1

Acknowledgements
This training manual was developed with financial support from the USAID as part of the
Apatseni Mwayi Atsikana Aphunzire (AMAA) Programme. Save the Children Malawi is
leading the combined implementation of eight components of the AMAA programme. The
Components are Life Skills, Female Teacher Role Modelling (FTRM), School based
Reporting and Referral Systems, School Buddies, Science and Maths Camps, Real Fathers,
Teacher Continuous Professional Development (CPD), and Bursaries. Save the Children is
working in partnership with The Grassroots Soccer and FAWEMA especially on the Life
Skills Component, and FAWEMA is also coordinating the School buddies and Science and
Maths Camps.

This manual was developed specifically for the implementation of the Science and Maths
Teacher Professional Development Component. It draws on the needs assessment findings
which were compiled and several other experiences which other similar programmes have
had.

The manual is the result of work undertaken by a core group of individuals from ministry of
Education and other government departments who co-ordinated the development of this
training manual. This core group included Mercy Ching’ani Phiri from SCI;John Mswayo,
HalordChigalu, Grace Mphandamkoko, E Matengo and V. Lungu from Department of
Inspection and Advisory Services (DIAS); Justus Nkhata, Alfred Kamoto and R Yaya from
Department of Teacher Education Development (DTED); Jackson Yekha and Loyce Chisale
from Malawi Institute of Education (MIE); George Vakusi from NalikuliCollege of Education;
AB Damaso from Bzyazi Sec. School; and Julian Kaferenkhani from Madisi Secondary
School.

We are grateful to the Malawi Government, specifically the Ministry of Education, Science
and Technology and the Malawi Institute of Education; The visiting US Save the children
consultants-Tibbet Patricia and Press Sarah; Patricia Tibbet and Sarah Press- visiting
consultants from Save the Children USA; Nadia Soto-visiting intern student from USA,
Rodgers Chilemba who provided type setting and designing support, our Team Leader-
Cassie Biggs and all who rendered their support in different forms.

About this Manual

This manual is a training resource for the every month-end, one day training which the
mentors will use to train class-room teachers. The mentors and teachers will be meeting at a
cluster center where there will be capacity building through activities and discussions.

2
 Unit 1

Trigonometry

3
Table of contents

Trigonomentry……………………………………………………………………….………………………………………………………….3
Introduction and Overview: 30 minutes ........................................................................................ 6
Advance preparation required................................................................................................................ 6
Unit Summary ......................................................................................................................................... 6
Review Your Lessons and Related Work: I hour .............................................................................. 7
Expected learning outcomes................................................................................................................... 7
Implementing Activities in our Classrooms ............................................................................................ 7
Subtopic 1: Triangle Sines, Cosines and Tangents: 1 hour ................................................................ 7
Subtopic 2: Values of Sine, Cosine, and Tangent of 300, 450, and 900 : 1.5 hours……………………………..11
Subtopic 3: Trigonometric ratios: I.5 hours ................................................................................... 15
Subtopic 4: Angles of elevation and depression: 1 hour ................................................................ 20
Subtopic 5: Sine and Cosine Rule: 45 minutes ............................................................................... 22
Subtopic 6: Bearing: 1 hour ......................................................................................................... 27
Assessment: 30 minutes ............................................................................................................. 30
Tips for Improving Classroom Activities: 1 hour ............................................................................ 30
Closing:30 min ……………………………………………………………………………………………………………………………….34

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SESSION PLAN : TWO DAY TRAINING
Date Session/ Time Activity
1. Introduction and overview (10minutes)
2. Trigonometry and related work (20minutes)
Session 1: 08.30am – 10.30 am 3. Sine, Cosine and Tangent Functions in Right
angled triangle (40 minutes)
4. The values of Sine, Cosine and Tangent of 300,
450, 600 and 900(30 minutes)
5. Presentation and consolidation of activities in
Session 1 and 2 (20 minutes)
10.30 am – 11:00 am Break
Day 1 Session 2: 11.00 am-12.00 noon 1. Trigonometric ratios of obtuse angles(30
minutes)
2. Angles of Elevation and Depression (30 minutes
)
12.00 noon – 13.00 pm Lunch
1. Sine and Cosine Rule(30 minutes)
2. Bearing and Application of Trigonometry (30
Session 3: 13.00 pm – 15.00 pm minutes)
3. Assessment(30minutes)
4. Tips for improving Classroom Activities(30
minutes)
Day 2 1. Lesson planning (40 minutes)
Session 1: 08.30 am- 10.30 am 2. Lesson 1 presentation(30 minutes)
3. Discussion on Lessons 1 (10 minutes)
4. Lesson 2 Presentation(30 minutes)
5. Discussion on lesson 2(10 minutes)
10.30 – 11.00am Break
1. Lesson 3 Presentation(30 minutes)
Session 2: 11.00am – 12.00pm 2. Discussion on Lesson 3 (10minutes)
3. Wrap up lesson- Lesson 2 (20 minutes)
12.00 – 13.00pm Lunch
1. Lesson 4 Presentation(30 minutes)
2. Discussion on lesson 4 (10 minutes)
Session 3: 13.00 – 15.00 pm 3. Refinement of the lesson plans and submission of
the refined lesson plans (40 minutes)
4. Wrap up on Trigonometry(10 minutes)
5. Closing. (30minutes)

5
Unit 1: Trigonometry

Introduction and Overview: 30 minutes

This session guide build on teachers’ experiences in their current classroom on teaching
Trigonometry to further support teachers to strengthen their lessons on trigonometry. This
session guide aims to support mentors to further assist teachers in content and methodology.
Mentors should adapt activities to suit the teachers present, but should generally adhere to the
session as described here.

This session covers the following topics:

0. Introduction to the Day’s Work
1. Review on recent mathematics lessons on trigonometry
2. Triangle Sines, Cosines and Tangents
3. Values of Sine, Cosine, and Tangent of 300, 450, and 900
4. Trigonometric ratios of angles from 00 to 3600
5. Angles of elevation and depression
6. Bearing
7. Sine and Cosine Rule
8. Application of trigonometry in solving problems
9. Assessment
10. Tips for Improving Classroom
11. Ensuring Student Understanding
12. Closing

Advance preparation required

Review each session and the necessary materials in advance. Many sessions include activities
that require specific materials.

Step 1: Introduce the day’s work

 Thank participants for coming
 Review the session plan
 Present the unit summary and expected learning outcomes
 Ask if there are any questions or concerns

Unit Summary
Introduction
People need to measure distance from time to time. For instance, they need to know the
distance from their house to their mosque or church. Trigonometry is a branch of
mathematics based on the relationships between the various measurements of triangles. In
this unit, you will discuss, share and explore various concepts in trigonometry and make
suggestion on how best such concepts can be taught in order to enhance understanding of the
concepts amongst all the learners.

Expected Learning Outcomes

By the end of the unit you must be able to:
1. Calculate angles and sides of right-angled triangles using trigonometric ratios
2. Derive the fractional trigonometric ratios of 300, 450, 600and 900
3. Solve practical problems involving trigonometry

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 4. Use appropriate methods and resources when teaching concepts in trigonometry
5. Use appropriate techniques to assess students in trigonometry
6. Identify difficult concepts to the learner and teacher
7. Prepare activities on how to teach the identified concepts

Review Your Lessons and Related Work: I hour

Step 2: Review work on your recent maths lessons

 Share experiences teaching recent lessons
 Explain that in the future, teachers will be asked to reflect on and/or demonstrate
lessons and activities related to the previous sessions.

Timeframe: 1 hour
Materials:
 Ask participants to come prepared with their textbooks and a ruler

Expected learning outcomes

By the end of this session, participants will be able to:
1. Reflect back on what has worked well in their lessons.
2. Reflect back on what they could improve in their lessons.

Implementing Activities in our Classrooms

 Ask participants to call out some of the activities we tried in their classrooms recently
 Read out the list asking participants to raise their hands if they tried each activity in
their classrooms.
 Invite participants to share their experiences.
 Ask them to share what worked well, and any challenges they encountered
 Invite other participants to troubleshoot challenges with the speaker
 Congratulate each person who shares on having tried something new—that is
never easy
 Tell participants that we will begin each session by sharing the activities we have tried
in our classrooms; they should come prepared to reflect on what worked, what was
challenging, and any questions they have.
 Thank participants for trying these activities, and explain that we are now going to
review the material we covered in the previous session in order to be able to advance
to the next session.

Subtopic 1: Triangle Sines, Cosines and Tangents: 1 hour

Step 3: Explain triangle functions and lead practice examples

Mentor: Now we’re going to begin looking at triangles and how to teach them. [Mentor
draws triangle figure 1 diagram on the board.] What do you already know about triangles and
triangle angles and lengths?
Teachers: [respond]
Mentor: That’s helpful! Now let’s review.

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 Mentor: [presents activity 1]
Mentor: Now let’s work in pairs to answer the It’s useful to work in pairs
following problems in activity 1. because then all learners have an
opportunity to practice and
Activity 1 Identifying and naming of sides with participate. Some learners will be
reference to a given angle (30 minutes) reluctant to talk in front of the
1. What type of a triangle is triangle ABC in figure
group. In pairs, everyone gets a
1?
chance to try!
2. Identify the hypotenuse, adjacent and opposite
side to angle BAC and angle BCA in triangle
ABC

Figure 1
Mentor [Explains]
Teachers: [share your answers]
Mentor: [provide feedback and praise teachers for participating. If some teacher were
confused, be sure to re-explain the process for coming up with the correct responses.]
1. Triangle ABC is a right angled triangle with angle ABC = 900
2. The side AB is adjacent side (next or touching) angle BAC while side BC is the Opposite
side to angle BAC. The side AC is which is opposite the right angle is called the
hypotenuse. The side BC is adjacent side (next or touching) angle BCA while side AB is
the Opposite side to angle BCA. Table1 gives summary of sides in relation to a given
angle.
Table 1
Angle Adjacent Opposite side hypotenuse
side
BAC AB BC AC
BCA BC AB AC

Right angle triangles are special. Pythagoras studied right-angle triangles, and the
relationships between the legs and the hypotenuse of a right triangle, before deriving his
theory named the Pythagorean Theorem.

The Pythagorean Theorem

If AB and BC are the lengths of the legs of a right triangle and AC is the length of the hypotenuse, then the sum of
the squares of the lengths of the legs is equal to the square of the length of the hypotenuse.
The formula for the Pythagorean Theorem is: where is the hypotenuse while and are the sides
of the triangle
For the triangle in figure 1 . The sides are named with reference to a given angle and their
lengths.

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Sine, cosine and Tangent Functions in Right angled
triangle It’s useful to start working
individually before we pair, this
Mentor: Let’s do activity 2, we will start working gives every individual time to think,
individually, then compare our work in pairs before we even those that are shy to express
share our work to the whole group. themselves will write down their
ideas before sharing in pairs
Activity 2: Determining the Sine, Cosine and because then all learners have an
Tangent functions in a right angled triangle opportunity to practice and
participate. Some learners will be
PQR in figure 2 is a right-angled triangle right angled reluctant to talk in front of the
at R: A and C are points on PQ and B and D are points group. In pairs, everyone gets a
on PR. chance to try!

QR
Measure the length of sides PQ and QR and find the ratio to one decimal place
PQ
CD
i. Measure the length of sides PC and CD and find the ratio to one decimal place.
PC
AB
ii. Measure the length of sides PA and AB and find the ratio to one decimal place.
PA
QR CD AB
iii. Compare the ratio , and what do you notice?
PQ PC PA

Mentor: Moves around to see individual work and gives guidance and explains. Which pair
would like to show their work and their response?

Teachers: [respond by presenting work]. The ratios are all the same!
Mentor: Now let’s have another pair share their work and response.
Please explain it just as you would in your classroom!

Mentor: [presents]
Now we’ll review the sine, cosine, and tangent in right-angled triangles starting with the sine
of an angle. In figure 2 there are three triangles ABP, CDP and QRP; AB, CD and QR are
opposite sides to angle P respectively while AP, CP and QP are hypotenuses in the three
triangles. In iii we find that

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 QR CD AB
= = .
PQ PC PA
Mentor: the ratio of the opposite side to the hypotenuse of a given angle in a right-angled
triangle is the same in the three triangles. The ratio of the opposite side to the hypotenuse is
called the Sine ratio.
QR CD AB
Sin P= = = =
PQ PC PA
Mentor: Don’t worry if this isn’t clear. We’re going to practice!

3.2.Cosine of an angle
Mentor: [presents] Similarly, PB, PD and PR are adjacent sides to angle P in triangles ABP,
CDP and QRP, while PA, PC and PQ are hypotenuses in triangles ABP, CDP and QRP. The
ratio of the adjacent sides to the hypotenuse is equal to each other in the triangles ABP, CDP
and QRP

CosP =
Mentor:
In pairs, practice how you would demonstrate this to your class for the first time.
Teacher: [work in pairs for 5 minutes to prepare your explanation]
Mentor: Now let’s have one person from each pair demonstrate their pairs explanation!
Teachers: [present]
Mentor: [Provide feedback and corrections as appropriate]

3.3.Tangent of an angle
Mentor: [presents]
And the ratio of the opposite side to the adjacent side is the same for the three sides. The ratio
of the opposite side to the adjacent side is called the tangent (tan) of angle P.
QR CD AB
Tan P = = =
PR PD PB
Mentor [Would anyone like to demonstrate these calculations for the group? [Gage
understanding of the group. If needed, review how to demo a lesson again. It’s not just
having the right answer, teachers should be able to explain and show their process].
Mentor: [presents summary]

3.4.Summary
In this section we have learnt that in any right angled triangle ABC with right angle at B
1. The sine function (sin), is defined as the ratio of the side opposite the angle to the
hypotenuse.

2. The cosine function (cos), is defined as the ratio of the adjacent leg to the hypotenuse.

3. The tangent function (tan) is defined as the ratio of the opposite side to the adjacent
side.

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Subtopic 2: Values of Sine, Cosine, and Tangent of 300, 450, and 900 : 1.5 hours

Step 4: Understanding and using values of sine, cosine, and tangents

The values of the sine, cosine and tangent of angles are mostly found using calculators or
logarithm tables. Use of calculators is accepted and students are allowed to use calculators
in the learning process and even in national examination. It is important that students get
the meaning and mathematical sense before they use calculators and logarithm tables.

Sine, cosine and tangent of 450

Activity 3: Deriving the values of sine, cosine and tangent of 450

Mentor: In this section, you are going to derive the trigonometric ratios of 300, 450, 600 and
900 through meaningful activities that can help learners understand the meaning.
Understanding of the special values forms a foundation for making judgements and
understanding the values of angles in the four quadrants. The key equations for these angles
are:
Angle Sin Cos Tan=Sin/Cos

30° √

45° 1

60° √3

Mentor: Do you see any patterns in the Sin or Cos?

Teachers: [respond]
Mentor: Now let’s get back to 45 degree angles and do some practicing!

