Numbers

Whole Numbers - Place value and total value of digits

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

- Identify place value of digits up to tens of thousands
- Use place value and total value of digits up to tens of thousands
- Appreciate use of whole numbers in real life situations

- In pairs/groups identify place value of numbers up to tens of thousands using place value apparatus
- In pairs/groups identify total values of digits up to ten thousand

What do you consider when writing numbers in words?

- Let's Do Mathematics Learner's Book pg. 1
- Place value apparatus
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Reading and writing numbers
Whole Numbers - Reading and writing numbers in words
Whole Numbers - Ordering numbers
Whole Numbers - Rounding off numbers

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

- Read numbers up to 10,000 in symbols in real life situations
- Write numbers up to 10,000 in symbols in real life situations
- Appreciate use of whole numbers in real life situations

- In groups read numbers up to 10,000 in symbols in real life situations
- Individually write numbers up to 10,000 in symbols

Why do we determine the place value of a digit in a number?

- Let's Do Mathematics Learner's Book pg. 1
- Number charts
- Number cards
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Factors of numbers
Whole Numbers - Multiples of numbers
Whole Numbers - Even and odd numbers

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

- Identify factors of numbers up to 50 in different contexts
- List all factors of a given number
- Show interest in identifying factors of numbers

- In groups identify factors/divisors of numbers up to 50 and share with others

What are factors of a number?

- Let's Do Mathematics Learner's Book pg. 1
- Number charts
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Patterns with even and odd numbers
Whole Numbers - Roman numerals

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

- Make patterns involving even and odd numbers in real life situations
- Create number patterns using even and odd numbers
- Demonstrate creativity in making patterns

- In pairs use number cards to make patterns involving even and odd numbers

How do you make patterns using even and odd numbers?

- Let's Do Mathematics Learner's Book pg. 1
- Number cards
- Number charts
- Digital devices

- Observation - Oral questions - Written exercises

Numbers

Addition - Single regrouping
Addition - Double regrouping

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

- Add up to two 4-digit numbers with single regrouping up to a sum of 10,000 in different situations
- Apply addition skills in solving real-life problems
- Show interest in addition operations

- In groups add up to two 4-digit numbers with single regrouping up to a sum of 10,000 using number cards, charts or place value apparatus

When do you use addition in real life?

- Let's Do Mathematics Learner's Book pg. 20
- Number cards
- Place value apparatus
- Place value charts

- Observation - Oral questions - Written exercises

Numbers

Addition - Estimating sums

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

- Estimate sum by rounding off numbers to the nearest ten in different situations
- Use rounding off in estimating sums
- Value estimation in practical situations

- In groups discuss and estimate sum by rounding off numbers to the nearest ten in different situations

Why do we estimate sums in real life?

- Let's Do Mathematics Learner's Book pg. 20
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Addition - Creating patterns
Addition - Application in real life

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

- Create patterns involving addition up to a sum of 10,000 in real life situations
- Generate number patterns using addition
- Show creativity in making addition patterns

- In pairs generate patterns involving addition of numbers up to a sum of 10,000

How do you make number patterns involving addition?

- Let's Do Mathematics Learner's Book pg. 20
- Number cards
- Digital devices

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Without regrouping
Subtraction - With regrouping

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

- Subtract up to 4-digit numbers without regrouping in real life situations
- Solve subtraction problems without regrouping
- Show interest in subtraction operations

- In groups subtract numbers up to 4-digit numbers without regrouping using place value apparatus prepared from locally available materials

When do you use subtraction in real life?

- Let's Do Mathematics Learner's Book pg. 30
- Place value apparatus
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Estimating difference
Subtraction - Creating patterns

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

- Estimate difference by rounding off numbers to the nearest ten in different contexts
- Apply rounding off in estimating differences
- Value estimation in practical situations

- In groups approximate and work out difference by rounding off the numbers to the nearest ten in real life situations

How do you estimate the difference of given numbers?

