Republic of Zambia

MINISTRY OF EDUCATION

ORDINARY LEVEL
MATHEMATICS II
TEACHING MODULE
FORM 1
TERM 2

Developed by the Curriculum Development Centre

Lusaka

2025

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 ………………………………….

MATHEMATICS II
TEACHING MODULE
FORM 1
TERM 2

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© Curriculum Development Centre, 2025.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

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 Vision
Quality, life- long education for all which is accessible, inclusive and relevant to individual, national and global needs which aligns with
the 8 NDP and SDG 4.

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 Authors
1. Ms. Chibumba Chidyaka Lecturer - Mongu Catholic College of Education
2. Dr. Maybin Kabaso Deputy Headteacher - Musonda Girls STEM School
3. Mr. Nshimbi Rodrick Headteacher - Lutende Secondary School and ZAME President
4. Mrs. Sylvia Mulenga Muke HOD Mathematics - Twin Palm Secondary School
5. Mr. Aubrey M. Nkhoma Deputy Headteacher - Madzimoyo Secondary School
6. Mr. Stephen Mubanga HOD Mathematics - Muchinga Secondary School

Coordinators
1. Ms. Jane Chavula Curriculum Development Specialist – Mathematics, CDC
2. Mr. Samson Njapau Principal Curriculum Specialist – Natural Sciences, CDC

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Preface
The Mathematics II Teaching Module for Form 1 (STEM) is designed to help teachers prepare and deliver Competence-Based lessons
with a comprehensive understanding of Mathematics concepts, fostering a deep appreciation for the role of Mathematics in everyday life
and its applications in various fields. This module aims to assist teachers to help learners develop analytical thinking, problem-solving
skills, and project based skills through a structured and progressive learning approach. This module prescribes on hands-on activities,
inquiry-based learning experience, encouraging learners to explore, experiment, and engage in problem solving reasoning

This Mathematics Teaching Module for Form 1 aims to help teachers create a stimulating and supportive learning environment where
learners can develop a profound understanding of Mathematics. This module will help teachers to guide learners to grow intellectually and
personally by preparing them for professions in Science, Technology, Engineering and Mathematics as well as for higher education by
encouraging curiosity, critical thinking, and practical skills.

It is hoped that this module will inspire learners to explore the fascinating world of Mathematics and appreciate its significance in shaping
the future.

Kelvin Mambwe, (PhD.)

Permanent Secretary- Education Services
MINISTRY OF EDUCATION

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Acknowledgement

The development of this Mathematics Teaching Module was a collaborative effort, and we would like to extend our sincere gratitude to
the following Directorates, institutions, individuals and subject associations.
Many thanks go to individuals, institutions and Organisations that participated in the successful development of this module. These
include; Teachers and Lecturers from Colleges and Public Universities in Zambia. Their valuable insights, expertise, and feedback were
instrumental in shaping the content, structure, and overall direction of this module. We appreciate their dedication, time, and effort in
helping the Ministry of Education to design and develop a comprehensive and relevant Mathematics module.
Last but not the least, the commitment and hard work of all the staff at the Curriculum Development Centre in ensuring that this module
comes to reality is recognised.

Charles Ndakala, (Dr.)

Director – Curriculum Development
MINISTRY OF EDUCATION

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Contents
Preface .............................................................................................................................................................................................................................. 6
Acknowledgements ...................................................................................................................................................................................................... 7
HOW TO USE THIS MODULE ...................................................................................................................................................................................... 9
INTRODUCTION............................................................................................................................................................................................................10
TEACHING METHODOLOGY .....................................................................................................................................................................................11
Key Competences ........................................................................................................................................................................................................14
TOPIC 5: ESTIMATIONS AND APPROXIMATIONS .............................................................................................................................................15
TOPIC 6: COORDINATE GEOMETRY ......................................................................................................................................................................34
TOPIC 7: RELATIONS AND FUNCTIONS ................................................................................................................................................................66
TOPIC 8: ANGLES AND POLYGONS .........................................................................................................................................................................90
TOPIC 9: FINANCIAL ARITHMETIC ..................................................................................................................................................................... 115
BIBLIOGRAPHY ......................................................................................................................................................................................................... 138

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HOW TO USE THIS MODULE
To effectively use this Mathematics Teaching Module for Form 1:

 Read and familiarise yourself with the module's content, learning activities, and assessment guides.
 Plan your lessons in advance, using the module's suggested teaching and learning activities.
 Use a variety of teaching methods, including demonstrations, discussions, group work, and hands-on activities.
 Encourage active learning by asking open-ended questions, promoting critical thinking, and fostering problem-solving skills.
 Assess learners learning regularly, using the module's suggested assessment strategies and tools.
 Provide feedback and support to learners, helping them to identify areas for improvement and develop their skills.
 Integrate technology into your teaching, using multimedia resources and interactive simulations to enhance learner engagement and
understanding.
 Monitor learners progress and adjust your teaching strategies as needed, to ensure that all learners meet the learning objectives
By following these steps, you can effectively use this Mathematics Teaching Module for Form 1 to support your teaching and promote
learning.

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INTRODUCTION
Mathematics, as a fundamental STEM subject, which plays an important role in shaping learners' understanding of the natural world. As
learners transition from upper primary to secondary education, it is necessary to provide them with an all-inclusive and engaging
introduction to Mathematics. Therefore, the Mathematics Teaching Module for Form 1 is a comprehensive educational resource designed
to support the teaching and learning of Mathematics for learners in their first year of secondary education. It covers fundamental concepts
and principles of Mathematics, aligning with the 2024 Mathematics syllabus. The module includes topic and subtopic overviews,
suggested teaching and learning materials, environment set-up, learning activities, and assessment guides. Additionally, it incorporates
teaching methods and strategies like inquiry-based learning, problem-solving activities, group discussions, hands-on activities, multimedia
resources, and interactive simulations. The aim is to provide a solid foundation in Mathematics, foster critical thinking and problem-
solving skills, and inspire further studies in Mathematics.

SUGGESTED TEACHING AND LEARNING MATERIALS

The study of Mathematics content requires hands-on experiences, visual aids, and interactive resources to strengthen deep understanding
and appreciation. To support the teaching and learning of Mathematics in Form 1, the suggested teaching and learning materials are meant
to:

 Enhance learner engagement and motivation in Mathematics

 Develop practical skills and inquiry based thinking

 Promote critical thinking, problem-solving, and analytical skills

 Support differentiated instruction and inclusive learning

The suggested teaching and learning materials are either artificial or natural. By utilising these suggested teaching and learning materials,
teachers can create a dynamic and supportive learning environment that promotes academic excellence, creativity, and scientific literacy
in Mathematics for Form 1 learners.

LEARNING ENVIRONMENT SET UP

To create an effective learning environment for teaching and learning Mathematics is important in deepening understanding of the
concepts and application in real life context. The learning environment set-up aims to create a safe, inclusive, and engaging space.

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  Natural Environment: A natural learning environment is a setting where learners explore and learn naturally, often without
explicit instruction or formal teaching, such as in school surroundings
 Man-Made Environment (Artificial): Man-made learning environments are intentionally designed safe spaces, such as
classrooms, laboratories, and libraries, designed for formal instruction, hands-on activities, games and songs
 Technological Learning Environment: Access educational apps, games, and software for learning, including game-based
platforms, virtual platforms, and simulations, to engage learners and promote learning

SAFETY IN THE LEARNING ENVIRONMENT

Safety in the learning environment is a requirement in learning Mathematics, as learners are exposed to potential hazards during hands-on
activities. Collaboration between teachers, and learners, is important to create a responsible learning environment that promotes scientific
inquiry. Guidelines for maintaining a safe learning environment include, risk identification, personal protective equipment, emergency
response plans, storage, disposal, and learner responsibilities. Prioritizing safety minimizes risks, prevents accidents, and ensures a positive
learning experience.

TEACHING METHODOLOGY
The effective teaching methodologies in STEM Mathematics include:
 Conducting projects: Demonstrate key principles and encourage curiosity among learners.
 Collaborative learning: Pair learners to work together, promoting peer-to-peer teaching, discussion, and problem-solving.
 Conceptual learning: Connect mathematical concepts to everyday life, industry, or current events, making learning relevant and
meaningful.
 Differentiated instructions: Tailor teaching to meet diverse learning styles, abilities, and interests of different learners.
 Feedback and reflection: Encourage learners to reflect on their learning, providing constructive feedback to guide improvement.
 Inquiry-based learning: Encourage learners to explore, investigate, and discover Mathematical concepts through hands-on
activities.
 Integration of technology: Use digital tools, simulations, and visualizations to enhance engagement, understanding, and analysis.
 Problem-based learning: Present real-world problems or case studies or scenarios, requiring learners to apply Mathematical
knowledge to develop solutions.
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  Project -based learning: Assign open-ended projects, allowing learners to design, conduct, and present research or applications of
Mathematical concepts.

By implementing these methodologies, a teacher can create an engaging, inclusive, and effective STEM Mathematics learning
environment.

LEARNING ACTIVITIES
Learning activities are intentional educational experiences aimed at promoting learning, engagement, and achievement among learners.
Facilitated by teachers, they help acquire new knowledge, skills, attitudes, and behaviour change. To create an inclusive environment,
teachers should use a "hook" or problem posing or scenario or key question or case studies to introduce new learning activities in an
interactive and interesting way.

ICONS USED IN THIS MODULE

This module utilises icons as visual symbols or graphics to represent instructions, enhancing the learning experience for learners. Icons
categorize and organise instructions, making navigation easier for teachers.

Key Terms Assessment End of Term Test Project Based Assessment

Learning Activity Content Tip Skills Developed Summary

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TIME ALLOCATION
The standard minimum learner-teacher contact time for Mathematics at secondary school level is 4 hours per week, translating to Six (6)
periods with at least two double periods per week. The duration for a single period is 40 minutes. The contact time at Secondary school
level is planned in such a way as to give ample time for practical activities.

ASSESSMENT
Formative Assessments: To monitor learner progress, identify areas of improvement, and adjust instruction to
meet learner needs.
 Quizzes: Regular quizzes to assess learners' understanding of concepts.
 Tests: Periodic tests to evaluate learners' knowledge and application of Mathematics concepts.
 Class Discussions: Observing learners'' participation and engagement in class discussions.
 Group Work: Assessing learners' ability to work collaboratively and contribute to group tasks.
 Projects: Evaluating learners' ability to design, conduct, and present a Mathematics project.
 Presentations: Assessing learners' ability to communicate Mathematics concepts and ideas effectively

Summative Assessments: To evaluate learners learning at the end of a lesson, sub-topic, topic or term, and to
provide a comprehensive picture of learner achievement.
 Unit Tests: Comprehensive tests to evaluate learners' understanding of Mathematics concepts at the end of
each unit.
 Mock Exams: Comprehensive exams to evaluate learners' overall understanding of Mathematics concepts at
the end of the Term.
 Practical Tasks: Assessing learners' problem solving skills and techniques through practical exams.
 Project-Based Assessments: Evaluating learners' ability to design, conduct, and present a Mathematics
project.

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Key Competences
COMPETENCE DESCRIPTORS
Analytical Thinking  Identify patterns
 Compile data, create mental images and address issues
 Evaluate solutions
Collaboration  Solving puzzle in groups
 Play with peers to build relationships
 Participate in and express themselves through play activities
Communication  Use mathematical/scientific language in different situations
 Express oneself using different media and symbols
 Ask for feedback
Critical Thinking  Ask and answer simple questions
 Classify objects according to their attributes
 Manipulate different objects
 Solve simple problems in life
 Match different things according attributes
 Arrange objects according to attributes
 Compare similarities or differences between objects
 Explore the environment
 Differentiate good from bad
 Recognize and name items in the environment
Digital Literacy  Perform successful online research
 Manage digital projects by effective planning and executing
 Work with data through data analysis, visualization and data base management
 Produce graphs for data analysis
Financial Literacy  Set financial goals
 Make a saving plan
 Understand foreign currencies
 Make a budget
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 COMPETENCE DESCRIPTORS
Innovation and Creativity  Undertake a project
 Ask thoughtful questions
 Generating ideas, possibilities and actions from existing ones
Problem Solving  Make connections/link with the inner world or social environment
 Use numeracy patterns and relations to solve problems
 Manipulate numbers, shapes and symbols to complete a task

TOPIC 5: ESTIMATIONS AND APPROXIMATIONS

Introduction

Overview: Estimations and Approximations are mathematical concepts used to find values that are close to the exact amount, making
calculations easier and faster. Estimations and approximations play an essential role in our daily lives, and will help learners to develop a
sense of number size, magnitude and relationships; build intuition about whether a calculated number is reasonable or not; identify
mistakes in their computations; strengthens mental arithmetic skills by encouraging students to round off numbers and calculate quickly.
Estimations and Approximations are applicable in the daily activities such as: shopping, travel, cooking and in constructions.

General Competence(s):

 Critical thinking: Evaluate whether an estimated or approximated answer makes sense in content

 Problem Solving: Solve real life problems by estimating values such as costs, distances, or measurements

 Communication: Describe the difference between the exact and approximated value

 Analytical Thinking: Evaluate solutions

 Collaboration: Working with others to solve estimated-based challenges and explain reasoning

Key Terms/ Words/Vocabulary

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 Absolute Error: is how much the estimated value is different from the actual value

 Approximation: is a value that is close to the true value but not quite equal to it. The true value is altered slightly to turn it into
something that is easier to work with

 Error: is how much your answer is different from the correct answer when you estimate or approximate.

 Estimation: is a process of making an approximate calculation or judgement about a value, quantity, or outcome without having
precise or exact data, it involves the use of using reasoning, rounding, or simple calculations

 Lower limit: is the smallest possible value a number could be after it was approximated

 Percentage Error: is relative error written as a percentage.

 Relative Error: is how big the error is compared to the actual value

 Rounding off: is the process of adjusting a number to make it simpler to work with while keeping it close to its original value

 Significant Figures: are the important digits in a number that show how accurate or precise the number is

 Tolerance: is the maximum amount of error that is allowed or acceptable in a measurement or estimate. It is the difference between
the upper limit and lower limit

 Upper limit: is the largest possible value a number could be after it has been approximated

Specific Competence: Use Estimations and Approximations in Practical context.

Sub-Topic 1: Estimations

Introduction: Have you ever tried to guess the weight of your school bag or how long it would take you to walk home from school?
That’s called estimating, making a smart guess based on what you already know or observe. In our everyday life we estimate all the time
without realizing it. In this topic learners will explore how to estimate measurements such as length, weight, time, and capacity. They will
have to compare their estimates with the actual measurement and reflect on how close their estimates are and how to improve them.

Learning Activity 1: Explore the concept of Estimations and Approximations.

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Introduction: Estimations and Approximations are ways of making smart guesses or rounding numbers when the exact answers are not
needed. In this topic learners will explore and understand how and when to use these skills. Acquiring the concept of estimations and
approximations help learners solve real-life problems, think critically, understand numbers better, make quick decisions and gain
confidence in mathematics.
Problem posing: How can a builder know how much concrete to order without wasting money or running short of it?

Activity 1.1: Research on Estimations and Approximations

Suggested teaching and learning materials to set up a learning environment.

 Artificial environment: Note books

 Technological environment: Tablets, phones, computers and calculators

What to do: Put the learners in small manageable groups which comprise a mixture of abilities. Ask them to explore Estimations and
Approximations. Connect this activity to the problem posed.

Task: Ask learners to conduct research (explore) on Estimations and Approximations and make presentations to the class.

Content Tip: Ask the learners if they found a difference between estimation and approximation in their research. Let them share
their findings on ways of approximating and estimations, including examples of real-life activities.

Skills Developed: Communication, Presentation, Research and Teamwork

Conceptualization: Ensure that the concept of estimations and approximations and their difference are explored accordingly.

Synthesis: Connect the use of Estimations and Approximations to real-life Situations.

Evaluation: Check that the learners have the basic understanding of the concept of estimations and approximations.
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 Assessment: Give learners project based assignments on estimations and approximations.

Learning Activity 2: Estimating measures and comparing them with actual measurements

Introduction: Estimation is a skill of making a smart guess without using exact tools. It helps us in everyday situations like planning
time, shopping, or cooking. In this topic learners will practice estimating measurements such as length, weigh, time and capacity, then
compare their estimates with actual value.

Problem posing: You are helping set up a volleyball court. You look at the space and estimate that the court is 8 meters long and 5
meters wide. After measuring with a tape, you find it is actually 9.5 meters long and 4.8 meters wide.

a. How close were your estimates?

b. Which estimate was more accurate: length or width?

Activity 2. 1: Shopping Role-play

Suggested teaching and learning materials to set up a learning environment.

 Artificial environment: Shop list cards, Note books

What to do: Start this activity with the problem posed and make connections. Organize learners into groups and guide them in creating a
pretend shop. Give each group a shopping lists card.

Task: Have learners role-play as customers and cashiers in a shop. Ask the customers to estimate the total cost before reaching the billing
counter. Let the cashiers find the exact bill and then ask them to find the difference between the estimated cost and the actual bill.

Skills Developed: Analytical, collaboration, computation, digital, financial and problem solving

Activity 2.2: Estimations in Day-to-Day activities

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Suggested teaching and learning materials to set up a learning environment.

 Artificial environment: Note books, Worksheets

What to do: Put the learners in small manageable groups of mixed abilities. Give each group a worksheet. Ask learners to estimate the
following:

1. Cooking and measurements

A recipe calls for 2.75 cups of flour to serve 2 people. Estimate the cups of flour that would be needed to serve 18 people.
2. Travel and time
If the school bus travels at an average speed of 50 km/h and the school is 23 km away, estimate the time needed to travel.
3. Population Growth
A town has 5 150 residents and the population grows at a rate of 675 each year. Estimate the population in 3 years.
4. Estimating area
A garden measures 3.4m by 5.8m. Estimate its area.
Give learners opportunities to explain their estimations.

Task: Ask each group to work out the questions and make presentation to the class.

Content Tip: Let the learners list the many ways of measuring length they know. Let them arrange these in order of accuracy.
They can even state the degree of accuracy to be expected from each. They can do the same for weight and time (seconds, minutes, hours,
days…).

Skills developed: Analytical thinking, problem solving

Conceptualization: Ensure that the concept of estimations is clearly understood by learners.

Synthesis: Connect the use of Estimations to real-life Situations.

Evaluation: Check that the learners have the basic understanding and quick recall of the concept related to estimations and
approximations.

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 Assessment Guide: Give learners exercises on estimations and approximations. Use materials such as Progress in Mathematics,
learners’ Book Grade 8 page 23-24, Excel and Advance in Mathematics Grade 8 page 36-38, Zambia Basic Education Course, Learners
Book 9 page 86 -92.

Learning Activity 3: Interpreting Error (Absolute, relative and Percentage) and tolerance.

Introduction: When we measure things in real life such as weight, length or temperature, our results are not always 100% accurate. There
is usually a small difference between what we measure and the true value. This difference is called an error. Learners will explore
different types of error such as absolute error, relative error and percentage error. They will also learn about tolerance so that they
understand how much error is acceptable. In real-life, error and tolerance are applied in various field such as in construction, engineering,
medicine, cooking, shopping, weighing goods, science experiments, manufacturing and tailoring.

Problem Posing: A learner was asked to measure a metal rod. He wrote down 79.2 cm. But the real length of the rod is 80.0 cm. How far
off is the learner’s measurement? Is that mistake big or small compared to the real thing?

