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
Oxford Active Mathematics pg. 2

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Total value of digits in a number
Whole Numbers - Reading and writing numbers using cards
Whole Numbers - Reading and writing numbers using number charts

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

- Define the total value of a digit
- Calculate the total value of digits up to hundreds of millions
- Show interest in identifying total values of digits

- In pairs, discuss how to identify the total value of digits in a number
- Use place value charts to determine the total value of digits
- Solve problems involving total value of digits

What is the meaning of total value?

Oxford Active Mathematics pg. 3
- Place value charts
- Number cards
Oxford Active Mathematics pg. 4
Oxford Active Mathematics pg. 5
Oxford Active Mathematics pg. 6
- Number charts

- Oral questions - Written tests - Class activities

Numbers

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:

- Read numbers in words up to millions
- Write numbers in words up to millions
- Recognize the importance of writing numbers in words

- Role-play conversation between customer and cashier about reading cheque values
- Practice writing values of cheques in words
- Prepare dummy cheques and read values
- Discuss how to read and write numbers in words

How do we read numbers in words?

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 tests

Numbers

Whole Numbers - Rounding off numbers to the nearest tens of million
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 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
Oxford Active Mathematics pg. 11
Oxford Active Mathematics pg. 12
- Pieces of paper

- Observation - Oral questions - Written assignments

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

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

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

Oxford Active Mathematics pg. 33
- Number cards
Oxford Active Mathematics pg. 34
- Worksheets
Oxford Active Mathematics pg. 35
- Blank cards

- Observation - Oral questions - Written tests

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
Oxford Active Mathematics pg. 53
- Pieces of paper
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

Numbers

Fractions - Division of fractions
Fractions - Number sequences involving fractions
Fractions - Number sequences involving fractions

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

- Identify the reciprocal of a given fraction
- Divide fractions by whole numbers
- Value the use of reciprocals and division of fractions

- Make fraction cards and identify fractions that multiply to give 1
- Divide rectangular cut-outs into parts and determine fractions
- Use reciprocals to divide fractions by whole numbers
- Discuss applications of division of fractions

How can we divide a fraction by a whole number?

Oxford Active Mathematics pg. 54-55
- Fraction cards
- Rectangular paper cut-out
- Ruler
Oxford Active Mathematics pg. 57
- Pieces of paper
Oxford Active Mathematics pg. 58
- Worksheets

- Observation - Oral questions - Written assignments

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
Algebra

Decimals - Division of decimal numbers
Algebraic Expressions - Forming algebraic expressions

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
Oxford Active Mathematics pg. 90
- Bottle tops
- Objects in the environment

- Observation - Oral questions - Written tests

Algebra

Algebraic Expressions - Forming algebraic expressions
Algebraic Expressions - Simplifying algebraic expressions
Algebraic Expressions - Simplifying algebraic expressions

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

- Form algebraic expressions from statements
- Identify terms in algebraic expressions
- Appreciate use of algebraic expressions in real life

- Discuss the scenario of Ochieng's shop stock
- Form expressions for the number of items in the shop
- Share expressions formed with other groups
- Identify terms in the expressions formed

What is an algebraic expression?

Oxford Active Mathematics pg. 91
- Writing materials
Oxford Active Mathematics pg. 92
Oxford Active Mathematics pg. 93
Oxford Active Mathematics pg. 94-95
- Blank cards

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Forming linear equations
Linear Equations - Forming and simplifying linear equations
Linear Equations - Solving linear equations
Linear Equations - Solving linear equations

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

- Define a linear equation
- Form linear equations in one unknown
- Value the use of linear equations in real life

- Use a beam balance with sand and bottle tops to demonstrate equality
- Form equations that represent the balance
- Analyze Akelo's travel time scenario
- Form equations from word problems

Why do we use linear equations in real life?

Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops
Oxford Active Mathematics pg. 98-99
- Writing materials
Oxford Active Mathematics pg. 100
- Marble
Oxford Active Mathematics pg. 101

- Observation - Oral questions - Written assignments

Algebra

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

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

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

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

When do we use linear equations in real life?

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

- Observation - Oral questions - Written tests

Algebra

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

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

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

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

Why is it necessary to use inequality symbols?

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

- Observation - Oral questions - Written assignments

Algebra

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

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

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

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

How do we form linear inequalities for complex statements?

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

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming compound inequalities
Linear Inequalities - Illustrating 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
Oxford Active Mathematics pg. 112
- Piece of chalk/stick

- Observation - Oral questions - Written tests

Algebra
Measurements
Measurements

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

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

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

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

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

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

- Observation - Oral questions - Written assignments

Measurements

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

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

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

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

Why do we learn about the Pythagorean relationship?

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

- Written work - Oral questions - Class activities

Measurements

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

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

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

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

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

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

- Written work - Observation - Class activities

Measurements

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

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

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

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

How do we use measurements of length in daily activities?

