Numbers

Number Concept - Arranging objects according to size

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

- Arrange objects according to size from smallest to biggest
- Compare the sizes of different objects
- Show interest in arranging objects

- In pairs or groups, discuss and arrange real objects collected from the environment according to size starting with the smallest to the largest
- Compare and talk about the sizes of the objects arranged
- Share their findings with other groups

How do we compare the sizes of different objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 1
- Real objects of different sizes
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 2
- Different sets of objects

- Observation - Oral questions - Written assignments

Numbers

Number Concept - Identifying position of objects from 1st to 20th
Number Concept - Writing positions in number symbols and words
Number Concept - Writing positions in number symbols and words
Number Concept - Application of ordinal numbers in real-life situations

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

- Identify position of objects from 1st to 5th
- Name the position of an object from a reference point
- Show interest in identifying positions of objects

- In groups, arrange objects and identify their positions as 1st, 2nd, 3rd, 4th, and 5th
- Name the position of an object from a reference point using 1st, 2nd up to 5th
- Participate in a simulation where learners line up and identify positions

How do we tell the position of an object in a line?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 3
- Number cards 1-5
- Position number cards 1st-5th
- Oxford Let's Do Mathematical Activities Learner's Book pg. 4
- Books
- Number cards 1-10
- Position number cards 1st-10th
- Oxford Let's Do Mathematical Activities Learner's Book pg. 7
- Position number cards
- Chart showing position numbers in symbols
- Oxford Let's Do Mathematical Activities Learner's Book pg. 8
- Position number word cards
- Chart showing position numbers in words
- Oxford Let's Do Mathematical Activities Learner's Book pg. 9
- Stopwatch
- Position cards
- Chart showing position numbers

- Observation - Oral questions - Written assignments

Numbers

Number Concept - Application of ordinal numbers in real-life situations
Whole Numbers - Counting forward up to 1000 from any point
Whole Numbers - Counting forward up to 1000 from any point

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

- Relate numbers 1 to 20 to positions
- Apply ordinal numbers in real-life situations
- Show interest in using ordinal numbers

- In pairs/groups, relate numbers 1 to 20 to positions first, second up to 20th
- Relate positions to real-life situations (e.g., birth order in a family)
- Play games involving position 1 to 20 using digital devices

How can we use position numbers in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 10
- Digital devices
- Number and position cards
- Games involving positions
- Oxford Let's Do Mathematical Activities Learner's Book pg. 15
- Number cards 1-100
- Number line
- Skipping rope
- Number cards
- Number charts
- Counting games

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Counting backward in multiples of 100 from 1000
Whole Numbers - Place value of numbers up to hundreds

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

- Count backward from 1000 in 100's
- Make number cards for multiples of 100
- Show interest in counting backward

- Make number cards for multiples of 100
- Arrange the cards in order from 1000 to 100
- Count backwards from 1000 by 100's

How do we count backward in hundreds?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 18
- Number cards of multiples of 100
- Digital devices
- Number lines
- Number cards
- Games involving backward counting
- Oxford Let's Do Mathematical Activities Learner's Book pg. 20
- Sticks
- Strings
- Abacus

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Place value of numbers up to hundreds
Whole Numbers - Reading numbers 1 to 1000 in symbols

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

- Identify place value of numbers up to hundreds
- Use place value tins to show numbers
- Show interest in understanding place value

- Use place value tins to show numbers like 233, 256, and 954
- In pairs/groups, discuss place value up to hundreds
- Fill in place value tables for various numbers

How do you tell the place value of a digit in a number?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 21
- Place value tins
- Place value chart
- Digital resources
- Abacus
- Oxford Let's Do Mathematical Activities Learner's Book pg. 22
- Number cards 1-100
- Number charts

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols

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

- Read numbers 101 to 200 in symbols
- Read numbers starting from any point
- Show interest in reading numbers

- Make number cards with numbers 101 to 200
- Pick a card and read the number on it
- Read numbers 101 to 200 starting from any point

How do we read three-digit numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 23
- Number cards 101-200
- Number charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 24
- Number cards 201-500