- Let's Do Mathematics Learner's Book pg. 30
- Number charts
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Application in real life

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

- Solve real-life problems involving subtraction
- Apply subtraction skills in daily activities
- Appreciate application of subtraction of numbers in real life situations

- In pairs or groups play games involving subtraction using digital device or other resources
- Solve word problems involving subtraction

When do you use subtraction in daily life?

- Let's Do Mathematics Learner's Book pg. 30
- Digital devices

- Observation - Oral questions - Written exercises

Numbers

Multiplication - By multiples of 10
Multiplication - Without regrouping

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

- Multiply up to a two-digit number by multiples of 10 in different situations
- Apply multiplication by multiples of 10
- Show interest in multiplication operations

- In pairs multiply 2-digit number by multiples of 10 using number cards

When do you use multiplication in real life?

- Let's Do Mathematics Learner's Book pg. 38
- Number cards
- Counters

- Observation - Oral questions - Written exercises

Numbers

Multiplication - With regrouping
Multiplication - Estimating products

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

- Multiply up to a two-digit number by two-digit number with regrouping
- Solve multiplication problems with regrouping
- Appreciate the use of multiplication in solving problems

- In pairs or groups multiply up to a two-digit number by two-digit number with regrouping and prepare a corresponding multiplication chart

What is the importance of regrouping in multiplication?

- Let's Do Mathematics Learner's Book pg. 38
- Counters
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Creating patterns

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

- Create patterns involving multiplication (product not exceeding 100)
- Generate number patterns using multiplication
- Demonstrate creativity in making multiplication patterns

- In groups generate patterns involving multiplication with products not exceeding 100 and prepare multiplication charts using locally available materials

How do you create patterns involving multiplication?

- Let's Do Mathematics Learner's Book pg. 38
- Locally available materials

- Observation - Oral questions - Written exercises

Numbers

Division - Without remainder
Division - With remainder

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

- Divide up to a two-digit number by a one-digit number without remainder
- Solve division problems without remainder
- Show interest in division operations

- In pairs and groups discuss and carry out division of up to a two-digit number by a one-digit number without remainder using number cards

When do you use division in real life?

- Let's Do Mathematics Learner's Book pg. 46
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Division - Relationship with multiplication
Division - Using digital resources

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

- Relate multiplication of numbers to division of same numbers in different situations
- Establish connection between multiplication and division
- Value the relationship between operations

- In groups carry out division and multiplication of same numbers to establish relationship between multiplication and division
- Discuss and share their results with other groups

How are multiplication and division related?

- Let's Do Mathematics Learner's Book pg. 46
- Number cards
- Digital devices

- Observation - Oral questions - Written exercises

Numbers

Division - Application in real life
Fractions - Numerator and denominator

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

- Solve real-life problems involving division
- Apply division in practical situations
- Appreciate the use of division in day to day life

- Solve word problems involving division
- Create real-life situations requiring division

How is division used in everyday situations?

- Let's Do Mathematics Learner's Book pg. 46
- Number cards
- Let's Do Mathematics Learner's Book pg. 53
- Fraction charts

- Observation - Oral questions - Written exercises

Numbers

Fractions - Representation

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

- Represent a fraction with denominators not exceeding 12 as part of a whole
- Illustrate fractions as part of a whole
- Appreciate fractions as parts of a whole

- Illustrate in pairs/groups fractions as part of a whole using cut outs, counters or clock face

How can you represent fractions?

- Let's Do Mathematics Learner's Book pg. 53
- Cut outs
- Counters
- Clock face

- Observation - Oral questions - Written exercises

Numbers

Fractions - Representation as part of a group
Fractions - Types of fractions

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

- Represent a fraction with denominators not exceeding 12 as part of a group
- Illustrate fractions as part of a group
- Show interest in different fraction representations

- Illustrate in pairs/groups fractions as part of a group using cut outs or counters

What is the difference between fractions as part of a whole and part of a group?

