Numbers

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

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

- Identify position of objects from 1st to 5th
- Name the position of an object from a reference point
- Show interest in identifying positions of objects

- In groups, arrange objects and identify their positions as 1st, 2nd, 3rd, 4th, and 5th
- Name the position of an object from a reference point using 1st, 2nd up to 5th
- Participate in a simulation where learners line up and identify positions

How do we tell the position of an object in a line?

- 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

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

- Observation - Oral questions - Written tests

Numbers

Number Concept - Writing positions in number symbols and words
Whole Numbers - Counting forward up to 1000 from any point

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

- Write position numbers in words from 1st to 20th
- Match position numbers with their written forms
- Show interest in writing position numbers

- Select from given choices to fill in correct position words
- Write dates in words (e.g., 18 July means the eighteenth day of July)
- Complete tables showing position numbers in words

How do we write position numbers in words?

- 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. 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

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

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Counting backward in multiples of 100 from 1000

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

- Count backward from 1000 in 100's
- Make number cards for multiples of 100
- Show interest in counting backward

- Make number cards for multiples of 100
- Arrange the cards in order from 1000 to 100
- Count backwards from 1000 by 100's

How do we count backward in hundreds?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 18
- Number cards of multiples of 100
- Digital devices
- Number lines

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Place value of numbers up to hundreds

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

- Identify place value of numbers up to tens
- Show numbers using bundles of sticks
- Show interest in understanding place value

- Show the numbers 33, 45, and 67 using bundles of sticks
- Show 29 using bundles of sticks as 2 tens and 9 ones
- Show numbers on an abacus

How do you represent numbers using place value?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 20
- Sticks
- Strings
- Abacus

- Observation - Oral questions - Written assignments

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
- 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 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

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Identifying missing numbers in patterns up to 1000

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

- Find the next number in a pattern
- Explain the pattern rule
- Show interest in number patterns

- Fill in the next number in patterns like 200,300,400,500,600
- Fill in next numbers in various patterns
- Explain how they identified the pattern

What pattern do you see in these numbers?

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

- Observation - Oral questions - Written assignments

Numbers

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:

- Add a 1-digit number to a 3-digit number
- Arrange numbers in place value chart
- Show interest in addition

- Add numbers like 231+7, 712+5
- Arrange the digits in place value chart and add
- Add the ones, then tens, then hundreds

How do we add a 1-digit number to a 3-digit number?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 37
- Place value chart
- Number cards
- Addition worksheets

- Observation - Oral questions - Written tests

Numbers

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:

- 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

- Observation - Oral questions - Written assignments

Numbers

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 with regrouping
- Use place value chart for addition
- Show interest in addition with regrouping

- Add 356+6 using place value chart
- Regroup from ones to tens when necessary
- Add 345+7 using place value chart

When do we need to regroup in addition?

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

- Observation - Oral questions - Written assignments

Numbers

Addition - Adding two 3-digit numbers without 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 abacus for addition
- Show interest in addition

- Add 496+203 using an abacus
- Show numbers on abacus using beads and add
- Add 312+426 using place value chart

How do we add two 3-digit numbers without regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 44
- Abacus
- Place value chart
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 46
- Word problem cards

- Observation - Oral questions - Written tests

Numbers

Addition - Creating number patterns involving addition up to 1000

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

- Create number patterns using addition
- Find next number in a pattern
- Show interest in number patterns

- Find the next number in patterns like 105,110,115,120,125
- Identify patterns made by adding a specific number
- Find next two numbers in various patterns

How can we identify the rule in an addition pattern?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 47
- Number cards
- Pattern worksheets
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

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:

- Subtract numbers horizontally
- Follow steps for horizontal subtraction
- Show interest in subtraction

- Subtract 31 from 456 horizontally
- Subtract digits in ones places, then tens, then hundreds
- Subtract 285-42 horizontally

How do we subtract numbers horizontally?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 55
- Number cards
- Subtraction worksheets
- Digital resources

- Observation - Oral questions - Written assignments

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

- 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
- Solve word problems involving subtraction
- Show interest in subtraction with regrouping

- Subtract 236-47 using place value chart
- Solve subtraction problems with regrouping
- Solve word problems involving subtraction with regrouping

How do we solve word problems involving subtraction with regrouping?

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

- Observation - Oral questions - Written assignments

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 hundreds to tens
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 72 from 128 using a place value chart
- Regroup from hundreds to tens when needed
- Subtract 417-34 using place value chart

How do we regroup from hundreds to tens?