Figure 3 is a right angled triangle ABC and and ,

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 Figure 3
1. Individually find the value of the following
i. a
ii. Sin450
iii. Cos450
iv. Tan450
2. Discuss your ideas in pairs
3. Share your ideas with the other pair
4. Report your ideas to the whole group

Mentor: [Provide feedback and review]

i. In figure 3 (Pythagoras Theorem)and , ,
√ but √
ii.
√
iii.
√
iv.

Cosine, Sine, and Tangent values for 30○ and 60○

Mentor: [work in pairs and be prepared to teach this micro lesson as if you’re teaching your
own class].
Activity 4 Finding the Cosine, Sine, and Tangent values for 30○ and 60○
Figure 4 is an equilateral triangle with sides 2 units

Figure 4
Use the information given to find the value of
i. a
ii. sine, cosine and tangent of 300,, 600

Mentor [Provide feedback and review]

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 i. , √
√
ii. ,
√
,
√
, √ 1.732
√

Teachers: [Present your micro lesson and calculations]

Mentor: [Provide feedback, praise, and corrections as needed. Remember, it’s not just about
getting the answers right, it’s about explaining the process to learners can understand!]

Mentor: Let us study the values of sine, cosine and tangent of 300, 450 and 600 through
and find values for sin cos and tan of other angles
Mentor: [form groups of 3-4 and complete the following table.]
a. Complete the following table by finding the values of a b and c in table 2

Table 2
Angle Sine Cosine Tangent
300 √
√
450
√ √
600 √ √ 1.7320

350 0.5736 b 0.7002

750 c 0.2588 3.9321
550 0.8192 0.5736 1.4281
a 0.2588 0.9659 0.2679

b. Explain how you got the answer and share your ideas in pairs
c. Given that Sine 400=0.6428 and cos270= 0.8910. What do you think is the cos600 and
sin630 give reasons for your answer
d. Suppose and  is acute find the values of and

Mentor: [Present the answers below]

a. Completing the table it is found that , and

0 0 0 0
b. From the table sin30 =Cosine60 =0.5 and sin60 =cos30 =0.8660. It looks like the
sine of a given angle is equal to the cosine of the angle complementary to the given
angle. In general we can say that is is an acute angle then sin = cos ( ). The
cos75 =0.2588 = sina which means a=90 -75 =15 since we are given the sine of 550
0 0 0 0

we can determine the cosine of 350is also 0.8192 in the same way the sine of 750 is
0.9659.
c. cos600=sin400= 0.6428 and sin630=cos270=0.8910.
d. , this can be figured out as in figure 5.
In figure 5, 3 is the opposite side to angle  while 5 is the hypotenuse.

13
 A

5
3


B C
Figure 5

√ , so

Mentor: Are there any questions? Can one of you volunteer to teach this exercise using small
group work and pretending you’re teaching your own class?
Teacher: [volunteer presents]

Activity 6: Calculating angles and sides of right-angled triangles using trigonometric ratios

Mentor: Let’s form our groups of 3-4 again and try the following. This time I’ll ask someone
who hasn’t presented before to try to micro teach this activity.

1. Work out the value of p in the following triangles

c
a b

2. Find the angles marked s in the following figures

3. Given that the find

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 a.
b.

Mentor: Who would like to present their calculations demonstrating how to use small groups
in a large classroom?
Teacher: [Demo]

Mentor: Now let’s review. I’m going to teach this concept and the activity again for
everyone!
Mentor: [Explain the following]
1 a.

b.

c.

2 a.

b.

c.

3 which means 6 is the adjacent side to angle A and 10 is the

hypotenuse
Let opposite side to angle A be
a.
√
b.

Subtopic 3: Trigonometric ratios: I.5 hours

Step 5: In the previous section, we discussed the values of angles between 0 and 90
degrees. In this section, we will determine the trigonometric ratios of 0 and 90 and angles
obtuse angles using a unit circle.

Mentor: [present] Summary

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Trigonometric ratios of obtuse angles
In the previous section, we discussed the values of angles between 0 and 90 degrees. In this
section, we will determine the trigonometric ratios of 0 and 90 and angles obtuse angles using
a unit circle.

Learning outcomes
By the end of this session you should be able to
1. Calculate the trigonometric ratios of 00, 900 and obtuse angles using the unit circle
2. Describe a general rule for finding trigonometric ratios from 00 to 3600

Activity 7 Calculating trigonometric angles using unit circle

Mentor [You are provided with a unit circle of radius 1(Figure 6) drawn on the plane].

Mentor [Presents the instruction on a work sheet for every individual]

On the graph provided draw a line from the origin (radius) making an angle of 30 0 with the X
axis to cut the circumference of a circle at point D. Drop a perpendicular line from D to the X
axis. Do the same for 600 and 900. You should come up with the following diagram

Figure 6

a. Use the triangles drawn to find the sine, cosine and tangent of 30o, 60o and 90o and
record your results in table 4

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 Table 4
Point Angle Sine Cos Tan
o
D 30 (0.8675,0.5) 0.5 0.8675

E 60o (0.5,0.8675) 0.8675 0.5

A 90o (0,1)

b. What do you notice about the values of the sine, cosine and tangents of the angles and
the and axis
c. Draw the radius such that it makes an angle of 120oand 150o anticlockwise, find the
values of sine and cosine of 120o and 150o.
d. Extend the lines DO, EO, FO and GO to cut the circumference on the other side at
points at I, J, L and M respectively.
e. Find the coordinates of the points I, J, K, L, M and N and Find the values of sine,
cosine and tangent of the angles formed and complete the following table 5

Table 5
Point Angle Sine Cos Tan
D 30o (0.8675,0.5) 0.5 0.8675

E 60o (0.5,0.8675) 0.8675 0.5

A 90o (0,1) 1 0
F 120o (- 0.8675 -0.5
0.5,0.8675)
G 150o
H 180o
I 210o
J 240o
K 270o
L 300o
M 330o
N 0 /360o
o

Mentor: [Gives feedback and review, Remember, it’s not just about getting the answers right,
it’s about explaining the process to learners can understand!]
Mentor: [Ask pairs to present and share]
Teachers: [provide feedback to presentations]
Mentor: [using answers from below, model more difficult aspects of the assignment
pretending that you’re teaching in an over-crowded classroom.]

a. The sine cosine and tangent are found as recorded in table 4

17
 Point Angle Sine Cos Tan
D 30o (0.8675,0.5) 0.5 0.8675

E 60o (0.5,0.8675) 0.8675 0.5

A 90o (0,1) 1 0

b. From table 4;
1. The value of sine increases as the angle increase from 0 to 900 while the value
of the cosine gets smaller as the angle increases from 00 to 900 and the tangent
gets bigger and bigger as the angle gets close to 900

2. The value of the sine is equal to the coordinate and the value of the cosine is
equal to the y coordinate
c. The values of sine 120= 0.8675 cosine120= -0.5of 120o and sin150= 0.5
while cos150= -0.8675
d. Extending the lines results in figure 7
Figure 7

18
 e. coordinates are as follows

Point Angle Sine Cos Tan

D 30o (0.8675,0.5) 0.5 0.8675

E 60o (0.5,0.8675) 0.8675 0.5

A 90o (0,1) 1 0
F 120o (-0.5,0.8675)
0.8675 -0.5 -1.7321
G 150o (-0.8675,0.5) 0.5 - -0.5754
0.8675
H 180o (-1,0) 0 -1 0
I 210o (-0.8675,-0.5) -0.5 - 0.5754
0.8675
J 240o (-0.5,-0.8675) ,- -0.5 1.7321
0.8675
K 270o (0,-1) ,-1 0
L 300o (0.5,-0.8675) ,- 0.5 -1.7321
0.8675
M 330o (0.8675,-0.5) ,-0.5 0.8675 -0.5754
N 0 /360o
o
(1,0) 0 1 0

Summary
The values of cosine and sine of angles are related to the corresponding values of the
coordinates that the radius makes at the circumference. The sine of any angle  is equal to the
y coordinate and the value of cosine is equal to the x coordinate (Sin  = y and Cosine  = x )
for instance Sin150o = sin30o = Sin (180o-150o), Cos150o = -Cos30o = -Cos (180o-150o) and
Sin240o = -Sin60o = -Sin (240o-180o). The values of sine ,cosine and tangent of an angle 
is either negative or positive depending on the size of the angle as summarized in table that
follows

0    90o 90o    180o 180o    270o 270o    360o

1st Quadrant 2nd Quadrant 3rd Quadrant 4th Quadrant
Sine + + - -
Cosine + - - +
Tangent + - + -

The angles are measured anti-clockwise from the positive x-axis for instance 30° would be
drawn as follows:

19
The angles which lie between 0° and 90° are said to lie in the first quadrant. The angles
between 90° and 180° are in the second quadrant, angles between 180° and 270° are in the
third quadrant and angles between 270° and 360° are in the fourth quadrant. The values for
sin, cos and tan are positive for all angles in the first quadrant, only the values of sine of
angles are positive in the second quadrant, in the third quadrant, only the values for tan are
positive and in the fourth quadrant, only the values for cos are positive.

Mentor: That was a lot of information. Now form pairs and use your students books and the
information I just shared to think of how to explain and demonstrate sines, cosines, and
tangents within the 4 quadrants of the circle. Take 20 minutes to discuss and prepare your
presentation. Plan to facilitate for approximately 5-7 minutes.

Teachers: [Present]
Mentor: Now I would like everyone to mention one positive element of the presentation and
one thing that could be improved. Please be as specific as you can.
Teachers: [Provide feedback]

Subtopic 4: Angles of elevation and depression: 1 hour

Step 6: In this unit we are going to look at angles of elevation and depression

Mentor: [present] Learning outcomes

By the end of the session participants should be able to
1. calculate the angle of elevation and depression
2. calculate the bearing of a point relative to a given point using trigonometric
ratios

Angle of depression
The angle of depression, if the object is below, is the angle between the horizontal line and
the observer's line of sight is called the angle of depression.

20
Angle of elevation

The angle of elevation of an object, if the object is above, is the angle between the horizontal
line and the line from the object to the observer's eye.

The angle of elevation of the object from the observer is

Mentor: Use student books and find lesson on angles of elevation and depression. Work in
pairs to create a micro lesson. Use the following activity:

Activity8: calculating the distance between given points using trigonometric ratios
From the top of a vertical cliff 40 m high, the angle of depression of an object that is level
with the base of the cliff is 34º. How far is the object from the base of the cliff?

Teachers: [present]
Mentor: [provide feedback and demo lesson, if needed]

Feed Back:
Let x m be the distance of the object from the base of the cliff.

21
Therefore the object is 59.30 m from the base of the cliff

Subtopic 5: Sine and Cosine Rule: 45 minutes

Mentor: [present] By the end of the session you must be able to

Step 7: In this unit we are going to determine the cosine and sine rule and apply the two rules
in solving problem

1. derive the sine and cosine rules

2. calculate a side and an angle using sine and cosine rules
3. Solve problems using cosine and sine rules

22
The Sine Rule
Consider the triangle below

i.
ii.

The Cosine Rule

Consider the triangle that follows

(Pythagoras theorem)

but
and

23
Mentors: Now I would like you to work in groups of
3-4 and prepare to reteach this lesson. My lesson was
not clear so this is your chance to do a better job! Always prepare and review for
Teachers: [prep explanation and present] your lesson. It may not be
Mentor: This is a good example of how important enough to do a lesson plan,
preparing for a lesson really is! Thinking about our you’ll also want to think about
presentations, what was strong? What could have been how to ensure learners
improved? understand!

Teachers: Discuss

Mentor: [present and explain]

Application of the Sine and Cosine rules

Activity 9: Applying the sine and cosine rule

1. Calculate the value of angle x in the triangle that follows

Using the sine rule

a b

sin A sin B
9 6

sin x sin 34 0
6 sin x  9 sin 34 0
9 sin 34 0
x  sin 1 ( )
6
9  0.5592
 sin 1 ( )
6
 sin 1 0.8388
 57.010
Mentor: Any questions? Now work in pairs and prep a demonstration using the following:

2. Calculate the length in the triangle below

24
 Using the Cosine Rule:
c2 = a2 + b2 - 2abCosC
y2 = 52 + 92 - 2(5 x 9) Cos 42o
y2 = 106 - 90  0.7431
y = (106 - 90  0.7314 )
y = 6.25

Teachers: [present]
Mentor: [provide feedback]

Mentor: In pairs take 7 minutes to prepare the following demo.

2. In the quadrilateral below, calculate the size of angle ABC

AC2 = 52 + 42 - 2(5 x 4) Cos 100o
- 40  0.1736 )
AC = 34 .056
=5.835
Using the sine rule to calculate the angle ABC,
which we will call x.
5.83 10
=
Sin x Sin 60o
5.83  sin 60 o
Sin x =
10
5.83  0.8660
=
10
x = sin-10.5048
x = 30.32o

Teachers: [Present]
Mentor: [present]

AREA RULE
By the end of the session participants should be able to
1. Find the areas of triangles using the sine ratio
2. Calculate areas of triangles using the sign rule

Mentor: In pairs, use student books to write an introduction micro lesson on using sine ratio
and sign rule. Take 15 minutes to prepare and be ready to present. Be sure to explain in your
own words and ask learners to rephrase in their own words.
Teachers: [present 1) their process including where and how they found the info and 2) the
micro lesson]
Mentor: Was there anything you would do differently next time?
Teachers: [respond]

Mentor: Now I want to demo a problem.

Activity 10: Finding the area of a triangle using the sine ratio

25
 In triangle ABC AB= c units BC= a and AC= b and line AD is perpendicular to AC.

1. show that
2. What can you say about area of triangle ABC

Feedback
1
Area of triangle ABC= base  height
2
1
 bh
2
but in triangle BDC
h
sin C   h  a sin C
a
1 1
Area of triangle ABC= ba sin C = baSinC
2 2
1
Similarly the area of triangle ABC= bcsin A
2
Mentor: what did you like about that explanation? What could have been improved?
Teachers: [discuss]
Mentor: [present]

Activity 11: Applying the cosine rule

Solution
In the figure that follows a. Using the Cosine Rule:

AC2 = 302 + 852 - 2(30 x 85) Cos 104o

– 5100cos (180o -104o) = (8125  5100  cos76o
= 8125  5100  0.2419 = 8125  1233 .69 = 83.139m

b. Let the angle ADC = x and use the Cosine Rule again:
83.1392 = 452 + 1002 - 2(45 x 100) Cos x
9,358.63 = 12,025 - 9,000 Cos x
a. Find the length AC -5112.9 = -9,000 Cos x
b. Find the angle ADC  5112.9
c. Find the area of the Cos x =  9000
field = 0.5681
x = Cos-1(0.5681) = 55o 13'
c. The area of a non-right angled triangle is given by the formula

26
 Area = ½ ab Sin C
Looking at the field as being two triangles stuck together, then the
area of each triangle can be calculated and then add them
together to give the area of the field:
Area of field = ½ (30 x 85) Sin 104o + ½ (45 x 100) Sin 55o 13'
= 1,275 Sin 104o + 2,250 Sin 55o 13'
= 1,237.13 + 1278.22
= 2515.35

Mentor: [present]

Activity 12: Applying the sine rule

In the figure below show that 3x 2  6 x  36  0 and (2 x )2 = x 2 + 62 - 2( x  6 ) COS 60O
solve the equation 3x 2  6 x  36  0 COS 60O = 0.5, 4 x 2 = x 2 + 36 - 6 x
3 x 2 + 6 x - 36 = 0

Subtopic 6: Bearing: 1 hour

Step 8: Bearing is used in finding direction especially at sea (captain), on space (pilots), on
ground by different people such as soldiers, police officers etc to guide the travelling.

