Numbers

Whole Numbers - Multiples of numbers

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

- Identify multiples of numbers up to 100 in different situations
- List multiples of a given number
- Appreciate the relationship between factors and multiples

In groups, learners are guided to:
- In groups identify multiples of numbers up to 100 and share with others

How do you find multiples of a number?

- Let's Do Mathematics Learner's Book pg. 1
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Even and odd numbers
Subtraction - Estimating difference

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

- Use even and odd numbers up to 100 in different situations
- Differentiate between even and odd numbers
- Appreciate the application of even and odd numbers in daily life

In groups, learners are guided to:
- In groups identify even and odd numbers up to 100 and share with others

How do we differentiate even and odd numbers?

- Let's Do Mathematics Learner's Book pg. 1
- Number cards
- Let's Do Mathematics Learner's Book pg. 30
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Creating patterns
Subtraction - Application in real life

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

- Create patterns involving subtraction from up to 10,000
- Generate number patterns using subtraction
- Demonstrate creativity in making subtraction patterns

In groups, learners are guided to:
- In groups generate patterns involving subtraction of numbers up to 10,000

How do you create patterns involving subtraction?

- Let's Do Mathematics Learner's Book pg. 30
- Number cards
- Digital devices

- Observation - Oral questions - Written exercises

Numbers

Multiplication - By multiples of 10
Multiplication - Without regrouping

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

- Multiply up to a two-digit number by multiples of 10 in different situations
- Apply multiplication by multiples of 10
- Show interest in multiplication operations

In groups, learners are guided to:
- In pairs multiply 2-digit number by multiples of 10 using number cards

When do you use multiplication in real life?

- Let's Do Mathematics Learner's Book pg. 38
- Number cards
- Counters

- Observation - Oral questions - Written exercises

Numbers

Multiplication - With regrouping
Multiplication - Estimating products

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

- Multiply up to a two-digit number by two-digit number with regrouping
- Solve multiplication problems with regrouping
- Appreciate the use of multiplication in solving problems

In groups, learners are guided to:
- In pairs or groups multiply up to a two-digit number by two-digit number with regrouping and prepare a corresponding multiplication chart

What is the importance of regrouping in multiplication?

- Let's Do Mathematics Learner's Book pg. 38
- Counters
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Creating patterns
Division - Without remainder

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

- Create patterns involving multiplication (product not exceeding 100)
- Generate number patterns using multiplication
- Demonstrate creativity in making multiplication patterns

In groups, learners are guided to:
- In groups generate patterns involving multiplication with products not exceeding 100 and prepare multiplication charts using locally available materials

How do you create patterns involving multiplication?

- Let's Do Mathematics Learner's Book pg. 38
- Locally available materials
- Let's Do Mathematics Learner's Book pg. 46
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Division - With remainder
Division - Relationship with multiplication

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

- Divide up to a two-digit number by a one-digit number with remainder
- Solve division problems with remainder
- Appreciate the use of division in problem-solving

In groups, learners are guided to:
- In groups carry out division up to a two-digit number by a one-digit number with remainder and prepare division charts

What happens when a number doesn't divide evenly?

- Let's Do Mathematics Learner's Book pg. 46
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Division - Using digital resources
Division - Application in real life

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

- Use digital resources to learn division of numbers
- Apply technology in learning mathematics
- Show interest in using digital tools

In groups, learners are guided to:
- In pairs play games involving division using digital devices

How can digital devices help us learn division?

- Let's Do Mathematics Learner's Book pg. 46
- Digital devices
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Fractions - Numerator and denominator
Fractions - Representation

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

- Identify the numerator and denominator in a fraction in different situations
- Explain the meaning of numerator and denominator
- Show interest in learning about fractions

In groups, learners are guided to:
- Discuss in groups the top (numerator) and bottom (denominator) numbers in a fraction and share with others

When do you use fractions in real life?

- Let's Do Mathematics Learner's Book pg. 53
- Fraction charts
- Cut outs
- Counters
- Clock face

- Observation - Oral questions - Written exercises

Numbers

Fractions - Representation as part of a group
Fractions - Types of fractions

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

- Represent a fraction with denominators not exceeding 12 as part of a group
- Illustrate fractions as part of a group
- Show interest in different fraction representations

In groups, learners are guided to:
- Illustrate in pairs/groups fractions as part of a group using cut outs or counters

What is the difference between fractions as part of a whole and part of a group?

- Let's Do Mathematics Learner's Book pg. 53
- Cut outs
- Counters
- Paper cut outs

- Observation - Oral questions - Written exercises

Numbers

Fractions - Conversion of fractions
Fractions - Using digital resources

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

- Convert improper fractions to mixed fractions in different situations
- Convert mixed fractions to improper fractions in different contexts
- Appreciate the relationship between improper and mixed fractions

In groups, learners are guided to:
- Discuss in groups changing of improper fractions to mixed fractions
- Discuss in groups changing of mixed fractions to improper fractions

Why do we convert between improper and mixed fractions?

