CBE · Junior School
Grade 9 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 9 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 9
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Integers Simple and combined operations on Integers · Cubes and Cube Roots · Indices and Logarithms · Indices and Logarithms - laws of indices · Indices and Logarithms - Powers of 10 to common logarithms · Compound Proportions and Rates of Work · Compound Proportions and Rates of Work - ratios · Compound Proportions and Rates of Work - rates of work
ALGEBRA
Matrices · Equation of a Straight Line · Equation of a Straight Line - equation of a straight line in the form of 𝑦 = 𝑚𝑥+𝑐 · Equation of a Straight Line - the x and y intercepts of a straight line
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Integers Simple and combined operations on Integers | By the end of the lesson, the learner should be able to: perform basic operations on Integers in different situations. | The learner is guided to: discuss and work out basic operations on integers using number cards and charts; play games involving numbers and operations by picking integers and performing all basic operations. | How do we carry out operations of integers in real life situations?; How do we apply integers in daily activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS | Integers Simple and combined operations on Integers | By the end of the lesson, the learner should be able to: work out combined Operations on Integers in different situations. | The learner is guided to: work out combined operations of integers in the correct order; carry out activities such as reading temperature changes in a thermometer and discuss how to record it. Consider temperatures below zero points and consider cases of use of integers in real life. | How do we carry out operations of integers in real life situations?; How do we apply integers in daily activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS | Integers Simple and combined operations on Integers | By the end of the lesson, the learner should be able to: apply Integers to real life situations. | The learner is guided to: use IT tools and other resources such as print to. | How do we carry out operations of integers in real life situations?; How do we apply integers in daily activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS | Integers Simple and combined operations on Integers | By the end of the lesson, the learner should be able to: appreciate use of integers in real life situations. | The learner is guided to: 1 carry out operations on integers; play creative games that involve integers. | How do we carry out operations of integers in real life situations?; How do we apply integers in daily activities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS | Cubes and Cube Roots | By the end of the lesson, the learner should be able to: work out cubes of numbers by multiplication in real life situations. | The learner is guided to: use stacks of cubes to demonstrate the concept of cube and cube roots. | How do we work out the cubes of numbers?; How do we work out the cube roots of numbers?; Where do we apply cubes and cube roots in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS | Cubes and Cube Roots | By the end of the lesson, the learner should be able to: determine cubes of numbers from mathematical tables in different situations. | The learner is guided to: demonstrate stacking of cubes. | How do we work out the cubes of numbers?; How do we work out the cube roots of numbers?; Where do we apply cubes and cube roots in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS | Cubes and Cube Roots | By the end of the lesson, the learner should be able to: determine cube roots of numbers by factor method in different situations; determine cube roots of numbers from mathematical tables in different situations. | The learner is guided to: discuss the volume of a cube and determine both the cube and cube root and relate the two. | How do we work out the cubes of numbers?; How do we work out the cube roots of numbers?; Where do we apply cubes and cube roots in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Cubes and Cube Roots | By the end of the lesson, the learner should be able to: determine cube and cube roots of numbers using a calculator. | The learner is guided to: read the cube of numbers from mathematical tables and relate to cube roots. | How do we work out the cubes of numbers?; How do we work out the cube roots of numbers?; Where do we apply cubes and cube roots in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Cubes and Cube Roots | By the end of the lesson, the learner should be able to: apply cubes and cube roots in real life situations. | The learner is guided to: use calculators to work out cube and cube roots of numbers. | How do we work out the cubes of numbers?; How do we work out the cube roots of numbers?; Where do we apply cubes and cube roots in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Indices and Logarithms | By the end of the lesson, the learner should be able to: express numbers in index form in different situations. | The learner is guided to: discuss indices and identify the base. | How do we express numbers in powers? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Indices and Logarithms - laws of indices | By the end of the lesson, the learner should be able to: generate the laws of Indices in different situations. | The learner is guided to: show the laws of indices using multiplication and division. | How do we express numbers in powers? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Indices and Logarithms - Powers of 10 to common logarithms | By the end of the lesson, the learner should be able to: apply the laws of indices in different situations. | The learner is guided to: use the laws of indices to work out indices. | How do we express numbers in powers? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Indices and Logarithms | By the end of the lesson, the learner should be able to: relate Powers of 10 to common logarithms in different situations. | The learner is guided to: discuss and relate powers of 10 to common logarithms. | How do we express numbers in powers? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Indices and Logarithms | By the end of the lesson, the learner should be able to: appreciate use of indices and logarithms in real life situations. | The learner is guided to: use IT to work out common logarithms or use mathematical tables. | How do we express numbers in powers? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS | Indices and Logarithms | By the end of the lesson, the learner should be able to: express numbers in index form in different situations. | The learner is guided to: discuss indices and identify the base. | How do we express numbers in powers? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: divide quantities into proportional parts in real life situations. | The learner is guided to: discuss and divide quantities into proportional parts and express as a fraction. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS | Compound Proportions and Rates of Work - ratios | By the end of the lesson, the learner should be able to: relate different proportional parts in real life situations. | The learner is guided to: compare and write different ratios. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS | Compound Proportions and Rates of Work - rates of work | By the end of the lesson, the learner should be able to: work out compound proportions using ratio method in different situations. | The learner is guided to: determine compound proportions using ratios. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: calculate rates of work in real life situations. | The learner is guided to: work out rates of work. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: appreciate use of compound proportions and rates of work in real life situations. | The learner is guided to: play games on rates of work using IT devices. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: divide quantities into proportional parts in real life situations. | The learner is guided to: discuss and divide quantities into proportional parts and express as a fraction. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: relate different proportional parts in real life situations. | The learner is guided to: compare and write different ratios. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: work out compound proportions using ratio method in different situations. | The learner is guided to: determine compound proportions using ratios. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: calculate rates of work in real life situations. | The learner is guided to: work out rates of work. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NUMBERS | Compound Proportions and Rates of Work | By the end of the lesson, the learner should be able to: appreciate use of compound proportions and rates of work in real life situations. | The learner is guided to: play games on rates of work using IT devices. | What are proportions?; Why do we work fast? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 9 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ALGEBRA
Linear Inequalities · Linear Inequalities - linear inequality in two unknowns
MEASUREMENTS
Area · Area - surface area of triangular and rectangular based prisms · Area - surface area of triangular, rectangular and square based pyramids, cones and sphere. · Area - area of a sector and segment of a circle · Volume of Solids · Volume of Solids - volume of a triangular, rectangular and squares based pyramids · Volume of Solids - the volume of a frustum and a sphere · Mass, Volume, Weight and Density · Mass, Volume, Weight and Density - Relating mass and weight · Mass, Volume, Weight and Density - mass, volume and density of substances · Time, Distance and Speed · Time, Distance and Speed - Average speed · Time, Distance and Speed - Acceleration · Time, Distance and Speed - Longitudes and local time · Money · Money - Currency conversions · Money - Export, import and excise duties · Money - Value added tax · Approximations and Errors · Approximations and Errors - percentage errors
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: By the end of the sub-strand the learner should be able to. | The learner is guided to: discuss why sometimes resources are shared unequally. | How do we represent linear inequalities in graphs?; How do we use linear inequalities in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | ALGEBRA | Linear Inequalities - linear inequality in two unknowns | By the end of the lesson, the learner should be able to: solve linear inequalities in one unknown. | The learner is guided to: discuss simple inequality statements, form and work out the inequalities in one unknown. | How do we represent linear inequalities in graphs?; How do we use linear inequalities in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: represent linear inequalities in one unknown graphically. | The learner is guided to: discuss and generate a table of values and draw linear inequalities in one unknown. Indicate and discuss the region that satisfies the inequalities. | How do we represent linear inequalities in graphs?; How do we use linear inequalities in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: represent linear inequality in two unknowns graphically. | The learner is guided to: discuss and generate a table of values and draw linear inequalities in two unknowns. Indicate and discuss the region that satisfies