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

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

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Rounding off numbers
Whole Numbers - Factors of numbers
Whole Numbers - Multiples of numbers

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

- Round off numbers up to 1,000 to the nearest ten in different situations
- Apply rounding off in estimating quantities
- Appreciate the use of rounding off in daily life

- In pairs or groups or individually round off numbers up to 1,000 to the nearest ten and share with others

When do we use rounding off in real life?

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

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Even and odd numbers
Whole Numbers - Patterns with even and odd numbers

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

- Use even and odd numbers up to 100 in different situations
- Differentiate between even and odd numbers
- Appreciate the application of even and odd numbers in daily life

- In groups identify even and odd numbers up to 100 and share with others

How do we differentiate even and odd numbers?

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

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Roman numerals
Addition - Single regrouping

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

- Represent Hindu Arabic numerals using Roman numerals up to 'X' in different situations
- Convert between Hindu Arabic and Roman numerals
- Show interest in learning different number systems

- In groups write Hindu Arabic numerals using Roman numerals up to 'X' using number charts
- In groups use digital devices to play digital games involving whole numbers

Where do we use Roman numerals in real life?

- Let's Do Mathematics Learner's Book pg. 1
- Number charts
- Digital devices
- Let's Do Mathematics Learner's Book pg. 20
- Number cards
- Place value apparatus

- Observation - Oral questions - Written exercises

Numbers

Addition - Double regrouping

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

- Add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations
- Solve addition problems involving double regrouping
- Appreciate application of addition of numbers in real life situations

- In groups add up to two 4-digit numbers with double regrouping up to a sum of 10,000 in real life situations

How do you add numbers with double regrouping?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Estimating sums
Addition - Creating patterns

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
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Addition - Application in real life

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

- Solve real-life problems involving addition
- Apply addition skills in daily activities
- Appreciate the use of addition in real life

- In pairs/groups play digital games involving addition
- Solve word problems involving addition

When do you use addition in real life?

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

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

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Creating patterns

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

- Create patterns involving subtraction from up to 10,000
- Generate number patterns using subtraction
- Demonstrate creativity in making subtraction patterns

- In groups generate patterns involving subtraction of numbers up to 10,000

How do you create patterns involving subtraction?

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

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Application in real life
Multiplication - By multiples of 10

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

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Without regrouping

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

- Multiply up to a two-digit number by two-digit number without regrouping
- Solve multiplication problems without regrouping
- Value multiplication operations in daily life

- In pairs or groups multiply up to a two-digit number by two-digit number without regrouping using counters

How do you multiply numbers without regrouping?

- Let's Do Mathematics Learner's Book pg. 38
- 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

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

- Observation - Oral questions - Written exercises

Numbers

Division - Using digital resources
Division - Application in real life

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

- Use digital resources to learn division of numbers
- Apply technology in learning mathematics
- Show interest in using digital tools

- In pairs play games involving division using digital devices

How can digital devices help us learn division?

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

- Observation - Oral questions - Written exercises

Numbers

Fractions - Numerator and denominator

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

- Identify the numerator and denominator in a fraction in different situations
- Explain the meaning of numerator and denominator
- Show interest in learning about fractions

- Discuss in groups the top (numerator) and bottom (denominator) numbers in a fraction and share with others

When do you use fractions in real life?

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

- Observation - Oral questions - Written exercises

Numbers

Fractions - Representation
Fractions - Representation as part of a group

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
- Counters

- Observation - Oral questions - Written exercises

Numbers

Fractions - Types of fractions

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

- Identify different types of fractions in real life situations
- Distinguish between proper, improper and mixed fractions
- Value the use of different fraction types

- Work out in groups proper, improper and mixed fractions as part of a whole or as part of a group using paper cut outs or counters

How do proper, improper and mixed fractions differ?

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

- 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

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 - Relationship between metres and centimetres
Length - Converting units
Length - Converting centimetres to metres

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

- Establish the relationship between metres and centimetres practically
- Convert between metres and centimetres
- Value the relationship between units

- In groups measure length of objects in classrooms in metres and centimetres and establish the relationship between the units

Why do we need different units of length?

- Let's Do Mathematics Learner's Book pg. 78
- Metre rulers
- Tape measures
- Conversion charts

- Observation - Oral questions - Written exercises

Measurement

Length - Perimeter of plane figures
Length - Addition involving length
Length - Subtraction involving length

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

- Work out perimeter of plane figures in different contexts
- Calculate total distance around shapes
- Value the concept of perimeter in real life

- In groups calculate perimeter of plane figures

What is perimeter and why is it useful?

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

- Observation - Oral questions - Written exercises

Measurement

Length - Multiplication and division involving length

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

- Observation - Oral questions - Written exercises

Measurement

Area - Comparing areas
Area - Counting unit squares

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

- Compare the area of given surfaces by direct manipulation
- Determine which surface is larger
- Value the concept of area

- In groups compare area of two surfaces directly by placing one surface on the other

How do you work out area of different surfaces?

- Let's Do Mathematics Learner's Book pg. 92
- Surfaces of different sizes and shapes
- Unit square cut outs
- Surfaces to measure

- Observation - Oral questions - Practical assessment

Measurement

Area - Using rows and columns

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

- Calculate area of squares and rectangles as a product of number of rows and columns
- Apply the area formula
- Appreciate efficient methods of calculating area

- In pairs establish area of a rectangle or a square is same as number of rows multiplied by number of columns

Why is area calculated as length × width?

