Numbers

Whole Numbers - Place value and total value

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

- Identify place value of digits up to tens of thousands
- Explain total value of digits in numbers up to tens of thousands
- Show interest in using place value in daily life

- 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?

- Mentor Mathematics Grade 4 pg. 1
- Place value apparatus
- Number cards
- Number charts

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading and writing numbers in symbols
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
- Write numbers up to 10,000 in symbols
- Appreciate reading and writing numbers in symbols

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

What do you consider when writing numbers in symbols?

- Mentor Mathematics Grade 4 pg. 2
- Number charts
- Number cards
- Mentor Mathematics Grade 4 pg. 3
- Number chart
- Word cards
- Mentor Mathematics Grade 4 pg. 4
- Number cards
- Number charts
- Mentor Mathematics Grade 4 pg. 5
- Number line

- Observation - Oral questions - Written work

Numbers

Whole Numbers - Factors
Whole Numbers - Multiples
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
- List all factors of a given number up to 50
- Show interest in identifying factors of numbers

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

How do factors help us in mathematics?

- Mentor Mathematics Grade 4 pg. 6
- Number cards
- Charts showing factors
- Mentor Mathematics Grade 4 pg. 7
- Charts showing multiples
- Mentor Mathematics Grade 4 pg. 8
- Charts with even and odd numbers

- Observation - Oral questioning - Written work

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:

- Create patterns using even numbers
- Create patterns using odd numbers
- Appreciate patterns in mathematics

- In pairs use number cards to make patterns involving even and odd numbers
- Create different patterns and share with other learners

How do you make number patterns involving even and odd numbers?

- Mentor Mathematics Grade 4 pg. 9
- Number cards
- Pattern charts
- Mentor Mathematics Grade 4 pg. 10
- Roman numeral charts
- Number cards

- Observation - Oral questioning - Written work

Numbers

Addition - Single regrouping
Addition - Single regrouping practice

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

- Add up to two 4-digit numbers with single regrouping
- Solve problems involving addition with single regrouping
- Value accuracy in addition

- In groups add up to two 4-digit numbers with single regrouping using number cards, charts or place value apparatus
- Individually solve addition problems

When do you use addition in real life?

- Mentor Mathematics Grade 4 pg. 19
- Number cards
- Place value charts
- Mentor Mathematics Grade 4 pg. 20
- Place value apparatus
- Number cards

- Observation - Oral questioning - Written work

Numbers

Addition - Double regrouping
Addition - Estimating sum

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

- Add up to two 4-digit numbers with double regrouping
- Solve problems involving addition with double regrouping
- Show diligence in adding numbers

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

How does regrouping help us in addition?

- Mentor Mathematics Grade 4 pg. 21
- Number cards
- Place value charts
- Mentor Mathematics Grade 4 pg. 22

- Observation - Oral questioning - Written work

Numbers

Addition - Patterns

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

- Create patterns involving addition up to a sum of 10,000
- Identify patterns in number sequences
- Appreciate patterns in mathematics

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

How do you make number patterns involving addition?

- Mentor Mathematics Grade 4 pg. 23
- Number cards
- Pattern charts

- Observation - Oral questioning - Written work

Numbers

Addition - Problem solving
Addition - Digital games

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

- Solve word problems involving addition
- Apply addition in real life contexts
- Show interest in using addition in daily life

- In groups solve word problems involving addition
- Create and solve real-life addition problems

When do we use addition in our daily lives?

- Mentor Mathematics Grade 4 pg. 24
- Word problem cards
- Number cards
- Mentor Mathematics Grade 4 pg. 25
- Digital devices
- Addition games

- Observation - Oral questioning - Written work

Numbers

Addition - Review
Subtraction - Without regrouping

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

- Add up to two 4-digit numbers with single and double regrouping
- Solve various addition problems
- Value accuracy in computation

- Individually solve various addition problems
- In pairs check each other's work and provide feedback

How can we check if our addition is correct?