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols
Whole Numbers - Reading and writing numbers 1-100 in words
Whole Numbers - Reading and writing numbers 1-100 in words

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

- Read numbers 501 to 1000 in symbols
- Read numbers starting from any point
- Show interest in reading numbers

- Make number cards with numbers 501 to 1000
- Pick a card and read the number on it
- Starting from any point, read numbers 501 to 1000

How do we read numbers between 501 and 1000?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 25
- Number cards 501-1000
- Number charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 26
- Number cards 1-20
- Number word cards
- Charts showing numbers in words
- Oxford Let's Do Mathematical Activities Learner's Book pg. 27
- Number cards 21-40

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Reading and writing numbers 1-100 in words

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

- Read numbers 41 to 80 in words
- Match numbers with number words
- Show interest in reading numbers in words

- In pairs, read and write numbers 41-80 in words
- Match numbers with their word forms
- Complete worksheets writing numbers in words

What patterns do you notice when writing numbers in words?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 28
- Number cards 41-80
- Number word cards
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 29
- Number cards 81-100

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Identifying missing numbers in patterns up to 1000

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

- Identify patterns in given sequences
- Find the next number in a pattern
- Show interest in number patterns

- Use number cards with numbers 320 to 350
- Skip cards and write the numbers that are left
- Identify what the next number would be

How can we get the next number in a given pattern?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 30
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 31

- Observation - Oral questions - Written tests

Numbers

Whole Numbers - Creating number patterns up to 1000

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

- Create number patterns by adding a fixed number
- Write patterns starting with different numbers
- Show interest in creating patterns

- Write a number on a card and add 5 to create a pattern
- Create patterns starting from different numbers
- Create pattern that starts from 60, adding 10 up to sixth number

How can we create our own number patterns?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 32
- Plain cards
- Number cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 33
- Pattern worksheets

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Playing games involving number patterns
Addition - Adding a 3-digit number to up to a 2-digit number without regrouping
Addition - Adding a 3-digit number to up to a 2-digit number without regrouping

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

- Play games with number patterns
- Follow rules in pattern games
- Show interest in number pattern games

- Play digital games involving number patterns
- Create number pattern games for classmates to solve
- Take turns playing number pattern games

How can games help us understand number patterns?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 33
- Digital devices
- Pattern games
- Number cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 37
- Place value chart
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 38

- Observation - Oral questions - Written assignments

Numbers

Addition - Adding a 3-digit number to up to a 2-digit number without regrouping
Addition - Adding a 3-digit number to up to a 2-digit number with single regrouping

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

- Add a 2-digit number to a 3-digit number without regrouping
- Arrange numbers in place value chart
- Show interest in addition

- Add numbers like 341+26, 412+54
- Arrange the digits in place value chart and add
- Add the ones, then tens, then hundreds

How do we add a 2-digit number to a 3-digit number?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 38
- Place value chart
- Number cards
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 41

- Observation - Oral questions - Written tests

Numbers

Addition - Adding a 3-digit number to up to a 2-digit number with single regrouping
Addition - Adding two 3-digit numbers without regrouping

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

- Add a 2-digit number to a 3-digit number with regrouping
- Regroup from ones to tens
- Show interest in addition with regrouping

- Add 235+56 using an abacus
- Regroup from ones to tens when necessary
- Solve problems involving addition with regrouping

How do we regroup from ones to tens?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 41
- Abacus
- Place value chart
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 42
- Word problem cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 44

- Observation - Oral questions - Written tests

Numbers

Addition - Adding two 3-digit numbers without regrouping
Addition - Adding two 3-digit numbers with single regrouping

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

- Add two 3-digit numbers without regrouping
- Solve word problems involving addition
- Show interest in addition

- Add 214+172, 316+271, 412+247 using abacus
- Solve addition problems with two 3-digit numbers
- Solve word problems involving addition without regrouping

How can we use place value to add 3-digit numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 44
- Abacus
- Place value chart
- Addition worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 45
- Number cards
- Digital resources