Activity 3.1: Estimations and Approximations in the Environment

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: A packet of sugar/salt (1 Kg or 2 Kg), a measuring scale, a measuring cylinder, Worksheet
 Natural Environment: A bottle of water (either 500ml or 750ml or 1L)
 Technological Environment: Phone, tablet, computer, television set
What to do: Start by asking the learners the problem posed and connect it to this activity. Put learners in small manageable groups of
mixed abilities. Find a video which demonstrates and explains Absolute Error, Relative Error, Percentage error and tolerance for the
learners to watch. With the knowledge gained from the video, ask the learners to weigh packets of sugar or salt which is already
labelled as 1 Kg or 2 Kg to find the true value. Using the already measured value and the true value, let them find the absolute value.
Then guide the learners to find the relative error, percentage error and tolerance. Give the learners as many items as possible to weigh

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 and measure (pre-packed measured bottled water, mealie meal etc.) for them to calculate Absolute Error, Relative Error, Percentage
error and tolerance.

Task: Let the learners watch the video, carry out the measurements and then workout Absolute Error, Relative Error, Percentage Error
and Tolerance.

Content Tip: Find a video on online that will demonstrate a practical examples on how to work out Absolute Error, Relative
Error, Percentage Error and Tolerance.

Skills Developed: Collaboration, data handling, observation and Teamwork

Activity 3.2: Research on Calculating Errors in measurements

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: Books/any research material

 Technological Environment: Phone, tablet, computer

What to do: Put learners into small manageable groups. Ask them to carry out research and find solutions to the following questions:

1. What is the assumed absolute error in the following measurements?

a) 7 cm, b) 45.6, c) 65.56cm

2. How do you calculate relative and percentage error for each number?

3. Which number has the highest percentage error, and why?

4. What does the size of the error tell us about the accuracy of the measurement?

Task: Ask learners to carry out research. Let them make presentations.

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 Skills developed: Analytical thinking, collaboration, communication, critical thinking, digital literacy

Contextualization: Ensure that the learners clearly understand the concept accordingly and are able to calculates Absolute Error, Relative
Error, Percentage Error and Tolerance.

Synthesis: Ensure learners are able to Connect and identify real-life Situations that require interpreting error and tolerance.

Evaluation: Check that the learners have a clear understanding of the concept of interpreting error and are able to calculate Absolute
Error, Relative Error, Percentage Error and Tolerance.

Assessment: Give learners Class exercise to calculate Absolute Error, Relative Error, Percentage error and Tolerance. Use
materials such as Progress in Mathematics, learners’ Book Grade 11 page 2-10, Zambia Basic Education Course, Learners Book 9 page 86
-92.

Sub-topic 2: Approximations

Introduction: In everyday life, we don’t always need exact numbers. Sometimes it is easier and faster to use a number that is closer
enough to the given value. This is called an approximation. Approximation means finding a value that is close to the actual value, but not
exactly correct. Approximations are very useful in fields such as science and engineering.

Learning Activity 4: Approximating Measurements/Numbers by Rounding off to the nearest degree of accuracy (unit,
fraction or decimal)

Introduction: In our day-to-day activities, we often deal with measurement like length, weight, temperature, time and money. Sometimes
these measurements have too many digits or have too many decimal places, making them hard to work with. To make things simpler, we
use a method called approximation, where we round off a number to the nearest unit, fraction, or decimal. This is called rounding off to
the nearest degree of accuracy.

Problem Posing: You go for a nature walk in a forest reserve with your friend. You see a tall tree, your friend thinks it is 6.8m and you
think it is 7.2m. Approximate the height of the tree to the nearest whole number.

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Activity 4.1: Time

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: School shoes, Note books

 Technological Environment: Stop watch

What to do: Start with the problem posed and connect to this activity. Put the learners in small manageable groups of mixed abilities. Ask
learners to time themselves and find out how long it would take each one to wear shoes and tie the shoe laces.

Task: In each group, every member should be given an opportunity to participate in the activity. Ask learners to discuss and express the
data they will collect to the nearest a) second b) minute. Let each group make presentation of their findings.

Content Tip: Let the learners to come up with rules of rounding off to the nearest degree of accuracy (unit, fraction or decimal)

Skills Developed: Critical- thinking, faster and efficiency calculations, Problem- Solving.

Activity 4.2: Approximating Measurements by Rounding off

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: Worksheet

What to do: Put learners in manageable small groups of mixed abilities. Give each group a worksheet with questions such as rounding off
to the nearest Tenth, nearest ten, nearest hundredth.

Task: Ask learners to work out the questions on the worksheets in their groups. Let each group make a presentation to the class.

Content Tip: The worksheet should contain both raw and data from real-life activities (e.g. A bag of fruits weighs 2.438kg. If the
shopkeeper wants to round the weight to the nearest tenth of a kilogram what is the approximate weight?) ranging from measurements of
lengths of things, distances, angles, heights, food stuff, fuel pump readings.

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 Skills Developed: Critical- thinking, Communication, Collaboration, Creativity, Decision making, number sense, Problem Solving

Contextualization: Ensure that the learners clearly understand the concept and are able to correctly rounding off to the nearest degree of
accuracy.

Synthesis: Make certain that learners are able to Connect and identify real-life Situations that require rounding off to the nearest degree
of accuracy.

Evaluation: Check if learners can explain the rules of rounding off numbers to the nearest degree of accuracy and have a clear
understanding of the concept.

Assessment: Test their ability to round off numbers accurately in real-world scenarios, to evaluate practical understanding. Use
materials such as Progress in Mathematics, learners’ Book Grade 8 page 24-27, Zambia Basic Education Course, Learners Book 9 page 86
-92.

Learning Activity 5: Stating the Number of significant figures in a given number.

Introduction: Significant figures show how precise a number is. They include all non-zero digits, zeros between non-zero digits and
zeros at the end of a number if there is a decimal point. Significant figures help us to know how accurate a measurement or calculation is.
Learning this topic will empower the learners with a skill to look at a number, recognize which digits are important for accuracy and count
them correctly. This skill helps learners improve their precision in solving mathematics and science problems.

Problem posing: Pirate has left behind a secret code made of numbers: 0.0045070 and 324 100. These numbers are linked to the first
and second doors respectively. The legend says that only those who can find the number of significant figures in this code can unlock the
door to find the treasure!

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Can you open these door? How many significant figures are in these codes? Explain why each digit counts (or doesn’t count) as
significant.

Activity 5.1: Research on Significant Figures in a Number

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: Note books

What to do: Start with the problem posed and connect to this activity. Put the learners in small manageable groups of mixed abilities. Ask
the learners to carry out research on significant figures.

Task: Let the learners carry out the research and make presentations to the class.

Content Tip: Ensure the rules for stating number of significant figures for both whole numbers and decimal numbers come out
clearly.

Skills Developed: Analytical thinking, critical thinking and teamwork

Activity 5.2: Significant Figures

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: Worksheets

What to do: Divide the learners into small manageable groups of mixed abilities. Distribute worksheets to the groups. The worksheet
should have both whole numbers and decimal numbers. Include numbers from real-life activities as well. The questions should have both
finding the number of significant figures and rounding off to a number of significant figures.

Task: Let the learners discuss and work out the questions on the worksheets.

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 Content Tip: In the same groups give each group number cards from one to nine. Write different numbers on cards and stand in
front of the class to show the number cards to the learners one after another. Let the learners identify the number of significant figures in
each number shown. If a number has 3 significant figures, one fast learner should pick the number 3 and show the number to the class
while other group members reward him/her with stickers. When you are done with the numbers the learner with a lot of rewards from
each group becomes the group leader for the next activity.

Skills Developed: Analytical thinking, collaboration.

Contextualization: Ensure that the learners clearly understand the concept of significant figures in any given number.

Synthesis: Connect the use of Significant figures to real-life Situations.

Evaluation: Check learners’ understanding of the all numbers being significant except zero, whose significance depends on its position.

Assessment: Give them Class exercise to enhance understanding of significant figures. Use materials such as Progress in
Mathematics, learners’ Book Grade 8 page 21-22, Zambia Basic Education Course Grade 9 Page 86 - 92, Zambia Secondary School
Syllabus page 47 - 51.

Learning Activity 6: Expressing numbers in Scientific Notation or Standard Form

Introduction: Standard form (also known as scientific notation) is a way of expressing very large and very small numbers in a concise
and readable manner. It is written as: , where A is a number less than 10, and n is an integer (positive or negative).

Problem Posing: A scientist discovered a giant bacterium in a deep-sea trench that is 6 300 000 meters long. On the other hand, the
smallest known bacteria measures about 0.000 000 89 meters in length.

a) Express both lengths in standard form.

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b) Compare the sizes - how many times bigger is the giant bacteria than the tiny one?

Activity 6.1: Research on Expressing large numbers in Standard Form

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: Note books

 Technological Environment: Computers, Ipad, Phones, Tablets

What to do: Put the learners in small manageable groups of mixed abilities.

Guide learners to conduct research on large numbers in the environment and in our day-to-day activities. Let learners to come up with
rules of expressing large numbers in standard form. After the learners are done with their research you can make connections with the
problem posed.

Task: Ask Learners to conduct research and express the large numbers they will find in standard form. Let each group to make
presentations to the class.

Content Tip: Guide the learners to find features in the environment and in day-to-day activities that involve big numbers such as
the national budget for Zambia in 2024, mass of the Earth, the total number of mobile subscribers etc.

Skills Developed: Analytical thinking, collaboration, communication, critical thinking, digital literacy and research

Activity 6.2: Research on Expressing Small number in standard Form

Suggested teaching and learning materials to set up a learning environment.

 Artificial Environment: Worksheets

 Technological Environment: Computers, Ipad, Phones, Tablets

What to do: Guide learners to conduct research on small numbers in the environment and in our day-to-day activities. Ask learners to
come up with rules of expressing small numbers (less than 1) in standard form.

27
Task: Learners to conduct research and express the numbers they will find in standard form. Ask each group to make presentations to the
class.

Content Tip: Guide the learners to find features in the environment and in day-to-day activities that involve small numbers such
as the thickness of human hair, size of a virus, grain of sand weighs.

Skills Developed: Analytical thinking, collaboration, communication, critical thinking, digital literacy and research

Contextualization: Ensure that the learners clearly understand the concept standard form accordingly and are able to correctly express
numbers in Standard Form.

Synthesis: Connect the use of Standard Form to real-life Situations.

Evaluation: Check if learners have a clear understanding of the concept and can correctly express numbers in Standard Form.

Assessment: Give them Class exercise to enhance understanding of Standard Form. Use materials such as Progress in
Mathematics, learners’ Book Grade 8 page 28-29, Zambia Basic Education Course, Learners Book 9 page 86 -92.

Learning Activity 7: Approximating Numbers in Standard Form to a given degree of accuracy

Introduction: Approximating numbers in Standard Form to a specified degree of accuracy specifies how precise the approximation
should be, either in terms of significant figures or decimal places.

Problem Posing: A mysterious billionaire hides his fortune in two secret accounts. One accounts hold K0.04567 million, while the other
contains a whopping K654 321. Express both amounts in standard form to 3 significant figures. How many times is the bigger account
larger than the smaller one?

Activity 7.1: Approximate Numbers in Standard Form to a given degree of accuracy

Suggested teaching and learning materials to set up a learning environment.

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Artificial Environment: Work sheets, Note books

What to do: Put the learners in small manageable groups of mixed abilities. Ask learners to research and come up with rules of
Approximating numbers in Standard Form to a specified degree of accuracy. After making their presentations of the findings connect this
activity to the problem posed and then give each group a worksheet.

Task: Let learners discuss and workout the questions on the worksheets in their various groups. Ask each them to make presentations to
the class.

Skill Developed: Analytical, communication, team work

Content Tip: Ensure that the questions on worksheets are from real life scenarios such as mass of Earth, weight of atom, national
budget for a country.

Contextualization: Ensure that the learners clearly understand the concept accordingly and are able to correctly numbers in Standard
Form to a specified degree of accuracy.

Synthesis: Connect the use of expressing numbers in Standard Form to a specified degree of accuracy to real-life Situations.

Evaluation: Check if learners have a clear understanding of the concept and can correctly express numbers in Standard Form to a
specified degree of accuracy.

Assessment: Give the learners task to enhance understanding of expressing numbers in Standard Form to a specified degree of
accuracy. Use materials such as Progress in Mathematics, learners’ Book Grade 8 page 29-30, Zambia Basic Education Course, Learners
Book 9 page 86 -92.

Learning Activity 8: Use project-based activities to apply Estimation and Approximation

Introduction: To connect Estimations and Approximations to real-life, use Project-based activities. You can guide learners to come up
with hands-on projects. These projects will open up the minds of learners to make informed decisions when exact values are not
available.

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Problem Posing: Plan lunch for 15 people with a budget of K1000. List 5 food items to buy, estimate the cost of each and approximate
the total cost. Ensure the total is within the budget.

Activity 8.1: Budget for a School Trip

Suggested teaching and learning materials to set up a learning environment.

 Artificial environment: Note books

 Technological Environment: Computers, Ipad, Phones, Tablets

What to do: Put learners in small manageable groups and guide them on how to come up with a budget for a school trip. Ask learners to
estimate travel costs per learner. Approximate food costs for meals and snacks. Predict the total expenses for 30 learners. If the learners
are expected to pay an equal amount towards their travel expense, how much will each participants contribute? Connect this activity to the
problem posed.

Task: Let each group discuss and make the budget for the School Trip. Ask each group to make a presentation of their budget.

Skills Developed: Analytical thinking, communication, collaboration and presentation ability.

Activity 8.2: Water usage - Predict consumption and encourage sustainability

Suggested teaching and learning materials to set up a learning environment.

 Artificial environment: Note books

 Technological Environment: Computers, Ipad, Phones, Tablets

What to do: Put the learners in small manageable groups of mixed abilities.

Task: Ask them to estimate how much water each learner uses in a day. Let each group come up with an assumed amount of litres of
water each learner takes in a day. Ask the learners to estimate the amount of water that is used by the class in a week.

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 Skills Developed: Analytical thinking, collaboration and communication, critical thinking and problem solving,

Activity 8.3: Estimating and saving Energy at school/home.

Suggested teaching and learning materials to set up a learning environment.

Artificial environment: Note books, computers, tablets, ipad.

What to do: Put the learners in groups of mixed abilities. Ask learners to investigate energy usage at home/school by estimating daily
appliance usage.

Task: Let learners investigate energy usage at home/school by estimating daily appliance usage, approximating energy consumption and
calculating potential savings if energy efficient alternatives are used. Ask them to present findings and propose energy saving tips for their
families or school.

Skills Developed: Analytical, collaborative and communicative, Critical thinking, Decisions making

Contextualization: Ensure that the learners clearly understand the concept Estimation and approximations and are able to apply them to
real-life activities.

Synthesis: Connect the use Estimations and Approximations to real-life activities and the environment.

Evaluation: Check if learners have a clear understanding of the concept Estimations and Approximations and are able to make
reasonable predictions in the absence of data.

Assessment: Give learners tasks and project-based questions to enhance understanding of Estimations and Approximations.
Project Based Assessment - Designing a Dream Bedroom on a Budget.
a. Project title (Designing a Dream Bedroom on a Budget, Topic - approximations and estimations, Duration – 1
week, pair work)

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 b. Project brief (you have just moved into a new home and you need to design your dream bedroom, but you only
have a budget of K50, 000.00. You will estimate prices of items, compare rounded off costs, and ensure your final
design fits both the budget and physical space of the room).
c. Project task (Room measurements, furniture and decoration list, budget plan, room layout design, compare and
reflect on cost)
The following is the brief assessment rubric
Criteria Excellent Good Fair Needs Improvement

Effectiveness of estimation

Realistic and creative design

Accurate comparison of value

Visual clarity and presentation

Reflection and problem Solving

Expected Standards: Estimations and Approximations used appropriately in practical context

Summative Assessment Guide:
 Exploring the concept of Estimation and Approximation
 Estimating measures and comparing with the actual measurements
 Interpreting errors
 Approximating measurements/number by rounding off to the nearest degree of accuracy
 Stating the number of significant figures in a number
 Expressing numbers in scientific notation or standard form
 Approximating numbers in scientific notation to a degree of accuracy
 Using project based activities to apply Estimations and Approximations

Summary

Key Point:

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 Explore the concept of Estimations and Approximations and where they are used in our day-to-day activities

 Interpreting error and tolerance and calculating absolute, relative and percentage.

 Approximate Measurements by Rounding off to the nearest degree of accuracy (unit, fraction or decimal)

 State the Number of significant figures in a given number.

 Express numbers in Scientific Notation or Standard Form

 Approximate Numbers in Standard Form to a given degree of accuracy

Suggested End of Topic Test.

2. A mathematics teacher gives one test a week to his class of 31 pupils. Estimate the number of tests the teacher will mark in
39 weeks.

3. There are 9 biscuits in a pack. Estimate how many biscuits are in a box containing 123 packs.

4. A car park has 19 floors, each with 59 parking spaces. Estimate how many parking spaces there are in total.

5. A mango tree yields an average of 392 mangoes in a season. Estimate the number of mangoes that will be harvested from
an orchard of 41 trees.

6. Express the following in standard form, rounded to the specified degree of accuracy

a. 698.3 to 2 significant figure

b. 999 900 to 1 decimal place

c. 0.00107645 to 3 significant figure

d. 0.005709 to 2 decimal places

7. The distance from earth to the moon is384 000 000 meters. Write in standard form, express answer to 1 decimal place.

8. A virus measures about 2.3 x 10 -8meters, another measures 5.1 x 10-7meters.

33
 a. Which virus is larger?

b. How many times larger is the bigger virus compared to the small one? Give your answer in standard form.

9. A carpenter measures a piece of wood to be 98 cm. The actual length is 100 cm.

a. Find the absolute error?

b. Calculate the relative error?

c. Find the percentage error?

d. If the tolerance allowed is ±3cm, is the measurement acceptable? Explain?

10. A school is planning to host an Inter-Schools Sports Competition. The event organizers need help to estimate the quantities
of water which will be required during the event. The school expects 850 learners and 150 teachers to attend the sports
event.

a. If each person drinks around 750 ml of water, how many litres of water will be needed for the whole crowd?

b. If the water is sold in 1.5 litres bottles, how many bottles should the school purchase?

11. You are going for a class trip to Kafue National Park. The bus costs K485.00 and lunch is K95.00 per person. Entrance
fees at the park are around k175.00 per person. There are 15 learners going. Without using a calculator, estimate the total
cost and find how much each student should contribute towards the trip?

TOPIC 6: COORDINATE GEOMETRY

Introduction

Overview: Coordinate geometry also referred to as analytical geometry is a branch of Mathematics that combines algebra and geometry.
It provides a way to describe geometric shapes and their properties using algebraic equations and a coordinate system. In other words,
coordinate geometry bridges the gap between algebra and geometry by representing geometric figures in a coordinate system, typically the
Cartesian coordinate system. Doing so allows us to solve geometric problems algebraically and visualize algebraic equations
geometrically.
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In this topic, the sub-topic is the Cartesian plane.

General Competences:

 Analytical thinking: Analyse the properties of lines and shapes using coordinates and equations

 Collaboration: Discuss, share ideas and refine approaches to problem solving with peers related to coordinate geometry

 Communication: Express clearly geometric ideas and solutions using mathematical language, symbols and graphs. Present
arguments and proofs related to coordinate geometry

 Critical thinking: Identify patterns, making connections, and drawing conclusions from coordinate geometry problems

 Digital literacy: Use graphing tools, software and calculators to visualize and solve coordinate geometry problems

 Problem Solving: Analyse and solve problems involving mid-point of two points, gradient of a straight line, equation of a straight
line and geometric shapes using coordinate geometry

Key Terms /Words/Vocabulary

 Abscissa: The coordinate of an ordered pair of a point.

