Algebra

Linear Equations - Application of linear equations

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

- Identify real life problems involving linear equations
- Solve problems using linear equations
- Show interest in applying equations to real life

- Solve problems about Mwandawiro's salary and school fees
- Find interior angles of triangles using equations
- Solve problems about Kahuho's bags of maize

Where do we apply linear equations in daily life?

- Smart Minds Mathematics Learner's Book pg. 81
- Triangle diagrams
- Digital devices

- Written assignments - Class activities - Oral questions

Algebra

Linear Inequalities - Inequality symbols

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

- Identify inequality symbols (<, >, ≤, ≥)
- Use inequality symbols to compare quantities
- Show interest in using inequality symbols

- Use see-saw to compare masses of learners
- Write Mary's mass > John's mass or John's mass < Mary's mass
- Fill spaces with correct inequality symbols

What are inequality symbols?

- Smart Minds Mathematics Learner's Book pg. 81
- See-saw
- Inequality cards

- Oral questions - Written exercises - Observation

Algebra

Linear Inequalities - Applying inequality symbols to statements

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

- Explain the meaning of "at least" and "at most"
- Apply inequality symbols to real life statements
- Appreciate the use of inequalities in daily life

- Read story of Harriet visiting nutritionist about eggs and fruits
- Write: Number of eggs ≤ 2, Number of fruits ≥ 3
- Form inequalities from statements about height and volume

How do we apply inequality symbols to real life situations?

- Smart Minds Mathematics Learner's Book pg. 82
- Inequality cards
- Charts

- Written assignments - Class activities - Oral questions

Algebra

Linear Inequalities - Applying inequality symbols to statements

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

- Explain the meaning of "at least" and "at most"
- Apply inequality symbols to real life statements
- Appreciate the use of inequalities in daily life

- Read story of Harriet visiting nutritionist about eggs and fruits
- Write: Number of eggs ≤ 2, Number of fruits ≥ 3
- Form inequalities from statements about height and volume

How do we apply inequality symbols to real life situations?

- Smart Minds Mathematics Learner's Book pg. 82
- Inequality cards
- Charts

- Written assignments - Class activities - Oral questions

Algebra

Linear Inequalities - Forming inequalities involving addition and subtraction

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

- Define a linear inequality
- Form simple linear inequalities involving addition and subtraction
- Show confidence in forming inequalities

- Use beam balance with 5 kg on one side and 3 kg + sand on other side
- Let mass of sand be b kg and form inequality
- Form inequalities from stories about buses, oranges and goats

How do we form linear inequalities?

- Smart Minds Mathematics Learner's Book pg. 84
- Beam balance
- Masses

- Written exercises - Oral questions - Observation

Algebra

Linear Inequalities - Forming inequalities involving multiplication and division

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

- Explain how to form inequalities from multiplication and division situations
- Form simple linear inequalities involving multiplication and division
- Value the use of inequalities in problem solving

- Read story of Eric and Maureen buying pencils at sh 10 each
- Form inequality: 10x + 10(x+3) < 100
- Form inequalities about plates, shirts and bananas

How do we form inequalities involving multiplication and division?

- Smart Minds Mathematics Learner's Book pg. 85
- Word problem cards
- Number cards

- Written assignments - Class activities - Oral questions

Algebra

Linear Inequalities - Illustrating simple inequalities on a number line

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

- Describe how to represent inequalities on a number line
- Illustrate simple inequalities using open and closed points
- Show interest in representing inequalities graphically

- Study number lines and list numbers greater than, less than, or equal to 5
- Use open point (○) when number is not included
- Use closed point (●) when number is included

How do we represent inequalities on a number line?

- Smart Minds Mathematics Learner's Book pg. 86
- Number lines
- Inequality cards

- Written exercises - Oral questions - Observation

Algebra

Linear Inequalities - Forming compound inequalities

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

- Define a compound inequality
- Form compound inequalities from two simple inequalities
- Appreciate the use of compound inequalities

- Look at inequality cards: y ≥ 2 and y < 7 combined as 2 ≤ y < 7
- Read story about Grade 7 Red with learners less than 45 but more than 40
- Form compound inequalities like 5 < y < 12

What is a compound inequality?

