Measurement

Time - AM and PM

By the end of the lesson, the learner should be able to:

- Read time in a.m. and p.m.
- Tell time in a.m. and p.m.
- Value punctuality

- In pairs read and tell time in a.m. and p.m. using digital and analogue clocks
- Classify activities as a.m. or p.m.

How do we estimate time?

- Mentor Mathematics Grade 4 pg. 136
- Digital clocks
- Analogue clocks
- Charts showing a.m. and p.m.

- Observation - Oral questions - Written work

Measurement

Time - AM and PM

By the end of the lesson, the learner should be able to:

- Read time in a.m. and p.m.
- Tell time in a.m. and p.m.
- Value punctuality

- In pairs read and tell time in a.m. and p.m. using digital and analogue clocks
- Classify activities as a.m. or p.m.

How do we estimate time?

- Mentor Mathematics Grade 4 pg. 136
- Digital clocks
- Analogue clocks
- Charts showing a.m. and p.m.

- Observation - Oral questions - Written work

Measurement

Time - Estimating time

By the end of the lesson, the learner should be able to:

- Estimate time using a.m. and p.m.
- Use shadows to estimate time
- Show interest in time estimation

- In groups estimate time of the day using the shadow of a building or a tree that is in a convenient location
- Compare estimated time with actual time

What methods can we use to estimate time?

- Mentor Mathematics Grade 4 pg. 137
- Clocks
- Shadows of objects

- Observation - Oral questions - Practical assessment

Measurement

Time - Converting hours to minutes

By the end of the lesson, the learner should be able to:

- Convert hours to minutes
- Convert minutes to hours
- Value accuracy in time conversion

- Change hours to minutes and minutes to hours in real life situations
- Solve problems involving conversion of time units

Why do we need to convert time units?

- Mentor Mathematics Grade 4 pg. 138
- Conversion charts
- Clocks

- Observation - Oral questions - Written work

Measurement

Time - Converting hours to minutes

By the end of the lesson, the learner should be able to:

- Convert hours to minutes
- Convert minutes to hours
- Value accuracy in time conversion

- Change hours to minutes and minutes to hours in real life situations
- Solve problems involving conversion of time units

Why do we need to convert time units?

- Mentor Mathematics Grade 4 pg. 138
- Conversion charts
- Clocks

- Observation - Oral questions - Written work

Measurement

Time - Converting days to hours

By the end of the lesson, the learner should be able to:

- Convert days to hours
- Convert hours to days
- Show interest in time units

- Change hours to days and days to hours in real life situations
- Solve problems involving conversion between days and hours

How many hours are in a day?

- Mentor Mathematics Grade 4 pg. 139
- Conversion charts
- Calendars

- Observation - Oral questions - Written work

Measurement

Time - Converting days to hours

By the end of the lesson, the learner should be able to:

- Convert days to hours
- Convert hours to days
- Show interest in time units

- Change hours to days and days to hours in real life situations
- Solve problems involving conversion between days and hours

How many hours are in a day?

- Mentor Mathematics Grade 4 pg. 139
- Conversion charts
- Calendars

- Observation - Oral questions - Written work

Measurement

Time - Converting weeks to days

By the end of the lesson, the learner should be able to:

- Convert days to weeks
- Convert weeks to days
- Appreciate relationship between time units

- In pairs convert days to weeks and weeks to days in real life situations
- Create and solve problems involving days and weeks

How many days are in a week?

- Mentor Mathematics Grade 4 pg. 140
- Conversion charts
- Calendars

- Observation - Oral questions - Written work

Measurement

Time - Converting weeks to days

By the end of the lesson, the learner should be able to:

- Convert days to weeks
- Convert weeks to days
- Appreciate relationship between time units

- In pairs convert days to weeks and weeks to days in real life situations
- Create and solve problems involving days and weeks

How many days are in a week?

- Mentor Mathematics Grade 4 pg. 140
- Conversion charts
- Calendars

- Observation - Oral questions - Written work

Measurement

Time - Measuring duration

By the end of the lesson, the learner should be able to:

- Record time durations in hours and minutes
- Measure duration of events
- Value time management

- In groups measure and record duration of events in hours and minutes using digital and analogue clocks
- Calculate how long different activities take

How do we measure and record time duration?