- Observation - Oral questions - Written assignments

Numbers

Addition - Adding two 3-digit numbers with single regrouping

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

- Add two 3-digit numbers with regrouping from ones to tens
- Solve word problems involving addition
- Show interest in addition with regrouping

- Add 514+178, 209+583, 752+119 using place value chart
- Solve addition problems with regrouping
- Solve word problems involving addition with regrouping

How do we solve word problems involving addition with regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 46
- Place value chart
- Word problem cards
- Addition worksheets
- Number cards

- Observation - Oral questions - Written tests

Numbers

Addition - Adding two 3-digit numbers with single regrouping
Addition - Creating number patterns involving addition up to 1000
Addition - Creating number patterns involving addition up to 1000

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

- Add two 3-digit numbers with regrouping from tens to hundreds
- Solve word problems involving addition
- Show interest in addition with regrouping

- Add 182+221, 195+234, 683+242 using place value chart
- Solve addition problems with regrouping
- Solve word problems involving addition with regrouping

How do we add two 3-digit numbers with regrouping?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 47
- Place value chart
- Word problem cards
- Addition worksheets
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 48

- Observation - Oral questions - Written tests

Numbers

Addition - Creating number patterns involving addition up to 1000

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

- Create addition patterns with different starting points
- Apply different rules to create patterns
- Show interest in number patterns

- Create a pattern that starts at 20, adding 5 up to seventh number
- Create a pattern that starts from 10, adding 6 up to eighth number
- Create and share patterns with other groups

What different rules can we use to create addition patterns?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 48
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 49

- Observation - Oral questions - Written assignments

Numbers

Addition - Creating number patterns involving addition up to 1000
Addition - Practicing addition using digital devices and other resources
Addition - Practicing addition using digital devices and other resources

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

- Create addition patterns with larger numbers
- Apply pattern rules consistently
- Show interest in number patterns

- Create patterns starting from 100, adding different numbers
- Create patterns using 3-digit numbers
- Share their patterns with the class

How can we create addition patterns with larger numbers?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 49
- Number cards
- Pattern worksheets
- Digital resources
- Addition wheels
- Digital devices
- Addition games
- Oxford Let's Do Mathematical Activities Learner's Book pg. 50
- Adding machines

- Observation - Oral questions - Written assignments

Numbers

Addition - Practicing addition using digital devices and other resources

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

- Use digital devices for addition
- Solve addition problems using digital devices
- Show interest in using digital resources

- Use QR code to access additional practice
- Solve addition problems using digital devices
- Share their experiences with digital tools

How can digital tools help us practice addition?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 51
- Digital devices
- QR codes
- Addition games
- Addition game materials
- Addition worksheets

- Observation - Oral questions - Written tests

Numbers

Addition - Practicing addition using digital devices and other resources
Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping
Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping

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

- Solve real-life problems involving addition
- Apply addition in different contexts
- Show interest in addition applications

- Solve real-life problems involving addition
- Create word problems for others to solve
- Discuss how addition is used in daily life

How do we use addition in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 52
- Word problem cards
- Digital devices
- Real-life scenarios
- Oxford Let's Do Mathematical Activities Learner's Book pg. 54
- Place value chart
- Number cards
- Subtraction worksheets
- Abacus

- Observation - Oral questions - Written tests

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping
Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping
Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping

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

- Subtract numbers horizontally
- Follow steps for horizontal subtraction
- Show interest in subtraction

- Subtract 31 from 456 horizontally
- Subtract digits in ones places, then tens, then hundreds
- Subtract 285-42 horizontally

How do we subtract numbers horizontally?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 55
- Number cards
- Subtraction worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 57
- Place value chart
- Word problem cards

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping
Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract with regrouping from hundreds to tens
- Use place value chart for subtraction
- Show interest in subtraction with regrouping

- Subtract 72 from 128 using a place value chart
- Regroup from hundreds to tens when needed
- Subtract 417-34 using place value chart

How do we regroup from hundreds to tens?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 58
- Place value chart
- Number cards
- Subtraction worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 60