- Smart Minds Mathematics Learner's Book pg. 87
- Inequality cards
- Charts

- Written assignments - Class activities - Oral questions

Algebra

Linear Inequalities - Illustrating compound inequalities on a number line

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

- Explain how to illustrate compound inequalities
- Illustrate compound inequalities on a number line
- Show confidence in representing compound inequalities

- Make inequality cards with compound inequalities
- Illustrate 3 < x ≤ 7 showing x greater than 3 and less than or equal to 7
- Use open and closed points appropriately

How do we illustrate compound inequalities on a number line?

- Smart Minds Mathematics Learner's Book pg. 88
- Number lines
- Inequality cards

- Written exercises - Oral questions - Observation

Algebra

Linear Inequalities - Application of compound inequalities

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

- Identify real life situations involving compound inequalities
- Form and illustrate compound inequalities from word problems
- Value the application of inequalities in daily life

- Solve problems about farmers with goats (less than 8 but more than 6)
- Form compound inequality and illustrate on number line
- Solve problems about Katana buying oranges

Where do we use compound inequalities in real life?

- Smart Minds Mathematics Learner's Book pg. 88
- Word problem cards
- Digital devices

- Written assignments - Class activities - Oral questions

Algebra

Linear Inequalities - Application of compound inequalities

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

- Identify real life situations involving compound inequalities
- Form and illustrate compound inequalities from word problems
- Value the application of inequalities in daily life

- Solve problems about farmers with goats (less than 8 but more than 6)
- Form compound inequality and illustrate on number line
- Solve problems about Katana buying oranges

Where do we use compound inequalities in real life?

- Smart Minds Mathematics Learner's Book pg. 88
- Word problem cards
- Digital devices

- Written assignments - Class activities - Oral questions

Measurements

Pythagorean Relationship - Sides of a right-angled triangle
Pythagorean Relationship - Establishing the relationship

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

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

- Read story of Linda and Methuselah using a ladder to climb a fruit tree
- Draw figure formed between tree, ladder and ground
- Identify the longest side (hypotenuse) and two shorter sides (base and height)

What are the sides of a right-angled triangle?

- Smart Minds Mathematics Learner's Book pg. 89
- Ladders
- Right-angled triangle models
- Smart Minds Mathematics Learner's Book pg. 91
- Square grids
- Rulers and pencils

- Oral questions - Written exercises - Observation

Measurements

Pythagorean Relationship - Finding unknown sides
Pythagorean Relationship - Real life applications

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

- Explain how to use Pythagorean relationship to find unknown sides
- Calculate unknown sides using a² + b² = c²
- Show confidence in applying the relationship

- Use formula c² = a² + b² to find hypotenuse
- Use formula a² = c² - b² to find shorter sides
- Solve problems like finding length of ramp and ladder

How do we find unknown sides using Pythagorean relationship?

- Smart Minds Mathematics Learner's Book pg. 92
- Calculators
- Triangle diagrams
- Smart Minds Mathematics Learner's Book pg. 93
- Puzzles
- Digital devices

- Written exercises - Oral questions - Observation

Measurements

Length - Converting units of length

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

- Identify units of length (cm, dm, m, Dm, Hm)
- Convert units of length from one form to another
- Show interest in converting units of length

- Study Washika going up stairs labelled cm, dm, m, Dm, Hm
- Note that each step is 10 times the previous
- Generate conversion tables: 1 Hm = 10 Dm = 100 m = 1000 dm = 10000 cm

Why do we convert units of length?

