Ministry of Education and Training

Table of Contents

Introduction ......................................................................................................................ii

Teaching approaches .......................................................................................................ii

Promotion of values and attitudes ................................................................................... iii

Promotion of Financial Literacy ....................................................................................... iii

Consideration of inclusive education ...............................................................................iv

Content presentation .......................................................................................................iv

Layout and presentation of the syllabus .......................................................................... v

Principles of assessment.................................................................................................vi

Overview ......................................................................................................................... 1

Activity plan ..................................................................................................................... 3

i
Introduction
Grade 9 Mathematics Syllabus forms part of the integrated curriculum. This curriculum
is basically intended to draw together knowledge, skills, attitudes and values from
different subject areas to develop a more powerful understanding of key ideas which
can be connected and related in meaningful ways by both learners and teachers.
Development of this syllabus was based on five Curriculum Aspects which highlight the
life challenges and contexts in which the learner is expected to function as an individual
and a member of a society. These are: Effective Communication; Awareness of Self
and Others; Environmental Adaptation and Sustainable Development; Health and
Healthy Living; and Production and Work-related Competencies.

The solid foundations of Mathematics concepts and skills have been laid in previous
grades. The syllabus materials for previous grades were intended to enable learners to
take their first steps on a pathway of active and independent learning. These materials
were also aimed at building on and reinforcing the skills and attitudes to learners. These
curriculum materials are envisioned to prepare learners to become progressively more
autonomous learners throughout their academic journey. The current Grade 9
Mathematics Syllabus has been developed in the manner that resonates with the
previous curriculum materials. The designed Learning Outcomes and activities have
been deliberately developed to advance mathematics conceptual development. In fact,
they are intended to nurture learners and to foster positive and enthusiastic attitudes
towards mathematics learning.

Teaching approaches
Teachers are encouraged to use a wide variety of teaching techniques, including group
work, practical exercises and activities involving the wider community. The emphasis on
practical activities is made because they promote mathematics conceptual development
to learners, and also stimulate their curiosity and foster an active approach to learning.
The role of the teacher is to facilitate active learning, rather than a teacher-centred
didactic approach. Teachers are also advised to improvise and, where applicable, use
concrete materials from the immediate environment to enhance learners’ understanding
of mathematics concepts. Mathematics concept development should start with

ii
manipulation of concrete objects before introducing the abstract ideas. The general aim
of teaching mathematics concepts is to equip learners with knowledge and skills which
can enable them to develop investigative and analytical skills. As a result, learners
would acquire critical and logical thinking.

Promotion of values and attitudes

Grade 9 Mathematics syllabus was developed following the guidelines of curriculum and
assessment policy framework (2009), which one of its goals is to promote values and
attitudes to learners. The LOs as well as suggested activities have been developed with
the purpose of addressing this issue. This syllabus targets to promote positive attitude,
acceptable morals, teamwork and adherence to ethical issues. Considering that values
and attitudes have been addressed extensively in relevant subject areas, this syllabus
put more focus on the specific values and attitudes which are as follows: cooperation,
confidence, honesty, appreciation, patience and objectivity. It is hoped that this will help
learners to become credible individuals and also build good relations that will lead to
their harmonious coexistence.

Promotion of Financial Literacy

The Grade 9 Mathematics Syllabus is committed to promoting financial literacy among
the Basotho children. Mathematics teaching and learning processes have been
considered as an appropriate platform to relay messages covering financial education.
The intention is to equip learners with requisite skills which will enable them to manage
their finances in a manner that could sustain them in future. In this syllabus, learners will
be engaged in various activities that require them to calculate value of money, interpret
information which empowers them to make informed financial decisions and be
conscious of benefits of saving money. It is therefore believed that learners will
understand the importance of money in their lives. They will also become critical
consumers who will avoid wasteful spending and being drowned in unnecessary debts.
Financial literacy will also help learners to become responsible citizens who value the
importance of paying taxes.

iii
Consideration of inclusive education
The Ministry of Education and Training (MoET) is committed to ensure successful
integration of learners with special educational needs (LSEN) into regular schools.
Hence it has developed legal and policy frameworks which advocate for improving
access to quality education to all learners, including LSEN. Teachers are therefore,
advised to adapt suggested activities in the syllabus to cater for different educational
needs of LSEN. Teachers are requested to ensure that the LSEN actively participate in
all classroom activities. However, where necessary, teachers are advised to prepare
individualised education programmes (IPE) for every learner with special educational
needs present in the classroom.

Content presentation
The main areas covered by Grade 9 Mathematics syllabus include: numbers, shapes,
measurements, transformations, sets, ratios, algebra, probability and statistics. The
Learning Outcomes are arranged in such a way that concepts show logical connections
in order to facilitate continuous learning. This arrangement also allows for the
progressive development of content complexity. However, this is not binding, teachers
may follow a different pattern when planning their lessons. The Grade 9 Mathematics
Syllabus has followed an approach which bears a resemblance of the syllabus materials
of the previous grades. The intention was to ensure continuity in Mathematics
conceptual development. Apart from that, the aim is to promote strong understanding
and connection between Mathematics concepts and content with those of other subject
areas. When planning Mathematics lessons, teachers are expected to make some
connections with content from other subject areas, where possible. This creates an
overall learning opportunity that integrates and balances concept development, skill
acquisition and application.

Mathematical skills help learners to make sense of the world in terms of order, beauty
and consistency by noticing size, shape and position. They help to make connections,
to see order and logic. Seeing patterns, making predictions, estimating, determining
rates of change, demonstrating, problem-solving and critical thinking are all necessary
in real-life situations. Learners should learn Mathematics in ways that allow them to

iv
discover relationships, develop understanding and the growth of thinking. Mathematics
is a tool in other fields: it is a service subject, and therefore should be taught as a tool in
the context of its application in real-life. The Grade 9 Mathematics Syllabus promotes
acquisition and application of mathematical skills for effective participation in scientific,
technological and socio-economic development. It also develops appreciation among
learners for contribution of mathematical skills in different fields. Most importantly, it
promotes development of positive attitudes towards Mathematics as a foundation for
further learning and career development.

