Mensuration Form 1 Lesson Plans for Secondaryschools.pdf

It's lesson plan by Bernard Tito for form one in a mathematics in Zambia

1. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1. The Circle
General Competences:
 Analytical Thinking: Analyze and interpret the properties of circles.
 Problem-Solving: Apply mathematical concepts to real-life situations.
 Collaboration: Work in groups to explore circular concepts.
Specific Competence:
 1.13.1.1: Apply concepts of the circle in real-life situations.
Lesson Goal:
Students will be able to identify parts of the circle and apply the concepts of circles to solve real-life problems.
Rationale:
Understanding the properties of circles is fundamental in mathematics and has practical applications in various
fields such as architecture, engineering, and daily life. This lesson will help students connect theoretical knowledge
with real-world applications and enhance their analytical and problem-solving skills. Teaching
Methodology(ies)/Strategy(ies): Inquiry-based learning, Collaborative group work and Use of visual aids and
technology. This is the 1
st
lesson in the series of 8
Prior Knowledge: Students should have a basic understanding of geometric shapes and measurements.
References: 2024 Mathematics II Syllabus Secondary Education Ordinary Level Form 1-4
Learning Environment
 I. Natural: Classroom with desks and chairs.
 II. Artificial: Whiteboard and markers.
 III. Technological: Use of projectors for visual aids and possibly geometry software for interactive learning.
Teaching and Learning Resources/Materials:
 Whiteboard and markers, Rulers and compasses, Graph paper and Geometry software (e.g., GeoGebra) and
Handouts with examples and exercises
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
INTRODUCTION Introduce the topic of circles and their
significance in mathematics.
Ask: "What do you think a circle is?" "Can
you name parts of a circle?" "Why are
circles important in real life?"

Show examples of circular objects in the
environment (e.g., wheels, coins).
Engage in a discussion
about circular shapes they
encounter in daily life.
Share thoughts on circles,
name parts (e.g., radius,
diameter), and discuss real-
life applications (e.g.,
wheels, clocks).
Ability to identify
circular objects in
their environment.
Ask: "What parts of a circle can you
identify?"
Share their thoughts and
prior knowledge regarding
circles.
Participation in
the discussion.
DEVELOPMENT Explain parts of a circle (radius, diameter, Identify the radius and Understanding of

2. circumference, area). Provide examples of
each part in real life.

Introduce formulas: Circumference =2πr
Area =

.
Demonstrate calculations using examples.
Example 1: What is the radius of a circle
with a diameter of 10 cm?
Solution: Radius = Diameter / 2 = 10 cm /
2 = 5 cm.
diameter of given circles. the definitions and
relationships.
Example 2: If a circle has a radius of 4 m,
what is its diameter?
Solution: Diameter = 2 × Radius = 2 × 4 m
= 8 m.
Discuss the relationship
between radius and
diameter.
Example 3: What is the circumference of a
circle with a radius of 3 cm?
Solution: Circumference = 2πr = 2 × π × 3
cm ≈ 18.84 cm.
Calculate circumference
using given values.
Explain the definitions of the parts of a
circle (radius, diameter, circumference,
area).
Use visual aids to illustrate these concepts.
Take notes and ask
questions for clarification.
Demonstrate how to calculate the
circumference and area of a circle using
formulas:
Circumference =2πr
Area =

.
Participate in solving
problems related to
circumference and area.
Example 4: Calculate the area of a circle
with a radius of 5 cm.
Solution: Area = π × (5 cm)² ≈ 78.54 cm².
Work in pairs to solve
similar problems.
Example 5: What is the circumference of a
circle with a diameter of 12 m?
Solution: Circumference = π × 12 m ≈
37.68 m.
Share their answers with
the class and discuss.
EXERCISE/
ASSESSMENT
Distribute worksheets with various
problems related to circles.
1) Calculate the circumference of a circle
with radius 5 cm.
2) What is the area of a circle with diameter
10 cm?
3) If the radius is doubled, how does the
area change?
4) Find the circumference of a circular
garden with a radius of 3 m.
5) Calculate the area of a circle with radius 7
cm.

Walk around to provide guidance and
feedback.
Work on the worksheets,
applying the concepts of
circles to solve problems.
Answers should be:
1) 31.4cm,
2)

,
3) Area quadruples,
4) 18.84m,
5) 2153.94

,
Accuracy of
calculations on
worksheets.
Ask reflective questions: "How can Discuss their reflections

3. understanding circles help us in real life?" with the class.
HOMEWORK Assign homework where students must
find a circular object in their home and
calculate its circumference and area.
Complete the assignment
by applying the formulas
learned in class.
Quality and
relevance of the
application.
Provide questions such as: "Describe the
circular object and explain how you
calculated its measurements."
1) Find the circumference of a wheel with a
radius of 10 cm.
2) Calculate the area of a pizza with a radius
of 12 inches.
3) If a circle has an area of 50 cm², what is
its radius?
4) Describe how circles are used in sports.
5) Create a poster showing different uses of
circles in real life.
6: A circular garden has a diameter of 10 m.
What is the circumference?
7: A pizza has a radius of 8 inches. What is
the area of the pizza?
8: A circular table has a circumference of
62.83 cm. What is the radius of the table?
9: A bicycle wheel has a radius of 14 inches.
What is the area of the wheel?