- Smart Minds Mathematics Learner's Book pg. 94
- Conversion charts
- Metre rulers

- Oral questions - Written exercises - Observation

Measurements

Length - Addition involving length
Length - Subtraction involving length

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

- Explain the process of adding lengths with different units
- Add lengths involving Hm, Dm, m, dm and cm
- Appreciate the use of addition of length in real life

- Study map showing distances between home, school and shopping centre
- Add lengths and regroup where necessary
- Solve problems like Munyao walking from home to market to school

How do we add lengths with different units?

- Smart Minds Mathematics Learner's Book pg. 96
- Maps
- Number cards
- Smart Minds Mathematics Learner's Book pg. 98
- Number cards
- Charts

- Written assignments - Class activities - Oral questions

Measurements

Length - Multiplication involving length
Length - Division involving length

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

- Explain how to multiply lengths by whole numbers
- Multiply lengths involving Hm, Dm, m, dm and cm
- Value accuracy in multiplication of lengths

- Read story of Natasha fetching water from river twice daily
- Multiply each unit and regroup where necessary
- Solve problems about Jared's daily distance to school

How do we multiply lengths by whole numbers?

- Smart Minds Mathematics Learner's Book pg. 99
- Word problems
- Calculators
- Smart Minds Mathematics Learner's Book pg. 100
- Charts

- Written assignments - Class activities - Oral questions

Measurements

Length - Perimeter and circumference of circles

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

- Define perimeter and circumference
- Calculate perimeter of plane figures and circumference of circles
- Appreciate the use of perimeter and circumference in real life

- Measure distance around chalkboard, door and window
- Measure circumference and diameter of circular objects
- Establish relationship: Circumference ÷ Diameter = π (3.14 or 22/7)

How do we find the circumference of a circle?

- Smart Minds Mathematics Learner's Book pg. 101
- Circular objects
- Tape measures

- Written assignments - Class activities - Oral questions

Measurements

Area - Square metres, acres and hectares
Area - Area of a rectangle

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

- Identify square metre, acre and hectare as units of area
- Convert between square metres, acres and hectares
- Show interest in units of measuring area

- Draw square measuring 1 m by 1 m and find area (1 m²)
- Walk around school compound and identify 1 acre piece of land
- Observe shapes with area of 1 hectare (100 m × 100 m)

What are the units of measuring area?

- Smart Minds Mathematics Learner's Book pg. 106
- Metre rulers
- Tape measures
- Smart Minds Mathematics Learner's Book pg. 108
- Rectangular cut-outs
- Grid papers

- Oral questions - Written exercises - Observation

Measurements

Area - Area of a parallelogram
Area - Area of a rhombus

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

- Derive the formula for area of a parallelogram
- Calculate area of parallelograms
- Show confidence in finding area of parallelograms

- Cut out rectangle ABCD and mark point E on line AD
- Cut triangle ABE and paste on line DC to form parallelogram
- Discover: Area = Base length × Perpendicular height

How do we find the area of a parallelogram?

- Smart Minds Mathematics Learner's Book pg. 110
- Paper cut-outs
- Scissors
- Smart Minds Mathematics Learner's Book pg. 112
- Square cut-outs

- Written exercises - Oral questions - Observation

Measurements

Area - Area of a trapezium

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

- Derive the formula for area of a trapezium
- Calculate area of trapezia
- Appreciate the application of area in land measurement

- Trace and cut out figure ABCD, mark point M on line AB
- Cut triangle ADM to form trapezium
- Discover: Area = ½(a + b) × h where a and b are parallel sides

How do we find the area of a trapezium?

- Smart Minds Mathematics Learner's Book pg. 114
- Paper cut-outs
- Rulers

- Written exercises - Oral questions - Observation

Measurements

Area - Area of circles
Area - Area of borders

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

- Derive the formula for area of a circle
- Calculate area of circles using πr²
- Show interest in finding area of circles

- Draw circle with radius 7 cm and divide into 16 sectors
- Cut and rearrange sectors to form rectangle
- Discover: Length = πr, Width = r, Area = πr²

How do we find the area of a circle?

