Numbers

Whole Numbers - Place value and total value (up to hundreds of millions)

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

- Identify the place value of digits up to hundreds of millions in real life
- Explain the concept of place value in numbers
- Show interest in identifying place values of digits in numbers

- Identify and write place value and total value of digits using place value apparatus
- Work in groups to make number cards like the ones shown on page 1
- Arrange the cards in any order to form 9-digit numbers
- Use a place value chart to identify the place value of each digit in the numbers

Why do we write numbers in words and/or symbols?

Oxford Active Mathematics pg. 1
- Place value apparatus
- Number cards
- Place value charts

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Place value and total value (up to hundreds of millions)
Whole Numbers - Total value of digits in a number
Whole Numbers - Total value of digits in a number
Whole Numbers - Reading and writing numbers using cards

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

- Identify the place value of digit 7 in given numbers
- Solve problems involving place value
- Appreciate use of place value in real life

- Discuss and identify the place value of digit 7 in various numbers
- Work in pairs to solve problems involving place value
- Discuss where place value is used in real life

How do we identify the place value of digits in a number?

Oxford Active Mathematics pg. 2
- Place value apparatus
- Number cards
- Place value charts
Oxford Active Mathematics pg. 3
Oxford Active Mathematics pg. 4
Oxford Active Mathematics pg. 5

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Reading and writing numbers using number charts
Whole Numbers - Reading and writing numbers in words
Whole Numbers - Reading and writing numbers in words

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

- Write numbers in symbols up to hundreds of millions
- Read numbers from number charts
- Appreciate use of number charts

- Make a number chart and choose squares to form 9-digit numbers
- Arrange the numbers to form a 9-digit number
- Read and write the numbers formed
- Discuss real-life applications of reading numbers

Where do we use numbers in symbols in real life?

Oxford Active Mathematics pg. 6
- Number charts
Oxford Active Mathematics pg. 7
- Dummy cheques
- Writing materials
Oxford Active Mathematics pg. 8

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Rounding off numbers to the nearest million
Whole Numbers - Rounding off numbers to the nearest tens of million

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

- Explain the concept of rounding off numbers
- Round off numbers to the nearest million
- Recognize the importance of rounding off in real life

- Use place value charts and number cards to form 7-digit and 8-digit numbers
- Round off each number to the nearest million
- Discuss the rule for rounding off to the nearest million

How do we round off numbers to the nearest million?

Oxford Active Mathematics pg. 9
- Place value charts
- Number cards
Oxford Active Mathematics pg. 10

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Rounding off numbers to the nearest hundreds of million
Whole Numbers - Classification of natural numbers (even and odd)

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

- Explain how to round off numbers to the nearest hundreds of million
- Round off numbers to the nearest hundreds of million
- Appreciate the use of rounding off in daily life

- Study a place value chart showing numbers before and after rounding off
- Compare original numbers with rounded off numbers
- Discuss the rule for rounding off to the nearest hundreds of million
- Practice rounding off numbers

Which steps do we follow to round off numbers to the nearest hundreds of million?

Oxford Active Mathematics pg. 11
- Place value charts
Oxford Active Mathematics pg. 12
- Number cards
- Pieces of paper

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Classification of natural numbers (prime numbers)
Whole Numbers - Addition of whole numbers

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

- Define prime numbers
- Identify prime numbers
- Appreciate the use of prime numbers

- Identify divisors of numbers 1 to 25
- Note numbers with only two factors
- Play a game of classifying numbers as prime or not prime
- Discuss characteristics of prime numbers

What are prime numbers? How can you identify a prime number?

Oxford Active Mathematics pg. 13
- Worksheets
- Number cards
Oxford Active Mathematics pg. 14
- Blank cards

- Observation - Written tests - Class activities

Numbers

Whole Numbers - Subtraction of whole numbers

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

- Subtract whole numbers with regrouping
- Create and solve subtraction word problems
- Show interest in using subtraction to solve problems

- Make number cards and form two 7-digit numbers
- Use the numbers to form subtraction word problems
- Discuss use of place value in subtraction
- Solve practical problems involving subtraction

When do we use subtraction of numbers in real life?

Oxford Active Mathematics pg. 15
- Number cards

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Multiplication of whole numbers
Whole Numbers - Division of whole numbers

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

- Multiply whole numbers
- Create and solve multiplication word problems
- Value the use of multiplication in solving problems

- Make number cards and multiply numbers
- Discuss how to multiply by the total value of each digit
- Solve practical problems involving multiplication
- Create multiplication word problems

How do we multiply numbers? Where do we use multiplication of numbers in real life?

Oxford Active Mathematics pg. 16
- Number cards
Oxford Active Mathematics pg. 17

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Combined operations of whole numbers
Whole Numbers - Identifying number sequences

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

- Identify the correct order of operations
- Solve problems involving combined operations
- Appreciate the importance of following the correct order of operations

- Choose expressions from number cards and perform operations
- Discuss the order of operations (BODMAS)
- Create and solve problems involving combined operations
- Discuss real-life applications of combined operations

What are combined operations? How do we perform combined operations?

