Numbers

Number Concept - Arranging objects according to size
Number Concept - Identifying position of objects from 1st to 20th

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

- Arrange objects according to size from smallest to biggest
- Compare the sizes of different objects
- Show interest in arranging objects

- In pairs or groups, discuss and arrange real objects collected from the environment according to size starting with the smallest to the largest
- Compare and talk about the sizes of the objects arranged
- Share their findings with other groups

How do we compare the sizes of different objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 1
- Real objects of different sizes
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 2
- Different sets of objects
- Oxford Let's Do Mathematical Activities Learner's Book pg. 3
- Number cards 1-5
- Position number cards 1st-5th

- Observation - Oral questions - Written assignments

Numbers

Number Concept - Identifying position of objects from 1st to 20th
Number Concept - Writing positions in number symbols and words
Number Concept - Writing positions in number symbols and words
Number Concept - Application of ordinal numbers in real-life situations
Number Concept - Application of ordinal numbers in real-life situations
Whole Numbers - Counting forward up to 1000 from any point

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

- Identify position of objects from 1st to 10th
- Match cardinal numbers with ordinal numbers
- Show interest in identifying positions of objects

- In groups, arrange 10 books in a line and place number cards on them
- Place position number cards on the books to match the number cards
- In pairs, match each school day with its position in the week

What is the difference between a number and a position?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 4
- Books
- Number cards 1-10
- Position number cards 1st-10th
- Oxford Let's Do Mathematical Activities Learner's Book pg. 7
- Position number cards
- Chart showing position numbers in symbols
- Oxford Let's Do Mathematical Activities Learner's Book pg. 8
- Position number word cards
- Chart showing position numbers in words
- Oxford Let's Do Mathematical Activities Learner's Book pg. 9
- Stopwatch
- Position cards
- Chart showing position numbers
- Oxford Let's Do Mathematical Activities Learner's Book pg. 10
- Digital devices
- Number and position cards
- Games involving positions
- Oxford Let's Do Mathematical Activities Learner's Book pg. 15
- Number cards 1-100
- Number line
- Skipping rope

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Counting forward up to 1000 from any point
Whole Numbers - Counting backward in multiples of 100 from 1000
Whole Numbers - Counting backward in multiples of 100 from 1000
Whole Numbers - Place value of numbers up to hundreds

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

- Count forward in 1's up to 1000
- Count sequences of numbers up to 1000
- Show interest in counting numbers

- Walk as they count forward by 1 with numbers 501 to 550
- Count forward in 1's with numbers 721 to 750, 807 to 850, etc.
- Practice saying the next number in a sequence

How do we count numbers beyond 500?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 15
- Number cards
- Number charts
- Counting games
- Oxford Let's Do Mathematical Activities Learner's Book pg. 18
- Number cards of multiples of 100
- Digital devices
- Number lines
- Games involving backward counting
- Oxford Let's Do Mathematical Activities Learner's Book pg. 20
- Sticks
- Strings
- Abacus

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Place value of numbers up to hundreds
Whole Numbers - Reading numbers 1 to 1000 in symbols

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

- Identify place value of numbers up to hundreds
- Use place value tins to show numbers
- Show interest in understanding place value

- Use place value tins to show numbers like 233, 256, and 954
- In pairs/groups, discuss place value up to hundreds
- Fill in place value tables for various numbers

How do you tell the place value of a digit in a number?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 21
- Place value tins
- Place value chart
- Digital resources
- Abacus
- Oxford Let's Do Mathematical Activities Learner's Book pg. 22
- Number cards 1-100
- Number charts

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols
Whole Numbers - Reading and writing numbers 1-100 in words

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

- Read numbers 101 to 200 in symbols
- Read numbers starting from any point
- Show interest in reading numbers

- Make number cards with numbers 101 to 200
- Pick a card and read the number on it
- Read numbers 101 to 200 starting from any point

How do we read three-digit numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 23
- Number cards 101-200
- Number charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 24
- Number cards 201-500
- Oxford Let's Do Mathematical Activities Learner's Book pg. 25
- Number cards 501-1000
- Oxford Let's Do Mathematical Activities Learner's Book pg. 26
- Number cards 1-20
- Number word cards
- Charts showing numbers in words

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading and writing numbers 1-100 in words

