SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 1: LESSON 1
Strand: Measurements
Sub Strand: Circles; Working out the circumference of a circle in real life situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify four circular objects in their school, for example a wall clock.
2. Measure the circumference and diameter of the objects.
3. Have fun and enjoy measuring circumference and diameter of the objects.

Key Inquiry Question(s):

- What is the circumference of your classroom wall clock?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 71-72
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience:
- In groups, learners to identify four circular objects in their school, for example a wall clock.
- In groups, learners to measure the circumference and diameter of the objects. Lesson
development MUST be split into 3 or 4 distinct steps.

Step 1: Choose a circular object and measure its diameter using a ruler.

Step 2: Calculate the circumference of the object using the formula C = πd, where C is the
circumference and d is the diameter.

Step 3: Record the measurements and calculations for each object in the group.

Step 4: Discuss as a class the different circumferences and diameters found, emphasizing
understanding and key learnings.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Suggest any grade-relevant extended activities that might help deepen understanding or apply
the concepts discussed.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 1: LESSON 2
Strand: Measurements
Sub Strand: Working out the length of an arc of a circle in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw a circle of radius 7cm on a piece of paper and mark its centre.
2.Cut it along its boundary.
3.Work out the length of an arc of a circle in different situations.
4. Enjoy working out the length of an arc of a circle in different situations.

Key Inquiry Question(s):

- What is an arc?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 72-74
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience:
Step 1: Guide students to draw a circle of radius 7cm on a piece of paper and mark its center.
Step 2: In groups or pairs, have students cut the circle along its boundary.
Step 3: In groups or pairs, facilitate students in working out the length of an arc of a circle in
different situations through guided examples and exercises.
Step 4: Allow students to apply their knowledge to solve arc length problems independently.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Challenge students to create their own circle with a specified radius and determine the length
of an arc for different angles.
- Provide additional practice problems for students to reinforce their understanding of arc
lengths in circles.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 1: LESSON 3
Strand: Measurements
Sub Strand: Calculating the perimeter of a sector of a circle in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw a circle of radius 3.5cm on a piece of paper.
2. Fold the circular cut-out into four equal parts and cut out one of the four parts.
3. Calculate the arc length of the sector cut off.
4. Enjoy calculating the perimeter of a sector of a circle in different situations.

Key Inquiry Question(s):

- How do you calculate the perimeter of a sector of a circle in different situations?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 74-76
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- In groups or in pairs, learners are guided to:
Step 1: Draw a circle of radius 3.5cm on a piece of paper.
Step 2: Fold the circular cut-out into four equal parts and cut out one of the four parts.
 Step 3: Calculate the arc length of the sector cut off.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Suggest that students calculate the perimeter of different sectors of circles with varying radii.
- Challenge students to create their own circular cut-outs with different radii and calculate the
perimeter of the sectors.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 8 MATHEMATICS

WEEK 1: LESSON 4
Strand: Measurements
Sub Strand: Area; Calculating the Area of a Circle in Different Situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw a circle of radius 3.5 cm on a graph paper.
2. Estimate its area by counting the 1 cm squares enclosed by its boundary.
3. Multiply the radius of the circle by itself.
4. Appreciate the use of circles.

Key Inquiry Question(s):

- How do you calculate the area of a circle of radius?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 77-78
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to draw a circle of radius 3.5 cm on a graph
paper.
Step 2: In groups or in pairs, learners are guided to estimate its area by counting the 1 cm
squares enclosed by its boundary.
 Step 3: In groups or in pairs, learners are guided to multiply the radius of the circle by itself.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Organize a group competition to see who can draw the most accurate circle and estimate the
closest area without using calculations.
- Have students research real-world applications where understanding the area of circles is
essential, such as in designing circular structures or calculating circular areas in nature.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 1: LESSON 5
 Strand: Measurements
Sub Strand: Working out the area of a sector of a circle in different situations

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Define the term sector.
2. Draw a circle of radius 7cm on a graph of paper.
3. Work out the area of a sector of a circle in different situations.
4. Enjoy working out the area of a sector of a circle in different situations.

Key Inquiry Question(s):

- How do you work out the area of a sector of a circle in different situations?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 78-79
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Have learners define the term sector in groups or pairs.
Step 2: Guide learners to draw a circle of radius 7cm on a graph of paper in groups or pairs.
Step 3: Instruct learners to work out the area of a sector of a circle in different situations in
groups or pairs.
Step 4: Continue guiding learners through further examples of different situations involving
sector area calculations.
 Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Create a worksheet with various sector area problems for independent practice.
- Challenge students to find real-life examples where understanding sector area calculations is
useful.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 2: LESSON 1
Strand: Measurements
 Sub Strand: Working out the surface area of cubes in real life situations

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.State the formula of calculating the surface area of cubes.
2. Identify the number of faces in a cuboid.
3. Work out the surface area of cubes in real-life situations.
4. Enjoy working out the surface area of cubes in real-life situations.

Key Inquiry Question(s):

- How do you work out the surface area of cubes in real-life situations?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 80-81
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the concept of calculating surface area of cubes.
Step 2: Demonstrate how to identify the number of faces in a cuboid.
Step 3: Guide learners to work out the surface area of cubes in real-life situations using
examples.
Step 4: Engage learners in group or pair activities to practice calculating surface area together.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
 - Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Assign homework where students apply surface area calculations to real-life objects at home.
- Create a hands-on activity where students measure and calculate the surface area of various
objects in the classroom.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 2: LESSON 2
Strand: Measurements
Sub Strand: Working out the surface area of cuboids in real life situations
 Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. State the formula of calculating surface area of cuboids.
2. Identify three pairs of faces with equal dimensions.
3. Work out the surface area of cuboids in real life situations.
4. Enjoy working out the surface area of cuboids in real life situations.

Key Inquiry Question(s):

- How do you work out the surface area of cuboids in real life situations?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 81-83
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the formula for calculating the surface area of cuboids.
Step 2: Engage learners in identifying three pairs of faces with equal dimensions.
Step 3: Work through real-life examples to calculate the surface area of cuboids.
Step 4: Guide learners through a collaborative activity to reinforce learning.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.
 Extended Activities:
- Encourage learners to find and measure objects at home that resemble cuboids and calculate
their surface areas.
- Challenge students to create their own real-life scenarios where understanding surface area of
cuboids is essential.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 2: LESSON 3
Strand: Measurements
Sub Strand: Working out the surface area of cylinders in real-life situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
 1. State the formula for calculating the surface area of cylinders.
2. Make a paper model of a cylinder.
3. Work out the surface area of cylinders in real-life situations.
4. Develop an appreciation for working out the surface area of cylinders in real-life situations.

Key Inquiry Question:

- How do you work out the surface area of cylinders in real-life situations?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner's Book Grade 8 pg. 83-85
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: State the Formula
- In groups or in pairs, students are guided to state the formula of calculating the surface area of
cylinders.
Step 2: Make a Paper Model
- In groups or in pairs, students are guided to make a paper model of a cylinder.
Step 3: Work Out Surface Area
- In groups or in pairs, students are guided to work out the surface area of cylinders in real-life
situations.
Step 4: Application and Discussion
- Facilitate a discussion where students apply their knowledge to solve real-life scenarios
involving cylinder surface areas.
 Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Have students research and present examples of cylinder applications in various fields such
as engineering or architecture.
- Challenge students to design and create a three-dimensional model that includes cylinders to
demonstrate their understanding further.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 2: LESSON 4
Strand: Measurements
Sub Strand: Determining the surface area of triangular prisms in different situations.