Oxford Active Mathematics pg. 18
- Number cards
Oxford Active Mathematics pg. 19

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Creating number sequences
Factors - Divisibility tests of 2, 3 and 4

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

- Create number sequences using given rules
- Create number puzzles
- Show interest in creating number sequences for playing number games

- Make number cards and create different 2-digit numbers
- Create sequences involving addition, subtraction, multiplication and division
- Create number puzzles
- Discuss steps to follow when creating sequences

How do we create a number sequence?

Oxford Active Mathematics pg. 20
- Number cards
Oxford Active Mathematics pg. 31
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Factors - Divisibility tests of 2, 3 and 4

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

- State the divisibility test for 3
- Apply the divisibility test for 3 to identify numbers divisible by 3
- Value the use of divisibility tests in problem solving

- Study numbers on cards and divide them by 3
- Identify numbers divisible by 3
- Calculate sum of digits in numbers divisible by 3
- Discuss the divisibility test for 3

How do we use factors in day to day activities?

Oxford Active Mathematics pg. 32
- Blank number cards

- Observation - Oral questions - Written assignments

Numbers

Factors - Divisibility tests of 2, 3 and 4
Factors - Divisibility tests of 5, 6 and 8

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

- State the divisibility test for 4
- Apply the divisibility test for 4 to identify numbers divisible by 4
- Show interest in applying divisibility tests

- Make number cards and divide numbers by 4
- Check if numbers formed by last two digits are divisible by 4
- Discuss the divisibility test for 4
- Solve problems using divisibility tests for 2, 3, and 4

How do we test if a number is divisible by 4?

Oxford Active Mathematics pg. 33
- Number cards
Oxford Active Mathematics pg. 34
- Worksheets

- Observation - Oral questions - Written tests

Numbers

Factors - Divisibility tests of 9, 10 and 11
Factors - Composite numbers

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

- State the divisibility tests for 9, 10, and 11
- Apply divisibility tests for 9, 10, and 11
- Show interest in using divisibility tests

- Study numbers on cards and divide them by 9
- Calculate sum of digits to test divisibility by 9
- Check last digit for divisibility by 10
- Work out difference between sums of alternating digits for divisibility by 11

How do we test if a number is divisible by 9, 10, or 11?

Oxford Active Mathematics pg. 35
- Blank cards
Oxford Active Mathematics pg. 36
- Number charts

- Observation - Oral questions - Written tests

Numbers

Factors - Greatest Common Divisor (GCD) and Least Common Multiple (LCM)
Fractions - Comparing fractions

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

- Define Greatest Common Divisor and Least Common Multiple
- Work out the GCD and LCM of numbers by factor method
- Value the use of GCD and LCM in real life situations

- Pick number cards and express numbers as products of prime factors
- Identify common prime factors for GCD
- Pair common prime factors and multiply by unpaired factors for LCM
- Solve real-life problems involving GCD and LCM

How do we apply the GCD and the LCM in day to day activities?

Oxford Active Mathematics pg. 37-38
- Number cards
Oxford Active Mathematics pg. 46
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses

- Observation - Oral questions - Written tests

Numbers

Fractions - Comparing fractions

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

- Compare fractions with different denominators
- Order fractions with different denominators
- Show interest in comparing fractions in real life

- Use fraction charts to compare portions of farm with different crops
- Rename fractions using LCM of denominators
- Arrange fractions in descending order
- Discuss applications of comparing fractions

How do we order fractions?

Oxford Active Mathematics pg. 47
- Fraction charts

- Observation - Oral questions - Written tests

Numbers

Fractions - Addition of fractions

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

- Add fractions with the same denominator
- Explain the process of adding fractions
- Appreciate the use of addition of fractions

- Make circular paper cut-outs divided into equal parts
- Shade different parts and represent as fractions
- Add fractions and compare with shaded parts
- Use number line to add fractions

What steps do you follow to add fractions with the same denominators?

Oxford Active Mathematics pg. 48
- Pair of scissors
- Pieces of paper
Oxford Active Mathematics pg. 49
- Fraction cards

- Observation - Oral questions - Written assignments

Numbers

Fractions - Subtraction of fractions

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

- Subtract fractions with the same denominator
- Explain the process of subtracting fractions
- Show interest in subtraction of fractions

- Make circular paper cut-outs divided into equal parts
- Shade parts and then shade some parts again
- Represent subtraction of fractions
- Solve problems involving subtraction of fractions

What steps do you take to subtract fractions with the same denominator?

Oxford Active Mathematics pg. 50
- Pair of scissors
- Pieces of paper
Oxford Active Mathematics pg. 51
- Fraction cards

- Observation - Oral questions - Written assignments

Numbers

Fractions - Multiplication of fractions

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

- Multiply fractions by whole numbers
- Explain the process of multiplying fractions
- Appreciate use of multiplication of fractions

- Express repeated addition as multiplication
- Use bottle tops to represent fractions of groups
- Use rectangular paper cut-outs to show multiplication of fractions
- Discuss applications of multiplying fractions

How do we multiply fractions by whole numbers?

Oxford Active Mathematics pg. 52
- Bottle tops
- Rectangular paper cut-outs

- Observation - Oral questions - Written assignments

Numbers

Fractions - Multiplication of fractions
Fractions - Division of fractions

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

- Multiply fractions by fractions and mixed numbers
- Explain the process of multiplying fractions
- Show interest in using multiplication of fractions

- Use pieces of paper to create a multiplication chart
- Multiply fractions by mixed numbers
- Convert mixed numbers to improper fractions
- Solve real-life problems involving multiplication of fractions

What steps do we follow to multiply fractions by fractions and mixed numbers?