- Let's Do Mathematics Learner's Book pg. 53
- Cut outs
- Counters
- Paper cut outs

- Observation - Oral questions - Written exercises

Numbers

Fractions - Conversion of fractions
Fractions - Using digital resources

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

- Convert improper fractions to mixed fractions in different situations
- Convert mixed fractions to improper fractions in different contexts
- Appreciate the relationship between improper and mixed fractions

- Discuss in groups changing of improper fractions to mixed fractions
- Discuss in groups changing of mixed fractions to improper fractions

Why do we convert between improper and mixed fractions?

- Let's Do Mathematics Learner's Book pg. 53
- Fraction models
- Digital devices

- Observation - Oral questions - Written exercises

Measurement

Length - Centimetre as a unit
Length - Measuring in centimetres
Length - Estimating in centimetres
Length - Relationship between metres and centimetres

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

- Identify the centimetre as a unit of measuring length in real life situations
- Measure lengths in centimetres
- Show interest in using standard units of measurement

- In groups identify the centimetre and mark out lengths of one centimetre using a ruler

How can you measure distance?

- Let's Do Mathematics Learner's Book pg. 78
- Rulers
- Tape measures
- Metre rulers
- Objects of different lengths
- Rulers

- Observation - Oral questions - Written exercises

Measurement

Length - Converting units
Length - Converting centimetres to metres
Length - Perimeter of plane figures

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

- Convert metres to centimetres in real life situations
- Perform unit conversions accurately
- Show interest in unit conversions

- In pairs convert metres into centimetres using whole numbers, decimals or fractions in real life situations

When do we need to convert between metres and centimetres?

- Let's Do Mathematics Learner's Book pg. 78
- Conversion charts
- Plane shapes
- Rulers

- Observation - Oral questions - Written exercises

Measurement

Length - Addition involving length
Length - Subtraction involving length

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

- Work out addition involving length in metres and centimetres
- Solve problems involving addition of lengths
- Show interest in mathematical operations with units

- In groups calculate addition involving metres and centimetres

When do we add lengths in real life?

- Let's Do Mathematics Learner's Book pg. 78
- Rulers
- Measuring tapes

- Observation - Oral questions - Written exercises

Measurement

Length - Multiplication and division involving length
Area - Comparing areas

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

- Carry out multiplication and division involving metres and centimetres
- Solve problems involving multiplication and division of lengths
- Appreciate applications of operations in measurement

- In groups work out multiplication and division involving metres and centimetres

When do we multiply or divide lengths in real life?

- Let's Do Mathematics Learner's Book pg. 78
- Rulers
- Measuring tapes
- Let's Do Mathematics Learner's Book pg. 92
- Surfaces of different sizes and shapes

- Observation - Oral questions - Written exercises

Measurement

Area - Counting unit squares
Area - Using rows and columns

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

- Calculate area of squares and rectangles by counting unit squares
- Use unit squares to measure area
- Show interest in area measurement

- In pairs use different unit square cut outs to cover a given surface
- In groups count the number of unit square cut outs prepared from locally available materials to cover the surface

Why do we use square units to measure area?

- Let's Do Mathematics Learner's Book pg. 92
- Unit square cut outs
- Surfaces to measure
- Rectangular grids

- Observation - Oral questions - Practical assessment

Measurement

Area - Area of squares
Area - Area of rectangles

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

- Calculate area of squares using the formula
- Apply the formula for square area
- Value the relationship between side length and area

- Work out area of squares by multiplying number of rows by number of columns

How do we find the area of a square?

- Let's Do Mathematics Learner's Book pg. 92
- Square shapes
- Rulers
- Rectangular shapes

- Observation - Oral questions - Written exercises

Measurement

Area - Applications of area

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

- Solve real-life problems involving area
- Apply area calculations in practical situations
- Appreciate the use of area in daily life

- Calculate area of real objects in the classroom or school environment

Where do we use area measurements in daily life?