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

- Observation - Oral questions - Written tests

Numbers

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:

- Model multiplication as repeated addition
- Count groups of objects
- Show interest in multiplication

- Count groups of 2 and write the sum
- Express repeated addition as multiplication
- Count 4 groups of 3 and express as 4×3=12

How can you work out multiplication using repeated addition?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 68
- Counters
- Picture cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 70
- Pictures showing groups
- Real objects

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Multiplying single-digit numbers by 10

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

- Multiply single-digit numbers by 10
- Create multiplication tables for 10
- Show interest in multiplication

- Create multiplication tables for 10
- Observe patterns when multiplying by 10
- Solve 5×10, 6×10, 7×10 using multiplication tables

What pattern do you notice when multiplying by 10?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 73
- Multiplication tables
- Number cards
- Digital resources

- Observation - Oral questions - Written tests

Numbers

Multiplication - Multiplying single-digit numbers by 10

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

- Multiply by 10 using multiplication tables
- Solve word problems involving multiplication by 10
- Show interest in multiplication

- Multiply 10×3, 8×10, 10×9 using multiplication tables
- Solve word problems involving multiplication by 10
- Share experiences of using multiplication by 10

How can we use multiplication by 10 in daily life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 74
- Multiplication tables
- Word problem cards
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Multiplying single-digit numbers by 10

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

- Solve multiplication problems
- Complete multiplication tables
- Show interest in multiplication

- Complete multiplication wheels for various numbers
- Fill in the gaps in multiplication tables
- Solve multiplication problems involving single-digit numbers and 10

How can we complete multiplication tables and wheels?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 75
- Multiplication wheels
- Multiplication tables
- Digital resources

- Observation - Oral questions - Written tests

Numbers

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:

- Represent division as repeated subtraction
- Use counters for division
- Show interest in division

- Use counters to work out 18÷3 by repeatedly taking away 3
- Count how many times 3 is subtracted to get 0
- Represent 9÷3, 12÷4, 20÷5 as repeated subtraction

How can you represent division as repeated subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 78
- Counters
- Number cards
- Division worksheets

- Observation - Oral questions - Written assignments

Numbers

Division - Dividing 2-digit numbers by single-digit numbers without remainder

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

- Divide by grouping objects
- Divide 2-digit numbers by single-digit numbers
- Show interest in division

- Divide 40÷8 by grouping counters into groups of 8
- Count how many groups are formed
- Solve 15÷5 by grouping objects

How can we use grouping for division?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 81
- Counters
- Number cards
- Division worksheets

- Observation - Oral questions - Written assignments

Numbers

Division - Dividing 2-digit numbers by 10 without remainder
Fractions - Identifying ½ as part of a whole

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

- Divide 2-digit numbers by 10
- Divide by grouping
- Show interest in division

- Use counters to work out 40÷10 by grouping
- Put 10 counters in each group and count groups
- Work out 50÷10 using grouping

How can we divide by 10 using grouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 83
- Counters
- Number cards
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 89
- Paper
- Scissors
- Colored pencils

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ½ as part of a whole

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

- Divide shapes into halves
- Color one half of shapes
- Show interest in fractions

- Draw shapes and divide each into half
- Color one half of each shape
- Create different ways to show halves

What are different ways to show a half?

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

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ¼ as part of a whole

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

- Identify a quarter as part of a whole
- Create quarters using paper folding
- Show interest in fractions

- Cut rectangular paper and fold into four equal parts
- Color one part and identify it as a quarter
- Identify which shapes are divided into quarters

How can we show a quarter of a whole?

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ¼ as part of a whole

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

- Divide shapes into quarters
- Color one quarter of shapes
- Show interest in fractions

- Draw shapes and divide each into four quarters
- Color one quarter of each shape
- Create different ways to show quarters

What are different ways to show a quarter?

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

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- Divide shapes into eighths
- Color one eighth of shapes
- Show interest in fractions

- Draw shapes and divide each into eight equal parts
- Color one eighth of each shape
- Fill in gaps to complete fraction statements

What are different ways to show an eighth?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 94
- Paper
- Scissors
- Worksheets

- Observation - Oral questions - Written tests

Numbers

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

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

- Identify ½ as part of a group
- Find half of a group of objects
- Show interest in fractions

- Take 10 counters and share equally between two tins
- Identify how many counters are in each tin as ½ of 10
- Find ½ of 8 using objects

How do we find half of a group of objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 95
- Counters
- Tins
- Picture cards

- Observation - Oral questions - Written assignments

Numbers

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

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

- Observation - Oral questions - Written tests

Numbers

Fractions - Using fractions in daily activities

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

- Apply fractions in daily activities
- Solve word problems involving fractions
- Show interest in using fractions