- Let's Do Mathematics Learner's Book pg. 53
- Fraction models
- Digital devices

- Observation - Oral questions - Written exercises

Numbers

Decimals - Tenths
Decimals - Hundredths

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

- Identify a tenth in real life situations
- Represent tenths using decimal notation
- Value the use of tenths in real life

In groups, learners are guided to:
- Discuss in pairs/groups where tenths are used in real life situations
- Illustrate in pairs/groups decimals using place value charts

How do you use decimals in real life situations?

- Let's Do Mathematics Learner's Book pg. 61
- Place value charts

- Observation - Oral questions - Written exercises

Numbers

Decimals - Decimal notation
Decimals - Place value

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

- Represent decimals using decimal notation in given situations
- Write tenths and hundredths using decimal notation
- Show interest in decimal notation

In groups, learners are guided to:
- Individually write tenths and hundredths using decimal notation on a place value chart

Why do we use decimal notation?

- Let's Do Mathematics Learner's Book pg. 61
- Place value charts

- Observation - Oral questions - Written exercises

Numbers

Decimals - Ordering decimals
Decimals - Comparing decimals

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

- Order decimals up to hundredths
- Arrange decimals in ascending and descending order
- Show interest in comparing decimal numbers

In groups, learners are guided to:
- In groups order given decimals in ascending and descending order

How do you compare decimal numbers?

- Let's Do Mathematics Learner's Book pg. 61
- Number cards with decimal numbers
- Place value charts

- Observation - Oral questions - Written exercises

Numbers

Decimals - Converting fractions to decimals

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

- Convert fractions with denominators of 10 and 100 to decimals
- Relate fractions to decimals
- Value the relationship between fractions and decimals

In groups, learners are guided to:
- In pairs convert fractions with denominators of 10 and 100 to decimals
- Use place value to understand the conversion

How are fractions and decimals related?

- Let's Do Mathematics Learner's Book pg. 61
- Place value charts
- Fraction models

- Observation - Oral questions - Written exercises

Numbers

Decimals - Converting decimals to fractions
Decimals - Addition of decimals

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

- Convert decimals up to hundredths to fractions
- Relate decimals to fractions
- Show interest in decimal-fraction relationships

In groups, learners are guided to:
- In groups convert decimal numbers to fractions
- Practice converting between different number formats

Why is it useful to convert between decimals and fractions?

- Let's Do Mathematics Learner's Book pg. 61
- Place value charts

- Observation - Oral questions - Written exercises

Numbers

Decimals - Using digital resources
Use of letters - Representing information

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

- Use digital devices to learn about decimals
- Apply technology in learning mathematics
- Show interest in using digital tools

In groups, learners are guided to:
- In pairs play digital games involving decimals

How can digital devices help us learn about decimals?

- Let's Do Mathematics Learner's Book pg. 61
- Digital devices
- Let's Do Mathematics Learner's Book pg. 72
- Letter cards

- Observation - Oral questions - Written exercises

Numbers

Use of letters - Forming expressions
Use of letters - Simplifying expressions

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

- Form simple expressions to represent real life situations
- Translate word problems into expressions
- Value the use of algebraic expressions

In groups, learners are guided to:
- In groups form expressions to illustrate real life situations

How can we use letters to describe real-life situations?

- Let's Do Mathematics Learner's Book pg. 72
- Letter cards
- Number cards

- Observation - Oral questions - Written exercises

Numbers

Use of letters - Evaluating expressions
Use of letters - Applications

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

- Substitute values for letters in expressions
- Evaluate expressions for given values
- Show interest in evaluating expressions

In groups, learners are guided to:
- In pairs substitute values for letters and evaluate expressions
- Practice with different values for the same expression

How do expressions change when we substitute different values?

- Let's Do Mathematics Learner's Book pg. 72
- Letter cards
- Number cards

- Observation - Oral questions - Written exercises

Numbers
Measurement

Use of letters - Using digital resources
Time - Reading time (a.m. and p.m.)

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

- Use digital resources to learn more about expressions
- Apply technology in learning mathematics
- Show interest in using digital tools

In groups, learners are guided to:
- In pairs play digital games involving expressions

How can digital devices help us learn about expressions?

- Let's Do Mathematics Learner's Book pg. 72
- Digital devices
- Let's Do Mathematics Learner's Book pg. 117
- Analogue clocks
- Digital clocks

- Observation - Oral questions - Written exercises

Measurement

Time - Estimating time
Time - Converting units of time

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

- Estimate time using a.m. and p.m. in real life situations
- Use natural indicators to estimate time
- Show interest in time estimation

In groups, learners are guided to:
- In groups estimate time of the day using the shadow of a building or a tree that is in a convenient location

How can we estimate time without using clocks?