 Cartesian Plane: A two dimensional plane defined by two perpendicular axes, the axis (horizontal) and the axis (vertical).
The point where they intersect is called the origin

 Coordinates: An ordered pair that represents the position of a point on the Cartesian plane. The first number is the
horizontal distance from the origin, and the second number is the vertical distance

 Gradient of a straight line: A measure of the steepness and direction of a line. It is also referred to as a slope of a straight line. A
positive gradient indicates an upward trend, while a negative gradient indicates a downward trend
35
  Intercept: A point where a line crosses either the axis or axis. In this case, the intercept is the point where a line crosses
the axis ( and the intercept is the point where a line crosses the axis (

 Mid-point between two points: This is a point that lies exactly halfway between two given points

 Ordinate: The coordinate of an ordered pair of a point

 Origin: The point where the axis and axis intersect

Sub-topic: The Cartesian Plane

Introduction

The Cartesian Plane, also known as the Cartesian Coordinate System, is a fundamental concept in Mathematics that provides a graphical
method for visualizing and analyzing relationships between numbers, variables, and functions. It is named after the French mathematician
and philosopher Rene Descartes, who developed this system in the 17th century. The concept of Cartesian plane is applied in other
disciplines of study. For example, in Physics, it is used to represent motion, forces, and other physical phenomena while in Engineering,
the concept of Cartesian plane is essential for designing and analyzing structures, circuits, and systems. In the field of data analysis, the
concept of Cartesian plane is used to create graphs and charts for interpreting data.

The following are some of the learning activities to help learners explore and understand the Cartesian plane. These activities are designed
to be engaging, hands-on and relevant to the world of work.

Specific Competence: Apply the concept of the Cartesian plane in real life.

Learning Activity 1: Exploring ways of finding a location

Introduction

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Finding a location, whether for personal, professional, or exploratory purposes, involves a combination of tools, techniques, and
strategies. With advancement in technology and the availability of various resources, locating a place or location has become more
accessible and efficient. In this activity, various ways of finding a location will be explored.

Problem Posing: How can you locate a river which is half way between two towns?

Activity 1.1: Research

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Books/any other research materials

 Technological environment: Computers connected to internet or phones with internet connectivity.

What to do: Ask learners the problem posed above and let them bring out solutions on how the river can be located. Connect this
problem to this activity. Put learners in small manageable groups of different abilities. Ensure that learners are given computers connected
to internet or phones with internet connectivity.

Task: Ask learners in groups to explore ways of finding a location. Let them present findings to the class.

Skills Developed: Collaboration, communication, presentation, and ICT skills.

Activity 1.2: Creating a Map of the school

Suggested teaching and learning materials to set up learning environment

 Natural environment: School surrounding

 Artificial environment: Worksheets, pencils, crayons of different colours

37
What to do: Put learners in small manageable groups of different abilities.

Task: Ask learners in groups to draw a map of the school. The school map to include key features such as classrooms, playgrounds,
roads, administration block, computer laboratory, school library, science laboratories, Home Economics room, vegetable garden, main
gate and back gate. Let them present their maps to the class and explain their designs.

Skills Developed: Creativity, presentation, teamwork and spatial reasoning.

Activity 1.3: Virtual exploration using Google Map

Suggested teaching and learning materials to set up learning environment

 Natural environment: School surrounding or neighborhood

 Technological environment: Google Map

What to do: Put learners into small manageable groups of mixed abilities. Introduce learners to Google Map or similar tools.

Task: Ask learners to explore their school surrounding or neighborhood. Let them find famous landmarks, or compare different terrains.
Have them present their findings to the class. Let learners use the Google Map software to solve the problem posed at the beginning of
this learning activity.

Skills Developed: Collaboration, presentation skills and digital literacy.

Activity 1.4: Role Playing: Lost and Found

Suggested teaching and learning materials to set up learning environment

38
  Natural environment: School surrounding

 Artificial environment: Classroom

What to do: Put learners in small manageable groups of mixed abilities. Assign roles to learners in groups such as lost traveller, guide
and observer. Provide the lost traveller with a description of their location and have the guide use tools to find them.

Task: Ask the observers in groups to document the process and provide feedback. Let observers present their findings to the class.

Skills Developed: Communication and problem solving.

Conceptualization: Ensure that the concept of ways of finding a location comes out clearly. Use examples from the immediate
environment.

Synthesis: Connect the ways of finding a location in real-life situations.

Evaluation: Use a checklist to check if the learners have understood the concept of finding a location.

Assessment: Give learners a Project Based research on how to find a location of a place using digital means. Learners can also
be given a real-world task to find a specific location using maps, Global Positioning System (GPS) or landmarks.

Learning activity 2: Exploring the Cartesian Plane

Introduction

The Cartesian plane is a two dimensional system used to locate points and graph relationships between variables. It consists of two
perpendicular number lines which has the axis (horizontal) and the axis (vertical). The axis represents a left-to-right movement
39
while the axis represents an up-and-down movement. These axes intersect at the origin ( , thus, dividing the plane into four
quadrants. Each point on the plane is represented as an ordered pair where indicates the horizontal position while represents the
vertical position. The Cartesian plane is widely used in Mathematics for plotting equations, understanding geometric shapes, and solving
real-world problems involving graphs and coordinates. The concept of Cartesian plane is a fundamental mathematical concept that
extends to various disciplines of study. For example, in Physics, it represents motion in kinematics (position-time and velocity-time
graphs) as well as used in vector analysis for force and displacement calculations. In computer science and information technology,
Cartesian plane forms the basis of computer graphics and 3D modeling. As regard to Art and Architecture, Cartesian plane is used in
perspective drawing to create realistic designs as well as helps in urban planning for structural layouts.

Problem posing: A school compound is mapped on a Cartesian plane. The school gate is at the school library is at , and
the football field is at

a. Plot these points on a Cartesian plane.

b. Identify the quadrant in which each point is located.

c. A new school canteen is to be built at the reflection of the library across the What will be its new coordinates?

Activity 2.1: Research

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Books/any other research materials

 Technological environment: Computers connected to internet or phones with internet connectivity.

What to do: Put learners in small manageable groups of different abilities. Ensure that learners are given computers connected to internet
or phones with internet connectivity. Books/any other research materials can also be given to learners in groups where computers or
phones are not available or inadequate.

40
Task: Ask learners in groups to explore the Cartesian plane. Let them present findings to the class. Have learners find the solutions to the
posed problem after carrying out the research.

Skills Developed: Collaboration, communication, presentation and ICT skills.

Activity 2.2: Digital Graphing Tools

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom or computer laboratory.

 Technological environment: Desmos or GeoGebra

What to do: Put learners in small manageable groups. Give them computers or phones with Desmos or GeoGebra application installed
on them.

Task: Ask learners to use the Desmos or GeoGebra to explore the Cartesian plane interactively. Let learners input coordinates and see
how the points appear dynamically.

Skills Developed: Collaboration, communication and ICT skills.

Conceptualization: Ensure that the key components of the Cartesian plane come out clearly. Explain clearly on the following
components of the Cartesian plane and give brief notes on them: Axes, Coordinates and Quadrants

Synthesis: Connect the use of the Cartesian plane in real-life situation.

Evaluation: Check that learners have the basic understanding of the concept of Cartesian plane.

41
 Assessment: Give individual task that can be plotting exercise and application questions. Give learners Project based
assignments such as designing a map of the school using a Cartesian plane, by placing important landmarks at specific coordinates.

Learning Activity 3: Identifying the axis, axis and the origin

Introduction

In Mathematics and coordinate geometry, the axis, axis and origin are fundamental components of the Cartesian coordinate
system, which is used to locate points on a plane. The concepts of the axis, axis and origin are not limited to Mathematics but have
widespread applications in various disciplines. In Physics, the axis, axis and origin are used to plot graphs of motion such as
displacement-time graphs or velocity-time graphs. In this case, the origin represents the starting point of the motion. With regard to
Engineering and circuit analysis specifically, the axis and axis are used to plot voltage-current characteristics or signal waveforms.
In Computer Science, under computer graphics, the axis and axis define the screen coordinates, with the origin typically at the top-
left or centre of the screen. This is used to render images, animations, and user interfaces. As for the field of Economics, the axis and
axis are used to plot supply and demand curves, with the origin representing zero quantity and zero price. From the foregoing, we can
see that the concepts of axis, axis and origin are very helpful to professionals in many fields as they provide a framework for
organizing, analyzing, and visualizing data.

Problem posing: You are a treasure hunter searching for a hidden treasure on an ancient map. The map is divided into four sections,
with a special point in the middle called the origin. The treasure is buried at a specific location, and you can only find it by correctly
identifying its position using two numbers: one tells you how far left or right to go ( axis), and the other tells you how far up or down
to go ( axis). Explain how you can use the coordinates to find the treasure?

Activity 3.1: Physical Cartesian Plane Activity (Outdoor/Indoor Game)

42
Suggested teaching and learning materials to set up learning environment

 Natural environment: School surrounding

 Artificial environment: Chalk/stick, rope

What to do: Draw a large Cartesian plane on the ground. Label the axis and axis and mark the origin clearly. Give learners x-
coordinates both positive and negative to walk through the x – axis. Do the same for the y- axis. Let them start from the origin all the time
when given a coordinate. Connect this activity to the problem posed.

Task: Ask learners to walk along the axis and axis to understand movements (positive/negative directions). Let learners always
start from the origin.

Skills Developed: Collaboration, communication and spatial.

Activity 3.2: Digital Graphing

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom or computer laboratory

 Technological environment: Computers or tablets, Desmos Graphing Calculator or GeoGebra

What to do: Put learners in small manageable groups of mixed abilities. Give learners computers or tablet installed with Desmos
Graphing Calculator or GeoGebra.

Task: Ask learners use the computers or tablets to plot points interactively. Let them manipulate points and observe how changing a
number affect positions.

43
 Skills Developed: Collaboration, communication and ICT skills.

Conceptualization: Ensure that learners clearly identify the axis, axis and the origin on any given Cartesian plane.

Synthesis: Connect the use of the axis, axis and origin in real-life situation.

Evaluation: Check that learners have the deeper understanding of the identification of the axis, axis and the origin on any given
Cartesian plane.

Assessment: Provide a labeled graph and ask learners to identify the axis, axis and the origin. Learners can also be
provided with data points to identify the axes and origin. An assignment on error identification where a graph with intentional errors
(mislabeled axes or missing origin) can be given and learners asked to identify and correct them.

Learning activity 4: Numbering of the and axes

Introduction: The numbering of the and axes on the graph is essential for representing data accurately and clearly. It also helps in
understanding the magnitude and relationship between variable. Numbering the and axes is a fundamental concept in graphing and
data visualization, and it is widely used across various learning disciplines to analyse, interpret, and communicate information effectively.
In Mathematics, numbering of the and axes is used to plot functions, equations and geometric shapes. With regard to Chemistry,
numbering of the and axes is used to analyse experimental data and its trend.

Problem posing: Imagine you are standing on a ladder. The middle step is marked 0. If you go up, the steps are number 1, 2, 3, 4, …. If
you go down, the steps are numbers Now, think of a similar way to number a line going sideways and up/down on a
graph. How would you number it so that you can easily find any point?
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Activity 4.1: Human Number Line Game

Suggested teaching and learning materials to set up learning environment

 Natural environment: School surrounding

 Artificial environment: Chalk/stick, measuring tape, two boxes with number cards (one box for number cards and the
other box for number cards)

What to do: Start with the problem posed and connect to this activity. Draw a large horizontal line ( and large vertical line
( on the floor. Provide one learner with number card 0 (the origin). Ensure that number cards are clearly labeled in the boxes.

Task: Ask learners to get number cards from box one (for the and place it correctly on the drawn Cartesian plane. Thereafter,
let learners repeat the activity for a vertical line ( . Let learners discuss how numbers are arranged and why the origin ( is
important.

Skills Developed: Collaboration, communication and number sense.

Activity 4.2: Graph Paper Numbering Challenge

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom, graph paper, rulers, pencils

What to do: Divide learners into small manageable groups of different abilities. Give learners graph papers.

45
Task: Ask learners to draw two perpendicular lines. Let learners label the horizontal line as axis and the vertical axis as axis.
Have them number both axes, ensuring that positive numbers to the right and up, and negative numbers to the left and down. Let them
compare their graphs with other groups to check for accuracy.

Skills Developed: Collaboration, communication and peer assessment.

Conceptualization: Ensure that the concept of numbering the and axes clearly comes out.

Synthesis: Connect the use of numbering the and axes in real-life situation.

Evaluation: Check that learners have the understanding of the concept numbering the and axes through open-ended question.

Assessment: Give exercises on numbering the and axes in various ways. For example, give learners a blank graph or
coordinate plane and ask them to label the and axes with appropriate numbers. Provide scenarios such as plotting temperature over
time and ask learners to create and label the axes. Further, learners can be assessed on understanding of the scale. In this regard, learners
can be checked if they can choose appropriate scale for the axes.

Learning activity 5: Plotting and labeling points on the Cartesian plane

Introduction: Plotting and labeling points on the Cartesian plane is a fundamental skill in Mathematics and data visualization. Therefore,
it is important that learners know how to plot and label points on the Cartesian plane. The concept of plotting and labeling points on the
Cartesian plane is widely used across various fields, from Mathematics and science to real-world applications. In Chemistry, it is used in
graphing data from experiments such as temperature versus reaction rate. In Economics and Business under budgeting, it is used to

46
visualize income and expenses to make financial decisions. With regard to Computer Science, plotting and labeling points on the
Cartesian plane is used to represent objects and movements in 2D or 3D spaces.

Problem posing: Malumbo wants to mark some locations on a grid to create a simple map.

Help her by plotting and labeling the following points on the Cartesian plane: and

a. Which points are above the axis?

b. Which points are below the axis?
c. Which point is farthest to the left?
d. Which point is farthest to the right?

Activity 5.1: Walk the Cartesian plane

Suggested teaching and learning materials to set up learning environment

 Natural environment: Floor/ground, stick

 Artificial environment: Coordinate cards, chalk/charcoal

What to do: Put learners in small manageable groups of mixed abilities. Draw a large Cartesian plane on the floor/ground using
chalk/stick/charcoal. Label the axes and quadrants. Give learners coordinate cards. Connect this activity to the problem posed.

Task: Have learners in groups stand at the origin and walk to given coordinate cards. Let the learner place the card at the correct location.
Groups to take turns to perform the activity.

Skills Developed: Analytical thinking, collaboration and communication.

Activity 5.2: Coordinate Game

47
Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom, coordinate cards, board ruler, grid board

What to do: Create coordinate cards with random ordered pair coordinate points. Then draw the Cartesian plane on the grid board.
Distribute the coordinate cards to learners in the classroom. Call out the cards, for learners to mark the corresponding point if it appears on
their card on the grid board.

Task: Ask learners to place the card on a grid board. Let the other learners shout Bingo if correctly placed.

Skills Developed: Analytical thinking and communication.

Activity 5.3: Coordinate Battleship

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom, coordinate cards, graph papers

What to do: Put learners in small manageable groups with mixed abilities. Provide learners with coordinate cards and blank graph papers.

Task: Ask learners in their groups to draw the Cartesian plane with own scale. Let them plot the coordinates on the graph paper from the
coordinate cards and label them. Thereafter, make presentations.

Skills Developed: Analytical thinking, collaboration, communication and critical thinking

Conceptualization: Ensure that the concept of plotting and labeling points on the Cartesian plane clearly comes out.

Synthesis: Connect the use of plotting and labeling points to real-life situation.

48
Evaluation: Check that learners have deeper understanding of plotting and labeling points in real-life.

Assessment: Give individual, pair work or group work questions on plotting and labeling points on the Cartesian plane using
learners’ textbooks such as “Progress in Mathematics Learners Book 8” learner activity 2 on page 77. Give Project based assessments
such as designing a city map where learners create a simple city map on a graph paper where each important place such as school,
hospital, market, police station post are points on the Cartesian plane.

Learning activity 6: Reading coordinates on the Cartesian plane

Introduction: The Cartesian plane is a grid used to locate points using two numbers called coordinates. Each point on the plane is written
as an ordered pair where the first number tells how far left or right is from the origin while the second number
tells how far up or down the point is from the origin.

Problem posing: A football coach places players on a training grid. The striker stands at the goalkeeper at and the
defender at Where should the midfielder stand if they should be exactly in the middle of the striker and the defender?

Activity 6.1: Video showing

Suggested teaching and learning materials to set up learning environment

 Technological environment: Digital tools like computers, overhead projector, tablets and smart phones

What to do: Download different types of videos on reading coordinates on the Cartesian plane. Put learners in small manageable groups
of mixed abilities. Explain to the learners why they should watch the videos and what they should pay attention to. Give each group a
question which they should demonstrate after watching the videos. Connect this activity to the problem posed.

49
Task: Let learners watch the videos attentively and observe how to read coordinates on the Cartesian plane. Thereafter, let learners in
their respective groups practice on how to read coordinates on the Cartesian plane. Let each group present their findings to other class
members. Have learners find solution to the problem posed at the beginning of the learning activity.

Skills Developed: Collaboration, communication and ICT skills.

Conceptualization: Ensure that the concept of reading coordinates on the Cartesian plane is clearly explained.

Synthesis: Connect the use of reading coordinates on the Cartesian plane to real-life situation

Evaluation: Check that learners have deeper understanding of reading coordinates on Cartesian plane in real-life applications through
open-ended questions.

Assessment: Give learners task from Activity 3 of Progress in Mathematics Learner’s Book 8 page 78. Ensure that real life
application questions are given to learners (such questions can be gotten from internet using DeepSeek and ChatGPT software).

Learning activity 7: Joining points to come up with different shapes and naming shapes formed

Introduction: Coordinates on the Cartesian plane are pairs of numbers that help us locate points on a grid. By joining different
coordinates with straight lines, we can create various shapes. For example, a triangle is formed by joining three points such as
and Thus, by carefully selecting and connecting points on the Cartesian plane, we can create or form different geometrical shapes,
which are useful in Mathematics, art, and real-life applications like mapping and design.

Problem posing: Chanda and Malumbo are designing a garden for their school using a coordinate grid. They want to create different
sections of the garden in the shape of basic geometric figures. Chanda starts by marking four points where he wants to place flower

50
beds: and He connects the points in order. Malumbo wants to add a pond inside the garden. She plots and
connects the points and

a. What shape does Chanda create for the flower bed?

b. What shape does Malumbo create for the pond?

c. How can Chanda confirm the shape using side lengths?

d. How can Malumbo confirm that the shape formed is a triangle?

Activity 7. 1: Coordinate Art

Suggested teaching and learning materials to set up learning environment

 Natural environment: Ground/surrounding

 Artificial environment: Classroom, Graph paper, pencil, ruler, coordinate cards with set of coordinates

What to do: Put learners into small manageable groups of mixed abilities. Give learners graph papers and coordinate cards.

Task: Ask the learners in their respective groups to plot the coordinates on the graph paper and connect them. Have them measure the
sides (using grid or ruler) to reveal a shape. Let them also create their own coordinates and plot them on the graph paper to check the
geometrical shape formed. Have learners connect this activity to the problem posed.

Skills Developed: Collaboration, communication and creativity.

Activity 7. 2: Mystery Shape Game

Suggested teaching and learning materials to set up learning environment

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  Artificial environment: Classroom, Graph paper

What to do: Put learners into small manageable groups of mixed abilities. Give learners graph papers and list of coordinates.

