Algebra

Algebraic Expressions - Forming algebraic expressions

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

- Define an algebraic expression
- Form algebraic expressions from real-life situations
- Value the use of algebraic expressions in daily life

- Identify similarities and differences in bottle tops
- Group bottle tops based on identified similarities/differences
- Form expressions to represent the total number of bottle tops
- Go around the school compound identifying and grouping objects

How do we form algebraic expressions from real-life situations?

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

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Forming 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

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Simplifying algebraic expressions
Linear Equations - Forming linear equations

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

- Define like terms in algebraic expressions
- Collect and add like terms
- Value the use of simplified expressions

- Analyze the Ukulima Market scenario
- Calculate total cost of cows and goats sold
- Simplify expressions by combining like terms
- Discuss the concept of simplification

How do we simplify algebraic expressions?

Oxford Active Mathematics pg. 93
- Writing materials
Oxford Active Mathematics pg. 94-95
- Blank cards
Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops

- Observation - Oral questions - Written assignments

Algebra

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:

- Form linear equations from word problems
- Simplify linear equations
- Show interest in forming equations from real-life situations

- Role-play conversations about buying geometrical sets
- Form equations from the conversations
- Analyze Munyiri's fish buying scenario
- Form and simplify equations involving multiple operations

How do we form linear equations from word problems?

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

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Solving linear equations

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

- Solve linear equations 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

- Observation - Oral questions - Written tests

Algebra

Linear Equations - Application of linear equations

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

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

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

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

Oxford Active Mathematics pg. 103-104
- Geometrical instruments

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Inequality symbols

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

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming simple linear inequalities

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

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

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

How do we represent statements using inequalities?

Oxford Active Mathematics pg. 106
- Writing materials
Oxford Active Mathematics pg. 107

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Illustrating simple inequalities

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

- Draw number lines to represent inequalities
- Illustrate simple inequalities on a number line
- Value the use of number lines in representing inequalities

- Make inequality cards and draw a number line
- Stand on numbers and point to direction of inequality
- Use circles and arrows to show the range of values
- Practice illustrating different inequalities on number lines

How do we illustrate simple linear inequalities on a number line?

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

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming compound inequalities

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

- Define a compound inequality
- Form compound inequalities from two inequalities
- Show interest in using compound inequalities

- Make inequality cards and pick two at a time
- Form compound inequalities from the two cards
- Study example of committee representation where members must be >4 but <11
- Practice combining inequalities

How do we form compound inequalities?

Oxford Active Mathematics pg. 109-110
- Inequality cards

- Observation - Oral questions - Written tests

Algebra

Linear Inequalities - Forming compound inequalities
Linear Inequalities - Illustrating compound inequalities

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

- Form compound inequalities from statements
- Solve problems involving compound inequalities
- Appreciate compound inequalities in real life

- Analyze salary range statements: "more than 1,200 but less than 2,500"
- Form compound inequalities from real situations like fare, pitch dimensions
- Practice writing inequalities in the form "lower bound < x < upper bound"
- Create and solve word problems with compound inequalities

When do we use compound inequalities in real life?

Oxford Active Mathematics pg. 111
- Writing materials
Oxford Active Mathematics pg. 112
- Inequality cards
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating compound inequalities

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

- Observation - Oral questions - Written assignments

Measurements

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

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

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

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

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

- Oxford Active Mathematics 7
- Page 116
- Squared paper
- Ruler
- Ladder or long stick
- Page 117
- Squared or graph paper
- Page 118
- Calculator

- Observation - Oral questions - Practical activities

Measurements

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 real life situations
- Solve problems involving Pythagorean relationship
- Promote use of Pythagoras Theorem in real life situations

- Identify right-angled triangles on objects and structures in the environment
- Work out problems involving height, distance, and length using the Pythagorean relationship
- Create Pythagorean relationship puzzles

Where do we apply the Pythagorean relationship in real life?

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

- Observation - Written assignments - Class activities

Measurements

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

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

- Written work - Observation - Class activities

Measurements

Length - Circumference of circles
Length - Applications of length

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

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

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

How do we calculate the circumference of a circle?

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

- Observation - Written assignments - Class activities

Measurements

Area - Square metre, acres and hectares

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

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

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

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

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

- Observation - Oral questions - Written work

Measurements

Area - Area of rectangle and parallelogram

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

- Work out the area of a rectangle
- Work out the area of a parallelogram
- Appreciate the use of area in real life situations

- Create rectangles and parallelograms using sticks and strings
- Establish the formula for area of rectangle as length × width
- Transform a rectangle to a parallelogram to establish that area of a parallelogram = base × height

How do we calculate the area of a rectangle and a parallelogram?

