Numbers

Number Concept - Writing positions in number symbols and words

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

- Write position numbers in symbols from 1st to 10th
- Match position numbers with their symbols
- Show interest in writing position numbers

- Fill in position numbers in symbols from 1st to 10th
- Match position numbers in words with their corresponding symbols
- Complete tables showing position numbers in symbols

How do we write position numbers in symbols?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 7
- Position number cards
- Chart showing position numbers in symbols

- Observation - Oral questions - Written assignments

Numbers

Number Concept - Writing positions in number symbols and words
Number Concept - Application of ordinal numbers in real-life situations
Whole Numbers - Counting forward up to 1000 from any point

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

- Write position numbers in words from 1st to 20th
- Match position numbers with their written forms
- Show interest in writing position numbers

- Select from given choices to fill in correct position words
- Write dates in words (e.g., 18 July means the eighteenth day of July)
- Complete tables showing position numbers in words

How do we write position numbers in words?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 8
- Position number word cards
- Chart showing position numbers in words
- Oxford Let's Do Mathematical Activities Learner's Book pg. 9
- Stopwatch
- Position cards
- Chart showing position numbers
- Oxford Let's Do Mathematical Activities Learner's Book pg. 15
- Number cards 1-100
- Number line
- Skipping rope

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Counting forward up to 1000 from any point
Whole Numbers - Counting backward in multiples of 100 from 1000

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

- Count forward in 1's up to 1000
- Count sequences of numbers up to 1000
- Show interest in counting numbers

- Walk as they count forward by 1 with numbers 501 to 550
- Count forward in 1's with numbers 721 to 750, 807 to 850, etc.
- Practice saying the next number in a sequence

How do we count numbers beyond 500?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 15
- Number cards
- Number charts
- Counting games
- Oxford Let's Do Mathematical Activities Learner's Book pg. 18
- Number cards of multiples of 100
- Digital devices
- Number lines

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Counting backward in multiples of 100 from 1000
Whole Numbers - Place value of numbers up to hundreds

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

- Count backward in multiples of 100 from any point
- Complete sequences counting backward in 100's
- Show interest in counting backward

- Practice counting backward by 100 from various starting points
- Count backwards by 100 saying the next number
- Fill in missing numbers in backward counting sequences

What is the pattern when counting backward by 100?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 18
- Number cards
- Digital devices
- Games involving backward counting
- Oxford Let's Do Mathematical Activities Learner's Book pg. 20
- Sticks
- Strings
- Abacus

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Place value of numbers up to hundreds

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

- Identify place value of numbers up to hundreds
- Use place value tins to show numbers
- Show interest in understanding place value

- Use place value tins to show numbers like 233, 256, and 954
- In pairs/groups, discuss place value up to hundreds
- Fill in place value tables for various numbers

How do you tell the place value of a digit in a number?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 21
- Place value tins
- Place value chart
- Digital resources
- Abacus

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols

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

- Read numbers 1 to 100 in symbols
- Pick number cards and read them
- Show interest in reading numbers

- Make number cards with numbers 1 to 100
- Pick a card and read the number on it
- Read numbers starting from any point in a number chart

How do we read different numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 22
- Number cards 1-100
- Number charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 23
- Number cards 101-200

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols

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

- Read numbers 201 to 500 in symbols
- Read numbers starting from any point
- Show interest in reading numbers

- Make number cards with numbers 201 to 500
- Pick a card and read the number on it
- Read numbers 201 to 500 starting from any point

How do we read numbers between 201 and 500?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 24
- Number cards 201-500
- Number charts
- Digital resources

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols
Whole Numbers - Reading and writing numbers 1-100 in words

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

- Read numbers 501 to 1000 in symbols
- Read numbers starting from any point
- Show interest in reading numbers

- Make number cards with numbers 501 to 1000
- Pick a card and read the number on it
- Starting from any point, read numbers 501 to 1000

How do we read numbers between 501 and 1000?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 25
- Number cards 501-1000
- Number charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 26
- Number cards 1-20
- Number word cards
- Charts showing numbers in words

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading and writing numbers 1-100 in words

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

- Read numbers 21 to 40 in words
- Match numbers with number words
- Show interest in reading numbers in words

- Make number cards and number word cards for 21 to 40
- Pick a number card and match it with the number word card
- Read and write numbers 21-40 in words