- Mentor Mathematics Grade 4 pg. 26
- Worksheets
- Number cards
- Mentor Mathematics Grade 4 pg. 30
- Place value apparatus

- Observation - Oral questioning - Written work

Numbers

Subtraction - With regrouping
Subtraction - Estimating difference

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

- Subtract up to 4-digit numbers with regrouping
- Solve problems involving subtraction with regrouping
- Appreciate application of subtraction in real life

- In pairs subtract up to 4-digit numbers with regrouping using number cards
- Solve real-life problems involving subtraction

How is regrouping used in subtraction?

- Mentor Mathematics Grade 4 pg. 31
- Number cards
- Place value apparatus
- Mentor Mathematics Grade 4 pg. 32
- Number line

- Observation - Oral questioning - Written work

Numbers

Subtraction - Patterns

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

- Create patterns involving subtraction from up to 10,000
- Identify patterns in number sequences
- Appreciate patterns in mathematics

- In groups generate patterns involving subtraction of numbers up to 10,000
- Share patterns with other learners

How do you create patterns involving subtraction?

- Mentor Mathematics Grade 4 pg. 33
- Number cards
- Pattern charts

- Observation - Oral questioning - Written work

Numbers

Subtraction - Problem solving
Subtraction - Digital games

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

- Solve word problems involving subtraction
- Apply subtraction in real life contexts
- Show interest in using subtraction in daily life

- In groups solve word problems involving subtraction
- Create and solve real-life subtraction problems

Where do we use subtraction in our everyday lives?

- Mentor Mathematics Grade 4 pg. 34
- Word problem cards
- Number cards
- Mentor Mathematics Grade 4 pg. 35
- Digital devices
- Subtraction games

- Observation - Oral questioning - Written work

Numbers

Subtraction - Word problems
Subtraction - Review

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

- Solve complex word problems involving subtraction
- Apply subtraction in multi-step problems
- Show persistence in solving problems

- In groups solve complex word problems involving subtraction
- Create multi-step problems for other groups to solve

How do we apply subtraction in solving multi-step problems?

- Mentor Mathematics Grade 4 pg. 36
- Word problem cards
- Number cards
- Mentor Mathematics Grade 4 pg. 37
- Worksheets

- Observation - Oral questioning - Written work

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
- Solve problems involving multiplication by multiples of 10
- Show interest in multiplication of numbers

- In pairs multiply 2-digit number by multiples of 10 using number cards
- Individually solve multiplication problems

When do you use multiplication in real life?

- Mentor Mathematics Grade 4 pg. 38
- Number cards
- Multiplication table
- Mentor Mathematics Grade 4 pg. 39
- Counters
- Multiplication charts

- Observation - Oral questioning - Written work

Numbers

Multiplication - With regrouping

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 problems involving multiplication with regrouping
- Show diligence in multiplying numbers

- In pairs or groups multiply up to a two-digit number by two-digit number with regrouping using counters
- Prepare a corresponding multiplication chart

How does regrouping work in multiplication?

- Mentor Mathematics Grade 4 pg. 40
- Counters
- Multiplication charts

- Observation - Oral questioning - Written work

Numbers

Multiplication - Estimating products
Multiplication - Patterns

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

- Estimate products by rounding off numbers to the nearest 10
- Compare estimated and actual products
- Value estimation in mathematics

- In groups estimate and work out product by rounding off numbers to the nearest ten with product not exceeding 1,000
- Compare estimated and actual products

Why do we estimate products in real life?

- Mentor Mathematics Grade 4 pg. 41
- Number cards
- Number line
- Mentor Mathematics Grade 4 pg. 42
- Pattern charts

- Observation - Oral questioning - Written work

Numbers

Multiplication - Problem solving
Multiplication - Digital games

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

- Solve word problems involving multiplication
- Apply multiplication in real life contexts
- Show interest in using multiplication in daily life

- In groups solve word problems involving multiplication
- Create and solve real-life multiplication problems

When do we use multiplication in our daily lives?