- Oxford Active Mathematics 7
- Page 137
- Pieces of string or masking tape
- Sticks
- Paper
- Scissors

- Observation - 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

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

- Observation - Written assignments - Class activities

Measurements

Area - Area of borders

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

- Define a border as the region between two shapes
- Calculate the area of borders
- Value the application of area of borders in real life

- Create borders by placing one shape inside another
- Calculate the area of a border by subtracting the area of the inner shape from the area of the outer shape
- Solve real-life problems involving borders

How do we calculate the area of a border?

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

- Observation - Written assignments - Class activities

Measurements

Area - Area of combined shapes

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

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

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

How do we work out the area of combined shapes?

- Oxford Active Mathematics 7
- Page 146
- Pair of scissors
- Ruler
- Pieces of paper

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

Where do we apply area measurements in real life?

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

- Oral questions - Written assignments - Class activities

Measurements

Volume and Capacity - Conversion of cubic metres to cubic centimetres

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

- Convert volume from cubic metres to cubic centimetres
- Relate cubic metres to cubic centimetres
- Show interest in converting units of volume

- Measure dimensions of a cube in metres and calculate its volume in cubic metres
- Measure the same cube in centimetres and calculate its volume in cubic centimetres
- Establish the relationship between cubic metres and cubic centimetres (1m³ = 1,000,000cm³)

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

- Oxford Active Mathematics 7
- Page 150
- A cube whose sides measure 1 m
- Ruler

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Conversion of cubic centimetres to cubic metres

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

- Convert volume from cubic 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

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Volume of cubes and cuboids
Volume and Capacity - Volume of a cylinder

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

- Calculate the volume of cubes
- Calculate the volume of cuboids
- Appreciate the use of volume in real life situations

- Create models of cubes and cuboids using clay or plasticine
- Measure the dimensions of the models
- Establish that volume = length × width × height
- Calculate volumes of various cubes and cuboids

How do we calculate the volume of cubes and cuboids?

- Oxford Active Mathematics 7
- Page 153
- Clay or plasticine
- Ruler
- Mathematics textbooks
- Page 155
- Kenyan coins of the same denomination
- Circular objects
- Calculator

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Relationship between cubic measurements and litres

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

- Identify the relationship between cm³, m³ and litres
- Convert between units of volume and capacity
- Value the relationship between volume and capacity

- Fill a container with water and place it inside a basin
- Lower a cube of known volume into the water
- Measure the volume of water displaced
- Establish that 1,000 cm³ = 1 litre and 1 m³ = 1,000 litres

How many litres is one cubic metre?

- Oxford Active Mathematics 7
- Page 156
- A cube whose sides measure 10 cm
- Container
- Basin
- Graduated cylinder

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Relating volume to capacity

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

- Relate volume to capacity
- Convert between volume and capacity
- Show interest in the relationship between volume and capacity

- Calculate the volume of various containers
- Use bottles to fill the containers with water
- Count the number of bottles needed to fill each container
- Compare the volume of containers with their capacity

How is volume related to capacity?

- Oxford Active Mathematics 7
- Page 157
- Bottles with capacities labelled on them
- Containers of different sizes

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Working out capacity of containers

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

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Units of measuring time
Time, Distance and Speed - Conversion of units of time

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

- Identify units of measuring time
- Read time on analogue and digital clocks
- Appreciate the importance of time in daily activities

- Read time on different types of clocks
- Identify units of time (hours, minutes, seconds)
- Discuss the importance of time management

In which units can we express time?

- Oxford Active Mathematics 7
- Page 160
- Analogue and digital clocks
- Page 161
- Conversion tables of units of time

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Conversion of units of distance

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

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

- Estimate distances between places in kilometres
- Convert distances from kilometres to metres and vice versa
- Create conversion tables for units of distance

How do we convert distance from one unit to another?

- Oxford Active Mathematics 7
- Page 162
- Conversion tables of units of distance

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Identification of speed

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

- Observation - Oral questions - Class activities

Measurements

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

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

- Calculate speed in metres per second (m/s)
- Apply the formula for speed in real life situations
- Value the importance of speed in daily activities

- Measure distances in metres
- Record time taken to cover the distances in seconds
- Calculate speed by dividing distance by time
- Express speed in metres per second

Which steps do you follow in order to calculate speed in metres per second?

- Oxford Active Mathematics 7
- Page 164
- Stopwatch
- Metre stick
- Calculator
- Page 165
- Charts showing distances between locations

- Observation - Written assignments - Class activities

Measurements

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

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

- Convert speed from km/h to m/s
- Apply conversion of speed in real life situations
- Show interest in converting units of speed

- Convert distance from kilometres to metres
- Convert time from hours to seconds
- Apply the relationship: 1 km/h = 1000 m ÷ 3600 s = 5/18 m/s
- Solve problems involving conversion of speed from km/h to m/s

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

- Oxford Active Mathematics 7
- Page 166
- Calculator
- Conversion charts

- Observation - Written assignments - Class activities

Measurements

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

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

- Convert speed from 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

- Observation - Written assignments - Class activities

Measurements

Temperature - Measuring temperature
Temperature - Comparing temperature

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

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

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

How do we measure temperature?