- Smart Minds Mathematics Learner's Book pg. 116
- Pair of compasses
- Manila paper
- Smart Minds Mathematics Learner's Book pg. 119
- Picture frames
- Diagrams

- Written assignments - Class activities - Oral questions

Measurements

Area - Area of combined shapes
Volume and Capacity - The cubic metre (m³)

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

- Identify combined shapes
- Calculate area of combined shapes by dividing into simpler shapes
- Appreciate the application of area in real life

- Cut out combined shapes into rectangles, triangles and circles
- Calculate area of each part and add
- Practise with help of parent or guardian at home

How do we find the area of combined shapes?

- Smart Minds Mathematics Learner's Book pg. 121
- Combined shape diagrams
- Calculators
- Smart Minds Mathematics Learner's Book pg. 122
- Metre rule
- Long sticks, strings

- Written assignments - Class activities - Oral questions

Measurements

Volume and Capacity - Converting m³ to cm³

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

- State the relationship between m³ and cm³
- Convert cubic metres to cubic centimetres
- Appreciate the use of volume conversions

- Use the 1 metre cube made in previous lesson
- Calculate volume in m³ (1×1×1) and in cm³ (100×100×100)
- Establish: 1 m³ = 1,000,000 cm³

How do we convert cubic metres to cubic centimetres?

- Smart Minds Mathematics Learner's Book pg. 123
- 1 metre cube model
- Calculators

- Written assignments - Class activities - Oral questions

Measurements

Volume and Capacity - Converting cm³ to m³
Volume and Capacity - Volume of cubes

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

- Explain conversion of cm³ to m³
- Convert cubic centimetres to cubic metres
- Show confidence in converting units of volume

- Make number cards with volumes in cm³ (2,000,000 cm³, 7,000,000 cm³)
- Convert to m³ by dividing by 1,000,000
- Solve problems about oil tankers and water tanks

How do we convert cubic centimetres to cubic metres?

- Smart Minds Mathematics Learner's Book pg. 124
- Number cards
- Calculators
- Smart Minds Mathematics Learner's Book pg. 125
- Clay, plasticine
- Manila paper

- Written exercises - Oral questions - Observation

Measurements

Volume and Capacity - Volume of cuboids
Volume and Capacity - Volume of cylinders

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

- State the formula for volume of a cuboid
- Calculate volume of cuboids
- Appreciate the use of volume in real life

- Draw cuboid and shade one face (cross-sectional area)
- Establish: Volume = Length × Width × Height
- Model cuboids using locally available materials

How do we find the volume of a cuboid?

- Smart Minds Mathematics Learner's Book pg. 126
- Clay, cartons
- Rulers
- Smart Minds Mathematics Learner's Book pg. 128
- Coins, cylindrical objects

- Written exercises - Oral questions - Observation

Measurements

Volume and Capacity - Relating volume to capacity

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

- State the relationship between cm³, m³ and litres
- Convert between cm³, m³ and litres
- Value the relationship between volume and capacity

- Make model cube 10 cm × 10 cm × 10 cm
- Immerse in water and measure displaced water
- Establish: 1,000 cm³ = 1 litre, 1 m³ = 1,000 litres

What is the relationship between volume and capacity?

- Smart Minds Mathematics Learner's Book pg. 130
- Containers, basin
- Measuring cylinder

- Written exercises - Oral questions - Observation

Measurements

Volume and Capacity - Application of volume and capacity
Time, Distance and Speed - Units of measuring time

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

- Calculate capacity of containers in litres
- Solve problems involving volume and capacity
- Appreciate the application of volume and capacity in daily life

- Collect containers of different shapes
- Find volume and convert to capacity in litres
- Solve problems about tanks, tins and pipes

Where do we use volume and capacity in daily life?