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

How can we use fractions in our daily activities?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 98
- Pictures showing fraction scenarios
- Word problem cards
- Digital resources

- Observation - Oral questions - Written tests

Measurement

Length - Measuring length in metres
Length - Adding length in metres

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

- Identify the metre as the standard unit of measuring length
- Use a metre stick to measure various lengths
- Show interest in measuring length in metres

- In pairs/groups, use metre sticks to measure various distances and record their results
- Discuss the concept of a metre as a standard unit of measure
- Identify objects in the classroom that are about one metre in length
- Record measurements of objects in the classroom

How can the length of a chalkboard be measured using a metre stick?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 99
- Metre sticks
- Charts showing standard measurements
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 101
- String or rope
- Place value chart

- Observation - Oral questions - Written assignments

Measurement

Length - Subtracting length in metres
Length - Estimating length up to 10 metres
Mass - Measuring mass in kilograms

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

- Subtract length in metres
- Solve problems involving subtraction of length in metres
- Apply subtraction of length in real life situations

- Measure the length of the chalkboard and the teacher's table in metres and work out the difference in length
- Work out subtraction of length in metres based on real-life situations
- Practice subtraction involving length measurements using place value charts
- Solve word problems involving subtraction of length

How can we find the difference between two lengths?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 102
- Metre sticks
- String or rope
- Place value chart
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- String or rope with knots at 1-metre intervals
- Oxford Let's Do Mathematical Activities Learner's Book pg. 108
- Beam balance
- 1kg standard masses
- Sand or soil
- Paper packets

- Observation - Oral questions - Written assignments

Measurement

Mass - Adding mass in kilograms
Mass - Subtracting mass in kilograms

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

- Add mass in kilograms
- Solve problems involving addition of mass in kilograms
- Appreciate addition of mass in daily activities

- In pairs/groups, role play addition of mass in kilograms using items in the classroom model shop
- Work out addition problems involving mass using place value charts
- Solve word problems involving addition of mass measurements
- Use digital tools to practice addition of mass

How do we add mass measurements?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 110
- Beam balance
- 1kg standard masses
- Place value chart
- Classroom shop items
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 112

- Observation - Oral questions - Written assignments

Measurement

Capacity - Measuring capacity in litres

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

- Identify the litre as a unit of measuring capacity
- Measure capacity of containers in litres
- Show interest in measuring capacity in litres

- In pairs/groups, collect safe materials in the immediate environment to be used to measure capacity
- Fill a bucket with water using a 1-litre bottle and count how many bottles fill the bucket
- Measure capacity of different containers using a 1-litre container
- Record and compare capacities of various containers

How can the capacity of a container be measured?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 116
- 1-litre bottles/containers
- Various containers (buckets, jugs, etc.)
- Water
- Digital resources

- Observation - Oral questions - Practical activities

Measurement

Capacity - Measuring 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

- Observation - Oral questions - Practical activities

Measurement

Capacity - Adding capacity in litres

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

- Add capacity in litres
- Solve problems involving addition of capacity in litres
- Appreciate addition of capacity in daily activities

- Put water in different containers and pour into a basin to demonstrate addition of capacity
- Work out addition problems involving capacity using place value charts
- Solve word problems involving addition of capacity measurements
- Use digital tools to practice addition of capacity

How do we add capacity measurements?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 118
- 1-litre bottles/containers
- Various containers
- Water
- Place value chart
- Digital resources

- Observation - Oral questions - Written assignments

Measurement

Capacity - Subtracting capacity in litres

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

- Subtract capacity in litres
- Solve problems involving subtraction of capacity in litres
- Apply subtraction of capacity in real-life situations

- Pour water from a jerrycan into smaller containers to demonstrate subtraction
- Work out subtraction problems involving capacity using place value charts
- Solve word problems involving subtraction of capacity
- Present solutions to the class

How do we find the remaining capacity when some liquid is removed?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 119
- 1-litre bottles/containers
- Various containers
- Water
- Place value chart
- Digital resources

- Observation - Oral questions - Written tests

Measurement

Time - Identifying minute as a unit of measuring time
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

- Observation - Oral questions - Written assignments

Measurement

Time - Reading and telling time using 'past' and 'to' on clock face

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

- Read time using 'to' the hour
- Tell time using 'to' the hour
- Show interest in telling time correctly

- In pairs/groups, discuss how to tell time on the clock face using "to" the hour
- Practice reading and telling time on analog clocks
- Identify various positions of the minute hand for 'to' the hour
- Complete activities involving time 'to' the hour

How do we tell time using 'to' the hour?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 128
- Clock models
- Clock face charts
- Digital resources

