Measurement

Mass - Half kilogram

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

- Use ½ kg masses to measure masses of different objects practically
- Appreciate smaller units of mass
- Value accurate measurement

In groups, learners are guided to:
- In pairs make a ½ kg mass and use it to measure mass of given objects using a beam balance

When do we use half-kilogram weights?

- Let's Do Mathematics Learner's Book pg. 108
- ½ kg weights
- Beam balance

- Observation - Oral questions - Practical assessment

Measurement

Mass - Quarter kilogram

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

- Use ¼ kg masses to measure masses of different objects practically
- Select appropriate units for measurement
- Show interest in practical measurement

In groups, learners are guided to:
- In groups make a ¼ kg mass and use it to measure mass of given objects using a beam balance and an electronic balance

Why do we need different units of mass?

- Let's Do Mathematics Learner's Book pg. 108
- ¼ kg weights
- Beam balance

- Observation - Oral questions - written assessment

Measurement

Mass - Addition involving mass

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

- Add mass involving kilograms in real life situations
- Solve problems involving addition of mass
- Value the use of mathematics in practical situations

In groups, learners are guided to:
- Add mass involving kilograms (kg) in real life situations

When do we add mass measurements?

- Let's Do Mathematics Learner's Book pg. 108
- Kilogram weights

- Observation - Oral questions - Written exercises

Measurement

Mass - Subtraction involving mass

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

- Subtract mass involving kilograms in real life situations
- Solve problems involving subtraction of mass
- Appreciate application of mathematics in daily life

In groups, learners are guided to:
- Subtract mass involving kilograms (kg)

When do we subtract mass measurements?

- Let's Do Mathematics Learner's Book pg. 108
- Kilogram weights

- Observation - Oral questions - Written exercises

Measurement

Mass - Using digital resources

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

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

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

How can digital devices help us learn about mass?

- Let's Do Mathematics Learner's Book pg. 108
- Digital devices

- Observation - Oral questions - Written exercises

Measurement

Time - Reading time (a.m. and p.m.)

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

- Read and tell time in a.m. and p.m. in real life situations
- Distinguish between a.m. and p.m.
- Value punctuality

In groups, learners are guided to:
- In pairs read and tell time in a.m. and p.m. using digital and analogue clocks

How do we estimate time?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Reading time (a.m. and p.m.)

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

- Read and tell time in a.m. and p.m. in real life situations
- Distinguish between a.m. and p.m.
- Value punctuality

In groups, learners are guided to:
- In pairs read and tell time in a.m. and p.m. using digital and analogue clocks

How do we estimate time?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Estimating 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

- Observation - Oral questions - Practical assessment

Measurement

Time - Converting units of time

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

- Convert hours to minutes and minutes to hours
- Apply conversion skills correctly
- Value the relationship between units

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

Why do we need to convert between units of time?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Converting between days and hours

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

- Observation - Oral questions - Written exercises

Measurement

Time - Converting between weeks and days

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

- Convert days to weeks and weeks to days
- Apply conversion skills correctly
- Value the relationship between units

In groups, learners are guided to:
- In pairs convert days to weeks and weeks to days in real life situations

How many days make up different numbers of weeks?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Recording time durations

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

- Observation - Oral questions - Practical assessment

Measurement

Time - Working out time duration

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

- Work out time duration in real life situations
- Calculate elapsed time
- Value time management

In groups, learners are guided to:
- Calculate time duration between events in real life situations

How do we calculate how long an activity takes?

- Let's Do Mathematics Learner's Book pg. 117, clocks 

- Observation - Oral questions - Written exercises

Measurement

Time - Addition 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

- Observation - Oral questions - Written exercises

Measurement

Time - Subtraction involving time

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

- Work out subtraction involving units of time in real life situations
- Solve problems involving subtraction of time
- Value mathematical operations with time

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

How do we find the time difference between events?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Using digital clocks

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

- Observation - Oral questions - Practical assessment

Measurement

Money - Converting shillings to cents

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

- Convert shillings into cents in different contexts
- Apply conversion skills correctly
- Show interest in currency conversion

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

Why do we prepare shopping lists?

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

- Observation - Oral questions - Written exercises

Measurement

Money - Converting shillings to cents

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

- Convert shillings into cents in different contexts
- Apply conversion skills correctly
- Show interest in currency conversion

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

Why do we prepare shopping lists?