Layout and presentation of the syllabus

The subject matter is divided into a number of Learning Outcomes (the terms “learning
objectives” or “learning intentions” are often used in other contexts.

Learning outcome: a statement in measureable terms of what a learner should know,

understand or be able to do by the end of a given segment of the syllabus. For each
targeted learning outcome, details are given of: the key concepts, skills, values and
attitudes which underpin its successful attainment.
concept: a general idea which emerges from a specific situation; once understood it
can be applied to different contexts to promote understanding. For example, the
concept of the family emerges from awareness of the familiar unit in which people live; it
can be applied to groups of animals, plants or words which naturally belong together.
skills: abilities which every learner is expected to acquire to help them learn and live
well in society; they can be mental, physical or social.
 Suggested learning experiences: teaching and learning activities designed to
enable learners to achieve a given learning outcome. This is not exhaustive, and the
teacher is free to use other complementary activities.
 What to assess: in this column, the learning outcome is broken down into several
specific, measurable and observable points, against which the teacher can check
the learners’ progress. These focus on the process and characteristics of learning
rather than the final outcome.

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 Suggested resources: a list of possible items, materials, persons etc. which may
be used to help achieve a given learning outcome. This is designed to help all
teachers, however many or few resources may be available in their schools and
communities.

Principles of assessment
Assessment and curriculum are closely integrated and mutually supportive. The 2009
Curriculum and Assessment Policy introduces continuous assessment (CASS) as a key
strategy to reform education. Continuous assessment is an on-going system of
monitoring and assessing learners’ progress. It is closely integrated with the teaching
and learning process and actually supports learning. It is formative assessment, done in
the school environment through daily teaching. It can also be achieved through projects,
quizzes, tests, interviews and observations.

In the context of Lesotho, it has been decided to merge formative assessment and
assessment for learning, moving away from the traditional ways of testing, which have
been found to be severely limiting. Testing through examinations and tests provides
learners with marks or grades. However, it does not give any indication of what the
learner is actually able to do. Instead of marks or grades, the new methods of
assessment will generate statements about each learner’s progress and ability. These
will help learners, their teachers and future teachers, their parents and guardians as
well as education policy makers to know exactly what a learner has learned and is
capable of doing, also indicating areas where remedial work is needed. A further
disadvantage of conventional testing is that teachers feel under pressure to “teach for
the exam” and ignore aspects of the curriculum which will not be examined.

The syllabus is presented in such a way that, along with each learning outcome,
assessment criteria guide the teacher in what to assess to determine whether the
learning outcome has been successfully achieved, partially achieved or not yet
achieved. Teachers should share Learning Outcomes and success criteria with learners
so that learners know what they are learning and the standards they are aiming for.

vi
They should also provide feedback (which may be oral or written) that helps learners to
identify improvement. Both the teacher and the learner will reflect on learners’
performance and learners will learn self-assessment techniques to discover areas for
improvement. This promotes a more active approach to learning and recognises that
both motivation and self-esteem are crucial for effective learning and progress, and that
these can be increased through effective assessment techniques. In addition to self-
assessment, peer-assessment is a useful tool which will be used where appropriate.

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 GRADE 9 MATHEMATICS
OVERVIEW
At the end of Grade 9, learners should be able to:

1. describe and interpret universal set containing three sets using Venn diagrams and appropriate set notation.
2. form sets of different types of numbers.
3. express natural numbers as products of their prime factors.
4. use four basic operations on directed numbers in practical situations.
5. find a general rule of arithmetic sequences.
6. find the upper and lower bounds to specified accuracy.
7. expand and factorise algebraic expressions.
8. calculate angles using their properties.
9. draw graphs of linear equations of the form .
10. describe symmetry in 3-D shapes.
11. describe and perform reflection.
12. describe and perform rotation on simple plane figures.
13. describe and perform enlargement with positive scale factor on simple plane figures.
14. demonstrate understanding of conversions involving percentages, fractions and decimals.
15. calculate quantities using ratios and percentages.
16. demonstrate an understanding of rate in practical situations.
17. read and use linear scale of different instruments.
18. calculate area of n-sided regular polygons.
19. find surface area of prisms.
20. calculate volume of prisms.
21. solve linear fractional equations with algebraic denominator.
22. solve simultaneous equations using graphing and substitution methods.
23. change the subject of a formula involving two or more operations.
24. use basic operations on decimals.
25. solve probability problems of combined events.

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26. use trigonometric ratios to calculate sides in a right-angled triangle.
27. demonstrate understanding of calculations involving vectors.
28. demonstrate understanding of calculations involving matrices.
29. find mean, mode and median from ungrouped and grouped data.
30. demonstrate understanding of relations and functions.
31. solve linear inequalities up to two variables.
32. use basic operations on numbers in an index form.
33. express numbers in standard form.
34. demonstrate understanding of bearings of two journeys.

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 GRADE 9 MATHEMATICS
ACTIVITY PLAN

Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
1. describe and interpret Concepts Teacher and learners review: Materials
universal set Sets  set notation used to represent three sets in from the
containing three sets Universal set describe two sets. different Venn diagrams. immediate
using Venn diagrams Compliment of a  compliment of a set and environment
and appropriate set a number of elements in identify members of
set
notation. a set. each set. Mathematics
Venn diagram
 Learners, under the guidance kit
Joint and disjoint identify members of
of the teacher, brainstorm
sets each set which do not
different combinations of
Set notation: appear in the other set.
three sets.
 Teacher provides learners form sets from different
with a variety of scenarios scenarios using
that will require them to appropriate notation.
Skills represent three sets in
Classification different Venn diagrams. find the number of
Manipulation  Learners represent the given elements of each set in
Communication sets using a Venn diagram. the universal set.
Interpretation  Learners identify members of
each set which do not appear describe sets from
in the other set. different scenarios using
 Learners find the number of appropriate notation.
elements of each set in the
universal set. solve problems involving
 Learners form and describe set notations.
sets from different scenarios
using appropriate notation.
3
 Learners establish the
relationship of any three sets
in the universal set.
 Learners solve problems
involving set notations.

