Data Handling and Probability

Data Presentation and Interpretation - Drawing bar graphs
Data Presentation and Interpretation - Interpreting bar graphs

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

-Draw bar graphs of data from real-life situations
-Apply appropriate scales in drawing graphs
-Show interest in bar graphs

In groups, learners are guided to:

-Collect data on birth months of class members
-Record data in a table
-Choose a suitable scale for the graph
-Draw bar graphs to represent the data
-Compare graphs with other groups

What are the different ways of representing data?

-KLB Grade 8 Mathematics pg. 178
-Graph paper
-Ruler
-Colored pencils
-KLB Grade 8 Mathematics pg. 180
-Bar graph charts
-Digital resources

-Observation -Oral questions -Written assignments

Data Handling and Probability

Data Presentation and Interpretation - Drawing line graphs

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

-Draw line graphs of given data from real-life situations
-Apply appropriate scales in line graphs
-Show interest in line graph representation

In groups, learners are guided to:

-Collect data on temperature at different times of day
-Record data in a table
-Choose a suitable scale for axes
-Plot points accurately
-Join points with straight lines to create a line graph

How do we represent continuous data?

-KLB Grade 8 Mathematics pg. 183
-Graph paper
-Ruler
-Colored pencils

-Observation -Oral questions -Written assignments

Data Handling and Probability

Data Presentation and Interpretation - Interpreting line graphs
Data Presentation and Interpretation - Identifying the mode

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

-Interpret line graphs of data from real-life situations
-Extract information from line graphs
-Value the use of line graphs in data analysis

In groups, learners are guided to:

-Study line graphs showing journeys, prices, etc.
-Identify trends, highest and lowest points
-Calculate changes between points
-Answer questions based on information in the graphs

How do we determine the mean of data?

-KLB Grade 8 Mathematics pg. 185
-Line graph charts
-Digital resources
-KLB Grade 8 Mathematics pg. 187
-Data sets
-Calculator

-Observation -Oral questions -Written tests

Data Handling and Probability

Data Presentation and Interpretation - Mode of grouped data

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

-Find the mode of grouped data
-Create frequency tables
-Value the mode as a measure of central tendency

In groups, learners are guided to:

-Organize data sets into frequency tables
-Count occurrences of each value
-Identify the value with highest frequency
-Discuss the significance of mode in data analysis

Why is the mode important in data analysis?

-KLB Grade 8 Mathematics pg. 190
-Data sets
-Calculator
-Digital resources

-Observation -Oral questions -Written tests

Data Handling and Probability

Data Presentation and Interpretation - Calculating the mean
Data Presentation and Interpretation - Mean of grouped data

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

-Calculate the mean of a set of discrete data
-Apply mean in analyzing data sets
-Show interest in measures of central tendency

In groups, learners are guided to:

-Study data sets of ages, scores, etc.
-Find the sum of all values in the data set
-Divide the sum by the number of items
-Compare means of different data sets

What does the mean tell us about a data set?

-KLB Grade 8 Mathematics pg. 192
-Data sets
-Calculator
-Digital resources
-KLB Grade 8 Mathematics pg. 193

-Observation -Oral questions -Written assignments

Data Handling and Probability

Data Presentation and Interpretation - Determining the median

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

-Determine the median of a set of discrete data
-Apply median in analyzing data sets
-Show interest in measures of central tendency

In groups, learners are guided to:

-Study data sets of ages, scores, etc.
-Arrange data in ascending order
-Identify the middle value for odd number of items
-Calculate average of two middle values for even number of items

What is the median and when is it useful?

-KLB Grade 8 Mathematics pg. 195
-Data sets
-Calculator
-Digital resources

-Observation -Oral questions -Written assignments

Data Handling and Probability

Data Presentation and Interpretation - Applications of measures of central tendency
Probability - Identifying events involving chance

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

-Apply mean, median and mode in real-life contexts
-Compare different measures of central tendency
-Value data analysis in decision-making

In groups, learners are guided to:

-Apply all three measures (mean, median, mode) to data sets
-Compare the results and identify differences
-Discuss when each measure is most appropriate
-Analyze real-life data using appropriate measures

How do we choose the right measure of central tendency?