Task: Let learners plot and connect the points. Ask them to name the shape formed. Have them also create their own set of coordinates
and swap with other groups to plot, connect and state the shape to be formed.

Skills Developed: Analysis, collaboration, communication and creativity.

Activity 7. 3: Digital Graphing (Using GeoGebra or Desmos)

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom or computer laboratory, set of coordinates on coordinate cards

 Technological environment: GeoGebra or Desmos, computers, phones

What to do: Put learners into manageable groups with mixed abilities. Provide them with computers or phones installed with GeoGebra
or Desmos application software. Introduce to learners GeoGebra or Desmos as online graphing tools.

Task: Have learners enter coordinates and observe how the shapes form. Let them modify coordinates to see how shapes change.

Skills Developed: Collaboration, communication, creativity and ICT skills.

Conceptualization: Make sure that the concept of joining points to come up with different geometrical shapes as well as naming the
formed shape is clearly explained.

Synthesis: Connect the concept of joining points to form different geometrical shapes applied to real-life situation.

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Evaluation: Check that learners have a deeper understanding of joining points to form different geometrical shapes is applied to real-life
applications by asking open-ended questions.

Assessment: Assess learners through Project based activities such as Designing Dream Parks or Graphing a Town Map. Give
learners exercise or homework based on exercise 7.1 questions 3 to 7 from Excel and Advance in Mathematics Learner’s Book 8.

Learning activity 8: Drawing straight lines

Introduction: A straight line on the Cartesian plane is formed by plotting two or more points and connecting them with a ruler. Straight
lines are important in geometry, algebra, and real-life applications like road maps, constructions, and graphing relationships between
variables.

Problem posing: The local town council has asked Chanda and Malumbo to design a straight road connecting two key locations in their
town using a grid map. The road follows a specific pattern to ensure it is straight and efficient. The road must pass through the points
and Plot these points on a Cartesian plane. Use a ruler to draw a straight line connecting them. How can you tell if a
road is straight just by looking at the points?

Activity 8. 1: Plot and Draw challenge

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom, graph papers, different sets of points.

What to do: Start with the problem posed and connect to this activity. Divide the class into small manageable groups of mixed abilities.
Give learners graph papers and different sets of points.

Task: Ask the learners to plot the points on graph papers. Let them connect the points using a ruler and extend the line.

53
 Content tip: Give learners as many points as possible that will give them straight lines.

Skills Developed: Collaboration, communication and problem solving.

Activity 8.2: Real-Life Connections: Road or Bridge

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom, grid maps

What to do: Divide learners into manageable groups with mixed abilities. Provide them with grid maps.

Task: Ask learners to imagine they are city planners designing a straight road or bridge. Let them plot key locations such as a hospital and
a school. Have them plot straight lines connecting key locations. Let groups present their designs, explaining how straight lines help in
road planning or bridge construction.

Skills Developed: Collaboration, communication and critical thinking.

Conceptualization: Make sure that the concept of drawing straight lines is clearly explained.

Synthesis: Connect the concept of drawing straight lines to real-life situation.

Evaluation: Check that learners have an understanding of how drawing straight line is applied to real-life.

Assessment: Give learners Project Based Assignments that bring out the concept of drawing straight lines.

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 Learning activity 9: Determining the mid-point of two points

Introduction: In coordinate geometry, the midpoint between two points on the Cartesian plane is the exact middle point of the line
segment joining them. It is found by averaging the coordinates and coordinates of the two points. If the two points say A and B
are and respectively, then the midpoint M is given by the formula:

M .

The concept of finding the midpoint between two points has various applications such as dividing a line segment into two equal parts,
finding the center of a rectangle, and solving problems in real-life situations like navigation and construction.

Problem posing: Imagine you are walking halfway between your house and your friend’s house. How would you find the exact spot
where you meet? OR

If you and your friend start at two different points on a straight road and want to meet exactly in the middle, how would you figure out
where to meet?

Activity 9.1 Walking the Midpoint

Suggested teaching and learning materials to set up learning environment

 Natural environment: Surrounding/ground, stick, stones

 Artificial environment: Measuring tape, chalk or cones

What to do: Take learners outside the class. Mark two points on the ground using chalk/stick or cones/stones.

Task: Ask learners to find the middle by measuring the distance and locating the halfway mark. After carrying out this activity, let
learners make connections to the problem posed.
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 Content tip: Ensure that learners relate this to the midpoint formula by using coordinates. Derive the midpoint formula with the
learners for deeper understanding.

Skills Developed: Analytical thinking, collaboration, communication and observation.

Activity 9.2 Real-life Scenario Problems

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom, work sheets

What to do: Divide learners into manageable groups of mixed abilities. Give learners word problems that depict real life on the work
sheet such as “Two towns are located at and . Find the location of a service filling station placed exactly between the two
towns.”

Task: Ask learners to work out the word problems and present the solution.

Skills Developed: Collaboration, communication, critical thinking and problem solving.

Activity 9.3 Midpoint Relay Race

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom, coordinate grid with two points

What to do: Divide learners into small manageable teams of mixed abilities. Give each team two points on a coordinate grid.

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Task: Ask one learner in each team to calculate the midpoint and passes the answer to the next team member, who verifies it. The team
that completes the task accurately and fastest wins.

Skills Developed: Collaboration, speed and accuracy.

Conceptualization: Ensure that the concept of determining the midpoint of two points is clearly explained. Give concise notes on
determining the midpoint of two points for deeper understanding.

Synthesis: Connect the concepts of determining midpoint of two points to real-life situation.

Evaluation: Present real-life scenarios where learners must apply the concept of midpoint between two points.

Assessment: Give exercise or home work from Progress in Mathematics Learners Book 11 activity 2 on page 29 or Secondary
School Mathematics: A Course for Grades 10-12, exercise 20 page 169. Assess learners on Project Based Activities where the concept of
midpoint is applied in real-life situations.

Learning activity 10: Finding the gradient of a straight line

Introduction: The gradient or slope of a straight line measures how steep the line is. A positive gradient means the line slopes upwards,
while a negative gradient means it slopes downwards. A gradient of zero indicates a horizontal line, and an undefined gradient
corresponds to a vertical line. The concept of gradient or slope is used in Physics under the velocity-time graphs to determine the
acceleration or retardation and in force diagram to analyse motion. In economics, it is used in demand and supply curves to understand
rate changes.

Problem posing: Imagine you are riding a bicycle uphill. The steeper the hill, the harder you have to pedal. Now, imagine riding
downhill-gravity helps, and you barely have to pedal. What if we could measure how steep or gentle the hill is? OR
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If you move 2 steps forward and 1 step up, how steep is your movement? What if you move 4 steps forward and 2 steps up, does the
steepness change?

Activity 10.1 Real-life slope exploration

Suggested teaching and learning materials to set up learning environment

 Natural environment: Hill

 Artificial environment: Staircase or ramp, Measuring tape or ropes

What to do: Take learners outside the class to observe real-life slopes.

Task: Let learners measure the vertical rise and horizontal run using measuring tapes or ropes. Have them calculate the gradient using the

formula: Gradient . After this activity, let learners respond to the problem posed.

Content tip: Ensure that the formula for finding the gradient of a straight line given two points is derived.

Skills Developed: Critical thinking and measuring skills.

Activity 10.2 Interactive Digital Tools

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom or computer laboratory

 Technological environment: Computers or phones installed with GeoGebra or Desmos application software.

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What to do: Divide learners in manageable groups of mixed abilities. Give learners pairs of coordinates which they should input in the
software.

Task: Ask learners input coordinates and observe how changing the gradient affects the line.

Skills Developed: Collaboration, digital literacy and visualization skills.

Conceptualization: Ensure that the concept of finding the gradient of a straight line is clearly explained. Give brief notes on finding the
gradient of a straight line for deeper understanding.

Synthesis: Connect the concept of finding the gradient of a straight line to real-life situation.

Evaluation: Present real-life scenarios where learners must apply the concept of gradient of a straight line.

Assessment: Give exercise or home work from Progress in Mathematics Learners Book 11 activity 3 on page 31 or Secondary
School Mathematics: A Course for Grades 10-12, exercise 20 page 169. Give learners Projects such as Wheelchair or toy car ramp where
the concept of gradient of a straight line is applied in real-life situations.

Learning activity 11: Finding the equation of a straight line

Introduction: The equation of a straight line represents the relationship between and coordinates on a Cartesian plane. The most
common form is: where is the gradient (slope) of the line and is the intercept where the line crosses the axis.
This equation helps us understand how changes in affect allowing us to predict and model real-world relationships, such as speed-
time graphs in Physics or cost-revenue analysis in economics.

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Problem posing: We know that a straight line has a constant gradient. If you are given one point on the line and its gradient, can you
find its equation? OR

Imagine you are a taxi driver, and you charge a fixed amount just to getting into the taxi, plus a fee for every kilometer travelled. If
someone asks you how much a 10 km ride will cost, how would you figure it out?

Activity 11.1 Research on finding the equation of a straight line

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom/computer laboratory, textbooks/any research material

 Technological environment: Computers/smart phones with internet connectivity

What to do: Put learners into small manageable groups of mixed abilities. Give each group textbooks/any research material or
computer/smartphone with internet connectivity.

Task: Ask each group to give various ways/methods of finding the equation of a straight line. Let them also give examples on how each
method is used when finding the equation of a straight line. Have learners give solutions to the problems posed after carrying out this
activity.

Content tip: Ensure that all the different ways/methods of finding the equation of a straight line are explored and how each
method is used.

Skills Developed: Collaboration, critical thinking and research skills.

Activity 11.2 Equations to graphs matching game

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Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom and work sheets

What to do: Divide learners into small manageable groups of different abilities. Provide each group with worksheets containing different
linear equations and corresponding graphs of straight lines

Task: Let learners match each equation to the correct graph by identifying the slope and the intercept. The first group to correctly
match wins the game.

Skills Developed: Analytical, critical thinking and problem solving.

Activity 11.3 Interactive Digital Tools

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom or computer laboratory

 Technological environment: Computers or phones installed with GeoGebra or Desmos application software.

What to do: Divide learners into manageable groups of mixed abilities. Give learners pairs of coordinates which they should input in the
software.

Task: Ask learners use GeoGebra or Desmos to drag points and observe how changing the coordinates changes the graph. Let learners
predict how changing the slope/intercept affects the equation and its graph

Skills Developed: Collaboration, digital literacy and visualization skills.

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Conceptualization: Ensure that the concept of finding the equation of a straight line is clearly explained. Give brief notes on finding the
equation of a straight line for deeper understanding.

Synthesis: Connect the concept of finding the equation of a straight line to real-life situation.

Evaluation: Present real-life scenarios where learners should apply the concept of the equation of a straight line.

Assessment: Give exercise or home work from Progress in Mathematics Learners Book 11 activity 4 on page 33, activity 5 on
page 35, activity 6 page 36 or Secondary School Mathematics: A Course for Grades 10-12, exercise 20 pages 169 and 170 questions 4, 5,
7, 10 and 11. An assignment on the origin of the use of letter on the formula can be given to learners. Peer Discussion and
group work can also be given where learners explain the process of finding the equation of a straight line and solve a problem together.
Project Based Assessment - Map Your Ideal Town on a Cartesian Plane

a. Project Title (Theme: real world geometry, topic- Cartesian plane, duration – 1 week, Group work 3 – 4 learners)

b. Project Brief (You are a team of urban planners tasked with designing an ideal small town. You’ll use the
Cartesian coordinate system to plot and map different places (e.g., school, hospital, park, houses, roads) on a grid,
using ordered pairs (x, y) to locate each place accurately. Your goal is to create a well-organized, functional town
layout using mathematics)

c. Project task (Create a Cartesian Grid - clearly label all axes and quadrants, Design Your Town - Plot each location
on the plane using coordinates, Distance & Direction – Choose 2–3 pairs of locations and estimate the distance
between them using the distance formula, Describe directions using terms like “move 3 units up” or “2 units left.”
Presentation - Create a neat and colorful map of your town on the grid).

Brief Assessment Rubric for the teacher

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 Criteria Excellent Good Fair Needs Improvement

Accurate plotting on Cartesian plane

Use of coordinates and directions

Creativity and functionality of layout

Group Collaboration

Quality of presentation

Expected Standard: The concept of Cartesian Plane applied correctly in real life

Summative Assessment Guide:

 Exploring ways of finding a location

 Identifying and numbering of the x – axis and the y –axis

 Plotting, labelling and reading points on the Cartesian plane

 Joining points to come up with different shapes and naming them

 Drawing straight lines

 Determining the midpoint of two points

 Finding the gradient of a straight-line

 Finding the equation of a straight-line

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  Using ICT tools to enhance the understanding of coordinate geometry

Summary:

Key Points Recap:

 Coordinate geometry is a branch of mathematics that studies geometric figures using a coordinate system

 The Cartesian plane consists of two perpendicular lines: axis (horizontal line) and the axis (vertical line) and meet at the
origin

 A point or coordinate is represented as where is the position along the axis and is the position along the axis

 The gradient determines the steepness of the line

 There are different methods of finding the equation of straight line.

 Use of different ICT application software can enhance the understanding of the concept of coordinate geometry

Sample of End of Topic Test

1. Write down the coordinates of the following points

(a) A point located 3 units to the right and 4 units up from the origin

(b) A point on the axis at

2. You are given two points on a bridge blueprint :Point and point . As a structural engineer, you need to determine
the
64
 (a) gradient of the line passing through A and B and

(b) equation of the beam passing through A and B in the form . Explain how this helps ensure the beam is properly
aligned during construction.

3. An engineer modelled the deck of a flat bridge from a side view and found its equation as

(a) Identify the gradient and intercept of the bridge

(b) Determine whether the point lies on this equation (show your working)

4. The table below shows the values of and corresponding values of for a linear equation.

(a) Find the gradient of the line

(b) Determine the equation of the line

5. A Matero taxi charges a base fare of K50.00 plus K10.00 per kilometer traveled.

(a) Write an equation relating the total fare and distance travelled

(b) How much will a passenger pay for a 8km trip?

6. A Mkushi farmer records the height of an anthill which is submerged in water during a flood over time. The table below shows the
recorded pattern in 8 days.

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 (a) Find the gradient of the growth rate

(b) Write an equation for the height of the anthill in terms of the number of days.

7. A Chelston water tank in Lusaka is being filled, and the height of water (h) increases linearly over time (t). If the height is 20cm
after 4 minutes and 35cm after 9 minutes,

(a) Find the rate of increase of water height

(b) Write an equation representing the height of the water in terms of time.

8. A Chipata phone company charges a fixed monthly fee of K200.00 and an additional K5.00 per minute for international calls.

(a) Write an equation to represent the total monthly cost(C) for minutes of international calls.

(b) If Malumbo Kabaso makes 15 minutes of international calls in a month to a friend in Mchinji town in Malawi, how much will
she pay in total?

TOPIC 7: RELATIONS AND FUNCTIONS

Introduction

Overview: Relations and functions are fundamental concepts in mathematics that describe how elements from one set relate to elements
in another set. A relation is a set of ordered pairs, showing the connection between two sets, while a function is a special type of relation
where each input has exactly one output. Understanding relations and functions is crucial for solving real-world problems in various fields
such as economics, physics, and computer science.

66
The study of relations and functions helps in modeling real-life scenarios such as mapping learners IDs to learner’s names, assigning
employees to departments, and analyzing data trends. Functions play a key role in algebra and calculus, providing the foundation for more
complex mathematical operations.

General Competences:

 Analytical Thinking: Identify and categorize different types of relations and functions

 Creativity and Innovation: Represent functions using various methods such as tables, graphs, and mappings

 Critical Thinking: Differentiate between relations and functions and analyze their characteristics

 Problem Solving: Apply the concepts of functions to solve real-life problems

Key Terms/Vocabulary:

 Relation: A set of ordered pairs representing a connection between two sets

 Function: A relation where each input has a unique output

 Domain: The set of all possible inputs in a function

 Range: The set of all possible outputs in a function

 Mapping: A way of showing how elements of one set are paired with elements of another set

 One-to-One Relation: A relation where each input is related to a unique output

 One-to-Many Relation: A relation where one input is related to multiple outputs

 Many-to-One Relation: A relation where multiple inputs share the same output

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  Many-to-Many Relation: A relation where multiple inputs are related to multiple outputs

Sub-topic: Types of Relations and Functions

Introduction: In mathematics, relations and functions are fundamental concepts that describe the association between elements of two
sets. A relation is a set of ordered pairs, indicating a connection between elements of one set, called the domain, and elements of another
set, known as the codomain. Relations can be classified into various types based on their properties. A function is a special type of relation
where each element in the domain is associated with exactly one element in the codomain. Functions are further categorized into types
like one-to-one (injective), onto (surjective), and bijective, depending on how elements of the domain and codomain are paired.
Understanding the different types of relations and functions is essential for analyzing mathematical structures and solving real-world
problems in fields like algebra, computer science, and engineering.

Specific Competence: Applying the concept of relations and functions in real-life situations.

Learning Activity 1: Exploring Relationships in the Society

Introduction: In society, relationships exist in many forms—between people, businesses, governments, and even objects. Understanding
how different elements are connected can help us make informed decisions and solve real-world problems. In Mathematics, relationships
between sets of values are expressed as relations and functions. A function is a special type of relation where each input has exactly one
output. Recognizing functions in everyday life allows learners to interpret data, predict trends, and make logical conclusions.

Problem Posing: In a school, each learner has a favorite sport, and some sports are liked by many learners. How can we represent the
relationship between learners and their favorite sports?

Activity 1.1: Identifying Relations in Society

Suggested Teaching and Learning Materials to Set Up a Learning Environment

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  Artificial Environment: Flip charts, chalkboard/whiteboards, worksheets.

 Technological Environment: Computers, projectors, graphing software, and calculators.

What to Do: Start with the problem posing and connect to this activity. Put learners in small manageable groups and provide them with
worksheets containing real-life scenarios (e.g., family size vs. food allocation, hours worked vs. salary earned, student ID vs. student
name).

Task: Ask learners to determine the relationship that each scenario represents by checking the input and its corresponding output. Let
learners draw mappings, tables, and graphs to visualize these relationships.

Content Tip: Encourage learners to use digital tools too when drawing mappings, tables and graphs.

Skills Developed: Analytical thinking, problem-solving and ICT skills.

Conceptualization: Ensure that learners understand the concept of relationships in society.

Synthesis: Encourage learners to explore relationships in their daily lives, such as mobile data usage vs. internet speed or the relationship
between age and recommended sleep hours.

Evaluation: Use a checklist to assess learners' ability to identify relationships in real-life situations and correctly represent them using
tables, graphs, and mappings.

Assessment: Provide tasks where learners classify different relationships and justify their answers. Use materials such as
Zambia Secondary School Syllabus, Grade 10 Learners Book (page 130 to 156).

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 Learning Activity 2: Exploring and describing different types of relations

Introduction: Relations are fundamental in mathematics, computer science, and various scientific fields, describing how elements from
one set correspond to elements in another. There are four types: one-to-one, one-to-many, many-to-one, and many-to-many relations.
These relations types help model complex systems and interactions in fields such as biology, chemistry, ecology, and data science. For
example, one-to-one relations in biology are used in DNA sequence to a specific protein.

Problem Posing: A school has a club registration system where each learner can register for multiple clubs. Some clubs require mutual
membership (if a learner is in Club A, they must also be in Club B), while others do not. How can we classify the relationships between
learners and clubs using mathematical relations?

