Measurement

Time - Reading and telling time in 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. using analogue and digital clocks.
- Tell the time shown on a given analogue or digital clock in a.m. or p.m..
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Work with peers in reading and telling time in a.m. and p.m. using digital and analogue clocks
- Practice reading time shown on clock faces in pairs
- Discuss activities that take place in a.m. and those that take place in p.m.

How can we estimate time?

- KLB Mathematics Grade 4 Learner's Book pg. 138
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Oral questions - Observation

Measurement

Time - Estimating time using a.m. and p.m.

By the end of the lesson, the learner should be able to:
- Explain how the shadow of an object can be used to estimate time.
- Estimate the time of the day using the shadow of a building or a tree.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Measure the length of the shadow of a flag post at different times
- Relate the length of the shadow with the time of day
- Use the length of the shadow to estimate the time of the day

How can the length of a shadow help us estimate time?

- KLB Mathematics Grade 4 Learner's Book pg. 140
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Observation - Written exercise

Measurement

Time - Converting hours into minutes

By the end of the lesson, the learner should be able to:
- State the number of minutes in one hour.
- Convert given hours into minutes in real-life situations.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Change hours to minutes using a clock face in groups
- Practice converting given hours into minutes in pairs
- Solve real-life word problems involving conversion of hours to minutes

Why do we need to convert hours into minutes?

- KLB Mathematics Grade 4 Learner's Book pg. 141
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Written exercise - Oral questions

Measurement

Time - Converting minutes into hours

By the end of the lesson, the learner should be able to:
- State the number of hours in a given number of minutes.
- Convert given minutes into hours in real-life situations.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Change minutes to hours using a clock face in groups
- Practice converting given minutes into hours in pairs
- Solve real-life word problems involving conversion of minutes to hours

Why do we need to convert minutes into hours?

- KLB Mathematics Grade 4 Learner's Book pg. 143
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Written exercise - Observation

Measurement

Time - Converting minutes into hours

By the end of the lesson, the learner should be able to:
- State the number of hours in a given number of minutes.
- Convert given minutes into hours in real-life situations.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Change minutes to hours using a clock face in groups
- Practice converting given minutes into hours in pairs
- Solve real-life word problems involving conversion of minutes to hours

Why do we need to convert minutes into hours?

- KLB Mathematics Grade 4 Learner's Book pg. 143
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Written exercise - Observation

Measurement

Time - Converting days into hours

By the end of the lesson, the learner should be able to:
- State the number of hours in a given number of days.
- Convert given days into hours in real-life situations.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Change days to hours in groups using a calendar and clock
- Practice converting given days into hours in pairs
- Solve real-life word problems involving conversion of days to hours

Why do we need to convert days into hours?

- KLB Mathematics Grade 4 Learner's Book pg. 144
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Oral questions - Written exercise

Measurement

Time - Converting hours into days

By the end of the lesson, the learner should be able to:
- State the number of days in a given number of hours.
- Convert given hours into days in real-life situations.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Change hours to days in groups using a calendar and clock
- Practice converting given hours into days in pairs
- Solve real-life word problems involving conversion of hours to days

Why do we need to convert hours into days?

- KLB Mathematics Grade 4 Learner's Book pg. 145
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Written exercise - Oral questions

Measurement

Time - Converting weeks into days and days into weeks

By the end of the lesson, the learner should be able to:
- State the number of days in a week.
- Convert weeks into days and days into weeks in real-life situations.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Convert days to weeks and weeks to days using a calendar in groups
- Practice converting given weeks into days and days into weeks in pairs
- Solve real-life word problems involving conversion of weeks and days

Why do we need to convert between weeks and days?

- KLB Mathematics Grade 4 Learner's Book pg. 145
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Oral questions - Written exercise

Measurement

Time - Recording time durations

By the end of the lesson, the learner should be able to:
- Explain the meaning of duration.
- Measure and record duration of events in hours and minutes using digital and analogue clocks.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Measure and record duration of events in hours and minutes using digital and analogue clocks
- Discuss, tell and record time using an electronic clock
- Share recorded durations with other groups

Why is it important to record the duration of events accurately?