- Mentor Mathematics Grade 4 pg. 43
- Word problem cards
- Number cards
- Mentor Mathematics Grade 4 pg. 44
- Digital devices
- Multiplication games

- Observation - Oral questioning - Written work

Numbers

Multiplication - Review
Division - Without remainder

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

- Multiply up to a two-digit number by a two-digit number with and without regrouping
- Solve various multiplication problems
- Value accuracy in computation

- Individually solve various multiplication problems
- In pairs check each other's work and provide feedback

How can we check if our multiplication is correct?

- Mentor Mathematics Grade 4 pg. 45
- Worksheets
- Number cards
- Mentor Mathematics Grade 4 pg. 49
- Number cards
- Division charts

- Observation - Oral questioning - Written work

Numbers

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 with remainder
- Solve problems involving division with remainder
- Value accuracy in division

- In groups carry out division up to a two-digit number by a one-digit number with remainder
- Prepare division charts

How do we handle remainders in division?

- Mentor Mathematics Grade 4 pg. 50
- Number cards
- Division charts

- Observation - Oral questioning - Written work

Numbers

Division - Relating to multiplication
Division - Problem solving

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

- Relate multiplication of numbers to division of same numbers
- Use multiplication to check division answers
- Appreciate the relationship between multiplication and division

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

How are multiplication and division related?

- Mentor Mathematics Grade 4 pg. 51
- Number cards
- Multiplication and division charts
- Mentor Mathematics Grade 4 pg. 52
- Word problem cards
- Number cards

- Observation - Oral questioning - Written work

Numbers

Division - Digital games
Division - Patterns

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

- Play digital games involving division
- Apply division skills in games
- Show enthusiasm in learning through digital games

- In pairs play games involving division using digital devices
- Discuss strategies for solving division problems

How can digital games help us learn division?

- Mentor Mathematics Grade 4 pg. 53
- Digital devices
- Division games
- Mentor Mathematics Grade 4 pg. 54
- Number cards
- Pattern charts

- Observation - Oral questioning - Performance in games

Numbers

Division - Word problems
Division - Review

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

- Solve complex word problems involving division
- Apply division in multi-step problems
- Show persistence in solving problems

- In groups solve complex word problems involving division
- Create multi-step problems for other groups to solve

How do we apply division in solving multi-step problems?

- Mentor Mathematics Grade 4 pg. 55
- Word problem cards
- Number cards
- Mentor Mathematics Grade 4 pg. 56
- Worksheets

- Observation - Oral questioning - Written work

Measurement

Length - The centimeter
Length - Measuring in centimeters
Length - Estimating in centimeters

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

- Identify the centimetre as a unit of measuring length
- Mark out lengths of one centimetre
- Show interest in measuring length in centimetres

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

How can you measure distance?

- Mentor Mathematics Grade 4 pg. 87
- Rulers
- Tape measures
- Mentor Mathematics Grade 4 pg. 88
- Tape measures
- Objects of different lengths
- Mentor Mathematics Grade 4 pg. 89

- Observation - Oral questions - Written work

Measurement

Length - Relationship between meters and centimeters
Length - Converting meters to centimeters
Length - Converting centimeters to meters
Length - Perimeter

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

- Establish the relationship between metres and centimetres
- Use the relationship in measurement
- Show interest in units of measurement

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

How are meters and centimeters related?

- Mentor Mathematics Grade 4 pg. 90
- Metre rulers
- Tape measures
- Mentor Mathematics Grade 4 pg. 91
- Conversion charts
- Metre rulers
- Mentor Mathematics Grade 4 pg. 92
- Mentor Mathematics Grade 4 pg. 93
- Rulers
- Shapes cut from paper

- Observation - Oral questions - Written work

Measurement

Length - Addition
Length - Subtraction

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

- Add measurements in metres and centimetres
- Solve problems involving addition of length
- Show interest in calculations involving length

- In groups calculate addition involving metres and centimetres
- Solve word problems involving addition of lengths

How do we add lengths in different units?

