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

- 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 abacus for subtraction
- Show interest in subtraction

- Use an abacus to subtract 78 from 589
- Subtract 578-36 using a place value chart
- Subtract 327-14 using an abacus

How do we use an abacus for subtraction?

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

- Observation - Oral questions - Written tests

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 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

- 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
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 95 from 746 using a place value chart
- Regroup from tens to ones when needed
- Subtract 138-59 using place value chart

When do you regroup during subtraction?

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

- Observation - Oral questions - Written tests

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

- 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 hundreds to tens
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 72 from 128 using a place value chart
- Regroup from hundreds to tens when needed
- Subtract 417-34 using place value chart

How do we regroup from hundreds to tens?

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

- Observation - Oral questions - Written tests

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 hundreds to tens
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 72 from 128 using a place value chart
- Regroup from hundreds to tens when needed
- Subtract 417-34 using place value chart

How do we regroup from hundreds to tens?

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

- Observation - Oral questions - Written tests

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

- 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
- Solve word problems involving subtraction
- Show interest in subtraction with regrouping

- Subtract 961-253, 295-108 using place value chart
- Solve subtraction problems with regrouping
- Solve word problems involving subtraction with regrouping

How do we solve word problems involving 3-digit subtraction?

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

- Observation - Oral questions - Written tests

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

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

- 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 in subtraction
- Identify unknown numbers
- Show interest in solving problems with missing numbers

- Work out missing numbers in subtraction like 56-□=38
- Explain how they found the missing numbers
- Find the missing number in 253-□=218

How do you identify the missing number in subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 63
- Place value chart
- Number cards
- Worksheets with missing numbers

- Observation - Oral questions - Written assignments

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

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

- Work out missing numbers in subtraction
- Use place value chart to find missing numbers
- Show interest in solving problems with missing numbers

- Work out missing numbers in subtraction like 436-□=374
- Work out the missing numbers in 857-□=776
- Find the missing number in 596-□=208

How do we work out missing numbers in 3-digit subtraction?

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

- Observation - Oral questions - Written assignments

Numbers

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

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

- 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:

- Identify patterns involving subtraction
- Find the next number in a pattern
- Show interest in number patterns

- Find the next number in patterns like 280,270,260,250,240
- Identify patterns made by subtracting a specific number
- Find next numbers in various patterns

How can you identify the pattern rule in subtraction?

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

- Observation - Oral questions - Written assignments

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

- 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 missing numbers in subtraction patterns
- Identify the pattern rule
- Show interest in number patterns

- Fill in missing numbers in patterns like 998,991,___,977,970
- Arrange number cards from largest to smallest and identify missing numbers
- Explain how they found the missing numbers

How do we find missing numbers in subtraction patterns?

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

- Observation - Oral questions - Written assignments

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

- 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

- 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:

- Create subtraction word problems
- Solve real-life subtraction problems
- Show interest in real-life applications

- Create word problems involving subtraction for peers to solve
- Solve subtraction problems created by peers
- Discuss application of subtraction in various contexts

How can we create our own subtraction problems?

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

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Applying subtraction in real-life situations

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

- 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:

- Model multiplication as repeated addition
- Count groups of objects
- Show interest in multiplication

- Count groups of 2 and write the sum
- Express repeated addition as multiplication
- Count 4 groups of 3 and express as 4×3=12

How can you work out multiplication using repeated addition?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 68
- Counters
- Picture cards
- Digital resources

- Observation - Oral questions - Written assignments

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

- Observation - Oral questions - Written assignments

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
- Solve word problems involving multiplication
- Show interest in multiplication

- Multiply various single-digit numbers using multiplication chart
- Solve 2×6, 4×5, 3×7 using multiplication chart
- Solve word problems involving multiplication

How can we use multiplication to solve problems?

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

- 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:

- 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

- 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 single-digit numbers by 10
- Create multiplication tables for 10
- Show interest in multiplication

- Create multiplication tables for 10
- Observe patterns when multiplying by 10
- Solve 5×10, 6×10, 7×10 using multiplication tables

What pattern do you notice when multiplying by 10?

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

- Observation - Oral questions - Written tests

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

- 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:

- Solve multiplication problems
- Complete multiplication tables
- Show interest in multiplication

- Complete multiplication wheels for various numbers
- Fill in the gaps in multiplication tables
- Solve multiplication problems involving single-digit numbers and 10

How can we complete multiplication tables and wheels?

