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
Whole Numbers - Rounding off numbers to the nearest million

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

- Observation - Oral questions - Written assignments

Numbers

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 to the nearest tens of million
- Round off numbers to the nearest tens of million
- Show interest in rounding off numbers

- Study the picture of a county government allocation
- Use place value chart to round off number to the nearest tens of millions
- Practice rounding off different numbers to the nearest tens of million

How do we round off numbers to the nearest tens of million?

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

- Observation - Oral questions - Written assignments

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
Whole Numbers - Multiplication 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
Oxford Active Mathematics pg. 16

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Division of whole numbers
Whole Numbers - Combined operations of whole numbers

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

- Divide whole numbers with and without remainders
- Create and solve division word problems
- Value use of division in solving problems

- Make number cards and form 4-digit numbers
- Divide the numbers by a single digit
- Create division word problems
- Solve practical problems involving division

What strategies do we use to divide numbers? When do we use division of numbers in real life?

Oxford Active Mathematics pg. 17
- Number cards
Oxford Active Mathematics pg. 18

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Identifying number sequences
Whole Numbers - Creating number sequences

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

- Define a number sequence
- Identify the rule in a number sequence
- Appreciate use of number sequences

- Study number sequences on number cards
- Identify the rule in each sequence
- Fill in missing numbers in sequences
- Discuss how to identify rules in sequences

What is a number sequence? How do we identify a number sequence?

Oxford Active Mathematics pg. 19
- Number cards
Oxford Active Mathematics pg. 20

- Observation - Oral questions - Written tests

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 2
- Apply the divisibility test for 2 to identify numbers divisible by 2
- Appreciate the use of divisibility tests in real life

- Make number cards and form different numbers
- Divide each number by 2
- Identify pattern for numbers divisible by 2
- Discuss the divisibility test for 2

Where do we use factors in day to day activities?

Oxford Active Mathematics pg. 31
- Number cards
- Worksheets
Oxford Active Mathematics pg. 32
- Blank number cards

- Observation - Oral questions - Written tests

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 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

- Observation - Oral questions - Written tests

Numbers

Factors - Divisibility tests of 5, 6 and 8
Factors - Divisibility tests of 9, 10 and 11

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

- State the divisibility tests for 5, 6, and 8
- Apply divisibility tests for 5, 6, and 8
- Appreciate the use of divisibility tests in real life

- Make number cards and divide numbers by 5
- Identify pattern for numbers divisible by 5
- Study divisibility for both 2 and 3 to determine divisibility by 6
- Examine last three digits to determine divisibility by 8

How do we test if a number is divisible by 5, 6, or 8?

Oxford Active Mathematics pg. 34
- Number cards
- Worksheets
Oxford Active Mathematics pg. 35
- Blank cards

- Observation - Oral questions - Written assignments

Numbers

Factors - Composite numbers
Factors - Greatest Common Divisor (GCD) and Least Common Multiple (LCM)

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

- Define composite numbers
- Express composite numbers as a product of prime factors
- Appreciate use of prime factorization

- Make a number chart and color boxes with composite numbers
- Express these numbers as products of prime factors
- Use different methods: factorization, factor tree, and factor rainbow
- Discuss applications of prime factorization

What are composite numbers? What are prime factors? How can we express a number as a product of its prime factors?

Oxford Active Mathematics pg. 36
- Number charts
Oxford Active Mathematics pg. 37-38
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Fractions - Comparing fractions

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

- Compare fractions with the same denominator
- Order fractions with the same denominator
- Appreciate the importance of comparing fractions

- Make circular paper cut-outs with different fractions shaded
- Compare fractions represented by shaded parts
- Arrange fractions in ascending order
- Discuss rule for comparing fractions with same denominator

How do we compare fractions?

Oxford Active Mathematics pg. 46
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses
Oxford Active Mathematics pg. 47
- Fraction charts

- Observation - Oral questions - Written assignments

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
Oxford Active Mathematics pg. 71
- Calculators

- Observation - Oral questions - Written tests

Numbers

Decimals - Division of decimal numbers

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

- Divide decimal numbers by whole numbers
- Explain the process of dividing decimals by whole numbers
- Appreciate the use of division of decimals

- Study chart with division problems involving decimals
- Discuss how to divide a decimal by a whole number using long division
- Practice dividing decimals by whole numbers
- Solve real-life problems involving division of decimals by whole numbers

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

Oxford Active Mathematics pg. 72
- Chart
- Worksheets
Oxford Active Mathematics pg. 73
- Calculators

- Observation - Oral questions - Written tests

Algebra

Algebraic Expressions - Forming algebraic expressions
Algebraic Expressions - Simplifying 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
Oxford Active Mathematics pg. 93

- 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 a coefficient in algebraic expressions
- Simplify expressions with brackets
- Appreciate simplification of expressions in solving problems

- Write word questions involving algebraic expressions on cards
- Form and simplify expressions from the questions
- Discuss steps for simplifying expressions
- Remove brackets by multiplying terms inside by the coefficient

How do we open brackets to simplify an algebraic expression?