Oxford Active Mathematics pg. 53
- Pieces of paper
- Piece of chalk/stick
Oxford Active Mathematics pg. 54-55
- Fraction cards
- Rectangular paper cut-out
- Ruler

- Observation - Oral questions - Written tests

Numbers

Fractions - Number sequences involving fractions

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

- Identify number sequences involving fractions
- Determine the rules in fraction sequences
- Value the use of number sequences

- Study sets of fractions and identify which set is a sequence
- Determine the rule linking fractions in a sequence
- Fill in missing fractions in sequences
- Solve puzzles involving fraction sequences

How do we identify a number sequence?

Oxford Active Mathematics pg. 57
- Pieces of paper
Oxford Active Mathematics pg. 58
- Worksheets

- Observation - Oral questions - Written tests

Numbers

Decimals - Place value of digits in decimals
Decimals - Total value of digits in decimals

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

- Identify place value of digits in decimals
- Solve problems involving place value in decimals
- Show interest in the use of decimals

- Make number cards and form decimal numbers
- Draw place value charts and write decimal numbers
- Identify place value of each digit
- Discuss applications of place value in decimals

How do we identify the place value of digits in a decimal number?

Oxford Active Mathematics pg. 68
- Number cards
- Place value charts
Oxford Active Mathematics pg. 69
- Blank cards

- Observation - Oral questions - Written tests

Numbers

Decimals - Multiplication of decimal numbers

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

- Multiply decimal numbers by whole numbers
- Explain the process of multiplying decimals by whole numbers
- Show interest in multiplication of decimals

- Study fuel costs table and determine amounts for different quantities
- Make number cards with decimal numbers and multiply by whole numbers
- Discuss steps for multiplying decimals by whole numbers
- Solve real-life problems involving multiplication of decimals by whole numbers

How do we multiply a decimal number by a whole number?

Oxford Active Mathematics pg. 70
- Number cards

- Observation - Oral questions - Written tests

Numbers

Decimals - Multiplication of decimal numbers
Decimals - Division of decimal numbers

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

- Multiply decimal numbers by decimal numbers
- Explain the process of multiplying decimals by decimals
- Value the use of multiplication of decimals

- Make number cards with decimal numbers and multiply by other decimal numbers
- Discuss steps for multiplying decimals by decimals
- Use calculators to verify answers
- Solve real-life problems involving multiplication of decimals by decimals

How do we multiply decimal numbers?

Oxford Active Mathematics pg. 71
- Number cards
- Calculators
Oxford Active Mathematics pg. 72
- Chart
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Decimals - Division of decimal numbers
Squares and Square Roots - Squares of whole numbers and fractions

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

- Divide decimal numbers by decimal numbers
- Explain the process of dividing decimals by decimals
- Show interest in division of decimal numbers

- Convert divisor to whole number when dividing by a decimal
- Practice dividing decimals by decimals
- Use calculators to verify answers
- Solve real-life problems involving division of decimals by decimals

How do we divide decimal numbers?

Oxford Active Mathematics pg. 73
- Worksheets
- Calculators
Oxford Active Mathematics pg. 78
- Square grids
- Multiplication charts

- Observation - Oral questions - Written assignments

Numbers

Squares and Square Roots - Squares of fractions and decimals
Squares and Square Roots - Square roots of whole numbers, fractions and decimals

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

- Determine squares of fractions and decimals
- Solve problems involving squares of fractions and decimals
- Value the use of squares in real life

- Make number cards with fractions and multiply by themselves
- Make decimal cards and multiply by themselves
- Discuss steps for finding squares of fractions and decimals
- Solve real-life problems involving squares of fractions and decimals

How do we determine squares of fractions and decimals?

Oxford Active Mathematics pg. 79
- Number cards
- Multiplication charts
Oxford Active Mathematics pg. 80-82
- Worksheets

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Forming algebraic expressions

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

- Define an algebraic expression
- Form algebraic expressions from real-life situations
- Value the use of algebraic expressions in daily life

- Identify similarities and differences in bottle tops
- Group bottle tops based on identified similarities/differences
- Form expressions to represent the total number of bottle tops
- Go around the school compound identifying and grouping objects

How do we form algebraic expressions from real-life situations?

Oxford Active Mathematics pg. 90
- Bottle tops
- Objects in the environment
Oxford Active Mathematics pg. 91
- Writing materials
Oxford Active Mathematics pg. 92

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Simplifying algebraic expressions
Linear Equations - Forming linear equations
Linear Equations - Forming and simplifying linear equations

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

- Define like terms in algebraic expressions
- Collect and add like terms
- Value the use of simplified expressions

- Analyze the Ukulima Market scenario
- Calculate total cost of cows and goats sold
- Simplify expressions by combining like terms
- Discuss the concept of simplification

How do we simplify algebraic expressions?

