MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN

NAME OF TEACHER: ……………………… DATE:
SCHOOL: ..................................... DURATION:80 MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: ESTIMATION MEASURES OR QUANTITIES NO OF BOYS…….
GIRLS…….
REFERENCES: long man civic education learners book 10 and other sources
TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on Approximation and Estimation. Teacher Exposition, Question
and answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Rounding off numbers to given degree of accuracy (nearest unit, given
number of decimal places). The skill of Estimation of numbers to Given significant figure. The
value of Appreciation of approximations in real life
LEARNING OUTCOMES: L.S.B.A.T
 Analyse different Electoral systems.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught.
LESSON INTRODUCTION revise through the previous lesson
Round off the following number correctly to 1 and 2 decimal points
a.0.001
b.0.545
solution
a.0.0→ correctly to 1 decimal place
0.00→ correctly to 2 decimal places

b.0.54→ correctly to 1 decimal place

0.60→ correctly to 2 decimal places
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S TIME
ACTIVITY ACTIVITY

EXAMPLE 1
First estimate the answer to each of these calculation by rounding he
numbers off to the nearest unit, and then check each estimate by doing
the original calculation

a.5.782 +6.319
b.13.215-9.402
Learners to
c.12.52 x3.15 Teacher to write the
d.6.12÷1.8 write the EXERCISE in
example on the their
SOLUTION
board EXERCISE
a.5.782 +6.319
estimate =6+6=12 books
calculation=5.782 +6.319
=12.101

b.13.215-9.402 Teacher to
estimate =13-9=4 solve on the
calculation =13.215-9.402 board
=3.813
Page 1 of 16
c.12.52 ×3.15
estimate =12×3=36 Learners to
calculation =12.52 ×3.15 listen
=39.438 attentively

d.6.12÷1.8
estimate =6.12÷1.8=3
calculation =6.12÷1.8
=3.4

EXERCISE
Make a rough estimate of the answers and then use your calculator to Teacher to
find the answers write the
a.5679+2735 EXERCISE on
b.24.356+170.05 the board Learners to
c.3.567+12.5+1.759 write the
d.7.12+1.8 EXERCISE in
e.12.52-3.15 their
EXERCISE
books

Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………

Page 2 of 16
 MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER: ……………………… DATE:
SCHOOL: ..................................... DURATION:80 MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: APPROXIMATION AND ESTIMATION NO OF BOYS…….
GIRLS…….

REFERENCES: Mathematics progress book 8

TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on approximation and estimations . Teacher Exposition, Question and
answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Estimating measures or quantities and Rounding off numbers to given degree of
accuracy (nearest unit, given number of decimal places).. The skill of Identification of significant figures
and Estimation of numbers to given significant figure.
The value of Transparency Appreciation of Approximations in real life
LEARNING OUTCOMES: L.S.B.A.T
 Approximation and Estimation
 Scientific Notation
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught.
LESSON INTRODUCTION: revise through the previous lesson
EXAMPLE
Write the number of significant figures in each of the following
a.2.567
b.7.6
SOLUTION
a.2.567= 4 significant figure
b.7.6= 2significant figure
LESSON DEVELOPMENT
CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS
EXAMPLE
State the number of decimal places Learners to write the examples Teacher
in each of the following Teacher to write the in their EXERCISE books exposition
a.21.53 examples on the board
b.30.0
c.30.2002 Demonstrations
0.002 Teacher to solve on the Learners listens attentively and
0.070 board part A and B and ask questions
allows learners to ask
SOLUTION questions
a.21.53= 4 significant figure
b.30.0= 3 significant figure
c.30.2002= 6 significant figure Volunteer learners to go and
0.002= 1significant figure Teacher to ask learners to solve on the board Question and
0.070= 2 significant figure go and solve part C and D answer
on the board

Page 3 of 16
 Learners listens attentively Teacher
exposition

EXERCISE Learners to write the EXERCISE

1.How many significant figures are Teacher consolidates in their books
there in the following learners responses
a.125 EXPECTED ANSWERS Question and
1. a.125= 3 significant figure answer
b.75.932
Teacher to write the b.75.932= 5 significant figure
c.301 EXERCISE on the board c.301= 3 significant figure
2.write down 76.008 correctly to
a.4 significant figures
b.2 significant figures
2.write down 76.008 correctly to
a.4 significant figures= 76.01
b.2 significant figures=76

Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
PUPIL’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Page 4 of 16
 MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER: ……………………… DATE:
SCHOOL: ..................................... DURATION:80 MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: APPROXIMATION AND ESTIMATION NO OF BOYS…….
GIRLS…….