-KLB Grade 8 Mathematics pg. 196
-Real-life data sets
-Calculator
-Digital resources
-KLB Grade 8 Mathematics pg. 197
-Event cards

-Observation -Oral questions -Written tests

Data Handling and Probability

Probability - Performing chance experiments

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

-Perform chance experiments in different situations
-Record outcomes of chance experiments
-Value experimental approaches to probability

In groups, learners are guided to:

-Flip coins and record heads or tails outcomes
-Toss dice and record number outcomes
-Discuss possible outcomes of each experiment
-Conduct multiple trials and record results

What factors affect probability outcomes?

-KLB Grade 8 Mathematics pg. 198
-Coins
-Dice
-Spinner wheels

-Observation -Oral questions -Written tests

Data Handling and Probability

Probability - Writing experimental probability outcomes
Probability - Expressing probability outcomes in fractions

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

-Write the experimental probability outcomes
-Record frequency of different outcomes
-Show interest in experimental probability

In groups, learners are guided to:

-Toss a fair dice multiple times
-Record the outcomes in a frequency table
-Calculate relative frequency of each outcome
-Compare experimental results with theoretical expectations

Why is probability important in real life situations?

-KLB Grade 8 Mathematics pg. 199
-Dice
-Cards
-Tally charts
-KLB Grade 8 Mathematics pg. 200
-Coins
-Recording sheets

-Observation -Oral questions -Written assignments

Data Handling and Probability

Probability - Expressing probability in decimals

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

-Express probability outcomes in decimals
-Convert between fractions and decimals in probability
-Show interest in decimal representation

In groups, learners are guided to:

-Conduct experiments with cards, spinners, etc.
-Express probability outcomes as fractions
-Convert fractions to decimals
-Compare decimal representations of different events

What does a decimal probability value tell us?

-KLB Grade 8 Mathematics pg. 202
-Cards
-Spinner wheels
-Calculator

-Observation -Oral questions -Written assignments

Data Handling and Probability

Probability - Expressing probability in percentages
Probability - Applications in real life

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

-Express probability outcomes in percentages
-Convert between fractions, decimals, and percentages
-Value percentage representation of probability

In groups, learners are guided to:

-Conduct probability experiments
-Calculate probability as fractions
-Convert fractions to percentages
-Interpret percentage probability in real-life contexts

How do percentages help us understand probability?

-KLB Grade 8 Mathematics pg. 203
-Cards
-Dice
-Calculator
-KLB Grade 8 Mathematics pg. 204
-Real-life scenarios
-Digital resources

-Observation -Oral questions -Written tests

Geometry

Geometrical Constructions - Construction of parallel lines

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

-Construct parallel lines using a pair of compasses
-Apply parallel line construction in real-life situations
-Show interest in constructing parallel lines

In groups, learners are guided to:

-Draw line AB and point C above the line
-With C as center and radius length AB, draw an arc above line AB
-With B as center and radius length AC, draw an arc to cut the first arc at D
-Join C to D to form a line parallel to AB

How do we construct polygons?

-KLB Grade 8 Mathematics pg. 100
-Pair of compasses
-Ruler
-Drawing paper

-Observation -Oral questions -Written assignments

Geometry

Geometrical Constructions - Construction of parallel lines using a set square
Geometrical Constructions - Construction of perpendicular lines from a point

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

-Construct parallel lines using a set square and ruler
-Apply construction in real-life situations
-Value the importance of parallel lines

In groups, learners are guided to:

-Draw line ST and point P above the line
-Place one of the shorter edges of a set square along ST
-Put a ruler along the other edge of the set square to touch P
-Slide the set square along the ruler towards P
-Draw a straight line along the edge to create a parallel line

Where do we use polygons in real life situations?

