Measurements

Length - Conversion of units of length
Length - Addition and subtraction of length

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

- Convert units of length from one form to another involving cm, dm, m, Dm, Hm
- Arrange units of length in ascending and descending order
- Appreciate the importance of converting units of length

- Measure different lengths using various units
- Create conversion tables for units of length
- Perform conversions between different units of length
- Arrange units of length in ascending and descending order

What is the relationship between different units of length?

- Oxford Active Mathematics 7
- Page 122
- One-metre stick or string
- Ruler or metre rule
- Page 125
- Conversion tables of units of length

- Observation - Oral questions - Written work

Measurements

Length - Multiplication and division of length
Length - Perimeter of plane figures
Length - Circumference of circles

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

- Multiply length by whole numbers
- Divide length by whole numbers
- Appreciate the use of multiplication and division of length in daily life

- Multiply lengths in different units by whole numbers
- Divide lengths in different units by whole numbers
- Relate multiplication and division of length to real-life situations

Where do we use multiplication and division of length in real life?

- Oxford Active Mathematics 7
- Page 126
- Writing materials
- Page 128
- Paper cut-outs
- Ruler
- String
- Page 130
- Set square
- Circular objects

- Written work - Observation - Class activities

Measurements

Length - Applications of length
Area - Square metre, acres and hectares

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

- Apply perimeter and circumference in real life situations
- Solve problems involving perimeter and circumference
- Value the application of length measurements in solving problems

- Identify real-life situations where perimeter and circumference are used
- Work out problems involving fencing, binding edges, and circular objects
- Discuss the application of perimeter and circumference in agriculture, construction and other fields

How do we use measurements of length in daily activities?

- Oxford Active Mathematics 7
- Page 132
- Measuring tools
- Models of different shapes
- Page 135
- 1 m sticks
- Ruler
- Pieces of string or masking tape

- Oral questions - Written assignments - Class activities

Measurements

Area - Area of rectangle and parallelogram
Area - Area of a rhombus

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

- Work out the area of a rectangle
- Work out the area of a parallelogram
- Appreciate the use of area in real life situations

- Create rectangles and parallelograms using sticks and strings
- Establish the formula for area of rectangle as length × width
- Transform a rectangle to a parallelogram to establish that area of a parallelogram = base × height

How do we calculate the area of a rectangle and a parallelogram?

- Oxford Active Mathematics 7
- Page 137
- Pieces of string or masking tape
- Sticks
- Paper
- Scissors
- Page 139
- Four pieces of stick of equal length

- Observation - Written assignments - Class activities

Measurements

Area - Area of a trapezium
Area - Area of a circle

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

- Define a trapezium as a quadrilateral with one pair of parallel sides
- Calculate the area of a trapezium
- Value the concept of area in problem-solving

- Draw and cut out trapezium shapes
- Arrange two identical trapeziums to form a parallelogram
- Derive the formula for the area of a trapezium as half the sum of parallel sides times the height

How do we calculate the area of a trapezium?

- Oxford Active Mathematics 7
- Page 141
- Ruler
- Pieces of paper
- Pair of scissors
- Page 143
- Pair of compasses

- Observation - Written assignments - Class activities

Measurements

Area - Area of borders
Area - Area of combined shapes
Area - Applications of area

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

- Define a border as the region between two shapes
- Calculate the area of borders
- Value the application of area of borders in real life

- Create borders by placing one shape inside another
- Calculate the area of a border by subtracting the area of the inner shape from the area of the outer shape
- Solve real-life problems involving borders

How do we calculate the area of a border?

- Oxford Active Mathematics 7
- Page 144
- Pair of scissors
- Pieces of paper
- Ruler
- Page 146
- Page 147
- Chart showing area formulas
- Calculator

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Cubic metre as unit of volume
Volume and Capacity - Conversion of cubic metres to cubic centimetres

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
- Page 150
- A cube whose sides measure 1 m

- Observation - Oral questions - Class activities

Measurements

Volume and Capacity - Conversion of cubic centimetres to cubic metres
Volume and Capacity - Volume of cubes and cuboids

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
- Page 153
- Clay or plasticine
- Ruler
- Mathematics textbooks

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Volume of a cylinder
Volume and Capacity - Relationship between cubic measurements and litres

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
- Page 156
- A cube whose sides measure 10 cm
- Container
- Basin
- Graduated cylinder

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Relating volume to capacity
Volume and Capacity - Working out capacity of containers

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
- Page 158

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Units of measuring time
Time, Distance and Speed - Conversion of units of 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
- Page 161
- Conversion tables of units of time

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Conversion of units of distance
Time, Distance and Speed - Identification of speed

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
- Page 163
- Stopwatch
- Metre stick

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Calculation of speed in m/s
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 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
- Page 165
- Charts showing distances between locations

- Observation - Written assignments - Class activities

Measurements

Time, Distance and Speed - Conversion of speed from km/h to m/s
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 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
- Page 168

- Observation - Written assignments - Class activities

Measurements

Temperature - Measuring temperature
Temperature - Comparing 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
- Page 171
- Thermometer
- Various substances to test temperature

- Observation - Oral questions - Written work

Measurements

Temperature - Units of measuring temperature
Temperature - Conversion from degrees Celsius to Kelvin
Temperature - Conversion from Kelvin to degrees Celsius

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
- Page 173
- Ice or very cold water
- Calculator
- Page 174
- Writing materials

- Observation - Oral questions - Written work

Measurements

Temperature - Working out temperature
Money - Profit and loss

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
- Page 176
- Imitation items
- Imitation money

- Observation - Written assignments - Class activities

Measurements

Money - Percentage profit and loss
Money - Discount

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
- Page 181
- Writing materials
- Shop price lists

- Observation - Written assignments - Class activities

Measurements

Money - Percentage discount
Money - Commission

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
- Page 184
- Writing materials

- Observation - Written assignments - Class activities

Measurements

Money - Percentage commission
Money - Bills at home

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
- Page 187
- Sample bills

- Observation - Written assignments - Class activities

Measurements

Money - Preparing bills
Money - Postal charges

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
- Page 190
- Inland postal charges tables
- Writing materials

- Observation - Written assignments - Class activities

Measurements

Money - International postal charges
Money - Mobile money services

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
- Page 198
- Charts showing mobile money charges

- Observation - Written assignments - Class activities

Measurements
Geometry
Geometry
Geometry

Money - Mobile money transactions
Angles on a straight line
Angles on a straight line
Angles at a point

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
- 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
- Oxford Active Mathematics pg. 208
- Angle charts showing angles at a point
- Digital devices for angle demonstrations
- Cut-out models of angles at a point

- Observation - Written assignments - Class activities

Geometry

Angles at a point
Alternate angles
Corresponding angles
Co-interior angles

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

- Determine the values of angles at a point
- Identify vertically opposite angles
- Appreciate the use of angles at a point in real life

- Learners calculate values of angles at a point
- Learners identify and discuss vertically opposite angles
- Learners work through examples involving angles at a point

What are vertically opposite angles?

- Oxford Active Mathematics pg. 209
- Protractors
- Rulers
- Worksheets with problems involving angles at a point
- Geometrical models
- Videos on angles at a point
- Oxford Active Mathematics pg. 210
- Parallel line models
- Charts showing alternate angles
- Digital resources with angle demonstrations
- Colored pencils to mark angles
- Oxford Active Mathematics pg. 211
- Charts showing corresponding angles
- Worksheets with corresponding angle problems
- Colored pencils
- Oxford Active Mathematics pg. 212
- Charts showing co-interior angles
- Worksheets with angle problems

- Written tests - Oral questions - Class activities

Geometry

Angles in a parallelogram
Angle properties of polygons
Exterior angles of a polygon

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
- Oxford Active Mathematics pg. 215
- Charts showing exterior angles

- Written tests - Oral questions - Class activities

Geometry

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

- Observation - Oral questions - Written assignments

Geometry

Constructing 90° and 45°
Constructing 60° and 30°

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
- Oxford Active Mathematics pg. 223

- Observation - Oral questions - Written assignments

Geometry

Constructing 120°
Constructing 150°

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
- Oxford Active Mathematics pg. 225
- Videos demonstrating 150° construction

- Observation - Oral questions - Written assignments

Geometry

Constructing 75° and 105°
Constructing multiples of 7.5°

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 equilateral triangles
Constructing isosceles triangles
Constructing right-angled triangles
Constructing circles

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
- Oxford Active Mathematics pg. 228
- Cut-outs of isosceles triangles
- Oxford Active Mathematics pg. 229
- Cut-outs of right-angled triangles
- Oxford Active Mathematics pg. 231
- String and sticks for outdoor activities
- Circular objects of different sizes
- Charts showing circle elements
- Videos demonstrating circle construction

- Observation - Oral questions - Written assignments