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

- Read numbers 21 to 40 in words
- Match numbers with number words
- Show interest in reading numbers in words

- Make number cards and number word cards for 21 to 40
- Pick a number card and match it with the number word card
- Read and write numbers 21-40 in words

How do we write numbers 21-40 in words?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 27
- Number cards 21-40
- Number word cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 28
- Number cards 41-80
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 29
- Number cards 81-100

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Identifying missing numbers in patterns up to 1000
Whole Numbers - Creating number patterns up to 1000

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

- Identify patterns in given sequences
- Find the next number in a pattern
- Show interest in number patterns

- Use number cards with numbers 320 to 350
- Skip cards and write the numbers that are left
- Identify what the next number would be

How can we get the next number in a given pattern?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 30
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 31
- Oxford Let's Do Mathematical Activities Learner's Book pg. 32
- Plain cards

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Creating number patterns up to 1000
Whole Numbers - Playing games involving number patterns
Addition - Adding a 3-digit number to up to a 2-digit number without regrouping

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

- Create different types of number patterns
- Use different rules to generate patterns
- Show interest in creating patterns

- Create a pattern that starts from 20, adding 5 up to seventh number
- Create a pattern that starts from 10, adding 6 up to eighth number
- Create and share patterns with other groups

What different rules can we use to create number patterns?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 33
- Number cards
- Pattern worksheets
- Digital resources
- Digital devices
- Pattern games
- Oxford Let's Do Mathematical Activities Learner's Book pg. 37
- Place value chart
- Addition worksheets

- Observation - Oral questions - Written tests

Numbers

Addition - Adding a 3-digit number to up to a 2-digit number without regrouping
Addition - Adding a 3-digit number to up to a 2-digit number with single regrouping
Addition - Adding a 3-digit number to up to a 2-digit number with single regrouping

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

- Add a 1-digit number to a 3-digit number
- Use place value chart for addition
- Show interest in addition

- Add 521+6 using place value chart
- Solve addition problems without regrouping
- Solve word problems involving addition without regrouping

How do we arrange numbers when adding?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 38
- Place value chart
- Number cards
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 41
- Abacus

- Observation - Oral questions - Written assignments

Numbers

Addition - Adding a 3-digit number to up to a 2-digit number with single regrouping
Addition - Adding two 3-digit numbers without regrouping
Addition - Adding two 3-digit numbers without regrouping

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

- Add a 2-digit number to a 3-digit number with regrouping
- Regroup from tens to hundreds
- Show interest in addition with regrouping

- Add 187+91 using place value chart
- Regroup from tens to hundreds when necessary
- Solve word problems involving regrouping

How do we regroup from tens to hundreds?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 42
- Place value chart
- Addition worksheets
- Word problem cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 44
- Abacus

- Observation - Oral questions - Written assignments

Numbers

Addition - Adding two 3-digit numbers without regrouping
Addition - Adding two 3-digit numbers with single regrouping
Addition - Adding two 3-digit numbers with single regrouping
Addition - Adding two 3-digit numbers with single regrouping

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

- Add two 3-digit numbers without regrouping
- Use horizontal method for addition
- Show interest in addition

- Add 824+175, 536+163, 724+151 horizontally
- Add each place value separately
- Solve addition problems horizontally

How do we add horizontally?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 45
- Number cards
- Addition worksheets
- Digital resources
- Place value chart
- Oxford Let's Do Mathematical Activities Learner's Book pg. 46
- Word problem cards

- Observation - Oral questions - Written tests

Numbers

Addition - Adding two 3-digit numbers with single regrouping
Addition - Creating number patterns involving addition up to 1000
Addition - Creating number patterns involving addition up to 1000

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

- Add two 3-digit numbers with regrouping from tens to hundreds
- Solve word problems involving addition
- Show interest in addition with regrouping

- Add 182+221, 195+234, 683+242 using place value chart
- Solve addition problems with regrouping
- Solve word problems involving addition with regrouping

How do we add two 3-digit numbers with regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 47
- Place value chart
- Word problem cards
- Addition worksheets
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 48

- Observation - Oral questions - Written tests

Numbers

Addition - Creating number patterns involving addition up to 1000
Addition - Practicing addition using digital devices and other resources

