Day/Date: Monday/ 25-3-2024 Subject: Math Class: 9t

Duration: 30+30 Week:11 Term: 2

Topics : Straight lines and quadratic Equations
Lesson Objective: Lesson Outcomes:
 calculate the gradient of a line using  calculate the gradient of a line using
co-ordinates of points on the line co-ordinates of points on the line
Daily Lesson Plan
Learning Activities:.
1. Engage
o Begin the lesson by showing students a real-world scenario where gradients are
used, such as in road construction or hiking trail difficulty levels. This will help
them understand the importance and application of gradients.
2. Explore
o Provide students with different sets of coordinates from Ex 10.3 Q no 2. Ask them
to plot some of these points on a graph and draw the line that connects them.
3. Explain
o Introduce the formula of gradient (m = (y2 - y1) / (x2 - x1)), for calculating the
gradient of a line:
o Explain how this formula is derived from the concept of ‘rise over run’.
4. Elaborate
o Have students use the formula to calculate the gradients of the lines they drew
during the Explore phase.
o Facilitate a class discussion about their findings.
5. Evaluate
o Assess student understanding through further practice from the exercise that
requires them to calculate the gradient using different sets of coordinates.

Peer Assessment
 Pair up the students and have them exchange their work for peer review. They should
check their partner’s calculations and provide constructive feedback.
Differentiated Tasks

 For students who grasp the concept quickly: Provide complex coordinates for gradient
calculation.
 For students who need more practice: Provide additional simpler coordinates and guide
them through the process.
 Homework: topical questions
Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Day/Date: Tuesday/ 26-3-2024 Subject: Math Class: 9t

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 Duration: 30 Week:11 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
and an equation. and an equation.

Daily Lesson Plan

Learning Activities:
Engage:
 Activity: Present students with a set equations containing with different slopes
(steep, flat, negative slope).
 Discussion: Ask students to describe the lines in terms of their slant or
steepness. Encourage them to use vocabulary like rise/run, gradient.
Explore:
 Group Work: Divide students into groups. Provide them with various linear
equations in slope-intercept form (y = mx + b).
 Task: Students work together to identify the gradient..
Explain:
 Introduction: Introduce the concept of gradient (slope) as a measure of how
steep a line is. In case of non intercept form they will make y the subject and
identify gradient an y-intercept
Elaborate: Practice: Provide students with question 2,3 from Ex 10.4 containing
various equations in different forms to find the gradient form.

Task: Students practice identifying the gradient from the equation and making y

the subject incase of non slope-intercept form..
 Differentiation: By content
Evaluate:

 Exit Ticket: Provide an exit ticket with an equation in non slope-intercept form.
Students need to write the gradient of the line represented by the equation.
 Peer Assessment (Optional): Have students swap their with a partner and
peer-assess each other's work using a pre-defined rubric focusing on correctly
identifying the gradient from the equation.
Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Daily Lesson Plan

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 Day/Date: Wednesday/ 27-3-2024 Subject: Math Class: 9t
Duration: 30+30 Week:11 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 :Activity: Present students with various real-world scenarios involving linear
relationships (e.g., temperature change over time, cost increasing with quantity
purchased).
 Discussion: Ask students how they could represent these relationships
mathematically. Briefly introduce the concept of linear equations and their
graphical representation.
Explore :Group Work: Divide students into groups. Provide them with different graphs
of lines with clear slopes (positive, negative, zero)
 Task: Students work together to workout the steepness, direction and y-intercept
of each line. Encourage them to discuss how these observations might relate to
the equation of the line. What different methods can be used to find the gradient.
Explain :Key Features: Introduce the key features of a linear equation: slope (m) and
y-intercept (c). Explain how these features are reflected in the graph of the equation.
 Slope from Graph: Explain how the slope (m) represents the rise over run of the
line on the graph. Show visually how to calculate the slope by identifying two
points on the line and using the formula m = (y2 - y1) / (x2 - x1).
Elaborate :Practice from Graphs: students will practice questions from ex 10.4 Qno
4,5 and form equations of various graphs of lines.
 Task : Students practice identifying the slope of each line by observing its
steepness and direction and then calculating it using the formula based on two
points they choose on the line and determine the equation of the line.
 Differentiation: Offer visual representation to struggling students for a visual
representation of rise and run on a graph. For advanced students, challenge
them to find the equation of the line by just looking at the graph and identifying
the slope and a point on the line.
Evaluate :Exit Ticket: Provide an exit ticket with a graph of a line Qno 4(h) to find the
equation.
Homework: topical questions
Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Day/Date: Thursday/ 28-3-2024 Subject: Math Class: 9t

