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SCHEME OF WORK
Mathematics
Grade 4 2025
TERM III
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
Measurement
Capacity
By the end of the lesson, the learner should be able to:

measure capacity in litres in real life situations , use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Learners in pairs/groups to measure capacity of containers using a 1 litre container in real life situations. Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 113-114
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
1 2
Measurement
Capacity
By the end of the lesson, the learner should be able to:
measure capacity in 1/2 liters in real life situation. use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Learners in pairs/groups/individually to make 1/2 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container. Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 115-116
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
1 3
Measurement
Capacity
By the end of the lesson, the learner should be able to:
measure capacity in 1/4 liters in real life situation use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Learners in pairs/groups/individually to make 1/2 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container.Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 115-116
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
1 4
Measurement
Capacity
By the end of the lesson, the learner should be able to:
Add and subtract capacity involving litres in real life situations, use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
.
Learners in pairs/groups to add capacity involving litres in real life situations, Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 117-118
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
1 5
Measurement
TIME
By the end of the lesson, the learner should be able to:

read and tell time in a.m. and p.m. in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to read and tell time in a.m. and p.m. using digital and analogue clocks in real life situations.
How can you tell time?
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
2 1
Measurement
TIME
By the end of the lesson, the learner should be able to:
estimate time using a.m and p.m. in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to estimate time of the day using the shadow.
How can you tell time?
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
2 2
Measurement
TIME
By the end of the lesson, the learner should be able to:
convert units of time in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
2 3
Measurement
TIME
By the end of the lesson, the learner should be able to:
convert units of time in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
2 4
Measurement
TIME
By the end of the lesson, the learner should be able to:
record time durations in hours and minutes in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations, Learners in pairs/groups/individually to play digital games involving time.
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
2 5
Measurement
TIME
By the end of the lesson, the learner should be able to:
work out time duration in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to measure and record duration of events in hours and minutes using digital and analogue clocks.
Learners in pairs/groups to work out addition involving units of time in real life situations, Learners in pairs/groups/individually to play digital games involving time.
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
KLB Visionary Mathematics pg 122-125
Asking question Drawing questionnaires
3 1
Measurement
MONEY
By the end of the lesson, the learner should be able to:

convert shillings into cents and cents
into shillings in different contexts, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups/individually to convert shillings into cents and cents into shillings using real/ imitation money in different contexts,Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list
Asking question Drawing questionnaires
3 2
Measurement
MONEY
By the end of the lesson, the learner should be able to:

convert shillings into cents and cents
into shillings in different contexts, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/group to role play shopping activities involving giving change and balance using real/ imitation money, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list
Asking question Drawing questionnaires
3 3
Measurement
MONEY
By the end of the lesson, the learner should be able to:
practice savings in real life, work out questions involving money in real life situations, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss meaning of saving.
Learners in pairs/groups to discuss savings at home, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
3 4
Measurement
MONEY
By the end of the lesson, the learner should be able to:
practice savings in real life, work out questions involving money in real life situations, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss meaning of saving.
Learners in pairs/groups to discuss savings at home, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
3 5
Measurement
MONEY
By the end of the lesson, the learner should be able to:

identify money people pay to the county government for provision of services, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss market fee, cess, parking fee and business permit as money people pay to county government for provision of services, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
4 1
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:

demonstrate a clockwise and an anti-clockwise turn in the environment,appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate a clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 139-141
Representation of different angles
Asking question Drawing questionnaires
4 2
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:

demonstrate a clockwise and an anti-clockwise turn in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate a clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 139-141
Representation of different angles
of different angles
Asking question Drawing questionnaires
4 3
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
demonstrate a quarter turn, half turn and full turn in the environment,appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 139-141
Representation of different angles
Asking question Drawing questionnaires
4 4
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 141-144
Representation of different angles
Asking question Drawing questionnaires
4 5
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 141-144
Representation of different angles
Asking question Drawing questionnaires
5