How do we write numbers 21-40 in words?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 27
- Number cards 21-40
- Number word cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 28
- Number cards 41-80
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading and writing numbers 1-100 in words
Whole Numbers - Identifying missing numbers in patterns up to 1000

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

- Read numbers 81 to 100 in words
- Match numbers with number words
- Show interest in reading numbers in words

- Read and write numbers 81-100 in words
- Match numbers with their word forms
- Complete exercises matching numbers with words

How do all two-digit numbers relate to their word forms?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 29
- Number cards 81-100
- Number word cards
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 30
- Number cards
- Pattern worksheets
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Identifying missing numbers in patterns up to 1000

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

- Find the next number in a pattern
- Explain the pattern rule
- Show interest in number patterns

- Fill in the next number in patterns like 200,300,400,500,600
- Fill in next numbers in various patterns
- Explain how they identified the pattern

What pattern do you see in these numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 30
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 31

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Creating number patterns up to 1000
Whole Numbers - Playing games involving number patterns

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

- Create number patterns by adding a fixed number
- Write patterns starting with different numbers
- Show interest in creating patterns

- Write a number on a card and add 5 to create a pattern
- Create patterns starting from different numbers
- Create pattern that starts from 60, adding 10 up to sixth number

How can we create our own number patterns?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 32
- Plain cards
- Number cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 33
- Digital devices
- Pattern games

- Observation - Oral questions - Written assignments

Numbers

Addition - Adding a 3-digit number to up to a 2-digit number without regrouping

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

- Add a 1-digit number to a 3-digit number
- Arrange numbers in place value chart
- Show interest in addition

- Add numbers like 231+7, 712+5
- Arrange the digits in place value chart and add
- Add the ones, then tens, then hundreds

How do we add a 1-digit number to a 3-digit number?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 37
- Place value chart
- Number cards
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 38

- Observation - Oral questions - Written tests

Numbers

Addition - Adding two 3-digit numbers without regrouping

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

- Add two 3-digit numbers without regrouping
- Solve word problems involving addition
- Show interest in addition

- Add 214+172, 316+271, 412+247 using abacus
- Solve addition problems with two 3-digit numbers
- Solve word problems involving addition without regrouping

How can we use place value to add 3-digit numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 44
- Abacus
- Place value chart
- Addition worksheets

- Observation - Oral questions - Written assignments

Numbers

Addition - Creating number patterns involving addition up to 1000

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

- Create number patterns using addition
- Find next number in a pattern
- Show interest in number patterns

- Find the next number in patterns like 105,110,115,120,125
- Identify patterns made by adding a specific number
- Find next two numbers in various patterns

How can we identify the rule in an addition pattern?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 47
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 48

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping

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

- Subtract a 2-digit number from a 3-digit number without regrouping
- Use place value chart for subtraction
- Show interest in subtraction

- Subtract 78 from 589 using a place value chart
- Arrange digits in place value chart and subtract
- Subtract from right to left

How do we use place value in subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 54
- Place value chart
- Number cards
- Subtraction worksheets
- Abacus

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping
Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping

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

- Subtract numbers horizontally
- Follow steps for horizontal subtraction
- Show interest in subtraction

- Subtract 31 from 456 horizontally
- Subtract digits in ones places, then tens, then hundreds
- Subtract 285-42 horizontally

How do we subtract numbers horizontally?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 55
- Number cards
- Subtraction worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 57
- Place value chart

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping

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

- Subtract with regrouping from tens to ones
- Solve word problems involving subtraction
- Show interest in subtraction with regrouping

- Subtract 236-47 using place value chart
- Solve subtraction problems with regrouping
- Solve word problems involving subtraction with regrouping

How do we solve word problems involving subtraction with regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 57
- Place value chart
- Word problem cards
- Subtraction worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 58
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract a 3-digit number with regrouping from tens to ones
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 237 from 362 using a place value chart
- Regroup from tens to ones when needed
- Subtract 196-187 using place value chart

How do we subtract 3-digit numbers with regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 60
- Place value chart
- Number cards
- Subtraction worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 61
- Word problem cards

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract a 3-digit number with regrouping from hundreds to tens
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 658 from 749 using a place value chart
- Regroup from hundreds to tens when needed
- Subtract 672-181 using place value chart

When do we need to regroup from hundreds to tens?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 62
- Place value chart
- Number cards
- Subtraction worksheets

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping
Subtraction - Subtracting up to 3-digit numbers involving missing numbers