Duration: 30 Week:11 Term: 2

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 Topics: Straight lines and quadratic equations
Lesson Objective: Lesson Outcomes:
 determine the equation of a line  determine the equation of a line
parallel to a given line  parallel to a given line. find the
 find the gradient of parallel and gradient of parallel and perpendicular
perpendicular lines lines
Daily Lesson Plan
Engage :Activity: Present students with different pairs of lines on a coordinate plane
(including parallel and perpendicular lines).
 Discussion: Ask students to describe the relationship between the lines in each
pair. Guide them to identify lines that appear to be always the same distance
apart (parallel) and lines that intersect at a 90-degree angle (perpendicular).
Explore :Think-Pair-Share: Divide students into pairs and provide them with graphs
containing parallel and perpendicular lines.
 Task 1: Students discuss what they observe about the slopes of the parallel
lines. Encourage them to consider if the slopes appear to be related in some
way.
 Task 2: Provide graphs with one line and its equation in slope-intercept form (y =
mx + c). Ask students to think about what information they would need to find the
equation of a line parallel to the given line.
Explain :Parallel Lines: Introduce the concept of parallel lines and explain how their
slopes are always equal (m1 = m2). Show examples on the graph to illustrate this
concept.
 Perpendicular Lines: Introduce the concept of perpendicular lines and explain
how their slopes have a negative reciprocal relationship (m1 * m2 = -1). Show
examples on the graph to illustrate this concept.
 Parallel Line Equation: Explain how to find the equation of a line parallel to a
given line. Given the slope (m) and y-intercept (c) of the original line (y = mx + c),
the parallel line will have the same slope (m) but a different y-intercept (c').
Elaborate : Practice Problems: Provide students with questions from ex 10.4 Q no 6,7
o Identifying parallel and perpendicular lines from equations.
o Recognizing/calculating the slope of a line parallel or perpendicular to a
given line based on its equation.
o Finding the equation of a line parallel to a given line with a specific y-
intercept.
 Task: Students work independently to solve the practice problems, applying the
concepts of slope and the relationships between parallel and perpendicular lines.
 Differentiation: Offer support to struggling students For advanced students,
differentiation by content.
Evaluate :
 Exit Ticket: Provide an exit ticket with a equation. Ask students to:
o Determine the slope of the line.
o Find the equation of a line parallel to the given line with a specific y-
intercept (e.g., y-intercept = 2).
o Explain why their answer creates a parallel line.
 Homework: topical questions

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Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Daily Lesson Plan

Day/Date: Thursday/ 28-3-2024 Subject: Math Class: 9t
Duration: 30 Week:11 Term: 2
Topics: Straight lines and quadratic equations
Lesson Objective: Lesson Outcomes:
 find the gradient of parallel and  determine the equation of a line
perpendicular lines  parallel to a given line. find the
gradient of parallel and perpendicular
lines
Engage :
 Activity: Present students with images or diagrams of intersecting lines. Ask
them to identify which lines appear perpendicular (at right angles).
 Discussion: Facilitate a discussion about what makes lines perpendicular.
Encourage students to share their observations about the angles formed by the
intersecting lines.
Explore :
 Technology Exploration (Optional): discuss different graphing tools or
geometric software.
 Task: Students explore the relationship between the gradients of perpendicular
lines by graphing lines with different slopes and observing how their
perpendicular counterparts behave.
Explain :
 Negative Reciprocal Rule: Introduce the concept that the gradients of
perpendicular lines are negative reciprocals of each other. Explain the
mathematical meaning of negative reciprocal (multiplying by -1 and then flipping
the fraction).
Elaborate :
 Practice Problems: Provide students with a questions from Ex 10.5 Qno 2,3,4
containing problems of varying difficulty.
 Differentiation:
o Struggling students: Provide additional practice problems with the gradient
of the perpendicular line already given.
o Advanced students: Challenge them to prove the negative reciprocal rule
algebraically or geometrically.
Evaluate :
 Exit Ticket: Provide an exit ticket with one of the following:
o The equation of a line. Students need to find the gradient of the
perpendicular line.

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 o The equation of a line and a point. Students need to find the equation of
the perpendicular line passing through the given point.
 Peer Assessment (Optional): Have students swap their work with a partner and
peer-assess each other's work using a pre-defined rubric focusing on correctly
identifying the gradient of the perpendicular line using the negative reciprocal rule
and writing the equation of the perpendicular line using the point-slope form.
 Homework: topical questions
Lesson evaluation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________