- Mentor Mathematics Grade 4 pg. 141
- Digital clocks
- Analogue clocks
- Stopwatches

- Observation - Oral questions - Practical assessment

Measurement

Time - Calculating duration

By the end of the lesson, the learner should be able to:

- Work out time duration from start and end times
- Calculate elapsed time
- Show interest in time calculation

- In groups work out duration of events given start and end times
- Solve problems involving time duration

How do we calculate how much time has passed?

- Mentor Mathematics Grade 4 pg. 142
- Clocks
- Worksheets

- Observation - Oral questions - Written work

Measurement

Time - Calculating duration

By the end of the lesson, the learner should be able to:

- Work out time duration from start and end times
- Calculate elapsed time
- Show interest in time calculation

- In groups work out duration of events given start and end times
- Solve problems involving time duration

How do we calculate how much time has passed?

- Mentor Mathematics Grade 4 pg. 142
- Clocks
- Worksheets

- Observation - Oral questions - Written work

Measurement

Time - Addition

By the end of the lesson, the learner should be able to:

- Add units of time
- Solve problems involving addition of time
- Value accuracy in time calculation

- In groups work out addition involving units of time in real life situations
- Solve word problems involving addition of time

How do we add time?

- Mentor Mathematics Grade 4 pg. 143
- Clocks
- Worksheets

- Observation - Oral questions - Written work

Measurement

Time - Addition

By the end of the lesson, the learner should be able to:

- Add units of time
- Solve problems involving addition of time
- Value accuracy in time calculation

- In groups work out addition involving units of time in real life situations
- Solve word problems involving addition of time

How do we add time?

- Mentor Mathematics Grade 4 pg. 143
- Clocks
- Worksheets

- Observation - Oral questions - Written work

Measurement

Time - Subtraction

By the end of the lesson, the learner should be able to:

- Subtract units of time
- Solve problems involving subtraction of time
- Appreciate time calculation

- In groups to work out subtraction involving units of time in real life situations
- Solve word problems involving subtraction of time

How do we find the difference between times?

- Mentor Mathematics Grade 4 pg. 144
- Clocks
- Worksheets

- Observation - Oral questions - Written work

Measurement

Time - Digital clocks

By the end of the lesson, the learner should be able to:

- Tell time using digital clocks
- Record time using digital clocks
- Show interest in digital timekeeping

- In groups discuss, tell and record time using electronic clock
- Compare digital and analogue time

What are the advantages of digital clocks?

- Mentor Mathematics Grade 4 pg. 145
- Digital clocks
- Charts showing digital time

- Observation - Oral questions - Practical assessment

Measurement

Time - Digital clocks

By the end of the lesson, the learner should be able to:

- Tell time using digital clocks
- Record time using digital clocks
- Show interest in digital timekeeping

- In groups discuss, tell and record time using electronic clock
- Compare digital and analogue time

What are the advantages of digital clocks?

- Mentor Mathematics Grade 4 pg. 145
- Digital clocks
- Charts showing digital time

- Observation - Oral questions - Practical assessment

Measurement

Money - Converting shillings to cents

By the end of the lesson, the learner should be able to:

- Convert shillings into cents
- Apply conversion in money problems
- Value accuracy in money calculations

- Learners in pairs/groups discuss and convert shillings into cents using real/imitation money in different contexts
- Solve problems involving conversion

Why do we need to convert between shillings and cents?

- Mentor Mathematics Grade 4 pg. 155
- Real/imitation money
- Conversion charts

- Observation - Oral questions - Written work

Measurement

Money - Converting shillings to cents

By the end of the lesson, the learner should be able to:

- Convert shillings into cents
- Apply conversion in money problems
- Value accuracy in money calculations

- Learners in pairs/groups discuss and convert shillings into cents using real/imitation money in different contexts
- Solve problems involving conversion

Why do we need to convert between shillings and cents?

- Mentor Mathematics Grade 4 pg. 155
- Real/imitation money
- Conversion charts

- Observation - Oral questions - Written work

Measurement

Money - Converting cents to shillings

By the end of the lesson, the learner should be able to:

- Convert cents into shillings
- Apply conversion in money problems
- Show interest in money calculation

- Learners in pairs/groups discuss and convert cents into shillings using real/imitation money in different contexts
- Solve problems involving conversion

How do we convert cents to shillings?