- Smart Minds Mathematics Learner's Book pg. 132
- Various containers
- Digital devices
- Smart Minds Mathematics Learner's Book pg. 134
- Clock faces
- Stopwatches

- Written assignments - Class activities - Oral questions

Measurements

Time, Distance and Speed - Converting hours and minutes

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

- State the relationship between hours and minutes
- Convert hours to minutes and minutes to hours
- Appreciate the use of time conversions

- Make clock face using paper cut-out
- Move minute hand clockwise to complete one turn (60 minutes)
- Establish: 1 hour = 60 minutes

How do we convert hours to minutes?

- Smart Minds Mathematics Learner's Book pg. 136
- Paper clock faces
- Stopwatches

- Written assignments - Class activities - Oral questions

Measurements

Time, Distance and Speed - Converting minutes and seconds
Time, Distance and Speed - Converting hours and seconds

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

- State the relationship between minutes and seconds
- Convert minutes to seconds and seconds to minutes
- Show confidence in converting time units

- Use stopwatch to observe seconds in different minutes
- Establish: 1 minute = 60 seconds
- Solve problems about water pumps, walking distances

How do we convert minutes to seconds?

- Smart Minds Mathematics Learner's Book pg. 138
- Stopwatches
- Number cards
- Smart Minds Mathematics Learner's Book pg. 140
- Calculators
- Conversion charts

- Written exercises - Oral questions - Observation

Measurements

Time, Distance and Speed - Converting units of distance
Time, Distance and Speed - Speed in km/h

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

- State the relationship between kilometres and metres
- Convert kilometres to metres and metres to kilometres
- Appreciate the use of distance conversions

- Estimate distances to nearby places in kilometres
- Convert estimated distances to metres
- Establish: 1 km = 1,000 m

How do we convert kilometres to metres?

- Smart Minds Mathematics Learner's Book pg. 142
- Maps
- Measuring tapes
- Smart Minds Mathematics Learner's Book pg. 144
- Athletics field
- Stopwatches

- Written exercises - Oral questions - Observation

Measurements

Time, Distance and Speed - Speed in m/s

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

- Calculate speed in metres per second
- Solve problems involving speed in m/s
- Value the application of speed in real life

- Mark 100 m distance in the field
- Run 100 m race and record time using stopwatch
- Calculate speed in m/s

What is speed in metres per second?

- Smart Minds Mathematics Learner's Book pg. 145
- Measuring tape
- Stopwatches

- Written exercises - Oral questions - Observation

Measurements
Geometry

Time, Distance and Speed - Converting km/h to m/s and vice versa
Angles - Angles on a straight line

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

- Explain conversion of speed units
- Convert km/h to m/s and m/s to km/h
- Appreciate the importance of speed in daily activities

- Read story of school driver observing traffic rules
- Convert distance from km to m, time from hours to seconds
- Practice converting speed between km/h and m/s

How do we convert speed from km/h to m/s?

- Smart Minds Mathematics Learner's Book pg. 146
- Conversion charts
- Digital devices
- Smart Minds Mathematics Learner's Book pg. 184
- Protractors
- Rulers

- Written assignments - Class activities - Oral questions

Geometry

Angles - Angles at a point
Angles - Vertically opposite angles

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

- Identify angles formed at a point
- State that angles at a point add up to 360°
- Appreciate the relationship between angles at a point

- Trace and cut out diagram with angles ACB, ACD and BCD
- Use protractor to measure each angle
- Find sum of angles and establish they add up to 360°

What is the sum of angles at a point?

- Smart Minds Mathematics Learner's Book pg. 186
- Protractors
- Paper cut-outs
- Smart Minds Mathematics Learner's Book pg. 187
- Scissors

- Written assignments - Class activities - Oral questions

Geometry

Angles - Alternate angles on a transversal

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

- Define a transversal
- Identify alternate angles on a transversal
- Value the properties of alternate angles

- Draw two parallel lines and a transversal crossing them
- Mark angles d and f, cut them out using scissors
- Place angle f on top of angle d and compare (alternate angles are equal)

What are alternate angles?