- Oxford Active Mathematics 7
- Page 132
- Measuring tools
- Models of different shapes
- Page 135
- 1 m sticks
- Ruler
- Pieces of string or masking tape
- Page 137
- Sticks
- Paper
- Scissors

- Oral questions - Written assignments - Class activities

Measurements

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

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

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

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

How do we calculate the area of a rhombus?

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

- Observation - Written assignments - Class activities

Measurements

Area - Area of a circle
Area - Area of borders

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

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

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

How do we calculate the area of a circle?

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

- Observation - Written assignments - Class activities

Measurements

Area - Area of combined shapes
Area - Applications of area

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

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

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

How do we work out the area of combined shapes?

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

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Cubic metre as unit of volume
Volume and Capacity - Conversion of cubic metres to cubic centimetres

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

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

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

How do we use cubic metre to work out volume?

- Oxford Active Mathematics 7
- Page 149
- Twelve sticks of length 1 m each
- Old pieces of paper
- Pair of scissors
- Ruler
- Page 150
- A cube whose sides measure 1 m

- Observation - Oral questions - Class activities

Measurements

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

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

- Convert volume from cubic centimetres to cubic metres
- Solve problems involving conversion of units of volume
- Value the importance of converting units of volume

- Measure dimensions of various objects in centimetres and calculate their volumes in cubic centimetres
- Convert the volumes from cubic centimetres to cubic metres
- Establish that to convert from cubic centimetres to cubic metres, divide by 1,000,000

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

- Oxford Active Mathematics 7
- Page 152
- Ruler or tape measure
- Calculator
- Page 153
- Clay or plasticine
- Ruler
- Mathematics textbooks

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Volume of a cylinder
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 cross-section of a cylinder as a circle
- Calculate the volume of a cylinder
- Show interest in calculating volumes of cylinders

- Make a pile of coins of the same denomination
- Identify the cross-section of the pile as a circle
- Establish that volume of a cylinder = πr²h
- Calculate volumes of various cylinders

How do we work out the volume of a cylinder?

- Oxford Active Mathematics 7
- Page 155
- Kenyan coins of the same denomination
- Circular objects
- Calculator
- 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 - Written assignments - Class activities

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
Time, Distance and Speed - Conversion of units of distance

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
- Page 162
- Conversion tables of units of distance

- Observation - Oral questions - Written work

Measurements

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

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

- Identify speed as distance covered per unit time
- Compare speeds of different objects or persons
- Show interest in the concept of speed

- Organize races over measured distances
- Record the time taken by each participant
- Calculate the distance covered in one second
- Discuss the concept of speed as distance covered per unit time

What do you think are the units of measuring speed?

- Oxford Active Mathematics 7
- Page 163
- Stopwatch
- Metre stick
- Page 164
- Calculator

- Observation - Oral questions - Class activities

Measurements

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

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

- Calculate speed in kilometres per hour (km/h)
- Apply the formula for speed in real life situations
- Appreciate the concept of speed in daily life

- Examine signboards showing distances between destinations
- Calculate speed by dividing distance in kilometres by time in hours
- Solve problems involving speed in km/h

Why is speed an important measurement in our daily lives?

- Oxford Active Mathematics 7
- Page 165
- Charts showing distances between locations
- Calculator
- Page 166
- Conversion charts

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

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

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

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

How does temperature affect our everyday lives?

- Oxford Active Mathematics 7
- Page 171
- Thermometer
- Various substances to test temperature
- Page 172
- Temperature charts
- 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
Money - Percentage profit and loss

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

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

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

How do we work out profit and loss?

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

- Observation - Oral questions - Written work

Measurements

Money - Discount
Money - Percentage discount

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

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

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

How do we calculate discount?

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

- Observation - Written assignments - Class activities

Measurements

Money - Commission
Money - Percentage commission

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

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

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

How do we calculate commission?

- Oxford Active Mathematics 7
- Page 184
- Writing materials
- Page 186
- Calculator

- Observation - Written assignments - Class activities

Measurements

Money - Bills at home
Money - Preparing bills

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

- Identify different types of bills
- Interpret bills at home
- Appreciate the importance of bills in financial management

- Study sample bills (water, electricity, internet)
- Identify the components of different bills
- Discuss the importance of understanding bills

How do we interpret bills?

- Oxford Active Mathematics 7
- Page 187
- Sample bills
- Page 188
- Samples of shopping bills
- Imitation money

- Observation - Oral questions - Class activities

Measurements

Money - Postal charges
Money - International postal charges
Money - Mobile money services

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

- Identify postal services
- Calculate postal charges for different items
- Appreciate the importance of postal services

- Visit or discuss about the nearest post office
- Identify services offered at the post office
- Calculate charges for sending letters, parcels, and other items
- Solve problems involving postal charges

How do we calculate charges to send items to different places?