- Mentor Mathematics Grade 4 pg. 94
- Rulers
- Worksheets
- Mentor Mathematics Grade 4 pg. 95

- Observation - Oral questions - Written work

Measurement

Length - Multiplication and Division
Area - Comparing surfaces

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

- Multiply and divide measurements in metres and centimetres
- Solve problems involving multiplication and division of length
- Value accuracy in calculations

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

When do we multiply or divide lengths?

- Mentor Mathematics Grade 4 pg. 96
- Rulers
- Worksheets
- Mentor Mathematics Grade 4 pg. 105
- Paper cut-outs of different shapes and sizes

- Observation - Oral questions - Written work

Measurement

Area - Unit squares
Area - Counting unit squares

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

- Use unit squares to cover surfaces
- Count unit squares to determine area
- Value the concept of area in real life

- In pairs use different unit square cut outs to cover a given surface
- Count the number of unit squares needed to cover the surface

Why do we use unit squares to measure area?

- Mentor Mathematics Grade 4 pg. 106
- Unit square cut-outs
- Surfaces of different shapes
- Mentor Mathematics Grade 4 pg. 107
- Grid paper

- Observation - Oral questions - Practical assessment

Measurement

Area - Rows and columns
Area - Applications

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 formula for area
- Show interest in finding areas

- In pairs establish area of a rectangle or a square is same as number of rows multiplied by number of columns
- Work out area of squares and rectangles using the formula

How is area related to rows and columns?

- Mentor Mathematics Grade 4 pg. 108
- Grid paper
- Rectangle and square cut-outs
- Mentor Mathematics Grade 4 pg. 109
- Pictures of tiled floors
- Word problem cards

- Observation - Oral questions - Written work

Measurement

Area - Problem solving
Area - Digital games

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

- Solve complex problems involving area
- Apply area in multiple contexts
- Show interest in area applications

- In groups solve word problems involving area of squares and rectangles
- Create real-life problems for other groups to solve

How can we use area in different situations?

- Mentor Mathematics Grade 4 pg. 110
- Word problem cards
- Grid paper
- Mentor Mathematics Grade 4 pg. 111
- Digital devices
- Area games

- Observation - Oral questions - Written work

Measurement

Area - Review

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

- Calculate area of squares and rectangles using different methods
- Solve various area problems
- Value accuracy in area measurement

- Individually solve various problems involving area
- In pairs check each other's work and provide feedback

How can we check if our area calculation is correct?

- Mentor Mathematics Grade 4 pg. 112
- Worksheets
- Grid paper

- Observation - Oral questions - Written work

Measurement

Volume - Piling objects
Volume - Cuboids

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

- Pile objects into stacks of cubes and cuboids
- Arrange objects to form cubes and cuboids
- Show interest in building three-dimensional 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?

- Mentor Mathematics Grade 4 pg. 113
- Building blocks
- Cubes
- Mentor Mathematics Grade 4 pg. 114
- Cuboid-shaped containers

- Observation - Oral questions - Practical assessment

Measurement

Volume - Cubes
Volume - Applications

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

- Calculate the volume of cubes by piling blocks
- Count the number of blocks in a cube
- Value precision in measuring volume

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

How is the volume of a cube calculated?

- Mentor Mathematics Grade 4 pg. 115
- Building blocks
- Cube-shaped containers
- Mentor Mathematics Grade 4 pg. 116
- Word problem cards
- Real-life cubic and cuboid objects

- Observation - Oral questions - Written work

Measurement

Volume - Digital games
Volume - Review

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

- Play digital games involving volume
- Apply volume skills in games
- Show enthusiasm in learning through digital games

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

How can digital games help us learn about volume?

- Mentor Mathematics Grade 4 pg. 117
- Digital devices
- Volume games
- Mentor Mathematics Grade 4 pg. 118
- Worksheets
- Building blocks

- Observation - Oral questions - Performance in games

Measurement

Capacity - Measuring in liters

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

- Measure capacity in litres
- Use a one-litre container to measure capacity
- Show interest in measuring capacity

- In groups measure capacity of containers using a one litre container in real life situations
- Record the capacity of different containers

How can you measure capacity using arbitrary units?