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

- Subtract a 3-digit number with regrouping from hundreds to tens
- Solve real-life problems
- Show interest in subtraction with regrouping

- Subtract 329-155, 853-272, 956-582 using place value chart
- Solve subtraction problems with regrouping
- Solve real-life problems involving subtraction

How can we apply 3-digit subtraction in real life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 62
- Place value chart
- Word problem cards
- Real-life scenarios
- Oxford Let's Do Mathematical Activities Learner's Book pg. 63
- Number cards
- Worksheets with missing numbers

- Observation - Oral questions - Written tests

Numbers

Subtraction - Subtracting up to 3-digit numbers involving missing numbers

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

- Work out missing numbers with regrouping
- Identify unknown numbers
- Show interest in solving problems with missing numbers

- Work out missing numbers in subtraction like 35-□=27
- Work out the missing number in 447-□=385
- Solve problems with missing numbers involving regrouping

How do we find missing numbers when regrouping is needed?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 64
- Place value chart
- Number cards
- Worksheets with missing numbers

- Observation - Oral questions - Written tests

Numbers

Subtraction - Subtracting up to 3-digit numbers involving missing numbers
Subtraction - Working out missing numbers in patterns involving subtraction

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

- Create subtraction problems with missing numbers
- Solve subtraction problems with missing numbers
- Show interest in creating problems

- Create subtraction problems with missing numbers for peers to solve
- Solve subtraction problems created by peers
- Explain how they solved the problems

How can we create our own subtraction problems with missing numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 65
- Number cards
- Worksheets
- Digital resources
- Pattern worksheets

- Observation - Oral questions - Written tests

Numbers

Subtraction - Working out missing numbers in patterns involving subtraction

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

- Find the next number in subtraction patterns
- Apply pattern rules
- Show interest in number patterns

- Find the next number in patterns like 172,170,168,166
- Find the next number in patterns like 350,340,330,320
- Find the next number in patterns like 455,450,445,440

What patterns do you notice when subtracting?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 65
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 66

- Observation - Oral questions - Written tests

Numbers

Subtraction - Applying subtraction in real-life situations

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

- Apply subtraction in real-life situations
- Solve subtraction word problems
- Show interest in real-life applications

- Solve word problems involving subtraction
- Create real-life scenarios involving subtraction
- Share experiences using subtraction in daily life

How do we use subtraction in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 67
- Word problem cards
- Real-life scenarios
- Digital resources
- Word problem templates

- Observation - Oral questions - Written tests

Numbers

Subtraction - Applying subtraction in real-life situations
Multiplication - Modeling multiplication as repeated addition (numbers 1-5 by 4 and 5)

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

- Use digital tools for subtraction
- Solve subtraction problems using digital tools
- Show interest in using digital resources

- Use QR code to access additional practice
- Solve subtraction problems using digital devices
- Share experiences with digital tools

How can digital tools help us practice subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 67
- Digital devices
- QR codes
- Subtraction games
- Oxford Let's Do Mathematical Activities Learner's Book pg. 68
- Counters
- Picture cards
- Digital resources

- Observation - Oral questions - Written tests

Numbers

Multiplication - Modeling multiplication as repeated addition (numbers 1-5 by 4 and 5)

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

- Use counters to model multiplication
- Write multiplication sentences
- Show interest in multiplication

- Show multiplication using counters
- Write addition and multiplication sentences
- Complete statements showing repeated addition and multiplication

How do model multiplication as repeated addition?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 70
- Counters
- Pictures showing groups
- Real objects

- Observation - Oral questions - Written tests

Numbers

Multiplication - Multiplying single-digit numbers by single-digit numbers

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

- Use multiplication chart to multiply
- Multiply single-digit numbers
- Show interest in multiplication

- Use multiplication chart to work out 3×5, 5×4, 6×7
- Find products by locating the intersection of row and column
- Find 7×6 using multiplication chart

How do we use a multiplication chart?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 71
- Multiplication chart
- Number cards
- Digital resources
- Word problem cards

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Multiplying single-digit numbers by single-digit numbers
Multiplication - Multiplying single-digit numbers by 10

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

- Create multiplication tables
- Use multiplication tables
- Show interest in multiplication

- Create multiplication tables for numbers 1-9
- Fill in the gaps in multiplication tables
- Practice multiplying using multiplication tables