- Mentor Mathematics Grade 4 pg. 156
- Real/imitation money
- Conversion charts

- Observation - Oral questions - Written work

Measurement

Money - Preparing a shopping list

By the end of the lesson, the learner should be able to:

- Prepare a shopping list of three items
- Identify costs of common items
- Value budgeting

- Learners in pairs/groups are guided on how to come up with a shopping list of food items that they may require at school or at home
- Create shopping lists with estimated costs

Why do we prepare shopping lists?

- Mentor Mathematics Grade 4 pg. 157
- Shopping list templates
- Price lists of common items

- Observation - Oral questions - Written work

Measurement

Money - Preparing a shopping list

By the end of the lesson, the learner should be able to:

- Prepare a shopping list of three items
- Identify costs of common items
- Value budgeting

- Learners in pairs/groups are guided on how to come up with a shopping list of food items that they may require at school or at home
- Create shopping lists with estimated costs

Why do we prepare shopping lists?

- Mentor Mathematics Grade 4 pg. 157
- Shopping list templates
- Price lists of common items

- Observation - Oral questions - Written work

Measurement

Money - Preparing a shopping list

By the end of the lesson, the learner should be able to:

- Prepare a shopping list of three items
- Identify costs of common items
- Value budgeting

- Learners in pairs/groups are guided on how to come up with a shopping list of food items that they may require at school or at home
- Create shopping lists with estimated costs

Why do we prepare shopping lists?

- Mentor Mathematics Grade 4 pg. 157
- Shopping list templates
- Price lists of common items

- Observation - Oral questions - Written work

Measurement

Money - Calculating total cost

By the end of the lesson, the learner should be able to:

- Work out total cost of items in a shopping list
- Add costs of multiple items
- Show interest in financial literacy

- Learners in groups/individually calculate the total cost of items in the shopping list
- Solve problems involving shopping scenarios

How do we find the total cost of items?

- Mentor Mathematics Grade 4 pg. 158
- Shopping lists
- Price lists
- Real/imitation money

- Observation - Oral questions - Written work

Measurement

Money - Role play

By the end of the lesson, the learner should be able to:

- Participate in shopping role play
- Apply money concepts in practical situations
- Value honesty in money transactions

- Learners in groups are guided to come up with a class or school model shop and role play shopping activities as buyers and shopkeepers
- Practice making payments and giving change

How do we use money in daily life?

- Mentor Mathematics Grade 4 pg. 159
- Real/imitation money
- Shop items
- Price tags

- Observation - Oral questions - Practical assessment

Measurement

Money - Digital recording

By the end of the lesson, the learner should be able to:

- Record shopping activities
- Use digital devices to document role play
- Appreciate digital technology

- Take video clips of their groups as they role shopping activities
- Review and discuss recorded shopping activities

How can we use technology to record and learn from activities?

- Mentor Mathematics Grade 4 pg. 160
- Digital devices
- Shop items
- Real/imitation money

- Observation - Oral questions - Digital artifacts

Measurement

Money - Digital recording

By the end of the lesson, the learner should be able to:

- Record shopping activities
- Use digital devices to document role play
- Appreciate digital technology

- Take video clips of their groups as they role shopping activities
- Review and discuss recorded shopping activities

How can we use technology to record and learn from activities?

- Mentor Mathematics Grade 4 pg. 160
- Digital devices
- Shop items
- Real/imitation money

- Observation - Oral questions - Digital artifacts

Measurement

Money - Digital recording

By the end of the lesson, the learner should be able to:

- Record shopping activities
- Use digital devices to document role play
- Appreciate digital technology

- Take video clips of their groups as they role shopping activities
- Review and discuss recorded shopping activities

How can we use technology to record and learn from activities?

- Mentor Mathematics Grade 4 pg. 160
- Digital devices
- Shop items
- Real/imitation money

- Observation - Oral questions - Digital artifacts

Measurement

Money - Problem solving

By the end of the lesson, the learner should be able to:

- Solve complex problems involving money
- Apply money concepts in various contexts
- Show interest in money management

- In groups solve complex word problems involving money
- Create money problems for other groups to solve

How do we use math to solve money problems?