4
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
2. form sets of different Concepts  Teacher and learners review list sets of types of Mathematics
types of numbers. Sets types of numbers. numbers using set kit
Types of  Learners list sets of types of braces - { }.
numbers: numbers using set braces - {
natural numbers, }. represent members of a
odds, evens,  Learners represent members universal set using Venn
primes, multiples, of a universal set using Venn diagram of up to three
factors, squares, diagram of up to three sets. sets.
cubes (include  Learners establish the
roots), integers establish the
relationship between any
Venn diagram relationship between
three sets in the universal set.
Set notation any three sets in the
 Learners describe sets of
universal set.
numbers in words.
Skills  Learners describe sets of
Classification describe sets of
numbers using set notation. numbers in words.
Manipulation  Learners find the number of
Communication elements in each set in the describe sets of
Interpretation universal set. numbers using set
 Learners identify notation.
compliment(s) of each set.
find the number of
elements in each set in
the universal set.

identify compliment(s) of
each set.

5
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
3. express natural Concepts  Teacher and learners review use diagrammatic Mathematica
numbers as products Prime factors prime factors. representations to add l kit
of their prime factors. Natural numbers  Under the guidance of the and subtract directed
Indices teacher, learners express a numbers.
Lowest common number as a product of its
multiple prime factors use diagrammatic
Highest common diagrammatically. representations to
multiply and divide
factor  Learners express a given
directed numbers
number as a product of its
Skills prime factors. solve problems involving
Manipulation  Learners list prime factors of directed numbers.
Communication a given number.
Calculation  Learners express the number work out given exercises
Interpretation as a product of its prime involving directed
factors using indices. numbers.
 Learners express their
express their chosen
chosen natural numbers as
natural numbers as
products of their prime
products of their prime
factors.
factors.
 Learners find LCM using the
idea of prime factorisation. find LCM using the idea
 Learners find HCF using the of prime factorisation.
idea of prime factorisation.
 Learners solve problems find HCF using the idea
involving prime factorisation. of prime factorisation.
solve problems involving

6
 directed numbers in real
life situations.

7
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
4. use four basic Concepts  Teacher and learners review use diagrammatic Mathematics
operations on directed Directed numbers directed numbers. representations to add kit
numbers in practical Basic operations  Learners, under the guidance and subtract directed
situations. ( ) of the teacher, play games numbers.
involving win and lose leading
to the use of directed use diagrammatic
Skills
numbers. representations to
Classification
multiply and divide
Manipulation  Teacher provides learners
directed numbers.
Communication with tasks requiring use of
Interpretation diagrammatic work out given exercises
representations. involving directed
 Learners use diagrammatic numbers.
representations to add and
subtract directed numbers. interpret the scenarios
 Learners use diagrammatic and work out the
representations to multiply answers by using
and divide directed numbers. directed numbers.
 Learners work out given
solve problems involving
exercises involving directed
directed numbers in real
numbers.
life situations.
 Teacher creates scenarios
that involve operation on
directed numbers to show the
importance of longer-term
financial planning and debt
management.
 Learners interpret the

8
 scenarios and find out
answers using directed
numbers.
 Learners solve a wide range
of problems involving directed
numbers in real life situations.

9
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
5. find a general rule of Concepts  Teacher and learners review form arithmetic Mathematics
arithmetic sequences. Sequences: generation of number sequences using kit
arithmetic sequences from a given rule. number table up to 100.
geometric  Learners form arithmetic
General rule sequences using number establish a rule of the
Terms table up to 100. sequence.
Common ratio  Learners establish a rule of predict the subsequent
Common the sequence. terms.
difference  Learners predict the
subsequent terms. find a general rule of a
Skills  Teacher and learners deduce given arithmetic
Ordering the algebraic representation sequence.
Manipulation of a general rule.
Calculation form geometric
 Learners find a general rule
Interpretation sequences using
of a given arithmetic
Logical thinking multiplication table.
sequence.
Critical thinking  Learners form geometric establish a rule of the
sequences using sequence.
multiplication table.
 Learners establish a rule of predict the subsequent
the sequence. terms.
 Learners predict the
find a general rule of a
subsequent terms.
given geometric
 Learners find a general rule
sequence.
of a given geometric
sequence. solve problems involving
 Learners solve problems arithmetic and geometric

10
involving arithmetic and sequences.
geometric sequences.

11
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
6. find the upper and Concepts  Teachers and learners review measure lengths of Mathematics
lower bounds to Limits of rounding off numbers to a different objects and kit
specified accuracy. accuracy: specified number of write them to the
lower bound significant figures. nearest 10th, 1 and 10.
upper bound  Learners measure lengths of
Place value different objects and write round off given numbers
Rounding off them to the nearest 10th, 1 to the nearest 1000th up
Significant figure and 10. to 1000.
 Learners round off given list a solution set of
Skills numbers to the nearest numbers which when
Ordering 1000th up to 1000. rounded to nearest 10
Manipulation  Learners list a solution set of the answer is 20.
Calculation numbers which when
Interpretation rounded to nearest 10 the find upper and lower
Logical thinking answer is 20. limits.
Critical thinking  Teacher guides learners to
establish upper and lower solve problems that
limits. involve limits of
accuracy.
 Learners solve problems that
involve limits of accuracy.