- KLB Mathematics Grade 4 Learner's Book pg. 147
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Observation - Written exercise

Measurement

Time - Addition of units of time

By the end of the lesson, the learner should be able to:
- State the steps followed when adding units of time.
- Work out addition involving units of time in real-life situations.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Work out addition problems involving hours, minutes, weeks and days in pairs
- Solve real-life word problems involving addition of time
- Share answers with other groups

How can adding units of time help us plan our day?

- KLB Mathematics Grade 4 Learner's Book pg. 148
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Written exercise - Oral questions

Measurement

Time - Subtraction of units of time

By the end of the lesson, the learner should be able to:
- State the steps followed when subtracting units of time.
- Team up with peers to work out subtraction involving units of time.
- Appreciate time in day-to-day activities.

In groups, learners are guided to:
- Team up with peers to work out subtraction involving units of time
- Solve real-life word problems involving subtraction of time e.g. comparing race times or journey times
- Discuss, tell and record time using an electronic clock

How can subtracting units of time help us compare durations?

- KLB Mathematics Grade 4 Learner's Book pg. 149
- Analogue and digital clocks
- Digital watches
- am/pm chart

- Written exercise - Written assignment

Measurement

Money - Conversion of shillings into cents

By the end of the lesson, the learner should be able to:
- State the number of cents in one shilling.
- Convert given amounts of shillings into cents in different contexts.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Discuss and convert shillings into cents using real or imitation money in groups
- Practice converting given amounts of shillings into cents in pairs
- Solve real-life word problems involving conversion of shillings to cents

Why should we prepare a shopping list?

- KLB Mathematics Grade 4 Learner's Book pg. 151
- Real/imitation money
- Price list

- Oral questions - Written exercise

Measurement

Money - Conversion of shillings into cents

By the end of the lesson, the learner should be able to:
- State the number of cents in one shilling.
- Convert given amounts of shillings into cents in different contexts.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Discuss and convert shillings into cents using real or imitation money in groups
- Practice converting given amounts of shillings into cents in pairs
- Solve real-life word problems involving conversion of shillings to cents

Why should we prepare a shopping list?

- KLB Mathematics Grade 4 Learner's Book pg. 151
- Real/imitation money
- Price list

- Oral questions - Written exercise

Measurement

Money - Conversion of cents into shillings

By the end of the lesson, the learner should be able to:
- State the number of shillings in a given number of cents.
- Convert given amounts of cents into shillings in different contexts.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Discuss and convert cents into shillings using real or imitation money in groups
- Practice converting given amounts of cents into shillings in pairs
- Solve real-life word problems involving conversion of cents to shillings

Why is it important to know how to convert cents into shillings?

- KLB Mathematics Grade 4 Learner's Book pg. 153
- Real/imitation money
- Price list

- Written exercise - Oral questions

Measurement

Money - Preparing a shopping list

By the end of the lesson, the learner should be able to:
- Explain the importance of a shopping list.
- Prepare a shopping list of three items in a real-life situation.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Team up with peers to come up with a shopping list of some food items
- Discuss the items to include in a shopping list and their estimated prices
- Share prepared shopping lists with other groups

Why should we prepare a shopping list?

- KLB Mathematics Grade 4 Learner's Book pg. 154
- Real/imitation money
- Price list

- Observation - Oral questions

Measurement

Money - Working out the total cost of items in a shopping list

By the end of the lesson, the learner should be able to:
- State the steps followed in working out the total cost of items.
- Work out the total cost of items in a shopping list for a value not more than ten thousand shillings.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Calculate the total cost of items in a given shopping list in pairs
- Use a price list to work out the cost of items such as sugar, bread and yoghurt
- Share answers with other groups and discuss different methods used

How can preparing a budget help us manage money?