Oxford Active Mathematics pg. 93
- Writing materials
Oxford Active Mathematics pg. 94-95
- Blank cards
Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops
Oxford Active Mathematics pg. 98-99

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Solving linear equations

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

- Solve linear equations involving addition and subtraction
- Verify solutions by substitution
- Appreciate the use of linear equations in problem-solving

- Use beam balance with marble and bottle tops to demonstrate equation solving
- Remove bottle tops equally from both sides until marble is isolated
- Solve equations like x+12=24 by subtracting from both sides
- Verify solutions by substituting back into the original equation

How do we solve linear equations?

Oxford Active Mathematics pg. 100
- Beam balance
- Marble
- Bottle tops
Oxford Active Mathematics pg. 101
- Writing materials

- Observation - Oral questions - Written tests

Algebra

Linear Equations - Solving linear equations
Linear Equations - Application of linear equations

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

- Solve linear equations with brackets
- Solve equations involving fractions
- Value the use of equations in solving problems

- Create word questions involving linear equations
- Form and solve linear equations from word problems
- Discuss steps to solve equations: open brackets, collect like terms, isolate variable
- Apply equation solving to real-life contexts

When do we use linear equations in real life?

Oxford Active Mathematics pg. 102
- Worksheets
Oxford Active Mathematics pg. 103-104
- Geometrical instruments

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Inequality symbols
Linear Inequalities - Forming simple linear inequalities

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

- Identify inequality symbols
- Apply inequality symbols to statements
- Value the use of inequality symbols in comparing quantities

- Make inequality cards with symbols
- Measure masses and heights of different objects
- Compare quantities using inequality symbols
- Read statements and use inequality symbols to compare quantities

Why is it necessary to use inequality symbols?

Oxford Active Mathematics pg. 105
- Inequality cards
- Objects
- Tape measure
- Beam balance
Oxford Active Mathematics pg. 106
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming simple linear inequalities
Linear Inequalities - Illustrating simple inequalities

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

- Form inequalities involving multiple operations
- Interpret complex inequality statements
- Appreciate the use of inequalities in real life

- Analyze the number puzzle: "Think of a number, multiply by 4, subtract 7..."
- Form inequality from the information
- Practice forming inequalities with multiple operations
- Solve real-life problems using inequalities

How do we form linear inequalities for complex statements?

Oxford Active Mathematics pg. 107
- Writing materials
Oxford Active Mathematics pg. 108
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming compound inequalities

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

- Define a compound inequality
- Form compound inequalities from two inequalities
- Show interest in using compound inequalities

- Make inequality cards and pick two at a time
- Form compound inequalities from the two cards
- Study example of committee representation where members must be >4 but <11
- Practice combining inequalities

How do we form compound inequalities?

Oxford Active Mathematics pg. 109-110
- Inequality cards

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Forming compound inequalities
Linear Inequalities - Illustrating compound inequalities

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

- Form compound inequalities from statements
- Solve problems involving compound inequalities
- Appreciate compound inequalities in real life

- Analyze salary range statements: "more than 1,200 but less than 2,500"
- Form compound inequalities from real situations like fare, pitch dimensions
- Practice writing inequalities in the form "lower bound < x < upper bound"
- Create and solve word problems with compound inequalities

When do we use compound inequalities in real life?

Oxford Active Mathematics pg. 111
- Writing materials
Oxford Active Mathematics pg. 112
- Inequality cards
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

Algebra
Measurements
Measurements

Linear Inequalities - Illustrating compound inequalities
Pythagorean Relationship - Sides of a right-angled triangle
Pythagorean Relationship - Deriving Pythagorean relationship

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

- Form compound inequalities from practical situations
- Illustrate the inequalities on number lines
- Appreciate the application of inequalities in real life

- Analyze Maleche's plasticine weighing scenario with beam balances
- Form inequalities for each weighing and combine them
- Draw number lines to illustrate the compound inequalities
- Relate unbalanced beam balances to inequalities

How do we apply compound inequalities to real-life situations?

Oxford Active Mathematics pg. 113-114
- Blank cards
- Oxford Active Mathematics 7
- Page 116
- Squared paper
- Ruler
- Ladder or long stick
- Page 117
- Squared or graph paper

- Observation - Oral questions - Written assignments

Measurements

Pythagorean Relationship - Working with Pythagorean relationship
Pythagorean Relationship - Applications of Pythagorean relationship
Length - Conversion of units of length
Length - Addition and subtraction of length

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

- Apply Pythagorean relationship to calculate lengths of sides of right-angled triangles
- Verify whether a triangle is right-angled using the Pythagorean relationship
- Value the application of Pythagorean relationship in solving problems

- Identify right-angled triangles from given measurements
- Calculate the length of the third side of a right-angled triangle when two sides are given
- Verify whether given measurements can form a right-angled triangle

Why do we learn about the Pythagorean relationship?

- Oxford Active Mathematics 7
- Page 118
- Squared or graph paper
- Ruler
- Calculator
- Page 119
- Metre rule
- Tape measure
- Page 122
- One-metre stick or string
- Ruler or metre rule
- Page 125
- Conversion tables of units of length

- Written work - Oral questions - Class activities

Measurements

Length - Multiplication and division of length
Length - Perimeter of plane figures
Length - Circumference of circles

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

- Multiply length by whole numbers
- Divide length by whole numbers
- Appreciate the use of multiplication and division of length in daily life

- Multiply lengths in different units by whole numbers
- Divide lengths in different units by whole numbers
- Relate multiplication and division of length to real-life situations

Where do we use multiplication and division of length in real life?