Write a brief explanation
of their understanding of
circles and their
applications. Expected
answers: 1) 62.83cm,
2)

,
3) 3.99cm,
4) Answers will vary,
5) Creativity in
presentation.
6: Circumference = π ×
diameter = π × 10 m ≈
31.42 m.
7: Area = π × (8 in)² ≈
201.06 in².
8: Radius = Circumference
/ (2π) = 62.83 cm / (2π) ≈
10 cm.
9: Area = π × (14 in)² ≈
615.75 in².
CONCLUSION Summarize the key concepts of circles and
their applications.

Address any remaining questions.
Reflect on what they
learned and ask any final
questions.
Participation in
the discussion and
understanding of
key concepts.
Evaluation:
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………… …

4. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1 The Circle
Key Competences:
 Analytical Thinking: Analyzing circular measurements.
 Problem Solving: Applying circle concepts in real-life situations.
 Critical Thinking: Evaluating and using formulas accurately.
Specific Competence: 1.13.1.1 Apply concepts of the circle in real life situations.
Lesson Goal: Students will understand and apply the properties and formulas of circles to solve real-life problems
effectively.
Rationale: Understanding the properties of circles is fundamental in mathematics and has practical applications in
various fields such as architecture, engineering, and daily life. This lesson will help students connect theoretical
knowledge with real-world applications and enhance their analytical and problem-solving skills. Teaching
Methodology(ies)/Strategy(ies) includes Inquiry-based learning, Collaborative group activities and Use of visual aids.
This is the 2
nd
lesson in the series of 8
Learning Environment Setup:
 Natural: Outdoor space for practical examples of circles (if applicable).
 Artificial: Classroom arranged for group work.
 Technological: Use of calculators and interactive software (e.g., GeoGebra).
Reference: 2024 Mathematics II Syllabus, Secondary School Education, Ordinary Level Form 1-4, STEM Mathematics
II Teaching Module
Prior Knowledge: Students should be familiar with basic geometric shapes and the concepts of area and perimeter.
T/L Materials: Blackboards, Markers, Calculators and Geometry sets
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
1. Introduction Ask: "What is a circle?" "Can you name
parts of a circle?" "Where do we see
circles in daily life?"
Share thoughts and
examples of circles. Identify
parts of a circle (e.g., radius,
diameter).
Participation and
accuracy in
responses.
2.
Development
I. Exploration
Introduce the parts of a circle: radius,
diameter, circumference, and area.
Provide visual aids.
1. If a circle has a radius of 7 cm, what
is the circumference?
2 A circular pond has a diameter of 20
m. What is its area?
3 Calculate the circumference of a
circle with a radius of 9 cm.
4 A circular flower bed has a radius of
5 ft. What is the circumference?
5 If a circle has an area of 50 cm²,
Identify parts of a circle in
diagrams and real-life
objects (e.g., wheels, coins).
Evaluate
understanding
through
participation.
Expected Answers
1: Circumference =
2πr = 2 × π × 7 cm
≈ 43.98 cm.
2: Area = π × (10
m)² ≈ 314.16 m².
3 Circumference =
2πr = 2 × π × 9 cm

5. Evaluation:
………………………………………………………………………………………………………… ……………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………….



what is its radius?

≈ 56.55 cm.
4 Circumference =
2πr = 2 × π × 5 ft ≈
31.42 ft.
5: Area = πr² → r² =
50 cm² / π → r ≈
3.99 cm
II.
Conceptualizati
on
Explain
formulas: C=2πr (circumference),


(area). Demonstrate calculations
with examples.
Calculate circumference and
area using given radius
values. Work in pairs to solve
problems.
Assess correct
application of
formulas.
III. Synthesis Summarize the importance of circles in
various fields (e.g., engineering, design).
Encourage students to reflect on
learning.
Reflect on real-life
applications of circles and
discuss insights with peers.
Assess clarity of
connections made
during discussions.
3. Exercise/
Assessment
Distribute exercise questions:
1) Calculate the circumference of a
circle with radius 5 cm.
2) What is the area of a circle with
diameter 10 cm?
3) If the radius is doubled, how does
the area change?
4) Find the circumference of a circular
garden with a radius of 3 m.
5) Calculate the area of a circle with
radius 7 cm.
Solve the problems
individually or in pairs and
submit answers.
Answer sshould be:
1) 31.4 cm31.4cm,
2) 78.5 cm278.5cm2,
3) Area quadruples,
4) 18.84 m18.84m,
5) 153.94 cm2153.94
cm2
4. Conclusion Ask students to summarize key
concepts learned today. How can they
apply this knowledge? Share examples
from daily life where circles are used.
Summarize learning and
share personal examples of
circle applications (e.g.,
sports, architecture).
Assess relevance and
clarity of shared
examples.
5. Homework Assign homework:
1) Find the circumference of a wheel
with a radius of 10 cm.
2) Calculate the area of a pizza with a
radius of 12 inches.
3) If a circle has an area of 50 cm², what
is its radius?
4) Describe how circles are used in
sports.
5) Create a poster showing different
uses of circles in real life.
Complete homework
independently. Use
resources to support
learning, such as textbooks
or online materials.
Expected answers:
1) 62.83 cm62.83cm,
2) 452.39 in2452.39i
n2,
3) 3.99 cm3.99cm, 4)
Answers will vary, 5)
Creativity in
presentation.

6. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1 The Circle
Key Competences:
 Analytical Thinking: Analyze and interpret circular measurements.
 Problem Solving: Apply mathematical knowledge to solve real-life problems.
 Critical Thinking: Evaluate and apply formulas accurately.
Specific Competence: 1.13.1.1 Apply concepts of the circle in real-life situations.
Lesson Goal: Students will understand and apply the properties and formulas of circles to solve real-life problems
effectively.
Rationale:
Understanding the value of Pi is essential for calculations involving circles. This lesson connects theoretical
knowledge with practical application, fostering skills in measurement and analytical thinking. Students will also
develop collaboration skills through group activities. Teaching Methodology(ies)/Strategy(ies) includes Inquiry-
based learning, Collaborative group activities and Practical demonstrations. This is the 3
rd
lesson in the series of 8
Learning Environment Setup:
 Natural: Outdoor space for practical demonstrations (if applicable).
 Artificial: Classroom arranged for group work.
 Technological: Use of calculators and interactive software (e.g., GeoGebra).
Reference: 2024 Mathematics II Syllabus, Secondary School Education, Ordinary Level Form 1-4, STEM Mathematics
II Teaching Module
Prior Knowledge: Students should be familiar with basic geometric shapes and the concepts of area and perimeter.
T/L Materials: Blackboards, Markers, Measuring tape, Circular objects (e.g., lids, wheels) and Calculators
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
1. Introduction Introduce the topic of circles and
the significance of Pi.
Show a visual representation of a
circle and its parts.

Share knowledge about circles
and identify parts (e.g., radius,
diameter). Discuss the
significance of Pi in
measurements.
Participation and
accuracy in
responses.
2. Development
I. Exploration
Introduce the parts of a circle:
radius, diameter, circumference,
area. Provide visual aids and
circular objects for hands-on
Identify and measure parts of
various circular objects.
Discuss findings in groups.

Evaluate
understanding
through participation
and accuracy in

7. exploration.
Example 1: What is the
circumference of a circle if the
diameter is 10 cm?
Solution: Circumference = π ×
diameter = π × 10 cm ≈ 31.42 cm.
Example 2: If a circle has a radius
of 5 m, what is its area?
Solution: Area = π × (5 m)² ≈
78.54 m².
Example 3: Discuss how Pi is used
in these calculations.
Identify the relationship
between circumference and
diameter.

Discuss the significance of Pi in
calculating properties of
circles.
measurements.
II.
Conceptualizati
on
Explain
formulas: C=2πr (circumference), A
=

(area). Demonstrate how to
calculate Pi using d/C with practical
examples.

Explain how to obtain the value of
Pi by measuring circumference and
diameter of circular objects.
Demonstrate the measurement
process.
Calculate the circumference
and area of circles using
provided formulas and their
measurements. Work in pairs
to solve problems.
Assess correct
application of
formulas and
calculations.
III. Synthesis Summarize the importance of
circles and their properties in real
life (e.g., engineering, architecture).
Encourage students to reflect on
practical applications.
Reflect on real-life applications
and share examples of circle
use in everyday life (e.g.,
wheels, pizza).
Assess clarity of
connections made
during discussions.
3.
Exercise/Assess
ment
Distribute exercise questions:
1: A circular garden has a
circumference of 31.4 m. What is
its diameter?

2: A round table has a diameter of
1.5 m. What is its circumference?

3: A circular pond has an area of
78.5 m². What is its radius?

4: If a bicycle wheel has a
circumference of 2.5 m, what is
its diameter?
Solve the problems
individually or in pairs and
submit answers.
Answers should be:
1: Diameter =
Circumference / π ≈
31.4 m / 3.14 ≈ 10 m.
2: Circumference = π
× diameter ≈ 3.14 ×
1.5 m ≈ 4.71 m.
3: Area = π × r² → r²
= 78.5 m² / π → r ≈ 5
m.
4: Diameter =
Circumference / π ≈
2.5 m / 3.14 ≈ 0.8 m.
4. Conclusion Ask students to summarize key
concepts learned today. How can
they apply this knowledge? Share
examples from daily life where
circles are used.
Summarize learning and share
personal examples of circle
applications (e.g., sports,
design).
Assess relevance and
clarity of shared
examples.