- Observation - Oral questions - Written tests

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract a 3-digit number with regrouping from tens to ones
- Solve word problems involving subtraction
- Show interest in subtraction with regrouping

- Subtract 961-253, 295-108 using place value chart
- Solve subtraction problems with regrouping
- Solve word problems involving subtraction with regrouping

How do we solve word problems involving 3-digit subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 61
- Place value chart
- Word problem cards
- Subtraction worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 62
- Number cards
- Real-life scenarios

- Observation - Oral questions - Written tests

Numbers

Subtraction - Subtracting up to 3-digit numbers involving missing numbers

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

- Work out missing numbers in subtraction
- Identify unknown numbers
- Show interest in solving problems with missing numbers

- Work out missing numbers in subtraction like 56-□=38
- Explain how they found the missing numbers
- Find the missing number in 253-□=218

How do you identify the missing number in subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 63
- Place value chart
- Number cards
- Worksheets with missing numbers
- Oxford Let's Do Mathematical Activities Learner's Book pg. 64

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Subtracting up to 3-digit numbers involving missing numbers
Subtraction - Working out missing numbers in patterns involving subtraction

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

- Work out missing numbers in subtraction
- Use place value chart to find missing numbers
- Show interest in solving problems with missing numbers

- Work out missing numbers in subtraction like 436-□=374
- Work out the missing numbers in 857-□=776
- Find the missing number in 596-□=208

How do we work out missing numbers in 3-digit subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 64
- Place value chart
- Number cards
- Worksheets with missing numbers
- Oxford Let's Do Mathematical Activities Learner's Book pg. 65
- Worksheets
- Digital resources
- Pattern worksheets

- Observation - Oral questions - Written assignments

Numbers

Subtraction - Working out missing numbers in patterns involving subtraction

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

- Find the next number in subtraction patterns
- Apply pattern rules
- Show interest in number patterns

- Find the next number in patterns like 172,170,168,166
- Find the next number in patterns like 350,340,330,320
- Find the next number in patterns like 455,450,445,440

What patterns do you notice when subtracting?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 65
- Number cards
- Pattern worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 66

- Observation - Oral questions - Written tests

Numbers

Subtraction - Applying subtraction in real-life situations

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

- Apply subtraction in real-life situations
- Solve subtraction word problems
- Show interest in real-life applications

- Solve word problems involving subtraction
- Create real-life scenarios involving subtraction
- Share experiences using subtraction in daily life

How do we use subtraction in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 67
- Word problem cards
- Real-life scenarios
- Digital resources
- Word problem templates
- Digital devices
- QR codes
- Subtraction games

- Observation - Oral questions - Written tests

Numbers

Multiplication - Modeling multiplication as repeated addition (numbers 1-5 by 4 and 5)

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

- Model multiplication as repeated addition
- Count groups of objects
- Show interest in multiplication

- Count groups of 2 and write the sum
- Express repeated addition as multiplication
- Count 4 groups of 3 and express as 4×3=12

How can you work out multiplication using repeated addition?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 68
- Counters
- Picture cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 70
- Pictures showing groups
- Real objects

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Multiplying single-digit numbers by single-digit numbers

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

- Use multiplication chart to multiply
- Multiply single-digit numbers
- Show interest in multiplication

- Use multiplication chart to work out 3×5, 5×4, 6×7
- Find products by locating the intersection of row and column
- Find 7×6 using multiplication chart

How do we use a multiplication chart?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 71
- Multiplication chart
- Number cards
- Digital resources
- Word problem cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 72
- Multiplication tables
- Multiplication worksheets

- Observation - Oral questions - Written assignments

Numbers

Multiplication - Multiplying single-digit numbers by 10

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

- Multiply single-digit numbers by 10
- Create multiplication tables for 10
- Show interest in multiplication

- Create multiplication tables for 10
- Observe patterns when multiplying by 10
- Solve 5×10, 6×10, 7×10 using multiplication tables

What pattern do you notice when multiplying by 10?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 73
- Multiplication tables
- Number cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 74
- Word problem cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 75
- Multiplication wheels