-KLB Grade 8 Mathematics pg. 103
-Set square
-Ruler
-Drawing paper
-KLB Grade 8 Mathematics pg. 104
-Pair of compasses

-Observation -Oral questions -Written tests

Geometry

Geometrical Constructions - Construction of perpendicular lines through a point

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

-Construct perpendicular lines through a point on a given line
-Apply perpendicular construction in solving problems
-Value the use of perpendicular lines

In groups, learners are guided to:

-Draw line EF and point G on the line
-Using G as center and suitable radius, draw two arcs to cut EF at A and B
-With A and B as centers and using the same radius, construct two pairs of intersecting arcs on either side of EF
-Join C to D to form a perpendicular line through G

What is the relationship between perpendicular lines?

-KLB Grade 8 Mathematics pg. 105
-Pair of compasses
-Ruler
-Drawing paper

-Observation -Oral questions -Written tests

Geometry

Geometrical Constructions - Dividing a line proportionally
Geometrical Constructions - Identifying angle properties of polygons

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

-Divide a line proportionally
-Apply proportional division in solving problems
-Show interest in proportional division

In groups, learners are guided to:

-Draw lines AB and AC of convenient lengths
-Mark five equal intervals from A along AC
-Join the last point to B
-Draw lines parallel to this line through the other points
-Mark the points where these parallel lines cut AB

How do we divide a line proportionally?

-KLB Grade 8 Mathematics pg. 106
-Pair of compasses
-Ruler
-Set square
-KLB Grade 8 Mathematics pg. 108
-Polygon models
-Protractor
-Calculator

-Observation -Oral questions -Written assignments

Geometry

Geometrical Constructions - Construction of a regular triangle

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

-Construct a regular triangle
-Apply triangle construction in real-life situations
-Value the use of regular triangles

In groups, learners are guided to:

-Construct line PQ of required length
-Using P and Q as centers and radius equal to side length, construct two arcs intersecting at R
-Join P to R and Q to R
-Measure the angles to confirm they are all 60°

How do we construct regular polygons?

-KLB Grade 8 Mathematics pg. 112
-Pair of compasses
-Ruler
-Protractor

-Observation -Oral questions -Written assignments

Geometry

Geometrical Constructions - Construction of a regular quadrilateral
Geometrical Constructions - Construction of a regular pentagon

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

-Construct a regular quadrilateral (square)
-Apply square construction in real-life situations
-Show interest in regular quadrilaterals

In groups, learners are guided to:

-Draw line AB of required length
-Construct perpendicular lines at A and B
-With A as center and radius equal to side length, mark point D on the perpendicular
-With B as center and radius equal to side length, mark point C on the perpendicular
-Join D to C to complete the square

What are the applications of regular polygons?

-KLB Grade 8 Mathematics pg. 113
-Pair of compasses
-Ruler
-Set square
-KLB Grade 8 Mathematics pg. 114
-Protractor

-Observation -Oral questions -Written tests

Geometry

Geometrical Constructions - Construction of a regular hexagon

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

-Calculate interior angles of a regular hexagon
-Construct a regular hexagon
-Show interest in regular hexagons

In groups, learners are guided to:

-Find the size of each interior angle of the hexagon (120°)
-Draw line PQ of required length
-At Q, draw the interior angle PQR with QR equal to side length
-Continue the process to locate S, T, and U
-Join U to P to complete the hexagon

What are the properties of a regular hexagon?

-KLB Grade 8 Mathematics pg. 115
-Pair of compasses
-Ruler
-Protractor

-Observation -Oral questions -Written tests

Geometry

Geometrical Constructions - Construction of irregular polygons

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

-Construct irregular polygons
-Apply irregular polygon construction in real-life situations
-Value the use of irregular polygons

In groups, learners are guided to:

-Given the measurements of sides and angles, draw the first side
-Use measurements to construct each subsequent side and angle
-Complete the polygon by joining the last vertex to the first
-Verify measurements of all sides and angles

How do we construct irregular polygons?