8. 5. Homework Assign homework:
1. If a circle has a radius of 4 cm,
what is its circumference?
2. A circular pizza has a diameter of
12 inches. What is its area?
3. Calculate the circumference of a
circle with a radius of 10 m.
4. A circular flower bed has a
diameter of 3 ft. What is its
circumference?
5. If a circle has an area of 50 m²,
what is its radius?
Complete homework
independently. Use resources
to support learning, such as
textbooks or online materials.
Expected answers:
1: Circumference =
2πr = 2 × π × 4 cm ≈
25.13 cm.
2: Area = π × (6 in)²
≈ 113.10 in².
3: Circumference =
2πr = 2 × π × 10 m ≈
62.83 m.
4: Circumference = π
× 3 ft ≈ 9.42 ft.
5: Area = πr² → r² =
50 m² / π → r ≈ 3.99
m.
Evaluation:
……………………………………………………………………………………………………………………………………………………… ………………………………
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………..

9. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1 The Circle
Key Competences:
 Analytical Thinking: Analyze and interpret circular measurements.
 Problem Solving: Apply mathematical knowledge to solve real-life problems involving circles.
 Critical Thinking: Evaluate and apply formulas accurately in various contexts.
Specific Competence: 1.13.1.1 Apply concepts of the circle in real-life situations.
Lesson Goal: Students will be able to find the circumference and arc length of circles, using the value of Pi in
practical scenarios.
Rationale:
Understanding how to calculate the circumference and arc length of circles is critical for various applications in daily
life, including construction and design. This lesson connects theoretical concepts with practical applications,
enhancing students' problem-solving skills and understanding of geometry. Teaching
Methodology(ies)/Strategy(ies) includes Inquiry-based learning, Collaborative group activities and Practical
demonstrations. This is the 4
th
esson in the series of 8
Learning Environment Setup:
 Natural: Outdoor space for practical demonstrations (if applicable).
 Artificial: Classroom arranged for group collaboration.
 Technological: Use of calculators and interactive software (e.g., GeoGebra).
Reference: 2024 Mathematics II Syllabus, Secondary School Education, Ordinary Level Form 1-4, STEM Mathematics
II Teaching Module
Prior Knowledge: Students should have a basic understanding of geometric shapes and the concepts of area and
perimeter.
T/L Materials: Blackboards, Markers, Measuring tape, Circular objects (e.g., lids, wheels) and Calculators
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
1. Introduction Show examples of circular objects and
discuss their properties.
Ask: "What do you know about the
circumference and arc length of circles?"

Share prior knowledge
about circles
circumference and arc
lenth
Participation and
accuracy in
responses.
2. Development
I. Exploration
Introduce the parts of a circle: radius,
diameter, circumference, and area using
visual aids. Demonstrate measuring the
circumference of circular objects.
Area of a sector
Measure the
circumference and
diameter of circular
objects using a
measuring tape.
Evaluate
understanding
through
participation and
accuracy in

10. A sector is a portion of a circle bounded by
two radii. If the circle below is cut along
the radii OA and OB then we have a minor
sector and a major sector. For a given
circle, the area of a sector is proportional
to
the angle at the centre.

Area of minor sector is given by A= r
2
Length of an arc
An arc is a portion of the circumference
bounded by two radii. For a given circle,
the length S of sector is proportional to the
angle eat the centre of the circle.

Demonstrate how to calculate the arc
length of a circle.
Arc Length = (θ/360) × Circumference
(where θ is the angle in degrees).




Example 1
. A circle has radius 30cm, calculate
(i) its area (ii) its circumference
Example 2. A circle has area 78.55cm2,
find
(i) the diameter of the circle
(ii) the circumference of the circle
Example 3:
For the sector shown below, find by taking
Identify the radius and
diameter from their
measurements. Discuss
findings in pairs.

Exected Answers
1
(i) r = 30cm
Area = r
2
= 3.142x30
2
= 2827.80cm
2

(i) circumferenc
e = 2r
=2
=188.52cm
2 A= =78.55cm
2
3.142.cm
2
d=
d=10cm
3
0) Length of an arc =r =
S =88cm

(ii) Area of a sector =r
2

A=1848cm
2

4 =179.67cm
2

measurements.

11. (i) the length of the arc AB
(ii) the area of the sector
Example 4: Find, by taking the area of the
shaded region in the diagram below.

Solution:
The shaded area is bounded by the outer
sector OBC and the inner sector OAD. The
area of the shaded region is therefore the
difference between the area of the outer
sector and the area of the inner sector
Area of the shaded region = area of the
outer sector - area of the inner sector.
II.
Conceptualization
Explain formulas: C=2πr (circumference)
and C=πd. Demonstrate the calculation of
circumference and arc length using
practical examples.
Calculate the
circumference of
various circles using
given radius values.
Work in pairs to solve
related problems.
Assess correct
application of
formulas and
calculations.
III. Synthesis Summarize the importance of circles in
various fields (engineering, design).
Encourage students to reflect on practical
applications of circles.
Reflect on real-life
applications of circles,
sharing examples (e.g.,
wheels, pizza). Discuss
how understanding
circles helps in
everyday life.
Assess clarity of
connections made
during
discussions.
Exercise/
Assessment
Distribute exercise questions:
1: What is the circumference of a circle
with a diameter of 10
2: If a circle has a radius of 5 m, what is its
circumference?
3: Calculate the circumference of a
circular track with a diameter of 15 4: Find
the arc length of a circle with a radius of 4
cm and an angle of 90°.
Solve the problems
individually or in pairs
and submit answers.
Answers:
1: Circumference
= π × diameter =
3.14 × 10 cm =
31.4 cm.
2: Circumference
= 2πr = 2 × 3.14 ×
5 m = 31.4 m.
3: Circumference