- Let's Do Mathematics Learner's Book pg. 92
- Rectangular grids

- Observation - Oral questions - Written exercises

Measurement

Area - Area of squares

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

- Observation - Oral questions - Written exercises

Measurement

Area - Area of rectangles
Area - Applications of area

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

- Calculate area of rectangles using the formula
- Apply the formula for rectangular area
- Show interest in practical applications of area

- Work out area of rectangles by multiplying number of rows by number of columns, such as in tiled or paved floors

Where do we see rectangles in our environment?

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

- Observation - Oral questions - Written exercises

Measurement

Area - Using digital resources

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

- Observation - Oral questions - Written exercises

Measurement

Area - Problem solving
Volume - Piling objects

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

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

- Solve word problems involving area of squares and rectangles

How can we use area knowledge to solve problems?

- Let's Do Mathematics Learner's Book pg. 92
- Worksheets with problems
- Let's Do Mathematics Learner's Book pg. 100
- Cubes
- Blocks

- Observation - Oral questions - Written exercises

Measurement

Volume - Volume of cuboids

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

- Work out volume of cuboids by piling blocks to form a cuboid
- Count blocks to determine volume
- Value the concept of volume

- In pairs count the number of objects in the pile that makes a cuboid to determine the volume

How do we measure the amount of space inside a cuboid?

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

- Observation - Oral questions - Written exercises

Measurement

Volume - Volume of cubes
Volume - Applications of volume

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 - Using digital resources

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

- Use digital devices for learning about volume
- Apply technology in learning mathematics
- Show interest in using digital tools

- In pairs use digital devices or other resources to safely play games involving stacking blocks to form cubes and cuboids

How can digital devices help us learn about volume?

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

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

- Observation - Oral questions - Practical assessment

Measurement

Capacity - Quarter litres
Capacity - Measuring using smaller units

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

- Measure capacity in ¼ litres in real life situations
- Use ¼ litre containers for measurement
- Value precise measurement

- Make ¼ litre containers through filling and emptying using a 1 litre container

When do we use smaller units of capacity?

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

- Observation - Oral questions - Practical assessment

Measurement

Capacity - Addition 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

Capacity - Subtraction involving capacity
Mass - Measuring in kilograms

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

- Subtract capacity involving litres in real life situations
- Solve problems involving subtraction of capacity
- Appreciate application of mathematics in daily life

- Subtract capacity involving litres in real life situations

When do we subtract capacity measurements?

- Let's Do Mathematics Learner's Book pg. 104
- 1-litre containers
- Worksheets with problems
- Let's Do Mathematics Learner's Book pg. 108
- 1-kilogram weights
- Beam balance

- Observation - Oral questions - Written exercises

Measurement

Mass - Half kilogram

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

- Use ½ kg masses to measure masses of different objects practically
- Appreciate smaller units of mass
- Value accurate measurement

- In pairs make a ½ kg mass and use it to measure mass of given objects using a beam balance

When do we use half-kilogram weights?

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

- Observation - Oral questions - Practical assessment

Measurement

Mass - Quarter kilogram
Mass - Addition involving mass

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
- Kilogram weights
- Worksheets with problems

- Observation - Oral questions - Practical assessment

Measurement

Mass - Subtraction involving mass

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

- Subtract mass involving kilograms in real life situations
- Solve problems involving subtraction of mass
- Appreciate application of mathematics in daily life

- Subtract mass involving kilograms (kg)

When do we subtract 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

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

- Observation - Oral questions - Practical assessment

Measurement

Time - Converting units of time
Time - Converting between days and hours

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

- Convert hours to minutes and minutes to hours
- Apply conversion skills correctly
- Value the relationship between units

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

Why do we need to convert between units of time?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Converting between weeks and days

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

- Observation - Oral questions - Written exercises

Measurement

Time - Recording time durations

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

- Record time durations in hours and minutes in real life situations
- Measure time spans accurately
- Value precision in time measurement

- In groups measure and record duration of events in hours and minutes using digital and analogue clocks

Why is it important to record the duration of events?

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

- Observation - Oral questions - Practical assessment

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

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

- Observation - Oral questions - Written exercises

Measurement

Time - Using digital clocks
Money - Converting shillings to cents

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

- Use digital clock to tell and record time of different activities
- Read digital time displays
- Appreciate modern time measurement tools

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

How are digital and analogue clocks different?

- Let's Do Mathematics Learner's Book pg. 117
- Digital clocks
- Let's Do Mathematics Learner's Book pg. 131
- Real/imitation money

- Observation - Oral questions - Practical assessment

Measurement

Money - Converting cents to shillings

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

- Observation - Oral questions - Written exercises

Measurement

Money - Preparing shopping lists
Money - Calculating total cost

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

- Prepare a shopping list of three items in real life situation
- Create organized lists
- Appreciate planning for purchases

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

Why is it important to plan our purchases?

- Let's Do Mathematics Learner's Book pg. 131
- Sample shopping lists
- Shopping lists with prices

- Observation - Oral questions - Practical assessment

Measurement

Money - Role-playing shopping activities

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

- Engage in shopping role-play activities
- Apply money concepts in simulated scenarios
- Show interest in practical money management

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

How do we use money in everyday transactions?

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

- Observation - Oral questions - Performance assessment

Measurement

Money - Recording shopping activities
Money - Problem solving
Money - Financial literacy

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
- Worksheets with money problems
- Financial literacy charts

- Observation - Oral questions - Performance assessment