MATHEMATICS – BASIC 9
THIRD TERM SCHEME OF LEARNING
WEEKS STRAND SUB STRAND INDICATORS RESOURCES
B9.4.1.1.1
1 Handling Data Data Select and justify a method to collect data (quantitative and Rule, pencils
● B9.4.1.1Select, justify, and use qualitative) to answer a given question.
appropriate methods of collecting data B9.4.1.1.2-3
(grouped/ungrouped), use the data to Organize data (grouped/ungrouped) present it in frequency
construct and interpret frequency tables, line graphs, pie graphs, bar graphs and/or
2 Handling Data tables and histogram and use it to pictographs and analyze it to solve and/or pose problems. Rule, pencils
determine the mode and to solve
and/or pose problems. Use a histogram to determine the mode of a given data to
solve and/or pose real life cases.
Data B9.4.1.2.1-2
● B9.4.1.2 Select, justify, and use Select a method for collecting data (quantitative and
appropriate methods of collecting data qualitative), taking into consideration how bias (use of
(quantitative and qualitative), organise language, ethics, cost, time and timing, privacy or cultural
and analyse the data sensitivity) may influence data.
3 Handling Data Rule, pencils
(grouped/ungrouped) to interpret the
results using the descriptive statistics Organize and analyze data and interpret the results using
(measures of central tendency and the descriptive statistics (i.e. minimum, maximum,
range). measures of central tendency and range) to answer a given
question.
Geometry &
4 Measurement B9.4.1.2.3 Protractor, rule
Measurement
● B.9.3.2.1 Derive the formulas for Demonstrate the effect on the mean, median, and mode
determining the surface area of prisms when extreme data is included in a data set
(i.e. cuboid and triangular prism) and
use to solve problems. B9.3.2.1.1
Identify cuboids and triangular prisms; draw their nets to
construct the 3-D shapes and use it to determine the
surface area.
B9.3.2.1.2-3
Measurement Use the net of a cuboid to determine its surface area.
Geometry &
5 ● B.9.3.2.1 Derive the formulas for Protractor, rule
Measurement
determining the surface area of prisms Use the net of a triangular prism to determine its surface
(i.e. cuboid and triangular prism) and area.
Geometry & use to solve problems. B9.3.2.1.4
6 Protractor, rule
Measurement Express points in the Cartesian plane as position vectors
B9.3.2.2.1-2
Measurement Show an understanding of parallel vectors and
Geometry & ● B9.3.2.2 Solve problems involving perpendicular vectors.
7 bearings and addition/subtraction of Protractor, rule
Measurement
vectors Apply the triangular and parallelogram laws of addition to
resolve vectors.
Position and Transformation B9.3.3.1.1
Geometry &
8 ● B9.3.3.1 Demonstrate understanding Know examples of situations in everyday life that depict Protractor, rule
Measurement
of how to perform an enlargement on enlargement situations in everyday life.
a geometrical shape given a scale
factor and describe the properties of B9.3.3.1.2
Geometry &
9 the image under the transformation Understand enlargement and identify real-life situations Protractor, rule
Measurement
(i.e. congruence, similarity, etc.) involving enlargement.
Position and Transformation
● B9.3.3.1 Demonstrate understanding
of how to perform an enlargement on
Geometry & a geometrical shape given a scale B9.3.3.1.3
10 Protractor, rule
Measurement factor and describe the properties of Investigate the concept of congruent and similar shapes
the image under the transformation
(i.e. congruence, similarity, etc.)
Chance or Probability B9.4.2.1.1 -2
● B9.4.2.1 Identify the sample space for Perform a probability experiment involving two dependent
a probability experiment involving two events e.g. drawing colored bottle tops from a bag without
dependent events and express the replacement
11 Handling Data Coins, dice, etc.
probabilities of given events as
fractions, decimals, percentages and/or Express the probabilities of the events as fractions,
ratios to solve problems. decimals, percentages and/or ratios; e.g. using a tree
diagram, table or another graphic organizer
12 REVISION
13 EXAMINATION AND VACATION
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THIRD TERM
WEEKLY LESSON NOTES
WEEK 1
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Handling Data
Class: B9 Class Size: Sub Strand: Data
Content Standard: Indicator:
B9.4.1.1Select, justify, and use appropriate methods of B9.4.1.1.1 Select and justify a
Lesson:
collecting data (grouped/ungrouped), use the data to method to collect data (quantitative
construct and interpret frequency tables and histogram and and qualitative) to answer a given
1 of 1
use it to determine the mode and to solve and/or pose question.
problems.
Performance Indicator: Core Competencies:
Learners can identify the type of data needed to answer a question Communication and Collaboration (CC)
(quantitative vs. qualitative). Critical Thinking and Problem solving.
References: Mathematics Curriculum Pg.
New words:
Phase/Duration Learners Activities Resources
PHASE 1: Write "data" on the board and ask learners what it means. Encourage
STARTER them to share examples of data they encounter in daily life (e.g.,
weather reports, sports scores, opinion polls).