12. 5: Calculate the arc length of a circle with
a diameter of 20 m and an angle of 60°.
= π × 15 m ≈ 47.1
m.
4 Circumference =
2π(4 cm) = 25.12
cm; Arc Length =
(90/360) × 25.12
cm ≈ 6.28 cm.
5: Circumference
= π × 20 m ≈
62.83 m; Arc
Length = (60/360)
× 62.83 m ≈ 10.47
m.
4. Conclusion Ask students to summarize what they
learned today. How can they apply this
knowledge in real life? Share examples of
circles in daily life.
Summarize learning
and share personal
examples of circle
applications (e.g.,
sports, design).
Assess relevance
and clarity of
shared examples.
5. Homework Assign homework:
1: A circular garden has a diameter of 12
m. What is its circumference?

2: A pizza has a radius of 10 inches. What
is the circumference?

3: A circular track has a circumference of
100 m. What is the radius?.
4: Find the arc length of a circle with a
radius of 8 cm and an angle of 45°.


Complete homework
independently using
resources (textbooks,
online materials).
Expected answers:
1: Circumference
= π × diameter =
3.14 × 12 m ≈
37.68 m.
2: Circumference
= 2πr = 2 × 3.14 ×
10 inches ≈ 62.8
inches.
3: Radius =
Circumference /
(2π) = 100 m / (2
× 3.14) ≈ 15.92 m
4: Circumference
= 2π(8 cm) =
50.24 cm; Arc
Length = (45/360)
× 50.24 cm ≈ 6.76
cm.

Evaluation:
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………… ……………………….

13. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1 The Circle
Key Competences:
 Analytical Thinking: Analyze measurements and properties of circles.
 Problem Solving: Apply mathematical concepts to solve real-life problems involving circles.
 Critical Thinking: Evaluate and apply formulas related to circles accurately.
Specific Competence: 1.13.1.1 Apply concepts of the circle in real-life situations.
Lesson Goal: Students will be able to find the perimeter of a sector and understand its application in real-world
contexts.
Rationale:
Understanding how to calculate the perimeter of a sector is essential for applications in various fields, such as
architecture, landscaping, and design. This lesson incorporates practical measurements and enhances students'
analytical skills. Teaching Methodology(ies)/Strategy(ies) includes Inquiry-based learning, Collaborative group
activities and Hands-on demonstrations. This is the 5
th
lesson in the series of 5
Learning Environment Setup:
 Natural: Outdoor space for practical demonstrations (if applicable).
 Artificial: Classroom arranged for group collaboration.
 Technological: Use of calculators and interactive software (e.g., GeoGebra).
Reference:
2024 Mathematics II Syllabus, Secondary School Education, Ordinary Level Form 1-4, STEM Mathematics II Teaching
Module
Prior Knowledge: Students should have a basic understanding of circles, including radius, diameter, circumference,
and area.
T/L Materials: Blackboards, Markers, Measuring tape, Circular objects (e.g., lids, wheels), Protractors and Calculators
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’
ROLE
ASSESSMENT
CRITERIA
1. Introduction Ask: "What is a sector of a circle?" "How do
we find the perimeter of a sector?" "Can
you think of real-life examples of where we
use sectors?" Show examples of sectors in
everyday life (e.g., pizza slices, pie charts).
Share prior
knowledge
about sectors
and brainstorm
real-life
applications
(e.g., pizza
slices, pie
charts).
Participation and
accuracy in
responses.
2. Development
I. Exploration
Introduce the concept of a sector. Explain
its parts: radius, angle, and arc length.
Provide circular objects for hands-on
exploration.
Identify and
measure sectors
using circular
objects. Discuss
findings in
Evaluate
understanding
through
participation and
accuracy in

14. Perimeter = S+2r or 2r + (θ/360) Example
1: What is the perimeter of a sector with a
radius of 6 cm and an angle of 60°?
Solution: Perimeter = 2r + (θ/360) ×
Circumference.
Example 2: If a sector has a radius of 4 m
and an angle of 90°, what is the
perimeter?
Solution: Perimeter = 2(4 m) + (90/360) ×
(2π(4 m)) = 8 m + 6.28 m ≈ 14.28 m.
Example 3: Calculate the perimeter of a
sector with a radius of 10 cm and an angle
of 120°.
Solution: Perimeter = 2(10 cm) +
(120/360) × (2π(10 cm)) ≈ 20 cm + 20.94
cm = 40.94 cm.
pairs. measurements.
II. Conceptualization Explain the formula for the perimeter of a
sector. Demonstrate the calculation using
examples, including varying angles for the
sectors.