Activity 2.1: Classifying Relations

Suggested Teaching and Learning Materials to Set Up a Learning Environment

 Artificial Environment: Flip charts, chalkboard/whiteboards, and worksheets

 Technological Environment: Computers, projectors, graphing software, and online simulations

What to Do: Ask the learners the problem posed above and connect to this activity. Put learners in small manageable groups. Provide
learners with worksheets containing real-life scenarios (e.g., friendship relations, school club membership, family relationships, and road
connections).

Task: Ask learners to represent these relationships using sets and ordered pairs on flipcharts, chalkboard or worksheet.

Content Tip: Encourage learners to draw relation diagrams or graphs to visualize the connections using graphing software.

Skills Developed: Logical reasoning, Problem-solving and ICT skills.

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Activity 2.2: Sorting Relations

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial environment: Number cards

What to do: Divide learners into small manageable groups. Provide them with sets of ordered pair cards (one-to-one, one-to-many, many-
to-one, many-to-many).

Task: Ask learners to work in pairs to sort the relations according to type (one-to-one, one-to-many, many-to-one, many-to-many) and
present their classification.

Skills Developed: Classification, critical thinking and problem-solving

Conceptualization: Ensure that learners understand the characteristics of different types of relations by demonstrating their properties
using simple examples and real-life cases.

Synthesis: Encourage learners to explore how relations apply to real-life systems, such as transportation networks, business partnerships,
and social connections.

Evaluation: Use a checklist to assess learners' ability to classify different types of relations correctly and represent them in various forms
(e.g. tables, graphs, and sets).

Assessment: Provide tasks where learners classify relations from given data sets and justify their classification. Use materials
such as Zambia Secondary School Syllabus, Grade 10 Learners Book (page 130 to 156).

Learning Activity 3: Representing relations using ordered pairs, arrow diagrams, tables, graphs and mappings
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Introduction: Relations help us understand how elements from one set correspond to elements in another set. In everyday life,
relationships exist between different objects and quantities, such as the number of hours worked and the amount of salary earned, or a
student's test scores and their grades. These relationships can be represented using ordered pairs, arrow diagrams, tables, graphs, and
mappings. Representing relations visually helps in identifying patterns and understanding how data is structured.

Problem Posing: A taxi company determines its fare based on the distance traveled. The company charges a base fare of k50.00 and an
additional k20.00 per kilometer traveled. If a passenger travels 1 km, 2 km, 3 km, and so on, how can we represent this relationship using
ordered pairs, an arrow diagram, a table, a graph, and a mapping diagram?

Activity 3.1: Representing Relations in Different Forms

Suggested Teaching and Learning Materials to Set Up a Learning Environment

 Artificial Environment: Flip charts, chalkboard/whiteboards, worksheets.

What to Do: Put learners in small manageable groups. Provide them with a set of real-world data, such as working hours. When the
learners are done with this activity make a connection with the problem posed.

Task: Ask learners to represent the relationship using:

1. Ordered pairs (e.g., (1,7), (2,9), (3,11), …)

2. Arrow diagrams showing input-output relationships.

3. Tables listing inputs and corresponding outputs.

4. Graphs plotting the data on a coordinate plane.

5. Mappings visually connecting inputs to outputs using a rule.

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 Content Tip: For the activity, we can come up with examples such as a factory producing 10 chitenge materials per hours, a
runner running 20km per hour.

Skills Developed: Analytical thinking, Data representation, Graphing and Problem-solving

Conceptualization: Ensure that learners understand how different representations of relations provide insights into how elements of one
set correspond to elements in another set.

Synthesis: Encourage learners to identify relationships in their daily lives that can be represented using relations, such as temperature vs.
time.

Evaluation: Use a checklist to assess learners' ability to correctly represent given relations in different forms and explain their
significance.

Assessment: Provide tasks where learners represent given sets of data in all five forms (ordered pairs, arrow diagrams, tables,
graphs, and mappings). Use materials such as Zambia Secondary School Syllabus, Grade 10 Learners Book (page 130 to 156).

Learning Activity 4: Determining features which make a mapping into a function

Introduction: In Mathematics, a relation is a connection between two sets of values where each element in the first set (input) is paired
with one or more elements in the second set (output). However, not all relations are functions. A function is a special type of relation
where each input is assigned to exactly one output. Understanding how to determine whether a relation is a function is essential in various
real-life applications such as computer programming, economics, and physics, where inputs and outputs must follow specific rules.

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Problem Posing: A school library has a book borrowing system where each learner is assigned a unique Identity number. Each learner
can borrow one book at a time, but books can be borrowed by multiple learners. Can this system be considered a function? Why or why
not?

Activity 4.1: Identifying Functions from mappings

Suggested Teaching and Learning Materials to Set Up a Learning Environment

 Artificial Environment: Flip charts, chalkboard/whiteboards, worksheets with different mappings.

What to Do: Put learners in small manageable groups. Provide learners with different mapping diagrams, ordered pairs, and tables
representing various.

Task: Ask learners to determine whether each mapping is a function using the definition (i.e., each input must have only one output).
When the learners are done with this activity connect to the problem posed.

Content Tip: Encourage discussion on real-world examples of functions and non-functions, such as: A learners identity number
mapped to a name (function) and also a person mapped to their favorite foods (not a function)

Skills Developed: Analytical thinking, Data representation, Problem-solving.

Conceptualization: Ensure learners understand the criteria that make a mapping a function.

Synthesis: Encourage learners to identify functions in their daily lives, such as the relationship between time and temperature.

Evaluation: Use a checklist to assess learners' ability to correctly identify functions and justify their reasoning using different
representations.

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 Assessment: Provide tasks where learners determine whether a given relation is a function using ordered pairs, tables,
mappings, and graphs. Use materials such as Zambia Secondary School Syllabus, Grade 10 Learners Book (page 130 to 156).

Learning Activity 5: Representing a Functions in the form f: x → a or f(x) = a

Introduction: Functions are a special type of relation where each input has exactly one output. They are used in various fields, such as
physics, economics, and computer science, to model relationships between variables. Functions can be represented in different ways,
including ordered pairs, tables, graphs, and equations. Functions can be represented in the form f: x → a or f(x) = a. Understanding how to
represent functions helps learners analyze patterns, make predictions, and solve real-life problems involving dependent and independent
variables.

Problem Posing: A mobile service provider offers a prepaid plan where customers are charged a fixed fee of K10 plus K2.50 per minute
for calls. How can we represent the total cost of a call as a function of the number of minutes used? Use different representations to
analyze the relationship.

Activity 5.1: Representing Functions in Different Forms

Suggested Teaching and Learning materials to set up a Learning Environment

 Artificial Environment: Flip charts, chalkboard/whiteboards, worksheets.

What to Do: Start with the problem posed and connect to this activity. Put learners in small manageable groups. Provide them with real-
life scenarios (e.g., the mobile service provider).

Task: Ask learners to come up with functions using:

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 1. Ordered pairs (e.g., (0,10), (1, 10.5), (2,11), (3,11.5), …).

2. Tables showing the input-output relationship.

3. Graphs plotted on a coordinate plane.

Skills Developed: Analytical thinking and Data representation

Conceptualization: Ensure that learners understand how different representations of functions provide insights into relationships between
variables.

Synthesis: Encourage learners to find and represent functions in real-life situations, such as fuel consumption vs. distance traveled or time
vs. temperature changes.

Evaluation: Use a checklist to assess learners' ability to correctly represent functions in different forms and explain their significance.

Assessment: Provide tasks where learners represent given functions using ordered pairs, tables, graphs, and equations. Use
materials such as Zambia Secondary School Syllabus, Grade 10 Learners Book (page 130 to 156).

Learning Activity 6: Recognizing the Domain and Range

Introduction: In Mathematics, a function is a relationship where each input (domain) is assigned to exactly one output (range). The
domain of a function consists of all possible input values, while the range consists of all possible output values. Understanding domain
and range is crucial in real-world applications such as physics, economics, and engineering, where constraints on input values determine
possible outcomes.

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Problem Posing: A taxi company charges a base fare of K50.00 plus K20.00 per kilometer traveled. The longest trip a taxi can take is 50
km due to fuel constraints.

a. What are the possible values for the distance traveled?

b. What are the possible values for the total fare?

c. Can the fare be negative? Why or why not?

Activity 6.1: Identifying Domain and Range in Different Contexts

Suggested Teaching and Learning Materials to Set Up a Learning Environment

 Artificial Environment: Flip charts, chalkboard/whiteboards, and worksheets.

What to Do: Start with the problem posed and make connection to this activity. Put learners in small manageable groups. Provide them
with different functions in the form of ordered pairs, tables, and graphs.

Task: Ask learners to identify the domain (possible input values) and the range (possible output values) of each function. Let them use the
taxi fare example to discuss constraints in real-life functions, such as why negative distances or negative fares are not possible.

Content tip: Encourage learners to create their own real-life examples where they identify the domain and range of different
functions.

Skills Developed: Data interpretation, Logical reasoning, Problem-solving

Conceptualization: Ensure that learners understand the meaning of domain and range in different contexts and can identify them from
tables, graphs, and ordered pairs.

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Synthesis: Encourage learners to identify domains and ranges in real-life situations, such as phone credit balances (which cannot be
negative) or ticket pricing systems.

Evaluation: Use a checklist to assess learners’ ability to correctly determine the domain and range of given functions and justify their
reasoning.

Assessment: Provide tasks where learners identify the domain and range of given functions using different representations. Use
materials such as Zambia Secondary School Syllabus, Grade 10 Learners Book (page 130 to 156).

Learning Activity 7: Finding the range of the function given the domain

Introduction: In Mathematics, a function is a relationship that assigns exactly one output (range) to each input (domain). The range of a
function depends on the values of the domain and the function’s equation. Understanding how to find the range when given the domain is
essential in real-life applications such as calculating profit, predicting growth patterns, and analyzing scientific data.

Problem Posing: A mobile service provider charges a fixed monthly subscription fee of K100 and an additional K20 per gigabyte (GB) of
data used.

a. If a customer uses between 1 GB and 5 GB of data per month, what is the range of the total monthly cost?

b. Can the total cost be less than K100? Why or why not?

c. If the maximum data usage allowed is 10 GB, what is the highest possible total cost?

Activity 7.1: Exploring Range of a Function in Real-Life Scenarios

Suggested Teaching and Learning Materials to Set Up Learning Environment

 Natural environment: Water or Sand

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  Artificial Environment: Different types of containers (cups, bottles, bowls), measuring cylinders, Number cards, function rule
cards, graph paper.

What to Do: Put learners in small manageable groups. Provide each group with different-sized containers and a measuring cylinder.
Connect this activity to the problem posed.

Task;

1. Ask learners to fill a 5litres container with small different water containers of (500ml, 1L, 2.5L) and have them record the total
number of containers which filled out the 5litre container. For example, Five 1litre containers filled up a 5litres.

2. Ask learners why some containers needed more or less of small different containers to fill-up the 5litres container. Ask them relate
this to how a function takes an input (domain) and produces an output (range).

Content tip: Assign a function to each group, e.g.: f(x)=2x+5 (where x is the amount of water in ml) and g(x)= - 1 (where x is
the number of cups filled) and provide a set of domain values (e.g., x= {1,2,3,4,5}). Ask learners to apply the function rule to determine
the output (range) for each domain value. Let them record the results in a table and discuss the patterns

Skills Developed: Analytical thinking, collaboration and communication.

Conceptualization: Ensure learners understand that the range depends on the given domain and function type.

Synthesis: Relate functions to real-life scenarios where one quantity depends on another.

Evaluation: Ask learners to explain how changing the domain affects the range. Encourage them to create their own real-life function
examples.

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 Assessment: Provide a task where learners analyze a function, determine the range for a given domain, and explain their
reasoning.

Example: "If h(x)=3x−2 and the domain is {0,1,2,3,4}, what is the range?"Use materials such as Zambia Secondary School Syllabus,
Grade 10 Learners Book (page 130 to 156).

Learning Activity 8: Finding a function given a set of ordered pairs

Introduction: Finding a function from a set of ordered pairs helps learners understand how real-world relationships can be modeled
mathematically. Functions are used in various fields, including physics, economics, and engineering, to represent relationships between
variables. Understanding how to derive a function from data strengthens problem-solving skills and logical reasoning.

Problem Posing: A shopkeeper tracks the price of different quantities of apples sold. The price follows a pattern:

(1,5), (2,10), (3,15), (4,20), (5,25) Help the shopkeeper determine the function that represents the relationship between the number of
apples bought and the total cost.

Activity 8.1: Identifying the Function Rule from Ordered Pairs

Suggested Teaching and Learning Materials to Set Up a Learning Environment

 Artificial environment: Flip charts, chalkboard/whiteboard.

What to Do: Start with the problem posed and connect to this activity. Divide learners into small manageable groups. Provide them with
a set of ordered pairs. Example: (1,3), (2,5), (3,7), (4,9)

Task:

a. Ask learners to check the pattern from the different sets of ordered pairs given and determine the function rule.
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 b. Ask them to plot the points on a Cartesian plane to visually confirm their function.

Content tip: Guide learners on how they can connect the concept of gradient of a straight line with this activity.

Skills Developed: Analytical thinking, Computational and graphing.

Conceptualization: Ensure learners understand how to derive a function from ordered pairs and demonstrate different ways of finding
linear functions from given ordered pairs.

Synthesis: Connect linear functions to real-life situations such as shopping bills, distance-time relationships, and mobile data usage.

Evaluation: Use a checklist to assess learners’ ability to find function rules correctly.

Assessment: Give learners tasks where they must determine the function rule from a set of ordered pairs. Use materials such as
Zambia Secondary School Syllabus, Grade 10 (page 130 to 156).

Learning Activity 9: Drawing Graphs of linear Functions and reflecting them.

Introduction: Graphing linear functions helps learners visualize how variables interact and change. Understanding function graphs is
crucial for solving real-world problems in fields like physics, economics, and engineering. By interpreting graphs, learners can predict
trends, identify patterns, and make informed decisions.

Problem Posing: A farmer records the height of a plant over time and finds the following data:

Time(weeks) Height (cm)

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1 5

2 10

3 17

4 26

5 37

Can you determine the function that models this growth and sketch its graph?

Activity 9.1: Plotting and Analyzing Function Graphs

Suggested Teaching and Learning Materials to Set Up a Learning Environment:

 Artificial environment: Graph paper, flip charts, chalkboard/whiteboard.

 Technological environment: Computers, graphing calculators, tablets, and phones.

What to Do: Start with the problem posed and connect to this activity. Put learners in small manageable groups. Provide learners with a
linear function and the domain.

Task: Ask learners to come up with a table of values using the given domain. Ask them to plot the points on a Cartesian plane. let them
connect the points using a ruler. Ask them to reflect the graph in the x and y axes. Let them analyze the behavior of the graphs.

Content tip: Guide learners to use ICT tools as well, when drawing and reflecting the graphs.

Skills Developed: Analytical thinking, Computational and ICT skills

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Conceptualization: Ensure learners understand the concept of drawing graphs of linear functions and reflecting them.

Synthesis: Relate graphs of linear function and their reflection to real-life situations like tracking population growth, financial projections,
or physics experiments.

Evaluation: Use a checklist to assess learners’ ability to graph linear functions and their reflection accurately.

Assessment: Assign tasks where learners graph different types of linear functions and their reflection, and explain their
observations. Use materials such as Zambia Secondary School Syllabus, Grade 10 (page 130 to 156).

Learning Activity 10: Using ICT Tools to enhance the understanding of Relations and Functions

Introduction: ICT tools such as graphing software, spreadsheets, and online calculators enhance learning by making abstract concepts
more interactive and visual. These tools enable learners to analyze data, visualize graphs, and manipulate functions dynamically.
Understanding how to use ICT tools for relations and functions is essential in fields such as engineering, economics, and computer
science.

Problem Posing: A company tracks the relationship between the number of hours worked and the total wages paid to employees. The
company pays $5 per hour.

a. If an employee works between 2 and 8 hours, how does their wage change?

b. How can we use a spreadsheet or graphing software to represent this relationship?

c. What type of function represents this situation?

Activity 10.1: Exploring Relations and Functions Using ICT Tools

Suggested Teaching and Learning Materials to Set Up a Learning Environment

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  Technological Environment: Computers, graphing calculators, Excel spreadsheets, GeoGebra, and Desmos.

What to Do: Start with the problem posed and connect to this activity. Put learners in small manageable groups. Introduce them to
different ICT tools such as Desmos, GeoGebra, or Excel for analyzing relations and functions. Provide them with a set of real-life
problems. Demonstrate how to input data into a spreadsheet, Desmos, and GeoGebra and generate a table of values for a given function.

Task: Ask learners to plot graphs using graphing softwares and interpret the results. Let them use ICT tools to analyze and visualize
relationships.

Content tip: Encourage learners to experiment by modifying inputs and observing changes in outputs dynamically.

Skills Developed: Analytical thinking, Digital literacy, Graph interpretation and problem-solving

Conceptualization: Ensure that learners understand how to use ICT tools to represent and analyze relation and functions in various forms
such as tables, graphs, and equations.

Synthesis: Encourage learners to apply ICT tools to solve real-world problems such as predicting sales trends, analyzing population
growth, or modeling scientific data.

Evaluation: Use a checklist to assess learners’ ability to effectively use ICT tools for analyzing and visualizing relations and functions.

Assessment: Assign tasks where learners use ICT tools to explore different relations and functions. Use online materials for
reference.

Project Based Assessment – Mapping Maize to Money

a. Project title (Market Day, Topic – Relations and Functions, Duration – 1 week, Group work – 4 learners)
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 b. Project brief (You are a local farmer. This season, you harvested 50 bags of 25kg maize. Your goal is to sell all the
maize at the market. The price per bag varies depending on market demand and transport costs. As a farmer, you
will collect data, map the relationship between the number of bags and the money earned, and present your findings
using different representations of relations and mappings).
c. Project task (Create price mapping diagram; Represent the data; Analyse the data such as - is this a function? why?
what happens if the price per bag changes? how does this help you as a farmer? Presentation – mapping diagram,
ordered pairs, explanation of function)
The following is the brief assessment rubric
Criteria Excellent Good Fair Needs Improvement

Effectiveness of relations and functions

Concept formation

Data handling

Visual clarity and presentation

Reflection and problem solving

Expected Standards: The concepts of relations and functions applied in real life situations correctly

Summative Assessment Guide: Prepare test, quiz on the following

 Exploring relations in society

 Exploring different types of relations

 Describing different types of relations

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  Representing relations using ordered pairs, arrow diagrams, tables, graphs and mappings

 Determining features which make a mapping into a function

 Representing a function in the required form

 Recognising the domain and range

 Finding the range of the function given domain

 Finding a function given a set of ordered pairs

 Drawing graphs of linear functions and reflecting them

Summary

Key Point Recaps:

 A set of ordered pairs representing a connection between two sets is called a relation and a relation which where each input has a
unique output

 The set of all possible inputs and outputs in a function are called domain and range respectively.

 A way of showing how elements of one set are paired with elements of another set is called a mapping.

 Linear function graph is a straight line and can be expressed in the form where m is the slop and c is the y-
intercept

 There are four types of relations One-to-One, One-to-Many, Many-to-One and Many-to-Many Relations

 The use ICT application software can enhance the understanding of concept of relation and functions.

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  Functions are used for various real-world tasks, such as data analysis, system modeling, DNA and Protein sequencing, and
mapping. Analyzing different types of relations and functions is key for understanding complex systems and solving problems in
various fields.

This topic is vital for developing a strong mathematical foundation that can be applied in numerous practical contexts.