-KLB Grade 8 Mathematics pg. 117
-Pair of compasses
-Ruler
-Protractor

-Observation -Oral questions -Written assignments

Geometry

Geometrical Constructions - Construction of circles passing through vertices
Scale Drawing - Representing length to a given scale

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

-Construct circles passing through the vertices of a triangle
-Find the center and radius of the circle
-Show interest in circumcircles

In groups, learners are guided to:

-Draw the triangle ABC
-Construct perpendicular bisectors of AB and AC
-Determine the point of intersection O (circumcenter)
-With O as center and radius OA, draw a circle
-Verify that the circle passes through all vertices

What is the relationship between a triangle and its circumcircle?

-KLB Grade 8 Mathematics pg. 123
-Pair of compasses
-Ruler
-Protractor
-KLB Grade 8 Mathematics pg. 143
-Measuring tape/ruler
-Various objects
-Drawing materials

-Observation -Oral questions -Written tests

Geometry

Scale Drawing - Converting actual length to scale length

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

-Convert actual length to scale length
-Apply conversion in real-life situations
-Value the importance of scale conversion

In groups, learners are guided to:

-Measure lengths of objects like classrooms, tables, etc.
-Convert actual measurements to scale lengths using different scales
-Draw the objects using scale lengths
-Compare drawings made with different scales

Where do we use scale drawing in real life situations?

-KLB Grade 8 Mathematics pg. 145
-Measuring tape/ruler
-Calculator
-Drawing materials

-Observation -Oral questions -Written tests

Geometry

Scale Drawing - Converting scale length to actual length
Scale Drawing - Interpreting linear scales in statement form

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

-Convert scale length to actual length
-Apply conversion in real-life situations
-Show interest in scale conversion

In groups, learners are guided to:

-Study scale drawings with given scales
-Measure scale lengths in the drawings
-Convert scale lengths to actual lengths
-Verify conversions by measuring actual objects

How do we determine actual sizes from scale drawings?

-KLB Grade 8 Mathematics pg. 147
-Scale drawings
-Ruler
-Calculator
-KLB Grade 8 Mathematics pg. 148
-Scale diagrams

-Observation -Oral questions -Written assignments

Geometry

Scale Drawing - Writing linear scales in statement form

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

-Write linear scales in statement form
-Apply statement scales correctly
-Show interest in scale representation

In groups, learners are guided to:

-Study objects with given actual and scale measurements
-Calculate the relationship between actual and scale lengths
-Express the scale in statement form
-Determine actual and scale measurements of other objects using the scale

How do we create an appropriate scale statement?

-KLB Grade 8 Mathematics pg. 149
-Various objects
-Measuring tools
-Calculator

-Observation -Oral questions -Written assignments

Geometry

Scale Drawing - Interpreting linear scales in ratio form
Scale Drawing - Writing linear scales in ratio form

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

-Interpret linear scales in ratio form
-Understand ratio scales
-Value the use of ratio scales

In groups, learners are guided to:

-Study tables with scale lengths and actual lengths
-Convert both measurements to the same units
-Express the relationship as a ratio in the form 1:n
-Use the ratio scale to find other measurements

How do we read and use ratio scales?

-KLB Grade 8 Mathematics pg. 150
-Scale diagrams
-Ruler
-Calculator
-KLB Grade 8 Mathematics pg. 151
-Various objects
-Measuring tools

-Observation -Oral questions -Written tests

Geometry

Scale Drawing - Converting linear scale from statement to ratio form

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

-Convert linear scales from statement to ratio form
-Apply conversion in real-life situations
-Value different forms of scale representation

In groups, learners are guided to:

-Study scales in statement form (1 cm represents x units)
-Convert all measurements to the same units
-Express the relationship as a ratio in the form 1:n
-Verify that both forms represent the same scale

How are statement and ratio scales related?

-KLB Grade 8 Mathematics pg. 152
-Maps with statement scales
-Calculator
-Digital resources

-Observation -Oral questions -Written tests

Geometry

Scale Drawing - Converting linear scale from ratio to statement form
Scale Drawing - Making scale drawings (I)

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

-Convert linear scales from ratio to statement form
-Apply conversion in real-life situations
-Show interest in different scale forms

In groups, learners are guided to:

-Study scales in ratio form (1:n)
-Determine what unit measurement the ratio represents
-Express the scale in statement form (1 cm represents x units)
-Verify that both forms represent the same scale

Why might we need to convert between scale forms?