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

- Observation - Oral questions - Written tests

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

- 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:

- Apply multiplication in solving problems
- Create word problems involving multiplication
- Show interest in real-life applications

- Create multiplication word problems for peers to solve
- Solve multiplication problems created by peers
- Discuss multiplication applications in various contexts

How can we create our own multiplication problems?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 76
- Word problem templates
- Real-life scenarios
- Digital resources

- Observation - Oral questions - Written tests

Numbers

Multiplication - Appreciating multiplication as repeated addition in daily life

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

- Apply multiplication in solving problems
- Create word problems involving multiplication
- Show interest in real-life applications

- Create multiplication word problems for peers to solve
- Solve multiplication problems created by peers
- Discuss multiplication applications in various contexts

How can we create our own multiplication problems?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 76
- Word problem templates
- Real-life scenarios
- Digital resources

- Observation - Oral questions - Written tests

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

- 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:

- Divide numbers using repeated subtraction
- Fill in missing numbers in repeated subtraction
- Show interest in division

- Divide 24÷6 by repeatedly subtracting 6
- Fill in missing numbers in repeated subtraction problems
- Solve 20÷4 by counting how many times 4 is subtracted

How do we find how many times a number can be subtracted?

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

- Observation - Oral questions - Written tests

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

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

- Observation - Oral questions - Written tests

Numbers

Division - Dividing 2-digit numbers by 10 without remainder

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

- Divide 2-digit numbers by 10
- Divide by grouping
- Show interest in division

- Use counters to work out 40÷10 by grouping
- Put 10 counters in each group and count groups
- Work out 50÷10 using grouping

How can we divide by 10 using grouping?

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

- Observation - Oral questions - Written assignments

Numbers

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 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

- Observation - Oral questions - Written tests

Numbers

Division - Using division as repeated subtraction in real-life situations

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

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

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

How can we use division as repeated subtraction in real life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 85
- Pictures showing division scenarios
- Word problem cards
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

Division - Using division as repeated subtraction in real-life situations

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

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ½ as part of a whole

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

- Identify a half as part of a whole
- Create halves using paper folding
- Show interest in fractions

- Cut out a piece of paper into a circle
- Fold the circle into two equal parts and color one part
- Identify which shapes are divided into halves

How can we show a half of a whole?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 89
- Paper
- Scissors
- Colored pencils

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ½ 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

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ¼ as part of a whole

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

- Identify a quarter as part of a whole
- Create quarters using paper folding
- Show interest in fractions

- Cut rectangular paper and fold into four equal parts
- Color one part and identify it as a quarter
- Identify which shapes are divided into quarters

How can we show a quarter of a whole?

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ¼ 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

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- Identify an eighth as part of a whole
- Create eighths using paper folding
- Show interest in fractions

- Fold rectangular paper into two, then four, then eight equal parts
- Color one part and identify it as an eighth
- Identify which shapes are divided into eighths

How can we show an eighth of a whole?

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- Identify an eighth as part of a whole
- Create eighths using paper folding
- Show interest in fractions

- Fold rectangular paper into two, then four, then eight equal parts
- Color one part and identify it as an eighth
- Identify which shapes are divided into eighths

How can we show an eighth of a whole?

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- 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 ½ as part of a group
- Find half of a group of objects
- Show interest in fractions

- Take 10 counters and share equally between two tins
- Identify how many counters are in each tin as ½ of 10
- Find ½ of 8 using objects

How do we find half of a group of objects?

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

- Observation - Oral questions - Written assignments

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

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

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

- Observation - Oral questions - Written assignments

Numbers

Fractions - Using fractions in daily activities

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

- Apply fractions in daily activities
- Solve word problems involving fractions
- Show interest in using fractions

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

How can we use fractions in our daily activities?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 98
- Pictures showing fraction scenarios
- Word problem cards
- Digital resources

- Observation - Oral questions - Written tests

Measurement

Length - Measuring length in metres
Length - Adding length in metres

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

- Identify the metre as the standard unit of measuring length
- Use a metre stick to measure various lengths
- Show interest in measuring length in metres

- In pairs/groups, use metre sticks to measure various distances and record their results
- Discuss the concept of a metre as a standard unit of measure
- Identify objects in the classroom that are about one metre in length
- Record measurements of objects in the classroom

How can the length of a chalkboard be measured using a metre stick?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 99
- Metre sticks
- Charts showing standard measurements
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 101
- String or rope
- Place value chart

- Observation - Oral questions - Written assignments

Measurement

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

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

- Subtract length in metres
- Solve problems involving subtraction of length in metres
- Apply subtraction of length in real life situations

- Measure the length of the chalkboard and the teacher's table in metres and work out the difference in length
- Work out subtraction of length in metres based on real-life situations
- Practice subtraction involving length measurements using place value charts
- Solve word problems involving subtraction of length

How can we find the difference between two lengths?

