Day/Date: Monday/ 17-3-2024 Subject: Math Class: 9t

Duration: 30 Week:10 Term: 2

Topics : Straight lines and quadratic Equations
Lesson Objective: Lesson Outcomes:
 Construct a table of values and plot  Construct a table of values and plot
points to draw graphs points to draw graphs
Daily Lesson Plan
Learning Activities:
Engage: Real-world Scenario: Present a real-world scenario involving a linear
relationship (e.g., cost of groceries based on quantity purchased, distance traveled over
time at a constant speed).
 Question: Ask students how they can visually represent this relationship.
Introduce the concept of graphs and their role in displaying data.
Explore: Activity: Divide students into pairs. Provide each pair with graph paper,
rulers, and markers.
 Task: Instruct them to create a coordinate plane by labeling the axes (x-axis
horizontal, y-axis vertical) and marking appropriate scales for each axis.
Explain: Coordinate System: Introduce the concept of a coordinate plane and ordered
pairs (x, y) to represent points.
 Plotting Points: Demonstrate how to plot points on the graph using their
coordinates.
 Linear Equation Review: Briefly review the concept of linear equations (y = mx
+ b) and highlight the role of slope (m) and y-intercept (b) in the graph.
Elaborate: Differentiation:
Tiered Practice: Provide two sets of practice problems from Ex 10.1 with linear
equations. Set A consists of simpler equations with integer coefficients for slope and y-
intercept. Set B offers equations with decimals or fractions for slope and y-intercept for
students who need a challenge.
Peer Assessment (Optional):
 After completing the tables, students can swap papers with a peer from the
opposite practice set group.
 Using a pre-defined rubric focusing on correct x-value selection, accurate y-value
calculation, and proper table format, students provide feedback on each other's
work.
Evaluate: Exit Ticket: Provide an exit ticket with questions that assess understanding:
o Briefly explain the purpose of creating a table of values for a linear
equation
 Homework: topical questions
Lessonevaluation:
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 Day/Date: Tuesday/ 18-3-2024 Subject: Math Class: 9t
Duration: 30 Week:10 Term: 2
Topics: Straight lines and quadratic Equations
Lesson Objective: Lesson Outcomes:
 find the gradient of a straight line graph  find the gradient of a straight line graph

Daily Lesson Plan

Learning Activities:
Engage: Activity: Present students with real-world scenarios involving slopes (e.g., a
ramp for wheelchairs, a zipline, the roof pitch of a house).
 Discussion: Ask students how they would describe the steepness of these
slopes. Introduce the concept of gradient as a mathematical way to represent
steepness in linear relationships.
Explore : Group Work: Divide students into pairs or small groups. Provide them with
graph paper and markers or rulers.

Task: Students create sets of lines with different slopes on their graph paper.

Encourage them to discuss and record their observations about the steepness
and direction of each line.
Explain :Demonstration: Guide the class through the formula for calculating the
gradient (m = (y2 - y1) / (x2 - x1)), using clear visuals on the coordinate plane.

Practice: Explain how a positive gradient indicates a line slanting upwards from left to
right, a negative gradient indicates a downward slope, and a zero gradient represents a
horizontal line.

Elaborate: Exercise Practice: Provide students with questions from book containing
various graph representations of lines.

Task: Students calculate the gradient of each line using the formula and identify
its direction (upward, downward, horizontal) based on the calculated value.
 Differentiation: For advanced students, include graphs with slopes involving
fractions or decimals. Offer manipulatives (algebra tiles, graph paper) to students
who might benefit from a more visual approach.
Evaluate Exit Ticket: Provide an exit ticket with a graph of a line and ask students to
calculate its gradient and interpret its direction.

 Peer Assessment (Optional): Have students swap their worksheets with a

partner and peer-assess each other's work using a pre-defined rubric focusing on
accurate calculation and interpretation of the gradient.
Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
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 Daily Lesson Plan
Day/Date: Wednesday/ 19-3-2024 Subject: Math Class: 9t
Duration: 30+30 Week:10 Term: 2nd
Topics: Straight lines and quadratic equations
Lesson Objective: Lesson Outcomes:
 find the gradient of a straight line graph  find the gradient of a straight line graph
Learning Activities:
Engage :Review: Briefly review the concept of gradient and its relation to the
steepness and direction of a line.
 Challenge: Show students two lines with different gradients on the coordinate
plane. Ask them to predict the equation for each line based on the observed
gradient.
Explore :Think-Pair-Share: Write the general equation for a slope-intercept line (y =
mx + b) on the board. Divide students into pairs.
 Task: Students discuss what each variable (m, x, c) represents in the equation
and how it relates to the line's graph. Encourage them to share their thoughts
with the class.
Explain :Explanation: Provide a clear explanation of how the slope (m) corresponds to
the gradient and how the y-intercept (c) determines the line's intersection point with the
y-axis.
 Examples: Demonstrate how to use the slope-intercept form to find the equation
of a line given its gradient and y-intercept, and vice versa.
Elaborate :Students will solve questions 1 and 2 from ex 10.4 .
Evaluate :Group Presentation: Have each group present their chosen problem and
the corresponding linear equation to the class. This allows for peer learning and
identifying diverse approaches.
 Self-Assessment: Provide students with a self-assessment questions reflecting
on their understanding of gradient and recognizing equations of lines. They can
answer questions like, "How can I use the gradient to write the equation of a
line?" or "What does the y-intercept tell me about the graph of the equation?"
Differentiation:
 Offer additional support or resources to students who might need clarification on
the concept of slope-intercept form.
 For advanced students, peer teaching.
Homework: topical questions
Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