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

- Create addition patterns with different starting points
- Apply different rules to create patterns
- Show interest in number patterns

- Create a pattern that starts at 20, adding 5 up to seventh number
- Create a pattern that starts from 10, adding 6 up to eighth number
- Create and share patterns with other groups

What different rules can we use to create addition patterns?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 48
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 49
- Addition wheels
- Digital devices
- Addition games

- Observation - Oral questions - Written assignments

Numbers

Addition - Practicing addition using digital devices and other resources

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

- Make adding machines for addition
- Add numbers using adding machines
- Show interest in using digital resources

- Make adding machines as shown in the textbook
- Add the number at center to number at left and write sum at right
- Share answers with peers

How can we make our own addition tools?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 50
- Adding machines
- Digital devices
- Addition games
- Oxford Let's Do Mathematical Activities Learner's Book pg. 51
- QR codes
- Addition game materials
- Addition worksheets

- Observation - Oral questions - Written assignments

Numbers

Addition - Practicing addition using digital devices and other resources
Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping
Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping
Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping

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

- Solve real-life problems involving addition
- Apply addition in different contexts
- Show interest in addition applications

- Solve real-life problems involving addition
- Create word problems for others to solve
- Discuss how addition is used in daily life

How do we use addition in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 52
- Word problem cards
- Digital devices
- Real-life scenarios
- Oxford Let's Do Mathematical Activities Learner's Book pg. 54
- Place value chart
- Number cards
- Subtraction worksheets
- Abacus
- Oxford Let's Do Mathematical Activities Learner's Book pg. 55
- Digital resources

- Observation - Oral questions - Written tests

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping

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

- Subtract with regrouping from tens to ones
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 95 from 746 using a place value chart
- Regroup from tens to ones when needed
- Subtract 138-59 using place value chart

When do you regroup during subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 57
- Place value chart
- Number cards
- Subtraction worksheets
- Word problem cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 58

- Observation - Oral questions - Written tests

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract a 3-digit number with regrouping from tens to ones
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 237 from 362 using a place value chart
- Regroup from tens to ones when needed
- Subtract 196-187 using place value chart

How do we subtract 3-digit numbers with regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 60
- Place value chart
- Number cards
- Subtraction worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 61
- Word problem cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 62
- Real-life scenarios

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting up to 3-digit numbers involving missing numbers

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

- Work out missing numbers in subtraction
- Identify unknown numbers
- Show interest in solving problems with missing numbers

- Work out missing numbers in subtraction like 56-□=38
- Explain how they found the missing numbers
- Find the missing number in 253-□=218

How do you identify the missing number in subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 63
- Place value chart
- Number cards
- Worksheets with missing numbers
- Oxford Let's Do Mathematical Activities Learner's Book pg. 64

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting up to 3-digit numbers involving missing numbers
Subtraction - Working out missing numbers in patterns involving subtraction
Subtraction - Working out missing numbers in patterns involving subtraction
Subtraction - Working out missing numbers in patterns involving subtraction

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

- Create subtraction problems with missing numbers
- Solve subtraction problems with missing numbers
- Show interest in creating problems

- Create subtraction problems with missing numbers for peers to solve
- Solve subtraction problems created by peers
- Explain how they solved the problems

How can we create our own subtraction problems with missing numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 65
- Number cards
- Worksheets
- Digital resources
- Pattern worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 66

- Observation - Oral questions - Written tests

Numbers

Subtraction - Applying subtraction in real-life situations
Multiplication - Modeling multiplication as repeated addition (numbers 1-5 by 4 and 5)

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

- Apply subtraction in real-life situations
- Solve subtraction word problems
- Show interest in real-life applications

- Solve word problems involving subtraction
- Create real-life scenarios involving subtraction
- Share experiences using subtraction in daily life

How do we use subtraction in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 67
- Word problem cards
- Real-life scenarios
- Digital resources
- Word problem templates
- Digital devices
- QR codes
- Subtraction games
- Oxford Let's Do Mathematical Activities Learner's Book pg. 68
- Counters
- Picture cards

- Observation - Oral questions - Written tests

Numbers

Multiplication - Modeling multiplication as repeated addition (numbers 1-5 by 4 and 5)
Multiplication - Multiplying single-digit numbers by single-digit numbers
Multiplication - Multiplying single-digit numbers by single-digit numbers