Bearing
Bearing is the amount of turn from a fixed point.
Learning outcomes
By the end of the session participants should be able to
1. State the compass bearing of one point from another
2. Sketch diagrams and calculate distances

27
Types of Bearing
There are two types of bearing; True bearing and compass bearing

Measured clockwise from north and is given in the range 000o to 360o. Figure that follows
describes the bearing of X from Y.

The bearing of X from Y is 1550 and the bearing Y from X is 335o

Mentor: Why would it be important to know about bearing? What kind of jobs use or need an
understanding of bearing?
Teachers: [discuss]

Compass Bearing

Based on the cardinal points (North,

South, East and West) using acute
angles. It is an acute angle measured
from north-south line towards either
the east or the west for example.

Mentor: have you ever used a compass? Do you think it would be useful for your students to
understand how to use a compass and know about bearing? Why or why not?
Teachers: [discuss]

Mentor: [present]Please take notes while I present this lesson. I’m going to ask for a
volunteer to reteach the activity without any preparation!

28
Activity 12: Applying the compass bearing
Henry walks 20km on a bearing of S40oW from his village to a hill. How far south and how
far west has he travelled from his original position?

VT
Cos40o =
20km
20km.Cos40o = VT.
VT =15.32km.
So Henry has travelled 15.32 km south
HT
Sin40o =
20km
20kmSin40o = HT
HT = 12.85 km
So Henry has travelled 12.85km west.

Mentor: Now using your notes, who wants to re-explain the activity? You can get help from
your colleagues!
Teachers: [volunteer tries to reteach with support from peers]
Mentor: What went well? What could be improved for next time?
Teachers: [discuss]

Mentor: [present and explain] Pls take notes while I present this lesson. I’m going to ask for a
volunteer to reteach the activity without any preparation!

Activity 13: Applying the cosine rule

A ship hails from a harbour and travels 25km on a bearing of 300 before reaching a bay. At
this point the ship turns and follows a course on a bearing of 900 and travels for 32km until it
reaches an island. On the return journey, the ship is able to take the most direct route back to
the harbour.

Draw a diagram to represent both the outbound and return journeys.

What is the total distance travelled by the ship?

IH2 = 252 + 322 - 2(25 x 35) Cos 120o

IH = (574 - 1750 Cos 120o)
IH = 38km
Hence the total distance travelled by the ship is
25 32 + 38 = 95km

Mentor: Who can re-teach this activity using your notes?

Teacher: re-presents activity.

29
Mentor: Who has feedback on what went well and what could be improved?

Assessment: 30 minutes

Step 7: Assessing Learning on xxx

 Participants suggest assessment questions

Mentor: In pairs, select one of the micro-lessons or activities you taught here today. What are
some assessment questions or activities you could add to that lesson?

Teachers: [describe questions or other activities to assess understanding. Each pair presents]

Mentor: Who will be answering these questions? Make sure you ask some questions or
organize some activities so that all students have a chance to respond so you know how
they’re doing. This could be pair work, writing in notebooks and asking groups to review, or
organizing a game or problem solving activity which everyone would play.

Teachers: [discuss]
Tips for Improving Classroom Activities: 1 hour

Step 8: Ensuring student understanding

 Explain tips for incorporating group work and presentations into lessons
 Reflect on possible challenges that will arise when teaching these subjects and mitigation
strategies

Mentor: [Present]
8.0. The Teaching of Trigonometry Tip for Improved Learning:
Introduction
Teaching is a career which demands life-long learning When our students learn, we
in order to remain relevant and effective in the succeed—if they haven’t
profession through continuous professional learned, we have failed!
development. In this unit you will discuss, share,
explore and make suggestion on how best trigonometry Student assessments assess our
can be taught in order to enhance understanding of all own teaching as much as
amongst learners. student efforts to learn.

Learning Outcomes
By the end of this session you must be able to
1. Use group work effectively in the teaching and learning of trigonometry.
2. Identify challenging concepts in the teaching and learning of trigonometry
3. Develop lesson plans on challenging concepts in the teaching and learning of
trigonometry

30
Group work is mentioned as one of the teaching methods in almost all topics in the syllabus
for mathematics forms 1 and 2 (MIE, Syllabus for Mathematics Form 1 and 2, 2013). To
engage learners, Malawian teachers are asked and tasked to use group work as a teaching
strategy. This could be one of the reasons why most group work is commonly used in the
teaching and learning of mathematics and science. However it has been reported that group
work is not properly conducted to promote teaching (SMASSE M&E report, 2016). Studies
have shown when teachers use group work in their lessons all learners are not adequately
engaged because of the nature of the task, learners not discussing findings / results in their
groups, large group size and varied groups and teachers thinking that as long students are in
groups, means they are all engaged (Andrew Thauzeni, 2016). He pointed out that though
learners are interested in group work they often times find the tasks too difficult and they are
not given chance to speak out their ideas hence low participation Cohen (2014) defines
group work as learners working together in a group small enough so that everyone can
participate on a clearly learning task.

Activity 1
1. What are the challenges of implementing group work in the in the teaching and
learning mathematics
2. What are the possible solutions to the challenges mentioned in 1
3. In groups prepare a 40 minutes lesson plan taking into account an inclusive
classroom, large classes, limited resources and girl child from one component of the
topic.
4. Peer Teach the lesson prepared

Teacher: [present their work]

Mentor: [summarize and share info below as needed]
To engage students in group work effectively, necessary steps must be taken into
consideration; the following steps are some of the suggested approaches in designing group
activity?
Instructional objectives
 What is the objective of the activity
 How will the objective be furthered by working in groups
 Is the activity challenging or complex enough that it requires group work?
 Collaborative work should be stimulating and challenging
Assigning group tasks that encourage involvement, interdependence, and a fair division of
labour.

Group size.
 Groups 4-5 tend to balance well the needs for diversity, productivity, productivity,
active participation, and cohesion.

Time for group work

 Estimate the amount of time that the groups need to complete the activity
 Plan for a plenary session in which results can be presented or general issues and
questions can be discussed
 Try to predict students’ answers, mistakes, and misconceptions. This prepares you to
answer questions during plenary sessions.

Introducing group activity

 Have students form groups before you give them instructions

31
  Explain the task clearly. Remember to include time estimations for the activity.
 Prepare written instructions for the students. You can use chart papers or worksheets.
 Allow students to ask questions.

Task goals
 Students understand the task goals
 The task matches the goals (leads students to what they should know, understand, and
be able to do)
 All students should find the task interesting
 The task requires collaboration to achieve shared understanding

Monitoring the group task

 Move around the groups and answer questions raised.
 Encourage all group members to contribute
 Identify emerging issues from the discussions, so that you can refer to them during
plenary discussions

Mentor: [facilitate]

Activity 2
Identify challenging concepts to teach in trigonometry
Individually develop a 40 minutes lesson plan on one of the identified concepts
Present your lesson to peers. Feel free to use student books and help each other.

Teachers: share lesson plans [no need to teach the lesson, it’s fine to present your plan]

Mentor: [If needed, present the sample lesson below as a model]

Sample Lesson plan
Mchapo CDSS
Mathematics Lesson Plan
Topic: Trigonometry Date: 25/09/2017
Sub-Topic: Bearing Duration: 40 minutes
Class: Form 1 Class size: 96
Rationale: Bearing is used in finding direction especially at sea (captain), on space (pilots),
on ground by different people such as soldiers, police officers etc to guide the travelling.
Objective
By the end of the lesson, learner should be able to:
- State the compass bearing of one point from another
Pre-requisite knowledge:
- Measurement of angles using a protractor.
- Angles within parallel lines and angles at a point

Teaching and Learning materials

Map of Phalombe/Chikhwawa, pair of compass, ruler protractor, rulers and pencils

Lesson development:
stage Teaching/Learning activities Learning points
Introduction Activity 1(5 minutes )
05 minutes Draw the compass and label the main North, (000

32
 0)
points of the compass. Indicate their East(0900)
angles South(1800 )and
- Label the secondary points of the West(2700)
compass and indicate their angles.
Lesson Development Activity 2(10 minutes)
30 minutes How can you direct a person from Compass bearing is
your school to the nearest hospital measured from North or
Write down your ideas, share in pairs South toward the
and make presentation to two other direction of the point
students NE is not a compass
Expected outcome:-Bearing, use a map bearing but is a
and using compass bearing direction. Therefore,
Compass bearing compass bearing should
How do you determine the compass have N45 E
bearing of a place from another?
Activity 3(30 minutes)
On a map: on which direction are the
following places from your school
a) Nearest Police Station
b) ADMARC market point
c) Malawi Savings bank
d) Airtel Money agent
Measure the angles of the following
points from the nearest police
station/unit to
a) Your school
b) ADMARC market
c) Malawi Savings Bank
d) Airtel Money agent
Conclusion(5 minutes) In this lesson we have used compass
bearing to determine the direction
from one point to another
1. What have you learnt in this
lesson
2. Share your ides in pairs

33
Closing:30 min

Step 9: Closing and evaluations

 Participants identify activities they will implement in their classrooms
 Participants evaluate the day’s work

Timeframe: 30 minutes
Materials:
 Paper and pens
 Ask participants to reflect on the day’s work:
 What do they think will be useful for their classrooms?
 Will these techniques help their students learn?
 What will they do differently now?
 Ask participants to share one activity they will definitely use with their students
before our next session.
 Ask participants to note anonymously on paper one thing they enjoyed about the day,
and one thing they think could have been improved.
 Thank participants for their

34
 Unit 2

Inequalities

35
Table of contents

Inequalities………………………………………………………………………………………………….......................................35
Introduction and Overview: 30 min ............................................................................................. 38
Advance preparation required.............................................................................................................. 38
Mentor: [presents and facilitates Unit 2 Introduction] ...................................................................... 388
Review Trigonometry and Related Work: 1 hour .......................................................................... 39
Expected learning outcomes................................................................................................................. 39
Implementing Activities in our Classrooms .......................................................................................... 39
Review of trigonometry ........................................................................................................................ 40
Subtopic 1: Inequality of symbols and their meaning: 45 min ...................................................... 411
Subtopic 2: Cartesian plane: 1 hour ............................................................................................. 43
Subtopic 3: Graphs of inequalities: 2 hours .................................................................................. 46
Assessment: 1 hour .................................................................................................................. 522
Tips for Improving Classroom Activities: 1 hour .......................................................................... 544
Closing: 30 min ......................................................................................................................... 555

36
SESSION PLAN : TWO DAY TRAINING

Date Session/ Time Activity

1. Introduction and overview (30 minutes)
2. Review Trigonometry and Related Work(60
Session 1: 08.30am – 10.30 am minutes)
3. Inequalities’ symbols and Meaning(30
Day 1 minutes)
10.30 am – 11:00 am
Session 2: 11.00 am-12.00 noon Cartesian plane(60 minutes)
12.00 noon – 13.00 pm Break
Session 3: 13.00 pm – 15.00 pm Graphs of Inequalities (2 hours )
Day 2 1. Assessment(20 minutes)
2. Improving Classroom Activity(20 minutes)
3. Challenges and solutions in teaching inequalities
Session 1: 08.30 am- 10.30 am
(30minutes)
4. Lesson planning for Large class, girl
participation, use of limited resources(50
minutes)
10.30 – 11.00am
Session 2: 11.00am – 12.00pm 1. Lesson Presentation (30 minutes)
2. Discussion on lesson 1(30 minutes)
12.00 – 13.00pm Break
Session 3: 13.00 – 15.00 pm 1.Lesson Presentation(30 minutes )
2.Discussion on lesson 1(15 minutes)
3.Refinement and submission of lesson
plan(45minutes)
4.Closing (30 minutes

37
UNIT 2 INEQUALITIES

Introduction and Overview: 30 min

This session guide build on the work done during the previous session, in which mentors
supported teachers to strengthen their trigonometry lessons. This session guide aims to
support mentors to further assist teachers in content and methodology. Mentors should adapt
activities to suit the teachers present, but should generally adhere to the session as described
here.

This session covers the following topics:

0. Introduction to the Day’s Work
1. Review from previous session
2. Inequality of symbols and their meaning: 45 min
3. Cartesian plan: 1 hour
4. Graphs of inequalities: 2 hours
5. Assessment
6. Ensuring Student Understanding
7. Closing

Advance preparation required

Review each session and the necessary materials in advance. Many sessions include activities
that require materials such as a ruler or a calculator. Trainers and teachers will always need
student books and teachers guides.

Step 1: Introduce the day’s work

 Thank participants for coming
 Review the agenda
 Present the unit summary and expected learning outcomes, as described below
 Ask if there are any questions or concerns

Mentor: [presents and facilitates Unit 2 Introduction]

Introduction
Inequalities involve presentation of a range of values. In life, most issues come with a series
of solutions and outcomes. In mathematics, these multiple solutions are presented as
inequalities.
This unit will discuss content on inequalities and the suggested proper way of teaching it so
that learners can be comfortable with it.

Learning outcomes
By the end of this unit you must be able to:
1. present inequalities graphically
2. illustrate simultaneous linear inequalities graphically
3. illustrate graphically the solution of simultaneous inequalities in two variables
4. Present inequalities in two variables graphically.

38
Pre-requisite knowledge
Participants should be knowledgeable about:
1. Horizontal number line-that numbers get smaller to the left and bigger to the right
hand side.
2. Vertical number line-that numbers get smaller downwards and bigger upwards
3. Presentation of inequalities on both types of number lines-horizontal and vertical
4. Coordinate axes
5. Symbols of inequalities
6. Drawing of straight line graphs

Review Trigonometry and Related Work: 1 hour

Step 2: Review work on key Trigonometry concepts

 Participants to share experiences implementing the activities discussed in the previous
session
 Review key points related to trigonometry

Timeframe: 1 hour
Materials:
 Ask participants to come prepared with their textbooks

Expected learning outcomes

By the end of this session, participants will be able to:
3. Present a micro-lesson in trig
4. Demonstrate how to use effective questions and activities to gage understanding

Implementing Activities in our Classrooms

 Ask participants to call out some of the activities we tried or discussed in the previous
session. Note them on the board.
 Read out the list asking participants to raise their hands if they tried each activity in
their classrooms.
 Invite participants to share their experiences.
 Ask them to share what worked well, and any challenges they encountered
 Invite other participants to troubleshoot challenges with the speaker
 Congratulate each person who shares on having tried something new—that is
never easy
 Tell participants that we will begin each session by sharing the activities we have tried
in our classrooms; they should come prepared to reflect on what worked, what was
challenging, and any questions they have.
 Thank participants for trying these activities, and explain that we are now going to
review the material we covered in the previous session in order to be able to advance
to the next session.