How do multiplication tables help us multiply?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 72
- Multiplication tables
- Number cards
- Multiplication worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 73
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Multiplying single-digit numbers by 10

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

- Multiply by 10 using multiplication tables
- Solve word problems involving multiplication by 10
- Show interest in multiplication

- Multiply 10×3, 8×10, 10×9 using multiplication tables
- Solve word problems involving multiplication by 10
- Share experiences of using multiplication by 10

How can we use multiplication by 10 in daily life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 74
- Multiplication tables
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 75
- Multiplication wheels

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Appreciating multiplication as repeated addition in daily life

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

- Relate multiplication to real-life situations
- Solve multiplication word problems
- Show interest in real-life applications

- Create real-life scenarios involving multiplication
- Solve word problems related to daily activities
- Share experiences of using multiplication in daily life

How do we use multiplication in everyday life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 75
- Pictures showing real-life multiplication
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 76
- Word problem templates
- Real-life scenarios

- Observation - Oral questions - Written assignments

Numbers

Division - Representing division as repeated subtraction (numbers up to 50 by 4 and 5)

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

- Represent division as repeated subtraction
- Use counters for division
- Show interest in division

- Use counters to work out 18÷3 by repeatedly taking away 3
- Count how many times 3 is subtracted to get 0
- Represent 9÷3, 12÷4, 20÷5 as repeated subtraction

How can you represent division as repeated subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 78
- Counters
- Number cards
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 80

- Observation - Oral questions - Written assignments

Numbers

Division - Dividing 2-digit numbers by single-digit numbers without remainder

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

- Divide by grouping objects
- Divide 2-digit numbers by single-digit numbers
- Show interest in division

- Divide 40÷8 by grouping counters into groups of 8
- Count how many groups are formed
- Solve 15÷5 by grouping objects

How can we use grouping for division?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 81
- Counters
- Number cards
- Division worksheets

- Observation - Oral questions - Written assignments

Numbers

Division - Dividing 2-digit numbers by single-digit numbers without remainder
Division - Dividing 2-digit numbers by 10 without remainder

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

- Use multiplication tables for division
- Divide 2-digit numbers by single-digit numbers
- Show interest in division

- Use multiplication tables to divide numbers like 14÷2, 32÷8
- Rewrite division sentences as multiplication sentences
- Solve 56÷7 using multiplication tables

How can we use multiplication to help with division?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 82
- Multiplication tables
- Number cards
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 83
- Counters

- Observation - Oral questions - Written tests

Numbers

Division - Dividing 2-digit numbers by 10 without remainder
Division - Using division as repeated subtraction in real-life situations

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

- Use multiplication tables for division by 10
- Divide 2-digit numbers by 10
- Show interest in division

- Use multiplication tables to divide by 10
- Rewrite division sentences as multiplication sentences
- Solve 70÷10, 60÷10, 20÷10 using multiplication tables

How can we use multiplication tables to divide by 10?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 84
- Multiplication tables
- Division wheels
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 85
- Pictures showing division scenarios
- Word problem cards
- Digital resources

- Observation - Oral questions - Written tests

Numbers

Division - Using division as repeated subtraction in real-life situations
Fractions - Identifying ½ as part of a whole

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

- Apply division in real-life situations
- Create division word problems
- Show interest in real-life applications

- Create word problems involving division for peers to solve
- Solve division problems created by peers
- Help with feeding animals at home and calculate food per day

How can we create our own division problems?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 86
- Word problem templates
- Real-life scenarios
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 89
- Paper
- Scissors
- Colored pencils

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ½ as part of a whole
Fractions - Identifying ¼ as part of a whole

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

- Divide shapes into halves
- Color one half of shapes
- Show interest in fractions

- Draw shapes and divide each into half
- Color one half of each shape
- Create different ways to show halves

What are different ways to show a half?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 90
- Paper
- Scissors
- Colored pencils
- Oxford Let's Do Mathematical Activities Learner's Book pg. 91

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ¼ as part of a whole
Fractions - Identifying ⅛ as part of a whole

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

- Divide shapes into quarters
- Color one quarter of shapes
- Show interest in fractions

- Draw shapes and divide each into four quarters
- Color one quarter of each shape
- Create different ways to show quarters

What are different ways to show a quarter?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 92
- Paper
- Scissors
- Colored pencils
- Oxford Let's Do Mathematical Activities Learner's Book pg. 93

