Measurements

Length - Circumference of circles

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

- Define circumference as the distance around a circle
- Establish the relationship between circumference and diameter
- Calculate the circumference of circles

- Measure the circumference of circular objects using string
- Measure the diameter of circular objects
- Establish the relationship between circumference and diameter as π
- Calculate the circumference of circles using the formula C = πd or C = 2πr

How do we calculate the circumference of a circle?

- Oxford Active Mathematics 7
- Page 130
- String
- Ruler
- Set square
- Circular objects

- Observation - Written assignments - Class activities

Measurements

Area - Area of rectangle and parallelogram

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

- Observation - Written assignments - Class activities

Measurements

Area - Area of a trapezium

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

- Observation - Written assignments - Class activities

Measurements

Area - Area of a circle
Volume and Capacity - Cubic metre as unit of volume

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

- Work out the area of circles
- Derive the formula for the area of a circle
- Appreciate the importance of calculating areas of circles

- Draw a circle and divide it into sectors
- Rearrange the sectors to form a shape resembling a rectangle
- Derive the formula for the area of a circle as πr²
- Calculate areas of circles with different radii

How do we calculate the area of a circle?

- Oxford Active Mathematics 7
- Page 143
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses
- Page 149
- Twelve sticks of length 1 m each
- Old pieces of paper

- Observation - Written assignments - 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
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

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
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

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
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

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
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:

- 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
- Page 166
- 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
Temperature - Units of measuring 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
- Page 172
- 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
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

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

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
Money - Preparing bills

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
- Page 188
- Samples of shopping bills
- Imitation money

- Observation - Oral questions - 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
Money - Mobile money transactions

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
- Page 199
- Mobile money transaction charges charts

- Observation - Oral questions - Class discussions

Geometry

Angles on a straight line
Angles at a point

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
- 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 - Oral questions - Written assignments

Geometry

Angles at a point
Alternate angles
Corresponding 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

- Written tests - Oral questions - Class activities

Geometry

Co-interior angles
Angles in a parallelogram

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

- Identify co-interior angles
- Determine the values of co-interior angles
- Appreciate relationships among angles

- Learners draw parallel lines and a transversal
- Learners mark and measure angles formed
- Learners identify co-interior angles and discover they sum to 180°

What are co-interior angles?

- Oxford Active Mathematics pg. 212
- Protractors
- Rulers
- Parallel line models
- Charts showing co-interior angles
- Digital resources with angle demonstrations
- Worksheets with angle problems
- Oxford Active Mathematics pg. 213
- Parallelogram models
- Cardboard cut-outs of parallelograms
- Worksheets with problems involving parallelograms
- Digital devices for demonstrations

- Observation - Oral questions - Written assignments

Geometry

Angle properties of polygons
Exterior angles of a polygon

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

- Identify different types of polygons
- Determine the sum of interior angles in polygons
- Appreciate angle properties of polygons

- Learners draw different polygons
- Learners measure the interior angles of each polygon
- Learners discuss the relationship between number of sides and sum of interior angles

How do we get the sum of the interior angles in a polygon?

- Oxford Active Mathematics pg. 214
- Protractors
- Rulers
- 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

- Observation - Oral questions - Written assignments

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
Constructing 90° and 45°

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

- Written tests - Oral questions - Class activities

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 150°
Constructing 75° and 105°

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
- Oxford Active Mathematics pg. 226
- Videos demonstrating angle construction

- Written tests - Oral questions - Class activities

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
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