39
Review of trigonometry
 Explain that in the previous session we covered the topline information we need for
trig, however there are some key concepts we need to make sure that we all
understand fully in order to be able to build on that knowledge.
 Present the information outlined below.

Sine, Cosine and Tangent function

Figure 4 is an equilateral triangle with sides 2 units

Figure 4
Problem: Use the information given to find the value of
iii. a
iv. sine, cosine and tangent of 300,, 600
Answers:
iii. , √
√
iv. ,
√
,
√
, √ 1.732
√

Sine and Cosine rule

Calculate the value of angle x in the triangle that follows

40
Using the sine rule
a b

sin A sin B
9 6

sin x sin 34 0
6 sin x  9 sin 34 0
9 sin 34 0
x  sin 1 ( )
6
9  0.5592
 sin 1 ( )
6
 sin 1 0.8388
 57.010

Bearing

The bearing of X from Y is 1550 and the bearing Y from X is 335o

 Subtopic 1: Inequality of symbols and their meaning: 45 min

Step 3:
Introduce the topic to participants
Participants to discuss and share the symbols and meanings used in inequalities

Mentor: [facilitate]

Inequality symbols and their meanings

In pairs discuss and complete the table below:

41
Activity 1 Discussing inequality symbols and their meanings (20 minutes)

a. Complete the following table.

Description Inequality symbol
Greater than ?
? <
Equal or greater than
? ≤

Mentor: Which pair would like to present their answers?

Teacher: [Pair presents]
Mentor: do you agree? [If yes and correct move on, if not
review and revise] Teaching can be challenging to teachers
and learners alike. Remember to teach
Mentor: In pairs prepare the following micro lesson. Be your class with a smile and an
prepared to present to the group. Explain how you would use encouraging attitude, no matter how
group or pair work in your class. hard your lesson may be.
b. For each of the following, write an inequality in terms
of the given unknown
i. The age of a cow, p years, was 10 years or less.
ii. The temperature, toC, was equal or greater than 38oC.
iii. The speed d km/h was never more than 140 km/h.
iv. The pass mark in a test was 50. A girl got k marks and passed, while a boy got
r. marks and failed. What can be said about k and r?

Teacher: [Present]

Mentor: [review lesson using the following as a guide]

Responses:
In part a, this is what was expected

Description Inequality symbol

Greater than >
Less than <
Equal or greater than ≥
Equal or less than ≤
In part b, the following inequalities apply:
i. p≤10
ii. toC≥38o C
iii. dkm/h<120 km/h
iv. k ≥50 and r<50

42
Step 4: Explain the meaning of the Cartesian plane
 Review the meanings and use of symbols
 Let participants to discuss and present activities on sketching inequalities

Subtopic 2: Cartesian plane: 1 hour

Mentor: [demonstrate the activity 2 below using figures 1-5 below. Ask teachers to take notes
and be prepared to reteach the activity to make it even better.]
Mentor: Now I want you to discuss and present activity 2!

Activity 2 Reviewing the Cartesian plane (40 minutes)

a. In pairs, discuss and sketch the following line graphs individually on a Cartesian
plane.
i. x=2 ii. y = -3 iii. y = x + 1
iv. y = -2x+ 4

b. Present your work during plenary.

Response:
 You will recall that x denotes the vertical axis while y denotes the horizontal axis
on a Cartesian plane as shown below.
 This means (x , y ) represents a point on the plane because this is where the two
axes cut each other.

Figure 1
The following are the expected graphs.
a. x =2

43
Figure 2
On the line shown, x = 2. What can you say about the values of x:
 On the right side of the line?
 On the left side of the line?
b. y = -3

x=2

Figure 3

On the line shown in Figure 3, y = -3. What can you say about the values of y:
 On the upper side of the line?
 On the lower side of the line?
c. y = x + 1

44
 Figure 4

In Figure 4, can you think of the side represented by:

 y > x+1
 y < x+1
d. y = -2x + 4

Figure 5
In Figure 5, can you think of the side represented by:
 y >-2x+4
 y <-2 x+4

Teachers: [Present activity 2]

Mentor: [facilitate feedback]

45
Subtopic 3: Graphs of inequalities: 2 hours

Step 5: Explain how to plot inequalities on a graph

 Explain and demonstrate how to plot x inequalities and what it signifies
 Explain and demonstrate how to plot x and y inequalities and what they signify
 Graph of inequalities with 2 unknowns

Mentor: Facilitate

Graphs of inequalities in one unknown

Activity 3 Sketching graphs of inequalities (60 minutes)

In groups of 4, use students books for guidance and:

a. Sketch the following graphs of inequalities involving x.
i. x < 2 ii. x≤3 iii. x ≤- 2 iv. x ≥ - 5
b. Sketch the following graphs of inequalities involving y.
i. y ≤-1 ii. y ≥ 2 iii. y < 6
iv. y > 3

Teachers: [share your sketch and explanation for feedback] Always write neatly and large
Mentors: Was there anything in the demo that could have been enough so all children can see
improved? Anything that worked especially well? your examples. For children who
Teachers: [discuss] struggle, be sure to seat them in
the front, especially in lessons
Mentor: [recap using responses below including figures 6-13] with lots of board work.

Response for activity 3

The following are the expected graphs of x ≤3
x.
a. x < 2

Figure 7
46
 Figure 6 Take note of the solid line through 3.
Take note of the dotted line through 2. Can you think of what it means? Well,
Can you think of what it means? Well, the solid line means all points on this
the dotted line means the points on this line are included in the values of x.
line are not included in the values of x.

x≤-2 x≥-5

Figure 9
y≥2
Figure 8

47
 b. The following are the expected
graphs of y.
y ≤-1

Figure 10 Figure 11

y<6 y>3

Figure 12 Figure 13

48
Graphs of inequalities to show the wanted region

Mentor: Now I want to give you an example of how to draw inequalities in x and y in order to
show wanted regions [Present and explains activity 4 part a, figure 14 below.]
Mentor: How would this is be of use to students in their lives? What jobs might use these
skills?
Teachers: [discuss]

Mentor: Thinking about the example I gave earlier, please sketch and prepare an explanation
lesson using the chalkboard or other visual to show activity 4. [facilitate]

Activity 4 Sketching graphs of inequalities in x and y to show the wanted region (40
minutes)

In groups of 4, sketch the following regions:

a. (x,y): x ≥ 3 and y > -4
b. (x,y): x > 2 and y ≤ -3

Feedback
Let us understand the meaning of the statements first. In (a), (x,y): x ≥ 3 and y > -4 , the
colon means ‘is such that’. This statement is giving a general description of the coordinates
of any point in the wanted or feasible region
The following are the expected possible or feasible regions that satisfy the pair of
inequalities.

a. (x,y): x ≥ 3 and y > -4 b. (x,y): x > 2 and y ≤ -3

Figure 15
Figure 14
Mentor: Can we have a volunteer to demonstrate how that activity could be used in a
classroom? Please provide an explanation and then use group or pair work for the
assignment.

Graphs of inequalities with two unknowns

Activity 5 Sketching graphs of inequalities with two unknowns (60 minutes)

49
Mentor: [demonstrate and explain activity 5 a. and b.] I’m now going to demonstrate
inequalities with two unknowns. Pls note that I’m going to pretend we have a classroom of
60+ students.

Mentor: Now using my demonstration as a guide, please complete activity 5. Be sure to

provide an explanation and then engage all learners. You will need to pretend that you’re
teaching a large classroom!

In groups of four, sketch the following graphs;

a. x + y < 2 c. y ≥ 3x – 8
b. 2x – y > 6 d. 2x – 3y ≤ 12
c.
Teachers [Sketch the graphs of the given inequalities

x+y<2 2x – y > 6

Figure 16 Figure 17
We need to solve the equation 2x-y=6 to
We need to solve the equation x+y = 2 to understand the origin of the feasible region.
understand the origin of the feasible We find the x and y intercept, the y intercept
region. We find the x and y intercept, the occurs when x=0 y = -6, similarly when y=0
y intercept occurs when x=0 thus y =2, , x= 3
similarly when y=0 x=2

y ≥ 3x – 6 2x – 3y ≤ 12

50
 Figure 19
We need to solve the equation 2x – 3y = 12
Figure 18 to understand the origin of the feasible
Note: region.
We need to simplify the equation y =3x-6 to This means x = 6, and y = -4.
understand the origin of the feasible region.
This means x = 2, and y = -6.

Sketching simultaneous inequalities in two unknowns

Mentor: [demonstrate and explain activity 6 a.] I’m now going to demonstrate inequalities in
two unknowns. Please note that I’m going to pretend we have a classroom of 60+ students.

Mentor: Now using my demonstration as a guide, please complete

activity 6 a and b. Be sure to provide an explanation and then
engage all learners. You will need to pretend that you’re teaching a If learners respond
large classroom! incorrectly, give them another
chance to provide a correct
response. If they’re struggling
Activity 6 Sketching simultaneous inequalities in two unknowns (40 ask them to ask a friend for
minutes) help and be sure to give them
a. 2< x + y ≤ 6 another try later in the lesson.
b. 6≤ 2x – 3y < 12

Feedback

51
The following are the expected graphs

a. 2< x + y ≤ 6 b. 6≤ 2x – 3y < 12

Figure 21
Figure 20 Note: there are two inequalities 2x – 3y < 12 and
Note: there are two inequalities x + y 2 and 2x – 3y 6
x + y 6. We need to solve the equation 2x – 3y = 12 and
We need to solve the equation x+y = 2 and 2x-3y=6 to understand the origin of the feasible
x+y =6to understand the origin of the region.
feasible region.

Assessment: 1 hour

Step 6: Assessing Learning on inequalities

 Participants suggest assessment questions
 Participants complete the assessments themselves

Mentor: In pairs, select one of the micro-lessons or activities you taught here today. What are
some assessment questions or activities you could add to that lesson?

Teachers: [describe questions or other activities to assess understanding. Each pair presents]

Mentor: Who will be answering these questions? Make sure you ask some questions or
organize some activities so that all students have a chance to respond so that you know how
they’re doing. This could be pair work, writing in notebooks and asking groups to review, or
organizing a game or problem solving activity which everyone would play.

Teachers: [discuss]
Mentor: Please do the following exercise individually.

1. On a squared lines paper draw the region defined by the following inequalities:
i. x >2 ii. y≥-3 iii. y + 2x ≤ 8

2. Write down the inequalities that define the given region drawn in the figures below.

52
a.

b.

c.

53
Mentor: Now let’s share our answers.
Teachers: [respond]

Tips for Improving Classroom Activities: 1 hour

Step 7: Ensuring student understanding

 Explain tips for incorporating group work and presentations into lessons
 Reflect on possible challenges that will arise when teaching these subjects and mitigation
strategies

Mentor facilitates the following:

The teaching of inequalities
Tip for Improved Learning:
Inequalities pause a big challenge to learners because they are used
When our students learn, we
to equations. Therefore it must be taught in a way that clears fears succeed—if they haven’t
and misconceptions that are associated with the topic and its learned, we have failed!
underlying concepts. The unit will discuss the proper methodology to Student assessments assess our
be used in teaching the topic. own teaching as much as
student efforts to learn.

Outcomes
By the end of the unit you must be able to handle the topic with
confidence and stimulate learners to enjoy and understand inequalities better.
Activity1 (30 minutes)
Ask participants, in groups of 5, to brainstorm the challenges they face when teaching
inequalities followed by a plenary discussion
Activity2 (30 minutes)
Ask participants, in groups of 5, to suggest solutions that would overcome the given
challenges in activity 1 followed by plenary discussion.
Activity3 (15minutes)

54
Ask participants to develop sample lesson plans on inequalities that would consider handling
of large classes, girl participation, use of limited resources and student centered approaches.
Activity4 (60 minutes)
If time allows, ask one of the participants to deliver one of the developed lesson plans.
Activity5 (15 minutes)
Ask participants to evaluate the delivered lesson and suggest strengths and areas of
improvement of the plan and the presentation in a plenary. Remind teachers that they will be
asked to share how they used what they developed in their own classrooms.

Closing: 30 min

Step 9: Closing and evaluations

 Participants identify activities they will implement in their classrooms
 Participants evaluate the day’s work

Timeframe: 30 minutes
Materials:
 Paper and pens

 Ask participants to reflect on the day’s work:

 What do they think will be useful for their classrooms?
 Will these techniques help their students learn?
 What will they do differently now?
 Ask participants to share one activity they will definitely use with their students
before our next session.
 Ask participants to note anonymously on paper one thing they enjoyed about the day,
and one thing they think could have been improved.
 Thank participants for their work.

55
 Unit 3

Linear Programming

56
Table of contents

Linear Programming……………………………………………………………………………………………………………………56
Introduction and Overview: 30 min ............................................................................................. 59
Advance preparation required.............................................................................................................. 59
Unit Summary ....................................................................................................................................... 59
Review Inequalities and Related Work: I hour .............................................................................. 60
Expected learning outcomes................................................................................................................. 60
Implementing Activities in our Classrooms .......................................................................................... 60
Review of inequalities ........................................................................................................................... 60
Subtopic 1: Defining linear programming terms: 1 hour ................................................................ 62
Professionals .............................................................................................................................. 63
Objective ................................................................................................................................... 63
Subtopic 2: Formulating inequalities: 1 hour ................................................................................ 64
Learning outcomes ..................................................................................................................... 64
Formulating inequalities from given information .......................................................................... 64
Mentor: In pairs, work for 5 minutes to write 3 inequalities from your life. .................................... 64
Pre requisite knowledge ............................................................................................................. 65
Subtopic 3: Linear Programming Problems: 1.5 hours ................................................................... 66
Assessment: 30 minutes ............................................................................................................. 70
Tips for Improving Classroom Activities: 1.5 hours ........................................................................ 71
Closing: 30 min………………………………………………………………………………………………………………………………. 72

57
Session Plan

Date Session/ Time Activity

1. Introduction and overview (30 minutes)
2. Review Inequalities and Related Work(60
Session 1: 08.30am – 10.30 am minutes)
3. Defining Linear Programming Terms (30
Day minutes)
1 10.30 am – 11:00 am
Session 2: 11.00 am-12.00  Cartesian plane(60 minutes)
noon
12.00 noon – 13.00 pm Break
Session 3: 13.00 pm – 15.00  Graphs of Inequalities (2 hours )
pm
Day 1. Assessment(20 minutes)
2 2. Improving Classroom Activity(20 minutes
3. Challenges and solutions in teaching
Session 1: 08.30 am- 10.30 am inequalities (30minutes)
4. Lesson planning for Large class, girl
participation use of limited resources(50
minutes)
10.30 – 11.00am
Session 2: 11.00am – 12.00pm 1. Lesson Presentation (30 minutes)
2. Discussion on lesson 1(30 minutes)
12.00 – 13.00pm Break
1. Lesson Presentation(30 minutes )
Session 3: 13.00 – 15.00 pm 2. Discussion on lesson 1(15 minutes)
3. Refinement and submission of lesson
plan(45minutes)
4. Closing (30 minutes

58
UNIT 3 – Linear Programming

Introduction and Overview: 30 min

This session guide build on the work done during the previous session, in which mentors
supported teachers to strengthen their lessons on linear programming. This session guide
aims to support mentors to further assist teachers in content and methodology. Mentors
should adapt activities to suit the teachers present, but should generally adhere to the session
as described here.