- Let's Do Mathematics Learner's Book pg. 92
- Objects with rectangular and square surfaces

- Observation - Oral questions - Written exercises

Measurement

Area - Using digital resources
Area - Problem solving

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

- Use digital devices to learn about area
- Apply technology in learning mathematics
- Show interest in using digital tools

- In pairs play games involving area of rectangles and squares using digital devices and other resources

How can digital devices help us learn about area?

- Let's Do Mathematics Learner's Book pg. 92
- Digital devices
- Worksheets with problems

- Observation - Oral questions - Written exercises

Measurement

Volume - Piling objects
Volume - Volume of cuboids

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

- Pile objects into stacks of cubes and cuboids in real life situations
- Create three-dimensional structures
- Show interest in building 3D shapes

- In groups discuss and carefully arrange blocks or objects on top of each other into cuboid and cube shape
- Practice stacking objects or blocks to form cubes and cuboids of different sizes

Where do we apply the volume of cubes and cuboids in real life situations?

- Let's Do Mathematics Learner's Book pg. 100
- Cubes
- Blocks

- Observation - Oral questions - Practical assessment

Measurement

Volume - Volume of cubes

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

- Calculate the volume of cubes by piling blocks to form a cube
- Count blocks to determine volume
- Appreciate the relationship between side length and volume

- In groups count the number of objects in the pile that makes a cube to determine the volume

How is volume of a cube related to its side length?

- Let's Do Mathematics Learner's Book pg. 100
- Cubes
- Blocks

- Observation - Oral questions - Written exercises

Measurement

Volume - Applications of volume
Volume - Using digital resources

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

- Apply volume concepts in real-life situations
- Solve problems involving volume
- Value the use of volume in daily life

- Solve real-life problems involving volume of cubes and cuboids

Where do we use volume in everyday life?

- Let's Do Mathematics Learner's Book pg. 100
- Cubes
- Blocks
- Digital devices

- Observation - Oral questions - Written exercises

Measurement

Volume - Problem solving
Capacity - Measuring in litres

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

- Apply volume concepts to solve complex problems
- Use creativity in volume problem-solving
- Value mathematical problem-solving

- Solve word problems involving volume of cubes and cuboids

How can we use volume knowledge to solve problems?

- Let's Do Mathematics Learner's Book pg. 100
- Worksheets with problems
- Let's Do Mathematics Learner's Book pg. 104
- 1-litre containers
- Various containers

- Observation - Oral questions - Written exercises

Measurement

Capacity - Smaller units of capacity
Capacity - Quarter litres

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

- Measure capacity in ½ litres in real life situations
- Use ½ litre containers for measurement
- Appreciate smaller units of capacity

- In pairs make ½ litre containers from locally available materials through filling and emptying the container with substances such as water or sand using a 1 litre container

Why do we need different units of capacity?

- Let's Do Mathematics Learner's Book pg. 104
- 1-litre containers
- Locally available materials
- Various materials

- Observation - Oral questions - Practical assessment

Measurement

Capacity - Measuring using smaller units

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

- Use ½ litre and ¼ litre containers to measure capacity
- Select appropriate units for measurement
- Show interest in practical measurement

- In groups use ½ litre and ¼ litre containers to measure capacity of other containers

How do you decide which unit to use for measuring?

- Let's Do Mathematics Learner's Book pg. 104
- ½ litre containers
- ¼ litre containers

- Observation - Oral questions - Practical assessment

Measurement

Capacity - Addition involving capacity
Capacity - Subtraction involving capacity

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

- Add capacity involving litres in real life situations
- Solve problems involving addition of capacity
- Value the use of mathematics in practical situations

- Add capacity involving litres in real life situations

When do we add capacity measurements?