Sample of End of Topic Test

1. Kabaso and sons Electricity Company charges a monthly base fee of K50 plus K1.80 per unit of electricity used.
a. Write a function to represent the total bill as a function of the number of units used.
b. Calculate the bill for 0, 10, 20, and 30 units.
c. Represent the function using a table and ordered pairs.
d. Plot the graph and describe the relationship.
2. The Zambia Association for Mathematics Education (ZAME) assigns each member a unique ID number. The following pairs show
member names and ID numbers: {(Chimfwembe, 1001), (Mangwatu, 1002), (Sibeso, 1003), (Pelekelo, 1004)}
a. Is this a function? Explain.
b. Use a mapping diagram to illustrate the relation.
c. What type of relation is this?
3. Kifita local bus company charges K5 for the first kilometer and K2 for every additional kilometer.
a. Write a function for the total fare (f) in terms of kilometers (x) beyond the first.
b. Create a table showing total fare for 1 to 5 kilometers.
c. Identify the domain and range.
d. Plot a graph to show the trend.
4. Ngandwe and sons mobile company offers a data bundle of 2GB for K15. Each additional GB costs K7.
a. Construct a function to represent the total cost (C) of x GB of data.
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 b. What is the cost for 2GB, 3GB, 4GB, and 5GB?
c. Is this function linear or nonlinear? Explain your reasoning.
5. Chadiza, a locally manufactured car consumes 1 litre of fuel for every 12 kilometers traveled.
a. Create a function that shows fuel used (f) as a function of distance traveled
b. Complete a table for 0 km to 60 km in intervals of 12 km.
c. Plot the values on a graph.
d. What does the graph tell you about the relationship?
6. The following data shows learners and the clubs they are members of: {(Mainza, Drama), (Mazuba, Music), (Chanda, Debate),
(Nshimbi, Debate)}
a. Is this a function? Justify your answer.
b. Classify the relation type (One-to-One, One-to-Many, etc.).
c. Represent the relation using a mapping diagram.
7. A fruit vendor at Soweto market sells oranges for K2 each. The vendor earns Kx when x oranges are sold.
a. Write a function for income in terms of number of oranges sold.
b. Find the income for 5, 10, 15, and 20 oranges.
c. Represent this using a graph.
d. What kind of function is this?
8. The temperature at 6 AM is 15°C and increases by 2°C every hour.
a. Write a function showing temperature (T) as a function of time (h) since 6 AM.
b. What is the temperature at 7 AM, 8 AM, and 9 AM?
c. Create a table and plot a graph for 6 AM to 12 PM.
9. Banda internet café charges K10 per hour for browsing. Users are billed based on the number of hours used.
a. Define a function to model this situation.
b. Represent the function using a table and ordered pairs (for 0–5 hours).
c. Determine the domain and range of this function.
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 d. Identify and interpret the slope and intercept.
10. By creating your own real-life scenario that involves a function.
a. Describe the situation (e.g., savings over time, taxi charges, etc.).
b. Represent it with:
(i) A function equation
(ii) A table of values
(iii)A graph
(iv) At least four ordered pairs
c. Explain why it qualifies as a function.

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TOPIC 8: ANGLES AND POLYGONS
Introduction

Overview: The origin of angles and polygons can be traced back to ancient civilizations where practical needs in surveying, construction
and astronomy drove their development. Thoughts of how arts weave fascinating patterns, or how engineers design cutting-edge
technology are vital foundational concepts that shape the world.

In this topic, the sub-topic is properties of angles and polygons.

General Competences

 Collaboration: Through group activities and practical work

 Critical thinking: Discussing geometric ideas and justifying answers

 Digital literacy: To upload and download information and produce graphs for data analysis

 Innovation and Creativity: Designing patterns and shapes using different types of polygons

 Problem Solving: Applying measurements and calculations

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 Keys Terms /Words/Vocabulary

 Acute angles: Angles less than 90

 Adjacent angles: Angles sharing a common side and vertex

 Allied angles: are pairs of angles that add up to 180 and lie on the same side of the transversal

 Alternate angles: These are angles inside the parallel lines on opposite sides of the transversal. They form a zig-zag (z) pattern to
identify them

 Angle of elevation/depression: Angle above/below the horizontal line

 Area: Is the space inside a polygon

 Bearing: Direction measured clockwise from north or a reference point

 Complementary angles: Two angles that add up to 90

 Concave/convex: is a polygon with at least one interior angle greater than 180 /all interior angles less than 180

 Corresponding angles: These are pairs of angles that occupy the same relative position at each intersection where the transversal
crosses the parallel lines

 Diagonal: is a line connecting non-adjacent vertices

 Full rotation/turn: An angle of 360 . It is a complete circular turn

 Irregular polygon: is a shape that has sides/angles not all equal

 Obtuse angle: Angle between 90° and 180°

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  Perimeter: is the total length of a polygon’s shape

 Polygon: A closed two-dimensional shape with straight sides/lines

 Quadrilateral: A four-sided polygon

 Reflex angle: Angle greater than 180 but less than 360

 Regular polygon: Is a shape that has all sides and angles equal.

 Right angle: Angle exactly 90

 Straight angle: Angle exactly 180

 Supplementary angles: Two angles that add up to 180

 Tessellation: Is a repeating pattern of polygons without gaps

 Triangle: A three-sided polygon

 Vertex: A point where two lines/edges meet

 Vertically opposite angles: Opposite angles formed by intersecting lines and are always equal

Sub-Topic: Properties of Angles and Polygons

Introduction: Angles and polygons are fundamental concepts in geometry that play a crucial role in Mathematics, Science, engineering,
architecture and everyday life. From buildings we live in, to the devices we use, their properties ensure functionality, efficiency and
aesthetic appeal in real life. Understanding their properties will allow efficient analysis to draw, form and identify different angles and
shapes that solve spatial problems and design structures around us.

Specific Competence: Apply the concept of angles and polygons in different contexts.
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 Learning Activity 1: Exploring shapes in the environment

Introduction: Shapes are everywhere and by exploring them we can better understand how structures are built and why natural
formations take certain patterns. Being able to name and describe the shapes in the environment seems like a basic skill yet it is another
fundamental concept of learning angles and polygons.

Problem Posing: What are the benefits of shapes around us?

Activity 1. 1: Shape Hunt

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial Environment: Classroom/surroundings

What to do: Start this activity with the problem posed. Put learners into small manageable groups of mixed abilities. Tell each group to
look/ hunt for shapes around the classroom or in the surroundings.

Task: Let each group to hunt for shapes in the environment. Ask them to write down the shapes and where they were identified. Let
learners present their findings.

Content Tip: Let the learners connect the use of shapes in different careers.

Skills Developed: Collaboration, and critical thinking.

Activity 1. 2: Research on Exploring Shapes in the Environment.

Suggested Teaching and Learning Materials to Set up Learning Environment

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  Artificial Environment: Books
 Technological Environment: Computers, tablets, iPad, calculators and phones

What to do: Guide learners to conduct research on different shapes in the environment.

Task: Ask learners to conduct research on different shapes in the environment. Let each group make presentations to the class.

Skills Developed: Analytical thinking, collaboration, communication, critical thinking, digital literacy, and research.

Activity 1. 3: Shape Molding

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial Environment: card boxes, carton boxes, manila paper, cement, wire, glue.
 Natural Environment: sticks, water, plants and soil

What to do: Divide the class into small manageable groups of mixed abilities. Guide the learners to mould different shapes using the
available materials.

Task: Ask learners in their groups to mould different shapes for a class exhibition.

Content Tip: Motivate the learners by letting other learners from other class and teachers to come for the exihibition and award
the best moulded shapes.

Skills Developed: Analytical thinking, collaboration, communication, creativity, critical thinking, and research.

Conceptualisation: Ensure that the concept of shapes in the environment comes out clearly.
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Synthesis: Connect shapes around us in real-life situations.

Evaluation: Check that learners have deeper understanding of shapes in the environment in real-life. Let them use a variety of strategies
like cut-outs, moulding, decorating, or tessellating to show creativity and innovation of different shapes.

Assessment: Give learners a project-based activity to enhance their understanding on different shapes on the environment.

Learning Activity 2: Exploring angles and polygons (regular and irregular).

Introduction: Angles and polygons are the hidden language of our world that shape everything around us. Regular shapes are
characterised by uniformity and symmetry while irregular ones would have sides and angles not equal. Studying these shapes will uncover
how geometry influences art, architecture, and nature more especially regular shapes due to their balanced properties.

Problem Posing: Identify whether a given polygon is regular or irregular, and provide a clear justification based on the properties of its
sides and angles.

Activity 2. 1: Research on Types of Angles

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial Environment: Books and Classroom/surroundings

 Technological Environment: Computers, tablets, iPad, calculators and phones
What to do: Put learners in small manageable groups of mixed abilities. Tell each group to research on different types of angles.

Task: Ask group to research on the types of angles. Let each group preset their findings.

Content Tip: Ensure that all types of angles are covered.

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 Skills Developed: Collaboration, communication and research.

Activity 2. 2: Research on Regular and Irregular Polygons

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial Environment: Classroom/ surroundings

 Technological Environment: Computers, tablets, iPad, calculators and phones
What to do: Put learners into small manageable groups of mixed abilities. Tell each group to research on regular and irregular polygons.
Connect this activity to the problem posed. Provide different shapes to the learners for them to identify whether they are regular or
irregular.

Task: Ask each group on regular and irregular polygons. Let each group present their findings and answer the problem posed.

Skills developed: Collaboration, communication and research.

Conceptualisation: Ensure that the concepts of angles and polygons (regular and irregular) is coming out clearly.

Synthesis: Connect the concept of angles and polygons (regular and irregular) to real-life situations.

Evaluation: Use a checklist to check if the learners have understood the concept of angles and polygons (regular and irregular).

Assessment: Give learners project-based activities such as a real world tasks to map, design and build structures that show
regular and irregular polygons.

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 Learning Activity 3: Identifying angles related with straight lines.

Introduction: Angles formed by straight lines are fundamental to geometry offering insights into the relationships between intersecting or
parallel lines. When analyzing a simple diagram, solving real-life problems or exploring advanced geometric concepts will require the
understanding of these angles to unlock patterns and properties hidden in shapes and structures.

Problem Posing: Imagine you're helping design a road intersection. The engineers ask you to check if the roads form right angles,
straight lines, or something sharper or wider. But how would you know?

Activity 3. 1: Angle Identification Game.

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial Environment: Classroom

 Natural Environment: School surrounding

What to do: Put learners in small manageable groups or in pairs. Guide them to identify angles related to straight lines in the
environment.

Task: Ask learners to explore their classroom/school surrounding. Let them find and compare different settings of straight lines and
angles. Have them present their findings to the class.

Content Tip: Ensure the concept of complementary and supplementary angles comes out clearly.

Skills Developed: Collaboration, critical thinking and presentation skills.

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Activity 3. 2: Research on Angles Associated with straight lines.

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial Environment: Books

 Technological Environment: Computers, phones, IPads and tablets

What to do: Put learners in small manageable groups. Allow them to research on angles associated with straight lines. Connect this
activity to the problem posed. Let the learners research further to give correct answers for the prolem.

Task: Let learners carry out a research on the angles associated with straight lines and make presentations to the class.

Skills Developed: Analytical thinking, collaboration, critical thinking, digital literacy and research.

Conceptualisation: Ensure that the concept of angles related with straight lines is coming out clearly.

Synthesis: Connect the concept of angles related with straight lines to real-life situations.

Evaluation: Check that learners have deeper understanding of angles related with straight lines.

Assessment: Give learners tasks on angles related with straight lines. Use materials such as: Zambia Secondary School Syllabus
Grade 10, pages 107,109, and 111; Progress in Mathematics Book 8 pages 117 to 119; Longman Book 8, pages 132 to 134.

Learning Activity 4: Calculating the sizes of angles represented by a variable between intersecting lines, lines from a point
and triangles (interior and exterior angles).

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Introduction: Calculating unknown angles represented by variables is a foundational skill in geometry requiring a blend of conceptual
understanding, algebraic reasoning and systematic problem solving. Whether analysing intersecting lines, angles around a point or
triangles hinges on applying geometric principles methodically.

Problem Posing: "Imagine you are training to be a pilot, and you are about to land a plane. As you approach the runway, you see three
different paths forming angles where the runways intersect. One of the angles is marked as 'x', and the others are unknown but your safety
depends on knowing the exact angles to land smoothly! How can you find the sizes of the other two angles?

Activity 4. 1: Research on Angles Associated with Intersecting Lines.

Suggested Teaching and Learning Materials to Set up Learning Environment

 Artificial Environment: Books

 Technological Environment: Computers, phones, tablets, and iPad

What to do: Put learners in small manageable groups. Provide each group with research questions. Learners to research on angles
associated with intersecting lines. Connect this activity to the problem posed.

Task: Let learners carry out a research on the angles associated with intersecting lines and make presentations to the class.

Content Tips: Ensure that concepts of vertically opposite angles, transversal and parallel lines, corresponding angles, alternate
angles, allied angles and angles around a point comes out.

Skills developed: Analytical thinking, collaboration, critical thinking, digital literacy and research.

Activity 4. 2: Angles at a point.

Suggested Teaching and Learning Materials to set up the Learning Environment

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  Artificial Environment: Geometrical construction instruments and worksheets

What to do: Put learners in pairs/ groups. Provide them with construction instruments and worksheets.

Task: Ask learners in pairs/groups to draw and measure different angles at a point. Let them use the mathematical instruments to measure
the angles formed at a point and make presentations.

Content Tips: provide learners with different types of questions so that they discover the relationships of angles at a point and
between intersecting lines.

Skills developed: Collaboration, critical thinking, visual representation and measuring skill.

Activity 4. 3: Triangle Angle Discovery.

Suggested Teaching and Learning Materials to set up the Learning Environment

 Artificial Environment: colored paper or plain paper, ruler, protractor, scissors and pen

What to do: Put learners in small manageable groups of mixed abilities. Give them materials to use when drawing and cutting out
triangles. Ensure that different triangles such as equilateral, scalene, isosceles and right-angled triangles are covered.

Task: Ask the learners in their respective groups to draw different types of triangles. Let them cut the triangles into three and label the
interior angles as A, B and C. Ask them to measure the angles and record. Let them add the three angle measurements and present their
finding to the class.

Skills Developed: Analytical thinking, collaboration, communication, problem solving and measuring skills.

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Activity 4. 4: Calculating angles in a triangle (interior and exterior) activity

Suggested Teaching and Learning Materials to set up the Learning Environment

 Artificial Environment: Protractor, ruler or measuring tape, flip chart, and pens.

What to do: Put the learners in small manageable groups of mixed abilities. Give each group a flipchart to draw a triangle.

Task: Ask learners in their groups to draw triangles and label the vertices as A, B and C. Let them measure one interior angle and its
adjacent exterior angle of the triangle. Let them discuss the relationships between the interior and exterior angles of a triangle and make
presentations to the class.

Content Tip: Guide the learners on how to extend the triangle to measure the exterior angle to come up with exact relationships
of interior and exterior angles of a triangle.

Skills Developed: Analytical thinking, collaboration, critical thinking, and problem solving.

Conceptualisation: Ensure that the concepts of calculating the sizes of angles represented by a variable between intersecting lines, lines
from a point and triangles (interior and exterior angles) are coming out clearly. Let learners do a variety of activities and give brief notes
on them. For systematic lesson delivery, starting with intersecting lines then lines from a point and lastly triangles (interior and exterior
angles).

Synthesis: Connect the concepts of calculating the sizes of angles represented by a variable between intersecting lines, lines from a point
and triangles are (interior and exterior angles) to real-life situations.

Evaluation: Check that learners have deeper understanding of calculating the sizes of angles represented by a variable between
intersecting lines, lines from a point and triangles (interior and exterior angles).

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 Assessment: Give project-based activities such as proving that the sum of two interior angles of a triangle is equal to the
opposite exterior angle. Give learners do tasks on calculating the sizes of angles represented by a variable between intersecting lines, lines
from a point and triangles are (interior and exterior angles). Use materials such as: Zambia Secondary School Syllabus Grade 10 Pupil’s
Book Pages 105 to 129; Zambia Basic Education Course Grade 9 Pupil’s Book, pages 63 to 65. Progress in Mathematics Book 8 pages
120 to 121.

Learning Activity 5: Describing Properties of Interior and Exterior angles of Regular Polygons.

Introduction: Interior angles are the angles inside the polygon formed between two sides. In any regular polygon, all interior angles are
equal and the sum of all interior angles in a polygon depends on the number of sides.

An exterior angle is formed when one side of the polygon is extended and it makes a straight line with the adjacent side. For regular
polygons, all exterior angles are also equal and the sum of all exterior angles of any polygon is always 360 . To calculate for each exterior
angle in a regular polygon, the formular is dividing the number of sides into 360 .

Problem Posing: If all sides of a regular polygon are equal, can we predict the size of each interior and exterior angle no matter how
many sides it has? How do these angles work together to keep the shape perfectly balanced?

Activity 5. 1: Interior Angles of a Regular Polygons

Suggested Teaching and Learning Materials to set up the Learning Environment

 Artificial Environment: Worksheets

What to do: Put learners in small manageable groups. Provide them worksheets with polygons whose sides ranges from 3 to 12.

Task: Ask learners to measure each interior angle of the polygons given. Let them find the sum of the interior angles and present their
findings. Let them connect this activity to the problem posed.
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 Content Tips: Ensure that learners have the understanding that all interior angles of a regular polygon are equal

Skills Developed: Analytical thinking, communication, critical thinking, and teamwork.

Activity 5. 2: Exterior Angles of a Regular Polygon

Suggested Teaching and Learning Materials to set up the Learning Environment

 Artificial Environment: Worksheets.

What to do: Put learners in small manageable groups. Provide them worksheets with polygons whose sides ranges from 3 to 12.

Task: Ask learners to measure the size of each exterior angle of the polygons given. Let them find the sum of exterior angles of a regular
polygon and present their findings.

Content Tip: Guide the learners to understand that the concept that all exterior angles of regular polygon are equal, the sum of
exterior and exterior angles add up to 180 the sum of all exterior angles add up to 360

Skills Developed: Analytical thinking, critical thinking, and teamwork.

Conceptualisation: Ensure that the concept of describing properties of interior and exterior angles of regular polygons are coming out
clearly. Let learners do a variety of activities and give brief notes.

Synthesis: Connect the concepts of describing properties of interior and exterior angles of regular polygons to real-life situations.

Evaluation: Check that learners have deeper understanding of describing properties of interior and exterior angles of regular polygons.
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 Assessment: Give learners’ exercises on describing properties of interior and exterior angles of regular polygons. Use materials
such as: Zambia Secondary School Syllabus Grade 10 pages 105 to 129; Zambia Basic Education Course Grade 9 pages 63 to 65.
Progress in Mathematics Book 8 pages 122 to 125.

Learning Activity 6: Calculating interior, exterior and sum of interior angles of a regular polygon.

Introduction: Regular polygons or shapes with all sides and angles equal are fundamental in geometry, design, and nature.
Understanding their angles brings out problem solving in fields such as architecture (e.g. symmetrical tiles and beams), engineering (e.g.
different support patterns), art (e.g. tessellation patterns), and nature (e.g. patterns in honeycombs or crystal formations).

Problem Posing: A floor is tiled with identical regular hexagons. If one exterior angle is 60 , prove why hexagons fit perfectly without
gaps.

Activity 6. 1: Calculating Interior, Exterior and Sum of Interior Angles of a Regular Polygon.

Suggested Teaching and Learning Materials to set up the Learning Environment

 Artificial Environment: Worksheets.

What to do: Start with the problem posed and connect to this activity. Put learners in small manageable groups. Provide them worksheets
containing regular polygons whose sides ranges from 3 to 12.