12
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
7. expand and factorise Concepts  Teacher and learners review simplify expressions by Mathematics
algebraic expressions. Like terms directed numbers. collecting like terms. kit
Expansion  Learners, under the guidance
Factorisation of the teacher, simplify expand expressions with
expressions by collecting like single brackets.
Skills terms. factorise expressions
Manipulation  Learners expand expressions with single brackets.
Calculation with single brackets.
Logical thinking  Learners factorise solve given exercise on
expressions with single expansion and
brackets. factorization.
 Learners solve given exercise
on expansion and expand expressions with
factorization. double brackets.
 Learners expand expressions factorise expressions
with double brackets. with quadratic
 Learners factorise quadratic expressions where a =
expressions, where . 1.
 Learners solve given exercise
on expansion and solve given exercise on
factorization involving expansion and
quadratic expressions. factorization involving
quadratic expressions.

13
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
8. calculate angles using Concepts Teacher and learners review: draw polygons and Mathematics
their properties. Angles  angles in a triangle. measure the angles. kit
Properties of  vertically opposite angles.
find the sum of the
angles:  angles formed by parallel
Angles in a angles in the polygon.
lines.
triangle  angles in a quadrilateral. calculate sum of interior
Vertically  angles at the point. angles of given polygons
opposite angles  complementary angles and using the formula.
Angles formed by supplementary angles.
parallel lines  Learners draw polygons. calculate interior angles
Angles in a of given polygons using
 Learners measure angles in
quadrilateral the formula.
the polygon and find their
Angle properties
sum of the angles. calculate number of
of a polygon
 Teacher introduces the sides of given polygons
general formula for using the formula.
Skills
calculating interior angles of
Manipulation
polygons. measure exterior angles
Measurement
Accuracy and find their sum.
Logical thinking where number of sides.
calculate the sum of
Critical thinking  Learners calculate sum of exterior angles.
interior angles of given
polygons. calculate number of
 Learners calculate interior sides of polygons using
angles and number of sides the formula.
of given polygons using the
formula.

14
  Teacher provides learners
with different regular
polygons.
 Learners measure exterior
angles and find their sum.
 Learners deduce the sum of
exterior angles.
 Learners, calculate number
of sides of polygons using the
formula.
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
8. cont.  Teacher introduces the calculate exterior angles Mathematics
general formula for of given regular kit
calculating exterior angle of polygons using the
regular polygons. formula.
,
solve problems involving
where . angle properties.
 Learners calculate exterior
angles of given regular
polygons using the formula.
 Learners solve problems
involving angle properties.
9. draw graphs of linear Concepts  Teacher and learners review plot and join the Mathematics
equations of the form 𝑥𝑦 −plane vertical and horizontal linear coordinates to form lines kit
Coordinates graphs. from an experiment.
Straight lines:  Learners, under the guidance Graph book
gradient of the teacher, plot and join compare the formed line
y intercept the coordinates to form lines with the horizontal and
from an experiment. vertical lines.

15
Skills  Learners compare the formed generate the line graph
Plotting line with the horizontal and from the given
Calculation vertical lines. coordinates.
Critical thinking  Learners generate the line
Logical thinking graph from the given write the equation of the
Manipulation coordinates. straight line.
 Learners, under the guidance find corresponding y
of the teacher deduce slope values and draw the
and y intercept of a linear graph.
graph.
 Learners, under the guidance use linear graphs
of the teacher write the involving conversions in
equation of the straight line. practical situations.
 Teacher gives learners the
values of x and the equation
of a straight line.

16
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
9. cont.  Learners find corresponding y solve problems involving
values and draw the graph. use of the equation of a
 Learners use linear graphs straight line.
involving conversions in
practical situations.
 Learners solve problems
involving use of the equation
of a straight line.
10. describe symmetry in Concepts Teacher and learners review: use available resources Mathematics
3D shapes. Symmetry:  line(s) of symmetry in a to make 3D shapes. kit
line plane.
plane  order of rotational cut the 3D shapes into 2
rotational symmetry of 2D shapes. equal parts.
axis of rotation  Learners use available find possible number of
order of rotation resources to make 3D cutting the shape in to
Prisms shapes. two equal parts.
Pyramids  Learners cut the 3D shapes
Cylinder into 2 equal parts. identify the number of
 Learners establish possible planes of symmetry on
Skills number of cutting the shape the given 3 D shapes.
Manipulation in to two equal parts.
Measurement solve problems involving
 Teacher and learners deduce
Accuracy planes of symmetry.
the concept of plane of
Logical thinking symmetry.
Critical thinking  Learners identify the number
of planes of symmetry on the
given 3 D shapes.
 Learners solve problems

17
involving planes of symmetry.

18
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
11. describe and perform Concepts Teacher and learners review: plot and join given Mathematics
reflection. Reflection  drawing of lines. points to form a shape kit
Mirror line/line of  reflection along the on the Cartesian plane.
reflection horizontal and vertical
Object lines. reflect shapes along the
axes in four quadrants.
Image  Learners plot and join given
Orientation points to form a shape on the reflect given shapes
Four quadrants Cartesian plane. along the line of the
 Learners, under the teacher’s form .
Skills guidance, reflect shapes
Manipulation along the axes in four identify line of reflection
Measurement quadrants. given object and image.
Plotting  Teacher asks learners to
Drawing explore the position of other construct a line of
Accuracy lines of symmetry using the reflection on a plain
Logical thinking drawn shapes. sheet given object and
Critical thinking  Learners reflect given shapes image.
along the line of the
describe the reflection
form .
given object and image.
 Learners identify line of
reflection given object and solve problems involving
image. reflection of objects.
 Learners construct a line of
reflection on a plain sheet
given object and image.
 Learners fully describe the
reflection given object and

19
 image.
 Learners solve problems
involving reflection of objects.