- Let's Do Mathematics Learner's Book pg. 104
- 1-litre containers
- Worksheets with problems

- Observation - Oral questions - Written exercises

Measurement

Mass - Measuring in kilograms
Mass - Half kilogram

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

- Use a kilogram mass to measure masses of different objects practically
- Apply mass measurement skills
- Show interest in standard units of mass

- In groups use one kilogram masses to measure masses of given objects using a beam balance

How do we measure mass in kilograms?

- Let's Do Mathematics Learner's Book pg. 108
- 1-kilogram weights
- Beam balance
- ½ kg weights

- Observation - Oral questions - Practical assessment

Measurement

Mass - Quarter kilogram

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

- Use ¼ kg masses to measure masses of different objects practically
- Select appropriate units for measurement
- Show interest in practical measurement

- In groups make a ¼ kg mass and use it to measure mass of given objects using a beam balance and an electronic balance

Why do we need different units of mass?

- Let's Do Mathematics Learner's Book pg. 108
- ¼ kg weights
- Beam balance
- Electronic balance

- Observation - Oral questions - Practical assessment

Measurement

Mass - Addition involving mass
Mass - Subtraction involving mass

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

- Add mass involving kilograms in real life situations
- Solve problems involving addition of mass
- Value the use of mathematics in practical situations

- Add mass involving kilograms (kg) in real life situations

When do we add mass measurements?

- Let's Do Mathematics Learner's Book pg. 108
- Kilogram weights
- Worksheets with problems

- Observation - Oral questions - Written exercises

Measurement

Mass - Using digital resources
Time - Reading time (a.m. and p.m.)

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

- Use digital devices to learn about mass
- Apply technology in learning mathematics
- Show interest in using digital tools

- In pairs play digital games involving mass

How can digital devices help us learn about mass?

- Let's Do Mathematics Learner's Book pg. 108
- Digital devices
- Let's Do Mathematics Learner's Book pg. 117
- Analogue clocks
- Digital clocks

- Observation - Oral questions - Written exercises

Measurement

Time - Estimating time
Time - Converting units of time

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

- Estimate time using a.m. and p.m. in real life situations
- Use natural indicators to estimate time
- Show interest in time estimation

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

How can we estimate time without using clocks?

- Let's Do Mathematics Learner's Book pg. 117
- Outdoor space with objects casting shadows
- Time conversion charts

- Observation - Oral questions - Practical assessment

Measurement

Time - Converting between days and hours

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

- Convert hours to days and days to hours
- Apply conversion skills correctly
- Appreciate precise time measurement

- Change hours to days and days to hours in real life situations

How many hours make up a full day?

- Let's Do Mathematics Learner's Book pg. 117
- Time conversion charts

- Observation - Oral questions - Written exercises

Measurement

Time - Converting between weeks and days
Time - Recording time durations

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

- Convert days to weeks and weeks to days
- Apply conversion skills correctly
- Value the relationship between units

- In pairs convert days to weeks and weeks to days in real life situations

How many days make up different numbers of weeks?

- Let's Do Mathematics Learner's Book pg. 117
- Time conversion charts
- Calendars
- Stopwatches
- Digital clocks
- Analogue clocks

- Observation - Oral questions - Written exercises

Measurement

Time - Working out time duration
Time - Addition involving time

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

- Work out time duration in real life situations
- Calculate elapsed time
- Value time management

- Calculate time duration between events in real life situations

How do we calculate how long an activity takes?

- Let's Do Mathematics Learner's Book pg. 117
- Clocks
- Worksheets with problems

- Observation - Oral questions - Written exercises

Measurement

Time - Subtraction involving time
Time - Using digital clocks

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

- Work out subtraction involving units of time in real life situations
- Solve problems involving subtraction of time
- Value mathematical operations with time

- In groups work out subtraction involving units of time in real life situations

How do we find the time difference between events?

- Let's Do Mathematics Learner's Book pg. 117
- Clocks
- Worksheets with problems
- Digital clocks

- Observation - Oral questions - Written exercises

Measurement

Money - Converting shillings to cents

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

- Convert shillings into cents in different contexts
- Apply conversion skills correctly
- Show interest in currency conversion

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

Why do we prepare shopping lists?

