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SCHEME OF WORK
Mathematics
Grade 4 2025
TERM II
School


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WK LSN STRAND SUB-STRAND LESSON_LEARNING_OUTCOMES LEARNING_EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1

OPENING WEEK TERM 2 2025
2 1-2
Measurement
Length
By the end of the lesson, the learner should be able to:

work out division involving metres and centimetres in real life situations

work out division involving metres and centimetres in real life situations. use IT devices for learning and enjoyment,
appreciate use of metres and centimetres in measuring distance in real life.
Learners in pairs/groups to work out multiplication involving metres and centimetres in real life situations.
Learners in pairs/groups to work out division involving metres and centimetres in real life situations.
Learners in pairs/groups to play digital games involving length
Why do we measure distance in real life
KLB Visionary Mathematics pg 78
Metre rule, 1metre sticks, tape measure
Asking question Drawing questionnaires
2 3
Measurement
Length
By the end of the lesson, the learner should be able to:

use IT devices for learning and enjoyment,
appreciate use of metres and centimetres in measuring distance in real life.
Learners in pairs/groups to work out division involving metres and centimetres in real life situations.
Learners in pairs/groups to play digital games involving length
Why do we measure distance in real life
KLB Visionary Mathematics pg 78
Metre rule, 1metre sticks, tape measure
Asking question Drawing questionnaires
2 4
Measurement
Length
By the end of the lesson, the learner should be able to:

use IT devices for learning and enjoyment,
Learners in pairs/groups to work out division involving metres and centimetres in real life situations.
Learners in pairs/groups to play digital games involving length
Why do we measure distance in real life
KLB Visionary Mathematics pg 78
Metre rule, 1metre sticks, tape measure
Asking question Drawing questionnaires
2 5
Measurement
Length
By the end of the lesson, the learner should be able to:
appreciate use of metres and centimetres in measuring distance in real life.
Learners in pairs/groups to work out division involving metres and centimetres in real life situations.
Learners in pairs/groups to play digital games involving length
Why do we measure distance in real life
KLB Visionary Mathematics pg 80-82
Metre rule, 1metre sticks, tape measure
Asking question Drawing questionnaires
2 6
Measurement
AREA
By the end of the lesson, the learner should be able to:

compare area of given surfaces by direct comparison, use IT devices for learning and enjoyment,
appreciate use of rows and columns in calculating area of squares and rectangles in real life situations
Learners in pairs/groups to compare area of two surfaces directly by placing one surface on the other
How can you work out area of different surfaces?
KLB Visionary Mathematics pg 91
Square cut outs, paper cut outs
Asking question Drawing questionnaires
2 7
Measurement
AREA
By the end of the lesson, the learner should be able to:

compare area of given surfaces by direct comparison
Learners in pairs/groups to compare area of two surfaces directly by placing one surface on the other
How can you work out area of different surfaces?
KLB Visionary Mathematics pg 91
Square cut outs, paper cut outs
Asking question Drawing questionnaires
3 1-2
Measurement
AREA
By the end of the lesson, the learner should be able to:

calculate area of squares and rectangles by counting unit squares, use IT devices for learning and enjoyment,
appreciate use of rows and columns in calculating area of squares and rectangles in real life situations
Learners in pairs/groups to use different unit square cut outs to cover a given surface
How can you work out area of different surfaces?
KLB Visionary Mathematics pg 93-96
Square cut outs, paper cut outs
Asking question Drawing questionnaires
3 3
Measurement
AREA
By the end of the lesson, the learner should be able to:

calculate area of squares and rectangles as a product of number of rows and columns, use IT devices for learning and enjoyment,
appreciate use of rows and columns in calculating area of squares and rectangles in real life situations
Learners in pairs/groups to count the number of unit square cut outs used to cover the surface.
Learners in pairs /groups to establish that area of a rectangle or a square is same as number of rows multiplied by number of columns.
How can you work out area of different surfaces?
KLB Visionary Mathematics pg 97-99
Square cut outs, paper cut outs
Asking question Drawing questionnaires
3 4
Measurement
AREA
By the end of the lesson, the learner should be able to:

calculate area of squares and rectangles as a product of number of rows and columns,use IT devices for learning and enjoyment,
appreciate use of rows and columns in calculating area of squares and rectangles in real life situations
Learners in pairs/groups to count the number of unit square cut outs used to cover the surface.
Learners in pairs /groups to establish that area of a rectangle or a square is same as number of rows multiplied by number of columns.
How can you work out area of different surfaces?
KLB Visionary Mathematics pg 99-101
Square cut outs, paper cut outs
Asking question Drawing questionnaires
3 5
Measurement
AREA
By the end of the lesson, the learner should be able to:
calculate area of squares and rectangles as a product of number of rows and columns, use IT devices for learning and enjoyment,
appreciate use of rows and columns in calculating area of squares and rectangles in real life situations
Learners in pairs/groups to work out area of squares and rectangles by multiplying number of rows by number of columns.
How can you work out area of different surfaces?
KLB Visionary Mathematics pg 99-101
Square cut outs, paper cut outs
Asking question Drawing questionnaires
3 6
Measurement
AREA
By the end of the lesson, the learner should be able to:
.
Learners in pairs/groups play digital games involving area of rectangles and squares
How can you work out area of different surfaces?
KLB Visionary Mathematics pg 99-101
Square cut outs, paper cut outs
Asking question Drawing questionnaires
3 7
Measurement
MASS
By the end of the lesson, the learner should be able to:

use a kilogram mass to measure masses of different objects practically, use IT devices for learning and enjoyment,
appreciate measuring mass of different objects
Learners in pairs/groups to use one kilogram masses to measure masses of given objects using a beam balance, Learners in pairs/groups play digital games involving mass
How can you measure mass in kg?
KLB Visionary Mathematics pg 102-103
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Asking question Drawing questionnaires
4 1-2
Measurement
MASS
By the end of the lesson, the learner should be able to:

use a kilogram mass to measure masses of different objects practically,use IT devices for learning and enjoyment,
appreciate measuring mass of different objects

use 1/2 kg masses to measure masses of different objects practically, use IT devices for learning and enjoyment,
appreciate measuring mass of different objects
Learners in pairs/groups to use one kilogram masses to measure masses of given objects using a beam balance, Learners in pairs/groups play digital games involving mass
Learners in pairs/groups make a 1/2 kg mass and use to measure masses of given objects using a beam balance.
How can you measure mass in kg?
KLB Visionary Mathematics pg 102-103
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
KLB Visionary Mathematics pg 103-104
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Asking question Drawing questionnaires
4 3
Measurement
MASS
By the end of the lesson, the learner should be able to:

use 1/4 kg masses to measure masses of different objects practically, use IT devices for learning and enjoyment,
appreciate measuring mass of different objects
Learners in pairs/groups make a 1/4 kg mass and use to measure masses of given objects using a beam balance.
How can you measure mass in kg?
KLB Visionary Mathematics pg 103-104
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Asking question Drawing questionnaires
4 4
Measurement
MASS
By the end of the lesson, the learner should be able to:
add mass involving kilograms in real life situations, use IT devices for learning and enjoyment,
appreciate measuring mass of different objects
Learners in pairs/groups play digital games involving mass
How can you measure mass in kg?
KLB Visionary Mathematics pg 105-106
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Asking question Drawing questionnaires
4 5
Measurement
MASS
By the end of the lesson, the learner should be able to:

subtract mass involving kilograms in real life situations, use IT devices for learning and enjoyment,
appreciate measuring mass of different objects
Learners in pairs/groups add mass involving kilograms (kg) in real life situations
Learners in pairs/groups subtract mass involving kilograms (kg) in real life situations, Learners in pairs/groups play digital games involving mass
How can you measure mass in kg?
KLB Visionary Mathematics pg 105-106
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Asking question Drawing questionnaires
4 6
Measurement
MASS
By the end of the lesson, the learner should be able to:

subtract mass involving kilograms in real life situations,
Learners in pairs/groups add mass involving kilograms (kg) in real life situations
Learners in pairs/groups subtract mass involving kilograms (kg) in real life situations
How can you measure mass in kg?
KLB Visionary Mathematics pg 105-106
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Asking question Drawing questionnaires
4 7
Measurement
MASS
By the end of the lesson, the learner should be able to:

subtract mass involving kilograms in real life situations,
Learners in pairs/groups add mass involving kilograms (kg) in real life situations
Learners in pairs/groups subtract mass involving kilograms (kg) in real life situations
How can you measure mass in kg?
KLB Visionary Mathematics pg 105-106
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
Asking question Drawing questionnaires
5 1-2
Measurement
MASS
Volume
By the end of the lesson, the learner should be able to:



work out volume of cubes and cuboids in real life situations, use IT devices for learning and enjoyment,
appreciate use of pilling method in working out volume in real life