- Observation - Oral questions - Written tests

Numbers

Multiplication - Appreciating multiplication as repeated addition in daily life

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

- Relate multiplication to real-life situations
- Solve multiplication word problems
- Show interest in real-life applications

- Create real-life scenarios involving multiplication
- Solve word problems related to daily activities
- Share experiences of using multiplication in daily life

How do we use multiplication in everyday life?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 75
- Pictures showing real-life multiplication
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 76
- Word problem templates
- Real-life scenarios

- Observation - Oral questions - Written assignments

Numbers

Division - Representing division as repeated subtraction (numbers up to 50 by 4 and 5)
Division - Dividing 2-digit numbers by single-digit numbers without remainder

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

- Represent division as repeated subtraction
- Use counters for division
- Show interest in division

- Use counters to work out 18÷3 by repeatedly taking away 3
- Count how many times 3 is subtracted to get 0
- Represent 9÷3, 12÷4, 20÷5 as repeated subtraction

How can you represent division as repeated subtraction?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 78
- Counters
- Number cards
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 80
- Oxford Let's Do Mathematical Activities Learner's Book pg. 81

- Observation - Oral questions - Written assignments

Numbers

Division - Dividing 2-digit numbers by single-digit numbers without remainder
Division - Dividing 2-digit numbers by 10 without remainder

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

- Use multiplication tables for division
- Divide 2-digit numbers by single-digit numbers
- Show interest in division

- Use multiplication tables to divide numbers like 14÷2, 32÷8
- Rewrite division sentences as multiplication sentences
- Solve 56÷7 using multiplication tables

How can we use multiplication to help with division?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 82
- Multiplication tables
- Number cards
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 83
- Counters

- Observation - Oral questions - Written tests

Numbers

Division - Dividing 2-digit numbers by 10 without remainder
Division - Using division as repeated subtraction in real-life situations
Division - Using division as repeated subtraction in real-life situations

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

- Use multiplication tables for division by 10
- Divide 2-digit numbers by 10
- Show interest in division

- Use multiplication tables to divide by 10
- Rewrite division sentences as multiplication sentences
- Solve 70÷10, 60÷10, 20÷10 using multiplication tables

How can we use multiplication tables to divide by 10?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 84
- Multiplication tables
- Division wheels
- Division worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 85
- Pictures showing division scenarios
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 86
- Word problem templates
- Real-life scenarios

- Observation - Oral questions - Written tests

Numbers

Fractions - Identifying ½ as part of a whole

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

- Identify a half as part of a whole
- Create halves using paper folding
- Show interest in fractions

- Cut out a piece of paper into a circle
- Fold the circle into two equal parts and color one part
- Identify which shapes are divided into halves

How can we show a half of a whole?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 89
- Paper
- Scissors
- Colored pencils
- Oxford Let's Do Mathematical Activities Learner's Book pg. 90

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ¼ as part of a whole
Fractions - Identifying ⅛ as part of a whole

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

- Identify a quarter as part of a whole
- Create quarters using paper folding
- Show interest in fractions

- Cut rectangular paper and fold into four equal parts
- Color one part and identify it as a quarter
- Identify which shapes are divided into quarters

How can we show a quarter of a whole?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 91
- Paper
- Scissors
- Colored pencils
- Oxford Let's Do Mathematical Activities Learner's Book pg. 92
- Oxford Let's Do Mathematical Activities Learner's Book pg. 93

- Observation - Oral questions - Written assignments

Numbers

Fractions - Identifying ⅛ as part of a whole
Fractions - Identifying fractions as part of a group (½, ¼, ⅛)
Fractions - Identifying fractions as part of a group (½, ¼, ⅛)

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

- Divide shapes into eighths
- Color one eighth of shapes
- Show interest in fractions

- Draw shapes and divide each into eight equal parts
- Color one eighth of each shape
- Fill in gaps to complete fraction statements

What are different ways to show an eighth?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 94
- Paper
- Scissors
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 95
- Counters
- Tins
- Picture cards
- Oxford Let's Do Mathematical Activities Learner's Book pg. 96