- Mentor Mathematics Grade 4 pg. 161
- Word problem cards
- Real/imitation money

- Observation - Oral questions - Written work

Measurement

Money - Problem solving

By the end of the lesson, the learner should be able to:

- Solve complex problems involving money
- Apply money concepts in various contexts
- Show interest in money management

- In groups solve complex word problems involving money
- Create money problems for other groups to solve

How do we use math to solve money problems?

- Mentor Mathematics Grade 4 pg. 161
- Word problem cards
- Real/imitation money

- Observation - Oral questions - Written work

Measurement

Money - Digital games

By the end of the lesson, the learner should be able to:

- Play digital games involving money
- Apply money concepts in games
- Show enthusiasm in learning through digital games

- In pairs play digital games involving money
- Discuss strategies for solving money problems in games

How can digital games help us learn about money?

- Mentor Mathematics Grade 4 pg. 162
- Digital devices
- Money games

- Observation - Oral questions - Performance in games

GEOMETRY

Position and Direction - Clockwise and anti-clockwise turns

By the end of the lesson, the learner should be able to:

- Identify clockwise turns in the environment
- Demonstrate clockwise turns in the environment
- Show interest in making clockwise turns

- Discuss and recognize clockwise direction as the direction in which the hands of a clock move
- Make clockwise turns in the environment
- In groups discuss and demonstrate a clockwise turn
- Record videos as they carry out the activity

How can you change your position?

- Mentor Mathematics Grade 4 Learner's Book pg. 162
- Clock face
- Digital devices for recording videos

- Observation - Oral questions - Written tests

GEOMETRY

Position and Direction - Clockwise and anti-clockwise turns

By the end of the lesson, the learner should be able to:

- Identify anti-clockwise turns in the environment
- Demonstrate anti-clockwise turns in the environment
- Appreciate the use of anti-clockwise turns in real life situations

- Discuss and recognize anti-clockwise direction as the opposite direction to which the hands of a clock move
- Move round a circle in an opposite direction to that of the minute hand of the clock
- In pairs demonstrate an anti-clockwise turn
- Record videos as they carry out the activity

How do you make an anti-clockwise turn?

- Mentor Mathematics Grade 4 Learner's Book pg. 163
- Clock face
- Digital devices for recording videos

- Observation - Oral questions - Practical activities

GEOMETRY

Position and Direction - Quarter, half and full turns

By the end of the lesson, the learner should be able to:

- Identify quarter turns in different directions
- Demonstrate quarter turns in different directions
- Show interest in making quarter turns in different directions

- In groups safely make quarter turns in the surrounding
- In pairs/individually demonstrate a quarter turn in both directions
- Draw a compass to show quarter turns in different directions
- Play the game "I lost a letter" involving clockwise and anti-clockwise turns

What happens when you make a quarter turn?

- Mentor Mathematics Grade 4 Learner's Book pg. 164
- Compass diagram
- Digital devices for recording videos

- Observation - Practical activities - Written assignments

GEOMETRY

Position and Direction - Quarter, half and full turns

By the end of the lesson, the learner should be able to:

- Identify half and full turns in the environment
- Demonstrate half and full turns in the environment
- Appreciate the use of half and full turns in real life situations

- In groups safely make half and full turns in the surrounding
- Demonstrate a half turn from a point
- Demonstrate a full turn from a point
- Draw a compass to show half and full turns in different directions
- In pairs play digital games involving position and direction

How do you know when you've completed a full turn?

- Mentor Mathematics Grade 4 Learner's Book pg. 165-166
- Compass diagram
- Digital devices

- Observation - Oral questions - Written tests

GEOMETRY

Angles - Angles at a point

By the end of the lesson, the learner should be able to:

- Identify an angle at a point in lines
- Demonstrate how an angle is formed at a point
- Show interest in identifying angles at a point

- Discuss and recognize angles that are made by 2 lines that meet at point using a chart with a different line
- Pick two rulers and put them next to each other
- Move one ruler in an anti-clockwise direction and observe the angle formed
- Draw two straight lines that meet at a point on a chart and identify the angles formed

How do we use angles in daily life?