Learners in pairs/groups/individually to pile cubes.
Learners in pairs/groups/individually to count the piles of cubes to determine the volume. use IT devices for learning and enjoyment
How can you measure mass in kg?
How can you work out volume of cubes and cuboids?
KLB Visionary Mathematics pg 105-106
1kg mass, soil or sand, manual/electronic weighing machine, beam balance
KLB Visionary Mathematics pg 107-110
Cubes, cuboids
Asking question Drawing questionnaires
5 3
Measurement
Volume
By the end of the lesson, the learner should be able to:

work out volume of cubes and cuboids in real life situations, use IT devices for learning and enjoyment,
appreciate use of pilling method in working out volume in real life
Learners in pairs/groups to pile cuboids.
Learners in pairs/groups/individually to count the piles of cuboids to determine the volume, use IT devices for learning and enjoyment
How can you work out volume of cubes and cuboids?
KLB Visionary Mathematics pg 107-110
Cubes, cuboids
Asking question Drawing questionnaires
5 4
Measurement
Volume
By the end of the lesson, the learner should be able to:
Learners in pairs/groups /individuals to use IT devices to play games. ,
appreciate use of pilling method in working out volume in real life
How can you work out volume of cubes and cuboids?
KLB Visionary Mathematics pg 107-111
Cubes, cuboids
Asking question Drawing questionnaires
5 5
Measurement
Capacity
By the end of the lesson, the learner should be able to:

measure capacity in litres in real life situations , use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Learners in pairs/groups to measure capacity of containers using a 1 litre container in real life situations. Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 113-114
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
5 6
Measurement
Capacity
By the end of the lesson, the learner should be able to:

measure capacity in litres in real life situations use, IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Learners in pairs/groups to measure capacity of containers using a 1 litre container in real life situations. Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 113-114
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
5 7
Measurement
Capacity
By the end of the lesson, the learner should be able to:
measure capacity in 1/2 liters in real life situation. use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Learners in pairs/groups/individually to make 1/2 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container. Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 115-116
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
6 1-2
Measurement
Capacity
By the end of the lesson, the learner should be able to:
measure capacity in 1/4 liters in real life situation use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Add and subtract capacity involving litres in real life situations, use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
Learners in pairs/groups/individually to make 1/2 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container.Learner in pairs/groups to play digital games involving capacity.
Learners in pairs/groups/individually to make 1/2 and 1/4 liter containers from locally available materials through filling and emptying containers containing substances such water or sand using a 1 litre container.Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 115-116
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
6 3
Measurement
Capacity
By the end of the lesson, the learner should be able to:
Add and subtract capacity involving litres in real life situations, use IT device for learning and enjoyment,
appreciate use of the litre as a unit of measuring capacity in real life situations
.
Learners in pairs/groups to add capacity involving litres in real life situations, Learner in pairs/groups to play digital games involving capacity.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 117-118
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
6 4
Measurement
Capacity
By the end of the lesson, the learner should be able to:
Learners in pairs/groups to subtract capacity involving litres in real life situations.
How can you measure capacity in real life situations?
KLB Visionary Mathematics pg 117-118
1 liter containers, containers of different sizes, water, sand ,soil
Asking question Drawing questionnaires
6 5
Measurement
TIME
By the end of the lesson, the learner should be able to:

read and tell time in a.m. and p.m. in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to read and tell time in a.m. and p.m. using digital and analogue clocks in real life situations.
How can you tell time?
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
6 6
Measurement
TIME
By the end of the lesson, the learner should be able to:

read and tell time in a.m. and p.m. in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to read and tell time in a.m. and p.m. using digital and analogue clocks in real life situations.
How can you tell time?
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
6 7
Measurement
TIME
By the end of the lesson, the learner should be able to:
estimate time using a.m and p.m. in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to estimate time of the day using the shadow.
How can you tell time?
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
7 1-2
Measurement
TIME
By the end of the lesson, the learner should be able to:
estimate time using a.m and p.m. in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.