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

- Use counters to model multiplication
- Write multiplication sentences
- Show interest in multiplication

- Show multiplication using counters
- Write addition and multiplication sentences
- Complete statements showing repeated addition and multiplication

How do model multiplication as repeated addition?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 70
- Counters
- Pictures showing groups
- Real objects
- Oxford Let's Do Mathematical Activities Learner's Book pg. 71
- Multiplication chart
- Number cards
- Digital resources
- Word problem cards

- Observation - Oral questions - Written tests

Numbers

Multiplication - Multiplying single-digit numbers by single-digit numbers
Multiplication - Multiplying single-digit numbers by 10
Multiplication - Multiplying single-digit numbers by 10
Multiplication - Multiplying single-digit numbers by 10

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

- Create multiplication tables
- Use multiplication tables
- Show interest in multiplication

- Create multiplication tables for numbers 1-9
- Fill in the gaps in multiplication tables
- Practice multiplying using multiplication tables

How do multiplication tables help us multiply?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 72
- Multiplication tables
- Number cards
- Multiplication worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 73
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 74
- Word problem cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 75
- Multiplication wheels

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Appreciating multiplication as repeated addition in daily life
Division - Representing division as repeated subtraction (numbers up to 50 by 4 and 5)

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

- Relate multiplication to real-life situations
- Solve multiplication word problems
- Show interest in real-life applications

- Create real-life scenarios involving multiplication
- Solve word problems related to daily activities
- Share experiences of using multiplication in daily life

How do we use multiplication in everyday life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 75
- Pictures showing real-life multiplication
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 76
- Word problem templates
- Real-life scenarios
- Oxford Let's Do Mathematical Activities Learner's Book pg. 78
- Counters
- Number cards
- Division worksheets

- Observation - Oral questions - Written assignments

Numbers

Division - Representing division as repeated subtraction (numbers up to 50 by 4 and 5)
Division - Dividing 2-digit numbers by single-digit numbers without remainder
Division - Dividing 2-digit numbers by single-digit numbers without remainder
Division - Dividing 2-digit numbers by 10 without remainder

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

- Divide numbers using repeated subtraction
- Fill in missing numbers in repeated subtraction
- Show interest in division

- Divide 24÷6 by repeatedly subtracting 6
- Fill in missing numbers in repeated subtraction problems
- Solve 20÷4 by counting how many times 4 is subtracted

How do we find how many times a number can be subtracted?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 80
- Counters
- Number cards
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 81
- Oxford Let's Do Mathematical Activities Learner's Book pg. 82
- Multiplication tables
- Oxford Let's Do Mathematical Activities Learner's Book pg. 83

- Observation - Oral questions - Written tests

Numbers

Division - Dividing 2-digit numbers by 10 without remainder
Division - Using division as repeated subtraction in real-life situations
Division - Using division as repeated subtraction in real-life situations

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

- Use multiplication tables for division by 10
- Divide 2-digit numbers by 10
- Show interest in division

- Use multiplication tables to divide by 10
- Rewrite division sentences as multiplication sentences
- Solve 70÷10, 60÷10, 20÷10 using multiplication tables

How can we use multiplication tables to divide by 10?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 84
- Multiplication tables
- Division wheels
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 85
- Pictures showing division scenarios
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 86
- Word problem templates
- Real-life scenarios

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ½ as part of a whole
Fractions - Identifying ¼ as part of a whole
Fractions - Identifying ¼ as part of a whole

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

- Identify a half as part of a whole
- Create halves using paper folding
- Show interest in fractions

- Cut out a piece of paper into a circle
- Fold the circle into two equal parts and color one part
- Identify which shapes are divided into halves

How can we show a half of a whole?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 89
- Paper
- Scissors
- Colored pencils
- Oxford Let's Do Mathematical Activities Learner's Book pg. 90
- Oxford Let's Do Mathematical Activities Learner's Book pg. 91
- Oxford Let's Do Mathematical Activities Learner's Book pg. 92

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ⅛ as part of a whole
Fractions - Identifying fractions as part of a group (½, ¼, ⅛)

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

- Identify an eighth as part of a whole
- Create eighths using paper folding
- Show interest in fractions