- Oxford Active Mathematics 7
- Page 190
- Inland postal charges tables
- Writing materials
- Page 192
- International postal charges tables
- Page 198
- Charts showing mobile money charges

- Observation - Written assignments - Class activities

Measurements
Geometry
Geometry

Money - Mobile money transactions
Angles on a straight line
Angles on a straight line

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

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

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

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

- Oxford Active Mathematics 7
- Page 199
- Mobile money transaction charges charts
- Oxford Active Mathematics pg. 206
- Protractors
- Rulers
- Straight edges
- Charts showing angles on a straight line
- Digital resources with angle demonstrations
- Oxford Active Mathematics pg. 207
- Unit angles
- Worksheets with angle problems
- Objects with angles from the environment
- Online angle calculators

- Observation - Written assignments - Class activities

Geometry

Angles at a point
Alternate angles
Corresponding angles

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

- Identify angles at a point
- Relate angles at a point
- Show interest in angles at a point

- Learners draw lines meeting at a point
- Learners measure the angles formed and discuss how they relate
- Learners identify that angles at a point add up to 360°

How are angles at a point related to each other?

- Oxford Active Mathematics pg. 208
- Protractors
- Rulers
- Angle charts showing angles at a point
- Digital devices for angle demonstrations
- Cut-out models of angles at a point
- Oxford Active Mathematics pg. 209
- Worksheets with problems involving angles at a point
- Geometrical models
- Videos on angles at a point
- Oxford Active Mathematics pg. 210
- Parallel line models
- Charts showing alternate angles
- Digital resources with angle demonstrations
- Colored pencils to mark angles
- Oxford Active Mathematics pg. 211
- Charts showing corresponding angles
- Worksheets with corresponding angle problems
- Colored pencils

- Observation - Oral questions - Written assignments

Geometry

Co-interior angles
Angles in a parallelogram
Angle properties of polygons
Exterior angles of a polygon

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

- Identify co-interior angles
- Determine the values of co-interior angles
- Appreciate relationships among angles

- Learners draw parallel lines and a transversal
- Learners mark and measure angles formed
- Learners identify co-interior angles and discover they sum to 180°

What are co-interior angles?

- Oxford Active Mathematics pg. 212
- Protractors
- Rulers
- Parallel line models
- Charts showing co-interior angles
- Digital resources with angle demonstrations
- Worksheets with angle problems
- Oxford Active Mathematics pg. 213
- Parallelogram models
- Cardboard cut-outs of parallelograms
- Worksheets with problems involving parallelograms
- Digital devices for demonstrations
- Oxford Active Mathematics pg. 214
- Cut-outs of different polygons
- Charts showing polygon properties
- Worksheets with polygon problems
- Digital resources with polygon demonstrations
- Oxford Active Mathematics pg. 215
- Charts showing exterior angles

- Observation - Oral questions - Written assignments

Geometry

Measuring angles
Bisecting angles

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

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

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

How do we measure angles?

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

- Observation - Oral questions - Written assignments

Geometry

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

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

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

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

How do we construct 90° and 45° angles?

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

- Observation - Oral questions - Written assignments

Geometry

Constructing 120°
Constructing 150°

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

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

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

Which steps do we follow to construct 120°?

- Oxford Active Mathematics pg. 224
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating 120° construction
- Construction worksheets
- Oxford Active Mathematics pg. 225
- Videos demonstrating 150° construction

- Observation - Oral questions - Written assignments

Geometry

Constructing 75° and 105°
Constructing multiples of 7.5°

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

- Construct 75° using a ruler and compass
- Construct 105° using a ruler and compass
- Show interest in angle constructions

- Learners construct 90° and 60° within it
- Learners bisect 30° to obtain 75°
- Learners identify that the adjacent angle to 75° is 105°

How do we construct 75° and 105°?

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

- Observation - Oral questions - Written assignments

Geometry

Constructing equilateral triangles
Constructing isosceles triangles
Constructing right-angled triangles
Constructing circles

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

- Identify properties of an equilateral triangle
- Construct an equilateral triangle using a ruler and compass
- Show interest in constructing triangles

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

How do we construct an equilateral triangle?

- Oxford Active Mathematics pg. 227
- Rulers
- Pair of compasses
- Protractors for verification
- Cut-outs of equilateral triangles
- Charts showing construction steps
- Videos demonstrating triangle construction
- Construction worksheets
- Oxford Active Mathematics pg. 228
- Cut-outs of isosceles triangles
- Oxford Active Mathematics pg. 229
- Cut-outs of right-angled triangles
- Oxford Active Mathematics pg. 231
- String and sticks for outdoor activities
- Circular objects of different sizes
- Charts showing circle elements
- Videos demonstrating circle construction

- Observation - Oral questions - Written assignments