-KLB Grade 8 Mathematics pg. 153
-Maps with ratio scales
-Calculator
-Digital resources
-KLB Grade 8 Mathematics pg. 155
-Drawing paper
-Ruler
-Various objects

-Observation -Oral questions -Written assignments

Geometry

Scale Drawing - Making scale drawings (II)

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

-Make more complex scale drawings
-Apply scale drawing principles
-Show interest in scale drawing applications

In groups, learners are guided to:

-Measure objects with irregular or complex shapes
-Choose suitable scales based on drawing space and object size
-Convert actual measurements to scale lengths
-Create detailed and accurate scale drawings

How do professionals use scale drawings?

-KLB Grade 8 Mathematics pg. 156
-Drawing paper
-Ruler
-Protractor

-Observation -Oral questions -Written assignments

Geometry

Scale Drawing - Solving problems using scale drawings
Scale Drawing - Applications of scale drawings

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

-Solve problems using scale drawings
-Determine unknown measurements
-Value practical applications of scale drawings

In groups, learners are guided to:

-Study scale drawings with given scales
-Measure parts of the scale drawing
-Convert scale measurements to actual measurements
-Determine unknown dimensions of actual objects

Where do we use scale drawing in real life situations?

-KLB Grade 8 Mathematics pg. 157
-Scale drawings
-Ruler
-Calculator
-Maps
-Blueprint samples
-Digital resources

-Observation -Oral questions -Written tests

Geometry

Common Solids - Identification of common solids

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

-Identify common solids from the environment
-Classify solids based on properties
-Show interest in geometric solids

In groups, learners are guided to:

-Collect solids of different shapes from the environment
-Group them according to their shapes
-Count the number of faces, edges, and vertices in each solid
-Classify solids as polyhedra or non-polyhedra

What are common solids?

-KLB Grade 8 Mathematics pg. 158
-Common solid objects
-Digital resources

-Observation -Oral questions -Written assignments

Geometry

Common Solids - Characteristics of common solids
Common Solids - Nets of cube and cuboid

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

-Describe characteristics of common solids
-Differentiate between types of solids
-Value the properties of geometric solids

In groups, learners are guided to:

-Examine various solids: cubes, cuboids, prisms, pyramids, etc.
-Identify and count faces, edges, and vertices
-Determine the shapes of faces (triangular, rectangular, etc.)
-Classify solids based on their properties

What features define different types of solids?

-KLB Grade 8 Mathematics pg. 160
-Solid models
-Digital resources
-KLB Grade 8 Mathematics pg. 161
-Cardboard boxes
-Scissors
-Drawing materials

-Observation -Oral questions -Written tests

Geometry

Common Solids - Nets of pyramids

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

-Sketch nets of pyramids
-Understand the components of pyramids
-Value the relationship between nets and solids

In groups, learners are guided to:

-Study pyramids with different base shapes
-Cut pyramids along edges to create nets
-Identify the shapes of faces in the nets
-Draw nets of pyramids with given dimensions

How do nets help us understand solids?

-KLB Grade 8 Mathematics pg. 163
-Pyramid models
-Scissors
-Drawing materials

-Observation -Oral questions -Written tests

Geometry

Common Solids - Nets of cylinders
Common Solids - Nets of cones

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

-Sketch nets of cylinders
-Understand the components of cylinders
-Show interest in cylinder properties

In groups, learners are guided to:

-Examine cylindrical objects
-Identify the components (circular bases and curved surface)
-Draw the net showing the rectangular curved surface and circular bases
-Calculate dimensions of the rectangular part from the cylinder's radius and height

How does a cylinder's net relate to its dimensions?