- Fold rectangular paper into two, then four, then eight equal parts
- Color one part and identify it as an eighth
- Identify which shapes are divided into eighths

How can we show an eighth of a whole?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 93
- Paper
- Scissors
- Colored pencils
- Oxford Let's Do Mathematical Activities Learner's Book pg. 94
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 95
- Counters
- Tins
- Picture cards

- Observation - Oral questions - Written assignments

Numbers
Measurement

Fractions - Identifying fractions as part of a group (½, ¼, ⅛)
Fractions - Using fractions in daily activities
Capacity - Measuring capacity in litres

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

- Identify ¼ as part of a group
- Find quarter of a group of objects
- Show interest in fractions

- Take 20 counters and share equally among four tins
- Identify how many counters are in each tin as ¼ of 20
- Find ¼ of 12 using objects

How do we find a quarter of a group of objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 96
- Counters
- Tins
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 97
- Manila paper
- Oxford Let's Do Mathematical Activities Learner's Book pg. 98
- Pictures showing fraction scenarios
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 116
- 1-litre bottles/containers
- Various containers (buckets, jugs, etc.)
- Water

- Observation - Oral questions - Written tests

Measurement

Capacity - Measuring capacity in litres
Capacity - Adding capacity in litres
Capacity - Subtracting capacity in litres

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

- Measure capacity of different containers in litres
- Record capacity measurements accurately
- Value the importance of capacity measurement

- In pairs/groups, fill different containers with water using a 1-litre bottle
- Count how many 1-litre bottles fill each container
- Record findings in a table
- Compare capacities of different containers

What is the relationship between container size and capacity?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 117
- 1-litre bottles/containers
- Various containers (basins, sufurias, jerrycans)
- Water
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 118
- Various containers
- Place value chart
- Oxford Let's Do Mathematical Activities Learner's Book pg. 119

- Observation - Oral questions - Practical activities

Measurement

Capacity - Estimating capacity up to 5 litres
Capacity - Applying capacity measurement in real-life situations
Capacity - Applying capacity measurement in real-life situations

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

- Estimate capacity of containers up to 5 litres
- Compare estimated and actual capacity
- Show interest in estimating capacity in daily life

- Mark a jerrycan at 1-litre intervals using a marking pen
- Use the marked jerrycan to estimate capacity of different containers
- Measure to verify estimates
- Discuss the importance of estimating capacity

How can we estimate the capacity of containers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 120
- 1-litre bottles/containers
- Various containers
- Water
- Marking pen
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 121
- Oxford Let's Do Mathematical Activities Learner's Book pg. 122
- QR code activities
- Charts and posters

- Observation - Oral questions - Practical activities

Measurement

Time - Identifying minute as a unit of measuring time
Time - Reading and telling time using 'past' and 'to' on clock face
Time - Reading and telling time using 'past' and 'to' on clock face

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

- Identify the minute as a unit of measuring time
- Locate a minute on the clock face
- Show interest in learning about units of time

- In groups, draw a clock face on a manila paper and divide it into equal parts
- Discuss the divisions on the clock face
- Locate a minute on the clock face
- Count minutes between different positions on the clock face

How many minutes are there between the numbers on a clock?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 123
- Clock models
- Manila paper
- Drawing materials
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 124
- Clock face charts
- Oxford Let's Do Mathematical Activities Learner's Book pg. 128

- Observation - Oral questions - Written assignments

Measurement

Time - Reading and telling time using digital and analogue clocks
Time - Writing time using 'past' and 'to' the hour
Time - Writing time using 'past' and 'to' the hour

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

- Identify analog and digital clocks
- Read time on an analog clock
- Appreciate telling time using different clock types

- In groups, examine analog and digital clocks and identify differences
- Practice reading time on analog clocks
- Discuss how the analog clock operates
- Match times shown on analog clock faces to written forms

What are the differences between analog and digital clocks?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 130
- Analog clock models
- Digital clock models
- Clock face charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 132
- Oxford Let's Do Mathematical Activities Learner's Book pg. 134
- Clock models
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 135

- Observation - Oral questions - Practical activities

Measurement

Time - Estimating time in hours
Time - Adding time (hours and minutes without conversion)
Time - Subtracting time (hours and minutes without conversion)

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

- Estimate time taken for various activities in hours
- Compare estimated and actual time
- Value the importance of time estimation