Specific Learning Outcomes:

- By the end of the lesson, the learners should be able to:
1. State the formula for calculating the surface area of triangular prisms.
2. Determine the surface area of triangular prisms in different situations.
3. Work out the surface area of triangular prisms in real-life situations.
 4. Enjoy working out the surface area of triangular prisms in real-life situations.

Key Inquiry Question:

- How do you work out the surface area of triangular prisms in real-life situations?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 85-87
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on measurements.
- Guide learners to read and discuss relevant content from the provided learning resources,
emphasizing understanding of key concepts related to surface area of triangular prisms.

Lesson Development (30 minutes):

Step 1: State the Formula
- In groups or pairs, learners state the formula for calculating the surface area of triangular
prisms using the textbook and other available resources.

Step 2: Determine Surface Area

- In groups or pairs, learners are guided to determine the surface area of various triangular
prisms in different scenarios provided in the textbook.

Step 3: Real-life Situations

- In groups or pairs, learners work out the surface area of triangular prisms in real-life situations
presented as word problems or examples in the textbook.

Step 4: Application
- Apply the knowledge gained to solve additional problems or real-life situations involving the
surface area of triangular prisms.

Conclusion (5 minutes):
 - Summarize key points learned during the lesson regarding the surface area of triangular
prisms.
- Conduct a brief interactive activity to reinforce understanding of the main topics discussed.
- Provide a preview of upcoming topics or questions to consider for the next lesson.

Extended Activities:
- As an extension activity, students can be tasked with creating their own real-life scenarios that
involve calculating the surface area of triangular prisms.
- Additional practice problems can be assigned for homework to solidify understanding and
reinforce problem-solving skills.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 2: LESSON 5
Strand: Measurements
Sub Strand: Working out the area of irregular shapes using square grids in real life situations.

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. State the formula of calculating the area of irregular shapes using square grids.
2. Work out the area of irregular shapes using square grids in real life situations.
3. Enjoy working out the area of irregular shapes using square grids in real life situations.

Key Inquiry Question(s):

- How do you work out the area of irregular shapes using square grids in real life situations?
 Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 87-89
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on measurements.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts related to irregular shapes and area.

Lesson Development (30 minutes):

Step 1: Introduce the concept of irregular shapes and how they can be broken down into square
grids.
Step 2: Guide students to state the formula for calculating the area of irregular shapes using
square grids.
Step 3: In groups or pairs, provide real-life scenarios where students have to work out the area
of irregular shapes using square grids.
Step 4: Discuss solutions as a class and reinforce key concepts.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, including the formula and practical
application.
- Conduct a brief interactive activity, such as a quiz or problem-solving task, to reinforce
learning.
- Provide a preview of upcoming topics in the next session.

Extended Activities:
- Assign homework problems involving calculating the area of irregular shapes using square
grids.
- Encourage students to find real-life examples of irregular shapes and calculate their areas
 using the concepts learned in class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 3: LESSON 1
Strand: Measurements
Sub Strand: Money; Identifying interest and principal in real-life situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Visit a financial institution in their neighborhood.
2. Discuss how money is deposited and borrowed from a financial institution.
3. Have fun and enjoy the visit.

Key Inquiry Question(s):

- How is money deposited?
Core competencies Values PCIs
 Learning to learn  Integrity  Environmental
 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 89-90
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
1. Review the previous lesson.
2. Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Organize learners into groups or pairs and introduce the concept of visiting a
financial institution in their neighborhood.

Step 2: Guide learners on how to observe the process of money being deposited and
borrowed at the financial institution.

Step 3: Facilitate discussions within the groups or pairs on their observations and
understanding of the deposit and borrowing process.

Step 4: Encourage learners to share their findings with the class and address any
questions or misconceptions.

Conclusion (5 minutes):

1. Summarize key points and learning objectives achieved during the lesson.
2. Conduct a brief interactive activity to reinforce the main topics, such as a role-playing
scenario at a bank.
3. Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:
 - Assign a homework task where students research different types of accounts offered
by financial institutions and compare the interest rates.
- Ask students to create a simple budget plan based on their understanding of
depositing and borrowing money.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 3: LESSON 2
Strand: Measurements
Sub Strand: Calculating simple interest in real-life situations

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Calculate compound interest step by step per annum up to three years in real life
situations.
2.Calculate how much simple interest is earned as interest during that period.
3. Enjoy calculating simple interest in real-life situations.

Key Inquiry Question:

- How do you calculate simple interest in real-life situations?
Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
 collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 90-92
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Introduction to Simple Interest
- Explain the concept of simple interest using real-life examples.
- Discuss the formula for calculating simple interest – I = PRT / 100.

Step 2: Calculating Compound Interest

- Guide learners to calculate compound interest step by step per annum up to three
years in real-life situations.

Step 3: Calculating Simple Interest

- In groups or pairs, learners are guided to calculate how much simple interest is earned
as interest during that period using the formula.

Step 4: Application and Practice

- Provide additional problems for learners to solve to reinforce understanding and
practice.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:
 - Create scenarios where students have to calculate simple interest for various time
periods and principal amounts.
- Engage students in a real-life project where they research and calculate simple
interest for different financial situations.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 3: LESSON 3
Strand: Measurements
Sub Strand: Calculating compound interest step by step per annum up to three years in
real life situations

Specific Learning Outcomes:

1.Define compound interest.
2.State the formula of calculating compound interest step by step per annum up to three
years.
3.Calculate compound interest step by step per annum up to three years in real life
situations.
4.Enjoy calculating compound interest step by step per annum up to three years in real
life situations.

Key Inquiry Question(s):

- What is compound interest?
Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 92-94
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Understanding Compound Interest

- In groups or in pairs, learners define compound interest.

Step 2: Formulating the Formula

- In groups or in pairs, learners state the formula of calculating compound interest step
by step per annum up to three years.

Step 3: Practical Calculation

- In groups or in pairs, learners calculate compound interest step by step per annum up
to three years in real-life situations.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Assign homework where students calculate compound interest for different scenarios.
- Create a real-life scenario where students have to apply compound interest
calculations to understand its practical implications.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 3: LESSON 4
Strand: Measurements
Sub Strand: Working out Appreciation and Depreciation step by step per annum up to three
years in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify items found in their community whose value appreciates with time.
2. List items found in their community that depreciate in value with time.
3. Recognize items that are likely to give profits on investments.
4. Advocate the importance of appreciation.

Key Inquiry Question(s):

- Which items are found in your locality that appreciate in value?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB: Top Scholar - Mathematics Learner’s Book Grade 8 pg. 94
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: In groups or pairs, learners will list items found in their community that appreciate with
time.
Step 2: In groups or pairs, learners will identify items found in their community that depreciate in
value over time.
Step 3: In groups or pairs, learners will recognize items that are likely to yield profits on
investments.
Step 4: Reflect on the importance of appreciation in various contexts.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Preview upcoming topics or questions for the next session.