- Observation - Oral questions - Written assignments

Measurement

Time - Reading and telling time using digital and analogue clocks

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

- Observation - Oral questions - Practical activities

Measurement

Time - Writing time using 'past' and 'to' the hour

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

- Write time using 'past' the hour
- Convert between different ways of expressing time
- Show interest in writing time correctly

- Practice writing time shown on analog clocks using 'past' the hour
- Convert between analog clock displays and written time expressions
- Complete worksheets with time writing exercises
- Match written time expressions to clock faces

How do we write time using 'past' the hour?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 134
- Clock models
- Worksheets
- Digital resources

- Observation - Oral questions - Written tests

Measurement

Time - Writing time using 'past' and 'to' the hour

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

- Write time using 'to' the hour
- Convert between different ways of expressing time
- Appreciate the importance of writing time correctly

- Practice writing time shown on analog clocks using 'to' the hour
- Convert between analog clock displays and written time expressions
- Complete worksheets with time writing exercises
- Match written time expressions to clock faces

How do we write time using 'to' the hour?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Clock models
- Worksheets
- Digital resources

- Observation - Oral questions - Written assignments

Measurement

Time - Subtracting time (hours and minutes without conversion)

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

- Subtract time involving hours and minutes without conversion
- Solve problems involving subtraction of time
- Apply subtraction of time in real-life situations

- In pairs/groups, subtract time in hours and minutes without conversion
- Solve word problems involving subtraction of time
- Use place value charts to organize hours and minutes
- Discuss real-life applications of time subtraction

How do we find the difference between two times?

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

- Observation - Oral questions - Written assignments

Measurement

Money - Identifying Kenyan currency notes up to Sh.1000
Money - Counting money in different denominations up to Sh.1000

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

- Identify Kenyan currency notes up to sh.1000
- Describe features of Kenyan currency notes
- Show interest in learning about Kenyan currency

- Examine pictures of Kenyan currency notes and discuss their features
- Talk about what is seen on the front and back sides of the notes
- Match currency notes according to their value and features
- Sort notes from the lowest to the highest value

What are the features of Kenyan currency notes?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 139
- Pictures of Kenyan currency notes
- Model currency notes
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 141
- Sorting trays

- Observation - Oral questions - Practical activities

Measurement

Money - Adding 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 problems involving addition of money
- Value accuracy when adding money

- Read and work out addition of money problems
- Use place value charts to add money
- Solve word problems involving addition of money
- Share answers with classmates

How do we add money of different denominations?

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

- Observation - Oral questions - Written tests

Measurement

Money - Adding 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

- Observation - Oral questions - Written assignments

Measurement

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

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

- Subtract money in different denominations up to sh.1000
- Solve problems involving subtraction of money
- Show interest in learning about money

- Read and work out subtraction of money problems
- Use place value charts to subtract money
- Solve word problems involving subtraction of money
- Share answers with classmates

How do we subtract money of different denominations?

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

- Observation - Oral questions - Written assignments

Measurement

Money - Using money to buy up to 3 items involving balance

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

- Use money to buy up to 3 items involving balance
- Calculate total cost and balance correctly
- Apply money concepts in shopping scenarios

- Role-play buying items using a classroom shop
- Calculate total cost of multiple items
- Determine correct balance when paying with larger denominations
- Practice giving and receiving correct change

How do we calculate the balance when buying multiple items?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 147
- Model currency notes
- Classroom shop with priced items
- Digital resources

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Moving along a straight line 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

- Observation - Oral questions - Practical activities

Geometry

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:

- Identify the right side from a point
- Identify the left side from a point
- Appreciate the importance of positional language

- Examine pictures showing objects positioned to the right and left
- Identify objects positioned to the right and left of reference points
- Arrange various objects to the right and left of a central point
- Describe the position of objects using right and left
- Play positioning games in pairs and groups

How do we describe the position of objects using right and left?

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

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Turning to the left from a point

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

- Observation - Oral questions - Written assignments

Geometry

Shapes - Identifying shapes in a combined shape made of two different shapes
Shapes - Drawing a combined shape made of 2 shapes

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

- Identify basic geometric shapes
- Recognize shapes within combined shapes
- Show interest in exploring shapes in the environment

- Make paper cut-outs of various shapes
- Sort the paper cut-outs according to their shapes
- Name the different shapes made from the paper cut-outs
- Identify and name individual shapes in combined shapes
- Examine objects in the environment to identify combined shapes

What shapes can you identify in combined objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper
- Scissors
- Shape cut-outs
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials
- Shape templates
- Pictures of everyday objects

- Observation - Oral questions - Practical activities