P = S+2r
Calculate the
perimeter of
different sectors
using given
measurements.
Work in pairs to
solve related
problems.
Assess correct
application of
formulas and
calculations.
III. Synthesis Summarize the importance of sectors in
various contexts (e.g., design, architecture).
Encourage students to reflect on how they
can apply this knowledge.
Reflect on real-
life sectors,
sharing
examples (e.g.,
clock faces,
food items).
Discuss how
understanding
sectors helps in
everyday life
scenarios.
Assess clarity of
connections made
during discussions.
3.
Exercise/Assessment
Distribute exercise questions:
1) Calculate the perimeter of a sector with
a radius of 5 cm and an angle of 60°.
2) What is the perimeter of a sector with a
Solve the
problems
individually or
in pairs and
Answers:
1) 11.43 cm,
2) 19.82 cm
, 3) Doubles,

15. radius of 7 cm and an angle of 90°?
3) If the radius is doubled, how does the
perimeter change?
4) Find the perimeter of a sector with a
radius of 3 m and an angle of 120°.
5) Calculate the perimeter of a sector with
a radius of 10 cm and an angle of 45°.
6

submit answers. 4) 10.71 m,
5) 27.07 cm
6

4. Conclusion Ask students to summarize what they
learned today about sectors. How can they
apply this knowledge in real life? Share
examples of sectors in daily life.
Summarize
learning and
share personal
examples of
sectors (e.g.,
slices of cake,
pie charts).
Assess relevance
and clarity of
shared examples.
5. Homework Assign homework:
2 Find the perimeter of a sector with a
radius of 5 cm and an angle of 30°.
2: Calculate the perimeter of a sector with
a radius of 8 m and an angle of 150°.

Complete
homework
independently
using resources
(textbooks,
online
materials).
Expected answers:
1: Perimeter = 2(5
cm) + (30/360) ×
(2π(5 cm)) ≈ 10 cm
+ 7.85 cm ≈ 17.85
cm.
2: Perimeter = 2(8
m) + (150/360) ×
(2π(8 m)) ≈ 16 m +
20.94 m = 36.94 m.
Evaluation:
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………….

16. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1 The Circle
Key Competences:
 Analytical Thinking: Analyze geometric properties and measurements.
 Problem Solving: Apply mathematical concepts to real-life situations involving circles.
 Critical Thinking: Evaluate and derive mathematical formulas accurately.
Specific Competence: 1.13.1.1 Apply concepts of the circle in real-life situations.
Lesson Goal: Students will establish and understand the formula for the area of a circle through demonstration and
practical application.
Rationale:
Understanding how to calculate the perimeter of a sector is essential for applications in various fields, such as
architecture, landscaping, and design. This lesson incorporates practical measurements and enhances students'
analytical skills. Teaching Methodology(ies)/Strategy(ies) includes Inquiry-based learning, Collaborative group
activities and Hands-on demonstrations This is the 6
th
lesson in the series of 8
Learning Environment Setup:
 Natural: Outdoor space for practical demonstrations (if applicable).
 Artificial: Classroom arranged for group collaboration.
 Technological: Use of calculators and interactive software (e.g., GeoGebra).
Reference:
2024 Mathematics II Syllabus, Secondary School Education, Ordinary Level Form 1-4, STEM Mathematics II Teaching
Module
Prior Knowledge: Students should have a basic understanding of circles, including radius, diameter, and
circumference.
T/L Materials: Blackboards, Markers, Measuring tape, Circular objects (e.g., lids, wheels) and Calculators
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
1. Introduction Ask: "What is the area of a
circle?" "How do we find the area
using the radius?" "Why is the
formula for the area important?"
Share prior knowledge about
circles and discuss the
concept of area. Reflect on
where they encounter circles
in real life.
Participation and
accuracy in
responses.
2. Development
I. Exploration
Introduce the concept of the area
of a circle. Define key
terms: Radius (the distance from
the center to the
edge), Diameter (twice the
radius), Circumference (the
distance around the circle).
Demonstrate using circular
objects.
Measure the radius and
diameter of circular objects.
Discuss findings in pairs and
relate them to the concept of
area.
Evaluate
understanding
through
participation and
accuracy in
measurements.

17. II.
Conceptualizati
on
Explain the formula for the area
of a circle:

. Derive the
formula using practical examples
and visual aids.
Calculate the area of circles
using the formula with
provided radius values. Work
in pairs on example
problems.
Assess correct
application of the
formula and
calculations.
III. Synthesis Summarize the importance of the
area of a circle in various fields
(e.g., architecture, design).
Encourage students to reflect on
practical applications.
Reflect on real-life
applications of the area of a
circle, sharing examples (e.g.,
pizza, wheels). Discuss how
understanding the area helps
in everyday life scenarios.
Assess clarity of
connections made
during discussions.
Exercise/
Assessment
Distribute exercise questions: 1)
Calculate the area of a circle with
a radius of 5 cm.
2) What is the area of a circle
with a diameter of 10 cm?
3) If the radius is doubled, how
does the area change?
4) Find the area of a circular
garden with a radius of 3 m.
5) Calculate the area of a circle
with a radius of 7 cm.
Solve the problems
individually or in pairs and
submit answers.
Answers: 1) 78.5 cm
2) 78.5 cm
3) Area quadruples,
4) 28


5) 15


4. Conclusion Ask students to summarize what
they learned today about the
area of circles. How can they
apply this knowledge in real life?
Share examples of circles in daily
life.
Summarize learning and
share personal examples of
circles and their areas (e.g.,
circular tables, roundabouts).
Assess relevance
and clarity of shared
examples.
5. Homework Assign homework:



Complete homework
independently using
resources (textbooks, online
materials).

