MEASUREMENTS

Time, Distance and Speed - Working Out Average Speed in Real Life Situations

By the end of the lesson, the learner should be able to:

-Define average speed;
-Calculate average speed over a journey;
-Solve problems involving average speed;
-Show interest in calculating average speed in real-life situations.

In groups, learners are guided to:
-Discuss the concept of average speed;
-Record distance covered and time taken for a journey with varying speeds;
-Calculate average speed using the formula average speed = total distance/total time;
-Solve problems involving average speed in real-life contexts;
-Discuss and share results with other groups.

How do we calculate the average speed of a journey?

Masters Mathematics learners book grade 9 page 126;
-Scientific calculators;
-Chart showing examples of average speed calculations;
-Examples of journey scenarios with varying speeds.

-Observation; -Oral questions; -Written exercises; -Problem-solving assessment.

MEASUREMENTS

Time, Distance and Speed - Determining Velocity in Real Life Situations
Time, Distance and Speed - Working Out Acceleration in Real Life Situations

By the end of the lesson, the learner should be able to:

-Define velocity;
-Differentiate between speed and velocity;
-Calculate velocity in different directions;
-Show genuine interest in understanding velocity.

In groups, learners are guided to:
-Discuss the difference between speed and velocity;
-Record distance covered, time taken, and direction for various movements;
-Calculate velocity using the formula velocity = displacement/time;
-Express velocity with direction (e.g., 5 m/s eastward);
-Solve problems involving velocity in real-life contexts;
-Discuss and share results with other groups.

What is the difference between speed and velocity?

Masters-Mathematics learners book grade 9 page 129;
-Stopwatch/timer;
-Measuring tape/rulers;
-Scientific calculators;

-Observation; -Oral questions; -Written exercises; -Practical assessment.

MEASUREMENTS

Time, Distance and Speed - Identifying Longitudes on the Globe
Time, Distance and Speed - Relating Longitudes to Time on the Globe

By the end of the lesson, the learner should be able to:

-Identify longitudes on a globe;
-Understand the concept of the prime meridian;
-Describe how longitudes are measured in degrees east or west;
-Show interest in understanding the globe and longitudes.

In groups, learners are guided to:
-Use a globe to identify circles that pass through North and South poles;
-Search from the Internet or print media for the meaning of these circles;
-Identify special circles on the globe (Prime Meridian, International Date Line);
-Discuss how longitudes are measured in degrees east or west of the Prime Meridian;
-Discuss and share findings with other groups.

Why does time vary in different places of the world?

Masters Mathematics learners book grade 9 page 131;
-Globe;
-World map showing longitudes;
-Digital devices for research;
-Charts showing the longitude system.

-Observation; -Oral questions; -Written exercises; -Group presentations.

MEASUREMENTS

Time, Distance and Speed - Determining Local Time of Places on Different Longitudes

By the end of the lesson, the learner should be able to:

-Calculate local time at different longitudes;
-Understand that time increases eastward and decreases westward;
-Solve problems involving local time at different longitudes;
-Show interest in understanding time zones.

In groups, learners are guided to:
-Review the relationship between longitudes and time;
-Calculate local time at different longitudes given the local time at a reference longitude;
-Understand that for every 15° change in longitude, time changes by 1 hour;
-Solve problems involving local time at different longitudes;
-Discuss and share results with other groups.

How do we calculate the local time at different longitudes?

Masters-Mathematics learners book grade 9 page 134;
-Globe;
-World map showing time zones;
-Scientific calculators;
-Charts showing examples of local time calculations.
-Mathematics learners book grade 9 page 136;

-Observation; -Oral questions; -Written exercises; -Problem-solving assessment.

MEASUREMENTS

Time, Distance and Speed - Determining Local Time of Places on Different Longitudes
Money - Identifying Currencies Used in Different Countries

By the end of the lesson, the learner should be able to:

-Apply knowledge of local time to solve various problems;
-Convert between 12-hour and 24-hour time formats;
-Solve real-world problems involving time zones;
-Show genuine interest in understanding global time.

In groups, learners are guided to:
-Review calculations of local time at different longitudes;
-Convert between 12-hour (am/pm) and 24-hour time formats;
-Solve problems involving flight times, international calls, and global events;
-Use digital resources to explore current time in different parts of the world;
-Discuss and share results with other groups.

