Measurements

Volume and Capacity - Cubic metre as unit of volume

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

- Identify cubic metre (m³) as a unit of volume
- Construct a model of a cubic metre
- Appreciate the cubic metre as a standard unit of volume

- Join twelve sticks of length 1 m each to form a cube
- Cover the cube with paper to make a closed cube
- Discuss the volume of a cubic metre (1m × 1m × 1m = 1m³)
- Identify real-life applications of cubic metres

How do we use cubic metre to work out volume?

- Oxford Active Mathematics 7
- Page 149
- Twelve sticks of length 1 m each
- Old pieces of paper
- Pair of scissors
- Ruler

- Observation - Oral questions - Class activities

Measurements

Volume and Capacity - Conversion of cubic metres to cubic centimetres

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

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

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

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

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

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Conversion of cubic centimetres to cubic metres

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

- Convert volume from cubic centimetres to cubic metres
- Solve problems involving conversion of units of volume
- Value the importance of converting units of volume

- Measure dimensions of various objects in centimetres and calculate their volumes in cubic centimetres
- Convert the volumes from cubic centimetres to cubic metres
- Establish that to convert from cubic centimetres to cubic metres, divide by 1,000,000

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

- Oxford Active Mathematics 7
- Page 152
- Ruler or tape measure
- Calculator

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Volume of cubes and cuboids

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

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

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

How do we calculate the volume of cubes and cuboids?

- Oxford Active Mathematics 7
- Page 153
- Clay or plasticine
- Ruler
- Mathematics textbooks

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Volume of a cylinder

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

- Identify the cross-section of a cylinder as a circle
- Calculate the volume of a cylinder
- Show interest in calculating volumes of cylinders

- Make a pile of coins of the same denomination
- Identify the cross-section of the pile as a circle
- Establish that volume of a cylinder = πr²h
- Calculate volumes of various cylinders

How do we work out the volume of a cylinder?

- Oxford Active Mathematics 7
- Page 155
- Kenyan coins of the same denomination
- Circular objects
- Calculator

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Relationship between cubic measurements and litres

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

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

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

How many litres is one cubic metre?

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

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Relating volume to capacity

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

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

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

How is volume related to capacity?

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

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Working out capacity of containers

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

- Define capacity as the maximum amount of liquid a container can hold
- Calculate the capacity of containers
- Appreciate use of volume and capacity in real life situations

- Calculate the volume of different containers
- Convert the volume to capacity in litres
- Solve problems involving capacity of tanks, pipes, and other containers

How do we work out the capacity of a container?

- Oxford Active Mathematics 7
- Page 158
- Containers of different sizes

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Working out capacity of containers

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

- Define capacity as the maximum amount of liquid a container can hold
- Calculate the capacity of containers
- Appreciate use of volume and capacity in real life situations

- Calculate the volume of different containers
- Convert the volume to capacity in litres
- Solve problems involving capacity of tanks, pipes, and other containers

How do we work out the capacity of a container?

- Oxford Active Mathematics 7
- Page 158
- Containers of different sizes

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Units of measuring time

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

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

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

In which units can we express time?

- Oxford Active Mathematics 7
- Page 160
- Analogue and digital clocks

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Conversion of units of time

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

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

- Create conversion tables for units of time
- Convert between hours, minutes, and seconds
- Solve problems involving conversion of time

How do we convert units of time?

- Oxford Active Mathematics 7
- Page 161
- Conversion tables of units of time

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Conversion of units of distance

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

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

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

How do we convert distance from one unit to another?

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

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Identification of speed

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

- Identify speed as distance covered per unit time
- Compare speeds of different objects or persons
- Show interest in the concept of speed

- Organize races over measured distances
- Record the time taken by each participant
- Calculate the distance covered in one second
- Discuss the concept of speed as distance covered per unit time

What do you think are the units of measuring speed?

- Oxford Active Mathematics 7
- Page 163
- Stopwatch
- Metre stick

- Observation - Oral questions - Class activities

Measurements

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

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

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

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

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

- Oxford Active Mathematics 7
- Page 164
- Stopwatch
- Metre stick
- Calculator

- Observation - Written assignments - Class activities

Measurements

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

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

- Calculate speed in kilometres per hour (km/h)
- Apply the formula for speed in real life situations
- Appreciate the concept of speed in daily life

- Examine signboards showing distances between destinations
- Calculate speed by dividing distance in kilometres by time in hours
- Solve problems involving speed in km/h

Why is speed an important measurement in our daily lives?

- Oxford Active Mathematics 7
- Page 165
- Charts showing distances between locations
- Calculator

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

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

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

- Observation - Written assignments - Class activities

Measurements

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

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

- Convert speed from m/s to km/h
- Apply conversion of speed in real life situations
- Appreciate the importance of converting units of speed

- Convert distance from metres to kilometres
- Convert time from seconds to hours
- Apply the relationship: 1 m/s = 3.6 km/h
- Solve problems involving conversion of speed from m/s to km/h

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

- Oxford Active Mathematics 7
- Page 168
- Calculator
- Conversion charts

- Observation - Written assignments - Class activities

Measurements

Temperature - Measuring temperature

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

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

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

How do we measure temperature?

- Oxford Active Mathematics 7
- Page 170
- Thermometer or thermogun

- Observation - Oral questions - Written work

Measurements

Temperature - Comparing temperature

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

- Compare temperature using hotter, warmer, colder and same as
- Measure temperature of different substances
- Show interest in temperature changes

- Measure temperatures of different substances
- Compare temperatures using terms like hotter, warmer, colder
- Discuss how temperature affects daily activities

How does temperature affect our everyday lives?

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

- Observation - Oral questions - Written work

Measurements

Temperature - Units of measuring temperature

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

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

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

In which units do we measure temperature?

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

- Observation - Oral questions - Written work

Measurements

Temperature - Conversion from degrees Celsius to Kelvin

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

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

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

How do we convert temperature from degrees Celsius to Kelvin?

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

- Observation - Written assignments - Class activities

Measurements

Temperature - Conversion from Kelvin to degrees Celsius

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

- Convert temperature from Kelvin to degrees Celsius
- Apply the formula for conversion
- Value the relationship between Kelvin and Celsius scales

- Convert temperatures from Kelvin to degrees Celsius using the formula °C = K - 273
- Create conversion tables for temperature
- Solve problems involving temperature conversion

How do we convert temperature from Kelvin to degrees Celsius?

- Oxford Active Mathematics 7
- Page 174
- Writing materials
- Calculator

- Observation - Written assignments - Class activities

Measurements

Temperature - Working out temperature

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

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

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

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

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

- Observation - Written assignments - Class activities

Measurements

Money - Profit and loss

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

- Calculate profit and loss
- Apply the concepts of profit and loss in real life situations
- Show interest in business transactions

- Role-play shopping and selling activities
- Calculate profit as selling price minus buying price
- Calculate loss as buying price minus selling price
- Solve problems involving profit and loss

How do we work out profit and loss?

- Oxford Active Mathematics 7
- Page 176
- Imitation items
- Imitation money

- Observation - Oral questions - Written work

Measurements

Money - Profit and loss

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

- Calculate profit and loss
- Apply the concepts of profit and loss in real life situations
- Show interest in business transactions

- Role-play shopping and selling activities
- Calculate profit as selling price minus buying price
- Calculate loss as buying price minus selling price
- Solve problems involving profit and loss

How do we work out profit and loss?

- Oxford Active Mathematics 7
- Page 176
- Imitation items
- Imitation money

- Observation - Oral questions - Written work

Measurements

Money - Percentage profit and loss

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

- Calculate percentage profit and loss
- Apply percentage profit and loss in real life situations
- Value the importance of calculating percentage profit and loss

- Express profit or loss as a fraction of the buying price
- Convert the fraction to percentage
- Calculate percentage profit and loss in various scenarios
- Solve problems involving percentage profit and loss

How do we calculate percentage profit and percentage loss?

- Oxford Active Mathematics 7
- Page 179
- Worksheets
- Calculator

- Observation - Written assignments - Class activities

Measurements

Money - Discount

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

- Calculate discount
- Apply the concept of discount in real life situations
- Appreciate the importance of discount in business

- Role-play shopping scenarios involving discounts
- Calculate discount as marked price minus selling price
- Solve problems involving discounts

How do we calculate discount?

- Oxford Active Mathematics 7
- Page 181
- Writing materials
- Shop price lists

- Observation - Written assignments - Class activities

Measurements

Money - Percentage discount

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

- Calculate percentage discount
- Apply percentage discount in real life situations
- Show interest in percentage discount calculations

- Express discount as a fraction of the marked price
- Convert the fraction to percentage
- Calculate percentage discount in various scenarios
- Solve problems involving percentage discount

How do we calculate percentage discount?

- Oxford Active Mathematics 7
- Page 182
- Worksheets
- Calculator

- Observation - Written assignments - Class activities

Measurements

Money - Commission

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

- Calculate commission
- Apply the concept of commission in real life situations
- Appreciate the importance of commission in business

- Role-play scenarios involving commission-based sales
- Calculate commission based on value of goods or services sold
- Solve problems involving commission

How do we calculate commission?

- Oxford Active Mathematics 7
- Page 184
- Writing materials

- Observation - Written assignments - Class activities

Measurements

Money - Percentage commission

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

- Calculate percentage commission
- Apply percentage commission in real life situations
- Value the concept of percentage commission

- Express commission as a fraction of the value of sales
- Convert the fraction to percentage
- Calculate percentage commission in various scenarios
- Solve problems involving percentage commission

How do we calculate percentage commission?

- Oxford Active Mathematics 7
- Page 186
- Writing materials
- Calculator

- Observation - Written assignments - Class activities

Measurements

Money - Bills at home

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

- Identify different types of bills
- Interpret bills at home
- Appreciate the importance of bills in financial management

- Study sample bills (water, electricity, internet)
- Identify the components of different bills
- Discuss the importance of understanding bills

How do we interpret bills?

- Oxford Active Mathematics 7
- Page 187
- Sample bills

- Observation - Oral questions - Class activities

Measurements

Money - Preparing bills

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

- Prepare bills for goods and services
- Apply bill preparation in real life situations
- Show interest in preparing bills

- Role-play seller and buyer scenarios
- Prepare bills for goods and services
- Include necessary details in bills (items, quantities, unit prices, totals)

How do we prepare bills?

- Oxford Active Mathematics 7
- Page 188
- Samples of shopping bills
- Imitation money

- Observation - Written assignments - Class activities

Measurements

Money - Postal charges

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

- Identify postal services
- Calculate postal charges for different items
- Appreciate the importance of postal services

- Visit or discuss about the nearest post office
- Identify services offered at the post office
- Calculate charges for sending letters, parcels, and other items
- Solve problems involving postal charges

How do we calculate charges to send items to different places?

- Oxford Active Mathematics 7
- Page 190
- Inland postal charges tables
- Writing materials

- Observation - Written assignments - Class activities

Measurements

Money - International postal charges

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

- Distinguish between inland and international postal services
- Calculate international postal charges
- Value the importance of international postal services

- Study tables showing international postal charges
- Calculate charges for sending items to different countries
- Compare charges for different methods of sending items internationally

How do we calculate charges to send items to other countries?

- Oxford Active Mathematics 7
- Page 192
- International postal charges tables
- Writing materials

- Observation - Written assignments - Class activities

Measurements

Money - Mobile money services

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

- Identify mobile money services
- Compare different mobile money services
- Appreciate the importance of mobile money services

- Identify various mobile money services available
- Discuss transaction charges across different services
- Identify services that offer saving and credit facilities

Which mobile money services have you heard of?

- Oxford Active Mathematics 7
- Page 198
- Charts showing mobile money charges

- Observation - Oral questions - Class discussions

Measurements

Money - Mobile money transactions

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

- Work out mobile money transactions
- Calculate charges for mobile money transactions
- Value the use of mobile money in daily activities

- Study mobile money transaction charges charts
- Calculate charges for sending, receiving, and withdrawing money
- Solve problems involving mobile money transactions

How do we work out the charges to send or receive money?

- Oxford Active Mathematics 7
- Page 199
- Mobile money transaction charges charts

- Observation - Written assignments - Class activities

Geometry

Angles on a straight line

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

- Identify angles on a straight line
- Relate angles on a straight line
- Show interest in working out angles on a straight line

- Learners identify different objects from the environment with angles on a straight line
- Learners draw a straight line and make angles with it
- Learners measure the angles they have drawn and relate them

How are angles on a straight line related to each other?

- Oxford Active Mathematics pg. 206
- Protractors
- Rulers
- Straight edges
- Charts showing angles on a straight line
- Digital resources with angle demonstrations
- Oxford Active Mathematics pg. 207
- Unit angles
- Worksheets with angle problems
- Objects with angles from the environment
- Online angle calculators

- Observation - Oral questions - Written assignments

Geometry

Angles at a point

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

- Identify angles at a point
- Relate angles at a point
- Show interest in angles at a point

- Learners draw lines meeting at a point
- Learners measure the angles formed and discuss how they relate
- Learners identify that angles at a point add up to 360°

How are angles at a point related to each other?

- Oxford Active Mathematics pg. 208
- Protractors
- Rulers
- Angle charts showing angles at a point
- Digital devices for angle demonstrations
- Cut-out models of angles at a point
- Oxford Active Mathematics pg. 209
- Worksheets with problems involving angles at a point
- Geometrical models
- Videos on angles at a point

- Observation - Oral questions - Written assignments

Geometry

Alternate angles

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

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

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

What are alternate angles?

- Oxford Active Mathematics pg. 210
- Protractors
- Rulers
- Parallel line models
- Charts showing alternate angles
- Digital resources with angle demonstrations
- Colored pencils to mark angles

- Observation - Oral questions - Written assignments

Geometry

Corresponding angles
Co-interior angles

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

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

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

What are corresponding angles?

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

- Written tests - Oral questions - Class activities

Geometry

Angles in a parallelogram
Angle properties of polygons

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

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

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

What is the sum of angles in a parallelogram?

- Oxford Active Mathematics pg. 213
- Protractors
- Rulers
- Parallelogram models
- Cardboard cut-outs of parallelograms
- Worksheets with problems involving parallelograms
- Digital devices for demonstrations
- Oxford Active Mathematics pg. 214
- Cut-outs of different polygons
- Charts showing polygon properties
- Worksheets with polygon problems
- Digital resources with polygon demonstrations

- Written tests - Oral questions - Class activities

Geometry

Exterior angles of a polygon

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

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

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

What is the sum of exterior angles of a polygon?

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

- Written tests - Oral questions - Class activities

Geometry

Measuring angles

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

- Identify different types of angles
- Measure angles using a protractor
- Appreciate the importance of measuring angles accurately

- Learners draw different types of angles
- Learners measure angles using a protractor
- Learners practice measuring various angles

How do we measure angles?

- Oxford Active Mathematics pg. 220
- Protractors
- Rulers
- Angle charts
- Worksheets with different types of angles
- Digital angle measuring apps
- Objects with angles from the environment

- Observation - Oral questions - Written assignments

Geometry

Bisecting angles

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

- Understand the concept of angle bisection
- Bisect angles using a ruler and compass
- Show interest in bisecting angles

- Learners draw angles of various sizes
- Learners use a ruler and compass to bisect angles
- Learners verify bisection by measuring the resulting angles

Which steps do we follow to bisect an angle?

- Oxford Active Mathematics pg. 221
- Protractors
- Rulers
- Pair of compasses
- Charts showing angle bisection steps
- Videos demonstrating angle bisection
- Worksheets with angles to bisect

- Written tests - Oral questions - Class activities

Geometry

Constructing 90° and 45°

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

- Construct 90° using a ruler and compass
- Construct 45° using a ruler and compass
- Show interest in geometric constructions

- Learners draw a straight line and mark a point on it
- Learners construct 90° using a ruler and compass
- Learners bisect 90° to obtain 45°

How do we construct 90° and 45° angles?

- Oxford Active Mathematics pg. 222
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating angle construction
- Construction worksheets

- Observation - Oral questions - Written assignments

Geometry

Constructing 60° and 30°

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

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

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

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

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

- Written tests - Oral questions - Class activities

Geometry

Constructing 120°

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

- Construct 120° using a ruler and compass
- Apply construction skills in different contexts
- Show interest in angle constructions

- Learners draw a straight line
- Learners construct 60° twice to obtain 120°
- Learners verify the construction by measuring the angle

Which steps do we follow to construct 120°?

- Oxford Active Mathematics pg. 224
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating 120° construction
- Construction worksheets

- Observation - Oral questions - Written assignments

Geometry

Constructing 120°

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

- Construct 120° using a ruler and compass
- Apply construction skills in different contexts
- Show interest in angle constructions

- Learners draw a straight line
- Learners construct 60° twice to obtain 120°
- Learners verify the construction by measuring the angle

Which steps do we follow to construct 120°?

- Oxford Active Mathematics pg. 224
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating 120° construction
- Construction worksheets

- Observation - Oral questions - Written assignments

Geometry

Constructing 150°

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

- Construct 150° using a ruler and compass
- Apply construction skills in different contexts
- Show interest in angle constructions

- Learners draw a straight line
- Learners construct 30° and identify that the adjacent angle is 150°
- Learners verify the construction by measuring the angle

Which steps do we follow to construct 150°?

- Oxford Active Mathematics pg. 225
- Rulers
- Pair of compasses
- Protractors for verification
- Charts showing construction steps
- Videos demonstrating 150° construction
- Construction worksheets

- Written tests - Oral questions - Class activities

Geometry

Constructing 75° and 105°

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

- Construct 75° using a ruler and compass
- Construct 105° using a ruler and compass
- Show interest in angle constructions

- Learners construct 90° and 60° within it
- Learners bisect 30° to obtain 75°
- Learners identify that the adjacent angle to 75° is 105°

How do we construct 75° and 105°?

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

- Observation - Oral questions - Written assignments

Geometry

Constructing multiples of 7.5°

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

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

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

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

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

- Written tests - Oral questions - Class activities

Geometry

Constructing equilateral triangles

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

- Identify properties of an equilateral triangle
- Construct an equilateral triangle using a ruler and compass
- Show interest in constructing triangles

- Learners draw a straight line of given length
- Learners use a compass to mark arcs
- Learners join points to form an equilateral triangle

How do we construct an equilateral triangle?

- Oxford Active Mathematics pg. 227
- Rulers
- Pair of compasses
- Protractors for verification
- Cut-outs of equilateral triangles
- Charts showing construction steps
- Videos demonstrating triangle construction
- Construction worksheets

- Observation - Oral questions - Written assignments

Geometry

Constructing isosceles triangles

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

- Identify properties of an isosceles triangle
- Construct an isosceles triangle using a ruler and compass
- Appreciate geometric constructions

- Learners draw a straight line of given length
- Learners use a compass to mark arcs of equal radius
- Learners join points to form an isosceles triangle

How do we construct an isosceles triangle?

- Oxford Active Mathematics pg. 228
- Rulers
- Pair of compasses
- Protractors for verification
- Cut-outs of isosceles triangles
- Charts showing construction steps
- Videos demonstrating triangle construction
- Construction worksheets

- Written tests - Oral questions - Class activities

Geometry

Constructing right-angled triangles

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

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

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

How do we construct a right-angled triangle?

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

- Observation - Oral questions - Written assignments

Geometry

Constructing circles

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

- Identify elements of a circle
- Construct circles using a compass
- Appreciate the application of circles in real life

- Learners use strings and sticks to construct circles outdoors
- Learners use a compass to draw circles of given radius
- Learners identify radius and diameter of circles

How do we construct circles?

- Oxford Active Mathematics pg. 231
- Pair of compasses
- Rulers
- String and sticks for outdoor activities
- Circular objects of different sizes
- Charts showing circle elements
- Videos demonstrating circle construction
- Construction worksheets

- Written tests - Oral questions - Class activities