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

- Observation - Oral questions - Written exercises

Measurement

Money - Converting cents to shillings

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

- Observation - Oral questions - Written exercises

Measurement

Money - Preparing shopping lists

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

- Prepare a shopping list of three items in real life situation
- Create organized lists
- Appreciate planning for purchases

- Learners in pairs/groups are guided on how to come up with a shopping list of food items that they may require at school or at home

Why is it important to plan our purchases?

- Let's Do Mathematics Learner's Book pg. 131
- Sample shopping lists

- Observation - Oral questions - Practical assessment

Measurement

Money - Calculating total cost

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

- Observation - Oral questions - Written exercises

Measurement

Money - Role-playing shopping activities

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

- Engage in shopping role-play activities
- Apply money concepts in simulated scenarios
- Show interest in practical money management

- Learners in groups are guided to come up with a class or school model shop and role play shopping activities as buyers and shopkeepers

How do we use money in everyday transactions?

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

- Observation - Oral questions - Performance assessment

Measurement

Money - Recording shopping activities

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

- Observation - Oral questions - Performance assessment

Measurement

Money - Problem solving

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

- Solve complex problems involving money
- Apply mathematical operations with money
- Appreciate the use of money in real life situation

In groups, learners are guided to:
- Solve word problems involving money calculations

How do we solve real-life money problems?

- Let's Do Mathematics Learner's Book pg. 131
- Worksheets with money problems

- Observation - Oral questions - Written exercises

Measurement

Money - Financial literacy

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

- Observation - Oral questions - Written exercises

Geometry

Position and Direction - Clockwise and anticlockwise turns

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

- Identify a clockwise turn in the environment
- Demonstrate a clockwise turn correctly
- Show interest in learning about position and direction

- Learners observe a clock face and discuss the direction in which clock hands move
- In groups, learners identify objects in their surroundings that turn in a clockwise direction
- Learners practice making clockwise turns individually and in pairs
- Learners open and close taps to demonstrate clockwise and anticlockwise movements

How can you tell the difference between clockwise and anticlockwise directions?

- Oxford Let’s Do Mathematics pg. 136
-Clock faces
-Digital devices

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Quarter, half and full turns

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

- Identify quarter, half and full turns in the environment
- Demonstrate a full turn correctly
- Show curiosity in exploring different types of turns

- Learners observe a roundabout illustration and discuss vehicle movements
- Learners draw a compass on the ground and practice making full turns
- In groups, learners move along paths in the school compound and identify the turns they make
- Learners relate compass directions (N, S, E, W) to turns

How many quarter turns make up a full turn?

-Compass drawings
-Digital devices
- Oxford Let’s Do Mathematics pg. 140-141

- Observation - Practical activities - Oral questions

Geometry

Angles - Identifying angles at points in lines
Angles - Identifying angles from objects in the environment

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

- Identify an angle formed by two lines meeting at a point
- Name angles correctly using standard notation
- Show interest in learning about angles

- Learners fold paper along lines to form corners and identify the spaces as angles
- Learners identify points where lines meet to form angles
- In pairs, learners practice naming angles using three letters (e.g., angle FGH)
- Learners draw lines meeting at a point and identify the resulting angle

What makes an angle?

- Oxford Let’s Do Mathematics pg. 142
-Paper for folding
-Rulers
-Cubes and cuboids
-Objects from the environment

- Observation - Oral questions - Written assignments

Geometry

Angles - Relating turns to angles

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

- Relate quarter turns to angles
- Relate half turns to angles
- Show curiosity in exploring the relationship between turns and angles

- Learners draw a compass on the ground and stand at point O facing a direction
- Learners make clockwise and anticlockwise quarter turns and identify the angles formed
- In pairs, learners make half turns and discuss the angles created
- Learners look at a clock face at different times and identify angles formed by the hands

How are turns connected to angles?

- Oxford Let’s Do Mathematics pg. 144
-Compass drawings
-Clock faces
-Digital devices

- Observation - Oral questions - 

Geometry

Angles - Digital activities on angles
Plane Figures - Identifying shapes from objects

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

- Use digital resources to explore angles
- Solve problems involving angles
- Demonstrate confidence in identifying angles

- Learners access digital content through QR codes or links provided
- Learners engage with interactive activities about angles
- In pairs, learners solve digital problems involving the identification of angles
- Learners summarize what they have learned about angles

How can digital tools help us understand angles better?