20
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
12. describe and perform Concepts  Teacher and learners review rotation of shapes Mathematics
rotation on simple plane Rotation rotation through angles 90° through a variety of kit
figures. Centre of rotation and 180° and a centre angles about a given
Angle of rotation located at one vertex of a centre in different
Direction: shape. directions.
clockwise  Learners, under the guidance
anticlockwise of the teacher, engage in rotate of shapes through
Orientation activities that involve rotation a specified angle about
of concrete shapes through a different centres in all
Skills specified angle and centre of directions.
Manipulation rotation. compare orientation of
Measurement  Learners explore rotation of shapes in these cases.
Plotting shapes through a variety of
Drawing angles about a given centre find a centre and an
Accuracy in different directions. angle by construction.
Logical thinking  Learners explore rotation of
Critical thinking shapes through a specified find the position of
angle about different centres centre of rotation given
in all directions. image and object.
 Learners compare orientation find an angle of rotation
of shapes in these cases. and the direction.
 Learners, under the guidance
of the teacher, find a centre solve problems involving
and an angle by construction. rotation with a centre at
 Learners find the position of the origin.
centre of rotation given image
and object.

21
 Learners find an angle of
rotation and the direction.
 Learners solve problems
involving rotation with a
centre at the origin.

22
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
13. describe and perform Concepts  Learners tour the school establish the Mathematics
enlargement with Enlargement campus and identify similar relationship between the kit
positive scale factor Scale factor objects with different sizes. corresponding sides of
on simple plane
Centre  Learners sketch the objects the given shapes.
Orientation identified during the tour.
figures. identify a point where
Size  Learners explore relationship
the lines intersect.
between the corresponding
Skills sides of the given shapes. measure the distance
Manipulation  Teacher and learners deduce between the intersection
Measurement enlargement. point and each
Plotting  Teacher provides learners corresponding vertex.
Drawing with objects and images.
Accuracy  Learners join the find the scale factor and
Logical thinking corresponding vertices with centre of enlargement
Critical thinking the extended straight lines. given object and image.
 Learners identify a point
enlarge objects given
where the lines intersect.
positive scale factor
 Learners measure the centre of enlargement.
distance between the
intersection point and solve problems involving
corresponding vertices. enlargement with a
 Teacher and learners deduce positive scale factor.
scale factor and centre of
enlargement.
 Learners find the scale factor
and centre of enlargement
given object and image.

23
 Learners enlarge objects
given positive scale factor.
 Learners solve enlargement
problems with a positive scale
factor.

24
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
14. demonstrate Concepts  Teacher and learners review convert given fractions Mathematics
understanding of Conversions conversions of percentages, to percentages then to kit
conversions involving Percentages fractions and decimals. recurring decimals.
percentages, fractions Fractions  Teacher provides learners
and decimals. Decimals with scenarios involving convert given recurring
financial transactions that decimals into
Skills lead to recurring decimals. percentages and
fractions.
Manipulation  Learners convert given
Measurement fractions to percentages then solve problems involving
Estimation to recurring decimals. conversion of
Accuracy  Learners explore conversions percentages, fractions
Comparison of given recurring decimals and recurring decimals.
Logical thinking into percentages and
Critical thinking fractions.
 Learners convert given
recurring decimals into
percentages and fractions.
 Learners solve problems
involving conversion of
percentages, fractions and
recurring decimals.

25
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
15. calculate quantities Concepts  Teacher and learners review calculate % increase Mathematics
using ratios and Ratio ratio, and percentage. and % decrease from kit
percentages. Percentage:  Teacher provides learners given scenarios.
increase with scenarios involving Financial
decrease financial transactions that calculate reverse institutions
Reverse lead to increase, decrease percentage using the
percentages and reverse percentages. catalogue from nearby
shops.
Comparison of  Learners calculate %
quantities increase and % decrease divide a quantity in a
Borrowing from given scenarios. given ratio of the
Savings  Learners, under the guidance form .
of the teacher, explore
Skills different ways of determining solve problems involving
Manipulation a reverse percentage. percentages and ratios.
Measurement  Learners calculate reverse
Estimation percentage using the
Accuracy catalogue from nearby shops.
Comparison  Learners engage in activities
Logical thinking involving comparison of three
Critical thinking quantities using ratio.
 Learners divide a quantity in
a given ratio of the
form .
 Learners solve problems
involving percentages and
ratios.

26
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
16. demonstrate an Concepts  Teachers and learners review identify quantities that Mathematics
understanding of rate Proportion: ratio. increase in the same kit
in practical situations. direct  Teacher and learners explore ratio.
inverse different scenarios that show Financial
Rate increase of quantities. calculate quantities that institutions
involve direct proportion.
Measurement  Learners identify quantities
Investment that increase in the same identify quantities that
Ways of ratio. decrease in the same
payment:  Learners calculate quantities ratio.
cash, cheque, that involve direct proportion.
credit and debit  Teacher and learners deduce calculate quantities that
cards the concept of direct involve direct proportion.
Debt proportion.
management apply proportion to
 Learners identify quantities
interpret and use
that decrease in the same
Skills representative scales to
ratio.
Estimation solve problems.
 Teacher and learners deduce
Measurement the concept of direct
Recording use different measures
proportion. of rate.
Reporting
 Learners calculate quantities
Critical thinking calculate interest rates
that involve direct proportion.
Logical thinking
 Learners apply proportion to given a wide range of
Manipulation financial products.
interpret and use
representative scales to solve
solve problems involving
problems.
calculations of rates.
 Teacher and learners review
speed as one form of rate.

27
 Teacher and learners explore
the use of different measures
of rate.
 Learners calculate interest
rates given a wide range of
financial products.
 Learners solve problems
involving calculations of rates.

28
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
17. read and use linear Concepts Teacher and learners review: identify the smallest Mathematics
scale of different Linear scale:  measurement of lengths, division on the scale. kit
instruments. Vernier calliper angles, capacity,
micrometre temperature, time and measure the diameters
screw gauge mass. of different circular
Measurement  conversion of units. objects in turns and
compare results.
Diameter  Teacher and learners explore
measurement using a Vernier demonstrate the proper
Skills calliper. way of reading the
Estimation  Learners identify the smallest Vernier calliper scale.
Measurement division on the scale.
Recording  Learners measure the identify the smallest
Reporting diameters of different circular division on the scale.
Critical thinking objects in turns and compare
Logical thinking results. measure the diameters
Manipulation of different circular
 Teacher demonstrates the
objects.
proper way of reading the
scale. demonstrate
 Teacher and learners explore understanding of the
measurement using a proper way of reading
micrometre screw gauge. the micrometre screw
 Learners identify the smallest gauge scale.
division on the scale.
 Learners measure the use scales to measure.
diameters of different circular
solve problems involving
objects in turns and compare
measurement and scale
results.