- Observation - Oral questions - Written tests

Numbers
Measurement

Fractions - Identifying fractions as part of a group (½, ¼, ⅛)
Fractions - Using fractions in daily activities
Length - Measuring length in metres

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

- Identify ⅛ as part of a group
- Find eighth of a group of objects
- Show interest in fractions

- Use rectangular Manila paper folded into 8 equal parts
- Share 32 counters equally among the 8 parts
- Find ⅛ of 16 using objects

How do we find an eighth of a group of objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 97
- Manila paper
- Counters
- Worksheets
- Oxford Let's Do Mathematical Activities Learner's Book pg. 98
- Pictures showing fraction scenarios
- Word problem cards
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 99
- Metre sticks
- Charts showing standard measurements

- Observation - Oral questions - Written assignments

Measurement

Length - Adding length in metres
Length - Subtracting length in metres
Length - Estimating length up to 10 metres
Length - Estimating length up to 10 metres
Length - Applying length measurement in real-life situations

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

- Add length in metres
- Solve problems involving addition of length in metres
- Appreciate the importance of adding length in real life situations

- In groups, prepare 5 metres long strings with knots at intervals of one metre to measure long distances
- Measure the lengths of different objects and add the measurements
- Work out addition of length in real-life situations
- Use digital tools to practice addition of length

How do we add length measurements when we need to find total length?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 101
- Metre sticks
- String or rope
- Place value chart
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 102
- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- String or rope with knots at 1-metre intervals
- Oxford Let's Do Mathematical Activities Learner's Book pg. 106
- QR code activities

- Observation - Oral questions - Written tests

Measurement

Mass - Measuring mass in kilograms
Mass - Adding mass in kilograms
Mass - Subtracting mass in kilograms
Mass - Estimating mass up to 5 kilograms

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

- Identify the kilogram as a unit of measuring mass
- Measure mass of objects in kilograms
- Show interest in measuring mass in kilograms

- Collect safe materials to be used to measure mass in their immediate environment
- Make masses of 1kg using sand or soil by measuring against the kilogram standard unit
- In groups, measure mass of different objects in kilograms using a beam balance
- Record and compare masses of various objects

How can you make a 1kg mass using a beam balance?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 108
- Beam balance
- 1kg standard masses
- Sand or soil
- Paper packets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 110
- Place value chart
- Classroom shop items
- Oxford Let's Do Mathematical Activities Learner's Book pg. 112
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- 1kg and 5kg standard masses
- Sand/soil in packets
- Various objects

- Observation - Oral questions - Practical activities

Measurement

Mass - Estimating mass up to 5 kilograms
Mass - Applying mass measurement in real-life situations

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

- Estimate mass of different objects up to 5 kilograms
- Measure mass accurately using appropriate tools
- Apply estimation of mass in real-life situations

- In pairs/groups, make several 1-kilogram, 4-kilogram and 5-kilogram packets of sand or soil
- Use these packets to find and identify things of similar mass
- Estimate and measure masses of objects around the school
- Discuss situations where estimation of mass is useful

How can we use reference objects to estimate mass?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance
- 1kg standard masses
- Sand/soil in packets
- Various objects
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 115
- Classroom shop items
- QR code activities

- Observation - Oral questions - Written assignments

Measurement

Capacity - Measuring capacity in litres
Capacity - Adding capacity in litres

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

- Identify the litre as a unit of measuring capacity
- Measure capacity of containers in litres
- Show interest in measuring capacity in litres

- In pairs/groups, collect safe materials in the immediate environment to be used to measure capacity
- Fill a bucket with water using a 1-litre bottle and count how many bottles fill the bucket
- Measure capacity of different containers using a 1-litre container
- Record and compare capacities of various containers

How can the capacity of a container be measured?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 116
- 1-litre bottles/containers
- Various containers (buckets, jugs, etc.)
- Water
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 117
- Various containers (basins, sufurias, jerrycans)
- Oxford Let's Do Mathematical Activities Learner's Book pg. 118
- Various containers
- Place value chart

- Observation - Oral questions - Practical activities

Measurement

Capacity - Subtracting capacity in litres
Capacity - Estimating capacity up to 5 litres