convert units of time in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to estimate time of the day using the shadow.
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations
How can you tell time?
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 119-121
Analogue and digital clocks, digital watches, am /pm chart
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
7 3
Measurement
TIME
By the end of the lesson, the learner should be able to:
convert units of time in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
7 4
Measurement
TIME
By the end of the lesson, the learner should be able to:
record time durations in hours and minutes in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations, Learners in pairs/groups/individually to play digital games involving time.
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
7 5
Measurement
TIME
By the end of the lesson, the learner should be able to:
record time durations in hours and minutes in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to convert hours to minutes and minutes to hours in real life situations.
Learners in pairs/groups to convert hours to days and days to hours in real life situations, Learners in pairs/groups/individually to play digital games involving time.
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
7 6
Measurement
TIME
By the end of the lesson, the learner should be able to:
work out time duration in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to measure and record duration of events in hours and minutes using digital and analogue clocks.
Learners in pairs/groups to work out addition involving units of time in real life situations, Learners in pairs/groups/individually to play digital games involving time.
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-123
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
7 7
Measurement
TIME
By the end of the lesson, the learner should be able to:
work out time duration in real life situations, use IT devices for learning and enjoyment,
appreciate time in real life situations.
Learners in pairs/groups to measure and record duration of events in hours and minutes using digital and analogue clocks.
Learners in pairs/groups to work out addition involving units of time in real life situations, Learners in pairs/groups/individually to play digital games involving time.
How can you find out time taken to do an activity?
KLB Visionary Mathematics pg 122-125
Analogue and digital clocks, digital watches, am /pm chart
Asking question Drawing questionnaires
8 1-2
Measurement
TIME
MONEY
By the end of the lesson, the learner should be able to:


convert shillings into cents and cents
into shillings in different contexts, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to work out subtraction involving units of time in real life situations.

Learners in pairs/groups/individually to convert shillings into cents and cents into shillings using real/ imitation money in different contexts,Learners in pairs/groups/ individually to play digital games involving money.
How can you find out time taken to do an activity?
How can you save money?
KLB Visionary Mathematics pg 122-125
Analogue and digital clocks, digital watches, am /pm chart
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list
Asking question Drawing questionnaires
8 3
Measurement
MONEY
By the end of the lesson, the learner should be able to:

convert shillings into cents and cents
into shillings in different contexts, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/group to role play shopping activities involving giving change and balance using real/ imitation money, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list
Asking question Drawing questionnaires
8 4
Measurement
MONEY
By the end of the lesson, the learner should be able to:
participate in shopping activities involving money practically, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss and prioritize needs and wants, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 130-131
Real / imitation money, price list
Asking question Drawing questionnaires
8-9

MID TERM 2 2025
9 3
Measurement
MONEY
By the end of the lesson, the learner should be able to:
practice savings in real life, work out questions involving money in real life situations, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss meaning of saving.
Learners in pairs/groups to discuss savings at home, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
9 4
Measurement
MONEY
By the end of the lesson, the learner should be able to:
practice savings in real life, work out questions involving money in real life situations, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss meaning of saving.
Learners in pairs/groups to discuss savings at home, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
9 5
Measurement
MONEY
By the end of the lesson, the learner should be able to:
practice savings in real life, work out questions involving money in real life situations, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss meaning of saving.
Learners in pairs/groups to discuss savings at home, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
9 6
Measurement
MONEY
By the end of the lesson, the learner should be able to:

identify money people pay to the county government for provision of services, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss how to work out questions involving money in real life situations, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
9 7
Measurement
MONEY
By the end of the lesson, the learner should be able to:

identify money people pay to the county government for provision of services, use IT devices for learning and enjoyment,
appreciate the use of money in real life.
Learners in pairs/groups to discuss market fee, cess, parking fee and business permit as money people pay to county government for provision of services, Learners in pairs/groups/ individually to play digital games involving money.
How can you save money?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
Asking question Drawing questionnaires
10 1-2
Measurement
Geometry
MONEY
Position And Direction
By the end of the lesson, the learner should be able to:


demonstrate a clockwise and an anti-clockwise turn in the environment,appreciate use of position and direction in real life situation