Extended Activities:
- Encourage students to research examples of assets that appreciate or depreciate in value
over time in different regions.
- Have students create visual representations (graphs, charts) to show the trends of
appreciation and depreciation for different items.

Teacher Self-Evaluation:
SCHO LEVEL LEARNING AREA DATE TIME ROLL
OL
GRADE 8 MATHEMATICS

WEEK 3: LESSON 5
Strand: Measurements
Sub Strand: Working out appreciation

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Explain the meaning of appreciation.
2. State the formula of calculating appreciation.
3.Work out appreciation.
4. Enjoy working out appreciation.

Key Inquiry Question(s):

- What is appreciation?
- How do you calculate appreciation?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics - Learner’s Book Grade 8 pg. 95-96
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Explaining Appreciation
- In groups or in pairs, learners are guided to discuss and explain the meaning of appreciation.

Step 2: Formula for Calculating Appreciation

- In groups or in pairs, learners are guided to state the formula used to calculate appreciation.

Step 3: Working out Appreciation

- In groups or in pairs, learners are guided to practice working out appreciation using given
examples.

Step 4: Applying Knowledge

- Provide real-life scenarios for learners to apply their understanding of appreciation through
practical exercises.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- For extended activities, students can measure the changes in dimensions of objects and
calculate the appreciation in size.
- Students can research on the concept of depreciation to understand how it differs from
appreciation and share their findings with the class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 4: LESSON 1
Strand: Measurements
Sub Strand: Working out depreciation

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Explain the meaning of depreciation.
2. State the formula of calculating depreciation.
3. Work out depreciation.
4. Enjoy working out depreciation.

Key Inquiry Question(s):

- What is depreciation?
- How do you calculate depreciation?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 96-97
- Ruler
- Digital devices

Organization of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience:

Step 1: Explanation of Depreciation

- In groups or in pairs, learners are guided to discuss and explain the meaning of depreciation.

Step 2: Formula for Calculating Depreciation

- In groups or in pairs, learners are guided to state the formula used to calculate depreciation.

Step 3: Working out Depreciation

- In groups or in pairs, learners are guided to practice working out depreciation problems using
the formula.

Step 4: Application of Depreciation Concepts

- In groups or in pairs, learners are provided with real-world scenarios involving depreciation for
application and problem-solving practice.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics, such as a mini-quiz or
discussion.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- For extended practice, suggest creating hypothetical scenarios where learners calculate
depreciation for different items or assets over time.
- Ask students to research examples of depreciation in various industries and share their
findings with the class for further exploration.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 4: LESSON 2
Strand: Measurements
Sub Strand: Working out hire purchase in real life situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
-1.Explain the meaning of deposit, cash price, and instalments.
2. State the formula of calculating hire purchase.
3. Work out hire purchase in real life situations.
4. Enjoy working out hire purchase in real life situations.

Key Inquiry Question(s):

- How do you calculate hire purchase?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 98-99
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience:
Step 1: In groups or in pairs, learners are guided to explain the meaning of deposit, cash price,
and instalments.
Step 2: In groups or in pairs, learners are guided to state the formula of calculating hire
purchase.
Step 3: In groups or in pairs, learners are guided to work out hire purchase using provided
examples or scenarios.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- To deepen understanding, learners can create their own hire purchase scenarios using real-
life items they are familiar with, and calculate the total amount payable.
- Additionally, learners could research and analyze actual hire purchase advertisements to
identify the deposit, cash price, instalments, and total amount payable for different products.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 4: LESSON 3
Strand: Measurements
Sub Strand: Digital time

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Define simple interest.
2. Apply the concept of simple interest in practical examples.

Key Inquiry Question(s):

- What is simple interest and how is it calculated?

Core competencies Values PCIs

 Learning to learn  Integrity  Environmental

 Communication and  Responsibility education
collaboration  Safety
 Imagination and  Citizenship
creativity
 Critical thinking& Problem
solving
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 99
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on measurement concepts.
- Guide learners to read and discuss relevant content from the learning resources to introduce
the concept of simple interest.

Lesson Development (30 minutes):

Step 1: Introduce the concept of simple interest through a brief explanation and examples.
Step 2: Watch the video clip on simple interest using the provided link.
Step 3: Discuss and analyze the key points covered in the video.
Step 4: Practice calculating simple interest in pairs or groups using real-world scenarios.

Conclusion (5 minutes):
- Summarize the definition and calculation of simple interest.
- Engage learners in a quick activity where they apply simple interest in different contexts.
- Provide a preview of upcoming topics or questions for further consideration.

Extended Activities:
- Assign a worksheet with various problems involving simple interest calculations for individual
practice.
- Encourage learners to research different ways in which simple interest is used in the real world
and present their findings in the next class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 4: LESSON 4
Strand: Geometry
Sub Strand: Geometrical Constructions

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Define the term ‘parallel’
2.Use a ruler and a pair of compasses.
3. Appreciate the use of a pair of compasses
Key Inquiry Question:
- What is the meaning of parallel?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 100-102
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the concept of parallel lines and discuss why they are important in geometry.
Step 2: Demonstrate how to use a ruler and pair of compasses to construct parallel lines.
Step 3: Provide practice problems for learners to work on in pairs or groups to reinforce the
concepts.
 Step 4: Engage learners in a discussion on the practical applications of understanding parallel
lines in real-life situations.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Assign a homework task where students have to identify parallel lines in their surroundings
and take pictures to share with the class.
- Explore different types of geometric constructions using rulers and compasses and discuss
their significance in various applications.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 8 MATHEMATICS

WEEK 4: LESSON 5
Strand: Geometry
Sub Strand: Construction of parallel lines using a set square and a rule

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw line ST and point P above the line.
2. Construct parallel lines using a set square and a rule.
3. Enjoy constructing parallel lines using a set square and a rule.

Key Inquiry Question(s):

- How do you construct parallel lines using a set square and a rule?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 102-104
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
1. Review the previous lesson.
2. Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the concept of drawing line ST and point P above the line.
Step 2: Demonstrate how to use a set square and a ruler to construct parallel lines. Guide
learners in groups or pairs to practice this construction technique.
Step 3: Provide examples for students to practice constructing parallel lines independently.
 Step 4: Allow students to share their constructions and discuss any challenges faced.

Conclusion (5 minutes):
1. Summarize key points and learning objectives achieved during the lesson.
2. Conduct a brief interactive activity to reinforce the main topics, such as a quick quiz or a
group discussion.
3. Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Have students create geometric shapes using the constructed parallel lines.
- Ask students to identify real-world examples where parallel lines are used and explain their
importance in those contexts.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 8 MATHEMATICS

WEEK 5: LESSON 1
Strand: Geometry
Sub Strand: Perpendicular lines’ Construction of a perpendicular line from a point to a given
line

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Draw line AB and point M as shown on page 105.
2.With M as the center and a suitable radius, construct two arcs to cut AB at C and D.
3.Construct a perpendicular line from a point to a given line.