- Oxford Active Mathematics 7
- Page 126
- Writing materials
- Page 128
- Paper cut-outs
- Ruler
- String
- Page 130
- Set square
- Circular objects

- Written work - Observation - Class activities

Measurements

Length - Applications of length
Area - Square metre, acres and hectares

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

- Apply perimeter and circumference in real life situations
- Solve problems involving perimeter and circumference
- Value the application of length measurements in solving problems

- Identify real-life situations where perimeter and circumference are used
- Work out problems involving fencing, binding edges, and circular objects
- Discuss the application of perimeter and circumference in agriculture, construction and other fields

How do we use measurements of length in daily activities?

- Oxford Active Mathematics 7
- Page 132
- Measuring tools
- Models of different shapes
- Page 135
- 1 m sticks
- Ruler
- Pieces of string or masking tape

- Oral questions - Written assignments - Class activities

Measurements

Area - Area of rectangle and parallelogram

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

- Work out the area of a rectangle
- Work out the area of a parallelogram
- Appreciate the use of area in real life situations

- Create rectangles and parallelograms using sticks and strings
- Establish the formula for area of rectangle as length × width
- Transform a rectangle to a parallelogram to establish that area of a parallelogram = base × height

How do we calculate the area of a rectangle and a parallelogram?

- Oxford Active Mathematics 7
- Page 137
- Pieces of string or masking tape
- Sticks
- Paper
- Scissors

- Observation - Written assignments - Class activities

Measurements

Area - Area of a rhombus
Area - Area of a trapezium

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

- Define a rhombus as a special parallelogram with all sides equal
- Calculate the area of a rhombus
- Show interest in learning about rhombuses

- Create a rhombus from a square by manipulating the vertices
- Establish two methods for calculating the area of a rhombus: base × height and half the product of diagonals
- Measure diagonals of rhombuses and calculate their areas

How do we calculate the area of a rhombus?

- Oxford Active Mathematics 7
- Page 139
- Four pieces of stick of equal length
- Pieces of string or masking tape
- Paper
- Scissors
- Page 141
- Ruler
- Pieces of paper
- Pair of scissors

- Observation - Written assignments - Class activities

Measurements

Area - Area of a circle
Area - Area of borders

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

- Work out the area of circles
- Derive the formula for the area of a circle
- Appreciate the importance of calculating areas of circles

- Draw a circle and divide it into sectors
- Rearrange the sectors to form a shape resembling a rectangle
- Derive the formula for the area of a circle as πr²
- Calculate areas of circles with different radii

How do we calculate the area of a circle?

- Oxford Active Mathematics 7
- Page 143
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses
- Page 144

- Observation - Written assignments - Class activities

Measurements

Area - Area of combined shapes
Area - Applications of area

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

- Identify combined shapes in the environment
- Calculate the area of combined shapes
- Appreciate the use of area of combined shapes in real life situations

- Cut out different shapes and combine them to make patterns
- Divide combined shapes into regular shapes
- Calculate the area of each part separately and add them up
- Solve real-life problems involving combined shapes

How do we work out the area of combined shapes?

- Oxford Active Mathematics 7
- Page 146
- Pair of scissors
- Ruler
- Pieces of paper
- Page 147
- Chart showing area formulas
- Calculator

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Cubic metre as unit of volume

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

- Identify cubic metre (m³) as a unit of volume
- Construct a model of a cubic metre
- Appreciate the cubic metre as a standard unit of volume

- Join twelve sticks of length 1 m each to form a cube
- Cover the cube with paper to make a closed cube
- Discuss the volume of a cubic metre (1m × 1m × 1m = 1m³)
- Identify real-life applications of cubic metres

How do we use cubic metre to work out volume?

- Oxford Active Mathematics 7
- Page 149
- Twelve sticks of length 1 m each
- Old pieces of paper
- Pair of scissors
- Ruler

- Observation - Oral questions - Class activities

Measurements

Volume and Capacity - Conversion of cubic metres to cubic centimetres
Volume and Capacity - Conversion of cubic centimetres to cubic metres

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

- Convert volume from cubic metres to cubic centimetres
- Relate cubic metres to cubic centimetres
- Show interest in converting units of volume

- Measure dimensions of a cube in metres and calculate its volume in cubic metres
- Measure the same cube in centimetres and calculate its volume in cubic centimetres
- Establish the relationship between cubic metres and cubic centimetres (1m³ = 1,000,000cm³)

How do we convert volume in cubic metres to cubic centimetres?

- Oxford Active Mathematics 7
- Page 150
- A cube whose sides measure 1 m
- Ruler
- Page 152
- Ruler or tape measure
- Calculator

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Volume of cubes and cuboids
Volume and Capacity - Volume of a cylinder

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

- Calculate the volume of cubes
- Calculate the volume of cuboids
- Appreciate the use of volume in real life situations

- Create models of cubes and cuboids using clay or plasticine
- Measure the dimensions of the models
- Establish that volume = length × width × height
- Calculate volumes of various cubes and cuboids

How do we calculate the volume of cubes and cuboids?