- Smart Minds Mathematics Learner's Book pg. 188
- Rulers
- Scissors

- Written assignments - Class activities - Oral questions

Geometry

Angles - Corresponding angles on a transversal
Angles - Co-interior angles on a transversal

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

- Identify corresponding angles on a transversal
- State that corresponding angles are equal
- Show interest in properties of corresponding angles

- Draw pair of parallel lines and a transversal
- Mark angles v and r, cut them out
- Compare by placing one on top of the other (corresponding angles are equal)

What are corresponding angles?

- Smart Minds Mathematics Learner's Book pg. 190
- Rulers
- Scissors, protractors
- Smart Minds Mathematics Learner's Book pg. 191

- Written exercises - Oral questions - Observation

Geometry

Angles - Angles in a parallelogram
Angles - Interior angles of triangles, rectangles, squares

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

- Identify properties of angles in a parallelogram
- State that opposite angles are equal and interior angles add up to 360°
- Show confidence in working with parallelogram angles

- Use 4 straws and string to form rectangular shape
- Push top straw sideways to form parallelogram
- Measure angles a, b, c, d and find that opposite angles are equal

What are the properties of angles in a parallelogram?

- Smart Minds Mathematics Learner's Book pg. 193
- Straws, string
- Protractors
- Smart Minds Mathematics Learner's Book pg. 195
- Protractors
- Polygon cut-outs

- Written exercises - Oral questions - Observation

Geometry

Angles - Interior angles of rhombus, parallelogram, trapezium, pentagon, hexagon

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

- Identify interior angles of various polygons
- Calculate sum of interior angles using formula (n-2) × 180°
- Appreciate the relationship between sides and interior angles

- Trace and cut out rhombus, parallelogram, trapezium
- Measure interior angles and find sums
- Sub-divide pentagon into 3 triangles, hexagon into 4 triangles

How do we calculate sum of interior angles of any polygon?

- Smart Minds Mathematics Learner's Book pg. 197
- Polygon cut-outs
- Protractors

- Written exercises - Oral questions - Observation

Geometry

Angles - Exterior angles of polygons

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

- Identify exterior angles of polygons
- State that sum of exterior angles of any polygon is 360°
- Show interest in calculating exterior angles

- Trace and cut out quadrilateral, measure exterior angles A, B, C, D
- Find sum of exterior angles (360°)
- Draw and find sum of exterior angles of pentagon, hexagon

What is the sum of exterior angles of any polygon?

- Smart Minds Mathematics Learner's Book pg. 201
- Polygon cut-outs
- Protractors

- Written assignments - Class activities - Oral questions

Geometry

Geometrical Constructions - Measuring angles
Geometrical Constructions - Bisecting angles

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

- Use a protractor to measure angles accurately
- Draw angles of given sizes
- Show interest in measuring angles

- Trace and draw figures with angles ABC, BAC, ACB, ACD
- Place protractor with centre at vertex, straight edge along one line
- Read angle measure from correct scale

How do we measure angles using a protractor?

- Smart Minds Mathematics Learner's Book pg. 207
- Protractors
- Rulers
- Smart Minds Mathematics Learner's Book pg. 208
- Pair of compasses

- Oral questions - Practical activities - Observation

Geometry

Geometrical Constructions - Constructing 90° angle

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

- Construct an angle of 90° using a pair of compasses and ruler
- Verify the constructed angle using a protractor
- Show confidence in constructing 90° angles

- Draw horizontal line, mark point A
- With compasses at A, make arcs on line at points X and Y
- With centres X and Y, draw arcs above line to intersect at T, join T to A

How do we construct an angle of 90°?

- Smart Minds Mathematics Learner's Book pg. 210
- Pair of compasses
- Rulers, protractors

- Practical exercises - Oral questions - Observation

Geometry

Geometrical Constructions - Constructing 45° angle
Geometrical Constructions - Constructing 60° angle

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

- Construct an angle of 45° by bisecting 90°
- Verify the constructed angle
- Value accuracy in geometrical constructions

- Draw horizontal line, mark point K
- Construct 90° angle (MKB = 90°)
- Bisect angle MKB: make arcs at S and R, draw arcs to intersect at O, join O to K

How do we construct an angle of 45°?