Task: Ask learners to measure the size of each interior and exterior angle of regular polygons given. Let them find the sum of interior and
exterior angles of a regular polygon and present their findings.

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 Content Tip: Ensure that the formula for finding the sum of interior and exterior angles of a regular polygon is derived and used
correctly.

Skills Developed: Communication, critical thinking, problem solving and teamwork.

Conceptualisation: Ensure that the concept of calculating interior, exterior and sum of interior angles of a regular polygon is coming out
clearly. Let learners do a variety of activities and give brief notes on them.

Synthesis: Connect the concept of calculating interior, exterior and sum of interior angles of a regular polygon to real-life situations.

Evaluation: Check that learners have deeper understanding of calculating interior, exterior and sum of interior angles of a regular
polygon.

Assessment: Give learners tasks on calculating interior, exterior and sum of interior angles of a regular polygon. Use materials
such as: Progress in Mathematics Learners Book Grade 9, pages 113 – 126. Zambia Secondary school syllabus Learners Book 10, pages
105 - 112.

Learning Activity 7: Distinguishing angles of elevation from angles of depression.

Introduction: In Mathematics, the concept of angles of elevation and depression is used to depict real- life situations, for example,
looking at a monkey on a branch and a mouse on the ground. Understanding these angles help to calculate heights and distances in fields
such as engineering, architecture and navigation.

Problem Posing: Have you ever looked up at a plane and felt like it was looking back down at you? Why is it that the two views have
completely different angles?
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Activity 7. 1: Research on Angles of Elevation and Depression.

Suggested Teaching and Learning Materials to set up the Learning Environment

 Artificial Environment: Books

 Technological Environment:

What to do: Put learners in small manageable groups. Provide them with research materials.

Task: Ask learners to research on angles of Elevation and Depression. Let them come up with differences between them. Have them come
up real examples depicting angles of elevation and depression and present their findings to the class. Connect this activity to the problem
posed.

Content Tips: You use this angle when you're standing on the ground and looking at an object above you (e.g., the top of a
building, a tree, or a plane in the sky). Use similar activities to find the angle of elevation and depression in real-world contexts.

Skills Developed: Analytical thinking, collaboration, communication, research and ICT skills.

Conceptualisation: Ensure that the differences between of angles of elevation and depression is coming out clearly.

Synthesis: Differentiate angles of elevation and depression using real situations.

Evaluation: Check that learners have deeper understanding of the differences between angles of elevation and depression.

Assessment: Give learners a lot of scenario based questions on both angle of depression and elevation so that they understand
the differences between the two.

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 Learning Activity 8: Finding angles of elevation and depression

Introduction: The angles of elevation and depression are measured from the horizontal line. They can often found using the concept of
right-angled triangle. By learning how to identify and measure these angles, learners will develop their ability to observe positions and
distances in the environment and apply these skills to solve practical problems such as planning constructions, reading maps, estimating
heights and distances.

Understanding these angles and polygons becomes more practical and engaging when learners use tools such as protractors, rulers,
squares, compasses and set squares. These instruments help learners to draw, measure and explore different shapes and angles accurately.

Problem Posing: A miner in Kitwe stands 30 m from the edge of a pit. The angle of depression to the bottom is 25 A colleague claims
the pit is 15m deep. Is this correct? Explain.

Activity 8. 1: Calculating Angles of Elevation and Depression.

Suggested Teaching and Learning Materials to set up the Learning Environment

 Artificial Environment: Worksheets

What to do: Start this activity with the problem posed. Put learners in small groups of mixed abilities. Guide them to use accurate scales
in their calculations. Provide worksheets containing questions on angles of elevation and depression such as, “Nduba observes a bird at
the top of a tree is 30 from a point which is 80 m from the foot of a tree. Find the height of the tree”.

Task: Ask learners to calculate the angles of elevation and depression in their respective groups and make presentations.

Content Tip: Encourage learners to create their own real-life examples on angles of elevation and depression. Guide them to use
only scale drawing in the calculations.

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 Skills Developed: Analytical thinking, collaboration, communication, problem solving, spatial representation and measuring skills.

Conceptualization: Make sure that learners can find the angles of depression and elevation, and give them brief notes.

Synthesis: Connect the calculation of angles of depression and elevation to real-life situations.

Evaluation: Check if the learners can calculate the angles of depression and elevation correctly. Use a checklist to check the
understanding of learners.

Assessment: Give learners an exercise to confirm that they can calculate the angles of depression and elevation, and apply these
concepts in real-life situations. Use materials such as Zambia Secondary School Syllabus Grade 10 page 328 to 331, Progress in
Mathematics Book 8 pages 121 to 122 and Zambia Basic Education Course Grade 9, pages 107 to 110.

Learning Activity 9: Using ICT and Project-Based Activities in Angles and Polygons.

Introduction: In today’s digital age, integrating Information and Communication Technology (ICT) in the classroom enhances learner
engagement and deepens conceptual understanding. When teaching mathematical topics such as angles and polygons, ICT tools provide
dynamic, interactive experiences that go beyond traditional methods. Through softwares like GeoGebra, interactive whiteboards, and
online collaborative platforms, learners can visualise, manipulate, and explore geometric concepts more effectively. Project-Based
Learning (PBL) further enriches this approach by encouraging learners to apply their knowledge to real-world scenarios. By engaging in
hands-on projects such as designing floor plans, creating digital art using geometric shapes, or analysing architectural structures, learners
develop critical thinking and problem-solving skills. Together, ICT and PBL create a powerful combination for making the study of
angles and polygons meaningful and memorable.

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Problem Posing: Draw a right triangle where the observer's eye level is on the ground and an object (like a tree) is above or below. Use
GeoGebra’s angle tool to measure the angle.

Activity 9. 1: Interactive Digital Tools

Suggested teaching and learning materials to set up learning environment

 Artificial environment: Classroom or computer laboratory

 Technological environment: Computers or phones installed with GeoGebra or Desmos.

What to do: Introduce learners to different ICT tools such as GeoGebra to model angles of elevation and depression. Demonstrate real
life examples to depict angles of elevation and depression.

Task: Ask learners to use GeoGebra or Desmos to observe changes of angles of elevation and depression. Let learners observe different
model to visualize the connections.

Skills Developed: Collaboration, digital literacy and visualization skills.

Activity 9. 2: Building a Geometric Garden

What to do: In groups, learners to create a scaled model of a garden using different polygons and measure various angles involved in the
design.

Task: Choose a theme for the garden e.g. a flower garden, maze, or geometric pattern. Use polygons to design the garden paths, flower
beds, and seating areas. Calculate angles for the gardens corners and design, such as interior angles of polygons and the angles formed at
intersection pathways.

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 Content Tips: if the garden space is not available leaners can be given architecture of polygonal house, the can design a
playground or an art gallery.

Skills Developed: Analytical thinking, collaboration, communication and digital literacy.

Conceptualization: Make sure that learners can use ICT tools and project-based activities in angles and polygons.

Synthesis: Connect the use of ICT tools and project-based activities in angles and polygons to real-life situations.

Evaluation: Check if the learners can use ICT tools and project-based activities in angles and polygons correctly. Use a checklist to check
the understanding of learners.

Assessment: Give learners project -based activities to apply the concepts of angles and polygons in real-life situations using ICT
tools.

Project Based Assessment: Designing a Traditional Farm House

a. Project title (Designing a traditional farm house, Topic – Angles and Polygons, Duration – 1 week, Group work – 4 learners)
b. Project brief (Your community wants to design a traditional farm house layout for tourism. You are part of the planning team. The
traditional farm house will include:

 A main house (hexagonal in shape),

 Two small warehouses (triangles),
 A cowshed (rectangular),
 A garden area (pentagonal),
 All structures must be connected with paths forming angles at intersections.
 You will design this homestead using polygons and label all the angles and sides correctly
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 c. Project task

 Draw a layout of the traditional farm house using the shapes given (hexagon, triangles, rectangle, pentagon).

 Label: All the sides of each polygon. At least three angles in each shape.

 Calculate: The sum of interior angles for each polygon. One interior angle and one exterior angle for regular shapes.

 Explain: Why certain shapes were used for certain buildings. The purpose of specific angles (e.g., right angle at a gate).

 Present your design and calculations to the class

Assessment Rubric for the teacher

Criteria Emerging Developing Proficient Exemplary

Identification of Few or incorrect Some polygons Most polygons correct All polygons correctly
polygons correctly named identified and relevant
Angle Calculation Many errors Some accurate Mostly accurate All correct and well
calculations explained
Application in Creative, realistic and
Design Limited creativity Basic layout Thoughtful design well-labeled
Communication &
Explanation Detailed, confident, and
Poor explanation Basic ideas shared Clear explanation
insightful presentation
Teamwork (if in Excellent collaboration
groups) Minimal participation Some participation Active participation
and contribution

Expected Standards: The concept of Angles and Polygons applied in different contexts appropriately

Summative Assessment Guide: Prepare tests, quiz on the following

 Exploring shapes in the environment.

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  Exploring angles and polygons (regular and irregular).

 Identifying angles related with straight lines.

 Calculating the sizes of angles represented by a variable.

 Describing properties of interior and exterior angles of regular polygons.

 Calculating interior, exterior and sum of interior angles of a regular polygon.

 Distinguishing angles of elevation from angles of depression.

 Finding angles of depression and elevation.

 Using ICT and project-based activities in angles and polygons.

Summary:

Key Points Recap:

 A polygon is a closed two-dimensional shape with straight sides.

 Regular polygons have equal sides and angles.
 Irregular polygons have sides and angles of different sizes.
 Sum of interior angles = where n is the number of sides of the polygon.
 Exterior angles of any polygon add up to 360
 Angles in shapes follow specific rules.
 Polygons are classified by sides and angles.
 Interior angles depend on the number of sides.

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Sample Test for End of Topic

1. Mr Miti observes a flag pole from a point and finds out that the angle of elevation of the top of the flag pole is 20 . After
walking 40 m towards the flag pole, he finds out the angle of elevation is 30 . How high is the flag pole? How far is the
first observation point from the flag pole?

2. Two angles are supplementary. One angle is 65°. Find the other.

3. In a triangle, two angles are 45° and 70°. Find the third angle.

4. You are designing a tiling pattern using only regular polygons. Which regular polygons can fit together at a point without
leaving gaps? Explain your reasoning using the angle sizes of those polygons.

5. A quadrilateral has three angles measuring 85°, 95°, and 110°. Find the size of the fourth angle. What type of quadrilateral
is it most likely?

6. The sum of the exterior angles of any polygon is always 360°. Explain why this is true using a real-life example.

7. A learner says, “All polygons with equal sides also have equal angles.” Is this always true? Give reasons and a
counterexample if necessary.

8. A farmer wants to divide a triangular piece of land into smaller plots for planting different crops. The triangle has angles of
40°, 70°, and one unknown angle.

a. Find the missing angle of the triangle.

b. The farmer wants to plant bananas in the plot with the largest angle.

c. Which crop corner should be used?

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 d. Explain why the sum of the angles in any triangle is always 180°.

9. A carpenter is building a rectangular table. He measures the angles at each corner and finds they are 90°, 92°, 89°, and 89°.
a. Is this table perfectly rectangular? Explain.
b. What should be the total sum of interior angles in a rectangle?
c. What advice would you give the carpenter to correct the angles?
10. A regular octagon is used to design a community meeting hut.
a. How many sides does an octagon have?
b. Calculate the sum of interior angles of the octagon.
c. What is the size of one interior angle in a regular octagon?
11. In your village, a new pathway is being built to connect three key places: the school, the water point, and the market. The
path forms a triangle when drawn on the ground. The angle at the school is 65°, and the angle at the water point is 75°.
a. Calculate the angle at the market.
b. What type of triangle is formed by these paths (acute, right, obtuse)? Explain.
c. If the community wants to add a rest area forming a quadrilateral, suggest what kind of quadrilateral would best fit
and explain why.

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TOPIC 9: FINANCIAL ARITHMETIC
Introduction

Overview: Financial Arithmetic is a branch of Mathematics that helps learners understand basic financial concepts and calculations. It
introduces learners to Money Management skills, prepares them for real-world situations involving money and builds a foundational
knowledge for advanced financial studies. Financial Arithmetic plays a significant role by equipping learners with practical skills which
are crucial for daily life such as budgeting, calculating interest, managing expenses and making informed decisions to buy, sell or save. In
this topic the subtopic is financial interest.

GENERAL COMPETENCES:

 Analytical Thinking: when calculating total cost of charges.

 Critical thinking: Applying logical reasoning to solve financial problems and make decisions.

 Communication: Explaining financial concepts clearly

 Collaboration: Working with others to solve financial tasks or manage budgets

 Creativity and Innovation: Developing innovative ways to manage money, save or plan simple financial projects

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 Digital literacy: Using digital tools such as calculators, spreadsheets or Apps for financial planning and calculations

 Financial literacy: Empowers learners with a life skill that will help them make smart money decisions, manage their finances
responsibly, plan for the future, avoid debt and reduce financial stress

Key Terms /Word /Vocabulary

 Budget: is a plan of managing money, it shows how much money you have, how you want to spend it and how you will save and
invest it.

 Compound Interest means that the interest is added back to the principal, so future interest is calculated on the new total.

 Cost Price: is the amount of money spent to buy or produce an item before it is sold

 Courier Charges: are the fees paid to a delivery service or company to send or deliver goods, parcels or letters from one place to
another.

 Discount: is an amount of money reduced from the original price of an item to encourage people to buy

 Dividends is the money a company pays to its shareholders as a reward for investing in the company, this money comes from the
company’s profits

 Financial Arithmetic: is a branch of mathematics that deals with calculations related to money, such as income, expenses, savings
and borrowing

 Hire Purchase is a way of buying something by paying for it in small amounts over a period of time instead of paying the full
amount at once. You get to use the item while still paying for it.

 Import Duty is a tax that the government charges on goods that come into the country from other countries

 Income Tax is the money people pay to the government from the money they earn

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 Interest: is the extra money paid or earned for borrowing or saving money over a period of time

 Investment Bonds are loans that people give to a company or government in exchange for regular interest payments. This money is
paid back to the lender after a set time.

 Loss: is the amount of money a person or business gains when the selling price of an item is more than the buying price (or cost
price)

 Mobile Money is a way of sending, receiving and storing money using a mobile phone instead of a bank

 Overtime: is the extra time a person works beyond the normal working hours, and they are usually paid more for the extra time

 Pay As You Earn (PAYE) is a method where the government collects taxes directly from workers’ salaries before they are paid. This
ensures that taxes are paid regularly and on time

 Principal: is the original amount of money that is either borrowed or invested before any interest is added.

 Profit: is the amount of money a person or business loses when the selling price of an item is less than the buying price (or cost price)

 Rate: is the percentage used to calculate interest, discount, profit or loss based on a given amount, usually for a specific period of
time.

 Salary: is a fixed amount of money a person is paid regularly (usually every month) for doing a job.

 Selling Price: is the amount of money a buyer pays to purchase an item from a seller.

 Shares are small part of a company that people can buy to become part-owner of the company. If you own shares, you share in the
company’s success and earn money if the company makes profit.

 Tax is the money collected by the government from people and businesses entities to help take care of the country and provide things
we use such as roads, hospitals and paying workers like teachers and doctors

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 Value Added Tax (VAT) this is a type of tax that the government collects on goods and services. It is added to the price of things we
buy such as food, clothes and cars

 Wage: is the amount of money a person is paid based on the number of hours, days, or work done.

Subtopic: Financial Interests

Introduction: Financial interest is the extra money paid or earned when borrowing or saving money over a period of time. When one
borrows money from someone or a bank, they usually pay back more than they borrowed. The extra amount paid is called interest. When
one saves or invests money, the bank or investment gives them interest as a reward for keeping their money with them. This topic is
important as it will equip learners with skills to make wise financial decision, encourage saving by showing how money can grow and
helps them understand the cost of loans.

Specific Competences: Apply Financial Arithmetic in real life

Learning Activity 1: Exploring Financial Arithmetic

Introduction: Financial Arithmetic is a fascinating and practical branch of Mathematics that covers basic money management skills,
including profit and loss, discounts, interest, budgeting and taxation. It teaches learners how to manage money and understand financial
transactions.

Activity 1.1: Research on Financial Arithmetic

Problem posing: Happy and Joy started a tea Shop. They spent K600.00 on ingredients and cups. They sold each cup of tea for K20.00.
They sold 27 cups on the first day. Happy said “we made a huge profit” Joy disagreed and says “We are still in loss!” Who is right? How
much profit or loss did they make?

Suggested teaching and learning materials to set up a learning environment

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 Artificial environment: Computers, ipads, phones

What to do: Put learners into small manageable groups of mixed abilities.

Task: Start this activity with the problem posed. Ask learners to conduct research on Financial Arithmetic and make presentations to the
class. Let other learners ask questions.

Content Tip: Ensure that the concept of profit and loss, discounts, Compound interest, budgeting and taxation, shares and
investment bonds comes out clearly in the research.

Skills developed: Financial literacy, ppresentation skills, rresearch and teamwork

Conceptualization: Ensure that the learners understand the concept of Financial Arithmetic and are able to carry out calculations
correctly.

Synthesis: Ensure the learners are able to connect Financial Arithmetic to real-life activities.

Evaluation: Check if learners have a clear understanding of the basics of Financial Arithmetic.

Assessment: Give learners exercises. Ask them learners open ended questions to confirm that they have understood the basic
concepts on Financial Arithmetic.

Learning Activity 2: Calculate Compound Interest

Introduction: Compound interest is a financial Mathematics concept which helps learners to understand how money grows over time
when interest is added to both the initial amount (Principal) and previously earned interest. The concept of compound interest helps in

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understanding the long-term costs of borrowing loans and the importance of repaying the loan promptly. Compound interest is extremely
powerful, especially over the long term. This is why it is so important that everyone starts saving, even a little bit.
Problem posing: Haachitu’s grandmother gives her two choices for a birthday gift:
a. A lump sum of K10 000.00 today.
b. A special “Magic Money Tree” that starts with just K100.00 but doubles in value every year for the next 10 years.
Haachitu loves surprises but also wants the best deal. Which option should she choose and why?
Activity 2.1: Research on Compound Interest

Suggested teaching and learning materials to set up a learning environment

 Artificial Environment: Books, any research material

 Technological Environment: Computers, ipads, phones

What to do: Start with the problem posed and connect to this activity. Put learners into small manageable group. Ask them to carry out
research on Compound Interest. After they have done the research, ask the learners to work out the question below.

You deposit K5000 in a savings account, the bank offers 5% annual interest rate compounded every year. You leave the money in the
bank for 5 years. Find out how much money will be in the bank at the end of a) 1 year b) 2 year c) 3 years d) 5 years.

Task: Let the learners carry out the research in their groups. Ask each group to work out the question that follow.

Content tip: Guide the learner to derive the formula for Compound Interest.

Skills Developed: Analytical thinking, and problem solving and research Conceptualization: Ensure that the learners understand
the concept of Compound Interest and are able to carry out calculations correctly.

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Synthesis: Ensure the learners are able to connect the use of Compound to real-life activities.

Evaluation: Check if learners have a clear understanding of the concept of Compound interest and are able to carry out calculations
correctly.

Assessment: Give learners tasks, to confirm that they have understood the basic concepts on Financial Arithmetic. Use
materials such as Progress in Mathematics, learners’ book 10, page 112-119, Zambia Basic Education Course,Learners’ book, page 143-
161.

Learning Activity 3: Carrying out calculations that involve Shares, Dividends and Investment Bonds

Introduction: Learning about shares, dividends and investment bonds equips learners with valuable life skills. It helps them become
financially responsible, make wise investment choices and secure a better future.