MIDTERM

6 1
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
demonstrate a quarter turn, half turn and full turn in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 141-144
Representation of different angles
KLB Visionary Mathematics pg 145-147
Asking question Drawing questionnaires
6 2
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
6 3
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
6 4
Geometry
ANGLES
By the end of the lesson, the learner should be able to:

identify angles in the environment
Learners in pairs/groups /individually to identify angles in the environment.
Learners in pairs/groups to identify right angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
6 5
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
identify different types of angles in the environment,
Learners in pairs/groups to identify right angles in the environment.
Learners in pairs/groups to identify acute angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
7 1
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
identify different types of angles in the environment,
Learners in pairs/groups to identify acute angles in the environment.
Learners in pairs/groups to identify obtuse angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
7 2
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
compare angles practically
Learners in pairs/groups to identify obtuse angles in the environment.
Learners in pairs/groups to identify reflex angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
7 3
Geometry
SHAPES
ANGLES
2-D SHAPES
By the end of the lesson, the learner should be able to:
use IT devices for learning and enjoyment,
appreciate use of angles in real life situations.
Learners in pairs/groups to compare angles using a right angle.
Learners in pairs/groups/individually to play digital games and learn more about angles
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
KLB Visionary Mathematics pg 148-149
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
7 4
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify line of symmetry practically. use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify line of symmetry by folding the shape into two equal parts and identify the fold line as line of symmetry. Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 148-149
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
7 5
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify line of symmetry practically, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify line of symmetry by folding the shape into two equal parts and identify the fold line as line of symmetry. Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 148-149
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
8 1
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify properties of 2-D shapes practically, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify properties of a square practically.
Learners in pairs/groups to identify properties of a rectangle practically, Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 150-151
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
8 2
SHAPES
DATA
2-D SHAPES
DATA
By the end of the lesson, the learner should be able to:

identify properties of 2-D shapes practically, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify properties of a square practically.
Learners in pairs/groups to identify properties of a rectangle practically,Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 150-151
Cut outs of rectangles, circles, and triangles of different
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
8 3
DATA
DATA
By the end of the lesson, the learner should be able to:

represent data involving real life situations using frequency tables
Learners in groups to collect and record data involving real life situations using tally marks
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
8 4
HANDLING
DATA
DATA
By the end of the lesson, the learner should be able to:

work out questions involving frequency tables representing real life situations
Learners in pairs/groups/ individually to represent data collected from real life situations using frequency tables
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
8 5
HANDLING
DATA
By the end of the lesson, the learner should be able to:

identify where frequency tables are used in real life
Learners in pairs/groups/individually to work out questions involving frequency tables representing real life situations
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
Asking question Drawing questionnaires
9 1
HANDLING
DATA
By the end of the lesson, the learner should be able to:

identify where frequency tables are used in real life
Learners in pairs/groups/individually to work out questions involving frequency tables representing real life situations
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
Asking question Drawing questionnaires
9 2
DATA
Algebra
DATA
Use Of Letter
By the end of the lesson, the learner should be able to:

appreciate use of frequency tables in representing data in real life situations.
Learners in pairs/ groups to discuss where frequency tables are used.
Learners in pairs/groups/individually to use IT devices and learn more on data collection.
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
KLB Visionary Mathematics pg 165-166
Information from different sources
Asking question Drawing questionnaires
9 3
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

represent the unknown in real life situations using letters,
Learners in pairs/groups/individually to represent the unknown in real life situations using letters
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 165-166
Information from different sources
Asking question Drawing questionnaires
9 4
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

form algebraic expressions to represent real life situations
Learners in pairs/groups/individually to form algebraic expressions to represent real life situations
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 165-166
Information from different sources
KLB Visionary Mathematics pg 167-168
Asking question Drawing questionnaires
9 5
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

appreciate the use of algebraic expressions
Learners in pairs/groups/individually to play digital games involving algebraic expressions.
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 167-168
Information from different sources
Asking question Drawing questionnaires

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