Expected answers:


Evaluation:
……………………………………………………………………………………………………………………………………………………………… ………………………
………………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………… …………………………
……………………………………………………………………………………… .

18. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1 The Circle
Key Competences:
 Analytical Thinking: Analyze the properties and measurements of circles.
 Problem Solving: Apply mathematical concepts to solve real-life problems involving circles.
 Critical Thinking: Evaluate and derive formulas accurately.
Specific Competence: 1.13.1.1 Apply concepts of the circle in real-life situations.
Lesson Goal: Students will calculate the area of a sector (both minor and major) and understand its application in
real-world contexts.
Rationale:
Understanding how to calculate the perimeter of a sector is essential for applications in various fields, such as
architecture, landscaping, and design. This lesson incorporates practical measurements and enhances students'
analytical skills. Teaching Teaching Methodology(ies)/Strategy(ies) includes Inquiry-based learning, Collaborative
group activities and Hands-on demonstrations. This is the 7
th
lesson in the series of 8
Learning Environment Setup:
 Natural: Outdoor space for practical demonstrations (if applicable).
 Artificial: Classroom arranged for group collaboration.
 Technological: Use of calculators and interactive software (e.g., GeoGebra).
Reference: 2024 Mathematics II Syllabus, Secondary School Education, Ordinary Level Form 1-4, STEM Mathematics
II Teaching Module
Prior Knowledge:
Students should have a basic understanding of circles, including radius, diameter, circumference, and area.
T/L Materials: Blackboards, Markers, Measuring tape, Circular objects (e.g., lids, wheels), Protractors and Calculators
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
1. Introduction Ask: "What is a sector of a circle?"
"How do we calculate the area of a
sector?" "Can you give examples of
sectors in real life?"
Share prior knowledge
about sectors and
brainstorm real-life
applications (e.g., pizza
slices, pie charts).
Participation and
accuracy in
responses.
2. Development
I. Exploration
Introduce the concept of a sector.
Define key terms: Sector (a portion
of a circle), Radius (distance from
the center to the
edge), Angle (measure of the
sector). Demonstrate using circular
objects.
Measure the radius and
angle of sectors using
circular objects. Discuss
findings in pairs.
Evaluate
understanding
through
participation and
accuracy in
measurements.
II.
Conceptualization
Explain the formula for the area of a
sector (


)

Derive the
formula using visual aids and
Calculate the area of
different sectors using
given measurements.
Assess correct
application of the
formula and

19. practical examples. Work in pairs to solve
related problems.
calculations.
III. Synthesis Summarize the importance of
sectors in various fields (e.g., design,
architecture). Encourage students to
reflect on practical applications of
sectors.
Reflect on real-life
applications of sectors,
sharing examples (e.g.,
clock faces, food items).
Discuss how
understanding sectors
helps in everyday life
scenarios.
Assess clarity of
connections made
during discussions.
1. Exercise/
Assessment
Distribute exercise questions: 1)
Calculate the area of a sector with a
radius of 5 cm and an angle of 60°.
2) What is the area of a sector with a
radius of 7 cm and an angle of 90°?
3) If the radius is doubled, how does
the area change?
4) Find the area of a sector with a
radius of 3 m and an angle of 120°.
5) Calculate the area of a sector with
a radius of 10 cm and an angle of
45°.
Solve the problems
individually or in pairs and
submit answers.
Answers:
1) 15.71 

,
2) 38.48  

,,
3) Area quadruples,
4) 15.71  

,,
5) 39.27  

,
4. Conclusion Ask students to summarize what
they learned about sectors today.
How can they apply this knowledge
in real life? Share examples of
sectors in daily life.
Summarize learning and
share personal examples
of sectors (e.g., slices of
cake, pie charts).
Assess relevance
and clarity of
shared examples.
5. Homework Assign homework:
1) Find the area of a sector with a
radius of 10 cm and an angle of 30°.
2) Calculate the area of a sector with
a radius of 12 inches and an angle of
180°.
3) If a sector has an area of 25 cm²,
what is its radius if the angle is 90°?
4) Describe how sectors are used in
design.
5) Create a poster showing different
uses of sectors in real life.
Complete homework
independently using
resources (textbooks,
online materials).
Expected answers:
1) 9.42  

,
2) 36.00 

,,
3) 7.07 cm,
4) Answers will
vary,
5) Creativity in
presentation.
Evaluation:
……………………………………………… ………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
………………………………………….