- Oxford Active Mathematics 7
- Page 153
- Clay or plasticine
- Ruler
- Mathematics textbooks
- Page 155
- Kenyan coins of the same denomination
- Circular objects
- Calculator

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Relationship between cubic measurements and litres
Volume and Capacity - Relating volume to capacity

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

- Identify the relationship between cm³, m³ and litres
- Convert between units of volume and capacity
- Value the relationship between volume and capacity

- Fill a container with water and place it inside a basin
- Lower a cube of known volume into the water
- Measure the volume of water displaced
- Establish that 1,000 cm³ = 1 litre and 1 m³ = 1,000 litres

How many litres is one cubic metre?

- Oxford Active Mathematics 7
- Page 156
- A cube whose sides measure 10 cm
- Container
- Basin
- Graduated cylinder
- Page 157
- Bottles with capacities labelled on them
- Containers of different sizes

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Working out capacity of containers

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

- Define capacity as the maximum amount of liquid a container can hold
- Calculate the capacity of containers
- Appreciate use of volume and capacity in real life situations

- Calculate the volume of different containers
- Convert the volume to capacity in litres
- Solve problems involving capacity of tanks, pipes, and other containers

How do we work out the capacity of a container?

- Oxford Active Mathematics 7
- Page 158
- Containers of different sizes

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Units of measuring time
Time, Distance and Speed - Conversion of units of time

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

- Identify units of measuring time
- Read time on analogue and digital clocks
- Appreciate the importance of time in daily activities

- Read time on different types of clocks
- Identify units of time (hours, minutes, seconds)
- Discuss the importance of time management

In which units can we express time?

- Oxford Active Mathematics 7
- Page 160
- Analogue and digital clocks
- Page 161
- Conversion tables of units of time

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Conversion of units of distance
Time, Distance and Speed - Identification of speed

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

- Convert distance from one unit to another
- Apply conversion of distance in real life situations
- Appreciate the importance of converting units of distance

- Estimate distances between places in kilometres
- Convert distances from kilometres to metres and vice versa
- Create conversion tables for units of distance

How do we convert distance from one unit to another?

- Oxford Active Mathematics 7
- Page 162
- Conversion tables of units of distance
- Page 163
- Stopwatch
- Metre stick

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Calculation of speed in m/s
Time, Distance and Speed - Calculation of speed in km/h

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

- Calculate speed in metres per second (m/s)
- Apply the formula for speed in real life situations
- Value the importance of speed in daily activities

- Measure distances in metres
- Record time taken to cover the distances in seconds
- Calculate speed by dividing distance by time
- Express speed in metres per second

Which steps do you follow in order to calculate speed in metres per second?

- Oxford Active Mathematics 7
- Page 164
- Stopwatch
- Metre stick
- Calculator
- Page 165
- Charts showing distances between locations

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Conversion of speed from km/h to m/s

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

- Convert speed from km/h to m/s
- Apply conversion of speed in real life situations
- Show interest in converting units of speed

- Convert distance from kilometres to metres
- Convert time from hours to seconds
- Apply the relationship: 1 km/h = 1000 m ÷ 3600 s = 5/18 m/s
- Solve problems involving conversion of speed from km/h to m/s

How do we convert speed in kilometres per hour to metres per second?

- Oxford Active Mathematics 7
- Page 166
- Calculator
- Conversion charts

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Conversion of units of speed from m/s to km/h
Temperature - Measuring temperature

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

- Convert speed from m/s to km/h
- Apply conversion of speed in real life situations
- Appreciate the importance of converting units of speed

- Convert distance from metres to kilometres
- Convert time from seconds to hours
- Apply the relationship: 1 m/s = 3.6 km/h
- Solve problems involving conversion of speed from m/s to km/h

How do we convert speed in metres per second to kilometres per hour?

- Oxford Active Mathematics 7
- Page 168
- Calculator
- Conversion charts
- Page 170
- Thermometer or thermogun

- Observation - Written assignments - Class activities

Measurements

Temperature - Comparing temperature
Temperature - Units of measuring temperature

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

- Compare temperature using hotter, warmer, colder and same as
- Measure temperature of different substances
- Show interest in temperature changes

- Measure temperatures of different substances
- Compare temperatures using terms like hotter, warmer, colder
- Discuss how temperature affects daily activities

How does temperature affect our everyday lives?

- Oxford Active Mathematics 7
- Page 171
- Thermometer
- Various substances to test temperature
- Page 172
- Temperature charts

- Observation - Oral questions - Written work

Measurements

Temperature - Conversion from degrees Celsius to Kelvin

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

- Convert temperature from degrees Celsius to Kelvin
- Apply the formula for conversion
- Appreciate the importance of converting units of temperature

- Measure temperatures in degrees Celsius
- Convert the temperatures to Kelvin using the formula K = °C + 273
- Create conversion tables for temperature

How do we convert temperature from degrees Celsius to Kelvin?

- Oxford Active Mathematics 7
- Page 173
- Thermometer
- Ice or very cold water
- Calculator

- Observation - Written assignments - Class activities

Measurements

Temperature - Conversion from Kelvin to degrees Celsius
Temperature - Working out temperature

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

- Convert temperature from Kelvin to degrees Celsius
- Apply the formula for conversion
- Value the relationship between Kelvin and Celsius scales

- Convert temperatures from Kelvin to degrees Celsius using the formula °C = K - 273
- Create conversion tables for temperature
- Solve problems involving temperature conversion

How do we convert temperature from Kelvin to degrees Celsius?