Key Inquiry Question(s):

- How do you construct a perpendicular line from a point to a given line?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 105-106
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- In groups or in pairs, learners are guided to:
Step 1: Draw line AB and point M as shown on page 105.
Step 2: With M as the center and a suitable radius, construct two arcs to cut AB at C and D.
Step 3: Construct a perpendicular line from a point to a given line.

Conclusion (5 minutes):
 - Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Suggest any grade-relevant extended activities that might help deepen understanding or apply
the concepts discussed.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 5: LESSON 2
 Strand: Geometry
Sub Strand: Construction of a perpendicular line through a point on a given line

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Define the term ‘parallel’
2. Draw line EF and point G as shown on page 106
3. Construct a perpendicular line through a point on a given line
4.Enjoy constructing a perpendicular line through a point on a given line

Key Inquiry Question:

- How do you construct a perpendicular line through a point on a given line?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 106-107
- Ruler
- Digital devices

Organisation of learning:
Introduction (5 minutes):
1. Review the previous lesson.
2. Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

1. Define the term ‘parallel’
- Discuss the concept of parallel lines and have students provide examples.
2. Draw line EF and point G as shown on page 106
- In groups or pairs, have students replicate the given line EF and point G.
3. Construct a perpendicular line through a point on a given line
Step 1: Introduce the concept of constructing a perpendicular line through a point.
Step 2: Demonstrate the steps involved in constructing a perpendicular line.
Step 3: Guide students to practice constructing perpendicular lines through points on a given
line.
 Step 4: Provide feedback and clarification as needed.

Conclusion (5 minutes):
1. Summarize key points and learning objectives achieved during the lesson.
2. Conduct a brief interactive activity to reinforce the main topics, such as a quick quiz or
drawing exercise.
3. Preview upcoming topics or questions to consider for the next session.

Extended Activities:
- Suggest students to practice constructing perpendicular lines independently using different
points on given lines.
- Encourage students to explore real-world examples of perpendicular lines and parallel lines in
their surroundings.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 5: LESSON 3
Strand: Geometry
Sub Strand: Dividing a line proportionally in different situations
 Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Draw line AB and AC of convenient length as shown on page 107.
2. Divide a line proportionally in different situations.
3. Enjoy using a pair of compass.

Key Inquiry Question:

- How do you divide a line proportionally in different situations?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 107-109
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

In groups or in pairs, learners are guided through the following steps:

Step 1:
- Have students draw line AB and AC of convenient length as shown on page 107.

Step 2:
- Guide students to understand the concept of dividing a line proportionally in different
situations.

Step 3:
- Demonstrate how to use a pair of compass to divide the line proportionally in a given situation.

Step 4:
- Provide practice exercises for students to apply the concepts learned to divide lines
proportionally in various scenarios.
 Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Provide a preview of upcoming topics or questions for the next session.

Extended Activities:
- Encourage students to explore more complex scenarios of dividing lines proportionally.
- Challenge students to apply their knowledge to real-life situations where proportional division
is used.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 5: LESSON 4
Strand: Geometry
Sub Strand: Identifying angle properties of polygons in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
 1. Identify angle properties of polygons in different situations.
2. Discuss how to relate the sum of interior angles of a polygon to the number of sides.
3. Fill in the table on page 109 for regular polygons.
4. Appreciate properties of polygons in different situations.

Key Inquiry Question(s):

- How do you identify angle properties of a polygon?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 109-112
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to identify angle properties of polygons in
different situations.
Step 2: In groups or in pairs, learners are guided to discuss how to relate the sum of interior
angles of a polygon to the number of sides.
Step 3: In groups or in pairs, learners are guided to fill in the table on page 109 for regular
polygons.
Step 4: In groups or in pairs, learners are guided to appreciate the properties of polygons in
different situations.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
 consider.

Extended Activities:
- An extended activity could be to create a poster showcasing different types of polygons and
their angle properties.
- Another activity might involve constructing various polygons using a ruler and protractor to
verify angle properties practically.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 5: LESSON 5
Strand: Geometry
Sub Strand: Construction of a regular polygon up to a hexagon in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Construct line PQ = 5cm
2. Using P and Q as centers and radius 5 cm, construct two arcs intersecting at point R.
 3. Join points P to R and Q to R
4. Develop a desire to learn more about polygons

Key Inquiry Question:

- How many sides does a polygon have?
Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 112
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on polygons.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

- In groups or pairs, students will be guided to complete the following steps:

Step 1: Construct line PQ = 5cm

Step 2: Using P and Q as centers and radius 5 cm, construct two arcs intersecting at
point R
Step 3: Join points P to R and Q to R

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:
 - For extended practice, students can try constructing regular polygons with different
numbers of sides (e.g., pentagon, heptagon) using the same methods learned in class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 6: LESSON 1
Strand: Geometry
Sub Strand: Regular Quadrilateral
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Draw line AB = 6 cm.
2. On the same side of AB, construct two perpendicular lines at A and E.
 3. Using A as the center and radius 6 cm, mark point D on the perpendicular.
4. Enjoy constructing a regular quadrilateral.

Key Inquiry Question(s):

- How do you construct a regular quadrilateral?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 113
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- In groups or in pairs, learners are guided to:
Step 1: Draw line AB = 6 cm.
Step 2: On the same side of AB, construct two perpendicular lines at A and E.
Step 3: Using A as the center and radius 6 cm, mark point D on the perpendicular.
Step 4: Enjoy constructing a regular quadrilateral.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Provide students with additional regular quadrilateral construction exercises to deepen
understanding and practice applying the concepts learned in different scenarios. For example,
students could be asked to construct regular quadrilaterals with different side lengths or
orientations.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 6: LESSON 2
Strand: Geometry
Sub Strand: Regular pentagon

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
 1. Define the term pentagon.
2. Draw a regular pentagon.
3.Construct a regular pentagon.
4. Enjoy constructing a regular pentagon.

Key Inquiry Question(s):

- How many sides does a pentagon have? Strand: Geometry

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 113
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on geometric shapes and properties.
- Guide learners to read and discuss the definition and characteristics of regular pentagons from
the learning resources.

Lesson Development (30 minutes):

Step 1: Define the term pentagon
- In groups or pairs, learners discuss and write down the definition of a pentagon.
- Facilitate a class discussion to clarify any misconceptions and ensure understanding.

Step 2: Draw a regular pentagon

- Provide learners with rulers and guide them to draw a regular pentagon on paper.
- Discuss the properties of a regular pentagon, emphasizing equal side lengths and angles.

Step 3: Construct a regular pentagon

- Demonstrate the steps to construct a regular pentagon using a ruler and compass.
- Allow learners to practice constructing their own regular pentagons and provide guidance as
needed.

Step 4: Enjoy constructing a regular pentagon

- Encourage learners to appreciate the symmetry and beauty of regular pentagons through their
 construction.
- Have a brief sharing session where learners showcase their constructed regular pentagons.

Conclusion (5 minutes):
- Summarize the key points learned about regular pentagons.
- Conduct a hands-on activity where learners identify and label the properties of a regular
pentagon on a diagram.
- Preview upcoming topics on other geometric shapes for the next session.