- Mentor Mathematics Grade 4 pg. 119
- One-litre containers
- Water/sand
- Containers of different sizes

- Observation - Oral questions - Practical assessment

Measurement

Capacity - Making containers
Capacity - Half and quarter liters

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

- Make one-litre containers from locally available materials
- Verify the capacity of containers
- Value conservation of resources

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

How can we make our own capacity containers?

- Mentor Mathematics Grade 4 pg. 120
- One-litre containers
- Locally available materials
- Water/sand
- Mentor Mathematics Grade 4 pg. 121
- Containers of different sizes

- Observation - Oral questions - Practical assessment

Measurement

Capacity - Addition
Capacity - Subtraction

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

- Add capacity involving litres
- Solve problems involving addition of capacity
- Value accuracy in capacity calculation

- Add capacity involving litres in real life situations
- Solve word problems involving addition of capacity

How do we add capacities?

- Mentor Mathematics Grade 4 pg. 122
- Worksheets
- One-litre containers
- Mentor Mathematics Grade 4 pg. 123

- Observation - Oral questions - Written work

Measurement

Capacity - Games
Mass - Using kilogram mass

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

- Play games involving capacity
- Apply capacity knowledge in practical activities
- Show enthusiasm in learning through games

- In pairs play games involving capacity using containers of different capacities or digital devices for digital games
- Discuss measurements observed during games

How can games help us understand capacity?

- Mentor Mathematics Grade 4 pg. 124
- Containers of different capacities
- Water/sand
- Digital devices
- Mentor Mathematics Grade 4 pg. 127
- One-kilogram masses
- Beam balance
- Objects of different masses

- Observation - Oral questions - Performance in games

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
- Make a ½ kg mass
- Value precision in measurement

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

How do we use half-kilogram masses for measurement?

- Mentor Mathematics Grade 4 pg. 128
- Half-kilogram masses
- Beam balance
- Objects of different masses

- Observation - Oral questions - Practical assessment

Measurement

Mass - Quarter kilogram
Mass - Addition

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

- Use ¼ kg masses to measure masses of different objects
- Make a ¼ kg mass
- Appreciate fractional units of mass

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

How much is a quarter kilogram?

- Mentor Mathematics Grade 4 pg. 129
- Quarter-kilogram masses
- Beam balance
- Electronic balance
- Objects of different masses
- Mentor Mathematics Grade 4 pg. 130
- Worksheets
- Kilogram masses

- Observation - Oral questions - Practical assessment

Measurement

Mass - Subtraction
Mass - Digital games

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

- Subtract mass involving kilograms
- Solve problems involving subtraction of mass
- Show interest in mass calculation

- Subtract mass involving kilograms (kg) in real life situations
- Solve word problems involving subtraction of mass

How do we find the difference between masses?

- Mentor Mathematics Grade 4 pg. 131
- Worksheets
- Kilogram masses
- Mentor Mathematics Grade 4 pg. 132
- Digital devices
- Mass games

- Observation - Oral questions - Written work

Measurement

Time - AM and PM
Time - Estimating time

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

- Read time in a.m. and p.m.
- Tell time in a.m. and p.m.
- Value punctuality

- In pairs read and tell time in a.m. and p.m. using digital and analogue clocks
- Classify activities as a.m. or p.m.

How do we estimate time?

- Mentor Mathematics Grade 4 pg. 136
- Digital clocks
- Analogue clocks
- Charts showing a.m. and p.m.
- Mentor Mathematics Grade 4 pg. 137
- Clocks
- Shadows of objects

- Observation - Oral questions - Written work

Measurement

Time - Converting hours to minutes

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

- Convert hours to minutes
- Convert minutes to hours
- Value accuracy in time conversion

- Change hours to minutes and minutes to hours in real life situations
- Solve problems involving conversion of time units

Why do we need to convert time units?