How do time zones affect international communication and travel?

Masters Mathematics learners book grade 9 page 137;
-Globe;
-World map showing time zones;
-Digital devices showing current time in different cities;
-Scientific calculators.
-Mathematics learners book grade 9 page 138;

-Observation; -Oral questions; -Written exercises; -Project work on time zones.

MEASUREMENTS

Money - Converting Currency from One to Another in Real Life Situations
Money - Working Out Export Duties Charged on Goods

By the end of the lesson, the learner should be able to:

-Understand exchange rates;
-Convert foreign currency to Kenyan currency;
-Use exchange rate tables;
-Appreciate the concept of currency exchange.

In groups, learners are guided to:
-Study exchange rates of international currencies in a table;
-Understand the concept of buying and selling rates;
-Convert foreign currencies to Kenyan Shillings using the buying rate;
-Solve problems involving currency conversion;
-Use digital devices to compare exchange rates from different sources;
-Discuss and share results with other groups.

Why do we change currencies from one form to another?

Masters-Mathematics learners book grade 9 page 141;
-Exchange rate tables from newspapers or online sources;
-Scientific calculators;
-

-Observation; -Oral questions; -Written exercises; -Problem-solving assessment.

MEASUREMENTS

Money - Working Out Import Duties Charged on Goods
Money - Working Out Excise Duty Charged on Goods

By the end of the lesson, the learner should be able to:

-Define import duty;
-Calculate import duty on goods;
-Identify goods exempted from import duty;
-Show interest in understanding import duties.

In groups, learners are guided to:
-Use digital devices to search for the meaning of import duty;
-Research the percentage of import duty on different goods and services;
-Identify examples of goods exempted from import duty in Kenya;
-Calculate import duty on goods using the formula: Import Duty = Customs Value × Duty Rate;
-Solve problems involving import duties;
-Discuss and share findings with other groups.

What are import duties and why are they charged?

Masters Mathematics learners book grade 9 page 143;
-Digital devices for research;
-Scientific calculators;
-Charts showing import duty 

-Observation; -Oral questions; -Written exercises; -Research presentation.

MEASUREMENTS

Money - Determining Value-Added Tax (VAT) Charged on Goods and Services
Approximations and Errors - Approximating Quantities in Measurements

By the end of the lesson, the learner should be able to:

-Define Value Added Tax (VAT);
-Identify goods and services that attract VAT;
-Calculate VAT on goods and services;
-Appreciate the role of VAT in government revenue collection.

In groups, learners are guided to:
-Use digital devices or print media to search for information on VAT;
-Research goods that attract VAT;
-Research the percentage of VAT charged on goods and services;
-Study receipts to identify VAT amounts;
-Calculate VAT on various goods and services;
-Discuss and share findings with other groups.

How is VAT calculated and why is it charged?

Masters Mathematics learners book grade 9 page 145;
-Supermarket receipts showing VAT;
-Digital devices for research;
-Scientific calculators;
-Charts showi

-Observation; -Oral questions; -Written exercises; -Analysis of receipts.

MEASUREMENTS

Approximations and Errors - Determining Errors Using Estimations and Actual Measurements
Approximations and Errors - Determining Percentage Errors Using Actual Measurements

By the end of the lesson, the learner should be able to:

-Define error in measurements;
-Determine errors by comparing estimated and actual measurements;
-Calculate absolute errors in measurements;
-Develop genuine interest in understanding measurement errors.

In groups, learners are guided to:
-Estimate the measurements of various items in centimeters;
-Use a ruler to find the actual measurements of the items;
-Find the difference between the estimated and measured values;
-Understand that error = measured value - estimated value;
-Complete a table with estimated values, measured values, and errors;
-Discuss and share findings with other groups.

How do we determine errors in measurements?

Masters-Mathematics learners book grade 9 page 149;
-Measuring tapes/rulers;

-Observation; -Oral questions; -Written exercises; -Practical assessment.

Geometry

Coordinates and Graphs - Plotting points on a Cartesian plane
Coordinates and Graphs - Drawing a straight line graph

By the end of the lesson, the learner should be able to:

Plot out points on a Cartesian plane;
Work in groups to locate points on a plane;
Appreciate the use of Cartesian plane in locating positions.