29
 Teacher demonstrates the reading.
proper way of reading the
scale.
 Learners use scales to
measure.
 Learners solve problems
involving measurement and
scale reading.

30
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
18. calculate area of n- Concepts  Teacher and learners review construct an equilateral Mathematica
sided regular Polygons perimeter of polygon. triangle. l kit
polygons. Symmetry  Teacher and learners review
Area area of polygons. draw lines of symmetry
Apothem  Teacher and learners review of an equilateral triangle.
line of symmetry of shapes.
locate centre of the
Skills  Learners construct an
Manipulation triangle and drop a
equilateral triangle.
Substitution perpendicular line to one
 Learners draw lines of
Evaluation of the sides.
symmetry of an equilateral
Critical thinking triangle. measure the
 Learners locate centre of the perpendicular
triangle and drop a height(apothem).
perpendicular line to one of
the sides. find areas of equilateral
 Learners measure the triangles using formula.
perpendicular height.
 Teacher introduces the construct a square and
concept apothem. draw lines of symmetry
 Learners use formula of a to locate centre.
triangle to find area.
 Learners find areas of other measure apothem.
equilateral triangles.
count the number of
 Learners construct a square
triangles formed and
and draw lines of symmetry to
calculate the total area.
locate centre.
 Learners measure the

31
 perpendicular distance from
the centre to the side. calculate areas of given
 Learners count the number of squares using the same
triangles formed and procedure.
calculate the total area.

32
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
18. cont.  Learners calculate areas of solve problems involving
given squares using the same areas of polygons.
procedure.
 Learners repeat procedure for
other regular polygons.
 Learners solve problems
involving areas of polygons.
19. find surface area of Concepts  Teacher and learners sketch nets of Mathematics
prisms. Regular-based review types of prisms pentagonal and kit
prisms: using their properties. hexagonal prisms.
rectangular  Learners sketch nets of
triangular pentagonal and hexagonal calculate base areas of
pentagonal prisms and calculate their pentagonal and
hexagonal base areas using given hexagonal prisms using
Properties of dimensions. given dimensions.
prisms:  Learners calculate area of calculate area of the
number of faces, the remaining faces. other faces.
edges  Learners find the sum of
and vertices areas of all faces. find the sum of areas of
 Learners deduce a formula all faces.
Skills for calculating total surface
Manipulation area of pentagonal and calculate the total
Measurement hexagonal prisms. surface area of the
Accuracy given pentagonal and
 Learners calculate the total
Logical thinking hexagonal prisms using
surface area of the given
Critical thinking a formula.
pentagonal and hexagonal
prisms using a formula.

33
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
20. calculate volume of Concepts  Teacher and learners revise find number of faces, Mathematics
prisms. Regular-based calculations of volumes of edges and vertices of kit
prisms: triangular prisms and pentagonal and
rectangular cylinders. hexagonal prisms.
triangular  Learners find number of
pentagonal faces, edges and vertices of measure dimensions of
hexagonal pentagonal and hexagonal the given prisms.
Properties of prisms. calculate base area of
prisms:  Learners measure the given prisms.
number of faces, dimensions of the given
edges prisms. multiply base area by
and vertices  Learners calculate base height to get the volume.
area of the given prisms.
Skills  Learners multiply base area calculate volumes of
Manipulation by height to get the volume. different polygonal
Measurement prisms.
Accuracy  Teacher and learners
Logical thinking solve problems involving
deduce the formula for
Critical thinking volume of prisms.
calculating the volume of
pentagonal base prisms.

 Learners calculate volumes

of different polygonal
prisms.
 Learners solve problems
involving volume of prisms.

34
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
21. solve linear fractional Concepts  Teacher and learners review Mathematics
equations with Linear equations solutions of linear equations find the subject of the kit
Fractional with one unknown. formula in fractional
algebraic
denominator. equations  Teacher and learners review equations.
Numerator solutions simple linear
Denominator equations with numeric
Lowest common denominators.
solve fractional
multiple(LCM)  Teacher and learners review
equations.
BODMAS/ LCM of algebraic fractions.
BIRDMAS
 Learners engage in activities
that involve finding the solve problems involving
Skills
subject of the formula in linear fractional
Classification
fractional equations. equations.
Manipulation
Communication  Learners find solutions of the
Interpretation given fractional equations.
 Teacher provides learners
with scenarios that will lead to
linear fractional equations
with algebraic denominator.
 Learners solve problems
involving linear fractional
equations with algebraic
denominator.

35
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
22. solve simultaneous Concepts  Teacher and learners review formulate a pair of Mathematica
equations using Simultaneous solution of linear equations simultaneous equations l kit
graphing and equations with one unknown. from given scenarios.
substitution methods. Linear graphs  Teacher and learners review
linear graphs. create a word problem
Cartesian
from given pairs of
coordinates  Teacher creates scenarios
simultaneous equations.
that lead to formulation of
Skills pairs of simultaneous. solve a pair of
Interpretation  Learners formulate a pair of simultaneous equations
Plotting simultaneous equations from using graphs.
Graphing given scenarios.
 Learners create a word solve a pair of
problem from given pairs of simultaneous equations
simultaneous equations. using substitution
 Learners solve a pair of method.
simultaneous equations using
solve problems involving
graphs.
simultaneous equations.
 Learners solve a pair of
simultaneous equations using
substitution method.
 Learners solve problems
involving simultaneous
equations