This session covers the following topics:

0. Introduction to the Day’s Work
1. Review Inequalities and Related Work: I hour
2. Defining linear programming terms: 1 hour
3. Formulating inequalities: 1 hour
4. Linear Programming Problems: 1.5 hours
5. Assessment
6. Ensuring Student Understanding
7. Closing

Advance preparation required

Review each session and the necessary materials in advance. Many sessions include activities
that require specific materials such as rulers and calculators. All sessions require a student’s
text book.

Step 1: Introduce the day’s work

 Thank participants for coming

 Review the agenda
 Present the unit summary and expected learning outcomes, as described below
 Ask if there are any questions or concerns

Unit Summary
Introduction
Linear programming was developed from the time of second- world war with the aim of
minimizing expenses on resources and maximizing the damage on the enemies. To date the
field is vastly used in doing any business for instance a farmer would always like to find
ways of how to maximize produce using less labour and limited space. It is very important in
planning and determination of expected inputs and outcomes in most projects and everyday
life. Unfortunately, many teachers and learners find the topic challenging. In this unit you are
going to share experiences, knowledge and skills on how to teach the topic effectively.

Learning Outcomes
By the end of the unit you must able to:
1. Describe variables constraints, feasible region and objective function
2. Formulate inequalities from given information
3. Solve linear programming problems

Pre-requisite Knowledge

59
Reading coordinates in the coordinate plane, drawing axes, and labeling to scales of different
sizes, drawing graphs of linear inequalities and drawing linear graphs

Review Inequalities and Related Work: I hour

Step 2: Review work on Inequalities

 Participants to share experiences implementing the activities discussed in the previous

session
 Review key points related to inequalities

Timeframe: 1 hour
Materials:
 Ask participants to come prepared with their textbooks

Expected learning outcomes

By the end of this session, participants will be able to:
1. Present a micro lesson on inequalities
2. Use group and pair work effectively

Implementing Activities in our Classrooms

 Ask participants to call out some of the activities we tried or discussed in the previous
session. Note them on the board.
 Read out the list asking participants to raise their hands if they tried each activity in
their classrooms.
 Invite participants to share their experiences.
 Ask them to share what worked well, and any challenges they encountered
 Invite other participants to troubleshoot challenges with the speaker
 Congratulate each person who shares on having tried something new—that is
never easy
 Tell participants that we will begin each session by sharing the activities we have tried
in our classrooms; they should come prepared to reflect on what worked, what was
challenging, and any questions they have.
 Thank participants for trying these activities, and explain that we are now going to
review the material we covered in the previous session in order to be able to advance
to the next session.

Review of inequalities
 Explain that in the previous session we covered the top line information we need for
understanding inequalities and graphing, however there are some key concepts we
need to make sure that we all understand fully in order to be able to build on that
knowledge.
 Present the information outlined below and respond to the questions on inequalities
and graphing.

60
Inequalities involve presentation of a range of values. In life, most issues come with a series
of solutions and outcomes. In mathematics, these multiple solutions are presented as
inequalities.
Mentor: Work in pairs to answer and graph the following:
1. On a squared lines paper draw the region defined by the following inequalities:
ii. x>2 ii. y ≥ -3 iii. y + 2x ≤ 8

2. Write down the inequalities that define the given region drawn in the figures below.

a b

Mentor: Now let’s share our answers.

Teachers: [respond]
Mentor: Any questions on the session on inequities? [If there are questions refer back to the
assessment section in unit 2 to review and explain.]

Teachers: [ask questions and discuss]

61
Subtopic 1: Defining linear programming terms: 1 hour

Step 3: Understanding and teaching linear programming

 Learn and rephrase relevant terms

 Understand and teach how to diagram linear programming

Variables, Constraints, Feasible Region, and Objective function

Mentor: In this section we’ll define and explore the terms, variables, constraints, feasible
region, and objective function. Write the words on the board.
a. Variable
b. Feasible Region
c. Constraints
d. Objective Function
Activity 1:
Mentor: Does anyone want to try to define any of these terms?
Teachers: [may respond]
Mentor: I’d now like to present and explain these terms one by one.

Variable
A variable is a quantity whose value changes for instance which represents some
quantities. The quantities could be products, services, projects. For example, a carpenter who
produces chairs and tables has to make a decision as to how many chairs and how many
tables have to be produced. and are variables if they represent quantities of chairs and
tables.

Feasible Region
A region that contains the possible values defined by several inequalities i.e. the
intersection of regions defined by several inequalities.

The unshaded
area is the
feasible region.
The intersection
of the region for
several
inequalities

Constraints
Limitations on resources (e.g. cash, production capacity, man power, time, machines, etc.)
which are to be allocated among various competing variables are referred to as constraints or
restrictions. Constraints are also sometimes called linear equalities. For instants for a tobacco
growers there are some constraints to consider before growing tobacco such as capital, labor,

62
land, trees, international law, market, government policy, competitors as shown in the
following figure:

Objective Function
A linear function of optimized variables is called objective function. The objective function is
used when we’re trying to minimize or maximize something. For example, we may want to
maximize costs profits or minimize costs. These are both forms of an objective function.

Activity 2: Identifying function

Match professionals with their objective function in the table below
Professionals Objective
School nurse Maximize profits as costs are minimized
Teacher Maximizes supervision of school activities and
programmes
Business person (Proprietor) Minimizes food wastage and spoilage
Student Monitors health issues of the students
Caterer Increases awareness and knowledge to students
Head teacher Maximize the opportunities given by the school

Mentor [Present the following, review the teachers responses and correct
misconceptions where necessary]

Professionals Objective
School nurse Monitors health issues of the students
Teacher Increases awareness and knowledge to students
Business person (Proprietor) Maximize profits as costs are minimized
Student Maximize the opportunities given by the school
Caterer Minimizes food wastage and spoilage
Head teacher Maximizes supervision of school activities and
programmes

63
Mentor: Now take 7 minutes and work in pairs to explain each of these terms in your own
words or give an example which conveys meaning. Please use the student text book if you
need clarification or ideas! Be prepared to share your work.
Teachers: [Present]

Subtopic 2: Formulating inequalities: 1 hour

Step 4: Learning to formulate inequalities

 Understand how to formulate inequalities

 Be able to demonstrate how to teach inequalities

Learning outcomes
By the end of the session participants should be able to formulate inequalities from given
information.

Formulating inequalities from given information

Mentor: [present] It’s important to be able to solve problems. Formulating inequalities means
that we can show real world problems in formulas or representations and then use our
representation to solve those problems.
We are confronted with mathematical inequalities almost every day, but you may not notice
them because they are so familiar. Think about the following situations: speed limits on the
highway, minimum payments on credit card bills, number of text messages you can send each
month from your cell phone, and the amount of time it will take to get from home to school.
All of these can be represented as mathematical inequalities. And, in fact, you use
mathematical thinking as you consider these situations on a day-to-day basis.

Situation Mathematical Inequality

Speed limit Legal speed on the highway ≤ 50 miles per hour
Credit card Monthly payment ≥ 10% of your balance in that billing cycle
Text messaging Allowable number of text messages per month ≤ 1250
Travel time Time needed to walk from home to school ≥ 18 minutes

It’s a good idea to bring in real

Mentor: In pairs, work for 5 minutes to write 3 life examples to bring math and
inequalities from your life. science to life for all learners.
Teachers: [present] This makes learning more
interesting but also more
effective.
1

https://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/U05_L1_T3_text_final.ht
ml

64
Pre requisite knowledge
Symbols for inequalities ( , variable

Activity 3: Formulating inequalities from given information

Mentor: Now in a small group, I’d like you to take 15 minutes to answer the following
problems. Please feel free to use the student’s books if you get stuck. Be ready to report back
on your answers and demonstrate how you would explain this concept to your class.
1. Formulate equalities for the following description
Description Mathematical representation
y is more than or equal to x
y is at least x
y is not less than x
y is less than or equal to x
y is at most x
y is not more than x
x y has a maximum value of m
x y has a minimum value of m
y is at most 2 times x
y is at least 2 times x
2. Formulate inequalities from the following statements
a. The age of any eligible voter A in Malawi is at least 18 years old.
b. After selling 10 of her cows, Grace had over 25 left.
c. Alinafe went shopping with MK1, 500 to buy groundnuts and sugar. If she
bought groundnuts at MK 120/kg and sugar at MK 180/kg, write down
inequalities to describe this situation.
d. At one of Press Agricultural Limited estate 50,000 hectares is available for
planting maize and beans. Write down three inequalities to describe this
situation.

Mentor [Review and summarize teachers responses and explains using the following
solutions
Description Mathematical representation
y is more than or equal to x y x or x y
y is at least x
y is not less than x
y is less than or equal to x
y is at most x y x or x y
y is not more than x
x y has a maximum value of m x y m
x y has a minimum value of m x y m
y is at most 2 times x y 2x
y is at least 2 times x y 2x
Mentor [ Present the following as possible solutions]
a. At least means ―greater or equal to‖ ≥, the age of eligible voter begins at 18, those
who are 18 and above are eligible so A 18
b. Le represent the number of cows that Grace had, then after selling she will
remain with cows, the number of cows remaining were more than 25, so

65
 c. Let be the number of kg(mass) of ground nuts and be the number of kg (mass)of
sugar
There is no amount (mass) of groundnuts or sugar less than zero so Alinafe can
come back without buying any of the two
i. .
ii. The cost of kg = and the cost of kg=180s and the total cost is
or less than

d. The total land for both maize and beans cannot exceed 50,000 hectares
Therefore
One cannot use a negative hectare of land, therefore and
Teachers: [volunteers from the group(s) present the micro lesson on solving these problems.]
Mentor: [provide feedback as needed]

Subtopic 3: Linear Programming Problems: 1.5 hours

Step 5: Explain and teach linear programming problems

 Understand how to form inequalities

 Obtain a feasible region
 Form objective functions
 Solve the problem using the above

Mentor: [presents]
1.0.Solving linear programming problems
1.1.Learning Outcomes
Participants should be able to:
1. Form inequalities
2. Obtain feasible region from the formed inequalities
3. Form objective functions
4. Solve linear programming problems

Linear programming (LP) (also called linear optimization) is a method to achieve the best
outcome (such as maximum profit or lowest cost) in a mathematical model whose
requirements are represented by linear relationships. Linear programming is a special case of
mathematical programming (mathematical optimization).2 Linear programming problems
solve or provide answers to the best way to maximize or minimize a particular outcome.

Mentor: In groups of 3-4 use the student’s books and look for examples and explanations for
linear programming. After this, work together to solve the problems in activity 3. If you get
confused, ask me and we can work on them together! This will take about 20-30 minutes.

Activity 3: Solving linear programming inequalities

1. Jane needs at least 60 units of carbohydrates, 44 units of protein, and 30 units of fat
each month from food A and B. Food A, contains 5 units of carbohydrates, 3 of
protein, and 4 of fat per kg. Food B contains 2 units of carbohydrates, 2 units of

2
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66
 protein, and 1 unit of fat per kilogram. Food A costs MK890 per kilogram and food B
costs MK520 per kilogram.
i. Identify the objective function
ii. How many kilograms of each food should Jane buy each month to keep costs at a
minimum?

2. Two computer courses, one an introductory course and the other an advanced course,
are taught to form 1 and form 2 learners by a certain company under the following
conditions: For the introductory course, each form1 learner requires 4 hours of lessons
and each form 2 learner requires 2 hours of lessons. The company has a maximum of
32 hours available for this course. For the advanced course, each form1 learner
requires 2 hours of lessons and each form2 learner requires 4 hours of lessons. The
company has a maximum of 36 hours available for this training. The total number of
learners that can be trained at one time is 10.

a. Write down the inequalities that satisfy the above constraints

b. Draw these constraints on the graph and clearly indicate the feasible region by
shading unwanted region
c. If a company makes a profit of MK1, 200 per hour to train a form 1 learner
and MK1, 600 per hour to train a form2 learner, write down an expression that
will represent the hourly profit of this training.
d. Determine the number of form1 and form2 learners who must be trained to
give the company a maximum profit per hour.

Mentor [ Present the following feedback]

1. Jane needs food A and B, her monthly requirements are summarized in the table that
follows
Carbohydrates Protein Fat Cost/kg
Monthly requirements 60 44 30
Food A 5 3 4 Mk890
Food B 2 2 1 Mk520

Let represent the number of kg food A and represent number of kg of food B that Jane
consumes each month.
The numbers are both greater or equal to zero thus and
Each kg of food A cost K890 and food B costs K520 per kg
The cost of food A and B is and kwacha per month respectively
The total cost per month is kwacha
We need to know when is the total cost per month the minimum, what is the number of kgs of
food A and B gives the smallest cost
The objective function is

Jane consumes
carbohydrates from Food A and from food B
She consumes carbohydrates per month but she needs up to 60 units of
carbohydrates

She consumes proteins from food A and proteins from food B, The total amount of
proteins that she consume is but she needs at most 44 units every month

67
Similarly Jane needs up to 30 units of fats
,
From the combined inequalities , , and ,
we get the following

To find the minimum value of the objective function , we need to find the
values, the number of kg that gives the smallest cost in the region represented by the
inequalities
(0, 30);
(8,10);
(15, 0);
Point B gives the minimum cost.
Therefore, minimize the cost Jane has to buy 8kg of food A and 10kg of food B.

