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
- Oxford Let's Do Mathematical Activities Learner's Book pg. 55
- Number cards
- Digital resources

- 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
- 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
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 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
- Oxford Let's Do Mathematical Activities Learner's Book pg. 60

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

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

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

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

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

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

- Observation - Oral questions - Written tests

Numbers

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

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

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

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

How do we find missing numbers when regrouping is needed?

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

- Observation - Oral questions - Written tests

Numbers

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

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
Subtraction - Working out missing numbers in patterns involving subtraction

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

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

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

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

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

- Observation - Oral questions - Written tests

Numbers

Subtraction - Working out missing numbers in patterns involving subtraction

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

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

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

What patterns do you notice when subtracting?

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

- 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
- Word problem templates

- 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:

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

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
- Oxford Let's Do Mathematical Activities Learner's Book pg. 71
- Multiplication chart
- Number 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:

- 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
- Oxford Let's Do Mathematical Activities Learner's Book pg. 74
- Word problem cards

- 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:

- 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

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

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

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

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

How can you represent division as repeated subtraction?

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

- Observation - Oral questions - Written assignments

Numbers

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

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

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

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

How can we use grouping for division?

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

- Observation - Oral questions - Written assignments

Numbers

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

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
- Oxford Let's Do Mathematical Activities Learner's Book pg. 84
- Multiplication tables
- Division wheels

- 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
- 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
- Oxford Let's Do Mathematical Activities Learner's Book pg. 90

- 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:

- 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
- Oxford Let's Do Mathematical Activities Learner's Book pg. 94
- Worksheets

- 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 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)
Fractions - Using fractions in daily activities

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

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

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

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

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

- Observation - Oral questions - Written assignments

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

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

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

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

How is measuring length useful in our daily lives?

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

- Observation - Oral questions - Project work - Written tests

Measurement

Mass - Subtracting mass in kilograms

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
- 1kg standard masses

- Observation - Oral questions - Practical activities

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

Measurement

Capacity - Measuring capacity in litres

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

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

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

How can the capacity of a container be measured?

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

- Observation - Oral questions - Practical activities

Measurement

Capacity - Measuring capacity in litres
Capacity - Adding capacity in litres

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

- Measure capacity of different containers in litres
- Record capacity measurements accurately
- Value the importance of capacity measurement

- In pairs/groups, fill different containers with water using a 1-litre bottle
- Count how many 1-litre bottles fill each container
- Record findings in a table
- Compare capacities of different containers

What is the relationship between container size and capacity?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 117
- 1-litre bottles/containers
- Various containers (basins, sufurias, jerrycans)
- Water
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 118
- Various containers
- Place value chart

- Observation - Oral questions - Practical activities

Measurement

Capacity - Subtracting capacity in litres

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

- Subtract capacity in litres
- Solve problems involving subtraction of capacity in litres
- Apply subtraction of capacity in real-life situations

- Pour water from a jerrycan into smaller containers to demonstrate subtraction
- Work out subtraction problems involving capacity using place value charts
- Solve word problems involving subtraction of capacity
- Present solutions to the class

How do we find the remaining capacity when some liquid is removed?

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

- Observation - Oral questions - Written tests

Measurement

Capacity - Estimating capacity up to 5 litres

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

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

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

How can we estimate the capacity of containers?

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

- Observation - Oral questions - Practical activities

Measurement

Capacity - Estimating capacity up to 5 litres
Capacity - Applying capacity measurement in real-life situations

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

- Estimate capacity of different containers up to 5 litres
- Measure capacity accurately using appropriate tools
- Apply estimation of capacity in real-life situations

- In pairs/groups, estimate capacity of various containers up to 5 litres
- Measure the actual capacity to verify estimates
- Fill in tables comparing estimated and actual capacity
- Discuss situations where estimation of capacity is useful

How accurate are our capacity estimations?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 121
- 1-litre bottles/containers
- Various containers
- Water
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 122
- QR code activities

- Observation - Oral questions - Written assignments

Measurement

Capacity - Applying capacity measurement in real-life situations

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

- Solve complex problems involving capacity
- Apply concepts of capacity to real-life situations
- Value water conservation and appropriate use

- In groups, plan water usage for different activities
- Estimate daily water consumption for various activities
- Discuss ways to conserve water
- Create posters showing importance of measuring capacity and water conservation

Why is it important to measure capacity accurately?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 122
- 1-litre bottles/containers
- Various containers
- Charts and posters
- Digital resources

- Observation - Oral questions - Project work - Written assignments

Measurement

Time - Identifying minute as a unit of measuring time

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

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

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

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

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

- Observation - Oral questions - Written assignments

Measurement

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

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

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

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

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

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

- Observation - Oral questions - Written tests

Measurement

Time - Reading and telling time using digital and analogue clocks

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

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

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

What are the differences between analog and digital clocks?

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

- Observation - Oral questions - Practical activities

Measurement

Time - Reading and telling time using digital and analogue clocks

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

- Read time on a digital clock
- Compare analog and digital time formats
- Value the importance of digital time in modern life

- In groups, discuss how the digital clock operates
- Practice reading time on digital clocks
- Compare times shown on analog and digital clocks
- Match analog clock faces to digital time displays

How do we read time on a digital clock?

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

- Observation - Oral questions - Written assignments

Measurement

Time - Writing time using 'past' and 'to' the hour

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

- Write time using 'past' the hour
- Convert between different ways of expressing time
- Show interest in writing time correctly

- Practice writing time shown on analog clocks using 'past' the hour
- Convert between analog clock displays and written time expressions
- Complete worksheets with time writing exercises
- Match written time expressions to clock faces

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

- Oxford Let's Do Mathematical Activities Learner's Book pg. 134
- Clock models
- Worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 135

- Observation - Oral questions - Written tests

Measurement

Time - Estimating time in hours

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

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

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

How long does it take to complete different activities?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Clock models
- Activity charts
- Digital resources

- Observation - Oral questions - Practical activities

Measurement

Time - Adding time (hours and minutes without conversion)

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

- Add time involving hours and minutes without conversion
- Solve problems involving addition of time
- Appreciate addition of time in real-life situations

- In pairs/groups, add time in hours and minutes without conversion
- Solve word problems involving addition of time
- Use place value charts to organize hours and minutes
- Role-play scenarios involving addition of time

How do we add hours and minutes?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 136
- Clock models
- Place value charts for time
- Digital resources

- Observation - Oral questions - Written tests