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ⅛ as part of a whole
Fractions - Identifying fractions as part of a group (½, ¼, ⅛)

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

- Divide shapes into eighths
- Color one eighth of shapes
- Show interest in fractions

- Draw shapes and divide each into eight equal parts
- Color one eighth of each shape
- Fill in gaps to complete fraction statements

What are different ways to show an eighth?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 94
- Paper
- Scissors
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 95
- Counters
- Tins
- Picture cards

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying fractions as part of a group (½, ¼, ⅛)

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

- Identify ¼ as part of a group
- Find quarter of a group of objects
- Show interest in fractions

- Take 20 counters and share equally among four tins
- Identify how many counters are in each tin as ¼ of 20
- Find ¼ of 12 using objects

How do we find a quarter of a group of objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 96
- Counters
- Tins
- Worksheets

- Observation - Oral questions - Written tests

Numbers
Measurement

Fractions - Identifying fractions as part of a group (½, ¼, ⅛)
Fractions - Using fractions in daily activities
Length - Measuring length in metres

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

- Identify ⅛ as part of a group
- Find eighth of a group of objects
- Show interest in fractions

- Use rectangular Manila paper folded into 8 equal parts
- Share 32 counters equally among the 8 parts
- Find ⅛ of 16 using objects

How do we find an eighth of a group of objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 97
- Manila paper
- Counters
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 98
- Pictures showing fraction scenarios
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 99
- Metre sticks
- Charts showing standard measurements

- Observation - Oral questions - Written assignments

Measurement

Length - Adding length in metres
Length - Subtracting length in metres
Length - Estimating length up to 10 metres
Length - Estimating length up to 10 metres

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

- Add length in metres
- Solve problems involving addition of length in metres
- Appreciate the importance of adding length in real life situations

- In groups, prepare 5 metres long strings with knots at intervals of one metre to measure long distances
- Measure the lengths of different objects and add the measurements
- Work out addition of length in real-life situations
- Use digital tools to practice addition of length

How do we add length measurements when we need to find total length?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 101
- Metre sticks
- String or rope
- Place value chart
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 102
- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- String or rope with knots at 1-metre intervals

- Observation - Oral questions - Written tests

Measurement

Length - Applying length measurement in real-life situations
Mass - Measuring mass in kilograms
Mass - Adding mass in kilograms

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

- Apply measurement of length in solving real-life problems
- Calculate perimeters of simple shapes
- Value the use of length measurements in daily activities

- In groups, measure the perimeter of the classroom by adding all wall lengths
- Measure distances between various locations in the school and solve related problems
- Role-play real-life situations involving length measurement
- Use digital resources to solve length-related problems

How is measuring length useful in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 106
- Metre sticks
- String or rope
- Digital resources
- QR code activities
- Oxford Let's Do Mathematical Activities Learner's Book pg. 108
- Beam balance
- 1kg standard masses
- Sand or soil
- Paper packets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 110
- Place value chart
- Classroom shop items

- Observation - Oral questions - Project work - Written tests

Measurement

Mass - Subtracting mass in kilograms
Mass - Estimating mass up to 5 kilograms

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

- Subtract mass in kilograms
- Solve problems involving subtraction of mass in kilograms
- Apply subtraction of mass in real-life situations

- Work out the differences between the masses of items in the classroom model shop
- Solve subtraction problems involving mass using place value charts
- Work out word problems involving subtraction of mass
- Present solutions to the class

How can we find the difference between masses?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 112
- Beam balance
- 1kg standard masses
- Place value chart
- Classroom shop items
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- 1kg and 5kg standard masses
- Sand/soil in packets
- Various objects

- Observation - Oral questions - Written tests

Measurement

Mass - Estimating mass up to 5 kilograms
Mass - Applying mass measurement in real-life situations

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

- Estimate mass of different objects up to 5 kilograms
- Measure mass accurately using appropriate tools
- Apply estimation of mass in real-life situations

- In pairs/groups, make several 1-kilogram, 4-kilogram and 5-kilogram packets of sand or soil
- Use these packets to find and identify things of similar mass
- Estimate and measure masses of objects around the school
- Discuss situations where estimation of mass is useful

How can we use reference objects to estimate mass?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance
- 1kg standard masses
- Sand/soil in packets
- Various objects
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 115
- Classroom shop items
- QR code activities

