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SCHEME OF WORK
Mathematics
Grade 4 2025
TERM III
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 3 2025
2 1
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
2 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 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
2 3
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
2 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 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
2 5-6
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
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
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
2 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
3 1
Geometry
ANGLES
By the end of the lesson, the learner should be able to:

identify 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
Where can you find angles in the environment?
KLB Visionary Mathematics pg 145-147
Representation of different angles
Asking question Drawing questionnaires
3 2
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 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
3 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 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
3 4
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
3 5-6
Geometry
ANGLES
By the end of the lesson, the learner should be able to:
identify different types of angles in the environment,

compare angles practically
Learners in pairs/groups to identify acute angles in the environment.
Learners in pairs/groups to identify obtuse angles in the environment
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
3 7
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
4 1
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
4 2
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
4 3
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
4 4
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
4 5-6
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

identify line of symmetry practically. 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
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
4 7
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
5 1
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
5 2
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
5 3
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
5 4
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
5 5-6
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
5 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
6 1
DATA
DATA
By the end of the lesson, the learner should be able to:

represent data involving real life situations using frequency tables
Learners in groups to collect and record data involving real life situations using tally marks
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
6 2
DATA
DATA
By the end of the lesson, the learner should be able to:

represent data involving real life situations using frequency tables
Learners in groups to collect and record data involving real life situations using tally marks
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
6 3
DATA
DATA
By the end of the lesson, the learner should be able to:

represent data involving real life situations using frequency tables
Learners in groups to collect and record data involving real life situations using tally marks
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
6 4
DATA
DATA
By the end of the lesson, the learner should be able to:

represent data involving real life situations using frequency tables
Learners in groups to collect and record data involving real life situations using tally marks
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
6 5-6
HANDLING
DATA
By the end of the lesson, the learner should be able to:

work out questions involving frequency tables representing real life situations
Learners in pairs/groups/ individually to represent data collected from real life situations using frequency tables
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
6 7
DATA
DATA
By the end of the lesson, the learner should be able to:

work out questions involving frequency tables representing real life situations
Learners in pairs/ groups/individually to interpret frequency tables representing real life situations
How can you represent data?
KLB Visionary Mathematics pg 155-156
Data from different sources
Asking question Drawing questionnaires
7 1
HANDLING
DATA
By the end of the lesson, the learner should be able to:

identify where frequency tables are used in real life
Learners in pairs/groups/individually to work out questions involving frequency tables representing real life situations
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
Asking question Drawing questionnaires
7 2
HANDLING
DATA
By the end of the lesson, the learner should be able to:

identify where frequency tables are used in real life
Learners in pairs/groups/individually to work out questions involving frequency tables representing real life situations
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
Asking question Drawing questionnaires
7 3
HANDLING
DATA
By the end of the lesson, the learner should be able to:

identify where frequency tables are used in real life
Learners in pairs/groups/individually to work out questions involving frequency tables representing real life situations
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
Asking question Drawing questionnaires
7 4
HANDLING
DATA
By the end of the lesson, the learner should be able to:

identify where frequency tables are used in real life
Learners in pairs/groups/individually to work out questions involving frequency tables representing real life situations
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
Asking question Drawing questionnaires
7 5-6
DATA
DATA
By the end of the lesson, the learner should be able to:

appreciate use of frequency tables in representing data in real life situations.
Learners in pairs/ groups to discuss where frequency tables are used.
Learners in pairs/groups/individually to use IT devices and learn more on data collection.
How can you represent data?
KLB Visionary Mathematics pg 157-158
Data from different sources
Asking question Drawing questionnaires
7 7
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

represent the unknown in real life situations using letters,
Learners in pairs/groups/individually to represent the unknown in real life situations using letters
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 165-166
Information from different sources
Asking question Drawing questionnaires
8 1
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

represent the unknown in real life situations using letters,
Learners in pairs/groups/individually to represent the unknown in real life situations using letters
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 165-166
Information from different sources
Asking question Drawing questionnaires
8 2
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

represent the unknown in real life situations using letters,
Learners in pairs/groups/individually to represent the unknown in real life situations using letters
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 165-166
Information from different sources
Asking question Drawing questionnaires
8 3
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

form algebraic expressions to represent real life situations
Learners in pairs/groups/individually to form algebraic expressions to represent real life situations
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 165-166
Information from different sources
Asking question Drawing questionnaires
8 4
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

form algebraic expressions to represent real life situations
Learners in pairs/groups/individually to form algebraic expressions to represent real life situations
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 165-166
Information from different sources
Asking question Drawing questionnaires
8 5-6
Algebra
Use Of Letter
By the end of the lesson, the learner should be able to:

use IT devices for learning and enjoyment,


appreciate the use of algebraic expressions
Learners in pairs/groups/individually to play digital games involving algebraic expressions.
How can you simplify algebraic expressions?
KLB Visionary Mathematics pg 167-168
Information from different sources
Asking question Drawing questionnaires
9

END TERM 3 ASSESSMENT

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