Learners in groups/pairs/individually to demonstrate a clockwise turn, in pairs play digital games involving position and direction
How can you save money?
How can you change your position?
KLB Visionary Mathematics pg 132-134
Real / imitation money, price list
KLB Visionary Mathematics pg 139-141
Representation of different angles
Asking question Drawing questionnaires
10 3
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:

demonstrate a clockwise and an anti-clockwise turn in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate a clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 139-141
Representation of different angles
Asking question Drawing questionnaires
10 4
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
demonstrate a quarter turn, half turn and full turn in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 139-141
of different angles
Asking question Drawing questionnaires
10 5
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
demonstrate a quarter turn, half turn and full turn in the environment,appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 139-141
Representation of different angles
Asking question Drawing questionnaires
10 6
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 141-144
Representation of different angles
Asking question Drawing questionnaires
10 7
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 141-144
Representation of different angles
Asking question Drawing questionnaires
11 1-2
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 141-144
Representation of different angles
Asking question Drawing questionnaires
11 3
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
demonstrate a quarter turn, half turn and full turn in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate an anti-clockwise turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 141-144
Representation of different angles
Asking question Drawing questionnaires
11 4
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
11 5
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/ individually to demonstrate a quarter turn in both directions.
Learners in groups/pairs/individually to demonstrate a half turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
11 6
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction
How can you change your position?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
11 7
Geometry
Position And Direction
By the end of the lesson, the learner should be able to:
identify quarter, half and full turns in the environment, appreciate use of position and direction in real life situation.
Learners in groups/pairs/individually to demonstrate a full turn, in pairs play digital games involving position and direction.
How can you change your position?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
12 1-2
Geometry
ANGLES
By the end of the lesson, the learner should be able to:

identify angles in the environment
identify different types of angles in the environment,
Learners in pairs/groups /individually to identify angles in the environment.
Learners in pairs/groups to identify right angles in the environment
Learners in pairs/groups to identify right angles in the environment.
Learners in pairs/groups to identify acute angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
12 3
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
identify different types of angles in the environment,
Learners in pairs/groups to identify acute angles in the environment.
Learners in pairs/groups to identify obtuse angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
12 4
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
compare angles practically
Learners in pairs/groups to identify obtuse angles in the environment.
Learners in pairs/groups to identify reflex angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
12 5
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
compare angles practically
Learners in pairs/groups to identify obtuse angles in the environment.
Learners in pairs/groups to identify reflex angles in the environment
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
12 6
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
use IT devices for learning and enjoyment,
appreciate use of angles in real life situations.
Learners in pairs/groups to compare angles using a right angle.
Learners in pairs/groups/individually to play digital games and learn more about angles
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
12 7
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify different shapes in the environment, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups/individually to identify shapes in the environment
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 148-149
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
13 1-2
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify line of symmetry practically. use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify line of symmetry by folding the shape into two equal parts and identify the fold line as line of symmetry. Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 148-149
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
13 3
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify line of symmetry practically, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify line of symmetry by folding the shape into two equal parts and identify the fold line as line of symmetry. Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 148-149
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
13 4
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

make patterns using different shapes, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups/individually to make patterns using squares, rectangles and triangles. Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 148-149
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
13 5
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify properties of 2-D shapes practically, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify properties of a square practically.
Learners in pairs/groups to identify properties of a rectangle practically, Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 150-151
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
13 6
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

identify properties of 2-D shapes practically, use IT devices for learning and enjoyment,
appreciate using shapes in real life situations
Learners in pairs/groups to identify properties of a square practically.
Learners in pairs/groups to identify properties of a rectangle practically,Learners in pairs/groups to use IT devices to learn more about 2-D shapes and make patterns
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 150-151
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
13 7
SHAPES
2-D SHAPES
By the end of the lesson, the learner should be able to:

Learners in pairs/groups to identify properties of a triangle practically.
How can you identify a 2-D shape?
KLB Visionary Mathematics pg 150-151
Cut outs of rectangles, circles, and triangles of different
Asking question Drawing questionnaires
14

END TERM 2 ASSESSMENT

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