36
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
23. change the subject of Concepts  Teacher and learners review make the subject of Mathematica
a formula involving Formulae change of subject of simple the formula. l kit
two or more Subject of the formulae.
operations.
formulae  Teachers provide learners make the subject of the
Four basic with formula involving at least formula involving two or
operations two operations: more
 Learners make the subject
Skills
Classification of the formula
Manipulation  Learners change the subject
Communication of formula involving two or
Interpretation more operations
24. use basic operations Concepts  Teacher and learners review solve problems from Mathematica
on decimals. Four operations operations of fractions and situations involving l kit
Place value decimals multiplication of a
Reciprocal  Teacher creates a situation decimal by decimal.
whereby a fraction of a piece
Skills of a whole is used. solve problems from
situations involving
Classification  Learners solve problems from
Manipulation division of a decimal by
situations involving
Communication decimal.
multiplication of a decimal by
Interpretation decimal.
 Teacher creates a situation
whereby a fraction of a piece
of a whole is shared.
 Learners solve problems from
situations involving division of

37
a decimal by decimal

38
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
25. solve probability Concepts  Teacher and learners review draw a tree diagram of Mathematica
problems of combined Probability probability of two combined two events. l kit
events. Possibility space events.
diagram  Teacher creates scenarios compare outcomes
Sample space obtained from the
that promote awareness of
Combined events possibility space and the
the consequences of tree diagram.
Tree diagram
Avoiding risk gambling and ways of
avoiding scams and identity solve probability
problems of two events
Skills theft.
using the tree diagram.
Classification
Manipulation  Teacher and learners review
Communication possibility space diagram to
Interpretation create sample space
 Teacher demonstrates to
learners how to draw a tree
diagram to create a sample
space for two combined
events
 Learners draw tree diagram
of two events from possibility
space
 Learners compare outcomes
obtained from the possibility
space and the tree diagram
 Learners solve probability
problems of two events

39
using the tree diagram

40
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
26. use trigonometric Concepts  Teachers and learners review identify sides of a right- Mathematics
ratios to calculate Hypotenuse use of Pythagoras theorem angled triangle. kit
sides in a right-angled Opposite  Teacher guides learners to
Adjacent identify sides of a right-angled draw a right-angled
triangle. triangle of angle .
Trigonometric triangle as hypotenuse,
ratios: opposite or adjacent.
measure and record all
Sine  Learners sketch and identify
Cosine lengths.
sides of a right-angled
Tangent triangle. compare their answers
 Teacher guides learners to of
Skills draw a right-angled triangle of
Identification angle
Sketching calculate sine of .
 Learners measure and record
Calculation compare sin with
all lengths.
Interpretation .
Logical thinking  Learners work out ratio of
. deduce sine ratio
 Learners compare their as .
answers of .
 Under guidance of a teacher, deduce .
learners calculate sine of
 Learners compare sin with solve problems involving
sin, cos and tan.
.
 Teacher and learners deduce
sine ratio as .

41
 Teacher guides learners to
repeat the same procedure to
deduce .
 Learners solve problems
involving sin, cos and tan.

42
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
27. demonstrate Concepts  Teachers and learners add vectors numerically Mathematica
understanding of Vectors review vector representation and diagrammatically. l kit
calculations involving Addition using letters and
Subtraction diagrammatical vector subtract vectors
column vectors. numerically and
Multiplication representation.
Scalar  Teachers and learners diagrammatically.
Vector direction review addition of matrices. multiply vectors by
Magnitude  Teacher creates scenarios positive and negative
that will illustrate addition scalar.
= and subtraction of vectors.
 Learners add vectors represent the vectors
numerically and diagrammatically and
diagrammatically. compare their diagrams.
Skills
 Learners subtract vectors
Drawing solve problems involving
numerically and
Calculation diagrammatically. vectors.
Accuracy  Teacher creates scenarios
Critical thinking that will illustrate
Logical thinking multiplication of vectors by a
Manipulation positive and negative scalar.
 Learners multiply vectors by
positive and negative scalar.
 Learners represent the
above vectors
diagrammatically and
compare their diagrams.
 Learners apply Pythagoras

43
 theorem to find the
magnitude(length)
 Learners solve problems
involving vectors.

44
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
28. demonstrate Concepts  Teachers and learners review multiply matrices of any Mathematica
understanding of Matrices the order of matrices. order by a scalar. l kit
calculations involving Order  Teachers and learners review
Multiplication scalar multiplication of solve problems involving
matrices matrix multiplication by
Scalar vectors.
scalar.
 Learners multiply matrices of
Skills any order by a scalar. test the possibility of
Critical thinking  Learners solve problems matrix multiplication.
Logical thinking involving matrix multiplication
Manipulation by scalar. perform matrix
 Teachers create scenarios multiplication.
that will illustrate matrix
multiplication. solve problems involving
matrix multiplication.
 Teacher guides learners to
acknowledge the importance
of the order of matrices in
matrix multiplication.
 Learners test the possibility of
matrix multiplication
 Under the guidance of the
teacher, learners perform
matrix multiplication.
 Learners solve problems
involving matrices
multiplication

45
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
29. find mean, mode and Concepts  Teachers and learners review list the measured values Mathematica
median from Mean finding measures of central of the variable. l kit
ungrouped and Mode tendencies from ungrouped
Median data. create a frequency table Graph books
grouped data of ungrouped data.
Pie chart  learners find measures of
Cumulative variables including height and Mathematica
find median, mode and
frequency curve shoe size. l set
mean from the
Data  Learners list the measured frequency table of
values of the variable. ungrouped data.
Skills  Learners arrange the
Estimation measured values in order of create a cumulative
Measurement size and find the middle frequency table from
Recording value(s). frequency table.
Reporting  Learners find the median
Critical thinking from the given ungrouped plot and draw
data. cumulative frequency
Logical thinking
curve.
Manipulation  Learners, under the guidance
of the teacher, create a find the median from the
frequency table of ungrouped cumulative frequency
data. curve.
 Learners find median, mode
and mean from the frequency create a frequency table
table. of grouped data.
 Learners create a frequency
table of ungrouped data. find median group,
modal group and
 Learners plot and draw
estimated mean from
cumulative frequency curve.