Learners are guided to work in groups and locate the point of intersection of the x-coordinate and the y-coordinates on a Cartesian plane.
Learners plot given points such as P(3,4), Q(4,-2), R(-3,-5) and S(-1,5) on a Cartesian plane.

How do we locate a point on a Cartesian plane?

Masters Mathematics Grade 9 Textbook page 154
-Graph paper
-Ruler
-Pencils
-Charts with Cartesin plane

-Oral questions -Observation -Written exercise -Peer assessment

Geometry

Coordinates and Graphs - Completing tables for linear equations
Coordinates and Graphs - Drawing parallel lines

By the end of the lesson, the learner should be able to:

Complete tables of values for different linear equations;
Plot points from completed tables on a Cartesian plane;
Enjoy drawing straight line graphs from tables of values.

Learners complete tables of values for given linear equations such as y=2x+3.
Learners plot the points on a Cartesian plane and join them using a straight edge to form a straight line graph.
Learners work in pairs to generate their own tables of values for different equations.

How do we use tables of values to draw straight line graphs?

Masters Mathematics Grade 9 Textbook page 156
-Graph paper
-Ruler
-Pencils
-

-Oral questions -Peer assessment -Written exercise -Checklist

Geometry

Coordinates and Graphs - Relating gradients of parallel lines
Coordinates and Graphs - Drawing perpendicular lines
Coordinates and Graphs - Relating gradients of perpendicular lines

By the end of the lesson, the learner should be able to:

Determine the gradients of straight lines;
Relate the gradients of parallel lines;
Value the importance of gradient in determining parallel lines.

Learners work in groups to generate tables of values for equations y=3x-4 and y=3x-1.
Learners draw the lines on the Cartesian plane and determine their gradients.
Learners compare the gradients and discuss the relationship between the gradients of parallel lines.

What is the relationship between the gradients of parallel lines?

-Graph paper
-Ruler
-Calculator
Masters Mathematics Grade 9 Textbook 
-charts with parallel and perpendicular lines 

-Oral questions -Group discussion -Written exercise -Assessment rubrics

Geometry

Coordinates and Graphs - Applications of straight line graphs
Scale Drawing - Compass directions

By the end of the lesson, the learner should be able to:

Apply graphs of straight lines to real-life situations;
Interpret information from straight line graphs;
Value the use of graphs in representing real-life situations.

Learners work in groups to generate tables of values for parking charges in two different towns.
Learners draw graphs to represent the information on the same Cartesian plane.
Learners find the gradient of the two lines drawn and determine whether they are parallel.

How can straight line graphs help us solve real-life problems?

Masters Mathematics Grade 9 Textbook page 165
-Graph paper
-Ruler
-Calculator
-Charts showing real-life application 

-Oral questions -Group discussion -Written exercise -Presentation

Geometry

Scale Drawing - Compass bearings
Scale Drawing - True bearings

By the end of the lesson, the learner should be able to:

Identify compass bearings in different situations;
Measure and state positions using compass bearings;
Value the importance of compass bearings in navigation.

Learners trace diagrams showing compass bearings.
Learners measure angles from the south and north, and state the position of points using these angles.
Learners draw accurately various compass bearings like N70°E, S50°W, etc.

How do we express directions using compass bearings?

Masters mathematics Grade 9 Textbook page 170
-Protractor
-Ruler

-Oral questions -Practical activity -Written exercise -Checklist

Geometry

Scale Drawing - Determining compass bearings
Scale Drawing - Determining true bearings

By the end of the lesson, the learner should be able to:

Determine the bearing of one point from another;
Measure angles to determine compass bearings;
Enjoy determining bearings in different situations.

Learners consider a diagram showing points Q and R.
Learners find the angle between the North line and line QR.
Learners use the angle to write down the compass bearing of R from Q and discuss their results.

How do we determine the compass bearing of one point from another?

Masters Mathematics Grade 9 Textbook page 173
-Protractor
-Ruler

-Oral questions -Group work -Written exercise -Observation

Geometry

Scale Drawing - Locating points using compass bearing and distance
Scale Drawing - Locating points using true bearing and distance

By the end of the lesson, the learner should be able to:

Locate a point using bearing and distance in real-life situations;
Create scale drawings showing relative positions;
Appreciate the use of scale drawings in real-life situations.