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

- Subtract capacity in litres
- Solve problems involving subtraction of capacity in litres
- Apply subtraction of capacity in real-life situations

- Pour water from a jerrycan into smaller containers to demonstrate subtraction
- Work out subtraction problems involving capacity using place value charts
- Solve word problems involving subtraction of capacity
- Present solutions to the class

How do we find the remaining capacity when some liquid is removed?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 119
- 1-litre bottles/containers
- Various containers
- Water
- Place value chart
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 120
- Marking pen

- Observation - Oral questions - Written tests

Measurement

Capacity - Estimating capacity up to 5 litres
Capacity - Applying capacity measurement in real-life situations
Capacity - Applying capacity measurement in real-life situations

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

- Estimate capacity of different containers up to 5 litres
- Measure capacity accurately using appropriate tools
- Apply estimation of capacity in real-life situations

- In pairs/groups, estimate capacity of various containers up to 5 litres
- Measure the actual capacity to verify estimates
- Fill in tables comparing estimated and actual capacity
- Discuss situations where estimation of capacity is useful

How accurate are our capacity estimations?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 121
- 1-litre bottles/containers
- Various containers
- Water
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 122
- QR code activities
- Charts and posters

- Observation - Oral questions - Written assignments

Measurement

Time - Identifying minute as a unit of measuring time
Time - Reading and telling time using 'past' and 'to' on clock face
Time - Reading and telling time using 'past' and 'to' on clock face

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

- Identify the minute as a unit of measuring time
- Locate a minute on the clock face
- Show interest in learning about units of time

- In groups, draw a clock face on a manila paper and divide it into equal parts
- Discuss the divisions on the clock face
- Locate a minute on the clock face
- Count minutes between different positions on the clock face

How many minutes are there between the numbers on a clock?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 123
- Clock models
- Manila paper
- Drawing materials
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 124
- Clock face charts
- Oxford Let's Do Mathematical Activities Learner's Book pg. 128

- Observation - Oral questions - Written assignments

Measurement

Time - Reading and telling time using digital and analogue clocks

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

- Identify analog and digital clocks
- Read time on an analog clock
- Appreciate telling time using different clock types

- In groups, examine analog and digital clocks and identify differences
- Practice reading time on analog clocks
- Discuss how the analog clock operates
- Match times shown on analog clock faces to written forms

What are the differences between analog and digital clocks?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 130
- Analog clock models
- Digital clock models
- Clock face charts
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 132

- Observation - Oral questions - Practical activities

Measurement

Time - Writing time using 'past' and 'to' the hour
Time - Estimating time in hours

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

- Write time using 'past' the hour
- Convert between different ways of expressing time
- Show interest in writing time correctly

- Practice writing time shown on analog clocks using 'past' the hour
- Convert between analog clock displays and written time expressions
- Complete worksheets with time writing exercises
- Match written time expressions to clock faces

How do we write time using 'past' the hour?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 134
- Clock models
- Worksheets
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 135
- Activity charts

- Observation - Oral questions - Written tests

Measurement

Time - Adding time (hours and minutes without conversion)
Time - Subtracting time (hours and minutes without conversion)

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

- Add time involving hours and minutes without conversion
- Solve problems involving addition of time
- Appreciate addition of time in real-life situations

- In pairs/groups, add time in hours and minutes without conversion
- Solve word problems involving addition of time
- Use place value charts to organize hours and minutes
- Role-play scenarios involving addition of time

How do we add hours and minutes?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 136
- Clock models
- Place value charts for time
- Digital resources

- Observation - Oral questions - Written tests

Measurement

Time - Appreciating time in real-life situations
Money - Identifying Kenyan currency notes up to Sh.1000
Money - Counting money in different denominations up to Sh.1000

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

- Apply concepts of time to real-life situations
- Interpret time-related information
- Value the importance of time management

- Discuss the importance of keeping time in real life situations
- Create daily schedules using appropriate time measurements
- Role-play scenarios involving time management
- Solve real-life problems related to time