REFERENCES: Mathematics progress book 8

TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on approximation and estimations . Teacher Exposition, Question and
answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Estimating measures or quantities and Rounding off numbers to given degree of
accuracy (nearest unit, given number of decimal places).. The skill of Identification of significant figures
and Estimation of numbers to given significant figure.
The value of Transparency Appreciation of Approximations in real life
LEARNING OUTCOMES: L.S.B.A.T
 Round-off numbers to specified degree of accuracy.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught
LESSON INTRODUCTION revise through the previous lesson
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS
ACTIVITY
EXAMPLE To write the Learners to write the Teacher exposition
State the number of decimal places in examples on the examples in their
the following board EXERCISE books
a.30.0
b.0.070
c.21/534 Demonstration/Question
d.4372.5 Teacher to solve part Learners listens attentively and answer
a and b on the board and ask questions
SOLUTION and allows Learners
a.30.0 to ask questions
=has 1 decimal place
Volunteer learners to go
b.0.070 Teacher to ask Question and answer
and solve on the board
= has 3 decimal places learners to go and
solve part c and d on
c.21.534 the board
= has 1 decimal place

d.4372.5
= has 4 decimal places
Teacher to
consolidates learners Learners listens attentively
responses and write and writes the EXERCISE Teacher exposition
the EXERCISE on the in their EXERCISE books
board

EXERCISE
EXPECTED ANSWERS
1.State the number of decimal place of
the following
Page 5 of 16
a.0.000167 1. a.0.000167
b.0.45 = 5 decimal places
c.78.99 b.0.45
= 2 decimal places Question and answer
2.state the number of significant figures
c.78.99
and the numbers of decimal places
= 2 decimal places
a.0.070
b.30.2004 1. a. 0.070
c.21.53 =3 decimal places
and 1 significant
figure

b.30.2004
=4 decimal places
and 6 significant
figure

c.21.53
=2 decimal places
and 4 significant
figure

Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
HOMEWORK
1.State the number of decimal place of the following
a.106.0
b.295.205
75.750

2.state the number of significant figures and the numbers of decimal places
a.500.00
b.436.001
c.280.39
PUPIL’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Page 6 of 16
 MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER: ……………………… DATE:
SCHOOL: ..................................... DURATION:80 MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: APPROXIMATION AND ESTIMATION NO OF BOYS…….
GIRLS…….

REFERENCES: Mathematics progress book 8

TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on approximation and estimations . Teacher Exposition, Question and
answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Estimating measures or quantities and Rounding off numbers to given degree of
accuracy (nearest unit, given number of decimal places).. The skill of Identification of significant figures
and Estimation of numbers to given significant figure.
The value of Transparency Appreciation of Approximations in real life
LEARNING OUTCOMES: L.S.B.A.T
 Round-off numbers to specified degree of accuracy.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught
LESSON INTRODUCTION revise through the previous lesson
EXAMPLE
How many significant figures are there in the following
A.5361
b.247
solution
A.5361= has 4 decimal places
b.247= has 3 decimal places
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS
ACTIVITY
ROUNDING OFF Teacher to explain Learners listens attentively Teacher
The number of digits which follow the about rounding off and ask questions exposition
decimal point gives the number of decimal write the examples on
places the board

EXAMPLE
Round off the following numbers correct to Teacher to solve the
three decimal places part A and B on the Learners listens attentively Teacher
a.5.5432 board and ask questions exposition
b.14.035 /Question and
c.0.333333 answer
d.47.460

SOLUTION
a.5.5432= correctly to 3d.p
b.14.03= correctly to 2d.p Teacher asks volunteer asks volunteer learners to
learners to go and solve go and solve on the board Question and
on the board part C and part C and D answer
D
EXEPECTED ANSWER
Question and
c.0.3= correctly to 1d.p answer
d.47.460= correctly to
Page 7 of 16
 3d.p
EXERCISE
State the number of decimal places in each Learners to write the
of the following Teacher to write the EXERCISE in their
a.12.12 EXERCISE on the EXERCISE books
board
b.7.173
EXPECTED SOLUTION
0.7819
a.12.12= has 2 d.p
d.135.57452 b.7.173= has 3 d.p
0.7819= has 4 d.p
d.135.57452 = has 5 d.p
Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
HOMEWORK
State the number of decimal places in each of the following
a.50.5012
b.1.00
c.0.123
PUPIL’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Page 8 of 16
 MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN

NAME OF TEACHER: ……………………… DATE:

SCHOOL: ..................................... DURATION:80 MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: APPROXIMATION AND ESTIMATION NO OF BOYS…….
GIRLS…….
REFERENCES: Mathematics progress book 8
TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on approximation and estimations . Teacher Exposition, Question and
answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Scientific notation (i.e.A x 10n where n is an integer and 1A<10).The skill of Problem
solving using approximation in real life. The value of Transparency Appreciation of Appreciation of
approximations in real life.
LEARNING OUTCOMES: L.S.B.A.T
 Express numbers in scientific notation or standard form.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught
LESSON INTRODUCTION revise through the previous lesson
EXAMPLE
Write the following number in standard form
a.38400000
SOLUTION
3 .84× 107
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS
ACTIVITY

EXAMPLE
Write the following numbers in the standard Teacher to write the Learners to write the Teacher
form or scientific notation examples on the board examples on the board exposition
a.0.048
b.0.0000256
Teacher to solve Learners listens attentively
example 1 on the board and ask questions Demonstrations
SOLUTION and allows learners to
a.0.048=4.8×10-2 ask questions
b.0.0000256=2.66×10-5
EXAMPLE 2
Express the following in the standard form
a.130 Teacher to write the Learners to write the Teacher
b.3277 examples 2 on the examples on the board exposition
c.2981 board
EXERCISE
1.Express the following in the standard form
Teacher to ask EXPECTED ANSWER
or scientific notation
volunteer learners to go a.130 =1.3×102
a.100 and solve on the board
b.25 b.32774=3.27×103
example 2 c.2981=2.9×103
c.29520
d.10600
Learners listens attentively
2.Simplify the following and latter writes the
Page 9 of 16
a.475×103 EXERCISE in their
b.314×102 Teacher consolidates EXERCISE books Question and
c.2302×105 learners responses EXPECTED ANSWERS answer
1.a.100 =1×102
b.25 = 2.5× 10
c.29520 =2.952 × 104
d.10600 = 1.06 ×104

2. a.475×103=475000
b.314×102=31400
c.2302×105=320200000
Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
PUPIL’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN

Page 10 of 16
 NAME OF TEACHER: ……………………… DATE:
SCHOOL: ..................................... DURATION:80 MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: APPROXIMATION AND ESTIMATION NO OF BOYS…….
GIRLS…….
REFERENCES: Mathematics progress book 8
TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on approximation and estimations . Teacher Exposition, Question and
answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Estimating measures or quantities and Rounding off numbers to given degree of
accuracy (nearest unit, given number of decimal places).. The skill of Identification of significant figures
and Estimation of numbers to given significant figure.
The value of Transparency Appreciation of Approximations in real life
LEARNING OUTCOMES: L.S.B.A.T
 Approximation and Estimation
 Scientific Notation
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught
LESSON INTRODUCTION :Teacher to revise through the previous lesson
EXAMPLE
Express the following number as the powers of 10
a.10000
b,100
SOLUTION
a.10000=10×10×10×10
=104
b,100=10×10×10
=103
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS
ACTIVITY
EXAMPLE Teacher to write the Learners to write the Role play
Express 302800 in standard form giving your example on the board example in their
answers correctly to and allows learners to EXERCISE books
a.3 significant figures write in their
b.2 significant figures EXERCISE books
c.1 significant figure

SOLUTION Teacher to solve part Learners listens

A and allows learners attentively and ask Teacher
a.302800=3.02×105 to ask questions questions expositions
=3.03×105
correct to 3d,p

b. 302800=3.028×105
=3.0 ×105 Teacher to ask
volunteer learners to volunteer learners to go
correct to 2d,p
go and solve on the and solve on the board
c. . 302800=3.028×105 board part B and C part B and C
= correct to 1d,p

Page 11 of 16
EXERCISE Teacher to write the learners to write in their Questions and
Write the following number in standard form EXERCISE on the EXERCISE books answer
a.38400000 board and allows EXPECTED
b.734000 learners to write in ANSWERS
c.9000 their EXERCISE A.3.84x107
d.9870000 books b.7.34x105
c.9x103
d.9,87x106

Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………

MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN
Page 12 of 16
 NAME OF TEACHER: ……………………… DATE:
SCHOOL: ..................................... DURATION:80MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: SIGNIFICANT FIGURE NO OF BOYS…….
GIRLS…….
REFERENCES: long man mathematics learners book 8 and other sources
TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on significant figure .Teacher Exposition, Question and answer
and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Scientific notation to given degree of accuracy (i.e. specified number of
significant figures, decimal places) .The skill of Identification of significant figures and
Estimation of numbers to given significant figure. The value of Appreciation of approximations
in real life
LEARNING OUTCOMES: L.S.B.A.T
 . Express numbers in scientific notation or standard form.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught.
LESSON INTRODUCTION revises through the previous lesson
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS
ACTIVITY

STANDARD FORM Learners to listen

The number 100,1000,10000 and so on can Teacher to explain attentively and ask Teacher
be expresses as a power of 10 as follows how numbers can be questions exposition
a.100=10x10=102 expressed as a power
b.1000=10x10x10=10 3
of 10 (standard form)
c.10000=10x10x10x10=10 4

Example
1.write the following as the power of 10. Teacher to write the
a.5000000000 examples on the Learners listens
board and solve part attentively and asks Demonstration
b.20000
c.3800000000 A and allows learners questions
to ask questions
SOLUTION
a.5000000000
=5X109
b.20000 volunteer leaners to go
Teacher to ask Question and
=2X104 and solve on the board
volunteer leaners to answer
c.3800000000
go and solve on the
=38X108
board
EXERCISE
Write the following numbers using the Learners attentively and Teacher
powers of 10 later to write the exercise exposition/
a.400000 in their exercise books Question and
Teacher to
b.2000000 answer
consolidates learners
c.1000 responses and write EXPECTED
d.300 the exercise on the ANSWERS
board A.4x105
b.2x106
c.1x103
d.3x102

Page 13 of 16
Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………

MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN
NAME OF TEACHER: ……………………… DATE:
SCHOOL: ..................................... DURATION:80MINUTES
TOPIC: APPROXIMATION AND ESTIMATION CLASS: 8
SUBTOPIC: SIGNIFICANT FIGURE NO OF BOYS…….
GIRLS…….
Page 14 of 16
 REFERENCES: long man mathematics learners book 8 and other sources
TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This lesson is on significant figures. Teacher Exposition, Question and answer
and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Meaning of significant figure (Highlight the
Significance of zero) and Estimating measures or quantities. The skill of Identification of
significant figures and Estimation of numbers to given significant figure. The value of
Appreciation of approximations in real life
LEARNING OUTCOMES: L.S.B.A.T
 Express numbers to given significant figure.
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught.
LESSON INTRODUCTION revises through the previous lesson

a.What is TηNηB
b.What does BηT represents
c.What is c
d.SOLUTION
a. T n N n B={7}
b. B ηT ={6,7}
c.={4,5,6,7,8}
LESSON DEVELOPMENT
CONTENT TEACHER’S PUPIL’S ACTIVITY METHODS
ACTIVITY
The to explain what
SIGNIFICANT FIGURES about significant Learners to listen Teacher exposition
 Significance means to have a figures attentively and asks
meaning questions
 Significant figure are often used
for approximating large or small
numbers

RULE NUMBER 1
 All non zero digits are significant
figures
EXAMPLE
Write the number of significant figure in
each of the numbers below
a.2.567
b.7.5

Solutions
a.2.567=4 significant figures Teacher to explain
b.7.5= 2 significant figure about the four rules
under significant Learners listens
RULE NUMBER 2 figures ,give attentively and ask
Page 15 of 16
  Zero’s between non zero digits are examples and allows questions
significant figures learners to ask
EXAMPLE questions
Write down the number of significant
figure in each of the numbers below
a.4005
b.9.05
Solutions
a.4005=4 significant figures Teacher
b.9.05=3 significant figures exposition/Question
and answer
RULE NUMBER 3.
Leading zero’s to the left of non-zero digit
are not significant they merely indicate the
position of decimal comma

EXAMPLE
Write down the number of significant
figure in each of the numbers below
a.0.007
b.0.054

Solutions
a.0.007=1significant figure
b.0.054=2 significant figure

RULE 4.Trailling zero’s that are to the

right of a decimal comma are not
significant figures
EXAMPLE
Write down the number of significant
figure in each of the numbers below
a.0.0530
b.0.80
Solutions
a.0.0530=3 significant figures
b.0.80=2 significant figure
Lesson conclusion: Teacher concludes the lesson by assisting slow learners and marking books
PUPIL’S EVALUATION
……………………………………………………………………………………………………
TEACHER’S EVALUATION
……………………………………………….................................................................................

Page 16 of 16