- Oxford Active Mathematics 7
- Page 174
- Writing materials
- Calculator
- Page 175
- Temperature data

- Observation - Written assignments - Class activities

Measurements

Money - Profit and loss
Money - Percentage profit and loss

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

- Calculate profit and loss
- Apply the concepts of profit and loss in real life situations
- Show interest in business transactions

- Role-play shopping and selling activities
- Calculate profit as selling price minus buying price
- Calculate loss as buying price minus selling price
- Solve problems involving profit and loss

How do we work out profit and loss?

- Oxford Active Mathematics 7
- Page 176
- Imitation items
- Imitation money
- Page 179
- Worksheets
- Calculator

- Observation - Oral questions - Written work

Measurements

Money - Discount
Money - Percentage discount

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

- Calculate discount
- Apply the concept of discount in real life situations
- Appreciate the importance of discount in business

- Role-play shopping scenarios involving discounts
- Calculate discount as marked price minus selling price
- Solve problems involving discounts

How do we calculate discount?

- Oxford Active Mathematics 7
- Page 181
- Writing materials
- Shop price lists
- Page 182
- Worksheets
- Calculator

- Observation - Written assignments - Class activities

Measurements

Money - Commission

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

- Calculate commission
- Apply the concept of commission in real life situations
- Appreciate the importance of commission in business

- Role-play scenarios involving commission-based sales
- Calculate commission based on value of goods or services sold
- Solve problems involving commission

How do we calculate commission?

- Oxford Active Mathematics 7
- Page 184
- Writing materials

- Observation - Written assignments - Class activities

Measurements

Money - Percentage commission
Money - Bills at home

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

- Calculate percentage commission
- Apply percentage commission in real life situations
- Value the concept of percentage commission

- Express commission as a fraction of the value of sales
- Convert the fraction to percentage
- Calculate percentage commission in various scenarios
- Solve problems involving percentage commission

How do we calculate percentage commission?

- Oxford Active Mathematics 7
- Page 186
- Writing materials
- Calculator
- Page 187
- Sample bills

- Observation - Written assignments - Class activities

Measurements

Money - Preparing bills
Money - Postal charges

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

- Prepare bills for goods and services
- Apply bill preparation in real life situations
- Show interest in preparing bills

- Role-play seller and buyer scenarios
- Prepare bills for goods and services
- Include necessary details in bills (items, quantities, unit prices, totals)

How do we prepare bills?

- Oxford Active Mathematics 7
- Page 188
- Samples of shopping bills
- Imitation money
- Page 190
- Inland postal charges tables
- Writing materials

- Observation - Written assignments - Class activities

Measurements

Money - International postal charges
Money - Mobile money services

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

- Distinguish between inland and international postal services
- Calculate international postal charges
- Value the importance of international postal services

- Study tables showing international postal charges
- Calculate charges for sending items to different countries
- Compare charges for different methods of sending items internationally

How do we calculate charges to send items to other countries?

- Oxford Active Mathematics 7
- Page 192
- International postal charges tables
- Writing materials
- Page 198
- Charts showing mobile money charges

- Observation - Written assignments - Class activities

Measurements
Geometry

Money - Mobile money transactions
Angles on a straight line

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

- Work out mobile money transactions
- Calculate charges for mobile money transactions
- Value the use of mobile money in daily activities

- Study mobile money transaction charges charts
- Calculate charges for sending, receiving, and withdrawing money
- Solve problems involving mobile money transactions

How do we work out the charges to send or receive money?

- Oxford Active Mathematics 7
- Page 199
- Mobile money transaction charges charts
- Oxford Active Mathematics pg. 206
- Protractors
- Rulers
- Straight edges
- Charts showing angles on a straight line
- Digital resources with angle demonstrations

- Observation - Written assignments - Class activities

Geometry

Angles on a straight line
Angles at a point
Angles at a point
Alternate angles

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

- Apply the concept of supplementary angles
- Solve problems involving angles on a straight line
- Appreciate use of angles on a straight line in real life

- Learners work out the values of angles on a straight line
- Learners discuss how angles on a straight line add up to 180°
- Learners practice solving problems involving supplementary angles

Where do we use angles on a straight line in real life?

- Oxford Active Mathematics pg. 207
- Unit angles
- Worksheets with angle problems
- Objects with angles from the environment
- Online angle calculators
- Oxford Active Mathematics pg. 208
- Protractors
- Rulers
- Angle charts showing angles at a point
- Digital devices for angle demonstrations
- Cut-out models of angles at a point
- Oxford Active Mathematics pg. 209
- Worksheets with problems involving angles at a point
- Geometrical models
- Videos on angles at a point
- Oxford Active Mathematics pg. 210
- Parallel line models
- Charts showing alternate angles
- Digital resources with angle demonstrations
- Colored pencils to mark angles

- Written tests - Oral questions - Class activities

Geometry

Corresponding angles
Co-interior angles
Angles in a parallelogram

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

- Identify corresponding angles
- Determine the values of corresponding angles
- Show interest in working with corresponding angles

- Learners draw parallel lines and a transversal
- Learners mark and measure angles formed
- Learners identify and discuss corresponding angles

What are corresponding angles?