Why is keeping time important in our daily lives?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 137
- Clock models
- Schedule charts
- Digital resources
- QR code activities
- Oxford Let's Do Mathematical Activities Learner's Book pg. 139
- Pictures of Kenyan currency notes
- Model currency notes
- Oxford Let's Do Mathematical Activities Learner's Book pg. 141
- Sorting trays

- Observation - Oral questions - Project work - Written tests

Measurement

Money - Adding money in different denominations up to Sh.1000

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

- Add money in different denominations up to sh.1000
- Solve problems involving addition of money
- Value accuracy when adding money

- Read and work out addition of money problems
- Use place value charts to add money
- Solve word problems involving addition of money
- Share answers with classmates

How do we add money of different denominations?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 143
- Model currency notes
- Place value charts
- Digital resources
- Classroom shop

- Observation - Oral questions - Written tests

Measurement

Money - Subtracting money in different denominations up to Sh.1000
Money - Representing the same amount in different denominations

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

- Subtract money in different denominations up to sh.1000
- Solve problems involving subtraction of money
- Show interest in learning about money

- Read and work out subtraction of money problems
- Use place value charts to subtract money
- Solve word problems involving subtraction of money
- Share answers with classmates

How do we subtract money of different denominations?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 144
- Model currency notes
- Place value charts
- Digital resources
- Classroom shop
- Oxford Let's Do Mathematical Activities Learner's Book pg. 145

- Observation - Oral questions - Written assignments

Measurement

Money - Converting money into different denominations
Money - Using money to buy up to 3 items involving balance
Money - Appreciating spending and saving money

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

- Convert money into different denominations
- Determine equivalents in different denominations
- Value flexibility in representing money amounts

- Give the shopkeeper different notes and get change in smaller denominations
- Give several small denomination notes to get larger denomination notes
- Practice conversion between different denominations
- Check that amounts are correct after conversion

How many 100-shilling notes make 1000 shillings?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 146
- Model currency notes
- Classroom shop
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 147
- Classroom shop with priced items
- Oxford Let's Do Mathematical Activities Learner's Book pg. 149
- Budget charts
- QR code activities

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Moving along a straight line from a point
Position and Direction - Identifying right and left side from a point

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

- Move along a straight line from a point
- Identify situations that involve moving in a straight line
- Show interest in movement along straight lines

- In pairs/groups, go outside the classroom and move along straight lines
- Move along the width of the school field
- Move from one tree to another
- Move from the classroom to the flagpost
- Discuss scenarios in daily life that involve moving in straight lines

What are some examples of moving in a straight line in our environment?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 151
- School compound
- Strings/ropes
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions
- Classroom objects

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Turning to the right from a point
Position and Direction - Turning to the left from a point
Position and Direction - Using directions in real-life situations

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

- Turn to the right from a point
- Follow instructions involving turning right
- Value the importance of directional language

- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right
- Identify contexts where turning right is necessary
- Practice giving and following instructions involving turning right
- Use diagrams to trace paths involving right turns

What happens when we turn to the right from a point?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound
- Direction charts
- Floor diagrams
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 156
- Oxford Let's Do Mathematical Activities Learner's Book pg. 157
- School map
- QR code activities

- Observation - Oral questions - Practical activities

Geometry

Shapes - Identifying shapes in a combined shape made of two different shapes
Shapes - Drawing a combined shape made of 2 shapes
Shapes - Modeling a combined shape made of two shapes
Shapes - Appreciating combined shapes in the environment

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

- Identify basic geometric shapes
- Recognize shapes within combined shapes
- Show interest in exploring shapes in the environment

- Make paper cut-outs of various shapes
- Sort the paper cut-outs according to their shapes
- Name the different shapes made from the paper cut-outs
- Identify and name individual shapes in combined shapes
- Examine objects in the environment to identify combined shapes

What shapes can you identify in combined objects?

- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper
- Scissors
- Shape cut-outs
- Digital resources
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials
- Shape templates
- Pictures of everyday objects
- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine
- Card stock
- Locally available materials
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment
- QR code activities

- Observation - Oral questions - Practical activities