- Let's Do Mathematics Learner's Book pg. 117
- Outdoor space with objects casting shadows
- Time conversion charts

- Observation - Oral questions - Practical assessment

Measurement

Time - Converting between days and hours
Time - Converting between weeks and days

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

- Convert hours to days and days to hours
- Apply conversion skills correctly
- Appreciate precise time measurement

In groups, learners are guided to:
- Change hours to days and days to hours in real life situations

How many hours make up a full day?

- Let's Do Mathematics Learner's Book pg. 117
- Time conversion charts
- Time conversion charts
- Calendars

- Observation - Oral questions - Written exercises

Measurement

Time - Recording time durations
Time - Working out time duration

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

- Record time durations in hours and minutes in real life situations
- Measure time spans accurately
- Value precision in time measurement

In groups, learners are guided to:
- In groups measure and record duration of events in hours and minutes using digital and analogue clocks

Why is it important to record the duration of events?

- Let's Do Mathematics Learner's Book pg. 117
- Stopwatches
- Digital clocks
- Analogue clocks
- Clocks
- Worksheets with problems

- Observation - Oral questions - Practical assessment

Measurement

Time - Addition involving time
Time - Subtraction involving time

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

- Work out addition involving units of time in real life situations
- Solve problems involving addition of time
- Show interest in time calculations

In groups, learners are guided to:
- In groups work out addition involving units of time in real life situations

When do we add time measurements in real life?

- Let's Do Mathematics Learner's Book pg. 117
- Clocks
- Worksheets with problems

- Observation - Oral questions - Written exercises

Measurement

Time - Using digital clocks
Money - Converting shillings to cents

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

- Use digital clock to tell and record time of different activities
- Read digital time displays
- Appreciate modern time measurement tools

In groups, learners are guided to:
- In groups discuss, tell and record time using electronic clock

How are digital and analogue clocks different?

- Let's Do Mathematics Learner's Book pg. 117
- Digital clocks
- Let's Do Mathematics Learner's Book pg. 131
- Real/imitation money

- Observation - Oral questions - Practical assessment

Measurement

Money - Converting cents to shillings
Money - Preparing shopping lists

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

- Convert cents into shillings in different contexts
- Apply conversion skills correctly
- Value the relationship between units

- Learners in pairs/groups discuss and convert cents into shillings using real/imitation money in different contexts

Why do we have both shillings and cents?

- Let's Do Mathematics Learner's Book pg. 131
- Real/imitation money
- Sample shopping lists

- Observation - Oral questions - Written exercises

Measurement

Money - Calculating total cost
Money - Role-playing shopping activities

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

- Work out total cost of items in the shopping list for value not more ten thousand shillings
- Calculate costs accurately
- Value budgeting skills

- Learners in groups/individually calculate the total cost of items in the shopping list

How do we calculate the total cost of multiple items?

- Let's Do Mathematics Learner's Book pg. 131
- Shopping lists with prices
- Real/imitation money
- Items for "shop"

- Observation - Oral questions - Written exercises

Measurement

Money - Recording shopping activities
Money - Problem solving

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

- Document shopping activities
- Use technology to record activities
- Value the importance of record-keeping

In groups, learners are guided to:
- Take video clips of their groups as they role-play shopping activities

Why is it important to keep records of financial transactions?

- Let's Do Mathematics Learner's Book pg. 131
- Recording devices
- Real/imitation money
- Worksheets with money problems

- Observation - Oral questions - Performance assessment

Measurement
Geometry

Money - Financial literacy
Position and Direction - Clockwise and anticlockwise turns

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

- Apply basic financial literacy concepts
- Make informed financial decisions
- Value money management skills

In groups, learners are guided to:
- Discuss the importance of saving and responsible spending
- Create simple personal budgets

Why is it important to manage money wisely?

- Let's Do Mathematics Learner's Book pg. 131
- Financial literacy charts
- Oxford Let’s Do Mathematics pg. 136
-Clock faces
-Digital devices

- Observation - Oral questions - Written exercises

Geometry

Position and Direction - Clockwise and anticlockwise turns
Position and Direction - Quarter, half and full turns
Position and Direction - Quarter, half and full turns
Angles - Identifying angles at points in lines

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

- Identify an anticlockwise turn in the environment
- Demonstrate an anticlockwise turn correctly
- Appreciate the application of turns in daily life

- Learners work in groups to demonstrate anticlockwise turns
- Learners practice making anticlockwise turns following instructions
- Learners identify real-life situations where anticlockwise turns are used
- Learners make clockwise turns followed by anticlockwise turns and observe their position

Where do we use clockwise and anticlockwise turns in everyday life?