- Smart Minds Mathematics Learner's Book pg. 211
- Pair of compasses
- Rulers
- Smart Minds Mathematics Learner's Book pg. 213
- Rulers, protractors

- Written assignments - Practical activities - Oral questions

Geometry

Geometrical Constructions - Constructing 30° angle
Geometrical Constructions - Constructing 120° angle

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

- Construct an angle of 30° by bisecting 60°
- Verify the constructed angle
- Appreciate the relationship between 30° and 60° angles

- Draw straight line, mark point Y
- With Y as centre, make arc at D, with D as centre make arc at F
- Join F to Y (angle FYD = 60°), then bisect to get 30°

How do we construct an angle of 30°?

- Smart Minds Mathematics Learner's Book pg. 214
- Pair of compasses
- Rulers
- Smart Minds Mathematics Learner's Book pg. 215
- Rulers, protractors

- Written assignments - Practical activities - Oral questions

Geometry

Geometrical Constructions - Constructing 105° and 75° angles

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

- Construct angles of 105° and 75°
- Combine construction of 90° and 60° to get 105°
- Value the application of angle constructions

- Draw line MN, mark point T
- Construct 90° angle (NTO = 90°), then construct 60° on other side (angle KTO = 60°)
- Bisect angle KTO to get 30°, thus angle PTN = 90° + 15° = 105°

How do we construct an angle of 105°?

- Smart Minds Mathematics Learner's Book pg. 216
- Pair of compasses
- Rulers

- Written assignments - Practical activities - Oral questions

Geometry

Geometrical Constructions - Constructing equilateral triangles

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

- Construct equilateral triangles using compasses and ruler
- Verify that all sides and angles are equal
- Appreciate properties of equilateral triangles

- Draw straight line, mark point Y, mark point X 6 cm away
- With Y as centre and radius 6 cm, draw arc above line
- With X as centre and same radius, draw arc to intersect at Z, join Z to Y and X

How do we construct an equilateral triangle?

- Smart Minds Mathematics Learner's Book pg. 218
- Pair of compasses
- Rulers

- Practical exercises - Oral questions - Observation

Geometry

Geometrical Constructions - Constructing isosceles triangles

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

- Construct isosceles triangles given side measurements
- Verify that two sides and two angles are equal
- Show confidence in constructing triangles

- Draw straight line, mark point M, mark point N 5 cm away
- With M as centre and radius 7 cm, draw arc above line
- With N as centre and radius 5 cm, draw arc to intersect at P, join points

How do we construct an isosceles triangle?

- Smart Minds Mathematics Learner's Book pg. 219
- Pair of compasses
- Rulers

- Written assignments - Practical activities - Oral questions

Geometry

Geometrical Constructions - Constructing scalene triangles

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

- Construct scalene triangles given three side measurements
- Verify that all sides and angles are different
- Value accuracy in triangle constructions

- Draw straight line, mark point A, mark point B 6 cm away
- With A as centre and radius 5 cm, draw arc
- With B as centre and radius 8 cm, draw arc to intersect at C, join points

How do we construct a scalene triangle?

- Smart Minds Mathematics Learner's Book pg. 220
- Pair of compasses
- Rulers

- Practical exercises - Oral questions - Observation

Geometry

Geometrical Constructions - Constructing circles

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

- Construct circles given radius or diameter
- Measure and verify the dimensions of constructed circles
- Appreciate the application of geometrical constructions in real life

- Use pair of compasses to draw circles with different diameters
- Measure diameter of circles drawn
- Calculate radius from diameter (radius = diameter ÷ 2)

How do we construct circles with given measurements?