the inequalities. | How do we represent linear inequalities in graphs?; How do we use linear inequalities in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: apply linear inequalities to real life situations. | The learner is guided to: discuss and work out linear inequalities that involve real life cases. | How do we represent linear inequalities in graphs?; How do we use linear inequalities in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | ALGEBRA | Linear Inequalities | By the end of the lesson, the learner should be able to: reflect on the use of linear inequalities in real life. | The learner is guided to: use IT or other graphing tools to present linear inequalities. | How do we represent linear inequalities in graphs?; How do we use linear inequalities in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: By the end of the sub-strand the learner should be able to. | The learner is guided to: discuss the properties of regular polygons and use cut outs to work out the area of pentagons and hexagons. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MEASUREMENTS | Area - surface area of triangular and rectangular based prisms | By the end of the lesson, the learner should be able to: calculate the area of a pentagon and a hexagon in different situations. | The learner is guided to: collect from the environment objects that are spheres, cones/funnels, pyramids, prisms and frustums. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MEASUREMENTS | Area - surface area of triangular, rectangular and square based pyramids, cones and sphere. | By the end of the lesson, the learner should be able to: work out the surface area of triangular and rectangular based prisms. | The learner is guided to: discuss and sketch the nets of the solids; use models of prisms to work out the surface area of prisms. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MEASUREMENTS | Area - area of a sector and segment of a circle | By the end of the lesson, the learner should be able to: work out the surface area of triangular, rectangular and square based pyramids. | The learner is guided to: open up the net and draw the faces of a pyramid. Use the relevant formulas of area of plane figures to work out the surface area of the pyramid. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: calculate the area of a sector and segment of a circle. | The learner is guided to: draw a circle with a sector, a chord and a segment and discuss the relationship and make cut outs of a sector and a segment. Determine the area of a sector and a segment. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: work out the surface area of a cone in real life situations. | The learner is guided to: open the cone to form a net and determine the curved surface area of a cone. Work out the surface area of a closed and an open cone; use relevant formulas to work out the surface area of different sizes of spherical balls. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: calculate the surface area of a sphere in real life situations. | The learner is guided to: use IT or other resources to sketch different models and nets. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MEASUREMENTS | Area | By the end of the lesson, the learner should be able to: recognize the use of area in real life situations. | The learner is guided to: explore ethno math; patterns in fabrics, structures such as pyramids, prisms and circles. | How do we work out the area of different surfaces? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENTS | Volume of Solids | By the end of the lesson, the learner should be able to: By the end of the sub-strand the learner should be able to. | The learner is guided to: collect different containers and objects. This may include prisms, pyramids, cones, funnels and balls. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MEASUREMENTS | Volume of Solids - volume of a triangular, rectangular and squares based pyramids | By the end of the lesson, the learner should be able to: work out the volume of a triangular and rectangular based prisms. | The learner is guided to: identify and discuss the model of a prism. Using the relevant formulas, determine the volume of a prism. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MEASUREMENTS | Volume of Solids - the volume of a frustum and a sphere | By the end of the lesson, the learner should be able to: calculate the volume of a triangular, rectangular and squares based pyramids. | The learner is guided to: use relevant formulae to work out the volume of pyramids and cones. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MEASUREMENTS | Volume of Solids | By the end of the lesson, the learner should be able to: work out the volume of a cone in real life situations. | The learner is guided to: identify and work out the volume of models of a pyramid. Cut the pyramid into two parts to get a frustum and a small pyramid and determine the volume of the frustum using relevant formula. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MEASUREMENTS | Volume of Solids | By the end of the lesson, the learner should be able to: determine the volume of a frustum in real life situations. | The learner is guided to: Play any games involving different sizes of balls and work out volume of a sphere. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MEASUREMENTS | Volume of Solids | By the end of the lesson, the learner should be able to: calculate the volume of a sphere in real life situations. | The learner is guided to: use IT or other resources to determine the volumes of solids. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MEASUREMENTS | Volume of Solids | By the end of the lesson, the learner should be able to: promote use of volume and capacity of different containers in real life situations. | The learner is guided to: collect different containers and objects. This may include prisms, pyramids, cones, funnels and balls. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MEASUREMENTS | Volume of Solids | By the end of the lesson, the learner should be able to: By the end of the sub-strand the learner should be able to. | The learner is guided to: identify and discuss the model of a prism. Using the relevant formulas, determine the volume of a prism. | How do we determine the volume of different solids?; How do we use the volume of solids in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MEASUREMENTS | Mass, Volume, Weight and Density | By the end of the lesson, the learner should be able to: By the end of the sub-strand the learner should be able to. | The learner is guided to: discuss different instruments and tools used in weighing materials or objects and relate to consumer awareness and protection. | How do you weigh materials and objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MEASUREMENTS | Mass, Volume, Weight and Density - Relating mass and weight | By the end of the lesson, the learner should be able to: convert units of mass from one form to another in different situations. | The learner is guided to: Collect and weigh different materials or objects and change one unit of mass to another. | How do you weigh materials and objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MEASUREMENTS | Mass, Volume, Weight and Density - mass, volume and density of substances | By the end of the lesson, the learner should be able to: relate mass and weight in real life situations. | The learner is guided to: discuss the relationship between mass and weight. | How do you weigh materials and objects? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 9 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MEASUREMENTS
Approximations and Errors
GEOMETRY
Coordinates and Graphs · Coordinates and Graphs - parallel and perpendicular lines · Coordinates and Graphs - gradients of parallel and perpendicular lines · Scale Drawing · Scale Drawing - bearing of a point · Scale Drawing - angles of elevation and depression · Scale Drawing - simple surveying · Similarity and Enlargement · Similarity and Enlargement - properties of enlargement · Similarity and Enlargement - linear scale factor · Trigonometry · Trigonometry - trigonometric ratios for acute angles
DATA HANDLING AND PROBABILITY
Data Interpretation (Grouped Data) · Data Interpretation (Grouped Data) - modal class · Data Interpretation (Grouped Data) - mean and median of grouped data · Probability · Probability - range of probability of an event · Probability - exclusive and independent events · Probability - tree diagram
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MEASUREMENTS | Approximations and Errors | By the end of the lesson, the learner should be able to: By the end of the sub-strand the learner should be able to; approximate quantities in measurements in different situations; determine errors using estimations and actual measurements of quantities; determine percentage errors using actual measurements of quantities; appreciate approximations and errors in real life situations. | The learner is guided to: carry out activities of measurements of different quantities such as length, area, volume, capacity and mass using arbitrary units; estimate and measure different quantities using appropriate instruments. compare the estimates and the actual measurements and determine the error; work out the percentage error from the estimated and the actual measurements; work out errors using IT devices or other resources and relate this to consumer awareness. | How do we estimate measurements of different quantities? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | GEOMETRY | Coordinates and Graphs | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: work with peers and locate the point of intersection of the x coordinate and the y-coordinates on a Cartesian plane. | How do we draw graphs of straight lines?; How do we interpret graphs of straight lines? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | GEOMETRY | Coordinates and Graphs - parallel and perpendicular lines | By the end of the lesson, the learner should be able to: plot out points on a Cartesian plane; draw a straight line graph given an equation. | The learner is guided to: generate a table of values from equation a of a straight line, plot and join the points to form a straight line. | How do we draw graphs of straight lines?; How do we interpret graphs of straight lines? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | GEOMETRY | Coordinates and Graphs - gradients of parallel and perpendicular lines | By the end of the lesson, the learner should be able to: draw parallel lines on the Cartesian plane. | The learner is guided to: generate table of values for each of the given equations, plot and join them to form straight lines on the Cartesian plane. | How do we draw graphs of straight lines?; How do we interpret graphs of straight lines? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | GEOMETRY | Coordinates and Graphs | By the end of the lesson, the learner should be able to: relate the gradients of parallel lines. | The learner is guided to: work out the gradients of each of the lines and compare them to establish their relationship of parallelism. | How do we draw graphs of straight lines?; How do we interpret graphs of straight lines? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | GEOMETRY | Coordinates and Graphs | By the end of the lesson, the learner should be able to: draw perpendicular lines on the Cartesian plane; relate the gradients of perpendicular lines. | The learner is guided to: generate table of values for each of the given equations of perpendicular lines, plot and join them to form straight lines on the Cartesian plane. | How do we draw graphs of straight lines?; How do we interpret graphs of straight lines? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | GEOMETRY | Coordinates and Graphs | By the end of the lesson, the learner should be able to: apply graphs of straight line in real life situation. | The learner is guided to: work out the gradients of each of the lines and compare them to establish the relationship of perpendicular lines. | How do we draw graphs of straight lines?; How do we interpret graphs of straight lines? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: Leaner is guided to:. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | GEOMETRY | Scale Drawing - bearing of a point | By the end of the lesson, the learner should be able to: identify compass and true bearings in real life situations. | The learner is guided to: draw and discuss the compass directions and relate to the compass and true North bearings. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | GEOMETRY | Scale Drawing - angles of elevation and depression | By the end of the lesson, the learner should be able to: determine the bearing of a point from another point in real life situations. | The learner is guided to: discuss and locate places from different points using bearings. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | GEOMETRY | Scale Drawing - simple surveying | By the end of the lesson, the learner should be able to: locate a point using bearing and distance in real life situations. | The learner is guided to: discuss and locate a place using bearing and distance. Sketch and use scale drawing to show the position of places from given points. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: identify angles of elevation in real life situations. | The learner is guided to: carryout different activities involving angles of elevation, for example observing different objects or points that are above. Discuss, sketch and make a scale drawing to determine the angles of elevation. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: determine angles of elevation in different situations. | The learner is guided to: carryout different activities involving angles of depression, for example observing different objects or points that are below. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: identify angles of depression in real life situations. | The learner is guided to: discuss, sketch and make a scale drawing to determine the angles of depression. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: determine angles of depression in different situations. | The learner is guided to: discuss and use scale drawing in simple surveying. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: apply scale drawing in simple surveying. | The learner is guided to: observe maps or watch videos on bearings and simple surveying. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: appreciate the use of scale drawing in real life situations. | The learner is guided to: Leaner is guided to:. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: draw and discuss the compass directions and relate to the compass and true North bearings. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: identify compass and true bearings in real life situations. | The learner is guided to: discuss and locate places from different points using bearings. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: determine the bearing of a point from another point in real life situations. | The learner is guided to: discuss and locate a place using bearing and distance. Sketch and use scale drawing to show the position of places from given points. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | GEOMETRY | Scale Drawing | By the end of the lesson, the learner should be able to: locate a point using bearing and distance in real life situations. | The learner is guided to: carryout different activities involving angles of elevation, for example observing different objects or points that are above. Discuss, sketch and make a scale drawing to determine the angles of elevation. | How do we use scale drawing in real life? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | GEOMETRY | Similarity and Enlargement | By the end of the lesson, the learner should be able to: By the end of the sub-strand, the learner should be able to. | The learner is guided to: collect objects and sort according to similarity. Discuss and note down properties of similar objects. | What are similar objects?; How do we use enlargement in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | GEOMETRY | Similarity and Enlargement - properties of enlargement | By the end of the lesson, the learner should be able to: identify similar figures and their properties. | The learner is guided to: use properties of similar objects to scale-draw similar figures. | What are similar objects?; How do we use enlargement in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | GEOMETRY | Similarity and Enlargement - linear scale factor | By the end of the lesson, the learner should be able to: draw similar figures in different situations. | The learner is guided to: discuss and identify properties of enlargement. | What are similar objects?; How do we use enlargement in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | GEOMETRY | Similarity and Enlargement | By the end of the lesson, the learner should be able to: determine properties of enlargement of different figures. | The learner is guided to: use properties of enlargement to represent objects and their images. | What are similar objects?; How do we use enlargement in real life situations? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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