Measurements

Length - Perimeter of plane figures

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

- Define perimeter as the distance around a plane figure
- Calculate the perimeter of plane figures
- Appreciate the concept of perimeter in daily activities

- Make paper cut-outs of different plane figures
- Measure the distance around each shape using string and ruler
- Add the lengths of the sides to find perimeter
- Work out the perimeter of various plane figures including squares, rectangles and irregular shapes

How do we determine the perimeter of a shape?

- Oxford Active Mathematics 7
- Page 128
- Paper cut-outs
- Ruler
- String

- Observation - Written assignments - Class activities

Measurements

Length - Circumference of circles
Length - Applications of length

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
- Page 132
- Measuring tools
- Models of different shapes

- Observation - Written assignments - Class activities

Measurements

Area - Square metre, acres and hectares

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

- Identify square metre (m²), acres and hectares as units of measuring area
- Convert between square metres, acres and hectares
- Appreciate different units of measuring area

- Join four 1 m sticks to make a square
- Determine the area of a square metre
- Convert between square metres, acres, and hectares
- Identify real-life applications of different units of area

How big is a square metre as a unit of measuring area?

- Oxford Active Mathematics 7
- Page 135
- 1 m sticks
- Ruler
- Pieces of string or masking tape

- Observation - Oral questions - Written work

Measurements

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

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

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

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

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

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

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

How do we calculate the area of a trapezium?

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

- Observation - Written assignments - Class activities

Measurements

Area - Area of borders

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

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

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

How do we calculate the area of a border?

- Oxford Active Mathematics 7
- Page 144
- Pair of scissors
- Pieces of paper
- Ruler

- Observation - Written assignments - Class activities

Measurements

Area - Area of combined shapes
Area - Applications of area

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

- Identify combined shapes in the environment
- Calculate the area of combined shapes
- Appreciate the use of area of combined shapes in real life situations

- Cut out different shapes and combine them to make patterns
- Divide combined shapes into regular shapes
- Calculate the area of each part separately and add them up
- Solve real-life problems involving combined shapes

How do we work out the area of combined shapes?

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

- Observation - Written assignments - Class activities

Measurements

Volume and Capacity - Cubic metre as unit of volume

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

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

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

How do we use cubic metre to work out volume?

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

- Observation - Oral questions - Class activities

Measurements

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

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

- Convert volume from cubic 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
- Page 152
- Ruler or tape measure
- Calculator

- Observation - Oral questions - Written work

Measurements

Volume and Capacity - Volume of cubes and cuboids

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

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

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

How do we calculate the volume of cubes and cuboids?

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

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

How do we work out the volume of a cylinder?

- Oxford Active Mathematics 7
- Page 155
- Kenyan coins of the same denomination
- Circular objects
- Calculator
- Page 156
- A cube whose sides measure 10 cm
- Container
- Basin
- Graduated cylinder

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

How is volume related to capacity?

- Oxford Active Mathematics 7
- Page 157
- Bottles with capacities labelled on them
- Containers of different sizes
- Page 158

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Units of measuring time

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
Time, Distance and Speed - Conversion of units of distance

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
- Page 162
- Conversion tables of units of distance

- Observation - Oral questions - Written work

Measurements

Time, Distance and Speed - Identification of speed

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

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

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

What do you think are the units of measuring speed?

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

- Observation - Oral questions - Class activities

Measurements

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

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

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

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

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

- Oxford Active Mathematics 7
- Page 164
- Stopwatch
- Metre stick
- Calculator
- Page 165
- Charts showing distances between locations

- Observation - Written assignments - Class activities

Measurements

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

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

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

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

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

- Oxford Active Mathematics 7
- Page 166
- Calculator
- Conversion charts
- Page 168

- Observation - Written assignments - Class activities

Measurements

Temperature - Measuring temperature

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
Temperature - Working out temperature

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
- Page 175
- Temperature data

- Observation - Written assignments - Class activities

Measurements

Money - Profit and loss

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

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

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

How do we work out profit and loss?

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

- Observation - Oral questions - Written work

Measurements

Money - 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