- Let's Do Mathematics Learner's Book pg. 131
- Real/imitation money

- Observation - Oral questions - Written exercises

Measurement

Money - Converting cents to shillings
Money - Preparing shopping lists

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

- Convert cents into shillings in different contexts
- Apply conversion skills correctly
- Value the relationship between units

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

Why do we have both shillings and cents?

- Let's Do Mathematics Learner's Book pg. 131
- Real/imitation money
- Sample shopping lists

- Observation - Oral questions - Written exercises

Measurement

Money - Calculating total cost
Money - Role-playing shopping activities

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

- Work out total cost of items in the shopping list for value not more ten thousand shillings
- Calculate costs accurately
- Value budgeting skills

- Learners in groups/individually calculate the total cost of items in the shopping list

How do we calculate the total cost of multiple items?

- Let's Do Mathematics Learner's Book pg. 131
- Shopping lists with prices
- Real/imitation money
- Items for "shop"

- Observation - Oral questions - Written exercises

Measurement

Money - Recording shopping activities

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

- Document shopping activities
- Use technology to record activities
- Value the importance of record-keeping

- Take video clips of their groups as they role-play shopping activities

Why is it important to keep records of financial transactions?

- Let's Do Mathematics Learner's Book pg. 131
- Recording devices
- Real/imitation money

- Observation - Oral questions - Performance assessment

Measurement
Geometry

Money - Problem solving
Money - Financial literacy
Position and Direction - Clockwise and anticlockwise turns

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

- Solve complex problems involving money
- Apply mathematical operations with money
- Appreciate the use of money in real life situation

- Solve word problems involving money calculations

How do we solve real-life money problems?

- Let's Do Mathematics Learner's Book pg. 131
- Worksheets with money problems
- Financial literacy charts
- Oxford Let’s Do Mathematics pg. 136
-Clock faces
-Digital devices

- Observation - Oral questions - Written exercises

Geometry

Position and Direction - Clockwise and anticlockwise turns
Position and Direction - Quarter, half and full turns
Position and Direction - Quarter, half and full turns

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

- Identify an anticlockwise turn in the environment
- Demonstrate an anticlockwise turn correctly
- Appreciate the application of turns in daily life

- Learners work in groups to demonstrate anticlockwise turns
- Learners practice making anticlockwise turns following instructions
- Learners identify real-life situations where anticlockwise turns are used
- Learners make clockwise turns followed by anticlockwise turns and observe their position

Where do we use clockwise and anticlockwise turns in everyday life?

- Oxford Let’s Do Mathematics pg. 137
-Clock faces
-Digital devices
- Oxford Let’s Do Mathematics pg. 138
-Compass drawings
- Oxford Let’s Do Mathematics pg. 140-141

- Observation - Oral questions - Written tests

Geometry

Angles - Identifying angles at points in lines
Angles - Identifying angles from objects in the environment
Angles - Relating turns to angles
Angles - Digital activities on angles

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

- Identify an angle formed by two lines meeting at a point
- Name angles correctly using standard notation
- Show interest in learning about angles

- Learners fold paper along lines to form corners and identify the spaces as angles
- Learners identify points where lines meet to form angles
- In pairs, learners practice naming angles using three letters (e.g., angle FGH)
- Learners draw lines meeting at a point and identify the resulting angle

What makes an angle?

- Oxford Let’s Do Mathematics pg. 142
-Paper for folding
-Rulers
- Oxford Let’s Do Mathematics pg. 143
-Cubes and cuboids
-Objects from the environment
- Oxford Let’s Do Mathematics pg. 144
-Compass drawings
-Clock faces
-Digital devices
-Internet access

- Observation - Oral questions - Written assignments

Geometry

Plane Figures - Identifying shapes from objects
Plane Figures - Drawing shapes from objects

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

- Identify rectangles, squares, triangles, circles and ovals from objects
- Classify objects according to their shapes
- Show interest in recognizing shapes in the environment

- Learners walk around the school compound observing different objects
- Learners identify shapes (rectangles, squares, triangles, circles, ovals) on objects
- In groups, learners create a table listing objects and their corresponding shapes
- Learners discuss where these shapes are commonly found in daily life

How can we identify different shapes in our surroundings?