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 Daily Lesson Plan
Day/Date: Thursday/ 19-3-2024 Subject: Math Class: 9t
Duration: 30+30 Week:10 Term: 2nd
Topics: Straight lines and quadratic equations
Lesson Objective: Lesson Outcomes:
 find the gradient of a straight line graph  find the gradient of a straight line graph
 recognise and determine the  recognise and determine the
equation of a line equation of a line
Learning Activities:
Engage :Review: Briefly review the concept of gradient and its relation to the
steepness and direction of a line.
 Challenge: Show students two lines with different gradients on the coordinate
plane. Ask them to predict the equation for each line based on the observed
gradient.
Explore :Think-Pair-Share: Write the general equation for a slope-intercept line (y =
mx + b) on the board. Divide students into pairs.
 Task: Students discuss what each variable (m, x, c) represents in the equation
and how it relates to the line's graph. Encourage them to share their thoughts
with the class.
Explain :Explanation: Provide a clear explanation of how the slope (m) corresponds to
the gradient and how the y-intercept (c) determines the line's intersection point with the
y-axis.
 Examples: Demonstrate how to use the slope-intercept form to find the equation
of a line given its gradient and y-intercept, and vice versa.
Elaborate :Students will solve questions 3 and 4 from ex 10.4 .
Evaluate :Group Presentation: Have each group present their chosen problem and
the corresponding linear equation to the class. This allows for peer learning and
identifying diverse approaches.
 Self-Assessment: Provide students with a self-assessment questions reflecting
on their understanding of gradient and recognizing equations of lines. They can
answer questions like, "How can I use the gradient to write the equation of a
line?" or "What does the y-intercept tell me about the graph of the equation?"
Differentiation:
 Offer additional support or resources to students who might need clarification on
the concept of slope-intercept form.
 For advanced students, peer teaching.
Homework: topical questions
Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Day/Date: Friday/ 14-3-2024 Subject: Math Class: 9t

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 Duration: 30 Week:10 Term: 2nd
Topics: sets test
Lesson Objective: Lesson Outcomes:
 Assess objectives of the topic sets.  Assess objectives of the topic sets.
Daily Lesson Plan
Learning Activities:
Starter Activity :
 Begin by reviewing the different topic sets covered throughout the unit/course.
Briefly discuss the main concepts associated with each set.
 Ask students to reflect on their confidence level in each topic set using a quick
thumbs-up, thumbs-down, or sideways thumbs strategy (thumbs-up: confident,
thumbs-down: unsure, sideways thumbs: need review).
Discussion:
 Briefly introduce the concept of formative assessment as a tool to identify
learning gaps and improve understanding.
Practice:
 Distribute the test containing a mix of questions from different topic sets.
 Encourage students to answer the questions to the best of their ability and show
their work for calculations or problem-solving tasks.
 Remind them that this is not a graded assessment, and its purpose is to help
them gauge their understanding.
Recap :
 Once students complete the test, dedicate some time for group discussion.
 Have students compare their answers with a partner or small group. This can be
done without revealing answer keys to encourage discussion and peer learning.
 Briefly address any common misconceptions or areas where confusion might
exist.
 Encourage students to identify topic sets where they felt confident and areas
where they need further review.

 Homework: topical questions

Lessonevaluation:____________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Day/Date: Friday/ 15-3-2024 Subject: Math Class: 9t

Duration: 30 Week:10 Term: 2
Topics: Straight lines

5
 Lesson Objective: Lesson Outcomes:
 Construct a table of values and plot  Construct a table of values and plot
points to draw graphs points to draw graphs
Daily Lesson Plan

 Activity: Present students with a set of graph paper strips with various lines
drawn on them.
 Discussion: Divide students into pairs. Ask them to work together to identify
which lines on the strips are parallel. Encourage them to discuss their
observations and reasoning.

Explore (5E Model):

 Group Work: Provide students with graph paper, rulers, and markers (different
colors).
 Task: Instruct students to draw two parallel lines on their graph paper.
Encourage them to measure the slopes of each line using the rise-over-run
method.

Explain (5E Model):

 Demonstration: Guide the class through a clear explanation of how parallel lines
have the same gradient (slope) regardless of their y-intercepts.
 Visual Aid: Use a prepared diagram or animation on the board to visually
demonstrate parallel lines with the same gradient but different y-intercepts.

Elaborate (5E Model):

 Worksheet Practice: Provide students with worksheets containing various

graphs with a designated line.
 Task: Students need to identify the equation of a line parallel to the given line,
considering the information from the previous steps. They can choose any y-
intercept value for the parallel line.
 Differentiation: Offer graph paper with pre-drawn lines with different slopes for
struggling students. For advanced students, introduce the concept of negative
reciprocals as slopes of perpendicular lines (optional).

Evaluate (5E Model):

 Exit Ticket: Provide an exit ticket with a graph of a line and ask students to write
the equation of a possible parallel line.
 Peer Assessment (Optional): Have students swap their worksheets with a
partner and peer-assess each other's work using a pre-defined rubric focusing on
identifying the correct slope for the parallel line and writing the equation in a valid
format.
 Homework: topical questions

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Lesson evaluation:
___________________________________________________________________
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