- Observation - Oral questions - Written assignments

Measurement

Capacity - Measuring capacity in litres

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

- Identify the litre as a unit of measuring capacity
- Measure capacity of containers in litres
- Show interest in measuring capacity in litres

- In pairs/groups, collect safe materials in the immediate environment to be used to measure capacity
- Fill a bucket with water using a 1-litre bottle and count how many bottles fill the bucket
- Measure capacity of different containers using a 1-litre container
- Record and compare capacities of various containers

How can the capacity of a container be measured?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 116
- 1-litre bottles/containers
- Various containers (buckets, jugs, etc.)
- Water
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 117
- Various containers (basins, sufurias, jerrycans)

- Observation - Oral questions - Practical activities

Measurement

Capacity - Adding capacity in litres
Capacity - Subtracting capacity in litres

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

- Add capacity in litres
- Solve problems involving addition of capacity in litres
- Appreciate addition of capacity in daily activities

- Put water in different containers and pour into a basin to demonstrate addition of capacity
- Work out addition problems involving capacity using place value charts
- Solve word problems involving addition of capacity measurements
- Use digital tools to practice addition of capacity

How do we add capacity measurements?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 118
- 1-litre bottles/containers
- Various containers
- Water
- Place value chart
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 119

- Observation - Oral questions - Written assignments

Measurement

Capacity - Estimating capacity up to 5 litres

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

- Estimate capacity of containers up to 5 litres
- Compare estimated and actual capacity
- Show interest in estimating capacity in daily life

- Mark a jerrycan at 1-litre intervals using a marking pen
- Use the marked jerrycan to estimate capacity of different containers
- Measure to verify estimates
- Discuss the importance of estimating capacity

How can we estimate the capacity of containers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 120
- 1-litre bottles/containers
- Various containers
- Water
- Marking pen
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 121

- Observation - Oral questions - Practical activities

Measurement

Time - Identifying minute as a unit of measuring time

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

- Identify the minute as a unit of measuring time
- Locate a minute on the clock face
- Show interest in learning about units of time

- In groups, draw a clock face on a manila paper and divide it into equal parts
- Discuss the divisions on the clock face
- Locate a minute on the clock face
- Count minutes between different positions on the clock face

How many minutes are there between the numbers on a clock?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 123
- Clock models
- Manila paper
- Drawing materials
- Digital resources

- Observation - Oral questions - Written assignments

Measurement

Time - Reading and telling time using 'past' and 'to' on clock face

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

- Read time using 'past' the hour
- Tell time using 'past' the hour
- Appreciate importance of reading time correctly

- In pairs/groups, discuss how to tell time on the clock face using "past" the hour
- Practice reading and telling time on analog clocks
- Identify various positions of the minute hand for 'past' the hour
- Complete activities involving time 'past' the hour

How do we tell time using 'past' the hour?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 124
- Clock models
- Clock face charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 128

- Observation - Oral questions - Written tests

Measurement

Time - Reading and telling time using digital and analogue clocks

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

- Identify analog and digital clocks
- Read time on an analog clock
- Appreciate telling time using different clock types

- In groups, examine analog and digital clocks and identify differences
- Practice reading time on analog clocks
- Discuss how the analog clock operates
- Match times shown on analog clock faces to written forms

What are the differences between analog and digital clocks?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 130
- Analog clock models
- Digital clock models
- Clock face charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 132

- Observation - Oral questions - Practical activities

Measurement

Time - Estimating time in hours
Money - Identifying Kenyan currency notes up to Sh.1000

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

- Estimate time taken for various activities in hours
- Compare estimated and actual time
- Value the importance of time estimation

- In pairs/groups, estimate time in hours for various daily activities
- Discuss how to estimate duration of activities
- Compare estimated time with actual time taken
- Keep a log of time taken for different activities

How long does it take to complete different activities?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Clock models
- Activity charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 139
- Pictures of Kenyan currency notes
- Model currency notes

- Observation - Oral questions - Practical activities

Measurement

Money - Counting money in different denominations up to Sh.1000
Money - Adding money in different denominations up to Sh.1000

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

- Count money in different denominations up to sh.1000
- Determine the total value of mixed denominations
- Appreciate the importance of counting money accurately

- Use model notes to count money in different denominations
- Group notes of the same value together
- Count the number of notes of each value and determine their total value
- Add the total values of all the notes to get the total amount

How do we count money of different denominations?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 141
- Model currency notes
- Sorting trays
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 143
- Place value charts