- KLB Mathematics Grade 4 Learner's Book pg. 154
- Real/imitation money
- Price list

- Written exercise - Oral questions

Measurement

Money - Solving word problems involving total cost of items

By the end of the lesson, the learner should be able to:
- Identify the information needed to solve a money word problem.
- Solve real-life word problems involving the total cost of items purchased.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Solve word problems involving the total cost of items such as sugar, wheat flour and rice
- Discuss strategies for solving money word problems in groups
- Share solutions with the class

How can we make sure we have enough money before shopping?

- KLB Mathematics Grade 4 Learner's Book pg. 155
- Real/imitation money
- Price list

- Written assignment - Oral questions

Measurement

Money - Preparing a class model shop

By the end of the lesson, the learner should be able to:
- Explain the materials needed to prepare a class model shop.
- Work with peers to come up with a class or school model shop.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Work with peers to come up with a class or school model shop
- Use a price list in the model shop to write the price of various items
- Arrange items in the model shop for role-play

How can a model shop help us practise using money?

- KLB Mathematics Grade 4 Learner's Book pg. 155
- Real/imitation money
- Price list

- Observation - Oral questions

Measurement

Money - Preparing imitation money

By the end of the lesson, the learner should be able to:
- Explain the steps followed in preparing imitation money.
- Prepare imitation coins and notes using real money as a guide.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Prepare imitation coins and notes using real coins and notes as a guide
- Arrange the imitation coins and notes according to their values
- Discuss safe and honest handling of money with peers

Why is it important to handle money honestly and carefully?

- KLB Mathematics Grade 4 Learner's Book pg. 156
- Real/imitation money
- Price list

- Observation - Written assignment

Measurement

Money - Role-playing shopping activities as buyers and shopkeepers

By the end of the lesson, the learner should be able to:
- Identify the roles of a buyer and a shopkeeper.
- Role-play shopping activities as buyers and shopkeepers using the class model shop and imitation money.
- Appreciate the use of money in real-life situations.

In groups, learners are guided to:
- Work with peers to come up with a class or school model shop and role-play shopping activities as buyers and shopkeepers
- Take turns to buy and sell items using imitation money
- Take video clips of peers as they role-play shopping activities

How does role-playing shopping help us understand the use of money?

- KLB Mathematics Grade 4 Learner's Book pg. 156
- Real/imitation money
- Price list

- Observation - Oral questions

Geometry

Position and Direction - Identifying clockwise and anti-clockwise turns

By the end of the lesson, the learner should be able to:
- Identify a clockwise and an anti-clockwise turn in the environment.
- Distinguish between a clockwise turn and an anti-clockwise turn.
- Appreciate use of position and direction in real-life situations.

In groups, learners are guided to:
- Place a clock on the floor and, in groups, turn round it in the direction of the minute hand
- Discuss and identify the movement of the clock's hands as a clockwise turn
- Stand in a circle and identify turns made by peers as clockwise or anti-clockwise

How can you change your position?

- KLB Mathematics Grade 4 Learner's Book pg. 156
- Clock face
- Charts

- Oral questions - Observation

Geometry

Position and Direction - Demonstrating clockwise and anti-clockwise turns
Position and Direction - Quarter turn

By the end of the lesson, the learner should be able to:
- Explain the difference between a clockwise and an anti-clockwise turn.
- Demonstrate a clockwise and an anti-clockwise turn in the environment.
- Appreciate use of position and direction in real-life situations.

In groups, learners are guided to:
- Discuss and demonstrate a clockwise turn in groups
- Team up with peers to demonstrate an anti-clockwise turn
- Copy and complete a table identifying given activities as clockwise or anti-clockwise e.g. opening a door, closing a tap

Where do we see clockwise and anti-clockwise turns in daily life?

- KLB Mathematics Grade 4 Learner's Book pg. 156
- Clock face
- Charts
- KLB Mathematics Grade 4 Learner's Book pg. 157

- Observation - Written exercise

Geometry

Position and Direction - Half turn
Position and Direction - Full turn

By the end of the lesson, the learner should be able to:
- Identify a half turn direction in the environment.
- Demonstrate a half turn from a point.
- Appreciate use of position and direction in real-life situations.