- Oxford Let’s Do Mathematics pg. 137
-Clock faces
-Digital devices
- Oxford Let’s Do Mathematics pg. 138
-Compass drawings
- Oxford Let’s Do Mathematics pg. 140-141
- Oxford Let’s Do Mathematics pg. 142
-Paper for folding
-Rulers

- Observation - Oral questions - Written tests

Geometry

Angles - Identifying angles from objects in the environment
Angles - Relating turns to angles
Angles - Digital activities on angles
Plane Figures - Identifying shapes from objects

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

- Identify angles in everyday objects
- Recognize angles in geometric shapes like cubes and cuboids
- Appreciate the presence of angles in the environment

- Learners examine cubes and cuboids and identify angles on each of them
- In groups, learners walk around the school compound and identify angles on different objects
- Learners discuss the presence of angles in classroom furniture and equipment
- Learners draw and label angles they observe in the environment

Where can we find angles in our daily life?

- Oxford Let’s Do Mathematics pg. 143
-Cubes and cuboids
-Objects from the environment
- Oxford Let’s Do Mathematics pg. 144
-Compass drawings
-Clock faces
-Digital devices
-Internet access
- Oxford Let’s Do Mathematics pg. 145
-Shape charts

- Observation - Practical activities - Group work assessment

Geometry

Plane Figures - Drawing shapes from objects
Plane Figures - Lines of symmetry

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

- Draw rectangles, squares, triangles, circles and ovals
- Use objects from the environment as models for drawing shapes
- Demonstrate precision in drawing shapes

- Learners look at different objects in their surroundings
- Learners use objects as models to draw rectangles, squares, triangles, circles and ovals
- In pairs, learners compare the shapes they have drawn
- Learners display their drawings and discuss the accuracy of the shapes

How can we draw accurate shapes?

- Oxford Let’s Do Mathematics pg. 145
-Objects with various shapes
-Drawing materials
- Oxford Let’s Do Mathematics pg. 146-147
-Paper cut-outs of various shapes
-Rulers

- Observation - Drawing assessment - Peer assessment

Geometry

Plane Figures - Lines of symmetry in various shapes
Plane Figures - Making patterns using shapes

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

- Determine the number of lines of symmetry in different shapes
- Identify whether a given line is a line of symmetry
- Show curiosity in exploring symmetry

- Learners identify lines of symmetry in different shapes using folding techniques
- Learners determine which shapes have no lines of symmetry, one line, or multiple lines
- In pairs, learners investigate dotted lines on shapes to determine if they are lines of symmetry
- Learners draw shapes and show all their lines of symmetry

How many lines of symmetry can a shape have?

- Oxford Let’s Do Mathematics pg. 147-148
-Paper cut-outs of various shapes
-Drawing materials
- Oxford Let’s Do Mathematics pg. 148
-Shape cut-outs
-Coloring materials

- Observation - Practical activities - Written tests

Geometry
Data Handling
Data Handling

Plane Figures - Properties of plane figures
Data - Materials for data collection
Data - Materials for data collection

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

- Identify properties of common plane figures
- Compare properties of different shapes
- Appreciate the distinctive features of shapes

- Learners make paper cut-outs of different plane figures
- Learners examine each shape and note its properties
- In groups, learners create and fill in a table listing properties of shapes (sides, angles, lines of symmetry, etc.)
- Learners discuss which shapes have straight lines and which have curved lines

What properties make each shape unique?

- Oxford Let’s Do Mathematics pg. 149
-Shape cut-outs
-Chart paper
- Oxford Let’s Do Mathematics pg. 150
Rulers
Exercise books
Charts
Classroom materials
Data collection tools

- Observation - Group work assessment - Written assignments

Data Handling

Data - Collecting data
Data - Drawing tables for recording data
Data - Recording data in tables
Data - Recording data in tables
Data - Interpreting raw data from tables

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

- Collect data of at most 10 items within the school environment
- Organize collected data systematically
- Show curiosity in exploring data collection

- Learners identify different objects in the classroom that can be counted
- In groups, learners count the number of each object and record the data
- Learners move around the school compound to collect data on various items
- Learners organize the collected data in a systematic manner

How can we collect data in our school environment?

- Oxford Let’s Do Mathematics pg. 151
Tally sheets
Pencils and paper
Small sticks
- Oxford Let’s Do Mathematics pg. 152
Sample tables
Drawing materials
- Oxford Let’s Do Mathematics pg. 153
Tally charts
Data collection sheets
- Oxford Let’s Do Mathematics pg. 153-154
Prepared tables
Classroom objects
- Oxford Let’s Do Mathematics pg. 154-155
Prepared data tables
Question sheets

- Observation Practical activities Group work assessment