- Oxford Active Mathematics pg. 211
- Protractors
- Rulers
- Parallel line models
- Charts showing corresponding angles
- Worksheets with corresponding angle problems
- Colored pencils
- Oxford Active Mathematics pg. 212
- Charts showing co-interior angles
- Digital resources with angle demonstrations
- Worksheets with angle problems
- Oxford Active Mathematics pg. 213
- Parallelogram models
- Cardboard cut-outs of parallelograms
- Worksheets with problems involving parallelograms
- Digital devices for demonstrations

- Written tests - Oral questions - Class activities

Geometry

Angle properties of polygons
Exterior angles of a polygon

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

- Identify different types of polygons
- Determine the sum of interior angles in polygons
- Appreciate angle properties of polygons

- Learners draw different polygons
- Learners measure the interior angles of each polygon
- Learners discuss the relationship between number of sides and sum of interior angles

How do we get the sum of the interior angles in a polygon?

- Oxford Active Mathematics pg. 214
- Protractors
- Rulers
- Cut-outs of different polygons
- Charts showing polygon properties
- Worksheets with polygon problems
- Digital resources with polygon demonstrations
- Oxford Active Mathematics pg. 215
- Charts showing exterior angles

- Observation - Oral questions - Written assignments

Geometry

Measuring angles
Bisecting angles

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

- Identify different types of angles
- Measure angles using a protractor
- Appreciate the importance of measuring angles accurately

- Learners draw different types of angles
- Learners measure angles using a protractor
- Learners practice measuring various angles

How do we measure angles?

- Oxford Active Mathematics pg. 220
- Protractors
- Rulers
- Angle charts
- Worksheets with different types of angles
- Digital angle measuring apps
- Objects with angles from the environment
- Oxford Active Mathematics pg. 221
- Pair of compasses
- Charts showing angle bisection steps
- Videos demonstrating angle bisection
- Worksheets with angles to bisect

- Observation - Oral questions - Written assignments

Geometry

Constructing 90° and 45°
Constructing 60° and 30°

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

- Construct 90° using a ruler and compass
- Construct 45° using a ruler and compass
- Show interest in geometric constructions

- Learners draw a straight line and mark a point on it
- Learners construct 90° using a ruler and compass
- Learners bisect 90° to obtain 45°

How do we construct 90° and 45° angles?

- Oxford Active Mathematics pg. 222
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating angle construction
- Construction worksheets
- Oxford Active Mathematics pg. 223

- Observation - Oral questions - Written assignments

Geometry

Constructing 120°

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

- Construct 120° using a ruler and compass
- Apply construction skills in different contexts
- Show interest in angle constructions

- Learners draw a straight line
- Learners construct 60° twice to obtain 120°
- Learners verify the construction by measuring the angle

Which steps do we follow to construct 120°?

- Oxford Active Mathematics pg. 224
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating 120° construction
- Construction worksheets

- Observation - Oral questions - Written assignments

Geometry

Constructing 150°
Constructing 75° and 105°

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

- Construct 150° using a ruler and compass
- Apply construction skills in different contexts
- Show interest in angle constructions

- Learners draw a straight line
- Learners construct 30° and identify that the adjacent angle is 150°
- Learners verify the construction by measuring the angle

Which steps do we follow to construct 150°?

- Oxford Active Mathematics pg. 225
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating 150° construction
- Construction worksheets
- Oxford Active Mathematics pg. 226
- Videos demonstrating angle construction

- Written tests - Oral questions - Class activities

Geometry

Constructing multiples of 7.5°
Constructing equilateral triangles

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

- Construct angles that are multiples of 7.5°
- Apply construction skills in different contexts
- Appreciate the precision of geometric constructions

- Learners construct 15° by bisecting 30°
- Learners bisect 15° to obtain 7.5°
- Learners practice constructing various multiples of 7.5°

How do we construct angles that are multiples of 7.5°?

- Oxford Active Mathematics pg. 226
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating angle construction
- Construction worksheets
- Oxford Active Mathematics pg. 227
- Cut-outs of equilateral triangles
- Videos demonstrating triangle construction

- Written tests - Oral questions - Class activities

Geometry

Constructing isosceles triangles
Constructing right-angled triangles
Constructing circles

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

- Identify properties of an isosceles triangle
- Construct an isosceles triangle using a ruler and compass
- Appreciate geometric constructions

- Learners draw a straight line of given length
- Learners use a compass to mark arcs of equal radius
- Learners join points to form an isosceles triangle

How do we construct an isosceles triangle?

- Oxford Active Mathematics pg. 228
- Rulers
- Pair of compasses
- Protractors for verification
- Cut-outs of isosceles triangles
- Charts showing construction steps
- Videos demonstrating triangle construction
- Construction worksheets
- Oxford Active Mathematics pg. 229
- Cut-outs of right-angled triangles
- Oxford Active Mathematics pg. 231
- String and sticks for outdoor activities
- Circular objects of different sizes
- Charts showing circle elements
- Videos demonstrating circle construction

- Written tests - Oral questions - Class activities