Extended Activities:
- Challenge learners to explore and compare the properties of regular polygons with a different
number of sides.
- Ask learners to create real-world scenarios where knowledge of regular pentagons is useful,
such as in architecture or art.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 6: LESSON 3
Strand: Geometry
Sub Strand: Regular hexagon

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Explain the meaning of a hexagon.
2. Draw a hexagon.
3.Find the size of each of the interior angles of the hexagon.
4. Enjoy constructing a regular hexagon in different situations.
 Key Inquiry Question(s):
- How do you construct a regular hexagon?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy
Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 113-117
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Explaining the Meaning of a Hexagon

- In groups or pairs, have learners discuss and explain what a hexagon is.
- Guide the discussion by asking questions about the characteristics of a hexagon (such as
sides and vertices).

Step 2: Drawing a Hexagon

- Provide learners with rulers and instruct them on how to accurately draw a hexagon.
- Encourage precision in measuring and drawing the six sides.

Step 3: Finding the Interior Angles of a Hexagon

- Explain to learners the concept of interior angles in a hexagon.
- Guide them through the process of calculating the size of each interior angle in a regular
hexagon.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity where learners share their drawn hexagons and discuss the
interior angles they calculated.
- Preview upcoming topics or questions for the next session.
 Extended Activities:
- Assign homework where learners find real-life examples of hexagons in their surroundings.
- Challenge students to construct irregular hexagons and compare their properties to regular
hexagons.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 6: LESSON 4
Strand: Geometry
Sub Strand: Construction of irregular polygons up to a hexagon in different situations

Specific Learning Outcomes:

- By the end of the lesson, students should be able to:
1. Consider an irregular triangle PQR with specific side lengths.
2. Construct an irregular triangle.
3. Enjoy the process of constructing irregular polygons.

Key Inquiry Question:

- How can you construct an irregular triangle with given side lengths?
 Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 117
- Ruler
- Digital devices

Organisation of learning:
Introduction (5 minutes):
- Review the previous lesson on polygons and their properties.
- Have students read and discuss relevant content from the provided learning resources to
introduce the concept of irregular polygons.

Lesson Development (30 minutes):

Step 1: Introduce the irregular triangle PQR with side lengths PQ = 4 cm, QR = 6 cm, and PR =
5 cm.
Step 2: Guide students to work in pairs to plan out the construction of the irregular triangle
using rulers and paper.
Step 3: Demonstrate how to construct the irregular triangle using the given side lengths.
Step 4: Allow students to construct their irregular triangles and compare their constructions with
the given parameters.

Conclusion (5 minutes):
- Summarize the key points learned about constructing irregular triangles.
- Have students share their constructions with the class and discuss any challenges faced.
- Provide a preview of the upcoming topics on constructing irregular polygons.

Extended Activities:
- For extended practice, students can be given different sets of side lengths to construct various
irregular triangles.
- Challenge students to explore the properties of irregular polygons and identify similarities and
differences compared to regular polygons.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 6: LESSON 5
Strand: Geometry
Sub Strand: Quadrilaterals

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Construct line PQ = 5 cm.
2. Measure and draw angles 110 and 55 at points P and Q, respectively.
3. Construct an irregular quadrilateral.
4. Have fun and enjoy constructing irregular quadrilaterals.

Key Inquiry Question(s):

- How do you construct an irregular quadrilateral?
 Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 118
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on quadrilaterals.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing key concepts.

Lesson Development (30 minutes):

- In groups or pairs, learners are guided through the following steps:

Step 1: Construct line segment PQ = 5 cm using a ruler.

Step 2: Measure and draw angle 110 at point P and angle 55 at point Q.

Step 3: Using the constructed line and angles, guide learners to construct an irregular
quadrilateral.

Step 4: Experiment with different irregular quadrilaterals and discuss their properties.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce understanding of irregular
quadrilaterals.
- Provide a preview of upcoming topics or questions to consider for the next session.

Extended Activities:

- Challenge students to classify the irregular quadrilaterals they constructed based on

their properties.
- Ask students to measure and compare the angles and sides of different irregular
quadrilaterals.
 - Integrate technology by exploring interactive geometry apps to further investigate
geometric properties.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 7: LESSON 1
Strand: Geometry
Sub Strand: Trapezium

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Define the term trapezium.
2. Draw an irregular trapezium.
3. Construct an irregular trapezium.
4. Enjoy constructing an irregular trapezium.

Key Inquiry Question:

- How do you construct an irregular trapezium?
 Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 118-119
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1:
- In groups or pairs, learners define the term trapezium.
Step 2:
- In groups or pairs, learners draw an irregular trapezium. Emphasize the non-parallel sides.
Step 3:
- In groups or pairs, learners construct an irregular trapezium using rulers and protractors.
Step 4:
- Reflect on the process and discuss any challenges faced during the construction.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity where learners showcase their constructed irregular
trapeziums.
- Preview upcoming topics in the next session.

Extended Activities:
- Encourage learners to explore different types of irregular trapeziums and classify them based
on angle measurements.
- Challenge students to find real-world examples of irregular trapeziums in architecture or nature
and share their findings in the next class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 7: LESSON 2
Strand: Geometry
Sub Strand: Rhombus

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Define the term rhombus.
2. Draw a rhombus.
3.Construct a rhombus.
4.Enjoy constructing a rhombus.

Key Inquiry Question:

- How do you construct a rhombus?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 119-120
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Define the term rhombus

- In pairs or groups, have learners define what a rhombus is.
- Discuss the properties of a rhombus, such as having all sides of equal length and diagonals
bisecting each other at right angles.

Step 2: Draw a rhombus

- Guide learners in drawing a rhombus on grid paper or using a ruler.
- Emphasize the importance of accurately measuring and marking the sides to make a rhombus.

Step 3: Construct a rhombus

- Demonstrate how to construct a rhombus using a ruler and protractor.
- Have learners follow along to create their own rhombus, focusing on precision and accuracy.

Step 4: Enjoy constructing a rhombus

- Encourage learners to appreciate the beauty and symmetry of a rhombus.
- Discuss real-life examples where rhombuses can be found, such as diamond shapes or
certain types of buildings.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity where learners showcase their constructed rhombuses and
explain the steps taken.
- Provide a preview of upcoming topics or questions to consider for the next session.
 Extended Activities:
- Challenge learners to create a colorful poster showcasing different properties of a rhombus.
- Have them find real-world objects that resemble a rhombus and explain why.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 7: LESSON 3
Strand: Geometry
Sub Strand: Irregular pentagon

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw line EF = 4 cm.
2. Construct an irregular pentagon.
3. Enjoy constructing an irregular pentagon.

Key Inquiry Question(s):

- How do you construct an irregular pentagon?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 120-122
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Demonstrate how to draw line EF = 4 cm on the board or using a digital device.
Step 2: In groups or pairs, guide learners to draw line EF = 4 cm on their own papers using
rulers.
Step 3: Teach learners the steps to construct an irregular pentagon, emphasizing the angles
and lengths of each side.
Step 4: In groups or pairs, guide learners to construct an irregular pentagon following the steps
taught.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity where learners showcase their constructed irregular
pentagons and explain the process.
- Provide a preview of upcoming topics or questions to consider for the next session.