- Mentor Mathematics Grade 4 pg. 138
- Conversion charts
- Clocks

- Observation - Oral questions - Written work

Measurement

Time - Converting days to hours
Time - Converting weeks to days

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

- Convert days to hours
- Convert hours to days
- Show interest in time units

- Change hours to days and days to hours in real life situations
- Solve problems involving conversion between days and hours

How many hours are in a day?

- Mentor Mathematics Grade 4 pg. 139
- Conversion charts
- Calendars
- Mentor Mathematics Grade 4 pg. 140

- Observation - Oral questions - Written work

Measurement

Time - Measuring duration
Time - Calculating duration

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

- Record time durations in hours and minutes
- Measure duration of events
- Value time management

- In groups measure and record duration of events in hours and minutes using digital and analogue clocks
- Calculate how long different activities take

How do we measure and record time duration?

- Mentor Mathematics Grade 4 pg. 141
- Digital clocks
- Analogue clocks
- Stopwatches
- Mentor Mathematics Grade 4 pg. 142
- Clocks
- Worksheets

- Observation - Oral questions - Practical assessment

Measurement

Time - Addition
Time - Subtraction

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

- Add units of time
- Solve problems involving addition of time
- Value accuracy in time calculation

- In groups work out addition involving units of time in real life situations
- Solve word problems involving addition of time

How do we add time?

- Mentor Mathematics Grade 4 pg. 143
- Clocks
- Worksheets
- Mentor Mathematics Grade 4 pg. 144

- Observation - Oral questions - Written work

Measurement

Time - Digital clocks

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

- Tell time using digital clocks
- Record time using digital clocks
- Show interest in digital timekeeping

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

What are the advantages of digital clocks?

- Mentor Mathematics Grade 4 pg. 145
- Digital clocks
- Charts showing digital time

- Observation - Oral questions - Practical assessment

Measurement

Money - Converting shillings to cents
Money - Converting cents to shillings

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

- Convert shillings into cents
- Apply conversion in money problems
- Value accuracy in money calculations

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

Why do we need to convert between shillings and cents?

- Mentor Mathematics Grade 4 pg. 155
- Real/imitation money
- Conversion charts
- Mentor Mathematics Grade 4 pg. 156

- Observation - Oral questions - Written work

Measurement

Money - Preparing a shopping list
Money - Calculating total cost

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

- Prepare a shopping list of three items
- Identify costs of common items
- Value budgeting

- 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
- Create shopping lists with estimated costs

Why do we prepare shopping lists?

- Mentor Mathematics Grade 4 pg. 157
- Shopping list templates
- Price lists of common items
- Mentor Mathematics Grade 4 pg. 158
- Shopping lists
- Price lists
- Real/imitation money

- Observation - Oral questions - Written work

Measurement

Money - Role play
Money - Digital recording

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

- Participate in shopping role play
- Apply money concepts in practical situations
- Value honesty in money transactions

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

How do we use money in daily life?

- Mentor Mathematics Grade 4 pg. 159
- Real/imitation money
- Shop items
- Price tags
- Mentor Mathematics Grade 4 pg. 160
- Digital devices
- Real/imitation money

- Observation - Oral questions - Practical assessment

Measurement

Money - Problem solving

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

- Solve complex problems involving money
- Apply money concepts in various contexts
- Show interest in money management

- In groups solve complex word problems involving money
- Create money problems for other groups to solve

How do we use math to solve money problems?

- Mentor Mathematics Grade 4 pg. 161
- Word problem cards
- Real/imitation money

- Observation - Oral questions - Written work

Measurement
GEOMETRY
GEOMETRY
GEOMETRY

Money - Digital games
Position and Direction - Clockwise and anti-clockwise turns
Position and Direction - Clockwise and anti-clockwise turns
Position and Direction - Quarter, half and full turns

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

- Play digital games involving money
- Apply money concepts in games
- Show enthusiasm in learning through digital games

- In pairs play digital games involving money
- Discuss strategies for solving money problems in games

How can digital games help us learn about money?