- Oxford Let’s Do Mathematics pg. 145
-Objects from the environment
-Shape charts
-Objects with various shapes
-Drawing materials

- Observation - Group work assessment - Written assignments

Geometry

Plane Figures - Lines of symmetry

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

- Identify lines of symmetry in different shapes
- Demonstrate how to find lines of symmetry by folding
- Appreciate symmetry in shapes

- Learners fold rectangular and square pieces of paper along various lines to find lines of symmetry
- Learners investigate how many lines of symmetry different shapes have
- In groups, learners fold triangular, circular and oval shapes to find lines of symmetry
- Learners draw shapes and mark their lines of symmetry

What is a line of symmetry?

- Oxford Let’s Do Mathematics pg. 146-147
-Paper cut-outs of various shapes
-Rulers

- Observation - Practical activities - Written assignments

Geometry

Plane Figures - Lines of symmetry in various shapes
Plane Figures - Making patterns using shapes

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

- Determine the number of lines of symmetry in different shapes
- Identify whether a given line is a line of symmetry
- Show curiosity in exploring symmetry

- Learners identify lines of symmetry in different shapes using folding techniques
- Learners determine which shapes have no lines of symmetry, one line, or multiple lines
- In pairs, learners investigate dotted lines on shapes to determine if they are lines of symmetry
- Learners draw shapes and show all their lines of symmetry

How many lines of symmetry can a shape have?

- Oxford Let’s Do Mathematics pg. 147-148
-Paper cut-outs of various shapes
-Drawing materials
- Oxford Let’s Do Mathematics pg. 148
-Shape cut-outs
-Coloring materials

- Observation - Practical activities - Written tests

Geometry
Data Handling
Data Handling

Plane Figures - Properties of plane figures
Data - Materials for data collection
Data - Materials for data collection

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

- Identify properties of common plane figures
- Compare properties of different shapes
- Appreciate the distinctive features of shapes

- Learners make paper cut-outs of different plane figures
- Learners examine each shape and note its properties
- In groups, learners create and fill in a table listing properties of shapes (sides, angles, lines of symmetry, etc.)
- Learners discuss which shapes have straight lines and which have curved lines

What properties make each shape unique?

- Oxford Let’s Do Mathematics pg. 149
-Shape cut-outs
-Chart paper
- Oxford Let’s Do Mathematics pg. 150
Rulers
Exercise books
Charts
Classroom materials
Data collection tools

- Observation - Group work assessment - Written assignments

Data Handling

Data - Collecting data
Data - Drawing tables for recording data
Data - Recording data in tables
Data - Recording data in tables
Data - Interpreting raw data from tables

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

- Collect data of at most 10 items within the school environment
- Organize collected data systematically
- Show curiosity in exploring data collection

- Learners identify different objects in the classroom that can be counted
- In groups, learners count the number of each object and record the data
- Learners move around the school compound to collect data on various items
- Learners organize the collected data in a systematic manner

How can we collect data in our school environment?

- Oxford Let’s Do Mathematics pg. 151
Tally sheets
Pencils and paper
Small sticks
- Oxford Let’s Do Mathematics pg. 152
Sample tables
Drawing materials
- Oxford Let’s Do Mathematics pg. 153
Tally charts
Data collection sheets
- Oxford Let’s Do Mathematics pg. 153-154
Prepared tables
Classroom objects
- Oxford Let’s Do Mathematics pg. 154-155
Prepared data tables
Question sheets

- Observation Practical activities Group work assessment