In groups, learners are guided to:
- Work with peers to safely make half turns in the surroundings
- Demonstrate a half turn from a point and discuss what is seen before and after
- Discuss how many quarter turns make a half turn

How can you change your position using a half turn?

- KLB Mathematics Grade 4 Learner's Book pg. 157
- Clock face
- Charts
- KLB Mathematics Grade 4 Learner's Book pg. 158
- Digital devices

- Observation - Written exercise

Geometry

Angles - Identifying an angle

By the end of the lesson, the learner should be able to:
- Explain the meaning of an angle.
- Identify an angle at a point formed by two lines.
- Appreciate use of angles in real-life situations.

In groups, learners are guided to:
- In groups, hold two pencils together and move one to notice the space formed between them
- Discuss and recognise angles made by two lines that meet at a point using a chart
- Make several turns using the pencils to form other angles

How can we use angles in daily life?

- KLB Mathematics Grade 4 Learner's Book pg. 159
- Charts with different lines
- Rulers
- Cubes and cuboids

- Oral questions - Observation

Geometry

Angles - Identifying and colouring angles in diagrams
Angles - Angles in the environment

By the end of the lesson, the learner should be able to:
- Identify angles represented in different diagrams.
- Copy and colour the angles shown in given diagrams.
- Appreciate use of angles in real-life situations.

In groups, learners are guided to:
- Copy and colour the angles in given diagrams in pairs
- In pairs or groups, discuss other angles formed by different objects in the environment
- Share coloured diagrams with other groups

How can you identify an angle in a diagram?

- KLB Mathematics Grade 4 Learner's Book pg. 160
- Charts with different lines
- Rulers
- Cubes and cuboids

- Written exercise - Observation

Geometry

Angles - Relating turns to angles

By the end of the lesson, the learner should be able to:
- Explain how a turn relates to an angle.
- Relate a turn to angles in real-life situations.
- Appreciate use of angles in real-life situations.

In groups, learners are guided to:
- Stand upright, move one hand and make different angles
- Hold two rulers together and make a quarter turn in the clockwise and anti-clockwise direction, noting the angle formed
- Make different turns using objects such as a textbook, door, window or box

How is a turn related to an angle?

- KLB Mathematics Grade 4 Learner's Book pg. 161
- Charts with different lines
- Rulers
- Cubes and cuboids

- Written exercise - Oral questions

Geometry

Angles - Application of angles in real-life situations

By the end of the lesson, the learner should be able to:
- Identify real-life situations that involve angles.
- Solve practical problems involving identification of angles in the environment.
- Appreciate use of angles in real-life situations.

In groups, learners are guided to:
- Discuss real-life objects and activities that form angles e.g. scissors, a clock or a folding chair
- Play digital games and learn more about angles
- Present findings on angles observed in the environment to the class

Why is it important to recognise angles in everyday objects?

- KLB Mathematics Grade 4 Learner's Book pg. 162
- Charts with different lines
- Rulers
- Cubes and cuboids
- Digital devices

- Oral questions - Written assignment

Geometry

Plane Figures - Identifying shapes in the environment

By the end of the lesson, the learner should be able to:
- Identify rectangles, squares, triangles, circles and ovals from objects in the environment.
- Recognise shapes of rectangles, squares, triangles, circles and ovals from common objects in school and at home.
- Appreciate using shapes in real-life situations.

In groups, learners are guided to:
- Discuss and recognise shapes of rectangles, squares, triangles, circles and ovals from common objects in the environment
- Identify shapes found in the school compound and classroom
- Identify shapes found at home and share findings with other groups

How can you make patterns using shapes?

- KLB Mathematics Grade 4 Learner's Book pg. 163
- Cut-outs of rectangles, circles and triangles of different sizes

- Oral questions - Observation

Geometry

Plane Figures - Drawing shapes of rectangles, squares, triangles, circles and ovals

By the end of the lesson, the learner should be able to:
- State the steps followed when drawing a given plane figure.
- Draw the shapes of rectangles, squares, triangles, circles and ovals from objects in the environment.
- Appreciate using shapes in real-life situations.