- Mentor Mathematics Grade 4 Learner's Book pg. 169
- Rulers
- Chart paper
- Pencils

- Observation - Oral questions - Written assignments

GEOMETRY

Angles - Angles from objects

By the end of the lesson, the learner should be able to:

- Identify angles from objects in the environment
- Draw angles from objects in the environment
- Develop interest in identifying angles from objects

- In groups explore and identify angles from objects such as cubes and cuboids in the environment
- Show different angles on various objects in the classroom and school environment
- With peers or siblings at home, identify angles from the objects in the environment

Where can we find angles in our classroom?

- Mentor Mathematics Grade 4 Learner's Book pg. 170
- Cubes
- Cuboids
- Objects in the environment

- Observation - Oral questions - Practical activities

GEOMETRY

Angles - Relating turns to angles

By the end of the lesson, the learner should be able to:

- Relate a quarter turn to angles
- Relate a half turn to angles
- Appreciate the relationship between turns and angles

- Draw a compass on the ground
- Starting from the North, make a clockwise quarter turn and an anti-clockwise half turn as shown
- Starting at any point, make a clockwise quarter turn and an anti-clockwise half turn
- Show the angle made in each turn
- Relate the turns to angles

How are turns related to angles?

- Mentor Mathematics Grade 4 Learner's Book pg. 171
- Compass diagram
- Ground space for drawing compass
- Mentor Mathematics Grade 4 Learner's Book pg. 172
- Digital devices
- Charts with various diagrams

- Observation - Oral questions - Written assignments

GEOMETRY

Plane Figures - Shapes in our environment

By the end of the lesson, the learner should be able to:

- Identify rectangles, squares, triangles from objects in the environment
- Classify objects according to their shapes
- Appreciate shapes in the environment

- Discuss and recognize shapes of rectangles, squares, triangles from common objects in the environment
- Look at pictures of common objects and identify their shapes
- Take a walk outside the classroom and look for various objects with different shapes in the school compound
- Record findings in a table

How can you make patterns using shapes?

- Mentor Mathematics Grade 4 Learner's Book pg. 173
- Objects in the environment
- Pictures of common objects

- Observation - Oral questions - Written assignments

GEOMETRY

Plane Figures - Shapes in our environment

By the end of the lesson, the learner should be able to:

- Identify circles and ovals from objects in the environment
- Draw the shapes of rectangles, squares, triangles, circles and ovals
- Show interest in drawing different shapes

- Discuss and recognize shapes of circles and ovals from common objects in the environment
- Take a walk outside the classroom
- Collect objects with different shapes like rectangles, squares, triangles, circles and ovals
- Sketch the shapes of the objects in exercise books
- Share drawings in class

What shapes can you identify in our environment?

- Mentor Mathematics Grade 4 Learner's Book pg. 174
- Objects in the environment
- Drawing materials

- Observation - Oral questions - Practical activities

GEOMETRY

Plane Figures - Lines of symmetry

By the end of the lesson, the learner should be able to:

- Identify lines of symmetry in rectangles and squares
- Fold shapes to demonstrate lines of symmetry
- Appreciate the use of lines of symmetry

- Make rectangular cut-outs
- Fold the cut-out into two equal halves and observe the fold line
- Fold the cut-out into two equal halves again in a different direction
- Make a square cut-out
- Fold the square cut-out to get two equal halves in different ways
- Identify the fold line as the line of symmetry

How many lines of symmetry can a shape have?

- Mentor Mathematics Grade 4 Learner's Book pg. 175-176
- Paper for making cut-outs
- Scissors
- Rulers

- Observation - Oral questions - Practical activities

GEOMETRY

Plane Figures - Lines of symmetry

By the end of the lesson, the learner should be able to:

- Identify lines of symmetry in rectangles and squares
- Fold shapes to demonstrate lines of symmetry
- Appreciate the use of lines of symmetry

- Make rectangular cut-outs
- Fold the cut-out into two equal halves and observe the fold line
- Fold the cut-out into two equal halves again in a different direction
- Make a square cut-out
- Fold the square cut-out to get two equal halves in different ways
- Identify the fold line as the line of symmetry

How many lines of symmetry can a shape have?