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

- 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
Oxford Active Mathematics pg. 102
- Worksheets

- Observation - Oral questions - Written tests

Algebra

Linear Equations - Application of linear equations
Linear Inequalities - Inequality symbols

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

- Apply linear equations to solve real-life problems
- Form and solve equations from word problems
- Appreciate the use of equations in daily life

- Draw a triangle and find the sum of the angles
- Determine angle measurements using equations
- Solve word problems like the trader's egg sales example
- Apply linear equations to practical situations

Where do we apply linear equations in our day-to-day lives?

Oxford Active Mathematics pg. 103-104
- Geometrical instruments
Oxford Active Mathematics pg. 105
- Inequality cards
- Objects
- Tape measure
- Beam balance

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming simple linear inequalities

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

- Form simple linear inequalities from statements
- Interpret inequality statements
- Show interest in using inequalities

- Discuss the scenario of antelopes in Ol Donyo Sabuk National Park
- Use inequality symbol to represent "less than 150"
- Form inequality statements from information
- Convert word statements to inequality expressions

How do we represent statements using inequalities?

Oxford Active Mathematics pg. 106
- Writing materials

- Observation - Oral questions - Written tests

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
Oxford Active Mathematics pg. 111
- Writing materials

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Illustrating compound inequalities

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

- Draw number lines for compound inequalities
- Illustrate compound inequalities on a number line
- Value the graphical representation of inequalities

- Make inequality cards and form compound inequalities
- Draw number line and demonstrate the range on the ground
- Join two circles using a straight line on number lines
- Practice illustrating various compound inequalities

How do we illustrate compound inequalities on a number line?

Oxford Active Mathematics pg. 112
- Inequality cards
- Piece of chalk/stick
Oxford Active Mathematics pg. 113-114
- Blank cards

- Observation - Oral questions - Written tests

Measurements

Pythagorean Relationship - Sides of a right-angled triangle
Pythagorean Relationship - Deriving Pythagorean relationship
Pythagorean Relationship - Working with Pythagorean relationship
Pythagorean Relationship - Applications of Pythagorean relationship

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

- Recognize the sides of a right-angled triangle in different situations
- Identify the hypotenuse, base and height of a right-angled triangle
- Show interest in learning about right-angled triangles

- Draw and represent practical cases of right-angled triangles such as a ladder leaning against a wall
- Identify the sides of the triangle formed as hypotenuse, height and base
- Measure the length of sides of right-angled triangles

How do we identify sides of a right-angled triangle?

- Oxford Active Mathematics 7
- Page 116
- Squared paper
- Ruler
- Ladder or long stick
- Page 117
- Squared or graph paper
- Page 118
- Calculator
- Page 119
- Metre rule
- Tape measure

- Observation - Oral questions - Practical activities

Measurements

Length - Conversion of units of length
Length - Addition and subtraction of length
Length - Multiplication and division of length
Length - Perimeter of plane figures

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

- Convert units of length from one form to another involving cm, dm, m, Dm, Hm
- Arrange units of length in ascending and descending order
- Appreciate the importance of converting units of length

- Measure different lengths using various units
- Create conversion tables for units of length
- Perform conversions between different units of length
- Arrange units of length in ascending and descending order

What is the relationship between different units of length?

- Oxford Active Mathematics 7
- Page 122
- One-metre stick or string
- Ruler or metre rule
- Page 125
- Conversion tables of units of length
- Page 126
- Writing materials
- Page 128
- Paper cut-outs
- Ruler
- String

- Observation - Oral questions - Written work

Measurements

Length - Circumference of circles
Length - Applications of length

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

- Define circumference as the distance around a circle
- Establish the relationship between circumference and diameter
- Calculate the circumference of circles

- Measure the circumference of circular objects using string
- Measure the diameter of circular objects
- Establish the relationship between circumference and diameter as π
- Calculate the circumference of circles using the formula C = πd or C = 2πr

How do we calculate the circumference of a circle?