In groups, learners are guided to:
- Sketch the shapes of rectangles, squares, triangles, circles and ovals in books or charts using objects in the environment
- Trace round objects to draw plane figures in pairs
- Share drawn shapes with other groups

Why is it important to draw shapes accurately?

- KLB Mathematics Grade 4 Learner's Book pg. 163
- Cut-outs of rectangles, circles and triangles of different sizes

- Written exercise - Observation

Geometry

Plane Figures - Lines of symmetry of plane figures

By the end of the lesson, the learner should be able to:
- Explain the meaning of a line of symmetry.
- Identify lines of symmetry of rectangles, squares, circles and ovals by folding.
- Appreciate using shapes in real-life situations.

In groups, learners are guided to:
- Discuss and fold the shapes into two equal parts and recognise the fold line as the line of symmetry
- Discuss how many lines of symmetry each shape can possibly have by folding the shapes
- Practice folding rectangles, squares, circles and ovals to find their lines of symmetry in pairs

How can folding help you find the lines of symmetry of a shape?

- KLB Mathematics Grade 4 Learner's Book pg. 164
- Cut-outs of rectangles, circles and triangles of different sizes

- Observation - Written exercise

Geometry

Plane Figures - Making patterns using squares, rectangles and triangles

By the end of the lesson, the learner should be able to:
- Identify a rule used to make a pattern with shapes.
- Make patterns using squares, rectangles and triangles.
- Appreciate using shapes in real-life situations.

In groups, learners are guided to:
- Work with peers to make patterns using squares, rectangles and triangles
- Discuss the arrangement used to form each pattern
- Collaboratively use digital devices to learn more about plane figures and make patterns

How can you make patterns using shapes?

- KLB Mathematics Grade 4 Learner's Book pg. 166
- Cut-outs of rectangles, circles and triangles of different sizes
- Digital devices

- Written assignment - Observation

Geometry

Plane Figures - Properties of squares and rectangles

By the end of the lesson, the learner should be able to:
- State the properties of a square and a rectangle.
- Identify the properties of a square and a rectangle practically.
- Appreciate using shapes in real-life situations.

In groups, learners are guided to:
- Identify the properties of a square practically using cut-outs e.g. counting sides and corners
- Discuss the properties of a rectangle practically in groups
- Compare the properties of a square and a rectangle and share findings with other groups

How are a square and a rectangle similar or different?

- KLB Mathematics Grade 4 Learner's Book pg. 168
- Cut-outs of rectangles, circles and triangles of different sizes

- Oral questions - Written exercise

Geometry

Plane Figures - Properties of squares and rectangles

By the end of the lesson, the learner should be able to:
- State the properties of a square and a rectangle.
- Identify the properties of a square and a rectangle practically.
- Appreciate using shapes in real-life situations.

In groups, learners are guided to:
- Identify the properties of a square practically using cut-outs e.g. counting sides and corners
- Discuss the properties of a rectangle practically in groups
- Compare the properties of a square and a rectangle and share findings with other groups

How are a square and a rectangle similar or different?

- KLB Mathematics Grade 4 Learner's Book pg. 168
- Cut-outs of rectangles, circles and triangles of different sizes

- Oral questions - Written exercise

Geometry
Data Handling

Plane Figures - Properties of triangles
Data - Identifying materials for data collection

By the end of the lesson, the learner should be able to:
- State the properties of a triangle.
- Identify the properties of a triangle practically.
- Appreciate using shapes in real-life situations.

In groups, learners are guided to:
- Identify the properties of a triangle practically using cut-outs e.g. counting sides and corners
- Compare the properties of a triangle to those of a square and a rectangle
- Collaboratively use digital devices to learn more about the properties of plane figures

Why is it useful to know the properties of different plane figures?