- Mentor Mathematics Grade 4 Learner's Book pg. 175-176
- Paper for making cut-outs
- Scissors
- Rulers

- Observation - Oral questions - Practical activities

GEOMETRY

Plane Figures - Lines of symmetry

By the end of the lesson, the learner should be able to:

- Identify lines of symmetry in rectangles and squares
- Fold shapes to demonstrate lines of symmetry
- Appreciate the use of lines of symmetry

- Make rectangular cut-outs
- Fold the cut-out into two equal halves and observe the fold line
- Fold the cut-out into two equal halves again in a different direction
- Make a square cut-out
- Fold the square cut-out to get two equal halves in different ways
- Identify the fold line as the line of symmetry

How many lines of symmetry can a shape have?

- Mentor Mathematics Grade 4 Learner's Book pg. 175-176
- Paper for making cut-outs
- Scissors
- Rulers

- Observation - Oral questions - Practical activities

GEOMETRY

Plane Figures - Lines of symmetry

By the end of the lesson, the learner should be able to:

- Identify lines of symmetry in triangles and circles
- Demonstrate folding to find lines of symmetry
- Show interest in identifying lines of symmetry

- Trace different triangles and cut them out
- Fold the triangular cut-outs to get two equal halves
- Make a circular cut-out
- Fold the circular cut-out into two equal halves in different ways
- Trace, cut out then fold different shapes to get the lines of symmetry

Why is symmetry important in real life?

- Mentor Mathematics Grade 4 Learner's Book pg. 177-178
- Paper for making cut-outs
- Scissors
- Rulers

- Observation - Oral questions - Written assignments

GEOMETRY

Plane Figures - Lines of symmetry

By the end of the lesson, the learner should be able to:

- Identify lines of symmetry in triangles and circles
- Demonstrate folding to find lines of symmetry
- Show interest in identifying lines of symmetry

- Trace different triangles and cut them out
- Fold the triangular cut-outs to get two equal halves
- Make a circular cut-out
- Fold the circular cut-out into two equal halves in different ways
- Trace, cut out then fold different shapes to get the lines of symmetry

Why is symmetry important in real life?

- Mentor Mathematics Grade 4 Learner's Book pg. 177-178
- Paper for making cut-outs
- Scissors
- Rulers

- Observation - Oral questions - Written assignments

GEOMETRY

Plane Figures - Patterns

By the end of the lesson, the learner should be able to:

- Identify patterns using squares, rectangles and triangles
- Complete given patterns with missing shapes
- Appreciate patterns in real life situations

- In pairs make patterns using squares, rectangles and triangles
- Complete patterns with missing shapes
- Color to complete given patterns
- Draw and color a pattern using rectangles

How can we create our own patterns?

- Mentor Mathematics Grade 4 Learner's Book pg. 179
- Cut-outs of different shapes
- Coloring materials
- Drawing materials

- Observation - Oral questions - Practical activities

GEOMETRY

Plane Figures - Properties of plane figures

By the end of the lesson, the learner should be able to:

- Identify properties of squares, rectangles and triangles
- Demonstrate properties of these shapes practically
- Show interest in identifying properties of plane figures

- Trace squares, rectangles, and triangles and cut them out
- Using a ruler, measure the sides of the cut-outs
- Count the number of sides and angles in each shape
- Discuss the properties of squares, rectangles, and triangles in groups
- In groups use digital devices to learn more about plane figures and make patterns

What are the unique properties of different plane figures?

- Mentor Mathematics Grade 4 Learner's Book pg. 180-182
- Paper for making cut-outs
- Scissors
- Rulers
- Digital devices

- Observation - Oral questions - Written tests

GEOMETRY

Plane Figures - Properties of plane figures

By the end of the lesson, the learner should be able to:

- Identify properties of squares, rectangles and triangles
- Demonstrate properties of these shapes practically
- Show interest in identifying properties of plane figures

- Trace squares, rectangles, and triangles and cut them out
- Using a ruler, measure the sides of the cut-outs
- Count the number of sides and angles in each shape
- Discuss the properties of squares, rectangles, and triangles in groups
- In groups use digital devices to learn more about plane figures and make patterns

What are the unique properties of different plane figures?

- Mentor Mathematics Grade 4 Learner's Book pg. 180-182
- Paper for making cut-outs
- Scissors
- Rulers
- Digital devices

- Observation - Oral questions - Written tests

DATA HANDLING

Data - Materials for data collection

By the end of the lesson, the learner should be able to:

- Identify materials for data collection and recording in real life situations
- Select appropriate materials for data collection
- Appreciate the importance of using appropriate materials for data collection

- Name different materials that are used for data collection and recording such as chalkboard rulers, exercise books for drawing tables, and textbooks
- Discuss the importance of using appropriate materials for data collection
- Gather and share different items for purposes of recording data
- Resources from the immediate classroom environment can also be considered

How can you represent data?