Extended Activities:
- Encourage learners to explore constructing different irregular polygons using the same
principles discussed in class.
- Challenge students to measure and compare the angles and side lengths of the irregular
pentagons they constructed to deepen understanding.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 7: LESSON 4
Strand: Geometry
Sub Strand: Construction of circles passing through the vertices of a triangle in
different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Draw a triangle.
2. Construct the perpendicular bisectors of AB and AC to intersect at O.
3. Construct circles passing through the vertices of a triangle.
3. Enjoy constructing circles passing through the vertices of a triangle.

Key Inquiry Question(s):

- How do you construct circles passing through the vertices of a triangle?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 122-124
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to draw a triangle.

Step 2: In groups or in pairs, learners are guided to construct the perpendicular
bisectors of AB and AC to intersect at O.

Step 3: In groups or in pairs, learners are guided to construct circles passing through
the vertices of a triangle.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Provide practice problems for learners to construct circles passing through the vertices
of different types of triangles.
- Encourage learners to explore real-world applications of constructing circles through
the vertices of triangles, such as in architecture or engineering.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 7: LESSON 5
Strand: Geometry
Sub Strand: Construction of circles passing through the vertices of a triangle in different
situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Draw a triangle.
2. Construct the perpendicular bisectors of AB and AC to intersect at O.
3.Construct circles passing through the vertices of a triangle.
4.Enjoy constructing circles passing through the vertices of a triangle.

Key Inquiry Question(s):

- How do you construct circles passing through the vertices of a triangle?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 122-124
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to draw a triangle.
Step 2: In groups or in pairs, learners are guided to construct the perpendicular bisectors of AB
and AC to intersect at O.
Step 3: In groups or in pairs, learners are guided to construct circles passing through the
vertices of a triangle.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Provide practice problems for learners to construct circles passing through the vertices of
different types of triangles.
- Encourage learners to explore real-world applications of constructing circles through the
vertices of triangles, such as in architecture or engineering.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 9: LESSON 1
Strand: Geometry
Sub Strand: Construction of circles touching the sides of a triangle in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw a triangle.
2. Construct the angle bisectors of angle PQR and angle QPR to meet at M.
3. Construct circles touching the sides of a triangle.
4. Enjoy constructing circles touching the sides of a triangle.

Key Inquiry Question(s):

- How do you construct circles touching the sides of a triangle?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics, Learner’s Book Grade 8 pg. 125-127
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience:
Step 1: In groups or in pairs, learners are guided to draw a triangle.
Step 2: In groups or in pairs, learners are guided to construct the angle bisectors of angle PQR
and angle QPR to meet at M.
Step 3: In groups or in pairs, learners are guided to construct circles touching the sides of a
triangle.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- After the lesson, students can be given additional triangles to construct and continue practicing
the construction of circles touching the sides of triangles to deepen their understanding and
mastery of the concept. They can also explore real-life applications of these constructions.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 9: LESSON 2
Strand: Geometry

Sub Strand: Coordinates and Graphs; Drawing and Labeling a Cartesian Plane

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.On a grid, draw a horizontal line.
2. Draw a vertical line intersecting the horizontal line at point O.
3. Appreciate the uses of graphs.

Key Inquiry Question(s):

- What is a grid?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 128
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1:
- Introduce the concept of a grid and explain its importance in graphing.
- Demonstrate how to draw a horizontal line on a grid using a ruler.

Step 2:
- In groups or pairs, have learners practice drawing horizontal lines on their grids.
- Circulate to provide guidance and support as needed.

Step 3:
- Introduce the concept of a vertical line intersecting the horizontal line at a specific point
(point O).
- Demonstrate how to accurately draw this vertical line on the grid.

Step 4:
- In groups or pairs, instruct learners to draw the vertical line intersecting the horizontal
line at point O on their grids.
- Provide feedback and assistance where necessary.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity where learners identify points on the Cartesian
plane.
- Provide a preview of upcoming topics or questions to consider in the next session.
 Extended Activities:

- Assign practice problems involving plotting points on a Cartesian plane or drawing

more complex shapes.
- Encourage students to create their own coordinates and graphs to share with the
class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 9: LESSON 3
Strand: Geometry
Sub Strand: Identifying Points on the Cartesian Plane in Different Situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw the graph in learner’s book 8 page 129
2. Identify Points on the Cartesian Plane in Different Situations.
3. Locate points A, B, C, and D in reference to the values along x and y axes.
4. Appreciate the Points on the Cartesian Plane.

Key Inquiry Question:

- How do you identify Points on the Cartesian Plane in Different Situations?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics
- Learner’s Book Grade 8 pg. 129-131
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Guide learners to draw the graph on learner’s book 8 page 129.
Step 2: Engage learners in identifying Points on the Cartesian Plane in Different Situations.
Step 3: In groups or pairs, guide learners to locate points A, B, C, and D in reference to the
values along x and y axes.
Step 4: Facilitate discussions to help learners appreciate the Points on the Cartesian Plane.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Grade-relevant extended activities could include creating additional graphs with different points
to be identified, creating real-world scenarios where Cartesian plane concepts are applied, or
solving word problems related to locating points on the plane.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 9: LESSON 4
Strand: Geometry
Sub Strand: Plotting Points on the Cartesian Plane in Different Situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw the graph in learner’s book 8 page 131
2. Draw a Cartesian plane
3. Plot points on the Cartesian plane in different situations
4. Enjoy plotting points on the Cartesian Plane in Different Situations

Key Inquiry Question:

- How do you plot Points on the Cartesian Plane in Different Situations?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics
- Learner’s Book Grade 8 pg. 131-132
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Draw the graph in learner’s book 8 page 131
Step 2: Draw a Cartesian plane
Step 3: Plot points on the Cartesian plane in different situations

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Have students create their own Cartesian planes and plot points to create simple
shapes or patterns.
- Create a treasure map activity where students have to follow plotted points to find a
hidden treasure.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 9: LESSON 5
Strand: Geometry
Sub Strand: Generating Table of Values for Linear Equation in Different Situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Work out activity 4 in learner’s book 8 page 133
2.Generate Table of Values for Linear Equation in Different Situations
3.Enjoy generating table of values for a linear equation in different situations

Key Inquiry Question:

- How do you generate a table of values for a linear equation in different situations?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 133-134
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of key concepts

Lesson Development (30 minutes):

Step 1: Introduce the concept of generating a table of values for a linear equation
Step 2: Explain the importance of understanding different situations in linear equations
Step 3: Provide examples and guide learners to work out activity 4 in the learner’s book
Step 4: In groups or pairs, guide learners to generate a table of values for a linear equation in
different situations

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson
- Conduct a brief interactive activity to reinforce the main topics
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider

Extended Activities:
- Have students create their own linear equations and generate tables of values
- Encourage students to explore real-life situations where linear equations are applicable

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 10: LESSON 1

Strand: Geometry
Sub Strand: Determining an Appropriate Scale for a Linear Equation on Cartesian
Plane in Different Situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Use a suitable scale for a given point and find the corresponding values representing
the given values.
2.Determine an appropriate scale for a linear equation on a Cartesian plane.
3.Appreciate the importance of using a suitable scale.