- Oxford Let’s Do Mathematics pg. 144
-Digital devices
-Internet access
-Objects from the environment
-Shape charts

- Digital assessment - Peer assessment - Written work

Geometry

Plane Figures - Drawing shapes from objects

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

- Observation - Drawing assessment - Peer assessment

Geometry

Plane Figures - Lines of symmetry

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

- Identify lines of symmetry in different shapes
- Demonstrate how to find lines of symmetry by folding
- Appreciate symmetry in shapes

- Learners fold rectangular and square pieces of paper along various lines to find lines of symmetry
- Learners investigate how many lines of symmetry different shapes have
- In groups, learners fold triangular, circular and oval shapes to find lines of symmetry
- Learners draw shapes and mark their lines of symmetry

What is a line of symmetry?

- Oxford Let’s Do Mathematics pg. 146-147
-Paper cut-outs of various shapes
-Rulers

- Observation - Written assignments

Geometry

Plane Figures - Lines of symmetry in various 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

- Observation - Practical activities - Written tests

Geometry

Plane Figures - Making patterns using shapes

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

- Create patterns using squares, rectangles and triangles
- Identify patterns in the environment
- Show creativity in pattern creation

- Learners look around their classroom to identify existing patterns
- Learners draw several patterns using squares, rectangles and triangles
- In groups, learners create patterns using cut-outs of different shapes
- Learners color patterns using various color schemes

How are patterns created using shapes?

- Oxford Let’s Do Mathematics pg. 148
-Shape cut-outs
-Coloring materials

- Observation - Creative assessment - Group work assessment

Geometry

Plane Figures - Making patterns using shapes

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

- Create patterns using squares, rectangles and triangles
- Identify patterns in the environment
- Show creativity in pattern creation

- Learners look around their classroom to identify existing patterns
- Learners draw several patterns using squares, rectangles and triangles
- In groups, learners create patterns using cut-outs of different shapes
- Learners color patterns using various color schemes

How are patterns created using shapes?

- Oxford Let’s Do Mathematics pg. 148
-Shape cut-outs
-Coloring materials

- Observation - Creative assessment - Group work assessment

Geometry
Data Handling

Plane Figures - Properties of plane figures
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
Rulers

Charts

- Observation - Group work assessment - Written assignments

Data Handling

Data - Materials for data collection
Data - Collecting data

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

- Gather different items for recording data
- Share items for data collection purposes
- Demonstrate responsibility in handling data collection materials

- Learners gather different items for recording data
- Learners share materials for data collection purposes
In groups, learners discuss the importance of proper handling of data collection materials
- Learners practice caring for and storing data collection materials

Why is it important to choose the right materials for data collection?

- Oxford Let’s Do Mathematics pg. 150 -151
Classroom materials
Data collection tool
Tally sheets

- Observation Practical activities Peer assessment

Data Handling

Data - Collecting data
Data - Drawing tables for recording data

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

- Collect data about learners' preferences
- Use tally marks to record collected data
- Show cooperation during data collection

- Learners identify topics for preference surveys (e.g., favorite fruits)
- In groups, learners conduct surveys among classmates
- Learners use tally marks to record the data collected
- Learners discuss the findings from their surveys

Why do we use tally marks when collecting data?

- Oxford Let’s Do Mathematics pg. 151- 152
Small sticks
Tally sheets
Sample tables

- Observation Group work assessment 

Data Handling

Data - Recording data in tables

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

- Record data using tally marks
- Convert tally marks to numerical values
- Demonstrate accuracy in data recording

- Learners practice using tally marks to represent numbers
Learners learn how to group tally marks in fives (////)
- In groups, learners collect and record data using tally marks
- Learners convert tally marks to numbers in a table

How do tally marks help us count items?

Tally charts
Data collection sheets
- Oxford Let’s Do Mathematics pg. 153-154
Prepared tables
Classroom objects

- Observation Written assignments Group work assessment

Data Handling

Data - Interpreting raw data from tables

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

- Read and understand data presented in tables
- Answer questions based on tabulated data
- Appreciate the use of tables in representing data

- Learners examine tables containing data about different topics
- Learners answer questions related to the data in the tables
- In pairs, learners interpret data and draw conclusions
- Learners discuss how data in tables helps us understand information better

How can we use data in tables to answer questions?

- Oxford Let’s Do Mathematics pg. 154-155
Prepared data tables

- Oral questions Written assignments Peer assessment