Learners consider two markets U and V such that the distance between them is 6 km and U is on a bearing of N56°E from V.
Learners mark point V on paper, draw the bearing of U from V, and use a scale of 1 cm represents 1 km to locate U.
Learners display and discuss their constructions.

How do we use compass bearings and distances to locate positions?

Masters Mathematics Grade 9 Textbook page 178
-Protractor
-Ruler
-Plain paper
-Drawing board
-

-Oral questions -Practical activity -Written exercise -Peer assessment

Geometry

Scale Drawing - Angle of elevation
Scale Drawing - Determining angles of elevation
Scale Drawing - Angle of depression

By the end of the lesson, the learner should be able to:

Identify angles of elevation in real-life situations;
Make and use a clinometer to measure angles of elevation;
Appreciate the application of angles of elevation in real-life situations.

Learners perform an activity outside the classroom where they stand next to a flag pole and mark points at eye level and above.
Learners observe how the line of sight forms an angle when looking at higher objects.
Learners make a clinometer and use it to measure angles of elevation of objects in the school environment.

What is an angle of elevation and how do we measure it?

Masters Mathematics Grade 9 Textbook page 186
-Protractor
-String
-Weight (about 25g)
-Cardboard
-Straight piece of wood
-Charts showing angles of elevation

-Oral questions -Practical activity -Written exercise -Project assessment

Geometry

Scale Drawing - Determining angles of depression
Scale Drawing - Application in simple surveying

By the end of the lesson, the learner should be able to:

Determine angles of depression in different situations;
Use scale drawings to find angles of depression;
Enjoy solving problems involving angles of depression.

Learners consider a stationary boat (B) that is 120 m away from the foot (F) of a cliff of height 80 m.
Learners make a scale drawing showing the positions of A, F, and B using a scale of 1 cm represents 20 m.
Learners measure the angle between the horizontal line passing through A and line AB to find the angle of depression.

How can we use scale drawings to determine angles of depression?

Masters Mathematics Grade 9 Textbook page 192
-Protractor
-Ruler
-Plain paper
-Drawing board
-

-Oral questions -Scale drawing -Written exercise -Assessment rubrics

Geometry

Scale Drawing - Survey using bearings and distances
Scale Drawing - Complex surveying problems

By the end of the lesson, the learner should be able to:

Survey an area using bearings and distances;
Create scale drawings from bearing and distance data;
Appreciate the application of bearings in surveying.

Learners study a sketch of a piece of land with positions given in terms of bearings and distances from point A.
Learners mark point A and use the bearings and distances to locate other points.
Learners create scale drawings of areas described by bearings and distances from given tables.

How do surveyors use bearings and distances to map areas?

Masters Mathematics Grade 9 Textbook page 199
-Protractor
-Ruler
-Plain paper
-Drawing board

-Oral questions -Scale drawing -Written exercise -Presentation

Geometry

Scale Drawing - Project work on scale drawing
Similarity and Enlargement - Similar figures and properties

By the end of the lesson, the learner should be able to:

Apply scale drawing techniques to a real-life situation;
Create a scale map of the school compound or local area;
Appreciate the practical applications of scale drawing.

Learners work in groups to create a scale map of a part of the school compound.
Learners measure distances and determine bearings between key features.
Learners create a detailed scale drawing with a key showing the various features mapped.

How can we apply scale drawing techniques to map our environment?

Masters Mathematics Grade 9 Textbook page 202
-Measuring tape
-Compass
-Drawing paper
-

-Project work -Group presentation -Peer assessment -Observation

Geometry

Similarity and Enlargement - Identifying similar objects
Similarity and Enlargement - Drawing similar figures

By the end of the lesson, the learner should be able to:

Identify similar objects in the environment;
Determine if given figures are similar;
Value the concept of similarity in everyday life.

Learners collect and classify objects according to similarity.
Learners identify pairs of similar figures from given diagrams.
Learners discuss real-life examples of similar objects and their properties.

How do we recognize similar objects in our environment?