20. MINISTRY OF EDUCATION
MKUSHI BOARDING SECONDARY SCHOOL .
LESSON PLAN
NAME OF TEACHER: BERNARD TITO TS NO: 20158602. TERM: ……………. DATE: ……………………
TIME: ………………. DURATION: ……………. minutes ENROLMENT: BOYS: …………GIRLS: …………..
SUBJECT: MATHEMATICS 2 FORM:: 1 ATTENDANCE: BOYS: ………….GIRLS:.....……

Topic: 1.13. MENSURATION
Sub-Topic: 1.13.1 The Circle
Key Competences:
 Analytical Thinking: Analyze and interpret the properties of circles.
 Problem Solving: Apply mathematical concepts involving circles to real-life situations.
 Critical Thinking: Evaluate and use various representations of circles effectively.
Specific Competence: 1.13.1.1 Apply concepts of the circle in real-life situations.
Lesson Goal:
Students will be able to use ICT tools to illustrate and understand concepts related to circles, including
circumference and area.
Rationale:
Using technology to explore mathematical concepts enhances engagement and understanding. This lesson
connects theoretical knowledge with practical applications, developing students' skills in using digital tools for
problem-solving. Teaching Methodology(ies)/Strategy(ies) includes Inquiry-based learning, Collaborative group
activities and Use of ICT tools (e.g., interactive software, simulations). This is the 8
th
lesson in the series of 8
Learning Environment Setup:
 Natural: Outdoor space for practical demonstrations (if applicable).
 Artificial: Classroom arranged for group collaboration.
 Technological: Use of computers or tablets with mathematical software (e.g., GeoGebra).
Reference:
2024 Mathematics II Syllabus, Secondary School Education, Ordinary Level Form 1-4, STEM Mathematics II Teaching
Module
Prior Knowledge:
Students should have a basic understanding of circles, including terms like radius, diameter, and circumference.
T/L Materials: Blackboards, Markers, Measuring tape, Circular objects (e.g., lids, wheels) and Computers/tablets
with software
Expected Standards: The concepts of a circle applied in real-life situations correctly.

LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
INTRODUCTION Introduce the topic of circles and their
significance in mathematics.
Show examples of circles using a
projector.
Engage in a discussion
about the importance of
circles in real life.
Ability to identify
circular objects
and discuss
relevance.
Ask: "What do you know about the
properties of circles?"
Share their thoughts and
prior knowledge
regarding circles.
Participation in
the discussion.
DEVELOPMENT Example 1: Show how to measure the
radius and diameter using a circular
object.
Solution: Demonstrate measuring with
a ruler.
Measure the radius and
diameter of circular
objects in pairs.
Understanding of
the properties
and formulas of
circles.

21. Example 2: Calculate the circumference
of a circle with a radius of 5 cm.
Solution: Circumference = 2πr = 2 ×
3.14 × 5 cm = 31.4 cm.
Discuss the calculation of
circumference and how it
relates to the radius.



Ability to use
technology
effectively.
Example 3: Discuss the formula for the
area of a circle and show it visually using
software.
Observe the
demonstration and take
notes on formulas.
Explain the properties of circles and how
to derive formulas for circumference and
area.
Participate actively in
discussions and ask
questions for clarification.
Demonstrate how to use geometry
software to visualize circles and calculate
their properties.
Use the software to create
circles and calculate their
areas and circumferences.
Example 4: Use the software to create a
circle with a radius of 4 cm. Calculate its
area.
Solution: Area = π(4 cm)² = 50.24 cm².
- Collaborate in pairs to
explore different circles
and calculate their areas.

Example 5: Show how to find the area of
a sector using the software.
Solution: Area of a sector = (θ/360) ×
πr².
Experiment with various
angles to see how the
area of a sector changes.

EXERCISE/
ASSESSMENT
Distribute worksheets with problems
related to circles and sectors.
1) Calculate the circumference of a circle
with a radius of 5 cm.
2) What is the area of a circle with a
diameter of 10 cm?
3) If the radius is doubled, how does the
area change?
4) Find the circumference of a circular
garden with a radius of 3 m.
5) Calculate the area of a circle with a
radius of 7 cm.
Walk around to provide guidance and
feedback.
Work on the worksheets,
applying the concepts
learned to solve problems
involving circles and
sectors.
Accuracy of
calculations on
worksheets
Answers:










Ask reflective questions: "How can
understanding circles help us in real
life?"
Discuss their reflections
with the class.

HOMEWORK











Assign homework where students must
find a circular object at home, measure
its radius and diameter, and calculate its
area and circumference. 1) Find the area
of a wheel with a radius of 10 cm.
2) Calculate the area of a pizza with a
radius of 12 inches.
3) If a circle has an area of 50 cm², what
is its radius? 4) Describe how circles are
used in design.
5) Create a poster showing different uses
of circles in real life
Complete the assignment
by applying the
measurements to
calculate area and
circumference.
Quality and
relevance of the
application.
Expected
answers:
1) 314.16 cm2
2) 452.39 in2
3) 3.99 cm
, 4) Answers will
vary,
5) Creativity in
presentation.

22. Provide questions such as: "Describe the
object and explain how you calculated its
measurements."
Write a brief explanation
of their findings and
understanding of circles.
CONCLUSION - Summarize the key concepts of circles
and their applications. <br> - Address
any remaining questions.
- Reflect on what they
learned and ask any final
questions.
- Participation in
the discussion
and
understanding of
key concepts.
Evaluation:
………………………………………………………………………… ……………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………