: Commutative Property of Matrix

Addition
Standard:
⮚ Perform calculations to illustrate the commutativity and distributivity of matrices

under addition.

Specific Objective (s):
- Explain the commutative property of matrix addition;

- Correctly perform addition of matrices including commutativity
- Worksheet
Key Vocabulary:
- Matrices, order, dimension, commutative, commutativity, non-commutativity, square

matrix, undefined.
- Order matrices correctly.

- Perform given operations on matrices accurately.
Content Outline:
A matrix can only be added to or subtracted from another matrix if the two matrices have the
same dimensions. The dimension of a matrix is the number of rows by the number of columns.
This is also referred to as the order of the matrix.

To add two matrices: add the numbers in the matching positions:
Because matrix addition relies heavily on the addition of real numbers, many of the addition
properties that we know to be true with real numbers are also true with matrices.
Addition of matrices is commutative. This says that, if A and B are matrices of the same order
such that A + B is defined then A + B = B + A.
Engage: Students will be given the following in groups.
Consider the following matrices and identify the matrices that can be added. Choose a pair of
matrices and carry out the addition.

Students will record their responses on given sheets of paper and place them on a display
board so that everyone is able to view and critique their responses. They will be engaged in a
discussion guided by the following questions.
Guiding questions:
1. How do you know when the matrices can be added?

2. Which matrices can be added?
3. Which matrices did you add, how did you arrive at your answer? (In the interest of
time, only selected groups will respond)

Explore:
Students will work in groups to collect data from their classmates about their preferred social
media platform: Facebook, Instagram, twitter, WhatsApp. They will collect the data using the
sample table below.
Group 1 Group 2 Group 3 Group 4
Facebook
Instagram
Twitter
WhatsApp
Groups will be instructed to use the data collected from one of the groups, along with the data
collected from their group to form two 2 × 2 matrix of the format:
[ WhatsAppTwitter Instagram Facebook ]
NB: Students will insert actual number for each category.
The matrices representing the data collected from each group must be properly named.
Groups will perform addition of the matrices, guided by the directions below:
1. Add the two matrices created
Students will write a response to this question before moving to item 2
What do you think the result will be if you reverse the matrices?
2. Change the order of the matrices (reverse order), add the matrices and note observations

Explain:
Students will explain their understanding of commutativity in matrix addition guided by the
following questions.
Guiding Questions:
1. What were the two matrices you created from the data?
2. How do you add matrices?
3. In what order did you add the matrices?
4. What was the elements of the resulting matrix when the addition was done in the
other order?
5. What conclusion can you make from your exploration?
6. Does this apply to all or some matrices? Explain your answer
Elaborate/Extend:
Students will complete the Elaborate Worksheet (see below)
Evaluate:
Students will complete the Evaluation Worksheet (see below)
Teacher evaluation:
Strengths
____________________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Elaborate Worksheet
Name ______________________________________
Grade ____________
Shantol is an avid reader. She generally keeps a track of the number of books/magazines she
reads each month and stores that information in matrices. The following table shows the number
of books/magazines she read for the month of January, February, and March.
1. Analyse the table and write the matrix form of the number of each type of
books/magazine read (paper and online) for each month.
January (J) February (F) March (M)
Paper online Paper Online Paper online
Magazin Magazin Magazin

e e e
2 4 3 2 1 3
Fiction Fiction Fiction
3 1 1 1 2 3
Non- Non- Non-

fiction fiction fiction
4 5 5 3 4 6
Matrix form: Matrix form: Matrix form:

2. What is the total number of each type of book/magazine (paper and online) read over the
three-month period?
3. Show the commutative property of matrix addition using the three matrices created
1. If
Calculate:
i. B+A
ii. Prove that B+A = A+B
2. The following tables show the medals received by Jamaica, Cuba and Bahamas in the
2020 and 2016 summer Olympics.
2012 Summer Olympics (R)
Gold Silver Bronze
Jamaica 4 5 3
Cuba 5 3 7
Bahamas 1 0 0
2016 Summer Olympics (S)
Gold Silver Bronze

Jamaica 6 3 2
Cuba 5 2 4
Bahamas 1 0 1
1. Represent the information given in the tables in matrix form. (Label as matrix R and S)
2. Show that R+S = S+R
Duration: 60
minutes
Unit of Work: Numbers Topic: Addition of Matrices
Standard:

under addition.

- Identify the order of a matrix.
- Identify when a pair of matrices is undefined

- Correctly identify the corresponding elements in matrices under addition
- Correctly perform addition of matrices
- Worksheet

Key Vocabulary:
- Matrices, order (dimension), corresponding elements, square matrix, undefined
- Order matrices correctly;

- Perform given operations on matrices accurately
Content Outline:
A matrix can only be added to (or subtracted from) another matrix if the two matrices have the
same dimensions as shown below.
To add two matrices: add the numbers in
the matching/corresponding positions:
Example of matrices under addition
Engage:

Students will be given the following pairs of matrices for them to note the dimensions,
determine if the matrices can be added and to identify the corresponding elements.
Students will share responses, guided by the following questions:
Discussion Questions:
1. Identify the dimensions (order) of the pair of matrices

2. Can each pair of matrices be added? If no, why not? Justify your thinking.
3. For the pair of matrices that can be added, identify the corresponding elements
Explore: Students will complete the following tasks in groups guided by the directions
below:
Instruction: Complete the table by writing the number of hours you spend on each activity
Group Homework Extra-curricular Study Leisure

Members activities
Student 1
Student 2
Student 3
Student 4
Directions:
1. Share the data with another group and represent the data collected in matrix form (that
is, both groups will show the two data sets, labelled for example group 1 and group 2).

2. From the two matrices formed, find the total time the group members spent on each
activity.
Explain: Students will be engaged in a discussion, guided by the following questions:
Discussion questions:
1. How were you able to add the hours spent on each activity?
2. What are the corresponding elements you added?
3. What is the total time the groups spent on the daily activities?
4. State the matrix formed after adding the two matrices
Elaborate/Extend:
Students will complete the Elaborate Worksheet (see below)
Evaluate:
Students will complete the Evaluation Worksheet (see below)

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Elaborate Worksheet
Your parents have a business selling shirts and pants. The matrices below represent the number
of shirts and pants sold in two weeks. Row 1 represents the number of pants sold and row 2
represents the number of shirts sold from Monday to Friday. For example, your parents sold 40
pants on Wednesday, week 1 and 28 shirts on Friday, week 2.
Question: Calculate:
1. The total number of pants and shirts sold on Wednesday of both week.
2. The total number of pants and shirts sold on Monday and Friday of both weeks. Give
your answer in matrix form
3. The number of pants and shirt sold for the two weeks. Represent this sum as a matrix.

3. Which of the following matrices can be added? List all the possibilities.
4. The following tables show the number of pizzas sold at Sumptuous Pizzas one
weekend. Use the data to answer the questions below.
Friday Small Medium Large
Pineapple Cheese 12 10 3
Barbeque Chicken 11 8 8
Pepperoni 14 8 10
Saturday Small Medium Large
Pepperoni 8 11 2
Sunday Small Medium Large

Pepperoni 10 15 11
a. Create a matrix for each day’s data. Name the matrices F, R and N
respectively.
b. Create matrix T to represent F+R+N.
c. What does T represent?
d. Which type of pizza had the most sales during the entire weekend?
Unit of Work: Numbers Topic: Distributive Property of Matrices
Standard:

under addition.

- Use the commutativity and distributivity properties of real numbers;
- Identify the order of a matrix;
- Perform scalar multiplication.
Students should be able to
- Explain the distributive property for matrices;

- Prove the distributivity of matrices with a scalar quantity.
- Worksheet, rectangular arrays cut-outs
Key Vocabulary:
- Integers, order, scalar multiplication, distributive property,
- Order matrices correctly;

- Perform given operations on matrices accurately;
Content Outline:
The distributive property of matrices is similar to the distributive property of real numbers. We
are able to distribute scalar quantities across a set of matrices. If A, B and C are m× n matrices
and c and d are scalars, then the following property of distribution is true:
c ( A +B )=cA +cB
Engage:
Students will read the following scenario and answer the questions that follow.
Scenario
A survey was carried out at three high schools in St. Elizabeth to find out students’ preference
between reggae and dancehall music. The data collected from each school is shown below:
High School A
Reggae Dancehall
Grades 7 - 9 25 75
Grades 10 - 13 7 93
High School B
Reggae Dancehall

Grades 7 - 9 2 98
Grades 10 - 13 54 46
High School C
Reggae Dancehall
Grades 7 - 9 31 69
Grades 10 - 13 13 87
a) Represent each table as a matrix.

b) If you want to summarize the data for all three schools combined, how would you
represent this as a single matrix? Show your working.
Explore:
Students will be placed into small groups and each group given a rectangular array cut-out.
The size of the groups will vary depending on the number of elements associated with the cut-
outs they are given. Based on the number of students, the teacher will ensure that appropriate
cut-outs are used and that each group can find their matching rectangular array cut-out with
another group. Group members will write any integer in the spaces provided. Time will be
given for groups to find their matching matrix. Once the pairs are made, students will:
1. Double their individual matrix,

2. Find the sum of the two new matrices formed and attempt to double the sum of the

pairs of matrices.
Guiding Questions:
1. Which rectangular arrays are similar?

2. Why are they similar?
3. How do you identify corresponding elements of matrices?
4. What condition(s) must be met for matrices to be added?
5. How many steps did it take for both groups to find that final matrix?
6. Is there another way (simpler way) to arrive at the single matrix you obtained when
both matrices were doubled and combined in addition?
Explain:
Students will use the guiding questions associated with the explore activity to explain how the
different ways that a single matrix can be obtained when addition and multiplication is being
done on a pair of matrices. They will provide other examples of the combined computations on
matrices and state, giving a reason, if the property applies to all matrices.

Elaborate/Extend:
Students will read the following scenario and answer the questions that follow.
Scenario
Your Club has decided to host a Bake Sale to raise money for a project they are undertaking.
The options for the Bake Sale are as follows:
Cupcakes - $70 each
Potato pudding - $150 per slice
Fruit Cake - $200 per slice
Plain Cake - $140 per slice
You have been tasked with collecting the orders from grade 10. The table below summarizes
the orders received per class.
Grade 10 Science
Cupcakes 11
Potato Pudding 4
Fruit Cake 16
Plain Cake 18
Grade 10 Business
Cupcakes 7

Potato Pudding 12
Fruit Cake 9
Plain Cake 25
a) Arrange the values given in the table, as a 2 × 2 matrix to represent the orders from
each class. Name each matrix appropriately. You can choose to place the number of
each pastry items in any order as long as the same order is used for both matrices.
b) These orders have been tripled. Determine the number of each pastry that has been
ordered and prove the distributivity of the matrices.
c) Calculate the total cost of each type of pastry ordered.
Evaluate:
Students will complete the Activity Sheet.

Teacher evaluation:
Strengths
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Weaknesses
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Actions to be taken
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Rectangular Array Cut-outs

Activity Sheet
Instructions: Answer the following questions and show ALL working.
1. Given that M =[ 4 0−1 3 ] and N= [−5 5 10 9 ] ,
a) Find
i. M +N
ii. 5M
iii. 5N
b) Prove that 5 ( M + N )=5 M + 5 N
2. The tables below show the sales of masks and gloves for two companies over two years.
J & S Distributors
Masks Gloves
2018 273 320
2019 265 415
Shield’s Protection
Masks Gloves
2018 460 355
2019 491 316
David was asked to calculate the total sales for each item for each company. He chose to
represent this in matrix form.
a) What is the order of the matrices?

b) Sales for both items are expected to be 5 times as much as the totals over the two years.
David has chosen to multiply each matrix by 5 and then find their sum, so that he can
have an idea of how many masks and gloves would sell in 2020. His supervisor disagrees

with his method and suggests that he adds the totals for each company and then multiply
by 5. Who is correct? Explain your answer by showing your working.
Unit of Work: Algebra Topic: Vectors
Standard:

- 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.
- Define a vector as the sum total of horizontal and vertical displacement.
- Internet, Computer, Graph paper/grids, Apparatus for experiment (i.e. seeds,

containers, water, newspaper, tissue paper), Ruler, Teacher,
https://www.youtube.com/watch?v=A05n32Bl0aY
Key Vocabulary:
- Displacement, Starting Point, End Point, Vectors
- Write vectors in column format;

- Draw right angled triangles representing a vector
Content Outline:
● A vector is an object that has both a magnitude and a direction. Geometrically, we can

picture a vector as a directed line segment, whose length is the magnitude of the vector
and with an arrow indicating the direction. The direction of the vector is from its tail to
its head.

We denote vectors using boldface as in a or b. Especially when writing by hand where
one cannot easily write in boldface, people will sometimes denote vectors using arrows
as in a⃗ or b⃗ , or they use other markings.
Engage:
Students will watch a video clip from "Despicable Me" This clip shows the character Vector
introducing himself. (Most of the students have seen the movie so students immediately
become curious about how this movie connects to the lesson
(https://www.youtube.com/watch?v=A05n32Bl0aY).
● After the clip, students will be given a minute or two to write a definition of a vector.
● Allow students to share their definitions with each other.
● Students will then be asked "What is meant by magnitude and direction?"
● Students will be given 3-4 minutes to share their ideas in groups; and to discuss any
other questions they might have about vectors.
● Students will now be allowed to have a whole class discussion.

Explore:
● Students will be given the map below and be asked to decide on a starting and ending
point (3 sets); and describe the movements they took to get from one point to the next.
● After deciding on a starting point and ending point, what will be your next step?
Explain.
● How do you know if the movements made are correct? Explain.
Explain:
responses of others and if possible, provide clarity.

Elaborate/Extend:

Evaluate:
● Define each vector as a horizontal and vertical displacement:
Teacher evaluation:
Strengths
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Weaknesses
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________

____________________________________________________________________________
Actions to be taken
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Resource Sheet

Standard:
⮚ To help students understand and appreciate vectors in mathematics and apply the
concept to real life situations.
- Perform translations and state the associated translation vector.

- Write vectors in column format
- Graph papers, worksheets, peas
Key Vocabulary:
- Horizontal, Vertical, Displacement, Position, Vectors, Translation, Coordinates,

Cartesian Plane, Distance, Direction, Magnitude, Speed, Time, Cardinal point.

- Represent a vector on graph paper
Content Outline:
A Vector, in mathematics, is a quantity that has both magnitude and direction.
The length of the line shows its magnitude and the arrowhead points in the direction.
The vector ⃗
AB can be written as a column vector.

+2 indicates a movement of 2 units from left to right
+3 indicates the movement of 3 units upwards
The components of ( C D ) indicates:
Movement of 5 units to the right and 3 units down

Engage:
Students will work in groups of four (4) for all given activities.
Students will be given a sheet of blank paper with a pea. They will place the pea to the bottom
left corner of the paper and mark the spot that the pea is on. They will gently blow on the pea
in a diagonal direction once and place a dot where the pea stops. Students will be asked to
answer the following questions.
1. Label the starting point A and the ending point B

2. In what direction did the pea go?
3. Draw the vector to show the movement of the pea indicating the direction.
4. Show the horizontal and vertical movements using broken lines.
5. Can you determine the vertical and horizontal distance that the pea moved and write
the component?
6. How was this done?
7. Would a graph paper help to determine the horizontal and vertical distance?
One student from each groups will be asked to share their responses with the class. A whole
group discussion on the components of a vector and what each represents will be facilitated.
Writing the vector in the column format will also be discussed.
Explore:
From the engagement activity students will be asked to predict what would happen if the pea
was blown in the opposite/different direction. What would change?
Students will be given a graph paper showing vectors representing different scenarios to
determine and write the vector components for each scenario. Please see worksheet attached.

Explain:
Each group will share their solutions on the components that they wrote and how they got their
answers.
The following ideas will be discussed when writing the component of a vector:
( x y ) When both components are positive
(−x y ) A negative x component
(−x− y ) When both components are negative
( x− y ) When the y component is negative
Elaborate/Extend:
Students will work in groups of 4 to complete this activity.
Paul and Raheem were playing football after school, Paul kicked the ball and it landed
close to the goal post. Raheem remembered what he learned in class and thought that
this situation could represent a vector would with a component of (−6 10 ) if he was using
metres as the unit.
Is Raheem thinking accurately about the situation?
Could Raheem’s interpretation be drawn on graph paper?
If yes, make a sketch of the vector.
Using cardinal points, in which direction did Paul kick the ball?
A discussion will be facilitated to explain Raheem’s thinking regarding the vector

representation, on whether he could be accurate or not.

Evaluate:
Please see worksheet for the evaluation activity.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Exploration Activity – Vectors in column format

For each scenario below, determine the vector components and write each in column format.

The scenarios above represent:
1. A boy runs from point T to point P
2. A dog walks from point E to point F
3. A bird walks from point K to point L
4. A bug crawls from point G to point H
5. A ball rolls from point S to point W

Evaluation Activity
Complete all the questions below

1. Write the vectors shown on the diagram below as a column vector.
e= f= g= AB = CD =
2. Draw and label the following column vectors on the grid below.
a = (4 2) b = ( 1 2 ) c = (−3−4 ) d = (−5 1 ) e = ( 5−2 )
Unit of Work: Algebra Topic: Define position vector given two

points
Standard:
⮚ demonstrate the ability to use vector notation and concepts to model and solve real-
world problems;
- Identify, add and subtract like and unlike terms;

- Plot and naming points;
- Concept of map and scale drawing;

- Identify position vectors.
- Define position vectors given two points.
- Worksheets
Key Vocabulary:
- Position vector, point, coordinates
- Define position vectors given two points;

- Formulate solutions
Content Outline:
A vector that starts from the origin (O) is called a position vector. The position vector is also
known as location vector is a Euclidean vector that represents the position of a point P in space
in relation to an arbitrary reference origin (O).

Vectors with Initial Points NOT at the Origin
Sometimes the initial point of a vector is not at the origin. For example consider a vector that
has its initial point at P (2, 2) and terminal point at Q (6, 3). To draw this vector, we can plot
these coordinates and connect them as a vector. Alternately we can denote his vector with a
general set of components:
⃗
PQ =( x Q−x p , y Q− y p )
Therefore ⃗
PQ = (4, 1), the graph below illustrates this vector in two ways
Engage: (In small groups (5 or 6 students )
Students will be engaged in a game of ‘Coordinates’. In their groups students will be given a
pirate’s map (see appendix). They will race to label the points on the map sequencing each
happening using letters. They will also be asked to state the correct coordinates for each point
named. The group that finishes first with all or most labelling and coordinates correct will be
rewarded.
Note: Teacher can reward group with simple items such as stickers, group points, pencil,
graph leaves or ruler etc., that students can used in the class.
Explore:(In small groups (5 or 6 students)
Using the pirate’s map students will complete the table and answer the questions below.

Points Movement on Movement in the Coordinates representing
the x- axis y-axis movements
1. What do you observe about the coordinates representing the movements?
Expected Answer: The coordinate starts from the origin. The coordinates form the
position vector for the original vector.
2. What is the name given to a vector which starts from the origin?
Expected Answer : position vector
3. How else can you fine the coordinate of that represent the movement?
Expected answer: By subtracting the corresponding coordinates of starting point from
that of the terminal point.
Elaborate/Extend:
Students will complete activity on ‘Ludo board’. (See appendix)
Evaluate:
Students will complete worksheet on ‘Treasure Island’. (See appendix)

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Pirate’s Map
The map above shows the stops that the pirate made before finding the treasure. Each day the
pirate uncovers a new item while on the hunt. Select at least five items that were discovered by
the pirates, using the ship as your starting point complete the table below. The first one is done
for you.
Points Movement Movement Coordinates (vector)

on the x- axis in the y-axis representing movements
S(-9, 7) and T(- 7,4) 2 -3 ⃗

ST = <2, -3>

1. What do you observe about the vector formed that is representing each movement?
2. How else can you find the coordinates (Vectors) that represent the movements?
Ludo Board
Tim, Harry, John and Tom are playing a game of Ludo. The diagram shows the movement of
one of Tim’s token.
Use the information above to answer the following questions.

1. What is the position vector that represents the movement?
2. What number did Tim throw on the die?
3. State the possible coordinates for the points that represent the positions of Tim’s token.

Treasure Island
You have moved to a new community. To move around easily you asked the librarian for a map
of the community. The map below shows your community Treasure Island.
Note: Your home is located at (2, 4)

1 unit on the grid = 2 km
Complete the following using the map above,

1. What is the position vector between the castle and the church?
2. If you travel from your home to the windmill, what is the position vector that represents
this? How far have you travelled?
3. You travelled from home to visit the elephant, how far have you travelled?

Unit of Work: Algebra Topic: Position and Relative Position Vectors
Standard:
- Perform translations and state the associated translation vector
- Define position vectors given two points

- Use grid to locate and draw, position and relative position vectors.
- Worksheets
Key Vocabulary:
- Position, vector, relative

- Define position vectors given two points;
- Locate and draw position and relative position vectors;
Content Outline:
A vector that starts from the origin (O) is called a position vector. For position vectors the
component from () x
y
is simply the coordinates of its end point written as a column.
In the following diagram, point A has the position vector a and point B has the position vector
()
3
b. If a = , then the coordinates of A will
7
( 84 ), then
be (3, 7). Similarly, if b =
coordinates of B will be (8, 4).

Engage:
Students will be given the following scenario:
Marie was playing by herself on the tiles in the living room of her house. She hopped from one
tile to the other as shown in the grid diagram. (see attached)
A whole class discussion will ensue where students will share their answers. Students will also
be asked to define the term “position vector”. The teacher will clear up all misconceptions.
Explore:
Using the same diagram with the stars; in pairs students will be asked to complete a
worksheet. (see attached)

Explain:
Selected students will be asked to explain their answers. The teacher will clear up all
misconceptions.
Elaborate/Extend:
Students will be given the following scenario and asked to answer the questions.
Bob and Mary decided to have a race home from school. Where O represents school, A Bob’s
home and B Mary’s home.
a) State which child got home first? Explain

b) Write the position vector for each child’s race home.
If Jack also joined in on the race and he lives three moments to the right of school, represent
this position vector on the grid.

Evaluate:
Students will be asked to complete the attached worksheet.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Engage:
Activity
Each star represents where Marie landed from a hop.

1. On the grid write the coordinates of each of the stars.

Explore: Activity
1. If each star is started from the origin; draw on the grid the vectors formed by the stars.
b) Express in column form the position vector of each star.
2. Three points A (6, 2), B (3,4) and C (12, -2) have position vectors a, b and c draw the
position vectors on a grid.
b) Write⃗OA ,⃗
OB and ⃗ OC in the form ()
x
y

Evaluate: Activity
1. In the diagram above ⃗OA and ⃗OB are position vectors such that ⃗OA = a and ⃗OB = b
Write ⃗OA and ⃗OB in the form ()
x
y
2. ⃗
OA and ⃗ OB are two position vectors relative to the origin O. Given the points A (3.1) and
B (-1, -2).
a) Write ⃗ OA and⃗
OB in the form ()
x
y
b) Draw the two position vectors on a grid
3. ABC is a triangle. The coordinates of the points A, B and C are (2, 2), (6, 2) and (4, 6)
respectively. Write in the form ()
x
y
the position vectors A, B and C.

Unit of Work: Algebra Topic:Vectors
Standard:
⮚ Employ algebraic reasoning through the use of expressions, equations and

formulae to interpret, model and solve problems involving unknown quantities.

- Use grid to locate and draw, position and relative position vectors
- Draw a right angled triangle representing a vector
- Worksheet
Key Vocabulary:
- Displacement, position, vectors, right angle triangle
- Draw right angled triangles representing a vector
Content Outline:

Vector quantities are extremely useful in physics as well as in mathematics. The important
characteristic of a vector quantity is that it has either a magnitude (or size) and a direction. Both
of these properties must be given in order to specify a vector completely.
An example of a vector quantity is a displacement. This tell us how far away we are from a fixed
point, and it also tells us our direction relative to that point.
Vector Notation
For example, the vector acting from (0, 0) in the direction of the point (2, 3) can be
written
The 2 represent the Horizontal displacement and the 3

represent the Vertical displacement
A vector that starts from the origin (O) is called a position vector. For position vectors the
component from is simply the coordinates of its end point written as a column.
In the following diagram, point A has the position vector a and point B has the position vector
b. If a =, then the coordinates of A will be (3, 7). Similarly, if b =, then coordinates of B will be
(8, 4).
Engage:

Students will be given a grid diagram to identify the position vectors. (see attached)
A whole class discussion will ensue.
Guided Questions:
What are position vectors?
What are the position vectors in the diagram?
What are right angles?
On the grid would you be able to use the position vectors to draw right angle triangles?
Explore:
In pairs students will be asked to complete the following on grid paper.
1. Given the point P (3, 4) draw the vector OP. Use this vector to create a right angle.
2. a and b are two position vectors relative to the origin O. Given the points A (3.1) and
B(-1, -2)
a) Draw the two position vectors on a grid
b) use each position vector to form right angle triangles
3. From your diagrams drawn above state:

a) The length of the base of the triangle.
b) The length of the perpendicular height of the triangle.
4. Based on your diagrams drawn above, what type of angle do you see forming between
the position vector and the axes in the right angle triangle?
Explain:
Selected students will be asked to explain how they came about their answers The teacher will
clarify any misconception
Elaborate/Extend:
In pairs students will be given a scenario and asked to answer questions.(see attached)
Evaluate:
Students will be given a worksheet to complete. (see attached)

Teacher evaluation:
Strengths
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Engage Activity sheet
Identify the position vector for vectors P, Q &R

Elaborate: Activity sheet
When an earthquake hits, the ground shifts abruptly due to forces created when the tectonic
plates along fault lines rub together. As the tectonic plates shift and move, the intense shaking
can even cause the physical movement of objects as large as buildings.
Suppose an earthquake causes all points in a town to shift metres to the north or south (vertical
displacement) and simultaneously to the east or west (horizontal displacement)
Identify and draw straight lines to represent the horizontal and vertical displacement for
the following ten buildings
Using the diagram above, work in pairs to complete right angle triangles identifying the vertical
and horizontal displacement of each building in this town as it moved, take each starting point as
the origin (o).

Evaluate: Worksheet
1) On grid/graph paper draw the following position vectors.
2) From each vector drawn, form right angle triangles.
3) For each right angle triangle formed state:

a) The length of the base of the triangle.
b) The length of the perpendicular height of the triangle.
4) Given the point A (-4, 6). Determine the position vector OA. then repeat steps 2 & 3

Unit of Work: Algebra Topic: Using Pythagoras’ Theorem to Find the

Length of a Vector
Standard:
⮚ Students should appreciate the usefulness of vectors and Pythagoras’ in solving real
life problems.
- Identify north, south, east and west

- Define vector
- Identify the name for the sides of the right angle triangle
- Use the Pythagoras’ Theorem to solve right-angled triangle problems.
- Identify right angled triangles used in representing a vector
- Draw straight lines and line segments.
- Use Pythagoras’ theorem to find the length of a vector
- Flash card, activity sheet, summative worksheet
Key Vocabulary:
- Pythagoras’ Theorem, vector, magnitude, length
- Draw right angled triangles representing a vector;

- Use Pythagoras’ theorem to find the length of a vector.
- Formulate solutions
Content Outline:
A vector is an object that has both a magnitude and a direction. Geometrically, we can picture
a vector as a directed line segment, whose length is the magnitude of the vector and with an
arrow indicating the direction. We denote vectors using arrows as in a⃗or b⃗. We denote the
magnitude (length or size) of the vector a⃗ as ∥a∥ or the magnitude of b⃗ as ∥b∥

Pythagoras’ Theorem can be used to find the length/magnitude of a vector.
The Pythagorean Theorem

The procedure is restricted to the addition of two vectors that make right angles to each other.
Pythagorean Theorem
c
b
Example 1:
Eric leaves the base camp and hikes 11 km, north and then hikes 11 km east. Determine Eric’s
resulting displacement.
112 + 112 = R2
242 = R2
15.6 =R
Example 2:

Engage: (In groups of no more than 7 students)
The leader for each group will be given 10 flash cards which will have questions on the front
about Pythagoras’ theorem and vector and on the back will be the answers to the questions.
The group leader will also be asked to make note of the questions which were answered
incorrectly. (please see attached flash cards)
The group leaders will be asked to report to the teacher on the questions that were answered
incorrectly in their groups. From this, the teacher will ensure that time is spend mostly on
those questions that were answered incorrectly. However, students will be randomly selected
to share their responses to the other questions on the flash cards. The teacher will clear up
misconceptions, if any.
Explore:
Students will be given an activity and will be asked to complete within their groups. (Please
see attached activity sheet)
Explain:
Students will be engaged in a discussion about the previous activity guided by the following
questions. They will then be asked to share their responses to the questions and show/explain
how they arrived at their answer.
Guided question:
1. When solving questions c - g, what did you do to assist you in solving the question
Expected response: draw or complete the triangle
2. Which theorem did you use to assist when solving questions c – g?

3. What made you use that theorem?

Note to teacher:
Have the picture of the treasure hunt map projected on the projected on the board so
that students can illustrate their responses properly.
Elaborate/Extend:
Students will be asked to complete the question below individually
Question:
The rectangle PQRS represents the floor of a room.

Ivan stands at point A. Calculate the distance of Ivan from
a) the corner R of the room
b) the corner S of the room
Evaluate:
Students will be given a worksheet to complete individually. (Please see attached summative
worksheet)
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________

Activity
Scenario:
Josh and his friends were playing a game of treasure hunt. Each boy was very anxious to find the
treasure. However, not everyone took the same route to finding the treasure. Below are the routes
that each boy took.
- Josh - Aaron - Mathew - Malik
- Andrew - Jonathon
Josh went 1 unit south and 5 units west

Aaron went 7 units west
Mathew went 3 units west and 1 units north
Malik went 2 units north and 2 units west
Andrew went 3 units north and 6 units west
Jonathon 3 units north and 7 units west
The friends wanted to find out how the routes they took relates to Mathematics and vectors and
to determine which route is the best route to take to reach the treasure. Assist them with
completing the task below.

1) Why would their routes be considered a vector?
2) For the routes taken by each friend, draw line segments to show each of their paths to the
treasure. Write the measurement for the length of each line segment.
3) If Josh was to go from his position on the map in a straight line to the treasure, what
would be the length of that vector? (Hint: could use Pythagoras’ theorem)
4) If Aaron was to go from his position on the map in a straight line to the treasure, what
would be the length of that vector?
5) If Mathew was to go from his position on the map in a straight line to the treasure, what
6) If Malik was to go from his position on the map in a straight line to the treasure, what
7) I Andrew was to go from his position on the map in a straight line to the treasure, what
8) If Jonathon was to go from his position on the map in a straight line to the treasure, what
9) Which routes would you suggest that each boy take? Justify you answer.

Summative Worksheet
1. A jogger runs 330m due west and then turns and runs another 500m due west. By the
time the jogger reaches the end of that road, he got tired and ran in a straight line from
that point to where he originally started. Determine the length of the straight line from the
end point to his original point. Draw a diagram to assist with your calculations and show
all working.
2. Jim and Eileen decided to take a short cut through the woods to go to their friend's house.
When they went home they decided to take the long way around the woods to avoid
getting muddy shoes. So, they walked 600 m from home to the cross roads and then 1125
m from the crossroads to their friend’s house. What distance did they walk when they
took the shortcut? Draw a diagram to assist with your calculations and show all working.
3. You've just picked up a ground ball at first base, and you see the other team's player
running towards third base. How far do you have to throw the ball to get it from first base
to third base, and throw the runner out?

Standard:
⮚ Employ algebraic reasoning through the use of expressions, equations and

formulae to interpret, model and solve problems involving unknown quantities.

- Define a vector as the sum total of horizontal and vertical displacement
- 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)
- Worksheet
Key Vocabulary:
- Displacement, Position, Vectors, Resultant, Parallel, Non-collinear, Scalar, Collinear,
Coordinates, Cartesian Plane, Distance, Direction, Magnitude

- Write reverse vectors
Content Outline:
Vectors are often split up into two parts – an x part, which tells us how far the vector moves left
or right, and a y part, which tells us how far a vector moves up or down. When splitting up
vectors like this, we express them as column vectors, where the top number is the x component
and the bottom number is the y component
A vector is something with both magnitude (size) and direction. On a diagram, they are denoted
by an arrow, where the length of the arrow tells us the magnitude and the way
the arrow is pointing tells us the direction.
When we add vectors, we add them end-to-end. For example, if you add two vectors a and b,
then the result is the vector a+b, which takes you from the start of a to the end
of b.
The negative of a vector has the same magnitude of the original vector; it just goes in the exact
opposite direction.
The negative sign reverses the direction of the vector.
A vector AB→ is a negative vector of CD →, if AB→ has the same magnitude as CD → but
opposite in direction

Engage:
Students will be given a worksheet to describe movements to and from different locations using
vector components (see attached)
A whole class discussion will ensue
Guided Questions:
How would you arrive at H from A?
How many movements east and south?
Is going south the same as going north, how would you describe the return trip?
Explore:
https://www.geogebra.org/m/GXzzqBXu
Students will access the online Geogebra portal on negative vectors
Where they would explore various vectors, their negative and their components.
The program allows students to draw vectors and have its components and negative listed.
NB: If there is no access to a computer, attached is a worksheet as an alternative activity.
Explain:
Students will be asked to explain how they went about to find a negative vector's component.
Teacher should use this opportunity to clarify any misconception
Elaborate/Extend:
Students will be asked to complete a worksheet. (See attached )
Evaluate:
Students will be asked to complete a worksheet.(See attached )

Teacher evaluation:
Strengths
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Weaknesses
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Engage: Activity sheet
Using a to represent an horizontal movement west and b to represent a vertical movement south.
1. Explain how one can get from point A to H and back to A.
2. Explain how one can get from point A to F and back to A.

(Sub) Explore: Activity sheet
The negative of a Vector
Examine the diagram and describe fully both vectors ⃗

AB and⃗
BA .
Explain how you would attain the column vector BA

Elaborate: Activity sheet
The negative sign reverses the direction of the vector
Draw each of the following vectors on grid/ graph paper and their inverse/ negative, write each
inverse as a column vector

Evaluate: Activity sheet
The diagram shows two positions in a town, vector OA and OB, write as a column vector in
the form
⃗
(a) O A
⃗
(b) OB
(c) ⃗AB
(d) ⃗
BA
O- Olive oil factory A- Ackee factory B- Bakery

Standard:
⮚ For students to understand and appreciate vectors and relate it to real life experiences.

- 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.
- Graph papers, worksheets
Key Vocabulary:
- Relative position, collinear, ratio, unit vector, multiple, scalar, parallel
- Apply ratio to vectors to solve problems

- Represent collinear vectors
Content Outline:
Position vectors
Position vectors are vectors that start at the origin O. The vector OA below is a position
vector.

Parallel vectors
Two vectors are parallel if one is a multiple of the other regardless of the direction. If a⃗ and b⃗
are two non-zero vectors, and a⃗ = kb⃗ , then a⃗ andb⃗ are parallel. Also, for parallel vectors, both
components of one vector must be in the same ratio to the corresponding components of the
parallel vector.
Let ⃗
EF = ( 4 2 ) and ⃗
GH = ( 2 1 ) , the components are in the
same
ratio x:y = 2 :1 therefore EF is parallel to GH
Also, EF = 2GH
Collinear vectors
Collinear means in a straight line. Therefore, if three or more points lie on a straight line, they
are said to be collinear.
Collinear vectors are two or more vectors which are formed on a straight line and are therefore

parallel to the same line irrespective of their magnitudes and direction.
AB and ⃗
From the diagram above it can be seen that vectors ⃗ BC are collinear.
The ratio of AB: AC is 1:2 , this indicates that AC is twice AB .
Engage: Students will work in groups to complete the activity below.
Show all working.

b) If PQ = 2 PR , write the vector components of PR
Students will share their answers and a discussion will be facilitated on position vectors and
the relationship between two vectors.

Explore:
Working in groups students will be asked to complete the activity below. Please see Activity
Sheet 1
Explain:
Students will be asked to select a group representative then explain their solutions to the above
activities. The teachers will facilitate and guide the discussion and make clarifications where
necessary.
Elaborate/Extend: Students will work in groups to complete this activity.
OACB is a parallelogram.
⃗
OA = a
⃗
OB = b
The line OB is extended so that OB to OD is in the ratio 1:3
1
XC is BC
3
1. Draw a diagram to represent the information showing all the vectors.

2. Write in terms of a and b the vector AD
3. Determine the position vector OX

Hint: OB is parallel to AC
Evaluate:
Students will complete the following questions individually.
Attempt all questions and show your working clearly
Question 1
The diagram below shows triangle AOP where B the midpoint of AP.
OA = a, OB = b and OP = p
A point C lies on AP such that AC to CP is 3:1
1. Write two vectors that are collinear

2. Determine vectors: AB and AC
Question 2
1. Determine the following vectors in terms of a and b

a) PB
b) ¿
2. If the ratio of OQ : Q A is given as 2:1
Determine the vector QA
Teacher evaluation:

Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity Sheet 1
Use the diagram to answer these questions.
Examine the diagram above and attempt the following questions.
1. Write a four (4) word phrase that can replace the word collinear.
2. List any three points that are collinear
3. Draw two additional lines to show at least three (3) points that are collinear
4. Using Vector AD
a) Identify two vectors that are be collinear.
b) Determine the ratio of:
⃗
AB : ⃗
BD
⃗
AB : ⃗AD
For the ratios above explain the relation between each pair.
If vector AD = 6a, determine the vector AB, BD and AC
Activity 2
Mr. Brown has a farm, as he walks along one side, he stops 1/3 of the journey to look at the
fence and then continued to the end post. The distance can be represented by the vector (−6 9 ) .
1. Draw a diagram to show the vector that represents his journey
2. Use vector notation to represent the distance he walked along the fence.
3. Show the point where he stopped and write ratios showing:
a) distance he stopped to entire distance
b) distance he stopped to the remaining distance.
4. Write the vector component to represent:
a) 1/3 the distance
b) 2/3 the distance
5. From your diagram, write two vectors that are collinear.

Unit of Work: Algebra Topic: Geometric Vectors
Standard:
- Write the reverse vector (-x) given a vector x (multiply a vector by -1);
- Find the relative position vector given a ration of division

- Use the properties of an appropriate polygon to find the relative position vector of
parallel, non-collinear vectors.
- Teacher generated activity sheet, rulers (at least 1 per group), geo-board (2 per
group), grid paper (2 per student), protractor
Key Vocabulary:
- Resultant vector, inverse vector, parallel vector, parallel, non-collinear vector

- Locate and draw position and relative position vectors
Content Outline:
- A position vector is a vector that extends from the reference point (the origin) to the
position of the particle.
- Two vectors are parallel if they are scalar multiples of one another. If u and v are two
non-zero vectors and u = cv, then u and v are parallel.
- When adding two vectors, the biggest resultant possible is when the vectors are
parallel.

Engage: Students will be given the following scenario and work in groups of four (4) to
complete the activities that follows
On your way to school in the morning, you travelled 4 kilometres north to your favourite cook
shop before heading another 3 kilometres east to school.
a) Make a sketch of the scenario in your groups indicating the different vectors and their
result.
b) Determine the result of your morning commute from home to school? [State the magnitude
and direction]
c) On the same diagram sketch the return journey, with the assumption that you made the
same stops.
d) Explain in your own word the relationship between the two journeys.
Explore: Students will be given the following scenario. Working in groups of four (4) they
will complete the activities that follows:

Scenario
John was rowing his boat directly across a river at the rate of 6 kilometres per hour (km/h).
The current of the river was flowing at a rate of 4 kilometres per hour (km/h)
a. Use your geo-boards to create the different vectors of the forces that are being
applied (use a different colour elastic band to represent each vector) then transfer
your solution on your graph sheet by completing a geometric shape to show the
journey.[Use arrow heads to show the direction and label the lengths]
b. Use a ruler to draw each vector to scale and draw a vector to represent the path of
the boat and the flow of the current.
i. Determine the magnitude of the resultant velocity of the boat by measuring
the vector.
ii. State the distance and direction of the resultant vector

c. State the column vectors for each of the speed and direction of the boat, the speed
and direction of the current and the resultant of the journey taken.
Explain how you would determine the direction of the resultant vector and how would you
determine the resultant vector without drawing?
Explain:
Each group will present their solution to that activities given and another group will explain
why they agree or disagree with the first group’s answer.
Elaborate/Extend: Students will complete the task below in pairs.
In the diagram below, not drawn to scale, P and Q are (2, 4) and (8, 2) respectively. The line
segment joining the origin (0,0) to the point P may be written as ⃗
OP .
1. Write EACH of the following in the term: []

a
b
a. ⃗
OP
b. ⃗
OQ
c. ⃗
PQ
1. Given that ⃗
OP = ⃗
RQ , determine the coordinates of the point, R
State the type of quadrilateral formed by PQRO. Justify your answer.

Evaluate:
Students will complete the task below individually.
1⃗
OABC is a parallelogram with ⃗
OA = a and ⃗
OB = b. E is a point on ⃗
AC such that ⃗
AE = AC
4
1
F is a point on ⃗ BF = ⃗
BC such that ⃗ BC .
4
(a) Make a sketch representing the information above

(b) Find in terms of a and b
i. ⃗ AB
⃗
ii. AE
iii. ⃗OE
iv. ⃗ OF
v. ⃗ EF
(c) Write down two geometric properties connecting ⃗EF and ⃗
AB
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity Sheet
Scenario
John was rowing his boat directly across a river at the rate of 6 kilometres per hour (km/h). The
current of the river was flowing at a rate of 4 kilometres per hour (km/h)
In the diagram below, not drawn to scale, P and Q are (2, 4) and (8, 2) respectively. The line
segment joining the origin (0,0) to the point P may be written as ⃗
OP .
1. Write EACH of the following in the term: []

a
b
a. ⃗OP
b. ⃗OQ
⃗
c. PQ
2. Given that ⃗OP = ⃗RQ , determine the coordinates of the point, R
State the type of quadrilateral formed by PQRO. Justify your answer.
1⃗
OABC is a parallelogram with ⃗
OA = a and ⃗ AC such that ⃗
OB = b. E is a point on ⃗ AE = AC
4
1
F is a point on ⃗ BF = ⃗
BC such that ⃗ BC .
4
(a) Make a sketch representing the information above
(b) Find in terms of a and b
i. ⃗ AB
ii. ⃗AE
iii. ⃗OE
iv. ⃗ OF
v. ⃗ EF
Write down two geometric properties connecting ⃗ EF and ⃗AB

Unit of Work: Algebra Topic: Quadratic Mappings
Standard:
- Identify types of relation and ordered pairs.
- Identify quadratic mappings
- Identify domain and range
- Read information from a graph

- Write a quadratic mapping as an ordered pair
- Worksheets
Key Vocabulary:
- Quadratic equation, Ordered pairs, quadratic mappings
- Participate in group discussions and activities
Content Outline:
Mapping Diagrams
- A mapping is a diagram that shows how elements of the range are paired with elements
of the domain. The diagram consists of two parallel columns. The first column
represents the domain while the second column represents the range. Lines or arrows
are drawn from the domain to the range to show the relation between the elements.
Quadratic Equations
- A quadratic equation is an equation in which the highest power of any variable within

the equation is “2”. For example:
-
2
3 x +5 x=9
2
x −4 x+3=0
ax 2 +bx +c=0
- The standard form of a quadratic equation is ax2 + bx + c = 0; where a is the coefficient

of the squared term, b is the coefficient of the other variable and c is the constant.
Quadratic Mapping
- A quadratic mapping is a diagram showing the connection between the domain and the
range in a quadratic relation.
Example: If x2 - 2x + 3 = 0, the diagram below shows the mapping for this quadratic
equation for the domain {0, 1, 2, 3}.
Domain Range
0 3
1 2
2 1
3 0
Ordered Pairs
An ordered pair is two numbers written in the form (x, y). In the ordered pair the x-value is an
element of the domain while the y-value is an element of the range. The ordered pairs for the
mapping above are as follows:
Ordered pairs = (0,3), (1,2), (2.1) and (3,0)
Engage:

Working in groups students will examine the given graph and answer the questions that
follow.
Once, I was home on Christmas holidays for 10 days. I made a graph of the total number of
movies I had watched during the 10 days.
1. What is the domain?

2. What is the range?
3. Use an arrow diagram to show the connection between the elements of the domain and
the elements of the range
The teacher will move around to each group to observe what students are doing and to see how
much they know about arrow diagrams.

Explore:
Working in pairs students will examine the diagram below and use it to complete the given
activity.
1. How is this graph similar or different from the one you examined at the start of the
lesson?
2. What is the domain?
3. What is the range?
4. Use an arrow diagram to show the connection between the elements of the domain
and the elements of the range.
5. Write the information from your arrow diagram as ordered pairs
Explain:
Pairs will be randomly selected to show their arrow diagram and the ordered pairs written
from the arrow diagram. The teacher will help the students to understand that the arrow
diagram is called a mapping.

Elaborate/Extend:
Working in groups students will complete the following activity:
A ball is thrown in the air from 3m above the ground with a velocity (speed with direction) of
14m/s. The quadratic equation h = 3 + 14t – 5t2 is used to determine the height of the ball after
3 seconds.
1. Complete the table below to show the height in metres of the ball from 0 to 3 seconds
Time (seconds) 0 1 2 3
Height (metres)
2. Use a mapping diagram to show the relationship between the time and the height of the
ball from 0 to 3 seconds.
3. From your mapping diagram write the ordered pairs
Evaluate:
Students will complete the following activity individually.
Write each of the following quadratic mappings as ordered pairs.
0 0 -3 0
1.
1 1 -2 1
2 4 -1 4
3 9 0 9
1
2

2. Make a mapping diagram for the function f(x) = 2x2 – 5x – 1 for the domain
{-2, -1, 0, 1, 2} then write the ordered pairs.

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Worksheet
Instructions: Use the graph below to answer the given questions

Unit of Work: Algebra Topic: Plotting ordered pairs
Standard:
⮚ Research on the use of quadratics in everyday life;

⮚ Present data in a variety of ways;
⮚ Participate in group discussions and activities;
⮚ Graph quadratic functions accurately;

- Plot two linear equations on the same pair of axes and interpret the point(s) of
intersection (if any)
- Write a quadratic mapping as a set of ordered pairs;
Specific Objective(s):
- Plot the ordered pairs of a quadratic mapping as a graph.
- Graph paper, teacher generated activities.
Key Vocabulary:
- Quadratic equations, Quadratic mappings, ordered pairs, Graph, Parabola, Points of

intersection, Axes, Cartesian plane, roots, intercept.
- Research on the use of quadratics in everyday life;

- Present data in a variety of ways;
- Participate in group discussions and activities;
- Graph quadratic functions accurately;
Content Outline:
Ordered pairs make up functions on a graph, and very often, you need to plot ordered pairs in
order to see what the graph of a function looks like.
Engage:

In groups students will complete the following matching activity. In this activity students will
be given pictures of graphs, the function of the graphs and the ordered pairs for the graph for
them to find and match. (See the attachment below).
Students will present their solutions to the class. Discussion should ensue so as to correct any
misconception that might come up.
Note to teacher: It is not recommended to give the groups all of the graphs but to split them
up so as not to make the students overwhelmed)
Explore:
Following the above activity students will be given a quadratic mapping from which to write
the set of ordered pairs. They will then be instructed to plot these points on a graph.
Students will be asked to state what they observe.
y = x2 - 2x + 1
Guided Questions
1. What do you notice after plotting the points?
2. Can you describe the shape formed?
3. Does this look like other graphs you have plot before
4. What do you notice about the x values?
Explain:
Students will present their findings. From which a discussion should ensue. Here key

vocabulary would be introduced (eg. Parabola)
Misconceptions identified would be corrected.
Elaborate/Extend:
Students will be asked to investigate the use of quadratics in construction and the occurrence
of quadratics in everyday life.
Evaluate:
From the following write the list of ordered pairs
1. y = 2x2 + 7x + 3

2. x + 4x + 5
2
(the intent here is to give the students this for them to write the ordered pairs then plot the
graph)

Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

How to use this activity
⮚ Put students in pairs and hand them just the graphs labelled A – R and equations
numbered 1 - 18. Have them raise their hands when they finish so you can check their
work.
⮚ Students who have completed the first part of the activity should be handed the tables
(labelled a - r) and the slips of paper to record their answers (matching equations, tables
and graphs).

Duration: 60
minutes
Unit of Work: Algebra Topic: Quadratic Graphs
Standard:
- Students should know how to draw the graph of a quadratic function

- Interpret the points of intersection of a quadratic graph with the axes.
- Worksheets, Graph Sheets
Key Vocabulary:
- Quadratic graph, Parabola, Roots, Intercepts
- Research on the use of quadratics in everyday life

- Participate in group discussions and activities
Content Outline:
▪ The graphs of quadratic functions, f (x) = ax2 + bx + c are called parabolas.
▪ Parabolas may open upward or downward. If the sign of the leading coefficient, a, is
positive (a > 0), the parabola opens upward. If the sign of the leading coefficient, a, is
negative (a < 0), the parabola opens downward.

▪ The points where the graph intersects the x-axis is known as the x-intercepts are the
roots.
▪ The point where the graph intersects the y-axis is called the y-intercept

Engage: Working in groups students will be instructed to examine the picture in worksheet #
1 and discuss what is happening.
The teacher will ask the following guided questions:
1. What do you think is happening in the picture?

2. What type of graph is formed?
3. What is the special name of the shape formed by the graph?
4. From what height did the eagle start its dive?
5. What was the height of the eagle after 12 seconds? What is this number telling you
about the position of the eagle?
6. How long was the eagle on the ground?
7. At what point did the eagle start to ascend?
Explore:
Working in groups students will be engaged in the following activity?
The quadratic equation h (t) = t2 - 8t + 12 is used to track the height of a bird diving into the
ocean for food over a period of 7 seconds. The table below to show the height of the bird in
metres up to 7 seconds.
Time 0 1 2 3 4 5 6 7
(seconds
)
Height 12 5 0 -3 -4 -3 0 5
(metres)
1. On graph sheets draw the graph of the function h(t) = t2 - 8t + 12

Use your graph to assist you in answering the following questions
2. After 2 and 6 seconds respectively the height of the bird was 0 metres. What do you
think is happening at this point?
3. At 0 seconds the height of the bird was 12 metres. What is this data telling you?
4. At what point does the graph intersect the y-axis?
5. At what point(s) does the graph intersect the x-axis?
Explain:
The teacher will show a projection of the graph or draw a sketch of the graph on the board.
Students and teacher will discuss the answer to the questions in the explore activity. The
students will be made to understand that the point where the graph intersects the y-axis is
called the y-intercept and the point where the graph intersects the x-axis is called the x-
intercepts or the root(s) of the equation.
Elaborate/Extend:
1. Working in groups students will be asked to think of at least two ways (outside of what
was mentioned in the engage and explore activities) in real life in which quadratic
graphs are used.
2. If additional work is needed for the faster students they could be asked to use
factorization to determine the roots of the above quadratic equation.
Evaluate: Students will individually complete the activity on worksheet # 2
Teacher evaluation:
Strengths

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Worksheet # 1
Instructions: Examine the graph below and use it to answer the guided questions.

Worksheet # 2
Instruction: In each of the following quadratic graphs determine the roots and the y-intercept.
1. y = x2 – 2x – 3

2. y = x2 - 6x + 9

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NMP - Grade 9 Sample Mathematics Lesson Plan Booklet - 20203008 - v2

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MINISTRY OF EDUCATION, YOUTH & INFORMATION

SAMPLE LESSON PLAN

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 1

Page Title Page No.

Term 1 Lesson Plans………………………………………………………………. 6

Term 2 Lesson Plans……………………………………………………………..... 206

Term 3 Lesson Plans……………………………………………………….……… 306

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 2

1. Use the distributive property to simplify expressions

1. State the meaning of am, where a and m are rational

1. Prove Pythagoras’ Theorem by a suitable method (for

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 1

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 3

1. Design and conduct simple experiments, to collect data,

1. Define a function as a many to-one or one-to-one relation.

1. Solve more complex problems involving ratio and

1. Use consumer arithmetic to solve real life problems

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 4

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 5

1. Construct quadrilaterals using appropriate geometric

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 6

1. Solve simple problems involving, at most, three subsets of

1. Identify the order of a matrix.

1. Define a vector as the sum total of horizontal and vertical

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 7

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 8

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 9

Unit of Work: Algebra Topic: Distributive Property – Simplifying Like

Standards for Mathematical Practices:

(✓) 1. Make sense of problems and perseveres in solving them.

(✓) 2. Reason abstractly and quantitatively.

(✓) 3. Construct viable arguments and critique the reasoning of others.

(✓) 4. Model with mathematics.

(✓) 5. Use appropriate tools strategically.

(✓) 6. Attend to precision.

(✓) 7. Look for and make use of structure.

() 8. Look for and express regularity in repeated reasoning.

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 10

Students should be able to:

- use the distributive property correctly to simplify algebraic expressions

- Binomial, Distributive property, Algebraic expression, Laws of Indices, Coefficient

- Apply the distributive property correctly

3 t+10 t−2 y− y −12

Finally, add or subtract where appropriate:

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 11

Students will explain their thinking to the class.

E.g.: (i) 2x + 4 (ii) 3x + 5 + 2x (iii) 5x – 3 – 2x + 7 (iv) 6x x 3 – 4x x 3

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 12

1. (-4) – (-3) 2. 3x + 1 – 2x – 4 3. (2x2 + 2x +3) – (3x2 + 3x – 2)

See worksheet below

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 13

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 14

Unit of Work: Algebra Topic: Use the Distributive Property to Simplify

Standards for Mathematical Practices:

(✓) 1. Make sense of problems and perseveres in solving them.

(✓) 2. Reason abstractly and quantitatively.

(✓) 3. Construct viable arguments and critique the reasoning of others.

(✓) 4. Model with mathematics.

(✓) 5. Use appropriate tools strategically.

(✓) 6. Attend to precision.

() 7. Look for and make use of structure.

() 8. Look for and express regularity in repeated reasoning.

MoEYI/NMP/Grade 9 Sample Mathematics Lesson Plans/2020 16