46
 Learners find the median the frequency table of
from the cumulative grouped data.
frequency curve
 Learners create a frequency solve problems involving
table of ungrouped data. statistics.
 Learners find the median
group, modal group and
estimated mean from the
frequency table of grouped
data
 Learners solve problems
involving statistics

47
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
30. demonstrate Concepts  Teacher creates scenarios classify given relations. Mathematica
understanding of Relations: that illustrate types of l kit
one-to-one relations between entities. classify given mappings
relations and linear under relations.
functions.
one-to-many  Learners classify given
many-to-one relations. write linear equations
many-to-many  Teachers and learners review using function notation.
linear mappings.
Linear Functions  Learners classify given evaluate given linear
mappings under relations. functions.
Skills  Teacher introduces mapping
Classification as a function. draw graphs of linear
Logical thinking functions.
 Teacher introduces function
Critical thinking notation.
Evaluation find function from the
 Teacher and learner review given graph.
Substitution equations of linear graphs.
 Learners write linear solve problems involving
equations using function functions.
notation.
 Learners evaluate given
linear functions.
 Learners draw graphs of
linear functions.
 Learners find function from
the given graph.
 Learners solve problems
involving functions.

48
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
31. solve linear Concepts  Learners, under the guidance list solution sets of Mathematica
inequalities in up to Linear inequality of the teacher, represent inequalities from given l kit
two variables. Inequality signs inequalities using horizontal number line.
Solution set and vertical number lines. Mathematica
Cartesian  Learners list solution sets of represent solution sets l set
coordinates graphed linear inequalities in graphically.
( plane) one unknown. Graph books
Number line  Learners, under the guidance show inequality graphs
of the teacher, represent of the form
Skills inequalities of the form by shading wanted
Graphing using a line region.
Manipulation segment.
Plotting  Learners list solution set of list solution sets of the
Calculation the inequality of the form given inequalities.
Logical thinking .
Critical thinking solve problems using
 Learners list solution sets of
inequalities.
inequalities from given
number line.
 Teacher and learners review
plotting of straight line
graphs.
 Learners, under the guidance
of the teacher, represent
inequalities of the form
using plane.
 Learners represent solution

49
 sets graphically.
 Learners show inequality
graphs of the form
by shading
wanted region.
 Learners list solution sets of
inequalities.
 Learners solve problems
using inequalities.

50
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
32. use basic operations Concepts  Teachers and learners review deduce . Mathematica
on numbers in an Basic operations expression of numbers in l kit
index form. Indices index form and vice-versa. simplify expressions of
Exponent the form .
Power  Teachers and learners review
Base expanded notation. deduce .

Skills  Learners simplify expressions of

Evaluation deduce . the form .
Manipulation
 Learners simplify expressions use to
of the form .
deduce that = .
 Learners
deduce . deduce

 Learners simplify expressions solve problems involving

of the form . .

 Teacher guides learners deduce

using to
deduce that . solve problems of the
form
 Teacher guides learners to
notice that may use to show that
reduce to .

51
 Learners deduce .

 Learners solve problems solve problems of the

involving .
form .
 Learners under teacher
guidance deduce

 Learners solve problems of

the form

 Learners use to show that

 Learners solve problems of

the form .

52
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
33. express numbers in Concepts  Teacher and learners review express powers of 10 in Mathematica
standard form. Indices multiplication and division of index form. l kit
Exponent numbers by powers of 10.
Power  Learners express powers of multiply and divide by
Base 10 in index form. powers of 10 up to 10
000.
Standard form  Learners multiply and divide
Notation by powers of 10 up to 10 000. multiply and divide by
 Learners multiply and divide powers of 10 up to 10
Skills by powers of 10 up to 10 000 000 in index form.
Evaluation in index form.
Manipulation  Teacher gives learners find the first non-zero
problems that lead to finding digit so that the value of
the first non-zero digit so that the number is an integer
the value of the number is an in the range .
integer in the range
. write the number so that
it is in the range
 Learners write the number so
.
that it is in the range
.
find direction and count
 Teacher introduces standard the number of steps
form. moved to reach the first
 Learners express various non-zero digit from the
numbers in standard form. decimal point.
 Teacher and learners review
multiplication and division of express various
indices. numbers in standard

53
 Teacher introduces form.
multiplication and division of
numbers in standard form. multiply numbers in
 Learners multiply numbers in standard form.
standard form. divide numbers in
 Learners divide numbers in standard form.
standard form.

54
Learning Outcomes: at Concepts, skills, Suggested learning What to assess: the Resources
the end of Grade 9, values and experiences teacher should assess
learners should be able attitudes learner’s ability to:
to:
34. demonstrate an Concepts  Teacher and learners review establish strategies for Mathematica
understanding of Bearings bearing of a single journey finding location using l kit
bearings of two Properties of  Teacher and learners review bearings.
journeys. angles angle properties
 Teacher and learners engage interpret given diagrams
Parallel lines
in treasure finding game which illustrate bearings.
North line
Cardinal points using bearing. measure length(s)
 Learners establish strategies between two points.
Skills for locating treasure.
Drawing measure angle between
 Teacher introduces the idea
Representation of bearings for locating north line and line of
Measurement positions in two stage journey in clockwise
Scaling direction.
journeys.
Conversion
Accuracy  Learners interpret given calculate bearings.
Estimation diagrams illustrating bearings.
describe two stage
Recording  Learners measure length
journeys using bearings.
Reporting between two points.
Critical thinking  Learners measure angle represent bearing
Logical thinking between north line and line of diagrammatically from
Manipulation journey in clockwise direction. given two stage
 Learners calculate bearings. journeys.
 Learners describe two stage solve problems involving
journeys using bearings. interpretation and
 Learners represent bearing drawing of bearings.
diagrammatically from given
two stage journeys.

55
 Learners solve problems
involving interpretation and
drawing of bearings.

56