Briefly introduce the two study areas (Musa's book club and travel mode
in schools).
Ask learners: How can we find out the information needed for these
studies?
PHASE 2: NEW Present a real-life scenario where data is needed to make a decision Counters,
LEARNING (e.g., choosing a movie to watch with friends). bundle and
loose straws
base ten cut
Ask learners: What kind of information would be helpful to make a
square, Bundle
decision? (e.g., Reviews, genre preferences)
of sticks
Introduce the concept of data (quantitative - numerical, qualitative -
descriptive) and its role in decision making.
Divide learners into small groups.
Assign each group one of the following case studies:
Case Study A: Musa's Book Club (Quantitative and Qualitative Data)
Question: What are the most popular books among Ayisha's friends?
Case Study B: Travel Modes in Oyoko Schools (Quantitative Data)
Question: What is the most common mode of travel used by learners in
Oyoko Junior and Senior High Schools?
Each group will discuss and answer the following questions for their
assigned case study:
● What type of data is needed to answer the question (quantitative or
qualitative)? Why?
● Where/whom should we collect data from (target audience)?
● What data collection methods would be most appropriate?
Consider factors like efficiency, accuracy, and practicality. (e.g.,
Survey, Interview, Observation)
Each group will present their case study and choices for data collection
methods.
Facilitate a discussion on the reasoning behind their choices. Encourage
justifications based on data type, target audience, and practicality.
Introduce additional data collection methods like questionnaires and
online polls.
PHASE 3: Use peer discussion and effective questioning to find out from learners
REFLECTION what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Handling Data
Class: B9 Class Size: Sub Strand: Data
Content Standard:
B9.4.1.1Select, justify, and use appropriate Indicator:
methods of collecting data (grouped/ungrouped), B9.4.1.1.2 Organize data (grouped/ungrouped) Lesson:
use the data to construct and interpret present it in frequency tables, line graphs, pie
frequency tables and histogram and use it to graphs, bar graphs and/or pictographs and 1 of 1
determine the mode and to solve and/or pose analyze it to solve and/or pose problems
problems.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can construct frequency tables for grouped and ungrouped data.
Critical Thinking and Problem solving
References: Mathematics Curriculum Pg.
New words:
Phase/Duration Learners Activities Resources
PHASE 1: Begin with a simple question like "What is your favorite color?" and
STARTER collect responses from learners.
Show how to organize the responses into a frequency table, counting
the number of times each color is chosen.
PHASE 2: NEW Present two data sets, one grouped (e.g., test scores grouped into Data sets (e.g.,
LEARNING ranges like 70-79, 80-89) and the other ungrouped (e.g., individual test heights of
scores). learners,
temperatures
over a week,
Ask learners to identify which data set shows individual values and
sales data)
which one groups the values together. Explain the terms "grouped data"
Graph paper
and "ungrouped data."
Provide learners with counters or small objects and ask them to create
their own ungrouped data set (e.g., sorting the objects by color).
Have them group the objects based on a certain criteria (e.g., size) and
create a grouped data set. Discuss the difference in representation.
Introduce the concept of a frequency table. Explain that it helps us
organize and count data sets.
Show learners an example of a frequency table with labeled columns
(value/category, frequency).
Provide a data set (e.g., ages of learners in the class) and guide learners
in creating a frequency table.
Explain how to determine the frequency of each data point and organize
it in a table format.
Solve an example together to ensure understanding.
Example 1: Thirty bulbs were life-tested and their lifespan to the nearest
hour are as follows:
Present the raw data in a frequency table by completing the table below:
What is the modal group? Justify your decision for that choice.
Write this on the board. Test Scores: 85, 78, 92, 88, 75, 82, 95, 80
Travel Time to School (minutes): 0-15 (5 learners), 16-30 (10 learners),
31-45 (3 learners)
Instruct learners to create frequency tables for their assigned data sets.
Guide them through labeling the columns and tallying the occurrences of
each value/category.
Have learners share their completed frequency tables with a partner.
Encourage them to discuss what the data reveals (e.g., most common
test score range, most popular travel time to school).
Introduce line graphs and their use in representing data trends over time
or categories.
Demonstrate how to label the axes (x-axis for categories, y-axis for
frequencies) and plot the data points.
Discuss the importance of a title and labeling units on the axes.
Use the frequency table below to create a line graph.
Number of Books Frequency
0 2
1 5
2 8
3 6
4 4
5 3
Guide learners to analyze the graph.
● The line graph shows that most learners read between 1 and 3
books per month, with fewer learners reading 0 or 4 books.
● This data can be used to discuss reading habits and preferences
among learners.
Have learners work in pairs or small groups to create their own
frequency tables and line graphs using different data sets provided.
Encourage them to choose data relevant to their interests or
experiences (e.g., favorite sports, daily temperatures).
Circulate to provide assistance and check understanding.
PHASE 3: Use peer discussion and effective questioning to find out from learners
REFLECTION what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.