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

- Observation - Oral questions - Written work

Measurements

Temperature - Units of measuring temperature

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

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

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

In which units do we measure temperature?

- Oxford Active Mathematics 7
- Page 172
- Thermometer
- Temperature charts

- Observation - Oral questions - Written work

Measurements

Temperature - Conversion from degrees Celsius to Kelvin

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

- Convert temperature from degrees Celsius to Kelvin
- Apply the formula for conversion
- Appreciate the importance of converting units of temperature

- Measure temperatures in degrees Celsius
- Convert the temperatures to Kelvin using the formula K = °C + 273
- Create conversion tables for temperature

How do we convert temperature from degrees Celsius to Kelvin?

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

- Observation - Written assignments - Class activities

Measurements

Temperature - Conversion from Kelvin to degrees Celsius

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

- Observation - Written assignments - Class activities

Measurements
Geometry
Geometry

Temperature - Working out temperature
Angles on a straight line
Angles on a straight line

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

- Calculate temperature changes
- Work out temperature in degrees Celsius and Kelvin
- Appreciate temperature changes in the environment

- Record temperatures at different times of the day
- Calculate temperature differences
- Solve problems involving temperature changes
- Convert temperature changes between Celsius and Kelvin

How do we work out temperature in degrees Celsius and in Kelvin?

- Oxford Active Mathematics 7
- Page 175
- Temperature data
- Calculator
- 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

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

- Observation - Oral questions - Written assignments

Geometry

Corresponding angles
Co-interior angles

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

- Identify corresponding angles
- Determine the values of corresponding angles
- Show interest in working with corresponding angles

- Learners draw parallel lines and a transversal
- Learners mark and measure angles formed
- Learners identify and discuss corresponding angles

What are corresponding angles?

- Oxford Active Mathematics pg. 211
- Protractors
- Rulers
- Parallel line models
- Charts showing corresponding angles
- Worksheets with corresponding angle problems
- Colored pencils
- Oxford Active Mathematics pg. 212
- Charts showing co-interior angles
- Digital resources with angle demonstrations
- Worksheets with angle problems

- Written tests - Oral questions - Class activities

Geometry

Angles in a parallelogram
Angle properties of polygons

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

- Identify angles in a parallelogram
- Determine the values of angles in a parallelogram
- Show interest in working with parallelograms

- Learners draw a parallelogram and measure its angles
- Learners discuss the relationships between angles in a parallelogram
- Learners identify that opposite angles are equal

What is the sum of angles in a parallelogram?

- Oxford Active Mathematics pg. 213
- Protractors
- Rulers
- 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

- Written tests - Oral questions - Class activities

Geometry

Exterior angles of a polygon

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

- Identify exterior angles of a polygon
- Determine the sum of exterior angles in a polygon
- Show interest in exterior angles of polygons

- Learners draw different polygons
- Learners identify and measure exterior angles of polygons
- Learners discover the sum of exterior angles is always 360°

What is the sum of exterior angles of a polygon?

- Oxford Active Mathematics pg. 215
- Protractors
- Rulers
- Cut-outs of different polygons
- Charts showing exterior angles
- Worksheets with polygon problems
- Digital resources with polygon demonstrations

- Written tests - Oral questions - Class activities

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°

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

- Observation - Oral questions - Written assignments

Geometry

Constructing 60° and 30°

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

- Construct 60° using a ruler and compass
- Construct 30° using a ruler and compass
- Appreciate the precision of geometric constructions

- Learners draw a straight line and mark a point on it
- Learners construct 60° using a ruler and compass
- Learners bisect 60° to obtain 30°

Which steps do we follow to construct 60° and 30°?

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

- Written tests - Oral questions - Class activities

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°

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 multiples of 7.5°

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

- Construct angles that are multiples of 7.5°
- Apply construction skills in different contexts
- Appreciate the precision of geometric constructions

- Learners construct 15° by bisecting 30°
- Learners bisect 15° to obtain 7.5°
- Learners practice constructing various multiples of 7.5°

How do we construct angles that are multiples of 7.5°?

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

- Written tests - Oral questions - Class activities

Geometry

Constructing equilateral triangles
Constructing isosceles triangles

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

- Observation - Oral questions - Written assignments

Geometry

Constructing right-angled triangles
Constructing circles

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

- Identify properties of a right-angled triangle
- Construct a right-angled triangle using a ruler and compass
- Show interest in triangle constructions

- Learners draw a straight line
- Learners construct a 90° angle
- Learners complete the triangle by joining points

How do we construct a right-angled triangle?

- Oxford Active Mathematics pg. 229
- Rulers
- Pair of compasses
- Protractors for verification
- Cut-outs of right-angled triangles
- Charts showing construction steps
- Videos demonstrating triangle construction
- Construction worksheets
- 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