- KLB Mathematics Grade 4 Learner's Book pg. 169
- Cut-outs of rectangles, circles and triangles of different sizes
- Digital devices
- KLB Mathematics Grade 4 Learner's Book pg. 171
- Data from different sources

- Written assignment - Observation

Data Handling

Data - Collecting data within the school environment
Data - Collecting personal data e.g. family size, shoe size, favourite food and colour

By the end of the lesson, the learner should be able to:
- Explain the meaning of collecting data.
- Collect data of at most 10 items within the school environment.
- Appreciate use of tables in representing data in real-life situations.

- In groups of 10, let each learner write on a card their favourite fruit
- Collect the cards and arrange them according to the type of fruit
- Discuss and share the collected data with other groups

How can you collect data within the school environment?

- KLB Mathematics Grade 4 Learner's Book pg. 172
- Data from different sources
- Digital devices

- Observation - Written exercise

Data Handling

Data - Organising data by arranging in ascending order

By the end of the lesson, the learner should be able to:
- Explain why data is organised.
- Arrange collected data such as ages or heights in ascending order.
- Appreciate use of tables in representing data in real-life situations.

In groups, learners are guided to:
- Write the ages of every member of the class in groups
- Arrange the ages in ascending order and discuss the results
- Practice arranging other sets of data such as height, year of birth and number of family members in ascending order

Why should we organise data before recording it?

- KLB Mathematics Grade 4 Learner's Book pg. 172
- Data from different sources

- Written exercise - Observation

Data Handling

Data - Drawing a table and recording data in it
Data - Recording data in a table

By the end of the lesson, the learner should be able to:
- State the steps followed in drawing a table for recording data.
- Draw a table for recording data and record collected data in it.
- Appreciate use of tables in representing data in real-life situations.

- Team up with peers to represent raw data such as favourite colours or drinks in simple tables
- Draw a table with clear column headings before recording data
- Record given data such as favourite colours of ten learners in a drawn table

Why do we draw tables to record data?

- KLB Mathematics Grade 4 Learner's Book pg. 174
- Data from different sources
- KLB Mathematics Grade 4 Learner's Book pg. 175

- Oral questions - Written exercise

Data Handling

Data - Interpreting data from a table
Data - Interpreting data from tables in different real-life contexts

By the end of the lesson, the learner should be able to:
- Explain the meaning of interpreting data.
- Interpret the raw data from a table by answering questions about it.
- Appreciate use of tables in representing data in real-life situations.

- Explain and interpret raw data from a table showing learners who played different ball games
- Study a table showing the mass of ten learners and answer questions about it
- Discuss with peers how interpretation helps in understanding data

How can you represent data?

- KLB Mathematics Grade 4 Learner's Book pg. 178
- Data from different sources

- Oral questions - Written exercise

Data Handling

Data - Collecting, recording and interpreting data on colours in a table

By the end of the lesson, the learner should be able to:
- State the steps followed in collecting, recording and interpreting data.
- Record the colours of school bags in a table and interpret the results.
- Appreciate use of tables in representing data in real-life situations.

In groups, learners are guided to:
- Record the colour of school bags in a table in groups
- Copy and complete the table, then use it to answer given questions
- Discuss and share results with other groups

How can data about colours help us understand a group's preferences?

- KLB Mathematics Grade 4 Learner's Book pg. 180
- Data from different sources

- Observation - Written exercise

Data Handling

Data - Application of data handling in real-life situations

By the end of the lesson, the learner should be able to:
- Explain how data handling is applied in real-life situations.
- Collect, record and interpret data about types of vehicles in the environment.
- Appreciate use of tables in representing data in real-life situations.

In groups, learners are guided to:
- Collect and record data on the types of vehicles in the environment
- Explain the data on types of vehicles in relation to responding to emergencies in case of an accident
- Team up with peers to use digital devices or other resources for data collection and recording

Why is data on vehicles in our environment useful in an emergency?

- KLB Mathematics Grade 4 Learner's Book pg. 181
- Data from different sources
- Digital devices

- Written assignment - Oral questions