-KLB Grade 8 Mathematics pg. 164
-Cylindrical objects
-Ruler
-Drawing materials
-KLB Grade 8 Mathematics pg. 166
-Conical objects
-Compass

-Observation -Oral questions -Written assignments

Geometry

Common Solids - Surface area of cubes

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

-Work out surface area of cubes from nets
-Apply the formula for cube surface area
-Show interest in surface area calculations

In groups, learners are guided to:

-Draw nets of cubes with given dimensions
-Calculate the area of each face (all squares of same size)
-Find the sum of areas of all faces
-Derive and apply the formula: SA = 6a²

How do we calculate the surface area of a cube?

-KLB Grade 8 Mathematics pg. 166
-Cube models
-Calculator
-Drawing materials

-Observation -Oral questions -Written assignments

Geometry

Common Solids - Surface area of cuboids
Common Solids - Surface area of cylinders

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

-Work out surface area of cuboids from nets
-Apply the formula for cuboid surface area
-Value surface area applications

In groups, learners are guided to:

-Draw nets of cuboids with given dimensions
-Calculate the area of each rectangular face
-Find the sum of areas of all faces
-Derive and apply the formula: SA = 2(lb + lh + bh)

What's the relationship between dimensions and surface area?

-KLB Grade 8 Mathematics pg. 168
-Cuboid models
-Calculator
-Drawing materials
-KLB Grade 8 Mathematics pg. 170
-Cylinder models

-Observation -Oral questions -Written tests

Geometry

Common Solids - Surface area of triangular prisms

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

-Work out surface area of triangular prisms
-Apply appropriate formulas
-Value the properties of prisms

In groups, learners are guided to:

-Draw nets of triangular prisms with given dimensions
-Calculate the area of the triangular bases
-Calculate the area of the rectangular lateral faces
-Find the sum of areas of all faces

What factors affect a prism's surface area?

-KLB Grade 8 Mathematics pg. 171
-Triangular prism models
-Calculator
-Drawing materials

-Observation -Oral questions -Written tests

Geometry

Common Solids - Distance between points on solid surfaces
Common Solids - More on distance between points

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

-Determine the distance between points on solid surfaces
-Apply shortest path principles
-Show interest in practical applications

In groups, learners are guided to:

-Draw nets of solids with marked points
-Trace the path between points on the net
-Measure the shortest distance between points
-Verify using the solid model

How do we find distances on solid surfaces?

-KLB Grade 8 Mathematics pg. 172
-Solid models
-Ruler
-String
-KLB Grade 8 Mathematics pg. 174
-Calculator

-Observation -Oral questions -Written assignments

Geometry

Common Solids - Making models of hollow solids

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

-Make models of hollow solids
-Apply knowledge of nets
-Show interest in model making

In groups, learners are guided to:

-Draw nets of solids on paper or cardboard
-Cut out the nets along outlines
-Fold along internal lines
-Use glue or tape to join edges
-Create hollow models of various solids

How do architects and designers use geometric models?

-KLB Grade 8 Mathematics pg. 175
-Paper/cardboard
-Scissors
-Glue/tape

-Observation -Oral questions -Model creation

Geometry

Common Solids - Making skeleton models
Common Solids - Making compact solid models

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

-Make skeleton models of solids
-Understand edges and vertices
-Value different model types

In groups, learners are guided to:

-Use straws or wires to represent edges
-Use clay or adhesive to connect at vertices
-Create skeleton models of cubes, prisms, pyramids, etc.
-Compare skeleton and hollow models

What insights do skeleton models provide?

-KLB Grade 8 Mathematics pg. 176
-Straws/wires
-Clay/adhesive
-Scissors
-KLB Grade 8 Mathematics pg. 177
-Clay/plasticine
-Containers
-Tools for molding

-Observation -Oral questions -Model creation

Geometry

Common Solids - Applications of solids

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

-Apply knowledge of solids in real-life contexts
-Identify geometric solids in the environment
-Value the importance of geometry in daily life

In groups, learners are guided to:

-Explore applications of different solids in architecture, packaging, art, etc.
-Identify solids in natural and man-made structures
-Discuss the properties that make solids suitable for specific purposes
-Create designs using combinations of solids

How does understanding solids help in everyday life?

-KLB Grade 8 Mathematics pg. 177
-Sample objects
-Digital resources
-Models

-Observation -Oral questions -Written assignments