- Mentor Mathematics Grade 4 Learner's Book pg. 183
- Exercise books
- Pens
- Rulers
- Textbooks

- Observation - Oral questions - Written assignments

DATA HANDLING

Data - Collecting data

By the end of the lesson, the learner should be able to:

- Collect data of at most 10 items within the school environment
- Organize collected data
- Show interest in collecting data from the environment

- In groups of ten, collect information from each other on favorite fruit, favorite game, and shoe size
- Organize collected data in a meaningful way
- Share findings with other groups
- In groups, collect information from each other on height, favorite job, favorite color, and favorite food

What types of data can we collect from our environment?

- Mentor Mathematics Grade 4 Learner's Book pg. 184
- Data collection templates
- Pencils
- Exercise books

- Observation - Oral questions - Practical activities

DATA HANDLING

Data - Drawing tables for recording data

By the end of the lesson, the learner should be able to:

- Draw a table for recording data
- Label columns and rows appropriately
- Develop interest in organizing data in tables

- Draw a table with 2 columns and appropriate number of rows
- Label the first column with categories and the second column for recording frequency or counts
- Write category names in the first column
- Leave space in the second column for recording data
- Share tables with other groups

Why do we organize data in tables?

- Mentor Mathematics Grade 4 Learner's Book pg. 185
- Rulers
- Exercise books
- Chart paper

- Observation - Oral questions - Written assignments

DATA HANDLING

Data - Drawing tables for recording data
Data - Recording data in a table

By the end of the lesson, the learner should be able to:

- Draw tables with different structures
- Create appropriate table columns and rows for different data sets
- Show interest in organizing different types of data

- Draw tables for recording different types of data including favorite colors, number of mangoes sold by a fruit vendor, and number of learners in Grades 1 to 5
- Discuss how to determine the appropriate number of columns and rows needed
- Draw a table that can be used to record the data on the number of cars sold from January to April

How do we determine the structure of a data table?

- Mentor Mathematics Grade 4 Learner's Book pg. 186
- Rulers
- Exercise books
- Chart paper
- Mentor Mathematics Grade 4 Learner's Book pg. 187
- Raw data sets
- Rulers

- Observation - Oral questions - Written assignments

DATA HANDLING

Data - Recording data in a table

By the end of the lesson, the learner should be able to:

- Record different types of data in tables
- Organize collected data in appropriate table formats
- Show interest in recording data systematically

- Record data on favorite fruits of Grade 4 learners in a table
- Record data on types of vehicles that passed near the school in a table
- Record data on favorite games of Grade 4 learners in a table
- Draw a table and record data on favorite drinks for 32 learners

Why is it important to record data systematically?

- Mentor Mathematics Grade 4 Learner's Book pg. 188
- Exercise books
- Raw data sets
- Rulers

- Observation - Oral questions - Practical activities

DATA HANDLING

Data - Interpreting data from a table

By the end of the lesson, the learner should be able to:

- Read data from a table
- Interpret data from a table
- Develop interest in interpreting data from tables

- Study a table showing the number of patients treated in a hospital from Monday to Friday
- Answer questions about the data in the table
- Calculate totals from the data in the table
- Share answers with other groups

How can we use data in tables to answer questions?

- Mentor Mathematics Grade 4 Learner's Book pg. 187
- Tables with data
- Exercise books

- Observation - Oral questions - Written tests

DATA HANDLING

Data - Interpreting data from a table

By the end of the lesson, the learner should be able to:

- Answer questions based on data in tables
- Make calculations based on tabulated data
- Appreciate the use of tables in representing data

- Study various tables showing data on fruits sold, favorite sports, and vehicles
- Answer questions about the data in the tables
- Make calculations such as finding totals and differences
- With guidance from parents or guardians, record and interpret data on utensils in the kitchen

How can we use data to make decisions?

- Mentor Mathematics Grade 4 Learner's Book pg. 188-189
- Tables with data
- Exercise books
- Digital devices for data collection and recording

- Observation - Oral questions - Written tests