Key Inquiry Question(s):

- How do you determine an appropriate scale for a linear equation on a Cartesian
plane?
 Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 134-136
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to use a suitable scale for a given
point and find the corresponding values representing the given values.

Step 2: In groups or in pairs, learners are guided to determine an appropriate scale for
a linear equation on a Cartesian plane.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Suggest any grade-relevant extended activities that might help deepen understanding
or apply the concepts discussed.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 10: LESSON 2

Strand: Geometry
Sub Strand: Drawing a Linear Graph from Table of Values on Cartesian Plane in different
Situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Copy and complete the table in learner’s book 8 page 136.
2. Plot the points on a Cartesian coordinate system.
3. Draw a linear graph from a table of values on the Cartesian plane.
4. Enjoy drawing a linear graph from table of values on the Cartesian plane.

Key Inquiry Question(s):

- How do you draw a linear graph from a table of values on the Cartesian plane?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 136-138
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Copy and Complete the Table
- In groups or pairs, students will copy and complete the table in the learner’s book on page
136.

Step 2: Plot the Points

- In groups or pairs, students will plot the points on a Cartesian coordinate system.

Step 3: Drawing a Linear Graph

- In groups or pairs, students will draw a linear graph from the table of values on the Cartesian
plane.

Step 4: Application
- Students will practice drawing linear graphs from different sets of values to reinforce
understanding.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
 - Extend the activity by providing additional sets of values for students to plot and draw linear
graphs.
- Have students create their own sets of values to draw linear graphs and exchange with
classmates for interpretation.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 10: LESSON 3

Strand: Geometry
Sub Strand: Solving Simultaneous Linear Equation Graphically in Different Situations

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1.Use three values of x to make tables of values of x and y for two linear equations.
2.Draw linear graphs for the two equations on the same Cartesian plane.
3. Solve simultaneous linear equations graphically.
4. Enjoy solving simultaneous linear equations graphically.

Key Inquiry Question:

- How do you solve simultaneous linear equations graphically?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 138-139
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on linear equations.
- Have students read and discuss relevant content from the given learning resources
while focusing on the key concepts.

Lesson Development (30 minutes):

Step 1: Using Tables of Values

- In groups or pairs, guide students to use three values of x to create tables of values for
x and y for two linear equations.

Step 2: Drawing Linear Graphs

- In groups or pairs, have students draw linear graphs for the two equations on the
same Cartesian plane.

Step 3: Solving Simultaneous Equations Graphically

- In groups or pairs, guide students through the process of solving simultaneous linear
equations graphically.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics, such as a quick quiz or
peer discussion.
- Provide a preview of the upcoming lesson on applying these concepts to real-world
situations.

Extended Activities:

- As an extended activity, students could be tasked with creating their own simultaneous
linear equations and solving them graphically. This could deepen their understanding of
 the concepts and allow for more practice.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 10: LESSON 4

Strand: Geometry
Sub Strand: Digital time

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Watch a video clip on drawing linear graphs from a table of values.
2.Understand the concept of linear graphs and their representation.

Key Inquiry Question(s):

- What have you learned about linear graphs?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 142
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
1. Review the previous lesson on basic graphing concepts.
2. Guide learners to read and discuss relevant content from the learning resources, focusing on
the understanding of key concepts related to linear graphs.

Lesson Development (30 minutes):

Step 1: Introduce the concept of linear graphs and explain how they are represented.
Step 2: Watch the video clip on drawing linear graphs from a table of values.
Step 3: Discuss the key points and observations from the video.
Step 4: Provide examples and practice exercises for learners to draw linear graphs based on
given values.

Conclusion (5 minutes):
1. Summarize the key points about linear graphs covered in the lesson.
2. Conduct a brief interactive activity where learners can demonstrate drawing linear graphs.
3. Preview upcoming topics or questions to consider in the next session.

Extended Activities:
- Have students create their own set of values and plot linear graphs.
- Assign a homework task where students identify real-life examples of linear graphs and
explain their significance.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 10: LESSON 5

Strand: Geometry

Sub Strand: Scale Drawing; Representing lengths to a given scale in different

situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Measure the length of sides of objects such as a pen, a pencil, a rubber, an exercise
book, a desk, and a table.
2.Record their measurement in a table as shown on page 143.
3. Appreciate different types of lengths.

Key Inquiry Question:

- What is the length of your desk?
 Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 143-144
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduce different objects to measure and discuss the concept of scale
drawing.

Step 2: In groups or pairs, guide learners to measure the length of sides of objects like
a pen, pencil, rubber, exercise book, desk, and table using rulers.

Step 3: In groups or pairs, direct learners to record their measurements in a table

format as demonstrated on page 143.

Step 4: Encourage learners to discuss and appreciate the different types of lengths and
how they vary in real-life objects.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:
 - Create a scale drawing of their classroom layout including desks, chairs, etc., with
appropriate measurements.
- Calculate the actual dimensions of objects if the scale is 1:2, 1:5, etc., to deepen
understanding of scale representation.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 11: LESSON 1

Strand: Geometry
Sub Strand: Converting actual length to scale length in real life situations

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1.Use a ruler or tape measure to measure the length of the classroom.
2. Convert actual length to scale length in real life situations.
3. Record the results in a table.
4. Enjoy converting actual length to scale length in real life situations.

Key Inquiry Question(s):

- How do you convert actual length to scale length?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 145-146
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to use a ruler or tape measure to measure the
length of the classroom.
Step 2: In groups or in pairs, learners are guided to convert actual length to scale length in real
life situations.
Step 3: In groups or in pairs, learners are guided to record the results in a table.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Create scale drawings of famous landmarks and calculate their scale lengths.
- Design a floor plan for a dream house using scale measurements.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 11: LESSON 2

Strand: Geometry
Sub Strand: Converting scale length to actual length in real-life situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw a rectangular plot of a scale drawing with dimensions 9 cm and 4 cm.
2. Fill in the table in the learner's book Grade 8 page 147.
3. Convert scale length to actual length.
4. Enjoy converting scale length to actual length in real-life situations.

Key Inquiry Question:

- How do you convert scale length to actual length?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics
- Learner's Book Grade 8 pg. 146-147
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Guide learners to draw a rectangular plot of a scale drawing with dimensions 9
cm and 4 cm in groups or pairs.

Step 2: In groups or pairs, guide learners to fill in the table in Learner's Book Grade 8
page 147.

Step 3: Lead learners in converting scale length to actual length in groups or pairs.

Step 4: Provide real-life scenarios for learners to practice converting scale length to
actual length.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Have learners find examples of scale drawings in real life and calculate their actual
dimensions.
- Create a scale model of a familiar object and calculate the actual size based on the
 scale used.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 11: LESSON 3

Strand: Geometry
Sub Strand: Interpreting linear scales in statements form in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify situations when a scale can be interpreted.
2. Do activity 5 in learner's book 8 page 148.
3. Interpret linear scales in statements form in different situations.
4. Enjoy interpreting linear scales in statements form in different situations.

Key Inquiry Question(s):

- How do you interpret linear scales in statements form in different situations?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner's Book Grade 8 pg. 148-149
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduction to Interpreting Linear Scales

- Discuss with students situations where scales can be interpreted.
- Provide examples and explanations to enhance understanding.