Masters Mathematics Grade 9 Textbook page 204
-Ruler
-Protractor
-

-Oral questions -Group work -Written exercise -Observation

Geometry

Similarity and Enlargement - Properties of enlargement
Similarity and Enlargement - Negative scale factors

By the end of the lesson, the learner should be able to:

Determine properties of enlargement of different figures;
Locate the center of enlargement and find scale factors;
Value the application of enlargement in real-life situations.

Learners trace diagrams showing an object and its enlarged image.
Learners draw lines through corresponding points to find where they intersect (center of enlargement).
Learners find the ratios of corresponding lengths to determine the scale factor.

How do we determine the center and scale factor of an enlargement?

Masters Mathematics Grade 9 Textbook page 209
-Ruler

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Similarity and Enlargement - Drawing images of objects
Similarity and Enlargement - Linear scale factor
Similarity and Enlargement - Using coordinates in enlargement

By the end of the lesson, the learner should be able to:

Apply properties of enlargement to draw similar objects and their images;
Use scale factors to determine dimensions of images;
Enjoy creating enlarged images of objects.

Learners trace a given figure and join the center of enlargement to each vertex.
Learners multiply each distance by the scale factor to locate the image points.
Learners locate the image points and join them to create the enlarged figure.

How do we draw the image of an object under an enlargement with a given center and scale factor?

Masters Mathematics Grade 9 Textbook page 214
-Ruler
-

-Oral questions -Practical activity -Written exercise -Peer assessment

Geometry

Similarity and Enlargement - Applications of similarity
Trigonometry - Angles and sides of right-angled triangles

By the end of the lesson, the learner should be able to:

Apply similarity concepts to solve real-life problems;
Calculate heights and distances using similar triangles;
Value the practical applications of similarity in everyday life.

Learners solve problems involving similar triangles to find unknown heights and distances.
Learners discuss how similarity is used in fields such as architecture, photography, and engineering.
Learners work on practical applications of similarity in the environment.

How can we use similarity to solve real-life problems?

Masters Mathematics Grade 9 Textbook page 219
-Ruler
-Calculator
-Drawing paper
-Charts with real-life applications

-Oral questions -Problem-solving -Written exercise -Group presentation

Geometry

Trigonometry - Sine ratio
Trigonometry - Cosine ratio

By the end of the lesson, the learner should be able to:

Identify sine ratio from a right-angled triangle;
Calculate sine of angles in right-angled triangles;
Value the use of sine ratio in solving problems.

Learners draw triangles with specific angles and sides.
Learners draw perpendiculars from points on one side to another and measure their lengths.
Learners calculate ratios of opposite side to hypotenuse for different angles and discover the sine ratio.

What is the sine of an angle and how do we calculate it?

Masters Mathematics Grade 9 Textbook page 222
-Ruler
-Protractor
-Calculator
-Drawing paper
-Charts showing sine ratio
-Manila paper
-

-Oral questions -Practical activity -Written exercise -Assessment rubrics

Geometry

Trigonometry - Tangent ratio
Trigonometry - Reading tables of sines

By the end of the lesson, the learner should be able to:

Identify tangent ratio from a right-angled triangle;
Calculate tangent of angles in right-angled triangles;
Appreciate the importance of tangent ratio in problem-solving.

Learners draw triangle ABC with specific angles and mark points on BC.
Learners draw perpendiculars from these points to AC and measure their lengths.
Learners calculate ratios of opposite side to adjacent side for different angles and discover the tangent ratio.

What is the tangent of an angle and how do we calculate it?

Masters Mathematics Grade 9 Textbook page 225
-Ruler
-Protractor
-Calculator
-Drawing paper
-Charts showing tangent ratio
-Manila paper
-

-Oral questions -Practical activity -Written exercise -Checklist

Geometry

Trigonometry - Reading tables of cosines and tangents
Trigonometry - Using calculators for trigonometric ratios

By the end of the lesson, the learner should be able to:

Read tables of cosines and tangents for acute angles;
Find cosine and tangent values using mathematical tables;
Enjoy using mathematical tables to find trigonometric ratios.

Learners study parts of the tables of cosines and tangents.
Learners use the tables to find cosine and tangent values of specific angles.
Learners find values of angles with decimal parts using the 'SUBTRACT' column for cosines and 'ADD' column for tangents.

How do we use mathematical tables to find cosine and tangent values?

Masters Mathematics Grade 9 Textbook page 229-231
-Mathematical tables
-Calculator
-Worksheets
-Chart showing how to read tables
-

-Oral questions -Practical activity -Written exercise -Observation

Geometry

Trigonometry - Calculating lengths using trigonometric ratios
Trigonometry - Calculating angles using trigonometric ratios
Trigonometry - Application in heights and distances

By the end of the lesson, the learner should be able to:

Apply trigonometric ratios to calculate lengths of right-angled triangles;
Use sine, cosine, and tangent ratios to find unknown sides;
Appreciate the application of trigonometry in solving real-life problems.

Learners consider a right-angled triangle and find the trigonometric ratio appropriate for finding an unknown side.
Learners find the value of the ratio from tables or calculators and relate it to the expression to find the unknown side.
Learners solve problems involving finding sides of right-angled triangles.

How do we use trigonometric ratios to find unknown sides in right-angled triangles?

Masters Mathematics Grade 9 Textbook page 234
-Scientific calculators
-Mathematical tables
-Ruler
-Drawing paper
-Charts with examples
-Worksheet

-Oral questions -Group work -Written exercise -Assessment rubrics

Geometry

Trigonometry - Application in navigation
Trigonometry - Review and mixed applications

By the end of the lesson, the learner should be able to:

Apply trigonometric ratios in navigation problems;
Calculate distances and bearings using trigonometry;
Appreciate the importance of trigonometry in navigation.

Learners solve problems involving finding distances between locations given bearings and distances from a reference point.
Learners calculate bearings between points using trigonometric ratios.
Learners discuss how pilots, sailors, and navigators use trigonometry.

How is trigonometry used in navigation and determining positions?

Masters Mathematics Grade 9 Textbook page 238
-Scientific calculators
-Mathematical tables
-Ruler
-Protract

-Oral questions -Problem-solving -Written exercise -Assessment rubrics

Data Handling and Probability

Data Interpretation - Appropriate class width
Data Interpretation - Finding range and creating groups

By the end of the lesson, the learner should be able to:

Determine appropriate class width for grouping data;
Work with data to establish suitable class widths;
Appreciate the importance of appropriate class widths in data representation.

Learners work in groups to consider masses of 40 people in kilograms.
Learners find the difference between the smallest and highest mass (range).
Learners group the masses in smaller groups with different class widths and identify the number of groups formed in each case.

How do we determine an appropriate class width for a given set of data?

Masters Mathematics Grade 9 Textbook page 244
-Calculator
-Graph paper
-Manila paper
-Rulers
-Colored markers
-KLB Mathematics Grade 9 Textbook page 245
-Data sets
-Chart with examples

-Oral questions -Group presentations -Written exercise -Observation

Data Handling and Probability

Data Interpretation - Frequency distribution tables
Data Interpretation - Creating frequency tables with different class intervals

By the end of the lesson, the learner should be able to:

Draw frequency distribution tables of grouped data;
Use tally marks to organize data into frequency tables;
Value the importance of organizing data in tables.

Learners are presented with data on the number of tree seedlings that survived in 50 different schools.
Learners copy and complete a frequency distribution table using tally marks and frequencies.
Learners discuss and share their completed tables with other groups.

How do we organize data in a frequency distribution table?

Masters Mathematics Grade 9 Textbook page 247
-Chart paper
-Ruler
-Calculator
-Manila paper
-Colored markers
-Graph paper
-Worksheets with data

-Oral questions -Group presentations -Written exercise -Checklist

Data Handling and Probability

Data Interpretation - Modal class
Data Interpretation - Mean of ungrouped data

By the end of the lesson, the learner should be able to:

Identify the modal class of grouped data;
Determine the class with the highest frequency;
Develop interest in finding the modal class in real-life data.

Learners are presented with assessment marks in a mathematics test for 32 learners.
Learners draw a frequency distribution table to represent the information.
Learners identify and write down the class with the highest frequency (modal class).

What is the modal class and how is it determined?

Masters Mathematics Grade 9 Textbook page 248
-Calculator
-Ruler
-Graph paper
-Chart showing frequency distribution tables
-Colored marker

-Oral questions -Group work -Written exercise -Peer assessment

Data Handling and Probability

Data Interpretation - Mean of grouped data
Data Interpretation - Mean calculation in real-life situations

By the end of the lesson, the learner should be able to:

Calculate the mean of grouped data;
Find the midpoint of class intervals and use in calculations;
Value the importance of mean in summarizing data.