- Observation - Oral questions - Written assignments

Measurement

Money - Adding money in different denominations up to Sh.1000
Money - Subtracting money in different denominations up to Sh.1000

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

- Add money in different denominations up to sh.1000
- Solve more complex problems involving addition of money
- Apply addition of money in real-life situations

- Solve multi-step problems involving addition of money
- Role-play shopping scenarios requiring addition of prices
- Use model money to demonstrate addition
- Create their own addition problems involving money

How is adding money useful in daily life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 143
- Model currency notes
- Classroom shop
- Place value charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 144

- Observation - Oral questions - Written assignments

Measurement

Money - Subtracting money in different denominations up to Sh.1000
Money - Representing the same amount in different denominations

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

- Subtract money in different denominations up to sh.1000
- Solve more complex problems involving subtraction of money
- Apply subtraction of money in real-life situations

- Solve multi-step problems involving subtraction of money
- Role-play shopping scenarios requiring calculation of change
- Use model money to demonstrate subtraction
- Create their own subtraction problems involving money

How is subtracting money useful in daily life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 144
- Model currency notes
- Classroom shop
- Place value charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 145

- Observation - Oral questions - Written tests

Measurement

Money - Converting money into different denominations

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

- Convert money into different denominations
- Determine equivalents in different denominations
- Value flexibility in representing money amounts

- Give the shopkeeper different notes and get change in smaller denominations
- Give several small denomination notes to get larger denomination notes
- Practice conversion between different denominations
- Check that amounts are correct after conversion

How many 100-shilling notes make 1000 shillings?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 146
- Model currency notes
- Classroom shop
- Digital resources

- Observation - Oral questions - Written assignments

Measurement

Money - Using money to buy up to 3 items involving balance
Money - Appreciating spending and saving money

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

- Use money to buy up to 3 items involving balance
- Calculate total cost and balance correctly
- Apply money concepts in shopping scenarios

- Role-play buying items using a classroom shop
- Calculate total cost of multiple items
- Determine correct balance when paying with larger denominations
- Practice giving and receiving correct change

How do we calculate the balance when buying multiple items?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 147
- Model currency notes
- Classroom shop with priced items
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 149
- Budget charts
- QR code activities

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Moving along a straight line from a point
Position and Direction - Identifying right and left side from a point

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

- Move along a straight line from a point
- Identify situations that involve moving in a straight line
- Show interest in movement along straight lines

- In pairs/groups, go outside the classroom and move along straight lines
- Move along the width of the school field
- Move from one tree to another
- Move from the classroom to the flagpost
- Discuss scenarios in daily life that involve moving in straight lines

What are some examples of moving in a straight line in our environment?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 151
- School compound
- Strings/ropes
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions
- Classroom objects

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Turning to the right from a point
Position and Direction - Turning to the left from a point

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

- Turn to the right from a point
- Follow instructions involving turning right
- Value the importance of directional language

- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right
- Identify contexts where turning right is necessary
- Practice giving and following instructions involving turning right
- Use diagrams to trace paths involving right turns

What happens when we turn to the right from a point?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound
- Direction charts
- Floor diagrams
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 156

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Using directions in real-life situations
Shapes - Identifying shapes in a combined shape made of two different shapes

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

- Apply directional language in real-life situations
- Follow multi-step directional instructions
- Appreciate the importance of directions in daily life

- Interpret diagrams showing different paths and directions
- Give and follow directions to move from one location to another within the school
- Describe how to move from one place to another using directional language
- Create and solve directional puzzles
- Use digital resources for direction activities

How are directions useful in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 157
- School map
- Direction charts
- Digital resources
- QR code activities
- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper
- Scissors
- Shape cut-outs

- Observation - Oral questions - Project work - Written tests

Geometry

Shapes - Drawing a combined shape made of 2 shapes
Shapes - Modeling a combined shape made of two shapes
Shapes - Appreciating combined shapes in the environment

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

- Draw basic geometric shapes
- Create drawings of combined shapes
- Value creativity in combining shapes

- Examine pictures of objects in the environment with common shapes
- Identify and discuss the shapes seen in various objects
- Draw combined shapes found in the environment
- Create drawings combining two different shapes
- Share and discuss drawings with peers

How can we draw objects made of combined shapes?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials
- Shape templates
- Pictures of everyday objects
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine
- Card stock
- Locally available materials
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment
- QR code activities

- Observation - Oral questions - Written assignments