2. The inequalities that satisfy

a Let x and y represent the number of learners form1 and form 2 to be trained per hour
respectively.
The number of form 1 learners, x 0 and the number of form 2 learners y 0
For introductory course
Each form 1 learners requires 4 hours of lessons, the total time is for all the form
1 learners
Each form 2 learner requires 2 hours of lessons the total time is for all the form 2
learners
The total time for form one and two is therefore is and the time constraint is
which reduces to
For the advanced course
Each form 1 learners requires 2 hours of lessons, the total time is for all the form 1
learners
Each form 2 learner requires 4 hours of lessons the total time is for all the form 2
learners
The total time for form one and two is therefore is and the time constraint is
which reduces to
Time constraints for advanced course: 2x 4y 36 x 2y 18

68
 The total number of hours learners to be the trained is : and the total number to
be trained at a time cannot exceed 10 so x y 10
The following
x 0 and y 0

b
Plotting , to , and
we get the following graph

c The company makes a profit of 1200 per hour for form one and 1600 for form 2
The company makes a profit of in form one and in form two
Let the total profit be then ;
d The profit is maximum at point (2,8) Therefore training 2 form one learners and 8 form
two learners gives a maximum profit

Mentor: So you can see this isn’t easy material to learn to teach.
Please take 15 minutes and work in pairs to teach a micro lesson on
the first problem (Jane). Be prepared to talk about what you think will Remember learners
help your students learn. Also discuss what you think you’ll need to need be exposed to
new concepts in a
work on further. variety of ways
including reading
Summary silently, listening to
 If the inequality sign is ≥ or ≤ ,a solid line is used to indicate that explanations, using
visual aids, and more!
the feasible solutions include all points on the line
 If the inequality sign is > or < a dotted line is used to indicate that the points on the
line are not part of the feasible solutions.
 The feasible region is defined by several inequalities which is the intersection of all
the region
 To show the feasible region, usually unwanted region is shaded.

69
Assessment: 30 minutes

Step 7: Assessing Learning on linear programming

 Participants suggest assessment questions
 Participants complete the assessments themselves

Mentor: In pairs, select one of the micro-lessons or activities you taught here today. What are some
assessment questions or activities you could add to that lesson?

Teachers: [describe questions or other activities to assess understanding. Each pair presents]

Mentor: Who will be answering these questions? Make sure you ask some questions or
organize some activities so that all students have a chance to respond so that you know how
they’re doing. This could be pair work, writing in notebooks and asking groups to review, or
organizing a game or problem solving activity which everyone would play.

Teachers: [discuss]

Mentor: Now let’s try to answer some tough questions ourselves. Let’s work on these in
groups of 3-4. Take 15 minutes to work out the answers and then report back.
1. A Sports club intends to organize a camp of netballers and footballers. The camp will
be attended by netballers and footballers. The expenditures on a netballer and a
footballer in the camp are MK15, 000 and MK20, 000 respectively. The selection of
the participants in the camp is based on the following conditions:
The total number of participants in the camp is at least 80
3
The number of footballers in the camp is at least 2 of that of netballers
The sports Club has allocated a maximum fund of MK3, 000, 000 for organizing the
camp
i. Write down five inequalities to satisfy the constraints
ii. Using a scale of 2 cm to 20 participants on both axes, construct region R
which every point satisfies all the conditions in the inequalities by shading
the unwanted regions

Using the graph in (b), find:

iii. The minimum and the maximum numbers of footballers joining the camp
if 20 netballers have been selected to join the camp
iv. The minimum total cost to organize the camp

Answers:
i. Let x represent number of netballers and y represent number of footballers.

70
 ii.

iii. When x=20, y=60 minimum and When y=20, y=135 maximum
iv. C=15000x+20000y
15000(32) +20000(48)
48000+96000
MK 1,440,000

The solutions in activity 3 have been found by two methods: working with corner values of
variables and using the search line drawn from the objective function. Let the participants use
both or either method on the problems in activity 3.

Tips for Improving Classroom Activities: 1.5 hours

Step 8: Ensuring student understanding

 Incorporate tips such as using group work and chalkboard use into lessons
 Reflect on possible challenges that will arise when teaching these subjects and mitigation
strategies

The Teaching of Linear Programming

Linear programming is very interesting and important in many aspects of life, however many
are students challenged in understanding and enjoying it. The solution to it would be to teach
it in a way that stimulates learners to understand fully and enjoy the topic.
1.2. Learning Outcomes:
By the end of the session you must be able to
1. Reflect on learning challenges for large, diverse classrooms when teaching
complex topics
2. Think concretely about how to use the tips to improve lessons including group
work, bringing in daily life examples and using visual aids such as a
blackboard.

Activity 4
In groups of 3-4, complete the following and be prepared to present! This will take almost
one hour.
i. List general challenges faced when teaching Linear programming
ii. List specific challenges faced by girls when learning linear programming
iii. Propose solutions for addressing general challenges

71
 iv. Propose solutions for addressing specific challenges faced by girls in learning Linear
programming
v. Plan a 40 minutes lesson plan to effectively teach linear programming and remember
to use group work, bring in daily life and use the blackboard!

Mentor: [shares]
There are many challenges teachers face when teaching trigonometry. One of the challenges
is that students find the topic difficult to learn. Perhaps there is need to reflect on the
strategies that are used to teach the topic. It is important to engage learners in activities that
will make them understand the topic by engaging them in meaningful activities. Linear
programming is related to daily life as such one of the ways of making the toping interesting
and meaningful to learners is to engage them in activities that are related to their daily life.
Mentor: Now I want to get specific about the challenges facing girls. Please complete the
following:

Challenges faced by girls when learning linear programming

Activity 5: Identifying specific challenges faced by girls when learning linear
programming
i. List down specific challenges faced by girls when teaching linear programming
ii. Suggest solutions for addressing specific challenges faced by girls in learning Linear
iii. Write down your ideas
iv. Share your ideas in pairs
v. Discuss your ideas with another pair
vi. Go back to your lesson plan and improve it to support the girls in your class
vii. Present your ideas in plenary

Mentor: [share]
Girls face a variety of challenges including shying away from participating in the lesson to
encourage girls to participate in activities in classroom. In addition in some cases they are
outnumbered by boys. One way of engaging girls in activities is assigning them roles
individually or in groups. In addition teachers need to identify their way of learning
mathematics for instance if girls learn better in group work then group work has to be done
more frequently.

Closing: 30 min

Step 9: Closing and evaluations

 Participants identify activities they will implement in their classrooms
 Participants evaluate the day’s work
Timeframe: 30 minutes
Materials:
 Paper and pens

 Ask participants to reflect on the day’s work:

 What do they think will be useful for their classrooms?
 Will these techniques help their students learn?
 What will they do differently now?

72
 Ask participants to share one activity they will definitely use with their students
before our next session.
 Ask participants to note anonymously on paper one thing they enjoyed about the day,
and one thing they think could have been improved.
 Thank participants for their work.

73
 Unit 4

Geometric
construction:
Angles and
Triangles

74
Table of contents

Geometric Construction Angles and Triangles………………………………….……………………………………………..74

Introduction and Overview: 30 min ............................................................................................. 77
Advance preparation required.............................................................................................................. 77
Unit Summary ....................................................................................................................................... 77
Review Linear Programming and Related Work: I hour ................................................................. 78
Expected learning outcomes................................................................................................................. 78
Implementing Activities in our Classrooms .......................................................................................... 78
Review of Linear Programming ............................................................................................................. 79
Subtopic 1: Construction involving angles and triangles : 3.5 hours................................................ 80
Assessment : 1 hour.................................................................................................................... 88
Tips for Improving Classroom Activities: 1.5 hours ........................................................................ 89
Closing ……………………………………………………………………………………………………………………………………………92

75
SESSION PLAN : TWO DAY TRAINING

Date Session/ Time Activity

1. Introduction and overview (30 minutes)
2. Review Linear programming and Related
Session 1: 08.30am – 10.30 am Work(60 minutes)
3. Construction involving angles and Triangles
Day 1 (30 minutes)
10.30 am – 11:00 am Break
Session 2: 11.00 am-12.00 noon  Construction involving angles and Triangles
(30 minutes)
12.00 noon – 13.00 pm Break
Session 3: 13.00 pm – 15.00 pm  Construction involving angles and Triangles
(30 minutes
Day 2 1. Assessment(20 minutes)
2. Improving Classroom Activity (20 minutes
3. Challenges and solutions in teaching
Session 1: 08.30 am- 10.30 am Geometric Construction (30minutes)
4. Lesson planning (incorporating group work,
pair work and hands on activities 50
minutes)
10.30 – 11.00am Break
Session 2: 11.00am – 12.00pm 1. Lesson Presentation (30 minutes)
2. Discussion on lesson 1(30 minutes)
12.00 – 13.00pm Break
1. Lesson Presentation(30 minutes )
Session 3: 13.00 – 15.00 pm 2. Discussion on lesson 1(15 minutes)
3. Refinement and submission of lesson
plan(45minutes)
4. Closing (30 minutes

76
 Unit 4 Geometric construction: Angles and Triangles

Introduction and Overview: 30 min

This session guide build on the work done during the previous session, in which mentors
supported teachers to strengthen their lessons on xxx. This session guide aims to support
mentors to further assist teachers in content and methodology. Mentors should adapt
activities to suit the teachers present, but should generally adhere to the session as described
here.

This session covers the following topics:

0. Introduction to the Day’s Work
1. Review from previous session
2. Construction involving angles and triangles : 3.5 hours
3. Assessment : 1 hour
4. Tips for Improving Classroom Activities: 1.5 hours
5. Ensuring Student Understanding
6. Closing

Advance preparation required

Review each session and the necessary materials in advance. Many sessions include activities
and demonstrations that require specific materials such as a ruler, compass and protractor.
Participants should always bring a student textbook and teachers guide.

Step 1: Introduce the day’s work

 Thank participants for coming
 Review the agenda
 Present the unit summary and expected learning outcomes, as described below
 Ask if there are any questions or concerns

Unit Summary
Picture 1
Introduction
The history of Geometric construction cannot be started without
mentioning the Greek mathematician Euclid who lived in 300
BC. He laid the foundations of
geometry to promote logical
thinking through proofs.

Linking your lesson to Geometric construction has many

applications. For example
everyday life is a great way
designers such as carpenters and
to increase understanding
architects use tools that Euclid is
and motivation of students. carrying in picture 1 to
accomplish their work. Picture 2
Knowledge of Geometric construction is therefore important
because it has wide applications in everyday life in addition to
promoting logical thinking. See how lines and angles can be
applied in picture 1 and 2.

77
In this unit, you are going to practice the construction of lines, angles and triangles using
tools that were also used by Euclid thousands of years ago.

Learning outcomes
By the end of the unit, participants must be able to:
1. construct an angle bisector using a ruler and a pair of compasses
2. construct angles using a pair of compasses and a ruler
3. copy a given angle
4. construct triangles using a ruler and a pair of compasses

Pre-requisite knowledge
Participants should be familiar with straight lines, angles and geometric shapes from their
elementary mathematics background. It is important to ascertain this knowledge before
starting the training.

Review Linear Programming and Related Work: I hour

Step 2: Review work on Linear Programming

 Participants to share experiences implementing the activities discussed in the previous
session
 Review key points related to linear programming

Timeframe: 1 hour
Materials:
 Ask participants to come prepared with student textbooks and teachers guides

Expected learning outcomes

By the end of this session, participants will be able to:

5. Reflect on classroom experiences related to linear programming and tips used to

teach linear programming more effectively.
6. Recap some key concepts of linear programming

Implementing Activities in our Classrooms

 Ask participants to call out some of the activities we tried or discussed in the previous
session. Note them on the board.
 Read out the list asking participants to raise their hands if they tried each activity in
their classrooms.
 Invite participants to share their experiences.
 Ask them to share what worked well, and any challenges they encountered
 Invite other participants to troubleshoot challenges with the speaker
 Congratulate each person who shares on having tried something new—that is
never easy
 Tell participants that we will begin each session by sharing the activities we have tried
in our classrooms; they should come prepared to reflect on what worked, what was
challenging, and any questions they have.

78
  Thank participants for trying these activities, and explain that we are now going to
review the material we covered in the previous session in order to be able to advance
to the next session.

Review of Linear Programming

 Explain that in the previous session we covered the topline information we need for
linear programming, however there are some key concepts we need to make sure that
we all understand fully in order to be able to build on that knowledge.
 Facilitate group work problem solving outlined below.

Mentor: Now let’s try to answer some tough questions ourselves. Let’s work on these in
groups of 3-4. Take 15 minutes to work out the answers and then report back.
2. A Sports club intends to organize a camp of netballers and footballers. The camp will
be attended by netballers and footballers. The expenditures on a netballer and a
footballer in the camp are MK15, 000 and MK20, 000 respectively. The selection of
the participants in the camp is based on the following conditions:
The total number of participants in the camp is at least 80
3
The number of footballers in the camp is at least 2 of that of netballers
The sports Club has allocated a maximum fund of MK3, 000, 000 for organizing the
camp
i. Write down five inequalities to satisfy the constraints
ii. Using a scale of 2 cm to 20 participants on both axes, construct region R which every
point satisfies all the conditions in the inequalities by shading the unwanted regions
iii. Using the graph in (b), find:
a. The minimum and the maximum numbers of footballers joining the camp if 20
netballers have been selected to join the camp.
b. The minimum total cost to organize the camp

Feedback
i. Let x represent number of netballers and y represent number of footballers then the
five inequalities are.

79
 ii.

iii. When x=20, y=60 minimum and When y=20, y=135 maximum
iv. C=15000x+20000y
15000(32) +20000(48)
48000+96000
MK 1,440,000

Subtopic 1: Construction involving angles and triangles : 3.5 hours

Geometric construction involving angles and triangles

Mentor: Now imagine you’re teaching your class. Who could do a quick (1-2 min) review of
angles and triangles? Pls explain in your own words and provide a visual.
Teacher: [respond. For example, an angle is the space between 2 lines which meet at one
point. A triangle is a shape with three sides and 3 angles. Then an angle and a triangle drawn
on the board.]

Background
 Bisecting an angle means dividing an angle into two equal parts.
 A protractor and a ruler are some of the basic tools that can be used.

Mentor: Now let’s do some work with angles. Let’s try this one together. [Demo the activity
below]

Activity 1 Bisecting an angle using a ruler and a protractor (15 minutes)

1. Draw a line PQ of at least 6cm long
2. Draw a second line PR forming an angle of 80o between the two lines
3. Divide angle RPQ into equal parts
4. Name the angles formed

80
Mentor: So what are the two angles? What are their measurements?
Teachers: they are each 40 degrees!

Mentor: Now let’s do the same thing with the 40 degree angle, using a compass!
Activity 2 Bisecting an angle using a ruler and a pair of compasses (30 minutes)

Mentor: Now work individually on the following:

1. Figure 1 shows some of the steps that are done to bisect an angle copy and complete
figure 1 and bisect the angle using a pair of compasses only

2. Draw any angle and bisect it. What are the sizes of the angles formed?
Wrap up
 Bisecting an angle means dividing the angle into two equal parts.
 To get the equal parts, we use the vertex as a centre to draw arcs that cut the two
lines emerging from the vertex.
 The two new points now become centres for drawing the next set of arcs, and where
the two new arcs cut, join the point to the vertex.
 The results are two equal angles formed.