Step 2: Activity 5 in Learner's Book

- Allocate time for students to work on Activity 5 in learner's book 8 page 148.
- Circulate to offer assistance and feedback as needed.

Step 3: Interpreting Linear Scales in Different Situations

- Present various scenarios where linear scales need to be interpreted.
- Guide students in working through these situations in groups or pairs.

Step 4: Application and Practice

- Engage students in applying their skills by creating their own scenarios that require
interpreting linear scales.
- Encourage peer discussion and sharing of solutions.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Provide a preview of upcoming topics or questions to consider for the next session.

Extended Activities:
 - As an extended activity, students can create a mini-project where they design a scale
model of a room or building using the concepts learned in the lesson. They can
calculate the measurements and present their models to the class for evaluation.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 11: LESSON 4

Strand: Geometry
Sub Strand: Writing Linear scale in Statement form in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Explain the meaning of linear scale in statement form.
2.Write linear scale in Statement form in different situations.
3. Enjoy writing linear scale in Statement form in different situations.

Key Inquiry Question(s):

- How do you write linear scale in Statement form?

Core competencies Values PCIs

  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 149-151
- Ruler
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to explain the meaning of linear scale in
statement form.
Step 2: In groups or in pairs, learners are guided to write linear scale in Statement form in
different situations.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- For extended activities, students can create their own scenarios or drawings where they need
to apply linear scale in statement form. This can be done individually or in pairs, and then
shared with the class for discussion and feedback.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 11: LESSON 5

Strand: Geometry
Sub Strand: Interpreting linear scales in ratio form in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Draw the table in the learner’s book 8, page 151.
2. Interpret linear scales in ratio form.
3. Enjoy interpreting linear scales in ratio form.

Key Inquiry Question(s):

- How do you interpret linear scales in ratio form?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 151-152
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or pairs, learners draw the table in the learner’s book 8, page 151.
Step 2: In groups or pairs, learners are guided to interpret linear scales in ratio form.
Step 3: (specific content detailed here)
Step 4: (specific content detailed here)

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Suggest grade-relevant extended activities that might help deepen understanding or

apply the concepts discussed.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 12: LESSON 1

Strand: Geometry
Sub Strand: Writing linear scales in ratio form in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Explain the meaning of linear scale in ratio form.
2. Write linear scale in ratio form in different situations.
3. Enjoy writing linear scale in ratio form in different situations.

Key Inquiry Question:

- How do you write linear scales in ratio form?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 152-153
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):

- Review the previous lesson.

- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to explain the meaning of linear scale
in ratio form.
Step 2: In groups or in pairs, learners are guided to write linear scale in ratio form in
different situations.

Step 3: Engage learners in a hands-on activity using rulers to practice measuring and
writing linear scales in ratio form.

Step 4: Provide examples of real-life scenarios where linear scales in ratio form are
used and have learners create their own examples.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Assign a homework task where students have to create their own linear scales in ratio
form based on different situations they encounter in their daily lives.
- Encourage students to research how linear scales in ratio form are used in various
 professions such as architecture, engineering, and design, and present their findings to
the class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 MATHEMATICS

WEEK 12: LESSON 2

Strand: Geometry
Sub Strand: Converting linear scale from statement form to ratio form in different
situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Consider the scale 1 cm represents 4m and convert 4 m to centimetres.
2.Express the scale in ratio form.
3. Convert linear scale from statement form to ratio form.
4. Enjoy converting linear scale from statement form to ratio form in different situations.

Key Inquiry Question(s):

- How do you convert linear scale from statement form to ratio form?
Core competencies Values PCIs
  Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 153-154
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: In groups or in pairs, learners are guided to consider the scale 1 cm represents
4m and convert 4 m to centimetres.

Step 2: In groups or in pairs, learners are guided to express the scale in ratio form.

Step 3: In groups or in pairs, learners are guided to convert linear scale from statement
form to ratio form.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- A grade relevant extended activity could involve creating real-world scenarios where
students need to convert linear scales, for example, scaling down a blueprint of a room
or creating a scaled map of a neighborhood.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 12: LESSON 3

Strand: Geometry

Sub Strand: Converting linear scale from ratio form to statement form in different situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Consider the scale 1:800,000 on a map
2. Convert linear scale from ratio form to statement form
3. Enjoy converting linear scale from ratio form to statement form in different situations

Key Inquiry Question:

- How do you convert linear scale from ratio form to statement form?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy
Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 154-155
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Discuss the concept of linear scale and its importance in maps.
Step 2: Introduce the scale 1:800,000 on a map and explain its meaning.
Step 3: Demonstrate how to convert linear scale from ratio form to statement form with
examples.
Step 4: In groups or pairs, have learners practice converting linear scale from ratio form to
statement form using different scales.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:
- Students can create their own maps with different scales and practice converting them from
ratio form to statement form.
- Assign students to find real-world examples where understanding linear scale is crucial and
present their findings to the class.

Teacher Self- Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 12: LESSON 4

Strand: Geometry
Sub Strand: Making Scale Drawing in Different Situations

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Make scale drawings in different situations.
2. Recognize the use of scale drawing in maps.
3. Apply scale drawing in real-life situations.

Key Inquiry Question:

- How do you use scale drawing in real-life situations?
Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy
Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 155-157
- Ruler
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1:
- In groups or pairs, learners will practice making scale drawings in different situations.

Step 2:
- In groups or pairs, learners will identify and discuss the use of scale drawing in maps.

Step 3:
- Engage learners in real-life scenarios where they need to apply scale drawings.

Step 4:
- Facilitate a group discussion on how scale drawings are useful in various contexts.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Assign a homework task where students create their own scale drawing of a map of
their neighborhood.
- Encourage students to research how scale drawings are used in different professions,
such as architecture or engineering.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 MATHEMATICS

WEEK 12: LESSON 5

Strand: Geometry
Sub Strand: Digital Time

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Watch the video clip on making scale drawing.
2.Have fun and enjoy learning about scale drawing.

Key Inquiry Question(s):

- What have you learned about scale drawing?

Core competencies Values PCIs

 Environmental
 Communication and  Responsibility education
collaboration  Respect  Self-awareness
 Critical thinking& Problem  Citizenship  Citizenship
solving  Love  Self-esteem
 Digital literacy

Learning Resources:
- KLB; Top Scholar: Mathematics Learner’s Book Grade 8 pg. 157
- Ruler
- Digital devices
- Video link: https://www.youtube.com/watch?v=2K5IjmVbDyw

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson with students.
- Guide learners to read and discuss relevant content from the learning resources to understand
key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the concept of scale drawing and its importance.
Step 2: Watch the provided video clip on making scale drawings.
Step 3: Discuss the key takeaways and main points from the video.
Step 4: Engage students in a group activity to apply the concepts learned by creating their own
scale drawings.

Conclusion (5 minutes):
- Summarize key points learned during the lesson.
- Conduct a brief interactive activity or quiz to reinforce understanding.
- Preview upcoming topics to prepare students for the next session.

Extended Activities:
- Have students practice creating scale drawings of different objects using rulers and graph
paper.
- Assign a project where students need to design a scaled floor plan of their dream house and
present it to the class.

Teacher Self-Evaluation: