Numbers

Whole Numbers - Place value and total value (up to hundreds of millions)

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

- Identify the place value of digits up to hundreds of millions in real life
- Explain the concept of place value in numbers
- Show interest in identifying place values of digits in numbers

- Identify and write place value and total value of digits using place value apparatus
- Work in groups to make number cards like the ones shown on page 1
- Arrange the cards in any order to form 9-digit numbers
- Use a place value chart to identify the place value of each digit in the numbers

Why do we write numbers in words and/or symbols?

Oxford Active Mathematics pg. 1
- Place value apparatus
- Number cards
- Place value charts

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Place value and total value (up to hundreds of millions)
Whole Numbers - Total value of digits in a number
Whole Numbers - Total value of digits in a number

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

- Identify the place value of digit 7 in given numbers
- Solve problems involving place value
- Appreciate use of place value in real life

- Discuss and identify the place value of digit 7 in various numbers
- Work in pairs to solve problems involving place value
- Discuss where place value is used in real life

How do we identify the place value of digits in a number?

Oxford Active Mathematics pg. 2
- Place value apparatus
- Number cards
- Place value charts
Oxford Active Mathematics pg. 3
Oxford Active Mathematics pg. 4

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Reading and writing numbers using cards
Whole Numbers - Reading and writing numbers using number charts
Whole Numbers - Reading and writing numbers in words

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

- Read numbers in symbols up to hundreds of millions
- Explain how to read numbers in symbols
- Appreciate the use of symbols in representing numbers

- Make number cards and read the numbers on the cards
- Display numbers for other learners to read and write
- Group digits into threes starting from ones place value
- Discuss how to read numbers in symbols

How do we read and write numbers in symbols?

Oxford Active Mathematics pg. 5
- Number cards
- Place value charts
Oxford Active Mathematics pg. 6
- Number charts
Oxford Active Mathematics pg. 7
- Dummy cheques
- Writing materials

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading and writing numbers in words
Whole Numbers - Rounding off numbers to the nearest million

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

- Convert numbers from symbols to words
- Solve problems involving writing numbers in words
- Value writing numbers in words in real life

- Practice writing different numbers in words
- Convert numbers from words to symbols
- Discuss where numbers in words are used in real life

Where do we use numbers in words in real life?

Oxford Active Mathematics pg. 8
- Dummy cheques
- Writing materials
Oxford Active Mathematics pg. 9
- Place value charts
- Number cards

- Written assignments - Oral questions - Observation

Numbers

Whole Numbers - Rounding off numbers to the nearest tens of million

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

- Explain the concept of rounding off to the nearest tens of million
- Round off numbers to the nearest tens of million
- Show interest in rounding off numbers

- Study the picture of a county government allocation
- Use place value chart to round off number to the nearest tens of millions
- Practice rounding off different numbers to the nearest tens of million

How do we round off numbers to the nearest tens of million?

Oxford Active Mathematics pg. 10
- Place value charts
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Rounding off numbers to the nearest hundreds of million
Whole Numbers - Classification of natural numbers (even and odd)

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

- Explain how to round off numbers to the nearest hundreds of million
- Round off numbers to the nearest hundreds of million
- Appreciate the use of rounding off in daily life

- Study a place value chart showing numbers before and after rounding off
- Compare original numbers with rounded off numbers
- Discuss the rule for rounding off to the nearest hundreds of million
- Practice rounding off numbers

Which steps do we follow to round off numbers to the nearest hundreds of million?

Oxford Active Mathematics pg. 11
- Place value charts
Oxford Active Mathematics pg. 12
- Number cards
- Pieces of paper

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Classification of natural numbers (prime numbers)

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

- Define prime numbers
- Identify prime numbers
- Appreciate the use of prime numbers

- Identify divisors of numbers 1 to 25
- Note numbers with only two factors
- Play a game of classifying numbers as prime or not prime
- Discuss characteristics of prime numbers

What are prime numbers? How can you identify a prime number?

Oxford Active Mathematics pg. 13
- Worksheets
- Number cards

- Observation - Written tests - Class activities

Numbers

Whole Numbers - Addition of whole numbers
Whole Numbers - Subtraction of whole numbers

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

- Add whole numbers with regrouping
- Create and solve addition word problems
- Value the use of addition in real life

- Write and work out addition word questions
- Exchange cards with other learners and work out questions
- Discuss use of place value in addition
- Solve practical problems involving addition

Where do we use addition of numbers in real life?

Oxford Active Mathematics pg. 14
- Blank cards
Oxford Active Mathematics pg. 15
- Number cards

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Multiplication of whole numbers

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

- Multiply whole numbers
- Create and solve multiplication word problems
- Value the use of multiplication in solving problems

- Make number cards and multiply numbers
- Discuss how to multiply by the total value of each digit
- Solve practical problems involving multiplication
- Create multiplication word problems

How do we multiply numbers? Where do we use multiplication of numbers in real life?

Oxford Active Mathematics pg. 16
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Division of whole numbers
Whole Numbers - Combined operations of whole numbers

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

- Divide whole numbers with and without remainders
- Create and solve division word problems
- Value use of division in solving problems

- Make number cards and form 4-digit numbers
- Divide the numbers by a single digit
- Create division word problems
- Solve practical problems involving division

What strategies do we use to divide numbers? When do we use division of numbers in real life?

Oxford Active Mathematics pg. 17
- Number cards
Oxford Active Mathematics pg. 18

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Identifying number sequences

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

- Define a number sequence
- Identify the rule in a number sequence
- Appreciate use of number sequences

- Study number sequences on number cards
- Identify the rule in each sequence
- Fill in missing numbers in sequences
- Discuss how to identify rules in sequences

What is a number sequence? How do we identify a number sequence?

Oxford Active Mathematics pg. 19
- Number cards

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Creating number sequences
Factors - Divisibility tests of 2, 3 and 4

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

- Create number sequences using given rules
- Create number puzzles
- Show interest in creating number sequences for playing number games

- Make number cards and create different 2-digit numbers
- Create sequences involving addition, subtraction, multiplication and division
- Create number puzzles
- Discuss steps to follow when creating sequences

How do we create a number sequence?

Oxford Active Mathematics pg. 20
- Number cards
Oxford Active Mathematics pg. 31
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Factors - Divisibility tests of 2, 3 and 4

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

- State the divisibility test for 3
- Apply the divisibility test for 3 to identify numbers divisible by 3
- Value the use of divisibility tests in problem solving

- Study numbers on cards and divide them by 3
- Identify numbers divisible by 3
- Calculate sum of digits in numbers divisible by 3
- Discuss the divisibility test for 3

How do we use factors in day to day activities?

Oxford Active Mathematics pg. 32
- Blank number cards

- Observation - Oral questions - Written assignments

Numbers

Factors - Divisibility tests of 2, 3 and 4

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

- State the divisibility test for 4
- Apply the divisibility test for 4 to identify numbers divisible by 4
- Show interest in applying divisibility tests

- Make number cards and divide numbers by 4
- Check if numbers formed by last two digits are divisible by 4
- Discuss the divisibility test for 4
- Solve problems using divisibility tests for 2, 3, and 4

How do we test if a number is divisible by 4?

Oxford Active Mathematics pg. 33
- Number cards

- Observation - Oral questions - Written tests

Numbers

Factors - Divisibility tests of 5, 6 and 8
Factors - Divisibility tests of 9, 10 and 11

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

- State the divisibility tests for 5, 6, and 8
- Apply divisibility tests for 5, 6, and 8
- Appreciate the use of divisibility tests in real life

- Make number cards and divide numbers by 5
- Identify pattern for numbers divisible by 5
- Study divisibility for both 2 and 3 to determine divisibility by 6
- Examine last three digits to determine divisibility by 8

How do we test if a number is divisible by 5, 6, or 8?

Oxford Active Mathematics pg. 34
- Number cards
- Worksheets
Oxford Active Mathematics pg. 35
- Blank cards

- Observation - Oral questions - Written assignments

Numbers

Factors - Composite numbers

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

- Define composite numbers
- Express composite numbers as a product of prime factors
- Appreciate use of prime factorization

- Make a number chart and color boxes with composite numbers
- Express these numbers as products of prime factors
- Use different methods: factorization, factor tree, and factor rainbow
- Discuss applications of prime factorization

What are composite numbers? What are prime factors? How can we express a number as a product of its prime factors?

Oxford Active Mathematics pg. 36
- Number charts

- Observation - Oral questions - Written assignments

Numbers

Factors - Greatest Common Divisor (GCD) and Least Common Multiple (LCM)
Fractions - Comparing fractions

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

- Define Greatest Common Divisor and Least Common Multiple
- Work out the GCD and LCM of numbers by factor method
- Value the use of GCD and LCM in real life situations

- Pick number cards and express numbers as products of prime factors
- Identify common prime factors for GCD
- Pair common prime factors and multiply by unpaired factors for LCM
- Solve real-life problems involving GCD and LCM

How do we apply the GCD and the LCM in day to day activities?

Oxford Active Mathematics pg. 37-38
- Number cards
Oxford Active Mathematics pg. 46
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses

- Observation - Oral questions - Written tests

Numbers

Fractions - Comparing fractions

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

- Compare fractions with different denominators
- Order fractions with different denominators
- Show interest in comparing fractions in real life

- Use fraction charts to compare portions of farm with different crops
- Rename fractions using LCM of denominators
- Arrange fractions in descending order
- Discuss applications of comparing fractions

How do we order fractions?

Oxford Active Mathematics pg. 47
- Fraction charts

- Observation - Oral questions - Written tests

Numbers

Fractions - Addition of fractions

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

- Add fractions with the same denominator
- Explain the process of adding fractions
- Appreciate the use of addition of fractions

- Make circular paper cut-outs divided into equal parts
- Shade different parts and represent as fractions
- Add fractions and compare with shaded parts
- Use number line to add fractions

What steps do you follow to add fractions with the same denominators?

Oxford Active Mathematics pg. 48
- Pair of scissors
- Pieces of paper
Oxford Active Mathematics pg. 49
- Fraction cards

- Observation - Oral questions - Written assignments

Numbers

Fractions - Subtraction of fractions

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

- Subtract fractions with the same denominator
- Explain the process of subtracting fractions
- Show interest in subtraction of fractions

- Make circular paper cut-outs divided into equal parts
- Shade parts and then shade some parts again
- Represent subtraction of fractions
- Solve problems involving subtraction of fractions

What steps do you take to subtract fractions with the same denominator?

Oxford Active Mathematics pg. 50
- Pair of scissors
- Pieces of paper

- Observation - Oral questions - Written assignments

Numbers

Fractions - Subtraction of fractions
Fractions - Multiplication of fractions

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

- Subtract fractions with different denominators
- Subtract mixed numbers
- Value the use of subtraction of fractions in real life

- Make fraction cards with different fractions
- Discuss how to subtract fractions with different denominators
- Convert mixed numbers to improper fractions for subtraction
- Solve real-life problems involving subtraction of fractions

What steps do you take to subtract fractions with different denominators? What steps do you take to subtract mixed numbers?

Oxford Active Mathematics pg. 51
- Fraction cards
Oxford Active Mathematics pg. 52
- Bottle tops
- Rectangular paper cut-outs

- Observation - Oral questions - Written tests

Numbers

Fractions - Multiplication of fractions

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

- Multiply fractions by fractions and mixed numbers
- Explain the process of multiplying fractions
- Show interest in using multiplication of fractions

- Use pieces of paper to create a multiplication chart
- Multiply fractions by mixed numbers
- Convert mixed numbers to improper fractions
- Solve real-life problems involving multiplication of fractions

What steps do we follow to multiply fractions by fractions and mixed numbers?

Oxford Active Mathematics pg. 53
- Pieces of paper
- Piece of chalk/stick

- Observation - Oral questions - Written tests

Numbers

Fractions - Division of fractions

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

- Identify the reciprocal of a given fraction
- Divide fractions by whole numbers
- Value the use of reciprocals and division of fractions

- Make fraction cards and identify fractions that multiply to give 1
- Divide rectangular cut-outs into parts and determine fractions
- Use reciprocals to divide fractions by whole numbers
- Discuss applications of division of fractions

How can we divide a fraction by a whole number?

Oxford Active Mathematics pg. 54-55
- Fraction cards
- Rectangular paper cut-out
- Ruler

- Observation - Oral questions - Written assignments

Numbers

Fractions - Number sequences involving fractions

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

- Identify number sequences involving fractions
- Determine the rules in fraction sequences
- Value the use of number sequences

- Study sets of fractions and identify which set is a sequence
- Determine the rule linking fractions in a sequence
- Fill in missing fractions in sequences
- Solve puzzles involving fraction sequences

How do we identify a number sequence?

Oxford Active Mathematics pg. 57
- Pieces of paper
Oxford Active Mathematics pg. 58
- Worksheets

- Observation - Oral questions - Written tests

Numbers

Decimals - Place value of digits in decimals

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

- Identify place value of digits in decimals
- Solve problems involving place value in decimals
- Show interest in the use of decimals

- Make number cards and form decimal numbers
- Draw place value charts and write decimal numbers
- Identify place value of each digit
- Discuss applications of place value in decimals

How do we identify the place value of digits in a decimal number?

Oxford Active Mathematics pg. 68
- Number cards
- Place value charts

- Observation - Oral questions - Written tests

Numbers

Decimals - Total value of digits in decimals
Decimals - Multiplication of decimal numbers

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

- Identify total value of digits in decimals
- Solve problems involving total value of digits in decimals
- Appreciate use of total value in real life

- Choose decimal numbers and write on place value charts
- Identify place value of each digit
- Calculate total value of each digit
- Solve problems involving total value of digits in decimals

How do we identify the total value of digits in a decimal number?

Oxford Active Mathematics pg. 69
- Blank cards
- Place value charts
Oxford Active Mathematics pg. 70
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Decimals - Multiplication of decimal numbers

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

- Multiply decimal numbers by decimal numbers
- Explain the process of multiplying decimals by decimals
- Value the use of multiplication of decimals

- Make number cards with decimal numbers and multiply by other decimal numbers
- Discuss steps for multiplying decimals by decimals
- Use calculators to verify answers
- Solve real-life problems involving multiplication of decimals by decimals

How do we multiply decimal numbers?

Oxford Active Mathematics pg. 71
- Number cards
- Calculators

- Observation - Oral questions - Written assignments

Numbers

Decimals - Division of decimal numbers

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

- Divide decimal numbers by whole numbers
- Explain the process of dividing decimals by whole numbers
- Appreciate the use of division of decimals

- Study chart with division problems involving decimals
- Discuss how to divide a decimal by a whole number using long division
- Practice dividing decimals by whole numbers
- Solve real-life problems involving division of decimals by whole numbers

How do we divide a decimal number by a whole number?

Oxford Active Mathematics pg. 72
- Chart
- Worksheets
Oxford Active Mathematics pg. 73
- Calculators

- Observation - Oral questions - Written tests

Numbers

Squares and Square Roots - Squares of whole numbers and fractions

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

- Determine squares of whole numbers
- Solve problems involving squares of whole numbers
- Appreciate use of squares of whole numbers in real life

- Draw square grids and count total squares
- Use number of squares on one side to determine total squares
- Study multiplication charts to identify square numbers
- Solve real-life problems involving squares of whole numbers

Where do we apply squares and square roots in daily activities?

Oxford Active Mathematics pg. 78
- Square grids
- Multiplication charts

- Observation - Oral questions - Written tests

Numbers

Squares and Square Roots - Squares of fractions and decimals
Squares and Square Roots - Square roots of whole numbers, fractions and decimals

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

- Determine squares of fractions and decimals
- Solve problems involving squares of fractions and decimals
- Value the use of squares in real life

- Make number cards with fractions and multiply by themselves
- Make decimal cards and multiply by themselves
- Discuss steps for finding squares of fractions and decimals
- Solve real-life problems involving squares of fractions and decimals

How do we determine squares of fractions and decimals?

Oxford Active Mathematics pg. 79
- Number cards
- Multiplication charts
Oxford Active Mathematics pg. 80-82
- Worksheets

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Forming algebraic expressions

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

- Define an algebraic expression
- Form algebraic expressions from real-life situations
- Value the use of algebraic expressions in daily life

- Identify similarities and differences in bottle tops
- Group bottle tops based on identified similarities/differences
- Form expressions to represent the total number of bottle tops
- Go around the school compound identifying and grouping objects

How do we form algebraic expressions from real-life situations?

Oxford Active Mathematics pg. 90
- Bottle tops
- Objects in the environment
Oxford Active Mathematics pg. 91
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Forming algebraic expressions
Algebraic Expressions - Simplifying algebraic expressions
Algebraic Expressions - Simplifying algebraic expressions

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

- Form algebraic expressions from word statements
- Solve problems involving algebraic expressions
- Show interest in using algebraic expressions

- Analyze the farmer's scenario to form an expression for school fees
- Form expressions for different scenarios involving costs
- Create word problems involving algebraic expressions
- Discuss real-life applications of algebraic expressions

How do we form algebraic expressions from real-life situations?

Oxford Active Mathematics pg. 92
- Writing materials
Oxford Active Mathematics pg. 93
Oxford Active Mathematics pg. 94-95
- Blank cards

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Forming linear equations
Linear Equations - Forming and simplifying linear equations
Linear Equations - Solving linear equations

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

- Define a linear equation
- Form linear equations in one unknown
- Value the use of linear equations in real life

- Use a beam balance with sand and bottle tops to demonstrate equality
- Form equations that represent the balance
- Analyze Akelo's travel time scenario
- Form equations from word problems

Why do we use linear equations in real life?

Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops
Oxford Active Mathematics pg. 98-99
- Writing materials
Oxford Active Mathematics pg. 100
- Marble

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Solving linear equations

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

- Solve linear equations involving all operations
- Apply the correct order of operations
- Show interest in solving equations

- Role-play Osembo's fence calculation scenario
- Analyze the problem to determine the length of barbed wire
- Practice solving equations with brackets, multiplication, division
- Verify solutions by substitution

How do we solve linear equations with brackets?

Oxford Active Mathematics pg. 101
- Writing materials
Oxford Active Mathematics pg. 102
- Worksheets

- Observation - Oral questions - Written assignments

Algebra

Linear Equations - Application of linear equations

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

- Apply linear equations to solve real-life problems
- Form and solve equations from word problems
- Appreciate the use of equations in daily life

- Draw a triangle and find the sum of the angles
- Determine angle measurements using equations
- Solve word problems like the trader's egg sales example
- Apply linear equations to practical situations

Where do we apply linear equations in our day-to-day lives?

Oxford Active Mathematics pg. 103-104
- Geometrical instruments

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Inequality symbols
Linear Inequalities - Forming simple linear inequalities

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

- Identify inequality symbols
- Apply inequality symbols to statements
- Value the use of inequality symbols in comparing quantities

- Make inequality cards with symbols
- Measure masses and heights of different objects
- Compare quantities using inequality symbols
- Read statements and use inequality symbols to compare quantities

Why is it necessary to use inequality symbols?

Oxford Active Mathematics pg. 105
- Inequality cards
- Objects
- Tape measure
- Beam balance
Oxford Active Mathematics pg. 106
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming simple linear inequalities

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

- Form inequalities involving multiple operations
- Interpret complex inequality statements
- Appreciate the use of inequalities in real life

- Analyze the number puzzle: "Think of a number, multiply by 4, subtract 7..."
- Form inequality from the information
- Practice forming inequalities with multiple operations
- Solve real-life problems using inequalities

How do we form linear inequalities for complex statements?

Oxford Active Mathematics pg. 107
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating simple inequalities
Linear Inequalities - Forming compound inequalities

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

- Draw number lines to represent inequalities
- Illustrate simple inequalities on a number line
- Value the use of number lines in representing inequalities

- Make inequality cards and draw a number line
- Stand on numbers and point to direction of inequality
- Use circles and arrows to show the range of values
- Practice illustrating different inequalities on number lines

How do we illustrate simple linear inequalities on a number line?

Oxford Active Mathematics pg. 108
- Piece of chalk/stick
Oxford Active Mathematics pg. 109-110
- Inequality cards

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Forming compound inequalities

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

- Form compound inequalities from statements
- Solve problems involving compound inequalities
- Appreciate compound inequalities in real life

- Analyze salary range statements: "more than 1,200 but less than 2,500"
- Form compound inequalities from real situations like fare, pitch dimensions
- Practice writing inequalities in the form "lower bound < x < upper bound"
- Create and solve word problems with compound inequalities

When do we use compound inequalities in real life?

Oxford Active Mathematics pg. 111
- Writing materials

- Observation - Oral questions - Written assignments

Algebra

Linear Inequalities - Illustrating compound inequalities

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

- Draw number lines for compound inequalities
- Illustrate compound inequalities on a number line
- Value the graphical representation of inequalities

- Make inequality cards and form compound inequalities
- Draw number line and demonstrate the range on the ground
- Join two circles using a straight line on number lines
- Practice illustrating various compound inequalities

How do we illustrate compound inequalities on a number line?

Oxford Active Mathematics pg. 112
- Inequality cards
- Piece of chalk/stick

- Observation - Oral questions - Written tests

Algebra
Measurements

Linear Inequalities - Illustrating compound inequalities
Money - Profit and loss

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

- Form compound inequalities from practical situations
- Illustrate the inequalities on number lines
- Appreciate the application of inequalities in real life

- Analyze Maleche's plasticine weighing scenario with beam balances
- Form inequalities for each weighing and combine them
- Draw number lines to illustrate the compound inequalities
- Relate unbalanced beam balances to inequalities

How do we apply compound inequalities to real-life situations?

Oxford Active Mathematics pg. 113-114
- Blank cards
- Oxford Active Mathematics 7
- Page 176
- Imitation items
- Imitation money

- Observation - Oral questions - Written assignments

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
Money - Percentage 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
- 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
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

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
Money - International 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
- Page 192
- International postal charges tables

- 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
Geometry

Money - Mobile money transactions
Angles on a straight line

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

- Observation - Written assignments - Class activities

Geometry

Angles on a straight line
Angles at a point
Angles at a point

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

- Apply the concept of supplementary angles
- Solve problems involving angles on a straight line
- Appreciate use of angles on a straight line in real life

- Learners work out the values of angles on a straight line
- Learners discuss how angles on a straight line add up to 180°
- Learners practice solving problems involving supplementary angles

Where do we use angles on a straight line in real life?

- 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
- 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

- Written tests - Oral questions - Class activities

Geometry

Alternate angles
Corresponding angles
Co-interior 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
- 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

- Observation - Oral questions - Written assignments

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
Measuring angles

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

- Written tests - Oral questions - Class activities

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°
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°

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°
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

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
Constructing right-angled triangles
Constructing circles

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
- 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

- Written tests - Oral questions - Class activities