Mentor: [facilitate responses] And let’s talk about the challenges to explaining and practicing
constructing angles and triangles as we just did.
Teachers: [discuss]
Mentor: Some learners might not have protractors or compasses. Or the class might be too
big for the teacher to check every learners’ work. We can use group or pair work to share
materials and to have peers check work. Then teacher could check the work of every group—
not every learner. It could save a lot of time.

Mentor: Now in pairs, please complete the following. If necessary, feel free to use the student
textbook as a reference. Be prepared to teach constructing a 60 degree angle to plenary

81
Constructing an angle of 60o with a compass
Activity 3 Constructing angles of a given value (30 minutes)

1. Draw line PQ.

Figure 2

2. With centre P make a big arc cutting PQ at S.

Figure 3

3.0 With centre S make an arc to cut the big arc at T using the same radius as in 2

Figure 4
Draw a line from P through T

Figure 5

82
Measure angle TPQ. You will note that it is 60o.

Mentor: Let’s have a volunteer to teach this activity.

Teacher: [ask 1-3 teachers to practice teaching the 60 degree angle]

Mentor: Now in your same pairs, let’s go a step further and make a 30 degree angle.

Constructing an angle of 30o

Activity 4 Constructing an angle of 30o (30 minutes)
 Construct an angle of 30o using a ruler and a pair of compasses

Feedback
 You may have noted that you will apply your knowledge of bisecting an angle to
come up with an angle of 30o.
 This means, all you need to do is to bisect an angle of 60o to get an angle of 30o.
 Review activity 2, if necessary.

Mentor: Can we have a volunteer to demonstrate what you did and how you could explain the
process to your class?
Teacher: [present]
Mentor: Any observations? Comments?
Teachers: [share]

Mentor: Now in pairs, please complete the following. If necessary, feel free to use the student
textbook as a reference. Be prepared to teach constructing a 90 degree angle to plenary

Constructing an angle of 90o

Activity 5 constructing an angle of 90o (30 minutes)
1. Draw a line DE
2. Mark a point X on line DE between D and E as shown below

D X E
D

Figure 6

3. With centre X, and any radius mark points Y and Z on line DE as shown in figure 7
4. With centre Y and radius bigger than YX, mark an arc on one side of line DE.
5. With centre Z and radius bigger than XZ, mark an arc to cut the first arc at U.
6. Draw a line through U to X.
7. Measure angles DXU and UXE. You will notice that they are 90o each. This means
that line XU is perpendicular to line DE
8.

83
 Figure 7

Mentor: Let’s have a volunteer to teach this activity.

Teacher: [ask 1-3 teachers to practice teaching the 90 degree angle]
Mentor:

Consolidation:
 Notice that to the idea of drawing arcs from a point has been used again. The new
arcs are points for drawing the last set of arcs that must cut each other at a point.
 Joining the first point and the last point forms a line that bisects 180o; the line into
two angles of 90o each.

Mentor: Now I want to demonstrate how to use a ruler and compasses to copy and
angle.
Mentor [demonstrate angle activity below]

Copying an angle using a ruler and a pair of compasses

Activity 6 Copying an angle using a ruler and a pair of compasses (45 minutes)
1. To get started, there must be an angle given that has to be copied. For example angle
PQR as follows.

Figure 8

2. Now construct angle MON equal to angle PQR.

3. Notice that the idea is to copy angle PQR onto another line ON.
4. Draw line ON.

Figure 9

84
5. With centre Q, draw an arc at point X on line QP and with the same radius draw
another arc on point Y on line QR.

Figure 10

6. With QY as radius and O as centre, draw an arc to cut ON at Y.

7. With XY as radius, and Y as centre draw an arc to cut the first one at X
8. Join O and M. The required angle is MON as in figure

85
 Summary
 You will notice that there are two key steps to pay attention to when copying an
angle.
 Can you guess what the key steps are? You will note that to copy an angle, you
need to create a radius in the original drawing. Then transfer the radius to your
new drawing.

Mentor: Now take a minute and work in pairs to practice this process. [Mentor will circulate
and coach teachers. No presentation is necessary.]

Mentor: [presents the next activity] Now I want to show you, step by step, how to construct a
triangle.

Constructing triangles
A triangle has three sides and three angles. This means that for one to construct a triangle one
of the following must be known;
i. all the three sides
ii. two sides and one angle
iii. one side and two angles

Activity 7 Constructing a triangle given all sides (45 minutes)

 Construct triangle ABC such that AB = 3.5 cm, BC = 4.0 cm, AC = 5.5 cm.

You will notice that to do this, you need to:

1 make a sketch of triangle ABC with dimensions shown

2 Draw a line and mark point B on the line.

3 With centre B and radius 4.0cm , draw an arc to cut line BC at C

4 With centre C and radius 5.5cm, draw an arc above line BC.

86
 5 With centre B and radius 3.5cm, draw an arc to cut the other arc at A as shown above.
6 Join A and C
7 Join A and B as shown below.

This is the required triangle. Note that knowledge of lines and measurement has been used to
construct triangle ABC.

Wrap-up
 You will have noticed that starting with a sketch is a good idea. The sketch guides
you and gives an idea of what the results will look like.
 Note that knowledge of lines and measurement has been used to construct triangle
ABC.

Mentor: Now take a few minutes and work in pairs to think about how you could teach this
activity in your class. Focus on how you can support struggling learners to master the
activity.
Teachers: [share examples]
Mentor: [highlight some of the best practices, ideas, and tips]

Mentor: Now we’re going to talk about constructing a triangle given 2 sides and an angle.
Work in groups of 3-4 to complete the following. Be prepared to demonstrate your micro
lesson.

Constructing a triangle given two sides and an angle.

Activity 8 Constructing a triangle given two sides and an angle (45 minutes)

1 Construct triangle PQR such that PQ = 4.5cm, QR = 5.0 and angle PQR = 70o.
2 Use your knowledge of lines, measuring lines and measuring angles to construct
triangle PQR.
3 Share your ideas during plenary.
Mentor: Now who would like to explain this activity? Pretend you’re teaching your own
class. How could you invite learners to participate to consolidate learning?

87
Mentor:

Wrap-up
 You might have noted that life is easier when you start with a sketch.
 After a detailed sketch, construct line QR = 5.0.
 Measure angle PQR = 70o on line QR.
 Next construct line PQ = 4.5cm and then join P and R

Mentor: Now we’re going to talk about constructing a triangle given two angles and one side.
Work in groups of 3-4 to complete the following. Be prepared to demonstrate your micro
lesson.

Constructing a triangle given two angles and one side

Activity 9 Constructing a triangle given two angles and one side (45 minutes)
1 Construct triangle LMN such that angle LMN = 40o, angle MNL = 65o and side
MN = 6.0cm.
2 Use your knowledge of lines, measuring lines and measuring angles to construct
triangle LMN.
3 Share your ideas during plenary.

Mentor: Now who would like to explain this activity? Pretend you’re teaching your own
class. How could you invite learners to participate to consolidate learning?
Teachers: [respond]
Mentor: Does anyone have feedback or suggestions on how to improve this micro-lesson?
Teachers: [share]

Wrap-up
 You might have noted that life is easier when you start with a sketch all the time.
 After a detailed sketch, construct line MN = 6.0.
 Construct line MN
 Measure angle LMN = 40o on line MN
 Next measure angle MNL = 65o on line MN
 Finally extend the lines from M and N to meet at L

Assessment : 1 hour

Step 7: Assessing Learning on constructing triangles and angles

 Participants suggest assessment questions
 Participants complete the assessments themselves

Mentor: Now take a look in the students books and, working in pairs, generate some
formative assessment questions or exercises you could use in your classroom. Be prepared to
explain which exercise in the book you’re using and how your questions or activities will
help you understand your learners. Take 15 minutes for this exercise/
Teachers: Explain your chosen activity and your assessment questions. Discuss

88
 Mentor: Now let’s take 10 minutes and complete the following individually. You can help
each other or use the student book as needed.

Assessment
a. Construct the following angles
i. 45o
ii. 22.5o
iii. 67.5o
iv. 135o
b. Construct triangle;
i. ABC, AB = 5.5 cm, BC = 6.4 cm, angle ABC= 60o. Measure AC.
ii. PQR, angle PRQ = 90o, PR = 5.8 cm, PQ = 6.4 cm. Measure angle PQR and QR.

Teachers: [share their work]

Mentor: How could this information be useful to your students?

Teachers: [discuss. Responses may include that it’s necessary for higher math, for
examinations, and for future careers such as architecture, engineering, and manufacturing.

Step 8: Ensuring student understanding

 Reflect on possible challenges that will arise when teaching these subjects and mitigation
strategies
 Generate some strategies for addressing these problems with special focus for girls and
struggling learners

Tips for Improving Classroom Activities: 1.5 hours

Outcomes
By the end of this unit you must be able to:
Tip for Improved Learning:
vi. Establish general challenges faced when teaching geometric
When our students learn, we
construction succeed—if they haven’t
vii. Establish specific challenges faced by girls when teaching learned, we have failed!
geometric construction Student assessments assess
viii. Propose solutions for addressing general challenges our own teaching as much as
student efforts to learn.
ix. Propose solutions for addressing specific challenges faced by
girls

Challenges faced when teaching geometric construction

Mentors: Let’s discuss the following:
Activity 1: Discussing challenges faced when teaching geometric construction (15 minutes)
What challenges do you face when teaching geometric construction?

In groups of 3-4;
a. Share the challenges faced when teaching geometric construction.
b. Present the challenges faced during plenary.

89
 Mentor Feedback
 There are many challenges teachers face when teaching geometric construction. This
being a practical topic, some students come without the necessary instruments such as a
protractor, compass, or ruler.
 The lesson is slow sometimes as some students learn to handle mathematical
instruments for the first time.

Mentor: Let’s discuss the following:

Challenges faced by girls when learning geometric construction

Activity 2: Discussing challenges faced by girls when teaching geometric construction (15
minutes)
What challenges do girls face when learning geometric construction?
In groups of 3-4:
a. Share the challenges faced by girls when teaching geometric construction.
b. Present the challenges faced during plenary.

Mentor Feedback
 Girls face a variety of challenges including lack of mathematical instruments to use.
 In particular, girls shy away to be supported directly by teachers since group work is
not ideal for this topic.
 In some cases, girls may have the instruments but boys intimidate and use the tools
without giving chance to the girls.

Solutions to challenges faced when teaching geometric construction

Activity 3: Proposing solutions to challenges faced when teaching geometric construction
(15 minutes)

What can be done to address the challenges faced when teaching geometric construction?
In groups of 3-4:
a. Brainstorm solutions to the challenges faced when teaching geometric construction.
a. Present the solutions during plenary.

Mentor Feedback
 One of the ways of addressing lack of
mathematical instruments is to build a culture in
students of having the mathematical toolbox all the Pair work is a great way to get
more learners engaged and
time in their school life. Also, teachers can use pair
practicing in your lesson. It’s
and group work so learners can share instruments. also a good way to ensure that
learners are sharing
instruments and tools!

90
Solutions to challenges faced by girls when learning geometric construction

Activity 4: Proposing solutions to challenges faced by girls when learning geometric

construction (15 minutes)

What can be done to address the challenges faced by girls when learning geometric
construction?
In groups of 3-4:
b. Brainstorm solutions to the challenges faced when teaching girls? When teaching
struggling learners?
b. Present the solutions during plenary.

Mentor Feedback
 There are many ways of addressing challenges faced by girls when learning geometric
construction. One of the ways is through verbal encouragement such as; they can do
like others did.
 Additionally, encourage them to lend mathematical tools after they have finished using
them and not before. Girls need to practice hands-on! They should not be expected or
asked to give their tools to boys before they’ve had a chance to practice.
 Be sure to use group and pair work so that girls have opportunities to build their
confidence before sharing with a larger group. This also benefits struggling learners.

a. Teaching methods appropriate for teaching geometric construction

Activity 5: Discussing methods appropriate for teaching geometric construction (15
minutes)

Mentor Feedback
 Geometric construction is a hands-on topic. Individual work is therefore appropriate
for this topic. However, students can share ideas as group work but implement the
ideas individually.
 It is a good idea to do library research on the topic to appreciate the origin, trends
and applications of geometric construction in every day life.

Planning a lesson on geometric construction

In groups of four,
a. Plan a geometric construction lesson of your choosing. Be sure to use group work, pair
work, and hands-on practice and ask plenty of questions!
b. Choose one member to present and explain the lesson plan to the larger group.
c. Evaluate plan during plenary (what went well? What needs to be improved?).
d. Keep in mind that you’ll be asked to share your experience using the lesson plan or
parts of it in the next session!

91
Closing

Step 9: Closing and evaluations

 Participants identify activities they will implement in their classrooms
 Participants evaluate the day’s work

Timeframe: 30 minutes
Materials:
 Paper and pens

 Ask participants to reflect on the day’s work:

 What do they think will be useful for their classrooms?
 Will these techniques help their students learn?
 What will they do differently now?
 Ask participants to share one activity they will definitely use with their students
before our next session.
 Ask participants to note anonymously on paper one thing they enjoyed about the day,
and one thing they think could have been improved.
 Thank participants for their work.

92
 Unit 5

Geometric
construction:
Lines

93
Table of contents

Geometric Construction, lines………………………………………………………………..……………….……….. 93

Introduction and Overview: 30 minutes ....................................................................................... 96
Advance preparation required.............................................................................................................. 96
Unit Summary ....................................................................................................................................... 96
Review and Related Work: 1 hour................................................................................................ 97
Expected learning outcomes................................................................................................................. 97
Implementing Activities in our Classrooms .......................................................................................... 97
Review of Geometric Construction of angles and triangles ................................................................. 98
Subtopic 1:Bisecting a line: 20 minutes ........................................................................................ 98
Subtopic 2: Parallel lines: 1 hour .................................................................................................. 99
Drawing Parallel Lines ......................................................................................................................... 101
Subtopic 3: Perpendicular lines : 1 hour ..................................................................................... 102
Tips for Improving Classroom Activities: 1 hour .......................................................................... 105
Closing: 30 minutes …………………………………………………………………………………………………………………108

94
SESSION PLAN : TWO DAY TRAINING

Date Session/ Time Activity

Introduction and overview (30 minutes)
Review Geometric Construction and Related
Session 1: 08.30am – 10.30 am Work(60 minutes)
Construction of parallel lines (30 minutes)
Day 1 10.30 am – 11:00 am Break
Session 2: 11.00 am-12.00 noon Construction of parallel lines (30 minutes)
12.00 noon – 13.00 pm Break
Session 3: 13.00 pm – 15.00 pm Construction of Perpendicular Lines (60 minutes)
Assessment(20 minutes)
Day 2 1. Improving Classroom Activity (20 minutes
2. Challenges and solutions in teaching
Geometric Construction (30minutes)
Session 1: 08.30 am- 10.30 am 3. Lesson planning (incorporating group work,
pair work and hands on activities 50
minutes)
10.30 – 11.00am Break
Session 2: 11.00am – 12.00pm 1. Lesson Presentation (30 minutes)
2. Discussion on lesson 1(30 minutes)
12.00 – 13.00pm Break
1. Lesson Presentation(30 minutes )
Session 3: 13.00 – 15.00 pm 2. Discussion on lesson 1(15 minutes)
3. Refinement and submission of lesson
plan(45minutes)
4. Closing (30 minutes

95
Unit 5 Geometric construction: Lines
Introduction and Overview: 30 minutes

This session guide build on the work done during the previous session, in which mentors
supported teachers to strengthen their lessons on geometric construction. This session guide
aims to support mentors to further assist teachers in content and methodology. Mentors
should adapt activities to suit the teachers present, but should generally adhere to the session
as described here.