- Smart Minds Mathematics Learner's Book pg. 221
- Pair of compasses
- Rulers

- Written assignments - Practical activities - Oral questions

Data Handling and Probability

Data Handling - Meaning of data and data collection

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

- Define data as information gathered by observation, questioning or measurement
- Collect data through simple activities
- Show interest in collecting data

- Use digital device to find meaning of data
- Select favourite fruit from options (banana, watermelon, orange, mango)
- Write favourite fruit on paper and drop in basket, count responses

What is data?

- Smart Minds Mathematics Learner's Book pg. 222
- Pieces of paper
- Basket

- Oral questions - Written exercises - Observation

Data Handling and Probability

Data Handling - Frequency tables
Data Handling - Determining suitable scale

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

- Define a frequency table
- Represent data using tally marks and frequency
- Appreciate the use of frequency tables in organizing data

- Ask class teacher to show class register
- Identify number of learners present each day
- Record findings using tally marks in frequency table

How do we represent data in a frequency table?

- Smart Minds Mathematics Learner's Book pg. 223
- Class registers
- Frequency table templates
- Smart Minds Mathematics Learner's Book pg. 225
- Graph papers
- Rulers

- Written assignments - Class activities - Oral questions

Data Handling and Probability

Data Handling - Drawing pictographs
Data Handling - Drawing bar graphs

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

- Define a pictograph
- Draw pictographs to represent data
- Value the use of pictures in representing data

- Study chart showing wild animals at Masai Mara National Park
- Trace and cut out animals, stick under suitable category
- Use symbols to represent quantities (key: 1 symbol = specific value)

What is a pictograph?

- Smart Minds Mathematics Learner's Book pg. 226
- Bloating paper
- Scissors, glue
- Smart Minds Mathematics Learner's Book pg. 228
- Graph papers
- Rulers, coloured pencils

- Written assignments - Practical activities - Oral questions

Data Handling and Probability

Data Handling - Interpreting information from bar graphs

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

- Read and interpret information from bar graphs
- Answer questions based on bar graph data
- Show interest in analyzing data from bar graphs

- Study bar graph showing fruits sold by Bahati in five days
- Identify scale used on vertical and horizontal axes
- Answer questions about highest, lowest values and comparisons

How do we interpret information from bar graphs?

- Smart Minds Mathematics Learner's Book pg. 231
- Bar graph samples
- Worksheets

- Written assignments - Class activities - Oral questions

Data Handling and Probability

Data Handling - Drawing pie charts
Data Handling - Interpreting pie charts

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

- Define a pie chart as a circle divided into sectors
- Calculate angles for each sector
- Draw pie charts to represent data

- Read story of Ndole the bus driver spending salary on fees, savings, food
- Draw circle and shade fractions (1/2, 1/4, 1/4)
- Calculate sector angles: (value ÷ total) × 360°

How do we draw a pie chart?

- Smart Minds Mathematics Learner's Book pg. 233
- Pair of compasses
- Protractors
- Smart Minds Mathematics Learner's Book pg. 236
- Pie chart samples
- Calculators

- Written exercises - Practical activities - Observation

Data Handling and Probability

Data Handling - Drawing line graphs

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

- Define a line graph as showing relationship between two quantities
- Draw line graphs to represent data
- Appreciate the use of line graphs in showing trends

- Study table showing packets of milk and cost in shillings
- Choose appropriate scale, draw and mark axes
- Plot points using table values, join points with straight line

How do we draw a line graph?

- Smart Minds Mathematics Learner's Book pg. 238
- Graph papers
- Rulers

- Written exercises - Practical activities - Observation

Data Handling and Probability

Data Handling - Interpreting travel graphs

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

- Draw and interpret travel graphs
- Calculate distance, time and speed from travel graphs
- Show interest in using graphs to represent journeys

- Study table showing Lugai's journey from town A to town B
- Draw travel graph with time on horizontal axis and distance on vertical axis
- Calculate distance at specific times, total time and average speed

How do we use travel graphs to show journeys?

- Smart Minds Mathematics Learner's Book pg. 240
- Graph papers
- Calculators

- Written assignments - Class activities - Oral questions