- Mentor Mathematics Grade 4 pg. 162
- Digital devices
- Money games
- Mentor Mathematics Grade 4 Learner's Book pg. 162
- Clock face
- Digital devices for recording videos
- Mentor Mathematics Grade 4 Learner's Book pg. 163
- Mentor Mathematics Grade 4 Learner's Book pg. 164
- Compass diagram

- Observation - Oral questions - Performance in games

GEOMETRY

Position and Direction - Quarter, half and full turns
Angles - Angles at a point
Angles - Angles from objects

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

- Identify half and full turns in the environment
- Demonstrate half and full turns in the environment
- Appreciate the use of half and full turns in real life situations

- In groups safely make half and full turns in the surrounding
- Demonstrate a half turn from a point
- Demonstrate a full turn from a point
- Draw a compass to show half and full turns in different directions
- In pairs play digital games involving position and direction

How do you know when you've completed a full turn?

- Mentor Mathematics Grade 4 Learner's Book pg. 165-166
- Compass diagram
- Digital devices
- Mentor Mathematics Grade 4 Learner's Book pg. 169
- Rulers
- Chart paper
- Pencils
- Mentor Mathematics Grade 4 Learner's Book pg. 170
- Cubes
- Cuboids
- Objects in the environment

- Observation - Oral questions - Written tests

GEOMETRY

Angles - Relating turns to angles
Plane Figures - Shapes in our environment

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

- Relate a quarter turn to angles
- Relate a half turn to angles
- Appreciate the relationship between turns and angles

- Draw a compass on the ground
- Starting from the North, make a clockwise quarter turn and an anti-clockwise half turn as shown
- Starting at any point, make a clockwise quarter turn and an anti-clockwise half turn
- Show the angle made in each turn
- Relate the turns to angles

How are turns related to angles?

- Mentor Mathematics Grade 4 Learner's Book pg. 171
- Compass diagram
- Ground space for drawing compass
- Mentor Mathematics Grade 4 Learner's Book pg. 172
- Digital devices
- Charts with various diagrams
- Mentor Mathematics Grade 4 Learner's Book pg. 173
- Objects in the environment
- Pictures of common objects

- Observation - Oral questions - Written assignments

GEOMETRY

Plane Figures - Shapes in our environment
Plane Figures - Lines of symmetry

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

- Identify circles and ovals from objects in the environment
- Draw the shapes of rectangles, squares, triangles, circles and ovals
- Show interest in drawing different shapes

- Discuss and recognize shapes of circles and ovals from common objects in the environment
- Take a walk outside the classroom
- Collect objects with different shapes like rectangles, squares, triangles, circles and ovals
- Sketch the shapes of the objects in exercise books
- Share drawings in class

What shapes can you identify in our environment?

- Mentor Mathematics Grade 4 Learner's Book pg. 174
- Objects in the environment
- Drawing materials
- Mentor Mathematics Grade 4 Learner's Book pg. 175-176
- Paper for making cut-outs
- Scissors
- Rulers

- Observation - Oral questions - Practical activities

GEOMETRY

Plane Figures - Lines of symmetry
Plane Figures - Patterns
Plane Figures - Properties of plane figures

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

- Identify lines of symmetry in triangles and circles
- Demonstrate folding to find lines of symmetry
- Show interest in identifying lines of symmetry

- Trace different triangles and cut them out
- Fold the triangular cut-outs to get two equal halves
- Make a circular cut-out
- Fold the circular cut-out into two equal halves in different ways
- Trace, cut out then fold different shapes to get the lines of symmetry

Why is symmetry important in real life?

- Mentor Mathematics Grade 4 Learner's Book pg. 177-178
- Paper for making cut-outs
- Scissors
- Rulers
- Mentor Mathematics Grade 4 Learner's Book pg. 179
- Cut-outs of different shapes
- Coloring materials
- Drawing materials
- Mentor Mathematics Grade 4 Learner's Book pg. 180-182
- Rulers
- Digital devices

- Observation - Oral questions - Written assignments