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

- Observation - Oral questions - Written assignments

Measurement

Length - Estimating length up to 10 metres
Length - Applying length measurement in real-life situations

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

- Estimate length of various objects up to 10 metres
- Measure length accurately using appropriate tools
- Appreciate the importance of estimation in real-life

- In pairs/groups, estimate height of different objects like trees, goal posts, and flagposts
- Measure to verify estimates
- Fill in tables to compare estimated and actual measurements
- Discuss situations where estimation of length is useful

How can we estimate the height of tall objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- Metre sticks
- String or rope with knots at 1-metre intervals
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 106
- String or rope
- QR code activities

- Observation - Oral questions - Written assignments

Measurement

Mass - Measuring mass in kilograms
Mass - Adding mass in kilograms

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

- Identify the kilogram as a unit of measuring mass
- Measure mass of objects in kilograms
- Show interest in measuring mass in kilograms

- Collect safe materials to be used to measure mass in their immediate environment
- Make masses of 1kg using sand or soil by measuring against the kilogram standard unit
- In groups, measure mass of different objects in kilograms using a beam balance
- Record and compare masses of various objects

How can you make a 1kg mass using a beam balance?

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

- Observation - Oral questions - Practical activities

Measurement

Mass - Subtracting mass in 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

- Observation - Oral questions - Written tests

Measurement

Mass - Estimating mass up to 5 kilograms

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

- Estimate mass of items up to 5kg
- Compare estimated and actual mass
- Show interest in estimating mass in daily life

- Compare masses of items in the classroom model shop with a 5kg mass
- Estimate mass of various objects up to 5kg
- Measure the actual masses to confirm estimates
- Fill in tables comparing estimated and actual masses

What objects have a mass of about 5 kilograms?

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

- Observation - Oral questions - Practical activities

Measurement

Mass - Estimating mass up to 5 kilograms

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

- Observation - Oral questions - Written assignments

Measurement

Mass - Applying mass measurement in real-life situations

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

- Apply measurement of mass in solving real-life problems
- Interpret mass-related information
- Appreciate the importance of mass measurement in daily life

- Discuss real-life situations where mass measurement is important
- Role-play shopping scenarios involving weighing items
- Solve word problems related to mass
- Use digital resources to answer questions about mass

How is measuring mass useful in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 115
- Beam balance
- 1kg standard masses
- Classroom shop items
- Digital resources
- QR code activities

- Observation - Oral questions - Project work - Written tests

Geometry

Position and Direction - Moving along a straight line 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

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Identifying right and left side from a point

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

- Identify the right side from a point
- Identify the left side from a point
- Appreciate the importance of positional language

- Examine pictures showing objects positioned to the right and left
- Identify objects positioned to the right and left of reference points
- Arrange various objects to the right and left of a central point
- Describe the position of objects using right and left
- Play positioning games in pairs and groups

How do we describe the position of objects using right and left?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions
- Classroom objects
- Digital resources

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Turning to the right 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

- Observation - Oral questions - Practical activities

Geometry

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 left from a point
- Follow instructions involving turning left
- Show interest in directional movements

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

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

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

- Observation - Oral questions - Written assignments

Geometry

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 left from a point
- Follow instructions involving turning left
- Show interest in directional movements

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

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

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

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Using directions in real-life situations

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

- Observation - Oral questions - Project work - Written tests

Geometry

Shapes - Identifying shapes in a combined shape made of two different shapes

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

- Identify basic geometric shapes
- Recognize shapes within combined shapes
- Show interest in exploring shapes in the environment

- Make paper cut-outs of various shapes
- Sort the paper cut-outs according to their shapes
- Name the different shapes made from the paper cut-outs
- Identify and name individual shapes in combined shapes
- Examine objects in the environment to identify combined shapes

What shapes can you identify in combined objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper
- Scissors
- Shape cut-outs
- Digital resources

- Observation - Oral questions - Practical activities

Geometry

Shapes - Drawing a combined shape made of 2 shapes

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

- Observation - Oral questions - Written assignments

Geometry

Shapes - Modeling a combined shape made of two shapes

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

- Identify materials suitable for modeling shapes
- Model combined shapes using locally available materials
- Appreciate shapes in everyday objects

- Look at pictures of objects in the environment made of two shapes
- Identify suitable materials for modeling shapes
- Use locally available materials to model combined shapes
- Present and explain models to the class
- Identify the individual shapes in each model

How can we create models of combined shapes?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine
- Card stock
- Locally available materials
- Digital resources

- Observation - Oral questions - Project work

Geometry

Shapes - Appreciating combined shapes in the environment

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

- Identify combined shapes in the environment
- Relate shapes to real-life objects
- Value the presence of shapes in the environment

- Walk around the school environment to identify objects made of combined shapes
- Sketch objects in the environment showing their component shapes
- Discuss the usefulness of different shapes in everyday objects
- Create a display of combined shapes found in the environment
- Use digital resources for shape activities

Why are shapes important in our environment?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment
- Drawing materials
- Digital resources
- QR code activities

- Observation - Oral questions - Project work - Written assignments