- Oxford Active Mathematics 7
- Page 130
- String
- Ruler
- Set square
- Circular objects
- Page 132
- Measuring tools
- Models of different shapes

- Observation - Written assignments - Class activities

Measurements

Area - Square metre, acres and hectares
Area - Area of rectangle and parallelogram

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

- Identify square metre (m²), acres and hectares as units of measuring area
- Convert between square metres, acres and hectares
- Appreciate different units of measuring area

- Join four 1 m sticks to make a square
- Determine the area of a square metre
- Convert between square metres, acres, and hectares
- Identify real-life applications of different units of area

How big is a square metre as a unit of measuring area?

- Oxford Active Mathematics 7
- Page 135
- 1 m sticks
- Ruler
- Pieces of string or masking tape
- Page 137
- Sticks
- Paper
- Scissors

- Observation - Oral questions - Written work

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

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

- Observation - Written assignments - Class activities

Measurements

Area - Applications of area
Volume and Capacity - Cubic metre as unit of volume

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

- Apply formulas for areas of different shapes in real life situations
- Solve problems involving area
- Recognise use of area in real life situations

- Discuss the application of area in different fields such as construction, agriculture, and interior design
- Calculate areas of various shapes in real-life contexts
- Solve problems involving area measurements

Where do we apply area measurements in real life?

- Oxford Active Mathematics 7
- Page 147
- Chart showing area formulas
- Calculator
- Page 149
- Twelve sticks of length 1 m each
- Old pieces of paper
- Pair of scissors
- Ruler

- Oral questions - Written assignments - 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
Time, Distance and Speed - Units of measuring time

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
- Page 160
- Analogue and digital clocks

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Conversion of units of time

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

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

- Create conversion tables for units of time
- Convert between hours, minutes, and seconds
- Solve problems involving conversion of time

How do we convert units of time?

- Oxford Active Mathematics 7
- 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
Time, Distance and Speed - Conversion of units of speed from m/s to km/h

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
- Page 168

- Observation - Written assignments - Class activities

Measurements

Temperature - Measuring temperature
Temperature - Comparing temperature

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

- Describe the temperature conditions of the immediate environment
- Measure temperature using a thermometer
- Value the importance of measuring temperature

- Observe and discuss temperature conditions in the environment (warm, hot, cold)
- Use a thermometer to measure temperature
- Record temperature readings in degrees Celsius

How do we measure temperature?

- Oxford Active Mathematics 7
- Page 170
- Thermometer or thermogun
- Page 171
- Thermometer
- Various substances to test temperature

- Observation - Oral questions - Written work

Measurements

Temperature - Units of measuring temperature
Temperature - Conversion from degrees Celsius to Kelvin

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

- Identify units of measuring temperature as degree Celsius and Kelvin
- Appreciate the use of standard units in measuring temperature
- Show interest in temperature measurement

- Discuss the Celsius and Kelvin scales
- Measure temperatures using a thermometer
- Record temperature readings in degrees Celsius
- Discuss absolute zero and the Kelvin scale

In which units do we measure temperature?

- Oxford Active Mathematics 7
- Page 172
- Thermometer
- Temperature charts
- Page 173
- Ice or very cold water
- Calculator

- Observation - Oral questions - Written work

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

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

- Observation - Oral questions - Written work

Measurements

Money - Percentage profit and loss
Money - Discount

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

- Calculate percentage profit and loss
- Apply percentage profit and loss in real life situations
- Value the importance of calculating percentage profit and loss

- Express profit or loss as a fraction of the buying price
- Convert the fraction to percentage
- Calculate percentage profit and loss in various scenarios
- Solve problems involving percentage profit and loss

How do we calculate percentage profit and percentage loss?

- Oxford Active Mathematics 7
- Page 179
- Worksheets
- Calculator
- Page 181
- Writing materials
- Shop price lists

- Observation - Written assignments - Class activities

Measurements

Money - Percentage discount
Money - Commission

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

- Calculate percentage discount
- Apply percentage discount in real life situations
- Show interest in percentage discount calculations

- Express discount as a fraction of the marked price
- Convert the fraction to percentage
- Calculate percentage discount in various scenarios
- Solve problems involving percentage discount

How do we calculate percentage discount?

- Oxford Active Mathematics 7
- Page 182
- Worksheets
- Calculator
- 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
Money - Mobile money transactions

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
- Page 199
- Mobile money transaction charges charts

- Observation - Written assignments - Class activities