Learners consider a frequency distribution table representing masses in kilograms of learners in a class.
Learners complete a table by finding midpoints of class intervals and calculating fx.
Learners find the sum of frequencies, sum of fx, and divide to find the mean.

How do we calculate the mean of grouped data?

Masters Mathematics Grade 9 Textbook page 250
-Calculator
-Graph paper
-Manila paper
-Chart with examples
-Worksheet

-Oral questions -Written exercise -Group presentations -Checklist

Data Handling and Probability

Data Interpretation - Median of grouped data
Data Interpretation - Calculating median using formula
Data Interpretation - Median calculations in real-life situations

By the end of the lesson, the learner should be able to:

Determine the median of grouped data;
Find cumulative frequencies to locate the median class;
Value the importance of median in data interpretation.

Learners consider the mass of 50 learners recorded in a table.
Learners complete the column for cumulative frequency.
Learners find the sum of frequency, divide by 2, and identify the position of the median mass.

How do we determine the median of grouped data?

Masters Mathematics Grade 9 Textbook page 252
-Calculator
-Chart showing cumulative frequency tables
-Worksheets
-Manila pape

-Oral questions -Written exercise -Group presentations -Observation

Data Handling and Probability

Probability - Equally likely outcomes
Probability - Range of probability

By the end of the lesson, the learner should be able to:

Perform experiments involving equally likely outcomes;
Record outcomes of chance experiments;
Appreciate that some events have equal chances of occurring.

Learners work in groups to flip a fair coin 20 times.
Learners record the number of times heads and tails come up.
Learners divide the number of times heads or tails comes up by the total number of tosses to find probabilities.

What makes events equally likely to occur?

Masters Mathematics Grade 9 Textbook page 256
-Coins
-Chart paper
-Table for recording outcomes
-Manila paper

-Oral questions -Practical activity -Group work assessment -Observation

Data Handling and Probability

Probability - Complementary events
Probability - Mutually exclusive events

By the end of the lesson, the learner should be able to:

Calculate probability of complementary events;
Understand that sum of probabilities of complementary events is 1;
Show interest in applying complementary probability in real-life situations.

Learners discuss examples of complementary events.
Learners solve problems where the probability of one event is given and they need to find the probability of its complement.
Learners verify that the sum of probabilities of an event and its complement equals 1.

How are complementary events related in terms of their probabilities?

Masters Mathematics Grade 9 Textbook page 258
-Calculator
-Chart showing complementary events
-Worksheets with problems
-Manila paper
-Colored markers
-Coins

-Oral questions -Written exercise -Group work assessment -Observation

Data Handling and Probability

Probability - Experiments with mutually exclusive events
Probability - Independent events

By the end of the lesson, the learner should be able to:

Perform experiments of single chance involving mutually exclusive events;
Calculate probability of mutually exclusive events;
Value the application of mutually exclusive events in real-life.

Learners toss a fair die several times and record the numbers that show up.
Learners solve problems involving mutually exclusive events like picking a pen of a specific color from a box.
Learners find probabilities of individual events and their union.

How do we calculate the probability of mutually exclusive events?

Masters Mathematics Grade 9 Textbook page 259
-Dice
-Colored objects in boxes
-Calculator
-

-Oral questions -Practical activity -Written exercise -Assessment rubrics

Data Handling and Probability

Probability - Calculating probabilities of independent events
Probability - Tree diagrams for single outcomes
Probability - Complex tree diagrams
Probability - Complex tree diagrams

By the end of the lesson, the learner should be able to:

Calculate probabilities of independent events;
Apply the multiplication rule for independent events;
Appreciate the application of independent events in real-life situations.

Learners solve problems involving independent events.
Learners calculate probabilities of individual events and multiply them to find joint probability.
Learners solve problems involving machines breaking down independently and other real-life examples.

How do we calculate the probability of independent events occurring together?

Masters mathematics Grade 9 Textbook page 261
-Calculator
-Chart showing multiplication rule
-Worksheets with problems
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-Oral questions -Written exercise -Group presentations -Assessment rubrics