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
Whole Numbers - Rounding off numbers to the nearest tens of 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
Oxford Active Mathematics pg. 10

- Written assignments - Oral questions - Observation

Numbers

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

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

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Classification of natural numbers (even and odd)
Whole Numbers - Classification of natural numbers (prime numbers)

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

- Identify even and odd numbers
- Classify numbers as even or odd
- Show interest in classifying numbers

- Sort numbers into those divisible by two and those that are not
- Study pictures of bench arrangements with different numbers of bricks
- Note patterns in how the benches slant based on number of bricks
- Classify numbers as even or odd based on divisibility by 2

What are even numbers? What are odd numbers?

Oxford Active Mathematics pg. 12
- Number cards
- Pieces of paper
Oxford Active Mathematics pg. 13
- Worksheets

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Addition 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

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Subtraction of whole numbers
Whole Numbers - Multiplication of whole numbers

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

- Subtract whole numbers with regrouping
- Create and solve subtraction word problems
- Show interest in using subtraction to solve problems

- Make number cards and form two 7-digit numbers
- Use the numbers to form subtraction word problems
- Discuss use of place value in subtraction
- Solve practical problems involving subtraction

When do we use subtraction of numbers in real life?

Oxford Active Mathematics pg. 15
- Number cards
Oxford Active Mathematics pg. 16

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Division 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

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Combined operations of whole numbers
Whole Numbers - Identifying number sequences

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

- Identify the correct order of operations
- Solve problems involving combined operations
- Appreciate the importance of following the correct order of operations

- Choose expressions from number cards and perform operations
- Discuss the order of operations (BODMAS)
- Create and solve problems involving combined operations
- Discuss real-life applications of combined operations

What are combined operations? How do we perform combined operations?

Oxford Active Mathematics pg. 18
- Number cards
Oxford Active Mathematics pg. 19

- Observation - Oral questions - Written assignments

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
Factors - Divisibility tests of 5, 6 and 8

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
Oxford Active Mathematics pg. 34
- Worksheets

- Observation - Oral questions - Written tests

Numbers

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 9, 10, and 11
- Apply divisibility tests for 9, 10, and 11
- Show interest in using divisibility tests

- Study numbers on cards and divide them by 9
- Calculate sum of digits to test divisibility by 9
- Check last digit for divisibility by 10
- Work out difference between sums of alternating digits for divisibility by 11

How do we test if a number is divisible by 9, 10, or 11?

Oxford Active Mathematics pg. 35
- Blank cards

- Observation - Oral questions - Written tests

Numbers

Factors - Composite numbers
Factors - Greatest Common Divisor (GCD) and Least Common Multiple (LCM)

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
Oxford Active Mathematics pg. 37-38
- Number cards

- Observation - Oral questions - Written assignments

Numbers

Fractions - Comparing fractions

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

- Compare fractions with the same denominator
- Order fractions with the same denominator
- Appreciate the importance of comparing fractions

- Make circular paper cut-outs with different fractions shaded
- Compare fractions represented by shaded parts
- Arrange fractions in ascending order
- Discuss rule for comparing fractions with same denominator

How do we compare fractions?

Oxford Active Mathematics pg. 46
- Pieces of paper
- Pair of scissors
- Ruler
- Pair of compasses

- Observation - Oral questions - Written assignments

Numbers

Fractions - Comparing fractions
Fractions - Addition of 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
Oxford Active Mathematics pg. 48
- Pair of scissors
- Pieces of paper

- Observation - Oral questions - Written tests

Numbers

Fractions - Addition of fractions
Fractions - Subtraction of fractions

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

- Add fractions with different denominators
- Add mixed numbers
- Value the use of addition of fractions in real life

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

What steps do you follow to add fractions with different denominators? What steps do you follow to add mixed numbers?

Oxford Active Mathematics pg. 49
- Fraction cards
Oxford Active Mathematics pg. 50
- Pair of scissors
- Pieces of paper

- Observation - Oral questions - Written tests

Numbers

Fractions - Subtraction 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

- 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 whole numbers
- Explain the process of multiplying fractions
- Appreciate use of multiplication of fractions

- Express repeated addition as multiplication
- Use bottle tops to represent fractions of groups
- Use rectangular paper cut-outs to show multiplication of fractions
- Discuss applications of multiplying fractions

How do we multiply fractions by whole numbers?

Oxford Active Mathematics pg. 52
- Bottle tops
- Rectangular paper cut-outs
Oxford Active Mathematics pg. 53
- Pieces of paper
- Piece of chalk/stick

- Observation - Oral questions - Written assignments

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
Decimals - Division 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
Oxford Active Mathematics pg. 72
- Chart
- Worksheets

- 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 decimal numbers
- Explain the process of dividing decimals by decimals
- Show interest in division of decimal numbers

- Convert divisor to whole number when dividing by a decimal
- Practice dividing decimals by decimals
- Use calculators to verify answers
- Solve real-life problems involving division of decimals by decimals

How do we divide decimal numbers?