This session covers the following topics:

0. Introduction to the Day’s Work
1. Review from previous session
2. Bisecting a line: 20 minutes
3. Parallel lines: 1 hour
4. Perpendicular lines
5. Tips for Improving Classroom Activities: 1 hour
6. Assessment
7. Ensuring Student Understanding
8. Closing

Advance preparation required

Review each session and the necessary materials in advance. Many sessions include activities
and demonstrations that require specific materials such as a protractor, compass, and ruler.

Step 1: Introduce the day’s work

 Thank participants for coming
 Review the agenda
 Present the unit summary and expected learning outcomes, as described below
 Ask if there are any questions or concerns

Unit Summary

Introduction
The history of Geometric construction cannot be started
without mentioning the Greek mathematician Euclid who
lived in 300 BC. He laid the foundations of geometry to
promote logical thinking through proofs.

Geometric construction has many applications. For example Picture 1

designers such as carpenters and architects use tools that
Euclid is carrying in picture 1 to accomplish their work.
Knowledge of Geometric construction is therefore important
because it has wide applications in everyday life in addition
to promoting logical thinking. See how lines and angles can
be applied in picture 1 and 2.

In this unit, you are going to practice the construction of

lines, angles and triangles using tools that were also used by Picture 2

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Euclid thousands of years ago.

Learning outcomes
By the end of the unit, participants must be able to:
1. construct a line bisector using a ruler and a compass
2. construct parallel lines
3. construct perpendicular lines using a ruler and a compass

Pre-requisite knowledge
Participants should be familiar with straight lines and basic tools for constructing them from
their elementary mathematics. It is important to ascertain this knowledge before starting the
training.

Review and Related Work: 1 hour

Step 2: Review work on Geometric construction: angles and triangles

 Participants to share experiences implementing the activities discussed in the previous
session
 Review key points related to xxx

Timeframe: 1 hour
Materials:
 Ask participants to come prepared with student textbooks and teacher’s guides

Expected learning outcomes

By the end of this session, participants will be able to:
7. Reflect on classroom experiences related to construction of angles and triangles
and tips used to teach construction more effectively.
8. Recap some key concepts of geometric construction of angles and triangles

Implementing Activities in our Classrooms

 Ask participants to call out some of the activities we tried or discussed in the previous
session. Note them on the board.
 Read out the list asking participants to raise their hands if they tried each activity in
their classrooms.
 Invite participants to share their experiences.
 Ask them to share what worked well, and any challenges they encountered
 Invite other participants to troubleshoot challenges with the speaker
 Congratulate each person who shares on having tried something new—that is
never easy
 Tell participants that we will begin each session by sharing the activities we have tried
in our classrooms; they should come prepared to reflect on what worked, what was
challenging, and any questions they have.
 Thank participants for trying these activities, and explain that we are now going to
review the material we covered in the previous session in order to be able to advance
to the next session.

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Review of Geometric Construction of angles and triangles
 Explain that in the previous session we covered the topic of geometric construction of
angles and triangles, however before we can move forward with geometric
construction concepts we all need to fully understand the construction of angles and
triangles.
 Present the information outlined below on geometric construction

Mentor: Now let’s see what we remember from our last session. Using group work not only
increases participation but it allows
Please work on these in groups of 3-4. Take 15 minutes to work stronger students a chance to lead
out the answers and then report back. while supporting others in a lower
c. Construct the following angles pressure situation. If conditions
o allow, use group work as learners
i. 45
o practice and review concepts.
ii. 22.5
iii. 67.5o
iv. 135o
d. Construct triangle;
iii. ABC, AB = 5.5 cm, BC = 6.4 cm, angle ABC= 60o. Measure AC.
iv. PQR, angle PRQ = 90o, PR = 5.8 cm, PQ = 6.4 cm. Measure angle PQR and QR.

Teachers: [share your responses]

Mentor: [provide additional examples or feedback as needed]

Subtopic 1:Bisecting a line: 20 minutes

Step 3: understanding and demonstrating bisecting a line

 Explain definition of bisect
 Teach how to bisect a line

Bisecting a line

Mentor: Could we have a volunteer to come to the board? Please bring your tools and do the
following:
Activity 1 Bisecting a line (20 minutes)
1. Draw a straight line AB of 50 cm long (adjust size depending on chalkboard size)
2. Mark point P on the straight line AB which divides the line into equal parts

Reflection
 What did you do to divide line AB into equal parts?
 What mathematical instruments did you use to complete the task?
 What did you find easy to do?
 What did you find difficult to do?
 How else could you have done the task?

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 Mentor Feedback
 To bisect a line means to divide the line into equal parts. In activity 1 for example,
you bisected a line AB such that AP = BP. To do this, a ruler or a ruler and a
compass can be used

Subtopic 2: Parallel lines: 1 hour

Step 4: Exploring parallel lines

 Explain and identify parallel lines
 Construct parallel lines

Introducing parallel lines

Mentor: Parallel is a term referring to two lines with equal distance between them at all times.
Now take a look at the next activity.

Activity 2 Introducing parallel lines (20 minutes)

Which of the following lines are parallel? Give reasons for your choice.

a.

b. c.

Mentor Feedback
 You may have noticed that when two lines are parallel, they are the same distance
apart. This is why some people say parallel lines never meet. Looking at a, b, and
c above all are parallel lines.

Mentor: So how do we make or draw perfectly parallel lines? Let’s construct parallel lines
together.

Constructing parallel lines

Activity 3 Constructing parallel lines (50 minutes)

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Consider the following; line MN and point O. How can you construct a line through O
parallel to MN?

Figure 1

You will note that the ideas to use in order to construct a parallel line to MN through O are
the properties of a parallelogram.
1. Draw a line MN.
2. Mark two points S and T on MN.

Figure 2

3. With centre O, use ST as a radius to make an arc on the left or right of side of O. Here
we are copying ST to create a corresponding side of a parallelogram.
4. With centre S and using TO as radius (copying a second corresponding side), draw an
arc to intersect the first arc at R.

Figure 3

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 5. Join RO.

Figure 4

Feedback
 You will note that constructing parallel lines is based on the properties of a
parallelogram.
 RSTO is a parallelogram; opposite sides are equal following the copying of side
ST to RO and then copying of side OT to RM. Therefore RO is parallel to MN.

Mentor: Are there any questions? :

Teacher: [ask questions and discuss]
it’s useful to teach students
multiple ways of solving the
same problem. This is useful as
Mentor: There are many ways of constructing parallel lines. some learners might prefer one
For example, one can also use a set square and a ruler. Can method over another. It’s always
anyone demonstrate how we can use a set square and a ruler to useful as learners might not
construct a line RO parallel to MN? always have a full set of tools on
hand.

Drawing Parallel Lines

A ruler and set square can be used to draw parallel lines as described below.

Step 1: Position an edge of the set square against a ruler and draw a line along one of the
other edges.
Step 2: Slide the set square into a new position while keeping the ruler fixed exactly at the
same position.
Step 3: Draw a line along the same edge that was used in Step 1.

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3

Mentor: [facilitate discussion]

 Using a ruler and protractor, is another way of constructing parallel lines. Which
one is more prone to error? Think about the use of a compass and the use of a
protractor. [compass is more precise but both are useful]

Mentor: Now let’s practice another construction. What is a perpendicular line?

Subtopic 3: Perpendicular lines : 1 hour

Step 4: Understanding perpendicular lines

 Explain and identify parallel lines
 Construct parallel lines

Constructing a line perpendicular to another line using a ruler and a compass

3
http://www.mathsteacher.com.au/year8/ch10_geomcons/07_setsquare/set.htm

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Mentor: And anyone explain what a perpendicular line would look like? Can anyone draw
this? A perpendicular line is a line which meets another line at a 90 degree angle.

Mentor: Let’s work together to construct perpendicular lines. [demonstrate]

Activity 4 Constructing a line perpendicular to another line using a ruler and a
compass (50 minutes)

1. Draw a line DE
2. Mark a point X on line DE between D and E as shown below

Figure 7

3. With centre X, and any radius mark points Y and Z on line DE as shown below
4. With centre Y and radius bigger than YX, mark an arc on one side of line DE.
5. With centre Z and radius bigger than XZ, mark an arc to cut the first arc at U.
6. Join points U and X.
7. Measure angles DXU and UXE. You will notice that they are 90o each. This means
that line XU is perpendicular to line DE

Figure 8

Mentor Feedback
 You may have noted that constructing a line that is perpendicular to
another is based on the idea of bisecting an angle. Which angle do you
think is bisected?
 Most of you will note that we bisect the angle of 180o formed on the
straight line.
 By bisecting the 180o angle, you form two angles of 90o each.

Mentor: Let’s try another one together. [demonstrate]

Constructing a perpendicular to a line from an external point using a ruler and a

compass
Activity 5 Constructing a perpendicular to a line from an external point using a ruler
and a compass (45 minutes)

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 1. Draw a line AB and a point K above the line as shown below. We want to construct a
line from external point K perpendicular to line AB.

Figure 9
2. With centre K make arcs on line AB to cut it at J and L

Figure 10

3. This time use J as a centre and make an arc on the other side of AB.
4. With L as the centre, make another arc on the same side to cut the first arc at M.

Figure 11

5. Join KM to cut AB at O

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Figure 12
6. Check the values of angles AOK and BOK. You will notice that they are both 90o.

Feedback
 Like we noted in activity 4, the idea of bisecting an angle has also been applied in
this one to construct the perpendicular line.

Mentor: Now work in pairs and develop a micro lesson to teach construction of a
perpendicular line. If necessary, use the student book for guidance.
Teachers: [present micro lesson]
Mentor: [provide feedback as needed]

Mentor: Of course there are different ways to construct lines. Now we’ll use a set square.
Take 10 minutes and work in pairs to complete following. Use the student’s book as needed.

Constructing a perpendicular line from an external point using a ruler and a set square

Activity 6 Constructing a perpendicular line from an external point using a ruler and a set
square
1. Describe what you can do to construct a perpendicular line from an external point
using a ruler and a set square.

It’s helpful to bring lesson

back to real life including
exams, future lessons, and
jobs!
2. Demonstrate the steps on the board.

Mentor Feedback
 Sometimes it is handy to use a set square and a ruler to
construct a perpendicular line. This is a common practice by architects and carpenters.
As you may have noted, a sharp pencil and steady hands are needed to produce a
clean job.

Tips for Improving Classroom Activities: 1 hour

Step 8: Ensuring student understanding

 Explain tips for incorporating repeated practice and review into lessons
 Reflect on possible challenges that will arise when teaching these subjects and mitigation
strategies

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Outcomes Tip for Improved Learning:
By the end of this unit participants must be able to:
When our students learn, we
x. Propose solutions for addressing general challenges
succeed—if they haven’t
of geometric construction teaching
learned, we have failed!
xi. Propose solutions for addressing specific challenges
faced by girls in learning geometric construction Student assessments assess
our own teaching as much as
student efforts to learn.

Mentor Feedback
Challenges to teachers:
 There are many challenges teachers face when teaching geometric construction. This
being a practical topic, some students come without the necessary instruments such as a
protractor, compass, or ruler.
 The lesson is slow sometimes as some students learn to handle mathematical
instruments for the first time.

Mentor Feedback
Challenges for learners, especially girls
 Girls face a variety of challenges including lack of mathematical instruments to use.
 In particular, girls shy away to be supported directly by teachers since group work is
not ideal for this topic.
 In some cases, girls may have the instruments but boys intimidate and use the tools
without giving chance to the girls.

Solutions to challenges faced when teaching geometric construction

Activity 3: Proposing solutions to challenges faced when teaching geometric construction
(15 minutes)

What can be done to address the challenges faced when teaching geometric construction?
In groups of 3-4:
a. Brainstorm solutions to the challenges faced when teaching geometric
construction.
b. Present the solutions during plenary.

Mentor Feedback
 One of the ways of addressing lack of mathematical instruments is to build a culture in
students of having the mathematical toolbox all the time in their school life. Also,
teachers can use pair and group work so learners can share instruments.
 Geometric construction is a hands-on topic. Individual work is therefore appropriate
for this topic. However, students can share ideas as group work but implement the
ideas individually.
 It is a good idea to do library research on the topic to appreciate the origin, trends and
applications of geometric construction and to reflect on applications in everyday life.

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Solutions to challenges faced by girls when learning geometric construction

Activity 4: Proposing solutions to challenges faced by girls when learning geometric

construction (15 minutes)

What can be done to address the challenges faced by girls when learning geometric
construction?
In groups of 3-4:
a. Brainstorm solutions to the challenges faced when teaching girls? When
teaching struggling learners?
b. Present the solutions during plenary.

Mentor Feedback
 There are many ways of addressing challenges faced by girls when learning geometric
construction. One of the ways is through verbal encouragement such as; they can do
like others did.
 Additionally, encourage them to lend mathematical tools after they have finished using
them and not before. Girls need to practice hands-on! They should not be expected or
asked to give their tools to boys before they’ve had a chance to practice.
 Be sure to use group and pair work so that girls have opportunities to build their
confidence before sharing with a larger group. This also benefits struggling learners.

5.0 Planning a lesson on geometric construction

In groups of four,
e. Plan a geometric construction lesson of your choosing.
Be sure to use group work, pair work, hands-on
practice and ask plenty of questions! Get in the habit of reflecting on
what you liked about your
f. Choose one member to present and explain the lesson plan
lesson and what you might do
to the larger group. differently next time. You know
g. Evaluate plan during plenary (what went well? What needs best what your students need
to be improved?). and what’s working well.
h. Keep in mind that you’ll be asked to share your experience
using the lesson plan or parts of it in the next session!

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Closing: 30 minutes

Step 9: Closing and evaluations: 1 hour

 Participants identify activities they will implement in their classrooms
 Participants evaluate the day’s work

Timeframe: 30 minutes
Materials:
 Paper and pens

 Ask participants to reflect on the day’s work:

 What do they think will be useful for their classrooms?
 Will these techniques help their students learn?
 What will they do differently now?
 Ask participants to share one activity they will definitely use with their students
before our next session.
 Ask participants to note anonymously on paper one thing they enjoyed about the day,
and one thing they think could have been improved.
 Thank participants for their work.

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