Problem Posing: Malama bought 50 shares of a company for k40.00 each. After a few months, the share price increased to K55.00 per
share. If Malama decides to sells all his shares, how much profit will he make?

Activity 3.1: Research and play on shares, dividends and investment bonds

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Note books

 Technological Environment: Computers, ipads, phones, calculators

What to do: Put the learners in small manageable groups of mixed abilities. Each group receives a fictional profile of a company (e.g.,
"Jambo Tech Ltd", "Green Farms Co.") with share prices, dividend rates, and brief backgrounds. Give each group a fixed amount of

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imaginary money (e.g., K50,000. 00). Ask them to decide which company they would invest in, how many shares they would buy, and
calculate expected dividends. Each group presents their choice and reasoning.

Task: Ask the learners to conduct research on shares, dividends and investment bonds. Ask each group to decide which company they
would invest in, how many shares they would buy, and calculate expected dividends. Let each group presents their choice and reasoning.

Content Tip: You can invite an expert or resource person from the bank or teacher of business studies to share more information
on shares, dividends and investment bonds with the learners. Connect this activity to the problem posed.

Skills Developed: Collaboration, financial literacy, ppresentation skills and research

Activity 3.2: Investing in Bonds

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Note book

 Technological Environment: Computers, Ipads, Phones

What to do: Put learners into small manageable groups of mixed abilities. Ask each learner to create a simple personal savings plan that
includes buying an investment bond. Guide them to: Choose a reason to invest (e.g., education, future business), State how much they
would save monthly, determine how long they would hold the bond, calculate estimated returns using a given interest rate. Let learners
present their plan to the class.

Task: Ask learners to share roles in their various groups. Let learners create a simple personal savings plan. Ask them state how much
they would save monthly, determine how long they would hold the bond, calculate estimated returns using a given interest rate. Ask
learners present their plan to the class. Let all the learners participate, carry out all the activities and instructions given.

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 Content Tip: Ensure the learners act out the roles assigned to them and follow the given instructions.

Skills Developed: Analytical thinking, communicative skills, problem-solving and teamwork

Conceptualization: Ensure that the learners have a clear understanding of the Concept, importance and computation of shares, dividend
and investment bonds.

Synthesis: Ensure you connect the use of Shares, Dividends and Investment Bonds to real-life situations.

Evaluation: Check if the learners have a clear understanding and quick recall of the basics on Shares, Dividends and Investment Bonds.

Assessment: Give the learners task on Shares, Dividends and Investment Bonds to enhance their understanding. Use materials
such as Progress in Mathematics, learners’ book 10, page 112-119, Zambia Basic Education Course,Learners’ book, page 143-161.

Learning Activity 4: Calculating charges involving Postal (courier), Mobile Money, Bank and Logistics Post Service

Introduction: in today’s interconnected economy, movement of good and money plays a crucial role in business operations, personal
transactions and government services. Calculating charges accurately across different platforms, such as postal (courier) services, mobile
money systems, banking institutions, and logistics networks is essential for efficiency, transparency and cost control. This will empower
learners with skill to manage finances and make informed decisions in real-life situations.

Problem posing: Aisha wants to send a 2 kg package to her cousin in another town using a courier service that charges K60 per kg. At
the same time, she needs to send K2,000 to her mother using mobile money, which has a 2% transaction fee. How much will Aisha spend
in total for both services?

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Activity 4.1: Research on charges involving Postal (courier), Mobile Money, Bank and Logistics Post Service

Suggested teaching and Learning materials to set up a Learning environment

 Artificial Environment: Books,
 Technological Environment: Computers, Phone, ipad, tablets

What to do: Put the learners in small groups of mixed abilities. Ask each group to carry out research on one of the following charges and
role play on it

 Postal and Courier Service (e.g., delivering letters/packages)

 Mobile Money Agents (e.g., sending/withdrawing money)

 Bank Staff (e.g., opening accounts, deposits)

 Logistics & Delivery (e.g., transporting goods, tracking items)

Task: Let the learners research and discuss on the stipulated charges in their groups. Ask each group to make presentations through role
play to the class.

Skills Developed: Analytical thinking, Critical thinking, Problem solving

Activity 4.2: Calculations of charges involving Postal (courier), Mobile Money, Bank and Logistics Post Service

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Worksheet, books

What to do: Start this activity with the problem posed. Put learners in small groups of mixed abilities. Give them worksheets with
questions involving charges on Postal (courier), Mobile Money, Bank and Logistics Post Service.

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Task: Have the learners work out the questions on the worksheet. Let each group make presentations of their findings.

Skills Developed: Aanalytical skills, communicative, Critical thinking and financial literacy

Conceptualization: Ensure that the learners have a clear understanding concept of charges involving Postal (courier), Mobile Money,
Bank and Logistics Post Service.

Synthesis: Ensure you connect the use of calculations of charges involving Postal (courier), Mobile Money, Bank and Logistics Post
Service to real-life situations.

Evaluation: Check if the learners have a clear understanding and quick recall of calculations of charges involving Postal (courier),
Mobile Money, Bank and Logistics Post Service the basics on

Assessment: Give the learners tasks on calculations involving charges involving Postal (courier), Mobile Money, Bank and
Logistics Post Service to enhance their understanding. Use materials such as Progress in Mathematics, learners’ book 10, page 112-119,
Zambia Basic Education Course, Learners’ book, page 143-161.

Learning Activity 5: Calculating the Cost of Goods Bought on Hire Purchase

Introduction: In today’s economy, many people purchase items through hire purchase agreements, which allow them to take possession
of goods while paying in installments over time. This arrangement often involves an initial deposit and periodic payments, including
interest. Understanding how to calculate the total cost of goods bought on hire purchase helps individuals make informed financial
decisions and avoid falling into debt traps.

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Problem Posing: A learner wants to buy a bicycle costing K3,000. A shop offers it on hire purchase with a 20% deposit and 10 monthly
installments of K300 each. What is the total cost of the bicycle under this plan? Is it more expensive than paying the cash price?

Activity 5.1: Determining the Real Cost of Hire Purchase

Suggested Teaching and Learning Materials to Set Up a Learning Environment

 Artificial Environment: Flip charts, chalkboard/whiteboards, worksheets with sample hire purchase scenarios, mock catalogues
 Technological Environment: Calculators, computers/tablets, spreadsheet software (Excel/Google Sheets), and projectors.

What to Do: Start with the problem posed and connect to this activity. Put learners in small manageable groups. Provide each group with
worksheets showing different products available on both cash and hire purchase terms. Provide them with details like the cash price,
deposit rate, monthly installment, and number of months.

Task: Ask learners to determine the cost of the products on hire purchase on the provided worksheets. Let them present their work

Content Tip: Make sure learners understand how to;

1. Calculate the deposit amount using the formula:

Deposit = Cash Price × Deposit Percentage
2. Calculate the total installment paid using:
Total Installments = Monthly Installment × Number of Months
3. Calculate the total cost of the item under hire purchase:
Total Hire Purchase Cost = Deposit + Total Installments
4. Determine the difference between the cash price and hire purchase cost.
5. Present the findings using tables or bar charts to compare costs.

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Let them explore the concept of simple interest embedded in hire purchase deals.

Skills Developed: Critical thinking, Financial literacy, problem-solving and ICT skills

Conceptualization: Ensure that the concept of hire purchase is comes out clearly.

Synthesis: Connect the concept of hire purchase to real life situations.

Evaluation: check if learners can make calculations on goods bought on hire purchase correctly. Use a check list to check on learners
understanding.

Assessment: Provide learners with a new hire purchase scenario. Ask them to individually calculate the total cost and evaluate
whether the hire purchase option is financially wise compared to the cash purchase.

Learning Activity 6: Calculating Taxes such as Value Added Tax (VAT), Income Tax, Import Duty, and Pay AS You Earn
(PAYE).

In society, people pay different kinds of taxes to help the government raise money for services like schools, hospitals, and roads. In
mathematics, learners should learn how to calculate some of these taxes using simple percentages and arithmetic. The taxes covered here
are; Value Added Tax (VAT), Income tax, import duty, and Pay As You Earn (PAYE). VAT is tax added to the prices of goods and services
while income tax is paid on money one earns from a job or business. Import duty is a tax paid when goods are brought into the country
while PAYE is income tax that is deducted from a worker’s salary before they are paid. Understanding how to calculate different taxes
helps learners to acquire real life skills and also to understand how taxes support the running of a country.

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Problem posing: James earns a monthly salary of K20 000.00. The government charges income tax as follows:

 10% for the first K12 000.00

 20% for the remaining amount
How much income tax does James pay each month? What is his net salary? How would James’ tax change if he earned K30 000.00
instead?

Activity 6.1: Research on VAT, Income tax, Import duty and PAYE

Suggested Teaching and Learning Materials to set up a Learning Environment

 Artificial Environment: Books

 Technological Environment: Computers, tablets, phones
What to do: Start with the problem posed. Put learners in small manageable groups of mixed abilities. Guide them on the materials to use
to research on VAT, Income tax, Import duty and PAYE.

Task: Ask learners in their respective groups to research on VAT, income tax, import duty and PAYE. Let them present their findings to
the class.

Content tip: Invite an expert to talk to the learners about the importance of VAT, Income tax, Import duty and PAYE or invite a
teacher for business studies to explain these taxes to the learners.

Skills Developed: Collaboration, communication, digital literacy, and financial literacy.

Learning Activity 7: Working out Payments for Piece Work and Overtime

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Introduction: Piece work and overtime payment are ways of compensating workers based on their effort and time. Piece Work is
payment based on the number of items produced or tasks completed, while Overtime payment is extra pay for working beyond the normal
working hours, it is usually at a higher rate.

Problem posing: Imagine you are helping your neighbor to pick mangoes. They offer to pay you K10.00 for every basket you fill. Another
day, you help clean a shop and they say, “if you stay after 17 00 hours, I will pay you extra per hour.” Would you pick more baskets to
earn more money? How would you calculate how much you are owed? Is it fair to be paid extra for working longer hours?

Activity 7.1: Real-life interview assignment

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Worksheets

What to do: Tell each learner to ask family members, neighbors or anyone else they know who does piece work or overtime jobs about
how they are paid. Connect this activity to the problem posed.

Task: Let learners record findings and present to class.

Skills Developed: Communication, presentation and research.

Activity 7.2: Math Story Problems

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Worksheets

What to do: Divide the class into small manageable groups of mixed abilities. Give learners in groups story-based word problems
involving piece work and overtime.

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Task: Ask learners in respective groups solve the word problems and explain clearly the steps involved.

Skill Developed: Analytical thinking, comprehension and mathematical reasoning.

Conceptualization: Ensure that the learners have a clear understanding of the concept and Calculations on Working out Payments for
piece work according.

Synthesis: Ensure you connect the use of Working out Payments for piece work to real-life situations.

Evaluation: Check if the learners have a clear understanding of Calculations on Working out Payments for piece work.

Assessment: Give the learners tasks on Calculations of charges involving Working out Payments for piece work to enhance
their understanding.

Learning Activities 8: Generating Budgets (considering chargers in previous learning activities)

Introduction: A budget is a plan that shows how much money you expect to get (income) and how you plan to spend it (expenses) over a
certain period. Generating a budget means creating this plan in order to manage money wisely. In our daily lives, we use budgets to make
sure we do not spend more money than we have. Families, schools, businesses, and eve, governments use budgets to plan for their needs.
Thus, learning how to generate a budget helps learners to set financial goals, make informed choices, save money and avoid unnecessary
spending.

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Problem Posing: Imagine your parents gives you K150.00 for a week. You want to buy snacks, save a little, and still have money for
transport. But wait, if you spend it all on Monday, what will you do the rest of the week? What would you do with the money? How would
you make it last?

Activity 8.1: Classroom Mini-Business

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Worksheets

What to do: Put learners in small manageable groups of mixed abilities. Assign each group a business to run such as stationary shop,
school canteen or tuck shop. Distribute worksheets to all groups.

Task: Ask each group to create a simple budget on the materials needed to start up the business. Let them include in budgets expected
income expenses and charges.

Skills Developed: Collaboration, critical thinking and financial literacy.

Activity 8.2: Home Budget Simulation

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Worksheets

What to do: Let learners interview parents/guardians about monthly income, expected monthly charges and common household
expenses.

Task: Using the information got from parents/guardians, let them create a monthly home budget and present it at home. Let their parents
make comments on the budget and submit the work at school.

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 Skills Developed: Communication, critical thinking, and financial awareness.

Activity 8.3: Create a Personal Budget

Suggested teaching and learning materials to set up a learning environment

 Artificial environment: Worksheets

What to do: Distribute worksheets to all learners in class.

Task: Ask each learner list his or her monthly personal needs such as snacks, transport, lotion and pocket money. Let them estimate and
record income expenses and charges to create a personal budget.

Skills Developed: Critical thinking, financial planning and self-management.

Conceptualization: Ensure that the learners have a clear understanding of how to generate budgets considering the charges that maybe
encountered.

Synthesis: Ensure you connect budget generation to real-life situations.

Evaluation: Check if the learners have a clear understanding of how to generate a budget.

Assessment: Give the learners real-life tasks on how to generate budgets. Give them case studies on how the budget of a
country is made.

Project Based Assessment: Choose a Business Idea (e.g., making and selling juice, beadwork, farming vegetables, or school supplies
kiosk)
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 a. Project title (Choose a business idea, Topic – Financial Arithmetic, Duration – 1 week, Group work – 4 learners)
b. Project brief (Create a business plan, include Cost of materials (cost price) Selling price of products, estimated
number of items to be sold, Projected income, expenses such as rent and packaging)
c. Project task (calculate expected profit or loss, offer a discount for bulk buyers and calculate its effect, estimate
savings and interest earned if money is saved in a bank (use simple interest formula). Present to the class mini
business and explain how they used math to make financial decisions.
The following is the brief assessment rubric for the teacher
Criteria Excellent Good Fair Needs Improvement

Effectiveness of relations and functions

Concept formation

Data handling

Visual clarity and presentation

Reflection and problem solving

Expected Standards: Financial Arithmetic Applied in real life accordingly

Summary

Key points:

 Explore Financial Arithmetic in the real-life and day-to-day activities.

 Understand the features of compound interest, its benefit, calculations and where it is applied in our day-to-day activities.

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 Clear understanding of the concept of Hire Purchase, how it works, its benefits and where it’s applied in our day-to-day activities.

 Clear Understanding of the meaning of Shares, Dividends and Investment Bonds, their benefits, how they are calculated and where
they are applied real-life.

 Calculate charges involving Postal (courier), Mobile Money, Bank and Logistics Post Service

 Calculate Taxes such as Value Added Tax (VAT), Income Tax, Import Duty, and Pay AS You Earn (PAYE)

 Working out Payments for Piece Work and Overtime

Expected Standard: Financial Arithmetic applied in real life accordingly

Summary

Key points:

 Explore Financial Arithmetic in the real-life and day-to-day activities.

 Understand the features of compound interest, its benefit, calculations and where it is applied in our day-to-day activities.

 Clear understanding of the concept of Hire Purchase, how it works, its benefits and where it’s applied in our day-to-day activities.

 Clear Understanding of the meaning of Shares, Dividends and Investment Bonds, their benefits, how they are calculated and where
they are applied real-life.

 Calculate charges involving Postal (courier), Mobile Money, Bank and Logistics Post Service

 Calculate Taxes such as Value Added Tax (VAT), Income Tax, Import Duty, and Pay AS You Earn (PAYE)

 Working out Payments for Piece Work and Overtime

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 Assessment

2. ABC Ltd has 5,000 ordinary shares. At the end of the year, the company makes a profit and decides to pay K 50,000 as dividends
to its shareholders.
a. How much dividend will each share receive?
b. If Tom owns 200 shares, how much dividend will he get?
3. XYZ Ltd has 1,000 preferential shares and 4,000 ordinary shares. The company makes a profit and decides to share K 30,000 as
dividends. Preferential shareholders receive a fixed dividend of K 5 per share. The remaining amount is shared among ordinary
shareholders.
a. How much money is paid to preferential shareholders in total?
b. How much money is left for ordinary shareholders?
c. How much dividend does each ordinary share receive?
4. The government intends to build a clinic wealth k600 000.00 in a community but has no money. It decided to invite the public to
buy investment bonds as a way of raising money for the project. It decides to sell bonds to the public at K100.00 each and
promises to pay back the money after 2 years plus an interest of 20%. a) Calculate how many bonds the government will have to
sale in order to raise the K60 000 and how much will be paid out on a bond of K100 to each investor at the end of 2 years.
5. Sending parcel with handling and additional charges: A Woman wants to send a laptop valued at K7500 weighing 4 Kg to her
child who is in another country. A courier company charges are: K300 for a parcel up to 2Kg, K150 per extra Kg, K250 for fragile
items, K20 for door-to-door delivery and an insurance charge of 5% on the value of the item. If the laptop is classified as fragile
and is to be delivered by door-to-door service, how much will she pay to send this parcel?
6. Mobile Banking Charges – A parent sends K1500 to her child at a boarding school. The service provider charges K5 as mobile
transfer fee and an additional K40 as transaction fee. Calculate the total amount that the parent will spend in this transaction.

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7. Cheque Processing Fees - A person had K5000 in her bank account. She issued a cheque of K3000 to make a payment for the
groceries she bought. If the Bank charges K50 for cheque processing and K5 for SMS alert to her phone, calculate her new balance
in her bank account.
8. John buys a bicycle on hire purchase. The cash price of the bicycle is K6,000, but he chooses to pay in installments. The hire
purchase agreement requires him to pay a deposit of K1,500 and the remaining amount in 10 equal monthly installments of K550
each.
a. What is the total cost of the bicycle under hire purchase?
b. How much more does John pay compared to the cash price?
c. What percentage increase is the hire purchase price compared to the cash price?
9. Luo gets a salary of K60 000 per month, but when she checks her bank account, she only receives K48 000. She learns that PAYE
was deducted.
a. How much PAYE was deducted?
b. What percentage of her salary goes to PAYE?
c. If the government reduces PAYE by 5% , how much more will Luo take home?
10. Gina goes to an Electronic Shop to buy a laptop. The original price of a laptop is K8 000, but there is a 10% discount on all
laptops. The government also charges 16% VAT on the final price after the discount.
a. How much discount does Gina get?
b. What is the price of the bag after the discount?
c. How much VAT does she have to pay?
d. What is the final price Gina will pay after adding tax?
e. If Gina had bought the laptop before the discount was applied, how much extra would she have to paid in VAT?
11. A man wants to import a car from Japan that costs K350 000. The government charges import duty of 25% on cars.
a. How much import duty will the man pay?
b. What will be the cost of the car after adding import duty?

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c. If the man decides to buy the same car locally for K370 000, how much more money will he save or lose compared to
importing?
d. If the government reduces import duty from 25% to 20%, how much less will the man pay for the imported car?

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BIBLIOGRAPHY
Finch, F et al. (2014). Progress in Matematics 10. Cape Town: Oxford Press.

Kalimukwa, J. K et al. (1993). Zambia Senior Secondary Syllabus. Lusaka: Zambia Education Publishing House.

Kanondo et al. (1993). Zambia Basic Education Course. Lusaka: Zambia Education Publishng House.

Kanondo et al. (1993). Zambia Basic Education Course Mathematics Book 8. Lusaka: Zanbia Education Publishing House.

Miti, M et al. (2014). Progress in Mathematics 9. Cape Town: Oxford Press.

Monde M et al. (2014). Progress in Mathematics 8. Cape Town: Oxford University Press.

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