Oxford Active Mathematics pg. 73
- Worksheets
- Calculators

- Observation - Oral questions - Written assignments

Numbers

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

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
Oxford Active Mathematics pg. 79
- Number cards

- Observation - Oral questions - Written tests

Numbers
Algebra

Squares and Square Roots - Square roots of whole numbers, fractions and decimals
Algebraic Expressions - Forming algebraic expressions

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

- Determine square roots of whole numbers, fractions and decimals
- Solve problems involving square roots
- Show interest in using square roots in real life

- Study multiplication charts to identify square roots
- Express numbers as products of prime factors to find square roots
- Convert decimals to fractions to find square roots
- Solve real-life problems involving square roots

Which steps do we follow to determine square roots of numbers?

Oxford Active Mathematics pg. 80-82
- Multiplication charts
- Worksheets
Oxford Active Mathematics pg. 90
- Bottle tops
- Objects in the environment

- Observation - Oral questions - Written tests

Algebra

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

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

- Form algebraic expressions from statements
- Identify terms in algebraic expressions
- Appreciate use of algebraic expressions in real life

- Discuss the scenario of Ochieng's shop stock
- Form expressions for the number of items in the shop
- Share expressions formed with other groups
- Identify terms in the expressions formed

What is an algebraic expression?

Oxford Active Mathematics pg. 91
- Writing materials
Oxford Active Mathematics pg. 92
Oxford Active Mathematics pg. 93

- Observation - Oral questions - Written assignments

Algebra

Algebraic Expressions - Simplifying algebraic expressions
Linear Equations - Forming linear equations
Linear Equations - Forming and simplifying linear equations

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

- Define a coefficient in algebraic expressions
- Simplify expressions with brackets
- Appreciate simplification of expressions in solving problems

- Write word questions involving algebraic expressions on cards
- Form and simplify expressions from the questions
- Discuss steps for simplifying expressions
- Remove brackets by multiplying terms inside by the coefficient

How do we open brackets to simplify an algebraic expression?

Oxford Active Mathematics pg. 94-95
- Blank cards
Oxford Active Mathematics pg. 97
- Beam balance
- Sand
- Bottle tops
Oxford Active Mathematics pg. 98-99
- Writing materials

- 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 addition and subtraction
- Verify solutions by substitution
- Appreciate the use of linear equations in problem-solving

- Use beam balance with marble and bottle tops to demonstrate equation solving
- Remove bottle tops equally from both sides until marble is isolated
- Solve equations like x+12=24 by subtracting from both sides
- Verify solutions by substituting back into the original equation

How do we solve linear equations?

Oxford Active Mathematics pg. 100
- Beam balance
- Marble
- Bottle tops
Oxford Active Mathematics pg. 101
- Writing materials

- Observation - Oral questions - Written tests

Algebra

Linear Equations - Solving linear equations
Linear Equations - Application of linear equations

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

- Solve linear equations with brackets
- Solve equations involving fractions
- Value the use of equations in solving problems

- Create word questions involving linear equations
- Form and solve linear equations from word problems
- Discuss steps to solve equations: open brackets, collect like terms, isolate variable
- Apply equation solving to real-life contexts

When do we use linear equations in real life?

Oxford Active Mathematics pg. 102
- Worksheets
Oxford Active Mathematics pg. 103-104
- Geometrical instruments

- Observation - Oral questions - Written tests

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
Oxford Active Mathematics pg. 113-114
- Blank cards

- Observation - Oral questions - Written tests

Measurements

Money - Profit and loss

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

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

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

How do we work out profit and loss?

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

- Observation - Oral questions - Written work

Measurements

Money - Percentage profit and loss
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

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
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

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
Alternate angles

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

- Written tests - Oral questions - Class activities

Geometry

Corresponding angles
Co-interior angles
Angles in a parallelogram

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

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

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

What are corresponding angles?

- Oxford Active Mathematics pg. 211
- Protractors
- Rulers
- Parallel line models
- Charts showing corresponding angles
- Worksheets with corresponding angle problems
- Colored pencils
- Oxford Active Mathematics pg. 212
- Charts showing co-interior angles
- Digital resources with angle demonstrations
- Worksheets with angle problems
- Oxford Active Mathematics pg. 213
- Parallelogram models
- Cardboard cut-outs of parallelograms
- Worksheets with problems involving parallelograms
- Digital devices for demonstrations

- Written tests - Oral questions - Class activities

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°
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

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