- In pairs/groups, estimate time in hours for various daily activities
- Discuss how to estimate duration of activities
- Compare estimated time with actual time taken
- Keep a log of time taken for different activities

How long does it take to complete different activities?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Clock models
- Activity charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 136
- Place value charts for time

- Observation - Oral questions - Practical activities

Measurement

Time - Appreciating time in real-life situations
Money - Identifying Kenyan currency notes up to Sh.1000
Money - Counting money in different denominations up to Sh.1000
Money - Adding money in different denominations up to Sh.1000

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

- Apply concepts of time to real-life situations
- Interpret time-related information
- Value the importance of time management

- Discuss the importance of keeping time in real life situations
- Create daily schedules using appropriate time measurements
- Role-play scenarios involving time management
- Solve real-life problems related to time

Why is keeping time important in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 137
- Clock models
- Schedule charts
- Digital resources
- QR code activities
- Oxford Let's Do Mathematical Activities Learner's Book pg. 139
- Pictures of Kenyan currency notes
- Model currency notes
- Oxford Let's Do Mathematical Activities Learner's Book pg. 141
- Sorting trays
- Oxford Let's Do Mathematical Activities Learner's Book pg. 143
- Place value charts

- Observation - Oral questions - Project work - Written tests

Measurement

Money - Adding money in different denominations up to Sh.1000
Money - Subtracting money in different denominations up to Sh.1000
Money - Subtracting money in different denominations up to Sh.1000

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

- Add money in different denominations up to sh.1000
- Solve more complex problems involving addition of money
- Apply addition of money in real-life situations

- Solve multi-step problems involving addition of money
- Role-play shopping scenarios requiring addition of prices
- Use model money to demonstrate addition
- Create their own addition problems involving money

How is adding money useful in daily life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 143
- Model currency notes
- Classroom shop
- Place value charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 144

- Observation - Oral questions - Written assignments

Measurement

Money - Representing the same amount in different denominations
Money - Converting money into different denominations
Money - Using money to buy up to 3 items involving balance
Money - Appreciating spending and saving money

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

- Represent the same amount of money in different denominations
- Convert between different denominations
- Appreciate different ways of representing money

- Role-play changing money into different denominations in a classroom model shop
- Demonstrate how the same amount can be represented using different notes
- Complete activities showing equivalent amounts in different denominations
- Discuss real-life situations requiring denomination conversion

How can money be represented in different denominations?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 145
- Model currency notes
- Classroom shop
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 146
- Oxford Let's Do Mathematical Activities Learner's Book pg. 147
- Classroom shop with priced items
- Oxford Let's Do Mathematical Activities Learner's Book pg. 149
- Budget charts
- QR code activities

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Moving along a straight line from a point
Position and Direction - Identifying right and left side from a point
Position and Direction - Turning to the right from a point

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

- Move along a straight line from a point
- Identify situations that involve moving in a straight line
- Show interest in movement along straight lines

- In pairs/groups, go outside the classroom and move along straight lines
- Move along the width of the school field
- Move from one tree to another
- Move from the classroom to the flagpost
- Discuss scenarios in daily life that involve moving in straight lines

What are some examples of moving in a straight line in our environment?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 151
- School compound
- Strings/ropes
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions
- Classroom objects
- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- Direction charts
- Floor diagrams

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Turning to the left from a point
Position and Direction - Using directions in real-life situations
Shapes - Identifying shapes in a combined shape made of two different shapes
Shapes - Drawing a combined shape made of 2 shapes
Shapes - Modeling a combined shape made of two shapes
Shapes - Appreciating combined shapes in the environment

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

- Turn to the left from a point
- Follow instructions involving turning left
- Show interest in directional movements

- Move in a straight line along one side of the classroom and then turn to the left
- Observe and describe what is seen after turning left
- Identify contexts where turning left is necessary
- Practice giving and following instructions involving turning left
- Use diagrams to trace paths involving left turns

What happens when we turn to the left from a point?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 156
- School compound
- Direction charts
- Floor diagrams
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 157
- School map
- QR code activities
- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper
- Scissors
- Shape cut-outs
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials
- Shape templates
- Pictures of everyday objects
- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine
- Card stock
- Locally available materials
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment

- Observation - Oral questions - Written assignments